RPT Bi Semakan Tahun 5

RPT BAHASA INGGERIS KSSRPK TAHUN 5
PPKI SK PARIT KUDUS 2021

Minggu TAJUK STANDARD STANDARD STANDARD PRESTASI
1 1. LISTENING 1.1. KANDUNGAN
Recognise and PEMBELAJARAN
1.1.1 Recognise TP 1:(i) Hardly recognises and reproduces a range of target language phonemes even with a lot of support.
SKILLS reproduce target and reproduce with (ii) Hardly understands main ideas, specific information and details of short simple texts even with a lot of support.
language sound support a range of (iii)Hardly understands short simple narratives and short questions on familiar topics even with a lot of support.
target language TP 2:(i) Recognises and reproduces a range of target language phonemes with a lot of support.
phonemes (ii) Understands main ideas, specific information and details of short simple texts with a lot of support.
(Recognise and (iii) Understands short simple narratives and short questions on familiar topics with a lot of support.
reproduce target TP 3:(i) Recognises and reproduces a range of target language phonemes with support.
language (ii) Understands main ideas, specific information and details of short simple texts with support.
phonemes) (iii) Understands short simple narratives and short questions on familiar topics with support.
TP 4:(i) Recognises and reproduces a range of target language phonemes with very minimal support.
(ii) Understands main ideas, specific information and details of short simple texts with very minimal support.
(iii) Understands short simple narratives and short questions on familiar topics with very minimal support.
TP 5:(i) Recognises and reproduces a range of target language phonemes appropriately.
(ii) Understands main ideas and specific information and details of short simple texts appropriately.
(iii) Understands short simple narratives and short questions on familiar topics appropriately.
TP 6:(i) Recognises and reproduces a range of target language phonemes confidently.
(ii) Understands main ideas and specific information and details of the texts confidently.
(iii) Understands short simple narratives and short questions on familiar topics confidently.
2 1. LISTENING 1.1. Recognise and 1.1.1 Recognise TP 1:(i) Hardly recognises and reproduces a range of target language phonemes even with a lot of support.
SKILLS reproduce target and reproduce with (ii) Hardly understands main ideas, specific information and details of short simple texts even with a lot of support.
language sound support a range of (iii)Hardly understands short simple narratives and short questions on familiar topics even with a lot of support.
target language TP 2:(i) Recognises and reproduces a range of target language phonemes with a lot of support.
phonemes (ii) Understands main ideas, specific information and details of short simple texts with a lot of support.
(Recognise and (iii) Understands short simple narratives and short questions on familiar topics with a lot of support.
reproduce target TP 3:(i) Recognises and reproduces a range of target language phonemes with support.
language (ii) Understands main ideas, specific information and details of short simple texts with support.
phonemes) (iii) Understands short simple narratives and short questions on familiar topics with support.
3 1. LISTENING 1.2. Understand 1.2.1 Understand TP 1:(i) Hardly recognises and reproduces a range of target language phonemes even with a lot of support.
SKILLS meaning in a with support the (ii) Hardly understands main ideas, specific information and details of short simple texts even with a lot of support.
variety of familiar main idea of short (iii)Hardly understands short simple narratives and short questions on familiar topics even with a lot of support.
contexts simple texts. TP 2:(i) Recognises and reproduces a range of target language phonemes with a lot of support.
(Understand the (ii) Understands main ideas, specific information and details of short simple texts with a lot of support.
main idea when (iii) Understands short simple narratives and short questions on familiar topics with a lot of support.
listening to texts on TP 3:(i) Recognises and reproduces a range of target language phonemes with support.
familiar topics) (ii) Understands main ideas, specific information and details of short simple texts with support.
(iii) Understands short simple narratives and short questions on familiar topics with support.
SKILLS meaning in a with support (ii) Hardly understands main ideas, specific information and details of short simple texts even with a lot of support.
variety of familiar specific information (iii)Hardly understands short simple narratives and short questions on familiar topics even with a lot of support.
contexts and TP 2:(i) Recognises and reproduces a range of target language phonemes with a lot of support.
details of short (ii) Understands main ideas, specific information and details of short simple texts with a lot of support.
simple texts. (iii) Understands short simple narratives and short questions on familiar topics with a lot of support.
(Understand TP 3:(i) Recognises and reproduces a range of target language phonemes with support.
specific details (ii) Understands main ideas, specific information and details of short simple texts with support.
when listening to (iii) Understands short simple narratives and short questions on familiar topics with support.
text on familiar TP 4:(i) Recognises and reproduces a range of target language phonemes with very minimal support.
topics) (ii) Understands main ideas, specific information and details of short simple texts with very minimal support.
SKILLS meaning in a with support short (ii) Hardly understands main ideas, specific information and details of short simple texts even with a lot of support.
variety of familiar simple narratives. (iii)Hardly understands short simple narratives and short questions on familiar topics even with a lot of support.
contexts (Understand TP 2:(i) Recognises and reproduces a range of target language phonemes with a lot of support.
narratives on (ii) Understands main ideas, specific information and details of short simple texts with a lot of support.
familiar topics) (iii) Understands short simple narratives and short questions on familiar topics with a lot of support.
TP 3:(i) Recognises and reproduces a range of target language phonemes with support.
(ii) Understands main ideas, specific information and details of short simple texts with support.
6 1. LISTENING 1.2. Understand 1.2.4 Understand a TP 1:(i) Hardly recognises and reproduces a range of target language phonemes even with a lot of support.
SKILLS meaning in a range of short (ii) Hardly understands main ideas, specific information and details of short simple texts even with a lot of support.
variety of familiar questions on (iii)Hardly understands short simple narratives and short questions on familiar topics even with a lot of support.
contexts familiar topics TP 2:(i) Recognises and reproduces a range of target language phonemes with a lot of support.
(Understand (ii) Understands main ideas, specific information and details of short simple texts with a lot of support.
questions on (iii) Understands short simple narratives and short questions on familiar topics with a lot of support.
familiar topics) TP 3:(i) Recognises and reproduces a range of target language phonemes with support.
(ii) Understands main ideas, specific information and details of short simple texts with support.
7 2. SPEAKING 2.1. Communicate 2.1.1 Ask and TP 1:(i) Hardly asks and responds to personal information, asks about and describes daily activities even with a lot of support.
SKILLS simple information respond to (ii) Hardly asks about, makes simple predictions and describes people and objects using simple sentences even with a lot of support.
personal (iii) Hardly retells very short basic stories even with a lot of support.
information TP 2:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with a lot of support.
(Communicate (ii) Shows ability to ask about, makes simple predictions and describes people and objects using simple sentences with a lot of
simple support.
information about (iii) Shows ability to retell very short basic stories with a lot of support.
themselves) TP 3:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with support.
(ii) Shows ability to ask about, makes simple predictions and describes people and objects using simple sentences with support.
(iii) Shows ability to retell very short basic stories with support.
TP 4:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with very minimal support.
(ii) Shows ability to ask about, makes simple predictions and describes people and objects using simple sentences with very minimal
support.
(iii) Shows ability to retell very short basic stories with very minimal support.
TP 5:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities appropriately.
(ii) Shows ability to ask about, makes simple predictions and describes people and objects using simple sentences appropriately.
(iii) Shows ability to retell very short basic stories appropriately.
TP 6:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities confidently.
(ii) Shows ability to ask about, makes simple predictions and describes people and objects using simple sentences confidently.
(iii) Shows ability to retell very short basic stories confidently.
8 2. SPEAKING 2.1. Communicate 2.1.2 Ask about and TP 1:(i) Hardly asks and responds to personal information, asks about and describes daily activities even with a lot of support.
SKILLS simple information describe (ii) Hardly asks about, makes simple predictions and describes people and objects using simple sentences even with a lot of support.
daily activities (iii) Hardly retells very short basic stories even with a lot of support.
(Find out simple TP 2:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with a lot of support.
information from (ii) Shows ability to ask about, makes simple predictions and describes people and objects using simple sentences with a lot of
others) support.
(iii) Shows ability to retell very short basic stories with a lot of support.
TP 3:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with support.
support.
SKILLS simple information describe (ii) Hardly asks about, makes simple predictions and describes people and objects using simple sentences even with a lot of support.
daily activities (iii) Hardly retells very short basic stories even with a lot of support.
(Find out simple TP 2:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with a lot of support.
information from (ii) Shows ability to ask about, makes simple predictions and describes people and objects using simple sentences with a lot of
others) support.
(iii) Shows ability to retell very short basic stories with a lot of support.
TP 3:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with support.
support.
SKILLS simple information make (ii) Hardly asks about, makes simple predictions and describes people and objects using simple sentences even with a lot of support.
simple predictions (iii) Hardly retells very short basic stories even with a lot of support.
based TP 2:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with a lot of support.
on stimulus given (ii) Shows ability to ask about, makes simple predictions and describes people and objects using simple sentences with a lot of
(Communicate support.
simple (iii) Shows ability to retell very short basic stories with a lot of support.
information) TP 3:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with support.
support.
SKILLS simple information make (ii) Hardly asks about, makes simple predictions and describes people and objects using simple sentences even with a lot of support.
simple predictions (iii) Hardly retells very short basic stories even with a lot of support.
based TP 2:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with a lot of support.
on stimulus given (ii) Shows ability to ask about, makes simple predictions and describes people and objects using simple sentences with a lot of
(Communicate support.
simple (iii) Shows ability to retell very short basic stories with a lot of support.
information) TP 3:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with support.
support.
12 2. SPEAKING 2.1. Communicate 2.1.4 Describe TP 1:(i) Hardly asks and responds to personal information, asks about and describes daily activities even with a lot of support.
SKILLS simple information people and (ii) Hardly asks about, makes simple predictions and describes people and objects using simple sentences even with a lot of support.
objects using (iii) Hardly retells very short basic stories even with a lot of support.
suitable TP 2:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with a lot of support.
simple sentences (ii) Shows ability to ask about, makes simple predictions and describes people and objects using simple sentences with a lot of
(Describe people support.
and (iii) Shows ability to retell very short basic stories with a lot of support.
things) TP 3:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with support.
support.
13 2. SPEAKING 2.1. Communicate 2.1.4 Describe TP 1:(i) Hardly asks and responds to personal information, asks about and describes daily activities even with a lot of support.
SKILLS simple information people and (ii) Hardly asks about, makes simple predictions and describes people and objects using simple sentences even with a lot of support.
objects using (iii) Hardly retells very short basic stories even with a lot of support.
suitable TP 2:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with a lot of support.
simple sentences (ii) Shows ability to ask about, makes simple predictions and describes people and objects using simple sentences with a lot of
(Describe people support.
and (iii) Shows ability to retell very short basic stories with a lot of support.
things) TP 3:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with support.
support.
14 2. SPEAKING 2.2 Communicate 2.2.1 Retell very TP 1:(i) Hardly asks and responds to personal information, asks about and describes daily activities even with a lot of support.
SKILLS appropriately to a short basic (ii) Hardly asks about, makes simple predictions and describes people and objects using simple sentences even with a lot of support.
small or large stories (iii) Hardly retells very short basic stories even with a lot of support.
group (Communicate TP 2:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with a lot of support.
information, events (ii) Shows ability to ask about, makes simple predictions and describes people and objects using simple sentences with a lot of
and stories clearly support.
to (iii) Shows ability to retell very short basic stories with a lot of support.
an audience) TP 3:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with support.
support.
15 2. SPEAKING 2.2 Communicate 2.2.1 Retell very TP 1:(i) Hardly asks and responds to personal information, asks about and describes daily activities even with a lot of support.
SKILLS appropriately to a short basic (ii) Hardly asks about, makes simple predictions and describes people and objects using simple sentences even with a lot of support.
small or large stories (iii) Hardly retells very short basic stories even with a lot of support.
group (Communicate TP 2:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with a lot of support.
information, events (ii) Shows ability to ask about, makes simple predictions and describes people and objects using simple sentences with a lot of
and stories clearly support.
to (iii) Shows ability to retell very short basic stories with a lot of support.
an audience) TP 3:(i) Shows ability to ask and respond to personal information, ask about and describe daily activities with support.
support.
16 3. READING 3.1. Understand a 3.1.1 Understand TP 1:Membina dan menulis ayat serta menghasilkan penulisan pada tahap sangat terhad.
SKILLS variety of the main TP 2:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan pada tahap terhad.
linear and non-linear idea of very short TP 3:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
print and digital texts simple texts dan memurnikan hasil penulisan pada tahap memuaskan.
by using appropriate (Understand the TP 4:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
reading strategies main idea in a dan memurnikan hasil penulisan pada tahap kukuh.
variety of text types TP 5:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
on familiar topics) dan memurnikan hasil penulisan pada tahap tekal.
TP 6:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
dan memurnikan hasil penulisan pada tahap boleh dicontohi.
SKILLS variety of the main TP 2:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan pada tahap terhad.
linear and non-linear idea of very short TP 3:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
print and digital texts simple texts dan memurnikan hasil penulisan pada tahap memuaskan.
by using appropriate (Understand the TP 4:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
reading strategies main idea in a dan memurnikan hasil penulisan pada tahap kukuh.
variety of text types TP 5:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
on familiar topics) dan memurnikan hasil penulisan pada tahap tekal.
TP 6:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
dan memurnikan hasil penulisan pada tahap boleh dicontohi.
SKILLS variety of specific TP 2:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan pada tahap terhad.
linear and non-linear information and TP 3:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
print and digital texts details of very short dan memurnikan hasil penulisan pada tahap memuaskan.
by using appropriate simple texts TP 4:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
reading strategies (Understand dan memurnikan hasil penulisan pada tahap kukuh.
specific TP 5:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
details in a variety dan memurnikan hasil penulisan pada tahap tekal.
of TP 6:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
text types on dan memurnikan hasil penulisan pada tahap boleh dicontohi.
familiar
topics)
SKILLS variety of specific TP 2:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan pada tahap terhad.
linear and non-linear information and TP 3:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
print and digital texts details of very short dan memurnikan hasil penulisan pada tahap memuaskan.
by using appropriate simple texts TP 4:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
reading strategies (Understand dan memurnikan hasil penulisan pada tahap kukuh.
specific TP 5:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
details in a variety dan memurnikan hasil penulisan pada tahap tekal.
of TP 6:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
text types on dan memurnikan hasil penulisan pada tahap boleh dicontohi.
familiar
topics)
20 3. READING 3.1. Understand a 3.1.3 Use with TP 1:Membina dan menulis ayat serta menghasilkan penulisan pada tahap sangat terhad.
SKILLS variety of support picture TP 2:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan pada tahap terhad.
linear and non-linear dictionary to find, TP 3:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
print and digital texts list and dan memurnikan hasil penulisan pada tahap memuaskan.
by using appropriate categorise words TP 4:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
reading strategies from dan memurnikan hasil penulisan pada tahap kukuh.
the topics chosen. TP 5:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
(Use appropriate dan memurnikan hasil penulisan pada tahap tekal.
basic TP 6:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
dictionary skills) dan memurnikan hasil penulisan pada tahap boleh dicontohi.
21 3. READING 3.1. Understand a 3.1.3 Use with TP 1:Membina dan menulis ayat serta menghasilkan penulisan pada tahap sangat terhad.
SKILLS variety of support picture TP 2:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan pada tahap terhad.
linear and non-linear dictionary to find, TP 3:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
print and digital texts list and dan memurnikan hasil penulisan pada tahap memuaskan.
by using appropriate categorise words TP 4:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
reading strategies from dan memurnikan hasil penulisan pada tahap kukuh.
the topics chosen. TP 5:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
(Use appropriate dan memurnikan hasil penulisan pada tahap tekal.
basic TP 6:Membina dan menulis ayat, menulis ayat yang diimlakkan, mencatat maklumat, menghasilkan penulisan naratif serta mengedit
dictionary skills) dan memurnikan hasil penulisan pada tahap boleh dicontohi.
22 3. READING 3.2. Read for 3.2.1 Read and TP 1:(i) Hardly understands the main idea, specific information and details of very short simple texts even with a lot of support.
SKILLS information and enjoy simple (ii) Hardly uses picture dictionary to find, list and categorise words even with a lot of support.
enjoyment fiction or non- (iii) Hardly reads and enjoy simple fiction or non-fiction print and digital texts even with a lot of support.
fiction print TP 2:(i) Shows ability to understand the main idea, specific information and details of very short simple texts with a lot of support.
and digital texts of (ii) Shows ability to use picture dictionary to find, list and categorise words with a lot of support.
interest. (iii) Shows ability to read and enjoy simple fiction or non-fiction print and digital texts with a lot of support.
(Read and TP 3:(i) Shows ability to understand the main idea, specific information and details of very short simple texts with support.
understand (ii) Shows ability to use picture dictionary to find, list and categorise words with support.
a variety of fiction (iii) Shows ability to read and enjoy simple fiction or non-fiction print and digital texts with support.
and TP 4:(i) Shows ability to understand the main idea, specific information and details of very short simple texts with very minimal
non-fiction support.
textsRead and (ii) Shows ability to use picture dictionary to find, list and categorise words with very minimal support.
understand (iii) Shows ability to read and enjoy simple fiction or non-fiction print and digital texts with very minimal support.
a variety of fiction TP 5:(i) Shows ability to understand the main idea, specific information and details of very short simple texts appropriately.
and (ii) Shows ability to use picture dictionary to find, list and categorise words appropriately.
non-fiction texts) (iii) Shows ability to read and enjoy simple fiction or non-fiction print and digital texts appropriately.
TP 6:(i) Shows ability to understand the main idea, specific information and details of very short simple texts confidently.
(ii) Shows ability to use picture dictionary to find, list and categorise words confidently and independently.
(iii) Shows ability to read and enjoy simple fiction or non-fiction print and digital texts confidently
25 4. WRITING 4.1. Write basic 4.1.1 Write basic TP 1:(i) Hardly writes basic information, simple instructions and directions even with a lot of support.
SKILLS information for a information using (ii) Hardly writes and describes people and objects using suitable phrases and simple sentences even with a lot of support.
range of purposes in phrases and (iii) Hardly punctuates at sentence level and spells a range of familiar high frequency words in guided writing even with a lot of
print and digital sentences. (Write support.
media basic information) (iv) Hardly plans, drafts and writes simple sentences even with a lot of support.
TP 2:(i) Shows ability to write basic information, simple instructions and directions with a lot of support.
(ii) Shows ability to write and describes people and objects using suitable phrases and simple sentences with a lot of support.
(iii) Shows ability to punctuate at sentence level and spells a range of familiar high frequency words in guided writing with a lot of
support.
(iv) Shows ability to plan, draft and write simple sentences with a lot of support
TP 3:(i) Shows ability to write basic information, simple instructions and directions with support.
(ii) Shows ability to write and describes people and objects using suitable phrases and simple sentences with support.
(iii) Shows ability to punctuate at sentence level and spells a range of familiar high frequency words in guided writing with support.
(iv) Shows ability to plan, draft and write simple sentences with support.
TP 4:(i) Shows ability to write basic information, simple instructions and directions with very minimal support.
(ii) Shows ability to write and describes people and objects using suitable phrases and simple sentences with very minimal support.
(iii) Shows ability to punctuate at sentence level and spells a range of familiar high frequency words in guided writing with very
minimal support.
(iv) Shows ability to plan, draft and write simple sentences with very minimal support.
TP 5:(i) Shows ability to write basic information, simple instructions and directions appropriately.
(ii) Shows ability to write and describes people and objects using suitable phrases and simple sentences appropriately.
(iii) Shows ability to punctuate at sentence level and spells a range of familiar high frequency words in guided writing appropriately.
(iv) Shows ability to plan, draft and write simple sentences appropriately
TP 6:(i) Shows ability to write basic information, simple instructions and directions confidently.
(ii) Shows ability to write and describes people and objects using suitable phrases and simple sentences confidently.
(iii) Shows ability to punctuate at sentence level and spells a range of familiar high frequency words in guided writing confidently. (iv)
Shows ability to plan, draft and write simple sentences confidently.
26 4. WRITING 4.1. Write basic 4.1.1 Write basic TP 1:(i) Hardly writes basic information, simple instructions and directions even with a lot of support.
SKILLS information for a information using (ii) Hardly writes and describes people and objects using suitable phrases and simple sentences even with a lot of support.
range of purposes in phrases and (iii) Hardly punctuates at sentence level and spells a range of familiar high frequency words in guided writing even with a lot of
print and digital sentences. (Write support.
media basic information) (iv) Hardly plans, drafts and writes simple sentences even with a lot of support.
TP 2:(i) Shows ability to write basic information, simple instructions and directions with a lot of support.
support.
minimal support.
27 4. WRITING 4.1. Write basic 4.1.2 Write a TP 1:(i) Hardly writes basic information, simple instructions and directions even with a lot of support.
SKILLS information for a sequence of: (i) (ii) Hardly writes and describes people and objects using suitable phrases and simple sentences even with a lot of support.
range of purposes in simple instructions (iii) Hardly punctuates at sentence level and spells a range of familiar high frequency words in guided writing even with a lot of
print and digital (ii) simple support.
media directions (Write (iv) Hardly plans, drafts and writes simple sentences even with a lot of support.
basic information) TP 2:(i) Shows ability to write basic information, simple instructions and directions with a lot of support.
support.
minimal support.
28 4. WRITING 4.1. Write basic 4.1.2 Write a TP 1:(i) Hardly writes basic information, simple instructions and directions even with a lot of support.
SKILLS information for a sequence of: (i) (ii) Hardly writes and describes people and objects using suitable phrases and simple sentences even with a lot of support.
range of purposes in simple instructions (iii) Hardly punctuates at sentence level and spells a range of familiar high frequency words in guided writing even with a lot of
print and digital (ii) simple support.
media directions (Write (iv) Hardly plans, drafts and writes simple sentences even with a lot of support.
basic information) TP 2:(i) Shows ability to write basic information, simple instructions and directions with a lot of support.
support.
minimal support.
29 4. WRITING 4.1. Write basic 4.1.3 Write and TP 1:(i) Hardly writes basic information, simple instructions and directions even with a lot of support.
SKILLS information for a describe people (ii) Hardly writes and describes people and objects using suitable phrases and simple sentences even with a lot of support.
range of purposes in and objects using (iii) Hardly punctuates at sentence level and spells a range of familiar high frequency words in guided writing even with a lot of
print and digital suitable phrases support.
media and simple (iv) Hardly plans, drafts and writes simple sentences even with a lot of support.
sentences. TP 2:(i) Shows ability to write basic information, simple instructions and directions with a lot of support.
(Describe people (ii) Shows ability to write and describes people and objects using suitable phrases and simple sentences with a lot of support.
and things) (iii) Shows ability to punctuate at sentence level and spells a range of familiar high frequency words in guided writing with a lot of
support.
minimal support.
30 4. WRITING 4.1. Write basic 4.1.3 Write and TP 1:(i) Hardly writes basic information, simple instructions and directions even with a lot of support.
SKILLS information for a describe people (ii) Hardly writes and describes people and objects using suitable phrases and simple sentences even with a lot of support.
range of purposes in and objects using (iii) Hardly punctuates at sentence level and spells a range of familiar high frequency words in guided writing even with a lot of
print and digital suitable phrases support.
media and simple (iv) Hardly plans, drafts and writes simple sentences even with a lot of support.
sentences. TP 2:(i) Shows ability to write basic information, simple instructions and directions with a lot of support.
(Describe people (ii) Shows ability to write and describes people and objects using suitable phrases and simple sentences with a lot of support.
and things) (iii) Shows ability to punctuate at sentence level and spells a range of familiar high frequency words in guided writing with a lot of
support.
minimal support.
31 4. WRITING 4.2. Write with 4.2.1 Use capital TP 1:(i) Hardly writes basic information, simple instructions and directions even with a lot of support.
SKILLS appropriate letters, full stops, (ii) Hardly writes and describes people and objects using suitable phrases and simple sentences even with a lot of support.
language form and question marks (iii) Hardly punctuates at sentence level and spells a range of familiar high frequency words in guided writing even with a lot of
style for a range of and comma support.
purposes in print and appropriately in (iv) Hardly plans, drafts and writes simple sentences even with a lot of support.
digital media guided writing at TP 2:(i) Shows ability to write basic information, simple instructions and directions with a lot of support.
sentence level (ii) Shows ability to write and describes people and objects using suitable phrases and simple sentences with a lot of support.
(Punctuate texts (iii) Shows ability to punctuate at sentence level and spells a range of familiar high frequency words in guided writing with a lot of
appropriately) support.
minimal support.
32 4. WRITING 4.2. Write with 4.2.1 Use capital TP 1:(i) Hardly writes basic information, simple instructions and directions even with a lot of support.
SKILLS appropriate letters, full stops, (ii) Hardly writes and describes people and objects using suitable phrases and simple sentences even with a lot of support.
language form and question marks (iii) Hardly punctuates at sentence level and spells a range of familiar high frequency words in guided writing even with a lot of
style for a range of and comma support.
purposes in print and appropriately in (iv) Hardly plans, drafts and writes simple sentences even with a lot of support.
digital media guided writing at TP 2:(i) Shows ability to write basic information, simple instructions and directions with a lot of support.
sentence level (ii) Shows ability to write and describes people and objects using suitable phrases and simple sentences with a lot of support.
(Punctuate texts (iii) Shows ability to punctuate at sentence level and spells a range of familiar high frequency words in guided writing with a lot of
appropriately) support.
minimal support.
33 4. WRITING 4.2. Write with 4.2.2 Spell a range TP 1:(i) Hardly writes basic information, simple instructions and directions even with a lot of support.
SKILLS appropriate of familiar high (ii) Hardly writes and describes people and objects using suitable phrases and simple sentences even with a lot of support.
language form and frequency words in (iii) Hardly punctuates at sentence level and spells a range of familiar high frequency words in guided writing even with a lot of
style for a range of guided writing support.
purposes in print and (Spell high (iv) Hardly plans, drafts and writes simple sentences even with a lot of support.
digital media frequency words TP 2:(i) Shows ability to write basic information, simple instructions and directions with a lot of support.
accurately) (ii) Shows ability to write and describes people and objects using suitable phrases and simple sentences with a lot of support.
support.
minimal support.
34 4. WRITING 4.2. Write with 4.2.2 Spell a range TP 1:(i) Hardly writes basic information, simple instructions and directions even with a lot of support.
SKILLS appropriate of familiar high (ii) Hardly writes and describes people and objects using suitable phrases and simple sentences even with a lot of support.
language form and frequency words in (iii) Hardly punctuates at sentence level and spells a range of familiar high frequency words in guided writing even with a lot of
style for a range of guided writing support.
purposes in print and (Spell high (iv) Hardly plans, drafts and writes simple sentences even with a lot of support.
digital media frequency words TP 2:(i) Shows ability to write basic information, simple instructions and directions with a lot of support.
accurately) (ii) Shows ability to write and describes people and objects using suitable phrases and simple sentences with a lot of support.
support.
minimal support.
35 4. WRITING 4.2. Write with 4.2.3 Plan, draft TP 1:(i) Hardly writes basic information, simple instructions and directions even with a lot of support.
SKILLS appropriate and write an (ii) Hardly writes and describes people and objects using suitable phrases and simple sentences even with a lot of support.
language form and increased range of (iii) Hardly punctuates at sentence level and spells a range of familiar high frequency words in guided writing even with a lot of
style for a range of simple sentences support.
purposes in print and based on any (iv) Hardly plans, drafts and writes simple sentences even with a lot of support.
digital media familiar topics TP 2:(i) Shows ability to write basic information, simple instructions and directions with a lot of support.
(Plan, draft and edit (ii) Shows ability to write and describes people and objects using suitable phrases and simple sentences with a lot of support.
work appropriately (iii) Shows ability to punctuate at sentence level and spells a range of familiar high frequency words in guided writing with a lot of
on familiar topics) support.
minimal support.
36 4. WRITING 4.2. Write with 4.2.3 Plan, draft TP 1:(i) Hardly writes basic information, simple instructions and directions even with a lot of support.
SKILLS appropriate and write an (ii) Hardly writes and describes people and objects using suitable phrases and simple sentences even with a lot of support.
language form and increased range of (iii) Hardly punctuates at sentence level and spells a range of familiar high frequency words in guided writing even with a lot of
style for a range of simple sentences support.
purposes in print and based on any (iv) Hardly plans, drafts and writes simple sentences even with a lot of support.
digital media familiar topics TP 2:(i) Shows ability to write basic information, simple instructions and directions with a lot of support.
(Plan, draft and edit (ii) Shows ability to write and describes people and objects using suitable phrases and simple sentences with a lot of support.
work appropriately (iii) Shows ability to punctuate at sentence level and spells a range of familiar high frequency words in guided writing with a lot of
on familiar topics) support.
minimal support.
37 5. LANGUAGE 5.1. Enjoy and 5.1.1 Enjoy and TP 1:

ARTS appreciate sing: TP 2:
rhymes, poems and (i) nursery rhymes TP 3:
songs (ii) songs TP 4:
(Say the words in TP 5:
simple texts, and TP 6:
sing simple songs
with correct
pronunciation,
rhythm and
intonation)
38 5. LANGUAGE 5.1. Enjoy and 5.1.1 Enjoy and TP 1:
ARTS appreciate sing: TP 2:
rhymes, poems and (i) nursery rhymes TP 3:
songs (ii) songs TP 4:
(Say the words in TP 5:
simple texts, and TP 6:
sing simple songs
with correct
pronunciation,
rhythm and
intonation)
39 5. LANGUAGE 5.2. Express personal 5.2.1 Name people, TP 1:

ARTS responses to literary things, TP 2:
texts / digital media actions or places of TP 3:
interest based on TP 4:
any TP 5:
stimulus given TP 6:
(Identify, analyse
and
respond to
elements
in texts / digital
40 5. LANGUAGE 5.2. Express personal 5.2.1 Name people, TP 1:
ARTS responses to literary things, TP 2:
texts / digital media actions or places of TP 3:
interest based on TP 4:
any TP 5:
stimulus given TP 6:
(Identify, analyse
and
respond to
elements
in texts / digital
41 5. LANGUAGE 5.3. Express an 5.3.1 Respond TP 1:
ARTS imaginative imaginatively TP 2:
response to literary through presenting TP 3:
texts / digital media creative works. TP 4:
(Plan, prepare and TP 5:
produce creative TP 6:
work with a focus
on
language use.)
42 5. LANGUAGE 5.3. Express an 5.3.1 Respond TP 1:
ARTS imaginative imaginatively TP 2:
response to literary through presenting TP 3:
texts / digital media creative works. TP 4:
(Plan, prepare and TP 5:
produce creative TP 6:
work with a focus
on
language use.)

RPT Bi Semakan Tahun 5

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RPT Bi Semakan Tahun 5

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RPT BAHASA INGGERIS KSSRPK TAHUN 5

PPKI SK PARIT KUDUS 2021

37 5. LANGUAGE 5.1. Enjoy and 5.1.1 Enjoy and TP 1:

39 5. LANGUAGE 5.2. Express personal 5.2.1 Name people, TP 1:

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