Year 3 Teknologi Transit Forms

SEKOLAH KEBANGSAAN SEKSYEN 6 KOTA
DAMANSARA
PETALING JAYA, SELANGOR
YEAR 3
TRANSIT
FORMS
ENGLISH LANGUAGE 2021
CLASS: 3 TEKNOLOGI
TEACHER’S NAME: RAMANI MANIMARAN

PERFORMANCE STANDARDS GUIDE FOR YEAR 3 LISTENING SKILLS
Template by: teacherfiera.com™
PERFORMANC DESCRIPTORS FOR LISTENING SKILLS NOTES
-SitiMaziah-
E LISTENING SKILLS (YEAR 3)
LEVEL
CONTENT STANDARD FOCUS LEARNING STANDARD
 Hardly recognises and reproduces target language phonemes even
1.1.1 Recognise and reproduce with
1.1 Recognise and reproducewith a lotRecognise
of supportand
fromreproduce target
the teacher.
1
support a range of target language
target language sounds language
 Hardly displays phonemes intelligibly
understanding of main idea,phonemes
specific information Requires support
and details of short simple texts, narratives, a wide range of short to achieve the
Understand the main idea
questions and classroom instructions even with 1.2.1 Understand
a lot of supportwith support the main
curriculum
when listening to texts on
from the teacher. idea of short simple texts target. (A1 Mid)
familiar topics
 Hardly guesses meaning of unfamiliar words using visual clues
Understand
even with a lot of supportspecific details
from the teacher. 1.2.2 Understand with support specific
1.2 when listening to texts on information and details of short simple
Understand meaninginRecognises
a and reproduces some target language phonemes with a
familiar topics texts
variety lot of support from the teacher.
2
Understand narratives on
 Displays understanding of main idea, specific 1.2.3 Understand
information and with supportOnshort
track to
of familiar contexts
familiar topics simple narratives
details of short simple texts, narratives, a wide range of short achieve the
questions andUnderstand classroom with a 1.2.4
classroom instructions lot of Understand
support fromathewide range of short
curriculum
teacher. instructions basic supported classroomtarget.instructions
(A1 Mid)
Understand questions on 1.2.5 Understand
 Guesses meaning of unfamiliar words using visual clues with a lot a wide range of short
familiar
of support from the teacher. topics supported questions
1.3 Use appropriate listening
 Recognises and reproduces a range of target1.3.1 Guess
language the meaning of unfamiliar
phonemes
Use appropriate strategies to
3
strategies in a variety of
with support from the teacher. words by using visual clues when a
understand meaning Achieves
contexts  Displays understanding of main idea, specific teacher or classmate
information and is speaking.
expectations of
details of short simple texts, narratives, a wide range of short
the curriculum
questions and classroom instructions with support from the
target. (A1 Mid)
teacher.
 Guesses meaning of unfamiliar words using visual clues.
 Recognises and reproduces a range of target language phonemes.
4
 Displays understanding of main idea, specific information and Working towards
details of short simple texts, narratives, a wide range of short exceeding
questions and classroom instructions with minimal support from expectations of
the teacher. the curriculum
 Shows good ability in guessing meaning of unfamiliar words using target. (A1 High)
visual clues.
5
On track to
 Displays understanding of main idea, specific information and
exceed
details of short simple texts, narratives, a wide range of short
expectations of
questions and classroom instructions with confidence.
the curriculum
 Shows very good ability in guessing meaning of unfamiliar words target. (A1 High)
using visual clues.
6
 Displays understanding of main idea, specific information and Exceeds
details of short simple texts, narratives, a wide range of short expectations of
questions and classroom instructions confidently and the curriculum
independently. target.
 Shows excellent ability in guessing meaning of unfamiliar words (A1 High)
using visual clues.
-SitiMaziah-
YEAR 3 TRANSIT FORM FOR CLASSROOM ASSESSMENT
LISTENING SKILLS
TEACHER’S NAME: RAMANI MANIMARAN CLASS: 3 TEKNOLOGI
NO STUDENT’S NAME LEARNING STANDARD

1.1.1 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.3.1
1 ALEESYA SYAZIERA BINTI MOHD ALI 2 2 2 2 3 3 3
2 AMMAR HAZIQ BIN HISHAMUDIN 2 2 2 2 3
-SitiMaziah-
3 ANAS BIN AHMADISS KANDAR 2 2 2 2 3 3 3
4 HAMINULLAH BIN HISBULLAH 2 2 2 2 2
5 MIA UMAIRAH BINTI MOHD THERMIZI 1 1 1 1 2
6 MOHAMMAD SYAZWIE SYAHMIE BIN ABDULLAH 1 1 1 1 2
7 MUHAMAT FAIS BIN ABDULLAH 1 1 1 1 2
8 MUHAMAD FARIS BIN ABDULLAH 1 1 1 1 2
9 MUHAMMAD FADZIL NAFI BIN MOHD FAIZAN 1 1 1 1 2
10 MUHAMMAD HARRAZ BIN MOHD KHANAN 2 2 2 2 3 3 3
11 MUHAMMAD NUR IRFAN BIN ABDULLAH 1 1 1 1 2
12 MUHAMMAD QAYYUM BIN RAKKIS
13 MUHAMMAD REZZA QUZAIRY BIN NOR FAZIEN 1 1 1 1 2
14 NIK MUHAMMAD AZRI HAKIM BIN NOR ANUAR 1 1 1 1 2
15 NUR ALEESA MAISARA BINTI FAIZAL 1 1 1 1 2
16 NUR QASEH QALLESYA BINTI OTHMAN 1 1 1 1 2
17 NURUL JANNAH ATIRAH BINTI ABDULLAH 2 2 2 2 3 3 3
18 PUTRI NUR MASMIRA BINTI MUHAMMAD NAZZRI 2 2 2 1 2
19 SAIFUL ADHA BIN BADUL HISHAM 2 2 2 1 2
20 SITI NUR DAMIA BINTI ABDULLAH 1 1 1 1 2
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
PERFORMANCE STANDARDS GUIDE FOR YEAR 3 SPEAKING SKILLS
PERFORMANC
E DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
-SitiMaziah-
 Hardly able to communicate simple information about basic opinions, everyday
routines, directions and simple predictions even with a lot of support from the
1
teacher.
Requires support to
 Hardly able to describe people and objects using suitable words and phrases
achieve the
even with a lot of support from the teacher.
curriculum target. (A1
 Hardly able to keep interaction going in short exchanges and asks for attention Mid)
or help even with a lot of support from the teacher.
 Hardly able to narrate very short basic stories and events even with a lot of
support from the teacher.
 Communicates simple information about basic opinions, everyday routines,
2
directions and simple predictions with a lot of support from the teacher.
 Describes people and objects using suitable words and phrases with a lot of
On track to achieve
the curriculum target.
 Keeps interaction going in short exchanges and asks for attention or help with a (A1 Mid)
lot of support from the teacher.
 Narrates very short basic stories and events with a lot of support from the
teacher.
 Displays adequate ability to communicate simple information about basic
3
opinions, everyday routines, directions and simple predictions.
 Shows adequate ability to describe people and objects using suitable words and Achieves expectations
phrases. of the curriculum
 Shows adequate ability to keep interaction going in short exchanges and asks for target. (A1 Mid)
attention or help.
 Shows adequate ability to narrate very short basic stories and events.
 Displays good ability to communicate simple information about basic opinions,
4
everyday routines, directions and simple predictions. Working towards
 Shows good ability to describe people and objects using suitable words and exceeding
phrases. expectations of the
 Shows good ability to keep interaction going in short exchanges and asks for curriculum target. (A1
attention or help. High)
 Shows good ability to narrate very short basic stories and events.
5
 Displays very good ability to communicate simple information about basic On track to exceed
opinions, everyday routines, directions and simple predictions. expectations of the
 Shows very good ability to describe people and objects using suitable words and curriculum target. (A1
phrases confidently. High)
 Shows very good ability to keep interaction going in short exchanges and asks
for attention or help from a teacher or classmate confidently.
 Shows very good ability to narrate very short basic stories and events with ease
and confidence.
 Displays excellent ability to communicate simple information about basic
6
opinions, everyday routines, directions and simple predictions.
 Shows excellent ability to describe people and objects using suitable words and Exceeds expectations
phrases. of the curriculum
 Shows excellent ability to keep interaction going in short exchanges and asks target.
for attention or help. (A1 High)
 Shows excellent ability to narrate very short basic stories and events.
 Displays exemplary model of language use to others.
-SitiMaziah-
SPEAKING SKILLS (YEAR 3)
CONTENT STANDARD FOCUS LEARNING STANDARD
SPOKEN INTERACTION
Communicate simple information 2.1.1 Ask about and express basic
about themselves clearly opinions
Find out simple information from 2.1.2 Find out about and describe
2.1 others basic everyday routines
Communicate simple
Communicate simple information 2.1.3 Give a short sequence of basic
information
clearly directions
intelligibly
Communicate simple information 2.1.4 Ask about, make and respond
clearly to simple predictions
Describe people and things 2.1.5 Describe people and objects
clearly using suitable words and phrases
2.2.1 Keep interaction going in short
2.2 Use appropriate Manage interaction appropriately exchanges by repeating key words
communication from the other speaker
strategies 2.2.2 Ask for attention or help from a
Manage classroom tasks
teacher or classmate by using
appropriately
suitable questions
SPOKEN PRODUCTION
2.3 Communicate Communicate information, events
2.3.1 Narrate very short basic stories
appropriately to a small and
and events
or large group stories clearly to an audience
-SitiMaziah-
SPEAKING SKILLS

2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2 2.3.1
1 ALEESYA SYAZIERA BINTI MOHD ALI 2 2 2 1 2 2 2 3
3 ANAS BIN AHMADISS KANDAR 1 1 1 1 2 2 2 2
10 MUHAMMAD HARRAZ BIN MOHD KHANAN 2 2 2 1 2 2 3 3
17 NURUL JANNAH ATIRAH BINTI ABDULLAH 2 2 2 2 2 3 3 3
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
PERFORMANCE STANDARDS GUIDE FOR YEAR 3 READING SKILLS
-SitiMaziah-
PERFORMANC
E DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
-SitiMaziah-
 Hardly able to understand the main idea, specific
information and details of short simple texts even with a lot
1
of support from the teacher.
Requires support to
 Hardly shows ability to guess the meaning of unfamiliar
achieve the
words and use dictionary skills even with a lot of support
curriculum target.
from the teacher.
(A1 Mid)
 Hardly shows ability to read A1 short simple fiction or non-
fiction print and digital texts of interest even with a lot of
 Understands the main idea, specific information and details
2
of short simple texts with a lot of support from the teacher.
 Able to guess the meaning of unfamiliar words and use On track to achieve
dictionary skills with a lot of support from the teacher. the curriculum
 Able to read A1 short simple fiction or non-fiction print and target. (A1 Mid)
digital texts of interest with a lot of support from the
teacher.
 Understands the main idea, specific information and details
3
of short simple texts adequately. Achieves
 Able to guess the meaning of unfamiliar words and use expectations of the
dictionary skills adequately. curriculum target.
 Reads A1 short simple fiction or non-fiction print and (A1 Mid)
digital texts of interest adequately.
 Displays good understanding of the main idea, specific
4
Working towards
information and details of short simple texts.
exceeding
 Shows good ability to guess the meaning of unfamiliar
expectations of the
words and use dictionary skills.
curriculum target.
 Shows good ability to read A1 short simple fiction or non- (A1 High)
fiction print and digital texts of interest.
 Displays very good understanding of the main idea, specific
5
information and details of short simple texts. On track to exceed
 Shows very good ability to guess the meaning of unfamiliar expectations of the
words and use dictionary skills. curriculum target.
 Shows very good ability to read A1 short simple fiction or (A1 High)
non-fiction print and digital texts of interest.
 Displays excellent understanding of the main idea, specific
6
information and details of short simple texts. Exceeds
 Shows excellent ability to guess the meaning of unfamiliar expectations of the
words and use dictionary skills. curriculum target.
 Shows excellent ability to read A1 short simple fiction or (A1 High)
non-fiction print and digital texts of interest.
-SitiMaziah-
READING SKILLS (YEAR 3)
CONTENT FOCUS LEARNING STANDARD
STANDARD
Identify and distinguish the letters of
3.1.1 No learning standard
the alphabet*
This learning standard has
*Preliterate children will need more support
been covered in Year 1 and
to achieve this Learning Standard, literate
Year 2.
children more challenge and less support
Distinguish and articulate beginning,
3.1 medial and final sound words*
This learning standard has
Recognise words in linear *Preliterate children will need more support
been covered in Year 1 and
and non linear texts by to achieve this Learning Standard, literate
Year 2.
using knowledge of children more challenge and less support
sounds of letters Blend phonemes to recognise words* 3.1.3 No learning standard
*Preliterate children will need more support This learning standard has
to achieve this Learning Standard, literate been covered in Year 1 and
children more challenge and less support Year 2.
Segment words into phonemes to spell* 3.1.4 No learning standard
*Preliterate children will need more support This learning standard has
to achieve this Learning Standard, literate been covered in Year 1 and
children more challenge and less support Year 2.
Understand the main idea in a variety of text 3.2.1 Understand the main
types on familiar topics idea of short simple texts
3.2.2 Understand specific
Understand specific details in a variety of text
3.2 information and details of
types on familiar topics
Understand a variety of short simple texts
linear and non 3.2.3
linear print and digital Guess the meaning of
Use appropriate word attack skills to understand
texts by using unfamiliar words from clues
specific meaning
appropriate reading provided by visuals and the
strategies topic
3.2.4 Recognise and use
with support key features of a
Use appropriate basic dictionary skills
simple monolingual
dictionary
3.3
Read and understand a variety of 3.3.1 Read and enjoy A1
Read independently for
fiction and non-fiction texts with fiction or non-fiction print
information and
confidence and enjoyment and digital texts of interest
enjoyment

READING SKILLS
-SitiMaziah-
3.1.1 3.1.2 3.1.3 3.1.4 3.2.1 3.2.2 3.2.3 3.2.4 3.3.1
1 ALEESYA SYAZIERA BINTI MOHD ALI 2 2 2 2 2 2 2 2 3
3 ANAS BIN AHMADISS KANDAR 2 2 2 1 2 2 2 2 3
10 MUHAMMAD HARRAZ BIN MOHD KHANAN 2 2 2 1 2 2 3 3 3
17 NURUL JANNAH ATIRAH BINTI ABDULLAH 2 2 3 3 3 3 3 3 3
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
PERFORMANCE STANDARDS GUIDE FOR YEAR 3 WRITING SKILLS
PERFORMANC DESCRIPTORS FOR LISTENING SKILLS NOTES

E
-SitiMaziah-
LEVEL
 Hardly uses cursive handwriting in a limited range of written work even with a
1
 Hardly able to communicate basic information and give descriptions of people
Requires support
and objects even with a lot of support from the teacher.
to achieve the
 Hardly shows ability to punctuate, spell an increased range of familiar high curriculum
frequency words and connect sentences using basic conjunctions even with a
target. (A1 Mid)
 Hardly able to plan, draft and write an increased range of simple sentences
even with a lot of support from the teacher.
 Uses cursive handwriting in a limited range of written work with a lot of
2
 Communicates basic information and gives descriptions of people and objects
On track to
with a lot of support from the teacher.
achieve the
 Shows ability to punctuate, spell an increased range of familiar high frequency
curriculum
words and connect sentences using basic conjunctions with a lot of support target. (A1 Mid)
from the teacher.
 Plans, drafts and writes an increased range of simple sentences with a lot of
3
 Uses cursive handwriting in a limited range of written work adequately.
 Communicates basic information and gives descriptions of people and objects Achieves
adequately. expectations of
 Shows adequate ability to punctuate, spell an increased range of familiar high the curriculum
frequency words and connect sentences using basic conjunctions. target. (A1 Mid)
 Plans, drafts and writes an increased range of simple sentences adequately.
 Produces good cursive handwriting in a limited range of written work.
4
 Displays good ability to communicate basic information and give descriptions Working towards
of people and objects. exceeding
 Shows good ability to punctuate, spell an increased range of familiar high expectations of
frequency words and connect sentences using basic conjunctions. the curriculum
 Shows good ability to plan, draft and write an increased range of simple target. (A1 High)
sentences
 Produces very good cursive handwriting in a limited range of written work.
5
 Displays very good ability to communicate basic information and give On track to
descriptions of people and objects. exceed
 Shows very good ability to punctuate, spell an increased range of familiar high expectations of
frequency words and connect sentences using basic conjunctions. the curriculum
 Shows very good ability to plan, draft and write an increased range of simple target. (A1 High)
sentences.
 Produces excellent cursive handwriting in a limited range of written work.
6
 Displays excellent ability to communicate basic information and give
Exceeds
descriptions of people and objects.
expectations of
 Shows excellent ability to punctuate, spell an increased range of familiar high
the curriculum
frequency words and connect sentences using basic conjunctions.
target.
 Shows excellent ability to plan, draft and write an increased range of simple (A1 High)
sentences.
 Displays exemplary model of language use to others.
-SitiMaziah-
WRITING SKILLS (YEAR 3)
STANDARD
Develop prewriting skills*
This learning standard has been covered in Year 1
*Preliterate children only
4.1 Form letters and and Year 2.
words in neat legible
print using cursive writing Develop early writing 4.1.2 Begin to use cursive handwriting in a limited
skills* range of written work*
*all children *all children
Communicate basic
personal information 4.2.1 Express simple opinions
clearly
4.2 Communicate basic Communicate basic 4.2.2 Make and give reasons for simple
information intelligibly information clearly predictions
for a range of purposes in Communicate basic
4.2.3 Give simple directions
print and digital media information clearly
Describe people and things 4.2.4 Describe people and objects using suitable
clearly words and phrases
Organise basic information 4.2.5 Connect sentences using basic coordinating
appropriately conjunctions
4.3.1 Use capital letters, full stops and question
4.3 Punctuate texts
marks appropriately in guided writing at sentence
Communicate with appropriately
level
appropriate language form
Spell high frequency words 4.3.2 Spell an increased range of familiar high
and style for a range of
accurately frequency words accurately in guided writing
purposes in print and
digital media Plan, draft and edit work
4.3.3 Plan, draft and write an increased range of
appropriately on familiar
simple sentences
topics
-SitiMaziah-
WRITING SKILLS

4.1.1 4.1.2 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.3.1 4.3.2 4.3.3
1 ALEESYA SYAZIERA BINTI 2 2 2 2 2 2 2 3 3 3
MOHD ALI
2 AMMAR HAZIQ BIN 2 2 2 2 1 2
HISHAMUDIN
3 ANAS BIN AHMADISS KANDAR 1 1 1 1 1 2 2 2 2 2
4 HAMINULLAH BIN HISBULLAH 1 1 1 1 1 2
5 MIA UMAIRAH BINTI MOHD 1 1 1 1 1 2
THERMIZI
6 MOHAMMAD SYAZWIE SYAHMIE 1 1 1 1 1 2
BIN ABDULLAH
7 MUHAMAT FAIS BIN ABDULLAH 1 1 1 1 1 2
8 MUHAMAD FARIS BIN 1 1 1 1 1 2
ABDULLAH
9 MUHAMMAD FADZIL NAFI BIN 1 1 1 2 1 2
MOHD FAIZAN
10 MUHAMMAD HARRAZ BIN MOHD 2 2 2 2 1 2 2 3 3 3
KHANAN
11 MUHAMMAD NUR IRFAN BIN 1 1 1 1 1 2
ABDULLAH
12 MUHAMMAD QAYYUM BIN
RAKKIS
13 MUHAMMAD REZZA QUZAIRY 1 1 1 1 1 2
BIN NOR FAZIEN
14 NIK MUHAMMAD AZRI HAKIM 1 1 1 1 1 2
BIN NOR ANUAR
15 NUR ALEESA MAISARA BINTI 1 1 1 1 1 2
FAIZAL
16 NUR QASEH QALLESYA BINTI 1 1 1 1 1 2
OTHMAN
17 NURUL JANNAH ATIRAH BINTI 2 2 2 2 3 3 3 3 3 3
ABDULLAH
18 PUTRI NUR MASMIRA BINTI 1 1 1 1 1 2
MUHAMMAD NAZZRI
19 SAIFUL ADHA BIN BADUL 1 1 1 1 1 2
HISHAM
20 SITI NUR DAMIA BINTI 1 1 1 1 1 2
ABDULLAH
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
-SitiMaziah-
40
*PERFORMANCE STANDARDS GUIDE FOR YEAR 3 LANGUAGE ARTS IS NOT

PROVIDED IN THE YEAR 3 DSKP
LANGUAGE ARTS (YEAR 3)

STANDARD
5.1.1
i) simple chants and raps
Demonstrate appreciation through non
ii) simple rhymes
verbal responses to:
iii) simple action songs
5.1 Enjoy and appreciate
iv) simple songs
rhymes, poems
5.1.2
and songs
i) simple chants and raps
Say the words in simple texts, and sing
ii) simple rhymes
simple songs with intelligible
iii) simple action songs
pronunciation, rhythm and intonation
iv) simple songs
v) simple poems
5.2.1
5.2 Express personal
Identify, analyse and respond to Ask and answer simple questions about
responses to literary
elements in texts characters, actions and events of
texts
interest in a text
5.3.1
Respond imaginatively and intelligibly
5.3 Express an
Plan, prepare and produce creative through creating simple action songs
imaginative response to
work with a focus on language use on familiar topics
literary texts
Other imaginative responses as
appropriate

LANGUAGE ARTS
-SitiMaziah-
5.1.1 5.1.2 5.2.1 5.3.1
1 ALEESYA SYAZIERA BINTI MOHD ALI 2 2 3 3
2 AMMAR HAZIQ BIN HISHAMUDIN 2 3
3 ANAS BIN AHMADISS KANDAR 2 2 3 3
4 HAMINULLAH BIN HISBULLAH 2 2
5 MIA UMAIRAH BINTI MOHD THERMIZI 1 2
6 MOHAMMAD SYAZWIE SYAHMIE BIN ABDULLAH 1 2
7 MUHAMAT FAIS BIN ABDULLAH 1 2
8 MUHAMAD FARIS BIN ABDULLAH 1 2
9 MUHAMMAD FADZIL NAFI BIN MOHD FAIZAN 1 2
10 MUHAMMAD HARRAZ BIN MOHD KHANAN 2 2 3 3
11 MUHAMMAD NUR IRFAN BIN ABDULLAH 1 2
13 MUHAMMAD REZZA QUZAIRY BIN NOR FAZIEN 1 2
14 NIK MUHAMMAD AZRI HAKIM BIN NOR ANUAR 1 2
15 NUR ALEESA MAISARA BINTI FAIZAL 1 2
16 NUR QASEH QALLESYA BINTI OTHMAN 1 2
17 NURUL JANNAH ATIRAH BINTI ABDULLAH 2 3 3 3
18 PUTRI NUR MASMIRA BINTI MUHAMMAD NAZZRI 1 2
19 SAIFUL ADHA BIN BADUL HISHAM 1 2
20 SITI NUR DAMIA BINTI ABDULLAH 1 2
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
-SitiMaziah-

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SEKOLAH KEBANGSAAN SEKSYEN 6 KOTA

TEACHER’S NAME: RAMANI MANIMARAN

NO STUDENT’S NAME LEARNING STANDARD

PERFORMANCE STANDARDS GUIDE FOR YEAR 3 SPEAKING SKILLS

YEAR 3 TRANSIT FORM FOR CLASSROOM ASSESSMENT

NO STUDENT’S NAME LEARNING STANDARD

PERFORMANCE STANDARDS GUIDE FOR YEAR 3 READING SKILLS

YEAR 3 TRANSIT FORM FOR CLASSROOM ASSESSMENT

PERFORMANCE STANDARDS GUIDE FOR YEAR 3 WRITING SKILLS

PERFORMANC DESCRIPTORS FOR LISTENING SKILLS NOTES

YEAR 3 TRANSIT FORM FOR CLASSROOM ASSESSMENT

NO STUDENT’S NAME LEARNING STANDARD

*PERFORMANCE STANDARDS GUIDE FOR YEAR 3 LANGUAGE ARTS IS NOT

LANGUAGE ARTS (YEAR 3)

YEAR 3 TRANSIT FORM FOR CLASSROOM ASSESSMENT

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