SEKOLAH KEBANGSAAN TEACHERFIERA.

COM
PASIR MAS, KELANTAN
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YEAR 4
TRANSIT
FORMS
202_
ENGLISH LANGUAGE

CLASS:

TEACHER’S NAME:
PERFORMANCE STANDARDS GUIDE FOR YEAR 4 LISTENING SKILLS
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PERFORMANC DESCRIPTORS FOR LISTENING SKILLS

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LEVEL

1
 Can recognise and reproduce minimal target language phonemes after repeated listening with a lot
of support.
 Can display minimal understanding of the main idea, specific information and details of longer
simple texts, short simple narratives, longer questions and classroom instructions with a lot of
support.
 Can guess meaning of a few unfamiliar words with a lot of support

2
 Can recognise and reproduce some target language phonemes with a lot of support.
 Can display some understanding of the main idea, specific information and details of longer simple
texts, narratives, longer questions and classroom instructions with a lot of support.
 Can guess meaning of some unfamiliar words with a lot of support

3
 Can recognise and reproduce a wide range of target language phonemes with support.
 Can display understanding of the main idea, specific information and details of longer simple
texts, short simple narratives, longer questions and classroom instructions with support.
 Can guess meaning of unfamiliar words from clues provided by knowledge of the topic

4
 Can recognise and reproduce a wide range of target language phonemes with occasional support.
 Can understand the main idea, specific information and details of simple texts and narratives,
longer questions and classroom instructions with support by responding to given tasks at times.
 Can guess meaning of unfamiliar words from clues provided by knowledge of the topic

5
 Can recognise and reproduce a wide range of target language phonemes easily with occasional
support.
 Can understand the main idea, specific information and details of simple texts and narratives,
longer questions and classroom instructions with support by responding to given tasks most of the
time.
 Can guess meaning of unfamiliar words from clues provided by knowledge of the topic.

6
 Can recognise and reproduce a wide range of target language phonemes easily with little or no
support.
 Can understand the main idea, specific information and details of simple texts and narratives,
longer questions and classroom instructions with support by responding to given tasks easily.
 Can guess meaning of unfamiliar words from clues provided by knowledge of the topic.
 Can guide others in a given task

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CONTENT STANDARD
1.1 Recognise and reproduce
target language sounds
1.2
Understand meaning in a
variety
of familiar contexts
1.3 Use appropriate listening
strategies in a variety of
contexts
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LISTENING SKILLS (YEAR 4)
FOCUS LEARNING STANDARD
Recognise and reproduce target
language phonemes intelligibly
Understand the main idea
when listening to texts on
familiar topics
Understand specific details
when listening to texts on
familiar topics
Understand narratives on
familiar topics
Understand classroom
instructions
Understand questions on
familiar topics
Use appropriate strategies to
understand meaning
1.1.1 Recognise and reproduce with
support a wide range
of target language phoneme
1.2.1 Understand with support the main
idea of longer
simple texts
1.2.2 Understand with support specific
information and
details of longer simple texts
1.2.3 Understand with support short
simple narratives on a range of familiar
topics
1.2.4 Understand longer supported
classroom instructions
1.2.5 Understand longer supported
questions
1.3.1 Guess the meaning of unfamiliar
words from clues
provided by knowledge of the topic
 YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT
LISTENING SKILLS
TEACHER’S NAME: CLASS:

NO STUDENT’S NAME LEARNING STANDARD

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 PERFORMANCE STANDARDS GUIDE FOR YEAR 4 SPEAKING SKILLS

PERFORMANC
E DESCRIPTORS FOR SPEAKING SKILLS
LEVEL

1
 Can communicate simple information using fixed phrases with a lot of support.
 Can manage interaction and classroom task by providing short and simple responses with
a lot of support.
 Can describe people and objects using fixed phrases with a lot of support.
 Can narrate short basic stories with difficulty even with a lot of support.

2
 Can communicate simple information with a lot of support.
 Can manage interaction and classroom task appropriately with a lot of support.
 Can describe people and objects using basic statements with a lot of support.
 Can narrate short basic stories with a lot of support

3
 Can communicate simple information clearly.
 Can manage interaction and classroom task appropriately.
 Can describe people and things using suitable statements adequately.
 Can narrate short basic stories adequately.

 Can communicate simple information clearly by providing some relevant details.

4
 Can manage interaction and classroom task appropriately by sustaining communication at
times.
 Can describe people and things clearly using suitable statements with very few relevant
details.
 Can narrate short basic stories clearly at an appropriate pace

 Can communicate simple information clearly by providing a lot of relevant details.

5
 Can manage interaction and classroom task appropriately by sustaining communication
most of the time.
 Can describe people and things clearly using suitable statements with some relevant
details.
 Can narrate short basic stories with clear diction and articulation.
 Can communicate simple information with a lot of relevant details clearly and

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confidently.
 Can manage interaction and classroom task appropriately by sustaining communication
naturally.
 Can describe people and things creatively using suitable statements.
 Can narrate short basic stories creatively with clear diction and articulation.
 Can display exemplary model of language use and guide others

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 SPEAKING SKILLS (YEAR 4)
CONTENT STANDARD FOCUS LEARNING STANDARD
SPOKEN INTERACTION
Communicate simple information 2.1.1 Explain and give reasons for
about themselves clearly basic opinions
2.1.2 Find out about and describe
Find out simple information from
experiences in
2.1 others
the past
Communicate simple
2.1.3 Give a longer sequence of basic
information
Communicate simple information instructions or directions.
intelligibly
clearly 2.1.4 Give reasons for simple
predictions.
2.1.5 Describe people, and objects
Describe people and things
using suitable
clearly
statements
2.2.1 Keep interaction going in short
exchanges by
2.2 Use appropriate Manage interaction appropriately using suitable words:
communication (i) to show understanding
strategies (ii) to ask for clarification
2.2.2 Check steps needed to complete
Manage classroom tasks
short
appropriately
classroom tasks
SPOKEN PRODUCTION
2.3 Communicate Communicate information, events
2.3.1 Narrate short basic stories and
appropriately to a small and
events
or large group stories clearly to an audience

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 YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT
SPEAKING SKILLS
TEACHER’S NAME: CLASS:

NO STUDENT’S NAME LEARNING STANDARD

2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2 2.3.1
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 PERFORMANCE STANDARDS GUIDE FOR YEAR 4 READING SKILLS

PERFORMANC
E DESCRIPTORS FOR READING SKILLS
LEVEL
 Can display minimal understanding of the main idea, specific information and details of

1
simple texts of one or two paragraphs with a lot of support.
 Can guess meaning of very few unfamiliar words from clues provided by title and topic as
well as use a limited range of dictionary skills with a lot of support.
 Can read A1 fiction or non-fiction print and digital texts of interest haltingly with a lot of
support.
 Can display some understanding of the main idea, specific information and details of

2
simple texts of one or two paragraphs with a lot of support.
 Can guess meaning of some unfamiliar words from clues provided by title and topic as
well as use limited range of dictionary skills with a lot of support.
 Can read A1 fiction or non-fiction print and digital texts of interest at a slower pace with a
lot of support.
 Can understand the main idea, specific information and details of simple texts of one or

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two paragraphs by responding adequately to given tasks.
 Can guess the meaning of unfamiliar words from the clues provided by title and topic as
well as use dictionary skills adequately.
 Can read and understand a range of A1 fiction or non-fiction print and digital texts of
interest by responding adequately to given tasks.
 Can understand the main idea, specific information and details of simple texts of one or

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two paragraphs by responding clearly to given tasks most of the time.
 Can guess the meaning of unfamiliar words from the clues provided by title and topic as
well as use dictionary skills according to given tasks.
 Can read and understand a range of A1 fiction or non-fiction print and digital texts of
interest by responding clearly to given tasks most of the time.
 Can understand the main idea, specific information and details of simple texts of one or

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two paragraphs by responding clearly to given tasks with ease.
 Can guess the meaning of unfamiliar words from the clues provided by title and topic as
well as use dictionary skills according to given tasks with ease.
 Can read and understand a range of A1 fiction or non-fiction print and digital texts of
interest by responding clearly to given tasks with ease.
 Can understand the main idea, specific information and details of simple texts of one or

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two paragraphs by responding creatively to given tasks.
 Can guess the meaning of unfamiliar words from the clues provided by title and topic as
well as use dictionary skills effectively.
 Can read fluently and understand a range of A1 fiction or non-fiction print and digital
texts of interest.
 Can guide others in a given task

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 READING SKILLS (YEAR 4)
CONTENT STANDARD FOCUS LEARNING 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,
3.1.2 No learning standard
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 sounds children more challenge and less support
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.
3.2.1 Understand the main idea
Understand the main idea in a variety of text types
of simple
on familiar topics
texts of one or two paragraphs
3.2.2 Understand specific
3.2
Understand specific details in a variety of text information and
Understand a variety of
types on familiar topics details of simple texts of one
linear and non
or two paragraphs
linear print and digital texts
3.2.3 Guess the meaning of
by using
Use appropriate word attack skills to understand unfamiliar words
appropriate reading
specific meaning from clues provided by title
strategies
and topic
3.2.4 Recognise and use with
little or no
Use appropriate basic dictionary skills
support key features of a
simple monolingual dictionary
3.3 Read independently for
3.3.1 Read and enjoy A1
information Read and understand a variety of
fiction/non-fiction
and enjoyment for fiction and non-fiction texts with
print and digital texts of
information and confidence and enjoyment
interest
enjoyment

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 YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT
READING SKILLS
TEACHER’S NAME: CLASS:

NO STUDENT’S NAME LEARNING STANDARD

3.2.1 3.2.2 3.2.3 3.2.4 3.3.1
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 PERFORMANCE STANDARDS GUIDE FOR YEAR 4 WRITING SKILLS

PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS
LEVEL
 Can display minimal ability to use cursive writing with a lot of support.

1
 Can communicate basic and personal information as well as describe people and objects
using fixed phrases with a lot of support.
 Can display minimal ability to spell words and use punctuations in guided writing as well
as connect sentences into a paragraph with a lot of support.
 Can display minimal ability to produce and modify a plan or draft of a paragraph in
response to feedback.
 Can display ability to use cursive writing with a lot of support.

2
 Can communicate basic and personal information as well as describe people and objects
using basic statements with a lot of support.
 Can spell words and use punctuations in guided writing as well as connect sentences into
a paragraph with a lot of support.
 Can produce and modify a plan or draft of a paragraph in response to feedback with a lot
of support.
 Can display adequate ability to use cursive writing.

3
 Can communicate basic and personal information as well as describe people and objects
using suitable statements adequately.
 Can spell words accurately and use punctuations in guided writing as well as connect
sentences into a coherent paragraph.
 Can produce and modify a plan or draft of a paragraph in response to feedback.
 Can display ability to use cursive writing.

4
 Can communicate basic and personal information as well as describe people and objects
using suitable statements with very few relevant details.
 Can spell words accurately and use punctuations in guided writing as well as connect
sentences into a coherent paragraph with very few relevant details.
 Can produce and modify a plan or draft of a paragraph in response to feedback with very
few relevant details.
 Can display ability to use cursive writing legibly.

5
 Can communicate basic and personal information as well as describe people and objects
using suitable statements with some relevant details.
 Can spell words accurately and use punctuations in guided writing as well as connect
sentences into a coherent paragraph with some relevant details.
 Can produce and modify a plan or draft of a paragraph in response to feedback with some
relevant details

6
 Can display ability to use cursive writing legibly and neatly.
 Can communicate basic and personal information as well as describe people and objects
with a variety of relevant details.
 Can spell words accurately and use punctuations in guided writing as well as connect
sentences into a coherent paragraph creatively.
 Can produce and modify a plan or draft of a paragraph in response to feedback with a
variety of relevant details.
 Can display exemplary model of language use and guide others.

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 WRITING SKILLS (YEAR 4)
CONTENT FOCUS LEARNING STANDARD
STANDARD
4.1.1 No learning 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

4.2.1 Explain and give reasons for simple opinions

Communicate basic
4.2.2 Make and respond to simple offers and
personal information
4.2 Communicate basic invitations
clearly
information intelligibly 4.2.3 Describe basic everyday routines
for a range of purposes in Describe people and things 4.2.4 Describe people and objects using
print and digital media clearly statements
4.2.5 Connect sentences into a coherent paragraph
Organise basic information
using basic coordinating conjunctions and
appropriately
reference pronouns
4.3.1 Use capital letters, full stops, question marks
4.3 Punctuate texts
and commas in lists appropriately in guided
Communicate with appropriately
writing at discourse level
appropriate language form
Spell high frequency words 4.3.2 Spell most high frequency words accurately
and style for a range of
accurately in guided writing
purposes in print and
digital media Plan, draft and edit work 4.3.3 Produce a plan or draft of one paragraph for
appropriately on familiar a familiar topic and modify this appropriately in
topics response to feedback

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 YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT
WRITING SKILLS

TEACHER’S NAME: CLASS:

NO STUDENT’S NAME LEARNING STANDARD

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
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*PERFORMANCE STANDARDS GUIDE FOR YEAR 4 LANGUAGE ARTS IS NOT
PROVIDED IN THE YEAR 4 DSKP

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 LANGUAGE ARTS (YEAR 4)
CONTENT FOCUS LEARNING STANDARD
STANDARD
5.1.1 No learning standard
Demonstrate appreciation through non
This learning standard has been
5.1 Enjoy and appreciate verbal responses to:
covered in Year 1, Year 2 and Year 3
rhymes, poems
5.1.2 No learning standard
and songs Say the words in simple texts, and sing
This learning standard has been
simple songs with intelligible
covered in
pronunciation, rhythm and intonation
Year 1, Year 2 and Year 3
5.2 Express personal 5.2.1 Say in simple words and phrases
Identify, analyse and respond to
responses to literary how a text
elements in texts
texts makes them feel
5.3.1 Respond imaginatively and
intelligibly through creating simple
5.3 Express an
Plan, prepare and produce creative picture stories, simple poems and
imaginative response to
work with a focus on language use cartoon stories
literary texts
Other imaginative responses as
appropriate

YEAR 4 TRANSIT FORM FOR CLASSROOM ASSESSMENT

LANGUAGE ARTS
TEACHER’S NAME: CLASS:

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 NO STUDENT’S NAME LEARNING STANDARD
5.2.1 5.3.1

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