2023/2024

TRANSIT FORM (PBD)

SCHOOL CODE:
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SCHOOL NAME:
___________________________
TEACHER:
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CLASS:
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 PERFORMANCE STANDARDS GUIDE FOR ENGLISH YEAR 5
PERFORMANCE STANDARDS GUIDE FOR LISTENING
SPEAKING SKILLS
PERFORMANCE
PERFORMANC
DESCRIPTORS
LEVEL
E DESCRIPTORS
LEVEL  Can recognise and reproduce minimal target language phonemes with a lot of
 support.
Can communicate simple information about themselves using fixed phrases with a
 Canof display
lot support.minimal understanding of the main idea, specific information and
1
 details
Can manage of longer simple texts
interaction and and narratives,
classroom taska sequence of supported
by providing short and questions
simple
1 and classroom instructions with a lot of support.
responses with a lot of support.
 Can guess meaning of a few unfamiliar words with a lot of support.
 Can describe people, places and objects using fixed phrases with a lot of support.
 Can recognise and reproduce some target language phonemes with a lot of
 Can narrate short basic stories and events with difficulty even with a lot of support.
support.
 Can
Can communicate
display some simple information
understanding about
of the main themselves withinformation
idea, specific a lot of support.
and details
2
 of longer
Can managesimple texts and
interaction andclassroom
narratives, a appropriately
task sequence of supported
with a lot ofquestions
support. and
2  classroom instructions with a lot of support.
Can describe people, places and objects using basic statements with a lot of
 Can guess meaning of some unfamiliar words with a lot of support.
support.
 Can recognise and reproduce a wide range of target language phonemes with little
 Can narrate short basic stories and events with a lot of support.
or no support.
 Can
Can communicate simple information
display understanding of the main about themselves
idea, specific clearly.
information and details of
3
 longer
Can managesimple texts and
interaction andnarratives,
classroom taska sequence of supported questions and
appropriately.
3 classroom instructions with and
support.
 Can describe people, places things using suitable statements adequately.
 Can guess meaning of unfamiliar words from clues provided by other known words.
 Can narrate short basic stories and events adequately.
 Can recognise and reproduce a wide range of target language phonemes with little
 Can
or nocommunicate
support. simple information about themselves clearly by providing some
 relevant details. the main idea, specific information and details of longer simple
Can understand
4
 texts and
Can narratives,
manage a sequence
interaction and ofclassroom
supported questions and classroom
task appropriately by instructions
sustaining
4 with support by responding
communication at times. to given tasks at times.
 Can describe
Can guess meaning
people,ofplaces
unfamiliar
and words
things from
clearlyclues provided
using suitablebystatements
other known words.
with very
 Can recognise and reproduce a wide range of target language phonemes with little
few relevant details.
or no support.
 Can
Can narrate short the
understand basicmain
stories andspecific
idea, events information
clearly at an and
appropriate pace.
details of longer simple
5
 Can
textscommunicate
and narratives,simple information
a sequence about themselves
of supported questionsclearly by providing
and classroom a lot of
instructions
with support
relevant by responding to given tasks most of the time.
details.
 Can guess meaning
 Can manage interaction of unfamiliar
and words from clues
classroom taskprovided by other by
appropriately known words.
sustaining
5  communication
Can recognise and mostreproduce a wide range of target language phonemes with little
of the time.
or no support.
 Can describe people, places and things clearly using suitable statements with some
 Can display understanding of the main idea, specific information and details of
6 relevant details. texts and narratives, a sequence of supported questions and
longer simple
 Can narrate short basic with
classroom instructions stories and events
support with cleartodiction
by responding and articulation.
given tasks easily.
 Can
Can guess meaning simple
communicate of unfamiliar words from
information aboutclues provided with
themselves by other known
a lot words.
of relevant
 details
Can guide others in a given
clearly and confidently. task.
 Can manage interaction and classroom task appropriately by sustaining
communication naturally.
6
 Can describe people, places and things creatively using suitable statements.
 Can narrate short basic stories and events creatively with clear diction and
articulation.
 Can display exemplary model of language use and guide others.

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 PERFORMANCE STANDARDS GUIDE FOR READING SKILLS
PERFORMANC
E DESCRIPTORS
LEVEL
 Can display minimal understanding of the main idea, specific information and
details of simple texts of two paragraphs or more with a lot of support.
 Can guess meaning of very few unfamiliar words from clues provided by title, topic
1 and other known words as well as use a limited range of dictionary skills with a lot
of support.
 Can read A2 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 simple texts of two paragraphs or more with a lot of support.
 Can guess meaning of some unfamiliar words from clues provided by title, topic and
2 other known words as well as use limited range of dictionary skills with a lot of
support.
 Can read A2 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
two paragraphs or more by responding adequately to given tasks.
 Can guess the meaning of unfamiliar words from the clues provided by title, topic
3
and other known words as well as use dictionary skills adequately.
 Can read and understand a range of A2 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
two paragraphs or more by responding clearly to given tasks most of the time.
 Can guess the meaning of unfamiliar words from the clues provided by title, topic
4
and other known words as well as use dictionary skills according to given tasks.
 Can read and understand a range of A2 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
two paragraphs or more by responding clearly to given tasks with ease.
 Can guess the meaning of unfamiliar words from the clues provided by title, topic
5 and other known words as well as use dictionary skills according to given tasks with
ease.
 Can read and understand a range of A2 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
two paragraphs or more by responding creatively to given tasks.
 Can guess the meaning of unfamiliar words from the clues provided by title, topic
6 and other known words as well as use dictionary skills effectively.
 Can read fluently and understand a range of A2 fiction or non-fiction print and
digital texts of interest.
 Can guide others in a given task

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 PERFORMANCE STANDARDS GUIDE FOR WRITING SKILLS
PERFORMANCE
DESCRIPTORS
LEVEL
 Can communicate basic and personal information as well as describe people, places and
objects using fixed phrases with a lot of support.
 Can display minimal ability to spell words and use punctuations in independent writing as
1
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 one paragraph in
response to feedback.

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

 Can communicate basic and personal information as well as describe people, places and
objects using suitable statements adequately.
3  Can spell words accurately and use punctuations in independent writing as well as connect
sentences into one or two coherent paragraphs.
 Can produce and modify a plan or draft of one or two paragraphs in response to feedback.

 Can communicate basic and personal information as well as describe people, places and
objects using suitable statements with very few relevant details.
 Can spell words accurately and use punctuations in independent writing as well as connect
4
sentences into one or two coherent paragraphs with very few relevant details.
 Can produce and modify a plan or draft of one or two paragraphs in response to feedback
with very few relevant details.

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

 Can communicate basic and personal information as well as describe people, places and
objects with a variety of relevant details.
 Can spell words accurately and use punctuations in independent writing as well as connect
6 sentences into one or two coherent paragraphs creatively.
 Can produce and modify a plan or draft of one or two paragraphs in response to feedback
with a variety of relevant details.
 Can display exemplary model of language use and guide others.

https://rphsekolahrendah.com
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