YEAR 5

TRANSIT
FORMS
2023/2024
ENGLISH LANGUAGE

CLASS:

TEACHER’S NAME:
PERFORMANCE STANDARDS GUIDE FOR YEAR 5 LISTENING SKILLS

PERFORMANC DESCRIPTORS FOR LISTENING SKILLS

 E
LEVEL

1
 Can recognise and reproduce minimal target language phonemes with a lot of support.
 Can display minimal understanding of the main idea, specific information and details of longer
simple texts andnarratives, a sequence of supported 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 andnarratives, a sequence of supported 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 little or no support.
 Can display understanding of the main idea, specific information and details of longer simple texts
andnarratives, a sequence of supported questions and classroom instructions with support.
 Can guess meaning of unfamiliar words from clues provided by other known words.

4
 Can recognise and reproduce a wide range of target language phonemes with little or no support.
 Can understand the main idea, specific information and details of longer simple texts and
narratives, asequence of supported questions and classroom instructions with support by
responding to given tasks attimes.
 Can guess meaning of unfamiliar words from clues provided by other known words

5
 Can recognise and reproduce a wide range of target language phonemes with little or no support.
 Can understand the main idea, specific information and details of longer simple texts and
narratives, asequence of supported questions and classroom instructions with support by
responding to given tasksmost of the time.
 Can guess meaning of unfamiliar words from clues provided by other known words.

6
 Can recognise and reproduce a wide range of target language phonemes with little or no support.
 Can display understanding of the main idea, specific information and details of longer simple texts
andnarratives, a sequence of supported questions and classroom instructions with support by
responding to giventasks easily.
 Can guess meaning of unfamiliar words from clues provided by other known words.
 Can guide others in a given task

CONTENT STANDARD
1.1Recognise and reproduce
targetlanguage sounds
Understand specific details
1.2
Understand meaning in a
variety
of familiar contexts
1.3Use appropriate
Use appropriate strategies
listeningstrategies in a variety
of contexts
LISTENING SKILLS (YEAR 5)
FOCUS LEARNING STANDARD
Recognise and reproduce 1.1.1 Recognise and reproduce with
targetlanguage phonemes little or no support awide range of target
intelligibly languagephonemes
Understand the main idea 1.2.1 Understand with support the main
whenlistening to texts on idea of longersimple texts on a range of
familiar topics familiar topics
1.2.2 Understand with support specific
information and
whenlistening to texts on
details of longer simple texts on a range
familiar topics
of familiartopics
1.2.3 Understand with support longer
Understand narratives on
simple narratives on
familiartopics
a range of familiar topics
Understand classroom 1.2.4 Understand a sequence of
instructions supported classroom instructions
Understand questions on 1.2.5 Understand a sequence of
familiartopics supported questions
1.3.1 Guess the meaning of unfamiliar
words from clues
tounderstand meaning
provided by other known words
 YEAR 5 TRANSIT FORM FOR CLASSROOM ASSESSMENT
LISTENING SKILLS
TEACHER’S NAME: CLASS:

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 MOHAMAD AMSYAR BIN MOHAMED AZMI
2 NUR IFFAH ZUHAIRAH BINTI SHAHRUL RIDZUAN
3 NUR ALISHA DAMIA BINTI MOHD ADLAN
4 HAFIY ZAFREE BIN HAIRUL BUKHARI
5 NUR BATRISYIA BALQIS BINTI SHUHIZAL ZAMANI
6 MUHAMMAD I'ZAZ HAKIMI BIN SYAHRULBAHRI
7 MUHAMMAD NUR HAFIZUDDIN BIN ISHAK
8 ZARA ZULAIKHA BINTI OTHMAN
9 NUR AYRA ARISSA BINTI ABU BAKAR
10 ADAM HAIQAL BIN SAAT
11 NUR QASEH QAISARA BINTI AHMAD ZURUWA
12 MUHAMMAD SHAKIR BIN SHAMSUL KAMAR
13 MUHAMMAD AIZAT ZAQWAN BIN MAS INDERA
14
15 NURUL RABIATUL HUSNA BINTI MOHAMAD AZIZI
16 AMIR FAHIM BIN MOHD ROSTAM AFFENDI
17 NUR AISYAH AZZALEA BINTI SHAMSUL ARIFFIN
18 MUHAMMAD AMIR ABQARI BIN SHAMSUDIN
19 NUR QAYRA ALEESYA BINTI HIDZIR
20 MUHAMMAD AQIL DANISH BIN MOHD AIDZIL
21 MUHAMMAD ADIB ZAKWAN BIN ADNAN
22 AKMAL DANI BIN MOHD HIDIR
23 ARRAYYAN BIN ARDAFFI
24 MUHAMMAD IMAN BIN MOHD SHAHRUL AZLAN
25 MUHAMMAD SUHAIMI AMIN BIN MOHD HASLI
26
27
28
29
30
 PERFORMANCE STANDARDS GUIDE FOR YEAR 5SPEAKING SKILLS

PERFORMANC
E DESCRIPTORS FOR SPEAKING SKILLS
LEVEL
 Can communicate simple information about themselves using fixed phrases with a lot of

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

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

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

 Can communicate simple information about themselves clearly by providing some

4
relevant details.
 Can manage interaction and classroom task appropriately by sustaining communication at
times.
 Can describe people, places and things clearly using suitable statements with very few
relevant details.
 Can narrate short basic stories and events clearly at an appropriate pace.
 Can communicate simple information about themselves clearly by providing a lot of

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

6
clearly and confidently
 Can manage interaction and classroom task appropriately by sustaining communication
naturally.
 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
 SPEAKING SKILLS (YEAR 5)
CONTENT STANDARD FOCUS LEARNING STANDARD
SPOKEN INTERACTION
Communicate simple information 2.1.1 Give detailed information about
aboutthemselves clearly themselves
2.1.2 Find out about and describe
Find out simple information from
2.1 experiences up
others
Communicate simple to now
information 2.1.3Ask for, give and respond to
intelligibly Communicate simple information simple advice
clearly 2.1.4Ask about and describe future
plans
Describe people and things 2.1.5 Describe people, places and
clearly objects usingsuitable statements
2.2.1 Keep interaction going in short
2.2Use appropriate Manage interaction appropriately exchanges byasking suitable
communication questions
strategies 2.2.2 Agree a set of basic steps
Manage classroom tasks
needed tocomplete short classroom
appropriately
tasks
SPOKEN PRODUCTION
2.3Communicate appropriately Communicate information, events
2.3.1Narrate short basic stories and
to a small and
event
or large group stories clearly to an audience
 YEAR 5 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
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
 PERFORMANCE STANDARDS GUIDE FOR YEAR 5READING 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 twoparagraphs or more with a lot of support.
 Can guess meaning of very few unfamiliar words from clues provided by title, topic and
other known words aswell 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

2
simple texts of twoparagraphs or more with a lot of support.
 Can guess meaning of some unfamiliar words from clues provided by title, topic and other
known words aswell 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

3
paragraphs or more byresponding adequately to given tasks.
 Can guess the meaning of unfamiliar words from the clues provided by title, topic and
other known words aswell as use dictionary skills adequately.
 Can read and understand a range of A2 fiction or non-fiction print and digital texts of
interest by respondingadequately to given tasks.
 Can understand the main idea, specific information and details of simple texts of two

4
paragraphs or more byresponding clearly to given tasks most of the time.
 Can guess the meaning of unfamiliar words from the clues provided by title, topic and
other known words aswell 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 respondingclearly to given tasks most of the time.
 Can understand the main idea, specific information and details of simple texts of two

5
paragraphs or more byresponding clearly to given tasks with ease.
 Can guess the meaning of unfamiliar words from the clues provided by title, topic and
other known words aswell 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 respondingclearly to given tasks with ease
 Can understand the main idea, specific information and details of simple texts of two

6
paragraphs or more byresponding creatively to given tasks.
 Can guess the meaning of unfamiliar words from the clues provided by title, topic and
other known words aswell 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.
 READING SKILLS (YEAR 5)
CONTENT STANDARD FOCUS LEARNING STANDARD
Identify and distinguish the letters of
3.1.1No 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 nonlinear texts by to achieve this Learning Standard, literate
Year 2.
using knowledge ofsounds 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 tospell* 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 varietyof text types of simple
on familiar topics texts of two paragraphs or
more
3.2
3.2.2 Understand specific
Understand a variety of
Understand specific details in a varietyof text types information and
linear and non
on familiar topics details of two paragraphs or
linear print and digital texts
more
by using
appropriate reading 3.2.3 Guess the meaning of
strategies Use appropriate word attack skills tounderstand unfamiliar words
specific meaning from clues provided by title,
topic andother known word
3.2.4 Use with support familiar
Use appropriate basic dictionary skills print anddigital resources to
check meaning
3.3 Read independently for
information Read and understand a variety of 3.3.1 Read and enjoy A2
and enjoyment for fiction and non-fiction texts with fiction/non-fictionprint and
information and confidence and enjoyment digital texts of interest
enjoyment
 YEAR 5 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
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
 PERFORMANCE STANDARDS GUIDE FOR YEAR 5WRITINGSKILLS

PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS
LEVEL
 Can communicate basic and personal information as well as describe people, places and

1
objects using fixed phrases with a lot of support.
 Can display minimal ability to spell words and use punctuations in independent writing as
well as connectsentences 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

2
objects using basicstatements with a lot of support.
 Can spell words and use punctuations in independent writing as well as connect sentences
into a paragraphwith 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

3
objects usingsuitable statements adequately.
 Can communicate basic and personal information as well as describe people and objects
using suitablestatements adequately.
 Can spell words accurately and use punctuations in independent writing as well as
connect sentences into oneor 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

4
objects usingsuitable statements with very few relevant details.
 Can spell words accurately and use punctuations in independent writing as well as
connect sentences into oneor 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 fewrelevant details.
 Can communicate basic and personal information as well as describe people, places and

5
objects usingsuitable statements with some relevant details.
 Can spell words accurately and use punctuations in independent writing as well as
connect sentences into oneor 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 relevantdetails.
 Can communicate basic and personal information as well as describe people, places and

6
objects with a varietyof relevant details.
 Can spell words accurately and use punctuations in independent writing as well as
connect sentences into oneor two coherent paragraphs creatively.
 Can produce and modify a plan or draft of one or two paragraphs in response to feedback
with a variety ofrelevant details.
 Can display exemplary model of language use and guide others
 WRITING SKILLS (YEAR 5)
CONTENT FOCUS
STANDARD
Develop prewriting skills*
*Preliterate children only
4.1Form letters and words
in neat legible
print using cursive writing
Develop early writing skills*
*all children
Communicate basic
personalinformation clearly
4.2Communicate basic
informationintelligibly for
a range of purposes Describe people and things
inprint and digital media clearly
Organise basic
informationappropriately
4.3 Punctuate texts appropriately
Communicate with
appropriatelanguage form
Spell high frequency words
and style for a range
accurately
ofpurposes in print and
digital media Plan, draft and edit work
appropriatelyon familiar
topics
LEARNING STANDARD
4.1.1 No learning standard
This learning standard has been covered in Year
1
4.1.2 No learning standard
This learning standard has been covered inYear
1, Year 3 and Year 4
4.2.1Give detailed information about
themselves
4.2.2Ask for, give and respond to simple advice
4.2.3Narrate factual events and experiences
ofinterest
4.2.4Describe people, places and objects
usingsuitable statements
4.2.5Connect sentences into one or two
coherentparagraphs using basic
coordinatingconjunctions and reference
pronouns
4.3.1Use capital letters, full stops, commas in
listsand question marks appropriately
inindependent writing at discourse level
4.3.2Spell a range of high frequency
wordsaccurately in independent writing
4.3.3Produce a plan or draft of one or
twoparagraphs for a familiar topic and modify
thisappropriately in response to feedback
 YEAR5 TRANSIT FORM FOR CLASSROOM ASSESSMENT
WRITING SKILLS
TEACHER’S NAME: CLASS:

NO STUDENT’S NAME LEARNING STANDARD

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
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
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 5 LANGUAGE ARTS IS NOT

PROVIDED IN THE YEAR 5 DSKP
 LANGUAGE ARTS (YEAR 5)
CONTENT FOCUS LEARNING STANDARD
STANDARD
5.1.1 No learning standard
Demonstrate appreciation through
5.1Enjoy and appreciate This learning standard has been
nonverbal responses to:
rhymes, poems covered inYear 1, Year 2 and Year 3
and songs Say the words in simple texts, and sing 5.1.2 No learning standard
simple songs with intelligible This learning standard has been
pronunciation, rhythm and intonation covered inYear 1, Year 2 and Year 3
5.2.1 Explain in simple language why
5.2Express personal
Identify, analyse and respond to they like ordislike an event, description
responses to literary
elements in texts or character in a
texts
text
5.3.1 Respond imaginatively and
intelligibly through
5.3Express an imaginative
Plan, prepare and produce creative creating simple role-plays and simple
response to
work with a focus on language use poems
literary texts
Other imaginative responses as
appropriate

YEAR5 TRANSIT FORM FOR CLASSROOM ASSESSMENT

LANGUAGE ARTS
TEACHER’S NAME: CLASS:
NO STUDENT’S NAME LEARNING STANDARD
5.2.1 5.3.1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30