Elementary English - Grade 4

1: Stress and Intonation

Listening
- Distinguish rising and falling intonation
- Identify the stressed and unstressed syllables. e.g. stress on the:
  - first syllable (library)
  - second syllable (industrious)
  - third syllable (elementary)
- Recognize pauses and stops in utterances that signal meaning e.g. Roy, the boy in white/is my cousin. (describing Roy) Roy/the boy in white is my cousin. (talking about Roy)
Speaking
- Use words with stressed and unstressed syllables in sentences
Reading
- Decode words in stories read using phonetic analysis e.g. /ze/z/- breeze, /th/ - thank
  - Read orally stories/poems with correct stress and Intonation
    - how enjoyment of stories/poems read
- Use the dictionary:
  - to interpret stress marks for correct accent
  - select appropriate meaning from several meanings given
  - to locate words using guide words
Writing
- Write the correct spelling of words with stressed and unstressed syllables e.g. words with silent letters, words ending in –ph, sounded as f

2: Following Directions

Listening
- Follow 3-4 step directions heard
Speaking
- Give series of directions using sequence signals e.g. first, then, next, etc.
Reading
- Do accurate, slow reading in order to follow common directions in:
  - prescriptions
  - medicine labels
  - simple experiments
Writing
- Write sentences/paragraphs giving simple directions in doing something e.g. making a project, playing a game

3: Identifying Meanings of Unfamiliar Words

Listening
- Get information from a conversation listened to
Speaking
- Use courteous expressions in appropriate situations e.g. telephone conversation
Reading
- Identify meaning of unfamiliar words through structural analysis
  - words with affixes and inflectional endings
  - compound words and their components, words written as:
    - one word (backyard)
    - two words (security guard)
    - hyphenated (sister-in-law)
  - use context clues
  - synonyms, antonyms, homonyms
Writing
- Write from dictation
  - sentences and short paragraph observing correct spelling, capitalization and punctuation marks

4: Giving the Main Idea

Litening
- Give the main idea of a selection listened to:
  - Tell what the story/poem/ news is about in two or three sentences
Speaking
- Use the plural form of nouns in sentences e.g. nouns ending in f: chief-chiefs, leaf-leaves
  - use expressions denoting quantity e.g. a lot of, some, etc.
Reading
- Give the main idea of a 2-paragraph text
  - Identify the main idea that is implied or explicitly stated
  - Evolve a title in topic form for text based on the main idea or big idea
  - Skim the general idea on what the material is about
  - Read orally one’s best liked part of a story
Writing
- Write a paragraph/short story from one’s experience

5: Noting Details

Listening
- Note details in a selection listened to:
  - identify setting, suspense, climax in the story
Speaking
- Use possessive form of singular nouns e.g. e.g. Renato’s bag
- Use possessive form of plural nouns e.g. the boys' shirt
Reading
- Note significant details that relate to the central theme
  - Locate answers to wh-, how and why questions that are explicitly stated in the texts
  - Demonstrate knowledge of story grammar by being able to identify setting, characters and main events in the story
  - Find descriptive words/action words in selection read
  - Read orally one’s best liked part of a story
Writing
- Write letters observing the correct format
  - thank you letter
  - letter of invitation
  - letter of congratulations

6: Organizing Ideas

7: Sequencing Events

Listening
- Sequence events in the story listened to through groups of sentences/guided questions
Speaking
- Use object pronouns (me, him, her, us, them, you)
  - Use the object pronoun that agrees in number with its antecedent
Reading
- Sequence events/ideas
  - Sequence the major events/ideas in a selection
  - Arrange a set of given events in logical order to make a story
    e.g. time order, space order, both space and time order
Writing
- Write essays
  - arrange paragraphs according to order of time/events and location

8: Cause Effect Relationship

Listening
- Report on a news item/radio broadcast heard
Speaking
- Use the different verb forms (regular and irregular)
  - present form
  - past
  - future
- Use the verb that agrees with the subject in number
Reading
- Perceive relationship
  - Identify statements/events that show cause-effect relationship
  - Give cause-effect relationship in paragraph/passages read
  - Use the word because/so that to identify statements that show cause-effect
Writing
- Write a variety of texts
  - letters, paragraphs using a variety of sentences
  - riddles, mottos, sayings

9: Predictng Outcomes

Listening
- Predict the outcome of stories heard
Speaking
- Use words that describe persons, places, animals, events (adjectives)
  - Use the positive, comparative and superlative forms of regular adjectives
Reading
- Predict outcomes
  - Give an appropriate ending to a given situation and give justification for such ending
Writing
- Compose riddles, slogans and announcements from given stimuli e.g. semantic maps, planned activities/programs

10: Making Inferences

Listening
- Infer the feelings of characters based on how they talk (volume, voice, stress)
Speaking
- Use adverbs of place and time
Reading
- Infer character traits from a selection read
Writing
- Write utterances/expressions on situations/comic strip presented e.g. Thank you!, You’re great!

11: Drawing Conclusions

Listening
- Give conclusions to situations/news/oral report heard
Speaking
- Use prepositions and prepositional phrase e.g. among, in a month
Reading
- Draw conclusions based on information given
Writing
- Write paragraphs
  - Descriptive
  - Narrative
- Write diaries and journals

12: Evaluating Ideas and Making Judgements

Listening
- Evaluate ideas and make judgments on oral texts presented orally
  - Distinguish between fact and opinion
Speaking
- Talk about topics of interest in 5-6 sentences
Reading
- Evaluate ideas and make judgments
  - Tell whether an action or event is reality or fantasy
  - Distinguish between fact or opinion
  - Compare and contrast text information with prior knowledge
  - Evaluate the likelihood that a story could really happen
  - Determine an author’s perspective on the central topic
Writing
- Write summary of story read
  - fable
  - fairy tale