SEKOLAH KEBANGSAAN TEACHERFIERA.

COM
PASIR MAS, KELANTAN
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YEAR 2
TRANSIT
FORMS
2020
ENGLISH LANGUAGE

CLASS:

PERFORMANCENAME:
TEACHER’S STANDARDS GUIDE FOR YEAR 2 LISTENING SKILLS

PERFORMANC Template
DESCRIPTORS FORby: teacherfiera.com
LISTENING SKILLS™ NOTES

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 E LISTENING SKILLS (YEAR 2)
LEVEL
CONTENT STANDARD FOCUS LEARNING STANDARD

1
Hardly recognises andand
reproduces some 1.1.1
target Recognise and reproduce
language with to
1.1 Recognise and reproduce Recognise reproduce target Requires support
support a range of high frequency
phonemes.language phonemes intelligibly
target language sounds achievetarget
language phonemes curriculum target
 Hardly understands simple questions, instructions and main
Understand
ideas of the texts even with thea main
lot ofidea
support from (A1 Low)
1.2.1the teacher. with support
Understand the main
when listening to texts on
idea of simple sentences
familiar topics

2
 RecognisesUnderstand
and reproduces some
specific target language
details phonemes with support specific
1.2.2 Understand
1.2 On track to achieve
with a lot of support from thetoteacher.
when listening texts on information and detailscurriculum
of
Understand meaningin a target
Understands a fewfamiliar
simpletopics
questions, instructions and main
simple sentences
variety (A1 Low)
ideas of the texts with a lotnarratives
Understand of support onfrom the teacher.
1.2.3 Understand with support very
of familiar contexts
familiar topics short simple narratives
 Recognises and reproduces target language phonemes with

3
1.2.4 Understand an increased range of
support from theUnderstand
teacher. classroom Achieves
short basic supported
 Understands simple questions, instructions,classroom
instructions main ideasinstructions
and expectations of
supporting details of the texts with support from the teacher. curriculum target
Understand questions on 1.2.5 Understand an increased range of
 Understands messages using
familiar topicsvisual clues with
shortsupport fromquestions (A1 Low)
supported
the teacher.
1.3.1 Understand the message the
1.3 Use appropriate listening
 RecognisesUseandappropriate
reproducesstrategies
target language phonemes with
to teacher or classmate is communicating
strategies in a variety of

4
minimal supportunderstand
from the teacher.
meaning by using visual clues when they towards
are
contexts  Understands simple questions, instructions, main ideas and Working
speaking exceeding
supporting details of the texts with minimal support from the
expectations (A1
teacher.
Mid)
 Understands messages using visual clues with minimal
support from the teacher.
 Recognises and reproduces target language phonemes

5
appropriately. On track to exceed
 Understands simple questions, instructions, main ideas and expectations (A1
supporting details of the texts without hesitation. Mid)
 Understands messages using visual clues promptly.
 Recognises and reproduces target language phonemes

6
appropriately and independently. Exceeds
 Understands simple questions, instructions, main ideas and expectations
supporting details of the texts independently. (A1 Mid)
 Understands messages using visual clues independently.

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 YEAR 2 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
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PERFORMANCE STANDARDS GUIDE FOR YEAR 2 SPEAKING SKILLS

PERFORMANC
E DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL

1
 Hardly produces simple information even with a lot of Requires support to
support from the teacher. achieve
 Hardly asks and answers straightforward questions using curriculum target
fixed phrases even with a lot of support from the teacher. (A1 Low)

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 2
SPEAKING
 Produces a few SKILLS (YEAR
simple information with a lot2)of support
CONTENT STANDARD from the teacher. FOCUS LEARNING On track to achieve
STANDARD
SPOKEN INTERACTION curriculum target
 Asks and answers a few straightforward questions using
Communicate (A1 Low)
fixed phrases with a lot ofsimple
support information 2.1.1 Give simple personal
from the teacher.
about themselves clearly information using basic statements
 Produces and comprehends simple information on very
2.1.2 Find out about personal
Find out simple information from

3
2.1 familiar topics with support from the teacher. information by asking basic
others Achieves
Communicate simple  Asks and answers straightforward questions using fixed
questions
expectations of
information phrases with support fromsimple
Communicate the teacher.
information 2.1.3 Give a short sequence of basic
curriculum target
intelligibly  Participates and manages simple interactions on
clearly familiar
instructions (A1 Low)
topics usingCommunicate
words, phrases and non-verbal
simple informationresponses with
support from the teacher.clearly 2.1.4 Ask about and express ability
 Produces andDescribe
comprehends
peoplesimple information
and things on very
2.1.5 Describe objects using suitable

4
familiar topics with minimal
clearlysupport from the teacher.
words and phrases
Working towards
 Asks and answers straightforward questions using 2.2.1fixed
Keep interaction going in short
exceeding
phrases with minimal
Manage support from
interaction the teacher. exchanges by using suitable non-
appropriately
2.2 Use appropriate expectations (A1
 Participates and manages simple interactions on verbal responses
familiar Mid)
communication
topics using words,phrases and non-verbal responses withfor attention or help from a
2.2.2 Ask
strategies
minimal supportManage
from the teacher. tasks
classroom teacher or classmate
 Produces and comprehends
appropriately
simple information byon
using
verysuitable statements and
questions

5
familiar topics confidently.
 Asks and answersSPOKEN PRODUCTION
straightforward questions using fixed On track to exceed
2.3 Communicatephrases with increasing confidence
Communicate information, andevents 2.3.1 Introduce self expectations
self-reliance. and others to (A1
an
 Participates and manages simple interactions on familiar
appropriately to a small and audience using fixed Mid)
or large group topics using words,
stories phrases
clearly to andannon-verbal
audience responses
phrases
confidently.
 Produces and comprehends simple information on very
familiar topics confidently and independently.

6
 Asks and answers straightforward questions using fixed
Exceeds
phrases with ease and great confidence.
expectations
 Participates and manages simple interactions on familiar (A1 Mid)
topics using words, phrases and non-verbal responses
independently.
 Displays exemplary model of language use to others.

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 YEAR 2 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 2 READING SKILLS

PERFORMANC
E DESCRIPTORS FOR READING SKILLS NOTES
LEVEL

1
 Hardly identifies, recognises and names the letters of the Requires support to
alphabet even with a lot of support from the teacher. achieve
 Hardly blends and segments words (CVC, CCVC, CVCV, curriculum target
CCV) even with a lot of support from the teacher. (A1 Low)

 Identifies, recognises and names the letters of the alphabet On track to achieve

2
with a lot of support from the teacher. curriculum target
 Blends and segments a few words (CVC, CCVC, CVCV, (A1 Low)
CCV) with a lot of support from the teacher.
 Hardly understands main ideas of simple sentences even after

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 repeated readings.
READING SKILLS (YEAR 2)
CONTENT  Identifies, recognises andFOCUSnames the letters of the alphabet LEARNING STANDARD
STANDARD with minimal support from the teacher.

3
 Blends andIdentify
segments andwords (CVC,the
distinguish CCVC,
lettersCVCV,
of CCV) Achieves
with support from the teacher.
the alphabet* expectations
3.1.1 Identify, recogniseof
 Understands
*Preliterate children
main ideas, will need
specific more support
information and detailsand of namecurriculum target
the letters of the
to achieve
simple sentences. this Learning Standard, literate alphabet (A1 Low)
children
 Uses picture more challenge
dictionary and less
and appropriate support
word attack skills to
Distinguish
understand specific and articulate
meaning beginning,
with support from the teacher.
3.1 3.1.2 Recognise and sound
medial and
 Blends and segments wordsfinal soundCCVC,
(CVC, words*CVCV, CCV)
Recognise words in linear out with some support
*Preliterate children will need more support

4
without hesitation. beginning, medial and final
and non linear texts by to achieve this Learning Standard, literate Working towards
using knowledge of  Understands main ideas, specific information and details of
sounds in a word
children more challenge and less support exceeding
sounds of letters simple sentences appropriately. expectations (A1
 Uses pictureBlend phonemes
dictionary and to recognise word
appropriate words* attack skills3.1.3
to Blend phonemes
*Preliterate children with
will need more support Mid)
understand specific meaning minimal support from the (CVC, CCVC, CVCV,
teacher. to achieve this Learning Standard, literate
CCV)
children
 Uses phonics morewords
to read challenge and lessword
and identify support
families

5
confidently.Segment words into phonemes to spell* 3.1.4 Segment phonemes
*Preliterate children will need more support On track to exceed
 Understands main ideas, specific information and details(CVC,
of CCVC, CVCV,(A1
to achieve this Learning Standard, literate expectations
simple sentences confidently. CCV) Mid)
 Uses picture dictionarychallenge
children more and less
and appropriate support
word attack skills to
Understand
understand themeaning
specific main idea in a variety of text types 3.2.1 Understand the main
confidently.
on familiar
 Reads simple sentences independently. topics idea of simple sentences

6 details3.2.2
of Understand
 Understands mainspecific
ideas, specific specific
Exceeds
Understand details information
in a variety ofandtext
simple sentences independently. informationexpectations
and details of
types on familiar topics
3.2  Uses appropriate word attack skills and monolingual simple sentences
(A1 Mid)
Understand a variety ofdictionary to understand specific meaning independently. 3.2.3
linear and non i) Reread a word, phrase or
linear print and digital sentence to
Use appropriate word attack skills to understand
texts by using understand meaning
specific meaning
appropriate reading ii) Ignore unknown words
strategies in order to understand a
phrase or sentence
3.2.4 Use a picture
dictionary to find, list and
Use appropriate basic dictionary skills
categorise words from Year
2 topics and theme
3.3
Read and understand a variety of 3.3.1 Read and enjoy
Read independently for
fiction and non-fiction texts with simple print and digital
information and
confidence and enjoyment games at sentence level
enjoyment

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 YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT
READING SKILLS
TEACHER’S NAME: CLASS:

NO STUDENT’S NAME LEARNING STANDARD

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
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PERFORMANCE STANDARDS GUIDE FOR YEAR 2 WRITING SKILLS

PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL

1
 Hardly writes simple sentences by using appropriate language Requires support to
form and style even with a lot of support from the teacher. achieve
 Hardly organises basic information even with a lot of support curriculum target
from the teacher. (A1 Low)

2
 Writes simple sentences by using appropriate language form
On track to achieve
and style with a lot of support from the teacher.
curriculum target
 Organises basic information with a lot of support from the (A1 Low)
teacher.

3
 Writes simple sentences by using appropriate language form Achieves
and style with support from the teacher. expectations of
 Organises basic information using correct punctuation and curriculum target
spelling with support from the teacher. (A1 Low)

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 WRITING SKILLS (YEAR 2)

4
CONTENT  Writes simpleFOCUS
sentences by using appropriate LEARNING
language formSTANDARD
Working towards
STANDARD and style with minimal support from the teacher. exceeding
 Organises basic information using correct punctuation and expectations (A1
Develop prewriting skills*
spelling*Preliterate
with minimal support from 4.1.1 No learning standard
the teacher. Mid)
4.1 Form letters and children only
words in neat legible

5
 Writes Develop
print using cursive writing simple sentences by using appropriate language form
early writing On track to exceed
and style confidently.
skills* 4.1.2 No learning standard expectations (A1
 Organises basic information using correct punctuation and
*all children Mid)
spelling without hesitation.
Communicate basic 4.2.1 Ask for and give basic personal information
 Writes simple sentences by using appropriate language form

6
personal information using
and style independently. Exceeds
clearly basic questions and statements
 Organises basic information using correct punctuation and expectations
4.2 Communicate basic Communicate basic (A1 Mid)
spelling independently. 4.2.2 Express simple ability
information intelligibly information clearly
 Displays exemplary model of language use to others.
for a range of purposes in Communicate basic
4.2.3 Write short familiar instructions
print and digital media information clearly
Describe people and things 4.2.4 Describe objects using suitable words and
clearly phrases
Organise basic information 4.2.5 Connect words and phrases using basic
appropriately coordinating conjunctions
4.3 Punctuate texts 4.3.1 Use capital letters and full stops
Communicate with appropriately appropriately in guided writing at sentence level
appropriate language form Spell high frequency words 4.3.2 Spell a narrow range of familiar high
and style for a range of accurately frequency words accurately in guided writing
purposes in print and Plan, draft and edit work
digital media appropriately on familiar 4.3.3 Plan, draft and write simple sentences
topics

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 YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT
WRITING SKILLS
TEACHER’S NAME: CLASS:

NO STUDENT’S NAME LEARNING STANDARD

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
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*PERFORMANCE STANDARDS GUIDE FOR YEAR 2 LANGUAGE ARTS IS NOT

PROVIDED IN THE YEAR 2 DSKP

LANGUAGE ARTS (YEAR 2)

CONTENT FOCUS LEARNING STANDARD
STANDARD
5.1.1
i) simple chants and raps
Demonstrate appreciation through non
ii) simple rhymes
verbal responses to:
5.1 Enjoy and appreciate iii) simple action songs
rhymes, poems iv) simple songs
and songs 5.1.2
Say the words in simple texts, and sing i) simple chants and raps
simple songs with intelligible ii) simple rhymes
pronunciation, rhythm and intonation iii) simple action songs
iv) simple songs
5.2.1
5.2 Express personal
Identify, analyse and respond to Name people, things, actions, or places
responses to literary
elements in texts of interest in
texts
texts
5.3.1
Respond imaginatively and intelligibly
5.3 Express an
Plan, prepare and produce creative through
imaginative response to
work with a focus on language use creating simple short chants or raps
literary texts
Other imaginative responses as
appropriate
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 YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT
LANGUAGE ARTS
TEACHER’S NAME: CLASS:

NO STUDENT’S NAME LEARNING STANDARD

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