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  93 | Qatar English standards | Grade 4 © Supreme Education Council 2004 English standards Summary of students’ performance by the end of Grade 4 Word knowledge Students recognise, understand and use a range of at least 800 high-frequency and personal topic words for listening, speaking reading and writing. They have a secure knowledge of the 16 common vowel spellings from Grades 2 and 3 which they apply in reading and writing. They can hear, pronounce, read and spell the phonemes /eə/ /  ə/ / ə / . Listening and speaking Students understand and respond to the main ideas and some detail in stories, factual accounts, reports and dialogues using present and simple past tenses, and future time with going to , will  , may  , might  , could  , might not  , and won’t  ; indefinite pronouns, adverbs of manner, comparatives, superlatives, and a range of familiar negatives, question forms, time phrases and connectives. They understand statements and dialogues about personal information and quantitative descriptions using numbers, money, weights and measures. They follow and respond to monologues and dialogues expressing differing levels of possibility. They respond to questions with short ( yes/no ) or full answers as appropriate. Students use meta-language to talk about learning English. They speak using up to four simple statements joined with familiar sequencing words. They link final consonants to initial vowels when speaking. They talk about actions, events and situations in the past using the simple past tense with positive and negative statements, in short dialogues and monologues of two or more connected ideas. They accurately use at least 50 irregular past tense verbs with correct pronunciation of regular ‘ed’ endings. They talk about the future using going to , and will/won’t   in positive and negative statements. They make comparisons using a range of adjectives in comparative and superlative forms, and ask for and give advice using should and shouldn’t  . They extend their abilities to talk about, make requests and offers, and ask for permission using  can, could   and may.   Reading and writing Students read independently and intensively, texts of up to 200 words, and begin to read extensively from graded readers in the 500 key word range, including stories with dialogue, factual recounts, information texts, instructions, notes and messages, informal letters, postcards and email texts. They identify and comment on key features of stories and factual recounts, identifying causes for incidents, characters and relationships, referring to the text. They identify and understand dialogue in stories and factual recounts, and some key organisational and language features of factual recount and instructional texts. They read and respond to simple lists, notes, informal letters, postcards and email texts. Students independently compose and transcribe short connected texts of three or more complete, simple sentences about characters and events in known stories, familiar experiences, straightforward instructions, lists and postcards. They use capital letters, full stops and question marks and use the four basic handwriting joins to write in a legible, cursive script. Grade 4  94 | Qatar English standards | Grade 4 © Supreme Education Council 2004 Content and assessment weightings for Grade 4 The emphasis given to each of the main strands of English teaching over the course of the school year should be approximately as follows: Listening and responding Speaking to communicate and interact Reading strategies and responding Writing strategies and composing 30% 30% 25% 15% Word knowledge standards are not separately weighted. They should be taught by integrating them into the four main strands.  95 | Qatar English standards | Grade 4 © Supreme Education Council 2004 English standards Word knowledge By the end of Grade 4, students recognise, understand and use a range of at least 800 high-frequency and personal topic words for listening, speaking reading and writing. They have a secure knowledge of the 16 common vowel spellings from Grades 2 and 3 which they apply in reading and writing. They can hear, pronounce, read and spell the phonemes /eə/ /  ə/ / ə / . Students should: 1 Use a range of vocabulary 1.1  Use and consolidate the 570 active vocabulary words from Grades K–3. 1.2  Recognise, understand and use a range of approximately 250 additional high-frequency words for listening, speaking, reading and writing, using the recommended list, supplemented with additional words linked to other class work.  Regular recycling of active words should occur throughout the year across the four  skills, using topics and lexical sets to group them in meaningful, memorable contexts.  Recycling should include words from earlier grades. This can be done by expanding  previous topics with new words from Grade 4, and practising language structures and  functions introduced in earlier grades with new lexical sets from Grade 4. Extend earlier topics and themes with new words. ã sports: sail, score, club, ticket, … ã adjectives of appearance/quality: bright, polite, … ã action verbs: decide, climb, … ã state verbs: keep, own, become, … ã town vs. country: change, build, modern, village, … ã health: healthy, medicine, hurt, … ã nature: beach, mountains, sunrise, sunset, … ã school: chapter, dictionary, mark, repeat, … ã measures: weigh, measure, centimetre, kilometre, … Introduce new topics and themes. ã seasons: summer, winter, … ã senses: feel, smell, … ã shapes: circle, square, plain, … ã materials: plastic, cotton, … ã two-word verbs: look up, carry on, … ã countries and nationalities: language, custom, China, Chinese, … ã danger: fight, save, dangerous, afraid, … ã communications: meeting, conversation, newspaper, film, … Grade 4 Key standards Key performance standards are shown in shaded rectangles, e.g. 1.2 . Examples The examples given in italics are intended to clarify the standards, not to represent the full range of possible activities. The recommended key words for this grade are listed at the end of these standards. These lists do not contain all the important grammar words (e.g. verb inflections, conjunctions, pronouns). These are included in the listening and speaking standards to stress the importance of teaching them in context.  A complete list of key words for Grades K–9 is given in section 4 of this document.  96 | Qatar English standards | Grade 4 © Supreme Education Council 2004 1.3  Extend the use of a basic picture dictionary. 2 Develop alphabetic and phonic knowledge 2.1  Consolidate knowledge of the main spelling choices for sixteen vowel  phonemes from Grades 2–3; recognise and read words containing them: /  /  (cat), /e/  (men), //  (sit), /ɒ/  (not), //  (cut), /υ/  (book), /e  /  (train), /i/  (meat), /a  /  (fly), / əυ /  (coat), /u/  (food), /ɔ/  (short), /ɑ/  (star), /  /  (fur), /ɔ  /  (toy), /a υ /  (cloud). 2.2  Know vowel phonemes /eə/ /  ə/ / ə /  with their corresponding common spellings, and recognise and read words containing them. Phoneme Common spelling Example words /eə/ air a–e hair, fair, air, pair care, dare /ə/ ear ear, near, fear /ə/ a ago, another, was 2.3  Discriminate syllables in multi-syllabic words, notice the syllabic  boundaries in spoken and written forms, and learn to break words down into parts which can be spelt phonically. din-ner, chil-dren, news-pa-per, fa-mi-ly 3 Develop spelling knowledge 3.1  Spell  s -endings -s , -ies  and -es , and pronounce /s/   /z/   / z /  for simple  present-tense third-person singular verbs and plural nouns; experiment with adding to known verbs and nouns. Examples from Kindergarten to Grade 3 Spelling Pronunciation Verbs Nouns /s/  after unvoiced consonants asks, takes, counts, helps  facts, dates, lists, maps /z/   A after voiced consonants B after double vowels  A needs, ends, brings, pulls, smiles,  swims, runs, hears, lives, grows, buys  B sees, lies, dies  A reasons, rules, boys,  girls, bags  B seas -s /z/  after /s/   /z/   /  /   dances, closes, loses horses, houses,  pages -ies after ‘y’ in consonant cluster /z/   copies, cries, studies, tries cities, families, babies, stories Spelling skills should also be linked, where applicable, to pronunciation. See standards 4.1–1.7 for this grade.
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