SEKOLAH KEBANGSAAN TEACHERFIERA.

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PASIR MAS, KELANTAN
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YEAR 1
TRANSIT
FORMS
ENGLISH LANGUAGE 202_
CLASS:

TEACHER’S NAME:
PERFORMANCE STANDARDS GUIDE FOR YEAR 1 LISTENING SKILLS
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 PERFORMANC LISTENING SKILLS (YEAR 1)
CONTENT E STANDARD DESCRIPTORS FOCUS
FOR LISTENING SKILLS LEARNING STANDARD NOTES
1.1 Recognise and
LEVEL Recognise and reproduce 1.1.1 Recognise and reproduce with
reproduce target language target language phonemes
 Hardly recognises and reproduces limited support
targeta limited range of high
Requires support

1
sounds language phonemes.intelligibly frequency target language phonemes
to achieve
Understand
 Hardly understands thesimple
very main idea 1.2.1
questions, Understand with
instructions supporttarget
curriculum the
when
and main ideas listening
of the to texts
texts even ona lotmain
with idea of very simple
of support (Working phrases
towards
from the teacher. familiar topics and sentences A1)
 Recognises Understand the main
and reproduces someidea
limited1.2.2
targetUnderstand with support
On track to

2
language phonemes with a lot of support from the information and details of
when listening to texts on specific
achieve
teacher. familiar topics very simple phrases and sentences
1.2 Understand meaning in a curriculum target
 Understands a few very simple questions, instructions
1.2.3 Understand with a high degree
variety of familiar contexts Understand narratives on (Working towards
and main ideas of the texts with a lot of support fromvery
of support the short simple
familiar topics A1)
teacher. narratives
 Recognises Understand
and reproduces limited target
classroom language
1.2.4 Understand short basic
phonemes with support from
instructionsthe teacher. Achieves
supported classroom instructions

3
 Understands very simple
Understand questions,
questions on instructions, main short
1.2.5 Understand expectations
supportedof
ideas and supporting details of
familiar topics the texts with support
questions curriculum target
from the teacher.
1.3 Use appropriate listening (Working towards
 Predicts Use
wordsappropriate
using strategies
knowledge of to
a 1.3.1
topic Predict words they will
with A1) hear by
strategies in a variety of
understand meaning using knowledge of a topic
contexts support from the teacher.
 Recognises and reproduces limited target language

4
phonemes with minimal support from the teacher. Working towards
 Understands very simple questions, instructions, main exceeding
ideas and supporting details of the texts with minimal expectations
support from the teacher. (A1 Low)
 Predicts words using knowledge of a topic.
 Recognises and reproduces target language phonemes

5
appropriately.
On track to exceed
 Understands simple questions, instructions, main ideas
expectations
and supporting details of the texts without hesitation.
(A1 Low)
 Displays increasing confidence and self-reliance in
predicting words using knowledge of a topic.
 Recognises and reproduces target language phonemes
appropriately and independently.

6
 Understands simple questions, instructions, main ideas Exceeds
and supporting details of the texts promptly and expectations
independently. (A1 Low)
 Predicts words using knowledge of a topic confidently
and independently.

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 YEAR 1 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 1 SPEAKING SKILLS

PERFORMANC
E DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL

1
 Hardly produces meaningful words and fixed phrases even Requires support to
with a lot of support from the teacher. achieve
 Hardly asks and answers straightforward questions using curriculum target
one word or a fixed phrase even with a lot of support from the (Working towards
teacher. A1)

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 2
 Produces a SPEAKING
few meaningful words and
SKILLS fixed phrases
(YEAR 1) with a
On track to achieve
lot of support from the teacher.
CONTENT STANDARD FOCUS LEARNING curriculum
STANDARD target
 Asks and answers a few straightforward questions using
SPOKEN INTERACTION
one word or a fixed phrase with a lot of support from the
(Working towards
Communicate simple A1)
teacher. 2.1.1 Give very basic personal
information about themselves
 Produces and comprehends words and fixed phrases information
on using fixed phrases

3
clearly Achieves
very familiar topics with some support from the teacher.
2.1.2one
Find expectations
out about very basicof
 Asks and answers
Find outstraightforward questions using
simple information word
curriculum
personal information using fixed target
or a fixed phrase with some
from support
others from the teacher. (Working towards
2.1 Communicate  simple phrases
Introduces self, describes objects and participates in simple
A1)
informationinteractions on familiar topics using
Communicate fixed phrases.
simple 2.1.3 Express basic likes and
intelligibly  Produces and comprehends
informationwords and fixed phrases
clearly dislikeson

4
very familiar topics 2.1.4 Greet, say goodbye, and
Communicate simple Working towards
with minimal support from the teacher. express thanks usingexceeding
suitable
 Asks and answers information clearly
straightforward questions using one word
fixed phrases expectations
or a fixed phrase with minimal support from the teacher.
2.1.5 Name or (A1objects
describe Low)
 Expresses self, describes
Describe objects
people andand participates in simple
things
conversations on familiarclearly using suitable words from word
topics using fixed phrases.
 Produces and comprehends words and fixed phrases sets on
very familiar topicsManage interaction 2.2.1 No learning standard (will

5
confidently.
appropriately questions using
 Asks and answers straightforward be taught in subsequent
one word On trackyears)
to exceed
2.2 Use appropriate
or a fixed phraseManage
with increasing confidence and self-reliance. expectations
classroom tasks 2.2.2 Ask for attention or help
communication  Expresses self, describes objects and participates in a teacher or classmate
(A1 Low)
appropriately from
conversations on familiar topics using fixed phrases usingwith
oneanword or a fixed phrase
increasing display of confidence.
SPOKEN PRODUCTION
 Produces and comprehends words and fixed phrases on
2.3 Communicate Communicate information,
very familiar topics confidently and independently.2.3.1 Introduce self to an audience

6
appropriately to asmall events and stories clearly to an using fixed
Asks and answers straightforward questions using fixed phrases Exceeds
or large groupphrases withaudience.
ease and great confidence.
expectations
 Initiates, expresses self, describes objects and participates
(A1 Low)
in conversations on familiar topics using fixed phrases
independently.
 Displays exemplary model of language use to others.

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 YEAR 1 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 1 READING SKILLS

PERFORMANC
E DESCRIPTORS FOR READING SKILLS NOTES
LEVEL

1
Requires support to
 Hardly identifies and recognises shapes of the letters in the
achieve
alphabet even with a lot of support from the teacher.
curriculum target
 Hardly blends and segments phonemes (CVC, CCVC) even
(Working towards
with a lot of support from the teacher.
A1)
 Identifies and recognises most shapes of the letters in the

2
alphabet with a lot of support from the teacher. On track to achieve
 Blends and segments a few phonemes (CVC, CCVC) with a curriculum target
lot of support from the teacher. (Working towards
 Hardly understands main ideas of very simple phrases and A1)
sentences after repeated readings.
 Identifies and recognises all shapes of the letters in the Achieves

3
alphabet. expectations of
 Blends and segments phonemes (CVC, CCVC) with support curriculum target
from the teacher. (Working towards
 Understands main ideas, specific information and details of A1)
very simple phrases and sentences.

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  Uses picture dictionary
READING to categorise
SKILLS (YEARwords with
1) support
CONTENT from the teacher. FOCUS LEARNING STANDARD
STANDARD  Blends and segments phonemes (CVC, CCVC) without

4
hesitation.
Identify and distinguish the letters of the Working towards
 Understands main ideas, specific information and details of
alphabet* exceeding
very simple phrases and
*Preliterate sentences
children appropriately.
will need more expectations
3.1.1 Identify and recognise the
 Uses picture dictionary
support to achieveto categorise words withshapes
this Learning minimalof the letters in(A1
theLow)
alphabet
support from the teacher.
Standard, literate children more
challenge and less support

5
 Uses phonics to read words and identify word families
Distinguish and articulate beginning,
confidently. On track to exceed
medial and final sound words*
 Understands main ideas, specific information and details of
3.1.2 Recognise andexpectations
sound out with
very simple*Preliterate children
phrases and will need
sentences more
confidently. (A1 Low)
3.1 Recognise words in support beginning, medial and final
support
 Uses picture to achieve
dictionary this Learning
to categorise words confidently.
linear and non linear texts sounds in a word
Standard, literate children more
by using knowledge 

6
of Uses phonics to read words and identify word families
challenge and less support
sounds of letters independently. Exceeds
Blend phonemes to recognise words*
 Understands main ideas, specific information and details of expectations
*Preliterate children will need more
simple sentences independently. (A1 Low)
support to achieve this Learning 3.1.3 Blend phonemes (CVC, CCVC)
 Uses picture dictionary to categorise words independently.
Standard, literate children more
challenge and less support
Segment words into phonemes to spell*
*Preliterate children will need more
3.1.4 Segment phonemes (CVC,
support to achieve this Learning
CCVC)
Standard, literate children more
challenge and less support
Understand the main idea in a variety of 3.2.1 Understand the main idea of
text types on familiar topics very simple phrases and sentences
3.2.2 Understand specific
Understand specific details in a variety
information and details of very
3.2 Understand a variety of text types on familiar topics
simple phrases and sentences
of linear and non
3.2.3
linear print and digital
i) Use visuals on the page to help
texts by using Use appropriate word attack skills to
understand a word or phrase
appropriate reading understand specific meaning
ii) Identify and remember high
strategies
frequency sound and letter patterns
3.2.4 Use with support a simple
picture dictionary to find, list and
Use appropriate basic dictionary skills
categorise words from Year 1 topics
and themes
3.3.1
3.3 Read independently Read and understand a variety of fiction
Read and enjoy simple print and
for information and and non-fiction texts with confidence
digital games at
enjoyment and enjoyment
word level
YEAR 1 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 1 WRITING SKILLS

PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL

1
 Hardly displays early writing skills to form letters as Requires support to
demonstrated by the teacher. achieve
 Hardly uses fixed phrases to communicate with appropriate curriculum target
language form and style even with a lot of support from the (Working towards
teacher. A1)

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 WRITING SKILLS (YEAR 1)

2
CONTENT  Displays early FOCUSwriting skills to form letters LEARNING
as demonstrated
STANDARDOn track to achieve
STANDARD by the teacher with some legibility. curriculum target
 Uses fixed phrases to communicate with appropriate (Working towards
4.1.1
language form and style with a lot of support from the teacher. A1)
Develop prewriting i) Demonstrate fine motor control of hands and
 Displays early skills
writing skills fingers by using pen or pencil correctly
appropriately.

3
**Preliterate children ii) Demonstrate correct Achieves
posture and pen hold grip
 Writes comprehensible words and phrases with correct
expectations of
punctuation andonly iii) Develop
spelling supported hand-eye coordination through drawing
by the teacher.
linestoand patterns with curriculum target
4.1  Organises words by using ‘and’ communicate
4.1.2 (Working towards
Form letters and words appropriate
in language form and style with some support from
i) Form upper and lower case letters of regular A1)size
neat legible the teacher.
and shape**
print using cursive writing

4
 Writes comprehensible words and phrases with correct
**preliterate children only Working towards
punctuationDevelop early with minimal support by the teacher.
and spelling
ii) write letters and words in a straight line from left
exceeding
 Organises writing
wordsskills*
by using ‘and’ to communicate with
to right with regular spaces between words and spaces*
expectations
appropriate*all children
language form and style with minimal support from
*all children (A1 Low)
the teacher.
iii) copy letters and familiar high frequency words
and phrases correctly*

5
 Writes comprehensible words and
*all phrases with correct
children On track to exceed
punctuation and spelling confidently.
Communicate basic expectations
 Organises words by using ‘and’ 4.2.1toGive very basicwith
communicate personal information using fixed
personal (A1 Low)
appropriate language form and phrases
style without hesitation.
information clearly
4.2 Communicate basic 4.2.2 Greet, say goodbye, and express thanks using

6
Communicate basic Writesinformation
comprehensible words and phrases with correct
clearly suitable fixed phrases
information punctuation and spelling independently. Exceeds
 Communicate
Organises words by basic
using ‘and’ to communicate with expectations
intelligibly for a range of 4.2.3 Express basic likes and dislikes
information clearly
purposes in appropriate language form and style independently. (A1 Low)
Describe
 Displays
print and digital media peoplemodel
exemplary and of4.2.4 Nameuse
language or describe
to others.objects using suitable words
things clearly from word sets
Organise basic
information 4.2.5 Connect words and proper names using ‘and’
appropriately
4.3 Punctuate texts 4.3.1 Use capital letters appropriately in personal and
Communicate with appropriately place names
appropriate Spell high frequency
4.3.2 Spell familiar high frequency words accurately
language form and style words accurately
for a range of Plan, draft and edit
purposes in print and work appropriately 4.3.3 Plan, and write words and phrases
digital media on familiar topics

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 YEAR 1 TRANSIT FORM FOR CLASSROOM ASSESSMENT
WRITING SKILLS
TEACHER’S NAME:
CLASS:

LEARNING STANDARD
NO STUDENT’S NAME
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 4.33
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*PERFORMANCE STANDARDS GUIDE FOR YEAR 1 LANGUAGE ARTS IS NOT

PROVIDED IN THE YEAR 1 DSKP
LANGUAGE ARTS (YEAR 1)
CONTENT FOCUS LEARNING STANDARD
STANDARD
5.1.1
Demonstrate appreciation through non i) simple chants and raps
5.1 Enjoy and appreciate verbal responses to: ii) simple rhymes
rhymes, poems iii) simple action 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
5.2 Express personal 5.2.1 Name people, things or places
Identify, analyse and respond to
responses to literary of interest in
elements in texts
texts illustrations accompanying texts
5.3.1 Respond imaginatively and
intelligibly through creating simple
5.3 Express an
Plan, prepare and produce creative work art and craft products
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imaginative
with a focus on language use
literary texts
Other imaginative responses as
appropriate
 YEAR 1 TRANSIT FORM FOR CLASSROOM ASSESSMENT
LANGUAGE ARTS
TEACHER’S NAME:
CLASS:

NO STUDENT’S NAME LEARNING STANDARD

5.1.1 5.1.2 5.2.1 5.3.1
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