2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

2025 ANNUAL TEACHING PLANS: ENGLISH FIRST HOME LANGUAGE: GRADE 4 (TERM 1)

TERM 1

LANGUAGE STRUCTURES AND

WEEK 1 LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS

Baseline Assessment (set internally by the school) and Orientation to be conducted during the first 3 days of the term in Week 1 – Day 1 to 3. Data is captured
so that competency is determined and learning gaps identified. This information should be used to inform subsequent teaching and learning activities.

Listens to information text of a Reads information text with visuals, Writes an advertisement Word level work
poster advertising an event e.g., charts/ tables/ diagrams/ mind • Uses content appropriate for Articles, plurals (noun prefixes),
• Identifies specific details maps/ maps/ pictures purpose and audience common nouns, abstract nouns,
• Interprets the • Pre-reading: Predicting from title • Uses appropriate visuals and adjectives, verbs
information given and pictures/visuals layout for the purpose Sentence level work
• Relates to personal • Use reading strategies, e.g., • Uses appropriate grammar Simple sentences, statements,
experience skimming and vocabulary questions
• Asks and answers questions • Uses language creatively Word meaning
• Discusses main idea and specific • Uses the dictionary to check Similes, metaphors, idioms
details spelling and meanings of Spelling and punctuation
• Interprets the information in the words Uses the writing
Week 1 visuals
Question mark, exclamation mark,
process dictionary use
15-17 Reading for meaning
• Brainstorms ideas using mind
/01/25 • Pre-reading: Discusses pictures maps
• Interprets the information • Produces first draft
• Discusses the purpose of the text • Revises
Week 2 • Discusses some of the language • Proofreads
20-24 used • Writes final draft
/01/25 • Identifies and discusses design • Presents neat, legible final
features such as colour and draft Records words and their
different sizes or kinds of print meanings in a personal
(font)
dictionary or word wall.
Reading methodologies
Uses a dictionary for spelling and
Read aloud/ Drop all and read/ group vocabulary development.
guided/ shared/ paired/ independent
reading of novelette Uses reading log/ card to manage
reading progress.
Assessment for Learning – in
preparation for Read Aloud
Reading for enjoyment
Novel/ reader to be read daily for at
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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

least 30 minutes

TERM 1

LANGUAGE STRUCTURES AND

WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

Listens to and responds to an extract Reads an extract from a novelette Write a character sketch of the main/ Word level work
from the novelette • Pre-reading strategies: Skims, compelling central character Relative pronouns, reflexive pronouns,
Introductory activities scans, predicts from title and • Uses a frame adverbs, connections, interjections
• Makes predictions discusses related themes/ content • Pre-writing: Listens to extracts Sentence level work
• Listens to extracts from the novel • Identifies and explains the central from a novelette Simple present tense, simple past
• Listens for main message and events • Selects content appropriate for the tense, concord
specific • Discusses the characters purpose Word meaning
details • Identifies and discusses feelings • Uses appropriate language and Antonyms, synonyms
• Describes events expressed text structure Spelling and punctuation
• Discusses the main ideas and • Relates events and characters to • Uses the correct format Full stop, comma, dictionary use, word
specific own • Organises content logically – uses division
details life chronology
• Explains events clearly and in Uses summary writing frame • Uses appropriate grammar,
Week 3 sequence Who? spelling and punctuation, including
• Expresses feelings in relation to What?
27 – 31 subjectverb concord
events When?
/01 /25 Uses the writing process
• Relates to own life Where?
• Discusses the social, moral and • Planning/ pre-writing
Why?
cultural values in the text How? • Drafting
• Participates in group discussions Literature study • Revising
Week 4 • Takes turns • Editing
• Discusses the structure, language
03-07 • Stays on topic use, purpose and audience • Proofreading
/02/25 • Asks relevant questions
• Identifies the difference/s between • Presenting
• Maintains discussions
biographies/ diaries and stories Records words and their
• Responds to others’ ideas with
• Uses a dictionary for vocabulary meanings in a personal
empathy and respect
development dictionary or word wall. Uses a
Reading methodologies dictionary for spelling and
Read aloud/ Drop all and read/ group vocabulary development.
guided/ shared/ paired /independent Uses reading log/ card to manage
reading of novelette reading progress.
Assessment for Learning – in
preparation for
Read Aloud
Reading for enjoyment
Novel/ reader to be read daily for at
least 30 minutes

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

TERM 1

LANGUAGE STRUCTURES AND

WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS

FORMAL ASSESSMENT TASK 1: ORAL

• Read Aloud (20 marks)
Commence with this task in Term 1 and conclude in Term 2 when the mark will
be recorded.

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

Listens to a short story Reads a short story Writes a story based on a personal Word level work
Introductory activities Pre-reading: Predicting from title and experience/ event Countable and uncountable nouns
• Makes predictions pictures • Chooses appropriate content for Sentence level work
• Identifies characters • Uses reading strategies: Making the topic Simple sentences
• Recalls main idea predictions, uses phonic and • Uses the story structure as a Spelling and punctuation
• Answers oral questions Retells contextual clues frame Full stop, capital and lower case
a story • Discusses new vocabulary from • Includes characters (small) letters
Retells events in correct sequence the read • Uses appropriate grammar,
text spelling and punctuation
Names the characters correctly
Reading for meaning • Uses a range of vocabulary
Uses a dictionary related to
Uses reading strategies topic
• Creates a personal dictionary
- Skimming for main ideas
Uses the writing process
- Scanning for supporting details Planning/ pre-writing
Week 5 - Making predictions Drafting
10-14 - Inferring the meaning of unfamiliar Revising
/02/25 words and images Editing
Proofreading
- Reviewing to promote
Week 6 Presenting
17-21 understanding Uses reading Records words and their meanings
/02/25 comprehension strategies in a personal dictionary or word
- Visualisation wall.
- Making connections Uses a dictionary for spelling and
- Predictions vocabulary development.
Uses reading log/ card to manage
- Inferences
reading progress.
Literature study
• Identifies and comments on the
characters
• Gives and explains own feelings
about
the text
Reading methodologies
Read aloud/ Drop all and read/
groupguided/ shared/ paired/
independent reading of novelette

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

TERM 1

LANGUAGE STRUCTURES AND

WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS
Assessment for Learning – in
preparation for
Read Aloud
Reading for enjoyment
Novel/ reader to be read daily for at
least 30 minutes
FORMAL ASSESSMENT TASK 2: WRITING
• Essay (20 marks)
Narrative or descriptive
Three (3) paragraphs
Done during the term

Listens to and discusses a recipe Reads a recipe Writes instructions: How to make a Word level work
Introductory activities • Pre-reading: Predicting from title cup of tea Personal pronouns, possessive
• Makes predictions and pictures • Lists materials and ingredients pronouns, demonstrative pronouns,
• Recalls procedure • Uses reading strategies, e.g., • Uses correct specific details conjunctions
• Identifies the features of prediction and contextual clues • Uses correct sequence Sentence level work
instructional text • Discusses specific details of the • Uses the command form of the Subject, object, simple sentences
• Gives clear instructions on how to text verb Word meaning
make a cup of tea • Discusses sequence of • Uses correct structure and format Borrowed words
Week 7 instructions • Records words and their meanings
• Makes notes and applies
24 – 28 in a personal dictionary
instructions read Reading for meaning
/02/25
• Asks questions to clarify Uses reading strategies below Uses the writing process
comments on • Skimming for main ideas • Planning/ pre-writing
Week 8 clarity of instructions • Drafting
• Scanning for supporting details
03 - 07 • Making predictions • Revising
/03/25 • Editing
• Inferring the meaning of unfamiliar
wordsand images • Proofreading
Use reading comprehension • Presenting
strategies Records words and their meanings in
a personal dictionary or word wall.
• Visualisation
Uses a dictionary for spelling and
• Making connections
vocabulary development.
Reading methodologies
Uses reading log/ card to manage
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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

Read aloud/ Drop all and read/ reading progress.

groupguided/ shared/ paired/
independent reading of novelette
Assessment for Learning – in
preparation for Read Aloud
TERM 1

LANGUAGE STRUCTURES AND

WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS
Reading for enjoyment
Novel/ reader to be read daily for at
least 30 minutes
FORMAL ASSESSMENT TASK 3: RESPONSE TO TEXTS (40 marks)
• Literary/ non-literary text (15 marks)
• Visual text (10 marks)
• Language structures and conventions (15 marks)

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

Participates in short Reads poster or notices Designs a poster advertising an Word level work
conversation on a familiar • Pre-reading: Discusses pictures event Adverbs
topic • Discusses what the text is about • Selects appropriate information Sentence level work
• Takes turns • Identifies specific information • Uses the correct format Complex sentences, metaphors,
• Stays on topic • Interprets the information • Uses design features such as similes
• Asks relevant questions • Discusses the purpose of the text colour and Word meaning
Practises listening and speaking • Discusses some of the language different sizes or kinds of print (font) One word for a phrase
(Chooses one for daily practise) use Uses the writing process
• Identifies and discusses design • Planning/ pre-writing
• Performs a simple rhyme, poem or
song features such as colour and • Drafting
Week 9
• Plays a simple language game different sizes or kinds of print
10-14 • Revising
(font)
/03/25 • Gives and follows simple • Editing
instructions/ directions Practises reading
• Proofreading
Week10 • Tells own news • Reads aloud with appropriate
17-20 pronunciation, expression and • Presenting
Retells a story heard or read
/03/25 tempo Records words and their meanings in
Reading methodologies a personal dictionary or word wall.
Read aloud/ Drop all and read/ Group Uses a dictionary for spelling and
guided/ shared/ paired/ independent vocabulary development.
reading of novelette Uses reading log/ card to manage
Assessment for Learning – in reading progress.
preparation for Read Aloud
Reading for enjoyment
Novel/ reader to be read daily for at
least 30 minutes

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

Week 11 ( 24-28/03/25) FORMATIVE ASSESSMENT ACTIVITIES (ASSESSMENT FOR LEARNING)

Listening and Speaking activities Reading and Viewing activities Writing and Presenting activities Language Structures
• Variety of Listening and Speaking • Reading process • Writing process • Summary and Conventions
activities • Reading Aloud activities activities
• Creative writing
• Reading comprehension activities • Transactional texts Variety of Language
Structures and
• Literature activities based on the three
Convention activities are
prescribed genres for the semester
aligned to the text type
CAPS: FORMAL ASSESSMENT TASKS: HOME LANGUAGES (HL): GRADE 4 TERM 1

FORMAL ASSESSMENT TASK 1 FORMAL ASSESSMENT TASK 2: WRITING FORMAL ASSESSMENT TASK 3
ORAL • Essay (20 marks) RESPONSE TO TEXTS (40 marks)
• Read Aloud (20 marks) Descriptive/ narrative (3 paragraphs) • Literary/ non- literary text (15 marks)
Commence with this task in Term 1 and conclude in During the term • Visual text (10 marks)
Term 2 when the mark will be recorded. • Language structures and conventions (15 marks)

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4 (TERM 2)

TERM 2

LANGUAGE STRUCTURES AND

WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS

Listens to a poem/ song Reads a poem/ song/ limerick Writes a poem/ song/ limerick Word level work
Introductory activities Literature study • Selects appropriate content Abstract and concrete nouns,
• Makes predictions • Discusses main idea/s • Uses the relevant structure and compound nouns
• Recalls main idea • Expresses feelings stimulated by format Sentence level work
• Discusses central idea the song • Plans, drafts and revises a song Simple sentences
• Relates to own experience • Identifies rhythm and rhyme and • Uses appropriate rhythm and Word meaning
• Identifies rhyme and rhythm their rhyme Rhymes, borrowed words,
• Expresses feelings stimulated by effects • Uses knowledge of syllables to personification, alliteration
the poem • Breaks up words into syllables to develop rhythm of the text
Spelling and punctuation
• Performs song/ selected lines understand rhythm • Records words and their
Full stop, comma
Reading for meaning meanings in a personal dictionary
Week 1
Uses reading strategies below Uses the writing process
08 - 11
• Skimming for main ideas Planning/ pre-writing
/04/25
• Scanning for supporting details Drafting
Week 2 Revising
• Making predictions
14 - 17 Editing
• Inferring the meaning of
/04/25 unfamiliar words and images Proofreading
Uses reading comprehension Presenting
strategies Records words and their meanings in
a personal dictionary or word wall.
• Visualisation
Uses a dictionary for spelling and
• Making connections vocabulary development.
• Predictions Uses drawings or sentences using the
• Inferences words or explanations to show the
Reading methodologies meaning, etc.. Uses reading log/ card
Read aloud/ Drop all and read/ group to manage reading progress.
guided/ shared/ paired/ independent
reading of novelette
Assessment for Learning – in
preparation for Read Aloud
Reading for enjoyment
Novel/ reader to be read daily for at
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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

least 30 minutes
TERM 2

LANGUAGE STRUCTURES AND

WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS
Listens to weather reports Reads weather report / Writes information text, e.g., Word level work
Introductory activity chart/ table / map weather chart Regular and irregular verbs, finite and
• Makes predictions • Pre-reading: Predicts from title and • Organises information logically infinite verbs, transitive verbs,
• Listens for specific details pictures/ visuals • Includes specific details adjectives
• Participates in class (teacher-led • Uses reading strategies: Skims to • Uses topic and supporting Sentence level work
discussions) get the general idea and scans for sentences to develop coherent Subject-verb agreement, past tense,
• Discusses usefulness of the specific details paragraphs future tense
information • Identifies the way the text is • Designs appropriate visuals, e.g., Word meaning
• Links information to own life organised charts/ tables/ maps Idioms and proverbs
• Discusses possible effects on • Compares differences and • Uses appropriate grammar,
people similarities in different places spelling and punctuation
• Compares conditions in different • Reads an information text with • Uses appropriate vocabulary
places visuals, • Records words and their meanings
Week 3
• Indicates preferred destinations e.g., a map in a personal dictionary
22 - 25
with reasons • Uses dictionary to check meaning Uses the writing process
/04/25
• Justifies own opinion of new vocabulary Planning/ pre-
• Identifies features of weather Reading methodologies
• Reports register and the nature writing
Week 4 Read aloud/ Drop all and read/ group
05 – 09 of language used guided/ shared/ paired/ independent Drafting
/05/25 • Uses interaction strategies to reading of novelette Revising
communicate effectively in Assessment for Learning – in Editing
group situations preparation for Read Aloud Proofreading
Listens to a description and Reading for enjoyment Presenting
describes an object Records words and their meanings
Novel/ reader to be read daily for at
• Identifies the object described least 30 minutes in a personal dictionary or word
correctly wall.
• Uses words that correctly Uses a dictionary for spelling and
describe the object vocabulary development.
• Uses some new words Uses drawings or sentences using the
• Uses adjectives words or explanations to show the
meaning, etc.
Uses reading log/ card to manage
reading progress.

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

FORMAL ASSESSMENT TASK 1: ORAL

• Read Aloud (20 marks)
This task is a continuation from Term 1. It will be completed and recorded in
Term 2.
TERM 2

LANGUAGE STRUCTURES AND

WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS

Listens to a dialogue Reads a dialogue Writes an interview Word level work

Introductory activities • Pre-reading: Predicts from title and • Selects appropriate content Infinitive verbs
• Makes predictions pictures • Uses the frame Sentence level work
• Listens and relates to own • Uses reading strategies: • Uses direct speech for dialogue Direct speech, quotation marks for
experience Skimming, scanning, making • Extends sentences by adding direct speech main clause, dependent
• Identifies specific details predictions, inferring the meaning adjectives and adverbs clause
of unfamiliar words and images • Uses extended vocabulary, (simple)
• Participates in group discussions
• Reviews to promote understanding including pronouns, connecting Word meaning
• Takes turns to speak
• Understands the vocabulary words and phrases Similes, metaphor, idioms and
• Stays on topic
• Identifies main and supporting • Uses appropriate grammar, proverbs
• Asks relevant questions ideas spelling and punctuation Spelling and punctuation
• Maintains discussion • Discusses new vocabulary from • Uses the dictionary to check
Week 5 Comma, colon, semi colon, inverted
12 – 16 • Responds to others’ ideas with the read spelling and meanings of words commas, question mark,
/05/25 empathy and respect text Uses the writing process exclamation mark, full stop
Week 6 • Gives balanced and constructive • Uses a dictionary Planning/ pre-writing
19 - 23 feedback Role-play a scenario • Reflects on texts read Drafting
/05/25 related to the chosen independently Revising
novelette in Term 1 • Retells story or main ideas in 3 to Editing
5 sentences Proofreading
Literature study Presenting
• Identifies and comments on the Writes a book review of the chosen
plot novelette in Term 1
• Gives reasons for action Records words and their meanings
• Identifies and discusses values in in a personal dictionary or word
the wall.
text
Uses a dictionary for spelling and
• Expresses emotional response to
vocabulary development.
texts read
Uses reading log/ card to manage
Reading for meaning
reading progress.
Uses the reading comprehension

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

strategies below
• Visualisation
• Making connections
• Predictions
• Inferences
Asking questions
Reading methodologies
Read aloud/ Drop all and read/
groupguided/ shared/ paired/
independent reading of novelette

TERM 2

LANGUAGE STRUCTURES AND

WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS
Assessment for Learning – in
preparation for Read Aloud

FORMAL ASSESSMENT TASK 4

• Transactional writing (10 marks)
Written before the June controlled test

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

Listens to and carries out Reads an instructional text, e.g., Writes an essay explaining why it Word level work
instructions, e.g., directions/ rules/ directions/ rules/ safety rules is important to follow instructions Auxiliary verbs, modal verbs, moods
safety rules when crossing the road/ when crossing the road/ how to • Selects appropriate content for Sentence level work
how to wash your hands/ instructions wash your hands/ instructions for the topic Future tense
for making something making something • Uses the appropriate structure as Spelling and punctuation
Introductory activities • Pre-reading: Predicting from title a frame Word division, dictionary use
• Makes predictions and pictures • Orders information logically
• Recalls procedure • Uses reading strategies: • Uses topic and supporting
• Identifies the features of instructional Prediction and contextual clues sentences to develop coherent
texts • Discusses specific details of text paragraphs
• Notes key headings • Discusses sequence of • Uses appropriate grammar,
• Gives clear instructions and instructions spelling and punctuation
Week 7 examples • Uses the dictionary to check • Presents work neatly using
26 - 30 • Makes notes and applies instructions spelling and meanings of words headings and spacing for
05/25 read Reading methodologies paragraphs
Week 8 • Asks questions for clarity Read aloud/ Drop all and read/ group • Records words and their
02 - 06 • Comments on clarity of instructions guided/ shared/ paired/ independent meanings in a personal dictionary
06/25 Listens to and gives directions reading of novelette Uses the writing process
• Listens for specific details Assessment of Read Aloud • Planning/ pre-writing
• Uses details accurately Reading for enjoyment • Drafting
• Uses the correct language form Novel/ reader to be read daily for at • Revising
Practises Listening and Speaking least 30 minutes. • Editing
(Choose one for daily practise) • Proofreading
• Responds physically to instructions • Presenting
• Gives and follows simple Records words and their
instructions/directions meanings in a personal
dictionary or word wall. Uses a
dictionary for spelling and
vocabulary development.
Uses reading log/ card to manage
reading progress.

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

TERM 2

LANGUAGE STRUCTURES AND

WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS
Week 9 Task 5: June controlled test: Response to text (40 marks)
09 - 13 Question 1: Literary/ non-literary text (15 marks)
/06/25 Question 2: Visual text (10 marks)
Week 10 Question 3: Summary writing (5 marks)
17 – 20 Question 4: Language structures and conventions (10 marks)
/06/25

Week 11 (23 - 27/06/25) FORMATIVE ASSESSMENT ACTIVITIES (ASSESSMENT FOR LEARNING)

Listening and Speaking activities Reading and Viewing activities Writing and Presenting activities Language Structures and
• Variety of Listening and Speaking • Reading process • Writing process • Conventions activities
activities • Reading aloud activities Summary Variety of Language Structures and
• Reading comprehension activities • Creative writing Convention activities are aligned with
• Literature activities based on the three text types
• Transactional text
prescribed genres for the semester

CAPS: FORMAL ASSESSMENT TASKS: HOME LANGUAGES (HL): GRADE 4 TERM 2

FORMAL ASSESSMENT TASK 1: ORAL FORMAL ASSESSMENT TASK 4: WRITING FORMAL ASSESSMENT TASK 5: JUNE
• Read Aloud (20 marks) • Transactional writing: (10 marks) CONTROLLED TEST
This task is a continuation from Term 1. It will be Written before the controlled test RESPONSE TO TEXTS (40 marks)
completed and recorded in Term 2. • Question 1: Literary / non-literary text
comprehension (15 marks)
• Question 2: Visual text comprehension (10 marks)
• Question 3: Summary writing (5 marks)
• Question 4: Language structures and conventions
in context (10 marks)

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4 (TERM 3)

TERM 3

LANGUAGE STRUCTURES AND

WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS

Listens to folklore, e.g., myth/ Reads folklore, e.g., myth/ legend Writes a recount of the folklore Word level work
legend Reading for meaning/ Reading genre read, e.g., myth/ legend, Prefix, roots and suffix, past tense
Introductory activities comprehension using a writing frame Sentence level work
• Predicts what the text could be Introductory activities Introductory activities Simple sentences, complex
about • Pre-reading: Makes predictions • Introduces the characters, place sentences, paragraphs
• Identifies the plot, characters and from the and time of the text read Word meaning
setting title and pictures in the text Learners are to: Proverbs, idioms, moral (of the story)
• Discusses the main message Learners are to: • Describe a series of events that Punctuation
• Answers oral questions took place
• Use reading strategies to make Full stop, comma, colon, semi-colon,
Learners to retell the story • Express an opinion of the text
predictions capital letters
(Folklore: Myth or legend) read
• Use contextual clues to make
• Retells events in the text in the meaning • Use a writing frame or sentence
Week 1 correct sequence • Discuss plot, main characters starters
22 - 25 • Names the characters correctly and (where necessary)
/07/25 • Expresses thoughts and feelings setting • Retell events in sequential order
about • Discuss the message/ moral of • Use varied vocabulary
Week 2 the storyline/ characters/ setting/ the story • Write recounts in the past tense
28.07 - 01 message / theme of the text, etc. • Express opinions and own Personal dictionary
/08/25 feelings about the text • Records words and their
• Distinguish between realistic and meanings in a personal
unrealistic events in the story dictionary
Reading methodologies • Uses drawings or sentences
Read aloud/ Drop all and read/ group using the words or explanations
guided/ shared/ paired/ independent to show the meaning, etc.
reading of novelette • Place new vocabulary on a word
Reading for enjoyment wall
• Novel/ reader to be read daily for
a minimum of 30 minutes
• Reflects on texts read
independently
• Relates to own context

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

Week 3 Listens to and participates in a Reads for information based on Uses different types of graphic Word level work
04 - 08 brief conversation on the creative the genre selected, e.g., poetry/ organisers to collate research Adverbs
/08/25 writing project based on the drama/ short story findings of the creative writing Sentence level work
Week 4 selected genre, e.g., poetry/ Introductory activities project Complex sentences
11 – 15 drama/ short story • Provides research material Introductory activities Word meaning
/08/25 Introductory activities

CWP
STAGE 1
RESEARCH

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

TERM 3
LANGUAGE STRUCTURES AND
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS
• Discusses the research • Encourages learners to add to • Demonstrates appropriate One word for a phrase
process and research material provided frames/ tools to support the type Strengthening of language
timeline • Reviews the text to promote of product to be produced, e.g., structures and conventions that
• Discusses the development of understanding mind map, sequence chart, Venn are related to research of the
a driving question/ topic diagram, etc. literary genre focused on, e.g.,
• Discusses the effects of the
• Talks about the use of • Iterates referencing and the poetry/ folklore/ drama/ short story
features/ elements of poetry/
research sources and folklore/ drama/ short story importance of a bibliography • Organisation of research
resources • Discusses the impact of visual • Reiterates the assessment findings, e.g., mind map,
• Focuses on note-taking criteria and descriptors in the sequence chart, Venn diagram,
techniques evident in literature
rubric/ checklist etc.
• Explains referencing and the (poetry/ folklore/ drama/ short
importance of a bibliography story) Learners are to: • Reminds learners to pay attention • Clarity of information
• to responding to the driving • Use of vocabulary related to
Explains the assessment • Use reading strategies for
question/ topic Learners are to: research
criteria and descriptors in the comprehension
rubric/ checklist Learners are • Focus on the research process • Referencing conventions
• Skim for main ideas
to: • Scan for supporting details • Respond to the driving question/
• Divide into groups or work topic of research by selecting
• Make predictions
individually relevant information from the
• Infer the meaning of unfamiliar sources used during research
• Gather information for words and images
research • Do note-taking in own words and
• Synthesise selected information
• Share ideas, opinions and in preparation for Stage 2: Writing
into a graphic organiser, e.g., a
participate in the discussion mind map, sequence chart, Venn • Follow a writing frame (if
• Compile a bibliography diagram, etc. provided)
• Use suitable language
• Keep a record of the research • Take notes in preparation for
process Stage 2: conventions
(Portfolio of Evidence) related to literary analysis
Writing

NOTE TO THE TEACHER Pay special attention to referencing and the format of the bibliography
The research process continues over the two-week cycle Assess Stage 1: Research, using a rubric/ checklist and providing
Evidence of activities and the process to be kept in learner workbook/ feedback to learners
file/ portfolio of evidence All activities must be done in class with the guidance of the teacher
Demonstrate how to do research – “I do, We do, You do” Assessment for Learning should be ongoing
Findings in the research should respond to the driving question/ topic

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

Week 5 Listening and Speaking Reading and Viewing strategies Writes/ draws/ creates the written Word level work
18 - 22 strategies Guides learners to understand the aspect of the selected topic Stems
/08/25 Focuses on the relevant creative writing project rubric/s Introductory activities Sentence level work
literature genre, e.g., poetry/ and assessment requirements • Gives the learners a frame to use Simple sentences, complex
Week 6 folklore/ drama/ short story Introductory activities when sentences
25 - 29 Introductory activities writing Sentence level work
/08/25

TERM 3
LANGUAGE STRUCTURES AND
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS
• Iterates the driving question/ • Provides clarity regarding • Guides the learners on how to Verb clause
CWP topic focused on during research timelines complete the writing frame Spelling and punctuation
• Discusses literary features and • Guides learners to read and use • Discusses the writing process: Colon
STAGE 3
elements relevant to the genre the research notes Reinforcement of language
ORAL Planning/ pre-writing
researched • Reads and discusses the rubric structures and conventions
PRESENTATI Drafting
• Unpacks the criteria and covered in previous weeks
ON • Ensures that all learners are
descriptors in the rubric Revising
prepared to commence with • Punctuation and spelling
Stage 2: Writing Learners are to: Editing
• Vocabulary in context
• Discusses with learners how to • Read the selected genre Proofreading
• Correct format and features
plan their writing using their • Read and understand the rubric Presenting • Main and supporting ideas
research findings • Read and understand the writing • Discusses the literary elements/
frame • Paragraph/ visual conventions
• Discusses the writing process features specific to the selected
• Identify the conventions specific • Logical progression of
• Gives instructions based on the genre Learners are to: paragraphs/ ideas to ensure
to the genre being researched
writing • Use a writing frame (if required) coherence
activity • Edit the first draft • Language conventions as
• Discusses the format of the • Proofread after editing the first required by the selected topics
writing activity to be produced draft
(essay/ report/ poster, etc.) • Write and present the final draft
Learners are to:
• Contribute to the discussion
• Understand expectations related
to the driving question/ topic

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

NOTE TO THE TEACHER Assess Stage 2: Writing, using a rubric and providing feedback to
The writing process continues over the two-week cycle learners
Evidence of writing process to be kept in learner workbook/ file/ All activities must be done in class with the guidance of the teacher
portfolio of evidence Manage the writing process Each learner to write his/ her own work that will be marked
Findings in the research should respond to the driving question/ individually, using a rubric
topicPay special attention to referencing and the format of the
bibliography
NOTES • For example: Drama can do role-play, Poetry: Slam Poetry, etc.
• All activities must be done in class with the guidance of the teacher. Preparation for the oral presentation should commence in Term 3 and
• The oral presentation may be done in the following ways: Independent, executed during Term 4 for recording and reporting purposes.
pairs or groups but marked individually with a separate rubric. • Assessment for Learning should be ongoing.
• It should be relevant to the genre chosen, e.g., poetry/ folklore/ drama/
short story.

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

TERM 3
LANGUAGE STRUCTURES AND
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS
Listens to a poem/s and completes Reads a poem/s and completes a Writes sentences that rhyme Word level work
a listening comprehension activity reading comprehension Introductory activities Conjunctions
Introductory activities Introductory activities • Identifies and demonstrates how Sentence level work
• Discusses what the poem is about • Pre-reading: Predicts from title words rhyme by manipulating, Statements, simple sentences
• Relates to own experience and pictures adding, deleting or substituting Word meaning
• Identifies rhyme and rhythm • Uses reading strategies, e.g., sounds in words Personification, alliteration,
• Identifies words which begin with prediction • Uses descriptive language to similes, metaphors, rhythm and
the same sound • Looks at pictures carefully explain or to ask questions rhyme Spelling and
• Expresses feelings stimulated by • Uses contextual clues Learners • Recognises letters and letter- punctuation Dictionary use,
the poem are to: sound matches abbreviations: acronyms,
• Performs poem/ selected stanzas • Identify rhythm and rhyme truncation, initialisation
Learners are to:
Learners are to: • Break up words into syllables • Write pairs of sentences of the
• Practise various listening and • Express feelings stimulated by the same length that rhyme
Week 7 speaking activities poem read • Use appropriate rhythm and
01 – 05 • Relate poem to own experience Reading methodologies rhyme
/09/25 • Identify rhythm and rhyme in the Read aloud/ Drop all and read/ • Use knowledge of syllables to
poem groupguided/ shared/ paired/ develop the rhythm and rhyme
Week 8 • Express feelings stimulated by the independent reading of novelette Personal dictionary
08 – 12 poem Reading for enjoyment • Record words and their meanings
09/25 • Identify words which begin with
• Poetry/ novelette to be read daily in a personal dictionary
the same sound
for a minimum of 30 minutes • Use drawings or sentences using
• Practise, using words that imitate
• Reflects on texts read the words or explanations to show
their sounds, e.g., bees buzz,
glass tinkles, etc. independently the meaning, etc.
(onomatopoeia) • Relates to own context • Place new vocabulary on a word
• Perform a poem/ selected stanzas wall
NOTE
Ongoing Assessment for Learning

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

Listens to an advertisement read Reads an advertisement and Writes an advertisement Word level work
aloud or from radio or TV completes a reading Introductory activities Collective nouns, reflexive
Introductory activities comprehension Introductory • Interprets and discusses the pronouns, stems, conjunctions
• Makes predictions activities message, including the values Sentence level work
• Interprets and discusses the in the text Subject-verb agreement, adjectives,
• Interprets and discusses
message, including the values • Discusses the structure, adverbs, verbs, similes, metaphors,
message, including the values in
in the text purpose and audience of the idioms
the text
• Discusses the structure, text Learners are to: Spelling and punctuation
• Discusses the structure, language • Use content appropriate for the Full stop, commas, colon, semi-
use, purpose and audience of the purpose and audience of the
text Learners are to: purpose and audience colon, question mark, exclamation
text
• Discuss language use, including • Use appropriate visuals and mark, capital letters
Learners are to participate in group
persuasive and emotive language layout for the purpose
discussions on a social issue
and the economical use of • Use appropriate grammar and
related to the advertisement
language vocabulary
• Discuss social values • Use language creatively
• Ask relevant, critical questions
• Ask relevant questions using • Use the dictionary to check
using appropriate question forms,
appropriate question forms, e.g. e.g., who, which, what, when, spelling and meanings of words
Week 9 who, which, what, when, how, why Use the writing process
15 – 19 how, why
NOTE Brainstorms ideas using mind
/09/25 • Identify and discuss stereotypes
Ongoing Assessment for Learning maps
• Identify and discuss graphical
Produces a first draft
Week 10 techniques such as colour,
Revises
22 –26 design, choice of images, etc. and
Proofreads
/09/25 how they affect the message
Writes final draft
conveyed
Presents neat, legible final draft
Reading methodologies Personal dictionary
• Reads aloud (Drop All and Read) • Records words and their
• Group-guided reading meanings in a personal dictionary
• Shared reading
• Uses drawings or sentences,
• Paired reading
using the words or explanations to
• Independent reading of the
show the meaning, etc.
novelette
• Reads aloud with appropriate • Places new vocabulary on a word
pronunciation, expression and wall
tempo
• Reflects on texts read during
independent/ paired reading
• Completes a short oral book
review, using an appropriate
frame
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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

Reading for enjoyment

• Poetry/ reader to be read daily for
a minimum of 30 minutes
• Reflects on texts read
independently
• Relates to own context

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

Week 11(29.09 – 03/10/25) FORMATIVE ASSESSMENT TASKS (ASSESSMENT FOR LEARNING): GRADE 4 TERM 3

Listening and Speaking activities Reading and Viewing activities Writing and Presenting activities Language Structures and
• Variety of Listening and Speaking • Read daily • Writing process Conventions activities
activities • Reading process • Summarise Variety of Language Structures and
• Class discussions • Reading aloud and other • Paragraphing Convention activities are aligned with
• Conversations methodologies • Creative writing text types
• Debate • Reading comprehension activities • Transactional texts
(Reading for meaning)
• Literature activities based on the
literature genres studied
INFORMAL OR FORMATIVE ASSESSMENT
• Informal assessments should be used to guide instruction and opportunities for remediation and strengthening
• Through the use of questioning, discussions and observation, informal assessments can provide a teacher with quick feedback • Assessment for Learning should
be ongoing
• Ongoing Assessment for Learning to prepare for the oral presentation in Term 4

CAPS: SUMMARY OF FORMAL ASSESSMENT TASKS: HOME LANGUAGES (HL): GRADE 4 TERM 3

FORMAL ASSESSMENT TASK 6: CREATIVE WRITING PROJECT FORMAL ASSESSMENT TASK 7: ORAL
• Stage 1: Research (10 marks) • Oral presentation of creative writing project (20 marks)
• Stage 2: Writing (30 marks) Total marks (40) Total marks (20)
▪ Creative writing project will be based on any ONE of the literature genres ▪ Commence with the oral task in Term 3 and conclude in Term 4 when the
studied: Poetry/ folklore/ drama/ short story marks will be recorded
▪ There must be a variation of genres across the grades
▪ Ongoing Assessment for Learning to prepare for the oral presentation in
Term 4
▪ Grades 4-6 proposed amendments of weightings of 80% (SBA) and 20%
(exams)

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

2025 ANNUAL TEACHING PLANS: ENGLISH FIRST ADDITIONAL LANGUAGE: GRADE 4

(TERM 4)
TERM 4
LANGUAGE STRUCTURES AND
WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING
CONVENTIONS

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

Listens to a short story Reads a short story Writes a short story Word level work
Introductory activities • Pre-reading: Predicts from title • Uses the correct format Adverbs of place and degree,
• Makes predictions and pictures • Selects appropriate content for the tenses, conjunctions, pronouns
• Listens and relates to own Reading for meaning topic (focus on concepts that have been
experience • Uses reading strategies • Uses topic and supporting covered) Sentence level work
• Identifies specific details sentences to develop coherent Noun phrase, noun clause
– Skimming for main ideas and
• Keeps to the topic paragraphs
scanning for supporting Spelling and punctuation
• Identifies plot, setting and • Links paragraphs using
details Capital letters, full stop, comma, word
characters connecting words and phrases
– Making predictions division
• Answers oral questions based on • Uses a variety of vocabulary
– Inferring the meaning of
the • Uses appropriate grammar,
unfamiliar words and images
story spelling, punctuation and spaces
– Reviewing to promote
• Retells the story between paragraphs
understanding
Participates in group discussions • Uses the dictionary to check
• Understands the impact of
• Takes turns to speak figurative and rhetorical devises spelling and meanings of words
• Stays on topic Uses the writing process
• Determines the impact on visual
Week 1 • Asks relevant questions
techniques Brainstorms ideas using mind
13 - 17 • Maintains discussion
Literature study maps
/10/25 • Discusses the literary devices
• Identifies and comments on the Produces first draft
• Responds to others’ ideas with Revises
Week 2 empathy and respect plot, setting and characters
Proofreads
20 - 24 • Gives balanced and constructive • Gives reasons for action of the
Writes final draft
/10/25 feedback characters
Presents neat, legible final
• Understands the vocabulary
Assessment for Learning – in draft with correct spacing between
• Identifies main and supporting
preparation for oral presentation paragraphs Records words and their
ideas
• Identifies and discusses values meanings in a personal dictionary or
in the word wall.
text Uses a dictionary for spelling and
• Discusses new vocabulary from vocabulary development.
the Uses reading log/ card to manage
read text reading progress.
• Uses a dictionary
• Reflects on texts read
independently
• Retells story or main ideas in 3 to
5 sentences
• Expresses emotional response to
texts read

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

TERM 4

LANGUAGE STRUCTURES AND

WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS
Reading methodologies
Read aloud/ Drop all and read/ group
guided/ shared/ paired/ independent
reading of novelette
Reading for enjoyment
Novel/ reader to be read daily for at
least 30 minutes.
Listens to a play/ drama read aloud Reads a play or drama and Writes a dialogue Word level work
or from radio or TV completes a reading • Selects appropriate characters Collective nouns, reflexive
• Predicts from the title comprehension • Organises the conversation pronouns, stems
• Retells the drama in • Pre-reading: Predicting from title logically Sentence level work
sequence • Uses reading strategies • Uses the frame correctly Subject-verb agreement, direct and
• Identifies the storyline • Uses direct speech appropriately indirect speech
• Names characters correctly
• Discusses characters and setting • Uses a variety of vocabulary Spelling and punctuation
• Role-plays a character or a
• Expresses feelings stimulated by • Uses appropriate grammar,
familiar Full stop, comma, colon, semi-colon,
the text spelling, punctuation and spacing
situation question mark
• Discusses features of the text, • Records words and their
Week 3 • Selects appropriate content especially punctuation and format meanings in a personal dictionary
27 - 31 • Uses details accurately • Acts out the play or a short Uses the writing process
/10/25 • Expresses thoughts and section of the play Brainstorms ideas, using mind
feelings Reading methodologies maps
Week 4 • Stays on topic Read aloud/ Drop all and read/ group Produces a first draft
03 - 07
• Shows awareness of social guided/ shared/ paired/ independent Revises
11/25
differences Assessment for reading of novelette Proofreads
Learning– in preparation for oral Reading for enjoyment Writes the final draft
presentation Novel/ reader to be read daily for at Presents neat, legible final
least 30 minutes. draft Records words and their
meanings in a personal dictionary or
word wall.
Uses a dictionary for spelling and
vocabulary development.
Uses reading log/ card to manage
reading progress

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

FORMAL ASSESSMENT TASK 7

• Oral presentation (20 marks)
This task is a continuation from Term 3. It will be completed and recorded in Term 4.

TERM 4

LANGUAGE STRUCTURES AND

WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS

Listens to and discusses Reads newspaper or magazine Writes a summary of a newspaper Word level work
current issues based on article report Adjectives, verbs: main verbs, regular
newspaper or magazine article • Pre-reading: Predicting from title • Uses headline, by-line, lead verbs, transitive and intransitive verbs
Introductory activities and pictures paragraph, answers to who, what, Sentence level work
• Makes predictions Reading for meaning where, when, why and how Subject, object, subject-verb
• Listens for specific details • Uses reading strategies, e.g., • Selects appropriate content agreement, present tense
• Identifies the main message makes predictions, uses • Uses an appropriate frame Spelling and punctuation
• Relates to own life contextual clues to find meaning, • Writes a headline/title Full stop, comma, question mark,
• Discusses the main ideas and skims for general idea • Sequences events correctly exclamation mark, etc.
specific • Uses headline, by-line, lead • Uses appropriate vocabulary
detail paragraph, answers to who, what, • Uses appropriate grammar,
• Uses information from the text in where, when, why and how spelling and punctuation
Week 5 response to the questions • Discusses headlines • Corrects spelling using a
10 – 14 • Discusses the social, moral and • Discusses central idea and dictionary. Uses the writing
/11/25 cultural values in the text specific details process
• Participates in a class / teacher- • Comments on choice of pictures Planning/ pre-writing,
Week 6 led discussion in Drafting,
17 – 21 Presents a prepared speech text Revising,
/11/25 • Explains meaning of unfamiliar
• Selects relevant content Editing,
• Uses beginning, middle and words Proofreading, and
ending Reflects on texts read during Presenting
• Stays on topic independent/ pair reading Records words and their meanings in
• Uses logical organisation of ideas • Retells story or explains main a personal dictionary or word wall.
• Uses presentation skills, e.g., ideas Uses drawings or sentences using the
volume, pause, posture • Expresses emotional response to words or explanations to show the
Assessment for Learning – in texts read meaning, etc. Uses reading log/ card
preparation for oral presentation Reading for enjoyment to manage reading progress.
Novel/ reader to be read daily for at
least 30 minutes
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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

FORMAL ASSESSMENT TASK 8

• Transactional writing (10 marks)
Written before the controlled test

Week 7 Revision
24 - 28 Formal assessment of the oral presentation
/11/25
Week 8
01 – 05
/12/25
TERM 4

LANGUAGE STRUCTURES AND

WEEK LISTENING AND SPEAKING READING AND VIEWING WRITING AND PRESENTING CONVENTIONS

Week 9 FORMAL ASSESSMENT TASK 9: END-OF-THE-YEAR CONTROLLED

08 - 12 TEST
12/25 RESPONSE TO TEXTS (40 marks)
Question 1: Literary / non-literary text comprehension (15 marks)
Week Question 2: Visual text comprehension (10 marks)
10 Question 3: Summary writing (5 marks)
Question 4: Language structures and conventions (10 marks)

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2025 ANNUAL TEACHING PLANS: ENGLISH HOME LANGUAGE: GRADE 4

FORMATIVE ASSESSMENT ACTIVITIES (ASSESSMENT FOR LEARNING)

Listening and Speaking activities Reading and Viewing activities Writing and Presenting activities Language Structures and
• Variety of Listening and Speaking • Reading process • Writing process • Conventions activities
activities • Read Aloud activities Summary Variety of Language Structures and
• Reading comprehension activities Convention activities are aligned with the
• Creative writing
text types
• Literature activities based on the three • Transactional text
prescribed genres for the semester

CAPS: SUMMARY OF FORMAL ASSESSMENT TASKS: HOME LANGUAGES (HL): GRADE 4 TERM 4

FORMAL ASSESSMENT TASK 7: ORAL FORMAL ASSESSMENT TASK 8: WRITING FORMAL ASSESSMENT TASK 9: END-OF-THE-
• Read Aloud (20 marks) • Transactional writing (10 marks) YEAR
This task is a continuation from Term 3. It will be Written before the end-of-the-year controlled test CONTROLLED TEST
completed and recorded in Term 4. RESPONSE TO TEXTS (40 marks)
• Question 1: Literary / non-literary text
comprehension (15 marks)
• Question 2: Visual text comprehension (10 marks)
• Question 3: Summary writing (5 marks)
• Question 4: Language structures and conventions
(10 marks)
CAPS: FORMAL ASSESSMENT TASKS: HL LANGUAGES (HL): GRADE 4

DURING THE YEAR EXAMINATION

SCHOOL-BASED ASSESSMENT (SBA) EXAMS

Six (6) formal assessment tasks 1 oral task: Presentation on the creative writing project (Semester 2)
1 oral task (Read Aloud across Semester 1) 1 transactional writing task
3 writing tasks 1 end-of-the-year controlled test
1 response to texts
1 June controlled test

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