SEKOLAH KEBANGSAAN TEACHERFIERA.

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

CLASS:

TEACHER’S NAME:
PERFORMANCE STANDARDS GUIDE FOR YEAR 1 LISTENING SKILLS
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PERFORMAN DESCRIPTORS FOR LISTENING SKILLS NOTES

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 CE LISTENING SKILLS (YEAR 1)
CONTENT
LEVEL FOCUS LEARNING STANDARD
STANDARD Requires
 Hardly recognises andand 1.1.1 Recognise
reproduces limited and
support to

1
Recognise
1.1 Recognise and
target language phonemes. reproduce with support a
achieve
reproduce target
reproduce target
 Hardly understands limited
very simple questions,range of high
curriculum
language phonemes
language sounds
instructions and main ideas of frequency
the texts target language
even target
intelligibly
with a lot of support from the teacher.phonemes (Working
1.2.1 Understandtowards
with A1)
Understand the main
 Recognises and reproduces support the main On idea of to
idea when listening tosome limited track

2
target language phonemes with very
a lot simple
of phrases and
achieve
texts on familiar topics
support from the teacher. sentences curriculum
 Understands a few very simple 1.2.2 Understand with
questions, target
Understand the main
instructions and main ideas of the support specific information
texts with (Working
idea when listening to
a lot of support from the teacher.and details of very simpleA1)
towards
1.2 Understand texts on familiar topics
 Recognises and reproduces limited phrases and sentences
target
meaning in a variety
language phonemes with support1.2.3 fromUnderstand
the with a high
of familiar contexts Understand narratives Achieves
teacher. degree of support very short

3
on familiar topics expectations of
 Understands very simple questions, simple narratives
curriculum
instructions, main ideas and supporting1.2.4 Understand short basic
Understand classroom target
details of the texts with support from the classroom
supported
instructions (Working
teacher. instructions
towards A1)
 Predicts words using
Understand knowledge1.2.5
questions of a Understand
topic short
with support from the teacher.
on familiar topics supported questions
 Recognises
1.3 Use appropriate and
Use reproduces limited
appropriate 1.3.1target
Predict words they will
language
listening strategies in phonemes with
strategies to minimal support
hear by using knowledge of a
Working

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

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

6
 Understands simple questions, instructions, Exceeds
main ideas and supporting details of the expectations
texts promptly and 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:

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 N LEARNING STANDARD
STUDENT’S NAME 1.1. 1.2. 1.2. 1.2. 1.2. 1.2. 1.3.
O 1 1 2 3 4 5 1

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PERFORMANCE STANDARDS GUIDE FOR YEAR 1 SPEAKING SKILLS

PERFORMAN
CE DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL

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 Requires
 Hardly produces meaningful words and fixed

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

2
 Produces a few meaningful words and fixed
achieve
phrases with a lot of support from the teacher.
curriculum
 Asks and answers a few straightforward
target
questions using one word or a fixed phrase with a
(Working
lot of support from the teacher.
towards A1)
 Produces and comprehends words and fixed
phrases on very familiar topics with some support
Achieves

3
from the teacher.
expectations of
 Asks and answers straightforward questions
curriculum
using one word or a fixed phrase with some
target
support from the teacher.
(Working
 Introduces self, describes objects and
towards A1)
participates in simple interactions on familiar
topics using fixed phrases.
 Produces and comprehends words and fixed
phrases on very familiar topics

4
with minimal support from the teacher. Working
 Asks and answers straightforward questions towards
using one word or a fixed phrase with minimal exceeding
support from the teacher. expectations
 Expresses self, describes objects and (A1 Low)
participates in simple conversations on familiar
topics using fixed phrases.
 Produces and comprehends words and fixed
phrases on very familiar topics confidently.

5
 Asks and answers straightforward questions
On track to
using one word or a fixed phrase with increasing
exceed
confidence and self-reliance.
expectations
 Expresses self, describes objects and
(A1 Low)
participates in conversations on familiar topics
using fixed phrases with an increasing display of
confidence.
 Produces and comprehends words and fixed
phrases on very familiar topics confidently and
independently.

6
 Asks and answers straightforward questions
using fixed phrases with ease and great Exceeds
confidence. expectations
 Initiates, expresses self, describes objects and (A1 Low)
participates in conversations on familiar topics
using fixed phrases independently.
 Displays exemplary model of language use to
others.

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 SPEAKING SKILLS (YEAR 1)
CONTENT FOCUS LEARNING STANDARD
STANDARD
SPOKEN INTERACTION
Communicate simple 2.1.1 Give very basic
information about personal information using
themselves clearly fixed phrases
2.1.2 Find out about very
Find out simple
basic personal information
information from others
2.1 Communicate using fixed phrases
simple information Communicate simple 2.1.3 Express basic likes
intelligibly information clearly and dislikes
2.1.4 Greet, say goodbye,
Communicate simple
and express thanks using
information clearly
suitable fixed phrases
2.1.5 Name or describe
Describe people and
objects using suitable
things clearly
words from word sets
Manage interaction 2.2.1 No learning standard
appropriately (will be taught in
subsequent years)
2.2 Use appropriate Manage classroom tasks 2.2.2 Ask for attention or
communication appropriately help from a teacher or
classmate
using one word or a fixed
phrase
SPOKEN PRODUCTION
2.3 Communicate Communicate
2.3.1 Introduce self to an
appropriately to a information, events and
audience using fixed
small stories clearly to an
phrases
or large group audience.

YEAR 1 TRANSIT FORM FOR CLASSROOM ASSESSMENT

SPEAKING SKILLS

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TEACHER’S NAME:
CLASS:

N LEARNING STANDARD
STUDENT’S NAME 2.1. 2.1. 2.1. 2.1. 2.1. 2.2. 2.2. 2.3.
O 1 2 3 4 5 1 2 1
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PERFORMANCE STANDARDS GUIDE FOR YEAR 1 READING SKILLS

PERFORMAN DESCRIPTORS FOR READING SKILLS NOTES

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 CE
LEVEL
Requires

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

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

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

4
without hesitation. Working
 Understands main ideas, specific information towards
and details of very simple phrases and sentences exceeding
appropriately. expectations
 Uses picture dictionary to categorise words with (A1 Low)
minimal support from the teacher.
 Uses phonics to read words and identify word

5
families confidently.
On track to
 Understands main ideas, specific information
exceed
and details of very simple phrases and sentences
expectations
confidently.
(A1 Low)
 Uses picture dictionary to categorise words
confidently.
 Uses phonics to read words and identify word

6
families independently.
Exceeds
 Understands main ideas, specific information
expectations
and details of simple sentences independently.
(A1 Low)
 Uses picture dictionary to categorise words
independently.

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 READING SKILLS (YEAR 1)
CONTENT FOCUS LEARNING STANDARD
STANDARD
Identify and distinguish the
letters of the alphabet*
*Preliterate children will need 3.1.1 Identify and recognise
more support to achieve this the shapes of the letters in
Learning Standard, literate the alphabet
children more challenge and
less support
Distinguish and articulate
beginning, medial and final
sound words* 3.1.2 Recognise and sound
*Preliterate children will need out with support beginning,
more support to achieve this medial and final sounds in a
3.1 Recognise words
Learning Standard, literate word
in linear and non
children more challenge and
linear texts by using
less support
knowledge of sounds
Blend phonemes to recognise
of letters
words*
*Preliterate children will need
3.1.3 Blend phonemes (CVC,
more support to achieve this
CCVC)
Learning Standard, literate
children more challenge and
less support
Segment words into phonemes
to spell*
*Preliterate children will need
3.1.4 Segment phonemes
more support to achieve this
(CVC, CCVC)
Learning Standard, literate
children more challenge and
less support
Understand the main idea in a 3.2.1 Understand the main
variety of text types on familiar idea of very simple phrases
topics and sentences
3.2.2 Understand specific
Understand specific details in a
information and details of
variety of text types on familiar
very simple phrases and
3.2 Understand a topics
sentences
variety of linear and
3.2.3
non
i) Use visuals on the page to
linear print and
Use appropriate word attack help understand a word or
digital texts by using
skills to understand specific phrase
appropriate reading
meaning ii) Identify and remember
strategies
high frequency sound and
letter patterns
3.2.4 Use with support a
simple picture dictionary to
Use appropriate basic dictionary
find, list and categorise words
skills
from Year 1 topics and
themes
3.3 Read 3.3.1
Read and understand a variety
independently for Read and enjoy simple print
of fiction and non-fiction texts
information and and digital games at
with confidence and enjoyment
enjoyment word level

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

N LEARNING STANDARD
STUDENT’S NAME 3.1. 3.1. 3.1. 3.1. 3.2. 3.2. 3.2. 3.2. 3.3.
O 1 2 3 4 1 2 3 4 1
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PERFORMANCE STANDARDS GUIDE FOR YEAR 1 WRITING SKILLS

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 PERFORMAN
CE DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
Requires

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

2
 Displays early writing skills to form letters as
achieve
demonstrated by the teacher with some legibility.
curriculum
 Uses fixed phrases to communicate with
target
appropriate language form and style with a lot of
(Working
support from the teacher.
towards A1)
 Displays early writing skills appropriately.
Achieves

3
 Writes comprehensible words and phrases with
expectations of
correct punctuation and spelling supported by the
curriculum
teacher.
target
 Organises words by using ‘and’ to communicate
(Working
with appropriate language form and style with
towards A1)
some support from the teacher.
 Writes comprehensible words and phrases with

4
Working
correct punctuation and spelling with minimal
towards
support by the teacher.
exceeding
 Organises words by using ‘and’ to communicate
expectations
with appropriate language form and style with
(A1 Low)
minimal support from the teacher.

5
 Writes comprehensible words and phrases with
On track to
correct punctuation and spelling confidently.
exceed
 Organises words by using ‘and’ to communicate
expectations
with appropriate language form and style without
(A1 Low)
hesitation.
 Writes comprehensible words and phrases with

6
correct punctuation and spelling independently.
 Organises words by using ‘and’ to communicate Exceeds
with appropriate language form and style expectations
independently. (A1 Low)
 Displays exemplary model of language use to
others.

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 WRITING SKILLS (YEAR 1)
CONTENT FOCUS LEARNING STANDARD
STANDARD
4.1.1
i) Demonstrate fine motor control of hands
and
Develop
fingers by using pen or pencil correctly
prewriting skills
ii) Demonstrate correct posture and pen hold
**Preliterate
grip
children only
iii) Develop hand-eye coordination through
drawing
lines and patterns
4.1
4.1.2
Form letters and
i) Form upper and lower case letters of
words in neat legible
regular size
print using cursive
and shape**
writing
**preliterate children only
ii) write letters and words in a straight line
Develop early
from left
writing skills*
to right with regular spaces between words
*all children
and spaces*
*all children
iii) copy letters and familiar high frequency
words
and phrases correctly*
*all children
Communicate
4.2.1 Give very basic personal information
basic personal
using fixed
information
phrases
clearly
Communicate
4.2.2 Greet, say goodbye, and express
4.2 basic
thanks using
Communicate basic information
suitable fixed phrases
information clearly
intelligibly for a Communicate
range of purposes in basic
4.2.3 Express basic likes and dislikes
print and digital information
media clearly
Describe people
4.2.4 Name or describe objects using
and things
suitable words from word sets
clearly
Organise basic
4.2.5 Connect words and proper names using
information
‘and’
appropriately
Punctuate texts 4.3.1 Use capital letters appropriately in
4.3 appropriately personal and place names
Communicate with Spell high
4.3.2 Spell familiar high frequency words
appropriate frequency words
accurately
language form and accurately
style for a range of Plan, draft and
purposes in print edit work
and digital media 4.3.3 Plan, and write words and phrases
appropriately
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. 4.2. 4.2. 4.2. 4.2. 4.2. 4.3. 4.3. 4.3
4.1.1
2 1 2 3 4 5 1 2 3
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 39
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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
i) simple chants and raps
5.1 Enjoy and through non verbal responses
ii) simple rhymes
appreciate rhymes, to:
iii) simple action songs
poems
Say the words in simple texts, 5.1.2
and songs
and sing simple songs with i) simple chants and raps
intelligible pronunciation, ii) simple rhymes
rhythm and intonation iii) simple action songs
5.2.1 Name people, things or
5.2 Express personal
Identify, analyse and respond to places of interest in
responses to literary
elements in texts illustrations accompanying
texts
texts
5.3.1 Respond imaginatively
and intelligibly through
5.3 Express an
Plan, prepare and produce creating simple art and craft
imaginative
creative work with a focus on products
response to
language use
literary texts
Other imaginative responses
as appropriate

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 YEAR 1 TRANSIT FORM FOR CLASSROOM ASSESSMENT
LANGUAGE ARTS
TEACHER’S NAME:
CLASS:

LEARNING STANDARD
NO STUDENT’S NAME
5.1.1 5.1.2 5.2.1 5.3.1
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