English Primary School Module PPD LD 2020

MODULE: WRITING (ENGLISH: YEAR 5)

By: Cynthia Biono
Sek. Keb. St. Dominic, Lahad Datu

Class Year 5
Theme
Topic World of Knowledge
Content Standard
Unit 12 – Unique Buildings
Learning Standard (s)
3.2 Pupils will be able to write using appropriate language, form
Learning Objective (s) and style for a range of purposes.
1.1.3 Able to speak on related topics with guidance.
1.2.5 Able to talk on topics of interest in formal situations with guidance.
2.2.2 Able to read and understand phrases and sentences from:
(a) linear texts
2.3.1 Able to read for information and enjoyment with guidance:
(b) non-fiction
3.1.1 Able to write in neat legible print with correct spelling:
(b) paragraphs
3.3.1 Able to create texts using a variety of media with guidance: (b) linear
5.1.7 Able to use articles correctly and appropriately

By the end of the lesson, pupils will be able to :

a. talk about a building of their choice.
b. answer comprehension questions based on the given text.
c. write and describe a building based on the given information.
d. fill in the blanks with the correct articles.

Duration Depend on pupils various levels of pupils’ abilities.
Notes
1. Pupils are to look for the meaning of new words in their dictionary.
2. Teacher prepares few important words as a guide for the pupils to do
their writing later.
3. Written work may be given accordingly as needed in a day.

This unit provides pupils with a variety of exercises to enhance pupils in
understanding linear texts.

Activities Understanding new words, describing, answering questions, fill in the
blanks.

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Task 1 : Describe these buildings using your own words.
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Task 2 : Guided Description
A. Average level of pupils

The Ripley’s building is also ……………… as the Branson Museum. It is …………………………………
in Canada. It was ……………………………………………………………..…… the 1812 Missouri earthquake.
The …………………………………………………………………………………………………………………………… of the structure. It
gives ………………………………………………………………………………………………………………………………………… an earthquake.

B. Intermediate level of pupils
The Ripley’s building is also ……………………………………………………………………………………………………….

It………………………………………………………………………………………………. It……………………………………………………………………
…………………………………………………………………………………….....The cracks ………………………………………………………………
………………………………………………………………. It gives ……………………………………………………………………………………………
……………………………………………………………….

C. Advanced level of pupils
The Ripley’s building is also …………………………….……………………………………………………………………….

It………………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………………………………….

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Task 3 : Read the text and answer the questions that follow.

A. Average level of pupils
1. Sediment is ……………………. or bits of ………………………………………………………………
2. This forms a large ……………………………………………………………………………………………
3. The…………………………………. is responsible for the unusual shape of a coastline.
4. ………………………………………. is an example of people changing the way water flows.
5. The dam may also ………………………………………………………………………………………….
B. Intermediate level of pupils
1. Sediment is …………………………………………………………………………………………………..
2. This forms a ………………………………………………………………………………………………….
3. The ………………………………………………………………………………………………………………
4. ………………………………………………………………………………………….the way water flows.
5. The dam may ……………………………………………………………………………………………..

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Task 4 : Write a short paragraph based on the information.
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Task 5 : Complete the exercises given with the correct articles.
A. Average level of pupils

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B. Intermediate level of pupils
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C. Advanced level of pupils
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Suggested Answers (for teachers)
Task 1
Words that are useful to guide pupils in describing buildings.
Tall, unique, storeys, famous, made of, located in, crooked, bricks, glass, etc.

Task 2 : Example
The Ripley’s building is also known as the Branson Museum. It is located in Canada. It was built to

reflect the 1812 Missouri earthquake. The cracks are the unique features of the structure. It gives the
impression that it has just survived an earthquake.

Task 3 : Comprehension questions
1. Sediment is dirt or bits of soil, rock and sand whenever the water meets the lands.
2. This forms a large land area called delta.
3. The ocean waves is responsible for the unusual shape of a coastline.
4. Man-made lake is an example of people changing the way water flows.
5. The dam may also use the force of gravity to make electricity.

Task 5 : Answers for the Articles
Intermediate level of pupils
1. the 2. A 3. An 4. The 5. A 6. A 7. The 8. An 9. The 10. A

Advanced level of pupils
1. The 2. The 3. A 4. A 5. A 6. The 7. The 8. The 9. A 10. The 11. The 12. A
13. An 14. The 15. a 16. the

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MODULE: WRITING STORIES (ENGLISH: YEAR 5)

By: Azlan bin Aliamat
Sek. Keb. Jeroco, Lahad Datu

1. Class Year 5
Theme Word of Stories

2. Adventure Sports (Year 5 English Textbook, Page 139)
Title

3. Learning Standards 3.1.1 Able to write in neat legible print with correct spelling:
(a) sentences (b) paragraphs

3.2.2 Able to write with guidance: (a) stories

4. Learning Objectives By the end of the module, pupils will be able to :
i. fill in Table 1 with relevant information based on the

guidance in Figure 1
ii. write at least 10 sentences correctly describing the

events of the story.
iii. write a simple story with words between 80 and 100

based on the pictures given.

5. Duration One week.
However, teacher may allocate more time if necessary.

6. Notes This module is to provide step by step guidance the pupils
to write a story based on the stimulus given. First, it will
guide them to brainstorm ideas on the story and pivotal
words (e.g. verbs, pronouns etc.). Using the information
gathered, they will next be assisted to write simple
sentences which later would form one complete
composition.

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7. Activities :
Instruction: Look at the pictures and write a story using the words given. Give a suitable
ending to the story. Your story should be between 80 and 100 words.

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Phase 1: Brainstorming for Ideas
Instruction: Use Figure 1 to help you think of ideas. Then, write down your ideas and
important vocabularies in Table 1. It is advisable to list out 10 to 15 relevant verbs.

?

CHARACTERS Figure 1
Time Markers / Connectors

VERBS FEELINGS

Table 1
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Phase 2: Drafting (Sentence Level)

Instruction: Based on the information in Table, write sentences in the template given.
Tips: one keyword (e.g. verb, feeling etc.) – one sentence.

You may fill in the spaces as in the suggested sequence.

(4) Time markers/ (3) Subject (1) Verb (2) Other Phrases
Connectors
(Who) (What) (What, Where, When, Why, How,
Whom)

Reminders:
 Choose the tense for your verbs wisely. Suggested tense for stories: Past tense.
 Substitute the characters with appropriate pronouns from time to time occasionally.
 You may combine sentences using conjunctions whenever suitable.
 For feelings, you may use the word ‘feel / felt’ or verb-to-be as its verb.
 You may achieve the word limit if you write approximately between 10 to 15 sentences.
 Include elements such as simile, idioms, proverbs or phrasal verbs if you can.

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Phase 3: Crafting and Editing
Instruction: Based on the draft in the previous template, rewrite the sentences in
paragraph form. You may write your story in one paragraph or in a few paragraphs based
on the plot of your story. Once done, check and edit your work before submitting.

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

(_________ words)

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8. Writing Assessment Scale (for teachers)

ESTIMATED DESCRIPTORS MARKS
PERFORMANCE 22-25

LEVEL (TP)

1. Highly relevant to the task.

2. Language is accurate with varied and sophisticated sentence structures.

3. Ideas are well planned to sustain the interest of the reader.

6 4. Well-crafted paragraphs contributing to control of text. E.g. clear, logical
links between paragraphs.

5. Range of punctuation used is entirely accurate.

6. Vocabulary is used effectively to create a strong image.

7. Spelling is accurate.

1. Shows clear understanding of the text.

2. Language is generally accurate with sentences showing some variations.

3. Ideas are almost well planned to sustain the interest of the reader.

5 4. Paragraphs are used to help structure the text with some evidence of 16-21
appropriate links between paragraphs.

5. Range of punctuation used is almost always accurate.

6. Vocabulary is used almost effectively to create a strong image.

7. Spelling is mostly accurate.

1. Shows clear understanding of the task.

2. Language is sufficiently accurate with some simple sentences.

3. Ideas are generally well planned to sustain the interest of the reader.

4 4. Paragraphs are generally used to help structure the text with some 10-15
evidence of appropriate links between paragraphs.

5. Range of punctuation used is generally accurate.

6. Some evidence of accurate choice of vocabulary is used.

7. Spelling is generally accurate.

1. Shows partial understanding of the task. 5-9
2. Meaning is clear but with frequent errors in simple sentences.
3. Some attempts are made to sequence the ideas logically.
3 4. Some attempts are made to put the text in paragraphs.
5. Punctuation used is sometimes accurate.
6. Attempts are made to use vocabulary in a limited range.
7. Correct spelling of high frequency words is used.

1 or 2 1. Largely irrelevant to the task. 1-4
2. Paragraphing is shown.
3. Sentences are sometimes demarcated by capital letters and full stops.
4. Heavy frequency of serious errors / structural errors, impeding the

reading in many places.
5. Correct spelling of high frequency words is used.
6. Chunking of ideas.

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9. Checklist of task submission

CHECKLIST OF TASK SUBMISSION

Subject : English

Class :

Date :

NO NAME Marks Total PERFORMANCE
Phase 1 Phase 2 Phase 3 Marks LEVEL (TP)

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

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10. Suggested Answers (for teachers)
*This is NOT COMPULSORY to follow but as a reference for teachers.

Phase 1: Brainstorming for Ideas Time Markers / Connectors

CHARACTERS  A fortnight ago
 Irfan – He  Since then
 Competitors/racers - They  but
 Spectators - They  and
 however
VERBS  because

 saw FEELINGS
 decided
 participate  excited
 practised  nervous (butterflies in the stomach/ cold
 arrived
 checked feet)
 wore  nerve-wrecking
 got  ecstatic
 went off
 cycled
 cheered
 lost
 maintained
 crossed
 paid off

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Phase 2: Drafting (Sentence Level)

(4) Time (3)Subject (1)Verb (2)Other Phrases
markers/
Connectors (Who) /Adverb (What, Where, When, Why, How, Whom)
(What)
A fortnight ago, Irfan a BMX race advertisement on a
saw noticeboard at school.
Since then, He to participate.
he decided tirelessly.
practised
As the saying practice perfect.
goes, makes

and The day finally arrived. his bike
He checked his safety gears before heading to the
but wore starting point.
Once It was nerve-wrecking
he did not get cold feet.
When the siren went off,
approaching the all racers cycled in lightning speed.
final slope, The spectators cheered enthusiastically.
However, Irfan
he almost lost his control.

and maintained his composure
crossed the finishing line first.
He was
paid off. ecstatic

because his hard work

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Phase 3: Crafting and Editing
A fortnight ago, Irfan saw a BMX race advertisement on a noticeboard at school. As cycling
enthusiast, he decided to participate. Since then, he practised tirelessly. As the saying goes,
practice makes perfect.

The day finally arrived. He checked his bike and wore his safety gears before heading to
the starting point. It was nerve-wrecking but he did not get cold feet. Once the siren went off, all
racers cycled in lightning speed. The spectators cheered enthusiastically.

When approaching the final slope, Irfan almost lost his control. However, he kept his
composure and crossed the finishing line first. He was ecstatic because his hard work paid off.

(107 words)

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MODULE: WRITING (ENGLISH: YEAR 6)

By: Ellye Ornella Suliman

Sek. Keb. Fajar Harapan, Lahad Datu

Year :6
Theme : World of Knowledge
Topic : Unit 14 – A Ringgit Saved is a Ringgit Earned
Duration : 4 days
Focus Skill : Writing
(L / S / R / W / LA)
Content Standard : 5.2 Construct various sentence types correctly.
Learning Standard (s) : a) Main learning standard

Learning Objective (s) 5.2.1 Able to construct various sentences.
b) Complementary learning standard
3.2.2 Able to write with guidance: (d) descriptions.
: By the end of the lesson, pupils can :

Success Criteria (s) 1. differentiate between single and compound sentences.
2. write compound sentences using the conjunctions: for,

and, nor, but, or, yet & so.

I can :

1. identify the FANBOYS conjunctions that are used to

combine single sentences into compound sentences.

2. identify single and compound sentences correctly.

3. combine the single sentences to make compound sentences

using the conjunctions: for, and, nor, but, or, yet & so.

4. complete the compound sentences correctly using the

conjunctions: for, and, nor, but, or, yet & so.

Cross Curricular Elements : Language

Activities : 1. Pupils read notes on single and compound sentences in

their textbook English Year 6 (SK), page 140.

(Task A)

2. Pupils identify the conjunction for each of the letter in

FANBOYS. (Task B)

3. Pupils identify single and compound sentences correctly.

(Task C)

4. Pupils combine the single sentences to make compound

sentences using the conjunctions: for, and, nor, but, or,

yet & so. (Task D)

5. Pupils complete the compound sentences correctly using

the conjunctions: for, and, nor, but, or, yet & so. (Task E)

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Task A
Read the notes on simple and compound sentences.

Conjunctions same meaning with
for = because
and
nor I have to buy a new pen for I lost my favourite pen.
= in addition to
but
or Please come down. Let’s wait and see.
yet = and not
so
Neither my parents nor my friends help me to finish my
task. I did it myself.
= however

I want to eat an ice-cream but I don’t have money to buy it.
= either

Do you like Pizza Hut or KFC?
= but

He slept early last night, yet he was sleepy.
= therefore

She is a kind girl, so everyone in the class like her.

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Task B

Identify the conjunction for each letter.

Letter Conjunctions
F for
A
N
B
O
Y
S

Task C

These sentences describe the picture below. Identify the type of sentences:
Single or Compound sentences.

Sentences Type of Sentences

Ali and his friends are at the park.
The park is very beautiful and clean.
Ali is jogging along the pathway.
Ramli, Chong and Kumar are playing kites
Their kites are colourful and the shapes are very unique.
Lina is sitting beside Ezra.

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There are a flock of birds in front of Lina so she feeds
the birds with some grains.
Ezra enjoys reading his book for it is very funny.
Nurul is eating ice-cream and watching the kites flying in
the sky,
Ali and his friend are very happy.

Task D
Write sentences by combining the clauses below using the FANBOYS
conjunctions.
1. a. Faris wants to eat hamburger.

b. Naqib wants to eat pizza.
Faris wants to eat hamburger but Naqib wants to eat pizza.
2. a. Asin walks to school every day.
b. Lee Ann walks to school every day.

3. a. The boys were hungry.
b. They went to the restaurant to have their lunch.

4. a. Kamini loves to go to the beach,
b. Kamini loves to build sandcastles.

5. a. Irdina waited for the train.
b. The train was late.

6. a. Do you want to eat Nasi Lemak?
b. Do you want to eat Roti Canai?

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Task E
Fill in the blanks with FANBOYS conjunctions to complete the sentences.

for and nor but or yet

1. The mountain are beautiful _____ I really want to go there.
2. My mother bought me a new dress _____ I did not like its colour.
3. The team will play together _____ they will lose the game.
4. I drank a lot of water _____ I was still thirsty.
5. She does not drink tea _____ coffee.
6. Ain was sick _____ she did not go to school.
7. The florist did not bring the plates _____ glasses.
8. Do you like the blue _____ red t-shirt?
9. Savings means you will have more money, _____ you will get profits.
10. Rizal went to see the doctor _____ he is sick.

You have achieved mark(s)
Level

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Answers

Task B

Identify the conjunction for each letter.

Letter Conjunctions
F for
A and
N nor
B boy
O or
Y yet
S so

Task C

These sentences describe the picture below. Identify the type of sentences: Simple or
Compound sentences.

Sentences Type of Sentences

Ali and his friends are at the park. simple
The park is very beautiful and clean. simple
Ali is jogging along the pathway. simple
Ramli, Chong and Kumar are playing kites. simple

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Their kites are colourful and the shapes are very compound
unique.
Lina is sitting beside Ezra. simple
There are a flock of birds in front of Lina so she compound
feeds the birds with some grains.
Ezra enjoys reading his book for it is very funny. simple
Nurul is eating ice-cream and watching the kites compound
flying in the sky,
Ali and his friend are very happy. simple

Task D

Write sentences by combining the clauses below using the FANBOYS conjunctions.

1. a. Faris wants to eat hamburger.
b. Naqib wants to eat pizza.
Faris wants to eat hamburger but Naqib wants to eat pizza.

2. a. Asin walks to school every day.
b. Lee Ann walks to school every day.
Asin and Lee Ann walks to school every day.

3. a. The boys were hungry.
b. They went to the restaurant to have their lunch.
The boys were hungry so they went to the restaurant to have their lunch.

4. a. Kamini loves to go to the beach,
b. Kamini loves to build sandcastles.
Kamini loves to go to the beach and build sancastles.

5. a. Irdina waited for the train.
b. The train was late.
Irdina waited for the train but/yet the train was late.

6. a. Do you want to eat Nasi Lemak?
b. Do you want to eat Roti Canai?
Do you like to eat Nasi Lemak or Roti Canai.

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Task E
Fill in the blanks with FANBOYS conjunctions to complete the sentences.

for and nor but or yet
1. The mountain are beautiful and I really want to go there.
2. My mother bought me a new dress but/yet I did not like its colour.
3. The team will play together or they will lose the game.
4. I drank a lot of water but/yet I was still thirsty.
5. She does not drink tea nor coffee.
6. Ain was sick so she did not go to school.
7. The caterer did not bring the plates nor glasses.
8. Do you like the blue or red t-shirt?
9. Savings means you will have more money, for you will get profits.
10. Rizal went to see the doctor for he was sick.

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Level Levels of the Acquisition of Writing Skills for Year 6
1
Descriptor
2  Can transfer information to complete linear and non-linear texts with a lot of

3 guidance.
 Can create linear and non-linear texts using a variety of media with a lot of
4
5 guidance.
6  Can write in legible print and cursive writing with correct spelling and punctuation

with a lot of guidance.
 Can write texts for a range of purposes using appropriate language conventions

with a lot of guidance.
 Can transfer information to complete linear and non-linear texts with some

guidance.
 Can create linear and non-linear texts using a variety of media with some

guidance.
 Can write in legible print and cursive writing with correct spelling and punctuation

with some guidance.
 Can write texts for a range of purposes using appropriate language conventions

with some guidance.
 Can transfer information to complete linear and non-linear texts with minimal

guidance.
 Can create linear and non-linear texts using a variety of media with minimal

guidance.
 Can write in legible print and cursive writing with correct spelling and punctuation

with minimal guidance.
 Can write texts for a range of purposes using appropriate language conventions

with minimal guidance.
 Can transfer information to complete linear and non-linear texts fairly accurately.
 Can create linear and non-linear texts using a variety of media fairly accurately.
 Can write in legible print and cursive writing neatly with correct spelling and

punctuation fairly accurately.
 Can write texts for a range of purposes using appropriate language conventions

fairly accurately.
 Can transfer information to complete linear and non-linear texts accurately.
 Can create linear and non-linear texts using a variety of media accurately.
 Can write in legible print and cursive writing neatly with correct spelling and

punctuation independently.
 Can write text for a range of purposes using appropriate language conventions

accurately.
 Can transfer information to complete linear and non-linear texts accurately and

independently.
 Can create linear and non-linear texts using a variety of media accurately and

creatively.
 Can write in legible print and cursive writing neatly with correct spelling and

punctuation independently and effortlessly.
 Can write texts for a range of purposes using appropriate language conventions

accurately and independently.

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Class MODULE : WRITE IT RIGHT (GUIDED WRITING)

By : Nurasmah Binti Abdul Hamid
Sek. Keb. Unico Desa, Lahad Datu

Year 6

Topic A Ringgit Saved Is A Ringgit Earned

Learning Standards 3.1.1
Able to write in neat legible print with correct spelling:
(a) sentences
(b) paragraphs

3.2.3 Able to use punctuation correctly
3.2.4 Able to spell words by applying spelling rules
3.3.1. Able to create texts using a variety of media:
(a) non-linear
(b) linear

By the end of the module, pupils will be able to :

Learning Objectives i. Organize your ideas to write meaningful paragraphs
ii. Develop your ideas by elaboration and descriptions

Duration 2 weeks
Notes
Your task for this module is to complete guided writings. Use the
Activities guidance provided to enable you to do this exercises
successfully.

Topic 1 (1st Week)

Your teacher has asked you to write an email to your
new pen pal from Australia. Please write a brief
description of yourself, hopes and ambition for her.
Make sure you used the template given.

- Fill in the blanks with appropriate words.

Topic 2 (2nd Week)

Your teacher asked you to unjumble the postcards
into its original form. Cut and paste them into your
scrapbook.

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Task One : Topic - EMAIL Template
i. Fill in the blanks with suitable answers.

3 paragraphs

Salutation , Dear Fiona,

1st. paragraph How are you? I hope you are fit as a fiddle.
 greeting How have you been? I hope this e-mail finds you well. I
am writing about _______________________________.


2nd. paragraph Firstly, I would like to introduce myself to you. My
content/ name is _____________, and I am __________ old.
transition My father’s name is ___________, and my mother’s name
is ________.

Then, I have one younger ________ who studied in the
same school. During my free time, I like to
_______________. My favourite cartoon character is
______________.

Lastly, I also love to ___________________________.
When I grow up, I hope to become a ___________. This
is because __________________.

5th. paragraph That is all for now. I will write again. Take care!
 closing Regards,
 __________

Signing off

(1 mark for each answer)
You have scored ………………marks.

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ii. Rewrite your answer below into paragraphs.

Dear __________,

_________________________________________________________________________
________________________________________________________________________________
___________________________________________________

_________________________________________________________________________
________________________________________________________________________________
___________________________________________________

_________________________________________________________________________
________________________________________________________________________________
___________________________________________________

_________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Regards,
______________

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Task Two : Topic - Postcard
Cut and paste the sentences into its correct order.

Firstly, we went to visit Desa Daisy Farm where we
spent the time exploring and taking lots and lots of
selfies because of its breathtaking view. Not only that, I
can still feel its cool breeze grazing our body. It was
awesome and great.

Dear Fiona ,

That’s all for now, hope to hear from you soon. Bye.

Currently, we are enjoying ourselves here in
Kundasang, Ranau. We had a whale of time here. I hope
you can come here one day.

Then, we went to Kundasang War Memorial which was an
interesting place. We learn about Australia and British
soldier in Borneo during WW2.

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PASTE HERE

You have scored ………………marks.
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ANSWER SCHEME
TASK ONE
(ACCEPT ANY SUITABLE ANSWERS WHICH ARE THE PUPILS’ OWN PERSONAL DETAILS)
TASK TWO
Dear Fiona ,

Currently, we are enjoying ourselves here in Kundasang, Ranau. We had a whale
of time here. I hope you can come here one day.

Firstly, we went to visit Desa Daisy Farm where we spent the time exploring and
taking lots and lots of selfies because of its breathtaking view. Not only that, I can still
feel its cool breeze grazing our body. It was awesome and great.

Then, we went to Kundasang War Memorial which was an interesting place. We
learn about the Australia and British army in Borneo during WW2.

That’s all for now, hope to hear from you soon. Bye.

Regards,
Adam

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WRITING ASSESSMENT LEVELS (FOR TEACHERS)

Band Descriptors Marks
11 -12
Distinguished  Highly relevant to the task 8 – 10
(DS)  Use variety of sentence
3-4
Excellent structures with hardly any errors.
(EX)  Vocabulary is used effectively to 1-2

Good convey purpose/ opinion.
(GD)
 Shows clear understanding of the
Limited task
(LT)
 Paragraphs are used to link the
 Vocabulary is used correctly.

 Shows partial understanding of
the task.

 Use of simple sentences but with
some errors.

 Simple vocabulary is used.

 Largely irrelevant to the task
 Sentences have meaning
 Attempts are made to use

vocabulary in a very limited
range.
 Some elements of texts can be
seen
 Ideas are grouped together
although paragraphs may not be
shown.

Note : Award ‘0’ where performance fails to meet the lowest description.

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MODULE : WRITE IT RIGHT (SECTION C)

By : Nurasmah Binti Abdul Hamid
Sek. Keb. Unico Desa, Lahad Datu

Class Year 6
Topic Section C

Learning 3.1.1
Standards Able to write in neat legible print with correct spelling:
(a) sentences
(b) paragraphs

3.2.3 Able to use punctuation correctly.

3.2.4 Able to spell words by applying spelling rules.

3.3.1.Able to create texts using a variety of media:
(a) non-linear
(b) linear

Learning 4.3.1
Objectives Able to plan, produce and display creative works based on literary texts using
a variety of media with guidance.

By the end of the module, pupils will be able to :

i. Practice the basic skills of writing sentences.
ii. Develop and widen their vocabulary knowledge
iii. Drilling practice for weak and intermediate students.

Duration 2 weeks

Notes

You are given 5 days to complete this assignment.

Activities Your assignment for this module is to write sentences using the substitution
table.

82

Choose the suitable sentences and write them into two paragraphs.

Jeffri is 10 years old. Yesterday was his birthday.
Sharmini is 12 years old. her
He invited many of his friends to his party.
She her her
His father gave him to a bicycle
Her mother her a new watch
Jeffri showed his bicycle his friends
Sharmini her watch her

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83

Write two paragraphs from the table below.

My father likes fishing very much. Every Sunday
My brothers evening,
he like football
they but,
He gets up early to look for earth worms.
They
Sometimes go to the field For practice.

most of the digs for earthworms under the banana trees.
time
spend hours kicking and dripping the ball

he brings home a few fish

they have matches with friends of other school

he does not bring home a single fish.

they play with the boys in the neighbourhood.

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84

Write two paragraphs using the sentences from the substitution table
below.

Every morning Liza and her mother
Every night
walk along Abdul his father

go out to sea the backlanes of the nearby housing to sell nasi lemak.
Many customers
estate to catch fish

in their boat

will buy their breakfast

will wait at their beach to buy from them.

their catch

They will return home after they have selling all the food packets.

finished putting out their nets to dry in the sun.

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GUIDELINES FOR SECTION C

BAND DESCRIPTORS
Distinguished - Highly relevant to the task.
- Language is accurate with varied and sophisticated
(DS)
sentence structure.
Excellent - Ideas are well planned to sustain the interest of the reader.
(EX) - Well-crafted paragraphs.
- Spelling is accurate.
Good - Vocabulary is used effectively to create strong image.
(GD)
- Shows clear understanding of the task.
Satisfactory - Language is generally accurate with sentences showing
(ST)
some variations.
Limited - Ideas are almost well planned to sustain the interest of the
(LT)
reader.
- Spelling is mostly accurate.
- Range of vocabulary use is almost effectively to create a

strong image.

- Shows clear understanding of the task.
- Language is sufficiently accurate with simple sentences.
- Ideas are generally well planned to sustain the interest of

the reader.
- Spelling is generally accurate.
- Some evidence of accurate choice of vocabulary is used.

- Shows partial understanding of the task.
- Meaning is clear but frequent errors in simple sentences.
- Some attempts are made to sequence the ideas logically.
- Attempts are made to use vocabulary in a very limited

range.
- Correct spelling of high frequency words is used.
- Chunking of ideas.

- Largely irrelevant to the task.
- Paragraphing is shown.
- Sentences are sometimes demarcated by capital letters

and full stops.
- Heavy frequency of serious errors.
- Correct spelling of high frequency words is used.
- Chunking of ideas.

Note: Award ‘0’ where performance fails to meet the lowest description.

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