གཞི་རིམ་འོག་མ་དང་བར་མའི་ཨིན་ཇི​ིའི་སྐད་ཡིག་གི་བསླབ་གཞིའི་རྩ་འཛིན།

English Curriculum and Learning Standards Framework

For use by Classes IV to VIII

Prepared by: Department of Education

December 2020

ENGLISH CURRICULUM AND LEARNING STANDARDS FRAMEWORK

THE QUALITATIVE RESEARCH REPORT

ABSTRACT

This research based framework of English Curriculum and Learning Standards for classes IV –VIII is the first step for transforming the way we practice the art of teaching and for building a meaningful engagement and collaboration among teachers, school administrators, parents, and other stake holders. More importantly, it allows for the establishment of a common expectation of what our students need to know and be able to do at each class level that is consistent throughout our schools in India, one that our research study found to be not in place at the present time. Once adopted, teachers and school administrators can use this English and Learning Standards Framework as a tool to inform their practice, planning, pacing, and conducting purposeful classroom observations. Hence, this document enshrines a set of core learning experiences we want our students to have to develop their meta-cognitive skills needed to become independent thinkers, and be able “to fully awaken their discriminative faculty of mind to be able to distinguish right from wrong”. (Basic Education Policy for Tibetans in Exile, Chapter V, 5.1)

INTRODUCTION

This English Curriculum and Learning Standards Framework is the product of a thorough and rigorous qualitative research conducted by a committee of 5 members constituted by the Department of Education. Ever since my appointment as the Minister of Department of Education in 2018, I sensed the urgent need for a revised English Curriculum and Learning Standards Framework for three main reasons. For one, the existing English Curriculum adopted in 2010 is not adequate to meet the challenges of our students in terms of its content, structure, and organization. Secondly, the untraditional nature of our schools where instruction in English begins only from Class IV has its own unique needs. In reality, we are dealing with multi-level classrooms with respect to proficiency in English as different category of students have received different number of years of instruction in English. Thirdly, the other stake holders like the public and the parents in particular need to have a tangible way of knowing what type of English program is provided to their children in our schools.

METHODOLOGY

Dictated by qualitative research methodology, the committee conducted the field research for the purpose of collecting raw data from the students, teachers, and the school administrators of 12 different Tibetan schools located in the northern part of India. A matrix of structured questionnaires that covered the four domains of language acquisition was used to maintain a consistent standard procedure of inquiry to mitigate elements of subjectivity and/or inconsistency on the part of the researcher that would corrupt the findings. Due to the scope of this research project, we were unable to collect data from the entire student population of our schools.

DATA ANALYSIS

The raw data collected from 1152 students, 54 teachers, and 24 English teachers was analyzed on the basis of a systematic coding to examine, compare, and search for similarities and differences throughout the data. The second level of coding used was pattern coding which provided the basis for the final triangulated analysis of the patterns and themes.

FINDINGS

This study shows that there is no common standardized learning benchmark in all the schools visited. Teachers have been relying on self-created syllabus to guide their classroom instructions, and there is a huge disparity in content coverage between different classes. The NCF for Pre-Primary, Primary, and Middle School Education adopted by DoE in 2010 is not widely used. Key elements of domain-specific standards have not been covered. (See Document A for details. Avilable in the office of DoE)

CONCLUSION

For our students to be successful, it is inevitable to put in place a standardized common expectation of what our students need to know and be able to do at each class level that is progressive in nature and consistent throughout our three school systems. Such a curriculum and learning standards can be used by the teachers as a tool to inform their instruction and engage in meaningful collaboration.

Development of this frame work draws inspiration from several guiding principles:

1. Findings of the data analysis of our research.

2. Principles of Secular Ethics promulgated by H.H. The 14th Dalai Lama

3. Basic Education Policy for Tibetans in Exile, 2004

4. Curriculum of English for Primary and Middle Tibetan Schools, 2010.

5. English Textbooks for Class IX (NCERT) 2005.

ACKNOWLEDGEMENT

I would like to express my deepest appreciation to the DANIDA (project sponsor), the Office of Education Council, TCV Education Director, STSS Director, and General Secretary of THF. I would also like to thank especially the DoE English Curriculum and Learning Standards Framework Development Committee members, administrators and teachers of the schools visited, the DoE staff members, and all others who helped in making this project possible.

Dr. Pema Yangchen (Kalon) Department of Education

December 23, 2019

A BRIEF REPORT

Field research conducted for the purpose of raw data collection to be used for development of a draft English curriculum and learning standards frame work for Classes IV - VIII:

PLANNING FOR THE FIELD RESEARCH:

On October 7, 2019, the Committee decided to visit 12 different Tibetan schools located in the northern part of India for the purpose of collecting raw data from the students, the teachers, and the respective school administrators. Notification for the intended visitations were dispatched to the concerned schools on October 24, 2019.

METHODOLOGY/PROCESS:

On October 8, 2019, the English Curriculum and Learning Standards Framework Development Committee, DoE decided to use qualitative data collection methodology based on a matrix that reflects the four discipline-based categorization of language acquisition. Each theme-based category contained multiple sub-strands critical to qualitative research for several reasons: For keeping track of growing volume of observation notes, feedback, and documents; to serve as a means of developing and outlining the analytic process; and to establish standard procedures of inquiry so that subjectivity and “making up” methods on the part of the researcher is mitigated.

In each classroom we visited, separate group discussions with the teachers, and the school administrators, the honorable Education Minister (Kalon) –Dr. Pema Yangchen explained the purpose of the data collection project and encouraged the subjects in the field to feel free to respond to the research questions to the best of their knowledge.

This was followed by Mrs. Tenzin Choedon and Mr. Tenzin Dhargyal who interacted with the students, teachers, and the school administrators using pre-determined standard procedures of asking pre-specified research questions to solicit their honest feedback that is critical to the validity and credibility of data collection, while Mr. Tsering Dhondup and Mr. Tenzing Chimey Nuba meticulously recorded their feedback in the data collection matrix. (for details refer to data collection time-line and matrix documentation)

EXTEND OF FIELD RESEARCH/DATA COLLECTION:

In the duration of three weeks starting from November 5, 2019, the Committee members observed, in all, 52 different classrooms, interacted with 1152 students of classes IV – VIII, 45 teachers, and 24 school administrators of 12 different Tibetan schools located in the northern region of India.

The Schools visited:

TCV School (Junior) Suja, TCV School (Senior) Suja, TCV School Chauntra, STS Chauntra, Upper TCV School, TCV Mcleod Day School, Lower TCV School, Sambhota Mewoen Tsuglag Petoen School, THS Mussoorie, THS Rajpur, STS Paonta, and STS Puruwala.

IMPRESSION: This Committee wishes to set in record the amazing hospitality and co-operation extended to us by the above mentioned host schools without which this project would not have been possible.

DoE English Curriculum and Learning Standards Framework Development Committee Members:

1. Education Minister, Dr. Pema Yangchen - Advisor

2. Mr. Tenzing Chimey Nuba (USA) - Chairperson

3. Mr. Tsering Dhondup, (Officer on Special Duty, DoE) - Committee Secretary

4. Mrs. Tenzin Choedon (HM, Petoen School/ English Instructional Specialist, STSS) - Member

5. Mr. Tenzin Dhargyal (Teacher Professional Development Officer, TCV) - Member

How to Read this Document

v This Framework of English Curriculum and Learning Standards is organized by class-level, from classes IV through VIII.

v Learning standards define what students should know and be able to do by the end of each class. (These are highlighted in red)

v Strands (break down of learning standards) define class-specific and domain-specific organizational categories for Listening/Speaking, Reading, Writing, and Vocabulary Acquisition. Key focus points within each strand are highlighted only for the purpose of quick reference convenience. This does not mean that others that are not highlighted are unimportant.

v Individual class-specific standards can be identified by their standard code, for example:

4LS.1DGW.1a is to be read as: 4 = Class IV; LS = Listening and Speaking;

1DGW = Standard 1 Discussion and Group Work; and 1a = Substandard 1a

5R.2KID.2a is to be read as: 5 = Class V; R = Reading; 2KID = Standard 2 Key Ideas and Details;

2a = Substandard 2a

8W.2WP.2 is to be read as: 8 = Class VIII; W = Writing; 2 = Standard 2 Writing of Poetry;

2 = Substandard 2

Guidance for Teachers:

1. As teachers implement this English Curriculum and Learning Standards in their classrooms, it is critical to understand that students advancing through the classes are expected to meet each year’s class-specific standards and further develop skills and understanding mastered in the preceding classes. The obvious purpose is to prepare students to catch-up (bridge) with the level of English proficiency required by secondary and senior secondary schools.

2. By design, these standards do not specify any one method of instruction or approach. Specific instructional strategies, choice of lesson content, choice in literature, and approach all remain as decisions for the individual teacher and school administrators to take.

3. Likewise, teachers should not treat this document as an end in and of themselves, but rather use it to inform their own choice of lesson content, lesson plan, and syllabus construction. Most importantly, this document should serve as the basis for meaningful discussion and collaboration among the teachers across class levels – mainly classes IV – VIII.

Department of Education, CTA

English Curriculum and Learning Standards Framework

LISTENING AND SPEAKING

LISTENING AND SPEAKING STANDARDS FOR CLASSES IV–VIII: The following standards for Classes IV – VIII provide a focus for instruction each year to make sure that students achieve adequate mastery of listening and speaking skills in English. These clearly define what students should know and be able to do by the end of each class. Students should be encouraged to engage in a range of collaborative discussions and group activities with diverse partners, give oral presentations ona variety of topics, texts, and issues. By building on others’ ideas, and expressing their own clearly, students are expected to contribute to such collaborative discussions and activities by asking relevant questions, adding relevant information, building on responses, and providing useful feedback. Rigor is also infused through the requirement that each year students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and articulation of personal feelings and expressions. As students advance through the classes, they are expected to meet each year’s class-specific standards and further develop skills and understandings mastered in the preceding classes, and work steadily toward meeting (bridging) the level of proficiency in English required by Secondary and Senior Secondary School curriculum.

1. DISCUSSION AND GROUP WORK

Listening and Speaking Standard 1: Interacting in meaningful ways in collaboration with diverse groups

Suggestions for Instructional Strategies

4LS.1DGW.1a

5LS.1DGW.1a

6LS.1DGW.1a

7LS.1DGW.1a

8LS.1DGW.1a

Demonstrate active listening to readaloud texts, group discussions, and oral presentations by asking and answering yes-no, and Wh- questions. With teacher support, use sentence frames such as “I think so”, “I

Demonstrate active listening to readaloud texts, group discussions, and oral presentations by asking and answering Wh-questions to clear up any confusion about the topics and texts under discussion.

Demonstrate active listening to readaloud texts, teacher talks, group discussions, and oral presentations by asking and answering questions to recognize key ideas and details. Contribute in group discussions

Demonstrate active listening to readaloud texts, group discussions, and oral presentations by asking and answering questions to gather additional information or clarify what is not understood. Show understanding by

Demonstrate active listening to readaloud texts, group discussions,and oral presentations by asking and answering questions to recognize key ideas and details, seeking clarification and sharing feelings.

- One-on-one, in small groups, peer team, teacher-led discussions

- Cornel note taking strategy

- Group work rules and procedures

- Think-Pair-Share

4LS.1DGW.1b

5LS.1DGW.1b

6LS.1DGW.1b

7LS.1DGW.1b

8LS.1DGW.1b

wish to know why, etc” to share feelings and seek further clarification.

Contribute in group conversations by expressing personal ideas and feelings in complete sentences with prompting and support when needed by the teacher and peers.

Contribute in group discussions by responding with appropriate comments, suggestions,and by sharing personal feelings with civility.

by sharing personal thoughts and feelings.

Contribute in group discussions about what a speaker says in order to clarify comprehension, gather additional information, or analyze to deepen understanding of a topic or issue by critiquing others’ ideas and perspective with civility.

taking notes to capture key ideas and details. Contribute in group discussions by responding to specific questions, texts, and situations by providing additional information and view point relevant to the discussion.

Show comprehension by summarizing key ideas and details in a short paragraph.

Contribute in group discussions by interpreting information presented by othersand explaining how it contributes to the topic of discussion from a different point of view. Maintain civility all the time.

Suggestions for Instructional Strategies

- Directed listening thinking activity

- Listen and do activities

- Independent listening

- Listening for information

4LS.1DGW.1c

5LS.1DGW.1c

6LS.1DGW.1c

7LS.1DGW.1c

8LS.1DGW.1c

Demonstrate understanding by paraphrasing in complete sentences what others have said and provide details and clarification when requested by participants in group discussions.

Demonstrate understanding by asking relevant questions and adding appropriate information that builds on others’ responses, and provides useful feedback.

Demonstrate understanding by summarizing main points in discussions or read-aloud texts and by providingfeedback that clearly explains why you agree or disagree.

Demonstrate understanding by analyzing information and knowledge gained from discussions, read-aloud texts, and by explaining what logical conclusions can be drawn.

Demonstrate understanding by analyzing information and knowledge gained from discussions, read-aloud texts, and by explaining the experience gained in the process.

Suggestions for Instructional Strategies

- Cloze reading

- Emphasize mutual respect

- Vocabulary wall, prompts to aid conversation

- Show examples of discussions from news media

4LS.2OP.2

5LS.2OP.2

6LS.2OP.2

7LS.2OP.2

8LS.2OP.2

Listening and Speaking Standard 2: Oral presentation of knowledge and ideas

(i) Understand and apply level appropriate oral presentation skills.

(ii) Memorize and recite a poem, part of an historical event, or part of a speech by using expressions and body gestures appropriate to the content of presentation.

(i) Understand and apply level appropriate oral presentation skills.

(ii) Plan and deliver an oral presentation that tells a story, or explains in detail an experience with or without drawing/ illustrations, props and prompt. Speak clearly in coherent sentences.

(i) Understand and apply level appropriate oral presentation skills.

(ii) Plan and deliver an informative/explanatory presentation on a given topic that follows a logical sequence and organizes ideas around a main point that includes relevant details, and has a strong conclusion. Use presentation prompts and technology if available.

(i) Understand and apply level appropriate oral presentation skills.

(ii) Plan and deliver a presentation that narrates an experience in an organized manner by giving details that support the main idea and explains why the experience is memorable. Use illustrations and technology if available.

(i) Understand and apply level appropriate oral presentation skills.

(ii) Plan and deliver an oral presentation that argues, narrates, or explains response to an event or information with adequate details. Use illustrations and technology if available.

(iii) Use effective transitions and words to clarify relationships.

Suggestions for Instructional Strategies

- Significance of body language

- Eye contact and appropriate voice level

- Practicing before mirror

- Use of charts, posters, technology, etc.

- Dialogue/role play

- Controlled/guided practice

- Use of appropriate presentation props

- Use of oral presentation in sync with drawing

- Use of elocution

READING

READING STANDARDS FOR CLASSES IV – VIII: The following standards for Classes IV – VIII offer a focus for instruction each year to make sure that students acquire adequate mastery of phonics and word analysis skills in decoding words both in isolation and in text. The students should be able to read with proper stress and intonation which will enable them to understand others and be understood. These also provide focus for instruction to make sure that students are exposed to a wide range of literature and tasks. These standards define what students should be able to do by the end of each class. Rigor is also infused through the requirement that students read increasingly complex texts through the classes. As students advance through the classes, they are expected to meet each year’s class-specific reading standards and further develop skills and understanding mastered in the preceding classes, and work steadily toward meeting (bridging) the level of reading proficiency in English required by Secondary and Senior Secondary School curriculum.

1. PHONICS AND WORD RECOGNITION

Reading Standard 1: Master and apply phonics and word analysis skills in decoding words for effective communication

Suggestions for

Instructional Strategies

(i) Identify letters and sounds.

4R.1PWR.1a

(ii) Recognize and name the letters used to represent sounds in words.

(iii) Understand relationship between letters and individual sounds.

(i) Understand relationship between letters and sounds to listen, speak, read, and write.

(ii) Break down words into syllables.

4R.1PWR.1b

(iii) Recognize familiar words accurately and easily decode new words.

(iv) Read familiar words, analyze new words, and spell new words correctly.

(i) Recognize and read multi-syllabic words with proper stress.

Continue to apply phonics and word analysis skills in decoding words for effective communication.

- Print rich walls

- Audio-visual aids

- Songs, chants, poems

- Kinesthetic activities

- Word/sound games

- Choral Cloze

4R.1PWR.1c

(ii) Read simple sentences with proper stress and intonation.

Reading Standard 2: Read to recognize central idea of a text, and analyze how characters and events develop

CODE Class IV Class V Class VI Class VII Class VIII

4R.2KID.2a

5R.2KID.2a

6R.2KID.2a

7R.2KID.2a

8R.2KID.2a

Read emerging class level texts with appropriate rate and fluency to support comprehension and identify the most important events, points, or ideas. Use context clue strategy for word meaning.

Read with accuracy and fluency to support comprehension and take notes to identify the central theme and the details. Use context clue strategy to understand word meaning.

Read with accuracy and identify the elements of a story, drama, or a poem (e.g. character, setting, conflict, plot, and resolution). Use context clue strategy for word meaning.

Read with accuracy and use graphic organizers to identify the theme and the plot of a story, drama, or a poem, and explain how setting determines the personality traits of characters.

Read with accuracy and describe how the theme, plot of a story, drama, or a poem unfolds in a series of events, and identify whether the characters have changed or remained stagnant.

Suggestions for Instructional Strategies

- Use of graphic organizers

- Context clues

- Main idea /details hand-out

4R.2KID.2b

5R.2KID.2b

6R.2KID.2b

7R.2KID.2b

8R.2KID.2b

Read closely and identify one of the most obvious (noticeable) character traits of the main character in a story, drama, or a poem.

Read closely and identify some of the most important character traits of the protagonist (character) in a story, drama, or a poem, and explain in a short paragraph the appropriateness of such a character in the text (story, poem,etc).

Read closely and identify character traits of the protagonist and the antagonist in a story, drama, or a poem, and describe in a short paragraph how you can empathize with one of the two characters in the text.

Read closely and identify character traits of the protagonist in a story, drama, or a poem, and explain in a short paragraph why the protagonist has changed or not.

Read closely and identify character traits of the protagonist and the antagonistin a story, drama, or a poem, and compare and contrastthe traits of the two characters in a short paragraph.

- Use of acronym “PAIRS” for characterization

- Directed reading thinking activity

- Venn Diagram

4R.3IT.3a

5R.3IT.3a

6R.3IT.3a

7R.3IT.3a

8R.3IT.3a

Reading Standard 3: Relate text content with real life experience, personal thoughts, and feelings

Read with a purpose by highlighting important details, illustrations, captions, and new words.

Read with a specific purpose by identifying what section(s) of content immediately relate (s) to your personal thoughts and feelings.

Read with a purpose by tagging (making side notes) specific sections of interest in the text. For example: “I can relate with this”.

Read with a purpose by text tagging and sharing personal responses to the text with peers.

Read with purpose by text tagging and writing a paragraph titled, “A Reader’s Journey”

Suggestions for Instructional Strategies

- Use of text tagging strips

- Use of K-W-L chart

- Use of HOTS strategy like “pros/cons/ questions”

4R.3IT.3b

5R.3IT.3b

6R.3IT.3b

7R.3IT.3b

8R.3IT.3b

Read with a purpose by paying close attention to the specific details such as description of a place, person or event, and find connection with personal life experience.

Read with a purpose by paying close attention to how the characters think, behave, talk, and compare with personal life experience.

Read with a purpose by paying close attention to specific details such as the setting, character or event and, identify what specific information relates to someone or something in real world.

Read with a purpose by paying close attention to specific details in the text and reflect on the kind of thoughts and feelings they generate.

Read with a purpose by paying close attention to the details in the text and analyze how the insights gained thereby help you understand the real world better.

- Use of SQ3R

- Use of Anticipation Guide

- Think-aloud

- Use of fish bone diagram

Reading Standard 4: Analyze the structure of text, including literary device, word choice, and point of view

CODE Class IV Class V Class VI Class VII Class VIII Suggestions for Instructional Strategies

4R.4TSC.4a

5R.4TSC.4a

6R.4TSC.4a

7R.4TSC.4a

8R.4TSC.4a

Identify and understand various text features (e.g., table of contents, headings and sub-headings, glossaries, etc.)

Identifyand understand various text structures such as titles, illustrations, captions, sequence, and cause and effect.

Identify and understand various text structures such as title, sub-titles, illustrations, sequence, cause and effect, and chronology.

Identify and understand title, sub-titles, illustrations, sequence, chronology, and cause and effect, and problem and solution.

Identify and describe the overall structure of events, ideas, concepts, or information in a text or parts of a text.

- Use of flow chart

- Use of concept mapping

- Group work/discussions

4R.4TSC.4b

5R.4TSC.4b

6R.4TSC.4b

6R.4TSC.4b

8R.4TSC.4b

Identify whether a text is written in first person, second person or third person.

(i) Identify the point of view (first person, second person, etc.) in which a text is written and rewrite a section of the text in a different point of view.

(i) Identify the point of view in which a text is written.

(ii) Understand major differences between poems, drama, and prose by recognizing their structural elements.

(i) Identify the point of view in which a text is written.

(ii) Understand differences between poems, drama, and prose by recognizing their structural elements.

(i) Identify the point of view in which a text is written.

(ii) Understand differences between poems, drama, and prose by recognizing their structural elements, and reason why author choose different text structures.

- Use of fish bowl strategy

- Use of doughnut / inner outer circle strategy

- Use of four corner strategy

5. READING RANGE AND LEVEL

Reading Standard 5: Read class appropriate multiple range of text complexity

Suggestions for Instructional Strategies

4R.5RRL.5

5R.5RRL.5

6R.5RRL.5

7R.5RRL.5

8R.5RRL.5

By end of class IV, students should have read literature such as stories (fiction/ nonfiction), drama, poetry, and expository essays in the class IV-V text complexity level independently.

By end of class V, students should have read literature such as stories (fiction/ nonfiction), drama, poetry, and expository essays in the class V-VI text complexity level independently.

By end of class VI, students should have read literature such as stories (fiction/ nonfiction), drama, poetry, and expository essays in the class VI-VII text complexity level independently.

By end of class VII, students should have read literature such as stories (fiction/ nonfiction), drama, poetry, and expository essays in the class VII-VIII text complexity level independently.

By end of class VIII, students should have read literature such as stories (fiction/ nonfiction), drama, poetry, and expository essays in the class VIII-IX text complexity level independently.

- Guidance from teacher necessary

4R.6RP.6

5R.6RP.6

6R.6RP.6

7R.6RP.6

8R.6RP.6

Reading Standard 6: Read and recite poems with proper rhythm and intonation in order to appreciate the beauty of poetry

Suggestions for Instructional Strategies

(i) Read and recite nursery rhymes and simple poems clearly, and with proper rhythm.

(ii) Identify poetic devices like rhyme and onomatopoeia in a poem.

(i) Read and recite rhymes and simple poems clearly.

(ii) Identify and understand the purpose of poetic devices like rhyme, alliteration, onomatopoeia, and simile in a poem to read with appropriate rhythm, tone, and mood.

(i) Read and identify different types of poems.

(ii) Understand the purpose of poetic devices like rhyme, alliteration, onomatopoeia, simile, metaphor, personification, and imagery in order to visualize and read effectively with feeling and expression.

(i) Read and identify different types of poems.

(ii) Understand the purpose of poetic devices like rhyme, alliteration, onomatopoeia, simile, metaphor, personification, imagery, and symbolism to infer and interpret the theme in order to read effectively with feeling and expression.

(i) Read and identify different types of poems.

(ii) Understand the purpose of poetic devices like rhyme, alliteration, repetition, metaphor, simile, onomatopoeia, personification, imagery, and symbolism to infer and interpret to read effectively and act out with expression and feeling.

The following steps may be used:

- Use of preview strategy - Poems may be read aloud several times

- Visualization of images

- Clarification of words and phrases

- Evaluation of poem’s theme

- Illustrations

- Use of inference graphic organizers

- Use of technology

WRITING

WRITING STANDARDS FOR CLASSES IV – VIII: The following standards provide a focus for instruction each year to make sure that students gain mastery of writing skills across different types of genre. Each year in their writing, students should be able to demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas with increasingly demanding content and sources. Students advancing through the classes are expected to meet each class- specific standards defined below, and further develop skills mastered in the preceding classes. The growth in student writing ability is reflected in the standards themselves.

1.WRITING TYPES AND PURPOSES

Writing Standard 1: Understanding the process, purpose and structure of different types of writing

Suggestions for Instructional Strategies

4W.1WTP.1

5W.1WTP.1

6W.1WTP.1

7W.1WTP.1

8W.1WTP.1

With guidance and support from the teacher, adults, and peers, produce writing in which the development and organization are appropriate to task and purpose. Further, focus on topic and strengthen writing as needed by revising, editing, and rewriting.

Class-specific expectations for writing types are defined in standards A - C below.

With guidance and support from the teacher, adults, and peers, produce writing in which the development and organization are appropriate to task and purpose. Further, develop and strengthen writing as needed by planning, revising, editing, and rewriting.

Class-specific expectations for writing types are defined in standards A - C below.

Produce clear and coherent writing (including multi-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. Further, with guidance and support from peers and the teacher, develop and strengthen writing as needed by planning, revising, editing, and rewriting.

Class-specific expectations for writing types are defined in standards A - C below.

Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. Further, with guidance and support from peers and the teacher, develop and strengthen writing as needed by planning, revising, peer editing followed by discussion, and rewriting.

Class-specific expectations for writing types are defined in standards A - C below.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Further, with some guidance and support from peers and the teacher, develop and strengthen writing as needed by planning, revising, peer editing followed by discussion, and rewriting.

Class-specific expectations for writing types are defined in standards A - C below.

The following writing processes may be used:

- Prewriting/planning

- Drafting

- Revising

- Editing (Effective use of literary devices, word choice, sentence structure, hook, take away)

- Rewriting/printing/publishing

- Use of writing

rubric

- Use of end of task check list

CODE Class IV Class V Class VI Class VII Class VIII

4W.1WTP.1

5W.1WTP.1

6W.1WTP.1

7W.1WTP.1

8W.1WTP.1

A. Write opinion pieces in which they introduce the topic or book they are reading about, state an opinion, and supply reasons that support the opinion. Use linking words (e.g., because, and, also, etc.) to connect opinion and reasons, and provide a concluding statement.

B. Write informative /explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement.

C. Write narratives in which they retell/recount events, thoughts and feelings in proper sequence/order.

A. Write opinion pieces on topics or texts, supporting a point of view.

(i) Introduce the topic or text they are reading about, state an opinion, and create an organizational structure that lists reasons.

(ii) Provide reasons that support the opinion.

(iii) Use linking words and phrases (e.g., because, therefore, for example, etc.) to connect opinion and reasons.

(iv) Provide concluding statement or section.

B. Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

A. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

(i) Introduce a topic or text clearly, state an opinion, and create organizational structure in which related ideas are grouped to support the writer’s purpose.

(ii) Provide reasons that are supported by facts and details.

(iii) Link opinions using words and phrases (e.g., for instance, in order to, in addition, etc.).

(iv) Provide a concluding statement or section related to the opinion presented.

A. Write opinion pieces on topics, or texts, supporting a point of view with reasons and information.

(i) Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

(ii) Provide logically ordered reasons that are supported by facts and details.

(iii) Link opinion and reasons by using words, phrases, and clauses (e.g., consequently, specially, etc.).

(iv) Provide a concluding statement or section related to the opinion presented.

A.Write arguments to support claims with clear reasons and relevant evidence.

(i) Introduce claim or claims and organize the reasons and evidence clearly.

(ii) Support claim or claims with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic.

(iii) Use words, phrases to clarify the relationship; among claims and reasons.

(iv) Establish and maintain a formal style.

(v) Provide a concluding statement or paragraph that follows from the argument presented.

- Use of “TPA” Chart to determine: T- Topic, P- Purpose, AAudience

- Use of writing outline chart

- Use of idea web

- Use of story map

- Use of characterization graphic organizer (T-Chart) to plan protagonist/antagonist traits

- Use of story pyramid

- Use of story wheel

4W.1WTP.1

5W.1WTP.1

6W.1WTP.1

7W.1WTP.1

8W.1WTP.1

(i) Introduce a topic and group related information together, include illustrations when useful to aid comprehension.

(ii) Develop the topic with facts, definitions, and details.

(iii) Use linking words, phrases (e.g., also, another, and, more, but, etc.) to connect ideas within categories of information.

(iv) Provide a concluding statement or section.

C. Write narratives to develop real or imagined experiences or events using effective technique, description, and clear sequence of events.

B. Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

(i) Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g. headlines), illustrations, and multimedia when useful to aid comprehension.

(ii) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

(iii) Link ideas within categories of information using words and phrases (e.g., another, for example, also, because, etc.).

B.Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

(i) Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aid comprehension.

(ii) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

(iii) Link ideas within and across categories of information using words, phrases, and clauses

Suggestions for Instructional Strategies

B. Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

(i) Introduce a topic or thesis statement, organize ideas, concepts, and information using strategies such as definition, classification, comparison/ contrast, and cause/ effect.

(ii) Develop a topic with relevant facts, definitions, concrete details, quotations,

4W.1WTP.1

5W.1WTP.1

6W.1WTP.1

7W.1WTP.1

8W.1WTP.1

(i) Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

(ii) Use dialogue to describe actions, thoughts, and feelings to develop experiences and events or to show character’s response to situation.

(iii) Use temporal words and phrases to signal transition of events.

(iv) Provide a sense of closure.

(iv) Use precise language and domain-specific vocabulary to inform about or explain the topic.

(v) Provide a concluding statement or section related to the information or explanation presented.

C. Write narratives to develop real or imagined experiences or events using effective techniques, description, details, and clear sequence of events.

(i) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

(e.g., in contrast, especially, etc.).

(iv) Use precise language and domain-specific vocabulary to inform about or explain the topic.

(v) Provide a concluding statement or section related to the information or explanation presented.

C. Write narratives to develop real or imagined experiences or events using effective technique, description, details, and clear sequence of events.

(i) Orient the reader by establishing a situation and introducing a narrator and / or characters; organize an event

Suggestions for Instructional Strategies

or other information and examples.

(iii) Use appropriate transitions to clarify the relationships among ideas and concepts.

(iv) Use precise language and domain-specific vocabulary to describe or explain the topic.

(v) Provide a concluding statement or section that follows from the information or explanation presented.

C. Write narratives to develop real or imagined experiences or events using effective technique, relevant description, and well-structured event sequences.

4W.1WTP.1

5W.1WTP.1

6W.1WTP.1

7W.1WTP.1

8W.1WTP.1

Suggestions for Instructional Strategies

(ii) Use dialogue and description to develop experiences and events or show the responses of characters to situations.

(iii) Use variety of transitional words and phrases to manage the sequence of events.

(iv) Use concrete words and phrases and sensory details to convey experiences and events precisely.

(v) Provide a conclusion that follows from the narrated experiences or events.

sequence that un folds naturally.

(ii) Use narrative techniques, such as dialogue, description, and pacing to develop experiences and events or show the responses of characters to situation.

(iii) Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

(iv) Use concrete words and phrases and sensory details to convey experiences and events precisely.

(v) Provide a conclusion that follows from the narrated experiences or events.

(i) Engage and orient the reader by establishing a context and introducing a narrator and / or characters; organize an event sequence that unfolds naturally and logically.

(ii) Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and /or characters.

(iii) Use a variety of transitional words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

(iv) Provide a conclusion that follows from the narrated experiences or events.

4W.2WP.2

5W.2WP.2

6W.2WP.2

7W.2WP.2

8W.2WP.2

Writing Standard 2: Write different types of poems using appropriate and effective poetic dictions and devices

Write one to two stanzas to describe a particular topic by including appropriate poetic diction and devices (rhyme and onomatopoeia)

Purpose:

- Onomatopoeia gives sense of sound, and rhyme creates rhythm/music in a stanza/poem.

Write a poem describing a particular topic in three or more stanzas, and by including appropriate poetic diction and devices (rhyme, onomatopoeia, alliteration, and simile).

Purpose:

- Rhyme creates rhythm/music in a stanza/poem.

- Onomatopoeia gives sense of sound, and alliteration creates rhythm in a stanza by stressing on the syllables of words.

- Simile identifies the common features of two different entities.

(i) Write a descriptive and/or narrative poem to express feelings about a topic or an experience in multiple stanzas. Include appropriate poetic dictions and devices (rhyming scheme/ pattern, rhyme, simile, metaphor, onomatopoeia, alliteration, personification-to add life to an inanimate object and imagery- to support visualization and appeal to the senses).

Purpose:

- Poetic dictions create and convey mood, tone, and atmosphere.

- Poetic devices create rhythm; deepen meaning and intensify mood and feelings.

(ii) Write a simple acrostic poem on a particular word/topic.

(i) Write a descriptive and/ or narrative poem to express feelings about a topic or an experience in multiple stanzas. Include appropriate poetic dictions and devices (rhyme, simile, metaphor, onomatopoeia, alliteration, personification, imagery, rhyming scheme/pattern, and symbolism- to convey a specific meaning to abstract ideas). Purpose:

- Poetic dictions create and convey mood, tone, and atmosphere.

- Poetic devices create rhythm; deepen meaning and intensify mood and feelings.

(ii) Write an acrostic poem on a particular word/topic to convey meaning.

Suggestions for Instructional Strategies

(i) Write a descriptive and/or narrative poem to express feelings and strong emotions about a topic or an experience in multiple stanzas. Include appropriate poetic dictions and devices (rhyme, simile, metaphor, onomatopoeia, alliteration, personification, imagery, symbolism, repetition, rhyming scheme/pattern, etc.)

Purpose:

- Poetic dictions create and convey mood, tone and atmosphere.

- Poetic devices create rhythm, deepen meaning and intensify mood and feelings.

(ii) Write an acrostic poem on a particular theme to express strong opinions and to convey a message.

- Creation of Atmosphere

- Introduction of different poetry genre

- Use of illustrations, writing prompts, and graphic organizers

- Use of writing processes:

- Prewriting/planning

- Drafting

- Revising

- Editing (Effective use of poetic devices, word choice, sentence structure, hook, take away)

- Use of mentor text (poetry)

Writing Standard 3: Write different forms of inter/intra formal and informal communication

Suggestions for Instructional Strategies

4W. 3LW.3

5W. 3LW.3

6W. 3LW.3

7W. 3LW.3

8W.3LW.3

Write simple greetings and ‘Thank You’ note for different occasions.

(i) Write simple and short informal letters for different reasons and occasions (thank you note, apology, greetings) in appropriate language and format.

(ii) Write simple sick/special leave application stating reasons in a correct format.

(i) Write a simple leave application stating reasons in correct format.

(ii) Write formal and informal letter using appropriate language and format depending on the situation.

(i) Write an application stating reasons clearly in appropriate language and format.

(i) Write an application stating reasons clearly in appropriate language and format.

- Use of sample letter types and other correspondence.

(ii) Write formal and informal types of letter writing/e-mail and use appropriate language and format depending on the situation.

Example:

Informal (include address of sender, date, salutation, etc.)

Formal (include address of sender and receiver, date, salutation, subject, etc.)

(iii) Write other forms of correspondence writing such as notice, message etc.

(ii) Write formal and informal types of letter writing/e-mail using appropriate language and format depending on the situation.

Example:

Informal (include address of sender, date, salutation, etc.)

Formal (include address of sender and receiver, date, salutation, subject, etc.)

Organize ideas (content of the letter) coherently.

(iii) Write other forms of correspondence writing such as notice, message etc.

- Use of writing prompt (creation of a writing situations)

-Use of ICT for writing emails

- Use of frequent practice of writing correspondence

- Use of pen-pal letter writing tradition

LANGUAGE

LANGUAGE STANDARDS FOR CLASSES IV – VIII: The following language standards offer a focus for instruction each year to make sure that students achieve adequate mastery of a range of skills and applications. Students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of class-specific words encountered through listening, reading, and media. Students should be aware that words have non-literal meanings, shades of meaning, and relationships to other words. Students advancing through the classes are expected to meet each year’s class-specific standards and further develop skills and understanding mastered in the preceding classes.

1. CONVENTION OF ENGLISH LANGUAGE

Language Standard 1: Demonstrate command of the conventions of English grammar and usage when writing or speaking.

Suggestions for Instructional Strategies

4L.1CEL1

5L.1CEL1

6L.1CEL1

7L.1CEL1

8L.1CEL1

Demonstrate mastery of the conventions of English grammar and its use when writing or speaking.

Class-specific expectation are mentioned below:

(i) Use common, collective, proper, and possessive nouns.

(ii) Use singular, plural, and irregular plural nouns with matching verbs in simple sentences. (e.g., He sings; We sing)

Demonstrate mastery of the conventions of English grammar and its use when writing or speaking.

Class-specific expectation are mentioned below:

(i) Identify and use the different parts of speech.

(ii) Form and use different types of nouns and verbs. (e.g., singular, plural, proper, common, concrete, and abstract nouns;

Demonstrate mastery of the conventions of English grammar and its use when writing or speaking.

Class-specific expectation are mentioned below:

(i) Use interrogative, relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

(ii) Form and use progressive verb tenses – continuous tenses.

Demonstrate mastery of the conventions of English grammar and its use when writing or speaking.

Class-specific expectation are mentioned below:

(i) Identify and use conjunctions, prepositions, and interjections.

(ii) Form and use present, past, future perfect verb tenses. (e.g., I have written; I had written; I will have written.)

Demonstrate mastery of the conventions of English grammar and its use when writing or speaking.

Class-specific expectation are mentioned below:

(i) Use pronouns in the proper case. (e.g., subjective, objective, possessive)

(ii) Use all pronouns including intensive pronouns correctly. (e.g., myself, ourselves)

- Use of synthesis of sentences charts

- Use of verb conjugation graphic organizer

- Use of word formation graphic organizer

- Use of sentence transformation dramatization/ games/charts

CODE Class IV Class V Class VI Class VII Class VIII

4L.1CEL1

5L.1CEL1

6L.1CEL1

7L.1CEL1

8L.1CEL1

(iii) Use personal, indefinite, and reflexive pronouns. (e.g., I, me, my; myself, ourselves, they, them, their; anyone, everything)

(iv) Use verbs to determine sense of present, past, and future tenses. (e.g., Tomorrow I will walk.)

(v) Choose and use high frequency adjectives (e.g., good, bad, slow, quick, careful etc,) and adverbs (e.g., slowly, quickly, carefully etc.) depending on what is to be modified.

(vi) Use frequently occurring conjunctions. (e.g., because, and, or, but, so)

(vii) Use frequently occurring prepositions (e.g., in, on, at) articles (a,an, the)

singular, plural, regular, and irregular verbs)

(iii) Form and use simple verb tenses by making sure that subject-verb and pronoun-antecedent are in agreement.

(iv) Form and use correctly superlative (degree) adjectives and adverbs depending on what is to be modified.

(v) Construct simple and compound sentences.

(vi) Identify complex sentences (e.g., When I help others, I feel happy.)

(vii) Capitalize appropriate words in titles.

(viii) Use commas in addresses, quotations, and dialogue.

(e.g., I am speaking; I was speaking; I will be speaking.)

(iii) Use proper order of adjectives within sentences according to conventional patterns. (e.g., a small beautiful basket instead of a beautiful small basket)

(iv) Use modal auxiliaries (e.g., can, could, may, must, etc.) to convey various conditions.

(v) Use prepositional phrases to underscore relationship with its object.

(vi) Construct different types of sentences based on their forms and functions.

(iii) Recognize and correct inappropriate shifts in verb tense. (e.g., “She was singing and writes a letter”, as opposed to, “She was singing and writing a letter.”)

(iv) Use correct conjunctions. (e.g., neither/nor, either/or)

(v) Use a comma to separate an introductory element from the rest of the sentence.

(vi) Use punctuation to separate items in a series.

(vii) Use comma to separate the words, “yes” and “no”

(iii) Recognize and correct vague pronouns. (e.g., ones with unclear or ambiguous antecedents)

(iv) Use punctuation (commas, parenthesis, dashes, etc.) to set off nonrestrictive parenthetical elements.

(v) Use conventional or electronic dictionary to correct spelling.

(vi) Vary sentence patterns for meaning, style, and to capture reader interest.

(vii) Be consistent in style and tone.

Suggestions for Instructional Strategies

- Use of silent card shuffle/jigsaw puzzle

- Use of peer/ small group editing for language convention

- Use of “Find someone who ......” strategy

- Use of proof reading

4L.1CEL1

5L.1CEL1

6L.1CEL1

7L.1CEL1

8L.1CEL1

and demonstratives (e.g. , this, that, these, those)

(viii) Identify different types of sentences.

(ix) Make simple (declarative and interrogative) and compound sentences with prompts and help.

(x) Capitalize dates, holidays, geographic names, and names of products.

(xi) Use commas in dates, greetings, closing of letters, and to separate words or items in a series.

(xii) Use an apostrophe to make contractions and possessive case.

(xiii) Spell unfamiliar words phonetically using knowledge of phonemic and spelling conventions.

(ix) Use high frequency possessives (e.g., my, mine, Tashi’s, its, whose)

(x) Add and use suffixes to high-frequency base words by using conventional spelling methods. (e.g., sit-sitting; cry-cries; happy-happiness)

(xi) Use spelling patterns and generalizations in writing words. (e.g., word families, position-based spellings, ending-rules, word parts, syllable patterns, etc.)

(xii) Use reference materials such as conventional or electronic dictionary to check and correct spellings if needed.

(xiii) Observe and recognize differences between written and spoken English.

(vii) Define and produce complete sentences by avoiding inappropriate runons and fragments.

(viii) Use frequently confusing words (e.g., to, too, two, their, there) correctly.

(ix) Use commas and quotation marks correctly.

(x) Use correct capitalization.

(xi) Choose words and phrases to convey ideas effectively.

(xii) Choose and use punctuation for effect.

(xiii) Use conventional or electronic dictionary to correct spelling.

(e.g., No, thank you), to separate a tag question from the rest of the sentence, (e.g., It’s true, isn’t it?) and to indicate direct address. (e.g., Is that you, Dolma?)

(viii) Use quotation marks, underlining, or italics to indicate titles of works.

(ix) Use a variety of sentence types for meaning, reader interest, and style.

(x) Define and produce complete sentences by avoiding inappropriate runons and fragments.

(xi) Use conventional or electronic dictionary to correct spelling.

Suggestions for Instructional Strategies

(viii) Define and produce complete sentences by avoiding inappropriate run-ons and fragments.

2. ACQUISITION OF VOCABULARY

Language Standard 2: Demonstrate understanding and accurate use of general academic and domain-specific words and phrases including but not limited to figures of speech, connotative, denotative, and shades of word meaning sufficient for reading, writing, speaking, and listening at the class-specific level.

Suggestions for Instructional Strategies

Choosing flexibly from a range of vocabulary acquisition strategies, determine the meaning of unknown and multiple-meaning words and phrases based on class IV reading content.

(i) Use context as a clue to the meaning of a word or phrase and determine word meaning by inference.

(ii) Use high frequency affixes as a clue to the meaning of a word.

Choosing flexibly from a range of vocabulary acquisition strategies, determine the meaning of unknown and multiple-meaning words and phrases based on class V reading content.

(i) Use context as a clue to the meaning of a word or phrase and determine word meaning by inference.

(ii) Use high frequency affixes as a clue to the meaning of a word.

Choosing flexibly from a range of vocabulary acquisition strategies, determine the meaning of unknown and multiple-meaning words and phrases based on class VI reading content.

(i) Use context clue, (e.g., definitions, examples, or restatement in a text) to determine meaning of a word or a phrase.

(ii) Use common class-specific Greek and Latin affixes and roots to determine meaning of a word or a phrase.

Choosing flexibly from a range of vocabulary acquisition strategies, determine the meaning of unknown and multiple-meaning words and phrases based on class VII reading content.

(i) Use context clue, (e.g., cause/effect relationships and comparisons in a sentence) to determine meaning of a word or a phrase.

(ii) Use common class- appropriate Greek and Latin affixes and roots as clues to determine meaning of a word or a phrase.

Choosing flexibly from a range of vocabulary acquisition strategies, determine the meaning of unknown and multiple-meaning words and phrases based on class VIII reading content.

(i) Use context clue, (e.g., the overall meaning of a sentence or paragraph, a word’s function or position in a sentence) as hints (clues) to the meaning of a word or a phrase.

- 4-Corner Vocabulary Worksheet

- Foldable vocabulary activity

- Use of word games such as word detective, word wizard, word connect, word chain, bingo, read aloud, word drill, spellathon, cross word puzzle, pictionary, etc.

- Use of vocabulary eliciting activities such as miming, drawing, flash cards, word listing, word clue, word association

(iii) Determine meaning of new words by adding known prefixes/ suffixes to the word when it is feasible.

(iv) Use a known root word as a clue to the meaning of an unknown with the same root. (e.g., addition, additional)

(v) Use knowledge of the meaning of individual words in a compound word to guess its meaning.

(vi) Use glossaries, and conventional/ electronic dictionary to confirm and clarify meaning of words.

(iii) Determine meaning of new words by adding known prefixes/ suffixes to the word when it is feasible.

(iv) Use a known root word as a clue to the meaning of an unknown with the same root. (e.g., company, companion)

(v) Use glossaries, and conventional/ electronic dictionary to confirm and clarify meaning of words.

(iii) Consult dictionaries both conventional and electronic, thesauruses, and glossaries to determine and clarify the precise meaning of words or phrases to discover alternate word choices.

(iii) Consult dictionaries both conventional and electronic, thesauruses, and glossaries to determine and clarify the precise meaning of words or phrases to discover alternate word choices.

(ii) Use common class-appropriate Greek and Latin affixes and roots as clues to determine meaning of a word or a phrase.

(iii) Consult dictionaries both conventional and electronic, thesauruses, and glossaries to determine and clarify the precise meaning of words or phrases to discover alternate word choices.

Suggestions for Instructional Strategies

- Use of vocabulary building strategy: collocation, etc.

3. UNDERSTANDING OF WORD RELATIONSHIPS

Language Standard 3: Recognize nuances and multiple shades of words to gain understanding of contextual significance of word meanings

CODE Class IV Class V Class VI Class VII Class VIII

Demonstrate understanding of word relationships and nuances in word meanings.

(i) Demonstrate understanding of words by relating them to their opposites (antonyms/ gender antonyms).

Demonstrate understanding of word relationships and nuances in word meanings.

(i) Demonstrate understanding of words by relating them to their opposites (antonyms)

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

(i) Understand and explain meaning of simple similes and metaphors.

Demonstrate understanding of word relationships and nuances in word meanings.

(i) Interpret figurative language, such as similes and metaphors, in context of the text.

Demonstrate understanding of word relationships and nuances in word meanings.

(i) Interpret figurative language (e.g., personification) in context.

Suggestions for Instructional Strategies

4L.3UWR.3

5L.3UWR.3

6L.3UWR.3

7L.3UWR.3

8L.3UWR.3

(ii) Demonstrate real-life connections between words and their use.

(ii) Identify real-life connections between words and their use.

(ii) Understand and explain the meaning of common idioms and proverbs.

(iii) Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but identical meanings (synonyms).

(ii) Identify distinction between literal and non-literal meanings of words and phrases in context. (e.g., take steps)

(iii) Recognize and explain the meaning of common idioms, adages, and proverbs.

(iv) Use the relationship between particular words. (e.g., synonyms, antonyms, homographs, homophones, etc.)

(ii) Identify distinction between literal and non-literal meanings of words and phrases in context. (e.g., my dream)

(ii) Use relationship between particular words (e.g., cause/ effect, part/whole, item/category) to gain deeper understanding of each of the words.

- Use of graphic organizers/ handouts for development of word consciousness (word categories, word relationships, figurative language)

- Use of class specific high frequency vocabulary list - Creation of word wall for constant exposure

4L.3UWR.3

5L.3UWR.3

6L.3UWR.3

7L.3UWR.3

8L.3UWR.3

Suggestions for Instructional Strategies

(iv) Identify shades of meaning among closely related verbs, (e.g., hurl, throw, toss) and closely related adjectives. (e.g., thin, skinny, slender, scrawny)

(v) Demonstrate accurate use of words and phrases to express precise actions, emotions, or situations.

(vi) Recognize shades of meaning among related words that describe state of mind. (e.g., knew, believed, doubted, etc.)

(iii) Recognize and distinguish the difference between connotative (association) and denotative (definitions) meaning of word in a text.

(iv) Demonstrate accurate use of words and phrases to express precise actions, emotions, or situations.

(v) Recognize shades of meaning among related words that describe state of mind.(e.g., knew, believed, doubted, etc.)

DoE English Curriculum and Learning Standards

Framework Development Committee Members

1:

Dr. Pema Yangchen (Advisor)

Dr. Pema Yangchen is the Kalon for Education in the Department of Education, CTA. She received her primary school education in Bhutan and completed her secondary education in India at Upper Tibetan Children’s Village School, Dharamsala. She completed her undergraduate degree (BA Honours) in English Language and Literature from Delhi University and Bachelor of Education (B. Ed. English) from University of Madras. She then pursued her graduate studies in the US under a one-year Fulbright Scholarship followed by financial support from the University of Northern Iowa, Cedar Falls, Iowa which enabled her to successfully earn a master’s degree (MA in TESOL) in 2003 and a doctorate in education (EdD in Curriculum and Instruction) in 2009. In 2011, she was honoured with “Outstanding Doctoral Dissertation Award” by the Graduate College, University of Northern Iowa for her dissertation titled, “Teacher Learning in a Tibetan School in Exile: A Community of Practice Perspective.”

Dr. Yangchen spent 8 years teaching English in TCV School, Suja prior to her graduate education and about 9 years at the Dalai Lama Institute for Higher Education (DLIHE) from 2009 to 2017. At DLIHE, in addition to her teaching responsibilities, she also served as the head of department and later as the Vice-Principal. During her last year at DLIHE, serving as a volunteer, she was able to develop a Professional Development Program with the theme “Teaching and Learning” which was first conducted at DLIHE and later in three TCV schools. She enjoys teaching and her interest lies in promoting professional development of teachers. She strongly advocates “teaching as a learning profession” and continues to encourage teachers to establish a community of teachers from all disciplines to provide a platform for teachers to engage in intra and cross-school collaboration, build confidence in themselves as autonomous professionals, and share and discuss reflections on teaching and learning with others, thus enhancing professional growth.

Educated in India and the United States of America, he has taught English Language and Literature both in India and the United States. He taught English in Central School for Tibetans for 12 years and left for Brazil in 1988 as a translator of Tibetan Buddhism. Immigrated to the United States in 1991, earned his Single Subject (English) Teacher’s credential from the University of California, Irvine, and worked as a high school English teacher for 17 years in American Public School. He retired from his teaching life in 2016, and lives in Los Angeles, California. Currently, he has been serving the Tibetan community by giving workshop for Tibetan teachers both in the U.S.A. and India.

Completed his schooling at Upper TCV School Dharamsala and completed BA and B.Ed. from Panjab University, Chandigarh. He taught in TCV School, Suja for 24 years. Under TSP, he studied Special Education at the University of Northern Iowa, Iowa, USA. He worked at The Tibet Fund, Dharamsala for a year in collaboration with the Department of Education, CTA. Presently, he is a Teacher Professional Development (TPD) Officer at TCV Head Office, Upper TCV School, Dharamsala.

2: Mr. Tenzing Chimey Nuba (Chairperson)

3: Mr. Tenzin Dhargyal (Member)

4: Mrs. Tenzin Choedon (Member)

Completed her schooling at CST Paonta and CST Mussoorie, undergraduate degree (B.Sc. B.Ed.) from Regional Institute of Education, Ajmer and graduate degree (M.A in English literature) from HNB Garhwal University. She started her teaching career in 2001 as TGT Science at STS Dekyiling. From 2004, she worked as Science and English teacher at STS Paonta. From 2012, she worked at Sambhota Mewoen Tsuglag Petoen School as Science and English teacher and later as the Headmistress of the same school from 2016 to 2019. Currently she is working as the English Mentor for Sambhota Tibetan Schools. She prepared a draft English Language curriculum for Class IX and X. She has served as a member of the reviewing committee for Primary Science textbook in Tibetan language, and the textbook on teaching of Science through dialectics for middle school. She also served as a member of the drafting committee for Secular Ethics Curriculum. Her poetry on Light was composed into a Science video programmme by CIET, NCERT which was selected as the best video programme at the Upper Primary Level.

5: Mr. Tsering Dhondup (Committee Secretary)

Studied in TCV Ladakh and Upper TCV Dharamsala. He successfully completed B.Sc. M.A, B.Ed. and a 6-month course on education in Denmark. His formal career started in 1989 as a TGT Science cum Headmaster at CST Paonta. Later, he worked as Rector at CST Mundgod, CST Kalimpong, CST Darjeeling and CST Dalhousie from 1998 - 2005; as Headmaster & Principal at STS Bhuntar from 2005 - 12; as Deputy Director of Centre for Teacher Education of DoE, Bhuntar from 2012-13; as Education Officer (science) at Department of Education, CTA Dharamsala from 2014-16; as Director of Centre for Teacher Education of DoE, CIHTS, Varanasi from 2016-19; and presently, working in DoE, CTA as Officer on Special Duty (OSD) since September 2019. He has participated in various academic and administrative in-service trainings and meetings.