གཞི་རིམ་འོག་མ་དང་བར་མའི་ཨིན་ཇི​ིའི་སྐད་ཡིག་གི་བསླབ་གཞིའི་རྩ་འཛིན། ༢༠༢༠

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.

V

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 VI

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.

VII

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

VIII

How to Read this Document vv

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

vv

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

vv

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.

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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.

IX

X

TABLE OF CONTENT DOMAIN

STANDARDS

PAGE NUMBER

1. Discussion and Group Work

1

2. Oral Presentation

4

1. Phonics and Word Recognition

5

2. Key Ideas and Details

6

3. Interacting with Text

7

4. Text Structure and Craft

8

5. Reading Range and Level

9

6. Reading of Poetry

10

1. Writing Types and Purposes

11

2. Writing of Poetry

16

3. Writing Correspondence

17

1. Convention of English Language

18

2. Acquisition of Vocabulary

21

3. Understanding of Word Relationships

23

LISTENING AND SPEAKING

READING

WRITING

LANGUAGE

XI

XII

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 CODE

4LS.1DGW.1a 5LS.1DGW.1a 6LS.1DGW.1a 7LS.1DGW.1a 8LS.1DGW.1a

Class IV

Class V

Class VI

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 1

Class VII

Class VIII

Demonstrate active Demonstrate active listening to readlistening to readaloud texts, group aloud texts, group discussions, and oral discussions,and oral presentations by presentations by asking and answering asking and answerquestions to gather ing questions to additional informarecognize key ideas tion or clarify what is and details, seeking not understood. Show clarification and understanding by sharing feelings.

Suggestions for Instructional Strategies - One-on-one, in small groups, peer team, teacher-led discussions - Cornel note taking strategy - Group work rules and procedures - Think-Pair-Share

CODE

Class IV

Class V

Class VI

wish to know why, etc” to share feelings and seek further clar4LS.1DGW.1b ification.

5LS.1DGW.1b 6LS.1DGW.1b 7LS.1DGW.1b 8LS.1DGW.1b

Class VII

Contribute in group by sharing personal taking notes to capdiscussions by thoughts and feelings. ture key ideas and responding with apdetails.

Contribute in group propriate comments, discussions about Contribute in group suggestions,and by Contribute in group sharing personal feel- what a speaker says discussions by reconversations by in order to clarify sponding to specific ings with civility. expressing personal comprehension, gath- questions, texts, and ideas and feelings in er additional inforsituations by procomplete sentences mation, or analyze to viding additional with prompting and deepen understanding information and view support when needed of a topic or issue point relevant to the by the teacher and by critiquing others’ discussion. peers. ideas and perspective with civility.

2

Class VIII

Suggestions for Instructional Strategies

Show comprehen- Directed listening sion by summarizing thinking activity key ideas and details in a short paragraph. - Listen and do activities Contribute in group - Independent listendiscussions by ing interpreting information presented by - Listening for inforothersand explaining mation how it contributes to the topic of discussion from a different point of view.

Maintain civility all the time.

CODE

4LS.1DGW.1c 5LS.1DGW.1c 6LS.1DGW.1c 7LS.1DGW.1c 8LS.1DGW.1c

Class IV

Class V

Class VI

Class VII

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.

3

Class VIII

Suggestions for Instructional Strategies

Demonstrate under- - Cloze reading standing by analyzing information and - Emphasize mutual respect knowledge gained from discussions, - Vocabulary wall, read-aloud texts, and prompts to aid conby explaining the versation experience gained in the process.

- Show examples of discussions from news media

2. ORAL PRESENTATION Listening and Speaking Standard 2: Oral presentation of knowledge and ideas CODE

4LS.2OP.2 5LS.2OP.2 6LS.2OP.2 7LS.2OP.2 8LS.2OP.2

Class IV

Class V

Class VI

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

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

(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.

(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.

Class VII

Class VIII

Suggestions for Instructional Strategies

(i) Understand and - Significance of apply level appropribody language ate oral presentation skills.

- Eye contact and appropriate voice (ii) Plan and deliver (ii) Plan and deliver a (ii) Plan and deliver level an informative/expresentation that nar- an oral presentation planatory presentarates an experience in that argues, narrates, - Practicing before tion on a given topic an organized manner or explains response mirror that follows a logical by giving details that to an event or inforsequence and orgasupport the main idea mation with adequate - Use of charts, postnizes ideas around and explains why the details. Use illustraers, technology, a main point that experience is memtions and technology etc. includes relevant de- orable. Use illustra- if available. tails, and has a strong tions and technology - Dialogue/role play (iii) Use effective conclusion. Use if available. transitions and words presentation prompts - Controlled/guided to clarify relationand technology if practice ships. available. (i) Understand and apply level appropriate oral presentation skills.

- Use of appropriate presentation props - Use of oral presentation in sync with drawing - Use of elocution

4

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 CODE

Class IV

Class V

Class VI

Class VII

Class VIII

Suggestions for Instructional Strategies

(i) Identify letters and sounds.

- Print rich walls

(ii) Recognize and name the letters used to rep4R.1PWR.1a resent sounds in words. (iii) Understand relationship between letters and individual sounds.

- Audio-visual aids

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

- Songs, chants, poems

(ii) Break down words into syllables.

4R.1PWR.1b (iii) Recognize familiar words accurately and easily decode new words.

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

- Word/sound games

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

- Choral Cloze

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

4R.1PWR.1c (ii) Read simple sentences with proper stress and intonation.

5

2. KEY IDEAS AND DETAILS Reading Standard 2: Read to recognize central idea of a text, and analyze how characters and events develop CODE

4R.2KID.2a 5R.2KID.2a 6R.2KID.2a 7R.2KID.2a 8R.2KID.2a

4R.2KID.2b 5R.2KID.2b 6R.2KID.2b 7R.2KID.2b 8R.2KID.2b

Class IV

Class V

Class VI

Class VII

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 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 Read closely and identify some of the identify character most important char- traits of the protagoacter traits of the pro- nist and the antagotagonist (character) nist in a story, drain a story, drama, or ma, or a poem, and a poem, and explain describe in a short in a short paragraph paragraph how you the appropriateness can empathize with of such a character one of the two charin the text (story, acters in the text. poem,etc).

6

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.

Class VIII

Suggestions for Instructional Strategies

Read with accuracy - Use of graphic and describe how the organizers theme, plot of a story, drama, or a poem unfolds in a series of - Context clues events, and identify whether the charac- - Main idea /details ters have changed or hand-out remained stagnant.

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

3. INTERACTING WITH TEXT Reading Standard 3:

CODE

Class IV

4R.3IT.3a

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

5R.3IT.3a 6R.3IT.3a 7R.3IT.3a 8R.3IT.3a

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.

Relate text content with real life experience, personal thoughts, and feelings

Class V

Class VI

Class VII

Class VIII

Read with a specific Read with a purpose purpose by identify- by tagging (making ing what section(s) of side notes) specific content immediately sections of interest in relate (s) to your per- the text. For examsonal thoughts and ple: “I can relate feelings. 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”

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 in the text and reflect on the kind of thoughts and feelings they generate.

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.

7

Suggestions for Instructional Strategies - Use of text tagging strips - Use of K-W-L chart - Use of HOTS strategy like “pros/cons/ questions”

Read with a purpose - Use of SQ3R by paying close attention to the details - Use of Anticipation in the text and anaGuide lyze how the insights gained thereby help - Think-aloud you understand the real world better.

- Use of fish bone diagram

4. TEXT STRUCTURE AND CRAFT 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

4R.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.

5R.4TSC.4a 6R.4TSC.4a 7R.4TSC.4a 8R.4TSC.4a

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.

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

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

8

Class VIII

Suggestions for Instructional Strategies

Identify and describe - Use of flow chart the overall structure of events, ideas, con- Use of concept cepts, or information mapping in a text or parts of a text.

- Group work/discussions

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

- Use of fish bowl strategy - Use of doughnut / inner outer circle strategy

(ii) Understand differences between poems, drama, and prose by recogniz- Use of four corner ing their structural strategy elements, and reason why author choose different text structures.

5. READING RANGE AND LEVEL Reading Standard 5: Read class appropriate multiple range of text complexity CODE

4R.5RRL.5 5R.5RRL.5 6R.5RRL.5 7R.5RRL.5 8R.5RRL.5

Class IV

Class V

Class VI

Class VII

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.

9

Class VIII

Suggestions for Instructional Strategies

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

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

4R.6RP.6 5R.6RP.6 6R.6RP.6 7R.6RP.6

Class IV

Class V

Class VI

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

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

(i) Read and identify different types of poems.

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

Class VII

(i) Read and identify different types of poems.

(ii) Understand the (ii) Understand the purpose of poetic purpose of poetic devices like rhyme, devices like rhyme, alalliteration, onomato- literation, onomatopoepoeia, simile, meta- ia, simile, metaphor, phor, personification, personification, imagand imagery in order ery, and symbolism to to visualize and read infer and interpret the effectively with feel- theme in order to read ing and expression. effectively with feeling and expression.

8R.6RP.6

Class VIII

(i) Read and identify different types of poems.

Suggestions for Instructional Strategies The following steps may be used:

- Use of preview (ii) Understand the strategy purpose of poetic devices like rhyme, alliteration, repetition, - Poems may be read aloud several metaphor, simile, times onomatopoeia, personification, imagery, and symbolism to infer - Visualization of images and interpret to read effectively and act out with expression and - Clarification of feeling. words and phrases - Evaluation of poem’s theme - Illustrations - Use of inference graphic organizers - Use of technology

10

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 CODE

Class IV

With guidance and support from the teacher, adults, and peers, produce writing in which the development and organization are appropriate to task 4W.1WTP.1 and purpose. Further, 5W.1WTP.1 focus on topic and strengthen writing as 6W.1WTP.1 needed by revising, editing, and rewriting.

7W.1WTP.1 Class-specific expec8W.1WTP.1 tations for writing types are defined in standards A - C below.

Class V

Class VI

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.

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 Class-specific expec- strengthen writing as needed by planning, tations for writing revising, editing, and types are defined in standards A - C below. rewriting.

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

11

Class VII

Class VIII

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.

Suggestions for Instructional Strategies

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 Class-specific expec- Use of writing tations for writing rubric types are defined in standards A - C below. - Use of end of task check list

CODE

Class IV

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 4W.1WTP.1 reasons, and provide a concluding statement.

5W.1WTP.1 B. Write informative 6W.1WTP.1 /explanatory texts in which they introduce 7W.1WTP.1 a topic, use facts and definitions to develop 8W.1WTP.1 points, and provide a concluding statement.

Class V

Class VI

Class VII

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

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

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

Class VIII

Suggestions for Instructional Strategies

A.Write arguments to - Use of “TPA” support claims with Chart to deterclear reasons and relemine: T- Topic, vant evidence.

P- Purpose, AAudience (i) Introduce claim or

(i) Introduce the topic or text they are read- (i) Introduce a topic or (i) Introduce a topic or claims and organize - Use of writing ing about, state an text clearly, state an text clearly, state an the reasons and outline chart opinion, and create opinion, and creopinion, and create evidence clearly. an organizational ate organizational an organizational (ii) Support claim or structure that lists structure in which structure in which - Use of idea web claims with clear reasons. related ideas are ideas are logically reasons and relegrouped to support grouped to support (ii) Provide reasons vant evidence, us- - Use of story the writer’s purthe writer’s purmap that support the ing credible sources pose. pose. opinion. and demonstrating (ii) Provide reasons (ii) Provide logically an understanding of - Use of char(iii) Use linking words that are supported ordered reasons that the topic. acterization and phrases (e.g., by facts and details. are supported by graphic orgabecause, therefore, (iii) Use words, phrasfacts and details. nizer (T-Chart) for example, etc.) to (iii) Link opinions es to clarify the to plan protagconnect opinion and using words and (iii) Link opinion and relationship; among onist/antagoreasons. phrases (e.g., for inreasons by using claims and reasons.

C. Write narratives in nist traits stance, in order to, words, phrases, and (iv) Establish and (iv) Provide concludwhich they retell/rein addition, etc.). clauses (e.g., coning statement or maintain a formal count events, thoughts - Use of story sequently, specially, section. (iv) Provide a constyle. and feelings in proper pyramid etc.). cluding statement sequence/order. (v) Provide a conB. Write informative/ or section related to (iv) Provide a concluding statement - Use of story explanatory texts to the opinion present- cluding statement or or paragraph that examine a topic and wheel ed. section related to the follows from the convey ideas and inopinion presented. argument presentformation clearly. ed.

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CODE

Class IV

Class V

Class VI

Class VII

Class VIII

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

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

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

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

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

4W.1WTP.1 5W.1WTP.1 6W.1WTP.1 7W.1WTP.1 8W.1WTP.1

(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.

(i) Introduce a topic (i) Introduce a topic clearly and group clearly, provide a related information general observain paragraphs and tion and focus, and sections; include group related infor- (i) Introduce a topic formatting (e.g. mation logically; or thesis statement, headlines), illustrainclude formatting organize ideas, tions, and multime(e.g., headings), concepts, and dia when useful to illustrations, and information using aid comprehension. multimedia when strategies such as useful to aid comdefinition, classifi(ii) Develop the topic prehension. cation, comparison/ with facts, deficontrast, and cause/ nitions, concrete (ii) Develop the topic effect. details, quotations, with facts, defior other information and examples related to the topic.

nitions, concrete (ii) Develop a topdetails, quotations, ic with relevant or other informafacts, definitions, tion and examples concrete details, related to the topic. quotations,

C. Write narratives to develop real or imag(iii) Link ideas within ined experiences or categories of inforevents using effective mation using words (iii) Link ideas within technique, description, and phrases (e.g., and across categoand clear sequence of another, for examries of informaevents. ple, also, because, tion using words, etc.). phrases, and clauses 13

Suggestions for Instructional Strategies

CODE

4W.1WTP.1 5W.1WTP.1 6W.1WTP.1 7W.1WTP.1 8W.1WTP.1

Class IV

Class V

Class VI

Class VII

(i) Establish a situa(iv) Use precise (e.g., in contrast, tion and introduce language and especially, etc.). a narrator and/or domain-specific vo- (iv) Use precise characters; orgacabulary to inform language and nize an event seabout or explain the domain-specific voquence that unfolds topic. cabulary to inform naturally. (v) Provide a conabout or explain the (ii) Use dialogue to cluding statement or topic. describe actions, section related to the (v) Provide a conthoughts, and information or explacluding statement feelings to develop nation presented. or section related to experiences and C. Write narratives to the information or events or to show develop real or imagexplanation presentcharacter’s response ined experiences or ed. to situation. events using effective C. Write narratives to (iii) Use temporal techniques, descripwords and phrases tion, details, and clear develop real or imagined experiences or to signal transition sequence of events. events using effective of events. (i) Orient the reader technique, descrip(iv) Provide a sense of by establishing a tion, details, and clear closure. situation and intro- sequence of events. ducing a narrator (i) Orient the reader and/or characters; by establishing a organize an event situation and introsequence that unducing a narrator folds naturally. and / or characters; organize an event

14

Class VIII

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.

Suggestions for Instructional Strategies

CODE

4W.1WTP.1 5W.1WTP.1 6W.1WTP.1 7W.1WTP.1 8W.1WTP.1

Class IV

Class V

Class VI

Class VII

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

sequence that un folds naturally.

Class VIII

(i) Engage and orient the reader by establishing a (ii) Use narrative context and introtechniques, such as ducing a narrator dialogue, descripand / or characters; tion, and pacing to organize an event develop experiencsequence that un(iii) Use variety of es and events or folds naturally and transitional words show the responses logically. and phrases to manof characters to age the sequence of (ii) Use narrative situation. events. techniques, such as (iii) Use a variety of dialogue, pacing, (iv) Use concrete transitional words, and description, to words and phrases phrases, and clausdevelop experiencand sensory details es to manage the es, events, and /or to convey experisequence of events. characters. ences and events precisely. (v) Provide a conclusion that follows from the narrated experiences or 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.

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(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.

Suggestions for Instructional Strategies

2. WRITING OF POETRY Writing Standard 2: Write different types of poems using appropriate and effective poetic dictions and devices CODE

Class IV

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 4W.2WP.2 rhythm/music in a stanza/poem.

5W.2WP.2 6W.2WP.2 7W.2WP.2 8W.2WP.2

Class V

Class VI

Write a poem describ- (i) Write a descriptive ing a particular topic and/or narrative poem in three or more stanto express feelings zas, and by including about a topic or an appropriate poetic experience in multidiction and devices ple stanzas. Include (rhyme, onomatopoeappropriate poetic ia, alliteration, and dictions and devices simile). (rhyming scheme/ pattern, rhyme, simile, Purpose: metaphor, onomato- Rhyme creates poeia, alliteration, rhythm/music in a personification-to add stanza/poem. life to an inanimate - Onomatopoeia gives object and imagery- to sense of sound, and support visualization alliteration creates and appeal to the rhythm in a stanza senses). by stressing on the Purpose: syllables of words.

- Poetic dictions create and convey mood, - Simile identifies the tone, and atmosphere. common features of two different entities.

Class VII

Class VIII

Suggestions for Instructional Strategies

(i) Write a descriptive (i) Write a descriptive - Creation of Atand/ or narrative and/or narrative mosphere poem to express poem to express - Introduction of feelings about a topic feelings and strong or an experience in emotions about a top- different poetry genre multiple stanzas. ic or an experience Include appropriin multiple stanzas.

- Use of illustraate poetic dictions Include appropriate tions, writing and devices (rhyme, poetic dictions and prompts, and simile, metaphor, devices (rhyme, graphic organizonomatopoeia, alliter- simile, metaphor, oners ation, personification, omatopoeia, alliteraimagery, rhyming tion, personification, - Use of writing processes: scheme/pattern, and imagery, symbolism, symbolism- to convey repetition, rhyming - Prewriting/plana specific meaning to scheme/pattern, etc.) ning Purpose: abstract ideas).

Purpose: - Poetic dictions create - Drafting - Poetic dictions create and convey mood, - Revising and convey mood, tone and atmosphere. tone, and atmosphere.

- Editing (Effec- Poetic devices cre- Poetic devices cretive use of poetate rhythm, deepen ate rhythm; deepen - Poetic devices creic devices, word meaning and intensimeaning and intensify fy mood and feelings. choice, sentence ate rhythm; deepen mood and feelings. meaning and intensify structure, hook, (ii) Write an acrostic mood and feelings. (ii) Write an acrostic take away) poem on a particular poem on a particular (ii) Write a simple theme to express - Use of mentor word/topic to convey acrostic poem on a strong opinions and text (poetry) meaning. particular word/topic. to convey a message.

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3. WRITING CORRESPONDENCE Writing Standard 3: Write different forms of inter/intra formal and informal communication CODE

Class IV

Class V

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

4W. 3LW.3 5W. 3LW.3 6W. 3LW.3 7W. 3LW.3 8W.3LW.3

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

Class VI

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

Class VII

Suggestions for Instructional Strategies

(i) Write an applica- - Use of sample letter tion stating reasons types and other clearly in appropriate correspondence. language and format.

- Use of writing (ii) Write formal and prompt (creation of (ii) Write formal and informal letter using (ii) Write formal and informal types of a writing situations) appropriate language informal types of letter writing/e-mail letter writing/e-mail and format dependusing appropriate ing on the situation. and use appropriate language and format -Use of ICT for writing emails language and format depending on the depending on the situation. situation.

- Use of frequent Example: Example: practice of writing Informal (include adcorrespondence Informal (include ad- dress of sender, date, dress of sender, date, salutation, etc.) salutation, etc.)

Formal (include address of sender and - Use of pen-pal letter Formal (include writing tradition receiver, date, salutaaddress of sender and tion, subject, etc.) receiver, date, salutaOrganize ideas tion, subject, etc.) (content of the letter) (iii) Write other coherently. forms of correspon(iii) Write other dence writing such as forms of corresponnotice, message etc. dence writing such as notice, message etc.

17

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

Class VIII

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.

CODE

4L.1CEL1 5L.1CEL1 6L.1CEL1 7L.1CEL1 8L.1CEL1

Class IV

Class V

Class VI

Class VII

Class VIII

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)

18

Suggestions for Instructional Strategies - 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

4L.1CEL1 5L.1CEL1 6L.1CEL1 7L.1CEL1 8L.1CEL1

Class IV

Class V

(iii) Use personal, insingular, plural, definite, and reflexregular, and irregular ive pronouns. (e.g., verbs) I, me, my; myself, (iii) Form and use ourselves, they, simple verb tenses them, their; anyone, by making sure that everything) subject-verb and (iv) Use verbs to pronoun-antecedent determine sense of are in agreement. present, past, and (iv) Form and use future tenses. (e.g., correctly superlative Tomorrow I will (degree) adjectives walk.) and adverbs depend(v) Choose and use ing on what is to be high frequency admodified. jectives (e.g., good, (v) Construct simple bad, slow, quick, and compound sencareful etc,) and tences. adverbs (e.g., slowly, (vi) Identify complex quickly, carefully sentences (e.g., etc.) depending on When I help others, what is to be modiI feel happy.) fied. (vii) Capitalize ap(vi) Use frequently oc- propriate words in curring conjunctions. titles. (e.g., because, and, (viii) Use commas in or, but, so) addresses, quota(vii) Use frequently tions, and dialogue. occurring prepositions (e.g., in, on, at) articles (a,an, the)

Class VI

(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.

19

Class VII

Class VIII

(iii) Recognize and (iii) Recognize and correct inappropriate correct vague proshifts in verb tense. nouns. (e.g., ones (e.g., “She was with unclear or singing and writes a ambiguous antecedletter”, as opposed ents) to, “She was singing (iv) Use punctuation and writing a let(commas, parentheter.”) sis, dashes, etc.) to (iv) Use correct conset off nonrestrictive junctions. (e.g., neiparenthetical elether/nor, either/or) ments. (v) Use a comma to (v) Use conventional separate an introor electronic dicductory element tionary to correct from the rest of the spelling. sentence. (vi) Vary sentence pat(vi) Use punctuation terns for meaning, to separate items in a style, and to capture series. reader interest. (vii) Use comma to (vii) Be consistent in separate the words, style and tone. “yes” and “no”

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

CODE

4L.1CEL1 5L.1CEL1 6L.1CEL1 7L.1CEL1 8L.1CEL1

Class IV 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.

Class V

Class VI

(ix) Use high frequen- (vii) Define and procy possessives (e.g., duce complete senmy, mine, Tashi’s, tences by avoiding its, whose) inappropriate run(x) Add and use suffix- ons and fragments. es to high-frequency (viii) Use frequently base words by using confusing words conventional spell(e.g., to, too, two, ing methods. (e.g., their, there) correctsit-sitting; cry-cries; ly. happy-happiness) (ix) Use commas and (xi) Use spelling quotation marks patterns and genercorrectly. alizations in writing (x) Use correct capiwords. (e.g., word talization. families, posi(xi) Choose words and tion-based spellings, phrases to convey ending-rules, word ideas effectively. parts, syllable pat(xii) Choose and use terns, etc.) punctuation for (xii) Use reference effect. materials such as (xiii) Use convenconventional or tional or electronic electronic dictionary dictionary to correct to check and correct spelling. spellings if needed. (xiii) Observe and recognize differences between written and spoken English.

20

Class VII

Class VIII

(e.g., No, thank (viii) Define and you), to separate a produce complete tag question from sentences by avoidthe rest of the ing inappropriate sentence, (e.g., It’s run-ons and fragtrue, isn’t it?) and ments. 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

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.

CODE

4L.2AV.2 5L.2AV.2 6L.2AV.2 7L.2AV.2 8L.2AV.2

Class IV

Class V

Class VI

Class VII

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.

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.

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.

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.

Class VIII

Suggestions for Instructional Strategies

Choosing flexibly - 4-Corner Vocabufrom a range of volary Worksheet cabulary acquisition strategies, deter- Foldable vocabulary mine the meaning of activity unknown and multiple-meaning words - Use of word games and phrases based such as word detecon class VIII reading tive, word wizard, content. word connect, word (i) Use context as a (i) Use context clue, (i) Use context clue, (i) Use context clue, chain, bingo, read clue to the meaning (i) Use context as a (e.g., definitions, (e.g., cause/effect (e.g., the overall aloud, word drill, of a word or phrase clue to the meaning examples, or relationships and meaning of a senspellathon, cross and determine word of a word or phrase restatement in a comparisons in a tence or paragraph, word puzzle, pictiomeaning by inferand determine text) to determine sentence) to detera word’s function nary, etc. ence. word meaning by meaning of a word mine meaning of a or position in a inference. or a phrase. word or a phrase. sentence) as hints (ii) Use high fre(clues) to the mean- - Use of vocabulary quency affixes as a (ii) Use high fre(ii) Use common (ii) Use common eliciting activities ing of a word or a clue to the meaning quency affixes as a class-specific Greek class- appropriate such as miming, phrase. of a word. clue to the meaning and Latin affixes Greek and Latin drawing, flash of a word. and roots to deteraffixes and roots as cards, word listing, mine meaning of a clues to determine word clue, word word or a phrase. meaning of a word association or a phrase.

21

CODE

Class IV

Class V

Class VI

Class VII

Class VIII

Suggestions for Instructional Strategies

5L.2AV.2

(iii) Determine (iii) Determine (iii) Consult dic(iii) Consult dictio(ii) Use common - Use of vocabulary meaning of new meaning of new tionaries both naries both conven- class-appropriate building strategy: words by adding words by adding conventional and tional and electronGreek and Latin collocation, etc. known prefixes/ known prefixes/ electronic, thesauic, thesauruses, and affixes and roots as suffixes to the word suffixes to the word ruses, and glossaglossaries to deterclues to determine when it is feasible. when it is feasible. ries to determine mine and clarify meaning of a word and clarify the the precise meaning or a phrase. (iv) Use a known (iv) Use a known precise meaning of of words or phrases root word as a clue root word as a clue (iii) Consult dicwords or phrases to to discover alterto the meaning of to the meaning of tionaries both discover alternate nate word choices. an unknown with an unknown with conventional and the same root. (e.g., the same root. (e.g., word choices. electronic, thesau-

6L.2AV.2

addition, additional)

4L.2AV.2

7L.2AV.2 8L.2AV.2

company, companion)

ruses, and glossaries to determine and clarify the precise meaning of words or phrases to discover alternate word choices.

(v) Use knowledge (v) Use glossaries, of the meaning of and conventional/ individual words in electronic dictioa compound word nary to confirm and to guess its meanclarify meaning of ing. words. (vi) Use glossaries, and conventional/ electronic dictionary to confirm and clarify meaning of words.

22

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

Demonstrate understanding of word relationships and nuances in word meanings.

Demonstrate understanding of word relationships and nuances in word meanings.

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

Demonstrate understanding of word relationships and nuances in word meanings.

(i) Demonstrate under- (i) Demonstrate understanding of words by standing of words by (i) Understand and explain meaning of relating them to their relating them to their opposites (antonyms/ opposites (antonyms) simple similes and metaphors. gender antonyms). (ii) Identify real-life (ii) Understand and 4L.3UWR.3 (ii) Demonstrate connections between explain the meaning real-life connections words and their use.

5L.3UWR.3 between words and of common idioms and proverbs.

6L.3UWR.3 their use. (iii) Demonstrate un7L.3UWR.3 derstanding of words by relating them to 8L.3UWR.3 their opposites (antonyms) and to words with similar but identical meanings (synonyms).

23

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

Class VIII

Suggestions for Instructional Strategies

Demonstrate under- Use of graphstanding of word relaic organizers/ tionships and nuances handouts for in word meanings. development of word (i) Interpret figuraconsciousness tive language (e.g., (word catepersonification) in gories, word context. relationships, (ii) Identify distinction figurative lanbetween literal and guage) non-literal meanings of words and phrases in context. (e.g., my - Use of class dream) specific high (ii) Use relationship frequency vobetween particular cabulary list words (e.g., cause/ effect, part/whole, item/category) to - Creation of gain deeper underword wall for standing of each of constant expothe words. sure

CODE

Class IV

Class V

Class VI

Class VII

(iv) Identify shades (v) Demonstrate of meaning among accurate use of closely related verbs, words and phrases (e.g., hurl, throw, to express precise toss) and closely reactions, emotions, or lated adjectives. (e.g., situations. thin, skinny, slender, (vi) Recognize shades scrawny) of meaning among

Class VIII

(iii) Recognize and distinguish the difference between connotative (association) and denotative (definitions) meaning of word in a text. (iv) Demonstrate related words that de- accurate use of words and phrases scribe state of mind. to express precise (e.g., knew, believed, actions, emotions, or doubted, etc.) situations. (v) Recognize shades of meaning among related words that describe state of mind.(e.g., knew, believed, doubted, etc.)

4L.3UWR.3 5L.3UWR.3 6L.3UWR.3 7L.3UWR.3 8L.3UWR.3

24

Suggestions for Instructional Strategies

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.

2: Mr. Tenzing Chimey Nuba (Chairperson) 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.

3: Mr. Tenzin Dhargyal (Member) 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.

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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.

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