Skills development in Rise and Shine

Support

Speaking Can describe someone’s physical appearance in a basic way, if guided by questions or prompts. (29) Lowest within range Highest within range Stretch

Can answer simple questions about habits and daily routines. (31) Can give a short, basic description of a special event if guided by questions or prompts. (39) Can answer simple questions after giving a presentation on a school topic. (42)

The skills syllabus has been developed using the Global Scale of English (GSE) Learning Objectives and the GSE Skill Development Framework for Young Learners, which provides structured scaff olding to support teachers and students. At Level 5, the GSE range covered is 31–39 as core, but includes learning objectives as high as 42 as stretch. The four skills are systematically developed within each level and across the course as a whole. Reading: Tasks are designed to gradually increase profi ciency in terms of speed, accuracy, comprehension, interactive reading skills, and use of reading strategies, as well as to enrich vocabulary. Texts gradually increase in length and complexity over the course so that the challenge is always appropriate to the level of the students. By the end of Level 5, students should have developed their early reading, decoding, and phonics skills introduced and practiced in Levels 1–4. They should comfortably identify the number of syllables in a word and recognize familiar words in unfamiliar contexts in stories and descriptive texts. Writing: Writing skills are developed and coordinated with reading skills so that students are able to master both reading and writing in English. In level 5, students will be expected to work on their text complexity and on their text development strategies, with the highest expectation of writing to be writing a short text of 3–4 compound sentences, based on a model. Speaking: Speaking skills are taught through a meaningful task-based approach. The course draws on a range of approaches to teaching speaking, in which students have plenty of opportunities to engage in communicative activities. The course provides a supportive framework for students to make the language their own. By the end of Level 5, students should be able to recall skills introduced and practiced throughout the level, e.g., answer simple questions, politely refuse simple requests, tell the time of day, role-play parts of a picture story. Students should also be working towards asking basic questions about a past event and introducing a new topic into a conversation or discussion. Listening: In Level 5, listening sub-skills are systematically developed and linked to speaking outcomes. By the end of Level 5, students should be able to understand and make connections between words within the same area of meaning as well as recognize alternative words and expressions that can be used to convey similar meaning or eff ects. Within the four language skills, the sets of learning objectives are grouped into strands relating to accuracy and appropriacy, complexity and organization, interaction and strategies. Within these strands, the objectives are further grouped into specifi c areas of competency and then further aligned to key development indicators. See example:

Speaking

GSE Learning Objective: Can give a short, basic description of a special event if guided by questions or prompts. (39)

Competency: Building Complexity – talking about and describing a range of topics, situations, feelings, and attitudes with an increasing level of detail and complexity.

Development Indicator: Learners can use simple language to talk about and describe familiar objects and situations or express basic opinions or attitudes in short stretches of speech. The development indicators capture each discrete skill that students are aiming to acquire. Breaking the skills down in this way supports the development of related skills that build on one another and are at the right level, giving students the best chance to learn and achieve. The skill coverage charts on the Pearson English Portal show the key skills covered across the course and the learning objectives in each level that relate to these. By monitoring student performance on the tasks relating to these objectives, teachers can see how students are progressing within and across levels and where they may need more opportunity to practice, so they can build this into their planning. Note that lessons are based on individual learning objectives, but student progress is measured in terms of their performance on the key indicators selected for the course. The Student’s Progress Chart enables students to think about and document their progress in an age-appropriate way as they move along the learning journey. Teachers can also use the chart as a clear visual reference to showcase students’ learning and progress to parents.

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Listening

Welcome Unit 2 Unit 1 Unit 6 Unit 5Unit 4Unit 3

I can understand important details in short conversations. I can recognize familiar phrases in conversations. I can follow a conversation and the events in a story. I can understand conversations about past events and future plans.

Reading

I can understand key information in short texts. I can understand the sequence of events in stories. I can understand the gist and overall themes of texts. I can recognize diff erent text types and their features.

My Progress Chart

Speaking

I can ask for and give information about my community.

Writing

I can participate in social exchanges. I can make and respond to off ers, suggestions, and requests for information. I can ask and answer questions about past events and future plans.

I can write sentences to describe pictures. I can link simple sentences and add detail to my writing. I can write short texts on familiar topics. I can use the correct phrases for diff erent text types.