English grd.6 Teachers Guide Senior Primary

English
Teacher Guide
Grade 6
Standards Based
‘FREE ISSUE Papua New Guinea

NOT FOR SALE’ Department of Education
English
Teacher Guide
Grade 6
Standards Based
Papua New Guinea

Department of Education
Grade 6
Issued free to schools by the Department of Education
Published in 2019 by the Department of Education, Papua New Guinea
First Edition
© Copyright 2019, Department of Education, Papua New Guinea
All rights reserved. No part of this publication may be reproduced, stored

in a retrieval system or transmitted by any form or by any means of
electronic, mechanical, photocopying, recording or otherwise without the
prior written permission of the publisher.
Graphic Design & Layout by Vitus Witnes Kanua
ISBN: 978-9980-905-29-1
Acknowledgements
This Grade 6 English Teacher Guide was developed by the Curriculum

Development Division of the Department of Education. The development
of this book was coordinated by Betty Bannah with assistance from the
Subject Curriculum Group (SCG) members and the writing team.
Teachers, school inspectors, teachers’ college lecturers and

representatives from Non-Government Organizations (NGOs), assisted in
the development of this syllabus through many workshops, meetings and
consultations. They are all acknowledged for their support and
contributions.
The Curriculum Panel (CP), Syllabus Advisory Committee (SAC), and

Basic Education Board of Studies (BEBoS) committee members are also
acknowledged for their quality assurance, recommendations and
endorsement of this Teacher Guide.
II
English Teacher Guide
Contents
Secretary’s Message.............................................. iv
Introduction............................................................ 1
Content Overview................................................... 2
Yearly Overview……………………………………… 5
Sample Guided Lesson Plans......…………….…… 42
Assessment, Monitoring and Reporting………….. 110
Resources……………………………………………. 127
Glossary................................................................. 157
References............................................................. 159
Appendices............................................................ 160
III
Grade 6
Secretary’s Message
This English Teacher Guide for Grade 6 was developed as a support
document for the implementation of the English Syllabus for Grades 6,
7 and 8. This document provides guidelines for teachers on how to plan
and program teaching and learning activities. It contains sample guided
lessons, assessment tasks and rubrics with suggested teaching and
learning strategies that teachers can use to work towards the
achievement of content standards and benchmarks in the syllabus.
The English Language is central to students’ intellectual, social and

emotional development and has an essential role in all subjects taught at
primary level. To succeed in a world where English is used for
international interpersonal communication, it is necessary to master the
English Language. Students need to develop their vocabulary and their
skills in using the systems of the English Language; its phonology,
grammar and text structuring. They need these skills to listen, speak, read
and write, and to adapt their language to an ever increasing number of
topics, areas of interest and communication situations. They must be able
to distinguish between spoken and written styles and informal and formal
styles. Moreover, when using the language in communication, they must
also be able to take cultural norms and conventions into consideration.
The English subject contains eight lessons: Talking, Oral Expression,

Listening, Handwriting, Written Sentences, Written Expression, Spelling
and Reading. The Content Standards have been expanded in the Yearly
Overview to help teachers identify key knowledge, skills, attitudes and
values for teaching and learning when developing activities for students.
It is important that teachers cover all Content Standards prescribed for
students in Grade 6. The lessons in the Teacher Guide are not teaching
lessons; rather they are guided lessons to be used as samples for
teachers to develop teaching and learning activities.
I commend and approve this Grade 6 English Teacher Guide to be used in

all Primary Schools throughout Papua New Guinea.
...............................................
DR. UKE W. KOMBRA, PhD
Secretary for Education
IV
Introduction
Purpose
This Teacher Guide must be used in conjunction with the Grades 6, 7 & 8
Syllabus. The main purpose is to implement the syllabus in the classroom.
The Teacher Guide provides you with guidelines and directions to help
you plan and develop teaching and learning activities for the achievement
of Content Standards and Benchmarks. It provides you with information
and processes to:
• understand and expand on the relevant knowledge, skills, attitudes
and values (KSAVs) provided in this guide.
• develop teaching programs based on your school contexts.
• plan and develop daily lesson activities.
• plan and conduct assessments to monitor students’ achievements
Teachers are required to read carefully and use the guidelines in the
Teacher Guide to plan and develop teaching and learning programmes.
The guide contains the following main components:
• Yearly and termly overview
• Sample weekly programme or timetable
• Guided daily plans
• Assessment
• Support resources
How to use this book

In order to use this Teacher Guide to help you design your teaching
programs, lesson and assessment plans, you need to:
• read this teacher guide and the syllabus carefully to understand the
content and what you will require for your classroom teaching.
• become familiar with the syllabus strands, units, topics and lesson
topics.
• read and understand the content standards and benchmarks.
• read and understand how the assessment plans and tasks are
structured so that you can design appropriate assessment plans.
• read and understand the structure and content of sample guided
lessons and the background information to support you in the
modification of your lessons.
Support Resources
The resource section contains materials that will assist teachers for
implementation. Resources are aligned to strands.
Prescribed Time Allocation for Senior Primary English is 280 minutes.

That is: 1x40 minutes lesson.
1
Grade 6
Content Overview
Content Standards
Content standards are broad statements that encompass key concepts,
knowledge, skills and attitudes, which students should know, understand,
and be able to do in particular subjects, grade level, or school level. For
example, ‘Pupils will be able to interact and convey simple messages
using comprehensible language’.
Table of Content Standards

The table below outlines the three language strands, Speaking and
Listening, Reading and Writing for Grade 6-8. The strands are
organized into units. The units outline the content standards toward
achieving specific skills, knowledge and values for the three strands in the
English subject.
Strand 1: Speaking and Listening
Grade 6 Grade 7 Grade 8
Unit 1: Listening Comprehension
6. 1.1a Listen, understand and 7.1.1a Listen and respond to a 8.1.1a Listen and respond to
respond to a variety of oral and range of presentations of ideas, a range of complex issues of
visual texts to express facts and information and opinions about local, national and international
opinions on local national and significant local, national and importance.
global issues. international issues.
6.1.1b Listen and follow a range 7.1.1b Listen and follow a range 8.1.1b Listen and follow a wide
of specific instructions and of complex instructions and range of specific instructions
directions in classroom directions in classroom and directions in classroom
situations. situations. situations.
Unit 2: Talking
6.1.2a Give a range of specific 7.1.2a Give a range of specific 8.1.2a Give a broad range of
instructions and directions in instructions and directions in instructions and directions in
structured and spontaneous structured and spontaneous structured and spontaneous
classroom situations. classroom situations. classroom situations.
6.1.2b Apply appropriate 7.1.2b Apply appropriate 8.1.2b Apply appropriate

English grammar in a range of English grammar in a range of English grammar in a wide
oral situations correctly. oral situations correctly. range of oral situations
correctly.
Unit 3: Oral Expression

6.1.3a Predict and make 7.1.3a Express agreement and 8.1.3a Present reports
inferences to written text, audio disagreement, using appropriate accurately using different
and visual references. language, grammar and body presentation modes.
gestures confidently.
2
6.1.3b Express ideas and 7.1.3b Use appropriate 8.1.3b Convey messages in
opinions with different types of descriptive language to clearly different settings using
audience. indicate time, directions and appropriate vocabulary, facial
make requests politely. expressions and body gestures.
6.1.3c Interpret and use 7.1.3c Interpreting song lyrics 8.1.3c Interpreting song lyrics
meanings of slangs, similes and using appropriate vocabulary. using appropriate vocabulary.
idioms correctly.
6.1.3d Use appropriate English 7.1.3d Use appropriate English 8.1.3d Use appropriate English
language for effective language for effective language for effective
communication in a range of communication in a range of communication in a range of
situations. situations. situations.
Strand 2: Reading
Unit 1: Vocabulary
6.2.1 Apply a range of 7.2.1 Expand vocabulary 8.2.1 Expand vocabulary

strategies to develop and through word study, literature through word study, literature
expand knowledge of the and class discussion. and class discussion.
words and the word meanings
to increase vocabulary.
Unit 2: Fluency
6.2.2 Read a range of texts 7.2.2 Read a range of fiction 8.2.2 Read a range of fiction
independently to improve and factual texts independently and factual texts independently
fluency. to improve fluently. to improve fluency.
Unit 3: Comprehension
6.2.3a Read and interact with 7.2.3a Read reflect and respond 8.2.3a Read, reflect and
words and concepts in the text critically to words and concepts respond critically to a range
to construct an appropriate in the text to construct an of complex literary and factual
meaning. appropriate meaning. texts.
6.2.3b Read a range of fiction 7.2.3b Read a range of fiction 8.2.3b Read a range of fiction
and non-fiction texts for and non-fiction texts for and non-fiction texts for
pleasure. pleasure. pleasure.
Unit 4: Literature
6.2.4 Identify structure, 7.2.4 Identify structure, 8.2.4 Identify structure,
figurative language and figurative language and figurative language and
meanings in literary works. meanings in a variety of literary meanings in a variety of literary
works. works.
3
Grade 6
Strand 3: Writing
Unit 1: Handwriting
6.3.1 Write legibly in cursive or

joint italics allowing margins
and correct spacing between
letters in words and words in
sentences.
Unit 2: Written Expression
6.3.2a Apply appropriate writing 7.3.2a Apply appropriate writing 8.3.2a Apply appropriate writing
processes. processes. processes.
6.3.2b Create and 7.3.2b Create and 8.3.2b Create and

communicate a range of familiar communicate a range of familiar communicate a range of familiar
and unfamiliar ideas and and unfamiliar ideas and and unfamiliar ideas and
information for various purposes information for various purposes information for various purposes
and audiences. and audiences. and audiences.
Unit 3: Grammar Usage
6.3.3a Apply correct use of 7.3.3a Apply correct use of 8.3.3a Apply correct use of
English grammar in a range of English grammar in a range of English grammar in a range of
familiar and structured familiar and introduced topics. familiar and introduced topics.
situations.
6.3.3b Identify and use 7.3.3b Identify and use 8.3.3b Identify and use
appropriate capitalization, appropriate capitalization, appropriate capitalization,
punctuation and spelling in punctuation and spelling in punctuation and spelling in
written texts. written texts. written texts.
6.3.3c Apply and use 7.3.3c Apply and demonstrate 8.3.3c Apply and demonstrate
appropriate sentence structure appropriate sentence structure appropriate sentence structure
using different types of using different types of using different types of
sentences. sentences. sentences.
6.3.3d Apply a range of 7.3.3d Apply a range of 8.3.3d Apply a range of

strategies to spell, read and strategies to spell, read and strategies to spell, read and
write sight words and new write sight words and new write sight words and new
words. words. words.
4
Yearly Overview
Grade 6 Unit Overview
Term 1
STRAND 1
STRAND 2 STRAND 3
Strands Speaking and
Reading and Comprehension Writing
Listening
Theme: Listening
Theme Reading Reading Phonics
Home School Comprehension Grammar &
Comprehension Comprehension Spelling & Writing
and Talking Usage
Week Leisure Oral Expression
Literature Vocabulary Handwriting
Sub Theme: Listening Back to Vocabulary Phonics Common Written

school and fluency and proper Composition
Back to L1. The day I Sound /ay/
nouns. Personal
school disappeared Personal Word words
recount
(SJ- recount meanings
place, spade, Written
Text type: S1,2008) Homophones chase, taste, sentences Title: My
Literature Alphabetical paint, remain, Holidays
Narrative- L2. I am an order explain, Correct
Islander Grade level steak, great, punctuation
Personal Writing:
Reader break and use of
recount common and
L3. Dictation 1.Use the
proper nouns writing
School
in sentences. process
Oral reading,
Expression writing, Examples: 1.Students
L1. My fist spelling, write about
At the
day at school maths, what they
market we
health, did over the
L2. (My sold
music, sport, holidays.
Christmas coconuts,
culture
1 Holidays) sago, yams
and fish.
Handwriting
Talking:
Practice On Sunday I
Questions
using verb /ay/ words in will be
‘can’ sentences going to Port
Moresby with
Reply Example: Simon.
using
reflexive The artist
explained the
pronouns
features of
Example: the
painting to
What can I the tourist
cut this at the craft
paper with? market
I can use this
pair of
scissors.
5
Grade 6
Term 1
STRAND 1
STRAND 2 STRAND 3
Listening
Theme: Listening
and Talking Usage
Sub Theme: Listening My Vocabulary Phonics Personal Written

community and fluency pronouns Composition
My L1 Listening Sound /ie/
community to stories and Narrative – Word words (singular and Narrative -
answering short stories meanings plural) short story
drive,
Text Type: questions Synonyms I, you, he,
By the beside, while,
Compound she, it, we,
Narrative – waterfall myself, you, they
L2. Following words
short stories reply,
instructions-
Literature multiply, find, Written
directions to
the office behind, blind, sentences
shine
Correct use
L3. Listen of personal
and Family
pronouns in
summarize family, uncle, sentences.
information aunt, cousin,
mother, Examples:
Oral father, sister,
Expression brother, This is Grace
grandmother, and Joseph.
L1. Discuss grandfather They live in
weekly theme town.
2
Handwriting
L2. Oral Rose waved
composition Practice to mum.
/ie/ words in Mum waved
e.g.-Picture sentences back to her.
talk, poems,
plays, songs
and
questioning
Talking:
Revise
questions
using verb
‘can’
Reply
using
reflexive
pronouns
6
Term 1
STRAND 1
STRAND 2 STRAND 3
Listening
Theme: Listening
and Talking Usage
Sub Theme: Listening Diary Vocabulary Phonics Adjectives Written

and fluency Composition
Diary L1. Listening Personal Sound /oa/ colour, size,
to stories and recount Word words number, Personal
Text Type:
answering meanings feelings, recount
those, chose,
Personal questions Literature Antonyms qualities
alone, open,
recount Alphabetical only,
L2. Following order using a nobody, Written
instructions- dictionary slowly, to- sentences
directions to morrow, road, Correct use
the office toast and
Colours punctuation
L3. Listen red, blue, of adjectives
and green, in sentences
summarize yellow, white,
information black, or- Examples:
ange,
Oral purple, There is a
Expression brown, huge
crimson crocodile
L1. Discuss in the river.
3 weekly theme (size)
Handwriting
L2. Oral Practice The lazy boy
composition /oa/ words in did not help
sentences his mother.
e.g.-Picture
talk, poems, (qualities)
plays, songs
and
questioning
Talking
Questions
using ‘what’
with verb ‘to
do’
Reply
using
reflexive
pronouns
7
Grade 6
Term 1
STRAND 1
STRAND 2 STRAND 3
Listening
Theme: Listening
and Talking Usage
Sub Theme: Listening The world Vocabulary Phonics Types of Written

around us and fluency verbs Composition
The world L1 Listening Sound /ue/
around us to stories and Explanation Word words ‘saying’ verbs Explanation
answering meanings said, cried,
huge, used,
Text Type: questions Literature Homophones whispered,
include,
Prefixes shouted…
Explanation pollute, chew,
L2. Following
unscrew,
instructions- Written
threw,
directions to through, suit, sentences
the office juice Correct use
of ‘saying’
L3. Listen Fruit verbs in
and
sentences.
summarize orange,
information apple,
Examples:
banana,
Oral strawberry, Zoe
Expression mango, whispered a
pineapple, secret to her
4 L1. Discuss pawpaw, friend.
weekly theme watermelon,
rockmelon, Our teacher
L2. Oral grapes laughed
composition loudly.
Handwriting
e.g.-Picture
talk, poems, Practice
plays, songs /ue/ words in
and sentences
questioning
Talking:
Questions
using what,
when with
verb ‘to do’
Reply
using
reflexive
pronouns
8
Term 1
STRAND 1
STRAND 2 STRAND 3
Listening
Theme: Listening
and Talking Usage
Sub Theme: Listening Review Vocabulary Phonics Adverbs of Written

and fluency manner (tell Composition
Review L1 Listening Personal Sound /ee/
how)
to stories and recount Word words Explanation
Text Type: answering meanings softly,
Narrative asleep,
questions Compound quickly…
Personal greeting,
Explanation words
recount meet, meat,
L2. Following Literature Suffixes repeat, clean, Written
instructions- money, sentences
Narrative
directions to
honey, lovely Correct use
the office
Explanation of adverbs of
Actions/ manner
L3. Listen
Verbs in
and
sentences.
summarize looked,
information played,
walked, Examples:
Oral ran, named, We have to
wrote, talked, write neatly in
Expression
asked, called, our books.
L1. Discuss lived
5 weekly theme I cut my foot
Handwriting badly on the
L2. Oral sharp shell.
Practice
composition
/ee/ words in
sentences
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Questions
using ‘who’
with verb
‘did’
Reply
using
reflexive
pronouns
9
Grade 6
Term 1
STRAND 1
STRAND 2 STRAND 3
Listening
Theme: Listening
and Talking Usage
Sub Theme: Listening Living Vocabulary Phonics Prepositions Written

creatures and fluency Composition
Living L1 Listening Sound /ar/ until, before,
creatures to stories and Information Word words after, though, Information
answering report meanings for, on report based
sharp,
Text Type: questions Prefix re- on a weekly
market, reading text
Information Literature Contractions Written
farmer, raft,
report L2. Following sentences
bath, after,
instructions- bananas, Correct use
directions to glasses, of
the office afternoon prepositions
in
L3. Listen Position sentences.
and words
summarize
above, below, Examples:
information
next, over, Sunday is
Oral inside, the day that
Expression outside, after, comes before
before, by, Monday.
L1. Discuss into
6 weekly theme
The wild pig
Handwriting ran through
L2. Oral the village.
Practice
composition
/ar/ words in
sentences
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Questions
using ‘what,
who’ with
verb ‘did’
Reply
using
reflexive
pronouns
10
Term 1
STRAND 1
STRAND 2 STRAND 3
Listening
Theme: Listening
and Talking Usage
Sub Theme: Listening Natural Vocabulary Phonics Sentences Written

cycles and fluency Composition
Natural L1. Listening Sound /o/ subject,
cycles to stories Scientific Word words predicate Information
and report meanings report
song,
Text Type: answering Diagrams Antonyms Written
belong,
questions Plural words sentences Write an
Scientific across,
Literature Abbreviations Information
report hospital, Identifying
L2. Following report on
Diagrams follow, subject and ‘Development
instructions- predicate in
swallow, was, in PNG’
directions to sentences.
want, wallet,
the office
washing
Examples:
L3. Listen
Months
and The mouse
summarize January, (subject) ran
information February, under the
March, April, table.
Oral May, June, (predicate)
July, August,
Expression
September
L1. Discuss
7 weekly theme Handwriting
Practice /o/
L2. Oral
words in
composition
sentences
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Questions
using ‘what,
who’ with
verb ‘will do,
did’
Reply
using
reflexive
pronouns
11
Grade 6
Term 1
STRAND 1
STRAND 2 STRAND 3
Listening
Theme: Listening
and Talking Usage
Sub Theme: Listening People Vocabulary Phonics Punctuation Written

and fluency Written Composition
People L1. Biography Sound /er/
Word words sentences Biography –
Listening to
Text Type: stories and Literature meanings Using full Write about a
another,
answering Suffix –er, stops, well-known
Biography together,
questions -est question community
yesterday,
worm, worst, marks and leader
L2. Following homework, exclamation
instructions- turtle, return, marks,
directions to church, apostrophes
the office thirsty correctly in
sentences.
L3. Listen Months
and Examples:
summarize Months,
October, Have you
information
November, seen my
December, brother?
Oral
year,
Expression
season, “Stop thief!”
L1. Discuss summer, yelled the
weekly theme winter, policeman.
8
autumn,
L2. Oral winter The old man
composition- couldn’t
Handwriting cross the
e.g.-Picture river.
talk, poems, Practice
plays, songs /er/ words in
and sentences
questioning
Talking:
Questions
using ‘what,
who’ with
verbs ‘need,
cook, buy’
Reply
using
reflexive
pronouns
12
Term 1
STRAND 1
STRAND 2 STRAND 3
Listening
Theme: Listening
and Talking Usage
Assessment Assessment Assessment Assessment Assessment Assessment Assessment

Text Type: Term 1 Term 1 list Term 1 Term 1
9 Exposition
Language words Theme words topics
drills Vocabulary
Letters to the
editor
Review and Listening Review and Review Review Vocabulary- Written

Enrichment Enrichment Alliteration Composition
L1. Listening Select Select
and sound
to stories and sounds and sounds and Exposition
words.
answering words that words that
questions students students Written
have found have found sentences
L2. Following difficult and difficult and
revise them revise them Correct use
instructions-
by creating by creating of alliteration
directions to
your own your own and sound
the office
spelling list spelling list words in
for this week. for this week. sentences.
L3. Listen
and
Vocabulary Examples:
summarize
information Word The short
meanings sharp shiny
Oral Expanding shell.
Expression ‘er’ words
Compound The splish
10 L1. and the
words
Demonstrate splash of the
Similes
fire safety rain on the
drills roof.
L2.
Demonstrate
road safety
drills
Talking:
Questions
using ‘why’,
with verb
‘did’
Reply
using
reflexive
pronouns
13
Grade 6
Term 2
STRAND 1
STRAND 2 STRAND 3
Listening
Theme: Listening Reading
Theme Reading Phonics
Home School Comprehension Comprehension Grammar &
Comprehension Spelling & Writing
and Oral Expression Literature Usage
Week Vocabulary Handwriting
Leisure Talking
Sub Theme: Listening Friendship Vocabulary Phonics Collective Written

Narrative and fluency nouns Composition
Friendship L1. Listening Sound /e/
to stories and Literature Word words e.g., a herd of Narrative
Text Type: answering meanings cattle, a flock
every,
questions Homophones of sheep, a
Narrative example, school of fish
Alphabetical best, friend,
L2. Following order to 2nd said, many,
instructions- letter Written
bread, ready,
directions to heavy, sentences
the office
breakfast Correct use
of collective
L3. Listen
People nouns in
and
sentences.
summarize people,
information adults,
children, Examples:
Oral Mister, A swarm of
Expression Missus, bees attacked
woman, the small boy.
L1. Discuss baby, friend,
1
weekly theme stranger A flock of
seagulls flew
L2. Oral Handwriting over the
composition
Practice /e/ fishing boats.
words in
e.g., Picture
sentences
talk, poems,
plays, songs
and
questioning
Talking:
Questions
using ‘can’
Reply in the
negative
using
complete
sentences
14
Term 2
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening Family Vocabulary Phonics Possessive Written

Recount and fluency adjectives Composition
Family L1. Listening Sound /or/
to stories and Literature Word words my, your, his, Recount
Text Type: answering meanings her, its, our,
morning,
questions Synonyms your, their
Recount corner,
Gender important,
L2. Following words Written
fall, poor,
instructions- door, floor, sentences
directions to draw, claw, Correct use
the office yawn of
possessive
L3. Listen Head parts adjectives in
and
sentences.
summarize face, hair,
information eye, ear,
nose, mouth, Examples:
cheek, chin, Ben kicked
Oral
forehead, his football
Expression teeth over the
L1. Discuss fence.
Practice Paula put her
L2. Oral
/or/ words in shoes in the
composition sentences cupboard.
e.g. Picture
talk, poems,
plays, songs
and
questioning
Talking:
Questions
using ‘can’
Reply in the
positive and
negative
using
complete
sentences
15
Grade 6
Term 2
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening City life Vocabulary Phonics Possessive Written

Transaction and fluency pronouns Composition
City life L1. Listening Sound /eer/
to stories and Literature Word words mine, yours, Transaction
Text Type: answering meanings his, hers, its,
dear, fear,
questions Antonyms ours, theirs Write a
Transaction clear, spear,
Collective nearly, yearly, letter to your
L2. Following words disappear, Written friend and
instructions- deer, cheer, sentences talk about
directions to engineer your term two
Correct use
the office break in a big
of
city (Lae, Port
Homo- possessive
L3. Listen Moresby or
phones pronouns in
and Brisbane)
sentences
summarize to, too, been,
information bean, hear,
Examples:
here, knew,
Oral new, no, The last
Expression know house in the
street is mine.
L1. Discuss Handwriting
weekly theme
3 Ben said that
Practice
the basketball
L2. Oral /eer/ words in was his.
composition sentences
e.g. Picture
talk, poems,
plays, songs
and
questioning
Talking:
Questions
using ‘can’
Reply in the
negative
using
complete
sentences
with correct
pronoun
16
Term 2
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening Island life Vocabulary Phonics Present, Written

Report and fluency past and Composition
Island life L1. Listening Sound /oo/
future tense
to stories and Literature Word words Report
Text Type: answering meanings
cook, took, Written
questions
Report shook, pull, sentences
Homonyms hopeful,
L2. Following – pairs of bush, could, Correct tense
instructions- words should, and
directions to e.g. Scene/ wouldn’t, conjugation
the office seen couldn’t of verbs in
sentences.
L3. Listen Prefixes Vegetables
and Examples:
e.g.; ‘pre, re, sweet
summarize
in, un’ potato, I play rugby
information
broccoli, at school.
Oral carrot,
cabbage, I played
Expression
pumpkin, rugby last
L1. Discuss salad, week.
weekly theme tomatoes,
L2. Oral com- potatoes, I will play
4
position beans, rugby next
greens month.
e.g.-Picture
talk, poems, Handwriting
plays, songs
and Practice
questioning /oo/ words in
sentences
Talking: ooo ooo
Questions The girls

using ‘where’ are playing
‘did’ basketball at
school
Reply in the
positive and
negative
using
complete
sentences
with correct
pronoun
17
Grade 6
Term 2
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening Bush life Vocabulary Phonics Adverbs Written

and fluency Composition
Bush life L1. Listening Information Sound /oy/ that tell how
to stories and The Word words when, where Information
Text Type: answering Terrible meanings
toy, enjoy,
questions rotating Written
Information annoy,
Blade Compound sentences
employ,
L2. Following words
destroy, coin, Correct use
instructions- Literature
e.g. noise, point, of adverbs
directions to
classroom, toilet, choice that tell
the office
backside how, when
Suffixes Numbers or where in
L3. Listen sentences.
and Sound words
twenty, thirty,
summarize forty, fifty,
Examples:
information sixty, seventy,
eighty, The tall boy
Oral ninety, easily won
Expression hundred, the race.
thousand (how)
L1. Discuss
weekly theme Handwriting I will meet
5 you later.
(when)
L2. Oral Practice
composition /oy/ words in
sentences The bird flew
away. (where)
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Statements
using the
conjunction
‘so’
Questions
using ‘who’
Sentences
beginning
with ‘Here’s’
18
Term 2
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening Sea Vocabulary Phonics Prepositions Written

creatures and fluency and Composition
Sea L1. Listening Sound /ou/
to stories and Explanation Word words adverbial Explanation
creatures
phrases
answering Literature meanings
now,
Text Type: questions
Apostrophe somehow, Written
Explanation of crowd, down, sentences
L2.
possession flower, cloud,
Following about, shout, Correct use
Contractions
instructions- ground, of
directions to around prepositions
the office and
Shapes adverbial
L3. Listen phrases in
and shape, sentences.
summarize circle, square,
information rectangle, Examples:
triangle,
diamond, Peter dived
Oral
hexagon, into the cool,
Expression
cube, cone, deep water.
L1. Discuss sphere
6 weekly theme The children
Handwriting ran across
L2. Oral the busy
Practice road.
composition
/ou/ words in
sentences
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Questions
using ‘why’
‘should’
Sentences
beginning
with It’s
bad…
Its good…
19
Grade 6
Term 2
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening Landforms Vocabulary Phonics - Clauses: Written

Procedures and fluency Silent letter Composition
Landforms L1. Listening subject, verb,
words
to stories and Literature Word object Procedure
Text Type: answering meanings often, listen,
questions wrong, wrist, Written
Procedures palm, half,
Figurative Sentences
L2. Following language knock, knife,
instructions- similes thumb, island Identifying
directions to clauses
Abbreviations
the office Time (subject,
verb and
time, predicate) in
L3. Listen second, sentences.
and
minute, hour,
summarize
morning, Examples:
information
night,
evening, Birds
Oral noon, clock, (subject) build
Expression watch (verb) nests.
(object)
L1. Discuss
Girls
Practice
L2. Oral (subject)
silent
composition love (verb)
letter words
in sentences pets.
e.g.-Picture (object)
talk, poems,
plays, songs
and
questioning
Talking:
Statements
and
questions
using verbs
‘need’ ‘got’,
‘is’ with
pronouns
20
Term 2
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening Magical Vocabulary Phonics Punctuation Written

places and fluency Composition
Magical L1. Listening Sound /air/ Direct and
places to stories and Narrative Word words indirect Narrative
answering meanings speech
chair, repair,
Text Type: questions Literature airport, bear,
Suffix -er, wear, tear, Written
Narrative
L2. Following -est scare, share, sentences
instructions- beware, Using
directions to Analogies square
the office punctuation
Spider is to correctly to
fly as cat is to Numbers to show direct
L3. Listen mouse 20 and indirect
and
eleven, speech in
summarize sentences.
information twelve,
thirteen,
fourteen, Examples:
Oral
Expression fifteen, Simon said,
sixteen, “I am going
L1. Discuss seventeen, home.”
weekly theme eighteen, (Direct
8 nineteen, speech)
L2. Oral twenty
composition
Handwriting
e.g.-Picture Practice
talk, poems, /air/ words in
plays, songs sentences
and
questioning
Talking:
Statements
using
preposition
‘if’
Questions
and answers
using verb
‘did’.
21
Grade 6
Term 2
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Assessment Assessment Assessment Assessment Assessment Assessment Assessment

Narrative - Term 2 Narrative - Term 2 Term 2 Term 2
poetry Language poetry Phonics list Theme words topics
9
drills words Vocabulary
topics
22
Term 2
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Review and Listening Review and Review Review Vocabulary Written

Enrichment Enrichment Composition
L1. Listening Select Select prefixes,
to stories and sounds and sounds and suffixes
answering words that words that
questions students students Written
have found have found
sentences
L2. difficult and difficult and
revise them revise them Correct use
Following
by creating by creating of prefixes
instructions-
your own your own and suffixes
directions to
spelling list theme word in
the office
for this week list for this sentences.
week
L3. Listen
Vocabulary Examples:
and
summarize Expanding The villagers
information ‘er’ words will rebuild
Compound their houses
Oral words after the
Expression storm.
L1. Discuss
Our teacher
weekly is very smart.
10
themes
L2. Oral
composition
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Statements
using
preposition
‘before’
Questions
and answers
using ‘how
long’
23
Grade 6
Term 3
STRAND 1
STRAND 2 STRAND 3
Listening
Week Leisure Talking
Vocabulary Handwriting
Sub Theme: Listening Our planet Vocabulary Phonics Plural nouns Written
Information and fluency Composition
Our planet L1. Listening Sound /i/ regular
to stories and Word words (adding s, Personal
answering Literature meanings es, ies) and recount
Text Type: insect, still,
questions irregular
Information until, city,
Commonly music,
L2. Following confused pyramid, Written
instructions- words synonym, sentences
directions to
antonym, Correct use
the office Alphabetical busy, build of plural
order to 2nd
nouns in
L3. Listen letter
Position sentences.
and
words
summarize
information here, there, Examples:
between, The buses
Oral near, under, arrived to
last, left, pick up the
Expression
right, above, children.
L1. Discuss below
1
weekly theme
There were
Handwriting many books
L2. Oral on the
Practice /i/
composition words in shelves.
e.g.-Picture sentences
talk, poems, Butterflies
plays. songs can be very
and colourful.
questioning
Talking:
Questions
and answers
using ‘who’,
‘what’ with
verb ‘know’
and
pronouns.
24
Term 3
STRAND 1
STRAND 2 STRAND 3
Listening
Sub Theme: Listening Fables Vocabulary Phonics Personal Written

Narrative and fluency Sound /u/ and Composition
Fables L1. Listening
words possessive
to stories and Literature Word Narrative
pronouns
Text Type: answering meanings lunch,
questions Technical hungry, does, Written
Narrative come, other,
words sentences
L2. Following Homonyms nothing,
Correct use
instructions- double,
of personal
directions to trouble, and
the office. couple, possessive
country pronouns in
and The eyes
summarize
lash, pupil, Examples:
information
blink, black, We are going
blue, lens, with them to
Oral
tears, the market..
Expression
eyeglass, You caught
2 L1. Discuss eyelid, the fish. The
weekly theme eyebrow fish is yours.
L2. Oral Handwriting

composition
Practice /u/
words in
e.g.-Picture
sentences
talk, poems,
plays, songs
and
questioning
Talking:
Questions
and answers
using ‘who’,
‘what’ with
verb ‘know’
and
pronouns.
25
Grade 6
Term 3
STRAND 1
STRAND 2 STRAND 3
Listening
Sub Theme: Listening Memories Vocabulary Phonics Comparative Written

Memories Poetry and fluency Sound /w/ and Composition
L1. Listening
words superlative
to stories and Literature Word Personal
Text Type: adjectives
answering meanings work, were, recount
Poetry questions water, world, fast, faster,
Acronyms without, fastest
L2. Following whip, whale,
Proverbs
instructions- wheat, Written
directions to whistle, sentences
the office whisper
Correct use
of
L3. Listen Question
words comparative
and
& superlative
summarize what, who, adjectives in
information when, where, sentences
why, how,
Oral can, did, Examples:
Expression which, are
Samson is a
L1. Discuss
weekly theme Handwriting faster runner
3 than James.
Practice /w/ Our pig is the
L2. Oral words in fattest pig in
composition sentences the village.
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Questions
using ‘Do you
think…?’and
pronouns.
With
answers
using ‘I don’t
know’.
26
Term 3
STRAND 1
STRAND 2 STRAND 3
Listening
Sub Theme: Listening Sight Vocabulary Phonics Present Written

(how our eyes and fluency continuous Composition
Text Type: L1. Listening Sound /l/
work) tense
to stories and Word words Explanation
Explanation
answering meanings e.g., is going,
Sight (how Explanation local, ladder,
questions Prefixes am working ,
our eyes Literature ankle,
Word origins are doing
work) bottle,
L2. Following
paddle, smell,
balloon,
directions to sentences
the office parcel,
tunnel, Correct use
animal of present
L3. Listen continuous
and tense verbs
summarize Weather in sentences
information weather, rain,
windy, Examples:
Oral thunder,
Expression I am writing
lightning, as fast as I
L1. Discuss storm, can.
weekly theme showers,
4 cyclone, We are
L2. Oral cloudy, snow
practicing
composition how to shoot
Handwriting goals.
e.g.-Picture Practice /l/
talk, poems, words in
plays, songs sentences
and
questioning
Statements-
two actions
happening
at the same
time.
Questions
using ‘What’s
___ going to
do?’
27
Grade 6
Term 3
STRAND 1
STRAND 2 STRAND 3
Listening
Sub Theme: Listening Night Vocabulary Phonics Adverbs of Written

animals and fluency Sound /j/ manner Composition
Night L1. Listening
words
animals to stories and Word and degree Explanation
answering Explanation meanings joke, just, adding the
Text Type: questions Suffixes judge, edge, suffixes -ly
Literature Sound words bridge, and -ily
Explanation giant, germ, Written
L2. Following
instructions- engine, sentences
directions to danger, Correct use
the office vegetable of adverbs
of manner
L3. Listen Ordinal and degree in
and numbers sentences
summarize
first,
information Examples:
second, third,
fourth, fifth, The worker
Oral bees flew
sixth,
Expression busily around
seventh,
L1. Discuss eighth, ninth, the hive.
5
weekly theme tenth
The bus
L2. Oral Handwriting almost
crashed.
composition Practice /j/
e.g.-Picture words in
talk, poems, sentences
plays,
songs and
questioning
Talking:
Questions
and answers
using
‘Do you
think…?’
‘How long
have…?’
28
Term 3
STRAND 1
STRAND 2 STRAND 3
Listening
Sub Theme: Listening Volcanoes Vocabulary Phonics Prepositions Written

Information and fluency and Composition
Volcanoes L1. Listening Sound /c/
report adjectival
to stories and Word words Information
phrases
Text Type: answering Literature meanings report
common,
questions Contractions
Information kind, keep, Written
Apostrophe kitchen,
report sentences
L2. Following of truck,
instructions- possession rocket, Correct use
directions to Figurative o’clock, of
the office language – picked, prepositions
similes chicken, and adjectival
L3. Listen backache phrases in
and sentences.
summarize Size Examples:
information
huge, large, The car with
great, red wheels
Oral
enormous, was
Expression
little, small, speeding.
L1. Discuss tiny,
6 weekly miniature, Josie is the
short, height girl in the red
L2. Oral
composition dress.
Handwriting
e.g.-Picture
talk, poems, Practice /c/
plays, songs words in
and sentences
questioning
Talking:
Questions
and answers
using
‘What
has…?’
Using
adjectives
to describe
nouns.
29
Grade 6
Term 3
STRAND 1
STRAND 2 STRAND 3
Listening
Sub Theme: Listening Maps Vocabulary Phonics Sentences Written

Procedure and fluency Sound /f/ Composition
Maps L1. Listening simple and
words
to stories and Literature Word compound Information
Text Type: answering meanings found, report
questions Abbreviations coffee, Written
Procedure
Metaphor different, sentences
L2. Following photo,
Writing
instructions- phone,
simple and
directions to dolphin,
compound
the office alphabet,
sentences
laugh, cough,
using
L3. Listen enough
correct
and
punctuation.
summarize Sport
information
sport, rugby, Examples:
volleyball,
Oral netball, The girls play
Expression swimming, netball.
L1. Discuss running,

weight The phone
weekly
lifting, rang but no
themes
7 football, one
soccer, golf answered it.
L2. Oral
composition
Handwriting
e.g.-Picture
talk, poems, Practice /f/
plays, songs words in
and sentences
questioning
Talking:
Questions
using
‘Which…’
Answers
using
adjectives
30
Term 3
STRAND 1
STRAND 2 STRAND 3
Listening
Sub Theme: Listening Literature Vocabulary Phonics Punctuation Written

review and fluency Composition
Literature L1. Listening Sound /g/ apostrophes
Report
review to stories and Word words of Biography
answering Literature meanings contraction
Gospel,
Text Type: questions Apostrophe garlic, begin, and
of possession began, possession
Report
L2. Following Contractions godchild,
instructions- stagger, Written
directions to struggle, sentences
the office soggy, ghost,
Using
ghastly
L3. Listen punctuation
and marks
Contractions
summarize correctly to
information I’m, don’t, show
isn’t, it’s, apostrophes
you’re, of possession
Oral
wasn’t, and
Expression doesn’t, contractions
L1. Discuss can’t, I’ll, in sentences.
weekly them didn’t
8 Examples:
L2. Oral Handwriting
Our
composition Practice /g/ teacher’s
e.g.-Picture words in voice is very
talk, poems, sentences loud.
plays, songs
and The young
questioning boy didn’t
want to go to
Talking: sleep.
Questions
using
‘Have you
ever…?’
Answers
using
‘No, I’ve
never been…’
Questions
using:
‘Which...?’
Assessment
Assessment Assessment Assessment Assessment Assessment Assessment
9 Use Term 3
Persuasive Persuasive
Topics
31
Grade 6
Term 3
STRAND 1
STRAND 2 STRAND 3
Listening
Review and Listening Review and Review Review Vocabulary: Written

Enrichment Enrichment Composition
L1. Listening Select Select homophones
to stories and sounds and sounds and and Exposition
answering words that words that homonyms
questions students students
have found have found Written
difficult and difficult and sentences
L2. Following
instructions- revise them revise them Correct use
directions to by creating by creating of
the office your own your own
homophones
spelling list theme word
and
for this week list for this
L3. Listen week
homonyms in
and sentences
Vocabulary
summarize
information Word Examples:
analogies
We (one/won)
Oral Cat to kitten the football
Expression as dog is to match
puppy
L1. Discuss yesterday.
10 weekly
Word
themes A letter can
classification be:
pig, dog, 1. A piece of
L2. Oral horse, cat
composition writing
2. A letter of
e.g.-Picture the alphabet
talk, poems,
plays, songs
and
questioning
Talking:
Questions
using ‘why’,
with verb
‘did’
Reply
using
reflexive
pronouns
32
Term 4
STRAND 1
STRAND 2 STRAND 3
Listening
Theme: Reading Phonics
Leisure Talking
Sub Theme: Listening People Vocabulary Phonics Concrete Written

around the and fluency and Composition
People L1. Listening Sound /n/
world abstract
around the to stories and Word words Transaction
nouns
world answering Transaction meanings
nation, nurse,
questions Homophones
narrow, Written
Text Type: Literature Alphabetical
begin, sentences:
L2. Following order to 2nd
Transaction began,
instructions- letter Identification
(letters) banner,
directions to and correct
the office dinner, knot,
use of
knee, know
concrete
L3. Listen and abstract
and Homophones
nouns.
summarize not, knot, see
information sea, would,
Example:
wood, some,
sum, so, sew The boy
Oral
Expression always told
Handwriting the truth.
1 L1. Discuss
Practice /n/
weekly
words in
themes
sentences
nnn nnn
L2. Oral
composition
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Questions
using:
Which…
Who …
with
answers
33
Grade 6
Term 4
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening Cultural Vocabulary Phonics Relative and Written

traditions and fluency interrogative Composition
Cultural L1. Listening Sound /r/
pronouns
traditions to stories and Recount Word words Recount
answering meanings what, which,
rough,
Text Type: questions Literature Homophones who, whose,
remote, whom
Prefixes rescue, rely,
Recount
L2. Following right, write,
wrong,
directions to wreck, wrist, sentences
the office wriggle Correct use
of relative
L3. Listen Clothing pronouns in
and sentences
summarize clothes, skirt,
and
information jeans, shorts,
questions.
shirt, shoes,
thongs,
Oral
laplap, dress, Examples:
Expression
trousers The girl who
L1. Discuss fell is resting.
weekly
themes Which book
is the best?
2 L2. Oral
composition
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Statements
- two actions
happening
at the same
time.
Questions
using
Which... with
answers
34
Term 4
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening Food in Vocabulary Phonics Adjectives Written

different and fluency and nouns Composition
Food in L1. Listening Sound /s/
countries
different to stories and Word words Information
Information Written
countries answering meanings
soap, story, sentences
Synonyms glass,
Text Type: L2. Following Literature Suffixes address,
instructions- Correct use
Information circle, once, and
directions to fence, price,
the office punctuation
voice, police
of adjectives
& nouns in
L3. Listen Indefinite sentences
and pronouns
summarize
information everyone, Examples:
everybody,
The black pig
everything,
Oral charged at
everywhere,
Expression the hunter.
something,
L1. Discuss sometimes,
somewhere, There were
weekly
somehow, lots of bright,
themes
3 anybody, colourful
anything masks at the
L2. Oral singsing.
composition
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Statements
– using the
preposition
but
Questions
using:
‘What…?’
with
answers
35
Grade 6
Term 4
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening Travel Vocabulary Phonics Past Written

Information, and fluency continuous Composition
Travel L1. Listening Sound /z/
tense
to stories and Recount Word words Information,
Text Type: answering meanings Recount
Literature zone, zero, Written
questions Antonyms
Information, lazy, prize, sentences:
Alliteration puzzle, fizzy,
Recount
L2. Following please, these,
instructions- choose, Correct use
directions to of past
scissors
the office continuous
tense verbs in
Environment
and mountain,
summarize valley, Examples:
information swamp,
volcano, river, The children
Oral coast, lake, were racking
the leaves.
Expression waterfall,
highlands,
L1. Discuss lowlands The tiny baby
4 weekly was sleeping
themes quietly.
L2. Oral
composition
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Asking
questions
using ‘How
long”
Statements
using
‘unless’
36
Term 4
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening Communica- Vocabulary Phonics Comparative Written

tion around and fluency Sound /th/ and Composition
Communica- L1. Listening
the world words superlative
tion around to stories and Word Procedure
the world answering Literature meanings throw, breath, adverbs
questions breathe, slowly, more
Collective
Text Type: words these, those, slowly, the
thirsty, most slowly
L2. Following Sound words
Procedure thorny, bath,
instructions-
directions to tenth, faith Written
the office sentences:
Measure- Correct use
L3. Listen ment of
and gram, comparative
summarize kilogram, &
information metre, superlative
kilometre, adverbs in
Oral centimetre, sentences
Expression millimetre,
weight, Examples:
L1. Discuss
height
weekly The dog runs
5 themes length, ruler slower than a
horse.
L2. Oral
composition The tortoise
is the
e.g.-Picture slowest of
talk, poems, them all.
plays, songs
and
questioning
Talking:
Asking
questions
using ‘What
did ___ say?’
Answers
using ‘___
said that ___
would…’
37
Grade 6
Term 4
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening Famous Vocabulary Phonics Conjunc- Written

people and fluency tions Composition
Famous L1. Listening Sound /sh/
around the
people to stories and Word words Biography
world Written
around the answering meanings
shark, shake, sentences
world questions Biography Abstract brush, crash,
words ashamed, Correct use
Text Type: L2. Following Literature Syllables shelf, should, of
instructions- shining, sure, conjunctions
Biography
directions to sugar in
the office sentences.
Opposites
L3. Listen Examples:
and hard, soft,
summarize even, odd, My sister likes
information answer, to read books
question, and likes to
forward, draw
Oral
backward, pictures.
Expression rough,
L1. Discuss smooth We went
6 weekly home tired
themes but happy.
L2. Oral
composition
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Questions
using ‘what,
who’ with
verb ‘see’,
‘did’
Reply using
pronouns
38
Term 4
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening Technology Vocabulary Phonics Sentences: Written

e.g. how and fluency paragraphs Composition
Technology L1. Listening Sound /ch/
planes fly
e.g. how to stories and Word words Explanation
Written
planes fly answering Explanation meanings
child, change, sentences
questions Figurative teacher,
Text Type: Literature language – lunch, Identifying
L2. Following similes branch, paragraphs in
Explanation
instructions- Abbreviations catch, match, a short text.
directions to scratch,
the office fetch, stitch
L3. Listen Antonyms

and always,
summarize never, high,
information low, start
finish, late,
Oral early, on, off
Expression
L1. Discuss
7 weekly
themes
L2. Oral
composition
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Questions
using ‘can’
Reply in the
negative
using
complete
sentences
39
Grade 6
Term 4
STRAND 1
STRAND 2 STRAND 3
Listening
Leisure Talking
Sub Theme: Listening Animals of Vocabulary Phonics Punctuation: Written

Africa and fluency Composition
Animals of L1. Listening Sound /x/
Africa to stories and Information Word words Written Information
answering meanings sentences:
axe, taxi,
Text Type: questions Literature Comparative/ review
mixture,
superlative prefix, relax, Using full
Information
L2. Following words knocks, stops,
instructions- ticks, sticks, commas,
directions to quacks, semi-colons,
the office shocks colon,
apostrophes,
L3. Listen Christmas hyphens,
and quotation
summarize Christ, birth, marks,
information Bethlehem,
question
donkey,
marks,
shepherds,
Oral exclamation
wise, angel,
Expression marks…
choir, hymn,
L1. Discuss joy
Examples:
8 weekly
themes Do you know
the way to
L2. Oral town?
composition
e.g.-Picture
talk, poems,
plays, songs
and
questioning
Talking:
Questions
and answers
using ‘who’,
‘what’ with
verb ‘know’
and
pronouns.
9 Assessment Assessment Assessment Assessment Assessment Assessment Assessment
Review and Review and Review and Review and Review and Review and Review and
10 Enrichment Enrichment Enrichment Enrichment Enrichment Enrichment Enrichment
40
Grade 6 English Timetable for 40 minutes period
Day
Monday Tuesday Wednesday Thursday Friday
Period
Speaking & Speaking & Speaking & Speaking & Speaking &
Listening Listening Listening Listening Listening
Oral Expression Listening Oral Listening Listening
Comprehension Composition Comprehension Comprehension
(L1) 10 min (L1) 10 min (L1)10 min (L2) 5 min (L3) 10 min
Talking (L1) 5 min Talking 5 min Talking (revise L1) Talking 5 min Talking 5 min
5 min
Reading Reading Reading Reading Reading

Reading and Reading and Reading for Reading for Reading for
Comprehension Comprehension Fluency Fluency Pleasure
1
Literature Vocabulary: (Grade Level Vocabulary: Library skills:
(L1) 25 min Word meaning Reader Commonly Alphabetical
(L2) 20 min (L3) 25min confused words order
(L4) 20 min (L5) 15 min
Writing Writing Writing

Spelling Handwriting Spelling test
(L2 – topic 10 min
words-Phonics) Dictation
5 min (L4) 10 min
Writing Writing
Spelling Spelling
(L1 – sound
These (L3 Group words) These
words - Phonics) periods will
10 min periods will
15 min be taken
be taken
up by other
2 Grammar and Written up by other
subjects
Usage Composition subjects
(L1) 30 min
Conventions of
English
Punctuation
(L1) 25 min
41
Grade 6
Sample Guided Lesson Plans

Weekly Listening Program
The Listening program has three lesson topics. The topics were unpacked
with necessary knowledge, skills and attitudes to be delivered in Grade
6. Sample daily lesson plans for one week have been developed to assist
you begin your daily lesson plans. The texts, games and poems for
listening are in the resource section of this book.
Term Term 1 Term 2 Term 3 Term 4

Work, Papua New Guinea
Theme Home School and Papua New Guinea
Communication Culture and
Leisure and the World
Week and Technology Environment
Text: L1. Listening Listening Listening
The day I disappeared
L1. Listening to L1. Listening to stories L1. Listening to stories
stories and answering and answering and answering
Game: L2. Opposites questions questions questions
Poem: L3. I am an L2. Following L2. Following L2. Following

1 Islander instructions, games, instructions, games, instructions, games,
poems and songs poems and songs poems and songs
L3. Listening and L3. Listening and L3. Listening and
summarizing summarizing summarizing
information information information
Listening Listening Listening Listening

L1. Listening to stories L1. Listening to L1. Listening to stories L1. Listening to stories
and answering stories and answering and answering and answering
questions questions questions questions
L2. Following L2. Following L2. Following L2. Following
2 instructions, games, instructions, games, instructions, games, instructions, games,
poems and songs poems and songs poems and songs poems and songs
L3. Listening and L3. Listening and L3. Listening and L3. Listening and
summarizing summarizing summarizing summarizing
information information information information

summarizing summarizing summarizing informa- summarizing
information information tion information
42


L3. Listening and L3. Listening and L3. Listening and
L3. Listening and
summarizing summarizing summarizing
summarizing
information information information
information



43
Grade 6
L1. Listening to stories L1. Listening to stories L1. Listening to stories L1. Listening to stories
and answering and answering and answering and answering
9 Assessment Assessment Assessment Assessment
10 Revision Revision Revision Revision
44
Strand 1: Speaking and Listening Introduction:

Do you know of things disappearing and
Sample Listening Lesson Plans reappearing again?
Week 1 Lesson 1 1. Read the title of the story.

2. Discuss the title.
Subject: English
Body:
Strand: Speaking and Listening 1. Read the story to students.
2. Questions to ask after reading
Unit: Listening a) Who wants the sick girl in the story?
Lesson Topic: Listening for a purpose b) What did she hear while in bed that
says?
Content Standard: 6.1.2 Listen and follow a c) Can you describe the person who
range of specific instructions and direction in stood in front of her in the middle of
classroom situations. the room?
d) Where did that person take her to?
Benchmarks: 6.1.2.1 Listen and respond
critically to oral and visual communication, e) How did they arrive at the place they
interpret verbal and non-verbal messages, went to?
purpose and perspective.
3. Students retell the story in class
Objective: The students will be able to listen
to and identify the moral of the story, and for Conclusion:
enjoyment. • What is the lesson learnt in the story?
Content Knowledge: Moral of the story Assessment:
Skills: Assessment Assessment Assessment Recording
a. Listening for understanding and meaning Method Task Criteria Method
b. Answering key questions to identify the Oral compre- Answer Correctly SAPS
moral of the story. hension questions answered
Attitudes: Enjoy the story
Materials: The story –‘The day I

Disappeared’ (PNG School
Journals, S1-2008).
45
Grade 6
Week 1 Lesson 2 Introduction:

• Explain the lessons that opposites are
Subject: English words or things that are not alike; such
as, boy-girl/up-down.
Strand: Speaking and Listening
• Do some samples with the students.
Unit: Listening
Body:
Lesson Topic: Opposites • Explain the exercise. Do the activity as
a class. Students raise their hands to
Content Standard: 6.1.2 Listen and follow a match the opposite words.
range of specific instructions and directions in • Matching the opposite
classroom situations.
Benchmark: 6.1.2.4 Listen to information and 1. right 6. small

identify key words from given texts. 2. tall 7. more
3. high 8. happy
Objective: Students will listen to and find the
opposite of words. 4. short 9. buy
5. fat 10. ugly
Content Knowledge: Words with opposite
meanings Conclusion:
• Give three examples of words and their
Skills: Identify, matching words with opposite opposites.
meanings.
Assessment:
Attitudes: Understanding of opposite words
Assessment Assessment Assessment Recording
Materials: Blackboard Method Task Criteria Method
Oral activity Matching Correct Portfolio
opposites answer
46

1. Read the title of the poem.
Subject: English
2. What do you think the poem will be
Strand: Speaking and Listening about?
Body:
Unit: Listening
1. Read the poem to the students.
Lesson Topic: Poem 2. Ask the following questions about the
poem:
Content Standard: 6.1.1 Listen, understand
and respond to a variety of oral and visual a. Where does the islander live?
texts to express facts and opinions on local, b. What does he do for a living?
national and global issues. c. Why did he say the sea is his life?
Benchmarks: 6.1.1.2 Listen to and recognize d. What other things come from the sea
modes such as information, main ideas and beside fish?
details and classify as fact or opinion.
3. Think of something from the sea which
Objective: Students know the meaning of the they like and explain and why.
poem.
Conclusion:
Content Knowledge: Listening for meaning. Explain what the poet is saying in the poem.
Skills: Listening for main ideas and meaning. Assessment:
Attitude: Enjoy poems Assessment Assessment Assessment Recording

Method Task Criteria Method
Materials: The poem ‘I am an Islander’ Oral com- Answer Correct SAPS
(School Journals - S1, 2008) prehension questions answer
47
Grade 6
Weekly Oral Expression Program

Oral Expression has two lesson topics outlined in the program. The first
lesson is an introduction to the theme. Students talk in general terms
about the theme drawing from their own experiences. This introduces key
vocabulary and develops confidence in oral expression. In the second
lesson, students talk about more specific aspects of the theme in
preparation for their Written Expression activities later in the week.
A one week daily lesson plan has been done to assist you. Refer to the
resource section for descriptions of different text types and more ideas.
We encourage you to draw or find pictures and resources that are related
to the theme and are appropriate to your environment or context.
Note: These Oral Expression lessons prepare students for the Written
Expression activities found in the Writing section of this Teacher Guide.

Work
Theme Home School and PNG Culture and
Communication PNG and the World
leisure Environment
Week and Technology
Theme: Back to Oral Expression Oral Expression Oral Expression
school
L1. Discuss weekly L1. Discuss weekly L1. Discuss weekly
Text Type: Narrative – themes themes themes
personal recount
L2. Oral composition L2. Oral composition L2. Oral composition
Week 1 L1. Class discussion
(New year e.g.- Picture talk, e.g.- Picture talk, e.g.- Picture talk,
Celebrations) poems, plays, songs poems, plays, songs poems, plays, songs
and questioning and questioning and questioning
L2. My first day at
school
Oral Expression Oral Expression Oral Expression Oral Expression

L1. Discuss weekly L1. Discuss weekly L1. Discuss weekly L1. Discuss weekly
themes themes themes themes
Week 2 L2. Oral composition L2. Oral composition L2. Oral composition L2. Oral composition
e.g.- Picture talk, e.g.- Picture talk, e.g.- Picture talk, e.g.- Picture talk,
poems, plays, songs poems, plays, songs poems, plays, songs poems, plays, songs
and questioning and questioning and questioning and questioning

48






49
Grade 6

50
Sample Oral Expression Lesson Plans Introduction:

• What does ‘new year’ mean to you?
Week 1 Lesson 1 • Students give their responses.
Subject: English
Body:
Strand: Speaking and listening • In their activity groups, each student
talks about what he or she did in the new
Unit: Oral Expression year celebrations.
Lesson Topic: Class Discussion (New Year Conclusion:

celebration) Students discuss their plans for the year.
Content Standard: 6.1.2 Express ideas and Assessment:
opinions with different types of audience using
appropriate grammar. Assessment Assessment Assessment Recording
Benchmark: 6.1.2.1 Express personal Oral Recount of Correct Portfolio
feelings using appropriate body gestures with comprehen- personal English with
regard to selected topics. sion experience confidence
during new and clarity
year
Objective: Students will be able to speak celebrations
clearly using correct English structure.
Content Knowledge: Personal experiences
Skills: Confidence in public speaking, correct

use of English language structure.
Attitudes: Appreciate and respect others’

views.
Materials: Activity group
51
Grade 6

• How would you feel if someone gave you
Subject: English a new phone?
Strand: Speaking and listening Body:
Unit: Oral Expression • Students tell of their experiences of
their first day at school by using these
Lesson Topic: My first day at school. questions as guides.
• How did you feel?
Content Standard: 6.1.3 Express ideas and
• Who took you to the school?
opinions with different types of audience using
appropriate grammar. • Who did you meet?
Benchmarks: 6.1.3.1 Express personal Conclusion:

feelings using appropriate body gestures with Someone presents his/her own experience to
regard to selected topics. the class
Objective: Students to speak clearly using Assessment:
correct English grammar.
Content Knowledge: Own experiences Method Task Criteria Method
Oral Recount of Correct Portfolio
Skills: Confidence, clarity in speech, correct presentation personal English with
Grammar. experience confidence
during first and clarity
day of school
Attitudes: Appreciate and value others’ views
Materials: Activity group
52
Weekly Talking Program

Talking drills are important because they teach students the forms and
patterns of English. Daily oral practice of the correct forms of English
creates a solid foundation for all language learning. Talking drills may take
only a few minutes but the constant repeated practice helps students
become fluent and accurate in their use of English. It is also important
that students fully understand the expressions they are using.
The lesson topics are provided to assist you develop your daily lesson
plans. A week’s daily lesson plans have been done to assist you. For
more ideas, use the lesson samples in the resource section.
Term 1
Day
Day 1 Day 2 Day 3 Day 4 Day 5
Week
Week 1 What can I cut Can I borrow What can you What can they
Questions this paper with? your pencil see in the see in the water?
please? mirror?
using verb I can use these They can see
‘can’ scissors’. Yes, you can. themselves in
I can see myself
No, you can’t. in the mirror. the water.
Reply using
reflexive What can I comb Revision
pronouns – my hair with? Can I borrow What can Karla What can she
‘myself herself your spade see in the see in the
I can comb my photo?
himself please? mirror?
head with a
yourself, brush. She can see She can see
themselves’ herself in the
herself in the
mirror. photo.
Week 2 Revise sentence Can you tell me Can you see Can she see
Questions pattern: the time? yourself in the herself in the
using verb water? photo?
It’s a quarter
‘can’ What can you past nine. Yes, I can see Yes, she can see
see in the myself. herself.
Reply using mirror? Its half past ten.
reflexive No I can’t see No, she can’t
pronouns I can see myself myself. see herself. Revision
–‘myself in the mirror.
herself Can you see Can they see
himself yourself in the themselves in
yourself, photo? the picture?
themselves’ Yes, they can
see themselves
in the picture.
53
Grade 6
Term 1
Day
Week
Week 3 What are you What’s he What’s she What are you
Questions doing doing? doing? doing?
using ‘what’ tomorrow?
He’s washing She’s washing I’m enjoying
with verb ‘to
I’m going himself. herself. myself.
do’
fishing.
Reply using What are they
What’s she What are they
reflexive What are doing?
pronouns doing? doing?
you doing on They’re washing Revision
Thursday after She’s washing They’re washing
themselves. themselves.
school? herself.
What are they

doing this What are they
doing?
weekend?
They’re washing
themselves.
Week 4 Revise sentence When the fire When Tom What happened
pattern: started, what did looked in the when Julia fell
Questions
they do? mirror what did off the chair?
using ‘what,
What’s he he see?
when’ with They poured When Julia fell
verb ‘to do’ doing? water over it. He saw himself. off the chair, she
hurt herself.
Reply using He’s washing
When the rain When the Revision
reflexive himself.
started, what did woman fell over
pronouns they do?
What are they what happened?
doing?
She hurt herself.
They’re enjoying
themselves.
Week 5 Revise sentence Who did you see Who did they Who did he
pattern: when you went buy the peanuts make the canoe
Questions
to town? for? for?
using ‘who’
with verb ‘did’ When Peter I saw… They bought He made it for
looked in the the peanuts for himself.
Reply mirror he saw themselves.
Who came into
using reflexive himself. Revision
the room before Who did we buy
pronouns the bell rang? Who did you buy the food for?
the pencil for?
Mr. Tau came We bought it for
into the room I bought it for ourselves.
before the bell myself.
rang.
54
Term 1
Day
Week
Week 6 Revise sentence What did she Did he build Did she make
pattern: say? that house for that bilum for
Questions
himself? herself?
using ‘what, She said that
who’ with verb Who did they she likes playing Yes, he built it Yes she did.
‘did’ buy the peanuts volleyball. for himself.
for? Did you make
Reply using Revision
They bought What did he tell Betty, did you that spear for
reflexive you? make that bilum yourself?
them for
pronouns for yourself?
themselves He told us that No I didn’t.
he loves eating No, I made it for
cakes. my sister.
Week 7 Revise sentence What will you do What did he do? What did she
pattern: when the bell He drew a do?
Questions
rings? She poured
using ‘what, picture of
who’ with verb Did he build I will go home by himself. water on herself.
‘will do, did’ that house for myself.
himself?
Who did Joe and What did you Revision
Reply using Yes, he built it What will you do do?
Maria put some
reflexive for himself before you go to paint on?
pronouns We drew
bed?
They put some pictures of
I will bathe paint on ourselves.
myself. themselves.
Week 8 Revise sentence What does he What did she What did they
pattern: need? buy for herself? cook for
Questions
using ‘what, He needs a themselves for
She bought a
who’ with What did he/she comb. dinner?
skirt for herself.
verbs ‘need, do?
They cooked
cook, buy’ Joe is going What did Kara fish for
fishing. What will cook for themselves for
he need? Revision
Reply using himself? dinner.
reflexive He will need He cooked
pronouns some bait and a some yams. What did you
fishing line. buy for yourself
at the store?
I bought a book
for myself.
Week 9 Revise sentence Why does he Did anyone help Is Ruth reading
pattern: need some Maria to cook with the other
Questions
wood? the food? children?
using ‘why’,
with verb ‘did’ What did she He needs wood No, she cooked No, she’s
buy for herself? to make a fire. it by herself. reading by
Reply using herself.
reflexive Revision
Why does Maria Did anyone help
pronouns need some salt? Joe to clean the Did anyone help
blackboard? Timothy write
She needs salt
to put in the No he cleaned it that story?
food. himself. No, he wrote it
by himself.
55
Grade 6
Term 1
Day
Week
Week 10 Revision Term 1 Revision Term 1 Revision Term 1 Revision Term 1 Revision
Revision Weeks 1 - 9 Weeks 1 - 9 Weeks 1 - 9 Weeks 1 - 9
56
Term 2
Day
Week
Week 1 Revise sentence Revise sentence Can Meli reach Peter, can you
pattern: pattern: the top of the reach that
Questions cupboard? branch?
using ‘can’ I need some
Can you make a No, she’s too No, I’m too short
meat, but I don’t
bilum by small to reach to reach the
Reply in the need any rice.
yourself? the top of the branch.
negative cupboard.
Yes I can. I need a drink
using Josie, can you fit Revision
complete but I don’t need
any food. Can this sick into that hole?
sentences woman do the No, I’m too big
cooking? to fit into that
No, she’s too hole.
sick to do the
cooking.
Revise sentence Now we shall do Can this boy lift Can Kali go to
Week 2
pattern: some writing. the table? High school?
Questions We need some
Yes, he’s strong No, she isn’t old
using ‘can’ more pencils.
Can that dog enough to lift the enough to go to
crawl under the What else do we high school.
Reply in the table.
gate? need?
positive and
negative No, it is too big Can Susan Can dad push
We need some that truck?
using to crawl under reach the top of
more paper.
complete the gate. the door? No, dad isn’t
sentences No, she isn’t tall strong enough
Now we shall do Revision
enough to reach to push it.
some planting.
We need some the top of the
seeds. door.
What else do we
need?
We need some
water.
We need some
spades.
Week 3 Revise sentence This towel needs Can you lift the Can you do this
pattern: washing. table? sum?
Questions
using ‘can’ This one doesn’t No, it’s too No, it’s too
Can this boy lift need washing. heavy for me to difficult for me
the table? lift.
Reply in the to do.
negative Yes, he’s strong His hair needs Revision
using enough to lift the combing. Can Joseph lift Can you fix this
complete table. the table? desk?
Hers doesn’t
sentences need combing. No it’s too heavy No, it’s too hard
with correct for him to lift. for me to fix.
pronoun
57
Grade 6
Term 2
Day
Week
Week 4 Revise sentence Where’s your Can Josie wear Can you read
Questions pattern: mother gone? this dress? this writing?
using ‘where’ She’s gone to No, it’s too big Yes, it’s big
‘did’ Can you lift the the market. for her to wear. enough for us to
table? read.
Reply in the
positive and No, it’s too Where’s your Can we eat
negative using heavy for me to father gone? these bananas? Did you go Revision
complete lift. swimming
He’s gone Yes, they’re ripe
sentences yesterday?
fishing. enough for us to
with correct eat. No, it wasn’t hot
pronoun
enough for us to
go swimming.
Week 5 Revise sentence He lost his pen Here’s a good Here’s a cup
pattern: so he had to buy book for you to for you to drink
Statements a new one. read. with.
using the
conjunction Can Peter wear Letti lost her Who wants a
this shirt? brush so she good book to Here’s a guitar
‘so’
had to buy a read? for you to play.
No, it’s too small
Questions new one. Revision
for him to wear.
using ‘who’ Here’s a pencil
for him to write
Sentences with.
beginning with
‘Here’s’ Who else need a
pencil?
Revise sentence Why don’t you Should you eat It’s bad for you
Week 6
pattern: come for a swim green fruit? to smoke.
Questions now?
using ‘why’ No it’s bad for It’s good for you
Here’s a good I can’t come you to eat green to eat greens.
‘should’ now. I have to
book for you to fruit.
A sentence read. chop the wood. It’s bad for
beginning with you to chew
Should we read betelnut. Revision
‘It’s bad…, Petra why don’t good books?
It’s good…’ you eat your It’s good for you
lunch now? Yes, we should to eat meat and
read good greens.
I can’t eat it
books.
now. I have to
do my work.
58
Term 2
Day
Week
Week 7 Revise sentence I need new Kila got the sum Monday is a
pattern: shoes so I’ll right. Does she holiday. There
Statements
have to go to the need to do it is no need for
and
It’s bad for you store. again? us to come to
questions
to smoke. school.
using verbs No, there’s no
‘need’ ‘got’, Mum needs need for her to
It’s good for you some medicine Eron fixed his
‘is’ with to eat greens. do it again.
so she’ll have bike. There is no Revision
pronouns
to go to the Aid need for him to
post. Karu got the buy another one.
sum wrong.
Does he need to
do it again?
Yes, Karu must
do it again.
Week 8 Revise sentence If you want to Did they start Did they start
pattern: light a fire, you the game before eating before
Statements
have to collect their friends their bubu
using
The house is firewood. arrived? arrived?
conjunction ‘if’
finished. There
No thy waited No, they waited
Questions and is no need to cut If you want to be
for them to for their bubu to
answers using any more timber. a teacher you
arrive. arrive.
verb ‘did’. have to work Revision
hard a t school.
Did we go to Did you set out
assembly before before the rain
the bell ring? stopped?
No, we waited No, I waited for
for the bell to the rain to stop.
ring.
Week 9 Revise sentence She cleaned her How long have How long has
pattern: teeth before she you been sitting Alex been
Statements
came to school. here? cutting the
using
Did they start grass?
preposition We’ve been
‘before’ the game before I washed the
sitting here since He’s been
their friends plates before I
8 o’clock. cutting the grass
Questions and arrived? went to bed.
since 10 o’clock.
answers using
No they waited How long has
‘how long’ Revision
for them to Mary been How long has
arrive. doing the Mrs Kalu been
washing? teaching?
She’s been Mrs Kalu has
doing the been teaching
washing since since 2001.
early in the
morning
Week 10 Revision Term 2 Revision Term 2 Revision Term 2 Revision Term 2 Revision Term 2
Revision Weeks 1 - 9 Weeks 1 – 9 Weeks 1 - 9 Weeks 1 – 9 Weeks 1 - 9
59
Grade 6
Term 3
Day
Week
Week 1 Revise sentence Who knows Do you know Do you know
pattern: where Kila hid who he is? who she is?
Questions and
the book?
answers using Yes, we know Yes, she is my
‘who’, ‘what’ Are you sure I know where who he is. He is aunty.
with verb they will come? she hid it. our teacher.
‘know’ and Yes, I know they Do you know Revision
pronouns will come. Does everyone Do you know what this is?
know where she where this man
No I don’t.
hid it? comes from?
Yes we know No, we don’t.
where she hid it.
Week 2 Revise sentence Do you know Do you think that Do you think we
pattern: who built this Petra is the best will go to
Questions and
road? reader? Madang next
answers using
Do you know week?
‘who’, with No, I don’t know Yes I think she
verb ‘know’ who she is? who built this is. I don’t think so.
and pronouns Yes, I know who road.
Revision
it is. Do you think the Do you think
Do you know PMV will leave you’ll pass your
No I don’t know
how to make a on time? exams?
who it is.
spear, Steven?
No, I don’t think I think so.
Yes I do. it will.
Week 3 Revise sentence Will we go Do you think Do you think a

pattern: swimming on he’ll win the storm will come
Questions
Saturday? race? this week?
using ‘Do you
think…?’and Do you think it I don’t know. I I don’t know. I
No, we won’t go
pronouns, will rain hope so. hope not.
swimming on
with answers tomorrow? Saturday.
using ‘I don’t No, I don’t think Do you think Do you think Revision
know’ so. Will we go you’ll get all your there will be
hunting on maths right this an earthquake
Sunday? morning? soon?
No, we won’t I don’t know. I I don’t know. I

go hunting on hope so. hope not
Sunday.
Week 4 Revise sentence While I was What’s he going What’s Maria

pattern: reading a book to do? going to do with
Statements
I was eating my her vegetables?
- two actions He is going to
Do you think lunch.
happening sweep the floor. She’s going to
at the same he’ll win the sell them at the
time. race? While I was market.
What’s she
talking I was
I don’t know. I going to do? Revision
watching my
Questions hope so. What’s Eron
friend drawing. She’s going to
using ‘What’s going to do
___ going to clean the board. with soap and a
do?’ towel?
He’s gong to
wash himself.
60
Term 3
Day
Week
Week 5 Revise sentence How long have Do you think it’s Do you think
pattern: we been at going to rain? you’re going
Questions and
school today? to get all your
answers using Yes I do.
Do you think it’s spelling right?
We’ve been here
‘Do you going to rain this since 8 o’clock. Yes I do.
Do you think
think…?, afternoon?
it’s going to be
‘How long No, I don’t think How long have windy? Do you think it Revision
have…?’ so. we been going to be cold
No I don’t.
learning English? tonight?
We’ve been No I don’t.
learning since
Grade 1.
Week 6 Revise sentence What has Pela Show short, Say nouns
pattern: done? blunt pencil.
Questions e.g. butterfly,
using Ask: What is it? flower, book,
She has opened
‘What has…?’ Do you think it’s the door. shell, snake
It’s a short, blunt
Answers using going to rain?
pencil.
adjectives Yes I do What has Kipa Students use Revision
to describe done? three adjectives
No I don’t Show sharp
nouns to describe each
scissors. Ask:
He has lifted the
What are these? noun,
chair.
e.g. large, spiky,
They are sharp
pink shell.
scissors.
Week 7 Revise I can’t shut the Which boy won Which girl did
describing gate. the race? you give the
Questions
using nouns using book to?
He’s already That boy won
‘Which…?’ adjectives in a
shut it. the race. I gave the book
sentence
Answers using to the small girl
adjectives We can’t dig up Which man is wearing a pink
A large deadly dress.
the vegetables. going hunting? Revision
spider is under
the table They have That man with
Which tree did
already dug the spear is
you climb?
them up. going hunting.
I climbed the
huge breadfruit
near the gate.
61
Grade 6
Term 3
Day
Week
Week 8 Revise sentence Have you ever Which man Give me the
pattern: been to Alotau? is carrying a book please.
Questions
spear? Which book do
using No, I’ve never
Which box is you want?
‘Have you been to Alotau. The man
ever…?’ empty? The small book
coming out of
Answers using Have you ever the e bush. on the table.
The box on the been to Sogeri?
‘No, I’ve never Revision
table is empty. Give me the
been…’ Which student
No, I’ve never
is very quiet in pencil please.
been to Sogeri.
Questions class? Which pencil do
using you want?
The student
‘Which …?’
reading a book. The blue pencil
on the desk.
Week 9 Revise sentence Have you Have you Which girl made
pattern: cleaned your finished writing this basket?
Questions
desks yet? Kila?
using The one who’s
‘Have you…?, Give me the We haven’t sitting on the
No, I’m still
“Which …?’ book please. cleaned out ground.
writing.
with answers Which book? desk yet.
Have you Which boy made Revision
The red one on
Have you finished this canoe?
the table.
washed your
weeding the The one who’s
hands yet?
garden, Eron? smiling.
We haven’t
No, I’m still
washed them
weeding.
yet.
Week 10
Revision Term 3 Revision Term 3 Revision Term 3 Revision Term 3 Revision Term 3
Revision Weeks 1 - 9 Weeks 1 - 9 Weeks 1 - 9 Weeks 1 - 9 Weeks 1 – 9
62
Term 4
Day
Week
Week 1 Revise sentence This wall needs Which book is Which book is
pattern: painting. this? yours, Timothy?
Questions
using: This wall doesn’t That’s the book The book that’s
Who is he? need painting. that was on the under the table
‘Which…?’
He’s the man I table. is mine.
‘Who …?’
saw yesterday. This table needs
with answers Revision
cleaning. Which dog is it? Which dog got
run over?
This table That’s the dog
doesn’t need that bites The dog that
cleaning. people. chased the cat
across the road
go run over.
Week 2 Revise sentence While Mary was I gave Eron a Which book did
pattern: reading Susan banana that I you read?
Statements
read her book. picked on the
- two actions I read the book
Which book is way to school.
happening you gave me.
at the same yours, Timothy? While Patrick What did I do?
time. was playing
The book that’s You gave Eron a Which pencil did
rugby, Joe
under the table banana that you you use?
cleaned the hen
Questions is mine. picked on the
house. I used the pencil
using: way to school. you gave me.
‘Which…?’ Revision
with answers I gave Meli a biro
that I bought at
the store.
What did I do?
You gave Meli
a biro that you
bought at the
store.
Week 3 Revise sentence What will you Peter has John has
pattern: take to school? finished his finished his
Statements
Maths but he Maths but Eron
– using the I might take my
I gave him a hadn’t finished hasn’t.
conjunction ball to school.
rubber that I his writing.
‘but’
found under the Mary has
What will you do
desk. Klara has finished Revision
Questions in the village?
cleaned the cleaning her
using: What did I do?
I might visit my board but she desk but Josie
‘What…?’ You gave him a wantoks. hasn’t cleaned hasn’t.
with answers rubber that you her desk.
found under the
desk.
63
Grade 6
Term 4
Day
Week
Week 4 Revise sentence How long have Unless it rains, Unless you learn
pattern: you been at our plants will your tables you’ll
Asking
school? die. be no good at
questions Maths.
Sela has finished We’ve been at
using ‘How
her writing but school since we Unless it stops
long”
John hasn’t. were six. raining we’ll Unless you learn
have to stay to spell you
Statements inside. won’t be able to
How long have Revision
using ‘unless’ write stories.
you been playing
rugby?
We’ve been
playing volleyball
since we were in
Grade 5.
Week 5 Revise sentence That woman is What did he What did they
pattern: very old. say? say?
Asking
questions He said that he We will go to the
Unless he That man is very would go to Lae market
using ‘What
comes soon, tall. in August.
did ___ say?’ tomorrow.
we’ll go without Revision
him. Can you reach
Answers using He said that he They said that
that branch? would go
‘___said that they would go
___ would…’ No, I can’t. It hunting on to the market
very tall. Saturday. tomorrow.
Week 6 Revise sentence Can you see What’s he Who did they
pattern: yourself in the doing? buy the bananas
Questions
mirror? for?
using ‘what, He’s washing
who’ with verb What did they Yes I can myself. They bought
himself.
‘see’, ‘did’ say? the bananas for
No I can’t.
They said that What did they themselves.
Reply using they would go to do when the fire Revision
Can she see
pronouns Lae in August. started? Who did you see
herself in the
when you went
picture? They ran to the to the market?
river when the
No, she can’t
fire started. We saw our
see herself in the
friends at the
picture.
market.
64
Term 4
Day
Week
Week 7 Revise sentence Now we shall do Can this girl Can Kila go to
pattern: some painting. reach this school?
Questions
We need some branch?
using ‘can’ No, she isn’t old
Can this boy lift more paints.
Yes, she’s tall enough to go to
the large box? What else do we enough to reach school.
Reply in the
negative Yes, he’s strong need? the branch.
using enough to lift the We need some Can dad dig a
complete large box. more paper. Can the small big hole?
sentences boy reach the
Yes, dad is
top of the door?
Now we shall do strong enough Revision
some planting. No, he isn’t tall to dig a big hole.
We need some enough to reach
seeds. the top of the
door.
What else do we
need?
We need some
water.
We need some
spades.
Week 8 Revise sentence Who knows Do you know Do you know

pattern: where the dog who she is? who she is?
Questions and
hid its bone?
answers using She is our Yes, she is my
‘who’, ‘what’ Are you sure I know where it teacher. sister.
with verb they will come? hid it.
‘know’ and Yes, I know they Do you know Do you know
pronouns. will come. Does everyone where this dog what this is? Revision
know where comes from?
No I don’t.
Helen hid the
No, we don’t.
ball?
Yes we know
where she hid
the ball.
Week 9 Revise sentence Have you ever Which woman Give me the
pattern: been to Kiunga? is carrying a pencil please.
Questions
bilum?
using No, I’ve never Which pencil do
Which box is been to Kiunga. The woman you want?
‘Have you
empty? wearing a red
ever…?’ The coloured
The box on the Have you ever meri dress.
pencil on the
Answers using table is empty. been to the Port desk.
‘No, I’ve never Moresby Nature Which student Revision
been…’ Park? is very noisy in
Give me the
class?
Yes, I’ve been to rubber please.
Questions the Port The student
using talking to his Which rubber do
Moresby Nature
‘Which …?’ friends. you want?
Park.
The rubber on
the table.
Week 10 Revision Term 4 Revision Term 4 Revision Term 4 Revision Term 4 Revision Term 4
Revision Weeks 1 - 9 Weeks 1 - 9 Weeks 1 - 9 Weeks 1 - 9 Weeks 1 – 9
65
Grade 6
Sample Talking Drills Lesson Plans Introduction:

1. What is a verb?
Week 1 Lesson 1 2. Find the verb in this sentence.
• I can play the guitar.
Subject: English
Body:
1. Introduce the talking drill/pattern “What
Lesson Topic: One (1) - Talking can I/he/she…?” and give positive
responses.
Content Standard: 6.1.2.2 Apply appropriate
English grammar in a range of oral situations Examples:
correctly. • What can I cut the paper with? I can use
these scissors.
Benchmark: 6.1.2.1 Use nominative
• What can I comb my hair with? I can
(subjective), objective, reflexive and
comb my hair with a brush.
possessive pronouns in
sentences orally. • What can he cut the tree with? He can
cut the tree with an axe.
Objective: By the end of the lesson students
should be able to use questions using the 2. Students practice the talking drills in
verb ‘can’. their groups saying their own sentences.
Content Knowledge: Identify the verb ‘can’ Conclusion:

in question sentences and give positive • Students should write five (5) different
responses. sentences using she/he/they/we/I in the
sentence as in the talking drills.
Skills: Speak fluently using the verb ‘can.’
Assessment:
Attitudes: Respond well, respect, have
confidence. Each group will present the talking drills to the
class.
Materials: Blackboard, chalk
Observation Students will Checklist SAPS
present
talking drills
in their
groupsl
66

• Few students to present the talking drills
Subject: English from the previous lesson (at least 4 or 5
students).
Body:
Lesson Topic: Two (2) - Talking
1. Introduce the talking drill/pattern ‘Can
Content Standard: 6.1.2.2 Apply appropriate I borrow…?’ and give positive and
English grammar in a range of oral situations negative responses.
correctly. e.g., ‘Yes, you can.’ Or ‘No, you can’t.’
Benchmark: 6.1.2.1 Use nominative Examples:

• Can I borrow your pencil?
possessive pronouns in sentences orally.
• Yes, you can. /No, you can’t.
Objective: By the end of the lesson students • Can I borrow your spade please?
should be able to use questions using the
verb ‘can’. • Yes, you can. /No, you can’t.
• Can he borrow your ruler?
Content Knowledge: Identify the verb ‘can’ • Yes, he can. /No, he can’t.
in question sentences and give positive and
negative responses. 2. Students practice the talking drills in
their groups saying their own sentences.
Skills: Speak fluently using the verb ‘can’.
Conclusion:
confidence in talking. • Students should write five (5) different
sentences using she/he/they/we/I in the
Materials: Blackboard, chalk sentence as in the talking drills.
Assessment:

Practical Collect Correct SAPS
writing completed punctuation,
work from spelling and
the sentence
conclusion structure
exercise
67
Grade 6

students).
Body:
Lesson Topic: Three (3) - Talking
1. Introduce the talking drill/pattern ‘What
Content Standard: 6. 1.1 Give a range can you/Leslie/I’ and give positive
of specific instructions and directions in responses.
structured and spontaneous classroom
situations. Examples:
• What can you see in the mirror? I can
Benchmark: 6.1.1.3 Use nominative see myself in the mirror.
(subjective), objective, reflexive and • What can Leslie see in the mirror? He
possessive pronouns in sentences orally. can see himself in the mirror
• What can I see in the river? They can see
myself in the river
verb ‘can’ and reply using reflexive
2. Students practice the talking drills in
pronouns – myself, herself, himself, yourself,
pairs saying their own sentences.
themselves.
Conclusion:
Content Knowledge: Verb ‘can’ in question
sentences and give positive responses. • Students should write five (5) different
sentences using the talking drills.
Skills: Speak fluently using the verb ‘can’ and
reflexive pronouns. Assessment:
Attitudes: Have confidence in speaking.
Materials: Blackboard, chalk Practical Collect Correct SAPS

writing completed punctuation,
work from spelling and
the sentence
conclusion structure
exercise
68

students).
Body:
Lesson Topic: Four (4) - Talking
1. Introduce the talking drill/pattern ‘What
Content Standard: 6.1.2 Apply appropriate can they/she/he/we…?’ and give
English grammar in a range of oral situations positive responses.
correctly. Examples:
• What can they see in the water? They
Benchmark: 6.1.2.1 Use nominative
can see themselves in the water.
possessive pronouns in sentences orally.
• What can she see in the photo? She can
see herself in the photo.
• What can we see in the newspaper? We
verb ‘can’ and reply using reflexive pronouns –
can see ourselves in the newspaper.
myself, herself, himself, yourself, themselves.
2. Students practice the talking drills in
Content Knowledge: Identify the verb ‘can’
pairs saying their own sentences.
in question sentences and give positive
responses.
Conclusion:
• Students present some sentences in
Skills: Speak fluently using the verb ‘can’ and
pairs using the talking drills.
reflexive pronouns.
Assessment:
confidence in speaking.
Materials: Blackboard, chalk Method Task Criteria Method
Observation Students Checklist SAPS
will present
talking drills
in pairs
69
Grade 6
Strand 2: Reading
Reading program has five lessons. Follow the reading program to develop
your daily lesson plans. A week‘s daily lesson plans have been done to
assist you.
Refer to the resources section for guidelines to the reading process and
more ideas.
Weekly Reading Program (Terms 1-4)
Term 1
Day Day 1 Day 2 Day 3 Day 4 Day 5
Theme
Home, School and Leisure
Week
Week 1 Reading and Reading and Reading and Reading and Reading for
comprehension comprehension comprehension comprehension pleasure
Sub-theme:
Back to school
Literature Vocabulary Vocabulary Vocabulary Library skills
Text type:
Word meaning – Homophones Alphabetical
Personal recount
from reading text Word meaning order
Reading material
Short recount
texts
Class Readers
Sub-theme:
My community
Text type:
Word meaning – Synonyms Compound
Narrative – short
from reading text Word meaning words
stories
Reading material
Short narrative
texts
Class Readers
Sub-theme:
Diary
Text type:
Word meaning – Antonyms Alphabetical
Personal recount
from reading text order, using a
Reading material dictionary
Diaries, journals,
personal recounts
Class Readers
70
Term 1
Theme
Week
Sub-theme:
The world around
us
Word meaning – Homophones Prefixes
Text type:
from reading text
Explanation
Reading material
Information texts
Class Readers
Text type:
Review Vocabulary Vocabulary Vocabulary
Literature Library skills
Reading material Word meaning – Compound Suffixes
Personal recount from reading text words
Narrative
Explanation
Class Readers
Sub-theme:
Living creatures Vocabulary Vocabulary Vocabulary
Text type: Word meaning – Prefix: re Contractions
Information report from reading text
Reading material
Short information
reports
Class Readers
Sub-theme:
Natural cycles
(e.g. water cycle,
life-cycles) Word meaning – Antonyms Abbreviations
from reading text Plural words
Text type:
Scientific report
Diagrams
Reading material
Information texts,
diagrams
Class Readers
71
Grade 6
Term 1
Theme
Week
Sub-theme:
People Vocabulary Vocabulary Vocabulary
Text type: Word meaning – Suffix: ‘er’ and Word meanings
Biography from reading text ‘est’
Reading material
Biographical and
autobiographical
texts
Class Readers
Sub-theme:
Letter to a
newspaper
Word meaning – Expanding ‘er’ Compound
Text type:
from reading text words words
Exposition
Reading material
Letters to the
editor
Opinion texts
Class Readers
Assessment
Text type: Phonics Vocabulary Vocabulary Vocabulary Library skills
Reports, Revision weeks Word meaning – Revision weeks Similes
Biography, 1-9 from reading text 1-9
Exposition
Literature
Reading material
Short texts
Class Readers
72
Term 2
Theme
Work, communication and technology
Week
Sub-theme:
Friendship Vocabulary Vocabulary Library skills
Literature Vocabulary
Text type: Homophones Alphabetical Dictionary use
Word meaning –
Narrative order
from reading text Word meaning Finding
Reading material information
Short narrative
texts
Class Readers
Sub-theme:
Family
Text type:
Word meaning – Synonyms Gender words Dictionary use
Recount
from reading text Word meaning Finding
Reading material
information
Short narrative
texts
Class Readers
Sub-theme:
City life
Text type:
Word meaning – Antonyms Collective words Dictionary use
Transaction
from reading text Finding
Reading material
information
Short narrative
texts
Class Readers
Sub-theme:
Island life
Text type:
Word meaning – Homonyms – Prefixes Dictionary use
Report
from reading text pairs of words Finding
Reading material e.g. scene/seen information
Short narrative
texts
Class Readers
73
Grade 6
Term 2
Theme
Week
Sub-theme:
Bush life
Text type:
Word meaning – Compound Sound words Dictionary use
Information
from reading text words e.g. slam of a Finding
Narrative door, tramp of
Suffixes information
Reading material feet
Short narrative
texts
Class Readers
Sub-theme:
Sea creatures
Text type:
Word meaning – Apostrophes of Contractions Dictionary use
Explanation
from reading text possession Finding
Reading material
information
Short narrative
texts
Class Readers
Sub-theme:
Landforms
Text type:
Word meaning – Figurative Abbreviations Dictionary use
Procedures
from reading text language – simi- Finding
Reading material
les information
Short narrative
texts
Class Readers
Sub-theme:
Magical places
Text type:
Word meaning – Suffix: ‘er’ and Analogies Dictionary use
Narrative
from reading text ‘est’ Spider is to fly as Finding
Reading material
cat is to mouse information
Short narrative
texts
Class Readers
74
Term 2
Theme
Week
Assessment
Text type:
Narrative - poetry
Word meaning – Expanding ‘er’ Compound Dictionary use
Reading material
from reading text words words Finding
Short narrative
information
texts
Class Readers
Review and
Enrichment
Reading material
Word meaning – Revision weeks Term 2 topics Assessment:
Short texts
from reading text 1-9 Finding
Class Readers
information
75
Grade 6
Term 3
Theme
PNG Culture and Environment
Week
Sub-theme:
Our planet
Text type:
Word meaning – Commonly Alphabetical Interpretation
Information
from reading text confused words order tables
Recount
information
Reading material
Newspaper
reports
Information texts
Class Readers
Sub-theme:
Fables
Text type:
Word meaning – Technical words Homonyms – Interpretation
Narrative
from reading text pairs of words tables
Reading material e.g. scene/seen information
Short narrative
texts
Class Readers
Theme:
Memories
Text type:
Word meaning – Abstract words Homophones Interpretation
Poetry
from reading text tables
Reading material
information
Poems
Class Readers
Sub-theme:
Sight (how our
eyes work)
Word meaning – Prefixes Word origins Interpretation
Text type:
from reading text tables
Explanation
information
Reading material
Explanation texts
Class Readers
76
Term 3
Theme
Week
Sub-theme:
Night animals
Text type:
Word meaning – Suffixes Sound words e.g. Interpretation
Explanation
from reading text slam of a door, diagrams
Reading material tramp of feet information
Information
Recounts
Explanation texts
Class Readers
Theme:
Volcanoes
Text type:
Word meaning – Contractions Figurative Interpretation
Information report
from reading text Apostrophes of language – diagrams
Reading material
possession similes information
Information report
Class Readers
Sub-theme:
Maps, Giving
instructions
Word meaning – Abbreviations Figurative Interpretation
Text type:
from reading text language – diagrams
Procedure
metaphors information
Reading material
Maps
Instructions
Class Readers
Sub-theme:
Literature review
Text type:
Word meaning – Acronyms Proverbs Interpretation
Report
from reading text labeled
Reading material
diagrams
Book reviews
Class Readers
Assessment
Text type:
persuasive
Word meaning – Word analogies Word classication Interpretation
Reading material
from reading text Cat to kitten as pig, dog, horse, labeled
Newspapers
dog is to puppy. cat diagrams
Opinions
Class Readers
77
Grade 6
Term 3
Theme
Week
Review and
Enrichment Vocabulary Vocabulary Interpreting
Literature Vocabulary
Word meaning – Term 3 topics tables, graphs
Text type: Term 3 topics
from reading text diagrams
Information, Weeks 1 - 9
Procedure,
Book review,
Persuasive
Reading material
Short texts
Newspapers
Class Readers
78
Term 4
Theme
PNG and the World
Week
Sub-theme:
People around the Vocabulary Vocabulary Vocabulary Library skills
Literature
world Word meaning – Homophones Alphabetical Note taking
Text type: from reading text Word meaning order
Transaction
(letters)
Reading material
Letters
Information about
travel/ other
countries
Class Readers
Sub-theme:
Cultural traditions
Text type:
Word meaning – Homonyms Prefixes Note taking
Recount
from reading text
Reading material
Short recount
texts
Class Readers
Sub-theme:
Food in different Literature Vocabulary Vocabulary Vocabulary Library skills
countries Word meaning – Synonyms Suffixes Note taking
Text type: from reading text
Information
Reading material
Information texts
Class Readers
Sub-theme:
Travel
Text type:
Word meaning – Antonyms Alliteration Note taking
Information,
from reading text
recount
Reading material
Information
reports
Recounts
Class Readers
79
Grade 6
Term 4
Theme
PNG and the World
Week
Sub-theme:
Communication Literature
Vocabulary Vocabulary Vocabulary Library skills
around the world
Word meaning Collective Sound words Summarizing
Text type: – from reading words e.g. slam of a a text
Procedure text door, tramp of
Reading material feet
Procedural texts
Class Readers
Sub-theme:
Famous people Literature
around the world Vocabulary Vocabulary Vocabulary Library skills
Word meaning Apostrophes of Contractions Summarizing
Text type:
– from reading possession a text
Biography text
Reading material
Biographies
Class Readers
Sub-theme: comprehension comprehension comprehension comprehension pleasure
Technology Literature Vocabulary Vocabulary Vocabulary Library skills
e.g. how planes fly Word meaning Figurative Abbreviations Summarizing
Text type: – from reading language – a text
Explanation text similes
Reading material
Explanation texts
Class Readers
Sub-theme:
Animals of Africa Literature Vocabulary Vocabulary Vocabulary Library skills
Text type: Word meaning Comparative/ Confused words Summarizing
Information – from reading superlative a text
text words
Reading material
Information texts
Class Readers
Assessment comprehension comprehension comprehension comprehension pleasure
Text type: Literature Vocabulary Vocabulary Vocabulary Library skills
information Word Figurative Word origins Summarizing
Persuasive meaning – from language – a text
Reading material reading text metaphors
Information
Persuasive texts
Class Readers
80
Term 4
Theme
PNG and the World
Week
Review and
Enrichment Vocabulary Vocabulary Vocabulary Library skills
Reading material Literature Word meaning Revision Term 4 topics Note taking
Short texts – from reading Weeks 1-9 Summarizing
Class Readers text a text
81
Grade 6
Sample Reading Lesson Plans Introduction: (5 mins)

1. Teacher hands out copies of the poem
Week 1 Lesson 1 titled ‘The Herons’ before reading it to
the class.
Literature 2. Students listen to familiarize themselves
with the poem.
Subject: English
3. Teacher explains what was read and the
Strand: Reading meaning behind the poem.
Lesson Topic: Literature – Exploring a Poem Body: (30mins)

1. Teacher chooses a boy and a girl to read
Content Standard: 6.2.1 Identify structure, the same poem again to the class.
figurative language and meanings in literary 2. A boy and girl read the poem-The
works Herons.
Benchmark: 6.2.1.1 Identify and explain 3. Teacher uses the structure and form of
figurative language, including symbolism, poem to read and explain.
imagery, metaphor, personification, simile and 4. Teacher places students into groups of 5
idioms. and gives each group a colourful picture
and a poem structure.
Objective: To define structure and form 5. Teacher at the count of 3 asks them all
in poems. to study the given picture.
Content Knowledge: A poem, its form and 6. Then, at the count of 5, teacher asks the
structure. first student to write something about
the picture.
Skills: Reading a poem, writing a free poem. 7. When the teacher says ‘Stop!’, the paper
is passed onto the next student for his or
Attitude: Appreciate poetry, appreciate and her line.
value the usage of figurative language in
poems. 8. The poem should be finished when the
paper has come full circle.
Materials: A poem structure that students will 9. Teacher then asks volunteers to read
use; The poem titled The Herons, and a their poems.
picture of flying herons
10. Teacher asks what they like about their
own poem.
11. Teacher asks about what they like about
The Herons title of poem
another group’s poem.
Mavis Aipau author of poem
}
Out of the east line Conclusion: (5 mins)
The sun stretches its fingers Teacher asks what they would change about
Of golden rays. their own poem
verse
Touched by the golden fingers
White lads rise from leafy beds,
Assessment:
Spreading their wings in flight.
}
Gliding into graceful landings, Assessment Assessment Assessment Recording
They show off their white suits Method Task Criteria Method
And black boots. observation reading Accurate and Checklist
with aloud a fluent
In silence, humble yet fearless, checklist poem and reading
writing a Writing a
Enjoying their early morning sunbath
poem poem
And their dawn prey.
towards
poem folio
82
title of poem ____________

author of poem ______________
}
______________ line
______________
______________
verse
______________
______________
______________
}
______________
______________
______________
83
Grade 6
Week1 Lesson 2 Introduction:

1. Introduce the story;
Subject: English • Look at the title.
• Talk about the story or what the text
Strand: Reading might be about
Lesson Topic: Reading and Comprehension – • Share related experiences.
Vocabulary (Word Meaning) • Predict what might happen or what
the information might be.
Content Standard: 6.2.2 Read a range of
fiction and factual texts for information and Body:
pleasure 1. Read the text as a class and encourage
students to;
Benchmark: 6.2.2.2 Apply various strategies • Join in with the reading
of reading (Participate in uninterrupted silent • Read on or read back
sustained reading [USSR] or drop everything • Ask questions for understanding
and read [DEAR])
• Use pictures, context clues, attack
strategy.
Objective: To read longer text for meaning
with fluency and accuracy. 2. Next, students work in small groups or
pairs;
Content Knowledge: To read and • Paired reading
comprehend a longer text. • Students take turns to read
Skills: Reading for meaning with fluency and
• Two reader read together
accuracy.
• Echo reading (stronger reader and
weak reader) weak reader to read after
Attitude: Confidence in reading.
the strong reader
Materials: Grade level Reader Conclusion: Vocabulary – Word Meaning
1. Make a list of words that students found
difficult to read and understand. Write the
words on the blackboard. Discuss the
words in groups or in pairs.
2. Encourage students to use the words in
correct, complete sentences to indicate
their understanding of the meaning.
Assessment:

Listen To Read aloud Accurate and Checklist
Reading, Answering fluent
comprehend comprehen- reading
questions, sion Correct oral
and Word
questions responses to
Meaning
Using words questions
in sentences
to show
meaning
84
Week1 Lesson 3 Conclusion: If you have used lesson 1 text or

a new text then ask students to come up with
Subject: English the new alternative title.
Strand: Reading Vocabulary – Homophones
Lesson Topic: Three – Reading Materials:

(Homophones) 1. Write the following homophones on a
chart or chalkboard:
Content Standard: 6.2.1 Read and interact • write/right, some/sum, at /eight, flour/
with words and concepts in a range of texts to flower, weak/week
construct an appropriate meaning
2. Write down these sentences on charts or
Benchmark: 6.2.1.1 Read and comprehend chalkboard:
both independent-level texts and • Choose the correct homophone to
instructional-level texts that are designed for complete.
this level.
1. Children have a _________ to education.
(write/right)
Objectives:
1. To read and comprehend a short text. 2. Kevin asked Luke to give the _______ of
12 and 20. (sum/some)
2. To identify homophones (bare, bear)
3. Mother used _________ to bake cake for
Content Knowledge: Recognize Nelly’s wedding. (flower/flour)
homophones and read new words and 4. The old man hasn’t eaten for a ________
sentences. and he is_______. (weak/week)
Skills: 5. The _______ soldiers hungrily ________
1. Read a text applying a range of reading their meals. (ate/eight)
strategies.
Introduction:
2. Identify homophones, their spelling and
use in sentences. 1. Explain what homophones are.
2. Write the words bear/bare and discuss
Attitudes: Appreciate and take pride in their meanings, use them in sentences.
developing English skills and learning new
words. Body:
Materials: Repeat lesson 1 or use a new story • Read the list of words.
or information text. • Ask questions about the words.
• Make sure students understand that the
Introduction: two words can sound the same but have
Together with the class, talk about lesson one different meanings and spelling.
reading text or introduce a short text. • Ask the students to use the words
in sentences to show that they have
Body: understood the meaning.
1. Read text again and ask comprehension • Students to work on the activity (check
questions to make sure that students materials)
have understood the reading text.
2. If reading is a narrative text, then Conclusion:
ask questions about; the settings, • Record the homophones as a class chart.
characters, order of events in the story,
the meaning of difficult words in the
story.
85
Grade 6
Assessment:

Observe Correct Correct oral Checklist/
response answers to responses portfolio
and comprehen- and correct
correcting sion writing of
sentences. questions homophones
about in sentences
reading.
Write
sentences
using
homophones
86

1. Explain what ‘alphabetical order’ is.
Subject: English
2. List words that have /ay/ sound.
Strand: Reading 3. Students to arrange the words in their
correct alphabetical order.
Lesson Topic: Two – Reading (alphabetical
order) Body:
1. Activity: Students arrange words
Content Standard: 6.2.1 Apply a range of
in correct order (refer to materials
strategies to develop and expand knowledge
section). Do corrections.
of the words and the word meanings to
increase vocabulary. Conclusion:
Benchmark: 6.2.1.2 Use dictionaries and Test speed and accuracy.
thesaurus to confirm correct spelling and 1. Write five (5) words on the blackboard.
pronunciation of unknown words. 2. In two minutes, see how many students
have completed arranging and have
Objective: To correctly arrange words in arranged correctly.
alphabetical order.
Assessment:
Content Knowledge: Alphabetical ordering.
Skills: Arranging words in alphabetical order. Method Task Criteria Method
Observing 1. Arrange 1. Correctly Checklist
Attitude: Confidence In alphabetical ordering. responses words in check the
in arranging correct words are
Materials: A prepared chart or chalkboard words in order. in correct
with a list of words that has been arranged in correct order.
2. Test
order
order. speed 2. Check if
and they work
• Other list of words will be used as activity: accuracy. according
to time
timber, time, tow, tours, tools, tourists, set.
towel, tractor, trade
87
Grade 6

1. What do you see when you go into a
Subject: English library?
Strand: Reading 2. What kind of Books?
Lesson Topic: Library skills-reading for Body:

pleasure. 1. Explain the different sections in the
library?
Content Standard: 6.2.2 Read a range of
2. Students select a book of interest.
fiction and factual texts for information and
pleasure. 3. Shared reading with friends
Benchmark: 6.2.2.1 Apply various strategies Conclusion:

of reading (Participate in uninterrupted Select students to share their stories with the
sustained silent reading [USSR] or drop whole class
everything and read [DEAR]).
Assessment:
Objective: Read books for information and
pleasure. Assessment Assessment Assessment Recording
Content Knowledge: Reading books and Oral Shared Presentation- Check list
articles. presentation reading confidence,
grammar,
sequence
Skills: Read book of interest.
Attitudes: Enjoy and appreciate reading. ….
Materials: School journals, magazines,

newspapers and library books
88
Strand 3: Writing
Weekly Spelling Program – Term 1 -4

The program is designed for you to plan daily lessons. There are four
parts to the spelling and dictation activity in a week. Part 1 has weekly
spelling words with a sound or phonic focus. Part 2 consists of family
group words taken from the weekly themes. Spelling has four lessons per
week. It is important that teachers teach the spelling words thoroughly for
the week.
Sample lesson plans have been provided for you to assist you develop
your spelling lessons.
Term
Term 1 Term 2 Term 3 Term 4
Week
Sound /ay/ words Sound /e/ words Sound /i/ words Sound /n/ words
place, spade, chase, every, example, best, insect, still, until, city, nation, nurse, narrow,
taste, paint, remain, friend, said, many, music, pyramid, begin, began, banner,
explain, steak, great, bread, ready, heavy, synonym, antonym, dinner, knot, knee,
break breakfast busy, build know
1 School People Contractions Homophones

reading, writing, people, adults, I’m, don’t, isn’t, it’s, not, knot, see sea,
spelling, maths, health, children, Mister, you’re, wasn’t, doesn’t, would, wood, some,
music, sport, culture Missus, woman, baby, can’t, I’ll, didn’t sum, so, sew
woman, friend,
stranger
Sound /ie/ words Sound /or/ words Sound /u/ words Sound /r/ words
drive, beside, while, morning, corner, lunch, hungry, does, rough, remote, rescue,
myself, reply, multiply, important, fall, poor, come, other, nothing, rely, right, write, wrong,
find, behind, blind, door, floor, draw, claw, double, trouble, wreck, wrist, wriggle
behind yawn couple, country
Clothing
2 Family Head parts The eyes
clothes, skirt, jeans,
family, uncle, aunt, Face, hair, eye, ear, lash, pupil, blink, black, shorts, shirt, shoes,
cousin, mother, father, nose, mouth, cheek, blue, lens, tears, thongs, laplap, dress,
sister, brother, chin, forehead, teeth eyeglass, eyelid, trousers
grandmother, eyebrow
grandfather
89
Grade 6
Term
Week
Sound /oa/ words Sound /eer/ words Sound /w/ words Sound /s/ words
those, chose, alone, dear, fear, clear, spear, work, were, water, soap, story, glass,
open, only, nobody, nearly, yearly, world, without, whip, address, circle, once,
slowly, tomorrow, road, disappear, deer, cheer, whale, wheat, whistle, fence, price, voice,
toast engineer whisper police
3 Actions/Verbs Homophones Question words Indefinite pronouns

looked, played, to/too, been/bean, what, who, when, everyone, everybody,
walked, ran, named, hear/here, knew/ new, where, why, how, can, everything,
wrote, talked, asked, no/know did, which, are everywhere,
called, lived something, sometimes,
somewhere, somehow,
anybody, anything
Sound /ue/ words Sound /oo/ words Sound /l/ words Sound /z/ words
huge, used, include, cook, took, shook, pull, local, ladder, ankle, zone, zero, lazy, prize,
pollute, chew, unscrew, hopeful, bush, could, bottle, paddle, smell, puzzle, fizzy, please,
threw, through, suit, should, wouldn’t, balloon, parcel, tunnel, these, choose,
juice couldn’t animal scissors
4 Fruit Vegetables Weather Environment

orange, apple, banana, sweet potato, weather, rain, windy, mountain, valley,
strawberry, mango, broccoli, carrot, thunder, lightning, swamp, volcano, river,
pineapple, pawpaw, cabbage, pumpkin, storm, showers, coast, lake, waterfall,
watermelon, salad, tomatoes, cyclone, cloudy, snow highlands, lowlands
rockmelon, grapes potatoes, beans,
greens
Sound /ee/ words Sound /oy/ words Sound /j/ words Sound /th/ words
asleep, greeting, meet, toy, enjoy, annoy, joke, just, judge, edge, throw, breath, breathe,
meat, repeat, clean, employ, destroy, coin, bridge, giant, germ, these, those, thirsty,
money, honey, lovely noise, point, toilet, engine, danger, thorny, bath, tenth,
choice vegetable faith
Numbers to 20
5 Numbers Ordinal numbers Measurement
eleven, twelve,
thirteen, fourteen, twenty, thirty, forty, first, second, third, gram, kilogram, metre,
fifteen, sixteen, fifty, sixty, seventy, fourth, fifth, sixth, kilometre, centimetre,
eighty, ninety, hundred, seventh, eighth, ninth, millimetre, weight,
seventeen, eighteen,
thousand tenth height
nineteen, twenty
length, ruler
Sound /ar/ words Sound /ou/ words Sound /c/ as ever Sound /sh/ words
sharp, market, farmer, now, somehow, crowd, common, kind, keep, shark, shake, brush,
raft, bath, after, down, flower, cloud, kitchen, truck, rocket, crash, ashamed, shelf,
bananas, glasses, about, shout, ground, o’clock, picked, should, shining, sure,
afternoon around chicken, backache sugar
6 Size
Colours Shapes Opposites
huge, large, great,
shape, circle, square, hard, soft, even, odd,
red, blue, green, enormous, little, small,
rectangle, triangle, answer, question,
yellow, white, black, tiny, miniature, short,
diamond, hexagon, forward, backward,
orange, purple, brown, height
cube, cone, sphere rough, smooth
crimson
90
Term
Week
Sound /o/ words Silent letters Sound /f/ words Sound /ch/ words
song, belong, across, often, listen, wrong, found, coffee, different, child, change, teacher,
hospital, follow, wrist, palm, half, photo, phone, lunch, branch, catch,
swallow, was, want, knock, knife, thumb, dolphin, alphabet, match, scratch, fetch,
wallet, washing island laugh, cough, enough stitch
7
Months Time Sport Antonyms
January, February, Time, second, minute, sport, rugby, volleyball, always, never, high,
March, April, May, hour, morning, night, netball, swimming, low, start finish, late,
June, July, August, evening, noon, clock, running, weight lifting, early, on, off
September watch football, soccer, golf
Sound /er/ words Sound /air/ words Sound /g/ words Sound /x/ words
another, together, chair, repair, airport, Gospel, garlic, begin, axe, taxi, mixture,
yesterday, worm, bear, wear, tear, scare, began, godchild, prefix, relax, knocks,
worst, homework, share, beware, square stagger, struggle, ticks, sticks, quacks,
turtle, return, church, soggy, ghost, ghastly shocks
thirsty Position words
8 Position words Christmas
above, below, next,
Months
over, inside, outside, here, there, between, Christ, birth,
months, October, after, before, by, into near, under, last, left, Bethlehem, donkey,
November, December, right, above, below shepherds, wise,
year, season, summer, angel, choir, hymn, joy
winter, autumn, winter
Review Review Review Review

(select sounds and (select sounds and (select sounds and (select sounds and
words that students words that students words that students words that students
have found difficult; have found difficult; have found difficult; have found difficult;
10 revise them by creating revise them by creating revise them by creating revise them by creating
your own spelling list your own spelling list your own spelling list your own spelling list
for this week) for this week) for this week) for this week)
91
Grade 6
Sample Spelling Lessons Introduction:

1. Ask the students to write one word that
has four letters and has the letter “a” in
Week1 Lesson 1 it.
Subject: English Examples: peas, bail, sail, Cain
Strand: Writing Body:

1. Teacher to write these words on Flash
Lesson Topic: One (1) - Spelling cards: place, spade, chase, taste,
paint, remain, explain, steak, great,
Content Standard: 6.3.4 Apply a range of break
strategies to spell, read and write sight words
and new words. 2. Teacher flashes the words and students
call out the words; then spell them
Benchmark: 6.3.4.7 Distinguish correct correctly.
spelling of commonly misspelled words and 3. Sort /ay/ sounds words in different letter
homonyms. patterns.
Objective: By the end of the lesson students place paint steak

should be able to recognize different words
that make /ay/ sounds.
Content Knowledge: Read and hear the Conclusion:

/ay/ sound and recognize the different spelling
patterns for the sound /ay/. • Write the spelling words in alphabetical
order.
Skills: Spell the words and write them down
correctly. Assessment:
Attitudes: Appreciate learning new Assessment Assessment Assessment Recording

vocabulary. Method Task Criteria Method
Practical Put the Words SAPS
Materials: Blackboard, chalk, flash cards, writing words in correctly
markers alphabetical put in
order alphabetical
order
92
Week1 Lesson 2 Introduction:

• Hold up the flash cards. Say the words
Subject: English and hear the /ay/ sound.
Lesson Topic: One (1) - Spelling • Explain that /ay/ sound has different
word patterns
Content Standard 6.3.4 Apply a range of • e.g., place, paint and break (i.e. /a_e/,
strategies to spell, read and write sight words /ai/, /ea/).
and new words.
• Students say the word p l a c e.
Benchmark: 6.3.4.7 Distinguish correct • Teacher explains to the students that the
spelling of commonly misspelled words and letters ‘a’ and ‘e’ make the /ay/ sound.
homonyms. • Identify other words that make /ay/
sounds
should be able to recognize different words Conclusion:
that make /ay/ sounds.
• Use two or three /ay/ sound words in
Content Knowledge: Read and hear the / sentences to show meaning of each
ay/ sound and recognize the different spelling word (orally)
patterns for the sound /ay/.
Assessment:
Skills: Spell the words and write them down
correctly. Assessment Assessment Assessment Recording
Attitudes: Appreciate learning new Observing 1. Identifying Correctly Checklist/
vocabulary. responses words in identified portfolio
and text with / words that
correcting ay/ sound. contain /ay/
Phonics sentences 2. Using sound.
Materials: Write the words from the spelling /ay/ sound Correctly use
list on flashcards. words in words with /
sentences ay/ sound in
(place, spade, chase, taste, paint, remain, sentences
explain, steak, great, break)
93
Grade 6

1. Learn these spelling rules:
Subject: English
• When a noun ends in ‘f’, you must
Strand: Reading change the ‘f’ to ‘v’ and add ‘es’ to
make it plural. If it ends in ‘fe’, you
Lesson Topic: Two (3) – Spelling/ Vocabulary must change the ‘f’ to ‘v’ and add ‘s’.
Content Standard: 6.3.4: Apply a range of Examples:

strategies to spell, read and write sight words a. one calf a. two calves
and new words.
b. one knife b. two knives
Benchmark: 6.2.1.2 Use dictionaries and
thesaurus to confirm correct spelling and Body:
pronunciation of unknown words. 1. Teacher writes these words on the
blackboard:
half, life, leaf, shelf, wolf, thief
should be able to use conventions of spelling
to spell words correctly. 2. Students will change the following words
to plural.
Content Knowledge: Read and understand 3. Teacher explains the rules below.
words from the School groups.
Rules:
Skills: Spell the words and write them There are always a few words that do not
correctly. follow the rules. Learn the words below
which DO NOT change the ‘f’ to ‘v’ when
Attitudes: Appreciate learning new they are plural.
vocabulary.
a. one roof a. two roofs
Materials: Blackboard, chalk, flash cards, b. one Chief b. two chiefs
markers c. one reef c. two reefs
• Write two more words that end with ‘fs’
Conclusion:
• Copy rules for spelling in your activity
book
Assessment:

Test Apply rules a) Spell SAPS
for spelling words
correctly
94

• Students list and follow instructions for
Subject: English spelling and dictation
Lesson Topic: Two (4) - Spelling 1. Say the word twice before students write
them.
Content Standards 6.3..1: Spelling words for the Test:
Apply correct use of grammar in written forms
place, spade, chase, taste, paint, remain, explain,
in a range of familiar and introduced topics. steak, great, break
Benchmarks 6.3.1.10: Distinguish commonly 2. Read the dictation passage two times.
confused words such as there/ their. The third time read it slowly for students
to write.
should be able to spell words and dictate Dictation Passage
sentences correctly. The little boy will explain to you about the man
who stole the steak.The men chased him all the
Content Knowledge: /ay/ sound words and way to the police station.
family group words.
Conclusion:
Skills: pronounce learnt words and spell them
correctly. • Collect books for marking
Attitudes: Appreciate learning new Assessment:

vocabulary. Assessment Assessment Assessment Recording
Materials:
Test Apply rules a) Spell SAPS
1. Prepare spelling words for spelling words
2. Dictation passage. correctly
95
Grade 6
Weekly Written Sentence/Grammar Program

The program of Talking Sentences in Speaking and Listening lays the oral
foundations for Grammar and Written Sentences. Daily oral practice of
the correct forms of English creates a solid foundation for all language
learning. Here are the grammar topics and written sentences to assist you
develop your daily lesson plans. Use the lesson samples in the resource
section for more ideas.
Term
Week
Common and proper Collective nouns Plural nouns Concrete and
nouns abstract nouns
Correct use of regular (adding s, es,
Correct punctuation collective nouns in ies) and irregular Identification and
and use of common sentences. Correct use of plural correct use of concrete
and proper nouns in nouns in sentences. and abstract nouns.
sentences. Examples:
Examples: Examples:
1 Examples: A swarm of bees
attacked the small boy. The buses arrived to The boy always told
At the market, we sold pick the children. the truth.
coconuts, sago, yams A flock of seagulls flew
and fish. over the fishing boats. There were many
books on the shelves.
On Sunday, I will be
going to Port Moresby Butterflies can be very
with Simon. colourful.
Personal Pronouns Possessive Personal and Relative and

Adjectives Possessive Pronouns Interrogative
(singular and plural)
Pronouns
I, you, he, she, it, we, my, your, his, her, its, Correct use of personal
you, they our, your, their and possessive what, which, who,
pronouns in sentences. whose, whom
Correct use of personal Correct use of
pronouns in sentences. possessive adjectives Correct use of relative
in sentences. Examples: pronouns in sentences
2 Examples: We are going with them and questions.
Examples: to the market.
These are Grace and
Examples:
Joseph. They live in Ben kicked his football You caught the fish.
town. over the fence. The fish is yours. The girl who fell, is
resting.
Rose waved to mum. Paula put her shoes in
Mum waved back to the cupboard. Which book is the
her. best?
96
Term
Week
Adjectives Possessive Pronouns Comparative and Adjectives and Nouns
Superlative
colour, size, number, mine, yours, his, hers, Correct use and
feelings, qualities its, ours, theirs Adjectives
punctuation of
Correct use and Correct use of fast, faster, fastest adjectives & nouns in
Correct use of sentences
punctuation of possessive pronouns
adjectives in sentences in sentences comparative &
superlative adjectives Examples:
3 Examples: Examples: in sentences The black pig charged
at the hunter.
There is a huge The last house in the
Examples:
crocodile in the river. street is mine. There were a lot of
(size) Samson is a faster bright, colourful masks
Ben said that the
runner than James. at the singsing.
The lazy boy did not basketball was his.
help his mother. Our pig is the fattest
(qualities) pig in the village.
Types of Verbs: Present, Past and Present Continuous Past Continuous

Future Tense Tense Tense
‘saying’ verbs
Correct tense and Correct use of present Correct use of past
said, cried, whispered, continuous tense verbs continuous tense verbs
conjugation of verbs in
shouted… in sentences in sentences
sentences
Correct use of ‘saying’
verbs in sentences. Examples: Examples: Examples:
4
I play rugby at school. I am writing as fast as The children were
Examples: I can. raking the leaves.
I played rugby last
Zoe whispered a secret We are practising how
week. The tiny baby was
to her friend. to shoot goals. sleeping quietly.
I will play rugby next
Our teacher laughed
month.
loudly.
Adverbs of Manner Adverbs that tell how Adverbs of Manner Comparative and
(tell how) when, where and Degree Superlative
quietly, suddenly, Correct use of adverbs adding the suffixes -ly Adjectives
happily, clumsily… that tell how, when or and -ily fast, faster, fastest
where in sentences.
Correct use of adverbs Correct use of adverbs Correct use of
of manner of manner and degree
Examples: comparative &
in sentences. in sentences
superlative adverbs in
5 The tall boy easily won
sentences
Examples: the race. (how) Examples:
We have to write neatly I will meet you later. The worker bees flew Examples:
in our books. (when) busily around the hive.
I can run faster
I cut my foot badly on The bird flew away. The bus almost than John.
the sharp shell. (where) crashed.
Adam can run the
fastest of us all.
97
Grade 6
Term
Week
Prepositions Prepositions and Prepositions and Conjunctions
adverbial phrases adjectival phrases
until, before, through, Correct use of
after, for, on Correct use of Correct use of conjunctions in
prepositions and prepositions and sentences.
Correct use of preposi-
adverbial phrases in adjectival phrases in
tions in sentences.
sentences. sentences. Examples:
6
Examples: My sister likes to read
Examples: Examples:
Sunday is the day that books and likes to
comes before Monday Peter dived into the The car with red draw pictures.
cool, deep water. wheels was speeding. We went home tired
The wild pig ran
through the village. The children ran across Josie is the girl in the but happy.
the busy road. red dress.
Sentences: Clauses: Sentences: simple Sentences:

subject, predicate subject, verb, object and compound paragraphs
Writing simple and
Identifying subject and Identifying clauses Identifying paragraphs
compound sentences
predicate in sentences. (subject, verb and in a short text.
using correct
predicate) in sen-
Examples: tences. punctuation.
7
The mouse (subject)
Examples: Examples:
ran under the table.
(predicate) Birds (subject) build The girls play netball.
(verb) nests. (object) The phone rang but no
one answered it.
Punctuation Punctuation: Punctuation: Punctuation: review

direct and indirect apostrophes of
Using full stops, Using full stops,
speech contraction and
question marks and commas, semicolons,
exclamation marks, Using punctuation possession colons, apostrophes,
apostrophes correctly correctly to show direct hyphens, talking
Using punctuation
in sentences. and indirect speech in marks, question marks
marks correctly to
sentences. show apostrophes of and exclamation marks
Examples: possession and
Have you seen my Examples: contractions in sen- Examples:
brother? Simon said, “I am tences. Do you know the way
going home.” to town?
“Stop thief!” yelled the Examples:
8 policeman. (Direct speech)
Our teacher’s voice is I’m very late.
The old man couldn’t Simon said that he was very loud. Peter’s dog is very old.
cross the river. going home.
(Indirect speech) The young boy didn’t I saw bananas,
want to go to sleep. pawpaws, coconuts
and lemons at the
market.
“Could you please give

me a ride to school?”
asked the boy.
98
Term
Week
Vocabulary: Vocabulary: Vocabulary: Vocabulary:
alliteration and sound prefixes, suffixes homophones and synonyms and
words homonyms antonyms
Correct use of prefixes
Correct use of and suffixes in sen- Correct use of Correct use of
alliteration and sound tences. homophones and synonyms and
words in sentences. homonyms in antonyms in sentences
Examples: sentences
Examples: The villagers will Examples:
The short sharp shiny rebuild their houses Examples: Choose synonyms for
9 shell. after the storm. We (one/won) the the word happy.
The splish and the Our teacher is very football match
cheerful, jolly, grumpy,
splash of the rain on smart. yesterday. serious, joyful
the roof.
A letter can be:
Choose the antonym
1. A piece of writing
for the word quiet:
2. A letter in the
alphabet messy, unkind, cold,
noisy, gentle
99
Grade 6
Sample Written Sentences/Grammar Introduction:

Lessons • Ask students what they know about the
‘nouns’ (naming words).
Week 1 Lesson 1
Body:
Subject: English Activity 1. Classify common nouns
Strand: Writing • Students think of common nouns and list
them according to the correct headings
Lesson Topic: One (1) – Written Sentences below.
Nouns Person Place Thing Idea
Content Standard: 6.3.1 Apply correct use of
Common Teacher Library Books Number
grammar in written forms in a range of familiar
1.
and introduced topics. 2.
3.
Benchmark: 6.3.1.1 Identify and use nouns,
pronouns, verbs, prepositions, adjectives
contractions, interjections and conjunctions Activity 2. Write sentences using common
correctly in their writing. nouns
• Using the table above students will write
Strategies of reading (Participate in five (5) different Sentences.
uninterrupted sustained silent reading [USSR] Example:
or drop everything and read [DEAR]).
a) The teacher told us to read books during
Objective: By the end of the lesson students our free time.
should identify common nouns and Use them b) This dog likes eating sausages.
correctly in sentences.
Conclusion:
Content Knowledge: Define and use a variety
• Whole class Correction
of common nouns in sentences.
Assessment:
Skills:
1. Identify common nouns and classify Assessment Assessment Assessment Recording
them correctly and write common nouns Method Task Criteria Method
in sentences. Written Collect work Correct SAPS
practical books for structure of
Attitudes: Respect, confidence in speaking work correction sentences
and appreciate correction. and spelling
100

• Ask students what they know about
Subject: English common nouns and
give examples?
Strand: Writing
Body:
Lesson Topic: Two (2) – Written Sentences
1. Copy the sentences on the black board
Content Standard: 6.3.1: Apply correct use of and underline the common nouns in
grammar in written forms in a range of familiar each sentence.
and introduced topics. Example:
The teacher told us to borrow books
Benchmark: 6.3.1.1: Identify and use nouns,
from the library.
pronouns, verbs, prepositions, adjectives
contractions, interjections and conjunctions
Sentences: (Do not underline the nouns on the
correctly in their writing.
backboard)
Objective: By the end of the lesson students a) At the store we bought some drinks,
should identify and underline the common scones and lollies.
nouns in a sentence. b) Mother went to the market to sell
coconuts, peanuts and greens.
Content Knowledge: Define common nouns?
Identify and underline common nouns in c) The driver told us to wait in front of the
sentences. supermarket.
d) Father saw the skipper in the bar
Skills: Speaking and identifying common drinking.
nouns.
e) Why did the head teacher tell you to
collect firewood?
Attitudes: Respect, confidence in speaking
and appreciate correction.
Conclusion:
Materials: Blackboard, chalk • Collect students work and then correct
the first activity on the blackboard.
Assessment:
Written Collect work Correct the SAPS
practical books for common
work correction nouns that
should be
underlined
101
Grade 6

• Ask students what they know about
Subject: English nouns. (Naming words)
Lesson Topic: Three (3) – Written Sentences 1. Define Proper Nouns (living & non-living)
2. Identify and list common nouns using the
Content Standard: 6.3.1 Apply correct use of table below.
grammar in written forms in a range of familiar
and introduced topics. Nouns Person Place Thing Idea
Common Peter Publlic Activity Two
Benchmark: 6.3.1.3 Distinguish and use
1. Library Books
common and proper nouns correctly.
2.
3.
Objective:
By the end of the lesson students should
identify what are proper nouns and write 3. Using the table above students will write
sentences using them. five (5) different sentences using some of
those proper nouns:
Content Knowledge: Define and identifying a Example
variety of proper nouns in sentences.
a) I saw Peter at the public library.
Skills: Using and writing proper nouns in
Conclusion:
sentences.
• Collect students work and presentation
and appreciate correction. Assessment:
Written Collect work Correct SAPS
practical books for structure of
work correction sentences
and spelling
102

• Ask students what proper nouns are and
Subject: English give few examples. Then students read
out some sentences from the previous
Strand: Writing exercise.
Lesson Topic: Four (4) – Written Sentences Body:
Content Standard: 6.3.1: Apply correct use of • Copy these sentences in your exercise
grammar in written forms in a range of familiar books and underline the proper nouns.
and introduced topics. Example
Benchmark: 6.3.1.3: Distinguish and use (a) On Sunday James will be going to the
common and proper nouns correctly. church with Peter.
Objective: By the end of the lesson students 1. Mr. Morea told the class to use the text
should identify and underline correctly proper books that were on the table.
nouns. 2. Did you see the Tom the security at the
bank?
Content Knowledge: What are proper 3. Hitolo, Tau and Mary went to Ela beach
nouns? Identifying proper nouns in sentences. today.
Skills: Searching and indicating proper nouns 4. Albert saw the dog chase the cat into the
in sentences. kitchen.
5. She has been driving the vehicle since
Attitudes: Respect, confidence in speaking twelve years old.
and appreciate correction.
6. Loa was seen stealing the mangoes.
Conclusion:
• Collect students work and correct
exercise one.
Assessment:

Written Collect work Correct SAPS
practical books for proper nouns
work correction underlined
103
Grade 6

• Students study these sentences and put
Subject: English in the missing commas and underline
both the common and proper nouns.
Strand: Writing
Examples:
Lesson Topic: Five (5) – Written Sentences a) Mother likes eating mangoes bananas
pawpaw and oranges.
Content Standard: 6.3.3a Apply correct use
Should read:
of English grammar in a range of familiar and
structured situations. Mother likes eating mangoes, bananas,
pawpaw and oranges.
Performance Standard: b) The teacher likes going to the market on
Distinguish and use common and proper foot in the truck or by bicycle.
nouns correctly.
Should read:
Objective: By the end of the lesson students The teacher likes going to the market on
should put in the missing commas correctly foot, in the truck or by bicycle.
and underline both common and proper
nouns. Body:
• Copy these sentences in your exercise
Content Knowledge: Putting commas in the books and put in the missing commas
right places and then identifying the common and underline both the common and
and proper nouns. proper nouns. (Teacher can also write
his /her own sentences)
Skills: Learn to make short pausing while
reading and identifying common and proper Sentences:
nouns. 1. James Ranu Peter and I went to Port
Moresby by foot.
and appreciate correction. 2. The young boys from Hanuabada catch
fish using nets fishing lines and traps.
Materials: Blackboard, chalk 3. The best known rivers in Papua New
Guinea are the Sepik the Ramu the
Markham and Fly.
4. The young girls from our village like
planting sweet potatoes bananas and
onions.
5. Did you see Doctors Helen Paul nurse
Lucy and Doctor Victor in the hospital?
Conclusion:
Collect students work and correct exercise
one
Assessment:
Written Collect work Underlined SAPS
practical books for common
work correction and proper
nouns and
put commas
in the right
places
104
Sample Handwriting Lessons Introduction:

1. Practice writing these words in cursive:.
Students in grade 6 should develop a good • people, food, river, swamps, sago,
quality and speed in the cursive style of roofs, walls, bark
writing. A sample lesson has been done
to assist you. Remember to stress the Body:
importance of the three Ss- Size, Slope and 1. Copy these hand writing passage in your
Space. exercise books in your best hand writing.
Do not rush to complete the activity.
Week 1 Lesson 1
The little boy will explain to you about the
Subject: English man who stole the steak. The men chased
him all the way to the police station.
Strand: Writing The people living along the banks of the
Sepik River depend on the river and the
Lesson Topic: One (1) - Handwriting swamps for their food. They get fish from
the rivers and sago from the swamps. They
Content Standard: 6.3.1 Write legibly in use the sago palm in many other ways. The
cursive or join italics allowing margins and roofs of their houses are made from sago
leaves, the floor is made from the bark of
correct spacing between letters in words and
the palm and the walls are made from
words in sentences. stems.
Benchmarks. 6.3.1.1 Use modified cursive or

join italics writing. Conclusion:
• Collect students work and check
whether they are correctly using cursive
should use cursive writing – good quality,
writing.
speed and stamina of penmanship and
consistency.
Assessment:
Content .Knowledge: Modified cursive in
handwriting. Assessment Assessment Assessment Recording
Skills: Apply in cursive writing. Practical Hand writing Correctly SAPS
writing using cursive using cursive
hand writing
Attitudes: Appreciate, building
self-confidence in styles of writing.
105
Grade 6
Weekly Written Expression Program

The Written Expression activities listed here are linked to the Oral
Expression topics found in the Speaking and Listening section of this
Teacher Guide. A day’s lesson plan has been done to assist you. Refer
to the resource section for more information about writing processes and
descriptions of different text types.
Theme Work, Papua New

Home, School and Papua New Guinea
Communication Guinea culture and
Week Leisure and the World
and Technology Environment
Sub Theme: Text type: Narrative Sub Theme: Sub Theme:
Back to school Language Government
Theme: Friendship
Text type: Text Type: Text Type:
Narrative - Personal Writing: Information Transaction (letters)
recount 1. Use the writing
process Writing: Writing:
Week 1 Writing: 1. Use the writing 1. Use the writing
1. Use the writing process process
process
2. Students write
about what they did
in the holidays.
Theme: Sub Theme: Sub Theme: Sub Theme:

My community Transport Dressing/clothing Diseases
Text Type: Text Type: Text Type: Text Type:

Narrative – short Recount Narrative Recount
Week 2 stories
Writing: Writing: Writing:
Writing: 1. Use the writing 1. Use the writing 1. Use the writing
1. Use the writing process process process
process
Sub Theme: Sub Theme: Sub Theme: Sub Theme:

Diary City life Rituals Trade

Personal recount Transaction Information
Week 3 Writing:
Writing: Writing: 1. Use the writing Writing:
1. Use the writing 1. Use the writing process 1. Use the writing
process process process
106

The world around us Culture Highlands Sports

Explanation Report Explanation Information, Recount
Week 4 Sight (how our eyes
Writing: Writing: work) Writing:
1. Use the writing 1. Use the writing 1. Use the writing
process process Writing: process
1. Use the writing
process

Review Farming Coast Maps

Week 5
Personal recount , Information Explanation Procedure
Narrative, Explanation
Writing: Writing: Writing:

Living Creatures Sea creatures Climate Space

Information Report Explanation Information report Explanation
Week 6
Writing: Writing: Writing: Writing:
1. Use the writing 1. Use the writing 1. Use the writing 1. Use the writing
process process process process

Natural cycle Land forms Natural disasters History/Colonial era
Text: Text Type: Text Type: Text Type:

Type Scientific Report Procedures Procedure Explanation
Diagrams
Week 7 Water cycle Writing: Writing: Writing:
Writing:
1. Use the writing
process
107
Grade 6

People Music Literature review Animals of Africa

Biology Narrative Report Information
Week 8
Writing: Writing: Writing: Writing:
1. Use the writing 1. Use the writing 1. Use the writing 1. Use the writing
process process process process
Assessment Assessment Assessment Assessment
Text Type: Narrative - poetry Persuasive Exposition.

Exposition
Week 9
Theme:
Letters to the editor
Revision Revision Revision Revision

Transaction Transaction Transaction Transaction
Week
10 Theme: Theme: Theme: Theme:
Emergencies Emergencies Emergencies Emergencies
(Risk management, (Risk management, (Risk management, (Risk management,
safety Drills) safety Drills). safety Drills). safety Drills)
108
Sample Written Composition Lesson Introduction:

• Ask the students what they enjoyed
Week1 Lesson 1 the most during the holidays and in full
complete sentences
Subject: English
Body:
Strand: Writing
• Create a Big book with personal recount-
Lesson Topic: One (1) – Written Expression Processes of writing
Content Standard: 6.3.2 Apply appropriate 1. Brainstorm a special event that they
writing processes. enjoyed,
2. Organize the information in sequence.
Benchmarks: Use writing processes such 3. Give a title for the event/Big book on the
as brainstorming, clustering of ideas and cover page.
illustrations to develop ideas for writing texts
with about 400-500 words. 4. Write the first draft with pictures to go
with and there must be 400-500 words
Objective: By the end of the lesson students used.
should be able to write a narrative – personal 5. Language used must be in past tense
recount using the writing process. and use simple English.
6. Make sure you have interesting events
Content Knowledge: Writing process, to
that capture the readers.
write
(brainstorming, clustering of ideas). 7. Proofreading can be done by a fellow
student/anyone compiling the write-up.
Skills: Write a narrative using the writing 8. Start writing the story.
process.
9. Final work must be on A3 papers.
Attitudes: Respect, confidence in writing and
appreciate correction. Conclusion:
• Continue the Big book for assessment
Materials: Blackboard, chalk, butcher papers, for the week (hand complete work the
markers, A4 papers, A3 papers following week).
Assessment:

Writing Develop a - Title SAPS
project narrative - Cover
Big book page
on personal - Language
recount structure
- Spelling
- Grammar
and Punc-
tuation
- Diagrams/
picture
drawn
neatly and
coloured
- Page
numbers
- Illustration
109
Grade 6
Assessment, Monitoring and Reporting

Monitoring Assessment Recording Reporting
To inform To identify the To provide To inform

individual next step. evidence for individual
W progress. teachers' progress.
To ensure progress judgement
H To identify is made. about students' To identify
Y strengths and progress and strengths and
To ensure breadth attainment.
weakness in weakness in
of coverage within
specific areas. specific areas.
curriculum
delivered.
Observation. Daily Daily evaluation. Teacher-student

assessment. Summative. conference.
H Work sampling.
Moderation. Summative Student
O assessment. Assessment
Student's:
Targeting.
W profiles,
Formative Period Sheet
portfolios.
assessment. (SAPS), Student
Assessment
Summary Sheet
(SASS).
W To inform: Stakeholders:
parents.
H planning
guardians.
A teaching children.
T learning targets teachers.
W
H According to: Daily Daily Termly
E observation Termly Termly Annually
N conferencing Yearly Weekly
110
Assessment Overview- Grade 6 – Grade Level Benchmark
Content Assessment
Strand Unit Benchmarks
Standard Tasks
6.1.1 6.1.1.3 • Listen to questions and critique the information
on issues and concerns and justify the view
6. 1.1.4 point.
• Listen, understand and argue critically to solve
conflicting views.
Listening
Comprehension • Re-arrange the story segments into correct
sequence.
6.1.1b 6. 1.1.3 • Follow 5-6 directions to complete a task or

process.
• Listen and relay information to peers;
6.1.2 6. 1.2.1 • Give 5-6 directions to complete a task or a

process.
6.1.2.8 • Relaying correct information to listeners
Speaking and Listening
Talking 6.1.2b 6.1.2.4 • Use correct forms of present, past and present
perfect tenses in sentences.
6. 1.2.5 • State different types of sentences (declarative,
imperative, exclamatory and interrogative)
correctly.
6.1.3 6.1.3.5 • Discuss a community issue and list possible

solutions.
6.1.3.3 • Present an inference of unhealthy habits
practised in the school and in public places and
list strategies to correct them.
6.1.3b 6.1.3.2 • Present a 5-10-minutes talk about awareness

on social issues using appropriate language,
Oral Expression 6.1.3.4 vocabulary and body gestures.
• Present a talk using non-verbal communication
and their interpretations in different localities or
settings.
6.1.3c 6.1.3.1 • Interpret correctly meanings of slangs, similes

and idioms used in English.
• Use slangs, similes and idioms in oral
presentations.
111
Grade 6
6.2.1 6.2.1.3 • Draw contextual meanings of new vocabulary

words from sentences/texts; then, use them in
Vocabulary 6.2.1.6 sentences of their own in oral presentations.
• Use of homonyms, homophones and
synonyms correctly in sentences.
6.2.2 6.2.2.1 • Read for fluency, speed and accuracy using a

given text.
Fluency 6.2.2.4 • Read texts aloud to the teacher and peers with
appropriate expression, speed and correct
pronunciation of words.
Reading
6.2.3 6.2.3.1 • Read and comprehend main ideas in texts.

• Summarise and paraphrase information includ-
6.2.3.3 ing main idea and significant supporting details
Comprehension in a text.
6.2.3b 6.2.3.3 • Dramatize role play or mime stories from a text.

• Use reference books for research and to find
6.2.3.5 additional correct and appropriate information.
6.2.4 6.2.4.1 • Analyse and interpret meanings of figurative

languages, metaphors, personifications, idioms
Literature 6.2.4.6: and similes.
• Do a book review by analysing the elements of
fiction.
6.3.1 6.3.1.1 • Write a paragraph in cursive script legibly and

Handwriting accurately.
6.3.1.4 • Develop individual writing styles.
6.3.2 6.3.2.1 • Write for an audience for a specific purpose

using the process of writing.
6.3.2.7 • Edit, proofread own drafts, and provide
Written changes appropriately.
Expression 6.3.2 6.3.2.3 • Plan, write, edit and publish a text of 400 words
with correct punctuation marks and tenses.
6.3.2.5 • Write an informal letter to a friend about an
event.
Writing
6.3.3 6.3.3.5 • Apply appropriate grammar to a piece of text

using simple sentences.
6.3.3.4 • Use appropriate and correct tenses in sen-
tences.
6.3.3b 6.3.3.3 • Apply correct punctuations to a piece of text.

• Correct use of contractions.
Grammar and
Usage 6.3.3c 6.3.3.1 • Identify imperative and interrogative statements
in texts read in class.
6.3.3.4 • Correct sentence fragments.
6.3.3d 6.3.3.6 • Write dictated words in sentences.

• Rearrange words alphabetically to second or
6.3.3.8 third letter.
112
Assessment: Criteria and Weighting

Teachers are encouraged to use the prescribed assessment tasks and
plan assessment according to the defined instructional programs to
evaluate students’ learning in achieving the Standards. This will provide
the basis for teachers to plan for interventions and enrichment if the
students have not demonstrated their competency in mastering the
required skills.
The table below shows the weighting of marks awarded for each Strand
that spreads throughout the year.
Strand Term 1 Term 2 Term 3 Term 4
Speaking & Listening 30 30 30 30
Reading 30 30 30 30
Writing 40 40 40 40
Total 100 100 100 100
You are expected to draw from the Assessment Criteria and Weighting
above to write your Term Assessment Tasks. Use a variety of Assessment
methods as suggested in the sample below.
113
Grade 6
Assessment Overview with Sample Criteria and Weighting
These guidelines are intended to assist teachers in planning assessment

for Speaking & Listening Strand. The Assessment Tasks form the basis as
blue prints.
Assessment Tasks Criteria
Listening Comprehension Set Criteria for each task

6.1.1 Listen and classify information • Organizes information in order
heard from a guest speaker on a class
• Identifies fact from fiction
topic as facts or opinions using
correct grammar and vocabulary • Justifies with good reason forms grammatically correct
sentences
6.1.2 Follow a five-step directions • Uses varied vocabulary
correctly, to complete a task or a 5 marks
simple process.
Demonstrates understanding of topic
Respond correctly to questions in Responds to questions correctly
relation to a story using strategies Speaks clearly with correct pronunciation
such as ‘hot seat’ and ‘quiz’.
5 marks
Talking Set Criteria for each task

6.1.1 Give directions to locate a place • Presents direction in correct order
using accurate and specific
• Uses correct word pronunciation
vocabulary words
• Speaks clearly and confidently
5 marks
6.1.2 Identify tenses and parts of
speech in a text • Identifies nouns, verbs adjectives in a given text
• Identifies other parts of speech in the text
• Identifies punctuation marks
5 marks
Oral Expression Set Criteria for each task

6.1.1 Identify a topic for debate and 1. Organises topic points and ideas correctly
present your views to convince the
2. Justifies point of view with good reason
listeners your views in a 3 minute
presentation. 3. Uses grammatically correct sentences
4. Uses appropriate vocabulary
6.1.3 Listen to oral texts and
summarize the main ideas using 5. Uses appropriate body gestures
correct grammar and vocabulary 5 marks
• Organises event in correct order
• Identifies the main idea
• Uses correct grammar and vocabulary
5 marks
114
Strand: Reading
Assessment - Reading
Teachers should use daily classroom activities to observe their students

during reading lessons. Teachers should observe and listen to students as
they take part in the reading activities.
A Reading Skills Checklist can be found in this guide; this can be used to
monitor students’ attainment of basic skills.
Formal tests can also be used to provide you with more detailed
information about individual student’s progress. Design tests that are easy
to use and simple to mark and then copy them. These tests should
assess whether the students have learnt and can apply the reading skills
they have been taught.
Assessment: Vocabulary
• Teacher selects 10 words for assessing knowledge of vocabulary.

• Students copy the words from the board.
• Students read the words.
• Students use each word in a sentence to show meaning.
Correct usage in an oral
Correct meaning
Word sentence
Yes/No
Yes/No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
115
Grade 6
Assessment - Reading Fluency
Oral Reading
Say to the student:

“Here is a short story. Read it aloud carefully. When
you have finished reading the story I will ask you
some questions about what you have read. Do you
understand what you have to do?”
Note for teachers:

• Count self-corrected words as correct.
• Stay quiet when the student is reading. If the child pauses for more
than 3 seconds, tell him/her to move to the next word.
• If the child is clearly struggling to read the story, stop the assess-
ment and thank him/her for his or her effort.
A Visit To The Dentist
Mary had a sleepless night. She was in pain. Her teeth hurt and her gums were painful.
Mother decided to take her to a dentist.
“Good morning, Mary,” said Dr Tau. “What seems to be the problem?”
“My teeth hurt and my gums are very sore,” replied Mary.
“Let’s have a look and see what’s wrong,” he said.
“Oh, I see the problem,” he said,” you have an infection in your gums. Your teeth are
fine. “
Dr Tau gave Mary some tablets to clear her infection. Mary was very happy.
Assessment - Comprehension
When the student has finished reading, ask questions about the text.
Note: Do not ask the questions if the student was clearly struggling to
read the text or the assessment was stopped early.
• Why couldn’t Mary sleep? (her teeth hurt, gums sore)

• What did Mary’s mother decide to do? (take Mary to the dentist)
• What did the dentist do? (looked in Mary’s mouth)
• What was wrong with Mary’s teeth? (nothing, they were fine)
• What was wrong with Mary’s mouth? (Mary had an infection in her
gums)
• Why do you think Mary was happy? (she didn’t need to have a tooth
pulled out)
116
Reading Skills Checklist
Tick, when your students have achieved the Knowledge, Skills and
Attitudes shown in the table.
Reading Skills Checklist
Uses Recog- Reads Re-reads Responds Under- Reads and Comments

letter/ nises simple to to literal and stands discusses
sound common texts with self-correct inferential and talks a text with
information English increasing errors or questions about a a partner
Student Name
with word words by speed, confirm about stories simple

meaning sight accuracy meaning read in class sequence,
and and or events in
language expression the story
structure
to solve
unknown
words
e.g.
Agunam
has made
1. Agunam
good
ü ü ü ü ü ü ü progress
and is
able to
read short
stories in
class.
2. Api
3. Bertha
4. Bernard
5. Georgina
117
Grade 6
Writing
Assessment - Literature
Literature
• Assess students’ poetry folio which comprises 5 poems.
• Organize Student Work in Folders.
• Require each student to keep a poetry folder in the classroom.
Include a copy of every completed poem assignment, as well as the
rough drafts of poems.
• Keep all work in progress in one pocket of the folder and all
completed, graded drafts in the other pocket.
• Store the folders in a closet or filing cabinet.
Purpose:
• To express ideas and emotions creatively
• To use words and poetic devices to evoke response from readers
Audience: General
Features:
• Thoughtfully chosen words to create images and appeal to senses
• Natural rhythm
• Patterns form within the poem with repetition or variations of words
and phrases
• Figurative language that creates images: simile, metaphor,
personification
• Figurative language that creates a sense of sound: onomatopoeia,
alliteration and assonance
118
Poetry Folio Rubric

This rubric should be used to assess each poem compiled in the folio. ‘
Beginning Developing Accomplished Excellent

Score
1 2 3 4
Title Lacks title and Uses an Effectively uses Creatively uses an

uses an appropriate form an appropriate appropriate form
and inappropriate form form
Form
Lacks use of varied Use of Use of Use of vocabulary is
words vocabulary is very vocabulary is precise, vivid; paints a
Use of
basic workable strong, clear and
Words complete picture in the
reader’s mind
Lacks use of Uses some Uses figurative Effectively uses

Use of
figurative language figurative language to figurative language to
poetic (poetic devices) language bring the reinforce message
techniques (poetic devices) message to life
Lacks use of May contain Contain few Uses appropriate

language many spelling spelling errors, spelling, grammar and
conventions; errors, grammar grammar and punctuation with a few
Language makes frequent and punctuation punctuation and errors if any that do
and affect the does not affect not affect the reader’s
conventions and numerous reader’s the reader’s
errors in understanding
understanding understanding
spelling, grammar
and punctuation
Lacks illustration Uses an Uses an Effective and creative

illustration that illustration to use of an illustration to
Illustrations adds to the enhance the enhance the poem’s
poem’s meaning. poem’s meaning.
meaning.
Does not reflect Demonstrates Demonstrates Demonstrates complete

understanding of some an understanding of the
Effort the task understanding of understanding of task and goes beyond
the task the task the requirements
119
Grade 6
Writing
Assessment - Written Expression
Example
Text Type: Exposition
Purpose:
• An exposition is a text in which the writer or speaker tries to
persuade the audience to accept a certain point of view.
Structure:
• Introductory statement that sets out the writer’s point of view
• A series of arguments to support the writer’ point of view
• A strong conclusion, repeating the writer’s point of view.
Grammar Features
• Use concrete nouns (e.g. traffic, noise)
• Use abstract nouns (e.g. bravery, sadness)
• Use emotive words (e.g. destructive, brutal)
• Usually written in the present tense (e.g. is, suffer)
• Use connective words (e.g. because, so, therefore)
• Use thinking verbs (e.g. believe, hope)
• Use adverbs (e.g. certainly, confidently)
Text Reading Text

Grammar Features
Structure [Annonymous]
Our environment is changing and if we don’t do anything, our way • Use nouns
of life will be threatened.
• Use emotive words
to stress point of
Our climate is warming up. There will be more severe droughts. view
Food will become scarce and many people will suffer and even
die from hunger. Food costs will go up and only people who have
• Use present tense
money will be able to afford to buy.
• Use connectives
Our weather patterns are getting more unreliable. There are more
to link the point of
Persuasive severe storms, which cause landslides and flooding of food
view – because,
gardens, loss of livestock and people’s houses. Many people may
therefore
also die.
The animals and birds in our forests and mountains will also suffer
as they will lose their habitat. Without food and shelter they will die.
They may even become extinct.
We need to act now before the changes in the environment become

too difficult for us to repair.
120
Writing Rubric
Well Below Below Near Meets Exceeds

Expectations Expectations Expectations Expectations Expectation Score
1 2 3 4 5
No layout of Poor layout of Good layout of Very good Excellent

Layout of writing writing writing layout of layout of
writing writing writing
(Structure)
Topic No topic and Has a topic Has a topic Good topic Very good
and no correct but with and good and topic and
Sentence form of ill-formed structured well-formed well-formed
structure sentences sentences sentences sentences sentences
No evidence Poor use of Good use of Very good Excellent use

of the use of nouns, nouns, use of nouns, of nouns,
nouns, pronouns, pronouns, pronouns, pronouns,
Grammar pronouns, adjectives and adjectives and adjectives and adjectives and
adjectives and adverbs adverbs adverbs adverbs
adverbs
No evidence of Lack of Ideas Ideas Very good

ideas development emerging but developed and development
Development developed of ideas and not fully supported with of ideas with
of no coherence developed and details supporting
ideas supported with details and
details coherence
Very poor Poor Correct Correct Correct

punctuation punctuation punctuation punctuation punctuation
Punctuation use; use; use; use; use;
and Unreadable Legible Legible Legible Legible
handwriting handwriting handwriting handwriting handwriting
legibility
with neatness with neatness with
neatness
121
Grade 6
Task 1: Persuasive Text – on familiar topics
Task Description:
Students write a short persuasive text about a familiar topic.
For example: ‘We need more school holidays’, or ‘A dog is my best

friend’.
Assess students’ written persuasive writing using the writing rubric above
(pg. 102).
Score Description
• Excellent layout of writing
• Very good topic and well- formed sentences
5 Exceeds Expectation • Excellent use of nouns, pronouns, adjectives and adverbs
• Correct punctuation use
• Legible handwriting with neatness
• Very good layout of writing

• Good topic and well- formed sentences
4 Meets Expectations • Very good use of nouns, pronouns, adjectives and adverbs
• Correct punctuation use
• Good layout of writing

• Has a topic and good structured sentences
3 Near Expectations • Good use of nouns, pronouns, adjectives and adverbs
• punctuation use
• Poor layout of writing

• Has a topic but with ill-formed sentences
2 Below Expectations • Poor use of nouns, pronouns, adjectives and adverbs
• Poor punctuation use
• Legible handwriting
• No layout of writing
• No topic and no correct form of sentences
Well Below • No evidence of use of nouns, pronouns, adjectives and adverbs
1
Expectations • Very poor punctuation use
• Unreadable handwriting
• No clear layout of writing

• No topic and no correct form of sentences
0 Not Acceptable • No evidence of use of nouns, pronouns, adjectives and adverbs
• No punctuation use
• Unreadable handwriting
122
Task 2: Recount - Holiday Experiences
Task Description:
Students write a recount of what they did over the holidays. Students use
the 5 stages of writing to complete the task. Assess students’ writing by
completing the table below.
Stages of Writing Poor Developing Very Good Marks
Planning:
1. Adequate
brainstorming to
create strong ideas
2
2. Ideas organised to
create a clear topic,
main sentence, and
supporting sentences
Writing:
3. Logically written first
draft; appropriate
setting, well
developed characters
and logical sequence
of events; clear
presentation of ideas;
correct use of
grammar and
punctuation; good
paragraph
5
development
Editing:
4. The first draft has
been edited or
checked
Sentences, spelling
and grammar and
tenses checked or
corrected
Draft has been
re-written
Publishing:
5. Final copy written;
proofread and neatly
presented; 3
spell-checked;
Illustrations done
Overall marks Planning Writing Presentation

10 marks
The three (3) stages 2 marks 5 marks 3 marks
123
Grade 6
Recording and Reporting

Teachers must keep accurate records of student achievement and
learning.
Sample recording of students’ achievements
English Grade: 6 Term: 1 Year: 2018
1. Speaking and
Strands: 2. Reading 3. Writing
Listening
Content Standards:
Comprehension
Comprehension
Oral Expression
Handwriting
Expression
Literature
Grammar
Listening
Reading
Reading
Spelling
Written
TOTAL
Talking
Student Name:
10 10 10 10 10 10 10 10 10 10 100
124
Reporting
The primary purpose of assessment, evaluation and reporting is to
improve student learning. An effective program of assessment, evaluation
and reporting will assist in the pursuit of this purpose and help create the
conditions necessary to achieve the standards and benchmarks.
Simply stated, assessment, evaluation and reporting practices have a

dual purpose: on the one hand, they serve as mechanisms to record
student learning; on the other hand, they serve to measure the
effectiveness of teaching and learning activities.
This also serves to communicate with the stakeholders (parents/

guardians/school administrations) about the student’s progress in
learning.
Sample Report Card
School: Grade: Class: Term: Year:

Student:
Explanation of achievement rating to demonstrate the acquisition of knowledge, skills, attitudes, values in the
subjects’ content taught for the grade level.
A B C D E
5% (95–100)% 25% (70–94)% 40% (30–69)% 25% (25–29)% 5% (0–24)%
Excellent High Partial
Satisfactory Low Achievement
Achievement Achievement Achievement
Academic Marks
Percentage Grading Comments
Subjects: Attained
English
Mathematics
Science
Social Science
Health Physical
Education
Making a Living
Arts
CCVE
Benchmarks:
Life Skills - Social and Emotional Development:

Accepts responsibility for own behavior
Follows class and school rules
Cooperates well with others and is a team player
Considers others in decisions made
125
Grade 6
Negotiates and is peaceful in conflicts

Displays good citizenship, values and practices
Attendance
Unexplained absence
Excused absence
Late to school
Present in school
Class Teacher's Comments:
Head Teacher's Comments:
Signed:
Student: Parent/Guardian: Class Teacher: Head Teacher:
126
Resources
Speaking and Listening Resources..…………………………. 77
1. Poems for Listening………………………………………… 77

2. Stories for Listening………………………………………… 78
3. Debating……………………………………………………... 80
Reading Resources.…………………………………………….. 80
1. Essential Reading Skills……………………………..…...... 82

2. Text Types……………………………………………...…..... 83
3. The Reading Process………………………………..…...... 85
• Guided Reading…………………………………….... 85
• Paired Reading……………………………………….. 86
• After Reading………………………………………..... 86
Writing Resources………………………………………………. 88
1. The Writing Process………………………………………... 88

2. Grammar: Sentences………………………………………. 89
• Types of Sentences………………………………….. 89
• Sentence Structures…………………………………. 90
• Parts of a Sentence………………………………….. 91
3. Parts of Speech………………………………………......... 92
4. Tenses……………………………………………................. 93
5. Punctuations………………………………………………… 94
6. Figurative Language………………………………………... 96
Glossary of Language Terms………………………………...... 104
Reading Terms………………………………………………….... 105
Appendices……………………………………………………….. 106
Appendix 1: Lesson Plan Template………………………. 106

Appendix 2: Subject Time Allocation for Senior
Primary….…..................................................................... 107
Appendix 3: Sample Grade 6 English Timetable………... 108
Appendix 4: Bloom’s Taxonomy…………………………... 109
127
Grade 6
Speaking and Listening
1. Poems for Listening
I am an Islander (Term 1, Week1, Lesson 1)

(By Mary Pohuk) -School Journals S1,2008
I am an Islander
Today is a bright new day
What am I to do?
I am an islander
I’d better go fishing.
Whatever the weather,
I just have to go fishing
I am an islander
My life depends on the se
Nowhere else shall I get help.
The sea is my life
I fish in the hot sun and the cold night.
I fish in the strong winds and the rough seas
Hopping for good luck
I am an islander
I am an islander
Though tired and hungry
I have to fulfil my need
For fish to eat, to sell to trade
I am an Islander
The Herons
(by Mavis Aip)-School Journals J1,2008
Out of the east

The sun stretches its fingers
Of golden rays.
Touched by the golden fingers
White lads rise from leafy beds,
Spreading their wings in flight.
Gliding into graceful landings,

They show off their white suits
And black boots.
In silence, humble yet fearless,

Enjoying their early morning sunbath
And their dawn prey.
128
2. Stories for Listening
(Week 1 Lesson 1)
The Day I Disappeared

(by Rita Puli) –School Journals S1,2008
Tamo was feeling hot and dizzy. She had a fever. Mama told her to stay in
bed.
“Can someone stay with me, Mama?” Tamo asked.
“No. We’re all going to the garden,” she said. Tamo heard everyone
leaving. Then she was all by herself in her room, too sick to get up.
Tamo lay in bed all day long, with no one to talk to. She was just
starting to go to sleep, when she heard a squeaky voice calling her. She
tried to shout, but her throat was dry. Then she heard a strange whistle,
and there was a bright flash of light. An old woman with long grey hair
stood in the middle of the room.
She held out a big juicy mango to Tamo. “Yum yum,” Tamo thought.
While she was eating it, the old woman grabbed her hand. “Come!” she
demanded in her squeaky voice. “I’ll take care of you.” Then came that
strange whistle again, and they were floating in the air. Soon they were
above the clouds, flying with the wind. Tamo held tightly to the old
woman’s long grey hair.
At last they flew down into a valley and landed beside a creek. All of a
sudden the whole valley came to life. People were singing and dancing.
Everyone was enjoying themselves. Tamo found herself sitting with the
old woman at a table in the middle of the dancing group. There was
delicious food on the table. Tamo ate till she was full.
Then the woman said in her squeaky voice, “It’s time for you to return,
little one.” She tapped Tamo on the shoulder, and as quick as a flash,
Tamo was lying in her bed.
She heard her mother in the kitchen, talking to her father. “I’ve searched
her room – I’ve searched the whole house. She’s not there.” I realised that
Mama was crying.
“I’m here, Mama!” I called from my bed.
“How did you get there?” demanded Mama. I searched your room. You
weren’t there.”
I told her about the old woman.
“Nonsense,” said Mama. “You’ve been dreaming. And what’s this mango
stone doing on the floor. It isn’t even mango season. What’s going on
around here?”
There was a strange, long whistle from behind the wall. Mama and Papa
looked at each other. “Never leave your daughter when she is sick!” came
a squeaky voice.
129
Grade 6
Forty-six Days at Sea

(as told to Jim Jujumu by Timothy Holin of Lemankoa Village, Buka) – School Journals
S1, 2009
“Let’s make that our last for the afternoon,” I told Kosin as he hauled a
huge yellowfin onto the banana boat. It was getting late and we had to
get home before dark.
We hadn’t travelled far when bolts of lightning flashed and thunder roared.
Torrential rain drummed down on us. Half an hour later, the wind
quietened and the sea became calmer, but our bad luck seemed to have
only just begun. From nowhere, a thick black fog descended on us. We
couldn’t see even a few metres. We roared through the fog looking for a
clear patch, but there were none. For miles around it seemed as if the sea
was under siege.
“Switch the motor off,” I told Kosin. “We’d better save what fuel we’ve
got.” In the quiet that followed he looked in the tank. I looked too. There
were only a few cupfuls left. We waited in grim silence for the fog to lift, as
the tide carried us further and further out to sea.
Just before dark, a gap opened and the fog started to lift. In the dim
twilight, we saw the outline of Kesa Point.
“Quick!” I said. The motor roared and we cut through the waves. But
before we had got even halfway to land, the motor coughed and
spluttered into silence.
“Sorry,” I said quietly to Kosin. He didn’t say a word. The silence that
followed was deafening.
Cold wind howled the whole night. We couldn’t sleep. In the dark, the
eerie slaps of waves kept reminding us of the dark ocean waiting to
swallow us. When morning broke, Buka Island was a dismal speck on the
horizon. Our only hope lay in the five banana boats at Lemankoa. By now
the alarm would have been raised and a search party would be out. But
as the day wore on and no boats came, our hearts began to sink. I knew
we had drifted too far to the west to be rescued.
The tuna fish were bloated and beginning to stink. We threw them into the
sea – fifty of them. They would have been worth around K600 at the Buka
market.
As evening approached, hunger began to gnaw at our stomachs. We

couldn’t ignore it any longer. I caught a red emperor and cut it into thin
slices. I offered some to Kosin. He shook his head and turned away.
“This is the only way we’ll stay alive,” I told him. “One day a ship will
come our way. We have to keep alive so that we can be rescued.”
Kosin got the message. He gave a grimace as he swallowed the first

piece. “Get used to it. This will be our diet for some time,” I told him, glad
130
that he was finally able to eat it. I tied two knots in a rope to mark the
passing of the first two days.
It rained that night. Using our coats, we were able to save about ten
gallons of water in containers – enough to last for a week.
Days came and went. We sat like trapped mud crabs, baking in the sun.
During the day the sun was our worst enemy. The only way to stay cool
was to dip ourselves in the sea. We did this several times a day.
One day I had just dipped my head to cool it when Kosin yelled and stood
pointing. We saw land to the west, and guessed it was New Britain. But
during the night, the tide changed, taking us northeast.
Some days later we saw some low-lying islands, and we guessed we

were among the Nissan Islands to the north of Buka. We didn’t drift close
to any of them, and a sense of doom overwhelmed us.
The islands disappeared and we realised that the current was carrying us
south. Knowing the vast empty ocean lying in that direction, we
realised it was only a matter of time before we were gone. By now we
were weak from dehydration and lack of food. It alarmed me to see how
much weight we had lost. We had always feared drowning at sea, but had
never realised that illness could be just as fatal.
As the days dragged on we suffered so much that we wished we were

dead and that it was over and done with. We became careless with our
bodies and spent hours just lying in the bottom of the boat. This was
when we began to experience strange things. At night we would both
hear voices, then wake up to find nobody there. Other times we would
hear the sound of engines, and wake to find no ship in sight. I felt a deep
sense of guilt as I watched Kosin. His body seemed to be hanging in a
trance. Sometimes he would suddenly wake up, gather his coat, and try
to walk overboard. I feared the time I would wake and find him gone.
Death hovered over us. We could almost smell it. Sometimes Kosin would
pass out. I would tap him softly and tell him, “Think of your daughter. If
you leave her too soon, who will look after her?” And each time Kosin
would stir and life would come back to his eyes.
One night I had a strange sensation. I felt the strong presence of each of
my children, Nahi, Jessie, Kelly, and Louisa. It was as if they were there
but I couldn’t see them. I was immersed in this warm feeling when I went
to sleep.
Early the next morning, I was woken by the shrill cry of a bird. That could
only mean one thing: land! I peered everywhere and there it was. Further
to the south as the mist cleared, I saw land jutting out of the sea like the
back of a sea monster. My heart leapt. “Land! Land at last!” I cried.
Kosin opened his eyes, gave a weak smile and went back to sleep. I
remembered that strange feeling from the night before. I knew this time
that the tide would not betray us. I counted the knots in our rope. We had
131
Grade 6
been at sea for forty-four days.
Two days later the boat lurched as we hit shore. Whooping and splashing,
I waded out onto the sand. Then I remembered Kosin. I staggered back
and helped him to shore.
Later I found we had landed on a remote island in the Solomons. The

PNG High Commission in Honiara didn’t have enough money to send us
back, but two weeks later a friend in Cairns heard about out plight. She
paid for our air tickets to Buka through Port Moresby. She even paid for a
new banana boat.
Today, we still go back to sea, but we always make sure there is a spare
twenty-litre container of fuel on stand-by in our boat.
Debate
(From Wikipedia, the free encyclopedia)
In a debate there are two teams; the Proposition Team (also known as
the Affirmative Team) and the Opposition Team. Each team has three
speakers respectively; the first speaker, the second speaker and the third
speaker.
Speaking Order:
1. First speaker of the Proposition
2. First speaker of the Opposition
3. Second speaker of the Proposition
4. Second speaker of the Opposition
5. Third speaker of the Proposition
6. Third speaker of the Opposition
Role of Each Speaker:

First Speaker of the Proposition
The role of the first speaker is to open up the case of the proposition.
That means the speaker presents his or her side’s opinion and arguments.
Furthermore, he/she gives a definition of that motion, in order to prevent
any confusion caused by the motion, which might lack clarity. The first
speaker also sometimes gives a status quo or an analysis of the current
situation regarding that issue (mostly in policy-debates) to show the
problem the side Proposition wants to solve, or the situation the side
wants to improve et cetera. The first speaker may also give the case to
show their aim of supporting the given resolution
First Speaker of the Opposition

His/her duty is to rebut the arguments given by the Proposition,
meaning to show why it isn’t or can’t be true what “they” claimed.
He/she can either give a counter-case regarding that motion or just
decide to try to argue against the motion. When arguing against the
motion, it is optional to give own arguments, as it would be sufficient to
just rebut the arguments or the case well enough.
132
Second Speaker (Opposition or Proposition)

His/her role is to rebut the arguments given by the other side. Eventually,
he/she can continue with his team’s case and give more arguments.
Third Speaker (Opposition or Proposition)

The third speaker has to re-structure the whole debate, filter the key
issues of the debate and give a rebuttal. As this position is also called
the “rebuttal-speaker”, his/her main objective is to prove the other team
wrong. He/she should preferably deepen the analysis of the rebuttal. A
good speaker also does case rebuilding in the end. There they go into the
rebuttal of the other side and show why the rebuttal was wrong or didn’t
touch their own arguments.
Reply Speeches
World Schools Style debates include an additional speech from each
team, called the reply speech (sometimes known as the “right of reply”).
This is a short, four-minute speech given by either the first or second
speaker from the team, and presented in the opposite speaking order to
the rest of the debate (i.e. the Opposition deliver the first reply speech,
followed by the Proposition). The roles of the reply speech are to:
• Outline one or more points of contention that the debate has centred
on;
• Evaluate the course of the debate;
• Declare the reasoning of their team’s victory.
The reply speech is sometimes referred to as being a “biased

adjudication” of the debate, because its format is similar to that of
an adjudicator’s oral feedback on the debate, but with the purpose of
convincing the audience that the speaker’s team was victorious. The
retrospective nature of the reply speech means that no new material may
be introduced in this speech.
Points of Information
During any speech except the reply speeches, members of the
opposing team may offer points of information to briefly interject a point
that the speaker must immediately respond to. The speaker holding the
Floor is not obliged to accept all the points of information offered to them,
but is likely to be marked down by adjudicators if they do not accept any.
Speakers delivering points of information are expected to keep them to
15 seconds or less. Although a speaker’s points of information do not
have a direct effect on their mark, a mechanism named the “POI Adjuster”
has been introduced in recent years: when the quality of a speaker’s POIs
is significantly different (better or worse) from the quality of their speech,
the judge may add or subtract one or two marks from their overall
speaker score.
The first and last minute of each main speech, as well as the entire
duration of reply speeches, are “protected time”, meaning that no points
of information may be offered.
133
Grade 6
Reading
1. Essential Reading Skills
Reading experts have identified five (5) essential skills that children must
learn in order to become good readers. Without these five foundation
skills, a child will not become a good reader. It is important that
teachers in the early grades make time to teach and help students to
practice these skills every day.
Being able to read well requires a grasp of the following 5 basic skills:
Reading skill Explanation Content Comments

Instruction designed to In grade 3-5 revise the This is an oral pre-requisite
teach children to break sounds learned in to phonics and one of the
apart the sounds in words. Elementary Grade 2 and best predicators of later
Phonemic teach other unfamiliar or reading success. Research
difficult English sounds. indicates that poor
Awareness
phonemic awareness is a
major underlying cause of
reading difficulty.
Instruction designed to help Sounds shown in slash The goal of teaching

children understand and marks by their most students phonics is to teach
apply their knowledge of common English spelling students to decode
Phonics how letters are linked to (e.g. /p/ and /sh/). unfamiliar words easily and
sounds. automatically as they read.
Instruction that reinforces Daily opportunities for Easy word recognition frees
the ability to read with reading practice. a student’s attention to
speed, accuracy and comprehend the text.
Fluency expression. Achieving speed and
accuracy in recognizing
words is reading fluency
Instruction to increase oral New vocabulary words Teachers should use a Word
and print knowledge of linked to stories read. Wall to help children learn
words. Vocabulary development sight words and new
Vocabulary can be achieved through vocabulary.
reading, direct instruction
and student-centred
activities.
Instruction that teaches Various activities to help Comprehension involves

children to actively engage students engage with texts. understanding what is read,
with and derive meaning what is meant and what is
Comprehension from texts. implied.
Literature
Understanding the meaning
or point of the text is the
essence of reading.
(Source: National Reading Panel, 2000)
134
Text types: Information for Teachers
Writing Process
Text Type Forms Cultural Purpose
Structures and Features
Narrative Poetry To entertain, inform, Structure:
Fable teach
(Imaginary & Sequence of actions
Factual) Myth To develop the reader’s Beginning (orientation)
Story imagination Middle (complication)
Song To encourage reflection End (resolution)
Personal recount
Historical recount
Features to focus on:
Fairy tale
Characters
Action verbs
Speech Tense
Information Poetry Words to do with time
Narrative Song – social comment Descriptive language
Cartoon Who is telling the story? (point of view)
Information Narrative features:

Factual information
Vocabulary on the topic
Transaction Survey To negotiate Features to focus on:

Complaint
To make thinking clear Involves others
Apology
To compare Identify the people or groups involved
Greeting card
To keep relationships Vocabulary related to the occasion
Interview strong
Letter
Recount Personal To retell an event Structure:

Factual To describe
Setting/occasion
Imaginative To inform
Sequence of events
Biography
Personal comment/responses
Auto biography
Includes anecdotes/recounts
Historical recount
Characters
Action verbs
Past tense
Pronouns
Use of description
Includes personal comments and
opinions on what happens
135
Grade 6
Writing Process
Text Type Forms Cultural Purpose
Structures and Features
Report Information report To classify and describe Structure:
Descriptive report To compare
Focus on groups of things
Investigative report To record feelings and
Opening general statement
Scientific report observations
Facts about the topic are grouped
together

Short, clear language
Present tense
Formal purpose of objective
Technical/scientific terms
Organisation of information
Procedural Directions To command or to Structure:

texts Instructions direct behaviour
Sequence of actions or steps to direct
Message behaviour
Recipe Focuses on a general audience
Rules for games Basic structures include
• Goal
• Materials
• Method

Use of headings and diagrams
Use of action verbs
Present tense
Use of imperatives
Detailed information
Vocabulary related to the task and
process
Persuasive Discussion To persuade Argument:

texts Argument To express an opinion
Issue and opinion
Advertisement To describe
Points to support opinion
Letter to the editor To inform or advise
Recommendations for action
Cartoon
Summing up and restating position
Discussion:
Identify the issue
Arguments for and against the issue
Conclusion which includes opinion and
recommended plan for action.
136
3. The Reading Process
Guided Reading
The process for reading helps the teachers and students focus on
activities before, during and after reading. This model should help the
students with their reading, in particular their fluency, comprehension and
motivation.
Step 1: Before Reading
Before you read, encourage students to:
• look
• talk
• share
• predict
Step 2: During Reading
Before you read, encourage students to:
• join in with the reading

• read on or read back
• use picture clues
• use context clues to clarify the meaning of
unknown words
• use word attack strategies to read words
• use knowledge of phonics to read unknown
Words
Step 2: After Reading
After reading, encourage students to:
• talk
• think
• share
• compare
• substitute
• analyse
• extend beyond the text
137
Grade 6
Paired Reading
Some different approaches for paired reading are suggested below:
• Partners take it in turns to read a sentence, paragraph or page
• Choral reading – the two readers read aloud together
• Echo reading – a good, fluent reader reads a section of text, and a
less fluent reader echoes (repeats) what has been read
• Reading aloud – the fluent reader reads aloud to model good
reading habits (the less fluent reader listens)
• Small group reading – in groups of 4-5, students read aloud
together, take it in turns to read or listen to a fluent reader.
There are many benefits of paired reading:

• Students feel more comfortable when reading with another student.
• Students get a lot of reading practice.
• Teachers can assess students when they are reading.
After Reading
Reading Games
These games can be used as warm up activities or for revising sounds

and words. Games are a great way of making reading lessons fun!
Game Resources How to Play

Think of an object. Say, “I spy with my little eye something beginning with
I Spy None /p/ …” Include the sound the word begins with.
Students guess which object you are thinking of.
Flash Card Set of up to 10 Show students the word flashcards one after another, reading with them.
flashcards from Next, ask the students to read the cards on their own. Change the order
Dash the lesson and play again.
Show students a picture or say a word. Ask: “What is the first/last

Individual chalk sound?”
Show Me boards, picture Students write the letter on their chalkboard. Say: “Show me.” Students
flashcards show their chalkboards. Check if everyone has the correct sound. Repeat
with another sound.
Students draw six boxes on their chalkboard and write a sound in each
Individual box. Show picture flashcards or read out words. If one of their sounds
Bingo is in the word, students cross it off their board. To win, a student must
chalkboards,
cross off all his/her sounds. The winner shouts ‘Bingo!’
Word Write a list of letter sounds on the blackboard (for example: ai, igh, oo,
Individual
oa, l, t, r, m, d, p, n, s). Say the first word and ask students to sound it
building chalkboards out in their head first, and then write the word on a chalkboard (e.g. light).
Ask the students to stand in a circle. Tell them that “You are going to
whisper a sound in the ear of the person next to you.” They will then pass
Sound the sound on by whispering it to the student next to them and so on.
None
whispers Continue until everyone in the circle has listened to the sound. Repeat
with a different sound and student to start.
138
Randomly point at a frieze of letters (see example below). Ask students

to tell you the sounds as you point to them. Speed up gradually – you
could ask a student to be teacher! Increase or decrease the number of
sounds, depending on your students.
Frieze None
s p i
a t n
Students stand up. Tell them they are going to play ‘Simon Says’. Do
some examples (e.g. Simon says put your hands on your head, Simon
Simon says touch your nose). Remind them that they should only follow the
instructions if you say Simon Says. Give another instruction without
says None
saying ‘Simon Says’. Once the students have got the idea of the game,
sounds tell them they are going to play it by sounding out the last word. (e.g.
Simon says put your hands on your /f/ /ee/ /t/; Simon says touch your /n/
/oa/ /s/;Touch your /ear/ /s/, etc.).
Read out some words (for example, words from a story the students
Show Me Chalkboards or have been reading). Ask the students to write the word on a chalkboard
(Dictation) paper or a piece of paper. Give them a time to write the word and say “Show
Me!” The students hold up their words for you to check.
Other After Reading Activities:
1. Children add to the text (e.g. write the next sentence)

2. Make up sentences using words from the text.
3. Students to draw pictures to go with a story, or draw characters
from a story.
4. Students to write a story using words they know e.g. a shared
writing experience with the teacher.
5. Matching word cards with words in the text.
6. Role play different parts of the text, or different characters.
7. Jumbled words from the text (e.g. hpis = ship).
8. Sentence building – make sentences using a list of words from the
story being read (and others that the students recognise and can
sound out). The sentences can be silly and make no sense! For
example:
the it girls is
hot ran wet a
up today hill cat
Example sentences:
• The dog is wet.

• Today, the boys ran up the hill.
• The wet dog ran up a hill today.
139
Grade 6
Writing
1. Processes in Writing
Step 1: Pre-writing
• Choose a topic.
• Decide who your audience is.
• Understand your purpose.
• Gather information that you need.
• Plan your ideas, layout and structure.
• Make notes and word banks.
Step 2: Writing
• Write down your ideas.

• Use your pre-writing notes to help you.
• Write in sentences.
• Concentrate on the message.
• Mistakes can be fixed later.
Step 3: Revising
• Read and check your writing.

• Share your writing with others.
• Does it make sense?
• Have you made good word choices?
• Do you need to add more detail?
• Do you need to make it more concise?
• Have you met the needs of your audience?
Step 4: Editing/Proofreading
• Fix any mistakes.

• Check punctuation.
• Check spelling.
• Get ready for your good copy.
Step 5: Publishing
• Write your final copy.

• Make it your best work.
• Make sure it is accurate.
• Make it look appealing.
• Include references/diagrams.
140
Grammar
Sentences
What is a sentence?
A Sentence is a group of words that contain a complete thought, feeling
or an idea. A sentence always has a subject and a verb. A sentence can
be in the form of:
• A statement – This is a pencil.
• A question – Is this your pencil?
• An instruction – John, pass the pencil.
Types of Sentences
Declarative
A declarative sentence “declares” or states a fact, arrangement or

opinion. Declarative sentences can be either positive or negative. A
declarative sentence ends with a full stop (.).
Examples:
1. I’ll meet you at the train station.
2. The sun rises in the East.
3. He doesn’t get up early.
Imperative
An imperative sentence gives instructions, commands or makes requests.

The imperative takes no subject as ‘you’ is the implied subject. The
imperative form ends with either a full stop (.) or an exclamation point (!).
Examples:
1. Open the door.
2. Finish your homework.
3. Pick up that mess.
Interrogative
An interrogative sentence asks a question. In the interrogative form the

auxiliary verb precedes the subject which is then followed by the main
verb (i.e., Are you coming ...?). The interrogative sentence ends with a
question mark (?).
Examples:
1. How long have you lived in Rabaul?
2. When does the bus leave?
3. Do you enjoy listening to local PNG music?
141
Grade 6
Exclamatory
The exclamatory form emphasizes a statement (either declarative or

imperative) with an exclamation point (!).
Examples:
1. Hurry up!
2. That sounds fantastic!
3. I can’t believe you said that!
Sentence Structures
Simple Sentences
Simple sentences contain no conjunction (i.e., and, but, or, etc.).
Examples:
1. Frank ate his dinner quickly.
2. Peter and Sue visited the museum last Saturday.
3. Are you coming to the party?
Compound Sentences
Compound sentences contain two statements that are connected by a

conjunction (i.e., and, but, or, etc.).
Examples:
1. I wanted to come, but it was late.
2. The company had an excellent year, so they gave everyone a bonus.
3. I went shopping, and my wife went to her classes.
Complex Sentences
Complex sentences contain a dependent clause and at least one

independent clause. The two clauses are connected by a subordinator
(i.e., which, who, although, despite, if, since, etc.).
Examples:
1. My daughter, who was late for class, arrived shortly after the bell
rang.
2. That’s the man who bought our house.
3. Although it was difficult, the class passed the test with excellent
marks.
Compound - Complex Sentences
Compound - complex sentences contain at least one dependent clause

and more than one independent clause. The clauses are connected by
both conjunctions (i.e., but, so, and, etc.) and sub-ordinators (i.e., who,
because, although, etc.).
142
Examples:
1. John, who briefly visited last month, won the prize, and he took a
short vacation.
2. Jack forgot his friend’s birthday, so he sent him a card when he
finally remembered.
3. The report which Tom compiled was presented to the board, but it
was rejected because it was too complex
Parts of a Sentence
Basic English Sentence Patterns

When we make simple English sentences, we usually follow this pattern:
Subject-Verb-Object
Steps:
1. Put the subject and the adjectives (such as ‘fat’, ‘thin’ etc.), or any
words describing the subject at the beginning of the sentence
2. Put the verb and some adverbs (such as ‘often’, ‘usually’ etc.) after
the subject.
3. Put the object of the verb, the adjectives or other words
describing the object and the adverbs describing the verb at the end
of the sentence.
Subject Verb Object

Paul often eats biscuits.
Mary ate two apples quickly.
My father and mother are eating mangoes now.
The fat girl has eaten a watermelon.
That little boy will eat some bread soon.
Parts of Sentences
A sentence is composed of two parts: the subject and the predicate. The
subject is the part of the sentence that includes the noun and explains
who or what the sentence is about. The predicate of a sentence is the
part of the sentence that includes the verb and tells the audience the
action the subject is taking (or the state of being the subject is in).
Subject
The subject of a sentence includes a word or group of words that

describe what or whom the sentence is about. A subject can also be
described as the noun or pronoun of the sentence.
• Joseph is crying. He is crying for milk.
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Grade 6
Predicate
The predicate of a sentence includes a word or a group of words that

describe what the subject of the sentence is or what it is doing. The
predicate includes the verb of the sentence, as well as its objects and
complements.
• The boy is going to school.
Simple Subject
The simple subject is usually one word, a noun or a pronoun, that

receives the action or state of being of the predicate.
• The sunflower sways.

• The moon rises.
Simple Predicate
The simple predicate is one word in the complete predicate that qualifies
as the verb of the sentence.
• The panda eats.

• The falcon soars.
• We sing.
Complete Subject
The complete subject is an entire group of words that are used to explain
who or what the sentence is about. This includes the subject, or noun,
itself and all the words that are used to describe it.
The beautiful, yellow sunflower sways in the wind.

The full moon rises in the night.
Complete Predicate
A complete predicate is an entire group of words that are used to

describe the verb or action of the sentence, and who is receiving the
action. This includes the verb, objects and complements.
The massively fluffy panda eats bamboo every day.

The extremely curious falcon soars as it searches for a friend.
Understood Subject
In sentences that give advice or orders, also known as imperative

sentences, you is understood to be the subject of the sentence.
• [You] Get the pizza out of the oven.

• [You] Stop chasing the cat.
144
Parts of Speech
Words are classed into eight categories according to their uses in a
sentence.
Part of Speech Meaning Examples

Nouns are naming words. John, cat, box, John owns a cat.
They name a person, desert, liberty,
Noun animal, thing, place, idea, golf
and activity.
A pronoun is a word that he, she, it, you, I, John owns a cat.
Pronoun is used instead of a noun. we, they He takes good
care of it.
A possessive adjective is my, your, his, This is my book.

Possessive a word used when her, our, your,
adjective something belongs to their
someone.
An adjective is a big, good, full John lives in a

describing word. It tells big house.
Adjective
us more about a noun or
pronoun
A verb is a doing (action) went, poured, is, John went to the

being or having word. are has, have store.
Verb
I am Mary. I have
big ears.
An adverb tells us more Very, too, The cat ran

about the verb, adjectives quickly, loudly, quickly up the
Adverb and other adverbs quietly, loudly, steps.
here We walked away
quietly.
A conjunction connects and, or, but John and the cat

words, phrases, or are playing.
Conjunction
clauses. Do you like this
pen or that pen?
A preposition is a word with, for, at The cat played

Preposition that is followed by a noun with the wool.
object.
Expresses emotion. Gosh! Wow! Wow! That cat is

Interjection Super! Ouch! huge.
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Grade 6
Nouns
A common noun names any one of a group of persons, places, things, or
ideas.
A proper noun names a particular person, place, thing, or idea.
Nouns Person place thing idea
Common: Teacher Library books Number
Proper: Albert Public library Activity book Two
Conjunctions
Are words that join words, phrases and sentences. Examples of
conjunctions:
For, and, nor, but, or, yet, so, because
Sentence that contains all the parts of speech:
The young boy ran quickly down the street and he yelled Help!
conjunction
preposition
interjection
adjective
pronoun
adverb
article
article
noun
noun
verb
verb
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Tenses
What is a Tense?
Tense means time. It is a form of a verb used to indicate the time, and
sometimes the continuation or completeness, of an action in relation to
the time of speaking.
An action can happen in the present (now), in the past (yesterday) or

future (yet to happen).
Tense Aspect Meaning Examples

Habitual action-past to I play the guitar every day.
Simple present to future. She plays the guitar every day.
They play the guitar every day.
Action began in the past I am playing the guitar.

Continuous and may continue into the She is playing the guitar.
future. They are playing the guitar.
Present
Past action with an I have played the guitar.
Perfect indefinite time span. She has played the guitar.
They have played the guitar.
Action began in the past I have been playing the guitar for an hour.
Perfect
and continues until now. She has been playing the guitar for an hour.
Continuous
They have been playing the guitar for an hour.
Action completed in the I played the guitar.

Simple past. She played the guitar.
They played the guitar.
Action begun in the past, I was playing the guitar when my friends arrived.
implies possible She was playing the guitar when her friends arrived.
Continuous
continuation after They were playing the guitar when their friends arrived.
second past event.
Past Past action completed I had played the guitar before my friends arrived.
Perfect before second past action. She had played the guitar before her friends arrived.
They had played the guitar before their friends arrived.
Past continuous action I had been playing the guitar for an hour when my
occurring when second friends arrived.
Perfect past action happened. She had been playing the guitar for hour when her
Continuous friends arrived.
They had been playing the guitar for an hour when
their friends arrived.
Action will take place in the I will play the guitar.

Future Simple future. She will play the guitar.
They will play the guitar.
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Grade 6
Continuous future action I will be playing the guitar when my friends arrive.
will continue to happen She will be playing the guitar when her friends. arrive.
Continuous when another future action
They will be playing the guitar when their friends
occurs. arrive.
Future action will be I will have played the guitar by the time my friends
completed by the time arrive.
another future action She will have played the guitar by the time her friends
Perfect
occurs. arrive.
Future
They will have played the guitar by the time their
friends arrive.
Future continuous action I will have been playing the guitar for an hour by the
will be happening when time my friends will arrive.
Perfect another future action She will have been playing the guitar for an hour by
Continuous occurs. the time her friends will arrive.
They will have been playing the guitar for an hour by
the time their friends will arrive.
Punctuation Rules
Punctuation marks are signs like full stops, commas and talking/speech
marks. They divide words into groups and help to make reading and
writing easier to follow.
Punctuation type Definition

A dot placed at the end of a statement or command.
Full stop (.) The cuscus in the tree.
Cut the apple in half.
A special mark at the end of questions.

Question mark (?)
What time is it?
A special mark after an exclamation (stressing a point ).

Exclamation mark (!)
I can’t believe you lost your bag!
Marks a first word in a sentence.

They are going to town.
Capital letter
First letter in a proper noun.
Madang, Joseph, Parliament House
Separates words in a list.

He grew taro, corn, beans and peas in his garden.
Comma (,)
Separates spoken words from the rest of a sentence.
The teacher asked, “Why are you late?”
Talking/Speech mark Identifies the spoken words within a text.

(“….”) “My dad has a new car,” said Joseph.
148
An apostrophe shows a contraction or where a letter

has been left out.
it’s = It is, that’s = that is
Apostrophe
An apostrophe also shows possession or ownership.
The man’s boots. The girl’s bag.
A colon is used after a word introducing a quotation, an

explanation, an example or a series.
Colon ( : )
For example, Tim was planning to study four subjects:
Physics, Mathematics, Science and English.
Semi-colon is used to connect independent clauses. It

shows a closer relationship between the clauses than a
Semi-colon ( ; ) full stop would show.
For example, John was hurt; he knew she only said it to
upset him.
Figurative Language
An expression or use of language in a non-literal sense in order to achieve
a particular effect used mainly in poetry. Metaphors, similes, and
hyperboles are all common figures of speech.
Metaphor
It is a more direct form of comparison than the simile. It does not use ‘like’
or ‘as’. In metaphor one thing is said to be another with which it is being
compared.
Examples:
She has a heart of stone.
He is a rough diamond.
She is a snake in the grass.
Simile
A figure of speech that draws a comparison between two different things,
especially a phrase containing the word “like” or “as,”
Examples:
She is as white as a sheet.
Her hair was as soft as silk.
She was as stubborn as a mule.
Personification
A figure of speech in which animals, inanimate objects or abstract ideas
are given human qualities.
Examples:
The sun strolled casually along the heavens.
The leaves danced happily in the storms.
Love bade me welcome, yet my soul held back.
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Grade 6
Hyperbole
Is a figure of speech in which emphasis is achieved by deliberate
exaggeration. Like other figures of speech, it is often used in everyday
speech.
Examples:
In everyday speech:
He worshipped the ground she walked on.
The music was mind-blowing.
In poetry:
Here’s the smell of blood still. All the perfumes of Arabia will
not sweeten this little hand.
Imagery
Imagery in writing a descriptive language that usually appeals to the
senses. The images may be formed by literal description or by figures of
speech such as similes and metaphors. In writing it is an image made up
of words.
Jingle
A piece of rhyming verse, simple and repetitious in style that makes
frequent use of alliteration and onomatopoeia. Set to music, jingles are
commonly used in radio and television advertising.
Alliteration
It is the repetition of consonant sounds in a sequence of words. It may
occur anywhere in the words. The best known use of alliteration is in the
tongue twister.
Examples:
Peter Piper picked a peck of pickled peppers.
She sells sea shells by the sea shore.
Assonance
Assonance is the deliberate repetition of identical or similar vowel sounds
in a sequence of words. It can be used to reinforce the atmosphere that
the words themselves convey.
Examples:
boom-doom, growl-crown, clean-dream, hall-wall, ride-side,
sour-hour
Idiom
A phrase or expression with a well-known meaning other than its literal
meaning.
Examples:
over the moon - delighted or excited
In bad shape - in poor health
raining cats and dogs - heavy downpour, raining heavily
sit on the fence - avoid taking sides
150
Proverb
Are short sayings that usually present a lesson about human behaviour.
Many come from Aesop’s fables, the Bible and other early writings.
Examples:
Actions speak louder than words.
– People can say many things because talking is easy.
However, what really matters is what one does.
Practice makes perfect.

– A skill can only be mastered through practice.
Look before you leap.

– Do not act without considering the consequences of the
action.
Onomatopoeia
It is the use of words that are sound images: words in which the sound
seems to strengthen or echo the sense. Onomatopoeia can be used to
intensify atmosphere and sustain imagery.
Examples:
crack, bang, swish, plop, purr, hiss, tick, tock
Rhyme
It is the repetition or duplication of sounds at regular intervals, usually at
the ends of lines of verses.
Examples:
cloud/shroud, girl/pearl, ball/hall, nine/shine, night/white
Rhythm
In poetry, the pattern formed by stressed and unstressed syllables.
Colloquial language
It is the language of conversational speech or writing. The speaker or
writer is not required to choose standard, formal, polite or grammatically
unchallengeable words but feels free to use appropriate words from the
informal elements of the vocabulary.
Examples:
don’t, fridge, TV, catch on muck up, hassled
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Grade 6
Type of Poem [Poetic Form]

Narrative – tells a story in verse-‐elements similar to short story such as
plot, characters.
Haiku – 3 line Japanese form-‐describes nature-‐1st & 3rd = 5 syllables-

‐2nd line 7 syllables.
Free Verse – defined by lack of structure-‐no regular meter, rhyme, line

length, stanzas.
Lyric - expresses thoughts & feelings of a single speaker-‐often highly

musical verse.
Ballads – songlike poems that tell stories-‐often deal with adventure or

romance.
Concrete – poems are shaped to look like their subjects-‐lines arranged

to create a picture.
Limericks – humorous, rhyming 5 line poems with a specific rhythm pat-

tern & rhyme scheme.
Acrostic - Any poem in which the first letter of each line forms a word or
words.
Cinquain - the cinquain is actually an American poem influenced by the

Japanese haiku. Cinquains are usually light verse used to express the
brief thoughts or moments. This form utilizes few adverbs and adjectives,
working best with a profusion of nouns and verbs. Cinquains have a strict
syllabic count that must be adhered to. The poem is five lines and 22
syllables long.
152
Form [structure]
Lines – groups of words (kind of like a sentence) may have breaks with
the line.
Stanzas – lines in a stanza work together to express one key idea.
Stanza Break – blank line (signals the end of one stanza and the begin-
ning of another).
Refrain – a line or group of lines that is repeated at regular intervals.
Variation – changing one or more words with each repetition.
Sound
Rhyme -‐ repetition of vowel and consonant sounds at the ends of words
[sound devices].
Rhyme Scheme – (e.g., Abab pattern) the pattern to this rhyme is lines 1
& 3, lines 2 & 4.
Alliteration – repetition of consonant sounds in the beginnings of words

[sound devices].
Repetition – use of any element of language–sound, word, phrase used

more than once [sound devices].
Onomatopoeia – the use of words that imitate sounds (drip, drip) [sound
devices].
Language
Denotation – the literal, dictionary definition (meaning) [word choice].
Connotation – the ideas or feelings that the word brings to mind [word
choice].
Imagery – descriptions that appeal to the 5 senses- feel, see, hear, smell,
taste.
Simile – uses like or as to compare 2 unlike things [figurative language].
Metaphor – describes one thing as if it were something else [figurative

language].
Personification – gives human qualities to a nonhuman subject or object

[figurative language].
REF: www.ccd93.com
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Grade 6
Sample Poems (Ref: Cohen, 2002)
Acrostic Poem
Example 1 Example 2
T eaching is a way to change lives. Can you believe how cruel her stepmother was?
E ach teacher has something special to bring to students. I wish I had a fairy godmother!
A ll students are important and unique. Now hurry back before midnight!
C aring is a necessity for teachers. Do you think they lived happily ever after?
H elp is right there when a teacher is near. Even the mice loved Cinderella!
E ducation is the key to success. Running down the steps made her lose her glass
slipper!
R espect is essential in the classroom.
Everyone thought Cinderella was the most
beautiful girl at the ball!
Look at how lovely she was in her gorgeous
gown.
Living in an attic would be very dusty!
All of the animals pitched in to make Cinderella’s
party dress.
Haiku
Example 1 Example 2 Example 3 Example 4

Fall Snow School Friends
Changes Cold, wet Read, write Laugh, play
Leaves tumble Snowflakes fall Run to class Text and talk
Beds of orange Winter white bed Homework is hard Make room for more
Fall Snow School Friends
Cinquain

Swimming Dancing Football Mom
Wet, cool Birdlike, free Tough, powerful Young, old
Diving, splashing, Spinning, twirling, leaping Pushing, plowing, Nagging, worrying, talking
invigorating succumbing
Sadness fades from me Looks out for me
Hot days melt away Hot knife through butter
Ballet Best friend
Butterfly stroke Touchdown
154
Limerick

There once was a girl There once was a boy We once had a dog There once was a family
named Sue, named Tim, named Cat. named Sun.
Who spoke only words Who began working out He liked to meow, how The kids loved to go
that were true. at the gym. about that? outside and have fun.
Her motto “No lies!” He exercised so long When he climbed up a In wind, rain, and snow,
tree
Was bright as her eyes And became so strong, Out they would go—
People gathered to see—
When she turned her His classmates said, All weather is good when
attention on you. “Wow, look at him!” How he’d escape from there’s Sun.
the branch where he sat.
Five Senses Poem
A ‘Five Senses Poem’ is shaped like a triangle because of the

patterning of words used. It uses sensory words to describe its subject. A
Five Senses poem does not have to rhyme.
Puppy
Fresh, warm
Fuzzy, soft, cuddly
Brown, playful, fast, cute
Panting, licking, jumping, digging, barking
“I am Poem” – Personal Poetry
The writer expresses personal thoughts and feelings, following a ten-line

format. This type of poetry is called “personal poetry.”
I am Charles
Silly, talkative, energetic
Child of Wendy and Tim
Who loves mystery books
Who needs understanding
Who feels curious
Who gives honesty
Who fears thunderstorms
Who would like to be a doctor
I am Charles
155
Grade 6
Fish-Shape Poem
Wanna be a Fish
by Eighty Six
Wanna be a fish.
Have a sleek fish head. Spread
Fish jam on my fish bread. All’s good ‘round
My bowl today. Don’t like it? I’ll swim away. Bubbles
For my friends. Swim loops without end. Shiny treasure
Chest. A castle of my own. Plastic kelp fully grown.
If I was a fish, I’d be the best, not copper, not
Bronze, not silver. I’d be a
Gold Fish.
Parts of Speech Poems

A flower A hammock Summer A fish
Beautiful and fragrant Comfortable and cool Sweet and sticky Gold and small
Swaying and bending Drifting and moving Running and playing Diving and swimming
Quietly Softly Happily Quietly
Roses Breeze August Goldie
156
Glossary
Word Meaning
alphabetic principle the concept that letters and letter combinations represent individual
phonemes in written words.
base word a unit of meaning that can stand alone as a whole word (e.g., friend, pig).
it is also called a free morpheme.
consonant digraph two consecutive consonants that represent one phoneme, or sound
(e.g., /ch/, /sh/).
context clue using words or sentences around an unfamiliar word to help clarify its
meaning.
decodable text text in which a high proportion of words (80%-90%) comprise
sound-symbol relationships that have already been taught. It is used for
the purpose of providing practice with specific decoding skills and is a
bridge between learning phonics and the application of phonics in
independent reading.
decodable words these words contain phonic elements that were previously taught.
digraphs a group of two consecutive letters whose phonetic value is a single sound
(e.g., /ea/ in bread; /ch/ in chat; /ng/ in sing).
expository text a type of writing which reports factual information (also referred to as
informational text) and the relationships among ideas. Expository text
tends to be more difficult for students than narrative text because of the
density of long, difficult, and unknown words or word parts.
fluency ability to read text quickly, accurately, and with proper expression. Fluency
provides a bridge between word recognition and comprehension.
high frequency words in print containing letters that stray from the most common sound
irregular words pronunciation because they do not follow common phonic patterns
(e.g., were, was, laugh, been).
homonym words that sound the same but are spelled differently
(e.g., cents/sense, knight night, write/right).
informational text a type of writing which reports factual information (also referred to as
expository text). Non-fiction books are examples of information texts.
irregular words words that contain letters that stray from the most common sound
pronunciation; words that do not follow common phonic patterns
(e.g., were, was, laugh, been).
letter combinations a group of consecutive letters that represents a particular sound(s) in the
majority of words in which it appears (e.g., /ai/ in maid; /ch/ in chair; /ar/ in
car; /kn/ in know; /ng/ in ring). also referred to as digraphs.
letter-sound the matching of an oral sound to its corresponding letter or group of
correspondence letters.
modeling teacher clearly demonstrates a strategy, skill, or concept that students will
be learning.
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Grade 6
Reading Terms
Word Meaning
blending drawing individual sounds together to pronounce a word (e.g. s-n-a-p).
continuous sound a sound that can be prolonged (stretched out) without distortion (e.g. r, s,
a, m).
consonant blends 2 (or 3) letter consonant combinations in which both letters are pronounced
separately (e.g. ‘bl’ in blow or ‘gr’ in grow).
diagraphs two letters that represent one sound (e.g. ‘sh’ in ship and ‘ea’ in seat).
decoding the process of using letter-sound correspondences to recognize words.
grapheme the individual letter or sequence of written symbols (e.g. a, b, c) and the
letter combinations (e.g. ch, th) that are used to represent a single sound
(phoneme).
irregular word a word that cannot be decoded because either (a) the sounds of the
letters are unique to that word or a few words, or (b) the student has not
yet learned the letter-sound correspondences in the word (e.g. was).
letter combination a group of consecutive letters that represents a particular sound in the
majority of words in which it appears (e.g. ‘ou’ in sound, found, round).
letter-sound a phoneme (sound) associated with a letter.

correspondence
long vowel says the name of the letter (e.g. /ay/ in ‘day’; /ee/ in ‘feet’).
most common sound the sound a letter most frequently makes in a short, one syllable word.
phoneme a sound in a word.
phonemic awareness the ability to hear and say sounds in words.
phonics knowledge of the skills of blending and segmenting.
regular word a word in which all the letters represent their most common sound (e.g.
hat).
segmenting breaking words up into their component phonemes to spell.
sight word reading the process of reading words at a regular rate without vocalizing the
individual sounds in a word (i.e. automatically reading words the fast way).
158
References
NDoE. (2003). Language Upper Primary Syllabus. Waigani: NDoE.
NDoE. (2003). Language Upper Primary Teacher Guides. Waigani: NDoE.
NDoE. (n.d). READ PNG: Teacher’s Manual, Reading Booster. Waigani: NDoE.
NDoE. (n.d.). Create and Communicate, Book 1. Waigani: NDoE.
NDoE- School Journals Senior 1, 2008, Waigani: NDoE
NDoE- School Journals Junior 1, 2009, Waigani: NDoE
Cohen, B. (2002). Poetry: The Ultimate Guide. New York: American Eagle Co.
Inc
English for Melanesia, Book 1- Oxford University press
Oklahoma State language arts,http://sde.ok.gov
The Pacific Series. (n.d.). Grade 6 Pupil’s Book: Using English Book 1-3. Aus-
tralia: Oxford.
The Pacific Series. (n.d.). Grade 5 Pupil’s Book: Using English Book 1. Australia:
Oxford.
The Pacific Series. (n.d.). Grade 5 Teacher’s Notes. Australia: Oxford.
The Pacific Series. (n.d.). Grade 6 Teacher’s Notes. Australia: Oxford.
Winstanley, P. (n.d.). Sample of shape poems. Retrieved from Bing-image.

.
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Grade 6
Appendices
Appendix 1 - Lesson Plan Template
Subject:_________________ Strand:______________________________
Lesson Topic:__________________ Content Standard:_____________________
Benchmarks: ________________
Objective:__________________________________________________________________________________
___________________________________________________________________________________________
Content
Knowledge:__________________________________
Skills:_______________________________________
Attitudes:____________________________________
Materials: ____________________________________
Introduction:______________________________________________________________________
_________________________________________________________________________________
Body:____________________________________________________________________________
_________________________________________________________________________________
Conclusion:_______________________________________________________________________
_________________________________________________________________________________
Recording
Assessment Method Assessment Task Assessment Criteria
Methods
160
Appendix 2 - Prescribed Time Allocation for Senior Primary

Total min/
Revised SBC (2018) % (40/60) Slots/ week
week
English 280 16.9 7x40
Maths 240 14.5 6x40
Science 200 12.1 5x40
Social Science 160 9.7 4x40
Arts 140 8.5 2x40 and 1x60
PE/Health 180 8.5 3x40 and 1x60
Making a Living 160 9.7 4x40
Citizenship & Christian Values

120 6 3x40
Education
Assembly 75 4.5 5x15
Access (Movement) 35 - -
Sports 60 3.6 1x60
Total time allocation 1650 100 36 lesson/week - 36x35=1260 annually
161
Grade 6
Appendix 3 - Sample Grade 6 English Timetable
Time Monday Tuesday Wednesday Thursday Friday

8:00 - 8:15 Assembly Assembly Assembly Assembly Assembly
8:15 - 8:30 Listening Spelling Spelling Oral Expression

Religious
8:30 - 8:45 Spelling Oral Express Listening Health
Education
8:45 - 9:00 Talking Talking Talking
9:00 - 9:15 Handwriting Listening

Wr. Sentences Wr. Sentences Wr. Sentences
9:15 - 9:30 Talking Talking
9:30 - 10:00 Mathematics S/science Mathematics Wr. Sentences Wr. Sentences
10:00 - 10:30 Recess

10:30 - 11:00 Reading Reading Reading Reading Reading
11:00 - 11:30 Science Mathematics Science Science Mathematics
11:30 - 12:00 S/Science S/Science S/Science S/Science
12:00 - 12:30 Lunch

12:30 - 1:00 Mathematics Science Wr. Expression Mathematics Science
1:00 - 1:30 Health Health Block/Time
1:30 - 2:00 Arts Handwriting Arts Arts

Sports
Arts
2:00 - 2:30 PE Arts PE PE
162
Prescribed Time Analysis for Grade 6
Subjects Time Analysis Time Variation

Minutes Per Lesson Recommended Time + -
Listening 3x 15 45
Talking 4x 15 60 15
Oral expression 2x 15 30
Reading 5x30 150
Written Sentences 5x30 150
Handwriting 1x15 15 15
Spelling 2x15 30 15
Written Expression 1x30 30
Mathematics 8x30 240
Science 4x30+1x45 165 15
S/Science 5x30 150
Health 4x30 120 30
Arts 3x45 135
Physical Education 2x30 60
Sports 1x 60 60
R/Education 1x 60 60
Assembly 5x 15 75
Block Time 75 30
1650
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Grade 6
Appendix 4 - The Bloom’s Taxonomy

The learner creates new ideas and information using what has been
previously learned.
• Designing
• Constructing
• Planning
• Producing
• Inventing
• Devising
• Making
Can you generate new products, ideas, or ways of viewing things?
Bloom’s Revised Taxonomy
Creating
• Generating new ideas, products, or ways of viewing things
• Designing, constructing, planning, producing, inventing.
Evaluating
• Justifying a decision or course of action
• Checking, hypothesising, critiquing, experimenting, judging
Analysing
• Breaking information into parts to explore understandings and
relationships
• Comparing, organising, deconstructing, interrogating, finding
Applying
• Using information in another familiar situation
• Implementing, carrying out, using, executing
Understanding
• Explaining ideas or concepts
• Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
• Recalling information
• Recognising, listing, describing, retrieving, naming, finding
164
How many ways can you travel from one place to another? List and
draw all the ways you know. Describe one of the vehicles from your list,
draw a diagram and label the parts. Collect ‘transport’ pictures from
Remembering
magazines - make a poster with information.
How do you get from school to home? Explain the method of travel and
draw a map. Write a play about a form of modern transport. Explain
Understanding how you felt the first time you rode a bicycle. Make your desk into a
form of transport.
Explain why some vehicles are large and others small. Write a story
about the uses of both. Read a story about ‘The Little Red Engine’ and
Applying make up a play about it. Survey 10 other children to see what bikes they
ride. Display the information collected on a chart or graph.
Make a jigsaw puzzle of children using bikes safely. What problems are
there with modern forms of transport and their uses - write a report. Use
Analysing a Venn Diagram to compare boats to planes, or helicopters to bicycles.
What changes would you recommend to road rules to prevent traffic

accidents? Debate whether we should be able to buy fuel at a cheaper
Evaluating
rate. Rate transport from slow to fast et cetera.
Invent a vehicle. Draw or construct it after careful planning. What sort

of transport will there be in twenty years time? Discuss, write about it
and report to the class. Write a song about traveling in different forms of
Creating
transport.
165
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English

‘FREE ISSUE Papua New Guinea

Papua New Guinea

Issued free to schools by the Department of Education

Published in 2019 by the Department of Education, Papua New Guinea

© Copyright 2019, Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored

Graphic Design & Layout by Vitus Witnes Kanua

This Grade 6 English Teacher Guide was developed by the Curriculum

Teachers, school inspectors, teachers’ college lecturers and

The Curriculum Panel (CP), Syllabus Advisory Committee (SAC), and

Sample Guided Lesson Plans......…………….…… 42

Assessment, Monitoring and Reporting………….. 110

The English Language is central to students’ intellectual, social and

The English subject contains eight lessons: Talking, Oral Expression,

I commend and approve this Grade 6 English Teacher Guide to be used in

How to use this book

Prescribed Time Allocation for Senior Primary English is 280 minutes.

Table of Content Standards

Strand 1: Speaking and Listening

Grade 6 Grade 7 Grade 8

Unit 1: Listening Comprehension

6.1.2b Apply appropriate 7.1.2b Apply appropriate 8.1.2b Apply appropriate

Unit 3: Oral Expression

Grade 6 Grade 7 Grade 8

6.2.1 Apply a range of 7.2.1 Expand vocabulary 8.2.1 Expand vocabulary

Grade 6 Grade 7 Grade 8

6.3.1 Write legibly in cursive or

Unit 2: Written Expression

6.3.2b Create and 7.3.2b Create and 8.3.2b Create and

Unit 3: Grammar Usage

6.3.3d Apply a range of 7.3.3d Apply a range of 8.3.3d Apply a range of

Sub Theme: Listening Back to Vocabulary Phonics Common Written

Sub Theme: Listening My Vocabulary Phonics Personal Written

Sub Theme: Listening Diary Vocabulary Phonics Adjectives Written

Sub Theme: Listening The world Vocabulary Phonics Types of Written

Sub Theme: Listening Review Vocabulary Phonics Adverbs of Written

Sub Theme: Listening Living Vocabulary Phonics Prepositions Written

Sub Theme: Listening Natural Vocabulary Phonics Sentences Written

Sub Theme: Listening People Vocabulary Phonics Punctuation Written

Assessment Assessment Assessment Assessment Assessment Assessment Assessment

Review and Listening Review and Review Review Vocabulary- Written

Sub Theme: Listening Friendship Vocabulary Phonics Collective Written

Sub Theme: Listening Family Vocabulary Phonics Possessive Written

Sub Theme: Listening City life Vocabulary Phonics Possessive Written

Sub Theme: Listening Island life Vocabulary Phonics Present, Written

Questions The girls

Sub Theme: Listening Bush life Vocabulary Phonics Adverbs Written

Sub Theme: Listening Sea Vocabulary Phonics Prepositions Written

Sub Theme: Listening Landforms Vocabulary Phonics - Clauses: Written

Sub Theme: Listening Magical Vocabulary Phonics Punctuation Written

Assessment Assessment Assessment Assessment Assessment Assessment Assessment

Review and Listening Review and Review Review Vocabulary Written

Sub Theme: Listening Fables Vocabulary Phonics Personal Written

L2. Oral Handwriting

Sub Theme: Listening Memories Vocabulary Phonics Comparative Written

Sub Theme: Listening Sight Vocabulary Phonics Present Written

Sub Theme: Listening Night Vocabulary Phonics Adverbs of Written

Sub Theme: Listening Volcanoes Vocabulary Phonics Prepositions Written