4 English Annualplan Harshita

English Annual Plan

These are the desired outcomes at the end of the academic year. The process would include using a myriad of resources and methods – reading a lot of age appropriate books (the key assumption here is that exposure to good children’s literature would enable the students to seamlessly learn the language as they engage with it at a personal, affective level). The methods would be in a certain sequence that enables a gradual release of responsibility to the student, with the onus being on the teacher all through, but apparent only initially. There would be read aloud sessions with students, taking it further to book talks where the students’ need to express is given ample space and opportunity. The teacher and students would also read books together forming groups (based on student’s comfort with reading, and ensuring the pairing and grouping would consist a balance of independent to instructional level students, for optimal peer learning), followed be guided reading and moving on to independent reading – of age appropriate books as well as those texts that the student is comfortable to tackle. As for writing, students would be supported adequately depending on their writing level, with attention to individual needs, through copy writing, practice writing, free writing, etc.

Listening and Speaking

  • Ability to express freely and boldly with articulation.
  • Ability to follow a conversation.
  • Listen to and understand stories when read to. Listen to and understand songs.
  • Listen to and remember to follow a sequence of instructions.
  • To be able to speak with clarity.
  • To be able to speak in turns when a discussion in going on.
  • Listen to and respond appropriately to others' views and opinions.
  • Begin to adapt movement to create a character in drama.


  • To be able to read age appropriate books.
  • Read a simple passage and answer the questions given (decoding and comprehension).
  • Reading a story or poem aloud with expression (fluency and prosody).
  • Identify the main points or gist of the text (at least begin to identify). Scan a passage to find specific information and answer questions.
  • Practice learning and reciting poetry.
  • Enjoys a range of books across genres – fiction, non-fiction, fantasy, real life story, play and poetry. Understand the words 'fact,' 'fiction,' and 'non-fiction'.
  • Can re-read books with enjoyment.
  • Reads with understanding. Is curious about meaning of unknown words. Tries to understand words from the context.
  • Attention to punctuation marks as he/she reads.


  • Copies words, sentences and paragraphs from board or book correctly.
  • Develop stories with setting, character and sequence of events.
  • Acquires adequate vocabulary to express him/herself. Recognizes and writes words that stand for things, activities, feelings and their qualities in the student's daily life.
  • Is able to write legibly, clearly and reasonably within the 4 lines of the page.
  • Structure a story with a beginning, middle and end.
  • Uses captions, labels, lists, illustrations, drawings, smileys, signs, maps and blurbs in free writing.
  • Is able to write at least 3 to 4 sentences in free writing, with dialogues, descriptions, variety of expressions and groupings introduced where required.
  • Answers simple questions such as what, how, where or why within the given context.
  • Makes a gradual transition to cursive writing - not to be imposed on all children. Practice joining writing.
  • Able to write simple evaluations or reviews about a book read or read to.
  • Begins to use words like and, because, then, but, so, also, suddenly, afterwards, etc. To develop a flow in writing.
  • Uses punctuations, capitalization, even spacing, breaks and alignment when writing. Begin to use even spacing between words and sentences.
  • Use structures of familiar poems and stories in developing own writing.
  • Write instructions and recount events and experiences (beginner level).


  • Starts with capital letters, ends with full stop. Write in clear sentences using capital letters, full stops and question marks, exclamation marks and commas in lists.
  • Capitalizes proper names, uses commas in lists, question mark, exclamation mark where required.
  • Naming words, describing words and action words. Collect examples of naming words, describing words and action words.
  • Some common homonyms and homophones.
  • Understand pluralization and use the terms " singular" and "plural".
  • Introduction to present and past tense. Consistency not a must.
  • Use of simple conjunctions and connectors - but, suddenly, and, so, because, then, that's why, etc.
  • Familiar with pronouns in reading and writing.


  • Recognize the sounds in blends, and spell them correctly (bl, cl, tr, etc).
  • Recognize 'families' of Rhyming words for band, cart, pace, bike, care, mice etc (To begin with).
  • Is comfortable reading blends, compound words, digraphs, diphthongs, and words with silent letters.
  • Spell words with common prefixes and suffixes, e.g. un-, dis-, -ful, -ly.
  • Spellings with silent vowels.
  • Understand how vowels can sound different depending on their usage - as in bat, bale, boat, barn.
  • Begin to re-read own writing for sense and accuracy.
  • to be able learn spelling rules; for e.g. adding -ing at the end to make a word, y becomes -ies etc.
  • explore the world of homophones and homonyms.
  • infer meanings of unknown words from the context (when read to).

Resources for grammar and Writing-

  • Everyday English Grammar and Composition Book 3.
  • Let’s Write Book 1.
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