SESLOAF English VI-VIII Reviewed 2 PDF

SESLOAF
Sindh Education Students

English
Learning Outcome
Grade
Assessment Framework
VI-VIII
Developed by
Provincial Education Assessment Centre (PEACe)
Bureau of Curriculum and Extension Wing Sindh Jamshoro
In Collaboration with
European Union & British Council
Karachi
1
Acknowledgements
We wish to thank the members of Sindh Education Students Learning Outcome

Assessment Framework (SESLOAF) capacity building, design and expert review workshop for
their active participation and assistance in designing, development and review of the SESLOAF
for their specific school subjects and grade levels.
Also the generous and continuing collaboration of EU is highly appreciated, as this

capacity building workshop for the design and expert review of (SESLOAF) would not have
been possible without this support. The contribution of the Team Leader Sindh Education Sector
Support Programme (SESSP) Doran Bernard and Ms. RanaHussian, Sr. Advisor, Quality
Education SESSP for conceptualizing and taking the desired target to completion, are highly
acknowledged.
The RSU unit and particularly the leadership, Chief Programme Manager Ms. Saba
Mahmood is highly acknowledged for their support in designing the SESLOAF framework.
Furthermore, the support of Director, Bureau of Curriculum Mr. Shahani, the Coordinator
PEACE, Mr. Aftab Ali and the entire PEACE team is acknowledged.
Unaeza Alvi
The Student Learning Outcome Assessment Consultant
DOCUMENT DEVELOPED OCTOBER 30TH, 2014.
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Acronym
BC British Council
BoC Bureau of Curriculum
CRQ Constructed Response Question
EU European Union
GECE Government Elementary College of Education
GoS Government of Sindh
MCQ Multiple Choice Question
NC National Curriculum Framework

PEACe Provincial Education Assessment Centre
PITE Provincial Institute of Teacher Education
RSU Reforms Support Unit
SEMIS Sindh Education Management Information System
SESSP Sindh Education Sector Support Programme
SESLOAF Sindh Education Student Learning Outcome Assessment and Feedback Framework
SLO Student Learning Outcome
STBB Sindh Textbook Board
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Preface
The educational quality is determined by many aspects but the key indicator associated with
quality is the learning achievements and outcomes. The core to the learning achievement and
outcomes are the curriculum and assessment frameworks.
Former Ministry of Education through a revision of the existing National Curriculum

Framework 2000 and 2002 has initiated the Standards-based education reform in Pakistan. The
revision was carried out to improve and align the Pakistan National Curriculum with national and
international developments in educational standards.
This revision has resulted into the development of the National Curriculum Framework 2006,
based on the Standards-Based Education Reform. The Standards-Based Education Reform that
has been implemented by a number of countries in the world is largely driven by the approach of
setting of academic standards for what students know and can perform.
This educational reform necessitates the use of the Standards as a reference to plan, teach and
assess students on the basis of the set standards. In addition, to this it requires an alignment of the
curriculum with the assessment system and a rethinking and broadening of the current
approaches to assessment.
The complete implementation requires the development of an assessment framework aligned

with the curriculum standards, benchmarks and students learning outcomes. It also requires the
adoption of a balanced approach to assessment includingbenchmark, formative, summative,
performance and authentic assessments for improved students learning outcomes.
Therefore, to implement the Standards-based curriculum reform the Sindh Education

Student’s Learning Outcomes Based Assessment & Feedback Framework“SESLOAF”, is
designed to apply a comprehensive approach to students learning outcome based assessment.
The SESLOAF for the eight subjects presents an alignment of the curriculum standards with
assessment schemes, specifications, items, tasks, marking schemes and rubrics for effective
assessment and feedback based on the students learning outcomes.
The overall purpose of SESLOAF framework is to provide a comprehensive assessment

framework aligned with the NCF to guide the overall assessment and feedback processes for
improved assessment systems and learning outcomes.
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Table of Contents
Acknowledgements .................................................................................................................................. 2
Preface .......................................................................................................................................................... 4
1. Introduction .............................................................................................................................................. 6
2. Rationale for SESLOAF:......................................................................................................................... 8
3. The English Curriculum 2006 ................................................................................................................ 9
3.1 The Competencies and Standards of the English Curriculum ....................................................... 10
3.2. The Benchmarks for Grade VI-VIII English Assessment ............................................................... 11
4. Student Learning Outcomes Cognitive Categorization ..................................................................... 14
5. Scheme of Assessment ....................................................................................................................... 59
6. Specification for Summative Assessment ......................................................................................... 62
7. SLO Based Items ................................................................................................................................. 65
GLOSSARY ................................................................................................................................................... 68
Appendix I ................................................................................................................................................... 71
Appendix II .................................................................................................................................................. 72
Appendix III ................................................................................................................................................. 73
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1. Introduction
The Sindh Education Student’s Learning Outcomes Based Assessment
Framework“SESLOAF”, is developed in alignment with the new standards based curriculum
reform for systems improvement. The SESLOAF aims at providing a model for a standardized
approach to formative, benchmark, performance and summative assessments of students
learning outcomes and improvement.
The SESLOF is developed through a standardized policy development process that

involves multiple consultations with multi-stakeholders. The multi-stakeholders included in
the process are policy makers, education experts, managers and advisors, education and
assessment experts, public and private sector institutions, key assessment specialists, subject
based experts, curriculum reviewers and developers, textbook developers, teachers and
teacher educators.
The following processes were adopted in the development of the Assessment Framework
Development of
SLO Mapping and Development of Specification for
Cognitive Scheme of Summatve/Benchmark/
Categorization Assessment
Performance Assessment
Expert Review and Development of SLO

Development of
Validation of Based Test Items and
Marking Scheme and
Specification for Performace
Rubric
Assessment Assessment
Figure 1.1.Process of Developing Assessment Framework
The key stage of the development of the assessment framework was SLO categorization and
expert review and validation session for content validity of assessment specification in alignment
with the National Curriculum 2006 and revised curriculum 2011. This stage also included the
development of the slo based item, review of the items, agreement on key learning targets for
cognitive and skill/performance assessments.
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The conceptual map below provides the design of the students learning outcome based
assessment & feedback framework. This conceptual framework forms the basis of the SESLOAF,
assessment specification, performance and authentic tasks, benchmark, formative, summative
assessments, items and tests for grade level VI-VIII. The SESLOAF provides a comprehensive
framework that allows for multiples forms of assessments to provide varied opportunities to
assess, demonstrate learning, feedback and improve learning outcomes.
National English Curriculum Framework
Key Learning Strands and Standards
Key Stage Benchmarks and Students Learning Outcomes
Students Learning Outcome Based Assessment Framework
SLO Mapping, Cognitive and Topic Distribution of Students

Learning Outcome
Students Learning Outcome Based Summative, Formative and

Authentic Assessment Specifications.
Students Learning Outcome Assessment Items, authentic/performance tasks, tools and Rubrics.
Guideline/samples for Implementation, Marking, Reporting and Feedback.
Figure 1.2. The Conceptual Map of the Assessment Framework
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2. Rationale for SESLOAF:
The SESLOAF English (VI-VIII) is designed to achieve the outcome of literacy and proficiency in
the English language, in alignment with the New Curriculum 2006 and Reviewed Curriculum 2011.
1.1 The SESLOAF Framework as a standardized approach to assessments outlines a

comprehensive framework for assessments using multiples forms of assessments, in order
to provide varied opportunities to the learner to demonstrate learning and assessor to
assess learning outcomes.
1.2 The assessment framework includes all those students learning outcomes that could be reliably and
validly assessed through summative, continuous, benchmark and authentic assessments.
1.3 The assessment items are designed to ascertain the important cognitive learning targets in English,
according to the Content Competencies of Reading and Thinking skills, Writing skills, Oral
Communication skills, Formal and Lexical Aspects of Language and lastly appropriate Ethical and
Social Development.
1.4 The overall framework also takes into consideration the Skills, Attitude and Values Standards
through performance and authentic assessments.
1.5 Also, the International standards of assessments are considered in the design of the assessment
framework, specification, items, tasks and tools.
1.6 In the design a reference is made to the contemporary literature on learning and assessment of
English literacy, English learning and learning in general.
1.7 The test content and layout is also aligned with agreed code of practice on fair testing and also
aligned with the current assessment and grading policy.
1.8 The current policy on assessment in Pakistan that recommends the assessment of 30 % Knowledge,
Understanding and Application in summative assessments is also taken into consideration.
This Assessment framework provides the standards, benchmarks, categorization of

SLO as per cognitive levels, Overall Scheme of Assessment for VI-VIII, Assessment
specification for summative and continuous assessment, a sample of SLO based items,
marking scheme, rubrics.
Additionally, a glossary is also enclosed that includes description of student learning

outcomes, objectives, cognitive processes dimensions, authentic, formative, continuous,
summative, performance assessment, rubric, validity, reliability. The Appendix includes the
list of multi-stakeholders involved in the process, the difference between traditional and
authentic assessments, document for Item development, check list for identification of
learning target and checklist for assessment development and review.
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3. The English Curriculum 2006
The National English Curriculum 2006 and revised curriculum 2011 is based on the goal to
develop language literacy among students. The entire curriculum is divided into five
competencies, Reading and Thinking skills, Writing skills, Oral Communication skills,
Formal and Lexical Aspects of Language and lastly Appropriate Ethical and Social
Development. Curriculum is based on standard and benchmarks. Students’ learning outcomes
are matched with the content and topics and aligned with the standards. The learning
outcomes emphasize the development of knowledge, understanding and the application of
knowledge.
The National Curriculum for General English 2006 for VI-VIII has the following five
competencies and several standards, benchmarks, themes and learning outcomes:
 Reading and Thinking skills,
 Writing skills,
 Oral Communication skills,
 Formal and Lexical Aspects of Language
 Appropriate Ethical and Social Development.
The Benchmarks in the English Curriculum are placed at Five Developmental Levels;
I-III, IV-V, VI-VIII, IX-X, and XI-XII
The five competencies and the corresponding standards for grade cluster VI-VIII by the English
Curriculum are presented below:
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3.1 The Competencies and Standards of the English Curriculum
Key Learning Area Standards
Competency 1:Reading and Thinking Skills Standard 1: All students will reach for, discover
and understand a variety of text types through
tasks which require multiple reading strategies for
comprehension, fluency and enjoyment.
Standard 2:All students will read and analyze

literacy text to seek information. Ideas, enjoyment,
and to relate their own experiences to those of
common humanity as depicted in literature.
Competency 2:Writing Skills Standard 1:All students will produce with

developing fluency and accuracy, academic,
transactional and creative writing, which is
focused, purposeful and shows an insight into the
writing process.
Competency 3: Oral Communication Skills Standard 1: All students will use appropriate
social and academic conventions of spoken
discourse for effective oral communication with
individuals and in groups, in both informal and
formal settings.
Competency 4:Formal and Lexical Aspects Standard 1: Pronunciations: All students will
of Language understand and articulate widely acceptable
pronunciation, stress and intonation pattern of the
English language for improved communication.
Standard 2: Vocabulary:All student s will enhance

vocabulary for effective communication
Standard 3: Grammar and Structure:All students

will understand grammatical functions and use the
principles of grammar, punctuation. And syntax for
developing accuracy in their spoken and written
communication.
Competency 5: Appropriate Ethical and Standard 1: All students will develop ethical and
Social Development social attributes and values relevant in a
multicultural, civilized society.
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3.2. The Benchmarks for Grade VI-VIII English Assessment
Standards Benchmarks (VI-VIII)
Competency 1: Benchmark 1: Analyze patterns of text organization and

function of various devices used in a paragraph.
Standard 1: All students will
search for, discover and Benchmark 2: Extend conceptual understanding of processes,
understand a variety of text procedures, events and issues in applying reading,
types through tasks which
comprehension and thinking strategies.
require multiple reading and
thinking strategies for Benchmark 3: Interpret information from a visual cue or a
comprehension, fluency and graphic organizer to give directions, describe positions, simple
enjoyment.
processes and procedures and cause and effect relationships.
Benchmark 4: Gather, analyze, and use information from a

variety of purposes using various aids and study skills.
Standard 2: All students will Benchmark 1: Analyze short stories and poems; identify with
read and analyze literacy text characters’ emotional response, motives and actions.
to seek information,ideas,
enjoyment; and to relate their
own experiences to those of
common humanity as depicted
in literature.
Competency 2: Benchmark 1: Analyze written discourse to use in their own

compositions, techniques for effective paragraph organization
Standard 1:All students will
and development such as a clear topic sentence and
produce with developing
fluency and accuracy, supporting details.
academic, transactional and
Benchmark 2: Write descriptive, expository and narrative
creative writing, which is
texts for different purposes and audiences.
focused, purposeful and shows
an insight into the writing Benchmark 3: Write a variety of interpersonal and
process.
transactional texts e.g. informal and formal letters, simple
forms, dialogues (speech bubbles, cartoon strips, role play)
using vocabulary, tone, style of expression appropriate to the
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communicative purpose and context.
Benchmark 4: Plan and draft their own writing; revise and edit
for paragraph unity, clear central topic, relevant and adequate
supporting details, effective style, appropriate transitional
devices, punctuation and vocabulary.
Competency 3: Benchmark 1: Use selected linguistic exponents to

communicate appropriately for various functions and co-
functions of opinions, feelings, emotions, instructions in
use appropriate social and
academic conventions of immediate social environment.
spoken discourse for effective
Benchmark 2: Demonstrate through dialogues, panel
oral communication with
discussions, talks on particular topics, the social and academic
individuals and in groups, in
both informal and formal conventions and dynamics to communicate information/ ideas.
settings.
Competency 4: Benchmark 1: Pronounce (acceptably) words, identify and

apply stress shift and intonation patterns for communicating
Standard 1,Pronunciations:
different meanings.
All students will understand
and articulate widely
acceptable pronunciation,
stress and intonation pattern of
the English language for
improved communication.
Standard 2, Vocabulary: All Benchmark 1: Build vocabulary through word roots,

students will enhance contextual clues, dictionary, thesaurus, and the environment;
vocabulary for effective use words, phrases and idioms in context and with correct
communication.
spellings.
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Standard 3, Grammar and Benchmark 1: Recognize grammatical functions of parts of
Structure: All students will speech, selected concepts of tense, aspect, limited transitional
understand grammatical devices and modal verbs, and use them in their speech and
functions and use the
writing.
principles of grammar,
punctuation. And syntax for Benchmark 2: Recognize and use punctuation including use of
developing accuracy in their semicolons, dash, parenthesis and quotation marks to denote
spoken and written
direct speech.
communication.
Benchmark 3: Identify sentence types and structure, recognize
and apply the concept and functions of voice and narration in
reading and writing.
Competency 5: Benchmark 1: Recognize and practice values and attributes such as

tolerance, humanism, passions, equity, justice, honesty, empathy
etc., relevant for peaceful co-existence between individuals, groups
develop ethical and social
and nations.
attributes and values relevant
in a multicultural, civilized
society.
Benchmark 2: Develop and portray through actions, absence of

importance of individual work, simultaneously valuing diversity and
equality among people.
Benchmark 3: Understand and evaluate contemporary social,

economic and scientific development/ issues so as to participate in
the global society as aware and thinking.
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4. Student Learning Outcomes Cognitive Categorization
The Benchmarks have a cluster of Student Learning Outcomes. The Categorization of these Students Learning Outcomes for Grade level VI-
VIII, at 3 Cognitive Levels is presented below:
COGNITIVE LEVEL SLO CATEGORIZATION ENGLISH GRADE VI

Topic and Sub-Topic Student Learning Outcomes K U A
Reading and thinking skills  Read and analyze a paragraph as a larger meaningful unit of expression to
 Identify the main idea in a paragraph is carried in a sentence, called a 
topic sentence.
 Recognize that other sentences in the paragraph support the topic  
sentence
 Analyze a text to
 Recognize each paragraph in separate meaningful unit of expression 
with its own topic sentence and supporting details.
 Analyze features of an effective topic
 sentence such as 
 specific words 

 vivid verbs

 modifiers
 Analyze paragraphs to identify sentences that support the main idea

through 
 definition 
 example 
 evidence
 Recognize the functions of
 pronoun - antecedent relationships. transitional devices used for 

coherence and cohesion within and beyond a paragraph.
 Recognize chronological order of arranging paragraph details.


 Use pre-reading strategies to
14
 predict the content of a text from topic / picture, title / headings etc. by
using prior knowledge, asking questions and contextual clues. 
 Skim text to 
 have a general idea of the text. 
 infer theme/ main idea.
 Apply critical thinking to interact with text, and use intensive reading
strategies (while-reading):
 Scan to answer short questions.
 Make simple inferences using context of the text and prior 
knowledge. 
 Distinguish between what is clearly stated and what is implied.
 Deduce meaning of difficult words from context.  
 Use context to infer missing words.
 Read Silently with comprehension and extract main idea and  
supporting detail.
 Scan to locate an opinion.
 
 Distinguish fact from opinion.

 Follow instructions in simple forms requiring personal information.
 Comprehend/interpret text by applying critical thinking.

 Generate questions to understand text 
 Use summary skills to

 extract salient points and develop a mind map to summarize a text. 
 transfer the written text to a diagram flow chart or cloze paragraph. 
 Use critical thinking to respond to the text (post-reading) :

 Apply world knowledge and own feelings / opinion to the text read. 
 Explore causes and consequences of a problem and propose various 
solutions.
 Apply strategies to comprehend questions by marking key words, verbs and 

 tenses in a variety of question types:
 Literal/ textual/ factual
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 Interpretive
 Inferential
 Evaluative
 Personal response
 Open ended
 Respond orally or in writing. 
 Interpret vocabulary and structures given in a mind map to write a short 

description of a person, place, object, and animal using basic connectors.
 Follow the direction and understand the position on a map or a picture, to

give directions and explain position orally or in writing. 
 Analyze information in a flow chart or diagram to describe a process

through guided writing tasks. 
 Organize information using sequential pattern. 
 Recognize and use appropriate transitional words within and beyond

paragraphs for better coherence and cohesion. 
 Use dictionary to
 Locateguide words. 
 Locateentry word. 
 choose appropriate word definition. 
 identify pronunciation of a word with the help of pronunciation key. 
 Identifysyllable division, and stress pattern. 
 identify part of speech of a word through abbreviation used. 
 identify correct spellings. 
 identify phrases through key words. 
 Locate synonyms and antonyms in children's thesaurus. 

 Use library skills to
 alphabetize book titles, words and names.

 locate fiction and non fiction books / books by subject. 
 understand card catalogue. 
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 locate and use card catalogue. 
 identify three kinds of catalogue cards i.e. author card, title card,
subject card.
 use case and shelf labels in the library. 
 locate and use the reference section in the library. 

 Identify and utilize effective study skills e.g. note-taking / writing an outline,
making a mind map, brainstorming for generating and developing ideas. 
 Use textual aids such as title page (author, publishing detail), blurbs, table
of content, index, glossary of texts to
 comprehend texts. 
 identify and select relevant information in a book.

 Make predictions about story line/ content, characters, using contextual
clues and prior knowledge. 
 Recognize and describe story elements: characters, events, setting, plot,

and theme. 
 Read a story to
 retell it sequentially. 
 summarize (through gapped summary exercises). 
 Recognize the author's purpose. 

 Identify the speaker or narrator in a selection.
 Describe characters orally and in writing. 
 Express preferences about characters giving reasons. 

 Recognize genres of literature e.g. fiction, poetry. 
 Read a poem and give orally or in writing:
 Main idea

 Summary (through gapped summary exercises) 
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 Identify line and stanza. 
 Understand how a writer/ poet uses language to
 appeal to the senses through use of figurative language including 
similes.
 Develop focus to write a paragraph for a given purpose and audience.


Competency 2: Writing Skills
 Use a variety of pre-writing strategies such as brainstorming, mind
mapping, outlining etc. 
 Analyze various paragraphs to recognize that a paragraph comprises a

group of sentences that develop a single idea. 
 Write a simple unified paragraph on a given topic:
 Write a clear topic sentence using specific words, vivid verbs, 
modifiers, etc.
 Add adequate supporting detail (example, definition or evidence) to 
develop the main idea.
 Use appropriate pronoun - antecedent relationship and transitional
devices within a paragraph.

 Use chronological/sequential order of arranging detail.

 Write a composition of three or more paragraphs following conventions of
essay writing:
 Introductory paragraph 
 Body paragraphs 
 Concluding paragraphs 
 Recognize that
 introductory paragraph carries the main idea of the essay. 
 each one of the body paragraphs develops the main idea through key
ideas. These key ideas are developed through supporting details. 
 the concluding paragraph contains a summary of the body paragraphs,

and a general concluding statement.
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 paragraphs are linked through various transitional devices. 
 Analyze written texts to use in their own writing, features of a simple
expository composition showing a process or a procedure:
 Correct verb form (present passive tense) for general descriptions of a 
process or a procedure.
 Correct verb form (past passive tense) for reporting a particular 
procedure in the past.
 Sequential order of ideas.

 Appropriate sequence markers e.g. first, next, then etc.

descriptive composition about people, Objects and places: 
PERSONS
 Physical description and personality traits (habits, etc.) of a person, 
moving from general to specific.
OBJECTS AND PLACES

 Physical description and characteristics of an object/place, moving from general to
specific.

 Correct verb form. 
 Appropriate adjectives and adverbs for vivid effect. 
 Details in appropriate order.

 Write a short narrative in the first person which describes events:
 Use sequential order. 
 Use specific adjectives and adverbs. 
 Use appropriate tense. 
 Use appropriate transitional devices. 
 Analyze to use in their own writing, the elements of a story:


 Beginning, middle and end.
 Plot. 
 Human/animal, imaginary characters and their roles. 
 Dialogues. 
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 Setting. 
 Write a paragraph of free writing for fluency, creativity and pleasure. 
 Analyze questions to write effective and focused answers of required length
by
 marking key words
 identifying verbs and tenses 
 recognizing question types such as 
 Literal/ textual/ factual 
 Interpretive
 Inferential
 Evaluative
 Comprehend and use summary skills to

 write summary/ précis of simple passages.

 summarize poems. 
 Analyze and compare various informal letters to write short letters to

people in immediate social and academic environment: 
 Identify parts of a letter.
 Follow conventions of informal letter with respect to layout, salutations
etc. 
 Recognize and demonstrate use of appropriate vocabulary, style and
tone in informal letters. 
 Write the address on the envelope clearly and in proper format. 
 Write short texts in speech bubbles and cartoon strips using vocabulary,
tone, style of expression appropriate to the communicative purpose and 
context.
 Fill in correctly and legibly, simple forms requiring personal information. 
 Plan their own writing: 

 Identify audience and purpose.
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 Develop focus for their own writing. 
 Use a variety of pre-writing strategies such as brainstorming, mind- 
mapping, outlining etc.
 Draft and revise a paragraph to ensure that it

 has a main idea stated in the topic sentence.

 provides relevant, specific and substantial supporting detail for the
main idea. 
 uses transition words that contribute to a sense of cohesiveness. 
 has clear, specific sentences that use exact names, lively verbs,
modifiers and words that relate to senses. 
 has an effective introductory and closing sentence. 
 gives a title based on the main idea. 
 Proof read and edit texts for errors of
 word order, verb form, articles etc.

 reference words, connectives.
 adverbs and adjectives.

 punctuations and spelling. 

 Use various functions to

Competency 3: Oral  ask and answer simple questions of personal relevance. 
 engage in conversation. 
Communication Skills  express reasons for likes and dislikes. 
 seek and respond to permission. 
 request and respond to requests. 
 show willingness and unwillingness to do something. 
 give and follow directions and instructions. 
 express ability/ inability to do something. 
 express personal needs. 
 Use conventions and dynamics of group discussion and interaction to

 offer and respond to greetings, compliments, invitations, introductions
and farewells. 
 follow directions to form groups. 
 take turns. 
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 lead and follow. 
 engagein conversation. 
 get personal needs met. 
 use polite expressions to seek attention. 
 Agree/ disagree politely. 
 show and accept apology. 
 ask and restate directions. 
 express regret. 
 relate what they have to say to what has been said before. 
 take into account different view points. 
 Recognize and articulate English sounds given in the pronunciation key in

the dictionary. 
Competency 4: Formal and
 Identify and pronounce in minimal pairs common problem consonants
Lexical Aspects of Language 
including tv/, Iw/, Iya/, Ith/, II/, /r/, etc.
 Identify and correctly pronounce diphthongs and diphthongs in words. 

 Identify and pronounce consonant clusters with developing accuracy in
initial and final positions. 
 Recognize and pronounce silent letters in words. 
 Recognize syllable division of words in aural and written text. 

 Demarcate words into syllables with the help of a dictionary. 
 Comprehend and apply in speech the word stress rules for example stress 
shift for emphasis and change in meaning in parts of speech.
 Pronounce weak form of personal pronouns, modal verbs, their negatives,

prepositions, articles and conjunctions.

 Recognize and use varying intonation patterns to show attitude. 
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 Articulate complex tongue twisters. 
 Build and use appropriate vocabulary and correct spelling for effective
communication:
 Illustrate the use of dictionary for finding appropriate meaning and 
correct spellings.
 Use a simple thesaurus to locate synonyms. 
 Examine and interpret transitional devices that show comparison,
sequence, result, and conclusion. 
 Utilize comparison clues, synonyms to deduce the meaning of
unfamiliar words. 
 Understand and utilize similes given in the text. 
 Comprehend the role of compound words in vocabulary building, and
create compound words. 
NOUNS
 Demonstrate use of common and proper nouns. Differentiate between collective,

countable and uncountable nouns. 
 Change the number of regular and irregular nouns, and nouns with no change in 
number.
 Recognize and demonstrate use of nouns that are written in plural form but are in fact 
singular e.g. scissors.
 Recognize and demonstrate use of words that have only plural form.

 Change the gender of nouns. 
 Differentiate between, and demonstrate use of possessive forms of animate and

inanimate nouns.

23 | P a g e
PRONOUNS
 Demonstrate use of pronouns as subject and object. Recognize function of, 

and use possessive and reflexive pronouns.
 Demonstrate use of question words. 
 Use few indefinite pronouns. 
 Demonstrate use of pronoun-antecedent agreement recognizing their 

relationship.
ARTICLES
 Recall and apply rules for use of a and an in speech and writing. 
 Demonstrate use of definite article, the, when noun is particularized. 
VERBS
 Demonstrate use of be, have, do and need as main or helping verbs in 

sentences.
 Recognize and demonstrate function and use of linking verbs. 
 Recognize and demonstrate function and use of modal verbs can/ cannot,
may/ may not and should! should not to express ability, inability, 
permission, prohibition, doubt, and obligation, etc.
 Recognize and demonstrate function and use of could, might, shall, must, 
and ought in affirmative, negative and interrogative sentences.
 Illustrate use of regular and irregular verbs in speech and writing. 
 Illustrate use of transitive and intransitive verbs. 
24 | P a g e
TENSES
 Recognize the form and various functions; and illustrate use of Simple 
Present, Present Continuous, Simple Past, Past Continuous and Future
Simple tenses.
ADJECTIVES
 Classify adjectives of quantity, quality, size, shape, colour, and origin. 

 Change and use degrees of regular and irregular adjectives. 
 Recognize and use absolute adjectives. 
ADVERBS
 Use adverbs of manner, time, place, frequency, degree and reason. 
PREPOSITIONS
 Illustrate use of prepositions of position, time, movement and direction. 
 Use compound prepositions. 
TRANSITIONAL DEVICES
 Use in speech and writing, transitional devices of addition, alternative,

comparison, contrast, illustrations, sequence, conclusion, cause and effect. 
 Apply rules of capitalization wherever applicable. 
 Use full stop, question mark and exclamation mark wherever applicable. 
 Recognize and rectify faulty punctuation in given passages and own work. 
25 | P a g e
 Recognize and use comma: 
 for a series of items. 
 before a short quotation.
 Recognize and use colon to

 introduce a list of items. 
 Recognize and use quotation marks to

 enclose a direct quotation 
 Recognize and use hyphen to

 join a single letter to another word. 
 Recognize and use dash as

 a separator to indicate that a sentence has been broken off. 
 Recognize and use parenthesis (Round Brackets) to
 enclose numbers or letters in enumerations in the text. 

 express an amount in numbers previously expressed in words 
SENTENCE STRUCTURE
 Use simple SVO pattern sentences with direct and indirect Objects. 
TYPES OF SENTENCES
 Classify, use, and make declarative (affirmative and negative), interrogative,

exclamatory and imperative sentences. 

26 | P a g e
 Use first conditional sentences. 
 Identify active and passive voice in simple sentences. 
 Recognize and use passive voice to write short notices and instructions. 
 Identify function of direct and indirect speech in simple texts. 

 Recognize the rules of, and change the narration of simple statements 
27 | P a g e
COGNITIVE LEVEL SLO CATEGORIZATION ENGLISH GRADE VII
Competency 1:
 Analyze a paragraph to
Reading and Thinking Skills  identify a topic sentence.

 identify sentences carrying supporting details

 Recognize that text comprises a group of paragraphs that develop a single 
theme or idea.
 Analyze a larger text to
 recognize each paragraph as a separate meaningful unit of expression 

with its own topic sentence and supporting details.
 Analyze features of an effective topic ( first bullet is not a bullet )

 vivid verbs 
 modifiers 

through
 definition
 example 
 evidence 

 illustration

 evidence 
 cause and effect 

 pronoun - antecedent relationships.

 anaphoric and cataphoric references. 
 transitional devices used for coherence and cohesion within a text. 
 Recognize chronological and spatial order of arranging paragraph details. 
28 | P a g e
 predict the content of a text from topic / picture, title / headings, key 
words and visuals etc. by using prior knowledge, asking questions and
contextual clues.
 Skim text to
 infer theme/ main idea. 
strategies (while-reading) :

 Make simple inferences using context of the text and prior knowledge. 
 Distinguish between what is clearly stated and what is implied. 
 Deduce meaning of difficult words from context. 
 Use context to infer missing words. 
 Read silently with comprehension and extract main idea and supporting 
detail.
 Scan to locate an opinion. 
 Distinguish fact from opinion. 
 Locate examples to support an opinion. 
 Follow instructions in forms requiring information about school. 
 Comprehend/interpret text by applying critical thinking. 
 Generate questions to understand text. 

 Use summary skills to 
 extract salient points and develop a mind map to summarize a text. 
 transfer the written text to a diagram 
 flow chart or cloze paragraph


 Apply world knowledge and own feelings / opinion to the text read. 
 Explore causes and consequences of a problem and propose various
solutions.
 Apply strategies to comprehend questions by marking key words, verbs and

tenses in a variety of question types:
 Literal/ textual/ factual
29 | P a g e
 Interpretive 
 Inferential 
 Evaluative 
 
 Personal response 
 Open ended
 Respond orally or in writing


 Interpret ideas, vocabulary and structures given in a mind map to compare
people, object, places, animals, using connectors of comparison. 
 Analyze information in a variety of tables, flow charts or diagrams to 

describe processes, cause and effect relationships through guided writing
tasks.
 Organize information using sequential pattern.
 Recognize and use appropriate transitional words within and beyond 

paragraphs for better coherence and cohesion.
 locateguide words.
 locateentry word. 
 identify pronunciation with the pronunciation key. 
 identifysyllable division, and stress pattern. 

 identify correct spellings.

 identify phrases through key words. 
 Locate synonyms and antonyms in children's thesaurus. 


 identify three kinds of catalogue cards i.e. author card, title card,
30 | P a g e
subject card. 
 use case and shelf labels in the library.

 Identify and utilize effective study skills e.g. note-taking / writing an
outline, making a mind map, brainstorming for generating and
developing ideas.
 Use textual aids such as title page (author, publishing detail), blurbs, table
of content, index, glossary of texts to
 comprehend texts.
 identify and select relevant information in a book. 

 Make predictions about story line/ content, characters, using contextual

clues and prior knowledge. 
 Recognize and describe story elements: characters, events, setting, plot,

theme, tone. 
 Read a story to
 retell it sequentially .
 summarize (through gapped summary exercises).


 Recognize the author's purpose.

 Identify the speaker or narrator in a selection.

 Read a text to describe orally and in writing, character traits using evidence
from the text.

 Express preferences about characters giving reasons.

 Recognize genres of literature e.g. fiction, poetry, legend, myth.

 Read a poem and give orally or in writing:
 Main idea
31 | P a g e
 Summary (through gapped summary exercises


 Identify line and stanza. 
 Recognize literary techniques such as personification and alliteration.


 Understand how a writer/ poet uses language to
 appeal to the senses through use of figurative language including
similes. 
 Develop focus to write a paragraph for a given purpose and audience.


 Write a simple unified paragraph on a given topic:
 Write a clear topic sentence using specific words, vivid verbs, 
modifiers, etc.
Competency 2:  Add adequate supporting detail (example, illustration, definition,
Writing Skills 
evidence, or cause and effect) to develop the main idea.
 Use appropriate pronoun-antecedent relationship and transitional

 Use chronological/sequential/ spatial order of arranging detail. 
 Write a composition of three or more paragraphs following conventions of 

essay writing:
 Introductory paragraph
 Body paragraphs
 Concluding paragraphs 

 Recognize that 
 introductory paragraph carries the main idea of the essay.
 each one of the body paragraphs develops the main idea through key

32 | P a g e
ideas. These key ideas are developed through supporting details.
 the concluding paragraph contains a summary of the body paragraphs, 
and a general concluding statement.

expository composition showing cause and effect of an event or an action:
 Logical order of events or action.
 Appropriate connectives of cause and effect.
 Analyze written texts to use in their own writing, features of a simple 

descriptive composition about people, Objects and places: 
PRONOUNS
 Detailed physical description of face, build, clothes etc. of a person. 
 Personality traits e.g. habits, attitudes etc.
OBJECTS AND PLACES 


 Sufficient general details and finer details of size, color, shape and texture.
 Defining characteristics of an object/place.
 Correct verb form.
 Details in appropriate order. 

 Write two paragraphs of comparison between persons, objects or places: 
 Use appropriate similes for comparison. 
 Use correct connectors of comparison.

 Write a short narrative in the first person which describes events: 
 Use sequential order.
 Use specific adjectives and adverbs.
 Use appropriate tense. 
 Use appropriate transitional devices. 

 Write a paragraph of free writing for fluency, creativity and pleasure. 
33 | P a g e
 Analyze questions to write effective and focused answers of required length
by
 identifying verbs and tenses
 recognizing question types such as
 Inferential 
 Evaluative 

 Open ended 

 Use summary skills to 
 summarize poems

 Write short informal letters to people in extended social and academic 
environment for various purposes:
 Use correct conventions, appropriate vocabulary, tone and style.
 Revise for 
 correct format, layout.
 appropriate vocabulary, style, tone
 Analyze and compare various informal dialogues to write short informal 

dialogues: 
 Identify characters and their relationships.
 Identify context.
 Identify vocabulary, tone and style appropriate to context and
relationship between addresser and addressee. 
 Recognize language forms depicting features of oral speech. 


 Fill in correctly and legibly, simple forms requiring information about
school.

 Plan their own writing:
34 | P a g e
 Identify audience and purpose.
 Develop focus for their own writing.
 Use a variety of pre-writing strategies such as brainstorming, mind-

 Draft and revise writing to ensure that it
 has relevant, specific, and substantial supporting detail for each 
paragraph.
 has reference and transition words that contribute to a sense of
cohesion and cohesiveness. 
 has varied sentence structure and length. 
 has an effective introduction and conclusion

 Proof read and edit texts for errors of

 sentence structure. 
 subjectI verb agreement.
 nounI pronoun agreement.
 reference words, connectives. 
 punctuation and spelling. 



 Use various functions to

 ask and answer questions of personal interest and general every day
aspects.
 express surprise.
 express pleasure and displeasure.
 express anger and impatience. 
 express disappointment.
 give reasons for expressing ability/inability to do something. 

 Use conventions and dynamics of group discussion and interaction to 

 offer and respond to greetings, compliments, invitations.

 introductions and farewells.
 show gratitude apologize, express anger or impatience.
35 | P a g e
 ask and restate directions and instructions.
 take turns.
Competency 3:  relate what they have to say to what has been said before. 
Oral Communication Skills  take into account different viewpoints. 
 extend their ideas in the light of discussion. 
 give reasons for opinions and actions. 
 identify a problem and propose a solution. 

 join in a group response at the appropriate time.


 Recognize and demonstrate appropriate expressions and etiquettes for a 
telephonic conversation to 
 make polite introductions. 
 ask someone to say something again.
 check understanding of message.
 take and leave a message.
 infer and draw conclusions about meaning, intention and feeling
communicated by the speaker. 
 recognize and respond to moods showing appreciation, pleasure, 
displeasure, surprise, disappointment. 
 make and respond to inquiries. 
 make and respond to requests.




 Recognize and articulate English sounds given in the pronunciation key in
the dictionary.
 Identify and pronounce in minimal pairs common problem

consonants including /v/, Iw/, Iya/, /tn/, /I/, /r/, etc.
 Identify and correctly pronounce diphthongs and diphthongs in

words

 Differentiate between long and short vowel sounds and recognize how
vowel length can change the meaning.

 Identify and pronounce consonant clusters with developing accuracy in
36 | P a g e
initial and final positions.

 Recognize and pronounce silent letters in words.
 Recognize syllable division of words in aural and written text. 

Competency 4:
Formal and Lexical Aspects of  Demarcate words into syllables with the help of a dictionary.
Language   
 Comprehend and apply in speech the word stress rules for example stress
shift for emphasis and change in meaning in parts of speech.
 Pronounce weak form of personal pronouns, modal verbs, their negatives,

prepositions, articles and conjunctions. 

 Recognize and use varying intonation patterns to show attitude and

emotions. 
 Articulate complex tongue twisters
 Build and use appropriate vocabulary and correct spelling for effective
communication: 
 Illustrate the use of dictionary for finding appropriate meaning and
correct spellings.
 Use a simple thesaurus to locate synonyms and antonyms.
 Examine and interpret transitional devices that show comparison, 
sequence, cause and effect. 
 Utilize comparison, appositive phrases, and synonyms to deduce the 
meaning of unfamiliar words. 
 Understand and utilize similes given in the text.
 Analyze analogies; complete analogies correctly.
 Understand and use correctly, phrasal verbs given in the text I glossary.


NOUNS, NOUN PHRASES AND CLAUSES 
37 | P a g e
 Demonstrate use of common and proper, collective, countable and
uncountable nouns.

 Apply the rules of change of number of nouns learnt earlier.
 Change the number of compound nouns. Differentiate between plurals and 

possessive forms of compound nouns.

 Change the number of some foreign words e.g. basis-bases.

 Change the gender of nouns.

 Recognize, differentiate and demonstrate use of possessive forms of more
animate and inanimate nouns. 
PRONOUNS
 Demonstrate use of pronouns as subject and object. Recognize function of,

and use possessive and reflexive pronouns.
 Demonstrate extended use of question words.
 Use some indefinite pronouns.


 Demonstrate use of pronoun- antecedent agreement recognizing their
relationship. 

ARTICLES

 Apply rules of a, an, and the wherever applicable in speech and writing.
VERBS
38 | P a g e
 Illustrate use of helping verbs in speech and writing.

 Illustrate use of linking verbs.
 Recognize and demonstrate function and use of modal verbs learnt earlier.

 Recognize and demonstrate function and use of would, need and dare in
affirmative, negative and interrogative sentences. 
 Illustrate use of regular and irregular verbs in speech and writing.
 Illustrate use of transitive and intransitive verbs. 
TENSES

 Illustrate use of tenses learnt earlier.

 Recognize the form and various functions; and illustrate use of
Present Perfect Tense.
ADJECTIVES

 Classify adjectives into different types. Change and use degrees of 
adjectives with reference to than and the.
 Recognize and use absolute adjectives.
 Locate the varying position of adjectives in sentences. 
 Form adjectives from nouns.


ADVERBS AND ADVERBIALS

 Classify and use different kinds of adverbs learnt earlier.

 Recognize varying positions of adverbs in sentences according to
their kinds and importance.
39 | P a g e
PREPOSITIONS 
 Illustrate use of prepositions of position, time, movement and direction. 
 Illustrate use of compound prepositions.
 Illustrate use of since and for.
TRANSITIONAL DEVICES 
 Use in speech and writing, transitional devices of addition, alternative, 

comparison, contrast, illustrations, sequence, conclusion, cause and
effect. 
 Apply rules of capitalization wherever applicable.


 Illustrate use of, punctuation marks learnt earlier.
 Recognize and rectify faulty punctuation in given passages and own work.

 Recognize and use comma:
 for a series of items. 
 before a short quotation

 introduce a list of items.
 introduce a long quotation. 

 enclose a direct quotation

 Recognize and use hyphen to 
 join words and to avoid ambiguity.
 Recognize and use dash as 

 a separator to indicate that a sentence has been broken off.
40 | P a g e
 Recognize and use parenthesis (Round Brackets) to 
 enclose numbers or letters in enumerations in the text
 express an amount in numbers previously expressed in words. 
SENTENCE STRUCTURE
 Use sentences with direct and indirect Objects. 


TYPES OF SENTENCES
 Classify, use, convert and make declarative (affirmative and negative),

interrogative, exclamatory and imperative sentences.

 Use first and second conditional sentences.
 Identify active and passive voice in sentences.



 Recognize and use passive voice to write sentences in which action is more
important than the doer of the action.

 Identify function of direct and indirect speech in texts.

 Recognize the rules of, and change the narration of statements and 
requests/ orders.
41 | P a g e
COGNITIVE LEVEL SLO CATEGORIZATION ENGLISH GRADE VIII
Competency 1:
 Analyze a paragraph to
Reading and Thinking Skills  identify a topic sentence . 
 identify sentences carrying supporting details. 
 Recognize that text comprises a group of paragraphs that develop a 

single theme or idea.
 Analyze features of an effective topic

 vivid verbs 
 modifiers 

through
 definition
 example 
 evidence 

 illustration

 evidence 
 cause and effect 
 comparison and contrast 

 pronoun - antecedent relationships. 
 anaphoric and cataphoric references. 
 transitional devices used for coherence and cohesion at discourse 
level.
42 | P a g e
 Analyze the order of arranging paragraphs:
 Chronological or spatial. 
 General to specific, specific to general. 
 Most important to least important and vice versa. 

 predict the content of a text from topic / picture, title / headings,
key words and visuals etc. by using prior knowledge, asking
questions and contextual clues. 
 Skim text to
 infer theme/ main idea. 
strategies (while-reading) :
 Make simple inferences using context of the text and prior 
knowledge.
 Distinguish between what is clearly stated and what is implied. 

 Deduce meaning of difficult words from context.

 Use context to infer missing words. 
 Read silently with comprehension and extract main idea and 
supporting detail.
 Scan to locate an opinion. 
 Distinguish fact from opinion. 
 Locate examples to support an opinion. 
 Follow instructions in maps or user instruction manuals and simple
forms requiring information about school. 
 Comprehend/interpret text by applying critical thinking. 
 Generate questions to understand text 
 Use summary skills to

 extract salient points and develop a mind map to summarize a text.
 transfer the written text to a diagram flow chart or cloze paragraph 

43 | P a g e
 Apply world knowledge and own feelings / opinion to the text read.
 Explore causes and consequences of a problem or an issue and

propose various solutions.
 Evaluate material read.


 Apply strategies to comprehend questions by marking key words, verbs
and tenses in a variety of question types:

 Interpretive

 Inferential 
 Evaluative
 Open ended 

 Respond orally or in writing.

 Interpret ideas, vocabulary and structures given in a mind map to
compare events using connectors of sequence and comparison. 
 Analyze information in a flow chart or diagram to describe procedures

and processes, make comparisons, show cause and effect relations in a
brief written report.

 Organize information using various organizational patterns: sequence,
comparison, classification, cause and effect. 
 Recognize and use appropriate transitional words within and beyond

paragraphs for better coherence and cohesion.

 Recognize and use appropriate conventions (format, style, expression)

of a brief written report

 locateguide words.
 locateentry word.
44 | P a g e
 identify pronunciation with the pronunciation key. 
 identifysyllable division, and stress pattern. 
 identify correct spellings identify phrases through key words. 
 understand various abbreviations used in a dictionary. 


 Use children's encyclopedias to obtain information.

 Choose appropriate synonyms and antonyms from thesaurus

 identify three kinds of catalogue cards i.e. author card, title card, 
subject card. 
 use case and shelf labels in the library. 

 Identify and utilize effective study skills e.g. note-taking / writing an
outline, making a mind map, brainstorming for generating and
developing ideas. 
 Use textual aids such as title page (author, publishing detail), blurbs,
table of content, index, glossary of texts to
 comprehend texts. 
 identify and select relevant information in a book.. 
 Make predictions about story line/ content, characters, using 

contextual clues and prior knowledge.
 Analyze story elements: characters, events, setting, plot, theme, tone.


 Read a story to
 retell it sequentially.
45 | P a g e
 summarize.

 Recognize the author's purpose. 
 Identify the speaker or narrator in a selection. 
 Read a text to analyze characters, their motives, actions and emotional 

responses.

 Present a character sketch orally and in writing.
 Give a personal response about the characters giving reasons to 

support the response.

 Recognize genres of literature e.g. fiction, poetry, legend, myth.
 Read a poem and give orally or in writing:

 Main idea 
 Theme and its development
 Summary 

 Personal response with justification

 Paraphrase


 Recognize literary techniques such as personification and alliteration. 
 Analyze how a writer/ poet uses language to 

 appeal to the senses through use of figurative language including
similes and metaphors.
 affect meaning through use of synonyms with different 
connotations.

 Develop focus to write a paragraph for a given purpose and audience

46 | P a g e
Competency 2: Writing Skills  Write a simple unified paragraph on a given topic: 
 Write a clear topic sentence using specific words, vivid verbs,
modifiers, etc.
 Add adequate supporting detail (example, illustration, definition,
evidence, comparison, contrast, cause and effect) to develop the
main idea. 
 Use appropriate pronoun- antecedent relationship and transitional
 Use chronological/sequential/ spatial order of arranging detail. 
 By order of importance (most important to least important and vice
versa, general to specific and vice versa). 

 Write a composition of three or more paragraphs following conventions 
of essay writing:
 Introductory paragraph
 Body paragraphs
 Concluding paragraphs



 Recognize that
 introductory paragraph carries the main idea of the essay.
 each one of the body paragraphs develops the main idea through
key ideas. These key ideas are developed through supporting
details.
 the concluding paragraph contains a summary of the body 
paragraphs, and a general concluding statement.

expository composition showing cause and effect of an event or an 
action: 
 Logical order of events or action.
 Appropriate connectives of cause and effect.

 Analyze to use in their own writing, criteria for classification in a simple 
expository composition.
47 | P a g e
 Analyze written texts to use in their own writing, features of a simple 
descriptive composition about people, objects and places:
PERSONS 
 Finer details of physical description of face, build, clothes etc. of a
person.
 Personality traits e.g. habits, attitudes, values etc.
OBJECTS AND PLACES 
 Sufficient general details and finer details of size, color, shape and 
texture.
 Defining characteristics of an object/place.
 Atmosphere of a place

 Correct verb form.

 Details in appropriate order. 
 Write three paragraphs of comparison between persons, objects or places:
 Use appropriate similes for comparison. 
 Use correct connectors of comparison. 
 Write a narrative in the first or third person which describes events /

incidents:

 Use sequential order. 
 Use specific adjectives and adverbs.
 Use appropriate tense.
 Use appropriate transitional devices.
 Include quotations (actual words spoken) and thoughts and 
emotions of the participants in the incident 


 Write a paragraph of free writing for fluency, creativity and pleasure.

 Analyze questions to write effective and focused answers of required
length by 
 identifying verbs and tenses
 recognizing question types such as
48 | P a g e
 Inferential 
 Evaluative 

 Open ended


 Apply summary skills to familiar / unseen passages and poems to 
 summarize poems.
 Use paraphrasing skills to paraphrase stanzas: 

 Mark thought groups in the stanza. 
 Restate the message in simple prose.
 Replace poetic words with simple ones.

 Analyze and compare various informal and formal letters to note 
differences of conventions, vocabulary, style and tone. 
 Write formal letters to people in immediate and extended social and 

academic environment for various purposes:
 Follow conventions of formal letter with respect to layout,
salutations etc.
 Recognize and demonstrate use of appropriate vocabulary, style
and tone in formal letters. 
 Write the address on the envelope clearly and in proper format.

 Write applications to people in extended environment.

 Revise for
 correct format, layout. 
 appropriate vocabulary, style, tone .
 Analyze and compare various informal and formal dialogues to note 

differences of features, vocabulary, style and tone. 
 Write and revise short formal dialogues.
49 | P a g e

 Fill in correctly and legibly, forms requiring various kinds of simple
information. 
 Plan their own writing:

 Identify audience and purpose. 
 Develop focus for their own writing.
 Use a variety of pre-writing strategies such as brainstorming, mind-

 Draft and revise writing to ensure that it 

 has relevant, specific, and substantial supporting detail for each
paragraph.
 has reference and transition words that contribute to a sense of

cohesion and cohesiveness.
 has varied sentence structure and length. 
 has an effective introduction and conclusion.

 Proof read and edit texts for errors of 
 sentence structure. 
 subjectI verb agreement.
 nounI pronoun agreement.
 reference words, connectives. 
 punctuation and spelling. 


 Use various functions to 
 ask and respond to questions of personal interest and general every
day aspects.
 ask and express opinions, emotions, wishes needs and
requirements by giving reasons.
 express dissatisfaction, disapproval, and disagreement politely. 
 agree/ disagree partially make plans.

Competency 3:  Use conventions and dynamics of group discussion and interaction to 

 offer and respond to greetings, compliments, invitations,
50 | P a g e
Oral Communication Skills introductions and farewells.
 demonstrate an understanding of ways to show gratitude,
apologize, express anger or impatience.
 ask, restate and simplify directions and instructions.
 present and explain one's point of view clearly. 
 support or modify one's opinions with reasons.
 acknowledge others' contributions. 
 agree and disagree politely at appropriate times.
 share ideas. 

 clarify ideas.

 modify a statement made by a peer. 
 identify problem, propose solution. 
 summarize the main points of discussion for the benefit of the 
whole group. 
 join in a group response at the appropriate time. 
 use polite forms to negotiate and reach consensus. 
 Recognize and demonstrate appropriate expressions and etiquettes for 

a telephonic conversation to
 make polite introductions. 
 ask someone to say something again. 
 check understanding of message.
 take and leave a message.
 infer and draw conclusions about meaning, intention and feeling

communicated by the speaker.

 recognize and respond to moods showing appreciation, pleasure, 
displeasure, surprise, disappointment. 
 make and respond to inquiries.
 make and respond to requests. 



 Recognize and articulate English sounds given in the pronunciation key
51 | P a g e
in the dictionary. 
 Identify and pronounce in minimal pairs common problem consonants 

including /v/, Iw/' Iya/, /th/, II/, /r/, etc
 Identify and correctly pronounce diphthongs and diphthongs in words. 
 Differentiate between long and short vowel sounds and recognize how 
vowel length can change the meaning.
 Identify and pronounce consonant clusters with developing accuracy in 

Competency 4:
initial and final positions.
Formal and Lexical Aspects of
Language.  Recognize and pronounce silent letters in words.
 Recognize syllable division of words in aural and written text.
 Demarcate words into syllables with the help of a dictionary.


 Comprehend and apply in speech the word stress rules for example 
stress shift for emphasis and change in meaning in parts of speech.

 Recognize, pronounce and represent primary and secondary stress in
words with the help of a dictionary.

 Pronounce weak form of personal pronouns, modal verbs, their
negatives, prepositions, articles and conjunctions

 Recognize and use varying intonation patterns to show attitude and
emotions.
 Articulate complex tongue twisters. 
 Build and use appropriate vocabulary and correct spelling for effective 
communication:

 Illustrate the use of dictionary for finding appropriate meaning and
correct spellings.
 Use a simple thesaurus to locate synonyms and antonyms.
52 | P a g e
 Examine and interpret transitional devices that show comparison,
sequence, result, conclusion, cause and effect, addition, reason.
 Utilize comparison, appositive phrases, and synonyms to deduce
the meaning of unfamiliar words. 
 Understand and utilize similes and metaphors given in the text. 
 Analyze analogies; complete analogies correctly. 
 Understand and use correctly, phrasal verbs given in the text I
glossary. 
NOUNS, NOUN PHRASES AND CLAUSES


 Demonstrate use of more common and proper, collective, countable and 
uncountable nouns.

 Differentiate between, and demonstrate use of material and abstract nouns.
 Apply the rules of change of number of nouns learnt earlier.
 Recognize and demonstrate use of certain nouns whose plural form has two 
meanings in some cases e.g. arm-arms; (limbs), weapons.
 Some nouns change their meaning in the plural form e.g. air- atmosphere, airs- 
pride.

 Change the gender of nouns.
 Recognize, differentiate and demonstrate use of possessive forms of more animate  

and inanimate nouns.

PRONOUNS

 Demonstrate use of pronouns as subject and object. Recognize function
of, and use possessive, reflexive and emphatic pronouns.
 Demonstrate extended use of question words.
 Identify, and demonstrate function and use of relative pronouns which,
53 | P a g e
who and that. 
 Use more indefinite pronouns.


 Demonstrate use of pronoun- antecedent agreement recognizing their
relationship.

ARTICLES

 Apply rules of a, an, and the wherever applicable in speech and writing.

VERBS
 Illustrate use of helping verbs in speech and writing.
 Illustrate use of linking verbs.


 Recognize and demonstrate function and use of modal verbs learnt
earlier.

 Illustrate use of regular and irregular verbs in speech and writing. 
 Illustrate use of transitive and intransitive verbs.


 Convert and use present and past participles.


 Recognize and demonstrate function and use of infinitives.

TENSES

 Illustrate use of tenses learnt earlier.

 Recognize the form and various functions; and illustrate use of Past
Perfect Tense.
54 | P a g e
ADJECTIVES AND ADJECTIVE PHRASES 
 Classify adjectives into different types. Change and use degrees of 

adjectives with reference to than and the.
 Recognize and use absolute adjectives.
 Locate the varying position of adjectives in sentences.


 Form adjectives from nouns and verbs.
 Identify and use adjective phrases.  
ADVERBS AND ADVERBIALS
 Classify and use different kinds of adverbs learnt earlier. 

 Recognize varying positions of adverbs in sentences according to their
kinds and importance.
 Identify and use degrees of comparison of adverbs.



 Use some adverbial phrases.
PREPOSITIONS AND PREPOSITIONAL PHRASES


 Illustrate use of prepositions of position, time, movement and
direction. 
 Illustrate use of compound prepositions.
 Illustrate use of since and for.


 Use some prepositional phrases.
55 | P a g e
TRANSITIONAL DEVICES 
 Use in speech and writing, transitional devices of addition, alternative, 

comparison, contrast, illustrations, means of, consequence, sequence,
conclusion, cause, effect and extent. 
 Apply rules of capitalization wherever applicable.
 Illustrate use of punctuation marks learnt earlier.
 Recognize and rectify faulty punctuation in given passages and own

work. 
 Recognize and use comma to 

 separate an introductory phrase containing a verb from the main

sentence.


 introduce a list of items.
 introduce a long quotation.
 Recognize and use semicolon to 

 emphasize parts of a series of clearly defined units.

 enclose a direct quotation. 

 Recognize and use hyphen to
 indicate the division of a word at the end of a line

 Recognize and use dash as
 a separator to indicate that a sentence has been broken off.
 an indicator of a new direction of thought. 
 Recognize and use parenthesis (Round Brackets) to

 enclose numbers or letters in enumerations in the text. 
 express an amount in numbers previously expressed in words.
56 | P a g e
 mark off explanatory or supplementary material.
 Recognize and use omission marks or ellipses to signify the omission or 

deletion of letters or words in sentences. 
SENTENCE STRUCTURE

 Analyze and use sentences with direct and indirect objects. 

 Identify and differentiate between a sentence, clause and a phrase.

Identify and differentiate between main and subordinate clause.

TYPES OF SENTENCES 

 Classify, use, convert and make declarative (affirmative and negative),
interrogative, exclamatory, and imperative sentences.
 Identify and differentiate between simple and compound sentences.
 Use first and second conditional sentences.
 Recognize and use the variant form of first conditional to express 


automatic or habitual results.
 Identify active and passive voice in sentences.
 Recognize and use passive voice for various purposes. 
 Identify function of direct and indirect speech in texts. 


 Recognize the rules of, and change the narration of statements,
requests/ orders and Questions.


57 | P a g e

58 | P a g e
5. Scheme of Assessment
Scheme of Assessment for English and Grade Level VI
Topic No of SLOs Total No Formative Summative Authentic
of SLOs /Classroom Assessment Assessment
Based
Assessment
K U A K U A K U A K U A
Reading and 11 31 32 74 3 6 6 4 8 8 2 3 5
Thinking Skills
Writing Skills 3 17 42 62 1 2 5 1 2 5 - 2 5
Oral 3 11 8 22 3 2 4 - 2 1 2 3 3
Communication
Skills
Formal and 8 6 46 60 1 1 5 1 1 10 - 1 5
Lexical Aspects of
Language
59
Scheme of Assessment for English and Grade Level VII
Based
Assessment
Reading and 20 32 29 74 3 4 5 4 6 7 2 2 1
Thinking Skills
Writing Skills 10 17 34 61 1 3 7 2 5 4 1 1 2
Oral 5 11 10 26 1 2 2 1 2 3 - 1 1
Communication
Skills
Formal and 9 4 52 64 2 1 1 2 2 2 1 1 1
Lexical Aspects of
Language
60 | P a g e
Scheme of Assessment for English and Grade Level VII
Based
Assessment
Reading and 13 43 32 88 2 9 9 3 6 9 1 2 2
Thinking Skills
Writing Skills 3 21 46 70 1 2 6 3 3 8 - 2 5
Oral 2 8 17 27 1 2 2 1 2 4 - 1 1
Communication
Skills
Formal and 11 8 58 75 3 1 7 3 2 8 1 1 3
Lexical Aspects of
Language
61 | P a g e
6. Specification for Summative Assessment
English Grade VI
Topic Number of SLO Total Number Summative Number of Number of

Per Level of SLOs Assessment Selected CRQs/Visual
K U A 50% Response/MCQs Organizers
Reading and K=4 CRQs=5
Thinking Skills U=8 Guided Writing=2
A=8 (Narrative)
Writing Skills 6 13 24 43 K=1 MCQs= 45 Free/Creative
U=2 Writing=3(Persuasive)
A=5 Marks=25 Marks=55
Oral U=2 (Informative)
Communication A=1
Skills
Formal and K=1
Lexical Aspects U=1
of Language A=10
62
Specification for Summative Assessment English Grade VII

K U A 50% Response/MCQs Organizers
Thinking Skills U=6 Narrative,
A=7 Persuasive
Writing Skills 9 15 16 40 K=2 MCQs= 50 Informative
U=5 Marks=50
A=4 Marks=50
Oral K=1
Communication U=2
Skills A=3
Formal and K=2
Lexical Aspects U=2
of Language A=2
63 | P a g e
Specification for Summative Assessment English Grade VIII

50% Response/MCQs Organizers
K U A

Thinking Skills
U=6 Narrative,
A=9 Persuasive
Informative
Writing Skills 9 13 29 51 K=3 MCQs= 50
Marks=50
U=3
A=8 Marks=50
Oral K=1
Communication
U=2
Skills
A=4
Formal and K=3

Lexical Aspects
U=3
of Language
A=8
64 | P a g e
7. SLO Based Items
1. SLO: Write a free writing passage for fluency, creativity, and pleasure.
Question: Look at the pair of pictures below. What do you think each pair might be talking about? Write 8 dialogues between any pair.
Chick and Hen Doctor and Child Tree and Wood Cutter
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
65 | P a g e
2. SLO: Write applications to people in an extended environment.
Question: You and your neighbours are facing the problem of water shortage, electricity crises, waste dumping in your area.
Write an application to the Chairperson of the relevant organization stating that:
 The name of the place/ area where you live
 What is the problem ?
 How long have you had the problem?
 How is the problem affecting the people in your area?
 What actions do you want the respective chairperson to undertake?
3. SLO: Change and use degrees of regular and irregular adjectives.

Question: Fill the following table by writing the degree of the adjectives in the blank boxes. The first one has been done for you.
S. No. Positive Comparative Superlative
1. Big bigger biggest
2. easiest
3. more difficult
4. Good
5. most
6. taller
7. Nice
66 | P a g e
4. SLO: Skim text to have a general idea of the text.
Question: Read the text silently. Discuss with your partner what is the text describing. Draw a picture/ mind map/ diagram/ cartoon showing your understanding of the text. Give a
title to your drawing.
67 | P a g e
GLOSSARY
Assessment: This is a process of the collection and synthesis of data and evidences on students’
learning, by using a variety of methods.
Cognitive Processes: The cognitive processes also referred to as ‘cognition’ encompasses all
information processing at the conscious and sub-conscious levels. The Latin root of cognition is
cognoscene, which translates into "to conceptualize," "to recognize," and "to know." According to
Bloom’s taxonomy this processing of information may be at six level from simple recall, retrieval of
knowledge to understanding, application, analysis, evaluation and create. In SESLOAF Framework three
cognitive processes will be considered.
Knowledge:Information processing that requires remembering, recognition, retrieval and recall
of knowledge.
Understanding: Information processing that requires construction of meaning from oral, written
or graphic text/communication. It involves Interpreting, exemplifying, summarizing, inferring,
explaining
Application: Carrying out a procedure, comparing, executing, implementing, evaluating, and
creating.
Summative Assessment:Summative Assessment (Assessment of learning) is assessment for
accountability purposes and for determining a student's level of performance after a certain
period of time, on a specific task or at the conclusion of a unit of teaching and learning. This
is formal way of testing students in order to find out what they have learnt. The information
gained from this kind of assessment is used for giving marks, reporting the grades, awarding
certificates, promoting to the next classes, evaluating teachers’ performance, making school
accountable, selection of students for further studies and professions and helping policy
makers to take certain decisions for future educational planning and improvement.
Formative Assessment: Formative Assessment (also called assessment for learning) is an
integral part of day- to- day teaching and learning processes. The information gained from
formative assessment activities can be used for shaping the teaching and learning processes. This
information helps the teachers know how students are progressing and where they are having
trouble, which leads toward making the necessary instructional adjustments, such as teaching the
concept again, trying alternative instructional approaches, or offering more opportunities for
practice. Hence formative assessment can lead to more opportunities for learning and improved
student achievements.
68
Continuous Assessment:Continuous assessments are regular assessment conducted at the
classroom level to assess student learning outcomes frequently and regularly as opposed to one
time annual examination. The results could be used for immediate improvement of the teaching
and learning process and also accountability purposes.
Benchmark Assessment:These are continuous and regular assessment conducted to assess the
achievement of benchmarks and standards.
Performance Assessment: Performance assessment is a form of assessment that comprises
of the application and assessment of knowledge, skills, attitudes, values and work habits
through the performance of tasks in a given situation that are both meaningful and engaging to
students.
Authentic Assessment:
Task, Problem, or Project is Authentic if it:
1. Is realistic: The task or tasks replicate the ways in which a person’s knowledge and
abilities are “tested” in real –world situations.
2. Requires Judgment and Innovation: The student has to use knowledge and skills
wisely and effectively to solve unstructured problems, such as when a plan must be
designed, and the solution involves more than following a set routine or procedure or
plugging in knowledge.
3. Ask the students to “do” the subject: Instead of reciting, restating, or replicating
through demonstration what he or she was taught or what is already known, the
student has to carry out exploration and work within the discipline of science, history,
or any other subject.
Validity:Validity is the extent to which a test measures what it claims to measure.

Reliability:Reliability refers to the consistency of a measure. A test is considered reliable if we
get the same result repeatedly.
Specification: An Assessment Specification is a two-waychart which illustrates the topics to be
assessed in the tests, the cognitive levels for each of the topics and the number of test items. It
has the topics on one axis and the SLOs on the other axis. The specification table gives the
outlines the complete content areas and also the learning outcome at each level of the cognitive
domain. Hence, it is recommended that a Table of Specifications be developed before the test is
developed to guide complete content converge and to ensure test validity.
Benchmark: Components of the standards. These are statements that identify what students
know and can do at the end of a particular developmental and grade levels. These may also
represent students’ learning outcomes for a particular grade cluster or course.
69 | P a g e
Content Standard: Content standards are general statements that describe what students are
expected to know and be able to do. It is a statement of the knowledge or understanding we
would expect students to have.
Curriculum Mapping: These are strategies to interpret the curriculum and develop an alignment
of SLOs, teaching and learning and planning and evaluation with standards.
Evaluation : Evaluation is the process of judging the quality of students’ work on the basis of
established criteria, by using collected information (assessment) for making informed decisions
about continued instruction, programs, and activities.
Performance Standard: Performance Standards are descriptions via tasks of what it is students
should know and be able to do to demonstrate competence. It is a description of specific use of
knowledge.
Rubric: It is a set of scoring guideline for evaluating students’ work. It explicitly describes
different levels of the quality of a work.
SLO: The Student Learning Outcomes are detailed statements describing what students are
supposed to learn, know and able to do at each grade level in order to achieve the specified
benchmarks.
Objective:The teaching objective is detailed statements of what teachers wants to do in the

teaching lesson in order to accomplish the specified teaching goal.
Standard: General statements that describe what students are expected to know and be able to
do.
Strand: A key learning area or competency.
70 | P a g e
Appendix I
MULTI- STAKEHOLDERS INVOLVED IN THE SESLOAF DESING,
DEVELOPMENT AND EXPERT REVIEW &VALIDATION PROCESSES AND
WORKSHOPS
Policy Makers, Education Advisers and Educational Managers

1. Ms. Saba Mehmood CPM RSU.
2. Mr. Mushtaq Ahmed Shahani, Director Bureau of Curriculum.
3. Mr. Asghar Memon Additional Director Bureau of Curriculum.
4. Mr. Syed Saleh Muhammad Deputy Director Bureau
5. Mr. Aftab Ali Co-ordinator PEACe.
6. Mr.Zameer Khan PM-SAT RSU.
7. Ms.Rana Hussain. Educational Adviser SESP EU
8. Mr.Bernard Doran. Team Leader British Council
9. Mr. John Payne Team Leaders British Council.
PEACe Institution:
10. Mr. Tanweer Ahmad Khan Subject Specialist, PEACe
11. Mr. Ajeeb Nonari Subject Specialist, PEACe.
12. Ms. Majida Soomro Subject Specialist, PEACe.
13. Mr. Ajeeb Nonari Subject Specialist, PEACe.
14. Ms. TahseenKousar Ansari Subject Specialist, PEACe.
Government Institution:
15. Mr. Muhammad WaseemMughal Assistant Professor GECE (M) Mirpurkhas.

16. Dr. Khalil Ahmed Koria Principal GECE(M) Qasimabad, Karachi.
17. Mr. Khalid Mehmood Assistant Professor. Government National Agro-Tech TTI,
Hyderabad.
18. Mr. Sher Nawaz Assistant Professor GCE F.B Area, Karachi.
19. Mr. Imdad Ali Lakho Assistant Professor GECE(M) Qasimabad, Karachi
20. Ms. AttiaTabasum Bhutto. Assistant Professor Govt. Zubeda Girls College, Hyderabad.
Private Institutions and Professional Associations:
21. Ms. Fatima Shahabuddin SPELT

22. Dr.FoziaAhsan Consultant Oxford University Press Karachi
23. Ms. Maria Talha ERDC.
24. DrHumaGhaffer Chair ASSET Faculty AKU and KITE.
25. Ms. KiranHashmi Faculty NDIE.
26. MrNadeemKirmani Mathematic Consultant Mathematics Association of Pakistan.
27. Ms. Unaeza Alvi Founding Chair Science Association of Pakistan. Faculty AKU.
71 | P a g e
Appendix II
Current : Desired:
Emphasizing on outcomes after learning Assessing learning outcome during the learning
process.
Assessing disconnected and; Isolated facts Assessing Integrated and Interconnected skills.
and skills
Assessing with de-contextualized tasks Assessing with contextualized tasks
One correct answer Multiple correct answers

Providing little feedback to students Providing considerable amount of feedback to
students
Sporadic assessment Continual assessment
Used for power, control and documentation Used for motivation, empowerment and
engagement
Unauthentic tasks Authentic tasks
Assessing knowledge and simple Assessing Deeper understanding, reasoning and
understanding application
Promoting memorization Promoting thinking
Adapted from McMillan, H. (2001). Essential
Assessment Concepts for Teachers and
Administrators. United States: Corwin Press
Figure 1: Recent Trends in the Purpose of Classroom Assessment
72 | P a g e
Appendix III
73 | P a g e
74 | P a g e

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SESLOAF English VI-VIII Reviewed 2 PDF

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SESLOAF

Sindh Education Students

We wish to thank the members of Sindh Education Students Learning Outcome

Also the generous and continuing collaboration of EU is highly appreciated, as this

DOCUMENT DEVELOPED OCTOBER 30TH, 2014.

NC National Curriculum Framework

Former Ministry of Education through a revision of the existing National Curriculum

The complete implementation requires the development of an assessment framework aligned

Therefore, to implement the Standards-based curriculum reform the Sindh Education

The overall purpose of SESLOAF framework is to provide a comprehensive assessment

The SESLOF is developed through a standardized policy development process that

Expert Review and Development of SLO

Figure 1.1.Process of Developing Assessment Framework

National English Curriculum Framework

Key Learning Strands and Standards

Key Stage Benchmarks and Students Learning Outcomes

Students Learning Outcome Based Assessment Framework

SLO Mapping, Cognitive and Topic Distribution of Students

Students Learning Outcome Based Summative, Formative and

Figure 1.2. The Conceptual Map of the Assessment Framework

1.1 The SESLOAF Framework as a standardized approach to assessments outlines a

This Assessment framework provides the standards, benchmarks, categorization of

Additionally, a glossary is also enclosed that includes description of student learning

Key Learning Area Standards

Standard 2:All students will read and analyze

Competency 2:Writing Skills Standard 1:All students will produce with

Standard 2: Vocabulary:All student s will enhance

Standard 3: Grammar and Structure:All students

Standards Benchmarks (VI-VIII)

Competency 1: Benchmark 1: Analyze patterns of text organization and

Benchmark 4: Gather, analyze, and use information from a

Competency 2: Benchmark 1: Analyze written discourse to use in their own

Competency 3: Benchmark 1: Use selected linguistic exponents to

Competency 4: Benchmark 1: Pronounce (acceptably) words, identify and

Standard 2, Vocabulary: All Benchmark 1: Build vocabulary through word roots,

Competency 5: Benchmark 1: Recognize and practice values and attributes such as

Benchmark 2: Develop and portray through actions, absence of

Benchmark 3: Understand and evaluate contemporary social,

COGNITIVE LEVEL SLO CATEGORIZATION ENGLISH GRADE VI

 Analyze paragraphs to identify sentences that support the main idea

 Recognize the functions of

 pronoun - antecedent relationships. transitional devices used for 

 Recognize chronological order of arranging paragraph details.

 Use pre-reading strategies to

 Use summary skills to

 Use critical thinking to respond to the text (post-reading) :

 Apply strategies to comprehend questions by marking key words, verbs and 

 Respond orally or in writing. 

 Interpret vocabulary and structures given in a mind map to write a short 

 Follow the direction and understand the position on a map or a picture, to

 Analyze information in a flow chart or diagram to describe a process

 Organize information using sequential pattern. 

 Recognize and use appropriate transitional words within and beyond

 Locate synonyms and antonyms in children's thesaurus. 

 Recognize and describe story elements: characters, events, setting, plot,

 Describe characters orally and in writing. 

 Express preferences about characters giving reasons. 

 Develop focus to write a paragraph for a given purpose and audience.

 Analyze various paragraphs to recognize that a paragraph comprises a

OBJECTS AND PLACES

 Analyze to use in their own writing, the elements of a story:

 Comprehend and use summary skills to