SEKOLAH KEBANGSAAN TEACHERFIERA.

COM
PASIR MAS, KELANTAN
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YEAR 2
TRANSIT FORMS
2021
ENGLISH LANGUAGE

CLASS:

TEACHER’S NAME:
PERFORMANCE STANDARDS GUIDE FOR YEAR 2 LISTENING SKILLS
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 PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL

1
Hardly recognises and reproduces some target
Requires support
language phonemes.
to achieve
• Hardly understands simple questions, instructions
curriculum target
and main ideas of the texts even with a lot of
(A1 Low)
support from the teacher.
• Recognises and reproduces some target

2
language phonemes with a lot of support from the On track to
teacher. achieve
• Understands a few simple questions, instructions curriculum target
and main ideas of the texts with a lot of support (A1 Low)
from the teacher.
• Recognises and reproduces target language

3
phonemes with support from the teacher.
Achieves
• Understands simple questions, instructions, main
expectations of
ideas and supporting details of the texts with
curriculum target
support from the teacher.
(A1 Low)
• Understands messages using visual clues with
support from the teacher.
• Recognises and reproduces target language

4
phonemes with minimal support from the teacher.
Working towards
• Understands simple questions, instructions, main
exceeding
ideas and supporting details of the texts with
expectations (A1
minimal support from the teacher.
Mid)
• Understands messages using visual clues with
minimal support from the teacher.
• Recognises and reproduces target language

5
phonemes appropriately. On track to
• Understands simple questions, instructions, main exceed
ideas and supporting details of the texts without expectations (A1
hesitation. Mid)
• Understands messages using visual clues promptly.
• Recognises and reproduces target language

6
phonemes appropriately and independently.
• Understands simple questions, instructions, main Exceeds
ideas and supporting details of the texts expectations
independently. (A1 Mid)
• Understands messages using visual clues
independently.

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 LISTENING SKILLS (YEAR 2)
CONTENT STANDARD FOCUS LEARNING STANDARD
Recognise and 1.1.1 Recognise and reproduce
1.1 Recognise and
reproduce target with support a range of high
reproduce target
language phonemes frequency target language
language sounds
intelligibly phonemes
Understand the main
1.2.1 Understand with support the
idea when listening to
main idea of simple sentences
texts on familiar topics
1.2.2 Understand with support
Understand specific
specific information and details
details when listening to
1.2 of
texts on familiar topics
Understand meaning in a simple sentences
variety Understand narratives on 1.2.3 Understand with support
of familiar contexts familiar topics very short simple narratives
1.2.4 Understand an increased
Understand classroom
range of short basic supported
instructions
classroom instructions
1.2.5 Understand an increased
Understand questions on
range of short supported
familiar topics
questions
1.3.1 Understand the message
1.3 Use appropriate Use appropriate
the teacher or classmate is
listening strategies in a strategies to understand
communicating by using visual
variety of contexts meaning
clues when they are speaking

YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT

LISTENING SKILLS

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TEACHER’S NAME: CLASS:

LEARNING STANDARD
NO STUDENT’S NAME
1.1.1 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.3.1
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PERFORMANCE STANDARDS GUIDE FOR YEAR 2 SPEAKING SKILLS

PERFORMANCE
DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL

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 1
• Hardly produces simple information even with a
Requires support
lot of support from the teacher.
to achieve
• Hardly asks and answers straightforward questions
curriculum target
using fixed phrases even with a lot of support from
(A1 Low)
the teacher.

2
• Produces a few simple information with a lot of
On track to
support from the teacher.
achieve
• Asks and answers a few straightforward questions
curriculum target
using fixed phrases with a lot of support from the
(A1 Low)
teacher.
• Produces and comprehends simple information
on very familiar topics with support from the

3
teacher. Achieves
• Asks and answers straightforward questions using expectations of
fixed phrases with support from the teacher. curriculum target
• Participates and manages simple interactions on (A1 Low)
familiar topics using words, phrases and non-verbal
responses with support from the teacher.
• Produces and comprehends simple information
on very familiar topics with minimal support from

4
the teacher.
Working towards
• Asks and answers straightforward questions using
exceeding
fixed phrases with minimal support from the
expectations (A1
teacher.
Mid)
• Participates and manages simple interactions on
familiar topics using words,phrases and non-verbal
responses with minimal support from the teacher.
• Produces and comprehends simple information
on very familiar topics confidently.

5
• Asks and answers straightforward questions using On track to
fixed phrases with increasing confidence and self- exceed
reliance. expectations (A1
• Participates and manages simple interactions on Mid)
familiar topics using words, phrases and non-verbal
responses confidently.
• Produces and comprehends simple information
on very familiar topics confidently and
independently.

6
• Asks and answers straightforward questions using
Exceeds
fixed phrases with ease and great confidence.
expectations
• Participates and manages simple interactions on
(A1 Mid)
familiar topics using words, phrases and non-verbal
responses independently.
• Displays exemplary model of language use to
others.

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 SPEAKING SKILLS (YEAR 2)
CONTENT STANDARD FOCUS LEARNING STANDARD
SPOKEN INTERACTION
Communicate simple 2.1.1 Give simple personal
information about information using basic
themselves clearly statements
2.1.2 Find out about personal
Find out simple information
2.1 information by asking basic
from others
Communicate simple questions
information Communicate simple
2.1.3 Give a short sequence of
intelligibly information
basic instructions
clearly
Communicate simple 2.1.4 Ask about and express
information clearly ability
Describe people and things 2.1.5 Describe objects using
clearly suitable words and phrases
2.2.1 Keep interaction going in
Manage interaction
short exchanges by using
2.2 Use appropriate appropriately
suitable non-verbal responses
communication
2.2.2 Ask for attention or help
strategies
Manage classroom tasks from a teacher or classmate
appropriately by using suitable statements
and questions
SPOKEN PRODUCTION
Communicate information,
2.3 Communicate 2.3.1 Introduce self and others
events and
appropriately to a small to an audience using fixed
stories clearly to an
or large group phrases
audience

YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT

SPEAKING SKILLS
TEACHER’S NAME: CLASS:

LEARNING STANDARD
NO STUDENT’S NAME
2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2 2.3.1

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PERFORMANCE STANDARDS GUIDE FOR YEAR 2 READING SKILLS

PERFORMANCE
DESCRIPTORS FOR READING SKILLS NOTES
LEVEL

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 • Hardly identifies, recognises and names the letters

1
of the alphabet even with a lot of support from the Requires support
teacher. to achieve
• Hardly blends and segments words (CVC, CCVC, curriculum
CVCV, CCV) even with a lot of support from the target (A1 Low)
teacher.
• Identifies, recognises and names the letters of the

2
alphabet with a lot of support from the teacher. On track to
• Blends and segments a few words (CVC, CCVC, achieve
CVCV, CCV) with a lot of support from the teacher. curriculum
• Hardly understands main ideas of simple sentences target (A1 Low)
even after repeated readings.
• Identifies, recognises and names the letters of the
alphabet with minimal support from the teacher.

3
• Blends and segments words (CVC, CCVC, CVCV,
Achieves
CCV) with support from the teacher.
expectations of
• Understands main ideas, specific information and
curriculum
details of simple sentences.
target (A1 Low)
• Uses picture dictionary and appropriate word
attack skills to understand specific meaning with
support from the teacher.
• Blends and segments words (CVC, CCVC, CVCV,

4
CCV) without hesitation. Working
• Understands main ideas, specific information and towards
details of simple sentences appropriately. exceeding
• Uses picture dictionary and appropriate word expectations
attack skills to understand specific meaning with (A1 Mid)
minimal support from the teacher.
• Uses phonics to read words and identify word

5
families confidently.
On track to
• Understands main ideas, specific information and
exceed
details of simple sentences confidently.
expectations
• Uses picture dictionary and appropriate word
(A1 Mid)
attack skills to understand specific meaning
confidently.
• Reads simple sentences independently.

6
• Understands main ideas, specific information and
Exceeds
details of simple sentences independently.
expectations
• Uses appropriate word attack skills and
(A1 Mid)
monolingual dictionary to understand specific
meaning independently.

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 READING SKILLS (YEAR 2)
CONTENT STANDARD FOCUS LEARNING STANDARD
Identify and distinguish the letters of
the alphabet* 3.1.1 Identify,
*Preliterate children will need more recognise and name
support the letters of the
to achieve this Learning Standard, literate alphabet
children more challenge and less support
Distinguish and articulate beginning,
3.1.2 Recognise and
medial and final sound words*
3.1 sound out with some
*Preliterate children will need more
Recognise words in support beginning,
support
linear and non linear medial and final
to achieve this Learning Standard, literate
texts by using sounds in a word
children more challenge and less support
knowledge of sounds
Blend phonemes to recognise words*
of letters
*Preliterate children will need more 3.1.3 Blend phonemes
support (CVC, CCVC, CVCV,
to achieve this Learning Standard, literate CCV)
children more challenge and less support
Segment words into phonemes to spell*
*Preliterate children will need more 3.1.4 Segment
support phonemes (CVC,
to achieve this Learning Standard, literate CCVC, CVCV, CCV)
children more challenge and less support
3.2.1 Understand the
Understand the main idea in a variety of
main idea of simple
text types on familiar topics
sentences
3.2.2 Understand
Understand specific details in a variety of specific information
text types on familiar topics and details of simple
3.2 sentences
Understand a variety 3.2.3
of linear and non i) Reread a word,
linear print and digital phrase or sentence to
texts by using Use appropriate word attack skills to understand meaning
appropriate reading understand specific meaning ii) Ignore unknown
strategies words in order to
understand a
phrase or sentence
3.2.4 Use a picture
dictionary to find, list
Use appropriate basic dictionary skills and categorise words
from Year 2 topics and
theme
3.3 3.3.1 Read and enjoy
Read and understand a variety of
Read independently simple print and digital
fiction and non-fiction texts with
for information and games at sentence
confidence and enjoyment
enjoyment level

YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT

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 READING SKILLS
TEACHER’S NAME: CLASS:

LEARNING STANDARD
NO STUDENT’S NAME
3.1.1 3.1.2 3.1.3 3.1.4 3.2.1 3.2.2 3.2.3 3.2.4 3.3.1
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PERFORMANCE STANDARDS GUIDE FOR YEAR 2 WRITING SKILLS

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 PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL

1
• Hardly writes simple sentences by using
Requires support
appropriate language form and style even with a lot
to achieve
of support from the teacher.
curriculum
• Hardly organises basic information even with a lot
target (A1 Low)
of support from the teacher.

2
• Writes simple sentences by using appropriate
On track to
language form and style with a lot of support from
achieve
the teacher.
curriculum
• Organises basic information with a lot of support
target (A1 Low)
from the teacher.
• Writes simple sentences by using appropriate

3
language form and style with support from the Achieves
teacher. expectations of
• Organises basic information using correct curriculum
punctuation and spelling with support from the target (A1 Low)
teacher.
• Writes simple sentences by using appropriate

4
Working
language form and style with minimal support from
towards
the teacher.
exceeding
• Organises basic information using correct
expectations
punctuation and spelling with minimal support from
(A1 Mid)
the teacher.

5
• Writes simple sentences by using appropriate On track to
language form and style confidently. exceed
• Organises basic information using correct expectations
punctuation and spelling without hesitation. (A1 Mid)

• Writes simple sentences by using appropriate

6
language form and style independently.
Exceeds
• Organises basic information using correct
expectations
punctuation and spelling independently.
(A1 Mid)
• Displays exemplary model of language use to
others.

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 WRITING SKILLS (YEAR 2)
CONTENT STANDARD FOCUS LEARNING STANDARD
Develop prewriting
skills*
4.1.1 No learning standard
4.1 Form letters and *Preliterate children
words in neat legible only
print using cursive
writing Develop early writing
skills* 4.1.2 No learning standard
*all children

Communicate basic 4.2.1 Ask for and give basic personal

personal information information using
clearly basic questions and statements
4.2 Communicate Communicate basic
4.2.2 Express simple ability
basic information information clearly
intelligibly for a range Communicate basic
4.2.3 Write short familiar instructions
of purposes in print information clearly
and digital media Describe people and 4.2.4 Describe objects using suitable
things clearly words and phrases
Organise basic
4.2.5 Connect words and phrases using
information
basic coordinating conjunctions
appropriately
4.3.1 Use capital letters and full stops
4.3 Punctuate texts
appropriately in guided writing at
Communicate with appropriately
sentence level
appropriate
4.3.2 Spell a narrow range of familiar high
language form and Spell high frequency
frequency words accurately in guided
style for a range of words accurately
writing
purposes in print and
Plan, draft and edit
digital media 4.3.3 Plan, draft and write simple
work appropriately on
sentences
familiar topics

YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT

WRITING SKILLS
TEACHER’S NAME: CLASS:
NO STUDENT’S NAME LEARNING STANDARD

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 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.3.1 4.3.2 4.3.3
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*PERFORMANCE STANDARDS GUIDE FOR YEAR 2 LANGUAGE ARTS IS NOT

PROVIDED IN THE YEAR 2 DSKP

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 LANGUAGE ARTS (YEAR 2)
CONTENT STANDARD FOCUS LEARNING STANDARD
5.1.1
Demonstrate appreciation i) simple chants and raps
through non verbal responses ii) simple rhymes
5.1 Enjoy and
to: iii) simple action songs
appreciate rhymes,
iv) simple songs
poems
Say the words in simple texts, 5.1.2
and songs
and sing simple songs with i) simple chants and raps
intelligible ii) simple rhymes
pronunciation, rhythm and iii) simple action songs
intonation iv) simple songs
5.2.1
5.2 Express personal
Identify, analyse and respond to Name people, things, actions, or
responses to literary
elements in texts places of interest in
texts
texts
5.3.1
Respond imaginatively and
5.3 Express an Plan, prepare and produce
intelligibly through
imaginative response creative
creating simple short chants or
to work with a focus on language
raps
literary texts use
Other imaginative responses as
appropriate

YEAR 2 TRANSIT FORM FOR CLASSROOM ASSESSMENT

LANGUAGE ARTS
TEACHER’S NAME: CLASS:

LEARNING STANDARD
NO STUDENT’S NAME
5.1.1 5.1.2 5.2.1 5.3.1

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