Grade 4 Curriculum Guide for Parents 2018-2019 - Raha International ...
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Grade 4
Curriculum Guide for Parents
2018-2019
Dear Parents
This Guide has been created to provide you with an overview of the curriculum offered in the Primary
School at Raha International School (RIS), with a particular focus on the learning that will be happening in
Grade 4.
At Raha International School we offer a balanced and academically challenging education which is
designed to develop individuals who are both independent learners and international citizens. Our
curriculum in the Primary School is based on the International Baccalaureate (IB) Primary Years
Programme (PYP). The PYP is an international framework which focuses on the development of the whole
child addressing social, physical, emotional, cultural and academic needs for learners. RIS offers the PYP
from Early Years 1 (EY1) up to Grade 5.
The focus of the PYP is on student learning and developing an internationally educated person. The
framework offers a comprehensive, inquiry-based approach to teaching and learning, providing
opportunities for learners to construct meaning, principally through concept-driven inquiry. At RIS we
focus on the development of skills and attitudes we would hope to find in a balanced, self-motivated,
caring and ethical individual.
RIS was officially authorized in the PYP by the IB in 2010, and had its first post-authorization IB Evaluation
visit in March 2014. The school is committed to following and further developing the Programme to
ensure that learning is engaging, relevant, challenging and significant and meets the diverse needs of the
student.
At RIS we believe that strong partnerships between the school and parents provide an important
fou datio fo ou hild e s lea i g. As pa e ts ou a est suppo t ou hild e he ou ha e a
u de sta di g of the s hool s u i ulu a d app oa h to tea hi g a d lea i g. Afte eadi g this
Curriculum Guide, please contact us at dtaylor@ris.ae if you have any further questions.
We wish you and your children all the best in the year ahead.
David Taylor
Deputy Head of Primary (PYP Curriculum Coordinator)
RIS Grade 4 Curriculum Guide 2018-2019
2
Table of Contents
The IB Primary Years Programme (PYP) ........................................................................................................ 6
Learner Profile........................................................................................................................................... 6
Knowledge: What do we want students to know? ............................................................................... 7
Skills: What do we want students to be able to do? ............................................................................ 9
Action: How do we want the students to act? ..................................................................................... 9
Assessment ............................................................................................................................................... 9
Programme of Inquiry (POI) .................................................................................................................... 12
The Grade 4 Units of Inquiry ............................................................................................................... 12
Language - (English) ................................................................................................................................ 15
The Grade 4 Language Curriculum.......................................................................................................... 16
Scope and Sequence ............................................................................................................................... 25
Arabic B ................................................................................................................................................... 31
Mother Tongue ....................................................................................................................................... 34
Islamic Studies......................................................................................................................................... 35
Islamic A .................................................................................................................................................. 36
Islamic Studies B ..................................................................................................................................... 40
Arabic Social Studies ............................................................................................................................... 41
Mathematics ........................................................................................................................................... 44
Grade 4 Mathematics Benchmarks..................................................................................................... 60
Social Studies and Science ...................................................................................................................... 71
Social Studies ...................................................................................................................................... 71
Science ................................................................................................................................................ 73
Visual Art ................................................................................................................................................. 75
Music ....................................................................................................................................................... 77
Personal, Social and Physical Education ................................................................................................. 80
Moral Education...................................................................................................................................... 82
Physical Education .................................................................................................................................. 83
RIS Grade 4 Curriculum Guide 2018-2019
3Developmental characteristics of a Grade 4 child
Although most of the children are nine turning ten, some are younger and others are older, one youngster may be
expected to differ widely from others in their group. Girls are more apt to be larger and stronger than boys. Largely
parents and teachers determine the kind of adults they will become. Our very best efforts may not be effective if
our children see in us traits of impatience, selfishness and fear.
Children will overlook many of our weakness if they know we really love them. They will have confidence in
themselves if they are raised in an atmosphere of confidence and security. Since childhood misinterpretation and
fears carry over into adulthood and are often the causes of maladjustment in later life, parents and teachers should
know the general characteristic and needs of boys and girls, should strive to create an atmosphere conducive to
good mental health.
Physical Growth
● Usually slow and steady in growth, height, weight
● Girls may experience rapid increase in weight
● Interest in working hard to acquire physical skills
● May attempt many daring physical feats
● Boys usually more active and rough in play than girls
● Girls often larger and stronger than boys
● Tendency toward poor posture
● Ma e a slo g o th pe iod just efo e a sudde spu t i g o th
● Relatively more free from disease than at any other growing period
● Increasing interest in organized games and teams
Actions and Reactions
● Interested in factual material
● I easi gl a a e of, a d o e ed a out, othe s ideas a d eliefs
● Extremely interested in, and loyal to, groups and clubs of own sex
● Able to assume responsibility for personal needs in dress and in grooming
● Able to concentrate for longer periods of time
● Well-developed sense of humor
● Interested in collecting
● Increased strength and resistance to fatigue
● Desire to earn money for special wants
● Increasing tendency to separate work from play
● Has greater satisfaction in ability to achieve
● Desires membership in clubs, scouts
● Little interest in opposite gender
● Desire pets
RIS Grade 4 Curriculum Guide 2018-2019
4Needs
● About ten hours of sleep each night
● Opportunity for strenuous physical activity
● Inclusion in family and school activity
● Knowledge regarding maturation differences between boys and girls
● Guidance in spending money wisely
● Some close friends
● Recognition and approval for their efforts
● Sympathy and security of home and school
● Opportunity to make some of their own decisions
● Inspirational reading activities
How Adults Can Help
● Respect their increasing maturity
● Praise them for good work and behaviour
● Listen to and talk to them
● Let them participate in making family plans
● Provide for widening social contacts
● Provide activities which will build moral and spiritual values
● Provide for regular examinations by doctor and dentist
● “et e a ple as to ha its of tidi ess, postu e, a d health
RIS Grade 4 Curriculum Guide 2018-2019
5The IB Primary Years Programme (PYP)
Learner Profile
The IB learner profile promotes education of the whole person for a life of active, responsible citizenship emphasizing
intellectual, personal, emotional and social growth. The attributes and descriptions of the learner profile define the
type of learner RIS hopes to develop through its programmes. All members of the RIS Community including students,
teachers, administration, support staff and parents strive to develop these qualities.
Profile Descriptor
Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently
and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We
engage with issues and ideas that have local and global significance.
Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We
exercise initiative in making reasoned, ethical decisions.
Communicators We express ourselves confidently and creatively in more than one language and in many ways. We
collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the
dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open–minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of
others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Risk–takers We approach uncertainty with forethought and determination; we work independently and cooperatively to
explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and
change.
Balanced We understand the importance of balancing different aspects of our lives—intellectual, physical, (spiritual)
and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with
other people and with the world in which we live.
Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a
positive difference in the lives of others and in the world around us.
Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our
strengths and weaknesses in order to support our learning and personal development.
RIS Grade 4 Curriculum Guide 2018-2019
6The Essential Elements of the PYP
إب ئي ي ل ن مج لس ل لع ص
The aim of the PYP, to create a curriculum that is engaging, relevant, challenging and significant, is achieved through
structured inquiry and the development of five essential elements: knowledge, concepts, skills and action.
Knowledge: What do we want students to know?
While the PYP acknowledges the importance of traditional subject areas (language, mathematics, social studies,
science, personal, social and physical education, and arts), it also recognizes the importance of acquiring a set of
skills in context and of exploring content which transcends the boundaries of the traditional subjects and is relevant
to students. The PYP has six transdisciplinary themes that provide the framework for learning. These themes are
globally significant and support the acquisition of knowledge, concepts and skills of the traditional subjects. They are
e isited th oughout the stude ts ti e i the PYP.
المعرف: يعرف ه؟ أن الطا من نريد م
أن نرغ التي الم هي يتضمن الذ المحت ى يعرف ن الطا يكتش خبرات مراع ة مع عن، الري ضي ال غ خال من ذل الس ب الع الت ني الدراس
الجم عي ال رد التع ي البدني التربي الم سي المرئي ال ن ن اإجتم عي.
Who we are An inquiry into the nature of the self; beliefs and values; personal, physical, mental,
نك ن من social and spiritual health, human relationships including families, friends, communities,
and cultures; rights and responsibilities; what it means to be human.
Where we are in place and time An inquiry into orientation in place and time; personal histories; homes and journeys;
الزم ن المك ن من نحن أين the discoveries, explorations and migrations of humankind; the relationships between
and the interconnectedness of individuals and civilizations, from local and global
perspectives.
How we express ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature,
أن سن عن نعبر كيف culture, beliefs and values; the ways in which we reflect on, extend and enjoy our
creativity; our appreciation of the aesthetic.
How the world works An inquiry into the natural world and its laws; the interaction between the natural world
الع ل يعمل كيف (physical and biological) and human societies; how humans use their understanding of
scientific principles; the impact of scientific and technological advances on society and
on the environment.
How we organize ourselves An inquiry into the interconnectedness of human-made systems and communities; the
كيف أن سن بتنظي ن structure and function of organizations; societal decision-making; economic activities
and their impact of humankind and the environment.
Sharing the planet An inquiry into rights and responsibilities in the struggle to share finite resources with
الك ك في المش رك other people and with other living things; communities and the relationship within and
between them; access to equal opportunities; peace and conflict resolution.
The PYP is both a curriculum framework and a philosophy that facilitates structured inquiry. Through inquiry, the
students are encouraged to question, wonder, doubt, speculate and generalize as part of their learning journey to
construct meaning about the world around them. Students are also encouraged to consider situations from multiple
viewpoints and have the opportunity to explore significant local and global issues .
RIS Grade 4 Curriculum Guide 2018-2019
7Concepts: What do we want students to understand? الم هي: ي م ه؟ أن الطا ُ من نريدُ م ذا
In order to develop a holistic approach to learning the PYP identifies key concepts that have relevance within and
a oss su je ts. These o epts ofte fo the asis of uestio s that a e used to d i e hild e s i ui a d lead
to a deeper understanding of what is being learned. These concepts include:
● Form: What is it like? الشكل: يبد ؟ كيف
Observing, identifying, describing and categorizing.
● Function: How does it work? ال ظي: يعمل؟ كيف
analyse the function, role, behaviour and the ways in which things work.
● Causation: Why is it like it is? السب: هكذا؟ يبد لم ذا
P o pti g stude ts to ask Wh ? a d of helpi g the to e og ize that a tio s a d e e ts ha e easo s a d
consequences.
● Change: How is it changing? التغيير: يتغير؟ كيف
Realization that we are growing up in a world in which the pace of change, both local and global, is accelerating.
● Connection: How is it connected to other things? الص: أخرى؟ ب شي ء يتصل كيف
helps focus on the relationships within and among systems are often complex, and that changes in one aspect
of a system will have consequences, even though these may not be immediately apparent; that we must
consider the impact of our actions on others, whether at the immediate, personal level or at the level of far-
reaching decisions affecting environments and communities.
● Perspective: What are the points of view? المنظ ر: هي م النظر؟ ج
Helping students reject simplistic, biased interpretations, towards seeking and considering the points of view of
others, and towards developing defensible interpretations.
● Responsibility: What is our responsibility? المس لي: مس ليتن ؟ هي م
This concept was selected because of the need to develop in students the disposition towards identifying and
assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the
action component, one of the essential elements in the PYP curriculum.
● Reflection: How do we know? اإنعك س: نعرف؟ كيف
Challenges the students to examine their evidence, methods and conclusions for potential bias or other
inaccuracy.
In addition to the above key concepts, children will inquire into related concepts in all curriculum areas. Instead of
simply gaining knowledge and skills in mathematics, for example, they will deepen their understanding of concepts
such as pattern, multiplication, place value and bias.
RIS Grade 4 Curriculum Guide 2018-2019
8Skills: What do we want students to be able to do?
In order to conduct purposeful inquiry and be prepared for life-long learning, students need to master a whole range of skills.
The PYP framework identifies some skills which transcend the disciplines and are therefore called trans-disciplinary skills.
التنظيمي الم ض ع م را: من تغطيت الطا ع يج التي التنظيمي الم را من مجم ع خمس هن إدائه؟ ع ق درين يك ن ا أن الطا من نريد م ذا
التس ل؟ حدا خال
Thinking الت ْ كير Research البحث Social إجتم عي Communication Self-management
اإتص ل ذاتي اإدارة
Acquiring knowledge Formulating questions Accepting responsibility Listeningااستم ع Gross motor skills
المعرف ُ اكتس اأسئ صي ْغ المس لي ُ قب ل Speaking المح دث الش مل التحر م را
Comprehension Observation Respecting others Reading ال راءة Fine motor skills
ال الماحظ اآخرين إحترا Writing الكت ب الدقي التحر م را
Application Planning Cooperating Non-verbal Spatial awareness
التطبي التخطيط ُالتع ن communication المك ني اإدرا
Analysis Collecting data Resolving conflict الاش ي الت اصل. Organization
التح يل البي ن ُ جمع ل
ُ النزاعُ ح التنظي
Synthesis Recording data Group decision making Time management
التركي البي ن تسجيل الجم عي ال رارا إتخ ذ ال ق إدارة
Evaluation Organizing data Adopting a variety of Safety
الت يي البي ن ُ تنظي group roles. اأم ن السام
Dialectical thinking Interpreting data المخت اأد ار تب دل تبني Healthy lifestyle
الجدلي الت ْ كير البي ن ُ ترجم المجم ع ضمن. الصحي الحي ة أس
Meta-cognition Presenting research Codes of behaviour
اإدرا البحثُ ت دي التصرف أس
Informed choices
المنظم ااختي را
Action: How do we want the students to act?
ف ؟ كيف ن ي من ل ا أ ي:ف ل
In the PYP program, the students are challenged to take action and reflect on how they can make a difference to the world. In
the PYP such action is student initiated and results from a genuine concern for and commitment to others.
Assessment
Beliefs/philosophy
RIS believes that assessment is an integral tool that drives learning and teaching. Assessment allows us to identify
what students understand, know, can do and where they are in the learning process. Both students and teachers
are involved in assessing progress as part of the development of their wider critical thinking and self-evaluation skills
as well as demonstration of Learner Profile. We identify desired results, determine acceptable evidence and plan
learning experiences and instruction to ensure success. A wide range of strategies and tools are used for assessment.
By understanding our learners we can adapt and change our instruction to help students and teachers reach
expectations set forth by our programme.
RIS Grade 4 Curriculum Guide 2018-2019
9Purpose
● To collect data that drives planning, instruction and reflection
● To understand our learners
● To strengthen our learning process and practice as educators
● To ide tif stude ts st e gths a d eak esses
● To personalise/differentiate instruction
● To track progress and growth within a community of learners
● To evaluate teaching and student inquiry
● To provide information to all stakeholders
● To promote consistency in articulation of the written curriculum
Feedback
Teachers at RIS are aware of the importance feedback plays in the learning process of a child. Feedback is given so
children can reflect on their work and further refine and develop their skills. Teachers at RIS are aware of the
importance feedback plays in the learning process of a child. Feedback is given so children can reflect on their work
and further refine and develop their skills.
Learning Goals
An important part of the PYP is the setting of personal goals by the students; these goals should be achievable and
measureable. All children should have their goals in a prominent place both at home and at school.
The Reporting Cycle
First Impressions Three Way Conferences Written Report 1 Student Led Conference Written Report 2
Parent-Teacher
Dec 4th & 5th 2018 Feb 6th 2019 April 30th 2019 July 3rd 2019
th
Sept 25 2018 Dec 4th is a student free Student free day
2pm-5:30pm day
& Dec 5th 4pm-7pm
Sept 26th 2018
3:30pm-6:00pm
Written reports
The written report is given twice during the academic calendar. The report follows a narrative format outlining the
stude ts a ademic progress and social development over the term.
RIS Grade 4 Curriculum Guide 2018-2019
10Parent- Tea her First I pressio s Co fere es
We hold a Parent Teacher Conferences after the first few weeks of the new school year. These provide an
opportunity for the homeroom teacher and parents to discuss how the child is settling emotionally, socially and
academically in their new class.
Three Way Conferences
In December we hold our Three Way Conferences (TWC). Three Way conferences involve the student, parents and
teacher. Students discuss their learning and understanding with their parents and teacher, who are responsible for
supporting the student through this process. Prior to the end of the conference new goals SMART goals are set,
with all determining how they can support the achievement of the goals.
Student Led Conferences
On April 30th we will hold our Student Led Conferences (SLCs). All students participate and are responsible for
leading the conference between themselves and their parents. The conferences enable parents to gain a clear
insight into the work their child is doing through discussion with them.
Learning Journals at RIS
Ea h PYP stude t at ‘I“ de elops a ele t o i Lea i g Jou al usi g a platfo alled “eesa . The Jou al ill
contain transdisciplinary work that reflects the development of the Essential Elements of the PYP as well as the
Learner Profile. The Learning Journals will represent elements of learning from the whole academic year and show
evidence of student learning and reflection. Parents can see student learning as soon as it is posted, making it an
effective real time reporting tool.
RIS Grade 4 Curriculum Guide 2018-2019
11Programme of Inquiry (POI)
Inquiry is the primary pedagogical approach of the PYP. Inquiry learning means students are actively involved in their
own learning and to take responsibility for that learning. The PYP curriculum model is built from a framework of
Transdisciplinary Themes that help teachers and students to explore and acquire essential knowledge and skills and
to take socially responsible action. The PYP sets out six themes to offer continuity and progression of learning. All
grade levels from Kindergarten onwards study one Unit of Inquiry under each theme (Pre-K address four of the six
themes).
All the U its of I ui i the p i a s hool togethe o stitute ou P og a e of I ui POI . Belo is a
overview of the six Grade 4 Units of inquiry in the order they are to be taught.
The Grade 4 Units of Inquiry
WHO WE ARE Central Idea
Personal well-being is dependent on a complex balance of
interconnected factors.
Key Concepts
Form, Causation, Responsibility
An inquiry into the nature of the self; beliefs
and values; personal, physical, mental, social Related Concepts
and spiritual health; human relationships
including families, friends, communities, and Nutrition, Exercise, Choice, Goal-setting, Mindfulness, Grit, Resilience
cultures; rights and responsibilities; what it
means to be human. Lines of Inquiry
● The concept of "well-being"
● Factors that contribute to or affect well-being
● The long-term effects of making positive choices
RIS Grade 4 Curriculum Guide 2018-2019
12SHARING THE PLANET Central Idea
Sustainable energy use is essential for the future.
Key Concepts
Responsibility, Change, Causation
An inquiry into rights and Related Concepts
responsibilities in the struggle to share Sustainability, Energy, Lifestyle, Waste, Conservation
finite resources with other people and
with other living things; communities Lines of Inquiry
and the relationships within and ● Sources of energy
between them; access to equal ● The impact of energy use
opportunities; peace and conflict Responsible use of energy
resolution.
HOW WE EXPRESS OURSELVES Central Idea
We can express ourselves in ways that create a reaction from an
audience.
Key Concepts
Perspective, Form, Connection
Related Concepts
An inquiry into the ways in which we History, Identity, Aesthetics, Culture, Critique
discover and express ideas, feelings, nature,
culture, beliefs and values; the ways in Lines of Inquiry
which we reflect on, extend and enjoy our Factors which influence an Artist's message
creativity; our appreciation of the aesthetic.
The creative process is built on previous knowledge and skill
How viewers appreciate a message
HOW WE ORGANIZE OURSELVES Central Idea
Ethical business is a balance between meeting demands of a market and
considering impacts on the community and environment.
Key Concepts
Causation, Perspective, Responsibility
Related Concepts
An inquiry into the interconnectedness of Collaboration, Ethics, Entrepreneurship, Consumer, Ethical
human-made systems and communities; the Consumption, Vendor
structure and function of organizations;
societal decision-making; economic
activities and their impact on humankind
Lines of Inquiry
and the environment. ● Market forces
● Ethical business practices
● Managing a successful business
RIS Grade 4 Curriculum Guide 2018-2019
13WHERE WE ARE IN PLACE AND Central Idea
TIME
Throughout time, mankind has been driven to explore the unknown.
Key Concepts
Perspective, Change, Connection
Related Concepts
Space, Exploration, History
Lines of Inquiry
An inquiry into orientation in place and
time; personal histories; homes and
Reasons for exploration
journeys; the discoveries, explorations
and migrations of humankind; the Our changing knowledge of place
relationships between and the Knowledge and technology enable further exploration
interconnectedness of individuals and
civilizations, from local and global
perspectives.
HOW THE WORLD WORKS Central Idea
People use their understanding of materials to design and create.
Key Concepts
Form, Function, Connection
Related Concepts
Engineering, Innovation, Design, Technology, Environmental factors,
An inquiry into the natural world and
its laws; the interaction between the Properties, Design process
natural world (physical and biological)
and human societies; how humans use Lines of Inquiry
their understanding of scientific
principles; the impact of scientific and Understanding properties of materials
technological advances on society and Using the scientific method to test materials
on the environment. Applying knowledge to create a useful object or structure
RIS Grade 4 Curriculum Guide 2018-2019
14Language - (English)
Introduction
The learning process simultaneously involves learning language—as learners listen to and use language with others
in their everyday lives; learning about language—as learners grow in their understanding of how language works;
and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information,
ideas and issues (Halliday 1980).
Effective language teaching and learning are social acts, dependent on relationships with others, with context, with
the environment, with the world, and with the self. Such learning is relevant, engaging, challenging and significant.
Exposure to and experience with languages, with all their richness and diversity, creates an inquisitiveness about life
and learning, and a confidence about creating new social interactions.
At ‘I“ e elie e that lea e s eeds a e est se ed he the ha e oppo tu ities to e gage i lea i g ithi
meaningful contexts, rather than the learning of language as an isolated series of skills to be acquired. Fragmenting
learning into the acquisition of isolated skill sets can create difficulties for learners—for example, learners may be
able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words
in other contexts.
Our teachers plan learning experiences that enable learners to develop language within meaningful and enjoyable
contexts, learners are able to make connections, apply and transfer their learning to different situations. The
programme of inquiry provides an authentic context for learners to develop and use language.
PYP Language Strands
The PYP has identified three strands—oral language, visual language, written language—that are learned across
and throughout the curriculum, with each strand being an integral component of language learning. Each strand has
been considered from both the receptive aspect—receiving and constructing meaning, and expressive aspect—
creating and sharing meaning
RIS Grade 4 Curriculum Guide 2018-2019
15Receptive – receiving and Expressive – creating and
Strand
constructing meaning sharing meaning
Oral Language Listening Speaking
Visual Language Viewing Presenting
Written Language Reading Writing
The Grade 4 Language Curriculum
Within the Grade 4 classroom, the language profile of every student is unique. This is typical in any school, but
particularly so in an international school where students come with such varied experiences of English, many as
second language English learners. At RIS the range of learning needs is recognized and we differentiate our
programme accordingly. Language in the Primary School is supported by the First Steps frameworks for reading and
Writing and the IB PYP continuums for Oral Language and Visual Language. Both the First steps frameworks and the
IB PYP continuums are designed as diagnostic tools to assist teachers in planning learning experiences for students,
a di o ito i g stude ts de elop e t th oughout the p i a ea s. O e all e pe tatio s a d out o e are
therefore presented in developmental phases rather than by age range.
Oral Language – Listening and Speaking
(In Grade 4 the majority of students will be working predominantly, but not exclusively, within Phase 4 for Listening
and Speaking.)
Overall Expectations
Phase 1
Learners show an understanding of the value of speaking and listening to communicate. They recognize that sounds
are associated with objects or with symbolic representations of them. They are using language to name their
environment, to get to know each other, to initiate and explore relationships, to question and inquire.
Phase 2
Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic
representations of them. They are aware that an object or symbol may have different sounds or words associated
with it in different languages. They are beginning to be cognizant about the high degree of variability of language
and its uses.
RIS Grade 4 Curriculum Guide 2018-2019
16Phase 3
Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs,
e te tai s, eassu es; that ea h liste e s pe eptio of hat the hea is u i ue. The a e o pili g ules a out
the use of different aspects of language.
Phase 4
Learners show an understanding of the conventions associated with speaking and listening and the value of adhering
to those conventions. They are aware that language is a vehicle for becoming knowledgeable, for negotiating
understanding and for negotiating the social dimension.
Phase 5
Learners are able to understand the difference between literal and figurative language and how to use language
differently for different purposes. They are aware that they are building on their previous experiences and using
language to construct new meaning.
Visual Language – Viewing and Presenting
(In Grade 4 the majority of students will be working predominantly, but not exclusively, within Phase 4 for Viewing
and Presenting)
Overall expectations
Phase 1
Learners show an understanding that the world around them is full of visual language that conveys meaning.
They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous,
they are extending and using visual language in more purposeful ways.
Phase 2
Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different
types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular
purposes.
Phase 3
Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text
resources can provide factual information and increase understanding. They use visual text in a reflective way to
enrich their storytelling or presentations, and to organize and represent information.
Phase 4
Learners show an open-mindedness about the use of a range of visual text resources to access information.
They think critically, and are articulate about the use of visual text to influence the viewer. They are able to use visual
imagery to present factual information, or to tell a story.
RIS Grade 4 Curriculum Guide 2018-2019
17Phase 5
Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing
and presenting strategies that are a part of the planned learning environment, they select and use strategies that
suit their learning styles. They are able to make connections between visual imagery and social commentary. They
show more discernment in selecting information they consider reliable. They are able to use visual imagery to
support a position.
Written Language – Reading and Writing
For reading and writing the First Steps Maps of Development provide the developmental continuums used by
teachers to determine appropriate learning outcomes and track student progress. The most relevant phases for
Grade 4 are detailed below,
Reading
The ajo it of stude ts i G ade ill e o ki g eithe to a ds the e d of Phase Ea l o ithi Phase
T a sitio al . As a e h a k, a stude t ho has de o st ated so e of the ke i di ato s fo Phase T a sitio al
at the e d of G ade is o side ed to e eeti g G ade le el sta da d.
RIS Grade 4 Curriculum Guide 2018-2019
18Overview of Reading Phase 3: Early
GLOBAL STATEMENT
Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts. These include short
literary texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar
texts is often slow and deliberate as they focus on reading exactly what is on the page, using sounding out as a primary word-identification
strategy.
CONCEPTUAL UNDERSTANDINGS
● Different types of texts serve different purposes.
● What we already know enables us to understand what we read.
● Applying a range of strategies helps us to read and understand new texts.
● Wondering about texts and asking questions helps us to understand the meaning.
● The structure and organization of written language influences and conveys meaning.
USE OF TEXTS CONTEXTUAL UNDERSTANDING
*Reads and demonstrates comprehension of texts by: *Expresses and justifies personal responses to texts, e.g.“I didn t like
… e ause…
- recalling key information explicit in a text
*Understands that authors and illustrators select information to
- identifying the main idea explicit in a text suit a purpose and audience.
- selecting events to retell a text, sometimes including *Recognises how characters, people and events are represented
unnecessary events or information and offers suggestions for alternatives.
- linking explicit ideas in a text, e.g. comparing a character at
different points in the text.
* Locates and selects texts appropriate to purpose, interest and
readability, e.g. uses library systems, skims contents page.
CONVENTIONS PROCESSES AND STRATEGIES
*Recognises a bank of frequently used words in different *Draws upon a small knowledge base to comprehend, e.g. sight
contexts, e.g. high frequency words, personally significant words. vocabulary, concept and text structure knowledge.
*Recognises all letters by name and their regular sound. *Uses a small range of strategies to comprehend, e.g. self
questioning, adjusting reading rate.
*Explains how known text forms vary by stating:
*Determines unknown words by using word-identification
- purpose, e.g. procedures instruct strategies, e.g. decoding using phonemes, onset and rime.
- some elements of organisation, e.g. procedures have headings *Focuses on decoding words accurately when reading an unfamiliar
text, which may result in limited fluency, expression and loss of
- some elements of structure, e.g. procedures list materials and meaning.
steps.
RIS Grade 4 Curriculum Guide 2018-2019
19Overview of Reading Phase 4: Transitional
GLOBAL STATEMENT
In this phase readers are beginning to integrate strategies to identify unknown words and to comprehend text. These
strategies, combined with an increasing bank of sight words, enable readers to read texts such as novels, newspapers
and websites with familiar content, fluently and with expression. Transitional readers reflect on strategies used and
are beginning to discuss their effectiveness.
CONCEPTUAL UNDERSTANDINGS
● Reading and thinking work together to enable us to make meaning.
● Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts.
● Identifying the main ideas in the text helps us to understand what is important.
● Knowing what we aim to achieve helps us to select useful reference material to conduct research.
USE OF TEXTS CONTEXTUAL UNDERSTANDING
● Reads and demonstrates comprehension of texts ● Recognises own interpretation may differ from
by: that of other readers or the author/s.
- identifying the main idea(s) citing supporting ● Recognises devices that authors and illustrators
detail use to influence construction of meaning, e.g.
- selecting events from a text to suit a specific visual clues, omissions.
purpose ● Recognises that authors and illustrators attempt to
- linking ideas, both explicit and implicit, in a text, position readers.
e.g. cause and effect. ● Recognises how characters or people, facts and
● Locates and selects texts appropriate to purpose events are represented and can speculate about
and audience, e.g. uses search engines, checks the author s hoi es.
currency of information.
CONVENTIONS PROCESSES AND STRATEGIES
● Recognises an increasing bank of words in different ● Draws upon an increasing knowledge base to
contexts, e.g. subject specific words, less common comprehend, e.g. text structure and organisation,
words. grammar, vocabulary.
● Explains how known text forms vary by using ● Uses an increasing range of strategies to
knowledge of: comprehend, e.g. creating images, determining
- purpose, e.g. to persuade importance.
- text structure, e.g. problem and solution ● Determines unknown words by using word-
- text organisation, e.g. headings, subheadings, an identification strategies, e.g. reading on, re-reading
index, glossary
- language features, e.g. conjunctions.
RIS Grade 4 Curriculum Guide 2018-2019
20O er ie of ‘eadi g Phase Profi ie t
GLOBAL STATEMENT
Proficient readers have developed a multi-strategy approach to identify unknown words and comprehend demanding texts
such as subject-specific textbooks, novels and essays. They are able to select strategies appropriate to the purpose and
complexity of the text. Readers have a greater ability to connect topic, grammatical, cultural/world and text-structure
knowledge with what is new in the text. Proficient readers identify the target audience of a text. They draw on evidence
from their own experience to challenge or question the text.
CONCEPTUAL UNDERSTANDINGS
● Authors structure stories around significant themes.
● Effective stories have a structure, purpose and sequence of events (plot) that help to make the autho s i te tio lea .
● Synthesizing ideas and information from texts leads to new ideas and understanding.
● Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act
USE OF TEXTS CONTEXTUAL UNDERSTANDING
● Reads and demonstrates comprehension of texts by: ● ‘e og ises ho o e s alues, attitudes and beliefs
- explaining how the main idea and supporting impact on the interpretation of text.
i for atio relate to the author s purpose a d the ● Discusses the target audience for a specific text, and
intended audience how the author has tailored the language, ideas and
- selecting events from a text to suit a specific audience presentation to suit.
- linking ideas, both explicit and implicit, in a text, e.g. ● Recognises that particular societal groups are
thesis and supporting arguments. stereotyped in texts to serve the interests of other
● Locates and evaluates appropriateness of texts and groups, .
information in texts in terms of purpose and audience, ● Detects positioning such as exaggeration, bias and
e.g. validity, bias. prejudice in texts.
● Discusses the motives and feelings of characters or
people in texts.
● Clarifies and justifies own interpretation of complex
ideas and issues.
CONVENTIONS PROCESSES AND STRATEGIES
● Recognises manipulation of text structure and ● Selects from broad knowledge base to comprehend,
text organisation, e.g. historical account written e.g. text structure and organisation, cultural/world
as a narrative. knowledge, grammar, vocabulary.
● Recognises the selection of language features, ● Selects appropriate strategies from a wide range to
such as: comprehend.
- words to distinguish fact from opinion and ● Determines unknown words by selecting appropriate
bias, e.g. I think, It has been reported word-identification strategies.
- words/phrases that signal relationships, e.g. ● Selects and categorises key words in a text for a
similarly – to compare, on the other hand – to specific purpose.
contrast
– synonyms to denote connotations, e.g. thief,
bandit, pickpocket.
RIS Grade 4 Curriculum Guide 2018-2019
21Writing
The ajo it of stude ts i G ade ill e o ki g ithi eithe Phase Ea l o Phase T a sitio al . As a
benchmark, a student who has demonstrated all of the key indicators for Phase 3 and some of Phase 4 at the end of
Grade 4 is considered to be eeti g G ade le el sta da d.
Samples of independent student writing - within Phase 3
Sample of independent student writing – ithi Phase Tra sitio al
RIS Grade 4 Curriculum Guide 2018-2019
22Overview of Writing Phase 3: Early
GLOBAL STATEMENT
Early writers produce a small range of texts that exhibit some of the conventions of writing. Texts such as retells, reports
and emails are composed to share experiences, information or feelings. Early writers have a small bank of frequently used
words they spell correctly. When writing unknown words, they choose letters on the basis of sound, without regard for
conventional spelling patterns.
CONCEPTUAL UNDERSTANDINGS
● We write in different ways for different purposes.
● The structure of different types of texts includes identifiable features.
● Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.
● Thinking about storybook characters and people in real life helps us to develop characters in our own stories.
● When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.
USE OF TEXTS CONTEXTUAL UNDERSTANDING
● Attempts a small range of familiar texts, either ● Explains the purpose of a small range of familiar text
teacher-directed or self-selected. forms, e.g. jokes are to entertain.
● With assistance, finds information in texts and ● Talks about the purpose of a piece of writing and the
records through drawing or writing key words. ideas that need to be included.
● Explains why characters or events are represented in a
particular way when composing literary texts.
● Explains why people or ideas are represented in a
particular way when composing informational texts.
● Imitates the use of simple devices used in texts, e.g. print
size, colour.
CONVENTIONS PROCESSES AND STRATEGIES
● Experiments with words drawn from a variety of ● Draws upon semantic, graphophonic and syntactic
sources, e.g. literature, media, oral language of knowledge when writing, e.g. text organisation, word
peers. order.
● Spells and uses a small bank of known words ● Uses a small range of strategies throughout the writing
correctly. process, e.g. self-questioning.
● Knows all letters by name and their common ● Uses a small range of strategies to spell unknown words,
sounds. e.g. chunking, sounding out.
● Knows simple letter patterns and the sounds they ● Talks or draws as a means of planning before writing.
represent, e.g. sh, ch, ee. ● Begins to proofread and edit own writing when directed,
● Writes simple sentences using correct punctuation. e.g. deleting words, adding punctuation.
● Creates a published text that is beginning to reflect the
intended purpose.
RIS Grade 4 Curriculum Guide 2018-2019
23Overview of Writing Phase 4: Transitional
GLOBAL STATEMENT
Transitional writers show increasing control over the conventions of writing such as punctuation, spelling and text
organisation. They consider audience and purpose when selecting ideas and information to be included in texts. They
compose a range of texts, including explanations, narratives, brochures and electronic presentations. Writing shows
evidence of a bank of known words that are spelt correctly. Transitional writers are moving away from a heavy reliance on
sounding out and are beginning to integrate visual and meaning-based strategies to spell unknown words.
CONCEPTUAL UNDERSTANDINGS
● Writing and thinking work together to enable us to express ideas and convey meaning.
● Asking questions of ourselves and others helps to make our writing more focused and purposeful.
● The way we structure and organize our writing helps others to understand and appreciate it.
● Rereading and editing our own writing enables us to express what we want to say more clearly.
USE OF TEXTS CONTEXTUAL UNDERSTANDING
● Composes a range of texts but may not fully ● Explains the purpose and audience of a range of text
control all elements. forms.
● Composes texts by finding, recording and ● Selects ideas to include in own text to suit purpose and
organising information appropriate to purpose. audience.
● Discusses alternatives about how to represent
characters and events when composing literary texts.
● Discusses alternatives about how to represent people
and ideas when composing informational texts.
● Experiments with the use of devices, e.g. repetition of
words or phrases.
CONVENTIONS PROCESSES AND STRATEGIES
● Varies vocabulary to add interest. ● Draws upon semantic, graphophonic and syntactic
● Spells and uses an increasing bank of known words knowledge when writing
correctly. ● Uses an increasing range of strategies throughout the
● Knows less common letter patterns and the sounds writing process, e.g. determining importance.
they represent, e.g. tion, ph. ● Uses an increasing range of strategies to spell unknown
● Writes a variety of simple and compound words, e.g. using visual memory.
sentences using correct punctuation. ● Begins to organise ideas before writing, e.g.
● Groups related information sometimes without brainstorming, drawing, jotting.
regard for paragraphing conventions. ● Proofreads, edits, and revises own writing when
directed.
● Plans for and creates a published text that reflects the
intended purpose and needs of the audience.
RIS Grade 4 Curriculum Guide 2018-2019
24Scope and Sequence
ر ي تع ي الم اد العربي
ل ين ل ع م م الحي .ف ل غ لت ي ق ات ك ف ا م هج ال ا الع بي ع ت ف الف تح
لب ع م هي ص ال صل بين ال ا ال سين ال ت ع ب ج عه ،كل ف من أف ا م ت ع يعت
مع م في آ اح ،ف ل غ مت اخ في ج يع ال ا ت ع ع التف ي بعق ي م فتح ع الع لم،
العق ي ااجت عي الع في. تس م في الت
ت ك م هج ال ا الع بي ع تع ي ال ي الع بي اانت ء ال ي من خا ت يف ال غ ل تع ف
اس ال ت ع اإم اتي ب صفه م ت ًع ع بيً مس ً ،ب إض ف ل ال ع ع ال ف هيم ااجت عي
بحب ال ن ال ف ع ه ت ل ال لب ل ف ال ا ن ال لح ب ب ف ال تع م في ب ن مج
الس ا اابت ائي .
حي ل ال تع م، يعت تع ي القيم اأخاقي الح ي كيفي اكتس ب م ست لت ح أس
ع احت ا ،تح ب ء ش ي مت س أخاقيً مت ن س كيً تسع ل م م ت ع
التي ع ال أ تح ل ال س لي من أهم ال اآخ ين التس مح ااعت ا مح س ال ا ال
ا الق ع ال ض الق ع التح م ب ل فس ،تق تق ع ي ه ال هج ،ب إض ف ل غ
ال ت ح ت ال ت ع ااستف من الف ال س ب لت في الع ل ،ال ال قت اان
ال يسع ك ،أ في ه ا ال اانفت ع الع لم من م ق اإي ب ن ج ي ًع ب متس
ب يحقق الت ي ال ست ام اأ في ع تع ب ،ك أ ل ل م ع ي أ نتق ل بع
RIS Grade 4 Curriculum Guide 2018-2019
25ي . خ ء ال
ب ن مج ل غ لع بي مح
التع ي .
الم دة الم ررة من زارة التربي
حدا التس ل (.)UOI
ُ
خال تع م ن مع الم دة الم ررة من زارة التربي التع ي فإنن نركز ع الكيف ليس ع الك بمعن أنن
نحرص ع تغطي جميع الم را ال غ ي المت قع تغطيت في كل مرح التي ت هل الط ل لانت ل ل مرح
الت لي مع التصرف في الم دة ب لت دي الت خير.
مـ ـح ــاور مهـ ـ ــارات اللغـ ـ ـ ــة الع ـ ـ ـ ــربية
الكت ب ال راءة المح دث ااستم ع
النس خ الرس - تعرف الرم ز - ادا المح دث - ادا اإستم ع -
الكت ب من الذاكرة - المكت ب نط التحدث بم ين س - اإنتب ه ل رس ئل -
ال ريب أداء الرم ز - الم السمعي
الكت ب من الذاكرة - المكت ب تمثل تنظي الحديث - ف المسم ع -
البعيدة المعن التعبير عن - تح ي ه
التعبير الكت بي - ف الم ر ء - المش هدا تذ المسم ع -
استراتيجي بن ء - تح ي ه ال حدا ن ده
المكت اإستراتيجي -
ال رائي
تذ الم ر ء -
ن ده
استراتيجي البحث -
المجال والتسلسل للغات
مش ركته التعبير-إنش ء المعن تركيبه المت ي – ت ي المعن الشكل
اإستم ع – التحدث ال غ الش ي
المش هدة – العرض ال غ المرئي
الكت ب ال راءة ال غ المكت ب
RIS Grade 4 Curriculum Guide 2018-2019
26كيف نعلم اللغة؟
التحدث ب -تع ال غ عبر ااستم ع الي
كي ي عم -التع عن ال غ عبر ف
الت مل -التع من خال ال غ عبر استخدام ك دة لاستم ع الت كير المن قش
قين ب -ال ـــف ال ابع ال غ الع بي ل ا م م
ال غ الع بي ال تق )في م في ال ـــف ال ابع (ال ست م يتـــ قع من ال ــ لب ن ــ
الت يئ ال غ ي :
التح ي ( ت اصل ش ). -
التعريف ب لن س :ااس –العمر – الجنسي – ال اي ( قراءة كت ب ). -
الط الم ذ ااعتذار ( ت اصل ش ). -
مراجع الم را ال غ ي اأس سي التي تضمن من ج الصف الث لث. -
م تف يم أن ب س ليب مت ع م اع لف ق م الف ي ،ت ا ال غ ي ال ص ب ل ال ال ق ال سيتم ت
ت ن اا تق ء ب ست ال لب ب لت اصل مع أ لي ء اأم .
ااستم ع
ااستم ع ب نتب ه ل متحدث. -
ااستم ع لتحديد ال دف المغزى. -
ال ظي . ااستج ب ل تس ا الت جي -
الت عل مع م يت ااستم ع إليه من شعر نثر. -
مراع ة آدا ااستم ع. -
التمييز بين الرأ الح ي . -
ااقب ل ع المتحدث إقب اً يدل ع المت بع ااهتم . -
استخاص اأفك ر الرئيس من النص. -
ضع ااستنت ج بن ء ع ت رير ش . -
إصدار اأحك . نظر مخت الم رن بين ج -
تنظي اأفك ر إل أس سي ث ن ي ج نبي . -
ال درة ع اختي ر المع م ذا اأهمي التي تضيف خبرا جديدة. -
تد ين البي ن الم م بغرض ت يي م رة ااستم ع. -
RIS Grade 4 Curriculum Guide 2018-2019
27المح دث
اضح. التحدث بص -
استخدا ال غ العربي في المح دث . -
التعبير ش ي ً عن الص ر أ ال صص المص رة بجمل اضح م يدة. -
التعبير عن حدث أ م قف بجمل ت صي ي ن ًع م . -
التع من اأخط ء التركيبي الصي غي ل جمل عد تكراره . -
احترا اأد ار ،ت بل آراء اآخرين. -
طرح أسئ ُتعبر عم يريده ب ض ح. -
ت ظيف اأنم ط التراكي ال غ ي التي ت تع م ش ًي . -
ت دي عرض درامي م جز ل ص أ مسرحي . -
ً
زمني ب لترتي الذ حدث فيه. ترتي اأفك ر -
ت خيص م ل أ قص قصيرة مع بعض الت جيه ذكر بعض الت صيل. -
التع ي ع الص ر الم اقف مع الت جيه التص ي إن لز اأمر. -
تحديد ج نظر الك ت . -
إدرا عاق السب ب لنتيج . -
التعبير عن اأفك ر في تس سل تت بع دقي ين مع الت ئي اانطا . -
ال راءة
قراءة نص مك ن من ثاث ف را أ أكثر. -
ال راءة الج ري الممث ل معن . -
مراع ة صح ال صل سام ال قف فيم ي رأ. -
ج نظر الك ت . ف -
تحديد المغزى من النص. -
قراءة الشعر المن س لمست اه قراءة معبرة. -
ماحظ اإي ع ال ظي في جم أ عدة جمل. -
ت ضيح مع ني بعض الك م من خال التض د أ الترادف أ التج نس الص تي. -
استخدا بعض مص در المع م ل راءة. -
تحديد عن صر ال ص تت بع اأحداث. -
تذكر الن ط الم م في ال ص مع الت صيل ،التنب ء بم سيحدث. -
الح ئ . ال راءة ب دف البحث الت صل ل مع م -
ت ظيف ال راءة الحرة الي مي لزي دة طاقته بمعدل 4قصص في اأسب ع. -
قراءة مجا اأط ل عن ين الجرائد ل حص ل ع الت صيل المع م . -
RIS Grade 4 Curriculum Guide 2018-2019
28الكت ب ( الخط اإماء)
التعبير عن الص ر بجمل ص ي ت م . -
ت ظيف الم ردا الجديدة في جمل من إنش ئه. -
الت صي ). الح ئ ) – الخ تم ( الرأ تحديد عن صر ال رة :الم دم ( الجم الرئيس ) – المحت ى (المع م -
التخطيط ل عمل الكت بي بطري اأسئ . -
استخدا الرس م التخطيطي الخرائط الت ضيحي ل تخطيط ل كت ب . -
البن ء ع الح ئ المع م . -
كت ب م ض ع يتك ن من ( )100ك م . -
جمع اأفك رمن كت مجا لكت ب قص أ نص قصير. -
كت ب جمل م ة. -
ت ظيف الح س إنش ء ثي بسيط . -
تعرف بعض مص در المع م ( الم س ع ،شبك المع م ،المجا ). -
كت ب أنم ًط كت بي محددة ال دف كت ب إبداعي : -
( البط ق – الرس ئل – الت خيص – ال ص ال صيرة -التع ي ع الص ر الم اقف).
التع ي الكت بي ع الص ر الم اقف بعرض الرأى ج النظر بدق إمائي ع لي . -
اإنش ئي الخبر التن يع بين م في الكت ب . ت ظيف اأس -
كت ب ن ي مخت ل صص. -
ح ئ ح ل م ض ع محدد في م ض ع متعدد ال را . كت ب مع م -
تكثيف الكت ب اإبداعي الحرة الت يل من الكت ب الم ج . -
الدق اإمائي تطبي ال اعد اإمائي . -
ال اعد ال غ ي
-التمييز بين صيغ المذكر الم نث.
-التمييز بين صيغ الم رد المثن الجمع.
داات كي ي استخدام . -التعرف ع بعض أد ا ااست
صي غت ل مذكر الم نث. -التعرف ع اأفع ل اأس سي تمثي
صي غت ل مذكر الم نث. -التعرف ع بعض الص
-حر ف الجر.
-الجم ااسمي .
-أسم ء اإش رة.
-اأس لي اإنش ئي .
-ضم ئر الرفع المن ص .
-حر ف العطف.
-ظرف الزم ن المك ن.
RIS Grade 4 Curriculum Guide 2018-2019
29نظ الت يي في قس الم اد العربي
م هي الت يي في المرح اابتدائي
التركيز ع إكس الطا الم را المع رف الخبرا اأس سي في كل م دة دراسي .
ً
دراسي . ت يي أس لي التدريس التي ت د إل تجسيد ال الح ي ي لمحت ى الم دة
ت يي اأداء الذ يت فيه الت كد من تمكن الط ل من الم رة أ المعرف . العن ي ب لج ن التطبي ي ب عتم د أس
تجن اآث ر الن سييييييي السيييييي بي التي قد يتعرض ل الط ل ارتب ط بتجربته الدراسييييييي مثل:الشييييييع ر ب ل
الخ ف.
غرس الع دا الم اقف اإيج بي في ن س الطا تج ه التع ي .
إيج د الح فز اإيج بي ل نج ح الت د بحيث يك ن الدافع ل تع ي الذه إل المدرس ه الرغب في النج ح ليس
الخ ف من اإخ .
تجني اأط ل اآث ر الن سي الن تج عن التركيز ع التن فس الشع ر ب ن درج أد ا الت ي هي ال دف من
التع ي .
افي محددة عن الصيييييييع ب التي تعترض ابنه إشيييييييرا لي أمر الط ل في الت ي ذل بتز يده بمع م
ط مع نته في التغ ع ي .
مبكرا العمل ع عاج التع مل مع بطري ترب ي صحيح . ً الطا لدى اكتش ف ح ا صع ب التع
أن اع الت يي : -
نظ الت يي ال ص ي: -
ج -اختب ر ن ي الع -اختب ر منتصف الع أ -اختب ر بداي الع
ج -اختب را مستمرة خ ص ب ل حدا الم ررة م را الم دة تتضمن:
-النح -اأس لي ال غ ي -الكت ب -ال راءة ااستم ع -
مشر ع ال حدة
أد ا الت يي : -
-ااختب را الش ي الكت بي -سجل الماحظ -سال الت يي -الساسل المتص -ل ائح التدقي -
النم ذج
-م ف أعم ل الط ل ( م ف اإنج ز ).
ااختب را التشخيصي ( تحديد المست ى): -
يخضع جميع الطا في بداي الع الدراسي اختب ر تحديد المست ى يت إعداد ااختب ر استن ًدا ع م ه مت قع -
من الط ل إنج زه في كل صف دراسي.
** الخر ج عن النمط الت يد ل ت يي ب ستخدا أس لي متن ع حديث كــــ:
حل المشكا – .ت يي م را الت ني الحديث عند ت يي م را ال غ – .استخدا أس ت ظيف الح س -
الت كير الع ي ك لتح يل الت يي -الت يي الذاتي -الت يي عن طري الزماء.
RIS Grade 4 Curriculum Guide 2018-2019
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