India
Skills available for India class V English curriculum
Objectives are in black and IXL English skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.
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- National Council of Education Research and Training Syllabus: Language Items National Council of Education Research and Training Syllabus: Language Items
- National Council of Education Research and Training Syllabus: Objectives National Council of Education Research and Training Syllabus: Objectives
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Objectives
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GO The general objectives at Level -II are:
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GO.1 to provide print-rich environment to relate oracy with literacy.
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GO.2 to build on learners' readiness for reading and writing.
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GO.3 to promote learners' conceptualisation of printed texts in terms of headings, paragraphs and horizontal lines.
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GO.4 to enrich learners' vocabulary mainly through telling, retelling and reading aloud of stories/ folktales in English.
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GO.5 to use appropriate spoken and written language in meaningful contexts/situations.
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GO.6 to give them an opportunity to listen to sounds/sound techniques and appreciate the rhythm and music of rhymes/sounds.
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GO.7 to enable them to relate words (mainly in poems) with appropriate actions and thereby provide understanding of the language.
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GO.8 to familiarize learners with the basic process of writing.
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ES At the end of this stage learners will be able to do the following:
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ES.1 narrate his/her experiences and incidents
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ES.2 exchange his/her ideas with the peers
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ES.3 carry out a brief conversation involving seeking/giving information
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ES.4 enjoy reading a story, poem, a short write-up, a notice, poster etc
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ES.5 take dictation of simple sentences and to practise copy writing from the blackboard and textbook and to use common punctuation marks
- Is the sentence a statement, question, command or exclamation? (III-KK.1)
- Is it a complete sentence or a fragment? (III-KK.5)
- Is it a complete sentence or a run-on? (III-KK.6)
- Is it a complete sentence, a fragment or a run-on? (III-KK.7)
- Identify plurals, singular possessives and plural possessives (III-LL.9)
- Form the singular or plural possessive (III-LL.10)
- Identify and correct errors with plural and possessive nouns (III-LL.11)
- Pronoun-verb contractions (III-UU.1)
- Contractions with 'not' (III-UU.2)
- Is the sentence declarative, interrogative, imperative or exclamatory? (IV-DD.1)
- Is it a complete sentence or a fragment? (IV-DD.5)
- Is it a complete sentence or a run-on? (IV-DD.6)
- Is it a complete sentence, a fragment or a run-on? (IV-DD.7)
- Identify plurals, singular possessives and plural possessives (IV-EE.11)
- Form the singular or plural possessive (IV-EE.12)
- Identify and correct errors with plural and possessive nouns (IV-EE.13)
- Pronoun-verb contractions (IV-NN.1)
- Contractions with 'not' (IV-NN.2)
- Is the sentence declarative, interrogative, imperative or exclamatory? (V-EE.1)
- Is it a complete sentence or a fragment? (V-EE.4)
- Is it a complete sentence or a run-on? (V-EE.5)
- Is it a complete sentence, a fragment or a run-on? (V-EE.6)
- Identify dependent and independent clauses (V-EE.7)
- Is the sentence simple or compound? (V-EE.8)
- Is the sentence simple, compound or complex? (V-EE.9)
- Identify plurals, singular possessives and plural possessives (V-FF.7)
- Form the singular or plural possessive (V-FF.8)
- Identify and correct errors with plural and possessive nouns (V-FF.9)
- Pronoun-verb contractions (V-NN.1)
- Contractions with 'not' (V-NN.2)
- Commas with direct addresses, introductory words and interjections (V-OO.1)
- Commas with compound and complex sentences (V-OO.2)
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ES.6 write a short description of a person, thing or place – prepare a notice, or write a message for someone
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ES.7 write a short composition based on pictures
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ES.8 take part in group activity, role play and dramatisation
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