CURRICULUM-BENCHMARKS

Pre-school/Readiness
 
P2.1 Associate print with picture without assistance
Listen to stories, poems, and P2.2non-fiction materials for enjoyment and information
P2.3 Respond appropriately (e.g., recall details from a story or picture with assistance) to a variety of materials read aloud to him/her (e.g., frequently told stories, familiar poems, letters)
P2.4 Understand simple written materials--stories, poems, informational materials (e.g., familiar letters and words, signs, labels) 
Grade 1
 

1.1 Identify letter-sound relationships when reading (e.g., identify the letters of the alphabet, identify short and long vowel sounds and use them to decode words, match sounds to appropriate initial and final blends, read simple words in context that contain diagrams, recognise that words often consist of beginning, middle, and final sounds) 

1.2 Demonstrate understanding that letters represent sounds and that written words convey meaning ( e.g., read short labels, familiar signs; uses phonics to recognize words)

1.3 Use language patterns (e.g., word order) and sound patterns (e.g., rhyme) to identify words and to predict the next word

1.4 Demonstrate understanding of a story by making predictions (e.g., anticipating what might happen next; filling in the next word during collaborative reading, arrange pictures and sentences in the correct order) and relating new information to prior knowledge

1.5 Use pictures and other features of books and written materials (e.g., title, illustrations) to gain meaning from the printed text

1.6 Understand concepts about print (e.g., hold a book right side up, understand that print carries message, turn pages from front to back of the book, recognise where print begins on a page, that words have spaces between them, that words are spelled with upper - and lowercase letters and know how to turn to front middle or end of book)

1.7 Respond to literature through writing poetry, singing, dramatizing, choral speaking and drawing (e.g., identify stories written by a few Bahamian authors, identify and explore favorite authors, illustrators, and titles)

1.8 Follow predictable book patterns to create their own stories by making connections between their own experiences and those of storybook characters

1.9 Monitor their own reading by correcting miscues and re-reading

1.10 Read aloud familiar stories, poems, and passages with attention to rhythm, flow, and meter

 

Grade 2
 

2.1 Read a variety of simple written materials (e.g., pattern books on specific themes, stories, chart stories, poems, interactive software) for different purposes (e.g., recall the sequence of events in a story or poem, the main idea and significant details, predict story outcome)

2.2 Read aloud in a way that communicates the meaning

2.3 Read independently, using reading strategies appropriate for this grade level (e.g., classify and categorise pictures, words and concepts, use context clues to gain meaning of unknown words, arrange pictures and the events of stories, in order, locate details that recall specific information from a selection, identify the main idea of a familiar story, identify information presented in a story to draw conclusions, predict possible outcome of a selection using story characters, determine cause and effect relationships)

2.4 Express clear responses to written materials, relating the ideas in them ( thoughts, feelings, experiences) to their own knowledge and experience

2.5 Demonstrate knowledge of letter-sound relationships when reading (e.g., identify the sounds associated with long/short vowels, identify the sounds associated with consonant blends, identify the sounds associated with consonant diagrams)

2.6 Identify and explore favourite authors, illustrators and titles of children's literature (fairy/folk tales, poetry, and plays), including those by Bahamian authors

2.7 Interpret literature through a variety of activities including writing, art, music, and drama)

2.8 Demonstrate ability to use textbooks as study tools to gain information

Grade 3
 

3.1 Use conventions of written materials to help them understand and use the materials (e.g., use a table of contents, locates words in a children's dictionary/glossary)

3.2 Identify sound-symbol relationships when reading new words (e.g., sounds associated with different levels when decoding words, sounds of diagraphs in oral and written work)

3.3 Demonstrate an understanding of story elements (e.g., locate main idea and supporting details stated or implied in a selection, arrange the events of a story in order:

3.4 Use appropriate reading strategies to clarify meaning of the printed text (e.g., identify cause and effect relationships in a selection, use clues from information presented in a text to draw conclusions, make inferences based on what they have read, make predictions before and/or after reading a selection)

3.5 Explain information gained from non-print media such as film, television, video and radio

3.6 Classify books into fiction and non-fiction

3.7 Read a variety of fiction and non-fiction materials (e.g., chapter books, children's reference books) for different purposes

3.8 Read aloud, speaking clearly and with expression

3.9 Express clear responses to written materials, relating the ideas in them to their own knowledge and experience and to ideas in other materials that they have to read

3.10 Select material that they need from a variety of sources

Grade 4
 

4.1 Integrate phonetic, semantic, syntactic and visuals clues to gain meaning (e.g., identify, read and demonstrate an understanding of key vocbabulary words and concepts encountered while reading) 

4.2 Identify story elements (characters, setting, plot) through discussion and writing

4.3 Read independently, using a variety of reading strategies (e.g., make predictions before, during and after reading, identify the main idea when stated or implied in a selection, identify statements that support the main idea, sequence the events of a story, draw conclusions from information presented in a selection, identify cause and effect relationships in a selection)

4.4 Monitor their own reading as part of the comprehension process (e.g., sets a purpose for reading)

4.5 Use critical thinking skills when participating in small group and whole class discussions about what has been read (e.g., state their own interpretation of a written work, using evidence from the work and from their own knowledge and experience)

4.6 Identify and explore favourite authors, illustrators and titles, including those of Bahamian authors 

4.7 Read a variety of materials such as children's literature, informational selections, magazines, self-written pieces and those of their peers

4.8 Discriminate between pieces of literature (e.g., short novels, myths, biographies, short articles) that are fiction and non-fiction

4.9 Express clear responses to written materials, relating the ideas in them to their own knowledge and experience and to ideas in other materials that they have to read

4.10 Select material that they need from a variety of sources

Grade 5
 

5.1 Demonstrate good oral reading ability (e.g., adjust speed according to purpose and audience)

5.2 Use comprehension strategies to aid in the understanding of various texts (e.g., use context clues to gain meaning  of unknown words, monitor their own reading as part of the comprehension process, use phonetic, semantic, syntactic and visual clues to gain meaning) 

5.3 Identify, read and demonstrate an understanding of vocabulary words and concepts encountered while reading 

5.4 Read a variety of lieracy and informational materials (e.g., novels, short stories, biographies, editorials, tables, schedules) for different purposes (e.g., to gain a deeper understanding of self and others, to locate information)

5.5 Explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience (e.g., identify intended audience, author's purpose, mood, tone etc. for different pieces of literature

Grade 6
 

6.1 Use phonetic and context clues to decode unfamiliar words encountered in reading (e.g., differentiate between words with multiple meanings, interpret given words, phrases, idioms, and identifies word referents)

6.2 Identify the main idea whether stated or implied in various selections

6.3 Evaluate the actions of various characters in the literature 

6.4 Respond to figurative language used in literature

6.5 Develop an appreciation for a variety of cultural vocabularies and dialects

6.6 Demonstrate an understanding of and appreciation for the use of fiction and non-fiction in liteature

6.7 Locate information through the use of standard book features 

6.8 Identify an author's purpose and elements in stories

6.9 Participate in small group and whole class discussions about whaty has been read 

6.10 Read a variety of genre such as plays, poetry, mysteries, adventure stories, realistic fiction, myths, etc. and recognise their form 

6.11 Distinguish between fact and opinion (e.g., identify propoganda techniques used in advertisements, speeches and other forms of communication)

6.12 Relate reading to their own experiences (e.g., make predictions by relating new information to prior knowledge, gain a deeper understanding and appreciation of self and others)

6.13 Interpret literature through a variety of activities including, but not limited to writing, art, music and drama

6.14 Read aloud, showing understanding of the material and awareness of the audience

6.15 Decide on a specific purpose for reading, and select the material that they need from a variety of appropriate sources 

FOR MORE INFORMATION


Jerone and Jevone Williams

Directors of Development

 

Thompson Blvd.

Nassau, Bahamas

242-502-2700 Phone

242-322-8491 Fax

info@bahamaseducation.com

© 2019 Ministry of Education | Disclaimer

 

The Bahamas’ Ministry of Education (Moe) has responsibility for more than 50,000 K-12 students in approximately 170 educational institutions in The Commonwealth of The Bahamas, which are dispersed over 14 districts in the major islands. Our goal is to increase the graduation rate from 50% to 80% by 2030. The MoE aims to create an educational system that is technologically sound and competitive and that develops the strengths of each child, whether academic or otherwise, towards the maximum contribution that he/she is able to make to the national development of The Bahamas.

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