Grade 5: Informational Communication

Prescribed Learning Outcomes

It is expected that students will:

• extract specific information from various sources to complete authentic tasks by using oral language and visuals

To view the prescribed learning outcomes for Foundations in other grades click on an icon below.

Suggested Instructional Strategies

Information sources should be simple and already familiar to students. Using a new language to work with something familiar will increase their enjoyment and success.

• Have students practise telling time with a model clock. (Using a clock will help students feel comfortable with the numbers 1-12.)
• Use a calendar daily to introduce the days of the week, the months of the year, and important dates in students' lives (e.g., holidays, birthdays, festivals).
• Choose a simple story with limited vocabulary and considerable visual accompaniment, and tell the story in Punjabi. Use the visuals to help students comprehend the story line. To build vocabulary and comprehension, go through the story several times, focussing on the names of characters, specific objects, and so on. As students become familiar with the story, extend the activity by having them:
• dramatize the story
• retell the story using visual prompts
• illustrate the story
• Using visuals that depict a variety of occupations, have students identify the names of the occupations in Punjabi. Ask pairs of students to mime actions related to the occupations and perform them for their classmates. Classmates try to guess the occupation.

Suggested Assessment Strategies

Students demonstrate their abilities to acquire and use information when they have opportunities to work on meaningful tasks using a variety of resources in the classroom and the community. Because students are likely to have limited written and oral Punjabi skills at this level, they will frequently rely on visual and concrete representations to convey what they have learned.

• When students are working with Punjabi resources, note and support their efforts to:
  • apply what they have learned to new situations
  • use visual cues (e.g., illustrations, graphics)
  • make predictions based on what they know about stories and other genres
• As students work with the model clock, look for evidence that they are increasingly confident and accurate in:
  • recognizing the numbers 1-12
  • telling the time orally (to the nearest quarter-hour)
  • positioning the hands of the clock to show a specific time
• Assess students' comprehension of a simple Punjabi story you have read or told them by observing the extent to which they are able to:
  • create a series of illustrations that present key events in sequential order
  • sequence illustrations that other students have created
  • mime the reaction of a character to a particular event in the story
• When students listen to a Punjabi story or work with other information, ask them to select one or more words or phrases that they want to remember and use. Have them show the words through sketches or cartoon bubbles and share them with a partner. Discuss and review the words from time to time.

Recommended Learning Resources

Print Material

• Oxford Picture Dictionary English-Punjabi
• Panjabi Book 1, 2, 3
• Panjabi Made Easy
• A Pictorial Panjabi-English Dictionary
• Punjabi Posters
• Punjabi Rachna
• Star Children's Picture Dictionary

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