What are 3 steps to outline a creative story essay according to Vietnamese Language curriculum? Is outlining a mandatory requirement in grade 5 curriculum in Vietnam?

What are 3 steps to outline a creative story essay according to Vietnamese Language curriculum?

Outlining an essay for creative storytelling is an extremely important step to create a good and standard piece of writing.

Therefore, students can refer to the following 3 steps to outline an essay for creative storytelling in grade 5 Vietnamese Language:

*Note: The information is for reference only./.

What are 3 steps to outline a creative story essay according to Vietnamese Language curriculum? Is outlining a mandatory requirement in grade 5 curriculum in Vietnam?​ (Image from the Internet)

Is outlining a mandatory requirement in grade 5 Vietnamese Language curriculum?

Based on Section V of the General Education Program for Literature, issued along with Circular 32/2018/TT-BGDDT, the mandatory requirements for grade 5 Vietnamese Language curriculum are as follows:

WRITING

WRITING TECHNIQUE

- Know how to capitalize common nouns in special cases to show respect. Know how to write the correct names of people and foreign places.

WRITING PARAGRAPHS, TEXTS

Writing Process

- Know how to write following these steps: determine the writing purpose and content (writing for what, about what); observe and find materials for writing; form the main ideas, outline the essay; write paragraphs, essays; revise (structure, wording, sentence structure, spelling).

- Write clear and coherent paragraphs and texts that reflect the main topic and information; appropriate to the requirements of the type and style; with an introduction, development, and conclusion; sentences and paragraphs linked together.

Writing Practice

- Write a recount of a story heard or read with creative details.

- Write a description of people, scenery using comparisons, personification, and descriptive words to highlight the characteristics of the described subject.

- Write a paragraph expressing the feelings and emotions of oneself about an event, a poem, or a story.

- Write a paragraph explaining why one agrees or disagrees with a meaningful phenomenon or event in life.

- Write a paragraph introducing a character from a book or an animated film watched (appearance, gestures, actions, language).

- Write a report on work, activity programs, using tables and charts.

Thus, according to the regulations above, outlining is one of the mandatory requirements in the writing section of the Vietnamese Language Grade 5 education program.

What are required specific competencies for teaching grade 5 Vietnamese Language to students in Vietnam?

Based on sub-section 2 of Section IV of the General Education Program for Literature, issued along with Circular 32/2018/TT-BGDDT, the specific competencies required when teaching grade 5 Vietnamese Language to students are as follows:

- Language Competency

Read correctly, fluently, and expressively; understand the main content of the text, mainly explicit content; initial understanding of implicit content such as the theme or lesson learned from the text read.

In elementary school, reading requirements include reading technique and reading comprehension skills.

For students in the early grades (Grade 1, Grade 2), focus on both reading correctly at an appropriate speed and understanding simple content of texts.

For students in Grades 3, 4, and 5, focus more on understanding specific content, understanding the theme, and the lesson learned from the text.

From Grade 1 to Grade 3, write correctly in spelling, vocabulary, grammar; write some sentences and short paragraphs; by Grades 4 and 5, initially, write a complete short essay, primarily a narrative, descriptive essay, and simple introduction.

Write texts recounting read stories, witnessed events, participated events, imagined stories by students; describing familiar objects and phenomena; introducing familiar objects and activities close to students' lives.

Write paragraphs expressing students' emotions and thoughts when reading a story, poem, witnessing an event that evokes strong emotions; state opinions on a simple issue in learning and life; write different types of texts like self-reports, messages, invitations, schedules, applications,...; initially know how to write following the process; the essay needs to have three parts (introduction, body, conclusion).

Present ideas and emotions understandably; initially know how to use appropriate gestures and expressions when speaking; retell clearly and coherently a story read or heard; share and exchange feelings, attitudes, thoughts on discussed issues; explain a subject or simple process clearly.

Listen with an appropriate attitude and grasp the main content; recognize the speaker's emotions; know how to respond to what is heard.

- Literary Competency

Distinguish between prose and poetry texts (paragraphs, prose essays, and paragraphs, verses); recognize the content of the text and the writer's attitude and feelings; initially understand the effects of some formal elements of literary texts (words, characters, plots, rhymes, comparisons, personifications).

Know how to imagine, and express with literary features in writing and speaking.

For students in Grades 1 and 2, they must recognize who the text is about, what it is about; recognize characters in stories, rhymes in poems; distinguish between stories and poems.

For students in Grades 3, 4, and 5, thye must know how to read literary texts expressively; retell, summarize the main content of a story, poem; comment on characters, events, and the writer's attitude and feelings in the text; recognize time and place, rhyme, rhythm, beautiful and unique words, images, and the effects of similes and personifications.

Understand the meaning or lesson learned from the text. Write paragraphs and essays that demonstrate feelings and the ability to imagine.

>>> DOWNLOAD the General Education Program for Literature issued along with Circular 32/2018/TT-BGDDT.

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