2018 P2 & P4 EL CURRICULUM BRIEFING
|
|
|
- Tobias Curtis
- 5 years ago
- Views:
Transcription
1 2018 P2 & P4 EL CURRICULUM BRIEFING
2 STELLAR MLEA & Writing Cycle Write Connection (Six Traits of Writing) Writer s Notebook (P4) Opera Cable (online) Writing Reading Whole-school Approach to Reading STELLAR NLB & School Library Programmes (Book Buzz and Storytelling) Literature in Action (P2-P4) Scholastic Lit Pro (P3-P4) Little Free Library Weekly Reading Periods (P1-P2) Weekly Library Periods D.E.A.R Book Reviews Holiday Reading Lists Scholastic Book Orders STELLAR Oral Package Oral Buddy (MConline) Book Talk/Book Reviews Show and Tell (P1) Tell & Ask (P2) Reader s Theatre (P3 P5) What s Up extension Speaking & Listening Enrichment/ Others Learning Journeys External Competitions Internal Competitions PERI Holistic Assessment RRP SDR LSP P3 P6 Remedial
3 APPROACH The EL curriculum adopts the Strategies for Teaching English Language Learning and Reading (STELLAR) approach. Through STELLAR, grammar and metalanguage are taught explicitly to pupils. The story in each unit enriches pupils language acquisition and instils in our pupils the love for reading.
4 P2 & P4 EL EXAMINATION FORMAT Component Marks Component Marks Paper 1 Continuous Writing 12 Paper 2 Language Use & Comprehension Vocabulary MCQ STELLAR (5m) Grammar MCQ Baseline (5m) Grammar Cloze (8m, 2 passages) Editing (Spelling and Punctuation) (8m, 2 sections) Word Order (4m) Comprehension (10m) Paper 1 Continuous Writing Paper 2 Language Use & Comprehension Booklet A Vocabulary MCQ (6m) Grammar MCQ (8m) Booklet B Grammar Cloze (8m) Vocabulary Cloze (4m) Sentence Manipulation (4m) Comprehension Open-ended 1 (10m) Comprehension Open-ended 2 (10m) Paper 3 Listening Comprehension 12 Paper 3 Listening Comprehension 14 Paper 4 Oral Reading Aloud Stimulus-Based Conversation 16 Paper 4 Oral Reading Aloud Stimulus-Based Conversation Total 80 Total
5 P2 EL EXAMINATION FORMAT Component Marks Paper 1 Continuous Writing 12 Paper 2 Language Use & Comprehension Vocabulary MCQ STELLAR (5m) Grammar MCQ Baseline (5m) Grammar Cloze (8m, 2 passages) Editing (Spelling and Punctuation) (8m, 2 sections) Word Order (4m) Comprehension (10m) 40 Paper 3 Listening Comprehension 12 Paper 4 Oral Reading Aloud Stimulus-Based Conversation Total 80 16
6 CONTINUOUS WRITING Given Task Picture series with helping words Pupils to write at least 70 words Required Response Continuous prose (narrative or nonnarrative) Address the given pointers in any order and include other relevant points
7 P2 EL EXAMINATION FORMAT Component Marks Paper 1 Continuous Writing 12 Paper 2 Language Use & Comprehension Vocabulary MCQ STELLAR (5m) Grammar MCQ Baseline (5m) Grammar Cloze (8m, 2 passages) Editing (Spelling and Punctuation) (8m, 2 sections) Word Order (4m) Comprehension (10m) 40 Paper 3 Listening Comprehension 12 Paper 4 Oral Reading Aloud Stimulus-Based Conversation Total 80 16
8 GRAMMAR CLOZE Helping words provided Each word to be used ONCE only Subject-verb agreement Underline
9 EDITING FOR SPELLING AND PUNCTUATION 2 sections (Spelling) 4 questions (Punctuation) 4 questions
10 COMPREHENSION 10 marks A variety of questions (True/False, open-ended, MCQ etc.)
11 P2 EL EXAMINATION FORMAT Component Marks Paper 1 Continuous Writing 12 Paper 2 Language Use & Comprehension Vocabulary MCQ STELLAR (5m) Grammar MCQ Baseline (5m) Grammar Cloze (8m, 2 passages) Editing (Spelling and Punctuation) (8m, 2 sections) Word Order (4m) Comprehension (10m) 40 Paper 3 Listening Comprehension 12 Paper 4 Oral Reading Aloud Stimulus-Based Conversation Total 80 16
12 LISTENING COMPREHENSION Part 1: Sound Discrimination (6m) Part 2: Picture Matching (6m)
13 LISTENING COMPREHENSION PART 1: Sound Discrimination
14 LISTENING COMPREHENSION PART 2: PICTURE MATCHING
15 P2 ASSESSMENT Term 1 Term 2 Term 3 Term 4 Running Record Spelling Listening Comprehension Tell-and-Ask Listening Comprehension Language Use & Comprehension Listening Comprehension Oral Writing Language Use & Comprehension 10% 20% 35% 35% (SA2)
16 P4 EL EXAMINATION FORMAT Component Marks Paper 1 Continuous Writing 20 Paper 2 Language Use & Comprehension Booklet A Vocabulary MCQ (6m) Grammar MCQ (8m) Booklet B Grammar Cloze (8m) Vocabulary Cloze (4m) Sentence Manipulation (4m) Comprehension Open-ended 1 (10m) Comprehension Open-ended 2 (10m) Paper 3 Listening Comprehension 14 Paper 4 Oral Reading Aloud Stimulus-Based Conversation Total
17 Given Task Write a composition about the given topic. Based on 1,2 or all of the given visuals. Pointers are provided CONTINUOUS WRITING Required Response Continuous prose (narrative or nonnarrative) Make use of at least 1 out of 3 given visuals in any order Address the given pointers in any order and include other relevant points
18 Content CONTINUOUS WRITING ASSESSMENT CRITERIA -Fully relevant ideas which are highly interesting and thoroughly developed Language and Organisation - Accurate grammatical structures - Correct spelling and punctuation - Wide and appropriate use of vocabulary - Very good sequencing and linking of ideas and facts
19 P4 EL EXAMINATION FORMAT Component Marks Paper 1 Continuous Writing 20 Paper 2 Language Use & Comprehension Booklet A Vocabulary MCQ (6m) Grammar MCQ (8m) Booklet B Grammar Cloze (8m) Vocabulary Cloze (4m) Sentence Manipulation (4m) Comprehension Open-ended 1 (10m) Comprehension Open-ended 2 (10m) Paper 3 Listening Comprehension 14 Paper 4 Oral Reading Aloud Stimulus-Based Conversation Total
20 VOCABULARY CLOZE 2 passages Helping words provided Each word to be used ONCE only
21 SENTENCE MANIPULATION 4 questions Combine the sentences to make one sentence The meaning of the sentence must be the same as the sentences given.
22 COMPREHENSION OPEN-ENDED CHANGES FROM P3 TO P4 Primary 3 Primary 4 16m (2 passages) 20m (2 passages)
23 P4 EL EXAMINATION FORMAT Component Marks Paper 1 Continuous Writing 20 Paper 2 Language Use & Comprehension Booklet A Vocabulary MCQ (6m) Grammar MCQ (8m) Booklet B Grammar Cloze (8m) Vocabulary Cloze (4m) Sentence Manipulation (4m) Comprehension Open-ended 1 (10m) Comprehension Open-ended 2 (10m) Paper 3 Listening Comprehension 14 Paper 4 Oral Reading Aloud Stimulus-Based Conversation Total
24 LISTENING COMPREHENSION Part 1: Picture Matching (6m) Part 2: Note-taking (5m) Part 3: Comprehension (3m)
25 LISTENING COMPREHENSION Examples PART 1: PICTURE MATCHING Questions with graphic options/represent ation
26 LISTENING COMPREHENSION Example PART 2: NOTE-TAKING Fill in each blank with one word or a short phrase
27 LISTENING COMPREHENSION Example PART 3: Comprehension Listen to a passage. Choose the correct answer (MCQ).
28 P2 EL EXAMINATION FORMAT Component Marks Paper 1 Continuous Writing 12 Paper 2 Language Use & Comprehension Vocabulary MCQ STELLAR (5m) Grammar MCQ Baseline (5m) Grammar Cloze (8m, 2 passages) Editing (Spelling and Punctuation) (8m, 2 sections) Word Order (4m) Comprehension (10m) 40 Paper 3 Listening Comprehension 12 Paper 4 Oral Reading Aloud Stimulus-Based Conversation Total 80 16
29 READING ALOUD Criteria Pronunciation & Articulation Rhythm & Fluency Expressiveness Description Good pronunciation Clear articulation of words Appropriate rhythm Well-paced, fluent reading Appropriate variation in pitch and tone to convey information, ideas and feelings
30 STIMULUS-BASED CONVERSATION Criteria Personal Response Clarity of Expression Engagement in Conversation Description Give personal responses to the given topic and they are welldeveloped Express oneself clearly Appropriate vocabulary Accurate grammatical structure Interact very well and introduce ideas
31 STIMULUS-BASED CONVERSATION Stimulus that provides scope for conversation AROPE Strategy Answer Reason Opinion Personal Experience
32 P2 EL EXAMINATION FORMAT Component Marks Paper 1 Continuous Writing 12 Paper 2 Language Use & Comprehension Vocabulary MCQ STELLAR (5m) Grammar MCQ Baseline (5m) Grammar Cloze (8m, 2 passages) Editing (Spelling and Punctuation) (8m, 2 sections) Word Order (4m) Comprehension (10m) 40 Paper 3 Listening Comprehension 12 Paper 4 Oral Reading Aloud Stimulus-Based Conversation Total 80 16
33 STIMULUS-BASED CONVERSATION Stimulus that provides scope for conversation AROPE Strategy Answer Reason Opinion Personal Experience
34 P4 ASSESSMENT Term 1 Term 2 Term 3 Term 4 Listening Comprehension Readers Theatre Individual Writing Term 1 Review Listening Comprehension Oral Paper 1 Writing Paper 2 Language Use & Comprehension Listening Comprehension Readers Theatre Individual Writing Term 3 Review Listening Comprehension Oral Paper 1 Writing Paper 2 Language Use & Comprehension 0% 40% (SA1) 0% 60% (SA2)
35 INVALUABLE PARENTS SUPPORT How can you help to support your child?
36 READING Recommend books (either your own or school reading lists) to your child Set aside time for leisure reading Read a wide genre fiction and non-fiction
37 WRITING Encourage your child to write Transfer what he/she has read into writing Celebrate every little success in writing and motivate them to continue improving. Allow your child space and time to grow as a writer. Teach/encourage your child to proofread the work.
38 WRITING TIPS SHOW AND NOT TELL Tell Jane was angry at her younger brother. Telling the readers what you want them to know Show With a flash of anger in her bulging eyes, Jane stomp her foot and slammed the door behind her. Her brother was left alone and confused in the living room. Using details to let readers picture the story and draw their own conclusions.
39 WRITING TIPS STRONG INTRODUCTIONS An example of a typical story opening written by lower primary pupils Last Sunday, Amy decided to visit the school library. A better way to hook the reader Amy loves reading more than anything else. In fact, she is always seen in the library, sitting crossed-legged on the floor with a book in her hands. Miss Bookworm, as her friends like to call her, decided to visit the school library one day. Describing the character.
40 WRITING TIPS: STRONG INTRODUCTIONS Techniques That Will Hook Your Readers Examples 1. Dialogue Hurry or you ll be late! called my mother from the bottom of the stairs. Today of all days you want to be on time. If I had only know what that day would bring, I would have stayed in bed. 2. A Question Have you ever had a day when you wished you had stayed in bed? As I rushed to catch the bus on what seemed to be a perfectly normal day I had no idea what was ahead of me. 3. Sound Buzz! The sound of my alarm clock droned in my ears as I struggled to come awake. With a start I sat straight up in my bed. This was my big day and I had to be on time. 4. Flashback Amy has learnt her lesson. She wished she had listened to her mother. Lying on the hospital bed, she could only blame herself for the accident.
41 ORAL Take some time each day to speak to your child Ask about his/her day beyond just question and answer. Encourage him/her for more details Get your child to share his/her opinions on anything current affairs, favourite things etc
42 LET S WORK TOGETHER
43
Loughton School s curriculum evening. 28 th February 2017
Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's
What the National Curriculum requires in reading at Y5 and Y6
What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the
Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
Grade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading
Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?
Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
TRAITS OF GOOD WRITING
TRAITS OF GOOD WRITING Each paper was scored on a scale of - on the following traits of good writing: Ideas and Content: Organization: Voice: Word Choice: Sentence Fluency: Conventions: The ideas are clear,
Primary English Curriculum Framework
Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been
Tutoring First-Year Writing Students at UNM
Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students
Teachers Guide Chair Study
Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln
5 th Grade Language Arts Curriculum Map
5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Lower and Upper Secondary
Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7
Student Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
Teaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?
Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has
ENGLISH. Progression Chart YEAR 8
YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with
Facing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
Assessment and Evaluation
Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation
The College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
1. READING ENGAGEMENT 2. ORAL READING FLUENCY
Teacher Observation Guide Busy Helpers Level 30, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
Language Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
The Ontario Curriculum
The Ontario Curriculum GRADE 1 checklist format compiled by: The Canadian Homeschooler using the current Ontario Curriculum Content Introduction... Page 3 Mathematics... Page 4 Language Arts... Page 9
Organizing Comprehensive Literacy Assessment: How to Get Started
Organizing Comprehensive Assessment: How to Get Started September 9 & 16, 2009 Questions to Consider How do you design individualized, comprehensive instruction? How can you determine where to begin instruction?
Grade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
21st Century Community Learning Center
21st Century Community Learning Center Grant Overview This Request for Proposal (RFP) is designed to distribute funds to qualified applicants pursuant to Title IV, Part B, of the Elementary and Secondary
Daily Assessment (All periods)
School Year 04 05 Distribution of marks & types of questions Grade One العام الدراسي: - 04 05 Daily Assessment (All periods) Participation Work sheets Activity Book& homework (segment &blend ) Oral Fluency
5. UPPER INTERMEDIATE
Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional
The Short Essay: Week 6
The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is
Common Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work
Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
Myths, Legends, Fairytales and Novels (Writing a Letter)
Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess
5 Star Writing Persuasive Essay
5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter
Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark
Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that
ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE
NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE Prepared by: Heather Schill, Dena Thomas Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content
MCAS_2017_Gr5_ELA_RID. IV. English Language Arts, Grade 5
IV. English Language Arts, Grade 5 Grade 5 English Language Arts Test The spring 2017 grade 5 English Language Arts test was a next-generation assessment, featuring a new test design and new item types.
Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative
English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop
Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
4 th Grade Reading Language Arts Pacing Guide
TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply
Mercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
172_Primary 4 Comprehension & Vocabulary-7th Pass 07/11/14. Practice. Practice. Study the flyer carefully and then answer questions 1 8.
omprehensi on & Vocabulary Primary Comprehensi abulary Primary Comprehension & Vocabulary Primary Comprehe y Primary Comprehension & Vocabulary Primary Comprehension & Vocabulary Primary Com Comprehension
"Be who you are and say what you feel, because those who mind don't matter and
Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and
CX 105/205/305 Greek Language 2017/18
The University of Warwick Department of Classics and Ancient History CX 105/205/305 Greek Language 2017/18 Module Convenor: Clive Letchford, Room H.2.39 C.A.Letchford@warwick.ac.uk detail from Codex Sinaiticus,
Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7
Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate
Discover how you can build students reading skills with SRA Leveled Readers!
Discover how you can build students reading skills with SRA Leveled Readers! Your comprehensive Leveled Reading Library for Grades 1 8 Including titles for science, social studies, and intervention Interest
Achievement Level Descriptors for American Literature and Composition
Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation
1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.
Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication:
ELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California
ELPAC English Language Proficiency Assessments for California Practice Test Kindergarten Copyright 2017 by the California Department of Education (CDE). All rights reserved. Copying and distributing these
CEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
Oakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
a) analyse sentences, so you know what s going on and how to use that information to help you find the answer.
Tip Sheet I m going to show you how to deal with ten of the most typical aspects of English grammar that are tested on the CAE Use of English paper, part 4. Of course, there are many other grammar points
Topic 3: Roman Religion
Topic 3: Roman Religion Stards: 1. s will be able to identify most of the defining attributes of several aspects of Roman culture. 2. s will be able to explain how the characteristics of one culture are
Unit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None
Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,
Writing the Personal Statement
Writing the Personal Statement For Graduate School Applications ZIA ISOLA, PHD RESEARCH MENTORING INSTITUTE OFFICE OF DIVERSITY, GENOMICS INSTITUTE Overview: The Parts of a Graduate School Application!
CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping
CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11
This publication is also available for download at
Sourced from SATs-Papers.co.uk Crown copyright 2012 STA/12/5595 ISBN 978 1 4459 5227 7 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open
DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4
DRA 2 2006 Correlated to 2007 Connecticut English Language Arts Curriculum Standards Grade 4 GRADE 4: READING Students comprehend and respond in literal, critical and evaluative ways to various texts that
ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading
ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix
Rubric for Scoring English 1 Unit 1, Rhetorical Analysis
FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction
MYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
Text Type Purpose Structure Language Features Article
Page1 Text Types - Purpose, Structure, and Language Features The context, purpose and audience of the text, and whether the text will be spoken or written, will determine the chosen. Levels of, features,
Grade 2 Unit 2 Working Together
Grade 2 Unit 2 Working Together Content Area: Language Arts Course(s): Time Period: Generic Time Period Length: November 13-January 26 Status: Published Stage 1: Desired Results Students will be able to
Abbey Academies Trust. Every Child Matters
Abbey Academies Trust Every Child Matters Amended POLICY For Modern Foreign Languages (MFL) September 2005 September 2014 September 2008 September 2011 Every Child Matters within a loving and caring Christian
National Literacy and Numeracy Framework for years 3/4
1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say
Literacy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2)
Literacy THE KEYS TO SUCCESS Tips for Elementary School Parents (grades K-2) Randi Weingarten president Lorretta Johnson secretary-treasurer Mary Cathryn Ricker executive vice president OUR MISSION The
GENERAL COMPETITION INFORMATION
GENERAL COMPETITION INFORMATION All students wishing to compete at the Educators Rising National Conference must complete 3 required steps: 1 Be a member of Educators Rising with an active profile in the
Unit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4
Unit of Study: Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 TABLE OF CONTENTS PREFACE Overview of Lessons...ii MINI-LESSONS Understanding the Expectations
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS Length of Course: Elective/Required: School: Term Required High Schools Student Eligibility: Grades 9-12 Credit
English Language Arts Missouri Learning Standards Grade-Level Expectations
A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition
Introduction to the Common European Framework (CEF)
Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching
Mock Trial Preparation In-Class Assignment to Prepare Direct and Cross Examination Roles 25 September 2015 DIRECT EXAMINATION
Mock Trial Preparation In-Class Assignment to Prepare Direct and Cross Examination Roles 25 September 2015 DIRECT EXAMINATION To prepare direct examination questions: 1. Determine your theory of the case.
The Multi-genre Research Project
The Multi-genre Research Project [Multi-genre papers] recognize that there are many ways to see the world, many ways to show others what we see. ~Tom Romano, teacher, author, and founder of the multi-genre
Loveland Schools Literacy Framework K-6
Loveland Schools Literacy Framework K-6 Loveland Literacy Framework INTRODUCTION INTRODUCTION The Loveland Literacy Framework has been designed to improve the reading, writing, and language skills of elementary
Candidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.
The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,
Epping Elementary School Plan for Writing Instruction Fourth Grade
Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,
Mini Lesson Ideas for Expository Writing
Mini LessonIdeasforExpositoryWriting Expository WheredoIbegin? (From3 5Writing:FocusingonOrganizationandProgressiontoMoveWriters, ContinuousImprovementConference2016) ManylessonideastakenfromB oxesandbullets,personalandpersuasiveessaysbylucycalkins
Highlighting and Annotation Tips Foundation Lesson
English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader
MERRY CHRISTMAS Level: 5th year of Primary Education Grammar:
Level: 5 th year of Primary Education Grammar: Present Simple Tense. Sentence word order (Present Simple). Imperative forms. Functions: Expressing habits and routines. Describing customs and traditions.
LITERACY ACROSS THE CURRICULUM POLICY
"Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community
Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg
Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg Verbal Behavior-Milestones Assessment & Placement Program Criterion-referenced assessment tool Guides goals and objectives/benchmark
Pearson Longman Keystone Book D 2013
A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
Think A F R I C A when assessing speaking. C.E.F.R. Oral Assessment Criteria. Think A F R I C A - 1 -
C.E.F.R. Oral Assessment Criteria Think A F R I C A - 1 - 1. The extracts in the left hand column are taken from the official descriptors of the CEFR levels. How would you grade them on a scale of low,
LITERACY-6 ESSENTIAL UNIT 1 (E01)
LITERACY-6 ESSENTIAL UNIT 1 (E01) (Foundations of Reading and Writing) Reading: Foundations of Reading Writing: Foundations of Writing (July 2015) Unit Statement: The teacher will use this unit to establish
QLWG Skills for Life Acknowledgements
QLWG Skills for Life Acknowledgements Published by: Quebec Literacy Working Group: Central Québec School Board: Eastern Shores School Board: Eastern Townships School Board: English Montreal School Board:
Implementing the English Language Arts Common Core State Standards
1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from
Curriculum and Assessment Guide (CAG) Elementary California Treasures First Grade
Curriculum and Assessment Guide (CAG) Elementary 2012-2013 California Treasures First Grade 1 2 English Language Arts CORE INSTRUCTIONAL MATERIALS 2012-2013 Grade 1 Macmillan/McGraw-Hill California Treasures
Intensive Writing Class
Intensive Writing Class Student Profile: This class is for students who are committed to improving their writing. It is for students whose writing has been identified as their weakest skill and whose CASAS
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...
COMMUNICATION & NETWORKING. How can I use the phone and to communicate effectively with adults?
1 COMMUNICATION & NETWORKING Phone and E-mail Etiquette The BIG Idea How can I use the phone and e-mail to communicate effectively with adults? AGENDA Approx. 45 minutes I. Warm Up (5 minutes) II. Phone
Introducing the New Iowa Assessments Language Arts Levels 15 17/18
Introducing the New Iowa Assessments Language Arts Levels 15 17/18 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts,
A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher
GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become
Florida Reading Endorsement Alignment Matrix Competency 1
Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending
How to Take Accurate Meeting Minutes
October 2012 How to Take Accurate Meeting Minutes 2011 Administrative Assistant Resource, a division of Lorman Business Center. All Rights Reserved. It is our goal to provide you with great content on
The Common European Framework of Reference for Languages p. 58 to p. 82
The Common European Framework of Reference for Languages p. 58 to p. 82 -- Chapter 4 Language use and language user/learner in 4.1 «Communicative language activities and strategies» -- Oral Production
Summer Plus Reading. Indiana Standards for Language Arts. Grade 3. correlated to
Summer Plus Reading correlated to Indiana Standards for Language Arts Grade 3 SUMMER PLUS READING Pearson Learning Group correlated to STANDARDS FOR INDIANA GRADE 3 LANGUAGE ARTS T R : Teacher Resource
COMMUNICATING EFFECTIVELY WITH YOUR INSTRUCTOR
COMMUNICATING EFFECTIVELY WITH YOUR INSTRUCTOR Presented by: Dr. Lana Myers & Dr. Lori Hughes 1/30/2014 The Write Place, Building G, Room 103 1 PRESENTATION OUTLINE Introduction Email activity Ways to
Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.
Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed. Speaking Standard Language Aspect: Purpose and Context Benchmark S1.1 To exit this
Tears. Measurement - Capacity Make A Rhyme. Draw and Write. Life Science *Sign in. Notebooks OBJ: To introduce capacity, *Pledge of
May 8-12 2017 Crème de la Crème- Haynes Bridge Ms. Jamie Marini Kindergarten Day of the Week Language Arts/ Phonics 10:30am-12pm HWT 9:30-10:00am Math 1:00-1:45pm Science 1:45-2:30pm Unit 8 By the Sea