وزارة التربية اإلدارة العامة لمنطقة حولي التعليمية التوجيه الفني للغة االنجليزية 7 6 العام الدراسي ------------------------------------------------------------------------------------------------------------- ( Grade Two Formative Assessment) GC. Listening to oral messages by means of different strategies in a variety of contexts for effective comprehension: realities Respond correctly to almost all simple words and phrases spoken by others. Respond correctly to most simple words and phrases spoken by others with minimal support. Respond correctly to few simple words and phrases spoken by others with support. Unable to respond to simple words and phrases spoken by others... Understand.. Understanding simple words familiar high and phrases frequency words, spoken by others phrases and and respond instructions when appropriately to spoken by peers or simple adults. instructions given by the teacher. Example : Listen and tick: Assessment tools (Worksheets) Learners are asked to listen to a text then tick ( ) or ( ): Listening Text Every night,sara and her mother go to the bakery. She likes pies. They buy pies and bread. She eats them for breakfast. - Sara goes to the bakery in the morning. ( ) - Sara eats pies for the breakfast. ( )
operations... Distinguishing words in phrases and simple sentences by focusing attention while and after lisening.... Recognize words in phrases and simple sentences by focusing attention while and after listening. Recognize almost all words in phrases and simple sentences. Recognize most of the words in phrases and simple sentences with minimal support. Recognize few words in phrases and simple sentences with support. Unable to recognize words in phrases and simple sentences. Not assessed. Example : Listen and circle : Assessment tools (Observation) Learners are asked to listen to sentences then circle the correct picture: ( ) ( ) ( ) ( ) - I buy cakes and bread. - Nora likes reading books For teachers
... Listening to and understanding spoken or recorded instructions formulated in simple words, phrases or sentences.... Listening to and reacting correctly to spoken or recorded instructions formulated in simple words, phrases or sentences. Listen and react correctly to almost all spoken or recorded instructions. Listen and react correctly to most of spoken or recorded instructions with minimal support. Listen and react correctly to few of the spoken or recorded instructions with support. Unable to listen and react to spoken or recorded instructions. Not assessed. Example : Listen and respond to instructions in pairs: Assessment tools (Observation) eat sing jump run swim walk
attitudes.. Listening respectfully to others and observe turn taking when they talk... Listen to and show respect to others when communicating and conversing. Listen and almost always use appropriate body language and respond politely. Listen and mostly use appropriate body language and respond politely. Listen and rarely use appropriate body language and respond politely. Do not use appropriate body language and respond politely. Not assessed. Example : Listen and choose pictures about Kuwait: tools (A project) Assessment Learners are asked to listen to a recorded material then stick pictures about Kuwait in the past. For teachers well, telephone, dhow, fishing television
connections.. Identifying Arabic words related to Islam in listened text... Identify Arabic words, related to Islam when listening to different sources with teacher's guidance. Identify almost all the Arabic words related to Islam. Identify most of the Arabic words related to Islam with minimal support. Identify few of the Arabic words related to Islam with support. Unable to identify the Arabic words related to Islam. Not assessed. Example : Listen and pick up the correct picture from the box: Assessment tools (A game) Learners are asked to listen to the description of an item or an action then pick up the card from the box that matches the description. - All Muslims go there. It is in Mecca. (Al-Kaaba ) - It is the month when Muslims do not eat or drink till sunset. (Ramadan)
GC. Speaking by using strategies of individual and interactive speech in a variety of communicative contexts: realities.. Participating in short and simple interactions, in everyday situations, with support from the partner (peer or adults, teacher or others) responding orally to questions and greetings... Express themselves orally when talking to others initiating and responding to simple clear statements in simple familiar topics: "going shopping, going to school, going to the zoo etc. Express oneself orally in English and respond properly almost always when talking to others in simple familiar topics. Express oneself orally in English and respond properly most of the time when talking to others in simple familiar topics with minimal support. Express oneself orally in English and respond properly sometimes when talking to others in simple familiar topics with support. Unable to express oneself orally in English and respond properly when talking to others in simple familiar topics. Example : Learners are asked to talk freely as if they are going shopping with their Mum / going to the zoo. They may look at some pictures to help. Assessment tools (Oral presentation / Check list )
operations.. Responding to simple communicative situations in mini dialogues, describing grade level topics... Use words learned to describe grade level topics in a communicative situation. Use almost all learned words to describe level topics appropriately. Use most of the learned words to describe level topics appropriately with minimal support. Use some of the learned words to describe level topics appropriately with support. Unable to use the learned words to describe level topics appropriately. Learners will ask and answer questions about a hobby after showing them a short video about colours. Assessment tools ( Oral response ). Example : Ask and answer using the following pictures : What are they doing? What did the ( boy / girl ) paint? What colour is the ( car / skirt)? Do you like painting? What do you paint?
Use appropriate speech acts almost always to communicate confidently and show respect to others. Use appropriate speech acts most of the time to communicate confidently and show respect to others with minimal support. Use appropriate speech acts sometimes to communicate confidently and show respect to others with support. Do not use appropriate speech acts to communicate confidently and show respect to others. attitudes.. Showing confidence and respect when speaking using simple sentences with the teacher and peers... Maintain a conversation showing confidence and as well as respect to others using the appropriate speech acts (polite requests, etc). Example : Learners look at a picture of one of the places, then use simple sentences to talk with other learners in their group. They can talk about their own experiences in some places. Assessment tools ( Think, pair and share )
connections.. Using their knowledge and.. Use drawings, abilities acquired maps and words to present their in other subjects town/region. for presenting their native place/region. Use almost always illustrations to describe their country. Use most of the time illustrations to describe their country with minimal support. Use sometimes illustrations to describe their country with support. Unable to use illustrations to describe their country. Not assessed. Example : Learners can work together in groups to do a project Cut, colour and paste on a stick. Learners identify the names of different zoo animals. Each learner in the group can describe one animal while the others guess. A Project: Zoo animal stick puppets project - It has got four legs and a long nose. It is very big. It is black and white. It eats grass. It likes to eat bananas and climb trees. It has a long tail. It is the king of the zoo and eats meat. It is very tall and has a long neck.it lives in the zoo.
GC. Reading and viewing a range of texts by means of different strategies in a variety of contexts: Read aloud almost all age-appropriate texts using correct intonation and identify high frequency words. Read aloud most of the age-appropriate texts using correct intonation and identify high frequency words with minimal support. Read aloud some of the age-appropriate texts using correct intonation and identify high frequency words with support. Unable to read aloud age-appropriate texts using correct intonation and identify high frequency words. realities.. Reading simple sentences aloud using correct intonation and identifying high frequency words associated to images or symbols... Read aloud simple sentences and texts appropriate to their age identifying high frequency words associated with images and using correct intonation. Example : Learners are asked to read and match correct sentences to pictures. Assessment tools ( Worksheets ) : Read and match the correct sentence with the picture: The monkey is climbing a tree. The falcon is flying. The tiger is sleeping. The rabbit is running fast.
operations.. Reading words, phrases and short sentences by associating letters and sounds, recognizing words that begin with similar sounds... Reading words, phrases and short sentences by associating letters and sounds in words with one syllable; discriminate words that begin with similar problematic sounds such as: b/p - f/v t/d m/n. Read almost all learned words / phrases / sentences and discriminate initial problematic sounds correctly. Read most of learned words / phrases / sentences and discriminate initial problematic sounds correctly with minimal support. Read some of learned words / phrases / sentences and discriminate initial problematic sounds correctly with support. Unable to read the learned words / phrases / sentences and discriminate initial problematic sounds. Example a- Teachers may use an application on I Pad where learners get the chance to play and choose the rhyming words or words with the same sound.( ICT Tools ) ( ABC Phonics Rhyming app ; Finding and matching rhyming words ) b- Learners are asked to read and categorize some rhyming words with the same correct sound. Assessment tools ( Observation ) : Group the rhyming words with /oo/ phonics : (sheep - book- green - good look sleep - cook- teeth)
attitudes.. Show.. Showing curtsey and positive attitude positive attitudes towards reading to others while and respecting reading simple turn taking when texts by reading with peers. respecting turn taking with minimum interruptions. Show respect and positive attitude almost always to others while reading simple texts. Show respect and positive attitude most of the time to others while reading simple texts with minimal guidance. Show respect and positive attitude sometimes to others while reading simple texts with guidance. Do not show respect and positive attitude to others while reading simple texts. Learners are asked to identify pictures then miming the Example :words then read the sentences related to these pictures. Assessment tools ( A game ) Read the sentence that goes with the mimed word :.... 5. 6. 7. 8. I like my country Kuwait. I can read a book at the library. I can buy a book at the bookshop. I can buy an apple pie at the bakery. I have a science lab at school. I like math and can count by tens. My favourite colour is brown. I like watching the monkeys climbing the tree.
Read almost all words and phrases related to topics learned in other subjects with the help of visual clues. Read most of the words and phrases related to topics learned in other subjects with the help of visual clues with minimal support. Read some of the words and phrases related to topics learned in other subjects with the help of visual clues with support. Unable to read words and phrases related to topics learned in other subjects with the help of visual clues. connections.. Reading familiar English words and associating them to images, based on their knowledge from other subjects... Read words and phrases related to topics learned in other subjects with the help of pictures. Example : Learners are asked to read a pictorial reading comprehension passage, then answer some MCQ questions and one WH question. Assessment tools ( Worksheets ) Maha likes reading. Her favourite subject is Science. Every Friday,she goes to the bookshop with her mother. She buys good scientific books. Her mother buys books about cupcakes cooking. Choose the right answer from a, b or c : - Maha likes.... books. a) Science b) Math - The mother likes to cook.. a) books b) animals - When does Maha go to the bookshop? c) English c)cupcakes
GC. Writing a range of texts adapted to a variety of communicative purposes: realities.. Building Correct simple sentence structure... Write simple meaningful sentences with proper Capitalization and punctuation marks correctly. Capitalise almost all words and use simple punctuation marks correctly in writing simple sentences. Capitalise most of words and use simple punctuation marks correctly in writing simple sentences with minimal support. Capitalise few words and use simple punctuation marks correctly in writing few sentences with support. Unable to Capitalise words and use simple punctuation marks in writing sentences. Example : a-teachers may use an application on I Pad where learners can practise re-ordering sentences. ( ICT Tools ) b- Learners are asked to re-order words to form meaningful sentences, using the proper capitalization and punctuation marks correctly. They have to match the sentences with the suitable picture and change the papers with classmates to check ( Peer assessment). Reorder words to form meaningful sentences: - helps My Mum - neighbours her - jam - buy at the supermarket I - is and giraffe The - brown yellow
Follow penmanship rules to write almost all simple sentences by using basic punctuation marks accurately. Follow penmanship rules to write most of simple sentences by using basic punctuation marks with minimal support. Follow penmanship rules to write few simple sentences by using basic punctuation marks with support. Unable to follow penmanship rules to write simple sentences. operations.. Writing from left to right using basic punctuation marks correctly... Write simple sentences between four lines using basic punctuation marks Example : Learners are asked to re-write sentences with the correct capitalization and punctuation marks. Assessment tools ( Written Task / Portfolio ) Copy and Punctuate these sentences : - sara goes to the gym - i read at the library - where do you live
Write almost all upper and lower case letters and simple sentences neatly and legibly. Write most of upper and lower case letters and simple sentences neatly and legibly with minimal support. Write a few upper and lower case letters and simple sentences neatly and legibly with support. Do not write upper and lower case letters and simple words. attitudes.. Writing from left to right neatly... Write sentences neatly and legibly. Example : Teachers can use the Venn Diagram to encourage learners to write down what these two tables have of food items in common and what they differ from one another. ( Observation / Game )
connections.. Completing a picture on a grade related topic and labeling it... Complete pictures on a specific topic and use words to label it. Label pictures using almost all English words and sentences correctly. Label pictures using most of English words and sentences correctly with minimal support. Label pictures using few English words and sentences correctly with support. Unable to label pictures. Not assessed. Example : Learners are asked to complete the missing words in a picture, they can label the words individually, then check the answers. ( Self-assessment ) Complete and write the missing words in the picture: Check your answers Prepared by : ELT Supervisor Eman Ashour ( Speaking, reading and writing skills ) ELT Supervisor : Kholoud Nafei ( Listening Skill ) الموجه الفني األول للغة اإلنجليزية باإلنابة عبد العزيز قراجة. أ