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ANEPANEP CEIPCEIP

DepartamentoDepartamento dede SegundasSegundas LenguasLenguas yy LenguasLenguas ExtranjerasExtranjeras

ASSESSMENTASSESSMENT

Training Session for English Teachers March 9-13, 2015 Montevideo

??????

WhatWhat amam II supposedsupposed toto assess?assess???? ??? HowHow often?often? ““Old”Old” vsvs “new”“new” schoolsschools –– assessment?assessment?

HowHow often?often???? ??? WhatWhat amam II supposedsupposed toto assess?assess? ““Old”Old” vsvs “new”“new” schoolsschools

““Old”Old” vsvs “new”“new” schoolsschools –– assessment?assessment?II supposedsupposed toto assess?assess? HowHow often?often? WhatWhat strategiesstrategies maymay bebe usedused forfor

WhatWhat strategiesstrategies maymay bebe usedused forfor assessment?assessment?schoolsschools –– assessment?assessment? HowHow amam II supposedsupposed toto registerregister thethe

HowHow amam II supposedsupposed toto registerregister thethe results?results?–– assessment?assessment? WhatWhat strategiesstrategies maymay bebe usedused forfor assessment?assessment?

bebe usedused forfor assessment?assessment? HowHow amam II supposedsupposed toto registerregister thethe results?results?

ASESSMENTASESSMENT VSVS EVALUATIONEVALUATION

ASSESSMENT

EVALUATION

gathering Systematic of and informationinformation purposefulpurposeful and collection ing basis of datadata on an ongo-

InterpretingInterpreting, and reflectingreflecting analyzinganalyzing on the as- sessment purposes ing and data decision-tak- for different

, and reflecting reflecting analyzing analyzing on the as- sessment purposes ing and data decision-tak- for

ASSESSMENTASSESSMENT andand EVALUATIONEVALUATION

Example : If you assess assess a child’s reading comprehension skills in April and again

Example: If you assessassess a child’s reading comprehension

skills in April and again in May, you can evaluateevaluate the

progress he or she has made by comparing the two as-

sessment instances.

again in May, you can evaluate evaluate the progress he or she has made by comparing

WhatWhat typetype ofof activitiesactivities maymay bebe usedused forfor assessment?assessment?

may may be be used used for for assessment? assessment?  OralOral presentations.presentations. 

OralOral presentations.presentations. ScienceScience experiments.experiments. ProjectsProjects (e.g.:(e.g.: poster-making).poster-making). BigBig bookbook writingwriting andand design.design. Games.Games. Etc.Etc.

ANYANY ACTIVITYACTIVITY THATTHAT ISIS USEDUSED FORFOR TEACHINGTEACHING MAYMAY BEBE TRANSFORMEDTRANSFORMED INTOINTO ANAN ASSESSMENTASSESSMENT ACTIVITY.ACTIVITY.

TEACHING TEACHING MAY MAY BE BE TRANSFORMED TRANSFORMED INTO INTO AN AN ASSESSMENT ASSESSMENT ACTIVITY. ACTIVITY.

ProcessProcess ofof StudentStudent EvaluationEvaluation

Process of of Student Student Evaluation Evaluation Preparation Preparation Reflection Reflection Assessment

PreparationPreparation

Student Evaluation Evaluation Preparation Preparation Reflection Reflection Assessment Assessment Evaluation

ReflectionReflection

AssessmentAssessment

Student Evaluation Evaluation Preparation Preparation Reflection Reflection Assessment Assessment Evaluation Evaluation

EvaluationEvaluation

Student Evaluation Evaluation Preparation Preparation Reflection Reflection Assessment Assessment Evaluation Evaluation

CurriculumCurriculum -- whatwhat stustu-- dentsdents willwill learnlearn

AssessmentAssessment -- whatwhat studentsstudents havehave learnedlearned

dentsdents will will learnlearn  Assessment Assessment -- whatwhat studentsstudents have have learnedlearned

NoNo discrepancydiscrepancy betweenbetween what what is is taught taught andand what what is is tested. tested. whatwhat isis taughttaught andand whatwhat isis tested.tested.

YouYou must must assess assess what what you you teach teach – – and and You mustmust assessassess whatwhat youyou teachteach andand whatwhat youyou expectexpect studentsstudents toto learn.learn.

what you you teach teach – – and and what what you you expect expect students

ENGLISHENGLISH TEACHERS:TEACHERS:

ResponsibleResponsible for for the the teaching teaching of: of: Responsible forfor thethe teachingteaching of:of:

LANGUAGELANGUAGE FUNC FUNC - - LANGUAGE FUNCFUNC--

TIONSTIONS (“(“CommunicaCommunica-- tion”)tion”)

SKILLSSKILLS SKILLS

(“Oralidad,(“Oralidad, Lectura, Lectura, Escritura”) Escritura”) (“Oralidad, Lectura,Lectura, Escritura”)Escritura”)

ListeningListening

SpeakingSpeaking

ReadingReading

WritingWriting

Speaking Speaking  Reading Reading  Writing Writing Responsible Responsible for for the the assessment

ResponsibleResponsible for for the the assessment assessment of: of: Responsible forfor thethe assessmentassessment of:of:

LANGUAGELANGUAGE FUNC FUNC - - LANGUAGE FUNCFUNC--

TIONSTIONS (“(“CommunicaCommunica-- tion”)tion”)

SKILLSSKILLS SKILLS

(“Oralidad,(“Oralidad, Lectura, Lectura, Es Es - - critura”) critura”) (“Oralidad, Lectura,Lectura, EsEs-- critura”)critura”)

ListeningListening

SpeakingSpeaking

ReadingReading

WritingWriting

critura”) critura”)  Listening Listening  Speaking Speaking  Reading Reading  Writing Writing
YOUYOU MUSTMUST ASSESS:ASSESS: FOREIGNFOREIGN LANGUAGELANGUAGE INSTRUCTION:INSTRUCTION: abilabil-- ityity toto useuse
YOUYOU MUSTMUST ASSESS:ASSESS:
FOREIGNFOREIGN LANGUAGELANGUAGE INSTRUCTION:INSTRUCTION: abilabil--
ityity toto useuse languagelanguage effectivelyeffectively toto attainattain
communicativecommunicative goalsgoals
ityity toto useuse languagelanguage effectivelyeffectively toto attainattain communicativecommunicative goalsgoals

FROMFROM WHEREWHERE SHOULDSHOULD ASSESSMENTASSESSMENT ACTIVITIESACTIVITIES ARISE?ARISE?

PLANNING OBJECTIVES Well-crafted objectives = ideas for assessment :  What What will will I

OBJECTIVES

Well-crafted objectives = ideas for assessment: :

WhatWhat willwill II teach?teach? WhatWhat willwill thethe SsSs bebe ableable toto dodo byby thethe endend ofof thethe activity?activity? HowHow willwill II knowknow ifif theythey havehave metmet thisthis goal?goal?

OBJECTIVE:OBJECTIVE: ToTo teachteach SsSs howhow toto describedescribe characcharac-- tersters fromfrom aa story.story.

Ss’Ss’ knowledgeknowledge changes changes:: changeschanges::

SsSs undergoundergo differentdifferent stagesstages ofof interlanguageinterlanguage

stagesstages ofof interlanguageinterlanguage InterlanguageInterlanguage featuresfeatures

InterlanguageInterlanguage featuresfeatures (overgeneralization,(overgeneralization, regression,regression, fossilization,fossilization, etc.)etc.)

AsessmentAsessment shouldshould bebe ongoing ongoing (period(period ofof time,time, varietyvariety ofof situations.situations. ongoingongoing (period(period ofof time,time, varietyvariety ofof situations.situations.

AssessmentAssessment shouldshould focusfocus onon processes processes andand products products processesprocesses andand productsproducts

situations.situations. AssessmentAssessment shouldshould focusfocus onon processes processes andand products products
Assessment Assessment provides provides information information about about the the effectiveness effectiveness of

AssessmentAssessment providesprovides informationinformation aboutabout thethe effectivenesseffectiveness ofof instruction.instruction.

IfIf studentsstudents areare notnot learning,learning, teachersteachers mustmust dodo somethingsomething differently;differently; ifif theythey are,are, teachersteachers cancan movemove forward,forward, buildingbuilding onon thisthis knowledgeknowledge base.base.

INFORMATION:INFORMATION: ALLALL STUDENTSSTUDENTS (NOT(NOT JUSTJUST VOVO-- LUNTEERS)LUNTEERS)

EVIDENCEEVIDENCE FORFOR INSTRUCTIONALINSTRUCTIONAL DECISIONSDECISIONS (RETEACHING,(RETEACHING, REPLANNING,REPLANNING,
EVIDENCEEVIDENCE FORFOR INSTRUCTIONALINSTRUCTIONAL DECISIONSDECISIONS (RETEACHING,(RETEACHING, REPLANNING,REPLANNING,

EVIDENCEEVIDENCE FORFOR INSTRUCTIONALINSTRUCTIONAL DECISIONSDECISIONS (RETEACHING,(RETEACHING, REPLANNING,REPLANNING, SUPPLEMENTARYSUPPLEMENTARY ACTIVITIESACTIVITIES // UNITS,UNITS, ETC.)ETC.)

(RETEACHING,(RETEACHING, REPLANNING,REPLANNING, SUPPLEMENTARYSUPPLEMENTARY ACTIVITIESACTIVITIES // UNITS,UNITS, ETC.)ETC.)

AssessmentAssessment should should never never be be used used as as punish punish - - ment shouldshould nevernever bebe usedused asas punishpunish-- mentment

EmphasisEmphasis inin assessmentassessment shouldshould bebe changedchanged fromfrom making making judgments judgments toto gathering gathering information information makingmaking judgmentsjudgments toto gatheringgathering informationinformation

bebe changedchanged fromfrom making making judgments judgments toto gathering gathering information information

CHARACTERISTICSCHARACTERISTICS OFOF EFFECTIVEEFFECTIVE ASSESSMENTASSESSMENT

VALIDITYVALIDITY:: thethe assessmentassessment activityactivity mustmust measuremeasure whatwhat itit isis supposedsupposed toto measuremeasure

 

RELIABILITYRELIABILITY:: AreAre thethe assessmentassessment resultsresults

concon--

sistentsistent enoughenough thatthat theythey willwill bebe similarsimilar ifif areare gatheredgathered underunder differentdifferent circumstances?circumstances?

theythey

PRACTICALITYPRACTICALITY:: AnAn assessmentassessment systemsystem practicalpractical

they they PRACTICALITY PRACTICALITY : : An An assessment assessment system system practical practical mu mu

mumu

TRADITIONALTRADITIONAL ASSESSMENTASSESSMENT

TestsTests measure: measure: Tests measure:measure:

aaptitudeptitude aptitudeptitude

achievement.achievement.ASSESSMENT Tests Tests measure: measure: a aptitudeptitude Criticisms: Criticisms:  focus focus on on information

Criticisms:Criticisms: Criticisms:

focusfocus onon informationinformation recallrecall

providesprovides littlelittle insightinsight intointo thethe wayway learnerslearners thinkthink (what(what thethe SS foundfound challenging)challenging)

doesn’tdoesn’t assessassess abilityability toto applyapply understandingunderstanding toto “real-world”“real-world” problemsproblems

ability to to apply apply understanding understanding to to “real-world” “real-world” problems problems

ALTERNATIVEALTERNATIVE ASSESSMENTASSESSMENT

AnyAny non-traditional non-traditional assessment assessment method method Any non-traditionalnon-traditional assessmentassessment methodmethod

MeasuresMeasures performance performance throughthrough real-worldreal-world andand requiresrequires skillskill integrationintegration performanceperformance throughthrough real-worldreal-world andand requiresrequires skillskill integrationintegration

InformationInformation aboutabout productsproducts and and processprocess andand processprocess

CriterionCriterion-referenced-referenced

InformationInformation aboutabout productsproducts and and processprocess Criterion Criterion-referenced-referenced

ExamplesExamples ofof schoolschool ACTIVITIESACTIVITIES thatthat maymay bebe includedincluded inin alal-- ternativeternative assessmentassessment are:are:

ArtArt workwork- - ternative ternative assessment assessment are: are: InventionsInventions NotebooksNotebooks ProblemProblem

InventionsInventionsternative assessment assessment are: are: ArtArt workwork NotebooksNotebooks ProblemProblem solvingsolving

NotebooksNotebooksassessment are: are: ArtArt workwork InventionsInventions ProblemProblem solvingsolving CartoonsCartoons

ProblemProblem solvingsolvingare: ArtArt workwork InventionsInventions NotebooksNotebooks CartoonsCartoons InternetInternet transtrans--

CartoonsCartoonsNotebooksNotebooks ProblemProblem solvingsolving InternetInternet transtrans-- missionsmissions OralOral

InternetInternet transtrans-- missionsmissionsProblemProblem solvingsolving CartoonsCartoons OralOral reportsreports PuppetPuppet showsshows

OralOral reportsreportsInternetInternet transtrans-- missionsmissions PuppetPuppet showsshows CollectionsCollections

PuppetPuppet showsshowstranstrans-- missionsmissions OralOral reportsreports CollectionsCollections JournalsJournals OriginalOriginal

CollectionsCollectionsOralOral reportsreports PuppetPuppet showsshows JournalsJournals OriginalOriginal playsplays StoriesStories

JournalsJournalsPuppetPuppet showsshows CollectionsCollections OriginalOriginal playsplays StoriesStories DancesDances

OriginalOriginal playsplaysshowsshows CollectionsCollections JournalsJournals StoriesStories DancesDances ReadingReading

StoriesStoriesJournalsJournals OriginalOriginal playsplays DancesDances ReadingReading selectionselection

DancesDancesJournalsJournals OriginalOriginal playsplays StoriesStories ReadingReading selectionselection DesignsDesigns andand

ReadingReading selectionselectionOriginalOriginal playsplays StoriesStories DancesDances DesignsDesigns andand drawingsdrawings LettersLetters

DesignsDesigns andand drawingsdrawingsDancesDances ReadingReading selectionselection LettersLetters PantomimesPantomimes RecipesRecipes

LettersLettersselectionselection DesignsDesigns andand drawingsdrawings PantomimesPantomimes RecipesRecipes DocumentaryDocumentary

PantomimesPantomimesDesignsDesigns andand drawingsdrawings LettersLetters RecipesRecipes DocumentaryDocumentary reportsreports

RecipesRecipesandand drawingsdrawings LettersLetters PantomimesPantomimes DocumentaryDocumentary reportsreports MapsMaps

DocumentaryDocumentary reportsreportsLettersLetters PantomimesPantomimes RecipesRecipes MapsMaps Performance,Performance, musicalmusical

MapsMapsRecipesRecipes DocumentaryDocumentary reportsreports Performance,Performance, musicalmusical instrumentinstrument

Performance,Performance, musicalmusical instrumentinstrumentDocumentaryDocumentary reportsreports MapsMaps ScaleScale modelsmodels ExperimentsExperiments ModelModel

ScaleScale modelsmodelsPerformance,Performance, musicalmusical instrumentinstrument ExperimentsExperiments ModelModel constructionconstruction

ExperimentsExperimentsmusicalmusical instrumentinstrument ScaleScale modelsmodels ModelModel constructionconstruction PoetryPoetry

ModelModel constructionconstructionScaleScale modelsmodels ExperimentsExperiments PoetryPoetry recitationsrecitations StoryStory

PoetryPoetry recitationsrecitationsExperimentsExperiments ModelModel constructionconstruction StoryStory illustrationsillustrations MusicalMusical

StoryStory illustrationsillustrationsconstructionconstruction PoetryPoetry recitationsrecitations MusicalMusical compositionscompositions PhotosPhotos

MusicalMusical compositionscompositionsrecitationsrecitations StoryStory illustrationsillustrations PhotosPhotos StoryStory boardsboards GamesGames

PhotosPhotosMusicalMusical compositionscompositions StoryStory boardsboards GamesGames MusicalMusical

StoryStory boardsboardsMusicalMusical compositionscompositions PhotosPhotos GamesGames MusicalMusical scoresscores PlansPlans forfor

GamesGamesPhotosPhotos StoryStory boardsboards MusicalMusical scoresscores PlansPlans forfor

MusicalMusical scoresscoresPhotosPhotos StoryStory boardsboards GamesGames PlansPlans forfor inventionsinventions

PlansPlans forfor inventionsinventionsPhotosPhotos StoryStory boardsboards GamesGames MusicalMusical scoresscores PerformancesPerformances

PerformancesPerformancesPhotosPhotos StoryStory boardsboards GamesGames MusicalMusical scoresscores PlansPlans forfor inventionsinventions

boardsboards GamesGames MusicalMusical scoresscores PlansPlans forfor inventionsinventions PerformancesPerformances

ACTIVITIESACTIVITIES

ACTIVITIES ACTIVITIES HOWHOW AMAM II GOINGGOING TOTO ASSESSASSESS MYMY STUDENTS?STUDENTS? HOWHOW AMAM II GOINGGOING TOTO

HOWHOW AMAM II GOINGGOING TOTO ASSESSASSESS MYMY STUDENTS?STUDENTS?

AMAM II GOINGGOING TOTO ASSESSASSESS MYMY STUDENTS?STUDENTS? HOWHOW AMAM II GOINGGOING TOTO REGISTERREGISTER
AMAM II GOINGGOING TOTO ASSESSASSESS MYMY STUDENTS?STUDENTS? HOWHOW AMAM II GOINGGOING TOTO REGISTERREGISTER

HOWHOW AMAM II GOINGGOING TOTO REGISTERREGISTER ASSEMENTASSEMENT RESULTSRESULTS FORFOR FUTUREFUTURE EVALUATION?EVALUATION?

HOWHOW AMAM II GOINGGOING TOTO REGISTERREGISTER ASSEMENTASSEMENT RESULTSRESULTS FORFOR FUTUREFUTURE EVALUATION?EVALUATION?

REGISTERINGREGISTERING

ALTERNATIVESALTERNATIVES

REGISTERING REGISTERING ALTERNATIVES ALTERNATIVES

METHODSMETHODS OFOF ASSESSMENTASSESSMENT

METHODS METHODS OF OF ASSESSMENT ASSESSMENT MOST MOST USED: USED: Anecdotal Anecdotal records records Systematic

MOSTMOST USED:USED:

METHODS OF OF ASSESSMENT ASSESSMENT MOST MOST USED: USED: Anecdotal Anecdotal records records Systematic Systematic

AnecdotalAnecdotal records records Anecdotal recordsrecords

SystematicSystematic observations observations Systematic observationsobservations

ASSESSMENT MOST MOST USED: USED: Anecdotal Anecdotal records records Systematic Systematic observations observations

CHECKLISTS:CHECKLISTS: WrittenWritten descriptionsdescriptions ofof dimensionsdimensions ofof anan acceptableacceptable performanceperformance // productproduct (presence(presence // abab-- sence)sence)

LooksLooks atat speakerspeaker DemonstratesDemonstrates responsiveresponsive reactionreaction (e.g.,(e.g., nods,nods,
LooksLooks atat speakerspeaker
DemonstratesDemonstrates responsiveresponsive reactionreaction (e.g.,(e.g., nods,nods, smiles)smiles)
AsksAsks questionsquestions andand seeksseeks informationinformation andand clarificationclarification ofof
meaningmeaning
GivesGives specificspecific informationinformation orallyorally
IdentifyIdentify mainmain ideaidea andand supportingsupporting detailsdetails fromfrom authenticauthentic matermater--
ialsials

RUBRICS:RUBRICS: scoringscoring tooltool forfor thethe assessmentassessment ofof studentstudent learninglearning while/afterwhile/after lessonlesson (presence(presence ++ absenceabsence ++ quality)quality)

learning while/after while/after lesson lesson (presence (presence + + absence absence + + quality) quality)

CriteriaCriteria toto remember:remember:

KISSKISS -- K Keepeep i itt s shorthort andand s simpleimple (include(include 44 -- 1515 items;items; useuse KKeepeep iitt sshorthort andand ssimpleimple (include(include 44 -- 1515 items;items; useuse briefbrief statementsstatements oror phrases)phrases)

EachEach rubricrubric itemitem shouldshould focusfocus onon aa different different skill skill differentdifferent skillskill

EvaluateEvaluate onlyonly measurable measurable criteriacriteria measurablemeasurable criteriacriteria

Ideally,Ideally, thethe entire entire rubric rubric shouldshould fitfit onon oneone sheetsheet ofof paperpaper entireentire rubricrubric shouldshould fitfit onon oneone sheetsheet ofof paperpaper

AlwaysAlways reevaluate reevaluate thethe rubricrubric (Did(Did itit work?work? WasWas itit sufficientlysufficiently reevaluatereevaluate thethe rubricrubric (Did(Did itit work?work? WasWas itit sufficientlysufficiently detailed?)detailed?)

reevaluate thethe rubricrubric (Did(Did itit work?work? WasWas itit sufficientlysufficiently detailed?)detailed?)

Terms to use when measuring range/scoring levels

Needs Improvement

Satisfactory

Good

Exemplary

Beginning

Novice

Developing Needs work Apprentice

Accomplished

Good

Excellent

Exemplary

Proficient

Distinguished

Numeric scale (for example, ranging from 1 to 5)

Good Excellent Exemplary Proficient Distinguished Numeric scale (for example, ranging from 1 to 5)

LISTENINGLISTENING ORALORAL UNDERSTANDINGUNDERSTANDING OF:OF:

K5K5 - - commands, commands, simple simple discourse, discourse, songs, songs, stories stories and and K5 -- commands,commands, simplesimple discourse,discourse, songs,songs, storiesstories andand everydayeveryday situationssituations (with(with concreteconcrete support).support).

1st1st G. G. - - routines, routines, simple simple descriptions, descriptions, narratives, narratives, poems. poems. 1st G.G. -- routines,routines, simplesimple descriptions,descriptions, narratives,narratives, poems.poems.

2nd2nd G. G. - - stories, stories, dialogues dialogues (concrete (concrete support), support), descriptions descriptions 2nd G.G. -- stories,stories, dialoguesdialogues (concrete(concrete support),support), descriptionsdescriptions ofof places,places, everydayeveryday situations,situations, tongue-twisters.tongue-twisters.

3rd3rd G. G. - - tales, tales, fables fables (support), (support), cartoons, cartoons, procedures, procedures, 3rd G.G. -- tales,tales, fablesfables (support),(support), cartoons,cartoons, procedures,procedures, recipes.recipes.

4th4th G. G. - - main main ideas, ideas, narration narration of of everyday everyday 4th G.G. -- mainmain ideas,ideas, narrationnarration ofof everydayeveryday situations,situations, historicalhistorical tales,tales, stories'stories' scenery.scenery.

5th5th G. G. - - scientific scientific texts texts (support), (support), news, news, myths myths 5th G.G. -- scientificscientific textstexts (support),(support), news,news, mythsmyths andand legends,legends, filefile cards,cards, narnar-- rativerative ofof personalpersonal historyhistory

6th6th G. G. - - diagrams, diagrams, graphs, graphs, proverbs, proverbs, dialects, dialects, opinions. opinions. 6th G.G. -- diagrams,diagrams, graphs,graphs, proverbs,proverbs, dialects,dialects, opinions.opinions.

SPEAKINGSPEAKING ORALORAL PRODUCTIONPRODUCTION OF:OF:

K5K5 - - simple simple discourse, discourse, songs, songs, stories, stories, identifying identifying objects. objects. K5 -- simplesimple discourse,discourse, songs,songs, stories,stories, identifyingidentifying objects.objects.

1st1st G. G. - - routines, routines, simple simple descriptions, descriptions, narratives. narratives. 1st G.G. -- routines,routines, simplesimple descriptions,descriptions, narratives.narratives.

2nd2nd G. G. - - stories, stories, dialogues dialogues (concrete (concrete support), support), descriptions descriptions 2nd G.G. -- stories,stories, dialoguesdialogues (concrete(concrete support),support), descriptionsdescriptions ofof places,places, everydayeveryday situations,situations, tongue-twisters.tongue-twisters.

3rd3rd G. G. - - cartoons, cartoons, procedures, procedures, recipes. recipes. 3rd G.G. -- cartoons,cartoons, procedures,procedures, recipes.recipes.

4th4th G. G. - - narratives narratives of of everyday everyday situations, situations, songs, songs, 4th G.G. -- narrativesnarratives ofof everydayeveryday situations,situations, songs,songs, stories'stories' scenery.scenery.

5th5th G. G. - - news, news, file file cards, cards, narratives narratives of of 5th G.G. -- news,news, filefile cards,cards, narrativesnarratives ofof personalpersonal historyhistory

6th6th G. G. - - diagrams, diagrams, graphs, graphs, opinions. opinions. 6th G.G. -- diagrams,diagrams, graphs,graphs, opinions.opinions.

READINGREADING

WRITTENWRITTEN UNDERSTANDINGUNDERSTANDING OF:OF:

K5K5 – – names, names, illustrated illustrated stories. stories. K5 names,names, illustratedillustrated stories.stories.

1st1st G. G. – – simple simple stories, stories, simple simple prompts, prompts, poems, poems, 1st G.G. simplesimple stories,stories, simplesimple prompts,prompts, poems,poems, rhymes,rhymes, comiccomic bookbook strips,strips, lists.lists.

2nd2nd G. G. – – simple simple informative informative texts, texts, inferences. inferences. 2nd G.G. simplesimple informativeinformative texts,texts, inferences.inferences.

3rd3rd G. G. – – scientific scientific texts, texts, traditional traditional tales, tales, fables. fables. 3rd G.G. scientificscientific texts,texts, traditionaltraditional tales,tales, fables.fables.

4th4th G. G. – – tales, tales, finding finding info info in in a a 4th G.G. tales,tales, findingfinding infoinfo inin aa paragraph,paragraph, plots,plots, lyrics.lyrics.

5th5th G. G. – – semantic semantic inferences, inferences, news, news, graphical graphical organizers. organizers. 5th G.G. semanticsemantic inferences,inferences, news,news, graphicalgraphical organizers.organizers.

6th6th G. G. – – reading reading for for gist, gist, implicit/explicit implicit/explicit info, info, 6th G.G. readingreading forfor gist,gist, implicit/explicitimplicit/explicit info,info, predictions,predictions, advertising,advertising, biobio-- graphies,graphies, rhetoricalrhetorical questions.questions.

WRITINGWRITING WRITTENWRITTEN PRODUCTIONPRODUCTION OF:OF:

K5K5 – – … … K5

1st1st G. G. – – actions. actions. 1st G.G. actions.actions.

2nd2nd G. G. – – descriptions, descriptions, semantic semantic maps, maps, invitation/greeting invitation/greeting cards. 2nd G.G. descriptions,descriptions, semanticsemantic maps,maps, invitation/greetinginvitation/greeting cards.cards.

3rd3rd G. G. – – file file cards, cards, games games instructions, instructions, recipes. recipes. 3rd G.G. filefile cards,cards, gamesgames instructions,instructions, recipes.recipes.

4th4th G. G. – – file file cards cards (explanations), (explanations), narratives, narratives, schedules. schedules. 4th G.G. filefile cardscards (explanations),(explanations), narratives,narratives, schedules.schedules.

5th5th G. G. – – outlines, outlines, email, email, chat, chat, questionnaires. questionnaires. 5th G.G. outlines,outlines, email,email, chat,chat, questionnaires.questionnaires.

6th6th G. G. – – written written explanations, explanations, opinions, opinions, movies, movies, books, books, 6th G.G. writtenwritten explanations,explanations, opinions,opinions, movies,movies, books,books, videosvideos recommendrecommend-- ations.ations.

COMMUNICATIONCOMMUNICATION

K5

1st GRADE

2nd GRADE

3rd GRADE

4th GRADE

5th GRADE

6th GRADE

Asking permission:

Capitalizing nouns.

Asking questions to clarify understanding.

Communicating ideas us- ing connectors (and, but, because).

Telling about past events.

Describing recent actions and changes.

Describing habits and life- styles ( used to / to be used to …ing).

Could / Can I have

?

Expressing feelings.

Qualifying things.

Locating objects and places.

Expressing obligation.

Describing actions in the past, finding out what happened, explaining how something happened (cause – effect).

Presenting information in a logical sequence.

Arguing (In my opinion, I think, from my point of view, I agree/disagree).

Introducing oneself and others.

Asking about mean- ing, requesting and demanding inform- ation when needed.

Telling about daily routines expressing fre- quency.

Giving directions, describ- ing geographical location.

Describing a historical event giving dates, ex- pressing sequential order.

Describing a procedure.

Persuading (Would you like…?), accepting / refusing an invitation.

Naming objects and characters in context.

Performing and de- scribing actions.

Giving suggestions.

Explaining procedures.

Making future plans (go- ing to).

Giving warnings and ad- vice.

Making requests and asking questions to obtain informa- tion in different contexts.

 

Expressing ability.

Giving and following commands.

Expressing preferences (likes and dislikes, like do- ing).

Making comparisons.

Talking about future in- tentions an predictions (will / won’t).

Obtaining information using different reading strategies, e.g. skimming, scanning, de- tailed reading.

Locating informa- tion by using illus- trations and cap- tions.

Demanding and request- ing.

 

Comparing quality (bet- ter/best, worse/worst) expressing equivalence (… as … as).

Giving opinion based on facts.

 

Making and accepting in- vitations

Reflecting on word formation: compound words, prefixes, suffixes.