(Grade Six Formative Assessment) Suggested Grade Six Formative Assessment) Suggested Activities ... 3 Participate oftentimes in mini dialogues ... Groups of students can collaborate

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  • 2017 2016

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    (Grade Six Formative Assessment)

    Suggested Activities

    GC 1. Listening to oral messages by means of different strategies in a variety of contexts for effective comprehension.

    Specific Competences Curriculum Standards Level Descriptors

    A range of realities

    A range of realities

    1.1. Listening to various age appropriate texts to build up an overall comprehension of what they have listened to.

    1.1. Mention the topic and the overall idea of simple informative, short descriptive and narrative texts they listen to and follow simple instructions accordingly.

    4 Determine almost always the theme, the overall idea of a variety of listening texts and follow the instructions correctly.

    3 Determine oftentimes the theme, the overall idea of a variety of listening texts and follow the instructions correctly with minimal support.

    2 Determine sometimes the theme, the overall idea of a variety of listening texts and follow the instructions somehow correctly with little support.

    1 Rarely determine the theme, the overall idea of a variety of listening texts and follow the instructions somehow correctly with frequent support.

    0

    Unable to determine the theme, the overall idea of a variety of listening texts.

    A listening text is played to students to listen to and circle the correct choice: (Script and audio file are attached and embedded into the file). To play the listening double click the icon below, then press open. To view the script, click the following link: Animals

    file:///C:/Users/Abdelrahman/AppData/Downloads/Formative%20Assessment%20for%20Grade%206/animals.doc

  • GC 1. Listening to oral messages by means of different strategies in a variety of contexts for effective comprehension.

    Example: Listen and circle the correct answer:

    The best title of the listening text is

    a. A Safari to Tanzania

    b. An Animal Lover

    c. A Natural Habitat

    d. A Different Lifestyle

    N.B : Assessment should be done for various learning activities with varied criteria of assessing ( criteria of descriptors )

  • GC 1. Listening to oral messages by means of different strategies in a variety of contexts for effective comprehension.

    Specific Competences Curriculum Standards Level Descriptors

    A range of operations 1.2. Using listening strategies such as identifying the main idea, asking relevant questions and making simple predictions when listening to native/ nonnative English speakers.

    1.2 Identify the main idea in a speech, ask relevant questions and make simple predictions about talks they listen to.

    4 Determine the main idea precisely and almost always ask relevant questions and make simple predictions about the listening texts.

    3 Determine the main idea accurately and oftentimes ask relevant questions and make simple predictions about the listening texts with minimal support.

    2 Determine the main idea some how accurately and sometimes ask relevant questions and make simple predictions about the listening texts with little support.

    1 Rarely determine the main idea, ask relevant questions and make simple predictions about the listening texts with frequent support.

    0

    Unable to determine the main idea, ask relevant questions and make simple predictions about the listening texts.

    A listening text is played to students to listen to and circle the correct choice: (Script and audio file are attached and embedded into the file). To play the listening double click the icon below, then press open. To view the script, control-click the following link: Animals

    file:///C:/Users/Abdelrahman/AppData/Downloads/Formative%20Assessment%20for%20Grade%206/animals.doc

  • GC 1. Listening to oral messages by means of different strategies in a variety of contexts for effective comprehension.

    * Example: Listen and circle the correct choice:

    Our children can have a.of seeing animals in the wild.

    a. danger

    b. future

    c. chance

    d. kingdom

  • GC 1. Listening to oral messages by means of different strategies in a variety of contexts for effective comprehension.

    Specific Competences

    Curriculum Standards Level Descriptors

    A range of attitudes 1.3. Following agreed upon rules of discussion such as turn taking, avoiding interruptions, giving supportive listening cues such as (hmm, yes, I see) while listening to different types of texts from different source

    1.3 Respect turn taking rules and use supportive listening cues while listening to others.

    4 Show almost always respect in turn taking and use supportive listening cues while listening to others in almost all situations.

    3 Show oftentimes respect in turn taking and use supportive listening cues while listening to others in most situations with minimal support.

    2 Show sometimes respect in turn taking and use supportive listening cues while listening to others in some situations with little support.

    1 Rarely show respect in turn taking and use supportive listening cues while listening to others in few situations with frequent support.

    0

    Do not show respect in turn taking or use supportive listening cues while listening to others

    A listening text is played to students to listen to and circle the correct choice: (Script and audio file are attached and embedded into the file). To play the listening double click the icon below, then press open. To view the script, control-click the following link: Animals

    * Example: Listen to the text , then :

    ( Retell the story / role-play/ participate in a mini dialogue / dramatize .. )

    N.B: The learners respect in turn taking and the use of listening cues are mainly the focus of assessing process.

    file:///C:/Users/Abdelrahman/AppData/Downloads/Formative%20Assessment%20for%20Grade%206/animals.doc

  • GC 1. Listening to oral messages by means of different strategies in a variety of contexts for effective comprehension.

    Specific Competences

    Curriculum Standards Level Descriptors

    A range of connections 1.4 Listening to simple presentations by native/nonnative English speakers on you tube and other similar websites about different topics related to other school subjects to exchange information.

    1.4 Present and exchange information related to other school subjects based on a presentation they listen to, delivered in English by native/non-native speakers.

    4 Exchange and present almost always information related to other school subjects based on a listened to material.

    3 Exchange and present oftentimes information related to other school subjects based on a listened to material with minimal support

    2 Exchange and present sometimes information related to other school subjects based on a listened to material with little support

    1 Rarely exchange and present information related to other school subjects based on a listened to material.

    0

    Unable to exchange and present information related to other school subjects based on a listened to material.

    A listening text is played to students to listen to and circle the correct choice: (Script and audio file are attached and embedded into the file). To play the listening double click the icon below, then press open. To view the script, control-click the following link: Animals

    * Example: Listen to the text , then :

    ( Retell the story / role-play/ participate in a mini dialogue / dramatize .. )

    file:///Z:/2016-2017/Formative%20Assessment%20for%20Grade%206/animals.doc

  • GC 2. Speaking by using strategies of individual and interactive speech in a variety of communicative contexts.

    Specific Competences Curriculum Standards Level Descriptors

    A range of realities 2.1.Participating in oral interactions in the classroom to exchange information, to direct others, to comment & to have fun.

    2.1 Discuss and exchange information in mini dialogues/group discussion to comment, direct others and have fun.

    4 Participate almost always in mini dialogues/group discussions to comment and direct others with full proficiency.

    3 Participate oftentimes in mini dialogues/group discussions to comment and direct others with less proficiency and minimal support.

    2 Participate sometimes in mini dialogues/group discussions to comment and direct others with limited proficiency and little support.

    1 Rarely participate in mini dialogues/group discussions to comment and direct others with minimal proficiency and frequent support

    0 Unable to participate in mini dialogues/group discussions to comment and direct others.

    Example 1: Choosing a topic for discussion (things you can do in a mall). Groups of students can collaborate to do a project on the topic. Students are asked to discuss and exchange information about different malls in Kuwait.

  • GC 2. Speaking by using strategies of individual and interactive speech in a variety of communicative contexts.

    Specific Competences Curriculum Standards Level Descriptors

    A range of operations 2.2. Conversing about different grade level topics using suitable strategies such as asking for and providing clarification visual clues to help students communicate (pictures, facial expressions and gestures).

    2.2 Use words, phrases and expressions indicative to the topics they deal with in dialogues, discussions and role-plays related to grade level topics.

    4 Communicate almost always using language with full proficiency in a variety of contexts.

    3 Commuinicate oftenti