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

2017 – 2016الدراسي العام وزارة التربية

للغة االنجليزية العامالتوجيه الفني

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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


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 )



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


* 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


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


* 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.


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.


* Example: Listen to the text , then :

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

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


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.



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 oftentimes using language proficiently in a variety of contexts with slight mistakes and minimal support.

2 Commuinicate sometimes with limited language proficiency in a variety of contexts with some mistakes and little support.

1 Rarely commuinicate using language with minimal proficiency in a variety of contexts with many mistakes and frequent support.

0 Unable to commuinicate using language in a variety of contexts.

* Example: Students are asked to use words and phrases to buy, sell, bargain, order etc. (words related to what can be done in a mall).



A range of attitudes 2.3 Following agreed upon rules for discussions such as using expressions of politeness (please, thank you, would, could and will)

2.3 Use appropriate expressions of politeness in a range of collaborative discussions with diverse partners.

4 Show politeness almost always when participating in collaborative discussions with diverse partners in all situations

3 Show politeness oftentimes when participating in collaborative discussions with diverse partners in all situations.

2 Show politeness sometimes when participating in collaborative discussions with diverse partners in some situations.

1 Rarely Show politeness when participating in collaborative discussions with diverse partners in some situations.

0 Never show politeness when participating in collaborative discussions with diverse partners.

* Example: Students are required to ask for information, request and respond politely, thank, ask for permission to use things, test them or try them on etc. (as if in a mall).



A range of connectios 2.4. Speaking about age appropriate topics such as sports, science and saving energy using their knowledge acquired in other subjects.

2.4 Utilize their knowledge in other subjects (e.g. science) to present information using grade level language.

4 Utilize almost always the knowledge acquired from other subjects proficiently.

3 Utilize oftentimes the knowledge acquired from other subjects with less proficiency.

2 Utilize sometimes the knowledge acquired from other subjects with limited proficiency.

1 Rarely utilize the knowledge acquired from other subjects with minimal proficiency.

0 Unable to utilize the knowledge acquired from other subjects.

Example 4: Each student is asked to talk about a personal experience in a mall he/she visited.

GC 3. Reading and viewing a range of texts by means of different strategies in a variety of contexts.


A range of realities 3.1. Reading to comprehend age appropriate texts on familiar topics for a variety of purposes.

3.1. Mention the overall idea and purpose of different texts (fiction/ nonfiction) on familiar topics.

4 Determine the overall idea and the purpose of a variety of text types precisely.

3 Determine the overall idea and the purpose of a variety of text types accurately with minimal support.

2 Determine the overall idea and the purpose of a variety of text types somewhat accurately with little support.

1 Determine the overall idea and the purposeof a variety of text types with minimal accuracy and frequent support.

0 Unable to determine the overall idea and the purpose of various text types.

Example: Questions are based on the reading text on WB p. 62 (Water). Control-click here to view. Students read and answer the following question(s).

The best title of the text is…………………………………………………………………………………

a. The Human Body

b. A British Chemist

c. The Eighteenth Century

d. The Importance of Pure Water

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


A range of operations 3.2. Reading a variety of grade level texts to determine the theme and the main idea of the text and locating pieces of information

3.2. Determine the theme, the main idea and locate pieces of information in fiction and non-fiction age-appropriate texts.

4 Determine the theme and the main idea precisely and almost always get the information from age appropriate texts.

3 Determine the theme and the main idea accuratly and get the information from age appropriate texts with minimal support.

2 Determine the theme and the main idea somewhat accurately and get the information, from age appropriate text, with little support.

1 Determine the theme and the main ideawith minimal accuracy and get the information, from some age appropriate text, with frequent support.

0 Unable to determine the theme and the main idea and get the information from age appropriate texts.

Example: Questions are based on the reading text on WB p. 62 (Water). Control-click here to view.

Students read and answer the following question(s).

The main idea of paragraph 2 is……………………………………………………………………..

a. the combination of water b. the combination of other liquids c. oxygen is important to survive d. Scientists work hard to discover hydrogen

A range of attitudes 3.3. Willingly engaging in age appropriate reading activities by joining school reading groups and borrowing books from libraries.

3.3. Present their reading activities in a diary or in oral presentations.

4 Participate willingly in all reading activities.

3 Participate in most of the reading activities with minimal encouragement.

2 Participate in some of the reading activities with encouragement.

1 Participate in few reading activities with encouragement.

0 Do not participate in reading activities.

Example:

Students are asked to prepare a presentation about using water wisely.


A range of connections 3.4. Identifying information needed from other subjects to understand age appropriate texts.

3.4. Identify the type of information they need from other subjects to understand the reading materials they work with.

4 State almost always the type of information needed from other subjects to understand the reading texts.

3 State oftentimes the type of information needed from other subjects to underst and the reading texts.

2 State sometimes the type of information needed from other subjects to underst and the reading texts.

1 Rarely state the type of information needed from other subjects to understand the reading texts.

0 Unable to state the type of information needed from other subjects to understand the reading texts.

Example: Students read the text on WB p. 62 (Water) to answer some comprehension questions.

A science teacher is invited into class or students attend a science lab session where an experiment about pure water is carried out.

GC 4. Writing a range of texts adapted to a variety of communicative purposes.


A range of realities 4.1. Writing simple connected sentences to form a paragraph (e-mail, short report) on familiar topics of personal interest with the help of pictures and guide words.

4.1. Write short paragraphs using precise language and specific vocabulary to convey different ideas.

4 Compose short paragraphs to convey different ideas using almost always precise language and appropriate vocabulary based on idea frames.

3 Compose short paragraphs to convey different ideas using oftentimes precise language and appropriate vocabulary based on idea frames with minimal support.

2 Compose short paragraphs to convey different ideas using sometimes precise language and appropriate vocabulary based on idea frames with little support.

1 Compose short paragraphs to convey different ideas rarely using precise language and appropriate vocabulary based on idea frames with frequent support.

0 Unable to compose short paragraphs to convey different ideas based on idea frames.

Example: Students are prompted to write about any topic of interest (Saving energy). Videos/ pictures about saving energy are shown to students. A graphic organizer can be used to brainstorm/elicit words and phrases about saving energy.


A range of operations 4.2. Writing to express personal experiences or events using descriptive details and clear event sequences, correct punctuation and correct spelling strategies

4.2. Produce a legible style of writing to convey ideas clearly and in sequence using proper punctuation and spelling strategies.

4 Write almost always legible and correctly-puncuated and spelled paragraphs to convey clear ideas.

3 Write oftentimes legible and correctly-puncuated and spelled paragraphs to convey clear ideas with minimal support.

2 Write sometimes legible and correctly-puncuated and spelled paragraphs to convey clear ideas with little support.

1 Rarely write legible and correctly-puncuated and spelled paragraphs to convey clear ideas with frequent support.

0 Unable to write legible and correctly-puncuated and spelled paragraphs to convey clear ideas.

Example: same topic as above (saving energy) Students are divided into groups. Each group should write one sentence about saving energy. Then, each group passes their sheet to the next group to add to it and so on. Peer assessment and collaboration are used. The final draft is then captured and projected on the board for discussion and proofing.


A range of attitudes 4.3. Willingly engaging in age appropriate writing activities about familiar topics that present personal ideas and experiences.

4.3. Write journals of 4 - 6 sentences expressing opinions and experiences about familiar topics.

4 Write willingly journals of 4 – 6 sentences to express opinions and experiences.

3 Write journals of 4 – 6 sentences to express opinions and experiences with minimal encouragement.

2 Write journals of 4 – 6 sentences to express opinions and experiences with little encouragement.

1 Write journals of 4 – 6 sentences to express opinions and experiences with frequent encouragement.

0 Do not write journals of 4 – 6 sentences to express opinions and experiences.

Example: Students are asked to write 4-6 sentences on social media platform of their choice (Twitter, Instagram, Facebook etc.) about how they and their families save energy. Peers can comment on/ express likes or even disagree with the writing of their peers.


A range of connections 4.4. Using smart devices in typing or checking writing to maintain aesthetic and neat form using topics related to other school subjects.

4.4. Type or check their writing about different topics using smart devices.

4 Use almost always smart devices to type and check their writing about various topics.

3 Use oftentimes smart devices to type and check their writing about various topics with minimal support.

2 Use sometimes smart devices to type and check their writing about various topics with little support.

1 Rarely use smart devices to type and check their writing about various topics.

0 Unable to use smart devices to type and check their writing about various topics.

Example: Same topic Each student is asked to use a smart device of his choice to type and check his sentences about saving energy.

N.B Choosing the appropriate assessment tool (worksheets, projects, etc.) is left to the discretion of the teacher.