وزارة التربية

اإلدارة العامة لمنطقة حولي التعليمية

للغة االنجليزية التوجيه الفني

2017 – 2016الدراسي العام

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(( Grade One Formative Assessment))

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

1.1: Listening to and recognizing simple words, phrases, sentences as well as oral instructions heard in everyday life situations.

1.1.Recognize words, phrases, instructions heard from natural sources (e.g. different persons’ speech recorded material)

4 Identify almost all targeted words,

phrases and follow instructions.

3 Identify most targeted words, phrases

and follow instructions with minimal support.

2 Identify few familiar words, phrases

and follow instructions with support.

1 Unable to identify words, phrases or

follow instructions

0

Not assessed

Example 1: Listen and tick using ICT.

Learners are asked to listen to the words then tick the correct picture using Bits Board

app.

Specific Competences

Curriculum Standards

Level Descriptors

1.2.1 Distinguishing initial, medial and end sounds in simple words as well as understanding the meaning of these words while/after listening

1.2.1. Recognize the initial, medial and end sounds of simple words and understand their meaning while/after listening.

4

Identify almost all the initial, medial and end sounds in simple words and define their meaning correctly.

3 Identify most of the initial, medial and end sounds in simple words and define the meaning of most of the words with minimal support.

2

Identify few of the initial, medial and end sounds in

simple words and define the meaning of few words with support.

1 Unable to Identify the initial, medial or end sounds in simple words .

0 Not assessed

Example 2: Listen and circle: Assessment tools (Worksheets)

Learners are asked to listen to words then circle the correct picture:

(kick - cat – books - goat )

( 1 ) ( 2 ) ( 3 ) ( 4 )

Specific Competences

Curriculum Standards

Level Descriptors

A range of operations

1.2.2. Following simple instructions given by the teacher in the classroom

1.2.2. Listen to and follow simple instructions related to classroom routines

4 Respond to almost all instructions

correctly.

3 Respond to most instructions with

minimal support.

2 Respond to some instructions with

support.

1 Unable to respond to instructions.

0 Not assessed.

Example 3: Listen and respond : Assessment tools (Observation)

Learners are asked to listen to a paragraph then raise their hands when they

hear the words ( Horse and dog ) .

Every week, Omar goes to the farm with his father. He likes

riding the black horse. On the farm, he can see a big dog and

a brown cat.

Specific Competences

Curriculum Standards

Level Descriptors

A range of attitudes

1.3. Listening respectfully to the speaker

1.3. Listen attentively and

respond politely to speakers in

different situations

4 Listen attentively and respond almost always using polite expressions.

3 Listen attentively and respond frequently using polite expressions.

2 Listen attentively and respond

occasionally using polite

expressions.

1 Do not listen attentively or respond using polite expressions.

0 Not assessed.

Example 4: Listen to a song then respond to instructions:

Assessment tools (Worksheets)

Learners are asked to listen to a song about Kuwait then colour the word

according to the following instructions:

Colour K , u red.

Colour w white

Colour a green.

Colour i , t black.

Specific Competences

Curriculum Standards

Level Descriptors

A range of connections

1.4. Identifying numbers from 1-20 in a listening text

1.4. Identify numbers from 1 to 20 and reproduce them in digits

4 Identify almost all numbers from 1 - 20 and reproduce them in digits.

3 Identify most of numbers from 1 - 20 and reproduce them in digits with minimal support.

2 Identify few numbers from 1 - 20

and reproduce them in digits with

support.

1 Unable to identify numbers from 1 – 20 or reproduce them in digits.

0 Not assessed.

Example 5: Listen to a song then count and write:

Assessment tools (Worksheets)

Learners are asked to listen to the song of (Old Macdonald had a farm) then

count the animals and write the number.

1-I can see ---------------- cows .

2-I can see ------------- ducks .

3-I can see ------------ sheep

GC2.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. Using simple

words, expressions

and

sentences to express

themselves about

self, family, food

and other items in

short conversations

or individual speech

2.1. Use

appropriate

simple

vocabulary to

indicate/name

classroom

objects, people

and places, food

items and other

things in short

conversations or

individual

speech

4 Use almost all appropriate simple vocabulary to

indicate familiar items in short conversations or

individual speech.

3 Use most of the appropriate simple vocabulary

to indicate familiar items in short conversations

or individual speech with minimal support.

2 Use some of the appropriate simple vocabulary

to indicate familiar items in short conversations

or individual speech with support.

1 Unable to use appropriate simple vocabulary to

indicate familiar items in short conversations or

individual speech.

0 Not assessed

Learners can work together in groups to do a project “ Cut , paste and

colour “ to identify the names of different animals . Each

learner in the group will speak about one animal .

* Example 1:

A Project

Specific Competences

Curriculum Standards

Level Descriptors

A range of operations

2.2. Responding to simple communicative situations in mini dialogues related to every day topics

2.2.Use simple language related

to everyday topics

communicatively in mini dialogues

4 Use almost all simple language related to everyday topics communicatively in mini dialogues.

3 Use most simple language related to everyday topics communicatively in mini dialogues with minimal support.

2 Use few simple language related to everyday topics communicatively in mini dialogues with support

1 Unable to use simple language related to everyday topics communicatively in mini dialogues.

0 Not assessed

Learners are involved in pairs in ask and answer activity about food .

Assessment tools ( Observation). A check list can be used in assessing the

learners

* Example 2:

Ask and answer using the following pictures :

What do you like to eat ? Can I have ------------, please ?

Do you like-------?

Specific Competences

Curriculum Standards

Level Descriptors

A range of attitudes 2.3.Building up positive personal motivation to speak with peers and adults using simple phrases and sentences

2.3. Use simple words to speak clearly with a positive attitude about different simple topics such as oneself, others, family, school and country

4 Speak clearly almost all the time while demonstrating a positive attitude when addressing various topics.

3 Speak clearly most of the time while frequently demonstrating a positive attitude when addressing various topics.

2 Speak somewhat clearly while occasionally demonstrating a positive attitude when addressing various topics.

1 Do not speak with a positive attitude using simple words about different simple topics .

0 Not assessed

Learners speak freely with positive attitude about the Kuwaiti

flag . The teacher may use anecdotal Notes. Assessment tools (Oral

presentation )

* Example 3:

Talk about the picture:

Specific Competences

Curriculum Standards

Level Descriptors

A range of connections 2.4.Using the knowledge and abilities acquired in other subjects when speaking about their family or school

2.4 Respond correctly to

questions about familiar topics

showing knowledge and

abilities acquired from other

subjects

4 Respond correctly to almost all questions about familiar topics showing knowledge and abilities acquired from other subjects.

3 Respond correctly to most questions about familiar topics showing knowledge and abilities acquired from other subjects with minimal support

2 Respond correctly to few questions about familiar topics showing knowledge and abilities acquired from other subjects with support

1 Unable to respond correctly to questions about familiar topics showing knowledge and abilities acquired from other subjects

0 Not assessed

* Example 4:

Learners will answer questions about their favourite sport after showing them a short video about different kind of sports Assessment tools ( Oral response ) . Teachers may use an application on the I pad or the computer to let the students choose their favourite sport then answer some related questions ( ICT tools ) Why do you like ---------- ? What is your favourite football team ? What do you wear when you go to the sports club ?

GC3. Reading and viewing a range of texts by means of different strategies in a variety of contexts

Specific

Competences Curriculum Standards

Level Descriptors

A range of realities 3.1. Reading aloud grade level words and phrases and identifying some of the high frequency words associated to images or symbols

3.1. Read grade level and high frequency words and simple phrases clearly with the help of picture cues and symbols.

4 Read almost all grade level and high frequency words and simple phrases clearly with the help of picture cues and symbols.

3 Read most grade level and high frequency words and most simple phrases clearly with the help of picture cues and symbols with minimal support.

2 Read few grade level and high frequency words and few simple phrases clearly with the help of picture cues and symbols with support.

1 Unable to read grade level high frequency words and simple phrases clearly with the help of picture cues and symbols.

0 Not assessed

Learners are going to read words and match them with the suitable picture . ( Observation ,the teacher can use a tracking sheet ) * Example 1: Read and find the matching picture : ( Flip Book )

Specific Competences

Curriculum Standards

Level Descriptors

A range of operations 3.2. Reading and viewing illustrations, pictures and signs in order to recognize common and unique characteristics of different written and visual materials

3.2. Read illustrations, pictures, signs and words in written and visual materials.

4 Read almost all illustrations, pictures, signs and words in written and visual materials.

3 Read most illustrations, pictures, signs and words in written and visual materials with minimal support.

2 Read few illustrations, pictures, signs and words in written and visual materials with support

1 Unable to read illustrations, pictures, signs and words in written and visual materials.

0 Not assessed

* Example 2: ( Match it up game )

Learners are going to Play a game to read some rhyming CVC. words . Assessment tools ( Games and portfolios )

:

Specific Competences

Curriculum Standards

Level Descriptors

A range of attitudes 3.3. Handling books respectfully and appropriately

3.3. Handle books appropriately holding them right-side-up and turning pages one at a time from front to back

4 Handle books appropriately by almost always holding them right-side-up and turning pages one at a time from front to back.

3 Handle books appropriately by frequently holding them right-side-up and turning pages one at a time from front to back.

2 Handle books appropriately by occasionally holding them right-side-up and turning pages one at a time from front to back.

1

Does not handle books appropriately.

0 Not assessed

Learners are asked to read words from left to right. Assessment tools ( Worksheets ).

Example 3: Trace the rhyming words in the following maze :

Specific Competences

Curriculum Standards

Level Descriptors

A range of connections 3.4. Reading English letters, frequent words, and Arabic digits they come across in familiar contexts

3.4. Read letters, numbers in digits from 1-20,and grade level words

4 Read almost all letters, numbers in digits from 1-20,and grade level words

3 Read most letters, numbers in digits from 1-20,and grade level words with minimal support

2 Read few letters, numbers in digits from 1-20,and grade level words with support

1 Unable to read letters, numbers in digits from 1-20, or grade level words

0 Not assessed

Learners are asked to read numbers from 1 to 20 . Assessment tools ( A game )

Example 4: Match the dots with the correct number ( Group work )

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

Specific Competences

Curriculum Standards

Level Descriptors

A range of realities 4.1. Writing simple words and using drawings to indicate objects or feelings

4.1. Write letters/simple words and use drawings related to topics/themes learned in school to indicate objects or feelings

4 Write almost all letters/simple words and use drawings related to topics/themes learned in school to indicate objects or feelings

3 Write most letters/simple words and use drawings related to topics/themes learned in school to indicate objects or feelings with minimal support..

2 Write few letters/simple words and use few drawings related to topics/themes learned in school to indicate objects or feelings with support..

1 Unable to write letters/simple words or use drawings related to topics/themes learned in school to indicate objects or feelings.

0 Not assessed

Learners are asked to write words with the help of pictures. Assessment tools ( Worksheets).

Example 1: Build and write the word

Learners are going to copy words and numbers related to classroom objects . Assessment tools ( Worksheets).

Example 2: Copy the words then draw related pictures :

Specific Competences

Curriculum Standards

Level Descriptors

A range of operations 4.2. Staying on topic while Writing words and Drawing pictures related to an assigned topic with the support of the teacher

4.2. Stay on topic while performing writing tasks related to a given topic

4 Stay on topic while performing almost all writing tasks related to a given topic.

3 Stay on topic while performing most writing tasks related to a given topic with minimal support.

2 Stay on topic while performing few writing tasks related to a given topic with support.

1 Unable to stay on topic while performing writing tasks related to a given topic.

0 Not assessed

2 pens

6 rulers

Example 3: Learners are asked to colour words then use the scissors to cut the words and glue them under the suitable pictures . Assessment tools ( A Project ).

Specific Competences

Curriculum Standards

Level Descriptors

A range of attitudes 4.3. Following a simple written pattern and handling project tools neatly with teacher’s support and guidance

4.3. Follow a simple written pattern and Handle project tools neatly and in an organized manner on their own ( pencils , papers, colours, glue, plastic scissors, pictures)

4 Almost always follow a simple written pattern and handle project tools neatly and in an organised manner on their own.

3 frequently Follow a simple written pattern and handle project tools neatly and in an organized manner on their own.

2 occasionally Follow a simple written pattern and handle project tools neatly and in an organized manner on their own

1 Do not follow a simple written pattern or handle project tools neatly or in an organized manner on their own.

0 Not assessed

Learners are asked to draw different parts of a body to complete a

shape . Assessment tools ( Observation , peer assessment ).

Example 4: Roll and draw a happy apple :

1 mouth

2 ears

2 eyes

Colour green

1 nose

Prepared by : ELT Supervisor: Woroud Mallouk ( Speaking , reading and writing skills ).

ELT Supervisor : Kholoud Nafei ( Listening Skill )

للغة اإلنجليزية باإلنابة األول الموجه الفني

أ. عبد العزيز قراجة

Specific Competences

Curriculum Standards

Level Descriptors

A range of connections 4.4. Drawing simple objects from nature

4.4. Draw simple figures, images and shapes and label them.

4 Draw almost all simple figures, images and shapes and label them.

3 Draw most simple figures, images and shapes and label them with minimal support.

2 Draw few simple figures, images and shapes and label them with support

1 Unable to draw simple figures, images and shapes or label them.

0 Not assessed