التربية وزارةتعليميةة لمنطقة حولي اللعامدارة ا اه الفني التوجيزيةنجليلغة ا للعام ا الدراسي2016 – 2017 ------------------------------------------------------------------------------------------------------------- ( Grade Two 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. Understanding familiar high frequency words, phrases and instructions when spoken by peers or adults. 1.1. Understand simple words and phrases spoken by others and respond appropriately to simple instructions given by the teacher. 4 Respond correctly to almost all simple words and phrases spoken by others. 3 Respond correctly to most simple words and phrases spoken by others with minimal support. 2 Respond correctly to few simple words and phrases spoken by others with support. 1 Unable to respond to simple words and phrases spoken by others. 0 Not assessed. Example 1: Listen and tick: Assessment tools (Worksheets) Learners are asked to listen to a text then tick ( √ ) or ( × ): Every night ,Sara and her mother go to the bakery. She likes pies. They buy pies and bread. She eats them for breakfast. 1- Sara goes to the bakery in the morning. ( ) 2- Sara eats pies for the breakfast. ( ) Listening Text
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3 Use most of the learned words to describe level topics appropriately with minimal support.
2 Use some of the learned words to describe level topics appropriately with support.
1 Unable to use the learned words to describe level topics appropriately.
0 Not assessed.
Learners will ask and answer questions about a hobby after showing them a short video about colours . Assessment tools ( Oral response ) .
Example 2: 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?
Specific Competences
Curriculum Standards
Level Descriptors
A range of attitudes
2.3. Showing
confidence and respect when
speaking using simple sentences with the teacher
and peers.
2.3. Maintain a
conversation
showing
confidence and
as well as respect
to others using
the appropriate
speech acts
(polite requests,
etc).
4 Use appropriate speech acts almost always
to communicate confidently and show
respect to others.
3 Use appropriate speech acts most of the time to communicate confidently and show respect to others with minimal support.
2 Use appropriate speech acts sometimes to communicate confidently and show respect to others with support.
1 Do not use appropriate speech acts to communicate confidently and show respect to others.
0 Not assessed.
Example 3: 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 )
related to topics learned in other subjects with the help of pictures.
4 Read almost all words and phrases related to topics learned in other subjects with the help of visual clues.
3 Read most of the words and phrases related to topics learned in other subjects with the help of visual clues with minimal support.
2 Read some of the words and phrases related to topics learned in other subjects with the help of visual clues with support.
1 Unable to read words and phrases related to topics learned in other subjects with the help of visual clues.
0 Not assessed.
Example 4: 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 :
1- Maha likes …………..……….. books . a) Science b) Math c) English
2- The mother likes to cook ……………….. a) books b) animals c)cupcakes
3- When does Maha go to the bookshop?
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. Building Correct simple
sentence structure.
4.1. Write simple
meaningful
sentences
with proper
Capitalization
and
punctuation
marks
correctly.
4 Capitalise almost all words and use simple
punctuation marks correctly in writing simple
sentences.
3 Capitalise most of words and use simple punctuation marks correctly in writing simple sentences with minimal support.
2 Capitalise few words and use simple punctuation marks correctly in writing few sentences with support.
1 Unable to Capitalise words and use simple punctuation marks in writing sentences.
0 Not assessed.
Example 1: 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