وزارة التربية

اإلدارة العامة لمنطقة حولي التعليمية

للغة االنجليزية التوجيه الفني

2017 – 2016الدراسي العام

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( 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

Specific Competences

Curriculum Standards

Level Descriptors

A range of operations

1.2.1.

Distinguishing words in phrases

and simple sentences by

focusing attention while and after

lisening.

1.2.1. Recognize words in phrases

and simple sentences by

focusing attention while and after

listening.

4 Recognize almost all words in phrases and simple sentences.

3 Recognize most of the words in phrases and simple sentences with minimal support.

2 Recognize few words in phrases and simple sentences with support.

1 Unable to recognize words in phrases and simple sentences.

0

Not assessed.

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

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

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

For teachers

- I buy cakes and bread.

- Nora likes reading books

Specific Competences

Curriculum Standards

Level Descriptors

1.2.2. Listening to and understanding spoken or recorded

instructions formulated in simple words,

phrases or sentences.

1.2.2. Listening to

and reacting correctly to spoken or recorded

instructions formulated in simple words,

phrases or sentences.

4 Listen and react correctly to almost all spoken or recorded instructions.

3 Listen and react correctly to most of spoken or recorded instructions with minimal support.

2 Listen and react correctly to few of the spoken or recorded instructions with support.

1 Unable to listen and react to spoken or recorded instructions.

0 Not assessed.

Example 3: Listen and respond to instructions in pairs:

Assessment tools (Observation)

eat jump

run swim

sing

walk

Specific Competences

Curriculum Standards

Level Descriptors

A range of attitudes

1.3. Listening respectfully to

others and observe turn taking when

they talk.

1.3. Listen to and show respect to

others when communicating and conversing.

4 Listen and almost always use appropriate body language and respond politely.

3 Listen and mostly use appropriate body language and respond politely.

2 Listen and rarely use appropriate body language and respond politely.

1 Do not use appropriate body language and respond politely.

0 Not assessed.

Example 4: Listen and choose pictures about Kuwait: Assessment

tools (A project)

Learners are asked to listen to a recorded material then stick pictures about

Kuwait in the past.

For teachers

well , telephone, dhow, fishing

television

Specific Competences

Curriculum Standards

Level Descriptors

A range of connections

1.4. Identifying Arabic words

related to Islam in listened text.

1.4. Identify Arabic words, related to

Islam when listening to

different sources with teacher's

guidance.

4 Identify almost all the Arabic words related to Islam.

3 Identify most of the Arabic words related to Islam with minimal support.

2 Identify few of the Arabic words related to Islam with support.

1 Unable to identify the Arabic words related to Islam.

0 Not assessed.

Example 1: Listen and pick up the correct picture from the box:

Assessment tools (A game)

Learners are asked to listen to the description of an item or an action then

pick up the card from the box that matches the description.

1- All Muslims go there . It is in Mecca . (Al-Kaaba )

2- It is the month when Muslims do not eat or drink till sunset. (Ramadan)

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 short and

simple interactions, in

everyday situations, with

support from the partner (peer or

adults, teacher or others)

responding orally to questions and

greetings.

2.1. Express

themselves

orally when

talking to others

initiating and

responding to

simple clear

statements in

simple familiar

topics: "going

shopping”’,

“going to

school”, “going

to the zoo” etc.

4 Express oneself orally in English and respond

properly almost always when talking to others

in simple familiar topics.

3 Express oneself orally in English and respond properly most of the time when talking to others in simple familiar topics with minimal support.

2 Express oneself orally in English and respond properly sometimes when talking to others in simple familiar topics with support.

1 Unable to express oneself orally in English and respond properly when talking to others in simple familiar topics.

0 Not assessed.

Example 1: Learners are asked to talk freely as if they are going shopping

with their Mum / going to the zoo. They may look at some pictures to help.

Assessment tools (Oral presentation / Check list )

Specific Competences

Curriculum Standards

Level Descriptors

A range of

operations

2.2. Responding

to simple

communicative

situations in

mini dialogues,

describing grade

level topics.

2.2. Use words

learned to

describe grade

level topics in a

communicative

situation.

4 Use almost all learned words to describe level

topics appropriately.

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 )

Specific Competences

Curriculum Standards

Level Descriptors

A range of

connections

2.4. Using their knowledge and

abilities acquired in other subjects

for presenting their native

place/region.

2.4. Use drawings,

maps and words to

present their

town/region.

4 Use almost always illustrations to describe

their country.

3 Use most of the time illustrations to describe their country with minimal support.

2 Use sometimes illustrations to describe their country with support.

1 Unable to use illustrations to describe their country.

0 Not assessed.

Example 4: Learners can work together in groups to do a project “ Cut ,

colour and paste on a stick “ . Learners identify the names of different

zoo animals . Each learner in the group can describe one animal while the

others guess .

A Project: Zoo animal stick puppets project

- It has got four legs and a long nose . It is very big.

- It is black and white . It eats grass .

- It likes to eat bananas and climb trees. It has a long tail.

- It is the king of the zoo and eats meat.

- It is very tall and has a long neck .It lives in the zoo.

GC 3. 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 simple sentences

aloud using correct intonation

and identifying high frequency

words associated to images or

symbols.

3.1. Read aloud simple sentences

and texts appropriate to

their age identifying high

frequency words associated with

images and using correct

intonation.

4 Read aloud almost all age-appropriate texts

using correct intonation and identify high

frequency words.

3 Read aloud most of the age-appropriate texts using correct intonation and identify high frequency words with minimal support.

2 Read aloud some of the age-appropriate texts using correct intonation and identify high frequency words with support.

1 Unable to read aloud age-appropriate texts using correct intonation and identify high frequency words.

0 Not assessed.

Example 1: Learners are asked to read and match correct sentences to

pictures . Assessment tools ( Worksheets )

:

Read and match the correct sentence with the picture:

The monkey is climbing a tree .

The falcon is flying .

The tiger is sleeping.

The rabbit is running fast .

Specific Competences

Curriculum Standards

Level Descriptors

A range of

operations

3.2. Reading words, phrases

and short sentences by associating letters and

sounds, recognizing words that begin with

similar sounds.

3.2. Reading

words, phrases

and short

sentences by

associating

letters and

sounds in words

with one

syllable;

discriminate

words that

begin with

similar

problematic

sounds such as:

b/p - f/v – t/d -

m/n.

4 Read almost all learned words / phrases /

sentences and discriminate initial problematic

sounds correctly.

3 Read most of learned words / phrases / sentences and discriminate initial problematic sounds correctly with minimal support.

2 Read some of learned words / phrases / sentences and discriminate initial problematic sounds correctly with support.

1 Unable to read the learned words / phrases / sentences and discriminate initial problematic sounds.

0 Not assessed.

Example 2

a- Teachers may use an application on I Pad where learners get the chance to play

and choose the rhyming words or words with the same sound.( ICT Tools )

( ABC Phonics Rhyming app ; Finding and matching rhyming words )

b- Learners are asked to read and categorize some rhyming words with the same

correct sound . Assessment tools ( Observation ) :

Group the rhyming words with /oo/ phonics :

(sheep - book- green - good –look – sleep - cook- teeth)

Specific Competences

Curriculum Standards

Level Descriptors

A range of attitudes

3.3. Showing

positive attitude towards reading and respecting

turn taking when reading with peers.

3.3. Show curtsey and

positive attitudes to others while reading simple

texts by respecting turn

taking with minimum

interruptions.

4 Show respect and positive attitude almost

always to others while reading simple texts.

3 Show respect and positive attitude most of the time to others while reading simple texts with minimal guidance.

2 Show respect and positive attitude sometimes to others while reading simple texts with guidance.

1 Do not show respect and positive attitude to others while reading simple texts.

0 Not assessed.

Learners are asked to identify pictures then miming the Example

3:words then read the sentences related to these pictures .

Assessment tools ( A game )

Read the sentence that goes with the mimed word :

1. I like my country Kuwait.

2. I can read a book at the library.

3. I can buy a book at the bookshop.

4. I can buy an apple pie at the bakery.

5. I have a science lab at school .

6. I like math and can count by tens.

7. My favourite colour is brown .

8. I like watching the monkeys climbing the tree.

Specific Competences

Curriculum Standards

Level Descriptors

A range of

connections

3.4. Reading familiar English

words and associating them to

images, based on their knowledge

from other subjects.

3.4. Read words and phrases

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

classmates to check ( Peer assessment).

Reorder words to form meaningful sentences:

1- helps – My Mum - neighbours – her

2- jam - buy – at – the supermarket – I

3- is – and – giraffe – The - brown – yellow

Specific Competences

Curriculum Standards

Level Descriptors

A range of

operations

4.2. Writing

from left to

right using basic

punctuation

marks correctly.

4.2. Write

simple

sentences

between four

lines using basic

punctuation

marks

4 Follow penmanship rules to write almost all

simple sentences by using basic punctuation

marks accurately.

3 Follow penmanship rules to write most of simple sentences by using basic punctuation marks with minimal support.

2 Follow penmanship rules to write few simple sentences by using basic punctuation marks with support.

1 Unable to follow penmanship rules to write simple sentences.

0 Not assessed.

Example 2: Learners are asked to re-write sentences with the correct

capitalization and punctuation marks .

Assessment tools ( Written Task / Portfolio )

Copy and Punctuate these sentences :

1- sara goes to the gym

2- i read at the library

3- where do you live

Specific Competences

Curriculum Standards

Level Descriptors

A range of attitudes

4.3. Writing from

left to right neatly.

4.3. Write sentences neatly

and legibly.

4 Write almost all upper and lower case

letters and simple sentences neatly and

legibly.

3 Write most of upper and lower case letters and simple sentences neatly and legibly with minimal support.

2 Write a few upper and lower case letters and simple sentences neatly and legibly with support.

1 Do not write upper and lower case letters

and simple words.

0 Not assessed.

Example 3: Teachers can use the Venn Diagram to encourage learners to

write down what these two tables have of food items in common and what

they differ from one another. ( Observation / Game )

Specific Competences

Curriculum Standards

Level Descriptors

A range of

connections

4.4. Completing a picture on a grade related

topic and labeling it.

4.4. Complete pictures on a

specific topic and use words to label

it.

4 Label pictures using almost all English words

and sentences correctly.

3 Label pictures using most of English words and sentences correctly with minimal support.

2 Label pictures using few English words and sentences correctly with support.

1 Unable to label pictures.

0 Not assessed.

Example 4: Learners are asked to complete the missing words in a picture , they can

label the words individually , then check the answers . ( Self-assessment )

Complete and write the missing words in the picture:

Check your answers

Prepared by : ELT Supervisor Eman Ashour ( Speaking , reading and writing skills )

ELT Supervisor : Kholoud Nafei ( Listening Skill )

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