LAP for KSSR Lvl 1 English

Primary School English KSSR Curriculum

School Based Assessment Pack

PBS Level 1 Limbang Assessment Pack

A complete pack of school based assessment suggestions.

Designed by teachers for teachers. Resource CD included.

Covers KSSR Year 1, 2 & 3 English (SK Schools)

Trial Version August 2013

British Council

ELTDP English Language Teacher

Development Project

East Malaysia 2011 2013

Pack designed and compiled by ELTDP

teachers of Limbang, Sarawak

Produced with the generous support of:

Pejabat Pendidikan Daerah Limbang, Sarawak

Introduction to Trial Version This assessment pack, together with the attached CD of electronic materials (inside back cover), provides a comprehensive resource for Year 1, 2 & 3 English primary school teachers. At least one example of an assessment is provided for each of the Pentaksiran Berasaskan Sekolah (PBS) band descriptor statements across each of the three years. Level 1 English teachers are encouraged to evaluate the assessments and adapt them for their own classes. The pack has been designed and compiled by Limbang ELTDP teachers who have been working with the KSSR curriculum from the start, teachers who are now very familiar with the PBS assessment system. When correctly administered all the assessments should be engaging for the children, in line with KSSR principles, whilst also being valid and accurate tests for their respective band descriptors. Being fun and educational activities in their own right, use of the assessments does not have to be restricted to evaluating pupils abilities. The pack is to be trialed in a selection of schools in Limbang district during 2014. Schools participating in the trial are asked to feedback all the information they can on the pack by the end of September 2014 e.g. amendments or suggestions for improvements. Feedback should be given to Nurul Jannah Binti Baharin, contact details below. It is intended that the pack be released to a wider audience following the trial.

Paul Hughes British Council Mentor, Limbang

September 2013

Acknowledgements

This assessment pack is the result of the following teachers and staff working collaboratively on the ELTDP project in Limbang, Sarawak from 2011 to 2013:

Narudin Bin Chesah, Khadijah Binti Mohd. Salleh : SK Tedungan Christina Ayan, Nurul Jannah Binti Baharin, Irawin Jepun: SK St. Edmund

Pragash Thomas, Josephine Geriso: SK RC Kubong Julfika Bin Pandin, Nasuha Binti Nasir: SK Gadong

Sahariman Bin Arbi, Nur Ibtishami Binti Samsudin: SK Telahak Paul Hughes: British Council Mentor

Dyg Norhana Binti Awang Rambli:

PPD Limbang District Language Officer

Amendments

Please send any comments or suggestions about this trail version pack to Nurul Jannah Binti Baharin ([email protected]).

Contents

Guiding Statements ............................................................................. 1

KSSR English Year 1 Assessments ......................................................... 4

KSSR English Year 2 Assessments ....................................................... 38

KSSR English Year 3 Assessments ....................................................... 78

Appendix 1: Performance Standards ............................................... 118

Limbang Assessment Pack Trial Version, August 2013 Page 1

Guiding Statements

By teachers for teachers: To assist with the understanding and administering of KSSR PBS Level 1 English Assessments

Designing and administering solid assessments

Assessments are not only an opportunity for the teacher to test the childrens abilities. They are part of the childrens learning process and so should be engaging and motivational.

Assessments do not have to be on paper. Assessments that dont use paper can be just as valid and are often more engaging for the children. (If there is no paper evidence in an assessment then the child can be the evidence).

The best assessments will be valid (they test what they should) and motivational.

Teachers should build up their own physical banks of assessments that they are comfortable to administer (the assessments in this pack can be adapted or used as they are). Teachers can teach more efficiently if they are aware of all the band descriptors and how to assess them.

A physical bank of teacher specific assessments is evidence of a professional attitude to teaching.

Loss of standardisation is an advantage in PBS

It should not worry teachers that thousands of different ways of assessing KSSR Level 1 English are being used in classrooms across Malaysia. Such same test standardisation is not the aim of PBS.

Each class is unique and with PBS the teacher can tailor the assessments to the class.

The time for the childrens first standard assessment will come soon enough in Year 6 with UPSR.

There are no standard KSSR Level 1 English assessments.

Teachers should trust their own professionalism when designing assessments. Teachers only have to satisfy themselves that their assessments are valid and motivational. Teachers should not worry whether an assessment is somehow standard.

Teachers can use readymade KSSR assessments (many of these are available in bookshops and on the internet). Yet teachers should not use them simply because they think they are somehow standard.

Passing or Failing an assessment

When designing an assessment a teacher should specify a minimum pass criteria.

A child can pass an assessment only if they meet or exceed the minimum pass criteria.

Under some circumstances a teacher may choose to fail a child even if they have met the minimum pass criteria. This will be with reference to the performance standard (pernyataan standard) for that band. For example, with Band 5 the performance standard expects the child to display admirable manners, so if a child completes a Band 5 assessment without admirable manners then the teacher may rightfully ask them to take the assessment again. (Note: Failing children this way is not likely to happen very often. In a few situations though it may be a way of encouraging good behaviour.)


Copying / helping a friend

Learning from others by copying is a natural method of learning. Helping a friend to learn is also very natural. In many situations in a childs Level 1 education a teacher will want to encourage copying and helping.

Opposite qualities to copying are thinking, memorising and doing it for yourself. There will be times when teachers will want to encourage these qualities and have less copying.

Some teachers may want to avoid using the word copy when speaking to children. They may prefer more positive alternatives such as help, think, check or refer e.g. help your friend, think for yourself, check your friends work, refer to the textbook.

Throughout their Level 1 education children should gradually learn that there are serious exams and assessments in which teachers expect them to do it for themselves and not copy/help their friends.

If a child copies a little in a Level 1 assessment then a teacher could still allow them to pass. If a child copies a lot in a Level 1 assessment then they should not pass. Individual teachers must decide what they consider to be a little and a lot of copying.

Generally the amount of copying a teacher permits in a Year 3 assessment will be much less than for a Year 1 assessment.

By the end of Year 3 children should fully understand that copying/helping is not allowed in serious exams and assessments.

By the end of Year 3 children should ideally have a developed a positive attitude to serious exams and assessments and regard them as opportunities to demonstrate what they themselves can do.

Covert (hidden) assessments are allowed

Teachers can assess their children without them being aware.

Teachers can equally set exams and assessments in which the children know they are being tested.

When deciding whether to be secret or open about an assessment a teacher should consider whats best for the motivation and learning of the students.

Have a Yearly Assessment Strategy

There is no single correct strategy for when and how to administer the assessments. Many teachers use a combination of the following approaches.

o Administer assessments slowly and steadily over the months. Re-teach and re-assess when and where needed so as many children as possible move up through the bands together.

o Administer banding assessments at a steady pace throughout the year. After all assessments have been given up to band three or four, then look at what children have failed and re-teach / re-assess in these areas to fill in the gaps on the tick chart.

o Teach and assess in a differentiated manner. Give higher band assessments to the children who are ready for them. Give the lower band assessments to the children who have not yet passed them.

The ideal approach to administering assessments will help all children to pass all the assessments they possibly can, and so achieve their maximum banding.

On the spot assessment

During an ordinary lesson, in which no formal assessments are being given, a teacher may observe a child demonstrate a skill for which there is a PBS band descriptor e.g. a Year 2 child


may respond to a stimulus using simple sentences (B5DL1E1). Under such circumstances, providing the child meets an equivalent minimum pass criteria for the band descriptor assessment, then the teacher can mark the child as passing this assessment on this day.

This type of on the spot assessing is possible and should be encouraged.

As teachers become more familiar with their KSSR assessing (possibly building up their own bank of assessments) they will become more able to carry out these on the spot style assessments.

Validity and Re-assessment

Whenever an assessment is given it needs to have a high degree of validity (it tests what it should).

Properly designed assessments will always be valid when they are first given. This does not necessarily mean they will be valid if they are administered again.

Some assessments can be given two, three or even more times without losing their validity. Some assessments can be given only once.

Teachers should use their judgement to decide whether it is valid to re-administer an assessment. The time between assessments may also be a factor in making such decisions.

o e.g. It may not be advisable to give exactly the same spelling test on two consecutive days.

Continuous Formative Assessment

Teachers should constantly be allowing indicators of a lack of learning to inform their teaching.

As part of a teachers continuous formative assessment, if a PBS assessment shows that children havent learned a particular skill then the teacher should re-teach that skill.

KSSR (SK) English Year 1 Assessments Limbang Assessment Pack Trial Version, August 2013 Page 4

KSSR English Year 1 Assessments

Y1 Quick Glance Assessment Grid ........................................ 5 B1DL1E1 ................................. 6 B1DB2E1 [Opt 1] .................... 7 B1DB2E1 [Opt 2] .................... 8 B1DB3E1 ................................ 9 B1DB4E1 .............................. 10 B1DB5E1 .............................. 11 B1DT6E1 .............................. 12

B2DL1E1 ............................... 13 B2DB2E1 .............................. 14 B2DB3E1 .............................. 15 B2DT4E1 .............................. 16 B3DL1E1 ............................... 17 B3DL2E1 ............................... 18 B3DB3E1 .............................. 19 B3DB4E1 .............................. 20 B3DB4E2 .............................. 21

B3DB5E1 .............................. 22 B3DT6E1 .............................. 23 B4DL1E1 ............................... 24 B4DB2E1 .............................. 25 B4DB3E1 .............................. 26 B4DT4E1 .............................. 27 B5DL1E1 ............................... 28 B5DB2E1 .............................. 29 B5DT3E1 .............................. 30

B5DT4E1 .............................. 31 B5DT5E1 .............................. 32 B6DL1E1 ............................... 33 B6DL2E1 ............................... 34 B6DB3E1 .............................. 35 B6DT4E1 (Pt. a) .................... 36 B6DT4E1 (Pt. b) .................... 37


Y1 Quick Glance Assessment Grid

Band Listening/speaking Reading Writing

6 B6DL1E1: Able to respond and demonstrate understanding of short stories by talking about a. the characters, b. the events. B6DL2E1: Able to recite rhymes in groups and individually with correct stress, rhythm & intonation.

B6DB3E1: Able to choose and record the number of texts read. B6DT4E1: Able to create: a. greeting cards. b. lists.

5 B5DL1E1: Able to talk using simple sentence structure correctly in a given stimulus.

B5DB2E1: Able to read and comprehend simple texts by answering Wh questions

B5DT3E1: Able to write short sentences. B5DT4E1: Able to complete forms with personal details. B5DT5E1: Making a list.

4 B4DL1E1: Able to answer Wh questions B4DB2E1:Able to match descriptions of realia to sentences B4DB3E1: Able to carry out instructions

B4DT4E1: Able to use correctly: a. capital letters, b. full stops, c. question marks

3 B3DL1E1: Able to answer questions; a. personal details, b. my school, c. my family B3DL2E1: Able to listen to and follow instructions and directions

B3DB3E1: Able to recognize, read and match pictures with words and phrases B3DB4E1: Able to rearrange words to form correct sentences B3DB4E2: Able to sequence sentences correctly B3DB5E1: Able to arrange words in alphabetical order

B3DT6E1: Able to write words with correct spelling

2 B2DL1E1: Able to use the language function below correctly a. exchange greetings, b. introduce oneself, c. make polite requests, d. thank someone e. express a simple apology.

B2DB2E1: Able to read the words correctly B2DB3E1: Able to match spoken words with word cards

B2DT4E1: Able to copy and write: a. small letters (low case), b. capital letters (upper case), c. numerals, d. words, e. phrases, f. simple sentences

1 B1DL1E1: Able to follow any of the following: - repeat rhymes after the teacher - sing along with the teacher - sing in groups

B1DB2E1: Able to recognize and identify the letters A to Z B1DB3E1: Able to pronounce and articulate the phonemes correctly a. /s/ /a/ /t/ /p/ b. /i/ /n/ /m/ /d/ c. /g/ /o/ /c/ /k/ d. /ck/ /e/ /u/ /r/ e. /h/ /b/ /f,ff/ /l,ll/ /ss/ f. /j/ /v/ /w/ /x/ g. /y/ /z,zz/ /qu/ h. /ch/ /sh/ /th/ /ng/ B1DB4E1: Able to form single syllable words by blending phonemes B1DB5E1: Able to spell single syllable words correctly

B1DT6 E1 Able to trace dotted lines to form letters and shapes correctly


Descriptor Assessment Min. Pass Criteria

B1DL1E1 Able to follow any of the following: a) repeat rhymes after the teacher, b) sing along with the teacher, c) sing in groups

In this assessment the class sing the head shoulders knees and toes song. Individual children are assessed by their ability to sing along with the class and the teacher.

Resources attached: o Video and audio files of the song, plus a lyrics worksheet. Teacher to use these at his/her

discretion.

The child is the evidence for this assessment (no paper evidence). Singing along with the teacher

1. Class stands and the teacher starts the song and the children join in. 2. Teacher walks around the class listening to the children individually (the song can be sung

repeatedly) and checking whether they meet the minimum pass criteria. 3. Teacher records who passes / does not pass the assessment.

Note:

It is recommended that the children perform the actions for this song as they sing (as per the video) but this is not part of the assessment. Children are being assessed on their singing capabilities only.

Other songs can be used if the teacher decides theyre more appropriate for their class.

Child sings 50% of the words with correct pronunciation.



B1DB2E1 [Opt 1] Able to recognise and identify the letters A to Z

This assessment involves children stepping on a grid of letters written on the floor. Each child crosses the grid by stepping on the letters that the teacher says.

Resources attached: o Example grid layout

Teachers can choose to base this stepping stone assessment on capital or small letters (not a mixture of the two).

The child is the evidence for this assessment (no paper evidence). Alphabet Stepping Stones

1. Teacher prepares a Stepping Stone grid on the floor. The children walk across this for the assessment. The grid can be in chalk on the floor, on mah-jong paper or plastic sheeting even outside. Wherever / whatever is appropriate.

2. Children stand in a line at the start of the grid. Teacher gives instructions. Children cross the grid one at a time.

3. Each child steps on the letter the teacher says in order to cross the grid. There are seven rows i.e. seven letters per child.

4. Teacher records (as the children do the assessment) who passes / does not pass the assessment. Notes:

This assessment can be creatively adapted e.g. the grid becomes a network of stepping stones across a dangerous river to get back home.

Children step on six out of seven correct letters (6/7)



B1DB2E1 [Opt 2] Able to recognise and identify the letters A to Z

This assessment is based on a multiple choice listen and tick worksheet. The teacher reads out a selection of letters and the children tick the correct one on their worksheet grids.

Resources attached: o 3 listen and tick worksheets (small letters, big letters, and small and big mixed) Each

sheet has nine questions. One sheet only to be used for assessment purposes. It is suggested that the mixed sheet be used for assessment and the others for prior practice.

There is PAPER EVIDENCE for this assessment (the worksheet). Listen and Tick

1. Teacher gives instructions (models) how to answer the multiple choice questions. Students sit at individual desks. Teacher gives out one worksheet per student.

2. Teacher says a letter for each question (noting what they say), children tick what they hear (multiple choice).

3. Teacher collects and marks the worksheet then records who achieves / does not achieve the assessment (according to the minimum pass criteria).

Children answer seven out of nine questions correctly (7/9)



B1DB3E1 Able to pronounce and articulate the phonemes correctly a. /s/ /a/ /t/ /p/ b. /i/ /n/ /m/ /d/ c. /g/ /o/ /c/ /k/ d. /ck/ /e/ /u/ /r/ e. /h/ /b/ /f,ff/ /l,ll/ /ss/ f. /j/ /v/ /w/ /x/ g. /y/ /z,zz/ /qu/ h. /ch/ /sh/ /th/ /ng/

This assessment is based on children playing a pairs game (also known as pelmanism) with a set of phoneme cards.

Resources attached: o A set of phoneme card pairs. These will need to be printed, cut and made into cards (e.g.

stuck onto same sized/coloured pieces of manila card and then laminated) o Instruction sheet for the pairs game

Phoneme cards display a grapheme/word/picture combination. There are two of each card. The child is the evidence for this assessment (no paper evidence).

Group Pairs Game: Phonics cards: 1. Divide class into groups (5 or 6 students per group) and have each group sit around a central table

/ desk. 2. Give each group a set of phoneme cards. Instruct the group to distribute these face down on the

desk and mix them about so that no child knows which card is where. 3. The children take turns in turning two cards over and trying to make pairs (see attached rules of

the game). 4. Every time a child turns over a card he/she must say the corresponding phoneme (from the

grapheme) and then the word e.g. p pin. (Optionally the group could also repeat this). 5. Teacher circulates and listens to the children articulating the phonemes and assesses them

according to the minimum pass criteria. Notes:

This is a Band 1 assessment focussing on the complete set of phonemes that the children will get to know more about throughout Year 1. The assessment is concerned with basic recognition and pronunciation skills only.

With large class sizes a teacher may need to make several complete sets of cards (each set preferably with its own colour backing card). If this is not possible an alternative is to make one set and have different groups playing with different subsets of cards e.g. one group with s,a,t,p another group with i,n,m,d. Assessment recording would need to be adapted accordingly.

There are many more activities for which these cards can be used e.g. attach a paper clip to them and go magnet fishing.

Each of the target phonemes is articulated correctly three times.



B1DB4E1 Able to form single syllable words by blending phonemes

In this assessment the children come to the blackboard one by one. At the board they hit a sequence of phonemes that have been drawn as stepping stones across a river. The child then hits the corresponding flashcard for the word they have formed they must speak the phonemes and then the blended word e.g. p i n pin.

The phonemes used are those taught in the first units of the KSSR text book.

Resources attached: o Set of 8 flashcards. o Blackboard layout for word river activity.

The child is the evidence for this assessment (no paper evidence). Phonics Blending Game: The Word River

1. Introduce the flashcards for this game. Stick them to the right side of the blackboard. Draw the Word River on the left side of the board with its phoneme stepping stones. (See blackboard layout sheet for more info.)

2. Divide class into 2 teams. Children come to the front one by one, alternately from different teams.

3. The teacher says one of the 8 flashcard words to the child who then must hit the 3 corresponding phonemes, in sequence, and then the correct flashcard, speaking all as he/she proceeds across the board e.g. s i t sit.

4. Team points are given for correctly blended words. 5. Each child needs to have a minimum of two goes at blending for this assessment to be valid. 6. Teacher listens to the children articulating the phonemes and saying the words and assesses

them according to the minimum pass criteria. Notes:

Use an interesting item as a striking stick e.g. a fly swat, a rolled up piece of newspaper.

Child blends a minimum of one word correctly out of two turns at the blackboard (50%).

For a word to be correctly blended the child must: o Strike and pronounce

the phonemes correctly and in the correct sequence.

o Pronounce the corresponding word correctly, striking the correct flashcard.



B1DB5E1 Able to spell single syllable words correctly

This assessment is based on an individual written spelling test. The teacher reads out ten words and the students write them down.

Resources attached: o Spelling test paper (give one to each child) o 8 lists of 10 words for the teacher to read out (These lists contain phonemically grouped

words from the KSSR text book and most words are single syllable. Any one of these lists can be used for the assessment test. The other lists can be used for practice tests.)

There is PAPER EVIDENCE for this assessment (the worksheet). Writing words the teacher says

1. Teacher explains the rules of this spelling test to the children (maybe model an answer or two on the blackboard)

2. Give out test papers, one per child. Childrens desks should be separated from each other as far as possible in the class to give exam like conditions. Children should be encouraged to do their own work and not copy others.

3. Teacher reads out the words two times, slowly and clearly, for the children to spell allowing adequate time for them to answer each one.

4. Teacher collects in the answer sheets and marks and assesses them according to the minimum pass criteria.

Children spell eight out of ten words correctly. Writing must be neat and legible (8/10)



B1DT6E1 Able to trace dotted lines to form letters and shapes correctly

In this assessment individual students trace lines on worksheets to form letters.

Resources attached: o 3 x worksheets (big letters, small letters, big and small letters). Only one of these is to be

used for the assessment. o A variety of other early writing resources including pre-writing tasks and information on

holding a pencil correctly.

There is PAPER EVIDENCE for this assessment (the chosen worksheet). Worksheet: Tracing lines to form letters

1. If necessary the teacher explains the worksheet to the children (maybe modelling how to trace lines on the blackboard)

2. Give out chosen worksheet, one per child. Childrens desks should be separated from each other as far as possible in the class to give exam like conditions.

3. Teacher starts the assessment and allows adequate time for the children to finish. 4. Teacher collects in the answer sheets and marks and assesses them according to the minimum

pass criteria. Note:

Letters are made up from shapes (there is no specific shape drawing in the assessment).

It is recommended that the Big and Small worksheet be used for the assessment. The other two sheets can be used for prior practice.

Children trace all of the letters neatly and correctly. (This is a simple and basic assessment and 100% score is required to pass.)



B2DL1E1 Able to use the language function below correctly a) exchange greetings, b) introduce oneself, c) make polite requests, d) thank someone, e) express a simple apology.

Children do this assessment by interacting in a dialogue, with other students, through playing the Pass the Pen game in two or more teams. There are three dialogues in total. All of these must be attempted for the assessment to be passed. The dialogues may all be attempted in the same lesson but it is perhaps best to deliver them one per lesson across a series of lessons.

Resources attached: o Teachers sheet listing the 3 dialogues

Dialogue 1 covers a) exchanging greetings, and b) introducing oneself. Dialogue 2 covers c) making polite requests, and d) thanking someone. Dialogue 3 covers e) expressing a simple apology

o Handouts of the 3 dialogues (A4 in colour and B&W) o Powerpoint show of the 3 dialogues o Pass the Pen game instruction sheet.

The child is the evidence for this assessment (no paper evidence). Using simple language functions: Pass the Pen game

1. Teacher familiarises the class with the dialogue, perhaps through getting them to recite it in pairs or groups or maybe a series of mini-role plays by pairs of children at the front of the class. The handouts and powerpoint may be used for this. (This familiarisation may be done in a previous lesson or at the start of the assessment lesson).

2. Teacher divides the class into two teams (or more for a large class). Teacher writes the A-B-A-B dialogue on the blackboard (or displays it using powerpoint).

3. The class performs the pass the pen game using the displayed dialogue to speak to each other (see instruction sheet).

4. Teacher walks around the class listening to individual students speaking as they play the game. 5. Whilst listening the teacher assesses each student according to the minimum pass criteria and

records the results. A pre-prepared tick chart is recommended for simplifying this recording task. Note:

The game can be performed many times in a row to give the teacher time to circulate and assess each child. To keep the children engaged a competitive aspect can be introduced to the game, awarding points for first place etc. Teams can also be given fun names.

The teacher should not stop the game simply because all children have been assessed. The main point of the activity is enjoyment and learning of English.

Children say all parts of each of the 3 dialogues a minimum of one time. They must pronounce at least half of the words correctly and with the correct intonation.



B2DB2E1 Able to read the words correctly

In this assessment the children cross a grid of word cards (five rows of three) that have been placed on the floor as if they were stepping stones across a river. Each child steps on the words to fill in the gaps of a story they hear their teacher telling. e.g. The teacher says I have a pet and the child responds by saying either cow, monkey or rabbit and stepping on the word said (these three words make up the first row of the grid).

Resources attached: o Story sheet and floor grid layout for teachers o Set of word cards (words only - no pictures) for the floor grid. These should be laminated for

increased durability.

The child is the evidence for this assessment (no paper evidence). Able to read words: Stepping Stones game

1. Teacher ensures the children are familiar with all the vocabulary used in the assessment story. This familiarisation may be done during previous lessons.

2. Teacher places the laminated flashcards on the floor according to the layout. These can be taped or tacked down to stop them moving about. (Note: children should be careful not to slip on the word cards as they walk on them.)

3. Teacher models the story to the class and demonstrates how the game is played. 4. Children come one by one to the floor grid. The teacher tells the short story and in the gaps the children

say and step on the word of their choice. 5. As each child crosses the grid the teacher records how many correct steps are made (maximum 5). A

correct step means that the child says the word that they step on. A pre-prepared sheet is advisable for recording this information.

6. The teacher ends the activity at an appropriate point and assesses the children according to the minimum pass criteria.

Notes:

It is not necessary to finish the activity when each child has had one go. The children may cycle around again if they are enjoying the activity.

It is possible to make this activity into a 2 team game. With two equal sized teams the teacher calls a child alternately from each team. If a child steps on 4 correct words they get 4 points for their team.

This assessment uses the same story as B2DB3E1 below. It is advisable to do these two assessments in the same or consecutive lessons.

A child needs to step on the same word that they speak for a minimum of 3 times as they cross the grid (3/5).



B2DB3E1 Able to match spoken words with word cards

In this assessment the children cross a grid of word cards (five rows of three) that have been placed on the floor as if they were stepping stones across a river. Each child steps on the words they hear their teacher speak through telling a story. The teacher varies the words he/she uses in the story every time e.g. I have a pet cow / monkey / rabbit

Resources attached: o Story sheet and floor grid layout for teachers o Set of word cards (with pictures) for the floor grid. These should be laminated for increased

durability. o Powerpoint for introducing the vocabulary and the game

The child is the evidence for this assessment (no paper evidence). Match Spoken Words with Word Cards: Stepping Stones game

1. Teacher ensures the children are familiar with all the vocabulary used in the assessment story. The powerpoint resource can be used for this if required. This familiarisation may be done during previous lessons.

2. Teacher places the laminated flashcards on the floor according to the layout. These can be taped or tacked down to stop them moving about. (Note: children should be careful not to slip on the word cards as they walk on them.)

3. Teacher models the story to the class and demonstrates how the game is played. 4. Children come one by one to the floor grid. The teacher tells the short story and the child walks across the

grid stepping on the words they hear the teacher say in the story. 5. As each child crosses the grid the teacher records how many correct words they tread upon (maximum is

5). A pre-prepared sheet is advisable for recording this information. 6. The teacher ends the activity at an appropriate point and assesses the children according to the minimum

pass criteria. Notes:

It is not necessary to finish the activity when each child has had one go. The children may cycle around again if they are enjoying the activity.

It is possible to make this activity into a 2 team game. With two equal sized teams the teacher calls a child alternately from each team. If a child steps on 4 correct words they get 4 points for their team.

This assessment uses the same story as B2DB2E1 above. It is advisable to do these two assessments in the same or consecutive lessons.

Child steps on a minimum of 3 correct words as they cross the grid (3/5).



B2DT4E1 Able to copy and write: a) small letters (lower case), b) capital letters (upper case), c) numerals, d) words, e) phrases, f) simple sentences

This assessment is based on an individual writing test.

Resources attached: o 7 writing tests (One of these needs to be selected by the teacher to use for the

assessment. The other sheets can be used for general learning purposes.)

There is PAPER EVIDENCE for this assessment (the selected worksheet). Writing test:

1. If necessary the teacher models how to answer the questions on the worksheet. 2. Teacher gives out test papers, one per child. Childrens desks should be separated from each

other as far as possible in the class to give exam like conditions. 3. Teacher starts the assessment and allows adequate time for the children to answer the questions. 4. Teacher collects in the worksheets and marks and assesses them according to the minimum pass

criteria.

Children must copy all the letters / words / numerals / phrases / sentences legibly.

At least 50% of the characters must be written neatly and correctly in the provided guidelines.



B3DL1E1 Able to answer questions; a) personal details, b) my school, c) my family

This assessment is conducted as a survey. Children walk around the class and ask each other questions and note these on a survey sheet.

Resources attached: o Survey sheet.

The child is the evidence for this assessment (no paper evidence). (The survey sheet can be used as evidence that the survey was carried out but not that the assessment was passed).

Answering Questions: Survey activity 1. Teacher introduces the survey activity and hands out one survey sheet to each child. Teacher

models the activity to ensure understanding. 2. The children should answer the survey questions in full sentences i.e. My name is , My school

is, My fathers name is 3. Children mingle and ask their friends the 3 survey questions (see sheet). Children write the

answers given to them by their friends on the survey sheet. 4. Teacher walks around and listens to the children asking questions and answering. Note that the

assessment is based on a childs answers not their question asking. 5. Teacher assesses each student according to the minimum pass criteria.

Note:

Remember that the data collected in the survey can be used for follow up activities. For example the teacher could ask one student the name of another students father.

Child answers two questions. These must be grammatically correct and well pronounced. They must also be full sentences and appropriate responses to the question they have been asked.



B3DL2E1 Able to listen to and follow instructions and directions

In this assessment the children walk around the class, one by one, following directions given by the teacher (turn left, turn right, go straight, stop). The desks are set out in a grid so that the children can follow the paths between the desks. At a number of locations in the class the teacher has placed a flashcard or an object of realia. When a child gets to one of these the teacher asks What is it?.

Resources attached: o None: The teacher can find flashcards / realia appropriate for this task.

The child is the evidence for this assessment (no paper evidence). Follow directions to walk around the class:

1. Teacher and children organise the classroom neatly for this activity. Teacher places the flashcards / items of realia around the class at a number of locations e.g. on the wall, on desks.

2. All the children come to the front of the class 3. One by one the teacher gives directions to the children. Each child must be given each of the

following instructions at least once [turn left, turn right, go straight]. 4. If the teacher guides a child to a flashcard / item of realia the teacher can ask What is it? This is

the end of the childs turn. 5. Teacher assesses each student according to the minimum pass criteria. Teacher records who

passes and fails the assessment as the activity progresses. Use of a pre-prepared tick chart is recommended.

Note:

Rather than simple realia and flashcards a teacher may use small boxes containing surprise items.

As an alternative the teacher may blindfold the children and perhaps move the desks around so they are not in a regular grid.

A second activity / task may be appropriate for children who have finished following the teachers directions e.g. a wordsearch, quiet reading.

Child responds correctly, a minimum of one time, to each of the following 3 instructions: o Turn Left o Turn Right o Go Straight.



B3DB3E1 Able to recognize, read and match pictures with words and phrases

Group game. One student from each group runs to a pile of answer strips (words and phrases) and selects the correct one to match a picture that the teacher displays. Different coloured answer strips (same answer) represent a different point score.

Resources attached: o 16 Pictures (ppt and printable versions) o 16 Answer strips document

Resource preparation: One set of picture sheets should be printed in colour and laminated. Enough sets of the 16 answer strips will need to be prepared (printed, cut, laminated) so there is enough for one set per group. Each set should be printed on a different colour paper e.g. Green, Orange, Red.

The child is the evidence for this assessment (no paper evidence). Run and Grab group game: Match phrases / words with pictures

1. Teacher divides the class into groups of 3 to 6 and gives instructions for the activity. 2. Groups are given a name or select their own (optional). Children in each group are numbered sequentially

starting from 1 i.e. 1,2,3. Teacher draws a group scoring grid on the board. 3. The sets of answer strips are spread out on a desk (desks) at the back of the class. Children are told the

colour-points combination e.g. Green = 3 points, Orange = 2, Red = 1. 4. Teacher states whos go it is e.g. Number 1 children. 5. Teacher shows a picture to the class and then says Go! 6. Identified children run to the answer strip pile, grab the phrase / word that matches the picture (the

higher points value the better for their team) and bring it to the teacher. 7. Teacher records group points on the board and collects the answer strips. 8. Teacher records whether the students have brought the correct / incorrect answer strips (use of a

preprepared tick chart is recommended.) This is for assessment purposes. 9. The identified students sit down with their groups and the teacher chooses the next set of children to go

e.g. Number 2s. 10. Teacher cycles through rounds of the game. All children need to have a minimum of three attempts at

matching a picture to a phrase. 11. Teacher assesses individual children according to the minimum pass criteria.

Note:

Rather than print out the pictures the teacher may choose to use the powerpoint file to display them to the whole class.

This is an engaging game and teachers are encouraged to adapt it to suit their classes. Pictures / answer strips can be changed.

Child grabs two answer strips that correctly match the displayed picture.



B3DB4E1 Able to rearrange words to form correct sentences

In this assessment children work alone to cut and paste sentence fragments to make sentences that match five pictures.

Resources attached: o Cut-out sheet o Answer sheet (on which words are pasted) o 5 x A4 sized pictures (best printed in colour and laminated)

Other resources required: Glue and scissors for each child.

There is PAPER EVIDENCE for this assessment (the answer sheet). Cut and Paste sentence fragments to match pictures

1. Teacher gives out one answer sheet and one cut out sheet per child. 2. Teacher models / explains the task and then displays the five pictures (one by one and in order)

to the class. After displaying the picture the teacher elicits the correct sentence for it from the class and then pastes it onto the blackboard.

3. After all pictures are displayed the children can begin the cutting and pasting task. 4. After an appropriate time the teacher collects in the worksheets, marks them and assesses each

student according to the minimum pass criteria. Note:

This assessment can be conducted slightly differently than above. The children could cut out all the sentence fragments before the teacher displays any of the pictures. It may be advisable to approach the task this way if there is to be an element of speed / competition. (Best not to have children rushing to cut things.)

Words in 4 out of 5 of the sentences are pasted in the correct order.



B3DB4E2 Able to sequence sentences correctly

In pairs children are given a sheet on which are the sentences from the Once I caught a fish alive song. The sentences are not in the right order for the song. The children cut out these sentences then while listening to the song they put them in the correct order. Each sentence has a number or a mathematical operator written to its right e.g. 2 or +. When the sentences are in the correct order these numbers and operators form a sum. The winning pair is the first to get the answer to this sum.

Resources attached: o Once I caught a fish alive song file (mp3). o Once I caught a fish alive video file (for practice beforehand or enrichment learning after

the assessment). o Sentence sheet for children (jumbled - to cut and paste) o Answer sheet for teachers o Pasting template (on which pairs can glue the sentences)

The child is the evidence for this assessment (no paper evidence). Although the paste sheet can be used as evidence, if required.

Sequence sentence strips while listening to a song 1. Divide class into pairs (singles and threes are also possible). Give each pair a sentence sheet and

explain / model the task. 2. Give out scissors. Give out glue and paste sheets (if you are using them). 3. Allow time for the children to cut all the sentences out. 4. Children listen to the rhyme and paste the sentences in order. The first to get the answer is the

winner. 5. An audio file of the rhyme is included in the resources. If you have the facilities to play this and

put it on repeat then do so. Otherwise the teacher can read out the rhyme aloud again and again as many times as required.

6. It may be a good idea to have another activity planned for the pairs who finish soonest e.g. a word search.

7. Teacher to walk around the class and ensure pairs are working on the task together. 8. Pairs must paste all the sentences in the correct order to pass the assessment. 9. The teacher assesses each student according to the minimum pass criteria.

Note:

Prizes could be awarded for first, second and third places (optional).

For a pair of children to pass the assessment they must:

a. Work together on completing the task.

b. Sequence all nine word blocks correctly.

(Note: Answering the sum correctly is not part of the assessment)



B3DB5E1 Able to arrange words in alphabetical order

In this assessment the children come to the blackboard, representing their group, to sort five words into alphabetical order. 2-4 groups can operate at the same time. This is a group competition (more points given to the faster finishers)

Resources attached: o 4 sets of 10 word cards (each set should be printed on a different colour paper and

laminated)

Other resources required: Blue tack to stick the word cards to the blackboard.

The child is the evidence for this assessment (no paper evidence). Alphabet Sort: Team Speed Game

1. Divide class into 2,3 or 4 groups (groups can be any size but should contain the same number of children). Name the groups e.g. A,B,C Lions, Tigers, Bears. Write the group names on the board for scoring purposes. Number the children in each group 1,2,3.etc.

2. Place a pile of 5 word cards (any 5 from the set of 10) near the blackboard one pile for each group (all different colours). Space these piles apart. Explain (model) the game.

3. Teacher chooses a number (start with number 1 children) and then says readygo!. The number 1s from each group run to their pile and stick the 5 words onto the board in alphabetical order. Shouted assistance from their group should be accepted.

4. When a child has placed all 5 words they stay by the board until all other participating children have finished.

5. The teacher records: a. Which children have sorted the words correctly (use of a tick chart is recommended). b. Points on the board for each team e.g. 3 for the first to finish the sort, 2 for the second

etc. 6. The children then rejoin their groups as the teacher changes one or two of the word cards in each

pile (always leaving five from the set of ten). This is so the next child will not have an identical set of words to sort.

7. The game continues, round after round. Each child must have at least two goes. 8. Teacher brings the game to a close and awards team prizes / praise as appropriate. 9. Teacher assesses children according to the minimum pass criteria.

Each child correctly sorts five words, two times.



B3DT6E1 Able to write words with correct spelling

This assessment is based on an eight word crossword worksheet. The clue for each word is a picture and the jumbled up letters of the word.

Resources attached: o Crossword Puzzle Worksheet (one needed per child) o Answer sheet (for the teacher)

There is PAPER EVIDENCE for this assessment (the crossword worksheet). Spelling words correctly in a crossword puzzle:

1. If necessary the teacher models how to tackle crossword puzzles. 2. Teacher gives out the puzzle worksheets, one per child. Childrens desks should be separated

from each other as far as possible in the class to give exam like conditions. 3. Teacher starts the assessment and allows adequate time for the children to fill in the puzzle. 4. Teacher collects in the worksheets and marks and assesses them according to the minimum pass

criteria.

Children must write all of the eight words with the correct spelling. (8/8 100%)



B4DL1E1 Able to answer Wh questions

Group game. One student from each group runs to a pile of answer strips and selects the correct one to match a question the teacher has asked about a picture. There will be 3 correct answer strips in the pile, each of a different colour. Different colours indicate a different points score for the group.

Resources attached: o Picture Sheet and Answer Strips document o Teachers question sheet

Resource preparation: Picture sheets should be printed in colour and laminated. One picture sheet will be needed for each group. 3 sets of (18) answer strips will need to be prepared (printed, cut, laminated). Each set should be printed on a different colour paper e.g. Green, Orange, Red.

The child is the evidence for this assessment (no paper evidence). Run and Grab group game: Get answers to Wh questions about pictures

1. Teacher divides the class into groups of 3 to 6 and gives instructions for the activity. 2. Groups are given a name or select their own (optional). Teacher draws a group scoring grid on the board. 3. Children in each group are numbered sequentially starting from 1 i.e. 1,2,3. 4. Groups are given a picture sheet. This shows 8 colour pictures (A-H). 5. The 3 sets of answer strips are spread out on a desk (desks) at the back of the class. Children are told the colour-

points combination e.g. Green = 3 points, Orange = 2, Red = 1. 6. Teacher states whos go it is e.g. Number 1 children. 7. Teacher reads out a question from the question sheet, the corresponding picture letter, and then says Go! e.g.

What colour is the hat? Picture E Go! (N.B. The question or the picture letter can be read out first, the idea is to create some tension / fun)

8. Identified children run to the answer strip pile, grab a correct answer strip (the higher points value the better for their team) and bring it to the teacher. All identified children then gather by the teacher. (If there are more than 3 groups then some children will not have answer strips and their group will score no points)

9. Teacher records group points on the board and collects the answer strips. Teacher asks the group of identified students the question again e.g. What colour is the hat? The children speak the answer: The hat is brown.

10. Teacher records the students who answer the question correctly (use of a preprepared tick chart is recommended.) This is for assessment purposes.

11. The identified students sit down with their groups and the teacher chooses the next set of children to go e.g. Number 2s.

12. Teacher cycles through rounds of the game, asking different questions. All children need to have a minimum of two attempts at answering a question.

13. Teacher assesses individual children according to the minimum pass criteria. Note:

A powerpoint of the picture sheet is also provided. If this is displayed during the game there is no need to provide individual group picture sheets.

This is an engaging game and teachers are encouraged to adapt it to suit their classes. Pictures / questions / answers can all be changed.

Child speaks two correct answers with correct pronunciation, intonation and fluency.



B4DB2E1 Able to match descriptions of realia to sentences

Group game. One student from each group runs to a pile of answer strips (short sentences) and selects the correct one to match a piece of realia that the teacher is describing or showing. There will be enough answer strips in the pile for each player to grab a correct one (i.e. one per team). The sets of answer strips should each be prepared in a different colour. Different colours indicate a different points score.

Resources attached: o 16 answer strips

Resource preparation: Enough sets of the 16 answer strips will need to be prepared (printed, cut, laminated) so there is enough for one set per group. Each set should be printed on a different colour paper e.g. Green, Orange, Red.

The child is the evidence for this assessment (no paper evidence). Run and Grab group game: Match realia with sentences

1. Teacher divides the class into groups of 3 to 6 and gives instructions for the activity. 2. Groups are given a name or select their own (optional). Teacher draws a group scoring grid on the board. 3. Children in each group are numbered sequentially starting from 1 i.e. 1,2,3. 4. The sets of answer strips are spread out on a desk (desks) at the back of the class. Children are told the colour-points

combination e.g. Green = 3 points, Orange = 2, Red = 1. 5. Teacher states whos go it is e.g. Number 1 children. 6. Teacher shows or begins to describe aspects of a piece of realia e.g. It is black. It is for feet. 7. When they know the answer the identified children run to the answer strip pile, grab the sentence that matches the

realia (the higher points value the better for their team) and bring it to the teacher. 8. Teacher records group points on the board and collects the answer strips. 9. Teacher records whether the students have brought the correct / incorrect answer strips (use of a preprepared tick

chart is recommended.) This is for assessment purposes. 10. Teacher holds up / identifies the correct piece of realia and gets the whole class to repeat the correct sentence. 11. The identified students sit down with their groups. Then the next set of children to go e.g. Number 2s. 12. Teacher cycles through rounds of the game. All children need to have a minimum of two attempts at matching a

piece of realia to a sentence. 13. Teacher assesses individual children according to the minimum pass criteria.

Note:

The teacher can use different realia/ answer strips than the ones suggested.

Some variety can be introduced to this game to keep interest levels high e.g. get a high ability child to describe some aspects of a piece of realia in front of the class; alternate showing and describing aspects of the realia.

This is an engaging game and teachers are encouraged to adapt it to suit their classes. Realia / answer strips can easily be changed.

Child grabs two answer strips that correctly match the displayed / described realia.



B4DB3E1 Able to carry out instructions

This assessment is based on children following written instructions to draw and colour pictures.

Resources attached: o Make a Face worksheet

Draw and Colour a Face worksheet: 1. Give out the worksheets, one per child and explain / model the task to them. 2. Circulate around the class as the children draw and colour. 3. Collect in the worksheets and assess each child according to the minimum pass criteria.

Notes:

Children could bring their worksheet to the teacher when they are finished. Teacher could have another activity / worksheet prepared for fast finishers.

The drawing resembles the description (instructions)



B4DT4E1 Able to use a) capital letters, b) full stops, c) question marks

This assessment is based on a writing worksheet.

Resources attached: o Punctuation test worksheet

There is PAPER EVIDENCE for this assessment. Punctuation Test: Rewrite (correctly) simple sentences

1. Teacher gives out one worksheet per student. Desks should be separated so that copying is minimised. Teacher models how to answer the questions then starts the test.

2. Teacher collects in the worksheets after an appropriate time. 3. Children are assessed according to the minimum pass criteria.

4 out of 5 questions rewritten neatly and legibly with letters in the correct positions on the guide lines.



B5DL1E1 Able to talk using simple sentence structure correctly in a given stimulus.

This is a 1:1 oral assessment. Children will come to the teacher one at a time to talk about a stimulus.

The stimulus to be talked about can be almost anything e.g. picture, realia, a talk about this topic question from the teacher. Teachers can use the picture resources provided here but it may well be better to source more situation specific stimuli.

Resources attached: o Picture Stimulus Sheet

The child is the evidence for this assessment (no paper evidence). Talk using simple sentences: 1:1 oral test conditions

1. Children come to the teacher one by one, out of earshot from the rest of the class, for the oral test.

2. Teacher presents child with first picture (or other stimulus) and asks them to say some things about it. (e.g. Say what you see.)

3. Teacher should give minimal prompts as the child should be responding to the stimulus and not the teacher. (Questions are provided for the pictures but each child should be given sufficient time to respond to the pictures before they are asked these questions.)

4. Teacher presents the other pictures / stimuli in the same way. 5. Teacher assesses each child according to the minimum pass criteria. Use of a pre-prepared tick

chart is recommended. Note:

There is a lot of flexibility in this assessment.

Whilst individual students are being assessed the rest of the class should be given an appropriate activity to occupy their time e.g. quiet reading, a wordsearch.

Child produces (speaks) three simple sentences, grammatically correct, pronounced correctly and appropriate to the stimulus provided.



B5DB2E1 Able to read and comprehend simple texts by answering Wh questions

In this assessment children have individual comprehension worksheets. They need to go to a story (Sitis Room), copies of which have been placed around the classroom, and find the answers to fill in their multiple choice worksheet.

Resources attached: o Poster story sheet (Sitis Room) o Multiple Choice Worksheet

There is PAPER evidence for this assessment (the worksheet). Running Comprehension

1. Teacher gives each child one worksheet at their desk. 2. If required the teacher should model the appropriate way of answering the questions. 3. Copies of the story have been placed around the room. 4. On the teachers command the children begin to run to and from the story to fill in their

worksheet (the worksheet must remain on their desk). 5. Competition can be encouraged e.g. prize for first child to finish. 6. Children should be encouraged to do their own work and not share (shout out) their answers. 7. After an appropriate time the teacher collects in the worksheets and assesses each child

according to the minimum pass criteria. Note:

Additional material should be prepared to keep the fast finishers busy.

6 out of 10 questions correct.



B5DT3E1 Able to write short sentences.


Resources attached: o Things in my home worksheet

There is PAPER EVIDENCE for this assessment (the worksheet). Write personal details on form

1. In exam like conditions the teacher gives out one worksheet per student and instructs them to fill in the blanks on the form.

2. Teacher allows time for the children to complete their forms. 3. Teacher collects and marks the worksheet, recording who achieves / does not achieve the

assessment.

Two out of the three questions in section C are written neatly, correctly and with the correct spelling (2/3)



B5DT4E1 Able to complete forms with personal details.


Resources attached: o About Me worksheet

There is PAPER EVIDENCE for this assessment. Write personal details on form

4. In exam like conditions the teacher gives out one worksheet per student and instructs them to fill out their personal details on the form.

5. Teacher allows time for the children to complete their forms. 6. Teacher collects and marks the worksheet, recording who achieves / does not achieve the

assessment.

Four out of the six sections are written neatly, correctly and with the correct spelling (4/6)



B5DT5E1 Making a list.


Resources attached: o Things in my pencil case worksheet

There is PAPER EVIDENCE for this assessment (the worksheet). Worksheet: Things in my pencil case

1. In exam like conditions the teacher gives out one worksheet per student and instructs them to fill in the blanks and make a list.

2. Teacher allows time for the children to complete the work. 3. Teacher collects and marks the worksheet, recording who achieves / does not achieve the

assessment.

Five out of the ten sections are written neatly, correctly and with the correct spelling (5/10)



B6DL1E1 Able to respond and demonstrate understanding of short stories by talking about a. the characters, b. the events.

This assessment is based on a story comprehension group quiz. A multiple choice run and grab game.

Resources attached: o Volka and the Ducks 8 picture cards with words on the back for teacher to show and tell o Volka and the Ducks story on 2 pages with small pictures. o 15 questions (to make into sets of cards) o 15 questions (powerpoint version of the above) o 15 questions and answers (teachers sheet)

Other materials required (teacher to source): o 3 boxes marked A,B and C (denoting multiple choice answers). Each box containing a set of points balls (or other objects) e.g. 5 blue

plastic balls marked 5,4,3,2,1 points. The number of points balls in each box must equal the number of groups you have.

The child is the evidence for this assessment (no paper evidence). Comprehension Quiz: Run and Grab (group multiple choice race)

1. Divide class into groups (max. 5 students per group) and have each group sit around a central table / desk. Give individual children within a group a number e.g. 1-2-3-4-5.

2. Give each group a set of 15 question cards. These should be spread out, face down, on the groups table so that the group can see the back of all the cards (which are marked A,B,C..M,N,O) (Alternatively the questions could be provided by a powerpoint slideshow).

3. The 3 points balls boxes have already been placed at the front of the classroom a small distance from each other. These are marked A, B and C. 4. Explain the rules. Model how the game is played so that all children understand. Start the game. 5. Tell the number 1 children in each group that it is their turn first. Make sure they are ready then give them the question letter e.g. F, that you want

them to answer. 6. The number 1s choose the F question card, turn it over and read it with their group. Working with their group they then decide which of the

multiple choice answers is correct A,B or C. Having decided this the number 1 runs to the appropriate box at the front of the class, holding the question card, and picks out a points ball.

7. The point of the game is to get to the box sooner than the other teams so as to pick out a higher value points ball and score more points for your team.

8. With all number 1s at the boxes the teacher: a. Asks them to speak their answers in full sentences (individually or together) and records (on a prepared tick chart) which individual

children out of these number 1s has answered a question correctly. b. Allocates points to groups as per the points balls.

9. The number 1s now give the question cards back to the teacher and return to their group. It is now the turn of the number 2s in each group. The teacher picks another question letter and starts the next round.

10. Teacher ensures that enough rounds are played so that each child has the opportunity of answering a minimum of three questions. Teacher assesses the children according to the minimum pass criteria.

Notes:

There are many things that the teacher must do in this assessment activity so it is best to be well prepared e.g. o Have different sets of card made out of different coloured card. o All the A balls are one colour, the Bs another and the Cs another. Just with different points written on them again this saves any mix

up. o Have an easy to use tick chart for quickly recording the pass / fail of each question for each student. o Also have an easy to use group points system for the blackboard.

Children could put their cards back with the others on their groups desk after they have answered their question.

Be aware that if groups have to run different distances to the boxes some will likely complain that this is unfair. Have a strategy for dealing with this e.g. move the boxes from the front to the back of the class half way through the game.

If you can project a powerpoint slideshow in your classroom some teachers might find it preferable to use the powerpoint questions instead of the question cards.

With a little preparation this same game could be used for other stories.

A child answers two out of their three questions correctly, in a full sentence, and with correct pronunciation, intonation and grammar.



B6DL2E1 Able to recite rhymes in groups and individually with correct stress, rhythm & intonation.

This assessment is based on children performing the one-two buckle my shoe rhyme. The assessment is in two parts the group performance and the individual performance. Teachers may want to do these parts in the same lesson or in separate lessons.

Resources attached: o Animated Video of one two buckle my shoe o Powerpoint of the lyrics o Lyrics handout o Pass the Pen game instructions

Teachers can use the above resources (and others) to teach the children the rhyme.

The child is the evidence for this assessment (no paper evidence). Pt 1: Recite Rhyme in groups

1. Teacher divides the class into groups (max. six students). Each group practices the rhyme ready for the performance. Groups can be encouraged to add in their own movements and / or props for the recital.

2. Groups perform the rhyme in front of the class. 3. As the rhyme is performed the teacher listens to individual students and assesses them according to the

minimum pass criteria. Pt 2: Recite Rhyme individually (Pass the Pen game)

1. Teacher divides the class into two or three equal (or nearly equal) sized teams. The teams stand in rows to form parallel lines. They then play the Pass the Pen game using the rhyme lyrics (in dialogue form).

2. This game involves the team passing a pen (or other baton) from one student to the next from the front to the back of the line. Children can only pass the pen to the next in line when they have completed a recital of the dialogue with that child. (For a more detailed explanation of the pass the pen game see the guide in the resources.)

3. As the pen (baton) passes along the line the teacher listens to individual students and assesses them according to the minimum pass criteria.

4. The game can be performed several times. A competitive element can be introduced by awarding high points to the group that passes the pen along the line quickest and lower points to those slower.

Notes:

Other rhymes can be used in the same way for this assessment.

The same rhyme can be used multiple times if reassessment is necessary. This said, it may be preferable to introduce new rhymes to keep the subject matter fresh and engaging.

A child recites at least half of the rhyme with correct stress, rhythm and intonation. Both in the group and individual performances.



B6DB3E1 Able to choose and record the number of texts read.

For this assessment the children need to be around a supply of books so that they can select ones to read for themselves. Hopefully the teacher has already exposed the children to such an environment and they have become comfortable amongst books e.g. by periods of quiet reading, use of a book box / bag, time in the library or a dedicated reading corner.

Resources attached: o My book list worksheet

There is PAPER EVIDENCE for this assessment (the worksheet). Children record the title and author of books they read

1. From a supply of books in a comfortable reading environment the teacher allows the children to select books, one at a time, that they wish to read.

2. Children take these books and read / browse them. 3. After reading a book the child records the title and author of the book on the worksheet they

have been given. 4. After a suitable period of time the teacher ends the reading session, collects in the worksheets

and assesses the children according to the minimum pass criteria.

Child writes two book titles and the corresponding authors with correct penmanship.

Child records, correctly, the number of books read.



B6DT4E1 (Pt. a) Able to create: a. greeting cards. b. lists.

This assessment is based on children making a greetings card for a friend for friendship day (the first Sunday in August).

Resources attached: o Friendship card instruction sheet (with gap fill) o Heart template cut-out sheet.

Other resources required: Red manila card and white paper. Scissors and glue for the children.

The child is the evidence for this assessment (no paper evidence). Make a friendship day card

1. Teacher seats the children appropriately for this craft activity. Perhaps in groups so that glue, scissors, card etc can be shared.

2. Teacher gives each student a worksheet and then runs through the instructions on it with the whole class. Part of this process is a gap-fill activity with which the teacher can choose to give as much or as little guidance as required (this is not part of the assessment).

3. Cards are simple to make and are formed by cutting out two same-sized heart shapes, one in red card and the other in white paper, and then gluing these together. Writing and decorations are then applied to this basic card.

4. Children should be encouraged to think of who they want to give the card before they make it. They then create their personalised friendship cards.

5. Teacher assesses the cards the children produce according to the minimum pass criteria. Notes:

Teachers are encouraged to try other ways of making other types of cards with their children. Many approaches are available.

The heart template sheet can be used to make a few cardboard heart templates that the children can then draw around to get the correct and consistent shape for their cutting out. Alternatively it can be printed directly onto red card / white paper.

The ability of the children to cut / paste and manufacture a quality card is not being assessed. The only thing being assessed is the writing they put onto the card.

A card is produced

A minimum of ten words are written on the card.

A minimum of 50% of the words are spelled correctly.

Everything written is appropriate for Friendship Day

NB Children must pass both parts (a) and (b) of this assessment.



B6DT4E1 (Pt. b) Able to create: a. greeting cards. b. lists.

This assessment is based on children making a list of farm animals they see in a picture. Children should be familiar with the names of farm animals and the concept of list making.

Resources attached: o Farm Animals listing worksheet o Teachers answer sheet

There is PAPER EVIDENCE for this assessment (the worksheet). Make a list

1. Teacher sets up exam-like conditions in the classroom and models how to complete the worksheet.

2. Teacher gives out the worksheet and allows time for the children to count the farm animals and complete their lists.

3. Teacher ends the exam, collects in the worksheets and assesses children according to the minimum pass criteria.

Notes:

Fast finishers may be given the task of colouring in their animals e.g. rabbits red, cows black.

We are not checking childrens counting abilities with this assessment.

Children can make lists of many things e.g. items in the classroom, their friends, the subjects they study at school.

Seven of the nine listed animals are spelled correctly and written with correct penmanship (7/9)

NB Children must pass both parts (a) and (b) of this assessment.


KSSR English Year 2 Assessments

Y2 Quick Glance Assessment Grid ...................................... 39 B1DL1E1 ............................... 40 B1DL2E1 ............................... 41 B1DB1E1 .............................. 42 B1DB2E1 .............................. 43 B1DB3E1 .............................. 44 B1DT1E1 .............................. 45 B2DL1E1 ............................... 46 B2DB1E1 [Opt 1] .................. 47 B2DB1E1 [Opt 2] .................. 48

B2DB2E1 [Opt 1] .................. 49 B2DB2E1 [Opt 2] .................. 50 B2DT1E1 .............................. 51 B3DL1E1 ............................... 52 B3DL2E1 ............................... 53 B3DL3E1 ............................... 54 B3DB1E1 .............................. 55 B3DB2E1 .............................. 56 B3DB2E2 .............................. 57 B3DB3E1 .............................. 58 B3DT1E1 .............................. 59

B3DT2E1 .............................. 60 B4DL1E1 ............................... 61 B4DB1E1 .............................. 62 B4DB2E1 .............................. 63 B4DT1E1 .............................. 64 B5DL1E1 ............................... 65 B5DL2E1 ............................... 66 B5DB1E1 .............................. 67 B5DB1E2 .............................. 68 B5DT1E1 .............................. 69 B5DT2E1 .............................. 70

B6DL1E1 ............................... 71 B6DL2E1 ............................... 72 B6DL2E2 ............................... 73 B6DB1E1 .............................. 74 B6DB1E2 .............................. 75 B6DB2E1 .............................. 76 B6DT1E1 .............................. 77


Y2 Quick Glance Assessment Grid

Band Listening/speaking Reading Writing

6 B6DL1E1: respond / demonstrate understanding talk about short story characters / events B6DL2E1: recite rhymes in groups and individually with correct stress, rhythm & intonation. B6DL2E2: perform action songs, jazz chants or stories.

B6DB1E1: read and comprehend simple texts by answering Wh questions. B6DB1E2: read / show comprehension of simple texts by answering True / False qus B6DB2E1: write simple details of texts with guidance. e.g. author, title.

B6DT1E1: create posters / signs

5 B5DL1E1: talk using simple sentence structures correctly in a given stimulus: B5DL2E1: respond to any of: book covers / pictures in books / characters

B5DB1E1: read and comprehend simple texts by answering Wh questions. B5DB1E2: sequence events using stimulus.

B5DT1E1: write simple messages to friends. B5DT2E1: complete posters by filling in details from given stimulus.

4 B4DL1E1: answer simple Wh questions.

B4DB1E1: fill in details based on the text read. B4DB2E1: Transfer non-linear presentation to another non-linear presentation.

B4DT1E1: write simple sentences using correct punctuations from picture stimulus.

3 B3DL1E1: talk about: oneself / my family / family members / friends B3DL2E1: listen to and follow instructions and directions. B3DL3E1: produce any creative works by listening to simple instructions with guidance. e.g bookmarks, masks, greeting cards.

B3DB1E1: able to recognize, read and match pictures with phrases. B3DB2E1: to rearrange words to form correct sentences B3DB2E2: sequence sentences correctly. B3DB3E1: to arrange words in alphabetical order e.g. ant, apple, cat, cup

B3DT1E1: to use correctly: Capital letters / Full stops / Question marks B3DT2E1: to write simple sentences using correct penmanship.

2 B2DL1E1:use the language function to: exchange greetings / make polite requests / express apologies / talk about oneself / introduce family members and friends

B2DB1E1:match spoken words to word cards. B2DB2E1: identify and group words in categories: colours / numbers / days / parts of the body / animals

B2DT1E1: to write words with correct spelling.

1 B1DL1E1:Recite rhymes/sing songs/sing in groups B1DL2E1:Do-jazz chants/action songs with gestures and correct facial expressions.

B1DB1E1: pronounce/articulate phonemes B1DB2E1: form single syllable words by blending phonemes B1DB3E1: spell single syllable words

B1DT1E1: form numerals and letters of words using correct penmanship.



B1DL1E1 Recite rhymes/sing songs/sing in groups

Groups learn the Miss Polly had a dolly rhyme/song and perform it in front of the class.

Resources attached: o Miss Polly video o Miss Polly lyrics (3 per sheet)

The child is the evidence for this assessment (no paper evidence).

Children must be pretaught Miss Polly had a dolly. The video and the lyrics can be used for this. Perform song in front of class

1. Teacher divides the class into groups of 3 to 6 and gives instructions for the activity. 2. Groups are given lyrics sheets (one per child) and given time to prepare / practice for their

performance. Children should be encouraged to include actions in their performance. 3. Groups perform in turn at the front of the class. 4. Teacher assesses individual children on their speaking skills as the group performs the song (use

of a tick chart is recommended for quick recording of results).

Child sings / speaks 50% of the words with correct pronunciation, intonation and fluency.



B1DL2E1 Do-jazz chants/action songs with gestures and correct facial expressions.

Groups learn the If youre sad and you know it song, with facial expressions and gestures, and perform it in front of the class.

Resources attached: o Instrumental mp3 file (Tune of If youre happy and you know it) o Song sheet If youre sad and you know it

The child is the evidence for this assessment (no paper evidence). Perform song in front of class

1. Teacher divides the class into groups of 3 to 6 and gives instructions for the activity. 2. Groups are given song sheets. They are asked to choose 3 verses to sing. They are given time to

prepare / practice for their performance (the teacher should go round and help them with this). Children should show correct facial expressions and actions in their performances.

3. Groups perform in turn at the front of the class. 4. Teacher assesses individual children on their speaking / acting skills as the group performs the

song (use of a tick chart is recommended for quick recording of results). Note:

The mp3 files is 3 verses long and quite lively. If you have the opportunity to use this for the children to sing along to then it should make the activity more engaging.

If children are capable they can be encouraged to create their own lyrics e.g. if youre angry shake your fist if youre in love blow a kiss.

Child sings 50% of the words with correct pronunciation, intonation and fluency.

Also: Child displays appropriate facial expressions and actions for all the words they sing.



B1DB1E1 pronounce/articulate phonemes

This assessment is based on children playing a pairs game (also known as pelmanism) with a set of phoneme cards.

Resources attached: o A set of phoneme card pairs. These will need to be printed, cut and made into cards (e.g. stuck

onto same sized/coloured pieces of manila card and then laminated) o Instruction sheet for the pairs game

Phoneme cards display a grapheme/word/picture combination. There are two of each card. All phonemes that are introduced in KSSR English Y2 are included.

The child is the evidence for this assessment (no paper evidence). Group Pairs Game: Phonics cards:

1. Divide class into groups (5 or 6 students per group) and have each group sit around a central table / desk. 2. Give each group a set of phoneme cards. Instruct the group to distribute these face down on the desk and

mix them about so that no child knows which card is where. 3. The children take turns in turning two cards over and trying to make pairs (see attached rules of the

game). 4. Every time a child turns over a card he/she must say the corresponding phoneme (from the grapheme)

and then the word e.g. igh light. (Optionally the group could also repeat this). 5. Teacher circulates and listens to the children articulating the phonemes and assesses them according to

the minimum pass criteria. Notes:

The assessment is concerned with basic recognition and pronunciation skills only.

It might be useful to familiarise the students with the cards before you implement this game for assessment purposes.

With large class sizes a teacher may need to make several complete sets of cards (each set preferably with its own colour backing card). If this is not possible an alternative is to make one set and have different groups playing with different subsets of cards e.g. one group with ai,ee,igh,oa another group with ear,air,ure,er.

In contrast with the Y1 phoneme pronunciation assessment (B1DB3E1) no list of phonemes is given to assess. The set of attached phoneme cards contains all phonemes introduced in Y2 and it is recommended that all phonemes are assessed.

There are many more activities for which these cards can be used e.g. attach a paper clip to them and go magnet fishing.

Each of the target phonemes is articulated correctly three times.



B1DB2E1 form single syllable words by blending phonemes

In this assessment the children come to the blackboard one by one. At the board they hit a sequence of phonemes that have been drawn as stepping stones across a river. The child then hits the corresponding flashcard for the word they have formed they must speak the phonemes and then the blended word e.g. b oa t boat.

Resources attached: o Set of 8 flashcards. o Blackboard layout for word river activity.

The child is the evidence for this assessment (no paper evidence). Phonics Blending Game: The Word River

1. Introduce the flashcards for this game. Stick them to the right side of the blackboard. Draw the Word River on the left side of the board with its phoneme stepping

LAP for KSSR Lvl 1 English

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Transcript of LAP for KSSR Lvl 1 English