Методические рекомендации по использованию системы критериального оценивания учебных достижений учащихся всех уровней
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Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can use imperative forms of common verbs related to classroom routines. struggle to use imperative forms of common verbs related to most classroom routines.
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE7 Use personal subject pronouns to identify things The teacher creates flash cards with familiar items on them. The teacher asks the learner questions about the items which require responses containing subject pronouns. e.g. What is it? It’s an apple? What is her job? She’s a doctor.
Sources of evidence may include worksheets and classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can correctly use personal pronouns in context for familiar items. struggle to use personal pronouns correctly for familiar items.
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Subject Programme reference Learning Objective Assessment Guidance Speaking 1.S5 Produce words in response to basic prompts Teacher shows four still sequences from a short animation with blank captions relating to characters. Teacher elicits from learners what characters say. Learners will have different responses to this, as they do not have to reproduce the exact language in the animation. Therefore, to assess each learner, look for relevant words or phrases that match each image.
Sources of evidence may include classroom monitoring and recording. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can produce words in response to prompts. struggle to produce words in response to basic prompts
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE14 Use basic prepositions of location and position: in, next to, on, to describe where people and things are The teacher gives each learner a worksheet of gap-fill sentences with an accompanying matching image, e.g. The girl is … the big tree, The apple is … the red bowl, The tea is … the blue cup, The boy is … … his mother etc. This will build on knowledge and skills acquired in Term 2. Sources of evidence may include worksheets and classroom monitoring.
can use basic prepositions of location and position: in, next to, on correctly. struggle to use basic prepositions of location and position: in, next to, on in most cases.
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE3 Use basic adjectives and colours to say what someone /something is or Has Learners are shown images which clearly show size and colour to elicit two adjectives per image. This will build on knowledge and skills acquired in Terms 1 and 2. Sources of evidence may include worksheets and classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can correctly use basic adjectives and colours to describe people and images. struggle to use basic adjectives and colours to describe people and images.
335
Subject Programme reference Learning Objective Assessment Guidance Reading
1.R3 Recognise some very high- frequency words from local environment Each learner is given the opportunity to read a set of word cards related to a familiar context. This will build on knowledge and skills acquired in Terms 1 and 2. Sources of evidence may include classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they can Learners are working towards this Learning Objective, if they can name the words related to the local environment. struggle to name the words related to the local environment.
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE5 Use interrogative pronouns ‘what,
ask basic questions In pairs, learners are given an information gap picture activity [picture A and picture B]. Learners ask e.g. Where’s the car? and draw information on their picture according to the information they are given. Teacher monitors and offers support as necessary and takes discreet notes of recurring errors, for future planning.
Sources of evidence may include classroom observation and notes. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can use interrogative pronouns “what, where, how” correctly to ask basic questions. struggle to use interrogative pronouns “what, where, how” to ask basic questions.
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Subject Programme reference Learning Objective Assessment Guidance Listening 1.L1 Recognise short instructions for basic classroom routines spoken slowly and distinctly Learners listen to short similar instructions describing how to make (for example, a pressed leaf picture, a decorated hat) and follow the instructions with support.
This will build on knowledge and skills acquired in Term 1. Sources of evidence may include learners’ creations and classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can recognise short instructions for basic classroom routines spoken slowly and distinctly. struggle to recognise most short instructions for basic classroom routines spoken slowly and distinctly.
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE11 Use ‘there is/are’ to make short statements Each learner is given a worksheet showing different hats with different decorations and are asked to describe the hats. For example ‘On this hat there is a star’. ‘On this hat there are two blue flowers’.
This will build on knowledge and skills acquired in Term 1. Sources of evidence may include worksheets and classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can use ‘there is /are’ to make short statements. struggle to use ‘there is /are’ to make short statements.
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Subject Programme reference Learning Objective Assessment Guidance Speaking 1.S3 Pronounce basic words and expressions intelligibly Each learner reads has a card with images of key words. The teacher asks questions to elicit the key words. Sources of evidence may include classroom monitoring and recording. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can correctly pronounce key words. struggle to pronounce most key words correctly.
340
Subject Programme reference Learning Objective Assessment Guidance Speaking 1.S1 Make basic personal statements and simple statements about objects Learners take turns to come to the front of the class, holding an object, and introduce themselves as a given character
holding. Sources of evidence may include classroom monitoring and recording. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can make personal statements and simple statements about objects. struggle to make personal statements and simple statements about objects.
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Subject Programme reference Learning Objective Assessment Guidance Speaking 1.S4 Respond to very basic supported questions The teacher gives learners a worksheet with basic statements such as ‘Hansel and Gretel are friends’. The teacher says number 1, e.g. ‘Are Hansel and Gretel friends?’
Sources of evidence may include worksheets and classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can correctly answer basic questions. struggle to answer most basic questions.
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4 четверть Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE3 Use basic adjectives and colours to say what someone /something is or has
Learners are shown images which clearly show size and colour to elicit two adjectives per image. This will build on knowledge and skills acquired in Terms 1, 2 and 3. Sources of evidence may include worksheets and classroom monitoring.
can correctly use basic adjectives and colours to describe someone or something. struggle to use basic adjectives and colours to describe someone or something.
343
Subject Programme reference Learning Objective Assessment Guidance Reading 1.R3 Recognise some very high- frequency words from local environment Each learner is given the opportunity to read a set of word cards related to their local environment.
This will build on knowledge and skills acquired in Terms 1, 2 and 3. Sources of evidence may include classroom observation. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can name words related to the local environment. struggle to name most words related to the local environment.
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE9 Use basic present simple forms [positive and negative] to give basic personal information Learners listen to short conversations between a boy and a girl and on a worksheet They draw straight lines to the things each character likes and wiggly lines to the things each character doesn’t like. Each learner brings their worksheet to the teacher (while other learners are engaged in another activity). The Teacher elicits sentences: “He likes (…)/She doesn’t like (…) etc.
Sources of evidence may include worksheets and classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can use present simple positive and negative forms to give basic personal information. struggle to use present simple positive and negative forms to give basic personal information.
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE11 Use there
short statements Learners make statements such as ‘There are bears in Kazakhstan’, ‘There are elephants in Africa’ using picture prompts which have been given to them by the teacher.
This will build on knowledge and skills acquired in Terms 1 and 3. Sources of evidence may include classroom monitoring and written output. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can use ‘there is /are’ to make short statements. struggle to use ‘there is /are’ to make short statements
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE5 Use interrogative pronouns what where how to ask basic questions The teacher asks two questions to each learner individually: ‘Where do you live?’ and ‘How do you get to school?’ Then invites the learner to ask the teacher the same question. This can be done in pairs if preferred.
Sources of evidence may include classroom monitoring and recording. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can use interrogative pronouns correctly to ask basic questions. struggle to use interrogative pronouns to ask basic questions
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Subject Programme reference Learning Objective Assessment Guidance Use of English 1.UE11 Use there
short statements Each learner is given a worksheet showing different masks with different decorations and are asked to describe the masks. For example ‘On this mask there is a star’. ‘On this mask there are two blue flowers’.
This will build on knowledge and skills acquired in Terms 1 and 3. Sources of evidence may include worksheets and classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can use there is/are to make short statements. struggle to use there is/are to make short statements in most cases.
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Subject Programme reference Learning Objective Assessment Guidance Speaking 1.S5 Produce words in response to prompts Each learner is shown visuals of a variety of animals, and asked two questions per image: e.g. “What do (cows) eat?”, “(Cows) eat (grass)”, “Do they eat (bananas)?”, “No, they don’t.”
This will build on knowledge and skills acquired in Terms 1 and 2. Sources of evidence may include classroom monitoring and recording. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can produce correct responses to prompts. struggle to produce correct responses to prompts.
349
Subject Programme reference Learning Objective Assessment Guidance Reading
1.R1 Recognise initial letters in names and places Each learner is shown the initial letter of different basic objects (that begin with a different letter) in a different order each time for each learner, and the teacher elicits the name of the object.
This will build on knowledge and skills acquired in Terms 1 and 2. Sources of evidence may include worksheets and classroom monitoring. Success Criteria Learners achieve this Learning Objective, if they Learners are working towards this Learning Objective, if they can find the initial letter in the words and explain that it is the first letter in the words struggle to find the initial letter in the words and explain that it is the first letter in the words
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1 четверть Ссылка на учебную программу Цель обучения Рекомендации по оцениванию 1.1
Знание и понимание окружающего мира
1.1.1.1 Различать некоторые особенности окружающего мира, знакомые образы и формы Учитель оценивает умение учащихся различать особенности окружающего их мира, знакомые образы и формы. Для этого учитель использует устный опрос. Учащиеся распознают разные изображения и формы из окружающей среды. А также для понимания учащихся учитель может смоделировать примеры разных изображений и форм в классе. На этой стадии учащиеся только «начинают» определять особенности, они не должны полностью описывать изображения и формы. Доказательством оценивания являются художественные работы учащихся, заметки сделанные учителем во время опроса каждого учащегося или по наблюдениям. Критерии успеха жүктеу/скачать 4,42 Mb. Достарыңызбен бөлісу:
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