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Department of Education

English Program

PREPARED AND ADAPTED BY

CONTRIBUTING EDUCATORS Marivel Arroyo Yauco English Supervisor Sandra Blondet Ponce III English Supervisor Jo - Ann Fe le! Juana Diaz English Supervisor T"lidania Gon#ale# Guayanilla English Supervisor Iveli!!e $e%n Ponce II English Supervisor Dr& Iri! $"'o Ponce I English Supervisor Car(en Mart)ne# Santa Isabel English Supervisor $ina P*re# Adjuntas English Supervisor Pat Rio! Pe+"ela! English Supervisor In*! Ro!ado Guanica English Supervisor Ol'a ,ernande# Santa Isabel English Teacher Pro-& Iviana Del'ado Ponce I English Teacher Bar ara Gon#.le# Ca(a/0o Gu nica English Teacher Pro-& Ol'a ,ern.nde# Santa Isabel English Teacher Brenda E& Serrano Santo! Gu nica English Teacher

EDITORS Dr& Evelyn 1e'"illa English Progra! Director Pro-& Alvin R)o! Jayuya English Supervisor Pro-& $"# Selenia Gar/)a "illaba English Supervisor Pro-& Aidita 1*le# Orti# #idra English Supervisor Pro-& Mar)a 1& Mart)ne# $aya!%n I English Supervisor $"# Ma'ali Ra(o! Mato! &aguabo English Supervisor Patri/ia Nieve! S.n/0e# #aguas II English Supervisor

RE1ISION 2343 Pro-e!!or Mar)a T& Rodr)'"e# English Progra! Director English Pro'essional #onsultants Pilar $arbosa Internship English Teachers ()*)

&a!e+ ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

Date+ ,,,,,,,,,,,,,,,,,,,,,,

$i!tenin' and S5ea6in' The student uses the English language to interpret input- construct !eaning- interact .ith con'idence both verbally and nonverbally- and e/press ideas e''ectively in a variety o' personalsocial and acade!ic conte/t0 12S0*0( Develops and de!onstrates phone!ic a.areness and auditory discri!ination to identi'y distinctive sounds0 I& In!tr"/tion!7 1isten to the teacher0 #ircle the BEGINNING sound o' the .ord you hear0 E/a!ple+

d
,,,oat
1.

t
,,,ite
(0

!
,,,able

40

!
,,,ouse

II& In!tr"/tion!+ 1isten to the teacher0 #ircle the ENDING sound o' the .ord you hear0 1.

g
pi,,,

2.

!
cu,,,

3.

'
ca,,,

12S0*04 III&

5ses basic vocabulary and language patterns to identi'y and describe 'a!iliar concepts related to sel'- to 'a!ily- and to interact .ith peers0 In!tr"/tion!7 1isten to the teacher0 1oo3 at the pictures0 #ircle the picture that BEST describes .hat the teacher is saying0

E/a!ple+

1.

2.

3.

12S0*06 5ses both verbal and nonverbal 'or!s o' co!!unication to e/press 'eelings- needse/periences- and reacts to pictures and si!ple language cues a'ter listening to read aloud0 I1& In!tr"/tion!7 T0e tea/0er 8ill a!6 t0e !t"dent !everal 9"e!tion! a o"t !t"dent:! 5er!onal in-or(ation to a!!e!! oral /o(("ni/ation !6ill!&

1. Wh!t *, 4our #!-%5 2. Wh%r% (o 4ou "*$%5 3. Wh!t r!(% !r% 4ou *#5 6. Ho2 o"( !r% 4ou5

Rubric for Assessing Listening and Speaking

RESPONSES CAN BE NON-VERBAL OR VERBAL IN ENGLISH. SPANISH RESPONSES ARE NOT CONSIDERED WHEN ASSIGNING A SCORE TO A SHORTANSWER ORAL PRODUCTION ITEM MEASURING.

SCORE

CRITERIA
Full Oral or Non- erbal !roduction A thorou h or!" or #o#-$%r&!" 'ro(u)t*o# o+ th% )o#)%'t h!, &%%# (%-o#,tr!t%(. Th% ,tu(%#t., r%,'o#,% *, )orr%)t !#( )o-'"%t% !#( 'ro$*(%, %$*(%#)% r%"!t%( to th% /u%,t*o#0t!,1. D%t!*", *# th% r%,'o#,% !r% )"%!r !))ur!t%. !artial Oral or Non- erbal !roductions P!rt*!" or!" or #o#-$%r&!" 'ro(u)t*o# o+ th% )o#)%'t h!, &%%# (%-o#,tr!t%(. Th% ,tu(%#t., r%,'o#,% 'ro$*(%, ,o-% *#+or-!t*o# th!t *, !))ur!t%. Ho2%$%r3 th% r%,'o#,% *, #ot )o-'"%t% !#( -!4 #ot 'ro$*(% )"%!r %$*(%#)% r%"!t%( to th% /u%,t*o#,0t!,1. No Oral or Non- erbal !roduction Th% ,tu(%#t., r%,'o#,% (%-o#,tr!t%, #o or!" or #o#-$%r&!" 'ro(u)t*o# #o u#(%r,t!#(*# o+ th% )o#)%'t &%*# !,,%,,%(. Th% r%,'o#,% *, *#!))ur!t% or u#r%"!t%( to th% /u%,t*o#0t!,1.

2 " #

Readin' The student uses reading strategies- literary analysis- and critical thin3ing s3ills to construct !eaning and develop an understanding as .ell as an appreciation o' a variety o' genres o' both 'iction and non'iction0 70*04 5ses conte/t clues and illustrations to identi'y details and to deter!ine the !eaning o' un'a!iliar .ords8 de!onstrates an ac9uisition o' grade level vocabulary0 I0 In!tr"/tion!0 7ead the .ord0 #ircle the picture that BEST describes the .ord0 *0 bus

(0 ju!ping

40 cup

:0 reading

60 coo3ing

70*06 Identi'ies story- organization o' beginning- !iddle- and end .ithin narrative te/t0

II& In!tr"/tion!7 7ead the story then choose the correct ans.er to the 9uestions belo.0

;n Saturday a'ternoon- Peter .anted to play baseball0

<e .ent to =att>s house

and invited hi! to play0

They played ball at the par30

?hen they 'inished playing baseball- Peter .ent ho!e0

*0 ?hat did Peter do 'irst@ <e .ent to ,,,,,,,,,,,,,,,0 A0 =att>s house0 $0 his school0 #0 the Par30 (0 Then Peter .ent to ,,,,,,,,,,,,0

A0 the par30 $0 =att>s house0 #0 his house0 40 ?hat did Peter do last@ A0 ?ent ho!e0 $0 ?ent to school0 #0 Played 'ootball0

70*0( 5ses phone!ic a.areness strategies to !anipulate sounds to 'or! ne. !onosyllabic .ords0 III& In!tr"/tion!7 Read t0e -ollo8in' !tory o"t lo"d to t0e tea/0er& M4 (!( h!, ! )!t. Th% )!t *, +!t. M4 -o- 2!#t, ! (o . I 2!#t to %t th%- &oth.

R$%RIC FOR ASSESSIN& REA'IN& S(ILLS)

SCORE

CRITERIA
Full Oral !roduction A thorou h or!" 'ro(u)t*o# o+ th% )o#)%'t h!, &%%# (%-o#,tr!t%(. Th% ,tu(%#t., r%,'o#,% to r%!(*# *, )orr%)t !#( )o-'"%t% !#( 'ro$*(%, %$*(%#)% r%"!t%( to th% /u%,t*o#0task. D%t!*", *# th% r%!(*# !r% )"%!r !#( !))ur!t%. !artial Oral !roduction P!rt*!" or!" 'ro(u)t*o# o+ th% )o#)%'t h!, &%%# (%-o#,tr!t%(. Th% ,tu(%#t., r%,'o#,% to r%!(*# 'ro$*(%, ,o-% ,1*"", th!t *, )"%!r !#( !))ur!t%. Ho2%$%r3 th% r%,'o#,% *, #ot )o-'"%t% !#( -!4 #ot 'ro$*(% )"%!r %$*(%#)% r%"!t%( to th% /u%,t*o#,0task.

2 "

No Oral !roduction Th% ,tu(%#t., r%,'o#,% (%-o#,tr!t%, #o or!" 'ro(u)t*o# or u#(%r,t!#(*# o+ th% )o#)%'t &%*# !,,%,,%(. Th% r%,'o#,% *, *#!))ur!t% or u#r%"!t%( to th% /u%,t*o#0task.

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