1rst grade pre-post test[1]
Post on 09-May-2017
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PREPARED AND ADAPTED BY
Department of Education
English Program
CONTRIBUTING EDUCATORS
Marivel ArroyoYauco English Supervisor
Sandra BlondetPonce III English Supervisor
Jo - Ann FeblesJuana Diaz English Supervisor
Tulidania GonzalezGuayanilla English Supervisor
Ivelisse LeónPonce II English Supervisor
Dr. Iris LugoPonce I English Supervisor
Carmen MartínezSanta Isabel English Supervisor
Lina Pérez Adjuntas English Supervisor
Pat RiosPeñuelas English Supervisor
Inés RosadoGuanica English Supervisor
Olga HernandezSanta Isabel English Teacher
Prof. Iviana DelgadoPonce I English Teacher
Barbara González CamachoGuánica English Teacher
Prof. Olga HernándezSanta Isabel English Teacher
Brenda E. Serrano SantosGuánica English Teacher
EDITORS
Dr. Evelyn VeguillaEnglish Program Director
Prof. Alvin RíosJayuya English Supervisor
Prof. Luz Selenia GarcíaVillaba English Supervisor
Prof. Aidita Vélez OrtizCidra English Supervisor
Prof. María V. MartínezBayamón I English Supervisor
Luz Magali Ramos MatosNaguabo English Supervisor
Patricia Nieves SánchezCaguas II English Supervisor
REVISION 2010
Professor María T. Rodríguez English Program Director
English Professional Consultants
Pilar Barbosa Internship English Teachers 2010
Name: ____________________________________ Date: ______________________
Listening and Speaking
The student uses the English language to interpret input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social and academic context.
L/S.1.2 Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds.
I. Instructions:
Listen to the teacher. Circle the BEGINNING sound of the word you hear.
Example:
___oat
d b m
1.
___ite
t k g
2.
___able
m p t
3.
___ouse
m r s
II. Instructions: Listen to the teacher. Circle the ENDING sound of the word you hear.
1.
pi___
g d l
2.
cu___
m p c
3.
f v t
ca___L/S.1.3 Uses basic vocabulary and language patterns to identify and describe familiar concepts related to self, to family, and to interact with peers.
III. Instructions:
Listen to the teacher. Look at the pictures. Circle the picture that BEST describes what the teacher is saying.
Example:
1.
2.
3.
L/S.1.5 Uses both verbal and nonverbal forms of communication to express feelings, needs, experiences, and reacts to pictures and simple language cues after listening to read aloud.
IV. Instructions:
The teacher will ask the student several questions about student’s personal information to assess oral communication skills.
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 SHORT-ANSWER ORAL PRODUCTION ITEM MEASURING.
SCORE
2
CRITERIA
Full Oral or Non-verbal Production – A thorough oral or non-verbal production of the concept has been demonstrated. The student’s response is correct and complete and provides evidence related to the question/task. Details in the response are clear accurate.
1Partial Oral or Non-verbal Productions – Partial oral or non-verbal production of the concept has been demonstrated. The student’s response provides some information that is accurate. However, the response is not complete and may not provide clear evidence related to the questions/task.
0No Oral or Non-verbal Production – The student’s response demonstrates no oral or non-verbal production no understanding of the concept being assessed. The response is inaccurate or unrelated to the question/task.
1. What is your name?
2. Where do you live?
3. What grade are you in?
4. How old are you?
Reading
The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction.
R.1.3 Uses context clues and illustrations to identify details and to determine the meaning of unfamiliar words; demonstrates an acquisition of grade level vocabulary.
I. Instructions. Read the word. Circle the picture that BEST describes the word.
1. bus
2. jumping
3. cup
4. reading
5. cooking
R.1.5 Identifies story, organization of beginning, middle, and end within narrative text.
II. Instructions: Read the story then choose the correct answer to the questions below.
On Saturday afternoon, Peter wanted to play baseball. He went to Matt’s house
and invited him to play. They played ball at the park.
When they finished playing baseball, Peter went home.
1. What did Peter do first? He went to _______________.
A. Matt’s house.
B. his school.
C. the Park.
2. Then Peter went to ____________.
A. the park.
B. Matt’s house.
C. his house.
3. What did Peter do last?
A. Went home.
B. Went to school.
C. Played football.
R.1.2 Uses phonemic awareness strategies to manipulate sounds to form new monosyllabic words.
III. Instructions: Read the following story out loud to the teacher.
RUBRIC FOR ASSESSING READING SKILLS.
SCORE
2
CRITERIA
Full Oral Production – A thorough oral production of the concept has been demonstrated. The student’s response to reading is correct and complete and provides evidence related to the question/task. Details in the reading are clear and accurate.
1Partial Oral Production – Partial oral production of the concept has been demonstrated. The student’s response to reading provides some skills that is clear and accurate. However, the response is not complete and may not provide clear evidence related to the questions/task.
0No Oral Production – The student’s response demonstrates no oral production or understanding of the concept being assessed. The response is inaccurate or unrelated to the question/task.
My dad has a cat.
The cat is fat.
My mom wants a dog.
I want to get them both.
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