Department of Education

English Program

PREPARED AND ADAPTED BY

CONTRIBUTING EDUCATORS Marivel Arroyo Yauco English Supervisor Sandra Blondet Ponce III English Supervisor Jo - Ann Febles Juana Diaz English Supervisor Tulidania Gonzalez Guayanilla English Supervisor Ivelisse Len Ponce II English Supervisor Dr. Iris Lugo Ponce I English Supervisor Carmen Martnez Santa Isabel English Supervisor Lina Prez Adjuntas English Supervisor Pat Rios Peuelas English Supervisor Ins Rosado Guanica English Supervisor Olga Hernandez Santa Isabel English Teacher Prof. Iviana Delgado Ponce I English Teacher Barbara Gonzlez Camacho Gunica English Teacher Prof. Olga Hernndez Santa Isabel English Teacher Brenda E. Serrano Santos Gunica English Teacher

EDITORS Dr. Evelyn Veguilla English Program Director Prof. Alvin Ros Jayuya English Supervisor Prof. Luz Selenia Garca Villaba English Supervisor Prof. Aidita Vlez Ortiz Cidra English Supervisor Prof. Mara V. Martnez Bayamn I English Supervisor Luz Magali Ramos Matos Naguabo English Supervisor Patricia Nieves Snchez Caguas II English Supervisor

REVISION 2010 Professor Mara T. Rodrguez 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:

d
___oat
1.

t
___ite
2.

m
___able

3.

m
___ouse

II. Instructions: Listen to the teacher. Circle the ENDING sound of the word you hear. 1.

g
pi___

2.

m
cu___

3.

f
ca___

L/S.1.3 III.

Uses basic vocabulary and language patterns to identify and describe familiar concepts related to self, to family, and to interact with peers. 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 students personal information to assess oral communication skills.

1. What is your name? 2. Where do you live? 3. What grade are you in? 4. How old are you?

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-verbal Production A thorough oral or non-verbal production of the concept has been demonstrated. The students response is correct and complete and provides evidence related to the question/task. Details in the response are clear accurate. Partial Oral or Non-verbal Productions Partial oral or non-verbal production of the concept has been demonstrated. The students response provides some information that is accurate. However, the response is not complete and may not provide clear evidence related to the questions/task. No Oral or Non-verbal Production The students 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.

2 1 0

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 Matts 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. Matts house. B. his school. C. the Park. 2. Then Peter went to ____________.

A. the park. B. Matts 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. My dad has a cat. The cat is fat. My mom wants a dog. I want to get them both.

RUBRIC FOR ASSESSING READING SKILLS.

SCORE

CRITERIA
Full Oral Production A thorough oral production of the concept has been demonstrated. The students response to reading is correct and complete and provides evidence related to the question/task. Details in the reading are clear and accurate. Partial Oral Production Partial oral production of the concept has been demonstrated. The students 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.

2 1

No Oral Production The students response demonstrates no oral production or understanding of the concept being assessed. The response is inaccurate or unrelated to the question/task.