Teacher Fizas PBS Daily Assessment

English Year 2

Name :... Class :

Learning Outcomes Performance Level

1.1.1 Able to listen and respond to stimulus given with guidance :
a) environmental sounds 1 2 3 4 5 6
b) instrumental sounds 1 2 3 4 5 6
c) body percussion 1 2 3 4 5 6
d) rhythm and rhyme 1 2 3 4 5 6
e) alliteration 1 2 3 4 5 6
f) voice sounds 1 2 3 4 5 6
g) oral blending and segmenting 1 2 3 4 5 6
1.1.2 Able to listen to and enjoy simple stories 1 2 3 4 5 6
1.1.3 Able to listen to, say aloud and recite rhymes or sing songs 1 2 3 4 5 6
1.1.4 Able to talk about a stimulus with guidance 1 2 3 4 5 6
1.2.1 Able to participate in daily conversations :
a) exchange greetings 1 2 3 4 5 6
b) make polite requests 1 2 3 4 5 6
c) express apologies 1 2 3 4 5 6
d) talk about oneself 1 2 3 4 5 6
e) introduce family members and friends 1 2 3 4 5 6
1.2.2 Able to listen to and follow:
a) simple instructions in the classroom 1 2 3 4 5 6
b) simple directions to places in the school 1 2 3 4 5 6
1.2.3 Able to give:
a) simple instructions in school 1 2 3 4 5 6
b) simple directions to places in school 1 2 3 4 5 6
1.3.1 Able to listen to and demonstrate understanding of oral texts by:
a) answering simple WH-Questions 1 2 3 4 5 6
b) giving True/False replies 1 2 3 4 5 6
2.1.1 Able to recognise and articulate initial, medial and the final sounds in single syllable words within given
context:
a) /e/ (ai ) /i:/ (ee) /a/ (igh) // (oa) //, /u:/ (oo) 1 2 3 4 5 6
b) /a:/ (ar) /:/ (or) /:/ (ur) // (ow) /I/ (oi) 1 2 3 4 5 6
c) / / (ear) /e/ (air ) // (ure) /:/ (er) 1 2 3 4 5 6
d) /e/ (ay) /a/ ( ou) /aI/ ( ie) /i:/ (ea) 1 2 3 4 5 6
e) /I/ (oy) /:/ (ir) /u:/ ( ue) /:/ (aw) 1 2 3 4 5 6
f) /w/ (wh) /f/ (ph) /ju:/ (ew ) // (oe ) /:/ (au 1 2 3 4 5 6
g) /e/ (ae) /i:/ (e-e) /a/ ( i-e) // (o-e) /u:/ (u-e) 1 2 3 4 5 6
2.1.2 Able to blend phonemes into recognizable words and read them aloud 1 2 3 4 5 6
2.1.3 Able to segment words into phonemes to spell 1 2 3 4 5 6
2.2.1 Able to read and apply word recognition and word attack skills by:
a) matching words with spoken words 1 2 3 4 5 6
b) reading and grouping words according to word families 1 2 3 4 5 6
2.2.2 Able to read and understand phrases in linear and non-linear texts 1 2 3 4 5 6
2.2.3 Able to read and understand simple sentences in linear and non-linear texts 1 2 3 4 5 6
2.2.4 Able to read and understand a paragraph of 5-8 simple sentences 1 2 3 4 5 6
2.2.5 Able to apply basic dictionary skills using picture dictionaries 1 2 3 4 5 6
2.3.1 Able to read simple texts with guidance
a) fiction 1 2 3 4 5 6
b) non-fiction 1 2 3 4 5 6
3.1.1 Able to write in neat legible print:
a) words 1 2 3 4 5 6
b) phrases 1 2 3 4 5 6
c) simple sentences 1 2 3 4 5 6
3.1.2 Able to write numerals in neat legible print:
a) numeral form 1 2 3 4 5 6
b) word form 1 2 3 4 5 6
3.2.1 Able to complete with guidance:
a) simple messages 1 2 3 4 5 6
b) posters 1 2 3 4 5 6
3.2.2 Able to write simple sentences with guidance 1 2 3 4 5 6
3.2.3 Able to punctuate correctly:
a) capital letters 1 2 3 4 5 6
b) full stop 1 2 3 4 5 6
c) question mark 1 2 3 4 5 6
3.2.4 Able to spell common sight words 1 2 3 4 5 6
3.3.1 Able to create simple non-linear texts using a variety of media with guidance:
a) posters 1 2 3 4 5 6
b) signs 1 2 3 4 5 6
4.1.1 Able to enjoy action songs and jazz chants through non-verbal response 1 2 3 4 5 6
4.1.2 Able to sing songs and recite jazz chants with correct pronunciation, rhythm and intonation 1 2 3 4 5 6
4.2.1 Able to respond to:
a) book covers 1 2 3 4 5 6
b) pictures in books 1 2 3 4 5 6
c) characters with guidance 1 2 3 4 5 6
4.3.1 Able to produce simple creative works with guidance based on:
a) action songs 1 2 3 4 5 6
b) jazz chants 1 2 3 4 5 6
c) stories 1 2 3 4 5 6
4.3.2 Able to take part with guidance in a performance based on:
a) action songs 1 2 3 4 5 6
b) jazz chants 1 2 3 4 5 6
c) stories 1 2 3 4 5 6