· Web viewin Spanish. It includes sample rubrics and performance scales for summative and formative assessment in oral and written comprehension and oral and written production

Autoridades

Giselle Cruz Maduro Ministro de Educación Pública

Melania Brenes Monge Viceministra Académica de Educación

María Alexandra Ulate EspinozaDirectora de la Dirección de Desarrollo Curricular

Rigoberto Corrales ZúñigaJefe del Departamento de Tercer Ciclo y Educación Diversificada

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Comisión redactora

Mag. Marianella Granados Sirias,Asesora Nacional de Inglés, Departamento de Tercer Ciclo y Educación Diversificada

Mag. Alfredo Ortega Cordero, Asesor Nacional de Inglés, Departamento de Tercer Ciclo y Educación Diversificada

Comisión validadora

Séptimo año Ezequiel Rojas Gutiérrez Diana Sanchún Orozco

Asesor Regional DRE San José Central Asesora Regional DRE Nicoya

Octavo año Sandra Araya Acuña Juan Solano Navarro

Asesora Regional DRE Guápiles Asesor Regional DRE Sarapiquí

Noveno año Ronald Vargas Chavarria Yazmin Mayorga Leal

Asesor Regional DRE AlajuelaAsesora Regional DRE Santa Cruz

Décimo año Randall Centeno Hernández Shirley Rojas Leiva

Asesor Regional DRE San José Norte Asesora Regional DRE Norte -Norte

Undécimo año Carmen Jiménez Vásquez Freddy Garita González

Asesora Regional DRE AguirreAsesor Regional DRE Grande de Térraba

Diseño de portada Noelia González Cascante

Dirección Regional de Educación Guápiles

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Table of Contents

1. Presentation …………………………………………………………………………………………………………………….….…4

2. Aims of the document ……………………………………………………………………………………………………….….……4

3. Important points to keep in mind when working with the indicators………………………………………………………….….5

4. Tasks and their relationship with indicators of learning ……………………………………………………………………….….6

5. Indicators of Learning ………...............................................................................................................................................7

6. Module 46 Indicators of Learning …………………………………………………………….………………………………...…10

7. Indicators of Learning Level II, I Period……………………………………………….………………………..………………....14

8. Indicators of Learning Level II, II Period ……………...……………………………………………………………..….……......18

9. Indicators of Learning Level II, III Period ……………………………………………………………………………...…..……..25

10. Indicators of Learning Level II, IV Period ……………………………………………………………………………………..….32

11. Sample Rubrics for Self-Study Guides ………………………………………………………….………………………...…...…39

12. Rubrics for Oral & Written Comprehension…………………………………….…………………..…………………….………40

13. Rubrics for and Oral & Written Production…………………………………………..…………………………………...……….42

14. Sample Rubrics and Performance Scale for Summative Assessment Instruments and the Assessment Promotion

Strategy ……………………………………………………………………………………………………………………………...48

15. References …………………………………………………………………………………………………………..………………53

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PresentationDear teachers:

These guidelines intend to provide English teachers of Module 46 with important information on how effectively write indicators and create

assessment instruments for their Self-Study Guides (GTA) and the assessment promotion strategy or estrategia de promoción in Spanish.

It includes sample rubrics and performance scales for summative and formative assessment in oral and written comprehension and oral

and written production. All the indicators and instruments will help teachers to measure the goals and the three learnings (Learn to Know,

Learn to Do, Learn to Be and Live in Community) set in the new English curriculum when designing tasks. As a result, learners can

achieve the expected level of performance in the target language according to the CEFR. We believe that you know your students best and

therefore we encourage you to adapt and contextualize what you find here so that it responds to the needs of your learners.

Aims of this document:

a) To give teachers a brief explanation on how to write indicators of learning for planning their Self-Study Guides (GTA in Spanish).

b) To recommend a list of suggested indicators of learning per unit and linguistic competence according to the CEFR levels for Module

46.

c) To offer some sample rubrics for the Self-Study Guides and sample rubrics and Performance Scales for Summative Assessment

and Formative Assessment Instruments.

Best,

English Secondary National Advisors

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Important points to keep in mind when working with the indicators.

The CEFR defines communication as a social act, where learners are social agents, developing a range of general and specific communicative language competences, moving from learning about the language to learning to communicate in the language in active, spontaneous, and authentic language interaction. Most of the tasks to be accomplished have a meaningful communication objective, for example, solving a problem in a given scenario. The CEFR defines competences as “the sum of knowledge, skills and characteristics that allow a person to perform actions in society.” (p.9).They are comprised of general and specific competences as shown in the following graphic organizer. General competences consist of knowledge, skills, and abilities to learn and existential competence that are not language-specific, but learners use them when performing all kinds of actions including language activities.

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Tasks and their relationship with indicators of learning

When working with the Action–Oriented Approach (AOA), teachers need to design tasks that reflect the interests, abilities,

and learning styles of their students for each linguistic competence or when integrating two of them. These tasks must

have a variety of authentic texts and models of language (e.g., music, video clips, stories and news media). In regard to

the indicators of learning, they are used to assess the tasks proposed during the pedagogical mediation process.

Indicators of learning are strictly related to the task achievement, and they help to provide specific and timely descriptive

feedback to students.

What is a task?

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Any purposeful communicative

action

to achieve a given result in a specific context

to solve a problem, fullfill an obligation or

reach an objective.

What are the task features?

Task features

Simple(Looking for special events in town)

Complex(Planning a weekend with friends)

Authentic situations

Individually and /or peers

When will this task happen in real life?What is the task purpose?What will be accomplished?

Task Sample

Simple Action- Oriented TaskAuthentic situation

Assessment Strategy When would this task occur in real life?

What is the task purpose? What will be accomplished?

SI.1. asks and tells others his/her desires about shopping prices, size and where to get things.

Buying things at a convenience store.

Good morning! Can you help me? Where can I get a bottle of water?

Complex Action- Oriented TaskAuthentic situation

Assessment Strategy When would this task occur in real life?

What is the task purpose? What will be accomplished?

SI.1. asks and tells others his/her desires about shopping prices, size and where to get things.

Buying things at a convenience store.

You are driving to Liberia city for a family vacation, and you stop for gas on the way. Go into a convenience store and buy supplies for the journey. Ask the sales assistant for help finding these items. Discuss price, quantity, payment options.

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Module 46 Indicators of LearningThe English curriculum and the teachers’ guides provide student-can-do descriptors called goals, accompanied by

assessment strategies. These assessment strategies are evidence that a teacher can record to show that students are

achieving the unit goals.

As classroom teachers, however, we do not simply assess students´ progress. We must guide students step by step

through activities that enable them to reach their goals.

This document breaks each assessment strategy down into a number of indicators of learning. They are the steps that

learners follow to achieve the goals. Indicators of learning have the following characteristics: measurable, observable and

specific.

How to use this document:1) Identify the goal and assessment strategy that you will be using. Remember, a goal is a can- do performance

descriptor while an assessment strategy provides evidence of learner’s learning outcomes.

2) Consider the steps or indicators learners need to follow to achieve each assessment strategy. It is important to

clarify that each assessment strategy is linked to a goal. See the example below:

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Goal Assessment Strategy Indicators of LearningL.2. Understand

classroom language.

L.2. discriminates classroom

language within oral utterances.

L2.1 Gets the gist of short conversations related to

classroom language.

L2.2 Distinguish basic classroom expressions related

to classroom language, from aural/oral stimulus.

3) Find the unit and assessment strategy in this document and consult the list of indicators of learning to check

your own work.

4) While teaching (Oral Comprehension, Written Comprehension, Oral Production, Written Production), guide

students to accomplish each of the indicators of learning along the way to achieving the goals and assessment

strategies. Remember that there should be a connection between the assessment strategies, indicators of

learning, and pedagogical mediation for each competence.

5) Use indicators of learning throughout each unit to monitor students’ progress and make the corresponding

mediation changes if necessary.

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Important considerations: 1. Indicators of learning are organized by unit, then by assessment strategy.

2. It is important to take into account the corresponding level of difficulty of the assessment strategy when writing the

indicators.

3. In some of the indicators proposed, teachers have to include the content of those indicators. To do that, they will

complete the idea after the word “about”. For example: “Identifies facts in clearly drafted print

materials about leisure activities”.

4. In most of the cases, the indicators of learning for each assessment strategy are arranged in a suggested order for

students to perform them appropriately.

5. It is always necessary to use an indicator of learning, such as the one suggested in this document. As educators,

teachers must use their own professional judgement to identify the steps their students most need to take to

achieve the learning goals and that is reflected in the pedagogical mediation.

6. During the face- to- face and/or distance pedagogical mediation process, and therefore, at the end of each self-

study guide, the teacher will use the indicators of learning to create instruments (rubrics and /or performance

scales) to assess students’ achievement level.

7. The mediation activities in the self-study guides must be coherent with the indicators of learning to be included in

the corresponding achievement rubric.

8. Remember that the Pre-teaching Stage must not consider indicators of learning. They are strictly related to the

suggested mediation sequence for each linguistic competence. Every step of the suggested mediation in the self-

study guides must match with the indicators that are necessary to achieve the corresponding assessment strategy

and learning goal for each linguistic competence.

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9. Most of the tasks suggested in the teacher´s guide match the indicators of learning because they follow the

mediation proposed for each competence. If you use the tasks proposed in the teacher’s guide for planning your

self -study guides, make sure these tasks match with the steps proposed to mediate each competence and

consequently the self-assessment section.

10.When revising the activities in the teacher’s guide or any other resource to plan your lessons, consider that you can

follow the steps below as suggested by the Institute of Collaborative Learning:

Select the activity and leave it as it is

Adapt it or change it somehow

Reject it. Choose not to use it

Supplement it. Enrich the activity with extra material to make it more appropriate.

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II Level III Period

Something to Celebrate!Assessment Strategies Indicators of Learning

L.1. recognizes main information in short, straightforward audio.

L1. 1 Recognizes the topic in audios/videos about holidays, celebrations and festivals by using pictures, drawings and body language.

L1.2 Identifies facts in audios/videos about holidays, celebrations and festivals.

L1.3 Distinguishes main ideas/information in audios/videos about holidays, celebrations and festivals.

L.2. distinguishes specific details in an audio advertisement if it is

delivered clearly and concerns a product and/or service of interest to

the student.

L2.1 Recognizes topic of an advertisement related to holidays, celebrations or festivals.

L2.2 Identifies main ideas of an advertisement related to holidays, celebrations or festivals.

L2.3 Distinguishes supporting details of an advertisement related to holidays, celebrations or festivals.

L.3. recognizes the gist of overheard conversations

generally.

L3.1 Recognizes the topic of overheard conversations about festivals or celebrations.

L3.2 Identifies position of each speaker of overheard conversations about festivals or celebrations.

L3.3 Summarizes the outcome of the overheard conversations about festivals or celebrations.

R.1. identifies English language sounds using knowledge in phonics,

syllabification and word parts.

R1.1 Recognizes sounds in words. R1.2 Articulates the sounds. R1.3 Produces sentences in an oral or written form.

R.2. discriminates a set of clear-cut instructions (e.g., what to do if you

attend a festival or celebration),

R2.1 Identifies the instruction by using pictures or sentences about festivals or celebrations.

R2.2 Labels pictures with instructions about festivals or celebrations.

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especially if there are pictures. R.3. distinguishes chronological

order within special sentence structures.

R3.1 Identifies the events about festivals or celebrations.R3.2 Identifies sequence words (e.g., first, then, finally) in texts related to a

holiday, a festival, or a celebration.R3.2 Orders the events about festivals or celebrations chronologically.

SI.1.asks about local holidays, celebrations and festivals in in Costa Rica, Latin America and

around the world

SI1.1 Uses yes/no questions to ask about local holidays, celebrations and festivals in in Costa Rica, Latin America and around the world.

SI1.2 Uses wh- questions to ask for about local holidays, celebrations and festivals in in Costa Rica, Latin America and around the world.

SI.2.answers about holidays and festivals in Latin America and

around the world.

SI.2.1 Makes complete sentences to answer yes/no questions about local holidays, celebrations and festivals in in Costa Rica, Latin America and around the world

SI.2.2 Makes complete sentences to answer wh- questions about local holidays, celebrations and festivals in in Costa Rica, Latin America and around the world.

SI.3. accepts or refuses invitations politely.

SI3.1 Makes an invitation politely.SI3.2 Asks for more information about the invitation.SI3. 3 Accepts/refuses invitations using appropriate phrases. (I would love that!)

(I’d love to go but I can’t.)SI3.4 Gives thanks to their partner for the invitation or gives a reason why they

can’t go in a polite way.SI3.5 Suggests an alternative for the invitation (e.g., Maybe next week! OR Why

don’t we go for ice cream, instead?) SP.1. describes holidays,

celebrations and festivals in general.SP1.1 Selects the appropriate information to describe a specific holiday,

celebration or festival.SP1.2 Organizes the information and resources to describe a specific holiday,

celebration or festival.SP1.3 Makes sentences about holiday, celebration or festival with the appropriate

linkers or connecting words.

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SP1.4 Describes a specific holiday, celebration or festival.

SP.2. describes what he/she did on his /her last holiday.

SP2.1 Notes down the appropriate information to describe the last holiday.SP2.2 Organizes the information and resources to describe the last holiday.SP2.3 Makes sentences with the information, resources and the appropriate linkers

or connecting words about the last holiday.SP2.4 Describes the last holiday using sequential- past time. (first, then, after that,

finally)

W.1. Writes short messages, for example to make or change an

invitation or an appointment to meet on a holiday, a festival, or a

celebration.

W1.1 Prewrites a message to make or change an invitation or an appointment. W1.2 Drafts a message that includes the politeness convention, the activity that is

being made or changed, the date it will take place, any other important information with the appropriate linkers or connecting words.

W1.3 Revises the message by checking written sentences to look for mistakes related to subject-verb agreement, capitalization, spelling, and basic punctuation) and content.

W1.4 Edits the messages by correcting the mistakes before publishing.W2.1 Prewrites simple sentences for a postcard/e-postcard about holidays,

festivals or celebrations.

W.2 Writes a text message, or a postcard/e-postcard to friends to

give news about holidays, festivals or celebrations

W2.2 Drafts simple sentences for a postcard/e-postcard about holidays, festivals or celebrations with the appropriate linkers or connecting words.

W2.3 Revises simple sentences for a postcard/e-postcard about holidays, festivals or celebrations by checking them to look for mistakes related to subject-verb agreement, capitalization, spelling, and basic punctuation) and content.

W2.4 Edits simple sentences by correcting mistakes for a postcard/e-postcard about holidays, festivals or celebrations before publishing.

Propuesta elaborada por: Marianella Granados Sirias y Alfredo Ortega Cordero. Asesores Nacionales de Inglés. Departamento de Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con colaboración de Jason Steelman. Response Volunteer. Peace Corps Costa Rica

II LevelIII Period

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Going Shopping!Assessment Strategies Indicators of Learning

L.1. recognizes the main idea of a presentation on a topic when the subject is familiar to them and it is

delivered slowly.

L1.1 Recognizes the topic of a presentation when the subject is familiar to them and it is delivered slowly.

L1.2 Identifies main facts of a presentation on a topic when the subject is familiar to them and it is delivered slowly.

L.2. discriminates simple technical explanations if given slowly and clearly and opportunity is given for

clarification.

L2.1 Gets the gist of simple technical explanations if given slowly and clearly and opportunity is given for clarification.

L2.2 Distinguishes simple technical explanations if given slowly and clearly and opportunity is given for clarification.

R.1. identifies English language sounds using knowledge in phonics, syllabification and word parts.

R1.1 Recognizes sounds in words. R1.2 Articulates the sounds. R1.3 Produces sentences in an oral or written form.

R.2. discriminates short instructions illustrated through step-by-step visuals (e.g., following simple map´s

directions).

R2.1 Identifies short instructions illustrated through step-by-step visuals (e.g., following simple map´s directions).

R2.2 Labels pictures of short instructions illustrated through step-by-step visuals (e.g., following simple map’s directions).

R.3. discriminates directions for getting to a place, using everyday reference material (e.g., advertising material

and city maps, GPS gadgets).

R3.1 Identifies directions for getting to a place, using everyday reference material (e.g., advertising material and city maps, GPS gadgets).

R3.2 Labels pictures of directions for getting to a place, using everyday reference material (e.g., advertising material and city maps, GPS gadgets).

SI.1. asks appropriate questions during a conversation to ensure that the other person understands points being

made or information being given.

SI.1.1 Plans a set of yes/no and wh- questions to ask about shopping events and experiences.

SI.1.2 Uses yes/no and wh- questions to ask about shopping events and experiences.

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SI.2. asks someone to say something more clearly, to explain something a different way, or to repeat what has

been said.

SI.2.1 Expresses lack understanding using survival language. Ex. I don’t understand. Can you repeat again, please? Can you explain it in a different way, please?

SP.1. gives recommendations about convenient places to buy something.

SP.1.1 Selects the appropriate information and visuals to give recommendations about convenient places to buy something.

SP.1. 2Organizes the information and visuals to give recommendations about convenient places to buy something.

SP.1.3

Makes sentences with the information and with the appropriate linkers or connecting words to recommendations about convenient places to buy something.

SP.1.4 Gives a well-organized presentation with recommendations about convenient places to buy something.

SP.2. tells a simple direction (e.g., how to get to a location) as well as offers simple explanations to others.

SP.2.1 Selects the appropriate information and visuals to give a simple direction (e.g., how to get to a location) as well as to offer simple explanations to others.

SP.2.2 Organizes the information and visuals to give a simple direction (e.g., how to get to a location) as well as to offer simple explanations to others.

SP.2. 3 Makes sentences with the information and the appropriate linkers or connecting words to give a simple direction (e.g., how to get to a location) as well as to offer simple explanations to others.

SP.2.4 Gives a simple direction (e.g., how to get to a location) as well as offers simple explanations to others.

W.1. writes recommendations about going shopping W1.1 Prewrites a list of ideas for giving recommendations about

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wisely.

going shopping wisely.W1.2 Drafts recommendations about going shopping wisely

using the appropriate linkers or connecting words.W1.3 Revises the recommendations about going shopping

wisely by looking for mistakes related to subject-verb agreement, capitalization, content, spelling, basic punctuation and content.

W1.4 Edits recommendations about going shopping wisely by correcting mistakes related to subject-verb agreement, capitalization, spelling, content and use of commas) before publishing.

W.2. writes straightforward text on topics familiar to them.

W2.1 Prewrites a list of ideas about shopping events and experiences.

W2.2 Drafts a straightforward text about shopping events and experiences using the appropriate linkers or connecting words.

W2.3 Revises a straightforward text about shopping events and experiences by looking for mistakes related to subject-verb agreement, capitalization, content, spelling, basic punctuation and content.

W2.4 Edits a straightforward text about shopping events and experiences by correcting mistakes related to subject-verb agreement, capitalization, spelling, content and use of commas) before publishing.

W.3. writes a summary sentence of a text’s main points, giving one or two details.

W3.1 Prewrites a list of a text main points, one or two details.W3.2 Drafts a summary sentence of a text main points, giving

one or two details using the appropriate linkers or connecting words.

W3.3 Revises a summary sentence of a text by looking for

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mistakes related to subject-verb agreement, capitalization, content, spelling, basic punctuation and content.

W3.4 Edits a summary sentence of a text by correcting mistakes related to subject-verb agreement, capitalization, spelling, content and use of commas) before publishing.


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II Level III Period

Unforgettable EventsAssessment Strategies Indicators of Learning

L.1. identifies learners’ contributions in class, and uses these responses as

models for their own.

L.1. 1 Identifies learners’ contributions in class.

L.1. 2 Uses learners’ contributions in class as models for their own.

L.2. distinguishes the main points of an age-appropriate audio-visual presentation, news items, reporting events, accidents.

L.2.1 Recognizes the topic of an age-appropriate audio-visual presentation, news items, reporting events or accidents.

L.2.2 Identifies facts of an age-appropriate audio-visual presentation, news items, reporting events or accidents.

L.2.3 Recognizes the main information of an age-appropriate audio-visual presentation, news items, reporting events or accidents.

L.3. recognizes the gist of a short text when read aloud clearly and slowly.

L.3.1 Recognizes the topic of a short text when read aloud clearly and slowly about unforgettable events.

L.3.2 Identifies position of each speaker of a short text when read aloud clearly and slowly about unforgettable events.

L.3.3 Recognizes the outcome of a short text when read aloud clearly and slowly about unforgettable events.

R.1. identifies English language sounds using knowledge in phonics, syllabification

and word parts.

R.1.1 Recognizes sounds in words.R.1.2 Articulates the sounds.R.1.3 Produces dialogues in an oral or written form.

R.2. extracts main ideas from diagrams, with accompanying text to answer questions if given lead-in phrases.

R.2.1 Recognizes the topic from diagrams with accompanying text about unforgettable events to answer questions if given lead-in phrases.

R.2. 2 Identifies ideas from a diagram, with accompanying text about unforgettable events to answer questions if given lead-in phrases.

R.2. 3 Distinguishes main ideas from a diagram with accompanying text about

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unforgettable events to answer questions if given lead-in phrases.

R.3. recognizes the main information and a few details in short articles and reports

(e.g. a national or world event) if they deal with familiar subjects.

R.3.1 Identifies the topic in short articles and reports (e.g. a national or world event) if they deal with familiar subjects

R.3.2 Identifies main ideas in short articles and reports (e.g. a national or world event) if they deal with familiar subjects

R.3.3 Extracts details in short articles and reports (e.g. a national or world event) if they deal with familiar subjects

SI.1. asks for assistance (e.g., understanding textbook problems, asking

for clarification of vocabulary, terminology).

SI.1.1 Uses survival language to ask for assistance. Ex. Can you help me? Can you give me a hand with this? Could you help me for a second?

SI.2.1 asks questions about a personal, family, national or worldwide event.

SI.2.1.1 Plans a set of yes/no and wh- questions to ask about a personal, family, national or worldwide event.

SI.2.1.2 Uses yes/no and wh- questions to ask about a personal, family, national or worldwide event.

SI.2.2 answers questions about a personal, family, national or worldwide

event.

SI.2. 2.1 Plans a set of ideas to answer the questions about a personal, family, national or worldwide event.

SI.2. 2.2 Makes complete sentences to answer yes/no and wh- questions about a personal, family, national or worldwide event.

SP.1. uses simple words to give his/her opinion about a personal, family, national

or worldwide event.

SP.1.1 Plans a set of ideas to give opinions about a personal, family, national or worldwide event.

SP.1.2 Makes complete sentences to give opinions about a personal, family, national or worldwide event.

SP.2. describes events using simple words or sentences frames about a

personal, family, national or worldwide event.

SP.2.1 Selects the appropriate information to describe a personal, family, national or worldwide event.

SP.2. 2 Organizes the information and resources to describe a personal, family, national or worldwide event.

SP.2.3 Makes complete sentences to describe a personal, family, national or worldwide event by using simple words or sentences frames.

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SP.2. 4 Describes personal, family, national or worldwide event in a well-organized presentation.

SP.3. explains reasons for an eventbriefly (electronic device, pet, new bridge

in the town, a flood, airport, human rights).

SP.3.1 Notes down information to explain reasons for an event briefly.SP.3.2 Organizes information and resources to explain reasons for an event

briefly.SP.3. 3 Makes sentences with information, resources and the appropriate linkers

or connecting words to explain reasons for an event briefly.SP.3.4 Gives reasons for an event briefly in a well-organized presentation.

W.1 writes short dialogues about personal events by using a text as a stimulus.

W.2.1 Prewrites ideas for a short dialogue about personal events by using a text as a stimulus.

W.2.2 Drafts sentences for a short dialogue about personal events using the appropriate linkers or connecting words.

W.2.3 Revises a short dialogue about personal events by paying attention to checking written sentences to look for mistakes related to subject-verb agreement, capitalization, spelling, and basic punctuation) and content.

W.2.4 Edits a short dialogue about personal events by using a text as a stimulus by correcting the mistakes before publishing it.

W.2. gives personal reactions to a piece of age-appropriate literature related to

personal, family, national or worldwide event, checking written sentences to look for mistakes (e.g. subject verb-agreement, capitalization, spelling, basic punctuation)

W.2.1 Prewrites ideas for a personal reaction to a piece of age-appropriate literature related to personal, family, national or worldwide event.

W.2.2 Drafts sentences for a personal reaction to a piece of age-appropriate literature related to personal, family, national or worldwide event using the appropriate linkers or connecting words.

W.2.3 Revises a personal reaction to a piece of age-appropriate literature related to personal, family, national or worldwide event by paying attention to checking written sentences to look for mistakes related to subject-verb agreement, capitalization, spelling, and basic punctuation) and content.

W.2.4 Edits a personal reaction to a piece of age-appropriate literature related to personal, family, national or worldwide event by correcting the

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mistakes before publishing it. Propuesta elaborada por: Marianella Granados Sirias y Alfredo Ortega Cordero. Asesores Nacionales de Inglés. Departamento de Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con colaboración de Jason Steelman. Response Volunteer. Peace Corps Costa Rica

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II Level III Period

Amazing Costa RicaAssessment Strategies Indicators of Learning

L.1. recognizes verbal instructions related to the topic.

L.1.1 Identifies the imperative construction. L.1.2 Identifies key words.L.1.3 Differentiates the instruction

L.2. discriminates key words related to the topic when a text is being read aloud.

L.2.1 Identifies the topic when a text is being read aloud.L.2.2 Distinguishes key words related to the same topic.

L.3. retells the main idea of media presentations on familiar events or places.

L.3.1 Identifies the topic of media presentations on familiar events or places.L.3.2 Recognizes specific details of media presentations on familiar events or

places.L.3.3 Recaps events presented in a sequential order including main

ideas/concepts and key points/details.R.1. identifies English language sounds

using knowledge in phonics, syllabification and word parts.

R1.1 Recognizes sounds in words. R1.2 Articulates the sounds. R1.3 Produces sentences or dialogues in an oral or written form.

R.2. distinguishes the most important information in short narratives with some

illustrations as support.

R.2.1 Identifies the topic in short narratives with some illustrations as support.R.2.2 Identifies main ideas in in short narratives with some illustrations as

support.R.2.3 Extracts details in short narratives with some illustrations as support.

R.3. recognizes links and connections between events related to traveling in e-

mails, web chats, postcards, or short letters.

R.3.1 Identifies similarities or differences between two ideas in events related to traveling in e-mails, web chats, postcards, or short letters.

R.3.2 Distinguishes causes and effects in events related to traveling in e-mails, web chats, postcards, or short letters.

R.3.3 Recognizes the sequence in which things happened in e-mails, web

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chats, postcards, or short letters.

SI.1. suggests different things to do, places to go in his/her country.

SI.1. Lists places to go in his/her country.SI.1. Gets specific information about different things to do in each place.SI.1. Recommends things to do in each place.

SI.2.1 asks simple questions about different tourist attractions.

SI.2.1.1 Plans a set of yes/no and wh- questions to ask about different tourist attractions.

SI.2.1.1 Uses yes/no and wh- questions to ask about different tourist attractions.

SI.2.2 answers simple questions about different tourist attractions.

SI.2.2.1 Plans a set of ideas to answer the questions about different tourist attractions.

SI.2.2.2 Makes complete sentences to answer yes/no and wh- questions about different tourist attractions.

SI.3. asks simple questions about vacation plans and provides some brief indications

of reasons for their opinions.

SI.3.1.1 Plans a set of yes/no and wh- questions to ask about vacation plans. SI.3.1.1 Uses yes/no and wh- questions to ask about vacation plans.

SI.3. answers simple questions about vacation plans and provides some brief indications of reasons for their opinions.

SI.3.2.1 Plans a set of ideas to answer the questions about vacation plans and provides some brief indications of reasons for their opinions.

SI.3.2.2 Makes complete sentences to answer yes/no and wh- questions about vacation plans and provides some brief indications of reasons for their opinions.

SP.1. summarizes a short story expressed in a simple sequence of events.

SP1.1 Selects the appropriate information and visuals to summarize a short story expressed in a simple sequence of events.

SP1.2 Organizes the information and visuals to summarize a short story expressed in a simple sequence of events.

SP1.3 Makes sentences with the information and with the appropriate linkers or connecting words to summarize a short story expressed in a simple sequence of events.

SP1.4 Gives a summary of a short story expressed in a simple sequence of events in a well-organized presentation.

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SP.2. describes simple steps to enjoy a touristic activity (e.g., “Then, wear a life jacket and a pair of comfortable shoes.”,

“Take a cold shower after enjoying the hot springs.”

SP.2.1 Selects the appropriate information, visuals to describe simple steps to enjoy a touristic activity.

SP.2. 2 Organizes the information and visuals to describe simple steps to enjoy a touristic activity.

SP.2.3 Makes sentences with the information and with the appropriate linkers or connecting words to describe simple steps to enjoy a touristic activity. in a well-organized presentation.

SP.2. 4 Gives a well-organized description about simple steps to enjoy a touristic activity.

SP.3. describes familiar places and tourist attractions using simple vocabulary and

language constructions.

SP.3.1 Selects the appropriate information, visuals to describe familiar places and tourist attractions.

SP.3.2 Organizes the information and visuals to describe familiar places and tourist attractions.

SP.3.3 Makes sentences with the information and with the appropriate linkers or connecting words to describe familiar places and tourist attractions in a well-organized presentation using simple vocabulary and language constructions.

SP.3.4 Gives a well-organized description about familiar places and tourist attractions using simple vocabulary and language constructions.

W.1. writes a timeline of a dream vacation. W.2.1 Prewrites a list of ideas for a timeline of a dream vacation.

W.2.2 Drafts sentences for a timeline of a dream vacation using the appropriate linkers or connecting words.

W.2.3 Revises the sentences for a timeline of a dream vacation by paying attention to checking written sentences to look for mistakes related to subject-verb agreement, capitalization, spelling, and basic punctuation) and content.

W.2.4 Edits the timeline of a dream vacation by correcting the mistakes before publishing it.

W.2. writes a brochure with the aid of a W.2.1 Prewrites ideas for a brochure with the aid of a writing frame about a

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writing frame, checking written sentences to look for mistakes (e.g. subject-verb

agreement, capitalization, spelling, basic punctuation, etc.)

Costa Rica’s tourist attraction.W.2.2 Drafts sentences for a brochure with the aid of a writing frame about a

Costa Rica’s tourist attraction using the appropriate linkers or connecting words.

W.2.3 Revises the brochure by paying attention to checking written sentences to look for mistakes related to subject-verb agreement, capitalization, spelling, and basic punctuation) and content.

W.2.4 Edits the brochure by correcting the mistakes before publishing it.


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II Level III Period

Scenario: Time to Have Fun! Assessment Strategies Indicators of Learning

L.1. recognizes specific information when people speak at normal speed about

leisure activities.

L.1.1 Identifies the topic from a conversation about leisure activities.

L.1.2 Identifies main ideas from a conversation about leisure activities. L.1.3 Distinguishes supporting details from a conversation about leisure

activities.

L.2. discriminates main ideas and key points.

L.2.1 Recognizes the topic in audio announces about leisure activities.

L.2.2 Identifies key words in audio announces about leisure activities. L.2.3 Identifies main ideas in audio announces about leisure activities. L.2.4 Distinguishes supporting details in audio announces about leisure

activities.

R.1. extracts the important information in simple, clearly drafted print materials.

R1.1 Recognizes the topic in simple, clearly drafted print materials about leisure activities.

R1.2 Identifies facts in simple, clearly drafted print materials about leisure activities.

R1.3 Distinguishes the most important points in simple, clearly drafted print materials about leisure activities.

R.2. identifies English language sounds using knowledge in phonics, syllabification and word parts

R2.1 Recognizes sounds in words. R2.2 Articulates the sounds. R2.3 Produces dialogues in an oral or written form.

R.3. distinguishes important information.

R3.1 Recognizes the topic in packages labels. R3.2 Identifies the parts of the labels in packages. R3.3 Identifies key words in each part of the label. R3.4 Identifies important information in each part of the label. R3.5 Recognizes recommendations for preparation and use in the label.

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R.4. extracts the main points and supporting details in simple, clearly

drafted print materials.

R4.1 Recognizes the topic in clearly drafted print materials (schools handouts, brochures, letters and messages or newspapers) about leisure activities.

R4.2 Identifies facts in clearly drafted print materials (schools handouts, brochures, letters and messages or newspapers) about leisure activities.

R4.3 Distinguishes main ideas in clearly drafted print materials (school handouts, brochures, letters and messages or newspapers) about leisure activities.

R4.4 Gets specific details by answering literal questions in clearly drafted print materials (school handouts, brochures, letters and messages or newspapers) about leisure activities.

SI.1. discusses different things to do for fun.

SI.1.1 Plans the language and content to discuss different things to do for fun. SI.1.2 Makes sentences to discuss different things to do for fun.SI.1.3 Uses turn taking tactics to ensure equal participation by all partners.

SI.1.4 Uses the sentences to discuss different things to do for fun.

SI.2. asks questions about experiences, events, past experiences

SI.2.1.1

Plans a set of yes/no and wh- questions to ask about experiences, events, past experiences.

SI.2.1.2

Uses yes/no and wh- questions to ask about experiences, events, past experiences.

SI.2.1.1

Plans a set of sentences to answer the questions about experiences, events, past experiences.

SI.2. answers questions about experiences, events, past experiences.

SI.2.2.2

Makes complete sentences to answer yes/no and wh- questions about experiences, events, past experiences.

SP.1. describes experiences, events and storytelling related to exercise, sports and

games.

SP1.1 Selects the appropriate information, visuals to give a presentation about experiences, events and storytelling related to exercise, sports and games.

SP1.2 Organizes the information and visuals to give a presentation about

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experiences, events and storytelling related to exercise, sports and games.

SP1.3 Makes sentences with the information and with the appropriate linkers or connecting words to give a well-organized presentation about experiences, events and storytelling related to exercise, sports and games.

SP1.4 Gives a well-organized description about experiences, events and storytelling related to exercise, sports and games.

SP.2. describes what is occurring in a film or book and indicates his/her personal

opinion.

SP2.1 Selects the appropriate information and visuals to give a presentation about what is occurring in a film or book and indicates his/her personal opinion.

SP2.2 Organizes the information and visuals to give a presentation about what is occurring in a film or book and indicates his/her personal opinion.

SP2.3 Makes sentences with the information and the appropriate linkers or connecting words to give a well-organized presentation about what is occurring in a film or book and indicates his/her personal opinion.

SP2.4 Gives a well-organized description about what is occurring in a film or book and indicates his/her personal opinion.

W.1. writes a short description of personal experiences without using an

aid, such as a dictionary.

W1.1 Prewrites a list of ideas that include personal experiences. W1.2 Drafts a description with the listed ideas and with the appropriate linkers

or connecting words about personal experiences. W1.3 Revises the description by looking for mistakes related to subject-verb

agreement, capitalization, spelling, use of commas and content.W1.4 Edits the description before publishing.


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II Level IV Period

Online & ConnectedAssessment Strategies Indicators of Learning

L.1. identifies some colloquial expressions related to media, virtual communities, apps and media safety.

L.1.1 Gets the gist of audio texts related to media, virtual communities, apps and media safety by using pictures or drawings.

L.1.2 Recognizes expressions in audio texts related to media, virtual communities, apps and media safety by using pictures or drawings.

L.2. extracts the main idea and key points/details of audio text if the topic is

familiar and the text can be replayed

L.2.1 Recognizes the topic of audio texts about media, virtual communities, apps and media safety by using pictures or drawings.

L.2.2 Identifies facts of audio texts about media, virtual communities, apps and media safety by using pictures or drawings.

L.2.3 Distinguishes main ideas of audio texts about media, virtual communities, apps and media safety by using pictures or drawings.

L.2.4 Gets specific details in audio texts about media, virtual communities, apps and media safety by using pictures or drawings.

R.1. discriminates simple instructions with some visual support (e.g., safe use

of social networks).

R1.1 Identifies simple instructions about the safe use of social networks.

R2.2 Labels pictures with instructions about the safe use of social networks.

R.2. manipulates English language sounds using knowledge in phonics,

syllabification and word parts.

R2.1 Recognizes sounds in words. R2.2 Articulates the sounds. R2.3 Produces dialogues in an oral or written form.

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R.3. distinguishes between factual and fictional text.

R3.1 Identifies a factual or fictional text from reading the title or a description.

R3.2 Recognizes information related to facts or fiction from a text about media, virtual communities, apps and media safety

SI.1.1 asks for opinions about the latest media, virtual communities, and apps.

SI.1.1.1 Plans a set of yes/no and wh- questions to ask about the latest media, virtual communities, and apps.

SI.1.1. 2 Uses yes/no and wh- questions to ask about the latest media, virtual communities, and apps.

SI.1.2 gives opinions about the latest media, virtual communities, and apps.

SI.1.2.1 Plans a set of sentences to give opinions about the latest media, virtual communities, and apps.

SI.1.2.2 Makes complete sentences to give opinions about the latest media, virtual communities, and apps.

SI.2. expresses comments about media, virtual communities, apps and safety and otherwise contributes, in a small

group situation.

SI.2.1 Plans the language, content and online resources to comment about media, virtual communities, apps and safety.

SI.2.2 Makes sentences to comment about media, virtual communities, apps, and safety.

SI.2.3 Expresses ideas to comment on media, virtual communities, apps, and safety.

SP.1. describes media, apps, virtual communities and networks.

SP1.1 Selects the appropriate information and visuals to give a presentation about media, apps, virtual communities, and networks.

SP1.2 Organizes the information and visuals to give a presentation about media, apps, virtual communities and networks.

SP1.3 Makes sentences with the information and with the appropriate linkers or connecting words to give a well-organized presentation about media, apps, virtual communities and networks.

SP1.4 Gives a well-organized description about media, apps, virtual

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communities and networks.

SP.2. describes experiences with media, apps, virtual communities and

networks.

SP2.1 Selects the appropriate information and visuals to give a presentation about experiences with media, apps, virtual communities and networks.

SP2.2 Organizes the information and visuals to give a presentation about experiences with media, apps, virtual communities and networks.

SP2.3 Makes sentences with the information and with the appropriate linkers or connecting words to give a well-organized presentation about experiences with media, apps, virtual communities and networks.

SP2.4 Gives a well-organized description about experiences with media, apps, virtual communities and networks.

SP.3. summarizes a simple story/information he/she read about

media, apps, virtual communities and networks relying on language used in

the story.

SP3.1 Selects the appropriate information and visuals to summarize a simple story/information he/she read about media, apps, virtual communities and networks.

SP3.2 Organizes the information and visuals to summarize a simple story/information he/she read about media, apps, virtual communities and networks

SP3.3 Makes sentences with the information and with the appropriate linkers or connecting words to summarize a simple story/information he/she read about media, apps, virtual communities and networks.

SP4.4 Gives a summary of a simple story/information he/she read about media, apps, virtual communities and networks a well-organized presentation.

W.1. writes about an event using simple, coherent, and well-written

sentences.

W1.1 Prewrites a list of ideas about an event that include characters, plot and setting.

W1.2 Drafts a narrative paragraph with the listed ideas about an

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event including linkers: sequential-past time and discourse markers. (on the other hand, however)

W1.3 Revises a narrative paragraph about an event by looking for mistakes related to subject-verb agreement, capitalization, content, spelling, use of commas, use of linkers: sequential-past time and discourse markers. (on the other hand, however.

W1.4 Edits a narrative paragraph about an event before publishing.

W.2. writes an e-mail about media, apps, virtual communities or networks.

W2.1 Prewrites a list of ideas for an e-mail about media, apps, virtual communities or networks.

W2.2 Drafts an e-mail about media, apps, virtual communities or networks including subject, sender, date and time, received (on), reply- to, recipient to, recipient email address, body with the appropriate linkers or connecting words and attachments.

W2.3 Revises an e-mail about media, apps, virtual communities or networks by looking for mistakes related to subject-verb agreement, pronouns and article agreement, capitalization, content, spelling, use of commas to punctuate, abbreviations.

W2.4 Edits an e-mail about media, apps, virtual communities or networks before publishing.


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II Level IV Period

Lights, Camera & Action Assessment Strategies Indicators of Learning

L.1. gets the gist of a dialogue in a movie, a trailer for a film, or the events in a news story when the visuals provide contextual

support.

L1.1 Recognizes the topic of a dialogue in a movie, a trailer for a film or the events in a news story.

L1.2 Identifies position of each speaker in a movie, a trailer for a film or the events in a news story.

L1.3 Summarizes the outcome of the dialogue in a movie, a trailer for a film or the events in a news story.

L.2. recognizes the main idea of an age-appropriate audio-visual presentation.

L2.1 Recognizes the topic in audio-visual presentations about a movie, a trailer for a film, or the events in a news story.

L2.2 Identifies main facts in audio-visual presentations about a movie, a trailer for a film or the events in a news story.

L.3. distinguishes the main idea in media presentations on familiar events or places

delivered clearly, and at a slow pace.

L3.1 Recognizes the topic in media presentations on familiar events or places.

L3.2 Identifies facts in media presentations on familiar events or places. L3.3 Identifies main ideas in media presentations on familiar events or places.

R.1. identifies the important information in simple, clearly drafted print materials such

as T.V. guides, newspapers provided.

R1.1 Identifies the purpose of a reading in T.V. guides and newspapers.R1.2 Locates important sections in T.V. guides, newspapers.R1.3 Identifies the most relevant information in T.V. guides, newspapers to

answer literal questions such as who, why, what, when, which and how. R.2. manipulates English language

sounds using knowledge in phonics, syllabification and word parts.

R2.1 Recognizes sounds in words. R2.2 Articulates the sounds. R2.3 Produces sentences in an oral or written form

R.3. extracts subject specific words when encountered in text.

R3.1 Recognizes specific words.R3.2 Distinguishes specific words meanings by using context cues.

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R.4. discriminates the main idea and supporting details in straightforward letters

and physical or electronic messages.

R4.1 Recognizes the topic in straightforward letters and physical or electronic messages.

R4.2 Identifies facts in straightforward letters and physical or electronic messages.

R4.3 Distinguishes main ideas in straightforward letters and physical or electronic messages.

R4.4 Recognizes supporting details in straightforward letters and physical or electronic messages.

SI.1. starts, sustains and closes simple face to face or telephone conversations with peers though there may be some difficulty in understanding and being

understood from time to time

SI1.1 Starts the telephone conversation by greeting and making a statement.

SI1.2 Keeps the telephone conversation going by checking understanding from the speaker's point of view or listener's point of view.

SI1.3 Interrupts the listener in a telephone conversation.SI1.4 Keeps the telephone conversation going on or by adding a new topicSI1.5 Closes the telephone conversation by using a leave-taking.

SP.1. describes what is occurring in a film or book and indicates his/her personal

opinion about it.

SP1.1 Selects the appropriate information and visuals to give a presentation about what is occurring in a film or book and indicates his/her personal opinion about it.

SP1.2 Organizes the information and visuals to give a presentation about what is occurring in a film or book and indicates his/her personal opinion about it.

SP1.3 Makes sentences with the information and with the appropriate linkers or connecting words to give a well-organized presentation about what is occurring in a film or book and indicates his/her personal opinion about it.

SP1.4 Gives a well-organized presentation about what is occurring in a film or book and indicates his/her personal opinion about it.

SP.2. gives a short, prepared presentation dramatizing a TV show/news.

SP2.1 Selects the appropriate information and visuals to dramatize a TV show/news.

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SP2.2 Organizes the information and visuals to dramatize a TV show/news.

SP2.3 Makes sentences with the information and with the appropriate linkers or connecting words to dramatize a TV show/news.

SP2.4 Gives a well-organized presentation about a TV show/news.

W.1. writes simple, short descriptions of TV programs, the best show,

documentaries and news without using an aid, such as a dictionary.

W1.1 Prewrites a list of ideas that include personal experiences related to o TV programs, the best show, documentaries and news.

W1.2 Drafts a description with the listed ideas about TV programs, the best show, documentaries and news using the appropriate linkers or connecting words.

W1.3 Revises the description by looking for mistakes related to subject-verb agreement, capitalization, content, spelling, basic punctuation and content.

W1.4 Edits the description by correcting mistakes related to subject-verb agreement, capitalization, spelling, content and use of commas) before publishing.

W.2. writes personal reactions to film reviews.

W2.1 Prewrites a list of ideas for a personal reaction to film reviews.W2.2 Drafts a personal reaction with the listed ideas to film reviews using the

appropriate linkers or connecting words.W2.3 Revises a personal reaction to film reviews by looking for mistakes

related to subject-verb agreement, capitalization, content, spelling, and use of commas.

W2.4 Edits a personal reaction to film reviews by correcting mistakes related to subject-verb agreement, capitalization, spelling, content and basic punctuation) before publishing.


II Level IV Period

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In the Public EyeAssessment Strategies Indicators of Learning

L.1. identifies information in small group discussions between two or more native speakers if that conversation is unhurried and if the student is familiar with the topic

under discussion in a video recording.

L.1. 1 Recognizes the topic in small group discussion between two or more native speakers.

L.1.2 Identifies position of each speaker in small group discussion between two or more native speakers.

L.2. summarizes the main points of a relatively long discussion if it concerns a familiar topic and if the people involved use Standard English and do not speak

too quickly.

L.2. 1 Recognizes the topic of a relatively long discussion if it concerns a familiar topic and if the people involved use Standard English and do not speak too quickly.

L.2.2 Identifies the main points of a relatively long discussion if it concerns a familiar topic and if the people involved use Standard English and do not speak too quickly.

L.2.3 Makes a summary of a relatively long discussion with the appropriate linkers or connecting words

L.3. retells main ideas/concepts and key points/details in a news broadcast

(television, Internet) when visuals support the message.

L.3.1 Identifies participants in a news broadcast.L.3. 2 Recognizes specific characteristics of the participants in a news

broadcast. L.3. 3 Recognizes main problem in a news broadcast.L.3. 4 Describes the problem solution in a news broadcast.L.3. 5 Recaps events presented in a sequential order including main

ideas/concepts and key points/details.

R.1. identifies relevant information and draws conclusions.

R.1.1 Gets main idea in paragraphs or news.R.1.2 Extracts supporting details in paragraphs or news.R.1.3 Distinguishes the author’s argument in paragraphs or news.R.1.4 Draws conclusions from paragraphs or news.

R.2. Recognizes English language sounds using knowledge in phonics, syllabification

R.2.1 Recognizes sounds in words. R.2.2 Articulates the sounds.

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and word parts. R.2.3 Produces sentences in an oral or written form

R.3. Discriminates information factual texts and simple reports on familiar topics (e.g.,

charts and graphs, movie review, and interviews).

R.3. 1 Recognizes the topic in factual texts, simple reports, charts, graphs, movie review or interviews about national role models or outstanding figures to society.

R.3. 2 Distinguishes important/main information in factual texts, simple reports, charts, graphs, movie review or interviews about national role models or outstanding figures to society.

SI.1. offers an opinion and comments about outstanding figures’ positive and questionable actions in readings, texts, reports, and breaking news examined in

class in a small group situation.

SI.1. 1 Plans a set of sentences to give opinions about outstanding figures’ positive and questionable actions in readings, texts, reports, and breaking news examined in class in a small group situation

SI.1. 2 Makes complete sentences to give opinions about outstanding figures’ positive and questionable actions in readings, texts, reports, and breaking news examined in class in a small group situation

SI.2. interviews others about nationally and internationally outstanding figures if

the questions have been prepared beforehand. Sometimes, pose a further

question without having to pause very long to formulate the question.

SI.2.1 Prepares yes/no and wh questions for an interview about nationally and internationally outstanding figures.

SI.2.2 Exchanges personal experiences, feelings, opinions and reactions about nationally and internationally outstanding figures by participating in an interview.

SI.2.3 Asks a further question to expand the interview a bit.

SP.1. describes personal and other people’s stories of success.

SP.1.1 Selects the appropriate information to describe personal and other people’s stories of success.

SP.1.2 Organizes the information and resources to describe personal and other people’s stories of success by using sentence frames and the appropriate linkers or connecting words.

SP.1.3 Describes personal and other people’s stories of success in a well-organized presentation.

SP.2. describes contributions of nationally and internationally outstanding figures.

SP.2.1 Selects the appropriate information to describe contributions of nationally and internationally outstanding figures

SP.2.2 Organizes the information and resources to describe contributions of

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nationally and internationally outstanding figures by using sentence frames and the appropriate linkers or connecting words.

SP.2.3 Describes contributions of nationally and internationally outstanding figures in a well-organized presentation.

W.1. writes a narrative paragraph of personal and other people’s stories of

success, checking written sentences to look for mistakes (e.g., subject-verb

agreement, capitalization, spelling, basic punctuation, etc.).

W.2.1 Prewrites ideas for a narrative paragraph of personal and other people’s stories of success.

W.2.2 Drafts sentences for a narrative paragraph of personal and other people’s stories of success

W.2.3 Revises a narrative paragraph of personal and other people’s stories of success by paying attention to checking written sentences to look for mistakes related to subject-verb agreement, capitalization, spelling, and basic punctuation) and content.

W.2.4 Edits a narrative paragraph of personal and other people’s stories of success by correcting the mistakes before publishing it.


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II Level IV Period

Unexpected Situations Assessment Strategies Indicators of Learning

L.1. recognizes main ideas and some key details in television, radio, and web-based

broadcasts /announcements.

L.1.1 Identifies the topic in conversations on television, radio and web-based broadcasts /announcements.

L.1.2 Distinguishes main ideas in conversations on television, radio and web-based broadcasts /announcements.

L.1.3 Recognizes key points and details in conversations on television, radio and web-based broadcasts /announcements.

L.2. discriminates the main points of a relatively long discussion about

unexpected situations.

L.2.1 Recognizes the topic of a relatively long discussion about unexpected situations.

L.2.3 Distinguishes the main points of a relatively long discussion about unexpected situations.

L.3. retells main ideas/concepts and key points/details.

L.3.1 Identifies the topic in television, radio and web-based broadcasts /announcements about unexpected situations.

L.3.2 Recognizes main ideas/concepts in television, radio, and web-based broadcasts /announcements about unexpected situations.

L.3.3 Recognizes key points/details in television, radio, and web-based broadcasts /announcements about unexpected situations.

L.3.4 Recaps main ideas related to what he/she said about expected situations.

R.1. distinguishes main ideas and some key details in texts of various lengths.

R.1.1 Identifies the topic in texts of various lengths.R.1.2 Identifies key words and details in texts of various lengths.

R.1.3 Distinguishes the gist in texts of various lengths.

R.2. distinguishes English language R.2.1 Recognizes sounds in words.

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sounds using knowledge in phonics, syllabification and word parts.

R.2.2 Articulates the sounds. R.2.3 Produces dialogues in an oral or written form.

R.3.interprets academic explanations.

R.3.1 Identifies the topic of an academic explanation.R.3.2 Identifies the intended audience of an academic explanation.R.3.3 Recognizes the text structure of an academic explanation.R.3.4 Gets main idea in paragraphs or sections of an academic explanation. R.3.5 Extracts supporting details in paragraphs or sections of an academic

explanation.R.3.6 Analyzes the author’s argument in an academic explanation.R.3.7 Draws conclusions from an academic explanation.

SI.1. offers suggestions in unexpected situations.

SI.1.1 Asks the person for the possibility to make a suggestion using expressions such as: “Have you considered_________?” , “How about __________?”

SI.1.2 Uses expressions to give advice such as: “You should____” , “Why don’t you________.”,

SI.2.1 makes complaints.

SI.2.1.1 Starts the conversation politely with one of these phrases: “I’m sorry to bother you, but I ……..” or “Excuse me, I wonder if you can help me”

SI.2.1.2 Explains the problem using polite, respectful language.

SI.2.1.3 Says how you feel about the problem.SI.2.1.4 Asks for action to be taken on the problem.

SI.2.2 makes appointments.

SI.2.2.1 Greets the person who answers and asks for the person you wish to speak with.

SI.2.2.2 Expresses the purpose for your call.SI.2.2.3 Agrees on the most convenient day and time for both parties.SI.2.2.4 Confirms the date and time that is the most suitable for you.

SI.3. interviews others about unexpected situations if the questions have been

prepared beforehand.

SI.3.1 Prepares yes/no and wh- questions for an interview about unexpected situations.

SI.3.2 Exchanges personal experiences, feelings, opinions and reactions about

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unexpected situations by participating in an interview.

SP.1. describes personal unexpected situations.

SP.1.1 Selects the appropriate information and visuals to prepare a presentation to describe personal unexpected situations.

SP.1.2 Organizes the information and visuals to give a presentation to describe personal unexpected situations.

SP.1.3 Makes sentences with the information and with the appropriate linkers or connecting words to give a presentation to describe personal unexpected situations.

SP.1.4 Gives a well- organized presentation to describe personal unexpected situations.

SP.2. retells an unexpectedsituation read/heard in class.

SP.2.1 Selects the appropriate information and visuals to prepare a presentation to retell an unexpected situation read/heard in class.

SP.2.2 Organizes the information and visuals to give a presentation to retell an unexpected situation read/heard in class.

SP.2.3 Makes sentences with the information and with the appropriate linkers or connecting words to give a presentation to retell an unexpected situation read/heard in class.

SP.2.4 Gives a well- organized presentation to retell an unexpected situation read/heard in class.

W.1. writes a narrative paragraph about a home emergency, everyday situation,

appointments or something you made a complaint about.

W.1.1 Prewrites ideas for a narrative paragraph about a home emergency, everyday situation, appointments, or something you made a complaint about.

W.1.2 Drafts sentences for a narrative paragraph about a home emergency, everyday situation, appointments, or something you made a complaint about using the appropriate linkers or connecting words.

W.1.3 Revises a narrative paragraph about a home emergency, everyday situation, appointments, or something you made a complaint about to look for mistakes related to subject-verb agreement, phrases, clauses, capitalization, spelling, compound sentences, basic punctuation and

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content. W.1.4 Edits a narrative paragraph about a home emergency, everyday

situation, appointments, or something you made a complaint about by correcting the mistakes before publishing it.


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II Level IV Period

Open a Book, Open Your MindAssessment Strategies Indicators of Learning

L.1. distinguishes the main points of a relatively long discussion if it concerns a

familiar topic and if the people involved use Standard English and do not speak too

quickly.

L.1.1Recognizes the topic of a relatively long discussion if it concerns a familiar topic and if the people involved use Standard English and do not speak too quickly.

L.1.2Identifies facts of a relatively long discussion if it concerns a familiar topic and if the people involved use Standard English and do not speak too quickly.

L.1.3Distinguishes main points in of a relatively long discussion if it concerns a familiar topic and if the people involved use Standard English and do not speak too quickly.

L.2. summarizes the most important information about poems, comic strips,

biographies and the moral of the story when visuals support the message.

L.2. 1 Identifies what poems, comic strips, biographies and the moral of the story are about.

L.2.2 Identifies main ideas in poems, comic strips, biographies and the moral the moral of the story.

L.2. 3 Recognizes the conclusion in poems, comic strips, biographies and the moral of the story.

L.2.4 Recaps the most important information about poems, comic strips, biographies and the moral of the story.

L.3. retells small group discussion between two or more native speakers, if that

conversation is unhurried and if the student is familiar with the topic under discussion in a

video recording.

L.3.1 Selects the appropriate information to recap a small group discussion between two or more native speakers, if that conversation is unhurried and if the student is familiar with the topic.

L.3. 2Organizes the information to recap a small group discussion between two or more native speakers, if that conversation is unhurried and if the student is familiar with the topic

L.3. 3 Makes sentences with the information and with the appropriate linkers or

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connecting words to recap a small group discussion between two or more native speakers, if that conversation is unhurried and if the student is familiar with the topic.

L.3.4Recaps a small group discussion between two or more native speakers, if that conversation is unhurried and if the student is familiar with the topic.

R.1. recognizes relevant information to draw conclusions.

R.1.1 Gets main idea in paragraphs or sections of textbooks as she/he reads.R.1.2 Extracts supporting details in paragraphs or sections of textbooks.R.1.3 Analyzes the author’s argument in paragraphs or sections of textbooks.R.1.4 Draws conclusions by answering questions.

R.2. recognizes English language sounds using knowledge in phonics, syllabification and

word parts.

R.2.1 Recognizes sounds in words.R.2.2 Articulates the sounds.R.2.3 Produces dialogues in an oral or written form.

R.3. discriminates information in text and simple reports on familiar topics.

R.3.1 Identifies topic from texts and simple reports on familiar topics. R.3.2 Recognizes key words or phrases from texts and simple reports on

familiar topics. R.3.3 Distinguishes main ideas from texts and simple reports on familiar topics.

SI.1. offers an opinion about Haikus, comic strips, biographies and Costa Rican legends

examined in class.

SI.1.1 Plans a set of sentences to give opinions about Haikus, comic strips, biographies and Costa Rican legends examined in class.

SI.1.2 Makes complete sentences to give opinions about Haikus, comic strips, biographies and Costa Rican legends examined in class.

SI.2. interviews others about biographies and Costa Rican legends if the questions have

been prepared beforehand.

SI.2.1 Plans yes/no and wh questions for an interview about biographies and Costa Rican legends.

SI.2.2 Exchanges personal experiences, feelings, opinions and reactions about biographies and Costa Rican legends by participating in an interview.

SP.1. describes his/her favorite comic strips. SP.1.1

Selects the appropriate information, visuals to describe his/her favorite comic strips.

SP.1.2 Organizes the information and visuals to give a presentation about his/her favorite comic strips.

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SP.1.3Makes sentences with the information and with the appropriate linkers or connecting words to give a description about his/her favorite comic strips.

SP.1.4Gives a well-organized presentation to describe his/her favorite comic strips.

SP.2. describes biographies of national and international writers.

SP.2.1 Selects the appropriate information, visuals to give a presentation about national and international writers.

SP.2.2Organizes the information and visuals to give a presentation about national and international writers.

SP.2.3Makes sentences with the information and with the appropriate linkers or connecting words to give a description of national and international writers.

SP.2.4Gives a well-organized presentation to describe national and international writers’ biographies.

SP.3. retells a Costa Rican legend read/heard in class.

SP.3.1 Identifies characters in a Costa Rican legend.SP.3.2 Recognizes specific characteristics of characters in a Costa Rican legend. SP.3.3 Recognizes main problem/ conflict in a Costa Rican legend.SP.3.4 Describes the problem/ conflict’ solution in a Costa Rican legend.SP.3.5 Recaps events presented in a sequential order including main

ideas/concepts and key points/details and the moral.

W.1. writes narrative paragraphs of famous Costa Rican legends.

W.1.1 Prewrites ideas for a narrative paragraph of a famous Costa Rican legend.

W.1.2 Drafts sentences for a narrative paragraph of a famous Costa Rican legend using the appropriate linkers or connecting words.

W.1.3 Revises the narrative paragraph by checking written sentences to look for mistakes related to subject-verb agreement, capitalization, spelling, and basic punctuation) and content.

W.1.4 Edits the narrative paragraph by correcting the mistakes before publishing it.

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W.2. writes biographies of famous Costa Rican or

international writers or authors.

W.2.1 Prewrites ideas for a biography of a famous Costa Rican or international writer or author

W.2.2 Drafts sentences for a biography of a famous Costa Rican or international writer or author using the appropriate linkers or connecting words.

W.2.3 Revises the biography by checking written sentences to look for mistakes related to subject-verb agreement, capitalization, spelling, and basic punctuation) and content.

W.2.4 Edits the biography by correcting the mistakes before publishing it. Propuesta elaborada por: Marianella Granados Sirias y Alfredo Ortega Cordero. Asesores Nacionales de Inglés. Departamento de Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con colaboración de Jason Steelman. Response Volunteer. Peace Corps Costa Rica

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Sample Rubrics for Self-Study Guides

II Level Scenario: Let the Good Times Roll! Assessment Strategy L.2. Recognizes important information from audio texts (e.g., sports announcements, sports scores) provided if the

message is delivered clearly.

Indicators of LearningAchievement level

Not yet achieved1

In process2

Achieved3

L.2.1 Restates orally the topic from audio texts about sports or sports announcements.

Learner cannot restate the topic from audio texts about sports or sports announcements correctly.

Learner can restate part of the topic from audio texts about sports or sports announcements with some difficulty and needs improvement.

Learner can restate the topic from audio texts about sports or sport announcements correctly and with no difficulty.

L.2.2 Labels illustrations in a conversation or story about sports or sports announcements.

Learner cannot label illustrations in a conversation or story about sports or sports announcements

Learner can label some of the illustrations in a conversations or story about sports or sports announcements with some difficulty and needs improvement.

Learner can label all illustrations in a conversation or story about sports or sports announcements correctly and with no difficulty.

L.2.3 Gets specific information to complete sentences with key words about sports

Learner cannot get any specific information to complete sentences with keywords about sports correctly.

Learner can get some specific information to complete sentences with keywords about sports with some difficulty and needs improvement.

Learner can get all the specific information to complete sentences with keywords about sports

L.2.4 Lists important information in a conversation or story about sports or sports announcements.

Learner cannot list information in a conversation or story about sports or sports announcements correctly.

Learner can list some important information in a conversation or story about sports or sports announcements with some difficulty and needs improvement.

Learner can list important information in a conversation or story about sports or sports announcements correctly and with no difficulty.

Propuesta elaborada por: Marianella Granados Sirias, Alfredo Ortega Cordero Asesores Nacionales de Inglés. Departamento de Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con colaboración de Sandra Araya Acuña, Juan Solano Navarro. Asesores Regionales de Inglés.

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II Level Scenario: Let the Good Times Roll!Assessment Strategy R.4. Recognizes most of what occurs in a well-structured short story and the story’s main characters.

Indicators of Learning

Achievement level

Not yet achieved1

In process2

Achieved3

R4.1 identifies setting in a well-structured short story.

Learner cannot identify the setting in a well-structured short story correctly.

Learner can identify the setting in a well-structured short story with some difficulty and needs improvement.

Learner can identify the setting in a well-structured short story correctly and with no difficulty.

R4.2.1* names characters in a well-structured short story.

Learner cannot name characters in a well-structured short story.

Learner can name some characters in a well-structured short story with some difficulty and needs improvement.

Learner can describe all the characters in a well-structured short story correctly and with no difficulty.

R4.2.2* describes characters in a well-structured short story.

Learner cannot describe characters in a well-structured short story.

Learner can describe some characters in a well-structured short story with some difficulty and needs improvement.

Learner can describe characters in a well-structured short story correctly and with no difficulty.

R4.3 identifies main conflict/problem in a well-structured short story.

Learner cannot identify the main conflict/problem in a well-structured short story correctly.

Learner can identify the main conflict/problem in a well-structured short story with some difficulty and needs improvement.

Learner can identify the main conflict/problem in a well-structured short story correctly and with no difficulty.

R4.4.1* recounts some of the characters’ efforts in a well-structured short story.

Learner cannot recount the characters’ efforts in a well-structured short story correctly.

Learner can recount some of the characters’ efforts in a well-structured short story with some difficulty and needs improvement.

Learner can recount some of the characters’ efforts in a well-structured short story correctly and with no difficulty.

R4.4.2 * recounts some of the characters’ obstacles in a well-structured short story.

Learner cannot recount some of the obstacles in a well-structured short story correctly.

Learner can recount some of the obstacles in a well-structured short story with some difficulty and needs improvement.

Learner can recount some of the obstacles in a well-structured short story correctly and with no difficulty.

R4.5 summarizes the ending in a well-structured short story.

Learner cannot summarize the ending in a well-structured short story correctly.

Learner can summarize the ending in a well-structured short story with some difficulty and needs improvement.

Learner can summarize the ending in a well-structured short story correctly and with no difficulty.

* Notice that indicators R.4.2.1 and R.4.2.2 are subdivided from R.4.2, same case with R.4.4.1 and R.4.4.2.Propuesta elaborada por: Marianella Granados Sirias, Alfredo Ortega Cordero Asesores Nacionales de Inglés. Departamento de Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con colaboración de Sandra Araya Acuña, Juan Solano Navarro. Asesores Regionales de Inglés.

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II Level Scenario: My High School…Our place. Assessment Strategy SI.1. Expresses common interests about school life.


Achievement level

Not yet achieved1

In process2

Achieved3

SI1.1 Selects the language and content to express common interests about school life. For example: My favorite is.., I don’t like …

Learner cannot select the language and content to express common interests about school life. For example: My favorite is.., I don’t like… correctly.

Learner can select part of the language and content to express common interests about school life. For example: My favorite is.., I don’t like… with some difficulty and needs improvement.

Learner can select all the language and content to express common interests about school life. For example: My favorite is.., I don’t like… correctly with no difficulty.

SI1. 2 Elaborates sentences to express common interests about school life.

Learner cannot elaborate sentences to express common interests about school life correctly.

Learner can elaborate some sentences to express common interests about school life with some difficulty and needs improvement.

Learner can elaborate sentences to express common interests about school life correctly with no difficulty.

SI1. 3 Expresses common interests about school life.

Learner cannot express common interests about school life correctly.

Learner can express some common interests about school life with some difficulty and needs improvement.

Learner can express common interests about school life correctly with no difficulty.

SI 1.4 Asks questions about others’ schedules.

Learner cannot ask questions about others´ schedules correctly.

Learner can ask some questions about others´ schedules with some difficulty and needs improvement.

Learner can ask questions about others´ schedules correctly with no difficulty.

SI 1.5 Answers questions about their own schedules.

Learner cannot answer questions about their own schedules correctly.

Learner can answer some questions about their own schedules with some difficulty and needs improvement.

Learner can answer questions about their own schedules correctly with no difficulty.

Maintains appropriate communication strategies while answering the questions stated (uses of facial expressions and gestures, asks for repetition, indicates lack

Learner cannot maintain communication most of the time. Hard for him/her to use the communication strategies to

Learner can make correct use of some of the communication strategies to maintain communication going with some difficulty, but not all the time and

Learner can make use of many communication strategies to maintain communication going, which helps to keep the flow of the

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of understanding, repeats words. overcome difficulties correctly. inconsistently. Learner needs improvement.

conversation correctly with no difficulty.

Pronounces the target language in the answers provided correctly

Learner makes constant mistakes in pronunciation during his/her answers. (More than 4 mistakes)

Learner´s pronunciation is understandable at most times. Occasional mispronunciation; some consistent mistakes in his/her answers. (3-4 mistakes)

Learner has clear and smooth pronunciation in his/her answers at this level. Few sporadic deviations. (1-2 mistakes)

Stresses words and uses appropriate intonation in sentences or answers provided correctly.

Learner cannot stress individual words correctly and use appropriate intonation when forming sentences.

Learner can stress some individual words correctly and use appropriate intonation when answering with some difficulty and needs improvement.

Learner can constantly stress individual words correctly and use appropriate intonation when answering with no difficulty.

Speaks at a normal speed during the period of the interaction (question/answer task)

Learner carries out the task with hesitation that interferes with the message. Some long pauses to recall meaning.

Learner can carry out the task adequately with some hesitation that seldom interferes with the message. Few short pauses to recall meaning.

Learner can carry out the task with confidence. Very sporadic short pauses to recall meaning.

Uses the appropriate register and politeness conventions according to the given context and task. (Sociolinguistic Appropriateness)

Learner cannot use the appropriate register (formal or informal) for the task given. Expressions and word choice are contextually inappropriate in terms of manners, politeness and tactfulness.

Learner can partially use one register (formal or informal) without considering the task given. Expressions and word choice are sometimes contextually appropriate in terms of manners, politeness and tactfulness. Learner needs improvement.

Learner can fully use the appropriate register (formal or informal) at all times depending on the task and context given. Expressions and word choice are always contextually appropriate in terms of manners and politeness.

* Notice that the assessment strategy, that includes indicators for asking and answering, must be separated subdividing the indicator. Besides, the indicators in green were constructed to measure overall achievement in aspects related to pronunciation, fluency and sociolinguistic appropriateness. They must be present in all instruments related to Spoken Interaction, Spoken production and Written as required.


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II Level Scenario: Something to celebrate.Assessment Strategy SI.2 asks and answers about holidays and festivals in Latin America and around the world. *


Achievement level

Not yet achieved1

In process2

Achieved3

SI.2.2 Asks questions about local holidays, celebrations and festivals in Latin America and around the world

Learner cannot ask questions about local holidays, celebrations and festivals in Latin America and around the world correctly.

Learner can partially ask questions about local holidays, celebrations and festivals in Latin America and around the World with some difficulty and needs improvement.

Learner can fully ask questions about local holidays, celebrations and festivals in Latin America and around the world.

SI.2.4. Answers questions about local holidays, celebrations and festivals in Latin America and around the world.

Learner cannot answer questions about local holidays, celebrations and festivals in Latin America and around the world correctly.

Learner can partially answer questions about local holidays, celebrations and festivals in Latin America and around the world with some difficulty and needs improvement.

Learner can fully answer questions about local holidays, celebrations and festivals in Latin America and around the world correctly with no difficulty.

Maintains appropriate communication strategies while answering the questions stated (uses of facial expressions and gestures, asks for repetition, indicates lack of understanding, repeats words.

Learner cannot maintain communication most of the time. Hard for him/her to use the communication strategies to overcome difficulties correctly.

Learner can make correct use of some of the communication strategies to maintain communication going with some difficulty, but not all the time and inconsistently. Learner needs improvement.

Learner can make use of many communication strategies to maintain communication going, which helps to keep the flow of the conversation correctly with no difficulty.

Pronounces the target language in the answers provided correctly

Learner makes constant mistakes in pronunciation during his/her answers. (More than 4 mistakes)

Learner´s pronunciation is understandable at most times. Occasional mispronunciation; some consistent mistakes in his/her answers. (3-4 mistakes)

Learner has clear and smooth pronunciation in his/her answers at this level. Few sporadic deviations. (1-2 mistakes)

Stresses words and uses appropriate intonation in sentences or answers provided correctly.

Learner cannot stress individual words correctly and use appropriate intonation when forming sentences.

Learner can stress some individual words correctly and use appropriate intonation when answering with some difficulty and needs improvement.

Learner can constantly stress individual words correctly and use appropriate intonation when answering with no difficulty.

Speaks at a normal speed during the period of the interaction (question/answer task)

Learner carries out the task with hesitation that interferes with the message. Some long pauses to recall

Learner can carry out the task adequately with some hesitation that seldom interferes with the message. Few short


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meaning. pauses to recall meaning.

Uses the appropriate register and politeness conventions according to the given context and task. (Sociolinguistic Appropriateness)


Learner can partially use one register (formal or informal) without considering the task given. Expressions and word choice are sometimes contextually appropriate in terms of manners, politeness and tactfulness. Learner needs improvement.


* Notice that the assessment strategy, that includes indicators for asking and answering, must be separated subdividing the indicator. Besides, the indicators in green were constructed to measure overall achievement in aspects related to pronunciation, fluency and sociolinguistic appropriateness. They must be present in all instruments related to Spoken Interaction, Spoken production and Written Production as required.


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II Level Scenario: Something to celebrate.Assessment Strategy SP.2 describes what he/she did on his /her last holiday.

Indicators of Learning Achievement levelNot yet achieved

1In process

2Achieved

3

SP2.1 Notes down the appropriate information to describe the last holiday.

Learner cannot note down the appropriate information to describe the last holiday.

Learner can partially note down the appropriate information to describe the last holiday with some difficulty and needs improvement.

Learner can fully note down the appropriate information to describe the last holiday correctly with no difficulty.

SP2.2 Organizes the information and resources to describe the last holiday.

Learner cannot organize the information and resources to describe the last holiday correctly.

Learner can partially organize the information and resources to describe the last holiday with some difficulty and needs improvement.

Learner can fully organize the information and resources to describe the last holiday correctly with no difficulty.

SP2.3 Makes sentences about the last holiday.

Learner cannot make sentences about the last holiday correctly.

Learner can partially make sentences about the last holiday with some difficulty and needs improvement.

Learner can fully make sentences about the last holiday correctly with no difficulty.

SP2.4 Describes the last holiday using sequential past time.

Learner cannot describe the last holiday using sequential past time: first, then, after that, finally correctly.

Learner can partially describe the last holiday, but does not use sequential past time: first, then, after that, finally with some difficulty and needs improvement.

Learner can fully describe the last holiday using sequential: past time first, then, after that, finally correctly with no difficulty.

Maintains appropriate communication strategies to describe holidays (uses of facial expressions and gestures, asks for repetition, indicates lack of understanding, repeats words).

Learner cannot maintain communication most of the time. Hard for him/her to use the communication strategies to overcome difficulties correctly.

Learner can make correct use of some of the communication strategies to maintain communication going with some difficulty, but not all the time and inconsistently. Learner needs improvement.

Learner can make use of many communication strategies to maintain communication going, which helps to keep the flow of the conversation correctly with no difficulty.

Pronounces the target languageabout holidays correctly.

Learner makes constant mistakes in pronunciation. (More than 4 mistakes)

Learner pronunciation is understandable at most times. Occasional mispronunciation; some consistent mistakes. (3-4 mistakes)

Learner has clear and smooth pronunciation at this level. Few sporadic deviations. (1-2 mistakes)

SP.2.4.3 Stresses words and use appropriate intonation in sentences correctly.

Learner cannot stress individual words correctly and does not use appropriate intonation when making sentences.

Learner can stress individual words correctly and use appropriate intonation when making sentences with some difficulty and needs improvement.

Learner can constantly stress individual words correctly and use appropriate intonation when making sentences with no difficulty.

SP.2.4.4 Speaks at a normal speed during the production task

Learner carries out the task with hesitation that interferes with the message. Some long pauses to recall meaning.

Learner can carry out the task adequately with some hesitation that seldom interferes with the message. Few short pauses to recall meaning.


SP.2.4.5 Uses the appropriate register and politeness conventions according to the given context and task. (Sociolinguistic Appropriateness)


Learner can partially use one register (formal or informal) without considering the context given. Expressions and word choice are sometimes contextually appropriate in terms of manners, politeness and tactfulness. Learner needs improvement.


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* The indicators in green were constructed to measure overall achievement in aspects related to pronunciation, fluency and sociolinguistic appropriateness. They must be present in all instruments related to Spoken Interaction, Spoken production and Written Production as required. Propuesta elaborada por: Marianella Granados Sirias, Alfredo Ortega Cordero Asesores Nacionales de Inglés. Departamento de Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con colaboración de Sandra Araya Acuña, Juan Solano Navarro. Asesores Regionales de Inglés.

II Level Scenario: My High School…Our placeAssessment Strategy: W.2. Writes an explanation of what they do every day at school, with the help of illustrations.


Achievement level

Not yet achieved1

In process2

Achieved3

W2.1 Drafts an explanation with illustrations about activities in a typical day at school, and a conclusion

Learner cannot draft an explanation with illustrations about a typical day at school, and a conclusion correctly.

Learner can partially draft an explanation with illustrations about a typical day at school, and a conclusion with some difficulty and needs improvement.

Learner can fully draft an explanation with illustrations about a typical day at school, and a conclusion correctly and with no difficulty.

W2.2 Revises the explanation about a typical day at school.

Learner cannot revise the explanation about a typical day at school correctly.

Learner can partially revise the explanation about a typical day at school with some difficulty and needs improvement.

Learner can fully revise the explanation about a typical day at school correctly and with no difficulty.

W2.2.1 * Checks written sentences to look for mistakes related to subject-verb agreement, capitalization, spelling, and basic punctuation).

Learner cannot check the written sentences presenting constant subject verb agreement, capitalization, spelling, and punctuation mistakes.

Learner can partially check the written sentences and some subject verb agreement, capitalization, spelling, and punctuation mistakes.

Learner can fully check the written sentences avoiding subject verb agreement, capitalization, spelling, and punctuation mistakes.

W2.2.2*Arranges Linking words, groups of words, sentences, paragraphs, and texts in a well-organized and logical manner. (Coherence and Cohesion)

Learner‘s production cannot show sense of coherence & cohesion. No sense in the organization of its content and use of discourse markers.

Learners' production can partially show a sense through the organization of its content and use of discourse markers.

Learner's production can fully show reasonable sense through the organization of its content and use of discourse markers.

W2.2.3* Uses the appropriate register and politeness conventions according to the given context. (Sociolinguistic Appropriateness




W2.3 Edits the explanation by correcting the mistakes before publishing it.

Learner cannot edit the explanation by correcting the mistakes before publishing it correctly.

Learner can partially edit the explanation by correcting the mistakes before publishing it with some difficulty and needs improvement.

Learner can fully edit the explanation by correcting the mistakes before publishing it correctly and with no difficulty.

Links words, groups of words, sentences, paragraphs, and texts in a well-organized and logical manner. (Coherence and Cohesion)

Learner‘s production cannot show sense of coherence & cohesion. No sense in the organization of its content and use of discourse markers.

Learners' production can partially show a limited sense through the organization of its content and use of discourse markers.

Learner's production can fully show reasonable sense through the organization of its content and use of discourse markers.

Uses the appropriate register and politeness conventions according to the given context. (Sociolinguistic Appropriateness




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* Notice that Indicator W2.2.1 comes from Indicator W2.2, and that W2.2.1, W2.2.2, and W2.2.3 are subdivided from Indicator W2.2. The indicators in green were constructed to measure overall achievement in aspects related to pronunciation, fluency and sociolinguistic appropriateness. They must be present in all instruments related to Spoken Interaction, Spoken production and Written Production as required. Propuesta elaborada por: Marianella Granados Sirias, Alfredo Ortega Cordero Asesores Nacionales de Inglés. Departamento de Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular con colaboración de Sandra Araya Acuña, Juan Solano Navarro. Asesores Regionales de Inglés.

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Sample Rubrics and Performance Scale for

Summative Assessment Instruments and the

Assessment Promotion Strategy

Analytic RubricCINDEA/ IPEC ___________________ Score:_____________Summative Assessment Instrument Total Points: ________Allotted Time: ____________minutes Gotten points: _______Module 46: We can communicate in other foreign languages Percentage: __________%Teacher: __________________________ Obtained Percentage: ____________Date: _____________________________ Period: II Period Student`s name: ____________________________________ Group:___________

Scenario Let the Good Times Roll!

Assessment Strategy R.4 Recognizes most of what occurs in a well-structured short story and the story´s main characters.

Task Today is your birthday. Your best friend gave you a book with different short stories as a present. From the book, read the short story “A day I’ll never forget” and work on the following guide to make a summary for your mother.

1. Identify the setting of the story.2. Name all characters in the story.3. Describe each character of the story.4. Identify the main conflict/problem of the story.5. Recount some of the characters´ efforts.6. Recount some of the characters´ obstacles.7. Summarize the ending of the story.

Indicator of Learning

N/A

0

Achievement level

Not yet achieved1

In process2

Achieved3

R4.1 identifies setting in a well-structured short story.

Learner cannot identify the setting in a well-structured short story correctly.

Learner can partially identify the setting in a well-structured short story with some difficulty and needs improvement.

Learner can fully identify the setting in a well-structured short story correctly and with no difficulty.

R4.2 names characters in a well-structured short story.

Learner cannot name characters in a well-structured short story.

Learner can name some characters in a well-structured short story with some difficulty and needs

Learner can name all the characters in a well-structured short story

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improvement. correctly and with no difficulty.

R4.2 describes characters in a well-structured short story.

Learner cannot describe characters in a well-structured short story.

Learner can partially describe some characters in a well-structured short story with some difficulty and needs improvement.

Learner can fully describe all the characters in a well-structured short story correctly and with no difficulty.

R4.3 identifies main conflict/problem in a well-structured short story.

Learner cannot identify the main conflict/problem in a well-structured short story correctly.

Learner can partially identify the main conflict/problem in a well-structured short story with some difficulty and needs improvement.

Learner can fully identify the main conflict/problem in a well-structured short story correctly and with no difficulty.

R4.4 recounts some of the characters’ efforts in a well-structured short story.

Learner cannot recount some of the characters’ efforts in a well-structured short story correctly.

Learner can partially recount some of the characters’ efforts in a well-structured short story with some difficulty and needs improvement.

Learner can fully recount all of the characters’ efforts in a well-structured short story correctly and with no difficulty.

R4.4 recounts some of the characters’ obstacles in a well-structured short story.

Learner cannot recount some of the obstacles in a well-structured short story correctly.

Learner can partially recount some of the obstacles in a well-structured short story with some difficulty and needs improvement.

Learner can fully recount all of the obstacles in a well-structured short story correctly and with no difficulty.

R4.5 summarizes the ending in a well-structured short story.

Learner cannot summarize the ending in a well-structured short story correctly.

Learner can partially summarize the ending in a well-structured short story with some difficulty and needs improvement.

Learner can fully summarize the ending in a well-structured short story correctly and with no difficulty.

Propuesta elaborada por: Sandra Araya Acuña, Juan Solano Navarro. Asesores Regionales de Inglés y validada por Marianella Granados Sirias, Alfredo Ortega Cordero Asesores Nacionales de Inglés. Departamento de Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular.

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Oral Performance Scale-Sample (Oral Production)CINDEA/ IPEC ___________________ Score:_____________Summative Assessment Instrument Total Points: ________Allotted Time: ____________minutes Gotten points: _______Module 46: We can communicate in other foreign languages Percentage: __________%Teacher: __________________________ Obtained Percentage: ____________Date: _____________________________ Period: III Period Student`s name: ____________________________________ Group:___________

Scenario: Something to Celebrate!

Assessment Strategy SI.2. Asks and answers about holidays and festivals in Costa Rica, Latin America and around the World.

Description of linguistic task

Information exchange (2 minutes)You are participating in an international school summer camp. You were asked to talk about favorite holidays or celebrations around the world. Choose one and talk about when and where it is celebrated, special food, activities. Use pictures to talk about it and ask questions to the teacher or classmates. Answer a couple of questions from your teacher or classmates.

Indicators* Points per

indicator

N/A0

1 2 3 4

Asks questions about holidays and festivals in Costa Rica, Latin America and around the World.

3 Asks questions about holidays and festivals in

Costa Rica, Latin America and around the World with a lot of difficulty. The student fails to ask for most of the

information (He/she cannot control memorized language

structures (question patterns), so it is hard to be

understood.

Asks questions about holidays and festivals in Costa Rica,

Latin America and around the World appropriately sometimes.

The student asks information about some of the elements. He/she can partially control

memorized language structures (question

patterns), to be somehow understood.

Asks questions about holidays and festivals in

Costa Rica, Latin America and around the World appropriately and with

ease. The student gets to ask for information about all the elements. He/she can consistently control

basic language structures (question patterns)

Answers questions about holidays and festivals in Costa Rica, Latin America and around the World.

4 Answers were incomplete He/she hardly answers

questions about holidays and festivals in Costa Rica, Latin America and around

the World appropriately when asked. He/she cannot

identify the question word and helping verb to provide

Answers were partially accomplished. He/she

sometimes answers questions about holidays and festivals in Costa Rica, Latin America and around the World appropriately

when asked. He/she can partially identify the question

word and helping verb to

Answers were accomplished. Most of the

time, he/she answers questions about holidays

and festivals in Costa Rica, Latin America and

around the World appropriately when asked.

He/she can identify

Answers were successfully accomplished. He/she, at all

times, answers questions about holidays and festivals in Costa Rica, Latin America and around the World appropriately

when asked.He/she can consistently

identify question words, helping

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an answer with control of memorized language structures (sentence

patterns), so it is hard to be understood.

provide an answer with control of memorized language

structures (sentence patterns) to be somehow understood.

question words, helping verb and basic language

structures (sentence patterns) at most times.

verb and basic language structures (sentence patterns)

Gives information about holidays and festivals in Costa Rica, Latin America and around the World.

3 The task was incomplete He/she hardly gives

information about holidays and festivals in Costa Rica, Latin America and around the World. He/she cannot

control memorized language structures (sentence

patterns), so it is hard to be understood

The task was partially accomplished. He/she

somewhat gives information about holidays and festivals in Costa Rica, Latin America and

around the World by either talking about the holiday or

festival name or date of celebration. He/she can partially

control memorized language structures

(sentence pattern), to be somehow understood

The task was successfully accomplished. He/she gives information about holidays and festivals in

Costa Rica, Latin America and around the World by talking about when and

where they are celebrated, special food, activities. He/she can

consistently control basic language structures (sentence patterns)

*Uses appropriatecommunicationstrategies (uses of facial expressionsand gestures, asks for repetition, indicates lack of understanding,repeats words).

3 Fails in maintaining communication most of the

time. Hard for him/her to use the communication

strategies to overcome difficulties.

Makes use of some of the communication strategies to

maintain communication going, but not all the time and

inconsistently.

Makes use of many communication strategies

to maintain communication going,

which helps to keep the flow of the conversation

.

*Pronounces the target language correctly

3 Difficulty at understanding. Constant mistakes in

pronunciation(More than 4 mistakes)

Understandable at most times. Occasional mispronunciation;

some consistent mistakes.(3-4 mistakes)

Clear and smooth pronunciation at this level. Few sporadic deviations.

(1-2 mistakes)*Stresses words and sentences correctly

2 Sometimesstresses individual words

correctly and uses appropriate intonation when

forming sentences

Constantly stresses individual words correctly and uses

appropriate intonation when forming sentences

*Speaks at a normal speed

3 Carried out with hesitation that sometimes interferes with the message. Some

long pauses to recall meaning.

Carried out adequately with some hesitation that seldom interferes with the message. Few short pauses to recall

meaning.

Carried out with confidence. Sporadic short pauses to recall

meaning.

Total: 23

Comments:

*The indicators related to pronunciation, fluency and sociolinguistic appropriateness were constructed to measure overall achievement . They must be present in all instruments related to Spoken Interaction and Spoken production as required.

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Propuesta elaborada por: Marianella Granados Sirias y Alfredo Ortega Cordero. Asesores Nacionales de Inglés. Departamento de Tercer Ciclo y Educación Diversificada. Dirección de Desarrollo Curricular, 2021.

References Curriculum Services Canada, A Guide to Reflective Practice for Core French Teachers, The Action-Oriented Approach. Module 3.

Ministry of Education and the Government of Canada through the Department of Canadian Heritage.

Common European Framework of Reference for Languages: Learning, Teaching, Assessment (2003). Cambridge, U.K.: Press Syndicate of the University of Cambridge.

Common European Framework of Reference for Languages: Learning, Teaching, Assessment (2018). Cambridge, U.K.: Press Syndicate of the University of Cambridge.

Frade, L. (2009) Desarrollo de Competencias en Educación. Inteligencia Educativa. 2 edición (295-402)

Ministerio de Educación Pública (2021). Lineamientos técnicos para el proceso de evaluación, curso lectivo 2021. San José, Costa Rica: MEP.

Ministerio de Educación Pública (2021). Mediación Pedagógica para la Educación Combinada, curso lectivo 2021. San José, Costa Rica: MEP.

Ministerio de Educación Pública (2016). Programa de Estudio de Inglés Tercer Ciclo y Educación Diversificada Académico. San José, Costa Rica: MEP.

Ministerio de Educación Pública (2017). Programa de Estudio de Inglés Plan de Estudios Liceo Bilingüe Secciones Bilingües español –Inglés Tercer Ciclo. San José, Costa Rica: MEP.

Ministerio de Educación Pública (2020). Programa de Estudio de Inglés Plan de Estudios Liceo Bilingüe Secciones Bilingües español –Inglés Educación Diversificada. San José, Costa Rica: MEP.

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https://www.orientacionandujar.es/2016/11/06/taxonomia-robert-marzano-verbos-recomendados-indicadores-niveles-cognitivos/

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Documents

· Web viewin Spanish. It includes sample rubrics and performance scales for summative and formative assessment in oral and written comprehension and oral and written production