1s English Program Term 1 2010

8/14/2019 1s English Program Term 1 2010

1/20

English Program Lisa McCallum

Year 1 2010 Term 1

Foundation StatementTalking and Listening s Reading s WritingStudents communicate with a wide range of people on familiar and introduced topics to achieve a variety of

purposes.They interact effectively, adopting new speaking skills, in order to give confident oral presentations. Theylisten to instructionsand share ideas with peers to complete tasks. Students recognise that spoken language has a range ofpurposes andaudiences and use this knowledge when attempting to communicate effectively with others. They investigatthe differenttypes and organisational patterns of common spoken texts and recognise features within them.Students read and view short literary and factual texts, using an increasing variety of skills and strategiesincluding context,grammar, word usage and phonics to make connections between their own experiences and information intexts. Studentsread, interpret and discuss texts, including visual and multimedia texts, using a range of skills and strategies

They exploreand identify ways texts differ according to purpose, audience and subject and understand that peopleproduce texts.Students recognise the basic structure and grammatical features of a limited range of text types.Students write simple literary and factual texts on familiar topics for known readers by planning andreviewing their writing.

They write using basic grammatical features and conventions of punctuation, showing awareness of differenpurposes,audiences and subject matter. Students spell using knowledge of sight words, letter-sound correspondenceand otherstrategies. They write using letters of consistent size and slope in NSW Foundation Style and use computertechnology toproduce texts, recognising simple conventions, language and functions.

OrganisationText Types

In Year One, a variety of text types will be covered during the year. Each term, one or two specific text types will be taught in detail as focus. Other text types will be treated incidentally as they occur in the classroom.

Text type writing occurs three times a week in the English block. During this time, the structure of the focus text type is thoroughly

explored through a variety of modelled texts. During Term One the focus is Factual Description.

Literature Focus

Literature focus activities occur twice a week and are organised into the following categories: - whole class activities, small group and

individual activities. The learning activities incorporate the skills of comprehension, grammar, text type writing and information,

sequencing and designing activities.The focus texts chosen for this term include:

Exhausted by Stephen Gard I Love Boats by Flora McDonnell

Bear on a Bike by Stella Blackstone

Minton goes home by Anna Fienberg & Kim Gamble

Activities related to each book will be integrated with the Transport/Push/Pull theme throughout the term. The books will be used for

weeks in each class based on a rotational system.

Guided & Independent Reading

Guided reading will be occurring in Year One on a daily basis. The children have been grouped according to reading levels and willparticipate in guided reading sessions with a teacher. A menu board/ learning centre activity base will run which will provide

opportunities for the children to participate in reading, writing, oral language and handwriting games and activities.

Year One will also participate in a daily individual reading session allowing for quiet reading.


2/20

Home Reading and Spelling

The children will participate in a home reading program. Children will choose a new book to read to their parents each night based ontheir reading level. The children will also have a weekly spelling list which they are to complete each night. A spelling test will be

administered each Friday to test their knowledge.

Talk Time

Students participate in Talk time once a week. Each child has been allocated one day in which they can talk to the class on a specified

topic. Students are questioned after each child to ensure listening and comprehension.

Outcomes and Indicators

Values and Atttitudes

V1 Enjoys creating a range of spoken and written texts

V2 Enjoys experiencing and responding to a range of spoken and written texts

V3 Experiments with different aspects of spoken and written language

V4 Shows confidence in using language in a variety of contextsV5 Shows independence in using and learning language

V6 Chooses to reflect on and share experiences of textsV7 Uses language to support and encourage others

V8 Understands how language is used to include and exclude others

Talking and Listening

TS1.1 Communicates with an

increasing range of people for a

variety of purposes on both familiar

and introduced topics in spontaneous

and structured classroom activities

Asks questions to seek clarification

Gives a simple description of familiar people, places, things

Listens to a range of different picture books read aloud, in different language

varieties

Gives personal recounts about familiar events

Provides a brief retelling of a familiar story

Recounts real or imagined events in logical sequence

Listens to and follows a brief set of instructions

Listens for information from a variety of sources Listens for and responds to information from a news event or classroom event

Gives a brief, simple oral factual description on familiar topics

Uses a comment or a question to expand on an idea in a discussion

Expresses a point of view about texts read, heard or viewed

Participates in a class discussion about school rules

Engages in group discussion to solve a problem

TS1.2 Interacts in more extended

ways with less teacher intervention,

makes increasingly confident oral

presentations and generally listens

attentively

Is aware of how gesture and facial expression may show interest or lack of

interest on the part of the listener in some cultures

As a listener, usually maintains eye contact, if culturally appropriate, with

speaker

Follows instructions on how to complete an activity

Rephrases statements to increase their clarity

Expresses personal point of view and listens to the point of views of others

Listens and contributes frequently to small group interaction

Listens and contributes to class discussions on various topics

Uses turn taking, questioning and other behaviours related to class discussions

Experiments with varying voice, tone, volume and pace to indicate emotions

Speaks clearly and conveys meaning to peers

With prompting, varies rate and level of speech to aid listeners understanding

Talks to whole class using a prop to guide talk

As a speaker, makes eye contact with audience

TS1.3 Recognises a range of Talks about the structure or some text types eg factual description


3/20

purposes and audiences for spoken

language and considers how own

talking and listening are adjusted in

different situations

Differentiates between playground language and classroom language

TS1.4 Recognises that different

types of predictable spoken texts

have different organisational patterns

and features

Talks about using describing words (adjectives) in descriptions

Years 1 and 2

Reading

RS1.5 Reads a wider range of texts

on less familiar topics with

increasing independence and

understanding, making connections

between own knowledge and

experience and information on texts

Selects own books or software to read from class, school or personal library

Interprets story illustrations and simple diagrams

Draws on own knowledge to interpret characters and events in literary texts

related to personal experiences

Participates in class/group brainstorming activities to cluster and categorise

ideas and facts following the reading of texts

Uses a number of sources for information, including pictures, posters, CDroms,

signs, labels, books

Makes connection between own knowledge and experience and information intexts

Reads a variety of literary and factual texts

Reads independently for longer periods of time

Reads descriptions on familiar people, places and animals

Finds specific information in factual texts including CDroms

Assesses role of visual images accompanying written text

Begins to read texts about less familiar topics

RS1.6 Draws on an increasing range

of skills and strategies when reading

and comprehending texts

Predicts what a text is about from its cover and title

Attempts to self-correct when meaning is disrupted while reading eg pauses or

repeats words or phrases to maintain meaning or attends closely to print

Maintains continuity in understanding when meaning is disrupted

Uses a variety of sources for information including software, pictures, posters,

signs, labels, books

Identifies a sentence in printed texts

Identifies words in texts which have similar meaning

Identifies words that indicate where, why, when and how actions take place

Identifies conjunction in printed texts

Responds to punctuation when reading aloud

Draws on knowledge of sound-letter relationships when trying to read

unknown words

Locates information from a variety of texts

RS1.7 Understands that texts are

constructed by people and identifies

ways in which texts differ according

to their purpose, audience and

subject matter

Describes the purpose of organisational stages in familiar texts

Identifies the different parts of a publication and talks about their use eg titlepage, contents, glossary, index, menu

Indicates some of the differences between text types

Talks about the topic of a text based on its title and illustrations

Selects texts related to a topic

Predicts from the cover whether they will enjoy the text or find it useful

Begins to recognise how texts are created for different audiences

Retells ideas from a factual text for beginning readers

RS1.8 Identifies the text structure

and basic grammatical features of a

limited range of text types

Recognises an factual description and can discuss how the information is

organised into sections/paragraphs

Identifies repeated words or synonyms and antonyms as ways in which topics

are developed in information texts


4/20

Identifies conjunctions eg and, but, so and understands that they join clauses in

sentences

Identifies adverbial phrases that tells us more about the action in terms of

where, when, why, how, and discusses the effect of this use in texts

Identifies adjectives and understands that their function is to describe (in terms

of size, shape, colour, and other qualities)

Identifies and names commas, quotations marks, questions marks and

exclamation marks

Understands and uses words such as literary texts, factual text, poem,

illustration, diagram Uses appropriate technology to discuss computer texts eg space, full stop,

letter, upper and lower case, bold, italics

WritingWS1.9 Plans, reviews and produces

a small range of simple literary and

factual texts for a variety of purposes

on familiar topics for known readers

Reads own writing aloud and makes some corrections to clarify meaning

Writes short recounts of personal experience

Write elementary descriptive factual descriptions

Writes notes from texts

Contributes to joint construction of texts

Uses word processors to create texts

Reads own writing to the teacher or a peer Reads own writing to a variety of audiences and responds to questions seeking

elaboration and clarification

Chooses appropriate words to label things such as drawings and objects

Uses heading to indicate the topic of text

WS1.10 Produces texts using the

basic grammatical features and

punctuation conventions of the text

type

Uses adjectives to provide more information about nouns

Uses different types of verbs in own writing

Uses relating verbs to describe and classify factual descriptions

Uses most common punctuation marks

Uses capital letters at the beginning of sentences

Uses full stops at the end of sentences

Experiments with other punctuation marks eg commas, quotation marks,

question marksWS1.11 Uses knowledge of sight

words and letter-sound

correspondences and a variety of

strategies to spell familiar words

Segments word into individual sounds and forms letter that related to the sound

Isolates and writes the initial, medial and final sound of a word

Exchanges one letter in a written word with a different letter to make a new

word

Builds word families

Writes using blends, letter combinations and long vowel sounds

Write letters for double consonants

Writes letters for double vowels

Draws on knowledge of sight words and high frequency words when writing a

text

Draws on knowledge of common letter patterns and letter-sound

correspondences when writing a text

Reads own writing aloud and make some connections to clarify meaning

WS1.12 Produces texts using letters

of consistent size and slope in NSW

foundation style and using computer

technology

Uses correct pencil grip and maintains correct body position

Forms most letters of the alphabet correctly and appropriately

Tries to write clearly in straight lines, from left to right, suing letters of uniform

size, shape, slope and spacing

Uses lower and upper case letters of consistent size and formation in NSW

foundation style

Uses finger movements to control the pencil while sliding forearm across the

page

Experiments with computer functions

Uses functions when editing


5/20

Uses computer terminology eg save, delete, open, exit, print, menu, save as

WS1.13 Identifies how own texts

differ according to their purpose,

audience and subject matter

Discusses some of the different purposes of visual texts such as charts, maps,

diagrams, illustrations

Discusses how familiar examples of writing give information in different ways

States the purpose and intended reader before writing

Selects and refines topic before writing

WS1.14 Identifies the structure of

own literary and factual texts and

names a limited range of related

grammatical features andconventions of written language

Recognises organisational structure of factual texts

Talks about synonyms and antonyms in a range of texts

Talks about how adjectives describe nouns, how adverbs tell us more about the

verb Identifies key words in own and others texts

Talks about punctuation needed for own writing

Begins to recognise when the spelling of a word appears inaccurate

Literature FocusLiterature focus activities occur three times a week and are organised into the following categories: - whole class activities,

small group and individual activities. The learning activities incorporate the skills of comprehension, grammar, text type

writing and information, sequencing and designing activities.

The focus texts chosen for this term include:

Exhausted by Stephen Gard

I Love Boats by Flora McDonnell


Minton goes home by Anna Fienberg & Kim Gamble

Activities related to each book will be integrated with the Transport/Push/Pull theme throughout the term. The books will b

used for 1/2 week/s in each class based on a rotational system.

Class Weeks 1 and 2 Weeks 3 and 4 Weeks 5 and 6 Weeks 7 and 8 Weeks 9 and 10

1SMinton goes

Home

1G

1R

I Love Boats by Flora McDonnell

1. Story prediction, shared reading and oral cloze: Cover name of each boat.Discuss

what it could be by reading the description. Reveal name and read each page together.

2. Written cloze: Fill in the names of each boat from the story.

3. Text match: Match the name of each boat to the correct description.

4. Identifying verbs: Discuss the term verb and explain they are words that tell us an action or what

something is doing. Find the verbs in the story together and list. Dramatise each verb together (eg. Scoopinloading, floating). Students read text on sheet and draw the action each boat is doing.

5. Alphabetical order: Practice saying alphabet aloud together. As a class put the names of the boats in

alphabetical order. Students then order the words in their book.

6. Text innovation: Create a class big book about another form of transport eg. I love cars. In pairs student

choose a form of transport, write text and illustrate the page. Read together.

7. Wordfind: Circle the words from the story.


6/20

8. Guessing game: In pairs, children take turns at describing various boats while their partner guesses the

name of the boat.

9. How to make a boat: Discuss the Procedure text type including its purpose and structure. Children to

follow the How to make a toy boat procedure to make their boat.

10. Does it float or sink?: Children undertake an experiment to see if the toy boat they made floats or sinks in

water. Children to write about the results.

Exhausted by Stephen Gard1. Story prediction and shared reading

2. Why do we use cars?: As a class, list the different uses for the Rush family car. Add some uses the children have for theown family car. Children to write sentences about their family car (e.g. The _______ Family uses their car to)

3. Rhyming words: Identify rhyming words in the text and list. Brainstorm additional words that rhyme and add to list.Children complete the rhyming words worksheet

4. Transport poem: Teacher to model writing a poem about a form of transport. Children are to use the rhyme word-bankfrom the previous lesson to write a poem about any means of transport they choose.

5. Word meanings: Explain the use of a dictionary. Re-read text and identify unfamiliar words. Locate meaning of wordsdictionary and record.

6. Labelling: As a class, identify and label parts of a car and describe their function. Children to complete labellingworksheet then choose three parts and write a sentence for each to describe its function.

7. Comprehension: Children to complete comprehension worksheet. Children to think of 3 questions they can ask about thstory. Play comprehension challenge where children must ask the class one of their comprehension questions. The perso

with the correct answer has the next turn.

8. Speech marks: Examine the use of speech marks. Identify what each character says in the text. Role-play spoken texts acharacters. Read the text and place speech marks in correct place.

9. Transport match-up: Identify and list various forms of transport. Discuss where each is normally located for travel.Match each form of transport to its boarding place and record name of each. (eg. Take a _________at the bus stop.)


1. Story prediction: Discuss the title and cover page. Children to share a few storypredictions as a class and then write own predictions and reasons for prediction.

2. Shared reading and matching activity: Children to match the name of each type oftransport to the destination it travelled to. (Extension: children to choose two types of

transport to describe)

3. Rhyming words: While teacher reads through the book, children to identify rhymingwords from the book. Teacher to write word-bank of rhyming words from the book.


7/20

Teacher to model writing a rhyming stanza for a new place you might visit. Children to attempt writing own rhyming

stanza.

4. Text innovation: Children to create new places for Bear to visit as well as different forms of transport used to arrive.Share examples as a class then children to write own ideas in books.

5. Creation of Bear book: Children to draw the places Bear visited, including the type of transport used, to create theirown Bear Book.

6. Creation of Bear Book: Children to add sentences to match pictures for their Bear Book.

7. Sound-scape: In groups, children are to create a sound-scape to match the story. Children can use instruments or the 2-create music program when choosing sounds to match the transport and destinations in the book. Each group is to present

the sound-scape to the class.

8. Role-play: In groups, children are to prepare a role-play based on the book, adding in characters they might find at eachdestination.

Minton goes Home by Anna Fienberg & Kim Gamble

1. Story prediction: Discuss the title and cover page. Children to share a few story predictions as a class and thenwrite own predictions and reasons for prediction.

2. View from a hot-air balloon: Using the illustrations in the book and the childrens imagination, discuss the differentlandscapes and places that Minton and Turtle may see on their way home. Children to choose one or more place they may see

from the hot-air balloon and create a painting depicting the place. Encourage children to include as much detail as possible in

their painting and a sentence describing their landscape.

3. Letter to Hector: Write a letter from Minton to Hector describing their adventures on their way home.

4. Were going on a journey: Children are to imagine that Minton and Turtles balloon has blown off-course and they must tand rescue them. Children are to describe what sort of transport they will use to find them, what they will pack for their

journey and how they will get back home.

5. Lets make a hot-air balloon: Children to make their own hot-air balloon and write a procedure describing how they made i

6. How does it work?: Using books & websites children to learn about how a hot-air balloon operates. In groups, children are tdescribe the basics of how a hot-air balloon operates.

Minton Goes Sailing by Anna Fienberg and Kim Gamble

Story Prediction: Discuss the title and cover page. Children to sare a few story predictions as a class and then write own predictions andreasons for predictions.

1. Letter to Mummy Turtle Ss pretend that they are Turtle, Mintons best friend. Write a letter to their mummy turtle explaining

their adventure and what the new island is like.

2. Story sequencing draw and label 6 boxes outlining the story in sequence.

3. Cloze activity place words into the cloze activity to form a summary of the book Minton Goes Sailing.


8/20

Reading Groups

Students will work on a rotational basis during reading groups. Each day the Ss will complete a set activity. For

those that finish activity early, extra literacy activities will be set up around room for children to participate in.

Students will drawn out the activity for 10/15 mins to participate in a guided reading and guided writing session.Activities listed below:

Activities work on rotational basis 5 days

Handwriting Book Activity Reading/Writing SMARTSpeller/Com

puters

CreativeWriting

next page ofHandwriting text

independentactivity based on

Literature Book of

the fortnight

Guided/Independentreading/writing

Spelling word familieson SMART Speller

Lists created for

children.

Stimulus picturerelated to transport

given to Ss to write

about

Extra activities

Sight Word Play Art and Craft Free Reading Listening Post

Ss make sight wordsusing foam letters

and record on

whiteboard. Place insentences

Create and make atype of transport

related to literature

text for that fortnight

Ss free choice ofbooks and read

around room

Ss listen to prerecorded story

books.


9/20

Spelling

Sight words/Blends will be sent home as part of a homework spelling list and taught in class. Below is the list of

blends and in which week they will be taught.

Week 1 Pre- Assessment: Initial sight words test

Week 2 Sc

Week 3 Sl

Week 4 Tw

Week 5 Fl

Week 6 Pr

Week 7 Br

Week 8 -nd

Week 9 -nt

Week 10 -mp


10/20

ESL Text Types

Factual Description

SMART Notebookcreated for ESL Text type Factual Description with resource sheets attached and website links. This will be altered by each class

teacher to suit their groups learning needs.

Language Features

Language of Description: precise and factuallanguage, complex noun groups, adverbs and

adverbial phrases, relating verbs

Language Features

Language of Comparison/Contrast: similarity ordissimilarity of things, extreme differences between

things

Language Features

Language of Generalisation: general rath

than particular statements

Language Structures Language Structures Language Structures

short tentacles

large foot

hard shell

soft body

short legs

webbed toes

small nostrils

little eyes

long tail

small body

sharp teeth

sharp claws six legs

two antennas

three body parts

large body

use their bristles

eat their waythrough

lift themselves offthe ground

use their jaw tocarry things

defend their

colony move quickly

is the same as/notthe same as

is like

are like

are alike

Both ___ and ___have

are different

are not the same

are different from is different from

is the biggest/largest

are the biggest/largest

is the size of

a little bit longer than

not as long as

one is ___ and theother is _____

___ and___ have/are

insects

all

some

most

usually

many

mainly

nearly all

only a few

always

all of them

belong tothey all have

They are

They can

_____are/can/have


11/20

Week 2

Session 1

Pre Test Factual description on cars

Session 2

T introduces the text type of Factual Description. T asks Ss how and why we might use this text type and discusses its purpose.

In pairs, Ss choose an object from the classroom to describe to their partner who must guess what they are describing.

T reads Ss a factual description on cars.

Ss are directed to a discussion around the structure of the text and language features included in factual descriptions.

T and Ss jointly deconstruct Cars factual description, labelling the structure and language features found.

Week 3

Session 3

Revise why we write factual descriptions and the structure of a description.

As a class construct an Introduction to a Factual Description on a chosen piece of Transport.

Ss complete cloze activity of an introduction

Session 4

Ss independently write their own introduction to Cars.

Week 4

Session 5

T introduces the first language feature nouns, naming words

As a class play Find the noun. On SMART board sort words into groups of nouns and not a noun.

Play Name it online http://classroom.jc-schools.net/la/activities/Name-It_files/frame.htm

T re-reads Cars factual description. Highlight on SMART board nouns found in cars factual description. SS receive a copy of the descriptionand highlight the nouns in their work.

Label the car with nouns eg head lights, mirror, tyres, door.

Discuss with the Ss the technical vocabulary that arises in the description. Create a word bank of these technical words.
http://classroom.jc-schools.net/la/activities/Name-It_files/frame.htmhttp://classroom.jc-schools.net/la/activities/Name-It_files/frame.htmhttp://classroom.jc-schools.net/la/activities/Name-It_files/frame.htm


12/20

Session 6

Ss are introduced to adjectives describing words.

Complete The adjective detective as a class.

http://www.childrensuniversity.manchester.ac.uk/interactives/literacy/wordclasses/adjectives.asp

Ss are told there are many ways of describing things including number, size, shape, colour etc

As a class, revise over the cars factual description and highlight on the SMART Board adjectives that can be found. Ss then work with a partn

to develop their labelled diagram from previous session. Children develop labels and change them to describe number, size, shape, colour etc.two headlights, four round rubber wheels.

Change labels on the outside of car to include adjectives.

Week 5

Session 7

Using knowledge of how to improve a noun, Ss label the inside of the car and improve the noun by adding an adjective before. Ss then form

paragraphs explaining the part of the car.

Ss are asked to think about the similarities & differences between a car and a bicycle.

Ss find a partner and tell them as many similarities and differences between the two. Children share with the class.

T to create a word-bank for Comparison/Contrast words and phrases.

Ss to choose their own means of transport to compare with a car and write some sentences using a range of Comparison/Contrast words.

Session 8

T to revise structure of Factual Description with children.

Ss to find a partner and verbally share their introduction, first with their partner and then with the class. T and Ss to begin joint construction of the descriptive information on cars using the past sessions sentences and word-banks as a stimulus,

continuing on from their introduction previously written

Then joint construction of descriptive information

Week 6

Session 9

Discuss the use of verbs with Ss in factual descriptions. Play find the verb game.

T discusses with children how these Verbs can be made even more interesting by the inclusion of words that tell us How, When, Where & W

things are happening. Sometimes it might be just one word (Adverb) & sometimes it might be a group of words (Adverbial Phrase).
http://www.childrensuniversity.manchester.ac.uk/interactives/literacy/wordclasses/adjectives.asphttp://www.childrensuniversity.manchester.ac.uk/interactives/literacy/wordclasses/adjectives.asphttp://www.childrensuniversity.manchester.ac.uk/interactives/literacy/wordclasses/adjectives.asp


13/20

T uses some of the last sessions sentences to model the improvement of the sentence by the inclusion of these (e.g. The cars were very noisyand slow; The headlights are at the front of the car)

Ss work with a partner to select a sentence each from the display to improve by the inclusion of Adverbs/Phrases to be shared with the class.

Ss create and write sentences that will include an Adjective & an Adverb/Phrase.

Revise as a class the jointly constructed descriptive information from the previous session.

Continue if necessary joint construction of Factual Description.

In groups, Ss are given a section of a car with which to create well structured, interesting sentences. (e.g. Tyres: Most cars have four thick, str

black tyres that help the car move and brake. The tyres are located under the body of the car)

Each group is to share their sentences with the class to be added to the Factual Description. Re-read jointly constructed Factual Description asclass.

Ss are to write some sentences about their section of the car, trying to include the language features learnt throughout the study of the text typ

Session 10

Ss independently construct their descriptive information.

Week 7

Session 11

Present the class with a copy of the jointly constructed Factual Description with grammatical and spelling mistakes.

As a class, edit the work together using editing symbols and explaining what the symbols mean.

Give the Ss their own sheet to edit using the symbols and conventions taught during the lesson. Once edited, ask Ss to locate nouns, adjectiveand verbs.

Session 12

Ss will independently write a Factual Description on Cars using the displayed environmental print. (Assessment) Ss edit own work and then Teacher to check and Ss publish.

Some may include a comparison with another means of transport in their Factual Description.

Week 8

Session 13

T reads through findings and definitions of various types of transport and revise the forces that make them move.

T holds up toy vehicles and ask children to describe how each one moves.

In pairs Ss discuss different means of transport and how they move. Ss then choose a transport toy to investigate the different ways it can mov

Can it be pushed or pulled, do the wheels go around? Share findings with their partners.

After their investigations Ss write a description of their favourite means of transport and how it moves.


14/20

Session 14

Ss continue writing a factual description on their favourite means of transport and how it moves.

Ss read and share their descriptions with the class.

On cardboard T records childrens thoughts on various descriptions shared. (Focus is describing words and forces used by various vehicles.)

Week 9

Session 15 and 16

Ss are given paper bags each with a different type of transport in which they select one to begin writing their introduction and descriptive

information on.

Week 10

Session 17 and 18

Post test Ss write factual description on chosen piece of transport.


15/20

Label the car

head lights mirror tyres door

boot aerial bonnet windscreen

Label the car



Label the car




16/20

Label me


17/20

Label the inside of the car

steering wheel seat belt horn

gear stickwindow

accelerator and

brake

Label the inside of the car

steering wheel seat belt horn

gear stick windowaccelerator and

brake


18/20

Label me


19/20

Factual Description Term 1 Pre Test

Text Structure and features Language Features Sentence Structure Level of assistance

Teacher/

Date

Introductionofthesubject

Descriptiveinformationabout

thesu

bject

L

anguageofDescription

LanguageofComparison/

Contrast

TimelessPresentTenseeghas

Subje

ct/verbagreementegare,is,were,

was

TechnicalLanguage

Capitalletters

Fullstops

Commas

ComplexSentences

Paragraphs

Independentlycompleted

Minimalassistance

TeacherDirected

1 2 3 4 5

The student has anelementary knowledge andunderstanding in few areas ofthe content

The student has a basicknowledge and understandingin few areas of the content

The student has a soundknowledge and understandingof the main areas of thecontent

The student has a thoroughknowledge and understandingof the content and is able toapply this knowledge to mostsituations

The student has an extensiveknowledge and understandingof the content and can readilyapply this knowledge

The student has achieved verylimited competence in some ofthe processes and skills

The student has achieved alimited competence in theprocesses and skills

The student has achieved anadequate level of competencein the processes and skills

The student has a high level ofcompetence in the processesand skills and applies theseskills to most situations

The student has achieved avery high level of competencein the processes and skills andcan apply these skills to newsituations


Text Structure and features Language Features Sentence Structure Level of

assistance

Teacher/

Date

Introduc

tionofthesubject

Descriptivein

formationabout

thesubject

LanguageofDescription


Contrast

Tim

elessPresentTenseeghas

Subject/verbagreementegare,is,were,

was

TechnicalLanguage

Capitalletters

Fullstops

Commas

ComplexSentences

Paragraphs


Minimalassistance

TeacherDirected

1 2 3 4 5












20/20


Text Structure and features Language Features Sentence Structure Level of assistance

Teacher/

Date

Introducti

onofthesubject

Descriptiveinformationabout

thesu

bject

L

anguageofDescription


Contrast

Time

lessPresentTenseeghas

Subject/verbagreementegare,is,were,

was

TechnicalLanguage

Capitalletters

Fullstops

Commas

ComplexSentences

Paragraphs


Minimalassistance

TeacherDirected

1 2 3 4 5











Documents

1s English Program Term 1 2010