PREPARED AND ADAPTED BY

Department of Education

English Program

CONTRIBUTING EDUCATORS

Marivel ArroyoYauco English Supervisor

Sandra BlondetPonce III English Supervisor

Jo - Ann FeblesJuana Diaz English Supervisor

Tulidania GonzalezGuayanilla English Supervisor

Ivelisse LeónPonce II English Supervisor

Dr. Iris LugoPonce I English Supervisor

Carmen MartínezSanta Isabel English Supervisor

Lina Pérez Adjuntas English Supervisor

Pat RiosPeñuelas English Supervisor

Inés RosadoGuanica English Supervisor

Olga HernandezSanta Isabel English Teacher

Prof. Iviana DelgadoPonce I English Teacher

Barbara González CamachoGuánica English Teacher

Prof. Olga HernándezSanta Isabel English Teacher

Brenda E. Serrano SantosGuánica English Teacher

EDITORS

Dr. Evelyn VeguillaEnglish Program Director

Prof. Alvin RíosJayuya English Supervisor

Prof. Luz Selenia GarcíaVillaba English Supervisor

Prof. Aidita Vélez OrtizCidra English Supervisor

Prof. María V. MartínezBayamón I English Supervisor

Luz Magali Ramos MatosNaguabo English Supervisor

Patricia Nieves SánchezCaguas II English Supervisor

REVISION 2010

Professor María T. Rodríguez English Program Director

English Professional Consultants

Pilar Barbosa Internship English Teachers 2010

Name: ____________________________________ Date: ______________________

Listening and Speaking

The student uses the English language to interpret input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social and academic context.

L/S.1.2 Develops and demonstrates phonemic awareness and auditory discrimination to identify distinctive sounds.

I. Instructions:

Listen to the teacher. Circle the BEGINNING sound of the word you hear.

Example:

___oat

d b m

1.

___ite

t k g

2.

___able

m p t

3.

___ouse

m r s

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

1.

pi___

g d l

2.

cu___

m p c

3.

f v t

ca___L/S.1.3 Uses basic vocabulary and language patterns to identify and describe familiar concepts related to self, to family, and to interact with peers.

III. Instructions:

Listen to the teacher. Look at the pictures. Circle the picture that BEST describes what the teacher is saying.

Example:

1.

2.

3.

L/S.1.5 Uses both verbal and nonverbal forms of communication to express feelings, needs, experiences, and reacts to pictures and simple language cues after listening to read aloud.

IV. Instructions:

The teacher will ask the student several questions about student’s personal information to assess oral communication skills.

Rubric for Assessing Listening and Speaking

RESPONSES CAN BE NON-VERBAL OR VERBAL IN ENGLISH. SPANISH RESPONSES ARE NOT CONSIDERED WHEN ASSIGNING A SCORE TO A SHORT-ANSWER ORAL PRODUCTION ITEM MEASURING.

SCORE

2

CRITERIA

Full Oral or Non-verbal Production – A thorough oral or non-verbal production of the concept has been demonstrated. The student’s response is correct and complete and provides evidence related to the question/task. Details in the response are clear accurate.

1Partial Oral or Non-verbal Productions – Partial oral or non-verbal production of the concept has been demonstrated. The student’s response provides some information that is accurate. However, the response is not complete and may not provide clear evidence related to the questions/task.

0No Oral or Non-verbal Production – The student’s response demonstrates no oral or non-verbal production no understanding of the concept being assessed. The response is inaccurate or unrelated to the question/task.

1. What is your name?

2. Where do you live?

3. What grade are you in?

4. How old are you?

Reading

The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction.

R.1.3 Uses context clues and illustrations to identify details and to determine the meaning of unfamiliar words; demonstrates an acquisition of grade level vocabulary.

I. Instructions. Read the word. Circle the picture that BEST describes the word.

1. bus

2. jumping

3. cup

4. reading

5. cooking

R.1.5 Identifies story, organization of beginning, middle, and end within narrative text.

II. Instructions: Read the story then choose the correct answer to the questions below.

On Saturday afternoon, Peter wanted to play baseball. He went to Matt’s house

and invited him to play. They played ball at the park.

When they finished playing baseball, Peter went home.

1. What did Peter do first? He went to _______________.

A. Matt’s house.

B. his school.

C. the Park.

2. Then Peter went to ____________.

A. the park.

B. Matt’s house.

C. his house.

3. What did Peter do last?

A. Went home.

B. Went to school.

C. Played football.

R.1.2 Uses phonemic awareness strategies to manipulate sounds to form new monosyllabic words.

III. Instructions: Read the following story out loud to the teacher.

RUBRIC FOR ASSESSING READING SKILLS.

SCORE

2

CRITERIA

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

1Partial Oral Production – Partial oral production of the concept has been demonstrated. The student’s response to reading provides some skills that is clear and accurate. However, the response is not complete and may not provide clear evidence related to the questions/task.

0No Oral Production – The student’s response demonstrates no oral production or understanding of the concept being assessed. The response is inaccurate or unrelated to the question/task.

My dad has a cat.

The cat is fat.

My mom wants a dog.

I want to get them both.