‫وزارة التربية‬

‫اإلدارة العامة لمنطقة حولي التعليمية‬

‫التوجيه الفني للغة االنجليزية‬
2017 – 2016 ‫العام الدراسي‬
===============================================================
(( Grade One Formative Assessment))
GC 1. Listening to oral messages by means of different strategies in a variety of contexts
for effective comprehension
Specific Curriculum
Level Descriptors
Competences Standards
A range of  Identify almost all targeted words,
4
realities 1.1.Recognize phrases and follow instructions.
words, phrases,  Identify most targeted words, phrases
1.1: Listening to instructions 3 and follow instructions with minimal
and recognizing heard from support.
simple words, natural sources  Identify few familiar words, phrases
2
phrases, (e.g. different and follow instructions with support.
sentences as persons’ speech  Unable to identify words, phrases or
well as oral 1
recorded follow instructions
instructions material)  Not assessed
heard in
everyday life 0
situations.

Example 1: Listen and tick using ICT.

Learners are asked to listen to the words then tick the correct picture using Bits Board
app.
 Specific Curriculum
Level Descriptors
Competences Standards
4  Identify almost all the initial, medial and end
1.2.1. Recognize sounds in simple words and define their
1.2.1 Distinguishing the initial, meaning correctly.
initial, medial and medial and end 3  Identify most of the initial, medial and end
end sounds in sounds of sounds in simple words and define the meaning
simple words as simple words of most of the words with minimal support.
well as and understand 2  Identify few of the initial, medial and end
understanding the their meaning sounds in
meaning of these while/after  simple words and define the meaning of few
words while/after listening. words with support.
listening 1  Unable to Identify the initial, medial or end
sounds in simple words .
0  Not assessed

Example 2: Listen and circle: Assessment tools (Worksheets)

Learners are asked to listen to words then circle the correct picture:

(kick - cat – books - goat )

(1) (2) (3) (4)

 Specific Curriculum
Level Descriptors
Competences Standards
A range of  Respond to almost all instructions
1.2.2. Listen to 4
operations correctly.
and follow
 Respond to most instructions with
simple 3
1.2.2. Following minimal support.
instructions
simple
related to  Respond to some instructions with
instructions 2
classroom support.
given by the  Unable to respond to instructions.
routines 1
teacher in the
classroom 0  Not assessed.

Example 3: Listen and respond : Assessment tools (Observation)

Learners are asked to listen to a paragraph then raise their hands when they
hear the words ( Horse and dog ) .

Every week, Omar goes to the farm with his father. He likes
riding the black horse. On the farm, he can see a big dog and
a brown cat.
 Specific Curriculum
Level Descriptors
Competences Standards
A range of 4  Listen attentively and respond
attitudes almost always using polite
1.3. Listen expressions.
1.3. Listening attentively and 3  Listen attentively and respond
respectfully to respond politely frequently using polite expressions.
the speaker to speakers in 2  Listen attentively and respond
different occasionally using polite
situations expressions.
1  Do not listen attentively or
respond using polite expressions.
0  Not assessed.

Example 4: Listen to a song then respond to instructions:

Assessment tools (Worksheets)

Learners are asked to listen to a song about Kuwait then colour the word
according to the following instructions:

Colour K , u red.

Colour w white

Colour a green.

Colour i , t black.
 Specific Curriculum
Level Descriptors
Competences Standards
A range of 4  Identify almost all numbers from
connections 1 - 20 and reproduce them in digits.
1.4. Identify 3  Identify most of numbers from
1.4. Identifying numbers from 1 1 - 20 and reproduce them in digits
numbers from 1- to 20 and with minimal support.
20 in a listening reproduce them 2  Identify few numbers from 1 - 20
text in digits and reproduce them in digits with
support.
1  Unable to identify numbers from
1 – 20 or reproduce them in digits.
0  Not assessed.

Example 5: Listen to a song then count and write:

Assessment tools (Worksheets)

Learners are asked to listen to the song of (Old Macdonald had a farm) then
count the animals and write the number.

1-I can see ---------------- cows .

2-I can see ------------- ducks .

3-I can see ------------ sheep

 GC2.Speaking by using strategies of individual and interactive speech in a variety of
communicative contexts

Specific Curriculum
Level Descriptors
Competences Standards
2.1. Use  Use almost all appropriate simple vocabulary to
A range of realities 4 indicate familiar items in short conversations or
appropriate
simple individual speech.
2.1. Using simple  Use most of the appropriate simple vocabulary
vocabulary to
words, expressions 3 to indicate familiar items in short conversations
indicate/name
and or individual speech with minimal support.
classroom
sentences to express  Use some of the appropriate simple vocabulary
objects, people
themselves about 2 to indicate familiar items in short conversations
and places, food
self, family, food or individual speech with support.
items and other
and other items in
things in short 1  Unable to use appropriate simple vocabulary to
short conversations
conversations or indicate familiar items in short conversations or
or individual speech
individual individual speech.
speech 0  Not assessed

Learners can work together in groups to do a project “ Cut , paste and

colour “ to identify the names of different animals . Each
learner in the group will speak about one animal .
* Example 1:
A Project
 Specific Curriculum
Level Descriptors
Competences Standards
A range of 4  Use almost all simple language related to
operations everyday topics communicatively in mini
2.2.Use simple dialogues.
2.2. Responding language related 3  Use most simple language related to everyday
to simple to everyday topics communicatively in mini dialogues with
communicative topics minimal support.
situations in communicatively 2  Use few simple language related to everyday
mini dialogues in mini dialogues topics communicatively in mini dialogues with
related to every support
day topics 1  Unable to use simple language related to
everyday topics communicatively in mini
dialogues.
0  Not assessed

Learners are involved in pairs in ask and answer activity about food .

Assessment tools ( Observation). A check list can be used in assessing the

learners

* Example 2:
Ask and answer using the following pictures :

What do you like to eat ? Can I have ------------, please ?

Do you like-------?
 Specific Curriculum
Level Descriptors
Competences Standards
A range of 4  Speak clearly almost all the time while
attitudes 2.3. Use simple demonstrating a positive attitude when
words to speak addressing various topics.
2.3.Building up clearly with a 3  Speak clearly most of the time while
positive personal positive attitude frequently demonstrating a positive attitude
motivation to about different when addressing various topics.
speak with peers simple topics 2  Speak somewhat clearly while occasionally
and adults using such as oneself, demonstrating a positive attitude when
simple phrases others, family, addressing various topics.
and sentences school and 1  Do not speak with a positive attitude using
country simple words about different simple topics .
0  Not assessed

Learners speak freely with positive attitude about the Kuwaiti

flag . The teacher may use anecdotal Notes. Assessment tools (Oral
presentation )
* Example 3:
Talk about the picture:
 Specific Curriculum
Level Descriptors
Competences Standards
A range of 2.4 Respond 4  Respond correctly to almost all questions
connections correctly to about familiar topics showing knowledge
questions about and abilities acquired from other
2.4.Using the familiar topics subjects.
knowledge and showing 3  Respond correctly to most questions about
abilities acquired knowledge and familiar topics showing knowledge and
in other subjects abilities acquired abilities acquired from other subjects with
when speaking from other minimal support
about their subjects 2  Respond correctly to few questions about
family or school familiar topics showing knowledge and
abilities acquired from other subjects with
support
1  Unable to respond correctly to questions
about familiar topics showing knowledge
and abilities acquired from other subjects
0  Not assessed

* Example 4:
Learners will answer questions about their favourite sport after
showing them a short video about different kind of sports
Assessment tools ( Oral response ) .

Teachers may use an application on the I pad or the computer to

let the students choose their favourite sport then answer some
related questions ( ICT tools )

Why do you like ---------- ?

What is your favourite football team ?
What do you wear when you go to the sports club ?
GC3. Reading and viewing a range of texts by means of different strategies in a variety of contexts

Specific Curriculum
Level Descriptors
Competences Standards
A range of realities 4  Read almost all grade level and high
frequency words and simple phrases clearly
3.1. Reading aloud with the help of picture cues and symbols.
grade level words 3.1. Read grade level 3  Read most grade level and high frequency
and phrases and and high frequency words and most simple phrases clearly with
identifying some of words and simple the help of picture cues and symbols with
the high frequency phrases clearly with minimal support.
words associated to the help of picture 2  Read few grade level and high frequency
images or symbols cues and symbols. words and few simple phrases clearly with
the help of picture cues and symbols with
support.
1  Unable to read grade level high frequency
words and simple phrases clearly with the
help of picture cues and symbols.
0 Not assessed

Learners are going to read words and match them with the
suitable picture .
( Observation ,the teacher can use a tracking sheet )

* Example 1: Read and find the matching picture : ( Flip Book )

 Specific Curriculum
Level Descriptors
Competences Standards
A range of 4  Read almost all illustrations, pictures, signs
operations and words in written and visual materials.
3.2. Read 3  Read most illustrations, pictures, signs and
3.2. Reading and illustrations, words in written and visual materials with
viewing illustrations, pictures, signs and minimal support.
pictures and signs in words in written 2  Read few illustrations, pictures, signs and
order to recognize and visual words in written and visual materials with
common and unique materials. support
characteristics of 1  Unable to read illustrations, pictures, signs
different written and words in written and visual materials.
and visual materials 
0 Not assessed

* Example 2: ( Match it up game )

Learners are going to Play a game to read some rhyming
CVC. words . Assessment tools ( Games and portfolios )

:
 Specific Curriculum
Level Descriptors
Competences Standards
A range of attitudes 4 Handle books appropriately by almost
always holding them right-side-up and
3.3. Handling books 3.3. Handle books turning pages one at a time from front to
respectfully and appropriately back.
appropriately holding them right- 3  Handle books appropriately by frequently
side-up and turning holding them right-side-up and turning
pages one at a time pages one at a time from front to back.
from front to back 2  Handle books appropriately by occasionally
holding them right-side-up and turning
pages one at a time from front to back.
1
 Does not handle books appropriately.
0  Not assessed

Learners are asked to read words from left to right.

Assessment tools ( Worksheets ).

Example 3: Trace the rhyming words in the following maze :

 Specific Curriculum
Level Descriptors
Competences Standards
A range of 4  Read almost all letters, numbers in digits
connections from 1-20,and grade level words
3.4. Read letters, 3  Read most letters, numbers in digits from 1-
3.4. Reading English numbers in digits 20,and grade level words with minimal
letters, frequent from 1-20,and grade support
words, and Arabic level words 2  Read few letters, numbers in digits from 1-
digits they come 20,and grade level words with support
across in familiar 1  Unable to read letters, numbers in digits
contexts from 1-20, or grade level words
0 Not assessed

Learners are asked to read numbers from 1 to 20 .

Assessment tools ( A game )

Example 4: Match the dots with the correct number ( Group work )
 GC 4. Writing a range of texts adapted to a variety of communicative purposes

Specific Curriculum
Level Descriptors
Competences Standards
A range of realities 4  Write almost all letters/simple words and
use drawings related to topics/themes
4.1. Writing simple learned in school to indicate objects or
words and using 4.1. Write feelings
drawings to letters/simple words 3  Write most letters/simple words and use
indicate objects or and use drawings drawings related to topics/themes learned
feelings related to in school to indicate objects or feelings with
topics/themes minimal support..
learned in school to 2  Write few letters/simple words and use few
indicate objects or drawings related to topics/themes learned
feelings in school to indicate objects or feelings with
support..
1  Unable to write letters/simple words or use
drawings related to topics/themes learned
in school to indicate objects or feelings.
0 Not assessed

Learners are asked to write words with the help of pictures.

Assessment tools ( Worksheets).

Example 1: Build and write the word

 Specific Curriculum
Level Descriptors
Competences Standards
A range of 4  Stay on topic while performing almost all
operations writing tasks related to a given topic.
4.2. Stay on topic 3  Stay on topic while performing most
4.2. Staying on topic while performing writing tasks related to a given topic with
while Writing words writing tasks related minimal support.
and Drawing to a given topic 2  Stay on topic while performing few
pictures related to writing tasks related to a given topic with
an assigned topic support.
with the support of 1  Unable to stay on topic while performing
the teacher writing tasks related to a given topic.
0 Not assessed

Learners are going to copy words and numbers related to

classroom objects . Assessment tools ( Worksheets).

Example 2: Copy the words then draw related pictures :

2 pens

6 rulers
 Specific Curriculum
Level Descriptors
Competences Standards
A range of attitudes 4.3. Follow a simple 4  Almost always follow a simple written
written pattern and pattern and handle project tools neatly
4.3. Following a Handle project tools and in an organised manner on their own.
simple written neatly and in an 3  frequently Follow a simple written pattern
pattern and organized manner and handle project tools neatly and in an
handling project on their own ( organized manner on their own.
tools neatly with pencils , papers, 2  occasionally Follow a simple written
teacher’s support colours, glue, plastic pattern and handle project tools neatly
and guidance scissors, pictures) and in an organized manner on their own
1  Do not follow a simple written pattern or
handle project tools neatly or in an
organized manner on their own.
0  Not assessed

Example 3: Learners are asked to colour words then use the

scissors to cut the words and glue them under the suitable
pictures . Assessment tools ( A Project ).
 Specific Curriculum
Level Descriptors
Competences Standards
A range of 4  Draw almost all simple figures, images
connections and shapes and label them.
4.4. Draw simple 3  Draw most simple figures, images and
4.4. Drawing simple figures, images and shapes and label them with minimal
objects from nature shapes and label support.
them. 2  Draw few simple figures, images and
shapes and label them with support
1  Unable to draw simple figures, images and
shapes or label them.
0  Not assessed

Learners are asked to draw different parts of a body to complete a

shape . Assessment tools ( Observation , peer assessment ).
Example 4: Roll and draw a happy apple :

1 mouth
2 ears
2 eyes
Colour green
1 nose

Prepared by : ELT Supervisor: Woroud Mallouk ( Speaking , reading and writing skills ).

ELT Supervisor : Kholoud Nafei ( Listening Skill )

‫الموجه الفني األول للغة اإلنجليزية باإلنابة‬

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