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| − | The assessment criteria are statements which mainly function to guide the teacher towards the aspects that must be taken into account when determining the type and learning level achieved by the student at each stage of the educational process, according to the established competencies in the curriculum. From this point of view, it can be said that they work as regulators of the learning-assessmentteaching strategies. | + | The assessment criteria are statements which mainly function to guide the teacher towards the aspects that must be taken into account when determining the type and learning level achieved by the student at each stage of the educational process, according to the established competencies in the curriculum. From this point of view, it can be said that they work as regulators of the learning-assessment-teaching strategies. |
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| | According to each learning outcome, there are some proposals of assessment criteria presented below. | | According to each learning outcome, there are some proposals of assessment criteria presented below. |
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| | == Segundo Básico == | | == Segundo Básico == |
| − | 1.1. Distinguishes the meaning of basic vocabulary concerning to familiar topics. | + | <span id="criterio_2_1_1"></span>1.1. Distinguishes the meaning of basic vocabulary concerning to familiar topics. |
| | * Using vocabulary related to technology, people, places and sports in short conversations. | | * Using vocabulary related to technology, people, places and sports in short conversations. |
| | * Using adverbs of frequency in short dialogues. | | * Using adverbs of frequency in short dialogues. |
| | * Utilizing quantifiers with count and non-count nouns in oral phrases. | | * Utilizing quantifiers with count and non-count nouns in oral phrases. |
| − | 1.2. Responds to greetings, farewells and apologies appropriately. | + | <span id="criterio_2_1_2"></span>1.2. Responds to greetings, farewells and apologies appropriately. |
| | * Responding to greetings, farewells and apologies. | | * Responding to greetings, farewells and apologies. |
| | * Using modal auxiliaries to express obligations, prohibition and permission. | | * Using modal auxiliaries to express obligations, prohibition and permission. |
| | * Making gestures according to expressions of obligation, prohibition or permission. | | * Making gestures according to expressions of obligation, prohibition or permission. |
| − | 1.3. Understands sentences about known topics. | + | <span id="criterio_2_1_3"></span>1.3. Understands sentences about known topics. |
| | * Expressing phrases with daily routines verbs in class. | | * Expressing phrases with daily routines verbs in class. |
| | * Making oral comparison and contrast of people and places. | | * Making oral comparison and contrast of people and places. |
| | * Sharing life experiences using present continuous tense with his classmates. | | * Sharing life experiences using present continuous tense with his classmates. |
| − | 2.1. Talks about familiar topics and personal experience using basic connectors, phrases and simple sentences. | + | <span id="criterio_2_2_1"></span>2.1. Talks about familiar topics and personal experience using basic connectors, phrases and simple sentences. |
| | * Saying several phrases and sentences about fauna and flora using basic connectors. | | * Saying several phrases and sentences about fauna and flora using basic connectors. |
| | * Having a short conversation about his city or other places around the world. | | * Having a short conversation about his city or other places around the world. |
| | * Giving a short speech about vacation, future plans, his experiences or preferences. | | * Giving a short speech about vacation, future plans, his experiences or preferences. |
| − | 2.2. Asks and answers basic questions about familiar topics using simple tenses. | + | <span id="criterio_2_2_2"></span>2.2. Asks and answers basic questions about familiar topics using simple tenses. |
| | * Making questions and answers about favorite pastimes. | | * Making questions and answers about favorite pastimes. |
| | * Asking and responding simple questions about familiar topics. | | * Asking and responding simple questions about familiar topics. |
| | * Responding questions in simple tenses. | | * Responding questions in simple tenses. |
| − | 2.3. Builds short speeches about his context or basic topics. | + | <span id="criterio_2_2_3"></span>2.3. Builds short speeches about his context or basic topics. |
| | * Giving a speech about his immediate context or a free topic. | | * Giving a speech about his immediate context or a free topic. |
| | * Describing how to prepare simple cooking recipes. | | * Describing how to prepare simple cooking recipes. |
| | * Telling experiences of volunteering in his community. | | * Telling experiences of volunteering in his community. |
| − | 3.1. Pronounces properly simple sentences related to daily life matters while reading. | + | <span id="criterio_2_3_1"></span>3.1. Pronounces properly simple sentences related to daily life matters while reading. |
| | * Reading simple sentences correctly. | | * Reading simple sentences correctly. |
| | * Making a clear and right intonation for a sentence or a question. | | * Making a clear and right intonation for a sentence or a question. |
| | * Stressing words properly. | | * Stressing words properly. |
| − | 3.2. Makes inferences about the meaning of simple sentences. | + | <span id="criterio_2_3_2"></span>3.2. Makes inferences about the meaning of simple sentences. |
| | * Explaining with his own words about the meaning of simple sentences. | | * Explaining with his own words about the meaning of simple sentences. |
| | * Underlining main ideas of simple readings. | | * Underlining main ideas of simple readings. |
| | * Ordering events based on a reading. | | * Ordering events based on a reading. |
| − | 3.3. Explains by different ways the meaning of very simple sentences. | + | <span id="criterio_2_3_3"></span>3.3. Explains by different ways the meaning of very simple sentences. |
| | * Making the appropriate gestures and mimics for very simple sentences. | | * Making the appropriate gestures and mimics for very simple sentences. |
| | * Illustrating correctly the meaning of very simple sentences. | | * Illustrating correctly the meaning of very simple sentences. |
| | * Drawing comic strips to illustrate sentences. | | * Drawing comic strips to illustrate sentences. |
| − | 4.1. Writes sentences according to the right grammar structure. | + | <span id="criterio_2_4_1"></span>4.1. Writes sentences according to the right grammar structure. |
| | * Writing sentences with according to the right grammar structure. | | * Writing sentences with according to the right grammar structure. |
| | * Writing sentences to comparing places with accurate grammar structure. | | * Writing sentences to comparing places with accurate grammar structure. |
| | * Describing facts and opinions about an animal according to the right grammar structure. | | * Describing facts and opinions about an animal according to the right grammar structure. |
| − | 4.2. Interprets the several meanings of a text. | + | <span id="criterio_2_4_2"></span>4.2. Interprets the several meanings of a text. |
| | * Extracting the key information from a given text. | | * Extracting the key information from a given text. |
| | * Classifying sentences in facts or opinions. | | * Classifying sentences in facts or opinions. |
| | * Giving an example of literal, subliminal and symbolic meanings within a text. | | * Giving an example of literal, subliminal and symbolic meanings within a text. |
| − | 4.3. Creates different kind of descriptions using basic terms. | + | <span id="criterio_2_4_3"></span>4.3. Creates different kind of descriptions using basic terms. |
| | * Describing an imaginary job. | | * Describing an imaginary job. |
| | * Creating rules for a sport. | | * Creating rules for a sport. |
| − | * Describing how to give a hand within his community. == Tercero Básico == | + | * Describing how to give a hand within his community. |
| − | 1.1. Responds to sequence main ideas or events given at classroom: | + | |
| | + | == Tercero Básico == |
| | + | <span id="criterio_3_1_1"></span>1.1. Responds to sequence main ideas or events given at classroom: |
| | * Understanding surprise expressions in short conversations. | | * Understanding surprise expressions in short conversations. |
| | * Following word formation for a sentence. | | * Following word formation for a sentence. |
| | * Telling suggestions and recommendations for travelling. | | * Telling suggestions and recommendations for travelling. |
| − | 1.2. Deduces the meaning of basic conversations of known topics: | + | <span id="criterio_3_1_2"></span>1.2. Deduces the meaning of basic conversations of known topics: |
| | * Responding to good and bad news. | | * Responding to good and bad news. |
| | * Selecting the best adjectives to describe feelings related to memory. | | * Selecting the best adjectives to describe feelings related to memory. |
| | * Using correctly the auxiliary “would” in conversations. | | * Using correctly the auxiliary “would” in conversations. |
| − | 1.3. Compares grammar structure of simple and compound tenses. | + | <span id="criterio_3_1_3"></span>1.3. Compares grammar structure of simple and compound tenses. |
| | * Differentiating actions in past, present and future tense in sentences. | | * Differentiating actions in past, present and future tense in sentences. |
| | * Using appropriately: Have to, can and can’t. | | * Using appropriately: Have to, can and can’t. |
| | * Applying past tense for complete actions and present perfect for incomplete actions. | | * Applying past tense for complete actions and present perfect for incomplete actions. |
| − | 2.1. Makes oral presentations about familiar topics and personal experiences. | + | <span id="criterio_3_2_1"></span>2.1. Makes oral presentations about familiar topics and personal experiences. |
| | * Utilizing connections, simple and compound sentences. | | * Utilizing connections, simple and compound sentences. |
| | * Describing likes and dislikes using like, prefer and rather. | | * Describing likes and dislikes using like, prefer and rather. |
| | * Describing how people spends time using present perfect continuous. | | * Describing how people spends time using present perfect continuous. |
| − | 2.2. Asks and answers basic questions about different topics with compound tenses. | + | <span id="criterio_3_2_2"></span>2.2. Asks and answers basic questions about different topics with compound tenses. |
| | * Asking and answering questions about prices using how much and past perfect tense. | | * Asking and answering questions about prices using how much and past perfect tense. |
| | * Using short answers to questions in dialogues. | | * Using short answers to questions in dialogues. |
| | * Making offers and responding to them. | | * Making offers and responding to them. |
| − | 2.3. Shares information about different topics in several contexts. | + | <span id="criterio_3_2_3"></span>2.3. Shares information about different topics in several contexts. |
| | * Talking or giving oral reports of situations considered lucky or unlucky. | | * Talking or giving oral reports of situations considered lucky or unlucky. |
| | * Talking about relevant experiences in the past. | | * Talking about relevant experiences in the past. |
| | * Giving several excuses. | | * Giving several excuses. |
| − | 3.1. Finds specific information in short and everyday readings. | + | <span id="criterio_3_3_1"></span>3.1. Finds specific information in short and everyday readings. |
| | * Following descriptions for playing a sport. | | * Following descriptions for playing a sport. |
| | * Organizing the sequence of events in a given story. | | * Organizing the sequence of events in a given story. |
| | * Recognizing required words in a given text. | | * Recognizing required words in a given text. |
| − | 3.2. Makes inferences about the meaning of very basic texts. | + | <span id="criterio_3_3_2"></span>3.2. Makes inferences about the meaning of very basic texts. |
| | * Describing the main idea in a technical text. | | * Describing the main idea in a technical text. |
| | * Recognizing the meaning of new words from the context. | | * Recognizing the meaning of new words from the context. |
| | * Extracting facts from a story or a short article. | | * Extracting facts from a story or a short article. |
| − | 3.3. Analyzes the primarily intention of very basic texts. | + | <span id="criterio_3_3_3"></span>3.3. Analyzes the primarily intention of very basic texts. |
| | * Recognizing the main point in a report. | | * Recognizing the main point in a report. |
| | * Understanding and following instructions and explanations. | | * Understanding and following instructions and explanations. |
| | * Explaining the purpose of a magazine article. | | * Explaining the purpose of a magazine article. |
| − | 4.1. Writes narrations about different topics of his context. | + | <span id="criterio_3_4_1"></span>4.1. Writes narrations about different topics of his context. |
| | * Writing appropriately a short narration about his family or relationships. | | * Writing appropriately a short narration about his family or relationships. |
| | * Writing correctly an anecdote about his family or relationships. | | * Writing correctly an anecdote about his family or relationships. |
| | * Writing properly a narration of his accomplishments using present perfect tense. | | * Writing properly a narration of his accomplishments using present perfect tense. |
| − | 4.2. Applies different grammar rules in his writings. | + | <span id="criterio_3_4_2">4.2. Applies different grammar rules in his writings. |
| | * Writing a short article about the clothes people wear. | | * Writing a short article about the clothes people wear. |
| | * Describing current trends of different age groups. | | * Describing current trends of different age groups. |
| | * Writing a note or message giving advices for traveling to a specific destination in Guatemala. | | * Writing a note or message giving advices for traveling to a specific destination in Guatemala. |
| − | 4.3. Creates his own narrations taking in account an accurate spelling. | + | <span id="criterio_3_4_3">4.3. Creates his own narrations taking in account an accurate spelling. |
| | * Writing an email advising on how to reorganize his room. | | * Writing an email advising on how to reorganize his room. |
| | * Describing one of his hobbies. | | * Describing one of his hobbies. |
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| | [[Categoría:Básico]] | | [[Categoría:Básico]] |
| − | [[Categoría:Comunicación y Lenguaje L 3]] | + | [[Categoría:Comunicación y Lenguaje]] |
| | + | [[Categoría:L 3]] |
| | [[Categoría:Evaluación]] | | [[Categoría:Evaluación]] |