Criterios de evaluación

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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-assessment-teaching strategies.

According to each learning outcome, there are some proposals of assessment criteria presented below.

Primero Básico[editar | editar código]

1.1 Distinguishes the meaning of words and phrases related to daily school life:

  • Using words related to daily school life in different conversations, according to their appropriate meaning.
  • Showing by his answer that understands each word when hears a greeting.
  • Pointing at when hears the name of each classroom object.

1.2 Understands specific phrases related to daily activities at school:

  • Explaining in his own words what he understands of specific phrases related to daily activities at school given by the teacher or his classmates.
  • Recognizing pictures when hears words.
  • Writing correctly the numbers (or time expressions) he hears.

1.3 Follows common directions given by the teacher.

  • Following exactly common directions given by the teacher.
  • Explaining others the emergency warnings given by the teacher.
  • Following instructions to do a specific task.

2.1 Begins to use polite social language and basic vocabulary appropriately.

  • Giving greetings and farewells in a conversation.
  • Responding appropriately questions with what, why and who.
  • Describing himself and family using present and continuous tenses.

2.2 Asks and answers basic questions about needed information.

  • Asking and answering correctly basic questions using simple present and present continuous tenses in a dialogue with his classmates.
  • Answering orally questions about his daily routines.
  • Telling oral information about his family members or about places and addresses.

2.3 Provides information about very specific topics.

  • Giving information about prices, products or recipes.
  • Describing persons using adjectives.
  • Explaining the process to following a recipe.

3.1 Pronounces common words and phrases.

  • Reading aloud a short paragraph with understandable pronunciation.
  • Explaining with his own words the content of a reading.
  • Telling about his likes and dislikes.

3.2 Understands the meaning of common words and phrases in his readings.

  • Answering reading comprehension questions.
  • Retelling the content for readings about routines.
  • Explaining the content of brochures and catalogs.

3.3 Analyzes the meaning of common words and phrases.

  • Identifying the main idea and the essential information of phrases.
  • Telling the meaning of new vocabulary in written stories.
  • Applying the learned vocabulary in new sentences.

4.1 Writes words with accurate spelling.

  • Writing sentences told by the teacher with accurate spelling.
  • Writing an email with the right spelling.
  • Writing his own sentences with accurate spelling.

4.2 Writes phrases with the right grammar structure.

  • Writing an e-mail or a short message according to the right grammar structure.
  • Writing a description of his school or community with right grammar structure.
  • Writing a sequence of events related to American culture practices with right grammar structure.

4.3 Creates phrases related to his own context.

  • Writing phrases about his school or house.
  • Writing a description of all the people in a photo.
  • Writing his recommendations about a hotel or restaurant.

Segundo Básico[editar | editar código]

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 adverbs of frequency in short dialogues.
  • Utilizing quantifiers with count and non-count nouns in oral phrases.

1.2. Responds to greetings, farewells and apologies appropriately.

  • Responding to greetings, farewells and apologies.
  • Using modal auxiliaries to express obligations, prohibition and permission.
  • Making gestures according to expressions of obligation, prohibition or permission.

1.3. Understands sentences about known topics.

  • Expressing phrases with daily routines verbs in class.
  • Making oral comparison and contrast of people and places.
  • 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.

  • 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.
  • 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.

  • Making questions and answers about favorite pastimes.
  • Asking and responding simple questions about familiar topics.
  • Responding questions in simple tenses.

2.3. Builds short speeches about his context or basic topics.

  • Giving a speech about his immediate context or a free topic.
  • Describing how to prepare simple cooking recipes.
  • Telling experiences of volunteering in his community.

3.1. Pronounces properly simple sentences related to daily life matters while reading.

  • Reading simple sentences correctly.
  • Making a clear and right intonation for a sentence or a question.
  • Stressing words properly.

3.2. Makes inferences about the meaning of simple sentences.

  • Explaining with his own words about the meaning of simple sentences.
  • Underlining main ideas of simple readings.
  • Ordering events based on a reading.

3.3. Explains by different ways the meaning of very simple sentences.

  • Making the appropriate gestures and mimics for very simple sentences.
  • Illustrating correctly the meaning of very simple sentences.
  • Drawing comic strips to illustrate sentences.

4.1. Writes sentences according to the right grammar structure.

  • Writing sentences with according to the right grammar structure.
  • Writing sentences to comparing places with accurate grammar structure.
  • Describing facts and opinions about an animal according to the right grammar structure.

4.2. Interprets the several meanings of a text.

  • Extracting the key information from a given text.
  • Classifying sentences in facts or opinions.
  • Giving an example of literal, subliminal and symbolic meanings within a text.

4.3. Creates different kind of descriptions using basic terms.

  • Describing an imaginary job.
  • Creating rules for a sport.
  • Describing how to give a hand within his community.

Tercero Básico[editar | editar código]

1.1. Responds to sequence main ideas or events given at classroom:

  • Understanding surprise expressions in short conversations.
  • Following word formation for a sentence.
  • Telling suggestions and recommendations for travelling.

1.2. Deduces the meaning of basic conversations of known topics:

  • Responding to good and bad news.
  • Selecting the best adjectives to describe feelings related to memory.
  • Using correctly the auxiliary “would” in conversations.

1.3. Compares grammar structure of simple and compound tenses.

  • Differentiating actions in past, present and future tense in sentences.
  • Using appropriately: Have to, can and can’t.
  • Applying past tense for complete actions and present perfect for incomplete actions.

2.1. Makes oral presentations about familiar topics and personal experiences.

  • Utilizing connections, simple and compound sentences.
  • Describing likes and dislikes using like, prefer and rather.
  • Describing how people spends time using present perfect continuous.

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.
  • Using short answers to questions in dialogues.
  • Making offers and responding to them.

2.3. Shares information about different topics in several contexts.

  • Talking or giving oral reports of situations considered lucky or unlucky.
  • Talking about relevant experiences in the past.
  • Giving several excuses.

3.1. Finds specific information in short and everyday readings.

  • Following descriptions for playing a sport.
  • Organizing the sequence of events in a given story.
  • Recognizing required words in a given text.

3.2. Makes inferences about the meaning of very basic texts.

  • Describing the main idea in a technical text.
  • Recognizing the meaning of new words from the context.
  • Extracting facts from a story or a short article.

3.3. Analyzes the primarily intention of very basic texts.

  • Recognizing the main point in a report.
  • Understanding and following instructions and explanations.
  • Explaining the purpose of a magazine article.

4.1. Writes narrations about different topics of his context.

  • Writing appropriately a short narration 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.

4.2. Applies different grammar rules in his writings.

  • Writing a short article about the clothes people wear.
  • Describing current trends of different age groups.
  • 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.

  • Writing an email advising on how to reorganize his room.
  • Describing one of his hobbies.
  • Writing his memories of an enjoyable journey.