San Sebastiรกn Puerto Montt
Assessment Name: Andrea Cuevas Date: June 1st
Unit: Reading strategies and vocabulary
In Santo Tomás’ School , my teacher and I work on Thursdays and Fridays with skills. In particularly, 7th grade I have worked with reading strategies mostly, so the unit that I will present is based on reading and vocabulary.
Formal Formative traditional assessment
1.- Quiz Andrea Cuevas Date: It was applied on, May 7th Comment: The quiz was about vocabulary related to the text (Earthquake) saw in the preview class (April 30th ), when we finish the class I told them that we are going to have a quiz, which they forgot the day of the quiz, so I decided to revise the vocabulary (45 min) before the quiz. I think they had such bad result because neither the teacher nor I remained the students about the quiz, I think that was our biggest problem. During the process (before and during the quiz) we worked on seven reading strategies (predict, visualize, question, connect, identify, infer and evaluate). Result:
26 red marks 9 blue marks
Vocabulary quiz: “ Earthquakes: Movement of the earth’s crust” Name: _______________________ Date: _______________________ Score: ___________________
I.- Match the words ( 1- 12 ) with their corresponding definition ( 1 point each) 1) Mild 2) Reach 3) Settle 4) Mining 5) Release 6) Fault 7) Major 8) Buckle 9) Move 10) Landslide 11) Flood 12) Pattern
______​ To change position or go from one place to another ______To set free; to allow to leave. ______ A piece of land that falls down from the side of a hill ______Is someone or something used as a model to make a copy, a design, or an expected action. ______ A large amount of water covering an area that is usually dry. ______ Serious or important ______ A type of bomb used underwater or placed just beneath the surface of the ground ______ To be able to touch, pick up, or grab (something) by moving or extending. ______ A defect or imperfection ______ Not extreme in any way; moderate/ not severe or strong ______ To bend or collapse from pressure, heat, etc. ______ To put in order, set in place
II.- Complete the sentences with the words from the box ( 1 point each)
A) B) C) D) E) F) G) H) I) J) K) L)
Her children prefer to eat their sandwiches with the _________cut off. The water movement that you use to go surfing in is an example of a ___________ An example of __________ is the size of an elephant compared to a mouse. The whole house ____________ when a train goes past. Earthquakes are caused by two tectonic ___________ bumping into each other. Because of the earthquake a large__________ had formed in the roadway. His job requires him to ________ frequently from Puerto Montt to Santiago. The _________ was very wet and muddy. The bridge __________ under the weight of the traffic. The nurse interrupted him with a ___________ of questions. She says that she can ​ _________ ​ future events. There is a ___________ lake, it is not a natural lake.
Answer keys I ___9___To change position or go from one place to another ___5___To set free; to allow to leave. ___10__ A piece of land that falls down from the side of a hill ___12___Is someone or something used as a model to make a copy, a design, or an expected action. ___11___ A large amount of water covering an area that is usually dry. ___7___ Serious or important ___4___ A type of bomb used underwater or placed just beneath the surface of the ground ___2___ To be able to touch, pick up, or grab (something) by moving or extending. ___6___ A defect or imperfection ___1___ Not extreme in any way; moderate/ not severe or strong ___8___ To bend or collapse from pressure, heat, etc. ___3___ To put in order, set in place
II.1.-Crust 2.-Wave 3.-Huge 4.-Shakes 5.-Plates 6.-Crack
7.- Travel 8.-Ground 9.-Collapsed 10.-Series 11.-Predict 12.-Manmade
Formal formative traditional assessment
2.- Activity Andrea Cuevas Date: The activity was applied on, May 28th Comment: On May 28th I presented an activity related to the book they are reading (Pirate treasure). First we saw vocabulary related to the book, then we read the book out laud, finally they worked with the activity. I apply the activity presented here but it wasn’t graded, so I had adapted only the point which has each item.
Book: “Pirate treasure”
Name: _______________________ Date: _______________________ Score: ___________________
I.- Write one example for each words (1 point each) Word Afraid Curse Angry Find Get off me Ill Own Mad Drivers Trousers Sea Forget Dive Rich Wetsuit Bring Trouble Safe Perhaps Wrong Blood Interested
Meaning
II.- Write the main characters ( 1 Point each) and write at least 4 main events ( 1 point for coherence and 1 point for each MAIN event)
A.- Main Characters
B.- Main Events
Answer keys I 1.- Afraid: feeling fear or anxiety; frightened 2.- Curse: To wich for something evil or unpleasant to happen to someone or something, as by asking a magical power. 3.- Angry: feeling or showing strong annoyance, displeasure, or hostility; full of anger 4.-Find: Discover/To see where a thing ir person is 5.- Get off me: To escape 6.- Ill: suffereing from an illness or disease or feeling unwell 7.- Own: Belonging to a particular person or thing 8.- Mad: Wild, fast, or excited and not well controlled 10.- Divers: A person who dives as a sport. 11.- Trousers: 12.- Sea 13.- Forget: To be unable to remember 14.- Dive: To jump head first into water, with your arms held straight above your head, or to move down quickly through water or the air 15.- Rich: Having a lot of money or valuable possessions. 16.- Wetsuit: 17.-Bring: To take or carry someone or something to a place or a person, or in the direction of the person speaking 18.- Trouble: Difficulty or problems 19.- Safe: Free from danger or harm, or not causing danger or harm 20.- Perhaps: used to express uncertainty or possibility 21.- Wrong: Not correct or true; incorrect. 22.- Blood: 23.- Interested: Showing curiosity or concern about something or someone; having a feeling of interest
II.A.- Tom Creek/ Barry Barries/ Mick /John/ Keith/Bill/Mae B.- The Black Star sank./Mae found the treasure/They understood the curse.
Formal summative assessment
Andrea Cuevas Date: Monday 1st​ Comment: We still don’t have the opportunity to apply this reading activity, but it is a formal summative assessment which its suppose to be apply as a final grade, in which they have to apply everything that we have learn during the month (reading strategies, scanning and skimming and vocabulary).
Test: Where on earth are you?
Name: _______________________ Date: __________ Score: ______
I.- Read the text and answer questions related to the text.
Where on Earth are you? The four cardinal directions are shown on a magnetic compass. They are north, south, east and west. The same four directions are also on a map. If you learn the cardinal directions, they can help you find where you are on a map. A compass rose is a printed symbol that shows these directions. It can help you understand maps. A compass rose is usually drawn as art, with designs and details to make it beautiful. This is especially true on very old maps. Another way to identify your exact location is to use lines of latitude and longitude. They are both imaginary lines that circle around Earth. Lines of latitude circle the Earth running east and west. Lines of longitude circle the Earth running north and south. Together, these lines form squares. It’s like the lines you see on graph paper. If you look closely on most maps, you will see this graph paper printed on top of the map. If you look even closer, you will see numbers written by the lines. These numbers help to give addresses to places on Earth. The address for each place is known as its absolute location. The equator is the main line of latitude that circles Earth. It is the same distance from the North Pole as it is from the South Pole. The equator is the starting point for measuring degrees of latitude. Each line of latitude is marked with a number that says how many degrees north or south of the equator it is. The prime meridian is the main line of longitude that circles Earth. It is the starting point for measuring lines of longitude. Each line of longitude is marked with a number that says how many degrees east or west of the prime meridian it is. You can accurately identify absolute, or exact, locations on Earth. You determine the degrees that identify the latitude and longitude lines that cross closest to your location.
I.- Answer questions (1-5) based on the text: Where on earth are you? (2 point each)
1.- Which are the cardinal directions?
2.- What is a compass rose?
3.- What are the names of the lines that you need to identify your exact location?
4.-Why are the numbers written in the lines important?
5.- What is the Ecuador ?
II.- Answer the questions (1 -3) related to your own knowledge. ( 1 point for coherence and 2 point for answer what is been asked)
1.- What is the text about? Write at least two sentences.
2.- Did you like the text? Why?
3.- Did you used the reading strategies learnt in class? Why?
Answer keys I 1.- North, West, South, East 2.- A compass rose is a printed symbol that shows directions 3.- Latitude and longitude 4.- These numbers help us to give addresses to places on Earth 5.- The equator is the main line of latitude that circles Earth
II.1.- The text is about information related to maps, directions and things that we need to know to give directions or to know where we are. 2.- Yes, I really like the text because I think it was interesting/ No, I think it was boring 3.- Yes, I used the reading strategies in order to help me understand the text / No, I didn’t need the reading strategies I could answer the question without them.
Informal assessment
Andrea Cuevas Date: During the process. Comment: My classes are about practising skills. The 7th grade has been mostly classes about reading and it is difficult to maintain silence and a right environment for them to work on reading. Besides 7th grade is a big group/class, so I had some problems to manage it. On the one hand, the teacher and I have to ask constantly for silence. On the other hand, their behaviour it is a problem when they have to work on an activity. For this reason, I decided that I should start register their behaviour, this way I have the opportunity as a teacher to learn from this experience. In addition, to work on different methodologies that can be useful for them. As a result, I have applied this kind of informal assessment by registering every class, what they did, what it was a failure activity and when there has been a problem because of their behaviour. It has been helpful because I have learnt from this and changed or worked with other methodologies, in order, to engage them as to they can focus on the class. I made a simple chart (with 3 criterion) and some commentaries as to remember how they have behaved according to what I did and what activities I used in that specific class.
Date
April 23th May 30th
Behaviour
Comment
x x
May 7th
x
May 14th
x
May 28th
x
June 4th
x x
June 11th
June 17th
June 25th
x X
I observed the class, this way I knew the 7th-grade students. Students behave properly; They manage to work without any problem. Students worked on vocabulary related to a reading text: Earthquake. Students behave properly; They manage to work without any problem. First, students worked on vocabulary saw in the previous class, and then they worked on the quiz. Students had some problems focusing on the review of vocabulary. Moreover, there were a few students that cheat during the quiz. However, students achieved the main objective of the class. Students worked on the book pirate treasure. Students had some problems focusing on the book that we were reading at that class. However, the main objective of the class was achieved. Students worked on vocabulary related to the book pirate treasure. Students behave properly; They manage to work without any problem. Students presented their show and tell. Students had a lot of problems maintaining silence and respect. Students developed a listening activity. Students had problems behaving in an appropriate way, they were disrespectful. The objective wasn’t achieve Students worked on the modal verb should. Students didn’t have problems working on the activities presented by the teacher; they achieve the objective of the class Students worked on a speaking project. Students had problems behaving in an appropriate way, they were disrespectful. The objective wasn’t achieve
: Students’ behavior wasn't an obstacle as to achieve the objective of the class; the class was developed without any problem.
: Students’ behavior was a little difficult to control. They achieve the objective of the class but with some problems with their behavior, because it was difficult to work in the classroom.
: Students’ behavior didn’t allow to achieve the objective of the class.