1. II JORNADA DE
MEJORAMIENTO DOCENTE
Educator Improvement Meeting
English Area
Pre-School
May 2012

2. Assessment System
• Pre-Assessment It measures general language
development and specific skills in LRWS. Scores are
converted into beginning, early intermediate, intermediate,
early advanced and advanced levels.
• Observations while students work on activities and solve
problems with peers.
• Observer takes notes and records student´s performance
on how language is used to communicate.
• Two domains of language
• Comprehension (listening and pre-reading)
• Production (speaking and pre-writing).
• Language Performance vs Language proficiency
• Language Acquisition

3. Skills Assessment
• The Total Score 4 Skills
– A (advanced 19-24)
– I (intermediate 9-18)
– B (Beginning 0-8).
• The Integrated Domains
– Comprehension Level
– Production Level
• Rubric Criteria
• Teacher's Guide on page XXVIII - XXIX - XXX.
• Speaking Skill
• Pending

4. Second Basic Education A

5. 2A Integrated Domains
Assessment Rubrics

6. Second Basic Education B

7. 2B Integrated Domains
Assessment Rubrics

8. Second Basic Education C

9. 2C Integrated Domains
Assessment Rubrics

10. Second Basic Education D

11. 2D Integrated Domains
Assessment Rubrics

12. Comprehension
LEVEL Beginner Intermediate Adanced
A
B 26% 52% 22%
C 29% 25% 46%
D 17% 39% 44%

13. Production
LEVEL Beginner Intermediate Advanced
A
B 44% 52% 4%
C 36% 36% 28%
D 26% 48% 26%

14. Integrated Domains
Assessment Rubrics
Comprehension
Production

15. Beginning level
Comprehension Production
• Student requires visual or tactile cues, • Student primarily uses gestures and body language for
but misinterprets them communication, more home culture than American
• Student may misinterpret non-verbal culture
communication (gestures-facial • Student´s messages tend to depend on gestures, facial
expressions) expressions, and other contextual clues
• Verbal communication requires • Student´s verbal communication are typically limited to
contextual clues for student to isolated words or memorized phrases
understand message • Student may be able to repeat words with native-like
• Meaning is lost due to student´s lack of pronunciation and intonation, but not spontaneously
familiarity with linguistic structures • When encountering difficulty communicating, student
(verb tense and word order) tends to repeat words and phrases rather than rephrasing
• Student may not distinguish pauses • Student may mix words from native language into English
during communication from conclusion messages
of message.
• Student lacks ability to convey meaning through
• Comprehension of message is grammatical structures, verb tense, word order)
enhanced by access to native language
support • Student´s response sometimes inappropriate to stimulus

16. Intermediate Level
Comprehension Production
• Student comprehends simple • Student uses some gestures and body language
communications without visual cues when appropriate to American culture
dealing with familiar topics • Student communicates with little dependence on
gestures
• Student makes use of non-verbal cues to • Student´s communications often include sentences,
interpret verbal message especially when discussing familiar topics
• Student comprehends general ideas of more • Student´s pronunciation and intonation patterns
complex communication, while missing allow for communication with teachers or others
details accustomed to communicating with ESL students
• Student´s comprehension is limited by • When encountering difficulty communicating,
unfamiliarity with grammatical structures student modifies and/or rephrases message to
enhance comprehension
• As student increases in proficiency, ability to • Student rarely mixes words from native language
anticipate (and mis-anticipate) the meaning into English messages when discussing familiar
of messages increases topics
• Student can accurately interpret meaning of • As student shifts from repetition of language
pauses, including the end of a message structures to creative expression, grammatical
errors may increase along with ability to convey
• Student may occasionally benefit from meaning and express feelings
access to some native language support • Student´s responses are generally appropriate to
stimulus

17. Advanced level
Comprehension Production
• Student comprehends main ideas and • Student has mastered most gestures and
important details on many topics without body language used by Americans
reliance on contextual clues • Student does not depend on gestures to
• Student correctly interprets non-verbal cues, communicate
but does not rely on them to understand • Student´s communications often include
message connected sentences and paragraphs with
• Student is able to identify details that need logical progression
clarification in a message, and understand • Student´s pronunciation and intonation
the impact of these details on the rest of the patterns allow for communication with most
message native speakers
• Student´s comprehension is rarely hindered • Student rarely encounters difficulty
by unfamiliarity with grammatical structures communicating, unless topic especially
• Student is usually able to anticipate the unfamiliar
meaning of messages when dealing with • Student is able to communicate without
familiar topics using words from native language
• Student can accurately interpret the • Student self-corrects even when errors do
meaning of pauses, including the end of a not impede communication
message • Student´s responses are rarely inappropriate
• Student does not require native language to stimulus
support

18. Common European
Framework A1
• Can understand and use familiar everyday
expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type.
• Can introduce him/herself and others and can ask
and answer questions about personal details such
as where he/she lives, people he/she knows and
things he/she has.
• Can interact in a simple way provided the other
person talks slowly and clearly and is prepared to
help.

19. Common European
Framework A2
• Can understand sentences and frequently used
expressions related to areas of most immediate
relevance (e.g. very basic personal and family
information, shopping, local geography, employment).
• Can communicate in simple and routine tasks requiring
a simple and direct exchange of information on familiar
and routine matters.
• Can describe in simple terms aspects of his/her
background, immediate environment and matters in
areas of immediate need.

20. “Logros mínimos 2º Básico”
READING & COMPREHENSION GRAMMAR/ WRITING LISTENING/SPEAKING PHONICS
Read with fair fluency, intonation. Capitalize I. Follow simple instructions Identify
Stop in punctuation. Use of correct punctuation mark Understand classroom commands beginning
Locate information to answer at the end of statements and Identify picture by listening. and ending
multiple choice questions. questions. Answer yes/no questions spontaneously sounds.
Identify true or false statements Capitalize beginning of a sentence. Use single words or single phrases to Identify
about the story. Identify naming words (nouns), answer informative questions. clusters and
Answer questions about author, describing words (adjectives) and Use useful phrases in the classroom diagraphs.
illustrator, characters, setting and actions (verbs). spontaneously. (Ask about classroom Identify
problem. Order sentences. routines in English) vowel
Answer yes/no questions Write sentences to describe likes Describe ongoing actions by looking at a sounds.
Give short answers to wh- and dislikes, abilities or to describe picture or situation.
questions.. physical appearance. Describe pictures using simple
Gets meaning of vocabulary from Write sentences to describe structures
context. location. Answer yes/no and informative
Write short sentences about daily questions about pictures.
routines.

21. Needs Analysis
Herbolich
Target Needs Learning Needs
Objective Subjective How are we going to get from starting
Neccessities HW, CW, Destination point to destination?
text, IBO 1. New to student
Lacks Social Skills Starting 2. Related to student
Study habits point 3. Attainment of new lexis
Motivation 4. Would it operate
5. Enjoyable and test
?
Wants

22. Analysis
Target Analysis Learning Analysis
• Why is language hended? • Why are learners here?
• How will language be used? • How do learners learn?
• What will content areas be? • What resources are
• Who will learners use language available?
with? • Who are the learners?
• Where will language be used?
• When will language be used?

23. Pre-School TESOL Standards
• Goal 1, Standard 1
– To use English to communicate in social settings: Students will use
English to participate in social interactions
• Goal 2, Standard 1
– To use English to achieve academically in all content areas: Students
will use English to interact in the classroom
• Goal 3, Standard 2
– To use English in socially and culturally appropriate ways: Students will
use nonverbal communication appropriate to audience, purpose, and
setting
• Goal 3, Standard 3
– To use English in socially and culturally appropriate ways: Students will
use appropriate learning strategies to extend their sociolinguistic and
socio-cultural competence

24. Language Acquisition vs
Language Learning
Teacher LL Student LA
• Grammar rules • Oral “natural” communication
for teachers – Classroom talk
proficiency – Teacher talk
• Not – Play talk
communicative • Pre-reading
• Direct • Vocabulary
instruction • Pre-Writing
• Talk about • Grammar at this age students are
knowledge vs unaware of rules
communication

25. Comprehensible Input/Output
Stephen Krashen
Input Output
• Hearing and • Practice language at
understanding messages competency level
slightly above the current • Cooperative learning:
English language level. – Educator or peers adapt or modify
• Educators must provide language to listeneer´s needs
new material that builds – Speakers check on understanding
off the learner´s prior the listener and viceversa
knowledge. – Peers help new learners of English
to negotiate meaning
• Would you be able to – Feedback and correction are non-
learn Japanese by sitting judgemental and immediate
in a Japanese classroom?

27. Suggestions
• Focus Language Acquisition (Guía Portage)
– Classroom talk
– Teacher Talk
– Play Talk
• Schedules
– Classwork
• Language: Art, Creativity
• Homework
– Limited to reviewing
– Studying for lessons