Observation form: progress in English language skills (tpo) PHASE 6

Transcription

1 Observation form: progress in English language skills (tpo) PHASE 6 Pupil details: First name Last name Date of birth Group Home language Bilingual at home? n/a yes no Instructions: aspect is not yet in development/ no aspect is beginning to develop /to a small extent aspect is in development / to a reasonable extent aspect is almost completely or completely developed / to a high extent NB Use the section to note down anything that you find of interest not covered by the statement. E.g. if a child is showing no signs at all or is very advanced in this checkpoint, or if there is something else of significance. The observation checklist is in two parts. The first part covers general information about the child. The second part details how the child is developing in their use of the English language in particular, with attention paid to the following six areas: - Oral proficiency o Vocabulary and word use o Fluent and coherent speech o Listening o Conduct conversations - Development of literacy skills o Phonemic awareness and concept of letters - Philosophy of language Each area has been described in terms of developmental aspects, known as checkpoints. Each checkpoint is formulated as a statement, such as: Can recite a rhyme with a partner. By using the checklist a number of times during the year, it is possible to record changes and developments made by the child during the period between observations. There is also plenty of space for the teacher to add remarks and comments of their own. Pagina 1

2 Oral proficiency Date of observation: Subdomain: Vocabulary and word use Passive vocabulary 1. Demonstrates understanding of the basic and thematic vocabulary by reacting adequately to questions posed by the teacher 2. Ask for explanations of words Do they ask about the meaning of new words Active vocabulary 3. Names the target basic vocabulary items Does the child use basic vocabulary (spontaneously)? 4. Uses the target words in a game or in a conversation Extending meaning (semantics) 5. Can use new words learned from (picture) books and stories 6. Can infer the meaning of new words from a short dialogue/conversation (not active) Use of singular/plural form Formulation of negative utterances Subdomain: Fluent and coherent speech Fluent speech 7. Uses short sentences to describe routines in school (such as play time, snack time and at home (e.g. going to bed, mail times) 8. Describes actions Pagina 2

3 9. Tries to express their own ideas not as easy to understand as standard expressions Is it generally possible to understand the child? Does the child try to use a variety of English words? Sentence formation (syntax) 10. Uses sentences that appear similar to Dutch or uses words that are borrowed from English anyway (I was to MacDonalds. I eat a hamburger and French fries) Does the child use compound sentences? Does the child speak using complete, correct sentences? Does the child use an English sentence structure with minimal use of Dutch words? 11. Uses questions to find ou more information (who, what, where, why, when, how all productive. 'Who' is sometimes difficult because of confusion with the Dutch form (who/hoe) Talking about the world around us 12. Is the child able to say the phrases that have been practised in class in other situations? (e.g. playtime, home time) 13. Does the child (spontaneously) use words learned in other contexts during activities? Subdomain: Listening Listening 14. Does the child also understand more difficult subjects and sentences (e.g. things that happen in class, playtime arguments or the lesson theme) Pagina 3

4 Follow instructions 15. Understands assignments and carries them out (with visual support) Does the child understand multiple instructions such as 'I want you to do the following things: go to the hall, clean the floor and put the rubbish in the bin?' Listening to stories; understanding stories 16. Can re-tell a whole story in their own words (the target words have been covered in class; it may be re-told in Dutch) 17. Can act out a story that is age appropriate and has been told in class, following the teacher's direction The language level and subject of the story must be age appropriate Subdomain: Conduct conversations Taking initiative in a conversation 18. Can follow interactions during circle time 19. Can participate in interactions during circle time (short periods of time) Pagina 4

5 Answering questions Subdomain: Phonemic awareness and concept of letters Reactions to rhymes (phonemic awareness) Audiory analysis and synthesis (phonemic awareness) 20. Asks how to say words they have read; takes the initiative Subdomein: philosophy of language Thinking and talking about language 21. Tells simple jokes Pagina 5