Writing: Getting Things Done - Filling in Forms CLB 1-4

Writing: Getting Things Done 
FORMS  ...CLB 1,2,3,4

Filling in Forms correctly can help students get what they want, and what they need. 

Nowadays, many forms can be filled in on line. 

However, there are still some places where we need to handwrite information in forms. 

To be successful, our students need to practice recognizing where specific bits of information should go. They also need to use legible handwriting and follow North American formats. 

The package below lets you provide specific feedback to help students fill in forms more successfully.    

Today's file contains a student feedback form,

and two logs to keep track of student scores.

Download: Writing - Getting Things Done - FORMS - CLB 1-4

RE: Student Feedback Form

The student’s name, date and task go in the top right hand corner. To their immediate left, the day's task. The “tried/ succeeded excelled” icons are followed by a grid displaying the criteria for each CLB level in student-friendly language. Instructors can use check marks to indicate the level of proficiency demonstrated for each ability.

Beneath the instructor's comment area, which also includes a place to write the day's score, is a learner’s reflection area.

Please note: the gray sidebar on the left is for instructor use only. It lists criteria needed to achieve each level, using excerpts from the CLB 2012 document. FYI - the CLB number of fields per level don't seem to line up. For the sake of the students, I've adjusted these numbers slightly in the student feedback grid.

RE: Class Score Sheets

The first log is to simply list students in groups of score achieved.

The second log takes a much more detailed approach to tracking student achievements.

Both list criteria by CLB levels.  

Download: Writing - Getting Things Done - FORMS CLB 1-4

Please let  me know if these forms help you, or share better ones that you have generated/found. 

All the Best, 

Writing: Sharing Information - CLB 1,2,3,4

Writing: Sharing Information  

CLB 1,2,3,4

Are your students ready to share personal stories?  

Writing about family and friends? 

Describing people, places or interesting things?

If so, this package is for you.

Today's file contains a student feedback form,

and two logs to keep track of student scores.

Download: Writing - Sharing Information CLB 1-4

RE: Student Feedback Form

The student’s name, date and task go in the top right hand corner. Under these, is a place for your comments/tips/feedback for the student, as well as a place to record the CLB level achieved and icons you can circle to indicate “tried, succeeded or excelled”.

The four white boxes have been labeled Words, Sentences, Paragraphs and Ideas to help students link CLB levels 1-4 with growing language proficiency. The criteria for each CLB level is listed in student-friendly language, and instructors can use checkmarks to indicate if the student has tried, succeeded or excelled in demonstrating each ability.

A learner’s reflection area is located at the bottom of the page.

Please note: the gray sidebar on the left is for instructor use only. It lists criteria needed to achieve each level, using excerpts from the CLB 2012 document. 

RE: Class Score Sheets

The first log is to simply list students in groups of score achieved.

The second log takes a much more detailed approach to tracking student achievements.

Both list criteria by CLB levels.  

Download: Writing - Sharing Information CLB 1-4

Have a great day! 

Speaking: Sharing Information CLB 5-8

Speaking: Sharing Information CLB 5-8

Assessing CLB Stage II Speakers can be a challenge. I hope this package will make it easier for you. It contains a warm up activity and discussion cards, speaking assessment feedback forms. 

Download

Speaking: Sharing Information CLB 5-8

I find assessing speaking in a whole class setting can be difficult, because some students quickly loose interest when others speak. To get around this, I have come up with a system of small group interactions that everyone pays attention to and answers questions about. As a result, today's package also includes a blank Q & A handout which can also double as a listening assessment, depending on the questions you ask. 

For additional feedback forms & listening handouts please see Speaking: Sharing Information CLB 1-4, or CLB 1-8.

~.~.~.~

Looking for a tool to help you create a level-appropriate listening assessment questions? 

Download: Listening Index: 4-8

The Listening Abilities Index includes three tables which help you level questions using key words and concepts that appear in the Canadian Language Benchmarks (CLB) 2012.  

1. ABCs... an alphabetized list of listening abilities  
2. Depth of Understanding ... a brief summary showing thresholds of progression
3. Sorted by Levels... groups abilities by levels 

Have a great day, 

Speaking: Sharing Information CLB 1-8

Speaking: Sharing Information CLB 1-8

For those of you teaching night school - here is one way you can fully engage your class as active listeners while you manage to assess up to 24 speakers over the course of a few classes!

Download

Speaking: Sharing Information CLB 1-8

I find assessing speaking in a whole class setting can be difficult because some students quickly loose interest when others speak. To get around this, I have come up with a system of small group interactions that everyone pays attention to and answers questions about. 

Today's package contains a warm up activity and discussion cards, speaking assessment feedback forms. One for CLB 1-4, another for CLB 5-8, and a combined form that covers CLB 1-8. It also contains a choice of two handouts to assessing listening skills. The first is based on sample questions provided in the package. The second is a formatted blank gives you the flexibility to use your own warm up activity, themes and questions. 

Download

Speaking: Sharing Information CLB 1-8

(Please note, the materials in today's handout will also be split up and issued as separate posts for Instructors teaching stage one and stage two learners.) 

Let me know how your assessments go. I hope these help! 

All the Best, 

Speaking: Sharing Information CLB 1-4

Speaking: Sharing Information CLB 1-4

I don't know about you, but I find speaking to be the most difficult skill to assess in a group setting. In this file you will find two speaking assessment feedback forms. One for private one-on-one interviews, and another for whole class assessments. Both start with a warm up activity getting students to talk about everyday topics (discussion cards/ posters and instructions provided.) 

Download 
Speaking: Sharing Information CLB 1-4    

  

If you are really feeling ambitious, the package includes a choice of two handouts to assessing listening skills. The first is based on sample questions provided in the package. The second is a formatted blank document that allows for more flexibility. This means you can use your own warm up activity, and themes, and then ask questions you compose as you listen to students speak in front of the class. 

This means you can can fully engage your class as active listeners while you manage to assess up to 24 speakers over the course of a few days!

Complete instructions for both the speaking and whole-class listening assessments are included in today's package.

Download 
Speaking: Sharing Information CLB 1-4      

It's not a perfect system, but it's not bad. And, I'm open to suggestions. 


All the Best, 

Speaking: Giving Instructions, CLB 4-8

Speaking: Giving Instructions, CLB 4-8

I like using this handout for a number of reasons. The first is that it can be used for a wide range of tasks, in a multi-level class. The students can see what they have done well by looking for check marks, and realize what they could try next time because it shows what’s expected at the next level.

This handout clearly identifies the skill, competency area, CLB levels and abilities.

The language is “student friendly” and the criteria shown is based on my interpretation of the CLB 2012. 

Whatever the task you are using to assess students’ abilities:

·                     Print off the first two pages;

·                     Add the title/ task  & date;

·                      Photocopy;

·                     Make notes/ record observations/ check abilities demonstrated;

·                     Distribute to students with comments.

 Download Speaking: Giving Instructions CLB 4-8

TIPS …             Have students stand back to back when giving instructions so their words are the vehicle of communication, and not their body language. 

As this is a Microsoft Word File, please feel free to modify to your needs.

You may want to:

·          Delete or white-out the information for a level you are not assessing

·         Add specific language / actions you have taught and want to assess

·         Enlarge/ alter the students’ reflection area  

            

 Download Speaking: Giving Instructions CLB 4-8

Let me know how this works for you – or if you have other tools you would like to share.

Oh, and any ideas for tasks to teach/ assess would also be appreciated. 

Have a great day,

Speaking: “Interacting with Others" - ON THE PHONE

The handout clearly identifies the skill, competency area, CLB levels and abilities for students talking on the phone. I have tried to present it in “student friendly” language, based on my interpretation of the CLB 2012. 

Whatever the phone task you are using to assess students’ abilities:

·                      Print off the first two pages

·                     Add the title/ task  & date under “On the Phone”

·                      Photocopy

 Download Speaking: Interacting with Others ON THE PHONE CLB 4-8

TIPS …              Arrange pairs so that students sit/stand back to back. That way they can’t see each other, or use body language to communicate. You can record their sessions if you like, but try your best to complete your assessments in real time. That way, you are paid for your valuable time and skill.

As this is a Microsoft Word File, please feel free to modify to your needs.

You may want to:

• Delete or white-out the information for a level you are not assessing
• Add specific language / actions you have taught and want to assess
• Enlarge/ alter the students’ reflection area  

            

 Download Speaking: Interacting with Others ON THE PHONE CLB 4-8

Please let me know if this works for you – or if you have another idea. 

Thank you!