EPIC Teacher's Guide - Book - Page 19
a. Reflection
Each part in the program ends with a reflection activity. This encourages learners to
articulate their thoughts about what they have learned. The reflection activity serves
as a tool for the teacher to sum up the lesson and be aware of what has been
accomplished, what the pupils liked or didn’t like, and use that information for
future reference.
The reflection activity at the end of each part provides an opportunity to discuss
new vocabulary, vocabulary and lexical chunks that were reviewed in the lesson,
new letters and their sounds, and other questions that elicit discussion of stories
and themes of the unit. This provides the teacher the opportunity to check the
pupils’ comprehension of the new material. The teacher should elicit as much
material that was covered as possible. This will clearly show what pupils remember
well and what they do not. The teacher can use this opportunity to review material
that pupils feel less confident with.
b. Performance Tasks
Throughout the program are five performance-based tasks, designed to provide an
alternative form of assessment and measure learners’ productive language skills.
This allow pupils to demonstrate the kinds of language skills that may be required
in a real-world context suitable for their age, such as playing games, presenting
themselves, describing their interests, etc.
Performance Task Assessment Rubrics are provided in the section of Assessment in
the Appendix.
c. End of Unit Assessment Activity
At the end of each unit, pupils engage in a short assessment activity which focuses
on the main vocabulary, lexical chunks, appropriate reading and writing
proficiencies, and phonemic awareness skills relevant to the unit. The teacher leads
the activity orally in English. Detailed instructions for each assessment activity can
be found in the Teacher’s Guide. After the teacher has marked the assessment
activity, the marks are organized on the Assessment Activity Summary Sheet. By
reviewing the Summary Sheet, the teacher receives an overall view of class
performance and can easily identify areas which need reinforcement. In addition,
teachers can pinpoint specific problems of individual pupils.
Performance Task Assessment Rubrics are provided in the section of Assessment in
the Appendix.
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