LFO Teacher's Guide - Book - Page 25
•
Sequence It is important to be able to understand the sequence of events that occur in
any text we read or listen to. When students are asked to observe a process and
develop a sequence they have an opportunity to use a full spectrum of higher-order
thinking skills – they must recognize patterns (analyze), determine causality (evaluate)
and then decide how they would communicate what they've learned to others
(create).
In addition to the pages in which these skills are mentioned and taught in the Student's Book,
the skills are re-entered in the Workbook. More suggestions for practice of HOTS skills are
given in this Teacher’s Guide.
iii. Assessment
It’s important to assess the students along the way as they study with Let’s Find Out. There is
a variety of assessment possibilities and you can decide at which points you wish to assess the
students.
The initial level of assessment should always be identification, to see if the students can
identify what was taught and can distinguish it from the incorrect form.
The next level would be guided production of the material taught. Have the students produce
the language, be it tense or vocabulary, in a guided manner, using banks of words or multiple
choice question types. Guided production begins with much guided activation, and gradually
we give less and less guidance.
The last level is free production. Here we wish to see what the students have internalized and
can produce with a prompt and no guidance. It could include writing sentences using the new
vocabulary all the way to writing a short story or giving a speech.
It’s important to assess as the year goes on, not only at the end of a process, but rather also
during the process. The students should know that the process is as equally important as the
product, so while they are working, walk around the classroom and ask the students questions
about what they are doing. Make notes of their responses to help you evaluate how well they
know the material at any given time and see if there is improvement with time.
Ask the students to identify something you’ve taught or to explain why they are writing
something in a certain way. It’s important to ask them to produce language as well as to
identify it, so ask them questions such as ‘What does this say?’ or ‘Please read this sentence
for me.’ Keep track of their abilities and make use of this as well in your final assessment of
the students.
It is important to implement a variety of assessment methods, including tests, performance
based tasks, writing assignments, oral activities, and any other task that you feel will enable
you to understand the level of ability of your students. Thus, you will have a more
comprehensive overview of your students.
xxi
