MFEA-78 TG - Book - Page 18
information will help make teaching and learning more effective. It is not a test and
will not be graded. Once pupil’s self-assessment checklists have been collected,
the teacher fills in his/her assessment of each pupil on each of the items and adds
comments. Now the teacher compares the assessments, paying particular attention
to discrepancies. This Student-Teacher Assessment Tool serves as a basis for the
Student-Teacher Conference..
c. The Pupil-Teacher Conference
During the first week or two after a unit has been completed; the teacher
meets individually with pupils (this can be done while the class is working in
their Activity Books). During the conference, the teacher discusses the pupil’s
self-assessment and progress and together they decide on what can be done
to improve learning. During the meeting the teacher should, together with the
pupil, review work in the Activity Book and ask the pupil specific questions about
what s/he is learning in class. Note! Pupils’ self-assessments might be related to a
general sense of low self-esteem or confidence in English. The teacher can use the
opportunity to provide support and enhance the pupil’s confidence by pointing
out areas in which s/he is doing very well.
d. Beginning Reading and Writing Checklist
This checklist helps the teacher monitor the pupils’ acquisition of the alphabet,
sound system, decoding skills, reading and writing. At the end of each unit there
is a checklist which includes the main objectives in the above areas for that
specific unit. Throughout the unit the teachers should keep track of the pupils’
performance in the various areas by observing their performance in classroom
activities and in their Activity Books. This will enable the teacher to note
difficulties and provide appropriate instruction.
e. The Storybook Checklist
As My First English Adventure is a story-based program the Storybook Checklist
will allow the teacher to monitor pupils’ development of emergent literacy
skills and acquisition of language related to the stories. By observing pupils
during ‘story reading’ sessions in the classroom and by calling pupils to discuss
a book the teacher can get a good idea of how the pupil is progressing on the
various items in the checklist. As the checklist is developmental, some items will
be relevant at the beginning of the program and others will become relevant
later on. Information on pupils should be obtained periodically throughout the
year to assess their progress and determine who needs special attention and
reinforcement.
By having pupils discuss the books, the teacher creates an authentic and meaningful
context not only for assessment but for using English for communication as well. The
following procedure can be used:
1. Discuss and describe the book cover and title.
2. Have pupils open the book and show where the story begins.
3. Discuss vocabulary relevant to the pictures.
4. “Read” the story together – stopping at various places to point out and elicit key
vocabulary items as well as to ask questions about story development.
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