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Chinese language and culture : 9-year program classroom assessment materials, grade 4 PDF

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Chinese Language and Culture Nine-year tssS Program Grade 4 Classroom Assessment Materials 2008 ALBERTA EDUCATION CATALOGUING INPUBLICATION DATA Alberta. Alberta Education. Learning andTeaching Resources Branch. Chinese language andculture nine-yearprogramclassroom assessment materials, grade4. ISBN978-0-7785-6417-1 1. Chinese language- Study andteaching (Elementary)-Alberta. 2. Education-Alberta-Curricula. 3. Chinese language-Outlines, syllabi, etc. I. Title. PL1118.A333 2008 495.1 Forfurtherinformation, contact: Alan Chouinard Alberta Education Learning andTeaching Resources Branch 8thFloor, 44 Capital Boulevard NW 10044- 108 Street Edmonton, Alberta T5J 5E6 Telephone: 780-427-2984 in Edmontonortoll-free in Albertabydialling 310-0000 Fax: 780-422-0576 Copyright©2008,theCrowninRightofAlberta,asrepresentedbytheMinisterofEducation. AlbertaEducation, LearningandTeachingResourcesBranch,44CapitalBoulevard, 10044- 108 StreetNW, Edmonton,Alberta,Canada, T5J5E6. Everyefforthasbeenmadetoprovideproperacknowledgementoforiginalsources. Ifcasesareidentifiedwherethis hasnotbeendone,pleasenotifyAlbertaEducationsoappropriatecorrectiveactioncanbetaken. Permissionisgivenbythecopyrightownertoreproducethisdocumentforeducationalpurposesandonanonprofit basis,withtheexceptionofmaterialscitedforwhichAlbertaEducationdoesnotowncopyright. Acknowledgements AlbertaEducationgratefully acknowledges Edmonton School DistrictNo. 7 forwritingcontributions and languagevalidationoverthe courseofthe developmentofthe ChineseLanguageandCultureNine-year Program ClassroomAssessmentMaterials, Grade4. LearningandTeachingResources Branch staffinvolvedinthe development,productionanddistribution ofthis documentincludes: RajaPanwar Director Stella Shrum Acting Director GregBishop AssistantDirector,ResourceDevelopment AlanChouinard AssessmentManager, International Languages Wai-LingLennon ResourceManager, InternationalLanguages BaolongNi SpecialAdvisor, ChineseLanguage andCulture KimBlevins DocumentProductionCoordinator JackieMosdell Editor LinHallett DesktopPublishing DianneMoyer DesktopPublishing LibyaPantelyuk DesktopPublishing EstherYong DesktopPublishing SandraMukai Copyright Chinese LanguageandCulture 9YClassroomAssessmentMaterials (Grade4) Acknowledgements/iii ©AlbertaEducation,Alberta,Canada 2008 Table ofContents Purpose 1 AbouttheAssessmentMaterials 1 HowandWhentoUsetheAssessmentMaterials 2 Principles ofEffectiveClassroomAssessment 3 TheNew Student 5 • A-1.1 share factual information • A-4.1 managepersonalrelationships ImaginaryFamily 11 • A-1.1 share factual information StoryTime 16 • A-2.1 share ideas, thoughts, opinions,preferences • A-2.2 shareemotions, feelings SillyPizza 20 • A-3.1 guideactions ofothers • A-3.2 statepersonalactions JustAsk 25 • A-3.1 guideactions ofothers • A-3.2 statepersonal actions Invitation Dilemma 30 • A-3.2 statepersonal actions • A-5.3 solveproblems Games Day 35 • A-3.1 guideactions ofothers • A-3.3 manage group actions ScavengerHunt 40 • A-5.1 discoverandexplore • A-5.2 gatherandorganizeinformation • A-5.3 solveproblems Andthe Survey Says 45 • A-2.1 share ideas,thoughts, opinions,preferences • A-5.2 gatherandorganize information Reporter 50 • GC-3.1 Chineselanguage andculture • A-5.4 exploreopinionsandvalues BeCreative 55 • A-6.1 humour/fun • A-6.2 creative/aestheticpurposes • A-6.3 personal enjoyment Chinese Language andCulture 9YClassroomAssessmentMaterials (Grade4) TableofContents/v ©AlbertaEducation,Alberta,Canada 2008 Let’s Celebrate 60 GC-1.1 accessing/analyzingculturalknowledge GC-1.2 knowledgeofChinese culture GC-1.3 applyingculturalknowledge GC-1.4 diversitywithin Chineseculture GC-1.5 valuingChineseculture GC-2.3 awarenessofownculture CanYouTellthe Difference? 65 • GC-2.1 awareness offirstlanguage Languages Galore 70 • GC-2.2 generallanguageknowledge • GC-2.3 awarenessofown culture • A-5.2 gatherandorganizeinformation CulturesGalore 75 • GC-2.3 awarenessofownculture • GC-2.4 generalculturalknowledge • GC-3.2 cultural andlinguistic diversity SurvivalGuide 80 • GC-2.6 intercultural skills vi/TableofContents ChineseLanguage andCulture 9YClassroomAssessmentMaterials (Grade4) 2008 ©AlbertaEducation,Alberta,Canada Classroom Assessment Materials Grade 4 Chinese Language and Culture Purpose Thisdocumentis designedtoprovideassessmentmaterials forspecific Grade4outcomes inthe Chinese Language andCultureNine-yearProgram, Grades4-5-6. The assessmentmaterials aredesigned forthe beginnerlevelinthecontextofteaching forcommunicative competence. Grade4 learningoutcomes fromthe ChineseLanguage andCultureNine-yearProgram, Grades4-5-6 providedthebasis forthedevelopmentoftheperformancetasksandaccompanyingevaluationtools in this document. Theseassessmentmaterials are intendedtobe closely linkedtoclassroompractices and arealignedtothegeneralandspecific outcomes forGrade4. About the Assessment Materials Theassessmentmaterialsincludedinthis documentconsistofperformancetasksthatare accompaniedby avarietyofevaluationtoolsthatteachers canusetogatherevidenceandinformationaboutstudent progress andachievement. These assessmentmaterials focusonthe specific Grade4outcomes fromtheApplications and Global Citizenshipcomponents inthe Chinese Language andCultureNine-yearProgram, Grades4-5-6. These specificoutcomes areidentifiedasPrincipalOutcomes ineach oftheperformancetasks. Specific outcomes fromtheLanguage CompetenceandStrategiescomponentsthatsupportthePrincipal Outcomes, andare addressedintheperformancetasks, are listedas SupportingOutcomes. Assessmentfor Learning andAssessment ofLearning Thepurposesofassessmentcanbe divided intotwocategories: assessmentforlearningandassessment oflearning. Assessmentforlearning, alsoreferredtoas formative assessment, ischaracterizedbythe ongoing exchangeofinformationaboutlearningbetweenteacherand studentandbetweenstudentandstudent. It provides informationaboutstudentprogress, allowingtheteachertomakeadjustmentstobestmeetthe learningneeds ofanindividual studentoranentire class. Assessmentforlearning involves specific, descriptive feedbackbutis notincludedinaperformancegrade. Assessmentforlearningpromotes students’ understandingofhowthey are doing inrelationto learningoutcomes and competence in setting personal learninggoals. Ifstudents aretobecome competentusersofassessmentinformation, theyneed tobeincludedinthe assessmentprocess. Chinese LanguageandCulture 9YClassroomAssessmentMaterials (Grade4) Introduction/ 1 ©AlbertaEducation,Alberta,Canada 2008 Assessmentoflearning, alsoreferredtoas summativeassessment, checkswhatastudenthas learnedata givenpointintime. Itmostoftenoccurs atthe end ofaperiodofinstruction; e.g., aunitorterm. Assessmentoflearninginformation is designedtobe summarized in aperformancegrade and sharedwith students,parents andothersoutside the classroomwhohave arighttoknow. Teachersmakeprofessionaldecisionsto determine whichtype ofassessmentstrategy ismostappropriate atanygiventime duringthe instructional cycle. How and When to Use the Assessment Materials • Performancetasks andtheiraccompanying evaluationtools inthis documentare orderedaccordingto theApplicationsand GlobalCitizenshipoutcomestheyaddress. Theyarenot intendedtobe followed in sequentialorder. • Teachers mayusetheassessmentmaterialsatanypointduringthe schoolyeartogatherinformation abouthowwell studentsperforminrelationto specificoutcomes fromtheprogramofstudies. • Teachers canchoosewhichofthe evaluationtoolstheywillusewiththeirstudents. Itis notintended thatteachersuseall evaluationtools includedinthisdocument. • The assessmentmaterials aredesignedtobeusedforthepurposes ofassessmentforlearning (formative). • Performancetasks andtheiraccompanyingevaluationtools shouldbe adaptedaccordingtothe languageabilities, needs andinterests ofstudents. • Itis expectedthatteachers willusetheinformationtheycollectinassessmentstoprovide students withongoingfeedback, setlearninggoalsanddetermineareas forfurtherinstructionandintervention. • Teachers are encouragedtoprovideHanyupinyinsymbols, alongwiththe Chinesecharacters, to supportstudents’ learningofpronunciation. Assessmentofthe Strategies Outcomes As studentsprogressthroughtheyear, they shoulddevelopanawarenessofarangeofstrategies and beginto applythemtoassisttheirlearningofthetargetlanguage. As students engage intheperformance tasks, itisrecommendedthatteachersnote students’ emergingawareness oflanguagelearningand languageusestrategiestoassisttheircomprehensionandenhance communication. Theperformancetasks inthisdocumentprovide students withexperiencesthatencourage themtouse a varietyofstrategies; e.g., using gestures to aidcomprehension, askingforclarificationandworkingwith otherstocomplete atask. Strategiesthathelp students completetheperformancetasks are listedinthe SupportingOutcomes sectionofeachperformancetaskdescription. Students’ useofstrategies canbeevaluatedby studentsthrough self-assessmentandbyteachers asthey observe andconferencewith students. 2/Introduction Chinese Language andCulture 9YClassroomAssessmentMaterials (Grade4) 2008 ©AlbertaEducation,Alberta,Canada

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