OUTCOMESfor Tenth Grade
Testable Objectives/ Components of
Outcomes (for the Tenth Grade)======================================
READING COMPREHENSION
1. Distinguish main ideas from supporting details
in a text
2. Identify relationships in a text/ sentence
level (such as cause vs. effect)
3. Produce the equivalent meaning of text (such as
paraphrased ideas) at the sentence level
4. Identify pronominal reference in a text
5. Identify the use of cohesive devices at the
sentence/text level
6. Identify the text type
7. Infer the attitude of the writer using
contextual clues
8. Deduce the meaning of vocabulary items from
context
9. Detect bias in a text using grammatical
and semantic clues
VOCABULARY
7. Infer the meaning of new vocabulary from context
8. Classify vocabulary items according to their
semantic group
STRUCTURE
9. Identify correct grammatical structure
10. Produce grammatically and semantically
appropriate answers to questions or questions
to answers using vocabulary and structures
already learnt
FUNCTIONS( and analogies)
11. Analyze comparable relationships of
vocabulary items using semantic classification
WRITING
12. Identify correctly spelt vocabulary items
13. Produce grammatically and semantically
appropriate sentences (statements/ imperatives/
questions using vocabulary and structures
already learnt
14. Use cohesive devices appropriately
15. Write about events using a sequence of tenses
with appropriate verb forms / short text level
16. Identify parts of a letter format
17. Use cohesive devices to identify the
grammatically and semantically correct
rearrangement of jumbled sentences
18. Identify the strategies employed in the
organization of ideas in a text ( including
cohesive devices at the text level)
19. Use grammatical and semantic elements (such as
linguistic clues ) to identify topic sentences
20. Edit a text through identifying and correcting
mechanical, syntactic and semantic errors

Sample Diagnostic Lesson Plan
Diagnostic Assessment Lesson Plan
Text Book: Action Pack 6, Unit 14, Lesson One: We're in Petra
Grade: 6th Grade Number of students:
Basic seating arrangements: 6 groups of
6 – same level groups – 3 weaker, 3 stronger
======================================
1. Specific Objectives
a. Listening Comprehension:
- to listen to a simple recorded dialogue and
demonstrate global/ contextual comprehension,
which includes: who is speaking? Why? When?
Where? What are they talking about?
- to listen for specific information (through making use
of lexical and structural clues – key vocabulary
and structures).
b. Speaking:
- to read a simple written text aloud fluently with
effective use of basic sound system.
2. Pre-requisite Knowledge/ skills
- Geographical knowledge – Where is Petra? Where
is the Treasury? Who went to see the castle?)
- Broad concept of narrative tenses in English
(simple past and past continuous – regular verbs)
- Pronunciation of new words – treasure,
pirates, tomb, theatre, happened, amphitheatre,
Information Center (word stress and consonant
clusters) and read aloud moderately fluently with
few pauses.

3. Expected errors difficulties:
Some students will have particular difficulties with No. 3 - pronunciation of known words- treasure, pirates, tomb, theatre, happened, amphitheatre, Information Center (word stress and consonant clusters) and pronunciation of new words-
e.g. amphitheatre, treasure, tomb

4. Revision/ Assessment of pre-requisite knowledge:

Task A: Ask: who has visited Petra? Put up map of Jordan on
Chalk Board. Ask a student to come out and identify
the position. Show a poster of a tourists walking or riding down the valley of Petra. Ask why they
are going on along old roads. (Emphasize that
the story happened in the past)


Task B:
Show key words on flashcards- choral repetition,
then get individual students to read- drill briefly.
Rearrange any students who need extra help.

5. Remedial (pre- requisite):Sit with the weak students and do pronunciation
drills on key words. Underline stressed syllables
on flashcards. Do choral and individual work.

6. Enrichment (pre- requisite):Give out Task C (completing sentences)

Task CComplete the sentences and read them out to your group.
“The most interesting place I’ve ever been to is _______”
“_________ was very exciting because ________”
“ Mr Zein bought: __________________”


7. Introduction

Teach/ practice new skill
Introduction: write five pre-listening questions on
Chalk Board (Task D).

Task DOn Chalk Board write:
Who is speaking?
Why are they speaking?
When are they speaking?
Where are they speaking?
What are they speaking about?

Tell the class to open page 65 but cover the text.
From the pictures, decide the answers to the
questions, whole class – discuss the pictures.
Pre- teach treasure, pirates, tomb, theatre,
happened, amphitheatre, Information Center.
Students listen to the tape.

Set questions Task E.
Task E
What was the most interesting thing about
Ramzi’s visit to Petra?
What did they hear at the Information Center?
Where did Laila and her parents go?

Tell class they will hear the tape once more.
Play tape once in sections.
Students try to write answers to Task E to
Chalk Board questions.

8. Assess new skill listening tasks.
Walk round the class as students are writing.
Note any students who are having difficulties.
Reorganize grouping of students to help those who
are having difficulties.

9. Remedial (new skill)
Give out Task F. sheet with four simple True/False items.

Task F
Listen to the tape again, Mark True or False

Ramzi visited Aqaba.
The visit was interesting.
Laila went to the Castle.
The Germans built the amphitheatre.

Listen to the tape again and try to do the items.
Then check with your partner.

10. Enrichment (new skill)
Give out Task G.
Task G
Listen to the tape again and decide what happened
next. Write 2-4 more lines of the interview.
Act out with your partners.

(Teacher feedback – listening tasks)
Go through answers to True/ False items and discuss
content of the interview, using pictures in the
book and graded questions to accommodate weaker students.

Briefly drill pronunciation of new words – treasure,
pirates, tomb, theatre, happened, amphitheatre,
Information Center

(Practice new skills – speaking)
In closed pairs, read dialogue aloud. (Core plus Extension-all students are required to do Exercise 1 (filling in a gapped text) and Exercise 3 (completing sentences about places using a map and the recorded dialogue) in the Activity Book pp. 57-59 to practice
Listen and Write skills-- Students can do more if they have time).

(Feedback- speaking skills):
If possible, get weaker students to read aloud
to the class the first part. Then ask stronger
students to read the rest, plus their own addition,
if they wish. Give appropriate help and praise.

11. Record
(NB Teacher has been making notes on some students during the lesson. Get students to complete a Self-Assessment Form about this lesson.

12. Report
Teacher uses information from notebook and self assessment forms to build up report profile
for each student.

Self- Assessment Form
Name: ______________________________

1.Now I can--
-- listen and understand Who? Why? When? Where? What? In an interview
-- listen and find answers about the story in the past.
--- read the interview to my friends.
2. I think---
3. My teacher thinks---


Reference: Diagnostic Assessment Training Workshops
and training materials, 1998-2006, Ministry of Education, Amman, Jordan.

The Analytical Teacher
Topic: Effective Instruction
Diagnosing students’ errors in writing and giving immediate feedback during writing the composition.

Improving Students' Writing
through Using the Writing Process Steps

Teachers can use the checklist below to monitor students’ progress and intervene appropriately to enhance learning and performance.

When teachers are asked to identify the best practices for developing and improving their students’ ability in writing, they recognize the practice of the Writing Process as one of the surest ways of improving performance in a non-threatening way. It follows that it my be wise to train the students to document the steps they follow in writing their compositions in a special Writing Copybook or File throughout the academic year since these steps are likely to be taken into account when the writing tasks are marked according to the Ministry of Education instructions ( You can you use the writing Rubric below to grade the written work of the students).

From Reading and Listening to Writing
Students learn a lot about writing from reading and listening to different types of texts. Through analysis of these texts a student can also learn a lot about:
-The use of relevant voc. items and suitable structures
-The way the paragraphs are developed e.g. topic sentence, supporting details
-The basic parts of a paragraph
Students can learn a lot by writing on their own using the writing process.
Going through the Writing Process means developing the writing task through sequenced steps/ activities. Many writers use these writing process steps or go through steps such as the following:

1. Writing an Outline:
(Pre-writing Activities)
First, the student needs to plan what he is going to write about. He might make a list of ideas. He might draw a picture to help him focus on the ideas visually or make a chart.

2. Drafting:
First Draft: In this stage, the student might put his ideas in sentences and paragraphs. He has to follow his pre-writing plan as he writes a first draft. He should not worry about making mistakes. Later, as he goes through his second draft, a student pays greater attention to correcting, changing or improving the language elements in his work.

3. Revising:
In this stage, Students reread their drafts. They might work with their partners. Talk with the teacher about their drafts, and see how they can improve it.

4. Proofreading:
Final Draft
When Students proofread, they should check their writing for mistakes, such as punctuation marks and misspelled words. Then they write out their final draft.

5. Publishing:
(Post Writing Activity)
Finally, a student has to choose a way to present his work. He may want to add pictures, make a class book, or read his work aloud.

WRITING: SUGGESTED MARKING INSTRUCTIONS (SUMMARY SCALE)
( First Check for evidence of WRITING PROCESS sequences and check the current Ministry’s
instructions for the relative weightings of various language elements.)

References
ABC's of the Writing Process, Home page. 30 April 2006


The Writing Process, Home page. 30 April 2006


The Writing Process, Home page. 30 April 2006






CRITERION/
LEVEL

VERY GOOD

CONTENT
-Complete realization of the task
-Relevant
-Communicative

ORGANIZATION AND MECHANICS
-well-organized
-clear, coherent
-mechanics of writing are well-observed


VOCABULARY
-demonstrate a wide range of vocabulary
-effective use of word choice, idioms…etc.


LANGUAGE USE
-mostly accurate
-few mistakes
-communication isn’t impeded
===============================================
LEVEL
GOOD

CONTENT
-Noticeable fluency
-mostly relevant
-message can be understood

ORGANIZATION AND MECHANICS

-organized
-ideas are partially clear and coherent
-shows a reasonable use of writing mechanics

VOCABULARY

-reasonable use of vocabulary to convey a message


LANGUAGE USE
-occasional errors
-no global errors
- a good use of sentence construction
===============================================
LEVEL
ACCEPTABLE

CONTENT
-no complete realization of task
-lack of ideas
-not communicative but meaning is conveyed

ORGANIZATION AND MECHANICS

-loosely organized
-no noticeable coherence
-frequent errors in the mechanics

VOCABULARY
-limited range of vocabulary
-no effective use of vocabulary to convey a message


LANGUAGE USE
-frequent grammatical errors
-use of one straight pattern
===============================================
LEVEL
POOR
(+FAIL)

CONTENT
-irrelevant ideas
-not communicative
-no conveyed message

ORGANIZATION AND MECHANICS
-disconnected ideas
-not organized
-no use of writing mechanics


VOCABULARY
-little use of vocabulary
-vocabulary are insufficient to convey meaning


LANGUAGE USE
-global grammatical errors
-no mastery of sentence structure

Posted by super2/abdallah_education at 7:09 AM EDT
Updated: Thursday, 25 May 2006 11:13 PM EDT
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Diagnostic Assessment Lesson Plan Format
Topic: Effective Instruction
Content of a lesson plan according to the Diagnostic Assessment Approach.
Class………….... Unit………. Subject: English Language

Date ……………. Elements ………………………

Skills……………………………

No. Step
Pre- Teaching Activities
1 Specific Objectives
2 Previous knowledge
3 Expected errors
Teaching Activities (actual teaching)
4 Assessment tasks (previous knowledge)
5 Remedial activities & enrichment activities
6 New knowledge (introduction & explaining)
7 Assessment tasks
8 Remedial activities (new knowledge)
9 Enrichment activities (new knowledge)
10 New errors
11 Remedial work & enrichment activities

Notes:

• Specific objectives are what students are expected to achieve at the end of the lesson.
• Previous knowledge identifies the knowledge/sub-skills required by students as a foundation on which to build new knowledge and skills.
• Expected errors are identified by teachers using their professional judgment.
This should enable teachers to plan their lessons to prevent these errors being a problem.
• Assessment/ remedial/ enrichment activities are interchangeable depending on the abilities/achievement of the students.
• It is not always necessary to use/develop all activities. Teachers need to judge what activities are necessary for each lesson.

References
10 Steps To Developing A Quality Lesson Plan, Home page. 30 April 2006


Brett L. Darr, Language Arts, Home page. November 10, 2004

Posted by super2/abdallah_education at 6:06 AM EDT
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