Y2 Transit Record

TEACHER’S NAME:
CLASS:
LISTENING SKILLS (YEAR 2)
CONTENT STANDARD FOCUS LEARNING STANDARD
Recognise and reproduce 1.1.1 Recognise and reproduce with
1.1 Recognise and reproduce
target language phonemes support a range of high frequency
target language sounds
intelligibly target language phonemes
Understand the main idea
1.2.1 Understand with support the
when listening to texts on
main idea of simple sentences
familiar topics
Understand specific details 1.2.2 Understand with support
when listening to texts on specific information and details of
1.2 familiar topics simple sentences
Understand meaning in a variety
Understand narratives on 1.2.3 Understand with support very
of familiar contexts
familiar topics short simple narratives
1.2.4 Understand an increased range
Understand classroom
of short basic supported
instructions
classroom instructions
Understand questions on 1.2.5 Understand an increased range
familiar topics of short supported questions
1.3.1 Understand the message the
1.3 Use appropriate listening Use appropriate strategies to teacher or classmate is
strategies in a variety of contexts understand meaning communicating by using visual clues
when they are speaking
PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS
LEVEL
Hardly recognises and reproduces some target language phonemes.
1  Hardly understands simple questions, instructions and main ideas of the texts even with a lot of
support from the teacher.
 Recognises and reproduces some target language phonemes with a lot of support from the teacher.
2  Understands a few simple questions, instructions and main ideas of the texts with a lot of support
from the teacher.
 Recognises and reproduces target language phonemes with support from the teacher.
 Understands simple questions, instructions, main ideas and supporting details of the texts with
3 support from the teacher.
 Understands messages using visual clues with support from the teacher.
 Recognises and reproduces target language phonemes with minimal support from the teacher.
 Understands simple questions, instructions, main ideas and supporting details of the texts with
4 minimal support from the teacher.
 Understands messages using visual clues with minimal support from the teacher.
 Recognises and reproduces target language phonemes appropriately.
 Understands simple questions, instructions, main ideas and supporting details of the texts without
5 hesitation.
 Understands messages using visual clues promptly.
 Recognises and reproduces target language phonemes appropriately and independently.
 Understands simple questions, instructions, main ideas and supporting details of the texts
6 independently.
 Understands messages using visual clues independently.
YEAR 2 ASSESSMENT LISTENING SKILLS
LEARNING STANDARD
NO STUDENT’S NAME
1.1.1 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.3.1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/D
OL/ OL/DLE OL/DLE OL/ OL/DLE OL/DLE OL/DL
DLE DLE
METHOD OF ASSESSMENT Written Written Written Written Written Written Writte
Oral Oral Oral Oral Oral Oral Oral
Observ. Observ. Observ. Observ. Observ. Observ. Obser
TYPE OF ASSESSMENT ACTIVITIES
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
Others (Please specify…)

LEARNING STANDARD
NO STUDENT’S NAME
1.1.1 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.3.1
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
TYPE OF ASSESSMENT
DLE DLE
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment

LEARNING STANDARD
NO STUDENT’S NAME
1.1.1 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.3.1
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
TYPE OF ASSESSMENT
DLE DLE
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
SPEAKING SKILLS (YEAR 2)
SPOKEN INTERACTION
Communicate simple 2.1.1 Give simple personal
information about themselves information using basic
clearly statements
2.1.2 Find out about personal
Find out simple information
information by asking basic
2.1 Communicate simple from others
questions
information
Communicate simple
intelligibly 2.1.3 Give a short sequence of
information
basic instructions
clearly
Communicate simple 2.1.4 Ask about and express
information clearly ability
Describe people and things 2.1.5 Describe objects using
clearly suitable words and phrases
2.2.1 Keep interaction going in
Manage interaction
short exchanges by using suitable
appropriately
non-verbal responses
2.2 Use appropriate
2.2.2 Ask for attention or help
communication
Manage classroom tasks from a teacher or classmate
appropriately by using suitable statements and
questions
SPOKEN PRODUCTION
2.3 Communicate Communicate information, 2.3.1 Introduce self and others to
appropriately to a small events and an audience using fixed
or large group stories clearly to an audience phrases
PERFORMANCE
DESCRIPTORS FOR SPEAKING SKILLS
LEVEL
 Hardly produces simple information even with a lot of support from the teacher.
1  Hardly asks and answers straightforward questions using fixed phrases even with a lot of support from the
teacher.
 Produces a few simple information with a lot of support from the teacher.
2  Asks and answers a few straightforward questions using fixed phrases with a lot of support from the teacher.
 Produces and comprehends simple information on very familiar topics with support from the teacher.
 Asks and answers straightforward questions using fixed phrases with support from the teacher.
3  Participates and manages simple interactions on familiar topics using words, phrases and non-verbal
responses with support from the teacher.
 Produces and comprehends simple information on very familiar topics with minimal support from the
teacher.
4  Asks and answers straightforward questions using fixed phrases with minimal support from the teacher.
 Participates and manages simple interactions on familiar topics using words,phrases and non-verbal
responses with minimal support from the teacher.
 Produces and comprehends simple information on very familiar topics confidently.
 Asks and answers straightforward questions using fixed phrases with increasing confidence and self-
5 reliance.
 Participates and manages simple interactions on familiar topics using words, phrases and non-verbal
responses confidently.
 Produces and comprehends simple information on very familiar topics confidently and independently.
 Asks and answers straightforward questions using fixed phrases with ease and great confidence.
6  Participates and manages simple interactions on familiar topics using words, phrases and non-verbal
responses independently.
 Displays exemplary model of language use to others.
YEAR 2 ASSESSMENT SPEAKING SKILLS
LEARNING STANDARD
NO STUDENT’S NAME
2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2 2.3.1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
CBA CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL
OL/DLE OL/DLE OL/DLE OL/DLE OL/ OL/DLE OL/DLE OL/DLE
DLE
METHOD OF ASSESSMENT Written Written Written Written Written Written Written Written
Oral Oral Oral Oral Oral Oral Oral Oral
Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ.
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment

LEARNING STANDARD
NO STUDENT’S NAME
2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2 2.3.1
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
TYPE OF ASSESSMENT
DLE
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment

LEARNING STANDARD
NO STUDENT’S NAME
2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2 2.3.1
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
TYPE OF ASSESSMENT
DLE
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
READING SKILLS (YEAR 2)
Identify and distinguish the letters of
the alphabet*
3.1.1 Identify, recognise and name the
*Preliterate children will need more support
letters of the alphabet
to achieve this Learning Standard, literate
children more challenge and less support
Distinguish and articulate beginning,
medial and final sound words* 3.1.2 Recognise and sound out with some
3.1 Recognise words in *Preliterate children will need more support support beginning, medial and final sounds
linear and non linear texts by to achieve this Learning Standard, literate in a word
using knowledge of sounds children more challenge and less support
of letters Blend phonemes to recognise words*
*Preliterate children will need more support 3.1.3 Blend phonemes (CVC, CCVC,
to achieve this Learning Standard, literate CVCV, CCV)
Segment words into phonemes to spell*
*Preliterate children will need more support 3.1.4 Segment phonemes (CVC, CCVC,
to achieve this Learning Standard, literate CVCV, CCV)
Understand the main idea in a variety of text types on 3.2.1 Understand the main idea of simple
familiar topics sentences
Understand specific details in a variety of text types on 3.2.2 Understand specific information and
3.2 Understand a variety of familiar topics details of simple sentences
linear and non 3.2.3
linear print and digital texts i) Reread a word, phrase or sentence to
by using Use appropriate word attack skills to understand understand meaning
appropriate reading specific meaning ii) Ignore unknown words in order to
strategies understand a
phrase or sentence
3.2.4 Use a picture dictionary to find, list
Use appropriate basic dictionary skills and categorise words from Year 2 topics and
theme
3.3 Read independently for Read and understand a variety of
3.3.1 Read and enjoy simple print and
information and fiction and non-fiction texts with
digital games at sentence level
enjoyment confidence and enjoyment
PERFORMANCE
DESCRIPTORS FOR READING SKILLS
LEVEL
 Hardly identifies, recognises and names the letters of the alphabet even with a lot of support from the
teacher.
1  Hardly blends and segments words (CVC, CCVC, CVCV, CCV) even with a lot of support from the
teacher.
 Identifies, recognises and names the letters of the alphabet with a lot of support from the teacher.
2  Blends and segments a few words (CVC, CCVC, CVCV, CCV) with a lot of support from the teacher.
 Hardly understands main ideas of simple sentences even after repeated readings.
 Identifies, recognises and names the letters of the alphabet with minimal support from the teacher.
 Blends and segments words (CVC, CCVC, CVCV, CCV) with support from the teacher.
3  Understands main ideas, specific information and details of simple sentences.
 Uses picture dictionary and appropriate word attack skills to understand specific meaning with support
from the teacher.
 Blends and segments words (CVC, CCVC, CVCV, CCV) without hesitation.
 Understands main ideas, specific information and details of simple sentences appropriately.
4
 Uses picture dictionary and appropriate word attack skills to understand specific meaning with
minimal support from the teacher.
 Uses phonics to read words and identify word families confidently.
5  Understands main ideas, specific information and details of simple sentences confidently.
 Uses picture dictionary and appropriate word attack skills to understand specific meaning confidently.
6  Reads simple sentences independently.
 Understands main ideas, specific information and details of simple sentences independently.
 Uses appropriate word attack skills and monolingual dictionary to understand specific meaning
independently.
YEAR 2 ASSESSMENT READING SKILLS
LEARNING STANDARD
NO STUDENT’S NAME
3.1.1 3.1.2 3.1.3 3.1.4 3.2.1 3.2.2 3.2.3 3.2.4 3.3.1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
CBA CBA CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL
OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE
Written Written Written Written Written Written Written Written Written
METHOD OF ASSESSMENT
Oral Oral Oral Oral Oral Oral Oral Oral Oral
Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ.
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
LEARNING STANDARD
NO STUDENT’S NAME
3.1.1 3.1.2 3.1.3 3.1.4 3.2.1 3.2.2 3.2.3 3.2.4 3.3.1
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
TYPE OF ASSESSMENT
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment

LEARNING STANDARD
NO STUDENT’S NAME
3.1.1 3.1.2 3.1.3 3.1.4 3.2.1 3.2.2 3.2.3 3.2.4 3.3.1
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
TYPE OF ASSESSMENT
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
WRITING SKILLS (YEAR 2)
CONTENT FOCUS LEARNING STANDARD
STANDARD
Develop prewriting
skills*
4.1.1 No learning standard
4.1 *Preliterate children
Form letters and words in only
neat legible
print using cursive writing Develop early
writing skills* 4.1.2 No learning standard
*all children
Communicate basic
4.2.1 Ask for and give basic personal information using
personal information
basic questions and statements
clearly
4.2 Communicate basic
Communicate basic 4.2.2 Express simple ability
information clearly
information
Communicate basic
intelligibly for a range of 4.2.3 Write short familiar instructions
information clearly
purposes in
print and digital media Describe people and
4.2.4 Describe objects using suitable words and phrases
things clearly
Organise basic
4.2.5 Connect words and phrases using basic coordinating
information
conjunctions
appropriately
4.3 Punctuate texts 4.3.1 Use capital letters and full stops appropriately in guided writing
Communicate with appropriately at sentence level
appropriate Spell high frequency 4.3.2 Spell a narrow range of familiar high frequency words
language form and style words accurately accurately in guided writing
for a range of Plan, draft and edit
purposes in print and work appropriately 4.3.3 Plan, draft and write simple sentences
digital media on familiar topics
PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS
LEVEL
 Hardly writes simple sentences by using appropriate language form and style even with a lot of
1 support from the teacher.
 Hardly organises basic information even with a lot of support from the teacher.
 Writes simple sentences by using appropriate language form and style with a lot of support from
2 the teacher.
 Organises basic information with a lot of support from the teacher.
 Writes simple sentences by using appropriate language form and style with support from the
3 teacher.
 Organises basic information using correct punctuation and spelling with support from the teacher.
 Writes simple sentences by using appropriate language form and style with minimal support from
the teacher.
4
 Organises basic information using correct punctuation and spelling with minimal support from the
teacher.
 Writes simple sentences by using appropriate language form and style confidently.
5
 Organises basic information using correct punctuation and spelling without hesitation.
 Writes simple sentences by using appropriate language form and style independently.
6  Organises basic information using correct punctuation and spelling independently.
 Displays exemplary model of language use to others.
YEAR 2 ASSESSMENT WRITING SKILLS
LEARNING STANDARD
NO STUDENT’S NAME
4.1.1 4.1.2 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.3.1 4.3.2 4.33
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
CBA CBA CBA CBA CBA CBA CBA CBA CBA CBA
TYPE OF ASSESSMENT OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL OL/DL
OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE OL/DLE
Written Written Written Written Written Written Written Written Written Written
METHOD OF ASSESSMENT Oral Oral Oral Oral Oral Oral Oral Oral Oral Oral
Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ. Observ.
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
LEARNING STANDARD
NO STUDENT’S NAME
4.1.1 4.1.2 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.3.1 4.3.2 4.33
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment

LEARNING STANDARD
NO STUDENT’S NAME
4.1.1 4.1.2 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.3.1 4.3.2 4.33
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
LANGUAGE ARTS (YEAR 2)
CONTENT FOCUS LEARNING STANDARD
STANDARD
5.1.1
i) simple chants and raps
Demonstrate appreciation through
ii) simple rhymes
5.1 Enjoy and non verbal responses to:
iii) simple action songs
appreciate rhymes,
iv) simple songs
poems
5.1.2
and songs
Say the words in simple texts, and i) simple chants and raps
sing simple songs with intelligible ii) simple rhymes
pronunciation, rhythm and intonation iii) simple action songs
iv) simple songs
5.2.1
5.2 Express personal
Identify, analyse and respond to Name people, things, actions, or places of
responses to literary
elements in texts interest in
texts
texts
5.3.1
5.3 Express an Respond imaginatively and intelligibly
Plan, prepare and produce creative
imaginative response to through
work with a focus on language use
literary texts creating simple short chants or raps
Other imaginative responses as appropriate
YEAR 2 ASSESSMENT LANGUAGE ARTS SKILLS
LEARNING STANDARD
NO STUDENT’S NAME
5.1.1 5.1.2 5.2.1 5.3.1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
CBA CBA CBA CBA
TYPE OF ASSESSMENT
OL/DL OL/DL OL/DL OL/DL
OL/DLE OL/DLE OL/DLE OL/DLE
Written Written Written Written
Oral Oral Oral Oral
Observ. Observ. Observ. Observ.
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
LEARNING STANDARD
NO STUDENT’S NAME
5.1.1 5.1.2 5.2.1 5.3.1
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
CBA CBA CBA CBA
TYPE OF ASSESSMENT
Oral Oral Oral Oral
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment
LEARNING STANDARD
NO STUDENT’S NAME
5.1.1 5.1.2 5.2.1 5.3.1
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
CBA CBA CBA CBA
TYPE OF ASSESSMENT
Oral Oral Oral Oral
Story Telling
Games
Role Playing
Project Work
Quiz
Group Work
Assignment

Y2 Transit Record

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Y2 Transit Record

Uploaded by

Copyright:

Available Formats

TEACHER’S NAME:

YEAR 2 ASSESSMENT LISTENING SKILLS

YEAR 2 ASSESSMENT LISTENING SKILLS

YEAR 2 ASSESSMENT SPEAKING SKILLS

YEAR 2 ASSESSMENT SPEAKING SKILLS

YEAR 2 ASSESSMENT READING SKILLS

YEAR 2 ASSESSMENT WRITING SKILLS

You might also like