YEAR 3

CLASSROOM-
BASED
ASSESSMENT
Handbook

MissAsh
 MissAsh

Little Note
1. This handbook is my PERSONAL classroom-based assessment
folder.

2. The pages with RED FONT are based on the year 3 SOW and
DSKP. The ASSESSMENT COLUMN is based on activities that
I’ve included in my lesson plans.

3. ALL THE LESSON PLANS AND MATERIALS can be

downloaded from my blog.

4. You can edit and modify the activity list based on your classroom
needs.

5. This handbook is created to help teachers track their lessons in

accordance to the transit forms that are based on skills.

6. You can fill in the transit forms with dates or performance

standards depending on your school’s coordinator.

7. I, personally print out this entire folder. So that, if you’re inquired

about the assessment process, you can share the activities that
you’ve conducted to assess.

8. PLEASE DO NOT SELL ANY OF THE RESOURCES.

Everything is meant to be shared for FREE.

With love,
Miss Ash

LISTENING ASSESSMENT
FOCUS
Recognise and reproduce target
language phonemes intelligibly
Understand the main idea when listening
to texts on familiar topics
Understand specific details when
listening to texts on familiar topics
Understand narratives on familiar topics
Understand classroom instructions
Understand questions on familiar topics
Use appropriate strategies to understand
meaning
LEARNING STANDARD
1.1.1 Recognise and reproduce with support a
range of target language phonemes
1.2.1 Understand with support the main idea
of short simple texts
1.2.2 Understand with support specific
information and details of short simple texts
1.2.3 Understand with support short simple
narratives
1.2.4 Understand a wide range of short basic
supported classroom instructions
1.2.5 Understand a wide range of short
supported questions
1.3.1 Guess the meaning of unfamiliar words
by using visual clues when a teacher or
classmate is speaking.
MissAsh
ASSESSMENT
Lesson 75: Listening and identifying objects.
Lesson 27: ‘Let’s be friends’ game. (Listen &
answer)
Listening and recording in a speaking
challenge.
Lesson 139: Listen to the story and draw.
Lesson 69: Listen to the video and make a 3D
paper house.
Lesson 86: Listen and tick in the checklist.
Observation on pupils’ ability to guess while
communicating throughout the year.
.
 MissAsh
LISTENING ASSESSMENT
CLASS: _________________________
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
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SPEAKING ASSESSMENT
FOCUS
Communicate simple information about
themselves clearly
Find out simple information from others
Communicate simple information
clearly
Communicate simple information clearly
Describe people and things clearly
Manage interaction appropriately
Manage classroom tasks appropriately
Communicate information, events and
stories clearly to an audience
MissAsh
LEARNING STANDARD ASSESSMENT
SPOKEN INTERACTION
Lesson 50: Describing and presenting about
2.1.1 Ask about and express basic opinions
the 4 seasons.
Lesson 23: Year 3
2.1.2 Find out about and describe basic
Supplementary Worksheets Module page.
everyday routines
(page 10)
2.1.3 Give a short sequence of basic
Lesson 98: Instruction Maze.
directions
2.1.4 Ask about, make and respond to simple
Lesson 111: Responding to the stories.
predictions
2.1.5 Describe people and objects using Lesson 34: Describing picture stripes and
suitable words and phrases playing board game.
Lesson 135: Year 3
2.2.1 Keep interaction going in short
Supplementary Worksheets Module page.
exchanges by repeating key words from the
(page 60)
other speaker
2.2.2 Ask for attention or help from a teacher Observation on pupils’ communication
or classmate by using suitable questions throughout the year
SPOKEN PRODUCTION
2.3.1 Narrate very short basic stories and Speak out challenge
events
 MissAsh
SPEAKING ASSESSMENT
CLASS: _________________________
LEARNING STANDARD
NO STUDENT’S NAME 2.3.1
2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2
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READING ASSESSMENT
FOCUS
Blend phonemes to recognise words*
*Preliterate children will need more support
to achieve this Learning Standard, literate
children more challenge and less support
Segment words into phonemes to spell*
*Preliterate children will need more support
to achieve this Learning Standard, literate
children more challenge and less support
Understand the main idea in a variety of text types on
familiar topics
Understand specific details in a variety of text types on
familiar topics
Use appropriate word attack skills to understand specific
meaning
Use appropriate basic dictionary skills
Read and understand a variety of
fiction and non-fiction texts with
confidence and enjoyment
MissAsh
LEARNING STANDARD ASSESSMENT
3.1.3 No learning standard - LINUS MODULE
This learning standard has been covered
in Year 1 and Year 2. - READING COMPREHENSION
- LINUS MODULE
3.1.4 No learning standard
This learning standard has been covered - READING COMPREHENSION
in Year 1 and Year 2.
3.2.1 Understand the main idea of short Lesson 8: Plickers comprehension
simple texts (Questions from Teacher’s book)
Lesson 16: Year 3
3.2.2 Understand specific information Supplementary Worksheets Module page.
and details of short simple texts (page 6 & 7)
3.2.3 Guess the meaning of unfamiliar
Lesson 72: World Traveller Passport
words from clues provided by visuals and
the topic
Lesson 24: Year 3
3.2.4 Recognise and use with support
Supplementary Worksheets Module page.
key features of a simple monolingual
dictionary
(Dictionary Hunt: page 11)
3.3.1 Read and enjoy A1 fiction or non-
Lesson 143: Story board review
fiction print and digital texts of interest
 MissAsh
READING ASSESSMENT
CLASS: _________________________
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
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 MissAsh

WRITING ASSESSMENT
FOCUS LEARNING STANDARD ASSESSMENT

4.1.1 No learning standard

Develop prewriting skills*
This learning standard has been covered in Year 1 -
*Preliterate children only
and Year 2.

4.1.2 Begin to use cursive handwriting in a limited Lesson 30: Year 3 Supplementary Worksheets
Develop early writing skills*
range of written work* Module page.
*all children
*all children (My Day: page 13)

Communicate basic personal

4.2.1 Express simple opinions -
information clearly

Lesson 120: Year 3 Supplementary Worksheets

Communicate basic information
4.2.2 Make and give reasons for simple predictions Module page.
clearly
(Read & Answer: page 50)

Lesson 84: Year 3 Supplementary Worksheets

Communicate basic information
4.2.3 Give simple directions Module page.
clearly
(My recipe: page 38)

Lesson 41: Year 3 Supplementary Worksheets

4.2.4 Describe people and objects using suitable
Describe people and things clearly Module page.
words and phrases
(Look & write: page 17)

Organise basic information 4.2.5 Connect sentences using basic coordinating

Lesson 142
appropriately conjunctions

4.3.1 Use capital letters, full stops and question

Punctuate texts appropriately marks appropriately in guided writing at sentence Year 3 Step by Step Writing Book
level

Lesson 52: Year 3 Supplementary Worksheets

Spell high frequency words 4.3.2 Spell an increased range of familiar high
Module page.
accurately frequency words accurately in guided writing
(Our Diaries: page 22)

Plan, draft and edit work 4.3.3 Plan, draft and write an increased range of Year 3 Step by Step Writing Book
appropriately on familiar topics simple sentences
 MissAsh
WRITING ASSESSMENT
CLASS: _________________________
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 4.3.3
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LANGUAGE ARTS ASSESSMENT
FOCUS
Demonstrate appreciation through
non verbal responses to:
Say the words in simple texts, and
sing simple songs with intelligible
pronunciation, rhythm and intonation
Identify, analyse and respond to
elements in texts
Plan, prepare and produce creative
work with a focus on language use
MissAsh
LEARNING STANDARD ASSESSMENT
5.1.1
i) simple chants and raps
Lesson 21: Singing ‘the routine
ii) simple rhymes
song’ with gestures.
iii) simple action songs
iv) simple songs
5.1.2
i) simple chants and raps
Lesson 74: Saying words in ‘We’re
ii) simple rhymes
going home’ song with the correct
iii) simple action songs
pronunciation.
iv) simple songs
v) simple poems
5.2.1
Lesson 143: Story catcher with
Ask and answer simple questions
comprehension questions to check
about characters, actions and events
understanding of the story.
of interest in a text
5.3.1
Respond imaginatively and
intelligibly through creating simple Lesson 37: Designing their 24 hour
action songs on familiar topics clock.
Other imaginative responses as
appropriate
 MissAsh
LANGUAGE ART ASSESSMENT
CLASS: _________________________
LEARNING STANDARD
NO STUDENT’S NAME
5.1.1 5.1.2 5.2.1 5.3.1
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