Have students fold a blank piece of A4 copy paper so that it has 16 by v5rXH5

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									                                  3 Question Mingle
MATERIALS needed: (1) piece of 8 1/2" x 11" paper for each student that will be folded
        into 16 equal squares. Three questions selected by the teacher.

                                  TIME required: one hour

This activity allows the students to practice for an assessment on the
following Beginning Low Exit Criteria-
Speaking:
    Answer simple questions with yes, no, one word, or short phrase
      responses.
    Ask simple questions

Reading:
   Interpret sentences using vocabulary and structures previously
     learned orally

This assessment assesses the following Beginning Low Exit Criteria:
Writing:
   Copy or transcribe familiar words, phrases, and high-frequency
      expressions from learned materials.
   Write simple sentences based on previously learned vocabulary and
      structures.

Language Forms
Sentences Types
   “Yes, “no”, “or” and “wh___” questions and answer

Verb Tense (Teacher’s choice):

       Simple present (“He studies every day.”)
       Simple past (“He studied yesterday.”)
       Present continuous (“He is studying now.”)
       Future with “going to” (“He’s going to study tomorrow.”)
       Modal “can” (“He can study this evening.”)


PERFORMANCE OBJECTIVES to be targeted during classroom exercises leading up to
the assessment. Each student will be able to
    o    fold a piece of paper into a 16 square grid.
  o   write their first name in the upper left hand square of the 16 square grid.

  o   complete the top row of the grid by copying three questions in the squares next to
      their first name.

  o                                                read questions to classmates. As
      participate in a mingle exercise in which they will
      classmate answers the question, the student who asks the question will write the
      answer in the appropriate square.

      PROCEDURE for CLASSROOM ACTIVITY: preliminary to assessment:

  o   A. Instructions for folding the 16 square grid.
      Using TPR, instruct and demonstrate for the students:
      1. "Fold the paper in half. Do not unfold the paper." [I don't know if the
      instruction not to unfold the paper is necessary for the students, but it alerts a
      teacher who is reading the instructions that the paper should not be unfolded.]
      (Note to teacher: There are now two squares of equal size, 5 1/2" by 8 1/2".
      2. "Fold paper in half again. Do not unfold the paper." (Note to teacher: There are
      now four squares of equal size, 4" x 2 3/4".)
      3. "Fold the paper in half again. Do not unfold the paper." (Note to teacher: There
      are now eight squares of equal size, 4 1/4 “ x 2 ¾”.)
      4. "Fold the paper in half for the last time." (Note to teacher: There are now
      sixteen squares of equal size, approximately 2 1/8" x 2 3/4".)
      5. "Unfold the paper."
      6. "Write your first name in the upper left hand square." (Note to teacher:
      Demonstrate that the upper left hand square is the top row of the 8 1/2" side of the
      paper.)

  o   B. Instructions for writing the questions on the grid.
      1. Select a question the class has been practicing and knows how to read, write,
      ask and answer. Write the question on the board. Demonstrate that students
      should write the question in the square to the right of their name.
      2. Continue with two more questions to write in the two remaining squares, along
      the top of the paper.

  o   C. Mingle activity:

       After the students finish writing their name and 3 questions across the top of
        the paper, the teacher collects the paper so that the teacher can model the
        activity without the students copying the entire grid.

Modeling of Mingle Activity

   After collecting the papers, teacher instructs a student to ask another
    student, "What's your name? How do you spell it?" Teacher writes
    the name on the board in the rectangle that's the second from the
    top, on the left. I leave the top left rectangle blank because the
      student's name is in this rectangle.

    Under the first question, I write the answer to the question, as
     dictated by the student. It might be a short answer. It might be along
     answer. I write exactly what I hear. If it's grammatically wrong, I ask
     the students to correct it or I provide the correction.

Mingle Activity

   After modeling the activity with 3 students. I tell the students that I will give them
      the paper of a different student. They have to get up and find that student. They
      give the paper to the student and he or she asks the giver the 3 questions written at
      the top. The receiver of the paper writes the answers on their own paper.


D. VARIATIONS:

    A selected student instructs the teacher and fellow students,
     especially new to the class students, how to fold the paper.

    Students formulate the questions.

    Teacher dictates questions to students. If some students are at the
     copying level of writing, teacher writes questions on the board after
     allowing sufficient time for students to write the questions without
     prompts.

    Teacher spells only difficult word of the questions.

    Teacher’s Choice: Collect papers and correct mistakes. I think this
     is best done on the following day.


Promotion:

      I really like this assessment for promotion decisions because it gives
      me an opportunity to assess writing, speaking, reading and language
      forms. I collect the papers after the activity and go over mistakes
      during the next class.

Thanks to Bonnita Solberg for helping with Formatting and editing of this
assessment and to the Assessment Collaborative (Nicole, Pat, Diana) for
helpful feedback!
Please email comments to windsong8491@yahoo.com or join the OACE
Assesment Group on Yahoo.groups. Email Nicole to join:
n_rua@hotmail.com.

								
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