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 firstname.lastname@example.org or join the OACE Assesment Group on Yahoo.groups. Email Nicole to join: email@example.com.
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