For a comprehensive understanding of a standard, teachers need to pay attention to three components which are: behaviour, knowledge, skill action verb, condition, scope action verb, audience, condition audience, behaviour, degree of mastery

B. action verb, condition, scope

C. action verb, audience, condition

D. audience, behaviour, degree of mastery

Which sub-strand(s) is/are not included in Stage 1? You can choose more than one answer .

A. Listening for Global meaning

E. Sentence structures (Use of English)

What does the condition “with support” in some Stage 1 standards mean?

D. Assistance in the form of scaffolding is needed for the achievement of the standard.

A. Learners can never complete a task without the assistance of teachers or peers.

B. Teachers provide a variety of tasks for learners to practice.

C. Learners can work independently.

What standard demonstrates the ability to identify the context, communicative purpose, topic and the central idea of a talk/conversation?

C. 1Lm.01 Understand, with support, the main point of short talk.

A. 1Ld.04 Deduce meaning from context, with support, of a limited range of simple words.

B. 1Ld.05 Understand, with support, some specific information and detail of short talk.

20. You can choose more than one answer. If a student can "take turns when speaking with others in a limited range of short, basic exchanges", he/she will:

B. wait for his/her turns to speak.

D. not abruptly interrupt their friends when they are speaking.

E. listen when the others are speaking and know when it is acceptable to speak in a conversation.

A. ask a variety of simple, basic questions.

C. take an active leadership role in the exchange.

. What is the most important responsibility of teachers in the ESL curriculum?

A. Understand the standards and their connections with unit outcomes, lesson outcomes and assessments.

B. Develop long-term planning and medium-term planning for the curriculum

C. Identify areas of professional support and deliver training

D. Write lesson objectives and assessment specifications based on the standards.

Which of the following is correct?

D. Teachers can adjust the lesson objectives as long as (1) they can prove that the adjustments can support learners’ attainment of standards more effectively, (2) the adjustments help correct mistakes found in the lesson objectives, and (3) the adjustments are approved by their line managers (Key teachers/ School Managers).

A. The lessons on the mapping portal are recommended and for reference only. Teachers need to develop their own lesson objectives to meet their students’ needs.

B. What is written on the mapping portal is prescriptive. Under no circumstances can teachers make changes to the lesson objectives and resources described on the mapping portal.

C. Teachers can change or omit a lesson objective if it is too challenging for their group of learners.

Which of the following statements is INCORRECT?

B. Each lesson objective is linked to one unit outcome.

A. Unit outcomes specify what learners should be able to know or do upon the completion of a unit.

C. Unit outcomes are breakdowns of standards.

D. The achievement of lesson objectives constitutes the achievement of standards.

. What can be found in a lesson objective? You can choose more than one option.

A. Knowledge or skill learners should be able to demonstrate

B. Expected degree of mastery and the condition under which learners can demonstrate their degree of mastery

C. Recommendations on teaching methods

Based on the scheme of work for units and lessons on the mapping portal (for the Advanced Track), identify which statement about the following unit outcome is INCORRECT. UO 2.c : Learners can ask and answer questions related to the school context and enter information from the answers on a chart.

B. The unit outcome requires learners to write down their friends’ answers in words to complete the chart.

A. The unit outcome is broken down into 3 lesson objectives implemented in 3 different lessons

C. Interdisciplinary competences are integrated in the unit outcome.

Based on the scheme of work for units and lessons on the mapping portal (for the Standard Track), identify which statement about the following unit outcome is correct. (more than 1 answer) UO 10.g : Learners can ask questions and give basic information about a city, using common present simple forms.

B. There are 2 lesson objectives which constitute this unit outcome.

D. The ability to use common present simple forms is integrated in this unit outcome.

A. The unit outcome is linked to Speaking standards, UOE standards and Listening standards.

C. The unit outcome requires learners to list and explain the present simple forms they use in their talk.

Identify which statement/statements about the following lesson objective is/are correct. LO 6.2.c: Learners will be able to ask and answer questions about what people are doing on a farm.

A. The prior knowledge needed for the successful achievement of this lesson objective is the knowledge about the present continuous.

D. Learners are expected to make questions and give answers in the present continuous.

B. Teachers must require learners to explain the uses of the present continuous.

C. Learners need to first write verbs for farm activities and then write sentences with the verbs.

Teachers can use different verbs related to different contexts to help learners achieve this lesson objective.

When teaching the lesson objective “Learners will be able to use of 'this' and 'these' to introduce places in a city”, teachers:

B. should explain to learners that ‘this’ goes with a singular noun and ‘these’ goes with a plural noun.

C. can use exercises in either spoken or written forms for students to practice the use of ‘this’ and ‘these’

A. should introduce the demonstrative pronoun ‘that’ to show learners the difference between ‘this’ and ‘that’.

What behaviour is related to this lesson objective (in the Standard Track)? LO 11.2.c: Learners will be able to write simple sentences about what they do at each time of the day.

A. Learners write familiar words to indicate different time of the day (morning, afternoon, etc.)

B. Learners write familiar verbs to indicate daily activities.

E. Learners use the preposition ‘in’ in phrases to indicate time of the day (in the morning, in the afternoon, etc.)

C. Learners write sentences in the present continuous to describe what they are doing.

D. Learners use “like + V-ing” to mention their preferred activities

What is true about standards-based assessment?

B. Assessments must be linked to specific standards/unit outcomes/lesson objectives.

C. Assessments must be linked to specific standards/unit outcomes/lesson objectives.

E. Conclusions on learners’ ability are based on specific and relevant evidence of learning.

A. All exercises must be graded.

D. Learners’ participation is considered part of the assessment in recognition of their continuous efforts.

Observation is one of the most common assessment strategies that teachers use in Kindergarten. During a typical day, Kindergarten teachers continually watch, listen and interact with their students to determine what they are doing and how they are doing it. Observations are effective when:

A. they are linked to learning expectations as stated in the lesson objectives.

B. they are documented (e.g. in the form of annotation, checklist, journal, etc.).

C. records of a child’s progress are dated, organized and maintained.

Match the type of assessments with its purpose.

focus on continuous assessment and immediate action to support teaching and learning.

aim to evaluate student success or mastery at the end of a learning sequence

Which of the following DOES NOT follow the “assess-what-you-teach” principle? You can choose more than one option.

A. In one unit on the topic “Family”, learners learn about the present simple, prepositions of location, and singular and plural nouns. Teacher A wants to assess whether his learners have achieved the outcomes of that unit, so he designs an activity in which learners will ask each other several personal questions about name, age, family members, daily routine, place of living, likes and dislikes, school subjects, and personal ability.

B. Teacher B develops a marking criteria for one speaking project for Alvin students (Stage 1 – Standard Track). He includes the following criteria: Pronunciation, Grammar and Vocabulary, Linking ideas, Presentation skills, Teamwork skills.

C. At the end of a lesson whose topic is centered around means of transport, teacher C conducts a vocabulary game in which he shows learners pictures of different vehicles, and learners say the words.

6. What is correct about evidence of learning? You can choose more than one option.

Everything that happens in a classroom can be potential evidence of student learning.

Evidence of learning can be collected and managed with various recording and tracking tools.

Evidence of learning must be stored and easily accessed by teachers and school managers.

Teachers must plan what evidence of learning should be collected prior to the lesson.

Parents should be an audience for assessment results. What should teachers do when reporting student progress? You can choose more than one option.

provide information on student performance in relation to the learning expectations (standards, unit outcomes, lesson objectives)

suggest specific strategies to promote growth

focus on one aspect of student learning at a time.

10. In one lesson, students have learned words about colours and school objects. The teacher gives students a sample short poem: “We are drawing a bag We can paint it red.” The teacher will then ask students to replace the words “bag” and “red” with other words that they have learned in the lesson. Which of the following lesson objectives is the above activity linked to?

B. Learners will be able to write familiar words about school objects and colours.

A. Learners will be able to write short phrases to describe school objects.

C. Learners will be able to describe school objects, using common adjectives about size, shape, colour.

Alvin Standards

Authored by Nora Nguyen

Other

Professional Development

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40 questions

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MULTIPLE CHOICE QUESTION

5 mins • 1 pt

It is not necessary to cover all the standards in the curriculum. Teachers can exclude some difficult standards from their teaching plans.

True

False

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

ESL standards specify the content knowledge and provide teaching guidance.

True

False

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

Within the same strand or sub-strand, the standards are arranged in increasing order of difficulties.

True

False

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

The standards will be allocated to units/lessons and specified as unit outcomes/lesson objectives. The achievement of lesson objectives is a stepping stone to the achievement of standards.

True

False

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

To effectively implement standard-based teaching, the first and most important requirement is that teachers have a clear understanding of the standards.

True

False

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

Due to the integration of the communicative teaching approach in Stage 1, the standards in the Productive strands (Speaking and Writing) are more important than those in the Receptive strands (Listening and Reading), and thus require more investment of time.

True

False

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

As a requirement of differentiated instruction, teachers are expected to adapt the scope of knowledge and skill set in the standards to better suit their students' abilities.

True

False

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Alvin Standards

It is not necessary to cover all the standards in the curriculum. Teachers can exclude some difficult standards from their teaching plans.

ESL standards specify the content knowledge and provide teaching guidance.

Within the same strand or sub-strand, the standards are arranged in increasing order of difficulties.

The standards will be allocated to units/lessons and specified as unit outcomes/lesson objectives. The achievement of lesson objectives is a stepping stone to the achievement of standards.

To effectively implement standard-based teaching, the first and most important requirement is that teachers have a clear understanding of the standards.

Due to the integration of the communicative teaching approach in Stage 1, the standards in the Productive strands (Speaking and Writing) are more important than those in the Receptive strands (Listening and Reading), and thus require more investment of time.

As a requirement of differentiated instruction, teachers are expected to adapt the scope of knowledge and skill set in the standards to better suit their students' abilities.

All standards need to be assessed at least once during the school year, either in formative assessments or summative assessments.

For a comprehensive understanding of a standard, teachers need to pay attention to three components which are: behaviour, knowledge, skill action verb, condition, scope action verb, audience, condition audience, behaviour, degree of mastery

The mapping portal has already clarified what standards are allocated to each unit and each lesson.

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