This document outlines 7 tasks (T1-T7) for assessing literacy skills. T1 involves matching letters to words. T2 involves filling in missing letters of words. T3 involves copying words. T4 involves writing in missing letters of words. T5 and T6 involve spelling words vocally and in written form respectively. T7 involves spelling one's own name vocally and in writing. Each task provides the objective, criteria for measuring performance levels of 2 or 1, and requires skills like matching, writing, typing or spelling letters and words of increasing length.
Are you thinking of taking the C2 Proficiency exam? The table below shows at a glance the different parts of each paper (Use of English, Reading, Writing, Listening & Speaking).
It also lists the knowledge and skills tested in each part of the exam and includes links to download very useful resources to help you pass the different parts of this test.
You can download this sheet in PDF format by visiting > http://www.aprendeinglesenleganes.com/c2-proficiency-at-a-glance---table.php
Are you thinking of taking the C2 Proficiency exam? The table below shows at a glance the different parts of each paper (Use of English, Reading, Writing, Listening & Speaking).
It also lists the knowledge and skills tested in each part of the exam and includes links to download very useful resources to help you pass the different parts of this test.
You can download this sheet in PDF format by visiting > http://www.aprendeinglesenleganes.com/c2-proficiency-at-a-glance---table.php
Sec3 english language_comprehension_in your own wordsAdrian Peeris
Answering "...in your own words..." presents a challenge to most students. These slides provide an approach to tackling this type of comprehension question at O' Level
Sec3 english language_comprehension_in your own wordsAdrian Peeris
Answering "...in your own words..." presents a challenge to most students. These slides provide an approach to tackling this type of comprehension question at O' Level
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
3. T1
MATCH INDIVIDUAL LETTERS TO LETTERS ON
WORD CARD.
Objective:
The student will be able to s match individual
letters to the individual letters to the letters on cards
with single 5 letter words.
Criteria:
2= can match letters for words up to 5 letters in
length when given extra letters, some of which are
similar (e.g.. e & a), 1= can match letters for words
up to 3 letters in length when not given extra letters,
and the letters are not similar (e.g., bat)
4. T2
FIL IN MISSING LETTER OF WORD.
Objective:
Given a picture of an object Can the student add a and two of three letters provided, the student will
be complete three letter able to add a small letter card |words when given a to complete three letter
words.
Criteria:
2=can add a letter in any position of the word for at least 10 words, 1=Can add a letter at least one
position of the word for at least 5 Words
5. T3
COPY WORDS
Objective:
The student will be able to copy 6 letter words by writing words by writing or or typing
Criteria:
2=can accurately copy six letter words by typing or by writing (within lines, with upper and lower
case letters, & with appropriate spacing), 1= can copy three letter words
6. T4
WRITES IN MISSING LETTER OF WORDS
Objective:
Given a picture of an object and two of three letters provided, the student will be able to white-in
the missing letter to complete three letter words.
Criteria:
2= can add a letter in any position of the word for at least 10 words, 1=can add a letter at least
one position of the word for at least 5 Words
8. T6
SPELL WORDS IN A WRITTEN FORM
Objective:
The student will be able to write or type dictated words
Criteria:
4=25 words, 3= 10 words, 2=5 Words, 1=2 words
9. T7
SPELL OWN NAME
Objective:
The student will be able to spell his own name both vocally and by writing or typing.
Criteria:
2=can spell his own name both vocally and in a writing or a typed form, 1= can spell his own
name either vocally or in writing or a typed form.
