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- 1. JINKY MARIE C.MASINSIN MAT- English
- 2. 1 2 34 Uses tone, expression, and posture to infer the speakers mood Uses tone, expression and posture to make simple inferences about the speakers mood Uses tone, expression and posture to make increasingly complex inferences about the speakers mood Uses tone, expression and posture to make complex inferences about the speakers mood Uses tone, expression and posture to make highly complex inferences about the speakers mood Uses speakers tone and/or word of choice to infer implicit messages Uses speakers tone and/or word of choice to infer simple implicit messages Uses speakers tone and/or word of choice to infer increasingly complex implicit messages Uses speakers tone and/or word of choice to infer complex implicit messages Uses speakers tone and/or word of choice to infer highly complex implicit messages Confirms changes and/or disregards inferences as more information is shared alters inferences in simple ways as more information is shared alters inferences in increasingly complex ways as more information is shared alters inferences in complex ways as more information is shared alters inferences in highly complex ways as more information is shared Explains how making inferences while listening helps the listener understand oral texts Demonstrates limited knowledge of how the strategy helps the listeners Demonstrates some knowledge of how the strategy helps the listeners Demonstrates considerable knowledge of how the strategy helps the listeners Demonstrates thorough knowledge of how the strategy helps the listeners Applies the skills involved in making in Applies the skills with limited effectiveness Applies the skills with some effectiveness Applies the skills with considerable effectiveness Applies the skills with a high degree of effectiveness Listening Listening develops and explains interpretation of oral texts using stated and implied ideas as support. It also identifies helpful strategies to improve communication skills. Inferring while Listening
- 3. 4 3 21 Fluency Flowed faster or slower at all the appropriate mood of the story. Flowed faster and slower at most of the moods of the story Stopped now and then to work in a word or sentence. Needed to stop to recognize words. Clarity Pronounced every word very clearly Pronounced most words with clarity. Pronounced words with some clarity Pronounced words with no clarity Volume Volume is loud enough to be heard by all audience throughout the reading time Volume is loud enough to be heard by all audience most of the reading time Volume is loud enough to be heard by all audience some the reading time Volume is not loud enough to be heard by all audience throughout the reading Reading Performance Always groups words logically when reading aloud Mostly groups words logically when reading aloud Sometimes groups words logically when reading aloud No logical grouping of the words Expression Changes voice tone to emphasize all of the important contents Changes voice tone to emphasize most of the important contents Changes voice tone to emphasize some of the important contents Do not change voice to emphasize important contents Presentation Stands up straight, looks relaxed and confident. Looks a little relaxed and confident Leans, slouches and rocks back and forth. Not confident at all. Leans on board, rocks back and forth, moves hands and feet. Reading Oral Reading develops fluency, appropriate expression, and attitude in reading. Oral Reading
- 4. 4 3 21 Gestures All appropriate gestures were executed properly Most of the appropriate gestures were executed Some appropriate gestures were executed Little gestures were executed. Facial Expression Appropriate facial expressions were depicted Appropriate facial expressions were depicted Some inappropriate facial expressions were depicted Few appropriate facial expressions were depicted Voice Inflection Volume is loud enough to be heard by all audience throughout the presentation Volume is loud enough to be heard by many audience most of the presentation Volume is loud enough to be heard by most audience in some of the presentation Volume is not loud enough to be heard by all audience throughout presentation Feelings (in voice) Always groups words logically when reading aloud Mostly groups words logically when reading aloud Sometimes groups words logically when reading aloud No logical grouping of the words Clarity Pronounced every word very clearly Pronounced most words with clarity. Pronounced words with some clarity Pronounced words with no clarity Mastery and Preparedness Completely prepared and rehearsed well. Completely memorized and accurate. Pretty prepared and needs more rehearsal Few errors in memorization. Somewhat prepared, lacks rehearsal. Struggled to remember some of the lines. Not prepared, struggled to remember most of the lines. Speaking Speaking skill develops the appropriate execution of body language such as gestures, eye contact, facial expressions and voice inflection. Clarity of words is also included as well the confidence in presentation of the speech. Declamation Speech
- 5. 5 3 1 Coherence Thereis coherence in each line and stanza which connects with the topic. Most of the lines and stanzas are coherent, some ideas sway from the topic. The poem lines and stanzas sway from the topic. Rhythm All of the stanzas have rhythm which benefits the poetic tone. Most of the stanzas have rhythm which moderately benefits the poetic tone. Only few of the stanzas have rhythm which somehow benefits the poetic tone. Figurative Language Uses clear representation of figurative language Uses some clear figurative language Uses few clear figurative language Tone and Mood Tone and mood is clear and consistent with the content of the poem Tone is clear but mood is inconsistent. Tone and mood is unclear. Writing Poem writing is a great tool for assessment of writing skills. It uses literary elements such as simile, metaphor, alliterations, etc. Rhythm, vocabulary and creativity is also developed. Poetry Writing
- 6. 5 3 1 Values Identifiesall of the values presented in the viewed film. Identifies most of the values presented in the viewed film. Identifies few of the values presented in the viewed film. Connections States clear connection between information viewed and personal experiences. States slight connection between information viewed and personal experiences. Does not state connection between information viewed and personal experiences. Summary Summarizes comprehensively the information conveyed. Summarizes partially the information conveyed. Summarizes incompletely the information conveyed. Coherence Coherence of the ideas is presented well. Coherence of the ideas is presented Some ideas are not coherent. Viewing Viewing skills develops and enhances the point of view of the learners. Stating facts based from the evidence viewed and summarizing the content are some of the skills targeted. Restating Viewed Texts/Visuals.