In this meeting we will:

• Review the levels of progression of each domain (based on the curriculum)

• Discussion

• Plans for the future

Levels of ProgressionDomain: Social Interaction

Foundation Intermediate

Pupils interact and convey simple messages.

Pupils interact fluently using appropriate register for a limited range of social contexts.

Pupils interact using basic vocabulary and comprehensible, but not necessarily accurate, syntax.

Pupils interact using a broad range of vocabulary and simple syntactic structures accurately.

Levels of ProgressionDomain: Access to Information

Foundation Intermediate

Pupils obtain and use information from short oral and written texts, in simple language, that may include unfamiliar grammatical structures and vocabulary.

Pupils obtain and use information from different sources, that include longer oral and written texts in more complex language, that deal with less familiar topics.

Pupils obtain and use information from texts by applying their knowledge about vocabulary, syntax, simple discourse markers, text structure and punctuation.

Pupils obtain and use information from texts by applying knowledge of vocabulary, syntax, morphology and a wider range of discourse markers.

Levels of ProgressionDomain: Presentation

Foundation Intermediate

Pupils present information about personal topics, orally and in writing, using basic organizational skills.

Pupils present information and ideas about general topics fluently, orally and in writing, using basic organizational skills.

Pupils use basic vocabulary and simple syntax.

Pupils use a broad range of vocabulary and simple syntactic structures accurately and appropriately to the format.

Levels of ProgressionDomain: Appreciation of Literature, Culture, and Language

Foundation Intermediate

Pupils become acquainted with and relate to short literary texts written in simple language, appropriate to their age and interest.

Pupils respond to literary texts.

Pupils are aware that their culture is different from other cultures.

Pupils become acquainted with norms and behaviors in a variety of cultures.

Pupils appreciate that languages are different.

Pupils are aware of how English differs from their mother tongue.

Workshop• In groups – review the standards and

benchmark of each domain and discuss …

• What classroom activities teachers should use in order to achieve the benchmarks?

• Think and write examples of pupils performance for the benchmarks

• What kind of assessment will teachers use?

• Fill in the chart

''אנגלית - הדגשים בתוכנית הלימודים כיתות ו',זאנגלית - הדגשים בתוכנית הלימודים כיתות ו',ז

דרכי הערכה דרכי הוראה מיומנויות נושאים

תוכנית עבודה תחומית יסודי – עי"ס

תחום __________•

מרכז התחום________•

חברי הקבוצה______________________•

יעד משותף לסוף שנת הלימודים תשס"ח•

•__________________________

•_____________________________

אילוצים והזדמנויות מול היעד

הזדמנויות(הפיכת הקשיים לאבני דרך)

אילוצים(קשיים בהשגת היעד)

סידור אבני הדרך עפ"י סדר קדימויות

_____________________ :_____________________ :יעדיעד

_____________________ :יעד

בשיתוף מי באחריות מי לו"ז דרכי פעולה

מדדי הצלחה ליעד

יעד__________________•

מדדי הצלחה: כמותיים ואיכותניים•

רמת מורים________•

רמת תלמידים______________•

תוכנית לימודים________•

הישגים לימודיים______________•

דרכי הערכה___________________•