3.3.

3 SEQUENCING OF THE ASSESSMENT CRITERIA

The Assessment criteria are the properties or characteristics by which the quality

of something may be judged. Specifying criteria nominates qualities of interest and

utility but does not have anything to offer, or make any assumptions about, actual

quality. Evaluation criteria according to the Valencian Government, Decree 108/

2014, July 4th of Primary Education:

The sequence of assessment criteria it is divided into the four blocks of contents. In

my didactic units I use the following assessment criteria blocks: BL1.1, BL1.2,

BL1.4, BL2.1, BL2.4, BL2.5, BL3.1, BL3.2, BL3.3, BL4.1, BL4.2, BL4.4, BL4.6

3.3.4 THE INDICATOR OF ACHIEVEMENT

Indicators of achievement are made from the evaluation criteria and are the

element that enables to grade the performance or achievements that students

must achieve at each level.

The indicators of achievement that are specified in each didactic unit are the

following:

Assessment Indicator of achievement

criteria
BL1.1 BL1.1.2: It identifies the secondary ideas in very short, simple oral texts in
standard language, with simple structures and vocabulary very frequent use, with
paralinguistic support(tone and voice modulation).
BL1.1.4: It discriminates intonation patterns using models.
BL1.2 BL1.2.1: It includes an oral text identifying the modulation and tone of voice,
gestures and body language of the speaker.
BL1.4 BL1.4.1 identifies by models, a limited repertoire of oral high frequency
vocabulary related to their personal interests and educational fields.
BL2.1 BL2.1.2: It produces, with the help of models, real or fictional texts activities and
telling facts of this description.
BL2.1.4: It uses intonation patterns using models.
BL2.4 BL2.4.1: It uses and increases with models, a repertoire of oral high frequency
vocabulary related to their interests in personal and educational fields.
BL2.5 BL2.5.1: It follows the lessons with attention and perseverance. Following the
 instructions to perform two consecutive learning activities.
BL3.1 BL3.1.2: It recognizes the secondary ideas in very short, simple texts written in
standard language, with simple structures and vocabulary very frequent use, with
support paratextual (text format).
BL3.1.4: It finds and select information sources pre-set using specific guidelines
for the work on subjects of interest to be working in the education level using
different resources responsibly.
BL3.2 BL3.2.1: It includes a written text in different formats help of graphic elements
and using different types of dictionaries in different formats.
BL3.3 BL3.3.1: It recognizes basic aspects of popular culture and some habits and
traditions of different countries, in written texts.
BL4.1 BL4.1.1: It produces written texts through short and simple (wishful thinking, skills
and loan request objects or fictional real description of activities and events of
this narrative) models.
BL4.1.5: It uses spelling rules in familiar words using strategies to understand the
sound-spelling and word structure relationship.
BL4.2 BL4.2.1:It plans, with different models and / or guides to develop written
compositions, including linguistic, thematic and resource diagrams.
BL4.4 BL4.4.1: It uses through models, a limited repertoire of writing high frequency
vocabulary related to their personal interests and educational fields.
BL4.6 BL4.6.1: It recognizes its role and that its peers in a team and shows confidence
in his chances as he implements.

YEAR 1:

LE.BL1.1.1 It identifies the communicative function of oral text (greetings and

apologies, congratulations, expression of taste and feeling).

LE.BL1.1.2 It identifies the essential information in very short, simple oral texts in
standard language, with simple structures and vocabulary very often used with
paralinguistic support (image).

LE.BL1.1.3 It Understands, through play and experimentation, very close to their

everyday needs in predictable areas in a conversational context issues.

LE.BL1.1.4 It discriminates sound patterns through experimentation and play.

LE.BL1.2.1 It globally comprises an oral text based on an understanding of

paralinguistic elements (illustrations, modulation, body language ...).

LE.BL1.3.1 It recognizes, through play, congratulations on special days, family

celebrations and customs of different countries.

LE. BL1.4.1 It identifies, through play and experimentation some oral high
frequency vocabulary words, very close to their everyday needs in predictable
areas.
LE.BL2.1.1 It participates, through play and experimentation, in situations of
normal interaction (greetings, apologies and congratulations).

LE.BL2.1.2 It produces or reproduces, through play and experimentation, words or

simple sentences expressing their tastes and feelings.

LE.BL2.1.4 It uses sound patterns, through experimentation and play.

LE.BL2.2.1 It plans, through play and experimentation to produce short and simple
oral texts on very close subjects, mobilizing its previous knowledge on the subject,
compensating their linguistic shortcomings in procedures or paratextual
paralinguistic and using as support picture dictionaries or sheets.

LE.BL2.2.2 It produces or reproduces, through play and experimentation, short,

simple oral texts about more very close topics expressing the message in a very
clear and well structured way, using the formulas of each type of communicative
situation.

LE.BL2.2.3 It collaborates in the collective process of review of oral texts assessing

the clarity of the message and the effort.

Use LE.BL2.3.1 It uses through play, congratulations on special days, family

celebrations and customs of different countries, in situations of normal interaction.

LE.BL2.3.2 It produces or reproduces orally tastes about congratulating,

celebrations and customs of different countries while respecting the basic rules of
courtesy.

LE BL2.4.1 It produces or reproduces, through play and experimentation, some

oral high frequency vocabulary words very close to its everyday needs in
predictable areas.

LE.BL2.5.1 It strives and maintains attention while performing an activity.

LE.BL2.5.2 It persists in carrying out an activity without abandoning though it is

hard to do it.

LE.BL2.6.1 It participates with adult guidance in work teams, collaborating with

other members of the group to achieve common goals.

LE.BL3.1.1 It identifies the communicative function of written text (greetings and

apologies, congratulations, expression of taste and feeling) in any format, reading it
again if required.

LE.BL3.1.2 It recognizes the essential information in a very short, simple texts

written in standard language, with simple structures and vocabulary very often
used with Para- textual support (images).
LE.BL3.1.3 It recognizes the meaning, through play and experimentation, the
punctuation mark at the end of phrase and sound-spelling relationship.

LE.BL3.1.4 It finds and selects information on topics of interest that are in its
education level following the adult's instructions using different resources carefully.

LE.BL3.2.1 it globally comprises a written text based on an understanding of

graphic elements (graphics, illustrations, maps or photos).

LE.BL3.3.1 It recognizes congratulations on special days, family celebrations and

customs of different countries, in written texts.

BL3.4.1 It identifies, through play and experimentation, some high frequency words
written lexicon very close to their needs in everyday settings.

LE.BL4.1.1 It produces and plays in written form by experimentation and play,

words or simple sentences (greetings and apologies, congratulations, expression
of feelings and tastes).

LE.BL4.1.3 It interacts in written electronic devices to communicate in situations of

targeted communication.

LE.BL4.1.4 It applies through play and experimentation, the punctuation at the end
of sentence.

LE.BL4.1.5 It uses spelling monosyllabic words.

LE.BL4.2.1 It plans, through play and experimentation, creating words or short

sentences using vocabulary and structures worked in the oral interaction.

LE.BL4.2.2 it uses online dictionaries pictures, support posters or word tables.

LE.BL4.2.3 It organizes and reproduces banks of creative words, based on simple

models, using different resources (lists, pictures and drawings).

LE.BL4.2.4 It produces or reproduces, through play and experimentation, words or

short, simple and complete sentences that fit the models and formulas of a
descriptive text.

LE.BL4.2.5 It collaborates in the collective process of review of texts assessing the

clarity of the message, regular space between words and effort.

BL4.3.1 It applies to a written greetings special days and family celebrations or

small rhymes from different countries a production or reproduction through play
and experimentation, respecting the basic rules of courtesy.

LE.BL4.3.2 It produces or reproduces in writing their tastes on congratulations,

celebrations and customs of different countries while respecting the basic rules of
courtesy.
BL4.4.1 It uses reproducing, through play and experimentation, some high
frequency written words lexicon very close to their everyday needs in predictable
areas.

LE.BL4.5.1 It participates in the development of the planning process of a product

or a task and sequence following different steps of the process.

LE.BL4.6.1 It participates with adult guidance in work teams collaborating with

other members of the group to achieve common goals.

YEAR 3

LE.BL1.1.1 It identifies the communicative function of oral text (wishful thinking,

skills and loan request objects or fictional real description of activities and events of
this narrative).

LE.BL1.1.2 It identifies the secondary ideas in very short, simple oral texts in
standard language, with simple structures and vocabulary very frequent use, with
paralinguistic support(tone and voice modulation).

LE.BL1.1.3 It includes, with the help of models, specific issues related to their
interests in personal and educational fields, in a conversational context.

LE.BL1.1.4 It discriminates intonation patterns using models.

LE.BL1.2.1 It includes an oral text identifying the modulation and tone of voice,
gestures and body language of the speaker.

LE.BL1.3.1 It recognizes, with the help of models, basic aspects of popular culture
and some habits and traditions of different countries.

LE.BL1.4.1It identifies by models, a limited repertoire of oral high frequency

vocabulary related to their personal interests and educational fields.

LE.BL2.1.1 It participates, with the help of models, in situations of interaction

(wishful thinking, skills and loan request objects).

LE.BL2.1.2 It produces, with the help of models, real or fictional texts activities and
telling facts of this description.

LE.BL2.1.4 It uses intonation patterns using models.

LE.BL2.2.1 It plans, with simple models, short oral texts in the form of monologues
or dialogues taking into account its communicative function (descriptive,
informative or aesthetic) and using vocabularies and all kinds of dictionaries
(images, alphabetic, synonyms and antonyms) in various formats.

LE.BL2.2.2 It produces, with the help of models, oral texts in the form of
monologues, dialogues or meetings expressing the message spontaneously.
LE.BL2.2.3 It makes, using models, the review process of its oral texts assessing
the adequacy of the (descriptive, informative or aesthetic) communicative function
and vocabulary used.

LE.BL2.3.1it uses, using models, basic aspects of popular culture and some habits
and traditions of different countries, in situations of normal interaction.

LE.BL2.3.2 It orally expresses his preferences on basic aspects of popular culture

and some habits and traditions of different countries.

LE.BL2.4.1 It uses and increases with models, a repertoire of oral high frequency
vocabulary related to their interests in personal and educational fields.

LE.BL2.5.1 It follows the lessons with attention and perseverance. Following the
instructions to perform two consecutive learning activities.

LE.BL2.5.2 It adapts to the changes involving different activities without being

discouraged at the difficulties.

LE.BL2.6.1 It recognizes their role and that of their peers in a team and shows
confidence in his chances as he implements.

LE.BL2.6.2. Participates in dialogues to resolve interpersonal conflicts, listening

carefully, keeping an intermittent eye contact and showing interest in gestures and
appropriate words.

LE.BL2.6.3 It uses the dialogue to solve common conflicts expressing their

emotions and feelings appropriately and keeping calm to face obstacles and
misunderstandings.

LE.BL3.1.1 It identifies the communicative function of written text (wishful thinking,

skills and loan request objects, real or fictional narrative description of activities
and facts of this) in any format, making it a read if you required.

LE.BL3.1.2 It recognizes the secondary ideas in very short, simple texts written in
standard language, with simple structures and vocabulary very frequent use, with
support paratextual (text format).

LE.BL3.1.3 It recognizes the significance, using models of exclamation and

interrogation and sound-spelling relationship.

LE.BL3.1.4 It finds and select information sources pre-set using specific guidelines
for the work on subjects of interest to be working in the education level using
different resources responsibly.

LE.BL3.2.1 It includes a written text in different formats help of graphic elements

and using different types of dictionaries in different formats.
LE.BL3.3.1 It recognizes basic aspects of popular culture and some habits and
traditions of different countries, in written texts.

LE.BL3.4.1 It identifies by models, a limited repertoire of writing high frequency

vocabulary related interests in personal and educational fields.

LE.BL4.1.1 It produces written texts through short and simple (wishful thinking,
skills and loan request objects or fictional real description of activities and events of
this narrative) models.

LE. BL4.1.3 It interacts using models in writing through messages, postcards or

notes using communication tools common to all electronic devices.

LE.BL4.1.4 It applies by models, exclamation and interrogation.

LE.BL4.1.5 It uses spelling rules in familiar words using strategies to understand

the sound-spelling and word structure relationship.

LE.BL4.2.1It plans, with different models and / or guides to develop written

compositions, including linguistic, thematic and resource diagrams.

LE.BL4.2.2. It uses vocabularies and dictionaries of synonyms and antonyms in

various formats

LE.BL4.2.3 It organizes and reproduces texts creatively, using different models and
resources (time sequences).

LE.BL4.2.4 It produces or reproduces models and formulas for each type of text
with descriptive, informative and / or aesthetic purposes.

LE.BL4.2.5 It makes using models, the review process of written texts assessing
the adequacy of the (descriptive, informative or aesthetic) communicative function,
grammar (spelling, morphosyntaxt, lexicon), presentation (good handwriting ,
including a picture or drawing) and the vocabulary used.

LE.BL4.3.1 It applies to a written production through models, basic aspects of

popular culture and some habits and traditions of different countries production.

LE.BL4.3.2 It expresses in written their preferences on basic aspects of popular

culture and some habits and traditions of different countries.

LE.BL4.4.1 It uses through models, a limited repertoire of writing high frequency

vocabulary related to their personal interests and educational fields.

LEBL4.5.1 It proposes an organise plan for the development of a product or a task

when participating on planning.

LE.BL4.5.2 It evaluates the quality of the result of the development of a product or

task considering aspects predetermined by adult or collectively.
LE.BL4.6.1 It recognizes its role and that its peers in a team and shows confidence
in his chances as he implements.

LE.BL4.6.2 It participates in a dialogue to resolve interpersonal conflicts, listening

closely, maintaining eye contact and showing intermittent interest with appropriate
gestures and words.

LE.BL4.6.3 It uses dialogue to solve common conflicts expressing their emotions

and feelings appropriately and keeping calm when facing obstacles and
misunderstandings.