Instrument For Diagnostic For Academic & Bilingual High Schools V.F 16-2-22

Exit Profile Instrument for the Diagnostic Test 8th GradeEnglish for Conversation (INCO)
High School name ____________________________ First Period

Teacher’s name: ______________________________ Group: ___________
Integration of Language Skills *

CEFR STANDARDS
Written Comprehension
Spoken Interaction/Production
Oral Comprehension (Listening) (Reading) (Speaking) Written Production (Writing)
Listening Can demonstrate a very limited ability
Can respond with learned words, phrases, formulaic expressions and body
language (listening to speak).
Can organize a conversation by writing appropriate expressions (speaking to write).
Can identify oral information to write posters, brochures and invitations (listening
Can recognize pictures / diagrams to label words and simple expressions (reading
Can predict what the text is about supported by typographical and visual clues to
communicate independently English because s/he is in
a 'Silent Period' as s/he develops a receptive level of
· Can write simple descriptions and proofread them (writing to speak)
Can recognize words, phrases, formulaic expressions (listening to read).
· Can identify main ideas in text accompanied by pictures to express
Can follow brief, simple instructions in texts to write (reading to write).

language, knowledge relying mostly on simple
language and cues.
Can predict parts of a story based on pictures (reading to speak)
Can write personal information to interact. (writing to speak)

Reading Can understand a very limited amount of
Can rehearse a conversation with peers (listening to speak).

Can interact spelling out words (speaking to write/ listen).
language (e.g., words and simple expressions).
Can recognize environmental print found (e.g.,
common advertisements and road signs; labels,
Can fill in gapped texts (listening to write).

captions) and internet sources in familiar texts.
Can recognize some high- frequency words such as a,
understanding. (reading to speak)

the, and, of.
Speaking Can use words in English in a very limited
speak (reading to speak).

manner needing to rely on memorized and rehearsed
expressions to answer simple questions.
Can show their understanding through eye contact,
to write).
to write)
imitating, using facial and body expressions, acting out
a story, using pictures to categorize or sequence,
drawing, matching items and pictures; repeating
words and phrases at a slower speech rate such as in
choral or echo read alouds.
Writing Can write off a heavily

patterned model with very little detail using a limited
set of familiar words.
Learner's name Achievement Level: 1. Not yet achieved / 2. In progress/ 3. Achieved**
Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of English . ** Rate each integrated skill according to the corrresponding achievement level.
Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionales de Inglés , Departamento de Tercer Ciclo y Educación Diversificada
Exit Profile Instrument for the Diagnostic Test 9th GradeEnglish for Conversation (INCO)
CEFR STANDARDS Integration of Language Skills *

Written Production
Oral Comprehension Spoken Interaction/Production (Writing)
(Listening) (Reading) (Speaking)
Listening : Can understand sentences
speak/write).
(writing to speak).
(listening to speak).
such as framed sentences with lists of familiar words to choose from (reading to
Can elaborate from modeled sentence frames and familiar dialogues to interact
Can write cards, simple messages, brochures and invitations for others to read
Can discriminate key words and information to report orally (listening to speak).
(listening to read).
Can read short stories to react to content (reading to speak/write).
exchanges (reading to speak).
Can write simple directions for others to follow (writing to listen).

Can recognize pieces of information to complete sentences frames (listening to
Can produce words, short phrases and simple sentences with linguistic support
Can recognize basic simple information to support reading comprehension
Can follow simple model sentence frames and expressions in narratives, reminders
Can interact exchanging information using sentence frames to report to audiences

Can get specific information from simple reading pieces to respond in oral
by taking notes to write responses and reporting (reading to write/speak).

write).
(writing to read).
Can plan; organize written information to deliver an oral presentation (writing to

and take note of basic information
relevant to personal needs and family
activities.
Reading : Can read and
comprehend longer texts using high-
frequency vocabulary, and predictable
patterns within messages, narratives,
and expository text.
Speaking: Can interact by
asking and answering simple questions
on familiar topics.
Can communicate about simple,
routine tasks, information on familiar
or everyday topics to audiences.
speak).
Writing :
Can begin to independently write single
words and phrases in English; relay
short messages supported by drawing,
use inventive spelling within highly
supported structures such as patterned
sentences. Are starting to vary their
sentence.
* Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of English .
** Rate each integrated skill according to the corrresponding achievement level.
Exit Profile Instrument for the Diagnostic Test fo
CEFR STANDARDS
(Reading)
Reading: Can read with a large degree of
Can compare two written messages to provide opinions. (reading to

independence,adapting style and speed of
Can express an oral reaction to an oral/written work. (reading to

Can read a variety of texts to participate in debates. (reading to
Can read emails/letters in order to give apologies/complaints.
Can give responses based on written texts.(reading to speak)

reading to different texts and purposes, and
Can read texts to deal with unexpected issues. (reading to

using appropriate reference sources selectively.
Has a broad active reading vocabulary but may
experience some difficulty with low-frequency
idioms. Writing: Can write clear,
detailed texts on a variety of subjects related to
his/her field of interest, synthesizing and
evaluating information and arguments from a
number of sources.
(reading to write)
speak or write)
speak /write)
write/speak)
speak)
Learner's name
Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of English
Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionales d
g)
___
Can edit own texts to make them more concise. (reading to write)
Can react to long complex texts (academic / non- academic pieces

of writing) in detail. (reading to write/speak)
Can comment on factual information provided previously. (reading

to write)
Can support with ideas or relevant examples on texts. (reading to

write/ writing to read)
gnostic Test for LEBs 11th Grade
Written Production
Can provide peer-feedback to written class productions during peer

assessment activities.(reading to write/speak)
(Writing)
Can formulate written questions on online discussions. (speaking to

write/speak)
Can write formal complaints (letters /emails) to refer to oral

disconformities. (reading to write)
, Asesores Nacionales de Inglés , Departamento de Tercer Ciclo y Educación Diversificada

Can write formal/informal apologies to oral/ written complaints.
(reading /listening to write)
uthentic use of English . ** Rate each integrated skill according to the corrresponding achievement level.
Exit Profile Instrument for the Diagnostic Test for LEBs 11t
CEFR STANDARDS
Integration of Language Skills
Oral Comprehension (Listening) Spoken Interaction
Listening: Can understand the main ideas of
Can read technical texts to participate in online webinars. (reading

Can follow a lecture to interact in online discussions. (listening to
propositionally and linguistically complex speech
Can understand a speaker’s point of view to give a presentation
Can take effective notes while listening to complex audio/video

Can give responses based on written texts.(listening to speak)
on both concrete and abstract topics delivered in
standard speech, including technical discussions
in his/her field of specialization. • Can follow
Can react to class presentations.(listening to speak)

extended speech and complex lines of argument
provided the topic is reasonably familiar, and the
direction of the talk is sign-posted by explicit
markers.Can understand standard spoken
language, live or broadcast on both familiar and
recordings. (listening to write)

about it. (listening to speak)
unfamiliar topics normally encountered in
personal, social, academic or vocational life. Only
extreme background noise, inadequate discourse
structure and/or idiomatic usage influence the
ability to understand. Speaking:Can
to speak)
give clear, systematically developed descriptions
speak )
and presentations, with appropriate highlighting

of significant points, and relevant supporting
detail. • Can give clear, detailed descriptions and
presentations on a wide range of subjects related
to his/her field of interest, expanding and
supporting ideas with subsidiary points and
relevant examples • Can use the language
fluently, accurately and effectively on a wide
range of general, academic, vocational or leisure
topics, marking clearly the relationships between
ideas. Can communicate spontaneously with
goodgrammatical control without much sign of
having to restrict what he/she wants to say,
adopting a level of formality appropriate to the
circumstances. • Can interact with a degree of
fluency and spontaneity that makes regular
interaction, and sustained relationships with
speakers of the target language quite possible
without imposing strain on either party. Can
highlight the personal
Learner'ssignificance
name of events and Achievement Level: 1. Not yet achieved / 2. In progre
experiences, account for and sustain views
clearly by providing relevant explanations and
arguments.
Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of English . ** Rate each integrated skill acco
Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionales de Inglés , Departamento de
_____
Can intervene orally in discussions based on previously assigned
news/ articles/magazines/ books. (reading to speak/write)
Can give feedback to classmates/international pals written letters. n of Language Skills *

(reading to speak/write)
Can summarize main points of discussions after note-taking

est for LEBs 11th Grade
activities. (listening to speak)
et achieved / 2. In progress/ 3. Achieved**

Can react orally to written cell/web prompts. (reading to speak)
Spoken Interaction/Production (Speaking)
ales de Inglés , Departamento de Tercer Ciclo y Educación Diversificada

sh . ** Rate each integrated skill according to the corrresponding achievement level.
Can talk about complex issues or problem in detail. (listening to
speak)
Exit Profile Instrument for the Diagnostic Test for LEBs 10th Gra
Written Comprehension Written Production

CEFR STANDARDS (Writin
(Reading)
Reading:Can read and comprehend short
Can read graphical texts to support prior listening input and clarification (reading
texts with repetitive, predictable patterns
Can distinguish between factual and fictional texts to react orally (reading to
Can write narrative paragraphs to retell main events from a story (writing to
about common events in public and vocational
Can write key information/notes of film reviews during pair-share tasks for
settings in expository (brochures, catalogs),
Can recognize relevant information to take notes. (reading to write).

procedural (recipes) and narrative texts
(personal accounts). Can use their knowledge
for how sentences, words and sounds work in
the new language to understand new words. .
Writing: Can produce a few sentences with
emerging variety in structure that is a
recombination of previously learned patterns
feedback (writing to listen/speak).

using a wider vocabulary. Sentences are listed
in a linear fashion. Can represent narrative
(stories), expository (descriptions, comparisons,
explanations) or transactional genres (e-mail,
invitations). Can write longer texts with more
varied sentence structures and a wider range
to listen)
speak).
speak).
of vocabulary through a series of connected
paragraphs within expository (advertisement,
resume,speech), narrative (biography, personal
travelogue) and transactional (question and
answer interview) genres. Sentences connect
with each other in a more cohesive manner.
Can write double entry journals, learning logs,
brief reports, letters of explanation, basic
descriptions of unpredictable events,
descriptions of dreams, hopes and ambitions,
nonfiction books and reactions to them.
Learner's name
Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of English . ** Rate each integrated skill according to th
Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionales de Inglés , Departamento de Tercer Cic
________
Can write relevant information to support reading comprehension for drawing
en Production
conclusions (writing to read/speak).
Can react to an oral text expressing thoughts and feelings (listening to write).
Can write to exchange personal experiences (writing to speak).

(Writing)
st for LEBs 10th Grade
Can organize thoughts and opinions from group participants for writing persuasive
paragraphs (listening to write).
Can write about online or printed controversial issues for presenting meaningful
information (reading to write /speak)
de Inglés , Departamento de Tercer Ciclo y Educación Diversificada
Exit Profile Instrument for the Diagnostic Test for LEBs 10th Gra
CEFR STANDARDS
Integration of Language
Oral Comprehension Skills
Spoken Interac
(Listening)
Listening: Can understand and take notes on the main idea
Can listen to familiar texts to convey meaning from written texts (listening to read)
in an informal conversation, a presentation of a familiar
Can get the gist of a dialogue in a movie trailer or video clip to retell main ideas
Can listen to media presentation to answer literal questions (listening to write)
Can write familiar dialogues supported by physical or online sources to deliver

topic, or simple instructions. Speaking: Can describe their
background, immediate environment, interests or activities
in simple language. Can use some simple structures
accurately, but continue to systematically exhibit basic
errors in verb tenses, use of prepositions, articles and
pronunciation.
and key points/ details (listening to speak)
presentations (writing to speak).
Learner's name Achievement Level: 1. Not yet achieved / 2. In progres

Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of English . ** Rate each integrated skill according to th
Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionales de Inglés , Departamento de Tercer Ciclo y Edu
__
f Language
Can listen to delivered presentations to ask/write clarification questions (listening
to speak).
Skills *
LEBs 10th Grade
(Speaking)
Can read familiar passages to retell main information or details (reading to speak).
hieved / 2. In progress/ 3. Achieved**

h integrated skill according to the corrresponding achievement level.
partamento de Tercer Ciclo y Educación Diversificada
Exit Profile Instrument for the Diagnostic Test
CEFR STANDARDS Written Comprehension

(Reading)
Can read texts on familiar to start, maintain, and close a conversational exchange
Can read different passages to summarize information (reading to write)

Can recognize relevant information to take notes. (reading to write)
Reading: Can read and comprehend longer text using high-
frequency vocabulary, and predictable patterns within messages,
narratives, and expository text. Can read short stories to react to
content (reading to speak/write). Can get specific information
from simple reading pieces to support listening comprehension
(reading for listening).Can follow simple model sentence frames
and expressions, reminders or notes to write responses (reading to
write). Can read and comprehend short texts with repetitive,
(reading to speak/listen).
predictable patterns about common events in public and vocational
settings in expository (brochures, catalogs), procedural (recipes)
and narrative texts (personal accounts). Can use their knowledge
for how sentences, words and sounds work in the new language to
understand new words. Can use knowledge of their first language
to listen).
as an aid to learn the new language.  Can comprehend texts
speak).
containing more varied sentence and vocabulary within expository,
narrative, procedural and transactional genres. Can manage more
complex texts in the public and vocational domains within
transactional (job applications/situations, rental forms). Can apply
strategies before, during and after reading a text in order to more
accurately
comprehend longer texts (narrative, expository).
Writing: Can produce a few sentences with emerging variety in
structure that is a recombination of previously learned patterns
using a wider vocabulary. Sentences are listed in a linear fashion.
Can represent narrative (stories), expository (descriptions,
comparisons, explanations) or transactional genres (e-mail,
invitations). Can produce short, basic paragraphs with a topic
sentence and supporting details within an expository, descriptive,
narrative, persuasive genre (sentences start to connect with each
other).
Learner's name
Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of English
Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionale
________
(Reading)
Can read familiar and unfamiliar listening to the oral version (reading to listen).
topics for self-correction after
Can extract specific information in straightforward printed texts to share

inferences (reading to write/speak).
Can interpret passages for explaining own strategies to convey meaning (reading
to speak/write).
Can write cards, simple messages and invitations for other to read (writing to read)
Can write basic information and draw pictures to support oral presentations
(writing to speak).
he Diagnostic Test for LEBs 9th Grade
Can write narrative paragraphs to retell main events from a story (writing to speak)
Written Production
Can write relevant information to support reading comprehension for

drawingconclusions (writing to read/speak).
(Writing)
Can complete graphic organizers to plan content and express information (writing
to speak/write)
ke a more authentic use of English . ** Rate each integrated skill according to the corrresponding achievement level.
a Cordero , Asesores Nacionales de Inglés , Departamento de Tercer Ciclo y Educación Diversificada
Exit Profile Instrument for the D
CEFR STANDARDS
Oral Comprehension (Listening)
Listening: Can understand sentences and take notes on the main
Can listen to familiar texts to convey meaning from written texts (listening to read).
idea in an informal conversation, a presentation of a familiar topic,
Can recognize pieces of information to name, pointing to or miming (listening to
recordings to ask for clarification and expressing thoughts (listening to speak).

Can recognize key radio, web-based broadcast announcements, videos, audio
or simple instructions. Can note the main points of oral texts at a

normal speed related to socio-interpersonal, transactional,
academic and professional domains. Speaking:Can communicate
about simple, routine tasks requiring a direct exchange of
information on familiar or everyday topics. Can handle routines
speak) or complete sentences frames (listening to speak/write)

and familiar topics with spontaneous utterances. Can describe
their background, immediate environment, interests or activities in
simple language. Can use some simple structures accurately, but
continue to systematically exhibit basic errors in verb tenses, use of
prepositions, articles and pronunciation. Can sustain conversations
related to socio- interpersonal and professional routines and
and key points/ details (listening to speak).

domains with fluency. Can maintain interactions related to
transactional and professional domains with hesitation,
backtracking, repairing with emerging fluency while still relying on
practiced language patterns or searching for vocabulary and
grammar structures. Can ask for clarification, check for
comprehension in less predictable situations. Can explain a
points in T.V programs

problem and propose a solution.
Learner's name Achieveme

Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a mor
Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Corde
______
Can interpret online explanations supported by resources to convey meaning in
texts (listening to read).
nsion (Listening)
Can write different text types to revise them in collaborative work before editing
(writing to listen /speak).
Can interact when comparing oral/written information (listening to speak/write).
Can listen to different opinions in order to express arguments (listening to speak).
speak/write)
Can interact exchanging information using sentence frames for reference (listening
to speak).
(writing to speak)

trument for the Diagnostic Test for LEBs 9th Grade
Achievement Level: 1. Not yet achieved / 2. In progress/ 3. Achieved**

to speak).
Can interpret information by asking for clarification and confirm understanding

when listening to texts (speaking to listen).
llow learners to make a more authentic use of English . ** Rate each integrated skill according to the corrresponding achievement level
adilla , Alfredo Ortega Cordero , Asesores Nacionales de Inglés , Departamento de Tercer Ciclo y Educación Diversificada
Can exchange information supported by a written resource for completing
ction (Speaking)
information (speaking to read/write)
Can rehearse presentations supported by notes and illustrations and peers

feedback (writing to speak/listen).
Can express opinions when exchanging interactions (speaking to listen).
Can interact in long conversations with peers to report main ideas (speaking to
listen/write).
onding achievement level.
ersificada
Exit Profile Instrument for the Diagnostic Test for LEBs 8th Gr
CEFR STANDARDS
(Reading)
Reading:Can understand a very limited
Can follow simple model sentence frames and expressions, reminders or notes to
amount of language (e.g., words and simple
Can get specific information from simple reading pieces to support listening
expressions). Can recognize environmental print

Can recognize pictures to show their understanding (reading to listen).
found (e.g. common advertisements and road
Can read short stories to react to content (reading to speak/write)

signs; labels, captions) and internet sources in
Can predict parts of a story based on pictures.(reading to speak)

familiar texts. Can recognize some high-
frequency words such as a, the, and, of. Can
read and comprehend longer text using high-
frequency vocabulary, and predictable patterns
within messages, narratives, and expository text.
Writing: Can write off a heavily patterned
comprehension (reading for listening)
write responses (reading to write)

model with very little detail using a limited set of
familiar words. Can begin to independently
speak (reading to speak)

write single words and phrases in English; relay
short messages supported by drawing, use
inventive spelling within highly supported
structures such as patterned sentences. Are
starting to vary their sentence. Can write
sentences, simple notes, application
forms,simple postcards, personal letters, notes,
messages.
Learner's name
Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of English . ** Rate each integrated skill acco
Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionales de Inglés , Departamento de Tercer
________
Can recognize pictures /diagrams to label words and simple expressions (reading
to write)
to write)
Can write personal information to interact (writing to speak).

est for LEBs 8th Grade
(writing to speak)
Written Production (Writing)

sh . ** Rate each integrated skill according to the corrresponding achievement level.
s de Inglés , Departamento de Tercer Ciclo y Educación Diversificada
Exit Profile Instrument for the Diagnostic Test for LEBs 8th Grad
CEFR STANDARDS
Oral Comprehension (Listening) Spoken Interaction/Prod
Listening: Can demonstrate a very limited

ability to communicate independently
Can recognize pieces of information complete sentences frames (listening to

English because s/he is in a 'Silent Period' as
Can recognize words,phrases, formulaic expressions (listening to read)

s/he develops a receptive level of language,
knowledge relying mostly on simple
language and cues. Can understand
Can interact spelling out words (speaking to write/listen).

sentences and take note of basic
information relevant to personal needs and
family activities.

Speaking:Can use words in English in a very
limited manner needing to rely on memorized
and rehearsed expressions to answer simple
questions. Can communicate about simple,

routine tasks requiring a direct exchange of
(listening to read)
information on familiar or everyday topics. Can
show their understanding through: eye
contact,imitating, using facial and body
speak).
write).
expressions, acting out a story, using pictures to
categorize or sequence,drawing, matching items
and pictures; repeating words and phrases at a
slower speech rate such as in choral or echo
read alouds.
Learner's name Achievement Level: 1. Not yet achieved / 2. In progress/ 3. A

Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of English . ** Rate each integrated skill according to the
Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionales de Inglés , Departamento de Tercer Ciclo y Educ
___
Can rehearse a conversation with peers (speaking to listen).
nguage Skills *
speak/write).
r LEBs 8th Grade
ed / 2. In progress/ 3. Achieved**
(writing to speak).
to speak).
oken Interaction/Production (Speaking)
h integrated skill according to the corrresponding achievement level.
partamento de Tercer Ciclo y Educación Diversificada
Exit Profile Instrument for the Diagnostic Test 8th Grade

CEFR STANDARDS
Oral Comprehension (Listening) (Reading) (Speaking) Written Production (Writing)
Listening Can demonstrate a very limited ability
communicate independently English because s/he is in
a 'Silent Period' as s/he develops a receptive level of

language, knowledge relying mostly on simple
language and cues.

Reading Can understand a very limited amount of

language (e.g., words and simple expressions).
Can recognize environmental print found (e.g.,
common advertisements and road signs; labels,

captions) and internet sources in familiar texts.
Can recognize some high- frequency words such as a,

the, and, of.

Speaking Can use words in English in a very limited

manner needing to rely on memorized and rehearsed
Can show their understanding through eye contact,
to write).
to write)
imitating, using facial and body expressions, acting out
a story, using pictures to categorize or sequence,
drawing, matching items and pictures; repeating
words and phrases at a slower speech rate such as in
choral or echo read alouds.
Writing Can write off a heavily

patterned model with very little detail using a limited
set of familiar words.
Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of English . ** Rate each integrated skill according to the corrresponding achievement level.
Exit Profile Instrument for the Dia
CEFR STANDARDS
Written Comprehensio
Oral Comprehension (Listening) (Read

Listening: Can demonstrate a very limited

ability to communicate independently
Can recognize pieces of information complete sentences frames (listening to

English because s/he is in a 'Silent Period' as

Can recognize pictures to show their understanding (reading to listen).
Can recognize words,phrases, formulaic expressions (listening to read)
s/he develops a receptive level of language,
knowledge relying mostly on simple
Can predict parts of a story based on pictures.(reading to speak)

language and cues. Can understand
sentences and take note of basic
information relevant to personal needs and
family activities Reading:Can understand a

very limited amount of language (e.g., words
and simple expressions). Can recognize
environmental print found (e.g. common
advertisements and road signs; labels, captions)

and internet sources in familiar texts. Can
(listening to read)
recognize some high- frequency words such as a,
the, and, of. Can read and comprehend longer
text using high- frequency vocabulary, and
speak).
write).
predictable patterns within messages,
narratives, and expository text. Speaking:Can
use words in English in a very limited manner
needing to rely on memorized and rehearsed
expressions to answer simple questions. Can
communicate about simple, routine tasks
requiring a direct exchange of information on
familiar or everyday topics. Can show their
understanding through: eye contact, imitating,
using facial and body expressions, acting out a
story, using pictures to categorize or
sequence,drawing, matching items and pictures;
repeating words and phrases at a slower speech
rate such as in choral or echo read alouds.
Writing: Can write off a heavily patterned
model with very little detail using a limited set of
familiar words. Can begin to independently
write single words and phrases in English; relay
short messages supported by drawing, use
inventive spelling within highly supported
structures such as patterned
Learner's namesentences. Are Achievemen
starting to vary their sentence. Can write
sentences, simple notes, application
forms,simple postcards, personal letters, notes,
messages.
Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more
Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero
__
speak (reading to speak)
tten Comprehension
Can read short stories to react to content (reading to speak/write)
(Reading)
Can get specific information from simple reading pieces to support listening
comprehension (reading for listening)
Can follow simple model sentence frames and expressions, reminders or notes to
write responses (reading to write)
Can interact spelling out words (speaking to write/listen).
Can rehearse a conversation with peers (speaking to listen).

ment for the Diagnostic Test for SEBIs 8th Grade
speak/write).

(writing to speak).
to speak).
Can recognize pictures /diagrams to label words and simple expressions (reading
to write)
to write)
Written Production (W
arners to make a more authentic use of English . ** Rate each integrated skill according to the corrresponding achievement level.
Alfredo Ortega Cordero , Asesores Nacionales de Inglés , Departamento de Tercer Ciclo y Educación Diversificada
Can write personal information to interact (writing to speak).
(writing to speak)
Written Production (Writing)
ng achievement level.
ficada
Exit Profile Instrument for the Diagnostic Tes
Written
Comprehension Integration of Lan
CEFR STANDARDS
Oral Comprehension
(Listening) (Reading)
Listening: Can understand and take notes on
Can listen to familiar texts to convey meaning from written texts (listening to read)
the main idea in an informal conversation, a
presentation of a familiar topic, or simple
instructions. Reading:Can read and
Can recognize relevant information to take notes. (reading to write).

comprehend short texts with repetitive,
predictable patterns about common events in
public and vocational settings in expository
(brochures, catalogs), procedural (recipes) and
narrative texts (personal accounts). Can use
their knowledge for how sentences, words and
and key points/ details (listening to speak)

sounds work in the new language to
understand new words. . Speaking: Can
describe their background, immediate
environment, interests or activities in simple
language. Can use some simple structures
accurately, but continue to systematically
exhibit basic errors in verb tenses, use of
to listen)
speak).
prepositions, articles and pronunciation.
Writing: Can produce a few sentences with
emerging variety in structure that is a
recombination of previously learned
patterns using a wider vocabulary.
Sentences are listed in a linear
fashion.
 Can represent narrative (stories),
expository (descriptions,
comparisons, explanations) or
transactional genres (e-mail,
invitations).
 Can write longer texts with more
varied sentence structures and a
wider range of vocabulary through a
series of connected paragraphs within
expository (advertisement, resume,speech),
narrative (biography,
personal travelogue) and
transactional (question and answer
interview) genres. Sentences connect
with eachLearner's
other in aname
more cohesive Achievement Level: 1. Not yet achieve
manner.
 Can write double entry journals,
learning logs, brief reports, letters of
explanation, basic descriptions of
unpredictable events, descriptions of
dreams, hopes and ambitions,
nonfiction books and reactions to
them.
Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of English . ** Rate
Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionales de Ingl
_________

to speak). Spoken
(Speaking)
Interaction/Production
Can write narrative paragraphs to retell main events from a story (writing to
speak).
r the Diagnostic Test 10th Grade
ment Level: 1. Not yet achieved / 2. In progress/ 3. Achieved**

Written Production
Can react to an oral text expressing thoughts and feelings (listening to write).
Can organize thoughts and opinions from group participants for writing persuasive
paragraphs (listening to write).
(Writing)
Can write about online or printed controversial issues for presenting meaningful
information (reading to write /speak)
a more authentic use of English . ** Rate each integrated skill according to the corrresponding achievement level.
ordero , Asesores Nacionales de Inglés , Departamento de Tercer Ciclo y Educación Diversificada
Exit P
CEFR STANDARDS
Listening: Can understand the main ideas of propositionally and
Can take effective notes while listening to complex audio/video recordings.

linguistically complex speech on both concrete and abstract topics
Can follow a lecture to interact in online discussions. (listening to speak )
Can understand a speaker’s point of view to give a presentation about it.

delivered in standard speech, including technical discussions in his/her
field of specialization. • Can follow extended speech and complex lines of
argument provided the topic is reasonably familiar, and the direction of
Can give responses based on written texts.(listening to speak)

the talk is sign-posted by explicit markers.Can understand standard spoken
language, live or broadcast on both familiar and unfamiliar topics normally
encountered in personal, social, academic or vocational life. Only extreme
background noise, inadequate discourse structure and/or idiomatic usage
influence the ability to understand. Reading: Can read with a large
degree of independence,adapting style and speed of reading to different
texts and purposes, and using appropriate reference sources selectively.
Has a broad active reading vocabulary but may experience some difficulty
with low-frequency idioms. Speaking:Can give clear, systematically
developed descriptions and presentations, with appropriate highlighting of
significant points, and relevant supporting detail. • Can give clear, detailed
(listening to speak)
(listening to write)
descriptions and presentations on a wide range of subjects related to
his/her field of interest, expanding and supporting ideas with subsidiary
points and relevant examples • Can use the language fluently, accurately
and effectively on a wide range of general, academic, vocational or leisure
topics, marking clearly the relationships between ideas. Can communicate
spontaneously with goodgrammatical control without much sign of having
to restrict what he/she wants to say, adopting a level of formality
appropriate to the circumstances. • Can interact with a degree of fluency
and spontaneity that makes regular interaction, and sustained
relationships with speakers of the target language quite possible without
imposing strain on either party. Can highlight the personal significance of
events and experiences, account for and sustain views clearly by providing
relevant explanations and arguments. Writing: Can write clear, detailed
texts on a variety of subjects related to his/her field of interest,
synthesizing and evaluating information and arguments from a number of
sources.
Learner's name
Observations : * Design integrated tasks for the diagnostic tes

Elaborado por: Marianella Granados Sirias , A
_______
Can read emails/letters in order to give apologies/complaints. (reading to
write)
Can read texts to deal with unexpected issues. (reading to write/speak)
Can read a variety of texts to participate in debates. (reading to speak)

Can express an oral reaction to an oral/written work. (reading to speak or

write)
Can compare two written messages to provide opinions. (reading to

speak /write)
(Reading)
Can give responses based on written texts.(reading to speak)
Can edit own texts to make them more concise. (reading to write)
Can react to long complex texts (academic / non- academic pieces of writing)
in detail. (reading to write/speak)
Can read technical texts to participate in online webinars. (reading to speak)
Can react to class presentations.(listening to speak)

Exit Profile Instrument for the Diagnostic Test 11th Grade SEBIS
Spoken Interaction
ted tasks for the diagnostic tests. This will allow learners to make a more authentic use of English . ** Rate each integrated skill accordin
Achievement Level: 1. Not yet achieved / 2. In progress/ 3. Achie
Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionales de Inglés , Departamento de Tercer Cic
Can intervene orally in discussions based on previously assigned news/
guage Skills *
Grade SEBIS
articles/magazines/ books. (reading to speak/write)
Can give feedback to classmates/international pals written letters. (reading

to speak/write)
d / 2. In progress/ 3. Achieved**
Can summarize main points of discussions after note-taking activities.
(listening to speak)
Can react orally to written cell/web prompts. (reading to speak)

Can talk about complex issues or problem in detail. (listening to speak)
ach integrated skill according to the corrresponding achievement level.

Can comment on factual information provided previously. (reading to write)
Can support with ideas or relevant examples on texts. (reading to write/

writing to read)
Can provide peer-feedback to written class productions during peer

assessment activities.(reading to write/speak)
Written Production
Can formulate written questions on online discussions. (speaking to

write/speak)
Can write formal complaints (letters /emails) to refer to oral disconformities.

(reading to write)
(Writing)
Departamento de Tercer Ciclo y Educación Diversificada
(Writing)
Can write formal/informal apologies to oral/ written complaints. (reading
/listening to write)
CEFR STANDARDS
Oral Comprehension (Listening
Can listen to familiar texts to convey meaning from written texts (listening to read).
Listening: Can understand sentences and take notes on the main

idea in an informal conversation, a presentation of a familiar topic,
or simple instructions. Can note the main points of oral texts at a

normal speed related to socio-interpersonal, transactional,
academic and professional domains. Reading: Can read
and comprehend longer text using high- frequency vocabulary, and
speak) or complete sentences frames (listening to speak/write)

predictable patterns within messages, narratives, and expository
text. Can read short stories to react to content (reading to
speak/write). Can get specific information from simple reading
pieces to support listening comprehension (reading for
listening).Can follow simple model sentence frames and
expressions, reminders or notes to write responses (reading to
and key points/ details (listening to speak).

write). Can read and comprehend short texts with repetitive,
predictable patterns about common events in public and vocational
settings in expository (brochures, catalogs), procedural (recipes)
and narrative texts (personal accounts). Can use their knowledge
for how sentences, words and sounds work in the new language to
understand new words. Can use knowledge of their first language
as an aid to learn the new language.  Can comprehend texts
containing more varied sentence and vocabulary within expository,
narrative, procedural and transactional genres. Can manage more
complex texts in the public and vocational domains within
transactional (job applications/situations, rental forms). Can apply
strategies before, during and after reading a text in order to more
accurately
comprehend longer texts (narrative, expository). Speaking:Can
communicate about simple, routine tasks requiring a direct
exchange of information on familiar or everyday topics. Can handle
routines and familiar topics with spontaneous utterances.  Can
describe their background, immediate environment, interests or
activities in simple language. Can use some simple structures
accurately, but continue to systematicallyexhibit basic errors in
verb tenses, use of prepositions, articles and pronunciation. Can
sustain conversations related to socio- interpersonal and
professional routines and domains with fluency. Can maintain
interactions related to transactional and professional domains with
hesitation, backtracking, repairing with emerging fluency while still
relying on practiced language patterns or searching for vocabulary
and grammar structures. Can ask for clarification, check for
comprehension in less predictable situations. Can explain a
problem and propose a solution. Writing: Can produce a few
sentences with emerging variety in structure that is a
recombination of previously learned patterns using a wider
vocabulary. Sentences are listed in a linear fashion. Can represent
narrative (stories), expository (descriptions, comparisons,
explanations) or transactional genres (e-mail, invitations). Can
produce short, basic paragraphs with a topic sentence and
supporting details within an expository, descriptive, narrative,
persuasive genre (sentences start to connect with each other).
Learner's name
Observations : *
E
________
Can recognize key radio, web-based broadcast announcements, videos, audio
recordings to ask for clarification and expressing thoughts (listening to speak).
points in T.V programs

texts (listening to read).
mprehension (Listening)
Can write different text types to revise them in collaborative work before editing
(writing to listen /speak).
Can interact when comparing oral/written information (listening to speak/write).
Can listen to different opinions in order to express arguments (listening to speak).
Can recognize relevant information to take notes. (reading to write)
speak).
to listen).
Can read texts on familiar to start, maintain, and close a conversational exchange
(reading to speak/listen).
Can read different passages to summarize information (reading to write)

(Reading)
Exit Profile Instrument for the Diagnostic T
Achievement Level: 1. Not y

Integratio
Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of
Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacio
(Reading)
Can read familiar and unfamiliar topics for self-correction after listening to the oral
version (reading to listen).
Can extract specific information in straightforward printed texts to share

inferences (reading to write/speak).
Can interpret passages for explaining own strategies to convey meaning (reading
to speak/write).
speak/write)
e Diagnostic Test for SEBIs 9th Grade
to speak).
vement Level: 1. Not yet achieved / 2. In progress/ 3. Achieved**

(writing to speak)


to speak).

when listening to texts (speaking to listen).
a more authentic use of English . ** Rate each integrated skill according to the corrresponding achievement level.
Cordero , Asesores Nacionales de Inglés , Departamento de Tercer Ciclo y Educación Diversificada
Can exchange information supported by a written resource for completing
ction (Speaking)
information (speaking to read/write)
Can rehearse presentations supported by notes and illustrations and peers

feedback (writing to speak/listen).
Can express opinions when exchanging interactions (speaking to listen).
Can interact in long conversations with peers to report main ideas (speaking to
listen/write).
(writing to speak).
Can write narrative paragraphs to retell main events from a story (writing to speak)
Written Production

(Writing)
Can complete graphic organizers to plan content and express information (writing
to speak/write)
nt level.
CEFR STANDARDS Integration of Language Skills *

Written Production
Oral Comprehension Spoken Interaction/Production (Writing)
(Listening) (Reading) (Speaking)
Listening : Can understand sentences
speak/write).
(writing to speak).



write).
(writing to read).

and take note of basic information
relevant to personal needs and family
activities.
Reading : Can read and
comprehend longer texts using high-
patterns within messages, narratives,
and expository text.
Speaking: Can interact by
asking and answering simple questions
on familiar topics.
Can communicate about simple,
routine tasks, information on familiar
or everyday topics to audiences.
speak).
Writing :
Can begin to independently write single
words and phrases in English; relay
short messages supported by drawing,
use inventive spelling within highly
supported structures such as patterned
sentences. Are starting to vary their
sentence.
* Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of English .
Integration
Written of Language Skills *
Comprehension
CEFR STANDARDS Spoken
Oral Comprehension Interaction/Production Written Production
(Listening) (Reading) (Speaking) (Writing)
Listening: Can understand and take notes on
Can write narrative paragraphs/biographies to retell main events (writing to speak).

Can read graphical texts to support prior listening input and clarification (reading to
Can get the gist of a dialogue in a movie trailer or video clip to retell main ideas and
Can listen to relatively long discussions on familiar topics to convey meaning from
the main idea in an informal conversation, a
Can listen to media presentation to answer literal questions (listening to write).

presentation of a familiar topic, or simple
instructions.
Can recognize relevant information to take notes (reading to write).

Reading : Can read and comprehend short
texts with repetitive, predictable patterns
about common events in public and
vocational settings in expository (brochures,
catalogs), procedural (recipes) and narrative
texts (personal accounts).
key points/ details (listening to speak).

Can use their knowledge for how sentences,

written texts (listening to read).
words and sounds work in the new language
to understand new words.
Can use knowledge of their first language as
an aid to learn the new language.
Speaking: Can describe
to speak).
speak).
their background, immediate environment,
listen).
interests or activities in simple language. Can
use some simple structures accurately, but
can exhibit basic errors in verb tenses, use of
prepositions, articles and pronunciation.
Writing: Can produce a few

sentences with emerging variety in structure
that is a recombination of previously learned
patterns using a wider vocabulary. Sentences
are listed in a linear fashion.
Can represent narrative (stories), expository
(descriptions, comparisons, explanations) or
transactional genres (e-mail, invitations).
Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of English .
Written
Integration
Comprehensionof Language Skills *
CEFR STANDARDS
Oral Comprehension Spoken Interaction/ Written Production
(Listening) (Reading) Production (Speaking) (Writing)
Listening: Can note the main points of
Can read familiar and unfamiliar topics for self-correction after listening to the oral
Can write different text types heard to check comprehension in collaborative work
oral texts at a normal speed related to

announcements, videos, audio recordings to ask for clarification and expressing
Can use written sources to explain and justify points of view (reading to speak)
Can react to an oral text expressing written thoughts and feelings (listening to
Can read texts on familiar topics to start, maintain, and close a conversational
personal and educational domains.
Can read different passages to summarize information (reading to write).
Can exchange information supported by a written source for completing

Can recognize key points in T.V programs radio, web-based broadcast
Reading: Can comprehend texts

containing more varied sentence and
Can use graphic organizers to plan language, content and

vocabulary within expository, narrative,
procedural and transactional genres.
express information (writing to speak/write).

when listening to texts (listening to speak)
before editing (listening to write/speak).
Speaking: Can sustain conversations
information. (speaking to read/write)

related to personal and educational
exchange (reading to speak/listen).

routines and domains with fluency. thoughts (listening to speak).
version. (reading to listen)

Can maintain interactions related to
public and vocational domains with texts (listening to read).
hesitation, backtracking and repairing
while searching for vocabulary and
write).
grammar structures.
Writing: Can produce short, basic

paragraphs with a topic sentence and
supporting details within an expository
genre. Sentences start to connect with
each other.
Can produce a narrative paragraph with
characters,plot and setting.

Learner's name
interests, respect,
solidarity , concern.
Suggested topics:
friendship, emotions,
Reacts to different oral and visual tasks

(e.g., role plays, poems, songs, videos,
dialogues and storytelling, etc.)
Identifies some literary figures of speech

(metaphor, simile, imagery, and
symbolism).
High School name ____________________________
Teacher’s name: ______________________________
Produces humorous passages, letters,

diaries, journals, and insights to express
personal emotions.
Narrates meaningful life experiences.

First Period
Identifies humor.
Group: ___________
Writes basic poetry: cinquains, haikus,

epigrams, and song lyrics.
Identifies some elements of fiction

(characters, plot, setting, point of view).
Gets meaning in different contexts.

Performance Indicators
Expresses ideas, feelings, likes and dislikes,

preferences, and opinions using
appropriate vocabulary in oral and written
forms.
Exit Profile Instrument for the Diagnostic Test Literature 8 th Grade
Predicts events and consequences in

different literary passages.
Questions events and consequences in

different literary passages.
Infers events, consequences in different

literary passages.
imagination
Learner's name
influences, justice,
feelings, fantasy and
Suggested topics:
Historical figures’ cultural
Reacts to different oral and visual tasks (role plays, poems,

songs, videos, dialogues and storytelling, etc.).
Identifies some elements of fiction (plot, setting, simile and

metaphor, imagery, symbolism, point of view, character,
conflict and resolution, theme, allusion, flashback, and
personification).
High School name ____________________________
Teacher’s name: ______________________________
Identifies some elements of poetry (extended metaphor

and simile, recurring imagery and symbolism, theme, and
author’s intention).
First Period
Identifies some elements of the English language

(expressions).
Group: ___________
Produces poems (couplets, tercets, and quatrains)
Produces basic fiction.

Writes an integrated project based on a literary piece.
Extracts main ideas and specific details in a variety of oral,

visual, and written media.
Gets meaning in context.

Expresses ideas, emotions, likes and dislikes, preferences,
opinions, hypotheses using appropriate vocabulary in oral
and written forms.
Defends arguments using appropriate vocabulary in oral

and written forms.
Predicts events, consequences of different literary

passages.
Questions events, consequences of different literary

passages.
Infers events, consequences of different literary passages.

Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionales de Inglés , Departamento de Tercer Ciclo y Educac
d**
Sequences events of different literary passages.
Evaluates events, consequences of different literary
passages.
Compares texts, events, consequences of different literary

passages.
Contrasts texts, events, consequences of different literary

passages.
de Tercer Ciclo y Educación Diversificada
the story.
Learner's name
Suggested topics:
cooperation, suspense,
Popular beliefs, respect,
mythology, and history of

Reacts to different oral and visual tasks (role plays, poems, songs,
videos, dialogues and storytelling, etc.).
Identifies some elements of fiction (archetypes, irony, narrator’s

point of view, and dialogue.)
High School name ____________________________
Teacher’s name: ______________________________
Identifies some elements of poetry (alliteration and onomatopoeia).
Identifies some elements of the English language (idioms, diction, and

syntax).
Produces poems (narrative, free verse, lyrics, and concrete)

First Period
Produces simple cartoons.

Group: ___________
Writes an integrated project based on a literary piece (short play).
Discriminates main ideas and specific details in a variety of oral,

visual, and written passages.
Distinguishes meaning in context.
Expresses ideas, feelings, likes and dislikes, preferences, opinions,

hypotheses using appropriate vocabulary in oral and written oral
forms.
Defends arguments using appropriate vocabulary in oral and written

oral forms.
Paraphrases different literary passages.
Summarizes different literary passages.
Analyzes short drama.

Talks about other cultures.


Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionales de Inglés , Departamento de Te
cators
Predicts events, consequences of different literary passages. ture 10 th Grade
Questions events and consequences of different literary passages.
In progress/ 3. Achieved**
Infers events, consequences of different literary passages.
Sequences events of different literary passages.
Evaluates events, consequences of different literary passages.
Compares texts, events, consequences of different literary passages.
Contrasts texts, events, consequences of different literary passages.
Paraphrases texts, events, consequences of different literary

passages.
Summarizes texts, events, consequences of different literary

passages.
de Inglés , Departamento de Tercer Ciclo y Educación Diversificada
Suggested topics: Performance Indicators

Racism, equity, climate
Discriminates main ideas and specific details

Reacts to different oral and visual tasks (role
plays, poems, songs, videos, dialogues and
Identifies some literary figures (metaphor,

change/global warming,
Identifies some elements of fiction (tone)
in a variety of oral and written passages.

Produces poems (Sonnet-Sound Effects)
Writes an integrated project based on

and the future of
Recognizes a variety of short literary
Distinguishes meaning in context.

literature.
storytelling, among others).
literary pieces (novel)
passages.
simile)
Learner's name Achievement Level: 1. Not yet achieved / 2. In progress/ 3. Achieved
Observations : * Design integrated tasks for the diagnostic tests. This will allow learners to make a more authentic use of En
Elaborado por: Marianella Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionales de Inglés , Departamento de Tercer Cic
.
Expresses ideas, feelings, likes, dislikes,
preferences, opinions, hypotheses and using
ce Indicators
appropriate vocabulary in oral and written
oral forms.
t Literature 10 th Grade
Defends arguments using appropriate

vocabulary in oral and written oral forms.
eved / 2. In progress/ 3. Achieved**

Compares different literary passages
(novels).
s to make a more authentic use of English .

Contrasts different literary passages (novels).
Persuades the audience.
nales de Inglés , Departamento de Tercer Ciclo y Educación Diversificada

Exit Profile Instrument for the Diagnostic Test Modulo 71
CEFR STANDARDS

Listening Can demonstrate a very
limited ability communicate

independently English because s/he is in a


'Silent Period' as s/he develops a receptive
level of language, knowledge relying
mostly on simple language and cues. Can
understand sentences and take note of
basic information relevant to personal
needs and family activities.

Reading Can
understand a very limited amount of
language (e.g., words and simple
expressions).
Can recognize environmental print found
(e.g., common advertisements and road
signs; labels, captions) and internet
write).
sources in familiar texts.
Can recognize some high- frequency
words such as a, the, and, of. Can read
and comprehend longer texts using high-
patterns within messages, narratives, and
expository text.
Speaking Can use words in
English in a very limited manner needing
to rely on memorized and rehearsed
Can show their understanding through
eye contact, imitating, using facial and
body expressions, acting out a story, using
pictures to categorize or sequence,
drawing, matching items and pictures;
repeating words and phrases at a slower
speech rate such as in choral or echo read
Learner's name
Observations : * Design integrated tasks for the diagnostic tests. This will allow learn
Elaborado por: Marianella Granados Sirias , Andrea C
____


(Reading)

Spoken
(Speaking)

Interaction/Production
tests. This will allow learners to make a more authentic use of English . ** Rate each integrated skill according to the corrresponding ach
Granados Sirias , Andrea Cruz Badilla , Alfredo Ortega Cordero , Asesores Nacionales de Inglés , Departamento de Tercer Ciclo y Educaci
**
speak/write).
(writing to speak).

to write)
to write).
(Writing)
Written Production
(writing to read).

(Writing)
Written Production

speak).
ding to the corrresponding achievement level.
ento de Tercer Ciclo y Educación Diversifivada
1
2
3

Instrument For Diagnostic For Academic & Bilingual High Schools V.F 16-2-22

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Exit Profile Instrument for the Diagnostic Test 8th GradeEnglish for Conversation (INCO)

High School name ____________________________ First Period

Integration of Language Skills *

Can organize a conversation by writing appropriate expressions (speaking to write).

· Can identify main ideas in text accompanied by pictures to express

Can follow brief, simple instructions in texts to write (reading to write).

Can predict parts of a story based on pictures (reading to speak)

Can write personal information to interact. (writing to speak)

Can rehearse a conversation with peers (listening to speak).

Can fill in gapped texts (listening to write).

understanding. (reading to speak)

speak (reading to speak).

Writing Can write off a heavily

Learner's name Achievement Level: 1. Not yet achieved / 2. In progress/ 3. Achieved**

CEFR STANDARDS Integration of Language Skills *

Can read short stories to react to content (reading to speak/write).

exchanges (reading to speak).

Can write simple directions for others to follow (writing to listen).

Can interact exchanging information using sentence frames to report to audiences

by taking notes to write responses and reporting (reading to write/speak).

Can plan; organize written information to deliver an oral presentation (writing to

Learner's name Achievement Level: 1. Not yet achieved / 2. In progress/ 3. Achieved**

Can compare two written messages to provide opinions. (reading to

Can express an oral reaction to an oral/written work. (reading to

Can give responses based on written texts.(reading to speak)

Can read texts to deal with unexpected issues. (reading to

Can react to long complex texts (academic / non- academic pieces

Can comment on factual information provided previously. (reading

Can support with ideas or relevant examples on texts. (reading to

Can provide peer-feedback to written class productions during peer

Can formulate written questions on online discussions. (speaking to

Can write formal complaints (letters /emails) to refer to oral

, Asesores Nacionales de Inglés , Departamento de Tercer Ciclo y Educación Diversificada

Can read technical texts to participate in online webinars. (reading

Can understand a speaker’s point of view to give a presentation

Can take effective notes while listening to complex audio/video

Can react to class presentations.(listening to speak)

recordings. (listening to write)

and presentations, with appropriate highlighting

Can give feedback to classmates/international pals written letters. n of Language Skills *

Can summarize main points of discussions after note-taking

activities. (listening to speak)

et achieved / 2. In progress/ 3. Achieved**

ales de Inglés , Departamento de Tercer Ciclo y Educación Diversificada

Written Comprehension Written Production

Can recognize relevant information to take notes. (reading to write).

feedback (writing to listen/speak).

Can write to exchange personal experiences (writing to speak).

Can listen to media presentation to answer literal questions (listening to write)

Can write familiar dialogues supported by physical or online sources to deliver

and key points/ details (listening to speak)

presentations (writing to speak).

Learner's name Achievement Level: 1. Not yet achieved / 2. In progres

hieved / 2. In progress/ 3. Achieved**

CEFR STANDARDS Written Comprehension

Can read different passages to summarize information (reading to write)

Can extract specific information in straightforward printed texts to share

Can write simple directions for others to follow (writing to listen).

Can write relevant information to support reading comprehension for

Can recognize pieces of information to name, pointing to or miming (listening to

Can listen to media presentation to answer literal questions (listening to write)

recordings to ask for clarification and expressing thoughts (listening to speak).

Can recognize basic simple information to support reading comprehension