5

UNIT 1. PERSONAL IDENTIFICATION (PROGRAM 2006)

LIST OF CONCENTRATE ACHIEVEMENT LEVELS OBTAINED DURING STUDENT LEARNING PROCESS IN THE
ENGLISH SUBJECT
INDICADORES

Alumnos

Can
make
predictio
ns about
texts

Can identify
some details
in order to
complete a
gapped text

DE
Can provide
personal
information/
Can produce
some fixed
expressions

DESEMPEO (APRENDIZAJES ESPERADOS)

Can
identify
the
purpose
for writing/
Can
produce
indvidual
sentences

Can use de
dictionary
and
punctuation

Undertak
es
collaborat
ive work.

NIVEL
DE
DESEM
PEO:

VALOR
NUMRIC
O.

APOYO REQUERIDO Y
ACCIONES ESCUELAFAMILIA-ALUMNO.

FALTAS

Necesita apoyo
adicional para
resolver las
situaciones en las
que participa.

/ /= 2

He/She is
responsible
, clean,
respectful

1. ALDABA
JUAN

2. BORJAS
ANA

3. CASTRO
CECILIA

4. DUARTE
AMELIA

5. ENRIQUEZ
PEDRO

6. HERNANDE
Z CESAR

7. ROSAS
MIGUEL

8. ZAVALA
BEATRIZ

Ba

Bb

Ca

Cb

Bb

Bb

INDICADORES DE
DESEMPEO NIVELES

DE
DESEMPE

Can use knowledge

of the world about
specific situations

Can identify some

details in order to
complete a gapped
text or respond to a
conversation

Can provide personal

information/ Can

A
DESTACADO
OUTSTANDING
Justify his/her
predictions
expressing with
appropriate
intonation and/or
grammatical
coherence what
he/she thinks
about a text
using personal
pronouns, the
appropriate form
of the verb to
be, possessive
adjectives,
numbers,
countries and
nationalities.

Ba
SATISFACTORIO +
SATISFACTORY+
Construct predictions
expressing with
grammatical coherence
(of ideas) what he/she
thinks about a text using
personal pronouns, the
appropriate form of the
verb to be, possessive
adjectives, numbers,
countries and
nationalities.

Bb
SATISFACTORIO
SATISTACTORY
Organize some
ideas of what
he/she thinks
about a text using
personal
pronouns, the
appropriate form
of the verb to be,
numbers,
countries or
nationalities.

Ca
SUFICIENTE +
SUFFICIENT+
He/she is able to
use some verbs,
linking devices,
personal
pronouns, the
verb to be,
numbers,
countries or
nationalities.

Cb
SUFICIENTE
SUFFICIENT
He/she is able to
paraphrase words
of what he/she has
already read using
some personal
pronouns, the verb
to be and numbers.

D
INSUFICIENTE
INSUFFICIENT
He/she is not
able to express a
coherent
statement/sente
nce; cannot
distinguish the
different
personal
pronouns; the
differences
among the
conjugation of
the verb to be.

Recommend
some answers /
ideas, showing
grammatical
coherence
(spoken or
written) using
personal
pronouns, the
appropriate form
of the verb to
be, possessive
adjectives,
numbers 1 to 10,
countries and
nationalities.
Select freely the
vocabulary to

Modify his/her answers

(accommodating ideas/
concepts) showing
grammatical coherence
(spoken or written)
using personal
pronouns, the
appropriate form of the
verb to be, possessive
adjectives, numbers 1 to
10, countries and
nationalities.

Distinguish
his/her own
mistakes
struggling to
accommodate the
ideas of her/his
own, using
personal
pronouns, the
appropriate form
of the verb to be,,
numbers 1 to 10,
countries or
nationalities.

Practice his/her
ideas with the
help of a resource
(book, notebook,
and
dictionary),using
verbs, linking
devices, personal
pronouns, the
verb to be,
numbers 1 to 10,
countries or
nationalities.

Remember some
structures that give
sense of what
he/she is trying to
communicate using
some personal
pronouns, the verb
to be and numbers
1 to 10.

He/she is not
able to identify
details to
express a
coherent
sentences;
cannot
distinguish the
different
personal
pronouns; the
differences
among the
conjugation of
the verb to be.

Produce expressions
using some of the

Distinguish the
personal

Show in a written
or spoken way the

Repeat personal
information with

He/she is not
able to identify

produce some fixed

expressions

express (oral or
written) personal
facts and/ or
information
using personal
pronouns, verb
to be in present
tense, question
words,
possessive
adjectives,
question
grammar
structures,
numbers from 1
to 20, countries,
nationalities, @,
auxiliary do,
occupations.

following: personal
pronouns, verb to be in
present tense, question
words, possessive
adjectives, question
grammar structures,
numbers from 1 to 20,
countries, nationalities,
@, auxiliary do,
occupations.

pronouns, verb to
be in present
tense, question
words, some
possessive
adjectives,
question grammar
structures,
numbers from 1
to 20, countries,
nationalities, @,
auxiliary do,
occupations.

domain of some
personal
pronouns, the
difference of the
verb be in third
person, some
question grammar
structures, most
numbers from 1
to 20 and
countries.

Can identify the

purpose for writing/
Can produce
indvidual sentences

Justify the type

of text to use:
the verb to be in
present tense,
question words,
some possessive
adjectives,
question
grammar
structures,
numbers from 1
to 20, countries,
nationalities.
letter or e-mail
in order to
present a
personal
introduction
using personal

Modify a letter or e-mail

using some of the
following: personal
pronouns, verb to be in
present tense, question
words, possessive
adjectives, question
grammar structures,
numbers from 1 to 20,
@, auxiliary do,
countries and
nationalities.

Organize a letter
or an e-mail,
using the verb to
be in present
tense, question
words, some
possessive
adjectives,
question grammar
structures,
numbers from 1
to 20, countries,
nationalities.

Illustrate some
individual
sentences using
personal
pronouns, the
difference of the
verb be in third
person, some
question grammar
structures, most
numbers from 1
to 20 and
countries.

help of others (t or
ss) and the domain
of basic
vocabulary.
(pronouns, the
difference o the
verb to be in
present tense,
question words,
some possessive
adjectives,
question grammar
structures,
numbers from 1 to
20, countries,
nationalities.f the
verb be in third
person, some
question grammar
structures, most
numbers from 1 to
20 and countries).
Paraphrase some
sentences using
pronouns, the
difference of the
verb be in third
person, some
question grammar
structures, most
numbers from 1 to
20 and countries

details to
express a
coherent
sentences;
cannot
distinguish the
different
personal
pronouns; the
differences
among the
conjugation of
the verb to be.

He/she is not
able to identify
details to
express
individual
sentences;
cannot
distinguish the
different
personal
pronouns; the
differences
among the
conjugation of
the verb to be.

Can use de
dictionary and
punctuation

Undertakes
collaborative work.

pronouns, verb
to be in present
tense, question
words,
possessive
adjectives,
question
grammar
structures,
numbers from 1
to 20, countries,
nationalities, @,
auxiliary do,
occupations.
Select the
meaning of the
words and
punctuation
assertively
concerning to
personal
pronouns, verb
to be in present
tense, question
words,
possessive
adjectives,
question
grammar
structures,
numbers from 1
to 20, countries,
nationalities, @,
auxiliary do,
occupations.
Contribute and
participate
actively in the
development of
every work and
is open to

Construct the structure

of the words and
punctuation to make a
coherent sentence using
personal pronouns, verb
to be in present tense,
question words,
possessive adjectives,
question grammar
structures, numbers
from 1 to 20, @,
auxiliary do, countries
and nationalities.

Examine the
meanings of each
word and
punctuation mark
to give sense to
what he/ she
wants to express
using the verb to
be in present
tense, question
words, some
possessive
adjectives,
question grammar
structures,
numbers from 1
to 20, countries,
nationalities.

Apply the
meanings of
words although
sometimes it is
not the correct
one according to
the context and
have some
punctuation
mistakes.

Generalize the use

of some words,
rules and
punctuation marks.

Repeat the same

mistakes over
and over.

Propose good ideas

when exposing his/her
work involving other
team members, but at
times not all integrated.

Participates
exposing his/her
work but in very
short periods of
time.

It is difficult to
make him/her
participate in the
collaborative
work. Sometimes
he exposes

Only basic work is

achieved.

Repeat only two

or three words,
he/ she rarely
collaborate in all
the work
process.

expose his/her
work.
NIVELES
DE DESEMPEO
Y ESCALA
DE
He/She is
He/she always
He/she presents
most of
responsible, clean,
presents a very
the time a very
NIVEL DE
DESEMPEO respectful attitude
respectful.
respectful
attitude towards towards classmates,
classmates,
teachers, civic acts,
teachers,
civic
class ork. en los
A: Muestra
un desempeo
destacado
acts,
class
work.
aprendizajes que se esperan en el bloque.
B: Muestra un desempeo satisfactorio en los
aprendizajes que se esperan en el bloque.

his/her work
CALIFICACIONES
EN EDUCACION PRIMARIA
Y SECUNDARIA
He/she
presents
He/she
He/she
He/she always
sometimes an
occasionally
demonstrate an
presents a very
COLABORACION presents
REQUERIDA
POR bad
PARTE
DE
REFERENCIA
adequate
an
attitude
disrespectful
attitude
towardsDOCENTES
adequate attitude
towards
attitude towards
LA FAMILIA,
Y DIRECTIVOS
NUMERICA
classmates,
towards
classmates,
classmates,
Para conservar
nivel es necesario mantener
el
teachers,
civic esteclassmates,
teachers, civic
teachers,
10 civic
acts,
class
teachers, civic
acts, class work.
acts, class work.
apoyo
quework.
se le brinda.
acts, class work.
Necesita apoyo adicional para resolver las situaciones
8o9
en las que participa.

C: Muestra un desempeo suficiente en los

aprendizajes que se esperan en el bloque.

Requiere apoyo y asistencia permanente para

resolver las situaciones en las que participa.

D: Muestra un desempeo insuficiente en los

aprendizajes que se esperan en el bloque.

Requiere apoyo, tutora, acompaamiento

diferenciado y permanente para resolver las
situaciones en las que participa.

6o7
5

ACUERDO 648/685.- Artculo 8o.- Niveles de desempeo, escala de calificacin y momentos de registro de evaluacin en la educacin primaria y
secundaria: En apego a los programas de estudio y con base en las evidencias reunidas durante el proceso educativo, el docente utilizar los
siguientes niveles de desempeo y referencia numrica para decidir en cul nivel ubicar al alumno, y qu calificacin asignar, en cada momento de
registro de evaluacin.