Table 1. Some common activities that can be used for ongoing assessment.
Table 2. Three journal entries from a student about picture books.
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10/4 Children's picture story is very fun. I like to read Children's picture story so I'm looking forward to writing Children's picture story. But I think it difficult. 10/11 Today's lesson is fun. I like children's picture's books. I studied children's English for semi. So I read many children's picture books. But to make it is difficult. I have no idea. I'm thinking. I think one idea. My idea is very simple. I teach numbers from one to ten. I write my idea very quickly. It's finish. But I just think another idea. For example, big and small . . . .I'm thinking. I'll makethis book next class. I'm looking forward to making this book. 12/8 I'm happy because children read my book. My book title is "How many!". So children count animals in my book. They say big voice "One, two, three . . . " I think my book is good. But my book don't have story. Other people's book have story so children can guess. But my book can't guess. Children's book is difficult. |
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Table 3. A checklist rating scale for communicative activities or group discussions.
