Elementary UIL?. Nancy Randolph Elementary UIL Coordinator Lampasas ISD. What does UIL stand for?. • U - U niversity • I-I nterscholastic • L - L eague An academic competition for students from 2nd grade through 12th grade. What academic events Are Students able to compete in?.
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Elementary UIL Coordinator
• U- University
• L- League
An academic competition for students from
2nd grade through 12th grade.
Contest involving the study of 40 paintings from the National Gallery in Washington, DC and Texas Museums. Students also study art history and make interpret the ideas and moods of the artists.
Part A Test- 15 painting randomly selected to name painting and artist. Art Smart Bulletin has official spelling
Deduct two points if the artist's name is incorrect; deduct one point if the artist’s name is correct but misspelled. Capitalization and punctuation are part of spelling correctly.
Deduct two points if the title of the art is incorrect; deduct one point if the title is correct but misspelled. The names of the artists
and the names of the pictures must be given as published in the Art Smart Bulletin, noting all corrections in the "Official Notices" of the Leaguer. Artists are usually listed by last name only, but occasionally by another name by which they are best known.
Part B- 30 questions about art history and elements of 40 paintings
In Part B, deduct two points for each incorrect or omitted answer.
This is a chess contest to help students learn problem solving but it is a pencil paper contest. The contest requires students to study a puzzle and determine the fewest number of moves for a checkmate.
The questions are multiple choice and fill-in the black.
Tiebreaker- The time it took to turn in test.
The contest is designed to promote creativity in an academic format and to encourage writing skills at an early grade level. Students in second grade will be able to evaluate their own writing and the writing of others. Contestants will be given a prompt with several captioned pictures. From these pictures, the students will create an original story based on their selections in 30 minutes. The stories must contain at least one of the pictured items, but it is not required that all items on the page be included.
An odd number of judges are used to read the stories. They rank the stories in order of excellence using the evaluation standards page from UIL
Thorough knowledge of the dictionary is a way to increase a student's ability to find the information that is needed for classwork as well as everyday living.
Each Dictionary Skills test consists of 40 objective and short answer questions to be completed in 20 minutes. Contestants use dictionaries during the competition, which may be tabbed.
Contest questions cover word origins and histories, parts of speech, pronunciation, variant spellings, plurals, alphabetizing and other such elements. Test questions are also taken from charts, tables and lists contained in the dictionary. Subject matter of all tests is taken from the Merriam Webster's Intermediate Dictionary, 2004 and subsequent editions. Contestants may use other dictionaries in the contest, but the contest subject matter will be found in Webster's Intermediate.
Scoring is plus 3 points for every correct answer and minus 2 points for each incorrect answer. There shall be no deduction of points for any unanswered or skipped questions.
Example: If a contestant has answered 31 questions correctly (31 x 3 = 93) and has answered 9 incorrectly (9 x 2 = 18) his total is 93 - 18 = 75, or 75 points. No ties are to be broken in this contest. If there is a tie for first place, there is no second place. If there is a tie for second place, there is no third place, etc.
Listening contest is designed to help students recognize the importance of effective listening skills and to identify problems they may have in listening effectively.
* challenging format to test the improvement of their listening abilities.
* listen actively to a variety of material
* learn to analyze and evaluate a speaker's message critically.
Contestants will listen to a script ranging from seven to ten minutes in length, take notes as needed, and use their notes to answer 25 multiple choice, true/false and short answer test questions. natural sciences and social studies. The objective tests will measure skills such as identifying the main idea and supporting ideas, drawing conclusions, distinguishing fact from opinion, and mastering other listening and thinking skills.
Each paper, after being carefully marked, shall be awarded three (3) points for every correct answer. Deduct two (2) points for every incorrect answer. No points are deducted for unanswered questions. Spelling mistakes on fill-in-the-blank questions
should not be counted as an error.
The maps, graphs & charts contest is designed to help students learn to get information from a variety of maps, graphs and charts including world maps, pie charts, bar charts and local area maps, Nystrom Desk Atlas(the 2008 edition will be use in test preparation) Students may also use any other atlas they choose, but the test questions are written using this source.
The objective test will measure skills such as using a reference book to locate information, making comparisons, estimating and approximating, using scale and interpreting grid systems, legends and keys.
Students will be given an objective test containing approximately 75 multiple choice, true/false, and fill-in-the-blank questions which must be answered in 45 minutes.
Focus of the Music Memory contest is an in-depth study of fine pieces of music literature taken from a wide spectrum of music genres to expose students to great composers, their lives and their music. Students should be given the opportunity to describe and analyze the music, relate the music to history, to society and to culture, and to evaluate musical performance.
Students will listen to approximately 20 seconds of up to 20 musical selections and identify the name of the major work, selection and the name of the composer.
Music Memory Official List for 2011-12
STEP ONE: Contestants should write the letter of the selection and major work in the blank next to the correct composer’s name, using each letter once.
STEP TWO: Play the 16 test musical selections and the four tie-breaking musical selections. Contestants should listen to the music excerpt and put the correct number next to the selection name.
STEP THREE: Contestants should write major work (where needed) and selection name for the tie breaker portion of the contest.
Play the 16 test musical selections and the four tie-breaking musical selections in the time indicated. Contestants should write in corresponding numbers the title of the selection, major work (where given), and the composer in the blanks provided.
(A) In the 3rd/4th-grade matching portion of the contest, competitors are awarded two points for recognition of the composer and two points for recognition of selection title. In the 3rd/4th-grade tie-breaking portion of the contest, two points are awarded for major work and two points for selection if both are required. When it is necessary to list both elements, deduct two points if the major work is incorrect. Deduct one point if the major work is correct but misspelled. Deduct two points if the selection title is incorrect. Deduct one point if the selection title is correct but misspelled.
(B) In the 5th/6th-grade contest, competitors are awarded two points for recognition of the selection title and two points for major work, if required. Deduct two points if the major work is incorrect. Deduct one point if the major work is correct but misspelled. Deduct two points if the selection is incorrect, and deduct one point if the selection title is correct but misspelled. Contestants are awarded two points for naming the composer. Deduct two points if the composer’s name is incorrect. Deduct one point if the composer’s name is correct but misspelled. In the 5th/6th-grade tie-breaking portion of the contest, the same scoring method shall be used.
Individuals are called upon every day to use their ability to make quick mental calculations to make decisions. The development of such abilities should be an integral part of the math curriculum. Concepts covered include, but are not limited to: addition, subtraction, multiplication, division, proportions, and use of mathematic notation.
Students will be given a 10-minute, fill-in-the-blank test which they must complete without doing calculations on paper or on a calculator.
Erasures and mark-outs are not permitted.
Check out UIL WEBSITE for Problem sequence
Five points are awarded for each problem solved correctly and four points are deducted for each problem not solved correctly and for each problem skipped. An illegible figure constitutes an incorrect answer. The contest director, with the assistance of graders, may determine whether a figure is legible.
No deduction is taken for problems after the last problem attempted. An illegible figure constitutes an incorrect answer. The contest director, with the assistance of graders, may determine whether a figure is legible.
Starred problems on the test sheets require approximate integral answers, i.e., they permit 5% error; unstarredproblems require exact answers.
Reading literature out loud provides opportunities for students to analyze the text, to grow and to develop as a performer, to communicate a message to an audience and to perform an artistic creation. The oral reading competition should be an extension of the classroom literary and language arts activities in poetry, short stories and children's fiction.
Students in grades 4, 5, and 6 read a selection of poetry. Each selection may be one poem, a cutting of a poem, or a combination of poems. The same selection may be read in all rounds, but different selections are permissible. Selections must be published although the poet may be unknown or anonymous.
A single judge or an odd number of judges are used for each section Judges are ask to give positive and constructive comments on an evaluation sheet. They rank the readers in order of excellence
Texas has put a great emphasis on writing skills at all levels of school and all levels
of state-wide testing. Ready Writing, builds upon those writing skills and helps students refine their writing abilities. In particular, this contest helps them to learn to write clearly and correctly a paper that is interesting and original.
Contestants are given a choice between two prompts which defines the audience, and provides the purpose for writing. Students should be encouraged to analyze the prompts
for the purpose of writing, the format, the audience and the point of view. Some of these include: description to inform -- describe the happening or person/object from imagination or memory; narration -- write a story; persuasion -- describe and argue just one side of an issue; describe both sides of an issue then argue only one side; write an editorial; write a letter to persuade, etc. The format may be, for example, a letter, an article for the newspaper or an essay for the principal.
A standard dictionary or thesaurus may be used during the contest.
There is no minimum or maximum number of words the contestants must write. A total of two hours is allowed for contestants to complete their essays;
An odd number of judges are used to read the stories. They rank the stories in order of excellence using the evaluation standards page from UIL
Test of 40questions with topics defined by a study outline, to be updated yearly.
Grade 5/6 link
Students have 30 minutes for working on test.
The test is based on the TEKS for social studies and test content taken from state adopted text books and identified primary sources
Spelling contest is designed to give students exposure to a wide variety of vocabulary words. It is not a contest of memorization. For the most educational value, preparation for this contest should include instruction in the rules of the English language, meanings and definitions, and root words. In addition to learning to spell proficiently, contestants will learn to write clearly and to capitalize words properly.
Students will write down words given by the pronouncer on their paper at a rate of approximately five words per minute.(A) Grades 3 and 4: 50 words; tiebreaker, 25 words.(B) Grades 5 and 6: 80 words; tiebreaker, 30 words. The tiebreaker is given to all contestants immediately following the initial test.
Contestants may print or write words.
Deduct one point for each incorrectly spelled word.
(A) Word Order. Any word omitted by the contestant is a miss. If all contestants omit the same word, the pronouncer is presumed to have failed to have given the word, so the omission by contestants is not considered a miss.
(B) Punctuation and Capitalization. The misuse of an apostrophe or hyphen, or a mistake in capitalization is considered a miss. Contractions and possessive forms maybe written with all letters connected or written separately.
(C) Misspelled Words on List. Any word misspelled on the spelling list is not to be considered in grading the tests unless a correction has been in the "Official Notices"
section of the Leaguer and posted on the UIL web site.
(D) Determining Legibility. Contestants may print or write words.
If there is a question about legibility of a letter, place a blank piece of paper on either side of the letter, separating it from its context and then determine whether the letter can be identified. If two of three graders rule that a letter is legible, it should be considered correct.
To tell a story, the participant must develop skills in listening, thinking and speaking. This contest also allows for the development of creative expression, something being given more attention in the professional world.
For practice, teachers can use stories from any good children's books or magazines.
Contestants in the second and third grades shall listen to a storyteller read a brief story (between 600 and 1100 words long) only once, and then retell that story in their own words before a judge or judges. There are no time restrictions on the length of the story the student creates.
A single judge or an odd number of judges are used in each section. They should be provided with a copy of the evaluation sheet prior to the beginning of the contest to make certain they understand what is being evaluated. They should also be provided the Major Elements of the Plot for each story. They will rank the speakers in order of excellence
Students may try out for more than one team, but they will have to decide which team they really want to be on if the events are scheduled to compete at the same time.
They may not be on more than 3 teams.
The campus coordinator will send out flyer from your campuses that has the dates and times of practices for each team.
• Students will decide which team they would like to tryout
for and return the form to your homeroom teacher who will return to campus coordinator.
• Students need to make sure to show up at the scheduled
time for their practices .