making standards based grading work in your world language classroom jenni highfill...
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Making Standards Based Grading Work in Your World Language Classroom
Making Standards Based Grading Work in Your World Language ClassroomJenni Highfill [email protected] Lackey [email protected] Pahl [email protected]
Eureka High School, Rockwood School DistrictAll presentation materials available at http://eurekaworldlanguage.wikispaces.com/
NO MATTER HOW LOFTY OUR ESPOUSED EDUCATION GOALS, OUR GRADING PRACTICES REVEAL WHAT WE TRULY VALUE.-Tony Winger
What we know today does not make yesterday wrong.It makes tomorrow better.-Carol Commadore
Where are we coming from?Rockwood School District / Eureka High SchoolAll Spanish teachers / PLCs incorporate the same standard-based grading practices.RSD has a grading and reporting policy that is a work in progress.Disconnect between grading and reporting systemOur focus is on Standards Based Grading and Feedback NOT Standards Based Reporting.We are not experts. We are learning everyday. Our practice is constantly evolving.
What power does a grade have?ThinkPairShareWhat are the 15 fixes for broken grades?Ken O'Connor, a.k.a. The Grade Doctor, is an independent consultant who specializes in issues related to the communication of student achievement, especially grading and reporting. Rockwood School District has used Ken OConnors book as a starting point for book studies and common language about standards based grading.Please refer to your packet for an overview of the 15 fixes our presentation is based on these ideas.Suggestion: Do a book study with your colleagues.
1. Which of the following are currently reflected in grades in most classrooms in the U.S.?how well students behave in classhow well students can take testsif students are responsible and do their homeworkif students participate in classwhat students know and are able to dogroup work and projects that students dostudent attitudes towards the classextra creditif students bring their materials to class each dayall of the above
2. What do you think grades should reflect?how well students behave in class?how well students can take tests?if students are responsible and do their homework?if students participate in class?what students know and are able to do?group work and projects that students do?student attitudes towards the class?all of the above?
3. What do we think grades should reflect?We believe grades should reflect what students know and are able to do.
What should count in a grade?What shouldnt count in a grade?Vocabulary AssessmentsGrammar AssessmentsSpeaking AssessmentsListening AssessmentsReading AssessmentsWriting AssessmentsWork that is gradedWork that shows what a student knows and is able to do
ParticipationBehaviorHomework completionIf you brought your book to classExtra credit for extra workExtra credit for bringing in a box of Kleenex, etc.AttendanceGroup work gradesEhs spanish gradebook categories and weightsSpanishIIIPractice Work (where feedback is given)10%5%Vocabulary Quizzes30%25%Grammar Quizzes20%25%Communicative Skills40%45%SpanishIII, IV, & APInterpersonal Communication Speaking ListeningWriting Reading20%Presentational CommunicationSpeakingWriting20%Interpretive CommunicationReadingListeningViewing20%Linguistic and Cultural CompetenceVocabulary AssessmentsGrammar AssessmentsPronunciation AssessmentsCulture
40%What do we do about Non-academic behavior issues?Failure to complete assignmentsTurning work in lateComing to class unpreparedAttitude problems; lack of cooperationNot working up to potentialFalling asleep in class
What do we do about Non-academic behavior issues?We deal with them as BEHAVIOR issues with behavioral consequences.Talk to the studentBehavior modification tools (getting planner signed, reward system, physical proximity, seating chart adjustment, etc.)Phone call or e-mail homeMandatory academic tutoringDetention How is it fair to make the entire grade based on assessments only?We believe that ALL students can learn, just not always at the same rate.Students need to be held accountable for learning the material.Students who do not demonstrate proficiency are given opportunities to learn the material and re-assess.See Contract for Reassessment, Delayed or Make-up Assessment
Opportunities for re-assessmentDesigned for students who do not demonstrate proficiency (not prepared to move forward in their learning)Same format with different prompts or words. Must be done outside class time generally before or after schoolStudents must complete additional practice prior to reassessment. 2nd grade counts most recent evidence of what students know and are able to do
How do you decide what to assess?Unit Plan (backward design)Based on district curriculum / national standardsUnpack the standards for each unitFor each assessment.Reflect on which specific skills should be testedCreate assessments on which students demonstrate those skillsCreate a rubric that communicates the differences between performance levels
Taking the mystery out of assessmentShare unit goals with students at the beginning of the unit.Share rubrics with students before assessments.Provide practice and feedback before the assessment (practice quiz, skills practice, etc.)An example from The Cosby Show
What should be assessed in a World Language classroom?Use quality assessmentsWhat should be assessed in a World Language classroom?Are the purposes for your assessments clear? Are they clear to the students?Do your assessments match the goals you have for your students?What do quality assessments look like?What are some of the problems with using assessments produced by textbook companies?small changesStart thinking in terms of Performance Standards and not just letter grades (and get your students to start thinking that way too)!Integrate some ideas from Standards Based Grading and Reporting into the constraints of your districts grading system (must give letter grades, percentage cut offs for letter grades, quarter grades, grading policies, etc.) Possible Titles for Performance Standard LevelsAdvancedAdvancedAbove StandardExceptional ConsistentlyProficientProficientAt StandardProficientUsuallyPartialApproaching ApproachingProgressingSometimesMinimalBelowWell BelowBeginningSeldomHow to Grade for Learning, Ken OConnor, 2002, page 72EHS WL Department Titles for Performance Standard LevelsUsed by some Language Arts teachers in our school common language for studentsEach gives a description of the students performance / ability related to the standard
AdvancedProficientDevelopingMinimalLink to PercentagesTraditional School ApproachLinking Performance Standard Levels to Traditional Percentages90-100%Outstanding / Excellent95-100%?
Advanced80-89%Above Average / Good85-94%?
Proficient70-79%Average / Satisfactory75-84%?Developing60-69%Below Average / Poor74% or below?Minimal59% or belowFailing / UnacceptableFar Below Basic?Set the bar high, but help them reach itUse clear standards/goals/performance expectationswhen creating,explaining,giving,grading assessmentsFrequent, intentional formative workPractice assessments, modeling, talking about the scoring guide these are all key steps to encouraging student success.High quality feedback on formative and summative workIntro to scoring guides (see GOLD packet)PALs rubrics from Fairfax County (p. 2)This was our starting point for using descriptive standards-based rubrics department-widehttp://www.fcps.edu/DIS/OHSICS/forlang/PALS/rubrics/Various levels, Speaking, Writing, Interactive TasksNote: The lowest grade is a 50% (not a zero)
Why use 50% as the lowest grade?A grade below 50% for work that was completed involves inappropriate mathematics. With the common grading scale where 59 and below is an F, there are A=11 points (90-100)B=10 points (80-89)C=10 points (70-79)D=10 points (60-69)F=60 points (0-59)The range for an F is six times greater than the other grades.Using 50% as the lowest grade evens things out.A=11 points (90-100)B=10 points (80-89)C=10 points (70-79)D=10 points (60-69)F=10 points (50-59)Do I have to do math? (p. 1)
COMMUNICATION RUBRICSPRESENTATIONAL COMMUNICATIONWRITINGSPEAKINGINTERPERSONAL COMMUNICATIONSPOKEN WRITTENINTERPRETATIVE COMMUNICATIONREADINGLISTENINGPRESENTATIONAL writing rubric
PRESENTATIONAL SPEAKING RUBRIC
INTERPERSONAL speaking rubric
INTERPERSONAL WRITING RUBRIC
INTERPRETATIVEreading rubric
Reading text
Interpretive communication
Listening rubric
OTHER RUBRICSGRAMMARPRETERITE AND IMPERFECT CONJUGATIONSINFORMAL COMMANDSVOCABULARYCOMPREHENSIONPRODUCTIONPRONUNCIATIONLIFE-LONG LEARNING PROJECTS (COMMUNITIES STANDARD)
Grammar rubric
Grammar rubric
Vocabulary comprehension quiz rubric
Vocabulary comprehension quiz rubric
Vocabulary production quiz rubric
PRONUNCIATION
LIFE-LONGLEARNINGPROJECTS (COMMUNITIES STANDARD)
What do students think of Standard-Based Grading and Reporting?Comments from our students
What is your take-away?
Where do you go from here?
With Whom will you discuss these ideas?Making Standards Based Grading Work in Your World Language ClassroomJenni Highfill [email protected] Lackey [email protected] Pahl [email protected]
Eureka High School, Rockwood School DistrictAll presentation materials available at http://eurekaworldlanguage.wikispaces.com/
Contract for Reassessment, Delayed or Make-up Assessment _ EHS WL Dept.Please complete and sign below and return to your teacher today before the end of class.Name:
ASL French German Latin Spanish I II III IV AP - V DeNure Durante Hause Highfill Krinski Lackey Landrum Oberg Pahl Staszcuk Weitzel Whiteford
Class Period:Date of Contract:Due date:
You are receiving this notice regarding the _______________________________________________ quiz because you: have not demonstrated proficiency on this skill. chose not to take the quiz / test on the scheduled date. were unable to take the quiz / test on the scheduled date due to absence.To be eligible to re-take the assessment, you must complete the following activities and re-take the assessment.
_____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________I will complete the required activities above and come in to re-take my assessment on: REPORT TO: WL AcLab in Room 721 Room ___________
___________________, ________________________ at ______:________. Day Date Time Please see posted schedule for days and time that the World Language AcLab is open.I understand if I do not come in for this reassessment, I may be assigned an Academic Detention.
Signature: ____________________________________________________________Hora_______ Nombre__________________________________________________________________ #_______Espaol III: Unidad 1: Vamos a acamparPresentational Writing (X 1): Nuestra excursin a la Reserva Rockwoods 50%53.3%56.7%60%63.3%66.7%70%73.3%76.7%80%83.3%86.7%90%93.3%96.7%100%
567891011121314151617181920
MinimalDevelopingProficientAdvanced
Task Completion / ContentMinimal completion of the task and/or content undeveloped. Inadequate, inaccurate, and/or irrelevant response.
1Partial completion of the task; ideas somewhat developed. Limited response. Some information in response may be incorrect or irrelevant.
2Completion of the task; ideas adequately developed. Includes information about Rockwoods Reservation experience. Response includes all major activities and answers the prompt. 3 Superior completion of the task; ideas well developed and well organized. Creates original sentences about Rockwoods Reservation experience. Response includes all activities as well as elaboration and description. 4
ComprehensibilityText barely comprehensible. Errors of grammar and/or spelling may be impossible to decipher.1Text mostly comprehensible, requiring interpretation on the part of the reader.
2Text comprehensible, requiring minimal interpretation on the part of the reader.
3Text readily comprehensible, requiring no interpretation on the part of the reader.4
VocabularyInadequate and/or inaccurate use of vocabulary from the Unidad 1 vocabulary list; vocabulary may be used inappropriately or out of context; repetitive; possible use of English. 1Somewhat inadequate and/or inaccurate use of vocabulary from the Unidad 1 vocabulary list; few attempts to include previously learned or less commonly used vocabulary.2Adequate and accurate use of vocabulary from the Unidad 1 vocabulary list; some attempts to include previously learned and less commonly used vocabulary.3Rich use of vocabulary from within and beyond the Unidad 1 vocabulary list; frequent attempts to include previously learned and less commonly used vocabulary.4
Basica Language STructuresEmerging use of adjective/article/noun agreement.Correct use about of the time.
1Emerging control of adjective/article/noun agreement.Correct use about of the time.2Correct use basic language structures: adjective/article/noun agreement.Correct use most, but not all of the time.
3Correct use of basic language structures: adjective/article/noun agreement.Correct use most, but not necessarily all of the time. 4
Language Control: Preterite May have attempted to use preterite conjugations, but with many errors. Correct use about of the time.
1Used regular and irregular verbs in the preterite with some success. Correct use about of the time.
2Correctly used most regular and irregular verbs in the preterite.Correct use most, but not all of the time.
3Correctly used a variety of regular and irregular verbs in the preterite. May use infinitives after prepositions.Correct use most, but not necessarily all of the time. 4
Comments: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________nombre ________________________________________________________________________ hora ________
Espaol IV, Unidad 2 Mi minuto muy astuto (Presentational Speaking)50%53.4%56.7%60%63.4%66.7%70%73.4%76.7%80%83.4%86.7%90%93.3%96.7%100%
567891011121314151617181920
MinimalDevelopingProficientAdvanced
Content / Task Completion Ideas are illogical and/or irrelevant to the topic Does not persuade the audience Speech is too short or too long
1 Ideas are somewhat illogical and/or lack relevance May use only facts or only opinions to attempt persuasion of the audience Speech is either too short or too long2 Ideas are logical and relevant Uses both facts and opinions to persuade the audience Speaks for approximately 1 minute
3 Ideas are logical and relevant Integrates facts and opinions in a very convincing way to persuade the audience Speaks for approximately 1 minute
4
Topic Development Does not include statement (introduction or persuasion) Speech is unorganized and ideas are unrelated Little to no support of ideas
1 Lacks persuasive statement Speech lacks organization and cohesiveness of ideas Points may not be defined clearly or supported by facts / opinions
2 Includes persuasive statement to convince audience of point of view Speech is well-organized and ideas cohesive Points are defined and supported
3 Includes strong persuasive statement to view Speech is very well-organized and cohesive Points are very well-defined and supported
4
Presentatnional Skills Does not make eye contact with audience Speaks at a volume too low to be understood Rate of speech is difficult to understand Visuals detract from the presentation
1 Makes periodic eye contact with audience Speaks too quietly to be understood Rate of speech is difficult to understand Visual support (if used) does not enhance the presentation
2 Maintains eye contact with audience throughout most of the presentation Speaks at an appropriate volume to be understood by audience Speaks at a rate to be easily understood by audience Visual support (if used) enhances the presentation
3 Maintains eye contact with audience throughout the presentation Speaks at an appropriate volume to be easily understood by audience Speaks at a rate to be easily understood by audience Visual support (if used) enhances the presentation
4
Comprehensibility / Fluency Errors in pronunciation, make speech incomprehensible Inappropriate / inaccurate vocabulary greatly affects comprehensibility. Speech is halting and uneven with long pauses or incomplete thoughts
1 Some ideas were difficult to understand due to pronunciation Inaccurate or inappropriate vocabulary makes it difficult for the audience to understand. Speech is choppy and/or slow with frequent pauses
2 Communicated ideas clearly Good pronunciation is easily understood Good vocabulary use, appropriate and understandable by audience Speech shows some hesitation but speaker manages to continue and complete thoughts Speaks with some pauses, but speech flows naturally most of the time
3 Communicated ideas very clearly Accurate pronunciation enhances speech Accurate vocabulary use, appropriate and easy for the audience to understand Speech shows few pauses or false starts Speaks with ease and comfort with the language
4
Langauge Use Emerging use of basic language structures (correct the time) Does not use targeted structures or uses them with virtually no accuracy
1 Control of basic language structures (correct of the time) Attempt to use targeted structures but may lack accuracy (attempts using future conjugations, if clauses and/or direct object pronouns).
2 Correct use of most basic structures Evidence and control of some targeted structures (uses future tense in if clauses to make predictions and/or uses direct object pronouns to communicate concisely).
3 Correct use of basic structures Evidence and control of targeted structures (uses future tense in if clauses to make predictions and explain consequences, uses direct object pronouns to communicate concisely).
4
nombre ________________________________________________________________________ hora ________
Espaol AP, Unidad 1 El medio ambienteInterpersonal Writing Scoring Guide50%53.4%56.7%60%63.4%66.7%70%73.4%76.7%80%83.4%86.7%90%93.3%96.7%100%
567891011121314151617181920
MinimalDevelopingProficientAdvanced
ContentContributed only random thoughts / non-relevant information.
1Added basic information about the questions being discussed without moving the correspondence forward. Some information may have been inaccurate, off topic, or lacking in support. 2Contributions are logical and follow the stream of the correspondence. Contributed relevant comments, questions, facts, and opinions that related to the topic.
3Contributions are logical and with insightful comments, questions, and relevant facts that advanced the correspondence and drew partner into the correspondence. 4
EngagementLittle to no participation in the correspondence. Did not respond appropriately to questions or attempt to sustain the correspondence.
1Participation in the correspondence was limited; did not respond appropriately to parts of the correspondence. Little attempt made to ask questions or sustain the correspondence.
2Active participant throughout the correspondence. Offers own ideas and attempts to ask questions to engage partner in the correspondence.
3Active participant throughout entire correspondence. Sustains the correspondence by asking questions and reacting to partners comments. 4
ComprehensibilityText barely comprehensible. Errors of grammar and/or spelling may be impossible to decipher.
1Text mostly comprehensible, but requires interpretation on the part of the reader. Errors in vocabulary and grammar occasionally impede communication.
2Text comprehensible, requiring minimal interpretation on the part of the reader. Errors in vocabulary and grammar do not impede communication.
3Text readily comprehensible, requiring no interpretation on the part of the reader. Use of advanced vocabulary and grammatical structures enhances communication. 4
Language Control Basic StructuresEmerging use of basic language structures (correct use of the time). 1Control of basic language structures (correct use of the time). 2Mostly accurate use of basic language structures.
3Precise use of basic language structures.
4
Basic Structures: subject / verb agreement; adjective/article/noun agreement; verb tenses and conjugations
Language Control Advanced StructuresNo use of advanced language structures
1Minimal or incorrect use of advanced language structures2Correct use of advanced language structures
3Correct use of a variety of advanced language structures.4
Advanced Structures: subjunctive; future tense; conditional tense; if-clauses; perfect tenses
Hora ______ Nombre ______________________________________________________________ #_______RETAKE
Espaol IV, Unidad 2, la tecnologaInterpretative Communication: Reading Assessment50%57.2%64.3%71.4%78.6%85.7%92.9%100%
345678910
MINIMALDEVELOPINGPROFICIENTADVANCED
Supporting DetailsUnable to accurately identify details from the reading selections. (5 or fewer correct)
1Accurately identifies minor details from portions of the reading selections. (6-7 correct)
2Accurately identifies minor details from the majority of the reading selections. (8 correct)
3Accurately identifies minor details from the all or almost all of reading selections. (9-10 correct)4
Meaning from contextIdentifies accurate meaning for one or fewer words based on context of selection.1Identifies accurate meaning for some words (2-3) based on context of selection.2Identifies accurate meaning for most words (4-5) based on context of selection.3Identifies accurate meaning for all words based on context of selection.4
Main Idea Unable to demonstrate accurate interpretation of the main idea of the reading selection. 0 Demonstrates an understanding of the topic, but doesnt clearly identify the main idea of the reading selections. 1Demonstrates accurate interpretation of main idea of the reading selection. 2
I. Supporting Information Identify the 8 details mentioned in the article. For each detail that is mentioned, write the line number(s) associated with that section of the article. For the 2 details not mentioned, leave the line blank.
A. # ______ In many cases, the people that work in this way wont even know the identity of others.
B. # ______ In the future, perhaps you wont even have an office.
C. # ______ Many people are fearful of these new technologies and are fighting to keep face to face communication a part of the daily workplace.
D. # ______ A panel of experts points out a dramatic change in the place of work as we know it.E. # ______ In the future, we are going to redesign surfaces without touching them, interact with documents, or create objects that then can be printed in 3D.
F. # ______ The cell phone and, in time, glasses and contact lenses will be the entry way to virtual work spaces.
G. # _______ In addition to revolutionizing the workplace, these new technologies with give us more opportunities to connect families, friends, and educators.
H. # ______ In place of offices, multiple surfaces in the home or in shared work centers will be covered with digital smart paint that will project 3D avatars of colleagues.
I. # ______Due to these changes, the workforce will be much more scattered in the future.
J. # ______Technology could mean that we will work a little less.
II. Meaning from context Based on the passage, choose the best translation for each word.
_____ 1. pensadoresA. thinkersB. thinkingC. thoughts
_____ 2. evocarA. to hide; to cover upB. to hinder; to prevent; to slow downC. to conjure; to summon up
______ 3. se incrementarA. will increaseB. his changesC. will be housed/located_____ 4. dispositivos (multiple contexts)A. slides B. devicesC. negative attitudes
_____ 5. abejasA. flagsB. phonesC. bees
____ 6. fundadorA. founderB. backgroundC. office / workplace
III. Main Idea / Purpose of Text / Organizing Principle
_______ 1. What is the purpose / organizing principal of the selection?A. A blog that expresses the writers personal opinions B. A textbook chapter about facts and analysis of those factsC. An article from an online magazineD. A Wikipage that contains information, thoughts, and opinions from several different people
_______ 2. What is the main idea / topic of the selection?A. emerging technologies that will make it possible for people to work together from places besides an officeB. current technologies that are under-utilized and could be making our lives easierC. ideas for new technologies that information technology specialists should start exploring and developingD. the dangers of not adapting to new technologies
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5051En el 2025 no habr que ir a la oficinaPor Agencias / [email protected] posibilidad de trabajar con gente con la que uno nunca va a encontrarse y comunicarse con colegas virtuales, son dos de los posibles escenarios identificados por importantes pensadores sobre cmo evolucionarn los lugares de trabajo para 2025
Lunes, 24 Septiembre 2012 19:39Muestreos de un panel, en el que estaban representados el Imperial College London, el Instituto de Tecnologa de Masschusetts (MIT, por sus siglas en ingls), la Universidad de Washington, otras academias internacionales y el gobierno britnico, apuntan a un cambio dramtico en el lugar de trabajo tal cual lo conocemos.Olvdese de si es prctico o no traer sus dispositivos tecnolgicos al trabajo. En el futuro, quiz usted ni tenga una oficina. Segn el grupo de expertos, en 2025 la tecnologa nos permitir evocar los espacios de trabajo mediante el uso de superficies interactivas.Teleconferencias hologrficas y pruebas virtuales de los proyectos harn que los modelos de las actuales oficinas terminen en la papelera de reciclaje.En su lugar, mltiples superficies en el hogar, o en los centros de trabajo compartido, sern revestidas con pintura digital "inteligente" que proyectar, con un solo toque, avatares en 3D de los colegas.El proyecto "Recompose" del MIT ya est viendo cmo una superficie fsica puede cambiar en respuesta a comandos basados en gestos.En el futuro vamos a remodelar superficies sin tocarlas, interactuar con documentos o crear objetos que luego pueden ser impresos en 3D.Fuerza dispersaDebido a estos cambios, la fuerza de trabajo estar mucho ms dispersa. Los empleados tendrn diversas carreras en varios lugares diferentes y trabajarn perodos ms cortos en los proyectos."La posibilidad de trabajar con gente con la que uno nunca va a encontrarse y comunicarse con colegas virtuales son dos de los posibles escenarios identificados por importantes pensadores sobre cmo evolucionarn los lugares de trabajo para 2025", coment Mark HeraghtyEn muchos casos, las personas que trabajen de esta manera ni siquiera conocern las identidades de los dems.Y no slo los empleados deben estar preparados para el cambio. El nmero de locaciones que una compaa utiliza se incrementar 50% para 2020, de acuerdo a una investigacin de PriceWaterhouseCoopers.Es una tendencia que ya est en marcha. Para el prximo ao habr 1.200 millones de dispositivos electrnicos conectados en ms de 800 millones de hogares con conexiones de banda ancha, asegura IBM.Polticas como la de "traiga su propio dispositivo" son cada vez ms populares ya que las funciones de los dispositivos de consumo cada vez ms permiten su uso para los negocios.Con el tiempo, la computacin omnipresente a travs redes integradas de circuitos en todo lo que nos rodea significar que el telfono mvil y, con el tiempo, gafas y lentes de contacto, sern la puerta de entrada a los espacios de trabajo virtuales. Un pestaeo y uno puede transportarse al corazn de las "oficinas".Caos organizadoDebido a la mayor conectividad y a la inmensa dispersin de la mano de obra, simularemos el caos organizado de una colonia de abejas o de hormigas.Los grupos de trabajadores se organizarn digitalmente a lo largo del mundo y se mantendrn en contacto con esta tecnologa incorporada que nos permitir trabajar aunque estemos en movimiento siempre que queramos. Es comprensible que todo esto suene un poco androide."No hay razn para temer", asegura Mads Thimmer, fundador de Innovation Lab, una entidad danesa sobre las redes de tecnologas emergentes.Innovaciones impulsadas por datos, respaldadas por la infraestructura comunicacional, forzarn algunos cambios enormes en el lugar de trabajo y en la forma en que muchos de nosotros hacemos nuestro trabajo.La tecnologa ser capaz de liberarnos de muchas de las restricciones de los patrones actuales de trabajo y tambin podra significar que todos trabajemos un poco menos.
http://www.laverdad.com/cienciaytecn/11809-en-el-2025-no-tendran-que-ir-a-la-oficina.html?tmpl=component&print=1&layout=default&page= Hora:______ Nombre:__________________________________________________________ #:______
Espaol IIILeccin PreliminarForma AInterpretive Communication (Listening)
50%58.3%66.7%75%83.3%91.7%100%
2345678
MinimalDevelopingProficientAdvanced
Interpretation of Main IdeasUnable to accurately identify main ideas in listening selections designed for Spanish learners.(3 or more errors) 1Accurately identified some main ideas in listening selections designed for Spanish learners. (2 errors) 2Accurately identified most main ideas in listening selections designed for Spanish learners. (1 error) 3Accurately identified main ideas in listening selections designed for Spanish learners. 4
Comprehension of Supporting Details Demonstrated accurate comprehension of specific details from 3 or fewer listening selections; some details are incorrect.
1Demonstrated accurate comprehension of at least one specific detail from at least 4 listening selections; may have incorrect details.
2Demonstrated accurate comprehension of at least one specific detail from each listening selection and no incorrect details.
3Demonstrated accurate comprehension of at least one specific detail from each listening selection plus at least 3 additional details, no incorrect details. 4
MODELO: http://www.laits.utexas.edu/spe/vid/beg05c.html
1. http://www.laits.utexas.edu/spe/vid/int12b.html2. http://www.laits.utexas.edu/spe/vid/adv13b.html3. http://www.laits.utexas.edu/spe/vid/beg05ex.html 4. http://www.laits.utexas.edu/spe/vid/beg05a.html5. http://www.laits.utexas.edu/spe/vid/adv13ex.html
A. I like sports, art, and music.B. I like to go mountain biking.C. I like to play the guitar.D. I like to play soccer and tennis. E. I like to spend time with my family on the weekends.F. I love to travel and have lived in various Latin American countries.
Modelo: _______ Jos G., Mxico, Delicias, ChihuahuaDetalle(s): _________________________________________________________________________________________________________________________________________________________________
Escucha los audios e identifica la idea principal del recuadro. Luego escribe detalles de cada seleccin. A. I like sports, art, and music.B. I like to go mountain biking.C. I like to play the guitar.D. I like to play soccer and tennis. E. I like to spend time with my family on the weekends.F. I love to travel and have lived in various Latin American countries.
________ Regina R., Per, LimaDetalle(s): _________________________________________________________________________________________________________________________________________________________________
________Ronald F., Venezuela, MridaDetalle(s): _________________________________________________________________________________________________________________________________________________________________
________Mara M., Mxico, Monterrey Detalle(s): _________________________________________________________________________________________________________________________________________________________________
________Alfredo C., Mxico, Monterrey Detalle(s): _________________________________________________________________________________________________________________________________________________________________________ Regina R., Per, LimaDetalle(s): _________________________________________________________________________________________________________________________________________________________________Hora_______ Nombre________________________________________________________ #______
Espaol IV Unidad 1, El Rey LenPrueba de gramtica Los verbos en el pretrito y el imperfectoMinimalDevelopingProficientAdvanced
50%54.2%58.3%62.5%66.7%70.8%75%79.2%83.3%87.5%91.7%95.8%100%
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Regular and car, -gar, -zar verbs6 or more errors in the conjugation of regular and car/-gar/-zar verbs, including accent marks..
14-5 errors in the conjugation of regular and car/-gar/-zar verbs, including accent marks.
21-3 errors in the conjugation of regular and car/-gar/-zar verbs, including accent marks.
3All regular and car/-gar/-zar verbs are correctly conjugated, including accent marks.4
i( y and stem-changing verbs5 or more errors in the conjugation of i(y and stem-changing verbs, including accent marks.
13-4 errors in the conjugation of i(y and stem-changing verbs, including accent marks.
21-2 errors in the conjugation of i(y and stem-changing verbs, including accent marks.
3All i(y and stem-changing verbs are correctly conjugated, including accent marks.4
Irregular verbs8 or more errors in the conjugation of irregular verbs.15-7 errors in the conjugation of irregular verbs.22-4 errors in the conjugation of irregular verbs.30-1 errors in the conjugation of irregular verbs are correctly conjugated.4
Imperfect 5 or more errors in the conjugation of verbs in the imperfect, including irregulars and accent marks.13-4 errors in the conjugation of verbs in the imperfect, including irregulars and accent marks.
21-2 errors in the conjugation of verbs in the imperfect, including irregulars and accent marks.
30 errors in the conjugation of verbs in the imperfect, including irregulars and accent marks.
4
A. Escribe las conjugaciones de estos verbos en el imperfectoInfinitivoyotl/ella/Ud.nosotros/asellos/ellas
1. cantar
2. comer
3. ir
4. ser
5. mentir
B. Llena los espacios en blanco con las formas de los verbos en el pretrito.
infinitivoyotl/ella/Ud.nosotros/asellos/ellas
1. andar
2. buscar
3. creer
4. dar
5. decir
6. divertirse
7. dormir
8. empezar
9. llevar
10. hacer
11. ir / ser
12. jugar
13. aprender
14. abrir
15. repetir
16. tener
17. saber
18. ver
Nombre:Fecha:Clase:50%55.6%61.1%66.7%72.2%77.8%83.3%88.9%94.4%100%
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MinimalDevelopingProficientAdvanced
A & B. Recognition of vocab (matching)0-14 correct 115-19 correct 220-22 correct323-24 correct4
C. Comp of vocab in written context0-6 correct choices 17 correct choices 28 correct choices39-10 correct choices 4
D. Comp of vocab in spoken context0-3 correct descriptions 14-5 correct descriptions 26 correct descriptions 37-8 correct descriptions 4
A. Matching: Match the image to the Spanish wordAB
C
D_____1. alto_____2. desorganizado_____3. dormir_____4. el centro comercial_____5. el estadio_____6. el jugador_____7. el pollo_____8. estar enfermo_____9. leer un libro_____10. comprar ropa_____11. el equipo_____12. tener miedo
EFGH
IJKL
B. Matching: Match the Spanish word with its English equivalentA) tener raznB) rubio (a)C) pelo castaoD) la carneE) estar tranquiloF) el postreG) estar contentoH) aprenderI) el partido de bsquetbolJ) descansarK) alquilarL) almorzar_____1. basketball game_____2. brown hair_____3. dessert_____4. fair, blonde_____5. meat_____6. to be calm_____7. to rent_____8. to be happy_____9. to be right_____10. to eat lunch_____11. to learn_____12. to rest
C. Leer en contexto. Luisa and Victoria are finalizing their weekend plans. Select the best choices from the following statements and write the letter on the blank.
1. El viernes, Luisa y Victoria van al _______ para cenar.a. conciertob. estadioc. restaurante
2. Ellas tienen mucha _______ y comen una ensalada, pollo con arroz y un helado.a. hambre b. calor c. sed
3. Despus ellas quieren encontrar ropa nueva y van al centro comercial para_______.a. mirar la televisin b. ir de compras c. almorzar
4. En el centro comercial hay muchas______.a. oficinasb. bibliotecasc. tiendas
5. Ellas compran mucha ropa. El sbado ellas van a una fiesta para ___________.a. practicar deportesb. pasar un rato con amigos c. estudiar
6. Ellas estn muy ___________ para charlar con gente (to chat with people).a. enfermas b. deprimidasc. emocionadas
7. El domingo, ellas tienen mucha tarea. Ellas van a la ________.a. bibliotecab. escuelac. piscina
8. Luisa y Victoria escriben ensayos, leen libros y __________el vocabulario.a. estudian b. bebenc. van
9. Luego, Luisa quiere ir al _______ para correr y hacer ejercicio.a. partidob. gimnasio c. teatro
10. Victoria prefiere nadar. Ella va a la _____________.a. piscina b. parque c. centro
D. Match the pictures with the descriptions that you hear. Write the letter in the blank that corresponds to each statement. Each person will be described twice.
ABCD
_____1. _____2. _____3. _____4. _____5. _____6. _____7. _____8. REPASO: ACTIVIDAD 1 - LISTEN AND MATCHLevel 2 Textbook p. 30TXT CD 1, Track 16Listen and matchEscucha las siguientes descripciones. Escribe laletra de la persona que corresponde.
1. Es baja y pelirroja.2. Tiene el pelo castao.3. Es desorganizada.4. Es joven y cmico.5. Es muy atltica.6. Es alto y organizado.7. Es rubio.8. Es muy estudioso.Nombre:___________________________________________ Fecha:______________ Clase:_____________ FORMA AAvancemos 2Unidad 2, Leccin 2Prueba de comprensin50%55.6%61.1%66.7%72.2%77.8%83.3%88.9%94.4%100%
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MinimalDevelopingProficientAdvanced
A. Comprehension of vocab in spoken context0-3 correct activities14 correct activities25-6 correct activities37 correct activities 4
B. Comprehension of vocab in written context0-5 correct choices 16-7 correct choices 28 correct choices39-10 correct choices 4
C. Recognition of vocab (matching)0-6 correct choices 17 correct choices 28-9 correct choices310 correct choices 4
A. Escuchar: Listen to Diegos routine. Put the activities in the order that you hear them. Write the letter of the word that best completes each sentence in the blank. (TXT CD 3, Track 22)A. se duermeB. apaga la luzC. se lava la caraD. lee un libroE. se acuestaF. se seca la caraG. se cepilla los dientes
1. Primero, _______ y _______.2. Entonces _______.3. Luego, _______ y _______.4. Ms tarde, _______.5. Por fin, _______.
B. Leer: Mara and her brother Javier have different opinions about routines. Circle the letter of the word or phrase that best completes each sentence.
______1. Es importante ____ temprano para dormir ocho horas.a. acostarseb. ponerse la ropac. secarse
______2. Javier ____ muy tarde por la noche porque le gusta mirar la tele.a. se despiertab. se duermec. se levanta
______3. Yo ____ antes de ir a una fiesta.a. me entrenob. me maquillo c. tengo sueo
______4.Tengo ____ nuevo para lavarme el pelo.a. un champ b. un cuelloc. un peine
______5. Javier prefiere ponerse la ropa primero y luego ____ .a. afeitarseb. baarse c. levantarse
_______6. Javier ____ el pelo con una toalla.a. se lava b. se peinac. se seca
_______7. A m me gusta ms secarme el pelo con ____ .a. el cepillob. el desodorantec. el secador de pelo
_______8. Es importante ____ despus de comer el desayuno.a. acostarse b. cepillarse los dientesc. entrenarse
_______9. Hoy Javier se levant tarde y ahora ____ porque quiere llegar a tiempo.a. tiene hambreb. tiene prisac. tiene sueo _______10. Yo ____ despus de entrenarme.a. me despiertob. me levantoc. me ducho
C. Match the names of the body parts with the picture. One will not be used and one will be used twice.
a. ________b. ________c. ________d. ________e. ________f. ________g. ________h. ________i. ________j. ________1. el codo2. el cuello3. el dedo4. el dedo del pie5. el hombro6. la cara7. la mueca8. el pelo9. la ua10. los dientes
TXT CD 3, Track 22Tengo la misma rutina cada noche. Primero me lavo la cara con jabn y me seco la cara con una toalla. Entonces, me cepillo los dientes con mi pasta de dientes favorita. Luego me acuesto y leo un libro por un rato. Ms tarde, apago la luz y me duermo. Buenas noches!Hora______ Nombre______________________________________________ #_______
Espaol III, Unidad 1: Vamos a acampar Prueba de aplicacin
Contesta la pregunta usando por lo menos 7 palabras o frases del recuadro.canteen; water bottlegas stovematchessleeping bagtentto light; to turn onto protect (us)to use; to utilizeLinguistic Competence: Vocabulary ProductionMinimal -1 Developing - 2Proficient - 3Advanced - 4
50%55.6%61.1%66.7%72.2%77.8%83.3%88.9%94.4%100%
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Vocabulary Production: Correct spelling (including diacritical marks) of 7 or more words from word box 3 / 4 / 5-6 / 7 1 2 3 4
Vocabulary Use: Appropriate use of 7 or more words from box: meaning, grammar (conjugations, agreement, word order) 3 / 4 / 5-6 / 7 1 2 3 4
Ms Vocabulario: Correct spelling (including diacritical marks) of words from the Ms vocabulario 7 / 8-10 / 11-13 / 14-15 1 2 3 4
Presentational: WritingMinimal -1 Developing - 2Proficient - 3Advanced - 4
50%55.6%61.1%66.7%72.2%77.8%83.3%88.9%94.4%100%
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Content: Length, variety, & organization of ideas 1 2 3 4
Language Use: Accuracy & complexity of grammar & vocabulary 1 2 3 4
Comprehensibility: Ease of interpretation 1 2 3 4
Qu equipo traes cuando vas a acampar? Por qu / Para qu lo necesitas?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Ms vocabularioEscribe los artculos definidos (el, la, los, las) junto a los sustantivos.
campfire
(cooking) pot
challenge
flower
little stick
nature
spider
SUV; pick-up truck
tree
to fill
to have fun
to save (money or time)
inside of
outside of
without
Clase:_____ Nombre: ____________________________________ Nmero de tele: _____________________Srta. Weitzel: (636) 587-XXXX (Google Voice)Espaol II: Unidad 2-2PRUEBA: Pronunciacin de Vocabulario50%55.6%61.1%66.7%72.2%77.8%83.3%88.9%94.4%100%
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BELOW BASICBASICPROFICIENTADVANCED
Pronunciacin: vocalesDominated by native language; numerous errors occur in pronunciation of single vowel sounds and diphthongs. Incomprehensible. 1Influenced by native language; Errors in pronunciation of single vowel sounds and diphthongs have an impact on comprehensibility. 2Mostly correct; Some minor errors in pronunciation of single vowel sounds and diphthongs.
3Approximates native speech; Clearly pronounces all or almost all single vowel sounds and diphthongs correctly.
4
Pronunciacin: consonantsDominated by native language; numerous errors occur in pronunciation of consonant sounds. Incomprehensible. 1 Influenced by native language; Errors occur in pronunciation of consonant sounds that have an impact on comprehensibility. 2Mostly correct; Some minor errors in pronunciation of consonant sounds.
3Approximates native speech; Clearly pronounces all or almost all consonant sounds correctly.
4
AcentosFew words said with proper stress. Rarely stresses the correct syllables.
1Some words said with proper stress. Occasionally stresses the correct syllables.2Most words said with proper stress. Usually stresses the correct syllables.3All or almost all words said with proper stress. Always or almost always stresses the correct syllables.4
Lee y graba las oraciones.
1. Tengo la misma rutina todos los das.2. Primero, me despierto y me levanto de la cama.3. Enciendo la luz y voy al bao para lavarme la cara.4. Me seco con una toalla y me arreglo el pelo con el peine.5. Despus, me cepillo los dientes y me maquillo.6. Generalmente tengo prisa, entonces me pongo la ropa rpidamente.7. Por fin, apago la luz y voy a la escuela.
Hora_______ Nombre_____________________________________________________________ #_______
Lifelong Learning Project: Spanish II-APCCO V: Communities Lifelong LearningPercentage score will be weighted 50% (equivalent to 50 points) in the Linguistic and Cultural Competence category.5678910111213141516171819
50%53.657.260.764.367.971.47578.682.285.789.392.996.4100
Below BasicBasicProficientAdvanced
Project Topic and ActivityTopic and activity are inappropriate and/or insubstantial. Provides very limited opportunities for language and/or cultural learning. 1Topic and activity are somewhat inappropriate and/or insubstantial. Provides limited opportunities for language and/or cultural learning. 2Topic and activity are appropriate and substantial. Provides adequate opportunities for language and/or cultural learning. 3Topic and activity are clearly appropriate and substantial. Provides rich opportunities for language and/or cultural learning. 4
Accuracy of information providedInformation provided may be inaccurate, irrelevant, and/or vague.
1Some information provided may be inaccurate, irrelevant, and/or vague.
2Most information provided is accurate, relevant, and specific.
3All information provided is accurate, relevant, and specific. Research and written summary reflect an accurate understanding of the topic. 4
EvidenceEvidence weak or not provided. Details in written summary do not provide convincing evidence that project was completed as stated. 1Evidence may be somewhat unclear or vague. May have been provided late or after teacher reminder. Details in written summary suggest project was completed as stated. 2Clear and appropriate evidence provided with initial submission of project. Details in written summary are substantial and make it clear that project was completed as stated. 3
Personal Reflection / Life-Long LearningNo personal reflection about learning demonstrated; limited summary of the experience.
2No or little personal reflection about learning demonstrated. Provides a statement of facts or a basic summary of the experience.
4Personal reflection demonstrates what was learned through the experience.
6In-depth personal reflection demonstrates what was learned through the experience AND describes how the experience has enriched your life, changed your life, or changed your way of thinking. 8
Comentario: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________