performance-based assessment design€¦ · web viewt f the kiwanis club of little havana has...

Joann E.S. GaviganEdison Township Public [email protected]

THEMATICALLY ORGANIZED ASSESSMENTSPANISH

TOA Title: Una visita familiar (A Family Visit)

Theme: TGIF/How Do I Spend My Free Time?

Level: Intermediate-Low

TOA Overview:

You live near Miami, Florida. You haven’t seen or talked to your cousin from New York in a few years (gracias to your feuding fathers). Now that they are talking again, the entire family is coming for a mid-winter visit. You are looking into different events and activities your family can do with them. After reading an article about Carnaval Miami in your Spanish class, you think this might be something that your relatives would enjoy and write yourself a note in your planner to tell your mom about it. That Friday afternoon, you and your friend are waiting for a ride home from school. Your Spanish teacher comes around the corner and starts to talk to you about your plans for the weekend and the following week, por supuesto, en español. You and your friend seize the opportunity to help your grade and answer her, telling her about your usual activities, your relatives visit and your upcoming plans for Carnaval. You even have enough courage to ask your teacher about her plans. When you get home, your mother tells you that your cousin is also studying Spanish this year. To get to know him/her again, you decide to practice a little by e-mailing him/her using only Spanish. You describe some of your hobbies and other free time activities, ask some questions to find out what s/he likes to do so you can plan a few things s/he might enjoy, and talk about the family plans for their trip.

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Task Title: ¡Vamos a Carnaval Miami!


Level: Intermediate Low Focus Age Group: 13 - 15

National Standards Goals: Communication Cultures Connections Communities

Communicative Mode: Interpretive

Time Frame: One class period (46 minutes)

Description of Task:You live near Miami, Florida. Your relatives will be visiting from New York next week and you are looking into different events and activities your family can do with them. While looking in the Nuevo Herald during your Spanish class, you find an article about the Carnaval Miami.

Pre-Reading: In preparation for reading this article, reflect on the following questions: Have you ever attended a carnival? What activities could you do there?

Now read the article and complete the activities for the Comprehension Phase in English.

Materials Needed: copies of text, Comprehension Phase activities, pen or pencil, lined paper, rubric

Teacher Notes: The pre-reading is included to have students reflect on previous experiences. These questions do not need to be discussed as a class. It is recommended that class activities and assessments include Interpretive reading tasks and the rubric to familiarize the students with the process.

Scoring Criteria / Rubric: See rubric on page 3

Adaptations: Students in need of modifications may be given an English word bank for part III, Meaning from context. For some students, the articles may be read aloud, along with any parts of the Comprehension Phase activities.

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Nombre ________________________ Interpretive Task: Intermediate-Low

Fecha _____________________________ ¡Vamos a Carnaval Miami!

You live near Miami, Florida. Your relatives will be visiting from New York next week and you are looking into different events and activities your family can do with them. While looking in the Nuevo Herald during your Spanish class, you find an article about the Carnaval Miami.

Pre-Reading: In preparation for reading this article, reflect on the following questions: Have you ever attended a carnival? What activities could you do there?

After you have read the article, complete the Comprehension Phase activities to show how much of the article you understand.

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Intermediate-Low Interpretive RubricUna visita familiar (A Family Visit)

EXCEEDS EXPECTATIONS

MEETS EXPECTATIONS

DOES NOT MEET EXPECTATIONS

Can I identify the main idea?

(Main Idea)

I identify the main ideas of the text. I do not identify the main ideas of the text.

Can I understand supporting details?

(Comprehension)

I understand most supporting details of the text.

I understand some supporting details.

I understand few supporting details.

Can I infer meaning?

(Interpretation)

I infer the meaning of most cognates and word families.

I derive the meaning of some new words from context.

I infer the author’s intent.

My answers demonstrate some cultural awareness.

I infer the meaning of some cognates and word families.

I derive the meaning of a few new words from context.

I attempt to infer the author’s intent.

My answers demonstrate little cultural awareness.

I infer the meaning of few cognates and word families.

I do not derive the meaning of new words from context.

I do not infer the author’s intent.

My answers do not demonstrate cultural awareness.

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Nombre _____________________________ Interpretive Task: Intermediate-lOWFecha ______________________________ ¡Vamos a Carnaval Miami!

I. Main Ideas. Using the information from the article, provide the main purpose(s) of the article in English.__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

II. Supporting details. After reading the article, Decide if each detail below is true or false based on the information in the article; For the details that are false, find and copy the correct detail in Spanish to make it true.

T F You can enjoy many different activities, including sports, dance, jazz music, and food.

____________________________________________________________________

T F You can participate in a run or a walk to kick off the Carnaval.

____________________________________________________________________

T F You can participate in games of checkers.

____________________________________________________________________

T F You can listen to the best musical groups.

____________________________________________________________________

T F The celebration takes place on 23rd Street.

____________________________________________________________________

T F The food is from all over the world.

____________________________________________________________________

T F The Kiwanis Club of Little Havana has been organizing the festival for years.

____________________________________________________________________

T F The money raised by the festival is used to run programs for the elderly of South Florida.

____________________________________________________________________

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III. Meaning from context. Based on this article, write what the following bold-faced words or expressions probably mean in English.

1. paragraph 1: … gustan los deportes …

____________________________________________________________________

2. paragraph 2: … y una caminata de 5 kilómetros por la Calle Ocho, …

____________________________________________________________________

3. paragraph 2: … que ofrece entretenimiento para toda la familia

____________________________________________________________________

4. paragraph 3: Para bajar las calorías, recorra los verdes campos…

____________________________________________________________________

5. paragraph 4: El festival callejero más grande …

____________________________________________________________________

6. paragraph 4: … los mejores músicos y las …

____________________________________________________________________

7. paragraph 4: … repletas de música, grupos folclóricos, entretenimiento …

____________________________________________________________________

8. paragraph 5: … que año tras año prepara …

____________________________________________________________________

IV. Inferences. Answer the following questions by providing as many reasons as you can in English. Use lined paper to write your answers.

1. Would you want to go to the Carnaval Miami with your family? Use details from the article to support your answer, whether you want to go or not.

2. Why do you think that the author included a description of so many activities? Can you find any connections to the fact that it is written in Spanish? Explain your answer.

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¡Vamos a Carnaval Miami!TGIF/How do I spend my free time?

Interpretive Task

Si le gustan los deportes, el baile, el arte y la

belleza, la comida abundante, los conciertos de jazz y

la fiesta callejera de más sabor en la nación . . . ¡a

festejar en grande durante este carnaval!

Las actividades del carnaval comienzan con una

carrera de 8 kilómetros y una caminata de 5

kilómetros por la Calle Ocho, auspiciadas por Publix.

Para los "jazz lovers", el festival Sun Day on the

Mile, presentado por General Motors, los invita a

pasar un domingo inolvidable que ofrece

entretenimiento para toda la familia con exhibiciones

de arte y comidas de alta gastronomía.

Luego, envíe su receta y participe en el Concurso de Cocina donde puede ganar grandes premios y

probar delicias. Para bajar las calorías, recorra los verdes campos del Biltmore durante el Carnaval

Miami Golf Classic, auspiciado por Univision 23, pero si su gusto es más sedentario (aunque

bullanguero) participe en el campeonato de dominó patrocinado por la Cia. Blue Cross & Blue Shield,

en el Parque del Dominó en la Pequeña Habana.

El domingo más caliente del año, ¡la gran celebración de la Calle Ocho! El festival callejero más

grande del mundo, donde participan los mejores músicos y las más reconocidas orquestas para deleitar al

público. Veintitrés cuadras repletas de música, grupos folclóricos, entretenimiento para los niños y

sobre todo, comida, mucha comida de todas partes del mundo.

Los eventos del Carnaval Miami son organizados por el Club Kiwanis de la Pequeña Habana,

institución sin fines de lucro, que año tras año prepara el festival para el deleite de todos. Los fondos

excedentes del festival son los que permiten a la organización asumir proyectos cívicos y humanitarios

que benefician mayormente a la juventud del sur de la Florida.

Nuevo Herald, Suplemento Especial, February 29, 2004

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Task Title: When opportunity knocks…

Theme: TGIF/How Do I Spend My FreeTime?

Level: Intermediate-Low Focus Age Group: 13 - 15

National Standards Goals: Communication Communities

Communication Mode: Interpersonal

Time Frame: Two to three class periods (46 minutes) – depending on class size

Description of Task: That Friday afternoon, you and your friend are waiting for a ride home from school. Your Spanish teacher comes around the corner and stops to talk to you. (¡Ay, no!) S/he asks you about your plans for the weekend and the following week, por supuesto, en español. You and your friend seize the opportunity to help your grade and answer her. You both tell her about your usual activities. Then you decide to tell her about your relatives visit and your upcoming plans for Carnaval. Towards the end of your conversation, you have enough courage to ask your teacher about her plans.

Materials Needed: copies of the rubric

Teacher Notes: The task is designed to be done with two students and the teacher. The conversation should begin with basic conversation (hello/how are you?) as a warm up. At the end, the teacher should return the students to a comfortable level of communication (good-bye, see you Monday, etc.). Both the warm-up and the closure are not graded. The graded part of the conversation should begin with open-ended questions should be used to allow students to use as much language as possible (i.e. ¿Qué vas a hacer este fin de semana?, ¿Qué haces por lo general?). If the conversation goes well, the student should be able to ask a few questions. It is recommended that class activities and assessments include Interpersonal tasks and the rubric to familiarize the students with the process.

Scoring Criteria / Rubric: See rubric

Adaptations: These conversations may be recorded on cassette or videotape. It also may be done on an individual basis, indicating that the “friend” studies another language, and, therefore, can not participate in the conversation.

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Nombre ________________________ Interpersonal Task: Intermediate-Low Fecha __________________________ When opportunity knocks, . . .

You and your friend are waiting for a ride Friday afternoon at school. Your Spanish teacher comes around the

corner and stops to talk to you. (¡Ay, no!) S/he asks you about your plans for the weekend and the upcoming

vacation, por supuesto, en español. You and your friend seize the opportunity to help your grade and answer

her question. You both tell her about your usual activities. Then you decide to tell her about your relatives visit

and your upcoming plans for Carnaval. Towards the end of your conversation, you have enough courage to ask

your teacher about her plans.

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Intermediate-Low Interpersonal RubricUna visita familiar (A Family Visit)

EXCEEDS EXPECTATIONS MEETS EXPECTATIONS DOES NOT MEET

EXPECTATIONS

How well do I communicate?

(Text Type)

I create with the language by using strings of sentences.

I create with the language by using simple sentences and some strings of sentences.

I use simple sentences, isolated words, and memorized phrases.

How well am I understood?

(Comprehensibility)

I am generally understood. My accuracy helps get my point across.

I am generally understood. There are some errors in accuracy, but they do not distort message.

I am understood with occasional difficulty. There are errors in accuracy, which may impede message.

How well do I understand?

(Comprehension)

I respond logically to most questions. I give some feedback.

I respond logically to some questions. I may try to give feedback.

I respond logically to few questions. I don’t give any feedback.

What kind of vocabulary do I use?

(Language Use & Vocabulary)

I use a wide range of vocabulary appropriate to several aspects of the topic. I provide some supporting details from my own life and the articles.

I use a range of vocabulary on a few aspects of the topic. I attempt to provide supporting details from my own life or the articles. Occasionally I may use the wrong word or expression.

My vocabulary is basic and/or repetitive. I provide no supporting details. I may resort to English when I am unable to communicate my message.

How well do I keep the conversation

going?

(Communication Strategies)

I ask and answer questions to maintain the conversation and to clarify. At times, I paraphrase to make myself understood.

I maintain a simple conversation by asking and answering some questions. I repeat words if unsure of meaning.

I respond to basic, direct questions, and ask simple questions. I may repeat words when unsure of meaning.

How well do I demonstrate cultural

understanding?

(Cultural Awareness)

I am able to use some culturally appropriate vocabulary or idiomatic expressions.

I attempt to use some culturally appropriate vocabulary or idiomatic expressions.

I may use a few memorized idiomatic expressions that are used frequently in the classroom setting.

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Evidence of strengths:

Examples where you could improve:

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Task Title: ¿Cómo pasas el tiempo libre?


Level: Intermediate-Low Focus Group: 13 - 15

National Standards Goals: Communication Communities

Communication Mode: Presentational

Time Frame: One class period (46 minutes)

Description of Task: You haven’t seen or talked to your cousin from New York in a few years (gracias to your feuding fathers). Now that they are talking again, the entire family is coming for a mid-winter visit. Your mother was talking to your aunt earlier and found out that your cousin is also studying Spanish this year. You decide to practice a little by e-mailing him/her using only Spanish. You start by describing some of your hobbies and other activities that you do in your free time. In addition, you talk about the family plans for their trip and want to find out what s/he likes to do so you can plan a few things s/he might enjoy. You should include the following:

A hello and good-bye A description of the activities you do in your free time, with some details (i.e. with my friends, with my

brother, on the weekends, after school) A description of your family plans, including Carnaval Some questions to find out what activities s/he does

Materials Needed: organizer, paper, pen or pencil, reference materials (as allowed)

Teacher Notes: If this is done in class, it is suggested that the students be given time for pre-writing using the graphic organizer (the first 5-10 minutes of class), time to write the article (25-30 minutes) and then time to proofread (5-10 minutes) using the writer’s checklist. This may be given as a take-home assignment, with students preparing a rough draft, peer editing, and then revising the article for a final grade. The students should use as much language as possible. It is recommended that class activities and assessments include Presentational tasks and the rubric to familiarize the students with the process.

Scoring Criteria / Rubric: See rubric on page 13

Adaptations: Students in need of modifications may complete this orally. If the teacher prefers the task written, s/he may provide sentence starters or other modifications as described in the student’s IEP. For native or heritage speakers, the teacher may modify the rubric to measure skills at a higher level and have the student include references to both the past and future. This modification should be done on an individual basis after the teacher has been able to assess the level of ability of the particular student.

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Nombre ________________________ Presentational Task: Intermediate-Low

Fecha _________________________ ¿Cómo pasas el tiempo libre?

You haven’t seen or talked to your cousin from New York in a few years (gracias to your feuding fathers).

Now that they are talking again, the entire family is coming for a mid-winter visit. Your mother was talking to

your aunt earlier and found out that your cousin is also studying Spanish this year. You decide to practice a

little by e-mailing him/her using only Spanish. You start by describing some of your hobbies and other

activities that you do in your free time. In addition, you talk about the family plans for their trip and want to

find out what s/he likes to do so you can plan a few things s/he might enjoy. You should include the following:

A hello and good-bye A description of the activities you do in your free time, with some details (i.e. with my friends, with my

brother, on the weekends, after school) A description of your family plans, including Carnaval Some questions to find out what activities s/he does

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Intermediate-Low Presentational RubricUna visita familiar (A Family Visit)

EXCEEDS EXPECTATIONS

MEETS EXPECTATIONS

DOES NOT MEET EXPECTATIONS

How well do I communicate?

(Text Type)

I create with language using strings of sentences.

I create with language using simple sentences. I may attempt to use strings of sentences.

I use simple sentences and memorized phrases.

How well am I understood?

(Comprehensibility)

I am easily understood. My ideas are clear.

I am generally understood. Most of my ideas are clear.

I am generally understood, with some difficulty. Few of my ideas are clear.

What kind of vocabulary do I use?

(Language Use & Vocabulary)

I use a wide variety of vocabulary, with little repetition, appropriate to the topic.

I use some variety of vocabulary, with some repetition, appropriate to the topic most of the time.

My vocabulary is basic and/or repetitive.

How accurate is my language?

(Language Control)

I am highly accurate when producing simple sentences. Accuracy may decrease when language becomes more complex.

Generally accurate when producing simple sentences. Accuracy may decrease when attempting to add details.

Mostly accurate with memorized language. Accuracy may decrease when attempting to create with language.

How well do I get the attention of my

audience?

(Impact)

I make good choices of phrases, images, and content to maintain the attention of the reader. I provide some supporting details.

I make some good choices of phrases, images, and content to maintain the attention of the reader. I provide few supporting details.

I use some phrases, but my vocabulary conveys very basic information, which does not help to maintain the attention of the reader. I may attempt to provide supporting details.

How organized and fluent is my

presentation?

(Communication Strategies)

My article is well organized. I include an opening, a closing, and my ideas are well connected.

My article shows that I organized my thoughts. I include an opening, a closing, and some connections are evident.

I focus mostly on the completion of the task; I do not pay much attention to organization and flow of my article. Few, if any, connections are included.

How well do I demonstrate cultural

understanding?

(Cultural Awareness)

I am able to use some culturally appropriate vocabulary / idiomatic expressions.

I attempt to use some culturally appropriate vocabulary / idiomatic expressions.

I may use a few memorized idiomatic expressions that are used frequently in the classroom setting.

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WRITER’S CHECKLIST

variety of vocabulary

spelling and accents

noun-adjective agreement- masculine / feminine

- singular / plural

subject-verb agreement

general organization- introduction- transitional words- closing

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Organizer

Hello

Activity With whom When

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.

Carnaval / plans for visit

1.

2.

3.

4.

Questions

1.

2.

3.

Good-bye

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