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Checkpoint A changes

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FLACS Exam 2016 –
Checkpoint A changes
How will Part 2C change on the Checkpoint A Exams?

Listening is an interpretive skill.

Listening comprehension is based largely
on the amount of information listeners
can retrieve from what they hear and the
inferences and connections that they
can make.
- ACTFL Proficiency Guidelines
FLACS Checkpoint A Exam How will part 2C change?

The questions and answers will remain in
English.

Multiple questions (2-3) will now be based on
a listening passage and visual prompt.

Students will be encouraged to take notes
during Part 2C.

The questions will be more in line with the
Common Core State Standards
Checkpoint A – Part 2cCC
Sample Questions
1. What can you infer from this passage? *
2. What is the main idea of this passage? *
3. What would be a good title for this passage?*
4. What does the word “_________” mean in
this passage?
5. What will “_____________” do next?
6. Why did “___________” do/say
“___________.”
* These three questions will be used on the Checkpoint A exam
TDC: We always watch our favorite TV show together as a family. My
father always wants to see what other shows there are and he changes
the channel all the time. My mother and I want to watch a comedy
and we don’t like watching commercials. We want to take the remote
away from my father. It can be a problem.
Notes (optional):
______________________________
____________________________
____________________________
____________________________
____________________________
_____________________________
1. What can you infer from this passage?
(1)The family needs a new TV
(3) The remote control doesn’t work
(2) There are no shows to watch
(4) The son and the mother have similar tastes
2. What is the main idea of this passage?
(1) Watching TV is bad for your health
(3) Family members need to
compromise sometimes
(2) Families need to spend more time together (4) Remote controls are useful to
solve TV issues
TDC: My parents don’t like it when I talk on the cell phone during
dinner. They tell me that if I use the phone one more time during
dinner they are going to take it away from me. She says it interferes
with our meal. I want to talk to them about it more. My mother tells
me to call her later on her cell phone to discuss it.
Notes (optional):
______________________________
____________________________
____________________________
____________________________
____________________________
1. What does the word “interferes” mean in this passage?
(1)Takes away from
(3) Adds to
(2) Complicates
(4) Confuses
2. What should the person speaking do next?
(1)
Hang up the phone
(2)
Eat faster
3. What does the mother want to do?
(1)
Have a healthy meal together
(2)
Enjoy a meal without interruptions
(3) Get a new cell phone
(4) Make another phone call
(3) Learn how to use her cell phone
(4) Make changes in family
conversations
TDC: It was raining so much yesterday. It was really hot out too. It
was 90 degrees, so we decided to go outside and have fun in the rain.
We danced and sang until we were so tired. Afterwards, my mother
told me to come into the house to dry my clothes. She was afraid I
might get sick. I want to do that again the next time it rains.
Notes (optional):
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
1. What can you infer from this passage?
(1) The mother was happy
(3) The children had a nice time
(2) The children were sick
(4) The friends were bored
2. What is the main idea of this passage?
(1) Bad weather can be fun
(2) Families should watch the news
(3) Rain is dangerous
(4) Exercise is important
TDC: My dad is the cook in our family. He took many cooking classes so he is
a really good chef. My mom works on the computer a lot so at dinner time we
help prepare the meal with my father. He usually makes vegetables and meat.
I like to cook too. One of my favorite meals that my father prepares is
_____________. Tonight I’m helping him and I’m very hungry, so I can’t wait
to eat!
Notes (optional):
_____________________________
_____________________________
____________________________
____________________________
____________________________
_____________________________
1. What does the word “usually” mean in this passage?
(1)
Always
(3) Alone
(2)
Sometimes
(4) Rarely
2. What will the person speaking do next?
(1)
Eat Dessert
(2)
Work on the computer
(3) Go shopping for vegetables
(4) Eat with the family
3. What would be a good title for this passage?
(1)
A Family that Cooks Together
(2)
Finding a Great Restaurant
(3) How to Talk with Your Parents
(4) Make Changes in Your Diet
TDC: This weekend my friends and I are going to volunteer to help
clean up the neighborhood park. We are excited about doing this work
because we want our town to have a nice park with a playground for
little children. We are picking up garbage, plastic bottles, paper, and
other things that should not be thrown on the ground. We will work for
3 hours on Saturday. It is work, but it is fun too.
Notes (optional):
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
1. What can you infer from this passage?
(1)The friends are getting new jobs in town
(2) The friends are getting ready for a party
(3) The friends are working three days a week
(4) The friends are working in a town park
2. What is the main idea of this passage?
(1) Working in a park is boring
(3) People should donate clothing to others
(2)Towns depend on helping hands
(4) Friends can help with homework on weekends
TDC: When I am staying at my cousin’s house in _______ we eat dinner together
every night. I like it because we tell stories about our day and my aunt and uncle
make sure we eat something healthy, like vegetables, salad, fish and rice. I
usually help clean up the dishes. Sometimes, we help shop and then cook the
food together. That is fun too, but I don’t always like the same food as my
cousins and I am not such a great cook yet, but I am learning. My favorite meal
to eat with my family is ____________________.
Notes (optional):
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
1. What does the word “yet” mean in this passage?
(1) By tomorrow
(3) On the weekends
(2) At this time
(4) In the evening
2. What will the person speaking do next?
(1)
Help clean the dishes
(2)
Finish his homework
(3) Give a book to his cousin
(4) Go to a friend’s house for dinner
3. What would be a good title for this passage?
(1)
Restaurants in the Neighborhood
(2)
Sharing Photos of Meals
(3) Cousins Can Cook Together
(4) Make Changes in Your Diet
Writing Rubrics
How can we improve them?
FLACS CHECKPOINT A EXAM
Performance Level
Dimension
Task Completion
Vocabulary
Structure/
Conventions
4
Accomplishes the task.
Includes multiple details;
ideas clearly connect to the
task/purpose.
3
Satisfies the task. Includes some
details that connect to the
task/purpose. May contain minor
irrelevancies.
*Student makes reference to
and / or incorporates many
details from the source
passage in way that
demonstrates a high degree
of understanding of the
document(s).
*Student makes reference to
and / or incorporates some
details from the source passage
in way that demonstrates some
degree of understanding of the
document(s).
Utilizes a wide variety of
original vocabulary that
expands the topic. There may
be minimal inaccuracies.
Utilizes a variety of original
vocabulary related to the topic.
There may be minor
inaccuracies.
* The vocabulary or
expressions are not directly
copied from the sources/
documents provided.
* The vocabulary or expressions
are not directly copied from the
sources/ documents provided.
Demonstrates a high degree
of control of Checkpoint A
structure/convention:

subject-verb
agreement

noun-adjective
agreement

correct word order

spelling/diacritical
marks
Demonstrates some degree of
control of Checkpoint A
structure/conventions:

subject-verb agreement

noun-adjective
agreement

correct word order

spelling/diacritical
marks
Minimal errors may be
present; however the errors do
not hinder overall
comprehensibility of the
passage
Word Count
Uses 50 or more
comprehensible words in the
target languages that
contribute to the development
of the task.
2
Satisfies the task but includes few
details that are loosely connected.
May contain some irrelevancies.
1
Attempts to satisfy the task, but
contains few or no supporting details.
There are many irrelevancies.
*Student makes limited reference
to and / or incorporates few
details from the source passage in
way that demonstrates minimal
understanding of the
document(s).
*Student makes no reference to the
sources provided or the references
provided do not demonstrate any
comprehension of the document(s).
Utilizes basic original vocabulary
or uses repetitive vocabulary.
Some original vocabulary may be
inaccurate and/or unrelated to the
topic.
Utilizes limited original vocabulary
or uses repetitive vocabulary
throughout. Most original vocabulary
may be inaccurate and/or unrelated to
the topic.
* Most of the vocabulary or
expressions are directly copied
from the sources/ documents
provided.
Demonstrates limited control of
Checkpoint A
structure/conventions

subject-verb agreement

noun-adjective agreement

correct word order

spelling/diacritical marks
* A majority of the vocabulary or
expressions are directly copied from
the sources/ documents provided.
Demonstrates minimal control of
Checkpoint A structure/conventions
AND/OR
Errors impede overall
comprehensibility of the passage.
AND / OR
A few errors may be present;
however the errors do not hinder
overall comprehensibility of the
passage.
Errors do hinder comprehensibility
in parts of the passage
Uses 35-49 comprehensible
words in the target languages that
contribute to the development of
the task.
Uses 25-34 comprehensible words
in the target languages that
contribute to the development of
the task.
Uses 15-24 comprehensible words in
the target languages that contribute to
the development of the task.
Total Raw Score
16
15-14
12-13
11
10
9-8
7-6
5-4
3-2
1
0
Total Credits
10
9
8
7
6
5
4
3
2
1
0
FLACS CHECKPOINT B EXAM
Performance Level
Dimension
Task Completion
Vocabulary
Structure/
Conventions
4
3
Accomplishes the task.
Includes multiple details; ideas
clearly connect to the
task/purpose.
*Student makes reference to
and / or incorporates many
details from the source
passage in way that
demonstrates a high degree of
understanding of the
document(s).
Satisfies the task. Includes some
details that connect to the
task/purpose. May contain minor
irrelevancies.
Utilizes a wide variety of
vocabulary original that
expands the topic. There may
be minimal inaccuracies.
* The vocabulary or
expressions are not directly
copied from the sources/
documents provided.
Utilizes a variety of original
vocabulary related to the topic.
There may be minor inaccuracies.
Demonstrates a high degree of
control of Checkpoint B
structure/convention:
Demonstrates some degree of
control of Checkpoint B
structure/conventions:
subject-verb agreement
present, past, future ideas
expressed as appropriate
noun-adjective agreement
correct word order
spelling/diacritical marks
subject-verb agreement
present, past, future ideas
expressed as appropriate
noun-adjective agreement
correct word order
spelling/diacritical marks





Organization
The extent to which the
response exhibits
direction, shape, and
coherence
2
*Student makes reference to and
/ or incorporates some details
from the source passage in way
that demonstrates some degree of
understanding of the
document(s).
* The vocabulary or expressions
are not directly copied from the
sources/ documents provided.





Includes a logical and coherent
sequence throughout. Provides
a clear sense of beginning,
middle, and end. Makes
smooth transitions between
ideas.
Includes a logical sequence
throughout. Provides a beginning,
middle, and end.
15-14
12-13
11
*Student makes limited reference
to and / or incorporates few details
from the source passage in way
that demonstrates minimal
understanding of the document(s).
*Student makes no reference to the
sources provided or the references
provided do not demonstrate any
comprehension of the document(s).
Utilizes basic original vocabulary
or uses repetitive vocabulary.
Some original vocabulary may be
inaccurate and/or unrelated to the
topic.
* Most of the vocabulary or
expressions are directly copied
from the sources/ documents
provided.
Demonstrates limited control of
Checkpoint B structure/conventions
or only uses Checkpoint A structure
/ conventions
Utilizes limited original vocabulary or
uses repetitive vocabulary throughout.
Most original vocabulary may be
inaccurate and/or unrelated to the
topic.
* All of the vocabulary or expressions
are directly copied from the sources/
documents provided.
Demonstrates minimal control of
Checkpoint A or B
structure/conventions
AND/OR
A few errors may be present;
however the errors do not hinder
overall comprehensibility of the
passage.
16
Attempts to satisfy the task, but
contains few or no supporting details.
There are many irrelevancies.
AND / OR
Minimal errors may be
present; however the errors do
not hinder overall
comprehensibility of the
passage.
Total Raw Score
1
Satisfies the task but includes few
details that are loosely connected.
May contain some irrelevancies.
10
Errors do hinder comprehensibility
in parts of the passage and/or there
are numerous Checkpoint A errors.
Attempts to include a logical
sequence throughout. The
beginning or ending is abrupt or
unclear.
9-8
7-6
5-4
Errors impede overall
comprehensibility of the passage.
Utilizes minimal order of ideas or
information. Provides a series of
separate sentences and/or disconnected
ideas.
3-2
1
0
How you can contribute…

Today we shared examples with you. Please consider
writing Read to Write tasks or 2cCC for students to
practice, submit through the FLACS website.

Provide professional development for your staff and
encourage them to write listening, 2cCC, reading, and
Read to Write items for the FLACS exams.

Join us for the item writing workshops on October
8th/23rd (Commack, Pelham, East Williston,
Guilderland, Rochester)

Recommend presenters for our workshops.

Visit the website, stay informed!
Exit Card:

1. Questions/Comments______________

2. What are your professional
development needs for your
department?____________

3. Recommendations for workshop topics
and/or presenters?______________
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