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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