Workshop: Performance
Assessments that Lead to
Proficiency
Session Resources
November 12, 2011
Spanish Resource Center
Diane DeNoon
World Language Coordinator
Blue Valley Schools
Overland Park KS 66283
ddenoon@ bluevalleykl2.org
—
IUPUI
Spanish K-5 Overview Charts
Spanish
-
4th Grade
FLES
Unit Blueprint Overviews
Year-at-a- Glance by Grade
4”Grade
1_Unit: IntroducciOn a Sudanierica
Aug mid Sept
Vocabulary- reentry: Personal information, calendar,
classroom directions, classroom objects/necesito; continents,)
shapes
New: colors: claro, oscuro
Culture: flags of South American countries, countries and
capitals
A locate and match all of the South American countries
Que sabrosa! January & mid Feb
lunch foods, likes/dislikes: (no) me gusta/gustan
Culture:
food practices main meal is lunch, traditional
foods, lunch time at 1 p.m.; dinner 7-8 p.m.
A recognize fifteen food and mealtime vocabulary from
written words
A present a short memorized dialog including likes and
dislikes
2 Unit: Viajemos a Sur America! Mid Sept Oct (end of Q)
landforms: river, desert. plains, volcano, cataratas
Culture: landforms of South America: Pampas. Andes.
Atacama, Amazonas, Angel : seasons of Northern and southern
hemispheres: transportation: Animals of South America- boa,
condor, sloth (oso perezoso), toucan. quetzal. mono, pirana,
iguana. sapo, jaguar.
A Listen to sentences and recognize ten pictures of geographical
features.
6_ Unit: LA qué hora es el baile?-Mid Feb mid March (end
of Q3)
Vocabulary: from the TPRS story. Personal information
questions (re-entry): yo, hay, muy, hoy. ayer. mañana, con.
en, y, quién. qué. dánde. cuántos/cuántas. cdmo. cuándo, Va.
a. pero. de. yo tengo.
Culture:
music —tango, Argentina- gauchos. beef, mate
TPRS Story: Julia haila el tango
A read and match meaning of sight words to their English
meaning
A identify people. practices and products of South America
3_Unit: Vamos a diferentes lugares mid October thru early
Nov
Vocabulary: él
ella va (places in the city)
Culture: practices of eersday life
A say three sentences using the structure “1/he/she goes to
the
7_Unit: La ropa end March —April Symtalk
clothing, What are you/he/she wearing?
Culture: native clothing, seasons & weather
A read 2-3 simple sentences aloud
A read and match ten words to pictures of clothing items.
4_Unit: Tradiciones en Sur America Nov thru December
Vocabulary: time : quarter after, numbers 0-100 out of order
Culture: las posadas, dail\ schedules: 2415 of Decmeber
traditions & New Year traditions
A recognize time to hour. hall hour and quarter hour on tive
SUnit: LQuien soy yo? Max’
Vocabulary: personal information questions and answers.
—
,
—
Vocabulary:
—
.
—
5_Unit:
—
Vocabulary:
-
—
—
Vocabulary:
—
A read and match eight personal information questions and
answers.
clocks
A sae five numbers between 0- 100 out of order
Page 5
of
6
Rev. 06/2009
Spanish 3.5 Overview Chart Revised 2010-11
Learning Targets: I can...
• ask and answer questions about vacation experiences.
• talk and v rite about a vacation that occurred in the
past.
• use both past tenses in appropriate situations.
• read and comprehend main idea. supporting details and
make inferences in authentic texts.
Vocabulary: outdoor vacation activities, climate, nature
& animals
Grammar: Preterite, imperfect
IPA:
Vliiterpretive Reading- NEED TO FIND
VPresentational Writing narration of a past trip in
person
Vlnterpersonal Speaking- conversation about their
favorite vacation
3
r
d
—
Resource: Avancemos 3 Unidad 1- Lección 1&2
Culture: none specified
Learning Targets: I can...
• orally describe the traits and characteristics of
someone whom I admire.
• write 1-2 paragraphs to describe traits that people need
in order to be admired or successful in a variety of
professions
• read and listen to comprehend main ideas and many
supporting details in authentic passages.
• use indicative and subjunctive appropriately.
• use subjunctive to express emotions, wishes, hopes
and doubts.
• Ask and answer questions about common traits
associated with a variety of professions.
Vocabulary: professions. traits and characteristics,
emotions
Grammar: present subjunctive
IPA: -note: these are part of the Semester Exam. See FL
Share folder for complete details.
v’ Interpretie Reading
pop culture figure
I v’lnterpretive
Listening —song h pop culture figure
v’Presentational Speaking talk about pop culture
figure’s role model characteristics
VPresentational Writing-description of someone ho
in spires
Resource: AV 3 Unidad 4 Lesson l& 2
[culture: Hispanic op culture figures: Caribbean
—
11/9/2011
Learning Targets: I can...
• rite and talk about my opinions of ecotourism in Central
America.
• use present subjunctive and indicative in appropriate
situations.
• use the future in appropriate situations.
• present information about ecotourism in Central America.
• read and identify main idea, supporting details and make
inferences in authentic texts.
• ask and answer questions and give opinions about
environmental issues and solutions.
Vocabulary: ecology and environment, social awareness &
action
Grammar: future, subjunctive (
IPA:
V Interpretive Reading: How to be a good ecotourist in
Costa Rica
V Presentational Writing: informational brochure
V Interpersonal Speaking: conversation with friend about
why it is or is not important to have an environmental club
at school
Resource: AV 3 Unidad 3 (Lección 1 and 2)
ote: in 2010—11 this unit will be 1mw Iuded in 2 semester.
Further discussion after the initial pilot sear
determine if there III be tme in I semcter or this will
IwrnhuIduhl moai’ to 2I senwster, Current thinking is
that there i ill 1ikel he time in 1’ simester, hut that as
not firm. 11/9/2010 dd
‘\loe to
emcster peniau-mmth 4i27/li
Learning Targets: 1 can...
• Express my thoughts about works of art
• Comprehend main idea and details about artists and their
works from written and spoken passages
• Orally present information about artists, their place in
history and their works with some preparation.
•
a ‘ trh emase to tariet i Id ii Ruh
• K JdP Ti it Hi
imin
•
ocabulary: artists. art. periods, movements
Gram mar: Preterite, Imperfect, subjunctive
IPA:
V lnterprethe Listening cultural inter ie’
V Presentational Speaking- art and art
orks
Resource: See FL share for unit resources
Culture: Artists, artwork. music and literature moements,
Hispanic history
‘
-
-
-
World Language Blueprint
Course:
ProfIciency Level:
Title of Unit:
Length of Unit:
Unit Overview:
In
weeks
this unit, students
Curriculum Standards:
Essential Questions:
€ontent (Students will know):
Skills! Processes (Students will be able to):
1.
1.
2
3.
2
Copyright 2004 BVSD #229. All rights reserved.
Page 1 ot4
________________________
__________
3e
World Language Blueprint
Course:
Proficiency Level:
Title of Unit:
Length of Unit:
Performance Assessment Task Details
—
weeks
Teacher Guidelines
These assessments are required. They may be given from the middle to the end of the unit. These
components should collectively be counted as a test grade.
PA:
NovacellntermediatefPre-Advanced
Vhat:
Why: To demonstrate ability to
Teacher Notes: The purpose of this task is to determine whether students can
the essential vocabulary and skills of
this unit
I Stu&nts should complete the task independently with minimal teacher direction and support Students with special
needs may require some modification. These decisions are made on a case-by-case basis.
2. Prior to assessment day. teacher may tell the students that they will be using the vocabulary and structures they have
been learning to write/speak about the topics they have been studying.
3 On the day of the pcrformance teachers introduce the task to students and provide time to ask questions about the
task and rubrics
4. Prior preparation may include some of the following:
Engaging Scenario: (GRASPS)
Goal:
Role:
Audience
Situation:
Products/Performance:
Standards:
IPA:
Novicellntermediate/Pre-Advanced
What
Why To demonstrate ability to
Teacher Notes: The purpose of this task is to determine whether students can
the essential vocabulary and skills of
this unit.
I. Students should complete the task independently with minimal teacher direction and support. Students with special
needs may require some modification. These decisions are made on a case-by-case basis.
2. Prior to assessment day, teacher may tell the students that they will be using the vocabulary and structures they have
been learning to write/speak about the topics they have been studying.
3. On the day of the performaitce teachers introduce the task to students and provide time to ask questions about the
task and rubrics.
4. Prior preparation may include some of the following:
Engaging Scenario (GRASPS)
Goal:
Role:
Audience
Situation:
Products/Performance
Standards:
Cop’ right 20(13 I3VSD #229. All rights reserved.
Page 2 of 4
3c
World Language Blueprint
Course:
Proficiency Level:
instructional
Activities
Title of Unit:
Length of Unit:
Recommended Instructional Activities
Materials
Content
Needed
Resources and Notes
Cpy right
2t)4
I3VSL) #229.\iI rights reserved.
Pige 3 ot1
weeks
Skills / Processes
KSDE
A
JI
-
—
Authentic sources. The student uses authentic sources of the target language to
-
9
Approved July 2008
Standard 5.2 Communities Exploration. The student becomes a life-long learner for personal enjoyment and
enrichment,
-
Standard 5.1 Communities Application. The student applies language skills and cultural knowledge both within
and beyond the school setting.
target cultures and American culture.
—
Standard 4.2 ComparIsons Cultures. The student understands the concept of cultures through comparing the
—
Standard 4.1 Comparisons Language. The student understands the nature of language by making
comparisons between the target language and English.
Standard 3.2 Connections
gain knowledge.
-
Standard 3.1 Connections Content. The student makes connections to other disciplines through knowledge of
a world language.
—
Standard 2.2 Cultures Products and perspectives. The student demonstrates an understanding of the
relationship between the products and perspectives of the target language cultures.
—
Standard 2.1 Cultures Practices and perspectives. The student demonstrates an understanding of the
relationship between the practices and perspectives of the target language cultures.
-
Standard 1.3 Communication Presentational. The student conveys information, concepts, and ideas to an
audience of 1isteners viewers and readers for a variety of purposes.
Standard 1.2 CommunicatIon Interpretive, The student understands and Interprets Written and spokenlsigned
language on a variety of topics.
lnterpersonallConversatlonal. The student engages In conversations provides
and obtains information, expresses feelings and emotions, and exchanges opinions.
Standard I .1 Communication
P{p1tq.q2 ;o in,an
(pofltnD)
qM
uo
P!3 t(tUOUOXL
u1oJJ pdp8
Unit Map 2011-2012
1 Rooms of the house, furniture, household items, prepositions
of location, estar, ser, ordinal numbers(floors); house chores,
preparation for guests
2. Functional Phrases
3. ordinal numbers
4. types of dwellings-high rise structures; Floor/level
designations in Spanish housing; yards patio/garden; sizes of
homes
5. ser, estar
Content
(Comm 1.3)
LT: I can write 6-8 sentences about planning for a party
at home.
2. Understand classroom instruction in Spanish with repetition
and visual support. (Comm. 1.2)
3. Listen to identify the order of objects. (Comm 1.2)
4a. Recognize and identify typical dwellings of South America.
(Culture 2.2)
4b. Compare US American and South American dwellings.
(Comp. 4.2)
LT: I can compare and contrast homes in the United
States with those in Spanish-speaking countries.
4c. Explain the impact of geography on the types of homes that
are built in US American and South American cultures. (Comp
4.2)
5. Recognize and contrast the use of ser and estar vs. ‘to be” in
English. (Comp 4.1)
la. Ask and answer questions about homes. (Comm. 1,1)
LT: I can ask and answer questions about rooms of the
house, furniture, household items and their location in a
home.
lb. Listen to gather details about rooms of the house, floors of
the building and household items. (Comm 1.2)
IT: I can listen and identify the main idea and details
about chores.
ic. Read to gather details about rooms of the house, floors of
the building and household items.(Comm 1.2)
LT: I can read house ads and identify main idea and
supporting details.
id. Present information orally about rooms of the house, floors
and contents of a house. (Comm. 1.3)
IT: I can tell or give someone a list of household chores
to do.
le. Write simple paragraphs related to homes and chores.
Skills/Learning Targets
1. How do land use and home dwellings reflect culture?
2. How does a country’s geography impact where and in what types of homes people in?
Essential Questions
Standards & Benchmarks
This unit takes students to their homes where they describe a house, household and furniture items.
Students indicate the floors
of buildings and how they are named differently in US and Hispanic cultures. Students learn about
various home dwellings, the
typical floor plans of South American homes, and home sizes.
Unit: ContSp8_02_Nuestra casa (Week 9, 7 Weeks)
Wednesday, November 9, 2011, 11 11AM
Blue Valley School District
DeNoon, Diane / Continuing SDanish 8 (D) / Grade 8 (District)
Unit Overview
3
f%
‘7
Integrated Performance A ssessm eat Task Details
—
Teacher Guidelines
These assessments are both required but occur from the middle to the end of the unit.
The Interpretive Task will always come first. Provide feedback to students on this Task
prior to Presentational or Interpersonal Task. These two components equal a test grade.
The balance of scoring will be approximately 30% Interpretive and 70% Interpersonal.
IPA-Interpretive Reading- Intermediate
What: Reading an article about ecotourism in Costa Rica. Article found at
http://www .travelexccllence.com/ecotou rism2,htni
Why: To comprehend and derive meaning from an authentic source on ecotourism in Costa Rica.
-> Students complete the Comprehension Guide.
IPA-Presentational Writing -Intermediate
What: A written flyer about ecotourism in Central America
Why: To demonstrate the ability to write my opinions of ecotourism in Central America.
Teacher Notes: The purpose of this task is to determine whether students can use the essential
vocabulary and skills of this unit.
1. Students should complete the task independently with minimal teacher direction and support,
Students with special needs may require some modification. These decisions are made on a case-bycase basis.
2. Teachers introduce the task to students and provide time to ask questions about the task and
assessment.
3. Prior to assessment day, teacher may tell the students that they will he using the vocabulary and
structures they have been learning.
4 For practice and prcparatlon prior to PA iis
W ould bL hclplul loi
students to understand in advance what ecotourism is. Students could also research countries for
information about natural habitats, animals, u eather SEE WL Share for Instructional acuvitv
practice . ;\lso see craphic ocean ter about cc ulogcal pu hlems in preparation for this PA.
Engaging Scenario: (GRASPS)
Goal:
Role: You volunteered to be the trained tour guide for your school group’s trip to Central America
Audience:
Situation: Your trip will be free as long as your group follows the appropriate ceo-etiquette
guidelines. You will need to create a travel flyer for your group that will include the following
information:
* where the
group will go
what the group will see and find while on their ceo—tour
* what
is important for them to know and do regarding the environment in Central America
* how
your school group can advise other groups to be responsible tourists
Products/Performance: A travel flyer
Standards: (from Rubric categories): Task Completion, Vocabulary, Sentence/paragraph,
Accuracy
Language Function
—
—
-
ClarficatIon Strategies
flow the student handles a
breakdown in comprehension; what
one does when one partner doesn’t
understand the other
Comprehensibility
Who can understand this person’s
meaning? how sympathetic must the
listener be? Does it need to be the
teacher or could a native speaker
understand the speaker? how
independent of the teaching situation
is the conversation?
Language Control
Accuracy, fonn, appropriate
vocabulaiy, degree of fluency
paragraph)
Communication Strategies
Quality of engagement and
interactivity; amount of negotiation
of meaning; how one participates in
the conversation and advances it
sentences
-
+ Text Type
Quantity and organization of
language discourse (continuum
word phrase sentence connected
Language tasks the student is able to
handle in a consistent, comfortable,
sustained, and spontaneous manner
+
Category
own
Understood with occasional difficulty
by those accustomed to interacting
with language learners,
Most accurate with memorized
language, including phrases.
Accuracy decreases when creating,
when trying to express own meaning.
Generally understood by those
accustomed to interacting with
language learners,
Most accurate when producing
simple sentences in present time,
Accuracy decreases as language
becomes more complex.
©2003 ACTFL
Integrated Performa
sessment Rubrics
Clarifies by occasionally selecting
substitute words.
(primarily reactive).
Responds to basic direct questions.
Asks a few formulaic questions
Simple sentences and memorized
phrases.
some attempts to create,
Mostly memorized language with
Meets Expectations
Clarifies by asking and answering
questions.
Maintains simple conversation: asks
and answers some basic questions
(hut still may be reactive).
some strings
meaning in a basic
Simple sentences and
of sentences,
way.
express
Creates with language, able to
Exceeds Expectations
phrases,
chunks of language, and
Accuracy may decrease when attempting
to communicate beyond the word level.
Most accurate with memorized language
only.
Understood primarily by those very
accustomed to interacting with language
learners.
Clarifies meaning by repeating words
and/or using English.
Responds to a limited number of formulaic
questions (primarily reactive).
lists.
Words,
language.
Memorized language only, familiar
Does Not Meet Expectations
Interpersonal Mode Rubric Novice Learner
Language Function
handle
in a consistent,
Text Type
—
—
Strategies
amount of
when one partner
form,
appropriate
vocabulary, degree of fluency
Accuracy,
Language Control
situation is the conversation?
independent of the teaching
Who can understand this
person’s meaning? How
sympathetic must the listener
be? Does it need to be the
reacher or could a native speaker
understand the speaker? How
Comprehensibility
doesn’t understand the other
what one does
flow the student handles a
breakdown in comprehension;
C1ar/ication Strategies
participates in the conversation
and advances it
negotiation of meaning; how one
interactivity:
Qua1iy of engagement and
Communleation
paragraph)
connected sentences
word
language
discourse (continuum:
phrase sentence
Quantity and organization of
+
spontaneous manner
comfortable, sustained,
able to
Language tasks the student is
+
Category
and quality.
connected
strings
of
sentences.
narrating and describing in time
frames other than present.
Accuracy decreases when
Most accurate with connected
discourse in present time,
language learners.
Accuracy decreases as
language becomes more
complex.
©2003 ACTFL
Integrated Performs
\ssessment Rubrics
complex.
Accuracy decreases as
language becomes more
Most accurate when
producing simple
sentences in present time.
Most accurate with
connected sentence-level
discourse in present time,
learners.
learners,
with
interacting with language
interacting with language
unaccustomed to interacting
to express own meaning.
Accuracy decreases when creating, when trying
Most accurate with memorized language,
including phrases.
learners.
Understood with occasional difficulty by those
accustomed to interacting with language
Generally understood by
Clarifies by occasionally selecting substitute
words.
reactive).
Asks a few formulaic questions (primarily
Responds to basic direct questions.
Simple sentences and memorized phrases.
those accustomed to
Clarifies by asking and
answering questions.
reactive).
questions (but still may be
answers some basic
conversation: asks and
Maintains simple
some
create.
Mostly memorized language with some
attempts to
Generally understood by
those accustomed to
Clarifies by asking and
answering questions.
answering
basic way.
own
Simple sentences and
meaning in a
able to express
Creates with language,
Although there may be some
confusion about the message,
generally understood by those
by paraphrasing.
questions.
strategies.
Clarifies
by asking and
Maintains conversation
(multi-clause) sentences.
some may be complex
(with cohesive devices),
sentence-level discourse
some
Strings of sentences;
quantity
meaning expands in
conversation using a variety of
initiates and maintains
some paragraph-like discourse.
Mostly connected sentences and
frames.
cohesiveness, and different time
includes connectedness,
with language;
Creates
ability to express own
and description that
Language expands toward
narration
Does Not Meet Expectations
Intermediate Learner
Meets Expectations
STRONG
WEAK
.
Exceeds Expectations
Interpersonal Mode RuL
+
Language Function
phrase
sentence
Language Control
Accuracy, form, degree of
fluency
Comprehensibility
Who can understand this
person’s message? How
sympathetic must the
listener/reader be? Does it
need to be the teacher or could
a native speaker understand
the message? How
independent of the teaching
situation is the presentation?
Vocabulary
attention to auuience
+ IMPACT
Depth of presentation and
connected sentences paragraph)
word
+ Text Type
Quantity and organization of
language discourse (continuum:
spontaneous manner
to handle in a consistent,
comfortable, sustained, and
Language tasks the student is able
.
‘
.
Accuracy decreases when creating,
when trying to express own meaning.
Accuracy decreases as language
becomes more complex,
©2003 ACTFL
Integrated Perforim
\ssessment Rubrics
Most accurate with memorized
language, including phrases.
.
Uses gestures or visuals to maintain
audience’s attention and/or interest as
appropriate to purpose.
Vocabulary conveys basic
information.
Understood with occasional straining
by those accustomed to the
speaking/writing of language
learners,
Focuses on successflul task
comnietion
Simple sentences and memorized
phrases.
Most accurate when producing simple
sentences in present time.
Generally understood by those
accustomed to the speaking/writing of
language learners,
Vocabulary is sufflcient to provide
information and limited explanation.
.
Begins to make choices of a phrase
image, or content to mamtain the
attention of the audience,
Provides continuity to a presentation.
sentences,
Simple sentences and some strings of
Mostly memorized language with
some attempts to create,
Creates with language, able to express
own meaning in a basic way.
Accuracy may decrease when attempting to
communicate beyond the word level.
Most accurate with memorized language only.
Understood primarily by those very
accustomed to the speaking/writing of
language learners.
Vocabulary is limited and/or repetitive.
Presented in an unclear and/or unorganized
manner.
No effort to maintain audience’s attention
Words, phrases, chunks of language, and lists.
Memorized language only, familiar language.
Does Not Meet Expectations
nc Novice Learner
Meets Expectations
.
Exceeds Expectations
Presentational Mode
IMPACT
—
-
Accuracy, form, degree of fluency
Language Control
presentation?
the listener/reader be? IJoes i
need to be the teacher or could a
native speaker understand the
message? Flow independent of the
teaching situation is the
7 [low sympathetic must
message
Comprehensibility
Who can understand this person’s
Vocabulary
Depth of presentation and
attention to audience
•:.
paragraph)
—
discourse (continuum: word phrase
sentence connected sentences
discourse (with cohesive
be
audience.
audience,
frames other than present.
narrating and describing in time
Accuracy decreases when
discourse in present time,
Most accurate with connected
learners.
Rubrics
becomes more complex.
Accuracy decreases as language
when trying to express own meaning.
Accuracy decreases when creating,
Mostly accurate with memorized
language, including phrases.
simple sentences in present time.
speaking/writing of language learners.
Understood with occasional straining
by those accustomed to the
Vocabulary conveys basic information.
appropriate to purpose.
Focuses on successful task completion.
Uses gestures or visuals to maintain
audience’s attention and/or interest as
phrases.
Simple sentences and memorized
some attempts to create.
Mostly memorized language with
Does Not Meet Expectations
Most accurate when producing
ssessment
©2003 ACTFL
Integrated Performar
complex.
Language becomes more
Accuracy decreases as
discourse in present time.
with
connected sentence-level
Most accurate
learners.
learners.
unaccustomed to the
speaking/writing of language
speaking/writing of language
speaking/writing of language
generally understood by those
accustomed to the
Generally understood by those
explanation.
provide information and limited
by
those unaccustomed to the
Generally understood
limited explanation.
provide information and
Vocabulary is sufficient to
Although there may he some
confusion about the message,
limited explanation.
Vocabulary provides information
and
Vocbulary is sufficient to
maintain the attention of the
phrase, image, or content to
Begins to make choices of a
Begins to make choices of a
phrase, image, or content to
maintain the attention of the
Makes choices of a phrase, image,
content to maintain the
attention of the audience.
or
Provides continuity to a
presentation.
Provides continuity to a
presentation,
sentences
complex (multi-clause)
devices), some may
strings of sentences.
Simple sentences and some
Provides continuity
presentation,
to a
Strings of sentences; some
connected sentence-level
Mostly connected sentences and
way.
meaning expands in quantity
and quality.
express own meaning in a basic
Creates with language, able to
WEAK
ability to express own
some paragraph-like discourse,
Creates with language;
expeetations
•:•
Text Type
Quantity and organization of language
Language expands toward
Meets
narration and description that
includes connectedness,
cohesiveness, and different time
frames.
Language Function
STRONG
Language tasks the student is able to
handle in a consistent, comfortable,
sustained, and spontaneous manner
+
Exceeds Expectations
Presentational Mode Rubric Intermediate Learner
a)
Presentational Speaking Scoring Rubric (AP College Board)
5 Strong
• Thorough and effective treatment of topic, including supporting details and relevant examples
• Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility
• Varied and appropriate vocabulary and idiomatic expressions
• Control of time frames; accuracy and variety in grammar, syntax, and usage, with few errors
• Consistent use of register appropriate for audience
• Pronunciation, intonation, and pacing make the response comprehensible; errors do not impede comprehensibility
• Organized presentation; effective use of transitional elements or cohesive devices
• Clarification or self-correction (if present) improves comprehensibility
4 Good
• Effective treatment of topic, including some supporting details and mostly relevant examples
• Fully understandable, with some errors, which do not impede comprehensibility
• Generally appropriate vocabulary, including some idiomatic expressions
• Accurate use of present time and mostly accurate use of other time frames; general control of grammar, syntax, and
usage
• Consistent use of register appropriate for audience except for occasional shifts
• Pronunciation, intonation, and pacing make the response mostly comprehensible; errors do not impede
comprehensibility
• Organized presentation; some effective use of transitional elements or cohesive devices
Clarification or self-correction (if present) usually improves comprehensibility
3 Fair
• Competent treatment of topic, including a few supporting details and examples
• Generally understandable, with errors that may impede comprehensibility
• Sufficient vocabulary, including a few idiomatic expressions
• Mostly accurate use of present time and some accuracy in other time frames; some control of grammar, syntax, and
usage
• Use of register may be inappropriate, several shifts occur
Pronunciation, intonation, and pacing make the response generally comprehensible; errors occasionally impede
comprehensibility
Some organization: limited use of transitional elements or cohesive devices
• Clarification or self-correction (if present) sometimes improves comprehensibility
2 Weak
• Inadequate treatment of topic, consisting mostly of statements with no development; examples may be inaccurate
• Partially understandable, with errors that force interpretation and cause confusion for the listener
• Limited vocabulary and idiomatic expressions
Some accuracy in present time and little or no accuracy in other time frames: limited control of grammar. syntax,
and usage
• Use of register is generally inappropriate for audience
96
• P onunciation, intonation, and pacing make the response difficult to comprehend at times; errors impede
comprehensibility
• Inadequate organization; ineffective use of transitional elements or cohesive devices
• Clarification or self-correction (if present> usually does not improve comprehensibility
1 Poor
• Little or no treatment of topic; may not include examples
Barely understandable, with frequent or significant errors that impede comprehensibility
• Very few vocabulary resources
• Little or no control of grammar, syntax, usage, and time frames
• Little or no control of register
• Pronunciation, intonation, and pacing make the response difficult to comprehend; errors impede comprehensibility
• ittle or no organization; absence of transitional elements and cohesive devices
• Clarification or self-correction (if present) does not improve comprehensibility; does not recognize errors
(0
Nombre y apellido
Español 2.5 Unidad 2: Mi niñec
Performance Assessment Interpersonal Speaking
LT: I can ask and an vwer questions about my and others childhood experiences.
-
Situation:
You and your friend are having a cons ersation about our childhood experiences and activities. Talk about vs hat you used
to do. sshat you, your friends and famil members were like. Mention what some of your favorite things were.
Criteria
Exceeds Expectations
I0
How well did I complete the
•
task?
CTaSK Completion)
How extensive
Vocabulary?
is m
•
CVocabulary)
•
•
How well dol Keep cfe
conversation going?
Communication trategles)
•
•
•
•
•
•
How accurate Is m language?
(Accuracy)
•
a
•
How well do pronounce the
words?
(PronUnCiatiOnhlfltoflatiOn)
•
I expanded the
cons ersat in
signilicantl beyond
the requirements.
1 use a vs ide variety of
target, past.
sellselected vocabulary
appropriateR.
I use a wide variety of
idioms appropriately.
I use sy nutty ms and can
circumlocute
effectively.
I respond to and ask a
‘.ariety of appropriate
questions.
I ask others for
in format ion or
explanation to sustain
the conversation,
I rephrase to keep the
conversation going.
I have natural pauses
that do not disrupt the
how of the
cons ersat ton.
I use circumlocution.
I use filler/pause words
to “buy time”.
I use multiple tenses
consistentl and
appropriatel
I make very few
mistakes and those are
minor,
5 message is crystal
M’
Pronunciation and
intonation aid
caiTiplchcll’.10n.
Strong
9
• I completed all of
the requirements.
• I pros ided many
details.
• I itse a wide variety
of target and past
vocabulary.
• I use a variety of
idioms.
• I respond to and
ask a variety of
appropriate
questions.
• I ask others for
intormatio or
explanation to
sustain the
conversation.
• I rephrase to keep
the conversation
going.
• I have natural
pauses that do not
disrupt the how of
the conversation.
• I ue two tenses
consistently and
apprnpriatel.
• Errors do not
distract or get in
the way of
understanding my
message clearly.
• Sonic English
pronunciation and
intonation hnt doe’.
ni n dci ract ti (Oil
nicssage
Blue ‘valley Sshools Overland Park KS 2111 I
Meets Expectations
Weak
Does Not Meet
Expectations
6
8
• I completed all
requirements.
• I provided a few
details.
• I use a variety of
target vocabulary
appropriately.
• I partially completed the
task.
• I made little or no attempt
to provide details.
• Imostly use vocabulary
from previous topics.
• I substitute English or
English-like words.
• I depend on cognates.
• I respond to and ask a
• I cannot keep the
conversation going.
• I have long pauses that
disrupt the floss of the
conversation.
variety of appropriate
questions.
• I ask others for
information or
explanation to sustain
the conversation.
• I may hesitate and
search for occasional
words.
• I use uric tense
consistently and
appropriatelv
• Errors do not distract
or get in the vs ay of
understanding my
message clearly.
My errorc are distracting
and get in the way of
cotltprehensioti.
• My part of the
cons ersation lacks
consistent and
appropriate tense usage
• ‘vi pronunciation
and/or no mdi ion
soin(lin1e detract
tram vshat I ,jy
•
•
•
feacher guesses and fills
ti the nap.
\t\ pr (flU us i at niri i1UIOr
00 (nat ion detrast tram
s hat I ‘as