Making Standards Based Grading Work in Your World Language Classroom

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.

Jenni So this is where we are coming from. Where are you coming from? Why are you here today?3What power does a grade have?ThinkPairShareKim, Share as whole group if it has that much power, then we better get it right!4What 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.

Denise Table of Contents vii through x 51. 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

Denise62. 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?

Denise73. What do we think grades should reflect?We believe grades should reflect what students know and are able to do.

Jenni8What 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 gradesJenni9Ehs spanish gradebook categories and weightsInterpersonal Communication Speaking Writing20%Presentational CommunicationSpeakingWriting20%Interpretive CommunicationReadingListeningViewing20%Linguistic and Cultural CompetenceVocabulary AssessmentsGrammar AssessmentsPronunciation AssessmentsCulture

40%Kim Not necessarily the ideal or perfect grade breakdown. In progress, lower levels are moving towards this; this was new for us this year; still a work in progress and may change according to new curriculum guidelines.10What 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

Jenni11What 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 Jenni stop and allow time for table talk. What do you do about it?12What about late work?What about when they get to college and their professors dont accept late work?Why not just take off a letter grade for every day that its late?What about teaching kids responsibility?What about the real world?Denise13http://www.youtube.com/watch?v=FHeij2Zfil4Rick wormeli on late work

Kim Late Work from Rick Wormeli; after video, discuss how delayed assessments are a type of late work. Retakes and delayed assessments are a way to differentiate. We make sure that they are ready (through formative assessment) before summative assessment, Low scores = red flag, need to investigate further (Do they need to do their homework? Is there a physical problem? What is going on that kept you from achieving?) 14What about late work?What about when they get to college and their professors dont accept late work?Why not just take off a letter grade for every day that its late?What about teaching kids responsibility?What about the real world?Denise lead small whole group discussion about how to respond to these questions. Are you still asking these questions or are you prepared to answer them? These are the types of questions that when you present your Extension Workshop you will be asked. These questions are what are on the minds of parents, administrators, teachers, and community members.15How 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.Kim Is it fair to base the grade on participation? Extra credit? Homework? The consequence for not doing the work is doing the work!16Opportunities 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

Denise the contract is what makes it work, lower levels vs upper levels, other fixes = comments in online gradebook, emails home, notes to students. Talk about our situation with the WL lab and staffing (6th responsibility), but if youre on your own, you could also set aside a day every week or two that is designated as make-up/retake day (Stacy Scott).18http://www.youtube.com/watch?v=qjle20GlZk0

I am worried about my gradeJenni Theres a point We do not have that much patience. 19How do you decide what to TEACH?National Standards for Learning LanguagesAlignment of the National Standards for Learning Languages with the Common Core State StandardsACTFL Performance Descriptors for Language Learners and Proficiency Guidelines District CurriculumProfessional Learning Community Decisions

Kim Brief, this is what needs to be taken into consideration, resources that all WL language teachers should be familiar with and should be referencing.20How do you decide what to assess?Unit Plan (backward design / unpack standards)Based on district curriculum / national standardsConsider all three modes of communicationConsider cultural connectionsConsider what students need in order to successfully communicate in all three modes about the topic/promptUse knowledge of your own students 21Taking 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

Jenni - Practice quiz not so limited as to dumb down the assessment, tell them they only need to know 20 words out of the 50 on the vocab list22Cosby Show ExampleMystery testUse 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?Jenni raise the questions, the answers are not necessarily easy, things to ponder and discuss with PLCs24Textbook assessments?ProsConsConvenient, Time-saverCreates consistency among teachersAligned with other book resourcesOften include visuals, audio, and short readingsUsually objectives are clearly stated

Static PDFs, difficult to modify or correct mistakesNot tailored towards your studentsGenerally do not include a scoring guide; Guidelines for scoring are questionablePoor quality feedbackDont grow with current society (vocabulary, concepts, culture)Difficult to save as and make a practice quiz / retake quiz, Form A/BTest security becomes an issueTeacher has no control over the blueprint of the assessmentAnimate the answers, have participants brainstorm in groups and then check what they said against our ideas. Kim my experience in working with a textbook company (ancillaries are often disjointed because they are written by different authors, activities needed to be dumbed down so that inexperienced teachers with lower language skills could pick it up and use it easily)25Teacher-created assessmentsFor each assessment.Reflect on which specific skills should be tested. Discuss and create the criteria for the rubric.Create assessments on which students demonstrate those skillsCreate a rubric that communicates the differences between performance levelsUse the rubric to evaluate students skills and give detailed feedback to students.Analyze and share results. What do we do if they got it? What do we do if they didnt get it?

Denise - OJO If you turn away from the textbook assessments, then turn towards the standards. This is not about your pet project and how you think things should be done.26Set 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 workJenni27Intro 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)

Denise28PRESENTATIONAL writing rubric

Denise flipping the PALS on its side (formatting we have found that some schools/teachers prefer to start with Advanced on the left 29Why 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)Kim There is a video by Rick Wormeli linked to our Wikispaces site that explains this further 30Do I have to do math? (p. 1)

Kim31COMMUNICATION RUBRICSPRESENTATIONAL COMMUNICATIONWRITINGSPEAKINGINTERPERSONAL COMMUNICATIONSPOKEN WRITTENINTERPRETATIVE COMMUNICATIONREADINGLISTENINGPresentational communicationStudents present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.PRESENTATIONAL SPEAKING RUBRIC

Interpersonal communicationStudents engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinionsINTERPERSONAL WRITING RUBRIC

INTERPERSONAL speaking rubric

Three ways to assess interpersonal speaking 2 students having a conversation (could use a picture prompt), small group conversation / socratic, role play where teacher plays the role of a native speaker (waiter, hotel staff member, airline representative, etc.)37interpersoNAL SPEAKING Scoring sheet

Interpretive communicationStudents understand and interpret written and spoken language on a variety of topicsINTERPRETATIVEreading 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)

VIDEO PROJECT rubric

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?Next stepsThree stations you choose what you want to work onCreate a scoring guide for a textbook assessment + write your own vocabulary production / grammar quiz with a scoring guideExplore technology tricks for creating tables and practice using the mathematical formula for scoring guides with a lowest grade of 50%.Use a blank Unit Plan to explore how you are meeting the National Standards for Foreign Language Learning in a unit you teach.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%

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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

Basic 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: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Kimberly Lackey, Denise Pahl, Jenni Highfill Eureka High School, Rockwood School District, Eureka, MO

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%

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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 III, Examen FinalInterpersonal Writing Scoring GuideQu planes tienes para el descanso de invierno?

50%54.1%58.3%62.5%66.7%70.8%75%79.2%83.3%87.5%91.7%95.8%100%

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ContentContributed only random thoughts / non-relevant information.

1 Added basic information about the questions being discussed without moving the correspondence forward. Some information may have been inaccurate, off topic, or lacking in support. 2 Contributions were logical and follow the stream of the correspondence. Contributed relevant comments, questions, facts, and opinions that related to the topic.3 Contributions are logical and with relevant comments, questions, and facts. Contributions advanced the correspondence.

4

Engagement Little to no participation in the correspondence. Did not respond appropriately to questions or attempt to sustain the correspondence.

1 Participation in the correspondence was limited; did not respond appropriately to parts of the correspondence. Answered some of partners questions and expresses opinions. Does not sustain the correspondence. 2 Active participant throughout the correspondence. Answers partners questions and expresses opinions. Statements / questions sustain the correspondence.

3 Active participant throughout entire correspondence. Answers partners questions, reacts to partners statements, and expresses opinions. Several statements / questions advance the correspondence.4

ComprehensibilityText barely comprehensible. Numerous errors of grammar, mechanics, and/or spelling make correspondence very difficult to decipher.

1 Text mostly comprehensible, but requires interpretation on the part of the reader. Errors in vocabulary and grammar occasionally impede communication. Errors in spelling and/or mechanics impede comprehensibility. 2 Text comprehensible, requiring minimal interpretation on the part of the reader. Errors in vocabulary and grammar do not impede communication. Generally includes correct spelling and mechanics.3 Text readily comprehensible, requiring no interpretation on the part of the reader. Use of advanced vocabulary and grammatical structures enhances communication. Includes correct spelling and mechanics. 4

Language Control Emerging use of basic language structures (correct use of the time). No correct use of advanced language structures. 1 Control of basic language structures (correct use of the time). Minimal or incorrect use of advanced language structures. 2 Mostly accurate use of basic language structures. Occasional use of advanced language structures; use is generally correct.3 Precise use of basic language structures. Frequent use of advanced language structures; use is mostly correct. 4

Basic Structures: subject / verb agreement; adjective/article/noun agreement; present tense conjugations, reflexive verbs Advanced Structures: imperfect, preterite, gustar, ser vs. estar vs. hay, infinitive constructions, reflexive verbs

Nombre ______________________________________________________________ Hora ________

Espaol III: Mini-unit - GUSTARInterpersonal Speaking: Scoring Guide50%55.6%61.1%66.7%72.2%77.8%83.3%88.9%94.4%100%

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Below BasicBasicProficientAdvanced

ContentContributed only random thoughts / non-relevant information.

1 Added basic information about the questions being discussed without moving the conversation forward. Some information may have been off- topic and/or obviously incorrect. 2 Contributions are logical and follow the stream of the conversation. Contributes relevant comments, questions, and facts that related to the questions being discussed. 3 Contributions are logical and with insightful comments, questions, and relevant facts. Contributions advance the conversation.

4

ComprehensibilityErrors in pronunciation, vocabulary, and/or grammatical structures greatly affected comprehensibility.

1Some ideas were difficult to understand due to errors in pronunciation, vocabulary, and/or grammatical structures.

2 Contributed ideas clearly with good pronunciation and good vocabulary use. Grammatical errors do not impede comprehensibility. Was understood throughout the conversation. 3 Communicated ideas very clearly, with clear pronunciation, rich and accurate vocabulary use, and grammatical structures that enhanced comprehensibility. Was easily understood throughout conversation. 4

Engagement Limited participation in the conversation. Did not respond appropriately to questions.

1 Spoke 2-3 times. Partially engaged throughout the entire conversation.

2 Spoke at least 3 times. Actively listened throughout the conversation.

3 Spoke at least three times making significant contributions to the conversation. Active and enthusiastic listener and participant throughout entire conversation. Advanced the conversation and encouraged others to partipate. 4

Kimberly Lackey, Denise Pahl, Jenni Highfill Eureka High School, Rockwood School District; Eureka, MO

Profesora:__________________________________ Hora_______ Grupo _______StudentsContentComprehensibilityEngagement

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Kimberly Lackey, Denise Pahl, Jenni Highfill Eureka High School, Rockwood School District; Eureka, MO

Hora ______ Nombre _________________________________________

Espaol IV, Unidad 2, la tecnologaInterpretative Communication: Reading Assessment50%56.3%62.5%68.8%75%81.3%87.5%93.8%100%

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MINIMALDEVELOPINGPROFICIENTADVANCED

I can identify the purpose and main idea.Unable to demonstrate accurate interpretation of the purpose or main idea of the reading selection. 0 Demonstrates accurate interpretation of either the purpose or the main idea of the reading selection, but not both.1 Demonstrates accurate interpretation of both the purpose and main idea of the reading selection. 2

I can identify supporting details.Unable 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

I understand the meaning of words in context.Identifies 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

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 will 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)

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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

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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

Avancemos 2: Unidad 2, Leccin 2 Prueba de comprensin 50%55.6%61.1%66.7%72.2%77.8%83.3%88.9%94.4%100%

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A. Comprehension of vocab in spoken contextDoes not demonstrate an understanding of vocabulary when spoken in context.(0-3 correct activities)1Demonstrates a basic understanding of some vocabulary when spoken in context.(4 correct activities)2Demonstrates an understanding of most vocabulary when spoken in context.(5-6 correct activities)3Demonstrates advanced understanding of all vocabulary when spoken in context.(7 correct activities) 4

B. Comprehension of vocab in written contextDoes not demonstrate an understanding vocabulary in written context.(0-5 correct choices )

1Demonstrates a basic understanding of some vocabulary in written context.(6-7 correct choices) 2Demonstrates an understanding of most vocabulary in written context.(8 correct choices)3Demonstrates advanced understanding of all or almost all vocabulary in written context.(9-10 correct choices) 4

C. Recognition of vocab (matching)Cannot match more than half of body parts words to pictures. (0-6 correct choices) 1Matches some body parts words to pictures. (7 correct choices) 2Matches most body parts words to pictures. (8-9 correct choices)3Matches all body parts words to pictures. (10 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

Hora_______ Nombre:_________________________________________________

Julie Weitzel Eureka High School, Rockwood School District, Eureka, MO

_______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.

1. el codo2. el cuello3. el dedo4. el dedo del pie5. el hombro6. la cara7. la mueca8. el pelo9. la ua10. los dientesa. ________b. ________c. ________d. ________e. ________f. ________g. ________h. ________i. ________j. ________

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: _________________________________________Avancemos 2: Comprensin de vocabulario50%55.6%61.1%66.7%72.2%77.8%83.3%88.9%94.4%100%

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A & B. Recognition of vocab (matching)Does not demonstrate an ability to match vocabulary to pictures and words in English. (0-14 correct ) 1 Matches some vocabulary to pictures and words in English. (15-19 correct )2Matches most vocabulary to pictures and words in English. (20-22 correct)3Matches all or almost vocabulary to pictures and words in English.(23-24 correct)4

C. Comp of vocab in written contextDoes not demonstrate an understanding of vocabulary in written context. (0-6 correct choices) 1Demonstrates a basic understanding of some vocabulary in written context. (7 correct choices) 2Demonstrates an understanding of most vocabulary in written context.(8 correct choices)

3Demonstrates advanced understanding of all or almost all vocabulary in written context. (9-10 correct choices) 4

D. Comp of vocab in spoken contextDoes not demonstrate an understanding of vocabulary in spoken context.(0-3 correct descriptions) 1Demonstrates a basic understanding of some vocabulary in spoken context. (4-5 correct descriptions) 2Demonstrates an understanding of most vocabulary in spoken context.(6 correct descriptions) 3Demonstrates advanced understanding of all or almost all vocabulary in spoken context. (7-8 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.

Julie Weitzel Eureka High School, Rockwood School District; Eureka, MO

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.Hora______ Nombre______________________________________________ #_______

Espaol III, Unidad 5: Mi Hogar Prueba de aplicacin PRUEBA

Contesta la pregunta usando por lo menos 7 palabras o frases del recuadro.basementdryerentrancegarageroomsstairscleanmessed upLinguistic Competence: Vocabulary ProductionMinimal -1 Developing - 2Proficient - 3Advanced - 4

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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

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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

A. Compara tu hogar con el piso espaol en la parte B. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________B. Ms Vocabulario: Label at least 15 nouns in Spanish. Include definite articles (el, la, los, las).RoomsA. ______________________________B. el pasillo ______________________C. la lavandera / el patio___________D. ______________________________E. ______________________________F. ______________________________

Furniture and other elements1. ______________________________2. ______________________________3. ______________________________4. ______________________________5. ______________________________6. ______________________________7. ______________________________Furniture and other elements8. ______________________________9. ______________________________10. ______________________________11. ______________________________12. ______________________________13. ______________________________14. ______________________________

1413121110987654321EBFDCA

B. Ms Vocabulario: Label at least 15 nouns in Spanish. Include definite articles (el, la, los, las).RoomsA. ______________________________B. el pasillo ______________________C. la lavandera / el patio___________D. ______________________________E. ______________________________F. ______________________________

Furniture and other elements1. ______________________________2. ______________________________3. ______________________________4. ______________________________5. ______________________________6. ______________________________7. ______________________________Furniture and other elements8. ______________________________9. ______________________________10. ______________________________11. ______________________________12. ______________________________13. ______________________________14. ______________________________

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Scoring Guide: Vocabulary Production QuizzesVocabulary Production: Linguistic and Cultural Competence 50%55.6%61.1%66.7%72.2%77.8%83.3%88.9%94.4%100%

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MinimalDevelopingProficiencyAdvanced

Unit Vocabulary (used in paragraph response) Spelling (including diacritical marks) Incorrect spelling of most targeted unit vocabulary 3 or fewer targeted word spelled correctly

1 Can correctly spell some targeted unit vocabulary

4 targeted words spelled correctly

2 Can correctly spell most targeted unit vocabulary 5 6 targeted words spelled correctly

3 Mastery of spelling of targeted unit vocabulary

7 8 targeted words spelled correctly, including all or almost all diacritical marks 4

Unit Vocabulary(used in paragraph response) Application Meaning & Grammar (conjugations, agreement, word order) Incorrect use of most targeted unit vocabulary

3 or fewer targeted word applied correctly in context with correct grammatical structures

1 Can correctly use some targeted unit vocabulary

4 targeted words applied correctly in context with correct grammatical structures 2 Can correctly use most targeted unit vocabulary

5 6 targeted words applied correctly in context with correct grammatical structures

3 Mastery of use of all or almost all targeted unit vocabulary 7 8 targeted words applied correctly in context with correct grammatical structures 4

Ms Vocabulario (Extra Word Bank) Incorrect spelling of most unit vocabulary

7 or fewer targeted words spelled correctly1 Can correctly spell some unit vocabulary

8 10 targeted words spelled correctly2 Can correctly spell most unit vocabulary

11 13 targeted words spelled correctly3 Mastery of spelling of unit vocabulary

14 15 targeted words spelled correctly, including all or almost all diacritical marks 4

Presentational Writing: Presentational Communication 50%55.6%61.1%66.7%72.2%77.8%83.3%88.9%94.4%100%

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MinimalDevelopingProficiencyAdvanced

Content (Length, Variety, and Organizational of Ideas) Inadequate, inaccurate, and/or irrelevant response. Poorly organized.

1 Limited response.

Some information in responses may be incorrect or irrelevant. Organization lacking

2 Appropriate response to prompt that provides correct and relevant information. Organized response.

3 Substantial response to prompt that provides correct and relevant information with elaboration. Ideas are well organized and logical.

Introduction and conclusion present if appropriate. 4

Language Use

(Accuracy and complexity of grammar and vocabulary*)* Refers to untargeted vocabulary used in paragraphSignificant errors in basic grammatical structures and/or vocabulary, (including spelling) inhibit communication. 1Errors in basic grammatical structures and/or vocabulary, (including spelling) somewhat inhibit communication.

2Few errors in grammatical structures and/or vocabulary (including spelling) do not inhibit communication.

3 No or only minor errors in grammatical structures and/or vocabulary (including spelling). Incorporated advanced grammatical structures. 4

Comprehensibility

(Ease of comprehensibility)Large portions of responses are very difficult to understand and must be interpreted by the reader. 1Responses are understood with some interpretation by the reader.

2Responses are understood with minimal interpretation by the reader.

3Responses are easily understood. Reader does not have to interpret meaning.

4

Hora_____ Nombre_________________________________________________________________ #______

Espaol IV Los latinos en los EE.UU.PRUEBA: Pronunciacin de Vocabulario

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MINIMALDEVELOPINGPROFICIENTADVANCED

Pronunciacin: vocalesDominated by native language; numerous errors occur in pronunciation of single vowel sounds and diphthongs affect comprehensibility. 1 Influenced by native language; Several errors in pronunciation of single vowel sounds and diphthongs.

2Mostly correct; Some minor errors in pronunciation of single vowel sounds and diphthongs.

3Approximates native speech; Clearly pronounces all single vowel sounds and diphthongs correctly.

4

Pronunciacin: consonantesDominated by native language; numerous errors occur in pronunciation of consonant sounds affect comprehensibility. 1 Influenced by native language; Several errors in pronunciation of consonant sounds.

2Mostly correct; Some minor errors in pronunciation of consonant sounds.

3Approximates native speech; Clearly pronounces all consonant sounds correctly.

4

AcentosMany words with written accent marks said with incorrect stress. Rarely stresses the correct syllables.1Some words with written accent marks said with incorrect stress. Occasionally stresses the correct syllables.2Most words said with proper stress. Usually stresses the correct syllables.

3All words said with proper stress. Always stresses the correct syllables.

4

Exactitud(accuracy)One or more words pronounced, although they may have been comprehensible, were not the words printed on the paper.

1All words pronounced were the words printed on the paper.

2

Fluidez y enlacesMost words are said in isolation and sentences are generally fragmented.1Many words are said in isolation and sentences are fragmented.2Most words connect in a logical way and most sentences flow with a natural rhythm.3Words connect in a logical way; sentences flow with a natural rhythm.4

PRUEBA:1. Mucha gente suele creer que la mayora de latinos son indocumentados, pero la verdad es que la mayora son ciudadanos estadounidenses nacidos en este pas. 2. Algunos adolescentes de la segunda generacin enfrentan desafos como el abuso de alcohol o drogas, el suicidio, el embarazo adolescente, y la desesperanza. 3. A la vez, la buena noticia es que muchos jvenes de la segunda generacin se ajustan a la nueva cultura y mantienen lazos con su cultura de origen. 4. Hay muchos latinos que han obtenido logros y estn orgullosos de sus races latinas.

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: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________nombre ________________________________________________________________________ hora ________

Espaol III, Unidad 5: Mi HogarPresentational Speaking: Proyecto: Mi hogar Scoring Guide

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Awareness of Audiences CultureDoes not demonstrate an awareness of audiences culture. Highlights very few or no cultural products and/or practices that differ between the Spanish-speaking country and the U.S. 1Demonstrates a partial awareness of audiences culture by highlighting few cultural products and/or practices that differ between the Spanish-speaking country and the U.S. 2Demonstrates an awareness of audiences culture by highlighting some cultural products and practices that differ between the Spanish-speaking country and the U.S. 3Demonstrates an advanced awareness of audiences culture by highlighting a variety of cultural products and practices that differ between the Spanish-speaking country and the U.S. 4

Task Completion,Content, Vocabulary Does not complete task requirements. Inadequate description of rooms in home. Minimal use of vocabulary from the list.

1 Completes most task requirements to produce and narrate presentation. Describes rooms in home. Inadequate and/or inappropriate use of vocabulary from the list.

2 Completes task requirements to produce and narrate presentation. In addition to describing rooms in home, explained some basic activities that are done in most rooms. Adequate and appropriate use of vocabulary from the list.

3 Goes beyond minimum requirements to produce and narrate presentation. In addition to describing rooms in home, explained with elaboration what activities are done in each one. Rich and accurate use of vocabulary from within and beyond the vocabulary list. 4

Presentational Skills, Fluency , Voice Quality Very poorly produced presentation. Speech is choppy; does not flow. Voice quality is unclear and poor. Narration sounds as if its being read. Poor use of technology (if used); audio may be very difficult or impossible to hear and may not match video / pictures. 1 Inadequately produced presentation. Speech shows some hesitation or pauses with effect speech flow. Voice quality is sometimes unclear. Narration sometimes sounds as if its being read. Inadequate use of technology (if used); audio may be difficult to hear and may not match video / pictures well. 2 Well produced presentation. Speech may show minor hesitation or pauses, but flows naturally most of the time. Voice quality is generally clear. Narration rarely sounds as if its being read. Adequate use of technology (if used); audio can be heard and usually matches video / pictures. 3 Creative, engaging, and originally produced presentation. Speech flows naturally. Voice quality is clear and professional; speaks with ease and comfort. Narration does not sound as if its being read. Superior use of technology (if used); audio can be clearly heard and matches video / pictures. 4

Comprehensibility Poor pronunciation often impedes communication. Significant errors in vocabulary and/or grammar use often impedes communication.

1 Pronunciation of some words impedes communication. Errors in vocabulary and/or grammar use somewhat impede communication.

2 Good pronunciation is easily understood; minor errors do not impede communication. Good vocabulary and grammar use; appropriate and understandable by audience; minor errors do not impede communication. 3 Accurate pronunciation enhances communication. Accurate vocabulary and grammar use; appropriate and easy for the audience to understand.

4

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Making Standards Based Grading Work in Your World Language Classroom