SPANISH ONE - Teachers.Henrico...

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SPANISH ONE Theme: Introduction “PARA EMPEZAR” Topic: Greetings and Introductions Areas of Interaction: Approaches to Learning

Health and Social education Approaches to Learning Time: 4 weeks PROGRESS INDICATORS: Students are able to: >COMMUNICATION Interpersonal Communication • Introduce onesel f and others using appropriate forms of address to peers and adults. • Use appropriate gestures and express ions of greeting and leave-taking. • Ask and respond to s imple questions about someone else’s identity and wel l -being. • Talk about classroom people and objects. • Provide others with the correct number of various items. • Ask for and provide others with the time, day or date. • Talk about the weather and seasons.

Listening and Reading for Understanding • Differentiate between informal and formal exchanges. • Comprehend phrases related to a person’s state of well -being. • Follow basic classroom instructions. • Comprehend information about numbers and tel l ing time. • Understand information about classroom items and indiv iduals in the classroom. • Differentiate between letters of the a lphabet . • Distinguish days and dates on a calendar. • Comprehend information on the seasons and weather.

Oral and Written Presentation • Demonstrate attention to accuracy of register in introducing se lf, express ing greetings and leave-

taking express ions. • Demonstrate abil ity to present rehearsed and spontaneous greetings and introductions. • Provide the correct number for various groupings of items. • Demonstrate accurate pronunciation of let ters in the Spanish a lphabet. • Present information about time, days and dates. • Provide information about seasons and weather.

PROGRESS INDICATORS: Students are able to: >CULTURES Cultural Perspectives, Pract ices and Products • Recognize and distinguish between various cultural ly-authentic ges tures and levels of formality of

greeting and leave-taking. • Demonstrate understanding of hand-shaking, body language and greetings including those used in

phone, computer and let ter writing s ituations. • Explain the Spanish festival, Los San Fermines.

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PROGRESS INDICATORS: Students are able to: >CONNECTIONS, COMPARISONS AND COMMUNITIES Cultural and Linguist Comparisons • Contrast customs of greeting and leave-taking between the United States and Spanish-speaking

countr ies. • Contrast the use of formal address in Spanish and English. • Reinforce math and metr ic convers ion ski l ls . • Examine the hieroglyphics of the Maya. • Discuss the Aztec calendar. • Contrast the geography and cl imatology of the southern hemisphere with that of the United States. • Identify various Hispanic traditional dances and their countr ies of or igin.

>RELATED VOCABULARY AND LINGUISTIC ELEMENTS • Tú/usted • Formal and informal express ions • Accents and other diacrit i ca l marks and punctuation particular to Spanish • Negative response formations • Alphabet sounds • Gender of definite articles and nouns • Agreement of adjectives with s ingular nouns • Indefini te articles • Word order of nouns and adjectives

>ACTIVITIES AND ASSESSMENTS

Blooms’ Taxonomy Sample activ it ies and assessment Knowledge, comprehension

& application Role-play an introductory scenario with students assuming randomly selected identit ies of famous indiv iduals from Spanish-speaking countr ies.

Knowledge, comprehension & application

Perform activ it ies where students differentia te between greeting and leave-taking and between questions and responses.

Knowledge & comprehension Perform activ it ies to determine a person’s state of well -being. Knowledge, comprehension,

application & synthesis Write an original introductory scenario.

Knowledge & comprehension Introduce self to teacher or another Spanish-speaking teacher in the school.

Knowledge & comprehension Make small clocks with pointers and with a partner, practice giv ing a time in Spanish to see i f they can set the c lock hands in the appropriate position on the clock.

Knowledge Suggest as many express ions as poss ible for saying “hel lo”, “goodbye” and “how are you” in English and identify the level of formality of each express ion ( i .e ., top f ive ways to say “hel lo”).

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SPANISH ONE Theme: My Friends and I Unit One Topic: Leisure and Recreational Activit ies,

Personality Characterist ics, Expressing Likes and Disl ikes

Areas of Interaction: Approaches to Learning

Health and Social Education Homo faber Time: 3 ½ weeks Guiding Questions: “What makes a fr iend a fr iend?” “How does where you l ive impact how you interact with your fr iends?” PROGRESS INDICATORS: Students are able to: >COMMUNICATION Interpersonal Communication • Ask and answer questions about preferences of leisure activ it ies. • Ask and answer questions about personality tra its . • Talk about self and others. • Talk about famil iar objects.

Listening and Reading for Understanding • Comprehend spoken and written descr iptions of self and others. • Comprehend spoken and written descr iptions of leisure and recreational activ it ies. • Differentiate between preferences of activ it i es. • Demonstrate understanding of noun gender and verb infinit ives.

Oral and Written Presentation • Describe physical and personality attr ibutes with appropriate adjective agreement and p lacement. • Present descr iptions, both rehearsed and spontaneous, of people and objects. • Discuss preferences of leisure and recreational activ it ies. • Use poetry to descr ibe se lf.

PROGRESS INDICATORS: Students are able to: >CULTURES Cultural Perspectives, Pract ices and Products • Discuss use of outdoor cafes as a popular meeting place. • Explain how fr iendships are formed in some Spanish-speaking countr ies. • Demonstrate an understanding of how the Caribbean has been influenced by a variety of different

cultures and languages. • Discuss various Hispanic artists and their work. • Explain how the HUIPIL reveals facts about the wearer.

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PROGRESS INDICATORS: Students are able to: >CONNECTIONS, COMPARISONS AND COMMUNITIES Making Connections through Language • Discuss a variety of Hispanic artists and their work. • Discuss specif ic traditional dances and musical instruments. • Demonstrate an understanding of specif ic periods in Spanish history.

Cultural and Linguist Comparisons • Compare infinit ives in English and Spanish. • Compare negative constructions in both languages. • Compare adjective placement and agreement in English and Spanish. • Compare Spanish and English vowels.

>RELATED VOCABULARY AND LINGUISTIC ELEMENTS • Recognition of cognates • Express ions with GUSTAR • Negative express ions • Inf init ives • Structures that express agreement and disagreement


Blooms’ Taxonomy Sample activ it ies and assessment Knowledge Describe various classmates Knowledge Create a mini-a lbum (of fr iends or family) wi th i l lustrated

descr iptions Knowledge, comprehension

& application Use magazine pictures, photos or drawings and describe them to a small group.

Knowledge Do a matching activ ity with adjective oppos ites. Knowledge, comprehension,

application & synthesis Create true-fa lse statements about celebrit ies and have classmates respond to them.

Knowledge & comprehension Compare two different people. Knowledge, comprehension

& application Write a structured “poem” (e.g ., haiku, acrostic) with descr iptive adjectives.


Create a poster about self, family member or pet and descr ibe him/her with descr iptive adjectives.

Knowledge & comprehension Locate adjectives from Spanish print and TV advertisements.

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SPANISH ONE Theme: School Unit two Topic: School Subjects, Class

Schedules, Classroom Objects Areas of Interaction: Approaches to Learning Health and Social Education Homo faber Time: 3 ½ weeks Guiding Questions: “What is good time management?” “How does your t ime management impact

your family and your social l i fe?

PROGRESS INDICATORS: Students are able to: >COMMUNICATION Interpersonal Communication • Ask and answer questions perta ining to homework, classes, preferences in school subjects, people and

schedules at school. • Demonstrate an understanding of the forms and use of the irregular verb ESTAR. • Ask for and give information regarding the locations of items or places within the school .

Listening and Reading for Understanding • Identify information regarding school subjects, schedules, objects in the classroom and school

supplies. • Comprehend information about work, home and school activ it ies. • Demonstrate an understanding of subject pronouns and specif ic present tense regular –AR verbs.

Oral and Written Presentation • Describe school activ it ies. • Provide information about classes and class schedules. • Present information about classroom furniture and objects. • Rete l l portions of a story. • Compose a paragraph about their classroom.

PROGRESS INDICATORS: Students are able to: >CULTURES Cultural Perspectives, Pract ices and Products • Discuss the study of English in Spanish-speaking countr ies. • Talk about school sporting event celebrations and traditions. • Discuss the concept of Sunday “family time” in Mexico. • Share information about traditional dances of Mexico. • Discuss Botero and his art. • Explain the widespread use of school uniforms. • Discuss how physical education c lasses and team sports are conducted.

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• Explain the structure of educational systems in some Spanish-speaking countr ies.

PROGRESS INDICATORS: Students are able to: >CONNECTIONS, COMPARISONS AND COMMUNITIES Cultural and Linguist Comparisons • Explain some of the influences of the Roman Empire on the history of Spain. • Examine s imilar it ies between the Mayan numbering system and Roman numerals. • Discuss the impact of Spanish exploration on the Maya. • Examine the currencies of Spanish-speaking countr ies. • Compare the use of school uniforms. • Compare the design of physical education c lasses. • Examine the differences in commitment to and behaviors toward education.

>RELATED VOCABULARY AND LINGUISTIC ELEMENTS • Subject pronouns • Present tense regular –AR verbs • The irregular verb ESTAR • Plural formation of nouns and adjectives


Blooms’ Taxonomy Sample activ it ies and assessment


You just rece ived an email from your e-pal in Costa Rica. He has told you about his classes. Write back tel l ing him about at least 3 classes you are taking this year. Expla in why you l ike or dis l ike each class. Your email should include the name of the class, a descr iption of the class in terms of diff i culty , a descr iption of the personality of the teacher, and your reason for l ik ing or dis l ik ing the class.


You have been chosen to represent your school in Mexico City for a month. School wil l be in sess ion when you a rr ive. Describe at least 3 things that you have learned about schools in Spanish-speaking countr ies that wil l prepare you for what to expect when you arr ive at the Mexican school.


Team with students in the math and science departments to discuss the use of the metr ic system in the Hispanic and American scientif ic communit ies.

Knowledge & comprehension

Give the appropriate present tense forms of the verb HABLAR using the subject pronouns provided.

Knowledge & comprehension

Name at least 5 classroom items and expla in where each is in relationship to the door of the classroom.

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SPANISH ONE Theme: Foods Unit three Topic: Foods and Beverages, Meals,

Health and Exercise Choices, Frequency of Activit ies

Areas of Interaction: Approaches to Learning Health and Social Education Environment Homo faber Time: 3 ½ weeks Guiding Question: “How does what you eat impact the rest of

the world?” PROGRESS INDICATORS: Students are able to: >COMMUNICATION Interpersonal Communication • Ask and respond to questions about foods and beverages. • Discuss eating habits during different meals. • Talk about healthy l i festyle choices. • Discuss personality tra its for various people.

Listening and Reading for Understanding • Identify foods, beverages and meals based on spoken and written descr iptions. • Comprehend information about eating habit s. • Identify the origins of various food items originating in Spanish and Latin America. • Comprehend information about diet and hea lthy l i festy le cho ices. • Comprehend information about personality t ra its .

Oral and Written Presentation • Express food and beverage preferences. • Present information about foods, beverages, meals and eating habits. • Present descr iptions and opinions about foods. • Present descr iptions of various people and their personality tra its .

PROGRESS INDICATORS: Students are able to: >CULTURES Cultural Perspectives, Pract ices and Products • Interpret the value of fresh fruit from a historical socioeconomic perspective. • Explain breakfast habits in Spanish-speaking countr ies. • Discuss the artist Muri l lo and his work. • Explain the connection between produce exports and economics in Latin America. • Identify foods in the Columbian Exchange between the New and Old World. • Explain open-air markets. • Discuss the communal nature of MATE. • Discuss the festival in Spain known as La Tomati l la . • Discuss the artist Diego Rivera and his work.

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PROGRESS INDICATORS: Students are able to: >CONNECTIONS, COMPARISONS AND COMMUNITIES Making Connections through Language • Discuss the nutr it ion and the nutr it ional value of tropical fruit. • Discuss the geological features of South America. • Discuss the Galapagos Is lands. • Identify artists and their most famous work. • Reinforce math and graphing ski l ls .

Cultural and Linguist Comparisons • Discuss the impact of the Columbian Exchange • Compare typical breakfast habits. • Compare the creation of environmental ly protected areas. • Compare the use of MATE and its counterpart in the United States. • Compare La Tomati l la to festivals in the United States. • Compare places where people shop for produce. • Explain that nouns can modify other nouns.

Communication across Communities • Realize the value of being able to read a restaurant menu. • Understand the value of being able to speak Spanish in a career such as cul inary arts.

>RELATED VOCABULARY AND LINGUISTIC ELEMENTS • Present tense forms of regular –ER and –IR verbs. • Use of me gusta(n) and me encanta(n) . • Formation of plural nouns and adjectives. • Forms and definit ion of the irregular verb SER.


Blooms’ Taxonomy Sample activ it ies and assessment Knowledge & comprehension Using picture cards have students in teams competing to identi fy

food and beverage items before their team mates. Knowledge, comprehension

& application Role-play a shopping experience in a grocery store.


Design a s imple menu for a restaurant.


Role-play a restaurant experience.

Knowledge List at least 5 foods that Europe acquired as a result of the Columbian Exchange.

Knowledge & comprehension Using pictures categorize foods as either BEBIDAS, COMIDAS, CARNES, MERIENDAS, POSTRES or as DESAYUNO, ALMUERZO, CENA.


Write a tip sheet on developing a healthy l i f estyle. Write at least 5 things you bel i eve someone should do to maintain good health. Include a variety of suggestions such as healthy food, exerc ise and good habits.

Knowledge & comprehension Given a l ist of ingredients or recipe, match or identify the typical dish and its country of or igin.

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SPANISH ONE Theme: Leisure Activit ies Unit four Topics: Leisure Activit ies, Places in

the City and Countryside, Emotions and States of Being, Invitations, Interrogatives, Contractions.

Areas of Interaction: Approaches to Learning Health and Social Education Environment Homo faber Time: 3 ½ weeks Guiding Question: “What constitutes the heart of a city?” PROGRESS INDICATORS: Students are able to: >COMMUNICATION Interpersonal Communication • Ask and respond to questions about leisure activ it ies and where those activ it i es take place. • Discuss where they go on different days of the week. • Talk about emotions and states of being. • Extend, accept or decl ine an invitation. • Use interrogatives appropriately.

Listening and Reading for Understanding • Comprehend information about leisure activ i t ies, sports and pastimes. • Comprehend information about how people feel.

Oral and Written Presentation • Reply to an e-mail message. • Write about cel lular phone usage. • Present an account of an interview about immigration. • Perform a short skit about a student’s f irst day of school.

PROGRESS INDICATORS: Students are able to: >CULTURES Cultural Perspectives, Pract ices and Products • Explain the use of the town square in Hispanic cit i es and towns. • Discuss the artists Goya and Velázquez and their work. • Discuss the Spanish-style architecture in the United States. • Discuss how students in Spanish-speaking countr ies traditionally engage in activ it ies outs ide of school.

PROGRESS INDICATORS: Students are able to: >CONNECTIONS, COMPARISONS AND COMMUNITIES Making Connections through Language • Discuss the influence of Spain’s colonia l history on the United States. • Practice songs and games played by children in Hispanic countr ies. • Apply knowledge of geography.

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• Reinforce math and graphing ski l ls .

Cultural and Linguist Comparisons • Compare socia l gatherings, school-based sports and exercise activ it ies. • Compare songs sung during children’s games. • Discuss words borrowed across languages. • Compare the use of JUGAR idioms with s imilar English express ions. • Compare specia l ized, regional crafts and products. • Compare the use and formation of contractions. • Compare the use of interrogatives and quest ion formation.

Communication across Communities • Identify opportunit ies to explore local Spanish-speaking communities. • Consider opportunit ies for Spanish-speakers in the health care profess ions. • Interview a Spanish-speaker about the immigration experience. • Explain the current influence of Spanish-speakers in areas l ike polit ics, music, poetry and science.

>RELATED VOCABULARY AND LINGUISTIC ELEMENTS • The irregular verb IR. • Interrogatives • Using the IR + A construction • The stem-changing verb JUGAR • Using the contraction AL


Blooms’ Taxonomy Sample activ it ies and assessment Knowledge & comprehension Match the picture wi th the appropriate Spanish term for the sport

represented. Knowledge, comprehension

& application Create a diary or schedule of a week’s le isure activ it ies for your family.


Write and present dia logs in which students ask and answer questions about extracurr icular activ it i es.


With the class in teams, teams compete using sentence scrabble to see which team can successful ly create accurate sentences in the a l lotted time.

Knowledge & comprehension While walking though a park in Mexico City, you see several chi ldren playing. One group is playing jump rope, another group is choosing s ides for a game and a third group is playing a game by hopping over a board. How is each of these activ it ies s imilar to or different from how children play in the Uni ted States?

Knowledge & comprehension Read a ser ies of invitations and responses. Indicate whether the response to the invitation is logical or i l logical.


Prepare a Power Point presentation dep icting sports activ it ies in different season and in a variety of geography areas of the Spanish-speaking world.

Knowledge & comprehension In the conversation that fol lows, a l l of the forms of JUGAR are miss ing. Read each l ine careful ly and write the appropriate form in the blank.

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MYP Language B Program of Study

Level Two George H. Moody Middle

School

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MYP Aims and Objectives for Language B According to the MYP Language B Guide, August 2000 “the aims of the study of a modern foreign language are to:

• enable the student to use the language effectively as a means of practical communication

• offer insight into the life and civilization of the communities where the language is spoken, and into the local and standard aspects of the language

• encourage integration with the local community, where relevant

• encourage positive attitudes towards speakers of other languages and an appreciation of, and empathy for, other cultures

• provide sound basis of communicative skills necessary for future study, work and leisure

• develop an appreciation of literature in the target language and, more particularly in the language B (advanced) option

• develop understanding of the nature of language and process of language learning

• complement other areas of study by providing access to more varied sources of information

• begin to develop an understanding of the cultural patterns that affect the thinking, feeling and acting of the societies in which the language is spoken

• understand that total language learning comprises the integration of linguistic, cultural and social components

• develop curiosity, interest and enjoyment in the target language.”

“The four skills that are fundamental to language learning are SPEAKING, WRITING, LISTENING, and READING. …These skills should be seen as interactive and interdependent and should not be dealt with in isolation.”

“Intercultural awareness must play a special role in learning associated with a foreign language. …Students should always be encouraged to use the language that they are learning as a tool to enhance the understanding of other cultures.”

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Virginia State Standards of Learning These four skills in language learning, speaking, writing, listening and reading, are

the basis for the Virginia State Standards of Learning for Foreign Languages. The cultural goals for MYP Language B are also part of the state standards. Those standards are:

GOAL 1: Communicate in languages other than English

Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics.

GOAL 2: Gain knowledge and understanding of other cultures.

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Standard 2.2: Students demonstrate and understanding of the relationship between the products and perspectives of the culture studied.

GOAL 3: Connect with other disciplines and acquire information.

Standard 3.1: Students reinforce and further their knowledge of other disciplines through foreign language.

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

GOAL 4: Gain insight into the nature of the language and culture.

Standard 4.1: Students demonstrate understanding of the nature of the language through comparisons of the language studied and their own.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

GOAL 5: Participate in multilingual communities at home and around the world.

Standard 5.1: Students use the language both within and beyond the school setting.

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

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Addressing the Areas of Interaction “The areas of interaction form the basis of the MYP and contribute to an education result ing in global awareness, international understanding and an appreciation of cultural divers i ty. They should be at the core of the teaching of al l subject groups.”

APPROACHES TO LEARNING “This area concerns the development of ef fective study ski l l s ; cr i t ical, coherent and independent thought; and the capacity for solving problems and making decis ions. Learning another language helps students enhance their knowledge of di f ferent study ski l l s , and makes them aware of their own learning styles and strategies.

Becoming more aware of the culture(s) o f the target language gives s tudents a broader perspective of the world, enabl ing them to develop cri t ical judgment of various ways of thinking and l iving. This wider view of the world should also help them make wiser decis ions and solve problems from various perspectives. I t should help them compare their own personal experience and knowledge with that of other people in di f ferent parts of the world.

Learning basic elements of a foreign language wi l l make further learning possible and i t may also make the learning of a third language easier. A student who has been through this process acquires associative cues with which to l ink future ideas and concepts. In these courses students wi l l learn to:

• develop effective strategies to record and retain vocabulary

• be aware of and use di f ferent techniques to remember grammatical rules and conventions

• recognize morphemes and syntactical structures

• adapt the message to their l inguistic capabi l i t ies

• read and check their own work for accuracy and edit i t accordingly

• use contextual clues and extract key information

• skim and scan effectively

• l i sten for relevant detai l

• take notes and use them appropriately

• work effectively in a l ibrary

• use dictionaries and other reference sources including the Internet

• distinguish between active and passive l inguistic knowledge

• recognize paral le ls , s imi lari t ies and di f ferences between languages

• structure their own written work.

COMMUNITY SERVICE Community service helps students look beyond the classroom, and encourages responsible and caring partic ipation in their local setting and the wider world.

Learning a foreign language is the perfect tool to faci l i tate communication with other cultural groups. Through language B students are able to develop a deeper understanding and empathy

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for the culture of the target language, thus strengthening their sense of belonging to their own community and increasing their awareness of community needs.

HEALTH AND SOCIAL EDUCATION Cooperative learning activi t ies in language B lead to the development of social ski l l s . Students of language B are in a posit ion to develop an understanding of, and open mindedness toward, other language speakers and other cultures. By becoming confident and appreciative of the level of l inguistic competence they have reached, students may also increase the ir sel f -esteem.

The target language could be used to discuss health and social i ssues. Documentation in the target language, such as statist ics, maps, documentaries and newspapers, provides other perspectives on these issues. Language B enables students to research and compare health and social i ssues in di fferent countries.

ENVIRONMENT Language B teachers can integrate this area in di f ferent ways.

• Students can use the language to describe and evaluate their immediate and local environment.

• Students can use the language to discuss and react to environmental i ssues.

• Students can research and compare environmental i ssues in di f ferent countries (home country, host country, target language country, etc).

By studying environmental i ssues in the language B students are encouraged to develop a balanced local and global perspective of the environmental chal lenges of our t ime.

HOMO FABER Language B could be used as a vehicle for discussion of the principals of homo faber for example aesthetics, mathematical and sc ienti f ic thought, ethics, change and adapting to change.

Looking at the bel iefs, celebrations, ways of l iving, ways of adapting and ways of solving problems in other cultures as a part of their language study broadens the students’ knowledge and understanding of the concept of homo faber. Students’ appreciation of creative minds wi l l be extended through encountering individuals such as authors, artists, composers and inventors represented in the target language.

Students can export the creative use of l anguage and culture through writ ing, performing, creating and discovering ways to apply technology.

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LANGUAGE B Criteria A Speaking – Message and Interaction

This criterion refers to the effectiveness of the speaker in communicating the required message and in maintaining the flow of communication. Level 1 Level of achievement Descriptor

0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student’s speaking is unclear or incomprehensible. Some responses are inappropriate for

the task. The student is only able to provide one-word responses 3-4 The student’s speaking is usually comprehensible and the responses are usually appropriate

for the task. The student is able to use rehearsed phrases and vocabulary to answer questions. Answers are given in one-word or short phrases.

5-6 The student’s speaking is comprehensible and the responses are always appropriate for the task. The student is able to use rehearsed phrases and vocabulary to answer prompted questions.

Level 2 Level of achievement Descriptor

0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student’s speaking is not very clear or comprehensible. Some responses are

inappropriate for the task. The student is not able to answer questions with ease. 3-4 The student’s speaking is usually comprehensible and the responses are usually appropriate

for the task. The student is able to use rehearsed phrases and vocabulary to answer questions. The student has some trouble giving complete responses to complex questions.

5-6 The student’s speaking is comprehensible and the responses are always appropriate for the task. The student is able to use rehearsed phrases and vocabulary to maintain a dialog. The student is able to ask simple appropriate questions. The conversation generally flows coherently.


0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student’s speaking is not clear or comprehensible. Some responses are inappropriate for

the task. The student is not able to answer questions with ease or to maintain a conversation without disrupting the flow of the conversation.

3-4 The student’s speaking is usually comprehensible and the responses are usually appropriate for the task. The student is able to use rehearsed phrases and vocabulary to answer questions. The student has some trouble giving complete responses to complex questions and occasionally has difficulty asking questions to maintain the conversation.

5-6

The student’s speaking is comprehensible and the responses are always appropriate for the task. The student is able to use rehearsed and unrehearsed phrases and vocabulary to maintain a dialog. The student is able to ask rehearsed and unrehearsed questions appropriately. The conversation generally flows coherently.

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LANGUAGE B Criteria B Speaking – Language

This criterion refers to the accuracy, appropriateness and fluency of the language used by the speaker.


0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student uses a limited range of learned unit vocabulary and rehearsed phrases

inappropriately for the task. There is little evidence of register in the context. The errors made in grammar, pronunciation and usage make it difficult to understand what the student is attempting to say.

3-4 The student uses a good range of learned unit vocabulary and rehearsed phrases with occasional mistakes. There is some awareness of register in the context. The errors made in grammar, pronunciation and usage sometime make it difficult to understand what the student is attempting to say.

5-6 The student uses extensive range of learned unit vocabulary and rehearsed phrases with few or no mistakes in grammar, pronunciation or usage. There is definite awareness of register in the context. Errors made rarely make it difficult to understand what the student is attempting to say.


0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student uses learned vocabulary and rehearsed phrases inappropriately for the task. The

errors made in grammar, pronunciation and usage make it difficult to understand what the student is attempting to say.

3-4 The student’s speaking is usually comprehensible and the responses are usually appropriate for the task. The student is able to use rehearsed phrases and vocabulary as well as some unrehearsed phrases to ask and answer questions. The student has some trouble giving complete responses to complex questions.

5-6 The student uses a limited range of learned vocabulary and rehearsed phrases with few or no mistakes in grammar, pronunciation or usage. The student is forming questions appropriately using rehearsed and unrehearsed patterns. Errors made rarely make it difficult to understand what the student is attempting to say.


0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student uses a very limited range of learned vocabulary and rehearsed phrases. These are

often used inappropriately for the task. The errors made in grammar, pronunciation and usage make it difficult to understand what the student is attempting to say.

3-4 The student’s speaking is usually comprehensible and the responses are usually appropriate for the task. The student is able to use rehearsed phrases and vocabulary as well as some unrehearsed phrases to ask and answer questions. The student has some trouble giving complete responses to complex questions. There is a basic awareness of register.

5-6 The student uses an appropriate range of learned vocabulary and rehearsed phrases with few or no mistakes in grammar, pronunciation or usage. The student is forming questions appropriately using rehearsed and unrehearsed patterns. Errors made rarely make it difficult to understand what the student is attempting to say. There is a general awareness of register.

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LANGUAGE B Criteria C Writing – Message and Organization

This criterion refers to the effectiveness of the writer in communicating the required message, and the organization and cohesion of the text.

Level 1 Level of

achievement Descriptor

0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student’s ideas are basic and often irrelevant to the task. Ideas expressed are minimal and

tend to be repetitive. There is very little structure (introduction, body and conclusion) in the writing. Few, if any, cohesive devises are used.

3-4 Most of the ideas expressed are appropriate for the task. Some of the ideas are developed in the assignment. There is partial or incomplete structure (introduction, body and conclusion) in the task. Some basic cohesive devises are used. (Y, Pero, Entonces, Además, También)

5-6 The presentation of the assignment is clear and effective. The structure (introduction, body and conclusion) of the writing is clear and contributes to the development of the ideas expressed. Basic cohesive devises are used. (Y, Pero, Entonces, Además, También)

Level 2 Level of



tend to be repetitive. There is very little structure in the writing. There is little or no use of cohesive devices.

3-4 Most of the ideas expressed are appropriate for the task. Some of the ideas are developed in the assignment. There is clear structure in the task. Basic cohesive devices are used correctly.

5-6 The presentation of the assignment is clear and effective. The structure of the writing is clear and contributes to the development of the ideas expressed. Various cohesive devices are used appropriately.

Level 3

Level of achievement

Descriptor


tend to be repetitive. There is very little structure in the writing. There is little or no use of cohesive devices.

3-4 Most of the ideas expressed are appropriate for the task. Some of the ideas are developed in the assignment. There is clear structure in the task. Basic cohesive devices are used correctly.

5-6 The presentation of the assignment is clear and effective. The structure of the writing is clear and contributes to the development of the ideas expressed. Various cohesive devices are used appropriately. The assignment includes examples and illustrations.

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LANGUAGE B Criteria D Writing – Language

This criterion refers to the linguistic competence of the writer.

Level 1 Level of


0 The student does not reach a standard described by any of the descriptors given below. 1-2 The language used by the student is not always understandable. There are frequent spelling

and grammar errors that interfere with understanding. Only limited basic unit vocabulary and expressions are used with frequent repetition of common words or phrases.

3-4 There is a variety of unit vocabulary and expressions used. The language used by the student has some mistakes in spelling and grammar but the errors rarely interfere with understanding.

5-6 The student uses the language effectively with few, if any, spelling errors. The grammar used is generally correct. There is an extensive variety of unit vocabulary and expressions used. The writer demonstrates an awareness of the tone of the assignment.

Level 2


Descriptor

0 The student does not reach a standard described by any of the descriptors given below. 1-2 The language used by the student is not always understandable. Only basic vocabulary,

expressions and grammar concepts are used with frequent repetition of common words or phrases. There are repeated errors that make understanding of the message difficult.

3-4 There is a variety of vocabulary and expressions used. The language used by the student has some mistakes in spelling and/or grammar usage. The writer demonstrates an awareness of the tone of the assignment but has not developed it completely.

5-6 The student uses the language effectively with few spelling or grammar errors. There is a variety of vocabulary and expressions used. The writer has appropriately developed the tone of the assignment.

Level 3


Descriptor

0 The student does not reach a standard described by any of the descriptors given below. 1-2 The language used by the student is not always understandable. Only basic vocabulary,

expressions and grammar concepts are used with frequent repetition of common words or phrases. There are repeated errors that make understanding of the message difficult.

3-4 There is a variety of vocabulary and expressions used. The language used by the student has some mistakes in spelling and/or grammar usage. Basic grammatical structures are usually correct but there are repeated errors in more complex structures. The writer has appropriately developed the tone of the assignment.

5-6 The student uses the language effectively with few spelling errors. Occasional spelling errors do not interfere with the understanding of the message. The student uses a variety of grammatical structures with few errors. There is a variety of vocabulary and expressions used. The writer has appropriately developed the tone of the assignment.

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LANGUAGE B Criteria E Listening Comprehension Criteria F Reading Comprehension

Level 1 Level of


0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student can accurately identify only some of the basic information in tasks that use

previously taught vocabulary, expressions and grammar. The student can rarely accurately recognize the meaning of unfamiliar terms through context. He can rarely identify the sequence or logical order of the text.

3-4 The student can accurately identify most of the basic information in tasks that use previously taught vocabulary, expressions and grammar. The student can sometimes accurately recognize the meaning of unfamiliar terms through context. He can sometimes identify the sequence or logical order of the text.

5-6 The student can accurately identify all basic information in tasks that use previously taught vocabulary, expressions and grammar and some information that has not been taught. The student can often accurately recognize the meaning of unfamiliar terms through context. He can often identify the sequence or logical order of the text.

7-8 The student can accurately identify all basic information in tasks that use previously taught vocabulary, expressions and grammar as well as some information that has not been taught. The student can accurately recognize the meaning of unfamiliar terms through context. He can identify the sequence or logical order of the text.

Text must include familiar and unfamiliar vocabulary. Length of text must be challenging. Students in level one should have texts of 200+ words as a goal. More than one text can be used for the assessment.

Level 2


Descriptor


previously taught vocabulary, expressions and grammar. . 3-4 The student can accurately identify most of the basic information in tasks that use

previously taught vocabulary, expressions and grammar. .The student is able to accurately identify some opinions in the task.

5-6 The student can accurately identify all basic information in tasks that use previously taught vocabulary, expressions and grammar and some information that has not been taught. The student is able to recognize the logical order of the text.

7-8 The student can accurately identify all basic information in tasks that use previously taught vocabulary, expressions and grammar as well as some information that has not been taught. The student is able to recognize attitudes and opinions within the task.

Text must include familiar and unfamiliar vocabulary. Length of text must be challenging. Students in level 2 (Spanish or French One B) should have texts of 400+ words as a goal. More than one text can be used for the assessment.

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Level 3 Level of



previously taught vocabulary, expressions and grammar. . 3-4 The student can accurately identify most of the basic information in tasks that use

previously taught vocabulary, expressions and grammar. .The student is able to accurately identify some opinions in the task. The student can identify the main idea of the task.

5-6 The student can accurately identify all basic information in tasks that use previously taught vocabulary, expressions and grammar and some information that has not been taught. The student is able to recognize the logical order of the text. The student can identify the main idea of the task.

7-8 The student can accurately identify all basic information in tasks that use previously taught vocabulary, expressions and grammar as well as some information that has not been taught. The student is able to recognize attitudes and opinions within the task. The student can identify the main idea of the task and draw conclusions.

Text must include familiar and unfamiliar vocabulary. Length of text must be challenging. Students in level three (Spanish or French 2) should have texts of 600+ words as a goal. More than one text can be used for the assessment.

SPANISH ONE - Teachers.Henrico...

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