Teacher Workbook: Unit Planning, Lesson Planning, and Effective Evaluation
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Transcript of Teacher Workbook: Unit Planning, Lesson Planning, and Effective Evaluation
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English Immersion Program on San Andrés and Providencia
2013
Unit Planning,
Lesson Planning,and Effective EvaluationA workbook for English teachers
Emily Fiocco and Jessica Hom, Peace Corps Colombia
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Table of Contents
Section I: Unit Planning
Organizing the Year into Units .................................................................................................................. 3
Sample Unit Plan ....................................................................................................................................... 5
Unit Planning Form ................................................................................................................................... 7
Section II: Lesson Planning
The “I-We-You” Model.............................................................................................................................. 9
Sample Lesson Plan ................................................................................................................................. 13
Lesson Planning Form ............................................................................................................................. 15
Section III: Effective Evaluation
Period-Long Evaluation Plans .................................................................................................................. 17
Sample Evaluation Plan.................................................................................................................. 18
Evaluation Plan Form ..................................................................................................................... 19
Types of Evaluation ................................................................................................................................. 20
Writing a Rubric ...................................................................................................................................... 23
Sample Rubric ................................................................................................................................ 24
Rubric Form .................................................................................................................................... 25
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Section I: Unit Planning
Organizing the Year into Units
3
Periods and Units
A great way to plan the year is to divide it into smaller units, and then decide what we’re going
to teach in each unit.
Each period is 10 weeks long. Let’s say that each period will have 2 units, and let’s plan for each
unit to be 4 weeks long. This gives us 2 extra weeks to compensate for missed class,
recuperaciones, etc.
We know that the first month of school is very disorganized, but we can plan to take advantage
of that time. Unit 1 can be four weeks of reviewing the most important parts of last year’s
material and establishing class rules. Unit 2 can start the new material for the year.
What are our next steps? Using the “Unit Planning Form” (pages 11-12)…
1. Look at the materials you have (including a book, if you have one). Decide what content
is most important and realistic for our students.
2. Choose the grammar and functions for each unit.
3. Choose a theme and learning objectives for each unit.
4. Choose the vocabulary and the types of evaluation (specifically, the conversation topic
and the type of creative work) for each unit.
5. Review to make sure that all of important content for the year is included in our plan.
You will need one copy of the “Unit Planning Form” for each unit—eight total!
Later, you will add: Quizzes and exams
Rubrics for the conversations and creative work
Vocabulary lists
Materials, exercises, flash cards, talleres, etc.
Lesson plans (with ideas for activities, etc.)
Year
Period1
Unit1
Unit2
Period2
Unit3
Unit4
Period3
Unit5
Unit6
Period4
Unit7
Unit8
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Section I: Unit Planning
Organizing the Year into Units
4
Some important notes:
It is perfectly fine to write in Spanish! Sometimes it is easier to think and create in
Spanish, and one goal of this project is to make teachers’ lives easier. Also, if the
curriculum is in Spanish, then it can be shared with the coordinadores, rector , etc.
Stay organized!
Keep records of all the work you do. Next year, you can use the same material instead
of reinventing the wheel.
Collaborate with other teachers. Two heads are better than one.
Conversations and Creative Work
The goal of conversations and creative work is to get students to practice the content (grammar,
functions, and vocabulary) for that unit in an interesting way.
Conversations do not always need to be two friends talking to each other. That would be
boring. There are many fun ways to get students to speak and write. Some examples for
conversations, role plays, and written (creative) work:
An interaction between a shop owner and customers
An interview between a journalist and a famous person
A police officer interviewing crime scene witnesses (good for past tense)
Someone calling a radio program to ask for advice (good for should/shouldn’t)
A job interview between an employer and potential employees (good for professions
and occupations, can/can’t)
Tour guide and tourists (good for city places)
Someone selling a house to potential buyers (good for places of the house and for
descriptions)
A lost tourist asking for directions (good for giving directions)
Models and commentators at a fashion show (good for physical appearance and
clothes)
A commercial (on the radio or television) for a new product
Writing horoscopes for the newspaper (good for future tense)
Writing other types of newspaper articles (good for past tense)
Drawing Facebook profiles (good for likes/dislikes)
Doing a weather report on a television program (good for weather and future tense)
There are many more possibilities!
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Section I: Unit Planning
Sample Unit Plan
6
Vocabulary List
Illnesses
To have…
Cold
CoughFever
Flu
Headache
Pain
Nausea
Nosebleed
Runny nose
Sting
Sore throat
Stomachache
Adjectives to
describe pain
Burning
DullSharp
Tingling
Throbbing
Remedies
To drink…
- Herbal tea
- Tea- Cough syrup
To get an
injection
To go to…
- The doctor
- The hospital
- The clinic
To rest
To take a pill
Letter-writing
phrases
Dear
SincerelyLove
Modals
Can
Must
ShouldHave to
Had better
Reading Comprehension Text
An article about home remedies (remedios caseros) from another culture. For example, “People
in China believe that you should… if you have a cold.” The article will talk about remedies and
use the modal should/shouldn’t. Students can then write home remedies from Colombia.
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Section I: Unit Planning
Unit Planning Form
7
Period: __________ Unit: __________ Theme: ________________________________
Learning Objectives
By the end of this unit, students will be able to…
Grammar and Functions
Vocabulary
Evaluation
1. Vocabulary quiz
2. Conversation
What kind of conversation or role play will the students do? How will it use the grammar/functions
and vocab from this unit?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Creative work
What kind of creative work or poster will the students do? How will it use the grammar/functions
and vocab from this unit?
__________________________________________________________________________________
__________________________________________________________________________________
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Section I: Unit Planning
Unit Planning Form
8
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Exam
5. Homework and/or taller
Vocabulary list:
Other notes:
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Section II: Lesson Planning
The “I-We-You” Model
9
We can use a very simple and effective model of lesson planning: I-We-You. In this model, a lesson has
three parts:
I: “I” is the teacher. In the first part of the lesson, the teacher presents the material. The teacher
explains new material or reviews old material, and gives many examples for students. Students listen,
take notes, and ask questions. This is typically the shortest part of the lesson.
We: “We” is the teacher and the students together. In the second part of the lesson, the teacher and
the students practice the material together as a class.
You: “You” is the students. In the third part of the lesson, the students practice the material
independently. The teacher walks around the classroom to check that students are using the language
correctly and to answer questions.
I
• teacher presents material and gives examples
• students listen and ask questions
We
• teacher and students practice materialtogether as a class
You• students practice material independently• teacher checks students' work
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Section II: Lesson Planning
The “I-We-You” Model
10
Warm-Ups and Exit Tickets
In addition to the “I-We-You model ”, we have two more important elements of lesson planning: warm-
ups and exit tickets.
Warm-ups: A warm-up is a very short activity at the beginning of class that prepares students for the
lesson. It takes about five minutes. It is usually a review of the previous lesson’s material. All students
should participate.
Here are some examples of warm-ups:
Make a list of all the colors you know in English
You can substitute any relevant vocabulary
Write three sentences using “to be” in the present tense
You can substitute any other kind of grammar
In pairs, students ask and answer two questions in English
Make a “word map” related to a topic
Exit tickets: An exit ticket is a type of informal evaluation at the end of class. An exit ticket is something
that students have to show or do in order to leave the class at the end of the hour. The students will
learn to do their work during class because (obviously) they want to leave.
If there are many errors in the students’ work, then the teacher knows that the students do not
understand and that the class needs more review of the material.
Here are some examples of exit tickets: To leave, students must show the four sentences in the past tense that they wrote during class
To leave, students must say (or read) one sentence in English based on the material from class
To leave, students must read (in pairs) the conversation that they wrote
To leave, students must show that they copied the notes and examples in their notebooks
warm-up
I We Youexit
ticket
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Section II: Lesson Planning
The “I-We-You” Model
11
Individual vs. Group Work
Our lessons should use a variety of strategies: individual work, pair work, group work, and class work.
Advantages Potential problems
Whole class
For example: the
teacher explains
grammar
- Can be good for presenting new material
- Allows the teacher to give examples
- Students may be listening and
copying, but they probably aren’t
practicing English
- Can be boring
Pairs
For example: pairs
of students practice
a conversation
- Many students can practice at the same
time
- Students feel less pressure
- Stronger students can help others
- Students may get distracted
- Can get noisy
- If someone’s partner is absent,
there may be a problem
Groups
For example: groups
of four students
create posters about
a tienda
- Students learn to work together
- Can be more fun, especially for creative
work
- Stronger students can help others
- If you are working on projects, then the
teacher will have fewer presentations to
grade
- Students may get distracted
- Can get noisy
- If someone’s partner is absent,
there may be a problem
- Moving chairs can be noisy
Individual
For example:
students work
individually on a
taller/worksheet
- Each student can work at his or her own
pace
- Teacher can give individual help to
students who need it the most
- Students may get distracted
- Students may make errors
without realizing it
Here are some important recommendations to make any kind of lesson successful: Plan your lessons. Think about your lesson objectives and decide how the class is going to work
ahead of time.
Give clear instructions. Tell the students what you expect them to do, and how much time they
have. Write important information on the board. Model the activity for your students.
Choose appropriate activities. Some activities are better for groups; others are better for
individuals.
Make sure the level is appropriate. If the activity is too easy or too difficult, then the lesson
won’t be successful.
Fix problems before they get out of control. If a group doesn’t work well together, then change
the group. If students are talking to each other instead of paying attention, then make the
students move chairs. If students don’t understand the material, then stop,go back, and reviewuntil it is clear.
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Section II: Lesson Planning
The “I-We-You” Model
12
A Checklist for Good Lessons
Does the lesson have a clear and appropriate objective?
Does every student have to practice English?
Does the lesson build on what the students already know?
I (teacher):
Does the teacher explain the material clearly?
Does the teacher model how to use the English material?
We (teacher and students together):
Do students practice the material with the teacher’s guidance?
Does the teacher provide positive feedback?
Does the teacher correct students’ mistakes in an encouraging way?
You (students):
Do the students have clear directions about what they have to do?
Does the teacher walk around the classroom and help students?
Is there a warm-up to prepare students for the lesson?
Is there an exit ticket to check students’ understanding?
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Section II: Lesson Planning
Sample Lesson Plan
13
This is a sample lesson plan for an 8th
-grade class studying modals, illnesses, and giving advice. The
students have already studied the vocabulary, and they know some simple verbs. There are 40 students
in the class.
Period: 2 Unit: 4 Topic: using modals to give advice
Lesson objectives: Students will be able to…
Use should and shouldn’t to give advice for health and personal problems
Analyze everyday problems and make recommendations
Materials needed: whiteboard, markers, papel periódico, tape, list of examples (prepared before class)
Warm-up
How will the students
review and prepare for the lesson?
Time: 7 minutes
In their notebooks, students make a list of all the vocabulary they remember
about modals and illnesses. (4 minutes)
Teacher asks students how many words they remembered. (“Raise your handif you have 5 or more words. Raise your hand if you have 10 or more words.”
Etc.)
The student who has the most words reads them out loud. Other students
can add additional words that were not mentioned. Teacher reinforces
correct pronunciation. (3 minutes)
I
How will the teacher present the material?
Time: 8 minutes
Teacher presents the modals should and shouldn’t . Teacher explains the
grammar for these modals—using Spanish, if necessary.
Teacher gives several examples of sentences usingshould and shouldn’t ,
building on English that students already know. For example:
David has a biology exam tomorrow. He should study.
Susan is very tired. She should sleep.
Anna has the flu. She shouldn’t go to school.
Students copy examples in their notebooks. (8 minutes)
We
How will the teacher
and students practice
the material together
as a class?
Time: 10 minutes
Teacher writes two columns on the board. In one column, a list of situations;
in another column, a list of recommendations. Students must match the
situation to the recommendation. (5 minutes)
Teacher asks students for correct answers. Students read the sentences out
loud (to practice speaking). (5 minutes)
Teacher answers any questions.
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Section II: Lesson Planning
Sample Lesson Plan
14
You
How will students
practice the material
independently?
Time: 25 minutes
Teacher tapes eight pieces of papel periódico on the wall. Each piece has a
different situation. Some situations are health problems, other are personal
problems. For example:
1. Danny has no money.
2. Nancy is sick. She has a stomachache.
3. Gustavo lost his cédula.
Teacher divides the students into eight groups. Each group stands next to one
piece of paper. The students must read the situation and write one
recommendation (using should or shouldn’t ).
Every five minutes, the students rotate around the room (in groups), visiting
each piece of papel periódico. For each situation, they read what the other
groups wrote, then add another recommendation.
It’s okay if there is not time for every group to visit every piece of paper. (20
minutes)
When there are five minutes left of class, the teacher asks one person from
each group to read all the recommendations written for that situation. (5
minutes)
Exit ticket
What must students do
to show that they
understand the
material before leaving
the class?
Students must copy, in their notebooks, one of the situations, and at least one
positive recommendation (should ) and one negative (shouldn’t ).
Teacher’s notes:
Written by: Jessica Date: December 18, 2012
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Section II: Lesson Planning
Lesson Planning Form
15
Period: _____ Unit: _____ Topic: _______________________________________________
Lesson objectives: Students will be able to…
Materials needed:
Warm-up
How will the studentsreview and prepare for
the lesson?
Time: _____ minutes
I
How will the teacher
present the material?
Time: _____ minutes
We
How will the teacher
and students practice
the material together
as a class?
Time: _____ minutes
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Section II: Lesson Planning
Lesson Planning Form
16
You
How will students
practice the material
independently?
Time: _____ minutes
Exit ticket
What must students do
to show that they
understand the
material before leaving
the class?
Teacher’s notes:
Written by: ________________________________________ Date: ___________________________
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Section III: Effective Evaluation
Period-Long Evaluation Plans
17
It’s important to decide how we will evaluate students over an entire period. Here are some
important questions to consider:
1. How will you evaluate your students?
2. How frequently will you evaluate your students?
3. When will you evaluate your students?
Answering these questions, we can develop a period-long evaluation plan.
An evaluation plan can look like this:
Week Grades
1 Homework (5 pts) Class participation (5 pts)
2 Project (5pts) Class participation (5 pts)
3 Homework (5 pts) Class participation (5 pts)
4 Test (5 pts) Class participation (5 pts)
5 Class participation (5 pts)6 Homework (5 pts) Class participation (5 pts)
7 Test (5 pts) Class participation (5 pts)
8 Homework (5 pts) Class participation (5 pts)
9 Project (5 pts) Class participation (5 pts)
10 Homework (5 pts) Test (5 pts) Class participation (5 pts)
Total number of grades: 20 Total number of points: 100
It tells us what kind of grades there will be, how many there will be, and when they will be
taken. For example, using this calendar, we see that:
There are 3 grades for tests, and they are in weeks 4, 7, and 10. There are 4 grades for homework, and they are in weeks 1, 3, 6, and 8.
Why use a period-long evaluation plan?
Make sure you have enough grades at the end of the period. If you follow your evaluation
plan, you will have enough grades to give every student a final grade for the period.
Tell students what to expect. You can tell the students exactly how they will be evaluated. The
students will be able to prepare for projects and tests, and they will be more motivated.
Monitor students’ progress throughout the period. Don’t wait until the end of the period to
discover that students are having difficulty. If you take several grades throughout the period,
you will know when there are problems.
It is easy to calculate final grades. Each assignment and test is worth a certain amount of points.
Compare the total number of points that students receive with the total amount of points
possible to easily and effectively determine grades.
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Section III: Effective Evaluation
Sample Evaluation Plan
18
Let’s imagine that there is an English teacher named Diego. He uses these three questions to
develop a period-long evaluation plan:
1. How will you evaluate your students?
2. How frequently will you evaluate your students?
3. When will you evaluate your students?
1. How will you evaluate your students?
Diego decides he will evaluate his students
using the four following strategies:
2. How frequently will you evaluate your
students?
Diego decides how many grades he will take for
each type of evaluation in one period (10 weeks).
Homework/talleres 5 grades for homework
Tests/quizzes 3 grades for tests
Projects and conversations 2 grades for projects
Participation in class 10 grades for participation in class
3. When will you evaluate your students?
Diego uses a calendar to decide when he take each grade. Using this calendar, he knows that at
the end of the period (10 weeks), he will have all the grades he needs. Each student can receive a
maximum
Week Grades
1 Homework Class participation
2 Project Class participation
3 Homework Class participation
4 Test Class participation5 Class participation
6 Homework Class participation
7 Test Class participation
8 Homework Class participation
9 Project Class participation
10 Homework Test Class participation
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Section III: Effective Evaluation
Evaluation Plan Form
19
Grade: ___________________ Period: _____________________________
1. How will you evaluate your students?
List the types of evaluation you will use.
(For example: exams, homework, etc.)
2. How frequently will you evaluate your students?
Write a number next to each type of evaluation to
indicate how many grades you will take each
semester.
3. When will you evaluate your students?
Use this calendar to decide when you will use each type of evaluation.
Week Grades
1
2
3
4
5
6
7
8
9
10
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Section III: Effective Evaluation
Types of Evaluation
20
Students demonstrate their learning in many ways: talking, interacting (in conversations or role
plays), describing, creating, drawing, writing, reading…
Similarly, we can evaluate students in many different ways. Effective evaluation gives students
an opportunity to show us what they have learned. It tests multiple skills. It is fair and
objective. And it tests the material that we have taught the students.
In this section, we will explain some different types of formal evaluation, including:
Homework
Talleres
Vocabulary Quizzes
Exams
In the next section, we will explain rubrics, a way to evaluate projects and presentations.
What is the best format for exams and other evaluations?
Always test students in the same way that you taught them. The test questions should
be similar to the exercises that the students practiced in class.
For example, if the students did an exercise in class where they looked at a picture and
answered questions about it, then the test should have a similar section.
If the students did an exercise in class where they read a short biography and answered
questions about it, then the test should have a similar section.
By testing students in the same way that we taught them, we can prepare students for success.
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Section III: Effective Evaluation
Types of Evaluation
21
Homework and Talleres
Students need as much practice using English as possible. Homework and talleres are good
because they give the students more practice. Homework and talleres often include:
Grammar exercises
Vocabulary exercises
Listening activities
Reading activities
We may choose to evaluate homework and talleres based on effort, instead of on correctness.
(For example, if the student completed 100% of the taller and worked hard in class, then he/she
gets a 10, even if there are some errors.)
Why? Students need low-pressure opportunities to practice English. When we learn a new
language, we make mistakes. Homework/talleres should allow students to make mistakes (and
correct them!) without penalty. Then students will be more prepared for formal evaluation, like
exams and projects.
If we assign homework, will the students do it?
Yes. If the teacher assigns homework and then rewards students who do it (with a good grade
or in another way), then the students will learn to do their homework. If the teacher assigns
homework and then forgets about it, or doesn’t give the students any incentive, then the
students will not do their homework.
Start by giving small, easy homework assignments. Check the homework on the day it is due.
Review the correct answers. Praise the students who do their work. Homework is ahabit that
we must teach students.
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Section III: Effective Evaluation
Types of Evaluation
22
Vocabulary Quizzes
The vocabulary quiz should be near the beginning of the unit. The quiz will motivate students
to learn the vocabulary so they can use it in class during the rest of the unit. It is important to
focus on the words from the unit’s vocabulary list (so students know what to study). Finally, we
must try to ask questions that put the vocabulary in context so that it is meaningful for students.
The vocab quiz may include a word bank to help the students. It may also include a listening
section to test whether students recognize how words sound.
Ideas for a vocabulary quiz:
Matching: students match a word with its English or Spanish definition
Matching: students match a word with a picture
Dictation: teacher reads a word or phrase, and students write
Which doesn’t belong? : students have to choose which word does not belong in the
group (for example, in the group of words “flu, headache, pill, cough,” the word “pill”
does not belong because it is a remedy, not an illness)
Fill in the Blank : students read a phrase, sentence or definition and write the correct
word
List : ask the students to list five words in a category (for example, write five illnesses)
Exams
The final exam should be at the end of the unit. It should test students on the material and
skills that they learned and practiced during the unit.
Common ideas for a final exam:
A listening section, preferably similar to a listening activity that the students have
already done
A reading section, preferably similar to a reading activity that the students have already
done
A vocabulary section, preferably similar to a vocabulary activity that the students have
already done
A grammar/functions section, preferably similar to a grammar/function activity that the
students have already done
An exam should not have exclusively multiple-choice questions. There should be “freeresponse” questions, where the students have to produce their own answers/sentences in
English.
Remember: Always test students in the same way that you taught them. The test
questions should be similar to the exercises that the students practiced in class.
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Section III: Effective Evaluation
Writing a Rubric
23
What is a rubric?
Rubrics are a tool to motivate students by communicating exactly what we expect of them.
Rubrics make grading clearer, fairer, and more objective. We can use rubrics for many things,
including creative work and conversations.
How to write and use a rubric:
1. Make a list of what you want your students to practice with this activity.
Example: My students are going to do a conversation. One person will call a radio program,
asking for help with a problem. The other person will give advice. I want the students to
practice pronunciation, fluency, “should,” and vocabulary related to illnesses.
2. Decide exactly what the students must do for the assignment. Be as specific as
possible. Include numbers if you can.
Example:
Pronunciation: students must speak clearly enough that all the words are easily
understandable
Fluency: students must speak with a natural pace and intonation, without reading from
a paper
Grammar: students must use “should” two times. Use “shouldn’t” two times. Use
“should” in a question two times. (Six uses in total.)
Vocabulary: students must use three vocabulary words related to illnesses. Use three
vocabulary words related to remedies. (Six words in total.)
3. Decide the requirements for grades. What do students need to do to get a 10? What
do they need to do to get an 8? Etc.
4. Share the rubric with your students before they start working. Tell them that every
student can earn 10. Encourage them to refer to the rubric.
5. Use the rubric to evaluate students’ work
On the next page, you will find a sample rubric.
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Section III: Effective Evaluation
Sample Rubric
24
Below you will see a sample rubric for a conversation that students do:
One person will call a radio program, asking for help with a problem. The other person
will give advice. I want the students to practice pronunciation, fluency, “should,” and
vocabulary related to illnesses.
This rubric is for a school that grades from 1 (lowest) to 10 (highest).
→ Grades
↓ Categories
2 3 4 5
Pronunciation Less than 50%
correct; hard to
understand
50-70% correct;
some parts are
hard to
understand
70-90% correct;
easy to
understand
90-100% correct;
very easy to
understand
Fluency Many awkward
pauses; less than
70% memorized
Sounds natural
most of the time;
70-90%
memorized
Sounds natural;
some pauses;
90% memorized
Sounds natural;
no long pauses;
100% memorized
Grammar Uses “should”
fewer than 4
times, with
several errors
Uses “should” 4-5
times, but with 1-
3 errors
Uses “should” 6
times, but with 1-
2 errors
Uses “should”
correctly 6 times
(+, -, ?)
Vocabulary Uses fewer than 4
vocab words
Uses 4 vocab
words
Uses 5 vocab
words
Uses 6 vocab
words (remedies
and illnesses)
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Section III: Effective Evaluation
Rubric Form
25
Assignment:
→ Grades
↓ Categories