Writing Summat Ive Assessment Unit 2
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ISPP Summative Assessment Task Unit Title: Un día en mi vida, igual, igual pero diferente/ A day in my life, same, same but different Subject Language B Spanish Name of student Grade Level Phase Grades 8/9 – Phase 23 Date Nov 22, 2012 Criterion / Task D: Writing Significant Concept Rituals and Routines punctuate and define the lives of individuals and communities Los rituales y las rutinas acentúan y definen las vidas de los individuos y las comunidades AoI focus Community and service Unit Question How does your culture affect your lifestyle? ¿Cómo tu cultura afecta tu estilo de vida? Task
description
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Transcript of Writing Summat Ive Assessment Unit 2
ISPP Summative Assessment
Task Unit Title: Un día en mi vida, igual,
igual pero diferente/ A day in my life, same,
same but different
Subject Language B Spanish Name of student Grade Level Phase Grades 8/9 – Phase 23 Date Nov 22, 2012 Criterion / Task D: Writing Significant Concept
Rituals and Routines punctuate and define the lives of individuals and communities Los rituales y las rutinas acentúan y definen las vidas de los individuos y las comunidades
AoI focus
Community and service
Unit Question
How does your culture affect your
lifestyle? ¿Cómo tu cultura afecta tu estilo de
vida?
Task
Write an article: You are writing for your school magazine that willbe published to invite thecommunity to attend the International Day. Your writing title is “How doesyour culture affect your lifestyle? “
Your writing most have:
150 words (phase 1), 200 words (phase 2) * your daily
routine
* eating habits
(eating out/at
home)
* lifestyle (free
time, hobbies,
going out with
friends)
* expressions
of time
* verbs of
routine and
reflexive verbs
* celebrations
of the year
Criterion D : Writing (8 pts.)
Resources
www.ibo.org
Phase 1 Criterion D: Writing
Level Year 5 assessment criteria TaskSpecific Clarifications
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The student does not reach a standard described by any of the descriptors below.
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The student: makes a limited attempt to write basic phrases to express ideas and feelings in a limited range of everyday situations has difficulty organizing basic information, and basic cohesive devices are not used has difficulty using basic vocabulary, grammatical structures and conventions; many errors makes a limited attempt to write with a sense of audience.
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The student: writes some basic phrases to express ideas and feelings in a limited range of everyday situations organizes some basic information and uses a limited range of basic cohesive devices uses a limited range of basic vocabulary, grammatical structures and conventions; some errors and inappropriate word choice writes with some sense of audience.
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The student: writes a variety of basic phrases to express ideas and feelings in a limited range of everyday situations usually organizes basic information and uses a limited range of basic cohesive devices makes good use of a basic range of vocabulary, grammatical structures and conventions, generally accurately usually writes with a sense of audience.
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The student: writes a wide variety of basic phrases effectively to express ideas and feelings in a limited range of everyday situations organizes basic information and uses a range of basic cohesive devices makes excellent use of a basic range of vocabulary, grammatical structures and conventions, generally accurately writes with a sense of audience.
Phase 2 Criterion D: Writing Level Year 5 assessment criteria TaskSpecific Clarifications
0
The student does not reach a standard described by any of the descriptors below.
12
The student: makes a limited attempt to write simple text to express ideas and feelings in a limited range of familiar situations. Ideas are basic and repetitive; they are not always relevant and little or no detail is given has difficulty organizing information and ideas and using a range of basic cohesive devices; there is little or no structure, making the ideas difficult to follow has difficulty using basic vocabulary, grammatical structures and conventions; frequent errors interfere with communication makes a limited attempt to write with a sense of audience.
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The student: writes some phrases in a simple text to express ideas and feelings in a limited range of familiar situations. Ideas are usually relevant, though they can contain limited detail organizes some information and ideas and uses a range of basic cohesive devices; there is a reasonable attempt at structure uses a basic range of vocabulary, grammatical structures and conventions; some errors and inappropriate word choice interfere with communication writes with some sense of audience.
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The student: writes a range of phrases and expressions in a simple text to communicate ideas and feelings in a limited range of familiar situations. Ideas are relevant and contain some detail and examples usually organizes information and ideas and uses a range of basic cohesive devices; there is a logical structure
makes good use of a basic range of vocabulary, grammatical structures and conventions, generally accurately; errors do not interfere with communication usually writes with a sense of audience.
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The student: writes a wide range of phrases and expressions in a simple text effectively to communicate ideas and feelings in a limited range of familiar situations. Ideas are relevant, detailed and include examples organizes information and ideas and uses a range of basic cohesive devices; there is a logical structure and cohesive devices add clarity to the message makes excellent use of a basic range of vocabulary, grammatical structures and conventions, accurately; occasional errors do not interfere with communication writes with a sense of audience.
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