Inmersión a tu alcance

Strand & Definition

Activities

Communication/Conversation (25%)

Conversation assessments ask students to use their language ability to communicate as effectively as possible in Spanish. In spoken and written “conversation” assessments, students are assessed on the length and complexity of what they are able to communicate, not on the correctness of their Spanish.

• Using Spanish in class  (i.e. asking questions / addressing teachers or classmates)

• Using vocabulary words and phrases presented in class.

• Participating in conversational games, debates, interviews, surveys, and dialogues

Presentation (25%)

Presentation assessments ask students to work to write and speak Spanish with a high degree of correctness. On these assessments, students have time to prepare and to revise in order to bring their Spanish to a high level of correctness.

• 3 mini-presentations throughout the semester

• Two video diaries and self-assessments; one at the end of September and one towards the end of the semester as a reflection of personal growth within the Spanish language.

• Recognition and recall of words & forms (quizzes)

Interpretation (25%)

Interpretation assessments ask students to understand authentic written and spoken Spanish. Unlike conversational assessments, which are in real time, interpretation assessments allow students time to re-read and re-listen.

• Recognizing/applying vocabulary words or phrases presented in class.

• Dictados (listening to written speech and writing what is heard)

• Answering questions and commenting on reading and listening assessments, such as from news, poetry, art, music, gastronomy, or other aspects of culture

Work Habits (25%)

The Work Habits strand reflects the effort students put into completing homework, studying regularly, and working in class.

• Class participation

• Completion of Homework

• Showing interest and efforts in class

Extra Credit

• You may complete Honors assignments for extra credit. The regular revision of work will be also encouraged.

All students are expected to complete work in a timely manner.   Developing the mindset and skills to complete work on time will benefit students throughout high school, college, and in future careers.

• If a student is not able to turn in an assignment on time, he or she must make arrangements with the teacher within 24 hours of the due date. (Example:  If an assignment is due at the beginning of class on a Monday, arrangements must be made by that time Tuesday, regardless if the class meets that day.)

• At the discretion of individual teachers, students may be provided extra time to receive credit on assignments

• Make-up assignments must be submitted within 7 calendar days (1 week) from the original due date.

• Any assignment submitted after the 7-day window will receive a lower grade in the Work Habits strand but fully assessed in all other strands.  

• Students who have specific accommodations or modifications in a IEP or 504 plan may have this policy adjusted on an individual basis.

Aspects of the language:

Novice-Low

Novice-Mid

Novice-High

Interpersonal Communication

I can communicate

on some very familiar

topics using single

words and phrases that

I have practiced and

memorized.

I can communicate on

very familiar topics

using a variety of words

and phrases that I have

practiced and

memorized.

I can communicate and

exchange information

about familiar topics us-

ing phrases and simple

sentences, sometimes

supported by memo-

rized language.

I can usually handle

short social interactions

in everyday situations

by asking and answer-

ing simple questions.

Presentational Speaking

I can present informa-

tion about myself and

some other very familiar

topics using single

words or memorized

phrases.

I can present informa-

tion about myself and

some other very familiar

topics using a variety

of words, phrases, and

memorized expressions.

I can present basic

information on familiar

topics using language

I have practiced using

phrases and simple

sentences.

Presentational Writing

I can copy some familiar words, characters,

or phrases.

I can write lists and

memorized phrases on

familiar topics.

I can write short

messages and notes on

familiar topics related to

everyday life.

Interpretive Listening

I can recognize a few

memorized words and

phrases when I hear

them spoken.

I can recognize some

familiar words and

phrases when I hear

them spoken.

I can often understand

words, phrases, and

simple sentences related

to everyday life. I can

recognize pieces of

information and some-

times understand the

main topic of what is

being said.

Interpretive Reading

I can recognize a few

letters or characters.

I can identify a few

memorized words and

phrases when I read.

I can recognize some

letters or characters. I

can understand some

learned or memorized

words and phrases

when I read.

I can understand famil-

iar words, phrases, and

sentences within short

and simple texts related

to everyday life. I can

sometimes understand

the main idea of what

I have read.