Assessment/Activity Worksheet s1
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World Language Assessment/Activity Worksheet
LEVEL: Novice Low Strand: Communities Standard: Use of Language Level of Proficiency/Domain: Novice Low Benchmark: 5.1.N.a: Exchange information in the target language with people locally and around the world through avenues such as pen and key pals, email, and electronic presentation.
Assessment (before, during, after):
Before: The first pen pal letter in which students introduce themselves and ask introductory questions to their pen pals.
During: Ongoing relationship with a pen pal (handwritten or e-mail) from another country. Correspondence will be done in the target language; all correspondence will be previewed by the teacher before being sent. Correspondence will occur once or twice a month.
After: A “Skype” correspondence with a classroom from a country where the target language is spoken and each student will be required to ask 2-3 questions to find out about their school. Each student will have an individual conversation with their assigned pen pal.
1 Learning Activities/Facts/Information: Resources:
New Vocabulary:
2 World Language Assessment/Activity Worksheet
LEVEL: Novice Low Strand: Communities Standard: Use of Language Level of Proficiency/Domain: Novice Low Benchmark: 5.1.N.b: Provide services to others in the school district through activities in the target language such as skits and/or musical presentations, or by reading to others in the target language.
Assessment (before, during, after):
Does not apply
3 Learning Activities/Facts/Information: Resources:
New Vocabulary:
4 World Language Assessment/Activity Worksheet
LEVEL: Novice Low Strand: Communities Standard: Personal Enrichment Level of Proficiency/Domain: Novice Low Benchmark: 5.2.N.a: Willingly use the target language within the classroom setting.
Assessment (before, during, after):
Before: Students report interactions with the target language and culture by writing about the experience (Who? Where? What? When? How? Why?) and discussing it with the class or a partner.
Example: I visited a Mexican restaurant yesterday, heard people speaking Spanish, and read some Spanish on the menu. My family likes Mexican food, especially guacamole.
I was watching a cowboy Western TV show and recognized “Cielito Lindo” being played during a scene in Mexico.
During: Students converse with Spanish-speaking key pals via Skype, e-mail, or other sites. Students use the conversation skills and cultural knowledge they’ve learned as well as learn new words, phrases, and customs from their friends. This experience should help motivate them to increase their vocabulary and accuracy.
After: Students use the target language to order food at a restaurant where food from the target culture is served. Students also use the target language throughout the course of the meal. Students will be graded on their success ordering food.
5 Learning Activities/Facts/Information: Resources:
1. Students summarize basic information and personal ACTFL sponsored site information in the target language and write a profile to for connecting language share with their key pal. learners and native speakers for free 2. Students discuss reasons for learning the target http://www.hello- language as well as the best and most interesting ways hello.com/ to use the language (books, comics, TV shows, meeting new friends, traveling, career).
3. Students interpret authentic menus and role-play ordering food in a restaurant.
New Vocabulary: restaurant, I would like, menu, bill please, waiter/waitress, how to make a reservation, question words
6 World Language Assessment/Activity Worksheet
LEVEL: Novice Low Strand: Communities Standard: Personal Enrichment Level of Proficiency/Domain: Novice Low Benchmark: 5.2.N.b: Use authentic target language print materials and electronic media to explore topics of personal interest and enjoyment.
Assessment (before, during, after):
Before: Students list as many celebrities, athletes, singers, artists, actors, authors, poets, and other famous people from the target culture as possible (alternatively, famous stories, poems, and other cultural products or achievements).
During: Students read and briefly summarize a biography or interview of famous person from the target culture related to their topic of high interest.
After: Students dramatize, exhibit, or report information they have learned based on their reading, listening, or viewing of target language/culture media.
7 Project Rubric: Content/ Fluency Accuracy Pronunciation Presentation Context Student reports Flow of words Memorized Pronunciation Eye contact, 5
d several key facts matches a slow phrases are matches near- gestures, and r
a about their native speed grammatically native formation tone of voice d
n famous person correct with no and the meaning add to the a t
s with additional errors is clear meaning
s details or d
e interesting facts e c x E
Student reports Flow of words is Memorized Pronunciation is Eye contact,
4 several (3-4) key approaching phrases are understandable gestures, and d r facts about their near-native grammatically but shows one tone of voice a
d famous person speed and correct with one minor influence somewhat add n a
t includes one minor error of L1 and the to the meaning s pause meaning is clear s t e e M
3 Student reports Flow of words is Memorized Pronunciation is Eye contact, d r
a several key facts somewhat phrases are understandable gestures, and d
n about their choppy and grammatically but shows two tone of voice do a t famous person broken by a correct with two influences of L1 not add to the s
g but the meaning couple of errors. and the meaning meaning n i is somewhat lost pauses. is somewhat h
c or some facts unclear a
o are missing r p p A Student reports Flow of words is Memorized Pronunciation is Eye contact, 2
s key facts about very choppy and phrases are understandable gestures, and t e e
d their famous broken by a grammatically but shows three tone of voice r m a
person but the number of correct with or more obscure the d y l n
l meaning is pauses. numerous influences of L1 meaning a a t i
t unclear errors. and meaning is s r
a obscured P
Sample is not Sample is not Sample is not Sample is not Sample is not 1 t measurable. measurable. measurable. measurable. measurable. e e d m r
a t d o n n
a s t e s o D
8 Learning Activities/Facts/Information: Resources:
1. Students choose from a list of possible topics of interest Radio Televisión España and read related blogs, articles, recipes, and catalogs, listen to newscasts, radio shows, music and podcasts Univisión (Estados and watch TV shows and movies related to their topic of Unidos) interest. Telemundo (Estados Example: Música, Baile, Arte Plástico, Fútbol, Béisbol, Unidos) Autos, Moda, Telenovelas, Famosos TV Azteca (México)
2. Students organize basic information about certain Televisa (México) famous people or characters with their name and some basic facts. TV Pública (Argentina)
New Vocabulary:
9 World Language Assessment/Activity Worksheet
Novice Low Communities Personal Enrichment Level of Proficiency/Domain: Novice Low Benchmark: 5.2.N.c: Investigate and present information to others about careers where skills in another language or cross-cultural understanding are needed.
Assessment (before, during, after):
Before: Students infer conclusions about the importance of learning the target language based on Census data, International Monetary Reports, or other related articles.
During: Students interview guest speakers who use the target language or use cross-cultural information in their careers.
After: Upper Elementary students visit the classrooms of Lower Elementary students and explain their reasons for learning the target language.
10 Learning Activities/Facts/Information: Resources:
1. Students analyze charts, graphs, and data related to the Hispanic Population of target country (population growth, financial influence, the United States lucrative technologies or resources) and look for trends. Census Data Teacher alludes to possible reasons for learning the target language. International Monetary Reports 2. Students prepare interview questions for guest speaker in the target language related to their duties, their use of Why learn Spanish? the language, how many years they studied the language Video from Pearson in school, and their experiences in the target country. Education
3. Students enumerate their personal reasons for learning the target language, which they will share with a younger student.
New Vocabulary: professions
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