Saginaw Valley State University
World Language
Assessment/Activity Worksheet
|LEVEL: |Novice Low |
|Strand: |Connections |
|Standard: |Knowledge |
|Level of Proficiency/Domain: |Novice Low |
|Benchmark: | 3.1.N.a: Reinforce previously learned content knowledge through the |
|target language. |
|Assessment/Activities (before, during, after): |
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|Before: |
|Does not apply |
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|During: |
|Does not apply |
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| |
|After: |
|Does not apply |
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|Learning Activities/Facts/Information: |Resources: |
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|Recommendation: Collaborate with academic teachers to compile a list of key academic content that |The Weather / El tiempo |
|best relates and is most useful to learn in the target language. |Gladys Rosa-Mendoza |
| | |
|Possible topics: |¡Fiesta! |
|Kindergarten – First Grade |Ginger Foglesong Guy |
|counting 1-100 | |
|colors |Numbers/Los números |
|animal needs |Rebecca Emberly |
|writing words | |
|flags representing a country |Colors/Los colores |
|skill of describing |Rebecca Emberly |
|community helpers | |
|familiar holiday with different traditions (i.e. Christmas in Mexico, Christmas in Puerto Rico) | |
| | |
|Second – Third Grade | |
|counting 100-1,000 | |
|adding and subtracting | |
|weather and climate | |
|writing short phrases | |
|animal habitats | |
|geography of 1 country | |
|measuring using metric scale | |
|unfamiliar holiday (i.e. Día de los Muertos, Los Reyes Magos) | |
| | |
|Fourth Grade – Fifth Grade | |
|counting 1,000-1,000,000 | |
|New World explorers | |
|writing sentences and paragraphs | |
|geography of regions | |
|money exchange rates | |
|holiday of minority group in target country (i.e. Januká, Festival of Xilonen) | |
|New Vocabulary: NA |
World Language
Assessment/Activity Worksheet
|LEVEL: |Novice Low |
|Strand: |Connections |
|Standard: |Point of View |
|Level of Proficiency/Domain: |Novice Low |
|Benchmark: |3.2.N.a: Use audio, visual, and/or print materials available only in the |
| target language to recognize that a topic or situation may be viewed differently in |
| one’s own culture than in the target culture. |
|Assessment (before, during, after): |
| |
|Before: |
|Briefly state the topic (art, music, history, and literature) and ask students to write three predictions of what a native target language |
|speaker’s point of view of the topic may be. |
| |
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|During: |
|2-1 Exit cards, where student has to list at least two new pieces of information learned or found interesting/helpful and at least one about |
|idea or sub-topic about which they’d like to learn more. |
|Summarize the main idea of the discussion per the visual aids and its significance to the target culture. |
| |
| |
|After: |
|Working in groups of 2 to 4, create a video, interview or newscast in the target language, using newly acquired information in regards to: |
|Arts of a target language native |
|Music in the target language |
|A historical event of a country where the target language is spoken |
|and videotape the outcome to present in front of the class. The remainder of the class will fill out a grading rubric for each presentation. |
| |
|Project Rubric: (Use if applicable) |
|Total Points: 25 points |
|Grammatical use of target language |
|Content in target language |
|Summary of others’ points of view |
|Expression of personal points of view |
|Ease of comprehension to a target language speaker |
|Learning Activities/Facts/Information: |Resources: |
| | |
|1. Show a video in the target language, where native speakers reflect on different aspects of the |Computer access |
|topic (music, arts, literature, architecture, or history). Ask the students to share their takes | |
|on the views discussed by the speakers and how it compared to their predictions. | |
| | |
|2. Research two to three facts that support or dispute the native speaker’s points of view on the |Google images |
|topic (arts, architecture, history, music, and literature of the target culture). | |
| |CDs, DVDs, etc. |
|3. Using your research notes, visual aids, and provided vocabulary for inspiration, write a | |
|journal putting yourself in the shoes of a citizen of the country where the target language is |Computer access, books/magazines/library |
|spoken. In your entry you are to discuss the topic (arts, architecture, literature, history, or |access |
|music) and your impression and points of view, pros and cons, on the topic as the native. | |
| |Journals, classroom notes, research notes |
|New Vocabulary: terminology needed to discuss Art in the target culture, a historical event within the country where the target language is |
|spoken, Music in the target language |
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