THEMATICALLY ORGANIZED ASSESSMENT



THEMATICALLY ORGANIZED ASSESSMENT

SPANISH

TOA Title: People Important to Me

Theme: Family

Level: Intermediate-Low

TOA Overview:

You are visiting family friends in Spain who have a young daughter named Carmen. After reading a book with Carmen about a special grandfather, you talk about your grandparents. As Grandparent’s Day is approaching, you write a letter to your grandparent expressing your feelings. (Any other special person may be substituted for a grandparent.)

Task Title: People Important to Me

Theme: The Family

Level: Intermediate-Low Focus Age Group: Middle School

National Standard Goals: Communication Culture

Communicative Mode: Interpretive

Time Frame: One 45 minute period

Description of Task:

You are in Spain visiting family friends. You walk into a small bookstore to find a book for one of the younger children, Carmen. You know how much she likes flowers, so you buy the book. Read the story so you can tell Carmen about it.

Materials Needed: Copy of story

Teacher’s notes: Students should be familiar with how to express feelings and the names of basic flowers.

Previewing the rubric is recommended.

Interpretive Task

I. You have just finished reading the book you bought in Spain, La florería del abuelo. Carmen has expressed interest in reading the story, but first she wants you to tell her what the main idea of the story is. Answer in English

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

II. Carmen liked the story and wants to talk about it. Comment on what she says. Read each detail she gives you and determine whether it is true or false. Correct the false detail for her. Answer in English

A. The grandfather’s name is Vicente. ________________________________________________________

B. Doña Consuelo wants to purchase a bouquet of jasmines and carnations. ________________________________________________________

C. Sebastian buys a bouquet of roses. ________________________________________________________

D. Vicente tells his granddaughter to surprise the grandmother by giving her a bouquet of daisies. ________________________________________________________

E. The grandmother does not accept the flowers from the granddaughter. ________________________________________________________

F. Vicente is hard working and attentive to his customers. ________________________________________________________

III. After explaining the story to Carmen, she asks you what the following words mean. Help her by saying what they mean in English

1. viejo florero _____________________________

2. un ramo _____________________________

3. jardín _____________________________

4. vende _____________________________

IV. Answer the following questions by providing supporting details. Your answers will be in English.

1. Why do you think the little girl enjoys going to her grandfather’s flower shop? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Why is it important for the grandfather to be pleasant and amiable to all of his customers? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Intermediate-Low Interpretative Rubric

People Important to Me

| |EXCEEDS EXPECTATIONS |MEETS EXPECTATIONS |DOES NOT MEET EXPECTATIONS |

| | | |

|Can I identify the main idea? |I identify the main I identify the main |I do not identify the main idea of|

| |ideas presented idea of the text. |the story. |

|(Main Idea) |in the story. | |

| | | | |

|Can I understand supporting details? |I understand most supporting |I understand some supporting |I understand few supporting |

| |details of the story. |details. |details. |

|(Comprehension) | | | |

| | | | |

| |I infer the meaning of most |I infer the meaning of some |You infer the meaning of few |

|Can I infer meaning? |cognates and word families. |cognates and word families. |cognates and word families. |

| | | | |

|(Interpretation) | | |I do not derive the meaning of new|

| |I derive the meaning of some new |I may not derive the meaning of |words from context. |

| |words from context. |new words from context. | |

| | | |I do not infer the author’s |

| |I infer the author’s intent. |I attempt to infer the author’s |intent. |

| | |intent. | |

| | | | |

| |My answers demonstrate some | |My answers do not demonstrate |

| |cultural awareness. |My answers demonstrate little |cultural awareness |

| | |cultural awareness. | |

Task Title: People Important to Me

Theme: The Family

Level: Intermediate-Low Focus Age Group: Middle School

National Standard Goals: Communication Culture

Communicative Mode: Interpersonal

Time Frame: Three 45 minute periods

Description of Task:

You and your partner will role play a conversation with Carmen about a grandparent or another special person. The conversation will be based on a favorite pastime you enjoy doing with your grandparent or other special person Include the following, providing details and as much information as you can:

• Who is this special person?

• Describe the grandparent (physical and personality).

• Describe the activity.

• What makes the activity fun and special to both of you?

• How often do you do the activity?

• Why do you enjoy spending time with your grandparent?

Materials Needed: Questions on index card for teacher.

Teacher’s notes: A handout on the expectations of the conversation and preview of the rubric is recommended. Teacher may want to play role of partner in order to elicit maximum language from students.

Sample questions for teacher:

• ¿Quién es la persona especial en tu vida?

• ¿Cómo es (name of person)?

• ¿Qué actividades hacen juntos?

• ¿Por qué les gusta hacer ______________?

• ¿Adonde van juntos hacer ___________________actividad?

Intermediate-Low Interpersonal Rubric

People Important to Me

| |EXCEEDS EXPECTATIONS |MEETS EXPECTATIONS |DOES NOT MEET EXPECTATIONS |

|How well do I communicate? |I create with the language by using |I create with the language by |I use simple sentences, isolated |

| |strings of sentences. |using simple sentences and some |words, and memorized phrases. |

|(Text Type) | |strings of sentences. | |

|How well am I understood? |I am consistently understood. If I |I am generally understood. I make|I am understood with occasional |

| |am inaccurate, it does not distort |some errors, but they do not |difficulty. I make errors that may |

| |the message. |distort the message. |make the message unclear. |

|(Comprehensibility & Language | | | |

|Control) | | | |

|How well do I understand? |My responses are mostly logical and |My responses are generally logical|My responses are occasionally logical|

| |on topic. |and on topic |and on topic. |

|(Comprehension) | | | |

|What kind of vocabulary do I use? |I use a wide range of vocabulary |I use a range of vocabulary that |I use basic vocabulary and resort to |

| |appropriate to the topic most of the |accomplishes the task. I attempt |English when I am unable to |

| |tome. I provide some details. |to provide details. Occasionally |communicate my message. I provide no |

|(Language Use & Vocabulary) | |I may use the wrong word or |supporting details. |

| | |expression. | |

|How well do I keep the conversation |I ask and answer questions to |I maintain a simple conversation |I respond to basic, direct, questions|

|going? |maintain the conversation and to |by asking some questions, but I |and ask simple questions. I may |

| |clarify. At times, I paraphrase to |don’t ask for clarification. I |repeat words when unsure of the |

|(Communication Strategies) |make myself understood. |repeat words if unsure of meaning.|meaning. |

|How well do I demonstrate cultural |I generally demonstrate awareness of |I occasionally demonstrate |I do not demonstrate an awareness of |

|understanding? |cultural appropriateness. |awareness of cultural |cultural appropriateness. |

| | |appropriateness. | |

|(Cultural Awareness) | | | |

Task Title: People Important to me

Theme: The Family

Level: Intermediate-Low Focus Age Group: Middle School

National Standard Goals: Communities Connections Communication Culture

Communicative Mode: Presentational Writing

Time Frame: One 45 minute period

Description of Task:

Grandparent’s Day is approaching. You think of how much your special person means to you. Write a letter of gratitude to your special person expressing why s/he is special and important to you.

Materials Needed: Paper and pen/pencil

Teacher’s notes: Previewing the rubric is recommended. Students may submit a rough draft for peer or teacher editing.

Intermediate-Low Presentational Rubric

People Important to Me

| |EXCEEDS EXPECTATIONS |MEETS EXPECTATIONS |DOES NOT MEET EXPECTATIONS |

|How well do I communicate? |I create with the language using |I create with the language using |I use simple sentences, isolated words,|

| |strings of sentences. |simple sentences and some strings of |and memorized phrases with accuracy. |

| |I am generally accurate. |sentences. I may be only |If I occasionally create with the |

|(Text Type & Language Control)) | |occasionally accurate. |language, I am inaccurate. |

|How well am I understood? |I am generally understood by those |I am generally understood by those |I am understood with occasional |

| |unaccustomed to the writing of |accustomed to the writing of language|difficulty by those accustomed to the |

| |language learners. My thoughts are |learners. |writing of language learners. |

|(Comprehensibility) |clearly expressed. | | |

|What kind of vocabulary do I use? |I use a wide range of vocabulary |I use a range of vocabulary that |I use basic vocabulary and resort to |

| |appropriate to the topic most of the |accomplishes the task. Occasionally,|English when I am unable to communicate|

|(Language Use & Vocabulary) |time. |I may use the wrong word or |my message. |

| | |expression. | |

|How well did I capture and maintain |I make good choices of phrases, |I make some good choices of phrases, |I use some phrases, but my vocabulary |

|my audience’s |images and content to maintain the |images, and content to maintain the |conveys very basic information, which |

|attention? |attention of the reader. I provide |attention of the reader. I provide |does not help to maintain the attention|

| |many supporting details. |some supporting details. |of the reader. I provide very few |

|(Impact) | | |supporting details. |

|How organized and fluent is my |I organize my letter in a logical |I organize my letter in a logical |I focus mostly on the completion of the|

|letter? |manner. I include an opening and a |manner. I include an opening and a |task; I pay little attention to the |

| |closing. I write with fluency. |closing. I write somewhat fluently. |organization and flow of my letter. |

|(Communication Strategies) | | | |

|How well do I demonstrate cultural |I generally demonstrate awareness of |I occasionally demonstrate awareness |I do not demonstrate an awareness of |

|understanding? |cultural appropriateness. |of cultural appropriateness. |cultural appropriateness. |

| | | | |

|(Cultural Awareness) | | | |

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