World Language
Assessment/Activity Worksheet
LEVEL: / Novice LowStrand: / 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.
Learning Activities/Facts/Information: / Resources:
New Vocabulary:
World Language
Assessment/Activity Worksheet
LEVEL: / Novice LowStrand: / 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
Learning Activities/Facts/Information: / Resources:
New Vocabulary:
World Language
Assessment/Activity Worksheet
LEVEL: / Novice LowStrand: / 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.
Learning Activities/Facts/Information:
- Students summarize basic information and personal information in the target language and write a profile to share with their key pal.
- Students discussreasons for learning the target language as well as the best and most interesting ways to use the language (books, comics, TV shows, meeting new friends, traveling, career).
- Students interpret authentic menus and role-play ordering food in a restaurant.
ACTFL sponsored site for connecting language learners and native speakers for free
New Vocabulary:restaurant, I would like, menu, bill please, waiter/waitress, how to make a reservation, question words
World Language
Assessment/Activity Worksheet
LEVEL: / Novice LowStrand: / 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.
Project Rubric:
Content/Context / Fluency / Accuracy / Pronunciation / Presentation5
Exceeds standard / Student reports several key facts about their famous person with additional details or interesting facts / Flow of words matches a slow native speed / Memorized phrases are grammatically correct with no errors / Pronunciation matches near-native formation and the meaning is clear / Eye contact, gestures, and tone of voice add to the meaning
4
Meets standard / Student reports several (3-4) key facts about their famous person / Flow of words is approaching near-native speed and includes one pause / Memorized phrases are grammatically correct with one minor error / Pronunciation is understandable but shows one minor influence of L1 and the meaning is clear / Eye contact, gestures, and tone of voice somewhat add to the meaning
3
Approaching standard / Student reports several key facts about their famous person but the meaning is somewhat lost or some facts are missing / Flow of words is somewhat choppy and broken by a couple of pauses. / Memorized phrases are grammatically correct with two errors. / Pronunciation is understandable but shows two influences of L1 and the meaning is somewhat unclear / Eye contact, gestures, and tone of voice do not add to the meaning
2
Partially meets standard / Student reports key facts about their famous personbut the meaning is unclear / Flow of words is very choppy and broken by a number of pauses. / Memorized phrases are grammatically correct with numerous errors. / Pronunciation is understandable but shows three or more influences of L1 and meaning is obscured / Eye contact, gestures, and tone of voice obscure the meaning
1
Does not meet standard / Sample is not measurable. / Sample is not measurable. / Sample is not measurable. / Sample is not measurable. / Sample is not measurable.
Learning Activities/Facts/Information:
- Students choose from a list of possible topics of interest and read related blogs, articles, recipes, and catalogs, listen to newscasts, radio shows, music and podcasts and watch TV shows and movies related to their topic of interest.
2.Students organize basic information about certain famous people or characters with their name and some basic facts. / Resources:
Radio Televisión España
Univisión (Estados Unidos)
Telemundo (Estados Unidos)
TV Azteca (México)
Televisa (México)
TV Pública (Argentina)
New Vocabulary:
World Language
Assessment/Activity Worksheet
LEVEL: / Novice LowStrand: / Communities
Standard: / 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 languageor 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.
Learning Activities/Facts/Information:
1.Students analyze charts, graphs, and data related to the target country (population growth, financial influence, lucrative technologies or resources) and look for trends. Teacher alludes to possible reasons for learning the target language.
2.Students prepare interview questions for guest speaker in the target language related to their duties, their use of the language, how many years they studied the language in school, and their experiences in the target country.
3.Students enumerate their personal reasons for learning the target language, which they will share with a younger student. / Resources:
Hispanic Population of the United States
Census Data
International Monetary Reports
Why learn Spanish?
Video from Pearson Education
New Vocabulary:professions
1