BASIC 1
AREA
EXCELLENT
COMMUNICATION
The student can start and keep
basic conversations about
different topics by asking
questions, making descriptions
and giving opinions, both in
controlled and
spontaneousinteraction.
Similarly, the student uses
conversation strategies to
continue the conversation. S/he
student uses classroom
expressions to ask for help in
class and work with a partner.
The student can autonomously
handle the proposed
pronunciation and intonation
patterns . The student always
uses all the tools to avoid the
use of Spanish.
EXCELLENT
COMMUNICATION
The student ALWAYS starts and
keeps conversations by asking
questions, making descriptions
and giving opinions, both in
controlled and spontaneous
activities. Similarly, the student
uses conversation strategies
AUTONOMOUSLY The student
always uses all the tools to
avoid the use of Spanish.
Students’ pronunciation helps
him/her to get the message
across.
The student can autonomously
handle
the
proposed
pronunciation and intonation
patterns.
CRITERIA
VERY GOOD
GOOD
BELOW
The student takes time to start
and keep basic conversations
about different topics. In
controlled situations s/he shows
confidence,
but
in
more
spontaneous activities s/he
needs
guidance
from
teacher/classmates. S/he needs
considerable time to organize
his/her
ideas,
and
could
eventually fail to express them
clearly and satisfactorily. The
student resorts to only some
previously learned conversation
strategies to try to continue the
conversation.
His/her
conversation lacks a sense of
natural tone and spontaneity.
The student does not always use
classroom expressions to ask for
help in class and work with a
partner. It takes time to
communicate effectively. S/he
uses Spanish when S/he feels
s/he can’t express her/his ideas.
The student can handle the
proposed pronunciation and
intonation patterns, but with
difficulty.
The student takes too long to
start
and
keep
basic
conversations about different
BASIC2
VERY GOOD
GOOD
BELOW
The student MOST OF THE
TIMES can start and keep
conversations
by
asking
questions, making descriptions
and giving opinions, both in
controlled and spontaneous
activities.
S/he
USUALLY
organizes his/her ideas clearly.
The student ALMOST ALWAYS
uses learned conversation
strategies. In sum, when faced
with unknown situations, s/he
CONSTANTLY
compensates
his/her flaws BY USING THE
TOOLS TO AVOID THE USE OF
SPANISH
and
still
communicates
effectively.
Most of the times the student
can handle the proposed
pronunciation and intonation
patterns.
The student starts and keeps
conversations
by
asking
questions, making descriptions
and giving opinions MOSLTY IN
CONTROLLED ACTIVITIES. S/he
needs considerable time to
organize his/her ideas, and could
fail to express them clearly. The
student resorts to only some
previously learned conversation
strategies. Therefore, when
faced with unknown situations,
s/he compensates his/her flaws
MOSTLY
IN
CONTROLLED
ACTIVITIES AND HE/SHE USES
THE TOOLS TO AVOID THE USE
OF SPANISH UPON REQUEST.
The student can handle the
pronunciation and intonation
patterns.
but
mostly
in
controlled activities.
The student HARDLY EVER
starts
and
keeps
conversations
in
both
controlled
and
more
spontaneous activities. In
spite of the time taken to
organize his/her ideas, s/he
DOESN’T express them clearly.
The student hardly ever (or
never) resorts to previously
learned
conversation
strategies. Therefore, his/her
conversation
sounds
unnatural and robotic. In sum,
when faced with unknown
situations HE/SHE HARDLY
EVER OR NEVER USES THE
TOOLS TO AVOID THE USE OF
SPANISH, as a result, his /her
conversation skills are really
poor. The student hardly ever
follows the pronunciation and
intonation patterns.
The student shows s/he can
start
and
keep
basic
conversations about different
topics by asking questions,
making descriptions and giving
opinions, both in controlled and
spontaneous activities. S/he
needs some time to organize
his/her ideas, but still can
express them clearly and
satisfactorily. The student uses
most of the conversation
strategies to try to continue the
conversation. S/he still needs
to polish his/her spontaneity.
The student uses classroom
expressions for most of the
activities to ask for help in class
and work with a partner. S/he
can compensate his/her flaws
and
still
communicate
effectively
without
using
Spanish.
The student can
handle
the
proposed
pronunciation and intonation
patterns, but still needs to
monitor him/herself constantly.
.
topics
S/he can hardly
express their ideas. S/he
shows difficulty following the
thread of conversations. The
student hardly ever (or never)
resorts to previously learned
conversation
strategies
His/her conversation sounds
unnatural and robotic. The
student hardly ever uses
classroom expressions to ask
for help in class and work with
a partner. S/he usually resorts
to Spanish.
The student
cannot handle the proposed
pronunciation and intonation
patterns and because of it, it is
difficult to understand what
S/he says.
BASIC 3
CRITERIA
EXCELLENT
VERY GOOD
GOOD
BELOW
The student shows s/he can
start and keep conversations
both
in
controlled
and
spontaneous activities. The
student uses conversation
strategies In sum, the student
demonstrates
effective
internalization
of
communicative functions and
patterns that allow him/her to
be a successful communicator
in
both
prepared
and
spontaneous situations in the
classroom. The student can
autonomously
handle
the
proposed pronunciation and
intonation patterns.
The student shows s/he can
constantly start and keep
conversations
both
in
controlled and spontaneous
activities. S/he needs some
time to organize his/her ideas,
but still can express them
clearly and satisfactorily. S/he is
able to identify the main topic
and important detail of short
readings. The student uses
most learned conversation
strategies. The student shows
knowledge of communicative
functions, and s/he can
compensate his/her flaws and
still communicate effectively
without major trouble. Most of
the times the student can
handle
the
proposed
pronunciation and intonation
patterns.
The student takes time to start
and keep conversations In
controlled situations s/he shows
confidence,
but
in
more
spontaneous activities s/he
needs
guidance
from
teacher/classmates. S/he needs
considerable time to organize
his/her
ideas,
and
could
eventually fail to express them
clearly and satisfactorily. S/he
can partially identify the main
topic or important detail of short
readings with help of others. The
student resorts to only some
previously learned conversation
strategies. His/her conversation
lacks a sense of natural tone and
spontaneity. The student shows
basic
knowledge
of
communicative functions, and
S/he can compensate his flaws
but communicates with trouble.
The student can handle the
pronunciation and intonation
patterns but mostly in controlled
activities.
The student can’t start and
keep conversations. S/he
needs constant guidance from
teacher/classmates to start
with the activity. S/he can
hardly express ideas clearly
and satisfactorily. S/he shows
difficulty
following
conversations and texts. The
student hardly ever (or never)
resorts to previously learned
conversation
strategies.
His/her conversation sounds
unnatural and robotic. The
student doesn’t show the
necessary
knowledge
of
communicative functions, and
s/he fails to compensate
his/her problems. The student
hardly ever follows the
pronunciation and intonation
patterns.