Spanish 1 CBE For Students who have learned Spanish in the classroom Updated: April 2016 Textbook Titles: PLEASE NOTE: Plano ISD LOTE Spanish Courses do not follow a textbook in sequence, vocabulary topic, or grammar focus. The adopted textbook series for Spanish, Realidades, is used as a resource only. Realidades 1 ISBN 0131016873 Pobre Ana ISBN: 092972447X Patricia va a California ISBN: 092972450X TEKS for LOTE : http://ritter.tea.state.tx.us/rules/tac/chapter114/ch114c.html Exam Format and Weighting Speaking Task 1: compare/contrast prompt based on student survey responses (25%) Speaking Task 2: agree/disagree prompt based on written conversation (25%) Writing Task 1: analysis prompt based on personal narrative (25%) Writing Task 2: opinion prompt requiring explanation based on advertisement (25%) Multiple Choice Listening, Reading, and Grammar (50%) Speaking and Writing Task Rubrics assess student work in these domains: - Task Completion Performance Expectation (length of time for speaking and amount of words for writing) Vocabulary Depth of Response Grammatical Accuracy Target Grammar: Present informal Future (ir + a + infinitive) Double verb constructions Noun-adjective agreement Connecting words prepositions of location Impersonal Expressions Comparatives and Superlatives Spanish 1 CBE Guidelines for Parents & Students April 2016 1 Sample writing rubric 3 2 1 Task Completion Fully responds to all 3 questions Adequately responds to all 3 questions Responds to less than 3 questions Performance Expectation Vocabulary Responds with 75 words or more Responds with considerable appropriate vocabulary words with few repeated words Responds with 60-74 words Responds with 59 to 31 words Depth of Response Responds with details and elaboration of some details Accuracy Responds in sentences & phrases with good command of subject-verb & nounadjective agreement with minimal errors Responds with appropriate but limited vocabulary with some repeated words or redundant sentences Responds with details and limited elaboration of the details Responds in sentences & phrases with some command of subject-verb & nounadjective agreement but with some errors Responds with limited vocabulary with noticeable repeated words and redundant sentences Responds with details but little elaboration of the details Responds in sentences &/or phrases with minimal command of subject-verb & noun-adjective agreement but with many errors 0 Responds to one question only or does not respond to the task. Responds with 30 words or less Responds with insufficient vocabulary; majority repeated and repetitious Responds with minimal to no details and no elaboration of the details Responds in sentences, phrases &/or unconnected words with no obvious awareness of subject-verb or noun-adjective agreement Sample speaking rubric Task Completion Performance Expectation Vocabulary 3 2 1 Fully compares all three schools Speaks for 120 seconds or more with no lengthy gaps; actual spoken content at least 120 seconds Responds with considerable appropriate vocabulary words with few repeated words Adequately compares all three schools Speaks for 120 seconds but lengthy gaps; actual spoken content obviously less than 120 sec (approx. 110- 90 sec) Responds with appropriate but limited vocabulary with some repeated words or redundant sentences Responds with details and limited elaboration of the details Responds in sentences & phrases with some command of subject-verb & nounadjective agreement but with some errors Compares less than 3 schools Talks about just one school Spoken content approximately 89- 60 seconds Spoken content less than 59 seconds Responds with limited vocabulary with noticeable repeated words and redundant sentences Responds with details but little elaboration of the details Responds in sentences &/or phrases with minimal command of subject-verb & noun-adjective agreement but with many errors Responds with insufficient vocabulary; majority repeated and repetitious Depth of Response Responds with details and elaboration of some details Accuracy Responds in sentences & phrases with good command of subject-verb & nounadjective agreement with minimal errors Spanish 1 CBE Guidelines for Parents & Students 0 Responds with minimal to no details and no elaboration of the details Responds in sentences, phrases &/or unconnected words with no obvious awareness of subject-verb or noun-adjective agreement April 2016 2 Level One OVERVIEW Part 1 Concepts to Know and Understand: Responding appropriately to real life situations – oral & written; rehearsed & unrehearsed Using a variety of strategies to make meaning of written & oral texts; Building accuracy to enhance the effectiveness of communication; Recognizing differences in products, practices & perspectives among cultures All About Me Focus Questions Focus Questions Focus Questions 1. What can I tell you about me? 2. What can I tell you about my family & friends? 1. What can I tell you about me? 2. What can I tell you about my family & friends? 1. What can I tell you about me? 2. What can I tell you about my family & friends? Learning Targets Learning Targets Learning Targets 1. I can appropriately begin and end a conversation in which I ask for and give essential information about myself & others. 2. I can describe a typical family using relationships and possessive words. 3. I can give my opinions, express my likes and dislikes, and ask others to give theirs. 4. I can describe people, objects, and places. 1. I can ask others about their interests and activities as well as state my own. 2. I can give my opinions, express my likes and dislikes, and ask others to give theirs. 3. I can describe people, objects, and places. 1. I can ask others about their interests and activities as well as state my own. 2. I can connect activities with places, weather, seasons, and clothing. 3. I can connect basic foods with meals and mealtimes. 4. I can give my opinions, express my likes and dislikes, and ask others to give theirs. 5. I can describe people, objects, and places. Topics: Topics: Topics: Conversation (greetings, name feelings, farewell, cultural differences) Family members & relationships Numbers: age, birthdate, phone number, e-mail Calendar: months, days Times of the day Descriptive adjectives: physical & personality Professions Interests, Activities, Free Time Time and Times of the day Sequencing & Frequency terms Descriptive adjectives Expressing likes, dislikes, & favorites Spanish 1 CBE Guidelines for Parents & Students Time and Times of the day Places associated with Interests & Activities Seasonal Weather Seasonal Clothing & clothing associated with interests & activities Breakfast/lunch/dinner foods Expressing likes, dislikes, & favorites April 2016 3 Level One OVERVIEW Part 2 Put First Things First Focus Question 1. How can interactions at school develop leadership in me? The Leader in Me Be Responsible Focus Question 1. How can interactions in my home and community develop leadership in me? Learning Targets 1. I can describe a typical school & school day in my community and compare it with those of other cultures. 2. I can connect time, frequency, and sequencing with a typical school schedule. 3. I can connect school supplies, school classes and school people. 4. I can describe and compare acceptable and unacceptable school clothing. 5. I can describe foods & meals offered during the school day. 6. I can describe important actions that will make me a successful student. 7. I can tell others what they should, can or need to do and correctly respond to others. 8. I can give my opinions, express my likes & dislikes, & ask others to give theirs. 9. I can describe people, objects, and places. Learning Targets 1. I can compare a typical neighborhood home in my community with neighborhoods and homes in other cultures. 3. I can connect rooms, furnishings, and their functions. 4. I can connect people and their schedules with responsibilities in and out of the home. 5. I can describe important actions that will make me a responsible member of my family. 6. I can tell others what they should, can or need to do and correctly respond to others. 7. I can give my opinions, express my likes and dislikes, and ask others to give theirs. 8. I can describe people, objects, and places. Topics People & places in the school community School routines, schedules, subjects & supplies Extracurricular activities and clubs Time Cafeteria meals, foods and drinks School clothing Leadership actions (come prepared, be on time, be respectful, be organized, time management, working with others, etc) Telling others what they should or need to do Choose the Right Thing Focus Question 1. How can interactions with peers develop leadership in me? Topics Learning Targets 1. I can ask & report about the activities, interests and actions of others as well as state my own. 2. I can compare activities and actions typical for teens in my community with activities and actions of peers in other cultures. 3. I can connect time, frequency, and sequencing with activities and actions. 4. I can make suggestions and give alternatives to others about activities and actions. 5. I can describe important actions that will make me a positive influence on my peers. 6. I can tell others what they should, can or need to do and correctly respond to others. 7. I can give my opinions, express my likes and dislikes, and ask others to give theirs. 8. I can describe people, objects, and places. Topics Types of neighborhoods and residential communities Typical homes and furnishings Functions of rooms and furnishings Typical responsibilities at home & in the community Leadership actions (volunteer to help, caring for personal possessions, positive attitude, setting a good example for siblings, etc) Telling others what they should or need to do Spanish 1 CBE Guidelines for Parents & Students Talking about interests & activities Making plans and outlining steps to follow. Giving options and making suggestions Time Telling others what they should or need to do Leadership actions (helping others, being polite to others, being a good listener, solving problems with words, being respectful of differences, standing up for what’s right, being a role model, etc) April 2016 4