Spanish 1 CBE Updated: April 2016

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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
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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:
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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:
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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:
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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
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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
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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
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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.
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Topics
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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
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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
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