(Pre-assessment)
Diálogo
¿Qué es tu rutina diaria?
Grade Level Expectation :
Participate in exchanges (written or oral) on a variety of familiar topics using familiar vocabulary and learned grammatical structures.
Interpersonal Mode
Grade Level Expectation :
Present (written or oral) on a variety of familiar topics using both high-frequency vocabulary, new vocabulary, and learned grammatical structures.
Presentational Mode
Modes of meeting the standard are: Speaking / Writing / Listening / Reading
Demonstration of level appropriate performance
Advanced
Exceeding
Standard
STANDARD 1: Communication Rubric
Communication in languages other than English
Student is able to create a high variety of questions and answers, thus demonstrating his/her ability to write an indepth dialogue.
Student uses a high variety of vocabulary and grammatical structures. High accuracy of spelling, grammar and usage is evident.
Proficient
Meeting Standard
Student is able to create a variety of questions and answers, thus demonstrating his/her ability to write a level appropriate dialogue.
Student uses a variety of vocabulary and grammatical structures.
Few errors in spelling, grammar and usage are evident.
Partially
Proficient
Approaching
Standard
Student is beginning to demonstrate his/her ability to form a question and appropriate answer in a dialogue format.
The dialogue is somewhat limited and/or repetitive.
Student uses a minimal/ repetitive amount of vocabulary and grammatical structures. Frequent errors in spelling, grammar, and usage are evident.
Unsatisfactory
Emerging
Student is unable to demonstrate his/her ability to form a question and appropriate answer in a dialogue format. The dialogue is repetitive.
Student uses a list of vocabulary words and lacks grammatical and sentence structures.
Critical errors impede comprehension in spelling, grammar, and usage.
Grade Level Expectation :
Describe the similarities and differences between structural patterns of the target language through comparisons of the student’s own language and the language studied.
STANDARD 4: Comparisons Rubric
Comparisons to develop insight into the nature of language and culture
Modes of meeting the standard are: Speaking / Writing / Listening / Reading
Demonstration of level appropriate performance
Student is able to provide elaboration in order to demonstrate his/her understanding of the relationship between languages based on the high variety of correct grammatical structures.
Student is able to demonstrate his/her understanding of the relationship between languages based on the use of grammatical structures.
Student is beginning to be able to demonstrate his/her understanding of the relationship between languages based on the use of grammatical structures.
Student is unable to demonstrate his/her understanding of the relationship between languages based on the use of grammatical structures.
Insufficient
Evidence
No attempt
No attempt was made or he/she was unable to demonstrate understanding even with help.
No attempt was made or he/she was unable to demonstrate understanding even with help.
No attempt was made or he/she was unable to demonstrate understanding even with help.

Fecha: ______________________________________
¿Qué es tu rutina diaria?
Examen Cumulativo
Diálogo
¿Qué es tu rutina diaria?
Grade Level Expectation :
Participate in exchanges (written or oral) on a variety of familiar topics using familiar vocabulary and learned grammatical structures.
Interpersonal Mode
Grade Level Expectation :
Present (written or oral) on a variety of familiar topics using both high-frequency vocabulary, new vocabulary, and learned grammatical structures.
Presentational Mode
STANDARD 1: Communication Rubric
Communication in languages other than English
Modes of meeting the standard are: Speaking / Writing / Listening / Reading
Demonstration of level appropriate performance
Advanced
Exceeding
Standard
Student is able to create a high variety of questions and answers, thus demonstrating his/her ability to write an indepth dialogue.
Proficient
Meeting Standard
Student is able to create a variety of questions and answers, thus demonstrating his/her ability to write a level appropriate dialogue.
Partially
Proficient
Approaching
Standard
Student is beginning to demonstrate his/her ability to form a question and appropriate answer in a dialogue format.
The dialogue is somewhat limited and/or repetitive.
Unsatisfactory
Emerging
Student is unable to demonstrate his/her ability to form a question and appropriate answer in a dialogue format. The dialogue is repetitive.
Student uses a high variety of vocabulary and grammatical structures. High accuracy of spelling, grammar and usage is evident.
Student uses a variety of vocabulary and grammatical structures.
Few errors in spelling, grammar and usage are evident.
Student uses a minimal/ repetitive amount of vocabulary and grammatical structures. Frequent errors in spelling, grammar, and usage are evident.
Student uses a list of vocabulary words and lacks grammatical and sentence structures.
Critical errors impede comprehension in spelling, grammar, and usage.
Grade Level Expectation :
Describe the similarities and differences between structural patterns of the target language through comparisons of the student’s own language and the language studied.
STANDARD 4: Comparisons Rubric
Comparisons to develop insight into the nature of language and culture
Modes of meeting the standard are: Speaking / Writing / Listening / Reading
Demonstration of level appropriate performance
Student is able to provide elaboration in order to demonstrate his/her understanding of the relationship between languages based on the high variety of correct grammatical structures.
Student is able to demonstrate his/her understanding of the relationship between languages based on the use of grammatical structures.
Student is beginning to be able to demonstrate his/her understanding of the relationship between languages based on the use of grammatical structures.
Student is unable to demonstrate his/her understanding of the relationship between languages based on the use of grammatical structures.
Insufficient
Evidence
No attempt
No attempt was made or he/she was unable to demonstrate understanding even with help.
No attempt was made or he/she was unable to demonstrate understanding even with help.
No attempt was made or he/she was unable to demonstrate understanding even with help.