TRENTON PUBLIC SCHOOLS
Department of Curriculum and Instruction
108 NORTH CLINTON AVENUE
TRENTON, NEW JERSEY 08609
World Languages – Spanish 9-12
Novice-High
CURRICULUM GUIDE
August 2013
Spanish Novice-High
1
TBOE Board Approved 8/26/2013
Trenton Public Schools
Curriculum Guide for:
World Languages: Spanish
Proficiency: Novice-High
Pacing Guide
Unit
Title
Pacing
Days
1
¡Vamos de compras! /Let’s Go Shopping!
MP 1
23
2
Costumbres/Traditions
MP 2
23
3
¡Buen viaje! / Have a Nice Trip!
MP 3
23
4
¡Viva el deporte! /Long Live Sports!
MP 4
20
Spanish Novice-High
2
TBOE Board Approved 8/26/2013
Spanish Curriculum
Novice-High 9-12
Unit 1: ¡Vamos de compras/Let’s Go Shopping!
Spanish Novice-High
3
TBOE Board Approved 8/26/2013
Trenton School District: Spanish Curriculum
CONTENT AREA:
World Languages
PROFICIENCY LEVEL:
Unit # 1
Novice-High 9-12
STAGE 1 – Desired Results
Enduring Understanding(s):
 Awareness of shopping habits in the
Spanish-speaking world
 Climate, weather, and culture affect how
people dress
 Shopping experiences can be different
yet similar to the shopping habits in the
United States
CORRESPONDING NJCCCS
7.1 .NM.A.1 Recognize familiar spoken or
written words and phrases contained in
culturally authentic materials using electronic
information sources related to targeted themes.
7.1. NM.A.4 Identify familiar people, places,
and objects based on simple oral and/or written
descriptions.
7.1 .NM.B.4 Ask and respond to simple
questions, make requests, and express
preferences using memorized words and
phrases.
UNIT NAME: ¡Vamos de compras/Let’s
Go Shopping! (23 days)
Essential Questions:
 How do weather and seasons affect what I wear?
 What articles of clothing and other items are needed for
casual/formal/cultural celebrations?
 How is a shopping experience similar/different in the Spanish-speaking?
 How do prices and currency compare in the US and Spanish-speaking
countries?
STUDENT LEARNING OBJECTIVES (SLOs)
SLO # 1 – Skim and scan culturally authentic audio/video/written text, from
electronic information sources and other sources to identify clothes, weather,
shopping and cultural celebrations.
Can do statements:
 I can understand when someone describes what they are wearing
 I can recognize the type of clothing needed for certain weather/occasions
 I can compare and contrast weather in the United States and Spanishspeaking countries
SLO # 2 - Ask and respond to simple questions related to clothes and weather in the
home and target cultures.
Spanish Novice-High
4
TBOE Board Approved 8/26/2013
7.1. NM.B.5 Exchange information using
words, phrases, and short sentences practiced in
class on familiar topics or on topics studied in
other content areas.
Can do statements:
I can ask memorized questions (yes/no, either/or, and short response) related to:
a. The type of clothing
b. Weather and how it affects clothing
c. What the dress is for a celebration
I can answer simple questions (yes/no, either/or, and short response) related to:
a. The type of clothing
b. Weather and how it affects clothing
c. What the dress is for a celebration
7.1. NM.C.1 Use basic information at the
word and memorized-phrase level to create a
multimedia-rich presentation on targeted themes
to be shared virtually with a target language
audience.
SLO # 3 - Copy and write words and phrases to create a multimedia rich
presentation describing a celebration in the home or target culture.
7.1. NM.C.3 Copy/write words, phrases, or
simple guided texts on familiar topics.
Can do statements:
I can use words, phrases and memorized sentences to create a multimedia
presentation that provides basic details (e.g. when an event takes place season
/weather, what people do, what people wear, why they celebrate) about a cultural
celebration in my culture or the target culture.
7.1. NM.C.2 Imitate, recite, and/or dramatize
simple poetry, rhymes, songs, and skits.
SLO # 4 - Dramatize an authentic skit associated with shopping for a cultural
celebration.
7.1. NM.C.5 Name and label tangible cultural
products and imitate cultural practices from the
target culture(s).
Can do statements:
I can perform a skit in the target language about shopping for a special occasion
without using any memory crutches.
Spanish Novice-High
5
TBOE Board Approved 8/26/2013
CONCEPTS
WHAT DO STUDENTS NEED TO KNOW?
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Clothing
a. adjectives to describe clothing
b. size related vocabulary
Types of stores
Weather, express temperature Celsius vs. Fahrenheit
Seasons
Names of authentic holidays/celebration
Activities associated with planning , shopping, attending,
and participating in celebrations
Structures needed to:
o Ask and answer questions related to weather
o Ask and answer questions related to clothing and
preferences
o Ask and answer questions related to when
holidays and celebrations occur
o Describe shopping experiences
o Offer and ask for help in a store
o Compare and contrast shopping habits in the
home and target culture
SKILLS
WHAT DO STUDENTS NEED TO BE ABLE TO DO?
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Identify culture-specific shopping habits, as found in
culturally authentic video/audio/written texts.
Identify types of stores in target culture as found in
culturally authentic video/audio/written texts.
Identify articles of clothing as found in culturally authentic
video/audio/written texts related to celebrations.
Ask memorized questions related to clothing/weather.
Answer simple questions related to clothing/weather.
Ask memorized questions related to celebrations in the
home and target cultures.
Answer simple questions related to celebrations in the home
and target cultures.
Express likes, dislikes, and preferences related to
clothes/weather/celebrations
Perform a culturally authentic song/poem /skit associated
with a particular target culture celebration.
Create an invitation related to a target culture celebration.
The following items have been previously assessed and are
being recycled in this unit:
 How people greet and take leave in a target culture(s)
 Pastime activities
 Days of the week
 Months of the year
 Colors
 Prices
 Structures needed to:
Spanish Novice-High
TBOE Board Approved 8/26/2013
6

o Express likes and dislikes
o State preferences
o Compare
o Describe
Grammar
 How to express what to wear with llevar, llevar
puesto, tener puesto, vestirse, ponerse
 Me queda (n)
 Introduce cuesta/cuestan, demonstrative adjective
 Interrogatives
 Recycle AR/ER/IR in the Present Tense
Stage 2: Assessment Evidence
Formative Assessments:
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Daily written/verbal check-ins
Group conversations
Group activities
Online activities
Think-Pair-Share
3-2-1 Reflections
2 Stars and a wish
Exit Ticket
Summative Assessments:





Common Unit Assessment at end of each Unit – Required
Performance Task (See Below) - Required
Oral/written exams (Mid Marking Period)
Projects
Portfolios
Spanish Novice-High
7
TBOE Board Approved 8/26/2013
Performance Assessment Task: Interpersonal
The “Quinceañera” is an elaborate 15th birthday party celebrated by females in many Latin American countries. You have been
invited to your friend’s Quinceañera and need to buy appropriate clothing for the event. Let’s go shopping!
 Select the store where you will shop
 Tell the clerk what clothing items and colors you want
 Give your size
 Ask for prices and sales
 Decide which clothes will be appropriate and state why.
Use flyers, magazines, etc. to make a visual presentation of the selection. Another student or the teacher can play the clerk.
Scoring Criteria: See Appendix for appropriate rubric.
Stage 3: Strategies:
Students use the target language in the three modes of communication to explore how people shop for clothes according to weather
and life events. They compare weather /shopping practices in the home and target culture. Students understand that their celebrations in
some ways are similar to and different from that of students in the target culture. (Assessment of the interpretive mode may be in English;
however, the text is always in the target language.)
Interpretive:
They interpret authentic written and video/audio texts related to clothes/weather/celebrations (invitations, posters,
radio/television/newspaper/advertisements).
 Watch a weather report from the news and complete interpretive task (e.g. write a paragraph about what to wear based on
the weather report, create a chart comparing the weather home and in a Spanish-speaking country)
 Listen to audio recordings about weather, seasons, and clothes, and answer comprehension questions.
 Read and interpret on-line articles about fashion
Interpersonal:
They engage in short unrehearsed/unscripted conversations with classmates and teacher in which they ask and answer questions related to
clothes/ weather/ celebrations in the home and target cultures
Spanish Novice-High
8
TBOE Board Approved 8/26/2013
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Role-play with a partner-shopping scene according to weather conditions/season.
Engage in information gap activities about weather conditions and clothing
Engage in memory games to describe someone’s clothes
Presentational:
They use lists, chunks of language, and memorized phrases to compare clothes/weather/celebrations in the home and target culture.
 Present and impromptu weather forecast that includes current weather conditions, temperatures, and necessary clothing
 Create and present comparison of clothing prices/sizes home and in the target culture
 Create and present a power point to compare a celebration at home and in the target language using the unit vocabulary.
Differentiation Strategies:
 Tiered Activities (leveled reading)
 Flexible grouping based on ability/interest level
 Interest-based options (product/process choice)
 Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)
 Technology integration
Suggested Resources:
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

Textbook Avancemos 1
Best Practices Teacher Guide
Online Textbook : Classzone:
http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1
325882433
Rosetta Stone
https://trentonchs.rosettastoneclassroom.com/en-US/
List of useful websites for world language teachers
http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea
chers%20and%20Students.pdf
Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries
Literature: Novels, short stories, fables, legends, poems
Department of Education suggested assessment rubrics
http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf
Spanish Novice-High
9
TBOE Board Approved 8/26/2013
Spanish Curriculum
Novice-High 9-12
Unit 2: Costumbres /Traditions
Spanish Novice-High
10
TBOE Board Approved 8/26/2013
Trenton School District: Spanish Curriculum
CONTENT AREA:
World Languages
PROFICIENCY LEVEL:
Unit # 2
Novice-High 9-12
STAGE 1 – Desired Results
UNIT NAME: Costumbres / Traditions /
(23 days)
Enduring Understanding:
Essential Questions:
 Who I am is a combination of many
 How do I describe others and myself?
factors.
 How does geography influence our daily lives?
 Community affects who I am and how I
 How are traditions important?
develop.
 What resources in my community shape my future?
 A country’s geography contributes to the
habits and cultures of its people.
CORRESPONDING NJCCCS
7.1. NH.A.5 Demonstrate comprehension of
short conversations and brief written messages
on familiar topics
STUDENT LEARNING OBJECTIVES (SLOs)
SLO # 1 – Read brief written messages, listen to short conversations, or view
information describing personal/physical characteristics of self and others, likes
and dislikes, personal interests and pastime activities based on cultural contexts.
Can do statements:
 I can understand some ideas in simple texts that contain information about
personal and physical traits.
 I can use simple phrases to express likes/dislikes.
 I can express preferences related to pastime activities.
 I can handle short social interactions using phrases and simple sentences.
Spanish Novice-High
11
TBOE Board Approved 8/26/2013
7.1.NH.A.2
Demonstrate comprehension of a series of oral
and written directions, commands, and requests
through appropriate physical response.
SLO # 2 - Use physical response to identify classroom routines and oral directions
based on authentic school schedules and activities at home and in the target
culture(s).
Can do statements:
 I can talk with someone about something I learned in school.
 I can understand when someone describes his/her school schedule.
 I can understand when someone describes his/her daily routine.
 I can understand a short announcement relating a change in my school/work
schedule.
 I can understand classroom instructions when someone uses gestures or
repetition.
 I can identify people, places, and objects in my school.
 I can express preferences related to school subjects and activities.
7.1. NH.B.1 Use digital tools to exchange
basic information by recombining memorized
words, phrases, and sentences on topics related
to self and targeted themes.
SLO # 3 - Participate in online and face-to-face discussions with classmates to
exchange information in a culturally appropriate way regarding family and home
life.
7.1 .NH.B.4 Ask and respond to questions,
make requests, and express preferences in
various social situations.
7.1 .NH.B.4 Ask and respond to questions,
make requests, and express preferences in
various social situations.
Can do statements:
 I can exchange information about myself, my family, and familiar things
using words, phrases and expressions
 I can determine who does which chores in the household
 I can ask/answer questions related family and home
 I can list family members and describe their traits
 I can name rooms and list household items in each room.
SLO # 4 – Use memorized words and phrases to ask and respond to questions
associated with food products, preferences, and practices.
Can do statements:
 I can exchange information with someone about setting the table.
Spanish Novice-High
12
TBOE Board Approved 8/26/2013
7.1. NM.B.5 Exchange information using
words, phrases, and short sentences practiced in
class on familiar topics or on topics studied in
other content areas.
 I can describe my favorite meal and list the main ingredients.
 I can read a menu and order a meal.
 I can state my favorite foods, drinks, and those I don’t like.
 I can classify food groups.
SLO # 5 – Create a multimedia rich presentation recombining most/all reviewed
themes to include presentation of self and family, school and home life, food and
fashion, likes and dislikes, favorite pastimes, celebrations and weather.
Can do statements:
 I can describe experiences, events, plans and a variety of aspects of my
personal life in a simple narrative.
 I can make a simple factual presentation experiences, events, plans and a
variety of aspects of my personal life in a simple narrative.
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CONCEPTS
WHAT DO STUDENTS NEED TO KNOW?
Physical and personal information
Expressions of likes/dislikes
Pastime activities
School schedules and activities
School furniture and supplies
Family members
Names of rooms and household items
Household chores
Names of common foods and drinks
Adjectives to describe quantity, price…
Expressions needed to order food and express opinion
Names and description of clothing
Expressions related to shopping
Holidays/Celebrations
Seasons and weather
Review Novice Mid Grammar Topics
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SKILLS
WHAT DO STUDENTS NEED TO BE ABLE TO DO?
Describe self and others using oral and written text
Demonstrate understanding of school vocabulary including
schedules, commands, and preferences related to the school
environment
Identify and describe family members, home, and chores
Engage in conversation related to food preferences/likes and
dislikes, products, and practices
Identify articles of clothing, shopping habits
Discuss seasons and celebrations in culturally authentic
context.
Spanish Novice-High
13
TBOE Board Approved 8/26/2013
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Adjective and noun agreement
Subject-verb agreement
AR/ER/IR Present Tense
Irregular verbs
Articles
Interrogative Words
Command forms
Contraction al and del
Prepositions and conjunctions
Possessive adjectives
Demonstrative adjectives
Stage 2 Assessment Evidence:
Formative Assessments:
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

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
Summative Assessments:





Daily written/verbal check-ins
Group conversations
Group activities
Online activities
Think-Pair-Share
3-2-1 Reflections
2 Stars and a wish
Exit Ticket
Common Unit Assessment at end of each Unit – Required
Performance Task (See Below)- Required
Oral/written exams (Mid Marking Period)
Projects
Portfolios
Performance Assessment Task: (Presentational)
Latin American countries have celebrations that are different from what is celebrated in this country. An example is
the “Quinceañera” which is an elaborate 15th birthday party celebrated by females. Create and present a PowerPoint
comparing a celebration at home and in the target language using the unit vocabulary.
Scoring Criteria: See Appendix for appropriate rubric
Spanish Novice-High
14
TBOE Board Approved 8/26/2013
Stage 3 - Strategies:
Students use the target language in the three modes of communication to recycle knowledge about descriptions of self and others, how
preferences relate to community and cultural activities, school experiences, families, and homes similar and different from that of students
in the home and target culture. (Assessment of the interpretive mode may be in English; however, the text is always in the target language.)
Interpretive:
Interpret authentic written and video/audio texts such as blogs, community bulletin boards, advertisements that focus on the unit topics.



Read dialogues and answer questions
Engage and practice in audio/video activities
Cultural reading comprehension
Interpersonal:
They engage in short unrehearsed/unscripted conversations with classmates, the teacher, and members of the target language community, in
which they ask and answer questions related to about descriptions of self and others , how preferences relate to community and cultural
activities, school experiences, families, and homes similar and different from that of students in the home and target culture.
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Interact in paired dialogues
A/B activities
Interviews, role-plays, blogs
Communicate with the teacher and classmates in the target language
Respond to questions in the target language
Presentational:
They use sentence level discourse to describe themes to include presentation of self and family, school and home life, food and fashion,
likes and dislikes, favorite pastimes, celebrations and weather. They compare and contrast cultural practices that occur in the home and
target culture.

Create and present a multimedia project that demonstrates mastery of the reviewed topics.
Spanish Novice-High
15
TBOE Board Approved 8/26/2013
Differentiation Strategies:





Tiered Activities (leveled reading)
Flexible grouping based on ability/interest level
Interest-based options (product/process choice)
Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)
Technology integration
Suggested Resources:








Textbook Avancemos 1
Best Practices Teacher Guide
Online Textbook : Classzone:
http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1
325882433
Rosetta Stone
https://trentonchs.rosettastoneclassroom.com/en-US/
List of useful websites for world language teachers
http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea
chers%20and%20Students.pdf
Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries
Literature: Novels, short stories, fables, legends, poems
Department of Education suggested assessment rubrics
http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf
Spanish Novice-High
16
TBOE Board Approved 8/26/2013
Spanish Curriculum
Novice-High 9-12
Unit 3: ¡Buen viaje!/Have a Nice Trip!
Spanish Novice-High
17
TBOE Board Approved 8/26/2013
Trenton School District: Spanish Curriculum
CONTENT AREA:
World Languages
PROFICIENCY LEVEL:
Unit # 3
Novice-High 9-12
STAGE 1 – Desired Results
UNIT NAME: ¡Buen viaje /Have a Nice
Trip!/(23 days)
Enduring Understanding:
Essential Questions:
 Documentation and an itinerary are
 How would you plan a trip (domestic/international)?
necessary for travel
 How is travel similar/different home and abroad?
 There are steps that must be taken before
 What factors affect your choice of transportation?
you travel
 There are different rationales for using
specific means of transportation
 It is important to know how to give and
follow directions
CORRESPONDING NJCCCS
7.1. NH.A.1 Recognize familiar words and
phrases, understand the main idea, and infer the
meaning of some highly contextualized,
unfamiliar spoken or written words contained in
culturally authentic materials using electronic
information sources related to targeted themes.
STUDENT LEARNING OBJECTIVES (SLOs)
SLO # 1 – Recognize familiar words and phrases, understand the main idea, and
infer the meaning of spoken or written words as found in culturally authentic
materials from electronic information sources related to aspects of traveling (types
of transportation, type of documentation needed, planning, details about travel
destination
Can do statements:
When reading short texts or listening to a video clip dealing with travel I can:
a. Identify key words and phrases.
b. Understand the main idea.
c. Figure out the meaning of a few unfamiliar words when they are defined in
the target language or when an example is given.
Spanish Novice-High
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TBOE Board Approved 8/26/2013
7.1. NH.A.2 Demonstrate comprehension of a
series of oral and written directions, commands,
and requests through appropriate physical
response
7.1. NH.A.6 Identify the main idea and other
significant ideas in readings from age- and
level-appropriate, culturally authentic materials.
d. Determine which travel factors are similar and different in the United States
and the countries where Spanish is spoken.
SLO # 2 - Demonstrate comprehension of a series of oral and written directions,
commands, and requests to know how to get around
Can do statements:
 I can use a map to get to a destination.
 I can ask for directions.
 I can follow oral and written directions
SLO # 3 - Identify the main idea and other significant ideas in readings from ageand level-appropriate, culturally authentic materials that discuss travel destinations
and practices.
Can do statements:
 I can identify the main idea in short articles/videos dealing with travel.
 I can identify the significant ideas in short articles/videos dealing with
travel.
7.1.NH.B.1 Use digital tools to exchange basic
information by recombining memorized words,
phrases, and sentences on topics related to self
and targeted themes
7.1. NH.B.4 Ask and respond to questions,
make requests, and express preferences in
various social situations.
7.1 .NH.B.5 Converse on a variety of familiar
topics and/or topics studied in other content
areas.
SLO # 4 - Participate in an online / face-to-face discussion with members of the
target culture/ classmates to exchange information regarding details of a planned
trip.
Can do statements:
 I can use digital tools and face-to-face communication to ask questions
about:
a. means of transportation
b. itineraries
c. locations/destinations
d. planning activities
 I can use digital tools and face-to-face communication to answer questions
Spanish Novice-High
19
TBOE Board Approved 8/26/2013
7.1 .NH.C.1 Recombine basic information at
the word and sentence level related to self and
targeted themes to create a multimedia-rich
presentation to be shared virtually with a target
language audience.
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about:
a. means of transportation
b. itineraries
c. locations/destinations
d. planning activities
 I can ask for clarification when I don’t understand something (e.g. where is
the gate, where is the platform, where to find…...)
SLO #5- Recombine previously studied materials to create a multimedia-rich
presentation about a dream trip to a Spanish-speaking destination.
Can do statements:
 I can create a multi-media presentation in which I recombine words,
phrases, and sentences to tell what I have learned about planning and taking
a trip
CONCEPTS
WHAT DO STUDENTS NEED TO KNOW?
Travel preparation
Items needed for traveling
Names of places, objects, and personal at the airport/train
station
Travel activities
Airport/Train Station related activities
Popular travel destinations
Structures necessary to ask for and give directions
Expressions needed to state opinion
Grammar
 Prepositions with countries and cities
 Direct object pronouns
 Past of Regular
 Irregular Past Tense (ir, ser, hacer, ver, dar)
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SKILLS
WHAT DO STUDENTS NEED TO BE ABLE TO DO?
Express what they have done on past vacations
Express what they want to do on future vacations
Investigate different options for vacationing
Identify steps for travel home/abroad
Give advice/opinion
Get information
Make purchases/transactions
Compare different means of transportation
Make choices
Retell highlights from past events
Plan travel arrangements to different destinations
Spanish Novice-High
20
TBOE Board Approved 8/26/2013
 The verbs quedar and estar to give location
 Command forms to give directions
 Review future with Ir
Stage 2: Assessment Evidence
Formative Assessments:
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






Summative Assessments:





Daily written/verbal check-ins
Group conversations
Group activities
Online activities
Think-Pair-Share
3-2-1 Reflections
2 Stars and a wish
Exit Ticket
Common Unit Assessment at end of each Unit – Required
Performance Task (See Below) - Required
Oral/written exams (Mid Marking Period)
Projects
Portfolios
Performance Assessment Task: (Presentational)
You won $2500.00 dollars to spend on a trip to a Spanish-speaking destination, present a plan on how you would spend your
money (buy tickets, hotel reservations, food budget, and sites to visit…)
Scoring Criteria: See Appendix for appropriate rubric
Spanish Novice-High
21
TBOE Board Approved 8/26/2013
Stage 3: Strategies:
Students use the target language in the three modes of communication to explore how a travel destination affects travel planning and
preparation. (Assessment of the interpretive mode may be in English; however, the text is always in the target language.)
Interpretive:
Students interpret authentic written and video/audio texts found in electronic information sources and other sources that deal with travel and
means of transportation.




Read authentic airplane/train tickets/ itineraries and complete interpretive task
Visit and read about an authentic vacation destination to plan a trip and make a reservation
Research requirements for obtaining passport/travel visa
Post a blog about a past vacation in a Spanish-speaking country
Interpersonal:
They engage in short, unrehearsed/unscripted conversations with classmates, the teacher, and members of the target language
community in which they talk about travel plans, means of transportation, and steps that they might take to get to their dest ination.





Ask and answer questions related to travel.
Role-play a passenger/airport personal skit.
Role-play a scene where you are lost and ask for directions.
Discuss activities and advantages of different vacation spots
Sequence the steps of travel with a partner
Presentational:
They use sentence-level discourse to provide information about a trip in a multimedia presentation.


Create a map and help a partner get from one place to another by giving specific directions in the target language.
You won 2500 dollars to spend on a trip to a Spanish-speaking destination, present a plan on how you would spend your
money (buy tickets, hotel reservations, food budget, and sites to visit…)
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Differentiation Strategies:





Tiered Activities (leveled reading)
Flexible grouping based on ability/interest level
Interest-based options (product/process choice)
Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)
Technology integration
Suggested Resources:








Textbook Avancemos 2
Best Practices Teacher Guide
Online Textbook : Classzone:
http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1
325882433
Rosetta Stone
https://trentonchs.rosettastoneclassroom.com/en-US/
List of useful websites for world language teachers
http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea
chers%20and%20Students.pdf
Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries
Literature: Novels, short stories, fables, legends, poems
Department of Education suggested assessment rubrics
http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf
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Spanish Curriculum
Novice-High 9-12
Unit 4:¡Viva el deporte!/Long Live Sports!
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Trenton School District: Spanish Curriculum
CONTENT AREA:
World Languages
PROFICIENCY LEVEL:
Unit # 4
Novice-High 9-12
STAGE 1 – Desired Results
Enduring Understanding:
 Activities enrich people’s lives.
 Geography and culture determine
popular sports and activities.
 Sports bring people together in spite of
their geographical and cultural
differences.
UNIT NAME: Viva el deporte / Long
Live Sports (20 days)
Essential Questions:
 What role does after school activities play in contributing to a balanced life?
 What similarities and differences are there in the activities that students have
access to after school in the USA and in Spanish-speaking countries?
 How do sports bring people globally together?
CORRESPONDING NJCCCS
STUDENT LEARNING OBJECTIVES (SLOs)
7.1. NH.A.1 Recognize familiar words and
phrases, understand the main idea, and infer the
meaning of some highly contextualized,
unfamiliar spoken or written words contained in
culturally authentic materials using electronic
information sources related to targeted themes.
SLO # 1 – Identify words/phrases, key points, and main idea(s) in target language
age- and level-appropriate culturally authentic materials dealing with popular sports
competitions and events, equipment, and other activities.
7.1. NH.A.6 Identify the main idea and other
significant ideas in readings from age- and
level-appropriate, culturally authentic materials.
Can do statements:
 I can understand the main idea and some details announced during a sports
event.
 I can identify major events and competitions in popular sports at home and
in Spanish- speaking countries
 I can listen to a sports commentator and understand the highlights of a game
 I can understand specific information regarding sports scores, rules, and
equipment.
 I can follow multi-step instructions on how to play a sport.
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7.1. NH.A.4 Identify people, places, object,
and activities in daily life based on oral or
written description.
SLO # 2 - Identify academic and social activities offered inside and outside of
school as found in culturally authentic oral and written texts.
Can do statements:
 I can read a sports schedule
 I can follow a culturally authentic sports blog
 I can identify and describe my favorite sport/athlete
 I can understand sport related expressions
 I can retell the highlights of a game
7.1. NH.B.1 Use digital tools to exchange
basic information by recombining memorized
words, phrases, and sentences on topics related
to self and targeted themes.
7.1 NH.B.4 Ask and respond to questions,
make requests, and express preferences in
various social situations.
SLO # 3 - Ask and respond to questions about the role of sports and other activities
by recombining words/phrases using digital tools and face-to-face communication
in the target.
Can do statements:
 I can talk with someone about my favorite extracurricular activities and
sports
 I can express reactions in highly familiar situations such as at a sporting
event
 I can initiate a conversation about sports I can exchange views and opinions
about my favorite sports team and how they are doing this year
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7.1. NH.C.2 Create and present brief messages,
poems, rhymes, songs, short plays or role plays
using familiar vocabulary orally or in writing
7.1. NH.C.3 Describe in writing people and
things from the home and school environment
7.1. NH.C.2 Create and present brief
messages, poems, rhymes, songs, short plays or
role-plays using familiar vocabulary orally or in
writing.
7.1. NH.C.5 Tell or write about cultural
products associated with the target culture(s),
and simulate common cultural practices.










SLO # 4 - Produce written texts and oral presentations to describe different global
sports figures, sports events, and competitions in the home and target culture.
Can do statements:
 I can describe my favorite athlete in terms of appearance, personality, and
accomplishments
 I can describe a global competition in terms of location, teams, rules…
 I can express opinions about school teams
SLO #5- Compare and contrast the role and attitudes of sports fans/athletes in
different sports and in different cultures.
Can do statements:
 I can compare popular sports home with Spanish-speaking countries
 Create a brochure about your schools sports/teams
 I can compare extracurricular activities available to students at home and in
Spanish-speaking countries
CONCEPTS
WHAT DO STUDENTS NEED TO KNOW?
Sports
Sports events/competitions
Sports equipment
Extracurricular activities
Expressions of opinion and emotion
Actions associated with sports
Structures necessary to describe people and events
Cultural practices related to sports
Recycle numbers, time, seasons and weather
Grammar
 Action verbs associated with sports
SKILLS
WHAT DO STUDENTS NEED TO BE ABLE TO DO?




Recognize previously learned words and phrases and
determine the meaning of contextualized culturally
authentic materials related to the world of sports
Identify school activities of students in the target culture(s)
as found in culturally authentic materials.
Identify the key elements associated with different sports as
found in culturally authentic material from the target
culture.
Ask questions related to sports with classmates and others
using digital tools and face-to-face communication.
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





Ir+a + infinitive
Present Tense
Past Tense Regular and Irregular verbs
Adverbs ( activamente, lentamente, rápidamente )
Demonstrative adjectives
Answer questions related to sports with classmates and
others using digital tools and face-to-face communication.
 Ask questions about preferences and opinions related to the
sports.
 Answer questions about preferences and opinions related to
the sports.
 Describe orally and in writing athletes, events, and
equipment associated with sports
 Compare and contrast the importance of sports at home and
in the Spanish-speaking world.
Stage 2: ASSESSMENT EVIDENCE
Formative Assessments:








Daily written/verbal check-ins
Group conversations
Group activities
Online activities
Think-Pair-Share
3-2-1 Reflections
2 Stars and a wish
Exit Ticket
Summative Assessments:





Common Unit Assessment at end of each Unit – Required
Performance Task (See Below) - Required
Oral/written exams (Mid Marking Period)
Projects
Portfolios
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Performance Assessment Task:
1. Write a story/blog to describe a recent game you watched (Interpretive)
2. Create a brochure for Spanish-speaking students coming to your high school telling them about the school sports and
extracurricular activities available. (Presentational)
Scoring Criteria: See Appendix for appropriate rubric
Stage 3: Strategies:
Students use the target language in the three modes of communication to explore sports and extracurricular activities home and target
culture(s) by comparing and contrasting sports in both cultures. (Assessment of the interpretive mode may be in English; however, the
text is always in the target language.)
Interpretive: They interpret authentic written and video/audio texts such as sports websites, blogs, sports articles, and commentaries
that focus on sports.




Read a culturally authentic sports article and answer questions
Read a biography about an athlete in a Spanish-speaking country
Write a story/blog to describe a recent game you watched
Locate an online sport schedule to identify time, place, date of an upcoming sports competition in the target culture.
Interpersonal: They engage in short unrehearsed/unscripted conversations with classmates, the teacher, and members of the target
language community, in which they ask and answer questions related to sports and extracurricular activities.



Interact in paired dialogues, A/B activities, interviews, role-play and blogs to discuss sports
Ask/Respond to questions about favorite sports/athletes
Interview a classmate about their favorite extracurricular activities
Presentational: They use sentence level discourse to compare and contrast sports in both cultures while exploring the cultural norms
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and practices associated with playing/following a sport.


Create a brochure for Spanish-speaking students coming to your high school telling them about the school sports and
extracurricular activities available.
Create and present a power-point about a famous athlete in the target language
Differentiation Strategies:





Tiered Activities (leveled reading)
Flexible grouping based on ability/interest level
Interest-based options (product/process choice)
Learning modalities (interpersonal, intrapersonal, audio, musical, linguistic, mathematical, visual-spatial, bodily-kinesthetic)
Technology integration
Suggested Resources:



Textbook Avancemos 2
Best Practices Teacher Guide
Online Textbook : Classzone:
http://www.classzone.com/cz/index.htm;jsessionid=xrLpRMVFLVp4pcq27Rfxkn7BB0HQMPZ15g7Y1cSyzh1JymnX9fqY!1
325882433
Rosetta Stone
https://trentonchs.rosettastoneclassroom.com/en-US/





List of useful websites for world language teachers
http://www.paterson.k12.nj.us/departments/curr/curriculum/WORLD%20LANGUGES%20CURRIC/Websites%20for%20Tea
chers%20and%20Students.pdf
Culturally authentic multimedia resources: YouTube, video clips, music, art, films, documentaries
Literature: Novels, short stories, fables, legends, poems
Department of Education suggested assessment rubrics
http://www.state.nj.us/education/cccs/1996/frameworks/worldlanguages/appendb.pdf
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Appendix A
Assessments/Strategies/Resources:
1. Ads/Commercials/Videos – Go to www.youtube.com. Search for ecotourism in the target language. Select videos that contain
visuals and text that will assist students in understanding the message. Be sure to view all the videos from start to finish before
sharing them with the class.*
2. Brochures – To find brochures that contain lists and visual support do a target-language search for “vacation package”, “tourist
office”, “places of interest”, or “tourism activities” in a specific city or country. An example can be found at
http://www.acentorural.com/turismoactivo/turismo_activo_deporte_aventura_naturaleza_andalucia.asp. There is an interactive
map.*
3. Exit Ticket - Use this technique to show you what students are thinking and what they have learned at the end of a lesson. Before
students leave, they have to hand you a “ticket” filled out with an answer to a question, a solution to a problem, or a response to
what they’ve learned. Exit Tickets help you assess if students have “caught what you taught” and plan for the next lesson or unit of
instruction.
4. Google Earth – This web resource allows you to travel around the world. To download it, go to http://earth.google.com/. In order to
provide students with authentic experiences, the language settings can be changed. Make changes in the program by clicking on
“Tools”, then “Options” and finally “General”. Click on “Language” and select the language of your choice. *
5. Magic Box – Place authentic materials/props such as art books, souvenirs, tickets to events, menus, etc. and introduce each item as a
means to provide a cultural setting and motivation. As a student selects an item from the box, hold it up and tell students what it
represents. For example, if a student selects a ticket to a museum, describe it and tell where it is from, how much admission is, and
what type of items can be found in the museum. Ask students questions related to item and tie it to their own cultural background. *
6. Map/Travel Guide – Using a map of the target language country, students will answer questions about tourist attractions,
restaurants, and hotels. *
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7. PowerPoint – A PowerPoint presentation can be an effective way to introduce students to new vocabulary and authentic images.
Once the concepts are introduced, the teacher may incorporate authentic materials and questioning techniques to check for
understanding and reinforcement.
8. Role-Play – It provides opportunities for students in small groups to assume different roles or create skits. In order to maximize
language production during a role-play, brainstorm as a class: words, phrases, questions and statements you might hear during the
role-play.
9. 3-2-1 Reflection Strategy – 3 things you found out, 2 things you learned, 1 question you still have. There are different variations
on-line for this activity.
10. Think-pair-share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a
question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question;
and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and
engage students in comprehending the reading material.
11. TPR Storytelling – Total Physical Response – This is an effective strategy to make language understandable to novice students. Go
to World Language Curriculum page for the “Three Steps of TPR Storytelling”.
12. Two Stars and a Wish – This strategy lets students reflect on their own and each other’s work. Two Stars = two things that are
good about a piece of work. One Wish = one thing that can be improved and made better.
13. Visuals – Incorporate authentic images in the form of prints or a PowerPoint slide show to introduce/reinforce the vocabulary by
using word strips and questioning techniques.
14. Weather Maps – Use the image tab search “forecast” in a target language search engine to locate weather maps. Use the maps to
check for understanding while providing additional input in the target language. Spiral questions by starting with yes/no, either/or
and short responses. Sample questions: Is it cloudy in the center of Spain? What is the weather like in southern Spain?*
(*Adapted from World Languages Standard in Action – NJDOE)
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Appendix B
Common Core State Standards
The Common Core State Standards for English Language Arts (ELA) and Literacy lay out a vision of what it means to be a literate
person in the twenty-first century, describing the skills and understandings students are expected to demonstrate which have wide
applicability outside the classroom or workplace. The expectations are described in the ELA Anchor standards across four strands:
Reading, Writing, Speaking and Listening, and Language. These four strands are represented in the National Standards for Learning
Languages three modes of communication (interpersonal, interpretive, and presentational) and the level of proficiency demonstrated.
The Common Core strands of Reading, Writing, Speaking and Listening are captured in the standards for learning languages’ goal
area of Communication.
 Interpersonal (speaking + listening or writing + reading)
 Interpretive (reading, listening, viewing)
 Presentational (writing, speaking, visually representing)
The Common Core Strand of Language is described for language learners through proficiency levels that outline three key
benchmarks achieved in world language programs given sufficient instruction over time:
 Novice (beginning level)
 Intermediate
 Advanced
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
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Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors
take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
9. Draw evidence from literary and or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences.
College and Career Readiness Anchor Standards
for Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,
and style are appropriate to task, purpose, and audience.
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5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
College and Career Readiness Anchor Standards for Language
Conventions of Standard English
1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style
and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word
parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression.
Adapted from the Alignment of the National Standards for Learning Languages with the Common Core State Standards: Performance Expectations,
www.actfl.org (June 21, 2013)
Please visit the Trenton Public Schools Curriculum World Language Website to view or download the complete document.
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Appendix C
Rubrics
Novice Interpersonal Rubric
Exceeds Expectations
Meets Expectations
The student is understood without
difficulty.
The student is understood
with occasional difficulty.
The student is understood
only with much
difficulty.
Does the student understand?
(Comprehension)
The student understands without
difficulty.
The student understands but
sometimes needs repetition
or restatement.
Most of the time, the
student does not
understand.
How well does the student use
language?
(Vocabulary Use & Language
Control)
The student uses simple sentences that
may contain some errors but they do
not impede communication.
The student mostly corrects
with memorized language.
The student makes more
mistakes when trying to
create language.
The student
communicates at the
word level. Errors
impede communication.
Is the student understood?
(Comprehensibility)
The student attempts to create.
How well can the student keep the
conversation going?
(Communication Strategies)
The student recognizes and uses
vocabulary with ease.
The student recognizes and
uses most of the vocabulary
correctly.
The student can express the need for
repetition and/or clarification
The student uses memorized
chunks of language to:
-Ask for repetition
-State lack of
understanding
Does Not Meet Expectations
The student knows a
limited number of words
/ phrases.
The student cannot keep
the conversation going.
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent
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Novice Interpretive Rubric
Exceeds Expectations
Can student understand
what he/she heard or
read?
(Comprehension)
What strategies does the
student use to make
meaning of what was said
or read?
(Communication
Strategies)
Meets Expectations
Does Not Meet Expectations
Answers are relevant and accurate
and show that student understood
what was heard or read.
Most of the answers are relevant and
accurate and show that, for the most
part, the student understood what was
heard or read.
Answers are irrelevant and/or
inaccurate and show that student
really didn’t understand what was
heard or read.
Accurately identifies vocabulary
words that have already been taught,
and can figure out new words based
on the context of what was heard or
read.
Accurately identify most vocabulary
words that have been taught.
Cannot accurately identify many
vocabulary words that have been
taught
Student can identify the main idea.
Can student identify the
main idea?
If there is a message
beyond the literal one, can
student understand it?
(Interpretation)
Student can
sometimes
successfully interpret
between the lines
when necessary
Student attempts to interpret between the lines when
necessary.
Student cannot identify the main
idea.
Student cannot interpret between
the lines.
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent
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Novice Presentational Rubric Speaking
Exceeds expectations
Can the audience understand
the student?
(Comprehensibility)
How well does the student use
the language?
(Language Control &
Vocabulary Use)
Meets Expectations
Does Not Meet Expectations
The audience understands the
student without difficulty even
though the student may have
some hesitation when
speaking.
The audience generally
understands student. The
student may have some
hesitations or unnatural pauses
when speaking.
The student is not clearly understood.
There are frequent hesitations and
many unnatural pauses.
The student can use
memorized language but as the
student begins to create
(produce simple sentences)
with the language, more errors
appear.
The student is mostly correct
using memorized language.
The student is correct only at the word
level.
Student accurately uses
vocabulary that has been taught.
Vocabulary is limited and/or repetitive.
Presentation is rich in
appropriate vocabulary.
How well does the student
capture and maintains
audience’s attention?
(Impact)
How well does student
organize the presentation?
Student uses gestures, visuals
and tone of voice to maintain
the audience’s attention.
Student uses some gestures and
visuals to maintain the
audience’s attention.
Student makes no effort to maintain
the audience’s attention.
The presentation has a
beginning, middle, and end.
The presentation has a
beginning, middle, and end.
Student presents information
randomly.
(Communication Strategies)
Main ideas are supported with
examples.
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent
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Novice Presentational Rubric: Writing
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Is the written message
understandable?
(Comprehensibility)
The reader understands without
difficulty.
The reader understands
with occasional difficulty.
The reader does not clearly
understand.
How well does the student
use the language?
Student is mostly correct when
producing simple sentences and
makes errors when creating with
the language.
Student is mostly correct
when using memorized
language.
Student is correct only at the
word level.
(Language Control &
Vocabulary Use)
The writing is rich in appropriate
vocabulary.
Vocabulary reveals basic
information.
Vocabulary is limited and/or
repetitive.
How well does the student
capture and maintain the
audience’s attention?
(Impact)
The writing is engaging and
shows effort to appeal to the
audience’s interest.
Student makes some effort
to maintain reader’s
attention.
Student makes no effort to
maintain reader’s attention.
How well does the student
organize the presentation?
Main ideas are supported with
examples.
Writing has a beginning,
middle, and end.
Information is presented
randomly.
(Communication Strategies)
Writing has a beginning, middle,
and end.
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent
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Student Novice Interpersonal Rubric
Does the teacher
understand me?
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
The teacher understands me
without difficulty.
The teacher understands me
with occasional difficulty.
The teacher understands me
only with much difficulty.
I understand the teacher
without difficulty.
I understand the teacher but
sometimes I need repetition or
restatement.
Most of the time I don’t
understand the teacher
I am mostly correct when
producing simple sentences.
I can only communicate at the
word level.
I attempt to create.
I am mostly correct with
memorized language. I am less
correct when I try to create
language.
I recognize and use
vocabulary with ease.
I recognize and use most of the
vocabulary correctly.
I begin to recombine some
memorized language to ask for
repetition and/or clarification
I use memorized chunks of
language to:
-Ask for repetition
-State that I don’t
understand
(Comprehensibility)
Do I understand the
teacher?
(Comprehension)
How well do I use the
Spanish language?
(Vocabulary Use & Language
Control)
How well do I keep the
conversation going?
(Communication Strategies)
I use a limited number of words
/ phrases.
I cannot keep the conversation
going.
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent
Spanish Novice-High
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TBOE Board Approved 8/26/2013
Student Novice Interpretive Rubric
Exceeds Expectations
Can I understand what I heard
or read?
(Comprehension)
What strategies do I use to
help me understand what I
heard or read?
(Communication Strategies)
Can I identify the main
idea?
If there is a message beyond
the literal one, can I
understand it?
(Interpretation)
Meets Expectations
Does Not Meet Expectations
My answers are relevant and
accurate and show that I
understood what I heard or read.
Most of my answers are relevant and
accurate and show that, for the most
part, I understood what I heard or
read.
My answers are irrelevant and/or
inaccurate and show that I really
didn’t understand what I heard or
read.
I accurately identify vocabulary
words that I have already been
taught, and I can figure out new
words based on the context of
what I heard or read.
I accurately identify most vocabulary
words that I have already been
taught
I cannot accurately identify many
vocabulary words that I have
already been taught
I cannot identify the main idea
I can identify the main idea
I can sometimes successfully
interpret between the lines when
necessary
I attempt to interpret between the
lines when necessary
I cannot interpret between the
lines.
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent
Spanish Novice-High
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TBOE Board Approved 8/26/2013
Student Novice Presentational Rubric Speaking
Exceeds expectations
Can the audience
understand me?
(Comprehensibility)
How well do I use
the language?
(Language Control &
Vocabulary Use)
Meets Expectations
Does Not Meet Expectations
The audience understands me
without difficulty even though I
may have some hesitation when I
speak.
The audience generally understands
me. I may have some hesitations or
unnatural pauses when I speak.
I am not clearly understood. I
have frequent hesitations and
many unnatural pauses.
I am correct with memorized
language but as I begin to create
(produce simple sentences) with
the language, I have difficulty
being correct.
I am mostly correct with memorized
language.
I am correct only at the word
level.
I accurately use vocabulary that I have
been taught.
My vocabulary is limited and/or
repetitive.
I use gestures, visuals and tone of
voice to maintain my audience’s
attention.
I use some gestures and visuals to
maintain my audience’s attention.
I make no effort to maintain my
audience’s attention.
My presentation has a beginning,
middle, and end.
My main ideas are supported with
examples.
My presentation has a beginning,
middle, and end.
I present information
randomly.
My presentation is rich in
appropriate vocabulary.
How well do I
capture and
maintain my
audience’s
attention?
(Impact)
How well do I
organize the
presentation?
(Communication
Strategies)
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent
Spanish Novice-High
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TBOE Board Approved 8/26/2013
Student: Novice Presentational Rubric Writing
Do we understand you?
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
The reader understands me without
difficulty.
The reader understands me
with occasional difficulty.
The reader does not clearly
understand me.
I am mostly correct when producing
simple sentences and make errors
when creating with the language.
I am mostly correct with
memorized language.
I am correct only at the word
level.
My vocabulary reveals basic
information.
My vocabulary is limited and/or
repetitive.
(Comprehensibility)
How well do I use the
language?
(Language Control &
Vocabulary Use)
My writing is rich in appropriate
vocabulary.
How well do I capture
and maintain my
audience’s attention?
My writing is engaging and shows
effort to appeal to the audience’s
interest.
I make some effort to maintain
reader’s attention.
I make no effort to maintain
reader’s attention.
My main ideas are supported with
examples.
My writing has a beginning,
middle, and end.
I present information randomly.
(Impact)
How well do I organize
the presentation?
(Communication
Strategies)
Adapted from the CAPS Rubrics: Consortium for Assessing Performance Standards, New Jersey FLAP Grant Project: More information is available at
http://flenj.org/CAPS?page=parent
Spanish Novice-High
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Appendix D
Websites
http://www.state.nj.us/education/aps/cccs/wl/ (NJDOE World Language Home Page)
http://www.state.nj.us/education/modelcurriculum/wl/ (WL Model Curriculum)
http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf (Performance
Descriptors)
http://actflproficiencyguidelines2012.org/ (Proficiency Guidelines)
http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/ (Self-Assessment Checklists)
http://www.state.nj.us/education/aps/cccs/wl/ (NJDOE World Language Home Page)
http://www.state.nj.us/education/modelcurriculum/wl/ (WL Model Curriculum)
http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf (Performance
Descriptors)
http://actflproficiencyguidelines2012.org/ (Proficiency Guidelines)
http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/ (Self-Assessment Checklist)
http://flenj.org/CAPS?page=parent (Rubrics)
Spanish Novice-High
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