Organizing Learner Targets and Creating Learning Activities in the Three Modes
CCFLT 2012
Toni Theisen-Loveland High School- theisent@gmail.com
Handout, examples and more links at: http://ccflt2012.wikispaces.com
Link to Toni Theisen’s Tech page: http://worldlanguagestech.wikispaces.com/
Link to Thompson schools district curriculum wiki: http://tsdwlstandards.wikispaces.com/
I.
II.
Introduction activities
Essential Question: How do teachers integrate technology in order to design
assessments that help students reach higher levels of performance?
III. Activity 1: Integrated Performance Assessment (IPA): using the three modes and
technology to create an integrated set of assessments.
a. The French Revolution music video: (Interpretive mode assessment)
http://www1.youtube.com/watch?v=wXsZbkt0yqo Take this T/F quiz as you watch:
1. The main singer represents Marie Antoinette.
T
2. The guillotine caused many heads to roll during the Revolution.
T
3. The motto of France is liberté, égalité, fatalité
T
F
F
F
b. (Interpersonal mode assessment) With a partner discuss and identify five major events
of the French Revolution.
c. (Presentational mode assessment): Choice 1:Create a similar video about another
famous historical event. Choice 2: Your choice
IV.
Activity 2:What are the three modes of communication?
What is the mode of communication?
1.
2.
3.
4.
5.
6.
Prepare a digital poster about your favorite
sports and leisure activities for an online youth
exchange site.
Contact an online movie theater site and find
out basic information so you and your friends
can go to see a movie this weekend.
Email a friend to find out what is happening
this weekend.
Send a text message to your friend asking
what the math assignment is for tomorrow
since you were on a field trip and missed class.
Analyze the data from an online graph about
the most popular foods that teenagers like to
eat.
Create and video a skit with a partner about
purchasing new shoes for a special event.
Source: Modified from chart by Laura Terrill
1
V.
The 3 modes: What are your ideas for activities using the three modes. Find several
partners and share your ideas.
Interpersonal mode
Interpretive mode
Presentational mode
VI.
What is an IPA? (Integrated performance assessment) Write your definition here.
VII. Design your own.-With a partner collaborate to create an IPA.
Interpretive Mode
Interpersonal Mode
Presentational mode
2
VIII. Technology to enhance communication-Integrate technology to enhance instruction
only in a well-designed standards-based thematic unit using backwards design: Identify
desired results; Determine acceptable evidence of learning; Plan learning experiences,
activities and strategies
IX.
Technology to enhance the three modes:
Technology to enhance Interpersonal communication
1. Vocaroo
2. Voxopop
3. Voicethread
4. Go Animate Edu
5. Google Voice
7. iEtherpad
8. Today’s Meet Backchannel
9. Twitter
10. Wallwisher
11. Poll Everywhere
http://vocaroo.com/
http://www.voxopop.com
http://voicethread.com
http://goanimate.com/
http://www.google.com/googlevoice
http://ietherpad.com/
http://todaysmeet.com/
http://twitter.com/
http://www.wallwisher.com/
http://www.polleverywhere.com/
Simple podcast
Talk discussion board
Discuss an image or video
Comic
Students call and answer ?
Collaborate in realtime
Discussion
#ccflt11
Digital bulletin board
Polling system via mobile
phone
Technology to enhance Interpretive communication
1. Wordle
2. Google Maps/My Maps/Street
View
3. Google Art Project
4. YouTube, Vimeo,Daily Motion,
Blip
5. Polleverywhere
6. Tag Galaxy
7. Fotopedia
http://www.wordle.net/
http://maps.google.com/
word clouds
maps in many languages
http://www.googleartproject.com/
Find online
3D art tours of many museums
Video resources
http://www.polleverywhere.com/
http://taggalaxy.de/
http://www.fotopedia.com/
polls and cellphone
Collaborative photo
encyclopedia
Technology to enhance Presentational communication
1. Voki education
2. Glogster
3. Piclits
4. Fotobabble
5. Blabberize
6. Storybird
7. Animoto Education
http://www.voki.com/
http://edu.glogster.com/
http://piclits.com
http://www.fotobabble.com/
http://blabberize.com
http://storybird.com/
http://animoto.com/education#top
Talking Avatar
Digital Poster
Creative writing on images
“Trading cards”
Make picture talk
Collaborative Storytelling
“Music video” films
Great tools to impact learning for everyone
Wikispaces for Education
DropBox (filesharing)
Slideshare (share powerpoints)
Jing (screencast)
Google Docs
Prezi presentation tool (modern ppt)
http://www.wikispaces.com/content/for/teachers
http://www.dropbox.com
http://www.slideshare.net/
http://www.techsmith.com/jing/
http://docs.google.com
http://prezi.com/
3
UBD Unit: Food and Hunger :Level 1
Department:
World Languages
Course:
French I (Targeted Proficiency Level – Novice Mid)
AP Theme
Global Challenges
Topic:
Food and Hunger
Learning Scenario
Standards
Students will consider personal connections with food. They will consider the type of food that they
and others eat and will indicate their likes and dislikes. They will be able to say why they eat/don’t eat
certain foods, describing their tastes and commenting on how healthy or unhealthy certain foods are.
They will be able to explain the number of calories needed to sustain life and will analyze the number
of calories they consume with regard to the US and other food pyramids. Finally, they will consider
why hunger exists, where it is prevalent and how various organizations are helping. As a class
students will work individually and in groups to draw attention to hunger issues.
Goal 1: Communication
Standard 1.1- Interpersonal Communication: Students engage in conversation, provide and
obtain information, express feeling and emotion, and exchange opinions.
Standard 1.2 – Interpretive Communication: Students understand and interpret written and
spoken language on a variety of topics.
Standard 1.3 – Presentational Communication: Students present information, concepts and
ideas to an audience of listeners or readers on a variety or topics.
Goal 2: Cultures
Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the
relationship between the practices and perspectives of the culture studied.
Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of the
relationship between the products and perspectives of the culture studied.
Goal 3: Connections
Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their knowledge
of other disciplines through the foreign language.
Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the distinctive
viewpoints that are only available through the foreign language and its cultures.
Goal 4: Comparisons
Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature of
language through comparisons of the language studied and their own.
Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own.
Goal 5: Community
Standard 5.1 – Beyond the School Setting: Students use the language both within and beyond
the school setting.
Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long learners by
using the language for personal enjoyment and enrichment.
Stage 1: Desired Results
Understandings
Food is necessary for life.
Hunger is everywhere.
Essential Questions
How do we eat well?
Why does hunger exist?
Skills / Functions
Knowledge
what students know, understand and be able to
what students need in terms of vocabulary and structures to demonstrate
do
their knowledge
Vocabulary
ask and answer questions about food and
hunger
talk about likes and dislikes concerning
common and international foods
Are you hungry?
I am/am not…
Do you like….?
I like / don’t like?
I like a little
I like a lot
Grammar
to have
idioms (avoir faim)
definite articles
negation
-er verbs
4
I love
I hate
typical level 1 foods – 20 words
selected cultural foods from various
French speaking countries – 20
words
(La tagine) is a specialty from
(Morocco).
There is couscous, beans, carrots,
squash, olives, tomatoes, etc.
Would you like to (name)?
I would/would not like because
Food is necessary for life.
Where are people hungry?
How many people are hungry?
(percentage) of people are hungry
Hunger exists because of war,
poverty, climate
drought (not enough water)
I eat well because
to be healthy, to avoid
cancer
obesity
energy
healthy
unhealthy
identify where certain foods are from and
identify key ingredient(s)
ask and answer if they would like certain dishes
and give reasons
find out where and explain why hunger exists in
the world
say why they make good / poor food choices
Stage 2: Assessment Evidence
Interpretive
Interpersonal
Presentational
Performance Task Summary
(Integrated Performance Assessment)
Students will read authentic text indicating basic concepts for a healthy diet. They will look at authentic
recipes and indicate if the foods are healthy or not and will check reasons why or why not. They also
listen to descriptions of images from Hungry Planet and select the image that is being described.
Students will have completed various activities based on visuals throughout the unit. For the
interpersonal assessment, students will be given random images and will be expected to ask and answer
questions about food choice, likes and dislikes and diet. They will discuss hunger based on the setting of
the images.
Students will create a public service announcement to address nutritional and / or hunger issues in their
community.
Formative Assessments
Other Summative Assessments
Students will assume the identity of a child in another
country and will present basic facts on food and nutritional
issues.
Stage 3: Learning Activities
Hook
Movie – Hungry Planet
Abbreviated list of activities from session:
1. WORDLE-likes/ dislikes-healthy/not healthy (opinion)
2. French food pyramid-eating healthy-likes/dislikes (Do I eat well?)-self-evaluation
3. Pictures with ingredients - I prefer this because I like series of slides with pix and ingredients-simple words(healthy or not)
4. SOS faim movie-interpretive activities, numbers
5. Hunger map-you live in...are you hungry? (focusing on different parts of the world)
6. Wefeedback activity – impact of your favorite food on world hunger. I eat drink (food) and impact on hunger
7. Interpersonal summative assessment Where do you live, are you hungry what do you like...etc.
Resources
http://terrill-theisen2011.wikispaces.com/
5
“I can” statements-Learner Target sheets
Spanish I examples
Spanish III examples
6
French I examples
7
“I can” Reflection log
Rubrics
Interpersonal Rubrics-Thompson School District-Loveland, CO.
TSD WL Interpersonal Speaking Levels 1 – 2 -Targeted Range Novice-Mid
Task Completion
How well do I complete
the task?
Comprehensibility
How well do others
understand me?
Comprehension
How well do I understand
others?
Vocabulary Use
How extensive and
applicable is my
vocabulary?
Language Control
How accurate is my
language?
Fluency/Communication
Strategies
How well do I keep the
conversation going?
Exceeds Expectations
Novice-High: 8
I completed more than I was
asked to do.
Meets Expectations
Novice-Mid: 5, 6, 7
I completed everything I was
asked to do.
Approaches Expectations
Novice-Low: 3-4
I completed some of what I
was asked to do.
Below Expectations
Novice-Low: 1-2
I completed very little of
what I was asked to do.
I can easily be understood,
and the message is clear.
I can be understood, and the
message is mostly clear.
I can understand simple
questions and statements.
Sometimes I need to hear
things again.
I communicate on a variety of
familiar topics using familiar
vocabulary.
I can understand some simple
questions and statements. I
frequently need to hear things
again.
I communicate on a variety of
familiar and predictable topics
using isolated words and
learned phrases.
I use basic grammatical
structures correctly some of the
time. Errors occasionally
interfere.
I keep the conversation going
by using memorized chunks of
language to ask for repetition
and state lack of
understanding.
I can be somewhat
understood, and the
message is partially clear.
I can understand isolated
words and a few simple
memorized phrases.
I can be understood only
with great effort, and the
message is misunderstood.
I can understand isolated
words.
I communicate about very
familiar topics using
isolated words and high
frequency phrases.
I use words and phrases
with some awareness of
grammatical structures.
Errors sometimes interfere.
I have some difficulty
keeping the conversation
going.
I communicate using only
words. My native language
interferes.
I use basic grammatical
structures correctly most of
the time. Errors do not
interfere.
I keep the conversation going
by expressing confusion
and/or the need for repetition
or clarification in a variety of
ways.
Total
I use words and phrases
without awareness of
grammatical structures.
Errors interfere frequently.
I do not keep the
conversation going.
8
TSD WL Interpersonal Speaking Level 3-Targeted Range Novice-High
Task Completion
How well do I complete
the task?
Comprehensibility
How well do others
understand me?
Comprehension
How well do I understand
others?
Vocabulary Use
How extensive and
applicable is my
vocabulary?
Language Control
How accurate is my
language?
Fluency/Communication
Strategies
How well do I keep the
conversation going?
Exceeds Expectations
Intermediate-Low: 8
I completed more than I was
asked to do.
Meets Expectations
Novice-High: 5, 6, 7
I completed everything I
was asked to do.
Approaches Expectations
Novice-Mid: 3-4
I completed some of what I
was asked to do.
Below Expectations
Novice-Low: 1-2
I completed very little of
what I was asked to do.
I can easily be understood,
and the message is clear.
I can be understood, and
the message is mostly clear.
I can understand questions
and statements, and my
responses are mostly logical
and on topic.
I communicate with a wide
range of vocabulary on a
variety of familiar topics.
I can understand simple
questions and statements.
Sometimes I need to hear
things again.
I communicate on a variety
of familiar topics using
familiar vocabulary.
I can be understood only
with great effort, and the
message is misunderstood.
I can understand isolated
words and a few simple
memorized phrases.
I use basic structures
correctly when applying them
to new situations to express
my thoughts.
I keep the conversation going
by responding to questions,
creating some simple
questions, and asking for
clarification when needed.
I use basic grammatical
structures correctly most of
the time. Errors do not
interfere.
I keep the conversation
going by expressing
confusion and/or the need
for repetition or clarification
in a variety of ways.
I can be somewhat
understood, and the message
is partially clear.
I can understand some simple
questions and statements. I
frequently need to hear things
again.
I communicate on a variety of
familiar and predictable topics
using isolated words and
learned phrases.
I use basic grammatical
structures correctly some of
the time. Errors occasionally
interfere.
I keep the conversation going
by using memorized chunks
of language to ask for
repetition and state lack of
understanding.
Total
____/
I communicate about very
familiar topics using
isolated words and high
frequency phrases.
I use words and phrases
with some awareness of
grammatical structures.
Errors sometimes interfere.
I have some difficulty
keeping the conversation
going.
TSD WL Interpersonal Speaking Level 4-Targeted Range Intermediate-Low
Task Completion
How well do I complete
the task?
Comprehensibility
How well do others
understand me?
Comprehension
How well do I understand
others?
Vocabulary Use
How extensive and
applicable is my
vocabulary?
Language Control
How accurate is my
language?
Fluency/Communication
Strategies
How well do I keep the
conversation going?
Exceeds Expectations
Intermediate-Mid: 8
I completed more than I was
asked to do.
Meets Expectations
Intermediate-Low: 5, 6, 7
I completed everything I was
asked to do.
Approaches Expectations
Novice-High: 3-4
I completed some of what I
was asked to do.
Below Expectations
Novice-Mid: 1-2
I completed very little of what
I was asked to do.
I am consistently understood,
and the message is clear.
I can be understood, and the
message is mostly clear.
I can understand sentences
and questions on a wide
variety of familiar topics, and
my responses are logical and
on topic.
I communicate with a wide
range of vocabulary on a
variety of familiar topics
elaborating to complete the
task.
I have full control of basic
structures and the present
tense. I am able to speak
about the past and future with
some accuracy.
I keep the conversation going
by asking and answering
simple questions and clarifying
meaning. At times, I may
paraphrase to clarify meaning.
I can understand questions
and statements, and my
responses are mostly logical
and on topic.
I can be somewhat
understood, and the
message is partially clear.
I can understand simple
questions and statements.
Sometimes I need to hear
things again.
I can be understood only with
great effort, and the message
is misunderstood.
I can understand some
simple questions and
statements. I frequently need
to hear things again.
I communicate with a wide
range of vocabulary on a
variety of familiar topics.
I communicate on a variety
of familiar topics using
familiar vocabulary.
I communicate on a variety of
familiar and predictable topics
using isolated words and
learned phrases.
I use basic structures
correctly when applying them
to new situations to express
my thoughts.
I use basic grammatical
structures correctly most of
the time. Errors do not
interfere.
I use basic grammatical
structures correctly some of
the time. Errors occasionally
interfere.
I keep the conversation
going by responding to
questions, creating some
simple questions, and asking
for clarification when needed.
I keep the conversation
going by expressing
confusion and/or the need
for repetition or clarification
in a variety of ways.
I keep the conversation going
by using memorized chunks
of language to ask for
repetition and state lack of
understanding.
Total
9
Task Completion
How well do I complete
the task?
Comprehensibility
How well do others
understand me?
Comprehension
How well do I understand
others?
Vocabulary Use
How extensive and
applicable is my
vocabulary?
Language Control
How accurate is my
language?
Fluency/Communication
Strategies
How well do I keep the
conversation going?
TSD WL Interpersonal Speaking Level 5-Targeted Range Intermediate-Mid
Exceeds Expectations
Meets Expectations
Approaches Expectations
Intermediate-High: 8
Intermediate-Mid: 5, 6, 7
Intermediate-Low: 3-4
I completed more than I was
I completed everything I was I completed some of what I
asked to do.
asked to do.
was asked to do.
I am consistently understood,
and the message is clear.
I can be understood, and the
message is mostly clear.
I can understand sentences and
questions on a wide variety of
familiar topics, and my responses
are logical and on topic.
I communicate with a wide range
of vocabulary on a variety of
familiar topics and in some
complicated situations. I speak
in paragraphs sometimes but
mostly connected sentences.
I have full control of basic
structures and the present tense.
I can narrate and describe in the
present, past and future tenses
sometimes.
I start and maintain the
conversation by asking and
answering questions. I am able
to circumlocute at times.
I can understand questions
and statements, and my
responses are mostly logical
and on topic.
I communicate with a wide
range of vocabulary on a
variety of familiar topics
elaborating to complete the
task.
I have full control of basic
structures and the present
tense. I am able to speak
about the past and future
with some accuracy.
I keep the conversation
going by asking and
answering simple questions
and clarifying meaning. At
times, I may paraphrase to
clarify meaning.
Below Expectations
Novice-High: 1-2
I completed very little of
what I was asked to do.
I can be somewhat
understood, and the
message is partially clear.
I can understand simple
questions and statements.
Sometimes I need to hear
things again.
I communicate with a wide
range of vocabulary on a
variety of familiar topics.
I can be understood only
with great effort, and the
message is misunderstood.
I can understand some
simple questions and
statements. I frequently
need to hear things again.
I communicate on a variety
of familiar topics using
familiar vocabulary.
I use basic structures
correctly when applying
them to new situations to
express my thoughts.
I use basic grammatical
structures correctly most of
the time. Errors do not
interfere.
I keep the conversation
going by responding to
questions, creating some
simple questions, and
asking for clarification when
needed.
I keep the conversation
going by expressing
confusion and/or the need
for repetition or clarification
in a variety of ways.
Total
Presentational Rubrics-Thompson School District-Loveland, CO.
TSD WL Presentational Speaking Levels 1 – 2 -Targeted Range Novice-Mid
Task Completion
How well do I complete
the task?
Comprehensibility
How well does the
audience understand
me?
Vocabulary Use
How extensive and
applicable is my
vocabulary?
Language Control
How accurate is my
language?
Communication
Strategies
How well do I organize
the presentation?
Impact
How well do I capture
and maintain my
audience’s attention?
Exceeds Expectations
Novice-High: 8
I completed more than I was
asked to do.
Meets Expectations
Novice-Mid: 5, 6, 7
I completed everything I
was asked to do.
Approaches Expectations
Novice-Low: 3-4
I completed some of what I
was asked to do.
Below Expectations
Novice-Low: 1-2
I completed very little of what I
was asked to do.
I can easily be understood,
and the message is clear.
I can be understood, and
the message is mostly
clear.
I can be somewhat
understood, and the
message is partially clear.
I can be understood only with
great effort, and the message is
misunderstood.
My presentation is rich in
appropriate vocabulary.
I accurately use vocabulary
that I have been taught.
My vocabulary is limited
and/or repetitive.
My vocabulary is extremely
limited and/or repetitive. My
native language interferes.
I use basic grammatical
structures correctly most of
the time. Errors do not
interfere.
My presentation is well
organized with a beginning,
middle, and end. My main
ideas are supported with
examples and elaboration.
I use gestures, visuals, eye
contact, and appropriate tone
of voice to maintain my
audience’s attention.
I use basic grammatical
structures correctly some of
the time. Errors occasionally
interfere.
My presentation has a
beginning, middle, and end.
My main ideas are
supported with examples.
I use words and phrases
with some awareness of
grammatical structures.
Errors sometimes interfere.
My presentation has a
beginning, middle, and end.
My main ideas are not
supported with examples.
I use words and phrases without
awareness of grammatical
structures. Errors interfere
frequently.
I present information randomly.
I use some gestures, eye
contact, visuals, and
somewhat vary my tone of
voice to maintain my
audience’s attention.
I use few gestures and
visuals, little eye contact,
and hardly vary my tone of
voice to maintain my
audience’s attention.
I do not use gestures, visuals, or
eye contact to maintain my
audience’s attention, and my
tone of voice does not impact the
audience.
Total
10
TSD WL Presentational Speaking Level 3-Targeted Range Novice-High
Task Completion
How well do I
complete the task?
Comprehensibility
How well does the
audience understand
me?
Vocabulary Use
How extensive and
applicable is my
vocabulary?
Language Control
How accurate is my
language?
Communication
Strategies
How well do I
organize the
presentation?
Impact
How well do I capture
and maintain my
audience’s attention?
Exceeds Expectations
Intermediate-Low: 8
I completed more than I was
asked to do.
Meets Expectations
Novice-High: 5, 6, 7
I completed everything I was
asked to do.
Approaches Expectations
Novice-Mid: 3-4
I completed some of what I
was asked to do.
Below Expectations
Novice-Low: 1-2
I completed very little of what I
was asked to do.
I can easily be understood, and
the message is clear.
I can be understood, and the
message is mostly clear.
I can be somewhat
understood, and the
message is partially clear.
I can be understood only with
great effort, and the message
is misunderstood.
My presentation is rich in
appropriate vocabulary.
I accurately use vocabulary
that I have been taught.
My vocabulary is limited
and/or repetitive.
My vocabulary is extremely
limited and/or repetitive. My
native language interferes.
I use basic structures correctly
when applying them to new
situations to express my
thoughts.
My presentation is well
organized with a beginning,
middle, and end. My main ideas
are supported with examples and
elaboration. There is appropriate
sequencing and transition words.
I use basic grammatical
structures correctly most of
the time. Errors do not
interfere.
My presentation has a
beginning, middle, and end.
My main ideas are supported
with examples and
elaboration. There is some
sequencing and transition
words.
I use some appropriate
gestures, eye contact, visuals,
and somewhat vary my tone
of voice to maintain my
audience’s attention.
I use basic grammatical
structures correctly some
of the time. Errors
occasionally interfere.
My presentation has a
beginning, middle, and
end. My main ideas are
not supported with
examples. There are few
transition words.
I use words and phrases with
some awareness of
grammatical structures. Errors
sometimes interfere.
I present information
randomly.
I use few appropriate
gestures and visuals, little
eye contact, and hardly
vary my tone of voice to
maintain my audience’s
attention.
I do not use appropriate
gestures, visuals, or eye
contact to maintain my
audience’s attention, and my
tone of voice does not impact
the audience.
I use appropriate gestures,
visuals, eye contact, and tone of
voice to maintain my audience’s
attention.
Total
TSD WL Presentational Speaking Level 4-Targeted Range Intermediate-Low
Task Completion
How well do I
complete the task?
Comprehensibility
How well does the
audience understand
me?
Vocabulary Use
How extensive and
applicable is my
vocabulary?
Language Control
How accurate is my
language?
Communication
Strategies
How well do I
organize the
presentation?
Impact
How well do I capture
and maintain my
audience’s attention?
Exceeds Expectations
Intermediate-Mid: 8
I completed more than I
was asked to do.
Meets Expectations
Intermediate-Low: 5, 6, 7
I completed everything I was
asked to do.
Approaches Expectations
Novice-High: 3-4
I completed some of what I
was asked to do.
Below Expectations
Novice-Mid: 1-2
I completed very little of what I
was asked to do.
I can easily be understood,
and the message is clear.
I can be understood, and the
message is mostly clear.
I can be somewhat
understood, and the message
is partially clear.
I can be understood only with
great effort, and the message
is misunderstood.
My presentation
consistently uses an
extensive vocabulary to
complete the task.
I have full control of basic
structures and the present
tense. I am able to speak
about the past and future
with some accuracy.
My presentation is wellorganized in a logical
manner with some cohesive
devices. It includes some
anecdotes and some
detailed examples.
My presentation uses an
adequate vocabulary to complete
the task.
My presentation uses a
somewhat adequate
vocabulary to complete the
task.
I use basic grammatical
structures correctly most of
the time. Errors do not
interfere.
My presentation uses
vocabulary insufficient to
complete the task.
My presentation has a
beginning, middle, and end.
My main ideas are not
supported with examples.
There are few transition
words.
I use appropriate gestures,
visuals, eye contact, and
tone of voice to maintain my
audience’s attention.
I use some appropriate gestures,
eye contact, visuals, and
somewhat vary my tone of voice
to maintain my audience’s
attention.
My presentation has a
beginning, middle, and end.
My main ideas are supported
with examples and
elaboration. There is some
sequencing and transition
words.
I use few appropriate
gestures and visuals, little eye
contact, and hardly vary my
tone of voice to maintain my
audience’s attention.
I use basic structures correctly
when applying them to new
situations to express my
thoughts.
My presentation is well
organized with a beginning,
middle, and end. My main ideas
are supported with examples and
elaboration. There is appropriate
sequencing and transition words.
Total
I use basic grammatical
structures correctly some of
the time. Errors occasionally
interfere.
I do not use appropriate
gestures, visuals, or eye
contact to maintain my
audience’s attention, and my
tone of voice does not impact
the audience.
11
TSD WL Presentational Speaking Level 5-Targeted Range Intermediate-Mid
Task Completion
How well do I
complete the task?
Comprehensibility
How well does the
audience understand
me?
Vocabulary Use
How extensive and
applicable is my
vocabulary?
Language Control
How accurate is my
language?
Communication
Strategies
How well do I
organize the
presentation?
Impact
How well do I capture
and maintain my
audience’s attention?
Exceeds Expectations
Intermediate-High: 8
I completed more than I
was asked to do.
Meets Expectations
Intermediate-Mid: 5, 6, 7
I completed everything I was
asked to do.
Approaches Expectations
Intermediate-Low: 3-4
I completed some of what I
was asked to do.
Below Expectations
Novice-High: 1-2
I completed very little of what I
was asked to do.
I can easily be understood,
and the message is clear.
I can be understood, and the
message is mostly clear.
I can be somewhat
understood, and the message
is partially clear.
I can be understood only with
great effort, and the message
is misunderstood.
My presentation
consistently uses an
extensive vocabulary to
complete the task.
I have full control of basic
structures and the present
tense. I can narrate and
describe in the present,
past and future tenses
sometimes.
My presentation is wellorganized in a logical
manner with some cohesive
devices. It includes some
anecdotes and some
detailed examples.
My presentation uses an
adequate vocabulary to complete
the task.
My presentation uses a
somewhat adequate
vocabulary to complete the
task.
I use basic structures correctly
when applying them to new
situations to express my
thoughts.
My presentation uses
vocabulary insufficient to
complete the task.
My presentation has a
beginning, middle, and end.
My main ideas are not
supported with examples.
There are few transition
words.
I use appropriate gestures,
visuals, eye contact, and
tone of voice to maintain my
audience’s attention.
I use some appropriate gestures,
eye contact, visuals, and
somewhat vary my tone of voice
to maintain my audience’s
attention.
My presentation has a
beginning, middle, and end.
My main ideas are supported
with examples and
elaboration. There is some
sequencing and transition
words.
I use few appropriate gestures
and visuals, little eye contact,
and hardly vary my tone of
voice to maintain my
audience’s attention.
I have full control of basic
structures and the present tense.
I am able to speak about the
past and future with some
accuracy.
My presentation is well
organized with a beginning,
middle, and end. My main ideas
are supported with examples and
elaboration. There is appropriate
sequencing and transition words.
Total
I use basic grammatical
structures correctly most of
the time. Errors do not
interfere.
I do not use appropriate
gestures, visuals, or eye
contact to maintain my
audience’s attention, and my
tone of voice does not impact
the audience.
12
Conversion chart
TSD World Languages Rubrics
Average
8.0
7.9
7.8
7.7
7.6
7.5
7.4
7.3
7.2
7.1
7.0
6.9
6.8
6.7
6.6
6.5
6.4
6.3
6.2
6.1
6.0
5.9
5.8
5.7
5.6
5.5
5.4
5.3
5.2
5.1
5.0
Percent
100
99
98
97
96
95
95
94
94
93
93
92
92
91
91
90
89
89
88
88
87
87
86
86
85
85
84
83
82
81
80
2011
Average Percent
4.9
79
4.8
79
4.7
78
4.6
78
4.5
77
4.4
77
4.3
76
4.2
76
4.1
75
4.0
75
3.9
74
3.8
74
3.7
73
3.6
73
3.5
72
3.4
72
3.3
71
3.2
71
3.1
70
3.0
70
Average Percent
2.9
69
2.8
68
2.7
67
2.6
66
2.5
65
2.4
64
2.3
63
2.2
62
2.1
61
2.0
60
1.9
59
1.8
58
1.7
57
1.6
56
1.5
55
1.4
54
1.3
53
1.2
52
1.1
51
1.0
50
13
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