Unit 3-1 Oral Assessment: We are a Rainbow (Somos un Arco
Iris)
 Students will be asked to name as many Spanish-speaking
countries as they can using a map. The map must include:
Spain, Mexico, Argentina, Panama, Costa Rica, Puerto Rico,
Honduras, Dominican Republic, Peru, Cuba, El Salvador,
Nicaragua, Chile, Ecuador, Paraguay, Uruguay, Bolivia, Colombia,
Venezuela, Guatemala
 Student will give one good reason to know another language.
Ex: to get into a better college, better vacation experience,
communicate with friends/others from another culture, to learn
about other cultures, to understand the English language better,
other ___________________________
1
3
5
Question 1
Can name 0-1
Can name 2-4
Can name 5 or
more
Question 2
Can name 0
reasons
Can name 1-2
reasons
Can name 3 or
more reasons
Unit 3-2 Assessment: Saludos e Introducciones (Greetings and
Introductions)
Oral Assessment
 Teacher will ask student.
¿Cómo te llamas?
Student will introduce him/herself using:
Me llamo __________________.
(student’s name)
 Teacher will ask another classmate how he/she is feeling:
¿Cómo estás?
Student will respond to classmate about how he/she is feeling:
Estoy _____________________________.
(bien, mal, muy bien, muy mal)
 Student will use proper titles (Sr., Sra., Srta.) while teacher
presents name or picture of school staff member. Example: “Mr.
Peters”, student responds “Señor”.
1
3
Grammar
5 or more errors in
grammar
3-4 errors in
grammar
0-2 errors in
grammar
Pronunciation
5 or more errors in
pronunciation
3-4 errors in
pronunciation
0-2 errors in
pronunciation
Several pauses
and/or frequent
English language
interference
5 or more errors in
word choice
Few pauses and/or
some English
language
interference
3-4 errors in word
choice
No pauses nor
English language
interference
Fluency
Word Choice
5
0-2 errors in word
choice
Written Assessment
 Student will match the commands:
1. levántate _________
A. Raise your hand
2. siéntanse _________
B. Stand up (1 person)
3. saquen la carpeta ________
C. Listen
4. guarden la carpeta ________
D. Sit down (group)
5. levanten la mano ________
E. Take out your folder
6. escuchen ________
F. Put away your folder
Matching
1
3
5
0-2 correct
3-4 correct
5-6 correct
Unit 3-3 Assessment: Everyday Things (Las Cosas de Todos los Días)
 Student will orally identify four classroom objects using a visual.
List of objects: la mochila, el lapíz, el creyón, las tijeras, el papel,
el libro, la carpeta , el marcador, la silla
 Student will orally name the color of any five objects using a
visual.
rojo, blanco, azul, amarillo, negro, morado, rosado, gris, verde,
anaranjado, marrón
 Student will orally answer teacher directed question “Cuál es tu
color favorito?” ____________________
 Student will orally count from 1-10.
1
2
3
4
5
6
7
8
9
10
Unit 3-4 Assessment: What’s The Weather Like? (¿Cómo Está Afuera?)
 Students will orally describe four weather expressions shown in
pictures.
Hace frío, Hace calor, Hace sol, Hace fresco, Hace buen tiempo,
Hace mal tiempo, Está nevando, Está nublada, Está lloviendo,
Hay nieve
 Students will orally answer two out of three questions using a
calendar under teacher direction:
¿Qué día es hoy? _____
¿Qué día es mañana? _____
¿Qué día fue ayer? _____
 Student will orally answer the question:
¿Cuándo es tu cumpleaños? ______, ________
date
month
Unit 3-5 Assessment: My Home (Mi Hogar)
 Student will orally identify family members of a fictional family
(mom, dad, siblings, grandparents) using a visual.
la mamá, el papá, la hermana, el hermano, la abuela, el abuelo
 Students will orally describe members of a fictional family using a
visual, answering the question: ¿Cómo es ___________?
(adjective)
alto/a,
bajo/a,
cómico/a
 Students will orally identify two rooms of the house using a visual.
la sala, la cocina, el baño, el dormitorio
Unit 4-1 Written Assessment
Spanish-Speakers in the USA: Yesterday and Today
(Los Hispanohablantes en los EEUU: Ayer y Hoy)
 Students will use a word bank to place names of as many states on
a map as they can (using a number) to indicate where there is a
large population of Spanish-speakers.
1. New York
4. Texas
7. Nevada
10. New Jersey
Labeling
2. California
5. New Mexico
8. Colorado
3. Florida
6. Arizona
9. Illinois
1
3
5
0-2 correct
3-4 correct
5 or more
correct
 Student will name as many “borrowed” Spanish words as possible
including:
canoa, mosquito, patio, cañon, patata, barbacoa, lagarto, rancho,
vanilla, jaguar, brisa, tornado
Naming
1
3
5
0 correct
1-2 correct
3 or more
correct
Unit 4-2 Assessment: Getting Acquainted (Conociéndose)
 Written Assessment
Student will match a picture of a facial expression with the appropriate
expression for feelings using the word box.
feliz
1.
2.
triste
cansado
enfermo
Está _________________________________________________
Está_______________________________________________
3.
Está _________________________________________________
4
Está __________________________________________________________
 Student will choose which pronoun – tú or Usted - is appropriate
given an example of a person (i.e.; your best friend, Mrs. Smith,
etc.)
1. Principal ______________
2. President ______________
3. Friend_______________
4. Brother/Sister _______________
Part Three: Written Assessment
Student will match appropriate greetings using illustrations.
1.
_____________
A. ¡Hola!
2.
______________
B. ¡Buenos días!
3.
_______________
C. ¡Buenas noches!
4.
____________
D. ¡Buenas tardes!
Unit 4-3 Assessment What’s in Style (¿Qué está de moda?)
 Student will identify five clothing items using a set of visuals
el suéter, la sudadera, la falda, los pantalones, la camisa,
la camiseta, el abrigo, las botas, los guantes, los zapatos,
los calcetines, el vestido, la bufanda, la gorra, el gorro,
el sombrero, las sandalias, el traje de baño, los tenis, los shorts
 Student will say what he/she is wearing (3 items) including color
Refer to list above and colors from Unit 3-3
Clothing item(Ropa)
Color ( Color)
_________________
_______________
_________________
_______________
_________________
_______________
 Student will identify two traditional clothing items from a set of
visuals: el sombrero, el poncho, los huaraches, el chaleco, el serape
Unit 4-4 Assessment: Breakfast time (Hora de desayuno)
 Student will orally name one food item he/she likes and one food
item he/she does not like (using gustar)
Me gusta : el cereal, el pan, el pan tostado, el huevo, el tocino, los
panqueques, los wafles
No,no me gusta:
 Student will identify two drink items and food items from a set of
visuals
Food items: el cereal, el pan, el pan tostado, el huevo, el tocino, los
panqueques, los wafles
Drink items: el chocolate caliente, el jugo de naranja o manzana,
la leche, el café, el agua,
Unit 4-5 Assessment The Ideal Home (El Hogar Ideal)
 Student will identify homes that have characteristics common in
Spanish-speaking countries:
Circle the homes that would most likely be found in a Spanishspeaking country:
1.
4.
2.
5.
3.
6.
 Student will label two rooms on a visual of a house using a word
bank (Visual from ¿Qué Tal? Resources)
(Choose from: la sala, la cocina, el baño, el dormitorio)
 Student will label five items using a set of visuals of items in the
home using a word bank (Visual from ¿Qué tal? Resources)
(Choose from: la cama, el tocador, la mesita de noche, la estufa, el
refrigerador, el microondas, la lavadora de platos, la mesa, las
sillas, el sofa, el televisor, el sillón, la lámpara, el espejo, la bañera,
la ducha, el inodoro, el lavabo)
 Student will read five sentences using prepositions and furniture
items and decide whether they are true or false (Using same visual)
La estufa está al lado del refrigerador.
La cama está cerca de la lavabo.
La lámpara está lejos del sofá.
La bañera está debajo de la ducha.
La silla está encima de la mesa.
C
C
C
C
C
F
F
F
F
F
Unit 5-1 Assessment Spanish Speaking Countries
(Los países hispanohablantes)
 Students will identify 8 Spanish speaking countries on a map
using the word bank below. (Teacher finds maps of all 3
continents)
1.Spain 2. Mexico 3. Argentina 4. Panama 5. Costa Rica
6. Puerto Rico 7. Honduras 8. Dominican Republic 9.Peru
10. Cuba 11. El Salvador 12. Nicaragua 13.Chile 14. Ecuador
15. Paraguay16. Uruguay 17. Bolivia 18. Colombia
19. Venezuela 20. Guatemala
 Student will complete an individual project about a specific
Spanish speaking country identifying these highlights;
population, continent, religion, landmarks, flag, money,
important cities, and capital.
Nombre: __________________________________
FIESTAS DE PAISES HISPANOHABLANTES
(SPANISH SPEAKING COUNTRY PARTIES)
Puerto Rico
As part of the fifth grade curriculum, students are to become more familiar with the many countries in the world
that speak Spanish as their official language. From a list of over twenty countries, you and your partner will pick a
country that you wish to present to the class.
*This project will require a lot of time outside of school as you will need to research with your partner and practice
your presentation TOGETHER. That is why you have been given several weeks’ notice. Arrange your schedule
accordingly. You must let me know well in advance if you are experiencing problems with your partner. If you
choose to work alone, make that decision today. ¡Buena suerte!
You will:
1. Research a Spanish-speaking country using resources from the list below.
2. Create a visual (i.e.; a bulletin board or poster) that represents the information you found out about your
country.
3. Give an oral presentation in Spanish (we will be learning the phrases in class prior to your presentation)
about your country.
4. Make (or buy) a food item to share with the class that is popular in your country (please don’t even think
about going to Taco Bell or bringing in nacho chips  – ¡Ay de mí!)
PRESENTATION MUST INCLUDE (This should take no longer than 10 minutes please):
1. An oral presentation in Spanish (each member of group must speak equal amount of time)
 ¡Les presento __________!
(Name of country)
 La capital es ____________. (Capital city)
 El (presidente, dictador, rey) de (country) es (name). (Current leader’s name)
 La población de ___________ es ________ millones de personas. (Population)
 Los colores de la bandera son… (Colors on flag)
 El clima de __________ es (tropical, árido, templado)… you may need to add (en el norte, en el sur, en el
este, en el oeste, en el centro). (Climate)
 La religión primaria es (católico). (If you find it is a different religion, ask me how to say it )
 Los deportes populares son … (tenis, fútbol, béisbol, básquetbol, golf, el boxeo, pescar) (Sports)
 Los animales que viven aquí son… (look up the animals you don’t know on www.tomisimo.org)
 Las comidas populares son… (the food items will usually already be in Spanish, but if not, look up on
tomisimo) (Popular Food)
2. A visual (a poster/bulletin board) that includes (You will share this in English):
 The country’s current currency – and know the exchange rate (10 pesos = $1.00)
 The country’s flag - know what the colors and symbols mean (see resource list)
 A map of the country with important places noted (capital, historical places, famous geog. sites, etc.)
 Pictures of famous people, places, or landmarks (KNOW WHAT/WHO THEY ARE AND WHY
IMPORTANT/show us on the map)
 Pictures of popular foods, sports, celebrations, etc. – as much information as possible
3. The name (in Spanish) and a description (in English) of the food item you brought to share.
RESOURCE LIST
Online Encyclopedias – through the school’s “Media Center” link
You will need passwords for each one”
Encyclopedias - Grolier-Login: research Password: find World Book- Login: homework Password:help
Magazines – Sirs Discoverer - Login: mi5352h Password: 48328 & elibrary Elementary- Login: submich286
Password:child286
www.cia.gov/library/publications/the-world-factbook/index.html - select your country from the pull-down menu
www.worldinfozone.com – select country from pull down menu
www.oanda.com/convert/classic - For currency, choose your country from the second box, then click on “convert
now”
www.recipehound.com – recipes from most countries
www.crwflags.com/fotw/flags/- select your country
***If you get pictures from the internet, be sure to know where they came from and write it down!**
****************************************************************************
Student Name: __________________________________________ Country: _________________________
*We have gone over the directions with our child and understand that he/she will present
on:_____________________________.
Parent Signature: ___________________________________________________________________________
Presenters ________________________________________________
Rubric for Spanish-speaking Countries Report and Presentation
Visual Presentation:
Flag
Map
1
3
Flag drawn with no
Flag drawn and
explanation of
colored with some
symbols
explanation of
symbols
Map only
Map with 1 place
of interest
People, places,
landmarks
1 component
included
2 components
included
Sports, foods,
celebrations
1 component
included
2 components
included
1
One person did all
of the speaking
3
One person did
more of the
speaking
At least 6 bulleted
points presented
in Spanish
6 or more
sentences used
correctly
3-4 sentences
presented
5
Flag colored with
details and full
explanation of
symbols
Map with 2 places
of interest and
capital identified
All three
components
included
All three
components
included
Oral Presentation:
Speaking
Country
information
Spanish sentences
(bulleted points)
3 or less bulleted
points presented
in Spanish
1-3 sentences
used correctly
English sentences
(bulleted points)
1-2 sentences
presented
Total:
/40
=
5
Speaking was
divided equally
All 10 bulleted
points presented
in Spanish
All 10 sentences
used correctly.
All 5 sentences
presented
______________%
Unit 5-2 Assessment: Finding Out About Others
(Enterándose de los Otros)
 Student will orally introduce a friend in the classroom by
responding to the teacher’s question:
1. Cómo se llama tu amigo/a? Mi amigo/a se llama__________
______________________
2. Cómo es tu amigo/a? El/Ella es ________________
_______________________
y
 Student will write two sentences describing a friend or family
member from vocabulary learned in unit.
1. ___________________________________________________
2. ___________________________________________________
 Student can make request as needed in the classroom to use the
bathroom, get a drink of water, or use the pencil sharpener? May I
have…? (this is a informal assessment) ¿Puedo ir al baño?
¿Puedo tomar agua? ¿Puedo usar el sacapuntas? ¿Tienes un/una…?
5-3 Unit Assessment: Let’s Eat! (¡A Comer!)
 Student will identify names of the meals in Spanish along with 8
lunch and/or dinner items.
 Student will label the box with the name of the meal in Spanish.
Draw and label at least 4 different food items in each box.
El Almuerzo =____________
La fruta, las verduras, el sándwich, el bocadillo, la sopa, la
ensalada, la carne, el pollo, el pescado, la pasta, el arróz. el postre,
el helado, la hamburguesa, la pizza, las papas fritas,
La Cena =_______________
Which meal is the biggest meal of the day for Hispanic people?
______________________________________________________
Unit 5-4 Unit Assessment: My Community/Mi Comunidad
 Students will use a word bank to identify five community places
on a map using a number to indicate where they are located. (Map
visual TBD)
1. la casa
4. el parque
7. la escuela
2. el banco
5. el supermercado
8. la plaza
3. la biblioteca
6. la tienda
9. el restaurante
El centro commercial/el mol
 Students will use a map to determine whether the statements below
are true or false.
1.
2.
3.
4.
5.
El banco está cerca del parque.
La escuela está enfrente de la casa.
La biblioteca está lejos del restaurante.
La tienda está detrás del supermercado.
El restaurante está al lado del parque.
C
C
C
C
C
F
F
F
F
F
Unit 5-5 Unit Assessment: All About Me/Todo Sobre Mí
Students will share the following about themselves in Spanish:




Name (Me llamo ____________)
Like or dislike (Me gusta(n)/No me gusta(n) _____________)
Two adjectives describing themselves (Yo soy ____ y ____.)
Two physical characteristics (Yo tengo los ojos ____ y el pelo
____.)
1
3
5
Grammar
5 or more errors in
grammar
3-4 errors in
grammar
0-2 errors in
grammar
Pronunciation
5 or more errors in
pronunciation
3-4 errors in
pronunciation
0-2 errors in
pronunciation
Several pauses
and/or frequent
English language
interference
5 or more errors in
word choice
Few pauses and/or
some English
language
interference
3-4 errors in word
choice
No pauses nor
English language
interference
Fluency
Word Choice
0-2 errors in word
choice