World Language

Assessment/Activity Worksheet

LEVEL: / Novice Low
Strand: / Communication
Standard: / Interpersonal Communication
Level of Proficiency/Domain: / Novice Low/Socializing
Benchmark: / 1.1.N.SL.a: Use the target language with culturally appropriate gestures
in everyday social situations such as greeting, leave taking, or introductions.
Assessment (before, during, after):
Before:
The students will respond to modeled greetings by mimicking a phrase and/or response.
During:
The students will work with a partner and meet, greet, and introduce themselves.
After:
The student will perform a short dialogue that includes a greeting, leave taking, or introduction with culturally appropriate gestures.
Project Rubric – on following page: (Use if applicable)
One or more forms of greetings and leave takings
One memorized phrase for introduction
One culturally appropriate gesture
Content/
Context / Fluency / Accuracy / Pronunciation / Presentation
5
Exceeds standard / Students greet, introduce themselves [introduce another person], and say goodbye with elaboration. / Flow of words matches native speed. / Memorized phrases are grammatically correct with no errors. / Pronunciation matches near-native formation and the meaning is clear. / Eye contact, gestures, and tone of voice add to the meaning.
4
Meets standard / Students greet, introduce themselves [introduce another person], and say goodbye appropriately. / Flow of words is approaching near-native speed and includes one pause. / Memorized phrases are grammatically correct with one minor error. / Pronunciation is under-standable but shows one minor influence of L1 and the meaning is clear. / Eye contact, gestures, and tone of voice somewhat add to the meaning.
3
Approaching standard / Students greet, introduce themselves [introduce another person], and say goodbye with the meaning somewhat misleading. / Flow of words is somewhat choppy and broken by a couple of pauses. / Memorized phrases are grammatically correct with two errors. / Pronunciation is under-standable but shows two influences of L1 and the meaning is somewhat unclear. / Eye contact, gestures, and tone of voice do not add to the meaning.
2
Partially meets standard / Students greet, introduce themselves [introduce another person], and say goodbye with the meaning unclear. / Flow of words is very choppy and broken by a number of pauses. / Memorized phrases are grammatically correct with numerous errors. / Pronunciation is under-standable but shows three or more influences of L1 and meaning is obscured. / Eye contact, gestures, and tone of voice obscure the meaning.
1
Does not meet standard / Sample is not measurable. / Sample is not measurable. / Sample is not measurable. / Sample is not measurable. / Sample is not measurable.

Learning Activities/Facts/Information:

1. The students will practice and memorize “The Hello Song” in the target language by listening to the song as well as using the song activity sheet.
2. The students will create and present a foldable with greeting words/questions on the top flap and responses on the inside flap.
3. The students will practice introductions and greetings using flashcards. Each student should have a target language or English flashcard with an introduction or greeting word and picture. The students must find the target language or English match and present themselves to the class. Repeat several times so students have the opportunity to use a variety of introductions and greetings. /

Resources:

Activity book with CD from Twin Sisters Productions, LLC
www.twinsisters.com
Foldable Designs:
http://www.twinsisters.com/onlinecatalog/songsthatteach/foreignlanguage.htm
Spanish Learning Cards:
The Complete Book of Spanish: Grades 1-3 by Carson-Dellosa Publishing, LLC
www.carsondellosa.com
New Vocabulary: hello; goodbye; see you later; good night; good morning; good afternoon; What is your name?; My name is…


World Language

Assessment/Activity Worksheet

LEVEL: / Novice Low
Strand: / Communication
Standard: / Interpersonal Communication
Level of Proficiency/Domain: / Novice Low/Socializing
Benchmark: / 1.1.N.SL.b: Ask and answer basic questions about the weather,
health/physical conditions, self, family, and friends.
Assessment (before, during, after):
Before:
The students will respond to modeled questions about weather, health/physical conditions, self, family, and friends by mimicking a phrase and/or response.
During:
The students will orally describe the weather forecast for a particular day in the target language using a visual.
After:
The students will perform a short dialogue that includes questions about the weather, health/physical conditions, self, family, and friends (for example, a mock doctor/nurse and patient session).
Project Rubric: On the following page (Use if applicable)
A weather report needs to include the weather in five areas with different weather predictions or a five day forecast in one specific city.
A doctor’s visit needs to include two feelings and two physical conditions.
Content/ Context / Fluency / Accuracy / Pronunciation / Presentation
5
Exceeds standard / Student included more than the requirements for the chosen dialogue. / Flow of words matches native speed. / Memorized phrases are grammatically correct with no errors. / Pronunciation matches near-native formation and the meaning is clear. / Eye contact, gestures, and tone of voice add to the meaning.
4
Meets standard / Student met all of the requirements for the chosen dialogue appropriately. / Flow of words is approaching near-native speed and includes one pause. / Memorized phrases are grammatically correct with one minor error. / Pronunciation is understandable but shows one minor influence of L1 and the meaning is clear. / Eye contact, gestures, and tone of voice somewhat add to the meaning.
3
Approaching standard / Student met most of the requirements for the chosen dialogue appropriately. / Flow of words is somewhat choppy and broken by a couple of pauses. / Memorized phrases are grammatically correct with two errors. / Pronunciation is understandable but shows two influences of L1 and the meaning is somewhat unclear. / Eye contact, gestures, and tone of voice do not add to the meaning.
2
Partially meets standard / Student met some of the requirements for the chosen dialogue appropriately. / Flow of words is very choppy and broken by a number of pauses. / Memorized phrases are grammatically correct with numerous errors. / Pronunciation is understandable but shows three or more influences of L1 and meaning is obscured. / Eye contact, gestures, and tone of voice obscure the meaning.
1
Does not meet standard / Sample is not measurable. / Sample is not measurable. / Sample is not measurable. / Sample is not measurable. / Sample is not measurable.

Learning Activities/Facts/Information:

1. The student will participate in a daily meeting including weather and calendar in the target language.
2. The students will practice health/physical conditions using flashcards set up like, “I Have, Who Has?” in the target language.
Example: “I have sad. Who has happy?”
“I have happy. Who has angry?”
3. The student will compare pictures of emotions to the target language vocabulary. Then the student will pick the emotion the student is currently feeling, draw a face picture representing the emotion, and present the emotion drawing to the class in the target language. /

Resources:

Weather Poster
(http://www.schoolplace.com/ProductDetail.aspx?ProductSKUID=70318)
New Vocabulary: words associated with weather conditions (i.e. cloudy, sunny, rain, snow, sleet, fog, windy, warm, hot, cold); seasons (i.e. spring, summer, fall, autumn, winter); How are you?; How are you feeling?; words associated with feelings/emotions (i.e. good, fine, ok, bad, sick, happy, sad, tired, frustrated, angry, excited); words associated with body parts that may hurt or not feel well (i.e. stomach, head, foot, finger, hand, throat, leg, arm)


World Language

Assessment/Activity Worksheet

LEVEL: / Novice Low
Strand: / Communication
Standard: / Interpersonal Communication
Level of Proficiency/Domain: / Novice Low/Socializing
Benchmark: / 1.1.N.SL.c: Recognize and use appropriate register/honorifics in a
limited number of simple social situations such as greetings, leave-takings, and
introductions.
Assessment (before, during, after):
Before:
The students will create a KWL as well as complete a pretest pertaining to greetings, leave-takings, and introductions.
During:
The students will use response cards with greeting, leave-takings, and introduction vocabulary.
After:
The students will perform a short dialogue/comic strip that includes greetings, leave taking, or introductions with culturally appropriate gestures.
Project Rubric: On the following page (Use if applicable)
Content/ Context / Fluency / Accuracy / Pronunciation / Presentation
5
Exceeds standard / Student included more than the requirements for the chosen dialogue. / Flow of words matches native speed. / Memorized phrases are grammatically correct with no errors. / Pronunciation matches near-native formation and the meaning is clear. / Eye contact, gestures, and tone of voice add to the meaning.
4
Meets standard / Student met all of the requirements for the chosen dialogue appropriately. / Flow of words is approaching near-native speed and includes one pause. / Memorized phrases are grammatically correct with one minor error. / Pronunciation is understandable but shows one minor influence of L1 and the meaning is clear. / Eye contact, gestures, and tone of voice somewhat add to the meaning.
3
Approaching standard / Student met most of the requirements for the chosen dialogue appropriately. / Flow of words is somewhat choppy and broken by a couple of pauses. / Memorized phrases are grammatically correct with two errors. / Pronunciation is understandable but shows two influences of L1 and the meaning is somewhat unclear. / Eye contact, gestures, and tone of voice do not add to the meaning.
2
Partially meets standard / Student met some of the requirements for the chosen dialogue appropriately. / Flow of words is very choppy and broken by a number of pauses. / Memorized phrases are grammatically correct with numerous errors. / Pronunciation is understandable but shows three or more influences of L1 and meaning is obscured. / Eye contact, gestures, and tone of voice obscure the meaning.
1
Does not meet standard / Sample is not measurable. / Sample is not measurable. / Sample is not measurable. / Sample is not measurable. / Sample is not measurable.

Learning Activities/Facts/Information:

1. The students will practice greetings, leave takings, and introductions with a partner after the teacher models greetings with puppet.
2. The students will address “bow-tie” students with the appropriate register/honorifics for greetings, leave takings, and introductions.
3. The students will perform a skit in groups of three or more, in which each student will meet, greet, and introduce themselves and an unknown person to another member of the group. /

Resources:

Puppet Patterns
http://www.teacherhelp.org/puppets.htm
Bow Tie Template
http://www.activityvillage.co.uk/bow_tie_template.pdf
New Vocabulary: formal and informal titles (i.e., Mr., Mrs., Miss, Dr.), forms of questions and tenses of words associated with formality of the conversation


World Language

Assessment/Activity Worksheet

LEVEL: / Novice Low
Strand: / Communication
Standard: / Interpersonal Communication
Level of Proficiency/Domain: / Novice Low/Socializing
Benchmark: / 1.1.N.SL.d: Request, offer, invite, and reply appropriately using
memorized phrases.
Assessment (before, during, after):
Before:
The students will create a KWL chart using learned memorized phrases. The teacher will model dialogue using yes/no questions (with thumbs up/thumbs down signals) to decipher the content.
During:
The students and teacher will participate in questioning on specific invites, requests, and offerings as well as incorporating think/pair/share. The first stage of interpersonal questioning would be a memorized request with a yes/no answer. The second stage of interpersonal questioning would be the same request with a “Yes, I’d love to!”/“No, I can’t” response. An expansion option for interpersonal questioning would be various excuses (i.e. I have to do my homework, I have to walk the dog, I don’t have a ride, etc…).
After:
The students will use dialogue performed live in class in various scenarios such as a telephone conversation with either the teacher or with other students.
Project Rubric: (Use if applicable)
One memorized phrase each for an offer as well as one positive and one negative response.
Content/ Context / Fluency / Accuracy / Pronunciation / Presentation
5
Exceeds standard / Student either invites or responds appropriately with more than one memorized phrase. / Flow of words matches native speed. / Memorized phrases are grammatically correct with no errors. / Pronunciation matches near-native formation and the meaning is clear. / Eye contact, gestures, and tone of voice add to the meaning.
4
Meets standard / Student either invites or responds appropriately with one memorized phrase. / Flow of words is approaching near-native speed and includes one pause. / Memorized phrases are grammatically correct with one minor error. / Pronunciation is understandable but shows one minor influence of L1 and the meaning is clear. / Eye contact, gestures, and tone of voice somewhat add to the meaning.
3
Approaching standard / Student either invites or responds with one memorized phrase with the meaning somewhat misleading. / Flow of words is somewhat choppy and broken by a couple of pauses. / Memorized phrases are grammatically correct with two errors. / Pronunciation is understandable but shows two influences of L1 and the meaning is somewhat unclear. / Eye contact, gestures, and tone of voice do not add to the meaning.
2
Partially meets standard / Student either invites or responds with the meaning unclear. / Flow of words is very choppy and broken by a number of pauses. / Memorized phrases are grammatically correct with numerous errors. / Pronunciation is understandable but shows three or more influences of L1 and the meaning is obscured. / Eye contact, gestures, and tone of voice obscure the meaning.
1
Does not meet standard / Sample is not measurable. / Sample is not measurable. / Sample is not measurable. / Sample is not measurable. / Sample is not measurable.

Learning Activities/Facts/Information:

1. The students will create and present a poster-size invitation to an imaginary event.
2. The students will role-play a situation in which a request, offer, or invitation is being made.
3. The students will create a video of a dialogue between characters incorporating an offer, invitation, or request. /

Resources:

New Vocabulary: Would you like to come over? Would you like to come to my party? Can I come over? You’re invited to my house/party. Can I help you? Can you tell me…? No, I’m sorry. No, thank you. Absolutely! No, I cannot make it. I am busy. I would be happy/love to.


World Language

Assessment/Activity Worksheet

LEVEL: / Novice Low
Strand: / Communication
Standard: / Interpersonal Communication
Level of Proficiency/Domain: / Novice Low/Identifying and Describing
Benchmark: / 1.1.N.SL.e: Ask questions about physical appearance, character, and
personality traits of friends, family, and classmates and answer using a list of
traits.
Assessment (before, during, after):
Before:
The students will watch a video where the characters are discussing physical appearance, characteristics, and personality traits.
During:
The students will orally read text materials that introduce characters based upon appearance, characteristics, and personality traits.
After:
The students will orally present information on a friend, family member, and/or classmate based on physical appearance, characteristics, and personality traits.
Project Rubric: (Use if applicable)
One memorized phrase each for a physical appearance, characteristic, and personality trait of a person.
Content/
Context / Fluency / Accuracy / Pronunciation / Presentation
5
Exceeds standard / Student included more than the requirements exceptionally well. / Flow of words matches native speed. / Memorized phrases are grammatically correct with no errors. / Pronunciation matches near-native formation and the meaning is clear. / Eye contact, gestures, and tone of voice add to the meaning.
4
Meets standard / Student met all of the requirements appropriately. / Flow of words is approaching near-native speed and includes one pause. / Memorized phrases are grammatically correct with one minor error. / Pronunciation is understandable but shows one minor influence of L1 and the meaning is clear. / Eye contact, gestures, and tone of voice somewhat add to the meaning.
3
Approaching standard / Student met most of the requirements appropriately. / Flow of words is somewhat choppy and broken by a couple of pauses. / Memorized phrases are grammatically correct with two errors. / Pronunciation is understandable but shows two influences of L1 and the meaning is somewhat unclear. / Eye contact, gestures, and tone of voice do not add to the meaning.
2
Partially meets standard / Student met some of the dialogue requirements appropriately. / Flow of words is very choppy and broken by a number of pauses. / Memorized phrases are grammatically correct with numerous errors. / Pronunciation is understandable but shows three or more influences of L1 and meaning is obscured. / Eye contact, gestures, and tone of voice obscure the meaning.
1
Does not meet standard / Sample is not measurable. / Sample is not measurable. / Sample is not measurable. / Sample is not measurable. / Sample is not measurable.

Learning Activities/Facts/Information:

1. The students will describe an image of a non-fictional or fictional character using physical appearance.
2. After reading a text, such as Little Miss Sunshine, the students will create a character that is described by personality and character traits.
3. The students will create and/or play the game “Guess Who?” /

Resources:

The Lovable Little Misses (Mr. Men and Little Miss) by Roger Hargreaves
Guess Who by Hasbro
New Vocabulary: words associated with physical appearance, characteristics, and personality traits (i.e. tall, short, fat, skinny, hair colors, skin colors, funny, athletic, intelligent, caring, adventurous)


World Language