I will use a reach assessment/ performance task to evaluate my students.

The assessment requires students to use grammar learned up to date while also using vocabulary. They will also be assessed on their pronunciation.

Name_________________________________________ Fecha______________________ Clase___________________ Spanish 1 Leccin 1 Performance Task Now that we know how to tell time, describe classes, describe frequency, and know our numbers. Its time to make a little skit. You are to work in groups of 2 or 3. The skit must have the following in order to receive full credit. (1) There must be 1 time phrase. (2) There must be 2 class/subject phrase. (3) There must be 2 frequency of time phrase (4) There needs to be 1 number phrase. (5) Everyone must say 1 topic from each category. You have 18 minutes to complete your draft! You are free to create any scene, you must have the required fields to get full credit. Practice well because this will be presented to class. Before you present, I need a copy of the script. For help, refer to page 88,89,90,93, and 97.

Oral Presentation Rubric :

Partners Name:

________________________________________

2 Emerging CATEGORY Enthusiasm 3 Matery

Mastery
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. 2/4 Phrases were spoken during presentation Speaks clearly and distinctly all (94-85%) the time, but mispronounces 3-4 vocabulary.

1 Below Master
Facial expressions and body language are used to try to generate enthusiasm, but seem unrealistic. 1/4 Phrases were spoken during presentation

0 Insufficient Response
Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Content

0/4 Phrases were spoken during presentation

Speaks Clearly

Speaks clearly and Often mumbles or cannot be distinctly most ( 84-75%) understood OR mispronounces 7+ of the time. vocabulary. mispronounces 5-6 vocabulary. 1

Peer Evaluation / Fills out peer evaluation Fills out almost all of Class Participation completely and always the peer evaluation

Fills out most of the peer Fills out most of the peer evaluation evaluation and always but scoring appears to be biased. gives scores based on and always gives gives scores based on the presentation rather scores based on the the presentation rather than other factors (e.g., presentation rather than other factors (e.g., person is a close than other factors (e.g., person is a close friend). friend). person is a close friend).

Enthusiasm ____/3 Content ____ /3 Speaks Clearly ____/3 Total______/9

Presenters____________________________ Enthusiasm ____/3 Total______/9 Content ____ /3 Speaks Clearly ____/3 1 think you liked_______________________ 1 suggestion__________________________ List 3/4 phrases spoken during presentation _____________________________________ _____________________________________ _____________________________________ Presenters____________________________ Enthusiasm ____/3 Total______/9 Content ____ /3 Speaks Clearly ____/3 1 think you liked_______________________ 1 suggestion__________________________ List 3/4 phrases spoken during presentation _____________________________________ _____________________________________ _____________________________________ Presenters____________________________ Enthusiasm ____/3 Total______/9 Content ____ /3 Speaks Clearly ____/3 1 think you liked_______________________ 1 suggestion__________________________ List 3/4 phrases spoken during presentation _____________________________________ _____________________________________ _____________________________________ Presenters____________________________ Enthusiasm ____/3 Total______/9 Content ____ /3 Speaks Clearly ____/3 1 think you liked_______________________ 1 suggestion__________________________ List 3/4 phrases spoken during presentation _____________________________________ _____________________________________ _____________________________________ Presenters____________________________

Enthusiasm ____/3 Total______/9 Content ____ /3 Speaks Clearly ____/3 1 think you liked_______________________ 1 suggestion__________________________ List 3/4 phrases spoken during presentation _____________________________________ _____________________________________ _____________________________________ Presenters____________________________ Enthusiasm ____/3 Total______/9 Content ____ /3 Speaks Clearly ____/3 1 think you liked_______________________ 1 suggestion__________________________ List 3/4 phrases spoken during presentation _____________________________________ _____________________________________ _____________________________________ Presenters____________________________ Enthusiasm ____/3 Total______/9 Content ____ /3 Speaks Clearly ____/3 1 think you liked_______________________ 1 suggestion__________________________ List 3/4 phrases spoken during presentation _____________________________________ _____________________________________ _____________________________________ Presenters____________________________ Enthusiasm ____/3 Total______/9 Content ____ /3 Speaks Clearly ____/3 1 think you liked_______________________ 1 suggestion__________________________ List 3/4 phrases spoken during presentation _____________________________________ _____________________________________ _____________________________________

This particular performance task was designed to evaluate all of the students work up to date. I created a performance task in the beginning of the year. I add requirements to challenge the students. This will track the students verbal and conversational skills. By continuously adding tasks, the student will be able to have a conversation at the end of the year. That is how I designed these performance tasks. Within the tasks, there needs to be a script. This script will have the students progress in grammar and vocabulary. Looking back at all the data, I see that students have become very comfortable with vocabulary. I see that they are also confident in greetings and soy statements. Students are also comfortable with the ability to tell weather. I see that students struggle with tener and tener + que statements. They also struggle with expression of time. I also see that a common ground are subject pronoun and verb conjugation relationships. Most of the time, students struggle when picking the correct subject pronouns for verb conjugation. The main pattern I saw was students were right on point with greetings and soy statements. I saw a pattern stating all students would say Hola, como estas, estoy bien, then directly followed by de donde eres. Yo soy de Chicago. This was drilled in the students in the beginning of the year. I used my 3rd period. In that class I have a wide arrange of student levels. I have one student who is honors, half the class is SPED, and then rest call into regular tracking. I used this class because there is the biggest range of learning potential and styles compared to all classes.

My highest achieving student has no problem conjugating verbs with proper use of subject pronoun relationships. She in all reality finished the skit with time remaining. Her knowledge of the Spanish language is strong. She uses her notes well. I saw how she led her small group and basically did the whole skit in order to receive a good grade. One of my low achieving students in all reality struggles with pronunciation. Greg struggles with grammar in English, and that transfers when teaching Spanish. Greg struggles with reading and writing. I see that he also does not like to talk aloud in front of the class. His strength is that when in groups, he is very compliant as to what his role is. Regardless is he is told, sit back and just read what we write for you. Specifically I see that Greg has a problem when conjugating a verb. He does not know when to conjugate, so most of the time he leaves verbs not conjugated. This is a given that all evidence found I are samples that demonstrate understanding and language associations. My high achieving student make connections from Spanish to English all the time. That is evident when she asks questions about qualities; specifically when it comes to describing someone. Kathryn asked, Is Spanish you say the girl short, not like in English where you say the short girl right? With questions like these I see that she is using her Knowledge of English to boost her Spanish. The evidence that I have gather for feedback will be recorded through paragraph form. Kathryn- I see that you see the relationship between subject pronouns and verb conjugation. I encourage you to start making more complicated sentences. You have the ability to progress more is you try harder to make sentence structure even more

complicated. I will also ask you to start using different vocabulary other than the books vocabulary. This will enhance you vocabulary, also by doing the following, you will be able to enhance your grammar by practicing on unknown words. Also, start using Spanish more, you pronunciation is decent, however, you need to challenge yourself. Greg- I see that you are having problems conjugating verbs with the right subject pronouns. What I suggest is that you start with the worksheet I gave you that translates all pronouns in English and Spanish. I also suggest you take out your notes and use the notes to guide your sentence structure. You take good notes, however, you need to start using them now in class so that you can have notes be more effective and aid you in these projects. My feedback to each student was specific. Since my classroom has such a wide range of different learners, each specific feedback is way different from the other. I started of Greg with basics. He needs to relearn the basics that he learned in Spanish 1. Kathryn is bored in class, so she is now challenged with higher levels of assignments. For the class in general, I stopped lessons and started again. I started to see that there were gaps. So I retoght all subject pronouns and all conjugations in the Presents tense for ar,er, and ir verbs. Specifically for Kathryn, I started to challenge her in her assignments so she can help teach the class in a flipped classroom. For Greg, I started to use more CFUs that were automatic in a classroom. I dont have to wait till the end of the class to see if he got the exit slip right. With present CFUs (clickers, marker boards) I can adjust lessons to modify the whole class.

They will strengthen students, and then the others will show live data, so that time is not wasted. I use all my modification in order to make adjustments so that the students will not lose track. I want to create a flipped classroom. I will give more personal adjustment for the low achieving students while the high achieving students will have self directed work. Through that self directed work I can. Students have one redo per performance assignment. I leave responsibility to the students because I teach senior. I want the students to gain independence