Alternative Assessments

International School of Monterey

Spanish Department

International School of MontereySpanish Curriculum 5Th Grade

Topic Duration Outcomes Evidence Topic Duration Outcomes Evidence Verbs

introduction 1 week Check up 1-2-3 1 Week

Chapter 1 Friends

3 Weeks

Ss complete web-quest, identifying

Spanish speaking countries

Written report of

the webquest

Chapter 4 In the school

3 Weeks

Ss will be able to make a video

describing ISM

A video showing

the school

Chapter 2 Ss and Subjects

4 Weeks

Ss complete Web-Quest and help a friend in Central America decide

where to live in US

Oral report of the web-

quest

Chapter 5 Let's eat at home and let's eat at the

restaurant

4 weeks

Ss will act out to

demonstrate in a video

an noriginal

dish

A video explaininmg the recipes

Chapter 3 School Supplies

3 Weeks

Ss will act out selling and buying

School supplies in

a small bookstore

A video showing

this activity

Chapter 6 Family/house

4 weeks

Ss complete

family tree and make a powerpoint presetntation of their

families

Oral presentation f the family in

powerpoint

Spanish Curriculum

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International School of MontereySpanish Curriculum 5Th Grade

Topic Duration Outcomes Evidence Topic Duration Outcomes Evidence

Check up 4-5-6 1 week Check up 7-8-9 1 Week

Chapter 7 Sports

3 Weeks

Ss will demosntrat

e how to play some

typical sport of the

Spanish world

Demonstration

Chapter 10 Communities

3 Weeks

Ss will perform roles of

seller and buyer in Bolivian festivity

A video of this

activity

Chapter 8 Summer and

Winter

4 Weeks

Students will present

a card board of

summer or winter in

some Spanish speaking country

Board of presentatio

n

Chapter 11 Trip by plane

4 weeks

Ss will create a brochure

to travel to South

America

Brochure Oral

presentation

Chapter 9 Entertainment

3 Weeks

Ss will act out selling and buying

School supplies in

a small bookstore

A video showing

this activity

Chapter 12 Trip by train

4 weeks

In this activity Ss

will be planning a

trip by train in Spain

Oral presentaion of the planned

trip

Spanish Curriculum

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Standards For Foreign Languages

Assessment

Project Based Assessment

Task sheet and Rubrics Alternative Reading Comprehension

assessment

( Rubrics) Assessment on line

Activities, quizzes and exams

TASK SHEET Spanish Speaking Countries Spanish: 4 th Grade

The students of eight grade of our school are planning to visit one Spanish speaking country. The eight grade students have special interest to know what are the main tourist attractions, and know the social, historical and cultural aspects of the country that they are going to choose. This is an excellent opportunity to demonstrate how much you know about the Spanish world. You are going to work in teams of 4 students over an specific country in South America , Central or Caribbean area.

Requirements The presentation include Country name, Capital, Flag and meaning of the colors Geographical location and important cities Natural resources, production, Population , official language Typical food Famous people Tourist attractionsDatesDraft presentation: September 22/2006Final presentation ; September 30/2006

Grammar. The imperfecte, Expressing necessity. Expressing wishes. Verbs hablar leer and escribir en el imperfecte. Verbs querer, sentir and pedir

Subject SpanishGrade 4th

Project

Poor Fair Good Excellent Score

Relevance of information (20 points)

No relevanmt information

and less than 2 pictures are

included

A little relevant

information 2-4 pictures are

included

A good amount of relevant

information is included. 4-6 pictures are

included

A lot of relevant

information is included as

weel as more than 7

pictures are included

Creativity (20 points)

not Somewhat Mostly very

Total

Excellent Spanish

usage and well prepared

Rubrics

Language use (40 points

Many grammar

mistakes and uses only

basic Spanish vocabulary

Few grammar mistakes and

uses intermediate vocabulary

International School of Monterey

Spanish speaking Countries

Almost no grammar

mistakes and uses

advanced Vocabulary

Many grammar

mistakes and uses

intermediate vocabulary

Oral group presentation (20 points)

Poor use of Spanish and

no preparation

Poor use of Spanish and somewhat prepared

Good use of Spanish and somewhat prepared

Spanish Speaking Country Project4th Grade

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La Colonizacion6th/7th/8th Grade

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La Colonizacion6/7/8/ Grade

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La Colonizacion6/7/8 Grade

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Task Sheet

The ISM organizes “The International Festival” in June 3 of each year. In this event more than 15 nationalities will be represented. This is an excellent opportunity to demonstrate you abilities in Spanish selling a typical Spanish speaking country dish and showing how to cook it. The money that you obtain from the sales will benefit the school.

Your task to accomplish this project is to make a video showing how to cook a typical dish of some Spanish speaking country.. You are going to work in groups of six students and the best videos will be displayed at the international festival.

Requirements Duration of the video should be no longer than 10 minutes The video has to include: 1 Ingredients of the recipe. 2 description of the steps to follow the recipe 3 Show

the utensils that you need to make the recipe 4. Show the final product 5. Story of the plate (optional)

Procedures1 Presentation and review of the recipes January 26,20072 Presentation and acting the recipe, February 5, 20073 Video activities February 5, and February 9, 20074 Final presentation, February 12, 2007

Grammar Points During the presentation of the video you must include the following grammar aspects 1. Present tense of the verbs

en “are”, ‘er” and ‘ir”.2. Ordinal numbers to explain the steps to follow the recipe.

Level 5/6 grade Context

Evidence: A CD showing hoe to make

Spanish dishes

Thematic Unit Organizer

Motivational Outcome. Students will be able to demosntrate in a CD an original dish of some Spanish speaking country and present it to the

International Festival at ISM

Functions 1. Identify food 2. Ordering food or beverage in a restaurant 3. Shopping food 4. Talking about recipes 5. Making a rerservation in a restaurant 5. Talking about

present and past events

Category of Vocabulary: La mesa-table,el/la mesero(a)-waiter,el menu or la orden-order, la

cuenta-bill or check, lebre-free, ocupado-occupied,ver-to see, leer-to read,comer-to eat,Que

desean Ustedes?-What would you like?,Esta ioncluido el servicio?-Is the

Structure Plural forms of er and ir

verbs, (present

tense). Stem -changing

verbs in the present e to

I. Stem changing

verbs in the preent e to I,

o to u

Cultural Perspectives 1. Meals times in Spanish

speaking countries 2. Open air markets in Spanish

nspeaking countries Practice ( How to bargain and buy

food in open markets) Typical Spanish cousine

Practice (How to eat, when and behavior) . Readings El

cu

Texbook: Buen Viaje Unit Title. Let's eat at home/Let's eat at the restaurant

1 2 3 4

PronunciationFrequently interferes with communication

Frequently but less interferes with communication

Does not interferes with communication

Enhances communication

Vocabulary

Inadequate and /or inaccurate

use of vocabulary

Somewhat inadequate use of

vocabulary

Adequate and accuarte use of

vocabulary

Rich use of vocabulary

Grammar x2

Inadequate and/or

inaccuarate use of basic

language structure

Emerging use of basic language

structure. Ss use verbs to mic.and

to blend

Emerging control basic language

structure. Ss use verbs to mix, to

blend, to combine

Control of basic language structure

Ss use verbs to mix, to cook, to

bake, to stir

Content x 2

Ss use at least 5 words and expression of the chapter

Ss use 7 words and expression of

the unit

Ss use 9 words and expression of

the unit

Ss use more than 10 words and

expression of the unit

Voice projection No audible Barely audibleGood voice projection

Excellent voice projection

CultureNo evidence of

cultural products

Either cultural products or practice are

missing

Cultural products and practice are

used less effectively

Appropriate cultural products and practice use

effectively

Entertaiment numerous gaps looks confused

Several gaps low energy

Occasional gaps in timing generally

enthusiasticLively enthusiastic

Total

RUBRICSCriteria

Cooking Video

Assessment on lineWelcome to the Spanish WebsitesHome Instructor Zone Student zone Shared activities FAQ

Classes Quizzes Activities Surveys Files PreferencesClass Page Class calendar Roaster Results Class Info

My class Pages

http://www.quia.com/pages/1grado.html (1st grade)http://www.quia.com/pages/espanol2grado.html (2nd Grade)http://www.quia.com/pages/3grado.html (3th grade)http://www.quia.com/pages/4grado.html (4th grade)http://www.quia.com/pages/5gradoespanol.html (5th grade)http://www.quia.com/pages/678grado.html (6/7/8th grade)

Central Page

http://www.quia.com

Create 16 types of games and learning activities including:

Matching Jumbled WordsConcentration Ordered ListWord Search Picture PerfectFlash Cards Pop-UpsChallenge Board Scavenger HuntColumns ClozeHangman Rags to RichesPatterns Battleship

Matching

Concentration

Word SearchWord Search

Challenge Board

Rags to Riches

Assessment on line Spanish WebsitesHome Instructor Zone Student zone Shared activities FAQ

My class Pages

http://www.quia.com/pages/1grado.html (1st grade)http://www.quia.com/pages/espanol2grado.html (2nd Grade)http://www.quia.com/pages/3grado.html (3th grade)http://www.quia.com/pages/4grado.html (4th grade)http://www.quia.com/pages/5gradoespanol.html (5th grade)http://www.quia.com/pages/678grado.html (6/7/8th grade)

Central Page

http://www.quia.com

Create quizzes with 8 types of questions:

Multiple choice Fill-in

True-false Initial answer

Pop-up Short answer

Multiple correct Essay

The exams and Quizzes on line are: Easy to create Automatic graded Save time Instant results Give teacher a quick way to track student performance Teacher can customize the test with 1. Allow access 2. Attempts permitted 3. Time limit Teacher can get the results in summary by question or by student http://www.quia.com

Advantages of Assessment on Line

Activity PreteritoSummaryLow score High score Mean Median # Students

0% 21%(100%) 16.45%(78%) 17.5%(83%) 24

Question Question type Point value Average Score% of Ss who receive full

creditQuestion 1 Multiple Choice 1 83% 83%Question 2 Multiple Choice 1 92% 92%Question 3 Multiple choice 1 58% 58%question 4 Multiple Choice 1 63% 63%Question 5 Multiple Choice 1 83% 83%Question 6 Multiple Choice 1 92% 92%Question 7 Multiple Choice 1 88% 88%Question 8 Multiple Choice 1 83% 83%Question9 Multiple Choice 1 79% 79%

Question 10 Multiple Choice 1 83% 83%Question 11 Multiple Choice 1 92% 92%Question 12 Multiple Choice 1 75% 75%Question 13 Multiple Choice 1 88% 88%Question 14 Multiple Choice 1 67% 67%Question 15 Multiple Choice 1 92% 92%Question 16 Multiple Choice 1 46% 46%Question 17 Multiple Choice 1 63% 63%Question 18 Multiple Choice 1 83% 83%Question 19 Multiple Choice 1 79% 79%Question 20 Multiple Choice 1 92% 92%Question 21 Multiple Choice 1 67% 67%

Grading Workbench

Points (out of 21)

Score Elased Time

Time

0 0% ------

20 95% 0:07:42 01:51:35pm

0 0 ------

15 71% 0:07:49 01:59:34pm

21 100% 0:04:31 01:49:48pm

15 71% 0:04:33 02:06:18pm

20 95% 0:10:01 01:42:58pm

17 81% 0:06:22 02:02:36pm

15 71% 0:05:43 01:41:46pm

21 100% 0:05:47 \01:50:40pm

16 76% 0:11:02 02:13:05pm

17 81% 0:11:51 01:41:28pm

19 90% 0:04:39 01:44:46pm

20 95% 0:06:37 01:33:28pm

21 100% 0:08:40 01:35:29pm

15 71% 0:07:07 01:59:51pm

21 100% 0:07:36 01:43:58pm

19 90% 0:11:52 01:51:53pm

17 81% 0:15:40 01:44:03pm

15 81% 0:04:38 02:04:24pm

13 62% 0:08:41 02:05:04pm

19 90% 0:03:58 01:50:19pm

17 81% 0:06:03 01:40:30pm

18 86% 0:08:42 01:01:01pm

Student Summary

Student

Allen Katie

Essi, Suraya

Awerbuck, Mara

Baron Lopez Eliya

Burns Sean

Deodes, Zoe

Grobecker, Reeve

Grossman Corinne

Herbert, Rowan

Hobbs, Taylor

Jahn, Nocolette

Jensen, Skye-Marie

Johnson, Cristian

Kanak, Daniel

Lane, Ian

Leahy, Elizabeth

Meininger, Arielle

Mellienger, Peter

Shifflett, Tessa

Tummala, Nelli

Olmo, Alexis

Parrish, Bennett

Robertsson-Gilmore Alex

Sanchez, Lorena

Summary Report

Shows score distribution

This report gives all the information teacher need to review a quiz with the class

Show individual scoresShows how many students scored at or above a certain level

Question Detailed Report

This report shows information by clas and/or survey question value

Labels Report

Student report

This reports generates a separate summary of each student's performance. These may be printed and given to students

This report which is for advanced quizzes labeled question, generates seoparates scores summaries for each label

Show individual students scoresShows how many students scored at or above a certain level

Display results equal to or below percentage: 70 %

Reports

Show answersInclude feedback and instructors comment

Trouble Spots Report

Shows the students and sklls needing improvement

Shoe scrore distribution for each label

Contact Information International School of Monterey

1720 Yosemite StreetSeaside, CA 93942

Phone: 831 583.2165Fax; 831.899.7653

Spanish Department Rene Candia rcandia@ismonterey.org candiarene@yahoo.com Marilu Ochoa mochoa@ismonterey.org Maria E Gatica mgatica@ismonterey.org