General Communication Scoring Guide

Message is

Delivery is

Information

Language Structure

Pronunciation

Vocabulary

6

easily understood in its entirety

effortless and smooth

expands on all relevant information

employs complex structures and speech; demonstrates a sophistication beyond that which has been studied

approximates native speech

is used accurately with creative variety

5

comprehensible in its entirety with a few minor flaws

has no unnatural pauses; sounds like natural speech

includes all relevant information

employees consistent and accurate use of structures; .may contain a few minor errors that don't interfere with the communication

is mostly correct with only minor flaws

is varied and accurate

4

generally comprehensible

fairly smooth with a few unnatural pauses; slight choppiness and/or occasional error in information

includes most relevant information

generally uses correct structures with some errors

influenced by first language

is appropriate

3

somewhat comprehensible

occasionally halting and fragmentary with some unnatural pauses, choppiness, or inappropriate intonation

includes a fair amount of relevant information; may include contradictions, informational gaps, or redundancies

demonstrates an inconsistent use of correct structures

shows strong influence from first language

is simple with some inappropriate use

2

difficult to understand

very halting and fragmentary with many unnatural pauses; speech sounds mechanical

little relevant information is presented

shows many errors in use of structure

is dominated by first language

is limited or incorrect

1

incomprehensible

very halting and fragmentary with excessive unnatural pauses

vague or confusing information is presented

has no apparent understanding of structures

interferes with comprehension

is very poor or inaccurate for topic; first language words may be used; speaker may create a target language form from first language

Interview Scoring Guide

Questions and Answers

Word Order and Intonation

Delivery

Language Structure

Intonation

Vocabulary

6

are elaborate and varied; tailored to previous responses (employs some circumlocation)

are correct and fluent

is effortless and smooth

employs complex structures and speech; demonstrates a sophistication beyond that which has been studied

approximates native speech

is used accurately with creative variety; reveals breadth of knowledge

5

are varied

are correct

has no unnatural pauses

employs consistent and accurate use of structures; may contain a few minor errors that don't interfere with the communication

is mostly correct with only minor flaws

is varied and accurate

4

are basic

are mostly correct

is fairly smooth with few unnatural pauses; slight choppiness and/or occasional error in intonation

generally uses correct structures with some errors

is influenced by first language

is appropriate

3

are simplistic or inappropriate

are influenced by first language

is halting and fragmentary with some unnatural pauses

demonstrates an inconsistent use of correct structure

shows strong influence from first language

is simple with some inappropriate use

2

are very simplistic or inappropriate

are heavily influenced by first language

is halting and fragmentary with many unnatural pauses

shows many errors in use of structure

is dominated by first language

is limited or incorrect

1

are minimal and may be inappropriate (yes/no type; one-word response)

are inappropriate

is halting and fragmentary with excessive unnatural pauses

has no apparent understanding of structures

interferes with comprehension

is very poor or inaccurate for topic; first language words may be used; speaker may create a target language from first language

Narration Scoring Guide

Organization of Story

Details

Delivery

Language Structure

Intonation

Vocabulary

6

story has creative or unusual beginning, middle, and end; sequencing is highly evident with excellent use of transitions

rich use of details or specifics

effortless and smooth

employs complex structures and speech; demonstrates a sophistication beyond that which has been studied

approximates native speech

is used accurately with creative variety; reveals breadth of knowledge

5

story has well developed beginning, middle, and end; sequencing is evident with good use of transitions

use of many details or specifics

no unnatural pauses; sounds like natural speech

employs consistent and accurate use of structures; may contain a few minor errors that don't interfere with the communication

is mostly correct with only minor flaws

is varied and accurate

4

story has adequate beginning, middle, and end, but may be unclear; sequencing is simple with few transitions

some use of details or specifics

fairly smooth with few unnatural pauses; slight choppiness and/or occasional error in intonation

generally uses correct structures with some errors

is influenced by first language

is appropriate

3

story has beginning, middle, and end, but may be unclear; sequencing is very simple with few transitions

few details or specifics included

occasionally halting and fragmentary with some unnatural pauses, choppiness, or inappropriate intonation

demonstrates an inconsistent use of correct structure

shows strong influence from first language

is simple with some inappropriate use

2

sequence is difficult to follow

audience is left with many questions

halting and fragmentary with many unnatural pauses; speech sounds mechanical

shows many errors in use of structure

is dominated by first language

is limited or incorrect

1

story is incomprehensible

no evidence of unfolding of significant events

very halting and fragmentary with excessive unnatural pauses

has no apparent understanding of structures

interferes with comprehension

first language word may be used; speaker may create a target language from first language

Skit Scoring Guide

Developing and Sequencing

Cultural Behaviors

Delivery

Language Structure

Intonation

Vocabulary

6

creatively developed in detail; entertaining; rich, unusual story elements

exhibits obvious and subtle target cultural behaviors

effortless and smooth

employs complex structures and speech; demonstrates a sophistication beyond that which has been studied

approximates native speech

is used accurately with creative variety; reveals breadth of knowledge

5

well developed; many details; holds audience's interest; strong beginning, middle, and end

exhibits many appropriate target cultural behaviors

no unnatural pauses; sounds like natural speech

employs consistent and accurate use of structures; may contain a few minor errors that don't interfere with the communication

is mostly correct with only minor flaws

is varied and accurate

4

adequately developed; includes all required story elements; has beginning, middle, and end

exhibits some target cultural behaviors

fairly smooth with few unnatural pauses; slight choppiness and/or occasional error in intonation

generally uses correct structures with some errors

is influenced by first language

is appropriate

3

partially developed; missing a few required story elements; beginning, middle, and end may be unclear

exhibits only the most obvious target cultural behaviors

occasionally halting and fragmentary with some unnatural pauses, choppiness, or inappropriate intonation

demonstrates an inconsistent use of correct structure

shows strong influence from first language

is simple with some inappropriate use

2

minimal development; missing many required story elements; hard to follow

exhibits little target cultural behavior

halting and fragmentary with many unnatural pauses; speech sounds mechanical

shows many errors in use of structure

is dominated by first language

is limited or incorrect

1

unsatisfactory development; inadequate amount of material; no sequencing

exhibits no target cultural behaviors

very halting and fragmentary with excessive unnatural pauses

has no apparent understanding of structures

interferes with comprehension

is very poor or inaccurate for topic; first language word may be used; speaker may create a target language from first language

Group Performance Rating Scale

 Directions: Use this form to give feedback about the performance in your group. Circle the appropriate number after each statement.

0 = Major Difficulty, 1 = Needs Improvement, 2 = Okay, 3 = Very Good, 4 = Excellent

1. All members participated in the group activities.

0

1

2

3

4

2. Members listened to others in the group.

0

1

2

3

4

3. Members helped and encouraged others in the group.

0

1

2

3

4

4. Group members stayed on the task assigned.

0

1

2

3

4

5. Group members worked well together.

0

1

2

3

4

6. No one dominated the group discussions.

0

1

2

3

4

7. Group members practiced the cooperative skills.

0

1

2

3

4

8. Group members did not use put-downs.

0

1

2

3

4

9. Group members were able to accept criticism.

0

1

2

3

4

10. Trust developed among group members.

0

1

2

3

4

Add all circled numbers for Total Score ___________ (out of 40)

1. What I really liked about our group

2. Ideas for improvement

Group Project Likert Scale

A likert scale is used to evaluate a product or demonstration by selecting a number from highest to lowest (e.g., 1-5) for each specified trait. The numbers are arranged horizontally and are added up to arrive at an overall score.

Directions: For each of the following criteria, place the most appropriate number or letter to evaluate your peer's actions in group project. Group may be evaluated as a whole or as individuals.

5

4

3

2

1

or A: Always, S: Sometimes, N: Never

1. _____ Your peers participated in the initial discussion used to get project going.
2. _____ Your peers contributed with creative ideas that enhances project.
3. _____ Your peers came up with few ideas, but these were always original and unique.
4. _____ Your peers were quick to suggest solutions to problems with project as they occurred.
5. _____ Your peers were helpful in inventing methods, gadgets, pictorial elements, etc., of project.
6. _____ Your peers showed strong leadership skills during development and construction of project.
7. _____ Your peers were friendly, enthusiastic, and positive during group work.
8. _____ Your peers were encouraging and complimentary of your own performance in group project.
9. _____ Your peers were always available to spend time working on group project.
10. _____ Overall, your peers were essential to the development and construction of your group project.

Dramatic Reader Score Sheet

Directions: For each quality listed below, circle the number that most nearly describes the position of this paper on the following scale from high to low.

LANGUAGE FACTORS

HIGH

MEDIUM

LOW

I.1. Conversation - Realism

5

4

3

2

1

I.2. Conversation - Situation

5

4

3

2

1

I.3. Stage Directions

5

4

3

2

1

TOTAL LANGUAGE SCORE

SHAPE FACTORS

HIGH

MEDIUM

LOW

II.1. Beginning

5

4

3

2

1

II.2. Structure

5

4

3

2

1

II.3. Ending

5

4

3

2

1

TOTAL SHAPE SCORE

CHARACTERIZATION FACTORS

HIGH

MEDIUM

LOW

III.1. Development

5

4

3

2

1

III.2. Consistency

5

4

3

2

1

TOTAL CHARACTERIZATION SCORE

MECHANICS FACTORS

HIGH

MEDIUM

LOW

IV.1. Dramatic Form

5

4

3

2

1

IV.2. Spelling

5

4

3

2

1

IV.3. Punctuation

5

4

3

2

1

TOTAL MECHANICS SCORE

RESPONSE FACTORS

HIGH

MEDIUM

LOW

V.1 Entertainment

5

4

3

2

1

V.2 Originality

5

4

3

2

1

TOTAL RESPONSE SCORE__________

TOTAL SCORE

 Portfolio Evaluation

Curriculum/Assessment Areas

Standards

Meets Standards

Exceeds Standards

Oral Language

L1

L2

L1

L2

L1

L2

Written Language

L1

L2

L1

L2

L1

L2

Reading

L1

L2

L1

L2

L1

L2

Overall Profile Summary

L1

L2

L1

L2

L1

L2

Pieces of Evidence for Curriculum/Assessment Areas

Assessment Areas

L1

Date Completed

L2

Date Completed

I. Oral Language

1.1____________

1.2____________

1.3____________

1.4____________

___________

___________

___________

___________

1.10___________

1.20___________

1.30___________

1.40___________

___________

___________

___________

___________

II. Written Language

2.1___________

2.2___________

2.3___________

2.4___________

___________

___________

___________

___________

2.10___________

2.20___________

2.30___________

2.40___________

___________

___________

___________

___________

III. Reading

3.1___________

3.2___________

3.3___________

3.4___________

___________

___________

___________

___________

3.10___________

3.20___________

3.30___________

3.40___________

___________

___________

___________

___________

Writing Conference Checklist

student's name

Title of work

Date

Ideas

(Focus/

Thesis)

Organization

Vocabulary

Sentence Structure

Voice

Mechanics

Comments

Symbol explanations: + well developed; v satisfactory;- needs attention; NA not applicable

ü

 Checklist for Planning an Immersion Program

Comments

core group of parents and district staff established

facts gathered

sufficient parent interest established

target language selected

realistic program goals established

program type and scope determined

action plan and timetable developed

budget prepared

public relations campaign planned

public relations campaign underway

program submitted for district approval

Reading Conference Checklist

Student_____________________________________________________

Date:

Date:

Date:

Date:

Date:

Date:

Title:

Title:

Title:

Title:

Title:

Title:

Level Appropriate

Reads fluently

With inflection

Literal comprehension

Interpretive comprehension

Strategies:

Whole idea

Picture clues

Pattern

Sight words

First letter

Decodes

Context clues

Skip-return

Rereads

Comments

 

 

 

CODES: + Consistently, X Sometimes

ü

Checklist to Evaluate Textbooks, Activities, and Materials

contains student activities that are proficiency-based

appeals to a variety of learning styles

actively engages students in meaningful, interactive communication

allows for open-ended and creative uses of language

requires higher order thinking skills

occurs within a cultural context

promotes the use of language functions

supports the spiraling process of language acquisition

grammar explanations are clear and concise, enabling students to work toward accuracy goals from the beginning of the instructional sequence

cultural information integrates throughout the text

cultural information is current

cultural information reflects the diversity within that culture

all materials include visuals of both genders, varied ages, and are representative of ethnic, racial, and cultural diversity

interdisciplinary connections are apparent in the materials

Summary of a Bilingual Child's Portfolio: Developmental Criteria

CHECK THE CRITERIA THAT APPLY TO THE CHILD'S PERFORMANCE IN THE FIRST (L1) AND SECOND (L2) LANGUAGE AS DEMONSTRATED IN THE PORTFOLIO AND MARK THE PORTFOLIO'S OVERALL DEVELOPMENT.

Overall Development:

 L1

L2

L1

L2

L1

L2

¨

Does Not Meet Standards

¨

¨

Meets Standards

¨

¨

Exceeds Standards

¨

Criteria

____

demonstrates little creativity, versatility and imagination

____

____

demonstrates considerable creativity, versatility and imagination

____

____

demonstrates wide-range creativity, versatility and imagination

____

____

exhibits few reasoning strategies

____

____

exhibits a variety of reasoning strategies

____

____

exhibits a full repertoire of reasoning strategies

____

____

links skills/ideas/concepts loosely together

____

____

links skills/ideas/concepts and forms meaningful patterns

____

____

integrates knowledge and applies it to new situations

____

____

reflects negative attitude toward learning

____

____

reflects neutral attitude toward learning

____

____

reflects positive attitude toward learning

____

____

reveals intermittent interest in interacting with environment

____

____

reveals sustained interest in interacting with environment

____

____

reveals sophistication in interacting with environment

____

____

appears overwhelmed and frustrated by problems

____

____

seeks immediate solutions to problems

____

____

wrestles with problems and enjoys the challenge

____

____

engages in scattered attempts of self-reflection under guidance

____

____

engages in self-reflection and analysis of learning under guidance

____

____

engages in self-reflection and analysis of learning

____

____

communicates little progress and limited growth

____

____

communicates relative progress and sporadic growth

____

____

communicates clear progress and consistent growth

____

____

involves parents in the learning process only when required to do so

____

____

involves parents in the learning process to a limited extent

____

____

involves parents in the learning process to a great extent

____

Student Self Assessment of Foreign Language Performance

Read the descriptions of tasks that you can do as a result of completing level 1.
Check the appropriate areas that indicate how you rate yourself.

Language_______________________

I can do the following:

(no assistance)

(with assistance)

No

Comments

1. greet someone and ask the person how does she/he feels.

 

2. Tell someone my name, where I live, and my age.

 

3. Tell someone a little information about my family.

 

4. Question someone if it relates to me, my family, my school.

 

5. Describe my best friend.

 

6. Discuss 3 countries where the foreign language is spoken and tell a few interesting points about these countries.

 

7. Understand and respond to questions asked to me about my name, age, where I live, and the music I like.

 

8. Read a simple short paragraph if it is about someone who is discussing him/herself, school, or friend.

 

9. Write a note to a pen pal telling about myself.

 

10. Write my teacher and describe a typical day from the time I get up to the time I go to bed.

 

11. Write the correct endings on verbs, when requested, because I understand which endings go with specific subjects.

 

12. Read, write, and tell the time.

 

13. Order something in a school store, a restaurant, a department store.

14. Describe other tasks that you can perform.

15. Which of the above descriptions are you willing to demonstrate? List in priority order.

_____________________ _____________________ ______________________

 

Preproduction

Point to.........

Find the........

Put the ___ next to the ___.

Give the ___ to ___.

Who has the ___?

Do you have the ___?

Is this a ___?

Who wants the ___?

Who has the ___?

Yes/no questions (Is Jimmy wearing a sweater?)

Either/or questions (Is this a pencil or an eraser?)

One word response questions (What does the woman have in her hand?)

General questions which encourage lists of words (What do we see on the playground?)

Two word responses (Where did he go? To school.)

Why?

How?

Tell me about - Talk about

What do you think about?

Describe...

How would you change this part of the story?

What would you recommend/suggest?

How do you think this story will end?

What is your opinion (on this matter)?

Describe/compare...

How are these different/similar?

What would happen if........?

Which do you prefer? Why?

Anecdotal Notes: Summary of Individual Retelling

I = included

NT = not included in the book

Date

Story

Comments

9/15

Unguided Read to student

N

I

I

5/5

N

4/6

N

N

I

N

N

Student includes main character, supporting characters, some episodes, and ending. Setting refers to place. Needs sequence and details for reader to follow story. Must include problem and resolution.