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PRACTICE FOR PROFICIENCY


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Copyright © 2020 by Wayside Publishing All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the USA

2 3 4 5 6 7 8 9 10 KP 20 Print date:

Softcover ISBN 978-1-641590-42-6


Table of Contents Introduction

ii

World-Readiness Standards for Language Learning

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Unidad Preliminar 2

Can-Do Statements

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16

Can-Do Statements

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Proficiency Practice Unidad 1 Proficiency Practice

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Unidad 2 Proficiency Practice Unidad 3

Proficiency Practice Unidad 4

Proficiency Practice

Proficiency Practice

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Can-Do Statements

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Proficiency Tracker

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Can-Do Statements

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Proficiency Tracker

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Can-Do Statements

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Proficiency Tracker

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Unidad 5

Proficiency Tracker

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Can-Do Statements

114

Proficiency Tracker

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Can-Do Statements

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Proficiency Tracker

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Unidad 6

Proficiency Practice

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Full Year Proficiency Tracker Analytic Rubrics

139 140

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Welcome to your Proficiency Practice Resource Wayside Publishing is committed to supporting teachers and students on the path to proficiency by fostering language skills and developing interculturality with tasks that are aligned to the standards and the target proficiency for the level of study.

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We hope teachers and students will find this resource bundle a useful support as students progress toward proficiency. Within, practice opportunities from the book and Learning Site have been bundled for quick access and convenience to support student growth. You will also find The World Readiness Standards for Language Learning, which make explicit to teachers and students how the 5 C goal areas can be applied within the instructional setting to guide students toward language proficiency and global competence outside of the classroom context.

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World-Readiness Standards For Learning Languages COMMUNICATION

CULTURES

Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

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Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

STANDARDS

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GOAL AREAS

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Interact with cultural competence and understanding

Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

CONNECTIONS

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Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations

COMPARISONS

Develop insight into the nature of language and culture in order to interact with cultural competence

COMMUNITIES

Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world

Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.

Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author.

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UNIDAD PRELIMINAR | Actividad 23 Nombre:

Fecha:

Los años importantes de mi vida Paso 1

2000 dos mil

2010 dos mil diez

2001 dos mil uno

2015 dos mil quince

2005 dos mil cinco

2020 dos mil veinte

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Complete the table Los años importantes de mi vida below by filling out the “Yo” column with the year in both numerals and words en español. See the examples below.

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Then, write in two other important events in your life, and indicate the years they occurred.

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Actividad 23 | UNIDAD PRELIMINAR Nombre:

Fecha:

Paso 2

Yo

Mi compañero/a

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Los años importantes de mi vida

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Next, ask your partner when the following events happened. Use the question ¿En qué año...?, and point to an event from this list. Your partner should answer with a year in Spanish, e.g. 2005 (dos mil cinco). Jot down the year (use numerals) in the space provided. If the year matches what you wrote, say “Yo también”. Reverse roles so that now you have to respond to your partner's questions.

The year you were born

The year you started school

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The year you expect to graduate from high school

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The year you visited or hope to visit a Spanish-speaking country

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UNIDAD

1 | Observa 1

Nombre:

Fecha:

¿Qué soy? Using the verb ser to express identities

Nombre

bilingüe

atleta

artista

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Oscar

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1. Listen to Oscar and Victoria. Use a checkmark to indicate if the person is bilingual, an athlete or an artist, and an X to indicate they are not. If you’re not sure, write a question mark.

Victoria

Paul

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2. Fill in the second part of your graphic organizer with the forms of SER we’ve just looked at. verb SER

SINGULAR yo

SECOND PERSON the person you are talking to (informal address)

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FIRST PERSON yourself (the speaker)

SECOND PERSON the person you are talking to (formal address) THIRD PERSON the person you are talking about

usted él ella

3. Listen closely and indicate who has the identity mentioned. poeta

bailarín ciclista 20

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Actividad 12 | UNIDAD Nombre:

1

Fecha:

¿Qué me gusta? Which activity is associated with each person described below? Select the logical option. 1. Soy capitán del Real Madrid. Me gusta ___ al fútbol. b. tocar

c. jugar

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a. escribir

2. Soy bailarina del Ballet Folklórico de México. Me gusta ___. a. surfear

b. bailar

c. hablar

a. estudiar

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3. Soy estudiante en la Universidad de Miami. Me gusta ___ biología. b. pintar

c. comer

4. Soy Fernando Botero, el artista más famoso de Colombia. Me gusta ___. a. estudiar

b. jugar

c. pintar

5. Soy el famoso poeta Richard Blanco. Soy bilingüe. Me gusta ___ poemas y me gusta ___ español e inglés.

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a. surfear/participar b. escribir/hablar

c. trabajar/pintar

6. Soy voluntario para Hábitat para la Humanidad. Me gusta ___ en la comunidad. a. bailar

b. trabajar

c. jugar

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7. Soy Carlos Santana. Me gusta ___ la guitarra. a. comer

b. participar

c. tocar

8. Soy vegetariano. No me gusta ___ hamburguesas. a. estudiar

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b. vivir

c. comer

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UNIDAD

1 | Observa 2

Nombre:

Fecha:

¿Qué te gusta hacer? Parte 1. Before you watch the video, answer the following questions.

a. Soy futbolista. b. Me gusta jugar al fútbol.

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1. Circle the sentence in which the girl expresses what she likes to play.

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2. Looking at that sentence, underline the two words that express the idea of “I like”. Me gusta jugar al fútbol.

3. Look at the dialog below. Underline the words Victoria uses to get Oscar to say what sport he likes to play. Victoria: ¿Te gusta jugar al tenis? Oscar: No, no me gusta. Victoria: ¿Te gusta jugar al golf? Oscar: Sí, me gusta mucho.

Parte 2. Now read the following question, then watch the video to answer it.

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4. What are the two words Oscar uses each time he responds that he likes or doesn’t like something? __________________ __________________ Parte 3. Based on what you have learned so far, answer the following questions. 5. If you want to ask someone what sports they like to play, how do you start the question? __________________ __________________

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6. If you want to answer such a question, start with _________________ _________________. 7. How would you ask Lionel Messi if he likes to play soccer? _______________________ _________________________________________________

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Observa 2 | UNIDAD Nombre:

1

Fecha:

8. Write a list of questions asking if someone likes each sport in the box below. tenis

vóleibol

fútbol

lacrosse

básquetbol

golf

fútbol americano

a. ¿Te gusta jugar al b. ¿Te gusta jugar al

d. e. f. g. h.

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c. ¿Te gusta jugar al

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béisbol

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9. Practice by answering the eight questions above. Go to the designated discussion forum in your Explorer course, where you can ask your friends what they like and you can answer them about what you like. You can either audio or video record your response.

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UNIDAD

2 | Learning Strategies

Nombre:

Fecha:

Listening for Cognates

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1. Read and circle the cognates you see.

A.

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2. Say out loud the English and Spanish cognates in part A below, noting the difference in their pronunciation. Then, in part B, write other cognates that end in -tion in English and -ción in Spanish.

B.

educación

_____________________ _____________________

situation

situación

_____________________ _____________________

inspiration

inspiración

_____________________ _____________________

consideration

consideración

_____________________ _____________________

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education

3. Disciplinas académicas

A. Listen and watch the video, then complete the following sentence: When the letter g comes before the vowels it is pronounced like the letter

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and

,

in English.

©2020 Wayside Publishing


Learning Strategies | UNIDAD Nombre:

2

Fecha:

B. Circle the STRESSED syllable in each word.

Biology Biología Geography Geografía

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4. Write the words you hear under the corresponding pictures.

_____________________

_____________________

_____________________

_____________________

_____________________

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_____________________

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UNIDAD

2 | Can-Do Statements

Nombre:

Fecha:

Mi progreso comunicativo I can do this with help.

I can understand a simple written ad in Spanish.

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I can create a simple written promotional message.

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I can write a list of school supplies I need to purchase.

I can express where my school activities take place.

I can do this independently.1

E

This is still a goal.

I can present information about my school day orally.

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I can write a simple description of my personal preferences about school.

I can ask and respond to questions relating to personal preferences about school activities. I can ask and answer questions about life at school in oral conversations.

LinguaFolio®, NCSSFL. (2014). Interculturality. Retrieved from http:// ncssfl.org/secure/index.php?interculturality, March 6, 2016. 1

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Can-Do Statements | UNIDAD Fecha:

This is still a goal.

I can do this independently.

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I can list in writing a few of the activities I regularly do at school.

I can do this with help.

E

Nombre:

2

I can identify and interpret familiar words when I hear students talking about their school. I can present information about my school and extracurricular activities in writing.

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I can interact orally to exchange information about my activities.

I can identify key details from charts and graphs, and make inferences about cultural perspectives.

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I can identify key details and understand cultural practices when reading authentic print materials. I can create a written presentation communicating school values.

©2020 Wayside Publishing

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UNIDAD

2 | Can-Do Statements

Nombre:

Fecha:

Mi progreso intercultural

I can identify some shared values between my community and a community in the Spanish-speaking world.

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I can compare cultural practices and perspectives reflected in the use of uniforms in my community and in Costa Rica.

I can do this independently.

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I can recognize some similarities and differences between school life in Costa Rica and in my community.

I can do this with help.

E

This is still a goal.

I can identify cultural practices from authentic digital materials.2

The Can-Do Statements are Wayside Publishing's alone and not based on the NCSSFL-ACTFL Can-Do Statements

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Novice Mid

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Intermediate Low

Unit 1 ¨ 2 ¨ 3 ¨ 4 ¨ 5 ¨ 6 ¨ Novice High

Fecha:

What helped me learn:

What I want to improve:

What I am proud of:

Learning Reflection

Novice Low

Novice Mid

Novice High

Int. Low

En camino

IPA

Interpretive Reading/Listening/Viewing En camino

IPA

En camino

IPA

Presentational Speaking/Writing

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Unit Performance Assessments Interpersonal Speaking/Writing

Indicate your proficiency levels as measured during the unit performance assessments by placing a checkmark (✔).

Proficiency Progress

Name:

Novice Low

PROFICIENCY GOAL

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Nombre:

Proficiency Tracker | UNIDAD

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2

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Analytic Growth Rubric Interpretive Reading, Listening, Audiovisual, and Viewing LEVEL 1 TARGET: NOVICE MID - NOVICE HIGH

MAIN IDEA AND/ OR DETAILS

WHAT WORDS AND STRUCTURES DO I UNDERSTAND?

NOVICE HIGH

I can recognize a few words that are very familiar to me.

I can recognize and understand some basic information with memorized words and phrases.

I can identify pieces of information and sometimes the main idea(s) without explanation when the idea is familiar, short, and simple.

I can identify the main idea(s) and some details when the idea is familiar, short, and simple.

I can recognize a few very familiar words and phrases in text or speech from wellpracticed topics.

I can recognize words and phrases, including cognates, and borrowed words in text or speech from wellpracticed topics.

I can understand words, phrases, simple sentences, and some structures in short, simple texts or sentence-length speech, one utterance at a time, with support, related to familiar topics of study.

I can identify words, phrases, high-frequency expressions, and some learned structures in short, simple, loosely connected texts or sentencelength speech, one utterance at a time,related to familiar topics of study.

I can understand basic meaning when short, noncomplex authentic texts or speech include cognates and visual clues, on familiar topics.

I can understand literal meaning from authentic texts or speech on familiar topics and from highly predictable texts related to daily life.

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VOCABULARY AND STRUCTURES IN CONTEXT

NOVICE MID

HOW WELL CAN I UNDERSTAND UNFAMILIAR LANGUAGE?

I can understand some very basic word level meaning from short, simple authentic texts or speech on very familiar topics that include cognates and/or visual clues.

I can understand some basic meaning when authentic texts or speech on very familiar topics include cognates and/or visual clues.

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CONTEXT CLUES

INTERMEDIATE LOW

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HOW WELL DO I UNDERSTAND?

NOVICE LOW

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DOMAIN

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Analytic Growth Rubric

NOVICE MID

I can make minimal inferences based on visual clues, organizational layout, inflection and/or body language.

I can make limited inferences based on visual clues, organizational layout, background knowledge, keywords, inflection and/or body language.

INFERENCES

HOW INTERCULTURAL AM I? INTERCULTURALITY *Based on classroom tasks/ activities/ intercultural reflections and outside classroom experiences.

I can make a few inferences based on visual clues, organizational layout, background knowledge, keywords, inflection and/or body language.

INTERMEDIATE LOW I can make some inferences based on the main idea and information such as visual clues, organizational layout, background knowledge, keywords, inflection and/or body language.

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HOW WELL CAN I INFER MEANING BEYOND WHAT I READ OR HEAR?

NOVICE HIGH

E

NOVICE LOW

DOMAIN

I can recognize limited cultural products, practices, or perspectives including cultural behaviors and expressions, related to daily life.

I can identify a few cultural products, practices, perspectives including cultural behaviors and expressions related to daily life.

I can identify some cultural products, practices, perspectives, including cultural behaviors and expressions related to daily life.

I can describe cultural products, practices, perspectives, including cultural behaviors and expressions related to daily life.

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Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky), Howard County Public Schools World Languages (Maryland).

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Analytic Growth Rubric Interpersonal Communication: Speaking and Writing LEVEL 1 TARGET: NOVICE MID - NOVICE HIGH

QUALITY OF INTERACTION

WHAT LANGUAGE/ WORDS DO I USE? VOCABULARY IN CONTEXT

NOVICE HIGH

INTERMEDIATE LOW

I have great difficulty maintaining a conversation. I speak with frequent hesitation, pauses, and/or repetition.

I have some difficulty maintaining simple conversations; I mainly use isolated words and memorized phrases. I speak with frequent hesitation, pauses, and/or repetition.

I can participate in short social interactions by asking and answering simple questions and relying heavily on learned phrases and short or incomplete sentences. I speak with hesitation, pauses, and/or repetition.

I can sustain the conversation by relying on phrases, simple sentences, and a few appropriate questions.I attempt to self-correct but speak with hesitation, pauses, and/or repetition.

I can use a limited number of memorized words and expressions to identify common objects and actions.

I can use a limited number of highly practiced words and expressions to identify familiar objects and actions.

I can use learned words and phrases to interact with others in tasks and activities on familiar topics.

I can use a variety of new and previously learned words and phrases to interact with others on a range of familiar topics.

I can use memorized words for functions (actions) and isolated words as structures.

I can ask and respond to highly predictable questions with words, lists, and memorized phrases. I am beginning to communicate beyond the word level, but my errors often interfere with the message.

I can use phrases, simple sentences, and questions. I am beginning to create original sentences with simple details on familiar topics, but errors sometimes interfere with the message.

I can combine words and phrases to create original sentences in present time to interact with others on familiar topics. I can sometimes vary the time frames (e.g., past, future), but errors may interfere with the message.

I am somewhat understood by someone accustomed to a language learner.

I am often understood by someone accustomed to a language learner.

I am usually understood by someone accustomed to a language learner.

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HOW DO I USE LANGUAGE?

NOVICE MID

SA

FUNCTION AND TEXT TYPE

HOW WELL AM I UNDERSTOOD ?

COMPREHENSIBILITY

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E

HOW WELL DO I MAINTAIN THE CONVERSATION?

NOVICE LOW

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DOMAIN

I am understood only with great effort by someone accustomed to a language learner.

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Analytic Growth Rubric

COMPREHENSION

HOW INTERCULTURAL AM I? INTERCULTURALITY *Based on classroom tasks/ activities/ intercultural reflections and outside classroom experiences.

I can understand some isolated words and expressions that I have memorized. I need continual repetition.

NOVICE HIGH

INTERMEDIATE LOW

I can understand some familiar language, one phrase at a time. I rely on visual clues, repetition, and/ or a slowed rate of speech.

I can understand pieces of information and sometimes the main idea in straightforward language that uses familiar structures. I occasionally rely on visual clues, repetition, and/or a slowed rate of speech.

I can understand the main idea in short, simple messages and conversations in sentence-length speech that uses familiar structures. I rely on restatement, paraphrasing, and/ or contextual clues.

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

PL

HOW WELL DO I UNDERSTAND?

NOVICE MID

E

NOVICE LOW

DOMAIN

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

SA

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Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky), Howard County Public Schools World Languages (Maryland).

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Analytic Growth Rubric Presentational Speaking LEVEL 1 TARGET: NOVICE MID - NOVICE HIGH DOMAIN

NOVICE LOW

NOVICE MID

NOVICE HIGH

INTERMEDIATE LOW

I can use a limited number of words and expressions to identify objects and actions in familiar contexts.

I can use words and expressions that I have practiced to present familiar topics.

I can use a variety of new and previously learned words and phrases to present a range of familiar topics.

HOW DO I USE LANGUAGE?

I can use highly predictable words, lists, and memorized phrases in very familiar contexts.

I can use phrases, simple sentences, and questions. I am beginning to create original sentences with some simple details in familiar contexts.

I can use a series of simple sentences by combining words and phrases to create original sentences with some details in familiar contexts.

I am understood only with great effort by someone accustomed to a language learner.

I am somewhat understood by someone accustomed to a language learner.

I am often understood by someone accustomed to a language learner.

I am usually understood by someone accustomed to a language learner.

I can use a limited number of memorized words for structures.

I can use memorized words and some basic structures with frequent errors.

I can use basic structures in present time with some errors, relying on memorized phrases.

I can use basic structures with some variety in time frames (e.g., past, future) with some errors.

I can deliver my message with great difficulty, speaking with frequent hesitation, pauses, and/or repetition.

I can deliver my message using isolated words and memorized phrases, speaking with frequent hesitation, pauses, and/or repetition.

I can deliver my message by relying on learned phrases and short or incomplete sentences, speaking with hesitation, pauses, and/or repetition.

I can deliver my message by relying on phrases and simple sentences, speaking with hesitation, pauses, and/or repetition.

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

I can apply my knowledge of cultural products, practices, and perspectives in order to interact with respect and understanding.

CONTEXT

HOW WELL AM I UNDERSTOOD ? COMPREHENSIBILITY

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HOW ACCURATE AM I?

PL

FUNCTION AND TEXT TYPE

I can use some isolated words.

STRUCTURES

SA

HOW WELL DO I DELIVER MY MESSAGE?

DELIVERY, FLUENCY, VISUALS, IMPACT ON AUDIENCE

HOW INTERCULTURAL AM I?

INTERCULTURALITY

*Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences.

E

WHAT LANGUAGE/ I can use a very WORDS DO I USE? limited number of isolated words VOCABULARY IN that are repetitive.

Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky), Howard County Public Schools World Languages (Maryland).

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Analytic Growth Rubric Presentational Writing LEVEL 1 TARGET: NOVICE MID - NOVICE HIGH

WHAT LANGUAGE/ WORDS DO I USE? VOCABULARY IN CONTEXT

FUNCTION AND TEXT TYPE

HOW WELL AM I UNDERSTOOD ? COMPREHENSIBILITY

I can use a very limited number of familiar words that are repetitive.

I can use a limited number of memorized words and phrases in a familiar context.

I can use words and expressions that I have practiced on familiar topics.

I can use a variety of new and previously learned words and phrases on a range of familiar topics.

I can copy familiar words, phrases, or incomplete sentences to complete lists, forms, charts, or organizers.

I can write lists, memorized phrases, supply information in a form, chart, or organizer on familiar topics

I can use learned vocabulary and structures to create simple sentences and questions to write short messages and notes with simple details on very familiar topics.

I can write a series of simple and original sentences to describe or explain with some detail and elaboration using some connectors on familiar topics.

I am understood only with great effort by someone accustomed to a language learner.

I am somewhat understood by someone accustomed to a language learner.

I am often understood by someone accustomed to a language learner.

I am usually understood by someone accustomed to a language learner.

I can use a very limited number of isolated words that are repetitive.

I am beginning to use basic structures with frequent errors.

I can use basic structures in present time with some errors and some memorized new structures in other time frames.

I can use basic structures with some variety in time frames (e.g., past, future) but more errors may occur.

I can minimally complete the task with familiar content in writing.

I can complete the task with familiar content. My ideas are minimally developed and lack organization.

I can complete the task with familiar content and include some examples. My ideas are somewhat developed and organized.

I can complete the task with familiar content using some details and examples. My ideas are mostly developed and organized.

I can apply my knowledge of cultural products, practices, and perspectives in order to convey respect and understanding in writing.

I can apply my knowledge of cultural products, practices, and perspectives in order to convey respect and understanding in writing.

I can apply my knowledge of cultural products, practices, and perspectives in order to convey respect and understanding in writing.

I can apply my knowledge of cultural products, practices, and perspectives in order to convey respect and understanding in writing.

M

HOW WELL DO I USE THE LANGUAGE?

NOVICE MID

NOVICE HIGH

INTERMEDIATE LOW

PL

HOW DO I USE LANGUAGE?

NOVICE LOW

E

DOMAIN

LANGUAGE CONTROL

SA

HOW WELL DO I COMPLETE THE TASK?

IDEAS AND ORGANIZATION

HOW INTERCULTURAL AM I?

INTERCULTURALITY

*Based on classroom tasks/activities/ intercultural reflections and outside classroom experiences.

Adapted from Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky), Howard County Public Schools World Languages (Maryland).

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