curriculum standards addressed - ¡bienvenidos a la clase...

Assessment PortfolioSpanish 1

Units: Pastimes and Daily Routines

Michelle L MillerMAT: Spanish Teacher Candidate

EDTP 645August 2014

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Table of Contents

CURRICULUM STANDARDS ADDRESSED 3

LEARNING OBJECTIVES 4

SPANISH 1: FIFTEEN ITEM MULTIPLE CHOICE TEST 5

SPANISH 1: 10 ITEM MULTIPLE CHOICE TEST 8

SPANISH 1: TEN ITEM TRUE-FALSE TEST 11

SPANISH 1: THREE EXTENDED RESPONSE ESSAY QUESTIONS 12

SPANISH 1: FIVE SHORT ANSWER RESPONSES 15

SPANISH 1: ONLINE DISCUSSION 16

SPANISH 1: COOPERATIVE LEARNING ASSIGNMENT 18

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Curriculum Standards Addressed

Maryland State Curriculum Standards Addressed

STANDARD 1.0: COMMUNICATION

1.1 INTERPERSONAL: Students exchange information orally and in writing in the target language in a culturally appropriate manner to provide and obtain information, express feelings and emotions, and exchange opinions

1.2 INTERPRETIVE: Students understand and interpret the target language in its spoken and written form on a variety of topics.

1.3 PRESENTATIONAL: Students present information, concepts, and ideas to an audience of listeners or readers on a wide variety of topics in the target language.

STANDARD 2.0: CULTURE

2.1 PRACTICES AND PERSPECTICES: Students demonstrate knowledge and understanding of another people's way of life, and the relationship between their patterns of behavior, and the underlying beliefs and values that guide and shape their lives.

STANDARD 4.0 COMPARISONS

4.1 LANGUAGE: Students demonstrate understanding of the nature of language through comparisons of the language studied and English.

Florida Virtual School (Florida State) Curriculum Standards Addressed

2011 FLORIDA NEXT GENERATION WORLD LANGUAGES STANDARDS

Modes of Communication:

Standard 2: Interpretative Reading: The student will be able to understand and interpret information, concepts, and ideas in writing from culturally authentic sources on a variety of topics in the target language.

Standard 3: Interpersonal Communication: The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language.

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Standard 5: Presentational Writing: The student will be able to present information, concepts, and ideas to an audience of readers on a variety of topics in a culturally appropriate context in the target language.Intercultural Standards:

Standard 8: Comparisons: The student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others.

Learning Objectives

Instructional Objectives for each assessment included in this portfolio

Fifteen Item Multiple Choice Test Students will be able to apply their analytical, evaluative, and synthesizing skills

by answering 15 multiple choice questions based on a reading passage about vacation plans.

Ten Item Multiple Choice Test Students will be able to demonstrate their understanding and comprehension of

pastimes in Spanish by answering ten multiple choice questions asking students to identify correct vocabulary for pastimes and verb conjugations.

Ten Item True-False Test Students will be able to identify ten statements made about a reading passage on

pastimes as true or false statements.

Three Extended Response Essays Students will be able to respond to three extended essays on the topic of daily

routines, where they will describe, explain, and defend their opinions in both English and Spanish as required.

Five Short Answer Responses Students will be able to produce one sentence responses that illustrate their

understanding of the purpose of certain locations in the pastimes unit.

Online Discussion Post Students will be able to create a blog post that explains what activities they

participated in during their most recent trip or school break. Students will be able evaluate the posts of others by commenting on at least 2 classmates’ blog posts and defend their own opinions by responding to comments on their posts.

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Cooperative Learning Assignment Students will be able to work together in groups of three to describe and interpret

a cartoon depicting an aspect of preparation as a daily routine.

Spanish 1: Fifteen Item Multiple Choice Test

Using Bloom’s Taxonomy: Analysis, Application, Synthesis, Evaluation

Unidad/Unit: Pasatiempos/pastimes

Directions: Read the paragraph below discussing Sandra’s summer vacation plans. Then, answer the multiple choice questions using the paragraph as your guide. Choose the best answer from the choices below.

Note: English translations in italics will not appear on an actual test.

Sandra: Yo tengo muchos planes para mis vacaciones del verano. Mis amigos José Martín, Pedro, y yo vamos a ir a la playa en junio. En la playa, montamos a bicicleta, jugamos al vóleibol, nadamos en el océano, y vamos de pesca. En el mes de julio, voy a quedarme en casa, pero todavía tengo planes muy divertidos. Voy al concierto de los Backstreet Boys, juego el tenis con mi papá, y voy de camping con mis primos. Después, en el mes de agosto, mis primos y yo vamos a la montaña, y mis padres van a jugar al golf en Hawaii. En la montaña, nosotros nadamos, cocinamos comida muy rica en la casa de vacaciones de mis primos, y paseamos por la montaña.

¿Te gustaría ir conmigo en mis vacaciones? ¡Déjame saber! ¡Ciao! Hasta pronto.

(Translation: Sandra: I have many plans for my summer vacation. My friends José Martín, Pedro, and I are going to the beach in June. At the beach, we ride our bikes, play volleyball, swim in the ocean, and go fishing. In the month of July, I will be staying at home, but I still have fun plans. I (will) go to the Backstreet Boys concert, I play tennis with my dad, and I go camping with my cousins. After, in the month of August, my cousins and I go to the mountains, and my parents will go play golf in Hawaii. In the mountains, we swim, we cook very tasty food in my cousins’ vacation house, and we hike in the mountains.

Would you like to come along with me on my vacation? Let me know! Ciao! Until we meet again.

1. You have some follow up questions about Sandra’s summer plans. Identify the correct way to ask her to clarify about how she will be travelling to the mountain.

a. ¿Cómo vas a ir al océano? – How will you get to the beach?b. ¿Qué tienes que traer a la playa? – What do you have to bring to the beach?c. ¿Cómo viajas a la montaña?- How are you getting to the mountain?

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d. ¿Qué tienes que traer a la montaña? - What do you need to bring to the mountain?

2. The activities listed below are all examples of activities you can do at the beach EXCEPT

a. nadar - swimb. patinar a hielo – ice skatec. jugar al vóleibol – play volleyballd. ir de pesca - swim

3. Based on the text, what can you interpret that Sandra’s parents will be doing in the month of August?

a. Playing golf in Hawaii by themselvesb. Going to the mountains with Sandra’s cousinsc. Playing golf in the mountains with Sandra’s cousinsd. Sandra and her parents are going to play golf in Hawaii

4. What can you conclude about Sandra’s attitude towards her plans in the month of July?

a. She is upset that she will not be going anywhere funb. She is excited to leave the country on her tripc. She is sad that she will be missing her friendsd. She is happy that she has fun plans at home

5. Look at Sentence 3. Can you point out the activity that Sandra describes as a beach activity that DOES NOT belong?

a. montar a bicicleta – bike rideb. jugar a vóleibol – play volleyballc. nadar en el océano – swim in the oceand. ir de pesca – go fishing

6. You still have questions about Sandra’s summer plans. Rearrange the words below to form a question about where she is going on her beach trip:

la playa/ adónde / a / vas a ira. ¿Vas a ir a la playa adónde?b. ¿A la playa adónde a vas a ir?c. ¿Adónde vas a ir a la playa? – Where will you be going to the beach?d. ¿ A adónde vas a ir a la playa?

7. Based on the question Sandra asks you at the end of the paragraph, explain why she is describing her summer plans to you.

a. She is excited to share her plans with someone.b. She is inviting you to come along with her.c. She is inviting her friends Pedro and José Martín to come along with her.d. She wants to compare her vacation plans with yours.

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8. Sandra does not know what to pack for her trip to the mountains! The weather will be cool, but not cold, and rainy. What should she pack?

a. unos pantalones cortos - shortsb. gafas de sol - sunglassesc. una chaqueta ligera (light) – a light jacketd. unas botas de nieve – snow boots

9. The activities listed below are all examples of things you can do in the mountains EXCEPT

a. ir de pesca – go fishingb. montar a bicicleta – bike ridec. nadar en el océano – swim in the oceand. pasear por la montaña – hike in the mountains

10. How would you conjugate the verb montar in the present tense for the subject “Mis amigos José Martín, Pedro, y yo” ?

a. montamos – we rideb. montastec. montand. monto

11. Based upon your reading of this paragraph, can you choose one word below to evaluate the relationship between Sandra and her cousins?

a. Sandra and her cousins don’t get along.b. Sandra does not see her cousins often.c. Sandra often eats dinner with her cousins.d. Sandra and her cousins go on many trips together.

12. Can you identify the one warm-weather only activity out of the pastimes listed below?

a. nadar en la piscina – swim in the poolb. patinar a hielo – ice skatec. esquiar en las montañas – ski in the mountainsd. jugar a fútbol Americano – play American football

13. What is an additional activity that you can suggest for Sandra to partake in during her time at home in the month of July?

a. ir al cine – go to the moviesb. pasear por la montaña – hike in the mountainsc. nadar en el océano – swim in the oceand. patinar a hielo – ice skate

14. Based on her planned activities in the mountains, what can you conclude about the place that Sandra is staying at in the mountains with her cousins in August?

a. They are camping in a tent.b. Her cousin’s house has a kitchen.

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c. Her cousins live nearby year-round.d. Her dad built her cousins’ house.

15. What would you conclude about Sandra’s personality based on her plans for the summer?

a. Sandra es muy traviosa. – She is a troublemaker.b. Sandra es muy perezosa. - She is lazy.c. Sandra le gusta ser muy activa. – She likes to be very active.d. Sandra le gusta quedar en casa todo el tiempo. – She likes to stay at home all the time.

Answer Key: 1. C; 2. B; 3. A; 4. D; 5. A; 6. C; 7. B; 8. C; 9. C; 10. A; 11. D; 12. A; 13. A; 14. B; 15. C.

Spanish 1: 10 Item Multiple Choice Test

Using Bloom’s Taxonomy: Knowledge and Comprehension

Unidad/Unit: Pasatiempos/Pastimes


I. Multiple Choice Part 1

Your friends Natalia and Catarina are describing where and how your friends will meet up over the weekend. Select the answer choice that best fits in the blanks in the sentences below, using the English definitions in parenthesis as a hint.

1. Nosotras vamos __________________ (to the park) para jugar con nuestro perro. (We go __________________(to the park) to play with our dog.)

a. a la montaña - to the mountain(s)

b. al parque - to the park

c. al campo - to the countryside

d. a la biblioteca - to the library

2. Ustedes van ________________ (to the movies) para ver esa película nueva de terror. - You all go _________(to the movies) to see that new horror film.

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a. a la piscina - to the pool

b. a la playa - to the beach

c. a la mezquita - to the mosque

d. al cine - to the movie theater

3. Catarina va __________________ (to the beach) para jugar voleibol. – Catarina goes -___________ (to the beach) to play volleyball.

a. a la mezquita – to the mosque

b. a la librería – to the bookstore

c. al restaurante – to the restaurant

d. a la playa – to the beach

4. Yo voy _________________ (to the theater) para ver a mi actriz favorita. – I go to the theater to see my favorite actress.

a. al cine – to the movies

b. al teatro – to the theater

c. al café – to the café

d. a la montaña – to the mountain

5. Tú vas __________________ (to the mall) para ir de compras. – You go to the mall to go shopping.

a. al cine – to the movies

b. a la biblioteca – to the library

c. al centro commercial – to the mall

d. a la librería – to the bookstore

II. Multiple Choice Part 2.

Conjugate the verbs provided in parenthesis in the present tense according to the subject provided. Choose the correct conjugation from the options below.

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6. Natalia __________________ (almorzar) en un restaurant cubano en el centro comercial. – Natalia (to eat lunch) in a Cuban restaurant in the mall.

a. almorza

b. almorzamos

c. almuerza

d. almuerzo

7. Catarina, Natalia, y Pedro ____________________ (encontrar) al cine para ver una película. – Catarina, Natalia, y Pedro (to find (themselves)) at the movies to see a film.

a. encontramos

b. encuentran

c. encuentren

d. encuentra

8. Nosotros _____________________ (volver) a la librería para comprar la biografía de Hilary Clinton. – We (to return) to the bookstore to buy the biography by Hilary Clinton.

a. vuelvo

b. vuelves

c. volvemos

d. vuelven

9. Tú _______________________ (poder) ir a pie al parque. – You (to be able to) go to the park on foot.

a. puedes

b. puede

c. podéis

d. pueden

10. Yo _________________________ (dormir) en una cama muy cómoda. – I (to sleep) in a very comfortable bed.

a. duermes

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b. duermo

c. duerme

d. duermen

Answer Key: 1. B; 2. D; 3. D; 4. B; 5. C; 6. C; 7. B; 8. C; 9.

Spanish 1: Ten Item True-False Test

Unit/Unidad: Pasatiempos/pastimes


Directions: Using the paragraph below, answer the true/false statements. Choose “V” for “VERDADERO” if the statement is true, and choose “F” for “FALSO” if the statement is false. Write V or F on the line provided next to each statement.

Sandra: Yo tengo muchos planes para mis vacaciones del verano. Mis amigos José Martín, Pedro, y yo vamos a ir a la playa en junio. En la playa, montamos a bicicleta, jugamos al vóleibol, nadamos en el océano, y vamos de pesca. En el mes de julio, voy a quedarme en casa, pero todavía tengo planes muy divertidos. Voy al concierto de los Backstreet Boys, juego el tenis con mi papá, y voy de camping con mis primos. Después, en el mes de agosto, mis primos y yo vamos a la montaña, y mis padres van a jugar al golf en Hawaii. En la montaña, nosotros nadamos, cocinamos comida muy rica en la casa de vacaciones de mis primos, montamos en bicicleta, y paseamos por la montaña.

¿Te gustaría ir conmigo en mis vacaciones? ¡Déjame saber! ¡Ciao! Hasta pronto.

(Translation: Sandra: I have many plans for my summer vacation. My friends José Martín, Pedro, and I are going to the beach in June. At the beach, we ride our bikes, play volleyball, swim in the ocean, and go fishing. In the month of July, I will be staying at home, but I still have fun plans. I (will) go to the Backstreet Boys concert, I play tennis

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with my dad, and I go camping with my cousins. After, in the month of August, my cousins and I go to the mountains, and my parents will go play golf in Hawaii. In the mountains, we swim, we cook very tasty food in my cousins’ vacation house, and we hike in the mountains.

Would you like to come along with me on my vacation? Let me know! Ciao! Until we meet again.

_______V_____ 1. Sandra is going to the beach with two of her friends.

_______F_____ 2. Sandra has ten cousins.

_______F_____ 3. Sandra only likes to ride bikes at home.

_______V_____ 4. Sandra is going to the Backstreet Boys concert in July.

_______F_____ 5. Sandra’s parents do not like to play golf.

_______V_____ 6. Sandra plans on going swimming in the ocean.

______V_____ 7. Sandra has fun plans in the month of July.

______V_____ 8. Sandra is going fishing at the beach.

______F_____ 9. Sandra is going to Hawaii with her parents.

______V_____ 10. Sandra is going to the mountains in June.

Spanish 1: Three Extended Response Essay Questions

Unidad/Unit: Rutinas diarias/ daily routines

1. (Restricted Response Question): In one paragraph in Spanish, describe your daily routine to get ready for school. Write your essay in the present tense, and do not forget to use at least 3 reflexive verbs. Your response must be 8 to 10 sentences long. (12 pts.)

2. (Restricted Response Question): In one paragraph in Spanish, create a daily routine for your friend María or your friend José (choose one). María goes to school from 8 am to 5 pm in Argentina, and needs to catch the bus at 7:20 am. She likes to wear fashionable clothing, and likes to put a little make-up on. José lives in Argentina as well, and goes to an internship from 9 am to 12 pm, then

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goes to the afternoon shift of school from 1 pm – 6 pm. He needs to wear professional clothing at work and needs to shave, but also needs a change of clothes for school later. Choose to write either a routine for María or for José in your response of 8-10 or more sentences. (12 pts.)

3. (Extended Response Question): In English, compose a two to four paragraph essay that compares and contrasts wedding traditions in the U.S. versus the wedding traditions in one of the following countries: Argentina, Cuba, Spain, or Colombia. Organize your ideas carefully and make sure to identify similarities and differences with clear topic sentences. List at least three similarities and three differences between the process of getting ready for a wedding celebration for either or both the bride and groom (or guests) on and leading up to their wedding day. (20 pts.)

Rubric for Three Essay Questions:

The rubric for Questions 1 and 2:

Criteria Score of 4 Score of 3 Score of 2 Score of 1Reading Comprehension

Demonstrates a rich and varied understanding of the text(s) with more than 1 supporting details and textual examples.

Demonstrates an effective and mostly correct understanding of the text with more than 1 supporting examples.

Demonstrates a very basic or incomplete understanding of the text, using one textual example.

Lack of understanding of the text apparent, though answer was attempted. No textual examples present.

Development of Ideas

Response outstandingly addresses the prompt completely and demonstrates insight into further meanings of the text.

Response addresses the prompt completely and effectively communicates author ideas to the reader.

Response addresses most of the prompt, but lacks detailed explanation of rationale.

Response is attempted but does not effectively answer any parts of the question(s).

Organization Ideas are thoughtfully and logically organized, displaying a complete and clear progression of ideas. Author includes an intro, a conclusion, supporting details, and transitions.

Response demonstrates a mostly logical cohesion of ideas, making it fairly easy to follow the progression of ideas. Author includes an intro, a conclusion, but may blur lines between clear supporting details.

Response demonstrates a somewhat logical progression of ideas, but arrangement of intro, conclusion, and supporting details is unclear and non-cohesive.

Response does not follow conventions of intro, conclusion, and supporting details. It is difficult to follow the progression of ideas. Ideas are presented out of order.

The rubric for Question 3:

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Demonstrates with ample supporting details and textual examples (more than 5) a rich and varied understanding of the text(s).

Demonstrates an effective and mostly correct understanding of the text with varied (more than 3) supporting examples.

Demonstrates a very basic or incomplete understanding of the text, using one or two textual examples and limited supporting details.

Lack of understanding of the text apparent, though answer was attempted. One or no textual examples present.










Written Expression The student establishes and maintains an effective style. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and poetry-specific vocabulary.

The student establishes and maintains an effective style. The response uses mostly precise language, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and poetry specific vocabulary.

The student establishes and maintains a mostly effective style. The response uses some precise language, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and poetry specific vocabulary.

The student response has a style that has limited effectiveness. The response includes limited descriptions, sensory details, linking and transitional words, words to indicate tone, or poetry specific vocabulary.

Knowledge of Language and Conventions

The student response demonstrates command of the conventions of English. There may be minor

The student response demonstrates command of the conventions of standard English. There may be a

The student response demonstrates inconsistent command of the conventions of standard English.

The student response demonstrates inconsistent command of conventions of the English language.

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errors in grammar and usage, but meaning is still clear throughout response.

few distracting errors in grammar and usage but meaning is clear.

There are a few patterns of errors in grammar and usage that occasionally impede understanding.

There are major errors in grammar and usage that may sometimes impede understanding.

Total out of 20 points: _________________________

Reference

http://www.parcconline.org/sites/parcc/files/Grade%206-11%20ELA%20Expanded%20%20Rubric%20FOR%20ANALYTIC%20AND%20NARRATIVE%20WRITING_0.pdf

Spanish 1: Five Short Answer Responses



Directions: Your friend Jorge has forgotten how to say his favorite weekend activities in Spanish. Answer the following questions in a complete sentence in Spanish. Be sure to give him the name of the activity in the blank space provided. (20 pts.)

1. Jorge: ¿Adónde puedo ir de compras? - Where can I go shopping? (4 pts.)

Respuesta/Answer: _____________________________________________________

2. Jorge: ¿Adónde puedo ir para bailar? - Where can I go to dance? (4 pts.)


3. Jorge: ¿Adónde puedo ir para nadar? – Where can I go to swim? (4 pts.)


4. Jorge: ¿Adónde puedo ir para montar en bicicleta? – Where can I go to ride bikes? (4 pts.)


5. Jorge: ¿Adónde puedo ir par ir de camping? – Where can I go to go camping? (4 pts.)

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Answer Key: [Potential answers.] 1. Puedes ir al centro comercial (You can go to the shopping mall.), 2. Puedes ir a una fiesta (You can go to a party.); 3. Puedes ir a la piscina (You can go to the pool); 4. Puedes ir al parque (You can go to the park); 5. Puedes ir a la montaña (You can go to the mountain).

Rubric for Short Answer Questions:

Each question 1-5 is worth 4 points total;

2 points for demonstrating comprehension of the question or scenario;

2 points for writing one complete sentence in Spanish that answers the question.

Spanish 1: Online Discussion


Online Discussion Post:In this unit, pasatiempos, we have discussed weekend activities, favorite pastimes, and vacation or summer plans. Using your knowledge from this unit, compose a one paragraph blog entry that describes your most recent trip or break from school.

What activities did you do on this trip? Who did you go with? When did you go? What activities did you want to try, but did not get to do? (Use the verb gustar). What activities would you recommend to a friend?

Refer to the rubric to make sure that your response is complete. Your response must be at least ten (10) sentences, and must include your first and last name. Post your responses by Wednesday. You will have until Monday to comment on at least two of your classmates’ posts. Remember to use respectful and courteous language when commenting on another student’s post. (16 pts.)

Rubric for Online Discussion Post:


Demonstrates a rich and varied understanding of the text(s) with

Demonstrates an effective and mostly correct understanding of

Demonstrates a very basic or incomplete understanding of

Lack of understanding of the text apparent, though answer was

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more than 1 supporting details and textual examples.

the text with more than 1 supporting examples.

the text, using one textual example.

attempted. No textual examples present.










Digital citizenship Student demonstrates caring and respect for the opinions of others; states opinions in a clear and logical manner, and uses the comments section only to comment on classmates’ posts

Student mostly demonstrates respect for the opinions of others; states opinions in a mostly logical manner, and uses the comments section mostly to comment on classmates’ posts

Student is developing a response to a classmates’ post, but response is sometimes difficult to understand by the reader. Student sometimes does not get to the point.

Response is not logically cohesive, is difficult to understand, and/or is plagiarized (Score of 0 and phone call home if plagiarized)

Total out of 20 points: _____________________

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Spanish 1: Cooperative Learning Assignment

Topic of study: Daily routines for Spanish 2 students, including learning to describe how students get ready for their days in the morning, the things that they need to get ready, and pacing terminology and verbs related to getting ready.

Cooperative learning assignment and inquiry lesson: Students will receive worksheets with pictures or cartoons on them. Each cartoon will depict a scene of someone getting ready for work, school, bed, a special event, etc. Under each picture or cartoon, there will be space for students to write about the scene depicted. In groups of three, students will work together to answer the following questions. Each group will work on a different picture. (20 pts. Formative Assessment)

1) What do you think is happening in the picture?2) Who is getting ready? What event are they late or early for? What items are

they using to get ready?3) Students will write a short explanation of what they predict is happening in

the pictures.4) Students will then in turn ask each of their group-mates questions in order to

find out what is happening in their picture according to their group members. Group members will respond using vocabulary from the daily routines unit.

5) Groups will share their predictions with the class.

Rubric for Cooperative Learning Assignment :

I will hand out the Self and Peer Evaluation Guide to each student at the beginning of the cooperative assignment, and ask them to fill it out at the end of class. I will use this as a basis for my own grades using the teacher rubric, and I will also use my own observations from the class period to evaluate student participation.

___________________________________________

Self, Peer, and Teacher Evaluation Spanish 1 – Rutinas diarias (Daily routines)Cooperative Learning Assignment – Using cartoons to make predictions in Spanish

How do you think you and your group members worked together today? Circle the number that corresponds to the level of performance and participation to rate your group and yourself.

Use this scale:

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4: Always 3: Almost Always2: Sometimes1: Never

Self Evaluation:

1. I contributed frequently to the discussion.

4 3 2 1

2. My ideas were important in the completion of the assignment.

4 3 2 1

3. I felt like my group members respected my opinion.

4 3 2 1

4. I learned something from the discussion we had.

4 3 2 1

5. I am satisfied with our answers. 4 3 2 1

Group Member 1 Evaluation: Name _______________________

1. He/She contributed frequently to the discussion.

4 3 2 1

2. His/Her ideas were important in the completion of the assignment.

4 3 2 1

3. I felt like this group member respected my opinion.

4 3 2 1


4 3 2 1

5. I would work with this group member again.

4 3 2 1

Group Member 2 Evaluation: Name _______________________

1. He/She contributed frequently to the discussion.

4 3 2 1

2. His/Her ideas were important in the completion of the assignment.

4 3 2 1

3. I felt like this group member respected my opinion.

4 3 2 1


4 3 2 1

5. I would work with this group member again.

4 3 2 1

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Teacher Evaluation: (To be completed by teacher)

1. Student contributed frequently to the discussion.

4 3 2 1

2. Their ideas were important in the completion of the assignment.

4 3 2 1

3. Student displayed respect towards the opinions of others.

4 3 2 1

4. Student asked and answered questions during the discussion.

4 3 2 1

5. Student’s answers were mostly correct. 4 3 2 1

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curriculum standards addressed - ¡bienvenidos a la clase...

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