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iRubric: SPANISH THIRD GRADE ASSESSMENT rubric

iRubric: SPANISH THIRD GRADE ASSESSMENT rubric

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SPANISH THIRD GRADE ASSESSMENT 
SPANISH SECOND GRADE ASSESSMENT
FIRST QUARTER OCTOBER 2012
Rubric Code: M85343
By pmaccari
Ready to use
Public Rubric
Subject: Foreign Languages  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric GRADING CRITERIA
  BEGINNING

Student's performance needs work in relation to the learning target.

1 pts

APPROACHING

Student's performance is closer to the learning target and has not achieved it yet.

2 pts

PROFICIENT

Student's performance is on target.

3 pts

ADVANCED

Student's performance exceeds expectations in relation to the target.

4 pts

Spanish alphabet
4 pts

Student is able to identify letters.
Student can spell his/her first name.
BEGINNING

Student can identify 7 or fewer letters.

Student can barely spell his/her name.
APPROACHING

Student can identify between 7 and 14/29 letters of the alphabet.

Student can spell his/her name with difficulty but still makes sense.
PROFICIENT

Student can identify between 14 and 21/29 letters of the alphabet.

Student can spell his/her name fairly well with very little interruptions and errors.
ADVANCED

Student can identify and produce between 21 and 29/29 letters of the alphabet.

Student can fluently spell his/her name.
Numbers
4 pts

Students recognize and produce numbers up to 100 OR MORE (canicas, calendar, poster) in the correct order.
BEGINNING

Student identifies and produces 25 numbers. Pronunciation needs work. Student skips numbers most of the time.
APPROACHING

Student identifies and produces 25-50 numbers with a good pronunciation. Student sometimes skips numbers.
PROFICIENT

Student identifies and produces 50-100 numbers with a very good pronunciation and in the correct order. Student almost never skips numbers.
ADVANCED

Student identifies and produces 100 or more numbers with excellent pronunciation and order. Student almost never skips numbers.
Greetings (Usted)
4 pts

Students uses appropriate Spanish vocabulary when greeting adults.
Uses more formal greetings instead of hello, introduces himself, states feelings, asks about other person's feeling and says goobye.
BEGINNING

Student does not seem to understand interlocutor and does not respond accordingly.
Student's pronunciation lacks clarity.
It is difficult to understand student when he/she speaks.
Student does not know how to state feelings (I am fine/so so/bad/happy).
APPROACHING

Student seldom understands interlocutor and does not respond accordingly most of the time.
Student speaks with fair pronunciation.
Student is seldom intelligible.
Student sometimes states his/her feelings (I am fine/so so/bad/happy)
PROFICIENT

Student understands interlocutor and frequently responds accordingly.
Student frequently speaks with very good pronunciation.
Student is intelligible and clear most of the time.
Student is able to state his/her feelings (I am fine/so so/bad/happy)
ADVANCED

Student understands interlocutor and responds accordingly Student speaks with excellent pronunciation.
Student is highly intelligible.
Student states his/her feelings (I am fine/so so/bad/happy) fluently and appropriately.
Calendar
4 pts

Student can say the current day and date in a full sentence.
BEGINNING

Student does not distinguish between day and date.
Student cannot say either one in Spanish without prompting.
Student enunciates day and date in English.
APPROACHING

Student distinguishes between day and date.
Student can say only the day or date but not both in Spanish with some help from teacher.
Student enunciates day and date with a few pronunciation and grammatical errors.
PROFICIENT

Student can say the day and date in Spanish with very little help from teacher.
Student enunciates day and date with almost no pronunciation and grammatical errors.
ADVANCED

Student can say the day and date in Spanish fluently.
Student enunciates day and date with no pronunciation and grammatical errors.





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