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iRubric: SPANISH KINDERGARTEN ASSESSMENT rubric

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SPANISH KINDERGARTEN ASSESSMENT FIRST QUARTER OCTOBER 2012 Rubric Code: V8XCBA By pmaccari Ready to use Private Rubric Subject: Foreign Languages Type: Assessment Grade Levels: K-5

GRADING CRITERIA Mrs. Peterson: 5 classes in total. Mrs. Bassford: 4 classes in total.
	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 ten. They can count upo to 10 canicas or more. They can identify and enunciate numbers to 10 or more on a calendar. Students can count 10 canicas in the correct order.	BEGINNING Student identifies and produces 3 numbers. His/ her pronunciation needs work.	APPROACHING Student identifies and produces 6 numbers with a good pronunciation.	PROFICIENT Student identifies and produces 8 numbers with a very good pronunciation.	ADVANCED Student identifies and produces 10 or more numbers with the correct pronunciation and order.
Greetings 4 pts Students uses appropriate Spanish vocabulary related to greetings. Says hello, my name is, answers question how are you, says goobye.	BEGINNING Student does not seem to understand interlocutor and does not respond accordingly. Student's pronunciation needs work. 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 seldom responds accordingly. Student speaks with good pronunciation. Student is seldom intelligible. Student seldom 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 sometimes intelligible and clear. Student sometimes states 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 frequently states his/her feelings (I am fine/so so/bad/happy)