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iRubric: Version we can edit!!!! World Language PBGRs BFUHS - LEVEL 1 rubric

iRubric: Version we can edit!!!! World Language PBGRs BFUHS - LEVEL 1 rubric

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Version we can edit!!!! World Language PBGRs BFUHS - LEVEL 1 
World Language PBGRs - Bellows Falls Union High School
Information obtained from Maine Department of Education and ACTFL
Rubric Code: CX66X29
By julietorres
Draft
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric World Language PBGRs - BFUHS
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  Novice - Emerging

1 pts

Novice -Approaching

2 pts

Novice -Intermediate

3 pts

Novice - Advanced

4 pts

Interpersonal Communication

Performance Indicators:

A. Ask and respond to questions about familiar topics based on their own lives and interests.

B. Express and elicit feelings and emotions in the target language.

C. Comprehend and produce vocabulary in appropriate context when engaged in conversations or correspondence.

D. Provide and exchange detailed information on familiar topics in formal and informal social situations.
Novice - Emerging

Students begin to meet the indicators when speaking/writing in short messages using highly predictable contexts that are familiar to them. Students begin to recall high frequency words and highly practiced and formulaic phrases and questions. Recognize cognates in contextStudents exceed the indicators when they apply language in familiar context.
Novice -Approaching

Students meet the indicators when speaking/writing in short messages using highly predictable contexts that are familiar to them. Students recall high frequency words and highly practiced and formulaic phrases and questions. Cognates are still used often within much of beginning communication.
Novice -Intermediate

Students meet the indicators when they apply language in familiar contexts. Students create writing and speech, using high frequency and personalized vocabulary. Student demonstrates control in using level 1 language skills, both verbally and in writing.
Novice - Advanced

Student consistently creating writing & speech within a range of vocabulary related to a specific unit. Students demonstrate exemplary control in using level 1 language skills, both verbally and in writing.
Interpretive Communication:

Performance Indicators:

A. Identify main ideas, topics and specific information in a variety of authentic auditory, written, or signed materials.

B. Apply comprehension strategies to interpret text.
Novice - Emerging

Students begin to meet the indicators using highly predictable texts. Students rarely apply comprehension strategies such as: skim and scan, visual support, prediction, and content.
Novice -Approaching

Students sometimes meet the indicators using highly predictable authentic texts. Students sometimes apply limited comprehension strategies such as: skim and scan, visual support, prediction, and content.
Novice -Intermediate

Students meet the indicators using simple texts in familiar contexts. Students often apply a variety of comprehension strategies such as those within the Novice-Emerging & Novice Beginning categories to help build their grammatical foundation and to interpret meaning of the text.
Novice - Advanced

Students exceed the indicators using simple texts in familiar contexts. Students apply a variety of comprehension strategies such as those within the Novice-Intermdiate & Novice Beginning categories to help build their grammatical foundation and to interpret meaning of the text.
Presentational Communication

Performance Indicators:

A. Read authentic passages aloud with appropriate pronunciation, phrasing and intonation.

B. Narrate stories about experiences or events familiar to them orally.

C. Write narrative and expository/informational compositions in the target language.

D. Deliver oral presentations related to the culture in which the target language is spoken.
Novice - Emerging

Students begins to meet indicator using some basic functional vocabulary and short phrases. Pronunciation, phrasing, and intonation may be understood with great difficulty by a sympathetic native speaker accustomed to language learners.
Novice -Approaching

Students sometimes meet indicator using basic functional vocabulary and short phrases. Pronunciation, phrasing, and intonation may be understood with some difficulty by a sympathetic native speaker accustomed to language learners.
Novice -Intermediate

Students meet indicators using learned vocabulary, basic Level 1 grammatical structures & sentence -length compositions with mostly consistent execution. A native speaker accustomed to language learners may understand pronunciation, phrasing and intonation.
Novice - Advanced

Students exceeds indicators using generic vocabulary, a range of Level 1 grammatical structures & sentence-length composition, with control and consistency.A native speaker accustomed to language learners can understand pronunciation, phrasing and intonation of student.
Cultural Comparisons

A. Compare the target language with English to better understand language systems.

B. Describe practices and perspectives of target culture(s).

C. Explain how perspectives are related to cultural practices of target culture(s).

D. Explain how political, literary, and material products reflect the perspectives of target culture(s).

E. Explain how target culture(s) contribute(s) to culture where student lives.
Novice - Emerging

Students begin to meet indicators when comparing their own culture with the target culture. They struggle to identify examples of vocabulary & concepts that convey different meanings in different contexts.
Novice -Approaching

Students sometimes meet indicators when comparing their own culture with the target culture. They sometimes identify examples of vocabulary & concepts that convey different meanings in different contexts.
Novice -Intermediate

Students meet indicators when comparing their own culture with the target culture. They often identify examples of vocabulary & concepts that convey different meanings in different contexts.
Novice - Advanced

Students exceed indicators when comparing their own culture with the target culture. They consistently identify examples of vocabulary & concepts that convey different meanings in different contexts.
Communities

Performance Indicators:

A. Identify connections between target language and another content area using either English or the target language.

B. Use their knowledge of the target language to identify and make connections with specialized vocabulary used in various fields of study.

C. Explain the importance of culture and language acquisition in a 21st century global economy.

D. Use language within and beyond the school setting.
Novice - Emerging

Students begin to use their knowledge of the target language in communicating within the student and community of language learners. Students begin to use their knowledge of the target language when learning about other languages.
Novice -Approaching

Students sometimes use their knowledge of the target language in communicating within the student and community of language learners. Students use their knowledge of the target language when learning about other languages.
Novice -Intermediate

Students often use their knowledge of the target language in communicating within the student and community of language learners. Students often use their knowledge of the target language when learning about other languages. Students recognize the influence of the target language on the content specific language associated with various professional fields.
Novice - Advanced

Students consistently use their knowledge of the target language in communicating within the student and community of language learners. Students consistently use their knowledge of the target language when learning about other languages. Students recognize the influence of the target language on the content specific language associated with various professional fields.




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