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iRubric: World Language PBGRs - Bellows Falls Union High School rubric

iRubric: World Language PBGRs - Bellows Falls Union High School rubric

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World Language PBGRs - Bellows Falls Union High School 
World Language PBGRs - Bellows Falls Union HS
Information obtained from Maine Department of Education and ACTFL
Rubric Code: HX66X24
By julietorres
Draft
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric World Language PBGRs - BFUHS
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  Proficient/Advanced

3 pts

Intermediate

2 pts

Novice

1 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.
Proficient/Advanced

Students meet the indicators when speaking/writing through consistent exchange of dialogue within a range of range of vocabulary related to a specific unit. Students demonstrate control of language. Students demonstrate control of language structure both verbally and in writing.
Intermediate

Students meet the indicators when they apply language in familiar contexts within strings of sentences and occasional short paragraphs. Students begin to create with the language, using high frequency and personalized vocabulary.
Novice

Students meet the indicators when speaking/writing in short messages using highly predictable everyday contexts that are familiar to them. Students recall high frequency words and highly practiced phrases and formulaic questions to respond.
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.
Proficient/Advanced

Students meet the indicators using authentic narrative and descriptive texts with predictable structure. Students apply comprehension strategies in directed and intentional ways such as those of an intermediate learner, and linguistic knowledge, organizing principles of text, creating inferences, and differentiating main ideas and details.
Intermediate

Students meet the indicators using simple authentic texts in familiar contexts. Students apply a variety of comprehension strategies such as those within the novice category and analysis of grammatical structures to interpret meaning.
Novice

Students meet the indicators using highly predictable authentic texts. Students apply limited comprehension strategies such as: skim and scan, visual support, prediction, and content.
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.
Proficient/Advanced

Students meet indicators using all major time frames extensive application of generic vocabulary, a range of grammatical structures and paragraph-length composition, with control and consistency. Pronunciation, phrasing and intonation can be easily understood by a native speaker accustomed to language learners.
Intermediate

Students meet indicators using primarily present tense and occasionally other major time frames (past and future), learned vocabulary, basic grammatical structures, and paragraph-length compositions with mostly consistent execution. Pronunciation, phrasing and intonation can be understood by a native speaker accustomed to language learners.
Novice

Students meet indicator using present tense, basic functional vocabulary, simple sentence structure, and short phrases. Pronunciation, phrasing, and intonation is understood with some difficulty by a sympathetic native speaker accustomed to language learners.
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.
Proficient/Advanced

Students meet indicators when comparing a variety of grammatical structures, syntax, idiomatic expressions, and proverbs. They identify examples of vocabulary that convey different meanings in different contexts. Presentations, writing, and discourse consistently occur in the target language. (Learners of classical languages may accomplish portions of this in English.)
Intermediate

Students meet indicators when comparing a variety of grammatical structures, syntax, and idiomatic expressions. Presentations, writing, and discourse often occur in the target language and may be supplemented with demonstrations in English. (Learners of classical languages may accomplish portions of this in English.)
Novice

Students meet indicators when comparing basic grammatical structures, syntax, idiomatic expressions, and pronunciation systems. Presentations, writing, and discourse may occur in English with consistent practice in target language.
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.
Proficient/Advanced

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

Students combine the tools of technology with their language skills to communicate with other students in a global community. Students interact with professionals who are involved in a variety of careers to understand how they have used their study of the targeted language.
Novice

Students present and exchange information about their language experience to others in the school and in the community. Students recognize the influence of the target language on the content specific language associated with various professional fields.




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