DepartmentCategories Reading 24% Reading Practice 1% Writing 24% WritingPractice 1% Listening 24% ListeningPractice 1% Speaking 24% SpeakingPractice 1% DepartmentRubrics Listening Comprehension Exceeds Target A 4 Meets Target B 3 Approaches Target C 2 Below Target F 1 Student Student understands spoken Student understands Student is to consistently sometimes unable understands language appropriate to their language appropriate to understand language spoken spoken spoken language appropriate to level and infers their level and has appropriate to their level and sometimes difficulty their level and infers meaning not implicitly stated inferring meaning not implicitly of little knowledge meaning not implicitly stated (knowledge vocabulary items is evident of vocabulary stated items is evident) Reading Comprehension Exceeds Target A 4 Meets Target B 3 Approaches Target C 2 Below Target F 1 Student Student understands Student understands Student is to consistently written sometimes unable understands language appropriate to language appropriate to understand language written written written language appropriate to level and infers their level and has appropriate to their level and sometimes difficulty their level and infers meaning not implicitly stated inferring meaning not implicitly of little knowledge meaning not implicitly stated (knowledge vocabulary items is evident of vocabulary stated items is evident) Speaking Elements Exceeds Target A 4 Meets Target B 3 Approaches C 2 Below Target F 1 Fluency Consistently good Usually good Slow/ hesitates Lengthy pauses Pronunciation Accurate Good Acceptable Difficult to understand Vocabulary Wide variety and Varied and targeted Some repetitive and Little to no targeted/ targeted some targeted English interference Grammar Correct and complex Generally correct and Not always correct but Incorrect and difficult understood understood to understand Writing and Speaking Elements Exceeds Target A 4 Meets Target B 3 Approaches C 2 Below Target F 1 Comprehensible, Comprehensible, Comprehensible, Incomprehensible, organized, organized, organized, developed unorganized, developed with with detail, with detail, detail, rich some little undeveloped, no Fluency & Content detail, sentences, sentences, sentences, complex compound simple incomplete sentences, hesitation and hesitation and hesitation little some too much pronunciation and hesitation &accurate good acceptable unacceptable pronunciation pronunciation pronunciation use of Use of targeted use of targeted use of targeted Extended Some No Vocabulary targeted and previous vocabulary and vocabulary but vocabulary too vocabulary previous vocabulary previous much use of vocabulary Structures skills in skills in skills basic skills Mastered Proficient Proficient and and targeted proficient in attempts (including tense, form structures structures targeted & word order)
DepartmentCategories Reading 24% Reading Practice 1% Writing 24% WritingPractice 1% Listening 24% ListeningPractice 1% Speaking 24% SpeakingPractice 1% DepartmentRubrics Listening Comprehension Exceeds Target A 4 Meets Target B 3 Approaches Target C 2 Below Target F 1 Student consistently understands spoken language appropriate to their level and infers meaning not implicitly stated Student understands spoken language appropriate to their level and sometimes infers meaning not implicitly stated Student sometimes understands spoken language appropriate to their level and has difficulty inferring meaning not implicitly stated (knowledge of vocabulary items is evident) Student is unable to understand spoken language appropriate to their level and little knowledge of vocabulary items is evident Reading Comprehension Exceeds Target A 4 Meets Target B 3 Approaches Target C 2 Below Target F 1 Student consistently understands written language appropriate to their level and infers meaning not implicitly stated Student understands written language appropriate to level and sometimes infers meaning not implicitly stated Student sometimes understands written language appropriate to their level and has difficulty inferring meaning not implicitly stated (knowledge of vocabulary items is evident) Student is unable to understand written language appropriate to their level and little knowledge of vocabulary items is evident Speaking Elements Exceeds Target A 4 Meets Target B 3 Approaches C 2 Below Target F 1 Fluency Consistently good Usually good Slow/ hesitates Lengthy pauses Pronunciation Accurate Good Acceptable Difficult to understand Vocabulary Wide variety and targeted Varied and targeted Some repetitive and some targeted Little to no targeted/ English interference Grammar Correct and complex Generally correct and understood Not always correct but understood Incorrect and difficult to understand Writing and Speaking Elements Exceeds Target A 4 Meets Target B 3 Approaches C 2 Below Target F 1 Fluency & Content Comprehensible, organized, with rich detail, complex sentences, little hesitation &accurate pronunciation Comprehensible, organized, developed with some detail, compound sentences, some hesitation and good pronunciation Comprehensible, organized, developed with little detail, simple sentences, hesitation and acceptable pronunciation Incomprehensible, unorganized, undeveloped, no detail, incomplete sentences, too much hesitation and unacceptable pronunciation Vocabulary Extended use of targeted and previous vocabulary Use of targeted vocabulary and previous vocabulary Some use of targeted vocabulary but too much use of previous vocabulary No use of targeted vocabulary Structures Mastered skills and proficient in targeted structures Proficient in skills and attempts targeted structures Proficient in skills (including tense, form & word order) basic skills
Spanish%20I-syllabus-OHHS%20Foreign%20Language%20Department-2014-2015.docx