Presentacin oral: _______________________________

Teachers Name: Miss Ivonne Barron School: Escuela Preparatoria Oficial Anexa a la Normal No. 1 de Nezahualcoyotl Group: 3 __________ Student Name(s):
rd

Date:__ _____________

______________________________________________________________

CATEGORIA Habla Claramente

Excelente
Habla claramente y distintivamente todo (10095%) el tiempo y tiene buena pronunciacin.

Bueno
Habla distintivamente todo (100-90%) el tiempo, pero con errores notorios en su pronunciacin.

Regular
Habla la mayor parte del tiempo (70-90%). Y sus expresiones tienen buena/ regular pronunciacin. El volumen es lo suficientemente alto para ser escuchado por todos los miembros de la audiencia al menos el 60% del tiempo. Usa vocabulario apropiado para la audiencia. No incluye vocabulario que podra ser nuevo para la audiencia.

Deficiente
A menudo habla entre dientes, no se le puede entender, mezcla el ingls con el espaol y/o tiene mala pronunciacin. El volumen con frecuencia es muy dbil para ser escuchado por todos los miembros de la audiencia.

Volumen

El volumen es lo suficientemente alto para ser escuchado por todos los miembros de la audiencia a travs de toda la presentacin. Usa vocabulario apropiado para la audiencia/ tpico de presentacin. Aumenta el vocabulario de la audiencia definiendo o explicando (sin traducir) las palabras que podran ser nuevas para sta. Demuestra un completo entendimiento del tema y lleva una secuencia de exposicin: introduccin, desarrollo, conclusin y argumentos. Sus expresiones estn perfectamente estructuradas, sin errores gramaticales (conjugacin verbal, orden de las palabras, conjugaciones apropiadas, etc.)

El volumen es lo suficientemente alto para ser escuchado por todos los miembros de la audiencia al menos 80% del tiempo. Usa vocabulario apropiado para la audiencia. Incluye 1-2 palabras que podran ser nuevas para la mayor parte de la audiencia, pero no las define o las traduce. Demuestra un buen entendimiento del tema, y procura seguir la secuencia dada.

Vocabulario

Usa varias (5 o ms) palabras o frases que no son entendidas por la audiencia.

Contenido (informacin)

Demuestra entendimiento No parece entender muy de algunas partes del bien el tema. No tiene tema. Lleva la secuencia secuencia lgica. con irregularidad.

Contenido (estructuracin gramatical)

Sus expresiones estn medianamente estructuradas. Muestran errores mnimos de gramtica (conjugacin verbal, orden de las palabras, conjugaciones apropiadas, etc.). Las medidas corresponden a lo establecido, Se usan 1-2 apoyos que demuestran considerable trabajo/creatividad y hacen la presentacin mejor. La duracin de la presentacin es de 4 minutos.

La construccin de su presentacin evidencia errores sustanciales de construccin gramatical (conjugacin verbal, orden de las palabras, conjugaciones apropiadas, etc.) Las medidas son congruentes a lo establecido pero no lo usan para hacer mejor la presentacin.

Su presentacin est mal estructurada, y los errores gramaticales (conjugacin verbal, orden de las palabras, conjugaciones apropiadas, etc.) son continuos e intermitentes, El estudiante no usa el stand o los apoyos visuales escogidos restan valor a la presentacin.

Apoyo visual (stand)

El stand corresponde a las medidas lmite y su diseo demuestra considerable trabajo/creatividad y hacen la presentacin mejor.

Lmite-Tiempo

La duracin de la presentacin es de 5-8 minutos.

La duracin de la presentacin es de 3 minutos.

La duracin de la presentacin es de menos de 3 minutos o ms de 8

Oral Presentation : _______________________________

Teachers Name: Miss Ivonne Barron School: Escuela Preparatoria Oficial Anexa a la Normal No. 1 de Nezahualcoyotl Group: 3 __________ Student Name(s):
rd

Date:________________ _

______________________________________________________________

CATEGORY Speaking

Excellent The student speaks clearly, fluently and currently all the time (100-90%) and has good pronunciation. The students voice has enough volume to be listened by each member in the class, during his/her presentation. The student uses current vocabulary to the audience or topic about his/her presentation. He/she tries to increase audiences vocabulary defining or explaining (no translating) probably new words.

Good The student speaks currently and clearly all the time (10090%), but has noticeable pronunciation mistakes or slips. The students voice has enough volume to be listened at least by the 80% members in the class, during his/her presentation. The student uses current vocabulary to the audience or topic about his/her presentation. He/she includes 1-2 new words to increase audiences vocabulary, but he/she does not define or explain (or translate) them.

Regular The student speaks currently and clearly almost all the time (70 -90%). His/her expressions have goodregular pronunciation. The students voice has enough volume to be listened by each member in the class, during 60 % of all his/her presentation. The student uses current vocabulary to his/her presentation. He/she does not includes new words, or he/she uses incorrectly

Poor The student sometimes whispers os shiffles, or speaks without opening his/her mouth. Mixes English and Spanish, or has bad pronunciation. The students voice does not have enough volume to be listened by each member in the class, during his/her presentation. The student uses more than 5 new words/sentences that are not understood by the audience or by him/herself.

Volume

Vocabulary

Contents (information) Contents (grammar structures)

The student shows complete The student shows good The student shows weak The student does not seem to understanding about the understanding about the topic. understanding about the topic. understand the topic. topic. Or only a part of it. The students expressions are perfectly structured, without grammar mistakes or slips (verb tenses or verb conjugation; word order; connectors, prepositions use, etc.). The student uses visual resources which shows evidence about his/her work (creativity and originality) and makes better his/her presentation. (Measures are respected) The students presentation gets 5-8 minutes. The students expressions are well structured, with few grammar mistakes or slips (verb tenses or verb conjugation; word order; connectors, prepositions use, etc.). The student uses visual resources (more than two) which shows enough evidence about his/her work and makes better his/her presentation. The students presentation shows noticeable and essential mistakes about grammar construction (verb tenses or verb conjugation; word order; connectors, prepositions use, etc.). The student uses visual resources (1 or 2) which give him/her support about his/her work and makes better his/her presentation The students presentation is wrong structured, and his/her grammar mistakes (verb tenses or verb conjugation; word order; connectors, prepositions use, etc.) are continuous along his/her expressions. The student does not use visual resources (or uses wrong ones) which takes off quality to his/her presentation

Visual support (stand)

Time limit

The students presentation gets 4 minutes.

The students presentation gets only 3 minutes.

The students presentation gets more than 8 or less than 3 minutes.

Story Writing : _______________________________

Teachers Name: Miss Ivonne Barron School: Escuela Preparatoria Oficial Anexa a la Normal No. 1 de Nezahualcoyotl Group: 3 __________ Student Name(s):
rd

Date:____________

______________________________________________________________

CATEGORY
Title

Excellent
Title is creative, sparks interest and is related to the story and topic. First paragraph has a "grabber" or catchy beginning. The entire story is related to the assigned topic and allows the reader to understand much more about the topic. The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately. The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.

Good
Title is related to the story and topic. First paragraph has a weak "grabber". Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. The main characters are named and described. The reader knows very little about the characters. The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.

Regular
Title is present, but does not appear to be related to the story and/or topic. A catchy beginning was attempted but was confusing rather than catchy.

Poor
No title.

Introduction

No attempt was made to catch the reader's attention in the first paragraph.

Focus on Assigned Topic

Some of the story is related to No attempt has been made the assigned topic, but a to relate the story to the reader does not learn much assigned topic. about the topic. The main characters are named. Most readers would have some idea of what the characters looked like or haw they are. The story is a little hard to follow. The transitions are sometimes not clear. It is hard to tell who the main characters are.

Character

Organization

Ideas and scenes seem to be randomly arranged.

Spelling and Punctuation

There are 10-12 spelling or There are 13-20 spelling and punctuation errors in the final punctuation errors in the final draft. Character and place names draft. that the author used are spelled consistently throughout. All of the written requirements were met. (1-2 pages, 150-25o words) Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. Use multiple combinations of verb tenses (at least 3 times is required): simple present, simple past, past progressive, present perfect, active and/or passive voice. It has 2-5 errors in verb agreement. All to most of conjugations match subjects. There are NO capital letters uses or word order mistakes in this writing. Paragraph has no errors in punctuation, capitalization, and spelling

There are more than 20 spelling or punctuation errors in the final draft.

The final draft has more than 25 spelling and punctuation errors.

Length and quality requirements Writing Process

Almost all (about 90%) the Most (about 75%) of the written requirements were met. written requirements were met, but several were not. Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Use a combination of verb tenses (at least 3 times is required) imperfect, active and/or passive voice only three times or twice It has 6-10 errors in verb agreement. Few of your conjugations do not match with subjects. There are 1-5 capital letter uses or word order mistakes in your writing. Paragraph has one or two punctuation, capitalization, and spelling errors. Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Use a combination of verb tenses (at least 3 times is required) imperfect, active and/or passive voice only once It has until 15 errors in verb agreement. Several of conjugations don't match the subject. There are 4-6 capital letter uses or word order errors in your writing. Paragraph has a few punctuation, capitalization, and spelling errors. Most of the facts and relationships have been portrayed correctly. It is obvious nouns or false cognates are used without revision

Many requirements were not met. Student devotes little time and effort to the writing process. Does not seem to care.

Grammar Requirements

Do not use a combination verb tenses imperfect, active and/or passive voice at all

Subject/Verb Agreement

It has more than 16 verb agreement errors. Most of conjugations don't match subjects. There are more than 6 capital letter uses or word order errors in your writing. Paragraph has MANY punctuation, capitalization, and spelling errors. Few to none of the facts and relationships have been portrayed correctly. It is obvious nouns or false cognates are used without revision

Mechanics. Capital letters use & Word order

Content Accuracy

All the facts and relationships Most of the facts and have been portrayed correctly in relationships have been writing. The correct word is used. portrayed correctly. There are some mistakes about someone nouns meaning

Stand : _______________________________
Teacher Name: Miss Ivonne Barron School: Escuela Preparatoria Oficial Anexa a la Normal No. 1 de Nezahualcoyotl Date:____________________ Group: 3 __________ Student Name(s):______________________________________________________________
rd

CATEGORY Format

Excellent
Complies with all requirements for this stand: * 1,1 1.6 m high * 1,2 1,4 m long * Title * References * At least 6 paragraphs: introduction, theme, conclusion, personal point of view. variety and use of words / verbs.

Good
Complies with almost all requirements for stand, with variations to adapt his/her needs about visual support

Regular
Complies with several requirements for stand, except those about structure or content.

Poor
Complies less than 55% of requirements for stand. Doesnt have sources or information is incomplete.

Vocabulario use RICH use of vocab. Nice

GREAT use of vocab. Good use of words / verbs. GOOD use of the language. Writer makes 6-8 errors. Most of the tenses and words are used appropriately Ideas were expressed in a pretty clear manner, but the organization could have been better.

LIMITED use of vocabulary with little variety of words/ verbs. LIMITED use of the language. Writer makes 8-12 errors. There are a few tenses or words are not used appropriately Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the stand was about. Paragraph has three to five punctuation, capitalization, and spelling errors. It has until 20 errors Subject / Verb agreement Noun/Adjective Agreement Word Order Spelling/ capitalization Cognates / words meaning The writing is generally readable, but the reader has to exert quite a bit of effort to figure out some of the words.

POOR use of vocab. Little variety of words / verbs. POOR use of the language. Writer makes 13 or more errors. Most of the tenses and words are not used appropriately It was very difficult to figure out what the stand was about. The writing seems incoherent.

Use of language EXCELLENT use of the language. Writer makes 0-5 (accuracy and errors. All the tenses words currency)
are used appropriately

Ideas: Clarity / Coherency

Ideas were expressed in a clear and organized fashion. It was easy to figure out what the stand was about.

Mechanics

Paragraph has no errors in punctuation, capitalization, and spelling. It has 5-8 errors about Subject / Verb agreement Noun/Adjective Agreement Word Order Spelling/ capitalization Cognates / words meaning Adverbs collocation Contractions Time expressions Sentence structures Paper is neatly written or typed with no distracting corrections.

Paragraph has one or two punctuation, capitalization, and spelling errors. It has 9-12 errors. Subject / Verb agreement Noun/Adjective Agreement Word Order Spelling/ capitalization Cognates / words meaning Adverbs collocation Paper is neatly written or typed with 1 or 2 distracting corrections (e.g.,dark crossouts; bumpy white-out, words written over).

Paragraph has six or more punctuation, capitalization, and spelling errors. It has more than 20. Subject / Verb agreement Noun/Adjective Agreement Word Order Spelling/ capitalization Cognates / words meaning

Grammar & spelling

Presentation

Many words are unreadable OR there are several distracting corrections.

Attractiveness

Contrasting colors and at least Contrasting colors and at 3 original graphics were used least 1 original graphic were to give flats visual appeal. used to give flats visual appeal.

Contrasting colors and Little or no color or fewer "borrowed" graphics were than 3 graphics were used to give flats visual included. appeal.

Project Hall: ___________________________________

Teacher Name: Miss Ivonne Barron Group: 3 _____________________________ School:_______________________________________________ Student Name(s): _____________________________________________________________________
rd

CATEGORY
Accuracy of Content

Excellent All information cards made for the game are correct. Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work. Each student in the group can clearly explain what information is needed by the group, what information or activity s/he is responsible for locating, and when the information is needed. All students in group could easily and correctly state several facts about the topic used for the game without looking at the game. The Group creates reasonable, insightful, creative ideas/questions to pursue when doing the research-game. Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline. Student ALWAYS paid attention on teachers instructions or his/her classmates contributions. He/she was respectful about other contributions.

Good All but one of the information cards made for the game are correct. Students meet and discuss regularly. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work. Each student in the group can clearly explain what information s/he is responsible for locating or activity s/he is doing.

Regular All but two of the information cards made for the game are correct. A couple of team meetings are held. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work. Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating or activity for doing. Most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game. The Group creates identify, with some help, reasonable ideas/questions to pursue when doing the researchgame. Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline.

Poor Several information cards made for the game are not accurate. Meetings are not held AND/OR some team members do not contribute a fair share of the work.

Teamwork

Delegation of Responsibility

One or more students in the group cannot clearly explain what information they are responsible for locating or activity for doing.

Knowledge Gained

All students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game. The Group creates independently identify at least 4 original ideas/questions to pursue when doing the research-game.

Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game. The Group does not create or identify, reasonable ideas/questions to pursue when doing the researchgame. Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline.

Ideas/Research Questions

Group schedule

Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline.

Behavior and attentiveness

Student SOMETIMES paid attention on teachers instructions or his/her classmates contributions. He/she was respectful most of the time about other contributions.

Student RARELY paid attention on teachers instructions or his/her classmates contributions. He/she was UNRESPECTFUL about other contributions.

Student NEVER paid attention on teachers instructions or his/her classmates contributions. He/she was naughty and childish about others contributions.