Spanish language and culture nine-year program : grade 5 classroom assessment materials PDF
Preview Spanish language and culture nine-year program : grade 5 classroom assessment materials
Spanish Language and Culture Nine yearProgram - Classroom Assessment Materials Grade 5 2009 alberta Education ALBERTA EDUCATIONCATALOGUINGIN PUBLICATIONDATA Alberta. AlbertaEducation. LearningandTeachingResources Branch. Spanish language and culturenine-yearprogram grade 5 classroom : assessmentmaterials. Series: International languages. ISBN 978-0-7785-7489-7 I. Spanish language- Study andteaching (Elementary)-Alberta. 2. Education- Alberta-Curricula. 3. Spanish language-Outlines, syllabi, etc. -Alberta. I. Title. II. Series: International languages. PC4112.A333 2009 460 Forfurtherinformation, contact: LearningandTeaching Resources Branch 8th Floor, 44Capital Boulevard NW 10044- 108 Street Edmonton, Alberta T5J 5E6 Telephone: 780-427-2984 in Edmontonortoll-free inAlbertaby dialling 310-0000 Fax: 780-422-0576 Copyright©2009,theCrowninRightofAlberta,asrepresentedbytheMinisterofEducation. AlbertaEducation, LearningandTeachingResourcesBranch,44CapitalBoulevard, 10044- 108 StreetNW,Edmonton,Alberta,Canada, T5J5E6. Everyefforthasbeenmadetoprovideproperacknowledgementoforiginalsources. Ifcasesareidentifiedwherethis hasnotbeendone,pleasenotifyAlbertaEducationsoappropriatecorrectiveactioncanbetaken. Permissionisgivenbythecopyrightownertoreproducethisdocumentforeducationalpurposesandonanonprofit basis,withtheexceptionofmaterialscitedforwhichAlbertaEducationdoesnotowncopyright. Acknowledgements Alberta Educationgratefullyacknowledges Edmonton School DistrictNo. 7 forwriting contributions and languagevalidationoverthecourse ofthe developmentoftheSpanishLanguageandCultureNine-year Program, ClassroomAssessmentMaterials Grade5. , Learningand TeachingResources Branch staffinvolved inthedevelopment, production anddistribution ofthis documentincludes: JoanEngel Director GregBishop AssistantDirector, ResourceDevelopment Alan Chouinard AssessmentManager, International Languages Andres Sanchez SpanishEducationAdvisor KimBlevins DocumentProductionCoordinator JackieMosdell Editor BonnieWay Editor Lee Harper DesktopPublishing DianneMoyer DesktopPublishing LibyaPantelyuk DesktopPublishing EstherYong DesktopPublishing SandraMukai Copyright SpanishLanguageandCulture9YClassroomAssessmentMaterials(Grade 5) Acknowledgements/iii ©AlbertaEducation,Alberta,Canada 2009 iv/ Spanish Language andCulture 9Y ClassroomAssessmentMaterials (Grade 5) 2009 ©AlbertaEducation,Alberta,Canada Table ofContents Purpose 1 Aboutthe AssessmentMaterials 1 HowandWhentoUsetheAssessmentMaterials 2 Principles ofEffectiveClassroomAssessment 3 My School Timetable 5 • A-5.2 gatherandorganize information Celebrate ReadingWeek 11 • A-2.1 share ideas, thoughts, opinions,preferences • GC-2.3 awareness ofownculture CulturalCentre Bulletin Board 17 • GC-2.2 general languageknowledge • GC-2.3 awarenessofownculture FridayActivity 22 • A-3.2 statepersonal actions • A-3.3 manage group actions Ideas aboutCulture 27 • GC-1.1 accessing/analyzingcultural knowledge • GC-1.4 diversitywithinthecultures ofthe Spanish-speakingworld Investigatingthe School 32 • A-1.1 sharefactual information • A-5.1 discoverandexplore • A-5.2 gatherandorganize information • GC-1.3 applyingcultural knowledge JustforFun 37 • A-6.1 humour/fun • A-6.2 creative/aestheticpurposes • A-6.3 personal enjoyment LanguagesAreImportant 43 • GC-3.1 the Spanish-speakingworldandcultures • GC-3.2 cultural and linguistic diversity Let’s Sing! 48 • A-6.1 humour/fun • GC-1.2 knowledgeofthe cultures ofthe Spanish-speakingworld • GC-1.5 valuingthe cultures ofthe Spanish-speakingworld LunchProgramProblem 53 • A-5.2 gatherandorganize information • A—5.3 solveproblems SpanishLanguageandCulture9YClassroomAssessmentMaterials (Grade5) TableofContents/v ©AlbertaEducation,Alberta,Canada 2009 Movie Time 58 • A-1.1 share factual information OfferingAdvice 63 • GC-3.1 the Spanish-speakingworldandcultures • GC-3.2 cultural and linguistic diversity Opinions andValues 68 • A-5.4 explore opinions andvalues • GC-2.5 valuingdiversity ReadingBuddy 73 • A—1.1 sharefactual information • A-6.3 personal enjoyment • GC-2.6 intercultural skills Ready forRecess 78 • A-3.1 guideactions ofothers • A-3.2 statepersonal actions • A-4.1 managepersonal relationships Similarities 83 . • GC-2.1 awareness ofownlanguage(s) • GC-2.2 general languageknowledge This Is Culture! 88 • GC-1.1 accessing/analyzingculturalknowledge BoardGames 93 • A-3.1 guideactions ofothers • A-3.3 manage group actions • A-6.1 humour/fun WelcomingCommittee 98 - A-1.1 sharefactual information • A-4.1 managepersonalrelationships What’s onTV? 104 • GC-2.3 awareness ofown culture • GC-2.4 general culturalknowledge vi /Table ofContents Spanish Language andCulture 9Y ClassroomAssessmentMaterials (Grade 5) 2009 ©AlbertaEducation,Alberta,Canada 1 Classroom Assessment Materials Grade 5 Spanish Language and Culture Purpose This documentisdesignedtoprovideassessmentmaterials forspecific Grade 5 outcomes in the Spanish Language andCultureNine-yearProgram, Grades4-5-6. Theassessment materials aredesigned forthe beginnerlevel inthe contextofteaching forcommunicative competence. Grade 5 learningoutcomes fromthe Spanish Languageand CultureNine-yearProgram, Grades4-5-6 providedthebasis forthedevelopment oftheperformancetasks andaccompanyingevaluationtools in this document. Theseassessmentmaterials are intendedtobe closely linkedto classroompracticesand arealignedtothegeneral and specific outcomes forGrade 5. About the Assessment Materials The assessmentmaterials included inthis documentconsistofperformancetasks thatare accompaniedby avarietyofevaluationtoolsthatteacherscan usetogatherevidenceand information about student progress andachievement. Theseassessmentmaterials focuson the specific Grade 5 outcomes fromtheApplications and Global Citizenshipcomponents inthe SpanishLanguageandCultureNine-yearProgram, Grades4-5-6. These specific outcomes are identifiedas Principal Outcomes in each oftheperformancetasks. Specific outcomes fromtheLanguage CompetenceandStrategiescomponentsthat supportthePrincipal Outcomes, andareaddressed intheperformancetasks, are listedas SupportingOutcomes. Assessment for Learning and Assessment ofLearning Thepurposes ofassessmentcanbe dividedintotwocategories: assessmentfor learningandassessment oflearning. Assessmentforlearning, alsoreferredtoas formativeassessment, ischaracterizedbytheongoing exchange ofinformationabout learningbetweenteacherand studentandbetween studentand student. It provides information aboutstudentprogress, allowingtheteachertomakeadjustments tobestmeetthe learningneeds ofan individual studentoran entireclass. Assessmentforlearninginvolves specific, descriptive feedbackbutis notincluded inaperformancegrade. Assessmentfor learningpromotes students’ understandingofhowthey aredoinginrelationto learningoutcomes andcompetence in setting personal learninggoals. Ifstudents aretobecomecompetentusers ofassessment information, theyneed tobeincludedinthe assessmentprocess. SpanishLanguageandCulture 9Y ClassroomAssessmentMaterials (Grade 5) Introduction/ ©AlbertaEducation,Alberta,Canada 2009 Assessmentoflearning, alsoreferredto as summativeassessment, checks whata studenthas learnedat a givenpoint intime. Itmostoftenoccurs attheend ofaperiod ofinstruction, e.g., aunitorterm. Assessmentoflearning information is designedtobesummarized inaperformance grade and sharedwith students, parents and othersoutside the classroomwhohave arighttoknow. Teachers makeprofessional decisions todeterminewhichtypeofassessment strategy is most appropriate at any giventime duringthe instructionalcycle. How and When to Use the Assessment Materials • Performancetasks andtheiraccompanying evaluationtools inthis documentare orderedaccordingto theApplicationsand GlobalCitizenshipoutcomestheyaddress. They arenotintendedtobe followed in sequential order. • Teachers mayusetheassessmentmaterials atanypointduringthe schoolyearto gatherinformation abouthowwell studentsperforminrelationto specific outcomesfromtheprogramofstudies. • Teacherscanchoosewhichofthe evaluationtoolstheywillusewiththeirstudents. Itisnot intended thatteachers use allevaluationtools included in this document. • The assessmentmaterials aredesignedtobeused forthepurposes ofassessmentforlearning (formative). • Performancetasks andtheiraccompanyingevaluationtools shouldbeadaptedaccordingtothe languageabilities, needs and interestsofstudents. • It is expectedthatteachers willusethe informationthey collectinassessmentstoprovide students withongoingfeedback, set learninggoals anddetermine areas forfurtherinstructionand intervention. Assessmentofthe Strategies Outcomes As studentsprogress throughtheyear, they shoulddevelopanawarenessofarange ofstrategiesand begintoapplythemtoassisttheirlearningofthetargetlanguage. As students engage intheperformance tasks, itisrecommendedthatteachersnote students’ emergingawareness oflanguagelearningand language usestrategiestoassisttheircomprehensionandenhancecommunication. Theperformancetasks inthis documentprovide studentswithexperiencesthatencouragethemtousea variety ofstrategies; e.g.,usinggestures toaidcomprehension, asking forclarification andworkingwith othersto complete atask. Strategiesthathelp students completetheperformancetasks are listed inthe SupportingOutcomes section ofeachperformancetaskdescription. Students’ use ofstrategies canbe evaluatedby studentsthrough self-assessmentandby teachers as they observeand conference with students. 2/ Introduction Spanish Language andCulture 9Y ClassroomAssessmentMaterials (Grade 5) 2009 ©AlbertaEducation,Alberta,Canada Principles ofEffective Classroom Assessment • Assessmentis ongoing Assessment is acontinuousprocess inwhichteachers gatherinformation about student learning and consideritastheyplan instruction. Ongoing studentassessment facilitates decisions on howto best support studentlearningwhile studentsworktowardachievingthe outcomes intheprogramof studies. Assessmentand evaluationprovide feedbacktoteachers, studentsandparents about student learning. Thegoal ofthis feedbackistohelp improve students’ futureperformance. The assessmentprocess hasnobeginningorend; itis acontinuousprocessthat enhances teaching and learning. • Assessmentemploys avariety ofstrategies “Themostaccurateprofileofstudent achievementisbasedon the findings gatheredfromassessing studentperformance inavarietyofcontexts.”1 Whenteachersuse avarietyofassessment strategies, theyare abletocommunicateabout studentperformance in arangeofoutcomes intheprogramof studies. • Assessmentcriteria areclearlycommunicated Assessmentcriteriadescribe what students areexpectedto dotomeetintended learningoutcomes. Assessmentcriteria, written inage-appropriate language, are communicatedto studentsbeforethey beginany assessmentactivity. Sharingcriteriawith students empowersthemtomonitortheir learningandtell othersabouttheirprogress. • Assessmentinvolvesstudents Involve students in identifyingtheirlearningneeds andgoals. Facilitate self-assessment, peer assessment, conferencingandgoal settingtoenhance learningandtoallow studentstobecome effectiveusersofassessment information. • Assessmentdemonstrates sensitivityto individual differences Assessmentimpacts studentmotivation and self-esteemand, therefore, needs tobe sensitiveto how individual students learn. Assessmentfocuseson a student’sprogress andgrowth inrelationto specificoutcomes. Information is sharedwith students andparents to comparea student’s performancewithhis orherpreviousperformances. This involves ongoing specific anddescriptive feedback, i.e., verbal orwritten, thathighlights studentstrengths and suggests goals forimprovement. In summary, effective classroomassessment: • addresses specific outcomes intheprogramofstudies • shares intended specific outcomeswith studentspriorto instruction • assessesbefore, duringand afterinstruction • employsavarietyofassessment strategies andevaluationtoolsto indicate studentachievement • grounds assessmentwithincontexts thatare meaningfulto students • sharescriteriawith studentsbeforeassessmentactivitybegins • provides frequentanddescriptive specific feedbackto students • facilitates students’ communicationwithotherswhohavearightto knowabouttheirprogress and achievement • ensures studentscandescribewhatcomesnextintheirlearning. 1. AlbertaAssessmentConsortium,AFrameworkforStudentAssessment(Edmonton,AB: AlbertaAssessmentConsortium, 2005),p. 18. Spanish Languageand Culture 9YClassroomAssessmentMaterials (Grade 5) Introduction/3 ©AlbertaEducation,Alberta,Canada 2009 — The following chart2 clarifies thedifferences betweenassessmentoflearningandassessmentforlearning. AssessmentforLearning AssessmentofLearning (formativeassessment) (summativeassessment) Checks learningtodecidewhatto donext, then Checkswhathasbeenlearnedtodate provides suggestions ofwhatto do; teaching and learningare indistinguishable from assessment Is designedtohelpeducatorsand students Is designedforthe informationofthosenot improve learning directly involved indailylearningandteaching (e.g., schooladministration, parents, school board, AlbertaEducation, post-secondary institutions) in additiontoeducators and students Isused continuallytoprovide descriptive Ispresented in aperiodic report feedback Usuallyuses detailed, specific anddescriptive Usuallycompilesdata into asinglenumber, score feedback, inaformal orinformal report ormarkas a formalreport Is notreportedaspartofanachievement grade Isreportedaspartofanachievement grade Usually focuses on improvement, comparedwith Usually comparesthe student’s learningwith the student’spreviousbest otherstudents’ learning, e.g., norm-referenced making learninghighlycompetitive, orthe standardfo—ragrade level; e.g., criterion- referenced making learningmore collaborative and individuallyfocused Mustinvolvethe student Doesnot always involvethe student 2. AdaptedfromRuthSutton,unpublisheddocument,2001,inAlbertaAssessmentConsortium,Refocus: Lookingat AssessmentforLearning(Edmonton,AB: AlbertaAssessmentConsortium,2003),p.4. 4/Introduction Spanish Language and Culture 9YClassroomAssessmentMaterials (Grade 5) 2009 ©AlbertaEducation,Alberta,Canada
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