appendix e: assessment blackline masters
TRANSCRIPT
_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–1
Appendix E: Assessment Blackline Masters Self-Assessment Checklist ......................................................................................... E–2
Self-Assessment Rating Scale ................................................................................... E–4
Peer-Assessment Checklist ........................................................................................ E–6
Self-Assessment Checklist and Goal-Setting .......................................................... E–8
Long-Term Goal-Setting ............................................................................................ E–10
Anecdotal Notes ........................................................................................................ E–12
Observation Checklist ............................................................................................... E–14
Checklist and Comments 1 ...................................................................................... E–16
Checklist and Comments 2 ...................................................................................... E–18
Rating Scale 1 ............................................................................................................. E–20
Rating Scale 2 ............................................................................................................. E–22
Rating Scale 3 ............................................................................................................. E–24
Rubric ........................................................................................................................... E–26
Rubric and Checklist .................................................................................................. E–28
________________________________________________________________________________ E-2 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Self-Assessment Checklist
Name: Udo Klasse: 3 Datum: d e r 2 . M ä r z
Ich kann … Ja! Noch nicht
talk about how German words and English words are sometimes similar
tell when someone has not understood what I have said
use gestures to help myself made understood
ask for help when I am stuck
make mistakes in German and not get discouraged
check over my work to fix mistakes
Note: This sample self-assessment checklist allows students to indicate their ability to perform
various criteria.
_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–3
Self-Assessment Checklist
Name: Klasse: Datum: Ich kann … Ja! Noch
nicht
________________________________________________________________________________ E-4 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Self-Assessment Rating Scale
Name: Sophia Klasse: 2 Datum: der 3. März
Ich kann Nie Manchmal Meistens Immer
• tell someone I’m happy
•
• tell someone I’m sad
•
• tell someone I’m tired
•
• tell someone I’m angry
•
• show someone I’m surprised
• _____________________________
• ______________________________
Note: This self-assessment rating scale demonstrates how students can assess their performance as it relates to particular outcomes. The teacher decides whether or not to follow up with other activities, such as goal-setting.
_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–5
Self-Assessment Rating Scale
Name: Klasse: Datum:
Ich kann Nie Manchmal Meistens Immer
•
•
•
•
•
•
•
•
•
________________________________________________________________________________ E-6 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Peer-Assessment Checklist
Name: Nicole Klasse: 3 Datum: d e r 3 . M ä r z
Mein Partner / Patnerin Janelle Aufgabe: Geschichte “Mein Familie”
Mein Partner/Meine Partnerin kann … Ja! Noch nicht
write a short story in German about her family
write a sentence about each family member
use a word list to find words to use
use a word list to check the spelling
draw pictures that match her story
Gute Arbeit: You used good German words to describe your family—some of
them were from our new vocabulary list.
Was besser sein könnte: Checking your spelling using our word lists. We wrote lots
of these words down in our learning logs.
Note: This peer-assessment checklist allows students to give each other feedback about particular aspects of their work. Comments should be constructive and specific.
_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–7
Peer-Assessment Checklist
Name: Klasse: Datum: Mein Partner/ Meine Partnerin:
Aufgabe:
Mein Partner kann/Meine Partnerin kann … Ja! Noch nicht
Gute Arbeit:
Was besser sein könnte:
________________________________________________________________________________ E-8 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Self-Assessment Checklist and Goal Setting
Name: Julia Klasse: 2 Datum: der 1. Oktober Ich kann…
Ja!
Noch nicht
Was ich machen werde ...
say hello and goodbye
Say hello and goodbye in German to at least three people each day.
sing a German song
Learn to sing a German song and sing it to my grandma.
say the alphabet
Say the alphabet three times in a row without making any mistakes.
get along with group members
Make sure that everyone has a chance to speak next time we work in groups.
Note: Self-Assessment Checklist and Goal-Setting allows students to assess their abilities and set goals to improve.
_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–9
Self-Assessment Checklist and Goal-Setting
Name: Klasse: Datum: Ich kann …
Ja!
Noch nicht
Was ich machen werde ...
________________________________________________________________________________ E-10 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Long-Term Goal-Setting
Name: Robert Klasse: 3 Datum: der 1. Okober
Goal #1:
By the end of this term, I would like to: know what to say to invite a friend to my
birthday party in German.
To achieve this goal, I will: look up the words I need to know and write a role-
play to perform with a friend.
My teacher can help me: with my pronunciation.
My parents can help me by: practising my role-play with me at home.
Goal #2:
By the end of this term, I would like to: learn more about what it’s like to live in
Germany.
To achieve this goal, I will: research Germany on the Internet and ask my
neighbour what it’s like to live there.
My teacher can help me by: bringing in books and pictures of Germany, and
maybe, showing a movie.
My parents can help me by: buying me a book on Germany for my birthday
and taking me to Germany on vacation!
Note: This long-term goal-setting sheet allows students to set long-term goals for their own
learning and could be included in students’ learning logs.
_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–11
Long-Term Goal-Setting
Name: Klasse: Datum: Goal #1:
By the end of this term, I would like to:
To achieve this goal, I will:
My teacher can help me:
My parents can help me:
Goal #2:
By the end of this term, I would like to:
To achieve this goal, I will:
My teacher can help me:
My parents can help me:
Ane
cdot
al N
otes
Stud
ent
Nam
e Da
te
Act
ivity
O
utco
me
Yes
Not
Ye
t C
omm
ents
M
iche
l Ja
n. 8
S
imon
Say
s 6.
2: L
angu
age
Com
pete
nce/
List
enin
g: L
iste
n to
an
d un
ders
tand
a s
hort
oral
pre
sent
atio
n on
a
fam
iliar
topi
c in
stru
ctur
ed a
nd u
nstru
ctur
ed
situ
atio
ns (G
rade
3)
See
med
to u
nder
stan
d th
e di
rect
ions
but
m
ixed
up
som
e bo
dy p
arts
.
Josh
Ja
n. 8
S
imon
Say
s 6.
2: L
angu
age
Com
pete
nce/
List
enin
g: L
iste
n to
an
d un
ders
tand
a s
hort
oral
pre
sent
atio
n on
a
fam
iliar
topi
c in
stru
ctur
ed a
nd u
nstru
ctur
ed
situ
atio
ns (G
rade
3)
Mad
e so
me
erro
rs, f
ollo
wed
som
e co
mm
ands
co
rrec
tly; w
ill d
o m
ore
revi
ew o
f voc
abul
ary.
Ali
Jan.
15
Go
Fish
car
d ga
me
5.2:
Enc
oura
ge, S
uppo
rt, a
nd W
ork
with
Oth
ers/
C
o-op
erat
e w
ith O
ther
s: C
o-op
erat
e in
a v
arie
ty
of p
artn
ersh
ip a
nd g
roup
stru
ctur
es (G
rade
3)
Con
sist
ently
and
acc
urat
ely
used
turn
-taki
ng
voca
bula
ry.
Jann
a Ja
n. 1
5 S
mal
l gro
up
disc
ussi
on
5.2:
Enc
oura
ge, S
uppo
rt, a
nd W
ork
with
Oth
ers/
C
o-op
erat
e w
ith O
ther
s: C
o-op
erat
e in
a v
arie
ty
of p
artn
ersh
ip a
nd g
roup
stru
ctur
es (G
rade
3)
Som
etim
es a
cted
out
of t
urn
and
spok
e w
hen
othe
rs w
ere
talk
ing.
Mar
ika
Jan.
17
Sm
all g
roup
di
scus
sion
5.
2: E
ncou
rage
, Sup
port
and
Wor
k w
ith O
ther
s/
co-o
pera
te w
ith o
ther
s: C
o-op
erat
e in
a v
arie
ty o
f pa
rtner
ship
and
gro
up s
truct
ures
(Gra
de 3
)
Unp
rodu
ctiv
e an
d ac
ted
out o
f tur
n to
day.
Will
disc
uss
with
her
afte
r cla
ss. C
heck
aga
in n
ext
clas
s.
Mar
ika
Jan.
25
Sm
all g
roup
di
scus
sion
6.
1: L
ingu
istic
Ele
men
ts/V
ocab
ular
y: U
se
voca
bula
ry a
nd e
xpre
ssio
ns a
ppro
pria
tely
in
vario
us c
onte
xts
in th
e cl
assr
oom
and
sch
ool
envi
ronm
ent (
Gra
de 3
)
New
gro
up, m
uch
bette
r tod
ay. M
ore
effo
rt an
d fo
cus.
Mic
hel
Jan.
25
Bod
y pa
rt vo
cabu
lary
re
view
6.1:
Lin
guis
tic E
lem
ents
/Voc
abul
ary:
Use
vo
cabu
lary
and
exp
ress
ions
app
ropr
iate
ly in
va
rious
con
text
s in
the
clas
sroo
m a
nd s
choo
l en
viro
nmen
t (G
rade
3)
Impr
oved
use
and
und
erst
andi
ng o
f vo
cabu
lary
. W
ill try
Sim
on S
ays
agai
n ne
xt w
eek
to c
heck
fo
r lea
rnin
g.
N
ote:
Ane
cdot
al n
otes
allo
w te
ache
rs to
gat
her i
nfor
mat
ion
abou
t sev
eral
diff
eren
t stu
dent
s as t
heir
perf
orm
ance
rela
tes t
o di
ffer
ent l
earn
ing
outc
omes
at d
iffer
ent t
imes
. In
this
sam
ple,
whe
reve
r an
unsa
tisfa
ctor
y pe
rfor
man
ce w
as
obse
rved
, the
teac
her p
lann
ed a
noth
er o
ppor
tuni
ty to
obs
erve
the
sam
e st
uden
t com
plet
e an
act
ivity
in w
hich
the
sam
e le
arni
ng o
utco
me
is a
ddre
ssed
. The
info
rmat
ion
prov
ided
by
usin
g th
is ty
pe o
f too
l can
be
used
to m
odify
fu
ture
inst
ruct
ion
or to
dis
cuss
stud
ents
’ lea
rnin
g.
K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
E–12
Ane
cdot
al N
otes
Stud
ent
Nam
e Da
te
Act
ivity
O
utco
me
Yes
Not
Ye
t C
omm
ents
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s
E–13
Obs
erva
tion
Che
cklis
t
Stud
ent
Dat
e A
ctiv
ity
Out
com
e St
uden
t dem
onst
rate
s th
at h
e or
she
has
met
th
e ou
tcom
e.
Lees
a Se
pt. 2
3 Si
ngin
g G
erm
an s
ongs
7.
1 S
elf-i
dent
ify/v
alui
ng G
erm
an la
ngua
ge a
nd th
e cu
lture
s of
G
erm
an-s
peak
ing
peop
les
(Gra
de 3
)
Yes
N
ot Y
et
M
arc
Sept
. 23
Sing
ing
Ger
man
son
gs
7.1
Sel
f-ide
ntify
/ val
uing
Ger
man
lang
uage
and
the
cultu
res
of
Ger
man
-spe
akin
g pe
ople
s (G
rade
3)
Ye
s
Not
Yet
Andr
eas
Sept
. 23
Sing
ing
Ger
man
son
gs
7.1
Sel
f-ide
ntify
/val
uing
Ger
man
lang
uage
and
the
cultu
res
of
Ger
man
-spe
akin
g pe
ople
s (G
rade
3)
Ye
s
Not
Yet
Su
Mei
O
ct. 1
Si
ngin
g th
e al
phab
et s
ong
6.1
Lin
guis
tic e
lem
ents
/sou
nd–s
ymbo
l sys
tem
—us
e, in
st
ruct
ured
and
ora
l situ
atio
ns, a
ll el
emen
ts o
f the
sou
nd-
sym
bol s
yste
m (G
rade
3)
Ye
s
Not
Yet
Jack
O
ct. 1
Si
ngin
g th
e al
phab
et s
ong
6.1
Lin
guis
tic e
lem
ents
/sou
nd–s
ymbo
l sys
tem
—us
e, in
st
ruct
ured
and
ora
l situ
atio
ns, a
ll el
emen
ts o
f the
sou
nd-
sym
bol s
yste
m (G
rade
3)
Ye
s
Not
Yet
Ali
Oct
. 10
Play
ing
the
alph
abet
gam
e 6.
1 L
ingu
istic
ele
men
ts/s
ound
–sym
bol s
yste
m—
use,
in
stru
ctur
ed a
nd o
ral s
ituat
ions
, all
elem
ents
of t
he s
ound
-sy
mbo
l sys
tem
(Gra
de 3
)
Ye
s
Not
Yet
May
a O
ct. 1
0 Pl
ayin
g th
e al
phab
et g
ame
6.1
Lin
guis
tic e
lem
ents
/sou
nd–s
ymbo
l sys
tem
—us
e, in
st
ruct
ured
and
ora
l situ
atio
ns, a
ll el
emen
ts o
f the
sou
nd-
sym
bol s
yste
m (G
rade
3)
Ye
s
Not
Yet
Phili
p O
ct. 1
0 Pl
ayin
g th
e al
phab
et g
ame
6.1
Lin
guis
tic e
lem
ents
/sou
nd–s
ymbo
l sys
tem
—us
e, in
st
ruct
ured
and
ora
l situ
atio
ns, a
ll el
emen
ts o
f the
sou
nd-
sym
bol s
yste
m (G
rade
3)
Ye
s
Not
yet
Sim
one
Oct
. 25
Cre
atin
g a
pers
onal
di
ctio
nary
org
aniz
ed b
y th
e al
phab
et
6.4
Lan
guag
e le
arni
ng s
trate
gies
/cog
nitiv
e—us
e a
varie
ty o
f si
mpl
e co
gniti
ve s
trate
gies
, with
gui
danc
e, to
enh
ance
la
ngua
ge le
arni
ng (e
.g.,
mak
e pe
rson
al d
ictio
narie
s,
expe
rimen
t with
var
ious
ele
men
ts o
f the
lang
uage
) (G
rade
3)
Ye
s
Not
yet
Nou
r O
ct. 2
7 C
reat
ing
a pe
rson
al
dict
iona
ry o
rgan
ized
by
the
alph
abet
6.4
Lan
guag
e le
arni
ng s
trate
gies
/cog
nitiv
e—us
e a
varie
ty o
f si
mpl
e co
gniti
ve s
trate
gies
, with
gui
danc
e, to
enh
ance
la
ngua
ge le
arni
ng (e
.g.,
mak
e pe
rson
al d
ictio
narie
s,
expe
rimen
t with
var
ious
ele
men
ts o
f the
lang
uage
) (G
rade
3)
Ye
s
Not
yet
N
ote:
In
case
s whe
re th
e st
uden
t doe
s not
dem
onst
rate
a p
artic
ular
crit
erio
n, th
e te
ache
r sho
uld
plan
an
appr
opria
te
inte
rven
tion.
K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
E–14
Obs
erva
tion
Che
cklis
t
Stud
ent
Date
A
ctiv
ity
Out
com
e St
uden
t dem
onst
rate
s th
at h
e or
she
has
met
th
e ou
tcom
e.
Ye
s
Not
Yet
Ye
s
Not
Yet
Yes
N
ot Y
et
Yes
N
ot Y
et
Yes
N
ot Y
et
Yes
N
ot Y
et
Yes
N
ot Y
et
Yes
N
ot Y
et
Yes
N
ot Y
et
Yes
N
ot Y
et
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s
E–15
________________________________________________________________________________ E-16 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Checklist and Comments 1
Grade: 1 Date: May 3 Activity: Individual Q and A
Specific Outcome: 6.5: Language Use Strategies/interactive: Use simple
interactive strategies, with guidance (e.g., interpret and use a variety of non-
verbal clues to communicate)
Has met the outcome: Student Names: Yes Not Yet
• Jan • Al • Freddie • Kevin • Marissa • Su Mei • Ab • Elise • Nour • Benjamin • Lydia • Franco
Notes for future planning: do a role-play activity in which we talk about productive
strategies students can use when speaking German (e.g., use non-verbal means to
communicate, use familiar repetitive patterns from stories, songs and rhymes,
compensate for avoiding difficult structures by rephrasing). Students then record the
ideas in their learning logs and set goals for using them. Note: This Checklist and Comments tool demonstrates how a teacher can gather information
on several students’ performances as they relate to one learning outcome. The teacher can also plan for future instruction.
_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–17
Checklist and Comments 1
Grade: Date: Activity:
Specific Outcome:
Has met the outcome: Student Names: Yes Not Yet
• • • • • • • • • • • •
Notes for future planning:
________________________________________________________________________________ E-18 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Checklist and Comments 2
Grade: 3 Date: October 5 Activity: Telephone conversations (invitations)
Specific Outcome(s): 6.3 Sociocultural/Sociolinguistic Elements/register—
recognize that some topics, words, or intonations are inappropriate in certain
contexts
Lance can: (Student name) Yes Not Yet
• invite a friend to do something
• accept and reject an invitation
• pronounce words comprehensibly
• use intonation to express inquiry
• use appropriate vocabulary related to hobbies and invitations
• • • • •
Done well: Seems to have a good understanding of the vocabulary.
Could improve: Seems not to understand intonation and how it can affect meaning.
Note: This Checklist and Comments tool demonstrates how a teacher can record information about student performance against several criteria. In this sample, the student is being assessed against the same criteria found in the sample rubric. The teacher could use a checklist to check student performance partway through a task, such as a telephone conversation.
_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–19
Checklist and Comments 2
Grade: Date: Activity:
Specific Outcome(s):
can: (Student name) Yes Not Yet
•
•
•
•
•
•
•
•
•
•
Done well:
Could improve:
________________________________________________________________________________ E-20 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Rating Scale 1
Grade: K Date: March 10 Activity: Group classroom scavenger hunt
Specific Outcome: 5.2 Encourage, Support, and Work with Others/co-operate
with others—participate in group activities
Student meets the outcome:
Student Names: Never Sometimes Usually Always
• Jeremy
• David
• Raj
• Sunita
• Alicia
• Kendra
• Taylor
• Billy
• Dimitri
• Kim
• Tran
• Frida
• Tim
• Tania
• George
• Lilly
• Hannah
• Wes
Note: This sample Rating Scale demonstrates how a teacher can record the levels of performance for several students, based on a particular outcome.
_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–21
Rating Scale 1
Grade: Date: Activity:
Specific Outcome:
Student meets the outcome: Student Name: Never Sometimes Usually Always
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
________________________________________________________________________________ E-22 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Rating Scale 2
Grade: 2 Date: November 12 Activity: Unit: My Family Specific Outcome(s): 1.1: Discover and Explore/Experiment with Language;
3.2: Select and Process/Identify Personal and Peer Knowledge; 6.1: Linguistic
Elements/Vocabulary; 6.2: Language Competence/Writing; 6.5: Language Use
Strategies/Productive
Student Name: Tania Criteria: Never Sometimes Usually Always
• was able to share basic information about his or her family
• identified the people in his or her family correctly
• used words relevant to the family correctly
• wrote words and phrases clearly and correctly
• used illustrations to provide relevant details about his or her family
•
•
•
Note: This sample rating scale demonstrates how a teacher could record information about the quality of a student’s performance as it relates to learning outcomes.
_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–23
Rating Scale 2
Grade: Date: Activity:
Specific Outcome(s):
Student Name: Criteria: Never Sometimes Usually Always
•
•
•
•
•
•
•
•
•
•
________________________________________________________________________________ E-24 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Rating Scale 3
Grade: 3 Date: March 10 Activity: Reading out some familiar words
Specific Outcome(s): 6.1: Linguistic Elements/Sound–Symbol System: Use, in
structured and oral situations, all elements of the sound-symbol system
Levels of performance and corresponding criteria: Demonstrated excellent pronunciation on all words—no errors Demonstrated good pronunciation on almost all words—a few errors Demonstrated acceptable pronunciation on most words—several errors but
still comprehensible Demonstrated lots of errors—mostly incomprehensible
Name of Student: Name of Student: Saresh Derek Crystal Dakota Ellen Troy Jonathan Sam Jim Sal Rebecca Steven Janice Tran Polly
Note This rating scale provides an example of how a teacher can quickly indicate levels of students’ performances as they relate to one outcome.
_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–25
Rating Scale 3
Grade: Date: Activity:
Specific Outcome(s):
Levels of performance and corresponding criteria:
Name of Student: Name of Student:
Rubr
ic (G
rade
3)
Nam
e:
Jean
ne
Date
: O
ctob
er 1
7 A
ctiv
ity:
Con
vers
atio
n: M
akin
g pl
ans w
ith a
frie
nd
Out
com
e Ex
celle
nt
Very
Goo
d A
ccep
tabl
e Lim
ited
6.3:
Soc
iocu
ltura
l/ So
ciol
ingu
istic
El
emen
ts
– id
iom
atic
ex
pre
ssio
ns
Con
siste
ntly
und
erst
ands
and
us
es a
var
iety
of s
impl
e id
iom
atic
exp
ress
ions
as s
et
phra
ses.
Freq
uent
ly u
nder
stan
ds a
nd
uses
a v
arie
ty o
f sim
ple
idio
ma
tic e
xpre
ssio
ns a
s set
ph
rase
s.
Som
etim
es u
nder
stan
ds a
nd
uses
a v
arie
ty o
f sim
ple
idio
ma
tic e
xpre
ssio
ns a
s set
ph
rase
s.
Rare
ly u
nder
stan
ds a
nd u
ses a
va
riety
of s
impl
e id
iom
atic
ex
pres
sions
as s
et p
hras
es.
6.3:
Soc
iocu
ltura
l/ So
ciol
ingu
istic
El
emen
ts
– va
riatio
ns in
la
ngua
ge
Con
siste
ntly
acc
epts
in
divi
dual
diff
eren
ces i
n sp
eech
.
Freq
uent
ly a
ccep
ts in
divi
dual
di
ffere
nces
in sp
eech
.
Som
etim
es a
ccep
ts in
divi
dual
di
ffere
nces
in sp
eech
.
Rare
ly a
ccep
ts in
divi
dual
di
ffere
nces
in sp
eech
.
6.3:
Soc
iocu
ltura
l/ So
ciol
ingu
istic
El
emen
ts
– so
cia
l co
nven
tions
Con
siste
ntly
use
s app
ropr
iate
or
al fo
rms o
f add
ress
for
frequ
ently
enc
ount
ered
pe
ople
.
Freq
uent
ly u
ses a
ppro
pria
te
oral
form
s of a
ddre
ss fo
r fre
quen
tly e
ncou
nter
ed
peop
le.
Som
etim
es u
ses a
ppro
pria
te
oral
form
s of a
ddre
ss fo
r fre
quen
tly e
ncou
nter
ed
peop
le.
Rare
ly u
ses a
ppro
pria
te o
ral
form
s of a
ddre
ss fo
r fre
quen
tly
enco
unte
red
peop
le.
Not
e: T
his r
ubric
dem
onst
rate
s how
a te
ache
r can
ass
ess o
ne st
uden
t’s p
erfo
rman
ce a
s it r
elat
es to
diff
eren
t lea
rnin
g ou
tcom
es.
K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
E–26
Rubr
ic
Nam
e:
Da
te:
A
ctiv
ity:
Out
com
e Ex
celle
nt
Very
Goo
d A
ccep
tabl
e Lim
ited
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s
E–27
Rubr
ic a
nd C
heck
list
Nam
e:
Elle
n Da
te:
Nov
embe
r 14
Act
ivity
: Te
leph
one
Con
vers
atio
n
Out
com
e Ex
celle
nt
Very
Goo
d A
ccep
tabl
e Lim
ited
6.3:
Soc
iocu
ltura
l/ So
ciol
ingu
istic
El
emen
ts
– id
iom
atic
ex
pre
ssio
ns
Con
siste
ntly
und
erst
ands
and
us
es a
var
iety
of s
impl
e id
iom
atic
exp
ress
ions
as s
et
phra
ses.
Freq
uent
ly u
nder
stan
ds a
nd
uses
a v
arie
ty o
f sim
ple
idio
ma
tic e
xpre
ssio
ns a
s set
ph
rase
s.
Som
etim
es u
nder
stan
ds a
nd
uses
a v
arie
ty o
f sim
ple
idio
ma
tic e
xpre
ssio
ns a
s set
ph
rase
s.
Rare
ly u
nder
stan
ds a
nd u
ses a
va
riety
of s
impl
e id
iom
atic
ex
pres
sions
as s
et p
hras
es.
6.3:
Soc
iocu
ltura
l/ So
ciol
ingu
istic
El
emen
ts
– va
riatio
ns in
la
ngua
ge
Con
siste
ntly
acc
epts
in
divi
dual
diff
eren
ces i
n sp
eech
.
Freq
uent
ly a
ccep
ts in
divi
dual
di
ffere
nces
in sp
eech
.
Som
etim
es a
ccep
ts in
divi
dual
di
ffere
nces
in sp
eech
.
Rare
ly a
ccep
ts in
divi
dual
di
ffere
nces
in sp
eech
.
6.3:
Soc
iocu
ltura
l/ So
ciol
ingu
istic
El
emen
ts
– so
cia
l co
nven
tions
Con
siste
ntly
use
s app
ropr
iate
or
al fo
rms o
f add
ress
for
frequ
ently
enc
ount
ered
pe
ople
.
Freq
uent
ly u
ses a
ppro
pria
te
oral
form
s of a
ddre
ss fo
r fre
quen
tly e
ncou
nter
ed
peop
le.
Som
etim
es u
ses a
ppro
pria
te
oral
form
s of a
ddre
ss fo
r fre
quen
tly e
ncou
nter
ed
peop
le.
Rare
ly u
ses a
ppro
pria
te o
ral
form
s of a
ddre
ss fo
r fre
quen
tly
enco
unte
red
peop
le.
Wor
k ha
bits
w
orke
d in
depe
nden
tly
w
orke
d w
ith s
ome
assis
tanc
e
w
orke
d w
ith m
inim
al a
ssist
ance
req
uire
d co
nsta
nt su
perv
ision
and
ass
istan
ce
N
ote:
Th
is ru
bric
dem
onst
rate
s how
a te
ache
r can
per
form
ass
essm
ent o
f lea
rnin
g an
d as
sess
men
t for
lear
ning
at t
he sa
me
time,
usi
ng
the
sam
e as
sess
men
t too
l. Th
is c
ombi
natio
n of
rubr
ic a
nd c
heck
list r
ecor
ds in
form
atio
n ab
out a
stud
ent’s
per
form
ance
ac
cord
ing
to sp
ecifi
c ou
tcom
es, a
s wel
l as i
nfor
mat
ion
abou
t a st
uden
t’s w
ork
habi
ts. W
hen
a st
uden
t dem
onst
rate
s a
perf
orm
ance
that
is b
elow
the
acce
ptab
le le
vel,
the
chec
klis
t allo
ws t
he te
ache
r to
reco
rd a
reas
on w
hy th
e st
uden
t did
not
pe
rfor
m a
t an
acce
ptab
le st
anda
rd a
nd p
rovi
de a
pla
n fo
r fut
ure
impr
ovem
ent.
K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
E–28
Rubr
ic a
nd C
heck
list
Nam
e:
Da
te:
A
ctiv
ity:
Out
com
e Ex
celle
nt
Very
Goo
d A
ccep
tabl
e Lim
ited
Wor
k ha
bits
w
orke
d in
depe
nden
tly
w
orke
d w
ith s
ome
assis
tanc
e
w
orke
d w
ith m
inim
al a
ssist
ance
req
uire
d co
nsta
nt su
perv
ision
and
ass
istan
ce
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s
E–29