1. No category

Spanish
Tempe Preparatory Academy
Class Participation Criteria
Dr. Cardoso
Categories to evaluate students’ participation in class: Use of Spanish, Group Interaction and Frequency of Participation/Volunteering.
A maximum of 30 points can be earned per week. A deduction from the total number of points is made for unexcused tardiness and unexcused
absences. After calculate the total for participation for the given week, deduct 3 points out of 30 from the total for each day student arrived late to
class or unexcused absences. The following chart represents the points that may be earned in each of the different categories. 1
NUMBER
OF POINTS
10
USE OF SPANISH
GROUP INTERACTION
Student used only Spanish while
talking to the instructor and
classmates.
Student used Spanish about
90% of the time.
Student participated actively by listening, speaking, and paying
attention while in groups. Student also initiated many
conversations and discussions.
Student was an active listener and paid attention. Student
often initiated conversations and discussions.
Student used Spanish about
80% of the time.
Student used Spanish about
70% of the time.
Student was an active listener and student occasionally
contributed to the conversations.
Student did not always listen to what was going on around him
and student occasionally contributed to the conversations.
Student used Spanish about
60% of the time.
Student used Spanish about
50% of the time.
Student
Student
Student
Student
4
Student used Spanish about
40% of the time.
0–3
Student rarely used Spanish,
but used English.
Student rarely paid attention, Student was not interested in
the activities, and Student did something else (like read,
sleep, day-dream, or do other homework).
Student was not interested during group work and student
distracted others in his/her group and/or other groups by
his/her actions.
9
8
7
6
5
1
Adapted from SILC, Arizona State University
did not always pay attention to what was going on and
only contributed as much as others.
rarely paid attention to what was going on and
was not very interested in the activities.
FREQUENCY OF PARTICIPATION/
VOLUNTEERING
Student always participated and volunteered
for most activities.
Student participated as frequently as possible
and volunteered for most activities.
Student often participated and generally
volunteered.
Student participated occasionally, but could
have volunteered more. The instructor had to
call on him/her to speak aloud in class.
Student participated somewhat and
volunteered occasionally.
Student participated somewhat and hardly ever
volunteered. The instructor had to call on
him/her to speak aloud in class.
Student rarely participated and hardly ever
volunteered. Student could not even answer
when called upon.
Student very rarely or never participated and
Student never volunteered. Student also read
the newspaper, slept, day-dreamed, and /or did
other homework during class.
Spanish
Tempe Preparatory Academy
Class Participation Criteria
Grade ________
Student’s Name _______________________________
ATTENDANCE
Date
Dates
Absent
(Unexcused
Absences)
Week 1
Week 2
Week 3
Week 4
Dr. Cardoso
TEACHER’S COMMENTS
PARTICIPATION
Dates
Late
(Unexcused
Tardies)
Use of
Spanish
(10 points)
Group
Interaction
(10 points)
Frequency of
Participation/
Volunteering
(10 points)
Total for
week
Total with
deductions
/30
Comments
HOW TO WRITE A COMPOSITION 1
It is generally not effective to write the composition in English and then translate it. You will make it harder on
yourself and will end up trying to say things you have not yet learned. The composition topics are geared to
complement the vocabulary and structures learned, so there should be no problem fulfilling the task of the
composition using only what you have learned in class. That is why it is important to have completed all the
workbook exercises for the chapter under consideration before writing your composition. Read the guidelines for
writing in your textbook. The strategies and techniques outlined there will help you write your composition.
WORK METHOD
1. Take notes on your ideas:
• Main ideas
• Supporting ideas
• Vocabulary preparation - Brainstorm some of the words you might use related to the topic ahead of time.
Find them in your dictionary, cross-reference them, and make a list. (Then, when you begin to write, you
will be able to put in words as you need them).
2. Organize your notes in a clear and logical manner:
Don't forget to organize your composition with:
• an introduction: identify the topic about which you are writing; give a summary of your arguments.
• a development of your ideas: put different ideas in different paragraphs; identify each idea clearly; give all
necessary examples and arguments (if appropriate).
• a conclusion: give the conclusion you reached after reasoning through the development; hint: the
conclusion is not just a repetition of the
ideas in the introduction.
• a title: choose a title that is clear; choose a title that gives some indication of the direction or focus of the
composition.
1
From SILC, Arizona State University
3. Write the first draft at least 3 days before peer editing day:
• Use your notes
• Don't stop to look up a word you don't know or to correct your grammar. You will do those things when you
review your completed rough draft.
• Mark your questions about vocabulary and grammar with a question mark (?).
• Then, review what you have written.
• State your ideas as clearly as possible; be sure the organization is logical; look up words you don't know;
correct grammar errors that you find.
• Using a dictionary: For every word that you look up in the dictionary, consult the dictionary from two points
of view, that is, look up the word in the English/Spanish section and check it in the Spanish/English section.
The meaning of a word often depends on the context in which you use it. For example, the word 'party' has
a different meaning in these two sentences: “I went to the party last night.” “He belongs to the Republican
party.”
4.
Set this draft aside for one or two days: This will give you the opportunity to revise and more easily
identify mistakes, answer the questions you had, and add/delete some information.
5.
Review, revise and rewrite your composition: Pay attention to:
• Logic of ideas and organization
• Clarity of presentation
• Accuracy of grammar and vocabulary
• Pay attention to the five main areas in which your instructor will grade you.
6. Type the draft that you are going to bring to class for peer editing:
After your composition has been edited/reviewed by a classmate, consider the comments/suggestions and
revise it if
necessary to hand in the day it is due.
Spanish
Tempe Preparatory Academy
COMPOSITION: ERROR AWARENESS SHEET 1
V
The verb form is incorrect (tense, conjugation, use of infinitive, verb agreement, etc.)
UN
No such word or construction exists in Spanish. It might be a false cognate.
NS
A completely new structure is needed to convey the proper meaning
NAG
Noun-adjective, article-noun agreements are faulty in some way
AP
Adjective placement incorrect
PREP Preposition wrong or missing (a, de, desde, con, por, para, contra, encima,
debajo, antes de, después de...)
ART Article is missing or should be deleted
?
A question mark adjacent to a word, clause, or sentence that is UNDERLINED
indicates the reader could make no sense of the passage whatsoever.
WO
Any error involving word order
WW Wrong word. A lexical or dictionary error
//
A word is not necessary and must be deleted

Word missing
AP
Adjective placement incorrect
Sp
Spelling error, accent missing or wrong
Punct Punctuation mistake
Cap
Capital letter incorrect or missing
COMPOSITION: ERROR AWARENESS SHEET
V
The verb form is incorrect (tense, conjugation, use of infinitive, verb agreement, etc.)
UN
No such word or construction exists in Spanish. It might be a false cognate.
NS
A completely new structure is needed to convey the proper meaning
NAG
Noun-adjective, article-noun agreements are faulty in some way
AP
Adjective placement incorrect
PREP Preposition wrong or missing (a, de, desde, con, por, para, contra, encima,
debajo, antes de, después de...)
ART Article is missing or should be deleted
?
A question mark adjacent to a word, clause, or sentence that is UNDERLINED
indicates the reader could make no sense of the passage whatsoever.
WO
Any error involving word order
WW Wrong word. A lexical or dictionary error
//
A word is not necessary and must be deleted

Word missing
AP
Adjective placement incorrect
Sp
Spelling error, accent missing or wrong
Punct Punctuation mistake
Cap
Capital letter incorrect or missing
1
From SILC, Arizona State University
Jaime Cardoso
Después de hablando,... Después de hablar,…
Voy a fiestar. Voy a divertirme.
Es frío. Hace frío.
La hojas seco. Las hojas secas.
La roja pelota. La pelota roja.
Voy la universidad. Voy a la universidad
Compré pavo. Compré un pavo.
Vi la ayer. La vi ayer.
La fiesta política. El partido político.
Busco por mi cartera. Busco mi cartera
Voy estudiar. Voy a estudiar.
Los hombres grandes. Los grandes hombres.
Corason. corazón.
José Ana y Roberto van. José, Ana y Roberto van.
Mexicano. mexicano
Después de hablando,... Después de hablar,…
Voy a fiestar. Voy a divertirme.
Es frío. Hace frío.
La hojas seco. Las hojas secas.
La roja pelota. La pelota roja.
Voy la universidad. Voy a la universidad
Compré pavo. Compré un pavo.
Vi la ayer. La vi ayer.
La fiesta política. El partido político.
Busco por mi cartera. Busco mi cartera
Voy estudiar. Voy a estudiar.
Los hombres grandes. Los grandes hombres.
Corason. corazón.
José Ana y Roberto van. José, Ana y Roberto van.
Mexicano. mexicano
Spanish
Tempe Preparatory Academy
Dr. Cardoso
Oral Exam – Evaluation Sheet 1
Nombre del estudiante: ____________________________
Fecha: __________________
# of
points
Content/information
conveyed/interaction
Comprehensibility/
Pronunciation
Fluency
Vocabulary
Grammar
18-20
Contributes relevant information.
Develops ideas by speaking in
paragraph form. Consistent
performance across entire activity.
Is pivotal in maintaining
interaction. Consistently responds
to others’ comments/ideas.
Stays all in Spanish and
comprehensibility not affected
by errors.
Speech natural and
continuous; no
unnatural pauses
Demonstrates extensive
vocabulary. Almost
always uses appropriate
word or expression.
Rarely if ever searches
for words.
Uses appropriate syntax
and morphological form.
Controls most
structures used
(consistently high
performance). Few
error types.
16-17
B
Contributes relevant information.
Some development of ideas but
tends to use single sentences. Not
so consistent performance across
the entire activity. Helps
maintain/initiates interaction.
Often responds to others’ ideas.
Stays all in Spanish but
comprehensibility sometimes
affected.
Speech generally
natural and
continuous; only slight
stumbling or unnatural
pauses
Demonstrates a large
vocabulary. Almost
always uses appropriate
word or expression.
Seldom misses or
searches for words.
14-15
C
Contributes adequate information.
Not much development of ideas.
Almost always speaks in single
sentences. Rarely helps maintain
the interaction OR dominates the
interaction.
Contributes little information or
information lacks substance, is
superficial, inappropriate, or
irrelevant. Speaks in single
sentences or in short phrases.
Almost never helps maintain the
interaction.
Sometimes uses English words or
phrases and/or comprehensibility
is frequently affected.
Some definite
stumbling, but
manages to rephrase
or continue
Overuse of English and/or
comprehensibility is seriously
affected.
Speech frequently
hesitant and jerky;
sentences may be left
uncompleted
Demonstrates moderate
size vocabulary.
Sometimes invents
words. Frequently
misses or searches for
words or expression.
Demonstrates small
vocabulary. Overuses
invented words or
expression. Vocabulary
limits interaction.
Uses mostly appropriate
syntax and
morphological forms.
Controls some
structures used (some
inconsistency in
performance). Errors
are infrequent
Uses inappropriate
syntax and
morphological forms.
Controls very few
structures. Errors are
frequent.
Uses inappropriate
syntax and
morphological forms.
Control of structures is
an issue. Errors
dominate.
A
12-13
D
Total
1
Adapted from SILC, Arizona State University
Student
total
Spanish
Tempe Preparatory Academy
Dr. Cardoso
Evaluación de presentaciones orales
Nombre: ____________________ Fecha: ________ Tema presentado ____________________
1. Uso de español (60%)
Fluency______ (15)
Vocabulary ______ (15)
Grammar _________(15)
Comprehensibility________(15)
2. Respuesta a preguntas (15%)
Fluency______(4)
Vocabulary ______(3)
Grammar _________(4)
Listening Comprehension______(4)
3. Calidad de la presentación (25%)
Content _________(8)
Creativity/use of props________(8)
Effort __________(9)
Calificación final: ________/100
Comentarios: _________________________________________________________________
Spanish
Tempe Preparatory Academy
Composition/Essay Evaluation
Name: _________________________________
Focus/Content:
____ /20
Organization:
____ /20
Grammar:
____ /25
Vocabulary:
____ /20
Conventions:
____ /15
Total:
____/100
Date: ___________________
Dr. Cardoso
Tempe Preparatory Academy
Compositions/Essays
Español
Name _________________________________
Dr. Cardoso
Grade _______
First Draft (date)_____________
Final version (date) ____________
Content
0-20 ________
Content
0-20 ________
Organization
0-15 ________
Organization
0-15 ________
Grammar
0-30 ________
Grammar
0-30 ________
Vocabulary
0-25 ________
Vocabulary
0-25 ________
Conventions
0-10
Conventions
0-10
Total:
100
________
________
Total:
1st Draft
100
________
________
___________x .6 _________
Final version ___________ x .4 ________
Final grade: ______________