Rubrics, Self-Evaluation and Checklists
|
|
|
- Luke West
- 9 years ago
- Views:
Transcription
1 Rubrics, Self-Evaluation and Checklists D.J. D.E.L.F. est Déterminé à Enseigner la Langue Française Contact us by to obtain copies of these pages in Microsoft Word
2 Writing rubric Name : Date : Category Level 4 (80-100) Level 3 (70-79) Level 2 (60-69) Level 1 (50-59) Level R (<50) Creativity/ Originality -The ideas are original with a lot of supporting details. Intent of voice - The intent of voice is exact, clear and well-developed. Organizational plan Grammatical aspect -The chosen words are precise and well selected. -The organizational plan is well structured, clear and original. -The introduction, the body and conclusion are strong with good transitions between ideas. -Few grammar or spelling errors. -The sentences are varied in length and complexity. -The ideas are original with many supporting details. -The intent of voice is in the process of developing. -The words are clear and descriptive. -The organization plan is logical and clear enough. -Transitions between ideas, the introduction, the body and the conclusion are sufficient. -Some grammar and spelling errors. Do not affect the sense. - The sentences are often varied in length and in complexity. Some ideas are original but there are few supporting details. -Some difficulties following the intent of voice. -The words are appropriate but missing clarity. -Evidence of a plan. - Absence of an introduction, a body or a sufficient conclusion. -Several grammar and spelling errors. -Anglicisms are evident. -Sentences are missing variety in length and in complexity. - Missing original ideas. -Supporting details are insufficient and limited. Difficult to follow the intent of voice. -The words are appropriate but missing clarity. -Evidence of a little planning. - Transitions between ideas in the introduction, body and the conclusion are insufficient and weak. -Many spelling and grammar errors. -Anglicisms interfere with the sense. -Sentences are too simple. -The ideas are incomplete or difficult to understand. -Difficult to follow. -Missing the intent of voice. -The vocabulary is poor and limited. -Missing an organized plan. -Transitions between ideas are incomplete or incoherent. -Too many spelling and grammar errors. -Anglicisms make the text incomprehensible. Comments :
3 Oral rubric Name : Date : Category Level 4 (80-100) Level 3 (70-79) Level 2 (60-69) Level 1 (50-59) Level R (<50) Presentation -Clear voice, good pronunciation, intonation et appropriate rhythm Creativity/ Originality Aspect grammatical -Sentences are varied in length and complexity. -Speaks with confidence and without hesitation -The ideas are original with a lot of supporting details. Script was memorized. -Grammar and vocabulary are correct with very few errors. -Clear voice and majority of words are well pronounced. -Sentences are often varied in length and complexity. -Has confidence. -The ideas are original with some supporting details. Script was almost memorized. -Vocabulary and grammar are correct with a few errors. -Difficulties hearing presentation. -Incorrect words and pronunciation -Sentences are missing variety in length and in complexity. - Some ideas are original but there are few supporting details. -Script often read. -Numerous errors in grammar and vocabulary. -Great difficulties hearing the presentation. -A lot of errors in pronunciation. -The sentences are too simple. -Lacks confidence. -Missing original ideas. - Supporting details are insufficient and limited. -Script read. -Many errors in vocabulary and grammar that interfere with comprehension. -Grave difficulties. -English used. -Impossible to understand. -The ideas are incomplete or difficult to understand. -Script always read. -Too many errors in grammar and spelling. - Anglicisms make the text incomprehensible. Comments :
4 Self-evaluation I Got It! (Learning goals and success criteria) to understand learning I understand
5 Checklist Name of students (Learning goals and success criteria) 1=He/She is beginning 2=He/She is learning 3=He/She understands 4=He/She has mastered He/She can understand the life aspect vocabulary He/She can He/She can He/She can He/She can He/She can
6 Self-evaluation I Got It! (Learning goals and success criteria) beginning to understand learning I understand
7 Je me présente Self-evaluation artiste : D.J. D.E.L.F. (Learning goals and success criteria) I can reflect on the life aspect vocabulary (Anticipation Guide) I can understand the song vocabulary (Vocab/Act.1/14) completely using vocabulary from this life aspect. (Act.9) I can use and recognize aspect. (Act.7A/7B) aspect. (Act.8A/8B) I can show knowledge of (Act.10/11) sketches I can research facts online life aspect. (Act.15) tasks linked to vocabulary of this life aspect. (Act.2/3A/3B/4A/4B) and initiative. (Act.6/6B/13) to understand learning I understand mastering
8 Ma journée typique Self-evaluation artiste : D.J. D.E.L.F. (Learning goals and success criteria) of the life aspect. (Anticipation Guide) I can understand the song vocabulary (le vocab/act.1) completely using vocabulary from this life aspect. (Act.3) vocabulary of this life aspect. (Act.4A/4B) aspect. (Act.7/8) I can show knowledge of (Act.5) sketches I can research facts online life aspect. (Act.15) of this life aspect. (Act.9/10/11) and initiative. (Act.12/13/14) to understand learning I understand mastering
9 C est moi Self-evaluation artiste : D.J. D.E.L.F. (Learning goals and success criteria) of the life aspect. (Ant. Guide) I can understand the vocabulary of this song. (Vocab/Act.1/5) aspect. (Act.8) aspect. (Act.7A/7B) aspect. (Act.11/12) I can show knowledge of the (Act.9) sketches I can research online facts life aspect. (Act.15) of this life aspect. (Act.2/3/4) and initiative. (Act.13/14/Mon journal intime) to understand learning I understand mastering
10 Mon point de vue Self-evaluation artiste : D.J. D.E.L.F. (Learning Goals and Success Criteria) of the life aspect. (Ant. Guide) I can understand the vocabulary of this song. (Vocab/Act.1) aspect. (Act.2) aspect.(act.4a/4b) aspect. (Act.7/8) I can show knowledge of the (Act.5) sketches I can research online facts life aspect. (Act.10) of this life aspect. (Act.9) and initiative. (Gr. Organizer) to understand learning I understand
11 Suivez mes directions! Self-evaluation artiste : D.J. D.E.L.F. (Learning Goals and Success Criteria) of the life aspect. (Ant. Guide) I can understand the vocabulary of this song. (Vocab/Map/Act.) aspect. (Act.6) aspect. (Act.3/4A/4B) aspect. (Act.9/10) I can show knowledge of the (Act.7) sketches I can research online facts life aspect. (Act.11/12) of this life aspect. (Act.2/13) and initiative. (Act.11/12/14) to understand learning I understand
12 Faisons du shopping! Self-evaluation artiste : D.J. D.E.L.F. (Learning Goals and Success Criteria) of the life aspect. (Ant. Guide) I can understand the vocabulary of this song. (Vocab/Act.1) aspect. (Act.2) aspect. (Act.3A/3B) aspect. (Act.7/8) I can show knowledge of the (Act.4) sketches I can research online facts life aspect. (Act.12/13) of this life aspect. (Act.8/9/10/11) and initiative. (Act.-12) to understand learning I understand
13 Au Café DELF Self-evaluation artiste : D.J. D.E.L.F. (Learning Goals and Success Criteria) of the life aspect. (Ant. Guide) I can understand the vocabulary of this song. (Vocab/Act.1) aspect. (Act.8) aspect. (Act.6/7A/7B) aspect. (Act.11/12) I can show knowledge of the (Act.9) sketches I can research online facts life aspect. (Act.13) of this life aspect. (Act.2/3/4) and initiative. (Act.3/13/Menu) to understand learning I understand
14 Une planète à partager Self-evaluation artiste : D.J. D.E.L.F. (Learning Goals and Success Criteria) of the life aspect. (Ant. Guide) I can understand the vocabulary of this song. (Vocab/Act.1/2A/B/3/4) aspect. (Act.8) aspect. (Act.5/7/7B) aspect. (Act.11/12) I can show knowledge of the (Act.9) sketches I can research online facts life aspect. (Act.15) of this life aspect. (Act.2A/2B/3/4) and initiative. (Feuille d art) to understand learning I understand
15 Bravo! Self-evaluation artiste : D.J. D.E.L.F. (Learning Goals and Success Criteria) of the life aspect. (Ant. Guide) I can understand the vocabulary of this song. (Vocab/Act.1) aspect. (Act.4) aspect. (Act.3A/3B) aspect. (Act.7/8) I can show knowledge of the (Act.5) sketches I can research online facts life aspect. (Act.9) of this life aspect. (Act.4) and initiative. (Act.9/Rock Video Life aspect) to understand learning I understand
Pasadena City College / ESL Program / Oral Skills Classes / Rubrics (1/10)
Pronunciation Classes Pasadena City College / ESL Program / Oral Skills Classes / Rubrics (1/10) ESL 246 SLO #1: Students will recognize and begin to produce correct American-English patterns in short
COMPUTER TECHNOLOGY IN TEACHING READING
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
Core French Learning Outcomes - Achievement Levels Grade 6
Rubric 1 Communicating The student communicates, e.g., exchanges information orally; shares likes, dislikes and s; makes use of pattern phrases to oral communication; participates in classroom routines
Grade 4. Expository Writing Rubric
Grade 4 Expository Writing Rubric Score Point 1 The essay represents a very limited writing performance. The organizing structure of the essay is inappropriate to the purpose or the specific demands of
English II Writing. Persuasive Writing Rubric
English II Writing Persuasive Writing Rubric Score Point 1 The essay represents a very limited writing performance. The organizing structure of the essay is inappropriate to the purpose or the specific
AP FRENCH LANGUAGE AND CULTURE 2013 SCORING GUIDELINES
AP FRENCH LANGUAGE AND CULTURE 2013 SCORING GUIDELINES Interpersonal Writing: E-mail Reply 5: STRONG performance in Interpersonal Writing Maintains the exchange with a response that is clearly appropriate
How To Write A Task For Ielts
Sample Candidate Writing Scripts and Examiner Comments The General Training Writing Module consists of two tasks, Task 1 and Task 2. Each task is assessed independently. The assessment of Task 2 carries
Modern foreign languages
Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007
Wilmington University Formative CECRAM Data Collection for use by all WU colleges Collected by the College of Arts and Sciences
Wilmington University Formative CECRAM Data Collection for use by all WU colleges Collected by the College of Arts and Sciences WU Graduation Competencies *program competences are the same Oral Communication
IACBE Advancing Academic Quality in Business Education Worldwide
IACBE Advancing Academic Quality in Business Education Worldwide Example of a Research Project Evaluation Rubric International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa,
IACBE Advancing Academic Quality in Business Education Worldwide
IACBE Advancing Academic Quality in Business Education Worldwide Example of a Business Plan Evaluation Rubric International Assembly for Collegiate Business Education 74 Strang Line Road Lenexa, Kansas
English Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2
Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Table of Contents Rationale... Topic flow charts for Grades 1-4... Minimum Learning Competencies for
Goal 1: Professional Communication: Graduates of the MBA program will communicate effectively as managers.
Learning Goals for the MBA Program The College of Business at West Texas A&M University seeks to prepare students in the Master of Business Administration (MBA) degree program for careers in business and
Tissot Pierre-Henri 2006-2007. Recommended sites. Presentations : Online Activities
Recommended sites Irregular Verbs : THE List http://www.e-anglais.com/ressources/verbes_irreguliers.html Presentations : a genre approach http://iteslj.org/techniques/webster-oralpresentations.html Tips
How to become a successful language learner
How to become a successful language learner By Alison Fenner English and German Co-ordinator, Institution Wide Language Programme Introduction Your success in learning a language depends on you! You may
Name. School. Le présent modèle est conforme aux Principes et Lignes directrices communs
Name School Portfolio Européen des Langues : modèle accrédité N o 8.2001 European Language Portfolio: accredited model No. 8.2001 Accordé à / Awarded to Le présent modèle est conforme aux Principes et
Lesson 7. Les Directions (Disc 1 Track 12) The word crayons is similar in English and in French. Oui, mais où sont mes crayons?
Lesson 7 Les Directions (Disc 1 Track 12) Listen to the audio and follow along. Où sont mes crayons? Where are your crayons? Yes, where are my crayons? The word crayons is similar in English and in French.
Correlation of Ça marche! 1, Venez chez nous to Sask. Ed. FSL curriculum Correlation to Sask. Ed. FSL Curriculum
Correlation of Ça marche! 1, Venez chez nous to Sask. Ed. FSL curriculum Correlation to Sask. Ed. FSL Curriculum Venez chez nous! Unit 8.5c: Trips and Excursions Students will prepare a local travel directory,
Campus Instructional Consulting Franklin Hall 004, 855-9023, www.indiana.edu/~teaching. Page 1
Laboratory Notebook Grading Rubric (http://www.rickhershberger.com/bioactivesite/lab/notebook_rubric.htm) For a grade of "C", your notebook should enable you to repeat and interpret your experiment. o
Riverdale Collegiate Institute Toronto District School Board EVALUATION POLICY and COURSE OUTLINE 2012. Riverdale Collegiate Institute Course of Study
1 Riverdale Collegiate Institute Toronto District School Board EVALUATION POLICY and COURSE OUTLINE 2012 Riverdale Collegiate Institute Course of Study CORE FRENCH, GRADE 10, ACADEMIC Note 1: All Ontario
A Guide to Cambridge English: Preliminary
Cambridge English: Preliminary, also known as the Preliminary English Test (PET), is part of a comprehensive range of exams developed by Cambridge English Language Assessment. Cambridge English exams have
Please see current textbook prices at www.rcgc.bncollege.com
ENG235: AMERICAN FILM CLASSICS SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: ENG101 English Composition I This survey of the American film industry emphasizes its development as
by Learning Area Achievement Objectives The New Zealand Curriculum Set of 8 charts
The New Zealand Curriculum Achievement Objectives by Learning Area Set of 8 charts Published for the Ministry of Education by Learning Media Limited, Box 3293, Wellington, New Zealand. www.learningmedia.co.nz
Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Grade 11 Performance Task
Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Performance Task 5/16/2014 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Item # Grade Claim Target DOK Item
Curriculum Correlation
Curriculum Correlation The following chart shows where these expectations are met in the Autour de nous 9 e program. ORAL COMMUNICATION Listening L1 understand and follow specific instructions (e.g., p.
IACBE Advancing Academic Quality in Business Education Worldwide
IACBE Advancing Academic Quality in Business Education Worldwide Example of a Supervisor of Internship Rubric International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa, Kansas
Gaynes School French Scheme YEAR 8: weeks 8-13
Studio 2 Rouge Module 2 Paris, je t adore! Unité 1 pp. 28 29 Une semaine à Paris Programme of Study GV1 Tenses (perfect: regular verbs) references LC1 Listening and responding LC4 Expressing ideas (writing)
MS Human Resource Management (2014 2015)
MS Human Resource Management (2014 2015) Program Information Point of Contact Ivan Muslin ([email protected]) Support for University and College Missions Marshall University is a multi campus public
The Cambridge English Scale explained A guide to converting practice test scores to Cambridge English Scale scores
The Scale explained A guide to converting practice test scores to s Common European Framework of Reference (CEFR) English Scale 230 Key Preliminary First Advanced Proficiency Business Preliminary Business
AP FRENCH LANGUAGE 2008 SCORING GUIDELINES
AP FRENCH LANGUAGE 2008 SCORING GUIDELINES Part A (Essay): Question 31 9 Demonstrates STRONG CONTROL Excellence Ease of expression marked by a good sense of idiomatic French. Clarity of organization. Accuracy
City University of Hong Kong. Information on a Course offered by Department of English with effect from Semester A in 2012/2013
City University of Hong Kong Information on a Course offered by Department of English with effect from Semester A in 2012/2013 Part I Course Title Course Code Course Duration Cross-cultural Organizational
Promote and Publicize FCCLA!
Promote and Publicize FCCLA! Promote and Publicize FCCLA! is an individual or team event that recognizes participants who develop an FCCLA promotion and publicity campaign to raise awareness and educate
COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3
COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: ENG101 English Composition I Students study a variety of short fiction for story structure and write
Staten Island Technical High School Forensic Science
Organization (nb) Each page is dated and numbered consecutively. The table of contents is detailed, current, and accurate. Continuation notes are used when necessary. missing from high elements missing
Active Offer of Service in both Official Languages
Active Offer of Service in both Official Languages The public is entitled to receive services in the official language of their choice. You have the obligation to make an active offer of service in both
Assessing Speaking Performance Level B2
Examiners and speaking assessment in the FCE exam Speaking tests are conducted by trained examiners. The quality assurance of Speaking Examiners (SEs) is managed by Team Leaders (TLs) who are in turn responsible
Virginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
Assessments; Optional module 1 vert assessments. Own test on the perfect tense
French Scheme of Work (MFL1/Third Year) Studio 3 Module 1 vert (By half-term of the Autumn Term) Learning Objectives/Module 1 Ma vie sociale d ado Concentrate on verbs and tenses. Opportunity to revise
University of Alabama at Birmingham College of Arts and Sciences FR210-1D/FR 310-1D: Intermediate French Culture MWF 11:15 a.m.-12:05 p.m.
University of Alabama at Birmingham College of Arts and Sciences FR210-1D/FR 310-1D: Intermediate French Culture MWF 11:15 a.m.-12:05 p.m. HB 434 Lamia Ben Youssef, Ph.D. HB 408 [email protected] Office
GRADE 9 NOVEMBER 2013 ENGLISH FIRST ADDITIONAL LANGUAGE MEMORANDUM
Province of the EASTERN CAPE EDUCATION SENIOR PHASE GRADE 9 NOVEMBER 2013 ENGLISH FIRST ADDITIONAL LANGUAGE MEMORANDUM MARKS: 100 This memorandum consists of 7 pages. (NOVEMBER 2013) ENGLISH FIRST ADDITIONAL
KS2 French Unité 13 Les animaux
TEACHER S NOTES (Covers aspects of QCA Unit 4. For links to the KS2 Framework for MFL see mapping document on the main menu screen.) Learning Intentions This unit introduces vocabulary for pets. Children
MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).
listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of
AP FRENCH LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES
AP FRENCH LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES Identical to Scoring Guidelines used for German, Italian, and Spanish Language and Culture Exams Interpersonal Writing: E-mail Reply 5: STRONG
AS-LEVEL German. Unit 2 Speaking Test Mark scheme. 1661 June 2015. Version 1.0 Final Mark Scheme
AS-LEVEL German Unit 2 Speaking Test scheme 1661 June 2015 Version 1.0 Final Scheme schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of
Prince George Division of Family Practice Medical Office Assistant Job Description 1
Position: Medical Office Assistant Full-time (40 hours per week) Current Incumbent: New Position General Accountability: Reports to: Clinical Team Lead December, 2012 As an integral member of a multidisciplinary
Telephone Skills Resource Kit: Evaluation Tools
Telephone Skills Resource Kit: Evaluation Tools By Valerie Glass 2003 funded in part by the ESL Special Collection, a project of the National Institute for Literacy And Catholic Charities Immigration and
ANGLAIS LANGUE SECONDE
ANGLAIS LANGUE SECONDE ANG-5054-6 DEFINITION OF THE DOMAIN SEPTEMBRE 1995 ANGLAIS LANGUE SECONDE ANG-5054-6 DEFINITION OF THE DOMAIN SEPTEMBER 1995 Direction de la formation générale des adultes Service
Goal 1: Professional Communication: Graduates of the MPA program will be effective communicators.
Learning Goals for the MPA Program The College of Business at West Texas A&M University seeks to prepare students in the Master of Professional Accounting (MPA) degree program for careers in business and
Topic 5 Locations of Spanish towns
Topic 5 Locations of Spanish towns The purpose of this topic is for children to describe the geographical location of towns. Section 6 Towns and countries Topic 5 Learning objective Children learn: to
Bonjour! (P1 /P2) FOR TEACHERS
Bonjour! (P1 /P2) FOR TEACHERS Written by Marie-Christine Thiébaut, Education officer at the Institut français in Edinburgh. This activity worksheet in combination with the power point presentation Bonjour
Test Specifications for Written Composition
Minnesota Graduation-Required Assessments for Diploma (GRAD) Test Specifications for Written Composition August 16, 2010 MINNESOTA DEPARTMENT OF EDUCATION GRAD Test Specifications for Written Composition
Glencoe/McGraw-Hill. Bon voyage! 2002 Level 2 ISBN# 0-07-821257-X. correlated to
Glencoe/McGraw-Hill Bon voyage! 2002 Level 2 ISBN# 0-07-821257-X Tennessee Foreign Language Goals and Objectives for Emerging Modern Languages Glencoe/McGraw-Hill Bon voyage! Level 2 2002 Tennessee Standards
CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP)
CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory
Writer moves somewhat beyond merely paraphrasing someone else s point of view or
RUBRIC FOR EVALUATING STUDENT PHILOSOPHY ESSAYS (APPLIED ETHICS/PHILOSOPHY OF ART AND CULTURE CONCENTRATIONS) Explanation of the rubric: The rubric incorporates aspects of an already existing model for
MBA Business Administration (2014 2015)
MBA Business Administration (2014 2015) Program Information Point of Contact Ivan Muslin ([email protected]) Support for University and College Missions Marshall University is a multi campus public university
TASIS England Summer School. TASIS English Language Program (TELP) Description of Levels and Key Learning Objectives
TASIS England Summer School TASIS English Language Program (TELP) Description of Levels and TELP Level Descriptions There are 6 levels of instruction, ranging from classes to serve those with very basic
NEW LANGUAGE CONTENT
Unit 5 Mon anniversaire ABOUT THE UNIT In this unit children learn more language relating to special occasions and celebrations. They also learn how to tell the time on the hour (analogue only) and to
Unit 1: The Three Worlds: Native Americans, Europeans and Africans Meet in NYS
Name: Date: Listening Activity Directions: Listen to the legend Spirit of the Corn. It will be read twice. During the reading you should take notes. After listening to the passage twice, answer the following
Choir 5. September 2014
St. Michael-Albertville Middle School East Teacher: Tina Lajko Choir 5 September 2014 Content Skills Learning Targets Assessment Resources & Technology CEQ: WHAT ARE THE ESSENTIAL COMPONENTS OF CHORAL
Information Fluency in Humanities Writing
Information Fluency in Humanities Writing Hakan Özoğlu Amelia H. Lyons Amy E. Foster Connie L. Lester Department of History Peer Review of a Research Paper Amelia H. Lyons, Ph.D. Department of History
Resources: Encore Tricolore 1 (set textbook), Linguascope, Boardworks, languagesonline, differentiated resources devised by MFL staff.
CURRICULUM PLAN MODERN FOREIGN LANGUAGES YEAR 7 FRENCH Resources: Encore Tricolore 1 (set textbook), Linguascope, Boardworks, languagesonline, differentiated resources devised by MFL staff. TERM ONE Introductory
Teaching Methodology Modules. Teaching Skills Modules
3.3 Clarendon Park, Clumber Avenue, Nottingham, NG5 1DW, United Kingdom Tel: +44 115 969 2424. Fax: +44 115 962 1452. www.ilsenglish.com. Email: [email protected] Teacher Development Modules for Teachers
NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY
NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Built Environment Construction Management Robert B. Pyle, Department Chair 2013-2014 Common program outcomes and student learning outcomes for
ESL RUBRICS. As we learned in the workshop entitled Incorporating Rubrics into Instruction which is part of
ESL RUBRICS As we learned in the workshop entitled Incorporating Rubrics into Instruction which is part of the Student Success ASSESSMENT certificate, rubrics can be used for formative assessment. Formative
Choir 6. Content Skills Learning Targets Assessment Resources & Technology A: Rehearsal Skills
St. Michael-Albertville Middle School East Teacher: Tina Lajko Choir 6 September 2014 A: Rehearsal Skills A: Rehearsal Skills CEQ: WHAT ARE THE ESSENTIAL COMPONENTS OF CHORAL MUSIC THAT SHOULD CONSISTENTLY
Annotated Examples of Student Writing
Annotated Examples of Student Writing The following writing collections are from ELLs in grades 2, 3, 5, 8, and high school. The collections, which come from around the state, show how students at the
Unit 15 En route pour l école (On the way to school)
Language Core language il y a there is / there are Additional language for teachers Numéro c est quelle lettre? Number which letter is it? la case the square (in a grid) Unit 15 En route pour l école (On
PROGRAMME ANNEE SCOLAIRE 2015/2016. Matière/Subject : English Langue d enseignement/teaching Language : English Nom de l enseignant/teacher s Name:
Classe/Class : CM2 Section : Matière/Subject : Langue d enseignement/teaching Language : Nom de l enseignant/teacher s Name: Nombre d heures hebdomadaires/number of hours per week : Approx. 4½ hours. Présentation
Quoi de neuf? (What s in the news?)
Prior Knowledge: It is helpful if children already know how to give reasons for their opinions. Objectives Engage in conversations; ask and answer questions; express opinions and respond to those of others;
Grading Rubrics PHD Program MGMT 7702 The nature of management research
Grading Rubrics PHD Program MGMT 7702 The nature of management research Course participation and course involvement / presentation of assigned chapters reading (1/2) Learning outcome Below expectations
Business Rubric Examples
Business Rubric Examples Rubrics from the University of Scranton Business Strategy Analysis Rubric 2 Case Analysis Rubric 3 Decision Making Rubric 4 Critical Thinking Rubric 5 Ethical Considerations Rubric
AP FRENCH CURRICULUM
AP FRENCH CURRICULUM Course Design Ben Davis High School considers French IV as their AP level and sometimes there is a French V. Each year our students are encouraged to apply to the Indiana University
MFL Policy 2014. Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14
MFL Policy 2014 Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14 Signature: (Chair of Governors) To be reviewed on: Rationale for Teaching Languages
Social Entrepreneurship MBA AOL Rubric 2014
L1. Leadership and Teamwork: Our graduates will develop leadership skills and be able to work with internal and external stakeholders effectively. L11. Out students will have high-performance leadership
City University of Hong Kong. Information on a Course offered by College of Liberal Arts and Social Sciences with effect from Semester A in 2013/14
City University of Hong Kong Information on a Course offered by College of Liberal Arts and Social Sciences with effect from Semester A in 2013/14 Part I Course Title: Intensive French 1 and 2 Course Code:
PDW 1- GROOMING & TELEPHONE TECHNIQUES
1. 2 3 4 5 6 7 8 9 10 PDW 1- GROOMING & TELEPHONE TECHNIQUES NAME OF STUDENT IC / PASSPORT NO INDEX NO BATCH NO TEA-PARTY 40% *Submit Tea-Party Report AREAS MAXIMUM POINTS POINTS AWARDED CREATIVITY Design
Common Core Writing Rubrics, Grade 3
Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major
10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words
Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.
ELPS TELPAS. Proficiency Level Descriptors
ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining
Rubrics for Assessing Student Writing, Listening, and Speaking High School
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
IGCSE expo Scheme of Work/Fifth Year 6 lessons per 2 week cycle Module 6 (By half-term of the Autumn Term)
Module 6 (By half-term of the Autumn Term) Learning Objectives Module 6 Il faut bosser! Déjà Vu 1 (L argent, l argent) Unité 1 (Avez-vous un job?) Unité 2 (Au boulot!) Unité 3 (C est de la part de qui?)
MS Health Care Administration (2014 2015)
MS Health Care Administration (2014 2015) Program Information Point of Contact Alberto Coustasse ([email protected]) Support for University and College Missions Marshall University is a multi campus
Montgomery County Public Schools Advanced English Semester A Exam Review
Montgomery County Public Schools Advanced English Semester A Exam Review Four Readings including a narrative a poem a non-fiction piece a visual FORMAT Thirty Selected Response Items (SRs) Students will
Department of Communication Studies M.A. Program Annual Report 2010-2011
Department of Communication Studies M.A. Program Annual Report 2010-2011 This report documents the Department of Communication Studies efforts in assessing student learning outcomes in its graduate Masters
EIGHT PUBLIC SPEAKING COMPETENCIES & CRITERIA FOR ASSESSMENT
EIGHT PUBLIC SPEAKING COMPETENCIES & CRITERIA FOR ASSESSMENT Competency One Chooses and narrows a topic appropriately for the audience & occasion. The speaker presents a topic and a focus that are exceptionally
GERMAN IA CCO I: Interpersonal Communication
GERMAN IA 55 GERMAN IA CCO I: Interpersonal Communication Students will engage in conversations or correspondence in German to provide and obtain information, express feelings and emotions, and exchange
International Certificate in Financial English
International Certificate in Financial English Past Examination Paper Writing May 2007 University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom Tel. +44 1223 553355 Fax.
What s the Big Idea?
What s the Big Idea? Understanding Media Messages An Arts-Integrated Performance Task using Understanding by Design by Kim Chronister 2011 What s the Big Idea? Seminars are supported through grants from