Outcomes

SH Spanish I:

SH Spanish II:

SH Spanish III:


 * 2011-2012 Assessment and Course Information **
 * Spanish I **
 * Señora Huegerich, Lead Learner **

__ Families __ We learn our native language in the comfort of our homes surrounded by language users of all levels, novice through proficient. It is the nurturing environment, negotiation of meaning, and stronger speakers helping weaker speakers that produces a powerful learning environment. Students ranging from Spanish I, II, III, and IV will be mixed in each class period to simulate this, and arranged in “familias” of each level. Spanish I will be the “hijos”; Spanish II will be the “padres”; Spanish III and IV will be the “abuelos”. Between familias there will also be “primos” and “tíos”.

__ Class Structure __ 10-40 min Family conversation using grammar at individual language level 10-30 min testing, conferencing, family work, guided learning

__ Conversation __ Being able to speak the language is the most important part of learning a language. The first part of each class period will be dedicated to conversation. Sometimes the conversation will be short; other times it may take the whole class period. It is through this conversation that half of the learner’s grade will be compiled so it is imperative to engage in the conversation for practical application of what is being learned.

__ Grammar __ Assignments are optional, but **strongly** recommended and help the learner move through “interlanguage” to greater proficiency. The learner should be practicing with at least 2 different links provided for the outcome. Questions should be engaged with an “older family member”, including tíos and abuelos, or with Señora. Grammatical explanations will not be given during the conversación part of the class, but the learner should take note of any questions and ask during the learning time of the allotted class. A minimum selection of assessments will need to occur in a given unit. Check Moodle to see what these are.

__ Vocabulary __ Learning vocabulary is the key to language proficiency; grammar becomes secondary. Even without the grammar, one could start using vocabulary to get the point across, however without the vocabulary, there is no message and the grammar is irrelevant. a) must “master” at least 80% on all vocab quizzes before advancing to the next unit or outcome. Quizzes can be taken multiple times until mastered, but proof of [different] supplemental activities will be made before making another attempt. b) best score recorded c) at least 1 day between retakes

__ Learning Conferences __ Conferencing with the teacher about your work and progress allows time to ask questions, expand your learning, and to get individual help. It's a good way to confirm what you are doing well, your areas of strength and what you need to focus on for improvement. a) must conference all work with Señora and discuss to get credit b) check with your “familia” to help get your questions answered, especially if you get stuck on something and Señora is not here that day

__ Progress __ In order to move at a progressive rate, deadlines will be set to determine eligibility, progress reports, etc. Be sure to move at a steady and progressive rate so as not to get behind. Remember there will be a wait time between vocabulary attempts and sufficient practice will be documented so keeping up with your work in a timely fashion is important! JMC will report a 0 for outcomes not completed by the following deadlines. For example, the learner “masters” only two outcomes by week 4. This would be considered failing and a progress report would be sent home. These can be changed as you “master” the outcome, but may affect your overall grade. Naturally, some outcomes will be more difficult than others, while some outcomes will be very easy to master. As long as the learner is demonstrating sufficient progress and work toward the outcome, s/he will be successful. Week 2 = one outcome Week 4 = three outcomes Week 6 = five outcomes; one full unit Week 8 = two outcomes in second unit Week 10 = four outcomes; second unit completed Week 12 = two outcomes in third unit Week 14 = three outcomes in third unit Week 16 = third unit completed
 * Week 9 ** = //Quarter completed//
 * Week 18 ** = interviews completed; pesos completed; BYU completed; //semester ends//


 * A ** = all objectives have been successfully mastered (all 3-4) and sufficient progress is being made toward the final goals **AND** always speaks Spanish in class **AND** at least 15 Spanish “pesos”.
 * B ** = 90% objectives have been successfully mastered (at least 3) and sufficient progress is being made toward the final goals. **OR** all objectives have been successfully mastered and slow progress is being made toward the final goals **AND** usually speaks Spanish in class **AND** at least 10 Spanish “pesos”.
 * C ** = 80% objectives have been successfully mastered (at least 3) and/or minimal progress is being made toward the final goals **AND** occasionally speaks Spanish class **AND** at least 5 Spanish “pesos”.
 * D ** = meets all outcomes at a mastery level of 2 on at least one outcome, poor progress, very low participation in conversaciones.
 * F ** = less than “C” performance (0-2 on any outcome) or does not master all outcomes, is resistant to speaking Spanish in class **OR** less than 5 Spanish “pesos”.


 * 4 exceeds ** = demonstrates deep understanding of content, communicates effortlessly, always uses correct pronunciation and spelling, student would easily be able to communicate with native, can self-correct without prompting when necessary
 * 3 secure ** = demonstrates good understanding of content, communicates with deep thought, almost always uses correct pronunciation and spelling, native can understand in communication, can self-correct with prompting
 * 2 developing ** = demonstrates basic understanding of content, communicates with predetermined or memorized script, shows some difficulty with pronunciation and spelling, native may have difficulty understanding in communication, guidance and prompting needed for self-correction
 * 1 beginning ** = demonstrates skeletal understanding of content, communicates simplest structures and vocabulary with predetermined or memorized script, shows great difficulty with pronunciation and spelling, native will have difficulty understanding in communication, much guidance and prompting needed for self-correction, translator used, redo of tasks related to this outcome are insufficient
 * 0 no attempt/no evidence ** = sufficient progress has not been observed toward this objective

30% Conversación 60% Outcomes achieved 10% Progress
 * __ QUARTER GRADES: __**

45% Quarter 1 + 45% Quarter 2 = Semester 1 Grade 45% Quarter 3 + 45% Quarter 4 = Semester 2 Grade
 * __ SEMESTER TEST: __**

__ Part 1: __ **Interview** The interview is a great way to highlight what you have learned this semester and demonstrate your language abilities. Before successful completion of the course, the learner will have the opportunity to demonstrate mastery and fluency of the vocabulary and grammar practiced throughout the semester to create a "semester test" grade. Mastery and fluency are the goals, thus these concepts are constantly being reinforced. Through practice it is expected that a deeper understanding is achieved and can be demonstrated by the end of the course. This should be the height of the student’s learning and the performance should reflect this. Outcome scores may be increased at this time to reflect the learner’s performance.

__ Part 2: __** Spanish “pesos” **

Learning happens all around us, all the time. As part of the semester grade, students can choose from one of the following activities or propose their own to Señora to collect their pesos. To earn an A, learners will need to acquire 15 pesos. For a B, learners will need 10 pesos. For a C, learners will need 5 pesos. Anything less than 5 pesos, learners will jeopardize a passing grade. The pesos can be earned at any time throughout the course and will be added to the semester test grade.

- Eat at a Mexican restaurant and speak only Spanish: waiter must sign off that it was only in Spanish! - Read a Spanish-speaking newspaper online and write a summary (no translator!) or talk to Señora about the article - Watch a movie in Spanish or subtitled in Spanish and document 10-15 new words or phrases that you could use in your everyday conversation. Be sure they are meaningful to you. - Research various gestures and what they mean. Create an informational movie or presentation about what you have learned. - Listen to a Spanish-speaking radio station and write a summary (no translator!) or talk to Señora about what you heard. - Learn a new, authentic game, dance, or song and teach it to the class! No duplicates from what you’ve learned in the past. - Learn all the Spanish-speaking countries and capitols. Show Señora. - Travel to another country and bring back a piece of realia. Present a 10-15 sentence description to the class. - Prepare an authentic dish from a Spanish-speaking country for the class. Señora has some good cookbooks or find one on the internet. Be sure to ok with Señora before you do this! Nachos are __not__ acceptable. - Attend the Latino Heritage Festival in September and document (iMovie, photo essay, etc) what you learned. - iChat your friends in Spanish. Save the conversation and show Señora later. You should have a minimum of 20 __quality__ comments. Quality will be determined by your skill level (ie Spanish III should not be using Spanish I grammar) - Read one of Señora’s books from the shelf and document 10-15 new words or phrases that you could use in your everyday conversation. Be sure they are meaningful to you. - Create a Spanish twitter PLN of at least 20 different Spanish-speaking tweeps. Document 3 conversations of 5 or more tweets with them or 20 tweets in which they respond to you at least twice. - Go to [|www.askpaulino.com] and ask him a question. When you get your response, show Señora for your credit. - Your choice – be sure to ok with Señora first!