| 1 |
*Write and report personal information: name, place of birth, and native language. |
| 6 |
Using English, teach words in their first language to speakers of other languages. |
| 8 |
Write a personal narrative. |
| 10 |
Interact with other student speakers and take notes. |
| 11 |
Arrange, take, and document mini-cultural exchange trips with classmates. |
| 12 |
Read and talk about history of race relations (and other issues) in the U.S.A and in students’ home countries. |
| 13 |
Research and describe to others how different cultures resolve various issues: (e.g., childcare, elder care, and/or the environment). |
| 16 |
*Give an oral presentation on a cultural artifact. |
| 17 |
Give an oral report on native language and literature/culture. |
| 18 |
Write a report on our native lands and cultures. |
| 19 |
Write a thank you note for a cultural presentation. |
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Each answer has correct & appropriate content, and is understandable.
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2 |
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Each answer is correct, but has incomplete content, &/or inference is required to be understood.
|
1 |
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Each answer has inappropriate content &/or is not understandable.
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0 |
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|
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Written personal narrative includes more than the seven items about immigrant experiences.
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16 |
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Written cloze activity or personal narrative includes seven items with immigrant experiences.
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14 |
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Written cloze activity or personal narrative includes at least 4 items with immigrant experiences.
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8 |
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Written cloze activity or personal narrative includes at least 2 items with immigrant experiences.
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4 |
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No cloze activity or personal narrative.
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0 |
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Cloze activity or personal narrative has correct & appropriate information and correct grammar.
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2 |
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Cloze activity or personal narrative has correct & appropriate information, no more than 3 grammar errors, and/or inference may be needed to understand it.
|
1 |
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Cloze activity or personal narrative.has inappropriate information and/or is not understandable.
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0 |
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Correct language conventions, including capitalization and punctuation.
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3 |
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Up to 3 errors in language conventions, including capitalization and punctuation.
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2 |
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Four to five errors in langauge conventions, including capitalization and punctuation.
|
1 |
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More than six errors in language conventions, including capitalization and punctuation.
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0 |
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Legible, neat and correct spelling.
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3 |
|
Legibility and neatness does not interfere with content with up to 3-4 spelling errors.
|
2 |
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Poor legibility & neatness requires inferences on content &/or with 5-6 spelling errors.
|
1 |
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Illegible, not neat and/or more than 6 spelling errors.
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0 |
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|
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For each item of information that is clear, correct and comprehensible.
|
2 |
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For each item of information that is correct but needs some inference to understand
|
1 |
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For each item that is incorrect, unclear, incomprehensible or absent.
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0 |
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Demonstrates five of the following items-Audible, visible, a clear beginning, a clear ending, animated &/or gestures.
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5 |
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Demonstrates three of the following items- Audible, visible, a clear beginning, a clear ending, animation &/or gestures.
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3 |
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Not audible or visible, no clear beginning or ending, no animation or gestures
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0 |
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|
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For each item of information that is clear, correct and comprehensible.
|
2 |
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For each item of information that is correct, but needs some inference to understand.
|
1 |
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For each item that is incorrect, unclear, incomprehensible or absent.
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0 |
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Presentaion demonstrates five of the following items: audible, uses visuals, has a clear beginning and ending, is animated and/or uses gestures.
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5 |
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Presentaion demonstrates three of the following items: audible, uses visuals, has a clear beginning and ending, is animated and/or uses gestures.
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3 |
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Presentation is not audible, does not use visuals, and has no clear beginning and ending,
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0 |
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|
|
Writes an excellent report that is well organized (5 pts.), provides comprehensive information (5 pts.), and well formatted (5 pts.) as compared to former students’ anchor papers.
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15 |
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Writes a good report that is organized (4 pts.), provides adequate information (3 pts.), and formatting with 6-8 errors (3) as compared to former students’ anchor papers.
|
10 |
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Writes a satisfactory report that is poorly organized (2), provides minimal information (2), with more than 8 formatting errors (1) as compared to former students’ anchor papers.
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5 |
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Does not write a report.
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0 |
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Two points each for two resources (i.e. research information) from the following list: printed text, the Internet, personal recollection &/or community member interviews.
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4 |
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Does not provide research information from printed text, the Internet, personal recollection &/or community member interviews.
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0 |
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Does not Include any audio or visual aids (CD, graph, charts, etc.) in the final written report.
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0 |
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Includes 4 audio or visual aids (CD, graph, charts, etc.) in the final written report.
|
4 |
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Includes 3 audio or visual aids (CD, graph, charts, etc.) in the final written report.
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3 |
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Word processes or hand writes final report with an excellent presentation (e.g. language conventions, margins, etc.)
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4 |
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Word processes or hand writes final report with an average presentation (e.g. legibility, language conventions, margins, etc.)
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3 |
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Hand writes final report with poor legibility that may require inferences for meaning, 7-8 language convention errors that make the report difficult to read, and little attention to margins.
|
1 |
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Does not turn in final written report.
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0 |
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Writes a final report with 90-100% corrected mechanics.
|
4 |
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Writes a final report with 80-89% corrected mechanics.
|
3 |
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Writes a final report with 70-79% corrected mechanics.
|
2 |
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Writes a final report with 60-69% corrected mechanics.
|
1 |
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Does not write a final report or writes a final report with less than 59% corrected mechanics.
|
0 |
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|
|
Writes a news report with up to 6 points given for content (who, what, where, when, why & how).
|
6 |
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Does not write a news report with information given on who, what, where, when, why or how.
|
0 |
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Writes a news report with up to 3 points given for content (who, what, where, when, why & how).
|
3 |
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Writes a thank-you letter/note with 4 items from the following list: the date the letter was written, the name of the person they are thanking, closure with their own name, the location of the event, expression of gratitude or regret about the event, explanation of what they learned, description or narration of what happened; and giving specific examples.
|
4 |
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Writes a thank-you letter/note with 8 items such as the date the letter was written, the name of the person they are thanking, closure with their own name, the location of the event, expression of gratitude or regret about the event, explanation of what they learned, description or narration of what happened; and giving specific examples.
|
8 |
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Does not write a thank-you letter/note with the date the letter was written, the name of the person they are thanking, their name in the closure, the location of the event, the expression of gratitude or regret, an explanation of what they learned, description or narration of what happened, or giving specific examples.
|
0 |
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Word-processes the news report or thank-you letter with no more than 2-3 mechanical errors.
|
2 |
|
Word processes or hand writes the news report or thank-you letter with no more than 4-5 mechanical errors.
|
1 |
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Word-process or hand writes the news report or thank-you letter wiht more than 5 mechanical errors.
|
0 |
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Content A: Writes a news report with correct usage of past tense verbs.
|
4 |
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Content A: Writes a news report with 80-89% correct usage of past tense verbs.
|
3 |
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Content A: Writes a news report with 70-79% correct usage of past tense verbs.
|
2 |
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Content A: Writes a news report with 60-69% correct usage of past tense verbs.
|
1 |
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Content A: Does not write a news report with past tense verbs or writes a news report with less than 60% correct usage of past tense verbs.
|
0 |
|
Emails the thank-you letter.
|
2 |
|
Mails/ hand delivers the thank-you letter.
|
1 |
|
Does not emial or mail/hand deliver the thank-you letter.
|
0 |
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