Technology-Assisted Assessment Inquiry: Part 2
|
|
- Alba Castellanos Roldán
- hace 8 años
- Vistas:
Transcripción
1 Abstract The lesson designed in module 2 was presented to the students and assessments were administered. A formative assessment was administered to indentify basic reading comprehension of a poem. A summative assessment was administered which it was different from the formative assessments they took, before, during and after the lesson. The students took several formative assessments during the whole lesson; those were vocabulary, author and literature context clues project assessment and reading comprehension multiple choice assessments (online-based). The last one was chosen to compare results with the summative assessment. The results were posted in Synergy, the school academic & administrative system. As it is mentioned above, the formative assessment (multiple choices online-based) was designed to identify students basic reading comprehension of a specific poem Walking around by Pablo Neruda. The last assessment (summative essay) was designed to identify students ability to discuss a literary work, understand literature terms and to evaluate the students insight about the work studied. The rubric used is a College Board Rubric; RubiStar program was fed with this information. However, it was not used as an interactive rubric because was not uploaded on Way Point Outcome at the moment of the assessment was administered. The results from both assessments compared in this assignment are as follow: Period # of students MC on-line assess Class Avg. % Essay assess Class Acv. % % 73% % 74% Data taken from Synergy Taking the above data as a unique platform of analysis may help us to conclude that technology is an effective way to assess students academic achievement since the first assessment was an online tool and the second one was a traditional method of assessment. On the other hand, if results in the above chart are merely seen as a numbers to determine the students growth, the conclusion may be that they regress because in both periods the class average are highest in the first assessment compared to the second. However, there are many variables to include in order of drawing precise conclusions. First, the online assessment was designed to evaluate reading comprehension and understanding literary terms in a literature work. There are questions made in this quiz related to the poem main idea and literature concepts. In question number two of this quiz, the students must think about the author thoughts and feelings; it makes reference to the poem sensorial effect the author wants to transmit through a rhetoric language. In order for the students to understand this, they must work before with several questioning activities, many of them were traditional activities, but others were supported by technology. The summative assessment was a College Board format essay. At this point the students have practiced, produced and applied several literature elements presented during the whole lesson, many of them technology-based as well. Even when both assessments are different, both include basic reasoning on literature application terms and focus on sensorial elements. Thus, the results are comparable. However it is important to mention that the difficulty level in the second one (written AP Spa Literature & Culture Page 1
2 essay) is higher than the first one (multiple choice reading comprehension). The first one marked the foundation, it shows the students level of reading understanding, the second one encourage the students to produce, to explain authors intentions, and reading main ideas, the students infer readings and they put it in their own words. Technology plays an important role in order to obtain good results in both assessments. They use technology for research, communication and composition. Before doing the summative assessment, technology was used to support students learning, comprehension and application of literary elements. The students worked with Web projects, they used text, images, hyperlinks and audio to express their ideas. They worked in an online environment and in blended course; these types of activities facilitated in class discussions. Software such as audacity, Power Point, and websites such as YouTube, or LMS like Schoology were used to complement students learning. Note: below it can be found the Post-assessment s details, and in the appendix a copy of both assessments analyzed in this abstract. AP Spa Literature & Culture Page 2
3 Wiki Space URL: ID: Password: GCU2013 Especial note: This assignment was taught and its test and essays were administrated to the students on March In order to complete this assignment I went back to the students quiz results (I took them from Synergy a school academic & administration system) and I went back to my students essay rubric results to compare them. Lesson: Walking around Poem by Pablo Neruda Reading comprehension Un poema Summary of Part 1: Pre-assessment (detailed lesson submitted in Module 2) The nature of my courses requires teaching in class, the technology usages in formative and summative assessments are combined with a traditional learning environment. During part 1, the students were introduced and taught about a poem named Walking around by Pablo Neruda. The Wiki Lesson posted guided the student to a pre-reading (vocabulary presented through Wordly, the students did in class activities to master the vocabulary and they did Wordly reading predictions). During reading (they read in class and were encouraged reading partner strategy read aloud, think aloud ). Then in the post reading they were detecting poem sensorial elements by doing a sensorial graphic organizer. Also, group and partner discussions and drawing conclusions in a story board format were made and presented in class. The formative assessment the students did was multiple choice quiz (online-quiz in QuizStar, see below in the appendix page a copy of this multiple choice assessment). The online-test administrated in the first part of this lesson was to detect the students reading comprehension stage level and identify their understanding about literature elements applied to this poem. Part 2 Post-assessment In this lesson the students will develop the last part of the Lesson Goal: The student will read, understand and analyze a poem. They will discuss author intentions and literature strategies he used to engage the reader. Then they will write an analytical essay about how the authors use the time and space to create a variety of emotions and feelings? (e.g. confusion, nostalgia, regret, etc). Based in the analysis made in class (pre-during-post reading) and the literature elements on the poem they will develop the following topic: AP Spa Literature & Culture Page 3
4 Topic Assessment: Read the following extract taken from the poem Walking around, think about the main question you have at the beginning of this extract, reflect on it and answer it. Then observe the picture below, and guided for the question you have about the picture, analyze how the authors use the time and space to create a variety of emotions and feelings? (e.g. Confusion, nostalgia, regrets, etc.). Write your conclusions in a brief and well organized essay comparing the elements both authors used to create those emotions in the reader/observer. Note: The answers of the question will not be graded, however, it is important to respond them in order to help yourself to develop the essay. Extract taken from the poem Walking around Qué juicio parece haber formado la voz poética tocante a las relaciones entre las personas de su medio ambiente? Sucede que me canso de ser hombre. Sucede que entro en las sastrerías y en los cines marchito, impenetrable, como un cisne de fieltro Navegando en un agua de origen y ceniza. El olor de las peluquerías me hace llorar a gritos. Sólo quiero un descanso de piedras o de lana, sólo quiero no ver establecimientos ni jardines, ni mercaderías, ni anteojos, ni ascensores. Sucede que me canso de mis pies y mis uñas y mi pelo y mi sombra. Sucede que me canso de ser hombre. Sin embargo sería delicioso asustar a un notario con un lirio cortado o dar muerte a una monja con un golpe de oreja. Sería bello ir por las calles con un cuchillo verde y dando gritos hasta morir de frío. No quiero seguir siendo raíz en las tinieblas, vacilante, extendido, tiritando de sueño,hacia abajo, en las tapias mojadas de la tierra, absorbiendo y pensando, comiendo cada día. Observa el cuadro de abajo con cuidado, y luego compara con tus conclusiones arriba, el juicio que parece haber formado la mujer del cuadro sobre las personas del ambiente suyo. Subway George Tooker (1950) See RUBRIC in the Appendix pages AP Spa Literature & Culture Page 4
5 Appendix A copy of the following quiz was uploaded in QuizStar and in Schoology.com Prueba (Quiz) de comprensión y análisis Walking around Pablo Neruda Contesta las siguientes preguntas, o completa la idea, eligiendo en cada caso la respuesta más apropiada. 1. Considera los versos dos y tres del poema «Walking around»: «Sucede que entro en las sastrerías y en los cines/marchito, impenetrable como un cisne de fieltro/navegando en un agua de origen y ceniza». El cisne es una imagen recurrente en la poesía modernista, por lo hermoso y diáfano, y porque su cuello forma un signo de interrogación. Pero en «Walking around», qué imagen representa el cisne de fieltro? a. La imagen de un poeta presumido a causa de la gran fama que tiene. b. La imagen de un poeta abrumado por la vida en un mundo vertiginoso y artificial que mata al espíritu. c. La imagen de un poeta errabundo que anda vagando sin norte preciso. d. La imagen de un poeta que se apresta a morir abandonado. 2. Por qué dice el poeta: «Sucede que me canso de ser hombre»? a. Porque en un mundo como el que describe el poeta, ser hombre significa renunciar al espíritu original y adaptarse a convenciones sociales. b. Porque la condición humana condena a todos a sufrir desde que nacen hasta que mueren. c. Porque el ser humano está condenado a vivir conjurando la muerte, y a dejar algún día de ser el «yo» al que está acostumbrado. d. Porque el ser humano es por naturaleza pragmático, materialista e interesado. 3. Cuál de las siguientes afirmaciones podría ser una razón verosímil por la que el poeta escribe: «hay espejos/que debieran haber llorado de vergüenza y espanto»? a. Porque los espejos que han reflejado una realidad tan horripilante como la descrita en el poema deberían avergonzarse y espantarse por ello. b. Porque los espejos adquieren la capacidad humana de llorar gracias a la poesía. c. Porque los espejos, en lugar de reflejar lo grotesco, se complacen en reflejar cosas bellas. d. Porque los espejos reflejan solamente espejismos. 4. Según la última estrofa del poema, el poeta siente al caminar por la ciudad. a. cansancio b. odio c. una ola de energía d. distintas emociones contradictorias 5. Al parecer, el poeta sería más feliz si viviera. a. en las afueras de la ciudad b. en una ciudad más grande c. en un barrio un poco más lujoso d. en un sitio más familiar para el poeta donde se sintiera menos enajenado AP Spa Literature & Culture Page 5
6 6. Cuál de estas palabras mejor resume la emoción que predomina a lo largo de este poema? a. melancolía b. indiferencia c. hastío d. tranquilidad 7. Al decir la voz poética que el día lunes lo ve llegar con su cara de cárcel, qué figuras retóricas emplea el poeta? a. Una personificación seguida por un símil. b. Una personificación seguida por una metáfora. c. Una personificación seguida por un apóstrofe. d. Una sinécdoque seguida por una metonimia. Technology-Assisted Assessment Inquiry: Part 2 8. La forma métrica de este poema. a. paradójicamente, presenta un orden marcadamente opuesto a su idea fundamental. b. transmite en lo formal el mismo sentido caótico que su idea fundamental. c. recuerda al lector las formas métricas de la poesía en los orígenes de la literatura española. d. apoya fielmente la variedad de emociones conflictivas, entre gran felicidad y gran dolor, que hay en el poema. 9. Cuál de estas descripciones mejor describe el lenguaje poético de «Walking around»? a. cacofónico b. eufónico c. lleno de pathos d. catártico AP Spa Literature & Culture Page 6
7 Grade Description CB Grade The writers of these well-constructed essays fully answer the question, approach the text analytically, and 9-8 illustrate their points with numerous textual references and/or quotations. Working with a convincing thesis, the writer demonstrates a clear understanding of the task and the piece. Although not without flaws, these essays reflect the writer s ability to control a thesis, write with clarity, precision, and coherence, and in the case of a nine (9) essay with particular persuasiveness and/or stylistic flair papers respond to the assignment clearly and directly, developing a sound thesis that answers all parts 7-6 of the question. They indicate a good understanding of the text and support their points with appropriate textual references and/or quotations. While their approach is analytic, the analysis is less precise that in 8-9 papers. They seem less insightful, or discussion is more limited. Nonetheless, they confirm the writer s ability to read literary texts with comprehension and to write with organization and control. 6-7 papers respond to the assignment clearly and directly but with less development than 8-9 papers These essays respond to the assigned task, but they tend to be superficial in analysis. They often rely 5 upon plot summary that contains some analysis, implicit or explicit. They may use textual references and quotations sparingly or without clearly enough supporting their points. These essays may demonstrate a rather simplistic understanding of the question/work. Typically, these essays reveal unsophisticated thinking and/or immature writing. The writers demonstrate adequate control of language, but their essays may be marred by surface errors and may lack effective organization. The style of 5 essays may be mechanical or banal These papers fail in some important way to fulfill the assignment. They may omit some part of the 4-3 question, fail to provide minimal textual support for their points, or base their analysis on a misreading of some part of the text. Nevertheless, these essays normally present one or more incisive points among others of less value. The writing may be similarly uneven in development with lapses in organization and clarity These papers commonly combine two or more serious failures: they may not address the actual question; they may indicate serious misreading of the text; they may not use textual support -- or may use it in such a way that suggest failure to understand the text; they may be unclear, badly written, or unacceptably brief. The style of these papers is usually marked by egregious errors or by abruptness that suggests the student did not finish; but some may be smoothly written but devoid of content. 0 This score is reserved for essays that make no more than a reference to the task, those that are off-topic, 0 and for a blank sheet. AP Spa Literature & Culture Page 7
8 AP Spa Literature & Culture Page 8
MANUAL EASYCHAIR. A) Ingresar su nombre de usuario y password, si ya tiene una cuenta registrada Ó
MANUAL EASYCHAIR La URL para enviar su propuesta a la convocatoria es: https://easychair.org/conferences/?conf=genconciencia2015 Donde aparece la siguiente pantalla: Se encuentran dos opciones: A) Ingresar
Más detallesACCESS for ELLs, a Test of English Proficiency. El ACCESS de los estudiantes ELL, una prueba de conocimientos de inglés
ACCESS for ELLs, a Test of English Proficiency El ACCESS de los estudiantes ELL, una prueba de conocimientos de inglés The ACCESS for ELLs Test This test: ê shows how well your child is learning English;
Más detallesLearning Masters. Early: Force and Motion
Learning Masters Early: Force and Motion WhatILearned What important things did you learn in this theme? I learned that I learned that I learned that 22 Force and Motion Learning Masters How I Learned
Más detallesVermont Mini-Lessons: Leaving A Voicemail
Vermont Mini-Lessons: Leaving A Voicemail Leaving a Voice Mail Message Learning Objective 1) When to leave a message 2) How to leave a message Materials: 1) Voice Mail Template blanks & samples 2) Phone
Más detallesTOUCH MATH. Students will only use Touch Math on math facts that are not memorized.
TOUCH MATH What is it and why is my child learning this? Memorizing math facts is an important skill for students to learn. Some students have difficulty memorizing these facts, even though they are doing
Más detallesMatemáticas Muestra Cuadernillo de Examen
Matemáticas Muestra Cuadernillo de Examen Papel-Lápiz Formato Estudiante Español Versión, Grados 3-5 Mathematics Sample Test Booklet Paper-Pencil Format Student Spanish Version, Grades 3 5 Este cuadernillo
Más detallesWelcome to lesson 2 of the The Spanish Cat Home learning Spanish course.
Welcome to lesson 2 of the The Spanish Cat Home learning Spanish course. Bienvenidos a la lección dos. The first part of this lesson consists in this audio lesson, and then we have some grammar for you
Más detallesNotes for teachers: Length of podcast: 7:59
: Technology Enhanced Elementary Spanish Program Lesson Plan: # 50 Story: # 1 Level 4 Objective(s) & Progress Indicator(s): 1a: Express simple descriptions 1b: Answer simple questions 1d: Identify visual
Más detalles2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for
AP SPANISH LANGUAGE 2007 SCORING COMMENTARY Presentational Writing Overview This question asked students to understand, organize, synthesize, and integrate different sources in a cohesive response to a
Más detallesSpecimen 2018 Morning Time allowed: 1 hour 15 minutes
SPECIMEN MATERIAL GCSE SPANISH Higher Tier Paper 4 Writing H Specimen 2018 Morning Time allowed: 1 hour 15 minutes Materials: You will need no other materials. Instructions Use black ink or black ball-point
Más detallesTECHNOLOGY ENHANCED LANGUAGE LEARNING MODULE Module on Las partes del cuerpo humano
Student s name: TECHNOLOGY ENHANCED LANGUAGE LEARNING MODULE Module on Las partes del cuerpo humano INTERPRETIVE MODE: Preparation Phase: In this module, you will learn about Las partes del cuerpo humano.
Más detallesTEESP: Technology Enhanced Elementary Spanish Program Lesson Planner. Title: Qué pasa con su corazón?
: Technology Enhanced Elementary Spanish Program Lesson Plan #: 60 Story #: 2 Level 6 Resources used: Title: Qué pasa con su corazón? Pages/URL/etc.: Cuéntame! Pages 167-174 Objective(s) & Progress Indicator(s):
Más detallesAgustiniano Ciudad Salitre School Computer Science Support Guide - 2015 Second grade First term
Agustiniano Ciudad Salitre School Computer Science Support Guide - 2015 Second grade First term UNIDAD TEMATICA: INTERFAZ DE WINDOWS LOGRO: Reconoce la interfaz de Windows para ubicar y acceder a los programas,
Más detallesTEACHER TOOLS: Teaching Kids Spanish Vocabulary. An Activity in 4 Steps
TEACHER TOOLS: Teaching Kids Spanish Vocabulary An Activity in 4 Steps Teaching Kids Spanish Vocabulary Lesson for Spanish Teachers Learning new vocabulary words in Spanish is an important element in the
Más detallesLearning Masters. Fluent: Wind, Water, and Sunlight
Learning Masters Fluent: Wind, Water, and Sunlight What I Learned List the three most important things you learned in this theme. Tell why you listed each one. 1. 2. 3. 22 Wind, Water, and Sunlight Learning
Más detallesCreating your Single Sign-On Account for the PowerSchool Parent Portal
Creating your Single Sign-On Account for the PowerSchool Parent Portal Welcome to the Parent Single Sign-On. What does that mean? Parent Single Sign-On offers a number of benefits, including access to
Más detallesWhat is family health history?
Family Health History Project Pre-Survey What is family health history? Family health history is information about diseases that run in your family, as well as the eating habits, activities, and environments
Más detallesThe Home Language Survey (HLS) and Identification of Students
The Home Language Survey (HLS) and Identification of Students The Home Language Survey (HLS) is the document used to determine a student that speaks a language other than English. Identification of a language
Más detallesNotes for teachers: Length of podcast: 14:38
: Technology Enhanced Elementary Spanish Program Lesson Plan: # 55 Story: # 2 Level 5 Objective(s) & Progress Indicator(s): 1a: Express simple descriptions 1b: Answer simple questions 1d: Identify visual
Más detalles_X_Ethical Considerations Unanswered Questions _X_ Over Time Different Perspectives Big Ideas. Lessons and Activities Resources:
Grade Level: 4 Topic: Texas Endangered Species Subject Area(s): Reading, Writing, Mathematics Science _X_ Social Studies Essential Question(s): What is an endangered species? What are the causes for some
Más detallesPLAN DE ESTUDIOS Español 1 SEMANA 11 (WEEK 11) (del 21 de marzo al 25 de marzo) Día 1
PLAN DE ESTUDIOS Español 1 SEMANA 11 (WEEK 11) (del 21 de marzo al 25 de marzo) Día 1 LECCIÓN: 26 1. Content Objective(s): Students will be able to demonstrate comprehension of Spanish vocab. 2. Language
Más detallesGeneral Certificate of Education Advanced Level Examination June 2013
General Certificate of Education Advanced Level Examination June 2013 Spanish Unit 4 Speaking Test Candidate s Material To be conducted by the teacher examiner between 7 March and 15 May 2013 (SPA4T) To
Más detallesEl compañero, al verla avergonzada Ic dijo:-no te preocupes, tengo secador en casa!
CSEC Spanish Paper 02 Section IV Reading Comprehension Read the following selection carefully. Do NOT translate, but answer the questions in E?GLISH. Be sure to write the number of the question which you
Más detallesFinal Project (academic investigation)
Final Project (academic investigation) MÁSTER UNIVERSITARIO EN BANCA Y FINANZAS (Finance & Banking) Universidad de Alcalá Curso Académico 2015/16 GUÍA DOCENTE Nombre de la asignatura: Final Project (academic
Más detallesLevel 1 Spanish, 2016
90911 909110 1SUPERVISOR S Level 1 Spanish, 2016 90911 Demonstrate understanding of a variety of Spanish texts on areas of most immediate relevance 2.00 p.m. Thursday 24 November 2016 Credits: Five Achievement
Más detallesNombre: Pick an item that is special to you (food, place, object) and describe it by filling in each square with at least 5 details.
1. Read the following two articles and poem. 2. As you read, mark each time one of the 5 senses is used. For instance, if they use taste el café esta caliente then underline it and write Gusto on the side.
Más detallesAP Spanish Literature Summer Work
26 de mayo, Bienvenido/a a AP Español Literatura! Felicitaciones! Tú has sido aceptado/a en el programa de AP Español - Literatura. Estoy segura de que habrá muchas preguntas. Puedes enviarme cualquier
Más detallesSpanish Advanced Unit 4: Research, Understanding and Written Response
Write your name here Surname Other names Edexcel GCE Centre Number Candidate Number Spanish Advanced Unit 4: Research, Understanding and Written Response Tuesday 12 June 2012 Afternoon Time: 2 hours 30
Más detallesHOMEWORK ASSIGNMENTS, TEST AND QUIZ DUE DATES: STUDY GUIDE and CLASS NOTES. NOV-04 TO NOV-22, 2016 SPANISH 1 PERIOD 6 S. DePastino
HOMEWORK ASSIGNMENTS, TEST AND QUIZ DUE DATES: STUDY GUIDE and CLASS NOTES NOV-04 TO NOV-22, 2016 SPANISH 1 PERIOD 6 S. DePastino Unidad 2 Etapa 2 11-04 A TAREA: Estudiar el vocabulario libro p. 143 Iniciar
Más detallesEl perro perdido Hoja de práctica 1. Escribe C si la frase es cierta y F si la frase es falsa.
Nombre Fecha Escribe C si la frase es cierta y F si la frase es falsa. El perro perdido Hoja de práctica 1 1. Carbón es un perro blanco. 2. Carbón vive en Chile. 3. Carbón vive con una chica. 4. Alonso
Más detallesEL DINERO CUENTA. Personajes. Escenario. Esta obra de teatro tiene lugar en y alrededor de la. Acto 1
EL DINERO CUENTA Narrador 1 Ben Narrador 2 Personajes Sr. Dinero Sra. Dinero Escenario Esta obra de teatro tiene lugar en y alrededor de la casa del Sr. y la Sra. Dinero. Sr. Dinero Sra. Dinero Ben Melissa
Más detallesSpanish 3V: Winter 2014
Spanish 3V: Winter 2014 Elementary Spanish 3 in online format: https://login.uconline.edu/ Robert Blake, rjblake@ucdavis.edu; Rebecca Conley, mconley@ucdavis.edu Description: Spanish 3V is the second of
Más detallesSpanish 4 Final Exam Writing. Tema curricular: La vida contemporánea. Teacher Directions:
Spanish 4 Final Exam Writing Teacher Directions: The writing section of the test has two options. Option 1 requires that the student write a newspaper article about multiculturalism. Option 2 is an email
Más detallesKeep reading, for a list of required elements and questions to inspire you!
You will write at least TEN sentences describing a typical week in the life of a BCC student YOU! -- based on the three Encuestas (surveys) you conducted with your classmates: If you can t think of what
Más detallesLearning Masters. Early: Animal Bodies
Learning Masters Early: Animal Bodies WhatILearned What important things did you learn in this theme? I learned that I learned that I learned that 22 Animal Bodies Learning Masters How I Learned Good readers
Más detallesEntrevista: el medio ambiente. A la caza de vocabulario: come se dice en español?
A la caza de vocabulario: come se dice en español? Entrevista: el medio ambiente 1. There are a lot of factories 2. The destruction of the ozone layer 3. In our city there is a lot of rubbish 4. Endangered
Más detallesScholarship 2014 Spanish
93007 930070 S SUPERVISOR S USE ONLY Scholarship 2014 Spanish 9.30 am Tuesday 25 November 2014 Time allowed: Three hours Total marks: 24 Check that the National Student Number (NSN) on your admission slip
Más detallesMiddletown High School North and South AP Spanish Srta. Mota SUMMER Assignment PART II COMMON DIRECT RESPONSE OPENERS
Middletown High School North and South AP Spanish Srta. Mota SUMMER Assignment PART II COMMON DIRECT RESPONSE OPENERS The following are some useful expressions that you will need to learn and use during
Más detallesObjetivo: You will be able to You will be able to
Nombre: Fecha: Clase: Hora: Título (slide 1) Las cosas _ Capítulo 2 1 (Chapter Two, First Step) Objetivo: You will be able to You will be able to First look at the other sheet of vocabulary and listen,
Más detallesLevel 1 Spanish, 2012
90908 909080 1SUPERVISOR S Level 1 Spanish, 2012 90908 Demonstrate understanding of a variety of spoken Spanish texts on areas of most immediate relevance 9.30 am Tuesday 4 December 2012 Credits: Five
Más detallesPrueba de práctica Matemáticas 10 grado
Sistema de evaluación global de Massachusetts Prueba de práctica Matemáticas 10 grado Nombre del estudiante Nombre de la escuela Nombre del distrito escolar Ésta es una prueba de práctica. Las respuestas
Más detallesBasic Life Skills Lessons. Voice Mail Systems
Basic Life Skills Lessons Voice Mail Systems Voice Mail Systems Learning Objective: 1) Understand when and how to leave a, knowing what to include to ensure a call back 2) Know how to set-up an out-going
Más detallesLearning Masters. Fluent: States of Matter
Learning Masters Fluent: States of Matter What I Learned List the three most important things you learned in this theme. Tell why you listed each one. 1. 2. 3. 22 States of Matter Learning Masters How
Más detallesHOMEWORK ASSIGNMENTS, TEST AND QUIZ DUE DATES: STUDY GUIDE and CLASS NOTES. NOV-04 TO NOV-22, 2016 SPANISH 2 PERIOD 7 S. DePastino
HOMEWORK ASSIGNMENTS, TEST AND QUIZ DUE DATES: STUDY GUIDE and CLASS NOTES NOV-04 TO NOV-22, 2016 SPANISH 2 PERIOD 7 S. DePastino Unidad 2 Etapa 2 11-04 A TAREA: Estudiar el vocabulario libro p. 147 Iniciar
Más detallesSPANISH ORAL LANGUAGE ASSESSMENT. Jill Jegerski Department of Modern Languages April 8, 2011
SPANISH ORAL LANGUAGE ASSESSMENT Jill Jegerski Department of Modern Languages April 8, 2011 INTRODUCTION Basic Spanish program at CSI Three-course Gen. Ed. sequence: SPN 113, 114, 213 Approximately 800
Más detallesLevel 1 Spanish, 2013
90911 909110 1SUPERVISOR S Level 1 Spanish, 2013 90911 Demonstrate understanding of a variety of Spanish texts on areas of most immediate relevance 9.30 am Tuesday 3 December 2013 Credits: Five Achievement
Más detallesAP Spanish Summer Work, 2018 Sra. White. C1 reflection chart
AP Spanish Summer Work, 2018 Sra. White rosemary.white@cobbk12.org 770-262-7625 Please do not hesitate to contact me any time this summer if you have problems or questions. The Summer Work is due the first
Más detallesFlashcards Series 3 El Aeropuerto
Flashcards Series 3 El Aeropuerto Flashcards are one of the quickest and easiest ways to test yourself on Spanish vocabulary, no matter where you are! Test yourself on just these flashcards at first. Then,
Más detalles6 th Grade Spring Break Math Activities Instructions (Spanish)
6 th Grade Spring Break Math Activities Instructions (Spanish) Indiana s College- and Career-Ready Academic Standards 2014 include one or more math fluency standards per grade level in Grades 1-8. Fluency
Más detallesMi ciudad interesante
Mi ciudad interesante A WebQuest for 5th Grade Spanish Designed by Jacob Vuiller jvuiller@vt.edu Introducción Tarea Proceso Evaluación Conclusión Créditos Introducción Bienvenidos! Eres alcalde de una
Más detallesSonrisas Spanish Student Assessment Lessons 1 5
The Level I Student Portfolio is an integral part of the Sonrisas Level I curriculum. You will use it to compile student work in order to assess progress and performance. Used in conjunction with the lessons
Más detallesTEESP: Technology Enhanced Elementary Spanish Program Lesson Planner. Title: Robin Hood está en Ogallala
Lesson Plan #: 58 Story #: 2 Level 5 Resources used: Title: Robin Hood está en Ogallala Pages/URL/etc.: Cuéntame! Pages 152-158 Objective(s) & Progress Indicator(s): 1a: Express simple descriptions 1b:
Más detallesAn explanation by Sr. Jordan
& An explanation by Sr. Jdan direct object pronouns We usually use Direct Object Pronouns to substitute f it them in a sentence when the it them follows the verb. Because of gender, him and her could also
Más detallesEnciclopedia ilustrada de dinosaurios y otros animales prehistoricos
Enciclopedia ilustrada de dinosaurios y otros animales prehistoricos Click here if your download doesn"t start automatically Enciclopedia ilustrada de dinosaurios y otros animales prehistoricos Enciclopedia
Más detallesSpanish Reading Released Test Questions 2010 GRADE
Spanish Reading Released Test Questions 2010 GRADE 4 The released test questions included in this document refer to information in the reading selection El himno de las ranas Por Elsa Cross Due to copyright
Más detallesStudents Pledge: Parents Pledge:
The school-home compact is a written agreement between administrators, teachers, parents, and students. It is a document that clarifies what families and schools can do to help children reach high academic
Más detallesUNIT ONE: Vocabulary and grammar-verb To Be. UNIT TWO : grammar; simple present- present progressive
CREATING YOUR BLOG ENGLISH A2 GENERAL OBJECTIVE: Define terminology and grammatical structure of the concepts of both classroom and basic English course A2 guidelines for the implementation of these in
Más detallesMenciona algunas ciudades con instalaciones judías en España. Anótalas en un mapa de España.
Welcome to AP Spanish Literature and Culture! Together, we are about to embark on a literary journey through time, on which we will be challenged with a wide variety of works. Before we are able to completely
Más detallesClass 002 - The Method. covered vocabulary for around the house. For example, we will learned the names of
Class 002 - The Method INSTRUCTOR: This is Learning Spanish Like Crazy pod cast number 2. Last week we covered vocabulary for around the house. For example, we will learned the names of certain household
Más detallesThe 10 Building Blocks of Primary Care
The 10 Building Blocks of Primary Care My Action Plan Background and Description The Action Plan is a tool used to engage patients in behavior-change discussion with a clinician or health coach. Using
Más detallesPrueba de práctica Matemáticas 10 grado
Sistema de evaluación global de Massachusetts Prueba de práctica Matemáticas 10 grado Nombre del estudiante Nombre de la escuela Nombre del distrito escolar Massachusetts Department of ELEMENTARY & SECONDARY
Más detallesConnection from School to Home Science Grade 5 Unit 1 Living Systems
Connection from School to Home Science Grade 5 Unit 1 Living Systems Here is an activity to help your child understand human body systems. Here is what you do: 1. Look at the pictures of the systems that
Más detallesMathematically Connected Communities
Mathematically Connected Communities PARCC PBA Practice Test Items Algebra I Mathematics en Español Excerpted 3/2015 from PARCC Online Practice Tests www.parcconline.org Mathematical Practice Questions
Más detallesStudy Packet for the Regents Exam (5 pages)
Study Packet for the Regents Exam (5 pages) Listening Comprehension (There are 15 questions @ 2 points) Memorize these words! They appear frecuently. la beca ofrecer gratis, gratuito ofrecido el barrio
Más detallesLevel 1 Spanish, 2014
90911 909110 1SUPERVISOR S Level 1 Spanish, 2014 90911 Demonstrate understanding of a variety of Spanish texts on areas of most immediate relevance 2.00 pm Friday 28 November 2014 Credits: Five Achievement
Más detallesACTIVITIES GUIDE FOR RECOGNITION FORUM ACT. 1
ACTIVITIES GUIDE FOR RECOGNITION FORUM ACT. 1 Image taken from: https://encryptedtbn2.gstatic.com/images?q=tbn:and9gct1g4dsp4wfwxl_tl621b3q9bzjof4s6h6pbvzjj3kjvzhngr8xog MAIN OBJECTIVE: To identify the
Más detallesDiseño de un directorio Web de diseñadores gráficos, ilustradores y fotógrafos.
Universidad Nueva Esparta Facultad de Ciencias Administrativas Escuela de Administración de Diseño de un directorio Web de diseñadores gráficos, ilustradores y fotógrafos. Tutor: Lic. Beaujon, María Beatriz
Más detallesGustar. Use gustar to talk about what a person likes, or literally, what is pleasing to them. Gustar uses mainly 2 conjugations:
Gustar Use gustar to talk about what a person likes, or literally, what is pleasing to them. Gustar uses mainly 2 conjugations: It also HAS to be used with an indirect object pronoun. Gustar To say what
Más detallesLos números. 0 cero 1 uno / un 2 dos 3 tres 4 cuatro. 6 seis 7 siete 8 ocho 9 nueve 10 diez 5 cinco
53 31 16 0 cero 1 uno / un 2 dos 3 tres 4 cuatro 6 seis 7 siete 8 ocho 9 nueve 10 diez 5 cinco 11 - once 12 - doce 13 - trece 14 - catorce 17 - diecisiete 18 - dieciocho 19 - diecinueve 20 - veinte 15
Más detallesUnidad 4 / Examen [Test Masters 48 49]
[Test Masters 48 49] A. Listen to the conversation between Teresa and Pablo. Then you will hear five multiple-choice statements about their conversation. You will hear each statement twice. Circle the
Más detallesETS APPs 26.10.2012 MATELEC 2012. Nuevas Funciones para ETS. Madrid. Casto Cañavate KNX Association International
ETS APPs Nuevas Funciones para ETS 26.10.2012 MATELEC 2012 Madrid Casto Cañavate KNX Association International KNX Association International Page No. 2 Introducción Diversidad de Proyectos Viviendas Oficinas
Más detallesEncuesta. Objetivo: Encuestar a los alumnos del 1º al 5º ciclo de licenciatura en inglés de la Universidad de oriente.
Encuesta Objetivo: Encuestar a los alumnos del 1º al 5º ciclo de licenciatura en inglés de la Universidad de oriente. 1 Considera necesario que se imparta la signatura informática como herramienta para
Más detallesAndroid Studio Curso Basico: Aprenda paso a paso (Spanish Edition)
Android Studio Curso Basico: Aprenda paso a paso (Spanish Edition) Auth Luis Ayala Click here if your download doesn"t start automatically Android Studio Curso Basico: Aprenda paso a paso (Spanish Edition)
Más detallesTable of Contents. iii. To the Student... v To the Teacher... vi
Table of Contents To the Student.......................... v To the Teacher.......................... vi UNIDAD 1 Vocabulario.............................1 Vocabulario adicional......................4
Más detallesConnection from School to Home Kindergarten Math Module 2 Topic A. Making 3 with Triangles and Chips
Connection from School to Home Kindergarten Math Module 2 Topic A Making 3 with Triangles and Chips Here is a simple activity to help your child learn about composing and decomposing the number 3 and analyzing
Más detallesFrom e-pedagogies to activity planners. How can it help a teacher?
From e-pedagogies to activity planners. How can it help a teacher? Elena de Miguel, Covadonga López, Ana Fernández-Pampillón & Maria Matesanz Universidad Complutense de Madrid ABSTRACT Within the framework
Más detallesGreetings. Lists and TPR Sheets The Enlightened Elephant
Greetings Lists and TPR Sheets Total Physical Response Vocabulary Practice The set of pages with images are the TPR (Total Physical Response) picture pages. They are available with or without words and
Más detallesDescripción de contenidos del E-FORM Capítulo Proyectos de cooperación europea
Descripción de contenidos del E-FORM Capítulo Proyectos de cooperación europea DOCUMENTO NO VÁLIDO PARA PRESENTAR LA SOLICITUD* *Documento-resumen del formulario online (eform) de la 2ª convocatoria de
Más detallesDISEÑO DEL EQUIPAMIENTO DE UN ESTUDIO DE GRABACIÓN DIGITAL RESUMEN. Sergio Herreros Carballo
DISEÑO DEL EQUIPAMIENTO DE UN ESTUDIO DE GRABACIÓN DIGITAL RESUMEN Sergio Herreros Carballo El presente proyecto describe la instalación de audio de un estudio de grabación digital musical. La finalidad
Más detallesLevel 1 Spanish, 2011
90911 909110 1SUPERVISOR S Level 1 Spanish, 2011 90911 Demonstrate understanding of a variety of Spanish texts on areas of most immediate relevance 9.30 am uesday Tuesday 2 November 2011 Credits: Five
Más detallesEl Jardín de la Memoria (El adepto de la Reina nº 2) (Spanish Edition)
El Jardín de la Memoria (El adepto de la Reina nº 2) (Spanish Edition) Rodolfo Martínez Click here if your download doesn"t start automatically Download and Read Free Online El Jardín de la Memoria (El
Más detallesTEESP: Technology Enhanced Elementary Spanish Program Lesson Planner. Title: El bebé es Superman!
Lesson Plan #: 52 Story #: 1 Level 4 Resources used: Title: El bebé es Superman! Pages/URL/etc.: Cuéntame! Pages 105-112 Objective(s) & Progress Indicator(s): 1a: Express simple descriptions 1b: Answer
Más detallesStructuring Numbers (ST) Score out of 4
VASD 1 st Grade WINTER and SPRING Minimal Basic Proficient Winter 0-9 10-12 13-20 Spring 0-12 13-15 16-20 Fall 0-12 13-15 16-20 and 2 nd Grade Fall Math Screener If student gets 20/20 in WINTER do NOT
Más detallesKnowing Where You Live
Knowing Where You Live Learning Objective: 1) Student will be able to communicate their physical address and farm name in English 2) Student will understand the difference between a physical address and
Más detallesComputer Science. Support Guide First Term Fourth Grade. Agustiniano Ciudad Salitre School. Designed by Mary Luz Roa M.
2018 Computer Science Support Guide First Term Fourth Grade Designed by Mary Luz Roa M. Agustiniano Ciudad Salitre School PLANEACION PRIMER PERIODO UNIDAD TEMATICA: GENERALIDADES DE POWER POINT Y USO RESPONSABLE
Más detallesEL ESTILO INDIRECTO (REPORTED SPEECH)
EL ESTILO INDIRECTO () **El estilo indirecto es la forma de reproducir en tercera persona lo que alguien ha dicho textualmente. I m tired she said. She said that she was tired. Como se observa en el ejemplo
Más detallesLAC-2009-09 Modificación 2.3.3.3. DIRECT ALLOCATIONS TO ISPs DISTRIBUCIONES INICIALES A ISPs
LAC-2009-09 Modificación 2.3.3.3 DIRECT ALLOCATIONS TO ISPs DISTRIBUCIONES INICIALES A ISPs Current Policy 2.3.3.3. Direct Allocations to Internet Service Providers LACNIC may grant this type of allocation
Más detallesPRE SPEAKING ACTIVITY GUIDE
PRE SPEAKING ACTIVITY GUIDE Objective: To express ideas and real life situations accurately and efficiently by applying the contents studied in the course. Specific objectives: Take part on an interview
Más detallesPortal para Padres CPS - Parent Portal. Walter L. Newberry Math & Science Academy Linda Foley-Acevedo, Principal Ed Collins, Asst.
Portal para Padres CPS - Parent Portal Walter L. Newberry Math & Science Academy Linda Foley-Acevedo, Principal Ed Collins, Asst. Principal (773) 534-8000 Formando su cuenta - Setting up your account Oprima
Más detallesLearning Masters. Early: Food From Plants
Learning Masters Early: Food From Plants WhatILearned What important things did you learn in this theme? I learned that I learned that I learned that 22 Food From Plants Learning Masters How I Learned
Más detallesSELF ASSESSMENT TOOL: DRR CAPACITIES AT LOCAL LEVEL. Dominican Republic
A quick resume SELF ASSESSMENT TOOL: DRR CAPACITIES AT LOCAL LEVEL Dominican Republic DIPECHO project Strengthening local capacities for response and management of risks with respect to seismic events
Más detallesNombre Clase Fecha. committee has asked a volunteer to check off the participants as they arrive.
SITUATION You are participating in an International Student Forum. The organizing committee has asked a volunteer to check off the participants as they arrive. TASK As the volunteer, greet the participants
Más detallesQué viva la Gráfica de Cien!
Qué viva la Gráfica de Cien! La gráfica de cien consiste en números del 1 al 100 ordenados en cuadrilones de diez números en hileras. El resultado es que los estudiantes que utilizan estás gráficas pueden
Más detallesLa Leyenda de la Llorona EMBEDDED READING. Adaptation by Bryce Hedstrom Illustrations by Chris Poquette
La Leyenda de la Llorona EMBEDDED READING Versión #1 SIMPLEST VERSION, PRESENT TENSE Adaptation by Bryce Hedstrom Illustrations by Chris Poquette VERSIÓN 1A LA LEYENDA DE LA LLORONA mujer woman va goes
Más detallesInstructor: She just said that she s Puerto Rican. Escucha y repite la palabra Puerto Rican -for a man-.
Learning Spanish Like Crazy Spoken Spanish Lección once Instructor: Cómo se dice Good afternoon? René: Buenas tardes. Buenas tardes. Instructor: How do you ask a woman if she s Colombian. René: Eres Colombiana?
Más detallesWRITING ASSIGNMENT. Express ideas and real life situations in written form taking into account the contents from level A1.
WRITING ASSIGNMENT General Objetive Express ideas and real life situations in written form taking into account the contents from level A1. Specific objetives: Make a sketch or outline chart to present
Más detallesDaly Elementary. Family Back to School Questionnaire
Daly Elementary Family Back to School Questionnaire Dear Parent(s)/Guardian(s), As I stated in the welcome letter you received before the beginning of the school year, I would be sending a questionnaire
Más detalles