rúbricas expohall inglés V

8/13/2019 rbricas expohall ingls V

1/5

Presentacin oral: _______________________________

Teachers Name: Miss Ivonne Barron

School: Escuela Preparatoria Oficial Anexa a la Normal No. 1 de Nezahualcoyotl Date:__ _____________

Group: 3rd

__________ Student Name(s): ______________________________________________________________

CATEGORIA Excelente Bueno Regular Deficiente

Habla Claramente Habla claramente ydistintivamente todo (100-95%) el tiempo y tienebuena pronunciacin.

Habla distintivamente todo(100-90%) el tiempo, perocon errores notorios en supronunciacin.

Habla la mayor parte deltiempo (70-90%). Y susexpresiones tienenbuena/ regularpronunciacin.

A menudo habla entredientes, no se le puedeentender, mezcla elingls con el espaol y/otiene malapronunciacin.

Volumen El volumen es losuficientemente alto paraser escuchado por todoslos miembros de laaudiencia a travs de todala presentacin.

El volumen es losuficientemente alto paraser escuchado por todoslos miembros de laaudiencia al menos 80%del tiempo.

El volumen es losuficientemente alto paraser escuchado por todoslos miembros de laaudiencia al menos el60% del tiempo.

El volumen confrecuencia es muy dbilpara ser escuchado portodos los miembros de laaudiencia.

Vocabulario Usa vocabularioapropiado para laaudiencia/ tpico depresentacin. Aumenta elvocabulario de laaudiencia definiendooexplicando(sin traducir)las palabras que podranser nuevas para sta.

Usa vocabularioapropiado para laaudiencia. Incluye 1-2palabras que podran sernuevas para la mayorparte de la audiencia, perono las define o lastraduce.

Usa vocabularioapropiado para laaudiencia. No incluyevocabulario que podraser nuevo para laaudiencia.

Usa varias (5 o ms)palabras o frases que noson entendidas por laaudiencia.

Contenido(informacin)

Demuestra un completoentendimiento del tema ylleva una secuencia deexposicin: introduccin,desarrollo, conclusin yargumentos.

Demuestra un buenentendimiento del tema, yprocura seguir lasecuencia dada.

Demuestra entendimientode algunas partes deltema. Lleva la secuenciacon irregularidad.

No parece entender muybien el tema. No tienesecuencia lgica.

Contenido(estructuracingramatical)

Sus expresiones estnperfectamenteestructuradas, sin erroresgramaticales (conjugacinverbal, orden de laspalabras, conjugacionesapropiadas, etc.)

Sus expresiones estnmedianamenteestructuradas. Muestranerrores mnimos degramtica (conjugacinverbal, orden de laspalabras, conjugacionesapropiadas, etc.).

La construccin de supresentacin evidenciaerrores sustanciales deconstruccin gramatical(conjugacin verbal,orden de las palabras,conjugacionesapropiadas, etc.)

Su presentacin estmal estructurada, y loserrores gramaticales(conjugacin verbal,orden de las palabras,conjugacionesapropiadas, etc.) soncontinuos eintermitentes,

Apoyo visual(stand)

El stand corresponde a lasmedidas lmite y su diseodemuestra considerabletrabajo/creatividad y

hacen la presentacinmejor.

Las medidascorresponden a loestablecido, Se usan 1-2apoyos que demuestran

considerabletrabajo/creatividad yhacen la presentacinmejor.

Las medidas soncongruentes a loestablecido pero no lousan para hacer mejor la

presentacin.

El estudiante no usa elstand o los apoyosvisuales escogidosrestan valor a la

presentacin.

Lmite-Tiempo La duracin de lapresentacin es de 5-8minutos.

La duracin de lapresentacin es de 4minutos.

La duracin de lapresentacin es de 3minutos.

La duracin de lapresentacin es demenos de 3 minutos oms de 8


2/5

Oral Presentation : _______________________________


School: Escuela Preparatoria Oficial Anexa a la Normal No. 1 de Nezahualcoyotl Date:________________ _

Group: 3rd

__________ Student Name(s): ______________________________________________________________

CATEGORY Excellent Good Regular Poor

Speaking The student speaks clearly,fluently and currently all thetime (100-90%) and hasgood pronunciation.

The student speaks currentlyand clearly all the time (100-90%), but has noticeablepronunciation mistakes orslips.

The student speaks currentlyand clearly almost all the time(70 -90%). His/herexpressions have good-regular pronunciation.

The student sometimes whispersos shiffles, or speaks withoutopening his/her mouth. MixesEnglish and Spanish, or has badpronunciation.

Volume The students voice hasenough volume to belistened by each member inthe class, during his/her

presentation.

The students voice hasenough volume to be listenedat least by the 80% membersin the class, during his/her

presentation.

The students voice hasenough volume to be listenedby each member in the class,during 60 % of all his/her

presentation.

The students voice does nothave enough volume to belistened by each member in theclass, during his/her

presentation.

Vocabulary The student uses currentvocabulary to the audienceor topic about his/herpresentation.He/she tries to increaseaudiences vocabularydefining or explaining (notranslating) probably newwords.

The student uses currentvocabulary to the audience ortopic about his/herpresentation.He/she includes 1-2 newwords to increase audiencesvocabulary, but he/she doesnot define or explain (ortranslate) them.

The student uses currentvocabulary to his/herpresentation. He/she does notincludes new words, or he/sheuses incorrectly

The student uses more than 5new words/sentences that arenot understood by the audienceor by him/herself.

Contents(information)

The student shows completeunderstanding about thetopic.

The student shows goodunderstanding about the topic.

The student shows weakunderstanding about the topic.Or only a part of it.

The student does not seem tounderstand the topic.

Contents

(grammarstructures)

The students expressionsare perfectly structured,

without grammar mistakesor slips (verb tenses or verbconjugation; word order;connectors, prepositionsuse, etc.).

The students expressions arewell structured, with few

grammar mistakes or slips(verb tenses or verbconjugation; word order;connectors, prepositions use,etc.).

The students presentationshows noticeable and

essential mistakes aboutgrammar construction (verbtenses or verb conjugation;word order; connectors,prepositions use, etc.).

The students presentation iswrong structured, and his/her

grammar mistakes (verb tensesor verb conjugation; word order;connectors, prepositions use,etc.) are continuous along his/herexpressions.

Visual support(stand)

The student uses visualresources which showsevidence about his/her work(creativity and originality)and makes better his/herpresentation. (Measures arerespected)

The student uses visualresources (more than two)which shows enough evidenceabout his/her work and makesbetter his/her presentation.

The student uses visualresources (1 or 2) which givehim/her support about his/herwork and makes better his/herpresentation

The student does not use visualresources (or uses wrong ones)which takes off quality to his/herpresentation

Time limit The students presentationgets 5-8 minutes.

The students presentationgets 4 minutes.

The students presentationgets only 3 minutes.

The students presentation getsmore than 8 or less than 3minutes.


3/5

Story Writing : _______________________________


School: Escuela Preparatoria Oficial Anexa a la Normal No. 1 de Nezahualcoyotl Date:____________

Group: 3rd

__________ Student Name(s): ______________________________________________________________CATEGORY Excellent Good Regular Poor

Title Title is creative, sparks interestand is related to the story andtopic.

Title is related to the story andtopic.

Title is present, but does notappear to be related to thestory and/or topic.

No title.

Introduction First paragraph has a "grabber"or catchy beginning.

First paragraph has a weak"grabber".

A catchy beginning wasattempted but was confusingrather than catchy.

No attempt was made tocatch the reader's attentionin the first paragraph.

Focus on AssignedTopic

The entire story is related to theassigned topic and allows thereader to understand much moreabout the topic.

Most of the story is related tothe assigned topic. The storywanders off at one point, butthe reader can still learnsomething about the topic.

Some of the story is related tothe assigned topic, but areader does not learn muchabout the topic.

No attempt has been madeto relate the story to theassigned topic.

Character The main characters are namedand clearly described in text as

well as pictures. Most readerscould describe the charactersaccurately.

The main characters arenamed and described. The

reader knows very little aboutthe characters.

The main characters arenamed. Most readers would

have some idea of what thecharacters looked like or hawthey are.

It is hard to tell who themain characters are.

Organization The story is very well organized.One idea or scene followsanother in a logical sequencewith clear transitions.

The story is pretty wellorganized. One idea or scenemay seem out of place. Cleartransitions are used.

The story is a little hard tofollow. The transitions aresometimes not clear.

Ideas and scenes seem tobe randomly arranged.

Spelling andPunctuation

There are 10-12 spelling orpunctuation errors in the finaldraft. Character and place namesthat the author used are spelledconsistently throughout.

There are 13-20 spelling andpunctuation errors in the finaldraft.

There are more than 20spelling or punctuation errorsin the final draft.

The final draft has morethan 25 spelling andpunctuation errors.

Length and qualityrequirements

All of the written requirementswere met.

(1-2 pages, 150-25o words)

Almost all (about 90%) thewritten requirements were met.

Most (about 75%) of thewritten requirements were

met, but several were not.

Many requirements werenot met.

Writing Process Student devotes a lot of time andeffort to the writing process(prewriting, drafting, reviewing,and editing). Works hard to makethe story wonderful.

Student devotes sufficient timeand effort to the writing process(prewriting, drafting, reviewing,and editing). Works and getsthe job done.

Student devotes some timeand effort to the writingprocess but was not verythorough. Does enough to getby.

Student devotes little timeand effort to the writingprocess. Does not seem tocare.

GrammarRequirements

Use multiple combinations ofverb tenses (at least 3 times isrequired): simple present, simplepast, past progressive, presentperfect, active and/or passivevoice.

Use a combination of verbtenses (at least 3 times isrequired) imperfect, activeand/or passive voice only threetimes or twice

Use a combination of verbtenses (at least 3 times isrequired) imperfect, activeand/or passive voice onlyonce

Do not use a combinationverb tenses imperfect,active and/or passive voiceat all

Subject/VerbAgreement

It has 2-5 errors in verbagreement. All to most ofconjugations match subjects.

It has 6-10 errors in verbagreement. Few of yourconjugations do not match withsubjects.

It has until 15 errors in verbagreement. Several ofconjugations don't match thesubject.

It has more than 16 verbagreement errors. Most ofconjugations don't matchsubjects.

Mechanics.Capital letters use &Word order

There are NO capital letters usesor word order mistakes in thiswriting. Paragraph has no errorsin punctuation, capitalization, andspelling

There are 1-5 capital letteruses or word order mistakes inyour writing. Paragraph hasone or two punctuation,capitalization, and spellingerrors.

There are 4-6 capital letteruses or word order errors inyour writing. Paragraph has afew punctuation,capitalization, and spellingerrors.

There are more than 6capital letter uses or wordorder errors in your writing.Paragraph has MANYpunctuation, capitalization,and spelling errors.

Content Accuracy All the facts and relationshipshave been portrayed correctly inwriting. The correct word is used.

Most of the facts andrelationships have beenportrayed correctly. There aresome mistakes about someonenouns meaning

Most of the facts andrelationships have beenportrayed correctly. It isobvious nouns or falsecognates are used withoutrevision

Few to none of the factsand relationships havebeen portrayed correctly. Itis obvious nouns or falsecognates are used withoutrevision


4/5

Stand : _______________________________

Teacher Name: Miss Ivonne Barron

School: Escuela Preparatoria Oficial Anexa a la Normal No. 1 de Nezahualcoyotl Date:____________________

Group: 3rd__________ Student Name(s):______________________________________________________________


Format Complies with all requirementsfor this stand:* 1,1 1.6 mhigh* 1,21,4 m long* Title* References* At least 6 paragraphs:introduction, theme,conclusion, personal point ofview.

Complies with almost allrequirements for stand, withvariations to adapt his/herneeds about visual support

Complies with severalrequirements for stand,except those aboutstructure or content.

Complies less than 55% ofrequirements for stand.Doesnt have sources orinformation is incomplete.

Vocabulario use RICH use of vocab. Nicevariety and use of words /verbs.

GREAT use of vocab. Gooduse of words / verbs.

LIMITED use ofvocabulary with littlevariety of words/ verbs.

POOR use of vocab. Littlevariety of words / verbs.

Use of language(accuracy andcurrency)

EXCELLENT use of thelanguage. Writer makes 0-5errors. All the tenses wordsare used appropriately

GOOD use of the language.Writer makes 6-8 errors.Most of the tenses andwords are used appropriately

LIMITED use of thelanguage. Writer makes8-12 errors. There are afew tenses or words arenot used appropriately

POOR use of the language.Writer makes 13 or moreerrors. Most of the tensesand words are not usedappropriately

Ideas: Clarity /Coherency

Ideas were expressed in aclear and organized fashion. Itwas easy to figure out whatthe stand was about.

Ideas were expressed in apretty clear manner, but theorganization could havebeen better.

Ideas were somewhatorganized, but were notvery clear. It took morethan one reading to figureout what the stand wasabout.

It was very difficult to figureout what the stand wasabout. The writing seemsincoherent.

Mechanics Paragraph has no errors in

punctuation, capitalization,and spelling.

Paragraph has one or two

punctuation, capitalization,and spelling errors.

Paragraph has three to

five punctuation,capitalization, andspelling errors.

Paragraph has six or more

punctuation, capitalization,and spelling errors.

Grammar &spelling

It has 5-8 errors about

Subject / Verb agreement

Noun/Adjective Agreement

Word Order

Spelling/ capitalization

Cognates / words meaning

Adverbs collocation

Contractions

Time expressions

Sentence structures

It has 9-12 errors.


Noun/AdjectiveAgreement

Word Order


Cognates / wordsmeaning

Adverbs collocation

It has until 20 errors

Subject / Verbagreement


Word Order



It has more than 20.



Word Order



Presentation Paper is neatly written ortyped with no distracting

corrections.

Paper is neatly written ortyped with 1 or 2 distracting

corrections (e.g.,dark cross-outs; bumpy white-out,words written over).

The writing is generallyreadable, but the reader

has to exert quite a bit ofeffort to figure out someof the words.

Many words are unreadableOR there are several

distracting corrections.

Attractiveness Contrasting colors and at least3 original graphics were usedto give flats visual appeal.

Contrasting colors and atleast 1 original graphic wereused to give flats visualappeal.

Contrasting colors and"borrowed" graphics wereused to give flats visualappeal.

Little or no color or fewerthan 3 graphics wereincluded.


5/5

Project Hall: ___________________________________

Teacher Name: Miss Ivonne Barron

Group: 3rd

_____________________________ School:_______________________________________________

Student Name(s): _____________________________________________________________________


Accuracy of Content All information cards madefor the game are correct.

All but one of the informationcards made for the game arecorrect.

All but two of the informationcards made for the game arecorrect.

Several information cardsmade for the game are notaccurate.

Teamwork Students meet and discussregularly. All studentscontribute to the discussionand all are listened torespectfully. All teammembers contribute a fairshare of the work.

Students meet and discussregularly. Most studentscontribute to the discussion andare listened to respectfully. Allteam members contribute a fairshare of the work.

A couple of team meetingsare held. Most studentscontribute to the discussionand are listened torespectfully. All teammembers contribute a fairshare of the work.

Meetings are not heldAND/OR some teammembers do not contributea fair share of the work.

Delegation ofResponsibility

Each student in the groupcan clearly explain whatinformation is needed by thegroup, what information oractivity s/he is responsible for

locating, and when theinformation is needed.

Each student in the group canclearly explain what informations/he is responsible for locating oractivity s/he is doing.

Each student in the groupcan, with minimal promptingfrom peers, clearly explainwhat information s/he isresponsible for locating or

activity for doing.

One or more students in thegroup cannot clearly explainwhat information they areresponsible for locating oractivity for doing.

Knowledge Gained All students in group couldeasily and correctly stateseveral facts about the topicused for the game withoutlooking at the game.

All students in the group couldeasily and correctly state 1-2facts about the topic used for thegame without looking at thegame.

Most students in the groupcould easily and correctlystate 1-2 facts about the topicused for the game withoutlooking at the game.

Several students in thegroup could NOT correctlystate facts about the topicused for the game withoutlooking at the game.

Ideas/ResearchQuestions

The Group createsreasonable, insightful,creative ideas/questions topursue when doing theresearch-game.

The Group creates independentlyidentify at least 4 originalideas/questions to pursue whendoing the research-game.

The Group creates identify,with some help, reasonableideas/questions to pursuewhen doing the research-game.

The Group does not createor identify, reasonableideas/questions to pursuewhen doing the research-game.

Group schedule Group independently

develops a reasonable,complete timeline describingwhen different parts of thework (e.g.,planning,research, first draft, finaldraft) will be done. Allstudents in group canindependently describe thehigh points of the timeline.

Group independently develops a

timeline describing when mostparts of the work will be done. Allstudents in group canindependently describe the highpoints of the timeline.

Group independently

develops a timeline describingwhen most parts of the workwill be done. Most studentscan independently describethe high points of the timeline.

Group needs adult help to

develop a timeline AND/ORseveral students in thegroup cannot independentlydescribe the high points ofthe timeline.

Behavior andattentiveness

Student ALWAYS paidattention on teachersinstructions or his/herclassmates contributions.He/she was respectful aboutother contributions.

Student SOMETIMES paidattention on teachers instructionsor his/her classmatescontributions. He/she wasrespectful most of the time aboutother contributions.

Student RARELY paidattention on teachersinstructions or his/herclassmates contributions.He/she wasUNRESPECTFUL about othercontributions.

Student NEVER paidattention on teachersinstructions or his/herclassmates contributions.He/she was naughty andchildish about otherscontributions.

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rúbricas expohall inglés V