Span IV Final Project: EFolio

1. We have 5 units (not counting the review unit). You must have a total of 19 artifacts-one for every element of every GA Standard artifacts. You must also have at least 4 artifacts from each unit. 2. At the end of the semester, there should be 5 examples of you practicing the following skills in Spanish: reading, speaking, and listening and writing. Examples could be, but are not limited to: projects, charlas, presentations, journal entries, writing responses, reading out loud in class or at home, singing songs in Spanish, or formal writings. You can use things like cell phones, ipads, flip cams, digital voice recorders, and other devices to record the speaking and listening examples. 3. You must put the letter you wrote to me the 3rd day of class up as the very first item. This does not count as one of your 19 items. You can put this on your introduction page. 4. Your items must be in PDF form (for docs) or embedded (for video and audio files). 5. For each item, you must write a paragraph in English connecting the activity and a Georgia Performance Standard. You must tell how and why the activity helped you learn, and why you chose the particular artifact.

Checklist
Unit 1: Review Unit Artifacts: ____________________________________________________________________________ Standard Connections: _______________________________________________________________ Unit 2: El Caribe Artifacts: ____________________________________________________________________________ Standard Connections: _______________________________________________________________ Unit 3: Centro Amrica Artifacts: ____________________________________________________________________________ Standard Connections: _______________________________________________________________ Unit 4: Pases de Amrica del Sur Artifacts: ____________________________________________________________________________ Standard Connections: _______________________________________________________________ Unit 5: Mas pases de Amrica del Sur Artifacts: ____________________________________________________________________________ Standard Connections: _______________________________________________________________

EPortfolio Rubric
Criteria Artifacts Unsatisfactory The artifacts and work samples do not relate to the purpose of the eportfolio and/or there are no captions on any of the artifacts re: title, author, date, or unit. Limited Some of the artifacts and work samples are related to the purpose of the eportfolio. (5 or less). Some of the artifacts are accompanied by a caption that includes title, author, and date, and unit. Proficient Most artifacts and work samples are related to the purpose of the eportfolio.(Minimum of 8) Most of the artifacts are accompanied by a caption that includes title, author, date, and unit. Exemplary All artifacts and work samples are clearly and directly related to the purpose of the eportfolio. A wide variety of artifacts is included. All artifacts are accompanied by a caption that includes title, author, date and unit.

Reflection The reflections do not describe growth or include goals for continued learning. The reflections are not connected strongly to a standard and specifically to an element in that standard. The reflections do not illustrate the ability to effectively critique work or provide suggestions for constructive practical alternatives. The reflection is short (a couple of sentences). A few of the reflections describe growth and include goals for continued learning. A few of the reflections are somewhat connected to a standard and specifically to an element in that standard. A few reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives. The reflection is short (3-5 sentences). Most of the reflections describe growth and include goals for continued learning. Most of the reflections are connected strongly to a standard and specific element in that standard. Most of the reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives. The reflection is of appropriate length. (Minimum of 1 paragraph; 5-8 sentences). All reflections clearly describe growth, achievement, accomplishments, and include goals for continued learning (long and short term). All of the reflections are connected strongly to a standards and specific element in that standard. All of the reflections are connected to a standard and specifically to an element in that standard. All reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives. The reflection is of appropriate length (minimum of 8 sentences). The writing is free of grammatical, spelling or punctuation errors. The style of writing facilitates communication and no editing is required.

Quality of Writing and Proofreading

There are numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication and requires major editing and revision.

The writing includes some grammatical, spelling or punctuation errors that distract the reader and it requires some editing and revision.

The writing is largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication, and minor editing is required.

Use of Multimedia

The graphic elements or multimedia do not contribute to understanding concepts, ideas and relationships. The inappropriate use of multimedia detracts from

Some of the graphic elements and multimedia do not contribute to understanding concepts, ideas and relationships. A few of the audio and/or video artifacts are edited

Most of the graphic elements and multimedia contribute to understanding concepts, ideas and relationships, enhance the written material and create

All of the photographs, concept maps, spreadsheets, graphics, audio and/or video files effectively enhance understanding of

the content. Audio and/or video artifacts are not edited or exhibit inconsistent clarity or sound (too loud/too soft/garbled). There is only 1 multimedia element on the page.

with inconsistent clarity or sound (too loud/too soft/garbled). There are only 2 multimedia elements on the page.

interest. Most of the audio and/or video artifacts are edited with proper voice projection, appropriate language, and clear delivery. There are 3 multimedia elements on the page.

Navigation

The navigation links are confusing, and it is difficult to locate artifacts and move to related pages or a different section. There are significant problems with pages connecting to preceding pages. Many of the external links do not connect to the appropriate website or file.

The navigation links are somewhat confusing, and it is often unclear how to locate an artifact or move to related pages or a different section. In some places the links do not connect to preceding pages. Some of the external links do not connect to the appropriate website or file.

The navigation links generally function well, but it is not always clear how to locate an artifact or move to related pages or different section. Most of the external links connect to the appropriate website or file.

concepts, ideas and relationships, create interest, and are appropriate for the chosen purpose. All audio and/or video artifacts are edited with proper voice projection, appropriate language, and clear delivery. There are more than 3 multimedia elements on the page. The navigation links are intuitive. The various parts of the portfolio are labeled, clearly organized and allow the reader to easily locate an artifact and move to related pages or a different section. All external links connect to the appropriate website or file.

Layout and Readability

The eportfolio is difficult to read due to inappropriate use of fonts, type size for headings, sub-headings and text and font styles (italic, bold, underline). Many formatting tools are under or over-utilized and decrease the readers' accessibility to the content. Color of background, fonts, and links decreases the readability of the text, is distracting and used inconsistently throughout the eportfolio.

The eportfolio is often difficult to read due to inappropriate use of fonts and type size for headings, sub-headings and text or inconsistent use of font styles (italic, bold, underline). Some formatting tools are under or over-utilized and decrease the readers' accessibility to the content. Color of background, fonts, and links decreases the readability of the text, is distracting and used inconsistently in some places throughout the eportfolio.

The eportfolio is generally easy to read. Color, background, font styles, and type size for headings, sub-headings and text are generally used consistently throughout the eportfolio.

Color, background, font styles (italic, bold, underline) and type size for headings, subheadings and text are used consistently and enhance the readability throughout the eportfolio. Horizontal and vertical white space alignment is used appropriately to organize content.

Adapted from: http://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html

Standards List with Elements Espaol IV

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. MLIV.IP1A Express needs and desires. MLIV.IP1B Share emotions and preferences. MLIV.IP1C Elicit and express opinions and information. MLIV.IP1D Exchange personal reactions to spoken and written information related to the target culture(s). MLIV.IP2A Participate in extended oral and written activities reflecting the present, with some usage of past and future tenses. MLIV.IP2B Exchange ideas clearly using level-appropriate material. MLIV.IP2C Use paraphrasing, circumlocution, body language, and other creative means to convey and comprehend messages. MLIV.IP2D Use self-correction. MLIV.IP2E Demonstrate Intermediate-Low to Intermediate-Mid proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics. MLIV.INT1A Identify main ideas, supporting details and various elements, such as plot, theme, setting, and characters, from a variety of texts. MLIV.INT1B Understand some subtleties of meaning, such as intent, humor, and tone, in a variety of level-appropriate works in the target language that are culturally authentic, such as radio and television segments or literary passages. MLIV.INT1C Comprehend and react to current events and issues presented through print and electronic media. MLIV.INT1D Understand simple connected discourse. MLIV.INT1E Demonstrate Intermediate-Low to Intermediate-Mid proficiency in listening, viewing, and reading comprehension. MLIV.P1A Summarize and communicate main ideas and supporting details from a variety of authentic language materials. MLIV.P1B Produce brief oral presentations (minimal errors in present tense, some errors with past and future tenses), using visual and technological support as appropriate. MLIV.P1C Write short, organized compositions (minimal errors in present tense, some errors with past and future tenses), using visual and technological support as appropriate. MLIV.P1D Give prepared presentations (near full control of present, past, and future tenses), using visual and technological support as appropriate. MLIV.P1E Demonstrate Intermediate-Low to Intermediate-Mid proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.

ACTFL Proficiency Guidelines: This is the goal- these guidelines should describe your abilities by the end of the semester.
Listening Intermediate-Mid Able to understand sentence-length utterances which consist of recombinations of learned utterances on a variety of topics. Content continues to refer primarily to basic personal background and needs, social conventions and somewhat more complex tasks, such as lodging, transportation, and shopping. Additional content areas include some personal interests and activities, and a greater diversity of instructions and directions. Listening tasks not only pertain to spontaneous face-to-face conversations but also to short routine telephone conversations and some deliberate speech, such as simple announcements and reports over the media. Understanding continues to be uneven. Intermediate-High Able to sustain understanding over longer stretches of connected discourse on a number of topics pertaining to different times and places; however, understanding is inconsistent due to failure to grasp main ideas and/or details. Thus, while topics do not differ significantly from those of an Advanced level listener, comprehension is less in quantity and poorer in quality. Speaking Intermediate-Mid Able to handle successfully a variety of uncomplicated, basic, and communicative tasks and social situations. Can talk simply about self and family members. Can ask and answer questions and participate in simple conversations on topics beyond the most immediate needs; e.g., personal history and leisure time activities. Utterance length increases slightly, but speech may continue to be characterized by frequent long pauses, since the smooth incorporation of even basic conversational strategies is often hindered as the speaker struggles to create appropriate language forms. Pronunciation may continue to be strongly influenced by first language and fluency may still be strained. Although misunderstandings still arise, the Intermediate-Mid speaker can generally be understood by sympathetic interlocutors. Intermediate-High Able to handle successfully most uncomplicated communicative tasks and social situations. Can initiate, sustain, and close a general

conversation with a number of strategies appropriate to a range of circumstances and topics, but errors are evident. Limited vocabulary still necessitates hesitation and may bring about slightly unexpected circumlocution. There is emerging evidence of connected discourse, particularly for simple narration and/or description. The Intermediate-High speaker can generally be understood even by interlocutors not accustomed to dealing with speakers at this level, but repetition may still be required. Reading Intermediate-Mid Able to read consistently with increased understanding simple, connected texts dealing with a variety of basic and social needs. Such texts are still linguistically noncomplex and have a clear underlying internal structure. They impart basic information about which the reader has to make minimal suppositions and to which the reader brings personal interest and/or knowledge. Examples may include short, straightforward descriptions of persons, places, and things written for a wide audience. Intermediate-High Able to read consistently with full understanding simple connected texts dealing with basic personal and social needs about which the reader has personal interest and/or knowledge. Can get some main ideas and information from texts at the next higher level featuring description and narration. Structural complexity may interfere with comprehension; for example, basic grammatical relations may be misinterpreted and temporal references may rely primarily on lexical items. Has some difficulty with the cohesive factors in discourse, such as matching pronouns with referents. While texts do not differ significantly from those at the Advanced level, comprehension is less consistent. May have to read material several times for understanding. Advanced Able to read somewhat longer prose of several paragraphs in length, particularly if presented with a clear underlying structure. The prose is predominantly in familiar sentence patterns. Reader gets the main ideas and facts and misses some details. Comprehension derives not only from situational and subject matter knowledge but from increasing control of the language. Texts at this level include descriptions and narrations such as simple short stories, news items, bibliographical information, social notices, personal correspondence, routinized business letters, and simple technical material written for the general reader Writing Intermediate-Mid Able to meet a number of practical writing needs. Can write short, simple letters. Content involves personal preferences, daily routine, everyday events, and other topics grounded in personal experience. Can express present time and at least one other time frame or aspect consistently, e.g., nonpast, habitual, imperfective. Evidence of control of the syntax of non-complex sentences and basic inflectional morphology, such as declensions and conjugation. Writing tends to be a loose collection of sentences or sentence fragments on a given topic and provides little evidence of conscious organization. Can be understood by natives used to the writing of non-natives. Intermediate-High Able to meet most practical writing needs and limited social demands. Can take notes in some detail on familiar topics and respond in writing to personal questions. Can write simple letters, brief synopses and paraphrases, summaries of biographical data, work and school experience. In those languages relying primarily on content words and time expressions to express time, tense, or aspect, some precision is displayed; where tense and/or aspect is expressed through verbal inflection, forms are produced rather consistently, but not always accurately. An ability to describe and narrate in paragraphs is emerging. Rarely uses basic cohesive elements such as pronominal substitutions or synonyms in written discourse. Writing, though faulty, is generally comprehensible to natives used to the writing of non-natives. Advanced Able to write routine social correspondence and join sentences in simple discourse of at least several paragraphs in length on familiar topics. Can write simple social correspondence, take notes, write cohesive summaries and resumes, as well as narratives and descriptions of a factual nature. Has sufficient writing vocabulary to express self simply with some circumlocution. May still make errors in punctuation, spelling, or the formation of nonalphabetic symbols. Good control of the morphology and the most frequently used syntactic structures, e.g., common word order patterns, coordination, subordination, but makes frequent errors in producing complex sentences. Uses a limited number of cohesive devices, such as pronouns, accurately. Writing may resemble literal translations from the native language, but a sense of organization (rhetorical structure) is emerging. Writing is understandable to natives not used to the writing of non-natives.