defined. Some content is accurate with significant inaccurate information. Low level of fluency with frequent hesitance. Fair pronunciation with interference from another language. Disorganized response with little coherence. Register is inappropriate (inaccurate social and/or cultural references included) Unable to comply Partially addresses and/or partially completes the task. Minimally relates minimally to the topic Most supporting details or examples are irrelevant or not effective. Most content information is inaccurate. Demonstrate lack of control of numerous structures; numerous grammatical errors impede communication. Insufficient vocabulary; constant interference from another language. Poor fluency with labored expression Poor pronunciation, which affects comprehension Disorganized response with no coherence. Minimal to no attention to register (inaccurate social and/or cultural references are included) Scoring Rubric for Written Expression—Responding to a letter, memorandum, E-mail and Opinion/position Essay. A response at this level is characterized by most of the following features/dimensions: Score Task Completion Topic Development Writing Skills 3 high Fully addresses and completes the task relates to the topic; topic well developed All or almost all supporting details or examples are appropriate and effective Response is well organized and generally coherent Demonstrates a mid-high or high degree of control of a variety of structures; a few grammatical errors occur with no evident patterns Varied vocabulary appropriate for the content and used with precision Very few errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure) Register is appropriate (accurate social and/or cultural references included) 2 Addresses and Relates to the topic Response is organized, but some parts are not fully developed Mid-
completes the task Most supporting details or examples are well defined Demonstrates a moderate degree of control of a variety of structures; some grammatical errors occur Appropriate vocabulary with occasional errors such as making up words or code switching Some errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure) but they do not impede communication Register is usually appropriate (generally accurate social and/or cultural references included) 1 Addresses and completes the task Moderately relates to the topic Some supporting details or examples are vague or not well defined Response is inadequately organized/not sequenced correctly Demonstrates a lack of control of a variety of structures; frequent grammatical errors occur Limited vocabulary; frequent errors such as making up words or code-switching Frequent errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure) Register is inappropriate (inaccurate social and/or cultural references are included) 0 Low Partially addresses and/or partially completes the task Minimally relates to the topic Most supporting details or examples are irrelevant or not effective Response is disorganized Demonstrates a lack of control of most structures; numerous grammatical errors impede communication Insufficient vocabulary; constant interference from another language Pervasive errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure) impede communication Minimal to no attention to register (inaccurate social and/or cultural references are included) SCORING RUBRIC FOR WRITTEN EXPRESSION — Lesson Plan Rating Task Completion Topic Development Writing Skills 3 High Fully addresses and fully elaborates all categories (school grade, vocabulary, Demonstrates a high degree of content understanding; all content information is accurate and well developed All teaching techniques described are appropriate for Response is well organized and generally coherent Demonstrates a mid-high or high degree of control of a variety of structures; a few grammatical errors occur with low
materials, procedure and assessment) grade level and objective given All materials and activities discussed are appropriate for grade level and objective given Assessment instrument described elicits appropriate information on targeted learning objective and is appropriate for grade level no evident patterns Varied vocabulary appropriate for the content and used with precision Very few errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure) Register is appropriate (accurate social and/or cultural references included) 2 High Addresses all categories (school grade, vocabulary, materials, procedure and assessment), but some points are not fully elaborated Demonstrates a moderate degree of content understanding; all content information is accurate Most teaching techniques described are appropriate for grade level and objective given. Most materials and activities discussed are appropriate for grade level and objective given Assessment instrument described elicits moderate amount of information related to learning objective Response is organized, but some parts are not fully developed Demonstrates a moderate degree of control of a variety of structures; some grammatical errors occur Appropriate vocabulary with occasional errors such as making up words or codeswitching Some errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure), but they do not impede communication Register is usually appropriate (generally accurate social and/or cultural referencesincluded) 1 Mid- Low Addresses only some of the categories (school grade, vocabulary, materials, procedure, and assessment) Demonstrates a degree of content understanding; only some content information is accurate Some of the teaching techniques described are appropriate for grade level and/or objective given. Some materials and activities discussed are appropriate for grade level and/or objective given Assessment instrument Response is inadequately organized/not sequenced correctly Demonstrates a lack of control in a variety of structures; frequent grammatical errors occur Limited vocabulary; frequent errors such as making up words or code-switching Frequent errors in conventions of the written language (orthography: spelling,
Week 1 Aug 27, 2012 1. Syllabus / Expectations 2. Update distribution list 3. Dates for the BTLPT examination 4. Historical development of Spanish-research study Summary of Course Description Assignments: 1. Download the BTLPT (TExES 190) Practice test available from: 2. PP 1: Spanish Research The Language Cervantes Reading: Rosado, L. (2005, December). The Language of Cervantes: Alive and well in Texas. Hispania, 88 (4), 456-469. Sept 3rd Labor Day Week 2 Sept 10, 2012 The connection between Spanish and English PP 2: La Conexión Span-Eng Reading: Morris & Rosado (2009), Chapter 1: La Gramática del Lenguaje Week 3 Sept 17, 2012 Grammar overview PP 4: Grammar overview Overview of Spanish grammar Reading: Rosado & Morris (2009), Chapter 2: La Ortografía Week 4 Sept 24, 2012 Review of Spanish orthography —Ortografía PP 5: Ortografía Reading: Review the BTLPT practice examination available from: Week 5 Oct1, 2012 Components of the Bilingual Target Language Proficiency Test--Spanish PP 3: BTLPT Reading: Chapter 3: La Comprensión Auditiva TExES Competency I—Listening Comprehension Week 6 Oct 8, 2012 1. Listening comprehension activities 2. Reading comprehension Read Chapter 5: La Comunicación Oral TExES Competency II—Oral Expression Week 7 Oct 15, 2012 Oral Communication Rehearse questions for the oral part of the of the BTLPT test. Week 8 Oct 22, 2012 Oral Communication assessment (Bilingual Target Proficiency—Spanish Training (Performance will be graded) Practice for the oral UTA-BTLPT Reading: Chapter 6—La Comunicación Escrita TExES Competency III—Reading Comprehension October 22-27 TABE Conference San Antonio, Texas Week 9 Oct 29, 2012 Analysis of oral communication Week 10 Nov 5, 2012 Written Communication Assignment: Letter to a parent or an administrator TExES Competency IV—Written Expression Week 11 Nov 12, 2012 1. Writing paragraph - to persuade, to explain… Collect Writing sample 2. Writing lesson plans in Spanish Evaluate Fourth Grade TASK/STAAR Released test—Lectura y redacción