WORLD LANGUAGESSTANDARDS:PRESENTATIONAL SPEAKINGAND WRITING
Presentational Tasks   Writing, Speaking for an audience     One-way  communication     Classmates……..native speakers  ...
What are some Presentational Task you do now?Speaking               Writing
Presentational Tasks   One perspective on valuing the process of rough    drafts and rehearsals:     Taking the process ...
Presentational Tasks   Rubrics for presentational tasks can be generic or    task-specific, depending on the unique trait...
Presentational Tasks   Generic rubrics     Used to judge the same type of      performance: all speeches, all dialogues,...
Presentational Tasks   Task-specific rubrics     Used    for a specific performance that has unique traits     Gives st...
Presentational Tasks   Consider non-negotiables to reduce the number of    criteria that need to be built into a rubric ...
Non-negotiables: An example   Word-processed   Double-spaced   250 words   Paragraphs   Title   Spell-checked   At ...
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Wl standards presentational writing and speaking

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Wl standards presentational writing and speaking

  1. 1. WORLD LANGUAGESSTANDARDS:PRESENTATIONAL SPEAKINGAND WRITING
  2. 2. Presentational Tasks Writing, Speaking for an audience  One-way communication  Classmates……..native speakers  Informal……formal  Rehearsals →performance  Drafts → publication
  3. 3. What are some Presentational Task you do now?Speaking Writing
  4. 4. Presentational Tasks One perspective on valuing the process of rough drafts and rehearsals:  Taking the process seriously leads to high quality final products  Count the process but weight the final product more heavily as a reflection of good preparation
  5. 5. Presentational Tasks Rubrics for presentational tasks can be generic or task-specific, depending on the unique traits that might be emphasized in a presentational task. THE STUDENT EXCEEDS EXPECTATIONS THE STUDENT MEETS EXPECTATIONS THE STUDENT DOES NOT MEET EXPECTATIONS DO WE UNDERSTAND YOU? The audience understands me The audience understands me. I am not clearly understood. I (Comprehensibility) without difficulty. I may have some hesitations or have frequent hesitations and unnatural pauses. unnatural pauses. HOW WELL DO YOU USE THE I am mostly correct when I am mostly correct with I am correct only at the word SPANISH LANGUAGE? producing simple sentences. memorized language. level. (Language Control & Vocabulary Use) My presentation is rich in My vocabulary reveals basic My vocabulary is limited and/or appropriate vocabulary. information. repetitive. HOW WELL DO YOU IMPACT THE I use gestures, visuals and tone I use some gestures and I make no effort to maintain AUDIENCE? of voice to maintain audience’s visuals to maintain audience’s audience’s attention. attention. attention. My tone of voice is acceptable. HOW WELL DO YOU ORGANIZE THE My main ideas are supported My presentation has a I present information randomly. PRESENTATION? with examples. beginning, middle, and end. (COMMUNICATION STRATEGIES) I demonstrate some awareness HOW WELL DO YOU ACT LIKE A NATIVE of cultural appropriate-ness. SPEAKER? (CULTURAL AWARENESS)
  6. 6. Presentational Tasks Generic rubrics  Used to judge the same type of performance: all speeches, all dialogues, all essays  Helps students understand the nature of a quality performance
  7. 7. Presentational Tasks Task-specific rubrics  Used for a specific performance that has unique traits  Gives students feedback on that particular performance
  8. 8. Presentational Tasks Consider non-negotiables to reduce the number of criteria that need to be built into a rubric Non-negotiables: basic requirements of any performance that need to be in place before the performance can be evaluated
  9. 9. Non-negotiables: An example Word-processed Double-spaced 250 words Paragraphs Title Spell-checked At least 5 of the new vocab words Written in the past and imperfect

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