This document provides instructions for a personal profile project. Students are asked to create a poster with pictures and information about their family members, daily routine, and favorites. They will then present their poster to the class, speaking in Chinese. The poster and presentation will be graded based on following instructions, writing accurately in Chinese, creativity, neatness, speaking clearly, eye contact, and proper pronunciation.
2014 character analysis-rubric(1) (autosaved)Liz Slavens
This rubric evaluates character analysis responses based on four criteria: topic/idea development, organization, mechanics and language usage, and presentation. For each criterion, the rubric describes the characteristics of outstanding, exceeds standards, meets standards, almost there, and weak responses. Scores are assigned on a scale of 30-0 for each criterion based on how well the response meets the descriptions. The highest scores are for responses with well-defined characters, strong organization, no errors, and a neat presentation.
This document provides instructions for a personal profile project. Students are asked to create a poster with pictures and information about their family members, daily routine, and favorites. They will then present their poster to the class, speaking in Chinese. The poster and presentation will be graded based on following instructions, writing accurately in Chinese, creativity, neatness, speaking clearly, eye contact, and proper pronunciation.
2014 character analysis-rubric(1) (autosaved)Liz Slavens
This rubric evaluates character analysis responses based on four criteria: topic/idea development, organization, mechanics and language usage, and presentation. For each criterion, the rubric describes the characteristics of outstanding, exceeds standards, meets standards, almost there, and weak responses. Scores are assigned on a scale of 30-0 for each criterion based on how well the response meets the descriptions. The highest scores are for responses with well-defined characters, strong organization, no errors, and a neat presentation.
This document provides information from a Back to School Night presentation for a 3rd grade Mandarin immersion class. It introduces the teacher, Ms. Chau, who was born in Taiwan and has taught Mandarin at various schools. It outlines her teaching philosophy of allowing student curiosity to guide learning. The document also summarizes the Mandarin curriculum and units, daily schedule, homework policies, volunteer opportunities and upcoming field trips for families to learn about the Mandarin program.
This document provides information for parents of students in Ms. Chau's Mandarin Immersion program at College Park Elementary School. It outlines the school's behavior expectations, attendance policy, uniform requirements, recess and lunch procedures, guidelines for birthday celebrations, and policies around items brought from home. It also includes information about volunteering opportunities at the school through the PTA and in individual classrooms, as well as school-wide life skills programs.
The document provides a chart that lists the initial consonant sounds and final vowel sounds in Pinyin, along with rough English equivalents. It includes 24 initial sounds such as "b", "p", "m", and "f", which are paired with English words to illustrate their pronunciation. There are also 14 final vowel sounds like "a", "ei", "iu", and "ing", along with examples in English. The chart is intended to help English speakers understand Pinyin pronunciation based on similar sounds in their own language.
1. The document is a Chinese vocabulary list containing 20 common Chinese words and their English translations.
2. It provides the Chinese characters, pinyin romanization, and English gloss for terms ranging from verbs like "to listen" and "to play" to nouns like "work", "period", "laughing", and "crying".
3. The list covers basic vocabulary for communicating facts and feelings.
1. The document appears to be a dictionary or list of Chinese characters and their translations to English.
2. It provides the Chinese characters for common words like "listen", "now", "play", "game", "work", "lesson", "period", "laugh", "crying", "dear", "all", "from", "to", "because", "know", and translations for terms like "although" and "emotion".
3. The document serves as a reference tool for learning basic Chinese vocabulary.
The document announces a "Phases of the Moon" project for students from September 1-27 to observe the changing moon over a month. Students will cut and paste moons onto a September calendar. The project is due September 28 and will be wrapped up with a small Mid-Autumn Festival party, where parents can donate moon cakes. Materials needed are moon paper, a calendar, scissors, and glue.
This document provides a list of vocabulary words related to mood in both English and Chinese. The moods listed include angry, happy, fear/afraid, bored, amusement park, joyful, sad, and heart-breaking along with their Chinese translations. The vocabulary is intended to help describe different mood states in both languages.
