Preterite Tense Assessment Plan

7/30/2019 Preterite Tense Assessment Plan

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Spanish III Preterite Tense Assessment Plan

(Assessment Samples, Answer Keys, and Grading Policy at the End)

Introduction

The population for this unit consists of Spanish III students, which are usually highschool sophomores and/or juniors. The month-long unit focuses on the use of the preterite tense.Students will learn about the contexts in which the preterite tense should be used, as well asconjugations for regular and irregular verbs. As with all units, students will also learn newvocabulary to help them describe past events in an informative and detailed manner.

Up to this point, the students have focused mostly on vocabulary in their Spanishinstruction. They have seen the preterite tense, but have not studied it in detail. This year, andthis unit in particular, will have an extensive focus on grammar. Therefore, most of theinstructional activities and assessments will require more application than rote memorization.Students will spend much time writing full sentences, paragraphs, and short notes, to synthesize

concepts that they have learned and apply their knowledge of grammar.There will be a pre-assessment at the beginning of the unit to determine knowledge of thepreterite tense. This assessment, unlike the final summative assessment, will consist mostly ofselection items, just to gauge students familiarity with vocabulary and grammar. Each day ofthis month-long unit will include some form of formative assessment. These include worksheetsand graded quizzes. There will be a summative assessment at the end of the unit, in whichstudents must write a note to a friend describing a past experience. In this note, students willapply knowledge of vocabulary, regular and irregular verb conjugations, and their uses. Studentswill also give a presentation of this experience to the class.

Week 1 Assessment Plan

Standards:

LOTE Standard 1: Students will be able to use a language other than English forcommunication.

Checkpoint B:

Students can read and comprehend materials written for native speakers when the topicand language are familiar.

Students can select vocabulary appropriate to a range of topics, employ simple andcomplex sentences in present, past, and future time frames, and express details andnuances by using appropriate modifiers.

Concepts to be learned for the week:


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The teacher will introduce this unit by directing students attention to the importance of using the

past tense. Students will be able to understand that we, as humans, are communal beings, andhave a need to share information. For instance, in the first class, the teacher will show aPowerpoint presentation displaying photos of a vacation in Disneyworld. He will emphasize that

it is enjoyable to share such experiences with friends and family. Students will understand thatthe past tense is a vital tool in language.

Instructional goals for the week:

Students will be reviewing the basic form of the preterite tense during this week. Afteradministering the pre-assessment test, the teacher will focus the weeks instruction onconjugating verbs in the preterite tense. The verbs used during the week will be verbs commonlyused to describe everyday activities, and students will probably be familiar with most of them.Students will start from the lower end of Blooms Taxonomy, completing fill-in-the-blankworksheets and then moving on to translating and writing full sentences.

Assessments and Linkage:

Early Assessment:

The students will take a pre-test, which will determine the level of knowledge of preterite verbconjugations (both regular and irregular) and vocabulary. The test will include sections oflistening comprehension, reading comprehension, and vocabulary translations.

Formative Assessments:

The students will be given worksheets daily, consisting of fill-in-the-blank, word jumble, and fullsentence exercises. Full sentence worksheets will be written in both English and Spanish. Thestudents will fulfill the objective of learning the basic concepts of the preterite tense bycompleting these sheets. All the verbs used will be regular, so students can understand thegeneral idea of conjugations and build on their understanding in later weeks. The worksheetswill help students fulfill the NYS LOTE standards of using vocabulary and comprehendingwritten material.


Standards:


Checkpoint B:


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The students will learn that there are numerous verbs in the Spanish language that have irregularpreterite conjugations; that is, they do not follow the rules that students have learned up to thispoint. The teacher will emphasize that these verbs are very important and common in Spanish,and therefore their preterite conjugations simply have to be memorized.


The teacher will introduce such commonly used verbs as ser, ir, dar, ver, hacer, decir, and traer.During this week, more emphasis will be placed on writing full sentences and eventuallyparagraphs. Students will also translate English sentences into Spanish, conjugating irregularverbs.

Assessments and linkage:


Students will complete fill-in-the-blank worksheets and worksheets translating English sentencesinto Spanish. This structure will be similar to that seen in the first week, but now students willbe applying irregular verbs to this new structure. Therefore they will be learning broad conceptsinstead of simply memorizing rules. The worksheets will help students fulfill the NYS LOTEstandards of using vocabulary and comprehending written material. These worksheets will focuson the irregular verbs discussed in class, and will require students to write more full sentencesrather than simply supplying one word.

Summative Assessment:At the end of the week, students will take a graded quiz which will be comparable to the initialpre-assessment test, to determine how much they have learned for the week. This will containboth regular verbs from the first week and irregular verbs from the second week, linking the twolessons.


Standards:


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Checkpoint B: Students can read and comprehend materials written for native speakers when the topic

and language are familiar.



This week, the students will learn that besides the irregular verbs already discussed in class, thereare also numerous verbs that are irregular only in certain forms. Students will learn how to beconscious of these verbs, and will practice focusing on the subject in written language.


Students will learn how to conjugate verbs like practicar, empezar, jugar, dormir, leer, construir,and preferir in the preterite tense. They will learn that these verbs are irregular only in certainforms (yo, third person singular, third person plural). They will be given numerous worksheetsto complete in which they must identify the subject of the sentence and conjugate irregular verbsaccordingly. They will complete more reading comprehension exercises, and will continue towrite more lengthy sentences.



Students will complete fill-in-the-blank worksheets, which they have done in the previous twoweeks. Therefore, the structure will be familiar to them, but now they must apply new verbs. Toexpand their cognitive abilities, they will also be given two new forms of formative assessments:question-and-answer worksheets, and a reading comprehension passage. Not only will they help

students fulfill the NYS LOTE standard of comprehending written material, but students willlearn to concentrate on the subject in Spanish sentences (as indicated in the instructional goalsfor the week).



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Standards:


Checkpoint B:



Students can write brief analyses of more complex content when given the opportunityfor organization and advance preparation, though errors may occur more frequently.


Students will spend the entire week writing full-length expositions. They will learn how toemploy regular and irregular verbs when writing about personal experiences. More specifically,they will learn how to talk about numerous people in one narrative, creating a more detailedaccount by relating multiple experiences. Students will become more comfortable writing inSpanish, and will not have to pause as long after each sentence before beginning the next. Thiswill be accomplished by learning a more extensive range of vocabulary.


Students will write paragraphs and notes, preparing for the final assessment for the unit (whichwill also be a note).



Students will practice writing short narratives all week, in preparation for the final summativeassessment (which will be a note and a presentation).

Summative Assessments:

Students will write a note to a friend describing a personal experience. This will be a 10-paragraph note, and must include at least 15 regular verbs and 15 irregular verbs, correctlyconjugated in the preterite tense. This will fulfill the NYS LOTE standard of preparing written


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analyses of material when given enough time to do so. It will also demonstrate how muchstudents have retained of the units instruction. Instead of being a multiple-choice test, it willallow students to apply their learning in writing, exercising a higher level of cognitive thinking.Students will be able to show how much they have learned of vocabulary, regular and irregularverbs from the unit, and how to conjugate verbs according to the subject of the sentence.

Week 1 Assessment Samples

1. Pre-assessment test:

Part 1: Listening Comprehension

Instrucciones: For questions 1-5, listen to the Spanish sentences and write the Englishtranslations.

1.

2.

3.

4.

5.

Part 2: Preterite Tense

Instrucciones: For questions 6-13, conjugate the verb in parenthesis in the preterite tense, andwrite it in the space provided.

6. Ayer, nosotros (ir) ______________________ a la playa.


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7. En el restaurante, Jos (comer) _______________________ muchos tacos.

8.

Anoche, yo (hablar) ________________________ por telfono con mi mam.

9. La semana pasada, t (correr) ________________________ 6 kilmetros.

10.Anteayer, Mara e Isabel (tomar)_________________________ el autobs.

11.Hace dos aos que Sofa y yo (viajar) _________________________ a Espaa.

12.Ayer, yo (tener) __________________________ que ir a la escuela.

13.Felipe (caminar) ________________________ en el parque esta maana.

Part 3: Units of Time

Instrucciones: For questions 20-24, write the English translation in the space next to eachSpanish word.

14.Ayer ________________________15.Anoche ______________________16.La semana pasada _________________________17.Anteayer _________________________18.El verano pasado _________________________

2. Fill-in-the-blank worksheet:

Instrucciones: For each question, you must:

a) Conjugate the verb in parenthesis in the preterite tense, and write it in the space provided.


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b) Rewrite the sentence in English

1. Ayer Raquel (practicar) ____________________ el ftbol con su equipo.

2. Anoche mis amigos y yo (ver) ______________________ la pelcula Casa de mi Padre.

3. La semana pasada Martn e Ignacio (visitar) ______________________ a un museo.

4. A las seis de la maana yo (levantarse) __________________________.

5. En el concierto t (cantar) _________________________ en el coro.

6. El ensayo que Rodrigo (escribir) _________________________ es muy bueno.

7. Ustedes no (entender) ______________________ las instrucciones.

8. Yo (leer) _______________________ el libro antes de tomar el examen.

9. T (imprimir) __________________________ todos los papeles, verdad?


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7. | yo | cereal | desayunar | leche | con |Week 2 Assessment Samples

1. Translation worksheet:

Instrucciones: Rewrite each sentence in Spanish.

1. Last summer I went to the beach.

2. Yesterday Julio gave the presentation.

3. Last night we saw the movie.

4. At 6:00 you (t) did the homework.

5. Mariela did not say the word.

6. The boys brought the papers.

7. We did not go to the theater last week.


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8. Enrique made the soup.

9. You (usted) saw the bird in the tree.

2. Quiz

Part 1: Listening Comprehension

Instrucciones: For questions 1-5, listen to the Spanish sentences and write the Englishtranslation. Write a complete sentence.

1.

2.

3.

4.

5.

Part 2: Fill-in-the-blank

Instrucciones: For questions 1-5, you must do the following:

a) Conjugate the verb in parenthesis in the preterite tense, and write it in the space provided.b) Rewrite the sentence in English, in the space under each question.


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6. Mi abuela (hacer) ______________________ una ensalada de frutas.

7. Ustedes (traer) _______________________ los globos a la fiesta.

8. Sergio y yo (dar) ______________________ el regalo a Josefina.

9. T (ver) ________________________ la pelcula con Luis, verdad?

10.Anoche yo (ir) _________________________ al supermercado.

11.Quin (decir) _________________________ esto?

12.Yo (ser) _______________________ camarero en este restaurante por dos aos.

Part 3: Translating

Instrucciones: For questions 11-15, rewrite the sentences in Spanish.

13.Last night I studied for the test.

14.Last summer we traveled to Mexico.


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15.The day before yesterday you (t) wrote the essay.

16.The boys did not understand the directions.

17.Yesterday Daniela played soccer.Week 3 Assessment Samples


Instrucciones: a) Conjugate the verb in parenthesis. b) Rewrite the sentence in English.

1. Ella (leer) _______________________ el libro.

2. Ellos (construir) _______________________ el pirmide.

3. Yo (jugar) _____________________________ al ftbol.

4. l (preferir) _________________________ el helado a la torta.

5. Yo (empezar) _________________________ a caminar a las ocho.

6. Gabriel (dormir) ________________________ toda la noche.

7. Yo (practicar) _________________________ el baloncesto con mi equipo.


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8. Orlando y Claudia (preferir) _________________________ ir al parque.

9. T (creer) _________________________ al profesor.

10.Los oficiales (leer) _________________________ el reporte.

11.Los nios (dormir) _________________________ en el hotel.

2. Question-and-answer worksheet:

Instrucciones:

1. Julia: Hola Martn, practicaste el ftbol americano ayer?Martin: S, ______________________________________________________________.

2. Alberto: Ustedes vieron la pelculaBatman Begins?Jos e Ignacio: No, _______________________________________________________.

3. Karla: Usted ___________________________________________________________?Sr. Hernndez: S, prefer los tacos a los burritos.

4. Veronica: T ___________________________________________________________?Liliana: No, no traje la comida.

5. Hctor: Ustedes _________________________________________________________?


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Ernesto y Paco: S, dormimos bien.

6.

Luisa: Jugaste al ajedrez en la escuela?Daniel: S, _____________________________________________________________.

7. Felipe: Ustedes _________________________________________________________?Nacho y Rodrigo: No, no lemos la novelaEl Cdigo DaVinci.

3. Reading Comprehension Exercise:Instrucciones: Read the following passage and answer the questions that follow, usingcomplete sentences.

Ayer, Martn e Ignacio fueron a la ciudad. Tomaron el autobus, y llegaron en 20 minutos.Cuando llegaron, decidieron caminar un poco. En el camino, se encontraron a sus amigasClaudia y Juliana. Ellas les invitaron a comer. Entonces, los cuatro amigos fueron a unrestaurante. Martn pidi la hamberguesa, mientras Ignacio y Claudia pidieron la enslada.Juliana tambin pidi la hamberguesa. Despus de comer, las chicas regresaron a la casa deClaudia. Los chicos no fueron a la casa de Claudia. Ellos fueron al cine. Vieron una pelcula.En la tienda del cine, Ignacio compr unos dulces para comer. Despus de ver la pelcula, loschicos fueron a la discoteca. All, conocieron a unas chicas. Bailaron con las chicas por doshoras. A las 8, los chicos regresaron a su pueblo. No tomaron el autobus; tomaron un taxi.Llegaron a su pueblo a las 8:30. Jugaron videojuegos en la casa de Martn. Ignacio cocin unapizza, y los dos la comieron.

1. Quines pidieron la hamberguesa?

2. Los chicos fueron a la casa de Claudia?

3. Qu hicieron los chicos despus de comer?

4. Con quines bailaron los chicos en la discoteca?

5. Cmo regresaron los chicos a su pueblo? Cunto tiempo dur en regresar?


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Week 1 Answer Keys

1. Pre-assessment Test:

1. Jos fue al parque. (Jos went to the park.)2. Mara y Josefina jugaron al ftbol. (Mara and Josefina played soccer.)

3. Yo vi al pjaro. (I saw the bird.)

4. Toms y yo escribimos el ensayo. (Toms and I wrote the essay.)

5. T tomaste el autobs. (You took the bus.)

6. fuimos

7. comi

8. habl

9. corriste

10. tomaron

11. viajamos

12. tuve

13. camin

14. yesterday

15. last night

16. last week

17. the day before yesterday

18. last summer

2. Fill-in-the-blank-worksheet:

1. (practic) Yesterday Raquel played soccer with her team.


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2. (vimos) Last night my friends and I saw the movie Casa de mi Padre.

3. (visitaron) Last week Martn and Ignacio visited a museum.

4. (me levant) At 6 in the morning I got up.

5. (cantaste) At the concert you sang in the chorus.

6. (escribi) The essay that Rodrigo wrote is very good.

7. (entendieron) You all didnt understand the instructions.

8. (imprimiste) You printed the papers, right?

9. (bailamos) Last night we danced in the club.

3. Word jumble worksheet:

1. El ao pasado Eduardo y su familia viajamos a Florida. (Last year Eduardo and his familytraveled to Florida.)

2. Ayer Pedro comi 5 burritos. (Yesterday Pedro ate 5 burritos.)

3. Yo abr la puerta. (I opened the door.)

4. Anoche nosotros estudiamos para el examen. (Last night we studied for the test.)

5. Esta maana t asististe a la reunin. (This morning you attended the meeting.)

6. Anteayer los nios jugaron en el parque. (The day before yesterday the children played in thepark.)

7. Yo desayun cereal con leche. (For breakfast I had cereal with milk.)

Week 2 Answer Keys

1. Translation Worksheet:

1. El ao pasado yo fui a la playa.

2. Ayer Julio dio la presentacin.

3. Anoche vimos la pelcula.


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4. A las 6 hiciste la tarea.

5. Mariela no dijo la palabra.

6. Los chicos trajeron los papeles.

7. No fuimos al teatro la semana pasada.

8. Enrique hizo la sopa.

9. Usted vio al pjaro en el rbol.

2. Quiz:

1. Jorge trajo la comida. (Jorge brought the food.)

2. Luisa prefiri la sopa. (Luisa preferred the soup.)

3. Roberto ley el libro. (Robert read the book.)

4. Los hombres construyeron el edificio. (The men built the building.)

5. Yo hice la salsa. (I made the sauce.)

6. (hizo) My grandmother made a fruit salad.

7. (trajeron) You all brought the balloons to the party.

8. (dimos) Sergio and I gave the gift to Josefina.

9. (viste) You saw the movie with Luis, right?

10. (fui) Lst night I went to the supermarket.

11. (dijo) Who said that?

12. (fui) I was a waiter in that restaurant for 2 years.

13. Anoche estudi para el examen.

14. El verano pasado viajamos a Mxico.

15. Anteayer t escribiste el ensayo.

16. Ayer Daniel jug al ftbol.


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Week 3 Answer Keys


1. (ley) She read the book.

2. (construyeron) They built the pyramid.

3. (jugu) I played soccer.

4. (prefiri) He preferred the ice cream to the cake.

5. (empec) I began to walk at 8 oclock.

6. (durmi) Gabriel slept all night.7. (practiqu) I played basketball with my team.

8. (prefirieron) Orlando y Claudia preferred to go to the park.

9. (creiste) You believed the professor.

10. (leyeron) The officials read the report.

11. (durmieron) The children slept in the hotel.

2. Question-and-answer worksheet:

1. practiqu el ftbol Americano ayer

2. no vimos la pelcula Batman Begins

3. prefiri los tacos a los burritos

4. trajiste la comida

5. durmieron bien

6. jugu al ajedrez en la escuela

7. leyeron la novelEl Cdigo DaVinci


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3. Reading Comprehension:

1. Martn y Juliana pidieron la hamberguesa.

2. No, los chicos no fueron a la casa de Claudia.

3. Los chicos fueron al cine despus de comer.

4. Los chicos bailaron con unas chicas en la discoteca.

5. Los chicos tomaron un taxi. Dur 30 minutos en regresar.

Week 4 Criteria

Note:

The students must write at least 10 paragraphs in their note, must use at least 15 regular verbsand 15 irregular verbs, and must incorporate all direct objects.

Grading Scale:

A- All criteria are met, grammar is properly constructed.

B- Almost all of the criteria are met, grammar is mostly correct.

C- Much of the criteria is met, grammar has some errors.

D- Some of the criteria is met, grammar has numerous errors.

F- None of the criteria is met

Presentation:

Students must give a 5-minute presentation of the experience they wrote about in their note.They must be articulate, use full sentences, speak only in Spanish, and look up at the class whenspeaking. Listeners must write 5 events from each description.

A- All criteria are met, good poise and articulation

B- Most of criteria are met, presenter does not always look up

C- Much of the criteria are met, presenter mostly reading with head down

D- Some of the criteria are met, presenter is not articulate and does not look up at all


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F- None of the criteria are met.

Class Grading Policy

A.90%-100%B....80%-89%C....70%-79%D.60%-69%

F.Below 60%

Daily Worksheets: 60%

Week 2 Quiz: 5%

Note: 25%Presentation: 10%

Documents

Preterite Tense Assessment Plan