Spanish Cornerstone Assessments and Other Burning Issues Survey

Questions 1-15 are designed to help us craft common “cornerstone” assessments that are appropriate for our first year Spanish students.

Additionally, there are questions that we crafted at our last meeting designed to answer some of the burning issues / parking lot concerns that we have as a department.

Please rate each common theme (identified from our affinity mapping) in terms of importance: 1-10 (10 is most important).

ON A CORNERSTONE ASSESSMENT STUDENTS WILL...
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  1. ...demonstrate comprehension (in context) of the 300 essential vocabulary words we identified as a department.
     
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    1  10


  1. ...demonstrate comprehension (with no context) of the 300 essential vocabulary words we identified as a department.
     
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    1  10


  1. ...Accurately produce the 300 essential vocabulary words (given no context)
     
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    1  10


  1. ….identify the actors (subjects/objects) in a sentence.
     
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    1  10


  1. ...verbally respond to basic questions about themselves (either/or, yes/no questions) Example: ¿Tienes hermanos? ¿Eres estudiante o profesor?
     
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    1  10


  1. ...appropriately respond through writing to basic questions (either/or, yes/no questions) Example: Tienes hermanos? Eres estudiante o profesor?
     
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    1  10


  1. ..demonstrate ability to ask questions
     
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    1  10


  1. ...use Spanish to converse in a natural way in a real world situation
     
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    1  10


  1. ...write a short comprehensible story in Spanish
     
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    1  10


  1. ...demonstrate understanding/awareness of noun/adjective and subject/verb agreement
     
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    1  10


  1. ...show use of decoding skills (using contextual cues, cognates, roots of words, etc.)
     
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    1  10


  1. …Identify the correct use of "ser" and "estar" given a specific circumstance: i.e., Yo soy americano. Estás cansado, etc.
     
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    1  10


  1. ...demonstrate the ability to translate a short story with high frequency vocabulary accurately in the present tense.
     
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    1  10


  1. ...demonstrate awareness of the geography/cultural traditions/celebrations of of the Spanish speaking world (generally) and Mexico (specifically).
     
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    1  10


  1. ...demonstrate comprehension of high frequency situational vocabulary (i.e. classroom objects, weather, telling time, etc.)
     
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    1  10


  1. Please share any additional thoughts/comments on cornerstone assessments:


  1. I believe our department's instructional materials effectively support the language acquisition of our students.
     
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    1  10


  1. I believe we should explore new instructional materials for first year Spanish.
     
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    1  10


  1. I feel I am successful at differentiating instruction so that all students in my classes learn at a high level.
     
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    1  10


  1. We should identify which countries/cultural traditions get taught in which years (i.e. Mexico 1st year, Puerto Rico, Costa Rica, etc., 2nd year)
     
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    1  10


  1. We should identify which movies, songs, novelas are reserved for which years - including for our feeder schools.
     
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    1  10


  1. I would like to continue working on developing cornerstone assessments/establishing enduring understandings/other department-wide work this summer.
     
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    1  10


  1. Please list what supplementary materials you regularly use in your Spanish classes (beyond the Blaine Ray books). We would like to see how much variety/commonality exists:


  1. How would you finish this statement if you were king/queen for a day? "The mission of the Tam District World Language Department is..."



  1. Please share any additional thoughts, comments or ideas you care to share about our department work:





Sr. Tristan Bodle
Spanish Teacher
Archie Williams High School
San Anselmo, CA