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The American Council on the Teaching of Foreign Language (ACTFL) guidelines on the progression of language learning contains a standard sequence of proficiency that is recognized nationwide. Click here to visit their website:  http://www.actfl.org

 

The ACTFL Proficiency Guidelines 2012 have been used to guide the rubrics developed for the world language courses at Moanalua High School.

You can find more detais at:  http://actflproficiencyguidelines2012.org

 

ACTFL has released the new I Can statements. Check it out at:  http://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements.pdf

 

The State of Hawaii Common Core Standards have also influences the rubrics and criteria used in assessing student progress throughout the courses. Although world languages is not part of the Common Core, many of the  principals and content overlaps our curriculum. You can find more details at:  http://wetserver.net/hcpsv3_staging/cc/common-core.jsp

 

 

 

Hawaii Content Standards for World Languages:

     Activities designed in this class are in direct alignment with these state standards. Grading will be based on attainment of the benchmarks associated with each standard.

 

Interpersonal--Use target language to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

 

2.1.1:  Ask and answer questions to get information and clarify something that has not been clearly understood in Japanese only.

2.1.2:  Provide details to elaborate on familiar topics and ask clarifying questions to facilitate understanding and communication in Japanese only.

 

 
Interpretive--Understand and interpret written and spoken language on diverse topics from diverse media.

 

2.2.1:  Identify the main ideas and significant details of oral or written materials, in Japanese, with limited visual cues. (separate oral and written evidence)

 

Presentational--Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

 

2.3.1:  Use oral language skills to present a narrative, descriptive or factual report, in Japanese only, relating to personal or familiar experiences and events.

2.3.2:  Write about a familiar event, experience or topic in Japanese only.

 

Culture: Understand relationships among perspectives, products, and practices of target culture.

 

2.4.1:  Describe the impact of own culture and Japanese culture on each other.

2.4.2:  Use appropriate language and gestures, in Japanese, to interact in a wide range of social contexts.

 

Comparisons: Understand that different languages use different patterns to communicate and apply this knowledge to the target and native languages.

 

2.5.1:  Describe similarities and differences in structural patterns of Japanese and other languages.

 

 

Essential Skills: 

These are specific skills and knowledge that build the foundation of language acquisition.

 

Orthography:  Write all hiragana, katakana and introduced kanji appropriately.

 

ES.O2:  Accurately write all hiragana, katakana and introduced kanji characters using the correct stroke order, with appropriate size, spacing, angles and proportions.

 

Vocabulary: Recognize and use appropriate vocabulary introduced at this level.

 

ES.VR2:  Recognition-Interpret meaning and function of introduced vocabulary within the introduced orthography (writing system-Hiragana, Katakana, Kanji)

 

ES.VP2:  Production-Accurately produce introduced vocabulary in the introduced authentic orthography.

 

ES.VA2:  Application-Use appropriate introduced vocabulary with introduced authentic orthography in the correct forms and functions to create accurate meaning in effective communication.

 

Grammar:  Recognize and use appropriate sentence structures/patterns, grammatical forms and tenses to communicate effectively and efficiently at this level.

 

ES.GI2:  Recognition-Interpret appropriate meaning through recognition of introduced grammatical forms, tenses and structural patterns.

 

ES.GP2:  Production-Accurately produce introduced grammatical forms, tenses and structural patterns to convey specific meaning.

 

ES.GA2:  Application-Use appropriate introduced grammatical forms, tenses and structural patterns to create accurate meaning in effective communication.

 

Specific Class Objectives:

 

1.Read and write all Katakana and Hiragana characters quickly and apply to communication.

2.Read and write high frequency Kanji and apply to communication.

3.Discuss health, state of being and use appropriate conversational phrases.

4.Talk about school, home and other locations.

5.Converse about daily activities, schedules and future plans.

6.Introduce oneself and family.

7.Discuss likes/dislikes, jobs, personal info., relationships, and wants.

8.Develop a sense of responsibility and consistency. (GLO 1)

9.Develop cooperative skills and compromising techniques.  (GLO 2)

10.Develop skills needed to pursue independent study.  (GLO 3)

11.Develop confidence and poise when speaking in front of others. (GLO 5)

12.Encourage taking pride in all work done, emphasizing quality.  (GLO 4)

13.Use technology appropriately to facilitate communication and learning. (GLO 6)

Standards:.

Rating Scale associated with rubrics to measure achievement: 

 

X:  meets the set criteria and goes beyond by accurately integrating appropriate prior knowledge, new materials not included in the focus set, or ties to stretch learning by creating based on known rules

M:  meets all the set criteria accurately, includes necessary materials to complete communication or task appropriately

E:  does not meet all the set criteria, may be missing components, may be inaccurate grammatically or contains errors on covered materials

N:  does not complete the task, content does not meet the criteria, previously and currently covered materials are inaccurate or missing

 

 

Grading Policy:

 

Moanalua High School has adopted a school-wide grading policy.

The grades for this class are in-line with these policies and understandings.

 

A= Exceeds

  • Understanding:  Student demonstrates a strong grasp of concepts, processes and skills related to the target standards, benchmarks and essential skills.

  • Work quality:  Student work is consistently of high quality and well organized.

  • Earns ratings of X on most benchmark and essential skills assessments with no “N” or missing summative assessments.

  • Work is consistently submitted on time and takes advantage of opportunities for improvement.

 

B= Meets

  • Understanding: Student demonstrates a good grasp of concepts, processes and skills related to the target standards, benchmarks and essential skills.

  • Work quality:  Student work is usually of high quality and well organized.

  • Earns ratings of M on most benchmark and essential skills assessments with no “N” or missing summative assessments.

  • Work is usually submitted on time and takes advantage of opportunities for improvement.

 

C= Approaching

  • Understanding:  Student demonstrates a satisfactory grasp of concepts, processes and skills related to the target standards, benchmarks and essential skills.

  • Work quality:  Student work is usually of acceptable quality and organized, and sometimes of high quality and organized.

  • Earns ratings of E and M on most benchmark and essential skill assessments, may include a few inconsistent X, N or missing summative assessments.

  • Work is frequently submitted late and infrequently takes advantage of opportunities for improvement.

 

D= Below Approaching

  • Understanding:  Student demonstrates a less than satisfactory grasp of concepts, procceses and skills related to the target standards, benchmarks and essential skills.

  • Work quality:  Student work is seldom of acceptable quality and may be disorganized or inconsistent.

  • Earns ratings of mostly E and N on most benchmark and essential skills assessments with many missing summative assessments.

  • Work is frequently late or does not take adequate advantage of opportunities for improvement.

 

F= Well Below

  • Understanding:  Student demonstrates little or no grasp of concepts, processes and skills related to the target standards, benchmarks and essential skills.

  • Work quality:  Student work is almost never of acceptable quality and is disorganized and inconsistent.

  • Earns ratings of N on most benchmark and essential skills assessments or is missing most summative assessments.

  • Very little to no evidence of understanding, skill acquisition or application of new material.

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