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Dictation Rubric
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18 thoughts on “Dictation Rubric”
Which of the 3 modes of communication would dictation fall into? I’m coming up with a “grading policy/plan” that includes all 3 modes. We’ll see if it ends up being any good but when done ill swing it by everyone here
Chris,
I too use the three modes of communication in my grading as well so that the administration sees I’m aligned with ACTFL and research, then they ‘ll hopefully leave me alone. Actually I have four : Interpersonal, Interpretive, presentational (I’m not sure what will go under this one, perhaps a project they’ll present when I need a break from teaching CI every day), and final exam. They want us to use a point system and not percentage so I have flexibility to assign more or less points when I need to. My dictées go under interpretive, as well as my quizzes.
I’m thinking for presentational that speed writes or free writes on Fridays would suffice. It’s presentational writing.
Yeah, I’m trying to find a way to show I”m doing all three modes. Now, here in Ohio our new standards have gone from 5 C’s to TWO: Communication and Culture. The communication standard focuses on the three modes and goes in order from Interpretive to Interpersonal to Presentational. Good news is the ODE consultant/cowboy, Ryan Wertz, said at the workshop that it is completely intentional that Interpretive came first, and has more “process statements” then the others, because that should be the initial focus because the natural order of acquisition goes in that order. He even said that it’s only once students are ready for presentational that they can do it. With the new Evaluation system, I need to show I”m teaching to all the standards, hence my wanting to create a fully standards-based plan, not one based only on Interpersonal. So I’m thinking jGR for Interpersonal, Quizzes for interpretive, and Free/Speed Writes for presentational. I’ll elaborate more on it later. I just need to figure out how to get that culture piece in there.
Oh…….and once FVR kicks in here in about a month (maybe?), that will fall under interpretive. About 10 minutes a day, 10 point quiz grade. Isn’t there a post on here that elaborates on this? If they talk, minus a point. If they’re tardy, minus a point for every minute tardy. I did this a little last year and it made for a wonderfully quiet first 10 minutes of class. I called them “Reading Quizzes”
hey Chris —
Culture: geography quizzes, Quinceañera info/quiz, How do they greet each other in the X country – and what do they say? (quiz), What is the difference between tapas and pinchos?, Debate on bullfighting (presentational too = double dipping!!) Day of the Dead is coming up!
Just some ideas (ooops! I hope you teach Spanish!!) if you DO…then do something about Columbus within the next week and Día de la Raza! (I just made up graphic organizers on the Columbian Exchange and a KWL chart on Columbus for a video I have them watching the next couple of days. If you want them, let me know! mbt719@yahoo.com )
i forgot…..SPORTS! FESTIVALS!
I think it would be interpretive. Students have to interpret (understand, negotiate meaning). I put my dictation under my “writing” grade.
I think it’s interpretive, too because they’re listening. But by putting it under “writing” it makes it presentational because writing is presentational, right?
I might be wrong here but I think presentational in writing might be like a free-write. When I used to do more output based, presentational would be where they had to make a poster about their family and then present it to the class. Tomorrow I am going to have my Chinese 2 students rewrite our current story with their own twists and that would be presentational. Some will read it to the class and everyone will hand it in for me to look at.
Now what I need is a free reading rubric. Is there one of those in here somewhere? I see the idea here: https://benslavic.com/blog/2012/09/17/reading-with-a-purpose/ but I don’t have standard novels to read – I’m letting kids choose from the books on the classroom bookshelf. I need them to be graded somehow or they are too chatty and I don’t get to read myself – reminding kids of the expectations instead.
Check out Bryce’s site under “free stuff” – I think I’ve seen something there.
Diane the link below (from my posters page here) is far from being a rubric but it might help get some thinking started in that direction. We’ve come up with a rubric that aligns with standards (in my own opinion), and one for dictation. Could we come up with one for reading? This may or may not be of help:
https://benslavic.com/Posters/when-you-read-in-a-foreign-language.pdf
My grade book is set up like this: (it includes all 5Cs of ACTFL, but putting more emphasis on Input)
Communication: Interpersonal (jGR) 25%
Interpretive (Comp. quizzes/reading quizzes) 25%
Presentational 10% (less value, since it’s output!)
Dictation falls under Presentational because it IS output, and they ARE using it to perfect their writing.
the rest of the Cs are at 10% each. I gave a map quiz – that went under “Connections: Geography”; My classroom expectations being signed and returned , however, fell under “Interpersonal” because it involved discussing the expectations with their parents and then following my instructions of having it signed and returned (i.e. can they understand and follow through on directions as they are given, even in L1?)
That totals 100% for my categories, which comprises 90% of the semester grade. The final is a mere 10% of the Final Average.
Thank you for this mb! What do you have go in the presentational other than dictations?
Chris – Presentational would include anything that is output, ie. speaking and writing.
*My dept thinks it’s important to have the students study word lists. I am going to have them do an activity where they can earn 20 points with these word lists. They will do any combination of activities that are designated as being work 5 points, 10 points, 15 points, for a total of 20 points. These activities I got from the maestrosdeespanol group. Ex. 5 points = write words in ABC order; 5 pts = CBA order; 10 points = write Rainbow words (write the words one after another in different colors) 10 pts = “cost” words — assign a dollar amount to each letter, and figure out the “cost” of a word; 15 points = picture words….draw a picture and write the word around it, Boxed words…using graph paper, write the word one letter per box, Create a crossword puzzle with the words and provide an answer key.
This activity takes a lot of time, but it involves a lot of manipulation with the “words”. I give it a higher value (quiz grade), but I will place it under “Comparisons” since they are comparing English and Spanish.
Question for SKIP, THERESE AND MICHELE:
How long are your dictations, if it can get up into the neighborhood of 13+ errors? My first one was very short, and it took SO long to go through, then to even correct (on my part)
I love this rubric!!! Thanks so much for sharing!!!
~~MB
This is a different Michele!
Still…had to comment! First, I am pretty strict on dictant. I do give kids with reading issues a hard copy because checking from the board is very difficult for kids with certain LD’s. Second, I check these very quickly, and keep them short enough not to make it tough. Third, in a five-line dictant, here’s my rubric:
5/exceeds: 0-1 errors after correction
4/meets: 2-3
3/progressing: 4-5
2/beginning: 6-7
I use the same 20/40/60/80% as Robert Harrell.
Next, these dictants aren’t what I consider presentational. “Presentational” is what kids have prepared for an audience bigger than me, whether speaking or writing. Dictant is mostly interpretive, because they have to listen and then read. But it doesn’t fit neatly because of the writing. It also doesn’t fit neatly where it should as a formative grade, because of the focus on listening, writing, reading (and correcting…who else has troubles editing their own work? I certainly do!). In a way it’s summative, but I don’t like to put a five-minute dictant in the gradebook as a big hairy summative grade, dividing it up across three different skills. It’s a great activity for helping kids focus, slowing down the action, and everything else we know and love about dictant. Where does it fit in a standards-based (simple!) gradebook? Not really so clear.
I am following those ACTFL pieces though…love ’em!
Just thoughts!