Welcome to Week 8 of Spanish 3!
with Señora Melo
Welcome to Week 8 of the course! Oct. 12-16, 2015
Welcome to week 8 – Oct. 12 through 16. This week we are finishing up unit 4 by completing sections 4.4 (recycling) and 4.5 (sustainability).
· Pacing – There is a total of 8 graded assignments this week (including the RLC, which students may have already attended last week). This does NOT include the softchalk lecciones (con actividades integradas para practicar). This means that students should aim to complete a minimum of 2 graded assignments per day to stay on pace. It is *critical* for students to stay on pace these last 2 weeks leading up to the end of the quarter so that their report card grade is the most accurate/the best that it can possibly be! Please see the list of assignments below for this week.
Unidad 4 - La Tierra
**Unidad 4 - Required Live Class** - (during week 7 or week 8)
_____ Lección (con actividades integradas para practicar)
_____ Prueba de Vocabulario
_____ Lección (con actividades integradas para practicar)
_____ Prueba de Vocabulario
_____ Actividad Cultural
_____ Proyecto Final
_____ Proyecto Final: Leer y Escuchar
- _____ U4l: Update your eLinguaFolio & Reflect
· Students need to keep in mind that the Softchalk lessons are critical to complete even though they do not receive a grade in the gradebook for them. They contain ALL of their cultural lessons, ALL of their vocabulary presentations and practice, ALL of their grammar presentations and notes, etc. If students are skipping these, they are setting themselves up to be at a loss for understanding the course material and to be successful on their graded assignments.
· Quarter 1 work deadline - **All Quarter 1 (previously listed) work must be turned in by Oct. 23rd @ 11:55 p.m. to go on students’ report cards. All of this work (weeks 1-8) will be closed permanently at this time. ANy work not completed by then will be assigned a grade of 0%.**
· Peer Tutoring Center – What can the Peer Tutoring Center do for students? There is a varierty of services offered, including Quick Questions, Peer Tutoring, Virtual Buddies, and much more. At this point in the semester, it seems that Virtual Buddies would be a good option for students who have been continually behind and are frustrated and looking for a way to get back on track. Virtual Buddies are Peer Tutors (not necessarily Spanish-content experts) who can help students who are behind in their work figure out each week how to manage their time appropriately and conquer all of those tasks in a timely fashion. They check in with you on a regular basis and can serve as a source of inspiration as well. Here is a link to a video that explains the services the Peer Tutoring Center offers:
·Culture Café Extra Credit - Remember to have students mark these dates for the upcoming extra credit Culture Cafes on their calendars. The extra credit earned counts only in the participation category.
What can you do to help your student/s succeed?
- NEW! If your child is struggling with time management and submitting their work in a timely fashion, please ask me to get them paired up with a Virtual Buddy from the Peer Tutoring Center. This is an NCVPS student trained in helping your child to get back on track with their work. Please contact me for more details!
- Remind them to read the course announcements DAILY (called the Learning Block Forum). This is their lifeline to the course and contains critical information and instruction.
- Make sure that you and they are familiar with the Spanish Dept. Guidelines. A link is posted to these in the announcements and they are available under "Start Here!" module/section.
- Make sure that they have printed off the "Schedule of Assignments" under "Start Here!" module/section. You can also access it here. This document has every assignment on it and when it is due. The students should use this as a check-off list to keep track of what they have done and what they have left to do. It's critical that assignments are completed in the order listed on (or ahead of) time.
- Make sure that they complete *ALL* assignments, to the best of their ability and on time. The Moodle Spanish courses are set up as "conditional" where *all* assignments are open/available, but can't be accessed until completing the previous activity/assignment (with certain scores being required for certain assignments). This means that students may work as quickly as they'd like, but they must complete the prior assignments before moving forward. Any assignments that are not completed will earn a zero. Again, this is why the "Schedule of Assignments" is so important. It keeps them on track, completing work, in order, and on (or ahead of) time.
- Remind them to take their time to read through and learn the material and not to rush. There should always be a focus on quality. Students may redo any assignment that isn't a quiz, test/final project or auto-graded assignment (with one attempt).
- Remind them to go ahead and mark their calendars to schedule when they will attend additional their "Required Live Classes". While students are required to attend a total of 6 (Getting Started, Unit 1, Unit 2/3, Unit 4/5, Unit 6/7 & Unit 8/Final). They are more than welcome and encouraged to attend more! These are live classes with me and/or other Spanish 2 teachers to go over the unit's major topics, assignments, present/discuss the material in detail, practice, ask/answer questions etc., just as you would in a regular classroom.
- Encourage them to ask questions, seek help, and communicate with me as much as possible. Communication is critical in an online class. Blackboard IM is the quickest/best way to communicate with me when I'm online and texting is the quickest/best way to communicate with me when I'm not online. However, they can also send me Moodle messages, text me, email me, Tweet me, or call me.
- Remind them that the use of external sources (such as online translators, native speakers, other students, etc.) is forbidden and considered cheating. Everything that the students need should be in the course and he/she should use the material from the course for his/her answers. If he/she wants to know how to say something, he/she should ask me. The only approved reference is www.wordreference.com and this can only be used for a vocabulary word in isolation, not translating word-for-word, verb conjugation or for sentence structure. Please make sure that you and they know all of the details of the academic honesty policy and the consequences of not following them, as stated in the Spanish Dept. Guidelines (link above).
- Ask them how they are doing and have them show you their grades in the course. Moreover, ask them what they are learning and why they are learning it. If they can't answer these questions in detail, please let me know, as they may need extra help. Grades (and feedback) are always available under "Grades" in the left-hand sidebar. Specific feedback is provided for assignments, so make sure that they check over completed assignments to learn from any mistakes. If your student/s and/or you have questions/concerns on any of the grades/feedback, please let me know.
- ELAs are responsible for checking and reporting grades to the students/parents on a bi-weekly basis after NCVPS grade reports have been sent to the schools.
- Feel free to contact me via email (at firstname.lastname@example.org) anytime and by phone/text (at 919.346.3889) before 9 p.m. It's easier for me to email as I teach at a face-to-face school. If you need to talk via phone, I still can... just have to find a good time (usually when my husband gets home) when someone can watch them. am available in the afternoons after 4 p.m.
Sra. Melo's Unit 5 Required Live Class
Friday, Oct. 30th, 8pm
This is an online event.
Grading, Rubrics & Feedback
The course grade is comprised of 2 parts (Course work the Final Project/Exam). The final course grade is made up of: Course work = 75% and the Final Project/Exam Average=25%. Progress reports are completed and submitted to schools every week. Students in NCVPS Spanish courses are graded based on their Spanish-language proficiency. It's the school's/ELA/s responsibility to provide them to the students/parents. Please see the rubrics below for complete details. NCVPS only reports numerical grades, not alphabetical grades due to the variance among different schools/districts. All assignments receive specific feedback. It's critical for the students to check their grades/feedback daily and inquire with the teacher if they don't understand something or feel that there is an error. Assignments not attempted/completed receive a 0.
Below, are the grading rubrics that will be used to evaluate your performance/proficiency throughout the course. You should refer to these often, so that you know at what proficiency level you are performing and what you need to do to move to the next level. I have seen many students this past week not be able to move to the next level based on items I asked them to revise from their first attempt to the second attempt in looking at the rubrics. This could be something as simple as using cohesive devices in your speaking or writing. A list of cohesive devices was posted in this announcements for students to show up this week.
- Writing Rubric
- Speaking Rubric (original text production)
- Speaking Rubric (reproduction of existing text/speech)
- Listening & Reading Rubric
- Rubric - Required Synchronous Session
- Rubric - Actividad Cultural
- Rubric - Proyecto(s) Final(es)
- Rubric - eLinguaFolio
- Rubric - Culture Cafe Extra Credit
Proficiency Levels and Examples:
Often students have misconceptions on what they will learn/be able to do by the end of the course. For world language, please note that you will not be fluent after one or two levels. It takes time to develop and increase in proficiency.
- Click here to see the overarching grid of proficiency levels and outcomes.
- Click here to see samples of Novice level speakers
- Click here to see samples of Novice level writers
- Click here to see samples of Intermediate level speakers
- Click here to see samples of Intermediate level writers
- Click here to see samples of Advanced level speakers
- Click here to see samples of Advanced level writers
- (Click here to see samples of all levels of Listening)
- (Click here to see samples of all levels of Reading)