CONTINUUM EVALUATION: Informative, Multimedia Speaking

SCORES: BEG/EI = 0-8.5 PTS EI/INTER = 9-13 PTS INTER/EA = 14-18 PTS ENG 1/2/3/4 = 19-25 PTS Created by Paul Pinza (c) 2013. Common Core aligned.
COMMENTS
PERFORMANCE CONTENT








SCORE

Topic Student Name:
Area
1 2 3 4 5
Organization
of
Information
Describe nouns (incl
events, ideas, & feelings)
w/ details. Use proper
sequencing.
Present ideas/points in
logical (non-sequential)
organization w/
supporting details.
Facts & details develop topic.
Organization illustrates
patterns shared by ideas.
Strong conclusion.
Information arranged to
maintain an original point-of-
view clearly and consistently.
Conclusion summarizes key
points.
Supports a point-of-view while
addressing alternate points-of-
view. Content & style are well
suited to the speechs tasks,
purpose, and audience.
Use of
Research
Only uses personal
examples or generic
information.
Sources are quoted
and/or summarized
correctly in order to
support and explain ideas.
Many sources are quoted
and/or summarized to support
and explain ideas. Source titles
are given.
Many good sources are quoted
and/or summarized to support
many different arguments.
Sources are always cited.
Many excellent sources are quoted,
summarized, and explained very
well to support many different
arguments. Sources are always
cited.
Language

Sample
sentences in
italics. Key
elements are
underlined.
Speaks in full, simple
sentences using basic
words. Might use simple
transitions or
conjunctions.
A recycling program is a
good idea because it helps
our planet.
Uses many basic words
that are clear and
specific. Uses many
different transitions,
conjunctions, and verbs.
We can have less trash if
more people recycled.
However, most people
dont recycle.
Uses complex words that are
clear and specific, including
complex transitions,
conjunctions, and verbs.
A recycling program would
help reduce trash. Moreover, it
could encourage more students
to care about the environment.
Uses many complex, academic
words that are clear, specific,
and appropriate.
Even though some argue that
recycling programs are
expensive, many recycling
fundraisers have become
popular among student and
parent organizations.
Uses many complex transitions,
conjunctions, and verbs, as well as
complex sentences that make the
speech well organized and easy to
follow. Undoubtedly, for each
extra second we spend determining
where to place our used bottles and
cans, we will be compensated as our
natural resources stay in place for
an extra year.
Speaking
(Voice)
Sometimes, I can
understand what the
speaker says.
I can always understand
what the speaker says.
S/he sometimes changes
his/her voice.
Speaker changes his/her voice
to make some points of the
speech sound important.
Speaker changes his/her voice
many times to make the whole
speech easier to understand.
Speaker changes his/her voice many
times in many different ways to
make the whole speech easier to
understand.
Speaking
(Body)
Sometimes, the speaker
looks at us. S/he fidgets
sometimes.
The speaker frequently
looks at us. S/he
sometimes changes
his/her face or moves.
Speaker changes his/her face or
moves his/her body to make
some points of the speech
sound important.
Speaker changes his/her face or
moves his/her body many
times to make the whole
speech easier to understand.
Speaker changes his/her face or
moves his/her body many times in
many different ways to make the
whole speech easier to understand.
Use of media Media adds detail. Media clarifies
information.
Media illustrates patterns &
emphasizes key points.
Media strengthens ideas,
deepens understanding,
engages audience.
Media used strategically to support
point-of-view.
CONTINUUM EVALUATION: Informative, Multimedia Speaking
SCORES: BEG/EI = 0-8.5 PTS EI/INTER = 9-13 PTS INTER/EA = 14-18 PTS ENG 1/2/3/4 = 19-25 PTS Created by Paul Pinza (c) 2013. Common Core aligned.

ALIGNMENT to Common Core State Standards (English Language Arts as adopted in
California) & California ELD Standards

STANDARDS NOTATIONS LEGEND:
ELA Common Core: Domain: Grade-Standard #
Domains: RI = Reading Informational Texts W = Writing SL = Speaking & Listening L = Language
Example: RI 4-1 translates into 4
th
Grade, Standard #1 in the domain of Reading Informational Texts

California ELD: Grade+Level-Part.Standard #
Numbers: Grade, then ELD Level (see below), then Part 1 (Interacting in Meaningful Ways) or Part 2 (Learning How English Works), then standard
Levels: M = Emerging X = Expanding B = Bridging
Example: 5M-2.2b translates into 5
th
Grade, Emerging level, Standard #2b under Part II Learning How English Works






Area
1 2 3 4 5
Organization of
Information
SL 1.4a, SL 2.4a SL 3.4a SL 6.4a SL 9.4a SL 11.4
Use of
Research
W 3.1b, W 3.8 RI 5.1, RI 6.1
W 5.7, W 5.8
RI 8.1, RI 8.8
W 6.8, W 7.8, W 8.7, W 8.8
RI 9.8
W 9.7
RI 11.8
W 11.1
Language


CCSS
L K.1, L1.1, L1.6,
L2.1, L2.6
SL 1.6, SL 2.4

CA-ELD
5M-2.2b, 8M-2.2b,
9M-2.2b
CCSS
L3.1, L4.1, L5.1

CA-ELD
5X-2.2b, 8X-2.2b,
9X-2.2b
CCSS
W 9.2c, W9.2d

CA-ELD
5B-2.2b, 8X-1.11b
9X-2.2b
CCSS
W 9.1c, W9.2d, W9.2e
SL 9.6

CA-ELD
5B-2.2b, 8B-1.11b
9B-2.2b

CCSS
W 11.1c, W11.2d

CA-ELD

Speaking (Voice) SL K.6, SL 2.4 SL 1.4a SL 5.4b SL 9.4b SL 9.4b
Speaking
(Body)
SL 6.4 SL 6.4 SL 8.4a SL 9.4b
Use of media SL K.5 SL 2.5, SL 6.5 SL 5.5, SL 7.5 SL 8.5 SL 9.5, SL 11.5