Running Head: SIGNATURE ASSIGNMENT

Loredana Perrone
Signature Assignment
TED 634: Content Area Literacy
Professor Carol Matthews
National University
June 27, 2015

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Abstract
This paper will discuss how I plan on assessing if my students
have or have not met the goals of the unit. It will include rationale for
my way of evaluating this information. It will begin by addressing the
content standards and stating what I will measure. Then it will include
the assessment and any accommodations there might be. Finally I will
discuss how I feel the reading and writing strategies will support my
students in learning the content material.

Running Head: SIGNATURE ASSIGNMENT

Assessing students is an important part of the educational

system. It allows me as a teacher to evaluate if my students have or
have not learned the content for that unit. It also provides information
to myself about my teaching. It will let me know if my teaching
strategies are working for my students or if there are things I should
change in order to help my students further their knowledge.
The content standards that the preliminary stage covers in the
textbook En Espaol Level 1 published by McDougal Little are as follow:
Content 1.1a:Students address discrete elements of daily life,
including: Greetings and introductions, Content1.1b Family and friends;
Communication 1.0: Students use formulaic language, Communication
1.1: Engage in oral, written or signed (ASL) conversations,
Communication 1.3: Present to an audience of listeners, readers, or
ASL viewers, Communication 1.5: Identify learned words, signs (ASL),
and phrases in authentic texts; Structures1.0: Students use
orthography, phonology, or ASL parameters to understand words, signs
(ASL), and phrases in context, Structures 1.1: Use orthography,
phonology, or ASL parameters to produce words or signs (ASL) and
phrases in context; Settings: 1.0: Students use language in highly
predictable common daily settings (California State Board of Education,
2009, p. 1, 5, 7, 9, 11). What I want to measure at the end of the
lesson is that students learned the countries that are Spanish speakers,
how and when to use introductions, what to include in introductions,

Running Head: SIGNATURE ASSIGNMENT

and basic sentence structure, along with basic Spanish vocabulary that
is used every day.
One assessment that I would use would be one that the students
would not even recognize as an assessment: personal introductions to
the class. Students will have to present themselves in front of the
class. They will each need a written introduction, which they will read.
The introductions must include: name, age, grade, place of birth,
favorite subject, any extracurricular activities that they are in, and
what they want to be when they grow up. They will be graded on
content, orthography, oral presentation (not just reading to the paper,
but eye contact, good enunciation, projected voice), and sentence
structure. Each item will be out of a total of 5 points for a total of 20
points. I chose this as an assessment because it not only is an ice
breaker for the class, since it will be done within the first month of
school but it provides students the opportunity to get to know each
other, all while showing what they have learned, while enjoying the
assessment. This assessment essentially shows the students ability
to apply the information contained in a section [in this case the
introduction section of the unit] to some new problem or situation
(McKenna & Robinson, 2014, p 37).
The next assessment will be a fill in the blank map of Central and
South America, as well as Spain. They will need to label each country
on the blank map. It will look something like this of course The United

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States would not be labeled since it is not a country with Spanish as
the official language:

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Nombre:________________________
Fecha:___________________________
Clase:____________________________
Direcciones:
Escribe el nombre de los pas que son hispanoparlante. Son 20 en
total.
Write the name of the countries that are native Spanish speakers.
There are 20 in total.

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1.

7
_________
2. ___________________________
_________
3. ___________________________
_________
4. ___________________________
_________
5. ___________________________
_________
6. ___________________________
_________
7. ___________________________
_________
8. ___________________________
_________
9. ___________________________
_________
10.
_____________________
_______________

11.

_____________________

_______________
12.
___________________________
________
13.
_____________________
_______________

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14.

_____________________

8
18.

_____________________

_______________
15.
_____________________

_______________
19.
_____________________

_______________
16.
_____________________

_______________
20.
_____________________

_______________
17.
_____________________
_______________

_______________

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I chose this assessment because it allows students to use the map

as a visual reference, so it makes the test a little less stressful, while at
the same time being an active geographical resource. This way will
help them remember where each country is located, thus at the same
time they will learn geography. Each country is worth 2 points, one for
accurate location, and one for correct spelling.
The final assessment I would give my students is the one that
comes with the textbook at the end of the unit. They would answer
these questions by choosing one of the answer choices. I chose to use
this assessment because it is an accurate representation of the unit as
a whole, and it makes the students apply what they have learned in
the same sentences they have read. It shows their ability to ability to
guess missing words periodically deleted from a passage, as well as
the ability to retell the information or events of the selection
(McKenna & Robinson, 2014, p. 37).

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10

Nombre: ________________________
Fecha: ________________________
Clase: ________________________
Examen de repaso
Direcciones: Escojan la opcin que mejor complete la oracin.
1. Hola. ____________ Pedro.
a. Hoy es
b. Me llamo
c. Es de
d. El nombre
2. ___________ la Repblica

3.

5.

6.

7.

Dominicana.
a. Es un placer
b. Maana es
c. Soy de
d. Me llamo
De dnde _____________?
a. es
b. se llama
c. maana
d. leer
4.
Cul es tu ___________?
a. diez
b. lunes
c. hoy
d. telfono
___________ es martes.
a. El gusto
b. La semana
c. Hoy
d. Adis
__________ es mircoles.
a. Hola
b. Maana

c. Tu telfono
d. El apellido
8.
9.
10.
a.
b.
c.
d.
11.
a.
b.
c.
d.
12.
13.
a.
b.
c.
d.
14.
a.
b.
c.
d.

El _________ es mo.
cero
semana
viernes
gusto
Cmo _____________?
te llamas
es tu telfono
es hoy
igualmente
Es un _________.
leer
maana
placer
semana
Qu ________ es hoy?
ocho
da
nombre
luego
15.

16.
17.

In this class I have learned many reading and writing

strategies that will help my students understand the content. Being

able to enforce these strategies in a way that is productive is my job,
as well as helping when these strategies are not sufficient for all
students. Making sure they understand the content is an essential part
of passing my Spanish class since most of the information is located in
the textbook. Understanding the content will lead them to be able to
write and speak the language effectively, which will in turn help them
do great on any assignments that they will be assigned.
18.

19.
References:
20. California State Board of Education. (2009). World Language
Content Standards for California Public Schools: Kindergarten
Through Grade Twelve. Retrieved on June 27, 2015 from
http://www.cde.ca.gov/be/st/ss/documents/worldlanguage2009.p
df
21.

McKenna, M., & Robinson, R. (2014). Teaching through text:

reading and writing in the content areas, 2nd ed. Boston, MA:
Pearson.

22.