Unidad 1 – BERNARDINO

| Teacher | Student | 4 - Exemplary | 3 - Proficient | 2 - Developing | 1- Below Standard |
|---------|---------|---------------|---------------|---------------|------------------|
| How developed is my response? | Task completion Content | Completion of the task (all required elements included) with extensive elaboration of content. | Completion of the task (all required elements included) with some relevant elaboration of content. | Partial completion of the task (most required elements included) with little elaboration of content. | Minimal completion of the task (some required elements included) |
| How well do others understand me? | Comprehensibility | Text is readily comprehensible, requiring no interpretation on the part of the reader. | Text is mostly comprehensible, requiring minimal interpretation on the part of the reader. | Text is partially comprehensible, requiring interpretation on the part of the reader. | Text is barely comprehensible. |
| How organized is my writing? | Organization | Ideas are organized logically in coherent paragraphs. A variety of transition words is used to connect ideas. | Ideas are organized somewhat logically within paragraphs. Some transition words are used to connect ideas. | Some ideas are random and/or few transition words are used to connect ideas. | Ideas are not logical. Thoughts are incomplete. |
| How rich is my vocabulary? | Vocabulary Control | Varied vocabulary and culturally appropriate idiomatic expressions that accomplish the task. | Mostly accurate use of level appropriate vocabulary that accomplishes the task. | Somewhat inaccurate use of vocabulary (not level appropriate). | Inadequate or inaccurate use of vocabulary. |
| How accurate is my language? | Language control | Solid control of targeted (new) and previously learned structures. Includes a variety of structures. | Overall control of targeted (new) and previously learned structures. Includes some variety of structures. | Partial control of targeted (new) and previously learned structures. Includes little variety of structures. | Little control of targeted (new) and previously learned structures. |
| How complex is my language? | Several examples of complex sentences used correctly. | Several examples of complex sentences attempted with some accuracy. | Few examples of complex sentences attempted with some accuracy. | Limited examples of complex sentences attempted or inaccurate use of complex sentences. |