Sube Level A Benchmark Evaluation Chart printable pdf download

Sube Level A Benchmark Evaluation Chart

Child’s name_________________________ Date _ _________________ Grade ________ Unit __________

Beginning to Early Intermediate Level: The following benchmarks should be assessed after each Sube

unit. Check NA if not applicable to the specific unit, or due to the child’s grade level.

Communication

Comprehension and speaking skills

Can identify and call out vocabulary in flashcards (picture/text)

when word is called out (“¿Dónde está?” Version #1) . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Can identify and call out the vocabulary (pictures only),

when word is called out (¡Ay Caramba! Bingo, Version #1) . . . . . . . . . . . . . . . . . . . . . . . . .

Can identify and call out vocabulary when given a description

of the vocabulary word using dramatization (¿Dónde está? Version #2) . . . . . . . . . . . . . . . .

Can identify and call out vocabulary when given a description

of the vocabulary word without dramatization (¿Dónde está? Version #3) . . . . . . . . . . . . . .

Comprehends sentences when spoken naturally without

dramatization or visual aids (flashcards or pictures) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Can describe the vocabulary word (with and without visual aids)

in complete sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Can respond correctly to questions about the vocabulary word using learned

phrases in Spanish (“Vamos!” “Name that Verb!” “¿Dónde está?” Version #4) . . . . . . . . . . . .

Comprehends and identifies a color when heard orally . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Can orally identify a color when shown the color (Tell me the colors) . . . . . . . . . . . . . . . . .

Uses color correctly as an adjective for descriptions

(The blue car is big. The red car is small.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Critical thinking

Ability to synthesize and analyze

Can use learned phrases to change responses to

questions about the vocabulary word (critical thinking) . . . . . . . . . . . . . . . . . . . . . . . . . .

Can question and respond appropriately to conversational

introductions and greetings (Musical Greetings, Conversation Grid) . . . . . . . . . . . . . . . . . .

Can ask questions and for help using learned phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Responds to basic classroom commands and activity instructions in

Spanish (Come here, Sit down please, Draw an elephant, Look for a crayon . . . . . . . . . . . . .

Evaluations Eval-3

Sube Level A Benchmark Evaluation Chart