3 levels: Foundation, Standard, Advanced Language B Spanish Criteria

IAA Language B Spanish Levels Foundation 1 Foundation 2 Standard 1 Standard 2 Advanced Next year the names will be changed to Strands of 1-6, per the MYP Language B Guide changes.

Levels offered this year: Grade 6: 3 sets of Foundation 1 Grade 7: Foundation 2, Foundation 2, and Standard 1 Grade 8: Foundation 1 & 2 mixed class, Standard 1, and Advanced. Grade 9: Standard 1, Advanced Grade 10: Standard 1, Standard 2

5 Criteria for all levels A: Oral Message & Interaction (8) B: Oral Language (8) C: Written Message & Organization (8) D: Written Language (8) E: Reading Comprehension(8x2=16) Total= 48 points

Levels MYP Level Points earned Total= 48 points

Criterion A: Oral Message & Interaction Speaking: Expressing ideas that make sense and are easy to understand Listening: Understanding their partner’s comments and questions and responding appropriately Student A--Where are you from? Student B--I’m great. How are you? Not an appropriate response to the question which demonstrates lack of understanding.

Criterion A: Oral Message & Interaction Foundation Level: In order to receive an 8/8, a student must: Consistently communicate information, on a variety of aspects of common/everyday life. Show understanding of most questions/comments and are almost always appropriate. Offer relevant and detailed ideas where appropriate. Actively contribute to the flow of ideas. Speak with limited to no prompting or rephrasing (“What did you say?” “Please repeat what you said.” Speak fluidly with natural pauses.

Criterion A: Oral Message & Interaction Standard Level: In order to receive an 8/8, a student must: Communicate information clearly and effectively. Express both simple and complex ideas that are relevant and developed. Incorporate and justify (explain) opinions. Show understanding through responding correctly in familiar and spontaneous situations. Contribute actively and spontaneously to the flow of conversation. *Memorized scripts are not the same as a conversation.

Criterion A: Oral Message & Interaction Advanced Level: In order to receive an 8/8, a student must: Communicate basic and complex information with ease. Express relevant, focused and supported ideas and opinions Show a complete and sophisticated understanding of the topic through their responses and reactions. Engage actively and contribute much to the conversation. Structure ideas coherently to enable the flow of the message and interaction. *Memorized scripts are not the same as a conversation.

Criterion B: Oral Language Pronunciation: Clear and effective Vocabulary: basic, more advanced, varied Grammatical structures: basic, more complex Basic-noun/adjective agreement; subject/verb agreement; use of adverbs; use of correct verb tense Idioms: fixed expressions, not literal translation (do not use Google translate) Register: addressing audience, group or person appropriately (formal/informal/singular/plural)

Criterion B: Oral Language Foundation Level: In order to receive an 8/8, a student must: Speak clearly and with accurate pronunciation and intonation making communication clear and easy. Incorporate excellent use of a basic range of vocabulary. Use basic and more ‑ complex grammatical structures, generally accurately. *Basic-noun/adjective agreement *Complex- subject/verb agreement (I study, we study)

Criterion B: Oral Language Standard Level: In order to receive an 8/8, a student must: Speak clearly with accurate pronunciation and intonation with occasional mistakes, but these do not interfere with comprehensibility. Use a wide range of vocabulary and varied structures appropriately, Use idioms and register appropriate to context. Errors do not affect understanding.

Criterion B: Oral Language Advanced Level: In order to receive an 8/8, a student must: Speak in a way where intonation and fluency contribute effectively to communication. Use varied, appropriate and idiomatic vocabulary. Use basic and complex grammar with a good degree of accuracy. Use effective and appropriate register and style. *Students should be using fixed expressions, transitions, learned and previously-learned grammar.

Criterion C: Written Message & Organization Complex ideas: Clear and effective Cohesive devices: but, also, because, when, that, in spite of, instead of, etc.

Criterion C: Written Message & Organization Foundation Level: In order to receive an 8/8, a student must: Communicate information on variety of aspects Communicate relevant, detailed and supported ideas Present logical structure Use cohesive devices that add clarity.

Criterion C: Written Message & Organization Standard Level: In order to receive an 8/8, a student must: Communicate information clearly and effectively Communicate relevant and supported simple and complex ideas Opinions are justified. Structure work clearly and effectively Use cohesive devices effectively

Criterion C: Written Message & Organization Advanced Level: In order to receive an 8/8, a student must: Communicate complex information Communicate relevant, focused and supported ideas and opinions with examples and illustrations Show sophisticated, in depth understanding of the topic. Structure the message clearly and effectively. Use cohesive devices to enhance the development of ideas.

Criterion D: Written Language Vocabulary: basic, more advanced, varied Grammatical structures: basic, more complex Idioms: fixed expressions, not literal translation (do not use Google translate) Register: addressing audience, group or person appropriately (formal/informal/singular/plural)

Criterion D: Written Language Foundation Level: In order to receive an 8/8, a student must: Use excellent range of basic vocabulary and grammatical structures; use more complex structures accurately Show only occasional errors in spelling and writing, but these do not interfere with communication

Criterion D: Written Language Standard Level: In order to receive an 8/8, a student must: Use a wide range of vocabulary and varied structures appropriately to the context; errors do not interfere. Show good command of spelling and writing. Show a clear sense of audience by consistently using appropriate register.

Criterion D: Written Language Advanced Level: In order to receive an 8/8, a student must: Use varied, sophisticated and idiomatic vocabulary. Use complex grammar that adds to the style of the text Show the ability to manipulate the language. Spelling and writing contributes to quality of work. Show a clear sense of audience; register and style are effective Be creative with the language or show humour or irony when appropriate to the task.

Criterion E: Reading Comprehension Foundation Level: In order to receive an 8/8, a student must: Identify basic and more complex facts in text with familiar and unfamiliar language. Identify the main idea and supporting details. Draw conclusions. Show good understanding of text overall.

Criterion E: Reading Comprehension Standard Level: In order to receive an 8/8, a student must: Identify stated and implied information, main ideas and supporting details in text with familiar and unfamiliar language and/or complex ideas. Draw conclusions and recognize opinion and attitude implied in text Identify some aspects of format and style. Show good understanding of text overall.

Criterion E: Reading Comprehension Advanced Level: In order to receive an 8/8, a student must: Show understanding of stated and implied information, main ideas and supporting details in text with familiar and unfamiliar language and/or complex ideas or subtleties. Make inferences that are convincingly supported with the details from the text Can interpret aspects of style. Identify some aspects of format and style. Show perceptive understanding of the text overall.

MYP Assessment requirements In Grades 6-9, we discuss what our students should be able to do if they are not able to meet the Grade 10 requirements yet. FoundationStandardAdvanced Oral activity3-5 min Writing activity150 words200 words300 words Reading comprehension Approx. 500 words Approx. 750 words Approx words

No matter what level a student is in, the teacher extends and differentiates in order to reach each child’s language development. It is possible to move up a level, showed by regularly achieving a high level of competence in the assigned level. The child may not move up until the following school year, but he/she will continue to learn in a group similar to his/her level. Changing Language Levels