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Buen Viaje Level 1 ch1-12 Student Self assessment: Spanish to English Vocab

Buen Viaje Level 1 ch1-12 Student Self assessment: Spanish to English Vocab
Buen Viaje Level 1 ch1-12 Student Self assessment: Spanish to English Vocab
Buen Viaje Level 1 ch1-12 Student Self assessment: Spanish to English Vocab
Buen Viaje Level 1 ch1-12 Student Self assessment: Spanish to English Vocab
Buen Viaje Level 1 ch1-12 Student Self assessment: Spanish to English Vocab
Buen Viaje Level 1 ch1-12 Student Self assessment: Spanish to English Vocab
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Buen Viaje Level 1 Chapters 1-12 Student Self assessment: Spanish to English Vocabulary Knowledge Rating Scale
This Spanish to English form allows students to monitor their own vocabulary acquisition, track their progress, and prepare for formative or summative assessments.

This pdf File includes:
24 Spanish to English Student Self Assessments: Vocabulary Knowledge Rating Scales (2 per chapter using vocab from Buen Viaje Level 1 Chapters 1-12)
24 copies of the form with the definitions filled in (answer keys)
1 blank copy of the form (you can write in additional vocab, use for a modified unit or differentiation, write in verb conjugations, etc.)

Directions to students: Rate yourself on how well you know the vocabulary. Put an “X” in one of the following boxes: “Have No Clue, Have Seen or Heard It, or Know It Well.” If you mark “Have Seen or Heard It”, then write what you think it means. If you mark, “Know It Well”, write the definition. Check your responses and make any necessary changes.

Directions for the teacher:
Make 3 copies of the chapter’s Spanish to English Student Self Assessment: Vocabulary Knowledge Rating Scale

After each self-assessment, have students check their responses against a vocab sheet or the answer key. If a student has marked “Know It Well”, but wrote the wrong definition, have them move their answer to “Have Seen or Heard It/ I think it means…”Perhaps have them write in the correct definitions in a different color or highlight them.

After the 1st time, have students compare subsequent charts to the previous ones to measure progress, look for patterns, and reflect on study habits.

Some suggestions for use:
Before introducing vocabulary for a new unit, have students complete the assessment 1 without any aids (vocabulary sheets, dictionaries, translators) . This can activate prior knowledge, provide a base line for monitoring progress, and serve as an introduction to the new unit. The 1st time (Assessment # 1) could also be reserved until after the first day or two of vocabulary practice. If the teacher reviews the self assessments, it may shed light on the effectiveness of or student engagement in the learning activities.

2nd time: Self-Assessment 2 should be completed midway through the unit. It can be used as a review before a graded formative assessment, a reflection on the students’ study habits and strategies (perhaps a change is needed if they are not progressing), or a post-assessment reflection.

3rd time: Self-Assessment 3 can be completed as part of a review for the summative assessment or in a later unit to recycle/refresh/review the material.

*If you use a choice board for differentiation, students should use the lowest ranked (least known) words from this list in their choice board activities.
**Mix and Match the self assessments. You can find the English to Spanish Version here.
Total Pages
50 pages
Answer Key
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Teaching Duration
30 minutes
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