This IPA is designed for students who are studying daily routines/ reflexive verbs. Because students are at different levels in different modes of communication, I have included the performance goals from novice mid to intermediate high. Ideally, I would use this for my Spanish II/ III students because of their study of routines, time, reflexive verbs, & hygiene.
PG 4-12, there are some screenshots of the practice video so you can talk individually, load them up with vocabulary, have students draw one out of a hat & talk spontaneously about it.
PG 3 is a chart of the performance indicators where you/ they can establish learning goals. I use this as a rubric & establish grades. Students may not be in one indicator for each of the modes of communication. You can establish goals for each performance area.
PG 13 is the Interpretive Listening task where students will watch & listen to an resource (this resource is not considered authentic because it is made for those learning Spanish, but it is spoken at a normal rate of speech & is very close to truly authentic).. They will answer questions about what they heard & saw. The goal of watching the video is not to have students understand every single word, but have them grasp the main ideas which is why the goal for interpretive listening for my students is intermediate mid, anything above is a bonus. Students could also watch the video with the closed captions (though it is not always correct, but it will give them a higher context).
PG 14-15 is the Interpretive Reading task where students will use the given an authentic reading to successfully answer the questions.
PG 16 is the Presentational Writing portion of the assessment where students will use what they know to write about their daily routine.
PG 17-19 contain the rubrics for the assessments.
PG 20 is the Presentational Speaking contain the prompts.
PG 21-22 provide students with the opportunity to practice the interpretive reading before completing it. This will allow students to gain some confidence & ask questions before the real assessment is administered.