Escuela Preparatoria Oficial No.

144
PRIMER GRADO INGLÉS III
RUBRICA PARA EVALUAR PASARELA DE DÉCADAS
PRPFRA. VERÓNICA TELLO GARCÍA

NOMBRE DEL ALUMNO__________________________________________________________________________GRADO:________GRUPO:____________

Criterio Indicadores de desempeño
Nivel ALTO (8,9)
de BAJO (5) MEDIO (6,7) SOBRESALIENTE (10)
desempeño
ESTRUCTURAS No cuenta con los siguientes elementos Por lo menos usa dos de los siguientes Utiliza tres de los siguientes elementos Utiliza todos los elementos gramaticales y
GRAMATICALES gramaticales y vocabulario : elementos gramaticales y vocabulario de gramaticales y vocabulario de manera correcta : vocabulario de manera correcta :
- Used to en forma: afirmativa, negativa e manera correcta: - Used to en forma: afirmativa, negativa e - Used to en forma: afirmativa, negativa e
interrogativa. - Used to en forma: afirmativa, negativa e interrogativa. interrogativa.
- Simple past interrogativa. - Simple past - Simple past
- Vocabulary: clothes, accesories, hairstyles. - Simple past - Vocabulary: clothes, accesories, hairstyles. - Vocabulary: clothes, accesories, hairstyles.
- Time expressions in past - Vocabulary: clothes, accesories, hairstyles. - Time expressions in past - Time expressions in past
- Time expressions in past

La secuencia de la exposición no tiene una
SECUENCIA LÓGICA estructura lógica y congruente con las
estructuras gramaticales.
Al presentar su diálogo tiene las
siguientes características.
- El tono de voz es muy baja.
DESENVOLVIMIENTO - La pronunciación no fue
PERSONAL correcta.
- Leyó toda la información
PRESENTACIÓN DE LA Al presentar la pasarela, no se ve los
PASARELA DE MODAS siguientes aspectos:
POR DÉCADAS - Trabajo en equipo
- Organización
- Disciplina y esfuerzo para
aprenderse cada uno de sus
diálogos.
- Ropa, peinados y accesorios
correspondientes a la década
- Música, elementos como
material de apoyo
La secuencia de la exposición tiene una
regular estructura lógica y congruente con
las estructuras gramaticales.
Al presentar su diálogo tiene las
siguientes características.
- El tono de voz es baja y no se
alcanza escuchar en todo el
salón.
- La pronunciación, hubo errores
- Leyó la información la mayor
parte.
Al presentar la pasarela, se ve dos de los
siguientes aspectos:
- Trabajo en equipo
- Organización
- Disciplina y esfuerzo para
aprenderse cada uno de sus
diálogos.
- Ropa, peinados y accesorios
correspondientes a la década
- Música, elementos como
material de apoyo
La secuencia de la exposición tiene una buena
estructura lógica y congruente con las
estructuras gramaticales.
Al presentar el diálogo tiene las siguientes
características.
- El tono de voz fue audible para todos
- La pronunciación fue correcta.
- Leyó la información en algunas
partes.
Al presentar la pasarela, se ve tres de los
siguientes aspectos:
- Trabajo en equipo
- Organización
- Disciplina y esfuerzo para aprenderse
cada uno de sus diálogos.
- Ropa, peinados y accesorios
correspondientes a la década
- Música, elementos como material de
apoyo
La secuencia de la exposición tiene una
excelente estructura lógica y congruente con
las estructuras gramaticales.
Al presentar el diálogo cumplió con
todas de las siguientes características.
- El tono de voz fue audible para
todos
- La pronunciación fue correcta.
- No leyó la información
Al presentar la pasarela, se ve claramente los
siguientes aspectos:
- Trabajo en equipo
- Organización
- Disciplina y esfuerzo para
aprenderse cada uno de sus
diálogos.
- Ropa, peinados y accesorios
correspondientes a la década
- Música, elementos como material
de apoyo

OBSERVACIONES:_____________________________________________________________________________________________
 Escuela Preparatoria Oficial No. 144
Subject: ENGLISH
ORAL RUBRIC

Use the following guidelines to assess the student’s speaking ability

Student name:_________________________________________________________________________Grade:___________Group:______

EXCELLENT VERY GOOD/ OK GOOD/REGULAR FAIR LOW SCORE

• Speaks fluently without • Speaks fluently without • Speaks fluently with a little • Speaks with frequent • Speaks with frequent
undue hesitation much hesitation hesitation hesitation hesitation; occasionally
Responds with • Usually responds with • Sometimes responds with • Rarely responds with does not respond
confidence confidence confidence; occasionally may confidence; is often verbally
• Speech and • Speech and be reluctant reluctant to use the • Rarely responds with
pronunciation is clear pronunciation is usually to use the language language confidence; is frequently
and easily understood clear and easily • Occasionally speech and • Speech and reluctant to use the
• Uses colloquial understood pronunciation may not be pronunciation are often language
expressions • Uses most colloquial easily understood not easily understood • Speech and
appropriately expressions • Uses a few colloquial • Uses very few pronunciation are
• Uses complete appropriately expressions appropriately colloquial expressions usually not easily
sentences and phrases • Almost always uses • Generally uses complete appropriately understood
as appropriate complete sentences and sentences and phrases • Does not use complete • Rarely uses colloquial
• Uses appropriate and phrases appropriately appropriately sentences and phrases expressions
varied vocabulary • Almost always uses • On most occasions, uses appropriately appropriately
• Extremely few errors in appropriate and varied appropriate and varied • Occasionally, uses • Rarely uses complete
form or function vocabulary vocabulary appropriate and varied sentences and phrases
• Very few errors in form • There are occasional errors vocabulary appropriately
or function in form or function • There are frequent • Rarely uses
errors in form or function appropriate and varied
vocabulary
• There are numerous
errors in form or function
 Escuela Preparatoria Oficial No. 144
Subject: ENGLISH
WRITING RUBRIC
Use the following guidelines to assess the student’s writing ability

Student name:___________________________________________________________________________Grade:___________Group:______

EXCELLENT VERY GOOD/ OK GOOD/REGULAR FAIR LOW SCORE

• Writing is fully • The purpose and aim of • Writing is developed and • Writing is fairly • Writing is not well
developed and appears the writing is clear. does not appear to take much developed, although developed, and appears to
effortless. • The writing flows at effort. appears to take some take a lot of effort.
• The purpose and aim of both the paragraph and • The purpose and aim of the effort. • The purpose and aim of
the writing is very clear. sentence level. writing is usually clear. • The purpose and aim of the writing is rarely clear.
• The writing always • The voice of the author • The writing usually flows at the writing is not always • The writing does not flow
flows at both the is clear and comes both the paragraph and clear. well at paragraph and
paragraph and sentence through strongly. sentence level. • The writing flows fairly sentence level.
level. • The words chosen are • The voice of the author is well at paragraph and • The voice of the author is
• The voice of the author appropriate for the type usually clear and usually sentence level. rarely clear and very rarely
is very clear and comes of piece being written. comes through strongly. • The voice of the author comes through strongly.
through strongly. • The organization is • The words chosen are is sometimes clear and • The words chosen are
• The words chosen are appropriate for the type usually appropriate for the type occasionally comes rarely appropriate for the
very appropriate for the of piece being written. of piece being written. through strongly. type of piece being written.
type of piece being • The conventions of • The organization is generally • The words chosen are • The organization is not
written. standard writing are appropriate for the type of not always appropriate appropriate for the type of
• The organization is very usually followed. piece being written. for the type of piece piece being written.
appropriate for the type • Standard writing conventions being written. • Standard writing
of piece being written. are followed in general, but • The organization is not conventions are rarely
• The conventions of there are a few errors in particularly appropriate followed: there are many
standard writing are grammar and/or punctuation. for the type of piece errors in grammar and/or
followed. being written. punctuation.
• Standard writing
conventions are not
always followed: there
are several errors in
grammar and/or
punctuation.