• Home
  • Resources
  • Contact
  • Bio
  • Home
  • Resources
  • Contact
  • Bio

What I Do

Seeking the future of world language learning at the intersection of comprehensible input, project-based learning, global education, and love.
Proficiency

Rubrics: How important is task completion?

Sara-Elizabeth Cottrell May 14, 2015 8 Comments
  • Facebook
  • Twitter
  • LinkedIn
  • Tumblr
  • Google +
  • Pinterest
  • Email

Forgive me while I brainstorm in public a moment.

rubric screen shotAlmost four years ago I created this rubric, based on the ACTFL guidelines and the Jefferson County (KY) Public Schools’ world language rubric.  I loved it.  It’s one of my most requested resources.  I used it for years.  But as I wrap up my first year out of the classroom and prepare to embark on a new journey (teaching my own Spanish classes for homeschooled students and adult learners), I’ve been reflecting on the good and bad of my rubric and how to redesign it for my newest journey.

It’s not all the same

One of the things I like most about the rubric is also one of the things I like least: it separates a major focus from a minor focus.  That resonates with me.  Not all language use factors are created equal.  Pronunciation in the sense of sounding like a native isn’t a goal or even possible for most learners.  Pronunciation for comprehensibility – that is important.  As language nerds teachers we love to nitpick about the verb endings and adjective agreement, but the fact is that the vast majority of the time, those mistakes do not impede communication.  For my fourth-year students striving for Intermediate High, eliminating those patterns is a goal, but for my first-year novices, it’s just not.  They just want to talk.

So what is it I don’t like?  I always wondered why task completion was listed as a minor focus, almost in such a way that it would not affect the overall grade at all.  I think I started wondering this as I used the rubric more and more to grade AP assessments, and finally exclusively teaching AP.  In that class, task completion was a major focus for sure.  Students couldn’t be very successful on a task if they responded in a way that did not address what they were asked to do.  And as I intend to make my interpretive tasks look more and more like incorporating authentic resources into production tasks (e.g. tell whether or not you agree with the opinion in this meme), regardless of level, yeah, it matters to me.  If you produce a whole bunch of pretty language on the AP but don’t cite a single one of the three sources they asked you to, you’re sunk.  My rubric didn’t give me a good place to say that.

But I liked my rubric.  Other people liked my rubric.  Surely there wasn’t anything wrong with it.  But I knew there was.  And then Melanie reminded me there was.

Is task completion part of life?

As I evaluate what to do with task completion on my rubric, I’m not sure I know what it’s going to look like.  I can tell you it won’t be labeled “minor focus.”  I can tell you what questions I’m asking myself.

  • When someone asks me to do something that requires language, how important is it that I actually answer the question?
  • If I ask a student a question, and they use great language to address something entirely different, how can I give credit for the language effort without letting them get away with avoiding the task?
  • How much will task completion be a part of the life I’m supposed to be preparing my students for?
  • How does the importance of task completion compare to the importance of the language used to complete it?

Rumblings of change

I do know that there are several things I want to keep and things I want to change about my rubric.

What I love:

  • I must have my large feedback box to write anything I can think of to help the student reach his goal.
  • I will still have everything I want on one rubric so I use the same one for every task I assess.
  • Students will still know exactly where they are in regard to the expectation: approaching, meeting, or exceeding.
  • The descriptions will still be full of proficiency-based terminology focused on successful communication.

What I’ll probably change:

  • I don’t like the word “Unsatisfactory.”  Looking for a new way to say, “You’ve gotta try this again before we move on.”
  • Task completion needs a different spot not labeled “minor focus.”  I will probably remove the term “minor focus” altogether.  What other way can I indicate that not all language aspects are created equal?
  • I don’t expect to teach students hitting Advanced Low language and most other teachers don’t either. So I’m kicking that one off to give me more space.
  • I want to make the “language control” descriptions communicate more to the student (those last two on the right confusing, anyone?).
  • I’d like to figure out how to make the rubric more interpersonal-friendly, since this is the mode most of my students actually want most.

As always, turning to the PLN

Isn’t our online community of language teachers fantastic?  I can tell you to whom I’ll be turning for input on my new rubric:

  • Amy’s and Colleen’s rubrics will really help inform my changes to the interpersonal aspect.
  • I can’t wait to delve farther into the Ohio documents.
  • Bethanie’s rubric will help me communicate better feedback to students.
  • The ACTFL proficiency language in Martina’s rubrics will help me keep that focus.

Maybe I’ll even have my new rubric developed in time to share with the teachers at the Camp Musicuentos workshops.  I’ve always worked better with deadlines!

assessment proficiency rubrics
  • Share This:
  • Facebook
  • Twitter
  • LinkedIn
  • Tumblr
  • Google +
  • Pinterest
  • Email
Previous Add this to your Novice AND Intermediate HW choice options NOW
Next Embedded listening
Sara-Elizabeth Cottrell
Related Posts
One thing at a time: Step Three September 23, 2019
One thing at a time: Step Two September 19, 2019
One thing at a time: Step One September 16, 2019
Reflections on our AAPPL experience May 21, 2019

8 Comments

  1. Angela says:
    May 15, 2015 at 9:51 am

    The one hesitation that I have with task completion is that many teachers still see that as counting how many vocabulary words were used or how many irregular past participles are included in a narrative. Having a rubric with out task completion was how I was able to start the conversation with colleagues to start looking at a communicative approach and standards based tasks/ grading. As soon as you add task, many teachers see it as permission to go back to a non-communicative prompt.

    That being said, it does help clarify expectations for students and teachers alike to have some mention of task. I would also recommend looking at the Thompson rubrics for ideas on task completion http://tsdwlstandards.wikispaces.com/TSD%20new%20district%20rubrics . They added that to their rubrics this year but it is still general enough to use the rubrics for any task. Another good source for task is Denver Public Schools. Here is a link that shows both a rubric and a flow chart method for scoring task. http://curriculum.dpsk12.org/lang_literacy_cultural/world_lang/assessment/students_parents.html

    Reply
    1. Sara-Elizabeth Cottrell says:
      May 15, 2015 at 10:33 am

      Thank you so much, Angela – that makes a lot of sense! It makes so much more sense to me that “task completion” is a minor focus if what I asked you to do was include 7 idiomatic expressions and you didn’t do it, rather than if I asked you to suggest an excursion to a nearby tourist attraction but didn’t do it. That clarification (and those links) will be so helpful as I consider this redesign.
      My mind’s already spinning – what if I include a section where the student lists the tasks they are supposed to complete in the assessment, and that’s what I use to assess task completion?

      Reply
  2. some thoughts about the g-word | Learning Shifts - Thomas Sauer says:
    May 15, 2015 at 2:38 pm

    […] the real purpose of assessment in a world language classroom: performance & feedback? A recent Musicentos post got me once again thinking about this question. Sara-Elizabeth’s post makes reference to the […]

    Reply
  3. Musicuentos – Rubrics: How important is t... says:
    May 16, 2015 at 6:49 am

    […]   […]

    Reply
  4. Greg Sanchez says:
    May 17, 2015 at 2:34 pm

    It is so validating to read your words. I learned how in my tenure at a public school (via workshops) to create rubrics that celebrate what students can do and not merely count off what they can’t, and felt liberated by it. Further, I love your language that acknowledges the proficiency guidelines in your thinking rather than the “nerd” in all of us that expects the unreasonable and turns the kids off.

    Hope you can instill a love of language in your new charges! Suerte.

    Reply
    1. Sara-Elizabeth Cottrell says:
      May 18, 2015 at 8:13 am

      ¡Gracias!

      Reply
  5. Musicuentos – ANNOUNCING: The 2015 updated performance assessment rubric says:
    August 24, 2015 at 9:11 am

    […] you can read here about all the things that frustrated me about that snazzy 2011 rubric that I used to use (and that […]

    Reply
  6. Musicuentos – Best of 2015 #3: How important is task completion? says:
    December 19, 2015 at 7:17 am

    […] fourth most popular posts of 2015 were very close, but with the benefit of a few extra months the post on task completion on rubrics barely edged out the #4 post to take the bronze medal.  I’m so glad I wondered […]

    Reply

Your comment Cancel reply

Your email address will not be published. Required fields are marked *

Subscribe

Enter your email address:

Delivered by FeedBurner

Recent Posts

  • Everything works (or nothing does).
  • Sometimes, the journey is a circle.
  • In the end, these are your favorite posts.
  • In the end, these are my favorite posts.
  • One last time: Book Club ’19, All the Fluff
Tweets by Musicuentos
Tweets by SECottrell

Archives

  •  2022 (2)
    •  October (1)
      • Everything works (or nothing does).
    •  September (1)
      • Sometimes, the journey is a circle.
  •  2019 (31)
    •  December (5)
      • In the end, these are your favorite posts.
      • In the end, these are my favorite posts.
      • One last time: Book Club '19, All the Fluff
      • What I learned from COFFEE (or, another hat I wear)
      • Every story comes to an end.
    •  November (3)
      • Make a MovieTalk more than a MovieTalk: 5 ways
      • And then PBLL says to TCI... #ACTFL19
      • 4 ways to incorporate a Song of the Week comprehensibly & thematically
    •  October (2)
      • One thing at a time: Step Five.
      • One thing at a time: Step Four
    •  September (4)
      • One thing at a time: Step Three
      • One thing at a time: Step Two
      • One thing at a time: Step One
      • Try adding this 1 practice to your classroom culture this year
    •  August (6)
      • Authentic poems for the Spanish novice
      • Hurry up & move! Two (no three! no SEVEN) new brain breaks
      • Supercharge a "News" unit
      • 10 real-world project examples for PBLL
      • Brain Break: Play 5 Second Rule!
      • The Miss Musicuentos of 2003: 5 things right, 5 things wrong
    •  June (1)
      • Join me for a revolution: #SociallySilentSummer
    •  May (3)
      • The 3 silver bullets that killed my textbook
      • Reflections on our AAPPL experience
      • How proficient language speakers get there, and how it changed my goals
    •  March (3)
      • 6 strategies to turn to when (language class) plans go awry
      • 10 songs for a Spanish class health unit & "duele"
      • The wait is over. #EsperanzaRenace
    •  February (2)
      • Legacy, or how my father's spirit lives on in my bilingual child
      • The fundamental perspective that drives your approach to TCI
    •  January (2)
      • Pick & choose lightning review for Novice Spanish
      • Resolved with a Plan 2019: Stuck rabbits, changing puzzles, picking up a paintbrush
  •  2018 (32)
    •  December (2)
      • Thank you, and what you read this year
      • All the Fluff: Book Club 2018
    •  November (3)
      • Gallery Blitz: High-energy novel review
      • From the "icky" test to the Supreme Court: Reflections on teachers sharing (& selling) ideas
      • If the resource fits, use it! (But what fits?)
    •  October (2)
      • Straw wars: #authres photo resources for Carrie Toth's Mar de plástico
      • Keys to an unforgettable, successful #unconference session
    •  September (5)
      • My most expensive resource is now FREE
      • StoryDrawing the song "Latinoamérica"
      • Crowdsourced tips: Toward a new, improved conference model
      • It's conference season. Kick FOMO out the door.
      • RESOURCE RELEASE: Trip Itineraries for Novice High Spanish
    •  August (8)
      • This year, consider... 4) drawing the story
      • #AuthresAugust: Kiva project descriptions
      • This year, consider... 3) paying for apps & services
      • #AuthresAugust: Tips for teaching an authentic novel
      • This year consider... 2) teaching a learner novel (resources for Peter va a Colombia!)
      • #AuthresAugust: Turning TripAdvisor reviews into a trip itinerary
      • This year, consider... 1) A vocabulary brainstorming station
      • Back to work: #AuthresAugust and This year consider...
    •  May (3)
      • #Langchat history and more: Stories and perspectives for your listening pleasure
      • Dear pregnant/young mom teacher: Dream small.
      • More translation-free twists on Matamoscas
    •  April (2)
      • Two cures for our obsession with high-frequency words
      • A must-have resource to accompany Felipe Alou
    •  March (2)
      • How the (shower curtain) word wall looks... so far
      • ImproviCuentos: Mad Libs + novel chapter = (90-minute) lesson plan
    •  February (2)
      • A tribute to your unhistoric acts, teacher
      • NCSSFL & ACTFL gave us new Can Dos: Your 15-minute(ish) guide
    •  January (3)
      • Mind Mapping Vocabulary
      • Blogs to watch 2018: You tell me!
      • Resolved 2018: Intention vs. plan
  •  2017 (30)
    •  December (4)
      • Book Club 2017: All the Fluff
      • The Power of Thank You (and what you read most)
      • Book Review: Raising Global Children
      • 21 gifts for the teacher you love
    •  November (3)
      • A minor stroke of genius: Count down the rabbit trail
      • ACTFL '17: Novice PBLL, and adapt that text!
      • Can I learn with you at ACTFL '17?
    •  October (2)
      • Break free from the verb chart. (FLANC '17)
      • Build an iceberg? I'm gonna need some ice.
    •  September (3)
      • Let the PLN make your simmer sauce (w/Ratoncito Pérez resources)
      • The $10 gift for EVERY teacher on your list
      • In search of music that says something real (#AuthresAugust)
    •  August (5)
      • The alphabet book every Spanish teacher must have (#AuthresAugust)
      • The best Spanish travel channels on YouTube (#AuthresAugust)
      • #AuthresAugust: Blogging street signs in Madrid
      • Authentic or learner material? Wrong question.
      • New resources: How frequent is that high-frequency word?
    •  July (1)
      • Welcome back! (sort of)
    •  May (2)
      • Summer Activity Record sheets for elementary to Spanish 2
      • Yes, some people are "good" at languages. So what? (Black Box)
    •  April (1)
      • A Musicuentos storytelling video
    •  March (3)
      • Why it's I Can, not I Need or even I Want
      • 5 steps to make a video viewing guide
      • Let's do this together.
    •  February (3)
      • So your students think they can dance...
      • One question: What do you use your L2 for?
      • Blogs to Watch 2017
    •  January (3)
      • Resolutions 2017: Support the community
      • Resolutions 2017: Do something empathetic
      • Resolutions (Systems!) 2017: Become Officer Hopps
  •  2016 (54)
    •  December (8)
      • Top post of 2016: Homework choice systems for Spanish class
      • Best of 2016, #2: Top 20 Songs for Spanish Class
      • Book Club '16: Who Owns the Learning
      • Best of 2016, #3: 5 ways to use infographics in language class
      • Book Club 2016: All the Fluff
      • Best of 2016, #4: Where's the agreement?
      • Best of 2016, #5: New(ish) authentic music!
      • When the textbookless teacher's creativity goes up in flames
    •  November (3)
      • Textbook as AID: #actfl16 slideshow and checklist
      • See you this year? Conferences & workshops
      • One more question: Did you become proficient because of a class?
    •  October (4)
      • So, what was your pathway to proficiency? (Poll)
      • Post-It Votes: Low stress, high interaction with input
      • VanPatten/Ellis/Conti/Long: "Principles" compared
      • Native speaker video resource: ¡GRACIAS Project Amigo!
    •  September (2)
      • The largest Spanish class PBLL collaboration ever?
      • Throwback ThurSLAy: Research that brought us here
    •  August (6)
      • #AuthResAugust: Interactive websites
      • #AuthRes August: Top 20 Musicuentos songs
      • #AuthResAugust: New(ish) Music!
      • Nine homework choice systems for world language classrooms
      • #AuthResAugust: The power of Twitter
      • Annual BTS sale: 20%-25% off ebook guides to authentic novels
    •  July (5)
      • A call to #AuthRes August
      • World language teaching after the Babel fish
      • Where are the points of agreement in language teaching?
      • My own position statement: the why & how of TL use
      • July agenda: To boldly think in public
    •  June (2)
      • Welcome, again
      • This side of the Year of No Grades: How it changed (me)
    •  May (1)
      • Seven things I will (should/would/might) do next year
    •  April (8)
      • They couldn't hear the word "no"
      • Scaffolded reading: Novice Mid #authres "Places to Plans"
      • NEW Summer PD: Brave Little Tailor CI strategies workshop
      • Dear Everychild: Learn a language
      • I am (Shakespeare): A practical, fun TL transition/brain break
      • Extra, extra! Special guest at (Base)Camp Musicuentos
      • Guest Post: What is "unconscious" acquisition in the classroom? (Justin Slocum Bailey)
      • I'll never use authentic resources again
    •  March (6)
      • Primacy/Recency Lesson Plan Template
      • Better acquisition by altering (not eliminating) translation
      • 5 ways to use infographics in language class
      • Armed for incomprehensible input (CSCTFL '16)
      • Effective Storytelling with Consistency, Cartooning, and Cool Content (CSCTFL)
      • The Best Laid Plans (CSCTFL '16)
    •  February (3)
      • It's TIME! Register for Camp Musicuentos 2016
      • The word to fear in lesson planning
      • Culture, description, family: Novice #authres this week!
    •  January (6)
      • Quick tech to start your year: One-Click Timer
      • Quick Tech to start your year: Video DownloadHelper
      • Quick tech to start your year: Screencastify
      • Chameleons and bears and early language class, oh my!
      • Blogs to Watch 2016
      • Resolve for 2016: Walk free, and pay it forward
  •  2015 (78)
    •  December (11)
      • Top post of the year: The 2015 updated rubric
      • Book Club 2015: Make It Stick
      • Best of 2015 #2: The five things I must have in my syllabus
      • Book Club 2015: All the etc. in one post
      • Best of 2015 #3: How important is task completion?
      • Semester 1 assessment: Elementary edition
      • Too much choice = a self-defeating tyranny?
      • Best of 2015 #4: My homework choices for very early novices
      • Best of 2015 #5: Using the song El perdón
      • Ending the year with Best of & Book Club
      • How about an elementary rubric?
    •  November (4)
      • Couch conversations from ACTFL: A conference in sound bytes
      • Teach me to say what I need to say: Overview of TBLT (Black Box)
      • See you at ACTFL '15?
      • A checklist: Adapt, Incorporate, or Ditch a textbook activity?
    •  October (7)
      • 7 Brain Breaks for World Language Teachers
      • Give & take #authres activities: Let's collaborate!
      • Collaborating via Google Drive step-by-step
      • Correcting all those errors? Step away from the red pen. (BlackBox)
      • Twitter Lingo for World Language Teachers
      • More resources for very early circumlocution
      • More TL in class is tough. Let's do it anyway. (BlackBox)
    •  September (6)
      • A conference in sound bytes: 6 quotes from KWLA '15
      • The Best Laid Plans (KWLA '15)
      • Cultura y Comunicación con Comerciales (KWLA '15)
      • Novice description with a deep cultural AP twist
      • See you this year? Conferences & Camp Musicuentos 2016
      • The taco/sushi talk - visualized!
    •  August (9)
      • These are a few of my favorite things
      • ANNOUNCING: The 2015 updated performance assessment rubric
      • Let me tell you about tacos... I mean crêpes!
      • You can't possibly teach it. But you can do this. (Black Box)
      • Homework choice for elementary students (and my syllabus)
      • BTS: The Taco Talk for Intermediates
      • Finally: My homework choices for very early novices
      • The five things I must have in my syllabus
      • If I learn it, can I use it? The interface debate (Black Box)
    •  July (6)
      • Back-to-school time! Upcoming posts, resources on sale
      • Starting my interactive notebook
      • I can do more with you than I can alone (Black Box)
      • This is design-based learning: A disaster relief team
      • No dog with my iced tea, please
      • All they need is accurate input... right? Wrong. (Black Box)
    •  June (4)
      • The new required school supply: Find your own audience
      • Grammar drills aren't all in your head... or in your head at all (BlackBox)
      • The one-word key to teaching culture
      • Why your method doesn't matter: Black Box videocast
    •  May (4)
      • Embedded listening
      • Rubrics: How important is task completion?
      • Add this to your Novice AND Intermediate HW choice options NOW
      • What a design-based WL program looks like
    •  April (6)
      • "Three Before Me" poster in German and French
      • Three before me
      • Why interpersonal isn't interpretive
      • How can a transition empower your class?
      • How can I help you put research to practice?
      • Forced to adopt a textbook: Now what?
    •  March (7)
      • New song: El perdón for two levels
      • En español, por favor: Fostering bilingualism in children
      • It's not about the I in IPA, or the vocab list
      • Armed for a world of incomprehensible input: Circumlocution training
      • Timely repost: the "I don't understand!" signal
      • Poll: what conference proposals?
      • Anatomy of a novice question
    •  February (7)
      • I see a... great chance to practice prepositions
      • Speaking of motivation: Guest interview on Paulino Brener's EPC Show
      • It's TIME! Open registration for Camp Musicuentos '15
      • The M that trumps your method, materials, & madness
      • Shake things up: Vary your seating - every day
      • #Teach2Teach 3: A coach who failed me, and a coach who didn't
      • Pronunciation gold: Forvo.com
    •  January (7)
      • It's a myth, #11: Assessing communication without communication
      • My favorite authentic resource combining culture & calendar
      • #Teach2Teach Question 1: The Great Balancing Act
      • All new resource: Battleship for es / está
      • 2015 Resolution #3, Expand your learning network: New blogs to watch
      • 2015 Resolutions #2: Act like we're on the same team
      • 2015 resolution #1: Stop being so hard on yourself
  •  2014 (96)
    •  December (22)
      • Book Club '14: George Müller & Bruchko
      • Best of 2014 #1: Every language teacher's biggest mistake
      • Best of 2014 #6: Carol Gaab's rebuttal to my TPRS critique
      • Book Club '14: Creating Innovators
      • Best of 2014 #2: Where I depart from classic TPRS
      • Book Club '14: Stella Bain, Gemma Hardy, & a bittersweet hotel
      • Best of 2014 #7: What I love about TPRS
      • Book Club '14: Monuments Men, With the Old Breed, In Pharaoh's Army
      • Book Club '14: The Kite Runner
      • Best of 2014 #3: Sample homework choice systems
      • Book Club '14: Crazy Busy
      • Book Club '14: The Hobbit & The Scarlet Pimpernel
      • Best of 2014 #5: How I use verb charts
      • Book Club 2014: Amazing Grace (Kozol)
      • Book Club '14: A Step of Faith & Walking on Water (The Walk series)
      • Best of 2014 #4 & #8: Curriculum planning outside the textbook
      • Book Club '14: Five Days at Memorial & Men We Reaped
      • Best of 2014 #9: Genius hour isn't a great idea for novice classes
      • Book Club '14: The Painted Veil & Life After Life
      • Best of 2014 #10: The new JCPS curriculum documents
      • Happy Cyber Week! Resource sale Dec. 1-3
      • Musicuentos Book Club 2014
    •  November (4)
      • Lessons from ACTFL '14: if they have all the answers, they're trying to sell you something
      • What's ahead: ACTFL, best of '14, and the book club
      • Linguacafé: The idea that rocked my interpersonal world
      • What we learned at IFLTA '14: Everyone struggles, Culture leads
    •  October (5)
      • Communicative teaching in the shadow of [grammar-focused] common assessment
      • More multi-tasking children's lit
      • Next on my PD list: New proficiency videos
      • What we learned at KWLA: share, think, respect
      • The game-changing authentic resource guide for Spanish 3+: it's here!
    •  September (4)
      • Three days and then...
      • The technology that's making us irrelevant...and more relevant
      • Thank you, reflective teachers
      • See you this year? Conferences & Camp Musicuentos
    •  August (6)
      • How I teach La ciudad de las bestias
      • Putting homework in their hands: Sample systems
      • The First Day Story: Empowering with CI
      • Keeping games communicative
      • Let's talk tacos: Informing parents & students on proficiency
      • Regreso a clases! Ciudad on sale
    •  July (2)
      • Oso de Mantequilla: A tribute
      • It's coming!
    •  June (7)
      • What we learned at Camp Musicuentos
      • Lesson plan: Indirect objects and celebrations (template too)
      • New Podcast: What kind of corrective feedback works?
      • New resource: Educating parents and students on proficiency
      • Another resource: JCPS new curriculum documents (K-12)
      • Introducing the past tenses together
      • Time for you to get feedback?
    •  May (9)
      • Upcoming workshop (IN): Proficiency-based lesson planning
      • Stop calling this easy & fast
      • Revisiting Photopeach for the AP Final
      • Stop stressing: It's wrong to do the best you can
      • Three tasks for crafting an effective message: Black Box Podcast episode 4
      • A Year in a Day: Camp Musicuentos 2014
      • Taking care of business: Summer collaboration for a successful year
      • 4 ways to tweak the exit ticket
      • Black Box Podcast episode 3: To Sell Is Human, part 1
    •  April (9)
      • Top 25 Spanish novels
      • Let's play
      • New activity resource: Tweetfest!
      • Black Box Podcast episode 2: Circumlocution
      • An impromptu "langcamp"
      • See you at ACTFL '14
      • 4 ways to keep curriculum relevant
      • Tutorial on the best free PD you'll find in your own home
      • The Musicuentos Black Box Podcast: IT'S HERE!
    •  March (11)
      • Authentic visual illustrations of proficiency (Spanish)
      • Curriculum planning outside the textbook, Part 2
      • A week or more of working with Vivir mi vida
      • Resource release: Complete verb pack
      • Curriculum planning outside the textbook: Part 1
      • Corrections to simple verb pack
      • Musicuentos is on Pinterest!
      • Is this the best we can do?
      • Writing a restaurant review: Activity from Bethanie Drew
      • Putting a number grade on proficiency-based assessment
      • Resource release: Simple verb pack
    •  February (7)
      • My favorite source for restaurant (and other) reviews
      • Guest post: A TPRS rebuttal by Carol Gaab
      • TPRS strategies I don't put in my toolbox
      • What I love about TPRS
      • Repost: Valentine's #authres from Twitter
      • How I use verb charts
      • Guest post: What students need- A leader (David Seibel)
    •  January (10)
      • Every language teacher's biggest mistake
      • My new favorite digital storytelling app
      • Why Genius Hour can't work in a novice classroom
      • Website review: Geoguessr
      • 2014 resolutions #5: Use more authentic sources.
      • 2014 Resolutions #4: Take a step outside the textbook
      • Reviewing 2013: Five blogs to watch
      • 2014 Resolutions #3: Survey your students.
      • 2014 Resolutions #2: Collaborate with someone
      • 2014 Resolutions #1: Read a book
  •  2013 (110)
    •  December (13)
      • The #1 Musicuentos post of 2013 (and the six years before that)
      • Best of 2013: #2 - Tips for the new AP
      • Best of 2013: #3 - Choice in homework, updated
      • Best of 2013: #4 - Novice song for Spanish Class Idol
      • Best of 2013: #5 - Can you control vocabulary?
      • Best of 2013: #6 - Is your lesson plan out of whack?
      • Best of 2013: #7 - Four habits that enrich vocabulary
      • AP Spanish final exam: Controversia navideña y Vacunas para niños
      • Best of 2013: #8 - Novice high vs. Intermediate low
      • Best of 2013: #9 - Using assessment to inform your teaching
      • Best of 2013: #10 - Spot-checking conversations
      • First-ever Musicuentos ebook: Reader's Guide to Ciudad de las bestias
      • Happy December!
    •  November (8)
      • AP Spanish essay - Obamacare
      • Vote: Musicuentos proposal for ACTFL '14
      • Setting goals
      • Don't go to ACTFL '13 without TELLing
      • Repost: A story for demonstratives
      • Listen to some Grammy music
      • Caring about the Really Big Deal
      • Calm before the excitement!
    •  October (4)
      • Using assessment to inform your teaching
      • Just some fluff: Makeup for busy mom teachers
      • Top 3 mistakes teachers of novices make
      • Book review: Teach Like A Pirate
    •  September (7)
      • Interacting with authentic materials: a guide
      • Using audio-lingua
      • Seven keys to a great story
      • Stations: Exploring music
      • It's a myth: Equipping students to communicate with... themselves
      • Turn a Novice Song into "Spanish Class Idol"
      • Is your lesson plan out of whack?
    •  August (12)
      • Children's literature for the world language class (Helena Curtain)
      • App review & Giveaway! High School Spanish
      • Choice in homework, updated
      • Back to school: Proficiency posts
      • App Review: Storykit (bonus - meet my family!)
      • Back to school: Evaluate traditions
      • Back to school: Blogs with great ideas
      • App review & giveaway: Word Magic dictionary and thesaurus
      • My authorized AP syllabus
      • Back to school: Musicuentos "first days" posts
      • Back to school: Give them signals
      • Going back to school with Musicuentos
    •  July (6)
      • Tips for the New AP
      • Don't be fooled! What the AP does and doesn't measure
      • Illustrating proficiency with a laugh
      • Snag some free apps while you can!
      • Stop asking for unnatural language
      • Fun video: Animals, present, feelings
    •  June (9)
      • Targeting problems with a pop quiz
      • Song, irregular present, part 4: Tengo tu love
      • It's my birthday - check out our presents!
      • A meaningful approach to grammar
      • Websites for creating online magazines
      • A world with no magazines
      • Guest post: Coaching with choice
      • Screencast: Photopeach
      • Communicative grading made easier
    •  May (10)
      • Health infographic: Novice - Intermediate Activity
      • A lesson in finding authentic sources easily
      • Tips and songs for past participles
      • Foster higher-level thinking from the beginning
      • Summer: Language for the fun of it
      • Novice high vs. intermediate low
      • E-magazines with learner appeal
      • Step outside the textbook: Tell a story
      • Repost: Novice description with Jengibre and Pin Pon
      • Interpersonal communication by choice
    •  April (11)
      • Novice speaking: Describing self with Sie7e
      • Can you control vocabulary?
      • Activities from authentic resources: Future tense
      • Why I love mistakes
      • Maternity leave!
      • Lots of your class gone? Pick up a book.
      • Abandon the multiple-choice question
      • Songs for future tense
      • I choose béisbol: sample "homework" report
      • 300 times thank you
      • Reporting like kindergarten
    •  March (11)
      • Training in circumlocution: Ban the dictionary
      • Fun activity #9: A leer
      • Last tips on avoiding burnout
      • Cortometraje for narration
      • Make developing curriculum even easier
      • Even more tips on avoiding burnout
      • Authentic resource: trivia games
      • Still more tips on avoiding burnout
      • Two more ways to ease into developing curriculum
      • Song, irregular present, part 3: Carmelina
      • More tips on avoiding burnout
    •  February (10)
      • Intermediate news activity for all three modes
      • Easing into developing curriculum
      • If you don't pay attention to comprehensibility...
      • Burning out or burning bright?
      • Keeping the class engaged: Change activities
      • Fun activity #8: A cantar
      • Twitter/relationships activity, just in time for Valentine's
      • Tech tools gone wrong
      • Grading regular free-topic writing
      • Add more music to homework choices
    •  January (9)
      • Spot-checking conversations
      • Song, irregular present, part 2: Hace tiempo
      • Four habits that enrich vocabulary
      • Paragraph form
      • Myths 8 & 9: I don't do it because they can't handle it.
      • Assigning homework
      • Song, irregular present, part 1: Sigo con ella
      • More choice every day
      • A novice cross-curricular activity from authentic materials
  •  2012 (39)
    •  December (2)
      • 5 New Year's resolutions for every WL teacher
      • It pays to have a focus
    •  October (2)
      • Best and worst games I've seen
      • Example: authentic text for novices
    •  September (7)
      • Success with Stations
      • More student choice in homework
      • Prezi: The Choice is Theirs (KWLA 2012)
      • Prezi: Kick the Vocab Quiz (KWLA 2012)
      • Take the leap to standards-based assessment
      • Fun activity #7: Conecta cuatro
      • A song for feelings
    •  August (11)
      • Screencast: Edmodo
      • Myth #7: Spanish Mike is a taco.
      • A study in motivation, part 2: Self-assessing abilities
      • It's my blogiversary - but you get the gift
      • Menus
      • Reading guides: Cajas de cartón & Esperanza renace
      • A re-post for your first days back: Abecedario
      • Screencast: Finding authentic sources for prompts
      • Maintaining personal proficiency
      • Ideas for the first days of school
      • AP redesign: Units & EQ's
    •  July (9)
      • A study in motivation
      • Advice for teachers in training
      • More uses for Amor de mi tierra
      • Book review: The Talent Code
      • Songs for 'duele'
      • The Case for Commands
      • Got idioms?
      • Like Musicuentos? Like it on Facebook.
      • Very short times with very young kids
    •  June (1)
      • 5...4...3...2...1... LAUNCH!
    •  March (4)
      • Another change: Survey says...
      • Design your own final exam
      • What I'm changing this week
      • Repost for CSC12: Increasing target language
    •  February (1)
      • A storytelling success story
    •  January (2)
      • Not going to ACTFL again, but for the best reason ever
      • Free Ebook for WL educators
  •  2011 (57)
    •  November (1)
      • Dear novice-learner teacher - love, an AP teacher
    •  October (3)
      • Learning from #langchat
      • Not your average health unit
      • Presentation: Target Language: Expect More, Say Less
    •  September (6)
      • Spanish 3 assessment documents
      • For KWLA 2011: Media from Reel to Real
      • Accuracy vs. proficiency: an illustration
      • Fun activity #6: A escribir
      • App review: Tour Wrist
      • Myth #6: Memorizing vocabulary
    •  August (5)
      • Trending topic = authentic comprehensible input
      • Got the rubric!
      • New year, new units, new assessments
      • Jumping on the Animoto bandwagon
      • Rethinking "late" work
    •  July (1)
      • A song made for early Spanish 1
    •  June (9)
      • Proficiency & tacos
      • Proficiency levels shouldn't be a secret
      • Flipbook illustration
      • Ethics in the language class - we aren't their parents
      • Activity #5: Gira la botella
      • Symbol Illustration
      • Connecting your classroom
      • Myth #5: The textbook is all I need
      • Taking paperless to the blog
    •  May (2)
      • Combat the 'este tiempo' monster
      • Children's DVD giveaway!
    •  April (6)
      • Activity #4: Drama Inmóvil
      • Myth #4: The Time Whine
      • Have you used PhotoPeach?
      • The myths aren't going to ACTFL
      • Fun activity #3: ¡Arriésgate!
      • Fun activity #2: A conversar
    •  March (3)
      • Dismantling Myths 2 and 3: Learning about language and its cousin, Grammatical Terms
      • Activity 1: Cuento poco a poco
      • (Trying to) Make learning fun
    •  February (10)
      • Two new options for out-of-class fluency
      • Great resource from la Sra. Birch
      • Dismantling Myth #1: What's a qualified teacher?
      • Keep singing: 189 pages of Spanish lyrics
      • #Charlando para aprender
      • Vote for this week's #langchat topic
      • It's time for them to use their time
      • For tonight's #langchat: A game for description
      • Short listening activity tailor-made for beginners
      • Ciudad de las bestias: Guides public & streamlined
    •  January (11)
      • Instead of the vocab quiz
      • Best songs for stem changing irreg. present
      • Do something drastic - kick the vocab quiz
      • Topic for #LangChat 1/27
      • Topic for the first #LangChat 1/20
      • Low-level learners can't understand authentic media, what?
      • They can't speak, and it's our fault: Dismantling the myths
      • Don't teach a health unit without this song
      • New: A language teachers' weekly chat on Twitter - choose our first topic!
      • Since I stopped teaching to the [AP] test
      • Faith and Culture: help me decide our AP topic
  •  2010 (38)
    •  December (4)
      • 9 ways to increase students' TL use
      • I love collaboration
      • The problem with translation (from a student)
      • Why music is more powerful than anything (& how to use it)
    •  November (2)
      • iPad giveaway!
      • A collaborative project for our Spanish-teacher PLN
    •  October (2)
      • And the winner is...
      • In the spirit of open source: Ciudad de las bestias
    •  September (10)
      • Books recommended as 'easy'
      • Pure present tense & at least 22 repetitions of 'ya no'
      • For a conference attendee: resources in math
      • Searching BBC Mundo
      • Prompts with Power: writing/speaking prompts
      • Prompts with Power: Prezi
      • Prompts with Power: German & French resources
      • Prompts with Power: Dating in high school
      • KWLA Presentation: PLN-ology
      • Tweet with double objects
    •  August (6)
      • Interactive comic creator using Maya & Miguel
      • Ads of the World | Creative Advertising Archive & Community
      • Added some great new links
      • First 12 days of Spanish 1
      • My supply list
      • Scope & sequence, word list for Spanish 1
    •  July (4)
      • 5 tips for increasing (your own) target language use
      • A warm-up from @samocamila: por vs. para
      • Camila's all on board! (well, on Twitter)
      • Getting vocabulary from a tweet
    •  April (3)
      • Huge toy giveaway from SpanglishBaby
      • A case for avoiding "pet" grammar
      • Authentic audio with future tense
    •  March (2)
      • Interesting blog post about iPod as language lab
      • News article: appeal + subjunctive for influence
    •  January (5)
      • A high-interest exercise for imperfect/pasado continuo
      • A song with 17 verbs in past subjunctive
      • My corporate Spanish links, all in one place
      • "Adora la Exploradora"-the week we didn't feel like a boring past-tense review
      • My level 1 and 2 stories (for Bethanie, and whomever else)
  •  2009 (80)
    •  December (2)
      • A song with 37 repetitions of "más que"
      • Switch to a communicative set-up
    •  November (10)
      • Print & audio sources for AP synthesis essay re: efficient energy
      • Two songs for voy + a + infinitive
      • A case for free-topic blogging
      • It's 19 de noviembre!
      • Camila's new single: "Mientes" (release date 11/24!)
      • A case for pleasure reading
      • Noviembre - a popular month for songs
      • Zachary Jones's "Clozeline"
      • Two songs + resources for Ojalá + subjunctive
      • A song just for @mamitati
    •  October (13)
      • You can't buy this in a textbook
      • Cultural connections: Four songs to explore using Google Earth
      • David Bisbal's YouTube channel
      • Correction on Pin Pon in Shrek
      • Four songs for contrasting que & lo que
      • Nominados en la 10a entrega de los Latin Grammy
      • Story and songs for subjunctive: indefinite/negative antecedent
      • AP sythesis essay sources: Los indocumentados y el sistema de salud
      • Blog that does what I do, only better
      • My October playlist
      • We must not ignore the Paz Sin Fronteras (video)
      • Build your perfect tenis (en español)
      • Video with por, haber, past participles, commands, from Coca Cola
    •  September (10)
      • Latin Grammy website gets a cool makeover... and nominations!
      • Songs for the elusive 3rd pers. sing. preterite
      • I just made my first Yodio
      • KWLA Fall 09 Conference presentation
      • Found Juanes on Twitter
      • For you French teachers
      • Bilingual toy giveaway, gracias a @mamitati
      • Keeping your eyes open for gold nuggets
      • CNN launches Latino in America
      • Bob Esponja on Mundonick
    •  August (4)
      • A correction on the correction of La Frase Tonta
      • I am in technology heaven
      • An AP oral presentation, with past tense: "Consecuencias"
      • I love crossover songs
    •  July (2)
      • Raimundo, the bilingual Latin American snail
      • A song for object/refl pronoun 'te'
    •  June (6)
      • A song for your hip-hop fans
      • Developing world citizens
      • Follow me on Twitter
      • Aquí Estoy Yo: video oficial
      • A new group on my radar
      • Two months later, back to the blogosphere (with a companion)
    •  April (5)
      • A most fantastic performance at Premio Lo Nuestro
      • The heroes speak Español
      • A brilliant pair of songs contrasting por/para
      • Useless grammar I used to teach
      • Adding some links--check 'em out
    •  March (7)
      • Negative commands + culture
      • Winds of change
      • Our students aren't the only ones who have speaking problems!
      • Activity: News interaction (present perfect)
      • A new smash hit with a subjunctive benefit
      • A shout out for Jacob & Joshua
      • El campesino y la princesa (a Spanish 3 story test, with a bit of subjunctive)
    •  February (15)
      • More interactive websites, courtesy of my students
      • A product I love
      • Good stories for commands
      • a story for imperf. vs. pret. and subjunctive influence
      • Interactive websites: practicing house/location/color vocab
      • Subjunctive for doubt: Story, song, activity
      • A good story for 'tiene'
      • A song for subjunctive/nosotros commands
      • A story for demonstratives
      • Rules in a communicative class
      • Cause and effect
      • Relating everything to English
      • A correction on La Frase Tonta
      • Equipping and informing, for free
      • A project based on motivation
    •  January (6)
      • "How much is estuvo de pie?"
      • One more song for subjunctive
      • A couple more subjunctive songs
      • An example of vocab
      • Internet scavenger hunts
      • A Spanish 2 story test
  •  2008 (51)
    •  December (7)
      • Videos from Jesús Adrian Romero
      • Alex Campos's YouTube channel
      • A story test
      • A video for Navidad
      • Great new song for subjunctive
      • ¡Nueva música!
      • A fantastic blog post
    •  November (14)
      • Ever heard of Patito feo?
      • Two groups you just can't go wrong with
      • Things to be thankful for
      • Grammar learning vs. acquisition
      • Forced to give grammar tests?
      • High aptitude is a beautiful thing
      • Another Spanish 1 reading
      • New media list!
      • At the ACSI conference in Dayton
      • Story success: Huevos verdes con jamón
      • Another story source!
      • Words we don't use
      • Song success: Hace tiempo
      • El carro de sus sueños
    •  October (12)
      • Overgeneralizing, again
      • Spanish 2 Story: La llama se llama...
      • Song success: Me voy
      • Not posting lately
      • overgeneralizing
      • The outcome of Pin Pon
      • Pin Pon in Shrek?
      • Best practices
      • Reading in Spanish 3
      • SCORE!
      • My media list
      • Awesome YouTube video
    •  September (18)
      • KWLA '08: Assessing comprehension without English
      • Song success: La llave de mi corazón
      • Spanish 1 Story: Insectos grises para el almuerzo
      • Finding stories
      • How do I find the music?
      • Modeling the billingual lexicon
      • Summaries of some classroom SLA articles
      • Love/Hate Krashen
      • Another article that rocked my world
      • More sunshine
      • When it's not all coming up roses
      • What on earth is going on here?
      • So, what are the cuentos?
      • The verdict on pop test 1
      • People I love
      • A pop test
      • Some assumptions
      • Starting to share my journey

Categories

  • Activities
  • Assessment
  • Authentic Sources
  • Best practices
  • Black Box
  • Curriculum
  • Elementary
  • Motivation
  • PBL
  • Personal development
  • Proficiency
  • Resources
  • Technology
  • tools
  • Uncategorized

Recent Comments

  • Sara-Elizabeth Cottrell on Sometimes, the journey is a circle.
  • Natalia on Sometimes, the journey is a circle.
  • In the end, these are your favorite posts. | Musicuentos on Forced to adopt a textbook: Now what?
  • In the end, these are your favorite posts. | Musicuentos on Proficiency & tacos
  • In the end, these are your favorite posts. | Musicuentos on Reading guides: Cajas de cartón & Esperanza renace
© 2008 – Present, Sara-Elizabeth Cottrell