Preparation Manual

Section 7: Sample Writing Constructed-Response Assignment
Subtest 2—Reading and Writing in Spanish (167)

Directions for the Writing Assignment

This part of the subtest consists of one constructed-response assignment requiring a written response in Spanish. On the actual exam, you may use the erasable noteboard provided to make notes, write an outline, or otherwise prepare your response; however, your final response must be typed in the response box displayed on screen with the assignment.

Please note that special characters (such as letters with accents or other diacritical marks) are available for insertion in the on-screen response box. To access these characters on the actual exam, you will click on the button that appears in the upper left corner of the screen. Using the mouse, double-click on the character you wish to include in your response, or click on the character you wish to include in your response and then select "Insert." The character will be inserted where the cursor is positioned in the response box.

It is important to monitor your time carefully to ensure you can complete the entire test within the time provided.

Sample Writing Assignment

Competency 002—(Writing): Apply knowledge of appropriate writing conventions to communicate in Spanish in a variety of situations relevant to bilingual education and the bilingual program and classroom context.

Imagínese que usted es un docente bilingüe que está escribiendo una carta invitando a los padres de familia/tutores de los estudiantes bilingües para unirse a un comité escolar que apoya la biblioteca escolar. Escriba una carta en español de aproximadamente 300 a 400 palabras que incluya:

• una descripción general del rol del comité en la escuela;
• por lo menos dos razones por las cuales apoyar la biblioteca escolar tendría valor académico
• para los estudiantes; y
• por lo menos dos razones por las cuales los estudiantes se beneficiarían si los padres de familia/tutores apoyaran la biblioteca

Sample Responses and Rationales

Score Point 3 Sample Response

Rationale for the Score of 3

• Fully addresses and completes the task:
  The candidate invites parents/guardians to participate in a school committee, provides a general description of the committee's role in the school ("Este comité tiene como objetivo fomentar el hábito de la lectura en nuestros alumnos y ayudarlos a familiarizarse con los múltiples recursos digitales e impresos disponibles en la biblioteca."), and thoroughly elaborates on how parents'/guardians' participation in the committee would benefit students.
• Directly relates to the topic; topic well-developed:
  "Su participación brindaría valores académicos para los estudiantes"; "De un lado, ustedes tienen conocimiento directo de los gustos y aficiones de sus hijos/as y podrían aportar ideas en la selección de materiales de lectura para sus hijos/as."
• All or almost all supporting details or examples are appropriate and effective:
  "En primer lugar, al adquirir el hábito de la lectura, los estudiantes desarrollarían sus habilidades cognitivas como el pensamiento crítico, la concentración y la memoria ... Además, ustedes tendrían la oportunidad de colaborar con docentes, bibliotecarios y otros padres de familia, en el desarrollo de programas e iniciativas que promuevan el amor por la lectura en los estudiantes."
• Response is well-organized and generally coherent:
  Transitions connect ideas ("En primer lugar," "Además," "De esta manera," "Como resultado," "De un lado").
• Demonstrates a mid-high or high degree of control of a variety of structures; a few grammatical errors occur with no evident patterns:
  Correct use of the contraction al; complex structure using infinitive and conditional ("al adquirir el hábito de la lectura, los estudiantes desarrollarían"); correct use of direct, indirect, and reflexive pronouns ("invitarlos," les agradecería, familiarizarse").
• Varied vocabulary appropriate for the content and used with precision:
  "múltiples recursos digitales e impresos," "destrezas digitales," "su nivel de autoestima y de confianza en sí mismos"
• Very few errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure: missing diacritical mark changes a noun into a verb):
  Missing diacritical mark in "prestamos" changes plural noun to second-person plural form of verb prestar; missing diacritical mark in "los estudiantes elevaran" changes verb from future tense into subjunctive.
• Register is appropriate (accurate social references included):
  Appropriate level of formality used to address parents/guardians ("Estimados padres y tutores de los estudiantes bilingües"), polite tone conveyed by conditional tense ("Desearía invitarlos," "les agradecería"), formal sign-off ("Atentamente").

Score Point 2 Sample Response

Rationale for the Score of 2

• Addresses and completes the task:
  The candidate invites parents/guardians of bilingual students to join a school committee that supports the school library and describes how parents'/guardians' participation in the committee would benefit students.
• Relates to the topic:
  "Como saben, la biblioteca es valiosa para que los estudiantes mejoren sus notas en la escuela"; "Un beneficio académico para los estudiantes es ayudarles a mejorar su vocabulario en las dos lenguas y también sus notas"; "Es nuestra esperanza que con su participación en el comité, sus hijos estarán contentos con tener a Uds. presentes."
• Most supporting details or examples are well-defined:
  "Creemos que sus experiencias como padres/tutores de estudiantes bilingües serán invaluables para ayudar a crear un ambiente de la biblioteca que refleja la magnífica herencia lingüística de la comunidad"; "Hay bibliotecarios que pueden ayudar a los estudiantes para mejorar sus abilidades de lectura"; "Creemos que los estudiantes tendrán bastante interés en lo que la biblioteca les ofrece, por ejemplo, la selección de amplios recursos disponibles." Some ideas are not fully developed or supported with evidence: "Como saben, la biblioteca es valiosa para que los estudiantes mejoren sus notas en la escuela."
• Response is organized, accurate use of transitional words to connect ideas:
  "Un beneficio académico ... Otro beneficio académico.
• Demonstrates a moderate degree of control of a variety of structures; some grammatical errors occur:
  Control of a variety of structures: "me permito invitarlos a participar en un comité escolar"; "Como saben, la biblioteca es valiosa para que los estudiantes mejoren sus notas"
  Some grammatical errors: use of indicative in place of subjunctive ("crear un ambiente de la biblioteca que refleja"), use of third-person singular in place of third-person plural ("los materiales que refleja").
• Appropriate vocabulary with occasional errors such as making up words or using English rather than Spanish:
  "la selección de amplios recursos disponibles", "Nuestra meta es proveer los materiales"; use of false cognate "soporta" in place of "apoya" or "ayuda"
• Some errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure) but they do not impede communication:
  "abilidades," "la rica herensia"
• Register is usually appropriate (generally accurate social references included):
  Appropriate level of formality used to address parents/guardians ("Por medio de la presente, me permito invitarlos a participar en un comité escolar," "Como Uds. conocen bien a sus hijos y los intereses de ellos, desearíamos que participen en el comité"), formal sign-off ("Atentamente").

Score Point 1 Sample Response

Rationale for the Score of 1

• Addresses and completes the task:
  The candidate extends an invitation to parents/guardians of bilingual students to participate in a school committee to improve the school library and describes how their participation will benefit students.
• Moderately relates to the topic:
  "Tengo el placer de invita las familias para participar en el grupo de escuela para mejora la biblioteca"; "La biblioteca es muy importante por todos estudiantes pero especialmente por los alumnos que habla dos lenguas"; "Los libros de la biblioteca van mejor el vocabulario de los dos lenguas de los estudiantes de la escuela."
• Some supporting details or examples are vague or not well-defined:
  "Es importante que ustedes dan information a el grupo del idioma de las estudiantes y las familias. La biblioteca necesita libros y otras cosas que son de ayuda aprender"; "También van mejorar las notas de los alumnos"; "Los estudiantes van ver sus padres trabajan en la escuela con sus profesores y van estar muy contento." Claims such as "van mejorar las notas de los alumnos" are not supported.
• Response is inadequately organized/not sequenced correctly:
  Lacks connections between ideas ("Y también, ahora hay muchos libros y revistas de sus tradiciones en la biblioteca. Es posible que usted pueden enseñar una clase de sus tradicionales, si te gusta. Literatura, arte, música, bailar - todos son divertidos y interesante para los alumnos y sus amigos.").
• Demonstrates a lack of control of a variety of structures; frequent grammatical errors occur:
  Missing infinitive after preposition ("el placer de invita"); incorrect use of prepositions ("importante por todos estudiantes, especialmente por los alumnos"); missing prepositions ("van mejorar," "van ver," "Van estar"); incorrect verbal inflections ("Esto muestreará," "que usted pueden").
• Simple linguistic expressions and frequent errors such as making up words, linguistic alternation:
  "Es muy bueno," "Van estar muy, muy alegre," "enseñar una clase de sus tradicionales," "dan information," "a selectionar los libros," "de años differents"
• Frequent errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure):
  "los dos lenguas," "a el grupo," "muchos buen cosas," "muchas revistas espesiales"
• Register is inappropriate (inaccurate social references are included): Informal register to address parents/guardians ("Saludos Padres y tutores," "si te gusta," "Por favor escríbeme").

Score Point 0 Sample Response

Rationale for the Score of 0

• Partially addresses and/or partially completes the task:
  Vague description of library committee's role ("Quiero que sus hijos hablan mejor si tenemos librería grande y moderna!") and academic benefits ("Es bueno por vocabulary y inteligencia. Varias idioms, muchos libros, niños inteligente!")
• Minimally relates to the topic:
  "Quiero que sus hijos hablan mejor si tenemos librería grande y moderna! Y necesito ustedes vengan."
• Most supporting details or examples are irrelevant or not effective:
  "Estudiantes de escola tiene some Italian"; "... creo que hay películas tambien en varias idioms"; "Todos los niños gusto mucho librería full de muchos revistas y libros de colores bonitos con fotos de diversiones. Los colores es rojo, verde, azule, y amarillo."
• Response is disorganized:
  Lacks clear connections between ideas: "Varias idioms, muchos libros, niños inteligente! Esto es perfecto! Me gusto mucho."
• Demonstrates a lack of control of most structures; numerous grammatical errors impede communication:
  "mira buscando libros y arte y revistas"
• Insufficient vocabulary; constant interference from another language:
  Overuse of "mucho"; consistent use of false cognate "librería" in place of "biblioteca"; interference from other languages ("escola," "Quiere aide?" "full de muchos revistas," "important").
• Pervasive errors in conventions of the written language (orthography: spelling, accent marks and punctuation; sentence structure) impeding communication:
  "Por favor vengan y ayudan mucho otra personas en la librería también"; "Tambien con ferias de otros padres y madres que gusto aid en la librería"; "Tu pode mi telefonar ahora o tu vene a la escuela"; omission of introductory exclamation marks and question marks.
• Minimal to no attention to register (inaccurate social references are included):
  Inappropriate informality used to address parents/guardians ("Hola familias de estudiantes! Como estas?"; "Muchos gracias y hasta la vista").

Performance Characteristics

Appropriateness	The extent to which the response is an essay written in the candidate's own words; states an opinion on the issue presented in the question; and uses language, style; and sociocultural conventions appropriate for the assignment (task, purpose, audience, and context or situation)
Support	The extent to which the response supports and explains the stated opinion with the candidate's own relevant ideas or examples
Organization	The extent to which the response is a well-organized and coherent essay that communicates clear ideas, develops a logical conclusion, and uses cohesive devices to connect sentences
Grammar	The extent to which the response uses a range of appropriate simple and complex grammatical constructions; time frames; sentence structures; and mechanics (i.e., spelling, punctuation, capitalization, and diacritical marks)
Vocabulary	The extent to which the response uses a broad range of appropriate vocabulary and academic and/or idiomatic language

Score Scale

Score	General Description	Features/Dimensions
		Task Completion	Topic Development	Writing Skills
3 High	A response at this level is characterized by most of the following features/ dimensions:	Fully addresses and completes the task	Directly relates to the topic; topic well-developed All or almost all supporting details or examples are appropriate and effective	Response is well-organized and generally coherent Demonstrates a mid-high or high degree of control of a variety of structures; a few grammatical errors occur with no evident patterns Varied vocabulary appropriate for the content and used with precision Very few errors in conventions of the written language (orthography: spelling, accent marks, and punctuation; sentence structure) Register is appropriate (accurate social references included)
2 Mid-High	A response at this level is characterized by most of the following features/ dimensions:	Addresses and completes the task	Relates to the topic Most supporting details or examples are well-defined	Response is organized, but some parts are not fully developed Demonstrates a moderate degree of control of a variety of structures; some grammatical errors occur Appropriate vocabulary with occasional errors such as making up words or linguistic alternation Some errors in conventions of the written language (orthography: spelling, accent marks, and punctuation; sentence structure) but they do not impede communication Register is usually appropriate (generally accurate social references included)
1 Mid-Low	A response at this level is characterized by most of the following features/ dimensions:	Addresses and completes the task	Moderately relates to the topic Some supporting details or examples are vague or not well-defined	Response is inadequately organized/not sequenced correctly Demonstrates a lack of control of a variety of structures; frequent grammatical errors occur Simple linguistic expressions; frequent errors such as making up words or linguistic alternation Frequent errors in conventions of the written language (orthography: spelling, accent marks, and punctuation; sentence structure) Register is inappropriate (inaccurate social references are included)
0 Low	A response at this level is characterized by most of the following features/ dimensions:	Partially addresses and/or partially completes the task	Minimally relates to the topic Most supporting details or examples are irrelevant or not effective	Response is disorganized Demonstrates a lack of control of most structures; numerous grammatical errors impede communication Insufficient vocabulary; constant interference from another language Pervasive errors in conventions of the written language (orthography: spelling, accent marks, and punctuation; sentence structure) impeding communication Minimal to no attention to register (inaccurate social references are included)

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