¿Qué tipos de comida callejera son más populares en los países hispanos?

¿Qué te dicen las opciones de comida callejera de un país sobre su cultura?

< < < Para los profes > > >

Here are some tips and suggestions to implement the assessments.


  • Download and print the assessments you want to use from the main unit page.
  • Optional: Include a rubric on the back.

Step 1: Proficiency Goal

Show the rubric and/or give them one. Remind them of their proficiency goal on the rubric and what it takes to get it.

Ask them to circle their proficiency goal on the rubric or on the top of their assessment when they get it.


Step 2: Assessments

Have them remove all resources.

Give them the assessment (download on main unit page). Go over any parts of it that you want to clarify.

Remind students to think/plan what they will want to include.

Let them shine!


You will be the Spanish-speaking person in this scenario. You will say one order at a time for them to write it down in English. You can make this as simple or complex as you want to match their proficiency target. For example, if they are aiming for Novice High, then you should be speaking at Novice High or Intermediate Low.

Script Possibility (in Target Language):

Vale… Orden número 1… Incluye una empanada de carne sin queso. Agrega un limón aqua fresca para beber.
Orden número 2… ¡Éste es grande! Tiene 3 tacos al pastor con salsa extra y 2 órdenes de élotes.


Give each student the assessment (in download on main unit page). Let them complete the task. You can give them the option to make it a VIDEO. If your students have the language, encourage them to add a personal story or experience.

Read more tips for assessing.


This is an interpersonal assessment for you to do with each student. These take time to get through each student; however, a conversation is an important skill to experience. Aka – It’s worth the time! Read more: Tips for doing an interpersonal assessment.

Make a sign up sheet and let students sign up. You may want to do this the day before the assessment. A general rule is each student may take 5 minutes (start to finish). You can adjust that and you may want to use a timer.

Set yourself up in one area. Have plenty of rubrics, a pen, the menu (from download), list of possible questions (from download) a timer, and any other props you want.

The menu is generic on purpose. For example, it says “carne” and “verduras” as options. This will allow students to say whatever they can. This is where you can ask them to give as many options and details as they can.

Make an “on deck” place so the next person is ready to go. Put the menu on the wall there so they can look at it before they get to you (In this situation in real life, they wouldn’t have long to look at the menu). Also put the sign up list for them to tell the next person when they need to come “on deck.” This keeps the flow going.

On the day: Show them the prompt. If you want to give them a copy, it is in the unit download on the main unit page. They can continue working on their food truck project while you are doing these interpersonal assessments. Role play the scenario with them. Ask them a question and assess with the proficiency rubric while they are speaking with you. Continue asking more questions until time is up.

Possible Questions/Comments (also in download):

See if they start with a greeting (Welcome to…), if not, you can start.

  • ¡Buenos días!
  • ¡Me encanta tu camión!
  • ¡Tengo hambre!

Las Recomendaciones

  • ¿Cuál es tu … favorito/a?
  • ¿Qué me recomiendas?
  • Quiero algo único para comer/beber…

Las Descripciones

  • ¿Qué ingredientes tiene (la comida/bebida)?
  • ¿Qué tipo de … tienes?
  • Quiero algo dulce…
  • ¿Qué es (una comida/bebida)?

“Los Problemas”

  • Soy vegetariano/a.  ¿Hay opciones vegetarianas en el menú?
  • No como carne roja.
  • Soy alérgico/a a productos lácteos como el queso. ¡Tengo una vida muy difícil!
  • Solo tengo $3… y tengo mucha hambre.
  • Estoy a dieta.

El Precio

  • ¿Cuánto cuestan # (comida/bebida)?
  • ¿Cuánto es el total?

See if they add a “thanks.”


Give each student the assessment (in download on main unit page). Let them complete the task. You can give them the option to make it a VIDEO post or a WRITTEN post. If your students have the language, encourage them to add a personal story or experience.

Read more tips for assessing.

Reflection: Essential Question

Show the essential questions and have them reflect using resources from the Reflection Day page.

Share your resources and ideas with the community below!


  1. Claudia Huesca

    Hi. I cannot find the script for INTERPERSONAL SPEAKING ASSESSMENT in downloads. Can you help me out?

    • Kara Parker

      Sorry about that! I added to this page right under the “Profe” bar.

  2. Vanessa Brewster

    For the interpersonal “order” evaluation, are you envisioning saying the order in Spanish and having the students write it down in English? I’m a little confused on how this one works!

  3. Kara Parker

    Yes, exactly! Recently I was at a fundraiser and did something similar to this since I was the bilingual volunteer.

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