French Immersion - Grade 7 (Late Immersion)

Transcription

1 Oral Production (Speaking) Speaking and Listening - 7 Oral Comprehension (Listening) 4 Excelling 3 Meeting 2 Approaching 1 Working Below Routinely understands precise Partially understands Rarely understands precise and pertinent information and precise and pertinent and pertinent information questions, as well as have information and questions, and questions, as well as conversations regarding as well as have have conversations personal information and daily conversations regarding regarding personal life with someone who speaks personal information and information and daily life clearly daily life with someone who with someone who speaks speaks clearly (e.g., family, clearly friends, Consistently understands precise and pertinent information and questions, as well as have conversations regarding personal information and daily life with someone who speaks clearly Consistently understands the main points of a message and changes of topic. Consistently follows instructions and direction in a variety of situations. Efficiently describes people, places, animals, events, and things that are of interest Always shares something well known or experienced in the form of a simple sequence (e.g., party, school event). Usually understands the main points of a message and changes of topic. Usually follows simple instructions and directions in certain situations. Effectively describes people, places, animals, events, and things that are of interest (e.g., family, friends, Usually shares something well known or experienced in the form of a simple sequence (e.g., party, school event). Occasionally understands the main points of a message and changes of topic. Occasionally and with some difficulty can follow simple and instructions directions. Describes people, places, animals, events, and things that are of interest (e.g., family, friends, activities) with support and prompting. To some extent shares something well known or experienced in the form of a simple sequence (e.g., party, school event). Seldom follows the main points of a message and changes of topic with visual aids (tone, gestures, etc.). Rarely able to follow simple instructions and directions Nominally describes people, places, animals, events, and things that are of interest activities) with support and prompting. Rarely shares something well known or experienced in the form of a simple sequence with considerable support (e.g., party, school event). July 2015 Page 1

2 Oral Interaction (Speaking and Listening) Consistently asks for clarification when something is not understood. Consistently uses a variety of strategies to communicate messages when lacking vocabulary (e.g., using gestures, describing, visual support). Promptly expresses certain feelings and ask people how they feel regarding general events, preferences, etc. Frequently exchanges information, ask questions and reacts to everyday matters. Consistently participates in small/whole group discussions to accomplish various tasks. Often asks for clarification when something is not understood. Often uses a variety of strategies to communicate messages when lacking vocabulary (e.g., using gestures, describing, visual support). Readily expresses certain feelings and ask people how they feel regarding general events, preferences, etc. Generally exchanges information, ask questions and reacts to everyday matters. Routinely participates in small/whole group discussions to accomplish various tasks. Occasionally asks for clarification when something is not understood with prompting. Sometimes uses a variety of strategies to communicate messages when lacking vocabulary (e.g., using gestures, describing, visual support) with prompting. Occasionally expresses certain feelings and ask people how they feel using simple words regarding general events, preferences, etc. Partially exchanges information, ask questions and reacts to everyday matters. Partially participates in small/whole group discussions to accomplish various tasks. Rarely asks for clarification when something is not understood with prompting. Rarely uses a variety of strategies to communicate messages when lacking vocabulary (e.g., using gestures, describing, visual support) with prompting. Rarely expresses certain feelings and ask people how they feel using simple words with support regarding general events, preferences, etc. Rarely exchanges information, ask questions and reacts to everyday matters. Rarely to participate in small/whole group discussions to accomplish various tasks. Evidence: recording of students, teacher-student conferences, discussions with students, language portfolio, presentations, etc. July 2015 Page 2

3 Reading and Viewing- 7 Strategies and Behaviours 4 Excelling 3 Meeting 2 Approaching 1 Working Below Generally uses appropriate Occasionally uses Rarely uses appropriate strategies to help with appropriate strategies to strategies to help with comprehension of written texts: help with comprehension of comprehension of written - phonological awareness to written decode words - phonological awareness to - phonological awareness to -meaning, structure and visual decode words decode words cues -meaning, structure and -meaning, structure and - small words within larger ones visual cues visual cues to make sense - small words within larger - small words within larger - uses illustrations ones to make sense ones to make sense - rereading when necessary - uses illustrations - uses illustrations - rereading when necessary - rereading when necessary Frequently uses appropriate strategies to help with comprehension of written - phonological awareness to decode words -meaning, structure and visual cues - small words within larger ones to make sense - uses illustrations - rereading when necessary Regularly uses intonation, expression and respect punctuation Consistently recognizes sounds (e.g., ou, en, eau, è). Consistently uses comprehension strategies for understanding: -clarify, predict, visualize, retell, question, make inferences Promptly exchanges ideas and point of view during various reading activities using short and simple sentences (e.g., guided reading, shared reading). Usually uses intonation, expression and respect punctuation Routinely recognizes sounds (e.g., ou, en, eau, è). Routinely uses comprehension strategies for understanding: -clarify, predict, visualize, retell, question, make inferences Readily exchanges ideas and point of view during various reading activities using short and simple sentences (e.g., guided reading, shared reading). Occasionally uses intonation, expression and respect punctuation Sometimes recognizes sounds (e.g., ou, en, eau, è). At times uses comprehension strategies for understanding: -clarify, predict, visualize, retell, question, make inferences Exchanges ideas and point of view during various reading activities using short and simple sentences with support (e.g., guided reading, shared reading). Rarely uses intonation, expression and respect punctuation Recognizes sounds with support (e.g., ou, en, eau, è). Hardly ever uses comprehension strategies for understanding: -clarify, predict, visualize, retell, question, make inferences Exchanges ideas and point of view during various reading activities using short and simple sentences with extensive support and prompting (e.g., guided reading, shared reading). July 2015 Page 3

4 Level of Complexity Comprehension Regularly and thoughtfully answers literal, inferential and critical questions. Efficiently summarizes and describes the main points and main ideas in narrative, procedural Regularly describes the key elements of fiction and nonfiction Frequently describes the procedural Routinely and effectively answers literal, inferential and critical questions. Often summarizes and describes the main points and main ideas in narrative, procedural Usually describes the key elements of fiction and nonfiction Generally describes the procedural To some extent answers literal, inferential and/or critical questions with Sometimes summarizes and describes the main points and main ideas in narrative, procedural texts with With prompting describes the key elements of fiction and non-fiction Sometimes describes the procedural texts with some Evidence: running records, conferences, guided practices, language portfolios, rubrics, checklists, etc. Nominally answers literal, inferential and/or critical questions with Rarely summarizes and describes the main points and main ideas in narrative, procedural texts with Rarely describes the key elements of fiction and nonfiction texts with considerable Nominally describes the procedural texts with July 2015 Page 4

5 Writing and Representing- 7 Strategies and Behaviours 4 Excelling 3 Meeting 2 Approaching 1 Working Below Generally describes personal To some extent describes experiences and daily activities personal experiences and using simple and complex daily activities using simple sentences and some complex sentences (e.g., family, friends, Frequently describes personal experiences and daily activities using simple and complex sentences Regularly writes personal notes (e.g., agenda, journal, shared) consistently writes a structured text. Eagerly participates and Skilfully completes the writing process with editing (e.g., plan, draft, revision). Consistently uses writing tools and resources (word wall, models, dictionaries, etc.) Usually writes personal notes (e.g., agenda, journal, shared) generally writes a structured text. Readily participates and Routinely completes the writing process with editing (e.g., plan, draft, revision). Generally uses writing tools and resources (word wall, models, dictionaries, etc.) Occasionally writes personal notes (e.g., agenda, journal, shared) occasionally writes a structured text. At times participates and Superficially completes the writing process with support during editing (e.g., plan, draft, revision). Sometimes uses writing tools and resources (word wall, models, dictionaries, etc.) With limited language nominally describes personal experiences and daily activities using simple and some complex sentences (e.g., family, friends, Seldom writes personal notes (e.g., agenda, journal, shared) struggles to write a structured text even with support and prompting. Hardly ever participates and Inappropriately completes the writing process with support during editing (e.g., plan, draft, revision). Rarely or inappropriately uses writing tools and resources (word wall, models, dictionaries, etc.) even with support and prompting July 2015 Page 5

6 Text Forms Traits Regularly applies and sentence structure, voice, word choice, conventions) in conjunction with the writing norms for the end of grade 5. program, consistently uses forms: Consistently selects presentation mode (written, visual, multimedia) to transmit information based on: Usually applies and sentence structure, voice, word choice, conventions) in conjunction with the writing norms for the end of grade 5. program, generally uses forms: Generally selects presentation mode (written, visual, multimedia) to transmit information based on: Occasionally applies and sentence structure, voice, word choice, conventions) in conjunction with the writing norms for the end of grade 5 with some program, occasionally uses forms with some support: Occasionally selects presentation mode (written, visual, multimedia) to transmit information based on: Rarely applies and sentence structure, voice, word choice, conventions) in conjunction with the writing norms for the end of grade 5 with program, rarely uses forms with support and prompting: Rarely selects presentation mode (written, visual, multimedia) to transmit information based on: Evidence: collection of students work overtime (published and not published), journals, language portfolios, conferences, selfreflections, rubrics, checklists, benchmarks assessments, etc. July 2015 Page 6