Grade 6 Late French Immersion
Speaking & Listening
Speaking & Listening
Comprehension of Oral
Texts
(Écouter/Compréhension
orale)
4-Exceeding
*Consistently
understands directions,
stories, media (tv,
internet, video), and is
able to identify changes
in the topic of discussion
when people speak.
3-Meeting
* Generally understands
directions, stories,
media(tv, internet,
video), and is able to
identify changes in the
topic of discussion when
people speak clearly.
*Regularly listens to
others to try to
understand what they
mean and how they feel;
adjusts responses to
reflect this interpretation.
*Often listens to others
to try to interpret what
they mean and how they
feel; usually adjusts
responses to reflect this
interpretation.
*Consistently responds
accurately to a variety of
questions and
instructions.
*Generally responds to
a variety of questions
and instructions.
*With support, responds
to a variety of questions
and instructions.
*Offers limited response
to questions and
instructions.
*Regularly understands
the apparent intent of
the message, seeks
clarification or
explanation with a goal
of solid understanding.
*Generally understands
the apparent intent of
the message, readily
seeks clarification or
explanation when intent
is lost.
*At times, has a vague
understanding of the
message, needs
prompting to go beyond
the literal meaning and
to seek clarification or
explanation.
*Rarely offers a
response to the
message that goes
beyond the literal
meaning even with
extensive prompting,
Draft Version for Pilot Year 2015
2-Approaching
* Sometimes
understands directions,
stories, media (tv,
internet, video), and is
able to identify changes
in the topic of discussion
when people speak
slowly and clearly.
*At times listens to
others to try to interpret
what they mean and
how they feel; with
support may respond to
reflect this
understanding.
1-Working Below
* Rarely understands
directions, stories,
media (tv, internet,
video), and is seldom
able to identify changes
in the topic of discussion
when people speak
slowly and clearly.
*Seldom listens to
others to understand
what they mean and
how they feel; rarely
responds to what the
speaker is trying to
communicate.
Page 1
does not seek
clarification or
explanation.
Oral Communication
(Prendre part à une
conversation)
*Asks for and gives
opinions and agrees or
disagrees in a precise
structured sentence.
*Asks for and gives
opinions and agrees or
disagrees in an
appropriate structured
sentence.
*Asks for and gives
opinions and agrees or
disagrees with some
difficulty in the
construction of sentence
structure.
*Unable to construct
sentence structures to
ask for and give
opinions or to agree or
disagree.
*Always asks the person
who is speaking to
repeat or explain what
they were saying if
something is not clear in
an everyday
conversation.
*Generally asks the
person who is speaking
to repeat or explain
what they were saying if
something is not clear in
an everyday
conversation.
*Occasionally asks the
person who is speaking
to repeat or explain what
they were saying if
something is not clear in
an everyday
conversation.
*Rarely asks the person
who is speaking to
repeat or explain what
they were saying if
something is not clear in
an everyday
conversation.
*Regularly has
conversations with
people, and
asks/answers questions
about familiar topics
using the present, the
past and the future.
*Usually has
conversations with
people, and
asks/answers simple
questions about familiar
topics using the present,
the past and the future
tenses.
*At times, has short
conversations with
people, and
asks/answers simple
questions about familiar
topics using the present,
the past and the future.
*Rarely has short
conversations with
people, and
asks/answers very
simple questions about
familiar topics using the
present, the past and
the future.
*Always speaks with
confidence while
handling everyday
situations.
*Often speaks with
confidence while
handling most everyday
situations.
*At times, speaks with
some confidence while
handling certain
everyday situations.
*Seldom speaks while
handling basic everyday
situations.
Draft Version for Pilot Year 2015
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Oral Communication
(S’exprimer oralement
en continu)
*Skillfully uses
grammatical accuracy in
basic constructions, i.e.,
subject-verb agreement,
noun-adjective and
gender agreement for
familiar vocabulary,
present tense of regular
and common irregular
verbs.
*Proficiently uses
grammatical accuracy in
basic constructions, i.e.,
subject-verb agreement,
noun-adjective and
gender agreement for
familiar vocabulary,
present tense of regular
and common irregular
verbs.
*Regularly uses simple
and complex words to
describe topics or
events (present, past,
and future tenses)
during different forms of
presentation.
*Often uses simple
words to describe topics
or events (present, past,
and future tenses)
during different forms of
presentation.
*Consistently
summarizes stories
read, relying on the
language used in the
story as well as using
own words.
*Generally summarizes
stories read, relying on
the language used in
the story.
*With support,
sometimes summarizes
simple stories read,
relying on the language
used in the story.
*Seldom summarizes
simple stories read, and
only relies on simple
language used in the
story.
*Precisely tells a short
story in the form of a
simple and complex
sequence of events.
*Effectively tells a short
story in the form of a
simple sequence of
events.
*With some difficulty,
tells a short story in the
form of a simple
sequence of events.
*Limited ability to tell a
short story in the form of
a simple sequence of
events.
Draft Version for Pilot Year 2015
*With support, uses
grammatical accuracy in
basic constructions, i.e.,
subject-verb agreement,
noun-adjective and
gender agreement for
familiar vocabulary,
present tense of regular
and common irregular
verbs.
*With a great degree of
difficulty, uses some
grammatical accuracy in
basic constructions, i.e.,
subject-verb agreement,
noun-adjective and
gender agreement for
familiar vocabulary,
present tense of regular
and common irregular
verbs.
*Occasionally uses
*Rarely uses simple
simple words to describe words to describe an
an everyday topic or
everyday topic or event
event (present, past,
(present, past, and
and future tenses)
future tenses) during
during different forms of different forms of
presentation.
presentation.
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Grade 6 Late French Immersion
Reading & Viewing
Reading & Viewing
Level of Text
Complexity/Genres
(Lire/Compréhension
écrite)
Strategies & Behaviours
(Lire/Compréhension
écrite)
4-Exceeding
3-Meeting
*Efficiently understands
the main points in
different genres of texts:
-narrative texts
-informative texts
*Generally understands
the main points in
different genres of texts:
-narrative texts
-informative texts
*With support,
understands the main
points in different
genres of texts:
-short narrative texts
-informative texts
*Rarely understands the
main points in different
genres of texts:
-short, simple narrative
texts
-informative texts
*Accurately answers
most literal questions,
and thoughtfully
interprets and analyses
grade level texts.
Demonstrates precision
and insight in
responses.
*Generally answers
most literal questions,
and accurately
interprets and analyses
grade level texts.
Demonstrates logic and
care in responses.
*Sometimes answers
literal questions.
Responses are often
inconsistent, vague or
incomplete.
Demonstrates
appropriate
comprehension when
reading texts below
grade level.
*May answer straightforward questions, but
rarely reads beyond the
surface of the text. May
demonstrates
appropriate
comprehension when
reading texts well-below
grade level.
*Skillfully interprets,
responds to and makes
thoughtful connections
within, between and
beyond grade-level
media and print texts.
*Accurately interprets,
responds to and makes
effective connections
within, between and
beyond grade-level
media and print texts.
*With support,
interprets, responds to
and makes connections
within, between and
occasionally beyond
grade-level media and
print texts.
*Rarely interprets,
responds to and makes
connections pertaining
to grade-level media
and print texts.
Draft Version for Pilot Year 2015
2-Approaching
1-Working Below
Page 4
*Regularly uses a
reading comprehension
strategy.
*Frequently uses a
reading comprehension
strategy.
*Sometimes uses a
reading comprehension
strategy.
*Rarely uses a reading
comprehension
strategy.
*Consistently
recognizes new and
older sound patterns
with precision.
*Usually recognizes new
and older sound
patterns with a certain
amount of precision.
*Partially recognizes
new and older sound
patterns.
*Rarely recognizes new
and older sound
patterns.
*Consistently selects,
decodes, uses
strategies and selfmonitors to construct
meaning from media
and print considered
appropriate for or
beyond grade level.
*Effectively selects,
decodes, uses
strategies and selfmonitors to construct
meaning from media
and print considered
appropriate for end of
grade level.
*With some support
selects, decodes, uses
strategies and selfmonitors to construct
meaning from media
and print considered
appropriate for grade
level.
*Selects, decodes, uses
strategies and selfmonitor to construct
meaning from texts
considered below grade
level.
*Consistently reflects on
and discuss using
familiar vocabulary as
well as in their own
words their own
processes and
strategies in reading
and viewing
*Appropriately reflects
on and discuss, using
familiar vocabulary used
in class their own
processes and
strategies in reading
and viewing
*With some difficulty,
discuss, using familiar
vocabulary used in class
their own processes and
strategies in reading
and viewing
*Rarely able to discuss
their own processes and
strategies in reading
and viewing.
Draft Version for Pilot Year 2015
Page 5
Grade 6 Late French Immersion
Writing & Representing
Writing &
Representing
Process
(Écrire/Expression
écrite)
Forms
(Écrire/Expression
écrite)
4-Exceeding
3-Meeting
*Efficiently uses tools for
support when writing a
piece of literature.
*Appropriately uses tools
for support when writing a
piece of literature.
*Requires support when
using tools to write a
piece of literature.
*Rarely demonstrates
the ability to use tools
to support the writing of
a piece of literature.
*Efficiently employs
strategies including
revising to strengthen
content and embedding
text features appropriate
to form.
*Usually employs
strategies including
revising to strengthen
content and embedding
text features appropriate
to form.
*With some support, uses
strategies to generate
drafts and pieces of
drafts.
*Requires a great deal
of direction to use
strategies and
behaviours.
*Able to generate a
collection of drafts and
pieces of drafts.
*Able to generate a
collection of drafts and
pieces of drafts.
*Needs support with
content revisions and to
complete a piece of
writing.
*Lacks independence to
complete a piece of
writing.
*With some prompting
selects forms and
presentation mode
(written, visual, and
multimedia) based on
audience and purpose.
*Rarely selects forms
based on audience and
purpose.
*Tries out new
techniques\ideas
independently.
*Independently selects
forms and presentation
mode (written, visual,
and multimedia) based
on audience and
purpose.
Draft Version for Pilot Year 2015
*Generally selects forms
and presentation mode
(written, visual, and
multimedia) based on
audience and purpose.
2-Approaching
1-Working Below
Page 6
Traits
(Écrire/Expression
écrite)
*Thoughtfully includes
structures and features
outlined in the text forms
of the grade-level
standards; may selfselect or create graphic
organizers to as part of
the writing process.
*Often includes structures
and features outlined in
the text forms of the
grade-level standards;
needs minimal support to
select appropriate graphic
organizers.
*Occasionally includes
structures and features of
the text forms outlined in
the grade-level
standards; needs support
to use graphic organizers.
*May include structures
and features that are
inappropriate and\or
omit those that are
expected. Rarely uses
graphic organizers or
uses them ineffectively.
*Always demonstrates all
aspects (content,
organization, word
choice, voice, sentence
structure, and
conventions) of strong
writing as evidenced
overtime in multiple
pieces (narrative,
informative, etc.)
*Generally demonstrates
all aspects (content,
organization, word choice,
voice, sentence structure,
and conventions) of
appropriate writing as
evidenced overtime in
multiple pieces (narrative,
informative, etc.)
*Sometimes
demonstrates all aspects
(content, organization,
word choice, voice,
sentence structure, and
conventions) of
appropriate writing with
support as evidenced
overtime in multiple
pieces (narrative,
informative, etc.)
*Seldom demonstrates
all aspects (content,
organization, word
choice, voice, sentence
structure, and
conventions) of writing
as evidenced overtime
in multiple pieces
(narrative, informative,
etc.)
*Writing pieces are easy
to understand, with few
errors.
Draft Version for Pilot Year 2015
*Writing pieces are clear
enough to understand,
with errors that do not
interfere with the
meaning.
*Writing pieces may be
vague in places, but
communicate the
purpose.
*Writing pieces are
difficult to understand,
with errors that interfere
with the meaning.
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Draft Version for Pilot Year 2015
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