Sample – FSL - Progress Report Comments
Grade 4:

Responds to simple questions using vocabulary learned in class.

Uses visual and verbal cues to follow basic classroom instructions and to understand what is being heard.

Reads aloud familiar French vocabulary words using correct pronunciation

Answers questions to simple French texts by filling in missing words, drawing pictures and/or selecting answers.

Uses available cues such as pictures and cognates to determine meaning of simple texts.
NS:

Use available cues (i.e. gestures, facial expressions) in order to follow basic classroom instructions.

Needs to use available cues (i.e. gestures, facial expressions) to understand what is being heard.
Grade 5:

Speaks and responds using short sentences and familiar vocabulary.

Uses teacher prompts and pictures to understand text.

Uses resources and feedback to make simple revisions when communicating in class.

Uses complete sentences when responding orally during daily discussions.

Writes simple sentences using newly learned vocabulary following a model.
NS:

Encouraged to use examples and anchor charts to help the communication of ideas when writing.

Use complete sentences modeled by teacher when responding orally in class.

As a next step, use teacher prompts and pictures to determine meaning of texts.
Grade 6:

Uses appropriate pronunciation when reading aloud and speaking using familiar vocabulary.

Produces simple oral and written response demonstrating understanding of the text studied.

Writes sentences and questions with the help of a model.
NS:

Focus on using appropriate pronunciation when reading familiar vocabulary aloud.

Work towards using appropriate pronunciation when answering simple questions orally.

Needs to use visual and verbal cues in order to respond to questions posed in class.

Use teacher prompts and models to write sentences and questions.
1

Grade 7:

Revises and edits personal writing using feedback and resources.

Uses a variety of reading strategies (i.e. pictures, cognates) to determine meaning of texts.

Expresses ideas/opinions in complete sentences during daily discussions.
NS:

Revise and edit personal writing using teacher feedback and resources.

Encouraged to use the reading strategies learned in class to help with comprehension.

As a next step, use complete sentences when expressing ideas/opinions during daily discussions.
Grade 8:

Uses the French language appropriately in rehearsed and routine situations

Expresses personal preferences orally and in written form using appropriate vocabulary and language conventions.

Uses learned strategies and models to plan and write in simple forms.
NS:

Focus on using correct pronunciation when communicating in rehearsed and routine situations.

Needs to express ideas and personal preferences more frequently in class.

Consistent use of learned strategies and models is crucial when completing written tasks.
Possible FSL Oral Communication Comments:

Listens actively and uses cues provided (gestures, tone of voice, facial expressions, pictures) to respond appropriately to questions.

Listens carefully and uses teacher/peer modeling to help demonstrate understanding.

Makes revisions to oral language using resources and feedback.

Speaks and responds using familiar vocabulary as modeled by the teacher.

Responds orally using complete sentences.

Reflects on and identifies strengths as a listener and speaker as well as areas for improvement.

Expresses personal connections during class discussions.

Speaks appropriately when participating in classroom discussions.

Uses active listening skills as an audience member during group discussions.

Uses appropriate pace, tone, pronunciation and volume when speaking.


Communicates orally in a clear manner.
Uses a variety of appropriate visual aids (e.g., graphic organizers, pictures) to support or enhance oral presentations.

Responds to simple questions using vocabulary learned in class.

Uses visual and verbal cues to understand and follow basic classroom instructions.

Speaks clearly and confidently when presenting ideas to the class.
2