Report Card Comments
Term 1
TERM 1 (used this year only because HEA 1 used for grades 4,5,6 - intro year)
Level 4 (A+ A A-)
Reading marks are deferred to Term 2 this year due to the new French program in use. “ ” speaks
ONLY French in class all of the time and speaks spontaneously to classmates and teacher.
He/she can speak French with ease. “ ”s hand is very often in the air. He/she always speaks
loudly and clearly when Madame gestures to the class. “ ” displays a positive, enthusiastic
attitude at all times; is always helpful, cooperative and polite; consistently observes classroom
rules; and respects his/her teacher and peers. He/she has unwavering focus in class and superb
listening skills and always stays on task. “ ” seems to understand the teacher at all times.
Level 3 (B+ B B-)
Reading marks are deferred to Term 2 this year due to the new French program in use.“ ” speaks
ONLY French in class most of the time. He/she can speak French with relative ease. “ ”s hand is
often in the air. He/she almost always speaks loudly and clearly when Madame gestures to the
class. “ ” displays a positive attitude; is helpful, cooperative and polite; observes classroom
rules; respects teacher and peers most of the time. “ ” does not disrupt the class or bother peers.
He/she displays good focus and listening skills and mostly stays on task as required. “ ” seems to
understand the teacher most of the time.
Level 3 (C+ C C-)
Reading marks are deferred to Term 2 this year due to the new French program in use.“ ” speaks
ONLY French in class some of the time. He/she can speak some French. “ ”s hand is
occasionally in the air. He/she sometimes speaks when Madame gestures to the class. “ ” often
needs to be reminded about classroom rules. “ ” sometimes shows respect to teacher and peers.
He/she occasionally disrupts the class or bothers peers. “ ” occasionally displays good focus and
listening skills yet often needs to be reminded to stay on task. “ ” seems to understand the
teacher some of the time.
Level 1 (D+ D D-)
Reading marks are deferred to Term 2 this year due to the new French program in use.“ ” rarely
attempts to speak ONLY French in class. He/she can speak very little French. “ ”s hand is rarely
in the air. He/she rarely speaks when Madame gestures to the class. “ ” does not display a
positive attitude and most often does not observe classroom rules. He/she shows little respect for
his/her teacher and peers and often disrupts the class or bothers peers. He/she has little focus,
poor listening skills and has difficulty staying on task. “ ” seems to have significant difficulty
understanding the teacher.
1. (Fantastic)
has had a fantastic start in French this year. He has met or surpassed all of my expectations for Grade
4. I am especially pleased with how well he is speaking French this year. He did a wonderful job on
the play. J’espère qu’il va continuer comme ça! Bon travail!
2. (Excellent)
has had a terrific start to Grade 4 French. He has met or exceeded most of my expectations. I am
particularly pleased with his improvements in speaking French this year and his efforts on the play.
Continue le bon travail et l’enthousiasme!
3. (Strong spoken but not all expectations met)
has had a tremendous start in French this year. He has met or surpassed most of my expectations. He
is speaking French very well and did a super job on the play. He continues to be a positive role model
for others in the class. Continue avec le bon effort et avec ton enthousiasme!
4. (Very good)
has had a very good start to Grade 4 French. He has met or exceeded many of my expectations. I am
particularly pleased with his improvements in speaking French this year and his efforts on the play.
Continue le bon travail!
5. (Very good)
has had a terrific start to Grade 4 French. He has met or exceeded most of my expectations. I am
particularly pleased with his improvements in speaking French this year and his class participation.
Continue le bon travail!
6. (so-so, more effort on written work)Super play
has had a good start in French this year. He met many of my set expectations. More effort on his
written work is possible. He did a super job on the play. He maintains a very positive attitude in the
French class. Bravo!
7. (so-so, too quiet, good play)
has had a solid start in Grade 4 French. He met many of my set expectations: Bravo! I would like him
to speak loudly and clearly when I gesture. This will improve his verbal skills in French. He did an
excellent job on the play. Continue le bon travail!
8. (very good, more effort speaking only French)
has had a very good start in Grade 4 French. He met most of my set expectations and even surpassed
a few. More effort on speaking only French in the classroom is possible. Terrific job on the play. Bien
fait, continue le bon effort!
9. (so-so, speaking more French)
has had a good start in Grade 4 French. He met many of my set expectations and I am pleased to see
that he is speaking more French in the classroom. He did a very good job on the play. Bien fait,
continue le bon effort!
10 (good, great play)
has had a strong first term in Grade 4 French. He met or surpassed most of my set expectations. His
spoken French has much improved this year and he did a terrific job on the play. He maintains a very
positive attitude in class. Bon travail!
11. (good, low participation) Terrific play
has had a very good start in Grade 4 French. He met most of my expectations and even surpassed a
few. His participation could improve. He did a terrific job on the French play and he maintains a very
positive attitude in the French class. Bien fait!
12. (good/weak, did not meet all expectations) Good play
has had a commendable first term in Grade 4 French. He met most of my set expectations for first
term. His spoken French has much improved this year and he did a good job on the play. He
maintains a very positive attitude in class. Bon travail!
13. (Strong spoken but not all expectations met)
has had a very good start in French this year. He has met most of my expectations and has even
exceeded some. He is speaking French very well and did a fine job on the play. Continue avec le bon
effort et avec ton enthousiasme!
14. (Quite weak/okay) Lines not memorized
is off to a good start in Grade 4 French. He has met or exceeded most expectations, but his lines were
not adequately memorized for the play. His confidence in his spoken French is improving and this will
lead to stronger communication skills as the year progresses. He maintains a positive attitude in the
French class
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Grade 4 Term 1 Report card comments
Level 1
{Name} has difficulty following basic classroom instructions. {He/She} occasionally employs visual
and verbal cues to understand what (he/she) hears such as gestures, facial expressions, and following
repetition. {He/She} is occasionally able to use conventions of oral language to speak in rehearsed
situations. Additional review and practice at home will help {Name} to improve in all areas of the
program.
Level 2
{Name} follows some basic classroom instructions. {He/She} often employs visual and verbal cues to
understand what (he/she) hears such as gestures, facial expressions, and following repetition.
{Name} is sometimes able to use conventions of oral language to speak in rehearsed situations.
Increased participation in all classroom activities will help ensure the development of {Name’s}
fluency.
Level 3
{Name}consistently follows basic classroom instructions. {He/She} employs visual and verbal cues to
understand what (he/she) hears such as gestures, facial expressions, and following repetition.
{He/She} is able to use conventions of oral language to speak in rehearsed situations. {Name} is
encouraged to continue participating in all classroom activities.
Level 4
{Name} follows all classroom instructions. {He/She} employs visual and verbal cues to understand
what (he/she) hears such as gestures, facial expressions, and following repetition. {He/She} is able to
use conventions of oral language effectively to speak in rehearsed situations with little or no
assistance. {Name} should continue to speak spontaneously in French in order to further develop
{his/her} level of fluency.
Grade 5 Core French First Term Comments
Level 1:
{Name} is able to ask and answer very simple questions and must use all visual and verbal cues to
aid in comprehension of familiar material. {He/She} demonstrates a limited ability to read, respond
to, and create short written texts which use familiar vocabulary and language structures. Additional
review and practice at home will help {Name} to improve in all areas of the program.
Level 2:
{Name} is able to ask and answer simple questions and frequently uses visual and verbal cues to aid
in comprehension of familiar material. {He/She} demonstrates some ability to read, respond to, and
create short written texts which use familiar vocabulary and language structures. Increased
participation in all classroom activities will help ensure the development of {Name’s} fluency.
Level 3:
{Name} is able to ask and answer simple questions using complete sentences and uses some visual
and verbal cues to aid in comprehension of familiar material. {He/She} demonstrates a strong ability
to read, respond to, and create short written texts which use familiar vocabulary and language
structures. {Name} is encouraged to continue participating in all classroom activities.
Level 4:
{Name} is able to ask and answer questions in complete sentences and uses few visual and verbal
cues to aid in comprehension of familiar material. {He/She} demonstrates an excellent ability to read,
respond to, and create short written texts which use familiar vocabulary and language structures.
{Name} should try to speak French in all classroom situations in order to further develop {his/her}
level of fluency.
Grade 6
Level 1
Name sometimes participates in dialogues about familiar topics. He/She can listen to and talk about
short oral texts as well as communicate ideas and facts in writing for specific purposes with limited
effectiveness. Using various comprehension strategies, he/she demonstrates a limited ability to
identify the main ideas and the supporting details of written texts. Additional review and practice at
home will help Name to improve in all areas of the program.
Level 2
Name is occasionally able to participate in dialogues about familiar topics. He/She can listen to and
talk about short oral texts as well as communicate ideas and facts in writing for specific purposes with
some effectiveness. Using various comprehension strategies, he/she demonstrates some ability to
identify the main ideas and the supporting details of written texts. Increased participation in all
classroom activities will help ensure the development of Name's fluency.
Level 3
Name is frequently able to participate in dialogues about familiar topics. He/She can listen to and talk
about short oral texts as well as communicate ideas and facts in writing for specific purposes
effectively. Using various comprehension strategies, he/she demonstrates a strong ability to identify
the main ideas and the supporting details of written texts. Name is encouraged to continue
participating in all classroom activities.
Level 4
Name is always able to participate in dialogues about familiar topics and can listen to and talk about
short oral texts as well as communicate ideas and facts in writing for specific purposes with
considerable effectiveness. Using various comprehension strategies, he/she demonstrates an excellent
ability to identify the main ideas and the supporting details of written texts. Name should try to speak
French in all classroom situations in order to further develop his/her level of fluency.
Grade 7
Level 1
Name is rarely able to respond to short oral and written texts and makes limited connections with
his/her personal experience using various verbal and non-verbal cues to aid comprehension. He/She is
occasionally able to write in simple and compound sentences using familiar vocabulary and language
structures. Additional review and practice at home will help Name to improve in all areas of the
program.
Level 2
Name is sometimes able to respond to short oral and written texts and makes some connections with
his/her personal experience using various verbal and non-verbal cues to aid comprehension. He/She is
occasionally able to write in simple and compound sentences using familiar vocabulary and language
structures. Increased participation in all classroom activities will help ensure the development of
Name's fluency.
Level 3
Name is frequently able to respond to short oral and written texts and makes connections with his/her
personal experience using various verbal and non-verbal cues to aid comprehension. He/She is able to
write in simple and compound sentences using familiar vocabulary and language structures. Name is
encouraged to continue participating in all classroom activities.
Level 4
Name is confidently able to respond to short oral and written texts and makes connections with
his/her personal experience using various verbal and non-verbal cues to aid comprehension. He/She is
independently able to write in simple and compound sentences using familiar vocabulary and language
structures. Name should try to speak French in all classroom situations in order to further develop
his/her level of fluency.
Grade 8
Level 1
Name is rarely able to respond to short oral and written texts and demonstrates limited understanding
using various verbal and non-verbal cues to aid in comprehension. He/She is occasionally able to
produce writing in a variety of forms using simple and compound sentences. Additional review and
practice at home will help Name to improve in all areas of the program.
Level 2
Name is occasionally able to respond to short oral and written texts and demonstrates some
understanding using various verbal and non-verbal cues to aid in comprehension. He/She is
sometimes able to produce writing in a variety of forms using simple and compound sentences.
Increased participation in all classroom activities will help ensure the development of Name's fluency.
Level 3
Name is frequently able to respond to short oral and written texts and demonstrates understanding
using various verbal and non-verbal cues to aid in comprehension. He/She is able to confidently
produce writing in a variety of forms using simple and compound sentences. Name is encouraged to
continue participating in all classroom activities.
Level 4
Name is able to competently respond to short oral and written texts and demonstrates complete
understanding using various verbal and non-verbal cues to aid in comprehension. He/She is
independently able to produce writing in a variety of forms using simple and compound sentences
including new and familiar vocabulary. Name should try to speak French in all classroom situations in
order to further develop his/her level of fluency.
Term 2
GRADE 4 Core French (Term 2).
Level 1:
(Name) is able to respond to oral texts through dramatization, the drawing of pictures, and by asking
and answering questions in oral and in written form, with extensive support. (He/she) rarely makes
revisions to oral language using teacher feedback. (Name) demonstrates a limited ability to use and
spell vocabulary appropriate for this grade level. Increased focus during class and completing all
assigned tasks to the best of (his/her) ability will enable them to improve in all areas of the program.
Level 2:
(Name) responds to oral texts through dramatization, the drawing of pictures, and by asking and
answering questions in oral and in written form, with some support. (He/she) makes some revisions to
oral language using teacher feedback. (Name) demonstrates some ability to use and spell unit
vocabulary. Additional review and practice at home will help (Name) to increase (his/her) level of word
recognition and improve (his/her) ability to use the language.
Level 3:
(Name) responds to oral texts through dramatization, the drawing of pictures, and the asking and
answering questions in oral and in written form, with occasional support. (He/she) makes many
revisions to oral language (him/her)self and uses teacher feedback for additional guidance. (Name)
demonstrates a considerable ability to use and spell unit vocabulary. (Name) is encouraged to speak
French in all classroom situations in order to further develop (his/her) fluency.
Level 4:
(Name) responds to oral texts through dramatization, the drawing of pictures, and by asking and
answering questions in oral and in written form independently and creatively. (He/she) makes
numerous revisions to oral language (him/her) self and occasionally uses teacher feedback for
additional guidance. (Name) demonstrates an excellent ability to use and spell unit vocabulary.
(Name) is encouraged to expand answers both written and oral in order to further develop (his/her)
communication skills.
GRADE 5 Core French (Term 2).
Level 1:
With extensive support, (Name) is able to use a few of the conventions of oral language to understand
and speak in familiar or rehearsed situations. (He/she) responds to oral texts using very simple but
complete sentences, with frequent assistance. (Name) demonstrates limited ability to identify and use
the vocabulary, grammar and language structures taught in class when reading and writing.
Maintaining a neat complete and organized notebook as well as finishing all assigned tasks to the best
of (his/her) ability will help (him/her) to improve in all areas.
Level 2:
With some support, (Name) uses some of the conventions of oral language to understand and speak
in familiar or rehearsed situations. (He/she) responds to oral texts using very simple but complete
sentences, with some assistance. (Name) demonstrates some ability to identify and use vocabulary,
grammar and language structures when reading and writing. Additional review and practice at home
will help (Name) to increase (his/her) level of word recognition and improve (his/her) ability to use the
language.
Level 3:
With minimal support, (Name) uses many of the conventions of oral language to understand and
speak in familiar, rehearsed, and open-ended situations. (He/she) responds to oral texts using very
simple but complete sentences, with some assistance. (Name) demonstrates a considerable ability to
identify and use vocabulary, grammar, and language structures when reading and writing. (Name) is
encouraged to speak French in all classroom situations in order to further develop (his/her) fluency.
Level 4:
With little support, (Name) uses, all of the conventions of oral language to understand and speak in
familiar, rehearsed, and open-ended situations. (He/she) responds creatively to oral texts using
simple and occasionally compound sentences independently. (Name) demonstrates an excellent ability
to identify and use appropriate vocabulary, grammar and language structures when reading and
writing. (Name) is encouraged to expand oral and written answers to further develop (his/her)
communication skills.
GRADE 6 Core French.
Level 1:
With extensive support, (Name) responds to oral texts and asks and answers questions using
complete sentences. (He/she) demonstrates a limited ability to communicate ideas and facts in writing
using vocabulary, grammar and language structures appropriate for this grade level. (Name) is rarely
able to participate in a variety of reading situations such as guided, shared, independent, and choral
reading using expression, intonation, and correct pronunciation. Maintaining a neat, complete and
organized notebook as well as finishing all assigned tasks to the best of (his/her) ability will help
(him/her) to improve in all areas.
Level 2:
With some support, (Name) responds to oral texts and asks and answers questions using complete
sentences. (He/she) demonstrates some ability to communicate ideas and facts in writing using
appropriate vocabulary and grammar. (Name) sometimes participates in a variety of reading
situations such as guided, shared, independent, and choral reading using expression, intonation, and
correct pronunciation. Additional review and practice at home will help (Name) to increase (his/her)
level of word recognition and improve (his/her) ability to use the language.
Level 3:
With minimal support, (Name) responds to oral texts and asks and answers questions using complete
sentences. (He/she) demonstrates a considerable ability to communicate ideas and facts in writing
using appropriate vocabulary and grammar. (Name) usually participates in a variety of reading
situations such as guided, shared, independent, and choral reading using expression, intonation, and
correct pronunciation. (Name) is encouraged to speak French in all classroom situations in order to
further develop (his/her) fluency.
Level 4:
Independently, (Name) responds to oral texts and asks and answers questions in complete sentences.
(He/she) demonstrates an excellent ability to communicate ideas and facts creatively, in writing, using
appropriate vocabulary and grammar. (Name) capably and independently participates in guided,
shared, and choral readings using correct expression, intonation and pronunciation. (Name) is
encouraged to expand answers both written and oral in order to further develop (his/her)
communication skills.
GRADE 7 Core French (Term 2).
Level 1:
With frequent support, (Name) produces a variety of simple written and oral responses in structured
situations to convey understanding of oral and written texts. (He/she) demonstrates a limited ability
to identify and use the vocabulary and grammar taught in class. (He/she) rarely makes revisions to
oral language using teacher feedback. Maintaining a neat, complete and organized notebook as well as
finishing all assigned tasks to the best of (his/her) ability will help (him/her) to improve in all areas.
Level 2:
With some support, (Name) produces a variety of simple written and oral responses in structured
situations to convey understanding of oral and written texts. (He/she) demonstrates some ability to
identify and use the learned vocabulary and grammar. (He/she) occasionally makes revisions to oral
language using teacher feedback as guidance. Additional review and practice at home will help (Name)
to increase (his/her) level of word recognition and improve (his/her) ability to use the language.
Level 3:
With minimal support, (Name) produces a variety of simple written and oral responses in structured
and open-ended situations to convey understanding texts. (He/she) demonstrates a considerable
ability to identify and use the vocabulary and grammar taught in class. (He/she) usually makes
revisions to oral language (him/her) self and using teacher feedback as guidance. (Name) is
encouraged to speak French in all classroom situations in order to further develop (his/her) fluency.
Level 4:
Independently, (Name) produces a variety of simple written and oral responses in structured and
open-ended situations to convey understanding of texts. (He/she) demonstrates an excellent ability to
identify and use the vocabulary and grammar taught in class. (He/she) consistently makes revisions to
oral language (him/her) self and uses teacher feedback as guidance. (Name) is encouraged to expand
answers both written and oral in order to further develop (his/her) communication skills.
GRADE 8 Core French (Term 2).
Level 1:
With extensive support, (Name) reads, demonstrates understanding and expresses personal
preferences or reactions to oral and written texts. (He/she) demonstrates a limited ability to produce
writing in a variety of simple forms by copying a model and making very minor changes to it. (Name)
rarely proofreads or corrects the grammar, punctuation, and spelling of final drafts. Maintaining a
neat, complete and organized notebook as well as finishing all assigned tasks to the best of (his/her)
ability will help (him/her) to improve in all areas.
Level 2:
With some support, (Name) reads, demonstrates understanding and expresses personal preferences
or reactions to oral and written texts. (He/she) demonstrates some ability to produce writing in a
variety of simple forms by copying a model and making numerous minor changes to it. (Name)
occasionally proofreads or corrects the grammar, punctuation, and spelling of final drafts. Additional
review and practice at home will help (Name) to increase (his/her) level of word recognition and
improve (his/her) ability to use the language.
Level 3:
With minimal support, (Name) reads, demonstrates understanding and expresses personal
preferences or reactions to oral and written texts. (He/She) demonstrates a considerable ability to
produce writing in a variety of simple forms by using a model and making many major changes in
form and content. (Name) usually proofreads or corrects the grammar, punctuation, and spelling of
final drafts. (Name) is encouraged to speak French in all classroom situations in order to further
develop (his/her) fluency.
Level 4:
Independently, (Name) is able to read, demonstrate understanding and express personal preferences
or reactions to oral and written texts. (He/She) demonstrates an excellent ability to produce creative
pieces of writing a variety of simple forms by using a model as a reference. (Name) always proofreads
or corrects the grammar, punctuations, and spelling of final drafts. (Name) always proofreads or
corrects the grammar, punctuation, and spelling of final drafts. (Name) is encouraged to expand
answers both written and oral in order to further develop (his/her) communication skills.
Term 3
This is a draft of term 3 reports I plan to use this year:
Oral Communication
A *N* continues to use visual and verbal cues effectively to understand and respond orally to
vocabulary and structures presented this year. *5* spoken French as demonstrated in the play
presentations and in spontaneous speech shows a good grasp of French vocabulary, syntax and
pronunciation.
B *N* continues to use visual and verbal cues to understand and respond orally to most vocabulary
and structures presented this year. *5* spoken French as demonstrated in the play presentations and
in spontaneous speech shows a good grasp of French vocabulary, syntax and pronunciation.
C With consistent assistance, *N* uses visual and verbal cues to understand and respond orally to
vocabulary and structures presented this year. *5* spoken French as demonstrated in the play
presentations and in spontaneous speech shows a limited grasp of French vocabulary, syntax and
pronunciation.
D *N* uses visual and verbal cues inconsistently to understand and respond orally to vocabulary and
structures presented this year. *5* spoken French as demonstrated in the play presentations and in
spontaneous speech shows limited grasp of French vocabulary, syntax and pronunciation.
Reading and Writing
A When reading aloud, *1* uses good expression. *4* uses learned vocabulary and modeled
structures to answer short questions successfully in oral and written form. Continue to participate
actively in French activities next year and you will be on your way to becoming bilingual!
B When reading aloud, *1* uses good expression. *4* uses learned vocabulary and modeled
structures to answer short questions successfully in oral and written form. Continue to participate
actively in French activities next year and you will be on your way to becoming bilingual!
C When reading aloud, *1* uses limited expression. With some cuing and explicit direction, *1* uses
learned vocabulary and modeled structures to answer short questions with some success in oral and
written form. More active participation in French activities next year will ensure improved language
learning.
D When reading aloud, *1* rarely uses expression. It is only with regular cuing and explicit support,
that *1* can respond to text in oral and written form.*4* needs to use cognates, context clues and
familiar vocabulary to improve comprehension. More active participation in French activities next year
will ensure improved language learning.
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Term 3 Comments
Please note that we have kept this term’s comments a little short in order to allow for personalization
in the area of Next steps. ☺
Grade 4
Oral
4Level 4O
*N* independently gave an oral presentation of up to five sentences in length and required minimal
teacher support to make simple revisions to oral language in form and content (e.g., correct use of
gender). *4* used all conventions of oral language to speak in rehearsed contexts.
4Level 3O
*N* usually gave an oral presentation of up to five sentences in length and required occasional
teacher support to make simple revisions to oral language in form and content (e.g., correct use of
gender). *4* used many conventions of oral language to speak in rehearsed contexts.
4Level 2O
*N* sometimes gave an oral presentation of up to five sentences in length and required frequent
teacher support to make simple revisions to oral language in form and content (e.g., correct use of
gender). *4* used few conventions of oral language to speak in rehearsed contexts.
4Level 1O
*N* rarely gave an oral presentation of up to five sentences in length and required extensive teacher
support to make simple revisions to oral language in form and content (e.g., correct use of gender).
*4* used very few conventions of oral language to speak in rehearsed contexts.
Reading
4Level 4R
*N* consistently read aloud familiar material, using correct pronunciation and intonation and easily
read at least six simple passages or stories (e.g., play script, song lyrics). *4* thoroughly read and
responded to all or almost all written materials (e.g., answer short questions, fill in missing words,
draw a picture).
4Level 3R
*N* usually read aloud familiar material, using correct pronunciation and intonation and required
occasional teacher support to read at least six simple passages or stories (e.g., play script, song
lyrics). *4* read and respond briefly to most written materials (e.g., answer short questions, fill in
missing words, draw a picture).
4Level 2R
*N* sometimes read aloud familiar material, using correct pronunciation and intonation but required
extensive teacher support to read at least six simple passages or stories (e.g., play script, song
lyrics). *4* demonstrated a limited ability to read and respond briefly to written materials (e.g.,
answer short questions, fill in missing words, draw a picture).
4Level 1R
*N* rarely read aloud familiar material, using correct pronunciation and intonation and required
extensive teacher support to read at least six simple passages or stories (e.g., play script, song
lyrics). *4* did not demonstrate an ability to read and respond briefly to written materials (e.g.,
answer short questions, fill in missing words, draw a picture).
Writing
4Level 4W
*N* consistently wrote simple words, phrases, short sentences, and questions and used all or almost
basic vocabulary and simple language structures to write, using a model and a first draft. *4*
effectively wrote a corrected version in guided and cooperative writing tasks. *N* always used and
spelled the vocabulary appropriate for this grade level.
4Level 3W
*N* usually wrote simple words, phrases, short sentences, and questions with little teacher support.
*4* used most basic vocabulary and simple language structures to write, using a model and a first
draft. *4* effectively wrote a corrected version in guided and cooperative writing tasks. *N* used and
spelled most of the vocabulary appropriate for this grade level.
4Level 2W
*N* sometimes copied and wrote simple words, phrases, short sentences, and questions. *4* used
basic vocabulary and very simple language structures to write, using a model and a first draft. *4*
required teacher assistance to write a corrected version in guided and cooperative writing tasks.
4Level 1W
*N* experienced difficulty when copying and writing simple words, phrases, short sentences, and
questions. *4* used basic vocabulary and very simple language structures to write, using a model and
a first draft. *4* always required teacher assistance to write a corrected version in guided and
cooperative writing tasks.
GRADE 5
Oral
5Level 4O
*N* consistently listened to and talked about short, simple oral texts dealing with familiar topics. *4*
gave a thorough oral presentation of five to ten sentences in length.
5Level 3O
*N* listened to and talked about a considerable amount of short, simple oral texts dealing with
familiar topics. *4* gave an oral presentation of five to ten sentences in length with little teacher
support.
5Level 2O
*N* was sometimes able to listen to and talk about short, simple oral texts dealing with familiar
topics. *4* gave an oral presentation of five to ten sentences in length but required frequent teacher
support.
5Level 1O
*N* was rarely able to listen to and talk about short, simple oral texts dealing with familiar topics. *4*
gave an oral presentation of five to ten sentences in length but required extensive teacher support.
Reading
5Level 4R
*N* easily read at least nine simple passages or stories. *4* read aloud with consistent expression,
using correct pronunciation and intonation. *N* effectively read and responded thoroughly to written
materials (e.g., short, simple readers) by answering short questions or restating information.
5Level 3R
*N* read at least nine simple passages or stories with some difficulty. *4* read aloud with good
expression, using correct pronunciation and intonation. *N* easily read and responded briefly to
written materials (e.g., short, simple readers) by answering short questions or restating information.
5Level 2R
*N* read at least nine simple passages or stories with frequent difficulty. *4* read aloud with some
expression, but did not use correct pronunciation and intonation. *N* read and responded very briefly
to written materials (e.g., short, simple readers) by answering short questions or restating
information.
5Level 1R
*N* read at least nine simple passages or stories with great difficulty. *4* did not read aloud with
expression, using correct pronunciation and intonation. *N* relied on teacher assistance to read, and
responded very briefly to written materials (e.g., short, simple readers) by answering short questions
or restating information.
Writing
5Level 4W
*N* always wrote simple phrases, short sentences, and questions, using learned vocabulary and
simple language structures. *4* demonstrated a consistent ability to write, using a model, a first draft
and corrected version in guided and cooperative writing tasks.
5Level 3W
*N* usually wrote simple phrases, short sentences, and questions, using learned vocabulary and
simple language structures. *4* demonstrated a very good ability to write, using a model, a first draft
and corrected version in guided and cooperative writing tasks.
5Level 2W
*N* sometimes wrote simple phrases, short sentences, and questions, using learned vocabulary and
simple language structures. *4* demonstrated some ability to write, using a model, a first draft and
corrected version in guided and cooperative writing tasks.
5Level 1W
*N* rarely wrote simple phrases, short sentences, and questions, using learned vocabulary and
simple language structures. *4* demonstrated a limited ability to write, using a model, a first draft
and corrected version in guided and cooperative writing tasks.
GRADE 6
Oral...If this is too long, take out the last sentence. I couldn’t try it on a report as there were no
names available to try. ☺
6Level 4O
*N* was confidently able to give a presentation of ten to fifteen sentences. *4* consistently made
revisions to oral language in form, content and organization using appropriate resources and feedback
from *2* peers and the teacher. *4* routinely spoke in unstructured situations with little teacher
support.
6Level 3O
With occasional assistance, *N* was able to give a presentation of ten to fifteen sentences. *4*
frequently made revisions to oral language in form, content and organization using appropriate
resources and feedback from *2* peers and the teacher. *4* spoke in unstructured situations with
little teacher support.
6Level 2O
With some assistance, *N* was able to give a presentation of ten to fifteen sentences. *4*
occasionally made revisions to oral language in form, content and organization using appropriate
resources and feedback from *2* peers and the teacher. *4* spoke hesitantly in unstructured
situations with teacher support and persistence.
6Level 1O
With frequent assistance, *N* was able to give a presentation of ten to fifteen sentences. *4* rarely
made revisions to oral language in form, content and organization using appropriate resources and
feedback from *2* peers and the teacher. *4* only spoke in unstructured situations with significant
teacher support and persistence.
Reading
6Level 4R
*N* consistently read a variety of classroom and simple authentic materials, 150 to 200 words long,
containing familiar and new vocabulary. *4* demonstrated an outstanding ability to identify the main
idea and a few supporting details. *N* competently used various reading strategies to determine
meaning.
6Level 3R
*N* could usually read a variety of classroom and simple authentic materials, 150 to 200 words long,
containing familiar and new vocabulary. *4* demonstrated a considerable ability to identify the main
idea and a few supporting details. *N* successfully used various reading strategies to determine
meaning.
6Level 2R
*N* could occasionally read a variety of classroom and simple authentic materials, 150 to 200 words
long, containing familiar and new vocabulary. *4* demonstrated some ability to identify the main idea
and a few supporting details. *N* occasionally used various reading strategies to determine meaning.
6Level 1R
With considerable support, *N* could read a variety of classroom and simple authentic materials, 150
to 200 words long, containing familiar and new vocabulary. *4* demonstrated a limited ability to
identify the main idea and a few supporting details. *N* rarely used various reading strategies to
determine meaning.
Writing
6Level 4W
*N* wrote competently, using a model, a first draft and corrected version in guided and cooperative
writing tasks. *4* always used vocabulary and structures appropriate for this grade level.
6Level 3W
*N* wrote with little difficulty, using a model, a first draft and corrected version in guided and
cooperative writing tasks. *4* frequently used vocabulary and structures appropriate for this grade
level.
6Level 2W
*N* wrote, using a model, a first draft and corrected version in guided and cooperative writing tasks.
*4* occasionally used vocabulary and structures appropriate for this grade level.
6Level 1W
*N* wrote with difficulty, using a model, a first draft and corrected version in guided and cooperative
writing tasks. *4* rarely used vocabulary and structures appropriate for this grade level without
support.
Grade 7
ORAL
Level 4O
*N* consistently spoke using grade-appropriate language in situations that included giving a
presentation of fifteen to twenty sentences. *4* required little or no support when answering openended questions and made constant revisions to *2* language using resources and feedback.
Level 3O
*N* frequently spoke using grade-appropriate language in situations that included giving a
presentation of fifteen to twenty sentences. *4* required some support when answering open-ended
questions and made frequent revisions to *2* language using resources and feedback.
Level 2O
*N* occasionally spoke using grade-appropriate language in situations that included giving a
presentation of fifteen to twenty sentences. *4* required frequent support when answering openended questions and made some revisions to *2* language using resources and feedback.
Level 1O
*N* rarely spoke using grade-appropriate language in situations that included giving a presentation of
fifteen to twenty sentences. *4* required significant support when answering open-ended questions
and made few revisions to *2* language using resources and feedback.
Reading
Level 4 R
*N* consistently demonstrated an ability to read a text and identify the main idea and all supporting
details. *4* independently expressed personal preferences or reactions to reading material.
Level 3R
*N* frequently demonstrated an ability to read a text and identify the main idea and supporting
details, and regularly expressed personal preferences or reactions to reading material.
Level 2R
*N* demonstrated some ability to read a text and identify the main idea and supporting details, and
occasionally expressed personal preferences or reactions to reading material.
Level 1R
*N* demonstrated a limited ability to read a text and identify the main idea and some supporting
details and rarely expressed personal preferences or reactions to reading material.
Writing
Level 4W
In structured and open-ended situations, *N* consistently communicated information and ideas in
writing, using the vocabulary, grammar, and language conventions appropriate for this grade level.
Little support was required to accomplish and edit written tasks.
Level 3W
In structured and open-ended situations, *N* frequently communicated information and ideas in
writing, using the vocabulary, grammar, and language conventions appropriate for this grade level.
Occasional support was required to accomplish and edit written tasks.
Level 2W
In structured and open-ended situations, *N* occasionally communicated information and ideas in
writing, using the vocabulary, grammar, and language conventions appropriate for this grade level.
Frequent support was required to accomplish and edit written tasks.
Level 1W
In structured and open-ended situations, *N* rarely communicated information and ideas in writing,
using the vocabulary, grammar, and language conventions appropriate for this grade level. Extensive
support was required to accomplish and edit written tasks.
GRADE 8
ORAL
Level 4O
*N* consistently spoke independently in well-rehearsed, or routine situations using grade-appropriate
structures and vocabulary. *4* required minimal or no support when answering open-ended questions
or giving a presentation of twenty sentences.
Level 3O
*N* frequently spoke independently in well-rehearsed, or routine situations using grade-appropriate
structures and vocabulary. *4* required occasional support when answering open-ended questions or
giving a presentation of twenty sentences.
Level 2O
*N* frequently spoke independently in well-rehearsed, or routine situations using simple structures
and vocabulary. *4* required frequent support when answering open-ended questions or giving a
presentation of twenty sentences.
Level 1O
*N* spoke independently only in well-rehearsed, or routine situations using simple structures and
vocabulary. *4* required extensive support when answering open-ended questions or giving a
presentation of twenty sentences.
Reading
Level 4R
*4* consistently demonstrated an ability to produce simple and complex responses to convey
understanding of written materials and rarely experienced difficulty when reading aloud.
Level 3R
*4* frequently demonstrated an ability to produce simple and some complex responses to convey
understanding of written materials, and experienced occasional difficulty when reading aloud.
Level 2R
*4* sometimes demonstrated an ability to produce simple responses to convey understanding of
written materials, and experienced some difficulty when reading aloud.
Level 1R
*4* demonstrated a limited ability to produce simple responses to convey understanding of written
materials and experienced great difficulty when reading aloud.
Writing
Level 4W
*N* consistently used strategies to plan and write drafts of *2* work and almost always applied grade
level grammar and vocabulary correctly. *5* sentences were simple and complex, and well-organized
in paragraphs.
Level 3W
*N* frequently used strategies to plan and write drafts of *2* work and routinely applied grade level
grammar and vocabulary correctly. *5* sentences were simple and complex, and frequently organized
in paragraphs.
Level 2W
*N* occasionally used strategies to plan and write drafts of *2* work and sometimes applied grade
level grammar and vocabulary correctly. *5* sentences were frequently simple and not generally
organized in paragraphs.
Level 1W
*N* rarely used strategies to plan and write drafts of *2* work and seldom applied grade level
grammar and vocabulary correctly. *5* sentences were simple and not organized in paragraphs.
General Comments for all terms
Here are the comments I copied from my library. I have been using AIM for 4 years now, but I don't
mention AIM in my reports, ever.
Hope these help. Sorry for any repeats.
~Name orally expresses ~h/s/r/ ideas with a high degree of effectiveness and consistently uses grade
appropriate vocabulary and grammar structures.
~Name orally expresses ~h/s/r/ ideas with considerable effectiveness and usually uses grade
appropriate vocabulary and grammar structures.
~Name orally expresses ~h/s/r/ ideas with some effectiveness and at times uses grade appropriate
vocabulary and grammar structures.
~Name orally expresses ~h/s/r/ ideas effectively and uses grade appropriate vocabulary and grammar
structures, only with extensive teacher assistance.
~Name applies knowledge and skills in written contexts with very few errors and a high degree of
effectiveness.
~Name applies knowledge and skills in written contexts with few errors and considerable
effectiveness.
~Name applies knowledge and skills in written contexts with some errors and some effectiveness.
~Name applies knowledge and skills in written contexts with many errors and with little effectiveness.
~Name should use French in all classroom situations.
~Name can take a more active part in oral activities.
~Name should focus on teacher modeling to improve pronunciation and vocabulary.
~Name talks about familiar topics, using very simple phrases and sentences, using visual and verbal
cues to understand what ~h/s/e hears, with considerable effectiveness.
~Name talks about familiar topics, using very simple phrases and sentences, using visual and verbal
cues to understand what ~h/s/e hears, with a high degree of effectiveness.
~Name talks about familiar topics, using very simple phrases and sentences, using visual and verbal
cues to understand what ~h/s/e hears, with some effectiveness.
With extensive teacher assistance, ~Name talks about familiar topics, using very simple phrases and
sentences, relying mainly on visual cues to understand what ~h/s/e hears.
With very few errors and a high degree of effectiveness, ~Name applies the knowledge and skills to
copy and write simple words and short sentences, using basic vocabulary and language structures.
With few errors and considerable effectiveness, ~Name applies the knowledge and skills to copy and
write simple words and short sentences, using basic vocabulary and language structures.
With some errors and some effectiveness, ~Name applies the knowledge and skills to copy and write
simple words and short sentences, using basic vocabulary and language structures.
~H/s/e should imitate the teacher’s words and gestures to improve understanding. K.To
~Name needs to watch and imitate the teacher’s gestures and tone of voice to improve pronunciation
and understanding.
~Name needs to watch and imitate the teacher’s gestures and tone of voice to improve pronunciation
and understanding.
~Name listens to and talks about short, simple oral texts with a high degree of effectiveness.
~Name listens to and talks about short, simple oral texts with considerable effectiveness.
~Name listens to and talks about short, simple oral texts with some effectiveness.
With extensive teacher support, ~Name listens to and talks about short, simple oral texts and uses
the vocabulary and grammar structures taught in class.
~Name applies knowledge and skills with a high degree of effectiveness to write short sentences using
learned vocabulary and simple language structures. S
~Name applies knowledge and skills with considerable effectiveness to write short sentences using
learned vocabulary and simple language structures.
~Name applies knowledge and skills with some effectiveness to write short sentences using learned
vocabulary and simple language structures.
With extensive teacher assistance, ~Name writes short sentences using learned vocabulary and simple
language structures.
~Name can take a more active part in oral activities by imitating the teacher’s gestures and tone of
voice which accompany key words to improve fluency. K.To
~Name needs to watch and copy the teacher’s gestures and tone of voice which accompany key words
to improve pronunciation and understanding. K.To
These comments are based on an Alternative Curriculum as outlined in the IEP
~Name is exempted from French as a Second Language classes as directed in ~h/s/r/ IEP.
~Name speaks in rehearsed and familiar contexts using accurate pronunciation and appropriate
expression with a high degree of effectiveness.
~Name reads and responds to written texts, applying the knowledge and skills necessary, both orally
and in writing, with very few errors and a high degree of effectiveness.
~Name reads and responds to written texts, applying the knowledge and skills necessary, both orally
and in writing, with few errors and considerable effectiveness.
~Name reads and responds to written texts, applying the knowledge and skills necessary, both orally
and in writing, with frequent errors and little effectiveness.
~Name reads and responds to written texts, applying the knowledge and skills necessary, both orally
and in writing, with some errors and some effectiveness.
~Name speaks in rehearsed and familiar contexts using accurate pronunciation and appropriate
expression with considerable effectiveness.
~Name speaks in rehearsed and familiar contexts using accurate pronunciation and appropriate
expression with some effectiveness.
~Name speaks in rehearsed and familiar contexts using accurate pronunciation and appropriate
expression with little effectiveness.
To improve, ~Name can participate more actively in oral activities.
To improve understanding, ~Name should focus on key words and visual cues.
~Name should focus on teacher modeling to improve pronunciation and comprehension of material.
~Name communicates in complete sentences with a high degree of effectiveness.
~Name communicates in complete sentences with considerable effectiveness.
~Name communicates in complete sentences with some effectiveness.
~Name communicates in sentences fragments with little effectiveness.
~H/s/e reads and responds to written texts, applying the knowledge and skills needed, both orally and
in writing, with very few errors and a high degree of effectiveness.
~Name reads and responds to written texts, applying the knowledge and skills necessary, both orally
and in writing, with few errors and considerable effectiveness.
~Name reads and responds to written texts, applying the knowledge and skills necessary, both orally
and in writing, with some errors and some effectiveness.
~Name reads and responds to written texts, applying the knowledge and skills necessary, both orally
and in writing, with frequent errors and little effectiveness.
~Name responds to oral texts with a high degree of effectiveness, showing understanding of ideas and
details.
~H/s/e should focus on visual cues and tone of voice during teacher modeling to improve
comprehension of material. K.To
~Name responds to oral texts with a high degree of effectiveness, showing understanding of ideas and
details.
~Name listens to oral texts and applies knowledge of language structures and vocabulary when
responding, to show understanding of ideas and details with considerable effectiveness.
~Name listens to oral texts and applies knowledge of language structures and vocabulary when
responding, to show understanding of ideas and details with some effectiveness.
~Name listens to oral texts and applies knowledge of language structures and vocabulary when
responding, to show understanding of ideas and details with little effectiveness.
~Name reads and responds to written material, orally and in writing, using specified vocabulary and
structures, with very few errors and a high degree of effectiveness.
~Name reads and responds to written material to show understanding with occasional errors and
considerable effectiveness.
~Name reads and responds to written material to show understanding with frequent errors and some
effectiveness.
~Name reads and responds to written material to show understanding with constant major errors or
omissions and limited effectiveness.
In writing, ~Name uses the specified structures and vocabulary, with very few errors and a high
degree of effectiveness.
In writing, ~Name uses the specified structures and vocabulary, with few errors and considerable
effectiveness.
In writing, ~Name uses the specified structures and vocabulary, with frequent errors and some
effectiveness.
In writing, ~Name uses the specified structures and vocabulary, with constant major errors or
omissions and little effectiveness.
~Name should contribute more to oral discussions.
~Name should focus on nonverbal cues, such as gestures, tone of voice, and expression to improve
comprehension.
~Name responds to oral texts with a high degree of effectiveness, showing understanding of ideas and
details. ~H/s/e reads and responds to written material, orally and in writing, using specified
vocabulary and structures, with very few errors and a high degree of effectiveness. ~H/s/e should
speak French in all classroom situations.
~Name responds to oral texts with considerable effectiveness, showing understanding of ideas and
details. ~H/s/e reads and responds to written material, orally and in writing, using specified
vocabulary and structures, with occasional errors and considerable effectiveness. ~H/s/e should
contribute more during oral work.
~Name responds to oral texts with some effectiveness, showing understanding of ideas and some
details. ~H/s/e reads and responds to written material, orally and in writing, using some specified
vocabulary and structures, with many errors and some effectiveness. ~H/s/e should focus on key
words and teacher modeling to improve understanding.
~Name demonstrates considerable knowledge of content when writing.
~Name demonstrates a thorough knowledge of content when writing.
~Name demonstrates some knowledge of content when writing.
~Name demonstrates limited knowledge of content when writing.
~H/s/e transfers knowledge and skills to new contexts with limited effectiveness and accuracy when
reading.
~H/s/e transfers knowledge and skills to new contexts with some effectiveness and accuracy when
reading.
~H/s/e transfers knowledge and skills to new contexts with considerable effectiveness and accuracy
when reading.
~H/s/e transfers knowledge and skills to new contexts with a high degree of effectiveness and
accuracy when reading.
~H/s/e orally expresses ideas and information with limited clarity.
~H/s/e orally expresses ideas and information with some clarity.
~H/s/e orally expresses ideas and information with considerable clarity.
~H/s/e orally expresses ideas and information with a high degree of clarity.
~Name needs to focus on teacher modeling for correct pronunciation.
~Name should try to speak exclusively in French during class.
~Name should carefully watch the teacher during instruction, and focus on nonverbal cues to improve
understanding.
~Name needs to carefully proofread written work.
~Name needs to make better use of available resources when completing written work.
~Name is encouraged to take risks by contributing ideas to discussions.
~Name orally expresses ideas with a high degree of clarity when responding to specific questions.
~Name orally expresses ideas with considerable clarity when responding to specific questions.
~Name orally expresses ideas with some clarity when responding to specific questions.
~Name orally expresses ideas with limited clarity when responding to specific questions.
~H/s/e transfers knowledge and skills to new contexts with limited effectiveness when ~h/s/e writes
simple texts and responses following a model.
~H/s/e transfers knowledge and skills to new contexts with some effectiveness when she writes
simple texts and responses following a model.
~H/s/e transfers knowledge and skills to new contexts with considerable effectiveness when she
writes simple texts and responses following a model.
~H/s/e transfers knowledge and skills to new contexts with a high degree of effectiveness when she
writes simple texts and responses following a model.
~H/s/e demonstrates thorough knowledge of content when reading French.
~H/s/e demonstrates considerable knowledge of content when reading French.
~H/s/e demonstrates some knowledge of content when reading French.
~H/s/e demonstrates limited knowledge of content when reading French.
~Name needs to watch the teacher during instruction and focus on nonverbal cues to improve
understanding.
~Name should take risks and contribute more to discussions.
~Name orally expresses ideas with considerable clarity when responding to specific questions. ~H/s/e
transfers knowledge and skills to new contexts with some effectiveness when ~h/s/e writes simple
texts and responses following a model. ~H/s/e demonstrates considerable knowledge of content when
reading French.
Next Steps
Such as:
- increased class participation
- slowing down and taking time to complete tasks
- coming to class prepared
- encouraged to speak French more frequently
- needing to hand projects in
*
*
*
*
*
*
needs to contribute more to class discussions.
needs to take risks and volunteer responses.
make productive use of class time
needs to be prepared for presentations
should speak exclusively in French during class.
needs to focus on teacher modelling to improve understanding.
~Name should focus on nonverbal cues, such as gestures, tone of voice, and expression to improve
comprehension.
~Name needs to focus on teacher modeling for correct pronunciation.
~Name should carefully watch the teacher during instruction, and focus on nonverbal cues to improve
understanding.
~Name should focus on teacher modeling to improve comprehension and confidence to participate.
~Name needs to watch and imitate the teacher’s gestures and tone of voice which accompany key
words to improve pronunciation and understanding.
~Name should carefully watch the teacher during instruction, and focus on nonverbal cues to improve
understanding.
A nightly review of material taught and making better use of posted word lists will help with
understanding and improve confidence to participate more.
~H/s/e should imitate the teacher’s words and gestures to improve fluency and understanding.
~Name can take a more active part in oral activities.
~Name needs to carefully proofread written work
~Name can take a more active part in oral activities by imitating the teacher’s gestures and tone of
voice which accompany key words to improve fluency.
~Name should make a better effort to speak French more during class.
~Name should use French in all classroom situations.
Concepts Learned
Grade 5
Louis la grenouille
Les infinitifs - 28, 32, 67, 74, 97
Le négatif - 44, 97, 108
Les verbes au pluriel - 44, 57, 80, 108
Le passé - 46, 65, 82, 112
Corrige les fautes - 72
Chat Angora
Le négatif - 62, 120
Les infinitifs - 3, 23, 58, 76, 101
Le passé - 32, 61, 98
Les verbes au pluriel - 90, 104
Corrige les fautes - 60, 74, 90
L'imparfait - 130
Le futur - 123
Le bistro des animaux
Le passé et le futur - 33
L'infinitif - 12, 13, 61
L'imparfait - 26, 133
Le passé - 64, 104, 133
Le négatif - 40, 65, 97, 127
Le pluriel - 42, 50, 81, 111
Long Range Plans
Many teachers have been asking me for my long-range plans/curriculum outlines. Here they are:
Crescent Lower School French Course Overviews
Grade Three French
The program used in grade 3 is Wendy Maxwell’s “Histoires en action!” which is based on the
Accelerated Integrative Method (“AIM”).
The focus of the grade 3 French program is to develop strong communication skills through kinesthetic
activities and an integrated, drama-based approach designed for students specifically in the first year
of Core French. Although oral communication skills are emphasized, appropriate exposure to the
written word, and the opportunity to develop reading and writing skills occurs from the beginning, so
that these skills develop naturally and in conjunction with other language skills, as they do in the
homeroom English classes.
The objectives of the grade 3 program are to develop a strong foundation for beginning fluency in
French. This is accomplished through a program designed specifically to accelerate fluency.
The oral presentation of essential high frequency vocabulary is through a kinesthetic method that
allows language to be presented in a way that responds to a variety of learning styles and
intelligences. Language is contextualized for the students through the integrated use of plays. There is
a balance among large and small group work, as well as individual activities.
When students complete drama units, they are encouraged to perform the plays and share the related
written activities with parents and family members. French is the language used in all classroom
interactions.
Play: “Les Trois Petits Cochons”
Throughout the year, students will:
•
•
•
•
•
•
•
•
•
•
•
•
view, listen to and read the play
memorize the story
recognize words and their meanings within the context of the play
dramatize the play
read the text to the teacher and each other
produce puppets
respond to simple knowledge and comprehension based questions orally
manipulate the language in written form through a variety of oral and written activities
listen to and learn to sing songs and perform dances
identify single words introduced through gesture, and name gestured words
repeat vocabulary introduced through gesture
learn to speak while the teacher gestures
Assessment will take a variety of forms, including anecdotal, performance and products:
• observation of participation in large and small group oral language activities
• final production of play for an audience
• oral knowledge and comprehension questions
• written comprehension questions
• in large and small group sessions, students will demonstrate ability to identify individual words by
gesturing and/or naming the word
• participation when teacher gestures
Homework:
Students will be expected to spend five to ten minutes a night reviewing lines for rehearsal and
performance, and reviewing gestured vocabulary introduced during previous lessons with the DVD.
References:
Maxwell, W. “Histoires en action!1” program and DVD.
Grade Four French
The program used in grade 4 is Wendy Maxwell’s “Histoires en action!” which is based on the
Accelerated Integrative Method (“AIM”).
The focus of the grade 4 French program is to develop strong communication skills through kinesthetic
activities and an integrated, drama-based approach designed for students specifically at the level of
second year Core French.
Both oral and written communication skills are emphasized, so that appropriate exposure to the
written word, and the opportunity to develop reading and writing skills occurs throughout the year.
The Grade Four program builds upon the foundation that is established in Grade Three. We continue to
expand essential high frequency vocabulary through a kinesthetic method that allows language to be
presented in a way that responds to a variety of learning styles and intelligences. Students will be
responsible for completing increasingly more linguistically demanding oral and written work.
Scripted plays that provide contextualized vocabulary continue to be used to develop reading and
writing skills, in addition to oral fluency. We continue to balance large group work with small group
and individual activities. Many of the plays are based upon French songs and music also plays a role in
language development. Students are expected to participate in co-operative story elaboration,
individual story retelling, both oral and written and individual creative-writing assignments. French is
the language used in all classroom interactions.
Plays:
Term 1 play: “Comment y aller?”
Term 2 play: “L’arbre ungali”
Term 3 play: “Louis la grenouille”
For each term, students will:
• view, listen to and read play
• memorize lines from the story
• recognize words and their meanings within the context of the play
• dramatize the play, responding in a personal way
• read the text to the teacher and each other
• extract specific information to ask and respond to simple knowledge and comprehension based
questions orally
• manipulate the language in written form through a variety of activities
• compare/contrast and describe characters
• listen to and learn to sing songs and do dances
• identify single words and sentences introduced through gesture, and name gestured words
• repeat vocabulary introduced through gesture
• participate in creative story writing, both oral and written, individual and co-operative
• do oral story retelling
• speak while teacher gestures
• interact spontaneously with others in all classroom interactions in French
Throughout the year, students will:
• orally learn/review double-verb construction
• orally learn/review 3rd person plural verb forms
• orally learn/review le passé composé of regular and irregular verbs
• orally learn/review verbs most commonly using l’imparfait in the past
• learn grammar raps: l'infinitif; la conjugaison des verbes au singulier; l'apostophe; les contractions;
le négatif
Assessment will take a variety of forms, including anecdotal, performance and products:
• observation of participation in large and small group oral language activities
• final production of play for an audience
• oral knowledge and comprehension questions
• written language manipulation and comprehension activities
• in large and small group sessions, students will demonstrate ability to identify individual words by
gesturing and/or naming the word
• participation in co-operative story extensions
• creative story-writing (retelling and extension)
• participation while teacher gestures
• interaction with others spontaneously in French
Homework:
Students will be expected to review their lines for rehearsal and performance, and to review gestured
vocabulary with the DVD from time to time.
References:
Maxwell, W. “Histoires en action!1 and 2” program and DVD.
Grade Five French
The program used in grade 5 is Wendy Maxwell’s Accelerated Integrative Method (“AIM”).
The focus of the grade 5 French program is to develop strong communication skills through kinesthetic
activities and an integrated, drama-based approach designed for students specifically at the level of
third year Core French.
Both oral and written communication skills are emphasized, so that appropriate exposure to the
written word, and the opportunity to develop reading and writing skills occurs throughout the year.
The Grade 5 program builds upon the foundation that is established in Grades 3 and 4. We continue to
expand essential high frequency vocabulary through a kinesthetic method that allows language to be
presented in a way that responds to a variety of learning styles and intelligences. Students will be
responsible for completing increasingly more linguistically demanding oral and written work.
Scripted plays that provide contextualized vocabulary continue to be used to develop reading and
writing skills, in addition to oral fluency. We continue to balance large group work with small group
and individual activities.
Many of the plays are based upon French songs and music also plays a role in language development.
Students are expected to participate in co-operative story elaboration, individual story retelling, both
oral and written and individual creative-writing assignments. French is the language used in all
classroom interactions.
Plays:
Term 1 play: “Chat Angora”
Term 2 play: “Le Bistro des Animaux”
Term 3 play: “Veux-tu aller au Carnaval?”
For each term, students will:
• view, listen to and read play
• memorize lines from the story
• recognize words and their meanings within the context of the play
• dramatize the play, responding in a personal way
• read the text to the teacher and each other
• extract specific information to ask and respond to simple knowledge and comprehension based
questions orally
• manipulate the language in written form through a variety of activities
• compare/contrast and describe characters
• listen to and learn to sing songs
• identify single words and sentences introduced through gesture, and name gestured words
• repeat vocabulary introduced through gesture
• participate in creative story writing, both oral and written, individual and co-operative
• do oral story retelling
• speak while teacher gestures
• interact spontaneously with others in all classroom interactions in French
Throughout the year, students will:
• learn/review double-verb construction, orally and written
• learn/review 1st, 2nd and 3rd person plural verb forms, orally and written
• learn/review le passé composé of regular and irregular verbs, orally and written
• learn/review verbs most commonly using l’imparfait in the past, orally and written
• learn reflexive verbs in the present and in the past.
• learn “nous” and “vous” verb forms
• learn the verbs using "être" in the past tense
• learn/review grammar raps: l'infinitif; la conjugaison des verbes au singulier; l'apostophe; les
contractions; le négatif
Assessment will take a variety of forms, including anecdotal, performance and products:
• observation of participation in large and small group oral language activities
• final production of play for an audience
• individual reading with teacher
• oral knowledge and comprehension questions
• written language manipulation and comprehension activities
• in large and small group sessions, students will demonstrate ability to identify individual words by
gesturing and/or naming the word
• participation in co-operative story extensions
• do creative story-writing (retelling and story extension)
• interaction with others spontaneously in French
Homework:
Students will be expected to review their lines for rehearsal and performance and to review gestured
vocabulary with the DVD from time to time.
References:
Maxwell, W. “Histoires en action!2 & 3” program and DVD.
Classroom Rules
On doit parler en français tout le temps.
On doit écouter le professeur.
On doit respecter tout le monde.