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center9525French 2: Learning Standards Guide00French 2: Learning Standards GuideThis year in French 2, we will assess your knowledge and ability to communicate in a variety of ways. Our 6 learning standards are designed by the American Council of the Teaching of Foreign Languages (ACTFL) and are designed to increase your communication in the target language. All of our assessments will center around 1 or more modes of communication.Our learning standards this year are:Interpretive Communication: Print TextInterpretive Communication: Audio/AudioVisual SourceInterpersonal Communication: SpeakingInterpersonal Communication: WritingPresentational Communication: SpeakingPresentational Communication: WritingFormativeFinal ExamPlease use this guide to better understand each learning standard and prepare for upcoming assessments. I have created guidelines and a checklist for each standard. Use it when studying for assessments throughout the year. If you are struggling, remember a reassessment is available to you if you are in good-standing. Please see me before or after school to schedule a reassessment. Reassessments will only be completed before or after school. I will decide when you are ready for a reassessment. If you need help preparing for an assessment, please come in for tutoring on Tuesdays and Thursdays to receive help from a French Honor Society member. I am available on Tuesdays, Wednesdays and Thursdays. Please check with my maternity leave substitute for their availability.If you have any questions, do not hesitate to e-mail me or come by and talk to me! -Madame SchraderRubrique?: Les Devoirs/Le Pratique FormatifThroughout the semester, I will not assign a grade every day for homework. However, I will randomly collect homework assignments to provide you with a grade and feedback on your ability and effort to complete the assignment. Please review the rubric below. This will be used to give you a grade out of 5 points on these homework assignments. To improve grammar, vocabulary and writing, be sure you correct your homework assignments. Use the number system guide to correct your work.NoteLes Conditions Exceeds5The message written or the assignment done is clearly related to the prompt and/or to the task given and is clear, organized and comprehensible.If the assignment allows, student provides details and examples.The student demonstrates quantity and quality of vocabulary and grammar (new vocabulary, new grammar concepts, correct grammar, good spelling, etc.)The student demonstrates a strong effort (using notes, looking up words, etc.) to complete the assignment.Meets (Strong)4.5The message written or the assignment done is clearly related to the prompt and/or to the task given but may contain errors in: clarity, organization and/or comprehensibility.If the assignment allows, student provides some details and examples.The student demonstrates quantity and quality in use of vocabulary and grammar (new vocabulary, new grammar concepts, correct grammar, good spelling, etc.) but may rely heavily on simple sentences. The student demonstrates a good effort (using notes, looking up words, etc.) to complete the assignment.Meets (Minimal)4The message written or the assignment done is somewhat related to the prompt and/or to the task. The message and/or assignment may be either unclear, disorganized or incomprehensible.If the assignment allows, the student attempts to provide a few examples.The student demonstrates some quality of vocabulary and grammar (new vocabulary, new grammar concepts, correct grammar, good spelling, etc.). Student relies heavily on simple sentences and their writing is influenced by English.The student demonstrates some effort (using notes, looking up words, etc.) to complete the assignment.Reaching3The message written or the assignment done is somewhat unrelated to the prompt and/or to the task. The message and/or assignment is unclear, disorganized and/or incomprehensible.Some of the information and examples are inconsistent.The student demonstrates quality of vocabulary and grammar when trying to express personal meaning. Errors occur when language becomes more complex and when trying to incorporate new vocabulary and/or grammar. Student relies heavily on simple sentences and their writing is influenced by English.The student demonstrates minimal effort (using notes, looking up words, etc.) to complete the assignment.Not Meeting2.5The message written or the assignment done is unrelated to the prompt and/or to the task. The message and/or assignment is unclear, disorganized or rmation is minimally accurate and no examples are provided.Accuracy of vocabulary and grammar is limited to memorized words and phrases. Student does not attempt new vocabulary and/or grammar. English greatly influences the work.The student demonstrates little effort (using notes, looking up words, etc.) to complete the assignment and may leave some questions and/or responses blank.Incomplete0The student did not complete the assignment.*In this rubric, concept is defined as a new vocabulary, grammar, spelling, cultural, or communication concept.Interpretive Reading RubricThis learning standard will assess your ability to interpret meaning and comprehension of a written text. This text could be a short story, reader, infographic, newspaper/magazine article, etc.I will not assess you on every piece of the rubric for every assessment. (For example, I may only assess you on key word recognition, the main idea and supporting details of a short story).For an Interpretive Reading Assessment, remember to:Study your vocabulary! Vocabulary is essential to written and spoken comprehension. Include all aspects of the main idea: what it is about, why is it written, for whom is it written, where would you find it, and why does it exist?Read the questions beforehand to understand all supporting details you will need to understand from the text.As you read, make annotations (take notes in margins, circle unknown words, clarify meaning of unknown words, identify key vocabulary, etc.)Verify information by re-reading.Use strategies to help you guess the meaning of unknown words: identify the type of word (noun, verb, adjective), reflect on a similar English/French word, and finally, re-read the text around the word to decipher meaning.When making an inference, you will be asked to think outside of the box. The answer will not be given in the text. You have to use information from the text to think beyond (making predictions, justifications, explanations). Remember to always USE INFORMATION FROM THE SOURCE to justify your answer.Study everything we have learned about the culture (practices, perspectives, etc) in order to prepare for the cultural perspectives question.Identify how the text is organized and provide a justification to explain your thinking.Identify the author’s perspective and provide a justification to explain your thinking.Exceeds ExpectationsMeets ExpectationsDoes Not Meet ExpectationsAccomplished ComprehensionStrong ComprehensionMinimal ComprehensionLimited Comprehension10876-5Word RecognitionIdentifies all key words appropriately within context of the text.Identifies majority of key words appropriately within the context of the text.Identifies half of key words appropriately within the context of the text.Identifies a few key words appropriately within the context of the text.Main Idea DetectionIdentifies the complete main idea(s) of the text.Identifies the key parts of the main idea(s) of the text but misses some elements.Identifies some part of the main idea(s) of the text.May identify some ideas from the text but they do not represent the main idea (s).Supporting Detail DetectionIdentifies all supporting details in the text and accurately provides information from the text to explain these details.Identifies the majority of supporting details in the text and provides information from the text to explain some of these details.Identifies some supporting details in the text and may provide limited information from the text to explain these details. Or identifies the majority of supporting details but is unable to provide information from the text to explain these details.Identifies a few supporting details in the text but may be unable to provide information from the text to explain these details.Guessing meaning from ContextInfers meaning of all unfamiliar words and phrases in the text. Inferences are accurate.Infers meaning of most unfamiliar words and phrases in the text. Most of the inferences are plausible although some may not be accurate.Infers meaning of some unfamiliar words and phrases in the text. Most of the inferences are plausible although many are not accurate.Inferences of meaning of unfamiliar words and phrases are largely inaccurate or lacking.Inferences (Reading between the lines)Infers and interprets the text’s meaning in a highly plausible manner.Infers and interprets the text’s meaning in a partially complete and/or partially plausible manner.Makes a few plausible inferences regarding the text’s meaning.Inferences and interpretations of the text’s meaning are largely incomplete and/or not plausible.Cultural PerspectivesIdentifies cultural perspectives/norms accurately. Provides a detailed connection of cultural products/practices to perspectives.Identifies some cultural perspectives/norms accurately. Connects cultural products/practices to perspectives.Identifies some cultural perspectives/norms accurately. Provides a minimal connection of cultural products/practices to perspectives.Identification of cultural perspectives/norms is mostly superficial or lacking. And/or connection of cultural practices/products to perspectives is superficial or anizational FeaturesIdentifies the organizational feature(s) of the text and provides an appropriate rationale.Identifies the organizational feature(s) of the text; rationale misses some key points.Identifies in part the organizational feature(s) of the text; rationale may miss some key points. Or identifies the organizational feature(s) but rationale is not provided.Attempts to identify the organizational feature(s) of the text but is not successful.Author’s PerspectiveIdentifies the author’s perspective and provides a detailed justification.Identifies the author’s perspective and provides a justification.Identifies the author’s perspective but justification is either inappropriate or incomplete.Unable to identify the author’s perspective.Interpretive Listening RubricThis learning standard will assess your ability to interpret meaning and comprehension of an audio/audiovisual source. This could be a video, podcast, audio file, This rubric is very similar to the Interpretive Reading rubric, as we assess the same criteria for listening comprehension. I will not assess you on every piece of the rubric for every assessment. (For example, I may only assess you on key word recognition, the main idea and supporting details of a video).For an Interpretive Listening Assessment, remember to:Study your vocabulary! Vocabulary is essential to written and spoken comprehension. Include all aspects of the main idea: what it is about, why is it presented, for whom is it presented, where would you find it, and why does it exist?Read the questions beforehand to understand all supporting details you will need to understand from the audio.Verify information the 2nd, 3rd and 4th times you view the audio source.Use strategies to help you guess the meaning of unknown words: identify the type of word (noun, verb, adjective), reflect on a similar English/French word, and finally, listen to what is being said around the word to decipher meaning.When making an inference, you will be asked to think outside of the box. The answer will not be given in the audio source. You have to use information from the source to think beyond (making predictions, justifications, explanations). Remember to always USE INFORMATION FROM THE SOURCE to justify your answer.Study everything we have learned about the culture (practices, perspectives, etc) in order to prepare for the cultural perspectives question.Identify how the audio source is organized and provide a justification to explain your thinking.Identify the speaker’s perspective and provide a justification to explain your thinking.Exceeds ExpectationsMeets ExpectationsDoes Not Meet ExpectationsAccomplished ComprehensionStrong ComprehensionMinimal ComprehensionLimited Comprehension10876-5Word RecognitionIdentifies all key words appropriately within context of the audio source.Identifies majority of key words appropriately within the context of the audio source..Identifies half of key words appropriately within the context of the audio source..Identifies a few key words appropriately within the context of the audio source..Main Idea DetectionIdentifies the complete main idea(s) of the audio source..Identifies the key parts of the main idea(s) of the audio source but misses some elements.Identifies some part of the main idea(s) of the audio source.May identify some ideas from the audio source but they do not represent the main idea (s).Supporting Detail DetectionIdentifies all supporting details in the audio source and accurately provides information from the text to explain these details.Identifies the majority of supporting details in the audio source and provides information from the text to explain some of these details.Identifies some supporting details in the text and may provide limited information from the audio source to explain these details. Or identifies the majority of supporting details but is unable to provide information from the audio source to explain these details.Identifies a few supporting details in the audio source but may be unable to provide information from the text to explain these details.Guessing meaning from ContextInfers meaning of all unfamiliar words and phrases in the audio source. Inferences are accurate.Infers meaning of most unfamiliar words and phrases in the audio source. Most of the inferences are plausible although some may not be accurate.Infers meaning of some unfamiliar words and phrases in the audio source. Most of the inferences are plausible although many are not accurate.Inferences of meaning of unfamiliar words and phrases are largely inaccurate or lacking.Inferences (Reading between the lines)Infers and interprets the audio source’s meaning in a highly plausible manner.Infers and interprets the audio source’s meaning in a partially complete and/or partially plausible manner.Makes a few plausible inferences regarding the audio source’s meaning.Inferences and interpretations of the audio source’s meaning are largely incomplete and/or not plausible.Cultural PerspectivesIdentifies cultural perspectives/norms accurately. Provides a detailed connection of cultural products/practices to perspectives.Identifies some cultural perspectives/norms accurately. Connects cultural products/practices to perspectives.Identifies some cultural perspectives/norms accurately. Provides a minimal connection of cultural products/practices to perspectives.Identification of cultural perspectives/norms is mostly superficial or lacking. And/or connection of cultural practices/products to perspectives is superficial or anizational FeaturesIdentifies the organizational feature(s) of the audio source and provides an appropriate rationale.Identifies the organizational feature(s) of the audio source; rationale misses some key points.Identifies in part the organizational feature(s) of the audio source; rationale may miss some key points. Or identifies the organizational feature(s) but rationale is not provided.Attempts to identify the organizational feature(s) of the audio source but is not successful.Speaker’s PerspectiveIdentifies the speaker’s perspective and provides a detailed justification.Identifies the speaker’s perspective and provides a justification.Identifies the speaker’s perspective but justification is either inappropriate or incomplete.Unable to identify the speaker’s perspective.Interpersonal Speaking RubricThis learning standard will assess your ability to communicate in a spontaneous manner. Throughout each unit, we will practice a variety of conversations (at the restaurant, in the clothing store, what do we celebrate, etc) These conversations will be practiced over and over. It is up to you to study your vocabulary, grammar and cultural information in order to apply what you are learning to your conversations. The rubric below is how I will grade you. For an Interpersonal Speaking assessment, remember to:Stay on topic!Provide details (explain, examples)Narrate in the present tense with a variety of structures and simple/compound sentences. Respond to the questions asked with elaboration.Ask questions in the conversation to advance the conversation. You will start out by being very reactive but will advance this skill throughout the year. (Example: Someone asks you “est-ce que tu aimes ta Maman?” you respond and then ask the same question or a similar question. This is okay for the beginning of the year but you will work on your conversation skills throughout the year to improve this and communicate effectively)Do not rely on English! Think in French! You want to be well understood by someone who is accustomed to non-native speakers.Attention to your vocabulary. Use a variety of vocabulary and use circumlocution if your partner does not understand what you are saying or if you get stuck expressing yourself.Attention to your grammar. Obviously grammar will not be perfect, but remember to self-correct. If you say “je parlais” and you meant to say “je parle”, just correct yourself. Prepare for conversations. When an assessment is announced, study your vocabulary, pronunciation of words, grammar, etc to be well prepared for the assessment.Criteria Exceeds ExpectationsMeets ExpectationsStrongMeets ExpectationsMinimalDoes Not Meet Expectations10876-5Message –The quality and content of the message relayed by the writer.The message spoken is clearly related to the prompt and directions given. Details and examples are provided to support accurate information. The message spoken is related to the prompt and directions given.Some detail and some examples are used to provide support of accurate information. The message spoken is moderately related to the prompt and directions given.Some examples are provided to provide support of accurate information, though some information may be inconsistent. The message spoken is unrelated to the prompt and directions rmation is minimally accurate. Language Function – Language tasks the speaker is able to handle in a consistent, comfortable, sustained, and spontaneous mannerCreates with language by combining and recombining known elements; ability to express own meaning expands in quantity and quality. Narrates and describes in the present.Uses simple sentences and some strings of sentences, with an attempt at some connected sentence structure. Creates with language by combining and recombining known elements; is able to express personal meaning in a basic way. Narrates and describes in the present although not consistently.Uses some simple sentences and some strings of sentences.Some attempts made to use simple sentences. Uses mostly memorized language and/or words, lists and phrasesAttempts to narrate and describe in the present , though inconsistency and errors exists.Uses some simple sentences and memorized phrases.Uses mostly memorized only, familiar language. Difficulty narrating and describing in the present.Uses isolated words, phrases, chunks of language and lists. Communication Strategies – Quality of engagement and interactivity; how one participates in the conversation and advances it; strategies for negotiating meaning in the face of breakdown of communication. Responds to direct questions and requests for information with elaboration.Asks a variety of questions to obtain simple information but tends to function reactively. May clarify by restating or using circumlocution.Responds to direct questions and requests for information with some elaboration.Asks a few appropriate questions, but is primarily reactive. May try to restate in the face of miscommunication.Responds to basic direct questions and requests for information. Asks a few formulaic questions but is primarily reactive. May clarify by repeating and/or substituting different words.Responds to a limited number of formulaic questions. May use repetition or resort to English. Comprehensibility – Who can understand this person’s language? Is generally understood by those accustomed to the speaking of non-natives.Is generally understood by those accustomed to the speaking of non-natives, although repetition or re-phrasing may be required.Is generally understood with occasional difficulty by those accustomed to the speaking of non-natives although repetition or rephrasing may be required.Is understood, although often with difficulty, by those accustomed to interacting with non-natives. Language Control – Grammatical accuracy, appropriate vocabulary, degree of fluencyDemonstrates quantity and quality of intermediate-level vocabulary and grammar, though accuracy and fluency may decrease when attempting to handle complex tasks. Applies new vocabulary and grammatical structures.Vocabulary is influenced by the French language. Pronunciation and clarity demonstrates evidence of the student’s effort to prepare for the conversation.Is most accurate when producing simple sentences in present time.Some attempt to apply new vocabulary and grammatical structures, though accuracy and fluency may decrease as language becomes more complex.Vocabulary is influenced by the speaker’s native language.Some errors in Pronunciation and clarity, though student demonstrates evidence of the student’s effort to prepare for the conversation.Is most accurate with memorized language, including phrases. Writes with simple Vocabulary and grammatical structuresAccuracy decreases when creating and trying to express personal meaning.Vocabulary is influenced by English.Errors in pronunciation and clarity demonstrate student’s minimal effort to prepare for the conversation.Accuracy is limited to memorized words. Student struggles to apply simple vocabulary and grammatical structures. Accuracy decreases when attempting to communicate beyond the word level. Student heavily relies on the use of English.Many errors in pronunciation, clarity and hesitation demonstrate the student’s lack of effort in preparing for the conversation.Score de l’Etudiant: ___________________/10Interpersonal Writing RubricThis learning standard will assess your ability to communicate in a spontaneous written exchange. Throughout each unit, we will practice a variety of conversations (at the restaurant, in the clothing store, what do we celebrate, etc) These conversations will be practiced over and over. It is up to you to study your vocabulary, grammar and cultural information in order to apply what you are learning to your conversations. The rubric below is how I will grade you. For an Interpersonal Speaking assessment, remember to:Stay on topic!Provide details (explain, examples)Narrate in the present tense with a variety of structures and simple/compound sentences. Respond to the questions asked with elaboration.Ask questions in the conversation to advance the conversation. You will start out by being very reactive but will advance this skill throughout the year. (Example: Someone asks you “est-ce que tu aimes ta Maman?” you respond and then ask the same question or a similar question. This is okay for the beginning of the year but you will work on your conversation skills throughout the year to improve this and communicate effectively)Do not rely on English! Think in French! You want to be well understood by someone who is accustomed to non-native speakers.Attention to your vocabulary. Use a variety of vocabulary and use circumlocution if your partner does not understand what you are saying or if you get stuck expressing yourself.Attention to your grammar. Obviously grammar will not be perfect, but remember to self-correct. If you say “je parlais” and you meant to say “je parle”, just correct yourself. Prepare for conversations. When an assessment is announced, study your vocabulary, pronunciation of words, grammar, etc to be well prepared for the assessment.Criteria Exceeds ExpectationsMeets ExpectationsStrongMeets ExpectationsMinimalDoes Not Meet Expectations10876-5Message –The quality and content of the message relayed by the writer.The message written is clearly related to the prompt and directions given. Details and examples are provided to support accurate information. The message written is related to the prompt and directions given.Some detail and some examples are used to provide support of accurate information. The message written is moderately related to the prompt and directions given.Some examples are provided to provide support of accurate information, though some information may be inconsistent. The message written is unrelated to the prompt and directions rmation is minimally accurate. Language Function – Language tasks the speaker is able to handle in a consistent, comfortable, sustained, and spontaneous mannerCreates with language by combining and recombining known elements; ability to express own meaning expands in quantity and quality. Narrates and describes in the present.Uses simple sentences and some strings of sentences, with an attempt at some connected sentence structure. Creates with language by combining and recombining known elements; is able to express personal meaning in a basic way. Narrates and describes in the present although not consistently.Uses some simple sentences and some strings of sentences.Some attempts made to use simple sentences. Uses mostly memorized language and/or words, lists and phrasesAttempts to narrate and describe in the present , though inconsistency and errors exists.Uses some simple sentences and memorized phrases.Uses mostly memorized only, familiar language. Difficulty narrating and describing in the present.Uses isolated words, phrases, chunks of language and lists. Communication Strategies – Quality of engagement and interactivity; how one participates in the conversation and advances it; strategies for negotiating meaning in the face of breakdown of communication. Responds to direct questions and requests for information from the written exchange. Asks a variety of questions to obtain simple information and advance the written exchange.Responds to direct questions and requests for information from the written exchange.Asks a few appropriate questions, but does little to advance the written exchange.Responds to basic direct questions and requests for information from the written exchange.Asks a few formulaic questions but is primarily reactive. Questions do not advance the written exchange.Responds to a limited number of formulaic questions from the written exchange. May use repetition or resort to English. Comprehensibility – Who can understand this person’s language? Is generally understood by those accustomed to the writing of non-natives.Is generally understood by those accustomed to the writing of non-natives, although repetition or re-phrasing may be required.Is generally understood with occasional difficulty by those accustomed to the writing of non-natives although repetition or rephrasing may be required.Is understood, although often with difficulty, by those accustomed to interacting with non-natives. Language Control – Grammatical accuracy, appropriate vocabulary, degree of fluencyDemonstrates quantity and quality of intermediate-level vocabulary and grammar, though accuracy and fluency may decrease when attempting to handle complex tasks. Applies new vocabulary and grammatical structures.Vocabulary is influenced by the French language. Is most accurate when producing simple sentences in present time.Some attempt to apply new vocabulary and grammatical structures, though accuracy and fluency may decrease as language becomes more complex.Vocabulary is influenced by the speaker’s native language.Is most accurate with memorized language, including phrases. Writes with simple Vocabulary and grammatical structuresAccuracy decreases when creating and trying to express personal meaning.Vocabulary is influenced by English.Accuracy is limited to memorized words. Student struggles to apply simple vocabulary and grammatical structures. Accuracy decreases when attempting to communicate beyond the word level. Student heavily relies on the use of English.Presentational Writing RubricThis learning standard will assess your ability to write for an audience. Unlike interpersonal communication, presentational communication is prepared and rehearsed before the assessment is given. In French 2, Presentational Writing assessments will be assessed on unit exams (paragraph, short story, short narrative) and projects (menu, article, short story, etc). For a Presentational Writing assessment, remember to:Follow all guidelines of the prompt and/or project given.Follow all directions given.Provide details (explain, examples) in your writing.Narrate in the present tense with a variety of structures and simple/compound sentences. Provide impact to your audience by organizing the writing in a clear manner. Provide impact to your audience by creating an original message that is rich in details. Capture the attention of your audience with unexpected features (Be creative in your writing!)Do not rely on English! Look up unknown words and think in French! You want to be well understood by someone who is accustomed to non-native speakers.DO NOT USE AN ONLINE TRANSLATOR. It is obvious when you do this and you will receive a ZERO for your assessment or project. This is considered cheating! If I see a tense that we have not yet learned, this is clear evidence of translation. At the beginning of French 2, you only know the present tense. If you are trying to say, “I would do something or I should do something…”, you need to discuss this with me ahead of time. Attention to your vocabulary. Use a variety of vocabulary and avoid repetition.Attention to your grammar. As this is not spontaneous, you have time to revise and edit your writing. Consult your formative feedback writing assignments that I have corrected for you to improve on grammar. Bring in your project before it is due to get feedback from me.Take time for out-of-class projects. If I assign something one or two weeks ahead of time, it is going to take more than 2 hours to complete. Rushed and hurried projects will look rushed and hurried. You will not meet expectations by waiting until the last minute. Take time to do the project according to the directions and do it well!Criteria Exceeds ExpectationsMeets Expectations: StrongMeets Expectations: MinimalDoes Not Meet ExpectationsMessage –The quality and content of the message relayed by the writer.The message written is clearly related to the prompt and directions given.Details and examples are provided to support accurate information.The message written is related to the prompt and directions given. Some detail and some examples are used to provide support of accurate and/or complete information.The message written is moderately related to the prompt and directions given.Some examples are provided to provide support of accurate and/or somewhat complete information, though some information may be inconsistent and/or incomplete.The message written is unrelated to the prompt and directions rmation is minimally accurate and/or complete and no examples are provided.Language Function – Language tasks the writer is able to handle in a consistent, comfortable, sustained, and spontaneous mannerText Type – Quantity and organization of language discourse Recombines learned language to create simple, compound and some strings of sentencesCreates with language by combining and recombining known elements; ability to express own meaning expands in quantity and quality. Narrates and describes in the present.Uses simple sentences and some strings of sentences, with an attempt at some connected sentence structure. Uses simple and compound sentences.Creates with language by combining and recombining known elements; is able to express personal meaning in a basic way. Narrates and describes in the present although not consistently.Uses some simple sentences and some strings of sentences.Uses mostly memorized language with some attempts to create. Uses some simple sentences and memorized phrases.Attempts to narrate and describe in the present , though inconsistency and errors exists.Uses mostly memorized only, familiar language. Difficulty narrating and describing in the present.Uses isolated words, phrases, chunks of language and lists. Impact – Clarity, organization, and depth of presentation; degree to which presentation maintains attention and interest of audienceWritten presentation is presented in a clear and organized manner. Message illustrates originality, rich details, and an unexpected feature that captures interest and attention of audience. Written presentation is presented in a clear and organized manner.Message illustrates originality, rich details, and/or organization of the text to maintain audience’s attention and/or interest.Written presentation is presented in a clear and organized manner.Some effort to include details to maintain audience’s attention.Written presentation may be either unclear or unorganized. Minimal to no effort to maintain audience’s attention. Comprehensibility –Who can understand this person’s language? Is generally understood by those accustomed to the writing of non-natives.Is generally understood by those accustomed to the writing of non-natives. Some reliance on English causes the language to be somewhat incomprehensible.Is generally understood with occasional difficulty by those accustomed to the writing of non-natives although repetition or rephrasing may be required.Is understood, although often with difficulty, by those accustomed to interacting with non-natives. Language Control – Grammatical accuracy, appropriate vocabulary, degree of fluencyDemonstrates quantity and quality of intermediate-level vocabulary and grammar, though accuracy and fluency may decrease when attempting to handle complex tasks. Applies new vocabulary and grammatical structures.Vocabulary is influenced by the French language. Is most accurate with vocabulary and grammar when producing simple sentences in present time.Some attempt to apply new vocabulary and grammatical structures, though accuracy and fluency may decrease as language becomes more complex.Vocabulary is influenced by the speaker’s native language.Is most accurate with vocabulary and grammar in memorized language, including phrases. Writes with simple Vocabulary and grammatical structuresAccuracy decreases when creating and trying to express personal meaning.Vocabulary is influenced by English.Accuracy of vocabulary and grammar is limited to memorized words. Student struggles to apply simple vocabulary and grammatical structures. Accuracy decreases when attempting to communicate beyond the word level. Student relies heavily on the use of English.Presentational Speaking RubricThis learning standard will assess your ability to give an oral presentation for an audience. Unlike interpersonal communication, presentational communication is prepared and rehearsed before the assessment is given. In French 2, Presentational Speaking assessments will be assessed with individual and group presentations. In a Presentational Speaking assessment, remember to:Follow all guidelines of the prompt and/or project given.Follow all directions given.Write out your presentation ahead of time in order to practice and prepare.Stay within the time limit.Provide details (explain, examples) in your spoken presentation.Narrate in the present tense with a variety of structures and simple/compound sentences. Provide impact to your audience by organizing the presentation in a clear manner. Provide impact to your audience by creating an original message that is rich in details. Capture the attention of your audience with unexpected features (Be creative in your presentation!)Do not rely on English! Look up unknown words and think in French when organizing your presentation! You want to be well understood by someone who is accustomed to non-native speakers.Attention to your vocabulary. Use a variety of vocabulary and avoid repetition.Attention to your grammar. As this is not spontaneous, you have time to practice, rehearse and revise your presentation. At times, I will allow the use of a note card to list a few words that will help guide you in the presentation. Practicing will help you avoid hesitation and maintain an organized presentation.Take time for out-of-class projects. If I assign something one or two weeks ahead of time, it is going to take more than 2 hours to complete. Rushed and hurried projects will look rushed and hurried. You will not meet expectations by waiting until the last minute. Take time to do the project according to the directions and do it well!Criteria Exceeds ExpectationsMeets Expectations: StrongMeets Expectations: MinimalDoes Not Meet ExpectationsMessage –The quality and content of the message relayed by the writer.The message spoken is clearly related to the prompt and directions given.Details and examples are provided to support accurate information.The message spoken is related to the prompt and directions given. Some detail and some examples are used to provide support of accurate and/or complete information.The message spoken is moderately related to the prompt and directions given.Some examples are provided to provide support of accurate and/or somewhat complete information, though some information may be inconsistent and/or incomplete.The message spoken is unrelated to the prompt and directions rmation is minimally accurate and/or complete and no examples are provided.Language Function – Language tasks the writer is able to handle in a consistent, comfortable, sustained, and spontaneous mannerText Type – Quantity and organization of language discourse Creates with language by combining and recombining known elements; ability to express own meaning expands in quantity and quality. Narrates and describes in the present.Uses simple sentences and some strings of sentences, with an attempt at some connected sentence structure. Creates with language by combining and recombining known elements; is able to express personal meaning in a basic way. Narrates and describes in the present although not consistently.Uses some simple sentences and some strings of sentences.Uses mostly memorized language with some attempts to create. Attempts to narrate and describe in the present , though inconsistency and errors exists.Uses some simple sentences and memorized phrases.Uses mostly memorized only, familiar language. Difficulty narrating and describing in the present.Uses isolated words, phrases, chunks of language and lists. Impact – Clarity, organization, and depth of presentation; degree to which presentation maintains attention and interest of audienceSpoken presentation is presented in a clear and organized manner. Message illustrates originality, rich details, and an unexpected feature that captures interest and attention of audience. Spoken presentation is presented in a clear and organized manner.Message illustrates originality, rich details, and/or organization of the text to maintain audience’s attention and/or interest.Spoken presentation is presented in a clear and organized manner.Some effort to include details to maintain audience’s attention.Spoken presentation may be either unclear or unorganized. Minimal to no effort to maintain audience’s attention. Comprehensibility –Who can understand this person’s language? Is generally understood by those accustomed to the writing of non-natives.Is generally understood by those accustomed to the writing of non-natives. Some reliance on English causes the language to be somewhat incomprehensible.Is generally understood with occasional difficulty by those accustomed to the writing of non-natives although repetition or rephrasing may be required.Is understood, although often with difficulty, by those accustomed to interacting with non-natives. Language Control – Grammatical accuracy, appropriate vocabulary, degree of fluencyDemonstrates quantity and quality of intermediate-level vocabulary and grammar, though accuracy and fluency may decrease when attempting to handle complex tasks. Applies new vocabulary and grammatical structures.Vocabulary is influenced by the French language. Pronunciation and clarity demonstrates evidence of the student’s effort to practice and rehearse the presentation.Is most accurate with vocabulary and grammar when producing simple sentences in present time.Some attempt to apply new vocabulary and grammatical structures, though accuracy and fluency may decrease as language becomes more complex.Vocabulary is influenced by the speaker’s native language.Some errors in Pronunciation and clarity, though student demonstrates evidence of the student’s effort to practice and rehearse the presentation.Is most accurate with vocabulary and grammar in memorized language, including phrases. Writes with simple Vocabulary and grammatical structuresAccuracy decreases when creating and trying to express personal meaning.Vocabulary is influenced by English.Errors in pronunciation and clarity demonstrate student’s minimal effort to practice and rehearse the presentation.Accuracy of vocabulary and grammar is limited to memorized words. Student struggles to apply simple vocabulary and grammatical structures. Accuracy decreases when attempting to communicate beyond the word level. Student heavily relies on the use of English.Many errors in pronunciation, clarity and hesitation demonstrate the student’s lack of effort in practicing and rehearsing the presentation. ................
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