Level 9 Checklist for 9.CS.1 (Listening/Viewing Skills)
Demonstrate understanding of the main idea and specific details related to the main idea in oral French multi-sentence presentations on a variety
of familiar topics in semi-guided situations.
Date:Name / Indicates the main idea / Retrieves key details / Compares and contrasts / Responds to questions / Completes a fill-in-the-blanks activity while listening / Represents under-standing of a song or video
4 – Meets expectations
3 – Meets expectations most of the time
2 – Sometimes meets expectations
1 – Does not meet expectations
Saskatchewan Ministry of Education (November 2012)
Level 9 Checklist for 9.CS.2 (Speaking Skills)
Discuss a variety of information on familiar topics through oral expression in semi-guided situations.
Date:Name / Interviews other students / Answers questions / Responds to questions / Engages in group conversations / Presents information / Reports on incidents / Reports on experiences / Presents a reader’s theatre
4 – Meets expectations
3 – Meets expectations at most times
2 – Sometimes meets expectations
1 – Does not meet expectations
Saskatchewan Ministry of Education (November 2012)
Level 9 Checklist for 9.CS.3 (Reading Skills)
Demonstrate understanding of the main idea and specific details in a variety of adapted or authentic 140-160 word multi-paragraph texts.
Date:Name / Identifies main idea / Selects key supporting
details / Identifies main idea and details in another student’s writing / Responds to questions about an authentic text
4 – Meets expectations
3 – Meets expectations at most times
2 – Sometimes meets expectations
1 – Does not meet expectations
Saskatchewan Ministry of Education (November 2012)
Level 9 Checklist for 9.CS.4 (Writing Skills)
Produce original student-generated expository, narrative, or procedural 100-120 word multi-paragraph texts or scripts.
Date:Name / Writes a three paragraph description / Writes a three paragraph journal entry / Writes a three paragraph procedure / Writes a three paragraph blog / Writes a three paragraph letter to the editor / Writes a three paragraph friendly letter or email / Writes a three paragraph story / Writes a 13-14 scene storyboard for a script / Writes a 100-120 word script / Writes a curriculum vitae
4 – Meets expectations
3 – Meets expectations at most times
2 – Sometimes meets expectations
1 – Does not meet expectations
Saskatchewan Ministry of Education (November 2012)
Level 9 Checklist for 9.LK.1 (Language Knowledge)
Demonstrate acquisition of French language concepts related to themes.
Date:Name / Numbers to
1 000 000 / Regular and irregular
-er, -ir, -re present tense verbs, singular and plural / Passé composé with verb avoir and être, singular and plural / First person singular of passé compose with avoir, être, faire, prendre, voir, naître / Agreement of singular, plural, masculine and feminine adjectives / Partitive article with negation / Conjunctions que, qui, à cause de / Appropriate register when addressing
elders,
respected people
4 – Meets expectations
3 – Meets expectations at most times
2 – Sometimes meets expectations
1 – Does not meet expectations
Saskatchewan Ministry of Education (November 2012)
Level 9 Checklist for 9.C.1 (Culture)
Demonstrate
Date:Name / Cultural influences of past Francophone, First Nations and Métis cultures / Past and present influences on future innovations / Examines past and present modes of storytelling / Participates in story-telling activities / Designs inventions influenced by past and present cultures / Anticipates future schools / Retells a Canadian legend / Explains the effects of past historical events
4 – Meets expectations
3 – Meets expectations at most times
2 – Sometimes meets expectations
1 – Does not meet expectations
Saskatchewan Ministry of Education (November 2012)
Level 6 Self-Evaluation for Listening/Viewing
Name: ______Date: ______
Listening/Viewing in French / RatingsI can… / 4 / 3 / 2 / 1 / Not rated
Tell the main idea of a presentation or video.
Find key details from a presentation or video.
Compare and contrast items.
Answer questions about a presentation, video or recording.
Complete a fill-in-the-blanks activity while listening.
Represent my own understanding of a French song.
Name and use listening strategies.
4 – I can do this and am able to demonstrate it.
3 – I can do this most of the time and am able to demonstrate it.
2 – I can sometimes do this but I may have difficulty demonstrating it.
1 – I cannot do this.
Goals for next time:
______
______
Saskatchewan Ministry of Education (November 2012)
Level 9 Self-Evaluation Checklist for Speaking
Name: ______Date: ______
Speaking in French / RatingsI can… / 4 / 3 / 2 / 1 / Not rated
Interview other students.
Answer questions asked by other students.
Respond to questions during an interview.
Participate in group discussions.
Present information.
Report on incidents.
Report on my own experiences.
Present a reader’s theatre.
Name and use speaking strategies.
4 – I can do this and am able to demonstrate it.
3 – I can do this most of the time and am able to demonstrate it..
2 – I can sometimes do this but I may have difficulty demonstrating it.
1 – I cannot do this.
Goals for next time:
______
______
*Participation: excellent, très bien, bien, assez bien, pas trop bien
Saskatchewan Ministry of Education (November 2012)
Level 9 Self-Evaluation Checklist for Reading
Name: ______Date: ______
Reading in French / RatingsI can… / 4 / 3 / 2 / 1 / Not rated
Tell the main idea.
Tell about key supporting details.
Tell about the main idea and supporting details in another student’s writing.
Answer questions about an authentic French text.
Name and use reading strategies.
4 – I can do this and am able to demonstrate it.
3 – I can do this most of the time and am able to demonstrate it.
2 – I can sometimes do this but I may have difficulty demonstrating it.
1 – I cannot do this.
Goals for next time:
______
______
Saskatchewan Ministry of Education (November 2012)
Level 9 Self-Evaluation Checklist for Writing
Name: ______Date: ______
Writing in French / RatingsI can… / 4 / 3 / 2 / 1 / Not rated
Write a 100-120 word, 3 paragraph description.
Write a 100-120 word, 3 paragraph journal entry.
Write a 100-120 word, 3 paragraph procedure.
Write a 100-120 word, 3 paragraph persuasive blog.
Write a 100-120 word, 3 paragraph email.
Write a 100-120 word, 3 paragraph letter to the editor.
Write a 100-120 word, 3 paragraph friendly letter.
Write a 100-120 word, 3 paragraph story.
Write a 100-120 word script.
Write a curriculum vitae.
Complete a 12-14 scene storyboard.
Name and use writing strategies.
4 – I can do this and am able to demonstrate it.
3 – I can do this most of the time and am able to demonstrate it.
2 – I can sometimes do this but I may have difficulty demonstrating it.
1 – I cannot do this.
Goals for next time:
______
______
Saskatchewan Ministry of Education (November 2012)
Level 9 Self-Evaluation Checklist for Language Knowledge
Name: ______Date: ______
French Language Knowledge / RatingsI can… / 4 / 3 / 2 / 1 / Not rated
Name numbers to one million.
Use regular, present tense, singular and plural –er, -ir, -re verbs.
Use singular and plural passé composé with avoir and être.
Use first person passé composé with irregular verbs avoir, être, faire, prendre, voir, naître.
Make singular, plural, masculine and feminine adjective agreements.
Place de after a negative verb.
Use conjunctions que, qui, à cause de.
Use «vous» when speaking to elders or respected people.
4 – I can do this and am able to demonstrate it.
3 – I can do this most of the time and am able to demonstrate it.
2 – I can sometimes do this but I may have difficulty demonstrating it.
1 – I cannot do this.
Goals for next time:
Saskatchewan Ministry of Education (November 2012)
Level 9 Self-Evaluation Checklist for Culture
Name: ______Date: ______
Cultural Knowledge / RatingsI can… / 4 / 3 / 2 / 1 / Not rated
Tell about how past cultures influence present lifestyles.
Tell about how past and present culture may influence future innovation.
Tell about storytelling in past and present cultures.
Tell about how we tell stories in today’s culture.
Participate in storytelling activities.
Design inventions for future homes and schools.
Retell a simple legend.
Explain the effects of past events on Canadian society.
4 – I can do this and am able to demonstrate it.
3 – I can do this most of the time and am able to demonstrate it.
2 – I can sometimes do this but I may have difficulty demonstrating it.
1 – I cannot do this.
Goals for next time:
______
______
*Participation: excellent, très bien, bien, assez bien, pas trop bien
Saskatchewan Ministry of Education (November 2012)
Core French Self Evaluation
Name(s): ______Date: ______
4= All of the time 3= Most of the time 2= Some of the time 1= Rarely
Work in Groups
- We helped others in our group with writing a paragraph. ___
- We stayed on task. ___
- We finished our work on time. ___
- We made an effort to speak in French. ___
Speaking
- I made an effort to speak in French. ___
- I pronounced most of the French words correctly. ___
- I used the key vocabulary words. ___
- I can give others instructions. ___
- I can respond to questions from others. ___
- I can ask questions of others. ___
- I spoke in complete sentences. ___
- I spoke loudly and clearly enough so that others could hear. ___
Writing
- I can write a sentence about ______. ___
- I can write a paragraph about ______. ___
- I can use correct punctuation, capitalization and spelling. ___
Participation
- I made an effort to use my oral language skills for the activities in class. ___
Goal Setting
Next time, I will
______
______
Saskatchewan Ministry of Education (November 2012)
Rubric for Oral Communication
Excellent / Très bien/Very good / Bien/
Good / À developer/
Beginning
Oral Participation / Student always makes an effort to speak in French for oral language activities. / Student makes an effort to speak in French much of the time for oral language activities. / Student makes some effort to speak in French for oral language activities. / Student makes an effort to speak in French for oral language activities only when prompted by the teacher.
Fluency/Fluidité / Student speaks clearly, at an appropriate rate. / Student speaks clearly most of the time, but with a slower rate. / Student speaks clearly at times. The rate is slow and halting. / The student’s speech is unclear, and the rate is very halting and slow.
Pronunciation / Familiar words are usually correctly pronounced. / Familiar words are correctly pronounced most of the time. / Familiar words are correctly pronounced at times. / Familiar words are not usually correctly pronounced, or correctly pronounced with teacher assistance.
Vocabulary/
Vocabulaire / All or most of the key thematic vocabulary is used. / Much of the key thematic vocabulary is used. / Some of the thematic vocabulary is used. / Very little of the key thematic vocabulary is used. Some vocabulary words are used as prompted by the teacher.
Sentences/
Phrases / Speaks in complete sentences most of the time. / Speaks in complete sentences some of the time. / Speaks in complete sentences rarely or only when prompted. / Unable to speak in complete sentences.
Grammar/
Grammaire / The grammar used by the student follows the correct model as taught by the teacher. Any errors are due to risk-taking by the student. / The grammar used by the student follows the correct model as taught by the teacher some of the time. / The grammar used by the student follows the correct model only when prompted by the teacher. / The student is unable to apply the grammar as modeled by the teacher.
Other
Saskatchewan Ministry of Education (November 2012)