Uses one or two simple needs known am sorry)and appropriate on a familiar topic. conversations with learned expressions (e.g., the loan of a questions (e.g., questions to ensure Explains to a teacher peers on subjects of of greeting, farewell pencil or an eraser). what time is it?). the other person where they are common interest and politeness (e.g., Asks and responds Exchanges understands them. having difficulty. provided others hello, goodbye, to questions such as information about Can ask forand Repeats what has make an effort as please). Uses time and the everyday events offer, simple been said and can well. Actively gestures to request location of familiar using simple explanations. convey this to participates in information and objects. vocabulary. another. Expresses group work, can express a lack opinions on familiar expressing opinions of understanding. topics and asks and making others for their suggestions. opinions. Spoken Introduces Introduces Describes basic Describes, using Describes a variety of Speaks in a Speaks clearly and Production themselves themselves aspects of daily life simple words, daily familiar subjects comprehensible and audibly about ideas, expressing basic providing basic such as favourite events, personal related to interests fairly fluent manner experiences, personal information. foods, how to get experiences, including personal using a large preferences, questions information such as Expresses to their homes and opinions, likes and and intentions. number of different and conclusions, using age and possibly preferences. Briefly their pets. dislikes. Can justify point of words and expression and country of origin. talks about view. expressions, but dramatization when Expresses how they personal, concrete perhaps pausing to appropriate. Reads are feeling using plans (e.g., plans for self-correct. according to the simple, standard the weekend or Describes incidents, punctuation and is expressions. holiday expresses feelings beginning to use Names some celebrations) and and answers phrasing. Reads at a common objects in describes familiar straightforward reasonable rate with familiar objects (e.g., questions. fluent pacing. environments (e.g., clothing, pets). pieces of clothing
Uses one or two learned expressions of greeting, farewell and politeness (e.g., hello, goodbye, please). Uses gestures to request information and can express a lack of understanding. simple needs known (e.g., the loan of a pencil or an eraser). Asks and responds to questions such as time and the location of familiar objects. am sorry)and questions (e.g., what time is it?). Exchanges information about everyday events using simple vocabulary. appropriate questions to ensure the other person understands them. Can ask forand offer, simple explanations. on a familiar topic. Explains to a teacher where they are having difficulty. Repeats what has been said and can convey this to another. Expresses opinions on familiar topics and asks others for their opinions. conversations with peers on subjects of common interest provided others make an effort as well. Actively participates in group work, expressing opinions and making suggestions. Spoken Production Introduces themselves expressing basic personal information such as age and possibly country of origin. Expresses how they are feeling using simple, standard expressions. Names some common objects in familiar environments (e.g., pieces of clothing Introduces themselves providing basic information. Expresses preferences. Briefly talks about personal, concrete plans (e.g., plans for the weekend or holiday celebrations) and describes familiar objects (e.g., clothing, pets). Describes basic aspects of daily life such as favourite foods, how to get to their homes and their pets. Describes, using simple words, daily events, personal experiences, opinions, likes and dislikes. Describes a variety of familiar subjects related to interests including personal and intentions. Can justify point of view. Speaks in a comprehensible and fairly fluent manner using a large number of different words and expressions, but perhaps pausing to self-correct. Describes incidents, expresses feelings and answers straightforward questions. Speaks clearly and audibly about ideas, experiences, preferences, questions and conclusions, using expression and dramatization when appropriate. Reads according to the punctuation and is beginning to use phrasing. Reads at a reasonable rate with fluent pacing.
CFR%20Reading%20Rubrics%20Gr%201-8%20June%202014.docx