ARC :: Additional Information

Years 9-10
French
Activities
Reading and Responding - Email Birthday Response
Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 52 KB)

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student's work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range:	A student in this range:
8-10 (High)	selects information from the written text and responds using relevant detail creates an effective text using a range of linguistic patterns and structures to convey information and express own ideas for a specific purpose applies grammatical rules and conventions to the development of clear and cohesive text
4-7 (Satisfactory)	selects information from the written text and responds using some relevant detail creates a text using some linguistic patterns and structures to convey information and express own ideas for a specific purpose applies grammatical rules and conventions to the development of cohesive text
1-3 (Progressing)	selects some details from the written text and responds, relying on teacher support creates a text using a limited range of linguistic patterns and structures to convey information and express own ideas applies grammatical rules and conventions to the development of text, relying on teacher support and modelled linguistic structures.

Feedback

Students will receive written feedback from the teacher. Comments will inform students about their ability to:

select, summarise and analyse information for use in a response
convey information and express ideas in French in an email
use particular vocabulary and structures to give opinions about gift ideas and express a preference.

Future directions

If evidence indicates that students have experienced difficulty with the Activity, teachers may need to adjust learning experiences through additional modelling of structures and scaffolding to support comprehension of written text and construction of the written response. Students whose performances satisfy the criteria progress to related activities, where, for example, they role-play the purchase of a gift, plan an imaginary birthday party, participate in role-play at the party, then write a letter about the party to a friend, such as a class member who is currently on exchange in France.