à l appui du programme-cadre Anglais pour débutants...APD Diagnostic Writing and Representation Assessment Preparatory Level ... du placement repose également sur le jugement professionnel

Outil diagnostiqueà l’appui du programme-cadre

Anglais pourdébutants

2013

de la 4e à la 8e année

Conception graphique, mise en pages Centre franco-ontarien de ressources pédagogiqueset impression : 435, rue Donald, Ottawa ON K1K 4X5

© Imprimeur de la Reine pour l’Ontario, 2013

ISBN (imprimé) 978-1-4435-8924-6ISBN (PDF) 978-1-4435-8925-3Dépôt légal — deuxième trimestre 2013Bibliothèque et Archives Canada

Imprimé au Canada Printed in Canada

Table des matièresTâches de précision des acquis en anglais pour débutants (APD) .............................. 7

Le but ......................................................................................................................................... 7À qui s’adressent ces tâches? ................................................................................................... 7En quoi consiste l’outil diagnostique? ........................................................................................ 8Le placement de l’élève .............................................................................................................. 9

APD DIAGNOSTIC ORAL AND ORAL-VISUAL COMMUNICATION ASSESSMENT PREPARATORY LEVEL TO GRADE 8 LEVEL ............................................................. 11

APD Diagnostic Oral and Oral-Visual Communication Assessment Preparatory Level to Grade 8 Level ............................................................................................................... 13

Introduction .............................................................................................................................. 13Objective .................................................................................................................................. 13Assessment Tasks .................................................................................................................... 13Observations and Final Assessment ........................................................................................ 14

Diagnostic Assessment for Basic/Intermediate Level Oral and Oral-Visual Communication Preparatory Level Through Grade 6 Level ........................................ 15

Note to Teacher ........................................................................................................................ 15

Oral Questions and Responses...................................................................................... 16Part 1 – Oral Questions and Responses: Getting to Know You ............................................... 17Part 2 – Speaking Skills: Engaging in Conversation ................................................................. 18Part 3 – Listening Skills: Following Oral Instructions................................................................ 19

Oral Communication and Oral-Visual Communication – Observation and Assessment Chart – APD – Preparatory Level and Grade 4 Level .............................. 21

Oral Communication and Oral-Visual Communication – Observation and Assessment Chart – APD – Grade 5 Level and Grade 6 Level .................................... 27

Diagnostic Assessment for Advanced Level Oral and Oral-Visual Communication Grade 7 Level Through Grade 8 Level .......................................................................... 33

Note to Teacher ........................................................................................................................ 33

Oral Questions and Responses...................................................................................... 34Part 1 – Oral Questions and Responses: Getting to Know You ............................................... 35Part 2 – Speaking Skills: Engaging in Conversation ................................................................. 36Part 3 – Listening Skills: Following Oral Instructions................................................................ 37

Oral Communication and Oral-Visual Communication – Observation and Assessment Chart – APD – Grade 7 Level and Grade 8 Level .................................... 39

APD DIAGNOSTIC READING AND INTERPRETATION ASSESSMENT PREPARATORY LEVEL TO GRADE 8 LEVEL ............................................................. 45

APD Diagnostic Reading and Interpretation Assessment Preparatory Level to Grade 8 Level ............................................................................................................... 47

Introduction .............................................................................................................................. 47Objective .................................................................................................................................. 47Assessment Tasks .................................................................................................................... 47Observations and Final Assessment ........................................................................................ 48

Diagnostic Assessment for Basic Level Reading Texts Preparatory Level and Grade 4 Level ................................................................................................................... 49

Note to Teacher ........................................................................................................................ 49

Diagnostic Assessment for Basic Level Reading – Text 1 ........................................... 50

Diagnostic Assessment for Basic Level Reading – Text 2 ........................................... 53

Reading and Interpretation – Observation and Assessment Chart – APD – Preparatory Level and Grade 4 Level ............................................................................ 57

Diagnostic Assessment for Intermediate Level Reading Texts Grade 5 Level and Grade 6 Level ................................................................................................................... 65

Note to Teacher ........................................................................................................................ 65

Diagnostic Assessment for Intermediate Level Reading – Text 3............................... 66

Diagnostic Assessment for Intermediate Level Reading – Text 4............................... 70

Reading and Interpretation – Observation and Assessment Chart – APD – Grade 5 Level and Grade 6 Level ................................................................................... 75

Diagnostic Assessment for Advanced Level Reading Grade 7 Level and Grade 8 Level ................................................................................................................... 83

Note to Teacher ........................................................................................................................ 83

Diagnostic Assessment for Advanced Level Reading – Text 5 ................................... 84

Diagnostic Assessment for Advanced Level Reading – Text 6 ................................... 88

Reading and Interpretation – Observation and Assessment Chart – APD – Grade 7 Level and Grade 8 Level ................................................................................... 97

APD DIAGNOSTIC WRITING AND REPRESENTATION ASSESSMENT PREPARATORY LEVEL TO GRADE 8 LEVEL ........................................................... 105

APD Diagnostic Writing and Representation Assessment Preparatory Level to Grade 8 Level ............................................................................................................. 107

Introduction ............................................................................................................................ 107Objective ................................................................................................................................ 107Assessment Tasks .................................................................................................................. 107Observations and Final Assessment ...................................................................................... 108

Diagnostic Assessment for Basic Level Writing Preparatory Level and Grade 4 Level ................................................................................................................. 109

Note to Teacher ...................................................................................................................... 109Part 1 – Pre-Writing and Activating Prior Knowledge ............................................................. 109Part 2 – Writing Task 1: Building Vocabulary .......................................................................... 110Part 3 – Writing Task 2: Final Edition – The Friendly Message ............................................... 112

Writing and Representation – Observation and Assessment Chart – APD – Preparatory Level and Grade 4 Level .......................................................................... 115

Diagnostic Assessment for Intermediate Level Writing Grade 5 Level and Grade 6 Level ................................................................................. 123

Note to Teacher ...................................................................................................................... 123

Diagnostic Assessment for Intermediate Level Writing Grade 5 Level .................... 124Part 1 – Pre-Writing and Activating Prior Knowledge ............................................................. 124Part 2 – Writing Task 1: Building Vocabulary .......................................................................... 124Part 3 – Writing Task 2: Organizing Information ..................................................................... 126Part 4 – Writing Task 3: Final Edition ...................................................................................... 128

Diagnostic Assessment for Intermediate Level Writing Grade 6 Level .....................130Part 1 – Pre-Writing and Activating Prior Knowledge ............................................................. 130Part 2 – Writing Task 1: Building Vocabulary .......................................................................... 130Part 3 – Writing Task 2: Organizing Information ..................................................................... 132Part 4 – Writing Task 3: Final Edition ...................................................................................... 134

Writing and Representation – Observation and Assessment Chart – APD – Grade 5 Level and Grade 6 Level ................................................................................. 137

Diagnostic Assessment for Advanced Level Writing Grade 7 Level and Grade 8 Level ................................................................................................................. 145

Note to Teacher ...................................................................................................................... 145

Diagnostic Assessment for Advanced Level Writing Grade 7 Level ..........................146Part 1 – Pre-Writing and Activating Prior Knowledge: Using Correct Verb Tenses ................ 146Part 2 – Writing Task 1: Building Vocabulary .......................................................................... 148Part 3 – Writing Task 2: Organizing Information ..................................................................... 150Part 4 – Writing Task 3: Final Edition ...................................................................................... 152

Diagnostic Assessment for Advanced Level Writing Grade 8 Level ......................... 154Part 1 – Pre-Writing and Activating Prior Knowledge ............................................................. 154Part 2 – Writing Task 1: Building Vocabulary .......................................................................... 154Part 3 – Writing Task 2: Organizing Information ..................................................................... 157Part 4 – Writing Task 3: Final Edition ...................................................................................... 160

Writing and Representation – Observation and Assessment Chart – APD – Grade 7 Level and Grade 8 Level ................................................................................. 163

Bibliographie ................................................................................................................... 171

7de la 4e à la 8e année

Tâches de précision des acquis en anglais pour débutants (APD)

Le butCette trousse à l’intention des enseignantes et enseignants a pour but de faciliter le placement de l’élève, soit dans le programme ordinaire d’anglais ou d’anglais pour débutants selon ce qui répond le mieux à ses besoins dans l’acquisition de la langue. Les tâches de cette trousse visent à préciser les compétences langagières en anglais des élèves du palier élémentaire dans les domaines de la communication orale, la lecture et l’écriture. Le but principal du programme est de faire progresser l’élève, le plus rapidement possible, pour qu’il ou elle puisse intégrer le programme ordinaire d’anglais lorsque les compétences nécessaires sont acquises.

Cette précision de compétences langagières, par contre, ne doit pas être vue ni présentée à l’élève comme une évaluation. Durant l’administration des tâches de précision des acquis, l’enseignante ou l’enseignant doit s’assurer que l’élève est à l’aise et qu’il ou elle est en mesure de donner son meilleur rendement. La précision des acquis permettra à l’enseignante ou l’enseignant de déterminer les forces et les faiblesses de l’élève dans cette matière.

(Adapté de Steps Assessment Kit, Grades 1 to 8, p. 3)

À qui s’adressent ces tâches?Les tâches de cette trousse s’adressent surtout aux élèves qui viennent de pays ou d’endroits où l’anglais est peu ou pas parlé. Donc, ces élèves auraient un retard dans cette matière en comparaison aux élèves de la province de l’Ontario qui sont, en général, exposés à la langue anglaise de façon régulière.

Avant d’administrer ces tâches, il est important de prendre connaissance des antécédents de l’élève; par exemple, sa région ou son pays d’origine, le nombre d’années qu’il ou elle a suivi un cours formel d’anglais, ainsi que la langue maternelle et les autres langues parlées à la maison. Une vérification du dossier scolaire et une brève entrevue avec l’élève peuvent donner une bonne indication de ses connaissances de l’anglais. Aussi, il est important de consulter les membres du personnel qui connaissent l’élève, par exemple, l’enseignante ou l’enseignant de la classe titulaire, de la classe ressource, spécialiste d’anglais ou un membre de la direction. L’ensemble de ces informations peut aider à déterminer le niveau dans lequel l’élève doit être placé.

À la suite du placement initial de l’élève dans le programme d’anglais pour débutants, sa progression dans le programme dépendra de ses compétences langagières et de sa capacité à transférer des connaissances et des habiletés d’une langue à l’autre. La progression variera d’un élève à l’autre, mais l’objectif demeure le même pour tous : intégrer le programme ordinaire d’anglais le plus rapidement possible.

(Adapté du programme-cadre Anglais pour débutants de la 4e à la 8e année, révisé 2013, p. 9)

Il est important de vérifier les compétences langagières de l’élève dans les trois domaines puisque celles-ci peuvent différer d’une compétence à l’autre. Par exemple, il est possible qu’un ou une élève parle

8 Outil diagnostique à l’appui du programme-cadre Anglais pour débutants

peu l’anglais mais qu’il ou elle ait une plus grande habileté à le lire. Son placement pourrait alors être à deux niveaux différents en communication orale et en lecture.

Après que la tâche est complétée, il s’agit de préciser les acquis en cochant les habiletés de l’élève et d’annoter la grille d’observations d’informations sur le profil de l’élève. Le placement de l’élève tient compte de ses résultats dans les trois domaines : communication orale, lecture et écriture. La décision du placement repose également sur le jugement professionnel de l’enseignante ou l’enseignant. À l’aide des grilles d’observations et de précision des acquis, il est possible de faire des recommandations au sujet du niveau du programme d’anglais pour débutants ou le programme ordinaire d’anglais et d’en informer les parents.

Avec un enseignement différencié et un appui individuel soutenu, l’élève s’améliorera rapidement et pourra, avec la recommandation de l’enseignante ou l’enseignant d’anglais, faire la transition au programme ordinaire d’anglais. Cette transition peut se faire à n’importe quel moment de l’année scolaire et quand l’enseignante ou l’enseignant le jugera opportun.

(Adapté du programme-cadre Anglais pour débutants de la 4e à la 8e année, révisé 2013, p. 9)

En quoi consiste l’outil diagnostique?

L’outil comprend :

• Deux tâches de précision en communication orale – une pour le niveau préparatoire à la 6e année et une au niveau de la 7e et 8e année. Ces tâches sont divisées en sous-tâches qui préciseront les compétences auditives (p. ex., suivre des directives) et orales (p. ex., répondre à des questions variées et des conversations).

• Trois tâches de précision en lecture – une pour le niveau préparatoire jusqu’à la 4e année, une pour le niveau intermédiaire 5e et 6e année et une pour le niveau avancé 7e et 8e année. Ces tâches présentent des textes gradués correspondant aux années d’études suivies par des questions et des exercices de vocabulaire.

• Trois tâches de précision d’écriture – une pour le niveau préparatoire jusqu’à la 4e année, une pour le niveau intermédiaire 5e et 6e années et une pour le niveau avancé 7e et 8e année. Ces tâches présentent des exercices d’écriture qui sont en lien avec les textes de lecture.

Chaque tâche présente le but de la tâche et des directives pour l’enseignante ou l’enseignant ainsi que pour l’élève. Avant d’administrer chacune des tâches, il est important de se familiariser avec ces derniers afin de :

• bien choisir le niveau pour l’élève en question;

• bien comprendre la tâche en question;

• pouvoir accompagner l’élève et le soutenir pendant qu’il ou elle fait les tâches.

Chaque niveau de tâches est suivi d’une grille d’observations et de précision des compétences langagières de l’élève. Les critères de la grille permettent de déterminer le placement de l’élève dans le programme d'anglais pour débutants ou dans le programme ordinaire d’anglais, selon ce qui convient le mieux. La grille d’observations présente les critères de deux niveaux de compétences langagières ce qui permet d’annoter le chevauchement de niveaux, selon le cas.


Le placement de l’élèveAvant d’administrer les tâches, il faut :

• prendre connaissance des choix de tâches;

• s’approprier les critères des compétences langagières (niveau préparatoire à la 8e année) présentés dans les grilles d’observations et de précision des acquis;

• vérifier les antécédents de l’élève pour sélectionner le niveau de tâche approprié.

Pendant la tâche, soit de communication orale, de lecture ou d’écriture, il est important de noter les observations aux différentes étapes de la tâche. Il n’est pas nécessaire que l’élève complète toutes les composantes de la tâche. Si l’élève est incapable de répondre à toutes les exigences, il est possible que la tâche soit trop difficile pour l’élève. Il est aussi possible que la tâche soit trop facile. Dans de telles situations, il s’agit de consigner les observations sur la grille adaptée et de choisir une nouvelle tâche à un niveau plus approprié. Si une reprise est nécessaire, il est important d’en informer l’élève afin d’expliquer qu’une reprise fait partie du déroulement normal d’un processus diagnostique.

PREPARATORY LEVEL TO GRADE 8 LEVEL

APD DIAGNOSTIC ORAL AND ORAL-VISUAL COMMUNICATION

ASSESSMENT


APD Diagnostic Oral and Oral-Visual Communication Assessment

Preparatory Level to Grade 8 Level

IntroductionThe Diagnostic Oral and Oral-Visual Communication Assessment Task should be the first task administered to students. By assessing their proficiency in oral and oral-visual communication, the teacher will immediately gain a clearer picture of students being assessed, as well as the level or levels to select for the next two assessment tasks, Reading and Writing.

ObjectiveThe tasks are designed to make students listen and respond to a set of questions or instructions as well as to have them converse by answering a series of questions, give opinions about a variety of subjects or respond to visual cues. In this manner, their level of proficiency in oral communication in English can be established.

It is important to remember not only to assess students’ abilities to use language (vocabulary, language conventions and fluency) when speaking English, but also to examine their listening skills.

Assessment TasksThe Diagnostic Oral and Oral-Visual Communication Assessment is divided into two distinct levels of proficiency: Basic/Intermediate and Advanced. Each level of proficiency has three tasks according to academic levels. Grade levels were not included here because the assessment will be determined more so by student responses in the three tasks. The Basic/Intermediate Level is set according to student listening and speaking skills from Grade 4 through Grade 6. The Advanced Level is set according to student listening and speaking skills from Grade 7 through Grade 8.

Before administering one of these assessments, it will be of utmost importance to become familiar with the various student profiles described by grade level in the Oral and Oral-Visual Assessment Charts. Having prior awareness of student skills will help place the student at the proper grade level once the tasks have been completed. Also, it is important to read the explanatory note carefully before administering tasks at each level.

After selecting the level of the Oral and Oral-Visual Communication Assessment, it is important to read all the instructions before starting. Each assessment begins with a task called “Getting to Know You” – a set of short oral questions that require short responses from the student. This task is basically the same for all levels, and allows the teacher to get a quick overview of the student’s background in English as well as his/her ability to listen, respond and speak the language. Each set of questions shows a gradual increase in complexity. For example, it is possible for a Grade 7 or 8 student to have difficulty answering the basic questions of Part A. This is an indication that he/she is at the Preparatory Level. However, if the student answers these questions easily, go to the next set of questions in Part B or C. The remainder of the assessment is divided into two tasks: Following Oral Instructions and Engaging in Conversation.


In order to determine student levels of proficiency in speaking and listening, give instructions in English as much as possible. Try to avoid giving instructions in French since the tasks are meant to assess both speaking and listening skills.

Observations and Final Assessment

The APD – Oral and Oral-Visual Communication – Observation and Assessment Chart at the end of each level of proficiency gives a general profile of a student’s speaking and listening skills for each APD grade level. Recording observations during the assessment can be done directly on the chart in the space provided for teacher observation notes.

Recording Observations on the Assessment Chart

There are several ways to record observations while the student is speaking or responding to questions, for example:

1. Take quick notes on the student's response process (e. g., articulation, hesitations, use of mother tongue, requests for clarifications).

2. Take quick notes for each section of the Assessment Chart: a) Fluency; b) Listening and Responding; c) Use of Conventions of Spoken English.

3. When the student has completed the three sections of the evaluation and has left, compare your quick notes to those in the grade profile.

4. Add a check mark next to the appropriate description of the three oral and listening skills.

Once the Assessment Chart has been completed, a clear picture of the student’s abilities will have been drawn.

Once the Oral and Oral-Visual Communication Level has been determined, the student should be assigned the corresponding reading assessment tasks which will help to identify strengths and weaknesses in reading English.

It is important to evaluate students in the three strands since some students may be at different levels in each of the strands.


Diagnostic Assessment for Basic/Intermediate Level Oral and Oral-Visual Communication

Preparatory Level Through Grade 6 Level

Note to Teacher

Prior to administering the Oral and Oral-Visual Assessment Tasks, notice that only one assessment task covers all basic and intermediate levels of proficiency from the Preparatory Level through Grade 6. This task has been structured for students with beginner and moderate knowledge of English, i.e., approximately one academic year behind the regular Grade 6 Level. The level at which students converse or respond to questions is important to keep in mind.

Before proceeding to the assessment, be sure to have read and appropriated the information given in the student profiles from the Preparatory Level to Grade 6, as described in the Observation and Assessment Charts at the end of this assessment. If students struggle to complete any of the sections of the assessment, they should be considered for the APD Preparatory Level. Otherwise, depending on their results, they should be considered for the APD Grade 4, 5 or 6 Level Program, or the Regular English Program.

The Basic/Intermediate Level Task is divided into three parts:

• Part 1 – Oral Questions and Responses: Getting to Know You

• Part 2 – Speaking Skills: Engaging in Conversation

• Part 3 – Listening Skills: Following Oral Instructions


Oral Questions and Responses

Teacher Instructions• The questions in this section are graduated in terms of the student’s understanding of English from

limited to considerable. Each set of questions requires a longer and more complex response, thus allowing for a clearer assessment of the student’s speaking abilities.

• Before beginning the assessment, explain to the student that he/she will be asked to answer approximately 10 to 12 questions. Some questions will require short answers while others will require more detailed ones.

• It is not necessary to ask all suggested questions during the exchange. Once it has been determined that the student is capable of understanding and responding to one level of questions, move on to the next level.

Observations for Assessment• Observe and take notes as the student responds to questions (see p. 14).

• Observe the student’s speaking behaviours (words/phrases/expressions, grammatical structures, use of stylistic devices transferred from French). This will help assess the student when completing the Final Assessment Chart.

• Observe the type and number of questions and/or clarifications asked by the student before and during this question period. These are usually an indication of his/her understanding and ability to complete a task.

• Note the frequency at which the student asks for English words or correct pronunciation of words. This indicates his/her ease with the language since the student may or may not have the skills or vocabulary required to deal with longer responses or certain questions.

• In order to determine the student’s levels of proficiency in English, give instructions in English as much as possible. Try to avoid giving instructions in French. Important instructions can be given in French if the student is having difficulty understanding them in English.

• Avoid coaching the student in French during tasks. Instead, try simplifying words or phrases in English. This will create a clearer picture of the student’s proficiency level in the end.

If at any time during one of the sections of the task the student is at a loss for words in English but has understood the question, he/she can respond in French, use French words or use non-verbal communication whenever necessary. The frequency at which this occurs will have a bearing on the student’s final assessment and placement.


Part 1 – Oral Questions and Responses: Getting to Know You

A) The following questions require a limited understanding of English. Expect responses to consist of single words or short phrases.

1. How old are you?

2. When is your birthday?

3. Where do you live?

4. How long have you lived there?

5. How many brothers and sisters do you have?

6. What is your favourite colour?

7. What is your favourite food?

8. What is your favourite sport or activity?

9. Where and when do you practise this sport or activity?

10. How do you come to school?

11. How long does it take you to come to school in the morning?

12. At what time do you usually get home from school?

B) The following questions require some understanding of English. Expect responses to consist of basic vocabulary and short sentences.

13. Explain to me a game or games that you like to play with your friends.

14. Describe what you like or dislike about school.

15. Tell me a little bit about your favourite television show.

16. Describe the character that you like the most in this show.

C) The following questions require considerable understanding of English. Expect responses to consist of a few complete sentences and precise vocabulary.

17. Think about a talent that you have and describe it to me.

18. Tell me why your family is special.

19. Explain what scares you the most. Why does this scare you so much?

20. Describe your favourite story. Why is it your favourite story?


Part 2 – Speaking Skills: Engaging in Conversation

Teacher Instructions

1. Invite the student to examine and respond to the picture below by:

a) Describing, in a few words or in a few short sentences, what is happening in the picture. If necessary, use prompts such as: “What does the boy have in his hands?”, “Where is the boy?”, “What is he doing?” or “How can you tell that the cat is not happy?”

b) Engaging in a brief exchange on a subject related to the picture. If necessary, use prompts such as: “Do you like cats?”, “Do you have a pet at home?”, “Have you ever had a pet?”, “What is (was) its name?”, “Tell me about an incident involving your pet.” or “If you could have any pet, which pet would you choose? Explain the reasons for your choice.”

2. Observe and take notes as the student goes about the task.

My Pet

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Part 3 – Listening Skills: Following Oral Instructions


• The listening tasks have been structured by graduated levels of the student’s understanding of English:

a) The first set requires a limited understanding of English.

b) The second set requires some understanding of English.

c) The third set requires a considerable understanding of English.

• Before beginning, explain to the student that he/she will be asked to follow 8 to 10 different yet simple instructions. Repeat instructions as needed.

• It is not necessary during the task to ask the student to follow all instructions in order to further assess his/her listening skills. Once it is determined that the student is capable of understanding and responding to one level of instructions, he/she is expected to move on to the next level.

• Do not use French in any of the instructions.

• Observe, take notes and complete the Observation and Assessment Chart for Oral and Oral-Visual Communication at the end of this assessment. This will help select a level for the Reading Assessment.

A) The following instructions require a limited understanding of English.

1. Write your name on a piece of paper.

2. Walk to the door.

3. Bring me a book.

4. Point to something yellow.

5. Look at the door.

B) The following instructions require some understanding of English.

6. Draw a sun in the sky, on the paper. Below it, draw a tree with branches.

7. Close and open your eyes two times and then smile.

8. Stand up and put this paper underneath your chair.

9. Pick up your pencil with your left hand, put it in your right hand and write me a short message. (Modify question for a left-handed person.)

10. Show me a place where we can place books in this room.

C) The following instructions require considerable understanding of English.

11. On this paper, multiply your age by two and write your answer in the top right-hand corner of the page.

12. Find something in this room with the school’s name printed on it. Bring it to me and then immediately return to your seat and sit down.


13. Fold this sheet of paper three times so that it forms a triangle.

14. I will read a short passage to you. Listen carefully and in your own words, tell me what it is about. What do you think about this situation?

“The polar bear is an important part of Canada’s wildlife. It is so important a symbol that it appears on the two-dollar coin. From Yukon to Labrador, there are an estimated 15,000 polar bears. Some researchers believe the species could disappear within the next one hundred years. The main culprit is global warming. Carbon dioxide, a dangerous gas, causes global warming. Because of it, the ice in Canada’s Far North has been diminishing by nine percent every ten years. Bears travel on icebergs to get to seals, their main source of food. If the ice disappears, they will have no way of reaching their prey. If polar bears disappear, life in northern Canada will be altered. Presently, the polar bear helps control the seal population in this area. The extinction of polar bears would shake the delicate balance of the food chain in this region of the world.”

(Source: Wild about Reading, Grades 4, 5 and 6, p. 43)


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is u

nder

stoo

d m

ost o

f the

tim

e w

hen

he/s

he s

peak

s.

q

artic

ulat

es im

prec

isel

y fre

quen

tly.

q

hesi

tate

s fre

quen

tly w

hile

spe

akin

g.

q

uses

and

pro

noun

ces

corre

ctly

a fe

w

fam

iliar/

frequ

ently

use

d w

ords

.

q

uses

mot

her t

ongu

e fre

quen

tly

and

spon

tane

ousl

y th

roug

hout

as

sess

men

t.

q

uses

som

e in

tona

tion

and

varie

s vo

lum

e oc

casi

onal

ly.

q

repe

ats

corre

ctly,

occ

asio

nally

, wor

ds

used

by

the

teac

her.

q

asks

for m

any

clar

ifica

tions

and

/or

expl

anat

ions

thro

ugho

ut a

sses

smen

t pr

oced

ure,

usi

ng m

othe

r ton

gue

mos

t of

the

time

to d

o so

.


List

enin

g a

nd R

esp

ond

ing

The

stud

ent i

s ha

ving

trou

ble

resp

ondi

ng to

que

stio

ns.

He/

She

:

q

liste

ns a

nd re

spon

ds to

cle

ar, s

hort,

si

mpl

e qu

estio

ns, u

sing

pic

ture

s or

illu

stra

ted

wor

d lis

ts, a

sim

ple

wor

d or

ph

rase

(in

a fa

milia

r con

text

).

q

uses

, ofte

n, n

on-v

erba

l cue

s (g

estu

res,

faci

al e

xpre

ssio

ns,

poin

ting

to o

bjec

t, pi

ctur

es) t

o sh

ow

unde

rsta

ndin

g an

d to

com

mun

icat

e id

eas

(in a

fam

iliar c

onte

xt).

q

follo

ws

visu

al c

ues,

and

sim

ple,

di

rect

dire

ctio

ns o

r ins

truct

ions

that

ar

e gi

ven

slow

ly a

nd c

lear

ly b

y th

e te

ache

r.

q

show

s m

any

sign

s of

in

com

preh

ensi

on b

y m

eans

of b

ody

lang

uage

whe

n as

ked

ques

tions

and

is

una

ble

to re

spon

d.

The

stud

ent i

s at

tem

ptin

g to

resp

ond

to q

uest

ions

. H

e/S

he:

q

liste

ns a

nd re

spon

ds to

sim

ple,

sp

ecifi

c qu

estio

ns, u

sing

phr

ases

, sh

ort s

ente

nces

and

som

etim

es

pict

ures

(in

a fa

milia

r con

text

).

q

uses

ver

bal c

ues

(repe

atin

g ke

y w

ords

sp

oken

by

teac

her)

and

non-

verb

al

cues

(ges

ture

s, fa

cial

exp

ress

ions

, pi

ctur

es m

atch

ed to

phr

ases

or

sent

ence

s) to

sho

w u

nder

stan

ding

an

d to

com

mun

icat

e id

eas

(in a

fa

milia

r con

text

).

q

parti

cipa

tes

in s

hort,

sim

ple

exch

ange

s (e

.g.,

asks

sim

ple

ques

tions

and

use

s si

mpl

e ph

rase

s to

co

nfirm

or c

onve

y in

form

atio

n).

q

follo

ws

sim

ple,

dire

ct d

irect

ions

or

inst

ruct

ions

that

are

giv

en s

low

ly a

nd

clea

rly b

y th

e te

ache

r.

q

show

s a

few

sig

ns o

f in

com

preh

ensi

on b

y m

eans

of b

ody

lang

uage

whe

n as

ked

ques

tions

and

is

una

ble

to re

spon

d.


Usi

ng C

onv

entio

ns o

f S

po

ken

Eng

lish

The

stu

den

t is

hav

ing

diffi

culty

w

ith b

asic

co

nven

tions

of

spo

ken

Eng

lish.

H

e/S

he:

q

uses

lim

ited

and

basi

c vo

cabu

lary

as

soci

ated

with

fam

iliar s

ituat

ions

(e

.g.,

basi

c co

urte

sy w

ords

– P

leas

e,

Than

k yo

u; c

omm

on s

alut

atio

ns;

som

e nu

mbe

rs a

nd c

olou

rs).

q

imita

tes

mod

els

of c

orre

ct

pron

unci

atio

n es

peci

ally

for h

igh-

frequ

ency

wor

ds.

q

spea

ks u

sing

wor

ds o

r sho

rt ph

rase

s, ra

rely

form

ulat

ing

com

plet

e se

nten

ces.

q

uses

repe

ated

ly F

renc

h st

ruct

ures

by

mak

ing

liter

al tr

ansl

atio

ns.

q

tries

repe

ated

ly to

ang

liciz

e Fr

ench

w

ords

.

q

mak

es re

peat

edly

erro

rs o

f gr

amm

atic

al p

reci

sion

(e.g

., Th

ey

mak

es h

omew

orks

toda

y.).

q

uses

bas

ic c

onne

ctin

g w

ords

to

expr

ess

rela

tiona

l ide

as (e

.g.,

pen

and

pape

r; be

fore

sch

ool).

The

stu

den

t is

att

emp

ting

to

use

b

asic

co

nven

tions

of

spo

ken

Eng

lish.

H

e/S

he:

q

uses

bas

ic v

ocab

ular

y as

soci

ated

w

ith fa

milia

r situ

atio

ns a

nd c

onte

xts

(e.g

., ba

sic

cour

tesy

wor

ds –

Ple

ase,

Th

ank

you;

sur

viva

l phr

ases

– W

here

is

the

was

hroo

m?)

.

q

imita

tes

mod

els

of c

orre

ct

pron

unci

atio

n, a

rticu

latio

n an

d st

ress

pa

ttern

s es

peci

ally

for h

igh-

frequ

ency

w

ords

and

fam

iliar w

ords

.

q

spea

ks u

sing

sho

rt ph

rase

s, a

nd

basi

c se

nten

ce s

truct

ures

(sim

ple

stat

emen

ts a

nd q

uest

ions

in th

e pr

esen

t ten

se).

q

uses

man

y Fr

ench

stru

ctur

es b

y m

akin

g lit

eral

tran

slat

ions

(e.g

., I h

ave

6 ye

ars

old)

.

q

angl

iciz

es fr

eque

ntly

Fre

nch

wor

ds o

r so

met

imes

sub

stitu

tes

with

Fre

nch

wor

ds.

q

mak

es m

any

erro

rs o

f gra

mm

atic

al

prec

isio

n (e

.g.,

Whe

re g

oes

the

child

rens

?).

q

uses

bas

ic c

onne

ctin

g w

ords

to

expr

ess

rela

tiona

l ide

as (e

.g.,

pen

and

pape

r; be

fore

sch

ool).

Pla

cem

ent

AP

D P

rep

Leve

l ¨

AP

D G

rade

4 L

evel

¨

Re-

asse

ss –

Gr.

4 ¨

, Gr.

5 ¨

, Gr.

6 ¨

, Gr.

7 ¨

, Gr.

8 ¨

Reg

ular

Eng

lish

Pro

gram

– G

rade

___

___

Leve

l ¨


Ora

l Com

mun

icat

ion

and

Ora

l-V

isua

l Com

mun

icat

ion

Obs

erva

tion

and

Ass

essm

ent

Cha

rt –

AP

D –

Gra

de 5

Lev

el a

nd G

rade

6 L

evel

Stu

dent

: ___

____

____

____

____

____

____

____

__

Teac

her:

___

____

____

____

____

____

____

____

__

Dat

e : _

____

____

____

____

____

Stu

den

t P

rofil

eG

rad

e 5

Leve

lTe

ache

r O

bse

rvat

ion

No

tes

Stu

den

t P

rofil

eG

rad

e 6

Leve

lTe

ache

r O

bse

rvat

ion

No

tes

Ski

ll : F

luen

cy

The

stud

ent s

how

s so

me

abili

ty to

sp

eak

Eng

lish.

H

e/S

he:

q

is u

nder

stoo

d al

mos

t all

of th

e tim

e w

hen

he/s

he s

peak

s.

q

artic

ulat

es im

prec

isel

y w

ith le

ss

frequ

ency

.

q

hesi

tate

s oc

casi

onal

ly w

hile

spe

akin

g.

q

uses

and

pro

noun

ces

corre

ctly

som

e fa

milia

r/fre

quen

tly u

sed

wor

ds.

q

uses

mot

her t

ongu

e oc

casi

onal

ly

thro

ugho

ut a

sses

smen

t.

q

uses

som

e in

tona

tion

and

varie

s vo

lum

e oc

casi

onal

ly.

q

repe

ats

corre

ctly,

ofte

n, w

ords

use

d by

the

teac

her.

q

asks

for s

ever

al c

larifi

catio

ns a

nd/o

r ex

plan

atio

ns, u

sing

mot

her t

ongu

e le

ss fr

eque

ntly

to d

o so

. He/

she

will

ask

ofte

n to

repe

at s

low

ly, in

Eng

lish,

th

roug

hout

ass

essm

ent p

roce

dure

.

The

stud

ent s

how

s an

abi

lity

to s

peak

E

nglis

h.

He/

She

:

q

is u

nder

stoo

d w

hen

he/s

he s

peak

s.

q

artic

ulat

es im

prec

isel

y oc

casi

onal

ly.

q

hesi

tate

s ve

ry li

ttle

whi

le s

peak

ing.

q

uses

and

pro

noun

ces

corre

ctly

m

ost f

requ

ently

use

d an

d so

me

less

fre

quen

tly u

sed

wor

ds.

q

uses

mot

her t

ongu

e on

ce in

a w

hile

th

roug

hout

ass

essm

ent (

e.g.

, usu

ally

to

exp

ress

idea

s on

a v

ery

spec

ific

subj

ect).

q

uses

into

natio

n an

d va

ries

volu

me

mor

e fre

quen

tly.

q

repe

ats

corre

ctly,

mos

t of t

he ti

me,

w

ords

use

d by

the

teac

her.

q

asks

for s

ome

clar

ificat

ions

and

/or

expl

anat

ions

, usi

ng m

othe

r ton

gue

som

etim

es to

do

so. H

e/sh

e w

ill as

k to

repe

at s

low

ly o

r in

sim

pler

term

s,

in E

nglis

h, th

roug

hout

ass

essm

ent

proc

edur

e.


List

enin

g a

nd R

esp

ond

ing

The

stud

ent s

how

s so

me

abili

ty to

re

spon

d to

que

stio

ns.

He/

She

:

q

iden

tifies

som

e of

the

impo

rtant

idea

s,

info

rmat

ion,

and

/or m

essa

ges

in o

ral

and

oral

-vis

ual c

omm

unic

atio

ns (e

.g.,

teac

her i

nstru

ctio

ns) a

nd re

stat

es

them

in h

is o

r her

ow

n w

ords

.

q

resp

onds

and

use

s w

ith a

bit

of

hesi

tatio

n ve

rbal

cue

s an

d no

n-ve

rbal

cu

es (g

estu

res,

faci

al e

xpre

ssio

ns,

illust

ratio

ns) t

o sh

ow u

nder

stan

ding

an

d to

com

mun

icat

e id

eas.

q

parti

cipa

tes

in s

impl

e ex

chan

ges

(e.g

., co

nvey

s in

form

atio

n, a

sks

sim

ple

ques

tions

and

use

s fa

milia

r fo

rms

of c

ourte

sy, g

reet

ings

, req

uest

s fo

r hel

p, in

trodu

ctio

ns).

q

follo

ws

dire

ct d

irect

ions

or i

nstru

ctio

ns

in a

fam

iliar c

onte

xt th

at a

re g

iven

cl

early

by

the

teac

her.

q

show

s so

me

sign

s of

con

fiden

ce to

as

k te

ache

r to

repe

at q

uest

ions

or

inst

ruct

ions

.

q

reco

gniz

es a

nd u

ses

som

e ba

sic

liste

ning

stra

tegi

es (e

.g.,

stop

s w

hat

he/s

he is

doi

ng to

pay

atte

ntio

n;

look

s at

the

spea

ker a

nd w

atch

es fo

r vi

sual

cue

s; id

entifi

es th

e sp

eake

r’s

purp

ose)

.

The

stud

ent s

how

s ab

ility

to re

spon

d to

que

stio

ns.

He/

She

:

q

iden

tifies

the

impo

rtant

idea

s,

info

rmat

ion,

and

/or m

essa

ges

in o

ral

and

oral

-vis

ual c

omm

unic

atio

ns (e

.g.,

teac

her i

nstru

ctio

ns, a

n in

terv

iew

) an

d re

stat

es th

em in

his

or h

er o

wn

wor

ds.

q

resp

onds

and

use

s w

ith s

ome

confi

denc

e v

erba

l cue

s an

d no

n-ve

rbal

cue

s (g

estu

res,

faci

al

expr

essi

ons,

illu

stra

tions

, ton

e of

vo

ice)

to s

how

und

erst

andi

ng a

nd to

co

mm

unic

ate

idea

s.

q

parti

cipa

tes

and

expr

esse

s th

ough

ts

and

idea

s in

ora

l exc

hang

es in

fam

iliar

situ

atio

ns (e

.g.,

conv

eys

info

rmat

ion,

ex

pres

ses

wis

hes,

nee

ds a

nd b

asic

op

inio

ns in

dis

cuss

ions

on

vario

us

topi

cs).

q

follo

ws

dire

ctio

ns o

r ins

truct

ions

in

a fa

milia

r con

text

and

in s

ome

less

fa

milia

r con

text

s (m

ore

abst

ract

idea

s/co

ncep

ts) t

hat a

re g

iven

cle

arly

by

the

teac

her.

q

show

s so

me

sign

s of

con

fiden

ce

whe

n as

king

teac

her t

o re

peat

qu

estio

ns o

r ins

truct

ions

.

q

reco

gniz

es a

nd u

ses

basi

c lis

teni

ng

stra

tegi

es (e

.g.,

mai

ntai

ns e

ye

cont

act w

ith th

e sp

eake

r and

look

s fo

r vis

ual c

ues;

igno

res

othe

r sou

nds

and

nois

es; i

dent

ifies

the

spea

ker’s

pu

rpos

e).


Usi

ng C

onv

entio

ns o

f S

po

ken

Eng

lish

The

stud

ent:

q

uses

with

incr

easi

ng c

onfid

ence

si

mpl

e vo

cabu

lary

ass

ocia

ted

with

fa

milia

r situ

atio

ns a

nd c

onte

xts,

su

rviv

al p

hras

es, d

escr

iptiv

e w

ords

an

d co

nver

satio

nal c

onve

ntio

ns

(May

I; E

xcus

e m

e pl

ease

).

q

imita

tes

mod

els

of c

orre

ct

pron

unci

atio

n, a

rticu

latio

n an

d st

ress

pa

ttern

s m

odel

led

by te

ache

r.

q

spea

ks a

ttem

ptin

g to

use

mor

e fre

quen

tly s

impl

e se

nten

ce s

truct

ures

, (s

impl

e st

atem

ents

and

que

stio

ns in

th

e pr

esen

t ten

se).

q

uses

sev

eral

Fre

nch

stru

ctur

es b

y m

akin

g lit

eral

tran

slat

ions

.

q

angl

iciz

es o

ccas

iona

lly F

renc

h w

ords

or

occ

asio

nally

sub

stitu

tes

with

Fre

nch

wor

ds.

q

mak

es s

ever

al e

rrors

of g

ram

mat

ical

pr

ecis

ion

(trie

s to

mak

e su

bjec

t and

ve

rb a

gree

in a

sen

tenc

e).

q

uses

bas

ic c

onne

ctin

g w

ords

to

expr

ess

rela

tiona

l ide

as (e

.g.,

pen

and

pape

r; be

fore

sch

ool)

and

sim

ple

conn

ectin

g w

ords

(e.g

., an

d; b

ut; o

r).

The

stud

ent:

q

uses

cor

rect

ly, fa

milia

r and

som

e ne

w v

ocab

ular

y (d

escr

iptiv

e w

ords

–

adje

ctiv

es a

nd a

dver

bs, i

nter

roga

tive

pron

ouns

) and

con

vers

atio

nal

conv

entio

ns.

q

is b

egin

ning

to u

se s

ome

syno

nym

s an

d an

tony

ms

to v

ary

spee

ch.

q

spea

ks u

sing

a v

arie

ty o

f sim

ple

sent

ence

s, in

corp

orat

ing

basi

c co

nnec

ting

wor

ds a

nd a

ttem

ptin

g to

m

ake

subj

ect a

nd v

erbs

agr

ee.

q

uses

som

e Fr

ench

stru

ctur

es b

y m

akin

g lit

eral

tran

slat

ions

.

q

angl

iciz

es ra

rely

Fre

nch

wor

ds a

nd

rare

ly s

ubst

itute

s w

ith F

renc

h w

ords

.

q

mak

es s

ome

erro

rs o

f gra

mm

atic

al

prec

isio

n (u

se o

f cor

rect

ver

b te

nses

es

peci

ally

irre

gula

r ver

bs).

q

uses

cor

rect

ly co

nnec

ting

wor

ds to

ex

pres

s re

latio

nal id

eas

(e.g

., be

caus

e;

so; b

etw

een)

and

sim

ple

conn

ectin

g w

ords

(e.g

., an

d; b

ut; o

r).

q

is b

egin

ning

to u

se a

few

com

mon

id

iom

s, s

impl

e st

ylis

tic d

evic

es

and

figur

ativ

e la

ngua

ge d

urin

g co

nver

satio

ns.

q

conv

erse

s br

iefly

with

in a

set

con

text

(u

sual

ly ab

out a

per

sona

l inte

rest

).

Pla

cem

ent

AP

D G

rade

5 L

evel

¨

AP

D G

rade

6 L

evel

¨

Re-

asse

ss –

Pre

p. L

evel

¨,

Gr.

4 ¨

, G

r. 5 ¨

, Gr.

6 ¨

, Gr.

7 ¨

, Gr.

8 ¨

Reg

ular

Eng

lish

Pro

gram

– G

rade

___

___

Leve

l ¨


Diagnostic Assessment for Advanced Level Oral and Oral-Visual Communication

Grade 7 Level Through Grade 8 Level

Note to Teacher

Prior to administering the Oral and Oral-Visual Assessment Tasks, notice that only one assessment task covers the Advanced Levels of proficiency from Grade 7 through 8. This task has been structured for students with considerable knowledge of English, i.e., approximately one academic year behind regular Grade 7 or 8 Levels. The level at which students converse or respond to questions is important to keep in mind.

Before proceeding to the assessment, be sure to have read and appropriated the information given in the student profiles from the Grade 7 and 8 Levels as described in the Observation and Assessment Charts at the end of this assessment.

If students struggle to complete any of the assessment sections, they should be considered for one of the APD Basic or Intermediate Levels. Otherwise, depending on the results, they should be considered for the APD Grade 7 or 8 Level Program or the Regular English Program.

The Advanced Level Task is divided into three parts:

• Part 1 – Oral Questions and Responses: Getting to Know You

• Part 2 – Speaking Skills: Engaging in Conversation

• Part 3 – Listening Skills: Following Oral Instructions


Oral Questions and Responses

Teacher Instructions• The questions in this section are graduated in terms of the student’s understanding of English from

limited to considerable. Each set of questions requires a longer and more complex response, thus allowing for a clearer assessment of the student’s speaking abilities.

• Before beginning the assessment, explain to the student that he/she will be asked to answer approximately 10 to 12 questions. Answers will vary from a few words to a few sentences.

• It is not necessary to ask the student all suggested questions during the exchange. Once it has been determined that the student is capable of understanding and responding to one level of questions, move on to the next level.

Observations for Assessment

• Observe and take notes as the student responds to questions (refer to p. 14).

• Observe the student’s speaking behaviours (words/phrases/expressions, grammatical structures, use of stylistic devices transferred from French). This will help assess the student when completing the Final Assessment Chart.

• Observe the type and number of questions and/or clarifications asked by the student before and during this question period. These are usually an indication of the student’s understanding and ability to complete a task.

• Note the frequency at which the student asks for English words or correct pronunciation of words. This indicates his/her ease with the language since the student may or may not have the skills or vocabulary required to deal with longer responses or certain questions.

• In order to determine the student’s levels of proficiency in English, give instructions in English as much as possible. Try to avoid giving instructions in French. Important instructions can be given in French if the student is having difficulty understanding them in English.

• Avoid coaching the student in French during tasks. Instead, try simplifying words or phrases in English. This will create a clearer picture of the student’s proficiency level in the end.

If at any time during one of the sections of the task the student is at a loss for words in English but has understood the question, he/she can respond in French, use French words or use non-verbal communication whenever necessary. The frequency at which this occurs will obviously have a bearing on the student’s final assessment and placement.


Part 1 – Oral Questions and Responses: Getting to Know YouA) The following questions require a limited understanding of English. Expect responses to consist of

single words or short sentences.

1. How old are you?

2. When is your birthday?

3. Where do you live?

4. How long have you lived there?

5. How many brothers and sisters do you have?

6. What is your favourite colour?

7. What is your favourite season?

8. What kinds of activities do you like to do during this season?

9. How many years have you studied English in school?

10. How do you travel to school?

11. How long does it take you to get to school in the morning?

12. At what time do you usually get home from school?

B) The following questions require some understanding of English. Expect responses to consist of basic vocabulary and simple sentences.

13. Describe an activity or sport you like to do/play with your friends. Why do you enjoy this activity/sport?

14. Describe a trip or a place you remember visiting and tell me why you still find this trip or this place memorable today.

15. Explain what you like or dislike about school.

16. Tell me which is your favourite subject at school. Give me two or three reasons why you like this subject.

C) The following questions require considerable understanding of English. Expect responses to consist of longer, more complex sentences and precise vocabulary.

17. Describe a unique talent or skill that you have.

18. Once you finish school, explain the career you would like to choose. Why do you think this would be a good career for you?

19. Describe some of the benefits or dangers of the Internet.

20. If you had the power to solve one major problem in the world, what would it be and why would you choose this problem?


Part 2 – Speaking Skills: Engaging in Conversation

Teacher Instructions1. Invite the student to examine and respond to the picture below by:

a) Describing, in a few words or in short sentences what is happening in the picture. If necessary, use prompts such as: “What is the girl doing?”, “Is the girl happy or sad?”, “How can you tell she is happy?” or “How is she helping the environment?”

b) Engaging in a brief exchange on a subject related to the picture. If necessary, use prompts such as: “Is the environment important to you?”, “Why is the environment important to you?”, “Give some examples of disasters linked to the environment.”, “What can you do to help the environment?” or “What are you or your family already doing to help the environment?”

© Ayeletkeshet/Dreamstime.com


Part 3 – Listening Skills: Following Oral Instructions

Teacher Instructions• The listening tasks have been structured by graduated levels of student understanding of English:

a) The first set requires a limited understanding of English.

b) The second set requires some understanding of English.

c) The third set requires a considerable understanding of English.

• Before beginning, explain to the student that he/she will be asked to follow 8 to 10 different yet simple instructions. Repeat instructions as needed.

• It is not necessary during the task to ask the student to follow all instructions in order to further assess his/her listening skills. Once it is determined that the student is capable of understanding and responding to one level of instructions, he/she is expected to move on to the next level.

• Do not use French in any of the instructions.

• Observe, take notes and complete the Observation and Assessment Chart for Oral and Oral-Visual Communication at the end of this assessment. This will help select a level for the Reading Assessment.

A) The following instructions require a limited understanding of English.

1. Write your complete name on the piece of paper.

2. Walk to the door, turn around and look at me.

3. Bring me a book and place it on the desk.

4. Point to something blue.

5. Look at the light on the ceiling.

B) The following instructions require some understanding of English.

6. Draw a line on the paper. Then draw a square above it and a circle below it.

7. Close and open your eyes twice and then smile.

8. Stand up and put this paper underneath your chair.

9. Pick up your pencil with your left hand, then place it in your right hand and write me a short message. (Modify question for a left-handed person.)

10. Pretend that you are phoning your friend. Tell him/her where and when to meet you on Saturday.

C) The following instructions require considerable understanding of English.

11. On this paper, multiply your age by two and write your answer in the top right-hand corner of the page.

12. Look around the room and find something with the school’s name printed on it. Bring it to me, return immediately to your seat and sit down.

13. Fold this sheet of paper three times so that it forms a triangle.


14. I will read a short passage to you. Listen carefully and in your own words, tell me what it is about. Give me your opinion(s) about this situation.

“Many teens feel they have too many things to do, too many people to see and too little time to get it all done. Between school, parents, friends, responsibilities and extracurricular activities, they have no time left for themselves, and rarely have time to relax. High expectations, peer pressure, parental divorce and puberty are but a few of the causes of teenage stress. Should we worry? Most teenagers are young, healthy, resilient kids with a lot of energy to spare. They can adapt to our fast–paced society…or can they? Do teens, like adults, suffer from stress and stress-related illnesses? If so, what causes this stress and how can we prevent it?”

(Source: Wild about Reading, Grades 7 and 8, p. 80)


Ora

l Com

mun

icat

ion

and

Ora

l-V

isua

l Com

mun

icat

ion

Obs

erva

tion

and

Ass

essm

ent

Cha

rt –

AP

D –

Gra

de 7

Lev

el a

nd G

rade

8 L

evel

Stu

dent

: ___

____

____

____

____

____

____

____

__

Teac

her:

___

____

____

____

____

____

____

____

__

Dat

e: _

____

____

____

____

____

Stu

den

t P

rofil

eG

rad

e 7

Leve

lTe

ache

r O

bse

rvat

ion

No

tes

Stu

den

t P

rofil

eG

rad

e 8

Leve

lTe

ache

r O

bse

rvat

ion

No

tes

Ski

ll: F

luen

cyTh

e st

uden

t sho

ws

an a

bilit

y to

spe

ak

Eng

lish.

H

e/S

he:

q

is u

nder

stoo

d cl

early

mos

t of t

he ti

me

whe

n he

/she

spe

aks.

q

artic

ulat

es im

prec

isel

y on

ce in

a w

hile

.

q

hesi

tate

s ra

rely,

whi

le s

peak

ing.

q

uses

and

pro

noun

ces

corre

ctly

mos

t fre

quen

tly u

sed

wor

ds a

nd s

ever

al

less

freq

uent

ly u

sed

wor

ds.

q

uses

mot

her t

ongu

e on

ce in

a w

hile

th

roug

hout

ass

essm

ent (

e.g.

, usu

ally

to

exp

ress

idea

s on

a v

ery

spec

ific

subj

ect).

q

uses

into

natio

n an

d va

ries

volu

me

frequ

ently

.

q

repe

ats

corre

ctly,

with

mor

e co

nfide

nce,

all

wor

ds u

sed

by te

ache

r.

q

asks

for a

few

cla

rifica

tions

and

/or

exp

lana

tions

, occ

asio

nally

usi

ng

mot

her t

ongu

e to

do

so. A

sks

to

repe

at s

low

ly o

r in

sim

pler

term

s,

in E

nglis

h, th

roug

hout

ass

essm

ent

proc

edur

e.

The

stud

ent s

how

s an

abi

lity

to s

peak

E

nglis

h.

He/

She

:

q

is u

nder

stoo

d cl

early

alm

ost a

ll of

the

time

whe

n he

/she

spe

aks.

q

artic

ulat

es im

prec

isel

y on

ce in

a w

hile

.

q

hesi

tate

s ra

rely

whi

le s

peak

ing.

q

uses

and

pro

noun

ces

corre

ctly

alm

ost

all f

requ

ently

use

d w

ords

and

man

y le

ss fr

eque

ntly

use

d w

ords

.

q

uses

mot

her t

ongu

e on

ly w

ith

mor

e di

fficu

lt co

ncep

ts th

roug

hout

as

sess

men

t (e.

g., u

sual

ly to

exp

ress

id

eas/

opin

ions

on

a ve

ry s

peci

fic

subj

ect).

q

uses

into

natio

n an

d va

ries

volu

me

appr

opria

tely.

q

repe

ats

corre

ctly,

with

mor

e co

nfide

nce,

all

wor

ds u

sed

by th

e te

ache

r.

q

asks

for f

ew c

larifi

catio

ns a

nd/o

r ex

plan

atio

ns u

sing

mot

her t

ongu

e to

do

so.

He/

she

will

ask

occa

sion

ally

to

repe

at s

low

ly o

r in

sim

pler

term

s,

in E

nglis

h, th

roug

hout

ass

essm

ent

proc

edur

e.


List

enin

g a

nd R

esp

ond

ing

The

stud

ent s

how

s m

ore

confi

denc

e w

hen

resp

ondi

ng to

que

stio

ns.

He/

She

:

q

iden

tifies

impo

rtant

idea

s, in

form

atio

n,

and/

or m

essa

ges

in o

ral a

nd

oral

-vis

ual c

omm

unic

atio

ns a

nd

sum

mar

izes

them

in h

is/h

er o

wn

wor

ds.

q

resp

onds

to a

nd u

ses

with

mor

e co

nfide

nce

verb

al c

ues

and

non-

verb

al c

ues

(ges

ture

s, fa

cial

ex

pres

sion

s, il

lust

ratio

ns, t

one

of

voic

e) to

sho

w u

nder

stan

ding

and

to

com

mun

icat

e id

eas.

q

parti

cipa

tes

and

expr

esse

s th

ough

ts

and

idea

s in

ora

l exc

hang

es in

fo

rmal

and

info

rmal

con

text

s (e

.g.,

cont

ribut

es h

is/h

er k

now

ledg

e/in

form

atio

n ab

out a

spe

cific

topi

c,

expr

esse

s hi

s/he

r opi

nion

s in

di

scus

sion

s on

var

ious

topi

cs),

usin

g si

mpl

e an

d co

mpo

und

sent

ence

s.

q

follo

ws

dire

ctio

ns o

r ins

truct

ions

in

mos

t fam

iliar c

onte

xts

and

in s

ever

al

less

fam

iliar c

onte

xts

(abs

tract

idea

s/co

ncep

ts) t

hat a

re g

iven

by

the

teac

her.

q

show

s m

ore

sign

s of

con

fiden

ce w

hen

aski

ng te

ache

r to

repe

at q

uest

ions

or

inst

ruct

ions

.

q

reco

gniz

es a

nd u

ses

seve

ral a

ctiv

e lis

teni

ng s

trate

gies

(e.g

., m

aint

ains

an

atte

ntiv

e ex

pres

sion

and

pro

per

post

ure;

use

s ve

rbal

and

non

-ver

bal

cues

(nod

ding

) to

show

that

he/

she

is

payi

ng a

ttent

ion)

.

The

stud

ent s

how

s co

nfide

nce

whe

n re

spon

ding

to q

uest

ions

. H

e/S

he:

q

iden

tifies

impo

rtant

idea

s, in

form

atio

n,

and/

or o

pini

ons

in o

ral a

nd o

ral-v

isua

l co

mm

unic

atio

ns a

nd p

arap

hras

es

them

.

q

resp

onds

to a

nd u

ses

with

con

fiden

ce

verb

al c

ues

and

non-

verb

al c

ues

(ges

ture

s, fa

cial

exp

ress

ions

, illu

stra

tions

, ton

e of

voi

ce) t

o sh

ow

unde

rsta

ndin

g an

d to

com

mun

icat

e id

eas.

q

initi

ates

som

etim

es a

nd p

artic

ipat

es in

or

al e

xcha

nges

in fo

rmal

and

info

rmal

co

ntex

ts, b

y co

ntrib

utin

g op

inio

ns a

nd

idea

s ab

out v

ario

us to

pics

, usi

ng a

va

riety

of s

ente

nce

type

s.

q

follo

ws

dire

ctio

ns o

r ins

truct

ions

in

alm

ost a

ll fa

milia

r con

text

s an

d in

m

any

less

fam

iliar c

onte

xts

(abs

tract

id

eas/

conc

epts

) tha

t are

giv

en b

y th

e te

ache

r.

q

show

s si

gns

of c

onfid

ence

whe

n as

king

teac

her t

o re

peat

que

stio

ns o

r in

stru

ctio

ns.

q

reco

gniz

es a

nd u

ses

man

y ac

tive

liste

ning

stra

tegi

es (e

.g.,

uses

ver

bal

and

non-

verb

al c

ues

to s

how

that

he/

she

is p

ayin

g at

tent

ion)

and

inte

ract

s ap

prop

riate

ly w

ith th

e sp

eake

r.


Usi

ng t

he C

onv

entio

ns o

f S

po

ken

Eng

lish

The

stud

ent:

q

uses

cor

rect

ly a

lmos

t all

fam

iliar

voca

bula

ry a

nd in

corp

orat

es n

ew

voca

bula

ry.

q

is b

egin

ning

to u

nder

stan

d an

d us

e co

rrect

ly th

e le

vels

of l

angu

age

(form

al

and

info

rmal

) to

expr

ess

vario

us id

eas

and

opin

ions

in d

iffer

ent s

ituat

ions

.

q

uses

sev

eral

syn

onym

s an

d an

tony

ms

to v

ary

spee

ch.

q

spea

ks u

sing

a v

arie

ty o

f sim

ple

and

com

poun

d se

nten

ces,

inco

rpor

atin

g si

mpl

e co

nnec

ting

wor

ds a

nd

atte

mpt

ing

to u

se s

impl

e ve

rb te

nses

co

rrect

ly (e

spec

ially

irre

gula

r ver

bs).

q

uses

a fe

w F

renc

h st

ruct

ures

by

mak

ing

liter

al tr

ansl

atio

ns.

q

angl

iciz

es ra

rely

Fre

nch

wor

ds a

nd

rare

ly s

ubst

itute

s w

ith F

renc

h w

ords

.

q

mak

es s

ome

erro

rs o

f gra

mm

atic

al

prec

isio

n (u

se o

f cor

rect

ver

b te

nses

-

prog

ress

ive

vs. s

impl

e te

nses

).

q

uses

sim

ple

orga

niza

tiona

l pat

tern

s (e

.g.,

chro

nolo

gica

l ord

er –

firs

t, se

cond

, fina

lly) t

o he

lp c

omm

unic

ate

idea

s an

d in

form

atio

n cl

early

and

co

here

ntly.

q

uses

mor

e ef

fect

ivel

y so

me

com

mon

id

iom

s, s

impl

e st

ylis

tic d

evic

es

and

figur

ativ

e la

ngua

ge d

urin

g co

nver

satio

ns.

q

conv

erse

s w

ithin

a s

et c

onte

xt (e

.g.,

elabo

ratio

n of

cer

tain

que

stio

ns u

suall

y re

latin

g to

a p

erso

nal in

tere

st).

The

stud

ent:

q

uses

cor

rect

ly a

nd e

ffect

ivel

y al

l fam

iliar

voca

bula

ry a

nd in

corp

orat

es v

arie

d vo

cabu

lary

wor

ds, a

nd c

onve

rsat

iona

l ex

pres

sion

s (e

.g.,

Way

to g

o; I

don’

t th

ink

I can

mak

e it

for t

en, b

ut le

t’s

try,

..).

q

unde

rsta

nds

and

uses

app

ropr

iate

ly th

e le

vels

of l

angu

age

(form

al a

nd in

form

al)

to e

xpre

ss v

ario

us id

eas

and

opin

ions

in

diff

eren

t situ

atio

ns.

q

uses

man

y sy

nony

ms

and

anto

nym

s to

va

ry s

peec

h.

q

spea

ks u

sing

a v

arie

ty o

f sim

ple,

co

mpo

und

and

som

e co

mpl

ex

sent

ence

s, in

corp

orat

ing

vario

us

conn

ectin

g w

ords

and

a fe

w tr

ansi

tiona

l w

ords

and

use

s th

e si

mpl

e ve

rb te

nses

co

rrect

ly (e

spec

ially

irre

gula

r ver

bs).

q

uses

few

Fre

nch

stru

ctur

es b

y m

akin

g lit

eral

tran

slat

ions

.

q

angl

iciz

es ra

rely

Fre

nch

wor

ds.

q

mak

es a

few

erro

rs o

f gra

mm

atic

al

prec

isio

n (u

se o

f cor

rect

ver

b te

nses

–pr

ogre

ssiv

e, p

erfe

ct o

r sim

ple

tens

es).

q

uses

sim

ple

orga

niza

tiona

l pat

tern

s (e

.g.,

chro

nolo

gica

l ord

er, p

oint

-by

-poi

nt d

evel

opm

ent)

to h

elp

com

mun

icat

e id

eas

and

info

rmat

ion

clea

rly a

nd c

oher

ently

.

q

uses

, app

ropr

iate

ly a

nd e

ffect

ivel

y se

vera

l com

mon

idio

ms,

sim

ple

styl

istic

de

vice

s an

d fig

urat

ive

lang

uage

dur

ing

conv

ersa

tions

.

q

conv

erse

s in

a v

arie

ty o

f con

text

s (e

.g.,

abou

t a c

urre

nt e

vent

).

Pla

cem

ent

AP

D G

rade

7 L

evel

¨

AP

D G

rade

8 L

evel

¨

Re-

asse

ss –

Pre

p. L

evel

¨, G

r. 4 ¨

, Gr.

5 ¨

, Gr.

6 ¨

, Gr.

7 ¨

, Gr.

8 ¨

Reg

ular

Eng

lish

Pro

gram

– G

rade

___

___

Leve

l ¨


APD DIAGNOSTIC READING AND

INTERPRETATION ASSESSMENT


APD Diagnostic Reading and Interpretation Assessment


IntroductionThe Diagnostic Reading and Interpretation Assessment Task should follow the Diagnostic Oral and Oral-Visual Communication Assessment. By assessing student proficiency in oral communication, the teacher will have a more accurate idea of the level to select for the Reading and Interpretation Assessment.

ObjectiveMake the student read aloud, silently and have him/her answer a series of questions in order to establish his/her level of proficiency in reading English.

It is important to remember that the following tasks will help to assess the student’s knowledge and comprehension, fluency skills as well as use of reading strategies.

Assessment TasksThe Diagnostic Reading and Interpretation Assessment is divided into three distinct levels of proficiency: Basic, Intermediate and Advanced.

Each level of proficiency has two reading selections. The first selection is simpler in structure and vocabulary than the second. The teacher is free to select the text which seems most appropriate for each student.

Once the text has been selected, read all instructions before beginning the assessment and do the pre-reading activities with the student.

Pre-reading activities:

a) develop a rapport and make the student feel at ease before and during the assessment.

b) assess whether the level at which the student is tested has been accurately chosen. (It is possible that the task may be too easy or too difficult, in which case another text may be selected.)

c) stimulate interest for the text about to be read.

Each text is followed by a series of comprehension questions. It is suggested in the individual instructions that some questions be answered orally and others in writing. If questions are to be answered orally, always make sure that these are pointed out to the student before he/she begins to answer the questions.


Observations and Final AssessmentThe APD – Reading and Interpretation – Observation and Assessment Chart at the end of each level of proficiency gives the teacher a general profile of a student’s reading skills for each APD grade level. During the assessment, the teacher can record observations directly onto the chart. Also, a check mark can be made beside the more detailed descriptions of these four skills: Fluency, Reading Comprehension and Strategies, Reading for Meaning and Vocabulary. The student’s reading skills can be compared to those in the corresponding grade profile in order for the final reading assessment to be completed. This way, the correct APD grade level placement may be decided. Once the reading level has been determined, the student should be assigned the corresponding Writing Task. This assessment will help to identify his/her writing strengths and weaknesses.



Diagnostic Assessment for Basic Level Reading Texts

Preparatory Level and Grade 4 Level

Note to Teacher Prior to administering the Reading and Interpretation Assessment Tasks, notice that there are two assessment tasks at the Basic Level of proficiency:

• In Text 1, vocabulary and structure are geared to students with minimal knowledge and comprehension of English. They could be considered for placement in the APD Preparatory Program, depending on the results of their assessment.

• In Text 2, vocabulary and structure are slightly more complex and are geared to students with beginner knowledge and comprehension of English. They could be considered for placement in the APD Grade 4 Level Program, depending on the results of their assessment.

Once the level of reading has been determined, students should be assigned the corresponding writing assignment. This writing assessment will identify their writing strengths and weaknesses.


Diagnostic Assessment for Basic Level Reading – Text 1


Pre-Reading and Activating Prior Knowledge for Text 1

Ask the student the following questions:

1. If you think of your best friend, what makes that person your best friend?

2. What are the qualities of a good friend?

Reading for Meaning

Approach the reading of the text in the way that best suits the student:

• Read the first sentence and then have him/her read the rest silently. Do not read the entire text to the student.

• Invite the student to read a portion aloud after discussing the text. Check for fluency as he/she is reading.

• Assist with sounding out or understanding words or phrases if needed.


• Observe reading behaviours (e.g., subvocalizing, word attack skills, rereading, etc.) and take notes to help assess the student when completing the Final Assessment Chart.

• In order to determine student levels of proficiency in English, instructions should be given in English as much as possible. Try to avoid giving instructions in French.

Comprehension Questions

• Read the reading comprehension questions to the student.

• The student can present his/her answers by writing directly on the student page.

• Some questions may be answered orally if the teacher chooses to do so. However, these should be pointed out before the student begins writing the answers to the questions.

• The student may want to answer in French if he/she has a limited vocabulary. Allow the student to do so, as his/her responses will help to determine reading ability, knowledge and comprehension.


Text 1

My Best Friend My best friend is named Jake.

He lives in a house on my street with his mother, Isabella, his father, John, and his two sisters, Anne and Christine.

Jake has brown hair and blue eyes, and he is very tall for his age.

Every day, Jake and I walk to school together.

We like to play basketball after school. Jake is my very best friend!

© Stockbyte/Thinkstock


Questions1. How does Jake get to school?

_____________________________________________________________________

_____________________________________________________________________

2. How do you know that Jake is the writer’s very best friend?

_____________________________________________________________________

_____________________________________________________________________

3. Give two words that describe Jake.

_____________________________________________________________________

_____________________________________________________________________

4. Where is Jake’s house?

_____________________________________________________________________

_____________________________________________________________________

5. How do you get to school every day?

_____________________________________________________________________

_____________________________________________________________________

6. Match the French words to the English words found in the box.

a) tall b) together c) eyes d) street

e) lives f) best g) after h) hair

1) yeux: _____________

2) meilleur: _____________

3) grand: _____________

4) cheveux: _____________

5) ensemble: _____________

6) après: _____________

7) rue: _____________

8) (il) demeure: _____________


Diagnostic Assessment for Basic Level Reading – Text 2



1. Ask the student what type of text this is. Invite the student to explain his/her answer. If the student is unable to answer, list possible choices such as a “story”, a “recipe” or a “poem”.

2. Invite the student to look at the illustration and then to predict the subject of the poem.

Reading for Meaning




• Assist with sounding out or understanding words or phrases if needed.



• In order to determine student levels of proficiency in English, instructions should be given in English

as much as possible. Try to avoid giving instructions in French.


• Present the reading comprehension questions to the student.


• Some questions may be answered orally if the teacher chooses to do so. However, these should be pointed out before the student begins writing the answers to the questions.

• The student may want to answer in French if he/she has a limited vocabulary. Allow the student to do so, as his/her responses will help to determine reading ability, knowledge and comprehension.

• Encourage the student to answer in complete sentences wherever possible.


Text 2

Help your body

Eat good food every day

Apples and oranges, carrots and peas

Love your fruits and vegetables

Tuna and beans, chicken and nuts

High in protein, that is what they are

Yogurt, milk and cheese

Enjoy your recommended daily portions

A slice of bread, a bowl of pasta

Take some in your lunch today

Invest time in your health

Never forget

Growing happens with healthy eating

(Source : Wild about Reading Grades 4, 5, and 6, p. 30)


Questions

1. What is the subject of this poem?

_____________________________________________________________________

_____________________________________________________________________

2. List three types of food high in protein.

_____________________________________________________________________

_____________________________________________________________________

3. Explain the phrase, “Invest time in your health”.

_____________________________________________________________________

_____________________________________________________________________

4. Give this poem a title.

_____________________________________________________________________

_____________________________________________________________________

5. Can you find three words in the poem that look like French words that you know?

_____________________________________________________________________

_____________________________________________________________________

6. Can you name three types of food that you like to eat?

_____________________________________________________________________

_____________________________________________________________________

7. Why should we eat good food?

_____________________________________________________________________


Rea

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and

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AP

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Pla

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AP

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AP

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Re-

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Tex

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, Tex

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, Tex

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, Tex

t 4 ¨

, Tex

t 5 ¨

, Tex

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Reg

ular

Eng

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Pro

gram

– G

rade

___

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Leve

l ¨


Diagnostic Assessment for Intermediate Level Reading Texts

Grade 5 Level and Grade 6 Level

Note to Teacher Prior to administering the Reading and Interpretation Assessment Tasks, notice that there are two assessment tasks at the Intermediate Level of proficiency:

• In Text 3, the vocabulary and structure are geared to students with some knowledge and comprehension of English and who could be considered for placement in the APD Grade 4 or 5 Program, depending on the results of their assessment. In the event that students cannot understand the text or are unable to complete the task, give them one of the Basic Level Reading Tasks.

• In Text 4, the vocabulary and structure are slightly more complex than in Text 3. This task is geared to students with the knowledge and comprehension of English, approximately one grade level behind students in the Regular Grade 6 English Program. They could be considered for placement in the APD Grade 5 or 6 Level Program, depending on the results of their assessment.

Once reading levels have been determined, students should be assigned the corresponding writing assignment. This writing assessment will identify their writing strengths and weaknesses.


Diagnostic Assessment for Intermediate Level Reading – Text 3



1. Invite the student to look at the picture and title. Ask him/her to predict the subject of the text.

2. Invite the student to discuss what kind of sports or activities he/she likes to practise or watch.

Reading for Meaning




• Assist the student with sounding out or understanding words or phrases if needed.





• Read the reading comprehension questions to the student.


• The student may answer some of the questions orally. If so, make sure to point these out before he/she begins writing the answers to the questions.

• The student may want to use French in parts of his/her answers if he/she has a limited vocabulary. Allow the student to use French words or phrases whenever he/she seems to be at a loss for the English equivalents. His/Her responses will help to determine reading ability, knowledge and comprehension.



Text 3

My Sister Plays SoccerPeople play football in many countries. In Canada we call this game soccer. My sister is ten years old. She plays soccer. She plays with her team from school. They have lots of fun.

Boys and girls play soccer. How do they play the game? They play soccer on a field. There are eleven players on a team. Sometimes they wear special shoes. They wear pads on their legs. The goalie also wears gloves. They play with a ball. They try to kick the ball into the net. One-two-three. The ball goes in the net three times. The score is 3 to 0. They win!

(Source: Steps Assessment, p. 135)

© PhotoObjects.net/Getty Im

ages


Questions

1. Read the words in the box. Write them in the correct blanks. The first one has been done for you.

field team shoes net players gloves

a) I wear shoes on my feet when I play soccer.

b) When I am goalie, I wear __________ to play soccer.

c) My __________ is very good at soccer.

d) I like to play soccer in a __________.

e) There are eleven ___________ on my team.

f) The soccer ____________ is very big.

2. What kind of equipment do you need to play soccer?

_____________________________________________________________________

_____________________________________________________________________

3. In a short answer, explain why soccer players wear the following equipment:

a) pads on their legs?

___________________________________________________________________

___________________________________________________________________

b) special shoes?

___________________________________________________________________

___________________________________________________________________

c) gloves?

___________________________________________________________________

___________________________________________________________________


4. The writer says, “They play soccer on a field”. Name two other places where you can play soccer.

_____________________________________________________________________

_____________________________________________________________________

5. What qualities are needed to be a good soccer player?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

6. How do you think the players feel when they get the ball in the net? (question taken from Step Assessment p. 135)

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

7. Do you think girls or boys make better soccer players? Explain your answer.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


Diagnostic Assessment for Intermediate Level Reading – Text 4

Teacher InstructionsPre-Reading and Activating Prior Knowledge for Text 4

1. Ask the student to look at the four pictures and then to predict the subject of the text.

2. Invite the student to read the first two sentences of the text. If the student is from Canada, ask what his/her favourite season is and what activities he/she likes to do during this season. If the student is from another country, ask what the weather is like in his/her native country and what activities he/she likes to practise there.

Reading for Meaning















Text 4

My family and I moved to a new country called Canada. In this country, the climate is very strange and nature is always changing.

My new country has four seasons: summer, fall, winter and spring. Canada is a fun place to live.

In Canada, the temperature can be very hot. The warm sun shines in the sky. People go to the beach to swim and play in the sand.

Sometimes, the wind blows hard. All the colourful leaves fall from the trees. Many birds fly away because they do not like the colder temperatures.

Illustrations : www.picto.qc.ca


Other times, it is very cold. You must wear a warm jacket, a hat, mittens and also boots. Snow falls from the sky. Kids make snowballs and snowmen.

When the snow melts, the flowers begin to bloom. New leaves grow on the trees. The weather is warmer so the birds come back. Rain falls from the sky.


Questions1. Find two synonyms for the word temperature.

_____________________________________________________________________

2. Does the writer like Canada? Explain.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3. Find a title for this text.

_____________________________________________________________________

4. What does the writer mean by the phrase, ‘nature is always changing’?

_____________________________________________________________________

_____________________________________________________________________

5. Write two descriptive words/adjectives for each season.

a) Winter: _______________________________________________

b) Summer:______________________________________________

c) Fall:__________________________________________________

d) Spring:________________________________________________

6. What is your favourite season? Explain your answer.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


Rea

ding

and

Inte

rpre

tatio

n –

Obs

erva

tion

and

Ass

essm

ent

Cha

rt

AP

D –

Gra

de 5

Lev

el a

nd G

rade

6 L

evel

Stu

dent

: ___

____

____

____

____

____

____

____

__

Teac

her:

___

____

____

____

____

____

____

____

__

Dat

e: _

____

____

____

____

____

Stu

den

t P

rofil

e G

rad

e 5

Leve

lTe

ache

r O

bse

rvat

ion

No

tes

Stu

den

t P

rofil

e G

rad

e 6

Leve

lTe

ache

r O

bse

rvat

ion

No

tes

Flu

ency

The

stud

ent s

how

s so

me

abili

ty

read

ing

Eng

lish.

H

e/S

he:

q

read

s al

oud

with

som

e flu

ency

(h

esita

tes

occa

sion

ally

).

q

deco

des

with

less

hes

itatio

n, th

us

pron

ounc

ing

corre

ctly

man

y fa

milia

r w

ords

and

som

e un

fam

iliar w

ords

as

he/s

he w

ould

Fre

nch

wor

ds.

q

auto

-cor

rect

s pr

onun

ciat

ion,

qui

te

regu

larly

.

q

subs

titut

es, o

ccas

iona

lly, c

erta

in

wor

ds b

y ot

hers

.

q

uses

cor

rect

into

natio

n an

d va

ries

volu

me

mor

e fre

quen

tly a

nd re

spec

ts

punc

tuat

ion

som

etim

es.

The

stud

ent s

how

s m

ore

confi

denc

e re

adin

g E

nglis

h. H

e/S

he:

q

read

s al

oud

with

mor

e flu

ency

(h

esita

tes

rare

ly).

q

deco

des

with

ver

y lit

tle h

esita

tion,

thus

pr

onou

ncin

g co

rrect

ly m

ost f

amilia

r w

ords

and

sev

eral

unf

amilia

r wor

ds

quite

freq

uent

ly.

q

auto

-cor

rect

s pr

onun

ciat

ion

regu

larly

.

q

subs

titut

es, r

arel

y, c

erta

in w

ords

by

othe

rs.

q

uses

cor

rect

into

natio

n an

d va

ries

volu

me

mos

t of t

he ti

me

and

resp

ects

pu

nctu

atio

n m

ore

frequ

ently

.


Rea

din

g C

om

pre

hens

ion

Str

ateg

ies

The

stud

ent i

s ap

plyi

ng s

ome

fam

iliar

re

adin

g st

rate

gies

. H

e/S

he:

q

activ

ates

with

a li

mite

d am

ount

of

help

his

/her

prio

r kno

wle

dge

abou

t th

e to

pic

befo

re re

adin

g th

e te

xt.

q

mak

es s

ome

rela

ted

pred

ictio

ns

abou

t the

text

.

q

finds

som

e ke

y in

form

atio

n by

sk

imm

ing

and

scan

ning

the

text

.

q

show

s m

ore

unde

rsta

ndin

g by

re

read

ing

wor

ds o

r sec

tions

of t

he

text

.

q

uses

som

e co

mpr

ehen

sion

stra

tegi

es

(e.g

., re

ferr

ing

to il

lust

ratio

ns, t

itles

an

d su

b-tit

les,

etc

.) to

det

erm

ine

the

mea

ning

.

q

com

preh

ends

the

text

by

aski

ng

for s

ever

al e

xpla

natio

ns a

nd/o

r cl

arifi

catio

ns d

urin

g an

d af

ter r

eadi

ng.

The

stud

ent i

s ap

plyi

ng s

ever

al

fam

iliar

read

ing

stra

tegi

es.

He/

She

:

q

activ

ates

with

som

e sp

onta

neity

his

/he

r prio

r kno

wle

dge

abou

t the

topi

c be

fore

read

ing

the

text

.

q

mak

es s

ever

al re

late

d pr

edic

tions

ab

out t

he te

xt.

q

finds

a s

igni

fican

t am

ount

of k

ey

info

rmat

ion

by s

kim

min

g an

d sc

anni

ng th

e te

xt.

q

finds

a s

igni

fican

t am

ount

of k

ey

info

rmat

ion

by re

read

ing

wor

ds o

r se

ctio

ns o

f the

text

.

q

uses

sev

eral

com

preh

ensi

on

stra

tegi

es (e

.g.,

refe

rrin

g to

vis

ual

cues

, mak

ing

sim

ple

infe

renc

es, e

tc.)

to d

eter

min

e th

e m

eani

ng.

q

com

preh

ends

the

text

by

aski

ng

for s

ome

expl

anat

ions

and

/or

clar

ifica

tions

dur

ing

and

afte

r rea

ding

.


Rea

din

g f

or

Mea

ning

The

stud

ent u

nder

stan

ds th

e te

xt.

He/

She

:

q

read

s si

mpl

e te

xts

(e.g

., si

mpl

e op

inio

ns, s

hort

poem

s, n

arra

tives

).

q

give

s se

vera

l cor

rect

ans

wer

s to

si

mpl

e qu

estio

ns a

bout

the

text

.

q

mak

es s

ome

conn

ectio

ns b

etw

een

the

text

and

per

sona

l exp

erie

nces

.

q

stat

es a

nd e

labo

rate

s in

sim

ple

term

s hi

s/he

r opi

nion

(s) a

nd is

abl

e oc

casi

onal

ly to

con

nect

thes

e w

ith th

e te

xt.

q

show

s so

me

com

preh

ensi

on o

f the

m

ajor

and

min

or e

vent

s of

a s

tory

.

q

poin

ts o

ut s

ome

char

acte

ristic

s of

m

ajor

and

min

or c

hara

cter

s in

a s

tory

an

d id

entifi

es s

ome

conn

ectio

ns a

nd

rela

tions

hips

bet

wee

n th

em.

q

iden

tifies

a fe

w b

asic

ele

men

ts o

f th

e st

ruct

ure

of a

text

and

thei

r ch

arac

teris

tics

(e.g

., an

ope

ning

and

cl

osin

g se

nten

ce, l

ogic

al s

eque

nce

of

idea

s, e

tc.).

q

iden

tifies

and

und

erst

ands

the

use

of a

fe

w s

tylis

tic e

lem

ents

(e.g

., re

petit

ion,

co

mpa

rison

s).

q

mak

es a

few

sim

ple

infe

renc

es,

and

sum

mar

izes

som

e im

porta

nt

info

rmat

ion

and

idea

s w

ith h

elp.

The

stud

ent u

nder

stan

ds th

e te

xt.

He/

She

:

q

read

s a

varie

ty o

f sho

rt te

xts

(abo

ut a

G

rade

5 L

evel

in th

e R

egul

ar E

nglis

h P

rogr

am).

q

give

s se

vera

l cor

rect

ans

wer

s to

si

mpl

e an

d m

ore

com

plex

que

stio

ns

abou

t the

text

.

q

mak

es s

ever

al s

impl

e co

nnec

tions

be

twee

n th

e te

xt a

nd p

erso

nal

expe

rienc

es.

q

stat

es a

nd e

labo

rate

s in

sim

ple

term

s,

yet w

ith m

ore

deta

il hi

s/he

r opi

nion

(s)

and

is a

ble

to s

uppo

rt th

ese

in a

lim

ited

way

by

refe

rrin

g to

the

text

.

q

show

s m

ore

accu

rate

com

preh

ensi

on

of th

e m

ajor

and

min

or e

vent

s of

a

stor

y.

q

poin

ts o

ut q

uite

a fe

w c

hara

cter

istic

s of

maj

or a

nd m

inor

cha

ract

ers

in a

sto

ry a

nd id

entifi

es s

ever

al

conn

ectio

ns a

nd re

latio

nshi

ps

betw

een

them

.

q

iden

tifies

som

e el

emen

ts o

f th

e st

ruct

ure

of a

text

and

thei

r ch

arac

teris

tics

(e.g

., to

pic

sent

ence

, bo

dy, c

oncl

udin

g se

nten

ce).

q

iden

tifies

and

und

erst

ands

the

use

of a

fe

w s

tylis

tic e

lem

ents

(e.g

., re

petit

ion,

co

mpa

rison

s).

q

mak

es a

few

sim

ple

infe

renc

es,

and

sum

mar

izes

som

e im

porta

nt

info

rmat

ion

and

idea

s w

ith s

ome

help

.


Voca

bul

ary

The

stud

ent u

nder

stan

ds m

ost o

f the

vo

cabu

lary

. H

e/S

he:

q

asks

ofte

n fo

r exp

lana

tions

or

clar

ifica

tions

abo

ut th

e vo

cabu

lary

us

ed in

the

pre-

read

ing

disc

ussi

on,

the

text

or t

he c

ompr

ehen

sion

qu

estio

ns.

q

reco

gniz

es a

nd u

nder

stan

ds s

ever

al

frequ

ently

use

d w

ords

(esp

ecia

lly

thos

e le

arne

d gl

obal

ly) a

nd s

ome

wor

ds w

ith m

ultip

le m

eani

ngs

(e.g

. m

ouse

– a

nim

al, a

nd c

ompu

ter t

erm

; m

ean

– to

be

unki

nd, a

nd to

hav

e si

gnifi

canc

e, e

tc.).

q

uses

and

tran

sfer

s oc

casi

onal

ly

know

ledg

e of

Fre

nch

wor

ds

and

stru

ctur

es to

gai

n a

bette

r un

ders

tand

ing

of th

e m

eani

ng o

f the

te

xt.

q

uses

som

e w

ord-

solv

ing

stra

tegi

es

(e.g

., br

eaks

dow

n w

ords

into

sy

llabl

es, i

dent

ifies

root

wor

ds,

suffi

xes/

prefi

xes)

and

vis

ualiz

atio

n st

rate

gies

(e.g

., cr

eate

s a

men

tal

imag

e) to

dec

ode

and

pron

ounc

e un

fam

iliar a

nd/o

r mul

ti-sy

llabi

c w

ords

an

d to

hel

p hi

m/h

er u

nder

stan

d sh

ort,

sim

ple

text

s.

q

uses

sho

rt, s

impl

e se

nten

ces

to

answ

er q

uest

ions

.

q

asks

freq

uent

ly fo

r cla

rifica

tions

abo

ut

the

spel

ling

and

mea

ning

of u

nfam

iliar

wor

ds, e

spec

ially

whe

n an

swer

ing

ques

tions

.

The

stud

ent u

nder

stan

ds m

ost o

f the

vo

cabu

lary

. H

e/S

he:

q

asks

occ

asio

nally

for e

xpla

natio

ns o

r cl

arifi

catio

ns a

bout

the

voca

bula

ry

used

in th

e pr

e-re

adin

g di

scus

sion

, th

e te

xt o

r the

com

preh

ensi

on

ques

tions

.

q

reco

gniz

es, u

nder

stan

ds a

nd u

ses

man

y fre

quen

tly u

sed

wor

ds a

nd le

ss

frequ

ently

use

d w

ords

(e.g

., te

chni

cal

term

s, a

bstra

ct w

ords

).

q

uses

and

tran

sfer

s qu

ite o

ften

know

ledg

e of

Fre

nch

wor

ds

and

stru

ctur

es to

gai

n a

bette

r un

ders

tand

ing

of th

e m

eani

ng o

f the

te

xt.

q

uses

sev

eral

wor

d-so

lvin

g st

rate

gies

(e

.g.,

brea

ks d

own

com

poun

d w

ords

into

thei

r com

pone

nts)

and

vi

sual

izat

ion

stra

tegi

es (e

.g.,

crea

tes

a m

enta

l im

age)

to d

ecod

e an

d pr

onou

nce

unfa

milia

r and

/or m

ulti-

sylla

bic

wor

ds a

nd to

hel

p hi

m/h

er

unde

rsta

nd s

hort,

sim

ple

text

s.

q

uses

sho

rt, s

impl

e se

nten

ces

to

answ

er q

uest

ions

.

q

occa

sion

ally

ask

s fo

r cla

rifica

tions

ab

out t

he s

pellin

g an

d m

eani

ng o

f un

fam

iliar w

ords

, esp

ecia

lly w

hen

answ

erin

g qu

estio

ns.

Pla

cem

ent

AP

D G

rade

5 L

evel

¨

AP

D G

rade

6 L

evel

¨

Re-

asse

ss –

Tex

t 1 ¨

, Tex

t 2 ¨

, tex

t 3 ¨

, Tex

t 4 ¨

, Tex

t 5 ¨

, Tex

t 6 ¨

, Tex

t 7 ¨

Reg

ular

Eng

lish

Pro

gram

– G

rade

___

___

Leve

l ¨


Diagnostic Assessment for Advanced Level Reading


Note to Teacher Prior to administering the Reading and Interpretation Assessment Tasks, notice that there are two assessment tasks at the Advanced Level of proficiency:

• In Text 5, the vocabulary and structure are geared to students with knowledge and comprehension of English at approximately one grade level behind students in the Regular Grade 7 English Program. They could be considered for placement in the APD Grade 6 or 7 Program, depending on the results of their assessment.

• In the event that students do not seem to understand the text or are unable to complete the task, it would be advisable to give them one of the Basic Level Reading Tasks. If they have some knowledge of English but are struggling to complete these tasks, it would be preferable to administer the Intermediate Level Tasks.

• In Text 6, the vocabulary and structure are more complex than in Text 5. This task is geared to students with considerable knowledge and comprehension of English. They could be considered for placement in the APD Grade 7 or 8 Level Program or in the Regular English Program, depending on the results of their assessment.

Once reading levels have been determined, students should be assigned the corresponding writing assignment. This writing assessment will identify their writing strengths and weaknesses.


Diagnostic Assessment for Advanced Level Reading – Text 5



1. Invite the student to look at the pictures related to the title and then to predict the subject of the text. Ask the student to briefly explain his/her suggestion(s). Reveal the title: “Violence on Television.”

2. Invite the student to describe a show or a video game that he/she has seen or played and found particularly violent.

Reading for Meaning






• Observe reading behaviours (e.g., subvocalizing, word attack skills, rereading) and take notes to help assess the student when completing the Final Assessment Chart.









Text 5

Which television programs do you like to watch? How many hours do you watch TV each day? Is there too much violence on TV? Does this violence affect you? Because we are constantly bombarded by violent images on TV, we are not surprised anymore by the violent scenes in certain programs.

The television industry says that violence on TV does not affect people. It says that viewers know that violence on TV is “fake”, because people do not act like this in real-life. Some people in the TV industry believe that it is a safe way to get rid of personal frustrations. By watching a character on TV perform violent acts toward another person, it makes the « viewer » feel like he is getting rid of his anger too. Is it necessary to see more violence in order to get rid of our frustrations?

The majority of television programs contain some form of physical or verbal violence. Statistics show that by the age of 18, the average teenager has seen over 20,000 acts of violence on TV.

Most people will not copy an act of violence that they see on TV, but young people like to imitate their TV heroes. Many times, the TV character uses violent acts as the only solution to his or her problems.

By seeing too many acts of violence, people may no longer react when they come face to face with real-life violence. They may think this is a cool way to act or they may even participate in an act of violence without realizing it because they have become so accustomed to seeing violence that it has become “normal.” That is the scary part!

(Source: Wild About Reading Grades 4, 5, and 6, p. 99)


Questions1. Read the words in the box. Write them in the correct blank spaces. The first one

is done for you.

anger imitate contain scary viewers bombarded

a) My little sister loves to imitate her favourite TV character.

b) On our way to school, our friends ________________ us with snowballs.

c) The _______________ of the TV program did not believe that the violence they saw could be based on real facts.

d) The man showed a lot of __________ when he hit the table.

e) Did you see the __________ vampire movie last night?

f) Many TV programs _________________ violent scenes.

2. Find five words in the text that resemble French words that you know. Write a short definition or synonym for each one:

1) ___________________________________________________________________

2) ___________________________________________________________________

3) ___________________________________________________________________

4) ___________________________________________________________________

5) ___________________________________________________________________

3. What kinds of TV programs do you like to watch? or What kinds of video games do you like to play?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


4. What do the statistics show us about the average teenager’s viewing habits and violence on TV?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

5. Explain, in your own words, the expressions in bold type:

a) “…violence on TV is fake…”

___________________________________________________________________

___________________________________________________________________

b) “… they have become so accustomed to seeing violence on TV…”

___________________________________________________________________

___________________________________________________________________

6. Do you think that there is too much violence in movies, in video games or in TV programs? Explain your answer.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

7. Do you feel that violent scenes and acts in a movie, TV program or in a video game are cool? Explain your opinion.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


Diagnostic Assessment for Advanced Level Reading – Text 6



1. Ask the student to look carefully at the layout of the text and tell you what type of text that he/she is about to read. Ask the student to explain his/her choice (e. g., give certain characteristics).

2. Invite the student to look at the pictures and the title. Then ask him/her to predict the subject of the text. Ask the student to briefly explain his/her suggestion(s).

3. Ask the student if he/she likes to shop. Depending on the answer, ask the student to explain why he/she likes or doesn’t like to shop.

Reading for Meaning






• Observe reading behaviours (e.g., subvocalizing, word attack skills, rereading) and take notes to help assess the student when completing the Final Assessment Chart.









Text 6

It's Mall or NothingCharacters:

Katie, a 13-year-old girl

Ian, her older brother

Their mother

Setting:

Their kitchen

Scene 1The mother is busy doing the dishes. The phone rings. She goes to answer it.

MOTHER

Hello… Hi Shanna. How are you?… Yes, I’m fine, thank you…

Yes, she’s here. Just a minute.

(She puts the receiver down and walks over to the door to call Katie.)

Katie! You’re wanted on the phone.

KATIE

(off) Coming!

(Katie walks in and picks up the phone.)

Hello… Hey Shanna… You’re what? Cool!… Yes, that would be so totally cool… Sure I would…

Okay… Later. (She hangs up the phone.)

MOTHER

That was short. What are you girls up to?

KATIE

Shanna is inviting me to go shopping at the new mall. It’s huge and there’s all kinds of stores with a lot of really cool stuff.

MOTHER

Katie, I really don’t like the idea of you two just hanging around at the mall. I don’t want you to get into that habit. Besides, I don’t think you need anything right now. You have more than enough clothes.

KATIE

Mom! Shanna is going to get all kinds of new clothes. All my friends have way more stuff than I have…

MOTHER

Katie, I’m not going to change my mind on this. If you want more clothes, then you’ll have to use your own money. Besides, don’t you have a book report due next week? I think you could make better use of your time by reading a good book! Think about it!

(She leaves the room.)


Scene 2Katie takes her wallet from her backpack and counts her money. Her brother Ian walks in.

IAN

Morning Kate! Counting your money? What are you up to?

KATIE

I’m going shopping with Shanna at the new mall.

IAN

That’s your babysitting money, isn’t it? What do you need that’s so important?

KATIE

Mostly I need a new pair of jeans, but I also want to get some make-up and some jewelry.

IAN

Um . . . right. (He shakes his head and then sits down to read the newspaper.)

KATIE

Oh man! I don’t have enough. (She looks at Ian reading the newspaper and hesitates.)

Ian… would you lend me some money?

IAN

No.

KATIE

Aw, come on Ian. Why not? I’d have to babysit for a whole other month before I could afford those jeans. I’ll pay you back.

IAN

Why can’t you wait until next month?

KATIE

You don’t understand. All my friends are going shopping at the new mall. They’re all going to have new clothes. I don’t want to be the only one wearing my old stuff.

You have money. You could lend me some.

IAN

Katie, you know how expensive it is to go to university. All my money goes to pay my tuition fees.

KATIE

But I’d give it back to you. It’s just for a couple of months. Please Ian. It would mean so much to me.

IAN

No! Just stop it, okay? I don’t believe in all that consumerism craziness anyway. You don’t need all that stuff. You already have too many clothes, Kate.

KATIE

Please! I don’t need another lecture.

IAN

Just listen to me, okay? We’re destroying our planet by our constant consuming. We buy all this stuff and then, when we don’t like what we have anymore, we throw it out. Then we go back for more shopping. Shopping, shopping, shopping! We have so much garbage, it’s become a huge problem.

KATIE

Well, it’s not my problem.

IAN

It’s everyone’s problem, Katie. We all have to be more careful.

KATIE

(angry) Ah-h-h-h! Why do I have to have a brother like you.


Scene 3KATIE

You just don’t care.

IAN

I don’t care? Katie… do you see this article here? It talks about how these young girls your age are made to work ten to twelve hours a day in places that are called “sweat shops”. They make less than a dollar a day and they have no rights. They can’t have breaks when they need them or take off a sick day. They have no protection if they get hurt on the job. They just get replaced!

KATIE

Don’t they go to school?

IAN

They can’t afford to.

KATIE

Well, what’s that got to do with me?

IAN

They’re the ones who make a lot of the clothes you buy and wear. The big companies like to have their clothes made in poor countries and then sell them in rich countries like ours because that way, they make more money.

KATIE

How come?

IAN

Our country has laws that protect the workers. Companies aren’t allowed to pay their workers less than a certain amount of money. It’s called “minimum wage”. They also have to make sure their equipment is safe. If a worker gets hurt, then the company is responsible for that person. Nobody in this country would put up with the kind of bad treatment that workers get in developing countries. But poor countries don’t always have laws that protect their workers. That’s why big companies move their factories there. It costs them a lot less to have their products made in those countries.

KATIE

Look, Ian, that’s really sad, but it’s not my fault. Even if I don’t buy new clothes anymore, it’s not going to change anything.

IAN

Well, then, if everybody thinks that way, we’ll just go on consuming like crazy while these poor people work their fingers to the bone for next to nothing, just to survive. That way we can show off and enjoy our new stuff without ever thinking about the misery that went into making it.

KATIE

That’s not fair.


IAN

You’re right, it’s not. But as long as people can make money out of selling stuff, they will.

KATIE

Why are you telling me all this? You’re just trying to make me feel guilty.

IAN

No, I just don’t want you to be another unconscious consumer.

KATIE

But what about when you really do need new clothes?

IAN

Hey! Laura and I have a lot of fun when we go to second-hand stores. We always find some really neat stuff. And it’s unique.

KATIE

(surprised) Laura buys her clothes in second-hand stores? But… she always has such nice clothes.

IAN

Laura likes to make her own clothes. She sews different parts together. She’s very creative. You should come with us next time. She could give you some good ideas.

KATIE

Really? I’d like that.

IAN

Sure. I’ll mention it to her when I see her later today. I’ll ask her to call you.

KATIE

Thanks Ian.

(Ian leaves.)

Scene 3Katie picks up the phone and dials a number.

KATIE

May I speak to Shanna please? … thank you. (pause) Hey Shanna, it’s Kate. Listen… I won’t be able to make it to the mall… Sorry… You know that book report due on Tuesday? I really have to get working on it. Shanna? Remember when you said you’d like to become a fashion designer? … I might have an idea for you… I’ll tell you about it some time… Okay. Later.

(Source: Wild About Reading, Grades 7 and 8, p. 61-65)


Questions

1. Read the definitions in Column A. Match the words in Column B to their correct definition by writing the number of the definition in the blank space beside each word or expression. The words can be found in bold type and underlined in the text. The first one has been done for you.

Column A(definitions)

Column B(words or expressions)

1. to stay in a place for a certain period of time

a) allowed 5

2. to have enough money to be able to buy something

b) lend __

3. a small, flat, zippered case in which you keep your money

c) hanging around __

4. to give someone something that belongs to you for a short period of time

d) afford __

5. permitted e) wallet __

2. By using reading strategies that you have learned, give a short explanation of the following expressions found in bold type and underlined in the text?

a) “…in places that are called ‘sweat shops’.”

___________________________________________________________________

___________________________________________________________________

b) “…while these poor people work their fingers to the bone…”

___________________________________________________________________

___________________________________________________________________

c) “It’s called ‘minimum wage’.”

___________________________________________________________________

___________________________________________________________________


3. a) What type of shopping do you like to do?

___________________________________________________________________

___________________________________________________________________

b) Where do you like to shop?

___________________________________________________________________

___________________________________________________________________

4. Why do big companies like to have their merchandise made by people in developing countries?

_____________________________________________________________________

_____________________________________________________________________

5. How are the workers in Canada treated by big companies compared to workers in developing countries? Give two differences.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

6. At the end of the play, Ian gives Katie two suggestions when she asks him what she should do when she really needs to buy clothes. What are these two suggestions?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


7. What lesson(s) did you learn from this play?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

8. Do you agree or disagree with Ian’s opinions when he explains the following points to his sister? Explain (or defend) your opinion on one of these points.

a) “Well, then, if everybody thinks that way, we’ll just go on consuming like crazy while these poor people work their fingers to the bone for next to nothing, just to survive. That way we can show off and enjoy our new stuff without ever thinking about the misery that went into making it.”

b) “We’re destroying our planet by our constant consuming. We buy all this stuff and then, when we don’t like what we have anymore, we throw it out. Then we go back for more shopping. Shopping, shopping, shopping! We have so much garbage, it’s become a huge problem.”

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


Rea

ding

and

Inte

rpre

tatio

n –

Obs

erva

tion

and

Ass

essm

ent

Cha

rt –

AP

DG

rade

7 L

evel

and

Gra

de 8

Lev

elS

tude

nt: _

____

____

____

____

____

____

____

____

Te

ache

r: _

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

__

Stu

den

t P

rofil

eG

rad

e 7

Leve

lTe

ache

r O

bse

rvat

ion

No

tes

Stu

den

t P

rofil

eG

rad

e 8

Leve

lTe

ache

r O

bse

rvat

ion

No

tes

Flu

ency

The

stud

ent i

s co

nfide

nt re

adin

g E

nglis

h.

He/

She

:

q

read

s al

oud

usua

lly w

ith fl

uenc

y (re

ads

alm

ost a

t the

sam

e pa

ce a

s a

stud

ent

in th

e R

egul

ar G

rade

7 P

rogr

am).

q

deco

des

with

onl

y oc

casi

onal

he

sita

tion,

thus

pro

noun

cing

fam

iliar

and

unfa

milia

r wor

ds c

orre

ctly

mos

t of

the

time.

q

auto

-cor

rect

s pr

onun

ciat

ion,

fre

quen

tly.

q

uses

cor

rect

into

natio

n, v

arie

s vo

lum

e an

d re

spec

ts p

unct

uatio

n m

ost o

f the

tim

e.

The

stud

ent i

s at

eas

e re

adin

g E

nglis

h.

He/

She

:

q

read

s al

oud

with

flue

ncy

(read

s al

mos

t at

the

sam

e pa

ce a

s a

stud

ent i

n th

e R

egul

ar G

rade

8 P

rogr

am).

q

deco

des

with

out h

esita

tion,

thus

pr

onou

ncin

g fa

milia

r and

unf

amilia

r w

ords

cor

rect

ly m

ost o

f the

tim

e.

q

auto

-cor

rect

s pr

onun

ciat

ion,

mos

t of

the

time.

q

uses

cor

rect

into

natio

n, v

arie

s vo

lum

e an

d re

spec

ts p

unct

uatio

n al

mos

t all

of

the

time.


Rea

din

g C

om

pre

hens

ion

Str

ateg

ies

The

stud

ent i

s ap

plyi

ng s

ever

al fa

mili

ar

read

ing

stra

tegi

es.

He/

She

:

q

activ

ates

qui

te s

pont

aneo

usly

his

/he

r prio

r kno

wle

dge

abou

t the

topi

c be

fore

read

ing

the

text

.

q

mak

es m

any

rela

ted

pred

ictio

ns a

bout

th

e te

xt.

q

finds

qui

te a

bit

of k

ey in

form

atio

n by

sk

imm

ing

and

scan

ning

the

text

.

q

show

s qu

ite a

bit

of u

nder

stan

ding

by

rere

adin

g w

ords

or s

ectio

ns o

f the

te

xt.

q

uses

sev

eral

com

preh

ensi

on

stra

tegi

es (e

.g.,

refe

rrin

g to

cha

rts,

mak

ing

infe

renc

es, e

tc.)

to d

eter

min

e th

e m

eani

ng.

q

com

preh

ends

the

text

by

aski

ng fo

r a

few

exp

lana

tions

and

/or c

larifi

catio

ns

durin

g an

d af

ter r

eadi

ng.

The

stud

ent i

s ap

plyi

ng m

any

fam

iliar

re

adin

g st

rate

gies

. H

e/S

he:

q

activ

ates

spo

ntan

eous

ly h

is/h

er p

rior

know

ledg

e ab

out t

he to

pic

befo

re

read

ing

the

text

.

q

mak

es m

any

rela

ted

pred

ictio

ns a

bout

th

e te

xt.

q

finds

con

side

rabl

e ke

y in

form

atio

n by

sk

imm

ing

and

scan

ning

the

text

.

q

show

s co

nsid

erab

le u

nder

stan

ding

by

rere

adin

g w

ords

or s

ectio

ns o

f the

te

xt.

q

uses

man

y co

mpr

ehen

sion

stra

tegi

es

(e.g

., re

ferr

ing

to c

harts

, mak

ing

infe

renc

es, e

tc.)

to d

eter

min

e th

e m

eani

ng.

q

com

preh

ends

the

text

by

aski

ng

for v

ery

few

exp

lana

tions

and

/or

clar

ifica

tions

dur

ing

and

afte

r rea

ding

.


Rea

din

g f

or

Mea

ning

The

stud

ent u

nder

stan

ds th

e te

xt.

He/

She

:

q

read

s an

d ga

ins

a ge

nera

l and

mor

e de

taile

d un

ders

tand

ing

of a

var

iety

of

text

s (a

bout

a G

rade

6 L

evel

in th

e R

egul

ar E

nglis

h P

rogr

am).

q

give

s se

vera

l cor

rect

ans

wer

s to

mor

e co

mpl

ex q

uest

ions

abo

ut th

e te

xt.

q

mak

es m

any

conn

ectio

ns b

etw

een

the

text

and

per

sona

l exp

erie

nces

.

q

stat

es a

nd e

labo

rate

s in

mor

e co

mpl

ex te

rms

his

or h

er o

pini

on(s

) an

d is

abl

e to

sup

port

thes

e by

re

ferr

ing

to th

e te

xt.

q

show

s im

plic

it/ex

plic

it un

ders

tand

ing

of s

ever

al k

ey e

vent

s in

a s

tory

.

q

poin

ts o

ut a

nd s

uppo

rts s

ever

al

char

acte

ristic

s of

maj

or a

nd m

inor

ch

arac

ters

in a

sto

ry.

q

iden

tifies

sev

eral

ele

men

ts o

f th

e st

ruct

ure

of a

text

and

thei

r ch

arac

teris

tics

(e.g

., fa

cts,

opi

nion

s,

vivi

d la

ngua

ge, e

tc.).

q

iden

tifies

and

und

erst

ands

the

use

of s

ever

al s

tylis

tic e

lem

ents

(e.g

., re

petit

ion,

com

paris

ons,

sim

iles,

m

etap

hors

, allit

erat

ion,

etc

.).

q

mak

es s

ever

al in

fere

nces

, and

su

mm

ariz

es im

porta

nt in

form

atio

n an

d id

eas

with

a li

mite

d am

ount

of h

elp.

The

stud

ent u

nder

stan

ds th

e te

xt.

He/

She

:

q

read

s an

d ga

ins

a ge

nera

l and

mor

e de

taile

d un

ders

tand

ing

of a

var

iety

of

mor

e ch

alle

ngin

g te

xts

(abo

ut a

G

rade

7 L

evel

in th

e R

egul

ar E

nglis

h P

rogr

am).

q

give

s m

any

corre

ct a

nd d

etai

led

answ

ers

to m

ore

com

plex

que

stio

ns

abou

t the

text

.

q

mak

es c

onsi

dera

ble

conn

ectio

ns

betw

een

the

text

and

per

sona

l ex

perie

nces

.

q

stat

es a

nd e

labo

rate

s in

mor

e co

mpl

ex te

rms

his

or h

er o

pini

on(s

) an

d is

abl

e to

sup

port

thes

e by

re

ferr

ing

to th

e te

xt.

q

show

s im

plic

it/ex

plic

it un

ders

tand

ing

of m

any

key

even

ts in

a s

tory

.

q

poin

ts o

ut a

nd s

uppo

rts m

ost

char

acte

ristic

s of

maj

or a

nd m

inor

ch

arac

ters

in a

sto

ry.

q

iden

tifies

var

ious

ele

men

ts o

f the

st

ruct

ure

of a

text

(e.g

., ac

ts, s

cene

s,

etc.

) and

thei

r cha

ract

eris

tics

(e.g

., di

alog

ue, p

rops

, etc

.).

q

iden

tifies

and

und

erst

ands

the

use

of m

any

styl

istic

ele

men

ts (e

.g.,

susp

ense

, hum

our,

com

paris

ons,

si

mile

s, m

etap

hors

, allit

erat

ion,

etc

.).

q

mak

es m

any

infe

renc

es, a

nd

sum

mar

izes

impo

rtant

info

rmat

ion

and

idea

s w

ith v

ery

little

hel

p.


Voca

bul

ary

The

stud

ent u

nder

stan

ds m

ost o

f the

vo

cabu

lary

. H

e/S

he:

q

asks

occ

asio

nally

for e

xpla

natio

ns o

r cl

arifi

catio

ns a

bout

the

voca

bula

ry

used

in th

e pr

e-re

adin

g di

scus

sion

, th

e te

xt o

r com

preh

ensi

on q

uest

ions

.

q

reco

gniz

es, u

nder

stan

ds a

nd u

ses

a nu

mbe

r of f

requ

ently

use

d w

ords

and

le

ss fr

eque

ntly

use

d w

ords

(e.g

., te

rms

from

mos

t sub

ject

s st

udie

d in

sch

ool).

q

uses

and

tran

sfer

s oc

casi

onal

ly

know

ledg

e of

Fre

nch

wor

ds

and

stru

ctur

es to

gai

n a

bette

r un

ders

tand

ing

of th

e m

eani

ng o

f the

te

xt.

q

uses

man

y w

ord-

solv

ing

stra

tegi

es

(e.g

., br

eaks

dow

n co

mpo

und

wor

ds in

to th

eir c

ompo

nent

s) a

nd

visu

aliz

atio

n st

rate

gies

(e.g

., cr

eate

s a

men

tal i

mag

e) to

dec

ode

and

pron

ounc

e un

fam

iliar a

nd/o

r mul

ti-sy

llabi

c w

ords

and

to h

elp

him

/her

un

ders

tand

sho

rt te

xts.

q

uses

long

er s

ente

nces

to a

nsw

er

ques

tions

.

q

asks

occ

asio

nally

for c

larifi

catio

ns

abou

t the

spe

lling

and

mea

ning

of

unfa

milia

r wor

ds e

spec

ially

whe

n an

swer

ing

ques

tions

.

The

stud

ent u

nder

stan

ds m

ost o

f the

vo

cabu

lary

. H

e/S

he:

q

asks

rare

ly fo

r exp

lana

tions

or

clar

ifica

tions

abo

ut th

e vo

cabu

lary

us

ed in

the

pre-

read

ing

disc

ussi

on,

the

text

or c

ompr

ehen

sion

que

stio

ns.

q

reco

gniz

es, u

nder

stan

ds a

nd u

ses

a la

rge

num

ber o

f fre

quen

tly u

sed

wor

ds

and

less

freq

uent

ly u

sed

wor

ds (e

.g.,

term

s fro

m m

ost s

ubje

cts

stud

ied

in

scho

ol).

q

uses

and

tran

sfer

s fre

quen

tly

know

ledg

e of

Fre

nch

wor

ds

and

stru

ctur

es to

gai

n a

bette

r un

ders

tand

ing

of th

e m

eani

ng o

f the

te

xt.

q

uses

alm

ost a

ll of

the

wor

d-so

lvin

g st

rate

gies

(e.g

., br

eaks

do

wn

com

poun

d w

ords

into

thei

r co

mpo

nent

s) a

nd v

isua

lizat

ion

stra

tegi

es (e

.g.,

crea

tes

a m

enta

l im

age)

to d

ecod

e an

d pr

onou

nce

unfa

milia

r and

/or m

ulti-

sylla

bic

wor

ds

and

to h

elp

him

/her

und

erst

and

shor

t te

xts.

q

uses

long

er a

nd m

ore

com

plex

se

nten

ces

to a

nsw

er q

uest

ions

.

q

asks

rare

ly fo

r cla

rifica

tions

abo

ut th

e sp

ellin

g an

d m

eani

ng o

f unf

amilia

r w

ords

esp

ecia

lly w

hen

answ

erin

g qu

estio

ns.

Pla

cem

ent

AP

D G

rade

7 L

evel

¨

AP

D G

rade

8 L

evel

¨

Re-

asse

ss –

Tex

t 1 ¨

, Tex

t 2 ¨

, Tex

t 3 ¨

, Tex

t 4 ¨

, Tex

t 5 ¨

, Tex

t 6 ¨

, Tex

t 7 ¨

, Tex

t 8 ¨

Reg

ular

Eng

lish

Pro

gram

Gra

de _

____

_ Le

vel ¨


APD DIAGNOSTIC WRITING AND

REPRESENTATION ASSESSMENT


APD Diagnostic Writing and Representation Assessment


Introduction

The Diagnostic Writing and Representation Assessment Task should follow the Diagnostic Reading and Interpretation Assessment. Once student levels of proficiency in oral communication and reading have been assessed, it will be possible to have a more accurate idea of the task level to select for the Writing and Representation Assessment.

ObjectiveTo make the student go through the main steps of the writing process and have him/her write the final revised copy of a short text at the end of the assessment. This task will help to establish his/her level of proficiency in writing English.

It is important to remember that not only the student’s ability to use language strategies (e.g., use of vocabulary, grammar, spelling and stylistic devices) will be assessed, but also his/her knowledge and understanding of the writing process and the various characteristics of certain writing forms that have been learned and acquired from his/her knowledge of French will be examined. The student should be capable of transferring these writing skills when asked to write in English.

Assessment TasksThe Diagnostic Writing and Representation Assessment is divided into three distinct levels of proficiency: Basic, Intermediate and Advanced.

Each level of proficiency has two writing tasks which vary according to grade. For example, the Basic Proficiency Level is set to a Grade 4 level (note that a preparatory level has not been included for the writing strand of the assessment). Always read the explanatory note prior to administering tasks, particularly for Grade 4.

Many writing tasks correlate with previous reading tasks, either in form and/or subject. Prior assessments in oral communication and in reading are excellent guides for selecting the most appropriate text for students.

Once the Writing Task has been selected, read all the instructions before beginning the assessment and do the pre-writing activity with the student.

Pre-writing activities:

a) develop a rapport and make the student feel more at ease before and during the assessment.

b) assess whether the level being tested has been accurately chosen. (It is possible that the task may be too easy or too difficult, in which case, another may be selected.)

c) stimulate an interest for the subject that the student is preparing to write about.


Before writing, assessments begin with an oral pre-writing task. This is meant to activate prior knowledge of the subject and form. The remainder of the assessment is divided into three writing tasks: Building Vocabulary, Organizing Information and Final Edition. All tasks form an integral part of the writing process and must be completed to get a complete picture of the student’s writing abilities.

In order to determine the student’s level of proficiency in English, instructions should be given in English as much as possible. Try to avoid giving instructions in French. The tasks assess the student’s knowledge of the English language and his/her ability to use it correctly when he/she writes. Thus, the use of French/English dictionaries should not be permitted during writing tasks.

Observations and Final AssessmentThe APD – Writing and Representation – Observation and Assessment Chart at the end of each level of proficiency gives the teacher a general profile of a student’s writing skills for each APD grade level. During the assessment, the teacher can record observations directly onto the chart (see p. 14). Also, a check mark can be made beside the more detailed descriptions of these five skills: Developing Content, Applying Knowledge of Forms, Revising and Editing Texts, Producing Finished Work, Vocabulary and Language Conventions. The student’s writing skills can be compared to those in the corresponding grade profile in order to complete the Final Writing Assessment. This way, the appropriate APD grade level placement may be decided.


Once the writing level has been determined, the student should be assigned an overall grade level so that the proper adaptations can be made to his/her English program. It is possible to set a student’s APD program at different levels of proficiency for each strand. Therefore, make required adaptations for each skill accordingly, rather than set his/her whole program at one grade level. Also, students following the APD Program can be asked to perform some of the easier tasks with students from the Regular Program. This can sometimes help students to integrate the Regular Program quicker since they are actively watching and listening to regular program students perform everyday situations in English.


Diagnostic Assessment for Basic Level Writing

Preparatory Level and Grade 4 Level

Note to Teacher Prior to administering the Writing and Representation Assessment Tasks, notice that there is only one Writing Assessment Task at the Basic Level of proficiency. This task is set for a Grade 4 level, which means that it has been structured for students with beginner knowledge and comprehension of English. If students are struggling to complete any of the sections of this assessment, then they should be considered for the APD Preparatory Level. Otherwise, depending on their results, they should be considered for the APD Grade 4 Level Program.

The Basic Level Task is divided into three parts:

• Part 1 – Pre-Writing and Activating Prior Knowledge (oral)

• Part 2 – Writing Task 1: Building Vocabulary

• Part 3 – Writing Task 2: Final Edition

My Room and Me

Part 1 – Pre-Writing and Activating Prior Knowledge


Ask the student to:

1. Describe his/her room. Invite the student to talk about the colour, size, posters, general decor or theme used in his/her bedroom.

2. Tell what he/she likes or dislikes about the room.


Part 2 – Writing Task 1: Building Vocabulary


1. Read the instructions with the student.

2. Offer additional explanations on any unclear points.


Observations for Assessment• Observe writing behaviours (transferring from French – writing process, grammatical structures,

use of stylistic devices and vocabulary). Take notes to help assess the student when completing the Final Assessment Chart.

• Observe the type and number of questions and/or clarifications that the student asks before and during the writing assessment. These are usually an indication of the student’s understanding of the task and his/her ability to accomplish it. Note the frequency at which the student asks how to spell words. This indicates his/her ease with the language since he/she may or may not have the skills required to deal with the difficulties of spelling English words.

• In order to determine the student’s level of proficiency in English, instructions should be given in English as much as possible. Try to avoid giving instructions in French. Also, the use of French/English dictionaries should not be allowed during the tasks. This way, student writing skills and abilities can be observed more effectively and a clearer picture of proficiency levels can be drawn in the end.


Student Instructions

1. Carefully examine this picture of a person’s bedroom.

2. In the space provided, list 10 words (nouns, adjectives, adverbs) to describe the person who lives in this room.

Words (Nouns, Adjectives, Adverbs)

(Illu

stra

tion:

Wild

Abo

ut R

eadi

ng, G

rade

s 7

and

8, p

age

25.)


Part 3 – Writing Task 2: Final Edition – The Friendly Message


1. Read the instructions with the student.


3. Observe and assess the student’s writing and complete the Observation and Assessment Chart.


Student Instructions1. Think of your bedroom and its contents. If someone saw your bedroom, how would they describe

you?

2. Write a short paragraph to introduce yourself to your teacher. The paragraph should be approximately 3 to 4 sentences. You can write the first draft on a separate sheet of paper.

3. Use your ideas from Question 2 of Writing Task 1 (Building Vocabulary). You can also use ideas from the reading task about healthy eating when you described what you liked or disliked to eat. As an example, use the text about “Jake” to help you organize your ideas.

4. Check for spelling and grammatical errors and correct these before writing your final edition.


Wri

ting

and

Rep

rese

ntat

ion

– O

bser

vatio

n an

d A

sses

smen

t C

hart

A

PD

– P

repa

rato

ry L

evel

and

Gra

de 4

Lev

elS

tude

nt: _

____

____

____

____

____

____

____

____

Te

ache

r: _

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

__

Stu

den

t P

rofil

eP

rep

arat

ory

Lev

elTe

ache

r O

bse

rvat

ion

No

tes

Stu

den

t P

rofil

eG

rad

e 4

Leve

lTe

ache

r O

bse

rvat

ion

No

tes

Dev

elo

pin

g C

ont

ent

The

stud

ent i

s ha

ving

diffi

culty

writ

ing.

H

e/S

he:

q

trans

fers

from

Fre

nch

and

uses

, with

as

sist

ance

from

the

teac

her,

a fe

w

of th

e ba

sic

pre-

writ

ing

stra

tegi

es

(bra

inst

orm

ing,

list

of f

amilia

r wor

ds…

) to

gen

erat

e an

d de

velo

p id

eas,

and

to

sele

ct a

topi

c.

q

uses

, with

som

e di

fficu

lty, a

mod

el

piec

e of

writ

ing

to re

prod

uce

the

basi

c ch

arac

teris

tics

of th

e fo

rm re

ques

ted.

q

deve

lops

, with

ass

ista

nce

from

the

teac

her,

a ba

sic

list o

f fam

iliar w

ords

or

idea

s to

org

aniz

e id

eas

and

info

rmat

ion.

q

dete

rmin

es, w

ith a

ssis

tanc

e fro

m th

e te

ache

r, th

e pu

rpos

e an

d au

dien

ce o

f hi

s/he

r tex

t.

The

stud

ent s

how

s so

me

abili

ty w

ritin

g E

nglis

h.

He/

She

:

q

unde

rsta

nds

and

uses

, with

as

sist

ance

from

the

teac

her,

a fe

w

of th

e ba

sic

pre-

writ

ing

stra

tegi

es

(bra

inst

orm

ing,

them

atic

list

…) t

o ge

nera

te a

nd d

evel

op id

eas,

and

to

sele

ct a

topi

c.

q

uses

a m

odel

pie

ce o

f writ

ing

to re

prod

uce

the

appr

opria

te

char

acte

ristic

s of

the

form

requ

este

d.

q

deve

lops

, with

ass

ista

nce

from

the

teac

her,

a ba

sic

list o

f fam

iliar w

ords

or

idea

s to

org

aniz

e id

eas

and

info

rmat

ion.

q

dete

rmin

es, w

ith a

ssis

tanc

e fro

m th

e te

ache

r, th

e pu

rpos

e an

d au

dien

ce o

f hi

s/he

r tex

t.


Ap

ply

ing

Kno

wle

dg

e o

f F

orm

s Th

e st

uden

t:

q

atte

mpt

s w

ith d

ifficu

lty to

writ

e sh

ort

desc

riptio

ns a

nd/o

r mes

sage

s us

ing

basi

c w

ords

or p

hras

es.

q

orga

nize

s id

eas

and

info

rmat

ion

in a

si

mpl

e, b

asic

fash

ion.

q

show

s si

gns

of d

ifficu

lty u

sing

ver

y ba

sic

trans

ition

al w

ords

or p

hras

es

(e.g

., be

fore

, afte

r, so

met

imes

).

q

show

s si

gns

of d

ifficu

lty u

nder

stan

ding

an

d re

prod

ucin

g a

few

of t

he k

ey

char

acte

ristic

s of

the

form

that

has

be

en re

ques

ted

but m

ay b

e ab

le,

occa

sion

ally,

to tr

ansf

er fr

om F

renc

h.

q

atte

mpt

s ra

rely

to u

se b

y tra

nsfe

rrin

g fro

m F

renc

h, s

impl

e st

ylis

tic d

evic

es

that

he/

she

has

lear

ned.

The

stud

ent:

q

atte

mpt

s to

writ

e a

shor

t, si

mpl

e sa

luta

tion

for a

sho

rt m

essa

ge (e

.g.,

post

card

, e-m

ail).

q

atte

mpt

s to

writ

e sh

ort d

escr

iptio

ns,

basi

c op

inio

ns a

nd/o

r mes

sage

s us

ing

wor

ds o

r phr

ases

, or s

hort,

sim

ple

sent

ence

s.

q

orga

nize

s id

eas

and

info

rmat

ion

in a

ba

sic

fash

ion.

q

atte

mpt

s to

use

ver

y ba

sic

trans

ition

al

wor

ds o

r phr

ases

(e.g

., be

fore

, afte

r, so

met

imes

) at t

imes

whe

n an

d w

here

th

ese

are

requ

ired.

q

atte

mpt

s to

writ

e a

sim

ple

clos

ing

for a

m

essa

ge u

sing

a fe

w w

ords

, phr

ases

or

sho

rt, s

impl

e se

nten

ces.

q

unde

rsta

nds

and

can

repr

oduc

e, b

y tra

nsfe

rrin

g fro

m F

renc

h, a

few

of t

he

key

char

acte

ristic

s of

the

form

that

ha

s be

en re

ques

ted.

q

atte

mpt

s to

use

, at t

imes

, by

trans

ferr

ing

from

Fre

nch,

som

e si

mpl

e st

ylis

tic d

evic

es th

at h

e or

she

has

le

arne

d.


Rev

isin

g a

nd E

diti

ng T

exts

The

stud

ent:

q

mak

es re

visi

ons,

with

ass

ista

nce

from

th

e te

ache

r, to

impr

ove

the

cont

ent,

clar

ity a

nd in

tere

st o

f his

/her

writ

ten

wor

k.

q

atte

mpt

s, w

ith d

ifficu

lty, t

o m

ake

his/

her p

urpo

se a

nd m

essa

ge c

lear

er b

y m

akin

g ve

ry fe

w b

asic

revi

sion

s.

q

edits

and

pro

ofre

ads,

with

muc

h as

sist

ance

from

the

teac

her,

his/

her w

ritte

n w

ork

usin

g ve

ry li

ttle

know

ledg

e of

the

lang

uage

co

nven

tions

iden

tified

for t

his

leve

l.

The

stud

ent:

q

mak

es re

visi

ons,

with

lim

ited

assi

stan

ce fr

om th

e te

ache

r, to

im

prov

e th

e co

nten

t, cl

arity

and

in

tere

st o

f his

/her

writ

ten

wor

k.

q

atte

mpt

s, w

ith li

ttle

diffi

culty

, to

mak

e hi

s/he

r pur

pose

and

mes

sage

cle

arer

by

mak

ing

very

few

bas

ic re

visi

ons.

q

edits

and

pro

ofre

ads,

with

ass

ista

nce

from

the

teac

her,

his/

her w

ritte

n w

ork

usin

g lit

tle k

now

ledg

e of

the

lang

uage

co

nven

tions

iden

tified

for t

his

and

earli

er g

rade

s.

Pro

duc

ing

Fin

ishe

d W

ork

The

stud

ent:

q

iden

tifies

, with

ass

ista

nce

from

the

teac

her,

the

step

s an

d st

rate

gies

to

ass

ess,

revi

se a

nd im

prov

e th

e or

gani

zatio

n, c

larit

y an

d st

yle

of h

is/

her d

raft

copy

.

q

show

s ve

ry li

ttle

evid

ence

of a

pe

rson

al s

tyle

of w

ritin

g (c

hoic

e of

to

ne, w

ords

and

poi

nt o

f vie

w).

q

show

s ve

ry li

ttle

evid

ence

of c

reat

ive

thou

ght a

nd e

xpre

ssio

n (v

ery

mec

hani

cal a

nd b

asic

writ

ing)

.

q

follo

ws,

with

diffi

culty

and

ass

ista

nce

from

the

teac

her,

a fe

w o

f the

in

stru

ctio

ns fo

r the

fina

l tas

k.

The

stud

ent:

q

iden

tifies

, with

muc

h as

sist

ance

from

th

e te

ache

r, th

e st

eps

and

stra

tegi

es

to a

sses

s, re

vise

and

impr

ove

the

orga

niza

tion,

cla

rity

and

styl

e of

his

/he

r dra

ft co

py.

q

show

s lit

tle e

vide

nce

of a

per

sona

l st

yle

of w

ritin

g (c

hoic

e of

tone

, wor

ds

and

poin

t of v

iew

).

q

show

s lit

tle e

vide

nce

of c

reat

ive

thou

ght a

nd e

xpre

ssio

n (v

ery

mec

hani

cal a

nd b

asic

writ

ing)

.

q

follo

ws,

qui

te a

uton

omou

sly

and

effe

ctiv

ely,

a fe

w o

f the

inst

ruct

ions

for

the

final

task

.


Voca

bul

ary

and

Lan

gua

ge

Co

nven

tions

The

stud

ent i

s ha

ving

diffi

culty

with

the

voca

bula

ry.

He/

She

:

q

dem

onst

rate

s lim

ited

unde

rsta

ndin

g of

voc

abul

ary.

He/

She

asks

con

stan

tly

for e

xpla

natio

ns o

r cla

rifica

tions

whe

n at

tem

ptin

g to

und

erst

and

the

voca

bula

ry

used

in th

e pr

e-w

ritin

g di

scus

sion

, and

/or

the

othe

r writ

ing

task

s.

q

unde

rsta

nds

and

uses

a v

ery

limite

d am

ount

of f

requ

ently

use

d w

ords

(e.g

., pe

rson

ally

rele

vant

wor

ds –

ass

ocia

ted

with

hom

e or

imm

edia

te e

nviro

nmen

t).

q

show

s a

limite

d un

ders

tand

ing

but

neve

r use

s th

e co

rrect

leve

l of l

angu

age

to p

rodu

ce a

n ef

fect

.

q

show

s a

limite

d un

ders

tand

ing

for

vary

ing

his/

her v

ocab

ular

y to

pro

duce

th

e ap

prop

riate

effe

ct in

a te

xt a

nd h

as

diffi

culty

doi

ng s

o.

q

begi

ns to

use

bas

ic (s

hort

phra

ses,

de

clar

ativ

e an

d in

terro

gativ

e) s

ente

nce

stru

ctur

es.

q

begi

ns to

und

erst

and

and

use

a fe

w

basi

c En

glis

h gr

amm

atic

al s

truct

ures

(e

.g.,

sim

ple

pres

ent t

ense

of r

egul

ar

verb

s, e

xper

imen

ts w

ith p

ast a

nd

futu

re).

q

begi

ns to

app

ly a

few

stra

tegi

es to

spe

ll En

glis

h w

ords

(e.g

., w

ords

that

are

sa

me

or s

imila

r to

Fren

ch w

ords

with

th

e sa

me

mea

ning

, bre

aks

wor

ds in

to

parts

, cer

tain

per

sona

lly re

leva

nt w

ords

, co

pyin

g w

ords

from

a li

st/b

oard

).

q

trans

fers

rare

ly fr

om F

renc

h kn

owle

dge

and

unde

rsta

ndin

g of

sim

ple,

bas

ic

gram

mat

ical

con

cept

s an

d ba

sic

usag

es o

f par

ts o

f spe

ech.

The

stud

ent i

s at

tem

ptin

g to

un

ders

tand

the

voca

bula

ry.

He/

She

:

q

asks

freq

uent

ly fo

r exp

lana

tions

or

clar

ificat

ions

whe

n at

tem

ptin

g to

un

ders

tand

the

voca

bula

ry u

sed

in th

e pr

e-w

ritin

g di

scus

sion

, and

/or t

he o

ther

w

ritin

g ta

sks.

q

unde

rsta

nds

and

uses

freq

uent

ly u

sed

wor

ds (e

.g.,

com

mon

and

per

sona

lly

rele

vant

wor

ds, s

ubje

ct-s

peci

fic w

ords

fro

m a

list

or t

ext).

q

show

s an

und

erst

andi

ng b

ut h

as

diffi

culty

usi

ng th

e co

rrect

leve

l of

lang

uage

to p

rodu

ce a

n ef

fect

.

q

show

s an

und

erst

andi

ng fo

r var

ying

hi

s/he

r voc

abul

ary

to p

rodu

ce th

e ap

prop

riate

effe

ct in

a te

xt a

nd d

oes

so ra

rely.

q

begi

ns to

use

cor

rect

ly b

asic

(d

ecla

rativ

e an

d in

terro

gativ

e) s

ente

nce

stru

ctur

es.

q

unde

rsta

nds

and

uses

cor

rect

ly a

few

ba

sic

Engl

ish

gram

mat

ical

stru

ctur

es

(e.g

., si

mpl

e pr

esen

t ten

se o

f reg

ular

ve

rbs,

exp

erim

ents

with

pas

t and

fu

ture

, sub

ject

/ver

b ag

reem

ent i

n si

mpl

e se

nten

ces)

.

q

appl

ies

a fe

w s

trate

gies

to s

pell

Engl

ish

wor

ds c

orre

ctly

(e.g

., w

ords

that

are

sa

me

or s

imila

r to

Fren

ch w

ords

with

th

e sa

me

mea

ning

, bre

aks

wor

ds in

to

parts

, cer

tain

com

mon

wor

ds).

q

trans

fers

som

etim

es fr

om F

renc

h kn

owle

dge

and

unde

rsta

ndin

g of

si

mpl

e, b

asic

gra

mm

atic

al c

once

pts

and

basi

c us

ages

of p

arts

of s

peec

h.

Pla

cem

ent

AP

D P

rep

Leve

l ¨

AP

D G

rade

4 L

evel

¨

Re-

asse

ss:

Gr.

5 ¨

, G

r. 6 ¨

, Gr.

7 ¨

, G

r. 8 ¨

Reg

ular

Eng

lish

Pro

gram

– G

rade

___

___

Leve

l ¨


Diagnostic Assessment for Intermediate Level Writing


Note to Teacher

Prior to administering the Writing and Representation Assessment Tasks, notice that there are two assessment tasks at the Intermediate Level of proficiency:

• The first task is geared to the Grade 5 Level. This means that it has been structured for students with some knowledge and comprehension of English and who should most likely be placed in the APD Grade 4 or 5 Program, depending on the results of their assessment. If students cannot understand what is being asked or are unable to complete any of the sections of this assessment, give them the Basic Level Writing Task.

• The second task is geared to the Grade 6 Level. This means that it has been structured for students with the knowledge and comprehension of English at approximately one grade level behind students in the Regular Grade 6 Program and should be considered for the APD Grade 5 or Grade 6 Level Program.

The Intermediate Level Tasks are divided into four parts:

• Part 1 – Pre-Writing and Activating Prior Knowledge


• Part 3 – Writing Task 2: Organizing Information



Diagnostic Assessment for Intermediate

Level Writing Grade 5 Level

My Favourite Sport or Activity


Teacher InstructionsAsk the student to talk about his/her favourite activities and sports. Make sure to define what constitutes “activities” (e.g., sports, academics, extra-curricular interests, pastimes).


Teacher Instructions1. Read the instructions with the student.




• Observe writing behaviours (transferring from French – writing process, grammatical structures, use of stylistic devices and vocabulary). Take notes to help assess the student when completing the Final Assessment Chart.

• Observe the type and number of questions and/or clarifications that the student asks before and during the writing assessment. These are usually an indication of the student’s understanding of the task and his/her ability to accomplish it. Note the frequency at which he/she asks how to spell words. This indicates the student’s ease with the language since he/she may or may not have the skills required to deal with the difficulties of spelling English words.



Student Instructions:

1. Draw a line from the picture in column A to the correct word in column B.

A B(Il

lust

ratio

ns :

ww

w.p

icto

.qc.

ca)

a. cooking

b. horseback riding

c. fishing

d. cycling

e. gardening

f. camping

g. skateboarding

h. competing in gymnastics


Part 3 – Writing Task 2: Organizing Information


1. Read the instructions for the Graphic Organizer1 to students.

2. Emphasize the importance of organizing ideas.


4. Encourage the student to complete each prompt in the chart.

5. Observe as the student goes about the writing task and take notes on the Writing Observation and Assessment Chart.

1 A Graphic Organizer is a chart where a set of specific prompts help form a list of ideas and words recorded in an organized fashion, i.e., a more structured form of brainstorming.



(Illustrations: www.picto.qc.ca)

1. Use the Graphic Organizer to help you make a list of ideas about one of your favourite sports or activities.

My Favourite Activity or Sport

What is the name of my favourite activity or sport?

-

-

-

What do I need to do this activity or to practice my favourite sport? (e.g., equipment, clothing, tools, location)

-

-

-

Who usually participates in this type of activity or sport?

-

-

-

My description of the activity or sport (e.g., rules, steps, how to win/play)

-

-

-

What do I like about this activity or sport?

-

-


Part 4 – Writing Task 3: Final Edition

Writing About My Favourite Activity or Sport



3. Assess the student’s writing and complete the Writing Observation and Assessment Chart.



1. Write a descriptive paragraph about your favourite sport or activity.

2. Write a short paragraph of 4 to 8 sentences. You can write the first draft on a separate sheet of paper. Make sure to use your ideas from the Graphic Organizer (from Writing Task 2).

3. Try to follow the same order as the ideas in your Graphic Organizer. This will help you to organize your ideas about your favourite activity or sport.



Diagnostic Assessment for Intermediate Level Writing Grade 6 Level

Weather or Not


Teacher Instructions1. Ask the student to tell you what he/she knows about natural disasters caused by extreme weather

conditions (e.g., floods, droughts, tornadoes, snowstorms).

2. Ask the student if he/she has ever seen pictures of these conditions or been a witness to one of these disasters.

3. Invite the student to give his/her views about these disasters.






• Observe student writing behaviours (transferring from French – writing process, grammatical structures, use of stylistic devices and vocabulary) and take notes to help assess the student when completing the Final Assessment Chart.

• Observe the type and number of questions and/or clarifications that the student asks before and during the writing assessment. These are usually an indication of the student’s understanding of the task and of his/her ability to accomplish it. Note the frequency at which the student asks how to spell words. This indicates his/her ease with the language since he/she may or may not have the skills required to deal with the difficulties of spelling English words.




1. Choose the adjectives from the textbox below that best describe each season and place them under the appropriate season.

warm rainy cloudy foggy

cold bright chilly humid

heated fun blazing joyful

beautiful crisp cool windy

stormy freezing hazy sunny

Fall Winter Spring Summer

(Sources: www.picto.qc.ca, Clipart.com)

http://www.picto.qc.ca/



Teacher Instructions1. Read the instructions for the Web Chart2 to the student.


3. Encourage the student to complete each prompt in the chart.


5. Observe as the student goes about the writing task and take notes on the Writing Observation and Assessment Chart.

2A Web Chart is a set of specific prompts that help form a list of ideas and words that are recorded in a brainstorming web (spider or sun) formation.



1. Using the prompts in the following Web Chart, describe the weather when you came to school this morning.

2. Use any words (e.g., nouns, adjectives, adverbs) that will help you describe the temperature and climate. Note that the words from Writing Task 1: Building Vocabulary can be used.

On my way to

school this morning…

Later on, I think the

weather will be. . .

-I think the weather is . . .

-

-

I see…

-

-

-

I can touch or feel . . .

-

-

I hear . . .

-

-

I smell . . .

-

-

I think I should wear. . .

-

-



On my Way to School This Morning






1. Describe the weather that you experienced on your way to school this morning.

2. Write a short paragraph of 4 to 8 sentences. You can write the first draft on a separate sheet of paper.

3. Make sure to use the adjectives seen in the Building Vocabulary activity and the ideas from the Web Chart in the Organizing Information activity. Also, think of the text about the seasons that you read for the Reading Assessment.



Wri

ting

and

Rep

rese

ntat

ion

– O

bser

vatio

n an

d A

sses

smen

t C

hart

A

PD

– G

rade

5 L

evel

and

Gra

de 6

Lev

elS

tude

nt: _

____

____

____

____

____

____

____

____

Te

ache

r: _

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

__

Stu

den

t P

rofil

eG

rad

e 5

Leve

lTe

ache

r O

bse

rvat

ion

No

tes

Stu

den

t P

rofil

eG

rad

e 6

Leve

lTe

ache

r O

bse

rvat

ion

No

tes

Dev

elo

pin

g C

ont

ent

The

stud

ent:

q

unde

rsta

nds

and

uses

, with

as

sist

ance

from

the

teac

her,

a fe

w

of th

e si

mpl

e pr

e-w

ritin

g st

rate

gies

(b

rain

stor

min

g, g

raph

ic o

rgan

izer

…)

to g

ener

ate

and

deve

lop

idea

s, to

se

lect

a to

pic

and

the

appr

opria

te

char

acte

ristic

s of

the

form

requ

este

d.

q

deve

lops

, with

ass

ista

nce

from

the

teac

her,

a ba

sic

plan

/list

to o

rgan

ize

idea

s an

d in

form

atio

n.

q

dete

rmin

es, w

ith a

ssis

tanc

e fro

m th

e te

ache

r, th

e pu

rpos

e an

d au

dien

ce o

f hi

s/he

r tex

t.

The

stud

ent:

q

unde

rsta

nds

and

uses

, with

lim

ited

assi

stan

ce fr

om th

e te

ache

r, so

me

of th

e si

mpl

e pr

e-w

ritin

g st

rate

gies

(b

rain

stor

min

g, w

eb c

hart…

) to

gene

rate

and

dev

elop

idea

s, to

se

lect

a to

pic

and

the

appr

opria

te

char

acte

ristic

s of

the

form

requ

este

d.

q

deve

lops

, with

lim

ited

assi

stan

ce

from

the

teac

her,

a si

mpl

e pl

an/li

st to

or

gani

ze id

eas

and

info

rmat

ion.

q

dete

rmin

es, w

ith li

mite

d as

sist

ance

fro

m th

e te

ache

r, th

e ap

prop

riate

pu

rpos

e an

d au

dien

ce o

f his

/her

text

.


Ap

ply

ing

Kno

wle

dg

e o

f F

orm

s Th

e st

uden

t:

q

writ

es a

sho

rt, s

impl

e in

trodu

ctor

y se

nten

ce th

at id

entifi

es th

e m

ain

topi

c an

d m

ay a

ttem

pt to

som

ewha

t hoo

k th

e re

ader

’s a

ttent

ion.

q

stat

es o

pini

ons

sim

ply

and

supp

orts

th

em a

t tim

es w

ith b

asic

refe

renc

es

or fa

cts

from

the

sour

ce th

at h

e/sh

e is

re

adin

g.

q

orga

nize

s id

eas

and

info

rmat

ion

in a

si

mpl

e fa

shio

n.

q

uses

bas

ic tr

ansi

tiona

l wor

ds o

r ph

rase

s at

tim

es, w

hen

and

whe

re

thes

e ar

e re

quire

d.

q

writ

es a

sim

ple

clos

ing

sent

ence

as

a co

nclu

sion

.

q

unde

rsta

nds

and

can

repr

oduc

e a

few

of

the

key

char

acte

ristic

s of

the

form

th

at h

as b

een

requ

este

d.

q

unde

rsta

nds

and

uses

, at t

imes

by

trans

ferr

ing

from

Fre

nch,

som

e of

the

sim

ple

styl

istic

dev

ices

that

he/

she

has

lear

ned.

The

stud

ent:

q

writ

es a

sim

ple

intro

duct

ion

that

id

entifi

es th

e m

ain

topi

c an

d at

tem

pts

to h

ook

the

read

er’s

atte

ntio

n.

q

stat

es o

pini

ons

sim

ply

and

supp

orts

th

em w

ith re

fere

nces

or f

acts

from

the

sour

ce th

at h

e/sh

e is

read

ing.

q

orga

nize

s id

eas

and

info

rmat

ion

in a

so

mew

hat c

oher

ent f

ashi

on.

q

uses

bas

ic tr

ansi

tiona

l wor

ds o

r ph

rase

s oc

casi

onal

ly, w

hen

and

whe

re

thes

e ar

e re

quire

d.

q

writ

es a

sim

ple

conc

lusi

on th

at

sum

mar

izes

som

e of

the

key

poin

ts o

f hi

s/he

r tex

t.

q

unde

rsta

nds

and

can

repr

oduc

e so

me

of th

e ke

y ch

arac

teris

tics

of th

e fo

rm

that

has

bee

n re

ques

ted.

q

unde

rsta

nds

and

uses

, at t

imes

by

trans

ferr

ing

from

Fre

nch,

som

e of

the

sim

ple

styl

istic

dev

ices

that

he/

she

has

lear

ned.


Rev

isin

g a

nd E

diti

ng T

exts

The

stud

ent:

q

mak

es re

visi

ons

with

ass

ista

nce

from

th

e te

ache

r to

impr

ove

the

cont

ent,

clar

ity a

nd in

tere

st o

f his

/her

writ

ten

wor

k.

q

clar

ifies

his

/her

pur

pose

by

atte

mpt

ing

to re

nder

the

mes

sage

cle

arer

by

mak

ing

som

e si

mpl

e re

visi

ons.

q

edits

and

pro

ofre

ads,

with

ass

ista

nce

from

the

teac

her,

his/

her w

ritte

n w

ork

usin

g so

me

know

ledg

e of

the

lang

uage

con

vent

ions

iden

tified

for

this

and

ear

lier g

rade

s.

The

stud

ent:

q

mak

es re

visi

ons

with

lim

ited

assi

stan

ce fr

om th

e te

ache

r to

impr

ove

the

cont

ent,

clar

ity a

nd

inte

rest

of h

is/h

er w

ritte

n w

ork.

q

clar

ifies

his

/her

pur

pose

by

atte

mpt

ing

to re

nder

the

mes

sage

cle

arer

by

inco

rpor

atin

g so

me

of th

e ne

w w

ords

an

d ex

pres

sion

s th

at h

e/sh

e ha

s le

arne

d an

d/or

see

n in

his

/her

read

ing.

q

edits

and

pro

ofre

ads,

with

som

e as

sist

ance

from

the

teac

her,

his/

her

writ

ten

wor

k us

ing

an a

ppro

pria

te

know

ledg

e of

the

lang

uage

co

nven

tions

iden

tified

for t

his

and

earli

er g

rade

s.

Pro

duc

ing

Fin

ishe

d W

ork

The

stud

ent:

q

iden

tifies

, with

ass

ista

nce

from

the

teac

her,

the

step

s an

d st

rate

gies

to

ass

ess,

revi

se a

nd im

prov

e th

e or

gani

zatio

n, c

larit

y an

d st

yle

of h

is/

her d

raft

copy

.

q

begi

ns to

sho

w s

ome

evid

ence

of a

pe

rson

al s

tyle

of w

ritin

g (c

hoic

e of

to

ne, w

ords

and

poi

nt o

f vie

w).

q

begi

ns to

sho

w s

ome

evid

ence

of

crea

tive

thou

ght a

nd e

xpre

ssio

n.

q

begi

ns to

follo

w m

ore

auto

nom

ousl

y an

d ef

fect

ivel

y so

me

of th

e in

stru

ctio

ns fo

r the

fina

l tas

k.

The

stud

ent:

q

iden

tifies

, with

lim

ited

assi

stan

ce fr

om

the

teac

her,

the

step

s an

d st

rate

gies

to

ass

ess,

revi

se a

nd im

prov

e th

e or

gani

zatio

n, c

larit

y an

d st

yle

of h

is/

her d

raft

copy

.

q

show

s so

me

evid

ence

of a

per

sona

l st

yle

of w

ritin

g (c

hoic

e of

tone

, wor

ds

and

poin

t of v

iew

).

q

show

s so

me

evid

ence

of c

reat

ive

thou

ght a

nd e

xpre

ssio

n.

q

follo

ws

mor

e au

tono

mou

sly

and

effe

ctiv

ely

man

y of

the

inst

ruct

ions

for

the

final

task

.


Voca

bul

ary

and

Lan

gua

ge

Co

nven

tions

The

stud

ent u

nder

stan

ds s

ome

of th

e vo

cabu

lary

. He/

She

:

q

asks

ofte

n fo

r exp

lana

tions

or

clar

ifica

tions

abo

ut th

e vo

cabu

lary

us

ed in

the

pre-

writ

ing

disc

ussi

on,

and/

or th

e ot

her w

ritin

g ta

sks.

q

unde

rsta

nds

and

uses

som

e fre

quen

tly u

sed

wor

ds (e

.g.,

fam

iliar

and

new

voc

abul

ary

asso

ciat

ed w

ith

scho

ol, a

ctiv

ities

or i

nter

ests

).

q

begi

ns to

sho

w a

littl

e un

ders

tand

ing

and

uses

, her

e an

d th

ere,

the

corre

ct

leve

l of l

angu

age

to p

rodu

ce a

n ef

fect

.

q

show

s hi

s/he

r bas

ic u

nder

stan

ding

fo

r var

ying

voc

abul

ary

to p

rodu

ce th

e ap

prop

riate

effe

ct in

a te

xt a

nd d

oes

so o

n a

few

occ

asio

ns.

q

uses

, mos

t of t

he ti

me,

sim

ple

(dec

lara

tive,

inte

rroga

tive,

impe

rativ

e an

d ex

clam

ator

y) s

ente

nce

stru

ctur

es.

q

unde

rsta

nds

and

uses

cor

rect

ly s

ome

basi

c En

glis

h gr

amm

atic

al s

truct

ures

(e

.g.,

sim

ple

verb

tens

es o

f reg

ular

ve

rbs,

sub

ject

/ver

b ag

reem

ent i

n si

mpl

e se

nten

ces)

.

q

appl

ies

som

e st

rate

gies

to s

pell

Engl

ish

wor

ds c

orre

ctly

(e.g

., w

ords

th

at a

re s

ame

or s

imila

r to

Fren

ch

wor

ds w

ith th

e sa

me

mea

ning

, in

corp

orat

ing

subj

ect-

spec

ific

voca

bula

ry fr

om a

list

or t

ext,

certa

in

com

mon

plu

rals

of n

ouns

).

q

trans

fers

, occ

asio

nally

from

Fre

nch,

kn

owle

dge

and

unde

rsta

ndin

g of

ba

sic

gram

mat

ical

con

cept

s an

d fa

milia

r usa

ges

of p

arts

of s

peec

h.

The

stud

ent u

nder

stan

ds m

uch

of th

e vo

cabu

lary

. He/

She

:

q

asks

occ

asio

nally

for e

xpla

natio

ns o

r cl

arific

atio

ns a

bout

the

voca

bula

ry u

sed

in th

e pr

e-w

ritin

g di

scus

sion

, and

/or t

he

othe

r writ

ing

task

s.

q

unde

rsta

nds

and

uses

sev

eral

fre

quen

tly u

sed

wor

ds a

nd le

ss

frequ

ently

use

d w

ords

(e.g

., in

corp

orat

ing

new

and

spe

cial

ized

voca

bula

ry).

q

begi

ns to

sho

w s

ome

unde

rsta

ndin

g an

d us

es, o

ccas

iona

lly, t

he c

orre

ct le

vel

of la

ngua

ge to

pro

duce

an

effe

ct w

hen/

whe

re a

ppro

pria

te.

q

show

s hi

s/he

r bas

ic u

nder

stan

ding

fo

r var

ying

voca

bula

ry to

pro

duce

the

appr

opria

te e

ffect

in a

text

and

doe

s so

on

occ

asio

n.

q

uses

, mos

t of t

he ti

me,

sim

ple

and

com

poun

d se

nten

ce s

truct

ures

.

q

unde

rsta

nds

and

uses

cor

rect

ly so

me

Engl

ish

gram

mat

ical

stru

ctur

es (e

.g.,

sim

ple

verb

tens

es, s

ubje

ct/v

erb

agre

emen

t in

sim

ple

or c

ompo

und

sent

ence

s).

q

appl

ies

som

e st

rate

gies

to s

pell E

nglis

h w

ords

cor

rect

ly (e

.g.,

wor

ds th

at a

re

sam

e or

sim

ilar t

o Fr

ench

wor

ds w

ith

the

sam

e m

eani

ng, i

ncor

pora

ting

subj

ect-

spec

ific v

ocab

ular

y fro

m a

lis

t or t

ext,

certa

in c

omm

on p

lura

ls o

f no

uns)

.

q

trans

fers

, fre

quen

tly fr

om F

renc

h,

know

ledg

e an

d un

ders

tand

ing

of

sim

ple

gram

mat

ical

con

cept

s an

d m

ore

com

mon

usa

ges

of p

arts

of s

peec

h.

Pla

cem

ent

AP

D G

rade

5 L

evel

¨

AP

D G

rade

6 L

evel

¨

Re-

asse

ss –

Pre

p. L

evel

¨, G

r. 4 ¨

, Gr.

5 ¨

, Gr.

6 ¨

, Gr.

7 ¨

, Gr.

8 ¨

Reg

ular

Eng

lish

Pro

gram

– G

rade

___

___

Leve

l ¨


Diagnostic Assessment for Advanced Level Writing


Note to Teacher Prior to administering the Writing and Representation Assessment Tasks, notice that there are two assessment tasks at the Advanced Level of proficiency:

• The first task is geared to the Grade 7 Level. This means that it has been structured for students with the knowledge and comprehension of English at approximately one grade level behind students in the Regular Grade 7 Level Program. They should most likely be placed in the APD Grade 6 or Grade 7 Program, depending on the results of their assessment. If students cannot understand what is being asked of them or are unable to complete any of the sections of this assessment, give them the Basic Level or one of the Intermediate Level Writing Tasks.

• The second task is geared to the Grade 8 Level. This means that it has been structured for students with considerable knowledge and comprehension of English at approximately one grade level behind students in the regular Grade 8 Program. They should be considered for the APD Grade 7 or Grade 8 Level Program or the Regular English Program depending on the results of their assessment.

The Advanced Level Tasks are divided into four parts:

• Part 1 – Pre-Writing and Activating Prior Knowledge


• Part 3 – Writing Task 2: Organizing Information



Diagnostic Assessment for Advanced Level Writing Grade 7 Level

It’s News Worthy

Part 1 – Pre-Writing and Activating Prior Knowledge: Using Correct Verb Tenses



3. Observe and take notes as the student completes the writing task.

© iS

tockphoto/Thinkstock



Using the Past TenseWrite the correct past tense form for each of the following sentences. Write your answer in the blank space.

1. Yesterday, Paul ______________ (walk, walked, walks) to the store.

2. He __________ (noticed, notices, notice) an adult getting on a bicycle.

3. He _______________ (thinks, thinked, thought) that the bicycle _____________ (seem, seemed, seems) too small for the man.

4. When he was in the store, Paul ______________ (heard, heared, hears) a girl cry, “Where’s my bike?”

5. Paul then _____________ (runned, ran, run) outside and _________________ (catched, catches, caught) the thief.





3. Observe and take notes as the student goes about the writing task.


• Observe writing behaviours (transferring from French – writing process, grammatical structures, use of stylistic devices and vocabulary). Take notes to help assess the student when completing the Final Assessment Chart.


• In order to determine student levels of proficiency in English, instructions should be given in English as much as possible. Try to avoid giving instructions in French. Also, the use of French/English dictionaries should not be allowed during the tasks. This way, student writing skills and abilities can be observed more effectively and a clearer picture of student proficiency levels can be drawn in the end.



Imagine you were sent to summer camp and your parents asked you to report what you did while you were there. Use the picture below to help you gather ideas.

1. Write three complete sentences to describe what you did or saw at this summer camp.

2. These sentences should be written as captions3 that accompany the picture as they would in a newspaper or magazine. Clear and descriptive words must be used.

3. Make sure to use verbs in the past tense when you write these sentences.

Illustration: www.picto.qc.ca

1.

2.

3.

3A short, precise sentence that accompanies a picture in a magazine or newspaper.



Teacher Instructions1. Read the instructions for the Graphic Organizer4 to the student.

2. Emphasize the importance of organizing facts and ideas.

3. Explain the importance of relating the 5 Ws (who, what, where, when and why/how) when relating the facts in a news report.

4. Encourage the student to complete each question using point form or short sentences in the chart.



4A Graphic Organizer is a chart where a set of specific prompts help form a list of ideas and words recorded in an organized fashion, i.e., a more structured form of brainstorming.



1. Imagine you are a news reporter who has been asked to relate the facts connected to this photo.

2. Use the Graphic Organizer below to list possible facts and ideas to explain this incident.

News Story

What happened? (Describe the fire, damages, firefighters’ work, …)

Who was involved? (Give names of the victims, ...)

Where did it happen?

When did it happen?(Give the time of day, date, day of the week, duration of fire)

How or why did it happen?(Describe the cause of fire, fire investigator’s explanation)

Who witnessed the incident? (What are their names? What relation to the victims do they have? What did they see?)

© Dynamic Graphics/liquidlibrary/Getty Images



The News Story


2. Offer additional explanations on any unclear points related to the news story, such as presenting details in their order of importance from the most important facts to the least important facts.




1. You are a news reporter for the local newspaper and you have been asked to write a report about a fire that took place in your town last night.

2. Write a news story of 6 to 12 sentences describing the events depicted in the picture of the burning house from Writing Task 2. You can write the first draft on a separate sheet of paper.

3. Remember to focus on presenting clear and precise facts in your report, from the most important to the least important.

4. Try to follow the same order as the ideas in your graphic organizer. This will help you to organize your facts and ideas about the fire.


FIRE!!!


Diagnostic Assessment for Advanced

Level Writing Grade 8 Level

No Sweat!



1. Ask the student whether he/she knows what a transitional word is.

2. Define the concept of “transitional word” before the student begins the diagnostic activities.

Transitional word: a word or group of words that show how the meaning of one sentence or paragraph is related to the meaning of the preceding or previous sentence or paragraph (e.g., before, after, however, because of, in conclusion).

3. Invite the student to give a few examples of a “transitional word”. If the student is unable, give a few examples.

4. Briefly review the usage of transitional words when we speak and write.





Observations for Assessment• Observe the writing behaviours (transferring from French – writing process, grammatical structures,

use of stylistic devices and vocabulary). Take notes to help assess the student when completing the Final Assessment Chart.



• In order to determine the student’s level of proficiency in English, instructions should be given in English as much as possible. Try to avoid giving instructions in French. Also, the use of French/English dictionaries should not be allowed during the tasks. This way, student writing skills and abilities can be observed more effectively and a clearer picture of student proficiency levels can be drawn in the end.



Using Transitional Words

Circle the best transitional words in the following sentences.

1. (At last, In other words), it stopped raining and I could walk my dog.

2. I love chocolate, (although, therefore), I eat chocolate candy whenever I can.

3. The test was really hard, (for instance, then), only five students passed it.

4. You first have to answer the questions, (next, so), you hand in your paper.

5. Ben needs to go to bed early, (although, otherwise), he will be late for school.

6. First you will see a tree, (secondly, however), you will see a fork in the road.

7. He really loves reading, (finally, in fact), he reads almost all the time.

8. That would not be smart, (first, in other words), that would be idiotic.

9. The deer darted quickly into the woods, (for example, as a result), the hunter didn’t see it.

10. (On the other hand, Such as), you have shown you can be trusted.



Teacher Instructions1. Explain to the student that he/she will be writing a letter of opinion in Task 3.

2. Explain to the student what a Paragraph Organizer is and how to use it.

3. Read instructions for the Paragraph Organizer with the student.


5. Encourage the student to complete the Paragraph Organizer. Explain that it would be a good idea to formulate the introductory and concluding sentences in the organizer. The three reasons can be in point form or in short sentences.





You have just completed reading the play “It’s Mall or Nothing”. Now use some of the ideas from that story to prepare a one-paragraph letter of opinion to inform a friend that it is not a good idea to buy clothing made in sweat shops.

1. Complete the Paragraph Organizer below.

2. Be sure to include an introductory sentence to inform your friend that it is not a good idea to buy clothing made in sweat shops.

3. Give three reasons why people should not buy clothing made in sweat shops. You can use some of the ideas suggested in the play.

4. Make sure to include a concluding sentence by restating your position/point of view from your introductory sentence.


PARAGRAPH ORGANIZER

1. Introductory Sentence______________________________________________________________

______________________________________________________________

2. Reason 1______________________________________________________________

______________________________________________________________

______________________________________________________________

3. Reason 2 ______________________________________________________________

______________________________________________________________

______________________________________________________________

4. Reason 3______________________________________________________________

______________________________________________________________

______________________________________________________________

5. Concluding Sentence______________________________________________________________

______________________________________________________________

______________________________________________________________



The Letter of Opinion






1. Write a one-paragraph letter of opinion to inform a friend that it is not a good idea to buy clothing made in sweat shops.

2. Your paragraph must be between 8 and 12 sentences. Make sure that you are using complete sentences at all times. You can write the first draft on a separate sheet of paper.

3. Make sure to include the ideas found in your Paragraph Organizer.

4. Include some of the transitional words you have seen in Writing Task 1.


No Sweat!


Wri

ting

and

Rep

rese

ntat

ion

– O

bser

vatio

n an

d A

sses

smen

t C

hart

A

PD

– G

rade

7 L

evel

and

Gra

de 8

Lev

elS

tude

nt: _

____

____

____

____

____

____

____

____

Te

ache

r: _

____

____

____

____

____

____

____

____

D

ate:

___

____

____

____

____

__

Stu

den

t P

rofil

eG

rad

e 7

Leve

lTe

ache

r O

bse

rvat

ion

No

tes

Stu

den

t P

rofil

eG

rad

e 8

Leve

lTe

ache

r O

bse

rvat

ion

No

tes

Dev

elo

pin

g C

ont

ent

The

stud

ent:

q

unde

rsta

nds

and

uses

inde

pend

ently

se

vera

l of t

he p

re-w

ritin

g st

rate

gies

(b

rain

stor

min

g, g

raph

ic o

rgan

izer

…)

to g

ener

ate

and

deve

lop

idea

s, to

se

lect

a to

pic

and

the

appr

opria

te

char

acte

ristic

s of

the

form

requ

este

d.

q

deve

lops

, with

lim

ited

assi

stan

ce

from

the

teac

her,

an a

ppro

pria

te

outli

ne o

r pla

n to

org

aniz

e id

eas

and

info

rmat

ion.

q

dete

rmin

es, w

ith li

mite

d as

sist

ance

fro

m th

e te

ache

r, th

e ap

prop

riate

fo

cus

and

audi

ence

of h

is/h

er te

xt.

The

stud

ent:

q

unde

rsta

nds

clea

rly a

nd u

ses

inde

pend

ently

a v

arie

ty o

f the

pre

-w

ritin

g st

rate

gies

(bra

inst

orm

ing,

pa

ragr

aph

orga

nize

r…) t

o ge

nera

te

and

deve

lop

idea

s, to

sel

ect a

topi

c an

d th

e ap

prop

riate

cha

ract

eris

tics

of

the

form

requ

este

d.

q

deve

lops

, with

lim

ited

assi

stan

ce

from

the

teac

her,

an a

ccur

ate

outli

ne o

r pla

n to

org

aniz

e id

eas

and

info

rmat

ion.

q

dete

rmin

es, w

ith li

mite

d as

sist

ance

fro

m th

e te

ache

r, th

e ac

cura

te fo

cus

and

audi

ence

of h

is/h

er te

xt.


Ap

ply

ing

Kno

wle

dg

e o

f F

orm

s Th

e st

uden

t:

q

unde

rsta

nds

clea

rly a

nd u

ses

inde

pend

ently

the

phas

es o

f the

w

ritin

g pr

oces

s (b

rain

stor

min

g,

orga

nizi

ng id

eas…

).

q

writ

es a

cle

ar in

trodu

ctio

n th

at

iden

tifies

the

mai

n to

pic

and

hook

s th

e re

ader

’s a

ttent

ion.

q

stat

es o

pini

ons

clea

rly a

nd s

uppo

rts

them

mos

t of t

he ti

me

with

refe

renc

es

or fa

cts

from

the

sour

ce th

at h

e/sh

e is

re

adin

g.

q

orga

nize

s id

eas

and

info

rmat

ion

in a

co

here

nt fa

shio

n.

q

uses

tran

sitio

nal w

ords

or p

hras

es

occa

sion

ally

whe

n/w

here

thes

e ar

e re

quire

d.

q

writ

es a

cle

ar c

oncl

usio

n th

at

sum

mar

izes

sev

eral

of t

he k

ey p

oint

s of

his

/her

text

.

q

unde

rsta

nds

and

can

repr

oduc

e se

vera

l of t

he c

hara

cter

istic

s of

the

form

that

has

bee

n re

ques

ted.

q

unde

rsta

nds

quite

cle

arly

and

use

s oc

casi

onal

ly, b

y tra

nsfe

rrin

g fro

m

Fren

ch, s

ever

al s

tylis

tic d

evic

es th

at

he/s

he h

as le

arne

d.

The

stud

ent:

q

writ

es a

cle

ar in

trodu

ctio

n th

at

iden

tifies

the

mai

n to

pic

and

hook

s th

e re

ader

’s a

ttent

ion.

q

stat

es o

pini

ons

clea

rly a

nd s

uppo

rts

them

alm

ost a

ll of

the

time

with

man

y re

fere

nces

or f

acts

from

the

sour

ce

that

he/

she

is re

adin

g.

q

orga

nize

s re

leva

nt id

eas

and

info

rmat

ion

in a

coh

eren

t fas

hion

.

q

uses

tran

sitio

nal w

ords

or p

hras

es

frequ

ently

whe

n/w

here

thes

e ar

e re

quire

d.

q

writ

es a

cle

ar a

nd p

ertin

ent c

oncl

usio

n th

at s

umm

ariz

es m

ost o

f the

key

po

ints

of h

is/h

er te

xt.

q

unde

rsta

nds

and

can

repr

oduc

e m

ost

of th

e ch

arac

teris

tics

of th

e fo

rm th

at

has

been

requ

este

d.

q

unde

rsta

nds

clea

rly a

nd u

ses

ofte

n, b

y tra

nsfe

rrin

g fro

m F

renc

h, m

any

styl

istic

de

vice

s th

at h

e/sh

e ha

s le

arne

d.


Rev

isin

g a

nd E

diti

ng T

exts

The

stud

ent:

q

mak

es re

visi

ons,

with

a li

ttle

assi

stan

ce fr

om th

e te

ache

r, to

im

prov

e th

e co

nten

t, cl

arity

and

in

tere

st o

f his

/her

writ

ten

wor

k.

q

clar

ifies

his

/her

pur

pose

by

ensu

ring

that

the

mes

sage

is c

lear

and

var

ying

th

e se

nten

ce s

truct

ure

and

rem

ovin

g un

nece

ssar

y w

ords

.

q

edits

and

pro

ofre

ads,

with

a li

ttle

assi

stan

ce fr

om th

e te

ache

r, hi

s/he

r w

ritte

n w

ork

usin

g an

app

ropr

iate

kn

owle

dge

of th

e la

ngua

ge

conv

entio

ns id

entifi

ed fo

r thi

s an

d ea

rlier

gra

des.

The

stud

ent:

q

mak

es re

visi

ons

auto

nom

ousl

y to

im

prov

e th

e co

nten

t, cl

arity

and

in

tere

st o

f his

/her

writ

ten

wor

k.

q

clar

ifies

his

/her

pur

pose

by

addi

ng

rele

vant

info

rmat

ion

and

rem

ovin

g irr

elev

ant i

nfor

mat

ion

and

unne

cess

ary

wor

ds.

q

edits

and

pro

ofre

ads,

inde

pend

ently

, hi

s/he

r writ

ten

wor

k us

ing

an

exce

llent

kno

wle

dge

of th

e la

ngua

ge

conv

entio

ns id

entifi

ed fo

r thi

s an

d ea

rlier

gra

des.

Pro

duc

ing

Fin

ishe

d W

ork

The

stud

ent:

q

iden

tifies

, with

lim

ited

assi

stan

ce fr

om

the

teac

her,

the

step

s an

d st

rate

gies

to

ass

ess,

revi

se a

nd im

prov

e th

e or

gani

zatio

n, c

larit

y an

d st

yle

of th

e dr

aft c

opy.

q

show

s ev

iden

ce o

f a p

erso

nal s

tyle

of

writ

ing

(cho

ice

of to

ne, w

ords

and

po

int o

f vie

w).

q

show

s ev

iden

ce o

f cre

ativ

e th

ough

t an

d ex

pres

sion

.

q

follo

ws

auto

nom

ousl

y an

d ef

fect

ivel

y m

ost o

f the

inst

ruct

ions

for t

he fi

nal

task

.

The

stud

ent:

q

iden

tifies

, ind

epen

dent

ly, th

e st

eps

and

stra

tegi

es to

ass

ess,

revi

se a

nd

impr

ove

the

orga

niza

tion,

cla

rity

and

styl

e of

the

draf

t cop

y.

q

show

s ev

iden

ce o

f a p

erso

nal s

tyle

of

writ

ing

(cho

ice

of to

ne, w

ords

and

po

int o

f vie

w).

q

show

s ev

iden

ce o

f cre

ativ

e th

ough

t an

d ex

pres

sion

.

q

follo

ws

auto

nom

ousl

y an

d ef

fect

ivel

y al

mos

t all

of th

e in

stru

ctio

ns fo

r the

fin

al ta

sk.

(1er a

dapt

é de

TA

CLE

F)


Voca

bul

ary

and

Lan

gua

ge

Co

nven

tions

The

stud

ent u

nder

stan

ds m

ost

of th

e vo

cabu

lary

. H

e/S

he:

q

asks

occ

asio

nally

for e

xpla

natio

ns o

r cl

arifi

catio

ns a

bout

the

voca

bula

ry

used

in th

e pr

e-w

ritin

g di

scus

sion

, an

d/or

the

othe

r writ

ing

task

s.

q

unde

rsta

nds

and

uses

freq

uent

ly u

sed

wor

ds a

nd le

ss fr

eque

ntly

use

d w

ords

(e

.g.,

varie

d vo

cabu

lary

or f

amilia

r co

nver

satio

nal e

xpre

ssio

ns).

q

unde

rsta

nds

clea

rly a

nd u

ses,

mos

t of

the

time,

the

corre

ct le

vel o

f lan

guag

e to

pro

duce

an

effe

ct w

hen/

whe

re

appr

opria

te.

q

unde

rsta

nds

and

varie

s fre

quen

tly

voca

bula

ry to

pro

duce

the

appr

opria

te

effe

ct in

a te

xt.

q

uses

, mos

t of t

he ti

me,

sim

ple

and

com

poun

d se

nten

ce s

truct

ures

. A

lso

uses

som

e co

mpl

ex s

ente

nce

stru

ctur

es.

q

unde

rsta

nds

clea

rly a

nd u

ses

corre

ctly

se

vera

l Eng

lish

gram

mat

ical

stru

ctur

es

(e.g

., ve

rb te

nses

, sub

ject

or v

erb

agre

emen

t).

q

appl

ies

seve

ral s

trate

gies

to s

pell

Engl

ish

wor

ds c

orre

ctly

(e.g

., w

ords

th

at a

re s

ame

or s

imila

r to

Fren

ch

wor

ds w

ith th

e sa

me

mea

ning

, wor

d fa

milie

s, a

nd m

ore

com

mon

set

s of

ho

mop

hone

s).

q

trans

fers

, fre

quen

tly fr

om F

renc

h,

know

ledg

e an

d un

ders

tand

ing

of

mor

e fa

milia

r gra

mm

atic

al c

once

pts

and

mor

e co

mm

on u

sage

s of

par

ts o

f sp

eech

.

The

stud

ent u

nder

stan

ds m

ost

of th

e vo

cabu

lary

. H

e/S

he:

q

asks

rare

ly fo

r exp

lana

tions

or

clar

ifica

tions

abo

ut th

e vo

cabu

lary

us

ed in

the

pre-

writ

ing

disc

ussi

on,

and/

or th

e ot

her w

ritin

g ta

sks.

q

unde

rsta

nds

and

uses

man

y fre

quen

tly

used

wor

ds a

nd le

ss fr

eque

ntly

use

d w

ords

(e.g

., sp

ecia

lized

or s

peci

fic

voca

bula

ry a

ccor

ding

to th

e su

bjec

t).

q

unde

rsta

nds

clea

rly a

nd u

ses,

alm

ost

all o

f the

tim

e, th

e co

rrect

leve

l of

lang

uage

to p

rodu

ce a

n ef

fect

whe

n/w

here

app

ropr

iate

.

q

varie

s, m

ost o

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Bibliographie

Ressources pédagogiquesCentre franco-ontarien de ressources pédagogiques. TACLEF – Cycle moyen 4e, 5e et 6e moyen, Trousse

d’acquisition de compétences langagières en français, Ottawa, 2010.

Centre franco-ontarien de ressources pédagogiques. Wild About Reading, Grades 4, 5 and 6, Ottawa, 2007.

Centre franco-ontarien de ressources pédagogiques. Wild About Reading, Grades 7 and 8, Ottawa, 2007.

Publications gouvernementalesMinistère de l’Éducation de l’Ontario. Le curriculum de l’Ontario Anglais de la 4e à la 8e année, Toronto, 2006

(révisé).

Ministère de l’Éducation de l’Ontario. Le curriculum de l’Ontario Anglais pour débutants de la 4e à la 8e année, Toronto, 2013 (révisé).

Ministry of Education of Ontario. Steps to English Proficiency, Draft Pilot and Field Study 2007-09, A Guide for Users, Toronto, 2007.

Ministry of Education of Ontario Steps to English Proficiency, Draft Pilot and Field Study 2007-09, Assessment Kit: Grades 1-8, Toronto, 2007.

Documents

à l appui du programme-cadre Anglais pour débutants...APD Diagnostic Writing and Representation Assessment Preparatory Level ... du placement repose également sur le jugement professionnel