| Grade 8: Oral Communication, Reading, Writing |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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| •listen to and talk about simple oral texts in structured
and open-ended situations; |
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| •express ideas, feelings, and opinions in conversations
and discussions, using learned language structures and a variety of vocabulary
and expressions; |
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| •read a variety of simple materials, 400 to 600 words
long, and demonstrate understanding; |
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| •write in a variety of forms, adjusting language to suit
the audience; |
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| •identify and use the vocabulary and the grammer and
language conventions appropriate for this grade level. |
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Specific Expectations
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| Oral Communication |
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| •use compound and complex sentences in conversations
and discussions (e.g., Pauline n’a pas fait ses devoirs parce qu’elle
a regardé la télé hier soir); |
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| •respond to oral texts (e.g., answer questions, role-play); |
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| •use language appropriately in a variety of rehearsed,
routine, and open-ended situations (e.g., an interview, a song lyric, an
advertisement for a new restaurant); |
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| •give an oral presentation of more than twenty sentences
in length, adjusting speech to suit the audience. |
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| Reading |
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| •read at least fifteen simple texts (e.g., excerpts from
newspapers, magazines), and identify the main idea and supporting details; |
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| •produce a variety of simple responses, in structured
and open-ended situations, to convey understanding of written text in a
different form (e.g., re-create a scene, design a book jacket); |
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| •express personal preferences or reactions to a text
(e.g., in a dramatization). |
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| Writing |
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| •use simple and compound sentences, and organize information
in paragraphs; |
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| •use strategies (e.g., brainstorming, mind mapping) to
plan and write first and final drafts in guided and cooperative writing
tasks; |
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| •produce pieces of writing in a variety of simple forms
(e.g., lists, dialogues, illustrated stories), following and making adaptations
to a model; |
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| •proofread and correct final drafts, focusing on grammar,
punctuation, and spelling; |
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| •use and spell the vocabulary appropriate for this grade
level. |
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| Student Name: |
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