French 1 - Proficiency Scope and Sequence
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French 1
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Oral InterpersonalOral PresentationalWritingReadingListening
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Quarter 1AssessedN/A Not assessedAssessedN/A Not AssessedN/A Not Assessed
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Students are becoming familiar with the Oral Interpersonal mode and they are making sufficient progress if they are performing at Getting Started or Progressing. Students are becoming familiar with the Written Presentational mode and they are making sufficient progress if they are performing at Getting Started or Progressing.
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Quarter 2AssessedAssessedAssessedN/A Not yet assessedN/A Not yet assessed
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Students should be making progress with this skill and performing at Progressing (2) or Proficient (3). If they are still performing at Getting Started (1), then they are making insufficient progress at this time. Students at Getting Started and Progressing should target this skill with intentional pratice and start scheduling meetings with the teacher to get feedback on their performance. Their objective should be to demonstrate proficiency by the end of quarter 3. Students are becoming familiar with the Oral Presentational mode and they are making sufficient progress if they are performing Progressing (2) or Proficient (3). Because this is a skill that we work on daily in class, even though this is our first formal assessment of it, students performing at Getting Started (1) are making insufficient progress at this time. They should target this skill with intentional practice and start scheduing meetings with the teacher to get feedback on their performance. Their objective should be to demonstrate proficiency by the end of quarter 3. Students should be making progress with this skill and performing at Progressing (2) or Proficient (3). If they are still performing at Getting Started (1), then they are making insufficient progress at this time. Completion of regular written homework assignments should be sufficient practice on this skill and therefore help them develop the skills necessary to demonstrate proficiency. Their objective should be to demonstrate proficiency at presentational writing by the end of quarter 3. If students cannot demonstrate proficiency in this skill by the end of quarter 3 then they should make a plan for more targeted pracitice above and beyond the daily homework assignments.
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Quarter 3AssessedAssessedAssessedAssessedAssessed
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Students should be Proficient at this skill at this time. If they are still at Getting Started or Progressing then they are in danger of not being able to demonstrate this proficiency by the end of the course. Students who are Proficient should be using the ACTFL feedback form to inform their practice as they move toward demonstraing the skill at the Transfer/Distinguished level. Students should be Proficient at this skill at this time. If they are still at Getting Started or Progressing then they are in danger of not being able to demonstrate this proficiency by the end of the course. Students who are Proficient should be using the ACTFL feedback form to inform their practice as they move toward demonstraing the skill at the Transfer/Distinguished level.Students should be Proficient at this skill at this time. If they are still at Getting Started or Progressing then they are in danger of not being able to demonstrate this proficiency by the end of the course. Students who are Proficient should be using the ACTFL feedback form to inform their practice as they move toward demonstraing the skill at the Transfer/Distinguished level.Students performing at Getting Started (1), Progressing (2) or Proficient (3) are making sufficient progress on this skill. It is expected that this skill will develop quickly so students can still expect to perform at a proficient level by the end of the year even if they are not proficient by the end of the quarter. Individual results on this assessment should inform the amount of time they devote to practice over quarter 4 to demonstrate proficiency by the end of the year. Students performing at Getting Started (1), Progressing (2) or Proficient (3) are making sufficient progress on this skill. It is expected that this skill will develop quickly so students can still expect to perform at a proficient level by the end of the year even if they are not proficient by the end of Quarter 3. Individual results on this assessment should inform the amount of time they devote to practice over quarter 4 to demonstrate proficiency by the end of the year.
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Quarter 4AssessedAssessedAssessedAssessedAssessed
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Students need to demonstrate Proficient (3) or Transfer/Distinguished (4) at this skill at this time. Because this is a graduation requirement, if they are still at Getting Started (1) or Progressing (2) they will need to continue their language study and demonstrate proficiency at some future time. Students need to demonstrate Proficient (3) or Transfer/Distinguished (4) at this skill at this time. Because this is a graduation requirement, if they are still at Getting Started (1) or Progressing (2) they will need to continue their language study and demonstrate proficiency at some future time.Students need to demonstrate Proficient (3) or Transfer/Distinguished (4) at this skill at this time. Because this is a graduation requirement, if they are still at Getting Started (1) or Progressing (2) they will need to continue their language study and demonstrate proficiency at some future time.Students need to demonstrate Proficient (3) or Transfer/Distinguished (4) at this skill at this time. Because this is a graduation requirement, if they are still at Getting Started (1) or Progressing (2) they will need to continue their language study and demonstrate proficiency at some future time.Students need to demonstrate Proficient (3) or Transfer/Distinguished (4) at this skill at this time. Because this is a graduation requirement, if they are still at Getting Started (1) or Progressing (2) they will need to continue their language study and demonstrate proficiency at some future time.
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