All about MOI !FSF1D focus

CEFR – Oral – A1 task

Heather Henke heathenk@fc.amdsb.ca

OMLTA 2011 Fall Conference / Colloque d’automne 2011

October 14th and 15th / les 14 et 15 octobre 2011

FSF1D focus • Sharing of success criteria/rubric in two evaluations, one during the term and the second as part of the final 30%; sample student work;

• CEFR tools such as the Self-assessment checklists from the Swiss version of the European Language Portfolio;

CEFR Oral A1 task

Basic User A1

• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.

• Can introduce him/herself and others. • Can ask and answer questions about personal

details such as where he/she lives, people he/she knows and things he/she has.

• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Je me présente•Generating confidence and fluency in a core Grade 9 FSL classroom involves lots of opportunity for students to interact with others about themselves through guided practice, and teacher and peer feedback.

A1 ORAL: Je me présente(rehearsed)

Spoken Production• I can give my name,

age, address and phone number.

• I can describe myself (hair, eyes, height)

• I can talk about my interests

• I can describe my family and friends

Spoken Interaction• I can ask people

questions about personal information such as name, age, address, phone number

• I can ask people about their interests, their family and friends

Les directives pour la tâche orale• Toi et ton co-équipier ou

ta co-équipière parlez pendant 2 minutes de vos informations personnelles.

• Vous n'avez pas de script mais, vous pouvez utiliser la carte de mots.

• Posez des questions. Répondez-y.

les critères pour l'évaluation

1. fluency2. interaction3. vocabulary

4. pronunciation

Les informations de moi-même

nom âge adresse téléphone

cheveux yeux grandeur

ami(e)(s) familleintérêts

carrière ou travaild’autres informations

Success criteria

•Consider the success criteria for spontaneous and purposeful oral interaction in the CEFR and how to prepare students for the final oral summative at the end of the semester.

• FLUENCY• INTERACTION• VOCABULARY RANGE

& CONTROL• GRAMMATICAL

ACCURACY• PHONOLOGICAL

CONTROL

Spoken Language A1FLUENCY INTERACTION VOCABULARY

RANGE& CONTROL

GRAMMATICALACCURACY

PHONOLOGICALCONTROL

Can manage very short,isolated, mainly prepackagedutterances,with much pausing tosearch for expressions,to articulate less familiarwords, and to repaircommunication

Can ask and answerquestions aboutpersonal details. Caninteract in a simple waybut communication istotally dependent onrepetition, rephrasingand repair.

Has a basic vocabularyrepertoire of isolatedwords and phrasesrelated to particularconcrete situations.

Shows only limitedcontrol of a few simplegrammatical structuresand sentence patterns ina learnt repertoire.

Pronunciation of a verylimited repertoire oflearnt words andphrases can beunderstood with someeffort by native speakersused to dealing withspeakers of his/herlanguage group.

La grille d’évaluationcritères niveau 1 niveau 2 niveau 3 niveau 4

fluency

requires continuous prompting; much pausing

requires some prompting; much pausing;

some pausing but message is clear;

speaks clearly and audibly, no support needed; self corrects

interaction

little understanding of questions; little confidence in speaking; assignment criteria not met

questions must be repeated many times; some confidence in speaking; assignment criteria partially met

asks and answers questions, with some minor errors; confident in speaking; assignment criteria met

easily understands and responds to questions; asks questions well; confident in speaking; assignment criteria met

La grille d’évaluation

critères niveau 1 niveau 2 niveau 3 niveau 4

vocabulary range

little relevant vocabulary

some relevant vocabulary

relevant and appropriate vocabulary

wide variety of appropriate vocabulary

pronunciation pronunciation blocks communication

some accurate pronunciation

pronunciation usually accurate

pronunciation almost always accurate

auto-évaluation

• What did I do well?

• What skills do I need to improve?

• How will I do this?

Trousse de validation“These activities are not a part of the CEFR. The Trousse was

completed to minimize preparation and facilitate the teacher’s use of the CEFR in the classroom context. Teachers can also make up their own activities for validation as long as the activity is specifically based on the ‘I Can’ statements and meets the CEFR descriptor for that level.

The validation activities from the Trousse have two purposes: 1. To validate the student’s self assessment of his/her ability to

meet the criteria of the ‘I Can’ statement and to provide meaningful formative feedback (by the teacher) for the next steps in his/her learning – assessment FOR learning.

2. To help teachers plan lessons based on the needs / next steps of the students in the classroom. Teacher tracking sheets have been provided for you for this purpose – assessment FOR learning.”

The Common European Frameworkin the Context of Ontario’s Schools

Development Team:

• Helen Griffin, Thames Valley District School Board• Winifred Braunsch, London Catholic District School Board• Karyn Bruneel, Huron-Perth Catholic District School Board• Andrea Paturel, Thames Valley District School Board• Research conducted by University of Western Ontario – Althouse

College under the direction of Dr. Suzanne Majhanovich in association with Dr. Laurens Vandergrift – University of Ottawa

• https://resources.elearningontario.ca/• The Common European Framework in the Context of Ontario's

Schools: A1Resource ID : ELO1344950

Productions orales illustrant niveau A1 – site web CIEP

• http://www.ciep.fr/en/publi_evalcert/dvd-productions-orales-cecrl/videos/tifaine_clara.php

English interaction 2:46• http://www.ciep.fr/publi_evalcert/dvd-

productions-orales-cecrl/videos/mohamed_kajanan.php

French interaction 1:58

Mon Blason Personnel

FSF 1D 10% Présentation Orale: Mon Blason Personnel

Nom : ___________ date de la présentation : ___ le ____ juin • For this final presentation, you will present your personal

Coat of Arms using a prepared text and a visual aid. • You will describe your Coat of Arms and include 6 BIG ideas

about yourself – 2 about your past, 2 about your life right now, and 2 about your future.

• The length of your prepared text should be at least 15 sentences and include required language structures.

• Following the delivery of the prepared text, you will also respond to questions from your peers and your teacher.

Preparation

Your process work will remain in the classroom. You will be given 5 days in class to create the text to accompany

the Coat of Arms.Each day the process work will be date stamped and collected. This process work must be submitted on June 9 after you have

rewritten a good copy of the text that can be taken home to practice.

There must be at least one teacher-edited copy in the process

work.

Presentation• Presentations run from June 14 to June 20. • Your oral presentation lasts about 5 minutes. You may choose to

memorize the prepared text. Your pronunciation, fluency, intonation and use of non-verbal communication are evaluated.

• Your visual aid is the Coat of Arms.• You respond to questions and comments from your peers and your

teacher following the prepared part. • You interact with your peers following 4 other presentations to be chosen

randomly.• Following the presentation, you will submit

» your Coat of Arms » the prepared script» the checklist » the rubric

Required elements (student’s checklist)Blason: May include symbols, animals, colour Must include name and motto Use either letter or legal size paper May work on this at homeParagraph: at least 15 sentences clear introduction and conclusion At least 2 sentences using passé composé verbs: _____________________________________

____________________________________ At least 2 sentences using futur simple verbs: _____________________________________

____________________________________ At least 2 sentences in the présent verbs: ____________________________________

____________________________________ Description of the blason includes regular and irregular adjectives and other appropriate vocabulary Date stamp and submit the process work at the end of each period; Good copy to be written on June 9 and may be taken home to practice; process work stays in

classroom

Questions après les présentations• Brainstorm with the class all of the possible

types of questions that students may ask of each other

• At the conclusion of each student presentation, draw (three) names from a hat – these students will ask one question each of the presenter

• Critical thinking will be assessed – “questioners”

Évaluation Finale: Mon Blason PersonnelCRITERIA

KNOWLEDGE / UNDERSTANDING

Level and sophistication of vocabulary

Required elements - length, grammar, ideas

THINKING / INQUIRY

Incorporation of appropriate visual aids

Use of creative and thinking processes to formulate appropriate answers to questions

COMMUNICATION

Communication of information and ideas: clarity, fluency

Use of vocal expression and intonation

Use of non-verbal communication (body language, gestures)

APPLICATION

Use and accuracy of grammar concepts and sentence structure

Interaction with teacher and peers (4)

Demonstration of planning (includes all elements, engages in writing process, prepares oral delivery)

• (rubric attached)

Resourceshttp://scss.amdsb.ca/ Teacher and class websites Henke FSF1D

http://www.ciep.fr/publi_evalcert/index.php CIEP Publications en évaluation et certifications

http://www.francparler.info/accueil/ Franc-parler est un site de l'Organisation internationale

de la Francophonie (OIF). Il s'adresse aux professeurs de français dans le monde qui souhaitent se former et s'informer.

http://www.xpresslab.com/start.htmlActivités orales et interactives

Rétroaction!