Criterion A: Comprehending spoken and visual text

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors below.
The student:
i. has difficulty constructing meaning from information or main ideas and supporting details; is not able to draw conclusions
ii. has difficulty interpreting conventions
1–2
iii. engages minimally with the spoken and visual text by identifying few ideas, opinions and attitudes; has difficulty making a
response to the text based on personal experiences and opinions.
The student shows limited understanding of the content, context and concepts of the text as a whole.
The student:
i. constructs some meaning and draws some conclusions from information, main ideas and some supporting details
ii. interprets some conventions
3–4
iii. engages adequately with the spoken and visual text by identifying some ideas, opinions and attitudes and by making some
response to the text based on personal experiences and opinions.
The student shows some understanding of the content, context and concepts of the text as a whole.
The student:
i. constructs considerable meaning and draws conclusions from information, main ideas and supporting details
ii. interprets most conventions
5–6
iii. engages considerably with the spoken and visual text by identifying most ideas, opinions and attitudes and by making a response
to the text based on personal experiences and opinions.
The student shows considerable understanding of the content, context and concepts of the text as a whole.
The student:
i. constructs extensive meaning and draws conclusions from information, main ideas and supporting details
ii. interprets conventions
7–8
iii. engages thoroughly with the spoken and visual text by identifying ideas, opinions and attitudes and by making a response to the
text based on personal experiences and opinions.
The student shows thorough understanding of the content, context and concepts of the text as a whole.
 CRITERION A
i. constructs meaning and Questions should ask students to identify and infer facts, an idea or an event, implied opinions and attitudes within the text. It is
draws conclusions from necessary to remind students that their detailed explanation, or reference to the text, is very important.
information, main ideas and Include questions using words such as: explain; give examples; illustrate; summarize; draw conclusions; infer; discuss; restate;
supporting details predict; interpret; report; conclude.
Choosing which of a number of sentences are true according to the text / Gap-filling exercises based on comprehension of the text
Identifying clear inference from concepts (for example, the graph shows that 60% of people think x. What does this mean with
regard to the remaining 40%?)
Identifying precise references of key phrases or structures (for example, on the website, to whom does the word “they” refer?)
Identifying related ideas that are in different parts of the text, specific content items/true sentences according to the text, whether
an explanation or definition is true or false, and finding the evidence for this in the text
Matching summary sentences with different parts of the text and/or words or phrases from the text with definitions. Give three
reasons to support the creator’s/author’s/speaker’s opinion in the video that public transportation is beneficial to us.
In two sentences describe what the purpose and theme of the video are. How do you know?
Based on ... what do you think about …? Explain. / “Most women consider themselves beautiful.” Support or oppose this statement,
using examples from the text.
ii. interprets conventions Interpret—recognize trends and draw conclusions
The creator/author/speaker purposefully uses scenes from nature, dancing and symbols in the video. Why do you think he or she
does this? What is the setting of the story? / Who is the intended audience of this video? Why do you think so?
What effect do you think the creator/author/speaker was aiming for by using …? Support your answer with examples.
What does the creator/author/speaker want us to feel/think about ...? How does the author make us think/agree/feel sad/feel
shocked/understand?
Compare and contrast the sounds at the beginning of the video with the sounds at the end. What do they represent? What effect
do you think the creator/ author/speaker was aiming for by using the sounds he or she used? Support your answer with examples.
iii. engages with the spoken What conclusions are drawn? Give examples in the text that help you think this.
and visual text by identifying What evidence examples does the creator/author/speaker give to support his or her opinion, argument, ideas, viewpoint?
ideas, opinions and attitudes Would you recommend this video to someone else? Why? Why not?
and by making a response to Can you relate to the footage presented? Are the events/characters/opinions familiar to you? If you were to create a video with the
the text based on personal same message for young people, what footage would you use?
experiences and opinions.
 Criterion B: Comprehending written and visual text
Achievement
Level descriptor
level
0 The student does not reach a standard described by any of the descriptors below.
The student:
i. has difficulty constructing meaning by identifying stated information or main ideas and supporting details; is not able to draw conclusions
ii. has difficulty interpreting basic conventions including aspects of format and style, and author’s purpose for writing
1–2
iii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a response to the
text based on personal experiences and opinions.
The student shows limited understanding of the content, context and concepts of the text as a whole.
The student:
i. constructs some meaning from stated and some implied information, main ideas and supporting details; draws some conclusions
ii. interprets some basic conventions including aspects of format and style, and author’s purpose for writing
3–4
iii. engages adequately with the written and visual text by identifying some ideas, opinions and attitudes and by making some response to the
text based on personal experiences and opinions.
The student shows some understanding of the content, context and concepts of the text as a whole.
The student:
i. constructs considerable meaning by identifying stated and implied information, main ideas and supporting details, and draws conclusions
ii. interprets most basic conventions including aspects of format and style, and author’s purpose for writing
5–6
iii. engages considerably with the written and visual text by identifying most ideas, opinions and attitudes and by making a response to the
text based on personal experiences and opinions.
The student shows considerable understanding of the content, context and concepts of the text as a whole.
The student:
i. constructs extensive meaning by identifying stated and implied information, main ideas and supporting details, and draws conclusions
ii. interprets basic conventions including aspects of format and style, and author’s purpose for writing
7–8
iii. engages thoroughly with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text
based on personal experiences and opinions.
The student shows thorough understanding of the content, context and concepts of the text as a whole.
 CRITERION B
i. constructs meaning by identifying stated Questions should ask students to identify and infer facts/an idea or an event/implied opinions and attitudes within the text. It is necessary to remind
and implied information, main ideas and students that their detailed explanation, or reference to the text, is very important.
supporting details, and draws conclusions These questions may look like the following.
Based on his or her comments, what do you think is [character in the text]’s opinion of [another character in the text]? Explain.
“This product is healthy and popular with school children.” Support or oppose this statement, using examples from the text.
The creator/author lets us know the answer to the mystery at the beginning of the text. Why do you think he or she does this?
Give three reasons to support the creator’s/author’s opinion of the brochure that this university is well suited to international students.
In two sentences describe what the purpose and theme of the poster is. How do you know?
Based on ... what do you think ...? Explain.
Include questions using words such as: rephrase; paraphrase; explain; give examples; illustrate; summarize; draw conclusions; infer; discuss; restate;
predict; interpret; illustrate; report; conclude.
Suitable question types for this phase may include the following.
Choosing which of a number of sentences are true according to the text
Gap-filling exercises based on comprehension of the text
Identifying clear inference from concepts (for example, the text says that 60% of people think x. What does this mean with regard to the remaining
40%?)
Identifying precise references of key phrases or structures (for example, in line x, to whom does the word “they” refer?)
Identifying related ideas in different parts of the text/picking out specific content items/identifying true sentences according to the text/showing
whether an explanation or definition is true or false and finding the evidence for this in the text/identifying who says what in a text or a series of short
texts
Matching summary sentences to different paragraphs of the text or matching words or phrases from the text to definitions
ii. interprets basic conventions including Interpret—recognize trends and draw conclusions
aspects of format and style, and author’s The creator/author has purposefully talked about the flood before talking about the storm. Why do you think he or she has done this?
purpose for writing The creator/author has purposefully used black and white in the image. Why do you think he or she has done this? What is the setting of the image?
What effect do you think the creator/author was aiming for by using ...? Support your answer with examples.
What does the creator/author want us to feel/think about ...? How does the creator/author make us think/agree/feel sad/feel shocked/understand?
How is the information in the text organized (does it use symbols, images in the foreground, columns, categories, headings, text boxes, diagrams to help
you access the information)?
iii. engages with the written and visual text What conclusions are drawn? Give examples in the text that help you think this.
by identifying ideas, opinions and attitudes What evidence/examples does the creator/author give to support his or her opinion, argument, ideas, viewpoint?
and by making a response to the text Would you recommend this graphic novel/website/article to someone else? Why? Why not?
based on personal experiences and Can you relate to the images presented? Are they familiar to you? What can we learn/discover about life as a young person in ...?
opinions.
 Criterion C: Communicating in response to spoken and/or written and/or visual text
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student:
i. makes limited attempt to respond to spoken and/or written and/or visual text; responses are often inappropriate
ii. engages minimally in rehearsed and unrehearsed exchanges; ideas are not always related to topics of personal and global
1–2
significance
iii. expresses few ideas and feelings, and communicates minimal information in simple and complex texts
iv. communicates with a limited sense of audience and purpose.
The student:
i. responds to spoken and/or written and/or visual text, though some responses may be inappropriate
ii. engages to some degree in rehearsed and unrehearsed exchanges to share some ideas on topics of personal and global
3–4 significance
iii. expresses some ideas and feelings, and communicates some information in simple and complex texts; ideas are not always
relevant or detailed
iv. communicates with some sense of audience and purpose.
The student:
i. responds appropriately to spoken and/or written and/or visual text
5–6 ii. engages considerably in rehearsed and unrehearsed exchanges to share ideas on topics of personal and global significance
iii. expresses ideas and feelings, and communicates information in simple and complex texts; ideas are relevant and detailed
iv. communicates with a considerable sense of audience and purpose.
The student:
i. responds in detail and appropriately to spoken and/or written and/ or visual text
ii. engages confidently in rehearsed and unrehearsed exchanges to share a variety of informative and organized ideas on topics of
7–8 personal and global significance
iii. effectively expresses a wide range of ideas and feelings, and communicates information in simple and complex texts; ideas are
relevant and developed, and opinions are supported by examples and illustrations
iv. communicates with an excellent sense of audience and purpose.
 Criterion D: Using language in spoken and/or written form
Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student:
i. has difficulty to write/speak using a range of vocabulary, grammatical structures and conventions; when speaking, uses
1–2 pronunciation and intonation with many errors, making understanding difficult
ii. organizes limited information, and cohesive devices are not used
iii. makes minimal use of language to suit the context.
The student:
i. writes/speaks using a range of vocabulary, grammatical structures and conventions, with some inappropriate choices; when
3–4 speaking, uses pronunciation and intonation with some errors, some of which make understanding difficult
ii. organizes some information and ideas, and uses a limited range of cohesive devices, not always appropriately
iii. uses language to suit the context to some degree.
The student:
i. writes/speaks making good use of a range of vocabulary, grammatical structures and conventions, generally accurately; when
5–6 speaking, uses pronunciation and intonation with some errors, though these do not interfere with comprehensibility
ii. organizes information and ideas well, and uses a limited range of cohesive devices accurately
iii. usually uses language to suit the context.
The student:
i. writes/speaks effectively using a range of vocabulary, grammatical structures and conventions accurately; occasional errors do
not interfere with communication. When speaking, uses clear pronunciation and excellent intonation, making communication
7–8 easy
ii. organizes information and ideas clearly into a well-structured text; uses a range of cohesive devices accurately, adding clarity
and coherence to the message
iii. uses language effectively to suit the context.
CRITERION D

ORAL In what ways ...

Explain/discuss ...
Use a statement of fact, followed by a request for an expression of opinion/reflection
In a unit on legends and proverbs
Choose one of these two proverbs and discuss in what ways you believe the statement to be true
or false. Refer to one of the stories we read in class and then express your personal opinion.
A good offence is the best defence.
Beauty is but skin deep.

WRITING To what extent is animal testing ethical? You have just read in a national newspaper that a new
drug for curing diabetes will be tested on primates. The predicted side effects of this drug include
ulcers and migraines. Write an editorial to the newspaper outlining and justifying your views on
the testing. Support your response with specific examples of animal testing studied in class.