Report Card

Comments
For French as a Second
Language Teachers
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Credits:

© Authentic French Learning

 FSL Listening Comments #1
Grade

Level 1 Level 2 Level 3 Level 4

50-59% 60-69% 70-79% 80-100%
D- to D+ C- to C+ B- to B+ A- to A+

-*Name* shows a limited
understanding of what was
being said in French with
assistance (insert examples*)
*Name* shows a limited
understanding of what was
being said in French (insert
examples*)
- *Name* shows an
understanding of various
messages in French (insert
examples*)
- *Name* shows evidence of
being able to interpret
messages in French with a
strong understanding (insert
examples*)

*Possible examples; *Possible examples; *Possible examples; *Possible examples;

-he/she has begun listening for
familiar words or words that
sound similar to English words
-he/she was able to distinguish
familiar words, was able to use
tone and expression as clues to
understanding
-he/she was able to answer
comprehension questions about
what he/she heard
-he/she was able to explain
what clues helped him/her
determine meaning
-he /she answered simple and
opened ended questions about
the content, was able to
summarize the content for
others
-he/she responded to video
clips and music played during
class

Next Steps:

- At school, *name* is encouraged to ask for clarification or repetition if he/she is having difficulty understanding.

© Authentic French Learning

 FSL Listening Comments #2
Level 1
50-59%
D- to D+
- *Name* understood simple
oral French messages with
teacher support and prompting
- began listening for and
identifying familiar French
words and words that sound
similar to English words in
French oral texts
- demonstrated a limited
understanding of French media
by using visual clues (e.g.,
video/movie clips)
Grade
Level 2
60-69%
C- to C+
- *Name* demonstrated a basic
understanding of oral French
messages
- recognized high frequency
words in French oral texts
- used tone and expression as
clues to aid in understanding
French media (e.g., facial
expressions in videos)
Level 3
70-79%
B- to B+
- *Name* demonstrated an
understanding of short oral
French messages and provided
basic interpretations
- provided logical answers to
comprehension questions about
French oral texts
- identified strategies that
helped in understanding French
media (e.g., active listening to
French music)
Level 4
80-100%
A- to A+
- *Name* accurately interpreted
oral French messages and
demonstrated a strong
understanding of the content
- answered simple and open
ended questions to French oral
texts and summarized the
content for peers
- provided meaningful
responses to French media
(e.g., video clips and music)
© Authentic French Learning
 FSL Speaking Comments #1
Level 1
50-59%
D- to D+
- *Name* has begun
communicating his/her ideas
in French and participating in
limited interactions with
others with assistance
(insert examples)
*Possible examples:
-he/she participated
in…(partner conversations,
scripted plays, etc.)
Next Steps:
- At school, *name* is encouraged to increase the amount of French he/she speaks in class in order to practice his/her oral
communication
Grade
Level 2
60-69%
C- to C+
- *Name* has begun
communicating his/her ideas
in French and participating in
limited interactions with
others
(insert examples)
*Possible examples:
-he/she participated in some
conversations during partner
work
Level 3
70-79%
B- to B+
- *Name* is able to
communicate in French in
guided and spontaneous
interactions (insert examples)
*Possible examples;
he/she is able to interact with
others using conversation
models during scenarios such
as…
Level 4
80-100%
A- to A+
- *Name* is able to
confidently communicate in
French in guided and
spontaneous interactions
(insert examples*)
*Possible examples;
-he/she added to guided
conversations by using his/her
prior knowledge
-he/she spontaneously
interacted with others in French
during authentic scenarios such
as…
© Authentic French Learning
 FSL Speaking Comments #2
Level 1
50-59%
D- to D+
- spoke French in simple
sentences using high frequency
vocabulary and visual supports
- learning to use technology to
find the French word to replace
English words
- communicated basic ideas
with others using some French
mixed with English while
participating in real-life
scenarios (e.g., ordering food in
a French cafe)
Grade
Level 2
60-69%
C- to C+
- spoke French in simple
sentences using high frequency
vocabulary
- attempted to use low
frequency unit vocabulary when
speaking with some success
- communicated basic ideas
with others in French while
participating in real-life
scenarios (e.g., ordering food in
a French cafe)
Level 3
70-79%
B- to B+
- used compound sentences
when speaking during French
conversations and discussions
- used the definitions of difficult
French words to substitute it
with familiar vocabulary
- effectively communicated with
others in French while
participating in real-life
scenarios (e.g., ordering food in
a French cafe)
Level 4
80-100%
A- to A+
- used compound and complex
sentences when speaking
during French conversations
and discussions
- connected words and phrases
to show relationships between
events and ideas
- added to guided conversations
by using prior knowledge
- actively and effectively spoke
French with others while
participating in real-life
scenarios (e.g., ordering food in
a French cafe)
© Authentic French Learning
 FSL Reading Comments #1
Level 1
50-59%
D- to D+
-*Name* has started using
reading strategies with
assistance such as (insert
examples)
*Possible examples:
-he/she was able to find some
familiar words and cognates
within French texts when
prompted
Next Steps:
- At school, *name* is encouraged to use the reading strategies taught in class in order to increase his/her comprehension of the texts.
Grade
Level 2
60-69%
C- to C+
-*Name* has started using
reading strategies such as
(insert examples) in order to
increase his/her
understanding of the French
texts
*Possible examples:
-he/she was able to easily
locate familiar words and
cognates within French texts
Level 3
70-79%
B- to B+
-*Name* uses reading
strategies such as (insert
examples) in order to
demonstrate an
understanding of the French
texts explored in class
*Possible examples:
-he/she used visual clues from
the text to help determine
meaning
-he/she read the text multiple
times
Level 4
80-100%
A- to A+
-*Name* uses reading
strategies such as (insert
examples*) in order to
demonstrate a deeper
understanding of the French
texts explored in class
*Possible examples: he/she
made connections within the
texts by using prior knowledge
© Authentic French Learning
 FSL Reading Comments #2
Level 1
50-59%
D- to D+
- demonstrated an
understanding of short, highly
visual, French texts by
responding to simple questions
- determined the basic meaning
of unfamiliar vocabulary using
visual clues (e.g., prices and
important details in French
advertisements)
- identified and read high
frequency French vocabulary
and words similar to English
Grade
Level 2
60-69%
C- to C+
- demonstrated an
understanding of short and
simplified French texts by
stating the overall idea
- determined the meaning of
unfamiliar words using
technology
- used visual clues in the text to
aid in understanding the context
(e.g., diagrams and pictures)
Level 3
70-79%
B- to B+
- demonstrated an
understanding of grade level
French texts by stating the main
idea
- used known reading strategies
to determine the meaning of
unfamiliar words (e.g.,
knowledge of sentence
structure)
- used visual clues in the text to
aid in understanding the
meaning in text (e.g., diagrams
and pictures)
Level 4
80-100%
A- to A+
- demonstrated an
understanding of a wide variety
of more challenging French
texts by stating the main idea
- effectively used reading
strategies to determine
meaning (e.g., made
connections to text using prior
knowledge)
© Authentic French Learning
 FSL Writing Comments #1
Level 1
50-59%
D- to D+
-*Name* has begun writing
simple texts in French and
participating in some aspects
of the writing process (insert
examples)
*Possible examples:
-he/she applied some of the
vocabulary provided to a writing
model
Next Steps:
At home, *name* should ensure that he/she is completing the assigned work and reviewing concepts taught in class.
Grade
Level 2
60-69%
C- to C+
-*Name* writes simple texts in
French by engaging in some
aspects of the writing
process (insert examples)
*Possible examples:
-he/she used the writing model
provided to help him/her write in
French
Level 3
70-79%
B- to B+
-*Name* actively engages in
all parts of the writing
process and applies
language conventions to
his/her work (insert
examples)
*Possible examples:
-he/she participated in teacher
and student conferencing to
revise his/her writing
Level 4
80-100%
A- to A+
-*Name* displays a strong
knowledge of vocabulary,
language conventions and
elements of writing style in
their written work (insert
examples*)
*Possible examples:
-he/she reviews his/her work to
ensure there is clarity in their
writing
-he/she engaged in the stages
of the writing process to
improve his/her work
© Authentic French Learning
 FSL Writing Comments #2
Level 1
50-59%
D- to D+
- wrote simple French
sentences with teacher and
peer support while using
provided graphic organizers
and writing models
- used direct teacher feedback
and guided checklists to edit
written work
- used word lists and
technology to aid in spelling and
checking the meaning of
unfamiliar vocabulary
Grade
Level 2
60-69%
C- to C+
- used mainly simple sentences
when writing in French
- used teacher feedback,
classroom resources, and word
lists to edit written work
- used examples and provided
graphic organizers and models
as a guide when writing
Level 3
70-79%
B- to B+
- used simple and some
compound sentences when
writing in French
- used feedback from the
teacher and peers to assess
and edit written work
- used technology to check
spelling and meaning of
unfamiliar words to use when
writing
Level 4
80-100%
A- to A+
- used a variety of sentence
structures (e.g., simple,
compound, complex) when
writing in French
- used feedback from the
teacher and peers to enhance
and improve written work
- used technology to investigate
new French vocabulary and
phrases to elaborate on ideas
© Authentic French Learning
 FSL Report Card Comments for Authentic Unit Topics
Listening
1 *Name* listened to what
others said in French and
identified some key words to
help with his/her
understanding (e.g., during
our directions unit while trying
to figure out locations).
2 *Name* listened to what
others said in French and
responded with some
understanding (e.g., figured
out some locations accurately
during our directions unit).
3 *Name* listened to what
others said in French and
responded with understanding
(e.g., followed instructions in
order to identify locations
during our directions unit).
4 *Name* listened to what
others said in French and
responded with a high level of
understanding (e.g.,
accurately followed directions
to identify various locations
during our directions unit).
Speaking
*Name* began to use some
French vocabulary to express
himself/herself in French during
guided and spontaneous
interactions (e.g, was able to ask
for items during our shopping
scenario).
*Name* used conversation
models to express
himself/herself in French during
guided and spontaneous
interactions (e.g, was able to ask
items during our shopping
scenario).
*Name* clearly expressed
himself/herself in French during
guided and spontaneous
interactions (e.g, was able to
order items during our shopping
scenario).
*Name* clearly and confidently
expressed himself/herself in
French during guided and
spontaneous interactions (e.g,
was able to ask questions and
order items during our shopping
scenario).
Reading
*Name* used some reading
strategies (e.g., previewing
vocabulary) with teacher
prompting and support in order
to increase his/her
comprehension of the French
texts explored in class.
*Name* used some reading
strategies (e.g., focused on key
words in the text) with teacher
support in order to increase
his/her comprehension of the
French texts explored in class.
*Name* used reading strategies
(e.g., making predictions) in
order to increase his/her
comprehension of the French
texts explored in class.
*Name* used multiple reading
strategies (e.g., contextual
clues) in order to increase
his/her comprehension of the
French texts explored in class.
Writing
*Name* used resources such
as model texts, vocabulary
lists, etc. to produce basic
written texts (e.g., store signs).
*Name* applied his/her
knowledge of the unit
vocabulary to produce basic
written texts (e.g., store signs).
*Name* applied his/her
knowledge of the unit
vocabulary and language
conventions to produce written
texts (e.g., store signs).
*Name* applied his/her
knowledge of the unit
vocabulary and language
conventions to produce
detailed written texts (e.g.,
store signs).
© Authentic French Learning