Criterion/

Significance

A: speaking & listening – message & interaction

B: speaking language

C: writing message and organisation

D: writing- language

E: reading comprehension

Level 0

The student does not reach a standard described by any of the descriptors given below.

Grade 1-2

Great difficulty in communicating information. Ideas are irrelevant and/or repetitive. Opinions are unsupported. Difficulty in responding, even in familiar situation. Often needs prompting.

Pronunciation inaccurate and consistently interferes with understanding. Limited vocabulary and structures used inappropriately or incorrectly.

Great difficulty communicating information. Ideas are generally irrelevant and repetitive. Opinions are unsupported. Lack of structure interferes with clarity of message.

Limited range of vocabulary and structures. Spelling and writing are inaccurate and interfere with communication.

Identifies basic information with familiar language but has a limited understanding of the overall text.

Grade 3-4

Some difficulty in communicating information. Ideas are sometimes irrelevant and/or repetitive. Some opinions are supported. Shows understanding in responding correctly in familiar situation. Needs occasional prompting.

Mistakes in pronunciation sometimes interfere with understanding. Basic range of vocabulary and structures with occasional mistakes.

Some difficulty communicating information. Ideas are sometimes irrelevant and opinions are often unsupported. Attempts to structure work using linking phrases.

Basic range of vocabulary and structures. Occasional errors in spelling and writing sometimes interfere with communication.

Identifies stated information, main ideas and some details with familiar language. Shows an understanding of some parts of the text.

Grade 5-6

Communicates information clearly, though has some difficulty with more complex ideas. Ideas are relevant but not always developed. Opinions are usually justified. Shows understanding in responding correctly to familiar and some spontaneous situations. Can maintain flow of conversation. Needs occasional prompting.

Occasional mistakes in pronunciation rarely interfere with understanding. Uses a range of appropriate vocabulary and structures with rare errors.

Communicates information clearly although facing some difficulties with more complex ideas. Ideas are relevant but not always supported. Opinions sometimes justified. Structures work using linking phrases appropriately.

A range of vocabulary and structures. Attempts to use idiom. Occasional errors in spelling and writing rarely interfere with communication.

Identifies stated and implied information, main ideas and supporting details with familiar and unfamiliar language. Draws conclusions and shows an understanding of most parts of the text.

Grade 7-8

Communicates clearly and effectively, developing both simple and complex ideas. Opinions are justified. Understands and responds correctly in both familiar and spontaneous situations. Contributes to the flow of conversation and is actively engaged.

Occasional mistakes in pronunciation do not interfere with understanding. Uses a wide range of appropriate vocabulary and structures. Attempt to use idiomatic expressions. Very few errors.

Communicates information clearly and effectively. Both simple and complex ideas are relevant and supported. Structures work clearly and effectively, adding clarity to the message, with effective use of linking phrases.

Wide range of vocabulary and structures. Uses idiom appropriate to the context. Shows good command of spelling and writing. Consistently uses an appropriate register.

Identifies complex ideas. Draws conclusions and recognizes opinions and attitudes implied in the text. Identifies some aspects of style. Shows a good understanding of the overall text.