GRADE

 10   4  –  Mastery   3  –  Proficient   2  –  Approaching   1  –  Beginning  

Outcomes  (Indicators)          
 
Context          
CC  A/B10.1  Compose  and  create  a  range  of  oral  texts  that   Creates  insightful,  original  and  thought-­‐provoking   Creates  oral  texts  that  explore  identity,  social   Creates  predictable  oral  texts  that  explore   Creates  basic,  limited  and/or  unfocused  oral  texts  
explore  identity,  social  responsibility  and  social  action.   oral  texts  that  explore  identity,  social   responsibility  and  social  action.  These  texts   identity,  social  responsibility  and  social  action.   that  explore  identity,  social  responsibility  and  
  responsibility,  and  social  action.  These  texts  will   include:   These  texts  will  include:   social  action.    These  texts  will  include:  
  include:   • a  clear  thesis  and  logical  points  to  support   • a  general  thesis  and  points  to  support  messages   • a  vague  thesis  and  limited  points  to  support  
  •  an  insightful  thesis  and  logical  points  to  support   messages  and  arguments     and  arguments     messages  and  arguments    
  messages  and  arguments     • appropriate  details  to  support  thesis     • adequate  details  to  support  thesis     • limited  details  related  to  thesis    
•  thoughtful  and  appropriate  details  to  support   • a  style  and  voice  appropriate  to  audience  and   • a  style  and  voice  connected  to  audience  and   • style  and  voice  inconsistent  or  inappropriate  
thesis     purpose     purpose     for  audience  and  purpose    
•  a  compelling  style  and  voice  appropriate  to   • coherence,  logical  progression,  and  support  for   • basic  coherence,  progression,  and  support  for   • limited  coherence,  and  unclear  ideas    
audience  and  purpose     ideas     ideas     • limited  organization    
•  coherence,  logical  progression,  and  insightful   • clear  patterns  of  organization     • inconsistent  patterns  of  organization     • vague  conclusions  
support  for  ideas     • convincing  conclusions   • general  conclusions    
•  clear  and  strategic  patterns  of  organization        
•  logical,  convincing,  and  insightful  conclusions    
     

Message  Content  and  Ideas  

CC  A10.3  Use  oral  language  to  express  a  range  of     Prepare,  rehearse,  and  deliver  an  oral  presentation   Prepare,  rehearse,  and  deliver  an  oral  presentation   Prepare,  rehearse,  and  deliver  an  oral  presentation   Prepare,  rehearse,  and  deliver  an  oral  presentation  
information  and  ideas  in     that  includes:   that  includes:   that  includes:   that  includes:
formal  situations  including   • an  innovative  introduction  that  sets  the   •  an  effective  introduction  that  sets  the  direction   • a  basic  introduction  that  sets  the  direction  for   an  ineffective  introduction  that  vaguely  sets  the  
• a  prepared  talk  on  a  familiar  topic   direction  for  speech  by:   for  speech  by:   speech  by:   direction  for  speech  by  attempting  to:  
• retelling  a  narrative   • getting  attention  of  audience   • getting  attention  of  audience   • getting  attention  of  audience   • get  attention  of  audience  
• recounting  an  experience  or  event   • introducing  the  topic     • introducing  the  topic     • introducing  the  topic     • introduce  the  topic    
• an  oral  presentation  of  a  passage  of  prose  or  poetry   • stating  the  central  idea  or  purpose   • stating  the  central  idea  or  purpose   • stating  the  central  idea  or  purpose   • state  the  central  idea  or  purpose  identify  
  identifying  the  main  point   identifying  the  main  point   identifying  the  main  point   the  main  point  
  • making  audience  eager  to  hear  what  else   • making  audience  eager  to  hear  what  else   • making  audience  eager  to  hear  what  else   • make  audience  eager  to  hear  what  else  
    you  have  to  say.     you  have  to  say.     you  have  to  say.     you  have  to  say.    
  •  a  body  strategically,  logically  and  coherently   •  a  body  logically  and  coherently  organized  so   •  a  body  simplistically  organized  so  audience  can   •  a  body  partially  organized  so  audience  can  
informal  situations  including   organized  so  audience  can  follow.     audience  can  follow.     follow.     follow.    
• discussion  work   •  a  thoughtful  conclusion  that  helps  audience   •  a  conclusion  that  helps  audience  understand   •  a  basic  conclusion  that  helps  audience   •  little  or  no  conclusion    
• group  work   understand  what  they  listened  to  and  why  it  was   what  they  listened  to  and  why  it  was  important.   understand  what  they  listened  to  and  why  it  was  
  important.   important.  
   
     
     
   
CC  B10.3  Use  oral  language  to  express  a  range  of  information    
and  ideas  in     Participate  in  small-­‐  and  large-­‐group  discussions,   Participate  in  small-­‐  and  large-­‐group  discussions,   Participate  in  small-­‐  and  large-­‐group  discussions,   Participate  in  small-­‐  and  large-­‐group  discussions,  
formal  situations  including   and  demonstrate  effective  group  interaction  skills   and  demonstrate  effective  group  interaction  skills   and  demonstrate  effective  group  interaction  skills  
and  demonstrate  effective  group  interaction  skills  
• a  prepared  talk  on  a  researched  issue   and  strategies  by  competently   and  strategies  by  inconsistently   and  strategies  by  rarely  
and  strategies  by  consistently  
•  being  respectful  but  also  critical     •  being  respectful     •  being  respectful    
• an  interview   •  being  respectful  but  also  critical    
•  building  upon  and  extending  the  thoughts  of   •  building  upon  and  extending  the  thoughts  of   •  building  upon  and  extending  the  thoughts  of  
• an  oral  reading  of  prose  or  poetry   •  building  upon  and  extending  the  thoughts  of  
others     others     others    
• explanation  and  defence  of  a  personal  point  of  view     others    
•  working  co-­‐operatively  and  collaboratively     •  working  co-­‐operatively  and  collaboratively     •  working  co-­‐operatively  and  collaboratively     •  working  co-­‐operatively  and  collaboratively    
 
       
and  informal  situations  including    
   
   
• discussion  work    
   
• group  work    
 
   
 
 
 
 
Use  of  Strategies   BEFORE   BEFORE   BEFORE   BEFORE  
CC  A/B10.4  b.  Select,  use,  and  evaluate  purposefully  a  variety   • Skillfully  generates  prompts  or  a  topic  and   • Considers  prompts  or  finds  a  topic  and  activates   • Generally  considers  or  finds  a  topic  and   • Rarely  considers  prompts  or  finds  a  topic  and  
of  before,  during,  and  after  strategies  to  construct  and   activates  prior  knowledge.   prior  knowledge.   activates  prior  knowledge.   activates  prior  knowledge.  
communicate  meaning  when  speaking.   • Thoughtfully  considers  purpose  and  audience.     • Considers  purpose  and  audience.   • Generally  considers  purpose  and  audience.   • Rarely  considers  purpose  and  audience.  
  • Generates  and  identifies  comprehensive  ideas   • Considers  and  generates  specific  ideas  and   • Generally  considers  and  generates  ideas  and   • Rarely  considers  ideas  and  information.    
  and  information.   information.   information.   • Rarely  considers  form.  
  • Strategically  chooses/adapts  a  possible  form.   • Considers,  chooses/adapts  a  possible  form.   • Generally  considers  or  chooses  a  possible  form.   • Rarely  collects  ideas  and  information.  
  • Skillfully  collects  and  focuses  relevant  and   • Collects  and  focuses  ideas  and  information.   • Collects  general  ideas  and  information.   • Little  evidence  of  planning  and  organizing  ideas  
  compelling  ideas  and  information.   • Plans  and  organizes  ideas  for  drafting.   • Some  planning  and  organizing  of  ideas  for   for  drafting.    
  • Strategically  plans  and  organizes  ideas  for     drafting.      
  drafting.        
         
  DURING   DURING   DURING   DURING  
  • Creates  draft(s)  and  confidently  experiments   • Creates  draft(s)  and  experiments  with  possible   • Creates  some  draft(s)  and  may  experiment  with   • Partially  creates  draft(s)  and  ineffectively  
  with  possible  product(s)   product(s).   possible  product(s)   experiments  with  possible  product(s)  
  • Skillfully  uses  language  and  its  cues  and   • Uses  language  and  its  cues  and  conventions  to   • Inconsistent  use  of  language  and  its  cues  and   • Uses  language  and  its  cues  and  conventions  
  conventions  to  compose  and  create  a  message.   compose  and  create  a  message.   conventions  to  compose  and  create  a  message   inaccurately  or  ineffectively  to  compose  and  
  create  a  message.  
• Strategically  confers  with  others  to  create   • Confers  with  others  to  create  quality  text.   • Inconsistently  confers  with  others  to  improve  
 
quality  text.     • Reflects,  clarifies,  self-­‐monitors,  self-­‐corrects,   text.   • Limited  evidence  of  conferring  with  others.    
 
  • Skillfully  reflects,  clarifies,  self-­‐monitors,  self-­‐ and  uses  a  variety  of  “fix-­‐up”  strategies.   • Inconsistent  use  of  “fix-­‐up”  strategies   • Limited  or  inaccurate  use  of  “fix-­‐up”  strategies.  
  corrects,  and  uses  a  variety  of  “fix-­‐up”   • Experiments  with  communication  features  and   • Basic  use  of  communication  features  and   • Limited  or  inaccurate  use  of  communication  
  strategies.   technique.   techniques.     features  and  techniques.  
  • Confidently  experiments  with  communication        
  features  and  techniques  (content,  organization,        
purpose,  audience,  context).          
       
       
AFTER     AFTER     AFTER     AFTER    
• Consistently  revises  for  content,  meaning  and   • Revises  for  content,  meaning  and  organization   • lnconsistent  revision  of  content,  meaning  and   • Limited  revision  of  content,  meaning  and  
organization  by  adding,  deleting,  substituting,   by  adding,  deleting,  substituting,  and  rethinking..     organization.   organization.    
and  rethinking.   • Confers  with  peers,  teacher,  or  others  to  create   • Inconsistently  confers  with  peers,  teacher,  or   • Rarely  confers  with  peers,  teacher,  or  others  to  
• Strategically  confers  with  peers,  teacher,  or   quality  text.   others  to  improve  text.   improve  text.  
others  to  create  quality  text.      
 
Cues  and  Conventions          
CC  A/B10.3  c.   PRAGMATIC   PRAGMATIC   PRAGMATIC   PRAGMATIC  
Understand  and  apply  the  pragmatic,  textual,  syntactic,   • Strategically  selects  and  uses  language   • Selects  and  uses  language  register   • Inconsistent  use  of  language  connected  to   • Limited  or  incorrect  use  of  language  register  
semantic/lexical/morphological,  graphophonic  and  other   register  appropriate  for  the  subject,  context,   appropriate  for  the  subject,  context,   subject,  context,  audience,  and  purpose.   for  the  subject,  context,  audience,  and  
language  cues  and  conventions  to  construct  and  communicate   audience,  and  purpose.   audience,  and  purpose.   • Inconsistently  uses  voice  (e.g.,  expression,   purpose.  
meaning  when  speaking.   • Strategically  uses  voice  (e.g.,  expression,   • Uses  voice  (e.g.,  expression,  pacing,  tone,   pacing,  tone,  dialect)  for  characterization  and   • Limited  use  of  voice.  
  pacing,  tone,  dialect)  for  characterization  and   dialect)  for  characterization  and  effect.   effect.   • Limited  use  of  conventional  “standard”  
  effect.   • Uses  conventional  “standard”  English   • Inconsistent  use  of  conventional  “standard”   English  when  required.  
  • Consistently  uses  conventional  “standard”   when  required.   English  when  required.    
  English  when  required.        
         
         
  TEXTUAL   TEXTUAL   TEXTUAL   TEXTUAL  
  • Skilfully  uses  a  mode  of  discourse  and  text   • Uses  a  mode  of  discourse  and  text  form   • Attempts  to  use  a  mode  of  discourse  and  text   • Limited  use  of  mode  of  discourse  and  text  
  form  appropriate  for  subject,  purpose,  and   appropriate  for  subject,  purpose,  and   form  appropriate  for  subject,  purpose,  and   form  appropriate  for  subject,  purpose,  and  
  audience   audience   audience   audience  
         
  SYNTACTICAL   SYNTACTICAL   SYNTACTICAL   SYNTACTICAL  
  • Skillfully  selects  and  uses  formal  spoken   • Selects  and  uses  formal  spoken  sentences   • Attempts  to  select  and  use  formal  spoken   • Limited  or  no  selection  and  use  of  formal  
  sentences  that  are  meaningful,  clear,  and   that  are  meaningful,  clear,  and  devoid  of   sentences  that  are  meaningful,  clear,  and   spoken  sentences  that  are  meaningful,  clear,  
  devoid  of  ambiguous  expression   ambiguous  expression.     devoid  of  ambiguous  expression   and  devoid  of  ambiguous  expression  
          
         
         
  SEMANTIC/LEXICAL/MORPHOLOGICAL   SEMANTIC/LEXICAL/MORPHOLOGICAL   SEMANTIC/LEXICAL/MORPHOLOGICAL   SEMANTIC/LEXICAL/MORPHOLOGICAL  
  • Uses  vivid  words  precisely,  skillfully  (including   • Uses  words  precisely,  accurately   • Some  use  of  accurate,  precise  words   • Uses  words  incorrectly  or  inaccurately  
  prepositions,  homonyms,  plurals  and   (including  prepositions,  homonyms,   (including  prepositions,  homonyms,  plurals   (including  prepositions,  homonyms,  plurals  
  possessives,  and  meaning)  and  for  effect  (e.g.,   plurals  and  possessives,  and  meanings)   and  possessives,  and  meaning)  or  for  effect   and  possessives,  and  meaning)  
  to  create  imagery,  to  communicate   and  for  effect  (e.g.,  to  create  imagery,  to   (e.g.,  to  create  imagery,  to  communicate    
  figuratively,  to  communicate  symbolically,  as   communicate  figuratively,  to   figuratively,  to  communicate  symbolically,  as    
  an  allusion)   communicate  symbolically,  as  an  allusion)   an  allusion)    
         
         
  GRAPHOPHONIC   GRAPHOPHONIC   GRAPHOPHONIC   GRAPHOPHONIC  
  • Competently  and  consistently  recognizes  and   • Accurately  recognizes  and  uses  Canadian   • Inconsistent  use  of  Canadian  pronunciations.   • Limited  use  of  Canadian  pronunciations.  
  uses  Canadian  pronunciations.   pronunciations.      
         
  OTHER  CUES  AND  CONVENTIONS   OTHER  CUES  AND  CONVENTIONS   OTHER  CUES  AND  CONVENTIONS   OTHER  CUES  AND  CONVENTIONS  
  • Consistently  uses  appropriate  volume  and   • Uses  appropriate  volume  and  intonation   • Inconsistently  uses  appropriate  volume  and   • Rarely  uses  appropriate  volume  and  
  intonation   • Uses  appropriate  non-­‐verbal  cues  and   intonation   intonation  
  • Consistently  and  skillfully  uses  appropriate   body  language     • Inconsistently  uses  appropriate  non-­‐verbal   • Rarely  uses  appropriate  non-­‐verbal  cues  and  
  non-­‐verbal  cues  and  body  language     • Uses  appropriate  gestures,  facial   cues  and  body  language     body  language    
  • Consistently  and  skillfully  uses  appropriate   expression,  sound,  visual,  and  multimedia   • Inconsistently  uses  appropriate  gestures,   • Rarely  uses  appropriate  gestures,  facial  
  gestures,  facial  expression,  sound,  visual,  and   aids  to  enhance  presentation.   facial  expression,  sound,  visual,  and   expression,  sound,  visual,  and  multimedia  aids  
  multimedia  aids  to  enhance  presentation.     multimedia  aids  to  enhance  presentation.   to  enhance  presentation.