PYP Language Rubric Draft

Language Criterion A: Oral Language
Achievement Level NO Phase 1-Phase 2 Level Descriptor The student has not been observed in this criterion for this unit. The student recognizes that sounds are associated with objects, or with symbolic representations of them. The student is using language to name his or her environment, to get to know others, to initiate and explore relationships, to question and inquire. The student is aware that an object or symbol may have different sounds or words associated with it in different languages. He or she is beginning to be cognizant about the high degree of variability of language and its uses. The learner shows an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listeners perception of what he or she hear is unique. He or she is compiling rules about the use of different aspects of language. The learner shows an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. He or she is aware that language is a vehicle for becoming knowledgeable; for negotiating understanding; and for negotiating the social dimension. The learner is able to understand the difference between literal and figurative language; how to use language differently for different purposes. He or she is aware that he or she is building on previous experiences and using language to construct new meaning. Related Student Performance
Phase 3-Phase 4
Phase 5-Phase 6
Phase 7-Phase 8
Phase 9-Phase 10
Language Criterion B: Visual Language

Achievement Level NO Phase 1-Phase 2 Level Descriptor The student has not been observed in this criterion for this unit. The student is able to interpret and respond to visual texts. He or she is extending and using visual language in more purposeful ways. The student identifies, interprets and responds to a range of visual text prompts and shows an understanding that different types of visual texts serve different purposes. He or she uses this knowledge to create his or her own visual texts for particular purposes. The learner shows an understanding that visual text may represent reality or fantasy. He or she recognizes that visual text resources can provide factual information and increase understanding. He or she uses visual text in a reflective way to enrich his or her storytelling or presentations, and to organize and represent information. The learner shows open-mindedness about the use of a range of visual text resources to access information. He or she thinks critically, and is articulate about the use of visual text Related Student Performance
Phase 3-Phase 4
Phase 5-Phase 6
Phase 7-Phase 8
Phase 9-Phase 10
to influence the viewer. He or she is able to use visual imagery to present factual information, or to tell a story. Through inquiry, the learner engages with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, he or she selects and uses strategies that suit his or her learning style. He or she is able to make connections between visual imagery and social commentary. He or she shows more discernment in selecting information considered reliable. He or she is able to use visual imagery to support a position.
Language Criterion C: Written Language (Reading)

Achievement Level NO Phase 1-Phase 2 Level Descriptor The student has not been observed in this criterion for this unit. The learner shows an understanding that print represents the real or the imagined world. He or she knows that reading gives knowledge and pleasure; that it can be a social activity or an individual activity. He or she has a concept of a book, and an awareness of some of its structural elements. He or she uses visual cues to recall sounds and the words he or she is reading to construct meaning. The learner shows an understanding that language can be represented visually through codes and symbols. He or she is extending his or her data bank of printed codes and symbols and is able to recognize them in new contexts. He or she understands that reading is a vehicle for learning, and that the combination of codes conveys meaning. The learner shows an understanding that text is used to convey meaning in different ways and for different purposes he or she is developing an awareness of context. He or she uses strategies, based on what he or she knows, to read for understanding. He or she recognizes that the structure and organization of text conveys meaning. The learner shows an understanding of the relationship between reading, thinking, and reflection. He or she knows that reading is extending their world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, he or she has established reading routines and relishes the process of reading. The learner shows an understanding of the strategies authors use to engage them. He or she has favourite authors and can articulate reasons for such choices. Reading provides a sense of accomplishment, not only in the process, but also in the access it provides to further knowledge about, and understanding of, the world. Related Student Performance
Phase 3-Phase 4
Phase 5-Phase 6
Phase 7-Phase 8
Phase 9-Phase 10
Language Criterion D: Written Language (Writing)

Achievement Level NO Phase 1-Phase 2 Level Descriptor The student has not been observed in this criterion for this unit. The learner shows an understanding that writing is a form of expression to be enjoyed. He or she knows that how you Related Student Performance
Phase 3-Phase 4
Phase 5-Phase 6
Phase 7-Phase 8
Phase 9-Phase 10
write and what you write conveys meaning; that writing is a purposeful act, with both individual and collaborative aspects. The learner shows an understanding that writing is a means of recording, remembering and communicating. He or she knows that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. He or she knows that writing can describe the factual or the imagined world. The learner shows an understanding that writing can be structured in different ways to express different purposes. He or she uses imagery in stories to enhance the meaning and to make it more enjoyable to write and read. He or she understands that writing can produce a variety of responses from readers. He or she can tell a story and create characters in writing. The learner shows an understanding of the role of the author and is able to take on the responsibilities of authorship. He or she demonstrates an understanding of story structure and is able to make critical judgments about individual writing, and the writing of others. He or she is able to rewrite to improve the quality of writing. The learner shows an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition, he or she demonstrates a high level of integration of the strands of language in order to create meaning in a manner that suits his or her learning styles. He or she can analyze the writing of others and identify common or recurring themes or issues. He or she accepts feedback from others.

PYP Language Rubric Draft

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PYP Language Rubric Draft

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Language Criterion A: Oral Language

Language Criterion B: Visual Language

Language Criterion C: Written Language (Reading)

Language Criterion D: Written Language (Writing)

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