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MYP Language B: Foundation Level	Achievement Level 7-8	Level 5-6	Level 4-3	Level 2-1	0
Criterion A: Speaking & Listening- Message and Interaction	Consistently communicates information on a variety of aspects within common/everyday topics. Responses show understanding of most questions/comments and are almost always appropriate. Students ideas are relevant and detailed where appropriate. Rarely needs prompting and/or rephrasing and actively contributes to the flow of ideas. Any pauses are natural.	Communicates information most of the time, on a variety of aspects within common/everyday topics. Responses show understanding of most questions/comments and are usually appropriate. Ideas are relevant and contain some detail where appropriate. Needs some prompting and/or rephrasing, but this does not affect the flow of ideas.	Communicates information most of the time, on a limited variety of aspects within common/ everyday topics. Responses show difficulty in understanding some of the questions or comments; some responses are inappropriate. Ideas are relevant, but contain limited detail. Prompting, rephrasing, and/or hesitation sometimes affect the flow of ideas.	Communicates information some of the time, on a limited variety of aspects within common/everyday topics. Responses show difficulty in understanding even when rephrased; responses often inappropriate. Frequent prompting, rephrasing and/or hesitation consistently affect the flow of ideas.	Does not reach a standard described by any descriptors.
Criterion B: Speaking & Listening – Language	Pronunciation and intonation are clear and make communication easy. Makes excellent use of a basic range of vocabulary. Uses basic and more complex grammatical structures, generally accurately.	Pronunciation and intonation have some errors, though these don’t interfere with comprehensibility. Makes good use of a basic range of vocabulary. Uses basic grammatical structures, generally accurately. There are some attempts at more-complex structures.	Pronunciation and intonation have some errors, some of which make understanding difficult. Uses a basic range of vocabulary, through there is some inappropriate word choice. Uses basic grammatical structures, though with some errors.	Pronunciation and intonation have many errors and make understanding difficult throughout the exchange. Uses a limited vocabulary and has difficulty finding words. Makes frequent errors when using basic grammatical structures.	Does not reach a standard described by any descriptors.
Criterion C: Writing- Message and Organization To what extent does student show the ability to communicate, organize and support relevant ideas? -provide info & ideas -develop ideas -use a format & structure appropriate to the task to organize the work -often used on letter writing, essays, creative writing, presentations, etc.	Always communicates information, on a variety of aspects within common/everyday topics. Ideas are relevant and detailed and/or supported where appropriate. Presentation follows a logical structure. Uses cohesive devices that add clarity to the message.	Communicates information most of the time, on a variety of aspects within common/everyday topics. Ideas are relevant and contain some detail and/or support where appropriate. Presentation follows a logical structure message. Uses a basic range of cohesive devices.	Communicates information most of the time, on a limited variety of aspects within common/everyday topics. Ideas are usually relevant, though they contain limited detail and/or support. Presentation shows a good attempt at structure, though there are some lapses. Student uses few cohesive devices.	Communicates information some of the time, on a limited variety of aspects within common/everyday topics. Ideas are basic and/or repretitive; they are not always relevant and little or no detail is given. Presentation has little or no formal structure, making the information/ideas difficult to follow.	Does not reach a standard described by any descriptors.
Criterion D: Writing - Language To what extent does the student show ability to use the language effectively and accurately? -correctly use a range of vocabulary -correctly use a range of grammatical structures -show accuracy in spelling or writing of characters -often used on letter writing, essays, creative writing, presentations, etc.	Makes excellent use of a basic range of vocabulary and grammatical structures, and uses some more-complex structures. Vocabulary and grammar are accurate. Occasional errors in spelling/writing, but these do not interfere with communication.	Makes good use of a basic range of vocabulary and grammatical structures. Vocabulary and grammar are generally accurate. There are some attempts at more complex structures. Some errors in spelling/writing, but these do not interfere with communication.	Uses a basic range of vocabulary and grammatical structures; there are some errors that interfere with communication. Some errors in spelling/writing that sometimes interfere with communication.	Uses a limited range of vocabulary and grammatical structures; there are frequent errors that interfere with communication. Spelling/writing often impede communication.	Does not reach a standard described by any descriptors.
Criterion E: Multiply x 2 Reading Comprehension To what extent does the student show the ability to comprehend a piece of writing in the target language? -identify specific factual information -identify main ideas and supporting details -draw conclusions - Students may respond in native language; if responding in target language, the student should not be penalized for language errors.	Student identifies basic and more complex facts in texts with familiar and unfamiliar language, identifies the main idea and supporting details, and draws conclusions. Shows good understanding of the text(s) overall.	Identifies basic and more complex facts in texts with familiar and unfamiliar language, and identifies the main idea and supporting details. Shows an understanding of most parts of the text(s).	Identifies basic and more compex facts in texts with familiar language, and identifies the main idea. Shows an understanding of some parts of the text(s).	Identifies basic facts in texts with familiar language. Shows a limited understanding of the text(s) overall.	Does not reach a standard described by any descriptors.