English · Première, Terminale (B1 to C2), Bac pro
Marking grid for dys students
For the teacher. Use this sheet to mark the work of dyslexic and dys students. The assessment is still out of 20, with the same questions and the same expected answers. Mark the content: what the student has understood, their ideas and how they use the documents. Spelling, handwriting and presentation are never penalised unless they stop you from understanding the answer.
Marking principles
- Read the meaning, not the form. Read the answer quietly as it sounds: if the idea is right, give the points.
- Do not penalise spelling, handwriting, crossings out or layout, unless they really block meaning.
- Reward content, ideas, understanding and use of the documents (a quotation, an example, a date, a name).
- Accept short answers, bullet points or keywords when they show understanding. Full sentences are not required in Parts A and B.
- If in doubt, ask the student to read or explain the answer orally, then mark what they say.
Questions in Parts A and B
For these questions. The expected answers are the same as in the standard grid. A correct keyword, a list or an oral answer earns the points. An answer spelt phonetically but correct earns full marks.
| No. | Expected answer | Points | Mark |
|---|---|---|---|
| Part A · Understanding the documents | |||
| 1 | Facebook pages, in June 2024, one month before the Paris Olympic Games. | 1 point | / 1 |
| 2 | An AFP journalist in Paris saw that the tower was undamaged, and no fire had been reported. | 1 point | / 1 |
| 3 | Two of: reverse image search, finding the original upload, the live webcam feed, the fire service, other media, the company that runs the monument (1 point each). | 2 points | / 2 |
| 4 | Content: the flames, the tower at night. Frame: the page name, the date (0.5 point each). | 2 points | / 2 |
| Part B · Language and key ideas | |||
| 5 | The picture of the Pope in a white puffer jacket must have been generated by AI. | 1 point | / 1 |
| 6 | Katy Perry said (that) she couldn’t make it to the Met because she had to work. Accept: she hadn’t been able to. | 1 point | / 1 |
| 7 | An AI image is made from nothing by software (the Pope, Midjourney, March 2023). A montage puts real pictures together (the shark, taken from a 2005 photo of a kayaker). A picture out of context is real but shown with a false date or place (the shark again, after each hurricane) (1 point for the definitions, 1 for the examples). | 2 points | / 2 |
| 8 | Bandwagon effect; fake expert or unnamed authority; figure with no source; repetition and humour (0.5 point each). | 2 points | / 2 |
Part C: writing criteria
For the writing task. A shorter text, organised in lists or built on sequence keywords, can get full marks if the ideas and evidence are there. Only the clarity criterion deals with language, and it assesses meaning, not spelling or grammar accuracy.
| Criterion | Full marks | Half marks | No marks |
|---|---|---|---|
| Accurate facts (2 points) | Exact, dated facts: March 2023, the networks, Midjourney, a named fact-checker. (2) | Some facts, not dated or partly wrong. (1) | No facts, or invented facts. (0) |
| Checking method (2 points) | At least two pieces of evidence: the fact-checkers, no other source, visual clues. (2) | Only one piece of evidence, or visual clues only. (1) | No evidence, opinion only. (0) |
| Organisation (2 points) | The four parts in order, with linking words. (2) | Two or three parts. (1) | No visible structure. (0) |
| Clear message (2 points) | The message can be understood all the way through; sequence vocabulary used, even if misspelt. (2) | The message can be understood with some rereading; little sequence vocabulary. (1) | The meaning cannot be found, even when read aloud or explained orally. (0) |
| Part | Points | Mark |
|---|---|---|
| Part A · Understanding the documents | 6 points | / 6 |
| Part B · Language and key ideas | 6 points | / 6 |
| Part C · Writing: our class column, True or Tale? | 8 points | / 8 |
| Total | 20 points | / 20 |
Typical dyslexic errors: how to read them
- Phonetic spelling: “becos” for “because”, “wos” for “was”, “sed” for “said”. The word is recognisable when read aloud: accept it.
- Letter inversions: b and d, p and q, “form” for “from”, “waht” for “what”. Accept them.
- Missing or doubled letters or syllables, words joined or split: read the intention.
- Homophones (there, their, they’re; to, too; your, you’re): no marks taken off.
- Missing punctuation, irregular capitals, crossings out, skipped lines: no marks taken off.
- Only take marks off when, even read aloud, you cannot tell what the student means.
Reminder of accommodations
- Extra time: one third more time, or a shortened assessment.
- Oral answers: the student may dictate or say an answer; mark it like a written one.
- Enlarged documents, a suitable font, wide line spacing, a single column.
- Instructions read aloud by the teacher or a classmate, and rephrased if needed.
- Reduced copying: answers written on the question paper, tick boxes, gap fills, no copying out of questions.
- Check the student’s PAP, PPS or PAI: it takes priority over this list.
The teaching assistant’s role
Many dys students work with a teaching assistant (AESH).
- During the assessment, the teaching assistant reads the instructions aloud and may reread them as often as needed.
- They write down what the student dictates, word for word, when this is in the student’s support plan.
- They help organise the page: finding the question, the box or the line to answer on.
- During the correction, they go over the chosen goals with the student and help them fill in the active correction sheet.
- The teaching assistant never gives the answers, never rephrases the student’s ideas and never corrects the paper.
Assessment done with teaching assistant help:
Type of help: :
Type of help: :
The role of the AESH (teaching assistant)
In France, the AESH (accompagnant d’élèves en situation de handicap) helps a student with special needs access learning. This help comes on top of the teacher’s own adaptations. It can take five forms:
- Rephrasing and simplifying instructions.
- Helping the student focus and get back on task.
- Helping with organisation, planning and note-taking.
- Using adapted materials and reducing help step by step, towards independence.
- Supporting communication and interaction with the class.
- During the test, the AESH may read the instructions aloud, write down what the student dictates word for word when the support plan allows it, and help the student find where to answer.
- During correction, the AESH goes over the chosen targets with the student and helps them fill in the active correction sheet.
- The AESH never gives the answers, never rewrites the student’s ideas and never marks the paper.
Test taken with an AESH:
Type of help: : ____________
Type of help: : ____________
How to give feedback
- Start with one precise success: a correct idea, a document well used.
- Choose one or two goals only for next time, never a list of every mistake.
- Keep them simple: “Quote one date from the document.”, “Read your conclusion aloud.”
- Write clearly in large letters, or give the feedback orally.
- On the active correction sheet, the student only corrects the errors linked to the chosen goals.
Common mistakes to watch for
- Mixing up an AI image and a montage: AI makes everything, a montage puts real pictures together.
- Saying that the number of shares proves a picture is true.
- Using visual clues only, without looking for other sources.
- Report errors: she said she can’t come instead of she couldn’t come.
Model answer
What is circulating. In March 2023, a picture of Pope Francis in a huge white puffer jacket went viral on Twitter, Reddit and Facebook. Thousands of users admired his “new style”.
What was checked. Fact-checkers such as Full Fact and Reuters found that the picture had been created with the AI tool Midjourney. No newspaper or agency had a real photo of the Pope wearing this jacket, and the details of the hands and the glasses looked strange.
Verdict. Tale. The picture must have been generated by AI.
Our advice. Before you share a surprising picture, ask yourself why no other source shows the same thing. If nobody reliable reports it, wait: speed is not the same as truth.