Assessment - Proximal goal #3

In my assessment of my students, I noticed that there is a range of language proficiency. Comprehension of course is at a much higher level than output. Although they are able to remember vocabulary and some sentence structure, they need modelling of language before they will be able to use the language.
I plan to give my students vocabulary that they will use after the inquiry process begins to prepare them to be able to use the language if they can. Some of them will be able to but I won't pressure any students to speak in French to ensure full participation and no filter of ideas. Once we have progressed into our inquiry process and have proceeded into exploration, I will begin to encourage use of learned vocabulary.
I realize that it's early in the year and putting pressure on the kids to speak French won't be beneficial. I have to be mindful of their process and know that they are all working at a different pace. As we progress, they will begin to pick up the vocabulary and begin to use it. Creating a meaningful, engaging learning experience will enhance their learning process in picking up the language as the vocabulary becomes meaningful to them in their inquiry process.