Grade 1 LOTE Ontario Curriculum Standards

Writing

Reading

Speaking

Listening

The French Immersion Program, Grades 1 to 8

Listening to Understand: determine meaning in a variety of oral French texts, using appropriate listening strategies

Using Listening Comprehension Strategies: identify a few listening comprehension strategies and use them appropriately before, during, and after listening to understand a variety of oral French texts (e.g., ask questions to clarify meaning; review key vocabulary related to the topic before listening to an oral text; use background and prior knowledge to enhance understanding; restate important information to confirm or monitor understanding; pay attention to non-verbal cues such as facial expression, gestures, and tone of voice to aid comprehension)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a few specific situations (e.g., for enjoyment; to hear and identify the sounds of the French language in songs, chants, and poems; to increase vocabulary; to perform a task; to follow instructions; to learn about others; to understand information heard during a presentation in class; to participate in a class discussion)

Listening for Meaning: demonstrate an understanding of the intent and meaning of oral French texts containing familiar words and expressions and dealing with everyday topics, with contextual and visual support (e.g., follow directions for daily routines; record information heard using pictures, words, and short sentences; demonstrate comprehension of "comptines" or songs from a variety of French-speaking communities through dramatization; ask and answer questions during a group discussion; identify the purpose and intended audience of an advertising jingle; use key words to explain the author's message)

Responding to and Evaluating Media Texts: express in verbal and non-verbal ways their personal thoughts, feelings, and opinions about the messages and the ways they are presented in brief oral media texts about familiar, everyday topics, with teacher support and guidance as appropriate (e.g., draw pictures or use mime to show how they feel after viewing/listening to a video report or song; give "oui" or "non" answers to questions about what they did or did not like about a video clip/film; describe the impact of sound effects on their own feelings; compare media texts to describe their effectiveness)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences

Using Interactive Listening Strategies: identify and use a few interactive listening strategies to suit a variety of situations while participating in structured and guided social and academic interactions (e.g., watch for non-verbal cues; look at and pay attention to the speaker; wait until the speaker has finished speaking before responding; identify appropriate moments to share relevant thoughts or ideas in a class discussion)

Interacting: respond with understanding to what others say while participating in interactions about familiar, everyday topics (e.g., respond to a peer's request in the classroom, using words, gestures, and/or visual aids; ask relevant questions during a conversation; listen to understand a peer's point of view when resolving a conflict)

Metacognition:<ol type="a"><li>describe strategies they found helpful before, during, and after listening</li><li>identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., refer to an anchor chart or other classroom resources to compare postures that are conducive and not conducive to attentive listening; reflect on their ability to respond to specific cues that signal the need for attentive listening)</li></ol>

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities

Intercultural Awareness: using information from oral French texts, find out about aspects of the cultures of local French-speaking communities, and make connections to personal experiences and their own and other communities (e.g., listen to French songs or "comptines" from a variety of communities and compare them to similar texts from their own community; listen to information on family life in diverse French-speaking communities and describe what they heard)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of French sociolinguistic conventions used in a variety of situations (e.g., appropriate forms of salutation in different situations; formal/plural versus informal/singular forms of address; non-verbal cues such as body language and tone of voice)

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience

Using Oral Communication Strategies: identify a few speaking strategies and use them appropriately to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., use body language, including gestures and facial expressions, as well as changes in tone to support and clarify their message; practise with a partner; use vocabulary that is familiar to their audience; record a message and review it to improve their delivery)

Producing Oral Communications: using familiar words and expressions, produce planned and rehearsed messages in French containing information and ideas about themselves and their family, friends, and immediate environment, with contextual, auditory, and visual support (e.g., recount events and key information; express wishes and needs to the teacher and their peers; record brief messages using technology; describe a character from a video clip and explain what makes the character appealing or not appealing; identify the message in an advertisement and describe how the colours used influence their response)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in planned and rehearsed communications about personal and familiar topics, using familiar words and expressions (e.g., use intonation when asking a question; incorporate familiar vocabulary in presentations; retell a story using a familiar structure such as beginning, middle, and end; perform a favourite family song or "comptine" for the class)

Creating Media Texts: create oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., present a slideshow accompanied by verbal descriptions of the members of their family; create an audio advertisement for an event; record a mock interview of a favourite performer or athlete with a classmate)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes with diverse audiences

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour in a variety of situations (e.g., take turns; stay on topic; adjust tone and volume to the situation; use a combination of words and non-verbal cues)

Interacting: engage in rehearsed and spontaneous spoken interactions, in structured and guided social and academic contexts, on familiar topics related to matters of personal interest or daily routines (e.g., ask and answer questions about themselves, their families, and their neighbourhoods; rehearse a conversation with a partner in which they take on particular roles; plan a group project with classmates)

Metacognition:<ol type="a"><li>describe strategies they found helpful before, during, and after speaking to communicate effectively</li><li>identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., determine the elements of effective presentations; provide feedback on a peer's oral presentation and listen to peers' comments about their own presentations; evaluate their use of French in daily interactions with peers and teachers)</li></ol>

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations

Intercultural Awareness: communicate information orally about local French-speaking communities, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., communicate information about Franco-Ontarian foods, songs, children's games, or sports that they have collected from various sources, including French-speaking members of the school community; make personal connections between aspects of life in French-speaking communities and their own lives)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in French-speaking communities, and use them appropriately in spoken interactions (e.g., standard greetings and leave-taking expressions; polite versus informal forms of address; ways of politely joining a conversation)

Reading Comprehension: determine meaning in a variety of French texts, using a few reading comprehension strategies

Using Reading Comprehension Strategies: identify a few reading comprehension strategies and use them appropriately before, during, and after reading to understand a variety of French texts, with teacher support (e.g., use visualization to help clarify descriptions of scenes in a story; preview vocabulary to identify familiar words and cognates; use pictures and contextual clues to predict meaning and confirm understanding of a text; use knowledge of form to understand the author's purpose)

Reading for Meaning: demonstrate an understanding of the intent and meaning of French texts containing familiar words and expressions and dealing with everyday topics, with contextual and visual support (e.g., mime actions from a descriptive poem or "comptine"; retell a story they have read; describe some symbols and words used on signs in their community and explain what they mean; make connections between a story they have read and a personal experience; identify who is missing from an advertisement for a toy, and explain how that child might feel; explain why some information on a product is given in large, bold type and other information is given in smaller type)

Reading with Fluency: read French texts containing familiar words, names, expressions, and language structures, and dealing with everyday topics, at a sufficient rate and with sufficient ease to convey the sense of the text, using a variety of cues (e.g., connect letter combinations to specific sounds in high-frequency words; recognize common spelling patterns; recognize familiar words, phrases, sentences, and visuals that connect to existing knowledge of oral and written language; recognize marks of punctuation and use them to understand the relationship between words, phrases, and sentences; read confidently and accurately when participating in shared reading of pattern books, "comptines", and poems; recognize and read numbers to thirty, written in numerals and in words)

Developing Vocabulary: identify and use a few strategies to expand vocabulary through reading (e.g., identify cognates [mots apparentés] and familiar words; recognize smaller words within larger words; refer to an interactive word wall to determine the meaning of a word; use a concept map to list related vocabulary; use context and knowledge of familiar words to infer the meaning of unfamiliar words)

Responding to and Evaluating Media Texts: express personal thoughts, feelings, and opinions about the messages and the ways they are presented in media texts about familiar, everyday topics, with teacher support as appropriate (e.g., give reasons why they think an advertisement is effective; explain why they do or do not believe the message in an advertisement; describe or draw a picture to show how a poster, an advertisement, or the packaging for a video makes them feel; explain why the words, expressions, and colours on a cereal box might make it appealing to a young person; create a collage promoting healthy eating habits after visiting a website)

Purpose, Form, and Style: identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms

Purposes of Text Forms: identify the purpose(s) of some familiar text forms, including fictional, informational, graphic, and media forms, with support and guidance from the teacher (e.g., poem/song – to express ideas or convey a mood; picture book – for entertainment and reflection; pattern book story – to entertain and/or explore characters, ideas, and problems; "comptine" – for enjoyment of the rhythmic and musical qualities of language and for practice in recognizing letter-sound relationships and basic sentence structures; labels – for information; restaurant menu – to describe food offerings; greeting card – to send good wishes or to say thank you; advertisement – to attract attention and persuade; account or report – to describe an experience or event)

Characteristics and Stylistic Elements of Text Forms: identify some characteristics and/or stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, with support and guidance from the teacher (e.g., poem/song – rhyming or non-rhyming patterns and use of imagery; pattern book story – title page, illustrations, repetitive use of familiar words, phrases, and sentence structures; science book – titles and subtitles as key organizational features; greeting card – special fonts, illustrations, colours; restaurant menu – subsections grouping offerings of main courses/beverages/desserts, prices, illustrations)

Metacognition:<ol type="a"><li>identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts</li><li>identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., ask a peer to comment on their reading of a text; listen to peers' comments about their expressiveness when reading; consider book recommendations from the teacher and peers to expand their choices for independent reading)</li></ol>

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities

Intercultural Awareness: using information from a variety of French texts, identify local French-speaking communities, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., identify some features of a French-speaking community, using information from stories; identify places in their community where they might read French signs or texts; describe social and cultural customs depicted in a pattern book; compare regional traditions and festivals, children's games, popular songs, and family traditions)

Awareness of Sociolinguistic Conventions: identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations (e.g., different forms of greetings used with peers and adults; expressions of courtesy; expressions for indicating agreement or disagreement; words used for the same item in different communities; variations in pronunciation of the same word in different communities)

Purpose, Audience, and Form: write in French in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively

Identifying Purpose and Audience: determine, with support from the teacher, their purpose for writing and the audience for French texts they plan to create (e.g., to compile a menu of healthy foods for a class celebration; to share information about their family in an entry in the class book; to thank a community visitor in a letter for making a presentation to the class; to invite the principal to attend a classroom celebration; to describe an animal's appearance and behaviour for a science project; to label a picture in a reading response, using familiar and new vocabulary; to describe family members using a family tree)

Writing in a Variety of Forms: write a variety of texts in French, conveying information, ideas, and opinions about themselves, friends, family, and their immediate environment, following models appropriate to the purpose and incorporating some of the basic elements of each form (e.g., compose a personal account of a class event or outing; create a "how-to" book; compile a list of signs of fall/winter/spring/summer following an exploration of the neighbourhood; share preferences in a report; participate in shared writing of a class book, list, poem, poster, or speech bubbles for a graphic story; incorporate some elements of familiar texts in their own writing)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., use a personal word list with familiar names, places, people, and objects; use classroom anchor charts, word lists, and dictionaries with pictures; consult with peers; discuss and use previous knowledge to expand vocabulary; analyse written texts to find new vocabulary related to familiar topics; ask and answer questions before writing a text; break words into phonemes and identify cognates; integrate new words into their writing after studying a written story)

Using Stylistic Elements: begin to establish a personal voice and a clear point of view, with teacher support (e.g., use the narrative pattern in a familiar story to write a story of their own; use pictures and words that convey their intended mood or message; adopt a point of view when writing about a familiar topic)

Creating Media Texts: using familiar words and expressions, create a variety of media texts in French for specific purposes and audiences, using a few simple media forms and the conventions and techniques appropriate to the chosen form (e.g., analyse a media text to explore basic elements and the author's techniques, and incorporate some of these elements into their own writing; use technology to advertise or write about an event in their community; use images, symbols, and words to express personal likes and dislikes on a poster)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively

Generating, Developing, and Organizing Ideas: generate, develop, focus, and organize ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., brainstorm to generate ideas for writing; use word walls to identify vocabulary related to their topic; create a sketch to help them focus ideas and clarify thoughts; use graphic or visual organizers to help them to classify and sort ideas)

Drafting and Revising: plan and produce drafts, following a model, and revise their writing to improve its content, clarity, and interest, using a few simple strategies (e.g., use words and pictures to write texts related to familiar topics; consider feedback from the teacher and their peers when making revisions; use punctuation for specific effects, such as an exclamation mark to show enthusiasm; refer to classroom resources such as anchor charts and checklists when making revisions; share writing with a peer to help them revise their text)

Producing Finished Work: edit, proofread, and publish a variety of written pieces, following a model or a set of guidelines to meet established criteria, with support as appropriate (e.g., proofread and correct their writing using guiding questions provided by the teacher; consult a checklist co-constructed with the teacher; use some appropriate elements such as proper spacing between words, graphics, pictures, different fonts, headings, and captions in the finished product to add to the effectiveness of their presentation)

Metacognition:<ol type="a"><li>identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after writing</li><li>determine their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., in a conference with the teacher, evaluate their plan for writing; use comments on their written text from the teacher and their peers to plan next steps; reflect on their ability to represent familiar words in writing)</li></ol>

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations

Intercultural Awareness: communicate information in writing about local French-speaking communities, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., use words and pictures to communicate information about a French-speaking community; write a dialogue taking place in a French shop, using a question-and-answer format; list places in their community where they can read and/or listen to French; incorporate French names from diverse French-speaking communities in their story writing)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in French-speaking communities, and use them appropriately in their written work (e.g., the appropriate uses of different salutations and leave-taking expressions, such as "bonjour", "salut", "bonsoir", "à bientôt", "au revoir", "adieu", "amitiés", "ton ami(e)"; informal and polite forms of address; use of terms of endearment in a letter or note)

demonstrate an understanding of words introduced orally by creating vocabulary lists for specific topics (e.g., words associated with the family, special days)

write simple words, using the alphabet or syllabics chart, pictures, and other visual aids

write the letters of the alphabet or syllabic characters correctly

demonstrate a basic understanding of the writing system used in the program (alphabet or syllabics chart)

Writing

read familiar words aloud using pictures

recognize words and language structures that have been introduced orally

use pictures and other visual cues to develop reading skills

participate in structured reading activities appropriate for the grade (e.g., read the alphabet or syllabics chart, match words to pictures)

read simple words, using the alphabet or syllabics chart, pictures, and other visual aids

demonstrate familiarity with the writing system used in the program (alphabet or syllabics chart)

Reading

listen to simple oral messages using both verbal and non-verbal cues (e.g., tone of voice, facial expression, gestures)

respond appropriately to simple questions (e.g., Who are you? When are you going? Where are you going?)

follow simple instructions (e.g., by making a physical response - see Total Physical Response (TPR) in "Explanatory Notes")

demonstrate basic communication skills by participating in simple activities (e.g., work with peers to classify objects in the classroom by colour)

talk about familiar topics using basic vocabulary (e.g., identify members of the family)

Oral Communication

demonstrate an appreciation and understanding of aspects of the Native culture under study.

demonstrate a basic understanding of the writing system used in the program

demonstrate a basic understanding of the reading process

demonstrate a basic understanding of vocabulary and language structures appropriate for this grade

use both verbal and non-verbal cues to understand spoken language

talk about familiar topics using simple words

demonstrate basic communication skills

Oral Communication, Reading, and Writing

Native Languages