Grade 2 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., adopt an attitude conducive to listening during a presentation; restate information to confirm understanding; use context and background knowledge to make predictions while listening to a read-aloud; create a mental picture while listening to a song)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a few specific situations (e.g., to receive instructions for a task; to be able to respond to questions; to understand a presentation; to identify rhymes, words, and language patterns)

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., share information heard using pictures, words, and sentences; create visual art in response to an oral text; ask questions after listening to a presentation; follow oral directions to participate in a game during daily physical activity/activité physique quotidienne; list key words and expressions that were used to describe important ideas in an oral presentation; identify key messages heard in a poem; reconstruct a story from a read-aloud using pictures)

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., compare and analyse how sound effects support the spoken messages in an advertisement or film; evaluate the effectiveness of the choice of words in a variety of oral media texts; name the product in an advertisement and list the reasons given for why they should buy it)

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; paraphrase to confirm understanding; ask questions for clarification; nod or use facial expressions to signal interest and understanding)

Interacting: respond with understanding to what others say while participating in interactions about familiar, everyday topics (e.g., participate in a group discussion; ask questions to gather information at a francophone or Aboriginal celebration; listen to various points of view to resolve conflicts in classroom community circles; ask and answer questions about local animals and plant life in an inside/outside circle)

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., role-play examples of attentive and inattentive listening; record in a journal situations in which they were successful and challenged when listening; identify strategies to address distractions in listening situations)</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., compare music from a French-speaking community to their own; listen to stories, songs, or "comptines" to learn interesting facts and historical information about a particular French-speaking community, including First Nations, Métis, and Inuit communities; recognize the use of French words, expressions, and names of people and places in their community)

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., formal and informal forms of address required for different audiences; standard ways to introduce someone; non-verbal cues when listening in interactive situations)

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 such as position and eye contact to support their message; refer to anchor charts and classroom visuals to find appropriate words and sentence structures; rehearse with a peer before presenting a brief message)

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., express opinions and responses in complete sentences; give directions for a procedure; share information about a favourite toy; describe familiar events and personal experiences; discuss personal feelings about the main character in a story; share different points of view about the same media text; ask questions in a role play between characters in a film; share a grandparent's or Elder's story)

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., recite a poem with appropriate expression, phrasing, and intonation; use accepted pronunciation for high-frequency words, regularly used phrases, and words with personal significance in brief oral exchanges, dialogues, and presentations; accurately pronounce familiar vocabulary when introducing themselves or their friends and family; use intonation as modelled by the teacher to ask questions; deliver a rehearsed oral presentation at a smooth pace with appropriate phrasing and emphasis)

Creating Media Texts: create oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a video describing their morning routine; create and present an announcement about the importance of a healthy snack; create a video about items that can and cannot be recycled; record an explanation of their artwork for a multimedia art presentation; use sound effects to support the message in an advertisement)

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., paraphrase to confirm understanding; use appropriate tone of voice for an interaction; consult classroom references to select appropriate words and sentence structures for their conversations)

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 to understand someone's point of view and share their own; role-play different interactive situations in everyday life; introduce a classmate to another classmate)

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., share and discuss a strategy used to enhance their participation in a discussion; compare speaking situations to reflect on their own ability to communicate; consult classroom visuals and reference material to support the development of their speaking skills)</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., role-play and ask questions about the traditions in a particular French-speaking community; share information about a French-speaking community during a group presentation; describe an artefact from a particular French-speaking region and share its significance)

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., greetings, leave-taking expressions, and expressions of courtesy – "bonjour"," salut", "au revoir", "à demain", "oui", "non", "merci", "s'il vous plait", "excusez-moi" – appropriate to the social context; gestures and other forms of non-verbal communication appropriate to the social context – bowing, shrugging, hand shaking; standard introductory phrases to give personal information – "Je m'appelle… J'habite…")

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 questions to select information when reading; use personal experiences to make inferences during reading; make text-to-text connections between fiction and non-fiction texts on the same topic; divide words into syllables; use details and information from text to confirm predictions)

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., use drama to explore the personality traits of a character in a story they are reading; share personal experiences to support their understanding of the implicit message in a text; draw a picture to illustrate a text's main idea or key message)

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., read text aloud with intonation based on punctuation; use knowledge of consonant blends and phonemes to read new words participate in a reader's theatre; find words with a specific phoneme in independent reading selections)

Developing Vocabulary: identify and use a few strategies to expand vocabulary through reading (e.g., refer to personal dictionaries and vocabulary lists; find synonyms, cognates, and familiar words in a text; record the use and context of new and interesting words; use visual elements from the text to help them determine the meaning of new vocabulary; use context to help them understand new words; use new vocabulary when sharing information from a text)

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., evaluate the effectiveness of a newspaper advertisement, and state why they agree or disagree with its message; determine the intent of a poster; explain how a movie advertisement influences their decision about whether or not to watch the film; discuss the effectiveness of word choice and the amount of text on the packaging of products for children)

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., procedural text – to provide instructions on how to accomplish a task; non-fiction – to convey information; personal account/narrative – to prompt discussions around thought-provoking questions; strategy/anchor chart – to note information from oral discussions)

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., textbook – table of contents, headings, and index to help locate information; personal account – personal experiences, past tense, first person; fairy tale/folktale – usually begins with "Il était une fois…", moral, hero(in)es; website – sidebars with subtitles to indicate information on linked pages; sports/trading card – biographical information, statistics, team name; recipe – list of ingredients, numbered steps, description of procedure; reader's theatre script – character names followed by a colon to indicate who reads each line)

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>determine their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., use book reviews written by peers to expand choices for independent reading; discuss useful strategies for understanding a new expression in a text; share helpful strategies with peers; establish next steps after a guided reading lesson)</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., read articles online and in magazines to collect information about social and cultural customs in a French-speaking community; identify and correctly read city and country names in French on a map and compare those to their names in English; read about a local French-speaking community; identify examples of bilingual signs and texts in their community)

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., forms of address; regional words and expressions from different communities; conventions for an invitation or greeting card; conventions for a registration form)

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 label a diagram or illustration; to fill in a registration form; to describe a friend using familiar adjectives and adverbs on a poster; to recommend a book to classmates; to collaborate with classmates on a friendly letter to an author; to respond to a read-aloud in a double-entry journal, following a model; to write personal opinions about images on the home page of a website; to create an advertisement about a favourite toy or an eco-friendly product; to produce an informative brochure on a local tourist attraction)

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., recount a family celebration; compose a poem for a greeting card; develop a class report on a social or environmental topic of interest; compose a persuasive slogan for a toy label; write a recipe; ask questions in a letter or note to a friend)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., incorporate interesting words and expressions from their reading or from the word wall in their written texts; brainstorm vocabulary related to familiar and relevant topics; record and organize new vocabulary for a project in a mind map or word web; share new words and expressions with a peer; sort new words into categories to use in a piece of writing)

Using Stylistic Elements: begin to establish a personal voice and a clear point of view, with teacher support (e.g., use rhyme or repetition to emphasize an idea; use words to convey meaning, an attitude, or a feeling; use pictures or charts to add context to writing)

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., explore information on a cereal box to identify key elements necessary to create a product box of their own; write a weather report containing symbols and a legend; create a web page or a captioned slideshow describing a typical day in Grade 2; create a personal or family emblem; create a poster or write a blog post sharing instructions for caring for a plant or pet)

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., use background knowledge and personal experiences to generate ideas about familiar topics; use pictures and graphic organizers to help them select and organize ideas; in pairs or groups, list ideas for shared or independent writing)

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 a teacher- or class-generated graphic organizer or model when planning their writing; reread, change, add, remove, and reorganize content; rewrite, edit, and revise drafts based on feedback from the teacher and their peers; use criteria co-constructed with the teacher and their peers to improve their writing)

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 a checklist or guiding questions provided by the teacher; spell familiar words correctly and with appropriate accents; use high-frequency adjectives of colour, quantity, location, and sentiment to enhance their messages; use the correct subject pronouns to refer to family members, friends, community members, animals, and living things in nature; use high-frequency verbs in the present tense to describe things that are happening to and around them)

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., record feelings and opinions about their written work in a personal journal; share with peers writing resources that they find useful; provide feedback to peers, and refer to feedback from their teacher and peers when planning next steps)</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., write about customs and traditions of French-speaking communities; compare a festival in a French-speaking community with one from another cultural community, using information they recorded on a Venn diagram; describe the pastimes of children in a French-speaking community)

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., regional expressions and words from a French-speaking community; varying levels of politeness in letter writing to different recipients; use of "tu" and "vous" in giving directions)

demonstrate an understanding of simple phrases by creating lists of simple phrases around a familiar topic or idea (e.g., phrases that describe an action - I eat, I walk)

spell simple words and phrases correctly, using available resources (e.g., alphabet or syllabics chart, classroom-displayed vocabulary lists, community members)

participate in structured writing activities appropriate for the grade (e.g., write simple phrases that include familiar vocabulary)

write simple words and phrases using the alphabet or syllabics chart

demonstrate an understanding of the writing system used in the program

Writing

read simple phrases aloud using pictures

recognize words and language structures that have been introduced orally

use visual cues (e.g., pictures, illustrations) to determine the meaning of simple phrases

participate in structured reading activities appropriate for the grade (e.g., match letters of the alphabet or syllabic characters to words, match simple phrases to pictures)

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

demonstrate an understanding of the writing system used in the program

Reading

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

respond appropriately to simple questions using simple phrases (e.g., it's mine)

participate in structured oral language activities appropriate for the grade (e.g., describe actions using simple phrases - I walk, I run)

communicate in simple contexts using basic vocabulary and simple phrases (e.g., this is my book)

Oral Communication

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

write simple words and phrases in the writing system used in the program

read simple words and phrases in the writing system used in the program

demonstrate an understanding of the writing system used in the program

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

demonstrate an understanding of simple spoken language, using both verbal and non-verbal cues

communicate in simple contexts using basic vocabulary and simple phrases

Oral Communication, Reading, and Writing

Native Languages