Grade 3 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., activate prior knowledge; restate information to confirm understanding; identify key words related to the subject/message/theme of a song; ask for repetition and clarification during and after listening)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a few specific situations (e.g., to participate in group work; to follow detailed or multi-step instructions for a task; to identify language patterns or expressions; to formulate questions about a presentation)

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., record information during an oral presentation or a literature circle; ask questions about the topic after listening to a media text; note important ideas using key words and sentences from the text; restate the author's feelings and opinions; select appropriate clothing for an upcoming event based on a weather report; identify the importance of a special event mentioned in an announcement or radio commercial)

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., analyse the elements in a movie trailer or advertisement and discuss how they convey the intended messages; list the words and expressions in a song that evoke mental pictures; articulate personal connections to the messages presented in a commercial; comment on the speaker's/author's point of view in a public service announcement or radio commercial)

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., adopt a respectful posture during conversations; ask questions for clarification; identify appropriate moments to encourage peers; maintain engagement; make connections to respond to and validate what someone says; acknowledge another point of view in conversation)

Interacting: respond with understanding to what others say while participating in interactions about familiar, everyday topics (e.g., discuss plans for future events; participate in collaborative inquiry; respond to oral feedback during a writer's workshop; ask and answer questions in a conversation)

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., use co-constructed criteria to self-monitor listening during a conversation; determine next steps based on comments and feedback from peers and the teacher; share with a partner a listening strategy they find helpful; record in a journal situations in which they are successful and challenged when 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, identify French-speaking communities locally and across Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to stories and songs from a range of Franco-Ontarian communities and make connections to their own community; re-create cultural artefacts based on oral instructions; record information heard in a presentation or a report to identify Franco-Ontarian symbols, traditions, and/or celebrations, such as le drapeau franco-ontarien, le Festival franco-ontarien, and la Fête de la Sainte-Catherine; identify some contributions of French-speaking and Aboriginal communities to Canadian culture, such as street/place names, historic sites, festivals, and items such as the canoe or maple syrup)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., language registers used in different French-speaking communities; formal and informal expressions of courtesy, such as different types of salutations; verbal and non-verbal cues appropriate to different environments, such as social gatherings or classroom discussions; brief expressions used to introduce themselves and others)

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., share background knowledge and personal experiences to make connections to a topic; use body language and facial expressions to keep the audience's attention; rehearse with a partner before an oral presentation; incorporate key words and expressions heard in oral communications; identify and practise structures and expressions that are challenging)

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., use appropriate vocabulary and a variety of sentence types and structures to express personal preferences and ideas; ask questions to inquire about a variety of everyday situations; incorporate new and familiar vocabulary in their discourse; describe a past or future event; discuss the effectiveness of various features in a children's magazine; describe their favourite animal; explain their use of graphics on a poster)

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., pronounce words smoothly and accurately as modelled by the teacher when reciting tongue twisters, chants, and/or rhymes, when using newly acquired vocabulary, and when participating in choral speaking and/or shared reading activities; 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., use vocabulary and expressions from mentor texts that they have viewed, heard, or read in their own media text; create and share a multimedia text using technology; justify the use of sound effects and music to enhance a slideshow presentation)

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., intervene politely in a conversation; use an object such as a talking stick to determine whose turn it is to talk; paraphrase a peer's comment to confirm understanding of his or her idea before adding their own; use language specific to their role in a cooperative group task)

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., use a variety of familiar words and expressions when engaged in conversations; ask and answer questions about other communities; share ideas, opinions, and feelings and encourage others to share their points of view during a literature circle)

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., refer to feedback from the teacher and peers when revising oral presentations; determine which strategies were helpful when presenting their message; plan to incorporate effective communication strategies to enhance interactions with others)</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 French-speaking communities locally and across Ontario, 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., share ideas about the importance of French as demonstrated by its status as an official language of Canada and a required subject in the Ontario elementary curriculum; sing or repeat phrases from songs by Franco-Ontarian musicians that reveal aspects of French Canadian cultures; explain how symbols on a flag help to represent a community; give brief oral presentations describing family, school life, traditions, and festivals in Franco-Ontarian communities and comparing them to their own)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in spoken interactions (e.g., language registers used by community members in various situations; body language and gestures appropriate to different audiences; appropriate expressions to signify agreement)

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 background knowledge and personal experiences to infer implicit messages; ask questions when analysing a character's actions; identify and highlight key words, phrases, and information in a non-fiction text; explain the message in a descriptive poem, citing specific words, phrases, or images from the text to support their interpretation; use visualization to clarify details of a scene)

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., in a double-entry journal, compare personal opinions to an author's viewpoint; use words and pictures to express feelings and opinions about a written text; dramatize the main event in a narrative text; determine the included and excluded points of view)

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., group words into meaningful phrases; read aloud with some intonation and expression; recognize various spellings of the same sound in independent reading selections; participate in shared or echo reading)

Developing Vocabulary: identify and use a few strategies to expand vocabulary through reading (e.g., use cognates to understand the meaning of new words; use context clues to infer meaning of new words; refer to classroom visual supports and resources such as subject-specific word banks)

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., analyse the text, illustrations, and techniques used in an advertisement and discuss their effectiveness in representing a product or a group of people; explain how the elements on the cover of a magazine might persuade someone to read or buy it; discuss how a media text on a subject of public interest could lead to action; analyse how specific features communicate the message in a tourism brochure; make informed decisions and healthy choices after reading food labels; identify the intended audience for an advertisement for a toy, and explain whether the advertisement is effective; describe how animals or environmental images are used to evoke emotions in print advertisements)

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., book review – to help others decide whether to read a book; poem – to express ideas or convey a mood or image; graph of survey results – to show patterns in information)

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., procedural text – temporal and sequential words; persuasive text – a stated point or opinion followed by supporting ideas; map – pictures, symbols, legends, and use of different colours; fairy tale/folktale – a moral or lesson, a hero or heroine, descriptive language, personification of animals or objects)

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 an interest survey to identify reading preferences and opportunities to expand choices for independent reading; reflect on the texts listed in a personal reading log and set a goal to read other genres)</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 French-speaking communities locally and across Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., recognize and correctly read the names of cities with French origins on a map of Ontario; describe ideas, themes, and characters depicted in Franco-Ontarian music, stories, and legends; research and share findings about a cultural tradition or celebration in a Franco-Ontarian community; read about Franco-Ontarian personalities and/or historical figures and describe some of their accomplishments; identify cultural elements in a brochure about a French-speaking community in Ontario)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., abbreviations such as M., Mme, Dr., Boul.; appropriate use of "tu" and "vous"; salutations and leave-taking expressions used in letters, emails, and postcards)

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 and add legends with precise vocabulary to maps of communities; to collaborate with classmates on a persuasive letter to a school newspaper; to critique a piece of artwork; to write a sequel to or continuation of a story read in a favourite class read-aloud, following a model; to recount a grandparent's childhood story)

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 their participation in a school-wide activity; write a personal adventure based on a familiar story; write a letter or email to an author to share their opinions about a book; compose a reader's theatre script about conflict resolution; retell a story from various points of view; write a sketch of a character from a popular movie; create the invitations, menu, and program for a party for their favourite fictional character; compose a list of actions to conserve and protect water, such as shutting off the tap while brushing teeth)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., vary word choice with synonyms of frequently used words such as "dit", "grand", or "personne"; incorporate words and expressions heard or read; use word webs to help them develop and organize ideas)

Using Stylistic Elements: begin to establish a personal voice and a clear point of view, with teacher support (e.g., incorporate elements from mentor texts into their own writing; use words, visual aids, and a variety of sentence structures to convey their message; use verbs of conviction such as "devoir", "croire", "être nécessaire" to express their point of view on a familiar topic of public interest)

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., create a comic strip about a school event for a class newsletter; compose an electronic greeting card for someone special; design a poster to recommend a favourite movie; create a pamphlet recommending actions for Earth Day or Earth Hour; draft and distribute an email petition about an environmental issue)

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 ideas for writing about a familiar topic; describe illustrations or objects to generate ideas for writing; share and discuss prior knowledge and experiences related to a topic; gather information on a topic from texts used in independent or class reading; sort and organize ideas using labels, titles, pictures, graphic organizers, and/or software; record and develop ideas on various topics and for various purposes in a personal journal)

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., choose or create and use a graphic organizer to help them plan a short story; reread and change, add, remove, or reorganize content; read their text aloud to a peer to ensure fluency; refer to feedback from a writing conference with a teacher or peer when revising and editing a 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., use dashes in a dialogue to indicate a change in speaker; verify agreement in number and gender of nouns, verbs, and adjectives; use specific action verbs in a description of an activity; use a checklist, co-constructed with the teacher and peers, when editing their text; read their text aloud to their peers or teacher and use their feedback when checking that they have met all the specified criteria)

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 writing successes and challenges in a personal journal; refer to a class-developed anchor chart to guide them when providing feedback to a partner; share and discuss with peers revision strategies that they find useful)</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 French-speaking communities locally and across Ontario, 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., select pictures from a Franco-Ontarian community and create descriptive captions for them; create a poster with illustrations and text to promote interest in speaking French in Ontario; incorporate references to Franco-Ontarian cultural elements or artefacts in personal writing; write a postcard to a French-speaking pen pal, asking questions about his or her cultural traditions; write about historic voyageur routes and related modern Métis communities, such as Mattawa)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them appropriately in their written work (e.g., standard formats for personal letters, postcards, emails; conventions for writing the date; language registers for formal and informal communication in familiar contexts)

demonstrate an understanding of phrases by creating lists of phrases around a familiar topic or idea (e.g., phrases that indicate possession - this is my book; phrases that describe a person or thing - she/he is big )

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

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

form phrases using familiar vocabulary

write phrases using the alphabet or syllabics chart

Writing

read a variety of phrases aloud using pictures

recognize phrases that have been introduced orally

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

participate in structured reading activities appropriate for the grade (e.g., identify phrases that describe an action)

demonstrate an understanding of the phrases they read (e.g., by matching phrases to pictures)

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

Reading

demonstrate an understanding of simple oral messages using both verbal and non-verbal cues

respond appropriately to questions using phrases (e.g., I have two books, there are three bears)

participate in structured oral language activities appropriate for the grade (e.g., provide appropriate phrases for pictures or illustrations)

communicate in simple contexts using basic vocabulary and phrases (e.g., close the door, come here)

Oral Communication

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

write phrases in the writing system used in the program

read phrases in the writing system used in the program

demonstrate an understanding of vocabulary and language structures appropriate for this grade

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

communicate in simple contexts using basic vocabulary and phrases

Oral Communication, Reading, and Writing

Native Languages