Grade 4 LOTE Ontario Curriculum Standards

Writing

Reading

Speaking

Listening

The French Immersion Program, Grades 1 to 8

Writing

Reading

Speaking

Listening

The Extended French Program, Grades 4 to 8

Writing

Reading

Speaking

Listening

The Core French Program, Grades 4 to 8

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

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

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

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies and use them appropriately before, during, and after listening to understand a variety of oral French texts (e.g., ask questions about facts to clarify meaning; take notes using a graphic organizer during an oral presentation; make personal connections during and after listening to an audio text; use visualization during the description of a past or future event)

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies and use them appropriately before, during, and after listening to understand a variety of oral French texts (e.g., identify cognates; visualize the setting of a story during a read-aloud; draw on personal background knowledge to make connections to the emotions of a speaker; ask for repetition to clarify meaning)

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies and use them appropriately before, during, and after listening to understand oral French texts (e.g., identify familiar words and phrases and frequently used expressions; use contextual and/or visual clues in oral texts, including the speaker's body language and tone of voice, to confirm or clarify meaning; activate prior knowledge and make connections to personal experiences to confirm understanding; ask questions to obtain additional information; visualize, sketch, or draw to record information and ideas)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to enable them to respond appropriately to peers during literature circles; to formulate an opinion about a social or environmental issue based on information provided in a broadcast; to learn from others during oral presentations; to learn new vocabulary from songs, chants, and rhymes; to participate in a game or activity)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to follow teacher instructions; to identify familiar words in songs; to learn new expressions and word patterns from texts read aloud; to be entertained by a humorous story or joke)

Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts containing familiar words and expressions about everyday topics and situations, with contextual and visual support (e.g., follow classroom directions; follow a series of Total Physical Response [TPR] commands; sequence a group of pictures or images for a storyboard, based on a description; make drawings to illustrate objects in an oral description; find a specific classroom object by following directions from the teacher and class; identify refrains, rhyme schemes, and other word/sound patterns in songs, poems, read-alouds, chants, and rhymes; listen to a description and identify the object described)

Listening for Meaning: demonstrate an understanding of the intent and meaning of various oral French texts containing familiar and unfamiliar words and expressions and dealing with familiar, academic, and personally relevant topics, with support as appropriate (e.g., summarize main ideas using graphic organizers; paraphrase ideas heard after a think-pair-share activity; discuss the purpose and main points of an oral presentation by a peer or guest speaker; create a tableau depicting the solution to a problem from a read-aloud; use a pictogram to demonstrate sequencing after listening to the description of a historical event; express opinions on the platforms presented by candidates in a class election; explain their feelings and personal reactions to a recorded Aboriginal folktale)

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 key information from fictional and non-fictional oral texts; follow a series of Total Physical Response [TPR] commands; sequence a group of pictures or images for a storyboard, based on a description; make drawings to illustrate objects in an oral description; find a specific classroom object by following directions from the teacher and class; identify refrains, rhyme schemes, and other word/sound patterns in songs, poems, read-alouds, chants, and rhymes; listen to a description of an object and identify the object)

Responding to and Evaluating Media Texts: express their personal opinions about the treatment and presentation of the messages in a variety of oral media texts about familiar, academic, and personally relevant topics, and give evidence from the texts for their opinions, with teacher support as appropriate (e.g., listen to a video clip on a health or environmental issue and explain its impact on their life; identify expressions heard in advertisements that signal an attempt to persuade the listener to do or buy something; listen to an advertisement aimed at youth and identify how the product is promoted)

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., dramatize or draw an image depicting their personal response to the emotions expressed in a song; evaluate the effectiveness of sound effects in supporting the spoken dialogue of a video clip or movie; discuss an announcer's use of intonation to convey emotion; create a collage reflecting the tone of an advertisement; create an acrostic poem that outlines their opinion of a song; identify elements in commercials that persuade listeners to purchase the product)

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

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

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 interactive listening strategies to suit a variety of situations while participating in social and academic interactions about familiar and personally relevant topics (e.g., demonstrate an understanding of when to listen and when to speak; listen without interrupting; reconsider their opinion after hearing what others say; ask the speaker to repeat or explain at appropriate moments)

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit the situation while participating in a variety of structured and guided social and academic interactions about familiar, everyday topics (e.g., ask questions; paraphrase; study non-verbal cues; ask for repetition)

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., demonstrate an understanding of when to listen and when to speak; look at the speaker; listen without interrupting; make connections between personal experiences and what is being said; reconsider their point of view after hearing what others say; repeat a partner's ideas in their own words as a way of confirming understanding; ask for repetition, confirmation, or clarification of what they hear using phrases such as "Un instant…Je ne comprends pas. Pourriez-vous répéter cela, s'il vous plaît? Qu'est-ce que cela veut dire…?"; use body language such as a nod to indicate understanding and/or agreement)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., acknowledge another point of view in conversation; ask and answer questions to understand a peer's statements and opinions; respond effectively to a peer's ideas in a think-pair-share situation)

Interacting: respond with understanding to what others say while participating in interactions about familiar, everyday topics (e.g., ask questions to gather more information about a peer's family or friends; acknowledge others' ideas during a discussion about plans for recess; compare family traditions with a peer)

Interacting: respond with understanding to what others say while participating in brief, structured interactions about themselves, family, friends, and their immediate environment, with contextual and visual support (e.g., respond appropriately to questions requiring a brief answer in paired and small-group interactions on familiar topics; respond constructively to a partner's ideas in think-pair-share sessions, using gestures, visual aids, and/or familiar words and phrases; share reactions to a partner's plans for a celebration or for the weekend)

Metacognition:<ol type="a"><li>describe factors that prevent them from listening effectively and 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 feedback from teachers and peers to identify areas of strength and set listening goals; reflect in a personal journal on areas in need of improvement and ways to listen more effectively)</li></ol>

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., evaluate the effectiveness of paraphrasing a partner's ideas; identify the elements of an effective presentation and plan to incorporate them in their own; identify strategies and tools to improve their listening skills)</li></ol>

Metacognition:<ol type="a"><li>describe, in conversation with the teacher and their peers, a few 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., discuss with a partner some strategies and tools that have helped them improve their listening skills; self-monitor listening during a group discussion</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 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 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 in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to directions to locate on a map historic Franco-Ontarian or Métis communities such as Sault Ste. Marie or Mattawa; identify examples of the use of French in daily life in their immediate environment, such as the bilingual version of the national anthem sung at school or sports events; listen to a peer describe a Franco-Ontarian tradition, and make connections to a similar tradition in their own family)

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to directions to locate on a map historic Franco-Ontarian or Métis communities such as Sault Ste. Marie or Mattawa; identify examples of the use of French in their immediate environment, such as the bilingual version of the national anthem sung at sports events; listen to descriptions of a cultural tradition from a Franco-Ontarian community and make connections to a similar tradition in their own family; identify new and interesting words and expressions in songs by various Franco-Ontarian artists)

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to directions and locate on a map historic Franco-Ontarian or Métis communities such as Sault Ste. Marie or Mattawa; identify examples of the use of French in their immediate environment – such as the bilingual version of the national anthem sung at sports events; listen to a peer describe a family tradition and make connections to a similar tradition in their own family)

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., differences in language used in conversations with a teacher versus with a peer; conventions used in informal exchanges such as telephone calls with a family member)

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., identify salutations heard during an interview; describe differences in formal and informal forms of politeness used by a guest speaker; identify slang and jargon in commercials)

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., 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 versus classroom contexts; 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

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

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 range of 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., plan and rehearse their message; use gestures and visuals to support their point of view; use vocal techniques to engage the audience)

Using Oral Communication Strategies: identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for a variety of purposes and to various audiences (e.g., use and reuse familiar language structures and patterns, such as repetition, and incorporate previously learned words and phrases to clarify the meaning of oral messages; use visual, non-verbal cues such as gestures, facial expression, body position, and eye contact – pointing, smiling, nodding, leaning forward – and vocal effects such as changes in pitch, tone, pace, and volume to support and clarify meaning; use classroom visuals such as anchor charts to clarify a message)

Using Oral Communication Strategies: identify a range of 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 and reuse familiar language structures and patterns, such as repetition, and incorporate previously learned words and phrases to clarify the meaning of oral messages; use visual, non-verbal cues such as gestures, facial expression, body position, and eye contact – pointing, smiling, nodding, leaning forward – and vocal effects such as changes in pitch, tone, pace, and volume to support and clarify meaning; refer to classroom visuals such as anchor charts to help them clarify a message)

Producing Oral Communications: using familiar words and expressions, produce planned, rehearsed, and increasingly spontaneous messages in French containing information and ideas about academic topics and matters of immediate personal relevance, with contextual, auditory, and visual support (e.g., summarize or retell a First Nations, Métis, or Inuit story such as the creation story of L'île de la tortue; describe the findings of a survey about trades and professions in Canada; describe popular leisure activities in a particular region; deliver a speech communicating personal thoughts and opinions on an environmental or financial issue; share, in small or large groups, personal reactions to the music in advertisements; discuss the impact of product placement – food, beverages, toys, clothing, or games – in films and television shows; debate the suitability of video games for different age groups)

Producing Oral Communications: using familiar words and expressions, produce planned and rehearsed messages in French containing information and ideas about themselves, family, friends, and their immediate environment, with contextual, auditory, and visual support (e.g., prepare and present an introduction of themselves and/or their family; recount events and key information; express wishes and needs to the teacher and their peers; give instructions for a physical activity; talk about how cultural elements seen in a text compare to their own culture)

Producing Oral Communications: using familiar words and expressions, produce brief, rehearsed messages in French containing information and ideas about themselves, family, friends, and their immediate environment, with contextual, auditory, and visual support (e.g., describe classroom routines; prepare and deliver a presentation introducing themselves, family members, and/or pets; recount a sequence of events from a fictional or news story; deliver brief, rehearsed oral presentations; give concise directions to a classmate describing how to perform an action or find an object)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in planned, rehearsed, and increasingly spontaneous communications about familiar, academic, and personally relevant topics, using familiar words and expressions (e.g., make straightforward requests, express preferences, and describe interests with minimal hesitation; use standard greetings and expressions of courtesy with minimal hesitation in classroom activities; pronounce new vocabulary correctly in classroom activities; use classroom reference materials and teacher prompts to self-correct errors in spoken French)

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 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; speak at a comfortable pace in short, rehearsed question-and-answer routines about familiar topics; use intonation as modelled by the teacher to ask questions)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in brief, rehearsed communications about personal and familiar topics (e.g., 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; speak at a comfortable pace in short, rehearsed question-and-answer routines about familiar topics; pronounce words smoothly and accurately as modelled by the teacher when reciting tongue twisters, chants, rhymes, and newly acquired vocabulary and when participating in choral speaking and/or shared reading activities; 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 a variety of oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., record an interview with someone in the school community about his or her role in protecting the environment; use technology to record their point of view on social media and how it affects their interactions; provide the voice-over for an advertisement advocating the purchase of fair-trade goods; create a video recounting a traditional story from a First Nation or Métis Elder)

Creating Media Texts: create a variety of oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., develop a television or radio commercial for an invented product; create a radio announcement about a community event; create a short video honouring the contributions of a French-speaking and/or Aboriginal community in Ontario)

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

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

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

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour in a variety of situations (e.g., take turns when speaking in a group; make relevant and constructive comments in discussions with peers; ask relevant questions in conversations)

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; paraphrase the main idea of a peer's message before contributing an opinion; ask questions to confirm understanding)

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour in a variety of situations (e.g., restate the contributions of other group members to confirm understanding and share preferences; use facial expressions, tone of voice, and gestures that are appropriate to the context and audience; ask questions to clarify the context and purpose for exchanging information)

Interacting: engage in rehearsed and spontaneous spoken interactions, in guided and increasingly spontaneous social and academic contexts, about personally relevant and academic topics (e.g., discuss the importance of recycling practices in their community; discuss healthy and unhealthy eating habits; ask for and give directions to specific places, such as a restaurant, friend's home, park, or town; role-play an interaction that involves a financial transaction)

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 and academic topics (e.g., discuss a current event with a peer and respond to each other's point of view; ask questions in a conversation with a peer about personal interests; share ideas, opinions, and feelings, and encourage others to share their points of view during a literature circle; role-play a telephone conversation with a friend; role-play an interaction between a customer and a clerk in a store; interview a classmate to become informed about his or her cultural celebrations; with a peer, discuss how their cultural customs affect their daily lives)

Interacting: engage in brief, structured spoken interactions, using familiar words and expressions, with teacher modelling and support (e.g., contribute brief oral instructions and responses in interactive games and role plays; ask and answer questions in surveys and interviews; participate in simulated telephone conversations; answer the teacher's or their classmates' questions about their oral presentations)

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 and use established criteria for effective communication; plan to incorporate effective communication strategies in their daily interactions; discuss areas of strength with teachers and peers, and set goals to improve oral communication)</li></ol>

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., describe their use of tone of voice, intonation, and pacing when interacting; identify areas of strength in the delivery of a presentation and plan possible next steps for improvement; plan how to present a more convincing argument when expressing personal opinions)</li></ol>

Metacognition:<ol type="a"><li>describe, in conversation with the teacher and their peers, a few 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 the teacher)</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 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 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 in 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., give brief oral presentations describing Franco-Ontarian traditions and festivals such as le Bal de Neige in Ottawa; describe the significance of la FESFO – la Fédération de la jeunesse franco-ontarienne; research and discuss French-speaking historical and current figures and their influence on Ontario; discuss the rich cultural diversity that constitutes the Franco-Ontarian community; discuss ways in which French-speaking Aboriginal people can celebrate both their Franco-Ontarian and Aboriginal cultures)

Intercultural Awareness: communicate information orally about French-speaking communities in 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; repeat phrases from songs by Franco-Ontarian musicians that reveal aspects of French Canadian cultures; give brief oral presentations describing traditions and festivals such as Bal de Neige in Ottawa; use a T-chart to organize information and guide discussions about aspects of Franco-Ontarian cultures, such as family, school life, traditions, and festivals, and make connections to their own culture)

Intercultural Awareness: communicate information orally about French-speaking communities in 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; repeat phrases from songs by Franco-Ontarian musicians that reveal aspects of French Canadian cultures; give brief oral presentations describing traditions and festivals such as le Bal de Neige in Ottawa; use a T-chart to organize information and guide discussions about aspects of Franco-Ontarian cultures, such as family, school life, traditions, and festivals, and make connections to their own culture)

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., appropriate form of address – polite/familiar, singular/plural – to suit specific situations; greetings, leave-taking expressions, and expressions of courtesy appropriate to the social context; ways to accept or decline invitations; expressions of understanding or lack of understanding such as "Je comprends", "Je ne comprends pas", "Comment?")

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., use appropriate formal and informal personal pronouns – "vous"/"tu"; use greetings, leave-taking expressions, and expressions of courtesy – "bonjour", "salut", "au revoir", "à demain", "oui", "non", "merci", "s'il vous plaît", "excusez-moi" – as appropriate to the social context; use the verb "avoir" to state their age; use gestures and other forms of non-verbal communication as appropriate to the social context – bowing, shrugging, hand shaking; use standard introductory phrases to give personal information – "Je m'appelle… J'habite…")

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

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

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

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

Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them appropriately before, during, and after reading to understand a variety of French texts, with support as appropriate (e.g., activate prior knowledge through brainstorming; use visualization to clarify details; make and confirm predictions based on evidence from the text)

Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them appropriately before, during, and after reading to understand a variety of French texts, with support as appropriate (e.g., identify cognates and familiar words; activate prior knowledge before reading; make connections to the events or the experiences of a character in a text; ask questions to support understanding; make inferences to understand explicit and implicit messages; use visualization to clarify details of a scene)

Using Reading Comprehension Strategies: identify a few reading comprehension strategies and use them before, during, and after reading to understand texts (e.g., activate prior knowledge by brainstorming about the cover, title page, and/or topic of a text; preview vocabulary to identify familiar words and cognates; create key questions as a class before reading; relate prior knowledge and personal experiences to topics in texts; discuss how they visualize a character or a scene in a text; discuss, draw, or write about evidence in the text that can be used to predict possible outcomes; use pictorial clues to predict meaning and confirm understanding of a text; use contextual clues to determine the meaning of new words; recognize relationships between words with common spelling patterns and use them to determine the meaning of new words, as in "an/année/anniversaire"; use visual clues such as illustrations, photos, and charts to help clarify meaning)

Reading for Meaning: demonstrate an understanding of the intent and meaning of a variety of French texts about familiar, academic, and personally relevant topics, with contextual and visual support (e.g., create a visual representation of a narrative in storyboard form; write a journal entry to respond to an independent reading text; dramatize important events in a story read in a literature circle)

Reading for Meaning: demonstrate an understanding of the intent and meaning of French texts containing familiar words and expressions and dealing with everyday and academic topics, with contextual and visual support (e.g., draw pictures to illustrate the main events in a story; dramatize a scene or the main theme from a story they have read; use words and pictures to express feelings and opinions about an issue raised in a text; summarize the main idea and supporting details of a short story in a presentation to the class; identify elements of non-fiction texts such as newspaper articles and explain how they help the reader)

Reading for Meaning: demonstrate an understanding of French texts containing visuals and familiar names, words, and phrases, with teacher support as required (e.g., draw pictures to retell a story; restate the main idea in a text using familiar vocabulary; create a tableau to dramatize a scene from a story they have read; use drama, music, or visual arts to respond to an issue raised in a text)

Reading with Fluency: read French texts containing familiar vocabulary and language structures, and dealing with familiar, academic, and personally relevant topics, at a sufficient rate and with sufficient expression to convey the sense of the text, using a variety of cues (e.g., use appropriate phrasing and expression when participating in a reader's theatre; make oral reading sound like spoken language with appropriate pauses, stops, and starts indicated by punctuation)

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 to develop fluency; use punctuation clues and sentence structure to read with appropriate intonation)

Reading with Fluency: read texts containing familiar words and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., recognize high-frequency words, most regularly used words, and words of personal interest; recognize the same word in different graphic representations – such as on the word wall, in shared/guided/independent-reading texts, on shared- and interactive-writing charts in personal writing, and in a variety of fonts; make oral reading sound like spoken language, with appropriate pauses, stops, and starts as indicated by the punctuation)

Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading (e.g., categorize vocabulary based on word patterns; create a personal dictionary of interesting words and familiar expressions; look for familiar prefixes, suffixes, or word stems in unfamiliar words; use visuals to help them infer the meaning of unfamiliar words or expressions; read words within words)

Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading (e.g., use cognates [mots apparentés] to understand the meaning of new words; use context clues to infer meaning; use root words, prefixes, and suffixes to determine the meaning of new words; use familiar words and high-frequency words to interpret meaning; refer to classroom visual supports and resources, such as subject-specific word banks)

Developing Vocabulary: use a few vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new and unfamiliar words (e.g., develop a bank of sight words using visual dictionaries; make word lists of personally relevant vocabulary; use memorization and visualization strategies and verbal and written repetition to consolidate learning of new words; develop lists of cognates to expand vocabulary; identify the tense of familiar verbs in the present, past, and future by their suffixes)

Responding to and Evaluating Media Texts: express their personal opinions about the treatment and presentation of the messages in a variety of media texts about familiar, academic, and personally relevant topics, and give evidence from the text for their opinions, with teacher support as appropriate (e.g., express opinions on a magazine article; compare newspaper and online articles on the same event or subject; identify and evaluate the persuasive techniques used in advertisements; discuss how photography and headlines or slogans work together on magazine covers or billboards; identify effective elements in comics, graphic novels, or product packaging)

Responding to and Evaluating Media Texts: express their personal opinions about the treatment and presentation of the messages in a variety of media texts about familiar, academic, and personally relevant topics, and give evidence from the text for their opinions, with teacher support as appropriate (e.g., evaluate the effectiveness of the packaging and design of a cereal box intended to attract young consumers; discuss the techniques used on a billboard designed to encourage families to visit a tourist attraction; agree or disagree with the arguments presented in a magazine article; discuss how elements of a movie poster work together to express a particular point of view; discuss the effectiveness of the layout of a menu or sign at an amusement park; analyse how specific features communicate the intended message in a web or print advertisement)

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

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

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 a variety of text forms, including fictional, informational, graphic, and media forms (e.g., diary/journal – to articulate a personal perspective; brochure – to present information briefly; instructions – to describe how to perform a task or use a device; receipt – to show the item bought and the price paid for it)

Purposes of Text Forms: identify the purpose(s) of a variety of text forms, including fictional, informational, graphic, and media forms (e.g., poem/song – to express ideas and emotions or convey a mood; short story – to entertain and/or explore characters, ideas, and problems; social media text – to say thank you, send an invitation, or inform someone about a current event; advertisement – to send a message and persuade; article/report – to describe an experience or event or discuss a topic)

Purposes of Text Forms: identify the purpose(s) of some familiar text forms, including fictional, informational, graphic, and media forms (e.g., poem/song – to express ideas or convey a mood in figurative, evocative language; pattern book story – to entertain and/or explore problems, characters, and ideas; menu – to describe food offerings; calendar, list, or chart – to communicate information in an organized, easy-to-understand form; non-fiction book – to explain or describe something or explore an issue or topic; greeting card – to send good wishes or convey thanks; sign – to attract attention and/or give directions; advertisement – to attract attention and persuade)

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, and explain how they help to convey the meaning, with support and guidance from the teacher (e.g., magazine – headlines, subheadings, text boxes, and photographs; movie review – opinions and supporting evidence; letter – date, salutation, information, feelings, and opinions intended for a specific reader; travel guide – maps, images, and information divided by many headings)

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, and explain how they help to convey the meaning, with support and guidance from the teacher (e.g., poem/song – rhyming or non-rhyming patterns and use of imagery; picture book – title page, illustrations, and repetitive use of familiar words, phrases, and sentence structures; social media text – special fonts, graphics, and illustrations; map – pictures, symbols, legends, and use of different colours; magazine – contents page, headlines, subheadings, text boxes, and photographs)

Characteristics of Text Forms: identify some characteristics and/or stylistic elements of familiar text forms, including fictional, informational, graphic, and media forms (e.g., poem/song – rhyming or non-rhyming patterns and use of imagery; pattern book story – title page, illustrations, repetitive use of familiar words and phrases, description of characters/setting/conflict, possible resolution; menu – subsections listing offerings of salads/main courses/desserts/beverages, prices, illustrations; calendar, list, or chart – table or column format; greeting card – brief text message in special fonts, illustrations/graphics; non-fiction book – table of contents, illustrations, and captions; sign – distinctive fonts, colours, and symbols related to the content of the message; advertisement – eye-catching graphics, fonts, colours, and 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>determine their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., recognize when understanding has broken down; identify which reading strategies are being used effectively; discuss how the text form affects their choice of reading strategies)</li></ol>

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., evaluate the effectiveness of the reading strategies they use and identify new strategies they plan to incorporate in their reading; record reading trends in a reading journal and set a goal to read a greater variety of texts)</li></ol>

Metacognition:<ol type="a"><li>describe, 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., 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 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 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 in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare cultural experiences and perspectives in texts to those in their own community; research the achievements and contributions of French speakers in Ontario; make connections to stories or legends from French-speaking communities in Ontario, such as Sleeping Giant in Thunder Bay; research information about traditions and festivals such as le Festival des tulipes and le Festival Haïti en Fête – Ottawa, le Festival des voyageurs – Mattawa, Métis rendez-vous – Rivière des Français, le Festival Bana y'Afrique – Toronto, and powwows, sporting events such as les Jeux Franco-ontariens, children's games such as voyageur competitions and blanket throwing, family traditions, and favourite songs in various communities; read about Franco-Ontarian Métis such as Marcel Labelle and Christian Pilon and identify some of their accomplishments)

Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare cultural experiences and perspectives in texts with those in their own community; research the achievements and contributions of French speakers in Ontario; research information about festivals such as le Festival des tulipes – Ottawa, le Festival des voyageurs – Mattawa, le Festival Haïti en Fête – Ottawa, Métis rendez-vous – Rivière des français, le Festival Bana y'Afrique – Toronto; explain the importance of sporting events such as les Jeux Franco-ontariens, children's games such as voyageur competitions and blanket throwing, powwows, family traditions, and favourite songs in various Franco-Ontarian communities; read about Franco-Ontarian Métis such as Marcel Labelle and Christian Pilon and identify some of their accomplishments)

Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., information about traditions, powwows, and festivals such as le Bal de Neige or le Festival des tulipes – Ottawa, le Festival des voyageurs – Mattawa, Métis rendez-vous – Rivière des Français, sporting events such as les Jeux franco-ontariens, children's games such as voyageur competitions and blanket throwing, family traditions, and favourite songs in various communities; read about Franco-Ontarian Métis, such as Marcel Labelle and Christian Pilon, and identify some of their accomplishments)

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., the familiar and formal forms of expressions used in letters, emails, and text messages, such as "À la prochaine" versus "Bien à vous"; appropriate ways to invite someone to do something; conventions of personal and business letters)

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., familiar and formal forms of expression used in letters, emails, and text messages; formalities of a wedding invitation versus a birthday invitation; language used in menus in various francophone communities; use of language on signs and billboards in public places and on notices in workplaces)

Awareness of Sociolinguistic Conventions: identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (e.g., the use of "Salut" instead of "Bonjour", "la fin de semaine" instead of "le week-end", "mon mari/ma femme" instead of "mon époux/mon épouse", "mon amie/mon ami" instead of "ma copine/mon copain")

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

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

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms

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 give a friend directions to their home; to create a timeline of significant events to accompany a biography; to express in a letter to the parents' committee of the school their feelings about the importance of recreational equipment in the school yard; to write about the use of plants in traditional remedies)

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 write a set of directions for a science experiment; to provide a timeline of significant events for a biography of a French Canadian, First Nation, Métis, or Inuit artist; to organize ideas for a class presentation; to write a message to arrange a meeting with peers; to contribute to a class poetry anthology; to create an announcement for an upcoming school sports event)

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 convey best wishes to a friend in a card/email/note; to complete a registration form or provide personal information in an application to a summer sports camp; to share a list of favourite activities with a friend in an email or text message; to communicate information in a report; to persuade people to protect the environment or to buy an environmentally responsible product in an advertisement)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about familiar, personally relevant, and academic topics, following models appropriate to the purpose and incorporating some elements of each form (e.g., write an alternative ending to a popular folktale, fairy tale, legend, or tall tale; develop and write directions for a board game linked to bullying prevention or healthy living; write a poem, letter, or email to a veteran recognizing the sacrifices made by Canadian soldiers and peacekeepers; write a report or journal entry to convey thoughts and feelings about an environmental or social issue in their community)

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., write a postcard to a pen pal describing a community event; express ideas about themselves through a poem; create and complete a questionnaire using biographical information; write brief descriptions on a variety of familiar topics, such as animals, friends, family, and hobbies; recount the highlights of their weekend; complete a bio-card for the student-of-the-month bulletin board)

Writing in a Variety of Forms: write a variety of age- and grade-appropriate French texts, applying their knowledge of the basic structural and stylistic elements of each form (e.g., postcard/greeting card/email/announcement/invitation – salutation and closing and a clear message; information sentence on a topic of interest – sentence starter followed by specific details; captions for a series of photographs of a class activity – classmates' names and information about what they are doing; recipe for an easy-to-prepare meal, such as corn soup – lists of ingredients and instructions for combining them; survey/questionnaire – numbered questions in list format, with subsections for different subtopics, interrogative pronouns to introduce questions; shopping list – names of items, categories, prices)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., select new words from a list of synonyms to avoid repetition and vary word choice; use fiction and non-fiction texts to confirm spelling and meaning; use a visual dictionary to associate pictures and written words)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., use word walls or a personal dictionary to spell familiar and high-frequency words; verify unfamiliar words, using strategies such as rhyming patterns or the use of a dictionary; select and apply new vocabulary from various sources, such as anchor charts, visuals [posters, images, charts, etc.], or a thesaurus)

Using Stylistic Elements: use word choice and stylistic elements to establish a personal voice and a clear point of view (e.g., provide a main idea and supporting details in a letter; use present tense and sequencing words in an explanation; use adjectives and adverbs to describe the characters, setting, and events in a narrative)

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

Creating Media Texts: using familiar words and expressions, create a variety of media texts in French for specific purposes and audiences, using several media forms and the conventions and techniques appropriate to the chosen form (e.g., create a poster to illustrate a procedure or to promote healthy living; create a brochure for a provincial park; design a bumper sticker about a social or environmental issue; create a map with labels and a legend showing where plants with medicinal properties such as blueberries, apples, and wild ginger can be harvested)

Creating Media Texts: using familiar words and expressions, create a variety of media texts in French for specific purposes and audiences, using several media forms and the conventions and techniques appropriate to the chosen form (e.g., describe a virtual character or avatar that they have created; prepare a multimedia presentation on a famous or influential francophone; create a weather forecast to help their peers select appropriate clothing for the day; create a website describing a typical day in Grade 4; create a script about travelling to a new country; produce an informative brochure on a Canadian tourist attraction; create captions for an anti-bullying cartoon)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., masculine and feminine forms of adjectives; irregular plural nouns such as "travail/travaux", "cheval/chevaux"; present, past, and future tenses of familiar -er, -ir, and -re verbs; expressions with "avoir" and "faire" such as "avoir besoin", "avoir faim", "avoir soif", "faire chaud", "faire du ski"; passé récent using "venir de", such as "Je viens d'arriver"; impératif to give directions and instructions; demonstrative adjectives such as "ce", "cet", "cette", "ces"; position and agreement in gender and number of irregular adjectives with nouns, such as "bel arbre", "neige blanche"; possessive adjectives such as "notre/nos", "votre/vos", "leur/leurs"; position of frequently used adverbs such as "peu", "beaucoup", "assez", "trop"; the prepositions "voici" and "voilà"; subject-verb inversion to ask questions; compound sentences using connecting words such as "d'abord", "et", "puis", "ensuite")

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

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

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., order the events in a story on a storyboard; select an idea from their writer's notebook and develop questions to guide research; sort and classify ideas by highlighting key words, using graphic organizers, or making jot notes)

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; use prior knowledge and experiences to generate and develop ideas about familiar topics; use various texts, read independently or in class, to gather information about a topic; use labels, titles, pictures, or graphic organizers to sort and organize ideas)

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing, using a variety of pre-writing strategies and resources, during modelled, shared, guided, and independent writing activities (e.g., brainstorm ideas for writing using visual prompts; gather ideas for writing from shared classroom experiences such as read-alouds and shared reading; activate prior knowledge about personal, family, and community experiences through brainstorming and think-alouds; do research to identify key ideas related to a topic; use graphic organizers to create a list of words related to a topic and/or to sort and classify ideas; discuss the topic with peers and the teacher to focus thinking; draw or sketch to formulate ideas and thoughts; jot down plans and draft an outline)

Drafting and Revising: plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a variety of strategies (e.g., outline the elements of their report on a graphic organizer; consult classroom resources when editing their writing; refer to teacher models and exemplars when revising their writing)

Drafting and Revising: plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a variety of strategies (e.g., use prepositions and conjunctions to create compound sentences; use a variety of familiar adjectives and verbs to describe how they feel and what they like to do; use a checklist to verify use of conventions; use teacher feedback to make revisions; add words from personal dictionaries or word walls to develop or clarify content; ask for feedback on elements of writing [such as ideas, organization, voice, fluency, word choice, conventions] that need improvement or development)

Drafting and Revising: plan and produce drafts following a model (e.g., email, postcard, procedure, directions to determine location), and revise their writing using a variety of strategies, with teacher support (e.g., reread, change, add, subtract, and/or reorganize content; rewrite, edit, and revise drafts based on feedback from the teacher and peers)

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., refer to feedback from their teacher or peers when refining or proofreading their writing; consult a checklist to ensure that they have included all the appropriate elements in their narrative; enhance the presentation of information in a report with diagrams, pictures, and illustrations; add personal touches that support the message, such as titles, subtitles, word art, or text boxes, using presentation software)

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 a checklist to edit their text and ensure the criteria have been followed; use feedback from a peer to proofread and edit their writing; use teacher feedback in editing for stylistic elements, such as punctuation; use pronouns to vary sentence structure and avoid repetition; ensure the appropriate placement of nouns and adjectives within a sentence; add captions or text boxes to visuals to support ideas in published work)

Producing Finished Work: make improvements to their written work, using knowledge of a few of the conventions of written French (e.g., 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, and community members; use high-frequency verbs in the present tense to describe things that are happening to and around them), and use a few elements of effective presentation to produce a polished product for publication (e.g., a larger font for headings; bold/italics/underlining for emphasis)

Metacognition:<ol type="a"><li>identify, in conversation with the teacher and their peers, several 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., discuss the importance of co-constructing success criteria before writing; describe how using exemplars helps improve writing skills; evaluate the effectiveness of using a checklist to improve the final draft)</li></ol>

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., identify elements of writing [such as ideas, organization, voice, fluency, word choice, conventions, presentation] that need improvement or further development; use a writing portfolio to organize stages of writing; use a reflection journal to record writing successes and challenges and to plan for future writing tasks; share and discuss with peers revision strategies that they find useful during the writing process; self-assess and select pieces of writing they consider successful)</li></ol>

Metacognition:<ol type="a"><li>describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after writing</li><li>identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., when conferencing 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 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 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: in their written work, communicate information about French-speaking communities in Ontario, including aspects of their culture and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., write a report about a Franco-Ontarian tradition and compare and contrast it with a personal tradition; write a journal entry about the contributions of local Franco-Ontarians; research a Franco-Ontarian legend/myth/story and develop a song or poem about it; compare modern and traditional methods used in French-speaking Aboriginal communities to produce maple syrup)

Intercultural Awareness: in their written work, communicate information about French-speaking communities in 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; research a short Franco-Ontarian legend/myth/story and develop a song or poem about it; compile a list of names that reflects the cultural diversity of their community; write an announcement welcoming new Canadians to Ontario; create a calendar showing significant dates for various cultures [powwows, full moons with indigenous names, feast days, traditional/community celebrations and events]; design a greeting card or invitation recognizing a Franco-Ontarian holiday or celebration)

Intercultural Awareness: in their written work, communicate information about French-speaking communities in 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 of a Franco-Ontarian, Aboriginal, or Métis community such as Sturgeon Falls, Verner, Noelville, or Mattawa and create descriptive captions for them; create a poster with illustrations and text to promote interest in speaking French in Ontario; research a famous Franco-Ontarian legend, myth, or story and write a poem about it)

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., conventions of an invitation; conventions for writing numbers, such as the use of spaces in numbers with four or more digits [1 000], the position of currency signs after the amount, and the use of a comma rather than a decimal point in currency amounts [1,75$])

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., varying levels of politeness in letter writing; use of "tu" and "vous" in giving directions; use of common jargon/slang when discussing a favourite regional artist with a friend)

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., greetings and expressions of courtesy such as "bonjour", "au revoir", "non", "merci", "s'il vous plaît"; standard formats for personal letters, postcards, emails; conventions for writing the date)

French as a Second Language

Listening

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

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies and use them appropriately before, during, and after listening to understand oral French texts (e.g., identify familiar words and phrases and frequently used expressions; use contextual and/or visual clues in oral texts, including the speaker’s body language and tone of voice, to confirm or clarify meaning; activate prior knowledge and make connections to personal experiences to confirm understanding; ask questions to obtain additional information; visualize, sketch, or draw to record information and ideas)

Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts containing familiar words and expressions about everyday topics and situations, with contextual and visual support (e.g., follow classroom directions; follow a series of Total Physical Response [TPR] commands; sequence a group of pictures or images for a storyboard, based on a description; make drawings to illustrate objects in an oral description; find a specific classroom object by following directions from the teacher and class; identify refrains, rhyme schemes, and other word/sound patterns in songs, poems, read-alouds, chants, and rhymes; listen to a description and identify the object described)

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 interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., demonstrate an understanding of when to listen and when to speak; look at the speaker; listen without interrupting; make connections between personal experiences and what is being said; reconsider their point of view after hearing what others say; repeat a partner’s ideas in their own words as a way of confirming understanding; ask for repetition, confirmation, or clarification of what they hear using phrases such as “Un instant…Je ne comprends pas. Pourriez-vous répéter cela, s’il vous plaît? Qu’est-ce que cela veut dire…?”; use body language such as a nod to indicate understanding and/or agreement)

Interacting: respond with understanding to what others say while participating in brief, structured interactions about themselves, family, friends, and their immediate environment, with contextual and visual support (e.g., respond appropriately to questions requiring a brief answer in paired and small-group interactions on familiar topics; respond constructively to a partner’s ideas in think-pair-share sessions, using gestures, visual aids, and/or familiar words and phrases; share reactions to a partner’s plans for a celebration or for the weekend)

Metacognition: (a) describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., discuss with a partner some strategies and tools that have helped them improve their listening skills; selfmonitor listening during a group discussion)

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 in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to directions and locate on a map historic Franco-Ontarian or Métis communities such as Sault Ste. Marie or Mattawa; identify examples of the use of French in their immediate environment – such as the bilingual version of the national anthem sung at sports events; listen to a peer describe a family tradition and make connections to a similar tradition in their own family)

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., 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 versus classroom contexts; brief expressions used to introduce themselves and others)

Speaking

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 range of 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 and reuse familiar language structures and patterns, such as repetition, and incorporate previously learned words and phrases to clarify the meaning of oral messages; use visual, nonverbal cues such as gestures, facial expression, body position, and eye contact – pointing, smiling, nodding, leaning forward – and vocal effects such as changes in pitch, tone, pace, and volume to support and clarify meaning; refer to classroom visuals such as anchor charts to help them clarify a message)

Producing Oral Communications: using familiar words and expressions, produce brief, rehearsed messages in French containing information and ideas about themselves, family, friends, and their immediate environment, with contextual, auditory, and visual support (e.g., describe classroom routines; prepare and deliver a presentation introducing themselves, family members, and/or pets; recount a sequence of events from a fictional or news story; deliver brief, rehearsed oral presentations; give concise directions to a classmate describing how to perform an action or find an object)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in brief, rehearsed communications about personal and familiar topics (e.g., use accepted pronunciation for highfrequency 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; speak at a comfortable pace in short, rehearsed question-and-answer routines about familiar topics; pronounce words smoothly and accurately as modelled by the teacher when reciting tongue twisters, chants, rhymes, and newly acquired vocabulary and when participating in choral speaking and/or shared reading activities; use intonation as modelled by the teacher to ask questions; deliver a rehearsed oral presentation at a smooth pace with appropriate phrasing and emphasis)

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

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour in a variety of situations (e.g., restate the contributions of other group members to confirm understanding and share preferences; use facial expressions, tone of voice, and gestures that are appropriate to the context and audience; ask questions to clarify the context and purpose for exchanging information)

Interacting: engage in brief, structured spoken interactions, using familiar words and expressions, with teacher modelling and support (e.g., contribute brief oral instructions and responses in interactive games and role plays; ask and answer questions in surveys and interviews; participate in simulated telephone conversations; answer the teacher’s or their classmates’ questions about their oral presentations)

Metacognition: (a) describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after speaking to communicate effectively; (b) 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 the teacher)

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 in 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; repeat phrases from songs by FrancoOntarian musicians that reveal aspects of French Canadian cultures; give brief oral presentations describing traditions and festivals such as le Bal de Neige in Ottawa; use a T-chart to organize information and guide discussions about aspects of Franco-Ontarian cultures, such as family, school life, traditions, and festivals, and make connections to their own culture)

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., use greetings, leave-taking expressions, and expressions of courtesy – “bonjour”, “salut”, “au revoir”, “à demain”, “oui”, “non”, “merci”, “s’il vous plaît”, “excusez-moi” – as appropriate to the social context; use the verb “avoir” to state their age; use gestures and other forms of nonverbal communication as appropriate to the social context – bowing, shrugging, hand shaking; use standard introductory phrases to give personal information – “Je m’appelle… J’habite…”)

Reading

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

Using Reading Comprehension Strategies: identify a few reading comprehension strategies and use them before, during, and after reading to understand texts (e.g., activate prior knowledge by brainstorming about the cover, title page, and/or topic of a text; preview vocabulary to identify familiar words and cognates; create key questions as a class before reading; relate prior knowledge and personal experiences to topics in texts; discuss how they visualize a character or a scene in a text; discuss, draw, or write about evidence in the text that can be used to predict possible outcomes; use pictorial clues to predict meaning and confirm understanding of a text; use contextual clues to determine the meaning of new words; recognize relationships between words with common spelling patterns and use them to determine the meaning of new words, as in “an/année/anniversaire”; use visual clues such as illustrations, photos, and charts to help clarify meaning)

Reading for Meaning: demonstrate an understanding of French texts containing visuals and familiar names, words, and phrases, with teacher support as required (e.g., draw pictures to retell a story; restate the main idea in a text using familiar vocabulary; create a tableau to dramatize a scene from a story they have read; use drama, music, or

Reading with Fluency: read texts containing familiar words and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., recognize high-frequency words, most regularly used words, and words of personal interest; recognize the same word in different graphic representations – such as on the word wall, in shared/guided/independent-reading texts, onshared- and interactive-writing charts in personal writing, and in a variety of fonts; make oral reading sound like spoken language, with appropriate pauses, stops, and starts as indicated by the punctuation)

Developing Vocabulary: use a few vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new and unfamiliar words (e.g., develop a bank of sight words using visual dictionaries; make word lists of personally relevant vocabulary; use memorization and visualization strategies and verbal and written repetition to consolidate learning of new words; develop lists of cognates to expand vocabulary; identify the tense of familiar verbs in the present, past, and future by their suffixes)

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 (e.g., poem/song – to express ideas or convey a mood in figurative, evocative language; pattern book story – to entertain and/or explore problems, characters, and ideas; menu – to describe food offerings; calendar, list, or chart – to communicate information in an organized, easy-to-understand form; non-fiction book – to explain or describe something or explore an issue or topic; greeting card – to send good wishes or convey thanks; sign – to attract attention and/or give directions; advertisement – to attract attention and persuade)

Characteristics of Text Forms: identify some characteristics and/or stylistic elements of familiar text forms, including fictional, informational, graphic, and media forms (e.g., poem/song – rhyming or non-rhyming patterns and use of imagery; pattern book story – title page, illustrations, repetitive use of familiar words and phrases, description of characters/setting/ conflict, possible resolution; menu – subsections listing offerings of salads/main courses/desserts/ beverages, prices, illustrations; calendar, list, or chart – table or column format; greeting card – brief text message in special fonts, illustrations/ graphics; non-fiction book – table of contents, illustrations, and captions; sign – distinctive fonts, colours, and symbols related to the content of the message; advertisement – eye-catching graphics, fonts, colours, and illustrations)

Metacognition: (a) describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts; (b) identify 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)

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 Frenchspeaking communities in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., information about traditions, powwows, and festivals such as le Bal de Neige or le Festival des tulipes – Ottawa, le Festival des voyageurs – Mattawa, Métis rendez-vous – Rivière des Français, sporting events such as les Jeux franco-ontariens, children’s games such as voyageur competitions and blanket throwing, family traditions, and favourite songs in various communities; read about Franco-Ontarian Métis, such as Marcel Labelle and Christian Pilon, and identify some of their accomplishments)

Awareness of Sociolinguistic Conventions: identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* (e.g., the use of “Salut” instead of “Bonjour”, “la fin de semaine” instead of “le week-end”, “mon mari/ma femme” instead of “mon époux/mon épouse”, “mon amie/mon ami” instead of “ma copine/mon copain”)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms;

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 convey best wishes to a friend in a card/email/note; to complete a registration form or provide personal information in an application to a summer sports camp; to share a list of favourite activities with a friend in an email or text message; to communicate information in a report; to persuade people to protect the environment or to buy an environmentally responsible product in an advertisement)

Writing in a Variety of Forms: write a variety of age- and grade-appropriate French texts, applying their knowledge of the basic structural and stylistic elements of each form (e.g., postcard/greeting card/email/announcement/ invitation – salutation and closing and a clear message; information sentence on a topic of interest – sentence starter followed by specific details; captions for a series of photographs of a class activity – classmates’ names and information about what they are doing; recipe for an easyto-prepare meal, such as corn soup – lists of ingredients and instructions for combining them; survey/questionnaire – numbered questions in list format, with subsections for different subtopics, interrogative pronouns to introduce questions; shopping list – names of items, categories, prices)

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 Content: generate, develop, and organize ideas for writing, using a variety of pre-writing strategies and resources, during modelled, shared, guided, and independent writing activities (e.g., brainstorm ideas for writing using visual prompts; gather ideas for writing from shared classroom experiences such as read-alouds and shared reading; activate prior knowledge about personal, family, and community experiences through brainstorming and think-alouds; do research to identify key ideas related to a topic; use graphic organizers to create a list of words related to a topic and/or to sort and classify ideas; discuss the topic with peers and the teacher to focus thinking; draw or sketch to formulate ideas and thoughts; jot down plans and draft an outline)

Drafting and Revising: plan and produce drafts following a model (e.g., email, postcard, procedure, directions to determine location), and revise their writing using a variety of strategies, with teacher support (e.g., reread, change, add, subtract, and/or reorganize content; rewrite, edit, and revise drafts based on feedback from the teacher and peers)

Producing Finished Work: make improvements to their written work, using knowledge of a few of the conventions of written French (e.g., 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, and community members; use high-frequency verbs in the present tense to describe things that are happening to and around them), and use a few elements of effective presentation to produce a polished product for publication (e.g., a larger font for headings; bold/italics/ underlining for emphasis)

Metacognition: (a) describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after writing; (b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., when conferencing 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)

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: in their written work, communicate information about Frenchspeaking communities in 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 of a Franco-Ontarian, Aboriginal, or Métis community such as Sturgeon Falls, Verner, Noelville, or Mattawa and create descriptive captions for them; create a poster with illustrations and text to promote interest in speaking French in Ontario; research a famous Franco-Ontarian legend, myth, or story and write a poem about it)

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., greetings and expressions of courtesy such as “bonjour”, “au revoir”, “non”, “merci”, “s’il vous plaît”; standard formats for personal letters, postcards, emails; conventions for writing the date)

French as a Second Language

Listening

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

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies and use them appropriately before, during, and after listening to understand a variety of oral French texts (e.g., identify cognates; visualize the setting of a story during a read-aloud; draw on personal background knowledge to make connections to the emotions of a speaker; ask for repetition to clarify meaning)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to follow teacher instructions; to identify familiar words in songs; to learn new expressions and word patterns from texts read aloud; to be entertained by a humorous story or joke)

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 key information from fictional and non-fictional oral texts; follow a series of Total Physical Response [TPR] commands; sequence a group of pictures or images for a storyboard, based on a description; make drawings to illustrate objects in an oral description; find a specific classroom object by following directions from the teacher and class; identify refrains, rhyme schemes, and other word/ sound patterns in songs, poems, read-alouds, chants, and rhymes; listen to a description of an object and identify the object)

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., dramatize or draw an image depicting their personal response to the emotions expressed in a song; evaluate the effectiveness of sound effects in supporting the spoken dialogue of a video clip or movie; discuss an announcer’s use of intonation to convey emotion; create a collage reflecting the tone of an advertisement; create an acrostic poem that outlines their opinion of a song; identify elements in commercials that persuade listeners to purchase the product)

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 interactive listening strategies to suit the situation while participating in a variety of structured and guided social and academic interactions about familiar, everyday topics (e.g., ask questions; paraphrase; study non-verbal cues; ask for repetition)

Interacting: respond with understanding to what others say while participating in interactions about familiar, everyday topics (e.g., ask questions to gather more information about a peer’s family or friends; acknowledge others’ ideas during a discussion about plans for recess; compare family traditions with a peer

Metacognition: (a) describe strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., evaluate the effectiveness of paraphrasing a partner’s ideas; identify the elements of an effective presentation and plan to incorporate them in their own; identify strategies and tools to improve their listening skills)

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 in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to directions to locate on a map historic Franco-Ontarian or Métis communities such as Sault Ste. Marie or Mattawa; identify examples of the use of French in their immediate environment, such as the bilingual version of the national anthem sung at sports events; listen to descriptions of a cultural tradition from a FrancoOntarian community and make connections to a similar tradition in their own family; identify new and interesting words and expressions in songs by various Franco-Ontarian artists)

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., identify salutations heard during an interview; describe differences in formal and informal forms of politeness used by a guest speaker; identify slang and jargon in commercials)

Speaking

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 range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for a variety of purposes and to various audiences (e.g., use and reuse familiar language structures and patterns, such as repetition, and incorporate previously learned words and phrases to clarify the meaning of oral messages; use visual, non-verbal cues such as gestures, facial expression, body position, and eye contact – pointing, smiling, nodding, leaning forward – and vocal effects such as changes in pitch, tone, pace, and volume to support and clarify meaning; use classroom visuals such as anchor charts to clarify a message)

Producing Oral Communications: using familiar words and expressions, produce planned and rehearsed messages in French containing information and ideas about themselves, family, friends, and their immediate environment, with contextual, auditory, and visual support (e.g., prepare and present an introduction of themselves and/or their family; recount events and key information; express wishes and needs to the teacher and their peers; give instructions for a physical activity; talk about how cultural elements seen in a text compare to their own culture

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 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; speak at a comfortable pace in short, rehearsed questionand-answer routines about familiar topics; use intonation as modelled by the teacher to ask questions)

Creating Media Texts: create a variety of oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., develop a television or radio commercial for an invented product; create a radio announcement about a community event; create a short video honouring the contributions of a French-speaking and/or Aboriginal community in Ontario)

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; paraphrase the main idea of a peer’s message before contributing an opinion; ask questions to confirm understanding)

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 and academic topics (e.g., discuss a current event with a peer and respond to each other’s point of view; ask questions in a conversation with a peer about personal interests; share ideas, opinions, and feelings, and encourage others to share their points of view during a literature circle; role-play a telephone conversation with a friend; role-play an interaction between a customer and a clerk in a store; interview a classmate to become informed about his or her cultural celebrations; with a peer, discuss how their cultural customs affect their daily lives)

Metacognition: (a) describe strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., describe their use of tone of voice, intonation, and pacing when interacting; identify areas of strength in the delivery of a presentation and plan possible next steps for improvement; plan how to present a more convincing argument when expressing personal opinions)

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 in 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; repeat phrases from songs by Franco-Ontarian musicians that reveal aspects of French Canadian cultures; give brief oral presentations describing traditions and festivals such as Bal de Neige in Ottawa; use a T-chart to organize information and guide discussions about aspects of Franco-Ontarian cultures, such as family, school life, traditions, and festivals, and make connections to their own culture)

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., use appropriate formal and informal personal pronouns – “vous”/”tu”; use greetings, leave-taking expressions, and expressions of courtesy – “bonjour”, “salut”, “au revoir”, “à demain”, “oui”, “non”, “merci”, “s’il vous plaît”, “excusez-moi” – as appropriate to the social context; use the verb “avoir” to state their age; use gestures and other forms of non-verbal communication as appropriate to the social context – bowing, shrugging, hand shaking; use standard introductory phrases to give personal information – “Je m’appelle… J’habite…”)

Reading

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

Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them appropriately before, during, and after reading to understand a variety of French texts, with support as appropriate (e.g., identify cognates and familiar words; activate prior knowledge before reading; make connections to the events or the experiences of a character in a text; ask questions to support understanding; make inferences to understand explicit and implicit messages; 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 and academic topics, with contextual and visual support (e.g., draw pictures to illustrate the main events in a story; dramatize a scene or the main theme from a story they have read; use words and pictures to express feelings and opinions about an issue raised in a text; summarize the main idea and supporting details of a short story in a presentation to the class; identify elements of non-fiction texts such as newspaper articles and explain how they help the reader)

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 to develop fluency; use punctuation clues and sentence structure to read with appropriate intonation)

Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading (e.g., use cognates [mots apparentés] to understand the meaning of new words; use context clues to infer meaning; use root words, prefixes, and suffixes to determine the meaning of new words; use familiar words and high-frequency words to interpret meaning; refer to classroom visual supports and resources, such as subject-specific word banks)

Responding to and Evaluating Media Texts: express their personal opinions about the treatment and presentation of the messages in a variety of media texts about familiar, academic, and personally relevant topics, and give evidence from the text for their opinions, with teacher support as appropriate (e.g., evaluate the effectiveness of the packaging and design of a cereal box intended to attract young consumers; discuss the techniques used on a billboard designed to encourage families to visit a tourist attraction; agree or disagree with the arguments presented in a magazine article; discuss how elements of a movie poster work together to express a particular point of view; discuss the effectiveness of the layout of a menu or sign at an amusement park; analyse how specific features communicate the intended message in a web or print advertisement)

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 a variety of text forms, including fictional, informational, graphic, and media forms (e.g., poem/song – to express ideas and emotions or convey a mood; short story – to entertain and/or explore characters, ideas, and problems; social media text – to say thank you, send an invitation, or inform someone about a current event; advertisement – to send a message and persuade; article/report – to describe an experience or event or discuss a topic)

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, and explain how they help to convey the meaning, with support and guidance from the teacher (e.g., poem/song – rhyming or non-rhyming patterns and use of imagery; picture book – title page, illustrations, and repetitive use of familiar words, phrases, and sentence structures; social media text – special fonts, graphics, and illustrations; map – pictures, symbols, legends, and use of different colours; magazine – contents page, headlines, subheadings, text boxes, and photographs)

Metacognition: (a) identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts; (b) determine their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., evaluate the effectiveness of the reading strategies they use and identify new strategies they plan to incorporate in their reading; record reading trends in a reading journal and set a goal to read a greater variety of texts)

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 Frenchspeaking communities in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare cultural experiences and perspectives in texts with those in their own community; research the achievements and contributions of French speakers in Ontario; research information about festivals such as le Festival des tulipes – Ottawa, le Festival des voyageurs – Mattawa, le Festival Haïti en Fête – Ottawa, Métis rendez-vous – Rivière des français, le Festival Bana y’Afrique – Toronto; explain the importance of sporting events such as les Jeux Franco-ontariens, children’s games such as voyageur competitions and blanket throwing, powwows, family traditions, and favourite songs in various Franco-Ontarian communities; read about Franco-Ontarian Métis such as Marcel Labelle and Christian Pilon and identify some of their accomplishments)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety ofsituations in diverse French-speaking communities* (e.g., familiar and formal forms of expression used in letters, emails, and text messages; formalities of a wedding invitation versus a birthday invitation; language used in menus in various francophone communities; use of language on signs and billboards in public places and on notices in workplaces)

Writing

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 write a set of directions for a science experiment; to provide a timeline of significant events for a biography of a French Canadian, First Nation, Métis, or Inuit artist; to organize ideas for a class presentation; to write a message to arrange a meeting with peers; to contribute to a class poetry anthology; to create an announcement for an upcoming school sports event

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., write a postcard to a pen pal describing a community event; express ideas about themselves through a poem; create and complete a questionnaire using biographical information; write brief descriptions on a variety of familiar topics, such as animals, friends, family, and hobbies; recount the highlights of their weekend; complete a bio-card for the student-of-the-month bulletin board)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., use word walls or a personal dictionary to spell familiar and high-frequency words; verify unfamiliar words, using strategies such as rhyming patterns or the use of a dictionary; select and apply new vocabulary from various sources, such as anchor charts, visuals [posters, images, charts, etc.], or a thesaurus)

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

Creating Media Texts: using familiar words and expressions, create a variety of media texts in French for specific purposes and audiences, using several media forms and the conventions and techniques appropriate to the chosen form (e.g., describe a virtual character or avatar that they have created; prepare a multimedia presentation on a famous or influential francophone; create a weather forecast to help their peers select appropriate clothing for the day; create a website describing a typical day in Grade 4; create a script about travelling to a new country; produce an informative brochure on a Canadian tourist attraction; create captions for an anti-bullying cartoon)

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; use prior knowledge and experiences to generate and develop ideas about familiar topics; use various texts, read independently or in class, to gather information about a topic; use labels, titles, pictures, or graphic organizers to sort and organize ideas)

Drafting and Revising: plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a variety of strategies (e.g., use prepositions and conjunctions to create compound sentences; use a variety of familiar adjectives and verbs to describe how they feel and what they like to do; use a checklist to verify use of conventions; use teacher feedback to make revisions; add words from personal dictionaries or word walls to develop or clarify content; ask for feedback on elements of writing [such as ideas, organization, voice, fluency, word choice, conventions] that need improvement or development)

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 a checklist to edit their text and ensure the criteria have been followed; use feedback from a peer to proofread and edit their writing; use teacher feedback in editing for stylistic elements, such as punctuation; use pronouns to vary sentence structure and avoid repetition; ensure the appropriate placement of nouns and adjectives within a sentence; add captions or text boxes to visuals to support ideas in published work)

Metacognition: (a) identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after writing; (b) determine their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., identify elements of writing [such as ideas, organization, voice, fluency, word choice, conventions, presentation] that need improvement or further development; use a writing portfolio to organize stages of writing; use a reflection journal to record writing successes and challenges and to plan for future writing tasks; share and discuss with peers revision strategies that they find useful during the writing process; self-assess and select pieces of writing they consider successful)

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: in their written work, communicate information about Frenchspeaking communities in 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; research a short Franco-Ontarian legend/myth/story and develop a song or poem about it; compile a list of names that reflects the cultural diversity of their community; write an announcement welcoming new Canadians to Ontario; create a calendar showing significant dates for various cultures [powwows, full moons with indigenous names, feast days, traditional/ community celebrations and events]; design a greeting card or invitation recognizing a FrancoOntarian holiday or celebration)

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., varying levels of politeness in letter writing; use of “tu” and “vous” in giving directions; use of common jargon/slang when discussing a favourite regional artist with a friend)

French as a Second Language

Listening

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

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies and use them appropriately before, during, and after listening to understand a variety of oral French texts (e.g., ask questions about facts to clarify meaning; take notes using a graphic organizer during an oral presentation; make personal connections during and after listening to an audio text; use visualization during the description of a past or future event)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to enable them to respond appropriately to peers during literature circles; to formulate an opinion about a social or environmental issue based on information provided in a broadcast; to learn from others during oral presentations; to learn new vocabulary from songs, chants, and rhymes; to participate in a game or activity)

Listening for Meaning: demonstrate an understanding of the intent and meaning of various oral French texts containing familiar and unfamiliar words and expressions and dealing with familiar, academic, and personally relevant topics, with support as appropriate (e.g., summarize main ideas using graphic organizers; paraphrase ideas heard after a think-pair-share activity; discuss the purpose and main points of an oral presentation by a peer or guest speaker; create a tableau depicting the solution to a problem from a read-aloud; use a pictogram to demonstrate sequencing after listening to the description of a historical event; express opinions on the platforms presented by candidates in a class election; explain their feelings and personal reactions to a recorded Aboriginal folktale)

Responding to and Evaluating Media Texts: express their personal opinions about the treatment and presentation of the messages in a variety of oral media texts about familiar, academic, and personally relevant topics, and give evidence from the texts for their opinions, with teacher support as appropriate (e.g., listen to a video clip on a health or environmental issue and explain its impact on their life; identify expressions heard in advertisements that signal an attempt to persuade the listener to do or buy something; listen to an advertisement aimed at youth and identify how the product is promoted)

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 interactive listening strategies to suit a variety of situations while participating in social and academic interactions about familiar and personally relevant topics (e.g., demonstrate an understanding of when to listen and when to speak; listen without interrupting; reconsider their opinion after hearing what others say; ask the speaker to repeat or explain at appropriate moments)

Metacognition: (a) describe factors that prevent them from listening effectively and strategies they found helpful before, during, and after listening; (b) 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 feedback from teachers and peers to identify areas of strength and set listening goals; reflect in a personal journal on areas in need of improvement and ways to listen more effectively)

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 in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to directions to locate on a map historic Franco-Ontarian or Métis communities such as Sault Ste. Marie or Mattawa; identify examples of the use of French in daily life in their immediate environment, such as the bilingual version of the national anthem sung at school or sports events; listen to a peer describe a Franco-Ontarian tradition, and make connections to a similar tradition in their own family)

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., differences in language used in conversations with a teacher versus with a peer; conventions used in informal exchanges such as telephone calls with a family member)

Speaking

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 range of 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., plan and rehearse their message; use gestures and visuals to support their point of view; use vocal techniques to engage the audience)

Producing Oral Communications: using familiar words and expressions, produce planned, rehearsed, and increasingly spontaneous messages in French containing information and ideas about academic topics and matters of immediate personal relevance, with contextual, auditory, and visual support (e.g., summarize or retell a First Nations, Métis, or Inuit story such as the creation story of L’île de la tortue; describe the findings of a survey about trades and professions in Canada; describe popular leisure activities in a particular region; deliver a speech communicating personal thoughts and opinions on an environmental or financial issue; share, in small or large groups, personal reactions to the music in advertisements; discuss the impact of product placement – food, beverages, toys, clothing, or games – in films and television shows; debate the suitability of video games for different age groups)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in planned, rehearsed, and increasingly spontaneous communications about familiar, academic, and personally relevant topics, using familiar words and expressions (e.g., make straightforward requests, express preferences, and describe interests with minimal hesitation; use standard greetings and expressions of courtesy with minimal hesitation in classroom activities; pronounce new vocabulary correctly in classroom activities; use classroom reference materials and teacher prompts to self-correct errors in spoken French)

Creating Media Texts: create a variety of oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., record an interview with someone in the school community about his or her role in protecting the environment; use technology to record their point of view on social media and how it affects their interactions; provide the voice-over for an advertisement advocating the purchase of fairtrade goods; create a video recounting a traditional story from a First Nation or Métis Elder)

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 when speaking in a group; make relevant and constructive comments in discussions with peers; ask relevant questions in conversations)

Interacting: engage in rehearsed and spontaneous spoken interactions, in guided and increasingly spontaneous social and academic contexts, about personally relevant and academic topics (e.g., discuss the importance of recycling practices in their community; discuss healthy and unhealthy eating habits; ask for and give directions to specific places, such as a restaurant, friend’s home, park, or town; role-play an interaction that involves a financial transaction)

Metacognition: (a) describe strategies they found helpful before, during, and after speaking to communicate effectively; (b) 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 and use established criteria for effective communication; plan to incorporate effective communication strategies in their daily interactions; discuss areas of strength with teachers and peers, and set goals to improve oral communication)

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 in 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., give brief oral presentations describing Franco-Ontarian traditions and festivals such as le Bal de Neige in Ottawa; describe the significance of la FESFO – la Fédération de la jeunesse franco-ontarienne; research and discuss French-speaking historical and current figures and their influence on Ontario; discuss the rich cultural diversity that constitutes the Franco-Ontarian community; discuss ways in which French-speaking Aboriginal people can celebrate both their Franco-Ontarian and Aboriginal cultures)

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., appropriate form of address – polite/familiar, singular/plural – to suit specific situations; greetings, leave-taking expressions, and expressions of courtesy appropriate to the social context; ways to accept or decline invitations; expressions of understanding or lack of understanding such as “Je comprends”, “Je ne comprends pas”, “Comment?”)

Reading

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

Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them appropriately before, during, and after reading to understand a variety of French texts, with support as appropriate (e.g., activate prior knowledge through brainstorming; use visualization to clarify details; make and confirm predictions based on evidence from the text)

Reading for Meaning: demonstrate an understanding of the intent and meaning of a variety of French texts about familiar, academic, and personally relevant topics, with contextual and visual support (e.g., create a visual representation of a narrative in storyboard form; write a journal entry to respond to an independent reading text; dramatize important events in a story read in a literature circle)

Reading with Fluency: read French texts containing familiar vocabulary and language structures, and dealing with familiar, academic, and personally relevant topics, at a sufficient rate and with sufficient expression to convey the sense of the text, using a variety of cues (e.g., use appropriate phrasing and expression when participating in a reader’s theatre; make oral reading sound like spoken language with appropriate pauses, stops, and starts indicated by punctuation)

Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading (e.g., categorize vocabulary based on word patterns; create a personal dictionary of interesting words and familiar expressions; look for familiar prefixes, suffixes, or word stems in unfamiliar words; use visuals to help them infer the meaning of unfamiliar words or expressions; read words within words)

Responding to and Evaluating Media Texts: express their personal opinions about the treatment and presentation of the messages in a variety of media texts about familiar, academic, and personally relevant topics, and give evidence from the text for their opinions, with teacher support as appropriate (e.g., express opinions on a magazine article; compare newspaper and online articles on the same event or subject; identify and evaluate the persuasive techniques used in advertisements; discuss how photography and headlines or slogans work together on magazine covers or billboards; identify effective elements in comics, graphic novels, or product packaging)

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 a variety of text forms, including fictional, informational, graphic, and media forms (e.g., diary/journal – to articulate a personal perspective; brochure – to present information briefly; instructions – to describe how to perform a task or use a device; receipt – to show the item bought and the price paid for it)

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, and explain how they help to convey the meaning, with support and guidance from the teacher (e.g., magazine – headlines, subheadings, text boxes, and photographs; movie review – opinions and supporting evidence; letter – date, salutation, information, feelings, and opinions intended for a specific reader; travel guide – maps, images, and information divided by many headings)

Metacognition: (a) identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts; (b) determine their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., recognize when understanding has broken down; identify which reading strategies are being used effectively; discuss how the text form affects their choice of reading strategies)

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 Frenchspeaking communities in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare cultural experiences and perspectives in texts to those in their own community; research the achievements and contributions of French speakers in Ontario; make connections to stories or legends from French-speaking communities in Ontario, such as Sleeping Giant in Thunder Bay; research information about traditions and festivals such as le Festival des tulipes and le Festival Haïti en Fête – Ottawa, le Festival des voyageurs – Mattawa, Métis rendez-vous – Rivière des Français, le Festival Bana y’Afrique – Toronto, and powwows, sporting events such as les Jeux Franco-ontariens, children’s games such as voyageur competitions and blanket throwing, family traditions, and favourite songs in various communities; read about Franco-Ontarian Métis such as Marcel Labelle and Christian Pilon and identify some of their accomplishments)

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., the familiar and formal forms of expressions used in letters, emails, and text messages, such as “À la prochaine” versus “Bien à vous”; appropriate ways to invite someone to do something; conventions of personal and business letters)

Writing

Purpose, Audience, and Form: write in French in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary, language conventions, 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 give a friend directions to their home; to create a timeline of significant events to accompany a biography; to express in a letter to the parents’ committee of the school their feelings about the importance of recreational equipment in the school yard; to write about the use of plants in traditional remedies)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about familiar, personally relevant, and academic topics, following models appropriate to the purpose and incorporating some elements of each form (e.g., write an alternative ending to a popular folktale, fairy tale, legend, or tall tale; develop and write directions for a board game linked to bullying prevention or healthy living; write a poem, letter, or email to a veteran recognizing the sacrifices made by Canadian soldiers and peacekeepers; write a report or journal entry to convey thoughts and feelings about an environmental or social issue in their community)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., select new words from a list of synonyms to avoid repetition and vary word choice; use fiction and non-fiction texts to confirm spelling and meaning; use a visual dictionary to associate pictures and written words)

Using Stylistic Elements: use word choice and stylistic elements to establish a personal voice and a clear point of view (e.g., provide a main idea and supporting details in a letter; use present tense and sequencing words in an explanation; use adjectives and adverbs to describe the characters, setting, and events in a narrative)

Creating Media Texts: using familiar words and expressions, create a variety of media texts in French for specific purposes and audiences, using several media forms and the conventions and techniques appropriate to the chosen form (e.g., create a poster to illustrate a procedure or to promote healthy living; create a brochure for a provincial park; design a bumper sticker about a social or environmental issue; create a map with labels and a legend showing where plants with medicinal properties such as blueberries, apples, and wild ginger can be harvested)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., masculine and feminine forms of adjectives; irregular plural nouns such as “travail/travaux”, “cheval/chevaux”; present, past, and future tenses of familiar -er, -ir, and -re verbs; expressions with “avoir” and “faire” such as “avoir besoin”, “avoir faim”, “avoir soif”, “faire chaud”, “faire du ski”; passé récent using “venir de”, such as “Je viens d’arriver”; impératif to give directions and instructions; demonstrative adjectives such as “ce”, “cet”, “cette”, “ces”; position and agreement in gender and number of irregular adjectives with nouns, such as “bel arbre”, “neige blanche”; possessive adjectives such as “notre/nos”, “votre/vos”, “leur/leurs”; position of frequently used adverbs such as “peu”, “beaucoup”, “assez”, “trop”; the prepositions “voici” and “voilà”; subject-verb inversion to ask questions; compound sentences using connecting words such as “d’abord”, “et”, “puis”, “ensuite”

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., order the events in a story on a storyboard; select an idea from their writer’s notebook and develop questions to guide research; sort and classify ideas by highlighting key words, using graphic organizers, or making jot notes)

Drafting and Revising: plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a variety of strategies (e.g., outline the elements of their report on a graphic organizer; consult classroom resources when editing their writing; refer to teacher models and exemplars when revising 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., refer to feedback from their teacher or peers when refining or proofreading their writing; consult a checklist to ensure that they have included all the appropriate elements in their narrative; enhance the presentation of information in a report with diagrams, pictures, and illustrations; add personal touches that support the message, such as titles, subtitles, word art, or text boxes, using presentation software)

Metacognition: (a) identify, in conversation with the teacher and their peers, several strategies they found helpful before, during, and after writing; (b) determine their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., discuss the importance of co-constructing success criteria before writing; describe how using exemplars helps improve writing skills; evaluate the effectiven

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: in their written work, communicate information about Frenchspeaking communities in Ontario, including aspects of their culture and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., write a report about a Franco-Ontarian tradition and compare and contrast it with a personal tradition; write a journal entry about the contributions of local Franco-Ontarians; research a Franco-Ontarian legend/myth/story and develop a song or poem about it; compare modern and traditional methods used in French-speaking Aboriginal communities to produce maple syrup)

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., conventions of an invitation; conventions for writing numbers, such as the use of spaces in numbers with four or more digits [1 000], the position of currency signs after the amount, and the use of a comma rather than a decimal point in currency amounts [1,75$])

spell words and phrases correctly in simple sentences, using available resources to confirm spelling

participate in structured writing activities appropriate for the grade (e.g., write simple sentences that describe a thing or animal)

write simple messages using simple sentences (e.g., I went home)

write simple sentences in the writing system used in the program

Writing

read simple sentences aloud using pictures

recognize simple sentence patterns that have been introduced orally

use visual cues (e.g., pictures, illustrations) and other reading strategies (e.g., consider word order) to determine the meaning of simple sentences

participate in structured reading activities appropriate for the grade (e.g., identify words or phrases that contain the same root words)

demonstrate an understanding of what they read (e.g., by answering simple questions or explaining the meaning of simple sentences)

read simple sentences in the writing system used in the program

Reading

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

respond to a variety of oral messages using simple sentences

demonstrate an understanding of various types of simple sentences

participate in structured oral language activities appropriate for the grade (e.g., answer questions with simple sentences - I am not going there )

communicate in familiar contexts using basic vocabulary and simple sentences (e.g., give simple directions - Put the books there )

Oral Communication

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

write simple sentences in the writing system used in the program

read simple sentences 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 familiar contexts, using both verbal and non-verbal cues

communicate in familiar contexts using simple sentences

Oral Communication, Reading, and Writing

Native Languages