Grade 5 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 to clarify meaning; use non-verbal cues to facilitate understanding; use a graphic organizer to help them synthesize ideas; activate prior knowledge before listening)

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 the main idea and supporting details; use context and background knowledge to make inferences while listening; make predictions and verify them after listening to confirm meaning; record information heard to reinforce understanding)

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., talk about ideas and personal experiences related to a topic before beginning a listening task to make predictions about it; take notes to confirm what they have heard; ask questions to determine next steps; use visual and auditory clues in multimedia texts to help determine meaning; sequence actions in descriptions of past, present, and future events)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to gather information by taking notes during a teacher or peer conference; to identify the main point of view in a video clip; to compare their ideas with those of their peers during and after an oral presentation; to gather information from an interview)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to follow instructions or perform a sequence of tasks; to provide helpful feedback about a presentation; to identify vocabulary, expressions, and information in descriptions)

Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts containing familiar words and expressions about themselves, family, friends, and their immediate environment, with contextual and visual support (e.g., listen and re-listen to a read-aloud and note key ideas in a class-generated graphic organizer; identify a classmate from a physical description; listen to a classmate or teacher describe the weather and draw a picture to illustrate the description; use a checklist to indicate the important ideas in an oral text or presentation; construct or draw a model of an object based on a partner's instructions; identify key concepts and vocabulary in recorded messages, songs, and audio webcasts, and use multiple intelligences to represent them; listen to a description of a classmate's personal collection, favourite activity, or family celebration and write, draw, or choose images to compare it with their own)

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., list main ideas and some supporting details from an oral presentation; draw something based on a partner's oral instructions; participate in a dramatization following a read-aloud; share personal opinions related to the messages in a report; create a timeline of events after listening to a biography identify the main message and key lessons heard in a story from a French-speaking First Nation, Métis, or Inuit community)

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., restate information heard; ask relevant questions and provide descriptive feedback following a peer's oral presentation; record information using pictures, words, and sentences; follow and mime the steps to perform a task)

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., describe how different audiences might react to a television commercial; role-play to convey their agreement or disagreement with the message presented in a popular song; create a poster to share personal reactions to the information heard in an interview; listen "between the lines" to detect bias in a media text; identify missing points of view; evaluate the effectiveness of an advertisement about an eco-friendly product)

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., discuss how the lyrics of the theme song of a television show or movie are appropriate for its intended audience; describe personal reactions to a company's jingle; share reflections on the use of body language and tone of voice in a television broadcast)

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., make connections between personal experiences and what is being said; reconsider their opinion after hearing what others say; 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 nodding to indicate understanding or agreement)

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 and personally relevant topics (e.g., paraphrase a teacher's instructions using familiar words and phrases; ask for clarification while listening; interpret the body language of the speaker)

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., build on what others are saying by offering relevant comments when participating in paired and small-group exchanges on familiar topics; observe a peer's body language to help understand his or her intended message; ask questions in paired and small-group activities to clarify their understanding of what is said)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., paraphrase a group member's opinion before responding to it; acknowledge another point of view in a telephone, video, or face-to-face exchange; ask and answer questions in small groups, during a role play, or in reader's theatre; use a talking stick to share information and ideas in a community circle)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., respond appropriately to personal stories shared by a peer; share feelings evoked during a group discussion; negotiate how to complete a project with group members)

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., using familiar words/expressions and/or actions, respond appropriately to questions in paired and small-group exchanges on familiar topics or to a partner's comments in a think-pair-share session; listen and respond to questions about familiar topics such as personal preferences, interests, and past or future events or experiences; offer a classmate comparable information in response to a description of his or her family; interview a classmate and use the information to introduce him or her to a group)

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., record listening strategies they have found helpful in a journal for future reference; engage in dialogue with teachers and peers to determine criteria for effective listening; use feedback from peers and self-evaluation when identifying and planing next steps to improve listening comprehension)</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., discuss why it is helpful to talk about ideas and personal experiences related to a topic before listening; keep a journal of effective listening strategies to self-monitor improvement and next steps; evaluate their participation by watching a video of a class role play; compare effective listening strategies for different situations; use anchor charts to plan next steps to improve listening)</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., plan to keep a journal of listening strategies they have found helpful, for future reference)</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 Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to and identify topics of interest in songs, stories, and legends by Québécois artists and authors, such as Anthony Phelps – "Et moi, je suis une île" or Laïla Héloua – "Mandarine et Kiwi"; using a graphic organizer to guide listening, organize information from oral texts about family, school life, traditions, powwows, and festivals in Québécois communities (Quebec City – Festival des journées d'Afrique, Danse et rythmes du monde; Trois-Rivières – Festival Urbain; Montreal – Festival du monde arabe), and make connections to their own culture; listen to the recitation of a traditional French story, such as "La Chasse-galerie" used by Métis)

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to and discuss the music used in festivals or celebrations of Québécois and other communities; identify topics of interest in songs, stories, and legends by Québécois artists and authors; make connections between Québécois oral stories or legends with those of others, including those of their own community; using a graphic organizer to guide listening, organize information from oral texts about family, school life, traditions, powwows, and festivals in Québécois communities, such as Quebec City – Festival des journées d'Afrique, Danses et Rythmes du Monde, Trois-Rivières – Festival Urbain, Montréal – Festival du monde arabe, and make connections to their own culture; analyse a song or recitation of a poem to gain information about a Québécois community and its people; listen to the recitation of a traditional French Canadian story used by Métis, such as La Chasse-galerie, and discuss the life of early European settlers in Quebec)

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to and identify topics of interest in songs, stories, and legends by Québécois artists and authors, such as Anthony Phelps – "Et moi, je suis une île", Laïla Héloua – "Mandarine et Kiwi"; using a graphic organizer to guide listening, organize information from French texts about family, school life, traditions, powwows, and festivals in Québécois communities, such as Quebec City – Festival des journées d'Afrique, Danses et Rythmes du Monde, Trois-Rivières – Festival urbain, Montreal – Festival du monde arabe, and make connections to their own culture; listen to the recitation of a traditional French Canadian story used by Métis, such as La Chasse-galerie, and make connections to a familiar tale)

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., dialects and regional vocabulary; formal and informal language; language styles among various age groups)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of French sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., compare figurative expressions in French to expressions used in their own language; identify when formal or informal ways of addressing people are appropriate; observe and discuss different types of body language used in the social interactions of various French-speaking cultures; identify a variety of ways of greeting and leaving various social situations)

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., compare French expressions to expressions used in English and/or their first language; compare different types of body language used in social interactions in various cultures; identify French phrases that are used to initiate, interrupt, and conclude conversations politely)

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., rehearse what they want to say; concentrate on the message; rephrase ideas using familiar vocabulary to clarify their message; ask questions to engage their 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., maintain eye contact and use non-verbal cues to connect with an audience; vary pace and tone to maintain the listener's interest; use visuals and classroom aids to support their message; rehearse an oral presentation with a partner to receive feedback)

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 a familiar model to structure messages; use think-aloud stems to structure descriptions and comments; use changes in pitch, tone, and volume to maintain the interest of listeners; vary the pace of speech to hold the audience's attention when presenting)

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 personal interest, with contextual, auditory, and visual support (e.g., respectfully present a personal opinion in a soapbox forum; deliver a speech regarding the importance of a balanced diet and regular exercise; recount a personal experience; identify obvious and subliminal key messages in a television commercial)

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., present an announcement on an important issue to a group of younger students; share the findings of a survey conducted in class; deliver a prepared speech on a social issue; describe personal feelings in a critique of a piece by a French-speaking First Nation, Métis, or Inuit artist)

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., make introductions; respond to questions and instructions using previously learned vocabulary; ask questions to obtain additional information about healthy food choices; describe themselves, other people, and places using familiar expressions; state their reactions to information in texts such as posters, food guides, environmental brochures, and Aboriginal songs and stories)

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., use intonation to show surprise; give clear directions with minimal hesitation; recite a poem using appropriate pauses as indicated by the punctuation and/or layout of the lines to communicate the poet's intended meaning accurately)

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 appropriate intonation when asking a question; incorporate familiar vocabulary in presentations; retell a story using a familiar structure such as beginning, middle, and end; use accepted pronunciation for high-frequency words, regularly used phrases, and words with personal significance in brief oral exchanges, dialogues, and presentations; recite a poem or story using pauses for dramatic emphasis)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in brief, rehearsed communications about personal and familiar topics (e.g., speak about familiar topics using planned pauses and few hesitations; pronounce new words from shared reading activities accurately, as modelled by the teacher)

Creating Media Texts: create a variety of oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a short announcement identifying the benefits of knowing another language; create a public service announcement detailing the evacuation procedure during a fire; record an advertisement for a local farmers' market; create a podcast promoting Earth Day or Earth Hour)

Creating Media Texts: create a variety of oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a video clip on a social or environmental movement or campaign, such as Shannen's Dream; produce a radio advertisement to promote the importance of learning the French language; deliver a news report about global warming; create an announcement to persuade younger children to practise sun sense; create a commercial to advertise eco-tourism in Quebec)

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; use appropriate tone; remain on topic in a conversation; use formal and informal language appropriately)

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour in a variety of situations (e.g., take turns when debating in a small group; use non-verbal cues to demonstrate agreement or disagreement; ask questions to clarify understanding before responding to a partner's comments or opinion)

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour in a variety of situations (e.g., demonstrate an understanding of when to speak and when to listen, for instance using a talking stick/stone/feather to indicate the speaker; take turns; speak clearly; look at the listener/audience; use visual supports, facial expression, tone of voice, and gestures such as nodding, pointing, and shrugging to help clarify their meaning; when working in pairs or in a group, acknowledge the contributions of others before stating their own views; make personal connections to the experiences of others when responding; show awareness of and sensitivity towards the background and experiences of others when expressing their views)

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., engage in a discussion following a read-aloud; discuss rules and laws in various contexts such as sports, school, and government; express understanding of the perspectives and opinions of others by making connections and drawing comparisons to their own experiences)

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., respectfully present a point of view about school uniforms; discuss the importance of recycling practices in their community; compare eating habits that affect health in the school community; ask for and give directions to specific places, such as a restaurant, friend's home, park, or town)

Interacting: engage in brief, structured spoken interactions with their peers and the teacher, using familiar words and expressions, with teacher modelling and support (e.g., ask and answer questions about name, age, and family; ask questions to clarify meaning before responding; share their ideas and respond to others' opinions in a literature circle; make constructive comments when giving feedback to a classmate in a peer-assessment activity; contribute and respond to comments in interactive games and structured oral activities; participate in role-play conversations that simulate the authentic use of language; respond to questions from the teacher and their peers about their oral presentations; ask and answer questions about healthy food choices or environmental issues)

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., explain during a student-teacher conference how they monitor their speaking skills; make and record revisions to the form and content of speech using feedback from peers and the teacher; identify and describe the key elements used by peers and others during oral presentations; set small, attainable goals to improve oral communication, increase confidence, and sustain motivation)</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., determine which strategies were most helpful to engage the audience; examine which speaking strategy is the most appropriate to the context/situation; discuss the effectiveness of the strategies they use during focused discussion; use feedback from a partner to plan next steps)</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., share and discuss a strategy used to participate in a discussion; compare speaking situations to reflect on their own ability to communicate; use classroom visuals and reference material to give feedback)</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 Quebec, 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., describe a specific region or community in Quebec, including Aboriginal communities, using a poster they have created or obtained from a travel agency to illustrate their remarks; describe the ingredients and procedure for making a familiar Québécois dish such as poutine; recite or paraphrase songs, stories, and/or legends by Québécois artists and authors; identify some famous Québécois[es], such as Maurice Richard, Mario Lemieux, Boucar Diouf, Marie-Mai, Gilles Vigneault, William Shatner, Pierre Trudeau, Oscar Peterson, Alexandre Bilodeau, Julie Payette, Marc Garneau, or Guy Laliberté, and describe some of their accomplishments; deliver a brief oral presentation comparing important issues or events in a Quebec community and their own community)

Intercultural Awareness: communicate information orally about French-speaking communities in Quebec, 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., describe a specific region or community in Quebec, including Aboriginal communities, using a poster they have created or obtained from a travel agency to illustrate their remarks; describe the ingredients and procedure for making a familiar Québécois dish such as poutine or tourtière; recite or paraphrase songs, stories, and legends by Québécois artists and authors; identify some famous Québécois[es], such as Michaëlle Jean, Maurice Richard, Mario Lemieux, Boucar Diouf, Marie-Mai, Gilles Vigneault, William Shatner, Simple Plan, Pierre Trudeau, Samian, Alexandre Bilodeau, Oscar Peterson, Julie Payette, Marc Garneau, or Guy Laliberté, and describe some of their accomplishments; deliver a brief oral presentation comparing important issues or events in a Quebec community and their own community)

Intercultural Awareness: communicate information orally about French-speaking communities in Quebec, 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., describe a specific region or community in Quebec, including Aboriginal communities, using a poster they have created or obtained from a travel agency to illustrate their remarks; describe the ingredients and procedure for making a familiar Québécois dish such as poutine; recite or paraphrase songs, stories, and/or legends by Québécois artists and authors; identify some famous Québécois[es], such as Michaëlle Jean, Maurice Richard, Mario Lemieux, Boucar Diouf, Nikki Yanofsky, Gilles Vigneault, William Shatner, Simple Plan, Pierre Trudeau, Samian, Emmanuelle Chriqui, Alexandre Bilodeau, Julie Payette, Marc Garneau, or Guy Laliberté, and describe some of their accomplishments; deliver a brief oral presentation comparing important issues or events in a Quebec community and their own community)

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., regional terminology for food; greetings and salutations used by youth in various French-speaking communities; polite directions or instructions in different language registers)

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 ways of addressing people; use culturally specific French expressions ["ben", "à plus", "t'es correcte?", "allô", "char", "pis"] when interacting with peers; use appropriate interjections depending on the social situation)

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., identify and use appropriate forms of address to suit formal and informal situations – such as "tu" versus "vous" or the use of "Oui" by itself with their peers versus "Oui, Madame/Monsieur" with adults; use gestures and other forms of non-verbal communication – such as kissing and hand shaking – as appropriate to the social context; use greetings, leave-taking expressions, and expressions of courtesy – such as "bonjour", "au revoir", "s'il vous plaît", "merci'' – as appropriate to the social context; use accepted verbal formulas for interrupting, initiating, and concluding conversations politely – such as "Pardon, Madame/Monsieur")

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., ask questions to focus reading; visualize content to clarify details; reread to confirm and clarify meaning; make connections to understand a character's motivation; identify the main idea and supporting details)

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 a class discussion before reading; make predictions about a text based on a picture/book walk; read on to confirm or clarify understanding; summarize important facts and details)

Using Reading Comprehension Strategies: identify a few reading comprehension strategies and use them before, during, and after reading to understand texts (e.g., preview texts by looking at images, captions, headlines, and tables to gain a sense of the subject matter and structure; use brainstorming to activate prior knowledge about a topic; preview vocabulary to identify familiar words and cognates; predict possible outcomes to a story based on knowledge of similar text forms; create mental images of the setting or characters based on descriptive details; use contextual clues to infer meaning; reread a section of text to confirm or clarify understanding)

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., explain the point of view of various characters in traditional French, Aboriginal, or other tales; participate in an informal class discussion about the arguments presented in a persuasive text; illustrate the main points of a newspaper article on an environmental issue; role-play an interview with a character from a story; identify the key messages in and intended audience for a travel brochure about Quebec)

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., restate important information from a text; list similarities and differences regarding their personal life and the life of a fictional character; dramatize important events in a story; present arguments to justify their selection of a vacation destination from a travel guide; summarize the key message from the home page of an environmental organization's website)

Reading for Meaning: demonstrate an understanding of French texts containing visuals and familiar names, words, and expressions, with teacher support as required (e.g., retell the events of a narrative in pictures and simple phrases using a graphic organizer to identify the beginning, middle, and end; create skits or commercials based on a text; make graphs or T-charts to organize information from a text; dramatize a story they have read using puppets or oral accounts; use visual art, music, or dance to communicate their reactions to a text; identify a classmate's favourite pastime from information on his or her web page)

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., read a poem aloud with appropriate emphasis and phrasing; read words and expressions from other subject areas; understand and read words in context with appropriate tone of voice and intonation; chunk text into logical sections/phrases)

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., use appropriate phrasing and expression when participating in a reader's theatre; make oral reading sound like spoken language, with the appropriate pauses, stops, and starts indicated by punctuation)

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., make reading aloud sound like spoken language, with appropriate expression and emphasis, and pauses, stops, and starts as indicated by the punctuation; recognize familiar language structures in different contexts; identify 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 used in personal writing, in a variety of fonts)

Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading (e.g., create a word web on a specific topic and its sub-topics; use technology/media to help them classify vocabulary based on word patterns; refer to classroom anchors and word walls; identify subject-specific terminology and incorporate it in their daily communications)

Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading (e.g., update a personal list of familiar words using resources such as dictionaries and a word wall; develop lists of cognates to expand vocabulary; use knowledge of word structure [prefixes, stems, suffixes] to determine the meaning of unfamiliar words)

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., update a personal list of familiar words using resources such as dictionaries and the word wall; develop lists of cognates to expand vocabulary; use knowledge of word structure [prefixes, stems, suffixes] to determine the meaning of unfamiliar 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., explain the effect of humour in cartoon advertisements; share personal reactions to a blog post; comment on the graphic design of a video game package or book jacket; identify promises made in junk mail or flyers; discuss the impact of subtitles in movies; describe the main message of an environmental website and explain how the message connects to the organization that created it)

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., identify effective elements in a billboard designed to promote a product; discuss ways of using a logo created to represent a company; explain how a movie poster is designed to appeal to a particular audience; describe how a fashion advertisement makes them feel; analyse the point of view represented in a tabloid magazine; defend an opinion about the credibility of an online source of information; explain what can and cannot be recycled, using information from a municipal recycling flyer)

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., short story – to entertain and/or to depict imagined events or experiences; email and text messages – to communicate with friends; website – to provide information about a specific topic; bill or invoice – to show the cost of goods or services bought or sold)

Purposes of Text Forms: identify the purpose(s) of a variety of text forms, including fictional, informational, graphic, and media forms (e.g., map – to show a location; brochure – to present information briefly; poster – to inform people about a product, event, or issue; newspaper – to provide information on current events; bill – to indicate a purchase and its price; email and text messages – to communicate with friends; fictional text – to depict imagined events or experiences)

Purposes of Text Forms: identify the purpose(s) of some familiar text forms, including fictional, informational, graphic, and media forms (e.g., letter/email – to ask for information, share news with a friend, extend or reply to an invitation, express thanks; list – to record or communicate information or instructions; fictional story/legend, such as the Métis legend Ti-Jean – to entertain or enlighten through a description of imaginary events, places, and people; travelogue – to describe the experience of travelling to or in a country or region; newspaper/magazine article – to explore/describe a contemporary issue, event, person in the news, or trend)

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., song/poem – analogy, rhyme, parallel structure, comparison, contrast, simile, metaphor, personification; short story/legend – plot line about resolving a problem or gaining an insight, descriptions of characters and settings; manual – numbered steps, diagrams)

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., informational text – table of contents, index, glossary, subheadings, captions; French song – repetition, rhyming or non-rhyming patterns, simile; social media website – links, advertisements, images)

Characteristics of Text Forms: identify some characteristics and/or stylistic elements of familiar text forms, including fictional, informational, graphic, and media forms (e.g., travelogue – sequential/chronological order, descriptions of experiences and key sites/landmarks, maps/illustrations/photographs, captions; newspaper/magazine article – statement of theme or topic, photographs/illustrations, captions, title, author name, subheadings, sidebars, pull quotes; fictional story/legend – description of characters and setting, plot line involving a problem or conflict, resolution; textbook/informational text – table of contents, title page, chapter or section divisions, subsections with headings, charts/diagrams, labels/captions)

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., keep a reading log to track their reading trends; analyse their reading log to determine preferred text forms and set goals to expand the variety of texts read; plan to use newly acquired vocabulary in spoken and written contexts)</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., keep a record of which reading strategies were most helpful to them; discuss effective reading strategies for particular text forms; discuss with the teacher or a peer how they might incorporate new comprehension strategies in their reading)</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 an interest survey to identify reading preferences and opportunities to expand choices for independent reading; reflect on the texts listed in a personal reading log and set a goal to read other genres)</li></ol>

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

Intercultural 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 Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., role-play stories and legends from diverse French-speaking communities; research national and Québécois symbols and how they represent the values and accomplishments of Canada and Quebec; discuss various Québécois and/or Aboriginal stories or legends, such as "Le Cap diamant" or "Le Rocher de Grand-mère", and make connections to current environmental or social issues; determine the ingredients in a typical Québécois dish such as "le pouding chômeur"; describe ideas, themes, and characters depicted in music, stories, and legends by Québécois artists and authors such as Alain M. Bergeron or Sheldon Cohen; read about Québécois personalities such as Oliver Jones, Senaya, Céline Dion, or Gilles Pelletier, or historical figures, and describe some of their accomplishments)

Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., role-play stories and legends from diverse French-speaking communities; research national and Québécois symbols and how they represent the values and accomplishments of Canada and Quebec; discuss various Aboriginal legends and make connections to current environmental and social issues; determine the ingredients in a typical Québécois dish such as "le pouding chômeur"; describe ideas, themes, and characters depicted in music, stories, and legends by Québécois artists and authors such as Oliver Jones, Alain M. Bergeron, and Sheldon Cohen; read about Québécois personalities such as Régine Chassagne, Bruny Surin, Céline Dion, Gilles Pelletier, or Marc Favreau, or historical figures such as Marguerite Bourgeoys, Marguerite D'Youville, or George-Étienne Cartier, and describe some of their accomplishments)

Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., determine the ingredients in a typical Québécois dish such as "le pouding chômeur"; describe ideas, themes, and characters depicted in music, stories, and legends by Québécois artists and authors such as Alain M. Bergeron, Sheldon Cohen, or Samian; read about Québécois personalities such as Régine Chassagne, Bruny Surin, Céline Dion, Gilles Pelletier, or Marc Favreau, or historical figures, and describe some of their accomplishments)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of socio linguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., standard salutations and expressions in invitations; language in personal letters; layout of and vocabulary in newspaper articles; abbreviations and use of the infinitif in recipes or procedural texts)

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., regional French expressions found in texts from a variety of Québécois communities, such as "asteur", "dépanneur", "jaser", "toast", "téléroman"; forms of address used to denote formal and informal relationships; spelling of French words that reflects a local dialect)

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., in the lyrics of a popular Québécois rap or song, recognize and explain variations in the spelling of a common word – such as "p'tit" versus "petit"; identify salutations and common words and expressions used in different types of letters, emails, and postcards)

Purpose, Audience, and Form: write in French in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary, 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 outline their opinion on a social issue in a formal letter to the local government; to write horoscopes or review a sporting event for the class newspaper; to draft notes for a speech on an environmental issue)

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 about their family in a letter to a pen pal; to write instructions for a game played in physical education class; to invite the school administration to attend a class cultural celebration)

Identifying Purpose and Audience: determine, with support from the teacher, their purpose in writing and the audience for French texts they plan to create (e.g., to send a greeting to a parent or classmate; to describe a real or imaginary place in a postcard to a friend, parent, or teacher; to provide a family tree to show to members of their family; to describe their personal preferences and interests to a pen pal; to communicate information about the school intramural sports program to classmates; to entertain with an amusing anecdote; to share their feelings with an Elder, grandparent, or veteran regarding the teachings and lessons learned from him or her)

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., research and write a report about an aspect of healthy living develop a narrative based on a topic from social studies or science and technology; draft a script for a short play based on a novel, illustration, song, event, or short story)

Writing in a Variety of Forms: write a variety of texts in French, conveying information, ideas, and opinions about themselves, friends, family, and their immediate environment, following models appropriate to the purpose and incorporating some of the basic elements of each form (e.g., recount their participation in a school-wide activity; create a mini-biography of a friend, family member, or classmate; prepare a brochure promoting an exhibition on historical artefacts; create a picture book explaining an environmental or social issue to a younger audience; write an article or report about green living choices; write a sketch of a character from a favourite movie)

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., a family tree – names of family members and labels identifying their relationship to the writer – such as "ma mère/mon père", "mon frère/ma sœur", "mon grand-père/ma grand-mère"; a greeting card – salutation, closing, and message suited to the occasion; a memo giving information about a school event – a heading identifying the intended audience, the time and place of the event, and other relevant details)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., use dictionaries, thesauri, and subject-specific texts to help them make accurate word choices; create a word web to prepare vocabulary before writing)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., create a word web to increase their vocabulary related to a familiar topic; use a word wall to confirm spelling of subject-specific words; use reference materials to review the meaning of words; incorporate familiar language from oral texts and interactions in their writing; keep an ongoing reading journal of new or relevant vocabulary and interesting words/expressions)

Using Stylistic Elements: use word choice and stylistic elements to establish a personal voice and a clear point of view (e.g., use comparative adjectives and adverbs, similes, and metaphors to describe a character from a novel or movie in a review; using a serious tone, write a newspaper article telling the story of a local hero or heroine)

Using Stylistic Elements: begin to establish a personal voice and a clear point of view, with teacher support (e.g., use repetition to highlight key ideas and emphasize a point of view; write a film review using hyperbole [such as "Il est grand comme une maison", "Ce film est plus long que l'Amazone", "C'est un film absolument génial, super bon et complètement drôle", "Il est fort comme un bœuf"] to demonstrate opinions and ideas; use onomatopoeias [such as "glou glou", "OUIN", "Miaou", "Cocorico", "Pouf", "Aïe", "Toc Toc", "Ouf"] to convey feelings, emotions, and actions; incorporate elements from mentor texts into their own writing; use words, visual aids, and a variety of sentence structures to convey their message)

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 photo essay with captions about an outing with family, friends, or peers; create a poster to advertise an event or inform their peers about a social studies or science topic; create a multimedia presentation to persuade consumers to buy local produce; compose song lyrics about an environmental issue)

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. write a script for a radio announcement on an environmental issue; create a poster for a lost item; write a slogan or a jingle for healthy living practices; create an electronic invitation or greeting card)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use of hyphens in subject-verb inversions; present, past, and future tenses of familiar -er, -ir, and -re verbs; various interrogative constructions such as subject-verb inversion, "est-ce que", and the interrogative adjectives "quel", "quelle", "quels", "quelles"; the superlative and comparative forms of adjectives and adverbs, such as "plus", "le plus", "moins", "le moins", "mieux", "le mieux"; formation of regular adverbs through the addition of "-ment"; standard ways of expressing past events and personal experiences)

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., think-pair-share to determine the topic and content of a script; use a timeline when planning a biography; brainstorm ideas and questions before beginning research; use a KWL chart to help them plan their research)

Generating, Developing, and Organizing Ideas: generate, develop, focus, and organize ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., use a word web to brainstorm ideas about energy conservation; conference with the teacher about a subject for a project; talk with peers to expand on ideas for a pamphlet on healthy living habits; use a cause-and-effect structure to prepare ideas for a report)

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., view films to generate ideas; formulate questions to use in gathering information for a report on the favourite activities of their family and friends; use word lists and the word wall to create a list of vocabulary related to a topic; identify big ideas/topics for writing from read-alouds and shared reading activities; brainstorm ideas for writing using visual prompts; use print resources and assistive technology to do research on a topic; use a graphic organizer to record and sort information from a field trip to use in a description of the outing; write or draw to explore different facets of ideas; use peer and teacher feedback to clarify the focus of a topic)

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., select appropriate graphic organizers to assist with planning and revisions; refer to teacher models and exemplars when editing work; work in pairs to identify errors and repetition)

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., identify parts of texts that need to be reorganized to ensure clarity of ideas; use reference materials to vary word choice and avoid repetition; revise texts using feedback from teachers and peers)

Drafting and Revising: plan and produce drafts following a model (e.g., a letter or postcard template, a series of sentence starters), and revise their writing using a variety of strategies, with teacher support (e.g., reread, rethink, and use teacher feedback to determine the best order in which to present information; use a dictionary to monitor word choice; add or subtract information, based on peer or teacher feedback, to highlight the most important points; rewrite, edit, and revise using an editing checklist provided by the teacher and/or teacher and peer feedback)

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 success criteria to help them self-assess their work; use technology to publish finished work; select fonts, images, or photographs that enhance their message or support their opinion)

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 co-constructed with teacher and peers to edit their text; reread and review the text following the guidelines provided to ensure that the specified criteria have been met; use adjectives and adverbs to clarify specific information; use quotation marks to indicate direct quotes and dashes to indicate a change in speaker; use conjunctions to ensure a smooth flow of ideas; share their final written product with the intended audience)

Producing Finished Work: make improvements to their written work using knowledge of a few of the conventions of written French (e.g., use personal word lists to spell familiar words and expressions correctly; distinguish between a question and a statement using appropriate punctuation; describe and distinguish between male and female members of the family using adjectives of the appropriate gender; use appropriate verb tenses according to the context), and use a few elements of effective presentation to produce a polished product for publication (e.g., select pictures appropriate to the subject matter; use headings to identify main ideas)

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 how brainstorming and thought webs help them generate ideas for writing; determine which graphic organizers were most useful in helping them develop and organize thoughts and ideas during writing; assess the effectiveness of peer feedback and peer editing in revising their work; determine which writing strategies were most helpful)</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., discuss the effectiveness of the selected writing strategies or graphic organizers; determine next steps in writing based on feedback received from the teacher and peers)</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., record feelings and opinions about their written work in a personal journal; share with peers writing resources that they find useful; provide feedback to peers, and use feedback from teacher and peers to identify gaps in information and plan next steps)</li></ol>

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

Intercultural 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 Quebec, 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., draft a "Bienvenue au Québec" brochure for children immigrating to Canada; write a newspaper article comparing some school settings from around the world; describe a Québécois cultural celebration from the point of view of a visitor to Canada; create the home page for a website of a prominent Québécois(e) such as Michaëlle Jean, Régine Chassagne, Bruny Surin, Marc Favreau)

Intercultural Awareness: in their written work, communicate information about French-speaking communities in Quebec, 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., draft a "Bienvenue au Québec" brochure for children immigrating to Canada; describe a Québécois cultural celebration from the point of view of a visitor to Canada; create the home page for a website of a prominent Québécois artist, musician, or celebrity; write a letter or email to a real or fictional pen pal in Quebec requesting information about his or her cultural traditions or celebrations while sharing some of their own traditions; create a caption for an illustration or photograph describing the relationship between the voyageurs, the Métis, and the Northwest Company during the fur trade; write a message for the class bulletin board or blog about the value of cultural diversity in their school)

Intercultural Awareness: in their written work, communicate information about French-speaking communities in Quebec, 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., create labels for a poster advertising a sports or music event in Quebec, such as le Festival Couleurs du monde; write an email to a Québécois student describing information they have learned about the student's community and asking for further details or clarification of unfamiliar practices or traditions; describe the sights and sounds they see and hear at a traditional celebration such as a powwow)

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., expressions from different French-speaking regions; conventions related to personal and formal letters; elements in a note accepting or declining an invitation)

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 for writing a greeting card, such as greetings and closing; conventions related to personal and formal letters; polite ways to accept or decline an invitation; expressions from different French-speaking regions)

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, leave-taking expressions, and expressions of courtesy – such as "bonjour", "au revoir", "oui", "non", "merci", "s'il vous plaît", "excusez-moi"; the proper format for salutations and closings in a personal [informal] letter, on a postcard, or in an email; appropriate expressions for introducing themselves or asking for information; conventions for writing the date in French – such as the use of lower-case letters for days of the week and months of the year)

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., talk about ideas and personal experiences related to a topic before beginning a listening task to make predictions about it; take notes to confirm what they have heard; ask questions to determine next steps; use visual and auditory clues in multimedia texts to help determine meaning; sequence actions in descriptions of past, present, and future events)

Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts containing familiar words and expressions about themselves, family, friends, and their immediate environment, with contextual and visual support (e.g., listen and re-listen to a read-aloud and note key ideas in a class-generated graphic organizer; identify a classmate from a physical description; listen to a classmate or teacher describe the weather and draw a picture to illustrate the description; use a checklist to indicate the important ideas in an oral text or presentation; construct or draw a model of an object based on a partner’s instructions; identify key concepts and vocabulary in recorded messages, songs, and audio webcasts, and use multiple intelligences to represent them; listen to a description of a classmate’s personal collection, favourite activity, or family celebration and write, draw, or choose images to compare it with their own)

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., build on what others are saying by offering relevant comments when participating in paired and smallgroup exchanges on familiar topics; observe a peer’s body language to help understand his or her intended message; ask questions in paired and small-group activities to clarify their understanding of what is said

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., using familiar words/expressions and/or actions, respond appropriately to questions in paired and smallgroup exchanges on familiar topics or to a partner’s comments in a think-pair-share session; listen and respond to questions about familiar topics such as personal preferences, interests, and past or future events or experiences; offer a classmate comparable information in response to a description of his or her family; interview a classmate and use the information to introduce him or her to a group)

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., plan to keep a journal of listening strategies they have found helpful, for future reference)

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 Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to and identify topics of interest in songs, stories, and legends by Québécois artists and authors, such as Anthony Phelps – “Et moi, je suis une île”, Laïla Héloua – “Mandarine et Kiwi”; using a graphic organizer to guide listening, organize information from French texts about family, school life, traditions, powwows, and festivals in Québécois communities, such as Quebec City – Festival des journées d’Afrique, Danses et Rythmes du Monde, Trois-Rivières – Festival urbain, Montreal – Festival du monde arabe, and make connections to their own culture; listen to the recitation of a traditional French Canadian story used by Métis, such as La Chasse-galerie, and make connections to a familiar tale)

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., compare French expressions to expressions used in English and/or their first language; compare different types of body language used in social interactions in various cultures; identify French phrases that are used to initiate, interrupt, and conclude conversations politely)

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 a familiar model to structure messages; use think-aloud stems to structure descriptions and comments; use changes in pitch, tone, and volume to maintain the interest of listeners; vary the pace of speech to hold the audience’s attention when presenting)

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., make introductions; respond to questions and instructions using previously learned vocabulary; ask questions to obtain additional information about healthy food choices; describe themselves, other people, and places using familiar expressions; state their reactions to information in texts such as posters, food guides, environmental brochures, and Aboriginal songs and stories)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in brief, rehearsed communications about personal and familiar topics (e.g., speak about familiar topics using planned pauses and few hesitations; pronounce new words from shared reading activities accurately, as modelled by the teacher)

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., demonstrate an understanding of when to speak and when to listen, for instance using a talking stick/stone/feather to indicate the speaker; take turns; speak clearly; look at the listener/ audience; use visual supports, facial expression, tone of voice, and gestures such as nodding, pointing, and shrugging to help clarify their meaning; when working in pairs or in a group, acknowledge the contributions of others before stating their own views; make personal connections to the experiences of others when responding; show awareness of and sensitivity towards the background and experiences of others when expressing their views)

Interacting: engage in brief, structured spoken interactions with their peers and the teacher, using familiar words and expressions, with teacher modelling and support (e.g., ask and answer questions about name, age, and family; ask questions to clarify meaning before responding; share their ideas and respond to others’ opinions in a literature circle; make constructive comments when giving feedback to a classmate in a peerassessment activity; contribute and respond to comments in interactive games and structured oral activities; participate in role-play conversations that simulate the authentic use of language; respond to questions from the teacher and their peers about their oral presentations; ask and answer questions about healthy food choices or environmental issues)

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., share and discuss a strategy used to participate in a discussion; compare speaking situations to reflect on their own ability to communicate; use classroom visuals and reference material to give feedback)

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 Quebec, 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., describe a specific region or community in Quebec, including Aboriginal communities, using a poster they have created or obtained from a travel agency to illustrate their remarks; describe the ingredients and procedure for making a familiar Québécois dish such as poutine; recite or paraphrase songs, stories, and/or legends by Québécois artists and authors; identify some famous Québécois[es], such as Michaëlle Jean, Maurice Richard, Mario Lemieux, Boucar Diouf, Nikki Yanofsky, Gilles Vigneault, William Shatner, Simple Plan, Pierre Trudeau, Samian, Emmanuelle Chriqui, Alexandre Bilodeau, Julie Payette, Marc Garneau, or Guy Laliberté, and describe some of their accomplishments; deliver a brief oral presentation comparing important issues or events in a Quebec community and their own community)

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., identify and use appropriate forms of address to suit formal and informal situations – such as “tu” versus “vous” or the use of “Oui” by itself with their peers versus “Oui, Madame/Monsieur” with adults; use gestures and other forms of non-verbal communication – such as kissing and hand shaking – as appropriate to the social context; use greetings, leave-taking expressions, and expressions of courtesy – such as “bonjour”, “au revoir”, “s’il vous plaît”, “merci’’ – as appropriate to the social context; use accepted verbal formulas for interrupting, initiating, and concluding conversations politely – such as “Pardon, Madame/Monsieur”)

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., identify and use appropriate forms of address to suit formal and informal situations – such as “tu” versus “vous” or the use of “Oui” by itself with their peers versus “Oui, Madame/Monsieur” with adults; use gestures and other forms of non-verbal communication – such as kissing and hand shaking – as appropriate to the social context; use greetings, leave-taking expressions, and expressions of courtesy – such as “bonjour”, “au revoir”, “s’il vous plaît”, “merci’’ – as appropriate to the social context; use accepted verbal formulas for interrupting, initiating, and concluding conversations politely – such as “Pardon, Madame/Monsieur”)

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., preview texts by looking at images, captions, headlines, and tables to gain a sense of the subject matter and structure; use brainstorming to activate prior knowledge about a topic; preview vocabulary to identify familiar words and cognates; predict possible outcomes to a story based on knowledge of similar text forms; create mental images of the setting or characters based on descriptive details; use contextual clues to infer meaning; reread a section of text to confirm or clarify understanding)

Reading for Meaning: demonstrate an understanding of French texts containing visuals and familiar names, words, and expressions, with teacher support as required (e.g., retell the events of a narrative in pictures and simple phrases using a graphic organizer to identify the beginning, middle, and end; create skits or commercials based on a text; make graphs or T-charts to organize information from a text; dramatize a story they have read using puppets or oral accounts; use visual art, music, or dance to communicate their reactions to a text; identify a classmate’s favourite pastime from information on his or her web page)

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., make reading aloud sound like spoken language, with appropriate expression and emphasis, and pauses, stops, and starts as indicated by the punctuation; recognize familiar language structures in different contexts; identify 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 used in personal writing, in a variety of fonts)

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., update a personal list of familiar words using resources such as dictionaries and the word wall; develop lists of cognates to expand vocabulary; use knowledge of word structure [prefixes, stems, suffixes] to determine the meaning of unfamiliar words)

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., letter/email – to ask for information, share news with a friend, extend or reply to an invitation, express thanks; list – to record or communicate information or instructions; fictional story/legend, such as the Métis legend Ti-Jean – to entertain or enlighten through a description of imaginary events, places, and people; travelogue – to describe the experience of travelling to or in a country or region; newspaper/magazine article – to explore/describe a contemporary issue, event, person in the news, or trend)

Characteristics of Text Forms: identify some characteristics and/or stylistic elements of familiar text forms, including fictional, informational, graphic, and media forms (e.g., travelogue – sequential/chronological order, descriptions of experiences and key sites/ landmarks, maps/illustrations/photographs, captions; newspaper/magazine article – statement of theme or topic, photographs/illustrations, captions, title, author name, subheadings, sidebars, pull quotes; fictional story/legend – description of characters and setting, plot line involving a problem or conflict, resolution; textbook/informational text – table of contents, title page, chapter or section divisions, subsections with headings, charts/diagrams, labels/captions)

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 an interest survey to identify reading preferences and opportunities to expand choices for independent reading; reflect on the texts listed in a personal reading log and set a goal to read other genres)

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 Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., determine the ingredients in a typical Québécois dish such as “le pouding chômeur”; describe ideas, themes, and characters depicted in music, stories, and legends by Québécois artists and authors such as Alain M. Bergeron, Sheldon Cohen, or Samian; read about Québécois personalities such as Régine Chassagne, Bruny Surin, Céline Dion, Gilles Pelletier, or Marc Favreau, or historical figures, and describe 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., in the lyrics of a popular Québécois rap or song, recognize and explain variations in the spelling of a common word – such as “p’tit” versus “petit”; identify salutations and common words and expressions used in different types of letters, emails, and postcards)

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 in writing and the audience for French texts they plan to create (e.g., to send a greeting to a parent or classmate; to describe a real or imaginary place in a postcard to a friend, parent, or teacher; to provide a family tree to show to members of their family; to describe their personal preferences and interests to a pen pal; to communicate information about the school intramural sports program to classmates; to entertain with an amusing anecdote; to share their feelings with an Elder, grandparent, or veteran regarding the teachings and lessons learned from him or her)

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., a family tree – names of family members and labels identifying their relationship to the writer – such as “ma mère/mon père”, “mon frère/ma sœur”, “mon grand-père/ma grand-mère”; a greeting card – salutation, closing, and message suited to the occasion; a memo giving information about a school event – a heading identifying the intended audience, the time and place of the event, and other relevant details)

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., view films to generate ideas; formulate questions to use in gathering information for a report on the favourite activities of their family and friends; use word lists and the word wall to create a list of vocabulary related to a topic; identify big ideas/ topics for writing from read-alouds and shared reading activities; brainstorm ideas for writing using visual prompts; use print resources and assistive technology to do research on a topic; use a graphic organizer to record and sort information from a field trip to use in a description of the outing; write or draw to explore different facets of ideas; use peer and teacher feedback to clarify the focus of a topic)

Drafting and Revising: plan and produce drafts following a model (e.g., a letter or postcard template, a series of sentence starters), and revise their writing using a variety of strategies, with teacher support (e.g., reread, rethink, and use teacher feedback to determine the best order in which to present information; use a dictionary to monitor word choice; add or subtract information, based on peer or teacher feedback, to highlight the most important points; rewrite, edit, and revise using an editing checklist provided by the teacher and/or teacher and peer feedback)

Producing Finished Work: make improvements to their written work using knowledge of a few of the conventions of written French (e.g., use personal word lists to spell familiar words and expressions correctly; distinguish between a question and a statement using appropriate punctuation; describe and distinguish between male and female members of the family using adjectives of the appropriate gender; use appropriate verb tenses according to the context), and use a few elements of effective presentation to produce a polished product for publication (e.g., select pictures appropriate to the subject matter; use headings to identify main ideas)

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., record feelings and opinions about their written work in a personal journal; share with peers writing resources that they find useful; provide feedback to peers, and use feedback from teacher and peers to identify gaps in information and plan next steps)

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 Quebec, 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., create labels for a poster advertising a sports or music event in Quebec, such as le Festival Couleurs du monde; write an email to a Québécois student describing information they have learned about the student’s community and asking for further details or clarification of unfamiliar practices or traditions; describe the sights and sounds they see and hear at a traditional celebration such as a powwow)

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, leave-taking expressions, and expressions of courtesy – such as “bonjour”, “au revoir”, “oui”, “non”, “merci”, “s’il vous plaît”, “excusez-moi”; the proper format for salutations and closings in a personal [informal] letter, on a postcard, or in an email; appropriate expressions for introducing themselves or asking for information; conventions for writing the date in French – such as the use of lower-case letters for days of the week and months of the year)

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 the main idea and supporting details; use context and background knowledge to make inferences while listening; make predictions and verify them after listening to confirm meaning; record information heard to reinforce understanding)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to follow instructions or perform a sequence of tasks; to provide helpful feedback about a presentation; to identify vocabulary, expressions, and information in descriptions)

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., restate information heard; ask relevant questions and provide descriptive feedback following a peer’s oral presentation; record information using pictures, words, and sentences; follow and mime the steps to perform a task)

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., discuss how the lyrics of the theme song of a television show or movie are appropriate for its intended audience; describe personal reactions to a company’s jingle; share reflections on the use of body language and tone of voice in a television broadcast)

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 and personally relevant topics (e.g., paraphrase a teacher’s instructions using familiar words and phrases; ask for clarification while listening; interpret the body language of the speaker)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., respond appropriately to personal stories shared by a peer; share feelings evoked during a group discussion; negotiate how to complete a project with group members)

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., discuss why it is helpful to talk about ideas and personal experiences related to a topic before listening; keep a journal of effective listening strategies to self-monitor improvement and next steps; evaluate their participation by watching a video of a class role play; compare effective listening strategies for different situations; use anchor charts to plan next steps to improve listening

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 Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to and discuss the music used in festivals or celebrations of Québécois and other communities; identify topics of interest in ongs, stories, and legends by Québécois artists and authors; make connections between Québécois oral stories or legends with those of others, including those of their own community; using a graphic organizer to guide listening, organize information from oral texts about family, school life, traditions, powwows, and festivals in Québécois communities, such as Quebec City – Festival des journées d’Afrique, Danses et Rythmes du Monde, TroisRivières – Festival Urbain, Montréal – Festival du monde arabe, and make connections to their own culture; analyse a song or recitation of a poem to gain information about a Québécois community and its people; listen to the recitation of a traditional French Canadian story used by Métis, such as La Chasse-galerie, and discuss the life of early European settlers in Quebec)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of French sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., compare figurative expressions in French to expressions used in their own language; identify when formal or informal ways of addressing people are appropriate; observe and discuss different types of body language used in the social interactions of various French-speaking cultures; identify a variety of ways of greeting and leaving various social situations)

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., maintain eye contact and use non-verbal cues to connect with an audience; vary pace and tone to maintain the listener’s interest; use visuals and classroom aids to support their message; rehearse an oral presentation with a partner to receive feedback)

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., present an announcement on an important issue to a group of younger students; share the findings of a survey conducted in class; deliver a prepared speech on a social issue; describe personal feelings in a critique of a piece by a French-speaking First Nation, Métis, or Inuit artist)

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 appropriate intonation when asking a question; incorporate familiar vocabulary in presentations; retell a story using a familiar structure such as beginning, middle, and end; use accepted pronunciation for high-frequency words, regularly used phrases, and words with personal significance in brief oral exchanges, dialogues, and presentations; recite a poem or story using pauses for dramatic emphasis)

Creating Media Texts: create a variety of oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a video clip on a social or environmental movement or campaign, such as Shannen’s Dream; produce a radio advertisement to promote the importance of learning the French language; deliver a news report about global warming; create an announcement to persuade younger children to practise sun sense; create a commercial to advertise eco-tourism in Quebec)

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 debating in a small group; use non-verbal cues to demonstrate agreement or disagreement; ask questions to clarify understanding before responding to a partner’s comments or opinion)

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., respectfully present a point of view about school uniforms; discuss the importance of recycling practices in their community; compare eating habits that affect health in the school community; ask for and give directions to specific places, such as a restaurant, friend’s home, park, or town)

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., determine which strategies were most helpful to engage the audience; examine which speaking strategy is the most appropriate to the context/ situation; discuss the effectiveness of the strategies they use during focused discussion; use feedback from a partner to plan next steps)

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 Quebec, 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., describe a specific region or community in Quebec, including Aboriginal communities, using a poster they have created or obtained from a travel agency to illustrate their remarks; describe the ingredients and procedure for making a familiar Québécois dish such as poutine or tourtière; recite or paraphrase songs, stories, and legends by Québécois artists and authors; identify some famous Québécois[es], such as Michaëlle Jean, Maurice Richard, Mario Lemieux, Boucar Diouf, Marie-Mai, Gilles Vigneault, William Shatner, Simple Plan, Pierre Trudeau, Samian, Alexandre Bilodeau, Oscar Peterson, Julie Payette, Marc Garneau, or Guy Laliberté, and describe some of their accomplishments; deliver a brief oral presentation comparing important issues or events in a Quebec community and their own community)

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 ways of addressing people; use culturally specific French expressions [“ben”, “à plus”, “t’es correcte?”, “allô”, “char”, “pis”] when interacting with peers; use appropriate interjections depending on the social situation)

Reading

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 a class discussion before reading; make predictions about a text based on a picture/book walk; read on to confirm or clarify understanding; summarize important facts and details)

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., restate important information from a text; list similarities and differences regarding their personal life and the life of a fictional character; dramatize important events in a story; present arguments to justify their selection of a vacation destination from a travel guide; summarize the key message from the home page of an environmental organization’s website)

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., use appropriate phrasing and expression when participating in a reader’s theatre; make oral reading sound like spoken language, with the appropriate pauses, stops, and starts indicated by punctuation)

Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading (e.g., update a personal list of familiar words using resources such as dictionaries and a word wall; develop lists of cognates to expand vocabulary; use knowledge of word structure [prefixes, stems, suffixes] to determine the meaning of unfamiliar 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., identify effective elements in a billboard designed to promote a product; discuss ways of using a logo created to represent a company; explain how a movie poster is designed to appeal to a particular audience; describe how a fashion advertisement makes them feel; analyse the point of view represented in a tabloid magazine; defend an opinion about the credibility of an online source of information; explain what can and cannot be recycled, using information from a municipal recycling flyer)

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., map – to show a location; brochure – to present information briefly; poster – to inform people about a product, event, or issue; newspaper – to provide information on current events; bill – to indicate a purchase and its price; email and text messages – to communicate with friends; fictional text – to depict imagined events or experiences)

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., informational text – table of contents, index, glossary, subheadings, captions; French song – repetition, rhyming or non-rhyming patterns, simile; social media website – links, advertisements, images)

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., keep a record of which reading strategies were most helpful to them; discuss effective reading strategies for particular text forms; discuss with the teacher or a peer how they might incorporate new comprehension strategies in their reading)

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 Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., role-play stories and legends from diverse French-speaking communities; research national and Québécois symbols and how they represent the values and accomplishments of Canada and Quebec; discuss various Aboriginal legends and make connections to current environmental and social issues; determine the ingredients in a typical Québécois dish such as “le pouding chômeur”; describe ideas, themes, and characters depicted in music, stories, and legends by Québécois artists and authors such as Oliver Jones, Alain M. Bergeron, and Sheldon Cohen; read about Québécois personalities such as Régine Chassagne, Bruny Surin, Céline Dion, Gilles Pelletier, or Marc Favreau, or historical figures such as Marguerite Bourgeoys, Marguerite D’Youville, or George-Étienne Cartier, and describe 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., regional French expressions found in texts from a variety of Québécois communities, such as “asteur”, “dépanneur”, “jaser”, “toast”, “téléroman”; forms of address used to denote formal and informal relationships; spelling of French words that reflects a local dialect)

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 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 about their family in a letter to a pen pal; to write instructions for a game played in physical education class; to invite the school administration to attend a class cultural celebration)

Writing in a Variety of Forms: write a variety of texts in French, conveying information, ideas, and opinions about themselves, friends, family, and their immediate environment, following models appropriate to the purpose and incorporating some of the basic elements of each form (e.g., recount their participation in a school-wide activity; create a mini-biography of a friend, family member, or classmate; prepare a brochure promoting an exhibition on historical artefacts; create a picture book explaining an environmental or social issue to a younger audience; write an article or report about green living choices; write a sketch of a character from a favourite movie)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., create a word web to increase their vocabulary related to a familiar topic; use a word wall to confirm spelling of subject-specific words; use reference materials to review the meaning of words; incorporate familiar language from oral texts and interactions in their writing; keep an ongoing reading journal of new or relevant vocabulary and interesting words/ expressions)

Using Stylistic Elements: begin to establish a personal voice and a clear point of view, with teacher support (e.g., use repetition to highlight key ideas and emphasize a point of view; write a film review using hyperbole [such as “Il est grand comme une maison”, “Ce film est plus long que l’Amazone”, “C’est un film absolument génial, super bon et complètement drôle”, “Il est fort comme un bœuf”] to demonstrate opinions and ideas; use onomatopoeias [such as “glou glou”, “OUIN”, “Miaou”, “Cocorico”, “Pouf”, “Aïe”, “Toc Toc”, “Ouf”] to convey feelings, emotions, and actions; incorporate elements from mentor texts into their own writing; use words, visual aids, and a variety of sentence structures to convey their message)

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. write a script for a radio announcement on an environmental issue; create a poster for a lost item; write a slogan or a jingle for healthy living practices; create an electronic invitation or greeting card)

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

Generating, Developing, and Organizing Ideas: generate, develop, focus, and organize ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., use a word web to brainstorm ideas about energy conservation; conference with the teacher about a subject for a project; talk with peers to expand on ideas for a pamphlet on healthy living habits; use a cause-and-effect structure to prepare ideas for a report)

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., identify parts of texts that need to be reorganized to ensure clarity of ideas; use reference materials to vary word choice and avoid repetition; revise texts using feedback from teachers 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., use a checklist co-constructed with teacher and peers to edit their text; reread and review the text following the guidelines provided to ensure that the specified criteria have been met; use adjectives and adverbs to clarify specific information; use quotation marks to indicate direct quotes and dashes to indicate a change in speaker; use conjunctions to ensure a smooth flow of ideas; share their final written product with the intended audience)

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., discuss the effectiveness of the selected writing strategies or graphic organizers; determine next steps in writing based on feedback received from the teacher and peers)

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 Quebec, 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., draft a “Bienvenue au Québec” brochure for children immigrating to Canada; describe a Québécois cultural celebration from the point of view of a visitor to Canada; create the home page for a website of a prominent Québécois artist, musician, or celebrity; write a letter or email to a real or fictional pen pal in Quebec requesting information about his or her cultural traditions or celebrations while sharing some of their own traditions; create a caption for an illustration or photograph describing the relationship between the voyageurs, the Métis, and the Northwest Company during the fur trade; write a message for the class bulletin board or blog about the value of cultural diversity in their school)

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 for writing a greeting card, such as greetings and closing; conventions related to personal and formal letters; polite ways to accept or decline an invitation; expressions from different Frenchspeaking regions)

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 to clarify meaning; use non-verbal cues to facilitate understanding; use a graphic organizer to help them synthesize ideas; activate prior knowledge before listening)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to gather information by taking notes during a teacher or peer conference; to identify the main point of view in a video clip; to compare their ideas with those of their peers during and after an oral presentation; to gather information from an interview)

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., list main ideas and some supporting details from an oral presentation; draw something based on a partner’s oral instructions; participate in a dramatization following a read-aloud; share personal opinions related to the messages in a report; create a timeline of events after listening to a biography; 259LISTENING GRADE 5 identify the main message and key lessons heard in a story from a French-speaking First Nation, Métis, or Inuit community)

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., describe how different audiences might react to a television commercial; role-play to convey their agreement or disagreement with the message presented in a popular song; create a poster to share personal reactions to the information heard in an interview; listen “between the lines” to detect bias in a media text; identify missing points of view; evaluate the effectiveness of an advertisement about an eco-friendly 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 a variety of situations while participating in social and academic interactions about familiar and personally relevant topics (e.g., make connections between personal experiences and what is being said; reconsider their opinion after hearing what others say; 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 nodding to indicate understanding 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., paraphrase a group member’s opinion before responding to it; acknowledge another point of view in a telephone, video, or face-to-face exchange; ask and answer questions in small groups, during a role play, or in reader’s theatre; use a talking stick to share information and ideas in a community circle)

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., record listening strategies they have found helpful in a journal for future reference; engage in dialogue with teachers and peers to determine criteria for effective listening; use feedback from peers and self-evaluation when identifying and planing next steps to improve listening comprehension)

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 Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to and identify topics of interest in songs, stories, and legends by Québécois artists and authors, such as Anthony Phelps – “Et moi, je suis une île” or Laïla Héloua – “Mandarine et Kiwi”; using a graphic organizer to guide listening, organize information from oral texts about family, school life, traditions, powwows, and festivals in Québécois communities (Quebec City – Festival des journées d’Afrique, Danse et rythmes du monde; Trois-Rivières – Festival Urbain; Montreal – Festival du monde arabe), and make connections to their own culture; listen to the recitation of a traditional French story, such as “La Chassegalerie” used by Métis)

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 Frenchspeaking communities* (e.g., dialects and regional vocabulary; formal and informal language; language styles among various age groups)

Speaking

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., rehearse what they want to say; concentrate on the message; rephrase ideas using familiar vocabulary to clarify their message; ask questions to engage their 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 personal interest, with contextual, auditory, and visual support (e.g., respectfully present a personal opinion in a soapbox forum; deliver a speech regarding the importance of a balanced diet and regular exercise; recount a personal experience; identify obvious and subliminal key messages in a television commercial)

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., use intonation to show surprise; give clear directions with minimal hesitation; recite a poem using appropriate pauses as indicated by the punctuation and/or layout of the lines to communicate the poet’s intended meaning accurately)

Creating Media Texts: create a variety of oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a short announcement identifying the benefits of knowing another language; create a public service announcement detailing the evacuation procedure during a fire; record an advertisement for a local farmers’ market; create a podcast promoting Earth Day or Earth Hour)

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; use appropriate tone; remain on topic in a conversation; use formal and informal language appropriately)

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., engage in a discussion following a read-aloud; discuss rules and laws in various contexts such as sports, school, and government; express understanding of the perspectives and opinions of others by making connections and drawing comparisons to their own experiences)

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., explain during a student-teacher conference how they monitor their speaking skills; make and record revisions to the form and content of speech using feedback from peers and the teacher; identify and describe the key elements used by peers and others during oral presentations; set small, attainable goals to improve oral communication, increase confidence, and sustain motivation)

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 Quebec, 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., describe a specific region or community in Quebec, including Aboriginal communities, using a poster they have created or obtained from a travel agency to illustrate their remarks; describe the ingredients and procedure for making a familiar Québécois dish such as poutine; recite or paraphrase songs, stories, and/or legends by Québécois artists and authors; identify some famous Québécois[es], such as Maurice Richard, Mario Lemieux, Boucar Diouf, Marie-Mai, Gilles Vigneault, William Shatner, Pierre Trudeau, Oscar Peterson, Alexandre Bilodeau, Julie Payette, Marc Garneau, or Guy Laliberté, and describe some of their accomplishments; deliver a brief oral presentation comparing important issues or events in a Quebec community and their own community)

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., regional terminology for food; greetings and salutations used by youth in various French-speaking communities; polite directions or instructions in different language registers)

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., ask questions to focus reading; visualize content to clarify details; reread to confirm and clarify meaning; make connections to understand a character’s motivation; identify the main idea and supporting details)

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., explain the point of view of various characters in traditional French, Aboriginal, or other tales; participate in an informal class discussion about the arguments presented in a persuasive text; illustrate the main points of a newspaper article on an environmental issue; role-play an interview with a character from a story; identify the key messages in and intended audience for a travel brochure about Quebec)

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., read a poem aloud with appropriate emphasis and phrasing; read words and expressions from other subject areas; understand and read words in context with appropriate tone of voice and intonation; chunk text into logical sections/phrases)

Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading (e.g., create a word web on a specific topic and its sub-topics; use technology/ media to help them classify vocabulary based on word patterns; refer to classroom anchors and word walls; identify subject-specific terminology and incorporate it in their daily communications)

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., explain the effect of humour in cartoon advertisements; share personal reactions to a blog post; comment on the graphic design of a video game package or book jacket; identify promises made in junk mail or flyers; discuss the impact of subtitles in movies; describe the main message of an environmental website and explain how the message connects to the organization that created it)

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., short story – to entertain and/or to depict imagined events or experiences; email and text messages – to communicate with friends; website – to provide information about a specific topic; bill or invoice – to show the cost of goods or services bought or sold)

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., song/poem – analogy, rhyme, parallel structure, comparison, contrast, simile, metaphor, personification; short story/ legend – plot line about resolving a problem or gaining an insight, descriptions of characters and settings; manual – numbered steps, diagrams)

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., keep a reading log to track their reading trends; analyse their reading log to determine preferred text forms and set goals to expand the variety of texts read; plan to use newly acquired vocabulary in spoken and written contexts)

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 Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., role-play stories and legends from diverse French-speaking communities; research national and Québécois symbols and how they represent the values and accomplishments of Canada and Quebec; discuss various Québécois and/or Aboriginal stories or legends, such as “Le Cap diamant” or “Le Rocher de Grand-mère”, and make connections to current environmental or social issues; determine the ingredients in a typical Québécois dish such as “le pouding chômeur”; describe ideas, themes, and characters depicted in music, stories, and legends by Québécois artists and authors such as Alain M. Bergeron or Sheldon Cohen; read about Québécois personalities such as Oliver Jones, Senaya, Céline Dion, or Gilles Pelletier, or historical figures, and describe 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., standard salutations and expressions in invitations; language in personal letters; layout of and vocabulary in newspaper articles; abbreviations and use of the infinitif in recipes or procedural texts)

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 outline their opinion on a social issue in a formal letter to the local government; to write horoscopes or review a sporting event for the class newspaper; to draft notes for a speech on an environmental issue)

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., research and write a report about an aspect of healthy living; develop a narrative based on a topic from social studies or science and technology; draft a script for a short play based on a novel, illustration, song, event, or short story)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., use dictionaries, thesauri, and subject-specific texts to help them make accurate word choices; create a word web to prepare vocabulary before writing)

Using Stylistic Elements: use word choice and stylistic elements to establish a personal voice and a clear point of view (e.g., use comparative adjectives and adverbs, similes, and metaphors to describe a character from a novel or movie in a review; using a serious tone, write a newspaper article telling the story of a local hero or heroine)

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 photo essay with captions about an outing with family, friends, or peers; create a poster to advertise an event or inform their peers about a social studies or science topic; create a multimedia presentation to persuade consumers to buy local produce; compose song lyrics about an environmental issue)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use of hyphens in subjectverb inversions; present, past, and future tenses of familiar -er, -ir, and -re verbs; various interrogative constructions such as subject-verb inversion, “est-ce que”, and the interrogative adjectives “quel”, “quelle”, “quels”, “quelles”; the superlative and comparative forms of adjectives and adverbs, such as “plus”, “le plus”, “moins”, “le moins”, “mieux”, “le mieux”; formation of regular adverbs through the addition of “-ment”; standard ways of expressing past events and personal experiences)

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., think-pair-share to determine the topic and content of a script; use a timeline when planning a biography; brainstorm ideas and questions before beginning research; use a KWL chart to help them plan their research)

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., select appropriate graphic organizers to assist with planning and revisions; refer to teacher models and exemplars when editing work; work in pairs to identify errors and repetition)

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 success criteria to help them self-assess their work; use technology to publish finished work; select fonts, images, or photographs that enhance their message or support their opinion)

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 how brainstorming and thought webs help them generate ideas for writing; determine which graphic organizers were most useful in helping them develop and organize thoughts and ideas during writing; assess the effectiveness of peer feedback and peer editing in revising their work; determine which writing strategies were most helpful)

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 Quebec, 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., draft a “Bienvenue au Québec” brochure for children immigrating to Canada; write a newspaper article comparing some school settings from around the world; describe a Québécois cultural celebration from the point of view of a visitor to Canada; create the home page for a website of a prominent Québécois(e) such as Michaëlle Jean, Régine Chassagne, Bruny Surin, Marc Favreau)

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., expressions from different French-speaking regions; conventions related to personal and formal letters; elements in a note accepting or declining an invitation)

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

participate in structured writing activities appropriate for the grade (e.g., write sentences using specified verb tenses)

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

write sentences in the writing system used in the program

Writing

read sentences aloud using proper intonation to convey meaning

recognize sentence patterns and language structures that have been introduced orally

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

participate in structured reading activities appropriate for the grade (e.g., identify phrases that have the same word parts)

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

read sentences in the writing system used in the program

Reading

respond to a variety of oral messages using sentences

participate in structured oral language activities appropriate for the grade (e.g., form sentences using new vocabulary)

use various types of sentences

demonstrate an understanding of various types of sentences

communicate in various contexts using basic vocabulary and sentences

Oral Communication

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

write sentences in the writing system used in the program

read 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 various contexts, using both verbal and non-verbal cues

communicate in various contexts using sentences

Oral Communication, Reading, and Writing

Native Languages