Grade 6 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., make predictions before listening to a text; ask questions to clarify things they do not understand in a peer's presentation; recognize and interpret gestures, facial expressions, and tone of voice to facilitate understanding; visualize elements of an oral text)

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., use visual or environmental clues to make predictions while listening to a video clip; infer underlying meaning from tone and rhythm in a song or poem; identify words that are repeated or stressed for emphasis to summarize main ideas presented; listen for cognates and word families to clarify understanding; use a checklist to highlight important information; ask for repetition and clarification during and after listening)

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies and use them before, during, and after listening to understand oral French texts (e.g., activate prior knowledge to make connections between texts and their own experiences; take notes to record new vocabulary; visualize different elements in a description and speak, mime, or draw to depict what they have imagined; use self-questioning and make predictions to monitor understanding while listening; formulate and ask questions to clarify understanding)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to gather feedback during student-teacher and peer conferences that can be used to help them plan next steps; to formulate questions on a topic based on peer presentations; to express an opinion in a class debate; to identify the perspective in the dramatization or retelling of a myth or legend)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to formulate opinions based on a peer's presentation; to identify new vocabulary and expressions in a media presentation on a social or environmental issue; to formulate questions for a guest speaker about a current issue affecting Aboriginal people)

Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts containing familiar and new words and expressions about themselves, family, friends, and topics of personal interest, with contextual and visual support (e.g., listen to a classmate's description of a procedure and mime the steps and/or actions described; listen to a description of a person in a story/movie and identify which character is being described; listen to the results of a survey and use numbers, words, and pictures to illustrate the findings; listen to a read-aloud of an authentic text about the environment, healthy eating, or First Nations people and use words, pictures, and/or actions to restate the main idea and related details; listen to a popular song in French and identify familiar words and expressions; listen to directions to a popular location or attraction and trace the route on a map)

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., create a poster for a product using the main ideas heard in a commercial; summarize main ideas and supporting details heard in a webcast, using a graphic organizer; create a storyboard based on a read-aloud; compare experiences heard in a song with their own experiences; identify whose points of view are present or missing in an oral text)

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., paraphrase information heard in a peer presentation; record information heard in a media report dealing with current events; develop questions to clarify information shared by others in small- and large-group situations; describe personal connections made while listening to a song; draw a picture based on a read-aloud; infer the speaker's point of view by listening for discourse markers; during a jigsaw activity, paraphrase ideas of the "expert" group to members of their group)

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., evaluate different news broadcasts for bias; analyse the effectiveness of an advertisement aimed at a specific age group; evaluate how the visuals support the spoken messages in a documentary on Aboriginal peoples; explain how a television or radio advertisement might have a different effect on boys and on girls; identify the target audience for a documentary on an environmental issue; compile images from newspapers, magazines, and the Internet to illustrate the mood of a song or poem)

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 text for their opinions, with teacher support as appropriate (e.g., discuss personal reactions to information in a documentary or heritage moment about the relationship between early European explorers and First Nations peoples; determine how song lyrics address a specific audience; evaluate the delivery of the message in a newscast or webcast and make suggestions on how it could be more effective; discuss the effectiveness of a commercial in targeting the product's consumers; identify the various perspectives present and missing in a video related to a social or environmental issue)

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., ask questions to clarify meaning and understanding; paraphrase ideas from peers during a debate; ask for repetition when participating in discussions)

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit the situation while participating in a variety of social and academic interactions about familiar and personally relevant topics (e.g., ask questions for clarification; infer the intended message from the speaker's tone of voice, body language, and facial expressions; reconsider their opinion after hearing what others say; ask the speaker to repeat or explain at appropriate moments)

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., ask questions to deepen understanding and make connections to the ideas of others; affirm the ideas of others and build on them when offering their own views; use brief vocal prompts to signal agreement or interest during conversations; ask for repetition when necessary)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., offer feedback on a peer's presentation; respond to a speaker's opinion while showing respect for his or her ideas; offer suggestions in a group discussion on preserving biodiversity; listen and respond during improvised role play; exchange opinions with a peer about a story read in class)

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 to a peer's point of view on a healthy or active living topic by making connections to personal experience; ask questions to find out more information in an interview; share opinions about a favourite music group or author; participate in a debate about a social, economic, or environmental issue; affirm and build on the ideas of others during discussions; listen to participate in traditional storytelling games)

Interacting: respond with understanding to what others say while participating in guided interactions about familiar topics, with contextual and visual support (e.g., conduct and/or respond to a survey of classmates and compile information about their favourite foods, sports, and/or family activities; in collaboration with a peer, plan a waste-free lunch; exchange opinions with a peer about a favourite video game, movie, or book; listen and respond to questions from a partner about personal interests; listen to a short paragraph read by the teacher and work with a group to reconstruct the text; participate in a conversation about school rules by listening to classmates' ideas and contributing their own opinion)

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., discuss what helped them to understand and allowed them to interact more effectively during a discussion; determine next steps after assessing the effectiveness of the listening strategies they use most often; set learning goals during a teacher conference to improve their listening skills)</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., ask for suggestions and act on a peer's feedback; determine the best strategies to identify key information in oral texts; assess their use of verbal and non-verbal cues to demonstrate comprehension during a dialogue; set goals to improve use of listening skills and strategies)</li></ol>

Metacognition:<ol type="a"><li>describe, in conversation with the teacher and their peers, factors that prevent them from listening effectively (e.g., lack of familiarity with topics discussed, lack of familiarity with vocabulary, difficulty processing information quickly) and some 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., compare postures that are conducive and not conducive to attentive listening; reflect on their ability to respond to specific cues that signal the need for attentive listening; evaluate their use of listening strategies and plan to incorporate new strategies to ensure comprehension; record useful strategies in a learning log)</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 eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to personal experiences and their own and other communities (e.g., identify examples from audio or audio-visual media that illustrate the status of French as an official language of Canada; listen to the national anthem in French and determine some similarities and differences between the French and English versions; listen to French Canadian folktales and legends and discuss, write about, or create artworks to depict aspects that interest them; listen to historical accounts about the voyageurs and coureurs de bois and discuss their significance to the development of Canada as a nation; listen to songs such as "À la claire fontaine", "C'est l'aviron", "V'là l'bon vent" and identify their significance to Métis and other French Canadian communities; listen to participate in traditional storytelling games)

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to personal experiences and their own and other communities (e.g., identify examples from audio and/or audio-visual media that illustrate the status of French as an official language of Canada; listen to the national anthem in French and work in groups to map some similarities and differences between the French and English versions; listen to French Canadian folktales and legends, and discuss, write about, or create artworks to depict aspects that interest them; listen to historical accounts about the voyageurs and coureurs de bois who traded with First Nations, Métis, and Inuit communities, and discuss the significance of these relationships in the development of Canada as a nation; listen to songs such as "À la claire fontaine", "C'est l'aviron", "V'la l'bon vent", and identify their significance to Métis and other French Canadian communities)

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to personal experiences and their own and other communities (e.g., identify examples from audio and/or audio-visual media that illustrate the status of French as an official language of Canada; listen to the national anthem in French and work in groups to map some similarities and differences between the French and English versions; listen to French Canadian folktales and legends and speak, draw, write, graph, or select images to illustrate topics that interest them; listen to historical accounts about the voyageurs and coureurs de bois and discuss their significance in the development of Canada as a nation; listen to songs such as "À la claire fontaine", "C'est l'aviron", "V'la l'bon vent" and identify their significance to Métis and other French Canadian communities; listen to participate in traditional storytelling games)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., language used in different French-speaking regions; formal and informal language used in a variety of social situations)

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., identify similarities and differences in formal and informal speech used by different groups; compare levels of language used by different age groups; compare the dialects of different French speakers)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., identify similarities and differences in language used by different age groups; listen to examples of polite/familiar and singular/plural forms of address and identify the correct form to suit specific situations; respond with understanding to familiar expressions used in greetings and leave-takings)

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., allocate time to planning, mapping out, and practising a presentation; practise in front of a mirror to gain confidence before a presentation; rehearse with a partner or while recording themselves before sharing a presentation in a large group; use visuals to supplement and enhance a presentation; use editing tools to help make a presentation flow; use tone of voice, pace, and volume to help communicate meaning; use appropriate facial expressions, gestures, and eye contact 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., use facial expressions and body language; vary pace to engage the audience; use linking words and a variety of sentence structures to enhance the flow of ideas during a presentation; use subject-specific vocabulary to explain a topic clearly)

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 a variety of audiences (e.g., use gestures, familiar words, and memorized expressions based on a model to present and refine a message; provide supporting details to clarify ideas and opinions)

Producing Oral Communications: 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., explore various points of view through dramatization and role play; prepare an oral presentation to persuade peers to react to a social or environmental issue; share their opinion of a book or movie; deliver a speech to motivate students to participate in an environmental initiative; analyse the works of various Aboriginal artists through group discussion; talk about the purpose, message, and effectiveness of editorial cartoons; express personal reactions to a documentary on economic globalization; discuss the effectiveness of persuasive language in television ads)

Producing Oral Communications: using familiar words and expressions, produce planned, rehearsed, and increasingly spontaneous messages in French containing information and ideas about academic topics and matters of immediate personal relevance, with contextual, auditory, and visual support (e.g., present their point of view on a social or environmental issue; explain a current event in detail; perform a skit that compares traditions, festivals, or customs of First Nations, Métis, or Inuit peoples; give a speech about accessibility in public buildings; share a personal opinion about healthy living; deliver an oral presentation regarding the importance of French-language skills when travelling)

Producing Oral Communications: using familiar words and expressions, produce brief, rehearsed messages in French containing ideas and information about themselves, family, friends, and their environment, with contextual, auditory, and visual support (e.g., describe past and future personal experiences and events, and everyday routines, using familiar sentence patterns and vocabulary; use familiar expressions and words as sentence starters; describe the findings of a survey about trades and professions in Canada; describe popular leisure activities in a particular region; describe how they are caring for the planet by being environmentally friendly; describe the roles of an animal within its ecosystem)

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 pauses appropriately when presenting information; use tone of voice to articulate feeling or expression during a role play)

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 pauses to accentuate personal preferences when describing food or music choices; use tone and intonation to indicate emphasis; make straight-forward requests, express preferences, and describe interests with minimal hesitation; use standard greetings and expressions of courtesy with minimal hesitation in classroom activities; pronounce new vocabulary correctly in classroom activities; use classroom reference materials and teacher prompts to self-correct errors in spoken French)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in rehearsed communications about personal and familiar topics (e.g., make straightforward requests, express preferences, and describe interests with minimal hesitation; express themselves with some facility on everyday topics, using familiar vocabulary, language patterns, and learned sentence structures; use standard greetings and expressions of courtesy with minimal hesitation in classroom activities; pronounce words correctly in classroom activities to practise new vocabulary)

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 podcast presenting opposing opinions about a current event; create a television commercial for a healthy food product; create an anti-drug advertising campaign for radio; create a historical travelogue describing the journey of a First Nation guide and a European explorer; create a multimedia report on renewable sources of energy)

Creating Media Texts: create a variety of oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., identify and use advertising strategies in a television commercial; produce a podcast explaining the impact of space exploration; create a public service announcement for peers about substance abuse; create a news report about a current event at school or in the community)

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; paraphrase to clarify meaning; make connections to their own experience when responding to a peer's comment; use facial expressions and gestures to indicate agreement or confusion)

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour in a variety of situations (e.g., use body language and gestures to acknowledge information given by a peer; politely state agreement and disagreement during a debate or interview; use appropriate language when entering or interjecting into a conversation; ask follow-up questions to show interest and encourage conversation; anticipate responses from peers to formulate rebuttals during a debate or role play)

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour in a variety of situations (e.g., paraphrase to clarify meaning; acknowledge and show respect for different points of view; ask for information to clarify understanding; acknowledge the contributions of others before stating their own views; 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)

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., participate in small- and large-group discussions on international issues; interview a partner about his or her healthy living practices; role-play a meeting between an individual from a First Nation community and an early European settler; debate a local social issue such as bullying; participate in a group discussion about what they and their peers do with their allowance)

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., collaboratively determine roles for a specific group task according to areas of personal strength; review safety requirements with peers before a new physical activity; engage in a role play on the negative effects of drugs; interview a peer about a familiar topic of interest; debate the importance of getting an allowance or having homework; with a group, plan a fundraiser for a school trip; reformulate statements and ask questions in response to a peer's presentation; make personal connections to a text during a group discussion)

Interacting: engage in guided spoken interactions with their peers and the teacher, using familiar words and expressions, with teacher modelling and support (e.g., initiate and respond to greetings; participate in brief conversations; outline rules and negotiate actions when playing barrier games; ask questions, describe different perspectives, and outline possible solutions in discussions about environmental issues; contribute and respond to comments in interactive games and role plays; ask and answer questions in conducting or responding to surveys and interviews)

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 helpful when interacting with classmates; discuss the effective elements of their presentation and identify elements that could be incorporated in future; use a checklist to monitor their contributions to and participation in discussions)</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., discuss the importance of using speaking strategies to communicate ideas clearly; assess how effectively different speaking strategies engaged an audience; describe how selected speaking interaction strategies help maintain conversations; plan next steps to develop speaking skills based on feedback from teachers 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 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., use feedback from the teacher and peers to make revisions to the form and content of oral language as they speak; determine which strategies were helpful when presenting their message; plan to use effective communication strategies to enhance interactions with others)</li></ol>

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

Intercultural 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 eastern, western, and northern Canada, 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 French-speaking communities, including First Nations, Métis, and Inuit communities, in the Atlantic provinces, the prairie and western provinces, and the northern territories; share ideas and opinions regarding Canadian Heritage Moments video clips about topics in French Canadian history – such as the Métis or the Acadians – and make cross-curricular connections to topics in social studies; discuss personal reactions to songs and artwork by French Canadian artists, including Aboriginal artists, such as Leah Fontaine, Marcien Lemay, Derek Letourneau; describe traditions, festivals, songs, and cuisine from French-speaking regions in western, eastern, and northern Canada, and make connections to customs in their own community; make a presentation about a cultural artefact or a cultural event such as a wampum belt, Journée Louis Riel, or National Aboriginal Day)

Intercultural Awareness: communicate information orally about French-speaking communities in eastern, western, and northern Canada, 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 French-speaking communities, including First Nations, Métis, and Inuit communities, in the Atlantic provinces, the prairie and western provinces, and the northern territories; share ideas and opinions regarding Canadian Heritage Moments video clips about significant individuals and topics in French Canadian history – such as the Métis/Louis Riel or the Acadians – and make cross-curricular connections to topics in social studies; discuss personal reactions to songs and artwork by French Canadian artists, including Aboriginal artists, such as Leah Fontaine, Marcien Lemay, Derek Letourneau; describe traditions, festivals, songs, and cuisine from French-speaking regions in western, eastern, and northern Canada, and make connections to customs in their own community; make a presentation about a cultural event or artefact)

Intercultural Awareness: communicate information orally about French-speaking communities in eastern, western, and northern Canada, 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 French-speaking communities, including Aboriginal communities, in the Atlantic provinces, the prairie and western provinces, and the northern territories; share ideas and opinions regarding Canadian Heritage Moments video clips about topics in French Canadian history – such as the Métis and the Acadians – and make cross-curricular connections to topics in social studies; discuss personal reactions to and opinions of songs and artwork by French Canadian artists, including Aboriginal artists such as Leah Fontaine, Marcien Lemay, or Derek Letourneau; describe traditions, festivals, songs, and cuisine from French-speaking regions in western, eastern, and northern Canada, and make connections to customs in 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., levels of formality appropriate to the audience or purpose of communication; politeness/formality in customer service etiquette in restaurants or stores; expressions of gratitude; regional variations in vocabulary)

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 regional terminology for food; recognize and use greetings and salutations used by youth in various French-speaking communities; give 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 the correct form to refer to the days of the week, the months of the year, and the date and time; use the appropriate form of address – polite/familiar, singular/plural – to suit specific situations; use idiomatic expressions with "avoir" – such as "j'ai besoin de", "tu as chaud", "il a faim", "elle a soif", "nous avons confiance", "vous avez froid", "elles n'ont jamais tort"; use an appropriate form of words to show understanding or lack of understanding – such as "Je comprends", "Je ne comprends pas", "Comment?")

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

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

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

Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them appropriately before, during, and after reading to understand a variety of French texts, with support as appropriate (e.g., activate prior knowledge about a subject by brainstorming; make predictions about a text based on knowledge of similar texts; use visualization and mental images to clarify the message; read on to confirm or clarify understanding; summarize key points on a graphic organizer)

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., apply prior knowledge during pre-reading activities; make predictions after previewing excerpts from a text; make connections to understand a character's motivation; identify the main idea and supporting details)

Using Reading Comprehension Strategies: identify a few reading comprehension strategies and use them before, during, and after reading to understand texts (e.g., use titles, captions, illustrations, and knowledge of similar forms to make predictions about a story; use brainstorming to activate prior knowledge about a topic; use visual cues to confirm or clarify details; use semantic [meaning] cues such as prefixes, suffixes, and base words to activate existing knowledge of oral and written language; make connections to personal experience to understand characters' feelings and behaviour; ask questions to clarify meaning)

Reading for Meaning: demonstrate an understanding of the intent and meaning of a variety of French texts about familiar, academic, and personally relevant topics, with contextual and visual support (e.g., create a Venn diagram to compare and contrast characters in two texts; create promotional materials to encourage others to read a text from the class library; in a guided reading group, read an article on an environmental issue and design the cover page for a magazine featuring the article; identify the point of view in a narrative text; summarize an informational text in their own words)

Reading for Meaning: demonstrate an understanding of the intent and meaning of French texts about familiar, academic, and personally relevant topics, with contextual and visual support (e.g., summarize a passage from an informational text in their own words; identify implicit and explicit messages in a print advertisement; perform a monologue presenting the point of view of a character in a fiction text)

Reading for Meaning: demonstrate an understanding of French texts containing visuals and familiar names, words, and expressions, with teacher support as appropriate (e.g., identify and restate the main idea in a letter from a pen pal, orally or by drawing or writing; read and mime the steps outlined in a classmate's instructions for carrying out a procedure such as making a sandwich or bannock; read and dramatize a story using props; read a restaurant, cafeteria, or powwow vendor's menu and identify items they would like to order; use a graphic organizer to record important information from a text; list questions they have about an issue or character described in a text)

Reading with Fluency: read French texts containing familiar vocabulary and language structures, and dealing with familiar, academic, and personally relevant topics, at a sufficient rate and with sufficient expression to convey the sense of the text, using a variety of cues (e.g., read a radio drama or editorial in role with suitable emphasis and phrasing; use tone of voice, pace, and expression during reader's theatre; reread a familiar text; use knowledge of prefixes and suffixes)

Reading with Fluency: read French texts containing familiar vocabulary and language structures, and dealing with familiar, personally relevant, and academic 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; use tone of voice, intonation, and varied pace to express feelings during reader's theatre; chunk text into logical sections or phrases)

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; 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., use prefixes and suffixes to create new words; create a personal lexicon; develop a list of word patterns to determine meaning of new words; use a thesaurus to generate synonyms and antonyms for frequently used words)

Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading (e.g., predict the meaning of unfamiliar vocabulary by using cues such as word patterns; create a word web on a specific topic and subtopics; refer to classroom anchors and word walls; identify subject-specific terminology and incorporate it in their daily communications)

Developing Vocabulary: use a few vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words (e.g., develop a bank of sight words using visual dictionaries and personal word lists; develop lists of cognates to expand vocabulary; use memory aids and visualization techniques to consolidate learning of new words; develop lists of words from oral vocabulary and grade-level texts to expand vocabulary; analyse word parts/structures to help determine meaning; compile thematic lists of key concepts to consolidate learning of new words; use a dictionary to expand vocabulary; use new words appropriately in different contexts)

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., compare the effectiveness of written and audio advertisements for the same product; discuss how the point of view expressed in an editorial influenced their opinion; determine the implied audience of an advertisement and describe how the message might change if the advertisement were directed at a different audience; identify differences between language used in packaging for healthy food and fast food; identify features of an eco-tourism brochure that are intended to attract travellers)

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., describe how elements of a bumper sticker are intended to evoke a response to a social issue; explain how a print advertisement promotes a product or lifestyle; explain how graphic text features of a pamphlet such as tables or charts are used to present data; discuss how the point of view expressed in an editorial influences their opinion; evaluate the effectiveness of a summer camp brochure in appealing to the intended audience; identify the elements of a book jacket that are designed to attract readers; explain how images are used in print and television advertisements to evoke emotions, such as ways in which nature scenes or animals are used in a car commercial)

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., myth – to explain the world through imaginary and supernatural characters; advertisement – to sell a product or promote awareness of an issue; biography – to tell the story of someone's life and accomplishments; map – to convey geographical relationships; directions for a science experiment – to explain steps to students)

Purposes of Text Forms: identify the purpose(s) of a variety of text forms, including fictional, informational, graphic, and media forms (e.g., biography – to tell the story of a person's life and accomplishments; graphic novel – to entertain and to explore characters, ideas, and problems; social media – to share opinions; survey – to obtain and analyse information; news article – to provide information about a current event)

Purposes of Text Forms: identify the purpose(s) of some familiar text forms, including fictional, informational, graphic, and media forms (e.g., "how-to" book – to describe the equipment and actions for carrying out a procedure; logo – to aid in quick recognition or identification of a company or product; poster – to present specific information in a striking, memorable way; catalogue – to provide information in a systematic, easy-to-retrieve form; text message – to share personal experiences, thoughts, and actions; poem/song – to express ideas or feelings in vivid, evocative language; short story – to entertain and/or to depict or highlight the significance of 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., traditional First Nation, Métis, or Inuit story – characters, personification of objects or animals, moral or lesson; newspaper article – captions, headline, and subheadings; map – legend, coordinates, grid; persuasive letter – argument and supporting information; poetry – alliteration and rhyme; narrative – comparison, personification, simile, contrast, metaphor, sarcasm/irony, comparison, symbolism)

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., textbook – text features such as table of contexts, index, and headings; script – use of various type styles to indicate stage directions and spoken parts; scientific experiment – instructions and procedures in sequential order)

Characteristics of Text Forms: identify some characteristics and/or stylistic elements of familiar text forms, including fictional, informational, graphic, and media forms (e.g., poem/song – rhyming or non-rhyming patterns and use of imagery; short story/legend – plot line about resolving a problem or gaining an insight, descriptions of characters and settings; manual – numbered steps, diagrams; recipe – list of ingredients and quantities, steps in cooking procedure, cooking time, number of servings; travel brochure – description of destination sites and activities/events, description of accommodation, maps, contact information; magazine article – repetition of key words or phrases, titles, subtitles, text boxes; flyer – images and descriptions of products)

Metacognition:<ol type="a"><li>identify, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after reading to understand texts</li><li>determine their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., recognize that rereading will help them to repair meaning when understanding has broken down; evaluate how deleting unimportant information when summarizing helped them arrive at the essence of meaning; recognize how synthesizing new knowledge with prior knowledge deepens understanding of ideas or concepts)</li></ol>

Metacognition:<ol type="a"><li>identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts</li><li>determine their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., evaluate the effectiveness of applying prior knowledge in facilitating the understanding of the text read; assess the effectiveness of making predictions to deepen understanding; reflect on and explain the benefits of examining graphics in a brochure to support their comprehension)</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., scan texts to identify the elements of the particular form or unfamiliar words to look up)</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 eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to personal experiences and their own and other communities (e.g., identify how family is represented in different text forms from various French-speaking regions of Canada; read a daily food log or a menu from an individual in a French-speaking community, such as Iqaluit, Saint Boniface, or Moncton, and compare its contents to their own daily diet; read maps to identify differences and similarities with respect to economic and agricultural activity in various French-speaking communities; consult an atlas or website to identify French-speaking communities, including Aboriginal communities, in Atlantic Canada, the prairie and western provinces, and the northern territories; read about important French Canadian/Métis historical figures such as Louis Riel; discuss various Aboriginal stories or legends, such as Légende de la Prairie-du-Cheval-Blanc, and make connections to current environmental and social issues; identify examples of texts – such as bilingual signs or government brochures – that reflect the status of French as an official language of Canada; read the lyrics and listen to songs by various French Canadian and Aboriginal artists such as Elisapie Isaac, Florent Vollant, and Samian, and make comparisons with songs in their own first languages; identify the traits of heroes in traditional legends such as Ti-Jean and Nanabijou)

Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in eastern, western, and northern Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., identify ways in which families are represented in different text forms from various French-speaking regions of Canada; read a daily food log [or a menu] from a French-speaking community, and compare its contents with their own daily diet; read maps to identify differences and similarities with respect to economic and agricultural activity in various French-speaking communities; consult an atlas or website and identify French-speaking communities, including Aboriginal communities, in Atlantic Canada, the prairie and western provinces, and the northern territories; read about important French Canadian and Métis historical figures such as Louis Riel; identify examples of texts – such as bilingual signs or government brochures – that reflect the status of French as an official language of Canada; read the lyrics and listen to songs by various French Canadian and Aboriginal artists and make comparisons with songs in their own first language; identify the traits of heroes in traditional stories, myths, and legends such as Ti-Jean, Kluskap, and Nanabijou)

Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to personal experiences and their own and other communities (e.g., consult an atlas or website and identify French-speaking communities, including Aboriginal communities, in Atlantic Canada, the prairie and western provinces, and the northern territories; write a sample exchange of letters between Louis and Sarah Riel; identify examples of texts – such as bilingual signs or government brochures – that reflect the status of French as an official language of Canada; read the lyrics and listen to songs by various French Canadian and Aboriginal artists and make comparisons with songs in their own first language; identify examples of French on product labels and street signs, and in newspapers, telephone directories, and websites; identify the traits of heroes in traditional legends such as Ti-Jean and Nanabijou)

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., formal and informal language and style in letters and advertisements; regional dialects such as l'acadien, le chiac, le Michif, le créole)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., abbreviations found in French texts; dialects found in French texts; text message shorthand used in a francophone community)

Awareness of Sociolinguistic Conventions: identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities (e.g., the familiar and formal forms of words and expressions used in email messages from social network friends in French-speaking communities across Canada – such as "À la prochaine" versus "Bien à vous"; appropriate ways to invite someone to do something; conventions of a personal or official letter)

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 create steps for the respectful resolution of conflict; to share a personal experience; to inform their peers about a global economic issue; to recount a legend; to express an opinion in an editorial; to inform classmates of the dangers of using drugs in a report; to write instructions for a sport or cooperative game; to describe the importance of forest conservation for the protection of animal and plant species)

Identifying Purpose and Audience: determine, with support from the teacher, their purpose for writing and the audience for French texts they plan to create (e.g., to write a persuasive letter to the school newspaper; to write an informative report about the dangers of using drugs or alcohol; to write a story to entertain younger children; to write a set of rules and procedure for playing a new game)

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 describe personal activities and interests to the class; to record a schedule of activities in a personal diary; to outline the menu for a class celebration; to describe a fire evacuation route on a poster about school safety for the classroom; to provide a "to-do" list for a small-group project; to create a word web describing a character in a story for a class discussion; to add healthy or locally grown foods to the family's weekly shopping list; to teach a friend how to cook a favourite dish; to complete a registration form for summer camp; to describe, for an advertising brochure, a company's socially and environmentally responsible practices; to describe celebrations such as powwows; to describe garments historically worn by Métis and voyageurs in the fur trade)

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., compose an article on a current or historical event; create a graphic text to promote the benefits of daily physical activity; write a diary entry from the point of view of an Aboriginal Canadian or early Canadian settler; write a script promoting anti-bullying awareness; review a movie or book; write a letter to their city councillor about steps to improve the local environment)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about familiar, personally relevant, and academic topics, following models appropriate to the purpose and incorporating some elements of each form (e.g., write a biography of an important Canadian historical figure such as an early settler or a member of a First Nations, Métis, or Inuit community; compose a newspaper article reporting on a current event at the school; write a script for a short play on a topic of personal interest; prepare a lab report for a science experiment)

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 menu outlining the courses for a traditional Métis family meal or a school event – subsections for different courses, brief descriptions of dishes with ingredients, illustrations, information about beverage choices; sequential chart – columns and rows for entering date/time and type of activity; brochure – headings, subheadings, illustrations/graphics, captions, descriptive or explanatory text; "how-to" manual, such as how to build a traditional canoe – lists of needed tools and materials, numbered steps, descriptions of techniques, diagrams/illustrations, captions; email message – subject line, salutation, closing/signature line)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., use regular and irregular adjectives and adverbs to enhance interest in text; use a thesaurus to find synonyms for commonly used words; use online and print dictionaries to determine word meaning)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., use print or online French dictionaries to find word meanings; use a French thesaurus to explore alternative word choices; use word walls to determine the meaning of words within the same word family; create new words by adding known prefixes and suffixes such as "in-", "dé-", "-ion", "-eur/-euse" to nouns, verbs, and adjectives; use a variety of expressions such as "Croyez-le ou non…", "Selon les experts,…", "Quatre médecins sur cinq recommandent…", "Tout le monde pense…" to persuade an audience)

Using Stylistic Elements: use word choice and stylistic elements to establish a personal voice and a clear point of view (e.g., use similes when comparing themselves to a character; vary sentence length and type; use persuasive language and supporting details to request a change in school rules; use personification to give life to an object or idea; use first- or third-person narration)

Using Stylistic Elements: use word choice and stylistic elements to establish a personal voice and a clear point of view (e.g., provide supporting details to establish a point of view in reporting on an equity issue; use a serious tone in a letter to the principal or a lively tone in a short story for younger children; select an alternative perspective in recounting an event; use the third person for a newspaper article or the first person for an editorial)

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 vignette / short video depicting trade between Aboriginal and European peoples in colonial Canada; create a DVD jacket or poster for a movie; create a multimedia campaign to raise awareness about substance abuse; design a web page for an amusement park; create a blog to encourage young people to take action on or find solutions to a social issue in their community; write a script for a public service announcement to encourage healthy eating or litterless lunches)

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 book jacket to entice a potential reader; create a brochure to promote a summer camp; create a multimedia presentation on an environmental issue; create a CD cover for a song or musical group; write the script for a television commercial for a healthy product)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., appropriate conjunctions and punctuation in compound and complex sentence structures; indirect object pronouns such as "lui", "leur"; relative pronouns such as "qui", "que", "dont", "lequel"; possessive pronouns such as "le mien", "la tienne", "les siens", "le leur"; passé composé, imparfait, présent, and futur of familiar verbs according to the context)

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 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., before writing a procedural text, record the steps in a flow chart; brainstorm prior knowledge of a topic to generate ideas for writing; list arguments on a graphic organizer before drafting a persuasive letter; create a storyboard to outline a narrative)

Generating, Developing, and Organizing Ideas: generate, develop, focus, and organize ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g. brainstorm topics independently or in small groups for writing about an equity issue; use a graphic organizer such as a fishbone to map out details; use chronological order to organize information in a biography; sort and organize ideas in order of importance)

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., refer to the word wall to identify vocabulary related to a topic; use brainstorming to activate prior knowledge about a topic; identify big ideas/topics for writing from read-alouds and shared reading activities; use print resources, Internet search engines, and assistive technology to research a topic; use peer and teacher feedback to clarify the focus of an idea for writing; use graphic organizers such as timelines and charts to record, sort, and classify information about 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., make an outline before writing a report; use a graphic organizer to help them organize main points and supporting details; refer to teacher models and exemplars when editing work; highlight ideas or information that should be omitted or changed; cut and paste to present their arguments more logically; use an asterisk to identify sentences that require further clarification; identify repetitive words and substitute alternatives; consider feedback from their teacher or peers)

Drafting and Revising: plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a variety of strategies (e.g., use highlighters to identify words and phrases that could be omitted or changed; use descriptive feedback from peers and the teacher to ensure logical organization of ideas; add transition words and phrases to improve the flow of their writing)

Drafting and Revising: plan and produce drafts following a model (e.g., a model of a "how-to" manual or book; examples of pamphlets, brochures, advertisements, and/or logos provided by students; templates for letters, emails, or text messages), and revise their writing using a variety of strategies, with teacher support (e.g., review drafts to determine whether information is presented in the best order and to identify gaps; rewrite, edit, and revise based on teacher and peer feedback and/or an editing checklist provided by the teacher; use a dictionary to monitor word choice)

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 checklists and anchor charts to determine whether all criteria have been met; consider comments from peers when editing their writing; choose relevant graphics and images to enhance the message; read their written draft aloud to verify logical organization; use proofreading tools such as a spellcheck program to identify mistakes)

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 commas to separate words in a list; use dashes in dialogue to indicate a change in speaker; use word walls to verify the spelling of high-frequency words; apply rules for forming plurals to unfamiliar words; use correct placement of verbs and adverbs in a sentence; use peer editing to improve their written text before publication; use checklists and anchor charts to verify that the specified criteria have been met; use a variety of font styles and sizes to highlight key ideas for the reader; use multimedia and visual support to enhance published texts)

Producing Finished Work: make improvements to their written work, using knowledge of some of the conventions of written French (e.g., spell familiar words correctly; verify that they have used the appropriate prepositions to indicate direction and location; verify that they have used appropriate endings to indicate the masculine or feminine form; verify that they have used the correct preposition with the verb to suit the context – as in "jouer à" for playing a sport versus "jouer de" for playing a musical instrument), and use a few elements of effective presentation to produce a polished product for publication (e.g., graphics, borders and shading, different text sizes and colours)

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., determine which strategies helped them organize information and ideas effectively; evaluate the effectiveness of peer editing and peer feedback; record areas needing improvement and next steps in a writer's notebook)</li></ol>

Metacognition:<ol><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., determine which graphic organizers were most helpful in generating ideas before writing and in guiding the development of thoughts and ideas during writing; assess the effectiveness of peer feedback and peer editing in revising their work; evaluate which writing strategies were most helpful to them in completing the task)</li></ol>

Metacognition:<ol type="a"><li>describe, in conversation with the teacher and their peers, some 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., act on teacher and peer feedback to identify information gaps; record writing successes and challenges in a personal journal; use a class-developed anchor chart to provide feedback to a partner; share and discuss with peers revision strategies that they find useful)</li></ol>

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

Intercultural 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 eastern, western, and northern Canada, 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., use presentation software to share a cultural experience; write a report on a French Canadian cultural event, making connections to an event from their own cultures; write a biography of a French-speaking person who has contributed to Canadian society; following an example of a French Canadian myth or legend, write a legend explaining a cultural event or geographic phenomenon from their own community; write a report on a French Canadian tradition adapted from First Nations traditions, such as making maple syrup)

Intercultural Awareness: in their written work, communicate information about French-speaking communities in eastern, western, and northern Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., use presentation software to share a cultural experience; write a comparative description of two cultural artefacts for a museum; write a report on a French Canadian cultural event, making connections to an event from their own culture; write a biography of a French-speaking person who has contributed to Canadian society; following an example of a French Canadian myth or legend, write a legend explaining a cultural event or geographic phenomenon from their own community; write a myth or fable for their own community that reflects a moral or value, drawing on examples from other cultures)

Intercultural Awareness: in their written work, communicate information about French-speaking communities in eastern, western, and northern Canada, 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., using a T-chart, organize and compare information about French-speaking communities in Manitoba and New Brunswick, such as St. Laurent and Memramcook; using a graphic organizer, classify the popular pastimes of French-speaking students in Atlantic Canada, the prairie and western provinces, and the northern territories; build a personal dictionary of French expressions from different regions and communities in Canada)

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., idiomatic expressions; appropriate level of formality for dialogue between strangers; appropriate language for the questions in a survey)

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., idiomatic expressions; appropriate level of formality for dialogue between strangers; use of French text shorthand in writing an email to a friend; variations in spelling to reflect a particular dialect)

Awareness of Sociolinguistic Conventions: identify examples of 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; the proper format for salutations and closings in a personal [informal] letter, on a postcard, or in an email; conventions for writing the date in French; conventions for writing numbers and money amounts – such as the use of spaces in numbers with four or more digits [1 000] and the use of a comma rather than a decimal point in currency amounts [1,75 $])

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 before, during, and after listening to understand oral French texts (e.g., activate prior knowledge to make connections between texts and their own experiences; take notes to record new vocabulary; visualize different elements in a description and speak, mime, or draw to depict what they have imagined; use self-questioning and make predictions to monitor understanding while listening; formulate and ask questions to clarify understanding)

Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts containing familiar and new words and expressions about themselves, family, friends, and topics of personal interest, with contextual and visual support (e.g., listen to a classmate’s description of a procedure and mime the steps and/or actions described; listen to a description of a person in a story/movie and identify which character is being described; listen to the results of a survey and use numbers, words, and pictures to illustrate the findings; listen to a read-aloud of an authentic text about the environment, healthy eating, or First Nations people and use words, pictures, and/or actions to restate the main idea and related details; listen to a popular song in French and identify familiar words and expressions; listen to directions to a popular location or attraction and trace the route on a map)

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., ask questions to deepen understanding and make connections to the ideas of others; affirm the ideas of others and build on them when offering their own views; use brief vocal prompts to signal agreement or interest during conversations; ask for repetition when necessary)

Interacting: respond with understanding to what others say while participating in guided interactions about familiar topics, with contextual and visual support (e.g., conduct and/or respond to a survey of classmates and compile information about their favourite foods, sports, and/or family activities; in collaboration with a peer, plan a waste-free lunch; exchange opinions with a peer about a favourite video game, movie, or book; listen and respond to questions from a partner about personal interests; listen to a short paragraph read by the teacher and work with a group to reconstruct the text; participate in a conversation about school rules by listening to classmates’ ideas and contributing their own opinion)

Metacognition: (a) describe, in conversation with the teacher and their peers, factors that prevent them from listening effectively (e.g., lack of familiarity with topics discussed, lack of familiarity with vocabulary, difficulty processing information quickly) and some 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., compare postures that are conducive and not conducive to attentive listening; reflect on their ability to respond to specific cues that signal the need for attentive listening; evaluate their use of listening strategies and plan to incorporate new strategies to ensure comprehension; record useful strategies in a learning log)

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 eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to personal experiences and their own and other communities (e.g., identify examples from audio and/or audio-visual media that illustrate the status of French as an official language of Canada; listen to the national anthem in French and work in groups to map some similarities and differences between the French and English versions; listen to French Canadian folktales and legends and speak, draw, write, graph, or select images to illustrate topics that interest them; listen to historical accounts about the voyageurs and coureurs de bois and discuss their significance in the development of Canada as a nation; listen to songs such as “À la claire fontaine”, “C’est l’aviron”, “V’la l’bon vent” and identify their significance to Métis and other French Canadian communities; listen to participate in traditional storytelling games)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., identify similarities and differences in language used by different age groups; listen to examples of polite/familiar and singular/plural forms of address and identify the correct form to suit specific situations; respond with understanding to familiar expressions used in greetings and leave-takings)

Speaking

Producing Oral Communications: using familiar words and expressions, produce brief, rehearsed messages in French containing ideas and information about themselves, family, friends, and their environment, with contextual, auditory, and visual support (e.g., describe past and future personal experiences and events, and everyday routines, using familiar sentence patterns and vocabulary; use familiar expressions and words as sentence starters; describe the findings of a survey about trades and professions in Canada; describe popular leisure activities in a particular region; describe how they are caring for the planet by being environmentally friendly; describe the roles of an animal within its ecosystem)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in rehearsed communications about personal and familiar topics (e.g., make straightforward requests, express preferences, and describe interests with minimal hesitation; express themselves with some facility on everyday topics, using familiar vocabulary, language patterns, and learned sentence structures; use standard greetings and expressions of courtesy with minimal hesitation in classroom activities; pronounce words correctly in classroom activities to practise new vocabulary)

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., paraphrase to clarify meaning; acknowledge and show respect for different points of view; ask for information to clarify understanding; acknowledge the contributions of others before stating their own views; 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)

Interacting: engage in guided spoken interactions with their peers and the teacher, using familiar words and expressions, with teacher modelling and support (e.g., initiate and respond to greetings; participate in brief conversations; outline rules and negotiate actions when playing barrier games; ask questions, describe different perspectives, and outline possible solutions in discussions about environmental issues; contribute and respond to comments in interactive games and role plays; ask and answer questions in conducting or responding to surveys and interviews)

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., use feedback from the teacher and peers to make revisions to the form and content of oral language as they speak; determine which strategies were helpful when presenting their message; plan to use effective communication strategies to enhance interactions with others)

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 eastern, western, and northern Canada, 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 French-speaking communities, including Aboriginal communities, in the Atlantic provinces, the prairie and western provinces, and the northern territories; share ideas and opinions regarding Canadian Heritage Moments video clips about topics in French Canadian history – such as the Métis and the Acadians – and make crosscurricular connections to topics in social studies; discuss personal reactions to and opinions of songs and artwork by French Canadian artists, including Aboriginal artists such as Leah Fontaine, Marcien Lemay, or Derek Letourneau; describe traditions, festivals, songs, and cuisine from French-speaking regions in western, eastern, and northern Canada, and make connections to customs in 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 the correct form to refer to the days of the week, the months of the year, and the date and time; use the appropriate form of address – polite/familiar, singular/plural – to suit specific situations; use idiomatic expressions with “avoir” – such as “j’ai besoin de”, “tu as chaud”, “il a faim”, “elle a soif”, “nous avons confiance”, “vous avez froid”, “elles n’ont jamais tort”; use an appropriate form of words to show understanding or lack of understanding – such as “Je comprends”, “Je ne comprends pas”, “Comment?”)

Reading

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

Using Reading Comprehension Strategies: identify a few reading comprehension strategies and use them before, during, and after reading to understand texts (e.g., use titles, captions, illustrations, and knowledge of similar forms to make predictions about a story; use brainstorming to activate prior knowledge about a topic; use visual cues to confirm or clarify details; use semantic [meaning] cues such as prefixes, suffixes, and base words to activate existing knowledge of oral and written language; make connections to personal experience to understand characters’ feelings and behaviour; ask questions to clarify meaning)

Reading for Meaning: demonstrate an understanding of French texts containing visuals and familiar names, words, and expressions, with teacher support as appropriate (e.g., identify and restate the main idea in a letter from a pen pal, orally or by drawing or writing; read and mime the steps outlined in a classmate’s instructions for carrying out a procedure such as making a sandwich or bannock; read and dramatize a story using props; read a restaurant, cafeteria, or powwow vendor’s menu and identify items they would like to order; use a graphic organizer to record important information from a text; list questions they have about an issue or character described in a text)

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; 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, unfamiliar, or recently learned words (e.g., develop a bank of sight words using visual dictionaries and personal word lists; develop lists of cognates to expand vocabulary; use memory aids and visualization techniques to consolidate learning of new words; develop lists of words from oral vocabulary and grade-level texts to expand vocabulary; analyse word parts/structures to help determine meaning; compile thematic lists of key concepts to consolidate learning of new words; use a dictionary to expand vocabulary; use new words appropriately in different contexts)

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., “how-to” book – to describe the equipment and actions for carrying out a procedure; logo – to aid in quick recognition or identification of a company or product; poster – to present specific information in a striking, memorable way; catalogue – to provide information in a systematic, easy-to-retrieve form; text message – to share personal experiences, thoughts, and actions; poem/song – to express ideas or feelings in vivid, evocative language; short story – to entertain and/ or to depict or highlight the significance of imagined events or experiences)

Characteristics of Text Forms: identify some characteristics and/or stylistic elements of familiar text forms, including fictional, informational, graphic, and media forms (e.g., poem/song – rhyming or non-rhyming patterns and use of imagery; short story/legend – plot line about resolving a problem or gaining an insight, descriptions of characters and settings; manual – numbered steps, diagrams; recipe – list of ingredients and quantities, steps in cooking procedure, cooking time, number of servings; travel brochure – description of destination sites and activities/events, description of accommodation, maps, contact information; magazine article – repetition of key words or phrases, titles, subtitles, text boxes; flyer – images and descriptions of products)

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., scan texts to identify the elements of the particular form or unfamiliar words to look up)

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 eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to personal experiences and their own and other communities (e.g., consult an atlas or website and identify French-speaking communities, including Aboriginal communities, in Atlantic Canada, the prairie and western provinces, and the northern territories; write a sample exchange of letters between Louis and Sarah Riel; identify examples of texts – such as bilingual signs or government brochures – that reflect the status of French as an official language of Canada; read the lyrics and listen to songs by various French Canadian and Aboriginal artists and make comparisons with songs in their own first language; identify examples of French on product labels and street signs, and in newspapers, telephone directories, and websites; identify the traits of heroes in traditional legends such as Ti-Jean and Nanabijou)

Awareness of Sociolinguistic Conventions: identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* (e.g., the familiar and formal forms of words and expressions used in email messages from social network friends in French-speaking communities across Canada – such as “À la prochaine” versus “Bien à vous”; appropriate ways to invite someone to do something; conventions of a personal or official letter)

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 describe personal activities and interests to the class; to record a schedule of activities in a personal diary; to outline the menu for a class celebration; to describe a fire evacuation route on a poster about school safety for the classroom; to provide a “to-do” list for a smallgroup project; to create a word web describing a character in a story for a class discussion; to add healthy or locally grown foods to the family’s weekly shopping list; to teach a friend how to cook a favourite dish; to complete a registration form for summer camp; to describe, for an advertising brochure, a company’s socially and environmentally responsible practices; to describe celebrations such as powwows; to describe garments historically worn by Métis and voyageurs in the fur trade)

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 menu outlining the courses for a traditional Métis family meal or a school event – subsections for different courses, brief descriptions of dishes with ingredients, illustrations, information about beverage choices; sequential chart – columns and rows for entering date/time and type of activity; brochure – headings, subheadings, illustrations/graphics, captions, descriptive or explanatory text; “how-to” manual, such as how to build a traditional canoe – lists of needed tools and materials, numbered steps, descriptions of techniques, diagrams/illustrations, captions; email message – subject line, salutation, closing/signature line)

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 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., refer to the word wall to identify vocabulary related to a topic; use brainstorming to activate prior knowledge about a topic; identify big ideas/topics for writing from read-alouds and shared reading activities; use print resources, Internet search engines, and assistive technology to research a topic; use peer and teacher feedback to clarify the focus of an idea for writing; use graphic organizers such as timelines and charts to record, sort, and classify information about a topic)

Drafting and Revising: plan and produce drafts following a model (e.g., a model of a “how-to” manual or book; examples of pamphlets, brochures, advertisements, and/or logos provided by students; templates for letters, emails, or text messages), and revise their writing using a variety of strategies, with teacher support (e.g., review drafts to determine whether information is presented in the best order and to identify gaps; rewrite, edit, and revise based on teacher and peer feedback and/or an editing checklist provided by the teacher; use a dictionary to monitor word choice)

Producing Finished Work: make improvements to their written work, using knowledge of some of the conventions of written French (e.g., spell familiar words correctly; verify that they have used the appropriate prepositions to indicate direction and location; verify that they have used appropriate endings to indicate the masculine or feminine form; verify that they have used the correct preposition with the verb to suit the context – as in “jouer à” for playing a sport versus “jouer de” for playing a musical instrument), and use a few elements of effective presentation to produce a polished product for publication (e.g., graphics, borders and shading, different text sizes and colours)

Metacognition: (a) describe, in conversation with the teacher and their peers, some 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., act on teacher and peer feedback to identify information gaps; record writing successes and challenges in a personal journal; use a class-developed anchor chart to provide feedback to a partner; share and discuss with peers revision strategies that they find useful)

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 eastern, western, and northern Canada, 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., using a T-chart, organize and compare information about Frenchspeaking communities in Manitoba and New Brunswick, such as St. Laurent and Memramcook; using a graphic organizer, classify the popular pastimes of French-speaking students in Atlantic Canada, the prairie and western provinces, and the northern territories; build a personal dictionary of French expressions from different regions and communities in Canada)

Awareness of Sociolinguistic Conventions: identify examples of 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; the proper format for salutations and closings in a personal [informal] letter, on a postcard, or in an email; conventions for writing the date in French; conventions for writing numbers and money amounts – such as the use of spaces in numbers with four or more digits [1 000] and the use of a comma rather than a decimal point in currency amounts [1,75 $])

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 a variety of audiences (e.g., use gestures, familiar words, and memorized expressions based on a model to present and refine a message; provide supporting details to clarify ideas and opinions)

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., use visual or environmental clues to make predictions while listening to a video clip; infer underlying meaning from tone and rhythm in a song or poem; identify words that are repeated or stressed for emphasis to summarize main ideas presented; listen for cognates and word families to clarify understanding; use a checklist to highlight important information; ask for repetition and clarification during and after listening)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to formulate opinions based on a peer’s presentation; to identify new vocabulary and expressions in a media presentation on a social or environmental issue; to formulate questions for a guest speaker about a current issue affecting Aboriginal people)

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., paraphrase information heard in a peer presentation; record information heard in a media report dealing with current events; develop questions to clarify information shared by others in smalland large-group situations; describe personal connections made while listening to a song; draw a picture based on a read-aloud; infer the speaker’s point of view by listening for discourse markers; during a jigsaw activity, paraphrase ideas of the “expert” group to members of their group)

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 text for their opinions, with teacher support as appropriate (e.g., discuss personal reactions to information in a documentary or heritage moment about the relationship between early European explorers and First Nations peoples; determine how song lyrics address a specific audience; evaluate the delivery of the message in a newscast or webcast and make suggestions on how it could be more effective; discuss the effectiveness of a commercial in targeting the product’s consumers; identify the various perspectives present and missing in a video related to a social or environmental issue)

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 social and academic interactions about familiar and personally relevant topics (e.g., ask questions for clarification; infer the intended message from the speaker’s tone of voice, body language, and facial expressions; reconsider their opinion after hearing what others say; ask the speaker to repeat or explain at appropriate moments)

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 to a peer’s point of view on a healthy or active living topic by making connections to personal experience; ask questions to find out more information in an interview; share opinions about a favourite music group or author; participate in a debate about a social, economic, or environmental issue; affirm and build on the ideas of others during discussions; listen to participate in traditional storytelling games)

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., ask for suggestions and act on a peer’s feedback; determine the best strategies to identify key information in oral texts; assess their use of verbal and nonverbal cues to demonstrate comprehension during a dialogue; set goals to improve use of listening skills and strategies)

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 eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to personal experiences and their own and other communities (e.g., identify examples from audio and/or audio-visual media that illustrate the status of French as an official language of Canada; listen to the national anthem in French and work in groups to map some similarities and differences between the French and English versions; listen to French Canadian folktales and legends, and discuss, write about, or create artworks to depict aspects that interest them; listen to historical accounts about the voyageurs and coureurs de bois who traded with First Nations, Métis, and Inuit communities, and discuss the significance of these relationships in the development of Canada as a nation; listen to songs such as “À la claire fontaine”, “C’est l’aviron”, “V’la l’bon vent”, and identify their significance to Métis and other French Canadian communities)

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., identify similarities and differences in formal and informal speech used by different groups; compare levels of language used by different age groups; compare the dialects of different French speakers)

Speaking

Using Oral Communication Strategies: identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for a variety of purposes and to various audiences (e.g., use facial expressions and body language; vary pace to engage the audience; use linking words and a variety of sentence structures to enhance the flow of ideas during a presentation; use subject-specific vocabulary to explain a topic clearly)

Producing Oral Communications: using familiar words and expressions, produce planned, rehearsed, and increasingly spontaneous messages in French containing information and ideas about academic topics and matters of immediate personal relevance, with contextual, auditory, and visual support (e.g., present their point of view on a social or environmental issue; explain a current event in detail; perform a skit that compares traditions, festivals, or customs of First Nations, Métis, or Inuit peoples; give a speech about accessibility in public buildings; share a personal opinion about healthy living; deliver an oral presentation regarding the importance of French-language skills when travelling)

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 pauses to accentuate personal preferences when describing food or music choices; use tone and intonation to indicate emphasis; make straightforward requests, express preferences, and describe interests with minimal hesitation; use standard greetings and expressions of courtesy with minimal hesitation in classroom activities; pronounce new vocabulary correctly in classroom activities; use classroom reference materials and teacher prompts to self-correct errors in spoken French)

Creating Media Texts: create a variety of oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., identify and use advertising strategies in a television commercial; produce a podcast explaining the impact of space exploration; create a public service announcement for peers about substance abuse; create a news report about a current event at school or in the community)

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., use body language and gestures to acknowledge information given by a peer; politely state agreement and disagreement during a debate or interview; use appropriate language when entering or interjecting into a conversation; ask follow-up questions to show interest and encourage conversation; anticipate responses from peers to formulate rebuttals during a debate or role play)

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., collaboratively determine roles for a specific group task according to areas of personal strength; review safety requirements with peers before a new physical activity; engage in a role play on the negative effects of drugs; interview a peer about a familiar topic of interest; debate the importance of getting an allowance or having homework; with a group, plan a fundraiser for a school trip; reformulate statements and ask questions in response to a peer’s presentation; make personal connections to a text during a group discussion)

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., discuss the importance of using speaking strategies to communicate ideas clearly; assess how effectively different speaking strategies engaged an audience; describe how selected speaking interaction strategies help maintain conversations; plan next steps to develop speaking skills based on feedback from teachers and peers)

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 eastern, western, and northern Canada, 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 French-speaking communities, including First Nations, Métis, and Inuit communities, in the Atlantic provinces, the prairie and western provinces, and the northern territories; share ideas and opinions regarding Canadian Heritage Moments video clips about significant individuals and topics in French Canadian history – such as the Métis/Louis Riel or the Acadians – and make cross-curricular connections to topics in social studies; discuss personal reactions to songs and artwork by French Canadian artists, including Aboriginal artists, such as Leah Fontaine, Marcien Lemay, Derek Letourneau; describe traditions, festivals, songs, and cuisine from French-speaking regions in western, eastern, and northern Canada, and make connections to customs in their own community; make a presentation about a cultural event or artefact)

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

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., apply prior knowledge during pre-reading activities; make predictions after previewing excerpts from a text; 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 French texts about familiar, academic, and personally relevant topics, with contextual and visual support (e.g., summarize a passage from an informational text in their own words; identify implicit and explicit messages in a print advertisement; perform a monologue presenting the point of view of a character in a fiction text) Teacher prompts: “Comment un gabarit t’aide-t-il à organiser les points importants lus dans un texte?” “Pourquoi utilise-t-on certains visuels dans une publicité?” “Quel point de vue est représenté ou absent dans le texte?” “Comment le fait de te mettre à la place du personnage t’aide-t-il à comprendre son point de vue?”

Reading with Fluency: read French texts containing familiar vocabulary and language structures, and dealing with familiar, personally relevant, and academic 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; use tone of voice, intonation, and varied pace to express feelings during reader’s theatre; chunk text into logical sections or phrases)

Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading (e.g., predict the meaning of unfamiliar vocabulary by using cues such as word patterns; create a word web on a specific topic and subtopics; 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., describe how elements of a bumper sticker are intended to evoke a response to a social issue; explain how a print advertisement promotes a product or lifestyle; explain how graphic text features of a pamphlet such as tables or charts are used to present data; discuss how the point of view expressed in an editorial influences their opinion; evaluate the effectiveness of a summer camp brochure in appealing to the intended audience; identify the elements of a book jacket that are designed to attract readers; explain how images are used in print and television advertisements to evoke emotions, such as ways in which nature scenes or animals are used in a car commercial)

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., biography – to tell the story of a person’s life and accomplishments; graphic novel – to entertain and to explore characters, ideas, and problems; social media – to share opinions; survey – to obtain and analyse information; news article – to provide information about a current event)

Characteristics and Stylistic Elements of Text Forms: identify some characteristics and/ or stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning, with support and guidance from the teacher (e.g., textbook – text features such as table of contexts, index, and headings; script – use of various type styles to indicate stage directions and spoken parts; scientific experiment – instructions and procedures in sequential order)

Metacognition: (a) identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts; (b) determine their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., evaluate the effectiveness of applying prior knowledge in facilitating the understanding of the text read; assess the effectiveness of making predictions to deepen understanding; reflect on and explain the benefits of examining graphics in a brochure to support their comprehension)

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 eastern, western, and northern Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., identify ways in which families are represented in different text forms from various French-speaking regions of Canada; read a daily food log [or a menu] from a Frenchspeaking community, and compare its contents with their own daily diet; read maps to identify differences and similarities with respect to economic and agricultural activity in various French-speaking communities; consult an atlas or website and identify French-speaking communities, including Aboriginal communities, in Atlantic Canada, the prairie and western provinces, and the northern territories; read about important French Canadian and Métis historical figures such as Louis Riel; identify examples of texts – such as bilingual signs or government brochures – that reflect the status of French as an official language of Canada; read the lyrics and listen to songs by various French Canadian and Aboriginal artists and make comparisons with songs in their own first language; identify the traits of heroes in traditional stories, myths, and legends such as Ti-Jean, Kluskap, and Nanabijou)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., abbreviations found in French texts; dialects found in French texts; text message shorthand used in a francophone community)

Writing

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

Identifying Purpose and Audience: determine, with support from the teacher, their purpose for writing and the audience for French texts they plan to create (e.g., to write a persuasive letter to the school newspaper; to write an informative report about the dangers of using drugs or alcohol; to write a story to entertain younger children; to write a set of rules and procedure for playing a new game)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about familiar, personally relevant, and academic topics, following models appropriate to the purpose and incorporating some elements of each form (e.g., write a biography of an important Canadian historical figure such as an early settler or a member of a First Nations, Métis, or Inuit community; compose a newspaper article reporting on a current event at the school; write a script for a short play on a topic of personal interest; prepare a lab report for a science experiment)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., use print or online French dictionaries to find word meanings; use a French thesaurus to explore alternative word choices; use word walls to determine the meaning of words within the same word family; create new words by adding known prefixes and suffixes such as “in-”, “dé-”, “-ion”, “-eur/-euse” to nouns, verbs, and adjectives; use a variety of expressions such as “Croyez-le ou non…”, “Selon les experts,…”, “Quatre médecins sur cinq recommandent…”, “Tout le monde pense…” to persuade an audience)

Using Stylistic Elements: use word choice and stylistic elements to establish a personal voice and a clear point of view (e.g., provide supporting details to establish a point of view in reporting on an equity issue; use a serious tone in a letter to the principal or a lively tone in a short story for younger children; select an alternative perspective in recounting an event; use the third person for a newspaper article or the first person for an editorial)

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 book jacket to entice a potential reader; create a brochure to promote a summer camp; create a multimedia presentation on an environmental issue; create a CD cover for a song or musical group; write the script for a television commercial for a healthy product)

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

Generating, Developing, and Organizing Ideas: generate, develop, focus, and organize ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g. brainstorm topics independently or in small groups for writing about an equity issue; use a graphic organizer such as a fishbone to map out details; use chronological order to organize information in a biography; sort and organize ideas in order of importance)

Drafting and Revising: plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a variety of strategies (e.g., use highlighters to identify words and phrases that could be omitted or changed; use descriptive feedback from peers and the teacher to ensure logical organization of ideas; add transition words and phrases to improve the flow of their writing)

Producing Finished Work: edit, proofread, and publish a variety of written pieces, following a model or a set of guidelines to meet established criteria, with support as appropriate (e.g., use commas to separate words in a list; use dashes in dialogue to indicate a change in speaker; use word walls to verify the spelling of high-frequency words; apply rules for forming plurals to unfamiliar words; use correct placement of verbs and adverbs in a sentence; use peer editing to improve their written text before publication; use checklists and anchor charts to verify that the specified criteria have been met; use a variety of font styles and sizes to highlight key ideas for the reader; use multimedia and visual support to enhance published texts)

Metacognition: (1) identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after writing; (2) determine their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., determine which graphic organizers were most helpful in generating ideas before writing and in guiding the development of thoughts and ideas during writing; assess the effectiveness of peer feedback and peer editing in revising their work; evaluate which writing strategies were most helpful to them in completing the task)

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 eastern, western, and northern Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., use presentation software to share a cultural experience; write a comparative description of two cultural artefacts for a museum; write a report on a French Canadian cultural event, making connections to an event from their own culture; write a biography of a French-speaking person who has contributed to Canadian society; following an example of a French Canadian myth or legend, write a legend explaining a cultural event or geographic phenomenon from their own community; write a myth or fable for their own community that reflects a moral or value, drawing on examples from other cultures)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in their written work (e.g., idiomatic expressions; appropriate level of formality for dialogue between strangers; use of French text shorthand in writing an email to a friend; variations in spelling to reflect a particular dialect)

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., make predictions before listening to a text; ask questions to clarify things they do not understand in a peer’s presentation; recognize and interpret gestures, facial expressions, and tone of voice to facilitate understanding; visualize elements of an oral text)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to gather feedback during student-teacher and peer conferences that can be used to help them plan next steps; to formulate questions on a topic based on peer presentations; to express an opinion in a class debate; to identify the perspective in the dramatization or retelling of a myth or legend)

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., create a poster for a product using the main ideas heard in a commercial; summarize main ideas and supporting details heard in a webcast, using a graphic organizer; create a storyboard based on

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., evaluate different news broadcasts for bias; analyse the effectiveness of an advertisement aimed at a specific age group; evaluate how the visuals support the spoken messages in a documentary on Aboriginal peoples; explain how a television or radio advertisement might have a different effect on boys and on girls; identify the target audience for a documentary on an environmental issue; compile images from newspapers, magazines, and the Internet to illustrate the mood of a song or poem)

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., ask questions to clarify meaning and understanding; paraphrase ideas from peers during a debate; ask for repetition when participating in discussions)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., offer feedback on a peer’s presentation; respond to a speaker’s opinion while showing respect for his or her ideas; offer suggestions in a group discussion on preserving biodiversity; listen and respond during improvised role play; exchange opinions with a peer about a story read in class)

Metacognition: (a) describe factors that prevent them from listening effectively and strategies they foundhelpful 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 what helped them to understand and allowed them to interact more effectively during a discussion; determine next steps after assessing the effectiveness of the listening strategies they use most often; set learning goals during a teacher conference to improve their listening skills)

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

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to personal experiences and their own and other communities (e.g., identify examples from audio or audio-visual media that illustrate the status of French as an official language of Canada; listen to the national anthem in French and determine some similarities and differences between the French and English versions; listen to French Canadian folktales and legends and discuss, write about, or create artworks to depict aspects that interest them; listen to historical accounts about the voyageurs and coureurs de bois and discuss their significance to the development of Canada as a nation; listen to songs such as “À la claire fontaine”, “C’est l’aviron”, “V’là l’bon vent” and identify their significance to Métis and other French Canadian communities; listen to participate in traditional storytelling games)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., language used in different French-speaking regions; formal and informal language used in a variety of social situations) Teacher prompts: “Comment l’orateur adapte-t-il son niveau de langage selon son auditoire?” “Comment l’écoute de chansons de deux régions francophones différentes t’aide-t-elle à distinguer les différences dans la façon dont ces deux régions utilisent la langue française?” “Quels éléments ou facteurs influencent les différences de langage entre différentes régions francophones?” “Comment les mots utilisés par un artiste dans son poème ou sa chanson reflètent-ils le langage utilisé dans sa culture?”

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., allocate time to planning, mapping out, and practising a presentation; practise in front of a mirror to gain confidence before a presentation; rehearse with a partner or while recording themselves before sharing a presentation in a large group; use visuals to supplement and enhance a presentation; use editing tools to help make a presentation flow; use tone of voice, pace, and volume to help communicate meaning; use appropriate facial expressions, gestures, and eye contact to engage their audience)

Producing Oral Communications: 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., explore various points of view through dramatization and role play; prepare an oral presentation to persuade peers to react to a social or environmental issue; share their opinion of a book or movie; deliver a speech to motivate students to participate in an environmental initiative; analyse the works of various Aboriginal artists through group discussion; talk about the purpose, message, and effectiveness of editorial cartoons; express personal reactions to a documentary on economic globalization; discuss the effectiveness of persuasive language in television ads)

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 pauses appropriately when presenting information; use tone of voice to articulate feeling or expression during a role play)

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 podcast presenting opposing opinions about a current event; create a television commercial for a healthy food product; create an anti-drug advertising campaign for radio; create a historical travelogue describing the journey of a First Nation guide and a European explorer; create a mul

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; paraphrase to clarify meaning; make connections to their own experience when responding to a peer’s comment; use facial expressions and gestures to indicate agreement or confusion)

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., participate in smalland large-group discussions on international issues; interview a partner about his or her healthy living practices; role-play a meeting between an individual from a First Nation community and an early European settler; debate a local social issue such as bullying; participate in a group discussion about what they and their peers do with their allowance)

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 helpful when interacting with classmates; discuss the effective elements of their presentation and identify elements that could be incorporated in future; use a checklist to monitor their contributions to and participation in discussions)

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 eastern, western, and northern Canada, 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 French-speaking communities, including First Nations, Métis, and Inuit communities, in the Atlantic provinces, the prairie and western provinces, and the northern territories; share ideas and opinions regarding Canadian Heritage Moments video clips about topics in French Canadian history – such as the Métis or the Acadians – and make cross-curricular connections to topics in social studies; discuss personal reactions to songs and artwork by French Canadian artists, including Aboriginal artists, such as Leah Fontaine, Marcien Lemay, Derek Letourneau; describe traditions, festivals, songs, and cuisine from French-speaking regions in western, eastern, and northern Canada, and make connections to customs in their own community; make a presentation about a cultural artefact or a cultural event such as a wampum belt, Journée Louis Riel, or National Aboriginal Day)

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., levels of formality appropriate to the audience or purpose of communication; politeness/formality in customer service etiquette in restaurants or stores; expressions of gratitude; regional variations in vocabulary)

Reading

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

Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them appropriately before, during, and after reading to understand a variety of French texts, with support as appropriate (e.g., activate prior knowledge about a subject by brainstorming; make predictions about a text based on knowledge of similar texts; use visualization and mental images to clarify the message; read on to confirm or clarify understanding; summarize key points on a graphic organizer)

Reading for Meaning: demonstrate an understanding of the intent and meaning of a variety of French texts about familiar, academic, and personally relevant topics, with contextual and visual support (e.g., create a Venn diagram to compare and contrast characters in two texts; create promotional materials to encourage others to read a text from the class library; in a guided reading group, read an article on an environmental issue and design the cover page for a magazine featuring the article; identify the point of view in a narrative text; summarize an informational text in their own words)

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 radio drama or editorial in role with suitable emphasis and phrasing; use tone of voice, pace, and expression during reader’s theatre; reread a familiar text; use knowledge of prefixes and suffixes)

Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading (e.g., use prefixes and suffixes to create new words; create a personal lexicon; develop a list of word patterns to determine meaning of new words; use a thesaurus to generate synonyms and antonyms for frequently used 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., compare the effectiveness of written and audio advertisements for the same product; discuss how the point of view expressed in an editorial influenced their opinion; determine the implied audience of an advertisement and describe how the message might change if the advertisement were directed at a different audience; identify differences between language used in packaging for healthy food and fast food; identify features of an eco-tourism brochure that are intended to attract travellers)

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., myth – to explain the world through imaginary and supernatural characters; advertisement – to sell a product or promote awareness of an issue; biography – to tell the story of someone’s life and accomplishments; map – to convey geographical relationships; directions for a science experiment – to explain steps to students)

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., traditional First Nation, Métis, or Inuit story – characters, personification of objects or animals, moral or lesson; newspaper article – captions, headline, and subheadings; map – legend, coordinates, grid; persuasive letter – argument and supporting information; poetry – alliteration and rhyme; narrative – comparison, personification, simile, contrast, metaphor, sarcasm/irony, comparison, symbolism)

Metacognition: (a) identify, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after reading to understand texts; (b) determine their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., recognize that rereading will help them to repair meaning when understanding has broken down; evaluate how deleting unimportant information when summarizing helped them arrive at the essence of meaning; recognize how synthesizing new knowledge with prior knowledge deepens understanding of ideas or concepts)

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 eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to personal experiences and their own and other communities (e.g., identify how family is represented in different text forms from various French-speaking regions of Canada; read a daily food log or a menu from an individual in a Frenchspeaking community, such as Iqaluit, Saint Boniface, or Moncton, and compare its contents to their own daily diet; read maps to identify differences and similarities with respect to economic and agricultural activity in various French-speaking communities; consult an atlas or website to identify Frenchspeaking communities, including Aboriginal communities, in Atlantic Canada, the prairie and western provinces, and the northern territories; read about important French Canadian/Métis historical figures such as Louis Riel; discuss various Aboriginal stories or legends, such as Légende de la Prairie-du-Cheval-Blanc, and make connections to current environmental and social issues; identify examples of texts – such as bilingual signs or government brochures – that reflect the status of French as an official language of Canada; read the lyrics and listen to songs by various French Canadian and Aboriginal artists such as Elisapie Isaac, Florent Vollant, and Samian, and make comparisons with songs in their own first languages; identify the traits of heroes in traditional legends such as Ti-Jean and Nanabijou)

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., formal and informal language and style in letters and advertisements; regional dialects such as l’acadien, le chiac, le Michif, le créole)

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 create steps for the respectful resolution of conflict; to share a personal experience; to inform their peers about a global economic issue; to recount a legend; to express an opinion in an editorial; to inform classmates of the dangers of using drugs in a report; to write instructions for a sport or cooperative game; to describe the importance of forest conservation for the protection of animal and plant species)

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., compose an article on a current or historical event; create a graphic text to promote the benefits of daily physical activity; write a diary entry from the point of view of an Aboriginal Canadian or early Canadian settler; write a script promoting antibullying awareness; review a movie or book; write a letter to their city councillor about steps to improve the local environment)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., use regular and irregular adjectives and adverbs to enhance interest in text; use a thesaurus to find synonyms for commonly used words; use online and print dictionaries to determine word meaning)

Using Stylistic Elements: use word choice and stylistic elements to establish a personal voice and a clear point of view (e.g., use similes when comparing themselves to a character; vary sentence length and type; use persuasive language and supporting details to request a change in school rules; use personification to give life to an object or idea; use first- or third-person narration)

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 vignette/ short video depicting trade between Aboriginal and European peoples in colonial Canada; create a DVD jacket or poster for a movie; create a multimedia campaign to raise awareness about substance abuse; design a web page for an amusement park; create a blog to encourage young people to take action on or find solutions to a social issue in their community; write a script for a public service announcement to encourage healthy eating or litterless lunches)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., appropriate conjunctions and punctuation in compound and complex sentence structures; indirect object pronouns such as “lui”, “leur”; relative pronouns such as “qui”, “que”, “dont”, “lequel”; possessive pronouns such as “le mien”, “la tienne”, “les siens”, “le leur”; passé composé, imparfait, présent, and futur of familiar verbs according to the context)

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., before writing a procedural text, record the steps in a flow chart; brainstorm prior knowledge of a topic to generate ideas for writing; list arguments on a graphic organizer before drafting a persuasive letter; create a storyboard to outline a narrative)

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., make an outline before writing a report; use a graphic organizer to help them organize main points and supporting details; refer to teacher models and exemplars when editing work; highlight ideas or information that should be omitted or changed; cut and paste to present their arguments more logically; use an asterisk to identify sentences that require further clarification; identify repetitive words and substitute alternatives; consider feedback from their teacher or peers)

Producing Finished Work: edit, proofread, and publish a variety of written pieces, following a model or a set of guidelines to meet established criteria, with support as appropriate (e.g., refer to checklists and anchor charts to determine whether all criteria have been met; consider comments from peers when editing their writing; choose relevant graphics and images to enhance the message; read their written draft aloud to verify logical organization; use proofreading tools such as a spellcheck program to identify mistakes)

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., determine which strategies helped them organize information and ideas effectively; evaluate the effectiveness of peer editing and peer feedback; record areas needing improvement and next steps in a writer’s notebook)

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 eastern, western, and northern Canada, 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., use presentation software to share a cultural experience; write a report on a French Canadian cultural event, making connections to an event from their own cultures; write a biography of a French-speaking person who has contributed to Canadian society; following an example of a French Canadian myth or legend, write a legend explaining a cultural event or geographic phenomenon from their own community; write a report on a French Canadian tradition adapted from First Nations traditions, such as making maple syrup)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in their written work (e.g., idiomatic expressions; appropriate level of formality for dialogue between strangers; appropriate language for the questions in a survey)

demonstrate knowledge and understanding of aspects of the Native culture studied in their writing

use correct spelling in their writing, drawing on a variety of resources (e.g., classroom-displayed vocabulary lists, print and electronic dictionaries, spell-check feature of software programs)

participate in a variety of structured writing activities appropriate for the grade (e.g., describe an experience using different verb tenses)

write a variety of materials (e.g., informal notes, letters, descriptions), using vocabulary and language structures appropriate for the grade

Writing

read sentences aloud using proper intonation to convey meaning

use a variety of reading strategies appropriate for the grade (e.g., consider word endings, word order, context)

participate in a variety of structured reading activities appropriate for the grade (e.g., identify types of sentences in a written text)

demonstrate an understanding of the information and ideas conveyed in written materials (e.g., identify the main ideas in short stories)

read a variety of simple written texts (e.g., traditional Native stories and legends, short stories by Native authors)

Reading

participate in oral presentations (e.g., prepare a presentation on a Native tradition or custom)

use the pronunciation used by Native speakers in the community

participate in a variety of structured oral language activities appropriate for the grade (e.g., classify nouns as animate or inanimate, identify kinds of verbs)

demonstrate an understanding of spoken language in various situations and contexts (e.g., summarize a Native story told to the class by a Native speaker from the community)

participate in simple conversations

Oral Communication

demonstrate knowledge and understanding of aspects of the Native culture under study.

write for a variety of purposes in the writing system used in the program

read a variety of print materials in the writing system used in the program

demonstrate an understanding of elements of grammar appropriate for this grade

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

demonstrate an understanding of simple oral texts, including short stories

communicate in various contexts and for a variety of purposes

Oral Communication, Reading, and Writing

Native Languages