Grade 7 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 explicit and implicit messages in a variety of oral French texts, including increasingly complex texts (e.g., review relevant vocabulary, expressions, and idioms to prepare for listening to an oral text; ask questions to make connections to the ideas heard; synthesize key ideas to reinforce comprehension)

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies and use them appropriately before, during, and after listening to understand explicit and implicit messages in a variety of oral French texts, including increasingly complex texts (e.g., make connections to prior knowledge and personal experiences; make predictions; identify cognates and familiar words; summarize important information using an organizational tool)

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., use background knowledge of the structure of different types of texts to make predictions about the content of a narrative or presentation; use note-taking strategies to keep track of key ideas and information in a read-aloud; ask questions to clarify or confirm important details; use clues such as the speaker's tone of voice to help interpret messages accurately)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to identify contrasting points of view during a discussion related to an environmental, social, or political issue; to learn new information; to make inferences about messages heard during a storytelling performance)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to identify the intent of a message on an environmental issue in a presentation or report; to appreciate varying beliefs through hearing a legend, myth, or fable; to understand the impact of a commercial on consumer choice; to gain an appreciation for French-speaking cultures through their songs)

Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts containing increasingly complex messages about everyday matters and matters of personal interest, with contextual and visual support (e.g., identify key information in a media clip of a French conversation, such as a dialogue between a couple discussing what to order in a restaurant; listen to a speaker describe his or her interests and identify a related career choice; listen to a public service announcement about an environmental issue and identify the main message; listen to a story or a popular song and relate it to a current event; listen to a media clip about a talent competition and agree or disagree with the judges' opinion of the performance; listen to a public service announcement about a topic such as cancellation of bus service and determine how the information will influence their plans for the day)

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 a variety of familiar, academic, and personally relevant topics, with support as appropriate (e.g., develop an advertising campaign related to key ideas and messages heard in a presentation about accessibility issues; create a timeline of key events based on a read-aloud of a historical or fictional text; identify implicit messages in public service announcements aimed at adolescent audiences; synthesize different points of view heard in a media clip about the effects of environmental changes on various Aboriginal communities)

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., share personal reactions to an audio text on global warming; draw an object or person based on a description; restate main ideas heard in group discussions; respond in writing or through role play to the point of view in a presentation)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of oral media texts about familiar, academic, and personally relevant topics, with teacher support as appropriate (e.g., express an opinion about viewpoints heard during a listener-response broadcast on financial issues facing adolescents; explain personal reactions to sentiments expressed in songs; identify the explicit and implicit messages in online advertising clips; preview a movie trailer and infer key aspects of the story; discuss how the language, music, and special effects convey the message in a public service announcement related to a social or environmental issue)

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., explain why a media text might have a different impact on different audiences; identify visual elements that support the spoken message in a multimedia text; compare how a current event is represented in various television and radio reports; evaluate radio advertisements for bias and inclusiveness; explain how a public service announcement may influence an audience; articulate personal reactions to an ad campaign regarding mental or physical health)

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 oral 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 a variety of extended interactions in familiar social and academic contexts (e.g., ask relevant questions to make connections and extend a discussion; indicate interest and engagement in a conversation by using vocal prompts; paraphrase a speaker's point of view)

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., interpret verbal and non-verbal cues such as gestures, body language, and tone during conversations with peers; ask questions for clarification; paraphrase to confirm understanding)

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., list key ideas from an oral text and confirm them with peers; provide relevant feedback when appropriate and/or requested; know when to interrupt politely to offer an additional point of view; use respectful body language when participating in a discussion; use appropriate vocal prompts to signal empathy, interest, and personal regard in dialogues and conversations)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., negotiate solutions to problems, interpersonal misunderstandings, and disputes; discuss current events with peers; participate in oral interactive story building)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., listen to peer presentations related to healthy living and share personal habits; acknowledge the ideas of peers when contributing to a group discussion on an environmental issue; contribute actively in a debate; interview a classmate about their cultural customs)

Interacting: respond with understanding to what others say while participating in interactions of various lengths about everyday matters and matters of personal interest (e.g., listen to a partner's description of food preferences and respond by asking for more information or making comparisons to their own preferences; listen to a partner's opinion about a story and compare reactions; listen to an enquiry about a local business and provide the information requested; listen to and participate in a class discussion about ways to conserve energy; listen to a classmate's description of a community event they have attended or heard or read about and confirm, modify, and/or add to the report)

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., after an activity, explain why they think particular listening strategies were more effective than others; reflect on successes and areas in need of improvement and record them in a learning log; following a presentation, identify and evaluate with a peer the strategies used to understand the speaker's message; maintain a record of learning strategies that they used effectively during listening tasks)</li></ol>

Metacognition:<ol type="a"><li>describe strategies they found helpful before, during, and after listening</li><li>identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., evaluate the effectiveness of the strategy used after a listening task; assess their ability to apply listening strategies; record personal goals to improve listening skills and strategies in a learning log)</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 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., use co-constructed criteria to self-monitor listening during a conversation; determine next steps based on comments and feedback from peers and teacher; share with a partner a listening strategy they find helpful; record in a journal situations in which they are successful and challenged when listening)</li></ol>

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

Intercultural 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 the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., locate French-speaking communities in North and South America based on information from audio and audio-visual sources; listen to Franco-Caribbean, Franco-Hispanic, or Cajun music and write about their response or create or select images to illustrate their reactions; listen to Franco-Caribbean stories and make connections with their own family's stories; listen to a text about the Acadian exiles and other French-speaking groups who settled in Louisiana and other U.S. states, and work with classmates to make cross-curricular connections; identify the impact of Métis communities in the United States, such as the Métis community in Montana; listen to media texts describing customs and traditions of Franco-American communities and compare them to their own)

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., determine the role of musical elements such as rhythm, tempo, or beat in a particular French-speaking community's celebrations; identify cultural elements presented during a French artistic performance; visually demonstrate understanding of the beliefs and values orally expressed by an Aboriginal artist in the Americas; locate French-speaking communities in North and South America based on information from audio and audio-visual sources; listen to Franco-Caribbean, Franco-Hispanic, or Cajun music and select images, write a story, or use a graphic organizer to communicate their reactions; listen to text about the Acadian exiles and other French-speaking groups who settled in Louisiana and other U.S. states, and work with classmates to make cross-curricular connections; identify the impact of Métis communities in the United States, such as the Métis community in Montana)

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., locate French-speaking communities in North and South America based on information from audio/audio-visual sources; listen to Franco-Caribbean, Franco-Hispanic, or Cajun music and write about their response or create or select images to illustrate their reactions; listen to or view a text about the Acadian exiles and other French-speaking groups who settled in Louisiana and other U.S. states and work with classmates to make cross-curricular connections; identify the impact of Métis communities in the United States, such as the Métis community in Montana)

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., regional pronunciation and expressions from different French-speaking cultures; language registers in interactions between youth and adults; language conventions that differ in written and oral contexts)

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., examine the language used in advertising to persuade different audiences; compare a speech presented to a teacher and one presented to peers; identify ways to verbally introduce an artistic performer; describe the language used to politely introduce arguments or suggestions)

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 expressions used in advertising that signal an attempt to persuade the listener to do or buy something; compare the language used in conversations with a teacher versus a peer and identify some of the differences; compare the language used to introduce a performer or celebrity and the language used to introduce a friend and identify some of the differences; identify some conventions used in informal exchanges such as telephone calls)

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., use tone of voice and facial expressions to emphasize emotion; select appropriate vocabulary; use speaking notes in a debate; use known vocabulary when speaking about familiar subjects)

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., vary tone and pace during a presentation to engage the audience; speak about familiar topics; use classroom resources [anchor charts, sentence stems, useful expressions] to strengthen oral communications; rehearse before speaking; highlight key words for emphasis in a speech; paraphrase when they can't find the exact term; refer to success criteria for effective communication)

Using Oral Communication Strategies: identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., use and reuse familiar and newly acquired phrases and sentences to state needs and preferences; use and reuse familiar sentence patterns and vocabulary to present information in a readily understandable form; use all available resources, including feedback from peers, to assist them in making their ideas understood)

Producing Oral Communications: produce planned, rehearsed, and spontaneous messages in French containing information and ideas about academic topics and matters of personal interest, with contextual, auditory, and visual support (e.g., compose and recite a poem about the impact of a natural disaster; relate an anecdote about a personal embarrassing moment to entertain the class; deliver a speech, using visual supports, to campaign for class president; share personal reactions while presenting a photo essay on a social issue; discuss the possible financial consequences of their personal consumer choices)

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., deliver a report on a social, economic, or environmental issue that affects the local, provincial, national, or world community; present a monologue on equity; communicate solutions to global warming in a speech or oral report)

Producing Oral Communications: using familiar words and expressions, produce rehearsed and increasingly spontaneous messages in French about matters of immediate personal relevance, with contextual, auditory, and visual support (e.g., create and deliver a school announcement in French; present a personal point of view on an environmental issue; describe their hobbies, interests, and/or activities at school to the class; contribute ideas about a topic in a brainstorming activity; create and deliver a slideshow presentation to the class about a cultural event, a favourite object, or their plans for a vacation; role-play a familiar, everyday situation)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in planned, rehearsed, and spontaneous communications about a variety of academic and personally relevant topics, using familiar words and expressions (e.g., avoid awkward pauses by describing an idea or object when the exact term is forgotten; role-play a telephone conversation to demonstrate clear speaking when face-to-face communication is not possible; change expression and intonation to reflect the message and situation; change tone/inflection to express sarcasm, irony, respect, and other emotions)

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

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in rehearsed communications about personal and familiar topics (e.g., make themselves clearly understood in exchanges with a partner; leave a clear, brief message on an answering machine with minimal hesitation; use accurate pronunciation and elision [liaison] in classroom activities to practise new vocabulary and expressions)

Creating Media Texts: create a variety of increasingly complex oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., review a book, movie, or community event in a podcast; create a commercial promoting inclusiveness in the school community; create and record a voice-over narration for a video; present a personal point of view in a news broadcast; create a short video about an important issue faced by a First Nation, Métis, or Inuit community)

Creating Media Texts: create a variety of increasingly complex oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a segment for an entertainment show reviewing a book, video game, or movie; create a multimedia report on renewable sources of energy; create a podcast about the importance of bilingualism/plurilingualism)

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., use appropriate gestures and phrases to indicate that they have something to share; rephrase questions or restate information to ensure that others understand; use appropriate tone and expression during discussions; remain on topic during group discussions)

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour in a variety of situations (e.g., paraphrase peers' point of view during a debate to clarify their meaning; choose the appropriate level of formality in a conversation; appropriately use a variety of non-verbal cues such as gestures, facial expressions, and eye contact in oral interactions)

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour in a variety of situations (e.g., speak clearly; look at the listener/audience; demonstrate an understanding of when to speak and when to listen; take turns; ask questions and paraphrase information to confirm understanding; request repetition and explanation from peers when meaning is unclear; acknowledge the contributions of others before stating their own views; show respect for different points of view)

Interacting: engage in rehearsed and spontaneous spoken interactions, in social and academic contexts, about academic and personally relevant topics (e.g., debate with peers the points of view presented in a news report on an issue or event in a developing nation; with a partner, brainstorm and discuss what could have been done to prepare for a natural disaster; role-play with a partner asking for and giving directions while on vacation)

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., ask questions for clarification during a discussion; formulate a respectful and clear argument during a debate; participate in a dialogue with a partner)

Interacting: engage in a variety of guided spoken interactions with their peers and the teacher, using familiar sentence structures and expressions, with teacher modelling and support as appropriate (e.g., exchange information with peers about their hobbies and interests, or events at school; contribute information in a jigsaw group discussion about current events; share their ideas and respond to others' opinions in a literature circle; provide feedback to a classmate in a peer-assessment activity; contribute and respond to comments in role plays and interactive games; with a partner, simulate an interview, taking turns asking and answering questions about personal preferences and opinions; share information about family and cultural traditions with a partner, asking for and providing clarifying information)

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 with a partner the efficacy of role-playing situations in enhancing their understanding of the levels of formality in French; plan strategies to avoid use of languages other than French, such as seeking alternative French vocabulary; review a recording of their speech with a peer to determine speaking strategies used effectively and most frequently)</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., solicit feedback from other students during oral interactions to identify areas of greater or lesser strength; use a portfolio of recorded work to reflect on which strategies are most helpful during oral communication; improve their interactions during group discussion by referring to teachers' descriptive feedback; evaluate the effectiveness of the speaking strategies used in previous presentations)</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 speaking to communicate effectively</li><li>identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., refer to and use the established criteria for effective communication; plan to incorporate effective communication strategies in their daily interactions; discuss areas of strength with the teacher and peers, and set goals to improve oral communication)</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 the Americas outside 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., identify and describe characteristics of French-speaking communities in the Americas such as Haiti, Guadeloupe, or Louisiana; describe examples of Cajun cuisine and/or the traditions of the Mardi Gras festival; research the roots of French-speaking communities in the French West Indies, St. Martin, St. Lucia, Martinique, Louisiana, and the New England states and report their findings to the class in a presentation or role play; identify and make a presentation on some traditions of Haitian, French Guyanese, Cajun, or other French-speaking communities in the Americas and compare them with traditions in their own community)

Intercultural Awareness: communicate information orally about French-speaking communities in the Americas outside 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., identify and describe characteristics of French-speaking communities in Haiti, Guadeloupe, or Louisiana; describe examples of Cajun cuisine and/or the traditions of the Mardi Gras festival; research the roots of French-speaking communities in the French West Indies, St. Martin, St. Lucia, Martinique, Louisiana, and the New England states and report their findings to the class; identify and make a presentation on some traditions of Haitian, French Guyanese, Cajun, or other French-speaking communities in the Americas and compare them with traditions in their own community; compare songs or anthems from different French-speaking countries; compare the rights and responsibilities of children from different French-speaking communities around the world and make connections to their own; report on environmental factors that influence the way of life in various French-speaking communities in the Americas)

Intercultural Awareness: communicate information orally about French-speaking communities in the Americas outside 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., identify and describe characteristics of French-speaking communities in the Americas such as those in Haiti, Guadeloupe, or Louisiana; describe examples of Cajun cuisine and/or the traditions of the Mardi Gras festival; research the roots of French-speaking communities in the French West Indies, St. Martin, St. Lucia, Martinique, Louisiana, and the New England states and report their findings to the class; identify and present some traditions of Haitian, French Guyanese, Cajun, or other French-speaking communities in the Americas and compare them with traditions 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., regional dialects; language registers for different audiences; expressions of thanks appropriate to different contexts; the use of Antillean Creole and Cajun expressions and other forms of speech that vary from standard French usage, such as "cher/chère" in spoken interactions, "Est où" instead of "Où est", "avoir" instead of "être" as an auxiliary verb as in "il a parti" instead of "il est parti", "alle" instead of "elle", and "asteur" instead of "à cette heure", "Bon jou" instead of "Bonjour", "wi" instead of "oui", "mesi" instead of "merci", "nanan" instead of "grandmère", "mouche à miel" instead of "abeille", or "pistache" instead of "arachide")

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., explore how different French-speaking communities use intonation, pauses, and tone; compare common proverbs used in various French-speaking communities and use them in social situations; use slang and anglicisms from different French-speaking communities in conversations and role-playing)

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., in a role play or presentation, demonstrate the use of Antillean Creole and Cajun expressions and other forms of speech that vary from standard French usage – such as "cher/chère" in spoken interactions, "Est où" instead of "Où est" for "Where is…?", "avoir" instead of "être" as an auxiliary verb as in "il a parti" instead of "il est parti", "alle" instead of "elle", and "asteur" instead of "à cette heure"; identify and describe to the class some Antillean Creole alternatives to standard French words – such as "Bon jou" instead of "Bonjour" for "Good day", "wi" instead of "oui" for "yes", "mesi" instead of "merci" for "thank you"; identify and describe to the class some Cajun alternatives to standard French words – such as "nanan" instead of "grandmère" for "grandmother", "mouche à miel" instead of "abeille" for "honey bee", or "pistache" instead of "arachide" for "peanut")

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 on a topic and note key points on concept maps; make predictions about a text based on knowledge of similar texts; make sketches to assist them in visualizing the action in a scene from a story or a process described in an informational text; read or reread to confirm or clarify understanding)

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., use a graphic organizer to record and share prior knowledge before reading; make inferences to explain how a character's actions illustrate traits of his or her personality; use visual and contextual cues to support their comprehension; ask questions after reading to confirm or revise predictions)

Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies and use them before, during, and after reading to understand texts in modelled, shared, guided, and independent reading contexts (e.g., preview vocabulary related to the subject matter of a text; activate prior knowledge about a topic through dialogue and discussion; use pictures and illustrations to clarify meaning and make inferences; make predictions about a text based on knowledge of the author; ask questions to focus reading; use graphic organizers to identify relationships between ideas in a text; use visualization to clarify details about a character or scene; use clues related to number and gender agreement to help determine meaning in a sentence; reread key passages to confirm, clarify, or revise their understanding and predictions)

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 support as appropriate (e.g., identify and discuss story elements in a literature circle; infer the intended audience for and implicit messages in a selection of posters; write short book reports; select and synthesize information from websites to create a brochure promoting the benefits of a bilingual and multicultural Ontario; find specific items for the classroom or a school event in classified advertisements)

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., visually represent their understanding of the message of a poem; summarize an informational text in their own words; explain the choice of pictures the author has included in a children's book; choose appropriate material to include in a welcome package for a newcomer student who has joined their class; develop questions they would ask the author to clarify his or her point of view)

Reading for Meaning: demonstrate an understanding of a variety of French texts containing visuals and familiar names, words, and expressions, with teacher modelling and guidance as appropriate (e.g., read and respond to suggestions in a pen pal's letter; identify key information in a reservation confirmation; read and report on or dramatize the rules of a favourite sport; read and comment on a classmate's journal entry about a weekend outing; using a graphic organizer, identify and record the main idea and supporting details from a text and share their answers in a small-group discussion; respond to the information in an environmental brochure by brainstorming ways to implement environmentally responsible projects in the school)

Reading with Fluency: read a variety of French texts containing increasingly complex 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 in role with suitable emphasis and phrasing to dramatize a text for an audience; read aloud selected excerpts from poetry, song lyrics, or a novel to inspire and challenge peers; read the class or school daily announcements)

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., adjust reading speed according to the difficulty of the text or the purpose for reading; make predictions as to what comes next in a passage; read a script in role with expression and appropriate pace to reveal a character's personality; use knowledge of prefixes and suffixes to automatically read familiar words; record a brief passage read aloud to solicit feedback from a peer)

Reading with Fluency: read a variety of texts containing familiar names, words, and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., read with appropriate expression to communicate the emotions suggested by the text; make reading aloud sound like spoken language, with appropriate emphasis, and pauses, stops, and starts as indicated by the punctuation; identify and pronounce smoothly previously encountered words from oral vocabulary and grade-level texts, terminology used regularly in discussions and posted on anchor charts, and words from shared/guided/independent-reading texts and resource materials)

Developing Vocabulary: identify and use a range of different strategies to expand vocabulary through reading (e.g., record new words found in texts they have read; construct a word web of vocabulary related to the personality traits of a character in a narrative; decode unfamiliar words by using prefixes and suffixes to relate them to known words and cognates)

Developing Vocabulary: identify and use a range of 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 the meaning of new words; use a thesaurus to generate synonyms and antonyms of frequently used words)

Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words (e.g., look up and develop lists of cognates to expand vocabulary; find a synonym for an unfamiliar word; use words from electronic texts to expand vocabulary; identify synonyms and antonyms for familiar words; use note-taking to compile new words for a personal word list; recognize syntactic [language structure] cues such as word order and language patterns and use them to solve unfamiliar words)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of media texts about familiar, academic, and personally relevant topics, with teacher support as appropriate (e.g., discuss with peers the efficacy of image and caption choices in a poster; evaluate the presentation of the material in billboard advertisements or banner ads and discuss possible reactions; read fashion magazines and explain how images, word choice, text fonts, and graphics appeal to particular audiences)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of media texts about familiar, academic, and personally relevant topics, with teacher support as appropriate (e.g., analyse the point of view presented in online texts, such as social media sites; identify the use of emotive language in the song lyrics of a francophone artist and discuss its effectiveness; identify and compare the positions of several newspaper articles on a specific current event; evaluate the presentation of the material in billboard advertisements or banner ads and discuss possible reactions; analyse information from a multimedia presentation on a social or environmental issue and discuss their personal opinions with peers)

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., novel/short story – to give realistic portrayals of imaginary characters; owner's manual – to inform about the use or maintenance of a product; poetry/song lyrics – to tell a story, inform about an aspect of culture, entertain, or make a social commentary)

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; owner's manual – to inform about the use or maintenance of a product; map – to convey geographical relationships; directions for a science experiment – to order and explain the steps to be followed)

Purposes of Text Forms: identify the purpose(s) of a variety of text forms, including fictional, informational, graphic, and media forms (e.g., graphic novel – to tell a story through illustrations supported by text; magazine article – to provide information/explanations or outline arguments about a topic, usually related to current events; folktale, such as creation stories from First Nations, or French Canadian legends used by Métis, like La Chasse-galerie – to explain, in imaginative terms, traditional beliefs or customs of a particular cultural group; email or text message – to convey information or greetings, ask for information, or exchange ideas and opinions)

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 explicit and implicit messages, with support and guidance from the teacher (e.g., poetry/song lyrics – repetition, rhyme and use of descriptive words and metaphors to help the reader visualize something; invoice or bill – headings, subheadings, tables, graphs; catalogue or flyer – categories, descriptions, and images to promote products)

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 explicit and implicit messages, with support and guidance from the teacher (e.g., Aboriginal myth/legend – characters, personification of objects or animals, moral or lesson; newspaper article – captions, headline, subheadings; map – legend, coordinates, grid; persuasive letter – argument and supporting information; poetry – alliteration and rhyme, personification, metaphor, symbolism; narrative – comparison, simile, contrast, sarcasm/irony)

Characteristics of Text Forms: identify some characteristics and/or stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms (e.g., graphic novel – photographs or drawings depicting the action, captions explaining the action, speech balloons for dialogue or characters' thoughts, graphic depictions of sound effects; folktale – human, divine, or animal characters, often with special knowledge or talents, representing aspects of a culture's traditional belief system; magazine article – captions, illustrations, headings, pull quotes, sidebars; email message – subject line, salutation, emoticons, signature line; text message – abbreviations, acronyms, contractions)

Metacognition:<ol type="a"><li>identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts</li><li>determine their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., use a journal to keep track of the tools and reading strategies used for improvement and next steps; consider descriptive feedback from the teacher and peers when setting goals; discuss strategies to self-monitor reading comprehension)</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., use a journal to keep track of the tools and reading strategies used for improvement and next steps; use descriptive feedback from the teacher and peers to set goals; discuss strategies to self-monitor reading comprehension)</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 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., plan to: use knowledge of similar forms to predict the outcome of a story, reread to find information they may have overlooked on first reading)</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 the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read information about landmarks and attractions in various French-speaking communities; compare and contrast celebrations from Louisiana and Haiti as recorded in arts and entertainment reports; infer from posted signage the interests, values, and societal norms of a French-speaking community; research aspects of life for French-speaking individuals or groups in the Americas and make connections to life in their own communities, with the aid of a graphic organizer such as a T-chart; describe ways in which various French-speaking minority groups celebrate and maintain their cultural identities)

Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read information about landmarks and attractions in various French-speaking communities; compare and contrast celebrations from Louisiana, French Guyana, and Haiti as recorded in arts and entertainment reports; infer from posted signage the interests, values, and societal norms of a French-speaking community [such as ideas about pastimes, science and technology, or environmental stewardship]; research aspects of life for French-speaking individuals or groups in the Americas and use a T-chart to make connections to life in their own community; describe ways in which various French-speaking minority groups celebrate and maintain their cultural identity)

Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., research aspects of life for French-speaking individuals or groups in the Americas and use a T-chart to make connections to life in their own community; describe ways in which various French-speaking minority groups celebrate and maintain their cultural identity)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., regional colloquial expressions in selected French-speaking communities; language conventions of informational texts; language conventions in comic strip dialogue; abbreviations, acronyms, and symbols used in text messages and posts on social networking sites)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., regional colloquial expressions in selected French-speaking communities [Louisiana Creole: "Konmen to yê?", "Konmen ç'ap(é) kouri?", "Konmen ça va?" for "Comment allez-vous?", "Comment vas-tu?", "Comment ça va?"; Antillean Creole: "Ka ou fè?" (Guadeloupe), "Sa ou fè" (Martinique), "Sa k ap fet" (Haiti) for "Comment ça va?"]; language conventions of informational texts; language conventions in comic strip dialogue; abbreviations, acronyms, and symbols used in text messages and posts on social networking sites)

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., read the lyrics of a popular song in Antillean Creole and identify familiar versus polite forms of expression; dramatize an interaction between a Cajun or Creole French speaker and a speaker of standard French, using vocabulary found in a reading passage; identify conventions used in a letter to the editor or to the author of an advice column)

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, language conventions, 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 and knowledge of language structures and conventions appropriate for this level

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 letter in the role of a historical figure such as Chief Pontiac, Joseph Brant, or Marie-Josèphe Angélique, sharing his or her experiences with family members; to advertise a new product; to express a personal view in a rap or poem; to explain an environmental disaster and describe possible preventative measures in a report)

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 develop persuasive arguments in support of a proposed course of action for their class; to express concerns in a letter about an issue in their school; to express a personal point of view on a current event in a rap, poem, or rant)

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 create a poem or song similar to one studied in class for an oral presentation to the class; to list the pros and cons of fast-food lunches on a T-chart for posting in the school cafeteria or on the class bulletin board; to invite friends or relatives to a celebration; to create a storyboard in collaboration with a partner or in a small group for a class film-making project; to express appreciation in a fan letter to a favourite celebrity; to provide instructions for using a product they have created or designed; to submit a proposal to the principal recommending environmentally responsible practices for the school)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and personally relevant topics, following models appropriate to the purpose and applying their knowledge of the basic structural and stylistic elements of each form (e.g., write an article or an online post about a recent event; develop an expository text outlining arguments on all sides of an issue related to global economic inequities; write an alternative ending for a short story, narrative, or legend read in class)

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., create an instructions manual for a sport or game; describe a life-changing event in a mini-autobiography write a critique of a piece of art; write a report on the results of a survey, including visuals)

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., poem/song – rhyming or non-rhyming patterns and use of imagery; invitation – description of occasion, date, time, place, information about appropriate dress, stipulation not to bring gifts [if relevant], information about how to RSVP; "how-to" instructions for product use – headings identifying different options for use, steps listing the procedure[s] for each option, information about any hazards connected with use; storyboard for film – sequence of numbered shots with description of characters, setting, type of action, and summary of dialogue for each shot)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., incorporate vocabulary from word walls and anchor charts; use print and online resources such as a thesaurus or French dictionary)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., use print and online resources such as a thesaurus or French dictionary; in a small-group activity discuss and record words that would enhance their writing about a specific topic; create a word web about the selected topic before writing; create a word game about a topic of interest to enhance word choice in their writing)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use resources to verify spelling of newly acquired words and expressions; position adjectives describing the physical traits of family and friends before or after the noun as appropriate; describe pastimes and personal interests using expressions with "faire"; explain occurrences/events in the past, present, and future using the correct verb forms)

Using Stylistic Elements: use word choice, stylistic elements, and conventions of text to establish a personal voice and a clear point of view (e.g., include graphics, visuals, and descriptive language in an article on a health issue for the class newspaper; select words and expressions to share personal responses to a current global issue discussed in an online forum; choose evocative words to create a slogan)

Using Stylistic Elements: use word choice and stylistic elements to establish a personal voice and a clear point of view (e.g., rewrite a story from the point of view of another character; use rhyme, alliteration, and personification to create an engaging advertisement; use similes and metaphors to reinforce an opinion expressed in a newspaper article)

Creating Media Texts: using words and expressions suited to the context, create a variety of media texts in French for specific purposes and audiences, using a range of media forms and the conventions and techniques appropriate to the chosen form (e.g., create a comic strip about the relationships in a group or community; create a poster to inform students about safe behaviour during science experiments or gym class; create promotional materials to inform adolescents about active living options in their community; create an anti-littering sign for a local park, beach, or trail)

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 website or newsletter to inform Grade 6 students about daily life and routines in Grade 7; create a blog promoting healthy habits for teens; create a photo essay about an environmental or social issue to increase public awareness of the targeted issue)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., indirect object pronouns "y" and "en"; personal indirect object pronouns "me", "te", "lui", "nous", "vous", "leur"; past, present, and future tenses of familiar regular and irregular verbs; conjunctions such as "car", "comme", "puisque", "afin que", "si"; use of the infinitif as an impératif; disjunctive pronouns "moi", "toi", "lui", "elle", "nous", "vous", "eux", "elles"; the relative pronoun "où" to describe where or when an action has taken place)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., indirect object pronouns "y" and "en"; personal direct and indirect object pronouns "me", "te", "lui", "nous", "vous", "leur"; past, present, and future tenses of familiar regular and irregular verbs; conjunctions such as "car", "comme", "puisque", "afin que", "si"; use of the infinitive as an imperative; the relative pronoun "où" to describe where or when an action has taken place)

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., generate ideas and group them in mind maps or web charts; record and develop ideas using jot notes; organize their ideas with the aid of a digital graphic organizer; brainstorm a list of writing topics related to personal interests)

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., keep a journal of possible topics of interest to write about; use sticky notes to record and sort important details; determine the order of events with a peer before writing an account of them)

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing, using a variety of pre-writing strategies and resources (e.g., use collaborative graphic organizers to generate ideas about possible topics for writing; write jot notes about a topic; develop content for writing about a topic based on the questions "Qui?, Quoi?, Quand?, Comment?, Où?, Pourquoi?"; use brainstorming to activate prior knowledge about a topic; use word lists and the word wall to identify vocabulary related to a topic; use peer and teacher discussion and feedback to help clarify the focus of a topic for writing)

Drafting and Revising: plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a range of strategies (e.g., use a digital graphic organizer to help them plan writing pieces; review exemplars while co-constructing success criteria with teachers and peers; use animation software to create a storyboard for a short story or film script)

Drafting and Revising: plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a range of strategies (e.g., make an outline before writing a report; use a graphic organizer to organize main points and supporting details; refer to teacher models and exemplars to revise work; use highlighters to identify ideas or information that can be omitted or changed; cut and paste to improve logic of organization; use an asterisk to identify sentences that require further clarification; identify repetitive words and substitute alternatives; implement descriptive feedback from the teacher or peers)

Drafting and Revising: plan and produce drafts and revise their writing, using a variety of teacher-directed and independent strategies (e.g., use a posted list of guiding questions for revision; share their work in an author's circle to invite constructive comments; use word walls and other resources to extend and enrich 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 feedback from peers when revising content; use agreed-upon success criteria to assess writing for areas of greater and lesser strength in order to improve the final product; proofread using available classroom and technological resources; consider layout and characteristics of a text form when producing a final product)

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 checklists and anchor charts to verify that criteria have been met; use comments from peers to edit 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 spell check to identify mistakes)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication (e.g., different fonts and type sizes, colour, labels, text boxes, graphics)

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 graphic organizers helped them organize information and ideas effectively; consider feedback</li></ol>

Metacognition:<ol type="a"><li>identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after writing</li><li>determine their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., determine which strategies helped them organize information and ideas effectively; evaluate the effectiveness of peer editing and peer feedback; use a writer's notebook to identify improvements and to plan next steps)</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., discuss how brainstorming and thought webs help to generate ideas for writing; determine which graphic organizers were useful to guide 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)</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 the Americas outside 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., write about the accomplishments of an individual or group from the Americas that has contributed to la francophonie; create a pamphlet about a cultural exchange opportunity in a French-speaking region of the Americas; write an opinion piece about the role of sports in various French-speaking communities; write a nutrition plan outlining healthy food choices for their family and a Creole family in Louisiana based on local agriculture; compare the carbon footprint of a family in Guadeloupe to that of their own family)

Intercultural Awareness: in their written work, communicate information about French-speaking communities in the Americas outside 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., write about the accomplishments of an individual or group from the Americas that has contributed to la francophonie; create a pamphlet about a cultural exchange opportunity in a French-speaking region of the Americas; write an opinion piece about the role of sports in various French-speaking communities; write about the status of Métis people in the United States; write a nutrition plan outlining healthy food choices for their family and a family in Haiti or Martinique based on local agriculture)

Intercultural Awareness: in their written work, communicate information about French-speaking communities in the Americas outside 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., write a poem or a song about the Mardi Gras celebrations held in New Orleans using some Cajun expressions from the word wall or an anchor chart; create a travel poster advertising a French-speaking tourist destination in the Caribbean or South America; create a pamphlet describing the benefits of learning another language and developing knowledge of other cultures – benefits such as opportunities for travel, friendship, and careers)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them appropriately in their written work (e.g., conventions of thank-you letters with different levels of formality; regional expressions and terminology in diverse French-speaking communities; regional idiomatic expressions)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., conventions of thank-you letters with different levels of formality; regional expressions and terminology in different French-speaking communities; regional idiomatic expressions)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them appropriately in their written work (e.g., greetings, leave-taking expressions, and expressions of courtesy; the proper format for salutations and closings in a personal [informal] letter, on a postcard, or in an email; formulas for introducing themselves to someone, asking for and providing information, describing family/personal interests/hobbies/holiday plans; conventions for writing the date in French)

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., use background knowledge of the structure of different types of texts to make predictions about the content of a narrative or presentation; use note-taking strategies to keep track of key ideas and information in a read-aloud; ask questions to clarify or confirm important details; use clues such as the speaker’s tone of voice to help interpret messages accurately)

Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts containing increasingly complex messages about everyday matters and matters of personal interest, with contextual and visual support (e.g., identify key information in a media clip of a French conversation, such as a dialogue between a couple discussing what to order in a restaurant; listen to a speaker describe his or her interests and identify a related career choice; listen to a public service announcement about an environmental issue and identify the main message; listen to a story or a popular song and relate it to a current event; listen to a media clip about a talent competition and agree or disagree with the judges’ opinion of the performance; listen to a public service announcement about a topic such as cancellation of bus service and determine how the information will influence their plans for the day)

Listening to Interact: interpret oral 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., list key ideas from an oral text and confirm them with peers; provide relevant feedback when appropriate and/or requested; know when to interrupt politely to offer an additional point of view; use respectful body language when participating in a discussion; use appropriate vocal prompts to signal empathy, interest, and personal regard in dialogues and conversations)

Interacting: respond with understanding to what others say while participating in interactions of various lengths about everyday matters and matters of personal interest (e.g., listen to a partner’s description of food preferences and respond by asking for more information or making comparisons to their own preferences; listen to a partner’s opinion about a story and compare reactions; listen to an enquiry about a local business and provide the information requested; listen to and participate in a class discussion about ways to conserve energy; listen to a classmate’s description of a community event they have attended or heard or read about and confirm, modify, and/or add to the report)

Metacognition: (a) describe, in conversation with the teacher and their peers, factors that prevent them from listening effectively (e.g., 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., use co-constructed criteria to self-monitor listening during a conversation; determine next steps based on comments and feedback from peers and teacher; share with a partner a listening strategy they find helpful; record in a journal situations in which they are successful and challenged when listening)

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 the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., locate French-speaking communities in North and South America based on information from audio/ audio-visual sources; listen to Franco-Caribbean, Franco-Hispanic, or Cajun music and write about their response or create or select images to illustrate their reactions; listen to or view a text about the Acadian exiles and other French-speaking groups who settled in Louisiana and other U.S. states and work with classmates to make cross-curricular connections; identify the impact of Métis communities in the United States, such as the Métis community in Montana)

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 expressions used in advertising that signal an attempt to persuade the listener to do or buy something; compare the language used in conversations with a teacher versus a peer and identify some of the differences; compare the language used to introduce a performer or celebrity and the language used to introduce a friend and identify some of the differences; identify some conventions used in informal exchanges such as telephone calls)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience;

Using Oral Communication Strategies: identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., use and reuse familiar and newly acquired phrases and sentences to state needs and preferences; use and reuse familiar sentence patterns and vocabulary to present information in a readily understandable form; use all available resources, including feedback from peers, to assist them in making their ideas understood)

Producing Oral Communications: using familiar words and expressions, produce rehearsed and increasingly spontaneous messages in French about matters of immediate personal relevance, with contextual, auditory, and visual support (e.g., create and deliver a school announcement in French; present a personal point of view on an environmental issue; describe their hobbies, interests, and/or activities at school to the class; contribute ideas about a topic in a brainstorming activity; create and deliver a slideshow presentation to the class about a cultural event, a favourite object, or their plans for a vacation; role-play a familiar, everyday situation)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in rehearsed communications about personal and familiar topics (e.g., make themselves clearly understood in exchanges with a partner; leave a clear, brief message on an answering machine with minimal hesitation; use accurate pronunciation and elision [liaison] in classroom activities to practise new vocabulary and expressions)

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., speak clearly; look at the listener/audience; demonstrate an understanding of when to speak and when to listen; take turns; ask questions and paraphrase information to confirm understanding; request repetition and explanation from peers when meaning is unclear; acknowledge the contributions of others before stating their own views; show respect for different points of view)

Interacting: engage in a variety of guided spoken interactions with their peers and the teacher, using familiar sentence structures and expressions, with teacher modelling and support as appropriate (e.g., exchange information with peers about their hobbies and interests, or events at school; contribute information in a jigsaw group discussion about current events; share their ideas and respond to others’ opinions in a literature circle; provide feedback to a classmate in a peer-assessment activity; contribute and respond to comments in role plays and interactive games; with a partner, simulate an interview, taking turns asking and answering questions about personal preferences and opinions; share information about family and cultural traditions with a partner, asking for and providing clarifying information)

Metacognition: (a) describe, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., refer to and use the established criteria for effective communication; plan to incorporate effective communication strategies in their daily interactions; discuss areas of strength with the teacher and peers, and set goals to improve oral communication)

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

Intercultural Awareness: communicate information orally about French-speaking communities in the Americas outside 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., identify and describe characteristics of Frenchspeaking communities in the Americas such as those in Haiti, Guadeloupe, or Louisiana; describe examples of Cajun cuisine and/or the traditions of the Mardi Gras festival; research the roots of French-speaking communities in the French West Indies, St. Martin, St. Lucia, Martinique, Louisiana, and the New England states and report their findings to the class; identify and present some traditions of Haitian, French Guyanese, Cajun, or other Frenchspeaking communities in the Americas and compare them with traditions 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., in a role play or presentation, demonstrate the use of Antillean Creole and Cajun expressions and other forms of speech that vary from standard French usage – such as “cher/chère” in spoken interactions, “Est où” instead of “Où est” for “Where is…?”, “avoir” instead of “être” as an auxiliary verb as in “il a parti” instead of “il est parti”, “alle” instead of “elle”, and “asteur” instead of “à cette heure”; identify and describe to the class some Antillean Creole alternatives to standard French words – such as “Bon jou” instead of “Bonjour” for “Good day”, “wi” instead of “oui” for “yes”, “mesi” instead of “merci” for “thank you”; identify and describe to the class some Cajun alternatives to standard French words – such as “nanan” instead of “grandmère” for “grandmother”, “mouche à miel” instead of “abeille” for “honey bee”, or “pistache” instead of “arachide” for “peanut”)

Reading

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

Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies and use them before, during, and after reading to understand texts in modelled, shared, guided, and independent reading contexts (e.g., preview vocabulary related to the subject matter of a text; activate prior knowledge about a topic through dialogue and discussion; use pictures and illustrations to clarify meaning and make inferences; make predictions about a text based on knowledge of the author; ask questions to focus reading; use graphic organizers to identify relationships between ideas in a text; use visualization to clarify details about a character or scene; use clues related to number and gender agreement to help determine meaning in a sentence; reread key passages to confirm, clarify, or revise their understanding and predictions)

Reading for Meaning: demonstrate an understanding of a variety of French texts containing visuals and familiar names, words, and expressions, with teacher modelling and guidance as appropriate (e.g., read and respond to suggestions in a pen pal’s letter; identify key information in a reservation confirmation; read and report on or dramatize the rules of a favourite sport; read and comment on a classmate’s journal entry about a weekend outing; using a graphic organizer, identify and record the main idea and supporting details from a text and share their answers in a small-group discussion; respond to the information in an environmental brochure by brainstorming ways to implement environmentally responsible projects in the school)

Reading with Fluency: read a variety of texts containing familiar names, words, and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., read with appropriate expression to communicate the emotions suggested by the text; make reading aloud sound like spoken language, with appropriate emphasis, and pauses, stops, and starts as indicated by the punctuation; identify and pronounce smoothly previously encountered words from oral vocabulary and grade-level texts, terminology used regularly in discussions and posted on anchor charts, and words from shared/guided/independent-reading texts and resource materials)

Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words (e.g., look up and develop lists of cognates to expand vocabulary; find a synonym for an unfamiliar word; use words from electronic texts to expand vocabulary; identify synonyms and antonyms for familiar words; use note-taking to compile new words for a personal word list; recognize syntactic [language structure] cues such as word order and language patterns and use them to solve unfamiliar words)

Purpose, Form, and Style: identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms;

Purposes of Text Forms: identify the purpose(s) of a variety of text forms, including fictional, informational, graphic, and media forms (e.g., graphic novel – to tell a story through illustrations supported by text; magazine article – to provide information/explanations or outline arguments about a topic, usually related to current events; folktale, such as creation stories from First Nations, or French Canadian legends used by Métis, like La Chasse-galerie – to explain, in imaginative terms, traditional beliefs or customs of a particular cultural group; email or text message – to convey information or greetings, ask for information, or exchange ideas and opinions)

Characteristics of Text Forms: identify some characteristics and/or stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms (e.g., graphic novel – photographs or drawings depicting the action, captions explaining the action, speech balloons for dialogue or characters’ thoughts, graphic depictions of sound effects; folktale – human, divine, or animal characters, often with special knowledge or talents, representing aspects of a culture’s traditional belief system; magazine article – captions, illustrations, headings, pull quotes, sidebars; email message – subject line, salutation, emoticons, signature line; text message – abbreviations, acronyms, contractions)

Metacognition: (a) describe, in conversation with the teacher and their peers, some 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., plan to: use knowledge of similar forms to predict the outcome of a story, reread to find information they may have overlooked on first reading)

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

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., research aspects of life for French-speaking individuals or groups in the Americas and use a T-chart to make connections to life in their own community; describe ways in which various French-speaking minority groups celebrate and maintain their cultural identity)

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., read the lyrics of a popular song in Antillean Creole and identify familiar versus polite forms of expression; dramatize an interaction between a Cajun or Creole French speaker and a speaker of standard French, using vocabulary found in a reading passage; identify conventions used in a letter to the editor or to the author of an advice column)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions appropriate for this level;

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 create a poem or song similar to one studied in class for an oral presentation to the class; to list the pros and cons of fast-food lunches on a T-chart for posting in the school cafeteria or on the class bulletin board; to invite friends or relatives to a celebration; to create a storyboard in collaboration with a partner or in a small group for a class film-making project; to express appreciation in a fan letter to a favourite celebrity; to provide instructions for using a product they have created or designed; to submit a proposal to the principal recommending environmentally responsible practices for the school)

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., poem/song – rhyming or non-rhyming patterns and use of imagery; invitation – description of occasion, date, time, place, information about appropriate dress, stipulation not to bring gifts [if relevant], information about how to RSVP; “how-to” instructions for product use – headings identifying different options for use, steps listing the procedure[s] for each option, information about any hazards connected with use; storyboard for film – sequence of numbered shots with description of characters, setting, type of action, and summary of dialogue for each shot)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use resources to verify spelling of newly acquired words and expressions; position adjectives describing the physical traits of family and friends before or after the noun as appropriate; describe pastimes and personal interests using expressions with “faire”; explain occurrences/events in the past, present, and future using the correct verb forms)

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 (e.g., use collaborative graphic organizers to generate ideas about possible topics for writing; write jot notes about a topic; develop content for writing about a topic based on the questions “Qui?, Quoi?, Quand?, Comment?, Où?, Pourquoi?”; use brainstorming to activate prior knowledge about a topic; use word lists and the word wall to identify vocabulary related to a topic; use peer and teacher discussion and feedback to help clarify the focus of a topic for writing)

Drafting and Revising: plan and produce drafts and revise their writing, using a variety of teacher-directed and independent strategies (e.g., use a posted list of guiding questions for revision; share their work in an author’s circle to invite constructive comments; use word walls and other resources to extend and enrich word choice)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication (e.g., different fonts and type sizes, colour, labels, text boxes, graphics)

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., discuss how brainstorming and thought webs help to generate ideas for writing; determine which graphic organizers were useful to guide 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)

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 the Americas outside 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., write a poem or a song about the Mardi Gras celebrations held in New Orleans using some Cajun expressions from the word wall or an anchor chart; create a travel poster advertising a Frenchspeaking tourist destination in the Caribbean or South America; create a pamphlet describing the benefits of learning another language and developing knowledge of other cultures – benefits such as opportunities for travel, friendship, and careers)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in their written work (e.g., greetings, leave-taking expressions, and expressions of courtesy; the proper format for salutations and closings in a personal [informal] letter, on a postcard, or in an email; formulas for introducing themselves to someone, asking for and providing information, describing family/personal interests/ hobbies/holiday plans; conventions for writing the date in French)

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 explicit and implicit messages in a variety of oral French texts, including increasingly complex texts (e.g., make connections to prior knowledge and personal experiences; make predictions; identify cognates and familiar words; summarize important information using an organizational tool)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to identify the intent of a message on an environmental issue in a presentation or report; to appreciate varying beliefs through hearing a legend, myth, or fable; to understand the impact of a commercial on consumer choice; to gain an appreciation for French-speaking cultures through their songs) Teacher prompts: “Quels sont les messages clés de la présentation/du rapport sur les problèmes environnementaux dans ta communauté?” “Quelles sont les valeurs présentées dans la légende/le mythe/le conte? Compare ces valeurs aux tiennes.” “Comment les stratégies utilisées dans le message publicitaire entendu t’influencent-elles à acheter le produit en question?” “Qu’est-ce que tu apprends à propos de cette communauté?”

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., share personal reactions to an audio text on global warming; draw an object or person based on a description; restate main ideas heard in group discussions; respond in writing or through role play to the point of view in a presentation)

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., explain why a media text might have a different impact on different audiences; identify visual elements that support the spoken message in a multimedia text; compare how a current event is represented in various television and radio reports; evaluate radio advertisements for bias and inclusiveness; explain how a public service announcement may influence an audience; articulate personal reactions to an ad campaign regarding mental or physical health)

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., interpret verbal and non-verbal cues such as gestures, body language, and tone during conversations with peers; ask questions for clarification; paraphrase to confirm understanding)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., listen to peer presentations related to healthy living and share personal habits; acknowledge the ideas of peers when contributing to a group discussion on an environmental issue; contribute actively in a debate; interview a classmate about their cultural customs)

Metacognition: (a) describe strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., evaluate the effectiveness of the strategy used after a listening task; assess their ability to apply listening strategies; record personal goals to improve listening skills and 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 the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., determine the role of musical elements such as rhythm, tempo, or beat in a particular French-speaking community’s celebrations; identify cultural elements presented during a French artistic performance; visually demonstrate understanding of the beliefs and values orally expressed by an Aboriginal artist in the Americas; locate French-speaking communities in North and South America based on information from audio and audio-visual sources; listen to Franco-Caribbean, Franco-Hispanic, or Cajun music and select images, write a story, or use a graphic organizer to communicate their reactions; listen to text about the Acadian exiles and other French-speaking groups who settled in Louisiana and other U.S. states, and work with classmates to make cross-curricular connections; identify the impact of Métis communities in the United States, such as the Métis community in Montana)

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., examine the language used in advertising to persuade different audiences; compare a speech presented to a teacher and one presented to peers; identify ways to verbally introduce an artistic performer; describe the language used to politely introduce arguments or suggestions)

Speaking

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

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., vary tone and pace during a presentation to engage the audience; speak about familiar topics; use classroom resources [anchor charts, sentence stems, useful expressions] to strengthen oral communications; rehearse before speaking; highlight key words for emphasis in a speech; paraphrase when they can’t find the exact term; refer to success criteria for effective communication)

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., deliver a report on a social, economic, or environmental issue that affects the local, provincial, national, or world community; present a monologue on equity; communicate solutions to global warming in a speech or oral report)

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

Creating Media Texts: create a variety of increasingly complex oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a segment for an entertainment show reviewing a book, video game, or movie; create a multimedia report on renewable sources of energy; create a podcast about the importance of bilingualism/plurilingualism)

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

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour in a variety of situations (e.g., paraphrase peers’ point of view during a debate to clarify their meaning; choose the appropriate level of formality in a conversation; appropriately use a variety of non-verbal cues such as gestures, facial expressions, and eye contact in oral interactions)

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., ask questions for clarification during a discussion; formulate a respectful and clear argument during a debate; participate in a dialogue with a partner)

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., solicit feedback from other students during oral interactions to identify areas of greater or lesser strength; use a portfolio of recorded work to reflect on which strategies are most helpful during oral communication; improve their interactions during group discussion by referring to teachers’ descriptive feedback; evaluate the effectiveness of the speaking strategies used in previous presentations)

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 the Americas outside 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., identify and describe characteristics of Frenchspeaking communities in Haiti, Guadeloupe, or Louisiana; describe examples of Cajun cuisine and/or the traditions of the Mardi Gras festival; research the roots of French-speaking communities in the French West Indies, St. Martin, St. Lucia, Martinique, Louisiana, and the New England states and report their findings to the class; identify and make a presentation on some traditions of Haitian, French Guyanese, Cajun, or other French-speaking communities in the Americas and compare them with traditions in their own community; compare songs or anthems from different French-speaking countries; compare the rights and responsibilities of children from different French-speaking communities around the world and make connections to their own; report on environmental factors that influence the way of life in various French-speaking communities in the Americas)

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., explore how different French-speaking communities use intonation, pauses, and tone; compare common proverbs used in various French-speaking communities and use them in social situations; use slang and anglicisms from different French-speaking communities in conversations and role-playing)

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., use a graphic organizer to record and share prior knowledge before reading; make inferences to explain how a character’s actions illustrate traits of his or her personality; use visual and contextual cues to support their comprehension; ask questions after reading to confirm or revise predictions)

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., visually represent their understanding of the message of a poem; summarize an informational text in their own words; explain the choice of pictures the author has included in a children’s book; choose appropriate material to include in a welcome package for a newcomer student who has joined their class; develop questions they would ask the author to clarify his or her point of view)

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., adjust reading speed according to the difficulty of the text or the purpose for reading; make predictions as to what comes next in a passage; read a script in role with expression and appropriate pace to reveal a character’s personality; use knowledge of prefixes and suffixes to automatically read familiar words; record a brief passage read aloud to solicit feedback from a peer)

Developing Vocabulary: identify and use a range of 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 the meaning of new words; use a thesaurus to generate synonyms and antonyms of frequently used words)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of media texts about familiar, academic, and personally relevant topics, with teacher support as appropriate (e.g., analyse the point of view presented in online texts, such as social media sites; identify the use of emotive language in the song lyrics of a francophone artist and discuss its effectiveness; identify and compare the positions of several newspaper articles on a specific current event; evaluate the presentation of the material in billboard advertisements or banner ads and discuss possible reactions; analyse information from a multimedia presentation on a social or environmental issue and discuss their personal opinions with peers)

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; owner’s manual – to inform about the use or maintenance of a product; map – to convey geographical relationships; directions for a science experiment – to order and explain the steps to be followed)

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 explicit and implicit messages, with support and guidance from the teacher (e.g., Aboriginal myth/legend – characters, personification of objects or animals, moral or lesson; newspaper article – captions, headline, subheadings; map – legend, coordinates, grid; persuasive letter – argument and supporting information; poetry – alliteration and rhyme, personification, metaphor, symbolism; narrative – comparison, simile, contrast, sarcasm/irony)

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., use a journal to keep track of the tools and reading strategies used for improvement and next steps; use descriptive feedback from the teacher and peers to set goals; discuss strategies to self-monitor reading 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 Frenchspeaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read information about landmarks and attractions in various French-speaking communities; compare and contrast celebrations from Louisiana, French Guyana, and Haiti as recorded in arts and entertainment reports; infer from posted signage the interests, values, and societal norms of a French-speaking community [such as ideas about pastimes, science and technology, or environmental stewardship]; research aspects of life for French-speaking individuals or groups in the Americas and use a T-chart to make connections to life in their own community; describe ways in which various French-speaking minority groups celebrate and maintain their cultural identity)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., regional colloquial expressions in selected French-speaking communities [Louisiana Creole: “Konmen to yê?”, “Konmen ç’ap(é) kouri?”, “Konmen ça va?” for “Comment allez-vous?”, “Comment vas-tu?”, “Comment ça va?”; Antillean Creole: “Ka ou fè?” (Guadeloupe), “Sa ou fè” (Martinique), “Sa k ap fet” (Haiti) for “Comment ça va?”]; language conventions of informational texts; language conventions in comic strip dialogue; abbreviations, acronyms, and symbols used in text messages and posts on social networking sites)

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 develop persuasive arguments in support of a proposed course of action for their class; to express concerns in a letter about an issue in their school; to express a personal point of view on a current event in a rap, poem, or rant)

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., create an instructions manual for a sport or game; describe a life-changing event in a mini-autobiography; write a critique of a piece of art; write a report on the results of a survey, including visuals)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., use print and online resources such as a thesaurus or French dictionary; in a small-group activity discuss and record words that would enhance their writing about a specific topic; create a word web about the selected topic before writing; create a word game about a topic of interest to enhance word choice in their writing)

Using Stylistic Elements: use word choice and stylistic elements to establish a personal voice and a clear point of view (e.g., rewrite a story from the point of view of another character; use rhyme, alliteration, and personification to create an engaging advertisement; use similes and metaphors to reinforce an opinion expressed in a newspaper article)

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 website or newsletter to inform Grade 6 students about daily life and routines in Grade 7; create a blog promoting healthy habits for teens; create a photo essay about an environmental or social issue to increase public awareness of the targeted issue)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., indirect object pronouns “y” and “en”; personal direct and indirect object pronouns “me”, “te”, “lui”, “nous”, “vous”, “leur”; past, present, and future tenses of familiar regular and irregular verbs; conjunctions such as “car”, “comme”, “puisque”, “afin que”, “si”; use of the infinitive as an imperative; the relative pronoun “où” to describe where or when an action has taken place)

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., keep a journal of possible topics of interest to write about; use sticky notes to record and sort important details; determine the order of events with a peer before writing an account of them)

Drafting and Revising: plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a range of strategies (e.g., make an outline before writing a report; use a graphic organizer to organize main points and supporting details; refer to teacher models and exemplars to revise work; use highlighters to identify ideas or information that can be omitted or changed; cut and paste to improve logic of organization; use an asterisk to identify sentences that require further clarification; identify repetitive words and substitute alternatives; implement descriptive feedback from the 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., use checklists and anchor charts to verify that criteria have been met; use comments from peers to edit 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 spell check to identify mistakes)

Metacognition: (a) identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after writing; (b) determine their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., determine which strategies helped them organize information and ideas effectively; evaluate the effectiveness of peer editing and peer feedback; use a writer’s notebook to identify improvements and to plan next steps)

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

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities in the Americas outside 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., write about the accomplishments of an individual or group from the Americas that has contributed to la francophonie; create a pamphlet about a cultural exchange opportunity in a Frenchspeaking region of the Americas; write an opinion piece about the role of sports in various Frenchspeaking communities; write about the status of Métis people in the United States; write a nutrition plan outlining healthy food choices for their family and a family in Haiti or Martinique based on local agriculture)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in their written work (e.g., conventions of thank-you letters with different levels of formality; regional expressions and terminology in different French-speaking communities; regional idiomatic expressions)

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 explicit and implicit messages in a variety of oral French texts, including increasingly complex texts (e.g., review relevant vocabulary, expressions, and idioms to prepare for listening to an oral text; ask questions to make connections to the ideas heard; synthesize key ideas to reinforce comprehension)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to identify contrasting points of view during a discussion related to an environmental, social, or political issue; to learn new information; to make inferences about messages heard during a storytelling performance)

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 a variety of familiar, academic, and personally relevant topics, with support as appropriate (e.g., develop an advertising campaign related to key ideas and messages heard in a presentation about accessibility issues; create a timeline of key events based on a read-aloud of a historical or fictional text; identify implicit messages in public service announcements aimed at adolescent audiences; synthesize different points of view heard in a media clip about the effects of environmental changes on various Aboriginal communities)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of oral media texts about familiar, academic, and personally relevant topics, with teacher support as appropriate (e.g., express an opinion about viewpoints heard during a listenerresponse broadcast on financial issues facing adolescents; explain personal reactions to sentiments expressed in songs; identify the explicit and implicit messages in online advertising clips; preview a movie trailer and infer key aspects of the story; discuss how the language, music, and special effects convey the message in a public service announcement 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 a variety of situations while participating in a variety of extended interactions in familiar social and academic contexts (e.g., ask relevant questions to make connections and extend a discussion; indicate interest and engagement in a conversation by using vocal prompts; paraphrase a speaker’s point of view)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., negotiate solutions to problems, interpersonal misunderstandings, and disputes; discuss current events with peers; participate in oral interactive story building)

Metacognition: (a) describe factors that prevent them from listening effectively and strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., after an activity, explain why they think particular listening strategies were more effective than others; reflect on successes and areas in need of improvement and record them in a learning log; following a presentation, identify and evaluate with a peer tthe strategies used to understand the speaker’s message; maintain a record of learning strategies that they used effectively during listening tasks)

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 the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., locate French-speaking communities in North and South America based on information from audio and audio-visual sources; listen to Franco-Caribbean, Franco-Hispanic, or Cajun music and write about their response or create or select images to illustrate their reactions; listen to Franco-Caribbean stories and make connections with their own family’s stories; listen to a text about the Acadian exiles and other French-speaking groups who settled in Louisiana and other U.S. states, and work with classmates to make cross-curricular connections; identify the impact of Métis communities in the United States, such as the Métis community in Montana; listen to media texts describing customs and traditions of Franco-American communities and compare them to their own)

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., regional pronunciation and expressions from different French-speaking cultures; language registers in interactions between youth and adults; language conventions that differ in written and oral contexts)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience;

Using Oral Communication Strategies: identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., use tone of voice and facial expressions to emphasize emotion; select appropriate vocabulary; use speaking notes in a debate; use known vocabulary when speaking about familiar subjects)

Producing Oral Communications: produce planned, rehearsed, and spontaneous messages in French containing information and ideas about academic topics and matters of personal interest, with contextual, auditory, and visual support (e.g., compose and recite a poem about the impact of a natural disaster; relate an anecdote about a personal embarrassing moment to entertain the class; deliver a speech, using visual supports, to campaign for class president; share personal reactions while presenting a photo essay on a social issue; discuss the possible financial consequences of their personal consumer choices) Teacher prompts: “Comment pourrais-tu maintenir l’intérêt de ton public?” “Quels sont les éléments importants d’un discours dans lequel on se présente pour la présidence de classe/d’école?” “De quelle façon peux-tu utiliser les photos et les images afin de renforcer ton message à propos du problème d’équité?”

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in planned, rehearsed, and spontaneous communications about a variety of academic and personally relevant topics, using familiar words and expressions (e.g., avoid awkward pauses by describing an idea or object when the exact term is forgotten; role-play a telephone conversation to demonstrate clear speaking when face-to-face communication is not possible; change expression and intonation to reflect the message and situation; change tone/inflection to express sarcasm, irony, respect, and other emotions)

Creating Media Texts: create a variety of increasingly complex oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., review a book, movie, or community event in a podcast; create a commercial promoting inclusiveness in the school community; create and record a voice-over narration for a video; present a personal point of view in a news broadcast; create a short video about an important issue faced by a First Nation, Métis, or Inuit 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 appropriate gestures and phrases to indicate that they have something to share; rephrase questions or restate information to ensure that others understand; use appropriate tone and expression during discussions; remain on topic during group discussions)

Interacting: engage in rehearsed and spontaneous spoken interactions, in social and academic contexts, about academic and personally relevant topics (e.g., debate with peers the points of view presented in a news report on an issue or event in a developing nation; with a partner, brainstorm and discuss what could have been done to prepare for a natural disaster; role-play with a partner asking for and giving directions while on vacation)

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 with a partner the efficacy of role-playing situations in enhancing their understanding of the levels of formality in French; plan strategies to avoid use of languages other than French, such as seeking alternative French vocabulary; review a recording of their speech with a peer to determine speaking strategies used effectively and most frequently)

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 the Americas outside 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., identify and describe characteristics of Frenchspeaking communities in the Americas such as Haiti, Guadeloupe, or Louisiana; describe examples of Cajun cuisine and/or the traditions of the Mardi Gras festival; research the roots of French-speaking communities in the French West Indies, St. Martin, St. Lucia, Martinique, Louisiana, and the New England states and report their findings to the class in a presentation or role play; identify and make a presentation on some traditions of Haitian, French Guyanese, Cajun, or other French-speaking communities in the Americas and compare them with traditions 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., regional dialects; language registers for different audiences; expressions of thanks appropriate to different contexts; the use of Antillean Creole and Cajun expressions and other forms of speech that vary from standard French usage, such as “cher/ chère” in spoken interactions, “Est où” instead of “Où est”, “avoir” instead of “être” as an auxiliary verb as in “il a parti” instead of “il est parti”, “alle” instead of “elle”, and “asteur” instead of “à cette heure”, “Bon jou” instead of “Bonjour”, “wi” instead of “oui”, “mesi” instead of “merci”, “nanan” instead of “grandmère”, “mouche à miel” instead of “abeille”, or “pistache” instead of “arachide”)

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 on a topic and note key points on concept maps; make predictions about a text based on knowledge of similar texts; make sketches to assist them in visualizing the action in a scene from a story or a process described in an informational text; read or reread to confirm or clarify understanding)

Reading for Meaning: demonstrate an understanding of the intent and meaning of a variety of French texts about familiar, academic, and personally relevant topics, with support as appropriate (e.g., identify and discuss story elements in a literature circle; infer the intended audience for and implicit messages in a selection of posters; write short book reports; select and synthesize information from websites to create a brochure promoting the benefits of a bilingual and multicultural Ontario; find specific items for the classroom or a school event in classified advertisements)

Reading with Fluency: read a variety of French texts containing increasingly complex 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 in role with suitable emphasis and phrasing to dramatize a text for an audience; read aloud selected excerpts from poetry, song lyrics, or a novel to inspire and challenge peers; read the class or school daily announcements)

Developing Vocabulary: identify and use a range of different strategies to expand vocabulary through reading (e.g., record new words found in texts they have read; construct a word web of vocabulary related to the personality traits of a character in a narrative; decode unfamiliar words by using prefixes and suffixes to relate them to known words and cognates)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of media texts about familiar, academic, and personally relevant topics, with teacher support as appropriate (e.g., discuss with peers the efficacy of image and caption choices in a poster; evaluate the presentation of the material in billboard advertisements or banner ads and discuss possible reactions; read fashion magazines and explain how images, word choice, text fonts, and graphics appeal to particular audiences)

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., novel/short story – to give realistic portrayals of imaginary characters; owner’s manual – to inform about the use or maintenance of a product; poetry/song lyrics – to tell a story, inform about an aspect of culture, entertain, or make a social commentary)

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 explicit and implicit messages, with support and guidance from the teacher (e.g., poetry/song lyrics – repetition, rhyme and use of descriptive words and metaphors to help the reader visualize something; invoice or bill – headings, subheadings, tables, graphs; catalogue or flyer – categories, descriptions, and images to promote products)

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., use a journal to keep track of the tools and reading strategies used for improvement and next steps; consider descriptive feedback from the teacher and peers when setting goals; discuss strategies to self-monitor reading 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 Frenchspeaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read information about landmarks and attractions in various French-speaking communities; compare and contrast celebrations from Louisiana and Haiti as recorded in arts and entertainment reports; infer from posted signage the interests, values, and societal norms of a French-speaking community; research aspects of life for French-speaking individuals or groups in the Americas and make connections to life in their own communities, with the aid of a graphic organizer such as a T-chart; describe ways in which various French-speaking minority groups celebrate and maintain their cultural identities)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., regional colloquial expressions in selected French-speaking communities; language conventions of informational texts; language conventions in comic strip dialogue; abbreviations, acronyms, and symbols used in text messages and posts on social networking sites)

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 write a letter in the role of a historical figure such as Chief Pontiac, Joseph Brant, or Marie-Josèphe Angélique, sharing his or her experiences with family members; to advertise a new product; to express a personal view in a rap or poem; to explain an environmental disaster and describe possible preventative measures in a report)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and personally relevant topics, following models appropriate to the purpose and applying their knowledge of the basic structural and stylistic elements of each form (e.g., write an article or an online post about a recent event; develop an expository text outlining arguments on all sides of an issue related to global economic inequities; write an alternative ending for a short story, narrative, or legend read in class)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., incorporate vocabulary from word walls and anchor charts; use print and online resources such as a thesaurus or French dictionary)

Using Stylistic Elements: use word choice, stylistic elements, and conventions of text to establish a personal voice and a clear point of view (e.g., include graphics, visuals, and descriptive language in an article on a health issue for the class newspaper; select words and expressions to share personal responses to a current global issue discussed in an online forum; choose evocative words to create a slogan)

Creating Media Texts: using words and expressions suited to the context, create a variety of media texts in French for specific purposes and audiences, using a range of media forms and the conventions and techniques appropriate to the chosen form (e.g., create a comic strip about the relationships in a group or community; create a poster to inform students about safe behaviour during science experiments or gym class; create promotional materials to inform adolescents about active living options in their community; create an anti-littering sign for a local park, beach, or trail)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., indirect object pronouns “y” and “en”; personal indirect object pronouns “me”, “te”, “lui”, “nous”, “vous”, “leur”; past, present, and future tenses of familiar regular and irregular verbs; conjunctions such as “car”, “comme”, “puisque”, “afin que”, “si”; use of the infinitif as an impératif; disjunctive pronouns “moi”, “toi”, “lui”, “elle”, “nous”, “vous”, “eux”, “elles”; the relative pronoun “où” to describe where or when an action has taken place)

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., generate ideas and group them in mind maps or web charts; record and develop ideas using jot notes; organize their ideas with the aid of a digital graphic organizer; brainstorm a list of writing topics related to personal interests)

Drafting and Revising: plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a range of strategies (e.g., use a digital graphic organizer to help them plan writing pieces; review exemplars while co-constructing success criteria with teachers and peers; use animation software to create a storyboard for a short story or film script)

Producing Finished Work: edit, proofread, and publish a variety of written pieces, following a model or a set of guidelines to meet established criteria, with support as appropriate (e.g., refer to feedback from peers when revising content; use agreed-upon success criteria to assess writing for areas of greater and lesser strength in order to improve the final product; proofread using available classroom and technological resources; consider layout and characteristics of a text form when producing a final product)

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 graphic organizers helped them organize information and ideas effectively; consider feedback from peers when identifying areas of greater strength in writing, and setting learning goals to improve areas of lesser strength; in conference with the teacher, discuss goals for improving writing, and develop a checklist of specific steps to achieve those goals)

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 the Americas outside 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., write about the accomplishments of an individual or group from the Americas that has contributed to la francophonie; create a pamphlet about a cultural exchange opportunity in a Frenchspeaking region of the Americas; write an opinion piece about the role of sports in various Frenchspeaking communities; write a nutrition plan outlining healthy food choices for their family and a Creole family in Louisiana based on local agriculture; compare the carbon footprint of a family in Guadeloupe to that of their own family)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in their written work (e.g., conventions of thank-you letters with different levels of formality; regional expressions and terminology in diverse French-speaking communities; regional idiomatic expressions)

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., personal lexicon, classroom-displayed vocabulary lists, print and electronic dictionaries, spell-check feature of software programs)

use information technology to communicate in the Native language with other students

use a variety of sentence structures correctly in their writing

use vocabulary and language structures correctly in their writing

participate in a variety of writing activities appropriate for the grade (e.g., write a dialogue based on an interpretation of a short story)

write a variety of materials (e.g., summaries of information, dialogues, short stories)

Writing

read sentences aloud using proper intonation to convey meaning

use a variety of reading strategies appropriate for the grade (e.g., draw on personal experience, examine context)

participate in a variety of reading activities appropriate for the grade (e.g., explore the language patterns in short stories)

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

read a variety of simple written texts (e.g., short stories by Native authors, local newsletter in the Native language)

Reading

give oral presentations on aspects of the Native culture studied (e.g., legends, values, traditions)

use the local pronunciation correctly

participate in a variety of oral language activities appropriate for the grade (e.g., identify and use various kinds of negative constructions, identify and use different kinds of verbs)

demonstrate an understanding of a variety of short oral texts (e.g., compare short oral stories, identify ideas in short oral texts)

participate in informal conversations as well as in more formal dialogues (e.g., interview a Native speaker from the community on some local issue)

Oral Communication

demonstrate knowledge and understanding of aspects of the Native culture studied.

demonstrate a variety of research skills

use information technology to communicate in the Native language

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

read for a variety of purposes in the writing system used in the program, including information and enjoyment

use correctly the grammar and vocabulary elements specified for this grade

demonstrate an understanding of a variety of simple oral texts

communicate in various contexts and for a variety of purposes

Oral Communication, Reading, and Writing

Native Languages