Grade 8 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., use personal experience to make preliminary connections prior to listening to an oral text; create a list of questions to guide listening; visualize key events discussed during an interview or read-aloud; confirm their understanding after listening by analysing predictions made before listening)

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., activate prior knowledge before listening and make connections to the information heard; retell or paraphrase what was heard to reinforce understanding; identify and organize main ideas and supporting details; visualize to interpret or to recount a description)

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies and use them before, during, and after listening to understand oral French texts (e.g., activate prior knowledge and apply it to new learning; make predictions about the content of a narrative or presentation based on the presenter's opening remarks; use self-questioning to monitor understanding of what is being said; ask questions to rank ideas in order of importance; use a range of note-taking strategies to keep track of key ideas and supporting details)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to interpret the key messages in a song or radio advertisement; to synthesize ideas heard in a literature circle; to create a character sketch based on a read-aloud; to make decisions about future paths during an oral presentation on course selection for high school; to respond to media releases about current health issues)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to learn about an environmental issue that affects their community; to interact in a debate about global economic inequity; to be entertained by music; to be informed about secondary school options by a guest speaker)

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., listen to a review of a movie and identify what the reviewer enjoyed about it, and the reasons for her or his opinion; listen to a radio interview about a familiar topic such as the use of cell phones in the classroom and identify the main ideas; listen to a slogan and infer what the product is; listen to a question-and-answer session on a social or environmental issue and create a poster to illustrate the message; listen to a commercial for a product and list the advertiser's key claims in order of importance)

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., describe points of view stated during a debate; use graphic organizers to highlight the main ideas in an oral presentation; summarize the points made by a spokesperson on an environmental issue; identify the messages in song lyrics)

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., describe the effects of the melting of the polar ice caps after listening to a news report; describe personal connections made while listening to accounts from survivors of natural disasters; use visual art to represent important ideas heard in an audio text; evaluate the platforms presented in a student presidential debate; track short-term, long-term, and monthly weather patterns based on radio forecasts)

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., respond to an advertisement by a human rights organization; express an opinion about the messages in a television advertisement aimed at young children; parody a media report)

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., infer the story behind a song's lyrics; explain how a movie trailer affects their decision to go see the movie; evaluate the effectiveness of the language used in a fundraising advertisement by a humanitarian group, and express their reactions to the appeal)

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

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

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

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in a variety of extended interactions in familiar social and academic contexts (e.g., ask relevant questions to elicit further information; paraphrase to clarify meaning; express interest in what is being said during a presentation by commenting and questioning)

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit various situations while participating in a variety of increasingly extended interactions in familiar social and academic contexts (e.g., ask questions to clarify information; paraphrase a peer's point of view during a group discussion; ask for repetition when conferencing with a teacher)

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., in a group discussion, follow the conversation and make relevant contributions when it is their turn to speak; disagree with or challenge the ideas of others respectfully and without making it personal; show interest in what is being said by commenting and questioning)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., paraphrase different points of view in a discussion on healthy living; during an interview, prepare, ask, and adapt questions based on the speaker's responses; respond to a speaker's opinion; respond to ideas and opinions presented in small- or large-group situations)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., respond to opposing points of view in a debate about nutritional guidelines in school or the environmental impact of bottled water; participate in an improvisational role play; mediate a conflict by suggesting solutions; role-play a dialogue between two historical figures with different points of view)

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 peer's reaction to a review of a video game and identify areas of agreement and disagreement; in a small-group discussion about tourist attractions, listen to others' opinions, agree or disagree, and share their own preferences; listen to a description of a worthy cause and participate in a group discussion about how to raise funds to support the cause)

Metacognition:<ol><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., consider peer feedback when reflecting on areas in need of improvement and setting goals to improve listening skills; record an authentic exchange with peers and use it to determine next steps to improve their listening skills; refer to a checklist based on success criteria to identify listening strategies that might be helpful during a group discussion)</li></ol>

Metacognition:<ol type="a"><li>describe strategies they found helpful before, during, and after listening</li><li>identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., discuss how anticipating what other group members will say helps spontaneous interaction during improvisation; use a personal journal to reflect on areas of need and to set goals to improve their listening skills; use a checklist based on success criteria to identify listening strategies that might be helpful during a group discussion)</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 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., engage in dialogue with the teacher and peers to determine criteria for effective listening; use a personal journal to reflect on areas of need and ways to listen more effectively when interacting; use feedback from the teacher and peers to identify areas of strength and set listening goals)</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 France, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to descriptions of tourist destinations in France and identify and describe significant landmarks; identify important or interesting messages, themes, or values in songs by French artists; listen to/view a French cooking show and describe the dishes prepared; view a fictional or documentary video about aspects of life in France and make connections to their own community; listen to a podcast from a community or group in France about celebrations or traditions and identify how their new understanding helps them better relate to the people from that community)

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in France, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., identify similarities and differences in French and Canadian advertisements promoting the same product; listen to varying accounts of French seasonal/holiday traditions and relate them to their own; listen to various media clips describing French family matters and draw comparisons to their own family; listen to descriptions of tourist destinations in France and identify and describe significant landmarks; listen to/view a French cooking show and describe the dishes prepared; view a fictional or documentary video about aspects of life in a region in France and make connections to their own community)

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to descriptions of tourist destinations in French-speaking parts of Europe and identify and describe significant landmarks; listen to/view a French cooking show and describe the dishes prepared; view a fictional or documentary video about aspects of life in a French-speaking region in Europe and make connections to their own community; identify topics of interest in songs, stories, and legends by European artists and authors, such as MC Solaar – "Lève-toi et Rap")

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., expressions specific to the backgrounds of different speakers; pronunciations from different regions in France; appropriate uses of different language registers)

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., recognize and interpret expressions that are specific to spoken language in an interview with an athlete, political figure, environmental activist, or musical artist; identify differences in pronunciation and vocabulary between speakers from different French-speaking regions; relate the colloquial language of French-speaking adolescents 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., identify appropriate ways to initiate and conclude a telephone conversation; listen to an interview with a sports personality, political figure, environmentalist, or musician and identify vocabulary/expressions that are specific to the occupation of the person being interviewed; listen to French speakers from two different regions in Europe, identify differences in pronunciation and word choice, and make comparisons with the French they are learning in class; identify the difference between the names and times of meals in French-speaking communities in Canada and France)

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., alter volume and tone to engage audience; use dramatic pauses to create suspense; use terminology and vocabulary specific to the subject and audience)

Using Oral Communication Strategies: identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for a variety of purposes and to various audiences (e.g., vary volume and rate of speech to engage and maintain the audience's interest; 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 various purposes and to a variety of audiences (e.g., adjust volume and tone to suit the message and context; use dramatic pauses in a role play to create suspense; rehearse the delivery of spoken messages)

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., deliver a monologue in the role of a prominent historical figure; present a slideshow on immigration trends; give instructions to lead the class during daily physical activity; communicate their thoughts and feelings on a social or environmental issue through a rap or song lyrics)

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., present a monologue describing stereotypes in an advertisement; deliver a speech about adolescents' versus parents' point of view on curfews; critique a documentary on endangered species)

Producing Oral Communications: produce rehearsed and increasingly spontaneous messages in French to communicate ideas and information about matters of personal interest, with contextual, auditory, and visual support (e.g., give commands, directions, and instructions; ask for and give advice; share information about their activities and interests; present a critique of a graphic novel, film, or video game; create and deliver an oral presentation about an environmental issue or a financial issue of concern to adolescents; prepare and present a commercial to convince a peer to visit a country or a French-speaking Aboriginal community of their choice; present feelings and new learning related to an Aboriginal story or book, such as a Louis Riel comic strip)

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., use appropriate pauses and emphasis to clarify important ideas; vary intonation and tone of voice when asking questions)

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., use expression and effective pacing during reader's theatre; present a monologue using appropriate intonation; use correct pronunciation while participating in a class discussion; articulate new and familiar vocabulary when dramatizing a poem or participating in a skit)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in rehearsed communications about a range of familiar topics (e.g., give clear directions with minimal hesitation; recite a poem using appropriate pauses as indicated by the punctuation and/or layout of the lines to communicate the poet's intended meaning accurately)

Creating Media Texts: create a variety of increasingly complex oral media texts using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a multimedia presentation about a social or environmental issue; record a radio advertisement promoting healthy schools; create a video on the importance of healthy living for young adults; create a public service announcement about the benefits of buying locally produced food)

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 jingle or testimonials to advertise a product; create an on-line documentary about an issue that affects their life; create a commercial promoting inclusiveness in the school community; write and record a voice-over narration for a video; present a personal point of view in a news broadcast)

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., follow established roles during group work, such as reciprocal teaching; respond to non-verbal cues; adjust language register and pace based on audience)

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour in a variety of situations (e.g., ask questions of classmates to extend and deepen discussions; use pauses appropriately during a conversation; adjust the volume of their voice to suit the purpose for speaking; anticipate what their partner might say next)

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; paraphrase information to confirm understanding; request repetition and explanation from others 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., engage in a round-table discussion exploring hobbies, current events, potential career paths, hopes, or ambitions; improvise a conversation between a soon-to-be exchange student and his or her host family; discuss an urban planning situation, such as what kind of facilities should be built for youth or aging populations; establish norms for group work through discussion; participate in a four-corner activity based on the effectiveness of a movie trailer; teach peers a computer application; participate in a debate on a current environmental issue)

Interacting: engage in rehearsed and spontaneous spoken interactions, in guided and increasingly spontaneous social and academic contexts, about personally relevant and academic topics (e.g., discuss coping strategies for dealing with stressful situations; role-play a negative social situation and verbalize possible resolutions; exchange ideas about topics under study; debate the advantages and disadvantages of Canada's involvement in major trade associations and agreements; interview their peers on a current issue)

Interacting: exchange information and ideas with the teacher and their peers in guided, increasingly spontaneous spoken interactions about matters of personal interest, with teacher modelling and support as appropriate (e.g., exchange information with peers and the teacher about activities and interests; contribute information in a jigsaw group discussion about current events; share their ideas and respond to others' opinions in a literature circle; contribute comments and respond to classmates' contributions in cooperative group activities; provide feedback to a classmate in a peer-assessment activity; contribute and respond to comments in interactive games and role plays; discuss personal preferences with a classmate; defend their opinion/point of view in a debate)

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., debrief and discuss with a peer strategies used to capture and maintain an audience's attention during a dramatic presentation; reflect on the efficacy of word choices made during an improvisation task, setting goals to improve French vocabulary usage when speaking)</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., listen to their recorded voice to identify areas for improvement; use feedback from a peer and/or teacher to set goals; use success criteria to self-monitor their interaction skills; record improvement in speaking skills in a journal; discuss in a small group the strategies they found helpful in specific speaking situations, and comment on their use in a reflection log)</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., explain during a student-teacher conference how they monitor their speaking skills; make and record revisions to the form and content of speech using feedback from peers and teacher; identify and describe the key elements used by peers and others during oral presentations; set small, attainable goals to improve oral communication, increase confidence, and sustain motivation)</li></ol>

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 France, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., use an audio-visual presentation to describe significant landmarks, local cuisine, and/or traditions and customs in France; identify and explain reasons for learning French; create an advertisement about the lifelong benefits of learning another language and exploring other cultures – including improved opportunities for careers, summer jobs, friendship, and travel; identify and report on examples of the use of French in their immediate environment)

Intercultural Awareness: communicate information orally about French-speaking communities in France, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., use an audio-visual presentation to describe significant landmarks, local cuisine, and/or traditions and customs in France; deliver a presentation about the lifelong benefits of learning French and exploring other cultures – including improved opportunities for careers, summer jobs, friendship, and travel; identify and report on examples of the use of French in their immediate environment)

Intercultural Awareness: communicate information orally about French-speaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., use an audio-visual presentation to describe significant landmarks, local cuisine, and/or traditions and customs of European countries where French is widely spoken, such as France, Switzerland, and Belgium; identify and explain reasons for learning French; deliver a presentation about the lifelong benefits of learning another language and exploring other cultures – including improved opportunities for careers, summer jobs, friendship, and travel; identify and report on examples of the use of French in their immediate environment)

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., formal and informal language to suit the context and audience; introduction etiquette in different French-speaking communities; colloquialisms, idioms, and gestures appropriate to different settings)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in spoken interactions (e.g., use greetings and expressions of courtesy when introducing a guest speaker; compare telephone etiquette of two different French-speaking communities and use them in a role play; select formal or informal language based on the audience)

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., select and use formal or informal language and forms of address to suit the situation, such as when greeting an Aboriginal Elder; select and use expressions for opening, maintaining, and closing a conversation as appropriate to the relationship between the speakers; identify and use appropriate conventions in informal oral interactions such as telephone calls – for example, standard phrases for greeting the listener, asking to speak to someone, identifying themselves, asking to leave a message)

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., identify the main idea and important details; use visualization and comparisons with images from other sources to clarify details of characters, scenes, or concepts; make inferences from visual elements to identify explicit and implicit messages)

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 prior knowledge to help decode the meaning of new vocabulary in a text; skim a textbook to extract the key concepts of a given chapter; make inferences from visual elements to identify explicit and implicit messages)

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., use brainstorming to relate prior knowledge and experiences to specific ideas in a text; use pictorial clues, including cover art, to predict the type of content in a text; make predictions about a text based on knowledge of similar text forms; using think-aloud techniques modelled by the teacher, scan texts for specific information or to identify important ideas; monitor comprehension by rereading or asking questions)

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 mock interview with the author; following a read-aloud, create an animation summarizing a segment of the text; following shared reading of song lyrics, compose an additional verse; identify interesting jobs on employment websites and explain what skills are relevant to the responsibilities posted; identify the details that make a story believable; skim and scan to extract important information from a non-fiction text using titles, subtitles, headers, and margin references)

Reading for Meaning: demonstrate an understanding of the intent and meaning 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; dramatize the main events and/or relationships described in a short story; create a media text to illustrate the ideas and/or emotions expressed in a poem; explain how pertinent details in a print advertisement enable them to understand the message conveyed; draw conclusions from texts with statistics on economic inequity)

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., choose their favourite dishes from a menu; find scheduled classes on a school timetable; share details from a pen pal's letter with a peer; read the instructions for playing a video game and demonstrate how to play for a classmate; role-play a talk show interview with a character from a text they have read; in a small-group "placemat" activity, list Louis Riel's leadership qualities and explain how they influenced his actions)

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 to entertain a younger class using suitable emphasis, intonation, and phrasing; read a statement on current events to inform their peers, using intonation that follows the punctuation)

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 with appropriate expression selected excerpts from poetry, song lyrics, or stories; read the class or school daily announcements)

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., use graphophonic cues to recognize and pronounce familiar words within larger words; make reading aloud sound like spoken language, with appropriate expression and emphasis, and pauses, stops, and starts as indicated by the punctuation; recognize 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 variety of different strategies to expand vocabulary through reading (e.g., analyse word parts and look for familiar words and mots apparentés that are similar to words in their first language; create a personal word list of mathematical terminology; use symbol-sound relationships between the letters of the alphabet and the sounds they represent to recognize words they have only heard before)

Developing Vocabulary: identify and use a range of different strategies to expand vocabulary through reading (e.g., record new words from texts read; construct a word web of vocabulary related to specific topics; decode unfamiliar words by using prefixes and suffixes; relate new vocabulary to known words and cognates)

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., develop a personal list of words related to specific topics or themes that interest them; develop a bank of sight words using visual dictionaries, the word wall, words from oral vocabulary, and grade-level texts; compile a list of terminology regularly used in discussions and posted on anchor charts; use a thesaurus to expand vocabulary; use technological aids such as online dictionaries to expand vocabulary)

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., write a comment agreeing or disagreeing with the opinions in a blog post; evaluate the stereotypes presented in print ads; analyse the messages presented in different company slogans and logos and how they influence the consumer; describe how song lyrics convey their message; read advertisements for back-to-school items and analyse their influence on youth choices, including their own; explain the impact of fashion magazines on how young adults dress; compare the treatment in various print media of an environmental issue such as the exportation of water)

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., describe the use of graphic images to convey the implied message in a public service announcement; analyse the elements presented on the packaging for a video game that make it appealing to teenagers; identify the bias found within the message of a print advertisement; analyse the effectiveness of different organizations in promoting their messages on their website)

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., poem – to express feelings or ideas; online media/newspaper – to inform about current events and issues; report – to describe and analyse an experience or event; magazines – to publish articles related to a particular subject; autobiography – to share personal experiences and reflections; credit card statement – to show the source and amount of charged purchases and the balance owed)

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., magazine – to provide a range of informational, imaginative, and graphic pieces in one volume; website or encyclopedia entry – to provide an organized summary of key information about a subject; fictional narrative/short story/novel – to depict imaginary events, characters, and experiences in an engaging, entertaining form; book jacket or DVD cover – to describe the type of content and reading/viewing experience provided by the text in language that will capture the reader's/viewer's attention and stimulate interest)

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., graphic novel – visuals and text that work together to tell a story; poster or flyer – descriptive language, captions, headlines, pictures, colour, punctuation, and fonts; calendar – gridlines, boldface print, and icons of important dates and events)

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; invoice or bill – headings, subheadings, tables, graphs; catalogue or flyer – categories, descriptions, and images to promote products)

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., magazine – cover image(s) and caption(s) highlighting key features, table of contents, advertisements, featured articles, editorial, letters to the editor, photographs, illustrations; fictional narrative/short story/novel – plot/action related to gaining an insight or resolving a problem, descriptions of characters and their thoughts, dialogue, descriptions of settings or historical events; book jacket or DVD cover – illustration(s), title, author name, advertising copy and reviewers' quotations, synopsis of story)

Metacognition:<ol type="a"><li>identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts</li><li>determine their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., recognize when understanding has broken down; determine which reading strategies they are using effectively)</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., assess how making connections to a text helped them relate to specific elements of a text, such as theme, events, point of view, characters; evaluate the effectiveness of asking questions to clarify meaning and to monitor their understanding of a text; explain how synthesizing ideas during reading helped them generate a new understanding of a text)</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: look for transition words to identify relationships between ideas, scan texts to identify and look up unfamiliar technical words related to the subject matter)</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 France, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read tourist brochures from different regions in France to identify elements of daily life/culture in each; read restaurant menus from different regions of France and compare dishes with their own food; using an online encyclopedia and maps of France, identify the major regions and cities and discuss local agriculture; identify symbols, personalities, landmarks, organizations, and traditions related to France and former French colonies; identify and compare environmental issues of concern in France and Canada; read promotional brochures or advertisements about the benefits of learning another language – such as opportunities for careers, summer jobs, friends, travel – and describe opportunities that interest them)

Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in France, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read tourist brochures from different regions in France to identify elements of daily life or culture in each; read restaurant menus from different regions of France to compare dishes with their own food; using an online encyclopedia and maps of France, identify the major regions and cities and discuss local agriculture or businesses; identify symbols, personalities, landmarks, organizations, and traditions related to France and former French colonies and make connections to their own experiences; explain the reasons that early French settlers left France for "new worlds"; read promotional brochures or advertisements about the benefits of learning another language – such as opportunities for careers, summer jobs, friends, travel – and describe opportunities that interest them)

Intercultural Awareness: using information from a variety of French texts, identify French-speaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., using an online encyclopedia and maps of Europe, identify French-speaking countries and countries where French is widely spoken – such as France, Switzerland, and Belgium; identify symbols, personalities, landmarks, organizations, and traditions related to French-speaking communities in Europe and make connections to their own experiences; identify examples of French texts that may be seen in their community; read promotional brochures or advertisements about the benefits of learning another language – such as opportunities for careers, summer jobs, friends, travel – and describe opportunities that interest them)

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., words and expressions unique to certain regions; language registers in personal and business letters; the use of slang/colloquial/familiar versus "standard" French in posters, cartoons, graphic novels, or advertisements; expressions of gratitude and formulas for making excuses or extending invitations used in different French-speaking communities)

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., local colloquialisms found in media texts; regional vocabulary used in children's stories written by authors from two different regions; popular expressions specific to a particular region in song lyrics from different francophone artists)

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., compare menus from Switzerland, Belgium, and France and identify different ways of describing similar dishes; identify the use of slang/colloquial/familiar versus "standard" French in posters, cartoons, graphic novels, or advertisements; identify expressions of gratitude and formulas for making excuses or extending invitations used in different French-speaking communities)

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 their purpose for writing and the audience for French texts they plan to create (e.g., to persuade someone to continue studying French in high school; to support the school's environmental initiatives with a campaign flyer or brochure; to depict the point of view of a survivor of a natural disaster in a journal; to raise awareness about an equity campaign such as Shannen's Dream)

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 communicate with a friend or relative in an email or text message; to persuade someone to continue studying French in high school; to write a biography providing information about the accomplishments of a notable person; to write an advertisement promoting a product)

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 highlight the environmental impact of different kinds of transportation systems in a poster for a community conservation campaign; to email or text information about an upcoming school event to classmates and/or the teacher; to describe a favourite activity, animal, person, or place in an article for the class newspaper; to describe career opportunities for bilingual workers and related education/training requirements in a brochure for distribution at a job fair; to describe "special offers" in an advertising flyer)

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 a memoir or an article from the perspective of a newcomer to Canada or someone affected by a social issue; write a narrative poem about the importance of Remembrance Day, the Day of Pink, or the International Day for the Elimination of Racial Discrimination; write a report on an environmental issue to persuade their peers to take action in their community; write a dialogue or script for a short play about a historical character such as Louis Riel or George-Étienne Cartier)

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., compose an email or text message to a friend using informal or social language; write a character sketch to describe a main character in a story; develop an expository text regarding a social, economic, or environmental issue outlining arguments from multiple perspectives; write a script for a campaign speech to promote a candidate for class government; write a memoir of an early European settler during the development of New France)

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., information poster/brochure/advertising flyer – title or phrase identifying the topic, illustrations, captions, brief explanations; email/text message about a school outing – subject line, salutation, closing or signature line, abbreviations for high-frequency words, date and time of event, information about relevant details such as transportation, cost, appropriate clothing; descriptive article – introductory paragraph, additional paragraphs with topic sentences and supporting details, conclusion)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., use a thesaurus to expand their vocabulary; use online and print French dictionaries to confirm meaning; use print and online sources to locate information about word origins; incorporate new words from fiction and non-fiction texts in their writing; use vocabulary from the word wall and classroom visuals in context)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., select words to suit the desired tone and expression in electronic messages; use online and print French dictionaries to confirm meaning; use subject-specific vocabulary from classroom resources such as word walls or textbooks)

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 classroom resources to check word choice; express likes and dislikes using verbs of emotion; describe personal routines using reflexive verbs)

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., use comparison to illustrate an idea; use specialized vocabulary and terminology specific to the topic they are writing about; create a comic strip using idioms to describe a political issue; use emotive language to evoke a reaction to a past event or experience)

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., use repetition to emphasize a key point in an electronic message; use figures of speech to develop a specific point of view in a biography or character sketch; use the active and passive voices when writing a report on a specific topic)

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., adapt a short story for a comic book or multimedia presentation; design a web page that promotes informed financial decisions; create an ad campaign to raise awareness about a social, environmental, or health-related topic; create a slideshow explaining the threats to endangered animals in Canada and describing possible solutions)

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 brochure to support the message conveyed in a public service announcement about impaired driving aimed at teenagers; create a profile for a social networking site based on a character in a novel; create a multimedia text to introduce themselves to their new teachers in high school)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., position of object pronouns with the impératif, such as "Expliquez-moi votre raisonnement", "Donne-lui le message"; indefinite relative pronouns such as "ce qui", "ce que"; use of indefinite pronouns such as "on", "rien", "personne", "tout", "plusieurs", "aucun(es)", "quelqu'un(e)", "quelque chose", "certain(e)s", "chacun(e)" to avoid repetition and vary sentence structure; transitional words and phrases; the imparfait and passé composé; expression of possibility or future wishes using the conditionnel présent of regular and irregular verbs; the expression "il faut" followed by the subjonctif présent of frequently used verbs, such as "Il faut que tu arrives avant 13h00"; conjunctive phrases such as "ainsi que" and "tandis que")

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 diverse punctuation throughout an electronic message to enhance the meaning of the message; agree on the spelling of words they have brainstormed in groups; vary sentence types in a summary to emphasize the key ideas of an article or a lesson)

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., use tables, charts, and success criteria to help them select and organize ideas for their writing; rank ideas in order of importance or significance; use organizational patterns such as cause and effect)

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., access prior knowledge to develop a series of instructions explaining how to use a new technology; solicit opinions from peers to provide the basis for a play on an issue of importance to the class; organize ideas to emphasize the impact of the opinions being presented; brainstorm ways to express their ideas and views in a creative and novel way)

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., use guiding questions to identify the purpose and audience for a letter-writing exercise; use graphic organizers to sort and sequence ideas; use "quick writes" based on a read-aloud or shared reading text to capture the main points to include in a summary; use the word wall to activate ideas about vocabulary relevant to a topic; identify big ideas/topics for writing from read-alouds and shared reading activities; consider peer and teacher discussion and feedback when determining their approach or focus in a piece of writing; use print, electronic, and audio-visual resources to gather background material about a topic; write an adaptation based on an oral tradition of a First Nation, Métis, or Inuit storyteller)

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 checklist when revising drafts; participate in a student-teacher writing conference; use a timeline to assist them in ordering events in a narrative)

Drafting and Revising: plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a range of strategies (e.g., use a template to write a rough draft of a script for a play; engage in a peer editing session to ensure that their text is clearly understood; reread their draft to evaluate their choice of vocabulary and sentence structure)

Drafting and Revising: plan and produce drafts and revise their writing, using a variety of teacher-directed and independent strategies (e.g., participate in a teacher-student conference to evaluate a first draft; reread and reorder information to improve organization; refer to teacher and peer feedback to help them identify gaps and awkward transitions; use teacher and class co-created checklists and models and student exemplars to guide revision; use knowledge of sound-symbol relationships, familiar words, French spelling patterns, and a variety of appropriate resources to confirm or correct spelling and use of verbs in the past, present, and future tenses)

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 class-generated success criteria to ensure all required elements are present in their final draft; consider feedback from their teacher or peers when editing)

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 online resources to improve or correct use of language; use success criteria to ensure proper formatting of their script; publish an instruction manual in a medium of their choice, such as online, in a booklet, or as a visual representation, following conventions specific to that medium)

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., a cover page, different font sizes for titles and headings, labelled diagrams, illustrations, photographs, borders and shading, 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., plan how to incorporate feedback from the teacher and peers in their future writing projects; describe the usefulness of the success criteria posted in the classroom and make suggestions to improve them; recommend a helpful strategy to a classmate during peer conferencing; revise a personal editing checklist)</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 graphic organizers helped to organize information and ideas effectively; use feedback from peers to identify areas of greater strength in writing, and set 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)</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., determine which strategies helped to organize information and ideas effectively; evaluate the effectiveness of peer editing and peer feedback; identify areas for improvement and plan next steps, recording both in a writer's notebook)</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 France, 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 an article for a student magazine about the benefits of travelling to a lesser-known region of France; write a biography of a French political figure or celebrity; create and label a map for a food-tasting tour across France; recount an important historical event and how it affected French people from diverse communities; prepare a report on water consumption and conservation in France; write a historical report about France's first settlers in Canada and their relationships and alliances with First Nations people)

Intercultural Awareness: in their written work, communicate information about French-speaking communities in France, 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 an article for a travel magazine about the benefits of travelling to a lesser-known region of France; write a biography of a French political figure or celebrity; create and label a map for a food-tasting tour across France; recount an important historical event and how it affected the French people; write about the relationships between early French explorers and First Nations peoples)

Intercultural Awareness: in their written work, communicate information about French-speaking communities in Europe, 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 an entry about a French-speaking community in Europe for an online encyclopedia; write and perform a jingle about a popular tourist destination in a French-speaking part of Europe; write an email giving directions for travelling from la Tour Eiffel to l'Arc de Triomphe in Paris)

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 fiction; idiomatic expressions in a poem or dialogue; conventions for a formal letter)

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., incorporate popular expressions particular to youth of a specific francophone region into electronic messages; rewrite a formal text using current expressions and slang to convey the same meaning as the original text; create a legend emulating the style and vocabulary used in Aboriginal folklore; use appropriate greetings and formality of language depending on the situation when writing a dialogue)

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., activate prior knowledge and apply it to new learning; make predictions about the content of a narrative or presentation based on the presenter’s opening remarks; use self-questioning to monitor understanding of what is being said; ask questions to rank ideas in order of importance; use a range of note-taking strategies to keep track of key ideas and supporting details)

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., listen to a review of a movie and identify what the reviewer enjoyed about it, and the reasons for her or his opinion; listen to a radio interview about a familiar topic such as the use of cell phones in the classroom and identify the main ideas; listen to a slogan and infer what the product is; listen to a question-andanswer session on a social or environmental issue and create a poster to illustrate the message; listen to a commercial for a product and list the advertiser’s key claims in order of importance)

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

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., in a group discussion, follow the conversation and make relevant contributions when it is their turn to speak; disagree with or challenge the ideas of others respectfully and without making it personal; show interest in what is being said by commenting and questioning)

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 peer’s reaction to a review of a video game and identify areas of agreement and disagreement; in a small-group discussion about tourist attractions, listen to others’ opinions, agree or disagree, and share their own preferences; listen to a description of a worthy cause and participate in a group discussion about how to raise funds to support the cause)

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 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., engage in dialogue with the teacher and peers to determine criteria for effective listening; use a personal journal to reflect on areas of need and ways to listen more effectively when interacting; use feedback from the teacher and peers to identify areas of strength and set listening goals)

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 Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to descriptions of tourist destinations in French-speaking parts of Europe and identify and describe significant landmarks; listen to/view a French cooking show and describe the dishes prepared; view a fictional or documentary video about aspects of life in a French-speaking region in Europe and make connections to their own community; identify topics of interest in songs, stories, and legends by European artists and authors, such as MC Solaar – “Lève-toi et Rap”)

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 appropriate ways to initiate and conclude a telephone conversation; listen to an interview with a sports personality, political figure, environmentalist, or musician and identify vocabulary/expressions that are specific to the occupation of the person being interviewed; listen to French speakers from two different regions in Europe, identify differences in pronunciation and word choice, and make comparisons with the French they are learning in class; identify the difference between the names and times of meals in French-speaking communities in Canada and France)

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., adjust volume and tone to suit the message and context; use dramatic pauses in a role play to create suspense; rehearse the delivery of spoken messages)

Producing Oral Communications: produce rehearsed and increasingly spontaneous messages in French to communicate ideas and information about matters of personal interest, with contextual, auditory, and visual support (e.g., give commands, directions, and instructions; ask for and give advice; share information about their activities and interests; present a critique of a graphic novel, film, or video game; create and deliver an oral presentation about an environmental issue or a financial issue of concern to adolescents; prepare and present a commercial to convince a peer to visit a country or a French-speaking Aboriginal community of their choice; present feelings and new learning related to an Aboriginal story or book, such as a Louis Riel comic strip)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in rehearsed communications about a range of familiar topics (e.g., give clear directions with minimal hesitation; recite a poem using appropriate pauses as indicated by the punctuation and/or layout of the lines to communicate the poet’s intended meaning accurately)

Speaking 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; paraphrase information to confirm understanding; request repetition and explanation from others when meaning is unclear; acknowledge the contributions of others before stating their own views; show respect for different points of view)

Interacting: exchange information and ideas with the teacher and their peers in guided, increasingly spontaneous spoken interactions about matters of personal interest, with teacher modelling and support as appropriate (e.g., exchange information with peers and the teacher about activities and interests; contribute information in a jigsaw group discussion about current events; share their ideas and respond to others’ opinions in a literature circle; contribute comments and respond to classmates’ contributions in cooperative group activities; provide feedback to a classmate in a peer-assessment activity; contribute and respond to comments in interactive games and role plays; discuss personal preferences with a classmate; defend their opinion/point of view in a debate)

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

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

Intercultural Awareness: communicate information orally about French-speaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., use an audio-visual presentation to describe significant landmarks, local cuisine, and/or traditions and customs of European countries where French is widely spoken, such as France, Switzerland, and Belgium; identify and explain reasons for learning French; deliver a presentation about the lifelong benefits of learning another language and exploring other cultures – including improved opportunities for careers, summer jobs, friendship, and travel; identify and report on examples of the use of French in their immediate environment)

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., select and use formal or informal language and forms of address to suit the situation, such as when greeting an Aboriginal Elder; select and use expressions for opening, maintaining, and closing a conversation as appropriate to the relationship between the speakers; identify and use appropriate conventions in informal oral interactions such as telephone calls – for example, standard phrases for greeting the listener, asking to speak to someone, identifying themselves, asking to leave a message)

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., use brainstorming to relate prior knowledge and experiences to specific ideas in a text; use pictorial clues, including cover art, to predict the type of content in a text; make predictions about a text based on knowledge of similar text forms; using think-aloud techniques modelled by the teacher, scan texts for specific information or to identify important ideas; monitor comprehension by rereading or asking questions)

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., choose their favourite dishes from a menu; find scheduled classes on a school timetable; share details from a pen pal’s letter with a peer; read the instructions for playing a video game and demonstrate how to play for a classmate; role-play a talk show interview with a character from a text they have read; in a small-group “placemat” activity, list Louis Riel’s leadership qualities and explain how they influenced his actions)

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., use graphophonic cues to recognize and pronounce familiar words within larger words; make reading aloud sound like spoken language, with appropriate expression and emphasis, and pauses, stops, and starts as indicated by the punctuation; recognize 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., develop a personal list of words related to specific topics or themes that interest them; develop a bank of sight words using visual dictionaries, the word wall, words from oral vocabulary, and grade-level texts; compile a list of terminology regularly used in discussions and posted on anchor charts; use a thesaurus to expand vocabulary; use technological aids such as online dictionaries to expand vocabulary)

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., magazine – to provide a range of informational, imaginative, and graphic pieces in one volume; website or encyclopedia entry – to provide an organized summary of key information about a subject; fictional narrative/short story/ novel – to depict imaginary events, characters, and experiences in an engaging, entertaining form; book jacket or DVD cover – to describe the type of content and reading/viewing experience provided by the text in language that will capture the reader’s/ viewer’s attention and stimulate interest)

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., magazine – cover image(s) and caption(s) highlighting key features, table of contents, advertisements, featured articles, editorial, letters to the editor, photographs, illustrations; fictional narrative/short story/novel – plot/action related to gaining an insight or resolving a problem, descriptions of characters and their thoughts, dialogue, descriptions of settings or historical events; book jacket or DVD cover – illustration(s), title, author name, advertising copy and reviewers’ quotations, synopsis of story)

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: look for transition words to identify relationships between ideas, scan texts to identify and look up unfamiliar technical words related to the subject matter)

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 Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., using an online encyclopedia and maps of Europe, identify Frenchspeaking countries and countries where French is widely spoken – such as France, Switzerland, and Belgium; identify symbols, personalities, landmarks, organizations, and traditions related to French-speaking communities in Europe and make connections to their own experiences; identify examples of French texts that may be seen in their community; read promotional brochures or advertisements about the benefits of learning another language – such as opportunities for careers, summer jobs, friends, travel – and describe opportunities that interest them)

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., compare menus from Switzerland, Belgium, and France and identify different ways of describing similar dishes; identify the use of slang/colloquial/ familiar versus “standard” French in posters, cartoons, graphic novels, or advertisements; identify expressions of gratitude and formulas for making excuses or extending invitations used in different French-speaking communities)

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 highlight the environmental impact of different kinds of transportation systems in a poster for a community conservation campaign; to email or text information about an upcoming school event to classmates and/or the teacher; to describe a favourite activity, animal, person, or place in an article for the class newspaper; to describe career opportunities for bilingual workers and related education/training requirements in a brochure for distribution at a job fair; to describe “special offers” in an advertising flyer

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., information poster/brochure/advertising flyer – title or phrase identifying the topic, illustrations, captions, brief explanations; email/text message about a school outing – subject line, salutation, closing or signature line, abbreviations for high-frequency words, date and time of event, information about relevant details such as transportation, cost, appropriate clothing; descriptive article – introductory paragraph, additional paragraphs with topic sentences and supporting details, conclusion)

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 classroom resources to check word choice; express likes and dislikes using verbs of emotion; describe personal routines using reflexive verbs)

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 guiding questions to identify the purpose and audience for a letterwriting exercise; use graphic organizers to sort and sequence ideas; use “quick writes” based on a read-aloud or shared reading text to capture the main points to include in a summary; use the word wall to activate ideas about vocabulary relevant to a topic; identify big ideas/topics for writing from read-alouds and shared reading activities; consider peer and teacher discussion and feedback when determining their approach or focus in a piece of writing; use print, electronic, and audio-visual resources to gather background material about a topic; write an adaptation based on an oral tradition of a First Nation, Métis, or Inuit storyteller)

Drafting and Revising: plan and produce drafts and revise their writing, using a variety of teacher-directed and independent strategies (e.g., participate in a teacher-student conference to evaluate a first draft; reread and reorder information to improve organization; refer to teacher and peer feedback to help them identify gaps and awkward transitions; use teacher and class co-created checklists and models and student exemplars to guide revision; use knowledge of sound-symbol relationships, familiar words, French spelling patterns, and a variety of appropriate resources to confirm or correct spelling and use of verbs in the past, present, and future tenses)

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., a cover page, different font sizes for titles and headings, labelled diagrams, illustrations, photographs, borders and shading, 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., determine which strategies helped to organize information and ideas effectively; evaluate the effectiveness of peer editing and peer feedback; identify areas for improvement and plan next steps, recording both in a writer’s notebook)

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

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities in Europe, 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 an entry about a French-speaking community in Europe for an online encyclopedia; write and perform a jingle about a popular tourist destination in a French-speaking part of Europe; write an email giving directions for travelling from la Tour Eiffel to l’Arc de Triomphe in Paris)

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., activate prior knowledge before listening and make connections to the information heard; retell or paraphrase what was heard to reinforce understanding; identify and organize main ideas and supporting details; visualize to interpret or to recount a description)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to learn about an environmental issue that affects their community; to interact in a debate about global economic inequity; to be entertained by music; to be informed about secondary school options by a guest speaker)

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., describe the effects of the melting of the polar ice caps after listening to a news report; describe personal connections made while listening to accounts from survivors of natural disasters; use visual art to represent important ideas heard in an audio text; evaluate the platforms presented in a student presidential debate; track short-term, long-term, and monthly weather patterns based on radio forecasts)

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., infer the story behind a song’s lyrics; explain how a movie trailer affects their decision to go see the movie; evaluate the effectiveness of the language used in a fundraising advertisement by a humanitarian group, and express their reactions to the appeal)

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 various situations while participating in a variety of increasingly extended interactions in familiar social and academic contexts (e.g., ask questions to clarify information; paraphrase a peer’s point of view during a group discussion; ask for repetition when conferencing with a teacher)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., respond to opposing points of view in a debate about nutritional guidelines in school or the environmental impact of bottled water; participate in an improvisational role play; mediate a conflict by suggesting solutions; role-play a dialogue between two historical figures with different points of view)

Metacognition: (a) describe strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., discuss how anticipating what other group members will say helps spontaneous interaction during improvisation; use a personal journal to reflect on areas of need and to set goals to improve their listening skills; use a checklist based on success criteria to identify listening strategies that might be helpful during a group discussion)

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

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in France, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., identify similarities and differences in French and Canadian advertisements promoting the same product; listen to varying accounts of French seasonal/holiday traditions and relate them to their own; listen to various media clips describing French family matters and draw comparisons to their own family; listen to descriptions of tourist destinations in France and identify and describe significant landmarks; listen to/view a French cooking show and describe the dishes prepared; view a fictional or documentary video about aspects of life in a region in France and make connections to their own community)

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., recognize and interpret expressions that are specific to spoken language in an interview with an athlete, political figure, environmental activist, or musical artist; identify differences in pronunciation and vocabulary between speakers from different French-speaking regions; relate the colloquial language of French-speaking adolescents to their own)

Speaking

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

Using Oral Communication Strategies: identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for a variety of purposes and to various audiences (e.g., vary volume and rate of speech to engage and maintain the audience’s interest; 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., present a monologue describing stereotypes in an advertisement; deliver a speech about adolescents’ versus parents’ point of view on curfews; critique a documentary on endangered species)

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., use expression and effective pacing during reader’s theatre; present a monologue using appropriate intonation; use correct pronunciation while participating in a class discussion; articulate new and familiar vocabulary when dramatizing a poem or participating in a skit)

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 jingle or testimonials to advertise a product; create an on-line documentary about an issue that affects their life; create a commercial promoting inclusiveness in the school community; write and record a voiceover narration for a video; present a personal point of view in a news broadcast)

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., ask questions of classmates to extend and deepen discussions; use pauses appropriately during a conversation; adjust the volume of their voice to suit the purpose for speaking; anticipate what their partner might say next)

Interacting: engage in rehearsed and spontaneous spoken interactions, in guided and increasingly spontaneous social and academic contexts, about personally relevant and academic topics (e.g., discuss coping strategies for dealing with stressful situations; role-play a negative social situation and verbalize possible resolutions; exchange ideas about topics under study; debate the advantages and disadvantages of Canada’s involvement in major trade associations and agreements; interview their peers on a current issue)

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., listen to their recorded voice to identify areas for improvement; use feedback from a peer and/or teacher to set goals; use success criteria to selfmonitor their interaction skills; record improvement in speaking skills in a journal; discuss in a small group the strategies they found helpful in specific speaking situations, and comment on their use in a reflection log)

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 France, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., use an audio-visual presentation to describe significant landmarks, local cuisine, and/or traditions and customs in France; deliver a presentation about the lifelong benefits of learning French and exploring other cultures – including improved opportunities for careers, summer jobs, friendship, and travel; identify and report on examples of the use of French in their immediate environment)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in spoken interactions (e.g., use greetings and expressions of courtesy when introducing a guest speaker; compare telephone etiquette of two different French-speaking communities and use them in a role play; select formal or informal language based on the audience)

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 prior knowledge to help decode the meaning of new vocabulary in a text; skim a textbook to extract the key concepts of a given chapter; make inferences from visual elements to identify explicit and implicit messages)

Reading for Meaning: demonstrate an understanding of the intent and meaning 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; dramatize the main events and/or relationships described in a short story; create a media text to illustrate the ideas and/or emotions expressed in a poem; explain how pertinent details in a print advertisement enable them to understand the message conveyed; draw conclusions from texts with statistics on economic inequity)

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 with appropriate expression selected excerpts from poetry, song lyrics, or stories; 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 from texts read; construct a word web of vocabulary related to specific topics; decode unfamiliar words by using prefixes and suffixes; relate new vocabulary 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., describe the use of graphic images to convey the implied message in a public service announcement; analyse the elements presented on the packaging for a video game that make it appealing to teenagers; identify the bias found within the message of a print advertisement; analyse the effectiveness of different organizations in promoting their messages on their website)

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; 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., assess how making connections to a text helped them relate to specific elements of a text, such as theme, events, point of view, characters; evaluate the effectiveness of asking questions to clarify meaning and to monitor their understanding of a text; explain how synthesizing ideas during reading helped them generate a new understanding of a text)

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 France, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read tourist brochures from different regions in France to identify elements of daily life or culture in each; read restaurant menus from different regions of France to compare dishes with their own food; using an online encyclopedia and maps of France, identify the major regions and cities and discuss local agriculture or businesses; identify symbols, personalities, landmarks, organizations, and traditions related to France and former French colonies and make connections to their own experiences; explain the reasons that early French settlers left France for “new worlds”; read promotional brochures or advertisements about the benefits of learning another language – such as opportunities for careers, summer jobs, friends, travel – and describe opportunities that interest them)

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., local colloquialisms found in media texts; regional vocabulary used in children’s stories written by authors from two different regions; popular expressions specific to a particular region in song lyrics from different francophone artists)

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 communicate with a friend or relative in an email or text message; to persuade someone to continue studying French in high school; to write a biography providing information about the accomplishments of a notable person; to write an advertisement promoting a product)

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., compose an email or text message to a friend using informal or social language; write a character sketch to describe a main character in a story; develop an expository text regarding a social, economic, or environmental issue outlining arguments from multiple perspectives; write a script for a campaign speech to promote a candidate for class government; write a memoir of an early European settler during the development of New France)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., select words to suit the desired tone and expression in electronic messages; use online and print French dictionaries to confirm meaning; use subject-specific vocabulary from classroom resources such as word walls or textbooks)

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., use repetition to emphasize a key point in an electronic message; use figures of speech to develop a specific point of view in a biography or character sketch; use the active and passive voices when writing a report on a specific topic)

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 brochure to support the message conveyed in a public service announcement about impaired driving aimed at teenagers; create a profile for a social networking site based on a character in a novel; create a multimedia text to introduce themselves to their new teachers in high school)

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 diverse punctuation throughout an electronic message to enhance the meaning of the message; agree on the spelling of words they have brainstormed in groups; vary sentence types in a summary to emphasize the key ideas of an article or a lesson)

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., access prior knowledge to develop a series of instructions explaining how to use a new technology; solicit opinions from peers to provide the basis for a play on an issue of importance to the class; organize ideas to emphasize the impact of the opinions being presented; brainstorm ways to express their ideas and views in a creative and novel way)

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 template to write a rough draft of a script for a play; engage in a peer editing session to ensure that their text is clearly understood; reread their draft to evaluate their choice of vocabulary and sentence structure)

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 online resources to improve or correct use of language; use success criteria to ensure proper formatting of their script; publish an instruction manual in a medium of their choice, such as online, in a booklet, or as a visual representation, following conventions specific to that medium)

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 graphic organizers helped to organize information and ideas effectively; use feedback from peers to identify areas of greater strength in writing, and set 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 France, 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 an article for a travel magazine about the benefits of travelling to a lesser-known region of France; write a biography of a French political figure or celebrity; create and label a map for a food-tasting tour across France; recount an important historical event and how it affected the French people; write about the relationships between early French explorers and First Nations peoples)

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., incorporate popular expressions particular to youth of a specific francophone region into electronic messages; rewrite a formal text using current expressions and slang to convey the same meaning as the original text; create a legend emulating the style and vocabulary used in Aboriginal folklore; use appropriate greetings and formality of language depending on the situation when writing a dialogue)

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., use personal experience to make preliminary connections prior to listening to an oral text; create a list of questions to guide listening; visualize key events discussed during an interview or read-aloud; confirm their understanding after listening by analysing predictions made before listening)

Understanding Purposes for Listening: demonstrate an understanding of the purpose for listening in a variety of situations (e.g., to interpret the key messages in a song or radio advertisement; to synthesize ideas heard in a literature circle; to create a character sketch based on a read-aloud; to make decisions about future paths during an oral presentation on course selection for high school; to respond to media releases about current health issues)

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., describe points of view stated during a debate; use graphic organizers to highlight the main ideas in an oral presentation; summarize the points made by a spokesperson on an environmental issue; identify the messages in song lyrics)

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., respond to an advertisement by a human rights organization; express an opinion about the messages in a television advertisement aimed at young children; parody a media report)

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 elicit further information; paraphrase to clarify meaning; express interest in what is being said during a presentation by commenting and questioning)

Interacting: respond with understanding to what others say while participating in a variety of interactions about familiar, academic, and personally relevant topics (e.g., paraphrase different points of view in a discussion on healthy living; during an interview, prepare, ask, and adapt questions based on the speaker’s responses; respond to a speaker’s opinion; respond to ideas and opinions presented in small- or large-group situations)

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., consider peer feedback when reflecting on areas in need of improvement and setting goals to improve listening skills; record an authentic exchange with peers and use it to determine next steps to improve their listening skills; refer to a checklist based on success criteria to identify listening strategies that might be helpful during a group discussion)

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

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in France, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to descriptions of tourist destinations in France and identify and describe significant landmarks; identify important or interesting messages, themes, or values in songs by French artists; listen to/view a French cooking show and describe the dishes prepared; view a fictional or documentary video about aspects of life in France and make connections to their own community; listen to a podcast from a community or group in France about celebrations or traditions and identify how their new understanding helps them better relate to the people from that community)

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., expressions specific to the backgrounds of different speakers; pronunciations from different regions in France; appropriate uses of different language registers)

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., alter volume and tone to engage audience; use dramatic pauses to create suspense; use terminology and vocabulary specific to the subject and audience)

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., deliver a monologue in the role of a prominent historical figure; present a slideshow on immigration trends; give instructions to lead the class during daily physical activity; communicate their thoughts and feelings on a social or environmental issue through a rap or song lyrics)

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., use appropriate pauses and emphasis to clarify important ideas; vary intonation and tone of voice when asking questions)

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 multimedia presentation about a social or environmental issue; record a radio advertisement promoting healthy schools; create a video on the importance of healthy living for young adults; create a public service announcement about the benefits of buying locally produced food)

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., follow established roles during group work, such as reciprocal teaching; respond to non-verbal cues; adjust language register and pace based on audience)

Interacting: engage in rehearsed and spontaneous spoken interactions, in social and academic contexts, about academic and personally relevant topics (e.g., engage in a round-table discussion exploring hobbies, current events, potential career paths, hopes, or ambitions; improvise a conversation between a soon-to-be exchange student and his or her host family; discuss an urban planning situation, such as what kind of facilities should be built for youth or aging populations; establish norms for group work through discussion; participate in a four-corner activity based on the effectiveness of a movie trailer; teach peers a computer application; participate in a debate on a current environmental issue)

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., debrief and discuss with a peer strategies used to capture and maintain an audience’s attention during a dramatic presentation; reflect on the efficacy of word choices made during an improvisation task, setting goals to improve French vocabulary usage when speaking)

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 France, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., use an audio-visual presentation to describe significant landmarks, local cuisine, and/or traditions and customs in France; identify and explain reasons for learning French; create an advertisement about the lifelong benefits of learning another language and exploring other cultures – including improved opportunities for careers, summer jobs, friendship, and travel; identify and report on examples of the use of French in their immediate environment)

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., formal and informal language to suit the context and audience; introduction etiquette in different French-speaking communities; colloquialisms, idioms, and gestures appropriate to different settings)

Reading

Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them appropriately before, during, and after reading to understand a variety of French texts, with support as appropriate (e.g., identify the main idea and important details; use visualization and comparisons with images from other sources to clarify details of characters, scenes, or concepts; make inferences from visual elements to identify explicit and implicit messages)

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 mock interview with the author; following a read-aloud, create an animation summarizing a segment of the text; following shared reading of song lyrics, compose an additional verse; identify interesting jobs on employment websites and explain what skills are relevant to the responsibilities posted; identify the details that make a story believable; skim and scan to extract important information from a non-fiction text using titles, subtitles, headers, and margin references)

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 to entertain a younger class using suitable emphasis, intonation, and phrasing; read a statement on current events to inform their peers, using intonation that follows the punctuation)

Developing Vocabulary: identify and use a variety of different strategies to expand vocabulary through reading (e.g., analyse word parts and look for familiar words and mots apparentés that are similar to words in their first language; create a personal word list of mathematical terminology; use symbol-sound relationships between the letters of the alphabet and the sounds they represent to recognize words they have only heard before)

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., write a comment agreeing or disagreeing with the opinions in a blog post; evaluate the stereotypes presented in print ads; analyse the messages presented in different company slogans and logos and how they influence the consumer; describe how song lyrics convey their message; read advertisements for back-to-school items and analyse their influence on youth choices, including their own; explain the impact of fashion magazines on how young adults dress; compare the treatment in various print media of an environmental issue such as the exportation of water)

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

Purposes of Text Forms: identify the purpose(s) of a variety of text forms, including fictional, informational, graphic, and media forms (e.g., poem – to express feelings or ideas; online media/newspaper – to inform about current events and issues; report – to describe and analyse an experience or event; magazines – to publish articles related to a particular subject; autobiography – to share personal experiences and reflections; credit card statement – to show the source and amount of charged purchases and the balance owed)

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., graphic novel – visuals and text that work together to tell a story; poster or flyer – descriptive language, captions, headlines, pictures, colour, punctuation, and fonts; calendar – gridlines, boldface print, and icons of important dates and events)

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

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 France, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read tourist brochures from different regions in France to identify elements of daily life/culture in each; read restaurant menus from different regions of France and compare dishes with their own food; using an online encyclopedia and maps of France, identify the major regions and cities and discuss local agriculture; identify symbols, personalities, landmarks, organizations, and traditions related to France and former French colonies; identify and compare environmental issues of concern in France and Canada; read promotional brochures or advertisements about the benefits of learning another language – such as opportunities for careers, summer jobs, friends, travel – and describe opportunities that interest them)

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., words and expressions unique to certain regions; language registers in personal and business letters; the use of slang/colloquial/familiar versus “standard” French in posters, cartoons, graphic novels, or advertisements; expressions of gratitude and formulas for making excuses or extending invitations used in different French-speaking communities)

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 their purpose for writing and the audience for French texts they plan to create (e.g., to persuade someone to continue studying French in high school; to support the school’s environmental initiatives with a campaign flyer or brochure; to depict the point of view of a survivor of a natural disaster in a journal; to raise awareness about an equity campaign such as Shannen’s Dream)

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 a memoir or an article from the perspective of a newcomer to Canada or someone affected by a social issue; write a narrative poem about the importance of Remembrance Day, the Day of Pink, or the International Day for the Elimination of Racial Discrimination; write a report on an environmental issue to persuade their peers to take action in their community; write a dialogue or script for a short play about a historical character such as Louis Riel or George-Étienne Cartier)

Developing Vocabulary: confirm word meanings and review, refine, and vary word choices, using a variety of resources (e.g., use a thesaurus to expand their vocabulary; use online and print French dictionaries to confirm meaning; use print and online sources to locate information about word origins; incorporate new words from fiction and non-fiction texts in their writing; use vocabulary from the word wall and classroom visuals in context)

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., use comparison to illustrate an idea; use specialized vocabulary and terminology specific to the topic they are writing about; create a comic strip using idioms to describe a political issue; use emotive language to evoke a reaction to a past event or experience)

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., adapt a short story for a comic book or multimedia presentation; design a web page that promotes informed financial decisions; create an ad campaign to raise awareness about a social, environmental, or healthrelated topic; create a slideshow explaining the threats to endangered animals in Canada and describing possible solutions)

Applying Language Conventions: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., position of object pronouns with the impératif, such as “Expliquez-moi votre raisonnement”, “Donne-lui le message”; indefinite relative pronouns such as “ce qui”, “ce que”; use of indefinite pronouns such as “on”, “rien”, “personne”, “tout”, “plusieurs”, “aucun(es)”, “quelqu’un(e)”, “quelque chose”, “certain(e)s”, “chacun(e)” to avoid repetition and vary sentence structure; transitional words and phrases; the imparfait and passé composé; expression of possibility or future wishes using the conditionnel présent of regular and irregular verbs; the expression “il faut” followed by the subjonctif présent of frequently used verbs, such as “Il faut que tu arrives avant 13h00”; conjunctive phrases such as “ainsi que” and “tandis que”

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

Generating, Developing, and Organizing Ideas: generate, develop, focus, and organize ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., use tables, charts, and success criteria to help them select and organize ideas for their writing; rank ideas in order of importance or significance; use organizational patterns such as cause and effect)

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 checklist when revising drafts; participate in a student-teacher writing conference; use a timeline to assist them in ordering events in a narrative)

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 class-generated success criteria to ensure all required elements are present in their final draft; consider feedback from their teacher or peers when editing)

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., plan how to incorporate feedback from the teacher and peers in their future writing projects; describe the usefulness of the success criteria posted in the classroom and make suggestions to improve them; recommend a helpful strategy to a classmate during peer conferencing; revise a personal editing checklist)

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 France, 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 an article for a student magazine about the benefits of travelling to a lesser-known region of France; write a biography of a French political figure or celebrity; create and label a map for a food-tasting tour across France; recount an important historical event and how it affected French people from diverse communities; prepare a report on water consumption and conservation in France; write a historical report about France’s first settlers in Canada and their relationships and alliances with First Nations people)

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 fiction; idiomatic expressions in a poem or dialogue; conventions for a formal letter

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

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

use information technology to enhance their writing (e.g., create visual material for a presentation on a topic related to the Native culture under study)

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

use correctly the language structures and vocabulary specified for this grade

use all the steps of the writing process to produce a polished piece of writing

write for a variety of purposes using different forms (e.g., write a letter to communicate thoughts and feelings; write a composition to describe a personal experience; write a radio or television news report to present an analysis of an issue related to Native youth; write a story to illustrate how Native people view the relationship between humans and the land)

Writing

use various sources to locate reading materials in the Native language

read their own work aloud, as well as the work of their peers, using proper pronunciation

read independently using various reading strategies (e.g., draw on personal experience, use verbal cues, analyse context) to determine meaning

participate in a variety of reading activities appropriate for the grade (e.g., identify specific language structures in texts and discuss their uses, summarize detailed written instructions such as those given in a recipe)

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

read a variety of written texts (e.g., works by Native authors, Native legends, articles dealing with Native values)

Reading

give oral presentations on aspects of the Native culture studied, using information gathered through research (e.g., give a talk on Native values and traditions based on interviews with speakers of the Native language in the community)

participate in a variety of oral language activities appropriate for the grade (e.g., describe personal experiences, play games using the language)

demonstrate an understanding of a variety of language structures, including contractions, used by Native speakers

demonstrate an understanding of oral language in a variety of situations (e.g., by following detailed instructions, by summarizing information given in audio and video presentations)

use compound and complex sentences in conversations and discussions (e.g., If it rains, I will sleep; If it rains, I will take the clothes off the clothesline so they won't get wet)

express ideas, feelings, and opinions in conversations

Oral Communication

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

demonstrate a variety of research skills

use information technology to communicate in the Native language

use correctly the grammar and vocabulary elements specified for this grade

write in a variety of forms and for a variety of purposes using 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

discuss language structures and their functions

demonstrate an understanding of ideas conveyed in various oral texts

communicate in various contexts and for a variety of purposes

Oral Communication, Reading, and Writing

Native Languages