French As A Second Language

REVISED
2013
The Ontario Curriculum
French as a
Second Language
Core French
Grades 4-8
Extended French
Grades 4-8
French Immersion
Grades 1-8
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CONTENTS
PREFACE 3
Elementary Schools for the Twenty-First Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Supporting Students Well-Being and Ability to Learn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
INTRODUCTION 6
Vision and Goals of the French as a Second Language Curriculum . . . . . . . . . . . . . . . . . . . . 6
The Importance of French as a Second Language in the Curriculum . . . . . . . . . . . . . . . . . . 6
Enduring Ideas in the French as a Second Language Curriculum . . . . . . . . . . . . . . . . . . . . . 7
Roles and Responsibilities in French as a Second Language . . . . . . . . . . . . . . . . . . . . . . . . . . 11
THE PROGRAMS IN FRENCH AS A SECOND LANGUAGE 15

Overview of French as a Second Language Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
The Strands in the French as a Second Language Curriculum . . . . . . . . . . . . . . . . . . . . . . . . 19
ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 22

Basic Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
The Achievement Chart for French as a Second Language . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN FRENCH

AS A SECOND LANGUAGE 30
Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Cross-Curricular and Integrated Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Planning French as a Second Language Programs for Students
with Special Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Program Considerations for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Environmental Education in French as a Second Language . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Healthy Relationships and French as a Second Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Equity and Inclusive Education in French as a Second Language . . . . . . . . . . . . . . . . . . . . . 42
Financial Literacy in French as a Second Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Literacy, Mathematical Literacy, and Inquiry in French as a Second Language . . . . . . . . 44
Critical Thinking and Critical Literacy in French as a Second Language. . . . . . . . . . . . . . . . 46
The Role of the School Library in French as a Second Language Programs . . . . . . . . . . . . 47
This publication is available on the Ministry of Educations website,

at www.ontario.ca/edu.
The Role of Information and Communications Technology in
French as a Second Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Education and Career/Life Planning through the French as a Second
Language Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Health and Safety in French as a Second Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
THE CORE FRENCH PROGRAM, GRADES 4 TO 8 52

Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
THE EXTENDED FRENCH PROGRAM, GRADES 4 TO 8 122

Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
THE FRENCH IMMERSION PROGRAM, GRADES 1 TO 8 199

Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
GLOSSARY 313
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PREFACE
This document replaces The Ontario Curriculum, French as a Second Language: Core French,
Grades 48, 1998 and The Ontario Curriculum, French as a Second Language: Extended French,
Grades 48; French Immersion, Grades 18, 2001. Beginning in September 2014, all elementary
French as a second language (FSL) programs will be based on the expectations outlined
in this document.
ELEMENTARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

Ontario elementary schools strive to support high-quality learning while giving every
student the opportunity to learn in the way that is best suited to his or her individual
strengths and needs. The Ontario curriculum is designed to help every student reach his
or her full potential through a program of learning that is coherent, relevant, and age
appropriate. It recognizes that, today and in the future, students need to be critically literate
in order to synthesize information, make informed decisions, communicate effectively, and
thrive in an ever-changing global community. It is important that students be connected
to the curriculum; that they see themselves in what is taught, how it is taught, and how
it applies to the world at large. The curriculum recognizes that the needs of learners are
diverse and helps all learners develop the knowledge, skills, and perspectives they need
to become informed, productive, caring, responsible, and active citizens in their own
communities and in the world.
SUPPORTING STUDENTS WELL-BEING AND ABILITY TO LEARN

Promoting the healthy development of all students, as well as enabling all students to
reach their full potential, is a priority for educators across Ontario. Students health and
well-being contribute to their ability to learn in all disciplines, including FSL, and that
learning in turn contributes to their overall well-being.
Educators play an important role in promoting children and youths well-being by creating,
fostering, and sustaining a learning environment that is healthy, caring, safe, inclusive,
and accepting. A learning environment of this kind will support not only students cognitive,
emotional, social, and physical development but also their mental health, their resilience,
and their overall state of well-being. All this will help them achieve their full potential in
school and in life.
A variety of factors, known as the determinants of health, have been shown to affect
a persons overall state of well-being. Some of these are income, education and literacy,
gender and culture, physical and social environment, personal health practices and coping
skills, and availability of health services. Together, such factors influence not only whether
a person is physically healthy but also the extent to which he or she will have the physical,
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social, and personal resources needed to cope and to identify and achieve personal
aspirations. These factors also have an impact on student learning, and it is important
to be aware of them as factors contributing to a students performance.
An educators awareness of and responsiveness to students cognitive, emotional, social,

and physical development is critical to their success in school. A number of research-based
frameworks, including those described in Early Learning for Every Child Today: A Framework
for Ontario Early Childhood Settings (2007) and Stepping Stones: A Resource on Youth
Development (2012),1 identify developmental stages that are common to the majority of
students from Kindergarten to Grade 12. At the same time, these frameworks recognize
that individual differences, as well as differences in life experiences and exposure to
opportunities, can affect development, and that developmental events are not specifically
age-dependent.
The framework described in Stepping Stones is based on a model that illustrates the
complexity of human development. Its components the cognitive, emotional, physical,
and social domains are interrelated and interdependent, and all are subject to the
influence of a persons environment or context. At the centre is an enduring (yet changing)
core a sense of self, or spirit that connects the different aspects of development and
experience (p. 17).
Source: Stepping Stones: A Resource on Youth Development, p. 17

THE ONTARIO CURRICULUM | French as a Second Language
Educators who have an awareness of a students development take each component into
account, with an understanding of and focus on the following elements:
cognitive development brain development, processing and reasoning skills, use
of strategies for learning
emotional development emotional regulation, empathy, motivation
social development self-development (self-concept, self-efficacy, self-esteem);
identity formation (gender identity, social group identity, spiritual identity);
relationships (peer, family, romantic)
physical development physical activity, sleep patterns, changes that come with
puberty, body image, nutritional requirements
1. Best Start Expert Panel on Early Learning, Early Learning for Every Child Today: A Framework for Ontario
Early Childhood Settings (2007) is available at http://www.children.gov.on.ca/htdocs/English/topics/
earlychildhood/early_learning_for_every_child_today.aspx, and Government of Ontario, Stepping Stones:
A Resource on Youth Development (2012) is available at http://www.children.gov.on.ca/htdocs/English/
topics/youthopportunities/steppingstones/youth_policy.aspx.
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The Role of Mental Health
Mental health touches all components of development. Mental health is much more than
the absence of mental illness. Well-being is influenced not only by the absence of problems
and risks but by the presence of factors that contribute to healthy growth and development.
By nurturing and supporting students strengths and assets, educators help promote
positive mental health in the classroom. At the same time, they can identify students
who need additional support and connect them with the appropriate services.2
What happens at school can have a significant influence on a students well-being. With
a broader awareness of mental health, educators can plan instructional strategies that
contribute to a supportive classroom climate for learning in all subject areas, build awareness
of mental health, and reduce stigma associated with mental illness.Taking students
well-being, including their mental health, into account when planning instructional
approaches helps establish a strong foundation for learning.
PREFACE
2. The Ministry of Education is making materials available to Ontario schools and school boards to support
educators in this regard.
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INTRODUCTION
VISION AND GOALS OF THE FRENCH AS A SECOND LANGUAGE CURRICULUM
All programs in the French as a second language curriculum at the elementary and
secondary levels share a common vision, as follows:
Vision and Goals for French as a Second Language Core, Extended, and Immersion, Grades 1 to 12
Vision
Students will communicate and interact with growing confidence in French, one of Canadas official
languages, while developing the knowledge, skills, and perspectives they need to participate fully as
citizens in Canada and in the world.
Goals
In all French as a second language programs, students realize the vision of the FSL curriculum as they
strive to:
se French to communicate and interact effectively in a variety of social settings;
u
learn about Canada, its two official languages, and other cultures;
appreciate and acknowledge the interconnectedness and interdependence of the global community;
be responsible for their own learning, as they work independently and in groups;
use effective language learning strategies;
become lifelong language learners for personal growth and for active participation as world citizens.
In order to achieve the goals of the elementary and secondary FSL curriculum, students
need to:
acquire a strong oral foundation in the French language and focus on
communicating in French;
understand the value of learning another language;
develop the skills needed to strengthen traits of resilience and to secure a sense
of self, through opportunities to learn adaptive, management, and coping skills,
to practise communication skills, to build relationships and interact positively
with others, and to use critical and creative thinking processes.
THE IMPORTANCE OF FRENCH AS A SECOND LANGUAGE IN THE CURRICULUM

The ability to speak and understand French allows students to communicate with
French-speaking people in Canada and around the world, to understand and appreciate
the history and evolution of their cultures, and to develop and benefit from a competitive
advantage in the workforce.
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While the knowledge of any language has value, French is not only a global language
but the mother tongue of many Canadians and an integral part of the Canadian identity.
Learning French equips students to communicate with French-speaking Canadians and
millions of French speakers around the world.
In addition to strengthening students ability to communicate, learning another language

develops their awareness of how language and culture interconnect, helping them appreciate
and respect the diversity of Canadian and global societies. When a student is exposed to
another culture through its language, he or she begins to understand the role that language
plays in making connections with others. Learning an additional language not only
challenges a mind, it also teaches understanding, encourages patience, and fosters
open-mindedness.
Knowledge of an additional language strengthens first-language skills. The ability to speak

two or more languages generally enhances cognitive development, as well as reasoning
and creative-thinking skills. It also enhances the students confidence as a learner, facilitates
the learning of additional languages, and contributes to academic achievement. As their
strengths develop, French language learners become more flexible and adaptable in new
and unforeseen situations. For example, second-language learners tend to be more divergent
thinkers, with improved memory and attention span.
Positive outcomes for students in the FSL curriculum include:

increased mental flexibility;
improved problem-solving skills;
a better understanding of aspects of a variety of cultures;
a greater awareness of global issues, including those related to the environment
and sustainability;
expanded career opportunities.
The ability to speak both of Canadas official languages helps prepare students for
their role as active and engaged citizens in todays bilingual and multicultural Canada.
Moreover, the language learning strategies that students develop in the FSL program can
contribute to an interest in learning languages throughout their lives and provide them
with the skills to do so. Such abilities benefit the individual; but Canadian society as
well as the global community also stands to gain from having plurilingual citizens.3
ENDURING IDEAS IN THE FRENCH AS A SECOND LANGUAGE CURRICULUM

By studying a second language, students learn a great deal about interacting effectively
with others, because they have to focus closely on what it is they are trying to communicate;
what they need others to understand, and why; how their oral or written expression is
received and interpreted; and what others are trying to communicate to them, and why.
As they learn to exchange information and ideas in another language, they also learn
about other ways of thinking, other ways of doing things, and other ways of living
in short, about other people and other cultures.
INTRODUCTION
3. For more information on plurilingualism, see Council of Europe, Plurilingual Education in Europe: 50 Years of
International Co-operation, Strasbourg, February 2006; available at www.coe.int/t/dg4/linguistic/Source/
PlurinlingalEducation_En.pdf.
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The French as a second language curriculum emphasizes communicating a message by
using knowledge of vocabulary, language conventions, and grammar while taking into
consideration the purpose, the audience, and the situation or context. This focus on the
sociolinguistic and cultural aspects of language allows students to apply their language
knowledge in a variety of real-world situations and contexts.
Through the study of French, students experience multiple opportunities to communicate

for authentic purposes in real-life situations. These opportunities enable students to build
on and apply their knowledge of French in everyday academic and social situations, thus
developing effective communication skills. Students can take control of their learning
through observation, listening, and rehearsing with others; refining their use of language;
and making thoughtful and meaningful connections to the world around them. If students
see aspects of the FSL curriculum modelled and reinforced by educators, family members,
and community members, their learning is reinforced and validated as more relevant to
their lives.
The FSL curriculum strives, ultimately, to foster an interest in language learning that
continues not only during a students time in school but later in life. The FSL curriculum
is therefore founded on seven fundamental concepts, or enduring ideas, which focus,
from Grade 1 to Grade 12, on the development of skills that are also necessary as a basis
for lifelong language learning. These enduring ideas are discussed below.
Authentic Oral
Communication:
Reception,
Production, and
Interaction Listening,
Making Speaking, Reading,
Real-World and Writing:
Connections Interconnected
but Distinct
Lifelong
Language
Development
Goal Setting Learning of Language
and Reflection Learning
Strategies
Emphasis on Interdependence
Critical and of Language
Creative Thinking and Culture
Skills
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Authentic Oral Communication: Reception, Production, and Interaction
The main purpose of learning a language is communication. Communication is a social
act. In order to learn French, therefore, students need to see themselves as social actors
communicating for real purposes. Teaching language as a system of disconnected and
isolated components gives learners some knowledge of the language, but does not allow
them to use the language effectively. In contrast, communicative and action-oriented
approaches to teaching French put meaningful and authentic communication at the
centre of all learning activities.
To reach their potential, students need to hear, see, use, and reuse French in meaningful
yet developmentally appropriate contexts. One of the key terms in second-language
learning is comprehensible input. It is the teachers responsibility to provide compre-
hensible input, ensuring that the messages that students receive are understandable.
Making the input relevant to the learner, the context, the situation is one way of doing
this. Repetition and recycling are also integral to making input comprehensible. Effective
comprehensible input must be slightly challenging in order to provide the scaffolding
students need to be able to begin producing that is, speaking and writing French
in an authentic way. In order to go beyond receptive skills, students need to use and
negotiate the input they receive by conversing in authentic situations.
Interaction in French is pivotal in this curriculum. Research indicates that language

instruction must provide significant levels of meaningful communication and interactive
feedback in the target language in order for students to develop language and cultural
proficiency. It is therefore recommended that teachers and students use French both inside
the classroom and, when feasible, beyond it.
Listening, Speaking, Reading, and Writing: Interconnected but Distinct

In order to develop the skills necessary to become lifelong language learners, students
will be given multiple opportunities to:
listen and respond to texts and to others;
speak and interact with others;
read, view, and respond to a variety of texts;
write a variety of texts for many different purposes and audiences.
Listening and speaking skills are the springboards to reading and writing. While the
curriculum strikes a balance between these four distinct but interconnected skills, oral
communication listening and speaking is paramount for second-language acquisition.
If students hear it, they can say it. If students can say it, they can read it. And if students
can read it, they can write it.
Development of Language Learning Strategies

Successful French language learners use a number of strategies to learn more effectively.
These language learning strategies are often categorized as cognitive, metacognitive,
and social/affective. Cognitive strategies involve the direct manipulation of the language
INTRODUCTION
itself, such as remembering information and understanding or producing messages in

French. Metacognitive strategies involve planning, thinking about the learning process
as it is taking place, and monitoring and evaluating ones progress. Social and affective
9
strategies enhance cooperation and help students regulate their emotions, motivations,
and attitudes as they learn French through interacting with others.
Most students will benefit from explicit classroom instruction regarding the use of French
language learning strategies in authentic and relevant contexts. It is important to note that
the language learning strategies are not grade or program specific and that they are used
to help students communicate effectively and make meaning in their daily interactions
and activities. Once students are consciously aware of strategies, have practised using
them, can select the most effective ones for a particular task, and can see the link between
their own actions and their learning, they will be able to monitor their use of the strategies,
set goals for improvement, and become more motivated and more effective French
language learners.
Interdependence of Language and Culture

Language and culture are strongly intertwined. Language is not only a major aspect of
culture, but also a means of accessing other cultural manifestations. Understanding the
language is a major advantage when exploring other aspects of a culture. When studying
a language, and the cultures in which it is spoken, students need to recognize that cultures
are not homogeneous: diversity exists not only between but also within cultures. It is
important for FSL educators to help students develop their understanding of, and appre-
ciation and respect for, diverse cultures. Two essential elements of the FSL curriculum are
intercultural awareness and intercultural competence. Educators encourage students to
develop their intercultural awareness by exploring diverse cultures and expanding their
ability to differentiate between personal, cultural, and universal behaviours, traditions, and
beliefs. In addition, educators encourage students to develop the attitudes, knowledge,
and skills, including their French-language skills, needed to interact with people in
French-speaking cultures effectively and respectfully.
Throughout the FSL curriculum, expectations that deal with the development of intercultural
understanding are included in each of the four interconnected strands (Listening, Speaking,
Reading, and Writing). These expectations help students make connections and relate to
diverse French-speaking communities and other societies. Students will develop skills in
accessing and understanding information about various French-speaking communities
and cultures, and will apply that knowledge for the purposes of interaction. Intercultural
awareness and understanding are key aspects of global citizenship, which encompasses
citizenship at all levels, from the local school and community to Canada and the world
beyond.
Emphasis on Critical and Creative Thinking Skills

Learners of a second language are engaged in critical and creative thinking on a daily basis.
In order to make sense of what they are hearing, reading, and viewing, and to communicate
their messages clearly, students need to solve problems, for example. Problem-solving
skills are thus an integral part of learning and interacting in a second language.
Initially, students will be exposed to a variety of texts with simplified language and
will need support and guidance to understand and interpret their messages. As students
become more proficient in French, they will use a range of strategies to comprehend and
respond to texts. When students think critically about what they are hearing, reading,
and viewing, they also begin to develop critical literacy skills.
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Goal Setting and Reflection
Students need to take responsibility for their learning by being aware of their abilities
and monitoring their progress. Goal setting and reflection are thus important aspects
of the FSL curriculum that will serve students both in the classroom and beyond.
When teachers communicate clear learning goals and criteria for successful achievement
in a particular activity or task, students can understand the purpose for their learning.
Descriptive feedback from teachers and peers helps students monitor their learning and
use of French, set goals, and identify their own strengths and areas in need of improvement.
As students reflect on their learning and the achievement of their goals, they will be able
to determine what strategies contributed to their success and how they can apply, adapt,
and/or modify these strategies as they pursue their goals for future learning.
Making Real-World Connections

The learning across all strands of the FSL curriculum is highly connected and relevant
to the lives of students, helping them see and articulate the immediate and long-term
benefits of learning French. Through the exploration of themes and topics related to
other subject areas, students will see that communicating in French is an important
skill that is applicable beyond the FSL classroom. In addition, meaningful contact with
French-speaking individuals in their community enables students to develop their
language learning skills in real-life situations.
When students are unable to interact with French speakers in their community, teachers
can use authentic materials, electronic communications, and multimedia resources to
support language learning. Teachers can also facilitate student participation in exchanges,
language camps or immersion experiences, and field trips or longer excursions. Schools
or communities can be twinned, or visitors invited into the school.
ROLES AND RESPONSIBILITIES IN FRENCH AS A SECOND LANGUAGE
Students
Students responsibilities with respect to their own learning develop gradually and increase
over time as they progress through elementary and secondary school. With appropriate
instruction and with experience, students come to see how applied effort can enhance
learning and improve achievement. As they mature and develop their ability to persist,
to manage their behaviour and impulses, to take responsible risks, and to listen with
understanding, students become better able to take more responsibility for their learning
and progress. There are some students, however, who are less able to take full responsibility
for their learning because of special challenges they face. The attention, patience, and
encouragement of teachers can be extremely important to the success of these students.
Learning to take responsibility for their improvement and achievement is an important
part of every students education.
Mastering the skills and concepts connected with learning in the FSL curriculum requires
ongoing practice, personal reflection, an effort to respond to feedback, and commitment
INTRODUCTION
from students. It also requires a willingness to try new activities, take risks in using French,
and work respectfully with peers. Students will have ongoing practice in using French in
contextualized, meaningful, and age-appropriate situations. Through reflection on their
use of French, students will deepen their appreciation and understanding of the French
language as well as of themselves and others.
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In addition to their learning experiences in the classroom, students should be encouraged to:
pursue opportunities outside the classroom to listen to and speak French;
seek out recreational reading materials and multimedia works in French, as well
as in their first language, to extend their knowledge of the world around them;
discuss with their parents what they are reading, writing, and learning.
Parents
Parents4 play an important role in their childrens learning. Studies show that students
perform better in school if their parents are involved in their education. By becoming
familiar with the FSL curriculum, parents can better appreciate what is being taught in
each grade and what their children are expected to learn. This awareness will enhance
parents ability to discuss their childrens work with them, to communicate with teachers,
and to ask relevant questions about their childrens progress. Knowledge of the expectations
will also help parents understand how their children are progressing in school and will
enhance their ability to work with teachers to improve their childrens learning.
Parents are the primary educators of their children with respect to learning about values,
appropriate behaviour, and cultural, spiritual, and personal beliefs and traditions, and
they are their childrens first role models. It is therefore important for parents to com-
municate to their children the value of learning French, and for schools and parents to
work together to ensure that home and school provide a mutually supportive framework
for young peoples education.
Effective ways in which parents can support their childrens learning include the following:
attending parent-teacher interviews, participating in parent workshops and school council
activities (including becoming a school council member), and encouraging their children
to complete their assignments and to practise new skills or apply new learning at home.
In connection with their childrens learning of French, parents can also:
encourage their children to talk, read, and write at home in their first language to
strengthen their first-language skills, which are the foundation for learning French;
read aloud to their children either in their first language or in French;
encourage their children to write in French (e.g., shopping lists, stories, a letter);
go to the library with their children to borrow books, music, and DVDs in their first
language and in French, and talk about them with their children;
join a local group to meet other parents and to find out about French resources and
cultural opportunities in the community.
Teachers
Teaching is key to student success. Teachers are responsible for using appropriate and
effective instructional strategies to help students achieve the FSL curriculum expectations,
as well as appropriate methods for assessing and evaluating student learning. Teachers
bring enthusiasm and varied teaching and assessment approaches to the classroom,
addressing individual students needs and ensuring sound learning opportunities for
4. The word parent(s) is used in this document to refer to parent(s) and guardian(s). It may also be taken to
include caregivers or close family members who are responsible for raising the child.
12
every student. The attitude with which teachers approach FSL is critical, as teachers are
important role models for students.
Using a variety of instructional, assessment, and evaluation strategies, teachers provide

numerous opportunities for students to develop and refine their knowledge of and skills
in communicating in French in authentic contexts. These learning experiences should
enable students to make meaningful connections between what they already know and
what they are learning. Teachers should reflect on the results of the learning opportunities
they provide, and make adjustments to them as necessary to help every student achieve
the curriculum expectations to the best of his or her ability.
Teachers have the important role of being a French-language model for their students and
the disseminator of information about French-speaking cultures. Often FSL teachers are the
students first contact with the French language. It is essential that French be the language
of communication in all classroom interactions so that students receive constant exposure
to the language in a variety of situations. Teachers also need to expose students to the
many social and geographical varieties of French through a range of authentic materials,
as well as through speakers of different ages and geographic origins and from various
sociocultural groups. This will help students develop an understanding and appreciation
of the diversity within French-speaking cultures.
Active engagement in meaningful, age-appropriate, and cognitively stimulating tasks

and projects is key to motivating FSL students. Students are more likely to engage in
learning when they have a certain degree of choice and can express preferences for the
themes and activities in lessons. Being involved in controlling the learning process puts
students at the centre of their own learning and is critical in developing their engagement,
motivation, and success.
As a part of good teaching practice, teachers should inform parents about what their
children are learning and when various topics are to be addressed. Such communication
enables parents to work in partnership with the school, promoting discussion, follow-up
at home, and student learning in a family context. Strong connections between the home
and the school support student learning and achievement.
Teachers provide students with frequent opportunities to communicate their understanding,

practise their skills, apply new learning and, through regular and varied assessment, give
them the specific, descriptive feedback they need in order to further develop and refine
their learning. By assigning tasks that promote the development of critical and creative
thinking skills, teachers also help students become thoughtful and effective communicators.
Opportunities to relate knowledge and skills in FSL to wider contexts, both across the
curriculum and in the world beyond the school, motivate students to learn and to become
lifelong learners.
Principals
The principal works in partnership with teachers and parents to ensure that each student
has access to the best possible educational experience. The principal is a community
INTRODUCTION
builder who creates an environment that is welcoming to all, and who ensures that all
members of the school community are kept well informed.
13
To support student learning, principals ensure that the Ontario curriculum is being properly
implemented in all classrooms through the use of a variety of instructional approaches.
They also ensure that appropriate resources are made available for teachers and students.
To enhance teaching and learning in all subjects, including FSL, principals promote learning
teams and work with teachers to facilitate their participation in professional development
activities. Principals are also responsible for ensuring that every student who has an
Individual Education Plan (IEP) is receiving the modifications and/or accommodations
described in his or her plan in other words, for ensuring that the IEP is properly
developed, implemented, and monitored.
Principals can support students learning in FSL by promoting the value of learning
French. They can foster an atmosphere of collegiality among all staff members, and
include FSL teachers/educators in school improvement planning and in professional
learning communities concerning student learning and the use of evidence-based
strategies. Principals also can ensure that information about FSL programs and events
is included in school newsletters, in yearbooks, on school bulletin boards, in awards
assemblies, and in letters to parents. They can also encourage students to participate
in such extracurricular activities as student clubs in which French is spoken.
Community Partners
Community partners are an important resource for a schools FSL program. Relationships
with universities and colleges, businesses, service groups, and other community
organizations can provide valuable support and enrichment for student learning. These
organizations can provide expertise, skills, materials, and programs that are not available
through the school or that supplement those that are. Partnerships with such organizations
can benefit not only the students but also the life of the community.
Schools and school boards can play a role by coordinating efforts with community partners.
They can involve community volunteers in supporting instruction and in promoting a
focus on French inside and outside the school. Community partners can be included in
events held in the school, including presentations by guest speakers who are part of the
local French-speaking community. School boards can collaborate with leaders of existing
community-based programs for youth, such as camps, programs offered in public libraries
or community centres, or events sponsored by French-language organizations. Many local,
provincial, and national institutions can provide valuable resources and can serve as rich
environments for field trips and for exploration of French-speaking communities.
In choosing community partners, schools should build on existing links with their local
communities and create new partnerships in conjunction with ministry and school board
policies. These links are especially beneficial when they have direct connections to the
curriculum. Teachers may find opportunities for their students to participate in community
events, especially events that support the students learning in the classroom, are designed
for educational purposes, and provide descriptive feedback to student participants.
14
THE PROGRAMS
IN FRENCH AS A
SECOND LANGUAGE
OVERVIEW OF FRENCH AS A SECOND LANGUAGE PROGRAMS
The primary goal of the three French as a second language programs in Ontario is to
increase, within realistic and well-defined parameters, a students ability to communicate
in French. The programs also enable students to better understand the stages of language
learning and the use of language learning strategies to acquire the language.
Students proficiency in French increases based on the amount of time and the level of
intensity of instruction in French. For this reason, FSL programs often exceed the minimum
requirements discussed below.
Core French is mandatory from Grades 4 to 8 for all students in English-language

elementary schools. Students entering Grade 4 must receive French instruction in every
year from Grade 4 to Grade 8 and must have accumulated a minimum of 600 hours of
French instruction by the end of Grade 8. Once an instructional sequence has begun,
the program must continue uninterrupted to Grade 8. School boards are encouraged to
consider alternative timetabling for Core French program delivery to maximize learning
for students.
School boards have the option of offering an Extended French and/or a French Immersion
program based on local demand and resources; where such a program is offered,
students may enrol in it rather than in a Core French program to meet the mandatory
requirement for the study of French in English-language schools.
In an Extended French program, French must be the language of instruction for a minimum
of 25 per cent of the total instructional time at every grade level of the program and provide
a minimum of 1260 hours of instruction in French by the end of Grade 8. The program must
include the study of French as a second language and the study of at least one other subject
taught in French. That subject must be selected from the following: the arts, social studies
(Grades 1 to 6) or history and geography (Grades 7 and 8), mathematics, science and
technology, and health and physical education. Entry points and number of hours for
Extended French programs can vary between school districts, allowing for flexibility
in program delivery.
15
In a French Immersion program, French must be the language of instruction for a minimum
of 50 per cent of the total instructional time at every grade level of the program and provide
a minimum of 3800 hours of instruction in French by the end of Grade 8. French Immersion
programs must include the study of French as a second language and the study of at
least two other subjects taught in French. These two subjects must be selected from the
following: the arts, social studies (Grades 1 to 6) or history and geography (Grades 7 and 8),
mathematics, science and technology, and health and physical education. Although the
French Immersion curriculum is written for a Grade 1 start, many immersion programs
starting in Grade 1 provide instruction in French in all subjects (i.e., for 100 per cent of total
instructional time) until Grade 3 or 4, when students begin to study English.5 Instruction in
English may then be gradually extended to include other subjects. By the end of Grade 8,
students may receive up to 50 per cent of their instruction in English.
School boards may choose to start an Extended French or French Immersion program at
various grade levels. Regardless of the grade in which these programs begin, all boards
must ensure that the policy and program requirements described above are met and
that students enrolled in these programs are given the opportunity to achieve all of the
expectations outlined in this document for the relevant program. Administrative teams
can also consider ways of supporting students in making use of their knowledge of
French outside the classroom.
For subjects other than FSL that are taught in French in an Extended French or French
Immersion program, the expectations in each grade are those outlined in the English-
language curriculum policy documents. It is recognized that expectations in these
subjects may need to be adapted to meet the needs of students who are studying the
subjects in French instead of in English.
In any program of study, students should advance through an organized sequence

of learning experiences that permits a steady accumulation of knowledge and skills.
Therefore, once students embark on an instructional sequence in Core French, Extended
French, or French Immersion, they must be given the opportunity to continue in an
uninterrupted program to Grade 8.
The elementary school curriculum for Core French, Extended French, and French Immersion
is designed to prepare students for success in the corresponding program at the secondary
level. The expectations that form the basis of the secondary school curriculum build on
the knowledge and skills that students acquire in their elementary programs.6
A Framework for French as a Second Language in Ontario Schools

In order to help school boards and schools in Ontario maximize opportunities for
students to reach their full potential in FSL, the Ministry of Education has published
A Framework for French as a Second Language in Ontario Schools, Kindergarten to Grade 12,
2013. The document presents a call to action to strengthen FSL programming. It articulates
the overarching vision and goals for FSL in Ontario, which are aligned with those of
the FSL curriculum, and also provides guiding principles and strategies to inform
5. Students who start their study of English in Grade 3 or 4 will be expected to achieve the curriculum
expectations outlined in The Ontario Curriculum, Grades 18: Language, 2006 between Grade 3 or 4 and
Grade 8.
6. Students who have completed a French Immersion program in elementary school may proceed to either
an Extended French or a French Immersion program at the secondary level. Where only a Core French program
is offered in secondary schools, students who have studied in Extended French or French Immersion programs
at the elementary level should receive special consideration when selecting an appropriate pathway in the Core
French program.
16
decision making. The framework is available online at www.edu.gov.on.ca/eng/
amenagement/frameworkFSL.pdf.
CURRICULUM EXPECTATIONS
The Ontario Curriculum, French as a Second Language: Core, Grades 48; Extended, Grades 48;
Immersion, Grades 18, 2013 identifies the expectations for each grade and describes the
knowledge and skills that students are expected to acquire, demonstrate, and apply
in their class work and activities, on tests, in demonstrations, and in various other
activities on which their achievement is assessed and evaluated.
Two sets of expectations overall expectations and specific expectations are listed for
each grade in each strand, or broad area of the curriculum, in FSL for Grades 1 to 8. (The
strands are numbered A, B, C, and D.) Taken together, the overall and specific expectations
represent the mandated curriculum.
The three overall expectations in each strand describe in general terms the knowledge
and skills that students are expected to demonstrate by the end of each grade. The specific
expectations describe the expected knowledge and skills in greater detail. The specific
expectations are organized under numbered subheadings, each of which indicates the
strand and the overall expectation to which the group of specific expectations corresponds
(e.g., B2 indicates that the group relates to overall expectation 2 in strand B). This
organization is not meant to imply that the expectations in any one group are achieved
independently of the expectations in the other groups. The numbered headings are used
merely to help teachers focus on particular aspects of knowledge and skills as they develop
various lessons and learning activities for their students.
The specific expectations reflect the progression in knowledge and skills from grade to grade
through (1) the wording of the expectation itself, (2) the examples that are given in paren-
theses in the expectation, and/or (3) the teacher prompts and instructional tips that
may follow the expectation. Most of the specific expectations are accompanied by examples,
teacher prompts, and instructional tips, as requested by educators. The examples, given
in parentheses, are meant to clarify the requirement specified in the expectation, illustrating
the kind of knowledge or skill, the specific area of learning, the depth of learning, and/or
the level of complexity that the expectation entails. The teacher prompts are meant to
illustrate the kinds of questions teachers might pose in relation to the requirement specified
in the expectation. The instructional tips provide instructional strategies and authentic
contexts for the effective modelling, practice, and application of language in real-world
THE PROGRAMS IN FRENCH AS A SECOND LANGUAGE

situations.
The examples, teacher prompts, and instructional tips have been developed to model
appropriate practice for the grade and are meant to serve as illustrations for teachers.
They are intended as suggestions for teachers rather than as exhaustive or mandatory
lists. Teachers can choose to use the examples, prompts, and tips that are appropriate
for their classrooms, or they may develop their own approaches that reflect a similar
level of complexity. Whatever the specific ways in which the requirements outlined in
the expectations are implemented in the classroom, they must, wherever possible, be
inclusive and reflect the diversity of the student population and the population of the
province.
The diagram on page 18 shows all of the elements to be found on a page of curriculum
expectations.
17
A numbered subheading introduces each The overall expectations describe in general terms
overall expectation. The same heading is the knowledge and skills students are expected to
used to identify the group of specific demonstrate by the end of each grade. Three
expectations that relates to the particular overall expectations are provided for each strand
overall expectation (e.g., A1. Listening to in every grade. The numbering of overall
Understand relates to the first overall expectations indicates the strand to which they
expectation in strand A, Listening). belong (e.g., A1 through A3 are the overall
expectations for strand A).
Each grade is organized

into four strands,
numbered A, B, C, A. LISTENING
and D.
OVERALL EXPECTATIONS
By the end of Grade 7, students will:
A1. Listening to Understand: determine meaning in a variety of oral French texts, using a range of
CORE FRENCH
listening strategies;
A2. Listening to Interact: interpret oral messages accurately while interacting in French for a variety
of purposes and with diverse audiences;
A3. 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.
The specific expectations SPECIFIC EXPECTATIONS

describe the expected The examples help to
A1. Listening to Understand A1.2 Demonstrating Understanding:
knowledge and skills demonstrate an understanding of the purpose clarify the requirement
By the end of Grade 7, students will: and meaning of oral French texts containing
in greater detail. The increasingly complex messages about everyday specified in the expectation
A1.1 Using Listening Comprehension
expectation number Strategies: identify a range of listening
matters and matters of personal interest, with and to suggest its intended
contextual and visual support (e.g., identify key
identifies the strand to comprehension strategies and use them before,
during, and after listening to understand oral
information in a media clip of a French conversation, depth and level of
which the expectation French texts (e.g., use background knowledge of
such as a dialogue between a couple discussing
what to order in a restaurant; listen to a speaker
complexity. The examples
belongs and the overall the structure of different types of texts to make
predictions about the content of a narrative or
describe his or her interests and identify a related are illustrations only, not
career choice; listen to a public service announcement
expectation to which it presentation; use note-taking strategies to keep
about an environmental issue and identify the main requirements. They
track of key ideas and information in a read-aloud;
relates (e.g., A1.1 and ask questions to clarify or confirm important details;
message; listen to a story or a popular song and appear within parentheses
THE ONTARIO CURRICULUM | French as a Second Language: Core, Grades 48
relate it to a current event; listen to a media clip

A1.2 relate to the first use clues such as the speakers tone of voice to help
interpret messages accurately)
about a talent competition and agree or disagree and are set in italics.
overall expectation in Teacher prompts: Pourquoi faut-il poser des
with the judges opinion of the performance; listen
to a public service announcement about a topic
strand A). questions avant, pendant et aprs lcoute dun such as cancellation of bus service and determine
texte? Comment est-ce que la connaissance how the information will influence their plans
des diffrents types de texte taide faire des for the day)
prdictions? Comment est-ce que tu organises
Teacher prompts: Quels dtails de lannonce
les informations entendues pour taider com-
taident planifier ta participation aux activits
prendre un texte? Comment est-ce que tu peux
parascolaires? Comment peux-tu partager
utiliser les ides des membres de ton groupe pour
le message principal de ce balado?
taider formuler ta propre opinion?
Instructional tip: Teachers can model the
Instructional tips:
pronunciation of the different endings in
(1) Teachers can have students create a personal
feminine and masculine adjectives to give
reference log of new vocabulary and expressions
students practice in listening for gender
heard in oral texts.
distinctions.
(2) Teachers can encourage students to use
future tenses when making predictions.
96
Teacher prompts illustrate the kinds of Instructional tips are given for many of the
questions teachers might pose in relation specific expectations. They suggest teaching
to the requirement specified in the and/or learning strategies and contexts.
expectation. They are illustrations only, Instructional tips are illustrations only, not
not requirements. Teacher prompts requirements. They follow the teacher
follow the expectation and examples. prompts.
18
THE STRANDS IN THE FRENCH AS A SECOND LANGUAGE CURRICULUM
The expectations for FSL are organized into four distinct but interrelated strands:
A. Listening
B. Speaking
C. Reading
D. Writing
The language and language learning skills in the four strands overlap with and strengthen
one another. Effective instructional activities often blend expectations from two or more
strands in order to provide students with the kinds of experiences that promote meaningful
learning. Students can develop skills covered in multiple strands by engaging in richly
integrated tasks such as participating in a debate on a current issue, discussing strategies for
organizing ideas in a writing assignment, or offering constructive and descriptive feedback
about work produced by their peers. A high-quality FSL program should provide daily
opportunities for students to engage in various oral activities in connection with expecta-
tions in all four strands.
The curriculum at all levels is designed to develop a range of essential skills in the four
interconnected strands, incorporating the use of analytical, critical, and metacognitive
thinking skills. Because students learn best when they are provided with opportunities
to monitor and reflect on their learning, each strand includes an expectation that calls
for such reflection. Each strand also includes expectations on the development of inter-
cultural understanding.
Listening
Well-developed listening skills in French are essential for students development of language
proficiency. French language learners need to develop listening skills for a variety of
purposes, including their interactions with others; comprehension of classroom presenta-
tions, radio or television broadcasts, or audiobooks; and numerous other social and school
purposes. In the early stages of instruction, students might be expected to understand basic
directions, instructions, and school announcements; later, as their competence grows,
students might demonstrate their listening skills by taking point-form notes during
classroom presentations or providing summaries of multimedia presentations.
To develop their listening and interaction skills, French language learners need extensive,

daily opportunities to listen to peoples opinions on, discuss, and reflect on a range
of subjects, including personally relevant topics, school subjects, and current affairs.
Students need to hear their teachers and peers speak French in a variety of interactive
settings (e.g., in pairs, in groups, and in whole class discussions/activities). It is important
that teachers contextualize listening interactions and activities for students. This can be
done through brainstorming to identify what students already know about the topic of
a new text they are about to hear, view, or read. French programs should provide many
cognitively challenging opportunities for students to engage in listening activities.
19
Speaking
French language learners need to speak and interact daily in French in a purposeful way
for example, through collaborative learning in pairs and small groups that allows them to
engage in speaking and listening for authentic purposes. Through multiple rich opportunities
to speak in various groupings, students not only enhance their competence in communi-
cating information, but also explore and come to understand ideas and concepts; identify
and solve problems; and express and clarify their thoughts, feelings, and opinions.
In developing their speaking skills, students benefit from having the language model
provided by their teachers. Not only do teachers offer students instruction and supportive
feedback related to speaking, but they also demonstrate communication conventions
that are appropriate in both academic and social contexts. Teachers must take into account
differences in the norms and conventions associated with oral communication in different
cultures to ensure that all students benefit from the opportunities provided for speaking.
Reading
An effective reader not only grasps the ideas communicated in a text but is able to apply
them in new contexts. To do this, the student must be able to think clearly, creatively, and
critically about the ideas and information encountered in texts. He or she can then under-
stand, analyse, and absorb them and recognize their relevance in other contexts. The FSL
curriculum develops the knowledge, strategies, and skills that will enable students to become
effective readers in both of Canadas official languages. Students will learn to apply a range
of comprehension strategies as they read a wide variety of texts in French.
Students may come to the task of reading French equipped with skills developed in reading
their first language. However, as they learn to read in French, students are acquiring new
vocabulary and language structures as well as a new phonological awareness of the sound
system of French. Students build on their experiences with listening to and speaking French
and apply that knowledge to determining the meaning of written texts.
Initially, students will be exposed to texts with simplified language that is appropriate
to their age and language development. With teacher guidance and support, students
will begin to understand the meaning of the texts they read. As students develop their
reading skills, they will be able to read texts of increasing complexity and will have many
opportunities to read for a variety of purposes (e.g., to get directions or advice, for personal
interest or enjoyment, for practice, to build vocabulary, to satisfy curiosity, or for research).
Reading is a complex process that involves the application of many strategies before,
during, and after reading. Teachers need to model the use of such strategies, engage students
in shared and guided exploration of texts, and foster the independent application of
reading strategies. Teachers must use their professional judgement in deciding which
comprehension strategies to model and teach, based on the identified learning needs of
the students in their classrooms and on the nature of the particular texts students are
reading.
It is important that students read a range of authentic materials illustrating the many
uses of writing, because these texts serve as models for texts that they will create. By
reading widely, students will develop a richer vocabulary and become more attuned
to the conventions of written language. Reading various kinds of texts in all areas of
20
the curriculum will also help students discover, pursue, and develop their interests
and abilities. The reading program should therefore include a wide variety of literary,
informational, and graphic texts for example, picture books and novels; poetry; myths,
fables, and folktales; biographies, autobiographies, memoirs, and journals; plays and
radio, film, or television scripts; encyclopedia entries; advertisements; websites; graphs,
charts, and diagrams in textbooks or magazine articles; recipes, instructions, and manuals;
graphic novels, comic books, and cartoons; newspaper articles and editorials; and essays
and reports.
Writing
Students need to become disciplined thinkers in order to communicate their ideas clearly
and effectively in writing. The process of writing in turn enables them to clarify their
thinking and express their thoughts and feelings. Writing activities should also give
students opportunities to sort out and develop their thoughts, opinions, and ideas orally
in French.
To become good writers who are able to communicate ideas with ease and clarity, students
need frequent opportunities to write for various purposes and audiences and to master
the skills involved in the various tasks associated with the writing process. To this end,
teachers need to establish a well-balanced writing program that uses a variety of strategies
to support students throughout the writing process.
While students are learning a second language, the planning stage of the writing process
is critical. Students must become skilled at choosing the correct French vocabulary while
selecting and organizing their ideas. They must also keep in mind the purpose for which
they are writing and the audience they are addressing. To communicate clearly and
effectively, they need to learn to use standard written forms and French language
conventions. However, learning to write as clearly, correctly, and precisely as possible
is only part of the goal of writing instruction. Students should be given opportunities to
produce interactive writing, different types of creative writing, and writing that addresses
topics that are of interest to them and that reflects their capacity for independent critical
thought. Writing activities that are meaningful to students and that challenge them to
think creatively about topics and concerns of interest to them will lead to a fuller and
more lasting command of the essential skills of writing.
For more information about effective instruction in the four strands, consult the following

ministry resource documents:
A Guide to Effective Literacy Instruction in Reading, Kindergarten to Grade 3, 2003
A Guide to Effective Literacy Instruction in Writing, Kindergarten to Grade 3, 2005
A Guide to Effective Literacy Instruction, Grades 4 to 6, Volumes 17, 2006 to 2008
Adolescent Literacy Guide: A Professional Learning Resource for Literacy,
Grades 712, 2013
21
ASSESSMENT
AND EVALUATION
OF STUDENT
ACHIEVEMENT
BASIC CONSIDERATIONS
Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition,
Covering Grades 1 to 12, 2010 sets out the Ministry of Educations assessment, evaluation,
and reporting policy. The policy aims to maintain high standards, improve student learning,
and benefit students, parents, and teachers in elementary and secondary schools across
the province. Successful implementation of this policy depends on the professional
judgement7 of educators at all levels, as well as on their ability to work together and
to build trust and confidence among parents and students.
A brief summary of some major aspects of the current assessment, evaluation, and
reporting policy, with a focus on policy relating to elementary schools, is given below.
Teachers should refer to Growing Success for more detailed information.
Fundamental Principles
The primary purpose of assessment and evaluation is to improve student learning.
The following seven fundamental principles lay the foundation for rich and challenging
practice. When these principles are fully understood and observed by all teachers, they
will guide the collection of meaningful information that will help inform instructional
decisions, promote student engagement, and improve student learning.
To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead
to the improvement of learning for all students, teachers use practices and procedures that:
are fair, transparent, and equitable for all students;
support all students, including those with special education needs, those who are
learning the language of instruction (English or French), and those who are First
Nation, Mtis, or Inuit;
7. Professional judgement, as defined in Growing Success (p. 152), is judgement that is informed by
professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction
and assessment, and the criteria and standards that indicate success in student learning. In professional
practice, judgement involves a purposeful and systematic thinking process that evolves in terms of
accuracy and insight with ongoing reflection and self-correction.
22
are carefully planned to relate to the curriculum expectations and learning goals
and, as much as possible, to the interests, learning styles and preferences, needs,
and experiences of all students;
are communicated clearly to students and parents at the beginning of the school
year or course and at other appropriate points throughout the school year or course;
are ongoing, varied in nature, and administered over a period of time to provide
multiple opportunities for students to demonstrate the full range of their learning;
provide ongoing descriptive feedback that is clear, specific, meaningful, and timely
to support improved learning and achievement;
develop students self-assessment skills to enable them to assess their own learning,
set specific goals, and plan next steps for their learning.
Learning Skills and Work Habits

The development of learning skills and work habits is an integral part of a students
learning. To the extent possible, however, the evaluation of learning skills and work
habits, apart from any that may be included as part of a curriculum expectation, should
not be considered in the determination of a students grades. Assessing, evaluating, and
reporting on the achievement of curriculum expectations and on the demonstration of
learning skills and work habits separately allows teachers to provide information to parents
and the student that is specific to each of these two areas of achievement.
The six learning skills and work habits are responsibility, organization, independent work,
collaboration, initiative, and self-regulation.
Content Standards and Performance Standards

The Ontario curriculum for Grades 1 to 12 comprises content standards and performance
standards. Assessment and evaluation will be based on both the content standards and
the performance standards.
The content standards are the overall and specific curriculum expectations identified in
the curriculum documents for every subject and discipline.
The performance standards are outlined in the achievement chart, which is provided
ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

in the curriculum documents for every subject and discipline (see pages 2829). The
achievement chart is a standard province-wide guide and is to be used by all teachers as
a framework within which to assess and evaluate student achievement of the expectations
in the particular subject or discipline. It enables teachers to make consistent judgements
about the quality of student learning based on clear performance standards and on a
body of evidence collected over time. It also provides teachers with a foundation for
developing clear and specific feedback for students and parents.
The purposes of the achievement chart are to:

provide a common framework that encompasses all curriculum expectations for all
subjects/courses across the grades;
guide the development of high-quality assessment tasks and tools (including rubrics);
help teachers plan instruction for learning;
23
provide a basis for consistent and meaningful feedback to students in relation to
provincial content and performance standards;
establish categories and criteria with which to assess and evaluate students learning.
Assessment for Learning and as Learning

Assessment is the process of gathering information that accurately reflects how well a
student is achieving the curriculum expectations. The primary purpose of assessment is
to improve student learning. Assessment for the purpose of improving student learning
is seen as both assessment for learning and assessment as learning. As part of assess-
ment for learning, teachers provide students with descriptive feedback and coaching for
improvement. Teachers engage in assessment as learning by helping all students develop
their capacity to be independent, autonomous learners who are able to set individual
goals, monitor their own progress, determine next steps, and reflect on their thinking
and learning.
As essential steps in assessment for learning and as learning, teachers need to:
plan assessment concurrently and integrate it seamlessly with instruction;
share learning goals and success criteria with students at the outset of learning to
ensure that students and teachers have a common and shared understanding of
these goals and criteria as learning progresses;
gather information about student learning before, during, and at or near the end of
a period of instruction, using a variety of assessment strategies and tools;
use assessment to inform instruction, guide next steps, and help students monitor
their progress towards achieving their learning goals;
analyse and interpret evidence of learning;
give and receive specific and timely descriptive feedback about student learning;
help students to develop skills of peer assessment and self-assessment.
Evaluation
Evaluation refers to the process of judging the quality of student learning on the basis
of established performance standards and assigning a value to represent that quality.
Evaluation accurately summarizes and communicates to parents, other teachers, employers,
institutions of further education, and students themselves what students know and can
do with respect to the overall curriculum expectations. Evaluation is based on assessment
of learning that provides evidence of student achievement at strategic times throughout
the school year, often at the end of a period of learning.
All curriculum expectations must be accounted for in instruction and assessment, but
evaluation focuses on students achievement of the overall expectations. A students achievement
of the overall expectations is evaluated on the basis of his or her achievement of related
specific expectations. The overall expectations are broad in nature, and the specific
expectations define the particular content or scope of the knowledge and skills referred
to in the overall expectations. Teachers will use their professional judgement to determine
which specific expectations should be used to evaluate achievement of the overall
expectations, and which ones will be accounted for in instruction and assessment but
not necessarily evaluated.
24
Determining a report card grade involves the interpretation of evidence collected through
observations, conversations, and student products (assignments for evaluation, culminating
activities, tests), combined with the teachers professional judgement and consideration
of factors such as the number of tests/examinations or assignments for evaluation that
were not completed or submitted and the fact that some evidence may carry greater
weight than other evidence. The grade should reflect the students most consistent level
of achievement, with special consideration given to more recent evidence.
Reporting Student Achievement

Three formal report cards are issued in Ontarios publicly funded elementary schools,
as described below.
The Elementary Progress Report Card shows a students development of learning skills
and work habits during the fall of the school year, as well as the students general progress
in working towards achievement of the curriculum expectations in each subject (reported
as progressing very well, progressing well, or progressing with difficulty).
The Elementary Provincial Report Card shows a students achievement at specific points
in the school year. The first provincial report card reflects student achievement of the
overall curriculum expectations introduced and developed from September to January/
February of the school year, as well as the students development of learning skills and
work habits during that period. The second reflects achievement of curriculum expecta-
tions introduced or further developed from January/February to June, as well as further
development of learning skills and work habits during that period. The provincial report
card for Grades 16 uses letter grades; the report card for Grades 7 and 8 uses percentage
grades.
Although there are three formal reporting periods, communication with parents and
students about student achievement should be continuous throughout the year, by
means such as parent-teacher or parent-student-teacher conferences, portfolios of student
work, student-led conferences, interviews, phone calls, checklists, and informal reports.
Communication about student achievement should be designed to provide detailed
information that will encourage students to set goals for learning, help teachers to
establish plans for teaching, and assist parents in supporting learning at home.

THE ACHIEVEMENT CHART FOR FRENCH AS A SECOND LANGUAGE
The achievement chart identifies four categories of knowledge and skills and four levels
of achievement in FSL. The components of the chart are explained below. (See also the
section Content Standards and Performance Standards, on page 23.)
Categories of Knowledge and Skills

The categories represent four broad areas of knowledge and skills within which the
expectations for any given subject or course can be organized. The four categories should
be considered as interrelated, reflecting the wholeness and interconnectedness of learning.
The categories help teachers focus not only on students acquisition of knowledge but
also on their development of the skills of thinking, communication, and application.
25
The categories of knowledge and skills are as follows:
Knowledge and Understanding. Subject-specific content acquired in each subject or
course (knowledge), and the comprehension of its meaning and significance
(understanding).
Thinking. The use of critical and creative thinking skills and/or processes.
Communication. The conveying of meaning and expression through various forms.
Application. The use of knowledge and skills to make connections within and
between various contexts.
In all subjects and courses, students should be given numerous and varied opportunities
to demonstrate the full extent of their achievement of the curriculum expectations across
all four categories of knowledge and skills.
Teachers will ensure that student learning is assessed and evaluated in a balanced manner
with respect to the four categories, and that achievement of particular expectations is
considered within the appropriate categories. The emphasis on balance reflects the fact
that all categories of the achievement chart are important and need to be a part of the
process of instruction, learning, assessment, and evaluation. However, it also indicates
that for different subjects, the relative importance of each of the categories may vary. The
importance accorded to each of the four categories in assessment and evaluation should
reflect the emphasis accorded to them in the curriculum expectations for the subject or
course, and in instructional practice.
Criteria and Descriptors

To further guide teachers in their assessment and evaluation of student learning, the
achievement chart provides criteria and descriptors.
A set of criteria is identified for each category in the achievement chart. The criteria are
subsets of the knowledge and skills that define the category. The criteria identify the
aspects of student performance that are assessed and/or evaluated, and they serve as
a guide to what teachers look for. In the FSL curriculum, the criteria for each category
are as follows:
Knowledge and Understanding

knowledge of content
understanding of content
Thinking
use of planning skills
use of processing skills
use of critical/creative thinking processes, skills, and strategies
Communication
expression and organization of ideas and information in oral, visual, and written forms
communication of meaning and ideas for different audiences and purposes in oral,
visual, and written forms
use of conventions, vocabulary, and terminology of the discipline in oral, visual,
and/or written forms
26
Application
application of knowledge and skills in familiar contexts
transfer of knowledge and skills to new contexts
making connections within and between various contexts
Descriptors indicate the characteristics of the students performance, with respect to

a particular criterion, on which assessment or evaluation is focused. Effectiveness is the
descriptor used for each of the criteria in the Thinking, Communication, and Application
categories. What constitutes effectiveness in any given performance task will vary with
the particular criterion being considered. Assessment of effectiveness may therefore focus
on a quality such as appropriateness, clarity, accuracy, precision, logic, relevance, significance,
fluency, flexibility, depth, or breadth, as appropriate for the particular criterion.
Levels of Achievement
The achievement chart also identifies four levels of achievement, defined as follows:
Level 1 represents achievement that falls much below the provincial standard. The student
demonstrates the specified knowledge and skills with limited effectiveness. Students
must work at significantly improving in specific areas, as necessary, if they are to be
successful in a subject in the next grade.
Level 2 represents achievement that approaches the standard. The student demonstrates
the specified knowledge and skills with some effectiveness. Students performing at this
level need to work on identified learning gaps to ensure future success.
Level 3 represents the provincial standard for achievement. The student demonstrates
the specified knowledge and skills with considerable effectiveness. Parents of students
achieving at level 3 can be confident that their children will be prepared for work in
subsequent grades.
Level 4 identifies achievement that surpasses the provincial standard. The student
demonstrates the specified knowledge and skills with a high degree of effectiveness.
However, achievement at level 4 does not mean that the student has achieved expectations
beyond those specified for the grade.

Specific qualifiers are used with the descriptors in the achievement chart to describe
student performance at each of the four levels of achievement the qualifier limited is
used for level 1; some for level 2; considerable for level 3; and a high degree of or thorough
for level 4. Hence, achievement at level 3 in the Thinking category for the criterion use
of planning skills would be described in the achievement chart as [The student] uses
planning skills with considerable effectiveness.
27
THE ACHIEVEMENT CHART: FRENCH AS A SECOND LANGUAGE (CORE, EXTENDED,
AND IMMERSION), GRADES 18
Categories Level 1 Level 2 Level 3 Level 4
Knowledge and Understanding Subject-specific content acquired in each grade (knowledge), and the
comprehension of its meaning and significance (understanding)
The student:
Knowledge of content demonstrates demonstrates demonstrates demonstrates

(e.g., vocabulary and limited some knowledge considerable thorough
expressions; language knowledge of of content knowledge of knowledge of
structures and conventions; content content content
concepts, ideas, opinions,
facts; aspects of culture)
Understanding of content demonstrates demonstrates demonstrates demonstrates

(e.g., concepts, ideas, opinions; limited some considerable thorough
language structures and understanding understanding understanding understanding
strategies; forms and of content of content of content of content
characteristics of texts)
Thinking The use of critical and creative thinking skills and/or processes
The student:
Use of planning skills (e.g., uses planning uses planning uses planning uses planning
establishing a focus; setting skills with limited skills with some skills with skills with a
goals; observing; generating effectiveness effectiveness considerable high degree of
ideas; formulating questions; effectiveness effectiveness
gathering and organizing
information; selecting and
using strategies and
resources)
Use of processing skills uses processing uses processing uses processing uses processing
(e.g., predicting; inferring; skills with limited skills with some skills with skills with a high
analysing; evaluating; effectiveness effectiveness considerable degree of
visualizing; interpreting; effectiveness effectiveness
summarizing; integrating;
classifying; revising and
refining)
Use of critical/creative uses critical/ uses critical/ uses critical/ uses critical/
thinking processes (e.g., creative thinking creative thinking creative thinking creative thinking
using inquiry and problem- processes processes processes with processes with a
solving strategies; with limited with some considerable high degree of
manipulating information effectiveness effectiveness effectiveness effectiveness
and ideas; forming and
justifying conclusions)
Communication The conveying of meaning through various forms
The student:
Expression and expresses and expresses and expresses and expresses and
organization of ideas organizes ideas organizes ideas organizes ideas organizes ideas
and information (e.g., and information and information and information and information
clear expression, logical with limited with some with with a high
organization) in oral, effectiveness effectiveness considerable degree of
visual, and written forms effectiveness effectiveness
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Categories Level 1 Level 2 Level 3 Level 4
Communication (continued)
The student:
Communication for communicates communicates communicates communicates

different audiences (e.g., for different for different for different for different
self, peers, teachers, audiences audiences audiences and audiences and
community) and purposes and purposes and purposes purposes with purposes with a
(e.g., to interact, to raise with limited with some considerable high degree of
awareness, to inform, to effectiveness effectiveness effectiveness effectiveness
entertain, to persuade, to
express feelings and ideas,
to collaborate, to solve
problems) in oral, visual,
and written forms
Use of conventions, uses conventions, uses conventions, uses conventions, uses conventions,
vocabulary, and vocabulary, and vocabulary, and vocabulary, and vocabulary, and
terminology of the terminology of terminology of terminology of terminology of
discipline in oral, visual, the discipline the discipline the discipline the discipline
and written forms (e.g., with limited with some with considerable with a high degree
elements of style and usage; effectiveness effectiveness effectiveness of effectiveness
phrasing and punctuation
conventions; appropriate
language conventions in
particular social and cultural
contexts)
Application The use of knowledge and skills to make connections within and between various contexts
The student:
Application of knowledge applies applies applies applies

and skills (e.g., strategies, knowledge and knowledge and knowledge and knowledge and
concepts, processes) in skills in familiar skills in familiar skills in familiar skills in familiar
familiar contexts contexts with contexts with contexts with contexts with a
limited some considerable high degree of

effectiveness effectiveness effectiveness effectiveness
Transfer of knowledge transfers transfers transfers transfers

and skills (e.g., strategies, knowledge and knowledge and knowledge and knowledge and
concepts, processes) to new skills to new skills to new skills to new skills to new
contexts contexts contexts contexts with contexts with a
with limited with some considerable high degree of
effectiveness effectiveness effectiveness effectiveness
Making connections within makes makes makes makes

and between various connections connections connections connections
contexts (e.g., between within and within and within and within and
personal, global, cultural, between between between various between various
historical, and/or various contexts various contexts contexts with contexts with a
environmental contexts; with limited with some considerable high degree of
between French and other effectiveness effectiveness effectiveness effectiveness
languages)
29
SOME
CONSIDERATIONS
FOR PROGRAM
PLANNING IN
FRENCH AS A
SECOND LANGUAGE
INSTRUCTIONAL APPROACHES
Effective instruction is key to student success. To provide effective instruction, teachers need
to consider what they want students to learn, how they will know whether students have
learned it, how they will design instruction to promote the learning, and how they will
respond to students who are not making progress.
When planning what students will learn, teachers identify the main concepts and skills
described in the curriculum expectations, consider the contexts in which students will
apply the learning, and determine students learning goals.
Instructional approaches should be informed by the findings of current research on

instructional practices that have proved effective in the classroom. For example, research
has provided compelling evidence about the benefits of the explicit teaching of strategies
that can help students develop a deeper understanding of concepts. Strategies such as
compare and contrast (e.g., through Venn diagrams and comparison matrices) and the
use of analogy give students opportunities to examine concepts in ways that help them see
what the concepts are and what they are not. Although such strategies are simple to use,
teaching them explicitly is important in order to ensure that all students use them effectively.
A well-planned instructional program should always be at the students level, but it

should also push the student towards his or her optimal level of challenge for learning,
while providing the support and anticipating and directly teaching the skills that are
required for success.
30
A Differentiated Approach to Teaching and Learning
An understanding of students strengths and needs, as well as of their backgrounds and life
experiences, can help teachers plan effective instruction and assessment. Teachers continually
build their awareness of students learning strengths and needs by observing and assessing
their readiness to learn, their interests, and their learning styles and preferences. As teachers
develop and deepen their understanding of individual students, they can respond more
effectively to the students needs by differentiating instructional approaches adjusting
the method or pace of instruction, using different types of resources, allowing a wider
choice of topics, even adjusting the learning environment, if appropriate, to suit the way
their students learn and how they are best able to demonstrate their learning. Unless students
have an Individual Education Plan with modified curriculum expectations, what they learn
continues to be guided by the curriculum expectations and remains the same for all students.
Lesson Design
Effective lesson design involves several important elements. Teachers engage students
in a lesson by activating their prior learning and experiences, clarifying the purpose for
learning, and making connections to contexts that will help them see the relevance and
usefulness of what they are learning. Teachers select instructional strategies to effectively
introduce concepts, and consider how they will scaffold instruction in ways that will best
meet the needs of their students. At the same time, they consider when and how to check
students understanding and to assess their progress towards achieving their learning
goals. Teachers provide multiple opportunities for students to apply their knowledge
and skills and to consolidate and reflect on their learning. A three-part lesson design
(e.g., Minds On, Action, and Consolidation) is often used to structure these elements.
Instructional Approaches in French as a Second Language
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN FRENCH AS A SECOND LANGUAGE

Instruction in FSL should help students acquire the knowledge, skills, and attributes they
need in order to achieve the curriculum expectations and to be able to enjoy communicating
in French throughout their lives. Effective instruction motivates students and instils positive
habits of mind, such as curiosity and open-mindedness; a willingness to think, question,
challenge, and be challenged; and an awareness of the value of listening or reading closely
and communicating clearly. To be effective, instruction must be based on the belief that
all students can be successful and that learning French is important and valuable for all
students. Action-oriented and communicative approaches to teaching FSL focus on meaning
over form; emphasize meaningful interactive activities; centre on communicative language
needs; and, when possible, highlight authentic tasks within the context of a classroom
environment. While the communicative approach centres on communicating in the target
language, the action-oriented approach requires students to perform a task in a wider
social context.
The Value of Oral Language

To develop literacy in any language, it is critical for students to develop oral language skills.
Through frequent opportunities to converse with their peers, students develop their
listening and speaking skills, as well as an overall sense of the language and its structure.
In addition, through talk, students are able to communicate their thinking and learning
to others. Talk thus enables students to express themselves, develop healthy relationships
with peers, and define their thoughts about themselves, others, and the world.
31
Both teacher talk and student talk are essential to the development of all literacy skills.
Talk is a means of constructing meaning. It is used to develop, clarify, and extend thinking.
This is true not only of the prepared, formal talk of interviews, book talks, debates, and
presentations but also of the informal talk that occurs when, for example, students work
together and ask questions, make connections, and respond orally to texts or learning
experiences, or when a teacher models a think-aloud.
Three forms of oral language are important to consider when planning lessons in French:
Informal talk is used in conversations and dialogues throughout the school day for a
wide range of learning purposes, such as asking questions, recounting experiences,
expressing opinions, brainstorming, problem solving, and exchanging opinions on
an impromptu or casual basis.
Discussion involves a purposeful and extended exchange of ideas that provides a
focus for inquiry or problem solving, often leading to new understanding. Discussions
may involve responding to ideas in a story or other piece of fiction or exchanging
opinions about current events or issues in the classroom or community.
Formal talk involves speaking in prepared or rehearsed presentations to an audience.
Some examples are storytelling, poetry readings, role playing, oral reports, book
talks, interviews, debates, and multimedia presentations.
For more information on developing oral language skills, see the list of ministry resource
documents on literacy on page 21.
Instructional Strategies in French as a Second Language

Teachers should use a variety of strategies to help students understand that they can be
successful in learning French. Teachers can provide a learning environment that encourages
all students to take risks to speak and write French without being afraid of making
mistakes, since making mistakes is part of learning a new language. Also, whenever possible,
students should be given opportunities to experience speaking, listening, reading, and
writing in French as interconnected processes requiring a set of skills and strategies that
cannot be separated and that build on and reinforce one another.
Instruction should include a balance of direct, explicit instruction; teacher modelling;

shared and guided instruction; and opportunities for students to practise, apply skills
and strategies, and make choices. As well as teaching and modelling the French language,
teachers explicitly teach and model learning strategies. They also encourage students to
reflect and talk about their thinking and learning processes (metacognition), and offer
students ongoing, meaningful, and respectful feedback that clearly acknowledges progress
and helps them focus on next steps and goals.
Teachers need to provide daily opportunities for students to speak and interact in French.
The teacher sets up learning situations based on authentic communicative tasks, such
as requesting information or conveying messages. Learning activities that are based on
students interests, needs, and desire to communicate will achieve the best results in
a classroom. As facilitator, the teacher selects the communicative situation, models the
effective use of language, and plans activities to enable students to continually develop
their communication skills in various contexts.
32
By providing guidance to students as they carry out practice activities and work on tasks
and projects, teachers also assume the role of coach. Teachers coach, for example, when
they guide a group in a discussion of the advantages and disadvantages of learning another
language or when they model sentence structure and fluency while speaking with students.
Well-designed lessons include a variety of instructional strategies, such as structured

simulations, guided inquiry, cooperative learning, and open-ended questions. Teachers
should conduct frequent comprehension checks to ensure that students understand the
information being conveyed, including both general concepts and specific vocabulary.
Teachers can use various tools, such as body language, gestures, and auditory or visual
supports, to support student comprehension. Teachers should encourage students to
develop their self-expression in and spontaneous use of French, eliciting talk that increases
in fluency, accuracy, and complexity over time. Teachers should also model the use of
a variety of strategies that students can use for requesting clarification and assistance
when they have difficulty understanding.
As stated earlier, it is essential that French be the language of communication in class

so that students have constant exposure to correct models of the language and many
opportunities to speak in French. To help students improve their ability to interact in
class, teachers can:
use a deliberate pace while speaking French to ensure maximum understanding,
explaining explicitly and in various ways to address the needs of all learners;
give clear instructions by providing them orally and in writing, taking care to meet
individual needs (e.g., numbering and labelling the steps in an activity);
present information in smaller, more manageable pieces;
check often for comprehension using a variety of tools (e.g., thumbs up, thumbs
down);

allow sufficient response time when students are interacting in French;
use a variety of strategies to selectively correct students errors in speaking and
writing;
offer ongoing descriptive feedback so that students are aware of which areas need
improvement;
scaffold and observe independent practice, ensuring that all students are able to
communicate in French in both familiar and new contexts.
Teachers can employ a variety of instructional strategies to support French language

learners in their acquisition of French. For example, teachers can:
design meaningful lessons and activities that are achievable by students and that
take into account their background knowledge and experiences;
provide frequent opportunities for collaboration and practice in pairs, small
groups, and large groups;
provide targeted instruction for students during shared or guided practice, in which
they lead students to explore texts or concepts;
have students listen to, read, or view mentor texts to help them decide what their
final product might be;
model various learning processes by demonstrating how to listen to, read, view,
and interact with appropriate texts;
33
contextualize new vocabulary through visuals, gestures, and written and oral texts;
allow students to demonstrate their understanding of a concept in alternative ways
(e.g., through visual art, songs, music, drama, readers theatre);
value and acknowledge the importance of students literacy skills in other languages;
encourage students to share information about their own languages and cultures
with other students in the classroom.
Teachers can also make use of classroom and school resources to enrich students learning.
For example, teachers can:
introduce vocabulary and illustrate concepts using picture books, visuals, age-
appropriate informational texts and media, and real objects (e.g., magazine
pictures, photos, posters, flyers, brochures, advertisements, forms, timetables,
schedules, money, models, and maps);
reinforce vocabulary in various ways (e.g., using word walls, visuals, or anchor
charts) to increase students understanding and enhance their ability to communicate;
use technology to support language and literacy development;
demonstrate the use of a variety of graphic organizers.
CROSS-CURRICULAR AND INTEGRATED LEARNING

In cross-curricular learning, students are provided with opportunities to learn and use
related content and/or skills in two or more subjects. For example, all subjects, including
FSL, can be related to the Language curriculum. In FSL, students use a range of language
skills: they build subject-specific vocabulary; they use words, images, and actions to
communicate feelings and share and interpret information; and they read about current
issues and research new information. As students develop intercultural awareness in FSL,
links can be made to aspects of culture in the arts and to aspects of society in social studies,
history, and geography. Similarly, environmental issues studied in science and technology
can be discussed in French in FSL lessons. Authentic materials such as websites, adver-
tisements, brochures, maps, and graphs can be used to make real-world connections and
allow students to apply their language skills and strategies in various subjects across the
curriculum.
In integrated learning, students are provided with opportunities to work towards meeting
expectations from two or more subjects within a single unit, lesson, or activity. By linking
expectations from different subject areas, teachers can provide students with multiple
opportunities to reinforce and demonstrate their knowledge and skills in a range of settings.
There are clear connections, for example, between the expectations in FSL and those in
subject areas such as language, the arts, health and physical education, social studies,
history, and geography, and science and technology.
In integrated learning, teachers need to ensure that the specific knowledge and skills for
each subject are taught. For example, if students are communicating their response to
French texts, artwork, music, or media, they can use drama techniques to convey feelings
and opinions. Additionally, students can listen to presentations on or speak, read, or
write about topics or themes from social studies, history, and geography or science and
technology using language specific to the discipline, in order to gain a better understand-
ing of the world around them.
34
Integrated learning can also be a solution to problems of fragmentation and isolated skill
instruction that is, in integrated learning, students can learn and apply skills in a mean-
ingful context. In such contexts, students also have an opportunity to develop their ability
to think and reason and to transfer knowledge and skills from one subject area to another.
PLANNING FRENCH AS A SECOND LANGUAGE PROGRAMS FOR STUDENTS WITH

SPECIAL EDUCATION NEEDS
Classroom teachers are the key educators of students with special education needs. They
have a responsibility to help all students learn, and they work collaboratively with special
education teachers, where appropriate, to achieve this goal. Classroom teachers commit
to assisting every student to prepare for living with the highest degree of independence
possible.
Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten
to Grade 12 (Draft, 2011) describes a set of beliefs, based in research, that should guide
program planning for students with special education needs in all disciplines. Teachers
planning FSL programs need to pay particular attention to these beliefs, which are as
follows:
All students can succeed.
Each student has his or her own unique patterns of learning.
Successful instructional practices are founded on evidence-based research,
tempered by experience.
Universal design8 and differentiated instruction9 are effective and interconnected
means of meeting the learning or productivity needs of any group of students.
Classroom teachers are the key educators for a students literacy and numeracy

development.
Classroom teachers need the support of the larger community to create a learning
environment that supports students with special education needs.
Fairness is not sameness.
In any given classroom, students may demonstrate a wide range of strengths and needs.
Teachers plan programs that recognize this diversity and give students performance tasks
that respect their particular abilities so that all students can derive the greatest possible
benefit from the teaching and learning process. The use of flexible groupings for instruction
and the provision of ongoing assessment are important elements of programs that accom-
modate a diversity of learning needs.
8. The goal of Universal Design for Learning (UDL) is to create a learning environment that is open and
accessible to all students, regardless of age, skills, or situation. Instruction based on principles of universal
design is flexible and supportive, can be adjusted to meet different student needs, and enables all students
to access the curriculum as fully as possible.
9. Differentiated instruction, as discussed on page 31 of this document, is effective instruction that shapes
each students learning experience in response to his or her particular learning preferences, interests, and
readiness to learn.
35
In planning FSL programs for students with special education needs, teachers should
begin by examining both the curriculum expectations for the students appropriate grade
level and the students particular strengths and learning needs to determine which of the
following options is appropriate for the student:
no accommodations10 or modified expectations; or
accommodations only; or
modified expectations, with the possibility of accommodations; or
alternative expectations, which are not derived from the curriculum expectations
for a grade and which constitute alternative programs.
If the student requires either accommodations or modified expectations, or both, the

relevant information, as described in the following paragraphs, must be recorded in his
or her Individual Education Plan (IEP). More detailed information about planning programs
for students with special education needs, including students who require alternative
programs,11 can be found in The Individual Education Plan (IEP): A Resource Guide, 2004
(referred to hereafter as the IEP Resource Guide, 2004). For a detailed discussion of the
ministrys requirements for IEPs, see Individual Education Plans: Standards for Development,
Program Planning, and Implementation, 2000 (referred to hereafter as IEP Standards, 2000).
(Both documents are available at www.ontario.ca/edu.)
Students Requiring Accommodations Only

Some students with special education needs are able, with certain accommodations,
to participate in the regular curriculum and to demonstrate learning independently.
Accommodations allow the student with special education needs to access the curriculum
without any changes to the grade-level curriculum expectations. The accommodations
required to facilitate the students learning must be identified in his or her IEP (IEP Standards,
2000, p. 11). A students IEP is likely to reflect the same accommodations for many, or all,
subject areas.
Providing accommodations to students with special education needs should be the first
option considered in program planning. Instruction based on principles of universal design
and differentiated instruction focuses on the provision of accommodations to meet the
diverse needs of learners.
There are three types of accommodations:

Instructional accommodations are changes in teaching strategies, including styles of
presentation, methods of organization, or use of technology and multimedia. Some
examples include the use of graphic organizers, photocopied notes, or assistive
software.
Environmental accommodations are changes that the student may require in the
classroom and/or school environment, such as preferential seating or special lighting.
10. Accommodations refers to individualized teaching and assessment strategies, human supports, and/or
individualized equipment (see Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools,
First Edition, Covering Grades 1 to 12, 2010, p. 72).
11. Alternative programs are identified on the IEP by the term alternative (ALT).
36
Assessment accommodations are changes in assessment procedures that enable the
student to demonstrate his or her learning, such as allowing additional time to
complete tests or assignments or permitting oral responses to test questions (see
page 29 of the IEP Resource Guide, 2004 for more examples).
If a student requires accommodations only in FSL, assessment and evaluation of his or

her achievement will be based on the regular grade-level curriculum expectations and the
achievement levels outlined in this document. The IEP box on the students progress report
card and provincial report card will not be checked, and no information on the provision
of accommodations will be included.
Students Requiring Modified Expectations

In FSL, modified expectations for most students with special education needs will be
based on the regular grade-level curriculum, with an increase or decrease in the number
and/or complexity of expectations. Modification may also include the use of expectations
at a different grade level. Modified expectations must represent specific, realistic, observable,
and measurable goals, and must describe specific knowledge and/or skills that the student
can demonstrate independently, given the appropriate assessment accommodations.
Modified expectations must indicate the knowledge and/or skills that the student is
expected to demonstrate independently and that will be assessed in each reporting period
(IEP Standards, 2000, pp. 10 and 11). Modified expectations should be expressed in such
a way that the student and parents can understand not only exactly what the student is
expected to know or be able to demonstrate independently, but also the basis on which
his or her performance will be evaluated, resulting in a grade or mark that is recorded
on the Elementary Provincial Report Card. The students learning expectations must be
reviewed in relation to the students progress at least once every reporting period and

must be updated as necessary (IEP Standards, 2000, p. 11).
If a student requires modified expectations in FSL, assessment and evaluation of his or her
achievement will be based on the learning expectations identified in the IEP and on the
achievement levels outlined in this document. On the progress report card and the provincial
report card, the IEP box must be checked for any subject in which the student requires
modified expectations, and the appropriate statement from Growing Success: Assessment,
Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010,
page 61, must be inserted. The teachers comments should include relevant information
on the students demonstrated learning of the modified expectations, as well as next steps
for the students learning in the subject.
PROGRAM CONSIDERATIONS FOR ENGLISH LANGUAGE LEARNERS

Ontario schools have some of the most multilingual student populations in the world.
The first language of approximately 20 per cent of the children in Ontarios English-language
schools is a language other than English. In addition, some students use varieties of
English also referred to as dialects that differ significantly from the English required
for success in Ontario schools. Many English language learners were born in Canada and
have been raised in families and communities in which languages other than English, or
varieties of English that differ from the language used in the classroom, are spoken. Other
37
English language learners arrive in Ontario as newcomers from other countries; they may
have experience of highly sophisticated educational systems, or they may have come
from regions where access to formal schooling was limited.
When they start school in Ontario, many of these children are entering a new linguistic
and cultural environment. All teachers share in the responsibility for these students
English-language development, and FSL teachers can contribute to their understanding
of the importance of literacy more generally in the context of learning French.
English language learners (students who are learning English as a second or additional
language in English-language schools) bring a rich diversity of background knowledge
and experience to the classroom. These students linguistic and cultural backgrounds not
only support their learning in their new environment but also become a cultural asset in
the classroom community. Teachers will find positive ways to incorporate this diversity
into their instructional programs and into the classroom environment.
Most English language learners in Ontario schools have an age-appropriate proficiency in

their first language, and there are important educational and social benefits associated
with continued development of their first language while they are learning English and
French. Teachers need to encourage parents to continue to use their own language at
home in rich and varied ways as a foundation for language and literacy development in
English and French. It is also important for teachers to find opportunities to bring students
languages into the classroom, using parents and community members as a resource.
In the context of FSL, research confirms that a prior language learning experience can
facilitate and accelerate further language learning. Indeed, many English language learners
are motivated and able to excel in French, while in other areas of the curriculum, where
their success may depend on their knowledge of English, the achievement gap between
themselves and their peers may be much greater. In other words, the study of French offers
them a context in which they can soon function on the same level as their English-speaking
peers. In addition, the positive experience of succeeding in learning French has been shown
to help English language learners improve their English-language skills.
During their first few years in Ontario schools, English language learners may receive
support through one of two distinct programs from teachers who specialize in meeting
their language-learning needs:
English as a Second Language (ESL) programs are for students born in Canada or newcomers
whose first language is a language other than English, or is a variety of English significantly
different from that used for instruction in Ontario schools.
English Literacy Development (ELD) programs are primarily for newcomers whose first
language is a language other than English, or is a variety of English significantly different
from that used for instruction in Ontario schools, and who arrive with significant gaps in
their education. These children generally come from countries where access to education
is limited or where there are limited opportunities to develop language and literacy skills
in any language. Some First Nations, Mtis, or Inuit students from remote communities
in Ontario may also have had limited opportunities for formal schooling, and they also
may benefit from ELD instruction.
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In planning programs for children with linguistic backgrounds other than English, teachers
need to recognize the importance of the orientation process, understanding that every
learner needs to adjust to the new social environment and language in a unique way and
at an individual pace. For example, children who are in an early stage of English-language
acquisition may go through a silent period during which they closely observe the
interactions and physical surroundings of their new learning environment. They may
use body language rather than speech or they may use their first language until they have
gained enough proficiency in English and French to feel confident of their interpretations
and responses. Students thrive in a safe, supportive, and welcoming environment that
nurtures their self-confidence while they are receiving focused literacy instruction. When
they are ready to participate in paired, small-group, or whole-class activities, some students
will begin by using a single word or phrase to communicate a thought, while others will
speak quite fluently.
In a supportive learning environment, most students will develop oral language proficiency
quite quickly. Teachers can sometimes be misled by the high degree of oral proficiency
demonstrated by many English language learners in their use of everyday English and
may mistakenly conclude that these students are equally proficient in their use of academic
English. Most English language learners who have developed oral proficiency in everyday
English will nevertheless require instructional scaffolding to meet curriculum expectations.
Research has shown that it takes five to seven years for most English language learners to
catch up to their English-speaking peers in their ability to use English for academic purposes.
Responsibility for students English-language development is shared by the classroom

teacher, the ESL/ELD teacher (where available), and other school staff. Volunteers and
peers who speak the students first language may also be helpful in supporting English
language learners in the FSL classroom. Teachers must adapt the instructional program in
order to facilitate the success of these students in their classrooms. Appropriate adaptations

for FSL include:
modification of some or all of the subject expectations so that they are challenging
but attainable for the learner at his or her present level of French proficiency, given
the necessary support from the teacher;
use of a variety of instructional strategies (e.g., modelling; use of music, movement,
and gestures; open-ended activities; extensive use of visual cues, images, diagrams;
visual representations of key ideas; graphic organizers; scaffolding; previewing of
key vocabulary; peer tutoring; strategic use of students first languages);
use of a variety of learning resources (e.g., simplified text, illustrated guides or
diagrams, word walls with French vocabulary, food guides and other health resources
available in languages that students speak at home, bilingual dictionaries, visual
material, displays; music, dances, games, and materials and activities that reflect
cultural diversity);
use of assessment accommodations (e.g., provision of extra time; use of interviews
and oral presentations; demonstration of learning through participation in movement
activities, songs, or chants; use of portfolios, demonstrations, visual representations
or models).
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Teachers may need to adapt the program for English language learners as they acquire
English and French proficiency. For students in the early stages of language acquisition,
teachers may need to modify the curriculum expectations in some or all curriculum areas.
For example, if an English language learner begins the study of French in Grade 7, it may
be desirable to modify the expectations to meet the students level of readiness and needs.
Most English language learners require accommodations for an extended period, long
after they have achieved proficiency in everyday English.
When curriculum expectations are modified in order to meet the language-learning needs
of English language learners, assessment and evaluation will be based on the documented
modified expectations. Teachers will check the ESL/ELD box on the progress report card
and the provincial report card only when modifications have been made to curriculum
expectations to address the language needs of English language learners (the box should
not be checked to indicate simply that they are participating in ESL/ELD programs or if
they are only receiving accommodations). Unlike when the IEP box is checked, there is
no required statement that must be added to the Comments section of the report cards
when the ESL/ELD box is checked.
Although the degree of program adaptation required will decrease over time, students
who are no longer receiving ESL or ELD support may still need some program adaptations
to be successful.
For further information on supporting English language learners, refer to the following
documents:
Supporting English Language Learners, Grades 1 to 8: A Practical Guide for Ontario
Educators, 2008
Supporting English Language Learners with Limited Prior Schooling: A Practical Guide
for Ontario Educators, Grades 3 to 12, 2008
English Language Learners ESL and ELD Programs and Services: Policies and Procedures
for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007
Many Roots, Many Voices: Supporting English Language Learners in Every Classroom, 2005
ENVIRONMENTAL EDUCATION IN FRENCH AS A SECOND LANGUAGE

Ontarios education system will prepare students with the knowledge, skills,
perspectives, and practices they need to be environmentally responsible citizens.
Students will understand our fundamental connections to each other and to the world
around us through our relationship to food, water, energy, air, and land, and our
interaction with all living things. The education system will provide opportunities
within the classroom and the community for students to engage in actions that deepen
this understanding.
Acting Today, Shaping Tomorrow: A Policy Framework for Environmental
Education in Ontario Schools, 2009, p. 6
Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario
Schools outlines an approach to environmental education that recognizes the needs of all
Ontario students and promotes environmental responsibility in the operations of all levels
of the education system.
40
The three goals outlined in Acting Today, Shaping Tomorrow are organized around the
themes of teaching and learning, student engagement and community connections, and
environmental leadership. The first goal is to promote learning about environmental
issues and solutions. The second is to engage students in practising and promoting
environmental stewardship, both in the school and in the community. The third stresses
the importance of having organizations and individuals within the education system
provide leadership by implementing and promoting responsible environmental practices
throughout the system so that staff, parents, community members, and students become
dedicated to living more sustainably.
There are many opportunities to integrate environmental education into the teaching
of FSL. Some examples related to environmental education have been included in examples
and teacher prompts in the curriculum. Teachers are encouraged to select French texts
about environmental topics, enabling students to learn about issues of concern to different
communities around the world. Throughout the FSL curriculum, students can be encouraged
to read about, discuss, listen to programs about, or make presentations on environmental
issues that are of interest to them.
A resource document The Ontario Curriculum, Grades 18, and Kindergarten Programs:
Environmental Education, Scope and Sequence of Expectations, 2011 has been prepared
to assist teachers in planning lessons that integrate environmental education with other
subject areas. It identifies curriculum expectations and related examples and prompts in
subjects across the Ontario curriculum that provide opportunities for student learning
in, about, and/or for the environment. Teachers can use this document to plan lessons
that relate explicitly to the environment, or they can draw on it for opportunities to use
the environment as the context for learning. The document can also be used to make
curriculum connections to school-wide environmental initiatives. This publication is
available on the Ministry of Educations website, at www.edu.gov.on.ca/eng/curriculum/

elementary/environ18curr.pdf.
HEALTHY RELATIONSHIPS AND FRENCH AS A SECOND LANGUAGE

Every student is entitled to learn in a safe, caring environment, free from violence and
harassment. Research has shown that students learn and achieve better in such environments.
A safe and supportive social environment in a school is founded on healthy relationships
the relationships between students, between students and adults, and between adults.
Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive
in an environment in which diversity is honoured and accepted. Healthy relationships
do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate
behaviours. To experience themselves as valued and connected members of an inclusive
social environment, students need to be involved in healthy relationships with their peers,
teachers, and other members of the school community.
Several provincial policies and initiatives, including the Foundations for a Healthy School
framework, the equity and inclusive education strategy, and the Safe Schools strategy, are
designed to foster caring and safe learning environments in the context of healthy and
inclusive schools. These policies and initiatives promote positive learning and teaching
environments that support the development of healthy relationships, encourage academic
achievement, and help all students reach their full potential.
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In its 2008 report, Shaping a Culture of Respect in Our Schools: Promoting Safe and Healthy
Relationships, the Safe Schools Action Team confirmed that the most effective way to enable
all students to learn about healthy and respectful relationships is through the school
curriculum (p. 11). Teachers can promote this learning in a variety of ways. For example,
they can help students develop and practise the skills they need for building healthy
relationships by giving them opportunities to apply critical-thinking and problem-solving
strategies and to address issues through group discussions, role play, case study analysis,
and other means. Co-curricular activities such as clubs and intramural and interschool
sports provide additional opportunities for the kind of interaction that helps students
build healthy relationships. Teachers can also have a positive influence on students by
modelling the behaviours, values, and skills that are needed to develop and sustain healthy
relationships, and by taking advantage of teachable moments to address immediate
relationship issues that may arise among students.
Communication and social skills, as well as intercultural awareness, are significant com-
ponents of the FSL curriculum. These skills and this awareness contribute to the students
ability to form and maintain healthy relationships. Students have many opportunities to
practise relating positively and respectfully as they interact in the classroom in French.
EQUITY AND INCLUSIVE EDUCATION IN FRENCH AS A SECOND LANGUAGE

The Ontario equity and inclusive education strategy focuses on respecting diversity,
promoting inclusive education, and identifying and eliminating discriminatory biases,
systemic barriers, and power dynamics that limit the ability of students to learn, grow,
and contribute to society. Antidiscrimination education continues to be an important
and integral component of the strategy.
In an environment based on the principles of inclusive education, all students, parents,

caregivers, and other members of the school community regardless of ancestry, culture,
ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation,
socio-economic status, or other similar factors are welcomed, included, treated fairly,
and respected. Diversity is valued, and all members of the school community feel safe,
comfortable, and accepted. Every student is supported and inspired to succeed in a culture
of high expectations for learning. In an inclusive education system, all students see them-
selves reflected in the curriculum, their physical surroundings, and the broader environment,
so that they can feel engaged in and empowered by their learning experiences.
The implementation of antidiscrimination principles in education influences all aspects

of school life. It promotes a school climate that encourages all students to strive for high
levels of achievement, affirms the worth of all students, and helps students strengthen
their sense of identity and develop a positive self-image. It encourages staff and students
alike to value and show respect for diversity in the school and the broader society.
Antidiscrimination education promotes fairness, healthy relationships, and active,
responsible citizenship.
Teachers can give students a variety of opportunities to learn about diversity and diverse
perspectives. By drawing attention to the contributions of women, the perspectives of
various ethnocultural, religious, and racial communities, and the beliefs and practices
of First Nations, Mtis, and Inuit peoples, teachers enable students from a wide range
42
of backgrounds to see themselves reflected in the curriculum. It is essential that learning
activities and materials used to support the curriculum reflect the diversity of Ontario
society. In addition, teachers should differentiate instruction and assessment strategies
to take into account the background and experiences, as well as the interests, aptitudes,
and learning needs, of all students.
Interactions between the school and the community should reflect the diversity of both the
local community and the broader society. A variety of strategies can be used to communicate
with and engage parents and members from diverse communities, and to encourage
their participation in and support for school activities, programs, and events. Family
and community members should be invited to take part in teacher interviews, the school
council, and the parent involvement committee, and to attend and support activities
such as plays, concerts, co-curricular activities and events, and various special events at
the school. Schools may consider offering assistance with childcare or making alternative
scheduling arrangements in order to help caregivers participate. Students can also help
by encouraging and accompanying their families, who may be unfamiliar with the Ontario
school system. Special outreach strategies and encouragement may be needed to draw in
the parents of English language learners and First Nations, Mtis, or Inuit students, and
to make them feel more comfortable in their interactions with the school.
FINANCIAL LITERACY IN FRENCH AS A SECOND LANGUAGE

The document A Sound Investment: Financial Literacy Education in Ontario Schools, 2010
(p. 4) sets out the vision that:
Ontario students will have the skills and knowledge to take responsibility for
managing their personal financial well-being with confidence, competence,
and a compassionate awareness of the world around them.

There is a growing recognition that the education system has a vital role to play in
preparing young people to take their place as informed, engaged, and knowledgeable
citizens in the global economy. Financial literacy education can provide the preparation
Ontario students need to make informed decisions and choices in a complex and
fast-changing financial world.
Because making informed decisions about economic and financial matters has become an
increasingly complex undertaking in the modern world, students need to build knowledge
and skills in a wide variety of areas. In addition to learning about the specifics of saving,
spending, borrowing, and investing, students need to develop broader skills in problem
solving, inquiry, decision making, critical thinking, and critical literacy related to financial
issues, so that they can analyse and manage the risks that accompany various financial
choices. They also need to develop an understanding of world economic forces and the
effects of those forces at the local, national, and global level. In order to make wise choices,
they will need to understand how such forces affect their own and their families economic
and financial circumstances. Finally, to become responsible citizens in the global economy,
they will need to understand the social, environmental, and ethical implications of their
own choices as consumers. For all of these reasons, financial literacy is an essential com-
ponent of the education of Ontario students one that can help ensure that Ontarians
will continue to prosper in the future.
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In the FSL program, students have multiple opportunities to investigate and study financial
literacy concepts in relation to the texts explored in class. Students can build their under-
standing of personal financial planning by participating in role play of interactions in
the local community, such as buying and selling goods or engaging in personal financial
transactions. They can also become familiar with the variety of currencies used in French-
speaking countries or regions (e.g., the Canadian dollar, euro, gourde). Through the study
of French-speaking communities worldwide, students will learn about global economic
disparities and their impact on the quality of life in different countries. Examples related
to financial literacy are included in some examples and teacher prompts that accompany
the expectations in the FSL curriculum.
A resource document The Ontario Curriculum, Grades 48: Financial Literacy, Scope and
Sequence of Expectations, 2011 has been prepared to assist teachers in bringing financial
literacy into the classroom. This document identifies curriculum expectations and related
examples and prompts, in various subjects from Grade 4 through Grade 8, that provide
opportunities through which students can acquire skills and knowledge related to financial
literacy. The document can also be used to make curriculum connections to school-wide
initiatives that support financial literacy. This publication is available on the Ministry of
Educations website, at www.edu.gov.on.ca/eng/document/policy/FinLitGr4to8.pdf.
LITERACY, MATHEMATICAL LITERACY, AND INQUIRY IN FRENCH AS A SECOND

LANGUAGE
Literacy is defined as the ability to use language and images in rich and varied forms
to read, write, listen, view, represent, and think critically about ideas. It involves the
capacity to access, manage, and evaluate information; to think imaginatively and
analytically; and to communicate thoughts and ideas effectively. Literacy includes
critical thinking and reasoning to solve problems and make decisions related to issues
of fairness, equity, and social justice. Literacy connects individuals and communities
and is an essential tool for personal growth and active participation in a cohesive,
democratic society.
Reach Every Student: Energizing Ontario Education, 2008, p. 6
Literacy instruction must be embedded across the curriculum. All teachers of all
subjects are teachers of literacy.

Think Literacy Success, Grades 712: The Report of the Expert Panel on Students
at Risk in Ontario, 2003, p. 10
As these quotations suggest, literacy involves a range of critical-thinking skills and is

essential for learning across the curriculum. Literacy instruction takes different forms
of emphasis in different subjects, but in all subjects, literacy needs to be explicitly taught.
Literacy, mathematical literacy, and inquiry and research skills are critical to students
success in all subjects of the curriculum and in all areas of their lives.
As they learn French, students use language to record their observations, to describe
their critical analyses in both informal and formal contexts, and to present their findings
in presentations and reports in oral, written, graphic, and multimedia forms.
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As stated earlier, oral communication skills are fundamental to the development of FSL
literacy and are essential for thinking and learning. The expectations in all strands give
students a chance to engage in brainstorming, reporting, and other oral activities to identify
what they know about a new topic, discuss strategies for solving a problem, present and
defend ideas or debate issues, and offer critiques or feedback on work, skill demonstrations,
or opinions expressed by their peers.
Activating prior knowledge and connecting learning to past experiences help students
acquire French literacy skills. Making connections to the literacy skills and strategies
students already possess in their first language contributes to their literacy development
in both languages. A focus on developing strategies that help students understand, talk,
and write about texts that are authentic, interesting, challenging, and age appropriate yet
linguistically accessible will increase student engagement, motivation, and success in FSL.
In addition to providing opportunities for literacy development, FSL also reinforces

mathematical literacy, particularly in areas involving problem solving, data management,
and graphing. For example, calculations and graphing are often used when reporting the
results of surveys or exploring everyday financial transactions.
Whether students are talking, writing, or showing their understanding in FSL, teachers
can prompt them, through questioning, to explain the reasoning that they have applied
to a particular solution or strategy, or to reflect on what they have done. Because rich,
open-ended questioning is the starting point for effective inquiry or for addressing a
problem, it is important that teachers model this style of questioning for their students
and allow students multiple opportunities to ask, and find answers to, their own questions.
Inquiry and research are at the heart of learning in all subject areas. In FSL, students are
encouraged to develop their ability to ask questions and to explore a variety of possible

answers to those questions. Careful structuring of learning opportunities and teacher
questioning can encourage the development of these inquiry skills in students, whether
they are interacting with others, interpreting oral or written texts, or producing their
own writing. In FSL, students are encouraged to explore diverse social, economic, and
environmental topics, and to conduct research into and suggest possible ways to address
local, national, and global issues. Students solve problems in order to communicate in
French. Solving problems enables students to explore, discover, create, experiment, and
arrive at solutions.
Different kinds of questions can be used to stimulate thinking. These include:

simple content and/or skill-related questions, which elicit purposeful feedback and
develop skill awareness (e.g., Which strategy was the most helpful in understanding
the text? What information should you be looking for when reading/viewing this text?)
analytical questions, which develop decision-making and problem-solving skills
with respect to an issue by asking how or why (e.g., How might you present your
information for your selected audience? Which text is more informative and helpful?
Why?)
review questions, which develop thinking skills related to reflecting on an activity or
on the development of knowledge or skills and devising ways to improve on the
activity or approach (e.g., What could you change in this activity so that everyone has
more of a chance to be involved? What did you like about that presentation? What skills
are you developing by interacting with others? What might you do differently next time?)
45
The ability to respond to such questions helps students build their confidence and com-
petence as they develop their French literacy skills. The teachers questioning also provides
students with a model for developing their own habits of inquiry.
As they advance through the grades, students acquire the skills to locate relevant information
from a variety of print and electronic sources, such as books, periodicals, dictionaries,
encyclopedias, interviews, videos, and relevant Internet sources. The questioning they
practised in the early grades becomes more sophisticated as they learn that all sources of
information have a particular point of view and that the recipient of the information has
a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate
ways. The ability to locate, question, and evaluate the quality of information allows a
student to become an independent, lifelong learner.
CRITICAL THINKING AND CRITICAL LITERACY IN FRENCH AS A SECOND

LANGUAGE
Critical thinking is the process of thinking about ideas or situations in order to understand
them fully, identify their implications, make a judgement, and/or guide decision making.
Critical thinking includes skills such as questioning, predicting, hypothesizing, analysing,
synthesizing, examining opinions, identifying values and issues, detecting bias, and
distinguishing between alternatives. Students who are taught these skills become critical
thinkers who can move beyond superficial conclusions to a deeper understanding of the
issues they are examining. They are able to engage in an inquiry process in which they
explore complex and multifaceted issues, and questions for which there may be no
clear-cut answers.
Students use critical-thinking skills in FSL when they assess, analyse, and/or evaluate the
impact of something and when they form an opinion about something and support that
opinion with a rationale. In order to think critically, students need to examine the opinions
and values of others, detect bias, look for implied meaning, and use the information
gathered to form a personal opinion or stance, or a personal plan of action with regard
to making a difference. The development of these skills is fostered in the expectations
in all four strands.
Students approach critical thinking in various ways. Some students find it helpful to
discuss their thinking, asking questions and exploring ideas. Other students, including
many First Nations, Mtis, and Inuit students, may take time to observe a situation or
consider a text carefully before commenting; they may prefer not to ask questions or
express their thoughts orally while they are thinking.
In developing critical-thinking skills in FSL, students must ask themselves effective

questions in order to interpret information, detect bias in their sources, determine why
a source might express a particular bias, and consider the values and perspectives of
a variety of groups and individuals.
Critical literacy is the capacity for a particular type of critical thinking that involves looking
beyond the literal meaning of a text to determine what is present and what is missing, in
order to analyse and evaluate the texts complete meaning and the authors intent. Critical
46
literacy goes beyond conventional critical thinking by focusing on issues related to fairness,
equity, and social justice. Critically literate students adopt a critical stance, asking what
view of the world the text advances and whether they find this view acceptable, who
benefits from the text, and how the reader is influenced.
Critically literate students understand that meaning is not found in texts in isolation. People
make sense of a text, or determine what a text means, in a variety of ways. Students
therefore need to be aware of points of view (e.g., those of people from various cultures),
the context (e.g., the beliefs and practices of the time and place in which a text was created
and those in which it is being read or viewed), the background of the person interacting
with the text (e.g., upbringing, friends, school and other communities, education, experi-
ences), intertextuality (e.g., information that a reader or viewer brings to a text from other
texts experienced previously), gaps in the text (e.g., information that is left out and that
the reader or viewer must fill in), and silences in the text (e.g., voices of a person or group
not heard).
In FSL, students who are critically literate are able, for example, to actively analyse media
messages and determine potential motives and underlying messages. They are able to
determine what biases might be contained in texts, media, and resource material and
why that might be, how the content of these materials might be determined and by
whom, and whose perspectives might have been left out and why. Students would then
be equipped to produce their own interpretation of the issue. Opportunities should be
provided for students to engage in a critical discussion of texts, which can include
books (including textbooks), television programs, movies, web pages, advertising, music,
gestures, oral texts, and other means of expression. Such discussions empower students
to understand how the authors of texts are trying to influence them as members of society.
Language and communication are never neutral: they are used to inform, entertain,
persuade, and manipulate.

Another aspect of critical thinking is metacognition, which involves developing ones
thinking skills by reflecting on ones own thought processes. Metacognitive skills include
the ability to monitor ones own learning. Acquiring and using metacognitive skills has
emerged as a powerful approach for promoting a focus on thinking skills related to critical
literacy across all disciplines. In FSL, metacognitive skills are developed in a number of
ways across the four strands. Initially, students may find themselves relying on their first
language in this process. Through ongoing modelling and practice, students will develop
proficiency in using French to reflect on their thinking processes and on their skill in the
use of the language.
THE ROLE OF THE SCHOOL LIBRARY IN FRENCH AS A SECOND LANGUAGE

PROGRAMS
The school library program can help build and transform students knowledge in order
to support lifelong learning in our information- and knowledge-based society. The school
library program supports student success across the FSL curriculum by encouraging
students to read widely, teaching them to examine and read many forms of text for
understanding and enjoyment, and helping them improve their research skills and
effectively use information gathered through research.
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The school library program enables students to:
develop a love of reading for learning and for pleasure;
acquire an understanding of the richness and diversity of artworks, fiction, and
informational texts produced by French-speaking artists and writers in Canada and
around the world;
obtain access to programs, resources, and integrated technologies that support all
curriculum areas;
understand and value the role of public library systems as a resource for lifelong
learning.
The school library program plays a key role in the development of information literacy
and research skills. Teacher-librarians, where available, collaborate with classroom or
content-area teachers to design, teach, and provide students with authentic information
and research tasks that foster learning, including the ability to:
access, select, gather, process, critically evaluate, create, and communicate
information;
use the information obtained to explore and investigate issues, solve problems,
make decisions, build knowledge, create personal meaning, and enrich their lives;
communicate their findings to different audiences, using a variety of formats and
technologies;
use information and research with understanding, responsibility, and imagination.
In addition, teacher-librarians can work with teachers of FSL to help students:

develop literacy in using non-print forms, such as the Internet, CDs, DVDs, and
videos, in order to access information, databases, demonstrations, and a variety of
texts and performances in French;
design inquiry questions for research for FSL projects;
create and produce single-medium or multimedia presentations.
Teachers of FSL are also encouraged to collaborate with both local librarians and teacher-
librarians on collecting digital, print, and visual resources for projects (e.g., storybooks on
a theme or topic to inspire role play in the primary grades; picture books for inspiration;
culture-specific image collections; informational videos). Librarians may also be able to
assist in accessing a variety of online resources and collections (e.g., professional articles,
image galleries, videos).
In addition to resource materials in the school library, teachers may be able to access
specialized libraries of copyright-free authentic texts in French, including audiobooks
and music from a variety of cultures in which French is spoken. Teachers need to discuss
with students the concept of ownership of work and the importance of copyright in all
forms of media.
48
THE ROLE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN FRENCH
AS A SECOND LANGUAGE
Information and communications technology (ICT) provides a range of tools that can
significantly extend and enrich teachers instructional strategies and support student
learning in FSL. ICT tools include multimedia resources, databases, websites, digital
cameras, and an extensive array of specialized software. Computer programs can help
students to collect, organize, and sort the data they gather, and to write, edit, and present
reports on their findings. ICT can also be used to connect students to other schools, at
home and abroad, and to bring the global community into the local classroom.
The integration of information and communications technologies into the FSL program
represents a natural extension of the learning expectations. Whenever appropriate, therefore,
students should be encouraged to use ICT to support and communicate their learning.
Current technologies are useful both as research tools and as creative media. For example,
online dictionaries, thesauri, encyclopedias, and other reference works may be helpful
tools for students when conducting research or editing and revising, and digital cameras
and projectors can be used in creative work, such as multimedia presentations. Teachers
and students may also be able to access authentic texts by French-speaking people from
a variety of cultures through ICT.
Although the Internet is a powerful learning tool, there are potential risks attached to
its use. All students must be made aware of issues related to Internet privacy, safety, and
responsible use, as well as of the potential for abuse of this technology, particularly when
it is used to promote hatred.
ICT tools are also useful for teachers in their teaching practice, both for whole-class
instruction and for the design of curriculum units that contain varied approaches to

learning in order to meet diverse student needs. A number of educational software
programs to support learning in FSL are licensed through the ministry; they are listed
at www.osapac.org/db/software_search.php?lang=en.
EDUCATION AND CAREER/LIFE PLANNING THROUGH THE FRENCH AS A SECOND

LANGUAGE CURRICULUM
The goals of the Kindergarten to Grade 12 education and career/life planning program
are to:
ensure that all students develop the knowledge and skills they need to make
informed education and career/life choices;
provide classroom and school-wide opportunities for this learning; and
engage parents and the broader community in the development, implementation,
and evaluation of the program, to support students in their learning.
49
The framework of the program is a four-step inquiry process based on four questions linked
to four areas of learning: (1) knowing yourself Who am I?; (2) exploring opportunities
What are my opportunities?; (3) making decisions and setting goals Who do I want to
become?; and, (4) achieving goals and making transitions What is my plan for achieving
my goals?.
Classroom teachers support students in education and career/life planning by providing

them with learning opportunities, filtered through the lens of the four inquiry questions,
that allow them to apply subject-specific knowledge and skills to work-related situations;
explore subject-related education and career/life options; and become competent, self-
directed planners. The curriculum expectations in FSL provide opportunities to relate
classroom learning to education and career/life planning that will prepare students for
success in school, work, and life.
HEALTH AND SAFETY IN FRENCH AS A SECOND LANGUAGE

Teachers must model safe practices at all times and communicate safety requirements to
students in accordance with school board and ministry policies. Students must be made
aware that health and safety are everyones responsibility at home, at school, and in
the workplace.
Concern for safety should be an integral part of instructional planning and implementation.
Teachers should follow board safety guidelines to ensure that students have the knowledge
and skills needed for safe participation in all learning activities. Wherever possible, potential
risks must be identified and procedures developed to prevent or minimize incidents and
injuries. In a safe learning environment, the teacher will:
be aware of up-to-date safety information;
plan activities with safety as a primary consideration;
observe students to ensure that safe practices are being followed;
have a plan in case of emergency;
show foresight;
act quickly.
50
Teachers must consider safety issues before students participate in a field trip. A field
trip can provide an exciting and authentic dimension to students learning experiences,
but teachers must assess potential dangers and implement measures to protect students
from risks. Safety considerations related to field trips include assessing risks related to
attending cultural events or festivals in the community or visiting museums.
The school principal must ensure that parents have informed the school of any medical
conditions that might affect their children, either in the regular classroom or during field
trips. Teachers must take students medical conditions into consideration when planning
activities both inside and outside the classroom.
51
THE CORE
FRENCH PROGRAM,
GRADES 4 TO 8
GRADE 4
Note
The examples of language learning strategies in the specific expectations for each
strand (A1.1, A2.1, B1.1, B2.1, C1.1, C1.4, D2.1, D2.2, and D2.3) are not grade specific,
but students use of such strategies will become more complex as they progress
through the grades. Students will be introduced to these strategies through teacher
modelling, and they will have multiple opportunities to practise their use in a variety
of contexts. Students will also be encouraged to reflect on their use of the strategies and
the strategies effectiveness (A2.3, B2.3, C2.3, D2.4).
A. LISTENING
CORE FRENCH
A2. Listening to Interact: interpret messages accurately while interacting in French for a variety of
purposes and with diverse audiences;
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.
SPECIFIC EXPECTATIONS
demonstrate an understanding of the purpose
familiar words and expressions about everyday
topics and situations, with contextual and
Strategies: identify a range of listening
visual support (e.g., follow classroom directions;
comprehension strategies and use them
follow a series of Total Physical Response [TPR]
appropriately before, during, and after
commands; sequence a group of pictures or images
listening to understand oral French texts
for a storyboard, based on a description; make
(e.g., identify familiar words and phrases
drawings to illustrate objects in an oral description;
and frequently used expressions; use contextual
find a specific classroom object by following
and/or visual clues in oral texts, including the
directions from the teacher and class; identify
speakers body language and tone of voice, to
refrains, rhyme schemes, and other word/sound
confirm or clarify meaning; activate prior
patterns in songs, poems, read-alouds, chants,

knowledge and make connections to personal
and rhymes; listen to a description and identify
experiences to confirm understanding; ask questions
the object described)
to obtain additional information; visualize, sketch,
or draw to record information and ideas) Teacher prompts: Quest-ce que tu as compris
de lhistoire ou de la description? Montre-moi.
Teacher prompts: Quels sont les mots familiers Comment est-ce que tu peux dmontrer ta
du texte qui taident comprendre le message? comprhension de la description dun objet/dun
Comment est-ce que les images taident animal/dune personne?
clarifier le sens du texte? Quels sont les mots
et les expressions dans le texte qui taident Instructional tips:
visualiser? (1) Teachers can help students build on known
vocabulary to understand new vocabulary and
Instructional tips: recognize the use of the impratif when listening
(1) Teachers can model expressions that students to directions.
can use to ask for clarification (e.g., Je nai pas
bien entendu. Peux-tu rpter un peu plus Step 1: The teacher gives instructions for the
lentement?). class to follow: Marchez! Arrtez! Attendez!
Indiquez!
(2) Teachers can model familiar temporal
expressions such as hier, aujourdhui, Step 2: The teacher gives more detailed
and demain to assist students in identifying instructions for the class to follow: Marchez
when an action takes place.
54
vers la porte! Arrtez! Attendez une autre in paired and small-group interactions on familiar
instruction! Indiquez la porte de la classe! topics; respond constructively to a partners ideas
in think-pair-share sessions, using gestures, visual
Step 3: The teacher gives instructions for
aids, and/or familiar words and phrases; share
individual students to follow: Sebastian,
reactions to a partners plans for a celebration or
marche vers la porte.
for the weekend)
Step 4: Students develop their own instruc-
Teacher prompts: Comment vas-tu ragir aux
tions for one or more classmates to follow.
ides dun partenaire? Aprs avoir entendu
(2) Teachers can help students recognize familiar les suggestions des membres de ton groupe,
words and cognates (mots apparents) from quelle sera ta suggestion dactivit pour la
English and/or their first language as they recration?
GRADE 4
listen to a read-aloud or a song.
A2.3 Metacognition:
(a) describe, in conversation with the teacher
A2. Listening to Interact and their peers, a few strategies they found
helpful before, during, and after listening;
(b) identify their areas of greater and lesser
A2.1 Using Interactive Listening Strategies: strength as listeners, and plan steps they can
identify and use interactive listening strategies take to improve their listening skills (e.g., discuss
to suit a variety of situations while participating with a partner some strategies and tools that have
in social and academic interactions (e.g., helped them improve their listening skills; self-
demonstrate an understanding of when to listen monitor listening during a group discussion)
and when to speak; look at the speaker; listen Teacher prompts: Quelle stratgie taide
without interrupting; make connections between identifier lide principale dune prsentation
personal experiences and what is being said; ou dune conversation? Pourquoi est-il utile
reconsider their point of view after hearing what de faire des prdictions avant dcouter?
others say; repeat a partners ideas in their own Comment est-ce quune discussion avec un
words as a way of confirming understanding; ask ou une partenaire peut taider clarifier ce que
for repetition, confirmation, or clarification of what tu as entendu? Quelle nouvelle stratgie
they hear using phrases such as Un instantJe ne dcoute veux-tu essayer la prochaine fois?
comprends pas. Pourriez-vous rpter cela, sil vous
plat? Quest-ce que cela veut dire?; use body
language such as a nod to indicate understanding A3. Intercultural Understanding
and/or agreement)
Teacher prompts: Quest-ce que tu as en
commun avec ton partenaire? Comment A3.1 Intercultural Awareness: using information
est-ce que le fait de faire des liens avec tes from oral French texts, identify French-speaking
expriences personnelles taide participer communities in Ontario, find out about aspects
la conversation? Comment est-ce que tu of their cultures, and make connections to
utilises le langage corporel pour montrer ta personal experiences and their own and other
comprhension pendant une conversation? communities (e.g., listen to directions and locate
on a map historic Franco-Ontarian or Mtis
Instructional tip: Teachers can remind students
communities such as Sault Ste. Marie or Mattawa;
to listen for descriptive words/adjectives (e.g.,
identify examples of the use of French in their
jeune, beau, blond, marron, roux,
immediate environment such as the bilingual
fris, petit, noir) to help them understand
version of the national anthem sung at sports
information in exchanges with the teacher and
events; listen to a peer describe a family tradition
peers about culture, family, and friends.
and make connections to a similar tradition in
A2.2 Interacting: respond with understanding their own family)
to what others say while participating in brief, Teacher prompts: Quest-ce que tu as appris
structured interactions about themselves, family, en coutant la description des communauts
friends, and their immediate environment, francophones? O est-ce que tu entends
with contextual and visual support (e.g., respond
appropriately to questions requiring a brief answer
LISTENING
55
parler le franais dans ta vie quotidienne
(p. ex., lcole/ la maison/grce la
technologie mdiatique)? Comment est-ce
que le fait dcouter les histoires des autres
taide les connatre?
Instructional tip: Teachers can model the use
of the comparative forms of adverbs such as
moinsque, aussique, plusque,
autantque for making comparisons between
CORE FRENCH
cultural elements.
A3.2 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 com-
munities* (e.g., formal and informal expressions
of courtesy such as different types of salutations;
verbal and non-verbal cues appropriate to different
environments, such as social gatherings versus
classroom contexts; brief expressions used
to introduce themselves and others)
Teacher prompts: Quand dit-on bonjour
et salut? Comment est-ce que les indices
non verbaux utiliss par un individu taident
comprendre son message? Comment
montres-tu du respect la personne avec
qui tu parles?
appropriate behaviour and expressions used
when meeting or introducing someone new
(e.g., Bienvenue, Je te prsente).
* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French-
speaking communities in Ontario) but are not expected to do so.
56
B. SPEAKING
B1. 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;
GRADE 4
B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with
diverse audiences;
B3. 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.
B1. Speaking to Communicate a presentation introducing themselves, family
members, and/or pets; recount a sequence of
By the end of Grade 4, students will: events from a fictional or news story; deliver brief,
rehearsed oral presentations; give concise directions
B1.1 Using Oral Communication Strategies:
to a classmate describing how to perform an action
identify a range of speaking strategies and
or find an object)
use them appropriately to express themselves
clearly and coherently in French for various Teacher prompts: Comment est-ce que tu peux
purposes and to a variety of audiences (e.g., dcrire cet objet ou ton ami? Comment est-ce
use and reuse familiar language structures and que tu peux communiquer clairement tes besoins,
patterns, such as repetition, and incorporate tes motions et tes ides?
previously learned words and phrases to clarify Instructional tip: Teachers can model the use
the meaning of oral messages; use visual, non- of possessive pronouns (e.g., mon, ma,
verbal cues such as gestures, facial expression, mes, notre, nos) and the prsent when
body position, and eye contact pointing, smiling, introducing themselves and others.
nodding, leaning forward and vocal effects
such as changes in pitch, tone, pace, and volume B1.3 Speaking with Fluency: speak with a
to support and clarify meaning; refer to classroom smooth pace, appropriate intonation, and
visuals such as anchor charts to help them clarify accurate pronunciation in brief, rehearsed
a message) communications about personal and familiar
Teacher prompts: Quest-ce que tu fais quand topics (e.g., use accepted pronunciation for high-
tu parles franais et que la classe ne comprend frequency words, regularly used phrases, and words
pas? Quels gestes ou aides visuels peux-tu with personal significance in brief oral exchanges,
utiliser pour aider les autres comprendre ton dialogues, and presentations; accurately pronounce
message? Quest-ce que tu peux faire pour familiar vocabulary when introducing themselves
capter lattention de ton auditoire, et pourquoi? or their friends and family; speak at a comfortable
pace in short, rehearsed question-and-answer
B1.2 Producing Oral Communications: using routines about familiar topics; pronounce words
familiar words and expressions, produce brief, smoothly and accurately as modelled by the teacher
rehearsed messages in French containing when reciting tongue twisters, chants, rhymes, and
information and ideas about themselves, family, newly acquired vocabulary and when participating
friends, and their immediate environment, with in choral speaking and/or shared reading activities;
contextual, auditory, and visual support (e.g., use intonation as modelled by the teacher to ask
describe classroom routines; prepare and deliver
SPEAKING
57
questions; deliver a rehearsed oral presentation B2.3 Metacognition:
at a smooth pace with appropriate phrasing and (a) describe, in conversation with the teacher
emphasis) and their peers, a few strategies they found
Teacher prompts: Quand est-ce que tu as helpful before, during, and after speaking
confiance de parler en franais? Lorsque tu to communicate effectively;
parles un partenaire? En petits groupes? (b) identify their areas of greater and lesser
Devant la classe? Comment est-ce que le fait strength as speakers, and plan steps they can
de parler de quelque chose que tu aimes bien take to improve their speaking skills (e.g.,
ou que tu connais bien taide parler avec determine the elements of effective presentations;
CORE FRENCH
confiance? provide feedback on a peers oral presentation

and listen to peers comments about their own
Instructional tip: Teachers can model the presentations; evaluate their use of French in
acceptable pronunciation of singular and daily interactions with peers and the teacher)
plural nouns and verbs during shared reading
or in an inside/outside circle. Teacher prompts: Quels sont les lments
dune prsentation orale efficace? Comment
est-ce que la rtroaction que tu donnes tes
B2. Speaking to Interact pairs peut taider amliorer ton travail?
Quest-ce que tu vois pendant la conversation?
By the end of Grade 4, students will: Comment est-ce que cet exemple te permet de
mieux parler avec les amis? Comment les
B2.1 Using Speaking Interaction Strategies: commentaires de tes pairs taident-ils planifier
demonstrate an understanding of appropriate tes prochaines tapes? Quel sera ton but
speaking behaviour in a variety of situations damlioration? Quest-ce que tu dois faire
(e.g., restate the contributions of other group pour latteindre?
members to confirm understanding and share
preferences; use facial expressions, tone of voice, Instructional tips:
and gestures that are appropriate to the context and (1) Teachers can model and encourage the use
audience; ask questions to clarify the context of the futur proche (aller with the infinitif )
and purpose for exchanging information) when guiding students in their goal setting.
Teacher prompts: Pourquoi est-ce quil faut (2) Teachers can provide a template with
connatre son sujet avant de parler? Comment sentence starters or stems (e.g., Dans les cours
est-ce que tes gestes aident clarifier ton message en franais, je parle franais: toujours, parfois,
quand tu oublies un mot ou une expression? jamais) to guide student self-assessment.
(3) Teachers can model sentence stems that
B2.2 Interacting: engage in brief, structured
signal self-reflection (e.g., Je me demande,
spoken interactions, using familiar words
Je pense que, Je crois que, Je sais,
and expressions, with teacher modelling and
Je veux essayer).
support (e.g., contribute brief oral instructions
and responses in interactive games and role plays;
ask and answer questions in surveys and interviews; B3. Intercultural Understanding
participate in simulated telephone conversations;
answer the teachers or their classmates questions By the end of Grade 4, students will:
about their oral presentations)
B3.1 Intercultural Awareness: communicate
Teacher prompts: Comment est-ce que le fait information orally about French-speaking
de participer une discussion taide mieux communities in Ontario, including aspects
parler aux autres? Pourquoi est-ce que cest of their cultures and their contributions to
important de parler en franais avec les autres la francophonie and the world, and make
dans la classe? connections to personal experiences and their
Instructional tip: Teachers can model the use own and other communities (e.g., share ideas
of question words such as o, comment, about the importance of French as demonstrated
combien, quel/quelle, quest-ce que, and by its status as an official language of Canada
quest-ce qui to ask for clarification, identify and a required subject in the Ontario elementary
gaps in communication, and ask for additional curriculum; repeat phrases from songs by Franco-
information. Ontarian musicians that reveal aspects of French
58
Canadian cultures; give brief oral presentations B3.2 Awareness of Sociolinguistic Conventions:
describing traditions and festivals such as le Bal identify sociolinguistic conventions associated
de Neige in Ottawa; use a T-chart to organize with a variety of social situations in diverse
information and guide discussions about aspects French-speaking communities* and use them
of Franco-Ontarian cultures, such as family, school appropriately in spoken interactions (e.g.,
life, traditions, and festivals, and make connections use greetings, leave-taking expressions, and
to their own culture) expressions of courtesy bonjour, salut,
Teacher prompts: Quels aspects des cultures au revoir, demain, oui, non, merci,
franco-ontariennes (famille, vie scolaire, sil vous plat, excusez-moi as appropriate
traditions, festivals) peux-tu relier ta famille? to the social context; use the verb avoir to state
Selon toi, pourquoi le franais est-il important their age; use gestures and other forms of non-
GRADE 4
au Canada? Quels liens personnels as-tu faits verbal communication as appropriate to the social
avec les expriences des autres? context bowing, shrugging, hand shaking; use
standard introductory phrases to give personal
Instructional tip: Teachers can model the use information Je mappelle Jhabite)
of familiar phrases and expressions to describe
and share information gained from research Teacher prompts: Comment est-ce que vous
(e.g., Ce que jai trouv, Jai lu, Jai saluez un ami? Un professeur? Votre frre?
remarqu). Quels indices non verbaux sont utiles pendant
une conversation?
Instructional tip: Teachers can model various
ways of introducing others, as appropriate
to the social context: for example, Cest Rose
et Nyan or Voil Laura, versus Je vous
prsente Eric et Omar.
SPEAKING
59
C. READING
C1. Reading Comprehension: determine meaning in a variety of French texts, using a range of reading
CORE FRENCH
comprehension strategies;
C2. 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;
C3. Intercultural Understanding: demonstrate an understanding of information in French texts about
C1. Reading Comprehension meaning and activate their prior knowledge
before the exploration of a text.
(2) Teachers can model the use of reading
C1.1 Using Reading Comprehension Strategies: comprehension strategies using think-aloud
identify a few reading comprehension strategies stems and/or sentence starters (e.g., Le texte
and use them before, during, and after reading ditdonc je sais, Limage que je vois dans
to understand texts (e.g., activate prior knowledge ma tte, Le texte me fait penser ) during
by brainstorming about the cover, title page, and/or read-alouds and shared reading activities.
topic of a text; preview vocabulary to identify
familiar words and cognates; create key questions C1.2 Reading for Meaning: demonstrate an
as a class before reading; relate prior knowledge understanding of French texts containing
and personal experiences to topics in texts; discuss visuals and familiar names, words, and phrases,
how they visualize a character or a scene in a text; with teacher support as required (e.g., draw
discuss, draw, or write about evidence in the text pictures to retell a story; restate the main idea in a
that can be used to predict possible outcomes; use text using familiar vocabulary; create a tableau to
pictorial clues to predict meaning and confirm dramatize a scene from a story they have read; use
understanding of a text; use contextual clues to drama, music, or visual arts to respond to an issue
determine the meaning of new words; recognize raised in a text)
relationships between words with common spelling Teacher prompts: Quel est le message du
patterns and use them to determine the meaning texte? Quelles images choisis-tu pour
of new words, as in an/anne/anniversaire; reprsenter les ides principales du texte?
use visual clues such as illustrations, photos, Quelle est la scne la plus importante du
and charts to help clarify meaning) texte? Comment vas-tu jouer le rle du
Teacher prompts: Pourquoi est-il important hros de lhistoire?
de regarder la couverture et la page titre
dun livre/dun catalogue/dun magazine C1.3 Reading with Fluency: read texts containing
et den discuter avant de lire? Quels mots et familiar words and expressions at a sufficient
expressions taident visualiser le personnage rate and with sufficient ease to demonstrate
de lhistoire? Pourquoi est-ce que cest that they understand the overall sense of the
important danalyser le titre et les illustrations text (e.g., recognize high-frequency words, most
avant de commencer lire un livre? regularly used words, and words of personal
interest; recognize the same word in different
Instructional tips: graphic representations such as on the word wall,
(1) Teachers can model the use of pre-reading in shared/guided/independent-reading texts, on
strategies that will assist students to make
60
shared- and interactive-writing charts in personal C2. Purpose, Form, and Style
writing, and in a variety of fonts; make oral reading
sound like spoken language, with appropriate pauses, By the end of Grade 4, students will:
stops, and starts as indicated by the punctuation)
C2.1 Purposes of Text Forms: identify the
Teacher prompts: Pourquoi est-ce quil faut purpose(s) of some familiar text forms,
identifier les mots familiers quand on lit? including fictional, informational, graphic,
Pourquoi est-ce que cest important de and media forms (e.g., poem/song to express
continuer lire mme si tu ne comprends ideas or convey a mood in figurative, evocative
pas un des mots? Quand est-ce quil faut language; pattern book story to entertain
sauter un mot et continuer lire, ou chercher and/or explore problems, characters, and ideas;
la dfinition dun mot avant de continuer?
GRADE 4
menu to describe food offerings; calendar, list,
Instructional tip: During shared and guided or chart to communicate information in an
exploration of texts, teachers can read aloud organized, easy-to-understand form; non-fiction
and encourage students to echo their phrasing book to explain or describe something or explore
and expression, to help students sound more an issue or topic; greeting card to send good
natural and confident while reading aloud wishes or convey thanks; sign to attract attention
in French. and/or give directions; advertisement to attract
attention and persuade)
C1.4 Developing Vocabulary: use a few Teacher prompts: Comment est-ce que les
vocabulary-acquisition strategies before, paroles dune chanson aident lauteur
during, and after reading to determine or exprimer ses ides? Pourquoi est-ce quon
confirm the meaning of new and unfamiliar lit un texte informatif, une pancarte ou une
words (e.g., develop a bank of sight words using annonce publicitaire?
visual dictionaries; make word lists of personally
relevant vocabulary; use memorization and Instructional tip: Teachers can model the use
visualization strategies and verbal and written of a variety of verbs for identifying different
repetition to consolidate learning of new words; purposes for reading (e.g., se divertir,
develop lists of cognates to expand vocabulary; samuser, sinformer, sexprimer,
identify the tense of familiar verbs in the present, persuader, convaincre, communiquer,
past, and future by their suffixes) expliquer).
Teacher prompts: Comment est-ce que le C2.2 Characteristics of Text Forms: identify
mur de mots taide largir ton vocabulaire? some characteristics and/or stylistic elements
Quest-ce qui taide te rappeler dun of familiar text forms, including fictional,
nouveau mot de vocabulaire ou dune nouvelle informational, graphic, and media forms (e.g.,
expression? Quest-ce que tu fais quand tu poem/song rhyming or non-rhyming patterns
ne comprends pas un mot? Comment est-ce and use of imagery; pattern book story title
que les mots apparents taident apprendre page, illustrations, repetitive use of familiar words
le franais? and phrases, description of characters/setting/
Instructional tips: conflict, possible resolution; menu subsections
(1) Teachers can scaffold students vocabulary listing offerings of salads/main courses/desserts/
development by having them skim and scan beverages, prices, illustrations; calendar, list, or
a text to find familiar and new words. chart table or column format; greeting card
brief text message in special fonts, illustrations/
(2) Teachers can support students vocabulary graphics; non-fiction book table of contents,
development by pointing out synonyms illustrations, and captions; sign distinctive fonts,
(e.g., norme, gant, gigantesque) and colours, and symbols related to the content of the
antonyms (e.g., grand/petit, triste/heureux, message; advertisement eye-catching graphics,
derrire/devant) during various reading fonts, colours, and illustrations)
interactions.
Teacher prompts: Quels sont les lments
dune histoire structure rptitive qui rendent
cette dernire intressante lire? Quels sont
les lments dune carte de vux qui rendent
READING
61
cette dernire attrayante pour un lecteur? as le Bal de Neige or le Festival des tulipes
Quelles sont les diffrences entre un texte Ottawa, le Festival des voyageurs Mattawa,
informatif et un texte graphique? Mtis rendez-vous Rivire des Franais, sporting
events such as les Jeux franco-ontariens, childrens
games such as voyageur competitions and blanket
of vocabulary relating to the characteristics and
throwing, family traditions, and favourite songs in
stylistic elements of texts, such as la police,
various communities; read about Franco-Ontarian
les caractres gras, les images, les titres,
Mtis, such as Marcel Labelle and Christian Pilon,
les sous-titres.
and identify some of their accomplishments)
CORE FRENCH
C2.3 Metacognition: Teacher prompts: Comment est-ce que les

(a) describe, in conversation with the teacher dtails des histoires dune communaut
and their peers, a few strategies they found peuvent taider mieux connatre cette
helpful before, during, and after reading to dernire? Comment est-ce que le Bal de
understand texts; Neige Ottawa reprsente les activits dhiver
(b) identify their areas of greater and lesser favorites des Canadiens? Pourquoi est-ce que
strength as readers, and plan steps they can cest important pour les jeunes Franco-ontariens
take to improve their reading skills (e.g., use de participer aux Jeux franco-ontariens? Quels
book reviews written by peers to expand choices liens est-ce que tu as faits entre la communaut
for independent reading; discuss useful strategies franco-ontarienne et tes expriences personnelles?
for understanding a new expression in a text; share
helpful strategies with peers; establish next steps
of words and expressions for identifying
after a guided reading lesson)
similarities and differences between cultural
Teacher prompts: Quelles sont les stratgies celebrations in different communities (e.g.,
de lecture les plus efficaces? Parmi les Je fais la mme chose, Cest diffrent, On
suggestions de stratgies de lecture que tu ne fait pas cela, semblable, le contraire,
as donnes aux autres, quelles sont celles qui similaire).
peuvent taider? Quelles sont tes prochaines
tapes? C3.2 Awareness of Sociolinguistic Conventions:
identify, in age- and grade-appropriate French
Instructional tip: Teachers can introduce a
texts, examples of sociolinguistic conventions
checklist of expressions and sentence starters
associated with a variety of social situations
to guide discussion during a student-teacher
in diverse French-speaking communities* (e.g.,
or peer conference regarding effective reading
the use of Salut instead of Bonjour, la fin de
strategies.
semaine instead of le week-end, mon mari/ma
femme instead of mon poux/mon pouse, mon
C3. Intercultural Understanding amie/mon ami instead of ma copine/mon copain)
Teacher prompts: Comment peux-tu identifier

le narrateur du texte? Comment est-ce quon
C3.1 Intercultural Awareness: using information sait si le texte sadresse une personne ou
from a variety of French texts, identify French- plusieurs personnes? Comment est-ce que la
speaking communities in Ontario, find out langue utilise dans un texte reflte le contexte
about aspects of their cultures, and make rgional? Comment est-ce que la connaissance
connections to personal experiences and their des mots dune communaut taide largir ton
own and other communities (e.g., information vocabulaire?
about traditions, powwows, and festivals such
62
D. WRITING
D1. Purpose, Audience, and Form: write French texts for different purposes and audiences, using
a variety of forms;
GRADE 4
D2. 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;
D3. 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.
D1. Purpose, Audience, and Form about what they are doing; recipe for an easy-
to-prepare meal, such as corn soup lists of
By the end of Grade 4, students will: ingredients and instructions for combining them;
survey/questionnaire numbered questions in
D1.1 Identifying Purpose and Audience:
list format, with subsections for different subtopics,
determine, with support from the teacher,
interrogative pronouns to introduce questions;
their purpose for writing and the audience for
shopping list names of items, categories, prices)
French texts they plan to create (e.g., to convey
best wishes to a friend in a card/email/note; to Teacher prompts: Pourquoi est-il important
complete a registration form or provide personal de connatre les caractristiques et les lments
information in an application to a summer sports des diffrents types de textes? Quels sont
camp; to share a list of favourite activities with a les lments ncessaires dans un formulaire
friend in an email or text message; to communicate demandant des informations personnelles?
information in a report; to persuade people to protect Quels types de questions vas-tu proposer pour
the environment or to buy an environmentally un sondage? Quels lments sont ncessaires
responsible product in an advertisement) pour rdiger une recette?
Teacher prompts: Quels sont le sujet, le
destinataire et lintention de ton travail? D2. The Writing Process
qui tadresses-tu quand tu cris? Pourquoi
est-il important de penser a quand tu cris? By the end of Grade 4, students will:
Comment vas-tu partager linformation avec
tes camarades? D2.1 Generating, Developing, and Organizing
Content: generate, develop, and organize
D1.2 Writing in a Variety of Forms: write a ideas for writing, using a variety of pre-writing
variety of age- and grade-appropriate French strategies and resources, during modelled,
texts, applying their knowledge of the basic shared, guided, and independent writing
structural and stylistic elements of each form (e.g., activities (e.g., brainstorm ideas for writing using
postcard/greeting card/email/announcement/ visual prompts; gather ideas for writing from
invitation salutation and closing and a clear shared classroom experiences such as read-alouds
message; information sentence on a topic of and shared reading; activate prior knowledge about
interest sentence starter followed by specific personal, family, and community experiences
details; captions for a series of photographs of a through brainstorming and think-alouds; do
class activity classmates names and information research to identify key ideas related to a topic;
WRITING
use graphic organizers to create a list of words
63
related to a topic and/or to sort and classify ideas; D2.3 Producing Finished Work: make improve-
discuss the topic with peers and the teacher to ments to their written work, using knowledge
focus thinking; draw or sketch to formulate ideas of a few of the conventions of written French
and thoughts; jot down plans and draft an outline) (e.g., spell familiar words correctly and with
Teacher prompts: Comment est-ce que tu choisis appropriate accents; use high-frequency adjectives
le vocabulaire pour ton travail? Comment of colour, quantity, location, and sentiment to
est-ce que tu te prpares pour crire? Pourquoi enhance their messages; use the correct subject
est-il important de dvelopper et dorganiser pronouns to refer to family members, friends,
tes penses avant dcrire? and community members; use high-frequency
CORE FRENCH
verbs in the present tense to describe things that

Instructional tips: are happening to and around them), and use
(1) Teachers can encourage students to use a few elements of effective presentation to
different coloured highlighters to sort, select, produce a polished product for publication
and prioritize information, during or after (e.g., a larger font for headings; bold/italics/
brainstorming about a particular topic. underlining for emphasis)
(2) Teachers can model the creation of word Teacher prompts: Comment est-ce que tu
webs (circular diagram with words related utilises le vocabulaire familier affich dans la
to seeing, feeling, touching, and doing) as a classe pour vrifier lorthographe des mots et
strategy for identifying vocabulary related amliorer ton travail crit? Quels lments
to a particular topic. de prsentation (p. ex., souligner, caractres
gras) peux-tu incorporer avant de remettre
D2.2 Drafting and Revising: plan and produce un travail crit?
drafts following a model (e.g., email, postcard,
procedure, directions to determine location), and Instructional tip: Teachers can remind students
revise their writing using a variety of strategies, to check for subject-verb agreement when
with teacher support (e.g., reread, change, add, making final corrections to their drafts.
subtract, and/or reorganize content; rewrite, edit,
and revise drafts based on feedback from the D2.4 Metacognition:
teacher and peers) (a) describe, in conversation with the teacher
and their peers, a few strategies they found
Teacher prompts: Pourquoi est-ce que cest helpful before, during, and after writing;
une bonne ide de lire ton bauche un (b) identify their areas of greater and lesser
ou plusieurs camarades ou au professeur? strength as writers, and plan steps they can
Quels commentaires de tes camarades ou de take to improve their writing skills (e.g., when
ton enseignant ou enseignante vont taider conferencing with the teacher, evaluate their plan
amliorer ton travail? Quels mots choisis-tu for writing; use comments on their written text
pour clarifier ton message? from the teacher and their peers to plan next steps;
Instructional tips: reflect on their ability to represent familiar words

(1) During modelled, shared, and guided in writing)
writing, teachers can demonstrate for students Teacher prompts: Comment est-ce que tes
the correct use of the masculine and feminine commentaires propos du travail dun
singular and plural forms of adjectives, as well partenaire te permettent damliorer ton
as the appropriate use of the present, past, and travail? Comment la discussion peut-elle
future tenses of common verbs, as required by clarifier les tapes de la rdaction? Comment
the context. peux-tu vrifier la clart de ton message?
(2) Teachers can remind students to use a Quels sont tes forces et tes dfis comme
variety of sentence types (e.g., declarative, crivain?
exclamatory, interrogative) to add interest Instructional tips:
to their writing. (1) Teachers can model effective sentence
(3) Teachers can encourage students to identify starters for students to provide feedback to
synonyms for familiar words and use them to peers such as Jaime ta description, Tu
add variety and interest to their descriptions. peux ajouter plus de dtails, Noublie pas
les lettres majuscules.
(4) Teachers can refer students to anchor charts
or word lists containing common words and (2) Teachers can model the correct use of je
expressions that they can use in daily writing peux sentence stems during reflection and
tasks. goal-setting activities.
64
D3. Intercultural Understanding D3.2 Awareness of Sociolinguistic Conventions:
identify sociolinguistic conventions associated
By the end of Grade 4, students will: with a variety of social situations in diverse
French-speaking communities* and use them
D3.1 Intercultural Awareness: in their written
appropriately in their written work (e.g., greetings
work, communicate information about French-
and expressions of courtesy such as bonjour, au
speaking communities in Ontario, including
revoir, non, merci, sil vous plat; standard
aspects of their cultures and their contributions
formats for personal letters, postcards, emails;
to la francophonie and the world, and make con-
conventions for writing the date)
nections to personal experiences and their own
and other communities (e.g., select pictures of a Teacher prompts: Comment est-ce quon crit
GRADE 4
Franco-Ontarian, Aboriginal, or Mtis community une salutation approprie? Pourquoi est-il
such as Sturgeon Falls, Verner, Noelville, or Mattawa important de connatre la structure dune lettre,
and create descriptive captions for them; create a dune carte postale ou dun courriel? Comment
poster with illustrations and text to promote interest est-ce que la date en franais est crite diffrem-
in speaking French in Ontario; research a famous ment de la date en anglais?
Franco-Ontarian legend, myth, or story and write
a poem about it)
Teacher prompts: Comment peux-tu utiliser
le vocabulaire pour crer des tiquettes
descriptives pour un photoreportage sur une
communaut franco-ontarienne? Comment
peux-tu bien reprsenter les gens de cette
communaut?
WRITING
65
GRADE 5
Note
A. LISTENING
CORE FRENCH
A1. Listening to Understand family, friends, and their immediate environment,
with contextual and visual support (e.g., listen
By the end of Grade 5, students will: and re-listen to a read-aloud and note key ideas
in a class-generated graphic organizer; identify
a classmate from a physical description; listen to a
classmate or teacher describe the weather and draw
a picture to illustrate the description; use a checklist
appropriately before, during, and after listening
to indicate the important ideas in an oral text
to understand oral French texts (e.g., talk about
or presentation; construct or draw a model of an
ideas and personal experiences related to a topic
object based on a partners instructions; identify
before beginning a listening task to make predictions
key concepts and vocabulary in recorded messages,
about it; take notes to confirm what they have
songs, and audio webcasts, and use multiple
heard; ask questions to determine next steps;
intelligences to represent them; listen to a description
use visual and auditory clues in multimedia
of a classmates personal collection, favourite

texts to help determine meaning; sequence actions
activity, or family celebration and write, draw,
in descriptions of past, present, and future events)
or choose images to compare it with their own)
Teacher prompts: Quels sont les gestes ou les
Teacher prompts: Comment est-ce que le fait
aides visuelles qui taident comprendre le
de dessiner/faire une illustration taide mieux
message de lindividu qui parle? Quels outils
comprendre un texte? Dans les instructions
taident organiser linformation importante?
dune marche suivre, quels sont les mots et
Comment est-ce que le fait de dresser une
expressions (p. ex., avant, aprs, premirement)
liste de mots et dides cls peut taider bien
qui taident suivre les tapes?
comprendre ce que tu entends? Quest-ce
qui taide comprendre et organiser les
informations du texte? A2. Listening to Interact
Instructional tip: Using a think-aloud, teachers
can model the creation of a word web to identify
vocabulary related to a big idea such as A2.1 Using Interactive Listening Strategies:
environmental stewardship or local heroes. identify and use interactive listening strategies
to suit a variety of situations while participating
A1.2 Demonstrating Understanding: in social and academic interactions (e.g., build
demonstrate an understanding of the purpose on what others are saying by offering relevant
and meaning of oral French texts containing comments when participating in paired and small-
familiar words and expressions about themselves, group exchanges on familiar topics; observe a
68
peers body language to help understand his or take to improve their listening skills (e.g., plan
her intended message; ask questions in paired and to keep a journal of listening strategies they have
small-group activities to clarify their understanding found helpful, for future reference)
of what is said)
Teacher prompts: Comment est-ce que tu
Teacher prompts: Quand est-ce quil faut parler vrifies ta comprhension quand tu coutes?
et quand faut-il couter? Quelles stratgies Quelle stratgie dcoute a t utile pour ton
dcoute taident quand tu veux participer partenaire? Comment est-ce que cette stratgie
une interaction orale? taidera ou ne taidera pas? Quels indices
Instructional tip: Teachers can use role play to non verbaux (indices visuels, indices gestuels,
demonstrate when it is time to listen and when langage corporel) sont efficaces pour taider
GRADE 5
it is time to speak in a variety of situations. comprendre le message?
Instructional tip: Teachers can use a think-aloud
A2.2 Interacting: respond with understanding to demonstrate how students might reflect on
to what others say while participating in brief, their listening behaviour (e.g., Jcoute mieux
structured interactions about themselves, quand je regarde la personne qui parle. Je peux
family, friends, and their immediate environment, regarder ses gestes et son visage. Je peux
with contextual and visual support (e.g., using comprendre lide principale de son message.)
familiar words/expressions and/or actions, respond
appropriately to questions in paired and small-
group exchanges on familiar topics or to a partners A3. Intercultural Understanding
comments in a think-pair-share session; listen and
respond to questions about familiar topics such as
personal preferences, interests, and past or future A3.1 Intercultural Awareness: using information
events or experiences; offer a classmate comparable from oral French texts, identify French-speaking
information in response to a description of his or communities in Quebec, find out about aspects
her family; interview a classmate and use the of their cultures, and make connections to
information to introduce him or her to a group) personal experiences and their own and other
Teacher prompts: Comment est-ce que les communities (e.g., listen to and identify topics of
commentaires des autres taident mieux interest in songs, stories, and legends by Qubcois
participer une discussion en petit groupe? artists and authors, such as Anthony Phelps Et
Quelles questions peux-tu poser ton camarade moi, je suis une le, Lala Hloua Mandarine et
pour continuer la discussion? Que fais-tu si Kiwi; using a graphic organizer to guide listening,
tu ne comprends pas les instructions donnes organize information from French texts about family,
par ton partenaire? Quelles informations sont school life, traditions, powwows, and festivals in
ncessaires pour prsenter ton partenaire un Qubcois communities, such as Quebec City
groupe? Quels commentaires peux-tu offrir Festival des journes dAfrique, Danses et Rythmes
ton partenaire afin de lui fournir une rtroaction du Monde, Trois-Rivires Festival urbain,
pertinente? Montreal Festival du monde arabe, and make
connections to their own culture; listen to the
Instructional tips:
recitation of a traditional French Canadian story
(1) Teachers can model ways of giving feedback
used by Mtis, such as La Chasse-galerie, and
to a peer, including the use of various question-
make connections to a familiar tale)
and-answer formats (e.g., Est-ce que?,
inversion, and incorporating the question in Teacher prompts: Quels sont les dtails
the answer). importants propos de cette rgion? Est-ce
que ces dtails taident mieux connatre ta
(2) Teachers can ask students to pay particular
communaut? Quand tu coutes un clip
attention to whether sentences are affirmative
audio ou tu visionnes une vido dcrivant les
or negative in order to give an appropriate
aspects de la culture qubcoise, quels liens
response.
fais-tu avec ta communaut? Comment est-ce
que le fait dcouter les prfrences des autres
A2.3 Metacognition:
taide les comprendre?
and their peers, a few strategies they found Instructional tip: Teachers can help students
helpful before, during, and after listening; recognize adjectives and descriptive words that
(b) identify their areas of greater and lesser refer to personality traits and accomplishments
strength as listeners, and plan steps they can (e.g., intelligent, drle, bien organis).
LISTENING
69
of situations in diverse French-speaking
communities* (e.g., compare French expressions
to expressions used in English and/or their first
language; compare different types of body language
used in social interactions in various cultures;
CORE FRENCH
identify French phrases that are used to initiate,

interrupt, and conclude conversations politely)
Teacher prompt: Quand tu parles quelquun,
comment choisis-tu les mots ou les expressions
appropris selon la situation?
Instructional tip: Teachers can model the use of
appropriate expressions of courtesy when they
speak to students, such as Je vous en prie
(plural or formal), Je ten prie (singular), and
De rien or Bienvenue (familiar).
speaking communities in Quebec) but are not expected to do so.
70
B. SPEAKING
GRADE 5
B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes and
with diverse audiences;
B1. Speaking to Communicate Teacher prompts: Comment est-ce que tu
choisis les informations importantes partager
By the end of Grade 5, students will: quand tu te prsentes un ou une camarade
de classe? Comment est-ce que tu peux
te prsenter dune faon engageante et
intressante? Comment est-ce quon
organise le vocabulaire, les dtails et les
clearly and coherently in French for various
ides pour communiquer le message lors
purposes and to a variety of audiences (e.g.,
dune prsentation en petit groupe?
use a familiar model to structure messages; use
think-aloud stems to structure descriptions and Instructional tips:
comments; use changes in pitch, tone, and volume (1) Teachers can model the use of standard forms
to maintain the interest of listeners; vary the pace of familiar expressions for expressing likes and
of speech to hold the audiences attention when dislikes (e.g., Jaime and Je naime pas).
presenting) (2) Teachers can scaffold students learning
Teacher prompts: Quelles sont les meilleures by modelling the use of verbs for expressing
stratgies pour clarifier ton message? Pourquoi a preference (e.g., prfrer/aimer/adorer/
est-ce que cest une bonne ide de changer le dtester) or a wish (e.g., dsirer/esprer/
ton et le volume de ta voix? Est-ce que cela peut souhaiter/vouloir).
aider les autres comprendre ton message?
B1.3 Speaking with Fluency: speak with a
B1.2 Producing Oral Communications: using smooth pace, appropriate intonation, and
familiar words and expressions, produce brief, accurate pronunciation in brief, rehearsed
rehearsed messages in French containing communications about personal and familiar
information and ideas about themselves, family, topics (e.g., speak about familiar topics using
friends, and their immediate environment, with planned pauses and few hesitations; pronounce
contextual, auditory, and visual support (e.g., new words from shared reading activities
make introductions; respond to questions and accurately, as modelled by the teacher)
instructions using previously learned vocabulary; Teacher prompts: Quest-ce que tu peux faire
ask questions to obtain additional information pour pratiquer et amliorer ta prononciation?
about healthy food choices; describe themselves, Quelles stratgies taident parler clairement
other people, and places using familiar expressions; et avec un bon dbit?
state their reactions to information in texts such as
posters, food guides, environmental brochures, and
SPEAKING
Aboriginal songs and stories)
71
B2. Speaking to Interact for additional information about a topic (e.g.,
Quest-ce que tu peux ajouter?, Peux-tu
By the end of Grade 5, students will: clarifier tes ides cls?, Quest-ce qui sest
pass?, Quand est-ce que tu vas faire a?,
B2.1 Using Speaking Interaction Strategies:
O est-ce quil va aller?).
demonstrate an understanding of appropriate
speaking behaviour in a variety of situations B2.3 Metacognition:
(e.g., demonstrate an understanding of when to (a) describe, in conversation with the teacher
speak and when to listen, for instance using a and their peers, a few strategies they found
talking stick/stone/feather to indicate the speaker; helpful before, during, and after speaking to
CORE FRENCH
take turns; speak clearly; look at the listener/ communicate effectively;

audience; use visual supports, facial expression, (b) identify their areas of greater and lesser
tone of voice, and gestures such as nodding, pointing, strength as speakers, and plan steps they can
and shrugging to help clarify their meaning; when take to improve their speaking skills (e.g., share
working in pairs or in a group, acknowledge the and discuss a strategy used to participate in a
contributions of others before stating their own discussion; compare speaking situations to reflect
views; make personal connections to the experiences on their own ability to communicate; use classroom
of others when responding; show awareness of and visuals and reference material to give feedback)
sensitivity towards the background and experiences
of others when expressing their views) Teacher prompts: Est-ce que la discussion
propos des stratgies avec tes pairs taide
Teacher prompts: Quelles stratgies taident clarifier ton message? Quest-ce que tu peux
participer une conversation avec tes amis? observer lorsque tu coutes tes amis parler?
Quels indices non verbaux peuvent aider le Quelles observations taident mieux prsenter
groupe mieux comprendre ton message ou tes ides? Quelle stratgie est-ce que tu utilises
ta rponse? pour organiser ce que tu veux dire? Quest-ce
Instructional tip: Teachers can introduce students que tu fais quand les autres ne comprennent
to the use of expressions for acknowledging the pas ce que tu dis en franais? Quel est ton but
contributions of others when participating in damlioration? Quest-ce que tu peux faire
group activities (e.g., Jai bien compris ce que pour latteindre?
tu as dit, Je suis daccord avec toi). Instructional tips:
(1) Teachers can work with students to develop
B2.2 Interacting: engage in brief, structured
a checklist of oral communication strategies
spoken interactions with their peers and the
and encourage them to identify strategies they
teacher, using familiar words and expressions,
find effective.
with teacher modelling and support (e.g., ask
and answer questions about name, age, and family; (2) Teachers can model the use of comparative
expressions such as le/la/les plus and le/la/
ask questions to clarify meaning before responding;

share their ideas and respond to others opinions les moins and encourage students to use them
in a literature circle; make constructive comments when discussing the effectiveness of strategies
when giving feedback to a classmate in a peer- with their peers.
assessment activity; contribute and respond to (3) Teachers and students can work together
comments in interactive games and structured oral to construct an anchor chart listing words,
activities; participate in role-play conversations questions, and expressions that students can
that simulate the authentic use of language; respond use to reflect on their skills and steps they
to questions from the teacher and their peers about can take to improve.
their oral presentations; ask and answer questions
about healthy food choices or environmental issues)
Teacher prompts: Quelles informations B3. Intercultural Understanding
vas-tu partager avec ton partenaire? Comment By the end of Grade 5, students will:
peux-tu lui demander de partager les mmes
informations? Quelles questions peux-tu B3.1 Intercultural Awareness: communicate
poser quelquun pour mieux le connatre? information orally about French-speaking
Comment est-ce que tu te prpares pour faire communities in Quebec, including aspects
un dialogue avec un pair, un sondage ou une of their cultures and their contributions to
entrevue? la francophonie and the world, and make
Instructional tip: Teachers can model a connections to personal experiences and their
variety of ways to structure questions asking own and other communities (e.g., describe a
specific region or community in Quebec, including
72
Aboriginal communities, using a poster they have and informal situations such as tu versus vous
created or obtained from a travel agency to illustrate or the use of Oui by itself with their peers versus
their remarks; describe the ingredients and procedure Oui, Madame/Monsieur with adults; use gestures
for making a familiar Qubcois dish such as and other forms of non-verbal communication
poutine; recite or paraphrase songs, stories, and/or such as kissing and hand shaking as appropriate
legends by Qubcois artists and authors; identify to the social context; use greetings, leave-taking
some famous Qubcois[es], such as Michalle expressions, and expressions of courtesy such as
Jean, Maurice Richard, Mario Lemieux, Boucar bonjour, au revoir, sil vous plat, merci
Diouf, Nikki Yanofsky, Gilles Vigneault, William as appropriate to the social context; use accepted
Shatner, Simple Plan, Pierre Trudeau, Samian, verbal formulas for interrupting, initiating, and
Emmanuelle Chriqui, Alexandre Bilodeau, Julie concluding conversations politely such as
GRADE 5
Payette, Marc Garneau, or Guy Lalibert, and Pardon, Madame/Monsieur)
describe some of their accomplishments; deliver
Teacher prompts: Pourquoi est-ce que cest
a brief oral presentation comparing important
important dutiliser des salutations et des
issues or events in a Quebec community and
expressions justes quand tu parles? Comment
their own community)
choisis-tu les mots et les expressions que
Teacher prompts: Quels aspects des cultures tu utilises quand tu parles tes amis? Aux
qubcoises (famille, vie scolaire, traditions) adultes? Comment pourrais-tu enrichir tes
ressemblent la culture de ta communaut? conversations avec une autre personne de culture
Selon toi, pourquoi est-ce que cest important francophone? Comment modifies-tu tes
dapprendre des aspects de la culture dune stratgies de prise de parole selon la situation?
autre communaut? Comment est-ce que le
Instructional tip: Teachers can review with
fait de comprendre les prfrences des autres
students the appropriate use of the familiar
taide interagir dune manire respectueuse?
forms of personal pronouns (je, tu, il/elle,
nous, vous, ils/elles) in interactions
B3.2 Awareness of Sociolinguistic Conventions:
with peers.
with a variety of social situations in diverse
appropriately in spoken interactions (e.g., identify
and use appropriate forms of address to suit formal
SPEAKING
73
C. READING
CORE FRENCH
C1. Reading Comprehension C1.2 Reading for Meaning: demonstrate an
understanding of French texts containing
By the end of Grade 5, students will: visuals and familiar names, words, and
expressions, with teacher support as required
C1.1 Using Reading Comprehension Strategies:
(e.g., retell the events of a narrative in pictures
identify a few reading comprehension strategies
and simple phrases using a graphic organizer to
and use them before, during, and after reading
identify the beginning, middle, and end; create
to understand texts (e.g., preview texts by looking
skits or commercials based on a text; make graphs
at images, captions, headlines, and tables to gain
or T-charts to organize information from a text;
a sense of the subject matter and structure; use
dramatize a story they have read using puppets
brainstorming to activate prior knowledge about
or oral accounts; use visual art, music, or dance to
a topic; preview vocabulary to identify familiar
communicate their reactions to a text; identify a
words and cognates; predict possible outcomes to
classmates favourite pastime from information
a story based on knowledge of similar text forms;
on his or her web page)

create mental images of the setting or characters
based on descriptive details; use contextual clues Teacher prompts: Comment peux-tu exprimer
to infer meaning; reread a section of text to confirm ta raction un texte en utilisant les arts visuels,
or clarify understanding) la musique ou la danse? Comment est-ce
quun organisateur graphique peut taider
Teacher prompts: Comment est-ce que les
classer les vnements dun texte narratif?
images, les illustrations ou les manchettes dun
Comment est-ce que cette organisation taide
texte peuvent te donner des indices propos
raconter lhistoire?
du sujet du texte? Comment est-ce que ta
connaissance dun texte semblable taide faire Instructional tip: Teachers can encourage
des prdictions? Quand tu lis un texte, quelle students to make connections between words
stratgie est-ce que tu utilises pour clarifier ta and expressions found in French texts and
comprhension? similar expressions in English and/or their
first language to clarify meaning.
Instructional tip: Teachers can model a think-
aloud using expressions associated with the C1.3 Reading with Fluency: read texts containing
five senses (ce que je vois, ce que jentends, familiar words and expressions at a sufficient
ce que je sens, ce que je touche, ce que je rate and with sufficient ease to demonstrate
gote) when exploring texts, to guide students that they understand the overall sense of the
in their visualization. text (e.g., make reading aloud sound like spoken
language, with appropriate expression and emphasis,
and pauses, stops, and starts as indicated by the
74
punctuation; recognize familiar language structures Teacher prompts: Pourquoi est-il important
in different contexts; identify the same word in didentifier lintention de diffrents types de
different graphic representations such as on the textes? Pourquoi est-ce que lauteur a dcid
word wall, in shared/guided/independent-reading de prsenter linformation de cette faon-l?
texts, on shared- and interactive-writing charts
Instructional tip: Teachers can encourage
used in personal writing, in a variety of fonts)
students to identify and use adjectives that
Teacher prompts: Pourquoi est-ce que la describe different types of text forms (e.g.,
ponctuation (p. ex., une virgule, un point) taide informatif, explicatif, narratif).
lire plus facilement? Pourquoi est-ce que
cest utile de sauter un mot et de continuer lire? C2.2 Characteristics of Text Forms: identify
some characteristics and/or stylistic elements
GRADE 5
Instructional tip: Teachers can introduce
of familiar text forms, including fictional,
students to common French sound patterns
informational, graphic, and media forms
(moi, toi, trois, toit, fois, froid) and
(e.g., travelogue sequential/chronological
word families (grand/grandeur/grandiose)
order, descriptions of experiences and key sites/
to help them read unfamiliar words.
landmarks, maps/illustrations/photographs, captions;
C1.4 Developing Vocabulary: use a few newspaper/magazine article statement of
vocabulary-acquisition strategies before, theme or topic, photographs/illustrations, captions,
during, and after reading to determine or title, author name, subheadings, sidebars, pull quotes;
confirm the meaning of new and unfamiliar fictional story/legend description of characters
words (e.g., update a personal list of familiar and setting, plot line involving a problem or conflict,
words using resources such as dictionaries and resolution; textbook/informational text table
the word wall; develop lists of cognates to expand of contents, title page, chapter or section divisions,
vocabulary; use knowledge of word structure subsections with headings, charts/diagrams,
[prefixes, stems, suffixes] to determine the meaning labels/captions)
of unfamiliar words) Teacher prompts: Quelles sont les caractris-
Teacher prompts: Que fais-tu avec une banque tiques dun documentaire de voyage qui
de mots personnelle? Quelles stratgies est-ce rendent ce type de texte intressant lire?
que tu utilises quand tu ne comprends pas un Comment est-ce que ce texte est organis?
mot? O trouves-tu des nouveaux mots et de Est-ce que cette organisation taide lire
nouvelles expressions relis ton passe-temps lhistoire? Quels sont les lments dun article
prfr? de magazine? Comment est-ce que ces lments
taident lire le texte? Peux-tu identifier la
Instructional tip: Teachers can encourage forme de texte selon les caractristiques et les
students to keep a personal log and pictures lments de style indiqus sur le rfrentiel?
or illustrations of a few interesting and useful
words and expressions that they encounter Instructional tip: Teachers can ask students
while reading, and to use them when speaking to identify some stylistic elements and/or
and writing. grammatical forms (e.g., description,
exaggeration, the infinitif form of the verb)
found in texts.
C2. Purpose, Form, and Style
C2.3 Metacognition:
By the end of Grade 5, students will: (a) describe, in conversation with the teacher
C2.1 Purposes of Text Forms: identify the helpful before, during, and after reading to
purpose(s) of some familiar text forms, including understand texts;
fictional, informational, graphic, and media (b) identify their areas of greater and lesser
forms (e.g., letter/email to ask for information, strength as readers, and plan steps they can
share news with a friend, extend or reply to an take to improve their reading skills (e.g., use an
invitation, express thanks; list to record or interest survey to identify reading preferences and
communicate information or instructions; fictional opportunities to expand choices for independent
story/legend, such as the Mtis legend Ti-Jean reading; reflect on the texts listed in a personal
to entertain or enlighten through a description of reading log and set a goal to read other genres)
imaginary events, places, and people; travelogue
to describe the experience of travelling to or in a Teacher prompts: Quelles stratgies est-ce
country or region; newspaper/magazine article que tu utilises le plus souvent quand tu lis un
texte? Comment le fait dexpliquer la faon
READING
to explore/describe a contemporary issue, event,

person in the news, or trend) dutiliser une stratgie te permet-il de rflchir
75
sur tes habilets? Comment est-ce que les Cline Dion, Gilles Pelletier, or Marc Favreau,
rtroactions de ton enseignante ou enseignant or historical figures, and describe some of their
te permettent dlaborer tes prochaines tapes? accomplishments)
Pourquoi est-il important de reconnatre les Teacher prompts: Comment est-ce que la
types de texte ou les situations de lecture qui langue franaise et les cultures francophones
sont plus difficiles pour toi? ont contribu au succs de cette vedette
Instructional tips: qubcoise? Quels sont les lments culturels
(1) Teachers can model the use of je peux prsents dans le texte portant sur cette rgion
statements (e.g., Je peux comprendre, Je ou cette communaut qui tintressent?
CORE FRENCH
peux lire les mots familiers, Je peux utiliser Instructional tip: Teachers can draw students
les stratgies) and the appropriate future attention to the plural and singular and
form of familiar verbs (e.g., Je vais lire, masculine and feminine forms of adjectives
Je choisirai ce genre de texte) to encourage that describe traditions, nationalities, or cultural
students to reflect on their reading skills and heritage (e.g., francophone, qubcois,
set personal goals for improvement. qubcoise, canadien, canadienne,
(2) Teachers can develop a list of guiding mtis, mtisse, autochtone).
questions to help students reflect on their
reading, such as Quelles stratgies est-ce que C3.2 Awareness of Sociolinguistic Conventions:
jutilise quand je lis? Est-ce quil y a dautres identify, in age- and grade-appropriate French
stratgies que je peux utiliser? Quest-ce que texts, examples of sociolinguistic conventions
jaime lire? Est-ce quil y a dautres genres de associated with a variety of social situations in
texte que jaimerais lire? diverse French-speaking communities* (e.g.,
in the lyrics of a popular Qubcois rap or song,
recognize and explain variations in the spelling
C3. Intercultural Understanding of a common word such as ptit versus petit;
identify salutations and common words and
expressions used in different types of letters,
C3.1 Intercultural Awareness: using information emails, and postcards)
from a variety of French texts, identify French- Teacher prompts: Comment sais-tu que cest
speaking communities in Quebec, find out about une lettre amicale? Quels mots ou expressions
aspects of their cultures, and make connections utiliss par lauteur taident identifier le
to personal experiences and their own and other destinataire?
communities (e.g., determine the ingredients in a
typical Qubcois dish such as le pouding chmeur;
of effective questions and key words used to
describe ideas, themes, and characters depicted in
guide research such as Quest-ce que je sais
music, stories, and legends by Qubcois artists
dj? Quest-ce que je veux savoir?, Quels

and authors such as Alain M. Bergeron, Sheldon
sont les mots cls?
Cohen, or Samian; read about Qubcois person
alities such as Rgine Chassagne, Bruny Surin,
76
D. WRITING
a variety of forms;
GRADE 5
D1. Purpose, Audience, and Form Teacher prompts: Comment peux-tu identifier
et prsenter les membres dune famille?
By the end of Grade 5, students will: Pourquoi est-il important de connatre les
lments dune carte de vux?
their purpose in writing and the audience for D2. The Writing Process
French texts they plan to create (e.g., to send
a greeting to a parent or classmate; to describe a By the end of Grade 5, students will:
real or imaginary place in a postcard to a friend,
parent, or teacher; to provide a family tree to D2.1 Generating, Developing, and Organizing
show to members of their family; to describe their Content: generate, develop, and organize
personal preferences and interests to a pen pal; ideas for writing, using a variety of pre-writing
to communicate information about the school strategies and resources during modelled, shared,
intramural sports program to classmates; to guided, and independent writing activities (e.g.,
entertain with an amusing anecdote; to share their view films to generate ideas; formulate questions
feelings with an Elder, grandparent, or veteran to use in gathering information for a report on
regarding the teachings and lessons learned the favourite activities of their family and friends;
from him or her) use word lists and the word wall to create a list of
vocabulary related to a topic; identify big ideas/
Teacher prompts: Quel est le but de ton travail topics for writing from read-alouds and shared
dcriture? Comment vas-tu organiser tes reading activities; brainstorm ideas for writing
ides selon la structure dune carte postale? using visual prompts; use print resources and
assistive technology to do research on a topic; use
D1.2 Writing in a Variety of Forms: write a a graphic organizer to record and sort information
variety of age- and grade-appropriate French from a field trip to use in a description of the outing;
texts, applying their knowledge of the basic write or draw to explore different facets of ideas;
structural and stylistic elements of each form use peer and teacher feedback to clarify the focus
(e.g., a family tree names of family members and of a topic)
labels identifying their relationship to the writer
such as ma mre/mon pre,mon frre/ma sur, Teacher prompts: Pourquoi est-ce que cest
mon grand-pre/ma grand-mre; a greeting important de planifier ton travail avant
card salutation, closing, and message suited to dcrire? Pourquoi est-il important de faire
the occasion; a memo giving information about rfrence au mur de mots et tes listes de mots
WRITING
a school event a heading identifying the intended quand tu organises tes ides pour crire?
audience, the time and place of the event, and other Comment est-ce quun remue-mninges taide
relevant details)
77
organiser tes ides? Comment choisis-tu les appropriate punctuation; describe and distinguish
ressources utiles (p. ex., des encyclopdies, des between male and female members of the family
sites web, des journaux, des films, des livres) using adjectives of the appropriate gender; use
pour lancer une recherche sur un sujet qui appropriate verb tenses according to the context),
tintresse? and use a few elements of effective presentation
to produce a polished product for publication
Instructional tips:
(e.g., select pictures appropriate to the subject
(1) Teachers can model the creation of a
matter; use headings to identify main ideas)
graphic organizer to record vocabulary
related to emotions and sensations describing Teacher prompts: Pourquoi est-il important
CORE FRENCH
students responses to an event or experience dutiliser un lexique personnel pour bien peler
(e.g., Ce que je peux voir, Ce que je peux les expressions et le vocabulaire familiers?
sentir, Ce que je peux goter, Ce que je Pourquoi est-il important dutiliser la forme
peux entendre, Ce que je peux toucher, correcte dun adjectif? Quels lments peux-tu
Ce que je peux ressentir). utiliser pour identifier les ides principales
dans ton produit final?
(2) Teachers can model the correct use of ordinal
numbers (e.g., En premier, deuximement, Instructional tip: Teachers can remind students
troisimement) to organize and present to verify that they have used appropriate final
information in order of importance. punctuation for different types of sentences
(e.g., for the questions and answers in a brochure
D2.2 Drafting and Revising: plan and produce about a favourite place or object).
drafts following a model (e.g., a letter or postcard
template, a series of sentence starters), and revise D2.4 Metacognition:
their writing using a variety of strategies, with (a) describe, in conversation with the teacher
teacher support (e.g., reread, rethink, and use and their peers, a few strategies they found
teacher feedback to determine the best order in helpful before, during, and after writing;
which to present information; use a dictionary to (b) identify their areas of greater and lesser
monitor word choice; add or subtract information, strength as writers, and plan steps they can
based on peer or teacher feedback, to highlight the take to improve their writing skills (e.g., record
most important points; rewrite, edit, and revise feelings and opinions about their written work in a
using an editing checklist provided by the teacher personal journal; share with peers writing resources
and/or teacher and peer feedback) that they find useful; provide feedback to peers, and
use feedback from teacher and peers to identify
Teacher prompts: Comment est-ce quun
gaps in information and plan next steps)
dictionnaire ou un lexique personnel peut
taider utiliser le meilleur mot quand tu cris Teacher prompts: Quest-ce que tu vas noter
ton bauche? Comment est-ce quune liste dans ton journal dcriture? Quelles ressources
de contrle pour la rdaction peut amliorer ont t les plus utiles quand tu as crit ton
ton travail crit? Pourquoi est-il important rapport de recherche? Quest-ce que tu as dit
dincorporer les suggestions des autres dans ton ami propos de son texte? Est-ce que tu
tes rvisions? peux utiliser les mmes stratgies afin damliorer
ton travail? Quest-ce que tu vas pouvoir faire
Instructional tips:
la prochaine fois? Pourquoi est-il important
(1) Teachers can model the correct use of
didentifier la prochaine tape suivre pour
possessive adjectives for describing personal
amliorer tes travaux crits?
objects or family members.
Instructional tips:
(2) Teachers can remind students to use a
(1) Teachers can encourage the development of
variety of familiar adjectives, adverbs, and
a writers notebook to set goals, plan next steps,
nouns describing people, places, and objects,
and record ideas for future writing tasks.
to add interest to their writing.
(2) Teachers can model and encourage the
D2.3 Producing Finished Work: make improve- use of sentence stems that signal self-reflection
ments to their written work using knowledge during the process of evaluating writing
of a few of the conventions of written French strategies and skills (e.g., Je me demande,
(e.g., use personal word lists to spell familiar Je pense que, Je crois que, Je sais,
words and expressions correctly; distinguish Je veux essayer).
between a question and a statement using
78
D3. Intercultural Understanding D3.2 Awareness of Sociolinguistic Conventions:
appropriately in their written work (e.g., greet-
ings, leave-taking expressions, and expressions of
speaking communities in Quebec, including
courtesy such as bonjour, au revoir, oui,
non, merci, sil vous plat, excusez-moi;
to la francophonie and the world, and make
the proper format for salutations and closings in a
connections to personal experiences and their
personal [informal] letter, on a postcard, or in an
own and other communities (e.g., create labels
email; appropriate expressions for introducing
GRADE 5
for a poster advertising a sports or music event in
themselves or asking for information; conventions
Quebec, such as le Festival Couleurs du monde;
for writing the date in French such as the use of
write an email to a Qubcois student describing
lower-case letters for days of the week and months
information they have learned about the students
of the year)
community and asking for further details or
clarification of unfamiliar practices or traditions; Teacher prompts: Comment est-ce que les
describe the sights and sounds they see and hear jours de la semaine et les mois de lanne
at a traditional celebration such as a powwow) en franais sont crits diffremment de ceux
en anglais? Pourquoi est-il important de
Teacher prompts: Comment est-ce que tes
connatre plusieurs exemples de salutations
recherches taident crer une affiche qui dcrit
pour commencer et terminer une lettre ou un
la rgion du Qubec? Comment peux-tu te
courriel?
servir dun change de courriels avec un lve
qubcois pour mieux comprendre les aspects
de sa vie et ses traditions? Comment peux-tu
partager les caractristiques de ta communaut
avec quelquun dune autre communaut?
students to identify familiar vocabulary and
expressions related to the environment, personal
preferences, and interests/hobbies to use when
describing the traditions of a particular French-
speaking community.
WRITING
79
GRADE 6
Note
A. LISTENING
CORE FRENCH
A1. Listening to Understand story/movie and identify which character is being
described; listen to the results of a survey and use
By the end of Grade 6, students will: numbers, words, and pictures to illustrate the
findings; listen to a read-aloud of an authentic
text about the environment, healthy eating, or
First Nations people and use words, pictures,
comprehension strategies and use them before,
and/or actions to restate the main idea and related
details; listen to a popular song in French and
French texts (e.g., activate prior knowledge to
identify familiar words and expressions; listen to
make connections between texts and their own
directions to a popular location or attraction and
experiences; take notes to record new vocabulary;
trace the route on a map)
visualize different elements in a description and
speak, mime, or draw to depict what they have Teacher prompts: Quels sont les mots et
imagined; use self-questioning and make predictions expressions cls qui taideront expliquer le
to monitor understanding while listening; formulate message du texte? Que peux-tu faire pour
and ask questions to clarify understanding) montrer que tu comprends ton prof ou tes amis?
Teacher prompts: Quelle stratgie taide Instructional tips:
organiser les points importants dune prsenta- (1) Prior to a listening assignment, teachers
tion? Comment est-ce que la visualisation can use an anticipation guide to identify key
dun texte enrichit ta comprhension? vocabulary students will need to know in
order to understand the text.
Instructional tip: Teachers can suggest that
students create a mind map to activate their (2) Teachers can encourage students to illustrate
prior knowledge about the topic of a presentation or dramatize key elements from a read-aloud.
they are about to listen to.
A1.2 Demonstrating Understanding: A2. Listening to Interact

demonstrate an understanding of the purpose By the end of Grade 6, students will:
and meaning of oral French texts containing
familiar and new words and expressions A2.1 Using Interactive Listening Strategies:
about themselves, family, friends, and topics identify and use interactive listening strategies
of personal interest, with contextual and visual to suit a variety of situations while participating
support (e.g., listen to a classmates description in social and academic interactions (e.g., ask
of a procedure and mime the steps and/or actions questions to deepen understanding and make
described; listen to a description of a person in a connections to the ideas of others; affirm the ideas
82
of others and build on them when offering their Teacher prompts: Quelles stratgies est-ce que
own views; use brief vocal prompts to signal tu utilises pour bien couter? Comment est-ce
agreement or interest during conversations; ask que tu devines le sens dun mot que tu ne connais
for repetition when necessary) pas? Pourquoi est-il utile de connatre le
vocabulaire avant dcouter? Quels sont les
obstacles qui empchent ton coute? Quest-ce
peux participer une conversation sans parler?
que tu peux faire pour viter ces distractions?
Pourquoi est-il important de demander
quelquun de rpter un mot ou une expression Instructional tip: Teachers can model expressions
pendant une interaction? that students can use to assess their listening
skills (e.g., Je me couche de bonne heure pour
Instructional tip: Teachers can model note-taking
penser clairement le lendemain lcole, Je
GRADE 6
or restating skills to demonstrate additional
me lve temps pour arriver lheure lcole).
effective listening strategies.
A2.2 Interacting: respond with understanding to A3. Intercultural Understanding

what others say while participating in guided
interactions about familiar topics, with contextual By the end of Grade 6, students will:
and visual support (e.g., conduct and/or respond
to a survey of classmates and compile information A3.1 Intercultural Awareness: using information
about their favourite foods, sports, and/or family from oral French texts, identify French-speaking
activities; in collaboration with a peer, plan a communities in eastern, western, and northern
waste-free lunch; exchange opinions with a peer Canada; find out about aspects of their cultures;
about a favourite video game, movie, or book; listen and make connections to personal experiences
and respond to questions from a partner about and their own and other communities (e.g.,
personal interests; listen to a short paragraph identify examples from audio and/or audio-visual
read by the teacher and work with a group to media that illustrate the status of French as an
reconstruct the text; participate in a conversation official language of Canada; listen to the national
about school rules by listening to classmates ideas anthem in French and work in groups to map some
and contributing their own opinion) similarities and differences between the French and
English versions; listen to French Canadian folk-
Teacher prompts: Quels indices taident tales and legends and speak, draw, write, graph, or
comprendre les questions dun sondage? select images to illustrate topics that interest them;
Pourquoi est-il important de bien couter listen to historical accounts about the voyageurs
pendant un change dopinions? Pourquoi and coureurs de bois and discuss their significance
est-il important dcouter tout le message dun in the development of Canada as a nation; listen to
camarade de classe avant de faire part de ton songs such as la claire fontaine,Cest laviron,
ide ou de ton opinion? Vla lbon vent and identify their significance
Instructional tip: Teachers can model the use of to Mtis and other French Canadian communities;
Est-ce que? and inversion to help students listen to participate in traditional storytelling games)
vary the form of their questions. Teacher prompts: Quels indices culturels
(p. ex., les danses, la musique, les traditions,
A2.3 Metacognition:
les clbrations) taident identifier les
communauts francophones des provinces
and their peers, factors that prevent them from
atlantiques, des provinces de louest, etc.?
listening effectively (e.g., lack of familiarity with
Comment est-ce que les mdias dmontrent
topics discussed, lack of familiarity with vocabulary,
limportance du franais comme langue officielle
difficulty processing information quickly) and
au Canada? Comment est-ce que le fait
some strategies they found helpful before,
dcouter les opinions des autres taide les
during, and after listening;
comprendre?
strength as listeners, and plan steps they can take Instructional tips:
to improve their listening skills (e.g., compare (1) Teachers can support students by clarifying
postures that are conducive and not conducive to the meaning of culturally specific vocabulary
attentive listening; reflect on their ability to respond and expressions used in media clips from
to specific cues that signal the need for attentive diverse cultures.
listening; evaluate their use of listening strategies (2) Teachers can encourage students to listen for
and plan to incorporate new strategies to ensure the use of the past tenses in French Canadian
LISTENING
comprehension; record useful strategies in a folktales and legends.

learning log)
83
communities* (e.g., identify similarities and
differences in language used by different age
groups; listen to examples of polite/familiar and
singular/plural forms of address and identify the
CORE FRENCH
correct form to suit specific situations; respond

with understanding to familiar expressions used
in greetings and leave-takings)
Teacher prompts: Comment est-ce que la
situation dtermine lemploi appropri des
salutations, des formules de politesse et des
remerciements? Comment est-ce que tu peux
interrompre quelquun poliment afin de lui
demander de clarifier son message?
Instructional tip: Teachers can ask students
to identify some of the differences between
formal and informal greetings and leave-taking
expressions (e.g., Salut, Je suis heureux(se)
de faire votre connaissance, Je vais te parler
demain, Jattendrai ta rponse, On discutera
de a demain).
speaking communities in eastern, western, and northern Canada) but are not expected to do so.
84
B. SPEAKING
GRADE 6
B1. Speaking to Communicate et tes amis? Comment peux-tu raconter une
histoire pour divertir les autres? Comment
By the end of Grade 6, students will: est-ce que tu peux partager les rsultats dun
sondage dune faon amusante ou engageante?
identify a range of speaking strategies and Instructional tips:
use them appropriately to express themselves (1) Teachers can introduce students to the use
clearly and coherently in French for a variety of expressions, such as Cest ncessaire de,
of purposes and to a variety of audiences (e.g., Il est important de, Il faut/Il ne faut
use gestures, familiar words, and memorized pas, plus an infinitif, to highlight ideas they
expressions based on a model to present and refine wish to emphasize.
a message; provide supporting details to clarify (2) Teachers can promote the use of linking/
ideas and opinions) transitional words (e.g., et, parce que,
Teacher prompts: Comment est-ce que tu aussi) to clarify relationships between ideas
peux communiquer ton message clairement? and increase coherence.
Quels dtails peux-tu ajouter pour appuyer
ton message? B1.3 Speaking with Fluency: speak with a smooth
pace, appropriate intonation, and accurate
B1.2 Producing Oral Communications: using pronunciation in rehearsed communications
familiar words and expressions, produce brief, about personal and familiar topics (e.g., make
rehearsed messages in French containing ideas straightforward requests, express preferences, and
and information about themselves, family, describe interests with minimal hesitation; express
friends, and their environment, with contextual, themselves with some facility on everyday topics,
auditory, and visual support (e.g., describe past using familiar vocabulary, language patterns, and
and future personal experiences and events, and learned sentence structures; use standard greetings
everyday routines, using familiar sentence patterns and expressions of courtesy with minimal hesitation
and vocabulary; use familiar expressions and words in classroom activities; pronounce words correctly
as sentence starters; describe the findings of a survey in classroom activities to practise new vocabulary)
about trades and professions in Canada; describe Teacher prompts: Quest-ce que tu fais pour
popular leisure activities in a particular region; texprimer avec clart? Pourquoi est-ce que
describe how they are caring for the planet by cest important de pratiquer et dutiliser les
being environmentally friendly; describe the nouveaux mots? Que fais-tu pour prsenter
roles of an animal within its ecosystem) tes penses dans un ordre logique? Que
fais-tu pour ajouter de lemphase durant la
SPEAKING
Teacher prompts: Quels sont les mots et les

expressions qui servent bien dcrire ta famille prsentation dun pome?
85
B2. Speaking to Interact helpful before, during, and after speaking to
communicate effectively;
By the end of Grade 6, students will: (b) identify their areas of greater and lesser
strength as speakers, and plan steps they can
take to improve their speaking skills (e.g., use
feedback from the teacher and peers to make
speaking behaviour in a variety of situations
revisions to the form and content of oral language
(e.g., paraphrase to clarify meaning; acknowledge
as they speak; determine which strategies were
and show respect for different points of view;
helpful when presenting their message; plan to
ask for information to clarify understanding;
CORE FRENCH
use effective communication strategies to enhance

acknowledge the contributions of others before
interactions with others)
stating their own views; look at the listener/audience;
use visual supports, facial expression, tone of voice, Teacher prompts: Quest-ce que tu peux
and gestures such as nodding, pointing, and remarquer quand tu observes une conversation?
shrugging to help clarify their meaning) Quest-ce que les gens font pour communiquer
leurs messages? Comment est-ce que cela te
permet de rflchir tes habilets de communi-
aides visuelles peuvent taider clarifier un
cation orale? Comment sais-tu que ton discours
message? Pourquoi est-ce que cest important
est bien prpar? Dans quel contexte es-tu le
de reconnatre les contributions de chaque
plus laise pour communiquer, et pourquoi?
membre du groupe quand vous partagez
vos ides? Instructional tip: Teachers can scaffold the
peer-assessment process by using role play
Instructional tip: Teachers can model and ask
to model expressions that allow students to
students to practise polite ways to contribute
respectfully provide and receive feedback (e.g.,
ideas, opinions, and alternative views in
Ce que tu as bien fait..., Je nai pas compris
a conversation, using expressions such as
ton message quand tu as dit, Ctait difficile
Daprs moi, mon avis, Selon moi,
de tentendre. La prochaine fois, tu pourrais).
Je ne suis pas daccord, Excusez-moi, Je
nai pas pens a.
B3. Intercultural Understanding
B2.2 Interacting: engage in guided spoken
interactions with their peers and the teacher, By the end of Grade 6, students will:
using familiar words and expressions, with
teacher modelling and support (e.g., initiate B3.1 Intercultural Awareness: communicate
and respond to greetings; participate in brief information orally about French-speaking
conversations; outline rules and negotiate actions communities in eastern, western, and northern
when playing barrier games; ask questions, describe Canada, including aspects of their cultures
and their contributions to la francophonie and
different perspectives, and outline possible solutions

in discussions about environmental issues; contribute the world, and make connections to personal
and respond to comments in interactive games and experiences and their own and other commu
role plays; ask and answer questions in conducting nities (e.g., describe French-speaking communities,
or responding to surveys and interviews) including Aboriginal communities, in the Atlantic
provinces, the prairie and western provinces, and
Teacher prompts: Quest-ce que tu peux faire the northern territories; share ideas and opinions
pour participer activement une conversation? regarding Canadian Heritage Moments video clips
Comment est-ce que ta participation diffre about topics in French Canadian history such
selon le thme du jeu de rle? as the Mtis and the Acadians and make cross-
Instructional tip: Teachers can model and curricular connections to topics in social studies;
have students practise the use of negative discuss personal reactions to and opinions of songs
constructions (e.g., nepas, nejamais, and artwork by French Canadian artists, including
nepersonne) with familiar verbs in the Aboriginal artists such as Leah Fontaine, Marcien
past, present, and future when expressing Lemay, or Derek Letourneau; describe traditions,
disagreement or offering alternative views. festivals, songs, and cuisine from French-speaking
regions in western, eastern, and northern Canada,
B2.3 Metacognition: and make connections to customs in their own
(a) describe, in conversation with the teacher community)
and their peers, a few strategies they found Teacher prompts: Selon toi, pourquoi est-il
important de discuter des communauts
francophones dans les diffrentes rgions
86
du Canada? Comment peux-tu communiquer
ton opinion en respectant les ides des autres?
ordinal words or phrases to indicate the order
of importance of ideas (e.g., En premier/pre-
mirement, Puis/deuximement, Enfin).

GRADE 6
appropriately in spoken interactions (e.g., use the
correct form to refer to the days of the week, the
months of the year, and the date and time; use
the appropriate form of address polite/familiar,
singular/plural to suit specific situations; use
idiomatic expressions with avoir such as jai
besoin de, tu as chaud, il a faim, elle a soif,
nous avons confiance, vous avez froid, elles
nont jamais tort; use an appropriate form of words
to show understanding or lack of understanding
such as Je comprends, Je ne comprends pas,
Comment?)
Teacher prompts: Pourquoi faut-il varier tes
salutations et expressions de courtoisie quand
tu parles? Comment est-ce que les mots et
les expressions que tu utilises changent selon
la situation (p. ex., formel/informel)?
Instructional tip: Teachers can model
expressions of agreement and regret during
conversation (e.g., Bien sr! Je voudrais
manger de la pizza, Je regrette, mais je
dois faire mes devoirs, Jaimerais bien
taccompagner, mais je dois faire le mnage,
Je suis dsol, mais je dois aller chez le
mdecin).
SPEAKING
87
C. READING
CORE FRENCH
C1. Reading Comprehension with teacher support as appropriate (e.g., identify
and restate the main idea in a letter from a pen pal,
By the end of Grade 6, students will: orally or by drawing or writing; read and mime
the steps outlined in a classmates instructions for
carrying out a procedure such as making a sandwich
or bannock; read and dramatize a story using props;
and use them before, during, and after reading
read a restaurant, cafeteria, or powwow vendors
to understand texts (e.g., use titles, captions,
menu and identify items they would like to order;
illustrations, and knowledge of similar forms to
use a graphic organizer to record important infor-
make predictions about a story; use brainstorming
mation from a text; list questions they have about
to activate prior knowledge about a topic; use visual
an issue or character described in a text)
cues to confirm or clarify details; use semantic
[meaning] cues such as prefixes, suffixes, and base Teacher prompts: Quels indices dans le texte
words to activate existing knowledge of oral and taideront choisir les accessoires pour jouer le
written language; make connections to personal rle du personnage principal?Quels dtails

experience to understand characters feelings and dans le texte taideront rpondre aux ides
behaviour; ask questions to clarify meaning) nonces dans la lettre ou le courriel? Quels
mots dans le texte taident crer une image
Teacher prompts: Comment est-ce que ton
dans ta tte?
exprience personnelle peut taider mieux
comprendre le personnage de lhistoire? Instructional tip: Teachers can draw students
Est-ce que les dtails du texte ont confirm attention to the use of adverbs of time (e.g.,
ta prdiction initiale? Comment est-ce que tu hier, aujourdhui, demain, aprs-
vas rviser ou modifier ta prdiction avec ces demain) in the text to determine when
nouvelles informations? events in the story take place.
Instructional tip: Teachers can introduce C1.3 Reading with Fluency: read texts containing
vocabulary and expressions related to making familiar words and expressions at a sufficient
predictions, such as Je pense que, Je prdis rate and with sufficient ease to demonstrate
que, Dans le textece que je pensedonc that they understand the overall sense of the
je sais, Jimagine que, Je confirme/rvise text (e.g., make reading aloud sound like spoken
ma prdiction. language, with appropriate expression and emphasis,
and pauses, stops, and starts as indicated by the
C1.2 Reading for Meaning: demonstrate an
punctuation; identify the same word in different
understanding of French texts containing visuals
graphic representations such as on the word wall,
and familiar names, words, and expressions,
88
in shared/guided/independent-reading texts, on Teacher prompts: Pourquoi est-il important
shared- and interactive-writing charts used in de lire diffrents types de textes? En quoi
personal writing, in a variety of fonts) lintention dun catalogue est-elle diffrente
de celle dun texte narratif? Pourquoi est-il
Teacher prompt: Pourquoi est-ce que cest
important de comprendre lintention de chaque
plus facile de lire un texte propos dun sujet
type de texte?
familier?
students to words and expressions (e.g., le
students to read aloud with appropriate
message, lintention, le point de vue,
expression, emphasizing key information
la perspective) used in discussions of the
or ideas.
authors intended message or theme.
GRADE 6
C1.4 Developing Vocabulary: use a few
C2.2 Characteristics of Text Forms: identify
vocabulary-acquisition strategies before, during,
and after reading to determine or confirm the
of familiar text forms, including fictional,
meaning of new, unfamiliar, or recently learned
informational, graphic, and media forms (e.g.,
words (e.g., develop a bank of sight words using
poem/song rhyming or non-rhyming patterns
visual dictionaries and personal word lists; develop
and use of imagery; short story/legend plot line
lists of cognates to expand vocabulary; use memory
about resolving a problem or gaining an insight,
aids and visualization techniques to consolidate
descriptions of characters and settings; manual
learning of new words; develop lists of words from
numbered steps, diagrams; recipe list of
oral vocabulary and grade-level texts to expand
ingredients and quantities, steps in cooking
vocabulary; analyse word parts/structures to help
procedure, cooking time, number of servings;
determine meaning; compile thematic lists of key
travel brochure description of destination sites
concepts to consolidate learning of new words; use
and activities/events, description of accommodation,
a dictionary to expand vocabulary; use new words
maps, contact information; magazine article
appropriately in different contexts)
repetition of key words or phrases, titles, subtitles,
Teacher prompts: Comment est-ce que le fait text boxes; flyer images and descriptions of
dexaminer les parties dun mot taide mieux products)
comprendre ce dernier (p. ex., prfixe, suffixe)?
Teacher prompts: Comment est-ce que lauteur
Comment est-ce que le fait de dresser une
a utilis les lments de la posie pour divertir
liste de mots relis un thme peut taider
le lecteur? Pourquoi est-il utile didentifier les
consolider lapprentissage de ces nouveaux
caractristiques dune recette? Comment est-ce
mots?
que les lments dune brochure touristique
Instructional tip: Teachers can encourage vont attirer lattention dun lecteur?
students to create word webs that include
nouns, verbs, adjectives, and adverbs related
process of identifying the organizational
to topics of personal interest.
characteristics of various text forms.
C2. Purpose, Form, and Style C2.3 Metacognition:

By the end of Grade 6, students will: and their peers, a few strategies they found
helpful before, during, and after reading to
C2.1 Purposes of Text Forms: identify the understand texts;
purpose(s) of some familiar text forms, including (b) identify their areas of greater and lesser
fictional, informational, graphic, and media strength as readers, and plan steps they can
forms (e.g., how-to book to describe the take to improve their reading skills (e.g., scan
equipment and actions for carrying out a procedure; texts to identify the elements of the particular
logo to aid in quick recognition or identification form or unfamiliar words to look up)
of a company or product; poster to present
specific information in a striking, memorable Teacher prompts: Comment est-ce que cette
way; catalogue to provide information in a stratgie taide lire en franais? Quand tu
systematic, easy-to-retrieve form; text message trouves un mot ou une phrase que tu ne connais
to share personal experiences, thoughts, and actions; pas, quelles stratgies est-ce que tu utilises pour
poem/song to express ideas or feelings in vivid, comprendre ce que tu lis? Quest-ce que tu
evocative language; short story to entertain and/ fais pour tassurer que tu as bien compris le
message central du texte que tu as lu? Quelle
READING
or to depict or highlight the significance of imagined

events or experiences) nouvelle stratgie peux-tu essayer pour amliorer
89
ta comprhension? Quel genre de texte lis-tu peut taider organiser tes ides cls afin de
le plus souvent? Pourquoi? Quel genre de texte formuler une raction la lecture dune lgende
aimerais-tu lire la prochaine fois? que tu as lue? Aprs avoir fait des recherches
sur les aspects culturels des rgions francophones
Instructional tip: Teachers can establish a
de lest et louest du Canada, quels sont les liens
positive learning environment that promotes
que tu as faits entre ces communauts et la
reflection and elicits discussion. They can model
tienne? Quels sont les liens que tu as faits entre
the use of language that describes the process
ces deux rgions?
of reflecting (e.g., Je pense que, Je constate
que, Jai dcouvert, Jai trouv que, Instructional tip: Teachers can model the use of
CORE FRENCH
Je dois). expressions for describing their positive feelings

about the contributions of various individuals
to la francophonie (e.g., Je reconnais, Je suis
C3. Intercultural Understanding fier/fire de, Je suis impressionn(e), Je suis
reconnaissant(e) de).
C3.1 Intercultural Awareness: using information C3.2 Awareness of Sociolinguistic Conventions:

from a variety of French texts, identify French- identify, in age- and grade-appropriate French
speaking communities in eastern, western, texts, examples of sociolinguistic conventions
and northern Canada; find out about aspects associated with a variety of social situations in
of their cultures; and make connections to diverse French-speaking communities* (e.g., the
personal experiences and their own and other familiar and formal forms of words and expressions
communities (e.g., consult an atlas or website and used in email messages from social network friends
identify French-speaking communities, including in French-speaking communities across Canada
Aboriginal communities, in Atlantic Canada, the such as la prochaine versus Bien vous;
prairie and western provinces, and the northern appropriate ways to invite someone to do something;
territories; write a sample exchange of letters conventions of a personal or official letter)
between Louis and Sarah Riel; identify examples Teacher prompts: Pourquoi est-il important de
of texts such as bilingual signs or government connatre les expressions courantes qui sont
brochures that reflect the status of French as an utilises dans les courriels? Pourquoi est-il
official language of Canada; read the lyrics and important de comprendre quand utiliser Amitis
listen to songs by various French Canadian and et Cordialement pour finir un courriel?
Aboriginal artists and make comparisons with
Instructional tip: Teachers can draw students
songs in their own first language; identify examples
attention to various expressions used in extend
of French on product labels and street signs, and
ing, accepting, and refusing an invitation,
in newspapers, telephone directories, and websites;
according to the context.
identify the traits of heroes in traditional legends
such as Ti-Jean and Nanabijou)

Teacher prompts: Quest-ce que le texte a
dit propos de cette communaut? Quelles
informations prsentes dans le texte taident
mieux connatre les gens de cette communaut?
Comment est-ce quun organisateur graphique
90
D. WRITING
a variety of forms;
GRADE 6
expression, correct errors, and present their work effectively;
D1. Purpose, Audience, and Form D1.2 Writing in a Variety of Forms: write a
variety of age- and grade-appropriate French
By the end of Grade 6, students will: texts, applying their knowledge of the basic
structural and stylistic elements of each form
(e.g., a menu outlining the courses for a
determine, with support from the teacher, their
traditional Mtis family meal or a school
purpose in writing and the audience for French
event subsections for different courses, brief
texts they plan to create (e.g., to describe personal
descriptions of dishes with ingredients, illustrations,
activities and interests to the class; to record a
information about beverage choices; sequential
schedule of activities in a personal diary; to outline
chart columns and rows for entering date/time
the menu for a class celebration; to describe a fire
and type of activity; brochure headings,
evacuation route on a poster about school safety for
subheadings, illustrations/graphics, captions,
the classroom; to provide a to-do list for a small-
descriptive or explanatory text; how-to manual,
group project; to create a word web describing a
such as how to build a traditional canoe lists
character in a story for a class discussion; to add
of needed tools and materials, numbered steps,
healthy or locally grown foods to the familys
descriptions of techniques, diagrams/illustrations,
weekly shopping list; to teach a friend how to cook
captions; email message subject line, salutation,
a favourite dish; to complete a registration form
closing/signature line)
for summer camp; to describe, for an advertising
brochure, a companys socially and environmentally Teacher prompts: Pourquoi est-il important
responsible practices; to describe celebrations such de connatre la structure dune brochure pour
as powwows; to describe garments historically rendre un texte crit plus attirant? Quels
worn by Mtis and voyageurs in the fur trade) lments doivent tre inclus dans le message
dun courriel? Pourquoi est-il utile de
Teacher prompts: Comment est-ce que tu veux
connatre la structure dun manuel pour
partager tes propres intrts avec la classe?
expliquer comment sauvegarder un fichier
Comment peux-tu expliquer la marche
dans un ordinateur?
suivre dune recette ton ami?
Instructional tip: Teachers can scaffold students
learning by modelling the use of questions
using verbs that express a preference, such as
prfrer/aimer/adorer/dtester, as well as
questions using verbs that express a wish, such
as dsirer/esprer/souhaiter/vouloir.
WRITING
91
D2. The Writing Process Il est important de, Il faut/Il ne faut
pas plus the infinitif as a way to highlight
By the end of Grade 6, students will: ideas they wish to emphasize.
D2.1 Generating, Developing, and Organizing (2) Teachers can remind students to use
Content: generate, develop, and organize connecting and/or transitional words (e.g., et,
ideas for writing, using a variety of pre-writing parce que, aussi) to clarify the relationships
strategies and resources during modelled, between ideas in their written work.
shared, guided, and independent writing
activities (e.g., refer to the word wall to identify D2.3 Producing Finished Work: make improve-
CORE FRENCH
vocabulary related to a topic; use brainstorming ments to their written work, using knowledge
to activate prior knowledge about a topic; identify of some of the conventions of written French
big ideas/topics for writing from read-alouds and (e.g., spell familiar words correctly; verify that
shared reading activities; use print resources, they have used the appropriate prepositions to
Internet search engines, and assistive technology to indicate direction and location; verify that they
research a topic; use peer and teacher feedback to have used appropriate endings to indicate the
clarify the focus of an idea for writing; use graphic masculine or feminine form; verify that they have
organizers such as timelines and charts to record, used the correct preposition with the verb to suit
sort, and classify information about a topic) the context as in jouer for playing a sport
versus jouer de for playing a musical instrument),
Teacher prompts: Comment est-ce que les and use a few elements of effective presentation
grandes ides dune activit de lecture partage to produce a polished product for publication
peuvent taider dvelopper tes ides pour (e.g., graphics, borders and shading, different text
crire? Comment est-ce quun remue-mninges sizes and colours)
taide activer tes connaissances antrieures et
te donner des ides pour crire? Comment Teacher prompts: Quels outils peux-tu utiliser
peux-tu utiliser le mur de mots pour trouver le pour vrifier lorthographe des mots familiers?
vocabulaire reli au sujet dun projet dcriture? Pourquoi est-il important de savoir quelles
Quelle stratgie est utile pour toi quand tu prpositions utiliser lorsquon parle des
planifies tes ides avant dcrire? Comment diffrents moyens de transport (p. ex., pied,
est-ce que tu organises tes ides pour dcrire en autobus)? Comment est-ce que tu peux
tes propres intrts la classe? Comment incorporer des illustrations dans ton produit
peux-tu organiser un formulaire dinscription final pour appuyer ton message?
afin dobtenir linformation personnelle
ncessaire? Selon toi, quelle stratgie est D2.4 Metacognition:
la plus utile avant dcrire? (a) describe, in conversation with the teacher
and their peers, some strategies they found
D2.2 Drafting and Revising: plan and produce helpful before, during, and after writing;
drafts following a model (e.g., a model of a (b) identify their areas of greater and lesser
how-to manual or book; examples of pamphlets, strength as writers, and plan steps they can
brochures, advertisements, and/or logos provided take to improve their writing skills (e.g., act on
by students; templates for letters, emails, or text teacher and peer feedback to identify information
messages), and revise their writing using a gaps; record writing successes and challenges in
variety of strategies, with teacher support (e.g., a personal journal; use a class-developed anchor
review drafts to determine whether information chart to provide feedback to a partner; share and
is presented in the best order and to identify gaps; discuss with peers revision strategies that they
rewrite, edit, and revise based on teacher and peer find useful)
feedback and/or an editing checklist provided by Teacher prompts: Comment est-ce que le fait
the teacher; use a dictionary to monitor word choice) de consulter ton journal te permet de choisir
Teacher prompts: Pourquoi est-il utile dutiliser une stratgie approprie? Comment est-ce
un gabarit pour la premire bauche de ta lettre? que le fait de donner de la rtroaction un ami
Comment est-ce quune liste de contrle pour te permet de rflchir ton apprentissage?
la rdaction peut taider rdiger et raffiner ton Comment vas-tu incorporer la rtroaction
travail crit?
Instructional tips:
(1) Teachers can instruct students in the use
of expressions such as Cest ncessaire de,
92
dun ou dune camarade de classe dans ton francophones au Manitoba et au Nouveau-
bauche? La stratgie que tu as utilise pour Brunswick? Comment peux-tu partager ton
organiser ton information avant dcrire a-t-elle opinion en respectant les prfrences et les
t efficace? opinions des autres?
Instructional tips: Instructional tip: Teachers can scaffold student
(1) Teachers can encourage students to use the learning by modelling the correct use of
verb aller with the infinitif to form the futur comparative adjectives and of vocabulary
proche when describing actions they might take used to refer to social and cultural traditions
to improve their writing. when making comparisons between customs
in different communities.
(2) Teachers can model familiar expressions
GRADE 6
such as Jai besoin de clarification, Jai bien
D3.2 Awareness of Sociolinguistic Conventions:
compris ce que tu as crit, and Je suis daccord
identify examples of sociolinguistic conventions
avec toi to assist students in providing feedback
associated with a variety of social situations in
to peers during peer editing.
diverse French-speaking communities* and use
them appropriately in their written work (e.g.,
D3. Intercultural Understanding greetings, leave-taking expressions, and expressions
of courtesy; the proper format for salutations and
By the end of Grade 6, students will: closings in a personal [informal] letter, on a postcard,
or in an email; conventions for writing the date in
D3.1 Intercultural Awareness: in their written French; conventions for writing numbers and money
work, communicate information about French- amounts such as the use of spaces in numbers
speaking communities in eastern, western, with four or more digits [1 000] and the use of a
and northern Canada, including aspects of comma rather than a decimal point in currency
their cultures and their contributions to la amounts [1,75 $])
francophonie and the world, and make connec-
tions to personal experiences and their own Teacher prompt: En quoi la faon dcrire en
and other communities (e.g., using a T-chart, franais les chiffres et les montants en argent
organize and compare information about French- est-elle diffrente de la faon de les crire en
speaking communities in Manitoba and New anglais?
Brunswick, such as St. Laurent and Memramcook; Instructional tip: Teachers can direct students
using a graphic organizer, classify the popular to practise using negative constructions (e.g.,
pastimes of French-speaking students in Atlantic nepas, nejamais, nepersonne)
Canada, the prairie and western provinces, and when offering alternative views in a variety
the northern territories; build a personal dictionary of written texts.
of French expressions from different regions and
communities in Canada)
Teacher prompts: Pourquoi est-il utile de
dvelopper un dictionnaire personnel qui
comprend des expressions rgionales des
diffrentes rgions du Canada? Comment
est-ce quun organisateur graphique (p. ex.,
un diagramme en T) taide organiser et
comparer les aspects de vie des communauts
WRITING
93
GRADE 7
Note
A. LISTENING
CORE FRENCH
A2. Listening to Interact: interpret oral messages accurately while interacting in French for a variety
of purposes and with diverse audiences;
increasingly complex messages about everyday
A1.1 Using Listening Comprehension matters and matters of personal interest, with
Strategies: identify a range of listening contextual and visual support (e.g., identify key
comprehension strategies and use them before, information in a media clip of a French conversation,
during, and after listening to understand oral such as a dialogue between a couple discussing
French texts (e.g., use background knowledge of what to order in a restaurant; listen to a speaker
the structure of different types of texts to make describe his or her interests and identify a related
predictions about the content of a narrative or career choice; listen to a public service announcement
presentation; use note-taking strategies to keep about an environmental issue and identify the main
track of key ideas and information in a read-aloud; message; listen to a story or a popular song and
ask questions to clarify or confirm important details;
relate it to a current event; listen to a media clip

use clues such as the speakers tone of voice to help about a talent competition and agree or disagree
interpret messages accurately) with the judges opinion of the performance; listen
Teacher prompts: Pourquoi faut-il poser des to a public service announcement about a topic
questions avant, pendant et aprs lcoute dun such as cancellation of bus service and determine
texte? Comment est-ce que la connaissance how the information will influence their plans
des diffrents types de texte taide faire des for the day)
prdictions? Comment est-ce que tu organises Teacher prompts: Quels dtails de lannonce
les informations entendues pour taider com- taident planifier ta participation aux activits
prendre un texte? Comment est-ce que tu peux parascolaires? Comment peux-tu partager
utiliser les ides des membres de ton groupe pour le message principal de ce balado?
taider formuler ta propre opinion?
Instructional tips: pronunciation of the different endings in
(1) Teachers can have students create a personal feminine and masculine adjectives to give
reference log of new vocabulary and expressions students practice in listening for gender
heard in oral texts. distinctions.
future tenses when making predictions.
96
A2. Listening to Interact dit? Pourquoi est-il important dcouter tous
les points de vue prsents avant de partager
By the end of Grade 7, students will: tes propres ides et dexprimer ton accord ou
ton dsaccord?
A2.1 Using Interactive Listening Strategies:
identify and use interactive listening strategies Instructional tip: Teachers can model the use of
to suit a variety of situations while participating appropriate and respectful language to indicate
in social and academic interactions (e.g., list key differences of opinion.
ideas from an oral text and confirm them with
peers; provide relevant feedback when appropriate A2.3 Metacognition:
and/or requested; know when to interrupt politely (a) describe, in conversation with the teacher
GRADE 7
to offer an additional point of view; use respectful
body language when participating in a discussion; listening effectively (e.g., lack of familiarity with
use appropriate vocal prompts to signal empathy, vocabulary, difficulty processing information
interest, and personal regard in dialogues and quickly) and some strategies they found helpful
conversations) before, during, and after listening;
Teacher prompts: Comment est-ce que tu strength as listeners; and plan steps they can
dmontres ton intrt lors dune conversation? take to improve their listening skills (e.g., use
Comment est-ce que tu utilises des gestes et co-constructed criteria to self-monitor listening
des expressions visuelles dune faon respec- during a conversation; determine next steps based
tueuse quand tu participes une discussion? on comments and feedback from peers and teacher;
Comment est-ce que tu organises tes ides share with a partner a listening strategy they find
pour donner de la rtroaction pratique un helpful; record in a journal situations in which
camarade? they are successful and challenged when listening)
Instructional tips: Teacher prompts: Quel type de situation
(1) Teachers can model the use of expressions dcoute est plus facile/difficile pour toi
for indicating agreement/disagreement or (p. ex., avec un partenaire, en petit groupe, une
politely presenting alternative ideas, such as prsentation devant la classe, un texte audio)?
Je suis daccord, Tu as raison, Tu las dit!, Comment est-ce que la discussion des stratgies
Tout fait!, Tu as tort, Daprs moi, efficaces te permet de rflchir sur tes habilets
Selon moi, mon avis. dcoute? Quelle stratgie dcoute taide
(2) Teachers can demonstrate the use of mieux comprendre un texte audio qui comprend
pouvoir to indicate possibility and phrase du nouveau vocabulaire?
questions and interruptions courteously (e.g., Instructional tips:
Peux-tu expliquer?, Peux-tu rpter?). (1) Teachers can model the process of evaluating
skills and strategies using verbs that identify a
A2.2 Interacting: respond with understanding
preference, such as Je prfre, Je voudrais,
to what others say while participating in
Je naime pas.
interactions of various lengths about everyday
matters and matters of personal interest (e.g., (2) Teachers can model the use of si (conditional
listen to a partners description of food preferences or hypothetical) statements that students could
and respond by asking for more information or use when identifying possible ways to improve
making comparisons to their own preferences; their listening skills (e.g., Si jcoute attentive-
listen to a partners opinion about a story and ment, je saurai quoi faire).
compare reactions; listen to an enquiry about (3) Teachers can model and encourage students
a local business and provide the information to use sentence starters for self-reflection (e.g.,
requested; listen to and participate in a class Je me demande si, Je viens de dcouvrir,
discussion about ways to conserve energy; listen Je pense queparce que).
to a classmates description of a community event
they have attended or heard or read about and
confirm, modify, and/or add to the report)
Teacher prompts: Comment peux-tu faire
signe que tu ne comprends pas ce que ton ami
LISTENING
97
A3. Intercultural Understanding A3.2 Awareness of Sociolinguistic Conventions:
By the end of Grade 7, students will: identify and demonstrate an understanding
A3.1 Intercultural Awareness: using information
from oral French texts, identify French-speaking
communities* (e.g., identify expressions used
communities in the Americas outside Canada,
in advertising that signal an attempt to persuade
find out about aspects of their cultures, and
the listener to do or buy something; compare the
make connections to personal experiences
language used in conversations with a teacher
and their own and other communities (e.g.,
CORE FRENCH
versus a peer and identify some of the differences;

locate French-speaking communities in North and
compare the language used to introduce a performer
South America based on information from audio/
or celebrity and the language used to introduce a
audio-visual sources; listen to Franco-Caribbean,
friend and identify some of the differences; identify
Franco-Hispanic, or Cajun music and write about
some conventions used in informal exchanges such
their response or create or select images to illustrate
as telephone calls)
their reactions; listen to or view a text about the
Acadian exiles and other French-speaking groups Teacher prompt: Quels sont les mots et
who settled in Louisiana and other U.S. states and expressions employs par une agence de
work with classmates to make cross-curricular voyages pour essayer de convaincre les
connections; identify the impact of Mtis commu gens de la choisir plutt quune autre?
nities in the United States, such as the Mtis Instructional tip: Teachers can model the use
community in Montana) of expressions associated with persuasion, such
Teacher prompts: Comment identifies-tu les as Je te jure, Je te promets, Je tencourage,
diffrences entre les expressions et les mots Je te suggre.
antillais, cajuns et franco-ontariens entendus
dans un clip audio? Pourquoi est-ce utile de
faire des liens entre les pratiques culturelles de
ta propre communaut et celles des autres afin
de mieux connatre ces dernires? Quest-ce
que tu as appris propos de cette communaut
francophone en coutant de la musique de cette
rgion? Comment est-ce que le fait dcouter
les autres taide identifier et respecter leur
point de vue?
speaking communities in the Americas outside Canada) but are not expected to do so.
98
B. SPEAKING
GRADE 7
B1. Speaking to Communicate B1.2 Producing Oral Communications: using
familiar words and expressions, produce
By the end of Grade 7, students will: rehearsed and increasingly spontaneous
messages in French about matters of immediate
personal relevance, with contextual, auditory,
and visual support (e.g., create and deliver a
school announcement in French; present a personal
point of view on an environmental issue; describe
their hobbies, interests, and/or activities at school
use and reuse familiar and newly acquired phrases
to the class; contribute ideas about a topic in
and sentences to state needs and preferences; use
a brainstorming activity; create and deliver a
and reuse familiar sentence patterns and vocabulary
slideshow presentation to the class about a cultural
to present information in a readily understandable
event, a favourite object, or their plans for a vacation;
form; use all available resources, including feedback
role-play a familiar, everyday situation)
from peers, to assist them in making their ideas
understood) Teacher prompts: Quels mots et quelles images
peux-tu utiliser pour prsenter cette information
Teacher prompts: Pourquoi est-il important de
la classe? Comment vas-tu prsenter tes ides
varier le ton et le rythme de sa voix quand on
dune manire claire et cohrente? Quelles
parle? Quelles stratgies est-ce que tu utilises
expressions connais-tu pour convaincre tes
pour exprimer tes prfrences? Comment
collgues dadopter ton point de vue?
vas-tu organiser tes ides pour prparer et
prsenter oralement une critique dun roman, Instructional tip: Teachers can model and
dun film ou dun jeu vido? Quels lments encourage the use of the impratif (e.g., coutez
faut-il incorporer ta prsentation orale pour bien, Noubliez pas que) when offering
retenir lattention de ton auditoire? an explanation, making a case, or persuading
someone to do something.
Instructional tip: Teachers can model and have
students practise using transition words, such B1.3 Speaking with Fluency: speak with a
as donc, puisque, alors, pourtant, and smooth pace, appropriate intonation, and
enfin, to clarify relationships between facts accurate pronunciation in rehearsed communi-
and ideas. cations about personal and familiar topics (e.g.,
make themselves clearly understood in exchanges
with a partner; leave a clear, brief message on an
SPEAKING
99
answering machine with minimal hesitation; use role plays and interactive games; with a partner,
accurate pronunciation and elision [liaison] in simulate an interview, taking turns asking and
classroom activities to practise new vocabulary answering questions about personal preferences
and expressions) and opinions; share information about family
and cultural traditions with a partner, asking
for and providing clarifying information)
parles quand tu dois laisser un message dans la
bote vocale dun rpondeur? Pourquoi est-il Teacher prompts: Comment est-ce que tu vas
important de pratiquer les nouveaux mots dans communiquer ton message au groupe? Quel
diffrentes situations? est le vocabulaire ncessaire pour communiquer
CORE FRENCH
tes ides lors dun travail de groupe?

Instructional tip: Teachers can model and
encourage students to practise the correct Instructional tips:
pronunciation of elided words and expressions (1) Teachers can model the use of the possessive
(liaisons, e.g., vas-y/allez-y) to help students when referring to personal opinions (their own
sound more natural when speaking. and others).
(2) Teachers can encourage students to use the
B2. Speaking to Interact appropriate form of verbs in the past, present,
and future when discussing family traditions
By the end of Grade 7, students will: or celebrations.
B2.1 Using Speaking Interaction Strategies: B2.3 Metacognition:
demonstrate an understanding of appropriate (a) describe, in conversation with the teacher
speaking behaviour in a variety of situations and their peers, some strategies they found
(e.g., speak clearly; look at the listener/audience; helpful before, during, and after speaking to
demonstrate an understanding of when to speak communicate effectively;
and when to listen; take turns; ask questions and (b) identify their areas of greater and lesser
paraphrase information to confirm understanding; strength as speakers, and plan steps they can
request repetition and explanation from peers when take to improve their speaking skills (e.g., refer
meaning is unclear; acknowledge the contributions to and use the established criteria for effective
of others before stating their own views; show communication; plan to incorporate effective
respect for different points of view) communication strategies in their daily interactions;
Teacher prompts: Quelle stratgie est efficace discuss areas of strength with the teacher and peers,
pour confirmer ta comprhension pendant and set goals to improve oral communication)
une interaction (p. ex., une discussion, une Teacher prompts: Quelle est ta stratgie la plus
prsentation)? Quelles sont les stratgies que efficace pour parler clairement? De quelles
tu trouves les plus utiles pour encourager les faons les critres dvaluation tablis pour une
autres participer une conversation? Avant tche de communication orale taideront-ils

de parler devant un groupe, pourquoi dois-tu mieux prsenter ton point de vue? Comment
penser aux stratgies qui seront utiles pour est-ce que lidentification des stratgies de
retenir lattention de ton auditoire? Pourquoi communication orale taide-t-elle faire part
est-il important de sexprimer clairement de tes ides et opinions dans une discussion?
lorsquon demande ou donne des instructions Quelles sont les stratgies efficaces que tes
pour se rendre un endroit? pairs ont utilises dans leurs prsentations?
Lesquelles pourrais-tu employer afin damliorer
B2.2 Interacting: engage in a variety of guided ta prochaine prsentation? Comment est-ce
spoken interactions with their peers and the que la rtroaction de ton prof ou tes pairs te
teacher, using familiar sentence structures and permettra de planifier tes futures prsentations?
expressions, with teacher modelling and support
as appropriate (e.g., exchange information with Instructional tip: Teachers can encourage
peers about their hobbies and interests, or events students to employ frequently used adverbs
at school; contribute information in a jigsaw group (e.g., bien, vite, lentement, souvent)
discussion about current events; share their ideas when commenting on their use of speaking
and respond to others opinions in a literature circle; strategies.
provide feedback to a classmate in a peer-assessment
activity; contribute and respond to comments in
100
B3. Intercultural Understanding B3.2 Awareness of Sociolinguistic Conventions:
appropriately in spoken interactions (e.g., in a
information orally about French-speaking
role play or presentation, demonstrate the use of
Antillean Creole and Cajun expressions and other
including aspects of their cultures and their
forms of speech that vary from standard French
contributions to la francophonie and the world,
usage such as cher/chre in spoken interactions,
and make connections to personal experiences
Est o instead of O est for Where is?,
avoir instead of tre as an auxiliary verb as
GRADE 7
identify and describe characteristics of French-
in il a parti instead of il est parti, alle instead
speaking communities in the Americas such as
of elle, and asteur instead of cette heure;
those in Haiti, Guadeloupe, or Louisiana; describe
identify and describe to the class some Antillean
examples of Cajun cuisine and/or the traditions
Creole alternatives to standard French words
of the Mardi Gras festival; research the roots of
such as Bon jou instead of Bonjour for Good
French-speaking communities in the French West
day, wi instead of oui for yes, mesi instead
Indies, St. Martin, St. Lucia, Martinique, Louisiana,
of merci for thank you; identify and describe
and the New England states and report their findings
to the class some Cajun alternatives to standard
to the class; identify and present some traditions of
French words such as nanan instead of
Haitian, French Guyanese, Cajun, or other French-
grandmre for grandmother, mouche miel
speaking communities in the Americas and compare
instead of abeille for honey bee, or pistache
them with traditions in their own community)
instead of arachide for peanut)
Teacher prompts: Quels liens peux-tu faire avec
Teacher prompt: Pendant la pratique des
les communauts francophones des Amriques?
jeux de rle, comment peux-tu prsenter ou
Selon toi, pourquoi est-il important de valoriser
incorporer des expressions de diffrentes
la langue et les cultures des francophones?
rgions?
De quelles faons peux-tu partager ton point
de vue dune manire respectueuse? Instructional tips:
(1) Teachers can model the use of expressions
Instructional tip: Teachers can help students
of agreement such as Bien sr!, Daccord,
build vocabulary by encouraging them to make
and Sans doute as alternatives to Oui.
lists of adjectives, adverbs, and expressions used
in descriptions of festivals and celebrations (2) Teachers can model the use of expressions
in various French-speaking regions (e.g., such as Je te jure, Je te promets, Je
joyeux, joyeusement, traditionnel, tencourage, and Je te suggre to introduce
traditionnellement). attempts to convince and/or persuade.
SPEAKING
101
C. READING
CORE FRENCH
understanding of a variety of French texts
By the end of Grade 7, students will: containing visuals and familiar names, words,
and expressions, with teacher modelling and
guidance as appropriate (e.g., read and respond
identify a variety of reading comprehension
to suggestions in a pen pals letter; identify key
strategies and use them before, during, and
information in a reservation confirmation; read
after reading to understand texts in modelled,
and report on or dramatize the rules of a favourite
shared, guided, and independent reading
sport; read and comment on a classmates journal
contexts (e.g., preview vocabulary related to the
entry about a weekend outing; using a graphic
subject matter of a text; activate prior knowledge
organizer, identify and record the main idea and
about a topic through dialogue and discussion; use
supporting details from a text and share their
pictures and illustrations to clarify meaning and
answers in a small-group discussion; respond to
make inferences; make predictions about a text
the information in an environmental brochure by

based on knowledge of the author; ask questions
brainstorming ways to implement environmentally
to focus reading; use graphic organizers to identify
responsible projects in the school)
relationships between ideas in a text; use visuali
zation to clarify details about a character or scene; Teacher prompts: Comment est-ce que ta
use clues related to number and gender agreement comprhension dune lettre dun correspondant
to help determine meaning in a sentence; reread taide rpondre ce dernier? Comment
key passages to confirm, clarify, or revise their peux-tu exprimer ta comprhension du texte
understanding and predictions) sous une autre forme? Comment est-ce quun
organisateur graphique taide identifier et
Teacher prompts: Comment est-ce que
illustrer les dtails dun texte afin de mieux
les images taident faire des infrences?
comprendre ce dernier?
Est-ce que tu as dj lu un texte propos de ce
personnage? Quest-ce qui va se passer dans ce Instructional tips:
texte? Quelles sont tes prdictions? Pourquoi (1) Teachers can model and encourage the
est-il important de relire un passage? Quels process of analysing texts using questions
sont les autres textes de cet auteur ou de cette such as Quel est le message de ce texte?,
illustratrice que tu connais? Comment est-ce Quest-ce qui ma surpris?, Avec quels
que le fait de connatre un auteur ou un genre dtails est-ce que je suis daccord? Pourquoi?
taide mieux comprendre un texte? (2) Teachers can suggest that students look for
examples of the different types of past tenses
(e.g., le pass rcent, le pass compos, limparfait,
le plus-que-parfait) in a variety of texts and
determine how the choice of tense affects the
meaning.
102
C1.3 Reading with Fluency: read a variety of forms (e.g., graphic novel to tell a story through
texts containing familiar names, words, and illustrations supported by text; magazine article
expressions at a sufficient rate and with sufficient to provide information/explanations or outline
ease to demonstrate that they understand the arguments about a topic, usually related to current
overall sense of the text (e.g., read with appropriate events; folktale, such as creation stories from
expression to communicate the emotions suggested First Nations, or French Canadian legends
by the text; make reading aloud sound like spoken used by Mtis, like La Chasse-galerie to ex-
language, with appropriate emphasis, and pauses, plain, in imaginative terms, traditional beliefs or
stops, and starts as indicated by the punctuation; customs of a particular cultural group; email or
identify and pronounce smoothly previously text message to convey information or greetings,
encountered words from oral vocabulary and ask for information, or exchange ideas and opinions)
GRADE 7
grade-level texts, terminology used regularly in
Teacher prompts: Comment le choix dun
discussions and posted on anchor charts, and
medium peut-il influencer lintention du texte?
words from shared/guided/independent-reading
Comment lauteur communique-t-il son
texts and resource materials)
intention par la forme de texte quil a choisie?
Teacher prompt: Quand tu lis, peux-tu
Instructional tips:
reconnatre des expressions et des mots
(1) Teachers can introduce students to vocabulary
familiers que tu entends et utilises dans tes
and expressions that refer to an authors attempt
interactions? Trouves-tu cette stratgie efficace?
to influence readers for a particular purpose
Est-ce que cela facilite ta comprhension du
and/or readers reactions to messages in texts
texte? Est-ce que cela simplifie ta lecture?
(e.g., influer, inciter, impact, ractions,
Instructional tip: Teachers can model appropriate persuader, valuer, jugement, transmettre
expression, emphasis, and pauses during read- le savoir/la culture/les valeurs).
alouds and/or shared reading.
(2) Teachers can direct students attention to an
authors use of words that define relationships
C1.4 Developing Vocabulary: use a variety of
between ideas in persuasive, argumentative,
or explanatory texts (e.g., parce que, car,
donc, en effet, ainsi, de plus, ensuite,
puis).
words (e.g., look up and develop lists of cognates
to expand vocabulary; find a synonym for an
unfamiliar word; use words from electronic texts
to expand vocabulary; identify synonyms and
of a variety of text forms, including fictional,
antonyms for familiar words; use note-taking
to compile new words for a personal word list;
(e.g., graphic novel photographs or drawings
recognize syntactic [language structure] cues such
depicting the action, captions explaining the action,
as word order and language patterns and use them
speech balloons for dialogue or characters thoughts,
to solve unfamiliar words)
graphic depictions of sound effects; folktale
Teacher prompts: Pourquoi est-il utile de human, divine, or animal characters, often with
trouver les synonymes et les antonymes de special knowledge or talents, representing aspects
mots familiers? Pourquoi est-ce quil est of a cultures traditional belief system; magazine
important dtudier le nouveau vocabulaire article captions, illustrations, headings, pull
avant la lecture dun texte? Quels nouveaux quotes, sidebars; email message subject line,
mots ou expressions as-tu appris dans ce texte? salutation, emoticons, signature line; text message
Lesquels vas-tu ajouter ta banque de mots abbreviations, acronyms, contractions)
personnelle? Comment peux-tu les incorporer
Teacher prompts: En quoi un pome est-il
dans ton criture et tes interactions?
diffrent dune lgende? Quelle est la
diffrence entre un courriel et un texto?
C2. Purpose, Form, and Style Si tu as besoin de trouver des informations
dans des textes informatifs, quels lments de
By the end of Grade 7, students will: texte est-ce que tu peux utiliser? Pourquoi
est-il important de connatre lintention dun
C2.1 Purposes of Text Forms: identify the logo (symbole reprsentant une raison sociale)?
purpose(s) of a variety of text forms, including
fictional, informational, graphic, and media
READING
103
C2.3 Metacognition: Hati ou en Guyane Franaise avec ceux de ta
(a) describe, in conversation with the teacher propre communaut? Comment est-ce que tes
and their peers, some strategies they found recherches taident examiner les caractristiques
helpful before, during, and after reading to de cette communaut?
understand texts;
Instructional tip: Teachers can ask students to
identify descriptive words and expressions that
strength as readers, and plan steps they can take
are used to refer to prominent places, people,
to improve their reading skills (e.g., plan to: use
and events in French-speaking communities
knowledge of similar forms to predict the outcome
in the Americas outside Canada.
CORE FRENCH
of a story, reread to find information they may

have overlooked on first reading) C3.2 Awareness of Sociolinguistic Conventions:
Teacher prompts: Quest-ce que tu fais pour identify, in age- and grade-appropriate French
clarifier le sens dun texte? Quelle stratgie texts, examples of sociolinguistic conventions
de lecture est la plus efficace pour toi? Que associated with a variety of social situations in
peux-tu faire si la relecture dun texte ne te diverse French-speaking communities* (e.g., read
permet pas den clarifier le sens? Quelles the lyrics of a popular song in Antillean Creole and
stratgies de lecture est-ce que tes camarades identify familiar versus polite forms of expression;
de classe trouvent utiles? Comment peux-tu les dramatize an interaction between a Cajun or
adopter quand tu lis? Quelle nouvelle stratgie Creole French speaker and a speaker of standard
veux-tu essayer avant une autre lecture? French, using vocabulary found in a reading passage;
identify conventions used in a letter to the editor or
Instructional tip: Teachers can introduce words
to the author of an advice column)
and expressions students can use when reflecting
on strategies they found helpful and effective Teacher prompts: Pourquoi faut-il identifier
and planning ways to improve their reading ou reconnatre les expressions typiques dune
skills (e.g., Ce que jai bien fait, Ce que rgion dans un texte? Comment peux-tu
je dois faire, Pour amliorer ma lecture, dterminer le degr de formalit de la relation
je dois, Mon but personnel, cest, entre les personnages dun texte? Comment
La prochaine fois, je vais). est-ce que lhistoire de la rgion a influenc le
dveloppement de la langue franaise?
Instructional tip: Teachers can plan and
C3. Intercultural Understanding
develop oral communication activities to
By the end of Grade 7, students will: consolidate newly acquired vocabulary and
expressions found in texts that describe or
C3.1 Intercultural Awareness: using information originate in French-speaking communities
from a variety of French texts, identify French- in various parts of the world.
speaking communities in the Americas outside
Canada, find out about aspects of their cultures,

research aspects of life for French-speaking
individuals or groups in the Americas and use
a T-chart to make connections to life in their
own community; describe ways in which various
French-speaking minority groups celebrate and
maintain their cultural identity)
Teacher prompts: Comment peux-tu comparer
les aspects de vie des francophones en Louisiane,
104
D. WRITING
D1. 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;
GRADE 7
variety of age- and grade-appropriate French
By the end of Grade 7, students will: texts, applying their knowledge of the basic
structural and stylistic elements of each form
D1.1 Identifying Purpose and Audience: (e.g., poem/song rhyming or non-rhyming
determine, with support from the teacher, their patterns and use of imagery; invitation description
purpose in writing and the audience for French of occasion, date, time, place, information about
texts they plan to create (e.g., to create a poem appropriate dress, stipulation not to bring gifts
or song similar to one studied in class for an oral [if relevant], information about how to RSVP;
presentation to the class; to list the pros and cons how-to instructions for product use headings
of fast-food lunches on a T-chart for posting in the identifying different options for use, steps listing the
school cafeteria or on the class bulletin board; to procedure[s] for each option, information about any
invite friends or relatives to a celebration; to create hazards connected with use; storyboard for film
a storyboard in collaboration with a partner or in sequence of numbered shots with description of
a small group for a class film-making project; to characters, setting, type of action, and summary
express appreciation in a fan letter to a favourite of dialogue for each shot)
celebrity; to provide instructions for using a product
they have created or designed; to submit a proposal Teacher prompts: Pourquoi est-il important de
to the principal recommending environmentally connatre la structure dune invitation quand
responsible practices for the school) on planifie une clbration? Comment est-ce
que les lments dun scnarimage contribuent
Teacher prompts: Comment est-ce quun ajouter des dtails un projet crit?
diagramme en T peut taider dresser une
liste darguments pour et contre la restauration D1.3 Applying Language Conventions:
rapide? Pourquoi est-il important de connatre communicate their meaning clearly, using
la structure dune lettre formelle pour crire parts of speech appropriately and following
une vedette? Comment est-ce quun mur conventions for correct spelling, word order,
de graffiti dans la classe taide consolider tes and punctuation (e.g., use resources to verify
ides relies au sujet? spelling of newly acquired words and expressions;
Instructional tip: Teachers can encourage position adjectives describing the physical traits
students to use words and expressions of of family and friends before or after the noun
interjection, courtesy, and opinion (e.g., selon as appropriate; describe pastimes and personal
moi, je ne suis pas daccord, mon avis,
daprs moi) in their written texts.
WRITING
105
interests using expressions with faire; explain or emails (e.g., Bien sr! Je voudrais manger
occurrences/events in the past, present, and future de la pizza, Je regrette, mais je dois faire mes
using the correct verb forms) devoirs, Jaimerais bien taccompagner, mais
Teacher prompts: Comment est-ce que les je dois faire le mnage, Je suis dsol, mais je
ressources dans la classe taident vrifier dois aller chez le mdecin).
lorthographe des nouveaux mots? Pourquoi (2) Teachers can model the use of transition
est-il important de vrifier le placement appropri words, such as donc, puisque, alors,
de certains adjectifs? pourtant, and enfin, to clarify relationships
between information and ideas.
CORE FRENCH
D2. The Writing Process (3) Teachers can model for students the use of
demonstrative pronouns, such as ceux-ci,
By the end of Grade 7, students will: celles-l, celui-ci, celle-l, for making
comparisons in written descriptions or when
D2.1 Generating, Developing, and Organizing creating dialogue for characters in a film script.
Content: generate, develop, and organize
ideas for writing, using a variety of pre-writing D2.3 Producing Finished Work: make improve-
strategies and resources (e.g., use collaborative ments to enhance the clarity and readability
graphic organizers to generate ideas about possible of their written work, and use a few elements
topics for writing; write jot notes about a topic; of effective presentation to produce a polished
develop content for writing about a topic based on product for publication (e.g., different fonts and
the questions Qui?, Quoi?, Quand?, Comment?, type sizes, colour, labels, text boxes, graphics)
O?, Pourquoi?; use brainstorming to activate
prior knowledge about a topic; use word lists and Teacher prompts: Comment est-ce que les
the word wall to identify vocabulary related to a ressources dans la classe taident inclure
topic; use peer and teacher discussion and feedback tous les lments de cette forme dcriture?
to help clarify the focus of a topic for writing) Comment est-ce que lusage de la couleur
enrichit un produit final?
de rpondre aux questions Qui? Quoi? Quand? Instructional tip: Teachers can remind students
Comment? O? Pourquoi? taide dvelopper to try to include sentences of different types
le contenu dun thme au sujet duquel tu dois and lengths to add interest to their writing.
crire? Comment est-ce que le fait dcrire
D2.4 Metacognition:
des notes relies un sujet spcifique facilite
le dveloppement des ides? Pourquoi est-il
and their peers, some strategies they found
utile de te rfrer au vocabulaire affich dans
helpful before, during, and after writing;
la classe (mur de mots, rfrentiel) pour taider
crire?
strength as writers, and plan steps they can take

D2.2 Drafting and Revising: plan and produce to improve their writing skills (e.g., discuss how
drafts and revise their writing, using a variety brainstorming and thought webs help to generate
of teacher-directed and independent strategies ideas for writing; determine which graphic organizers
(e.g., use a posted list of guiding questions for were useful to guide the development of thoughts
revision; share their work in an authors circle to and ideas during writing; assess the effectiveness
invite constructive comments; use word walls and of peer feedback and peer editing in revising their
other resources to extend and enrich word choice) work; evaluate which writing strategies were most
helpful)
Teacher prompts: Comment est-ce que le
partage et la rtroaction dans un cercle dauteur Teacher prompts: Quelle(s) stratgie(s) as-tu
peuvent taider rdiger ton travail? Comment trouv la(les) plus efficace(s) pour organiser
est-ce que les ressources disponibles dans la tes penses et ton information? Pourquoi?
classe peuvent taider enrichir ton vocabulaire Comment penses-tu que lusage des organisa-
pour un travail crit? Comment est-ce que teurs graphiques influence ton processus
le fait de participer une confrence dcriture dcriture? Comment est-ce que la rvision
taide valuer ta premire bauche? des textes de tes pairs taide rviser tes propres
textes? Comment est-ce que les confrences
Instructional tips:
(1) Teachers can model the use of expressions
of agreement and regret for accepting or
rejecting suggestions or invitations in letters
106
avec un enseignant, une enseignante ou un D3.2 Awareness of Sociolinguistic Conventions:
camarade de classe taident amliorer ton identify sociolinguistic conventions associated
criture? with a variety of social situations in diverse
Instructional tip: Teachers can instruct students
in the use of impersonal expressions followed
ings, leave-taking expressions, and expressions
by the infinitif (e.g., Il est important de,
of courtesy; the proper format for salutations
Il est ncessaire de) for recording goals for
and closings in a personal [informal] letter, on a
improvement in their writers notebook.
postcard, or in an email; formulas for introducing
themselves to someone, asking for and providing
D3. Intercultural Understanding information, describing family/personal interests/
GRADE 7
hobbies/holiday plans; conventions for writing the
By the end of Grade 7, students will: date in French)
D3.1 Intercultural Awareness: in their written Teacher prompts: En quoi la structure dune
work, communicate information about French- lettre formelle en franais est-elle diffrente de
speaking communities in the Americas outside celle dune lettre informelle? Pourquoi est-il
Canada, including aspects of their cultures important de connatre quelques expressions
and their contributions to la francophonie and de courtoisie quand on crit? En quoi les
the world, and make connections to personal salutations et la conclusion dune carte postale
experiences and their own and other communi sont-elles diffrentes de celles dun courriel?
ties (e.g., write a poem or a song about the Mardi
Gras celebrations held in New Orleans using some
Cajun expressions from the word wall or an anchor
chart; create a travel poster advertising a French-
speaking tourist destination in the Caribbean or
South America; create a pamphlet describing the
benefits of learning another language and developing
knowledge of other cultures benefits such as
opportunities for travel, friendship, and careers)
Teacher prompts: Comment est-ce que tu peux
respecter les ides des autres quand tu cris ton
point de vue? Comment peux-tu incorporer
des expressions cajuns dans la composition
dune chanson qui dcrit la fte du Mardi gras?
Comment peux-tu dcrire les avantages
dapprendre une autre langue et de dcouvrir
une autre culture dans un dpliant?
Instructional tips:
(1) Teachers can remind students to use
inclusive, respectful language and to avoid
making negative judgements, stereotyping,
and generalizing when writing about social
and cultural customs in other communities.
(2) Teachers can use scaffolding to help students
expand their repertoire of expressions for stating
opinions in their written work (e.g., mon
avis, Cest mon opinion, Daprs moi, En
ce qui me concerne, Il est/Cest certain que,
Il est/Cest clair que, Cest vident que).
WRITING
107
GRADE 8
Note
A. LISTENING
CORE FRENCH
increasingly complex messages about everyday
matters and matters of personal interest, with
contextual and visual support (e.g., listen to a
comprehension strategies and use them before,
review of a movie and identify what the reviewer
enjoyed about it, and the reasons for her or his
French texts (e.g., activate prior knowledge and
opinion; listen to a radio interview about a familiar
apply it to new learning; make predictions about
topic such as the use of cell phones in the classroom
the content of a narrative or presentation based on
and identify the main ideas; listen to a slogan and
the presenters opening remarks; use self-questioning
infer what the product is; listen to a question-and-
to monitor understanding of what is being said;
answer session on a social or environmental issue
ask questions to rank ideas in order of importance;
and create a poster to illustrate the message; listen

use a range of note-taking strategies to keep track
to a commercial for a product and list the advertisers
of key ideas and supporting details)
key claims in order of importance)
Teacher prompts: Quelles sortes de questions
Teacher prompts: Quand tu coutes la critique
te poses-tu pour mieux comprendre ce que tu
dun film, quels mots et expressions taident
entends? Pourquoi est-il important de penser
identifier lopinion exprime? Dans quelle
une exprience ou une situation semblable
mesure le point de vue dune autre personne
celle que tu entends? Est-ce que cela taide
a-t-il une influence sur ton opinion? De
mieux comprendre? Comment est-ce que
quelle faon le fait dcouter des clips sur
plusieurs coutes dun clip audio taident-elles
Internet taide-t-il te divertir?
mieux saisir le message? Comment les
descriptions que tu entends taident-elles Instructional tips:
visualiser le message dans ta tte? (1) In a think-aloud, teachers can model ways
to interpret the meaning of on (nous, ils,
quelquun) used in statements of opinion.
students listen for the use of comparative
adjectives and adverbs, such as moinsque, (2) Teachers can encourage students to listen
plusque, to rank ideas in order of for constructions using the verbs vouloir,
importance. pouvoir, and devoir plus the infinitif, as
signs that the speaker is discussing wishes
or possibilities.
(3) Teachers can encourage students to identify
the use of the past tenses in a movie or book
review.
110
A2. Listening to Interact (b) identify their areas of greater and lesser
strength as listeners, and plan steps they can
By the end of Grade 8, students will: take to improve their listening skills (e.g.,
engage in dialogue with the teacher and peers to
determine criteria for effective listening; use a
identify and use interactive listening strategies
personal journal to reflect on areas of need and
ways to listen more effectively when interacting;
in social and academic interactions (e.g., in a
use feedback from the teacher and peers to identify
group discussion, follow the conversation and
areas of strength and set listening goals)
make relevant contributions when it is their turn
to speak; disagree with or challenge the ideas of Teacher prompts: Comment est-ce que le fait
GRADE 8
others respectfully and without making it personal; de dvelopper des critres dvaluation peut
show interest in what is being said by commenting amliorer tes stratgies dcoute? Dans quelle
and questioning) mesure la rtroaction de tes pairs et ton auto-
valuation te permettent-elles didentifier et de
Teacher prompts: Quelle stratgie taide faire
planifier tes prochaines tapes pour amliorer
part de tes commentaires pour dmontrer ta
ta comprhension?
comprhension lors dune discussion de groupe?
Quelle stratgie taide organiser tes ides Instructional tip: Teachers can emphasize the
pour fournir une rtroaction pertinente? value of active listening strategies in interactions
in any language and in any curriculum area.
students to listen for adverbs of degree
(e.g., assez, autant, aussi, beaucoup, A3. Intercultural Understanding
moins, peu, trs, fort, si, tant,
combien, davantage, environ, plus, By the end of Grade 8, students will:
tellement, trop) used to emphasize a
speakers assertions. A3.1 Intercultural Awareness: using information
A2.2 Interacting: respond with understanding communities in Europe, find out about aspects
to what others say while participating in of their cultures, and make connections to
interactions of various lengths about everyday personal experiences and their own and other
matters and matters of personal interest (e.g., communities (e.g., listen to descriptions of tourist
listen to a peers reaction to a review of a video game destinations in French-speaking parts of Europe
and identify areas of agreement and disagreement; and identify and describe significant landmarks;
in a small-group discussion about tourist attractions, listen to/view a French cooking show and describe
listen to others opinions, agree or disagree, and the dishes prepared; view a fictional or documentary
share their own preferences; listen to a description video about aspects of life in a French-speaking
of a worthy cause and participate in a group region in Europe and make connections to their own
discussion about how to raise funds to support community; identify topics of interest in songs,
the cause) stories, and legends by European artists and
authors, such as MC Solaar Lve-toi et Rap)
demander un ami de clarifier son opinion Teacher prompts: Quest-ce que tu as appris
avant de rpondre? Comment peux-tu propos de cette rgion? Est-ce que tu aimerais
valoriser la position dun camarade de classe? la visiter? Pourquoi? Quels sont tes liens
personnels avec le message ou le personnage
Instructional tip: Teachers can help students de la chanson? Est-ce que la chanson ta aid
recognize the use of the si clause with the mieux comprendre la situation des jeunes dans
imparfait followed by the conditionnel prsent cette communaut? Comment est-ce que les
to indicate hypothetical situations (e.g., Si je informations prsentes dans le texte propos
suivais ta suggestion, je pourrais, Si jtais des valeurs et traditions culturelles taident
dans ta situation, je dirais). crer des liens avec tes propres traditions?
Comment est-ce que le fait dcouter taide
A2.3 Metacognition: comprendre le sens et la valeur du point de
(a) describe, in conversation with the teacher vue des autres personnes?
listening effectively (e.g., lack of familiarity with
vocabulary, difficulty processing information
quickly) and strategies they found helpful
LISTENING
before, during, and after listening;
111
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
CORE FRENCH
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)
Teacher prompts: Pourquoi est-il important
de reconnatre les diffrents mots utiliss
pour dcrire les repas dans les communauts
francophones au Canada et en France? Quels
lments entendus taident reconnatre la
relation entre les personnes qui parlent?
Comment vas-tu commencer, poursuivre
et terminer une conversation tlphonique
dans le cadre dune simulation en utilisant
les conventions appropries?
speaking communities in Europe) but are not expected to do so.
112
B. SPEAKING
GRADE 8
B1. Speaking to Communicate peer to visit a country or a French-speaking
Aboriginal community of their choice; present
By the end of Grade 8, students will: feelings and new learning related to an Aboriginal
story or book, such as a Louis Riel comic strip)
identify a range of speaking strategies and Teacher prompts: Comment vas-tu organiser
use them appropriately to express themselves tes ides pour prparer et prsenter ton opinion?
clearly and coherently in French for various Comment est-ce que tu vas retenir lattention
purposes and to a variety of audiences (e.g., de ton auditoire quand tu fais une prsentation
adjust volume and tone to suit the message and orale? Quels lments faut-il y incorporer?
context; use dramatic pauses in a role play to Instructional tip: Teachers can model and
create suspense; rehearse the delivery of spoken promote the use of the pronoun on to present
messages) general/collective/widely shared opinions
Teacher prompts: Comment est-ce que tu peux or ideas.
utiliser ta voix pour convaincre ton auditoire?
Comment est-ce que la voix, le dbit et B1.3 Speaking with Fluency: speak with
lexpression vont changer quand on joue des a smooth pace, appropriate intonation,
jeux de rle diffrents? and accurate pronunciation in rehearsed
communications about a range of familiar
B1.2 Producing Oral Communications: produce topics (e.g., give clear directions with minimal
rehearsed and increasingly spontaneous hesitation; recite a poem using appropriate pauses
messages in French to communicate ideas and as indicated by the punctuation and/or layout
information about matters of personal interest, of the lines to communicate the poets intended
with contextual, auditory, and visual support meaning accurately)
(e.g., give commands, directions, and instructions; Teacher prompts: Comment est-ce que le fait
ask for and give advice; share information about de partager tes ides avec un partenaire avant
their activities and interests; present a critique of de les partager avec le groupe taide amliorer
a graphic novel, film, or video game; create and ta prcision et ta fluidit verbale? Pourquoi
deliver an oral presentation about an environmental faut-il rpter ta prsentation avant de la faire
issue or a financial issue of concern to adolescents; devant toute la classe?
prepare and present a commercial to convince a
SPEAKING
113
B2. Speaking to Interact (2) Teachers can use scaffolding to help stu-
dents expand their repertoire of expressions
By the end of Grade 8, students will: for stating opinions (e.g., mon avis, Cest
mon opinion, Daprs moi, En ce qui me
concerne, Il est/Cest certain que, Il est/Cest
clair que, Cest vident que).
(e.g., speak clearly; look at the listener/audience; (3) Teachers can encourage students to use
demonstrate an understanding of when to speak and the appropriate form of the past tense when
when to listen; take turns; paraphrase information discussing a character or events in a literature
CORE FRENCH
to confirm understanding; request repetition and circle.

explanation from others when meaning is unclear;
acknowledge the contributions of others before B2.3 Metacognition:
stating their own views; show respect for different (a) describe, in conversation with the teacher
points of view) and their peers, some strategies they found
helpful before, during, and after speaking to
Teacher prompts: Comment le fait de poser des communicate effectively;
questions quelquun lors dune conversation (b) identify their areas of greater and lesser
taide-t-il claircir son message et faire des strength as speakers, and plan steps they can
liens avec ta situation? Quel est le rle des take to improve their speaking skills (e.g., explain
pauses dans une conversation? Dans un during a student-teacher conference how they
dbat, quelles stratgies peux-tu utiliser pour monitor their speaking skills; make and record
soutenir ton argument et clarifier ton point revisions to the form and content of speech using
de vue? feedback from peers and teacher; identify and
Instructional tip: Teachers can model the use describe the key elements used by peers and others
of sentence starters that introduce an inference during oral presentations; set small, attainable
(e.g., Je pense que, Je crois que, Il me goals to improve oral communication, increase
semble que), and encourage students to use confidence, and sustain motivation)
them when commenting on a remark made Teacher prompts: Quels aspects de tes
by a peer or an adult. prsentations dsires-tu amliorer? Quelles
sont les tapes suivre pour y arriver?
B2.2 Interacting: exchange information and
Quelles stratgies sont les plus efficaces pour
ideas with the teacher and their peers in
taider exprimer tes ides plus clairement?
guided, increasingly spontaneous spoken
quoi penses-tu quand tu prpares une
interactions about matters of personal interest,
prsentation pour tes auditeurs? Quels sont
with teacher modelling and support as appro-
les critres qui font quune prsentation orale
priate (e.g., exchange information with peers and
est efficace? Comment les stratgies de
the teacher about activities and interests; contribute

communication orale sont-elles utiles dans
information in a jigsaw group discussion about
la vie de tous les jours?
current events; share their ideas and respond to
others opinions in a literature circle; contribute Instructional tips:
comments and respond to classmates contributions (1) Teachers can encourage students to use the
in cooperative group activities; provide feedback comparative and superlative forms of adjectives
to a classmate in a peer-assessment activity; and adverbs when evaluating speaking strategies
contribute and respond to comments in interactive and identifying those they found helpful (e.g.,
games and role plays; discuss personal preferences Cette stratgie est plus efficace que celle de
with a classmate; defend their opinion/point of mon pair).
view in a debate) (2) Teachers can work with students to help
Teacher prompts: Comment est-ce quon peut them develop tools such as organizers and
appuyer son point de vue dans un dbat? checklists to assess their skills and identify
Comment partages-tu ton opinion dans une next steps.
discussion? Comment choisis-tu les moments (3) Teachers can model the use of various
opportuns pour communiquer tes ides? negative constructions (e.g., neplus, ne
Instructional tips: jamais) as they provide feedback on students
(1) Teachers can model the use of impersonal use of speaking strategies.
expressions (e.g., Il est important de, Il est
ncessaire de) followed by an infinitif for
giving an opinion.
114
appropriately in spoken interactions (e.g., select
and use formal or informal language and forms of
communities in Europe, including aspects
address to suit the situation, such as when greeting
of their cultures and their contributions to
an Aboriginal Elder; select and use expressions for
la francophonie and the world, and make
opening, maintaining, and closing a conversation
connections to personal experiences and
as appropriate to the relationship between the
their own and other communities (e.g., use an
speakers; identify and use appropriate conventions
GRADE 8
audio-visual presentation to describe significant
in informal oral interactions such as telephone
landmarks, local cuisine, and/or traditions and
calls for example, standard phrases for greeting
customs of European countries where French is
the listener, asking to speak to someone, identifying
widely spoken, such as France, Switzerland, and
themselves, asking to leave a message)
Belgium; identify and explain reasons for learning
French; deliver a presentation about the lifelong Teacher prompts: Comment te prsentes-tu au
benefits of learning another language and exploring tlphone quelquun que tu ne connais pas?
other cultures including improved opportunities Quelles informations communiques-tu?
for careers, summer jobs, friendship, and travel; Quelles expressions peux-tu utiliser pour
identify and report on examples of the use of encourager la poursuite dune conversation?
French in their immediate environment) Comment est-ce que ces expressions changent
selon la situation?
Teacher prompts: Comment le fait de tinformer
sur les symboles dune autre communaut Instructional tip: Teachers can model the use
taide-t-il apprcier la raison dtre des valeurs of words and expressions designed to elicit
sociales de la communaut en question? additional information and/or sustain a
Comment le fait de comparer la vie quotidienne conversation in a variety of social contexts
des enfants de diffrentes communauts va-t-il (e.g., Ce nest pas possible!, Et alors?,
taider contribuer de faon active et positive Quest-ce qui est arriv aprs?, Tu blagues!,
la socit? Comment est-ce que la gographie Franchement?).
dune rgion a un impact sur la vie culturelle
et sociale dune communaut francophone?
Comment peux-tu articuler ton message et
ton point de vue en respectant les ides et les
opinions des autres?
of the pronoun y and highlight its use as a
substitute for a preposition followed by a place
name to avoid repetition of the place name
during conversations (e.g., Veux-tu aller en
France? Oui, je veux y aller!).
SPEAKING
115
C. READING
CORE FRENCH
C1. Reading Comprehension Louis Riels leadership qualities and explain how
they influenced his actions)
Teacher prompts: Quelles informations tires
C1.1 Using Reading Comprehension Strategies: dun menu taideront choisir un mets nutritif?
identify a variety of reading comprehension Aprs avoir lu des instructions pour jouer un
strategies and use them before, during, and jeu vido, comment peux-tu expliquer le jeu
after reading to understand texts in modelled, plus facilement un camarade de classe?
shared, guided, and independent reading Comment est-ce que le fait de faire un jeu
contexts (e.g., use brainstorming to relate prior de rle taide mieux connatre le personnage
knowledge and experiences to specific ideas in dun texte lu?
a text; use pictorial clues, including cover art, to Instructional tip: Teachers can model the use
predict the type of content in a text; make predictions of various types of questions (e.g., hand,
about a text based on knowledge of similar text which implies literal, head, which denotes
forms; using think-aloud techniques modelled by inferential, and heart, which refers to evaluative
the teacher, scan texts for specific information or to questions) for responding to texts.
identify important ideas; monitor comprehension
by rereading or asking questions) C1.3 Reading with Fluency: read a variety of
Teacher prompts: Y a-t-il une stratgie de texts containing familiar names, words, and
comprhension qui est plus efficace pour toi? expressions at a sufficient rate and with sufficient
Pourquoi? Comment est-ce que les images ease to demonstrate that they understand the
taident faire des prdictions propos du overall sense of the text (e.g., use graphophonic
texte? Quelles questions te poses-tu pendant cues to recognize and pronounce familiar words
la lecture des publicits? within larger words; make reading aloud sound
like spoken language, with appropriate expression
C1.2 Reading for Meaning: demonstrate an and emphasis, and pauses, stops, and starts
understanding of a variety of French texts as indicated by the punctuation; recognize and
containing visuals and familiar names, words, pronounce smoothly previously encountered
and expressions, with teacher modelling and words from oral vocabulary and grade-level texts,
guidance as appropriate (e.g., choose their terminology used regularly in discussions and
favourite dishes from a menu; find scheduled posted on anchor charts, and words from shared/
classes on a school timetable; share details from a guided/independent-reading texts and resource
pen pals letter with a peer; read the instructions materials)
for playing a video game and demonstrate how Teacher prompts: Pourquoi est-il important de
to play for a classmate; role-play a talk show faire des pauses et des arrts lorsquon lit voix
interview with a character from a text they have haute? Comment est-ce que la reconnaissance
read; in a small-group placemat activity, list des expressions et mots familiers dans un texte
116
pendant la lecture taide mieux comprendre students attention to the authors use of
le message? words that signal explanations or instructions.
students to read expressively with a partner
or a small group to make their reading sound
of a variety of text forms, including fictional,
more natural.
(e.g., magazine cover image(s) and caption(s)
C1.4 Developing Vocabulary: use a variety of
highlighting key features, table of contents,
advertisements, featured articles, editorial, letters
to the editor, photographs, illustrations; fictional
GRADE 8
narrative/short story/novel plot/action related
words (e.g., develop a personal list of words related
to gaining an insight or resolving a problem,
to specific topics or themes that interest them; develop
descriptions of characters and their thoughts,
a bank of sight words using visual dictionaries,
dialogue, descriptions of settings or historical
the word wall, words from oral vocabulary, and
events; book jacket or DVD cover illustration(s),
grade-level texts; compile a list of terminology
title, author name, advertising copy and reviewers
regularly used in discussions and posted on anchor
quotations, synopsis of story)
charts; use a thesaurus to expand vocabulary; use
technological aids such as online dictionaries to Teacher prompts: Quelles sont les caractris-
expand vocabulary) tiques de texte que lauteur a employes pour
exprimer son point de vue? Quelles sont les
Teacher prompt: Comment est-ce que la
caractristiques les plus efficaces pour convaincre
technologie et les ressources en ligne peuvent
un public dacheter un nouveau produit?
taider largir ton vocabulaire?
Quels lments de style est-ce que lauteur
Instructional tip: Teachers can introduce peut employer pour renforcer ou clarifier son
vocabulary and expressions related to social message? Comment est-ce que le fait de faire
media and technology to foster the development des prdictions partir dlments dorganisation
of media literacy in French comparable to that du texte (p. ex., lier le titre, les sous-titres et
in students first language. les illustrations tes connaissances antrieures
sur le sujet) taide activer tes connaissances
antrieures pour les lier au texte ou au sujet?
Instructional tip: Teachers and students can
By the end of Grade 8, students will: work together to create an anchor chart listing
the major characteristics and stylistic elements
C2.1 Purposes of Text Forms: identify the of a variety of text forms and formats.
fictional, informational, graphic, and media C2.3 Metacognition:
forms (e.g., magazine to provide a range of (a) describe, in conversation with the teacher
informational, imaginative, and graphic pieces in and their peers, some strategies they found
one volume; website or encyclopedia entry to helpful before, during, and after reading to
provide an organized summary of key information understand texts;
about a subject; fictional narrative/short story/ (b) identify their areas of greater and lesser
novel to depict imaginary events, characters, strength as readers, and plan steps they can
and experiences in an engaging, entertaining form; take to improve their reading skills (e.g., plan to:
book jacket or DVD cover to describe the type look for transition words to identify relationships
of content and reading/viewing experience provided between ideas, scan texts to identify and look up
by the text in language that will capture the readers/ unfamiliar technical words related to the subject
viewers attention and stimulate interest) matter)
Teacher prompts: Comment est-ce que lauteur Teacher prompts: Quelles stratgies est-ce
peut exprimer diffremment son message que tu utilises le plus quand tu lis? Quelle
en utilisant des formes de texte varies? stratgie est-ce que tu utilises pour rsumer
Comment est-ce que le message de lauteur un texte? Pourquoi est-ce quil est important
change quand on modifie la forme de texte? didentifier tes points forts et faibles en lecture?
Pourquoi penses-tu que lauteur a choisi de Quelle nouvelle stratgie peux-tu essayer pour
prsenter son message sous forme de bande amliorer ta comptence en lecture?
dessine?
Instructional tips:
READING
Instructional tip: During a read-aloud or (1) Teachers can model the use of adverbs of
shared reading activity, teachers can draw time (e.g., toujours, souvent, parfois,
117
jamais) for discussing the effectiveness of C3.2 Awareness of Sociolinguistic Conventions:
reading comprehension strategies. identify, in age- and grade-appropriate French
(2) Teachers can encourage students to record
associated with a variety of social situations in
their strengths, areas of need, and goals for
diverse French-speaking communities* (e.g.,
improvement in a readers notebook.
compare menus from Switzerland, Belgium, and
France and identify different ways of describing
C3. Intercultural Understanding similar dishes; identify the use of slang/colloquial/
familiar versus standard French in posters,
CORE FRENCH
cartoons, graphic novels, or advertisements;

identify expressions of gratitude and formulas
C3.1 Intercultural Awareness: using information for making excuses or extending invitations
from a variety of French texts, identify French- used in different French-speaking communities)
speaking communities in Europe, find out
about aspects of their cultures, and make Teacher prompts: Comment peux-tu identifier
connections to personal experiences and their les diffrentes faons de dcrire des plats
own and other communities (e.g., using an online semblables dans diverses rgions francophones?
encyclopedia and maps of Europe, identify French- En examinant les affiches des diffrentes
speaking countries and countries where French rgions, peux-tu identifier lusage du joual/du
is widely spoken such as France, Switzerland, patois/du langage familier/du franais
and Belgium; identify symbols, personalities, standard?
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)
Teacher prompts: Es-tu daccord avec le
point de vue de lauteur propos de cette
communaut? Comment est-ce que la
recherche que tu as faite propos de la cuisine
suisse va taider crer une prsentation multi-
mdia pour dcrire cette tradition culturelle?
Tu as lu une annonce publicitaire qui dcrit
les avantages dapprendre une autre langue.

Comment est-ce que cette information peut
avoir une influence sur ton choix de carrire?
students to summarize details from multiple
sources of information about the contributions
of French-speaking personalities or organizations
to la francophonie.
118
D. WRITING
D1. 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;
GRADE 8
D1. Purpose, Audience, and Form such as transportation, cost, appropriate clothing;
descriptive article introductory paragraph,
By the end of Grade 8, students will: additional paragraphs with topic sentences and
supporting details, conclusion)
determine, with support from the teacher, Teacher prompts: Pourquoi est-il important de
their purpose in writing and the audience for connatre le langage et les abrviations utiliss
French texts they plan to create (e.g., to highlight dans un texto? Pourquoi est-ce que des dtails
the environmental impact of different kinds of supplmentaires sont ncessaires dans un article
transportation systems in a poster for a community descriptif? En quoi la structure dune affiche
conservation campaign; to email or text information est-elle diffrente de celle dune brochure?
about an upcoming school event to classmates Quels lments sont semblables dans un
and/or the teacher; to describe a favourite activity, courriel et dans un texto?
animal, person, or place in an article for the class Instructional tip: Teachers can encourage
newspaper; to describe career opportunities for students to use words and expressions
bilingual workers and related education/training appropriate to the social context when writing
requirements in a brochure for distribution at a job dialogue or speech bubbles for graphic texts
fair; to describe special offers in an advertising (e.g., Ce nest pas possible!, Et alors?,
flyer) Quest-ce qui est arriv aprs?, Tu blagues!,
Teacher prompts: Comment peux-tu rdiger Franchement?).
un texto tes camarades pour dcrire les dtails
dun vnement scolaire? Comment peux-tu D1.3 Applying Language Conventions:
composer un article pour le journal de classe communicate their meaning clearly, using
afin de dcrire une de tes activits prfres? parts of speech appropriately and following
conventions for correct spelling, word order,
D1.2 Writing in a Variety of Forms: write a and punctuation (e.g., use classroom resources
variety of age- and grade-appropriate French to check word choice; express likes and dislikes
texts, applying their knowledge of the basic using verbs of emotion; describe personal routines
structural and stylistic elements of each form using reflexive verbs)
(e.g., information poster/brochure/advertising Teacher prompts: Comment peux-tu exprimer
flyer title or phrase identifying the topic, tes prfrences en utilisant des verbes dmotion
illustrations, captions, brief explanations; (p. ex., aimer, adorer, dtester)? Comment
email/text message about a school outing est-ce que les verbes rflchis (p. ex., se laver,
WRITING
subject line, salutation, closing or signature line, se maquiller, se peigner) taident dcrire une
abbreviations for high-frequency words, date and journe typique?
time of event, information about relevant details
119
D2. The Writing Process Instructional tips:
(1) Teachers can review with students the
By the end of Grade 8, students will: correct use of adverbs of time (e.g., jamais,
toujours, souvent, quelquefois, rarement,
D2.1 Generating, Developing, and Organizing parfois) in accounts of historical or current
Content: generate, develop, and organize events, and of possessive adjectives (e.g.,
ideas for writing using a variety of pre-writing ma/mon, notre, leur) in emails about
strategies and resources (e.g., use guiding questions personal interests or activities.
to identify the purpose and audience for a letter-
writing exercise; use graphic organizers to sort (2) Teachers can encourage students to use the
CORE FRENCH
and sequence ideas; use quick writes based on pronoun y as a substitute for a preposition
a read-aloud or shared reading text to capture the followed by a place name to avoid repetition of
main points to include in a summary; use the word the place name (e.g., in an email response to the
wall to activate ideas about vocabulary relevant to question Veux-tu aller en France?, replying
a topic; identify big ideas/topics for writing from Oui, je veux y aller!).
read-alouds and shared reading activities; consider (3) Teachers can suggest students use a variety
peer and teacher discussion and feedback when of adjectives (e.g., attirant, drangeant,
determining their approach or focus in a piece provocant) to qualify their feelings and
of writing; use print, electronic, and audio-visual opinions in their written responses to media texts.
resources to gather background material about a
topic; write an adaptation based on an oral tradition D2.3 Producing Finished Work: make improve-
of a First Nation, Mtis, or Inuit storyteller) ments to enhance the clarity and readability
Teacher prompts: Comment est-ce quune of their written work, and use a few elements
criture spontane taide identifier des ides of effective presentation to produce a polished
principales? Comment peux-tu identifier et product for publication (e.g., a cover page,
utiliser les grandes ides tires dune activit different font sizes for titles and headings, labelled
de lecture partage dans ton criture? diagrams, illustrations, photographs, borders and
shading, graphics)
organizational patterns such as chronological Teacher prompt: Pourquoi est-il important
order, cause and effect, and order of ascending dutiliser toutes les ressources disponibles dans
or descending importance for structuring the la classe pour amliorer ton travail crit?
content of written work. Instructional tip: Teachers can remind
students to use transitional words and phrases
D2.2 Drafting and Revising: plan and produce (e.g., ensuite, aussi, car, puisque,
drafts and revise their writing, using a variety cependant, nanmoins) to clarify the
of teacher-directed and independent strategies connections between ideas and improve the
(e.g., participate in a teacher-student conference to flow of their writing.

evaluate a first draft; reread and reorder information
to improve organization; refer to teacher and peer D2.4 Metacognition:
feedback to help them identify gaps and awkward (a) describe, in conversation with the teacher
transitions; use teacher and class co-created and their peers, some strategies they found
checklists and models and student exemplars to helpful before, during, and after writing;
guide revision; use knowledge of sound-symbol (b) identify their areas of greater and lesser
relationships, familiar words, French spelling strength as writers, and plan steps they can
patterns, and a variety of appropriate resources to take to improve their writing skills (e.g.,
confirm or correct spelling and use of verbs in the determine which strategies helped to organize
past, present, and future tenses) information and ideas effectively; evaluate the
Teacher prompts: Comment est-ce que le fait effectiveness of peer editing and peer feedback;
de participer une confrence dcriture taide identify areas for improvement and plan next
valuer ta premire bauche? Comment steps, recording both in a writers notebook)
est-ce que lusage de mots familiers, de struc- Teacher prompts: Comment te prpares-tu
tures de la langue franaise et des ressources crire? Rflchis aux comportements appropris
disponibles dans la classe peuvent taider pour mieux se concentrer lors dune tche
vrifier et corriger lorthographe dans ton crite. Comment la rvision des textes de tes
travail crit? pairs taide-t-elle rviser tes propres textes?
Comment le fait de consulter ton cahier
120
dcriture peut-il taider pendant le processus a French-speaking part of Europe; write an email
dcriture? Comment le fait de rflchir sur giving directions for travelling from la Tour Eiffel
la rtroaction de ton enseignante ou enseignant to lArc de Triomphe in Paris)
propos de tches dcriture prcdentes Teacher prompts: Quel est ton message? Sur
taide-t-il planifier tes prochaines tches quelles informations tes-tu bas pour former
dcriture? Quels sont tes forces et tes dfis ton point de vue? Comment peux-tu organiser
comme crivain? Quelle nouvelle stratgie tes ides pour dcrire les origines du chocolat
peux-tu utiliser pour rdiger une bauche? belge dans une entre dencyclopdie en ligne?
Instructional tips: Comment peux-tu fournir des instructions
(1) Teachers and students can co-create an pour voyager dun site touristique un autre
dans un courriel?
GRADE 8
anchor chart with success criteria for effective
writing strategies (e.g., Je peux identifier mon
point de vue, Je peux vrifier que mon criture D3.2 Awareness of Sociolinguistic Conventions:
sadresse au public cibl, Je peux utiliser des identify sociolinguistic conventions associated
organigrammes pour organiser mon criture). with a variety of social situations in diverse
(2) Teachers can review with students the correct
use of comparative and superlative forms of
ings, leave-taking expressions, and expressions
adjectives and adverbs in notebook entries
of courtesy; the proper format for salutations
evaluating their writing skills and plans for
and closings in a personal [informal] letter, on a
improvement.
postcard, or in an email; formulas for introducing
themselves to someone, asking for and providing
D3. Intercultural Understanding information, describing family/personal interests/
hobbies/holiday plans; conventions for writing the
By the end of Grade 8, students will: date in French)
D3.1 Intercultural Awareness: in their written Teacher prompt: Pourquoi est-il important de
work, communicate information about French- connatre quelques expressions pour se prsenter
speaking communities in Europe, including dans diffrentes situations sociales?
aspects of their cultures and their contributions Instructional tip: Teachers can model for students
to la francophonie and the world, and make the use of the conditionnel prsent in formal
connections to personal experiences and their written communications as a mark of politeness
own and other communities (e.g., write an entry and/or respect.
about a French-speaking community in Europe
for an online encyclopedia; write and perform
a jingle about a popular tourist destination in
WRITING
121
THE EXTENDED
FRENCH PROGRAM,
GRADES 4 TO 8
GRADE 4
Note
A. LISTENING
EXTENDED FRENCH
A1. Listening to Understand: determine meaning in a variety of oral French texts, using appropriate
A1. Listening to Understand taident comprendre les dtails importants?
Quelle est lide principale de ce texte?
By the end of Grade 4, students will: Quels sont les mots cls prsents dans le
texte mdiatique?
Strategies: identify a range of listening Instructional tip: Teachers can help students
comprehension strategies and use them listen for cognates (mots apparents) and familiar
appropriately before, during, and after listening words as they listen to a read-aloud or a song.
to understand a variety of oral French texts (e.g.,
identify cognates; visualize the setting of a story A1.3 Listening for Meaning: demonstrate an
during a read-aloud; draw on personal background understanding of the intent and meaning of
knowledge to make connections to the emotions of oral French texts containing familiar words and
expressions and dealing with everyday topics,
THE ONTARIO CURRICULUM | French as a Second Language: Extended, Grades 48
a speaker; ask for repetition to clarify meaning)

with contextual and visual support (e.g., record
Teacher prompts: Comment est-ce que key information from fictional and non-fictional
certains mots de ta premire langue taident oral texts; follow a series of Total Physical Response
comprendre le message? Comment est-ce [TPR] commands; sequence a group of pictures or
que la visualisation taide comprendre le images for a storyboard, based on a description;
texte? Comment est-ce que tes connaissances make drawings to illustrate objects in an oral
antrieures taident comprendre le message description; find a specific classroom object by
du texte? Quelles questions peux-tu poser following directions from the teacher and class;
afin de mieux comprendre le texte? identify refrains, rhyme schemes, and other word/
Instructional tip: Teachers can ask students sound patterns in songs, poems, read-alouds, chants,
to sketch their mental images to confirm and rhymes; listen to a description of an object and
understanding of what they heard. identify the object)
Teacher prompts: Quest-ce que tu as compris
A1.2 Understanding Purposes for Listening:
de lhistoire ou de la description? Montre-moi.
Comment est-ce que tu peux montrer que tu
for listening in a variety of situations (e.g., to
comprends la description dun objet/dun
follow teacher instructions; to identify familiar
animal/dune personne?
words in songs; to learn new expressions and
word patterns from texts read aloud; to be Instructional tips:
entertained by a humorous story or joke) (1) Teachers can help students evaluate the
importance of the key messages heard by
Teacher prompts: Comment est-ce que les mots
familiers et les structures rptes de la chanson
124
having them record their thoughts on a A2. Listening to Interact
graphic organizer.
(2) Teachers can use scaffolding to help students
build on known vocabulary to understand A2.1 Using Interactive Listening Strategies:
new vocabulary and recognize the use of the identify and use interactive listening strategies
imperative when listening to directions. to suit the situation while participating in a
Step 1: The teacher gives instructions for variety of structured and guided social and
the class to follow: Marchez! Arrtez! academic interactions about familiar, everyday
Attendez! Indiquez! topics (e.g., ask questions; paraphrase; study
non-verbal cues; ask for repetition)
Step 2: The teacher gives more detailed
GRADE 4
instructions for the class to follow: Marchez Teacher prompts: Quelles questions peux-tu
vers la porte! Arrtez! Attendez une autre poser pour mieux comprendre les autres?
instruction! Indiquez la porte de la classe! Comment le fait de reformuler dans tes
propres mots ce qua dit la personne qui
Step 3: The teacher gives instructions for parle taide-t-il participer la conversation?
individual students to follow: Mohammed Comment est-ce que les actions et les gestes
et Sebastian, marchez vers la porte. de ton partenaire taident comprendre
Step 4: Students develop their own instruc- lintention de son message?
tions for one or more classmates to follow. Instructional tip: Teachers can ask students to
use question words (e.g., Qui?, Comment?,
A1.4 Responding to and Evaluating Media Pourquoi?, Combien?) to clarify their
Texts: express in verbal and non-verbal ways understanding when collaborating.
their personal thoughts, feelings, and opinions
about the messages and the ways they are A2.2 Interacting: respond with understanding
presented in brief oral media texts about familiar, to what others say while participating in inter-
everyday topics, with teacher support and actions about familiar, everyday topics (e.g.,
guidance as appropriate (e.g., dramatize or ask questions to gather more information about a
draw an image depicting their personal response peers family or friends; acknowledge others ideas
to the emotions expressed in a song; evaluate the during a discussion about plans for recess; compare
effectiveness of sound effects in supporting the family traditions with a peer)
spoken dialogue of a video clip or movie; discuss
an announcers use of intonation to convey Teacher prompts: Quelles questions peux-tu
emotion; create a collage reflecting the tone of poser ton partenaire pour lencourager
an advertisement; create an acrostic poem that partager plus dides? Quest-ce que tu peux
outlines their opinion of a song; identify elements faire pendant une conversation pour vrifier
in commercials that persuade listeners to purchase linformation donne par ton partenaire sur sa
the product) famille? Comment le partage des champs
dintrt personnels du groupe taide-t-il
Teacher prompts: Quelle est ta raction slectionner ton activit pour la recration?
personnelle au message de la chanson?
Comment est-ce que la prononciation des Instructional tips:
mots et la mlodie de la chanson taident (1) Teachers can model the use of descriptive
interprter le message du chanteur? Comment words (e.g., adjectives) and encourage students
est-ce que les effets sonores ou les instruments to use them in conversations about their cultures,
choisis influencent ton interprtation du families, and friends.
message? Daprs toi, pourquoi est-ce que la (2) Teachers can encourage students to use a
personne a chang son intonation dans le texte Venn diagram to record their comparisons.
audio? Est-ce que cela ta aid interprter son
message? De quelle faon peux-tu exprimer A2.3 Metacognition:
tes sentiments propos du message? (a) describe strategies they found helpful
Instructional tips: before, during, and after listening;
(1) Teachers can introduce and model the use (b) identify their areas of greater and lesser
of adjectives that describe feelings. strength as listeners, and plan steps they can
take to improve their listening skills (e.g., evaluate
(2) While reading aloud or listening to audio the effectiveness of paraphrasing a partners ideas;
clips, teachers can model and discuss how identify the elements of an effective presentation
changes in intonation help convey a message.
LISTENING
125
and plan to incorporate them in their own; identify A3.2 Awareness of Sociolinguistic Conventions:
strategies and tools to improve their listening skills) using information from oral French texts,
Teacher prompts: Quelles sont les stratgies identify and demonstrate an understanding
de comprhension qui taident le plus? of sociolinguistic conventions used in a variety
Quelles questions pourras-tu poser pour of situations in diverse French-speaking com-
mieux comprendre ton camarade la prochaine munities* (e.g., identify salutations heard during
fois? Quest-ce que tu peux faire quand tu ne an interview; describe differences in formal and
comprends pas? informal forms of politeness used by a guest speaker;
EXTENDED FRENCH
identify slang and jargon in commercials)

students to self-assess their use of listening Teacher prompts: Comment sais-tu que
strategies and model phrases such as Je nai les personnages du texte se connaissent?
pas bien entendu, Peux-tu rpter un peu Comment est-ce que la personne qui parle
plus fort?. montre du respect dans ses interactions avec
les autres?
Instructional tip: Teachers can support students
A3. Intercultural Understanding in identifying different language registers by
By the end of Grade 4, students will: providing a text or transcript for students to
follow while listening.
communities in Ontario, find out about aspects
of their cultures, and make connections to
personal experiences and their own and other
communities (e.g., listen to directions to locate on a
map historic Franco-Ontarian or Mtis communities
such as Sault Ste. Marie or Mattawa; identify
examples of the use of French in their immediate
environment, such as the bilingual version of the
national anthem sung at sports events; listen to
descriptions of a cultural tradition from a Franco-
Ontarian community and make connections to a
similar tradition in their own family; identify new
and interesting words and expressions in songs by
various Franco-Ontarian artists)
Teacher prompts: O est-ce que tu entends

parler le franais dans ta vie quotidienne (p. ex.,
lcole/ la maison/grce la technologie
mdiatique)? Quest-ce que tu as appris
en coutant la description des communauts
franco-ontariennes? Comment la musique
franco-ontarienne se compare-t-elle la musique
de ta propre culture?
comparative forms of adverbs (e.g., moins
que, aussique, plusque, autant
que) for making comparisons between
cultural elements.
126
B. SPEAKING
GRADE 4
B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes with
diverse audiences;
B1. Speaking to Communicate wishes and needs to the teacher and their peers;
give instructions for a physical activity; talk about
By the end of Grade 4, students will: how cultural elements seen in a text compare to
their own culture)
identify a range of speaking strategies and use Teacher prompts: Comment choisis-tu
them appropriately to express themselves clearly linformation ncessaire afin de prsenter
and coherently in French for a variety of purposes ta famille? Quest-ce que tu dois inclure
and to various audiences (e.g., use and reuse quand tu expliques tes pairs comment
familiar language structures and patterns, such as participer une activit physique?
repetition, and incorporate previously learned Instructional tips:
words and phrases to clarify the meaning of oral (1) Teachers can encourage students to use
messages; use visual, non-verbal cues such as possessive pronouns (e.g., mon, ma, mes)
gestures, facial expression, body position, and and the prsent when describing their family.
eye contact pointing, smiling, nodding, leaning
forward and vocal effects such as changes in (2) Teachers can use a cube with different
pitch, tone, pace, and volume to support and clari- questions or sentence starters on each side
fy meaning; use classroom visuals such as anchor to encourage students to use descriptive
charts to clarify a message) sentences when sharing information.
Teacher prompts: Comment est-ce que B1.3 Speaking with Fluency: speak with a
lintonation, le volume et le dbit de ta smooth pace, appropriate intonation, and
voix peuvent taider capter lintrt de ton accurate pronunciation in planned and
auditoire? Quest-ce que tu fais quand tu rehearsed communications about personal
parles franais et que la classe ne comprend and familiar topics, using familiar words and
pas? Quels gestes ou aides visuelles peux-tu expressions (e.g., use accepted pronunciation
utiliser pour aider les autres comprendre for high-frequency words, regularly used phrases,
ton message? and words with personal significance in brief oral
exchanges, dialogues, and presentations; accurately
B1.2 Producing Oral Communications: using pronounce familiar vocabulary when introducing
familiar words and expressions, produce themselves or their friends and family; speak at
planned and rehearsed messages in French a comfortable pace in short, rehearsed question-
containing information and ideas about them- and-answer routines about familiar topics; use
selves, family, friends, and their immediate intonation as modelled by the teacher to ask
environment, with contextual, auditory, and
SPEAKING
questions)
visual support (e.g., prepare and present an
introduction of themselves and/or their family; Teacher prompts: Comment peux-tu crer de
recount events and key information; express nouveaux mots partir de mots que tu connais
127
et ten servir dans tes conversations? Quand B2.2 Interacting: engage in rehearsed and
as-tu confiance de parler en franais? Lorsque spontaneous spoken interactions, in structured
tu parles un partenaire? En petits groupes? and guided social and academic contexts, on
Devant la classe? Comment est-ce que le fait familiar topics related to matters of personal
de parler de quelque chose que tu aimes bien interest and academic topics (e.g., discuss a
ou que tu connais bien taide parler avec current event with a peer and respond to each
confiance? others point of view; ask questions in a conversation
with a peer about personal interests; share ideas,
EXTENDED FRENCH
Instructional tips:
opinions, and feelings, and encourage others to
(1) Teachers can model the use of connecting
share their points of view during a literature circle;
words such as et, alors, and puis.
role-play a telephone conversation with a friend;
(2) Teachers can model the acceptable pronun- role-play an interaction between a customer and
ciation of singular and plural nouns and verbs a clerk in a store; interview a classmate to become
during shared reading or in an inside/outside informed about his or her cultural celebrations;
circle. with a peer, discuss how their cultural customs
affect their daily lives)
B1.4 Creating Media Texts: create a variety
of oral media texts using forms, conventions, Teacher prompts: Comment peux-tu montrer
and techniques appropriate to the purpose ton partenaire que tu respectes ses points
and audience (e.g., develop a television or radio de vue quand tu lui parles? Quelles sont
commercial for an invented product; create a radio les ides que tu veux communiquer pendant
announcement about a community event; create la conversation? Pourquoi est-ce quil est
a short video honouring the contributions of a ncessaire dcouter les diffrents points de
French-speaking and/or Aboriginal community vue avant de donner le sien? Comment est-ce
in Ontario) quune discussion sur tes routines quotidiennes
taide partager ta propre culture?
Teacher prompts: Quels sont les mots cls quil
faut inclure dans ton message publicitaire pour Instructional tip: Teachers can ask students
convaincre tes pairs dacheter ton produit? to use affirmative and negative forms when
Quels lments peux-tu inclure dans ton expressing their likes and dislikes.
annonce publicitaire pour lvnement
B2.3 Metacognition:
communautaire?
(a) describe strategies they found helpful before,
Instructional tip: Teachers can direct students during, and after speaking to communicate
to select an organizational tool to help them effectively;
plan a media text. (b) identify their areas of greater and lesser
strength as speakers, and plan steps they can take
to improve their speaking skills (e.g., describe

B2. Speaking to Interact their use of tone of voice, intonation, and pacing
By the end of Grade 4, students will: when interacting; identify areas of strength in the
delivery of a presentation and plan possible next
B2.1 Using Speaking Interaction Strategies: steps for improvement; plan how to present a more
demonstrate an understanding of appropriate convincing argument when expressing personal
speaking behaviour in a variety of situations opinions)
(e.g., take turns; stay on topic; adjust tone and Teacher prompts: Quest-ce qui taide parler
volume to the situation; use a combination of aux autres? Quest-ce que tu peux faire pour
words and non-verbal cues; paraphrase the main parler plus clairement? Comment peux-tu
idea of a peers message before contributing an amliorer ta communication orale? Comment
opinion; ask questions to confirm understanding) peux-tu utiliser la raction de ton public pour
Teacher prompts: Comment peux-tu montrer garder leur attention?
ton intrt dans une conversation? Comment Instructional tips:
peux-tu confirmer que tu comprends le message (1) Teachers and students can develop a list of
durant une discussion? questions that encourage self-reflection before,
Instructional tip: Teachers can encourage during, and after presentations or interactions.
students to verify understanding by asking (2) Teachers can encourage students to use
different types of questions using comment, adverbs (e.g., bien, beaucoup, clairement,
pourquoi, or inversion. moins, mieux) to describe how effectively
they are using strategies.
128
French-speaking communities,* and use them
appropriately in spoken interactions (e.g.,
use appropriate formal and informal personal
communities in Ontario, including aspects
pronouns vous/tu; use greetings, leave-taking
expressions, and expressions of courtesy bonjour,
salut, au revoir, demain, oui, non,
merci, sil vous plat, excusez-moi as
own and other communities (e.g., share ideas
appropriate to the social context; use the verb
GRADE 4
about the importance of French as demonstrated by
avoir to state their age; use gestures and other
its status as an official language of Canada; repeat
forms of non-verbal communication as appropriate
phrases from songs by Franco-Ontarian musicians
to the social context bowing, shrugging, hand
that reveal aspects of French Canadian cultures;
shaking; use standard introductory phrases to give
give brief oral presentations describing traditions
personal information Je mappelle Jhabite)
and festivals such as Bal de Neige in Ottawa; use a
T-chart to organize information and guide discussions Teacher prompts: Comment est-ce quon
about aspects of Franco-Ontarian cultures, such as choisit une salutation approprie selon la
family, school life, traditions, and festivals, and situation? Comment est-ce que les salutations
make connections to their own culture) taident crer des liens personnels dans une
conversation? Quels indices non verbaux
Teacher prompts: Selon toi, pourquoi est-ce
sont utiles pendant une conversation?
que cest important de valoriser la langue
franaise au Canada? Pourquoi faut-il valoriser Instructional tips:
toutes les langues au Canada? Quels liens (1) Teachers can model and encourage the use
personnels as-tu faits entre tes expriences et of appropriate greetings for various situations.
celles des autres? Quels aspects des cultures (2) Teachers can model various ways of intro-
franco-ontariennes (famille, vie scolaire, ducing others, as appropriate to the social
traditions, festivals) ressemblent ceux de ta context (e.g., Cest Midori or Voici Laura,
famille? Comment est-ce que la connaissance versus Je vous prsente Kamal et Eric).
de tes traditions et coutumes culturelles taide
mieux comprendre celles des cultures
francophones?
SPEAKING
129
C. READING
EXTENDED FRENCH
C1. Reading Comprehension (3) To guide students in their visualization,
teachers can think aloud when exploring texts,
By the end of Grade 4, students will: using expressions associated with the five
senses (ce que je vois, ce que jentends,
C1.1 Using Reading Comprehension
ce que je sens, ce que je touche, ce que
Strategies: identify a range of reading
je gote).
appropriately before, during, and after reading C1.2 Reading for Meaning: demonstrate an
to understand a variety of French texts, with understanding of the intent and meaning of
support as appropriate (e.g., identify cognates French texts containing familiar words and
and familiar words; activate prior knowledge expressions and dealing with everyday and
before reading; make connections to the events academic topics, with contextual and visual
or the experiences of a character in a text; ask support (e.g., draw pictures to illustrate the main
questions to support understanding; make inferences events in a story; dramatize a scene or the main
to understand explicit and implicit messages; use theme from a story they have read; use words and
visualization to clarify details of a scene) pictures to express feelings and opinions about an
Teacher prompts: Quels sont les mots issue raised in a text; summarize the main idea and
apparents et les mots familiers dans le texte? supporting details of a short story in a presentation
Quest-ce que tu sais dj propos du sujet? to the class; identify elements of non-fiction texts
Comment est-ce que cela taide comprendre such as newspaper articles and explain how they
ce que tu lis? Quels sont les liens que tu fais help the reader)
avec dautres textes, tes expriences et le monde? Teacher prompts: Comment est-ce que le fait
Quelles sont les images que tu vois quand tu de dessiner les principaux vnements vous
lis ce texte? aide mieux comprendre le texte? Comment
Instructional tips: peux-tu prsenter le thme du texte dans ton
(1) Teachers can model the use of pre-reading jeu de rle? Quels dtails importants vas-tu
strategies that will assist students to activate choisir pour prsenter le rsum du texte que
their prior knowledge before the exploration tu as lu?
of a text. Instructional tip: Teachers can support students
(2) During read-alouds and shared reading learning by modelling think-aloud stems such
activities, teachers can model the use of reading as je pense que, selon moi, je crois
comprehension strategies using think-aloud que to express their point of view about
stems and/or sentence starters (e.g., Le texte the messages in texts.
ditdonc, je sais; Limage que je vois dans
ma tte; Le texte me fait penser ). C1.3 Reading with Fluency: read French texts
containing familiar words, names, expressions,
130
and language structures, and dealing with with teacher support as appropriate (e.g., evaluate
everyday topics, at a sufficient rate and with the effectiveness of the packaging and design of a
sufficient ease to convey the sense of the text, cereal box intended to attract young consumers;
using a variety of cues (e.g., group words into discuss the techniques used on a billboard designed
meaningful phrases; read aloud with some intonation to encourage families to visit a tourist attraction;
and expression; recognize various spellings of the agree or disagree with the arguments presented in
same sound in independent reading selections; a magazine article; discuss how elements of a movie
participate in shared or echo reading to develop poster work together to express a particular point
fluency; use punctuation clues and sentence structure of view; discuss the effectiveness of the layout of a
to read with appropriate intonation) menu or sign at an amusement park; analyse how
specific features communicate the intended message
GRADE 4
in a web or print advertisement)
lcoute dun texte va taider dans tes lectures?
Comment la fluidit de ta lecture taide-t-elle Teacher prompts: Comment est-ce que les
comprendre le texte? Est-ce que la lecture lments visuels peuvent influencer ta dcision
voix haute taide mieux comprendre un quant lachat de ce produit? Quest-ce que
texte? Comment peux-tu utiliser ta connais- lauteur dun texte peut faire pour capter
sance des sons pour lire de nouveaux mots? lintrt du lecteur? Selon toi, est-ce que le
Que peux-tu faire quand tu te rends compte message reflte la ralit? Pourquoi? Comment
que la ponctuation dune phrase nest pas ce est-ce que les techniques utilises sur un site
quoi tu tattendais? Web tinvitent consommer ou acheter un
produit? Quelles sont les techniques publici-
Instructional tips:
taires utilises par la compagnie qui suscitent
(1) Teachers can use readers theatre and listening
ta raction?
centres to help develop students expression,
intonation, and fluency in reading aloud. Instructional tips:
(1) Teachers can suggest students extend their
(2) Teachers can model rate and pronunciation
understanding of the point of view expressed
during shared reading and read-alouds.
by providing evidence from the text.
C1.4 Developing Vocabulary: identify and use (2) Teachers can encourage students to use
several different strategies to expand vocabulary negative constructions (e.g., nepas,
through reading (e.g., use cognates [mots appar- nerien, nejamais, neplus) when
ents] to understand the meaning of new words; describing the messages and points of view
use context clues to infer meaning; use root words, in media texts.
prefixes, and suffixes to determine the meaning of
new words; use familiar words and high-frequency
words to interpret meaning; refer to classroom visual C2. Purpose, Form, and Style
supports and resources, such as subject-specific
word banks)
Teacher prompts: Comment est-ce que les mots C2.1 Purposes of Text Forms: identify the
apparents taident comprendre un texte? purpose(s) of a variety of text forms, including
Comment est-ce que le sujet et les lments fictional, informational, graphic, and media
visuels dun texte te permettent de comprendre forms (e.g., poem/song to express ideas and
les expressions et les mots moins familiers? emotions or convey a mood; short story to
Comment la racine des mots taide-t-elle entertain and/or explore characters, ideas, and
comprendre le sens du texte que tu lis? problems; social media text to say thank you,
send an invitation, or inform someone about a
Instructional tip: Teachers can support student
current event; advertisement to send a message
learning by providing a print-rich environment,
and persuade; article/report to describe an
including visuals such as word walls and anchor
experience or event or discuss a topic)
charts with word/sound patterns (e.g., nez,
bb, hockey, manger) or compound Teacher prompts: Comment est-ce que ton
words and their plural forms (e.g., grands- intention de lecture influence les genres de
pres, grands-mamans). texte que tu choisis de lire? Comment vas-tu
choisir un texte informatif qui sera utile pour
C1.5 Responding to and Evaluating Media tes recherches? Comment vas-tu slectionner
Texts: express their personal opinions about des textes pour approfondir tes connaissances
the treatment and presentation of the messages relatives un sujet en particulier?
READING
in a variety of media texts about familiar, Instructional tip: Teachers can model the use
academic, and personally relevant topics, of a variety of verbs for identifying the authors
and give evidence from the text for their opinions,
131
purpose in selecting a particular text form (e.g., Instructional tip: Teachers and students can
divertir, renseigner/informer, sexprimer, co-construct a list of prompts and reflections
persuader, convaincre, communiquer, that will guide students in their reflections and
expliquer). goal setting, such as Quelles stratgies est-ce
que jutilise quand je lis? Est-ce quil y
C2.2 Characteristics and Stylistic Elements of a dautres stratgies que je peux utiliser?
Text Forms: identify some characteristics and/ Quest-ce que jaime lire? Est-ce quil y a
or stylistic elements of a variety of text forms, dautres genres de texte que jaimerais lire?
EXTENDED FRENCH
including fictional, informational, graphic, and

media forms, and explain how they help to
convey the meaning, with support and guidance C3. Intercultural Understanding
from the teacher (e.g., poem/song rhyming or
non-rhyming patterns and use of imagery; picture
book title page, illustrations, and repetitive use C3.1 Intercultural Awareness: using information
of familiar words, phrases, and sentence structures; from a variety of French texts, identify French-
social media text special fonts, graphics, and speaking communities in Ontario, find out
illustrations; map pictures, symbols, legends, about aspects of their cultures, and make
and use of different colours; magazine contents connections to personal experiences and
page, headlines, subheadings, text boxes, and their own and other communities (e.g., compare
photographs) cultural experiences and perspectives in texts
Teacher prompts: Comment est-ce que les with those in their own community; research the
illustrations dun album taident faire un achievements and contributions of French speakers
rappel de lhistoire? Comment est-ce que in Ontario; research information about festivals
les caractres en gras ou en italique taident such as le Festival des tulipes Ottawa, le Festival
infrer lintention de lauteur? Comment des voyageurs Mattawa, le Festival Hati en
est-ce quune table des matires taide savoir Fte Ottawa, Mtis rendez-vous Rivire des
le contenu de ce que tu vas lire? franais, le Festival Bana yAfrique Toronto;
explain the importance of sporting events such
as les Jeux Franco-ontariens, childrens games
of vocabulary relating to the characteristics and
such as voyageur competitions and blanket throwing,
stylistic elements of texts, such as la police,
powwows, family traditions, and favourite songs
les caractres gras, les images, les titres,
in various Franco-Ontarian communities; read
les sous-titres.
about Franco-Ontarian Mtis such as Marcel
Labelle and Christian Pilon and identify some
C2.3 Metacognition:
of their accomplishments)
(a) identify, in conversation with the teacher
and their peers, a few strategies they found Teacher prompts: En quoi tes clbrations
helpful before, during, and after reading to familiales sont-elles semblables celles de cette
understand texts; communaut francophone? En quoi sont-elles
(b) determine their areas of greater and lesser diffrentes? Quelles sont les contributions
strength as readers, and plan steps they can take et les exploits des francophones de ta rgion?
to improve their reading skills (e.g., evaluate the Est-ce que tu as fait des liens entre ta propre
effectiveness of the reading strategies they use and communaut et celle franco-ontarienne prsente
identify new strategies they plan to incorporate in dans le texte?
their reading; record reading trends in a reading Instructional tip: Teachers can draw students
journal and set a goal to read a greater variety of attention to the masculine and feminine forms
texts) of adjectives (both singular and plural) that
Teacher prompts: Comment le fait dexpliquer describe traditions, nationalities, or cultural
la faon dutiliser une stratgie te permet-il de heritage (e.g., francophone(s), franco-
rflchir sur tes habilets? Comment est-ce ontarien(ne), qubcois(e), canadiens/
que les rtroactions de ton enseignant(e) te canadiennes, antillais(es)).
permettent de dterminer les prochaines tapes?
Pourquoi est-il important de reconnatre les C3.2 Awareness of Sociolinguistic Conventions:
types de texte ou les situations de lecture qui using information from French texts, identify
sont plus difficiles pour toi? and demonstrate an understanding of socio
linguistic conventions used in a variety of
132
situations in diverse French-speaking communi
ties* (e.g., familiar and formal forms of expression
used in letters, emails, and text messages; formalities
of a wedding invitation versus a birthday invitation;
language used in menus in various francophone
communities; use of language on signs and billboards
in public places and on notices in workplaces)
Teacher prompts: Comment le niveau de
langue change-t-il selon le destinataire
dune lettre? Comment les mots choisis
GRADE 4
dmontrent-ils la formalit dun vnement?
Comment la diversit francophone est-elle
reprsente dans un menu?
Instructional tip: Teachers can have students
search for different levels of formality (sil te
plat/sil vous plat; Viens samedi/Veuillez
vous joindre nous ce samedi) when reading
a variety of texts.
READING
133
D. WRITING
EXTENDED FRENCH
D1. Purpose, Audience, and Form: write in French in a variety of forms and for a variety of purposes
and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and
effectively;
D1. Purpose, Audience, and Form of each form (e.g., write a postcard to a pen pal
describing a community event; express ideas about
By the end of Grade 4, students will: themselves through a poem; create and complete
a questionnaire using biographical information;
write brief descriptions on a variety of familiar
topics, such as animals, friends, family, and
their purpose for writing and the audience
hobbies; recount the highlights of their weekend;
for French texts they plan to create (e.g., to
complete a bio-card for the student-of-the-month
write a set of directions for a science experiment;
bulletin board)
to provide a timeline of significant events for a
biography of a French Canadian, First Nation, Teacher prompts: Comment est-ce que les
Mtis, or Inuit artist; to organize ideas for a class lments de la carte postale facilitent la com-
presentation; to write a message to arrange a munication dun message ton correspondant
meeting with peers; to contribute to a class poetry franais? Comment est-ce quun question-
anthology; to create an announcement for an naire te permet de tinformer sur les origines
upcoming school sports event) dun ami de ta classe?
Teacher prompts: Comment vas-tu choisir le Instructional tip: Teachers can model and
format appropri ton but? Comment vas-tu encourage the use of the masculine and
organiser ton travail pour retenir lintrt de feminine forms of adjectives (both singular
ton destinataire? Comment les diffrentes and plural), as well as the appropriate past,
formes de textes sont-elles lies des buts present, and future tenses of familiar verbs
diffrents? in their descriptions.
Instructional tip: Teachers can encourage D1.3 Developing Vocabulary: confirm word
students to use a variety of sentence types meanings and review, refine, and vary word
(e.g., declarative, exclamatory, interrogative) choices, using a variety of resources (e.g., use
and the appropriate past, present, and future word walls or a personal dictionary to spell familiar
tenses of familiar verbs when writing for and high-frequency words; verify unfamiliar words,
different purposes and audiences. using strategies such as rhyming patterns or the
use of a dictionary; select and apply new vocabulary
D1.2 Writing in a Variety of Forms: write a
from various sources, such as anchor charts, visuals
variety of texts in French, conveying information,
[posters, images, charts, etc.], or a thesaurus)
ideas, and opinions about themselves, friends,
family, and their immediate environment, Teacher prompts: Comment vas-tu vrifier
following models appropriate to the purpose que les mots que tu as choisis expriment
and incorporating some of the basic elements
134
le message que tu veux transmettre par crit? (2) Teachers can suggest that students use the
Comment le fait de chercher un nouveau mot impratif, prsent, futur proche, or futur simple
va-t-il enrichir ton travail crit? Comment of familiar verbs when writing about travel
vas-tu slectionner les ressources de la salle (e.g., in giving directions and the names of
de classe pour amliorer ton travail crit? locations).
create interactive word walls, anchor charts, D2. The Writing Process
and personal dictionaries to develop and
enrich students vocabulary. By the end of Grade 4, students will:
D1.4 Using Stylistic Elements: begin to establish
GRADE 4
D2.1 Generating, Developing, and Organizing
a personal voice and a clear point of view, Ideas: generate, develop, focus, and organize
with teacher support (e.g., use words to convey ideas for writing, using a variety of strategies
an attitude or a feeling; use pictures or charts to and print, electronic, and other resources, as
add context to their writing) appropriate (e.g., brainstorm ideas for writing
about a familiar topic; use prior knowledge and
experiences to generate and develop ideas about
linclusion de tes sentiments et de tes opinions
familiar topics; use various texts, read independ-
enrichit le message de ton texte? Comment
ently or in class, to gather information about
les lments visuels peuvent-ils renforcer ton
a topic; use labels, titles, pictures, or graphic
point de vue? Comment peux-tu choisir des
organizers to sort and organize ideas)
mots pour mettre de lhumour dans ton texte?
Instructional tip: During shared or interactive
fait de faire un remue-mninges peut taider
writing, teachers can model the use of punctua-
organiser les ides pour ton texte? O
tion to improve fluency or create a mood.
peux-tu trouver des informations et des ides
pour composer ton texte? Quelles stratgies
D1.5 Creating Media Texts: using familiar
de pr-criture prfres-tu afin dorganiser
words and expressions, create a variety of
tes ides?
media texts in French for specific purposes and
audiences, using several media forms and the Instructional tip: Teachers can suggest that
conventions and techniques appropriate to the during or after brainstorming about a particular
chosen form (e.g., describe a virtual character or topic students use colours or highlighters to
avatar that they have created; prepare a multi- sort information.
media presentation on a famous or influential
francophone; create a weather forecast to help D2.2 Drafting and Revising: plan and produce
their peers select appropriate clothing for the day; drafts, following established criteria, and revise
create a website describing a typical day in Grade 4; their writing to improve its content, clarity, and
create a script about travelling to a new country; interest, using a variety of strategies (e.g., use
produce an informative brochure on a Canadian prepositions and conjunctions to create compound
tourist attraction; create captions for an anti-bullying sentences; use a variety of familiar adjectives and
cartoon) verbs to describe how they feel and what they like
to do; use a checklist to verify use of conventions;
Teacher prompts: Quels traits de personnalit
use teacher feedback to make revisions; add words
vas-tu choisir pour la description crite de
from personal dictionaries or word walls to develop
ton avatar? Comment vas-tu prsenter tes
or clarify content; ask for feedback on elements of
recherches sur une personnalit francophone?
writing [such as ideas, organization, voice, fluency,
Comment peux-tu organiser et prsenter
word choice, conventions] that need improvement
linformation pertinente dans un rapport
or development)
mtorologique du journal de classe? Quest-ce
que tu peux incorporer dans une brochure Teacher prompts: Comment peut-on exprimer
touristique afin dinformer les autres sur les des ides plus complexes? Comment est-ce
attraits particuliers dune rgion? quun adjectif peut taider exprimer un
sentiment ou une action? Comment est-ce
Instructional tips:
que la cration dun dictionnaire personnel
(1) Teachers can encourage the use of familiar
peut taider dans tes tches dcriture?
expressions and verbs when writing about
Comment vas-tu utiliser la rtroaction
daily routines from the point of view of their
pour amliorer ton travail crit?
avatar (e.g., dhabitude, chaque jour, le
WRITING
samedi, je me lve, je fais ma toilette, je Instructional tips:

mange, je vais, je regarde, je joue). (1) Teachers can support students development
of vocabulary and language structures by
135
co-creating meaningful and purposeful word that they find useful during the writing process;
walls and anchor charts. self-assess and select pieces of writing they consider
successful)
(2) Teachers can model the use of connecting
words (e.g., et, parce que, que) to Teacher prompts: Comment est-ce que ton
develop more complex sentences. carnet dcriture va taider dvelopper des
ides pour tes tches dcriture? Comment
D2.3 Producing Finished Work: edit, proofread, sais-tu que tu es prt passer la prochaine
and publish a variety of written pieces, follow- tape dcriture? La stratgie que tu as
EXTENDED FRENCH
ing a model or a set of guidelines to meet utilise pour organiser ton information avant
established criteria, with support as appropri- dcrire a-t-elle t efficace? Parmi les textes
ate (e.g., use a checklist to edit their text and ensure que tu as crits, quel est celui que tu considres
the criteria have been followed; use feedback from le meilleur? Comment vas-tu le publier?
a peer to proofread and edit their writing; use
teacher feedback in editing for stylistic elements,
students to keep a writers notebook/journal/
such as punctuation; use pronouns to vary sentence
portfolio to organize ideas, plan for writing,
structure and avoid repetition; ensure the appropriate
and reflect on the stages of the writing process.
placement of nouns and adjectives within a sentence;
add captions or text boxes to visuals to support
ideas in published work) D3. Intercultural Understanding
Teacher prompts: Quels lments vas-tu changer
afin damliorer ton travail? Comment une
liste de contrle peut-elle taider vrifier que D3.1 Intercultural Awareness: in their written
tu as suivi les directives? Comment est-ce work, communicate information about French-
que les critres dvaluation taident amliorer speaking communities in Ontario, including
ton texte? Comment peux-tu viter la rptition aspects of their cultures and their contributions
dun mme nom? Comment sais-tu que ton to la francophonie and the world, and make
travail est prt tre publi? connections to personal experiences and their
Instructional tips: own and other communities (e.g., select pictures
(1) Teachers can use modelled and guided from a Franco-Ontarian community and create
activities to support students in their use of descriptive captions for them; create a poster
adjectives that precede and follow nouns and with illustrations and text to promote interest
their use of conjunctions. in speaking French in Ontario; research a short
Franco-Ontarian legend/myth/story and develop a
(2) During the editing stage of writing, teachers song or poem about it; compile a list of names that
can model and encourage the use of the past,
reflects the cultural diversity of their community;

present, and future tenses of verbs in negative write an announcement welcoming new Canadians
as well as affirmative statements. to Ontario; create a calendar showing significant
(3) During the finalization stage of the writing dates for various cultures [powwows, full moons
process, teachers can encourage students to with indigenous names, feast days, traditional/
refer to the co-constructed success criteria community celebrations and events]; design a
to ensure that they have included all of the greeting card or invitation recognizing a Franco-
required elements of the writing task. Ontarian holiday or celebration)
Teacher prompts: Quels dtails vas-tu
D2.4 Metacognition:
partager propos de cette communaut
franco-ontarienne? Quels mots et quelles
expressions peux-tu utiliser pour convaincre
les Ontariens apprendre et parler le
(b) determine their areas of greater and lesser
franais? Quels sont les aspects de la
strength as writers, and plan steps they can
communaut ontarienne que tu veux
take to improve their writing skills (e.g., identify
partager avec un nouvel arrivant?
elements of writing [such as ideas, organization,
voice, fluency, word choice, conventions, presenta- Instructional tips:
tion] that need improvement or further development; (1) Teachers can encourage students to identify
use a writing portfolio to organize stages of writing; familiar vocabulary and expressions they can
use a reflection journal to record writing successes use to describe the cultures of people in Franco-
and challenges and to plan for future writing tasks; Ontarian communities.
share and discuss with peers revision strategies
136
(2) Teachers can help students make connections
to their own and other communities by creating
a classroom diversity bulletin board reflecting
the diverse cultures of their community and
Franco-Ontarian communities.

appropriately in their written work (e.g., varying
GRADE 4
levels of politeness in letter writing; use of tu
and vous in giving directions; use of common
jargon/slang when discussing a favourite regional
artist with a friend)
Teacher prompts: Comment montre-t-on du
respect dans les messages crits? Comment
est-ce que ton choix de forme de politesse
peut influencer ton message? Comment
adaptes-tu ton texte crit en fonction de
diffrents destinataires?
Instructional tip: Teachers can model, orally
and in shared writing, different levels of
formality and politeness in various contexts
(e.g., a letter to the principal or text messages
to friends) and encourage students to use
them appropriately in their writing tasks.
WRITING
137
GRADE 5
Note
A. LISTENING
EXTENDED FRENCH
A1. Listening to Understand effectuer une tche dans le bon ordre? Quelles
stratgies as-tu utilises pour taider bien
By the end of Grade 5, students will: slectionner les informations entendues?
A1.1 Using Listening Comprehension Instructional tip: Teachers can model the use
Strategies: identify a range of listening of adverbs of time (e.g., avant, aprs,
comprehension strategies and use them premirement) to help students perform
appropriately before, during, and after listening a series of tasks in the correct order.
to understand a variety of oral French texts
(e.g., identify the main idea and supporting details; A1.3 Listening for Meaning: demonstrate an
use context and background knowledge to make understanding of the intent and meaning of
inferences while listening; make predictions and oral French texts containing familiar words and
verify them after listening to confirm meaning;

record information heard to reinforce understanding) with contextual and visual support (e.g., restate
information heard; ask relevant questions and
Teacher prompts: Est-ce que tu as des expri- provide descriptive feedback following a peers
ences personnelles qui taident comprendre oral presentation; record information using pictures,
le message du texte? Comment est-ce que words, and sentences; follow and mime the steps
lcoute de la premire partie dun texte audio to perform a task)
peut taider prdire la suite? Comment est-ce
que les stratgies que tu choisies taident Teacher prompts: Comment utilises-tu les
comprendre le texte? Comment est-ce que informations prsentes pour taider poser
les stratgies dcoute peuvent te servir dans des questions additionnelles? Comment
la vie de tous les jours? utilises-tu les informations entendues pour
donner de la rtroaction pertinente? Comment
Instructional tip: Teachers can encourage peux-tu organiser les informations entendues
students to identify key words and expressions en coutant un texte loral? Comment peux-tu
to help them understand the main idea and montrer que tu as compris le message?
supporting details while listening.
Instructional tip: Teachers can model how
A1.2 Understanding Purposes for Listening: students can use questions to demonstrate that
demonstrate an understanding of the purpose they have understood what they have heard in
for listening in a variety of situations (e.g., to a presentation.
follow instructions or perform a sequence of tasks;
to provide helpful feedback about a presentation; A1.4 Responding to and Evaluating Media
to identify vocabulary, expressions, and information Texts: express in verbal and non-verbal ways
in descriptions) their personal thoughts, feelings, and opinions
about the messages and the ways they are
Teacher prompts: Quels sont les mots cls dans presented in brief oral media texts about familiar,
une squence de directives verbales qui aident everyday topics, with teacher support and
140
guidance as appropriate (e.g., discuss how the utilises-tu les commentaires et les opinions des
lyrics of the theme song of a television show or autres pendant le travail de groupe?
movie are appropriate for its intended audience;
describe personal reactions to a companys jingle;
co-construct success criteria to help students
share reflections on the use of body language and
gradually increase their ability to participate
tone of voice in a television broadcast)
effectively in interactions.
Teacher prompts: Quelles sont les images
qui te sont venues lesprit lorsque tu coutais A2.3 Metacognition:
le texte avec les effets sonores? De quelle (a) describe strategies they found helpful
faon est-ce que la musique et les chansons before, during, and after listening;
GRADE 5
sont utilises la tlvision pour influencer
diffrents destinataires? Comment est-ce strength as listeners, and plan steps they
que les techniques de voix peuvent influencer can take to improve their listening skills (e.g.,
ton interprtation du message? Comment discuss why it is helpful to talk about ideas and
est-ce quune compagnie peut influencer des personal experiences related to a topic before
dcisions? Comment sais-tu quun refrain listening; keep a journal of effective listening
publicitaire est efficace? Quels sont les lments strategies to self-monitor improvement and next
de ce refrain que tu as trouvs efficaces? steps; evaluate their participation by watching a
video of a class role play; compare effective listening
Instructional tip: Teachers can direct students
strategies for different situations; use anchor charts
to listen for examples of how speakers enhance
to plan next steps to improve listening)
their message through the effective use of
intonation, expression, and tone of voice. Teacher prompts: Pourquoi est-ce que les
stratgies dcoute que tu choisis taident r-
ussir une tche? Pourquoi est-il important
A2. Listening to Interact dvaluer ton utilisation de stratgies et de d-
By the end of Grade 5, students will: cider des prochaines tapes? Comment le fait
dobserver une interaction peut-il taider
A2.1 Using Interactive Listening Strategies: identifier tes forces et tes dfis? Quelles
identify and use interactive listening strategies stratgies dcoute utilises-tu en fonction de
to suit the situation while participating in a diffrentes interactions, et pourquoi? Pour
variety of structured and guided social and quelles raisons utilises-tu les rfrentiels de la
academic interactions about familiar and classe?
personally relevant topics (e.g., paraphrase Instructional tips:
a teachers instructions using familiar words (1) Teachers can regularly model the use of
and phrases; ask for clarification while listening; reflection strategies such as questioning, self-
interpret the body language of the speaker) checking, and determining next steps.
Teacher prompts: Quest-ce qui taide
(2) Teachers can give specific, timely, and
comprendre le message de quelquun dautre?
purposeful feedback during teacher-student
Pourquoi est-il important dutiliser des stratgies
conferences to help students set goals and
dcoute lors dune interaction? Parmi ce que
identify next steps to improve their listening.
les autres ont dit pendant la discussion, quest-ce
qui ta aid mieux participer la conversation?
Instructional tip: Teachers can model active A3. Intercultural Understanding
listening strategies through role-playing a
variety of familiar situations.
A2.2 Interacting: respond with understanding to from oral French texts, identify French-speaking
what others say while participating in a variety communities in Quebec, find out about aspects
of interactions about familiar, academic, and of their cultures, and make connections to
personally relevant topics (e.g., respond appro- personal experiences and their own and other
priately to personal stories shared by a peer; share communities (e.g., listen to and discuss the music
feelings evoked during a group discussion; negotiate used in festivals or celebrations of Qubcois and
how to complete a project with group members) other communities; identify topics of interest in
Teacher prompts: Comment choisis-tu les
sentiments que tu vas partager? Comment
LISTENING
141
songs, stories, and legends by Qubcois artists A3.2 Awareness of Sociolinguistic Conventions:
and authors; make connections between Qubcois using information from oral French texts,
oral stories or legends with those of others, including identify and demonstrate an understanding of
those of their own community; using a graphic French sociolinguistic conventions used in a
organizer to guide listening, organize information variety of situations in diverse French-speaking
from oral texts about family, school life, traditions, communities* (e.g., compare figurative expressions
powwows, and festivals in Qubcois communities, in French to expressions used in their own language;
such as Quebec City Festival des journes identify when formal or informal ways of addressing
EXTENDED FRENCH
dAfrique, Danses et Rythmes du Monde, Trois- people are appropriate; observe and discuss different
Rivires Festival Urbain, Montral Festival du types of body language used in the social interactions
monde arabe, and make connections to their own of various French-speaking cultures; identify a
culture; analyse a song or recitation of a poem to variety of ways of greeting and leaving various
gain information about a Qubcois community social situations)
and its people; listen to the recitation of a traditional
Teacher prompts: En quoi est-ce que les
French Canadian story used by Mtis, such as La
expressions franaises sont similaires
Chasse-galerie, and discuss the life of early European
celles de ta communaut, et en quoi sont-elles
settlers in Quebec)
diffrentes? Quels lments entendus taident
Teacher prompts: Quel est le rle de la musique reconnatre la relation entre les personnes
dans cette communaut? Comment est-ce qui parlent? Comment le langage corporel
que cette communaut est reprsente travers te renseigne-t-il sur le message et lidentit
les arts? Quest-ce que tu as appris en coutant culturelle de cette communaut? Comment
des histoires orales de cette communaut? est-ce que la situation sociale te renseigne sur
Instructional tip: Teachers can consider inviting les expressions utiliser?
a guest speaker to share traditional oral stories.
142
B. SPEAKING
GRADE 5
diverse audiences;
B1. Speaking to Communicate to a group of younger students; share the findings
of a survey conducted in class; deliver a prepared
By the end of Grade 5, students will: speech on a social issue; describe personal feelings
in a critique of a piece by a French-speaking First
Nation, Mtis, or Inuit artist)
use them appropriately to express themselves Teacher prompts: Comment vas-tu prsenter
clearly and coherently in French for a variety les informations pertinentes dune faon
of purposes and to various audiences (e.g., intressante un groupe de jeunes? Comment
maintain eye contact and use non-verbal cues choisis-tu le vocabulaire et les structures
to connect with an audience; vary pace and tone de phrases pour tadresser un auditoire?
to maintain the listeners interest; use visuals Comment vas-tu dcrire tes penses et tes
and classroom aids to support their message; sentiments au sujet de cette uvre dart?
rehearse an oral presentation with a partner Instructional tip: Teachers can suggest that
to receive feedback) students use the impratif as a means of
Teacher prompts: Quelles stratgies faut-il persuasion (e.g., coutez bien, Regardez,
utiliser quand tu fais une prsentation? Noubliez pas).
Comment peux-tu garder lintrt de ton
public? Comment utilises-tu ta voix pour B1.3 Speaking with Fluency: speak with a smooth
captiver ton auditoire et communiquer ton pace, appropriate intonation, and accurate
message? Quest-ce que tu peux apprendre pronunciation in planned and rehearsed
en observant un camarade qui prsente? communications about personal and familiar
Comment les stratgies de communication topics, using familiar words and expressions
orale peuvent-elles te servir dans la vie de (e.g., use appropriate intonation when asking a
tous les jours? question; incorporate familiar vocabulary in pres-
entations; retell a story using a familiar structure
Instructional tip: Teachers can suggest that such as beginning, middle, and end; use accepted
students use a checklist to monitor their use pronunciation for high-frequency words, regularly
of different speaking strategies. used phrases, and words with personal significance
in brief oral exchanges, dialogues, and presentations;
B1.2 Producing Oral Communications: using
recite a poem or story using pauses for dramatic
familiar words and expressions, produce planned
emphasis)
and rehearsed messages in French containing
information and ideas about themselves, family, Teacher prompts: Que fais-tu pour ajouter
de lemphase durant la prsentation
SPEAKING
friends, and their immediate environment, with

contextual, auditory, and visual support (e.g.,
present an announcement on an important issue
143
dun pome? Comment utilises-tu ta voix ou en dsaccord avec lopinion dun autre?
et comment varies-tu ton intonation quand Que fais-tu pour bien rpondre aux commen-
tu poses des questions? taires dun camarade?
Instructional tips: Instructional tip: Teachers can suggest
(1) Teachers can remind students to pay that students use probing questions (e.g.,
particular attention to silent letters (e.g., s, Pourquoi?, Comment?, Pourrais-
l, -ent) when speaking. tu?) to respond insightfully to a partners
thinking and ask for more detail or clarification.
EXTENDED FRENCH
(2) Teachers can introduce and model common

sentence structures, such as interrogative and
B2.2 Interacting: engage in rehearsed and
exclamatory.
spontaneous spoken interactions, in structured
and guided social and academic contexts, on
B1.4 Creating Media Texts: create a variety
familiar topics related to matters of personal
of oral media texts using forms, conventions,
interest and academic topics (e.g., respectfully
and techniques appropriate to the purpose and
present a point of view about school uniforms;
audience (e.g., create a video clip on a social or
discuss the importance of recycling practices in
environmental movement or campaign, such as
their community; compare eating habits that
Shannens Dream; produce a radio advertisement
affect health in the school community; ask for
to promote the importance of learning the French
and give directions to specific places, such as
language; deliver a news report about global
a restaurant, friends home, park, or town)
warming; create an announcement to persuade
younger children to practise sun sense; create a Teacher prompts: Comment exprimes-tu ton
commercial to advertise eco-tourism in Quebec) opinion lors dune discussion? Quelles infor-
mations peux-tu partager avec tes camarades
Teacher prompts: Par quel moyen vas-tu
propos de lalimentation saine lcole?
convaincre ton public de parler franais? Quelle
Comment est-ce que le fait de connatre ton
forme de texte est la plus efficace pour lauditoire
voisinage taidera communiquer oralement
cibl, et pourquoi? Quels lments stylistiques
des instructions afin darriver un endroit
est-ce que tu vas employer dans ton message
prcis dans ta communaut?
publicitaire?
Instructional tips:
co-construct an anchor chart showing the
(1) Teachers can suggest students use a variety
skills and procedures for engaging in focused
of adjectives to describe regions in Quebec
discussion.
in the media texts they create (e.g., pittor
esque, captivante, naturelle, isole,
B2.3 Metacognition:
rafrachissante).

(2) Teachers can suggest that students use during, and after speaking to communicate
the verbs pouvoir, vouloir, and devoir effectively;
to persuade (e.g., Tu peux, Je veux, (b) identify their areas of greater and lesser
On doit). strength as speakers, and plan steps they
can take to improve their speaking skills (e.g.,
determine which strategies were most helpful to
B2. Speaking to Interact engage the audience; examine which speaking
By the end of Grade 5, students will: strategy is the most appropriate to the context/
situation; discuss the effectiveness of the strategies
B2.1 Using Speaking Interaction Strategies: they use during focused discussion; use feedback
demonstrate an understanding of appropriate from a partner to plan next steps)
speaking behaviour in a variety of situations Teacher prompts: Quels moyens ou tactiques
(e.g., take turns when debating in a small group; non verbaux sont les plus efficaces pour garder
use non-verbal cues to demonstrate agreement or lintrt dun auditoire? Quelles stratgies
disagreement; ask questions to clarify understand- trouves-tu les plus efficaces pour diffrentes
ing before responding to a partners comments or interactions et conversations? Comment
opinion) changes-tu ta faon de parler selon la situation?
Teacher prompts: Comment est-ce que tu Instructional tips:
peux tassurer que tous les membres du groupe (1) Teachers can encourage students to use a
partagent leurs ides et leurs opinions? variety of sentence structures, such as affirma-
Comment dmontres-tu que tu es en accord tive and negative sentences, to express their
reflections on speaking strategies.
144
(2) Teachers can suggest that students compare B3.2 Awareness of Sociolinguistic Conventions:
oral presentations to identify their individual identify sociolinguistic conventions associated
presentation styles. with a variety of social situations in diverse
appropriately in spoken interactions (e.g., use
B3. Intercultural Understanding appropriate formal and informal ways of addressing
people; use culturally specific French expressions
[ben, plus, tes correcte?, all, char,
B3.1 Intercultural Awareness: communicate pis] when interacting with peers; use appropriate
information orally about French-speaking interjections depending on the social situation)
communities in Quebec, including aspects
GRADE 5
of their cultures and their contributions to la mots et les expressions que tu utilises quand
francophonie and the world, and make connec- tu parles? Comment lutilisation des expres-
tions to personal experiences and their own sions dune culture taide-t-elle faire des liens
and other communities (e.g., describe a specific avec les gens de cette communaut? Comment
region or community in Quebec, including Aboriginal modifies-tu tes stratgies de prise de parole
communities, using a poster they have created or selon la situation?
obtained from a travel agency to illustrate their
remarks; describe the ingredients and procedure for Instructional tip: Teachers can direct students
making a familiar Qubcois dish such as poutine to select the personal pronouns (e.g., je, tu,
or tourtire; recite or paraphrase songs, stories, and il/elle/on, nous, vous, ils/elles)
legends by Qubcois artists and authors; identify appropriate to the social situation.
some famous Qubcois[es], such as Michalle
Jean, Maurice Richard, Mario Lemieux, Boucar
Diouf, Marie-Mai, Gilles Vigneault, William
Shatner, Simple Plan, Pierre Trudeau, Samian,
Alexandre Bilodeau, Oscar Peterson, Julie Payette,
Marc Garneau, or Guy Lalibert, and describe
some of their accomplishments; deliver a brief oral
presentation comparing important issues or events
in a Quebec community and their own community)
nouvelles connaissances taident mieux
comprendre les communauts qubcoises?
Comment est-ce que la diversit de la classe
taide mieux te mettre la place des autres?
Quelles sont les valeurs les plus chres des
gens de cette communaut? Des individus
dans la classe? En quoi est-ce que les tiennes
sont semblables celles des autres?
students to describe famous or influential
Qubcois[es] and their accomplishments
using appropriate words and expressions
(e.g., clbre, renomm(e), dou(e),
influencer, promouvoir, vedette,
artiste, impact).
SPEAKING
145
C. READING
EXTENDED FRENCH
understanding of the intent and meaning of
By the end of Grade 5, students will: French texts containing familiar words and
expressions and dealing with everyday and
academic topics, with contextual and visual
support (e.g., restate important information from
a text; list similarities and differences regarding
appropriately before, during, and after reading
their personal life and the life of a fictional character;
to understand a variety of French texts, with
dramatize important events in a story; present
support as appropriate (e.g., activate prior
arguments to justify their selection of a vacation
knowledge through a class discussion before
destination from a travel guide; summarize the key
reading; make predictions about a text based on
message from the home page of an environmental
a picture/book walk; read on to confirm or clarify

organizations website)
understanding; summarize important facts and
details) Teacher prompts: Quels sont les traits de
personnalit et les traits physiques que vous
Teacher prompts: Que fais-tu avant de lire
avez en commun avec le personnage du texte?
pour bien comprendre un nouveau texte?
Quels sont les traits de personnalit et les traits
Pourquoi est-il important dactiver ses
physiques du personnage que vous aimeriez
connaissances antrieures avant de lire un
avoir ou adopter? Quels sont les lments
texte? Pourquoi est-il important de faire
de lintrigue que vous avez choisis de partager
des prdictions avant et pendant la lecture?
pendant la dramatisation? Comment choisis-tu
Comment choisis-tu les informations pertinentes
les informations pertinentes pour slectionner
communiquer aprs la lecture dun texte?
la destination pour tes vacances?
Instructional tips:
(1) Teachers can introduce vocabulary and
students to use adjectives and adverbs when
expressions related to making predictions, such
comparing their experiences with those of
as Je pense que, Je prdis que, Jimagine
fictional characters.
que, Je confirme/rvise ma prdiction.
(2) Teachers can introduce a three-column C1.3 Reading with Fluency: read French texts
organizer (e.g., Dans le texte jai lu/Ce que containing familiar words, names, expressions,
je pense/Donc je sais...) to assist students in and language structures, and dealing with
making, confirming, and revising predictions. everyday topics, at a sufficient rate and with
sufficient ease to convey the sense of the text,
146
using a variety of cues (e.g., use appropriate promouvoir un produit? Comment les
phrasing and expression when participating in compagnies utilisent-elles les textes mdiatiques
a readers theatre; make oral reading sound like pour que le consommateur sidentifie leurs
spoken language, with the appropriate pauses, produits? Comment le choix de destinataires
stops, and starts indicated by punctuation) influencera-t-il la production dun texte mdia-
tique? Comment la page couverture de ce
magazine active-t-elle tes sentiments par rapport
ponctuation influence ta lecture? Comment
limage que tu te fais de ta personne? Quels
est-ce que tu peux capter et maintenir lattention
points de vue sont prsents ou absents dans
du public quand tu lis voix haute?
ce texte mdiatique? Est-ce que le message
Instructional tip: Teachers can model fluency prsent dans le texte te semble rel? Pourquoi?
GRADE 5
and expression during modelled, shared, and
guided reading.
students share their points of view to guide
C1.4 Developing Vocabulary: identify and use them in making inferences on the explicit and
several different strategies to expand vocabulary implicit messages of a media text.
through reading (e.g., update a personal list of
familiar words using resources such as dictionaries
and a word wall; develop lists of cognates to expand
vocabulary; use knowledge of word structure By the end of Grade 5, students will:
[prefixes, stems, suffixes] to determine the meaning
of unfamiliar words) C2.1 Purposes of Text Forms: identify the
fictional, informational, graphic, and media forms
dvelopper une banque de mots personnelle?
(e.g., map to show a location; brochure to present
Quelle(s) stratgie(s) utilises-tu pour dterminer
information briefly; poster to inform people about
le sens dun mot? Comment cherches-tu de
a product, event, or issue; newspaper to provide
nouveaux mots et de nouvelles expressions
information on current events; bill to indicate a
relis ton passe-temps prfr?
purchase and its price; email and text messages
Instructional tips: to communicate with friends; fictional text to
(1) Teachers can introduce students to common depict imagined events or experiences)
prefixes and suffixes in French (e.g., sur-,
Teacher prompts: Comment le choix de
ds-, -esse, -eux) that can help students
mdium peut-il influencer lintention du
predict the meaning of unfamiliar words.
texte? Comment est-ce que lauteur commu-
(2) Teachers can encourage students to keep nique son intention par la forme de texte quil
a personal log of interesting and useful words choisit? Pourquoi lire cette section du journal?
and expressions that they encounter while
reading and use them when speaking and
students to reflect on why they read certain
in their writing.
texts and how they might read the same text
for different purposes.
C1.5 Responding to and Evaluating Media
Texts: express their personal opinions about
C2.2 Characteristics and Stylistic Elements of
the treatment and presentation of the messages
Text Forms: identify some characteristics and/
in a variety of media texts about familiar,
or stylistic elements of a variety of text forms,
academic, and personally relevant topics, and
including fictional, informational, graphic,
give evidence from the text for their opinions,
and media forms, and explain how they help to
with teacher support as appropriate (e.g., identify
convey the meaning, with support and guidance
effective elements in a billboard designed to promote
from the teacher (e.g., informational text table
a product; discuss ways of using a logo created to
of contents, index, glossary, subheadings, captions;
represent a company; explain how a movie poster
French song repetition, rhyming or non-rhyming
is designed to appeal to a particular audience;
patterns, simile; social media website links,
describe how a fashion advertisement makes them
advertisements, images)
feel; analyse the point of view represented in a
tabloid magazine; defend an opinion about the Teacher prompts: Comment est-ce que les
credibility of an online source of information; lments dun texte informatif te permettent
explain what can and cannot be recycled, using de comprendre ce dernier? Comment
information from a municipal recycling flyer) lorganisation dun texte informatif influencera-
READING
t-elle ta lecture? Quels sont les lments

Teacher prompts: Comment les lments dun
stylistiques utiliss par lauteur pour provoquer
panneau daffichage sont-ils utiliss pour
147
une raction chez le lecteur? Comment un by Qubcois artists and authors such as Oliver
site de mdias sociaux est-il organis pour Jones, Alain M. Bergeron, and Sheldon Cohen;
capter lattention du lecteur? read about Qubcois personalities such as Rgine
Chassagne, Bruny Surin, Cline Dion, Gilles
Pelletier, or Marc Favreau, or historical figures
students to identify temporal adverbs in short
such as Marguerite Bourgeoys, Marguerite
stories (e.g., bientt, jamais, aussitt)
DYouville, or George-tienne Cartier, and
to help them sequence the events.
describe some of their accomplishments)
EXTENDED FRENCH
C2.3 Metacognition: Teacher prompts: Comment est-ce que ltude

(a) identify, in conversation with the teacher des communauts qubcoises taide te
and their peers, a few strategies they found sensibiliser aux perspectives des autres?
helpful before, during, and after reading to Comment les cultures autochtones influencent-
understand texts; elles les cultures francophones? Comment
(b) determine their areas of greater and lesser peux-tu utiliser les informations des histoires
strength as readers, and plan steps they can et des lgendes pour dvelopper tes opinions?
take to improve their reading skills (e.g., keep
Instructional tip: Teachers can foster student
a record of which reading strategies were most
talk in pairs or small groups to activate students
helpful to them; discuss effective reading strategies
prior knowledge about their own cultures
for particular text forms; discuss with the teacher
before making comparisons with or drawing
or a peer how they might incorporate new compre-
conclusions about another community.
hension strategies in their reading)
Teacher prompts: Pourquoi est-il important de C3.2 Awareness of Sociolinguistic Conventions:
penser la faon dont tu utilises des stratgies using information from French texts, identify and
de comprhension en lecture? Comment sais-tu demonstrate an understanding of sociolinguistic
quune stratgie est efficace? Quelles stratgies conventions used in a variety of situations in
trouves-tu les plus efficaces? Comment est-ce diverse French-speaking communities* (e.g.,
quune discussion ou une confrence avec regional French expressions found in texts from a
lenseignant(e) ou un camarade peut taider variety of Qubcois communities, such as asteur,
planifier tes prochaines tapes? dpanneur, jaser, toast, tlroman; forms
of address used to denote formal and informal
relationships; spelling of French words that reflects
C3. Intercultural Understanding a local dialect)
By the end of Grade 5, students will: Teacher prompts: Pourquoi est-il pratique
didentifier ou de reconnatre les expressions
C3.1 Intercultural Awareness: using informa- typiques dune rgion dans un texte? Comment
tion from a variety of French texts, identify peux-tu dterminer le degr de formalit dune
French-speaking communities in Quebec, find relation entre les personnages dun texte?
out about aspects of their cultures, and make Comment le dialecte dune rgion francophone
connections to personal experiences and their est-il reflt dans lorthographe des mots?
own and other communities (e.g., role-play
stories and legends from diverse French-speaking Instructional tip: Using audio texts, teachers
communities; research national and Qubcois can introduce a variety of accents and dialects
symbols and how they represent the values and to build prior knowledge before students read
accomplishments of Canada and Quebec; discuss print materials from a particular region.
various Aboriginal legends and make connections
to current environmental and social issues; determine
the ingredients in a typical Qubcois dish such as
le pouding chmeur; describe ideas, themes, and
characters depicted in music, stories, and legends
148
D. WRITING
GRADE 5
effectively;
D1. Purpose, Audience, and Form artefacts; create a picture book explaining an
environmental or social issue to a younger
By the end of Grade 5, students will: audience; write an article or report about green
living choices; write a sketch of a character from
a favourite movie)
their purpose for writing and the audience for Teacher prompts: Comment vas-tu choisir la
French texts they plan to create (e.g., to write forme de texte descriptif que tu vas crire?
about their family in a letter to a pen pal; to write De quelle faon ton destinataire peut-il tre
instructions for a game played in physical education influenc par la forme de texte crit que tu as
class; to invite the school administration to attend choisie pour partager tes ractions? Comment
a class cultural celebration) est-ce que tes actions sont influences par les
ides prsentes dans larticle que tu as rdig?
informations ncessaires selon le destinataire Instructional tip: Teachers can suggest that
de ton texte? Comment le fait de savoir qui students use phrases that convey the sharing
tu cris influencera-t-il ton choix de mots dans of personal ideas and opinions, such as je
ton message? Comment vas-tu organiser tes pense que, je ne suis pas daccord, a me
instructions pour expliquer le fonctionnement fait penser , mon avis, and selon moi.
du jeu?
D1.3 Developing Vocabulary: confirm word
Instructional tip: Teachers can model the use meanings and review, refine, and vary word
of the impratif and encourage students to choices, using a variety of resources (e.g., create
use it when they are writing instructions in a word web to increase their vocabulary related to
procedural texts. a familiar topic; use a word wall to confirm spelling
of subject-specific words; use reference materials to
review the meaning of words; incorporate familiar
language from oral texts and interactions in their
writing; keep an ongoing reading journal of new
family, and their immediate environment,
or relevant vocabulary and interesting words/
following models appropriate to the purpose
expressions)
of each form (e.g., recount their participation in Teacher prompts: Comment est-ce quune toile
de mots taide enrichir ton vocabulaire pour
WRITING
a school-wide activity; create a mini-biography

of a friend, family member, or classmate; prepare ta tche dcriture? De quelle faon le mur de
a brochure promoting an exhibition on historical mots te permet-il de vrifier lorthographe
des mots et de diversifier le vocabulaire utilis
149
dans ton texte? Parmi les mots que tu utilises virtuelle diffre-t-elle de celle de cartes
pendant tes interactions, quels sont ceux que imprimes?
tu peux rutiliser dans ta production crite?
Instructional tips:
Instructional tips: (1) Teachers can suggest that students brain-
(1) Teachers can provide opportunities for storm rhyming words before writing a slogan
students to talk about new words with their or jingle.
peers to discover their meaning and determine
(2) Teachers can direct students to use the
how to apply them in various writing contexts.
EXTENDED FRENCH
comparative form of adjectives to convey

(2) Teachers can encourage students to create their messages in a variety of media texts.
a word web of synonyms of frequently used
words to avoid repetition in their text.
D2. The Writing Process
D1.4 Using Stylistic Elements: begin to establish
a personal voice and a clear point of view, with
teacher support (e.g., use repetition to highlight D2.1 Generating, Developing, and Organizing
key ideas and emphasize a point of view; write a Ideas: generate, develop, focus, and organize
film review using hyperbole [such as Il est grand ideas for writing, using a variety of strategies
comme une maison, Ce film est plus long que and print, electronic, and other resources, as
lAmazone, Cest un film absolument gnial, appropriate (e.g., use a word web to brainstorm
super bon et compltement drle,Il est fort comme ideas about energy conservation; conference with
un buf] to demonstrate opinions and ideas; use the teacher about a subject for a project; talk with
onomatopoeias [such as glou glou, OUIN, peers to expand on ideas for a pamphlet on healthy
Miaou, Cocorico, Pouf, Ae, Toc Toc, living habits; use a cause-and-effect structure to
Ouf] to convey feelings, emotions, and actions; prepare ideas for a report)
incorporate elements from mentor texts into their
own writing; use words, visual aids, and a variety Teacher prompts: Comment est-ce quune
of sentence structures to convey their message) toile de mots taide susciter des ides avant
dcrire? Comment est-ce quune confrence
Teacher prompts: Comment est-ce que tu peux avec lenseignant(e) peut largir tes ides
exprimer tes motions et tes opinions dans tes propos dun sujet? Comment est-ce quun
textes crits? Quels mots et quelles expressions organisateur graphique peut taider formuler
peux-tu employer pour articuler ton opinion dans tes arguments afin dcrire ton opinion?
ton texte? Comment est-ce que la rptition
peut taider souligner ton point de vue? De Instructional tip: Teachers can model the use
quelle faon lhyperbole te permet-elle dexprimer of different organizers, such as chronological
order, cause and effect, and order of importance,
ton opinion lorsque tu cris une critique de film?

to organize ideas before writing.
examples of literary devices such as repetition, D2.2 Drafting and Revising: plan and produce
similes, and metaphors to further develop drafts, following established criteria, and revise
students ability to express their personal their writing to improve its content, clarity, and
thoughts and opinions in written texts. interest, using a variety of strategies (e.g., identify
parts of texts that need to be reorganized to ensure
D1.5 Creating Media Texts: using familiar words clarity of ideas; use reference materials to vary
and expressions, create a variety of media texts word choice and avoid repetition; revise texts using
in French for specific purposes and audiences, feedback from teachers and peers)
using several media forms and the conventions
and techniques appropriate to the chosen form Teacher prompts: Comment peux-tu amliorer
(e.g. write a script for a radio announcement on an la fluidit de ton texte crit? Comment est-ce
environmental issue; create a poster for a lost item; que les rfrentiels sont utiles tout au long du
write a slogan or a jingle for healthy living practices; processus dcriture? Comment est-ce que
create an electronic invitation or greeting card) le fait de partager tes bauches avec les autres
peut influencer la rvision de ton texte crit?
Teacher prompts: Comment les mots que tu Comment vas-tu organiser ton texte pour
choisis influencent-ils limpact de lannonce? quil soit clair et communiquer efficacement
De quelle faon peux-tu enrichir ton affiche en le message voulu?
utilisant des lments visuels? Comment les
rimes enrichissent-elles un slogan ou un refrain Instructional tip: Teachers can give descriptive
publicitaire? De quelle faon la rdaction feedback related to the established success criteria
dune invitation ou dune carte de vux to guide students in revising their work.
150
D2.3 Producing Finished Work: edit, proofread, D3. Intercultural Understanding
and publish a variety of written pieces, following
a model or a set of guidelines to meet established By the end of Grade 5, students will:
criteria, with support as appropriate (e.g., use a
checklist co-constructed with teacher and peers to
edit their text; reread and review the text following
the guidelines provided to ensure that the specified
criteria have been met; use adjectives and adverbs
to clarify specific information; use quotation marks
to indicate direct quotes and dashes to indicate a
their own and other communities (e.g., draft
change in speaker; use conjunctions to ensure a
GRADE 5
a Bienvenue au Qubec brochure for children
smooth flow of ideas; share their final written
immigrating to Canada; describe a Qubcois
product with the intended audience)
cultural celebration from the point of view of a
Teacher prompts: Comment est-ce que le fait visitor to Canada; create the home page for a
de crer ensemble une liste de contrle taide website of a prominent Qubcois artist, musician,
amliorer ton processus de rdaction? or celebrity; write a letter or email to a real or
Comment est-ce que le fait de relire ton texte fictional pen pal in Quebec requesting information
peut te permettre de confirmer que tous les about his or her cultural traditions or celebrations
critres viss sont respects? Comment les while sharing some of their own traditions; create
interactions sont-elles dmontres dans un a caption for an illustration or photograph describing
texte? Comment peux-tu bien enchaner tes the relationship between the voyageurs, the Mtis,
ides dans un texte? Comment est-ce que and the Northwest Company during the fur trade;
le destinataire peut ragir au message de ton write a message for the class bulletin board or blog
texte crit? about the value of cultural diversity in their school)
Instructional tips: Teacher prompts: Quelles connaissances
(1) During shared and guided reading, teachers antrieures taident mieux comprendre les
can highlight the use of quotation marks for gens dune autre communaut? Quels sont
direct quotes and dashes to indicate dialogue. les aspects des coutumes des autres que tu
(2) Teachers can model the use of conjunctions trouves les plus intressants? Comment est-ce
(e.g., que, mais, parce que, car) to que cette nouvelle connaissance taide mieux
improve the flow of a text. comprendre les traditions des autres?
Comment lidentification par crit des aspects
D2.4 Metacognition: culturels dune communaut taide-t-elle
(a) identify, in conversation with the teacher apprcier la tienne? Comment est-ce que
and their peers, a few strategies they found la rdaction dun courriel un correspondant
helpful before, during, and after writing; dune autre rgion te permet de partager des
(b) determine their areas of greater and lesser caractristiques de ta propre culture? Quel
strength as writers, and plan steps they can est ton message pour le tableau daffichage ou
take to improve their writing skills (e.g., discuss le blogue de la classe propos de limportance
the effectiveness of the selected writing strategies de la diversit culturelle?
or graphic organizers; determine next steps in Instructional tip: Teachers can suggest that
writing based on feedback received from the students use possessive pronouns such as
teacher and peers) le mien, la mienne, le sien, la sienne
Teacher prompts: Comment est-ce que la when describing aspects of culture in different
discussion pourrait aider ton processus de communities.
pr-criture? De quelle faon la conversation
avec lenseignant(e) ou tes pairs taide-t-elle D3.2 Awareness of Sociolinguistic Conventions:
dterminer les tapes suivre pour amliorer identify sociolinguistic conventions associated
tes textes? with a variety of social situations in diverse
Instructional tip: Teachers can suggest that appropriately in their written work (e.g., conven-
students consult a checklist throughout the tions for writing a greeting card, such as greetings
writing process to ensure that their writing and closing; conventions related to personal and
reflects their intended purpose and audience.
WRITING
151
formal letters; polite ways to accept or decline
an invitation; expressions from different French-
speaking regions)
Teacher prompts: Quels lments sont essentiels
dans une lettre damiti? Comment peux-tu
accepter ou refuser une invitation dune
manire polie? Comment pourrais-tu
communiquer ton message un destinataire
EXTENDED FRENCH
francophone dune autre rgion?

152
GRADE 6
Note
A. LISTENING
EXTENDED FRENCH
A1. Listening to Understand media presentation on a social or environmental
issue; to formulate questions for a guest speaker
By the end of Grade 6, students will: about a current issue affecting Aboriginal people)
A1.1 Using Listening Comprehension Teacher prompts: De quelle faon lcoute
Strategies: identify a range of listening de textes varis taide-t-elle apprendre de
comprehension strategies and use them nouvelles expressions? Comment peut-on
appropriately before, during, and after listening modifier/changer sa position dcoute afin de
to understand a variety of oral French texts montrer son intrt? Comment les points
(e.g., use visual or environmental clues to make de vue des autres taident-ils formuler tes
predictions while listening to a video clip; infer propres opinions? Comment peux-tu faire
underlying meaning from tone and rhythm in a ressortir linformation pertinente dune prsen-
tation afin de vrifier ta comprhension de ce
song or poem; identify words that are repeated

or stressed for emphasis to summarize main ideas que tu entends?
presented; listen for cognates and word families to Instructional tip: Teachers can ask students to
clarify understanding; use a checklist to highlight identify different forms of the past, present, and
important information; ask for repetition and future tenses of familiar verbs that they hear.
clarification during and after listening)
Teacher prompts: Comment les lments A1.3 Listening for Meaning: demonstrate an
visuels taident-ils faire des prdictions understanding of the intent and meaning of
pendant lcoute dun vidoclip? Comment various oral French texts containing familiar
est-ce que les mots apparents et les familles and unfamiliar words and expressions and
de mots taident mieux comprendre une dealing with familiar, academic, and personally
prsentation orale? Comment une liste de relevant topics, with support as appropriate
contrle peut-elle taider faire ressortir les (e.g., paraphrase information heard in a peer
ides cls dun texte entendu? presentation; record information heard in a media
report dealing with current events; develop questions
Instructional tip: Teachers can direct students to clarify information shared by others in small-
to listen for adjectives and descriptive expres- and large-group situations; describe personal
sions that allow them to visualize the events connections made while listening to a song; draw
recounted in a presentation or a newscast. a picture based on a read-aloud; infer the speakers
point of view by listening for discourse markers;
A1.2 Understanding Purposes for Listening: during a jigsaw activity, paraphrase ideas of the
expert group to members of their group)
formulate opinions based on a peers presentation; Teacher prompts: Comment sais-tu que tu as
to identify new vocabulary and expressions in a compris les messages cls de ce que tu viens
154
dentendre? Quel est ton point de vue per- (e.g., ask questions for clarification; infer the
sonnel propos du sujet de la prsentation de intended message from the speakers tone of voice,
groupe? Est-ce que leurs arguments ont influenc body language, and facial expressions; reconsider
ton opinion? Comment les marqueurs de their opinion after hearing what others say; ask the
relation taident-ils comprendre le point de speaker to repeat or explain at appropriate moments)
vue de la personne qui parle? Quelles sont Teacher prompts: Comment est-ce que le
les ides importantes du groupe expert que fait de poser des questions taide mieux
tu vas partager avec ton groupe? comprendre ton partenaire? Quel est le
Instructional tips: ton de voix de ton partenaire? Est-ce que son
(1) Teachers can encourage students to identify ton taide faire des infrences propos des
messages implicites? Comment est-ce que
GRADE 6
discourse markers (les marqueurs de relation,
e.g., dabord, ensuite, en conclusion) le langage corporel et les gestes utiliss par tes
when listening to information in a speech or interlocuteurs peuvent taider comprendre
presentation. leurs messages? De quelle faon est-ce que
les ides des autres participants taident
(2) During cooperative learning activities, such
rvaluer ton opinion sur le sujet discut?
as jigsaw, teachers can encourage students to
use note-taking and paraphrasing skills to relay A2.2 Interacting: respond with understanding to
important information back to their groups. what others say while participating in a variety
of interactions about familiar, academic, and
A1.4 Responding to and Evaluating Media personally relevant topics (e.g., respond to a
Texts: express their personal opinions about peers point of view on a healthy or active living
the treatment and presentation of the messages topic by making connections to personal experience;
in a variety of oral media texts about familiar, ask questions to find out more information in an
academic, and personally relevant topics, and interview; share opinions about a favourite music
give evidence from the text for their opinions, group or author; participate in a debate about a
with teacher support as appropriate (e.g., discuss social, economic, or environmental issue; affirm
personal reactions to information in a documentary and build on the ideas of others during discussions;
or heritage moment about the relationship between listen to participate in traditional storytelling games)
early European explorers and First Nations peoples;
determine how song lyrics address a specific audi- Teacher prompts: Comment les questions que
ence; evaluate the delivery of the message in a tu poses durant une entrevue vont-elles taider
newscast or webcast and make suggestions on how dvelopper une rponse personnelle ou
it could be more effective; discuss the effectiveness comprendre le sujet? De quelle faon les
of a commercial in targeting the products consumers; opinions dun pair influencent-elles tes propres
identify the various perspectives present and opinions? Comment est-ce quon peut varier
missing in a video related to a social or environ- le rythme dun dialogue ou dune entrevue?
mental issue) Comment est-ce que le fait de bien couter
taide faire part de tes propres opinions lors
Teacher prompts: Quelles sont les paroles de discussions en groupe?
de la chanson qui ont provoqu une raction
motionnelle? Quel est le message implicite Instructional tip: Teachers can suggest that
de cette publicit? Comment le message sera-t-il students vary the structure of their questions
diffrent selon la perspective dune autre using inversion and intonation.
personne?
A2.3 Metacognition:
Instructional tip: Teachers can model the (a) describe strategies they found helpful
use of adjectives and adverbs and encourage before, during, and after listening;
students to use them when expressing their (b) identify their areas of greater and lesser
points of view. strength as listeners, and plan steps they can
take to improve their listening skills (e.g., ask
for suggestions and act on a peers feedback; deter-
A2. Listening to Interact mine the best strategies to identify key information
By the end of Grade 6, students will: in oral texts; assess their use of verbal and non-
verbal cues to demonstrate comprehension during
A2.1 Using Interactive Listening Strategies: a dialogue; set goals to improve use of listening
identify and use interactive listening strategies skills and strategies)
to suit the situation while participating in a
Teacher prompts: Quelles suggestions de ton
LISTENING
variety of social and academic interactions

partenaire taideront identifier les meilleures
about familiar and personally relevant topics
stratgies dcoute? Comment te sers-tu
155
dindices verbaux ou non verbaux afin de voque-t-il des motions dans la chanson ou le
montrer ta comprhension pendant une pome? Comment est-ce que lcoute des
interaction/une prsentation? Quest-ce perspectives dautrui taide mieux connatre
que tu vas faire afin damliorer tes stratgies ces derniers? Comment lapprentissage au
dcoute? sujet dautres cultures taide-t-il formuler des
opinions sur tes propres expriences culturelles?
students to apply listening strategies in Instructional tip: Teachers can introduce music
situations across the curriculum. from a variety of French Canadian communities
EXTENDED FRENCH
that use different musical styles and instruments

(e.g., drums, accordion, spoons).
A3. Intercultural Understanding
using information from oral French texts, identify
A3.1 Intercultural Awareness: using information and demonstrate an understanding of French
from oral French texts, identify French-speaking sociolinguistic conventions used in a variety
communities in eastern, western, and northern of situations in diverse French-speaking
Canada; find out about aspects of their cultures; communities* (e.g., identify similarities and
and make connections to personal experiences differences in formal and informal speech used
and their own and other communities (e.g., by different groups; compare levels of language
identify examples from audio and/or audio-visual used by different age groups; compare the dialects
media that illustrate the status of French as an of different French speakers)
official language of Canada; listen to the national Teacher prompts: Comment est-ce quon
anthem in French and work in groups to map some modifie le niveau de langue en fonction de
similarities and differences between the French and la personne avec qui on parle? Comment
English versions; listen to French Canadian folk- peux-tu distinguer diffrents niveaux de langue
tales and legends, and discuss, write about, or lorsque tu coutes un discours? Comment
create artworks to depict aspects that interest them; peux-tu identifier diffrents dialectes?
listen to historical accounts about the voyageurs
Instructional tip: Teachers can play audio clips
and coureurs de bois who traded with First Nations,
featuring formal and informal conversations
Mtis, and Inuit communities, and discuss the
between different groups to help students
significance of these relationships in the development
identify and compare the levels of language
of Canada as a nation; listen to songs such as la
used.
claire fontaine, Cest laviron, Vla lbon vent,
and identify their significance to Mtis and other
French Canadian communities)
Teacher prompts: Comment les diffrentes

communauts sont-elles reprsentes travers
la musique? Comment lauteur ou lartiste
156
B. SPEAKING
GRADE 6
diverse audiences;
B1. Speaking to Communicate auditory, and visual support (e.g., present their
point of view on a social or environmental issue;
By the end of Grade 6, students will: explain a current event in detail; perform a skit
that compares traditions, festivals, or customs of
First Nations, Mtis, or Inuit peoples; give a speech
about accessibility in public buildings; share a
personal opinion about healthy living; deliver
clearly and coherently in French for a variety
an oral presentation regarding the importance
of purposes and to various audiences (e.g., use
of French-language skills when travelling)
facial expressions and body language; vary pace
to engage the audience; use linking words and a Teacher prompts: Comment peux-tu dvelopper
variety of sentence structures to enhance the flow tes arguments dans un ordre logique afin de
of ideas during a presentation; use subject-specific convaincre ton public? Comment vas-tu choisir
vocabulary to explain a topic clearly) linformation pertinente au sujet choisi afin de
communiquer ton message? De quelle faon
Teacher prompts: Comment vas-tu changer
peux-tu assurer la progression de tes ides dans
tes expressions faciales et tes gestes lors de la
ta prsentation orale?
rcitation? Quel impact le dbit de ta voix
a-t-il sur lintrt de ton public? Comment Instructional tips:
vas-tu exprimer ton point de vue clairement? (1) Teachers can model the use of past tenses
Quels mots peux-tu utiliser afin de texprimer (e.g., pass rcent, pass compos, imparfait) and
de faon fluide quand tu prsentes un sujet encourage students to use them appropriately
familier? Quels mots et expressions sont when presenting information or arguments.
spcifiques au sujet choisi? Comment peux-tu (2) Teachers can encourage students to use
les incorporer dans tes communications? phrases such as mon avis and selon moi
Instructional tip: Teachers can support students when giving a personal opinion.
by providing opportunities to practise presenting
to different groups (e.g., to partners, to small B1.3 Speaking with Fluency: speak with a
groups, to the whole class, to the entire school, smooth pace, appropriate intonation, and
to the community). accurate pronunciation in planned, rehearsed,
and increasingly spontaneous communications
B1.2 Producing Oral Communications: using about familiar, academic, and personally relevant
familiar words and expressions, produce topics, using familiar words and expressions
planned, rehearsed, and increasingly spontane (e.g., use pauses to accentuate personal preferences
SPEAKING
ous messages in French containing information when describing food or music choices; use tone and
and ideas about academic topics and matters of intonation to indicate emphasis; make straight-
immediate personal relevance, with contextual, forward requests, express preferences, and describe
157
interests with minimal hesitation; use standard rle dans tes conversations? De quelle faon
greetings and expressions of courtesy with minimal le fait danticiper les ides de tes pairs peut-il
hesitation in classroom activities; pronounce new taider formuler tes rponses lors dun dbat?
vocabulary correctly in classroom activities; use
classroom reference materials and teacher prompts
students use phrases of interjection, opinion,
to self-correct errors in spoken French)
and courtesy (e.g., selon moi, je ne suis pas
Teacher prompts: Comment le fait de mettre daccord, excusez-moi).
lemphase sur certains mots peut-il taider
EXTENDED FRENCH
communiquer ton message? Quel effet est-ce B2.2 Interacting: engage in rehearsed and
que les changements dans le ton de ta voix peut spontaneous spoken interactions, in structured
avoir sur la communication de ton message? and guided social and academic contexts, on
Quest-ce que tu fais pour texprimer avec familiar topics related to matters of personal
clart? interest and academic topics (e.g., collaboratively
determine roles for a specific group task according
to areas of personal strength; review safety require-
pronunciation of singular and plural nouns
ments with peers before a new physical activity;
and verbs during shared reading or in an
engage in a role play on the negative effects of drugs;
inside/outside circle.
interview a peer about a familiar topic of interest;
B1.4 Creating Media Texts: create a variety debate the importance of getting an allowance or
of oral media texts using forms, conventions, having homework; with a group, plan a fundraiser
and techniques appropriate to the purpose and for a school trip; reformulate statements and ask
audience (e.g., identify and use advertising strat- questions in response to a peers presentation; make
egies in a television commercial; produce a podcast personal connections to a text during a group
explaining the impact of space exploration; create discussion)
a public service announcement for peers about Teacher prompts: Comment vas-tu exprimer tes
substance abuse; create a news report about a prfrences aux autres membres de ton groupe?
current event at school or in the community) Comment vas-tu tassurer que tous les membres
Teacher prompts: Quelles stratgies efficaces de ton groupe participent la conversation?
peux-tu utiliser pour communiquer ton message Quels types de questions poseras-tu lors dune
au moyen dune annonce publicitaire? Quels entrevue afin de connatre les prfrences dun
dtails vas-tu inclure dans lannonce? Comment pair?
vas-tu les prsenter? Quelles techniques ou Instructional tip: Teachers can suggest that
formes peux-tu utiliser ou ajouter afin dintresser students use the impratif when giving
ou de persuader ton public? instructions in a group activity.

B2.3 Metacognition:
encourage the use of the impratif, futur proche,
or futur simple to express a point of view.
during, and after speaking to communicate
effectively;
B2. Speaking to Interact (b) identify their areas of greater and lesser
By the end of Grade 6, students will: take to improve their speaking skills (e.g., discuss
the importance of using speaking strategies to
B2.1 Using Speaking Interaction Strategies: communicate ideas clearly; assess how effectively
demonstrate an understanding of appropriate different speaking strategies engaged an audience;
speaking behaviour in a variety of situations describe how selected speaking interaction strategies
(e.g., use body language and gestures to acknowledge help maintain conversations; plan next steps to
information given by a peer; politely state agreement develop speaking skills based on feedback from
and disagreement during a debate or interview; use teachers and peers)
appropriate language when entering or interjecting
into a conversation; ask follow-up questions to show Teacher prompts: Quelles sont les stratgies les
interest and encourage conversation; anticipate plus efficaces qui taident dans tes interactions?
responses from peers to formulate rebuttals during Quest-ce que tu peux faire afin damliorer
a debate or role play) tes interactions?
Teacher prompts: Comment vas-tu montrer Instructional tips:

que tu comprends ton partenaire? Comment (1) Teachers can encourage students to make eye
vas-tu montrer que tu es daccord ou que tu contact, take turns, and respectfully appreciate
nes pas daccord lors dun dbat? Comment others opinions when giving descriptive
les mots et les gestes que tu choisis jouent-ils un feedback.
158
(2) Teachers can provide tools to help students sur une fte ou un artefact culturel veux-tu
record their reflections on the use of various incorporer dans la discussion sur cette fte?
speaking strategies and their application in a
Instructional tips:
variety of situations.
(1) Teachers can suggest that students use
possessive pronouns and adjectives when
B3. Intercultural Understanding discussing personal opinions, and the verbs
pouvoir and vouloir to express possibilities
By the end of Grade 6, students will: and desires.
B3.1 Intercultural Awareness: communicate (2) Teachers can suggest that students use the
information orally about French-speaking imparfait and pass compos to describe historical
GRADE 6
communities in eastern, western, and northern events in French Canadian communities.
Canada, including aspects of their cultures
the world, and make connections to personal
experiences and their own and other communi
ties (e.g., describe French-speaking communities,
appropriately in spoken interactions (e.g., use
including First Nations, Mtis, and Inuit communi
regional terminology for food; recognize and use
ties, in the Atlantic provinces, the prairie and
greetings and salutations used by youth in various
western provinces, and the northern territories;
French-speaking communities; give polite directions
share ideas and opinions regarding Canadian
or instructions in different language registers)
Heritage Moments video clips about significant
individuals and topics in French Canadian history Teacher prompts: Comment vas-tu modifier ton
such as the Mtis/Louis Riel or the Acadians and niveau de langue par rapport ton auditoire?
make cross-curricular connections to topics in social Comment vas-tu adapter tes salutations selon
studies; discuss personal reactions to songs and ton interlocuteur? Comment lusage de la
artwork by French Canadian artists, including ngation va-t-il changer selon le public?
Aboriginal artists, such as Leah Fontaine, Marcien
Instructional tips:
Lemay, Derek Letourneau; describe traditions,
(1) Teachers can encourage students to role-play
festivals, songs, and cuisine from French-speaking
various social interactions while using negative
regions in western, eastern, and northern Canada,
phrases.
and make connections to customs in their own
community; make a presentation about a cultural (2) Teachers can model and encourage the
event or artefact) effective use of the three forms of the impratif
(i.e., tu, nous, vous) in various contexts
Teacher prompts: Comment peux-tu exprimer
(e.g., giving instructions or directions, making
ton apprciation dune chanson afin de con-
suggestions).
vaincre la classe dacheter le disque compact?
Comment est-ce que le fait de discuter des
lments culturels dune lgende ou dune
histoire avec ton groupe taide faire des
comparaisons avec ta propre communaut?
Quels dtails trouvs lors de ta recherche
SPEAKING
159
C. READING
EXTENDED FRENCH
C1. Reading Comprehension Teacher prompts: Comment un gabarit taide-t-il
organiser les points importants lus dans un
By the end of Grade 6, students will: texte? Pourquoi utilise-t-on certains visuels
dans une publicit? Quel point de vue est
reprsent ou absent dans le texte? Comment
le fait de te mettre la place du personnage
taide-t-il comprendre son point de vue?
to understand a variety of French texts, with Instructional tips:
support as appropriate (e.g., apply prior knowledge (1) Teachers can draw students attention to the
during pre-reading activities; make predictions after use of temporal adverbs in the text (e.g., hier,
previewing excerpts from a text; make connections aujourdhui, demain, aprs-demain) to
determine when events in the story take place.
to understand a characters motivation; identify the

main idea and supporting details) (2) Teachers can suggest that students use
Teacher prompts: Comment le fait dactiver tes comparative and superlative forms of adjectives
connaissances antrieures te permet-il de donner and adverbs when comparing two characters
un sens ce que tu lis? Quels indices du texte in a text.
taident faire des prdictions? Comment
le fait de faire des liens avec ton exprience C1.3 Reading with Fluency: read French texts
personnelle taide-t-il mieux apprcier le point containing familiar vocabulary and language
de vue dun personnage? Comment le fait structures, and dealing with familiar, personally
de trouver les ides importantes te permet-il relevant, and academic topics, at a sufficient
dapprofondir ta comprhension du texte? rate and with sufficient expression to convey
the sense of the text, using a variety of cues (e.g.,
Instructional tip: Teachers can model the use read a poem aloud with appropriate emphasis and
of connecting words, such as ensuite, enfin, phrasing; use tone of voice, intonation, and varied
premirement, puis, finalement, for pace to express feelings during readers theatre;
summarizing texts. chunk text into logical sections or phrases)
C1.2 Reading for Meaning: demonstrate an Teacher prompt: Comment peux-tu varier
understanding of the intent and meaning of le ton de ta voix pour exprimer un sentiment
French texts about familiar, academic, and pendant le thtre des lecteurs?
personally relevant topics, with contextual Instructional tip: Teachers can model correct
and visual support (e.g., summarize a passage pronunciation and intonation, including pointing
from an informational text in their own words; out liaisons and how they affect the flow of
identify implicit and explicit messages in a print reading.
advertisement; perform a monologue presenting
the point of view of a character in a fiction text)
160
C1.4 Developing Vocabulary: identify and use qui sadresse linformation prsente dans une
several different strategies to expand vocabulary brochure? Comment est-ce que les techniques
through reading (e.g., predict the meaning of utilises sur la couverture dun livre peuvent
unfamiliar vocabulary by using cues such as word tinciter lire ce dernier?
patterns; create a word web on a specific topic and
subtopics; refer to classroom anchors and word
students to use expressions of opinion such
walls; identify subject-specific terminology and
as mon avis, daprs moi, and je suis
incorporate it in their daily communications)
daccord when responding to texts.
Teacher prompts: Comment est-ce quune toile
dides peut taider identifier les mots cls
GRADE 6
dun texte? Comment les mots dune mme
famille peuvent-ils taider comprendre des
textes lus? Comment est-ce que le vocabulaire
des autres matires (maths, sciences et technol- C2.1 Purposes of Text Forms: identify the
ogie, arts) peut taider tre plus prcis quand tu purpose(s) of a variety of text forms, including
texprimes? Comment est-ce que les ressources fictional, informational, graphic, and media forms
de la salle de classe comme le mur de mots ou (e.g., biography to tell the story of a persons life
les rfrentiels renforcent ta comprhension and accomplishments; graphic novel to entertain
pendant la lecture? and to explore characters, ideas, and problems;
Instructional tip: Teachers can draw students social media to share opinions; survey to
attention to suffixes used to create related obtain and analyse information; news article
words, such as -ment added to an adjective to provide information about a current event)
to create an adverb (lent/lentement) or Teacher prompts: Quelles stratgies emploies-tu
-age added to a verb stem to create a noun lorsque tu choisis un texte pour un but prcis?
(recycler/recyclage). Quel est le but de lecture? Est-ce que le but de
lecture dtermine le genre de texte que tu vas
C1.5 Responding to and Evaluating Media lire? Quelle est la raison pour laquelle lauteur
Texts: express their personal opinions about the a choisi cette forme de texte au lieu dune autre
treatment and presentation of the messages in a pour transmettre son message?
variety of media texts about familiar, academic,
and personally relevant topics, and give evidence Instructional tips:
from the text for their opinions, with teacher (1) Teachers can model various strategies to
support as appropriate (e.g., describe how elements enhance research skills (e.g., formulate questions,
of a bumper sticker are intended to evoke a response locate information, and compare information
to a social issue; explain how a print advertisement from a variety of sources).
promotes a product or lifestyle; explain how graphic (2) Teachers can provide opportunities for
text features of a pamphlet such as tables or students to read a variety of authentic texts
charts are used to present data; discuss how the such as recipes, newspapers, menus, websites,
point of view expressed in an editorial influences and brochures.
their opinion; evaluate the effectiveness of a
summer camp brochure in appealing to the C2.2 Characteristics and Stylistic Elements of
intended audience; identify the elements of a Text Forms: identify some characteristics and/
book jacket that are designed to attract readers; or stylistic elements of a variety of text forms,
explain how images are used in print and television including fictional, informational, graphic, and
advertisements to evoke emotions, such as ways in media forms, and explain how they help to
which nature scenes or animals are used in a car convey the meaning, with support and guidance
commercial) from the teacher (e.g., textbook text features such
Teacher prompts: Comment les lments dun as table of contexts, index, and headings; script
autocollant pour voiture provoquent-ils une use of various type styles to indicate stage directions
raction? Comment les techniques publicitaires and spoken parts; scientific experiment instruc-
utilises dans une annonce suscitent-elles une tions and procedures in sequential order)
raction? Comment lorganisation graphique Teacher prompts: Comment les titres et les
influence-t-elle le message du texte? Comment sous-titres taident-ils trouver les informa-
le point de vue de lauteur te permet-il de tions importantes dans un texte? Comment
rflchir ta propre opinion? Comment sais-tu diffrentes polices de caractre changent-elles
READING
161
lexpression, laction ou le sentiment dun texte? identify French-speaking communities, including
Pourquoi est-il important de suivre les tapes Aboriginal communities, in Atlantic Canada, the
en ordre squentiel pendant une exprience prairie and western provinces, and the northern
scientifique? territories; read about important French Canadian
and Mtis historical figures such as Louis Riel;
identify examples of texts such as bilingual signs
attention to complex sentences using connecting
or government brochures that reflect the status of
words (e.g., parce que, car, donc, en
French as an official language of Canada; read the
effet, ainsi, de plus, ensuite, puis)
EXTENDED FRENCH
lyrics and listen to songs by various French Canadian

in persuasive texts.
and Aboriginal artists and make comparisons with
songs in their own first language; identify the traits
C2.3 Metacognition:
of heroes in traditional stories, myths, and legends
such as Ti-Jean, Kluskap, and Nanabijou)
helpful before, during, and after reading to Teacher prompts: Comment la localisation
understand texts; et lenvironnement dune communaut
(b) determine their areas of greater and lesser affectent-ils les habitudes alimentaires de
strength as readers, and plan steps they can cette communaut? Comment lactivit
take to improve their reading skills (e.g., evalu- agricole peut-elle influencer la culture dune
ate the effectiveness of applying prior knowledge communaut? Comment le fait didentifier
in facilitating the understanding of the text read; les lments culturels dune rgion taide-t-il
assess the effectiveness of making predictions to mieux comprendre les gens de cette rgion?
deepen understanding; reflect on and explain the
Instructional tips:
benefits of examining graphics in a brochure to
(1) Teachers can demonstrate how to use the
support their comprehension)
table of contents, headings, index, legends, and
Teacher prompts: Comment as-tu compris le charts in an atlas to find information about a
texte en utilisant tes connaissances antrieures? particular community.
Comment tes prdictions peuvent-elles taider
(2) Teachers can provide students opportunities
mieux comprendre? Comment ltude des
to explore via the Internet historical plaques
aspects visuels dun texte peut-elle faciliter ta
(e.g., on statues or relating to artefacts in a
comprhension?
museum) from francophone communities
Instructional tip: Teachers can encourage across Canada.
students to keep a log of which reading com-
(3) Teachers can model and encourage the use
prehension strategies were most effective.
of adjectives to describe the diverse French-
speaking communities in Canada outside of
C3 Intercultural Understanding Ontario and Quebec (e.g., acadien(ne), franco-

terre-neuvien(ne), franco-manitobain(e),
By the end of Grade 6, students will: fransaskois(e), franco-colombien(ne),
franco-yukonnais(e), franco-tnois(e),
C3.1 Intercultural Awareness: using informa- franco-nunavois(e)).
tion from a variety of French texts, identify
French-speaking communities in eastern, C3.2 Awareness of Sociolinguistic Conventions:
western, and northern Canada, find out about using information from French texts, identify
aspects of their cultures, and make connections and demonstrate an understanding of socio
to personal experiences and their own and linguistic conventions used in a variety of
other communities (e.g., identify ways in which situations in diverse French-speaking commu
families are represented in different text forms nities* (e.g., abbreviations found in French texts;
from various French-speaking regions of Canada; dialects found in French texts; text message short-
read a daily food log [or a menu] from a French- hand used in a francophone community)
speaking community, and compare its contents
with their own daily diet; read maps to identify Teacher prompts: Comment est-ce que les
differences and similarities with respect to economic abrviations de ta propre langue taident
and agricultural activity in various French-speaking comprendre celles dun texte franais?
communities; consult an atlas or website and Comment les dialectes rgionaux taident-ils
162
comprendre les diffrentes communauts?
Comment les dialectes refltent-ils la diversit
culturelle dune rgion? Comment le langage
texto utilis par une communaut diffre-t-il de
celui de ta communaut?
students choose an appropriate graphic
organizer to compare French abbreviations
with those of their first language.
GRADE 6
READING
163
D. WRITING
EXTENDED FRENCH
effectively;
D1. Purpose, Audience, and Form of an important Canadian historical figure such as
an early settler or a member of a First Nations, Mtis,
By the end of Grade 6, students will: or Inuit community; compose a newspaper article
reporting on a current event at the school; write a
script for a short play on a topic of personal interest;
prepare a lab report for a science experiment)
French texts they plan to create (e.g., to write a Teacher prompts: Comment les copies types
persuasive letter to the school newspaper; to write taident-elles planifier la rdaction dun texte?
an informative report about the dangers of using Comment ton point de vue peut-il influencer
drugs or alcohol; to write a story to entertain linformation que tu prsentes dans une bio
younger children; to write a set of rules and graphie? Comment linformation incluse dans
procedure for playing a new game) une biographie peut-elle influencer les opinions
des lecteurs? Comment la manchette dun
Teacher prompts: Comment vrifies-tu que ton
article de journal capte-t-elle lattention des
texte est appropri pour le destinataire vis?
lecteurs? Comment est-ce quon donne des
Comment les mots que tu choisis influencent-ils
instructions aux acteurs dune pice de thtre?
tes lecteurs? Comment choisis-tu la forme de
texte selon ton but dcriture et ton destinataire? Instructional tip: During modelled, shared,
Comment les tapes squentielles aident-elles and guided reading, teachers can introduce and
expliquer logiquement une procdure? explore a variety of mentor texts and exemplars
to facilitate writing in a variety of text forms.
co-construct anchor charts to assist students in D1.3 Developing Vocabulary: confirm word
selecting the appropriate text form for various meanings and review, refine, and vary word
purposes and audiences. choices, using a variety of resources (e.g., use
print or online French dictionaries to find word
D1.2 Writing in a Variety of Forms: write a meanings; use a French thesaurus to explore alter
variety of French texts to convey information,
native word choices; use word walls to determine the
ideas, and opinions about familiar, personally
meaning of words within the same word family;
relevant, and academic topics, following models
create new words by adding known prefixes and
appropriate to the purpose and incorporating
suffixes such as in-, d-, -ion, -eur/-euse
some elements of each form (e.g., write a biography
to nouns, verbs, and adjectives; use a variety of
164
expressions such as Croyez-le ou non, Selon Instructional tip: Teachers can encourage
les experts,, Quatre mdecins sur cinq recom- students to use complex sentences and transition
mandent, Tout le monde pense to persuade words such as donc, en effet, ainsi que,
an audience) car, ensuite, and puis in their multimedia
Teacher prompts: Comment peux-tu vrifier presentations.
le sens des mots que tu utilises dans ton texte?
Comment varies-tu les mots que tu utilises D2. The Writing Process
dans tes crits? Pourquoi est-il important
de varier ton choix de mots lorsque tu cris? By the end of Grade 6, students will:
De quelle faon les mots choisis peuvent-ils
influencer les ides du destinataire?
GRADE 6
Ideas: generate, develop, focus, and organize
Instructional tips: ideas for writing, using a variety of strategies
(1) Teachers can model the use of dictionaries and print, electronic, and other resources, as
and thesauri to find definitions, synonyms, and appropriate (e.g. brainstorm topics independently
antonyms of familiar and new words. or in small groups for writing about an equity issue;
(2) Teachers can encourage students to explore use a graphic organizer such as a fishbone to map
root words and word patterns to expand out details; use chronological order to organize
vocabulary and improve word choice. information in a biography; sort and organize ideas
in order of importance)
D1.4 Using Stylistic Elements: use word choice
Teacher prompts: Comment trouves-tu des
and stylistic elements to establish a personal
ides avant de commencer crire un texte?
voice and a clear point of view (e.g., provide
Comment les organisateurs graphiques
supporting details to establish a point of view in
taident-ils cibler ton sujet avant dcrire un
reporting on an equity issue; use a serious tone in
texte? Comment choisis-tu la faon approprie
a letter to the principal or a lively tone in a short
dorganiser ton texte selon la forme choisie?
story for younger children; select an alternative
perspective in recounting an event; use the third Instructional tip: Teachers can model and
person for a newspaper article or the first person encourage the use of a variety of graphic
for an editorial) organizers to develop and organize ideas and
information before writing.
Teacher prompts: Comment peux-tu soutenir
ton point de vue pour enrichir ton argument? D2.2 Drafting and Revising: plan and produce
Dans quelle perspective vas-tu rdiger ton drafts, following established criteria, and revise
texte? Comment le ton de ton texte changerait- their writing to improve its content, clarity, and
il si tu changeais la voix du narrateur? interest, using a variety of strategies (e.g., use
Instructional tip: Teachers can suggest that highlighters to identify words and phrases that
students use possessive adjectives (e.g., notre/ could be omitted or changed; use descriptive feed-
nos, votre/vos, leur/leurs) to establish a back from peers and the teacher to ensure logical
personal voice. organization of ideas; add transition words and
phrases to improve the flow of their writing)
D1.5 Creating Media Texts: using familiar words
Teacher prompts: Dans quelle mesure lusage
and expressions, create a variety of media texts
des rfrentiels et des critres de succs taide-t-il
in French for specific purposes and audiences,
planifier ton texte? De quelle faon une
using several media forms and the conventions
copie type peut-elle taider rdiger ton texte?
and techniques appropriate to the chosen form
Comment vrifies-tu que tu as vit de rpter
(e.g., create a book jacket to entice a potential reader;
des ides? Comment la rtroaction de tes pairs
create a brochure to promote a summer camp; create
peut-elle taider rviser ton texte? Comment
a multimedia presentation on an environmental
peux-tu rviser ton texte afin de le rendre plus
issue; create a CD cover for a song or musical
fluide?
group; write the script for a television commercial
for a healthy product) Instructional tip: Teachers can encourage
students to use transitional words and phrases
Teacher prompts: Comment choisis-tu la forme
such as ensuite, aussi, car, puisque,
de texte mdiatique approprie pour communi-
cependant, and nanmoins to enhance
quer ton message? Comment les lments
the flow of their writing.
visuels facilitent-ils la comprhension de ton
message? Comment vrifies-tu que ton texte D2.3 Producing Finished Work: edit, proofread,
WRITING
mdiatique reflte ton but dcriture et rpond and publish a variety of written pieces, following
aux besoins du destinataire? a model or a set of guidelines to meet established
165
criteria, with support as appropriate (e.g., use D3. Intercultural Understanding
commas to separate words in a list; use dashes in
dialogue to indicate a change in speaker; use word By the end of Grade 6, students will:
walls to verify the spelling of high-frequency words;
apply rules for forming plurals to unfamiliar words;
use correct placement of verbs and adverbs in a
speaking communities in eastern, western, and
sentence; use peer editing to improve their written
northern Canada, including aspects of their
text before publication; use checklists and anchor
EXTENDED FRENCH
cultures and their contributions to la franco-

charts to verify that the specified criteria have been
phonie and the world, and make connections
met; use a variety of font styles and sizes to high-
to personal experiences and their own and other
light key ideas for the reader; use multimedia and
communities (e.g., use presentation software to
visual support to enhance published texts)
share a cultural experience; write a comparative
Teacher prompts: Comment la ponctuation description of two cultural artefacts for a museum;
varie-t-elle selon la forme de texte que tu write a report on a French Canadian cultural event,
cris? Comment dtermines-tu lpellation making connections to an event from their own
des mots inconnus? Comment vrifies-tu culture; write a biography of a French-speaking
lordre des mots dans les phrases de ton texte? person who has contributed to Canadian society;
Comment vrifies-tu que tu as respect les following an example of a French Canadian myth
critres de la tche dcriture? Comment or legend, write a legend explaining a cultural
peux-tu faciliter la comprhension de ton texte event or geographic phenomenon from their own
crit par les lecteurs? Comment les outils community; write a myth or fable for their own
technologiques peuvent-ils enrichir ton texte community that reflects a moral or value, drawing
crit? on examples from other cultures)
Instructional tip: Teachers can encourage Teacher prompts: Comment le fait dcrire au
students to reread their written text aloud to sujet des autres cultures enrichit-il tes connais-
a partner to identify and correct spelling and sances culturelles? Comment le fait dcrire
grammatical errors. des textes comparatifs taide-t-il apprcier ta
propre culture? Comment le fait deffectuer
D2.4 Metacognition: des recherches sur un personnage historique
(1) identify, in conversation with the teacher important taide-t-il en savoir plus sur ta
and their peers, a few strategies they found communaut? Comment le fait dtudier
helpful before, during, and after writing; des lgendes dautres cultures taide-t-il faire
(2) determine their areas of greater and lesser ressortir les lments ncessaires pour crire
strength as writers, and plan steps they can take ta propre lgende?
to improve their writing skills (e.g., determine
which graphic organizers were most helpful in Instructional tip: Teachers can model the
generating ideas before writing and in guiding the writing of a comparative text using temporal
development of thoughts and ideas during writing; adverbs (e.g., jamais, toujours, souvent,
assess the effectiveness of peer feedback and peer quelquefois, rarement, parfois) and/or
editing in revising their work; evaluate which possessive adjectives (e.g., ma/mon, notre,
writing strategies were most helpful to them in leur).
completing the task)
Teacher prompts: Quelle(s) stratgie(s) as-tu identify sociolinguistic conventions associated
trouve(s) la (les) plus efficace(s) pour organiser with a variety of social situations in diverse
tes penses et ton information, et pourquoi? French-speaking communities* and use them
Comment penses-tu que les organisateurs appropriately in their written work (e.g., idiomatic
graphiques influencent ton processus dcriture? expressions; appropriate level of formality for
Comment la rvision des textes de tes pairs dialogue between strangers; use of French text
taide-t-elle rviser tes propres textes? shorthand in writing an email to a friend; variations
Instructional tip: Teachers can suggest that in spelling to reflect a particular dialect)
students keep a writers notebook to plan and Teacher prompts: Comment montres-tu la
record their next steps for writing. relation entre deux locuteurs dans un texte?
Comment la technologie influence-t-elle
166
la langue crite? Comment le langage utilis
dans ton texte peut-il reflter les rgionalismes
et les dialectes dune communaut francophone?
Instructional tips:
(1) Teachers can model the use of second-person
singular and plural pronouns and verb agree-
ment to show the formal or informal relationship
of the speakers in written dialogue (e.g., tu,
vous, ton/ta/tes, votre/vos, peux-tu,
pourriez-vous).
GRADE 6
(2) Teachers can support student learning by
exposing students to examples of French dialects
in written text.
WRITING
167
GRADE 7
Note
A. LISTENING
FRENCH
GRADE 4
EXTENDED

A1. Listening to Understand Teacher prompts: Quels sont les messages cls
de la prsentation/du rapport sur les problmes
By the end of Grade 7, students will: environnementaux dans ta communaut?
Quelles sont les valeurs prsentes dans la
lgende/le mythe/le conte? Compare ces
valeurs aux tiennes. Comment les stratgies
utilises dans le message publicitaire entendu
tinfluencent-elles acheter le produit en ques-
to understand explicit and implicit messages
tion? Quest-ce que tu apprends propos de
in a variety of oral French texts, including
cette communaut?
increasingly complex texts (e.g., make connections
to prior knowledge and personal experiences; make Instructional tip: Teachers can encourage
students to listen for temporal words and
predictions; identify cognates and familiar words;

summarize important information using an expressions in texts using the pass compos
organizational tool) and the imparfait.
Teacher prompts: Comment tes expriences A1.3 Listening for Meaning: demonstrate an
personnelles taident-elles mieux comprendre understanding of the intent and meaning of
le message du texte? En utilisant le contexte, various oral French texts containing familiar
comment dtermines-tu le sens des mots que and unfamiliar words and expressions and
tu ne comprends pas? Comment le fait de dealing with familiar, academic, and personally
prendre des notes te permet-il didentifier les relevant topics, with support as appropriate
ides et dtails importants? (e.g., share personal reactions to an audio text on
Instructional tip: Teachers can encourage global warming; draw an object or person based
students to use their prior knowledge and on a description; restate main ideas heard in group
experiences to make predictions about the discussions; respond in writing or through role
text they are listening to. play to the point of view in a presentation)
Teacher prompts: Comment peux-tu formuler
une opinion partir des ides exprimes par les
membres de ton groupe? Pourquoi penses-tu
que lauteur a prsent le message de ce point
identify the intent of a message on an environmental
de vue?
issue in a presentation or report; to appreciate
varying beliefs through hearing a legend, myth, Instructional tip: Teachers can develop with
or fable; to understand the impact of a commercial students a list of various appropriate ways in
on consumer choice; to gain an appreciation for which students can choose to respond to oral
French-speaking cultures through their songs) texts (e.g., through drama or dance, visual arts,
music, writing, use of technology).
170
A1.4 Responding to and Evaluating Media interprter ce que dit le locuteur? Pourquoi
Texts: express their personal opinions about est-il important de faire des liens entre les
the treatment and presentation of the messages nouvelles ides et ce que tu connais avant
in a variety of oral media texts about familiar, de rpondre?
give evidence from the text for their opinions,
encourage students to use expressions such as
with teacher support as appropriate (e.g., explain
Peux-tu expliquer? and Peux-tu rpter?
why a media text might have a different impact
during interactions.
on different audiences; identify visual elements
that support the spoken message in a multimedia A2.2 Interacting: respond with understanding to
text; compare how a current event is represented in what others say while participating in a variety
GRADE 7
various television and radio reports; evaluate radio of interactions about familiar, academic, and
advertisements for bias and inclusiveness; explain personally relevant topics (e.g., listen to peer
how a public service announcement may influence presentations related to healthy living and share
an audience; articulate personal reactions to an ad
4
personal habits; acknowledge the ideas of peers
campaign regarding mental or physical health) when contributing to a group discussion on an
Teacher prompts: Pourquoi penses-tu que le environmental issue; contribute actively in a debate;
message du texte mdiatique est prsent de interview a classmate about their cultural customs)
ce point de vue? Pourquoi penses-tu que Teacher prompts: Comment le fait de prendre
diffrents types de public (personnes de diffrents une position dcoute te permet-il de mieux
ges, sexes, situations financires et cultures) te concentrer et de rpondre avec certitude
ragiraient diffremment au message prsent? pendant une discussion? Comment lcoute
Quels points de vue sont ou ne sont pas des ides de tes pairs taide-t-elle formuler et
reprsents dans le message? Est-ce que les exprimer tes propres opinions? Quel type
lments visuels de la vido aident renforcer de questions pourrais-tu poser tes pairs pour
le message du porte-parole? Quel impact mieux tengager dans linteraction?
lannonce publicitaire a-t-elle sur tes opinions
propos de la sant physique ou mentale? Instructional tip: Teachers can encourage
Comment la manire dont le message a t students to respond appropriately when they
prsent dans le texte a-t-elle un effet sur la disagree with others.
formulation de tes opinions?
A2.3 Metacognition:
Instructional tip: Teachers can model the use (a) describe strategies they found helpful before,
of expressions of opinion such as mon avis, during, and after listening;
selon moi, daprs moi, dune part (b) identify their areas of greater and lesser
dautre part to articulate thoughts, feelings, strength as listeners, and plan steps they can
and opinions about the messages presented take to improve their listening skills (e.g., evaluate
in media texts. the effectiveness of the strategy used after a listening
task; assess their ability to apply listening strategies;
record personal goals to improve listening skills
A2. Listening to Interact and strategies in a learning log)
By the end of Grade 7, students will: Teacher prompts: Quelle stratgie dcoute taide
le plus comprendre le texte? Pourquoi faut-il
prendre une position dcoute? Quest-ce que
identify and use interactive listening strategies
tu peux faire afin damliorer ton usage des
to suit the situation while participating in a
stratgies dcoute?
variety of social and academic interactions
about familiar and personally relevant topics Instructional tip: Teachers can encourage
(e.g., interpret verbal and non-verbal cues such as students to practise applying different listening
gestures, body language, and tone during conversa- strategies in different contexts.
tions with peers; ask questions for clarification;
paraphrase to confirm understanding)
Teacher prompts: Comment lassociation de
gestes et dexpressions faciales aux paroles te By the end of Grade 7, students will:
permet-elle de mieux comprendre le message?
Comment le fait de redire le message dans tes A3.1 Intercultural Awareness: using information
LISTENING
propres mots facilite-t-il ta comprhension?

De quelle faon les stratgies dcoute et les communities in the Americas outside Canada,
stratgies de prise de parole taident-elles find out about aspects of their cultures, and
171
make connections to personal experiences and A3.2 Awareness of Sociolinguistic Conventions:
their own and other communities (e.g., determine using information from oral French texts,
the role of musical elements such as rhythm, tempo, identify and demonstrate an understanding of
or beat in a particular French-speaking communitys French sociolinguistic conventions used in a
celebrations; identify cultural elements presented variety of situations in diverse French-speaking
during a French artistic performance; visually communities* (e.g., examine the language used in
demonstrate understanding of the beliefs and values advertising to persuade different audiences; compare
orally expressed by an Aboriginal artist in the a speech presented to a teacher and one presented
EXTENDED FRENCH
Americas; locate French-speaking communities in to peers; identify ways to verbally introduce an

North and South America based on information artistic performer; describe the language used to
from audio and audio-visual sources; listen to politely introduce arguments or suggestions)
Franco-Caribbean, Franco-Hispanic, or Cajun
Teacher prompts: Quelle diffrence entends-tu
music and select images, write a story, or use a
entre le langage utilis pour convaincre les
graphic organizer to communicate their reactions;
jeunes dacheter un produit et celui utilis pour
listen to text about the Acadian exiles and other
convaincre les adultes de faire la mme chose?
French-speaking groups who settled in Louisiana
Dans quelle mesure le choix de mots est-il
and other U.S. states, and work with classmates
important lorsque tu dois prsenter quelquun?
to make cross-curricular connections; identify the
Comment peut-on utiliser le conditionnel pour
impact of Mtis communities in the United States,
persuader un ami de faire quelque chose?
such as the Mtis community in Montana)
Teacher prompts: Comment les lments
encourage the use of the conditionnel prsent
musicaux sont-ils utiliss pour reprsenter les
for making suggestions or developing an
coutumes de cette communaut francophone?
argument.
En coutant la prsentation, comment les
aides visuelles (par exemple les costumes,
les masques, le maquillage) taident-elles
reconnatre les diffrences entre cette culture
et la tienne? Comment le fait dcouter et
dapprcier la culture de quelquun dautre
taide-t-il mieux apprcier la tienne?
students to share, explore, and question their
own culture when learning about French-
speaking cultures in the Americas.
172
B. SPEAKING
GRADE 7
diverse audiences;
4
B1. Speaking to Communicate issue that affects the local, provincial, national, or
world community; present a monologue on equity;
By the end of Grade 7, students will: communicate solutions to global warming in a
speech or oral report)
identify a range of speaking strategies and use Teacher prompts: Comment peux-tu organiser
them appropriately to express themselves clearly tes ides pour texprimer clairement? Comment
and coherently in French for a variety of purposes un monologue te permet-il de prsenter ton
and to various audiences (e.g., vary tone and point de vue tes pairs? Quelles tactiques
pace during a presentation to engage the audience; peux-tu utiliser pour influencer tes collgues
speak about familiar topics; use classroom resources afin quils apprcient davantage ton point de
[anchor charts, sentence stems, useful expressions] vue? Quelles aides visuelles peux-tu employer
to strengthen oral communications; rehearse before pour renforcer ton message lors de ta prsenta-
speaking; highlight key words for emphasis in tion orale? Comment peux-tu communiquer
a speech; paraphrase when they cant find the tes solutions au problme du rchauffement de
exact term; refer to success criteria for effective la plante?
communication) Instructional tip: Teachers can model and
Teacher prompts: Comment est-ce que tes promote the use of the pronoun on to present
expriences personnelles peuvent enrichir general, collective, or widely shared opinions
lauthenticit dune prsentation? Comment or ideas.
les critres dvaluation taident-ils communi-
quer tes ides efficacement? B1.3 Speaking with Fluency: speak with a
smooth pace, appropriate intonation, and
Instructional tip: Teachers can encourage accurate pronunciation in planned, rehearsed,
students to use charts or graphic organizers and increasingly spontaneous communications
to organize their ideas for a more fluid and about familiar, academic, and personally relevant
effective presentation. topics, using familiar words and expressions
(e.g., recite a poem with pauses as indicated by
B1.2 Producing Oral Communications: using the punctuation and/or layout of the lines to com-
municate the poets intended meaning; articulate
planned, rehearsed, and increasingly spontane
familiar words in readers theatre; use intonation
ous messages in French containing information
to show surprise; give clear directions with minimal
and ideas about academic topics and matters of
hesitation)
immediate personal relevance, with contextual,
SPEAKING
auditory, and visual support (e.g., deliver a

report on a social, economic, or environmental rcitation dun pome taide amliorer
173
ta fluidit? Comment peux-tu amliorer ta une conversation? Comment lauditoire
prononciation de mots familiers? Pourquoi influence-t-il ton style de communication?
est-il important de varier son expression pendant Comment ton langage corporel influence-t-il
des prsentations orales? Comment vites-tu la discussion? Comment est-ce que le fait de
de longues pauses quand tu fais une prsenta- reformuler une ide dans tes propres mots te
tion? Que peux-tu identifier comme stratgie permet de mieux texprimer sur le sujet?
pour mieux communiquer tes sentiments lorsque
tu lis voix haute?
encourage the use of transition words (les
EXTENDED FRENCH
Instructional tips: marqueurs de relation, e.g., ensuite, enfin,

(1) Teachers can encourage students to use puisque, pourtant).
strategies to avoid long pauses during speech
(e.g., paraphrase, describe or define forgotten B2.2 Interacting: engage in rehearsed and
words, reword awkward phrases, use gestures spontaneous spoken interactions, in guided
to support their message). and increasingly spontaneous social and
academic contexts, about personally relevant
(2) Teachers can expose students to a variety
and academic topics (e.g., ask questions for
of authentic French-language media texts to
clarification during a discussion; formulate a
use as models of pronunciation, intonation,
respectful and clear argument during a debate;
and rate of speech.
participate in a dialogue with a partner)
B1.4 Creating Media Texts: create a variety of Teacher prompts: Quels types de questions
increasingly complex oral media texts using peux-tu poser pour mieux comprendre une
forms, conventions, and techniques appropriate discussion? Comment peux-tu articuler
to the purpose and audience (e.g., create a segment un argument oralement dune faon polie
for an entertainment show reviewing a book, video et claire? Comment peux-tu montrer ton
game, or movie; create a multimedia report on apprciation de diffrents points de vue?
renewable sources of energy; create a podcast about Comment lutilisation des rgles de politesse
the importance of bilingualism/plurilingualism) influence-t-elle linteraction avec tes pairs
pendant une discussion de groupe?
Teacher prompts: Comment prsenteras-tu ta
critique du message du film/livre/jeu vido? Instructional tip: Teachers can support student
Quelle est la forme de texte mdiatique la engagement by helping students brainstorm
plus efficace pour communiquer ton message? and research vocabulary and expressions
Quelles techniques mdiatiques vas-tu utiliser appropriate to the topics of their spoken
afin de partager ton point de vue sur un sujet interactions.
li la justice sociale?
B2.3 Metacognition:
to use varied negative forms (e.g., nepas,
nejamais, aucun(e)) and reflexive verbs
effectively;
(e.g., Je me sens, a me fait) in their
media texts.
take to improve their speaking skills (e.g., solicit
B2. Speaking to Interact feedback from other students during oral interactions
to identify areas of greater or lesser strength; use a
By the end of Grade 7, students will: portfolio of recorded work to reflect on which strat-
egies are most helpful during oral communication;
B2.1 Using Speaking Interaction Strategies: improve their interactions during group discussion
demonstrate an understanding of appropriate by referring to teachers descriptive feedback; evaluate
speaking behaviour in a variety of situations the effectiveness of the speaking strategies used in
(e.g., paraphrase peers point of view during a debate previous presentations)
to clarify their meaning; choose the appropriate
level of formality in a conversation; appropriately Teacher prompts: Quelles stratgies utilises-tu
use a variety of non-verbal cues such as gestures, pour te souvenir des points importants aprs
facial expressions, and eye contact in oral lcoute dune prsentation? Pourquoi est-il
interactions) important de consulter ton portfolio? Comment
les stratgies de communication orale peuvent-
Teacher prompts: Quelles stratgies taident elles taider communiquer dans diverses
clarifier le sens de ton message dans
174
situations? Comment peux-tu utiliser les de diffrentes communauts? Comment
textes mdiatiques franais comme outils lenvironnement contribue-t-il au dveloppe-
dapprentissage? ment de la vie culturelle et sociale de cette
communaut francophone?
Instructional tips:
(1) Teachers can have students use technology Instructional tip: Teachers can suggest students
to create and maintain an oral communication use the conditionnel prsent when discussing
portfolio. possible influences on the cultures of a French-
speaking community.
(2) Teachers can encourage students to log
descriptive feedback provided after presentations
for future reference.
GRADE 7
B3. Intercultural Understanding French-speaking communities,* and use them
appropriately in spoken interactions (e.g., explore
4
how different French-speaking communities use
intonation, pauses, and tone; compare common
B3.1 Intercultural Awareness: communicate proverbs used in various French-speaking com-
information orally about French-speaking munities and use them in social situations; use slang
communities in the Americas outside Canada, and anglicisms from different French-speaking
including aspects of their cultures and their communities in conversations and role-playing)
and make connections to personal experiences Teacher prompts: Comment est-ce que
and their own and other communities (e.g., les pauses, lintonation et le ton de la voix
identify and describe characteristics of French- influencent le message que tu veux communiquer
speaking communities in Haiti, Guadeloupe, or dans une conversation? Comment peux-tu
Louisiana; describe examples of Cajun cuisine incorporer des proverbes francophones de
and/or the traditions of the Mardi Gras festival; diffrentes rgions dans tes interactions
research the roots of French-speaking communities sociales? Comment est-ce que la connaissance
in the French West Indies, St. Martin, St. Lucia, dexpressions idiomatiques et danglicismes
Martinique, Louisiana, and the New England states taide mieux interagir avec des francophones?
and report their findings to the class; identify and Instructional tip: Teachers can encourage
make a presentation on some traditions of Haitian, students to use expressions from French-speaking
French Guyanese, Cajun, or other French-speaking regions in the Americas that vary from standard
communities in the Americas and compare them with French usage (e.g., cher/chre in spoken
traditions in their own community; compare songs interactions, Est o instead of O est,
or anthems from different French-speaking countries; avoir instead of tre as an auxiliary verb
compare the rights and responsibilities of children as in il a parti instead of il est parti, alle
from different French-speaking communities around instead of elle, asteur instead of cette
the world and make connections to their own; report heure, Bon jou instead of Bonjour, wi
on environmental factors that influence the way instead of oui, mesi instead of merci,
of life in various French-speaking communities in nanan instead of grand-mre, mouche
the Americas) miel instead of abeille, pistache instead
Teacher prompts: Comment le fait de parler des of arachide).
symboles dune autre communaut taide-t-il
apprcier les valeurs sociales quils reprsentent?
Quest-ce que tu peux partager avec les autres
propos de la vie quotidienne des enfants
SPEAKING
175
C. READING
EXTENDED FRENCH
By the end of Grade 7, students will: French texts about familiar, academic, and
personally relevant topics, with contextual
and visual support (e.g., visually represent their
understanding of the message of a poem; summarize
an informational text in their own words; explain
the choice of pictures the author has included in
a childrens book; choose appropriate material
support as appropriate (e.g., use a graphic
to include in a welcome package for a newcomer
organizer to record and share prior knowledge
student who has joined their class; develop questions
before reading; make inferences to explain how
they would ask the author to clarify his or her point
a characters actions illustrate traits of his or her

of view)
personality; use visual and contextual cues to
support their comprehension; ask questions after Teacher prompts: Comment est-il possible
reading to confirm or revise predictions) quun texte provoque des sentiments diffrents
dune personne lautre? Comment est-ce
que le fait de comprendre lintention de lauteur
de partager tes connaissances antrieures avec
dun texte peut influencer ta raction au message
tes pairs avant la lecture dun texte facilitera ta
lu? Comment est-ce que la visualisation
comprhension? Comment est-ce que le fait
pendant la lecture te permet de comprendre le
de faire des infrences taide analyser et
message du pome? Pourquoi lauteur a-t-il
mieux comprendre les personnages dune
choisi les lments visuels quil a utiliss?
histoire? Comment est-ce que les lments
contextuels taident comprendre un texte Instructional tips:
informatif? Pourquoi est-il important de (1) Teachers can suggest that students look for
se poser des questions aprs la lecture? examples of the different types of past tenses
(e.g., pass rcent, pass compos, imparfait, plus-
Instructional tip: During modelled reading,
que-parfait) in a variety of texts and determine
teachers can demonstrate how to make infer-
how the choice of tense affects the meaning.
ences, using think-aloud stems such as Je
pense que, Daprs ce que jai compris, (2) Teachers can encourage students to pay
Je crois que, Il me semble que, to attention to the use of the indefinite pronoun
encourage students to apply the strategy on in an informational text, and then use it
during independent reading. in their responses to a text.
176
C1.3 Reading with Fluency: read French texts of several newspaper articles on a specific current
containing familiar vocabulary and language event; evaluate the presentation of the material in
structures, and dealing with familiar, personally billboard advertisements or banner ads and discuss
relevant, and academic topics, at a sufficient possible reactions; analyse information from a
rate and with sufficient expression to convey multimedia presentation on a social or environ-
the sense of the text, using a variety of cues (e.g., mental issue and discuss their personal opinions
adjust reading speed according to the difficulty of with peers)
the text or the purpose for reading; make predictions Teacher prompts: Comment est-ce que les
as to what comes next in a passage; read a script in opinions transmises par le texte influencent tes
role with expression and appropriate pace to reveal propres points de vue? Quels sont les mots
a characters personality; use knowledge of prefixes et les expressions de la chanson qui voquent
GRADE 7
and suffixes to automatically read familiar words; des sentiments? Comment est-ce que lauteur
record a brief passage read aloud to solicit feedback adapte le message selon le lecteur cibl?
from a peer) Pourquoi est-il important que les questions
Teacher prompts: Comment est-ce que le fait dun sondage refltent le public vis? Comment
4
de lire haute voix consolide tes habilets est-ce que les mots et les lments visuels com-
comprendre le message cibl dans le texte? muniquent un message pour crer une raction?
Comment le fait de lire avec expression aide-t-il Instructional tip: Teachers can suggest that
captiver le public? Comment est-ce que students use indefinite demonstrative pronouns
lidentification des mots ayant le mme radical (e.g., ce, cela, a) when referring to previ-
et des mots avec prfixes et suffixes familiers ously mentioned ideas in a discussion group.
taide lire un texte avec fluidit?
Instructional tip: Teachers can suggest students
improve their fluency by differentiating between C2. Purpose, Form, and Style
a verb and an adjective to determine when to By the end of Grade 7, students will:
pronounce the ending of a word (e.g., -ent).
C1.4 Developing Vocabulary: identify and use a purpose(s) of a variety of text forms, including
range of different strategies to expand vocabulary fictional, informational, graphic, and media forms
through reading (e.g., use prefixes and suffixes to (e.g., myth to explain the world through imaginary
create new words; create a personal lexicon; develop and supernatural characters; advertisement to
a list of word patterns to determine the meaning of sell a product or promote awareness of an issue;
new words; use a thesaurus to generate synonyms owners manual to inform about the use or
and antonyms of frequently used words) maintenance of a product; map to convey geo-
Teacher prompts: Comment est-ce que lajout graphical relationships; directions for a science
de prfixes et de suffixes des mots familiers experiment to order and explain the steps to
taide amliorer ton vocabulaire? Comment be followed)
est-ce que lutilisation dun lexique personnel Teacher prompts: Comment est-ce que le format
peut confirmer ta comprhension du texte lu? de texte influence ton choix de stratgies?
Quelles ressources peux-tu utiliser pour Pourquoi est-ce que lauteur a choisi de crer
dvelopper ton vocabulaire? une affiche pour inciter les consommateurs
Instructional tip: Teachers can support student acheter un produit? Quelles sont les tendances
learning by posting new vocabulary on a word videntes dans ton analyse des cartes et des
wall or anchor chart and making reference to tableaux? Pourquoi faut-il suivre les tapes en
and using the new vocabulary regularly. ordre afin de russir ton exprience scientifique?
Instructional tips:
C1.5 Responding to and Evaluating Media (1) Teachers can direct students attention to
Texts: evaluate the effectiveness of the treatment the use of the infinitif as a form of the impratif
and presentation of ideas and information in a in directions.
and personally relevant topics, with teacher (2) Teachers can encourage students to recognize
support as appropriate (e.g., analyse the point of the various types of sentences (e.g., declarative,
view presented in online texts, such as social media exclamatory, interrogative, imperative) used in
sites; identify the use of emotive language in the different text forms.
song lyrics of a francophone artist and discuss its
effectiveness; identify and compare the positions
READING
177
C2.2 Characteristics and Stylistic Elements of C3. Intercultural Understanding
or stylistic elements of a variety of text forms, By the end of Grade 7, students will:
C3.1 Intercultural Awareness: using information
from a variety of French texts, identify French-
convey explicit and implicit messages, with
speaking communities in the Americas outside
support and guidance from the teacher (e.g.,
Canada, find out about aspects of their cultures,
Aboriginal myth/legend characters, personifi-
EXTENDED FRENCH

cation of objects or animals, moral or lesson;
and their own and other communities (e.g., read
newspaper article captions, headline, subhead-
information about landmarks and attractions in
ings; map legend, coordinates, grid; persuasive
various French-speaking communities; compare
letter argument and supporting information;
and contrast celebrations from Louisiana, French
poetry alliteration and rhyme, personification,
Guyana, and Haiti as recorded in arts and entertain-
metaphor, symbolism; narrative comparison,
ment reports; infer from posted signage the interests,
simile, contrast, sarcasm/irony)
values, and societal norms of a French-speaking
Teacher prompts: Quels sont les lments community [such as ideas about pastimes, science
dun article de journal qui facilitent ta lecture? and technology, or environmental stewardship];
Comment les lments dune carte go- research aspects of life for French-speaking individ-
graphique taident-ils trouver un endroit uals or groups in the Americas and use a T-chart to
facilement? Pourquoi est-ce quon rpte make connections to life in their own community;
certains vers, certains mots ou certaines rimes describe ways in which various French-speaking
dans un pome? minority groups celebrate and maintain their
Instructional tip: During modelled, shared, or cultural identity)
guided reading, teachers can direct students Teacher prompts: Quelles caractristiques de la
attention to the use of comparative expressions communaut as-tu ressorties des textes dauteurs
(e.g., comme, pareil , semblable , francophones? Comment pourrais-tu partager
ressembler , tel que) in similes and ces informations avec tes camarades de classe?
metaphors from a variety of texts. De quelles faons les clbrations de diverses
rgions francophones aux Amriques se
C2.3 Metacognition: ressemblent-elles et se distinguent-elles les unes
(a) identify, in conversation with the teacher des autres? Comment la lecture des signes et
and their peers, a few strategies they found des panneaux courants dans une communaut
helpful before, during, and after reading to francophone taide-t-elle infrer les normes
understand texts; culturelles de cette communaut?
strength as readers, and plan steps they can Instructional tip: Teachers can remind students
take to improve their reading skills (e.g., use to look for transition words (e.g., alors, aprs,
a journal to keep track of the tools and reading dabord, ensuite, enfin, donc, en plus)
strategies used for improvement and next steps; to facilitate comprehension of media reports.
use descriptive feedback from the teacher and
C3.2 Awareness of Sociolinguistic Conventions:
peers to set goals; discuss strategies to self-monitor
using information from French texts, identify and
reading comprehension)
demonstrate an understanding of sociolinguistic
Teacher prompts: Pourquoi est-il important de conventions used in a variety of situations
consulter ton journal de rfrence? Comment in diverse French-speaking communities*
la rtroaction peut-elle taider identifier les (e.g., regional colloquial expressions in selected
tapes ncessaires pour accomplir la tche?
Quelles stratgies de lecture te sont utiles
pour mieux comprendre?
178
French-speaking communities [Louisiana Creole:
Konmen to y?, Konmen ap() kouri?,
Konmen a va? for Comment allez-vous?,
Comment vas-tu?, Comment a va?;
Antillean Creole: Ka ou f? (Guadeloupe),
Sa ou f (Martinique), Sa k ap fet (Haiti)
for Comment a va?]; language conventions
of informational texts; language conventions in
comic strip dialogue; abbreviations, acronyms,
and symbols used in text messages and posts on
social networking sites)
GRADE 7
Teacher prompts: Comment les rgionalismes
de diverses communauts francophones
taident-ils comprendre les conventions
langagires utilises par les habitants? Dans
4
quelle mesure les structures langagires choisies
par un auteur taident-elles durant la lecture
identifier les relations entre les personnages?
Comment est-ce que ltude du langage des
sites de mdias sociaux taide-t-elle analyser
le message transmis sous forme dabrviation?
Instructional tips:
(1) Teachers can model the identification
and examination of various sociolinguistic
differences exemplified in interactions among
characters in a narrative.
(2) Teachers and students can co-construct an
anchor chart or word wall of common acronyms,
abbreviations, and symbols used in electronic
texts.
READING
179
D. WRITING
EXTENDED FRENCH
and audiences, using knowledge of vocabulary, language conventions, and stylistic elements to
communicate clearly and effectively;
D1. Purpose, Audience, and Form write a critique of a piece of art; write a report on
the results of a survey, including visuals)
Teacher prompts: Comment est-ce quon
D1.1 Identifying Purpose and Audience: organise les informations dans un manuel?
determine, with support from the teacher, quoi servent les mots descriptifs? Dans quel
their purpose for writing and the audience for genre de texte emploie-t-on le plus souvent des
French texts they plan to create (e.g., to develop mots descriptifs? Comment exprimes-tu tes
persuasive arguments in support of a proposed sentiments et tes motions dans ton autobio
course of action for their class; to express concerns graphie afin que ton lecteur sidentifie toi?
in a letter about an issue in their school; to express Instructional tips:

a personal point of view on a current event in a (1) During modelled, shared, and guided reading,
rap, poem, or rant) teachers can expose students to a variety of text
Teacher prompts: Comment est-ce que le forms to assist students in their selection of the
fait dcrire une liste taide convaincre ton appropriate form for their purpose and audience.
enseignant(e) dorganiser un voyage avec (2) During modelled and shared writing, teachers
la classe? Comment peux-tu prsenter can demonstrate how to use the impratif and/or
clairement tes arguments dans une lettre? the infinitif of verbs when writing instructions.
Pourquoi est-ce que tu vas crire ce rap,
ce pome ou cette diatribe? D1.3 Developing Vocabulary: confirm word
Instructional tip: Teachers can encourage meanings and review, refine, and vary word
students to use past, present, and future tenses choices, using a variety of resources (e.g., use
appropriate to the context when presenting print and online resources such as a thesaurus or
arguments or suggesting a course of action. French dictionary; in a small-group activity discuss
and record words that would enhance their writing
D1.2 Writing in a Variety of Forms: write a about a specific topic; create a word web about the
variety of French texts to convey information, selected topic before writing; create a word game
ideas, and opinions about familiar, personally about a topic of interest to enhance word choice
relevant, and academic topics, following models in their writing)
appropriate to the purpose and incorporating Teacher prompts: Comment est-ce que le
some elements of each form (e.g., create an vocabulaire que tu utilises dpend de la
instructions manual for a sport or game; describe personne qui tu cris? Comment est-ce
a life-changing event in a mini-autobiography;
180
quune discussion avec tes pairs te permet D1.6 Applying Language Conventions: com-
de varier ton vocabulaire dans ton texte? municate their meaning clearly, using parts of
Comment est-ce que le fait de jouer avec speech appropriately and following conventions
des mots et des expressions taide enrichir for correct spelling, word order, and punctuation
ton vocabulaire dans tes productions crites? (e.g., indirect object pronouns y and en; personal
direct and indirect object pronouns me,te,lui,
Instructional tip: During word study, teachers
nous, vous, leur; past, present, and future
can encourage students to identify patterns,
tenses of familiar regular and irregular verbs;
create word games, and take note of word use
conjunctions such as car, comme, puisque,
in various contexts to help students expand
afin que,si; use of the infinitive as an imperative;
their vocabulary and add detail and interest
the relative pronoun o to describe where or when
GRADE 7
to their writing.
an action has taken place)
D1.4 Using Stylistic Elements: use word choice Teacher prompts: Comment peux-tu viter de
and stylistic elements to establish a personal rpter une ide que tu as dj mentionne?
voice and a clear point of view (e.g., rewrite a Quels temps de verbe faut-il utiliser dans
4
story from the point of view of another character; ton texte? Comment sais-tu que tu as utilis
use rhyme, alliteration, and personification to le temps de verbe qui convient la situation?
create an engaging advertisement; use similes Comment peux-tu relier deux ides dans ton
and metaphors to reinforce an opinion expressed texte crit?
in a newspaper article)
Instructional tips:
Teacher prompts: Comment peux-tu modifier (1) Teachers can review subjectverb agreement
le ton de lhistoire en changeant le point de vue and provide opportunities for students to use
du personnage principal? Comment est-ce various verb tenses in their writing.
que les lments de style taident vhiculer
(2) Teachers can suggest that students use direct
ton message?
object pronouns when expressing a personal
Instructional tip: Teachers can model the use of point of view (e.g., Il me semble que).
sentence starters such as Il me semble que,
Je crois que, Il se peut que, and Je
pense que for expressing a point of view. D2. The Writing Process
and expressions, create a variety of media texts D2.1 Generating, Developing, and Organizing
in French for specific purposes and audiences, Ideas: generate, develop, focus, and organize
using several media forms and the conventions ideas for writing, using a variety of strategies
and techniques appropriate to the chosen form and print, electronic, and other resources, as
(e.g., create a website or newsletter to inform Grade 6 appropriate (e.g., keep a journal of possible topics
students about daily life and routines in Grade 7; of interest to write about; use sticky notes to record
create a blog promoting healthy habits for teens; and sort important details; determine the order of
create a photo essay about an environmental or events with a peer before writing an account of them)
social issue to increase public awareness of the
targeted issue) Teacher prompts: Pourquoi est-il important de
bien planifier et organiser ses ides et ses dtails
Teacher prompts: Comment le type de texte avant dcrire une premire bauche? Quels
mdiatique que tu choisis de rdiger contribue- sont les dtails les plus importants que tu incor-
t-il la qualit de ton message et latteinte poreras dans ton rapport? Comment est-ce
de tes objectifs? Comment est-ce que le que le fait de discuter du sujet et de partager
fait dexprimer ton point de vue te permet tes ides avec tes pairs te permet dlaborer
dencourager les autres prendre de meilleures ces dernires lcrit?
dcisions?
Instructional tips: of tools such as mind maps and concept webs
(1) Teachers can model and encourage the to assist students in generating and expanding
use of verbs such as vouloir, pouvoir, and upon their ideas.
devoir + the infinitif or the subjonctif.
(2) Teachers can model and encourage the use of D2.2 Drafting and Revising: plan and produce
persuasive language such as je suis convaincu, drafts, following established criteria, and revise
je crois fermement, and selon moi for their writing to improve its content, clarity, and
WRITING
expressing their convictions in their writing. interest, using a range of strategies (e.g., make
an outline before writing a report; use a graphic
181
organizer to organize main points and supporting D2.4 Metacognition:
details; refer to teacher models and exemplars to (a) identify, in conversation with the teacher
revise work; use highlighters to identify ideas or and their peers, a few strategies they found
information that can be omitted or changed; cut helpful before, during, and after writing;
and paste to improve logic of organization; use an (b) determine their areas of greater and lesser
asterisk to identify sentences that require further strength as writers, and plan steps they can take
clarification; identify repetitive words and substitute to improve their writing skills (e.g., determine
alternatives; implement descriptive feedback from which strategies helped them organize information
EXTENDED FRENCH
the teacher or peers) and ideas effectively; evaluate the effectiveness

Teacher prompts: Comment est-ce quun of peer editing and peer feedback; use a writers
gabarit taide organiser tes ides? Comment notebook to identify improvements and to plan
dtermines-tu les ides ou les informations qui next steps)
peuvent tre limines? Que peux-tu faire pour Teacher prompts: Comment te prpares-tu
vrifier que tes ides sont logiques et claires? crire? Rflchis aux comportements appropris
Comment peux-tu rviser ton travail afin de le pour mieux se concentrer lors dune tche
rendre plus fluide? Comment la rtroaction dcriture. Comment choisis-tu lorganigramme
de tes pairs peut-elle taider rviser ton texte? appropri selon la tche dcriture? Comment
Instructional tips: la rvision des textes de tes pairs taide-t-elle
(1) Teachers can model the use of descriptive and rviser tes propres textes? Comment le fait de
constructive feedback and encourage students prendre note de tes questions dans ton cahier
to give such feedback during peer conferences dcriture peut-il taider pendant le processus
(e.g., Tu as bien divis ton travail en para dcriture? Comment le fait de rflchir sur la
graphes; Tu as respect les caractristiques rtroaction de ton enseignant(e) concernant des
de la forme du texte; Tu peux dvelopper un tches dcriture antrieures taide-t-il planifier
peu plus tes ides en ajoutant plus de dtails et tes prochaines tches dcriture?
des marqueurs de relation). Instructional tip: Teachers and students can
(2) Teachers can model how to transfer infor- co-create an anchor chart with success criteria
mation from a graphic organizer and add for effective writing strategies (e.g., Je peux
details to elaborate on ideas. dfinir mon point de vue.; Je peux vrifier
que mon texte sadresse au public cibl.; Je
D2.3 Producing Finished Work: edit, proofread, peux utiliser des organigrammes pour organiser
and publish a variety of written pieces, following mes crits.).
a model or a set of guidelines to meet established
criteria, with support as appropriate (e.g., use
D3. Intercultural Understanding
checklists and anchor charts to verify that criteria

have been met; use comments from peers to edit By the end of Grade 7, students will:
their writing; choose relevant graphics and images
to enhance the message; read their written draft D3.1 Intercultural Awareness: in their written
aloud to verify logical organization; use proofreading work, communicate information about French-
tools such as spell check to identify mistakes) speaking communities in the Americas outside
Canada, including aspects of their cultures
Teacher prompts: Quelles ressources peux-tu
utiliser pour tassurer que tu as respect les
critres de la tche dcriture? Comment les
experiences and their own and other commun-
suggestions de tes pairs taident-elles amliorer
ities (e.g., write about the accomplishments of an
et corriger ton travail crit? Que peux-tu
individual or group from the Americas that has
faire pour rendre ta copie finale crite plus
contributed to la francophonie; create a pamphlet
engageante et plus intressante? Comment
about a cultural exchange opportunity in a French-
le fait de lire ton texte voix haute peut-il
speaking region of the Americas; write an opinion
taider vrifier la fluidit de tes ides?
piece about the role of sports in various French-
Instructional tip: Teachers can conference with speaking communities; write about the status of
students during guided practice to provide Mtis people in the United States; write a nutrition
feedback and encourage them to revise, edit,
and polish their writing.
182
plan outlining healthy food choices for their family
and a family in Haiti or Martinique based on local
agriculture)
Teacher prompts: Comment le fait dcrire
propos des ralisations dautrui nous permet-il
dvaluer les besoins de sa communaut?
Pourquoi faut-il bien connatre les champs
dintrt dun partenaire afin de planifier un
change culturel agrable? Comment le fait
dentrer dans la peau dun personnage taide-t-il
comprendre sa communaut et sa culture?
GRADE 7
students use present and future tenses when
writing about a proposed cultural exchange.
4
appropriately in their written work (e.g., con-
ventions of thank-you letters with different levels
of formality; regional expressions and terminology
in different French-speaking communities; regional
idiomatic expressions)
Teacher prompts: De quelle faon peux-tu
intgrer quelques exemples dexpressions
idiomatiques et de rgionalismes dans ton
texte? Pourquoi est-il important de connatre
quelques expressions pour se prsenter dans
diffrentes situations sociales?
students use affirmative and negative forms of
the infinitif following impersonal expressions
(e.g., il est important de reconnatre..., il ne
faut pas oublier vos efforts..., on doit vous
remercier...) when writing a formal thank-you
letter or note.
WRITING
183
GRADE 8
Note
A. LISTENING
FRENCH
GRADE 4
EXTENDED

A1. Listening to Understand global economic inequity; to be entertained by
music; to be informed about secondary school
By the end of Grade 8, students will: options by a guest speaker)
A1.1 Using Listening Comprehension Teacher prompts: Comment est-ce que le fait
Strategies: identify a range of listening dcouter les arguments dun groupe environ-
comprehension strategies and use them nementaliste taide prendre une dcision pour
appropriately before, during, and after listening rduire leffet du rchauffement plantaire?
to understand explicit and implicit messages Dans quelle mesure est-ce que les points
in a variety of oral French texts, including de vue des autres ont une influence sur tes
increasingly complex texts (e.g., activate prior arguments dans un dbat? De quelle faon
knowledge before listening and make connections le fait dcouter des vidoclips sur Internet
taide-t-il te divertir? Comment est-ce que
to the information heard; retell or paraphrase what

was heard to reinforce understanding; identify la foire des cours/discussion avec un orienteur
and organize main ideas and supporting details; taide choisir le champ dtudes que tu vas
visualize to interpret or to recount a description) suivre?
Teacher prompts: Pourquoi tes connaissances Instructional tip: Teachers can model and
antrieures taident-elles mieux comprendre encourage the use of the conditionnel prsent
un texte audio? Dans quelle mesure est-il for discussing possible future choices.
efficace ou non de redire le message entendu
dans tes propres mots pour vrifier ta com- A1.3 Listening for Meaning: demonstrate an
prhension? Comment peux-tu identifier et understanding of the intent and meaning of
organiser les ides cls et les dtails importants various oral French texts containing familiar
du texte audio que tu as entendu? De quelle and unfamiliar words and expressions and
faon est-ce que les stratgies dcoute taident dealing with a variety of familiar, academic,
enrichir ta comprhension dun texte audio? and personally relevant topics, with support
De quelle faon la visualisation taide-t-elle as appropriate (e.g., describe the effects of the
comprendre les vnements raconts dans un melting of the polar ice caps after listening to a
texte audio? news report; describe personal connections made
while listening to accounts from survivors of natural
Instructional tip: Teachers can direct students disasters; use visual art to represent important ideas
to use a learning log to record and consolidate heard in an audio text; evaluate the platforms
information presented in an audio text. presented in a student presidential debate; track
short-term, long-term, and monthly weather
A1.2 Understanding Purposes for Listening: patterns based on radio forecasts)
for listening in a variety of situations (e.g., to Teacher prompts: Comment le reportage que tu
learn about an environmental issue that affects as entendu sur la fonte des calottes polaires te
their community; to interact in a debate about permet-il de ragir sur limpact de ce changement
186
sur la vie des Inuits et sur la tienne? Comment taide-t-il interagir pendant une discussion
tes expriences personnelles tont-elles permis de groupe? Comment le fait de demander
de mieux comprendre les expriences exprimes lenseignant(e) de clarifier son message taide-t-
par les victimes dune catastrophe naturelle? il changer et partager tes arguments sur le
Quelle forme dart visuel choisis-tu afin de sujet discut?
reprsenter les ides principales dun texte
Instructional tip: Teachers can model paraphras-
audio? Comment est-ce que les plateformes
ing with sentence starters such as Donc..., Tu
des candidats la prsidence du conseil dcole
veux dire..., Je dduis que, selon toi..., and
prsentes durant un dbat auront un impact
ton avis....
sur ton vote?
A2.2 Interacting: respond with understanding to
GRADE 8
Instructional tips: Teachers can suggest that
students listen for transition words (e.g., what others say while participating in a variety
premirement, puis, prochainement, of interactions about familiar, academic, and
ensuite, enfin) and temporal expressions personally relevant topics (e.g., respond to opposing
(e.g., en plus a date) to identify and chrono-
4
points of view in a debate about nutritional guide-
logically order key events recounted in a report. lines in school or the environmental impact of
bottled water; participate in an improvisational
A1.4 Responding to and Evaluating Media role play; mediate a conflict by suggesting solutions;
Texts: evaluate the effectiveness of the treatment role-play a dialogue between two historical figures
and presentation of ideas and information in with different points of view)
a variety of oral media texts about familiar,
Teacher prompts: Dans quelle mesure le dbat
academic, and personally relevant topics, with
te permet-il de te familiariser avec des points
teacher support as appropriate (e.g., infer the
de vue diffrents que le tien en ce qui concerne
story behind a songs lyrics; explain how a movie
lalimentation saine ton cole? De quelle
trailer affects their decision to go see the movie;
faon limprovisation peut-elle taider mettre
evaluate the effectiveness of the language used in
des ides et approfondir le sujet? Pourquoi
a fundraising advertisement by a humanitarian
est-il important dcouter la position des autres
group, and express their reactions to the appeal)
lors dun conflit?
Teacher prompts: Comment les mots choisis
par lauteur de la chanson entendue taident-ils
use the conditionnel prsent to discuss conflict
raconter une histoire? Comment les lments
resolution (e.g., Si jcoutais ton ide davantage,
de la bande-annonce dun film peuvent-ils te
je pourrais).
convaincre daller ou de ne pas aller voir le
film? Comment les informations exprimes A2.3 Metacognition:
dans une annonce publicitaire influencent-elles (a) describe strategies they found helpful before,
ta perception et ton opinion du film/de during, and after listening;
lmission? (b) identify their areas of greater and lesser
Instructional tip: Teachers can encourage strength as listeners, and plan steps they can
students to use both affirmative and negative take to improve their listening skills (e.g., discuss
expressions to give opinions. how anticipating what other group members will
say helps spontaneous interaction during impro-
visation; use a personal journal to reflect on areas
A2. Listening to Interact 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
A2.1 Using Interactive Listening Strategies: during a group discussion)
identify and use interactive listening strategies Teacher prompts: Comment le fait dcrire tes
to suit various situations while participating in forces et tes dfis au niveau de lcoute dans un
a variety of increasingly extended interactions journal personnel te permet-il de rflchir des
in familiar social and academic contexts (e.g., stratgies qui taideront identifier tes prochaines
ask questions to clarify information; paraphrase a tapes? Comment le fait de discuter avec un
peers point of view during a group discussion; ask partenaire au sujet dun texte que tu as entendu
for repetition when conferencing with a teacher) taidera-t-il interagir avec dautres partenaires
Teacher prompts: Selon toi, pourquoi est-il dans le futur?
important de poser des questions aux autres Instructional tips:
LISTENING
pendant ou aprs une discussion? De quelle (1) Teachers can encourage students to use
faon le fait de redire le point de vue dun ami the appropriate past tenses (e.g., pass compos,
187
imparfait, plus-que-parfait, and pass rcent) tes futures dcisions? En quoi les valeurs
when reflecting on their listening strengths familiales visionnes dans des clips mdiatiques
and challenges. sont-elles comparables celles de ta famille, et
pourquoi?
(2) Teachers can likewise encourage students to
use the appropriate future tenses when setting Instructional tip: Teachers can prompt students
goals and discussing next steps. to use tools, such as a Venn diagram, to make
comparisons between different communities.
EXTENDED FRENCH
A3. Intercultural Understanding A3.2 Awareness of Sociolinguistic Conventions:

using information from oral French texts, identify
and demonstrate an understanding of French
A3.1 Intercultural Awareness: using information sociolinguistic conventions used in a variety of
from oral French texts, identify French-speaking situations in diverse French-speaking commun-
communities in France, find out about aspects ities* (e.g., recognize and interpret expressions that
of their cultures, and make connections to are specific to spoken language in an interview
personal experiences and their own and other with an athlete, political figure, environmental
communities (e.g., identify similarities and activist, or musical artist; identify differences in
differences in French and Canadian advertisements pronunciation and vocabulary between speakers
promoting the same product; listen to varying from different French-speaking regions; relate the
accounts of French seasonal/holiday traditions and colloquial language of French-speaking adolescents
relate them to their own; listen to various media to their own)
clips describing French family matters and draw Teacher prompts: De quelle faon les expressions
comparisons to their own family; listen to descrip- entendues au cours de lentrevue dun person-
tions of tourist destinations in France and identify nage clbre te permettent-elles de comprendre
and describe significant landmarks; listen to/view le dialogue entre lintervieweur et la personne
a French cooking show and describe the dishes interviewe? Quelles stratgies te permettent
prepared; view a fictional or documentary video didentifier les accents des personnes parlant
about aspects of life in a region in France and franais? Comment lcoute de textes audio
make connections to their own community) de diffrentes rgions te permet-elle de mieux
Teacher prompts: En faisant lcoute de deux connatre diffrentes expressions franaises?
annonces publicitaires diffuses dans des rgions Instructional tip: Teachers can encourage
diffrentes, mais prsentant un mme produit, students to record new expressions in their
quelles diffrences peux-tu percevoir dans ces personal dictionary, word wall, or learning
annonces au sujet des valeurs culturelles qui journal.
y sont vhicules? Quel effet la dcouverte

dautres traditions culturelles a-t-il sur tes propres
traditions, et quelle influence cela aura-t-il sur
speaking communities in France) but are not expected to do so.
188
B. SPEAKING
GRADE 8
diverse audiences;
4
B1. Speaking to Communicate Teacher prompts: De quelle faon le fait de
prsenter un monologue te permet-il dexprimer
By the end of Grade 8, students will: ton opinion sur les strotypes mis en avant
dans une annonce publicitaire? Comment
un discours oratoire taide-t-il prsenter les
identify a range of speaking strategies and use
points de vue des adolescents et des parents
them appropriately to express themselves clearly
sur lheure du couvre-feu? En quoi la critique
and coherently in French for a variety of purposes
dun documentaire sur la prservation des
and to various audiences (e.g., vary volume and
animaux en voie de disparition tincite-t-elle
rate of speech to engage and maintain the audiences
valuer cette crise? Comment cette critique
interest; use tone of voice and facial expressions to
te sensibilise-t-elle aux implications pour les
emphasize emotion; select appropriate vocabulary;
gnrations venir?
use speaking notes in a debate; use known vocabu-
lary when speaking about familiar subjects) Instructional tip: Teachers can model and
encourage the use of on in a monologue.
Teacher prompts: Comment le changement
de volume et de dbit pendant un discours B1.3 Speaking with Fluency: speak with a
aide-t-il capter et maintenir lintrt du smooth pace, appropriate intonation, and
public? Pourquoi est-il important dadapter accurate pronunciation in planned, rehearsed,
ton expression et dajuster ton dbit de voix and spontaneous communications about a
lorsque tu livres des messages oraux? variety of academic and personally relevant
Instructional tip: Teachers can model and topics, using familiar words and expressions
encourage the use of the conditionnel prsent to (e.g., use expression and effective pacing during
present alternative points of view in a speech. readers theatre; present a monologue using appro-
priate intonation; use correct pronunciation while
B1.2 Producing Oral Communications: produce participating in a class discussion; articulate new
planned, rehearsed, and spontaneous messages and familiar vocabulary when dramatizing a poem
in French containing information and ideas or participating in a skit)
about academic topics and matters of personal
Teacher prompts: De quelle faon une prononci-
interest, with contextual, auditory, and visual
ation correcte taide-t-elle exprimer ton message
support (e.g., present a monologue describing
clairement? Comment le fait de pratiquer une
stereotypes in an advertisement; deliver a speech
saynte plusieurs fois avant de la prsenter te
about adolescents versus parents point of view
donne-t-il la possibilit damliorer ta prcision
on curfews; critique a documentary on endangered
et ta fluidit verbale?
SPEAKING
species)
189
B1.4 Creating Media Texts: create a variety of negative social situation and verbalize possible
increasingly complex oral media texts using resolutions; exchange ideas about topics under
forms, conventions, and techniques appropriate study; debate the advantages and disadvantages of
to the purpose and audience (e.g., create a jingle Canadas involvement in major trade associations
or testimonials to advertise a product; create an and agreements; interview their peers on a current
on-line documentary about an issue that affects their issue)
life; create a commercial promoting inclusiveness Teacher prompts: Comment lchange dides
in the school community; write and record a voice- lors dune discussion centre sur lappartenance
EXTENDED FRENCH
over narration for a video; present a personal point un groupe taide-t-il identifier les stratgies
of view in a news broadcast) qui te sont utiles pour faire face au problme
Teacher prompts: Comment le choix dun du stress dans ta vie quotidienne? De quelle
public prcis influence-t-il ta cration dun faon un jeu de rle ax sur les situations sociales
refrain publicitaire? Quelles stratgies ngatives (p. ex., la pression des pairs, labus
peux-tu utiliser dans une annonce publicitaire dalcool) taide-t-il prendre conscience de
pour inciter les autres acheter un produit? limpact de ces dernires sur la vie des
Comment la cration dun documentaire en adolescents et verbaliser des solutions
ligne taide-t-elle informer les autres propos possibles? De quelle faon est-ce que le
de ce sujet? fait danticiper les ides de tes pairs peut
taider formuler tes rponses lors dun
dbat? Comment le fait de mener des
encourage the use of conjunctions and adverbs
entrevues spontanes auprs de tes pairs
such as puisque, parce que, donc, alors,
te sensibilise-t-il limportance de bien
ainsi, and mais for discussing the causes
choisir les mots pour accomplir une tche?
or effects of an action.
Instructional tips:
B2. Speaking to Interact the prsent, pass compos, and imparfait when
discussing current and historical situations.
(2) Teachers can encourage students to vary
B2.1 Using Speaking Interaction Strategies: their questions with different question words
demonstrate an understanding of appropriate when conducting on-the-spot interviews.
(e.g., ask questions of classmates to extend and B2.3 Metacognition:
deepen discussions; use pauses appropriately during (a) describe strategies they found helpful before,
a conversation; adjust the volume of their voice during, and after speaking to communicate
to suit the purpose for speaking; anticipate what effectively;

their partner might say next) (b) identify their areas of greater and lesser
Teacher prompts: Comment le fait de poser strength as speakers, and plan steps they
des questions ton partenaire lors dune can take to improve their speaking skills (e.g.,
conversation taide-t-il claircir son message et listen to their recorded voice to identify areas for
faire des liens avec ton exprience personnelle? improvement; use feedback from a peer and/or
De quelle faon les pauses peuvent-elles teacher to set goals; use success criteria to self-
prolonger et/ou raccourcir une conversation? monitor their interaction skills; record improvement
Quel impact a labus excessif du volume in speaking skills in a journal; discuss in a small
de la voix lors dune discussion de groupe, group the strategies they found helpful in specific
et pourquoi? speaking situations, and comment on their use in
a reflection log)
students to make inferences using familiar Teacher prompts: Comment est-ce que le
sentence starters when interacting with peers fait denregistrer ta voix taide identifier tes
(e.g., Je pense que..., Je dduis que..., forces et tes dfis afin damliorer tes futures
Il me semble que...). prsentations orales? Comment lchange de
rtroaction avec tes pairs et ton enseignant(e)
B2.2 Interacting: engage in rehearsed and aprs une discussion de groupe taide-t-il
spontaneous spoken interactions, in guided identifier tes forces et tes dfis? De quelle
and increasingly spontaneous social and faon les critres de russite tindiquent-ils
academic contexts, about personally relevant les points forts et les points faibles amliorer
and academic topics (e.g., discuss coping strategies dans tes habilets interagir? De quelle faon
for dealing with stressful situations; role-play a est-ce que le fait de discuter avec un partenaire
190
taide identifier les stratgies qui te sont utiles de prendre conscience de ceux qui refltent ta
dans des situations verbales? Comment le propre communaut, et pourquoi? Comment
journal de rflexion peut-il tamener rflchir est-ce que la publicit qui promeut le franais
sur lefficacit des stratgies que tu utilises sur le march du travail influence ton opinion
lorsque tu interagis avec tes pairs, et tinciter sur la valeur de lapprentissage de la langue
utiliser celles qui sont efficaces? franaise?
Instructional tip: Teachers can encourage Instructional tip: Teachers can suggest that
students to use the superlative forms of adjectives students use prepositions and conjunctions
and adverbs when identifying helpful speaking (e.g., car, comme, afin que, si) to express
strategies. their thoughts and personal experiences.
GRADE 8
B3. Intercultural Understanding identify sociolinguistic conventions associated
4
B3.1 Intercultural Awareness: communicate appropriately in spoken interactions (e.g., use
information orally about French-speaking greetings and expressions of courtesy when
communities in France, including aspects of introducing a guest speaker; compare telephone
their cultures and their contributions to la etiquette of two different French-speaking
francophonie and the world, and make connec- communities and use them in a role play; select
tions to personal experiences and their own formal or informal language based on the audience)
and other communities (e.g., use an audio-visual Teacher prompts: En quoi les mots que tu
presentation to describe significant landmarks, choisis pour prsenter un confrencier sont-ils
local cuisine, and/or traditions and customs in compatibles avec le titre de cette personne?
France; deliver a presentation about the lifelong Comment la dramatisation dune conversation
benefits of learning French and exploring other tlphonique te fait-elle prendre conscience
cultures including improved opportunities des diffrences rgionales? Comment vas-tu
for careers, summer jobs, friendship, and travel; adapter ton langage selon le contexte?
identify and report on examples of the use of
French in their immediate environment)
Teacher prompts: Dans quelle mesure un
change sur les lments culturels qui incitent
les touristes visiter certains endroits te permet-il
SPEAKING
191
C. READING
EXTENDED FRENCH
C1. Reading Comprehension emotions expressed in a poem; explain how pertinent
details in a print advertisement enable them to
By the end of Grade 8, students will: understand the message conveyed; draw conclusions
from texts with statistics on economic inequity)
Strategies: identify a range of reading Teacher prompts: Comment tes expriences
comprehension strategies and use them personnelles et celles de tes camarades
appropriately before, during, and after reading enrichissent-elles ta comprhension dun
to understand a variety of French texts, with texte? Dans quelle mesure la dramatisation
support as appropriate (e.g., use prior knowledge dune nouvelle taide-t-elle rvler les traits
to help decode the meaning of new vocabulary in de caractre dun personnage? Comment
a text; skim a textbook to extract the key concepts peux-tu reprsenter les ides ou le thme de
ce pome? Comment est-ce que les dtails
of a given chapter; make inferences from visual

elements to identify explicit and implicit messages) trouvs dans une annonce publicitaire (p. ex.,
les couleurs, les formes, la police) te permettent
Teacher prompts: De quelle faon les autres
de comprendre le message de la compagnie?
langues que tu parles taident-elles mieux saisir
un nouveau mot ou une nouvelle expression? Instructional tips:
Comment est-ce que le fait de survoler un (1) Teachers can show students that conjunctions
manuel dhistoire taide discerner les concepts such as puisque and tandis que indicate
cls dans le chapitre ltude? Comment les that the subordinate clause contains an
lments dune affiche publicitaire taident-ils explanation or a reason that is needed for
infrer le message de lauteur, et pourquoi? understanding the main idea of the message.
Instructional tip: Teachers can suggest that (2) Teachers can show students how to use
students use a learning journal to record the various types of questions to help them under-
comprehension strategies used in various stand a text (e.g., questions beginning with
reading situations. qui, quoi, comment, quand, or o).
C1.2 Reading for Meaning: demonstrate an C1.3 Reading with Fluency: read a variety of
understanding of the intent and meaning of French texts containing increasingly complex
French texts about familiar, academic, and vocabulary and language structures, and dealing
personally relevant topics, with support as with familiar, academic, and personally relevant
appropriate (e.g., identify and discuss story elements topics, at a sufficient rate and with sufficient
in a literature circle; dramatize the main events expression to convey the sense of the text, using
and/or relationships described in a short story; a variety of cues (e.g., read in role with suitable
create a media text to illustrate the ideas and/or emphasis and phrasing to dramatize a text for an
192
audience; read aloud with appropriate expression influencent ta dcision dacheter ou non ce jeu
selected excerpts from poetry, song lyrics, or stories; vido? Pourquoi est-il important de reconnatre
read the class or school daily announcements) les prjugs qui peuvent tre intgrs dans une
Teacher prompts: Pendant ta lecture dun texte annonce publicitaire? Comment tes expriences
de style thtre des lecteurs, quelles stratgies personnelles peuvent-elles influencer ta percep-
tont aid garder lattention de ton public tion dune publicit? Quel est le message
afin quil comprenne le message vhicul dans promu par cette compagnie? Est-ce que ce
ta prsentation? Comment le fait de lire message pourrait tre prsent dune faon
voix haute avec expression va-t-il influencer diffrente?
la fluidit de ta lecture dun texte littraire? Instructional tips:
Comment le dbit dune annonce lue
GRADE 8
(1) Teachers can suggest that students use the
linterphone influencera-t-il la comprhension superlatif (e.g., le meilleur, le plus rapide)
du message vhicul? when describing the factors that influence their
Instructional tips: purchase of video games.
4
(1) When reading aloud, teachers can model (2) Teachers can encourage students to use the
the correct pronunciation of contractions and conditionnel (e.g., jaimerais, je voudrais)
abbreviated words in song lyrics, dialogue, or and connecting words such as premirement,
poetry (e.g., jsuis, ya pas, pis, ben). cependant, pourtant to enhance the
(2) Teachers can encourage students to use expression of their opinions.
their knowledge of pronunciation (e.g., liaisons,
elisions, silent letters, reading of accents) to C2. Purpose, Form, and Style
help them read more fluently.
C1.4 Developing Vocabulary: identify and use a
range of different strategies to expand vocabulary C2.1 Purposes of Text Forms: identify the
through reading (e.g., record new words from texts purpose(s) of a variety of text forms, including
read; construct a word web of vocabulary related fictional, informational, graphic, and media
to specific topics; decode unfamiliar words by using forms (e.g., novel/short story to give realistic
prefixes and suffixes; relate new vocabulary to portrayals of imaginary characters; owners
known words and cognates) manual to inform about the use or maintenance
of a product; poetry/song lyrics to tell a story,
Teacher prompts: Comment les prfixes et les
inform about an aspect of culture, entertain, or
suffixes taident-ils dcoder les mots inconnus?
make a social commentary)
Comment le fait didentifier les mots apparents
et les mots familiers dans la lecture dun texte Teacher prompts: Comment la lecture dun
te permet-il denrichir ton vocabulaire? texte narratif te sensibilise-t-elle aux motions
vhicules par les personnages dans lhistoire?
Instructional tip: Teachers can help students
De quelles faons les directives et les schmas
understand new words by explaining the
dun manuel dinstruction te permettent-ils
meanings of common prefixes and suffixes
de complter la tche ou le modle prsent?
(e.g., re-, pr-, a-, -ment, -age,
Dans quelle mesure la lecture de pomes
-et(te)).
tinforme-t-elle sur les traditions de cultures
diffrentes?
Texts: evaluate the effectiveness of the treatment Instructional tip: Teachers can draw attention to
and presentation of ideas and information in a descriptive language in novels or short stories
variety of media texts about familiar, academic, that enables students to empathize with the
and personally relevant topics, with teacher feelings of specific characters.
support as appropriate (e.g., describe the use of
graphic images to convey the implied message in a C2.2 Characteristics and Stylistic Elements of
public service announcement; analyse the elements Text Forms: identify some characteristics and/
presented on the packaging for a video game that or stylistic elements of a variety of text forms,
make it appealing to teenagers; identify the bias including fictional, informational, graphic,
found within the message of a print advertisement; and media forms, and explain how they help
analyse the effectiveness of different organizations to convey explicit and implicit messages, with
in promoting their messages on their website) support and guidance from the teacher (e.g.,
poetry/song lyrics repetition, rhyme, and use of
READING
descriptive words and metaphors to help the reader

images graphiques peuvent influencer ta percep-
visualize; invoice or bill headings, subheadings,
tion du message? Quels sont les lments qui
193
tables, graphs; catalogue or flyer categories, daily life or culture in each; read restaurant menus
descriptions, and images to promote products) from different regions of France to compare dishes
with their own food; using an online encyclopedia
Teacher prompts: Lorsque tu lis les paroles
and maps of France, identify the major regions and
dune chanson, de quelle faon les rimes
cities and discuss local agriculture or businesses;
taident-elles choisir la bonne expression
identify symbols, personalities, landmarks, organ-
et le bon rythme? Lorsque tu lis une facture,
izations, and traditions related to France and
comment les titres et les sous-titres orientent-ils
former French colonies and make connections to
la dcouverte de linformation recherche?
EXTENDED FRENCH
their own experiences; explain the reasons that

Instructional tip: Teachers and students can early French settlers left France for new worlds;
work together to create an anchor chart listing read promotional brochures or advertisements about
the major characteristics and stylistic elements the benefits of learning another language such
of a variety of text forms and formats. as opportunities for careers, summer jobs, friends,
travel and describe opportunities that interest them)
C2.3 Metacognition:
(a) identify, in conversation with the teacher Teacher prompts: Comment est-ce que la
and their peers, a few strategies they found lecture de diffrentes brochures touristiques
helpful before, during, and after reading to peut influencer ton choix de destination pour
understand texts; tes vacances? Dans quelle mesure la lecture
(b) determine their areas of greater and lesser de diffrents menus de restaurant tinforme-t-elle
strength as readers, and plan steps they can sur les habitudes alimentaires des cultures de
take to improve their reading skills (e.g., assess ta communaut et te sensibilise-t-elle aux choix
how making connections to a text helped them qui te sont offerts?
relate to specific elements of a text, such as theme,
events, point of view, characters; evaluate the
using information from French texts, identify and
effectiveness of asking questions to clarify meaning
demonstrate an understanding of sociolinguistic
and to monitor their understanding of a text; explain
conventions used in a variety of situations in
how synthesizing ideas during reading helped them
diverse French-speaking communities* (e.g.,
generate a new understanding of a text)
local colloquialisms found in media texts; regional
Teacher prompts: Comment est-ce que le fait de vocabulary used in childrens stories written by
faire des liens entre toi-mme et un personnage authors from two different regions; popular expres-
prsent dans une biographie te permet de sions specific to a particular region in song lyrics
tidentifier cette personne? Comment est-ce from different francophone artists)
que le fait de te poser des questions durant ta
Teacher prompts: Comment la lecture dun
lecture taide mieux comprendre le texte?
texte mdiatique te permet-elle didentifier le
Comment est-ce que la synthse des ides

vocabulaire familier dune rgion? Comment
ta aid mieux comprendre le texte?
les expressions rgionales utilises dans une
Instructional tip: Teachers can encourage chanson te permettent-elles de savoir do
students to choose an appropriate method vient lartiste?
(such as learning journals, graphic organizers,
jot notes) to record their reflections and to
encourage the use of inquiry and research skills
plan next steps.
to further students knowledge of regionalisms,
slang, and dialects.
C3. Intercultural Understanding

from a variety of French texts, identify French-
speaking communities in France, find out about
aspects of their cultures, and make connections
communities (e.g., read tourist brochures from
different regions in France to identify elements of
194
D. WRITING
GRADE 8
4
By the end of Grade 8, students will: 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
for French texts they plan to create (e.g., to
text message to a friend using informal or social
communicate with a friend or relative in an email
language; write a character sketch to describe a
or text message; to persuade someone to continue
main character in a story; develop an expository
studying French in high school; to write a biography
text regarding a social, economic, or environmental
providing information about the accomplishments
issue outlining arguments from multiple perspectives;
of a notable person; to write an advertisement
write a script for a campaign speech to promote a
promoting a product)
candidate for class government; write a memoir of
Teacher prompts: De quelle faon les technolo- an early European settler during the development
gies de communication crite peuvent-elles of New France)
taider communiquer avec tes amis ou ta
Teacher prompts: Comment changes-tu le
famille? Quels sont les mots persuasifs que
vocabulaire que tu utilises selon le destinataire
tu choisiras pour souligner limportance de
de ton message lectronique? De quelle faon
poursuivre des tudes en franais? Dans
le fait de prparer un portrait de personnalit
quelle mesure une biographie reprsente-t-
dun personnage taide-t-il dvelopper ton
elle les expriences vcues par une personne
point de vue? Quel impact ton choix de
dimportance? Comment peux-tu persuader
mots aura-t-il sur ta capacit de persuader
ton lecteur dacheter un produit?
tes lecteurs? Comment est-ce que le fait de
Instructional tips: visualiser la vie dune autre personne taide
(1) Teachers can suggest that students use the crire biographie de cette personne?
appropriate past tenses as they begin the process
of writing a biography.
students use conjunctions indicating cause and
(2) Teachers can suggest that students use effect (e.g., cause de, parce que, alors,
impersonal expressions such as Cest essen- donc) to add complexity to their expository
tiel..., Il est primordial..., Il est capital... writing.
WRITING
in persuasive texts.
195
D1.3 Developing Vocabulary: confirm word based on a character in a novel; create a multimedia
meanings and review, refine, and vary word text to introduce themselves to their new teachers
choices, using a variety of resources (e.g., select in high school)
words to suit the desired tone and expression in Teacher prompts: Comment peux-tu utiliser des
electronic messages; use online and print French images dans ton dpliant pour renforcer ton
dictionaries to confirm meaning; use subject-specific message et souligner limportance de reconnatre
vocabulary from classroom resources such as word les dangers de lalcool au volant? De quelle
walls or textbooks) faon le fait dinteragir au sein dun rseau social
EXTENDED FRENCH
Teacher prompts: Comment le ton de ton taide-t-il mieux comprendre le personnage

message lectronique pourrait-il tre interprt du roman? Dans quelle mesure lorganisation
diffremment selon les mots que tu choisis? du texte et lutilisation des images, de la police,
Quelle est la ressource que tu trouves la plus du son, etc. sur un site Web taident-elles
efficace pour largir ton vocabulaire? Est-ce que prsenter des messages explicites et implicites?
cette source est fiable? Comment le sais-tu? Instructional tip: Teachers can encourage
Pourquoi est-il ncessaire demployer un students to consult resources (e.g., dictionaries,
vocabulaire spcifique un sujet lorsque tu thesauri, classroom visuals) in order to
rdiges un texte? expand their use of descriptive language in
Instructional tip: Teachers can encourage introducing themselves to their new teachers
students to explore the use of synonyms and or fellow classmates.
antonyms of common adjectives and adverbs
to add variety to their descriptive writing. D1.6 Applying Language Conventions: com-
municate their meaning clearly, using parts of
D1.4 Using Stylistic Elements: use word choice, speech appropriately and following conventions
stylistic elements, and conventions of text to for correct spelling, word order, and punctuation
establish a personal voice and a clear point of (e.g., use diverse punctuation throughout an elec-
view (e.g., use repetition to emphasize a key point tronic message to enhance the meaning of the
in an electronic message; use figures of speech to message; agree on the spelling of words they have
develop a specific point of view in a biography or brainstormed in groups; vary sentence types in a
character sketch; use the active and passive voices summary to emphasize the key ideas of an article
when writing a report on a specific topic) or a lesson)
Teacher prompts: Comment la rptition de mots Teacher prompts: De quelle faon la ponctuation
cls dans un message lectronique permet-elle dun message lectronique pourrait-elle influ-
au destinataire de mieux comprendre lobjectif encer les sentiments que tu tentes dexprimer?
du message? De quelle faon les mtaphores Comment est-ce que le fait de vrifier
aident-elles renforcer le point de vue que lorthographe lors de ton remue-mninges

tu veux exprimer? Comment le sens de ton facilitera la rdaction de ton bauche/brouillon?
message changerait-il si tu utilisais la voix De quelle faon des types de phrases varis
active au lieu de la voix passive? pourraient-ils faciliter la comprhension des
ides principales de larticle ou de la leon?
Instructional tips:
(1) Teachers can help students recognize the Instructional tip: Teachers can suggest that
difference between the active and passive students use a variety of question words (e.g.,
voices and suggest students experiment with comment, pourquoi, dans quelle mesure)
the use of these voices in their own writing. and question types (e.g., est-ce que, subject
verb inversion) to create a study framework
(2) Teachers can support student learning by
when reviewing the key ideas of an article or
reviewing the agreement of past participles in
lesson.
gender and number in writing in the passive
voice.
D2. The Writing Process
D1.5 Creating Media Texts: using words and
expressions suited to the context, create a variety By the end of Grade 8, students will:
of media texts in French for specific purposes
and audiences, using a range of media forms D2.1 Generating, Developing, and Organizing
and the conventions and techniques appropriate Ideas: generate, develop, focus, and organize
to the chosen form (e.g., create a brochure to ideas for writing, using a variety of strategies
support the message conveyed in a public service and print, electronic, and other resources, as
announcement about impaired driving aimed at appropriate (e.g., access prior knowledge to develop
teenagers; create a profile for a social networking site a series of instructions explaining how to use a new
196
technology; solicit opinions from peers to provide dimages la copie finale de ton guide
the basis for a play on an issue of importance to dutilisation te permet-il de rejoindre plus
the class; organize ideas to emphasize the impact de lecteurs?
of the opinions being presented; brainstorm ways
Instructional tip: Teachers can encourage stu-
to express their ideas and views in a creative and
dents to use a checklist based on co-constructed
novel way)
success criteria to help them format their written
Teacher prompts: Comment tes connaissances work.
antrieures te permettent-elles dcrire des
directives pour aider quelquun plus g D2.4 Metacognition:
crer un tabulateur pour organiser ses achats? (a) identify, in conversation with the teacher
Comment les opinions de tes pairs influencent- and their peers, a few strategies they found
GRADE 8
elles le dveloppement du script? Comment helpful before, during, and after writing;
partages-tu tes ides afin de faire valoir ton (b) determine their areas of greater and lesser
opinion? strength as writers, and plan steps they can take
to improve their writing skills (e.g., determine
4
D2.2 Drafting and Revising: plan and produce which graphic organizers helped to organize infor-
drafts, following established criteria, and revise mation and ideas effectively; use feedback from
their writing to improve its content, clarity, and peers to identify areas of greater strength in writing,
interest, using a range of strategies (e.g., use a and set learning goals to improve areas of lesser
template to write a rough draft of a script for a strength; in conference with the teacher, discuss
play; engage in a peer editing session to ensure goals for improving writing, and develop a checklist
that their text is clearly understood; reread their of specific steps to achieve those goals)
draft to evaluate their choice of vocabulary and
Teacher prompts: Quels sont tes forces et tes
sentence structure)
dfis comme auteur? Comment les questions
Teacher prompts: Comment un modle de et les commentaires gnrs par tes pairs, dans
script facilite-t-il le dveloppement de lbauche votre discussion, te permettent-ils damliorer
et la rdaction dune pice? De quelle faon tes habilets et ton travail aujourdhui et
lchange avec un partenaire te permet-il de lavenir?
savoir si ta liste dinstructions est facile suivre?
Dans quelle mesure le fait de relire ta critique
students to use the conditionnel when determin-
taide-t-il dterminer que tu as bien choisi le
ing and discussing next steps in their writing
vocabulaire de ton texte?
(e.g., jaimerais, je voudrais).
Instructional tips:
(1) Teachers can suggest that students create
a word bank when revising a peers work to D3. Intercultural Understanding
help them expand their own vocabulary.
subjunctive phrases (e.g., il faut que tu D3.1 Intercultural Awareness: in their written
ailles, il est ncessaire que vous soyez) work, communicate information about French-
to emphasize their point of view. speaking communities in France, including
D2.3 Producing Finished Work: edit, proofread, to la francophonie and the world, and make
and publish a variety of written pieces, following connections to personal experiences and their
a model or a set of guidelines to meet established own and other communities (e.g., write an article
criteria, with support as appropriate (e.g., use for a travel magazine about the benefits of travelling
online resources to improve or correct use of language; to a lesser-known region of France; write a biography
use success criteria to ensure proper formatting of of a French political figure or celebrity; create and
their script; publish an instruction manual in a label a map for a food-tasting tour across France;
medium of their choice, such as online, in a booklet, recount an important historical event and how
or as a visual representation, following conventions it affected the French people; write about the
specific to that medium) relationships between early French explorers
and First Nations peoples)
Teacher prompts: Comment les critres de
succs tablis avec la classe te permettent-ils Teacher prompts: De quelle faon le fait
de structurer ton script selon les conventions dcrire un ditorial dans une revue de voyage
appropries ce genre? Comment lajout te permet-il de promouvoir lexploration de
diverses cultures francophones moins connues?
WRITING
Quels vnements historiques ont eu
197
un grand impact sur la population franco-
phone? Comment est-ce que cela taide
mieux comprendre leur histoire?
students use verbs such as pouvoir, vouloir,
and devoir to persuade their readers to visit a
particular region (e.g., On peut voir, Vous
voulez visiter, Nous devons aller).
EXTENDED FRENCH

appropriately in their written work (e.g., incor-
porate 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)
Teacher prompts: Jusqu quel point les
expressions familires de ta rgion que tu utilises
dans tes messages lectroniques facilitent-elles
la comprhension de ces derniers? Comment
peux-tu tassurer que le sens du texte original
ne change pas lorsque tu le rcris en utilisant
des expressions populaires et de largot? Dans
quelle mesure le langage que tu choisis pour
crire une lgende peut-il transformer son
sens? Comment peux-tu changer la formalit
du langage utilis dans un dialogue selon la
situation?

students research expressions and slang used
in various francophone communities or regions
and use them in the proper context in their
writing.
198
THE FRENCH
IMMERSION
PROGRAM,
GRADES 1 TO 8
GRADE 1
Note
A. LISTENING
FRENCH IMMERSION
A1. Listening to Understand A1.2 Understanding Purposes for Listening:
By the end of Grade 1, students will: for listening in a few specific situations (e.g., for
enjoyment; to hear and identify the sounds of the
French language in songs, chants, and poems; to
Strategies: identify a few listening
increase vocabulary; to perform a task; to follow
instructions; to learn about others; to understand
information heard during a presentation in class;
to understand a variety of oral French texts
to participate in a class discussion)
(e.g., ask questions to clarify meaning; review
key vocabulary related to the topic before listening Teacher prompts: Pourquoi est-il important
to an oral text; use background and prior knowledge de bien couter les mots indiquant la direction
THE ONTARIO CURRICULUM | French as a Second Language: Immersion, Grades 18
to enhance understanding; restate important prendre (p. ex., gauche, droite, prs de,
information to confirm or monitor understanding; devant) dans une directive verbale pour te
pay attention to non-verbal cues such as facial rendre un endroit prcis)? Comment
expression, gestures, and tone of voice to aid peut-on comprendre de nouveaux mots?
comprehension) Comment coutes-tu pour participer
une discussion?
Teacher prompts: Quest-ce qui taide
comprendre le message? Est-ce que tu Instructional tips:
connais le sujet de la prsentation orale? (1) Teachers can encourage students to explore
Est-ce que cela taide mieux comprendre the phonological sounds in chants, rhymes,
le message? Comment est-ce que les gestes and songs.
te permettent de comprendre le message? (2) Teachers can use familiar prepositions (e.g.,
Instructional tips: devant, derrire, sur, sous, dans,
(1) Teachers and students can list what good ct de) when giving directions.
listeners do on an anchor chart using headings
such as Ce que je vois/What it looks like, A1.3 Listening for Meaning: demonstrate an
Ce que jentends/What it sounds like, and understanding of the intent and meaning of
Ce que je ressens/What it feels like. oral French texts containing familiar words and
(2) Teachers can model question words (e.g., with contextual and visual support (e.g., follow
qui, quoi, comment, pourquoi) to directions for daily routines; record information
guide student listening and promote heard using pictures, words, and short sentences;
understanding. demonstrate comprehension of comptines or songs
202
from a variety of French-speaking communities moments to share relevant thoughts or ideas in
through dramatization; ask and answer questions a class discussion)
during a group discussion; identify the purpose
and intended audience of an advertising jingle;
gestes et les expressions faciales taident
use key words to explain the authors message)
participer une conversation? Comment
Teacher prompts: Quels mots et expressions montres-tu que tu coutes bien pendant une
taident bien suivre les consignes? Comment conversation?
est-ce que la rptition de certains passages ou
Instructional tip: Teacher and students can
mots taide comprendre un message oral?
co-construct an anchor chart to support the
Pourquoi est-ce que lauteur a cr ce message?
use of listening strategies during conversations,
Comment est-ce que les mots cls taident
GRADE 1
such as Sounds Like, Looks Like.
te souvenir du message?
Instructional tips: A2.2 Interacting: respond with understanding
(1) Teachers can encourage students to draw to what others say while participating in
pictures to demonstrate their understanding interactions about familiar, everyday topics
of oral messages. (e.g., respond to a peers request in the classroom,
using words, gestures, and/or visual aids; ask
(2) Teachers can post an anchor chart illustrating
relevant questions during a conversation; listen
high-frequency words and encourage students
to understand a peers point of view when resolving
to refer to it to aid their comprehension.
a conflict)
(3) Teachers and students can co-construct a
Teacher prompts: Pourquoi est-ce quon pose
list of words related to the topic of a text before
des questions? Quelles sont les ides de tes
listening.
amis? Comment est-ce que tu peux inviter
tes amis participer la conversation?
A1.4 Responding to and Evaluating Media
Texts: express in verbal and non-verbal ways Instructional tips:
their personal thoughts, feelings, and opinions (1) Teachers can model the use of sentence
about the messages and the ways they are starters such as Je comprends que in
presented in brief oral media texts about familiar, interactive situations.
everyday topics, with teacher support and
(2) Teachers can model the use of question
guidance as appropriate (e.g., draw pictures
words during classroom discussions.
or use mime to show how they feel after viewing/
listening to a video report or song; give oui or A2.3 Metacognition:
non answers to questions about what they did (a) describe strategies they found helpful
or did not like about a video clip/film; describe before, during, and after listening;
the impact of sound effects on their own feelings; (b) identify their areas of greater and lesser
compare media texts to describe their effectiveness) strength as listeners, and plan steps they can
Teacher prompts: Comment te sens-tu aprs take to improve their listening skills (e.g., refer
avoir cout/visionn ce texte? Pourquoi? to an anchor chart or other classroom resources
Quel est le message de ce texte? Comment to compare postures that are conducive and not
le sais-tu? conducive to attentive listening; reflect on their
ability to respond to specific cues that signal the
need for attentive listening)
encourage the use of regular adjectives (e.g.,
petit/petite, grand/grande) to describe Teacher prompts: Comment est-ce que tu
reactions to a text. montres que tu coutes? Comment est-ce
que les commentaires de tes amis taident
participer une conversation? Comment
A2. Listening to Interact les clarifications de la personne qui parle
taident-elles participer? Comment le
rfrentiel taide-t-il couter la personne
A2.1 Using Interactive Listening Strategies: qui parle? Que peux-tu faire quand tu
identify and use a few interactive listening ne comprends pas ce que ton ami dit?
strategies to suit a variety of situations while Instructional tips:
participating in structured and guided social (1) Teachers can use affirmative and negative
and academic interactions (e.g., watch for statements and expressions in daily conversations
LISTENING
non-verbal cues; look at and pay attention to to model active listening, responding to a
the speaker; wait until the speaker has finished speaker, and checking for understanding.
speaking before responding; identify appropriate
203
(2) Teachers can encourage students to make A3.2 Awareness of Sociolinguistic
purposeful connections between their first Conventions: using information from
languages and French through the use of such oral French texts, identify and demonstrate
tools as anchor charts and personal repertoires. an understanding of French sociolinguistic
conventions used in a variety of situations
(3) Teachers can model common expressions
(e.g., appropriate forms of salutation in different
and phrases such as Je nai pas compris and
situations; formal/plural versus informal/singular
Est-ce que tu peux rpter? when guiding
FRENCH IMMERSION
forms of address; non-verbal cues such as body

students listening.
language and tone of voice)
(4) Teachers can engage students in role-play
Teacher prompts: Comment choisis-tu
activities that model the effective use of
dutiliser tu plutt que vous? Quels
listening strategies.
mots et expressions est-ce que les gens
utilisent pour se dire bonjour?
A3. Intercultural Understanding Instructional tip: Teachers can direct students
to listen attentively to determine the appropriate
salutation in a variety of contexts.
A3.1 Intercultural Awareness: using informa-
tion from oral French texts, find out about
aspects of the cultures of local French-speaking
communities, and make connections to personal
experiences and their own and other commu
nities (e.g., listen to French songs or comptines
from a variety of communities and compare them to
similar texts from their own community; listen to
information on family life in diverse French-speaking
communities and describe what they heard)
Teacher prompts: Quelles sont les chansons
et les danses importantes pour les clbrations
de cette communaut francophone? Compare
la famille dcrite dans le texte ta famille. En
quoi sont-elles semblables et en quoi sont-elles
diffrentes? Pourquoi est-ce que les gens de
cette communaut shabillent de cette faon?/
vivent dans une telle habitation?
Instructional tips:
(1) Teachers and students can explore rhymes
in traditional songs or poems from a variety
of French-speaking communities.
(2) Teachers can model how to use a Venn
diagram to compare and contrast clothing
or housing in different communities.
204
B. SPEAKING
GRADE 1
diverse audiences;
B1. Speaking to Communicate makes the character appealing or not appealing;
identify the message in an advertisement and
By the end of Grade 1, students will: describe how the colours used influence their
response)
identify a few speaking strategies and use them Teacher prompts: Comment peux-tu tassurer
appropriately to express themselves clearly and que ton public comprend bien ton message?
coherently in French for various purposes and Comment choisis-tu les mots que tu utilises?
to a variety of audiences (e.g., use body language, Comment choisis-tu la faon de prsenter ton
including gestures and facial expressions, as well message? Quelles sont tes ractions au texte?
as changes in tone to support and clarify their Instructional tips:
message; practise with a partner; use vocabulary (1) Teachers can model and encourage the use
that is familiar to their audience; record a message of the personal pronoun je and the prsent
and review it to improve their delivery) and pass compos of very familiar verbs when
Teacher prompts: Comment es-tu certain recounting events and describing personal needs.
que ton message est clair? Que fais-tu pour (2) Teachers can model and encourage the
garder lintrt de ton auditoire? Comment use of familiar verbs to express opinions
le fait de rpter/pratiquer avec un partenaire (e.g., Jaime, Je naime pas, Je pense,
taide-t-il communiquer ton message? Je prfre).
Comment est-ce que lenregistrement de
ta prsentation taide lamliorer? (3) Teachers can highlight the correct position
of regular adjectives in descriptions of reactions
Instructional tip: Teachers and students can to media texts.
co-construct anchor charts to support students
choice and use of oral communication strategies. B1.3 Speaking with Fluency: speak with a
B1.2 Producing Oral Communications: using accurate pronunciation in planned and
familiar words and expressions, produce planned rehearsed communications about personal
and rehearsed messages in French containing and familiar topics, using familiar words and
information and ideas about themselves and expressions (e.g., use intonation when asking
their family, friends, and immediate environment, a question; incorporate familiar vocabulary in
with contextual, auditory, and visual support presentations; retell a story using a familiar structure
(e.g., recount events and key information; express such as beginning, middle, and end; perform a
wishes and needs to the teacher and their peers; favourite family song or comptine for the class)
SPEAKING
record brief messages using technology; describe

a character from a video clip and explain what Teacher prompts: Comment peux-tu tassurer
que ton auditoire comprend bien les mots ou
205
les phrases que tu dis? Comment le fait B2.2 Interacting: engage in rehearsed and
dutiliser le nouveau vocabulaire quand tu spontaneous spoken interactions, in structured
parles aide-t-il tes camarades? and guided social and academic contexts, on
familiar topics related to matters of personal
Instructional tip: Teachers can introduce and
interest or daily routines (e.g., ask and answer
model common sentence structures such as
questions about themselves, their families, and
interrogative and exclamatory.
their neighbourhoods; rehearse a conversation with
FRENCH IMMERSION
B1.4 Creating Media Texts: create oral media a partner in which they take on particular roles;
texts using forms, conventions, and techniques plan a group project with classmates)
appropriate to the purpose and audience (e.g., Teacher prompts: Comment peux-tu poser
present a slideshow accompanied by verbal descrip- des questions afin den apprendre davantage
tions of the members of their family; create an propos de ton partenaire? Quelles suggestions
audio advertisement for an event; record a mock peux-tu donner tes amis pour les aider bien
interview of a favourite performer or athlete with parler? Comment les commentaires de ton
a classmate) groupe taident-ils clarifier ton message ou
Teacher prompts: Quelles informations mieux formuler ta question?
veux-tu prsenter? Pourquoi est-il important Instructional tip: Teachers can guide students
de bien se prparer avant de faire une annonce interactions by modelling the use of familiar
publique? Comment as-tu choisi les mots de action verbs in the prsent with the personal
ton texte mdiatique? pronouns je and tu.
B2.3 Metacognition:
of familiar -er verbs and encourage students
to use them in their media texts.
effectively;
B2. Speaking to Interact (b) identify their areas of greater and lesser
strength as speakers, and plan steps they
By the end of Grade 1, students will: can take to improve their speaking skills (e.g.,
determine the elements of effective presentations;
B2.1 Using Speaking Interaction Strategies: provide feedback on a peers oral presentation
demonstrate an understanding of appropriate and listen to peers comments about their own
speaking behaviour in a variety of situations presentations; evaluate their use of French in
(e.g., take turns; stay on topic; adjust tone and daily interactions with peers and teachers)
volume to the situation; use a combination of
words and non-verbal cues) Teacher prompts: Quels sont les lments
dune prsentation orale efficace? Comment

Teacher prompts: De quelle manire peux-tu est-ce que la rtroaction que tu donnes tes
tre certain que les autres comprennent tes pairs peut taider amliorer ton travail?
ides? Comment dmontres-tu du respect Quest-ce que tu vois pendant la conversation?
quand tu discutes avec tes pairs? Comment Comment est-ce que cet exemple te permet
peux-tu texprimer mme si tu ne connais pas de mieux parler avec les amis? Comment
un mot ou une expression? les commentaires de tes pairs taident-ils
Instructional tips: planifier tes prochaines tapes?
(1) Teachers can engage students in role play Instructional tips:
to model appropriate speaking strategies. (1) Teachers can model the use of the futur
(2) Teachers can encourage students to use proche (aller with the infinitif) and encourage
the knee-to-knee/eye-to-eye strategy when students to use this form when talking about
interacting with a partner: Students sit face their goals.
to face. Student A shares his or her thoughts (2) Teachers can provide a template with
while student B listens attentively. Student B sentence starters or stems (e.g., Dans les cours
then shares his or her ideas or opinions while en franais, je parle franais: toujours, parfois,
student A listens attentively. jamais) to guide student self-assessment.
206
B3. Intercultural Understanding B3.2 Awareness of Sociolinguistic
Conventions: identify sociolinguistic
By the end of Grade 1, students will: conventions associated with a variety of social
situations in French-speaking communities, and
use them appropriately in spoken interactions
information orally about local French-speaking
(e.g., standard greetings and leave-taking expres-
communities, including aspects of their cultures
sions; polite versus informal forms of address;
ways of politely joining a conversation)
experiences and their own and other commu Teacher prompts: Comment choisis-tu les
nities (e.g., communicate information about expressions et les mots que tu utilises quand
GRADE 1
Franco-Ontarian foods, songs, childrens games, tu parles un adulte? un ami? Comment
or sports that they have collected from various est-ce que le jeu de rle taide mieux ragir
sources, including French-speaking members of dans une nouvelle situation?
the school community; make personal connections Instructional tip: Teachers can model and
between aspects of life in French-speaking encourage the proper use of tu and vous
communities and their own lives) according to the social context.
Teacher prompts: Quelles sont les personnes
de notre communaut qui parlent le franais?
Quels services sont offerts en franais dans
notre communaut?
vocabulary and expressions related to
members of the community and their roles.
SPEAKING
207
C. READING
FRENCH IMMERSION
C1. Reading Comprehension: determine meaning in a variety of French texts, using a few reading
C1. Reading Comprehension with contextual and visual support (e.g., mime
actions from a descriptive poem or comptine;
By the end of Grade 1, students will: retell a story they have read; describe some symbols
and words used on signs in their community and
explain what they mean; make connections between
Strategies: identify a few reading comprehen-
a story they have read and a personal experience;
sion strategies and use them appropriately
identify who is missing from an advertisement for
before, during, and after reading to understand
a toy, and explain how that child might feel; explain
a variety of French texts, with teacher support
why some information on a product is given in
(e.g., use visualization to help clarify descriptions
large, bold type and other information is given
of scenes in a story; preview vocabulary to identify
in smaller type)
familiar words and cognates; use pictures and
contextual clues to predict meaning and confirm Teacher prompts: Comment identifies-tu le
understanding of a text; use knowledge of form message principal du texte? Quels sont les mots
to understand the authors purpose) cls? Quels liens peux-tu faire entre toi et ce
qui se passe dans le texte? Comment est-ce que
Teacher prompts: Comment est-ce que les mots
cela taide mieux comprendre le texte?
choisis par un auteur taident visualiser le lieu
de laction dans une histoire? Quels sont les Instructional tips:
mots apparents? Quels sont les mots familiers? (1) During read-alouds or shared reading,
Est-ce que ces mots taident mieux comprendre teachers can model sample responses to text
le texte? Comment peux-tu utiliser ta langue by underlining important words and then
maternelle quand tu lis un texte? Comment using them in their responses.
est-ce que le titre dun livre taide le lire? (2) Teachers can suggest using a graphic organ-
Instructional tip: Teachers can model familiar izer, such as dbut-milieu-fin, to support the
expressions that students can use as sentence retelling of a text in chronological order.
starters or think-aloud stems when making
predictions about a text (e.g., Je pense que..., C1.3 Reading with Fluency: read French texts
Je vois..., Il y a..., Le soleil brille. Je pense containing familiar words, names, expressions,
quil fait chaud, Il y a cinq enfants dans and language structures, and dealing with
limage. Je pense quils sont lcole). everyday topics, at a sufficient rate and with
sufficient ease to convey the sense of the text,
C1.2 Reading for Meaning: demonstrate an using a variety of cues (e.g., connect letter
understanding of the intent and meaning of combinations to specific sounds in high-frequency
French texts containing familiar words and words; recognize common spelling patterns;
expressions and dealing with everyday topics, recognize familiar words, phrases, sentences,
208
and visuals that connect to existing knowledge C1.5 Responding to and Evaluating Media
of oral and written language; recognize marks Texts: express personal thoughts, feelings,
of punctuation and use them to understand the and opinions about the messages and the ways
relationship between words, phrases, and sentences; they are presented in media texts about familiar,
read confidently and accurately when participating everyday topics, with teacher support as
in shared reading of pattern books, comptines, appropriate (e.g., give reasons why they think
and poems; recognize and read numbers to thirty, an advertisement is effective; explain why they do
written in numerals and in words) or do not believe the message in an advertisement;
Teacher prompts: Est-ce que tu connais ce describe or draw a picture to show how a poster,
mot? Est-ce que tu connais un autre mot qui est an advertisement, or the packaging for a video makes
semblable? Est-ce que la ponctuation taide them feel; explain why the words, expressions, and
GRADE 1
lire le texte? Que peux-tu faire quand tu colours on a cereal box might make it appealing to
sais que tu as fait une erreur en lisant un mot? a young person; create a collage promoting healthy
Comment sais-tu que le message est clair eating habits after visiting a website)
quand tu lis voix haute? Teacher prompts: Quelle est ton opinion
Instructional tip: During shared reading, propos du message de la publicit? Est-ce
teachers can direct students attention to que tu aimes cette bande dessine? Pourquoi?
consonant blends and vowel sounds to Quelles sont tes ractions la pochette dun
develop their ability to read new words. film? Est-ce que cela tincite vouloir regarder
le film? Pourquoi?
C1.4 Developing Vocabulary: identify and use Instructional tip: Teachers can model the use
a few strategies to expand vocabulary through of expressions related to the five senses for
reading (e.g., identify cognates [mots apparents] sharing personal feelings about media texts
and familiar words; recognize smaller words within (e.g., Je vois, Jentends, Je gote, Je
larger words; refer to an interactive word wall to touche, Je sens).
determine the meaning of a word; use a concept
map to list related vocabulary; use context and
knowledge of familiar words to infer the meaning C2. Purpose, Form, and Style
of unfamiliar words)
Teacher prompts: Quels sont les mots familiers
et les mots apparents dans le texte? Comment C2.1 Purposes of Text Forms: identify the
est-ce que ces mots taident comprendre le purpose(s) of some familiar text forms, including
texte? Comment est-ce que les ressources fictional, informational, graphic, and media
de la classe peuvent taider lire de nouveaux forms, with support and guidance from the
mots? Comment peux-tu utiliser linformation teacher (e.g., poem/song to express ideas or
contenue dans le texte pour comprendre les convey a mood; picture book for entertainment
mots nouveaux? and reflection; pattern book story to entertain
and/or explore characters, ideas, and problems;
Instructional tips:
comptine for enjoyment of the rhythmic and
(1) Teachers can direct students attention to
musical qualities of language and for practice in
high-frequency words in shared reading to
recognizing letter-sound relationships and basic
build their repertoire.
sentence structures; labels for information;
(2) Teachers can introduce word patterns restaurant menu to describe food offerings;
(e.g., course, courir, court, coureur), greeting card to send good wishes or to say
sound families (e.g., pou, chou, roux, thank you; advertisement to attract attention
rouge, jouer), and compound words (e.g., and persuade; account or report to describe
grand-pre, grand-maman, belle-mre, an experience or event)
rouge-gorge, stylo-feutre) to assist with
Teacher prompts: Pourquoi est-ce quon lit
developing vocabulary.
une histoire? Pourquoi est-ce que tu lis des
(3) Teachers can encourage students to make menus? quoi sert le message du jour?
connections between words and expressions
found in French texts and those in their first
familiar words and expressions related to
language.
reasons for reading various forms of text
(e.g., samuser, sinformer, se divertir).
READING
209
C2.2 Characteristics and Stylistic Elements of C3. Intercultural Understanding
or stylistic elements of a variety of text forms, By the end of Grade 1, students will:
including fictional, informational, graphic,
and media forms, with support and guidance
from a variety of French texts, identify local
from the teacher (e.g., poem/song rhyming
French-speaking communities, find out about
or non-rhyming patterns and use of imagery;
aspects of their cultures, and make connections
pattern book story title page, illustrations,
FRENCH IMMERSION

repetitive use of familiar words, phrases, and
communities (e.g., identify some features of a
sentence structures; science book titles and
French-speaking community, using information
subtitles as key organizational features; greeting
from stories; identify places in their community
card special fonts, illustrations, colours;
where they might read French signs or texts; describe
restaurant menu subsections grouping
social and cultural customs depicted in a pattern
offerings of main courses/beverages/desserts,
book; compare regional traditions and festivals,
prices, illustrations)
childrens games, popular songs, and family
Teacher prompts: Quelles sont les carac traditions)
tristiques de ce texte? Comment les
Teacher prompts: Quest-ce que tu as appris
caractristiques des textes te renseignent-elles
propos de cette communaut francophone?
sur lintention des messages? Pourquoi est-il
Quest-ce que le texte dit propos de cette
important de comprendre la structure des
communaut? En quoi est-ce que cette com-
textes? Comment est-ce que lauteur de
munaut est semblable ou diffrente de la
cette histoire a capt ton attention? Quels
tienne? O peux-tu trouver des expressions
sont les lments de cette carte qui attirent le
et des mots franais dans ta communaut?
plus ton attention?
Instructional tips:
encourage the use of prepositions of place such
(1) Teachers can introduce vocabulary related
as au, la, and chez when responding
to characteristics of text forms.
to texts related to different communities.
(2) During shared and guided reading, teachers
can model the use of regular adjectives to C3.2 Awareness of Sociolinguistic Conventions:
describe the characteristics of text forms. identify, in age- and grade-appropriate French
C2.3 Metacognition: associated with a variety of social situations
(a) identify, in conversation with the teacher (e.g., different forms of greetings used with peers
and their peers, a few strategies they found and adults; expressions of courtesy; expressions
helpful before, during, and after reading to for indicating agreement or disagreement; words
understand texts; used for the same item in different communities;
(b) identify their areas of greater and lesser variations in pronunciation of the same word in
strength as readers, and plan steps they can different communities)
take to improve their reading skills (e.g., ask
Teacher prompts: qui est-ce quon a crit
a peer to comment on their reading of a text; listen
cette carte? Est-ce que cette lettre est crite
to peers comments about their expressiveness
un enfant ou un adulte? Comment le sais-tu?
when reading; consider book recommendations
Comment est-ce que lidentification des mots
from the teacher and peers to expand their choices
apparents dans un texte franais (un t-shirt,
for independent reading)
un tee, un sandwich, une bote lunch)
Teacher prompts: Quest-ce que tu aimes lire? taide mieux comprendre les diffrentes
Quelle stratgie taide le plus quand tu lis? communauts francophones?
Quest-ce que tu peux faire avant de lire afin
Instructional tip: During shared and guided
de te prparer pour la lecture de ce texte?
reading, teachers can help students identify the
Instructional tip: Teachers can model effective recipient of a letter or greeting card by examining
questions and strategies that guide students the forms of address (e.g., Cher M. Lepage,
in giving feedback during a peer reading Chre Mariessa, Mme Lafleur).
conference.
210
D. WRITING
GRADE 1
effectively;
D1. Purpose, Audience, and Form of each form (e.g., compose a personal account of
a class event or outing; create a how-to book;
By the end of Grade 1, students will: compile a list of signs of fall/winter/spring/summer
following an exploration of the neighbourhood;
share preferences in a report; participate in shared
writing of a class book, list, poem, poster, or speech
bubbles for a graphic story; incorporate some
French texts they plan to create (e.g., to compile
elements of familiar texts in their own writing)
a menu of healthy foods for a class celebration; to
share information about their family in an entry Teacher prompts: Comment sais-tu que tu
in the class book; to thank a community visitor in as choisi la meilleure forme de texte pour
a letter for making a presentation to the class; to communiquer ton message? Comment sais-tu
invite the principal to attend a classroom celebration; que le lecteur comprend bien ton message?
to describe an animals appearance and behaviour Comment est-ce que des phrases ngatives
for a science project; to label a picture in a reading (nepas) peuvent changer ton message?
response, using familiar and new vocabulary; to Instructional tip: During modelled, shared,
describe family members using a family tree) interactive, and guided writing, teachers can
Teacher prompts: Quels dtails vas-tu partager model the use of graphic organizers.
avec tes amis au sujet de ton texte? Quelles
informations est-il important dinclure dans D1.3 Developing Vocabulary: confirm word
une invitation, et pourquoi? Quels mots et meanings and review, refine, and vary word
expressions taident dcrire une personne, choices, using a variety of resources (e.g., use
un endroit ou un objet? a personal word list with familiar names, places,
people, and objects; use classroom anchor charts,
Instructional tip: Teachers can instruct students word lists, and dictionaries with pictures; consult
to use a variety of familiar words, expressions, with peers; discuss and use previous knowledge to
verbs, and adjectives appropriate to their expand vocabulary; analyse written texts to find
purpose. new vocabulary related to familiar topics; ask and
answer questions before writing a text; break words
into phonemes and identify cognates; integrate
new words into their writing after studying a
written story)
WRITING
following models appropriate to the purpose Teacher prompts: Comment as-tu choisi les
and incorporating some of the basic elements mots pour crire ton texte? O peux-tu trouver
211
les mots pour crire ton texte? Est-ce que la D2. The Writing Process
discussion avec ton groupe taide utiliser les
nouveaux mots de vocabulaire? Comment By the end of Grade 1, students will:
est-ce quon peut liminer les mots rptitifs?
Instructional tips: Ideas: generate, develop, focus, and organize
(1) Teachers and students can create word ideas for writing, using a variety of strategies
walls, anchor charts, and personal dictionaries and print, electronic, and other resources, as
FRENCH IMMERSION
to develop and enrich student vocabulary. appropriate (e.g., brainstorm to generate ideas
(2) Teachers can use concrete objects and artefacts for writing; use word walls to identify vocabulary
to explore new vocabulary with students. related to their topic; create a sketch to help them
focus ideas and clarify thoughts; use graphic or
D1.4 Using Stylistic Elements: begin to establish visual organizers to help them to classify and
a personal voice and a clear point of view, with sort ideas)
teacher support (e.g., use the narrative pattern Teacher prompts: Comment est-ce que les
in a familiar story to write a story of their own; discussions taident trouver des ides pour
use pictures and words that convey their intended ton travail? Comment est-ce que les images
mood or message; adopt a point of view when peuvent nous aider crire un texte?
writing about a familiar topic)
Teacher prompts: Comment est-ce que les of question words (e.g., qui, quand, o,
lments de la lecture taident crire ton quoi, pourquoi, comment) and encourage
propre texte? Quelles images peux-tu utiliser students to use them as they develop their ideas.
pour clarifier ton message crit? Quel est
ton point de vue? Comment est-ce que tu D2.2 Drafting and Revising: plan and produce
peux le partager? drafts, following a model, and revise their
Instructional tip: During shared or interactive writing to improve its content, clarity, and
writing, teachers can model the use of pictures interest, using a few simple strategies (e.g., use
and words to convey a message. words and pictures to write texts related to familiar
topics; consider feedback from the teacher and their
D1.5 Creating Media Texts: using familiar peers when making revisions; use punctuation
words and expressions, create a variety of for specific effects, such as an exclamation mark
media texts in French for specific purposes to show enthusiasm; refer to classroom resources
and audiences, using a few simple media such as anchor charts and checklists when making
forms and the conventions and techniques revisions; share writing with a peer to help them
appropriate to the chosen form (e.g., analyse revise their text)
a media text to explore basic elements and the Teacher prompts: Quest-ce que tu peux faire
authors techniques, and incorporate some of these pour amliorer ton message? Comment est-ce
elements into their own writing; use technology quun point dexclamation ou dinterrogation
to advertise or write about an event in their change le sens dune phrase? Comment est-ce
community; use images, symbols, and words to que la conversation avec ton ami ta aid rviser
express personal likes and dislikes on a poster) ton texte? Comment est-ce que les ressources
Teacher prompts: Comment peux-tu trouver dans la classe taident mieux crire?
linformation essentielle prsente dans un Instructional tip: Teachers can model and
texte mdiatique? Quels mots et expressions encourage the use of a graphic organizer (e.g.,
peux-tu utiliser afin dcrire propos de ce beginning, middle, and end; illustration and
que tu aimes et de ce que tu naimes pas? caption) to support students in drafting and
Comment lcriture te permet-elle dapprcier revising.
les diffrences dans ta communaut?
Instructional tip: Teachers can model the use of D2.3 Producing Finished Work: edit, proofread,
expressions such as Je pense, Je crois, and and publish a variety of written pieces, following
Je me sens and can encourage students to a model or a set of guidelines to meet established
use them to express feelings and opinions in criteria, with support as appropriate (e.g., proof
the media texts they create. read and correct their writing using guiding
questions provided by the teacher; consult a
checklist co-constructed with the teacher; use
some appropriate elements such as proper spacing
between words, graphics, pictures, different fonts,
212
headings, and captions in the finished product taking place in a French shop, using a question-and-
to add to the effectiveness of their presentation) answer format; list places in their community where
they can read and/or listen to French; incorporate
Teacher prompts: Est-ce quil y a quelque
French names from diverse French-speaking
chose dans la salle de classe qui taide publier
communities in their story writing)
ton texte? Comment peux-tu dcider des
lments de prsentation que tu incluras dans Teacher prompts: Quest-ce que tu as appris
ton texte? propos de cette communaut francophone?
Quels sont les groupes francophones dans
ta communaut? Comment prsentes-tu
students verify spelling before sharing their
linformation propos des francophones de
written work.
ta communaut?
GRADE 1
D2.4 Metacognition: Instructional tip: Teachers can introduce words
(a) identify, in conversation with the teacher and expressions used to describe people and
and their peers, a few strategies they found places in the community.
(b) determine their areas of greater and lesser D3.2 Awareness of Sociolinguistic
strength as writers, and plan steps they can Conventions: identify sociolinguistic
take to improve their writing skills (e.g., in a conventions associated with a variety of social
conference with the teacher, evaluate their plan situations in French-speaking communities,
for writing; use comments on their written text and use them appropriately in their written
from the teacher and their peers to plan next steps; work (e.g., the appropriate uses of different
reflect on their ability to represent familiar words salutations and leave-taking expressions, such
in writing) as bonjour, salut, bonsoir, bientt,
au revoir, adieu, amitis, ton ami(e);
informal and polite forms of address; use of
commentaires propos du travail dun
terms of endearment in a letter or note)
partenaire te permettent damliorer ton
travail? Comment la discussion peut-elle Teacher prompts: Comment choisis-tu les mots
clarifier les tapes de la rdaction? Comment de ton texte? Comment est-ce que le fait de
peux-tu vrifier la clart de ton message? savoir qui est le destinataire de ton texte taide
choisir les mots que tu utilises? Comment
Instructional tip: Teachers can model effective
peux-tu varier tes textes crits selon la situation?
sentence starters for students to provide feed-
back to peers such as Jaime ta description, Instructional tip: During modelled and shared
Tu peux ajouter plus de dtails, Noublie writing, teachers can show students how to use
pas les lettres majuscules. concept and word maps to help students choose
expressions appropriate for their audience and
purpose.
D3. Intercultural Understanding
D3.1 Intercultural Awareness: communicate

information in writing about local French-
speaking communities, including aspects
own and other communities (e.g., use words
and pictures to communicate information about
a French-speaking community; write a dialogue
WRITING
213
GRADE 2
Note
A. LISTENING
FRENCH IMMERSION
A1. Listening to Understand squence de directives verbales, quels sont
les mots qui taident effectuer une tche dans
By the end of Grade 2, students will: le bon ordre? Quels sont les nouveaux mots
que tu as appris?
Strategies: identify a few listening comprehen- Instructional tip: Teachers can use temporal
sion strategies and use them appropriately adverbs (e.g., avant, aprs, premirement)
before, during, and after listening to understand when giving instructions.
a variety of oral French texts (e.g., adopt an attitude
conducive to listening during a presentation; restate A1.3 Listening for Meaning: demonstrate an
information to confirm understanding; use context understanding of the intent and meaning of
and background knowledge to make predictions oral French texts containing familiar words and
while listening to a read-aloud; create a mental expressions and dealing with everyday topics,
picture while listening to a song) with contextual and visual support (e.g., share
information heard using pictures, words, and
Teacher prompts: Quest-ce que tu sais sentences; create visual art in response to an oral
propos de ce sujet? Est-ce que cela taide text; ask questions after listening to a presentation;
mieux comprendre le message? Comment follow oral directions to participate in a game
peux-tu tassurer que tu as bien compris le during daily physical activity/activit physique
message entendu? Comment est-ce que quotidienne; list key words and expressions that
lcoute de la premire partie dun texte were used to describe important ideas in an oral
audio peut taider prdire la suite? presentation; identify key messages heard in
Instructional tip: Teachers and students can a poem; reconstruct a story from a read-aloud
co-construct success criteria for effective use using pictures)
of listening strategies, such as Quand jcoute Teacher prompts: Comment fais-tu pour
attentivement : je regarde la personne qui parle, indiquer que tu as bien compris le message?
jcoute les mots, je ne parle pas, je fais une Comment est-ce que les mots du texte te
prdiction, etc. permettent de texprimer? Comment
peux-tu communiquer le message de ce texte?
Comment peux-tu utiliser les arts pour
illustrer le point de vue dun individu?
for listening in a few specific situations (e.g.,
to receive instructions for a task; to be able to Instructional tip: Teachers can check for
respond to questions; to understand a presentation; comprehension through the use of symbols
to identify rhymes, words, and language patterns) or gestures (e.g., red light/green light, thumbs
up/thumbs down) during or after the exploration
Teacher prompts: Comment es-tu certain
of a read-aloud.
davoir bien accompli la tche? Dans une
216
A1.4 Responding to and Evaluating Media Teacher prompts: Quest-ce qui taide mieux
Texts: express in verbal and non-verbal ways participer une discussion? Comment le fait
their personal thoughts, feelings, and opinions de poser des questions te permet-il denrichir
about the messages and the ways they are tes connaissances? Quels types de phrases
presented in brief oral media texts about (interrogative, dclarative, exclamative,
familiar, everyday topics, with teacher support imprative) est-ce que tu peux utiliser pendant
and guidance as appropriate (e.g., compare une entrevue? Comment choisis-tu le bon type
and analyse how sound effects support the spoken de phrase pour ta rponse?
messages in an advertisement or film; evaluate
Instructional tip: Teachers can create an
the effectiveness of the choice of words in a variety
anchor chart with sentence starters such as
of oral media texts; name the product in an adver-
GRADE 2
Je comprends que and Tu as dit que
tisement and list the reasons given for why they
to guide students in their conversations.
should buy it)
Teacher prompts: Quelles sont les motions A2.3 Metacognition:
vhicules dans ce texte mdiatique? Est-ce (a) describe strategies they found helpful
que le message tait clair? Pourquoi ou pourquoi before, during, and after listening;
pas? Est-ce que tu as chang ton opinion aprs (b) identify their areas of greater and lesser
avoir cout ce texte? strength as listeners, and plan steps they can
take to improve their listening skills (e.g.,
role-play examples of attentive and inattentive
of regular adjectives that describe feelings
listening; record in a journal situations in which
(e.g., triste, content, frustr) and their
they were successful and challenged when listening;
comparative forms (e.g., plus triste, moins
identify strategies to address distractions in listening
content).
situations)
Teacher prompts: Comment la rtroaction te
A2. Listening to Interact permet-elle damliorer tes habilets dcoute?
Quest-ce que tu peux crire dans un journal
pour taider choisir de bonnes stratgies
A2.1 Using Interactive Listening Strategies: dcoute? Quest-ce que tu fais pour te
identify and use a few interactive listening prparer bien couter un enregistrement
strategies to suit a variety of situations while audio? Quelle est la meilleure stratgie te
participating in structured and guided social permettant de garder ton attention lors dune
and academic interactions (e.g., watch for non- conversation? Pourquoi?
verbal cues; paraphrase to confirm understanding; Instructional tip: Teachers can model and
ask questions for clarification; nod or use facial encourage students to use a variety of sentence
expressions to signal interest and understanding) types (affirmative, negative, interrogative) in
Teacher prompts: Comment le langage their self-reflection.
non verbal te permet-il de participer une
interaction? Comment peux-tu montrer
que tu coutes bien pendant une discussion?
Comment est-ce que le fait de rpter le By the end of Grade 2, students will:
commentaire de ton partenaire taide mieux
comprendre son message? Comment peux-tu A3.1 Intercultural Awareness: using information
clarifier le message entendu? from oral French texts, find out about aspects
of the cultures of local French-speaking
communities, and make connections to personal
discuss and generate ideas for an anchor chart
experiences and their own and other commu
of strategies to use when communication breaks
nities (e.g., compare music from a French-speaking
down between two people in a conversation.
community to their own; listen to stories, songs, or
comptines to learn interesting facts and historical
A2.2 Interacting: respond with understanding
information about a particular French-speaking
to what others say while participating in inter-
community, including First Nations, Mtis, and
actions about familiar, everyday topics (e.g.,
Inuit communities; recognize the use of French
participate in a group discussion; ask questions to
words, expressions, and names of people and
gather information at a francophone or Aboriginal
places in their community)
celebration; listen to various points of view to
LISTENING
resolve conflicts in classroom community circles; Teacher prompts: Quest-ce que les gens
ask and answer questions about local animals de cette communaut font pour clbrer ou
and plant life in an inside/outside circle) fter/travailler? Quest-ce que tu as appris
217
propos de cette communaut? Quels sont
les diffrents rles des enfants/des adultes
dans cette communaut/dans ta communaut?
expressions used to make connections to a
French-speaking community (e.g., Je peux
faire un lien personnel avec; Jai lu un
FRENCH IMMERSION
texte qui me fait penser ; Jai entendu

parler).
A3.2 Awareness of Sociolinguistic

Conventions: using information from oral
French texts, identify and demonstrate an
understanding of French sociolinguistic con-
ventions used in a variety of situations (e.g.,
formal and informal forms of address required
for different audiences; standard ways to introduce
someone; non-verbal cues when listening in
interactive situations)
Teacher prompts: Comment est-ce que le langage
corporel te permet de mieux comprendre le
message? Quels sont les mots et expressions
quon utilise pour prsenter quelquun?
Quels sont les mots cls du message qui
taident comprendre linformation?
to listen for familiar words and expressions
used to introduce and describe someone (e.g.,
Voici Malik! Il a huit ans. Il aime les sports et
regarder la tl).
218
B. SPEAKING
GRADE 2
diverse audiences;
B1. Speaking to Communicate with contextual, auditory, and visual support
(e.g., express opinions and responses in complete
By the end of Grade 2, students will: sentences; give directions for a procedure; share
information about a favourite toy; describe familiar
events and personal experiences; discuss personal
identify a few speaking strategies and use them
feelings about the main character in a story; share
appropriately to express themselves clearly and
different points of view about the same media text;
coherently in French for various purposes and
ask questions in a role play between characters in
to a variety of audiences (e.g., use body language
a film; share a grandparents or Elders story)
such as position and eye contact to support their
message; refer to anchor charts and classroom Teacher prompts: Quelles informations est-ce
visuals to find appropriate words and sentence que tu vas partager avec ton auditoire dans
structures; rehearse with a peer before presenting ta prsentation? Quels sont les mots de
a brief message) vocabulaire que tu peux utiliser pour dcrire
cet objet? Comment peux-tu expliquer les
tapes dune dmarche avec clart en utilisant
gestes taident mieux exprimer ton message
des mots tels que avant, aprs, finalement,
lorsque tu rcites un pome devant la classe?
en premier, etc.?
Comment peux-tu capter lattention de ton
auditoire lors de ta prsentation? Comment Instructional tips:
sais-tu que tu as bien choisi ton vocabulaire (1) Teachers can model the use of a variety of
pour communiquer ton message? Pourquoi question forms such as Est-ce que, inversion,
est-il important de pratiquer ta prsentation and intonation and can encourage students to
orale? use them when asking for additional information.
Instructional tip: Teachers can model how to (2) Teachers can model the use of effective
use a graphic organizer to select vocabulary questions to elicit feelings or opinions in a role
and ideas appropriate to the audience and play (e.g., Comment te sens-tu quand?;
situation. Que feras-tu la prochaine fois?; Que penses-tu
du comportement de?).
B1.2 Producing Oral Communications: using (3) Teachers can encourage students to use
familiar words and expressions, produce planned connecting words (e.g., et, alors, puis)
and rehearsed messages in French containing to link ideas during a presentation.
information and ideas about themselves and
their family, friends, and immediate environment,
SPEAKING
219
B1.3 Speaking with Fluency: speak with a Teacher prompts: Quest-ce que tu peux dire
smooth pace, appropriate intonation, and ton ami pour lui montrer que tu portes attention
accurate pronunciation in planned and son message? Comment la situation de
rehearsed communications about personal communication dicte-t-elle le ton de voix que
and familiar topics, using familiar words and tu utilises? Comment choisis-tu les structures
expressions (e.g., recite a poem with appropriate de phrase et le vocabulaire que tu utilises selon
expression, phrasing, and intonation; use accepted le contexte?
FRENCH IMMERSION
pronunciation for high-frequency words, regularly

used phrases, and words with personal significance
students to use probing questions such as
in brief oral exchanges, dialogues, and presentations;
Pourquoi?, Comment?, Peux-tu/
accurately pronounce familiar vocabulary when
Pourrais-tu? to explore a partners ideas.
introducing themselves or their friends and family;
use intonation as modelled by the teacher to ask B2.2 Interacting: engage in rehearsed and
questions; deliver a rehearsed oral presentation spontaneous spoken interactions, in structured
at a smooth pace with appropriate phrasing and and guided social and academic contexts, on
emphasis) familiar topics related to matters of personal
Teacher prompts: Comment sais-tu que interest or daily routines (e.g., ask and answer
ton auditoire comprend bien les mots de questions to understand someones point of view
ton message? Quest-ce que tu peux faire and share their own; role-play different interactive
afin de garder lattention de ton public lors situations in everyday life; introduce a classmate
de tes prsentations? Quand tu prsentes to another classmate)
de linformation, pourquoi est-il important de Teacher prompts: Comment est-ce que les
parler clairement et assez fort? ides de tes amis taident faire part de ton
Instructional tip: Teachers can remind students opinion? Comment une discussion avec tes
to pay particular attention to silent letters (e.g., pairs te permet-elle de dvelopper tes habilets
s, l, -ent) when speaking. de communication orale? Comment est-ce que
les jeux de rle te prparent-ils communiquer
B1.4 Creating Media Texts: create oral media clairement en classe?
texts using forms, conventions, and techniques
Instructional tips:
appropriate to the purpose and audience (e.g.,
(1) Teachers can introduce common expressions
create a video describing their morning routine;
such as Jai besoin de clarification, Jai bien
create and present an announcement about the
compris ce que tu as dis, and Je suis daccord
importance of a healthy snack; create a video about
avec toi to assist students in their discussions.
items that can and cannot be recycled; record an
(2) Teachers can help students structure speech
explanation of their artwork for a multimedia art

presentation; use sound effects to support the message within the context of a dialogue by modelling
in an advertisement) the use of question words (e.g., o, comment,
combien, quel/quelle, quest-ce que,
quest-ce qui).
prsenter ta journe dune manire engageante?
Pourquoi est-ce quune annonce publique doit B2.3 Metacognition:
tre claire et brve? (a) describe strategies they found helpful before,
Instructional tip: Teachers can model the use of during, and after speaking to communicate
a variety of familiar verbs in present, past, and effectively;
future tenses to share feelings and ideas. (b) identify their areas of greater and lesser
take to improve their speaking skills (e.g., share
B2. Speaking to Interact and discuss a strategy used to enhance their partici-
pation in a discussion; compare speaking situations
to reflect on their own ability to communicate;
B2.1 Using Speaking Interaction Strategies: consult classroom visuals and reference material to
demonstrate an understanding of appropriate support the development of their speaking skills)
speaking behaviour in a variety of situations Teacher prompts: Est-ce que la discussion
(e.g., paraphrase to confirm understanding; use propos des stratgies avec tes pairs taide
appropriate tone of voice for an interaction; consult clarifier ton message? Quest-ce que tu peux
classroom references to select appropriate words observer lorsque tes amis ont une conversation?
and sentence structures for their conversations) Quelles observations taident mieux prsenter
tes ides? Quelle stratgie est-ce que tu utilises
220
pour organiser ce que tu veux dire? Quest-ce B3.2 Awareness of Sociolinguistic
que tu fais quand les autres ne comprennent Conventions: identify sociolinguistic
pas ce que tu dis en franais? Quel est ton conventions associated with a variety of social
but damlioration? Quest-ce que tu peux faire situations in French-speaking communities,
pour latteindre? and use them appropriately in spoken inter-
actions (e.g., greetings, leave-taking expressions,
and expressions of courtesy bonjour, salut,
of sentence stems such as La prochaine fois, je
au revoir, demain, oui, non, merci,
vais essayer de, Je vais regarder la personne
sil vous plait, excusez-moi appropriate to
laquelle je parle, Quand je prsente, je vais
the social context; gestures and other forms of
ajouter..., Je vais clarifier le message par
non-verbal communication appropriate to the
GRADE 2
and can encourage students to use them when
social context bowing, shrugging, hand shaking;
discussing next steps to improve their
standard introductory phrases to give personal
speaking.
information Je mappelle Jhabite)
Teacher prompts: Quels sont les mots et les
B3. Intercultural Understanding expressions que tu peux utiliser pour parler
avec tes amis? Quels sont les outils de la
classe qui taident choisir les mots et les
B3.1 Intercultural Awareness: communicate expressions qui te permettent de participer
information orally about local French-speaking aux discussions? Quest-ce que tu vas dire
communities, including aspects of their cultures quand tu partages de linformation personnelle?
and their contributions to la francophonie and Instructional tips:
the world, and make connections to personal (1) Teachers can encourage students to use
experiences and their own and other commu appropriate subject pronouns (je, tu,
nities (e.g., role-play and ask questions about il/elle, nous, vous, ils/elles) when
the traditions in a particular French-speaking interacting with peers.
community; share information about a French-
speaking community during a group presentation; (2) Teachers and students can co-construct
describe an artefact from a particular French- an anchor chart of various salutations that
speaking region and share its significance) students can use in their interactions.
Teacher prompts: Quels sont les mots et

expressions de cette rgion francophone que
tu trouves intressants? Est-ce que cela taide
mieux connatre la vie et les gens de cette
rgion? Quels liens peux-tu faire entre tes
expriences personnelles et cette communaut
francophone? Comment peux-tu communiquer
linformation que tu as apprise?
Instructional tips:
(1) Teachers can encourage students to use a
variety of question words when discussing
a French-speaking community with a partner
or in a small group.
words and expressions that describe traditions,
holidays, food, and clothing (e.g., clbrer,
fter, manger, porter, prparer,
acheter, crer, chanter, danser,
visiter, cuire, traditionnel, cher,
coutumes).
SPEAKING
221
C. READING
FRENCH IMMERSION
with contextual and visual support (e.g., use
Strategies: identify a few reading comprehen-
drama to explore the personality traits of a character
sion strategies and use them appropriately
in a story they are reading; share personal experi-
before, during, and after reading to understand
ences to support their understanding of the implicit
a variety of French texts, with teacher support
message in a text; draw a picture to illustrate a
(e.g., use questions to select information when
texts main idea or key message)
reading; use personal experiences to make inferences
during reading; make text-to-text connections Teacher prompts: Comment est-ce que les
between fiction and non-fiction texts on the same actions et les mots des personnages dun texte
topic; divide words into syllables; use details and narratif te permettent de bien comprendre
information from text to confirm predictions) lhistoire? Quels sont les mots descriptifs qui
taident mieux tidentifier un personnage?
Teacher prompts: Quelles informations du
Quelles questions est-ce que tu as aprs la
texte sont importantes? intressantes? Comment
lecture de ce texte? Quelles questions peux-tu
le sais-tu? Est-ce que tu as eu une exprience
poser lauteur pour mieux comprendre ses
personnelle semblable celle du personnage
ides/son histoire?
dans le texte? Est-ce que ton exprience te
permet de mieux comprendre le message de Instructional tip: During shared or guided
lauteur? Comment est-ce que ce texte est exploration of a text, teachers can help students
semblable celui quon a lu la semaine dernire? identify adjectives and adverbs that describe
Pourquoi est-ce que le texte de la semaine the main characters.
dernire nous aide mieux comprendre le
sujet de ce texte-ci? Quelles informations C1.3 Reading with Fluency: read French texts
du texte taident confirmer les prdictions? containing familiar words, names, expressions,
and language structures, and dealing with
Instructional tip: During modelled, shared, everyday topics, at a sufficient rate and with
and guided reading, teachers can model the use sufficient ease to convey the sense of the text,
of think-aloud stems for making connections using a variety of cues (e.g., read text aloud with
(e.g., Ce texte me fait penser , Je connais intonation based on punctuation; use knowledge of
quelque chose propos de ce sujet, Ce consonant blends and phonemes to read new words;
texte est comme un film que jai vu/un livre
que jai lu).
222
participate in a readers theatre; find words with a intent of a poster; explain how a movie advertisement
specific phoneme in independent reading selections) influences their decision about whether or not to
watch the film; discuss the effectiveness of word
choice and the amount of text on the packaging of
changer lintonation de ta voix quand tu lis un
products for children)
texte? Comment est-ce que les parties des
mots et les expressions familires que tu connais Teacher prompts: Quel est le message du
facilitent ta lecture? Comment peux-tu utiliser texte? Quels sont les indices dans le texte qui
les sons que tu connais pour lire de nouveaux taident dcouvrir lintention de lauteur?
mots? Est-ce que tu es daccord avec le message?
Pourquoi? Quel est ton point de vue sur ce
Instructional tips:
sujet? Est-ce que ton point de vue est diffrent
GRADE 2
(1) During shared and guided reading, teachers
de celui de lauteur? Comment changerais-tu
can encourage students to apply their knowledge
le texte pour mieux reprsenter tes ides?
of certain letter combinations when reading
Quest-ce que lauteur a fait pour communiquer
words with similar sounds.
son message?
(2) Teachers can select texts that foster the
development of phonological awareness
encourage students to use demonstrative
through rhymes and blending of phonemes.
and possessive adjectives when responding
C1.4 Developing Vocabulary: identify and use to media texts.
a few strategies to expand vocabulary through
reading (e.g., refer to personal dictionaries and
vocabulary lists; find synonyms, cognates, and
familiar words in a text; record the use and context By the end of Grade 2, students will:
of new and interesting words; use visual elements
from the text to help them determine the meaning C2.1 Purposes of Text Forms: identify the
of new vocabulary; use context to help them purpose(s) of some familiar text forms, including
understand new words; use new vocabulary fictional, informational, graphic, and media
when sharing information from a text) forms, with support and guidance from the
teacher (e.g., procedural text to provide instruc-
Teacher prompts: Quels sont les mots qui sont
tions on how to accomplish a task; non-fiction to
semblables aux mots que tu connais? Est-ce
convey information; personal account/narrative
quil y a des mots qui sont semblables des
to prompt discussions around thought-provoking
mots en anglais, en espagnol, en italien, en
questions; strategy/anchor chart to note
crole, en arabe? Comment est-ce que le
information from oral discussions)
radical dun mot peut taider en dterminer
le sens? Quels lments visuels taident Teacher prompts: Comment choisis-tu le texte
mieux comprendre le nouveau vocabulaire? que tu vas lire si tu veux apprendre btir une
Comment le fait de rflchir au contexte maison? Quel genre de texte te permettra
taide-t-il lire les mots non familiers? Quels dapprendre des faits propos dun sujet qui
sont les nouveaux mots ou les mots intressants tintresse? Pourquoi est-ce quon a des
de ce texte? Comment est-ce que tu peux utiliser rfrentiels dans la salle de classe?
ces mots dans tes conversations et tes textes Instructional tip: Teachers can select texts for
crits? modelled, shared, and guided reading that can
Instructional tip: Teachers can help students serve as mentor texts/models for students to
identify word patterns based on prefixes (e.g., use when writing in the same form.
sous-vtements, sous-verre, sous-marin),
sound (e.g., pain, bain, main, sain, C2.2 Characteristics and Stylistic Elements
copain), and related stems (e.g., dire/redire, of Text Forms: identify some characteristics
faire/refaire, coupe/dcoupe, fait/dfait). and/or stylistic elements of a variety of text
forms, including fictional, informational, graphic,
C1.5 Responding to and Evaluating Media and media forms, with support and guidance
Texts: express personal thoughts, feelings, from the teacher (e.g., textbook table of contents,
and opinions about the messages and the ways headings, and index to help locate information;
they are presented in media texts about familiar, personal account personal experiences, past tense,
everyday topics, with teacher support as first person; fairy tale/folktale usually begins
appropriate (e.g., evaluate the effectiveness of with Il tait une fois, moral, hero(in)es;
website sidebars with subtitles to indicate
READING
a newspaper advertisement, and state why they

agree or disagree with its message; determine the information on linked pages; sports/trading
223
card biographical information, statistics, team C3. Intercultural Understanding
name; recipe list of ingredients, numbered steps,
description of procedure; readers theatre script By the end of Grade 2, students will:
character names followed by a colon to indicate
who reads each line)
from a variety of French texts, identify local
Teacher prompts: Comment les caractristiques French-speaking communities, find out about
dun texte taident-elles mieux comprendre aspects of their cultures, and make connections
FRENCH IMMERSION
un texte donn? Comment peux-tu trouver to personal experiences and their own and other
des informations prcises dans un texte? communities (e.g., read articles online and in
Quelles techniques lauteur du texte utilise-t-il magazines to collect information about social and
pour communiquer son message? Pourquoi cultural customs in a French-speaking community;
a-t-il choisi de telles techniques? O est-ce identify and correctly read city and country names
que tu peux trouver les ingrdients ncessaires in French on a map and compare those to their names
pour suivre une recette? in English; read about a local French-speaking
Instructional tip: Teachers can include a wide community; identify examples of bilingual signs
variety of non-continuous texts, such as train and texts in their community)
tickets and restaurant menus, to help students Teacher prompts: En lisant un texte propos
identify their characteristics (e.g., numbers, dune communaut francophone, quels liens
abbreviations, formats) and develop strategies peux-tu faire entre cette communaut et la
that support comprehension of such texts. tienne? Quelles sortes de textes franais ou
bilingues sont prsents dans ta communaut?
C2.3 Metacognition:
(a) identify, in conversation with the teacher Instructional tip: Teachers can encourage
and their peers, a few strategies they found students to identify and use the appropriate
helpful before, during, and after reading to article (le, la, les) and French name when
understand texts; describing countries where French is spoken.
strength as readers, and plan steps they can
identify, in age- and grade-appropriate French
take to improve their reading skills (e.g., use
book reviews written by peers to expand choices
associated with a variety of social situations
for independent reading; discuss useful strategies
(e.g., forms of address; regional words and expres-
for understanding a new expression in a text; share
sions from different communities; conventions for
helpful strategies with peers; establish next steps
an invitation or greeting card; conventions for a
after a guided reading lesson)
registration form)
Teacher prompts: Quelles sont les stratgies

Teacher prompts: qui est-ce que lauteur
de lecture les plus efficaces? Parmi les
a crit ce texte? Comment le sais-tu? Quels
suggestions de stratgies de lecture que tu
sont les mots et expressions que tu trouves
as donnes aux autres, quelles sont celles
intressants au sujet de cette communaut
qui peuvent taider aussi? Quelles sont les
francophone? Quels sont les lments dune
prochaines tapes que tu devrais suivre?
invitation? O est-ce que lvnement aura
Instructional tip: Teachers can introduce a lieu? Quelles informations sont incluses
checklist of expressions and sentence starters dans une carte de souhaits?
to guide discussion during a student-teacher
or peer conference regarding effective reading
to identify the parts of an invitation that give
strategies.
specific information about the event.
224
D. WRITING
GRADE 2
effectively;
By the end of Grade 2, students will: ideas, and opinions about themselves, friends,
following models appropriate to the purpose
of each form (e.g., recount a family celebration;
French texts they plan to create (e.g., to label
compose a poem for a greeting card; develop a
a diagram or illustration; to fill in a registration
class report on a social or environmental topic
form; to describe a friend using familiar adjectives
of interest; compose a persuasive slogan for a toy
and adverbs on a poster; to recommend a book
label; write a recipe; ask questions in a letter or
to classmates; to collaborate with classmates
note to a friend)
on a friendly letter to an author; to respond to a
read-aloud in a double-entry journal, following Teacher prompts: Dans un texte informatif,
a model; to write personal opinions about images pourquoi est-il important de choisir les articles
on the home page of a website; to create an adver- appropris devant les noms communs que
tisement about a favourite toy or an eco-friendly tu cris (masculin, fminin, pluriel)? Quels
product; to produce an informative brochure on lments dois-tu inclure dans une carte
a local tourist attraction) de souhaits pour attirer lattention de ton
destinataire? Comment est-ce que le modle
Teacher prompts: qui cris-tu ce texte?
taide crire ton propre texte?
Pourquoi cris-tu ce texte? Quel genre
dinformation dois-tu gnralement Instructional tips:
donner lorsque tu remplis un formulaire (1) During modelled, shared, and guided
dinscription? Dans quelle situation serait-il writing, teachers can help students identify
utile de prsenter de linformation sous forme the masculine, feminine, and plural forms of
daffiche? adjectives, as well as present and past tenses
of common verbs appropriate to the text form.
of verbs of preference (e.g., aimer, adorer, (2) Teachers can introduce expressions of quan-
dtester, prfrer) and encourage students tity (e.g.,assez de, beaucoup de, trop de,
to use them when expressing opinions in their un peu de une tasse de, un verre de, un
writing. kilo de) that students can use when writing
recipes.
WRITING
(3) Teachers can model and encourage the use

of questions beginning with quel, quelle,
225
quels, and quelles in a variety of situations ton message? Comment peux-tu utiliser des
(e.g., in an email, in a note, when offering mots, des couleurs et des symboles pour crer
choices, for a survey). un emblme?
D1.3 Developing Vocabulary: confirm word
use reflexive verbs to describe daily routines
meanings and review, refine, and vary word
(e.g., Je me lve, Tu te brosses les dents chaque
choices, using a variety of resources (e.g.,
jour aprs les repas, Elle shabille 7h30,
incorporate interesting words and expressions
FRENCH IMMERSION
Nous nous asseyons dans la classe midi

from their reading or from the word wall in their
pour dner, Vous vous couchez 20h30).
written texts; brainstorm vocabulary related to
familiar and relevant topics; record and organize
new vocabulary for a project in a mind map or D2. The Writing Process
word web; share new words and expressions with
a peer; sort new words into categories to use in By the end of Grade 2, students will:
a piece of writing)
Teacher prompts: De quelles expressions as-tu Ideas: generate, develop, focus, and organize
besoin pour communiquer ces informations? ideas for writing, using a variety of strategies
O peux-tu trouver des mots et des expressions and print, electronic, and other resources, as
pour crire ton texte? Quels mots peux-tu appropriate (e.g., use background knowledge
utiliser pour amliorer ton texte? and personal experiences to generate ideas about
Instructional tip: Teachers can encourage familiar topics; use pictures and graphic organizers
students to use available resources to explore to help them select and organize ideas; in pairs or
synonyms for familiar words and expressions. groups, list ideas for shared or independent writing)
Teacher prompts: Comment choisis-tu tes
D1.4 Using Stylistic Elements: begin to establish ides pour crire un texte? Comment sais-tu
a personal voice and a clear point of view, with que ton texte est organis de faon logique?
teacher support (e.g., use rhyme or repetition to Comment est-ce quune discussion avec des
emphasize an idea; use words to convey meaning, pairs contribue gnrer des ides?
an attitude, or a feeling; use pictures or charts to
add context to writing) Instructional tip: Teachers can explore the
present tense of familiar -er, -ir, and -re
Teacher prompts: Comment est-ce que tu verbs through oral activities and dramatic play
vas partager tes sentiments et tes opinions to prepare students for writing about daily
avec le lecteur? Pourquoi est-il important activities.
de connatre les caractristiques et les lments
des diffrents types de textes? Comment D2.2 Drafting and Revising: plan and produce
sais-tu que les expressions et les images drafts, following a model, and revise their
suscitent une raction chez le lecteur? writing to improve its content, clarity, and
interest, using a few simple strategies (e.g., use
D1.5 Creating Media Texts: using familiar a teacher- or class-generated graphic organizer
words and expressions, create a variety of or model when planning their writing; reread,
media texts in French for specific purposes and change, add, remove, and reorganize content;
audiences, using a few simple media forms and rewrite, edit, and revise drafts based on feedback
the conventions and techniques appropriate to from the teacher and their peers; use criteria
the chosen form (e.g., explore information on a co-constructed with the teacher and their peers
cereal box to identify key elements necessary to to improve their writing)
create a product box of their own; write a weather
report containing symbols and a legend; create a Teacher prompts: Comment peux-tu varier le
web page or a captioned slideshow describing a vocabulaire dans tes textes? Comment est-ce
typical day in Grade 2; create a personal or family que tu dcides quelles informations inclure
emblem; create a poster or write a blog post sharing dans ton texte? Comment est-ce que les
instructions for caring for a plant or pet) suggestions de ton partenaire/ton enseignant
te permettent de rviser ton texte?
Teacher prompts: Comment peux-tu communi-
quer linformation que tu dois donner au sujet Instructional tip: Teachers can model and
de ton produit? Est-ce que la forme de texte encourage the use of linking words such as
que tu utilises sera efficace pour communiquer et and parce que to create sentences of
varying lengths.
226
a model or a set of guidelines to meet established By the end of Grade 2, students will:
criteria, with support as appropriate (e.g., proof-
read and correct their writing using a checklist or
information in writing about local French-
guiding questions provided by the teacher; spell
speaking communities, including aspects
familiar words correctly and with appropriate
accents; use high-frequency adjectives of colour,
quantity, location, and sentiment to enhance their
messages; use the correct subject pronouns to refer
own and other communities (e.g., write about
to family members, friends, community members,
GRADE 2
customs and traditions of French-speaking
animals, and living things in nature; use high-
communities; compare a festival in a French-
frequency verbs in the present tense to describe
speaking community with one from another
things that are happening to and around them)
cultural community, using information they
Teacher prompts: Comment est-ce que tu recorded on a Venn diagram; describe the pastimes
dtermines si ton travail est termin? Dans of children in a French-speaking community)
la version finale de ton histoire, quels lments
Teacher prompts: Quelles informations
pourrais-tu ajouter (titre, illustrations, bulles
est-ce que tu vas partager propos de cette
de texte...) pour enrichir ton texte?
communaut francophone? Quels sont les
Instructional tip: Teachers can provide passe-temps des gens de cette communaut?
opportunities for students to interact with Est-ce que tu fais quelque chose de semblable
people in their community (e.g., classmates, pendant ton temps libre?
parents, pen pals) through their written work.
D2.4 Metacognition: students to identify familiar vocabulary
(a) identify, in conversation with the teacher and expressions they can use to describe
and their peers, a few strategies they found the interests and hobbies of children in
helpful before, during, and after writing; a particular French-speaking community.
D3.2 Awareness of Sociolinguistic
take to improve their writing skills (e.g., record
conventions associated with a variety of social
feelings and opinions about their written work in a
situations in French-speaking communities,
personal journal; share with peers writing resources
and use them appropriately in their written
that they find useful; provide feedback to peers,
work (e.g., regional expressions and words from
and refer to feedback from their teacher and peers
a French-speaking community; varying levels of
when planning next steps)
politeness in letter writing to different recipients;
Teacher prompts: Quest-ce que tu vas noter use of tu and vous in giving directions)
dans ton journal dcriture? Quelles ressources
Teacher prompts: Quand tu cris une lettre
ont t les plus utiles quand tu crivais ton
amicale, quelles salutations peux-tu utiliser?
rapport de recherche? Quest-ce que tu as
Comment fait-on preuve de respect pour la
dit ton ami(e) propos de son texte? Est-ce
culture des autres dans nos messages crits?
que tu peux utiliser les mmes stratgies afin
Comment la forme de politesse que tu choisis
damliorer ton travail? Quest-ce que tu
peut-elle influencer ton message? Comment
pourras faire la prochaine fois?
vas-tu choisir ton niveau de langue selon la
Instructional tip: Teachers can encourage personne qui tu tadresses?
students to use a writers notebook to help
Instructional tips:
them monitor their goals, plan next steps,
(1) Teachers can teach the short forms of address
and record ideas for future writing tasks.
(e.g., monsieur, madame, mademoiselle)
for students to incorporate in their letters.
(2) Teachers can suggest students use different
levels of formality and politeness in various
contexts, such as a letter to the principal or text
messages to friends.
WRITING
227
GRADE 3
Note
A. LISTENING
FRENCH IMMERSION
A1. Listening to Understand comprendre la tche que tu dois accomplir?
Comment est-ce que le fait de bien couter
By the end of Grade 3, students will: te permet-il dapprendre plus de choses?
A1.1 Using Listening Comprehension A1.3 Listening for Meaning: demonstrate an
Strategies: identify a few listening comprehen- understanding of the intent and meaning of
sion strategies and use them appropriately oral French texts containing familiar words
before, during, and after listening to understand and expressions and dealing with everyday
a variety of oral French texts (e.g., activate prior topics, with contextual and visual support
knowledge; restate information to confirm under- (e.g., record information during an oral presentation
standing; identify key words related to the subject/ or a literature circle; ask questions about the topic
message/theme of a song; ask for repetition and after listening to a media text; note important ideas
clarification during and after listening) using key words and sentences from the text; restate
Teacher prompts: Comment peux-tu montrer the authors feelings and opinions; select appropriate
la personne qui prsente que tu comprends clothing for an upcoming event based on a weather
son message? Comment sais-tu que tu utilises report; identify the importance of a special event
la bonne stratgie dcoute, et pourquoi? mentioned in an announcement or radio commercial)
Quest-ce que tu peux faire pour bien Teacher prompts: Comment sais-tu que tu as
comprendre le message? compris le message vhicul? Comment peux-tu
Instructional tip: Teachers can model the use of utiliser le message pour communiquer ta
sentence starters such as Je comprends que, comprhension des opinions de lauteur?
Tu as dis que and can encourage students Comment peux-tu communiquer ton opinion
to use them when restating the main idea of propos du message de ce texte?
a message. Instructional tips:
(1) Teachers can direct students to infer the
authors intent and message by listening for
words and expressions that convey emotions.
for listening in a few specific situations (e.g.,
to participate in group work; to follow detailed (2) Teachers can model and encourage the
or multi-step instructions for a task; to identify use of words and expressions used to discuss
language patterns or expressions; to formulate messages in texts (e.g., ide, dtail,
questions about a presentation) message, argument).
Teacher prompts: Comment le fait dcouter
les autres te permet-il de participer au travail
du groupe? Comment es-tu certain de bien
230
A1.4 Responding to and Evaluating Media A2.2 Interacting: respond with understanding
Texts: express in verbal and non-verbal ways to what others say while participating in
their personal thoughts, feelings, and opinions interactions about familiar, everyday topics
about the messages and the ways they are (e.g., discuss plans for future events; participate
presented in brief oral media texts about in collaborative inquiry; respond to oral feedback
familiar, everyday topics, with teacher support during a writers workshop; ask and answer
and guidance as appropriate (e.g., analyse the questions in a conversation)
elements in a movie trailer or advertisement and
Teacher prompts: Parmi ce que les autres ont
discuss how they convey the intended messages;
dit pendant la discussion, quest-ce qui taide
list the words and expressions in a song that evoke
mieux participer la conversation? Quels
mental pictures; articulate personal connections to
GRADE 3
mots entends-tu quand une personne veut
the messages presented in a commercial; comment
mettre de lemphase sur son ide? Quels
on the speakers/authors point of view in a public
mots entends-tu quand une personne est
service announcement or radio commercial)
en dsaccord?
Teacher prompts: Quelle est ta raction au
Instructional tip: During conversations, teachers
message de ce texte? Est-ce que les mots et
can model the use of adverbs to emphasize
les expressions du texte ont t bien choisis?
specific words, ideas, or opinions (e.g., bien,
Quels mots changerais-tu? Est-ce que le
vraiment, tellement).
message et le point de vue des personnages
vont taider prendre de bonnes dcisions? A2.3 Metacognition:
Instructional tip: Teachers can encourage (a) describe strategies they found helpful
students to use comparative forms of adverbs before, during, and after listening;
(e.g., aussi que, moins que, plus que, (b) identify their areas of greater and lesser
autant que, gal ) when responding to strength as listeners, and plan steps they can
the messages in media texts. take to improve their listening skills (e.g., use
co-constructed criteria to self-monitor listening
during a conversation; determine next steps based
A2. Listening to Interact on comments and feedback from peers and the
teacher; share with a partner a listening strategy
they find helpful; record in a journal situations
A2.1 Using Interactive Listening Strategies: in which they are successful and challenged when
identify and use a few interactive listening listening)
strategies to suit a variety of situations while Teacher prompts: Quel type de situation
participating in structured and guided social dcoute est plus facile/difficile pour toi (p. ex.,
and academic interactions (e.g., adopt a respectful avec un partenaire, en petit groupe, lors dune
posture during conversations; ask questions for prsentation devant la classe, lcoute dun
clarification; identify appropriate moments to enregistrement audio)? Comment est-ce
encourage peers; maintain engagement; make quune discussion sur les stratgies efficaces te
connections to respond to and validate what permet de rflchir sur tes habilets dcoute?
someone says; acknowledge another point of Quelle stratgie dcoute taide mieux
view in conversation) comprendre un enregistrement audio qui
Teacher prompts: Comment peut-on sassurer comprend du nouveau vocabulaire?
que chacun exprime son point de vue dans une Instructional tip: Teachers can model and
conversation de groupe? Comment le fait de encourage the use of sentence starters for self-
bien couter te permet-il denrichir tes habilets reflection (e.g., Je me demande si, Je viens
de communication orale? Comment sais-tu de dcouvrir, Je pense queparce que).
que tu as bien compris le message entendu?
Instructional tip: Teachers can co-construct
an anchor chart with students that lists useful
expressions for working collaboratively in a By the end of Grade 3, students will:
group setting (e.g., Merci, Cest ton tour,
Bonne ide, Peux-tu expliquer?, Parle en A3.1 Intercultural Awareness: using information
franais sil te plat). from oral French texts, identify French-speaking
communities locally and across Ontario, find
out about aspects of their cultures, and make
LISTENING
231
own and other communities (e.g., listen to A3.2 Awareness of Sociolinguistic
stories and songs from a range of Franco-Ontarian Conventions: using information from oral
communities and make connections to their own French texts, identify and demonstrate an
community; re-create cultural artefacts based on understanding of sociolinguistic conventions
oral instructions; record information heard in used in a variety of situations in diverse
a presentation or a report to identify Franco- French-speaking communities* (e.g., language
Ontarian symbols, traditions, and/or celebrations, registers used in different French-speaking com-
such as le drapeau franco-ontarien, le Festival
FRENCH IMMERSION
munities; formal and informal expressions of

franco-ontarien, and la Fte de la Sainte-Catherine; courtesy, such as different types of salutations;
identify some contributions of French-speaking verbal and non-verbal cues appropriate to
and Aboriginal communities to Canadian culture, different environments, such as social gatherings
such as street/place names, historic sites, festivals, or classroom discussions; brief expressions used
and items such as the canoe or maple syrup) to introduce themselves and others)
Teacher prompts: Comment est-ce que les Teacher prompts: Comment est-ce que ta langue
traditions dune communaut francophone te maternelle peut te permettre de comprendre
permettent de mieux connatre les tiennes? une autre langue? Quel impact lauditoire
Quest-ce que tu as appris propos de cette a-t-il sur le choix des mots? Comment est-ce
communaut? Quest-ce que tu as appris que le comportement des personnes qui parlent
propos de ta propre communaut? taide mieux comprendre le message?
Instructional tip: Teachers can direct students Instructional tip: Teachers can direct students
to listen for names of streets, towns, or to listen for the difference in pronunciation in
community buildings that reflect French or French of cognates that are spelled the same as
Aboriginal languages. the words in English (e.g., table/table).
232
B. SPEAKING
GRADE 3
diverse audiences;
B3. 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.
B1. Speaking to Communicate their family, friends, and immediate environment,
with contextual, auditory, and visual support
By the end of Grade 3, students will: (e.g., use appropriate vocabulary and a variety of
sentence types and structures to express personal
preferences and ideas; ask questions to inquire
identify a few speaking strategies and use them
about a variety of everyday situations; incorporate
appropriately to express themselves clearly
new and familiar vocabulary in their discourse;
and coherently in French for various purposes
describe a past or future event; discuss the effect-
and to a variety of audiences (e.g., share back-
iveness of various features in a childrens magazine;
ground knowledge and personal experiences to
describe their favourite animal; explain their use
make connections to a topic; use body language
of graphics on a poster)
and facial expressions to keep the audiences
attention; rehearse with a partner before an oral Teacher prompts: Comment choisis-tu
presentation; incorporate key words and expressions le vocabulaire et le type de phrases pour
heard in oral communications; identify and practise communiquer ton message? Quel est le
structures and expressions that are challenging) vocabulaire ncessaire pour communiquer
ton message? Comment est-ce que tu peux
Teacher prompts: Comment peux-tu utiliser
personnaliser et clarifier ton compte rendu
les ides et le vocabulaire prsents par les
dun fait vcu? Comment est-ce que tu peux
autres pour mieux texprimer? Comment
formuler des questions plus intressantes pour
peux-tu capter et maintenir lattention de ton
un prsentateur?
public? Comment peux-tu tassurer que tu
es prt pour communiquer ton message? Instructional tips:
Comment peux-tu varier ton vocabulaire (1) Teachers can encourage the use of posses-
lors dune prsentation? sive adjectives (mon, ma, mes, ton,
ta, tes, son, sa, ses, leur, leurs)
when speaking about their personal lives.
encourage the use of expressions such as
cest, ce sont, voil, voici, celui-ci, (2) Teachers can model and encourage the use
celle-l when introducing and describing of irregular verbs (e.g., vouloir, devoir,
people or objects. savoir, prendre) when discussing media
texts.
B1.2 Producing Oral Communications: using (3) Teachers and students can co-create a list
familiar words and expressions, produce planned of high-frequency verbs used to describe events
and rehearsed messages in French containing in the past.
SPEAKING
information and ideas about themselves and
233
B1.3 Speaking with Fluency: speak with a contribuer la discussion? Comment est-ce
smooth pace, appropriate intonation, and que les ides des autres te permettent de faire
accurate pronunciation in planned and part de ton opinion? Quels types de phrases
rehearsed communications about personal (p. ex., phrases exclamatives, interrogatives)
and familiar topics, using familiar words and peux-tu utiliser pour encourager quelquun
expressions (e.g., pronounce words smoothly donner plus de dtails?
and accurately as modelled by the teacher when
FRENCH IMMERSION
reciting tongue twisters, chants, and/or rhymes,

co-construct a list of words and expressions
when using newly acquired vocabulary, and when
that promote positive contributions and
participating in choral speaking and/or shared
encourage others to participate in group
reading activities; deliver a rehearsed oral presen-
discussions.
tation at a smooth pace with appropriate phrasing
and emphasis) B2.2 Interacting: engage in rehearsed and
Teacher prompts: Quand est-ce que tu as spontaneous spoken interactions, in structured
confiance de parler en franais? Lorsque tu and guided social and academic contexts, on
parles un partenaire? En petits groupes? familiar topics related to matters of personal
Devant la classe? Comment est-ce que le interest or daily routines (e.g., use a variety
fait de parler de quelque chose que tu aimes of familiar words and expressions when engaged
bien ou que tu connais bien taide parler avec in conversations; ask and answer questions about
confiance? Comment est-ce que lexpression other communities; share ideas, opinions, and
ou le ton de voix peut influencer le message? feelings and encourage others to share their
points of view during a literature circle)
pronunciation of singular and plural nouns Teacher prompts: Comment sais-tu que tes pairs
and verbs during shared reading or in an comprennent bien le sens de ton message?
inside/outside circle. Comment peux-tu apporter de nouvelles
informations lors dune discussion de groupe?
B1.4 Creating Media Texts: create oral media Pourquoi est-ce quil est important dcouter
texts using forms, conventions, and techniques les opinions des autres avant dexprimer les
appropriate to the purpose and audience (e.g., tiennes?
use vocabulary and expressions from mentor texts
that they have viewed, heard, or read in their own
encourage students to employ common
media text; create and share a multimedia text
adverbs (e.g., bien, vite, lentement,
using technology; justify the use of sound effects
souvent) when talking about personal
and music to enhance a slideshow presentation)
interests and routines.
Teacher prompts: Quels lments de ce texte

te permettent dappuyer ton message? Quel B2.3 Metacognition:
format vas-tu choisir pour communiquer ton (a) describe strategies they found helpful before,
message? during, and after speaking to communicate
effectively;
students to use adjectives and adverbs that
elicit emotional responses when trying to
take to improve their speaking skills (e.g., refer
persuade others.
to feedback from the teacher and peers when revising
oral presentations; determine which strategies were
B2. Speaking to Interact helpful when presenting their message; plan to
incorporate effective communication strategies
By the end of Grade 3, students will: to enhance interactions with others)
B2.1 Using Speaking Interaction Strategies: Teacher prompts: Quest-ce que tu peux
demonstrate an understanding of appropriate remarquer quand tu observes une conversation?
speaking behaviour in a variety of situations Quest-ce que les interlocuteurs font pour
(e.g., intervene politely in a conversation; use an communiquer leurs messages? Comment est-ce
object such as a talking stick to determine whose que cela te permet de rflchir tes habilets
turn it is to talk; paraphrase a peers comment to de communication orale? Comment sais-tu
confirm understanding of his or her idea before que ton discours est bien prpar? Dans quel
adding their own; use language specific to their contexte es-tu le plus laise pour communiquer,
role in a cooperative group task) et pourquoi?
Teacher prompts: Comment est-ce que tu peux Instructional tip: Teachers can use role play
tre certain que tout le monde a loccasion de to model expressions that allow students to
234
respectfully provide and receive feedback B3.2 Awareness of Sociolinguistic Conventions:
(e.g., Ce que tu as bien fait..., Je nai pas identify sociolinguistic conventions associated
compris ton message quand tu as dit, with a variety of social situations in diverse
Ctait difficile tentendre, la prochaine French-speaking communities,* and use them
fois, peut-tre tu peux). appropriately in spoken interactions (e.g.,
language registers used by community members
in various situations; body language and gestures
B3. Intercultural Understanding appropriate to different audiences; appropriate
expressions to signify agreement)
Teacher prompts: Comment choisis-tu le
GRADE 3
vocabulaire que tu vas utiliser pour jouer
information orally about French-speaking le rle dun membre de la communaut?
communities locally and across Ontario, Comment est-ce que ta dmarche et ton
including aspects of their cultures and their expression faciale aident le public mieux
contributions to la francophonie and the world, comprendre ton message?
and their own and other communities (e.g., Instructional tips:
share ideas about the importance of French as (1) Teachers can model and encourage the
demonstrated by its status as an official language formulation of questions using pourquoi
of Canada and a required subject in the Ontario and comment when students role-play
elementary curriculum; sing or repeat phrases from community members.
songs by Franco-Ontarian musicians that reveal (2) Teachers can encourage students to use
aspects of French Canadian cultures; explain how expressions that ascertain whether others are
symbols on a flag help to represent a community; in agreement (e.g., Nest-ce pas?, Non?,
give brief oral presentations describing family, school Daccord?).
life, traditions, and festivals in Franco-Ontarian
communities and comparing them to their own)
Teacher prompts: Selon toi, pourquoi est-ce
que cest important de parler franais au
Canada? Quels aspects des traditions de cette
communaut (famille, vie scolaire, traditions,
festivals) ressemblent aux tiens? ceux de ton
partenaire?
Instructional tip: Teachers can model phrases
and expressions using the pass compos, such
as Ce que jai trouv, jai lu, jai remarqu,
jai entendu, to promote discussion and
sharing of knowledge gained from research.
SPEAKING
235
C. READING
FRENCH IMMERSION
with contextual and visual support (e.g., in a
double-entry journal, compare personal opinions
and use them appropriately before, during, and
to an authors viewpoint; use words and pictures
after reading to understand a variety of French
to express feelings and opinions about a written
texts, with teacher support (e.g., use background
text; dramatize the main event in a narrative text;
knowledge and personal experiences to infer
determine the included and excluded points of view)
implicit messages; ask questions when analysing
a characters actions; identify and highlight key Teacher prompts: Quel est le point de vue
words, phrases, and information in a non-fiction de lauteur? En quoi ressemble-t-il au tien?

text; explain the message in a descriptive poem, Quelle est la partie la plus importante de
citing specific words, phrases, or images from the lhistoire? Est-ce que les sentiments rvls
text to support their interpretation; use visualization par les personnages du texte taident mieux
to clarify details of a scene) comprendre leurs actions/leur comportement?
Teacher prompts: Pourquoi faut-il faire des Instructional tip: Teachers can model and
liens entre le texte et le sujet? Comment est-ce encourage the use of adjectives (e.g., surpris/
que cela taide mieux comprendre le message surprise, heureux/heureuse, triste,
de lauteur? Comment est-ce que tes frustr(e)) when sharing personal reactions
expriences personnelles et tes connaissances to texts.
antrieures te permettent de mieux comprendre
un message crit? Quels sont les dtails/ides C1.3 Reading with Fluency: read French texts
les plus importants dans ce texte? Comment containing familiar words, names, expressions,
le sais-tu? Est-ce que cette information est and language structures, and dealing with
ncessaire pour comprendre le texte ou est-ce everyday topics, at a sufficient rate and with
que cest tout simplement un fait intressant? sufficient ease to convey the sense of the text,
Comment est-ce que la visualisation des using a variety of cues (e.g., group words into
personnages ou des lieux dune histoire taide meaningful phrases; read aloud with some intonation
mieux comprendre lintrigue? and expression; recognize various spellings of the
same sound in independent reading selections;
Instructional tip: Teachers can suggest that participate in shared or echo reading)
students use a graphic organizer (e.g., plus-
minus-interesting) to classify key words and Teacher prompts: Est-ce que la lecture voix
information from the text before restating the haute taide mieux lire un texte? Comment
main idea in their own words. peux-tu montrer que tu es content quand tu
236
lis? Que peux-tu faire quand tu te rends titre dun magazine tincitent vouloir lire ce
compte que la ponctuation dune phrase nest dernier? Quest-ce que lauteur dun texte
pas ce quoi tu tattendais? peut faire pour capter lintrt du lecteur?
Instructional tip: Teachers can model fluency Instructional tip: Teachers can model and
and expression during modelled, shared, and encourage the use of the interrogative pronouns
guided reading. quest-ce qui and quest-ce que when
asking questions about the messages in media
C1.4 Developing Vocabulary: identify and use texts.
a few strategies to expand vocabulary through
reading (e.g., use cognates to understand the
GRADE 3
meaning of new words; use context clues to infer
meaning of new words; refer to classroom visual
supports and resources such as subject-specific
word banks) C2.1 Purposes of Text Forms: identify the
Teacher prompts: Comment est-ce que le sujet purpose(s) of some familiar text forms,
et les lments visuels dun texte te permettent including fictional, informational, graphic,
de comprendre les expressions et les mots moins and media forms, with support and guidance
familiers? Pourquoi est-ce que lauteur a from the teacher (e.g., book review to help others
choisi ces mots pour dcrire cet objet? Quels decide whether to read a book; poem to express
mots est-ce que tu utiliserais si tu dcrivais le ideas or convey a mood or image; graph of survey
mme objet? results to show patterns in information)
Instructional tip: Teachers can support student Teacher prompts: Comment choisis-tu les
learning by providing a print-rich environment, textes que tu vas lire? Quest-ce que tu peux
including visuals such as word walls and anchor lire pour trouver de linformation? Quelles
charts with sound patterns (e.g., nez, bb, informations du graphique tintressent?
hockey, manger) or the plural forms Comment est-ce que tu peux partager ces
of compound words (e.g., grands-pres, informations avec dautres?
choux-fleurs). Instructional tip: Teachers can introduce and
explore a range of texts during read-aloud
C1.5 Responding to and Evaluating Media and shared reading, and create a checklist
Texts: express personal thoughts, feelings, about how to choose a text.
and opinions about the messages and the ways
they are presented in media texts about familiar, C2.2 Characteristics and Stylistic Elements of
everyday topics, with teacher support as Text Forms: identify some characteristics and/
appropriate (e.g., analyse the text, illustrations, or stylistic elements of a variety of text forms,
and techniques used in an advertisement and discuss including fictional, informational, graphic, and
their effectiveness in representing a product or a media forms, with support and guidance from
group of people; explain how the elements on the the teacher (e.g., procedural text temporal and
cover of a magazine might persuade someone to sequential words; persuasive text a stated point
read or buy it; discuss how a media text on a subject or opinion followed by supporting ideas; map
of public interest could lead to action; analyse how pictures, symbols, legends, and use of different
specific features communicate the message in a colours; fairy tale/folktale a moral or lesson, a
tourism brochure; make informed decisions and hero or heroine, descriptive language, personification
healthy choices after reading food labels; identify the of animals or objects)
intended audience for an advertisement for a toy,
and explain whether the advertisement is effective; Teacher prompts: Comment est-ce que lauteur
describe how animals or environmental images are a choisi de prsenter son opinion? Est-ce quil a
used to evoke emotions in print advertisements) bien respect les caractristiques de ce format?
Comment lauteur utilise-t-il les lments de
Teacher prompts: Quest-ce qui taide mieux style pour communiquer son point de vue?
interprter le point de vue de lauteur? Quels Quels sont les lments de la carte qui
liens est-ce que tu as faits entre le message manquent? Comment est-ce que lauteur
de lauteur et tes connaissances antrieures/ pourrait amliorer cette carte? Comment
expriences personnelles? Quels sont tes est-ce que lauteur peut utiliser des caractris-
sentiments propos du texte? Comment tiques humaines pour donner vie aux objets
est-ce quun texte peut taider mieux contribuer dans un rcit?
ta communaut? Quels lments de la page
READING
Instructional tip: Teachers can support

students comprehension of procedural texts
237
by identifying the purpose of some of their key Teacher prompts: Peux-tu dtecter linfluence
elements (e.g., numbers, diagrams, imperatives). des pionniers franais dans les noms de famille
ou de rue que tu vois dans la communaut?
C2.3 Metacognition: Aprs la lecture dun texte qui dcrit un
(a) identify, in conversation with the teacher personnage francophone, dtermine la faon
and their peers, a few strategies they found dont sa langue et sa culture ont contribu
helpful before, during, and after reading to son succs. Comment est-ce quune brochure
understand texts; touristique se base sur des lments culturels
FRENCH IMMERSION
(b) determine their areas of greater and lesser pour tre attrayante? Comment est-ce que
strength as readers, and plan steps they can tu peux utiliser ces mmes lments pour
take to improve their reading skills (e.g., use dvelopper une affiche qui dcrit une rgion
an interest survey to identify reading preferences francophone?
and opportunities to expand choices for independent
Instructional tip: In group discussions of simi-
reading; reflect on the texts listed in a personal
larities and differences in cultural celebrations,
reading log and set a goal to read other genres)
teachers can model the use of expressions and
Teacher prompts: Comment est-ce que les vocabulary used to compare and contrast (e.g.,
rtroactions de ton enseignant(e) te permettent Je fais la mme chose, Cest diffrent, On
dlaborer les prochaines tapes suivre? ne fait pas cela, semblable, le contraire,
Pourquoi est-il important de reconnaitre les similaire).
types de textes ou les situations de lecture
qui sont plus difficiles pour toi? C3.2 Awareness of Sociolinguistic
Conventions: using information from French
Instructional tip: Teachers can develop a list
texts, identify and demonstrate an understanding
of guiding questions to help students reflect
on their reading, such as Quelles stratgies
of situations in diverse French-speaking com-
est-ce que jutilise quand je lis? Est-ce quil
munities* (e.g., abbreviations such as M., Mme,
y a dautres stratgies que je peux utiliser?,
Dr., Boul.; appropriate use of tu and vous;
Quest-ce que jaime lire? Est-ce quil y a
salutations and leave-taking expressions used
dautres genres de texte que jaimerais lire?
in letters, emails, and postcards)
Teacher prompts: Pourquoi est-ce quun auteur
C3. Intercultural Understanding utilise tu et vous pour diffrentes situations
dans le texte? Comment sais-tu que cest une
lettre amicale? Parmi les mots/expressions que
C3.1 Intercultural Awareness: using informa- lauteur a utiliss, quels sont ceux qui taident
tion from a variety of French texts, identify identifier le destinataire?

French-speaking communities locally and across Instructional tip: During shared reading of
Ontario, find out about aspects of their cultures, letters or emails, teachers and students can
and make connections to personal experiences co-create a list of salutations and leave-taking
and their own and other communities (e.g., expressions and categorize them according to
recognize and correctly read the names of cities the appropriate context and audience, for use
with French origins on a map of Ontario; describe in their writing.
ideas, themes, and characters depicted in Franco-
Ontarian music, stories, and legends; research
and share findings about a cultural tradition or
celebration in a Franco-Ontarian community;
read about Franco-Ontarian personalities and/or
historical figures and describe some of their
accomplishments; identify cultural elements in
a brochure about a French-speaking community
in Ontario)
238
D. WRITING
GRADE 3
effectively;
D1. Purpose, Audience, and Form and incorporating some of the basic elements
of each form (e.g., recount their participation in
By the end of Grade 3, students will: a school-wide activity; write a personal adventure
based on a familiar story; write a letter or email
to an author to share their opinions about a book;
compose a readers theatre script about conflict
resolution; retell a story from various points of
for French texts they plan to create (e.g., to label
view; write a sketch of a character from a popular
and add legends with precise vocabulary to maps
movie; create the invitations, menu, and program
of communities; to collaborate with classmates
for a party for their favourite fictional character;
on a persuasive letter to a school newspaper; to
compose a list of actions to conserve and protect
critique a piece of artwork; to write a sequel to or
water, such as shutting off the tap while brushing
continuation of a story read in a favourite class
teeth)
read-aloud, following a model; to recount a grand-
parents childhood story) Teacher prompts: Comment es-tu certain
que tu as choisi la forme approprie pour ton
Teacher prompts: Comment choisis-tu la forme
intention? Quels mots et expressions peux-tu
de texte que tu vas crire? Comment une
utiliser pour relier tes ides dans un texte
discussion peut-elle te permettre de clarifier
dopinion? Pourquoi as-tu choisi dcrire
la raison pour laquelle tu cris? Comment
une lettre au lieu dun courriel?
est-ce que le fait de savoir pour qui tu cris
peut affecter ce que tu cris? Instructional tips:
(1) Teachers can direct students to use the
Instructional tip: Teachers can direct students to
appropriate tenses of familiar irregular verbs
use a variety of sentence types (e.g., declarative,
(e.g., partir, sortir, venir, vouloir,
exclamatory, interrogative) and the appropriate
devoir) in a narrative.
past, present, and future tenses of familiar
verbs when writing for different purposes and (2) Teachers can encourage students to use a
audiences. variety of connecting words and conjunctions
(e.g., et, mais, ou, alors, comme,
D1.2 Writing in a Variety of Forms: write a avant, aprs, parce que).
ideas, and opinions about themselves, friends, D1.3 Developing Vocabulary: confirm word
family, and their immediate environment, meanings and review, refine, and vary word
WRITING
following models appropriate to the purpose choices, using a variety of resources (e.g., vary
239
word choice with synonyms of frequently used words and print, electronic, and other resources, as
such as dit, grand, or personne; incorporate appropriate (e.g., brainstorm ideas for writing
words and expressions heard or read; use word about a familiar topic; describe illustrations or
webs to help them develop and organize ideas) objects to generate ideas for writing; share and
Teacher prompts: Comment peux-tu enrichir discuss prior knowledge and experiences related
tes textes crits? Quels mots et expressions to a topic; gather information on a topic from texts
peux-tu emprunter dautres textes pour enrichir used in independent or class reading; sort and
FRENCH IMMERSION
ton vocabulaire? Comment peux-tu tassurer organize ideas using labels, titles, pictures, graphic
que le vocabulaire que tu utilises est vari? organizers, and/or software; record and develop
ideas on various topics and for various purposes
D1.4 Using Stylistic Elements: begin to establish in a personal journal)
a personal voice and a clear point of view, with Teacher prompts: Comment peux-tu trouver
teacher support (e.g., incorporate elements from des ides pour crire? Comment est-ce quune
mentor texts into their own writing; use words, discussion sur tes expriences personnelles
visual aids, and a variety of sentence structures facilite ton processus dcriture? Comment
to convey their message; use verbs of conviction est-ce que les lments dun texte que tu as lu
such as devoir, croire, tre ncessaire to peuvent taider gnrer des ides pour crire?
express their point of view on a familiar topic Comment est-ce que des illustrations pourraient
of public interest) taider crire une histoire? Quelle stratgie
Teacher prompts: Quest-ce que tu peux pourrais-tu utiliser pour trouver des ides
incorporer dans ton texte afin de mettre ton avant de commencer crire un dialogue?
message en valeur? Quels mots et expressions Instructional tips:
peux-tu employer pour articuler et communiquer (1) Teachers can encourage students to record
tes opinions dans ton texte? their ideas, thoughts, feelings, and opinions in
Instructional tip: Teachers can model the use a writers notebook.
of adjectives in personal descriptions of places (2) Teachers can suggest that during or after
and events. brainstorming about a particular topic, students
use colours or highlighters to sort information.
and expressions, create a variety of media texts D2.2 Drafting and Revising: plan and produce
in French for specific purposes and audiences, drafts, following a model, and revise their
using a few simple media forms and the writing to improve its content, clarity, and
conventions and techniques appropriate to interest, using a few simple strategies (e.g.,
the chosen form (e.g., create a comic strip about choose or create and use a graphic organizer to
a school event for a class newsletter; compose an help them plan a short story; reread and change,
electronic greeting card for someone special; design add, remove, or reorganize content; read their text
a poster to recommend a favourite movie; create a aloud to a peer to ensure fluency; refer to feedback
pamphlet recommending actions for Earth Day or from a writing conference with a teacher or peer
Earth Hour; draft and distribute an email petition when revising and editing a text)
about an environmental issue)
Teacher prompts: Comment est-ce quun modle
Teacher prompts: Quel format sera appropri de structure dun paragraphe peut taider
pour faire part de ton point de vue? Comment crire ton texte? Quels adjectifs peux-tu
sais-tu que ton message est clair et appropri ajouter pour mieux dcrire un personnage?
pour les destinataires? Comment peux-tu Comment est-ce que la rtroaction de ton
incorporer des images et des graphiques camarade est utile pour parfaire ton travail?
pour aider le lecteur mieux comprendre
Instructional tip: Teachers can refer students
linformation prsente?
to a checklist of success criteria to aid in self-
Instructional tip: Teachers can direct students and peer assessment.
to use the comparative form of adjectives to
convey their messages in a variety of media texts. D2.3 Producing Finished Work: edit, proofread,
a model or a set of guidelines to meet established
D2. The Writing Process criteria, with support as appropriate (e.g., use
By the end of Grade 3, students will: dashes in a dialogue to indicate a change in speaker;
verify agreement in number and gender of nouns,
D2.1 Generating, Developing, and Organizing verbs, and adjectives; use specific action verbs in
Ideas: generate, develop, focus, and organize a description of an activity; use a checklist, co-
ideas for writing, using a variety of strategies constructed with the teacher and peers, when editing
240
their text; read their text aloud to their peers or and make connections to personal experiences
teacher and use their feedback when checking that and their own and other communities (e.g.,
they have met all the specified criteria) select pictures from a Franco-Ontarian community
Teacher prompts: Quels signes de ponctuation and create descriptive captions for them; create
sont ncessaires pour crire un dialogue afin de a poster with illustrations and text to promote
mieux dmontrer les sentiments du personnage? interest in speaking French in Ontario; incorporate
Quand tu rvises ton texte, comment peux-tu references to Franco-Ontarian cultural elements
savoir si un mot doit tre crit au pluriel ou au or artefacts in personal writing; write a postcard
singulier? Comment sais-tu que tu as respect to a French-speaking pen pal, asking questions
tous les critres ncessaires pour cette tche about his or her cultural traditions; write about
dcriture? Pourquoi est-il important de relire historic voyageur routes and related modern
GRADE 3
tes travaux crits? Mtis communities, such as Mattawa)
Instructional tips: Teacher prompts: Quels mots peux-tu utiliser

(1) Teachers can direct students to verify pour rdiger les lgendes des images dune
spelling and ensure proper subject-verb communaut franco-ontarienne? Quels
agreement in their writing. moyens peux-tu utiliser pour communiquer de
linformation propos de cette communaut?
(2) Teachers can encourage students to use Quels mots et expressions peux-tu utiliser
various graphic elements (e.g., different fonts, pour convaincre les Ontariens apprendre
colour, illustrations, italics, bold) to enhance et parler le franais?
the message in their text.
D2.4 Metacognition: brainstorm a list of adjectives and adverbs that
(a) identify, in conversation with the teacher will assist students in conveying their messages
and their peers, a few strategies they found about the importance of learning and speaking
helpful before, during, and after writing; French in Ontario.
take to improve their writing skills (e.g., record
writing successes and challenges in a personal
journal; refer to a class-developed anchor chart to
appropriately in their written work (e.g.,
guide them when providing feedback to a partner;
standard formats for personal letters, postcards,
share and discuss with peers revision strategies
emails; conventions for writing the date; language
that they find useful)
registers for formal and informal communication
Teacher prompts: Comment est-ce que le fait in familiar contexts)
de consulter ton journal te permet de choisir
Teacher prompts: Comment choisit-on une
une stratgie approprie? Comment est-ce
salutation approprie lorsquon rdige un
que le fait de donner de la rtroaction un ami
message? Pourquoi est-il important de
te permet de rflchir ton apprentissage? La
connatre la structure dune lettre/dune carte
stratgie que tu as utilise pour organiser ton
postale/dun courriel? Comment est-ce que
information avant dcrire a-t-elle t efficace?
la date en franais est crite diffremment de
Instructional tip: Teachers can model the la date en anglais? Qui est le destinataire de
correct use of je peux sentence stems during ton message? Comment sais-tu que tu as choisi
reflection and goal-setting activities. les bons mots pour communiquer ton message
dune manire respectueuse?
D3. Intercultural Understanding Instructional tip: Teachers can refer students

to anchor charts or word lists that contain forms
By the end of Grade 3, students will: of address used in daily communications to
different audiences.
information in writing about French-speaking
communities locally and across Ontario,
WRITING
241
GRADE 4
Note
A. LISTENING
FRENCH IMMERSION
A1. Listening to Understand vocabulary from songs, chants, and rhymes; to
participate in a game or activity)
Teacher prompts: De quelle faon est-ce que
A1.1 Using Listening Comprehension les opinions dun cologue sur un problme
Strategies: identify a range of listening environnemental actuel influenceront tes
comprehension strategies and use them actions de tous les jours? Pourquoi est-ce
appropriately before, during, and after listening que le fait de suivre les directives verbales dun
to understand a variety of oral French texts pair peut taider apprendre jouer un jeu?
(e.g., ask questions about facts to clarify meaning; Comment est-ce que le fait dcouter les
take notes using a graphic organizer during an oral nouvelles personnelles partages en classe
presentation; make personal connections during peut taider poser une question pertinente?
and after listening to an audio text; use visualization Instructional tip: Teachers can ask students to
during the description of a past or future event) identify different forms of the past, present, and
Teacher prompts: Comment est-ce que la prise future tenses of familiar verbs that they hear.
de notes durant une prsentation orale te permet
dorganiser tes ides pour comprendre davantage A1.3 Listening for Meaning: demonstrate an
le message entendu? Quels liens peux-tu understanding of the intent and meaning of
faire entre ton exprience et le texte? Quels various oral French texts containing familiar
mots et expressions du texte taident visualiser and unfamiliar words and expressions and
la description de cet vnement? Comment dealing with familiar, academic, and personally
est-ce que cette stratgie te permet de mieux relevant topics, with support as appropriate
comprendre la situation? (e.g., summarize main ideas using graphic organizers;
paraphrase ideas heard after a think-pair-share
Instructional tip: Teachers can direct students to activity; discuss the purpose and main points of an
listen for adjectives and descriptive expressions oral presentation by a peer or guest speaker; create
that allow them to visualize the events recounted a tableau depicting the solution to a problem from
in a presentation or a newscast. a read-aloud; use a pictogram to demonstrate
sequencing after listening to the description of a
historical event; express opinions on the platforms
presented by candidates in a class election; explain
for listening in a variety of situations (e.g.,
their feelings and personal reactions to a recorded
to enable them to respond appropriately to peers
Aboriginal folktale)
during literature circles; to formulate an opinion
about a social or environmental issue based on Teacher prompts: Quelles sont les nouvelles
information provided in a broadcast; to learn from informations que tu as apprises? Ton opinion
others during oral presentations; to learn new a-t-elle chang aprs cette prsentation? Justifie
244
ta rponse. Comment la prsentation a-t-elle in social and academic interactions about familiar
rpondu aux questions que tu avais propos and personally relevant topics (e.g., demonstrate
du sujet? Quelles questions te poses-tu aprs an understanding of when to listen and when to
la prsentation? Comment est-ce que la speak; listen without interrupting; reconsider their
description dun vnement historique taide opinion after hearing what others say; ask the
mieux comprendre les diverses perspectives? speaker to repeat or explain at appropriate moments)
Comment est-ce que les arguments des
candidats prsents lors dun dbat pour une
lidentification des stratgies dcoute te permet
lection scolaire ton cole influenceront ton
dinteragir efficacement durant des changes
vote? Quelles sont tes ractions propos du
dinformations? Quest-ce qui tindique
message prsent dans le conte?
GRADE 4
que tu peux interrompre lorateur durant une
Instructional tips: prsentation afin de mieux comprendre son
(1) Teachers can remind students to identify message? De quelle faon est-ce que les ides
words and expressions that indicate that des autres participants taident rvaluer ton
actions have happened in the past (e.g., hier, opinion sur le sujet discut?
auparavant, il y a deux semaines, dans
le pass, dhabitude) to assist in their
encourage the use of negative constructions
comprehension.
to express opinions.
(2) Teachers can model expressions associated
with persuasion, such as je te jure, je te A2.2 Interacting: respond with understanding to
promets, je tencourage, je te suggre. what others say while participating in a variety
A1.4 Responding to and Evaluating Media personally relevant topics (e.g., acknowledge
Texts: express their personal opinions about another point of view in conversation; ask and
the treatment and presentation of the messages answer questions to understand a peers statements
in a variety of oral media texts about familiar, and opinions; respond effectively to a peers ideas
academic, and personally relevant topics, and in a think-pair-share situation)
give evidence from the texts for their opinions,
Teacher prompts: Quel est le point de vue de
with teacher support as appropriate (e.g., listen
ton partenaire? Est-ce que son opinion a influ-
to a video clip on a health or environmental issue and
enc ta propre opinion sur le sujet discut?
explain its impact on their life; identify expressions
Comment est-ce que le fait de rpondre aux
heard in advertisements that signal an attempt to
noncs dun pair ou de les remettre en question
persuade the listener to do or buy something; listen
taide interagir efficacement dans le cadre
to an advertisement aimed at youth and identify
dune discussion? De quelle faon est-ce que
how the product is promoted)
la stratgie penser-partager-parler/rflchir-
Teacher prompts: Dans quelle mesure est-ce partager-discuter taide mieux interagir avec
que les arguments entendus lors de la prsenta- les autres?
tion te font rflchir propos de tes futures
actions? Comment les arguments prsents
encourage students to use the conditionnel
dans un vidoclip faisant la promotion dun
prsent when expressing their point of view.
produit alimentaire sant vous inciteront-ils
consommer ce dernier? Comment le fait A2.3 Metacognition:
dvaluer un texte mdiatique te permet-il (a) describe factors that prevent them from
de rflchir ton propre point de vue et listening effectively and strategies they found
tes opinions? helpful before, during, and after listening;
Instructional tip: Teachers can ask students (b) identify their areas of greater and lesser
to listen for possessive adjectives (e.g., mon, strength as listeners, and plan steps they can
ta, ses, notre, vos, leur) and use take to improve their listening skills (e.g., refer
them when expressing feelings and opinions. to feedback from teachers and peers to identify
areas of strength and set listening goals; reflect in a
personal journal on areas in need of improvement
A2. Listening to Interact and ways to listen more effectively)
By the end of Grade 4, students will: Teacher prompts: Dans quelle mesure la
rtroaction de ton enseignant(e) ou de tes
A2.1 Using Interactive Listening Strategies: pairs taidera-t-elle identifier les prochaines
LISTENING
identify and use interactive listening strategies tapes suivre pour mieux russir en situation
245
dcoute active? De quelle faon lusage de A3.2 Awareness of Sociolinguistic
ton journal de bord pour noter les stratgies Conventions: using information from oral
dcoute que tu as utilises te permet-il dvaluer French texts, identify and demonstrate an
ces dernires pendant une interaction? understanding of sociolinguistic conventions
used in a variety of situations in diverse
French-speaking communities* (e.g., differences
students to use future tenses when describing
in language used in conversations with a teacher
their plans to improve their listening skills.
FRENCH IMMERSION
versus with a peer; conventions used in informal

exchanges such as telephone calls with a family
A3. Intercultural Understanding member)
Teacher prompts: Quand est-ce que cest
appropri dutiliser bonjour et salut comme
A3.1 Intercultural Awareness: using information salutation dans tes interactions? Comment
from oral French texts, identify French-speaking est-ce que les indices non verbaux utiliss par
communities in Ontario, find out about aspects un individu taident comprendre son message?
of their cultures, and make connections to Comment fais-tu preuve de respect envers la
personal experiences and their own and other personne avec qui tu parles?
communities (e.g., listen to directions to locate
on a map historic Franco-Ontarian or Mtis
communities such as Sault Ste. Marie or Mattawa;
identify examples of the use of French in daily
life in their immediate environment, such as the
bilingual version of the national anthem sung at
school or sports events; listen to a peer describe a
Franco-Ontarian tradition, and make connections
to a similar tradition in their own family)
Teacher prompts: Comment est-ce quune
chanson qui reprsente une communaut te
permet de mieux comprendre cette dernire?
Dans quelle mesure est-ce que les informations
prsentes dans un texte sur diffrentes cultures
taideront mieux connatre ta propre culture?
Instructional tip: Teachers can direct students to
listen for comparative phrases such as celui-ci
est plusque, celle-l est moinsque, on

utilise plus deque and use them when
comparing traditions.
246
B. SPEAKING
GRADE 4
diverse audiences;
B1. Speaking to Communicate the creation story of Lle de la tortue; describe the
findings of a survey about trades and professions
By the end of Grade 4, students will: in Canada; describe popular leisure activities in a
particular region; deliver a speech communicating
personal thoughts and opinions on an environmental
or financial issue; share, in small or large groups,
personal reactions to the music in advertisements;
discuss the impact of product placement food,
beverages, toys, clothing, or games in films and
plan and rehearse their message; use gestures and
television shows; debate the suitability of video
visuals to support their point of view; use vocal
games for different age groups)
techniques to engage the audience)
Teacher prompts: Comment est-ce que tu te
prpares pour raconter une histoire? Comment
de planifier ta prsentation taidera mieux
peux-tu partager les rsultats dun sondage dune
partager linformation avec tes pairs? Que
faon engageante? Comment les diffrents
fais-tu pour organiser tes penses de faon
styles de prsentation orale contribuent-ils
logique lors dune prsentation orale? Quels
diffrencier la faon avec laquelle tu pourrais
outils taideront mieux exprimer tes ractions
prsenter tes informations et tes ides oralement
personnelles? Comment est-ce que les gestes
ton auditoire? Comment est-ce que les
et lexpression non verbale auront un impact
opinions des membres de ton groupe taident
sur ta prsentation?
faire part de la tienne? Comment exprimeras-tu
Instructional tip: Teachers can direct students to ton opinion lors du dbat sur le contenu de
use varied vocabulary and a range of sentence diffrents jeux vidos pour des ges prcis?
types, such as declarative, interrogative, and
Instructional tips:
exclamatory, to maintain listeners interest.
(1) Teachers can introduce students to the use
of expressions such as Cest ncessaire de,
B1.2 Producing Oral Communications: using
Il est important de, Il faut/Il ne faut
pas, followed by the infinitif, to emphasize
planned, rehearsed, and increasingly sponta
ideas.
neous messages in French containing information
and ideas about academic topics and matters of (2) Teachers can suggest that students use
immediate personal relevance, with contextual, sentence starters such as Je pense que...,
auditory, and visual support (e.g., summarize or Il me semble que..., Je crois que... when
SPEAKING
retell a First Nations, Mtis, or Inuit story such as expressing their opinions.
247
B1.3 Speaking with Fluency: speak with a Instructional tip: Teachers can remind students
smooth pace, appropriate intonation, and to choose appropriate moments to ask questions
accurate pronunciation in planned, rehearsed, to verify understanding during their interactions
and increasingly spontaneous communications with their peers.
about familiar, academic, and personally
relevant topics, using familiar words and B2.2 Interacting: engage in rehearsed and
expressions (e.g., make straightforward requests, spontaneous spoken interactions, in guided
and increasingly spontaneous social and
FRENCH IMMERSION
express preferences, and describe interests with

minimal hesitation; use standard greetings and academic contexts, about personally relevant
expressions of courtesy with minimal hesitation and academic topics (e.g., discuss the importance
in classroom activities; pronounce new vocabulary of recycling practices in their community; discuss
correctly in classroom activities; use classroom healthy and unhealthy eating habits; ask for and
reference materials and teacher prompts to give directions to specific places, such as a restaurant,
self-correct errors in spoken French) friends home, park, or town; role-play an inter-
action that involves a financial transaction)
Teacher prompts: Quest-ce que tu fais pour
texprimer avec clart? Pourquoi est-ce que Teacher prompts: Quels sont les arguments
cest important de pratiquer et dutiliser les essentiels qui taideront convaincre les
nouveaux mots? Que fais-tu pour ajouter de autres de recycler ou de choisir des contenants
lemphase durant la prsentation dun pome? rutilisables? Quelles informations peux-tu
partager avec tes camarades propos de
B1.4 Creating Media Texts: create a variety of lalimentation saine lcole? Comment
oral media texts using forms, conventions, and est-ce que le fait de connatre ton voisinage
techniques appropriate to the purpose and taidera communiquer oralement des
audience (e.g., record an interview with someone instructions afin darriver un endroit
in the school community about his or her role in prcis dans ta communaut?
protecting the environment; use technology to re
cord their point of view on social media and how it
students to use prepositions and conjunctions
affects their interactions; provide the voice-over for
such as vers, droit, gauche, tout
an advertisement advocating the purchase of fair-
droit, pendant when giving or asking for
trade goods; create a video recounting a traditional
directions.
story from a First Nation or Mtis Elder)
Teacher prompts: Comment est-ce que lusage B2.3 Metacognition:
de la technologie taidera mieux prsenter (a) describe strategies they found helpful before,
ton message? Quels lments et techniques during, and after speaking to communicate
mdiatiques pourrais-tu ajouter ta publicit effectively;

afin dappuyer ton message? (b) identify their areas of greater and lesser
strength as speakers, and plan steps they
students to use various question structures
refer to and use established criteria for effective
(e.g., subject-verb inversion, intonation) when
communication; plan to incorporate effective com-
conducting an interview.
munication strategies in their daily interactions;
discuss areas of strength with teachers and peers,
B2. Speaking to Interact and set goals to improve oral communication)
Teacher prompts: De quelles faons les
critres dvaluation tablis pour une tche
B2.1 Using Speaking Interaction Strategies: de communication orale taideront-ils mieux
demonstrate an understanding of appropriate prsenter ton point de vue? Comment est-ce
speaking behaviour in a variety of situations que lidentification des stratgies de communi-
(e.g., take turns when speaking in a group; make cation orale taide partager tes ides et tes
relevant and constructive comments in discussions opinions lors dune discussion? Quelles sont
with peers; ask relevant questions in conversations) les stratgies efficaces que tes pairs ont utilises
dans leurs prsentations? Lesquelles pourrais-tu
Teacher prompts: Comment est-ce quune employer afin damliorer ta prochaine prsen-
discussion dmontre que tu comprends les tation? Comment est-ce que la rtroaction de
stratgies dinteraction orale? Comment ton enseignant(e) ou de tes pairs te permettra
est-ce que les questions que tu poses au sujet de planifier tes futures prsentations?
de la conversation illustrent une stratgie
dinteraction orale? Instructional tip: Teachers can encourage
students to employ frequently used adverbs
248
(e.g., bien, vite, lentement, souvent) B3.2 Awareness of Sociolinguistic Conventions:
when commenting on their use of speaking identify sociolinguistic conventions associated
strategies. with a variety of social situations in diverse
B3. Intercultural Understanding appropriate form of address polite/familiar,
singular/plural to suit specific situations; greetings,
leave-taking expressions, and expressions of
B3.1 Intercultural Awareness: communicate courtesy appropriate to the social context; ways
information orally about French-speaking to accept or decline invitations; expressions of
communities in Ontario, including aspects understanding or lack of understanding such as
GRADE 4
of their cultures and their contributions to la Je comprends,Je ne comprends pas,Comment?)
francophonie and the world, and make connec- Teacher prompt: Pourquoi est-il pratique de
tions to personal experiences and their own dterminer comment, quand et avec qui utiliser
and other communities (e.g., give brief oral diffrentes salutations, expressions de prise de
presentations describing Franco-Ontarian traditions cong et expressions de courtoisie en parlant?
and festivals such as le Bal de Neige in Ottawa;
describe the significance of la FESFO la Fdration Instructional tip: Teachers can model polite
de la jeunesse franco-ontarienne; research and formulas for accepting and declining invitations
discuss French-speaking historical and current using expressions of agreement and regret
figures and their influence on Ontario; discuss (e.g., Bien sr! On veut aller au centre dachats;
the rich cultural diversity that constitutes the Je regrette, mais je dois faire mes devoirs;
Franco-Ontarian community; discuss ways in Jaimerais bien tinviter chez nous, mais mes
which French-speaking Aboriginal people can parents ne sont pas l; Je suis dsol, mais je
celebrate both their Franco-Ontarian and dois aller chez le mdecin).
Aboriginal cultures)
Teacher prompts: Quels mots de vocabulaire
pourrais-tu utiliser pour dcrire cette com-
munaut franco-ontarienne? Comment
est-ce quune discussion sur tes traditions
et tes clbrations culturelles te sensibilise
aux diffrentes clbrations des communauts
francophones? Quels lments prsenteras-tu
propos de linfluence des Franco-ontariens et
des Autochtones sur lhistoire de lOntario?
students to use possessive adjectives (e.g.,
notre/nos, votre/vos, leur/leurs) when
discussing the traditions and customs of their
own families and those of Franco-Ontarian
communities.
SPEAKING
249
C. READING
FRENCH IMMERSION
C1. Reading Comprehension Teacher prompts: Comment est-ce que la
cration dun scnarimage favorise la com-
By the end of Grade 4, students will: prhension dun texte lu? Comment est-ce
que les rflexions que tu as consignes dans
ton journal de bord propos dun passage lu
identify a range of reading comprehension
taident exprimer tes ides et opinions propos
strategies and use them appropriately before,
du texte? Pourquoi est-ce que la dramatisation
during, and after reading to understand a variety
dune scne dun texte lu taide mieux
of French texts, with support as appropriate
comprendre le point de vue des principaux
(e.g., activate prior knowledge through brainstorm-
personnages?
ing; use visualization to clarify details; make and
confirm predictions based on evidence from the text) Instructional tip: During modelled, shared,
and guided reading, teachers can identify or

Teacher prompts: De quelle faon est-ce que
highlight descriptive language, such as adjectives,
tes connaissances antrieures taident mieux
adverbs, similes, and metaphors, that helps
comprendre les actions du hros/de lhrone?
the reader to visualize the events, setting,
De quelle manire est-ce que la visualisation
or characters in a narrative.
te permet de mieux situer laction du texte?
Pourquoi faut-il dterminer si tes prdictions C1.3 Reading with Fluency: read French texts
sont confirmes ou rejetes lors de la lecture containing familiar vocabulary and language
dun texte? structures, and dealing with familiar, academic,
Instructional tip: During read-alouds and and personally relevant topics, at a sufficient
shared reading activities, teachers can model rate and with sufficient expression to convey
think-aloud stems and sentence starters that the sense of the text, using a variety of cues
promote reading comprehension (e.g., Selon (e.g., use appropriate phrasing and expression
le textedonc je pense que, Le hros me when participating in a readers theatre; make
fait penser , Limage que le texte cre oral reading sound like spoken language with
dans ma tte). appropriate pauses, stops, and starts indicated
by punctuation)
understanding of the intent and meaning of a
capter et maintenir lattention du public quand
variety of French texts about familiar, academic,
tu lis voix haute? Pourquoi est-ce que cest
and personally relevant topics, with contextual
plus facile de lire un texte propos dun sujet
and visual support (e.g., create a visual represen-
familier?
tation of a narrative in storyboard form; write a
journal entry to respond to an independent reading
text; dramatize important events in a story read in
a literature circle)
250
C1.4 Developing Vocabulary: identify and use C2. Purpose, Form, and Style
several different strategies to expand vocabulary
through reading (e.g., categorize vocabulary based By the end of Grade 4, students will:
on word patterns; create a personal dictionary of
interesting words and familiar expressions; look
for familiar prefixes, suffixes, or word stems in
fictional, informational, graphic, and media
unfamiliar words; use visuals to help them infer
forms (e.g., diary/journal to articulate a personal
the meaning of unfamiliar words or expressions;
perspective; brochure to present information
read words within words)
briefly; instructions to describe how to perform
Teacher prompts: De quelle faon est-ce que a task or use a device; receipt to show the item
GRADE 4
les mots de la mme famille taident lire les bought and the price paid for it)
nouveaux mots? Comment est-ce que la
Teacher prompts: Comment est-ce que la lecture
cration dun dictionnaire personnel peut
dun journal influence ta perspective au sujet
taider largir ton vocabulaire?
dun vnement? De quelle manire est-ce
Instructional tip: Teachers can encourage que la lecture dune brochure te permettra
students to record new and interesting words de trouver les informations qui suscitent
along with their context in their personal ton intrt? Comment prfres-tu lire une
dictionary or writers notebook, and to marche suivre?
incorporate them in their written texts.
C1.5 Responding to and Evaluating Media students to vocabulary and expressions that
Texts: express their personal opinions about refer to an authors attempt to influence readers
the treatment and presentation of the messages for a particular purpose as well as readers
in a variety of media texts about familiar, reactions to texts (e.g., influer, inciter,
academic, and personally relevant topics, and impact, ractions, persuader, valuer,
give evidence from the text for their opinions, jugement, transmettre le savoir/la culture/
with teacher support as appropriate (e.g., les valeurs).
express opinions on a magazine article; compare
C2.2 Characteristics and Stylistic Elements of
newspaper and online articles on the same event or
subject; identify and evaluate the persuasive tech-
or stylistic elements of a variety of text forms,
niques used in advertisements; discuss how
photography and headlines or slogans work together
on magazine covers or billboards; identify effective
convey the meaning, with support and guidance
elements in comics, graphic novels, or product
from the teacher (e.g., magazine headlines,
packaging)
subheadings, text boxes, and photographs; movie
Teacher prompts: Quelle est ta raction review opinions and supporting evidence; letter
propos du message de larticle? Comment date, salutation, information, feelings, and opinions
est-ce que lauteur transmis son message intended for a specific reader; travel guide maps,
dans la bande dessine? Comment est-ce images, and information divided by many headings)
que le choix du mdia pourrait avoir une
Teacher prompts: Comment est-ce que lauteur
influence sur tes opinions propos du sujet?
a communiqu son message en utilisant des
Est-ce que la mise en page de la revue est
lments de style? Quels mots et expressions
efficace? Comment pourrais-tu lamliorer?
est-ce que lauteur de cette critique de film
Quelles sont les techniques mdiatiques que
a utiliss afin de prsenter son opinion?
lauteur a employes afin de capter lintrt
Comment peut-on diffrencier le format dune
de son public? Est-ce quil a russi?
lettre officielle de celui dune lettre amicale?
Instructional tips: Comment est-ce que les lments de style
(1) Teachers can suggest that students use aident le lecteur trouver des informations
complex sentences with connecting words dans un guide touristique?
(e.g., parce que, car, donc, en effet,
Instructional tip: During shared reading,
de plus, puis) when expressing opinions
teachers can direct students attention to
about media texts.
the use of titles, headings, subheadings, and
(2) Teachers can model and encourage the use graphics in various texts.
of various negative constructions (e.g., ne
pas, neplus, nejamais) when discussing
READING
the effectiveness of features used in media texts.
251
C2.3 Metacognition: sporting events such as les Jeux Franco-ontariens,
(a) identify, in conversation with the teacher childrens games such as voyageur competitions
and their peers, a few strategies they found and blanket throwing, family traditions, and
helpful before, during, and after reading to favourite songs in various communities; read
understand texts; about Franco-Ontarian Mtis such as Marcel
(b) determine their areas of greater and lesser Labelle and Christian Pilon and identify some
strength as readers, and plan steps they can of their accomplishments)
take to improve their reading skills (e.g.,
FRENCH IMMERSION
Teacher prompts: En quoi est-ce que tes

recognize when understanding has broken down; clbrations familiales sont semblables ou
identify which reading strategies are being used diffrentes celles de cette communaut
effectively; discuss how the text form affects their francophone? Quels sont les contributions
choice of reading strategies) et exploits des francophones de ta rgion?
Teacher prompts: Comment est-ce que le fait Instructional tip: Teachers can draw students
de prendre en note des stratgies de lecture attention to the masculine and feminine forms
amliore-t-il ta lecture? Comment est-ce que of adjectives (both singular and plural) that
le fait de dvelopper des preuves dapprentissage describe traditions, nationalities, or cultural
et des critres dvaluation en lecture taide heritage (e.g., francophone(s), franco-
identifier tes forces et tes faiblesses comme ontarien(ne), qubcois(e), canadiens/
lecteur? Quelles seront les prochaines tapes canadiennes, antillais(se)).
que tu devrais suivre pour amliorer ton
rendement en lecture? C3.2 Awareness of Sociolinguistic
Instructional tip: Teachers can encourage Conventions: using information from
students to record reflections about their French texts, identify and demonstrate an
reading and steps for improving it in a understanding of sociolinguistic conventions
readers notebook. used in a variety of situations in diverse
French-speaking communities* (e.g., the familiar
and formal forms of expressions used in letters,
C3. Intercultural Understanding emails, and text messages, such as la prochaine
versus Bien vous; appropriate ways to invite
someone to do something; conventions of personal
C3.1 Intercultural Awareness: using information and business letters)
from a variety of French texts, identify French- Teacher prompts: Dans cette lettre, comment
speaking communities in Ontario, find out est-ce que lauteur a dmontr sa relation
about aspects of their cultures, and make avec le destinataire ? Comment est-ce que
connections to personal experiences and their le personnage a invit son ami participer
own and other communities (e.g., compare la fte? Quelles expressions as-tu notes dans
cultural experiences and perspectives in texts ton carnet de lecture? Comment pourrais-tu
to those in their own community; research the les utiliser la prochaine fois que tu devras crire
achievements and contributions of French speakers un texte?
in Ontario; make connections to stories or legends
Instructional tip: Teachers can draw students
from French-speaking communities in Ontario,
attention to expressions used in different contexts
such as Sleeping Giant in Thunder Bay; research
to extend, accept, and refuse an invitation (e.g.,
information about traditions and festivals such as
Voulez-vous nous accompagner?, Allons-y,
le Festival des tulipes and le Festival Hati en Fte
Jai hte de te voir mais).
Ottawa, le Festival des voyageurs Mattawa,
Mtis rendez-vous Rivire des Franais, le
Festival Bana yAfrique Toronto, and powwows,
252
D. WRITING
GRADE 4
By the end of Grade 4, students will: ideas, and opinions about familiar, personally
relevant, and academic topics, following models
appropriate to the purpose and incorporating
some elements of each form (e.g., write an al-
ternative ending to a popular folktale, fairy tale,
French texts they plan to create (e.g., to give a
legend, or tall tale; develop and write directions
friend directions to their home; to create a timeline
for a board game linked to bullying prevention
of significant events to accompany a biography;
or healthy living; write a poem, letter, or email
to express in a letter to the parents committee of
to a veteran recognizing the sacrifices made by
the school their feelings about the importance of
Canadian soldiers and peacekeepers; write a report
recreational equipment in the school yard; to write
or journal entry to convey thoughts and feelings
about the use of plants in traditional remedies)
about an environmental or social issue in their
Teacher prompts: Quels sont les lments cls community)
dun texte procdural? Comment pourrais-tu
clarifier les tapes pour ton lecteur? Comment
respectes la structure dun texte narratif quand
est-ce quune lettre au comit de parents te
tu cris ta nouvelle version de la fin de cette
permet dexprimer pourquoi tu penses que
histoire? Comment tassures-tu que la srie
cest important davoir des jeux pour la cour
de rglements de jeu que tu cris est logique?
de rcration de lcole?
Quels expressions et mots descriptifs ajouteras-
Instructional tip: Teachers can suggest that tu ton pome afin dexprimer ta gratitude
students use declarative sentences and expres- pour les sacrifices des soldats canadiens?
sions that show cause and effect (e.g.,Je suis
Instructional tips:
plus content quand je joue la marelle dans la
(1) Teachers can model the use of familiar verbs
cour, Vos enfants seront plus actifs pendant
in the impratif and encourage students to use
les recrations sil y a plus de jeux) when
them when writing rules and instructions for
writing a persuasive letter.
their board games.
voici and voil when presenting arguments
in a report.
WRITING
253
D1.3 Developing Vocabulary: confirm word Teacher prompts: Comment est-ce que tu peux
meanings and review, refine, and vary word incorporer des lments tels que des photos
choices, using a variety of resources (e.g., select avant et aprs pour convaincre les autres
new words from a list of synonyms to avoid dtre plus actifs physiquement? Comment
repetition and vary word choice; use fiction and peut-on inciter les touristes aller visiter un
non-fiction texts to confirm spelling and meaning; parc provincial? Quel format choisirais-tu pour
use a visual dictionary to associate pictures and appuyer ton message?
FRENCH IMMERSION
written words)
Instructional tip: Teachers can provide examples
Teacher prompts: Comment peux-tu vrifier le of slogans or posters that promote healthy living
sens des mots utiliss dans tes productions that students can use as mentor texts when
crites? De quelles faons les livres narratifs creating their own media texts.
et informatifs taident-ils vrifier lorthographe
des mots que tu utilises dans tes productions D1.6 Applying Language Conventions:
crites? Comment peux-tu varier les mots communicate their meaning clearly, using
que tu utilises dans tes productions crites? parts of speech appropriately and following
conventions for correct spelling, word order,
and punctuation (e.g., masculine and feminine
to use demonstrative adjectives (e.g., ce, cet,
forms of adjectives; irregular plural nouns such as
cette, ces) when discussing how to use
travail/travaux, cheval/chevaux; present, past,
various resources to produce a written text.
and future tenses of familiar -er, -ir, and -re verbs;
expressions with avoir and faire such as avoir
D1.4 Using Stylistic Elements: use word choice
besoin, avoir faim, avoir soif, faire chaud,
and stylistic elements to establish a personal
faire du ski; pass rcent using venir de, such
voice and a clear point of view (e.g., provide
as Je viens darriver; impratif to give directions
a main idea and supporting details in a letter;
and instructions; demonstrative adjectives such as
use present tense and sequencing words in an
ce, cet, cette, ces; position and agreement
explanation; use adjectives and adverbs to describe
in gender and number of irregular adjectives
the characters, setting, and events in a narrative)
with nouns, such as bel arbre, neige blanche;
Teacher prompts: As-tu inclus assez de dtails possessive adjectives such as notre/nos,votre/vos,
pour soutenir ton point de vue? Comment leur/leurs; position of frequently used adverbs
utiliserez-vous la forme verbale du prsent pour such as peu, beaucoup, assez, trop; the
crire une explication sur un sujet donn? prepositions voici and voil; subject-verb
Quels sont les mots et expressions que tu inversion to ask questions; compound sentences
pourrais utiliser afin de dcrire le lieu, les using connecting words such as dabord, et,
personnages et lintrigue de lhistoire? puis, ensuite)
Instructional tips: Teacher prompts: Quels mots et expressions

(1) Teachers can suggest that students use te permettent de bien dcrire des objets, des
possessive adjectives (e.g., notre/nos, personnes? Quel temps de verbe te permet
votre/vos, leur/leurs) to establish a dcrire les instructions? Comment est-ce que tu
personal voice. adaptes ces instructions pour des destinataires
(2) Teachers can suggest that students use diffrents? Quelles ressources taident
impersonal expressions (e.g., Il faut..., Il est vrifier laccord du verbe avec son sujet?
ncessaire..., Cest important..., Il semble Instructional tip: Teachers can suggest that
que..., Il vaut mieux...) when writing an students use irregular adjectives (e.g., un bel
explanation. enfant, une bonne forme, un vieil homme)
when writing a poem.
D1.5 Creating Media Texts: using familiar
words and expressions, create a variety of
media texts in French for specific purposes and D2. The Writing Process
audiences, using several media forms and the
conventions and techniques appropriate to the By the end of Grade 4, students will:
chosen form (e.g., create a poster to illustrate a
procedure or to promote healthy living; create a
brochure for a provincial park; design a bumper
ideas for writing, using a variety of strategies
sticker about a social or environmental issue;
and print, electronic, and other resources, as
create a map with labels and a legend showing
appropriate (e.g., order the events in a story on a
where plants with medicinal properties such as
storyboard; select an idea from their writers notebook
blueberries, apples, and wild ginger can be harvested)
254
and develop questions to guide research; sort and Instructional tip: Teachers can encourage
classify ideas by highlighting key words, using students to use a bulleted list to provide key
graphic organizers, or making jot notes) information in a report.
Teacher prompts: Comment est-ce quun
D2.4 Metacognition:
schma de rcit peut taider organiser les
vnements dune histoire? Quelles
and their peers, several strategies they found
questions peux-tu te poser afin de lancer
et guider la recherche sur un sujet? Quel
outil dorganisation prfres-tu utiliser
quand tu classifies les ides selon leur ordre
take to improve their writing skills (e.g., discuss
dimportance?
GRADE 4
the importance of co-constructing success criteria
Instructional tip: Teachers can remind students before writing; describe how using exemplars helps
to refer to anchor charts (e.g., toile dides, tableau improve writing skills; evaluate the effectiveness of
de rfrences, schma du rcit) when developing using a checklist to improve the final draft)
ideas before and during writing.
Teacher prompts: Pourquoi est-ce que les
D2.2 Drafting and Revising: plan and produce critres dvaluation sont si importants?
drafts, following established criteria, and revise Comment est-ce que ces critres taident
their writing to improve its content, clarity, mieux rdiger ton texte? De quelle faon
and interest, using a variety of strategies (e.g., est-ce que ton texte ressemble aux copies types
outline the elements of their report on a graphic quon a tudies? Quest-ce qui manque dans
organizer; consult classroom resources when ton texte? Que peux-tu faire pour amliorer
editing their writing; refer to teacher models and ton texte?
exemplars when revising their writing) Instructional tip: Teachers can suggest students
Teacher prompts: Quel organisateur graphique use connecting words (e.g., premirement,
taidera planifier un texte? Quelles ressources alors, aprs, ensuite) when reflecting
seront utiles lors de ldition dune production on their use of writing strategies and setting
crite? Comment le modle crit ou les copies- goals for improvement.
types taident-ils lors de la rvision de tes
travaux crits? D3. Intercultural Understanding
to verify that they have used a variety of sentence By the end of Grade 4, students will:
types and lengths to maintain the interest of the D3.1 Intercultural Awareness: in their written
reader. work, communicate information about French-
speaking communities in Ontario, including
D2.3 Producing Finished Work: edit, proofread,
aspects of their culture and their contributions
and publish a variety of written pieces, follow-
ing a model or a set of guidelines to meet
established criteria, with support as appropriate
own and other communities (e.g., write a report
(e.g., refer to feedback from their teacher or peers
about a Franco-Ontarian tradition and compare
when refining or proofreading their writing; consult
and contrast it with a personal tradition; write a
a checklist to ensure that they have included all
journal entry about the contributions of local
the appropriate elements in their narrative; enhance
Franco-Ontarians; research a Franco-Ontarian
the presentation of information in a report with
legend/myth/story and develop a song or poem
diagrams, pictures, and illustrations; add personal
about it; compare modern and traditional methods
touches that support the message, such as titles,
used in French-speaking Aboriginal communities
subtitles, word art, or text boxes, using presentation
to produce maple syrup)
software)
Teacher prompts: Quels sont les dtails de
Teacher prompts: Quels conseils de ton
la tradition que tu veux prsenter dans ton
partenaire/enseignant(e) taideront amliorer
rapport? En quoi la tienne est-elle semblable ou
tes productions crites? De quelle faon
diffrente? Quels mots et expressions peux-tu
est-ce que la liste de vrification te permet
utiliser pour crire un pome ou une chanson
dincorporer tous les lments dun texte
propos de la lgende franco-ontarienne?
narratif? Quels lments visuels ou stylistiques
peux-tu utiliser afin que ton message soit plus Instructional tip: Teachers can encourage
clair? Comment est-ce que la rdaction dun students to record in their learning log how
WRITING
rapport crit te permet-elle dincorporer tes their knowledge of a particular Franco-Ontarian

sentiments et opinions? community helps them to better understand
themselves and their own community.
255
conventions associated with a variety of
social situations in diverse French-speaking
communities* and use them appropriately
in their written work (e.g., conventions of an
invitation; conventions for writing numbers, such
as the use of spaces in numbers with four or more
FRENCH IMMERSION
digits [1 000], the position of currency signs after

the amount, and the use of a comma rather than
a decimal point in currency amounts [1,75$])
Teacher prompts: Quelles informations faut-il
inclure dans ton invitation la fte? En quoi
la faon dcrire les chiffres et les sommes
dargent en franais est-elle diffrente de la
faon de lcrire en anglais?
256
GRADE 5
Note
A. LISTENING
FRENCH IMMERSION
A1. Listening to Understand in a video clip; to compare their ideas with those of
their peers during and after an oral presentation; to
By the end of Grade 5, students will: gather information from an interview)
A1.1 Using Listening Comprehension Teacher prompts: Comment peux-tu identifier
Strategies: identify a range of listening le point de vue de lauteur? Comment peux-tu
comprehension strategies and use them organiser tes ides et les ides des autres afin
appropriately before, during, and after listening de comprendre ce qui est dit? Pourquoi est-ce
to understand a variety of oral French texts (e.g., quon coute des entrevues? Quelles sortes
ask questions to clarify meaning; use non-verbal dinformations peut-on en retirer?
cues to facilitate understanding; use a graphic Instructional tips:
organizer to help them synthesize ideas; activate (1) Teachers can model the use of checklists
prior knowledge before listening) and organizers that use questions to guide
Teacher prompts: Comment vos prdictions comprehension and identify key vocabulary
vous ont-elles aids mieux comprendre le and main ideas.
texte? Quels dtails/informations as-tu (2) Teachers can encourage students to listen
utiliss avant, pendant et aprs la prsentation for temporal words and expressions in texts
pour comprendre le message cl? Quelles using the pass compos and the imparfait.
stratgies as-tu utilises afin de mieux
comprendre le texte? A1.3 Listening for Meaning: demonstrate an
Instructional tips: understanding of the intent and meaning of
(1) Teachers can demonstrate the use of antici- various oral French texts containing familiar
pation guides to focus listening before a video and unfamiliar words and expressions and
or presentation. dealing with familiar, academic, and personally
relevant topics, with support as appropriate
(2) Teachers can demonstrate the use of inter- (e.g., list main ideas and some supporting details
rogative adjectives and pronouns (e.g., quel/ from an oral presentation; draw something based
quelle, qui, que) in questions. on a partners oral instructions; participate in a
dramatization following a read-aloud; share personal
A1.2 Understanding Purposes for Listening: opinions related to the messages in a report; create
a timeline of events after listening to a biography;
gather information by taking notes during a teacher
or peer conference; to identify the main point of view
258
identify the main message and key lessons heard A2. Listening to Interact
in a story from a French-speaking First Nation,
Mtis, or Inuit community) By the end of Grade 5, students will:
Teacher prompts: Comment peux-tu communi- A2.1 Using Interactive Listening Strategies:
quer le message prsent dans la prsentation? identify and use interactive listening strategies
Quelles informations vous aideront former to suit a variety of situations while participating
votre opinion? Pourquoi? Quels sont les in social and academic interactions about familiar
points saillants de la prsentation? Que fais-tu and personally relevant topics (e.g., make con-
pour ragir au message? nections between personal experiences and what
Instructional tips: is being said; reconsider their opinion after hearing
GRADE 5
(1) Teachers can direct students attention to the what others say; ask for repetition, confirmation, or
uses of various sentence types (e.g., declarative, clarification of what they hear using phrases such as
interrogative, exclamatory). Un instant,Je ne comprends pas,Pourriez-vous
rpter cela, sil vous plat?, Quest-ce que cela
(2) Teachers can direct students to listen for words veut dire?; use body language such as nodding to
and expressions that introduce arguments in a indicate understanding or agreement)
presentation (e.g., Selon moi, mon avis,
Voici les raisons pour lesquelles). Teacher prompts: Quand tu coutes la lecture
dun texte crit par ton camarade pendant une
A1.4 Responding to and Evaluating Media confrence dcriture, comment peux-tu
Texts: express their personal opinions about linterrompre aux moments opportuns pour
the treatment and presentation of the messages lui fournir une la rtroaction? Comment
in a variety of oral media texts about familiar, est-ce que les opinions de ton ami exercent
academic, and personally relevant topics, and une influence sur ton point de vue personnel?
give evidence from the texts for their opinions, Instructional tip: Teachers can direct students
with teacher support as appropriate (e.g., describe to listen for adverbs of time and place (e.g.,
how different audiences might react to a television aujourdhui, hier, demain, dedans,
commercial; role-play to convey their agreement dehors, loin) during a conversation.
or disagreement with the message presented in
a popular song; create a poster to share personal A2.2 Interacting: respond with understanding to
reactions to the information heard in an interview; what others say while participating in a variety
listen between the lines to detect bias in a media of interactions about familiar, academic, and
text; identify missing points of view; evaluate personally relevant topics (e.g., paraphrase a
the effectiveness of an advertisement about an group members opinion before responding to it;
eco-friendly product) acknowledge another point of view in a telephone,
Teacher prompts: Comment est-ce que les video, or face-to-face exchange; ask and answer
motions voques par lhistoire ou la chanson questions in small groups, during a role play, or
taident faire des liens entre tes expriences in readers theatre; use a talking stick to share
personnelles et lintrigue de lhistoire/le message information and ideas in a community circle)
de la chanson? De quelle faon est-ce que tes Teacher prompts: Quest-ce que tu peux
connaissances antrieures exercent une influence faire afin de tassurer que tu as bien compris
sur ta raction au message du texte? Que le point de vue de ton camarade? Comment
ressentez-vous face la prsentation des est-ce que tu modifies tes arguments selon les
arguments de lartiste? commentaires de tes camarades? Lors dune
Instructional tips: discussion, comment peux-tu appuyer les
(1) Teachers can direct students to note and arguments dun ami?
classify words and expressions that convey Instructional tip: Teachers can model the use
emotions while listening to media texts. of subject and object pronouns, rather than
(2) Teachers can use cooperative learning repeating nouns, in responding to questions.
strategies such as a value line or four-corners
activity to have students share their opinions A2.3 Metacognition:
regarding a social or environmental issue. (a) describe factors that prevent them from
listening effectively and strategies they found
LISTENING
259
strength as listeners, and plan steps they can to their own culture; listen to the recitation of
take to improve their listening skills (e.g., record a traditional French story, such as La Chasse-
listening strategies they have found helpful in a galerie used by Mtis)
journal for future reference; engage in dialogue Teacher prompts: Quels mots de la chanson
with teachers and peers to determine criteria for mettent en valeur des lments de cette
effective listening; use feedback from peers and communaut francophone? Pendant le
self-evaluation when identifying and planing next visionnement dune mission francophone,
FRENCH IMMERSION
steps to improve listening comprehension) comment organises-tu tes impressions sur

Teacher prompts: Peux-tu identifier certaines les diffrences et les ressemblances entre cette
mthodes de prise de note qui taident mieux communaut et la tienne?
comprendre le texte entendu? Comment le Instructional tip: Teachers can direct students
fait de dvelopper des critres dvaluation to listen for the use of the affirmative and the
peut-il amliorer tes stratgies dcoute? negative in compound sentences and determine
Dans quelle mesure la rtroaction de tes how they convey the authors message.
pairs et ton auto-valuation te permettent-elles
didentifier et de planifier les prochaines tapes A3.2 Awareness of Sociolinguistic
suivre pour amliorer ta comprhension Conventions: using information from oral
lorsque tu coutes? French texts, identify and demonstrate an
Instructional tip: Teachers can encourage understanding of sociolinguistic conventions
students to listen for adverbs (e.g., toujours, used in a variety of situations in diverse French-
souvent, parfois, jamais) while discussing speaking communities* (e.g., dialects and regional
the usefulness of listening strategies. vocabulary; formal and informal language;
language styles among various age groups)
Teacher prompts: Quelles sont les expressions
typiques de la communaut reprsente dans
By the end of Grade 5, students will: lmission francophone? Comment noteras-tu
ces expressions? En coutant des chansons
A3.1 Intercultural Awareness: using information varies, quelles connaissances antrieures
from oral French texts, identify French-speaking utilises-tu afin de mieux comprendre le
communities in Quebec, find out about aspects dialogue entre les personnages? Quelles
of their cultures, and make connections to stratgies taident mieux comprendre les
personal experiences and their own and other expressions que tu ne connais pas dans un
communities (e.g., listen to and identify topics of reportage la radio?
interest in songs, stories, and legends by Qubcois
artists and authors, such as Anthony Phelps Et

students to listen for expressions and phrases
moi, je suis une le or Lala Hloua Mandarine
that denote personal likes and dislikes (e.g.,
et Kiwi; using a graphic organizer to guide listening,
a me plait, jadore, jai envie de, je
organize information from oral texts about family,
dsire, je dteste, je ne le prfre pas).
school life, traditions, powwows, and festivals in
Qubcois communities (Quebec City Festival des
journes dAfrique, Danse et rythmes du monde;
Trois-Rivires Festival Urbain; Montreal
Festival du monde arabe), and make connections
260
B. SPEAKING
GRADE 5
diverse audiences;
B1. Speaking to Communicate present a personal opinion in a soapbox forum;
deliver a speech regarding the importance of a
By the end of Grade 5, students will: balanced diet and regular exercise; recount a personal
experience; identify obvious and subliminal key
messages in a television commercial)
them appropriately to express themselves clearly Teacher prompts: Comment partageras-tu
and coherently in French for various purposes ton opinion lors du forum/de la discussion?
and to a variety of audiences (e.g., rehearse what Comment choisiras-tu un vocabulaire res
they want to say; concentrate on the message; pectueux pour exprimer ton point de vue?
rephrase ideas using familiar vocabulary to Comment planifies-tu lordre de tes arguments
clarify their message; ask questions to engage dans ton discours? Quels renseignements
their audience) pourrais-tu fournir au public afin de soutenir
tes arguments? Comment est-ce quune
Teacher prompts: Pourquoi faut-il rflchir
discussion sur les techniques utilises par un
ce que tu veux dire avant de parler? Comment
photographe taidera-t-elle mieux comprendre
peux-tu tassurer que ton message est clair?
son uvre? Comment est-ce ces images
Comment peux-tu communiquer des informa-
taident comprendre le message de la vido?
tions importantes quand tu ne connais pas les
Quels mots et visuels sont essentiels pour que
mots exacts? Quelles questions pourrais-tu
le message soit efficace?
poser ton auditoire pendant ta prsentation
afin de maintenir son intrt? Comment Instructional tips:
choisis-tu des mots et des phrases apprises (1) Teachers can encourage students to use
dans le cadre dautres matires pour mieux subject and object pronouns, paying attention
exprimer tes ides? to their gender, number, and placement in
the sentence.
students to use articulators such as mais, (2) Teachers can remind students to use the past
alors, or parce que to provide clarification tense of regular verbs ending in -er, -ir, and
or to elaborate on a subject. -re when recounting personal experiences.
B1.2 Producing Oral Communications: using classroom resources containing useful expres-
familiar words and expressions, produce sions and sentence starters for thoughtful
planned, rehearsed, and increasingly discussion of texts (e.g., Jai t impressionn(e)
spontaneous messages in French containing par, Je me demande si, Je pense que
SPEAKING
information and ideas about academic topics lauteur a voulu, Je me suis senti(e)
and matters of personal interest, with contextual, quand).
auditory, and visual support (e.g., respectfully
261
B1.3 Speaking with Fluency: speak with a (e.g., take turns when speaking; use appropriate
smooth pace, appropriate intonation, and tone; remain on topic in a conversation; use formal
accurate pronunciation in planned, rehearsed, and informal language appropriately)
and increasingly spontaneous communications Teacher prompts: Quelles sont les preuves
about familiar, academic, and personally dapprentissage dune discussion de groupe
relevant topics, using familiar words and productive? Comment est-ce que ces normes
expressions (e.g., use intonation to show surprise; influenceront la faon dont tu parleras?
FRENCH IMMERSION
give clear directions with minimal hesitation; recite Quelles stratgies de groupe peux-tu utiliser
a poem using appropriate pauses as indicated by pour inclure les ides de tous les membres?
the punctuation and/or layout of the lines to com- Comment vas-tu communiquer avec ton pair
municate the poets intended meaning accurately) afin de lui montrer que tu comprends?
Teacher prompts: Pourquoi est-il important de Instructional tip: Teachers can model the
varier son expression pendant des prsentations appropriate use of various verb tenses (e.g.,
orales? Comment est-ce que tu vites de the pass compos and the imparfait) when
longues pauses quand tu fais une prsentation? asking questions.
Que peux-tu identifier comme stratgie pour
mieux communiquer tes sentiments lorsque tu B2.2 Interacting: engage in rehearsed and
lis haute voix? spontaneous spoken interactions, in guided
Instructional tip: Teachers can model and and increasingly spontaneous social and
encourage students to use strategies to avoid academic contexts, about personally relevant
long pauses during speech (e.g., paraphrase, and academic topics (e.g., engage in a discussion
describe or define forgotten words, reword following a read-aloud; discuss rules and laws
awkward phrases, use gestures to support in various contexts such as sports, school, and
the message). government; express understanding of the
perspectives and opinions of others by making
B1.4 Creating Media Texts: create a variety connections and drawing comparisons to their
of oral media texts using forms, conventions, own experiences)
and techniques appropriate to the purpose Teacher prompts: Comment est-ce que le fait
and audience (e.g., create a short announcement de discuter avec tes camarades du code de vie
identifying the benefits of knowing another de la salle de classe taide mieux exprimer
language; create a public service announcement tes opinions et tes ides? Comment est-ce
detailing the evacuation procedure during a fire; quune rflexion en petits groupes taide
record an advertisement for a local farmers mieux organiser tes ides?
market; create a podcast promoting Earth Day
Instructional tip: Teachers can scaffold the
or Earth Hour)
use of various forms of interrogative adjectives
Teacher prompts: Comment est-ce que tu peux and pronouns (e.g., quel, quels, quelle,
utiliser les mdias afin de communiquer ton quelles).
message? Comment prsenteras-tu ton
message? Quels lments et techniques B2.3 Metacognition:
mdiatiques pourrais-tu utiliser afin de (a) describe strategies they found helpful before,
convaincre ton public? Quels sont les during, and after speaking to communicate
lments essentiels dune publicit? Comment effectively;
vas-tu les incorporer dans cette tche? (b) identify their areas of greater and lesser
Instructional tip: Teachers can model the use strength as speakers, and plan steps they can
of transition words (les marqueurs de relation, take to improve their speaking skills (e.g.,
e.g., donc, en effet, ainsi que, car) in explain during a student-teacher conference
increasingly complex sentences. how they monitor their speaking skills; make and
record revisions to the form and content of speech
using feedback from peers and the teacher; identify
B2. Speaking to Interact and describe the key elements used by peers and
others during oral presentations; set small, attainable
goals to improve oral communication, increase
B2.1 Using Speaking Interaction Strategies: confidence, and sustain motivation)
demonstrate an understanding of appropriate Teacher prompts: Quels aspects de tes
speaking behaviour in a variety of situations prsentations dsires-tu amliorer? Quelles sont
les tapes suivre pour y arriver? Quelles
262
stratgies sont les plus efficaces pour taider B3.2 Awareness of Sociolinguistic Conventions:
exprimer des ides plus clairement? quoi identify sociolinguistic conventions associated
penses-tu quand tu prpares une prsentation with a variety of social situations in diverse
pour tes auditeurs? French-speaking communities,* and use them
appropriately in spoken interactions (e.g., regional
terminology for food; greetings and salutations
of various negative constructions (e.g., ne
used by youth in various French-speaking
plus, nejamais) as they provide feedback
communities; polite directions or instructions
on students use of speaking strategies.
in different language registers)
Teacher prompts: Que peux-tu faire afin que
B3. Intercultural Understanding
GRADE 5
les autres comprennent des salutations et des
expressions varies? Comment le vocabulaire
de ton discours variera-t-il selon un contexte
B3.1 Intercultural Awareness: communicate formel ou informel?
information orally about French-speaking Instructional tip: Teachers can model and
communities in Quebec, including aspects encourage the effective use of the three forms
of their cultures and their contributions to of the impratif (i.e., tu, nous, vous) in
la francophonie and the world, and make various contexts (e.g., giving instructions or
connections to personal experiences and their directions, making suggestions).
own and other communities (e.g., describe a
specific region or community in Quebec, including
Aboriginal communities, using a poster they have
created or obtained from a travel agency to illustrate
their remarks; describe the ingredients and procedure
for making a familiar Qubcois dish such as
poutine; recite or paraphrase songs, stories, and/or
legends by Qubcois artists and authors; identify
some famous Qubcois[es], such as Maurice
Richard, Mario Lemieux, Boucar Diouf, Marie-Mai,
Gilles Vigneault, William Shatner, Pierre Trudeau,
Oscar Peterson, Alexandre Bilodeau, Julie Payette,
Marc Garneau, or Guy Lalibert, and describe
some of their accomplishments; deliver a brief oral
presentation comparing important issues or events
in a Quebec community and their own community)
tes nouvelles connaissances taident mieux
comprendre les communauts qubcoises?
Comment est-ce que la diversit de la classe
taide mieux te mettre la place des autres?
Quelles sont les valeurs les plus chres des
gens de cette communaut? des individus
dans la classe? En quoi est-ce que les tiennes
sont semblables celles des autres?
use of words and expressions (e.g., clbre,
renomm(e), dou(e), influencer,
promouvoir, vedette, artiste, impact)
that describe some famous or influential
Qubcois(es) and their accomplishments.
SPEAKING
263
C. READING
FRENCH IMMERSION
C1. Reading Comprehension of various characters in traditional French,
Aboriginal, or other tales; participate in an
By the end of Grade 5, students will: informal class discussion about the arguments
presented in a persuasive text; illustrate the main
points of a newspaper article on an environmental
identify a range of reading comprehension
issue; role-play an interview with a character from
strategies and use them appropriately before,
a story; identify the key messages in and intended
during, and after reading to understand a variety
audience for a travel brochure about Quebec)
of French texts, with support as appropriate
(e.g., ask questions to focus reading; visualize Teacher prompts: Quel est le point de vue du
content to clarify details; reread to confirm and personnage principal? Est-ce que son point de
clarify meaning; make connections to understand vue taide mieux formuler ta propre opinion
a characters motivation; identify the main idea son sujet? Pouvez-vous expliquer comment
and supporting details) le sujet de la protection de la plante est abord
dans le texte? Comment est-ce que la lecture
Teacher prompts: Quelles sont les questions
dun dpliant touristique sur les attraits du
que tu tes poses pendant ta lecture du texte?
Qubec pourrait tinciter y aller un jour?
Est-ce que tu as t capable de trouver les
rponses tes questions? O peux-tu trouver Instructional tip: Teachers can direct students
les rponses? Est-ce que faire des liens avec to identify demonstrative adjectives in texts
ton exprience personnelle taide mieux (e.g., ce, cette, cet, ces) and use them
comprendre le texte? Comment? Comment in their responses.
est-ce que les ides principales et les dtails
importants du texte te permettent de mieux C1.3 Reading with Fluency: read French texts
comprendre le texte? containing familiar vocabulary and language
structures, and dealing with familiar, academic,
Instructional tip: Teachers can direct students and personally relevant topics, at a sufficient
to use varied interrogative constructions (e.g., rate and with sufficient expression to convey
Comment, Pourquoi, Est-ce que, inversion) the sense of the text, using a variety of cues
when asking questions about a text. (e.g., read a poem aloud with appropriate emphasis
and phrasing; read words and expressions from
C1.2 Reading for Meaning: demonstrate an other subject areas; understand and read words
in context with appropriate tone of voice and
intonation; chunk text into logical sections/phrases)
and personally relevant topics, with contextual
and visual support (e.g., explain the point of view Teacher prompts: Comment est-ce que tu peux
pratiquer ta prononciation, ton expression, ta
fluidit et ta prcision? Comment est-ce que
264
la variation du dbit, de lintonation ainsi que Instructional tips:
des temps des verbes aura une influence sur (1) Teachers can model the use of phrases that
limpact de ta prsentation lors dun jeu de rle? express personal preference and choice (e.g.,
mon avis, je pense que, selon) to help
Instructional tip: Teachers can model correct
students convey opinions effectively.
pronunciation and intonation, including
pointing out liaisons and how they affect (2) Teachers can direct students to identify
the flow of reading. the impratif and discuss how that verb form
affects a message.
C1.4 Developing Vocabulary: identify and use
through reading (e.g., create a word web on a C2. Purpose, Form, and Style
GRADE 5
specific topic and its sub-topics; use technology/
media to help them classify vocabulary based on
word patterns; refer to classroom anchors and C2.1 Purposes of Text Forms: identify the
word walls; identify subject-specific terminology purpose(s) of a variety of text forms, including
and incorporate it in their daily communications) fictional, informational, graphic, and media
Teacher prompts: Comment est-ce quune forms (e.g., short story to entertain and/or to
toile de mots peut taider explorer les ides depict imagined events or experiences; email and
prsentes dans le texte? Comment les text messages to communicate with friends;
mots dune mme famille peuvent-ils taider website to provide information about a specific
comprendre des textes lus? Comment est-ce topic; bill or invoice to show the cost of goods
que le vocabulaire des autres matires (maths, or services bought or sold)
sciences et technologie, arts) peut taider tre Teacher prompts: Quels aspects de lhistoire
plus prcis quand tu texprimes? courte est-ce que tu as aims? Pourquoi?
Instructional tip: Teachers can encourage Quels sont les nouveaux renseignements que
students to use word structures, root words, tu as appris au sujet de ton ami(e) de plume?
prefixes, and suffixes to assist understanding. Comment est-ce que tu le(la) connais mieux?
Instructional tip: Teachers can model various
C1.5 Responding to and Evaluating Media strategies to enhance research skills (e.g.,
Texts: express their personal opinions about the formulate questions, locate information, and
treatment and presentation of the messages in a compare information from a variety of sources).
and personally relevant topics, and give evidence C2.2 Characteristics and Stylistic Elements of
from the text for their opinions, with teacher Text Forms: identify some characteristics and/
support as appropriate (e.g., explain the effect of or stylistic elements of a variety of text forms,
humour in cartoon advertisements; share personal including fictional, informational, graphic,
reactions to a blog post; comment on the graphic and media forms, and explain how they help to
design of a video game package or book jacket; convey the meaning, with support and guidance
identify promises made in junk mail or flyers; from the teacher (e.g., song/poem analogy,
discuss the impact of subtitles in movies; describe rhyme, parallel structure, comparison, contrast,
the main message of an environmental website simile, metaphor, personification; short story/
and explain how the message connects to the legend plot line about resolving a problem or
organization that created it) gaining an insight, descriptions of characters and
Teacher prompts: Comment est-ce que lauteur settings; manual numbered steps, diagrams)
a bien vis son public avec le message prsent Teacher prompts: Comment est-ce que le format
dans la publicit? Comment le mdia choisi du texte dans une marche suivre facilite ou
peut-il influencer lefficacit de la transmission influence lutilisation de cette dernire?
du message? Quelles sont tes ractions Comment est-ce que les lments stylistiques
au message du logo cr par le graphiste? utiliss dans des textes varis taident com-
Comment est-ce que les mots et expressions prendre le message? Comment est-ce que
de cette publicit nous incitent acheter ce lauteur a utilis des lments stylistiques
produit? Comment est-ce que le support afin de prsenter son message dune manire
visuel choisi par le photographe appuie le efficace?
message de larticle? Pourquoi est-ce que le
ralisateur a ajout des sous-titres son film? Instructional tip: Teachers can encourage
students to identify temporal adverbs in short
READING
stories (e.g., bientt, jamais, aussitt) to

help sequence the events.
265
C2.3 Metacognition: Teacher prompts: Comment est-ce que ltude
(a) identify, in conversation with the teacher des communauts franco-canadiennes taide
and their peers, a few strategies they found te sensibiliser diffrentes perspectives?
helpful before, during, and after reading to Comment la culture autochtone influence-t-elle
understand texts; la culture francophone? Comment peux-tu
(b) determine their areas of greater and lesser utiliser les informations des histoires et
strength as readers, and plan steps they can lgendes pour te faire tes propres opinions?
take to improve their reading skills (e.g., keep
FRENCH IMMERSION
a reading log to track their reading trends; analyse C3.2 Awareness of Sociolinguistic Conventions:
their reading log to determine preferred text forms using information from French texts, identify and
and set goals to expand the variety of texts read; demonstrate an understanding of sociolinguistic
plan to use newly acquired vocabulary in spoken conventions used in a variety of situations in
and written contexts) diverse French-speaking communities* (e.g.,
standard salutations and expressions in invitations;
Teacher prompt: Dhabitude, quel genre de
language in personal letters; layout of and
texte lis-tu? Quels sont les aspects de ce genre
vocabulary in newspaper articles; abbreviations
que tu prfres? Pourquoi faut-il varier les
and use of the infinitif in recipes or procedural texts)
genres de texte que tu choisis? Quel est ton
plan pour choisir une varit de genres afin Teacher prompts: En quoi est-ce quune lettre
dlargir ton rpertoire? adresse la direction de ton cole est diffrente
de celle que tu envoies ton ami(e)? Comment
est-ce que la mise en page et le langage utilis
C3. Intercultural Understanding dans larticle taident mieux comprendre le
point de vue de lauteur? Comment est-ce
que tu dtermines les mesures justes en lisant
C3.1 Intercultural Awareness: using informa- la recette?
tion from a variety of French texts, identify Instructional tip: Teachers can direct students
French-speaking communities in Quebec, find attention to conventions of different forms of
out about aspects of their cultures, and make writing, with a particular attention to formality
connections to personal experiences and their (tu and vous) and to the use of double verb
own and other communities (e.g., role-play constructions with vouloir, pouvoir, and
stories and legends from diverse French-speaking devoir.
communities; research national and Qubcois
symbols and how they represent the values and
accomplishments of Canada and Quebec; discuss
various Qubcois and/or Aboriginal stories or

legends, such as Le Cap diamant or Le Rocher
de Grand-mre, and make connections to current
environmental or social issues; determine the
ingredients in a typical Qubcois dish such as
le pouding chmeur; describe ideas, themes, and
characters depicted in music, stories, and legends
by Qubcois artists and authors such as Alain
M. Bergeron or Sheldon Cohen; read about
Qubcois personalities such as Oliver Jones,
Senaya, Cline Dion, or Gilles Pelletier, or
historical figures, and describe some of their
accomplishments)
266
D. WRITING
GRADE 5
D1. Purpose, Audience, and Form develop a narrative based on a topic from social
studies or science and technology; draft a script
By the end of Grade 5, students will: for a short play based on a novel, illustration,
song, event, or short story)
determine, with support from the teacher, Teacher prompts: Quelle forme de texte
their purpose for writing and the audience for choisiras-tu afin de faire part des rsultats
French texts they plan to create (e.g., to outline de tes recherches? Quels dtails historiques
their opinion on a social issue in a formal letter to ou scientifiques vas-tu inclure dans ton rcit?
the local government; to write horoscopes or review Quelles instructions dois-tu inclure dans une
a sporting event for the class newspaper; to draft courte pice de thtre?
notes for a speech on an environmental issue) Instructional tip: Teachers can encourage the
Teacher prompts: Comment prsenteras-tu tes use of direct object pronouns (e.g., le, la,
arguments dans la lettre? Comment est-ce l, les) as well as the impersonal pronoun
que le destinataire du texte influence ce que on in non-fiction texts.
tu cris? quels critres te rfres-tu quand
tu commences crire? Comment est-ce que D1.3 Developing Vocabulary: confirm word
le genre de texte dtermine le style de ce que meanings and review, refine, and vary word
tu cris? choices, using a variety of resources (e.g., use
dictionaries, thesauri, and subject-specific texts
Instructional tips: to help them make accurate word choices; create
(1) Teachers and students can co-construct a word web to prepare vocabulary before writing)
anchor charts to assist in selecting the appropriate
text form for various audiences and purposes. Teacher prompts: Quelles ressources peux-tu
utiliser afin damliorer le choix et la varit de
(2) Teachers can promote the use of expressions mots dans ton criture? Comment varies-tu
of opinion and preference, such as mon le choix de mots dans ton criture? Pourquoi
avis, Selon, and Je pense que. faut-il varier ton vocabulaire lorsque tu cris?
Comment est-ce que tes connaissances
antrieures taident crer une liste de
mots qui taidera mieux choisir tes mots?
ideas, and opinions about familiar, personally
relevant, and academic topics, following models Instructional tip: Teachers can encourage
WRITING
appropriate to the purpose and incorporating students to explore root words and word
some elements of each form (e.g., research and families to expand vocabulary and improve
write a report about an aspect of healthy living; word choice.
267
D1.4 Using Stylistic Elements: use word choice comprendre ton message? Comment est-ce
and stylistic elements to establish a personal que tu dtermines le temps de verbe qui convient
voice and a clear point of view (e.g., use com- la situation? Comment peux-tu varier tes
parative adjectives and adverbs, similes, and questions?
metaphors to describe a character from a novel
or movie in a review; using a serious tone, write
a newspaper article telling the story of a local D2. The Writing Process
FRENCH IMMERSION
hero or heroine)
Teacher prompts: Quelles stratgies utilises-tu
afin darticuler et de prsenter ton point de D2.1 Generating, Developing, and Organizing
vue? Comment est-ce que le message dune Ideas: generate, develop, focus, and organize
histoire ou dun article change selon lauteur? ideas for writing, using a variety of strategies
Comment est-ce quune mtaphore ou une and print, electronic, and other resources, as
comparaison peut appuyer le message et appropriate (e.g., think-pair-share to determine
exprimer le point de vue de lauteur? the topic and content of a script; use a timeline
when planning a biography; brainstorm ideas and
Instructional tip: Teachers can model the use of questions before beginning research; use a KWL
comparative (plus, moins) and superlative chart to help them plan their research)
(le plus, le moins) adjectives when express-
ing personal opinions. Teacher prompts: Comment vas-tu organiser
tes ides et tes questions avant de commencer
D1.5 Creating Media Texts: using familiar tes recherches? Quels outils sont les plus
words and expressions, create a variety of efficaces pour taider choisir des ides pour
media texts in French for specific purposes tes travaux crits? Est-ce que tes pairs peuvent
and audiences, using several media forms and taider dvelopper tes ides?
the conventions and techniques appropriate to Instructional tips:
the chosen form (e.g., create a photo essay with (1) Teachers can encourage students to catalogue
captions about an outing with family, friends, or their emotions and sensations as a basis for
peers; create a poster to advertise an event or inform describing their responses to an event or
their peers about a social studies or science topic; experience (e.g., Ce que je peux voir, Ce
create a multimedia presentation to persuade que je peux sentir, Ce que je peux goter,
consumers to buy local produce; compose song Ce que je peux entendre, Ce que je peux
lyrics about an environmental issue) toucher, Ce que je peux ressentir).
Teacher prompts: Comment peux-tu choisir (2) Teachers can model the correct use of ordinal
la police qui convient ton but? Quelles numbers (e.g., En premier, deuximement,
informations faut-il inclure sur ton affiche? troisimement) to organize and present
Quelles techniques peux-tu utiliser afin de information in order of importance.
convaincre les autres dacheter des produits
locaux? D2.2 Drafting and Revising: plan and produce
drafts, following established criteria, and revise
D1.6 Applying Language Conventions: their writing to improve its content, clarity, and
communicate their meaning clearly, using interest, using a variety of strategies (e.g., select
parts of speech appropriately and following appropriate graphic organizers to assist with
conventions for correct spelling, word order, planning and revisions; refer to teacher models
and punctuation (e.g., use of hyphens in subject- and exemplars when editing work; work in pairs
verb inversions; present, past, and future tenses of to identify errors and repetition)
familiar -er, -ir, and -re verbs; various interrogative
constructions such as subject-verb inversion, Teacher prompts: Comment choisis-tu
est-ce que, and the interrogative adjectives lorganigramme qui taidera le plus? Comment
quel, quelle, quels, quelles; the superlative est-ce que les modles et les copies types taident
and comparative forms of adjectives and adverbs, faire tes rvisions? Quelles stratgies
such as plus, le plus, moins, le moins, utilises-tu quand tu travailles en dyade?
mieux, le mieux; formation of regular adverbs Instructional tip: Teachers can direct students
through the addition of -ment; standard ways of to revise their texts with a focus on subject-verb
expressing past events and personal experiences) and noun-adjective agreement in number and
Teacher prompts: Quelle est limportance gender.
de lorthographe et de la ponctuation pour
268
and publish a variety of written pieces, follow-
ing a model or a set of guidelines to meet By the end of Grade 5, students will:
established criteria, with support as appropriate
(e.g., refer to success criteria to help them self-assess
their work; use technology to publish finished
work; select fonts, images, or photographs that
aspects of their culture and their contributions
enhance their message or support their opinion)
Teacher prompts: Comment est-ce que tu connections to personal experiences and their
vrifies ton travail selon les critres tablis? own and other communities (e.g., draft a
GRADE 5
Comment vas-tu tassurer que ton texte est Bienvenue au Qubec brochure for children
intressant pour le lecteur? immigrating to Canada; write a newspaper article
Instructional tips: comparing some school settings from around the
(1) Teachers can refer students to classroom world; describe a Qubcois cultural celebration
visuals and resources (e.g., word walls, anchor from the point of view of a visitor to Canada;
charts, editing checklists) that support the create the home page for a website of a prominent
refinement of written pieces prior to publication. Qubcois(e) such as Michalle Jean, Rgine
Chassagne, Bruny Surin, Marc Favreau)
(2) Teachers can model the use of complex
sentences with transitional words (e.g., ensuite, Teacher prompts: Quelles connaissances
aussi, car, puisque) to enhance flow. antrieures taident mieux comprendre les
gens dune autre communaut? Quels sont
D2.4 Metacognition: les aspects des coutumes des autres que tu
(a) identify, in conversation with the teacher trouves les plus intressants? Comment est-ce
and their peers, several strategies they found que cette nouvelle connaissance taide mieux
helpful before, during, and after writing; comprendre les traditions des autres?
(b) determine their areas of greater and lesser Instructional tip: Teachers can model the
strength as writers, and plan steps they can take writing of a comparative text using temporal
to improve their writing skills (e.g., discuss how adverbs (les adverbes de temps, e.g.,jamais,
brainstorming and thought webs help them generate toujours, souvent, quelquefois, rarement,
ideas for writing; determine which graphic organ- parfois).
izers were most useful in helping them develop and
organize thoughts and ideas during writing; assess D3.2 Awareness of Sociolinguistic Conventions:
the effectiveness of peer feedback and peer editing identify sociolinguistic conventions associated
in revising their work; determine which writing with a variety of social situations in diverse
strategies were most helpful) French-speaking communities* and use them
Teacher prompts: Quelle(s) stratgie(s) as-tu appropriately in their written work (e.g.,
trouve(s) la(les) plus efficace(s) pour organiser expressions from different French-speaking regions;
tes penses et ton information? Pourquoi? conventions related to personal and formal letters;
Comment penses-tu que les organisateurs elements in a note accepting or declining an
graphiques influencent ton processus dcriture? invitation)
Comment est-ce que la rvision des textes de Teacher prompts: Comment pourrais-tu
tes pairs taide rviser tes propres textes? communiquer ton message un destinataire
Instructional tip: Teachers can model and francophone dune autre rgion? Quels
encourage students to use sentence stems lments sont essentiels dans une lettre damiti?
that signal self-reflection during the process Comment pourrais-tu accepter ou refuser une
of evaluating writing strategies and skills invitation dune manire polie?
(e.g., Je me demande, Je pense que, Je
crois que, Je sais, Je veux essayer).
WRITING
269
GRADE 6
Note
A. LISTENING
FRENCH IMMERSION
A1. Listening to Understand A1.2 Understanding Purposes for Listening:
By the end of Grade 6, students will: for listening in a variety of situations (e.g.,
to gather feedback during student-teacher and peer
conferences that can be used to help them plan
next steps; to formulate questions on a topic based
on peer presentations; to express an opinion in
a class debate; to identify the perspective in the
to understand a variety of oral French texts (e.g.,
dramatization or retelling of a myth or legend)
make predictions before listening to a text; ask
questions to clarify things they do not understand Teacher prompts: Comment les suggestions de
in a peers presentation; recognize and interpret ton enseignant(e) ou de tes pairs taident-elles
gestures, facial expressions, and tone of voice to prciser les prochaines tapes de ton travail?
facilitate understanding; visualize elements of Comment lcoute dune varit dopinions
an oral text) taide-t-elle formuler ta propre opinion?
Comment la voix de lorateur influence-t-elle
Teacher prompts: Comment le fait de poser
la comprhension de la perspective prsente
des questions taide-t-il vrifier que tu
dans lhistoire?
comprends linformation prsente par un
pair? Comment le langage corporel et les Instructional tips:
gestes facilitent-ils la comprhension du (1) Teachers can suggest various organizational
message entendu? Comment lintonation strategies to help students record main points
et le rythme du texte influencent-ils votre heard in a presentation.
interprtation du message? Comment la (2) Teachers can ask students to listen for verb
visualisation pendant lcoute facilite-t-elle tenses to identify whether an activity or event
la comprhension de ce que tu entends? takes place in the present, the past, or the future.
Instructional tips:
(1) Teachers can support student learning by A1.3 Listening for Meaning: demonstrate an
reviewing interrogative adverbs, adjectives, understanding of the intent and meaning of
and pronouns that can be used to formulate various oral French texts containing familiar
questions to ask before listening. and unfamiliar words and expressions and
dealing with familiar, academic, and personally
(2) Teachers can suggest that students share relevant topics, with support as appropriate
prior knowledge about the topic to make (e.g., create a poster for a product using the main
predictions about an oral text before listening. ideas heard in a commercial; summarize main ideas
and supporting details heard in a webcast, using
a graphic organizer; create a storyboard based on
272
a read-aloud; compare experiences heard in a song A2. Listening to Interact
with their own experiences; identify whose points of
view are present or missing in an oral text) By the end of Grade 6, students will:
Teacher prompts: Quels lments utiliss A2.1 Using Interactive Listening Strategies:
dans lannonce publicitaire facilitent la com- identify and use interactive listening strategies
prhension du message? Comment le fait to suit a variety of situations while participat-
de prendre des notes taide-t-il comprendre ing in social and academic interactions about
le sens gnral de ce que tu as entendu? familiar and personally relevant topics (e.g., ask
Comment tes propres expriences taident-elles questions to clarify meaning and understanding;
comprendre le message de la chanson? paraphrase ideas from peers during a debate; ask
Comment ce texte peut-il tre modifi pour
GRADE 6
for repetition when participating in discussions)
inclure les points de vue qui manquent?
Teacher prompts: Comment tes connaissances
Instructional tips: antrieures sur un sujet dactualit peuvent-
(1) Teachers can draw students attention to elles influencer ta participation un dbat?
language used in radio or television commercials Comment vas-tu dmontrer ton coute dans
to cause listeners to react emotionally. une conversation? Comment est-ce que la
(2) Teachers can encourage students to use stratgie de redire le message dans tes propres
complex sentences with connecting words mots facilite ta comprhension? Comment
such as parce que, car, donc, de plus, peux-tu indiquer ton interlocuteur que tu as
en effet when discussing the messages heard compris son message?
in texts. Instructional tip: Teachers can model asking
for repetition, confirmation, or clarification
A1.4 Responding to and Evaluating Media (e.g., Je nai pas bien compris ton ide. Peux-tu
Texts: express their personal opinions about clarifier ton ide?, Est-ce que jai bien compris
the treatment and presentation of the messages ton message? Quest-ce que tu voulais dire
in a variety of oral media texts about familiar, par...?).
give evidence from the texts for their opinions, A2.2 Interacting: respond with understanding to
with teacher support as appropriate (e.g., evaluate what others say while participating in a variety
different news broadcasts for bias; analyse the of interactions about familiar, academic, and
effectiveness of an advertisement aimed at a specific personally relevant topics (e.g., offer feedback
age group; evaluate how the visuals support the on a peers presentation; respond to a speakers
spoken messages in a documentary on Aboriginal opinion while showing respect for his or her ideas;
peoples; explain how a television or radio advertise- offer suggestions in a group discussion on preserving
ment might have a different effect on boys and on biodiversity; listen and respond during improvised
girls; identify the target audience for a documentary role play; exchange opinions with a peer about a
on an environmental issue; compile images from story read in class)
newspapers, magazines, and the Internet to illustrate
Teacher prompts: Comment peux-tu tassurer
the mood of a song or poem)
davoir compris le message dune prsentation
Teacher prompts: Quelles diffrences entends-tu afin de donner des suggestions tes pairs?
dans la faon dont les nouvelles sont prsentes Quels indices verbaux et non verbaux peux-tu
dans des reportages varis? Comment les utiliser pour montrer ton accord ou ton dsaccord
lments visuels dans les textes mdiatiques pendant une discussion? Comment lchange
voquent-ils des sentiments? Quelles stratgies dopinions et dides avec tes pairs taide-t-il
utilisent les compagnies pour encourager le formuler tes propres ides? la suite de
groupe cible acheter leurs produits? Est-ce lcoute dun dialogue, comment ton opinion
que linformation prsente sapplique toutes a-t-elle t influence par les individus
les femmes/les cultures/les ges, et pourquoi? impliqus?
Comment est-ce que le message entendu taide
Instructional tip: Teachers can suggest
formuler ta propre opinion propos du produit
that students use a range of expressions
ou du sujet?
for introducing personal opinions, such as
Instructional tips: Selon moi, mon avis, Je pense que...,
(1) Teachers can demonstrate the use of com- Je suis daccord, Il me semble que..., Je
paratives and superlatives when comparing crois que..., Daprs ce que jai entendu,
different newscasts or advertisements. Daprs ce que jai compris.
LISTENING
(2) Teachers can suggest that students respond

to a text using a form of their own choice, A2.3 Metacognition:
such as dramatic skits, illustrations, videos, (a) describe factors that prevent them from
or multimedia. listening effectively and strategies they found
273
helpful before, during, and after listening; Teacher prompts: Comment lauteur ou
(b) identify their areas of greater and lesser lartiste voque-t-il des motions dans la
strength as listeners, and plan steps they can chanson ou le pome? Comment est-ce
take to improve their listening skills (e.g., discuss que lcoute des perspectives dautrui taide
what helped them to understand and allowed them mieux les connatre? Quels lments visuels
to interact more effectively during a discussion; de la vido taident identifier les similarits
determine next steps after assessing the effectiveness et les diffrences entre la culture prsente et la
tienne? Selon vous, comment les Premires
FRENCH IMMERSION
of the listening strategies they use most often;

set learning goals during a teacher conference Nations, les Mtis et les Inuits ont-ils prserv
to improve their listening skills) leurs traditions au fil des annes?
Teacher prompts: Comment le fait de redire Instructional tip: Teachers can review a variety
les ides dans tes propres mots peut-il taider of adjectives that students might use to describe
identifier tes forces et tes faiblesses? Comment the elements they hear or the emotions they feel
certaines ressources technologiques peuvent- when listening to a cultural presentation.
elles taider renforcer tes habilets dcoute?
Quelles stratgies trouves-tu les plus efficaces A3.2 Awareness of Sociolinguistic Conventions:
avant et pendant lcoute? using information from oral French texts,
Instructional tip: Teachers can promote the
use of the pass compos to describe strategies
that were helpful and the futur proche or futur
communities* (e.g., language used in different
simple to plan next steps.
French-speaking regions; formal and informal
language used in a variety of social situations)
A3. Intercultural Understanding Teacher prompts: Comment lorateur adapte-t-il
son niveau de langage selon son auditoire?
Comment lcoute de chansons de deux
A3.1 Intercultural Awareness: using information rgions francophones diffrentes taide-t-elle
from oral French texts, identify French-speaking distinguer les diffrences dans la faon dont
communities in eastern, western, and northern ces deux rgions utilisent la langue franaise?
Canada; find out about aspects of their cultures; Quels lments ou facteurs influencent les
and make connections to personal experiences diffrences de langage entre diffrentes rgions
and their own and other communities (e.g., francophones? Comment les mots utiliss
identify examples from audio or audio-visual par un artiste dans son pome ou sa chanson
media that illustrate the status of French as an refltent-ils le langage utilis dans sa culture?
official language of Canada; listen to the national Instructional tip: Teachers can direct students
anthem in French and determine some similarities attention to vocabulary specific to different
and differences between the French and English French-speaking regions across Canada.
versions; listen to French Canadian folktales and
legends and discuss, write about, or create artworks
to depict aspects that interest them; listen to historical
accounts about the voyageurs and coureurs de bois
and discuss their significance to the development
of Canada as a nation; listen to songs such as la
claire fontaine, Cest laviron, Vl lbon vent
and identify their significance to Mtis and other
French Canadian communities; listen to participate
in traditional storytelling games)
274
B. SPEAKING
GRADE 6
diverse audiences;
B1. Speaking to Communicate B1.2 Producing Oral Communications:
produce planned, rehearsed, and increasingly
By the end of Grade 6, students will: spontaneous messages in French containing
information and ideas about academic topics
and matters of personal interest, with contextual,
auditory, and visual support (e.g., explore various
points of view through dramatization and role
play; prepare an oral presentation to persuade
and to a variety of audiences (e.g., allocate
peers to react to a social or environmental issue;
time to planning, mapping out, and practising a
share their opinion of a book or movie; deliver
presentation; practise in front of a mirror to gain
a speech to motivate students to participate in an
confidence before a presentation; rehearse with a
environmental initiative; analyse the works of
partner or while recording themselves before sharing
various Aboriginal artists through group discussion;
a presentation in a large group; use visuals to
talk about the purpose, message, and effectiveness
supplement and enhance a presentation; use editing
of editorial cartoons; express personal reactions
tools to help make a presentation flow; use tone
to a documentary on economic globalization;
of voice, pace, and volume to help communicate
discuss the effectiveness of persuasive language
meaning; use appropriate facial expressions, gestures,
in television ads)
and eye contact to engage their audience)
Teacher prompts: Comment peux-tu exprimer
Teacher prompts: Pourquoi faut-il planifier
tes ides afin dinfluencer les opinions de
lintonation que tu vas utiliser lors de ton
tes pairs? Comment peux-tu inciter ton
discours? Pourquoi est-il important de choisir
auditoire ragir lors dune prsentation
un registre convenable selon lauditoire?
orale? Comment peux-tu dvelopper une
Comment les gestes que tu utilises peuvent-ils
argumentation logique pour convaincre tes
faciliter la comprhension de ton message?
pairs de vouloir participer une activit
Comment vas-tu organiser tes ides (avant
environnementale?
de les prsenter) afin de prsenter ton dis-
cours de faon claire et fluide? Comment Instructional tips:
lenregistrement de ta prsentation peut-il (1) Teachers can model the use of different
taider mieux prononcer? Comment le fait verb tenses for describing past, present,
de rpter ton discours peut-il taider amliorer and future events.
ton dbit? (2) Teachers can model the use of temporal
Instructional tip: Teachers can promote the use adverbs (e.g., toujours, parfois, souvent,
SPEAKING
of the adverbial pronouns y and en and the jamais) for stating feelings and opinions.
personal pronoun on in informal situations.
275
B1.3 Speaking with Fluency: speak with a B2. Speaking to Interact
accurate pronunciation in planned, rehearsed, By the end of Grade 6, students will:
and increasingly spontaneous communications
about familiar, academic, and personally relevant
topics, using familiar words and expressions
(e.g., use pauses appropriately when presenting
(e.g., take turns when speaking; paraphrase to
FRENCH IMMERSION
information; use tone of voice to articulate feeling

clarify meaning; make connections to their own
or expression during a role play)
experience when responding to a peers comment;
Teacher prompts: Comment est-ce que les paus- use facial expressions and gestures to indicate
es appropries et le ton de ta voix facilitent la agreement or confusion)
comprhension de ton message? Comment
Teacher prompts: Pourquoi faut-il tablir
pourrais-tu ajouter de lemphase et de lintrt
des preuves dapprentissage pour avoir une
pendant le jeu de rle?
discussion de groupe productive? Comment
Instructional tips: est-ce que ces critres taident mieux participer
(1) Teachers can suggest the use of digital au groupe? Comment le fait de redire dans
recorders or online voice recording software tes propres mots ce que dit ton interlocuteur
to play back oral communications for student taide-t-il vrifier ta comprhension?
feedback. Comment tes gestes peuvent-ils aider ton
(2) Teachers can model correct pronunciation interlocuteur vrifier si tu comprends son
during read-alouds. message? Comment le ton et lexpression
de ta voix aident-ils susciter lintrt de
B1.4 Creating Media Texts: create a variety ton interlocuteur?
of oral media texts using forms, conventions, Instructional tip: Teachers and students can
and techniques appropriate to the purpose co-construct anchor charts showing speaking
and audience (e.g., create a podcast presenting strategies that can be used in a variety of
opposing opinions about a current event; create a interactions.
television commercial for a healthy food product;
create an anti-drug advertising campaign for radio; B2.2 Interacting: engage in rehearsed and
create a historical travelogue describing the journey spontaneous spoken interactions, in guided
of a First Nation guide and a European explorer; and increasingly spontaneous social and
create a multimedia report on renewable sources academic contexts, about personally relevant
of energy) and academic topics (e.g., participate in small-
Teacher prompts: Comment les lments and large-group discussions on international
visuels ou sonores aident-ils renforcer ton issues; interview a partner about his or her healthy
message? Pourquoi est-il important de varier living practices; role-play a meeting between an
le ton de ta voix lorsque tu prpares une annonce individual from a First Nation community and
publicitaire pour la radio? En quoi les annonces an early European settler; debate a local social
publicitaires radiophoniques diffrent-elles des issue such as bullying; participate in a group
annonces publicitaires la tlvision ou dans un discussion about what they and their peers do
magazine? Comment sais-tu que ta publicit with their allowance)
attire le groupe cibl? Teacher prompts: Comment est-ce que le fait
Instructional tip: Teachers can suggest that de jouer un rle amliorera ta fluidit et ton
students use reflexive verbs when describing expression? Comment le fait de jouer le
routines and everyday life in a travelogue rle dun personnage taide-t-il reconnatre
(e.g., Il se levait tous les matins 5h). diffrents points de vue autres que le tien?
Comment est-ce que le fait de discuter
des moyens de diminuer le taxage lcole
influencera ton comportement dans la cour
de rcration?
Instructional tip: Teachers can support student
engagement by helping students brainstorm
and research vocabulary and expressions
appropriate to the topics of their spoken
interactions.
276
B2.3 Metacognition: connections to topics in social studies; discuss
(a) describe strategies they found helpful before, personal reactions to songs and artwork by French
during, and after speaking to communicate Canadian artists, including Aboriginal artists,
effectively; such as Leah Fontaine, Marcien Lemay, Derek
(b) identify their areas of greater and lesser Letourneau; describe traditions, festivals, songs,
strength as speakers, and plan steps they can and cuisine from French-speaking regions in
take to improve their speaking skills (e.g., western, eastern, and northern Canada, and make
determine which strategies were helpful when connections to customs in their own community;
interacting with classmates; discuss the effective make a presentation about a cultural artefact or
elements of their presentation and identify elements a cultural event such as a wampum belt, Journe
that could be incorporated in future; use a checklist Louis Riel, or National Aboriginal Day)
GRADE 6
to monitor their contributions to and participation Teacher prompts: Comment peux-tu exprimer
in discussions) ton apprciation dune chanson afin de
Teacher prompts: Quelles ressources utilises-tu convaincre la classe dacheter le disque
pour trouver le vocabulaire ncessaire pour compact? Comment est-ce que le fait de
interagir avec tes pairs lors des discussions discuter dune tradition ou dune clbration
de groupe? Quelle stratgie peux-tu utiliser avec ton groupe taide faire des comparaisons
afin didentifier une faiblesse que tu souhaites avec ta propre communaut? Quels dtails
amliorer? Quelles tapes suivras-tu pour trouvs lors de ta recherche sur une fte ou
atteindre ton but? un artefact culturel veux-tu incorporer dans
la discussion sur cette fte?
Instructional tips:
(1) Teachers can model think-aloud strategies to Instructional tip: Teachers can model the
evaluate the effectiveness of speaking strategies. use of the imparfait and pass compos to
describe historical events in French Canadian
(2) Teachers can suggest students use prepos-
communities.
itions and conjunctions (e.g., car, comme,
puisque, afin que, si) when formulating
next steps to improve their speaking skills.
B3. Intercultural Understanding French-speaking communities,* and use them
appropriately in spoken interactions (e.g., levels
By the end of Grade 6, students will: of formality appropriate to the audience or purpose
of communication; politeness/formality in customer
B3.1 Intercultural Awareness: communicate service etiquette in restaurants or stores; expressions
information orally about French-speaking of gratitude; regional variations in vocabulary)
communities in eastern, western, and northern
Canada, including aspects of their cultures Teacher prompts: Quelles expressions de
and their contributions to la francophonie and la liste taident mieux participer lors dune
the world, and make connections to personal conversation? Comment le registre de langue
experiences and their own and other communi- change-t-il selon ton interlocuteur ou le contexte
ties (e.g., describe French-speaking communities, social? Quels sont les mots utiliss pour dcrire
including First Nations, Mtis, and Inuit commu- la mme chose dans deux diffrentes rgions?
nities, in the Atlantic provinces, the prairie and
western provinces, and the northern territories;
share ideas and opinions regarding Canadian
Heritage Moments video clips about topics in
French Canadian history such as the Mtis
or the Acadians and make cross-curricular
SPEAKING
277
C. READING
FRENCH IMMERSION
C1. Reading Comprehension issue and design the cover page for a magazine
featuring the article; identify the point of view in
By the end of Grade 6, students will: a narrative text; summarize an informational text
in their own words)
identify a range of reading comprehension Teacher prompts: Comment vas-tu inciter les
strategies and use them appropriately before, lecteurs acheter ton magazine (ou lire ton
during, and after reading to understand a article) au moyen des images et des manchettes
variety of French texts, with support as appro- que tu vas mettre sur la couverture? Quelles
priate (e.g., activate prior knowledge about a questions peux-tu poser pour identifier le point
subject by brainstorming; make predictions about de vue manquant dans le texte?
a text based on knowledge of similar texts; use Instructional tip: Teachers can suggest that
visualization and mental images to clarify the students use comparative and superlative forms
message; read on to confirm or clarify understanding; of adverbs and adjectives when comparing two
summarize key points on a graphic organizer) characters in a text.
fait dactiver tes connaissances antrieures sur C1.3 Reading with Fluency: read French texts
un sujet taide faire des prdictions sur un containing familiar vocabulary and language
nouveau texte? Pourquoi est-ce quon essaie structures, and dealing with familiar, academic,
de se faire des images mentales quand on lit? and personally relevant topics, at a sufficient
Quelle stratgie taide rsumer les points rate and with sufficient expression to convey
importants du texte? the sense of the text, using a variety of cues
(e.g., read a radio drama or editorial in role with
Instructional tip: Teachers can model the use suitable emphasis and phrasing; use tone of voice,
of connecting words (les marqueurs de relation, pace, and expression during readers theatre;
e.g., ensuite, enfin, premirement, puis, reread a familiar text; use knowledge of prefixes
finalement) for summarizing texts. and suffixes)
C1.2 Reading for Meaning: demonstrate an Teacher prompts: Comment est-ce que le
understanding of the intent and meaning of a dbit de ta lecture orale capture lattention de
variety of French texts about familiar, academic, lauditoire et laide comprendre ce que tu lis?
and personally relevant topics, with contextual Comment est-ce que ta participation au thtre
and visual support (e.g., create a Venn diagram des lecteurs taidera mieux comprendre le
to compare and contrast characters in two texts; texte? Quels sont les avantages lis au fait de
create promotional materials to encourage others relire des textes lus en classe? Comment est-ce
to read a text from the class library; in a guided
reading group, read an article on an environmental
278
que lidentification des mots dune mme famille que les lments visuels dune brochure aident
et des mots avec prfixes et suffixes familiers inciter les clients visiter un endroit?
taide lire un texte avec fluidit?
Instructional tip: Teachers can encourage students to use direct object pronouns when
students to reread familiar texts independently talking about messages in a variety of media
or in pairs or groups to increase accuracy and texts.
comprehension.
C1.4 Developing Vocabulary: identify and use C2. Purpose, Form, and Style
through reading (e.g., use prefixes and suffixes to
GRADE 6
create new words; create a personal lexicon; develop C2.1 Purposes of Text Forms: identify the
a list of word patterns to determine meaning of purpose(s) of a variety of text forms, including
new words; use a thesaurus to generate synonyms fictional, informational, graphic, and media
and antonyms for frequently used words) forms (e.g., myth to explain the world through
Teacher prompts: Comment est-ce que imaginary and supernatural characters; advertise-
lutilisation dun lexique personnel peut ment to sell a product or promote awareness of
confirmer ta comprhension du texte lu? an issue; biography to tell the story of someones
Quelles ressources peux-tu utiliser pour life and accomplishments; map to convey
dvelopper ton vocabulaire? geographical relationships; directions for a
science experiment to explain steps to students)
Instructional tips:
(1) Teachers can support student learning by Teacher prompts: Comment est-ce que le format
posting new vocabulary on a word wall or de texte influence ton choix de stratgies?
anchor chart and making reference to the new Pourquoi est-ce que lauteur a choisi de crer
vocabulary regularly. une affiche pour inciter les consommateurs
acheter un produit? Quelles sont les tendances
(2) Teachers can draw students attention to
videntes dans ton analyse des cartes et des
suffixes used to create related words, such
tableaux? Pourquoi faut-il suivre les tapes en
as -ment added to an adjective to create
ordre afin de russir ton exprience scientifique?
an adverb (lent/lentement) or -age
added to a verb stem to create a noun Instructional tip: Teachers can direct students
(recycler/recyclage). attention to the use of the infinitif as a form of
impratif in directions.
Texts: express their personal opinions about C2.2 Characteristics and Stylistic Elements of
the treatment and presentation of the messages Text Forms: identify some characteristics and/
in a variety of media texts about familiar, or stylistic elements of a variety of text forms,
academic, and personally relevant topics, and including fictional, informational, graphic, and
give evidence from the text for their opinions, media forms, and explain how they help to
with teacher support as appropriate (e.g., compare convey the meaning, with support and guidance
the effectiveness of written and audio advertise- from the teacher (e.g., traditional First Nation,
ments for the same product; discuss how the point Mtis, or Inuit story characters, personification
of view expressed in an editorial influenced their of objects or animals, moral or lesson; newspaper
opinion; determine the implied audience of an article captions, headline, and subheadings;
advertisement and describe how the message might map legend, coordinates, grid; persuasive
change if the advertisement were directed at a letter argument and supporting information;
different audience; identify differences between poetry alliteration and rhyme; narrative
language used in packaging for healthy food comparison, personification, simile, contrast,
and fast food; identify features of an eco-tourism metaphor, sarcasm/irony, comparison, symbolism)
brochure that are intended to attract travellers) Teacher prompts: Quels sont les lments
Teacher prompts: Comment est-ce que le dun article de journal qui facilitent ta lecture?
format dun ditorial influence lopinion des Comment les lments dune carte go-
lecteurs? Comment lannonce publicitaire graphique taident-ils trouver un endroit
changerait-elle en fonction de diffrents audi- facilement? Pourquoi est-ce quon rpte
toires cibles? Pourquoi le producteur a-t-il certains vers, mots ou rimes dans un pome?
choisi dinclure de linformation nutritionnelle Instructional tip: Teachers can direct students
READING
sur lemballage du produit? Comment est-ce attention to complex sentences using connecting
words (e.g., parce que, car, donc, en
effet, ainsi, de plus, ensuite, puis) in
persuasive texts.
279
C2.3 Metacognition: and western provinces, and the northern territories;
(a) identify, in conversation with the teacher read about important French Canadian/Mtis
and their peers, some strategies they found historical figures such as Louis Riel; discuss various
helpful before, during, and after reading to Aboriginal stories or legends, such as Lgende de
understand texts; la Prairie-du-Cheval-Blanc, and make connections
(b) determine their areas of greater and lesser to current environmental and social issues; identify
strength as readers, and plan steps they can examples of texts such as bilingual signs or
take to improve their reading skills (e.g., government brochures that reflect the status of
FRENCH IMMERSION
recognize that rereading will help them to repair French as an official language of Canada; read the
meaning when understanding has broken down; lyrics and listen to songs by various French Canadian
evaluate how deleting unimportant information and Aboriginal artists such as Elisapie Isaac, Florent
when summarizing helped them arrive at the Vollant, and Samian, and make comparisons with
essence of meaning; recognize how synthesizing songs in their own first languages; identify the traits
new knowledge with prior knowledge deepens of heroes in traditional legends such as Ti-Jean and
understanding of ideas or concepts) Nanabijou)
Teacher prompts: Comment sais-tu quand il Teacher prompts: Comment la localisation et
faut relire un passage du texte? Quelles sont lenvironnement dune communaut affectent-ils
les stratgies les plus efficaces pour taider la nourriture quotidienne de la communaut en
vrifier ta comprhension? Quest-ce que tu question? Comment lactivit agricole peut-elle
peux faire afin damliorer tes rponses aux influencer les cultures dune communaut?
questions suite la lecture? Instructional tip: Teachers can demonstrate
Instructional tip: Teachers can encourage how to use the table of contents, headings,
students to record in a readers notebook the index, legends, and charts in an atlas to find
reading strategies they have tried, evaluate the information about a particular community.
effectiveness of these strategies, and plan new
strategies based on this evaluation. C3.2 Awareness of Sociolinguistic Conventions:
using information from French texts, identify
and demonstrate an understanding of socio
C3. Intercultural Understanding linguistic conventions used in a variety of
situations in diverse French-speaking commu
nities* (e.g., formal and informal language and style
C3.1 Intercultural Awareness: using information in letters and advertisements; regional dialects
from a variety of French texts, identify French- such as lacadien, le chiac, le Michif, le crole)
speaking communities in eastern, western, Teacher prompts: En quoi le rituel de politesse
and northern Canada; find out about aspects dune lettre adresse au rdacteur dun journal
of their cultures; and make connections to est-il diffrent de celui utilis dans un courriel
personal experiences and their own and envoy un(e) ami(e)? Quelles particularits
other communities (e.g., identify how family is linguistiques remarques-tu dans lusage qui est
represented in different text forms from various fait du franais dans diffrentes communauts
French-speaking regions of Canada; read a daily francophones?
food log or a menu from an individual in a French-
Instructional tip: During shared and guided
speaking community, such as Iqaluit, Saint Boniface,
reading, teachers can highlight the use of
or Moncton, and compare its contents to their own
appropriate vocabulary and sentence structures
daily diet; read maps to identify differences and
for specific forms of writing, such as salutations
similarities with respect to economic and agricultural
and closings in a letter.
activity in various French-speaking communities;
consult an atlas or website to identify French-
speaking communities, including Aboriginal
communities, in Atlantic Canada, the prairie
280
D. WRITING
GRADE 6
D1. Purpose, Audience, and Form physical activity; write a diary entry from the
point of view of an Aboriginal Canadian or early
By the end of Grade 6, students will: Canadian settler; write a script promoting anti-
bullying awareness; review a movie or book; write
a letter to their city councillor about steps to
improve the local environment)
French texts they plan to create (e.g., to create Teacher prompts: Quels lments doivent tre
steps for the respectful resolution of conflict; to inclus dans ton texte pour persuader tes lecteurs
share a personal experience; to inform their peers dadopter ton point de vue? Comment peux-tu
about a global economic issue; to recount a legend; promouvoir linclusion laide des mots que
to express an opinion in an editorial; to inform tu choisis pour les personnages de ta pice?
classmates of the dangers of using drugs in a report; Comment est-ce que ta critique du film
to write instructions for a sport or cooperative game; pourrait influencer les opinions des autres?
to describe the importance of forest conservation Instructional tip: Teachers can model the use of
for the protection of animal and plant species) the pass compos and the imparfait to recount
Teacher prompts: Comment choisis-tu la forme past events.
de texte qui convient lintention de lcrit et
aux destinataires? Comment ton but dcriture D1.3 Developing Vocabulary: confirm word
influence-t-il le genre de texte que tu cris? meanings and review, refine, and vary word
Comment choisis-tu la meilleure forme de choices, using a variety of resources (e.g., use
texte pour raconter un vnement? regular and irregular adjectives and adverbs to
enhance interest in text; use a thesaurus to find
Instructional tip: Teachers can provide various synonyms for commonly used words; use online
mentor texts directed at different audiences and and print dictionaries to determine word meaning)
illustrating various forms of writing.
D1.2 Writing in a Variety of Forms: write a varier les mots que tu choisis lorsque tu cris?
variety of French texts to convey information, Comment peux-tu vrifier le sens des mots que
ideas, and opinions about familiar, personally tu utilises lorsque tu cris? Quelles ressources
relevant, and academic topics, following models peux-tu utiliser pour trouver le sens dun mot?
appropriate to the purpose and incorporating Instructional tip: Teachers can encourage
some elements of each form (e.g., compose an
WRITING
students to use word walls to identify

article on a current or historical event; create synonyms for commonly used words.
a graphic text to promote the benefits of daily
281
D1.4 Using Stylistic Elements: use word choice dont, lequel; possessive pronouns such as le
and stylistic elements to establish a personal mien, la tienne, les siens, le leur; pass
voice and a clear point of view (e.g., use similes compos, imparfait, prsent, and futur of familiar
when comparing themselves to a character; vary verbs according to the context)
sentence length and type; use persuasive language Teacher prompts: Comment est-ce que la
and supporting details to request a change in ponctuation peut changer le sens de ton texte?
school rules; use personification to give life to an Pourquoi est-il important de vrifier que tu
FRENCH IMMERSION
object or idea; use first- or third-person narration) utilises le temps de verbe qui convient la
Teacher prompts: Comment est-ce que le fait situation quand tu cris un passage de texte?
de changer de types de phrases peut modifier le Instructional tip: Teachers can review subject-
ton du message? Comment le ton du message verb agreement and provide opportunities for
changera-t-il selon le lecteur? Comment le students to use various verb tenses in their
fait de personnifier un tre inanim rend-il ton writing.
histoire plus intressante?
Instructional tip: Teachers can review subject-
verb agreement in various verb tenses for D2. The Writing Process
writing in the first or third person. By the end of Grade 6, students will:
D1.5 Creating Media Texts: using familiar D2.1 Generating, Developing, and Organizing
words and expressions, create a variety of Ideas: generate, develop, focus, and organize
media texts in French for specific purposes and ideas for writing, using a variety of strategies
audiences, using several media forms and the and print, electronic, and other resources, as
conventions and techniques appropriate to the appropriate (e.g., before writing a procedural text,
chosen form (e.g., write a script for a vignette/ record the steps in a flow chart; brainstorm prior
short video depicting trade between Aboriginal and knowledge of a topic to generate ideas for writing;
European peoples in colonial Canada; create a DVD list arguments on a graphic organizer before drafting
jacket or poster for a movie; create a multimedia a persuasive letter; create a storyboard to outline a
campaign to raise awareness about substance abuse; narrative)
design a web page for an amusement park; create a
blog to encourage young people to take action on or Teacher prompts: Comment les organigrammes
find solutions to a social issue in their community; taident-ils cibler ton sujet avant dcrire un
write a script for a public service announcement to texte? Comment suscites-tu des ides avant
encourage healthy eating or litterless lunches) de commencer crire un texte? Comment le
fait de visualiser ton histoire avant de lcrire
Teacher prompts: Comment peux-tu dmontrer taide-t-il dvelopper et organiser tes ides?
le conflit ou la coopration entre les personnages

dune saynte? Comment les lments visuels Instructional tip: Teachers can support student
et sonores facilitent-ils la comprhension de learning by modelling how to use a variety
ton message crit? Comment les mots et les of graphic organizers for sorting ideas and
lments visuels dune pochette dun DVD information.
attirent-ils les spectateurs?
D2.2 Drafting and Revising: plan and produce
Instructional tip: Teachers can direct students drafts, following established criteria, and revise
attention to various features that could be their writing to improve its content, clarity, and
included in a poster or a web page, such as interest, using a variety of strategies (e.g., make
pictures, different fonts, colour, diagrams, an outline before writing a report; use a graphic
and graphs. organizer to help them organize main points and
supporting details; refer to teacher models and
D1.6 Applying Language Conventions: exemplars when editing work; highlight ideas or
communicate their meaning clearly, using parts information that should be omitted or changed; cut
of speech appropriately and following conven- and paste to present their arguments more logically;
tions for correct spelling, word order, and use an asterisk to identify sentences that require
punctuation (e.g., appropriate conjunctions and further clarification; identify repetitive words and
punctuation in compound and complex sentence substitute alternatives; consider feedback from their
structures; indirect object pronouns such as lui, teacher or peers)
leur; relative pronouns such as qui, que,
Teacher prompts: Comment le fait dutiliser
un gabarit taide-t-il organiser tes ides?
Comment dtermines-tu quelles ides ou
282
informations peuvent tre limines? Que la rvision des textes de tes pairs taide-t-elle
peux-tu faire pour vrifier que tes ides sont rviser tes propres textes? Comment le fait de
logiques et claires? Comment peux-tu rviser prendre note de tes questions dans ton cahier
ton travail afin de le rendre plus fluide? dcriture peut-il taider pendant le processus
Comment la rtroaction de tes pairs peut-elle dcriture? Comment le fait de rflchir sur la
taider rviser ton texte? rtroaction de ton enseignant(e) concernant des
tches dcriture antrieures taide-t-il planifier
Instructional tip: Teachers can provide a
tes prochaines tches dcriture?
variety of exemplars of student writing and
opportunities for peer editing. Instructional tip: Teachers and students can
co-create an anchor chart outlining success
GRADE 6
criteria for effective writing strategies (e.g.,Je
and publish a variety of written pieces, following peux identifier mon point de vue, Je peux
a model or a set of guidelines to meet established vrifier que mon criture sadresse au public
criteria, with support as appropriate (e.g., refer cibl, Je peux utiliser des organigrammes
to checklists and anchor charts to determine whether pour organiser mes ides).
all criteria have been met; consider comments from
peers when editing their writing; choose relevant
graphics and images to enhance the message; read D3. Intercultural Understanding
their written draft aloud to verify logical organiza-
tion; use proofreading tools such as a spellcheck
program to identify mistakes) D3.1 Intercultural Awareness: in their written
Teacher prompts: Quelles ressources peux-tu work, communicate information about French-
utiliser pour tassurer que tu as respect les speaking communities in eastern, western, and
critres de la tche dcriture? Comment les northern Canada, including aspects of their
suggestions de tes pairs taident-elles rviser culture and their contributions to la francophonie
et corriger ton travail crit? Que peux-tu faire and the world, and make connections to personal
pour rendre ta copie finale crite plus engageante experiences and their own and other commu-
et intressante? Comment le fait de lire ton nities (e.g., use presentation software to share a
texte haute voix peut-il taider vrifier la cultural experience; write a report on a French
fluidit de tes ides? Canadian cultural event, making connections to
an event from their own cultures; write a biography
of a French-speaking person who has contributed
to use correct punctuation, such as periods at
to Canadian society; following an example of a
the end of sentences, question marks at the end
French Canadian myth or legend, write a legend
of interrogative statements, and exclamation
explaining a cultural event or geographic phenom-
marks to indicate emphasis.
enon from their own community; write a report on
a French Canadian tradition adapted from First
D2.4 Metacognition:
Nations traditions, such as making maple syrup)
and their peers, several strategies they found Teacher prompts: Comment le fait deffectuer
helpful before, during, and after writing; des recherches sur un personnage historique
(b) determine their areas of greater and lesser important taide-t-il en savoir davantage sur
strength as writers, and plan steps they can take ta communaut? Comment le fait dtudier
to improve their writing skills (e.g., determine des lgendes dautres cultures taide-t-il faire
which strategies helped them organize information ressortir les lments ncessaires pour crire
and ideas effectively; evaluate the effectiveness ta propre lgende? Comment le fait dcrire
of peer editing and peer feedback; record areas au sujet des autres cultures enrichit-il tes
needing improvement and next steps in a writers connaissances culturelles?
notebook) Instructional tip: Teachers can suggest that
Teacher prompts: Comment te prpares-tu students use possessive adjectives (e.g., mon/
crire? Rflchis aux comportements appropris ma, notre/nos) when writing about their
pour mieux se concentrer lors dune tche cultures and their community traditions.
crite. Comment choisis-tu lorganigramme
appropri selon la tche dcriture? Comment
WRITING
283
appropriately in their written work (e.g., idiomatic
expressions; appropriate level of formality for
dialogue between strangers; appropriate language
FRENCH IMMERSION
for the questions in a survey)

Teacher prompts: En quoi les expressions
idiomatiques sont-elles diffrentes ou semblables
dune rgion lautre? Comment distingueras-
tu les personnages dans le dialogue? Comment
les questions du sondage changeraient-elles
selon le public cibl?
verbs with tu and vous to show the formal
or informal relationship of the speakers in written
dialogue (e.g.,peux-tu, pourriez-vous).
284
GRADE 7
Note
A. LISTENING
FRENCH IMMERSION
A1. Listening to Understand discussion related to an environmental, social,
or political issue; to learn new information; to
By the end of Grade 7, students will: make inferences about messages heard during
a storytelling performance)
Strategies: identify a range of listening Teacher prompts: De quelle faon lcoute de
comprehension strategies and use them diffrents points de vue lors dune discussion
appropriately before, during, and after listening a-t-elle un impact sur ta position initiale sur le
to understand explicit and implicit messages sujet? Quel est le point de vue de la personne
in a variety of oral French texts, including qui parle? Comment le sais-tu?
increasingly complex texts (e.g., review relevant Instructional tip: Teachers can model how to
vocabulary, expressions, and idioms to prepare use clues to make inferences from an oral text.
for listening to an oral text; ask questions to make

connections to the ideas heard; synthesize key A1.3 Listening for Meaning: demonstrate an
ideas to reinforce comprehension) understanding of the intent and meaning of
Teacher prompts: De quelle faon la cration various oral French texts containing familiar
dune liste de vocabulaire contextuel avant and unfamiliar words and expressions and
lcoute dun enregistrement audio a-t-elle un dealing with a variety of familiar, academic,
impact sur ta comprhension des messages and personally relevant topics, with support as
entendus et sous-entendus du texte? Est-ce appropriate (e.g., develop an advertising campaign
que tu peux faire des liens entre tes expriences related to key ideas and messages heard in a
personnelles et le message du texte? Lesquels? presentation about accessibility issues; create
Dans quelle mesure la synthse des ides a timeline of key events based on a read-aloud
principales dun enregistrement audio te of a historical or fictional text; identify implicit
permet-elle damliorer ou dclaircir ta messages in public service announcements aimed
comprhension du texte? at adolescent audiences; synthesize different points
of view heard in a media clip about the effects of
Instructional tip: Teachers can model strategies environmental changes on various Aboriginal
for generating relevant vocabulary and expres- communities)
sions before listening to an oral text.
Teacher prompts: Dans quelle mesure la
A1.2 Understanding Purposes for Listening: ligne du temps te permet-elle de dmontrer
demonstrate an understanding of the purpose ta comprhension des vnements entendus
for listening in a variety of situations (e.g., to dans lenregistrement audio? Comment la
identify contrasting points of view during a synthse de texte mdiatique te conscientise-t-elle
286
divers points de vue et te permet-elle de A2. Listening to Interact
dvelopper et dclaircir le tien?
Instructional tips:
(1) Teachers can suggest that students listen for A2.1 Using Interactive Listening Strategies:
transition words (e.g., premirement, puis, identify and use interactive listening strategies
prochainement, ensuite) and temporal to suit a variety of situations while participating
expressions (e.g., en plus a date) to identify in a variety of extended interactions in familiar
and chronologically order key events recounted social and academic contexts (e.g., ask relevant
in an audio text. questions to make connections and extend a
(2) Teachers can direct students to listen for discussion; indicate interest and engagement in
GRADE 7
coordinating conjunctions (e.g., car, donc, a conversation by using vocal prompts; paraphrase
ensuite, puis, cependant) and subordin- a speakers point of view)
ating conjunctions (e.g., quoique, bien que, Teacher prompts: Dans quelle mesure le fait de
malgr que, mme si, tandis que, pourvu crer des liens entre le message et tes expriences
que, sauf si) to identify similar and contrasting personnelles taide-t-il participer davantage
points of view in a media clip. la discussion? De quelle faon tes affirmations
vocales durant une situation dcoute confirment-
A1.4 Responding to and Evaluating Media elles ta comprhension du message et ton intrt
Texts: evaluate the effectiveness of the treatment la discussion? Comment le fait de redire le
and presentation of ideas and information in point de vue dun locuteur taide-t-il confirmer
a variety of oral media texts about familiar, ta comprhension du message entendu?
teacher support as appropriate (e.g., express an Instructional tip: Teachers can suggest that
opinion about viewpoints heard during a listener- students use a variety of sentence starters (e.g.,
response broadcast on financial issues facing Jimagine que..., Je comprends que..., Oui,
adolescents; explain personal reactions to sentiments cest vrai que...) and questioning techniques
expressed in songs; identify the explicit and implicit when encouraging a speaker to extend the
messages in online advertising clips; preview a discussion.
movie trailer and infer key aspects of the story;
discuss how the language, music, and special
what others say while participating in a variety
effects convey the message in a public service
announcement related to a social or environmental
personally relevant topics (e.g., negotiate solutions
issue)
to problems, interpersonal misunderstandings,
Teacher prompts: Dans quelle mesure le fait and disputes; discuss current events with peers;
dexprimer ton opinion et tes penses suite participate in oral interactive story building)
lcoute dune mission radiophonique sur les
Teacher prompts: De quelle faon le processus
choix financiers des adolescents te conscientise-t-
de discussion de groupe te permet-il dchanger
il davantage aux dfis auxquels tu auras faire
au sujet des problmes rencontrs dans ta
face dans ce domaine? De quelle manire
vie sociale, de ragir ces derniers et de les
les vidoclips choisis pour la bande-annonce
rsoudre? Comment peux-tu faire un rsum
du film influencent-ils ta dcision de voir ou
des avantages et des inconvnients propos du
ne pas voir le film en question, et pourquoi?
message de ton partenaire afin de lui faire part
De quelle faon les mots, la musique et les
de ton opinion? Comment peux-tu montrer
effets sonores de lannonce dintrt public
ton accord ou ton dsaccord propos des
te sensibilisent-ils davantage aux messages
opinions des autres dans une discussion?
entendus et sous-entendus du texte, et
pourquoi? Comment lidentification des Instructional tip: Teachers can remind students
informations implicites prsentes dans un to listen for past, present, and future verb
message dintrt public te sensibilise-t-elle tenses to facilitate the collaborative creation
au pouvoir des mdias informatifs sur les of an oral interactive story.
choix des adolescents?
A2.3 Metacognition:
(a) describe factors that prevent them from
students use connecting words such as
puisque, alors, alors que, cependant,
donc, pourtant, and tandis que when
LISTENING
expressing personal reactions to songs.

strength as listeners, and plan steps they can
287
take to improve their listening skills (e.g., after aux caractristiques spcifiques chacune de
an activity, explain why they think particular ces communauts? Comment cela te permet-il
listening strategies were more effective than others; dvaluer les diffrences et les ressemblances
reflect on successes and areas in need of improve- entre ces communauts et la tienne? Comment
ment and record them in a learning log; following est-ce que lcoute dhistoires traditionnelles
a presentation, identify and evaluate with a peer hatiennes/antillaises te sensibilise-t-elle aux
the strategies used to understand the speakers caractristiques culturelles de ces communauts
et taide-t-elle faire des liens avec celles de ta
FRENCH IMMERSION
message; maintain a record of learning strategies

that they used effectively during listening tasks) propre famille?
Teacher prompts: Quelle nouvelle stratgie est-ce Instructional tip: Teachers can remind students
que tu peux essayer pour taider amliorer tes to listen for descriptive language, such as
comptences auditives? De quelle faon une adjectives and adverbs, to help them under-
discussion avec un pair aura-t-elle un impact stand information about the cultural elements
sur les stratgies dcoute que tu choisiras presented in oral stories or media texts.
dutiliser lavenir? Quest-ce que tu peux
faire afin damliorer tes interactions avec les A3.2 Awareness of Sociolinguistic Conventions:
autres? using information from oral French texts,
to listen for the conditionnel prsent (e.g., Tu
devrais..., Tu pourrais...) in constructive
communities* (e.g., regional pronunciation
feedback from peers.
and expressions from different French-speaking
cultures; language registers in interactions between
A3. Intercultural Understanding youth and adults; language conventions that differ
in written and oral contexts)
Teacher prompts: Comment est-ce que lcoute
A3.1 Intercultural Awareness: using information de deux chansons raps de communauts
from oral French texts, identify French-speaking francophones diffrentes taide distinguer
communities in the Americas outside Canada, les accents spcifiques chaque culture et
find out about aspects of their cultures, and tencourage en apprendre plus leur sujet?
make connections to personal experiences and Comment lcoute de conversations entre des
their own and other communities (e.g., locate adolescents et des adultes francophones te
French-speaking communities in North and South sensibilise-t-elle aux choix sociolinguistiques
America based on information from audio and faits par les locuteurs? Comment lcoute
audio-visual sources; listen to Franco-Caribbean, de divers textes publicitaires te permet-elle

Franco-Hispanic, or Cajun music and write about didentifier des diffrences entre le franais
their response or create or select images to illustrate oral et le franais crit?
their reactions; listen to Franco-Caribbean stories Instructional tip: Teachers can draw students
and make connections with their own familys attention to regional vocabulary and expressions
stories; listen to a text about the Acadian exiles heard in various audio and media texts, and
and other French-speaking groups who settled in can ensure that they are added to class word
Louisiana and other U.S. states, and work with walls, personal dictionaries, or similar resources.
classmates to make cross-curricular connections;
identify the impact of Mtis communities in the
United States, such as the Mtis community in
Montana; listen to media texts describing customs
and traditions of Franco-American communities
and compare them to their own)
Teacher prompts: De quelle faon lcoute
de textes sur les traditions des communauts
francophones de lAmrique te conscientise-t-elle
288
B. SPEAKING
GRADE 7
diverse audiences;
B1. Speaking to Communicate Teacher prompts: Comment pourrais-tu
maintenir lintrt de ton public? Quels sont
By the end of Grade 7, students will: les lments importants dun discours dans
lequel on se prsente pour la prsidence de
classe/dcole? De quelle faon peux-tu
utiliser les photos et les images afin de renforcer
ton message propos du problme dquit?
and to a variety of audiences (e.g., use tone of Instructional tips:
voice and facial expressions to emphasize emotion; (1) Teachers can suggest that students use
select appropriate vocabulary; use speaking notes descriptive adjectives and adverbs to add detail
in a debate; use known vocabulary when speaking and interest to a humorous personal anecdote.
about familiar subjects) (2) Teachers can encourage students to use
Teacher prompts: Quel impact aura le ton comparative adverbs (e.g., plus, moins,
et le dbit de ta voix sur le public lors de ton autant que) and superlative adverbs (e.g., le
discours oratoire? Comment lutilisation plus, le moins) when discussing the efficacy
dune voix expressive permet-elle de susciter of various advertising techniques.
lintrt de lauditoire lors dune prsentation
orale? Comment choisis-tu les mots et B1.3 Speaking with Fluency: speak with a
les expressions que tu vas utiliser afin de smooth pace, appropriate intonation, and
transmettre ton message? accurate pronunciation in planned, rehearsed,
and spontaneous communications about a
B1.2 Producing Oral Communications: variety of academic and personally relevant
produce planned, rehearsed, and spontaneous topics, using familiar words and expressions
messages in French containing information (e.g., avoid awkward pauses by describing an idea
and ideas about academic topics and matters or object when the exact term is forgotten; role-play
of personal interest, with contextual, auditory, a telephone conversation to demonstrate clear
and visual support (e.g., compose and recite a speaking when face-to-face communication is not
poem about the impact of a natural disaster; relate possible; change expression and intonation to reflect
an anecdote about a personal embarrassing moment the message and situation; change tone/inflection to
to entertain the class; deliver a speech, using visual express sarcasm, irony, respect, and other emotions)
supports, to campaign for class president; share Teacher prompts: O est-ce que tu mettras de
personal reactions while presenting a photo essay lemphase afin de capter lintrt du public?
on a social issue; discuss the possible financial
SPEAKING
Comment peux-tu viter de longues pauses

consequences of their personal consumer choices) et des hsitations lorsque tu parles?
289
B1.4 Creating Media Texts: create a variety of B2.2 Interacting: engage in rehearsed and
increasingly complex oral media texts using spontaneous spoken interactions, in social
forms, conventions, and techniques appropriate and academic contexts, about academic and
to the purpose and audience (e.g., review a book, personally relevant topics (e.g., debate with
movie, or community event in a podcast; create a peers the points of view presented in a news report
commercial promoting inclusiveness in the school on an issue or event in a developing nation; with
community; create and record a voice-over narration a partner, brainstorm and discuss what could
FRENCH IMMERSION
for a video; present a personal point of view in have been done to prepare for a natural disaster;
a news broadcast; create a short video about an role-play with a partner asking for and giving
important issue faced by a First Nation, Mtis, directions while on vacation)
or Inuit community)
Teacher prompts: Dans quelle mesure un dbat
Teacher prompts: Dans quelle mesure une sur les points de vue prsents dans un reportage
annonce publicitaire te permet-elle de sens- sur un sujet dactualit te donne-t-il la chance
ibiliser ta communaut scolaire au principe dexprimer tes ides devant tes pairs? De
de linclusion? Comment lanimation dun quelle faon un remue-mninges avec un
texte mdiatique te donne-t-elle la possibilit partenaire sur un dsastre naturel alimente-t-il
dexprimenter diffrentes techniques vocales? la discussion sur les solutions possibles? Lors
Quels points de vue prsenteras-tu dans le dun jeu de rle entre un touriste et un natif
reportage? Comment est-ce que ton choix francophone, quelles structures langagires
influencera lauditoire? Quelles stratgies utilises au pralable te serviraient afin de
publicitaires pourrais-tu utiliser pour tassurer que le message est compris?
transmettre ton message?
Instructional tips: students use sentence starters such as mon
(1) Teachers can direct students to use the avis..., Je pense que..., Il me semble que...,
appropriate past tenses when reviewing a film Franchement... when discussing points of
or community event that they have recently view presented in a news report.
attended.
B2.3 Metacognition:
relative pronouns (e.g., qui, que, dont,
o) in the narration for a video.
effectively;
B2. Speaking to Interact strength as speakers, and plan steps they
By the end of Grade 7, students will: discuss with a partner the efficacy of role-playing
situations in enhancing their understanding of
B2.1 Using Speaking Interaction Strategies: the levels of formality in French; plan strategies
demonstrate an understanding of appropriate to avoid use of languages other than French, such
speaking behaviour in a variety of situations as seeking alternative French vocabulary; review
(e.g., use appropriate gestures and phrases to a recording of their speech with a peer to determine
indicate that they have something to share; rephrase speaking strategies used effectively and most
questions or restate information to ensure that others frequently)
understand; use appropriate tone and expression
during discussions; remain on topic during group Teacher prompts: Dans quelle mesure le jeu
discussions) de rle favorise-t-il la comprhension de
lutilisation des diffrents niveaux de la langue
Teacher prompts: Pourquoi est-il important franaise? De quelle faon le fait de planifier
daccorder loccasion de parler chaque lavance des stratgies sur lutilisation du
membre du groupe lors dune conversation? franais pendant des interactions taide-t-il
Comment le ton de ta voix et le dbit avec parler seulement en franais? De quelle faon
lequel tu parles te permettent-ils de vhiculer la critique dun enregistrement de ton discours
clairement ton opinion lors dun dbat? te permet-elle dexplorer les stratgies de prise
Pourquoi ne faut-il pas que tu tloignes de parole que tu utilises le plus frquemment
du sujet lors dune discussion de groupe? et celles que tu voudrais utiliser pour amliorer
Instructional tip: Teachers can model ta production orale?
expressions that encourage others to share Instructional tip: Teachers can encourage
in group discussions (e.g., Peux-tu expliquer students to use the conditionnel prsent and
fournir plus dexplications?, As-tu dautres conditionnel pass when reflecting on and
choses partager?, Pourrais-tu clarifier ton identifying next steps to improve their
argument avec un exemple?). speaking skills.
290
regional dialects; language registers for different
audiences; expressions of thanks appropriate to
different contexts; the use of Antillean Creole and
Cajun expressions and other forms of speech that
vary from standard French usage, such as cher/
chre in spoken interactions, Est o instead of
GRADE 7
identify and describe characteristics of French-
O est, avoir instead of tre as an auxiliary
speaking communities in the Americas such as
verb as in il a parti instead of il est parti, alle
Haiti, Guadeloupe, or Louisiana; describe examples
instead of elle, and asteur instead of cette
of Cajun cuisine and/or the traditions of the Mardi
heure, Bon jou instead of Bonjour, wi
Gras festival; research the roots of French-speaking
instead of oui, mesi instead of merci, nanan
communities in the French West Indies, St. Martin,
instead of grandmre, mouche miel instead
St. Lucia, Martinique, Louisiana, and the New
of abeille, or pistache instead of arachide)
England states and report their findings to the class
in a presentation or role play; identify and make Teacher prompts: Quels mots et expressions
a presentation on some traditions of Haitian, que tu as entendus/que tu as lus peux-tu
French Guyanese, Cajun, or other French-speaking incorporer dans tes interactions? Comment
communities in the Americas and compare them est-ce que ton public influence le langage que
with traditions in their own community) tu utilises pour remercier? Pendant la pratique
des jeux de rle, comment peux-tu prsenter
Teacher prompts: Dans quelle mesure
ou incorporer des expressions de diffrentes
la ralisation dune prsentation sur une
rgions?
tradition culturelle te permet-elle didentifier
les caractristiques propres ta culture et celles
propres la culture prsente? Comment
la dramatisation dvnements historiques
te donne-t-elle la chance de te sensibiliser
aux sentiments et aux motions ressentis par
diverses communauts culturelles?
to think about the appropriate use of articles
(definite, indefinite, and partitive) when pre-
paring and presenting audio-visual clips about
French-speaking communities in the Americas.
SPEAKING
291
C. READING
FRENCH IMMERSION
C1. Reading Comprehension synthesize information from websites to create
a brochure promoting the benefits of a bilingual
By the end of Grade 7, students will: and multicultural Ontario; find specific items
for the classroom or a school event in classified
advertisements)
comprehension strategies and use them Teacher prompts: Comment tes expriences
appropriately before, during, and after personnelles et celles de tes camarades
reading to understand a variety of French texts, enrichissent-elles ta comprhension dun texte?
with support as appropriate (e.g., activate prior Comment les mots et les expressions choisis
knowledge on a topic and note key points on concept par le crateur des affiches te permettent-ils
maps; make predictions about a text based on dinfrer le public prvu et les messages
knowledge of similar texts; make sketches to assist explicites et implicites du texte? Quest-ce
them in visualizing the action in a scene from a qui taide raliser une synthse des informations
story or a process described in an informational text; recueillies sur plusieurs sites afin de crer une
read or reread to confirm or clarify understanding) brochure promotionnelle?
Teacher prompts: Comment tes connaissances Instructional tip: Teachers can encourage
antrieures sur le sujet lu te permettent-elles de students to pay attention to the use of the
contribuer llaboration dun organigramme? indefinite pronoun on in website text, and
Dans quelle mesure la visualisation durant la then use it when preparing a promotional
lecture te permet-elle de dcrire le droulement brochure based on compiled information.
de lhistoire? Quelles stratgies de lecture
taident interprter le message de lauteur C1.3 Reading with Fluency: read a variety of
dun texte que tu as lu? French texts containing increasingly complex
vocabulary and language structures, and dealing
Instructional tip: Teachers can direct students with familiar, academic, and personally relevant
attention to the use of temporal adverbs to signal topics, at a sufficient rate and with sufficient
the sequence of events or the steps of a process. expression to convey the sense of the text, using
a variety of cues (e.g., read in role with suitable
C1.2 Reading for Meaning: demonstrate an emphasis and phrasing to dramatize a text for an
audience; read aloud selected excerpts from poetry,
song lyrics, or a novel to inspire and challenge
and personally relevant topics, with support
peers; read the class or school daily announcements)
as appropriate (e.g., identify and discuss story
elements in a literature circle; infer the intended Teacher prompts: Pendant ta lecture dun texte
audience for and implicit messages in a selection de style thtre des lecteurs, quelles stratgies
of posters; write short book reports; select and
292
tont aid garder lattention de ton public afin Comment les techniques mdiatiques utilises
quil comprenne le message vhicul dans ta dans les diffrents textes que tu as lus taident-
prsentation? Comment le fait de lire voix elles comprendre le sens du message transmis?
haute avec expression va-t-il influencer la fluidit
Instructional tip: Teachers can suggest that stu-
de ta lecture dun texte littraire? Comment
dents use indefinite demonstrative pronouns
le dbit dune annonce lue linterphone
(e.g., ce, cela, a) when referring to previ-
influence-t-il la comprhension du message
ously mentioned ideas in a discussion group.
vhicul?
Instructional tip: When reading aloud,
teachers can model the correct pronunciation C2. Purpose, Form, and Style
GRADE 7
of contractions and abbreviated words in
song lyrics, dialogue, or poetry (e.g., Jsuis,
ya pas, pis, ben). C2.1 Purposes of Text Forms: identify the
C1.4 Developing Vocabulary: identify and use a fictional, informational, graphic, and media
range of different strategies to expand vocabulary forms (e.g., novel/short story to give realistic
through reading (e.g., record new words found portrayals of imaginary characters; owners
in texts they have read; construct a word web of manual to inform about the use or maintenance
vocabulary related to the personality traits of a of a product; poetry/song lyrics to tell a story,
character in a narrative; decode unfamiliar words inform about an aspect of culture, entertain, or
by using prefixes and suffixes to relate them to make a social commentary)
known words and cognates)
Teacher prompts: Comment la lecture dun
Teacher prompts: Comment la toile de mots texte narratif te sensibilise-t-elle aux motions
ta-t-elle aid valuer la personnalit du vhicules par les personnages dans lhistoire?
personnage principal? Comment les prfixes De quelles faons les directives et les schmas
et les suffixes taident-ils dcoder les mots dun manuel dinstructions te permettent-ils
inconnus? Comment le fait didentifier les de complter la tche ou le modle prsent?
mots apparents dans la lecture dun texte Dans quelle mesure la lecture de pomes
te permet-il denrichir ton vocabulaire? tinforme-t-elle sur les traditions de cultures
Instructional tip: Teachers can help students diffrentes?
understand new words by explaining the Instructional tip: Teachers can draw attention
meanings of common prefixes and suffixes (e.g., to descriptive language in novels or short stories
re-, pr-, a-, -ment, -age, -et(te)). that generates empathy for specific characters.
C1.5 Responding to and Evaluating Media C2.2 Characteristics and Stylistic Elements of
Texts: evaluate the effectiveness of the treatment Text Forms: identify some characteristics and/
and presentation of ideas and information in a or stylistic elements of a variety of text forms,
variety of media texts about familiar, academic, including fictional, informational, graphic,
and personally relevant topics, with teacher and media forms, and explain how they help
support as appropriate (e.g., discuss with peers to convey explicit and implicit messages, with
the efficacy of image and caption choices in a poster; support and guidance from the teacher (e.g.,
evaluate the presentation of the material in billboard poetry/song lyrics repetition, rhyme and use
advertisements or banner ads and discuss possible of descriptive words and metaphors to help the
reactions; read fashion magazines and explain how reader visualize something; invoice or bill
images, word choice, text fonts, and graphics appeal headings, subheadings, tables, graphs; catalogue
to particular audiences) or flyer categories, descriptions, and images to
Teacher prompts: Comment une discussion sur promote products)
lefficacit des images dune affiche te permet-elle Teacher prompts: Lorsque tu lis les paroles
de former ta propre opinion? Comment les dune chanson, de quelle faon les rimes
mots et images prsents sur des panneaux taident-elles choisir la bonne expression et
publicitaires vont-ils susciter des ractions le bon rythme? Lorsque tu lis une facture,
motionnelles chez le public qui les lit? comment les titres et les sous-titres orientent-ils
Comment les mots et images dun texte la dcouverte de linformation recherche?
mdiatique influencent-ils dans le but de per-
suader le public et de promouvoir un produit? Instructional tip: Teachers can help students
identify key verbs and adjectives in metaphors
READING
in a poem or song.
293
C2.3 Metacognition: ces informations avec tes camarades de classe?
(a) identify, in conversation with the teacher De quelles faons les clbrations de diverses
and their peers, a few strategies they found rgions francophones aux Amriques se
helpful before, during, and after reading to ressemblent-elles et se distinguent-elles les
understand texts; unes des autres? Comment la lecture des
(b) determine their areas of greater and lesser signes et des panneaux courants dans une
strength as readers, and plan steps they can communaut francophone taide-t-elle infrer
take to improve their reading skills (e.g., use les normes culturelles de la communaut en
FRENCH IMMERSION
a journal to keep track of the tools and reading question?

strategies used for improvement and next steps;
consider descriptive feedback from the teacher
to look for transition words (e.g., alors, aprs,
and peers when setting goals; discuss strategies
dabord, ensuite, enfin, donc, en plus)
to self-monitor reading comprehension)
to facilitate comprehension of media reports.
consulter ton journal de rfrence? Comment C3.2 Awareness of Sociolinguistic Conventions:
la rtroaction peut-elle taider identifier les using information from French texts, identify
tapes ncessaires pour accomplir la tche? and demonstrate an understanding of socio
Dans quelle mesure le fait de discuter avec linguistic conventions used in a variety of
tes pairs du texte lu te permet-il didentifier situations in diverse French-speaking commu
des stratgies qui taideront comprendre nities* (e.g., regional colloquial expressions in
tes prochaines lectures? Pourquoi est-il selected French-speaking communities; language
important dtre conscient de nos pertes de conventions of informational texts; language
comprhension? conventions in comic strip dialogue; abbreviations,
acronyms, and symbols used in text messages and
posts on social networking sites)
to use strategies to self-monitor their under-
standing of a text, such as pausing during Teacher prompts: Comment les rgionalismes
reading to ask questions or to paraphrase de diverses communauts francophones
information. taident-ils comprendre les conventions
langagires utilises par les habitants?
Dans quelle mesure les structures langagires
C3. Intercultural Understanding choisies par un auteur taident-elles identifier
les relations entre les gens? Comment est-ce
que ltude du langage des sites de mdiaux
C3.1 Intercultural Awareness: using information sociaux taide-t-elle analyser le message
from a variety of French texts, identify French- transmis sous forme dabrviation?
speaking communities in the Americas outside Instructional tips:
Canada, find out about aspects of their cultures, (1) Teachers can model the identification and
and make connections to personal experiences examination of various sociolinguistic differences
and their own and other communities (e.g., read exemplified in interactions among characters in
information about landmarks and attractions in a narrative.
various French-speaking communities; compare
and contrast celebrations from Louisiana and (2) Teachers and students can co-construct an
Haiti as recorded in arts and entertainment reports; anchor chart or word wall of common acronyms,
infer from posted signage the interests, values, and abbreviations, and symbols used in electronic
societal norms of a French-speaking community; texts.
research aspects of life for French-speaking
individuals or groups in the Americas and make
connections to life in their own communities, with
the aid of a graphic organizer such as a T-chart;
describe ways in which various French-speaking
minority groups celebrate and maintain their
cultural identities)
Teacher prompts: Quelles caractristiques de la
communaut as-tu ressorties des textes dauteurs
francophones? Comment pourrais-tu partager
294
D. WRITING
GRADE 7
elements of each form (e.g., write an article or
French texts they plan to create (e.g., to write a
an online post about a recent event; develop an
letter in the role of a historical figure such as Chief
expository text outlining arguments on all sides
Pontiac, Joseph Brant, or Marie-Josphe Anglique,
of an issue related to global economic inequities;
sharing his or her experiences with family members;
write an alternative ending for a short story,
to advertise a new product; to express a personal
narrative, or legend read in class)
view in a rap or poem; to explain an environmental
disaster and describe possible preventative measures Teacher prompts: Dans quelle mesure le fait
in a report) dcrire un essai te permet-il de prsenter tes
arguments sur un problme mondial? Quels
Teacher prompts: Comment le fait dcrire une
dtails vas-tu changer afin de rdiger une
lettre en personnifiant un hros historique te
nouvelle fin cette histoire?
permet-il de partager les expriences quil a
vcues et te sensibilise-t-il ce qui lui est arriv? Instructional tip: Teachers can suggest that
Comment lcriture dune chanson rap te students use conjunctions indicating cause and
permet-elle dexprimer ton point de vue sur effect (e.g., cause de, parce que, alors,
un produit prsent dans une publicit? donc) to add complexity to a report.
De quelle faon la rdaction dun rapport
sur un dsastre environnemental te permet-elle D1.3 Developing Vocabulary: confirm word
de communiquer les dtails importants du meanings and review, refine, and vary word
dsastre? choices, using a variety of resources (e.g.,
incorporate vocabulary from word walls and
Instructional tip: Teachers can encourage anchor charts; use print and online resources
students to use past and present tenses such as a thesaurus or French dictionary)
appropriate to the context when writing
in the role of a historical figure. Teacher prompts: Quels mots et expressions
pourrais-tu ajouter ton texte afin quil soit
plus sophistiqu? Comment la liste/le mur
WRITING
295
de mots te permet-il de rutiliser des structures D1.6 Applying Language Conventions:
de phrases dans ta production crite? communicate their meaning clearly, using
Explique comment le fait dutiliser un parts of speech appropriately and following
dictionnaire franais ta aid dans ton choix conventions for correct spelling, word order,
de mots pour ton texte crit. and punctuation (e.g., indirect object pronouns y
and en; personal indirect object pronouns me,
te,lui,nous,vous,leur; past, present, and
students use a variety of conjunctive phrases
FRENCH IMMERSION
future tenses of familiar regular and irregular verbs;

(e.g.,ainsi que, bien que, tandis que,
conjunctions such as car, comme, puisque,
pour que, tant que, de manire que)
afin que,si; use of the infinitif as an impratif;
to link ideas in their writing.
disjunctive pronouns moi,toi,lui,elle,nous,
D1.4 Using Stylistic Elements: use word choice, vous, eux, elles; the relative pronoun o to
stylistic elements, and conventions of text to describe where or when an action has taken place)
establish a personal voice and a clear point of Teacher prompts: Comment peux-tu viter de
view (e.g., include graphics, visuals, and descriptive rpter une ide que tu as dj mentionne?
language in an article on a health issue for the Quels temps de verbe faut-il utiliser dans
class newspaper; select words and expressions to ton texte? Comment sais-tu que tu as utilis
share personal responses to a current global issue les temps qui conviennent la situation?
discussed in an online forum; choose evocative Comment peux-tu relier deux ides dans
words to create a slogan) ton texte crit?
Teacher prompts: Comment la rdaction dun Instructional tip: Teachers can suggest that
article te permet-elle dexprimer ton point de vue students use direct object pronouns when
sur les bons choix nutritifs que les adolescents expressing a personal point of view (e.g., Il me
devraient faire? Comment un forum en ligne semble que...).
te donne-t-il lopportunit dexprimer ton point
de vue personnel sur des problmes mondiaux?
Comment voquer tes sentiments sur un sujet D2. The Writing Process
dactualit dans un slogan?
D1.5 Creating Media Texts: using words and D2.1 Generating, Developing, and Organizing
expressions suited to the context, create a Ideas: generate, develop, focus, and organize
variety of media texts in French for specific ideas for writing, using a variety of strategies
purposes and audiences, using a range of media and print, electronic, and other resources, as
forms and the conventions and techniques appropriate (e.g., generate ideas and group them
appropriate to the chosen form (e.g., create in mind maps or web charts; record and develop
a comic strip about the relationships in a group ideas using jot notes; organize their ideas with the
or community; create a poster to inform students aid of a digital graphic organizer; brainstorm a list
about safe behaviour during science experiments or of writing topics related to personal interests)
gym class; create promotional materials to inform
adolescents about active living options in their Teacher prompts: Comment est-ce quun
community; create an anti-littering sign for a tableau rfrentiel te permet darticuler tes
local park, beach, or trail) ides pour un texte crit? Comment les notes
tlgraphiques taident-elles dvelopper tes
Teacher prompts: Selon toi, comment est-ce ides pour une production crite? Comment
quune bande dessine peut vhiculer un est-ce que le fait dorganiser tes questions avant
message? qui ce message sadresse-t-il? lcriture pourrait taider composer un texte?
Comment est-ce que la prsentation de tes Comment le fait dtre conscient de tes intrts
ides et opinions peut contribuer dune faon peut-il contribuer la fluidit de tes crits?
positive ta communaut scolaire? De quelle
manire peux-tu informer les autres laide de Instructional tip: Teachers can model the use
textes multimdias? Comment le choix du of tools such as mind maps and concept webs
texte mdiatique contribue-t-il la qualit de to assist students in generating and expanding
ton message et latteinte de tes objectifs? upon their ideas.
Instructional tip: Teachers can suggest that D2.2 Drafting and Revising: plan and produce
students use a variety of verb tenses and moods drafts, following established criteria, and revise
(e.g., prsent, impratif, conditionnel prsent) in their writing to improve its content, clarity, and
their promotional materials. interest, using a range of strategies (e.g., use a
296
digital graphic organizer to help them plan writing to improve their writing skills (e.g., determine
pieces; review exemplars while co-constructing which graphic organizers helped them organize
success criteria with teachers and peers; use information and ideas effectively; consider feedback
animation software to create a storyboard for from peers when identifying areas of greater strength
a short story or film script) in writing, and setting learning goals to improve
Teacher prompts: Comment un organisateur areas of lesser strength; in conference with the
graphique taide-t-il classifier tes ides avant teacher, discuss goals for improving writing, and
ta production crite? Comment est-ce que develop a checklist of specific steps to achieve
tu peux utiliser le texte de lcriture partage those goals)
comme inspiration pour ton propre texte? De Teacher prompts: Quels sont tes forces et tes
quelle faon les critres de succs taident-ils
GRADE 7
dfis comme auteur? Comment les questions
dresser une rtroaction au sujet de ton travail et commentaires gnrs par tes pairs, dans
dcriture? Comment est-ce que la technologie votre discussion, te permettent-ils damliorer
taide planifier ton projet dcriture? tes habilets et ton travail aujourdhui et
Instructional tip: Teachers can remind students lavenir?
to pay attention to the position of object pronouns Instructional tip: Teachers can suggest that
in their writing. students maintain a learning log to track and
update learning goals throughout the year.
a model or a set of guidelines to meet established D3. Intercultural Understanding
criteria, with support as appropriate (e.g., refer
to feedback from peers when revising content; use
agreed-upon success criteria to assess writing for D3.1 Intercultural Awareness: in their written
areas of greater and lesser strength in order to work, communicate information about French-
improve the final product; proofread using available speaking communities in the Americas outside
classroom and technological resources; consider Canada, including aspects of their culture
layout and characteristics of a text form when and their contributions to la francophonie and
producing a final product) the world, and make connections to personal
Teacher prompts: Comment la rtroaction avec experiences and their own and other commu-
tes pairs taide-t-elle rviser ta production nities (e.g., write about the accomplishments of an
crite afin damliorer ton produit final? individual or group from the Americas that has
Comment est-ce que la prsentation de ton contributed to la francophonie; create a pamphlet
document influencera la raction de ton lecteur? about a cultural exchange opportunity in a French-
Comment les lments visuels et les caractris- speaking region of the Americas; write an opinion
tiques de texte aident-ils ton lecteur reprer piece about the role of sports in various French-
linformation pertinente? Comment sais-tu speaking communities; write a nutrition plan
que ton travail final satisfait aux attentes de la outlining healthy food choices for their family
situation? and a Creole family in Louisiana based on local
agriculture; compare the carbon footprint of a
Instructional tips:
family in Guadeloupe to that of their own family)
(1) Teachers can conference with students
during guided practice to support them in Teacher prompts: Comment le fait dcrire
revising, editing, and polishing their writing. propos des ralisations dautrui nous permet-il
dvaluer les besoins de sa communaut?
(2) Teachers can encourage students to record
Comment ce projet dcriture ta-t-il sensibilis
feedback from their peers for current and
limportance de bien connatre les intrts
future revision of writing pieces.
de son partenaire pour un change culturel?
Comment le fait dentrer dans la peau dun
D2.4 Metacognition:
personnage taide-t-il comprendre sa culture?
and their peers, several strategies they found Instructional tip: Teachers can suggest that
helpful before, during, and after writing; students use present and future tenses when
(b) determine their areas of greater and lesser writing about a proposed cultural exchange.
strength as writers, and plan steps they can take
WRITING
297
appropriately in their written work (e.g., conven-
tions of thank-you letters with different levels of
formality; regional expressions and terminology
in diverse French-speaking communities; regional
FRENCH IMMERSION
idiomatic expressions)
Teacher prompts: De quelle faon peux-tu
intgrer quelques exemples dexpressions
idiomatiques et de rgionalismes dans ton texte?
Pourquoi est-il important de connatre quelques
expressions pour se prsenter dans diffrentes
situations sociales?
students use affirmative and negative forms
of the infinitif following impersonal expressions
(e.g., il est important de..., il faut..., on
doit...) when writing a thank-you note.
298
GRADE 8
Note
A. LISTENING
FRENCH IMMERSION
A1. Listening to Understand Teacher prompts: Comment est-ce que lcoute
des diffrents points de vue de tes camarades
By the end of Grade 8, students will: durant le cercle de lecture ta permis de com-
prendre le texte prsent? Comment lcoute
de la prsentation orale influencera-t-elle les
dcisions que tu prendras concernant le sujet
prsent? Quel impact est-ce que lcoute de
diffrents bulletins de nouvelles aura sur les
to understand explicit and implicit messages
choix que tu feras par rapport au problme
in a variety of oral French texts, including
prsent?
increasingly complex texts (e.g., use personal
experience to make preliminary connections prior Instructional tip: Teachers can direct students
to listening to an oral text; create a list of questions to use future tenses when responding to a
to guide listening; visualize key events discussed presentation regarding secondary school options.
during an interview or read-aloud; confirm their
understanding after listening by analysing A1.3 Listening for Meaning: demonstrate an
predictions made before listening) understanding of the intent and meaning of
various oral French texts containing familiar
Teacher prompts: Comment est-ce que la and unfamiliar words and expressions and
visualisation durant lcoute dun texte renforce dealing with a variety of familiar, academic,
ta comprhension du message vhicul par and personally relevant topics, with support as
lauteur? Aprs avoir fait lcoute dun texte, appropriate (e.g., describe points of view stated
de quelle faon lanalyse de tes prdictions during a debate; use graphic organizers to highlight
consolide-t-elle ta comprhension du message? the main ideas in an oral presentation; summarize
Instructional tip: Teachers can suggest that the points made by a spokesperson on an environ-
students use a learning journal to record and mental issue; identify the messages in song lyrics)
consolidate information heard in an audio text. Teacher prompts: De quelle faon lcoute du
dbat sur lactualit politique te permet-elle
dexprimer une opinion sur les points de vue
entendus en utilisant les marqueurs de relation
for listening in a variety of situations (e.g.,
suivants : premirement, puisque, alors que,
to interpret the key messages in a song or radio
enfin, ainsi que, tandis que? Aprs avoir
advertisement; to synthesize ideas heard in a
cout le discours dun porte-parole dun
literature circle; to create a character sketch based
organisme politique sur le rchauffement
on a read-aloud; to make decisions about future
climatique, comment peux-tu exprimer ton
paths during an oral presentation on course selection
point de vue en rponse au message? Dans
for high school; to respond to media releases about
quelle mesure les mots choisis par lauteur
current health issues)
300
dune chanson patriotique taident-ils identifier taide-t-il clarifier les ides exprimes?
le message implicite? Comment est-ce quune liste de questions
pourrait-elle taider interagir avec tes camarades
Instructional tips:
de classe pour expliquer ton point de vue?
strategies and organizational tools such as Instructional tip: Teachers can suggest that
note taking, comparative charts, or mind students use a graphic organizer such as an
maps when synthesizing ideas heard during inquiry chart to help them formulate questions
a presentation or a debate. during an interview, debate, or group discussion.
sentence starters such as puisque, donc,
what others say while participating in a variety
GRADE 8
pourtant, alors que, par consquent,
cependant to explain the message of a song.
personally relevant topics (e.g., paraphrase
different points of view in a discussion on healthy
A1.4 Responding to and Evaluating Media
living; during an interview, prepare, ask, and
Texts: evaluate the effectiveness of the treatment
adapt questions based on the speakers responses;
and presentation of ideas and information in
respond to a speakers opinion; respond to ideas
a variety of oral media texts about familiar,
and opinions presented in small- or large-group
situations)
teacher support as appropriate (e.g., respond to
an advertisement by a human rights organization; Teacher prompts: Comment est-ce que ta
express an opinion about the messages in a television comprhension des arguments prsents dans
advertisement aimed at young children; parody a un dbat te permet de participer activement
media report) la discussion et de partager ton opinion, ta
perspective? Quest-ce que tu peux faire quand
Teacher prompts: Comment le message implicite
tu ne comprends pas? Comment est-ce que
dune publicit tlvise visant les jeunes enfants
tu peux montrer que tu comprends le point de
te fait-il ragir au pouvoir quont les mdias
vue de la personne qui parle pendant un change
sur nos vies, et pourquoi? Est-ce que la
virtuel ou face face? Quelles informations
prsentation du message tait efficace? Quest-ce
mises en commun lors dune discussion taident
que lauteur aurait pu faire pour rendre son
mieux comprendre et mieux rpondre aux
message plus efficace? Comment un bulletin
questions poses?
de nouvelles peut-il se prter la parodie?
Instructional tip: Teacher can suggest students
use various verb tenses when giving their opinion
use various verb tenses when expressing their
during a debate or classroom interaction.
opinions about an advertising campaign.
A2.3 Metacognition:
A2. Listening to Interact (a) describe factors that prevent them from
By the end of Grade 8, students will: helpful before, during, and after listening;
A2.1 Using Interactive Listening Strategies: strength as listeners, and plan steps they can
identify and use interactive listening strategies take to improve their listening skills (e.g., consider
to suit a variety of situations while participating peer feedback when reflecting on areas in need of
in a variety of extended interactions in familiar improvement and setting goals to improve listening
social and academic contexts (e.g., ask relevant skills; record an authentic exchange with peers
questions to elicit further information; paraphrase and use it to determine next steps to improve their
to clarify meaning; express interest in what is being listening skills; refer to a checklist based on success
said during a presentation by commenting and criteria to identify listening strategies that might
questioning) be helpful during a group discussion)
Teacher prompts: Comment la formulation de Teacher prompts: Comment la rtroaction
questions te prpare-t-elle interagir lors dune dun pair te permet-elle didentifier tes prochains
discussion de groupe sur un sujet dactualit? dfis lis lcoute durant une interaction de
Durant un dbat, dans quelle mesure le fait de groupe? Dans quelle mesure lanticipation
paraphraser en utilisant les expressions et mots des rponses des autres durant une discussion
de relation suivants (Si jai bien compris, de groupe affectera-t-elle ta participation aux
Daprs ce que jai compris, tu veux dire que)
LISTENING
changes et amliorera-t-elle tes habilets
301
dcoute active? De quelle faon une liste de A3.2 Awareness of Sociolinguistic Conventions:
critres dvaluation te permet-elle didentifier using information from oral French texts,
les stratgies dcoute qui sont efficaces pour identify and demonstrate an understanding
toi? Comment lidentification des stratgies of sociolinguistic conventions used in a variety
dcoute qui taident avant, durant et aprs une of situations in diverse French-speaking
activit dcoute te permet-elle de planifier tes communities* (e.g., expressions specific to the
prochaines tapes pour amliorer tes habilets backgrounds of different speakers; pronunciations
dcoute?
FRENCH IMMERSION
from different regions in France; appropriate uses

of different language registers)
students use the conditionnel prsent and the Teacher prompts: De quelle faon les expressions
conditionnel pass when reflecting on their entendues au cours de lentrevue dune person-
listening skills. nalit connue te permettent-elles de comprendre
le dialogue entre lintervieweur et linterview?
Quelles stratgies te permettent didentifier les
A3. Intercultural Understanding accents des personnes parlant franais? Quelles
sont les expressions et les interjections que les
ados utilisent?
A3.1 Intercultural Awareness: using information Instructional tip: Teachers can encourage
from oral French texts, identify French-speaking students to listen for different spoken interjections
communities in France, find out about aspects and record them in their personal dictionary,
of their cultures, and make connections to word wall, or learning journal.
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)
Teacher prompts: Quels liens fais-tu entre ta
propre situation et le message ou le personnage
de la chanson? Est-ce que la chanson ta aid
mieux comprendre la situation des jeunes dans
cette communaut? Quels sont les liens que
tu as faits entre les valeurs et les traditions
culturelles prsentes dans le texte et tes
propres traditions culturelles?
302
B. SPEAKING
GRADE 8
diverse audiences;
B1. Speaking to Communicate Teacher prompts: Quels lments dexpression
orale te serviront lors de la prsentation dun
By the end of Grade 8, students will: monologue? Quels conseils peux-tu donner
quelquun qui doit animer une activit
physique? Comment choisiras-tu les informa-
tions importantes communiquer pendant ta
prsentation? Dans quelle mesure un rap ou
une chanson te permettent-ils de communiquer
and to a variety of audiences (e.g., alter volume
ton opinion et tes motions au sujet dun vne-
and tone to engage audience; use dramatic pauses
ment dactualit que tu as entendu la radio?
to create suspense; use terminology and vocabulary
specific to the subject and audience) Instructional tips:
(1) Teachers and students can co-construct
Teacher prompts: Quelle importance aura le
reference materials that outline effective
ton de ta voix et ton expression faciale lors dun
presentation skills.
reportage? Pourquoi faut-il adapter ta voix,
ton dbit et ton expression quand tu fais un jeu (2) Teachers can suggest students use sentence
de rle pour un auditoire spcifique? Dans starters such as Je pense que..., Selon moi...,
quelle mesure le vocabulaire que tu choisis Je crois que..., Cela me fait penser ... when
aura-t-il un impact sur la comprhension du role-playing a historical figure.
message par lauditoire vis? (3) Teachers can suggest students use the impratif
Instructional tip: Teachers can suggest that when giving instructions during a lesson.
students use the appropriate past tenses
when recounting a current event or personal B1.3 Speaking with Fluency: speak with a smooth
experience. pace, appropriate intonation, and accurate
pronunciation in planned, rehearsed, and
B1.2 Producing Oral Communications: produce spontaneous communications about a variety
planned, rehearsed, and spontaneous messages of academic and personally relevant topics,
in French containing information and ideas using familiar words and expressions (e.g., use
about academic topics and matters of personal appropriate pauses and emphasis to clarify important
interest, with contextual, auditory, and visual ideas; vary intonation and tone of voice when asking
support (e.g., deliver a monologue in the role of questions)
a prominent historical figure; present a slideshow Teacher prompts: Quelles expressions taident
on immigration trends; give instructions to lead the mieux exprimer ton opinion? Pourquoi est-il
SPEAKING
class during daily physical activity; communicate plus facile de faire part de ton opinion propos
their thoughts and feelings on a social or environ- de sujets familiers? Pourquoi est-il important
mental issue through a rap or song lyrics)
303
de varier ton expression, ton intonation et ton based on the effectiveness of a movie trailer; teach
de voix quand tu parles? Comment est-ce que peers a computer application; participate in
les autres sauront que tu poses une question? a debate on a current environmental issue)
Teacher prompts: Dans quelle mesure les
B1.4 Creating Media Texts: create a variety of
pronoms indfinis tels que rien, personne,
increasingly complex oral media texts using
plusieurs, tous, etc., lors dune table ronde sur
forms, conventions, and techniques appropriate
les buts et les ambitions des jeunes adolescents
to the purpose and audience (e.g., create a
FRENCH IMMERSION
taident-ils renforcer ton point de vue sur le

multimedia presentation about a social or environ-
sujet? Comment limprovisation lors dune
mental issue; record a radio advertisement promoting
conversation te donne-t-elle lopportunit de
healthy schools; create a video on the importance
parler spontanment et avec aisance? De
of healthy living for young adults; create a public
quelle faon le conditionnel prsent taide-t-il
service announcement about the benefits of buying
prciser tes ides lors dune discussion sur
locally produced food)
toutes les situations de planification? De
Teacher prompts: Dans quelle mesure le fait de quelle faon lactivit Quatre coins taide-t-elle
crer une annonce publicitaire la radio a-t-il dvelopper ta pense critique et convaincre
un impact sur les choix que tes pairs et toi- tes pairs dadopter ton point de vue sur la
mme ferez concernant votre alimentation? publicit dun film que tu as vue? De quelle
Comment est-ce que la production dune faon le fait dtre un mini-prof durant une
vido sur limportance de la vie saine et active leon sur lusage de la technologie ta-t-il aid
te fait rflchir davantage aux choix que toi dterminer la structure langagire que tu
et tes pairs ferez pour demeurer en sant? as d utiliser? Quelles sont les structures
langagires qui te seront utiles pour prparer
ton dbat sur un vnement dactualit touchant
students use future tenses when explaining
lenvironnement?
the impact of lifestyle on health.
Instructional tips:
(1) Teachers can suggest students use the
B2. Speaking to Interact impersonal expression il faut que with the
subjonctif prsent of common irregular verbs
(e.g., avoir, tre, aller, faire, savoir).
B2.1 Using Speaking Interaction Strategies: (2) Teachers can remind students to use
demonstrate an understanding of appropriate expressions such as il est vrai que,
speaking behaviour in a variety of situations videmment, sans aucun doute, ainsi
(e.g., follow established roles during group work, que, tandis que when debating.
such as reciprocal teaching; respond to non-verbal

cues; adjust language register and pace based on B2.3 Metacognition:
audience) (a) describe strategies they found helpful before,
Teacher prompts: Quest-ce qui taide during, and after speaking to communicate
prsenter ton point de vue tes camarades? effectively;
Dans quelle mesure un contact visuel constant (b) identify their areas of greater and lesser
aura-t-il un impact sur la communication de strength as speakers, and plan steps they can
ton message? take to improve their speaking skills (e.g., debrief
and discuss with a peer strategies used to capture
B2.2 Interacting: engage in rehearsed and and maintain an audiences attention during a
spontaneous spoken interactions, in social dramatic presentation; reflect on the efficacy of
and academic contexts, about academic and word choices made during an improvisation task,
personally relevant topics (e.g., engage in a setting goals to improve French vocabulary usage
round-table discussion exploring hobbies, current when speaking)
events, potential career paths, hopes, or ambitions; Teacher prompts: Dans quelle mesure la
improvise a conversation between a soon-to-be rtroaction de tes pairs/ton enseignant suite
exchange student and his or her host family; ta prsentation orale te permet-elle de te fixer
discuss an urban planning situation, such as what des buts pour tamliorer lors dune prochaine
kind of facilities should be built for youth or aging prsentation orale? Comment une rflexion
populations; establish norms for group work through sur lefficacit de ton choix de mots lors
discussion; participate in a four-corner activity
304
dune improvisation peut-elle influencer le B3.2 Awareness of Sociolinguistic Conventions:
dveloppement de buts afin damliorer ton identify sociolinguistic conventions associated
expression orale? Comment une discussion with a variety of social situations in diverse
de groupe sur les stratgies utiliser lors de French-speaking communities,* and use them
situations parles te permet-elle damliorer appropriately in spoken interactions (e.g., formal
les stratgies que tu utilises dj et celles que and informal language to suit the context and
tu voudrais utiliser? audience; introduction etiquette in different
French-speaking communities; colloquialisms,
Instructional tips:
idioms, and gestures appropriate to different
(1) Teachers can encourage students to use je
settings)
peux statements when reflecting on feedback
GRADE 8
after an oral presentation. Teacher prompts: Dans quelle mesure le fait
de comparer des mots de prsentation de
(2) Teachers can suggest that students use future
communauts francophones diffrentes te
tenses when evaluating strategies to use in
permet-il danalyser le langage spcifique
future speaking situations.
chacune et te renseigner sur les choix que tu
feras pour te prsenter? Dans quelle mesure
B3. Intercultural Understanding les mots que tu utilises sont-ils influencs par
le public qui tu dois tadresser, et pourquoi?
B3.1 Intercultural Awareness: communicate use the conditionnel prsent and the conditionnel
information orally about French-speaking pass when explaining the language they must
communities in France, including aspects use for different audiences.
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)
Teacher prompts: Dans quelle mesure un
change sur les lments culturels qui incitent
les touristes visiter certains endroits te permet-il
de prendre conscience de ceux qui refltent ta
propre communaut, et pourquoi? Comment
est-ce que la publicit qui promeut le franais
sur le march du travail influence ton opinion
sur la valeur de lapprentissage de la langue
franaise?
SPEAKING
305
C. READING
FRENCH IMMERSION
C1. Reading Comprehension shared reading of song lyrics, compose an
additional verse; identify interesting jobs on
By the end of Grade 8, students will: 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)
support as appropriate (e.g., identify the main Teacher prompts: Quelles questions pouvez-
idea and important details; use visualization and vous poser lauteur afin didentifier son
comparisons with images from other sources to message? Quest-ce que tu peux faire afin de
clarify details of characters, scenes, or concepts; reprsenter le point de vue de lauteur? Quel
make inferences from visual elements to identify est le message implicite de lauteur? Comment
explicit and implicit messages) peux-tu lexprimer en composant des versets
supplmentaires pour les paroles de la chanson?
Teacher prompts: Comment ta visualisation
Comment est-ce que linformation prsente
et tes comparaisons avec les images durant la
dans des sites Internet sur les possibilits
lecture dun texte mdiatique taident-elles
demplois dans ta communaut taide faire
clarifier les concepts, les scnes et les dtails
des choix pour lavenir? Dans quelle mesure
concernant les personnages? Comment les
le fait didentifier les dtails de lhistoire que tu
lments dune affiche publicitaire taident-ils
lis te permet-il de dterminer la plausibilit de
infrer le message de lauteur, et pourquoi?
celle-ci? De quelle faon les titres, les sous-titres
Instructional tip: Teachers can suggest students et les rfrences dans les marges dun texte
use sentence starters such as Je pense que..., informatif taident-ils extraire linformation?
Cela me fait penser ..., Jimagine que...
when making inferences about a text or
students to use adjectives and other descriptive
describing what they visualize while reading.
language in song lyrics.
C1.3 Reading with Fluency: read a variety of
French texts containing increasingly complex
vocabulary and language structures, and dealing
and personally relevant topics, with support
with familiar, academic, and personally relevant
as appropriate (e.g., identify and discuss story
topics, at a sufficient rate and with sufficient
elements in a mock interview with the author;
expression to convey the sense of the text, using
following a read-aloud, create an animation
a variety of cues (e.g., read to entertain a younger
summarizing a segment of the text; following
306
class using suitable emphasis, intonation, and peux-tu exprimer ton opinion dune manire
phrasing; read a statement on current events to efficace et polie? Dans les publicits que tu as
inform their peers, using intonation that follows lues, quels sont les lments qui tont permis
the punctuation) didentifier les strotypes? Comment est-ce
Teacher prompts: Quelles sont les stratgies que la mode pour les jeunes adultes est influence
que tu auras besoin dutiliser pour lire une par les revues de mode? Comment est-ce que
histoire un auditoire plus jeune, et pourquoi? ces textes exercent une influence sur les choix
Comment la ponctuation dun texte dictera-t- que tu fais?
elle lintonation que tu utiliseras pour lire un Instructional tips:
communiqu dactualits? (1) Teachers can encourage students to share
GRADE 8
Instructional tip: Teachers can suggest that their opinions about and reactions to media
students use pre-reading strategies such as texts in an online class forum.
highlighting cognates and familiar words to (2) Teachers can encourage students to study
improve fluency and enhance comprehension the techniques used to advertise various items
when reading aloud. to help them question the messages presented
in various media.
C1.4 Developing Vocabulary: identify and
use a variety of different strategies to expand
vocabulary through reading (e.g., analyse C2. Purpose, Form, and Style
word parts and look for familiar words and
mots apparents that are similar to words in
their first language; create a personal word list C2.1 Purposes of Text Forms: identify the
of mathematical terminology; use symbol-sound purpose(s) of a variety of text forms, including
relationships between the letters of the alphabet fictional, informational, graphic, and media
and the sounds they represent to recognize words forms (e.g., poem to express feelings or ideas;
they have only heard before) online media/newspaper to inform about current
Teacher prompts: Quand tu lis un texte, dans events and issues; report to describe and analyse
quelle mesure les mots apparents et les mots an experience or event; magazines to publish
familiers te permettent-ils de faire des liens articles related to a particular subject; autobiog-
avec le vocabulaire de ta premire langue? raphy to share personal experiences and reflections;
Comment les mots familiers inscrits dans ton credit card statement to show the source and
journal de maths te sont-ils utiles pour rsoudre amount of charged purchases and the balance owed)
des problmes mathmatiques? De quelle Teacher prompts: Quel est le but de ce journal?
faon la relation entre les sons et les lettres Comment le sais-tu? De quelle faon les
de lalphabet taide-t-elle dvelopper ton magazines varis que tu choisis de lire
vocabulaire de franais? refltent-ils tes intrts? Pourquoi est-ce que
cet auteur a choisi dcrire son autobiographie?
Texts: evaluate the effectiveness of the treatment Instructional tip: Teachers can suggest that
and presentation of ideas and information in a students use possessive pronouns (e.g., le
variety of media texts about familiar, academic, mien, le tien, le sien, les leurs, la
and personally relevant topics, with teacher mienne) when discussing their experience
support as appropriate (e.g., write a comment of reading different text forms.
agreeing or disagreeing with the opinions in a blog
post; evaluate the stereotypes presented in print ads; C2.2 Characteristics and Stylistic Elements of
analyse the messages presented in different company Text Forms: identify some characteristics and/
slogans and logos and how they influence the or stylistic elements of a variety of text forms,
consumer; describe how song lyrics convey their including fictional, informational, graphic,
message; read advertisements for back-to-school and media forms, and explain how they help
items and analyse their influence on youth choices, to convey explicit and implicit messages, with
including their own; explain the impact of fashion support and guidance from the teacher (e.g.,
magazines on how young adults dress; compare the graphic novel visuals and text that work together
treatment in various print media of an environmental to tell a story; poster or flyer descriptive language,
issue such as the exportation of water) captions, headlines, pictures, colour, punctuation,
and fonts; calendar gridlines, boldface print,
Teacher prompts: Aprs avoir lu le message and icons of important dates and events)
dun auteur sur son blogue, quest-ce que tu
READING
veux lui dire propos de son opinion? Quelles Teacher prompts: Pourquoi lauteur a-t-il utilis
sont tes ractions personnelles? Comment cette couleur pour le texte/les mots sur cette
307
affiche? Quels lments de style est-ce que personalities, landmarks, organizations, and trad-
lauteur a bien utiliss pour appuyer son itions related to France and former French colonies;
message? identify and compare environmental issues of
concern in France and Canada; read promotional
brochures or advertisements about the benefits of
students identify stylistic devices such as
learning another language such as opportunities
onomatopoeia in a graphic novel to help
for careers, summer jobs, friends, travel and
understand the meaning.
describe opportunities that interest them)
FRENCH IMMERSION
C2.3 Metacognition: Teacher prompts: Comment est-ce que la

(a) identify, in conversation with the teacher lecture de diffrentes brochures touristiques
and their peers, a few strategies they found peut influencer ton choix de destination pour
helpful before, during, and after reading to tes vacances? Dans quelle mesure la lecture
understand texts; de diffrents menus de restaurant tinforme-t-elle
(b) determine their areas of greater and lesser sur les habitudes alimentaires des cultures de ta
strength as readers, and plan steps they communaut et te sensibilise-t-elle aux choix
can take to improve their reading skills (e.g., qui te sont offerts?
recognize when understanding has broken down;
determine which reading strategies they are using C3.2 Awareness of Sociolinguistic Conventions:
effectively) using information from French texts, identify
and demonstrate an understanding of socio
Teacher prompt: Selon toi, quelles sont les
linguistic conventions used in a variety of
stratgies ncessaires pour tre un bon lecteur?
situations in diverse French-speaking commu
Justifie ta rponse.
nities* (e.g., words and expressions unique to
certain regions; language registers in personal and
C3. Intercultural Understanding business letters; the use of slang/colloquial/familiar
versus standard French in posters, cartoons, graphic
By the end of Grade 8, students will: novels, or advertisements; expressions of gratitude
and formulas for making excuses or extending
C3.1 Intercultural Awareness: using information invitations used in different French-speaking
from a variety of French texts, identify French- communities)
speaking communities in France, find out about
aspects of their cultures, and make connections Teacher prompt: Comment est-ce que les
to personal experiences and their own and compositeurs ont prsent leurs messages
other communities (e.g., read tourist brochures dans les textes? Quel langage est-ce quils ont
from different regions in France to identify elements utilis? qui sadressent ces textes? Comment
of daily life/culture in each; read restaurant menus le sais-tu?

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,
308
D. WRITING
GRADE 8
determine their purpose for writing and the
audience for French texts they plan to create
elements of each form (e.g., write a memoir or
(e.g., to persuade someone to continue studying
an article from the perspective of a newcomer to
French in high school; to support the schools
Canada or someone affected by a social issue;
environmental initiatives with a campaign flyer
write a narrative poem about the importance
or brochure; to depict the point of view of a survivor
of Remembrance Day, the Day of Pink, or the
of a natural disaster in a journal; to raise awareness
International Day for the Elimination of Racial
about an equity campaign such as Shannens Dream)
Discrimination; write a report on an environmental
Teacher prompts: Quels sont les mots persuasifs issue to persuade their peers to take action in their
que tu choisiras pour souligner limportance community; write a dialogue or script for a short
de poursuivre des tudes en franais? Quel play about a historical character such as Louis Riel
langage utilise-t-on pour exprimer clairement or George-tienne Cartier)
les initiatives environnementales de ton cole?
Comment est-ce quun journal intime exprimant
organiser tes ides dans lcriture dun article
le point de vue dune victime dun dsastre
pour raconter lexprience dun immigrant?
environnemental te permet de comprendre
Comment est-ce que tu peux mieux comprendre
ses motions et ses expriences?
les expriences des autres quand tu cris de
Instructional tips: leur point de vue? Quelle forme de texte
(1) Teachers can suggest that students use taidera souligner limportance de reconnatre
impersonal expressions such as Cest les sacrifices et la bravoure des hros et hrones
essentiel..., Il est primordial..., Il est canadiens? Quels sont les lments dun
capital... in persuasive texts. rapport qui te permettent de persuader tes
(2) During shared writing, teachers can model pairs dagir pour faire une diffrence dans
and encourage the use of a variety of sentence votre communaut?
types (i.e., declarative, imperative, interrogative, Instructional tips:
exclamatory) and lengths to maintain reader (1) Teachers can encourage students to
WRITING
interest. use expressions such as premirement,

deuximement, tout dabord, ensuite,
aprs que to organize their ideas.
309
(2) Teachers can encourage students to verify D1.5 Creating Media Texts: using words and
the position of adverbs with affirmative and expressions suited to the context, create a
negative compound verbs (e.g., Ils ont bien variety of media texts in French for specific
prsent le produit, Les compagnies ne sont purposes and audiences, using a range of media
pas souvent trouvs responsables des actions forms and the conventions and techniques
des gens) when writing a report. appropriate to the chosen form (e.g., adapt a
short story for a comic book or multimedia presen-
(3) Teachers can remind students to pay close
FRENCH IMMERSION
tation; design a web page that promotes informed

attention to the position of object pronouns
financial decisions; create an ad campaign to raise
with compound verbs (e.g., Il lui a dit...,
awareness about a social, environmental, or health-
Elle la mentionn...) and the infinitif (e.g.,
related topic; create a slideshow explaining the
Il voulait nous dire que...) when writing
threats to endangered animals in Canada and
a dialogue or script.
describing possible solutions)
D1.3 Developing Vocabulary: confirm word Teacher prompts: Comment ladaptation dune
meanings and review, refine, and vary word histoire courte en bande dessine te permet-elle
choices, using a variety of resources (e.g., use a didentifier des lments dcriture prcis?
thesaurus to expand their vocabulary; use online Quels lments incorporeras-tu dans le site
and print French dictionaries to confirm meaning; web? Comment choisis-tu des images pour la
use print and online sources to locate information cration dune page publicitaire sur le bien-tre
about word origins; incorporate new words from des adolescents? Comment est-ce que ces images
fiction and non-fiction texts in their writing; use appuient ton message?
vocabulary from the word wall and classroom
Instructional tip: In shared writing, teachers
visuals in context)
can highlight the use and agreement of the
Teacher prompts: Quelle est la ressource que adjective tout (e.g., tout le monde, toutes
tu trouves la plus efficace pour largir ton les personnes, On a tous apprci le message).
vocabulaire? Est-ce que cette source et fiable?
Comment le sais-tu? Comment les livres D1.6 Applying Language Conventions:
narratifs et informatifs te permettent-ils de communicate their meaning clearly, using
clarifier la comprhension des mots que tu parts of speech appropriately and following
as choisis pour ta production crite? conventions for correct spelling, word order,
and punctuation (e.g., position of object pronouns
with the impratif, such as Expliquez-moi votre
students to write using new vocabulary as well
raisonnement, Donne-lui le message; indefinite
as expressions that they have encountered in
relative pronouns such as ce qui, ce que; use of
other subjects and during listening and reading.
indefinite pronouns such as on,rien,personne,

D1.4 Using Stylistic Elements: use word choice, tout, plusieurs, aucun(es), quelquun(e),
stylistic elements, and conventions of text to quelque chose, certain(e)s, chacun(e) to avoid
establish a personal voice and a clear point of repetition and vary sentence structure; transitional
view (e.g., use comparison to illustrate an idea; words and phrases; the imparfait and pass
use specialized vocabulary and terminology specific compos; expression of possibility or future wishes
to the topic they are writing about; create a comic using the conditionnel prsent of regular and
strip using idioms to describe a political issue; use irregular verbs; the expression il faut followed
emotive language to evoke a reaction to a past event by the subjonctif prsent of frequently used verbs,
or experience) such as Il faut que tu arrives avant 13h00;
conjunctive phrases such as ainsi que and
Teacher prompts: Quels traits dcriture tandis que)
taideront communiquer ton message?
Comment est-ce que les expressions idioma- Teacher prompts: Comment est-ce que les
tiques et les onomatopes pourraient taider ressources de la classe taident vrifier
exprimer ton opinion sur un vnement lorthographe des nouveaux mots? Pourquoi
politique actuel dans ta bande dessine? est-il important de vrifier le placement de
Quelles figures de style tont aid articuler certains adjectifs?
tes penses lors de la description dune Instructional tip: Teachers can remind students
exprience que tu as vcue? to use transitional words and phrases (e.g.,
Instructional tip: Teachers can suggest that ensuite, aussi, car, puisque, cepen
students use the comparative and superlative dant, nanmoins) to clarify the connections
forms of bien (i.e., mieux/le mieux) and between ideas and improve the flow of their
mal (i.e., pire/la pire) to express their writing.
opinion.
310
D2. The Writing Process (b) determine their areas of greater and lesser
By the end of Grade 8, students will: 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
ideas for writing, using a variety of strategies
classroom and make suggestions to improve them;
and print, electronic, and other resources, as
recommend a helpful strategy to a classmate during
appropriate (e.g., use tables, charts, and success
peer conferencing; revise a personal editing checklist)
criteria to help them select and organize ideas for
their writing; rank ideas in order of importance Teacher prompts: Comment les critres de
GRADE 8
or significance; use organizational patterns such russite affichs dans la salle de classe taident-ils
as cause and effect) laborer ton processus dcriture? Parmi les
stratgies que tu as listes pour crire ton travail,
Teacher prompts: Comment est-ce que ltab-
laquelle recommanderais-tu tes camarades de
lissement de critres de russite facilitent le
classe, et pourquoi? De quelle faon une liste
processus dcriture, et pourquoi? Comment
de vrification peut-elle ttre utile avant la mise
les traits dcriture taident-ils clarifier ton
au point de ta production crite?
choix de style dans ta production crite? Quel
outil ou schma prfres-tu pour organiser tes
ides? Pourquoi faut-il organiser ses ides D3. Intercultural Understanding
avant dcrire?
D2.2 Drafting and Revising: plan and produce
drafts, following established criteria, and revise D3.1 Intercultural Awareness: in their written
their writing to improve its content, clarity, and work, communicate information about French-
interest, using a range of strategies (e.g., use a speaking communities in France, including
checklist when revising drafts; participate in a aspects of their culture and their contributions
student-teacher writing conference; use a timeline to la francophonie and the world, and make con-
to assist them in ordering events in a narrative) nections to personal experiences and their own
and other communities (e.g., write an article for a
Teacher prompts: Dans quelle mesure une liste student magazine about the benefits of travelling to
de vrification test-elle utile pour rviser le a lesser-known region of France; write a biography
brouillon dune production crite? Comment of a French political figure or celebrity; create and
la rtroaction par ton enseignant/tes pairs label a map for a food-tasting tour across France;
peut-elle taider avant de terminer ta production recount an important historical event and how it
crite? affected French people from diverse communities;
prepare a report on water consumption and con-
D2.3 Producing Finished Work: edit, proofread, servation in France; write a historical report about
and publish a variety of written pieces, following Frances first settlers in Canada and their relation-
a model or a set of guidelines to meet established ships and alliances with First Nations people)
criteria, with support as appropriate (e.g., refer
to class-generated success criteria to ensure all Teacher prompts: De quelle faon le fait dcrire
required elements are present in their final draft; un ditorial dans un magazine destin aux jeunes
consider feedback from their teacher or peers when te permet-il de promouvoir lexploration de
editing) diverses cultures francophones moins connues?
Quels vnements historiques ont eu un grand
Teacher prompts: Dans quelle mesure le impact sur la population francophone? Comment
modle crit de lenseignant(e) taide-t-il est-ce que cela taide mieux comprendre leur
rdiger et rviser ton texte crit? Comment histoire?
incorporeras-tu la rtroaction de tes pairs avant
de finaliser ta production crite? Instructional tip: Teachers can suggest that
students use verbs such as pouvoir, vouloir,
D2.4 Metacognition: and devoir to persuade their readers to visit a
(a) identify, in conversation with the teacher particular region (e.g.,On peut voir, Vous
and their peers, several strategies they found voulez visiter, Nous devons aller).
WRITING
311
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;
FRENCH IMMERSION
conventions for a formal letter)

Teacher prompts: Comment la rdaction
dun pome te permet-elle dincorporer des
expressions typiques utilises dans une
rgion francophone? Comment est-ce que
lincorporation des expressions idiomatiques
te sensibilise aux diffrences rgionales du
franais? Quels sont les lments qui doivent
tre inclus dans une lettre formelle?
of the conditionnel prsent in formal written
communications as a mark of politeness and/or
respect.
312
GLOSSARY
The definitions provided in this glossary are specific to the curriculum context in which the
terms are used.
audience. Intended readers, listeners, comptine. A nursery rhyme, song, or

or viewers of a particular work. poem traditionally taught to children at
an early age (e.g., Pomme de reinette et
authentic language task. A language pomme dapi. Tapis, tapis rouge. Pomme
learning task that involves using language de reinette et pomme dapi. Tapis, tapis
to understand or communicate a message gris.)
or to accomplish a purpose in a relevant
real-world situation (e.g., to communicate conventions. See language conventions.
with peers using social media, to make
a purchase, to read an advertisement or critical thinking. Some aspects of thinking
listen to a commercial, to read a menu critically are: questioning, hypothesizing,
and order food). interpreting, inferring, analysing, compar-
ing, contrasting, evaluating, predicting,
authentic materials (texts). Learning reasoning, distinguishing between
materials (e.g., newspaper articles, short alternatives, making and supporting
stories, novels, poems, television programs, judgements, elaborating on ideas,
films) originally created for public con- identifying values and issues, detecting
sumption and designed for a French- bias, detecting implied as well as explicit
speaking audience. Language structures meanings.
in authentic materials are not controlled,
as they are in texts designed for French cues, non-verbal/visual. Aspects of spoken
language learners. As students develop or unspoken communication that convey
competence in the second language, they meaning without the use of words, such
are better able to understand the content as facial expressions, gestures, body
of authentic materials. language, illustrations, typefaces, and
punctuation.
characteristics of text forms. The key
elements of a particular text form (e.g., cues, verbal. Aspects of spoken and
story: plot, characters, setting, theme). unspoken language that convey meaning.
Examples include: tone of voice, intonation,
cognate (mot apparent). A word that inflection, emphasis; types of words (e.g.,
is related to a word in another language nouns, verbs, adjectives); prefixes and
because the two words have a common suffixes (e.g., indicators of plurals, verb
source (e.g., table/table, telephone/tlphone, tenses); sound patterns (e.g., rhyme);
hospital/hpital). pauses; pace.
313
culture. The customary beliefs, values, forms of media texts. Examples include:
social forms, and material traits of an advertisement, email, film, video, DVD,
ethnic, religious, or social group. It includes the clothing, athletic wear, food packaging, action
arts, literature, lifestyles, and traditions. figure, jewellery, newspaper, magazine, brochure,
movie trailer, editorial, sculpture, song, dance,
dramatization. The recasting of a story or other news report, sports program, documentary,
material into the form of a play or drama. situation comedy (sitcom), television or radio
drama, nature program, interview, travelogue,
editing. The making of changes to the content,
television commercial, cartoon, web page,
structure, and wording of drafts to improve
multimedia text, blog, database.
the organization of ideas, eliminate awkward
phrasing, correct grammatical and spelling forms of oral texts. Examples include: dialogue,
errors, and generally ensure that the writing monologue, greeting, conversation, question,
is clear, coherent, and correct. statement, exclamation, instructions, directions,
poem, rhyme, song, rap, story, anecdote,
elements of style. See stylistic elements (or
announcement, news broadcast, interview,
literary devices).
oral presentation, speech, recitation, debate,
elements of writing (composition and style). report, role play, drama.
Essential aspects of written compositions.
forms of writing. Types of writing that students
Examples include: a central theme or topic;
may be expected to produce. Examples include:
the organization of information and ideas;
story or other narrative piece, anecdote,
use of an introduction and conclusion; diction
commentary, description, instructions, account
(word choice); the use of conventions of spelling,
(personal, narrative, informational), transcription
punctuation, grammar, sentence structure, and
of an interview, announcement, creative piece
paragraphing; plot; characterization; atmosphere;
(fiction, non-fiction, poetry), expository essay,
point of view; literary (stylistic) devices.
personal essay, descriptive essay, argumentative
forms of fictional texts. Examples include: story, or persuasive essay, research report, television
short story, adventure story, detective story, or radio script, editorial, speech, letter, minutes
levelled reader, myth, legend, folktale, poem, of a meeting, notes, jottings, song text, dialogue,
song lyrics, ballad, novel, mystery novel, label, summary, cartoon caption, log, diary,
science fiction novel, play, script, storybook, journal, riddle, commercial, advertisement,
picture book, pattern book, chapter book. list, survey, word web, chart.
forms of graphic texts. Examples include: chart, francophonie, la. The geographical areas where
people use French in their daily lives and com-
word web, diagram, label, advertisement, public

sign, poster, comic strip, comic book, graphic munications for all of the time or part of the
novel, logo, schedule, graph, map, table, time. The term was first used in the nineteenth
illustration, pictorial text, symbol. century. The term la Francophonie, on the other
hand, refers to states and other governmental
forms of informational texts. Examples include: bodies that have in common the use of French
history book, geography text, report, essay, in their work or their trade; la Francophonie is
theatre or concert program, book review, associated with the International Organisation
editorial, newspaper or magazine article, tele- of la Francophonie (IOF).
vision or radio script, letter (personal, business),
invitation, manual, public sign, label, biography, futur proche. A verb construction used to
autobiography, speech, rsum, personal journal, describe an action that is about to happen in
diary, brochure, reference book, encyclopedia. the immediate future (e.g., Je vais manger/
I am going to eat).
314
graphic novel. A story in comic-strip form, that agree in number, gender, case, and person;
published as a book. affirmative and negative constructions;
conventional sentence structures (e.g., simple,
inclusive language. Language that is equitable compound); structures used for questions
in its reference to people, thereby avoiding (inversion of subject and verb, use of est-ce
stereotypes and discriminatory assumptions que); contractions.
(e.g., fire fighter includes both males and females,
whereas fireman refers only to males.) listening strategies. A variety of techniques that
students can use before, during, and after listen-
independent reading. Written texts that students ing. Examples include: focusing attention on
must read on their own. Usually, students write listening and avoiding distractions; making con-
a book report, give a book talk, or complete a nections to what is already known about the
written assignment after reading their selection. topic; considering the speakers point of view;
using non-verbal cues from the speaker; avoid-
intonation. The stress and pitch of spoken
ing interrupting the speaker; using body
language.
language to show interest (e.g., leaning towards
language conventions. Accepted practices or the speaker). See also speaking strategies.
rules in the use of language. In the case of written
mentor text. High-quality, well-written texts that
or printed materials, some conventions help
can be used by teachers to introduce students to
convey meaning (e.g., punctuation, typefaces,
a strategy, literacy device, and/or text feature.
capital letters) and other conventions aid in the
Students can refer to mentor texts when they
presentation of content (e.g., table of contents,
need to remember how to apply or to recall a
headings, footnotes, charts, captions, lists,
literacy device or text feature. Any text form can
pictures, index).
be a mentor text, as long as it is well crafted and
language knowledge. Knowledge of grammatical meets the intended learning goals.
forms and conventions, and of the conventions
metaphor. An implied comparison in which a
of spelling and punctuation.
word or phrase normally applied to an object
language pattern. A particular arrangement of or a person is used to describe something or
words that helps the reader determine meaning someone else.
by providing a certain level of predictability;
open-ended activities. Activities that do not
for example, inversion of subject and verb in
follow a predetermined pattern or procedure;
interrogative sentences.
for example, activities in which students express
language register. A style of language (e.g., opinions and answer personal questions,
formal, colloquial) appropriate to a specific conduct interviews, engage in impromptu
audience, purpose, or situation. Register is dialogues, make presentations, or watch
determined by the level of formality in a par- and comment on films and videos. See also
ticular social setting, the relationship among structured activities.
the individuals involved in the communication,
pattern book. A book containing text with
and the purpose of the interaction.
predictable language patterns.
language structures. Verbal forms and structures
personification. A stylistic device in which human
that are used in speaking and writing. Examples
qualities are attributed to things or ideas.
include: verb tenses (e.g., present, past, future);
noun-adjective and subject-verb combinations
GLOSSARY
315
point of view. The position of the narrator in (e.g., Venn diagrams, story maps); skimming
relation to the story; thus the vantage point text for information or detail; scanning text to
from which events are seen (e.g., the omniscient, determine purpose of text or type of material;
the third-person, or the first-person point of recording key points and organizing them in
view). a sequence; monitoring comprehension.
print and electronic (re)sources. Materials in revising. The making of major changes to the
print or electronic media, including reference content and/or organization of a draft.
materials. Examples include: books (fiction,
non-fiction), newspapers, magazines, encyclo- scaffolding. Teacher support for student learning
pedias, reports, television programs, videos, and performance that is adapted to the students
CD-ROMs, print or digital dictionaries, interactive needs. Examples are: simplifying and shortening
software, computer graphics programs, word French texts for reading; speaking in the present
processing programs, models for writing (e.g., tense; asking students to choose answers from
stories or essays by published writers), style a list or complete a partially finished outline or
guides, databases, thesauri, spell-check programs. paragraph; using visual aids to present informa-
tion and asking students to respond by using
proofreading. The careful reading of a final draft graphic organizers, tables, charts, outlines, or
to eliminate typographical errors and correct graphs; making use of cooperative learning
errors in grammar, spelling, and punctuation. and hands-on learning techniques. Support
is gradually withdrawn as students develop
purposes of reading. Some purposes of reading the ability to apply newly learned skills and
are to gather and process information; make knowledge independently.
connections between experience and what is
read; develop opinions; broaden understanding; simile. An explicit comparison in which one
develop and clarify a point of view. thing is likened to something quite different
by use of the word comme.
purposes of writing. Some purposes of writing
are to explore ideas and experiences; examine speaking strategies. A variety of techniques that
ideas critically; inform, describe, and explain; students can use to help them communicate
provide instructions; record thoughts and orally. Examples include: using body language
experiences; clarify and develop ideas; inquire (e.g., gestures, facial expressions, eye contact);
into a problem; entertain; persuade; express adjusting pace, volume, and intonation; practising
thoughts, feelings, and opinions. or rehearsing messages with a peer; consulting
anchor charts and word lists for new vocabulary
reading strategies. Methods used in reading to and expressions; recording their speaking
determine the meaning of a text. Examples are: and listening to the recording to improve their
rereading; substituting an appropriate familiar delivery; asking questions or rephrasing ideas
word for an unfamiliar one; using root words to to clarify meaning; using speaking notes for
determine meaning of unfamiliar words; using a presentation or debate. See also listening
previous knowledge to determine meaning; strategies.
using information from the context to determine
meaning; predicting the use of specific words structured activities. Activities that follow a
from the context (e.g., in a simple statement, predetermined pattern or procedure; for example,
the verb often immediately follows the subject); activities in which students answer factual
making inferences; predicting content; confirming questions, play games, engage in dialogues
or revising predictions; adjusting speed in silent patterned on a model, or work on cooperative
reading according to the purpose of reading or crosswords. See also open-ended activities.
the difficulty of the text; using graphic organizers
316
stylistic elements (or literary devices). Particular word pattern. A particular arrangement of com-
patterns of words, figures of speech, or techniques ponents in a group of words that have elements
used in speech or writing to produce specific in common with respect to meaning, syntax,
effects, usually in order to persuade, interest, or spelling, and/or sound; for example, the addition
impress an audience. Examples include: rhyme, of - to the verb root in the formation of the past
rhythm, repetition, rhetorical question, emphasis, tense in a group of verbs.
balance, dramatic pause, comparison, contrast,
parallel structure, irony, foreshadowing, allusion, word web. A diagram showing the relationships
analogy, juxtaposition, simile, metaphor, personi- between ideas.
fication, pun, hyperbole, oxymoron, symbolism.
writing process. The process involved in produ-
synonym. A word that has the same or almost cing a polished piece of writing. The writing
the same meaning as another word (e.g., process comprises several stages, each of which
clean/pure). focuses on specific tasks. The main stages of the
writing process are: generating ideas; choosing
text. A means of communication that uses words, a topic; developing a plan for writing; writing a
graphics, sounds, and/or images, in print, oral, first draft; reviewing and revising; editing and
visual, or electronic form, to present information proofreading; and producing a final copy.
and ideas to an audience.
writing skills. The skills needed to produce clear
text features. The physical or design character- and effective writing. Writing skills include:
istics of a text that clarify and/or give support organizing and developing ideas logically;
to the meaning in the text and/or aid in the identifying the level of language appropriate
presentation of content (e.g., title, table of to the purpose for writing and the audience
contents, headings, subheadings, lists, charts, being addressed; choosing the form of writing
illustrations, diagrams, captions, footnotes, appropriate to the purpose for writing; choosing
typefaces, bold and italic fonts, colour, index). words, phrases, and structures that are both
appropriate for the context and effective in
text form. A category or type of text that has conveying ones message; using language
certain defining characteristics. The concept structures and patterns correctly; using correct
of text forms provides a way for readers and grammar, spelling, and punctuation; attending
writers to think about the purpose of a text to style, tone, and point of view; showing
and its intended audience. awareness of the audience; revising to improve
the development and organization of ideas;
Venn diagram. A diagram formed by two
editing to improve style and to correct errors
or more overlapping circles. It is used to help
in grammar, spelling, and punctuation.
students categorize information for written
or oral assignments.
voice. The style or character of a written piece

revealed through the authors use of vocabulary,
sentence structure, and imagery, for example,
as well as the rhythm of the prose and the mood
of the piece as a whole.
GLOSSARY
317
The Ministry of Education wishes to acknowledge
the contribution of the many individuals, groups, and
organizations that participated in the development
and refinement of this curriculum policy document.
Printed on recycled paper
13-047
ISBN 978-1-4606-2445-6 (Print)
ISBN 978-1-4606-2446-3 (PDF)
Queens Printer for Ontario, 2013

French As A Second Language

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REVISED

THE PROGRAMS IN FRENCH AS A SECOND LANGUAGE 15

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 22

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN FRENCH

This publication is available on the Ministry of Educations website,

THE CORE FRENCH PROGRAM, GRADES 4 TO 8 52

THE EXTENDED FRENCH PROGRAM, GRADES 4 TO 8 122

THE FRENCH IMMERSION PROGRAM, GRADES 1 TO 8 199

ELEMENTARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

SUPPORTING STUDENTS WELL-BEING AND ABILITY TO LEARN

An educators awareness of and responsiveness to students cognitive, emotional, social,

Source: Stepping Stones: A Resource on Youth Development, p. 17

THE IMPORTANCE OF FRENCH AS A SECOND LANGUAGE IN THE CURRICULUM

In addition to strengthening students ability to communicate, learning another language

Knowledge of an additional language strengthens first-language skills. The ability to speak

Positive outcomes for students in the FSL curriculum include:

ENDURING IDEAS IN THE FRENCH AS A SECOND LANGUAGE CURRICULUM

Through the study of French, students experience multiple opportunities to communicate

Interaction in French is pivotal in this curriculum. Research indicates that language

Listening, Speaking, Reading, and Writing: Interconnected but Distinct

Development of Language Learning Strategies

itself, such as remembering information and understanding or producing messages in

Interdependence of Language and Culture

Emphasis on Critical and Creative Thinking Skills

Making Real-World Connections

ROLES AND RESPONSIBILITIES IN FRENCH AS A SECOND LANGUAGE

Using a variety of instructional, assessment, and evaluation strategies, teachers provide

Active engagement in meaningful, age-appropriate, and cognitively stimulating tasks

Teachers provide students with frequent opportunities to communicate their understanding,

environments for field trips and for exploration of French-speaking communities.

Core French is mandatory from Grades 4 to 8 for all students in English-language

In any program of study, students should advance through an organized sequence

A Framework for French as a Second Language in Ontario Schools

THE PROGRAMS IN FRENCH AS A SECOND LANGUAGE

Each grade is organized

The specific expectations SPECIFIC EXPECTATIONS

relate it to a current event; listen to a media clip

THE PROGRAMS IN FRENCH AS A SECOND LANGUAGE

THE PROGRAMS IN FRENCH AS A SECOND LANGUAGE

Learning Skills and Work Habits

Content Standards and Performance Standards

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

The purposes of the achievement chart are to:

Assessment for Learning and as Learning

Reporting Student Achievement

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

Categories of Knowledge and Skills

Criteria and Descriptors

Knowledge and Understanding

Descriptors indicate the characteristics of the students performance, with respect to

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

Knowledge of content demonstrates demonstrates demonstrates demonstrates

Understanding of content demonstrates demonstrates demonstrates demonstrates

Communication The conveying of meaning through various forms

Communication for communicates communicates communicates communicates

Application of knowledge applies applies applies applies

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

Transfer of knowledge transfers transfers transfers transfers

Making connections within makes makes makes makes

Instructional approaches should be informed by the findings of current research on

A well-planned instructional program should always be at the students level, but it

Instructional Approaches in French as a Second Language

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN FRENCH AS A SECOND LANGUAGE