DRAFT

Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Critically analyzing diverse worldviews and experiences fosters empathy, respect, and pluralism.
Understanding
Guiding How can texts help us understand one How can sharing a variety of texts help us How can opinions be influenced by How can interacting with various texts help How can the ideas and experiences
Questions another? understand one another? interests, experiences, and a variety of us consider various points of view? presented in texts help us to understand
texts? diverse perspectives?
Learning Children explore personal opinions based Students make connections between their Students express and compare their Students analyze their points of view and Students analyze their points of view in
Outcomes on information and ideas presented in a personal opinions and the opinions opinions in response to a variety of texts. those presented in a variety of texts. light of perspectives presented in a variety
variety of texts. presented in a variety of texts. of texts.
Conceptual • exploring a variety of texts contributes to • opinions presented in texts can enrich • diversity of experiences can be related to • cultural diversity in texts may reflect • texts can present elements from various
Knowledge the understanding of one another personal opinions cultural diversity diversity in communities cultural groups that help one understand
• information and ideas presented in texts • a better understanding of one another • shared experiences strengthen our ties • the connection between opinions and new other points of view
can help develop personal opinions may develop through the exploration of with one another information helps form points of view • culture can influence points of view
• opinions may vary from one person to various texts • experiences and personal interests • shared points of view can bring people • different ways of seeing the same thing can
another depending on their lived influence opinions together influence one's personal point of view
experiences • opinions can vary from one person to • a point of view can be individual or shared • points of view shared by a number of
another people can form a community perspective
Procedural • exploring a variety of texts from diverse • exploring a variety of texts from diverse • exploring a variety of texts from diverse • identifying the message in a variety of texts • reflecting on the meaning of perspectives
Knowledge cultures, including those of First Nations, cultures, including those of First Nations, cultures, including those of First Nations, from diverse cultures, including those of presented in a variety of texts from diverse
Métis, Inuit, and Francophones Métis, Inuit, and Francophones Métis, Inuit, and the Francophones First Nations, Métis, Inuit, and cultures, including those of First Nations,
• developing personal opinions • comparing one’s opinions to those of • recognizing cultural aspects presented in a Francophones Métis, Inuit, and Francophones
• exploring the opinions of others others variety of texts • making connections between one's culture • determining which aspects in texts may
• sharing one’s experiences • comparing experiences and interests with • sharing one’s experiences or interests and the culture of others through the influence one's point of view
• exploring one’s interests through various those of others • sharing one’s opinion on a variety of texts exploration of texts • considering the possibility of different
texts • considering the opinions of others • reflecting on the contribution of new perspectives
information and culture in the
development of points of view
• expressing one’s points of view
• comparing one’s points of view to those
presented in a variety of texts
• comparing one’s points of view to those of
others
• considering the individual voice and the
collective voice
Competencies • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being • Critical Thinking
• Managing Information • Critical Thinking • Critical Thinking • Cultural and Global Citizenship
Literacy • LKU2b.K: Access • LKU2b.1: Access • LKU2b.1: Access • LKU2b.1: Access • LKU2b.2: Access
• LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background knowledge • LKU3a.1: Background knowledge • LKU2c.2: Evaluate
• LKU3d.K: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension strategies • LKU4a.1: Clarity • LKU3a.2: Background Knowledge
• LKU4a.1: Clarity
Numeracy None identified None identified None identified None identified None identified

Guiding How can language facilitate my interactions How can language affect my relationships How can language facilitate cooperation? How can language foster collaborative and How can collaborative and respectful
Questions with others? with others? respectful relationships? language foster the development of a sense
of belonging?
Learning Children explore different ways of Students experiment with different ways of Students describe and apply verbal and Students explain and demonstrate how Students apply their knowledge of verbal
Outcomes interacting orally with others. respectfully interacting orally with others. non-verbal language to promote verbal and non-verbal language can support and non-verbal language to foster

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 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

cooperation. collaborative and respectful relationships. collaborative and respectful relationships.

Conceptual • verbal language and non-verbal language, • verbal language and non-verbal language • verbal language and non-verbal language • everyone is responsible for the language • respectful verbal and non-verbal language
Knowledge including visual cues, speech rate, and can influence how a message is interpreted may include or exclude others they use, verbal and non-verbal, and how can strengthen ties with others
intonation, communicate a message • the use of greetings and courtesy phrases • verbal language and non-verbal language they choose te react to the message of • inclusive language fosters the development
• oral language changes depending on the can show respect may encourage others others of a sense of belonging
person we are communicating with • listening and speaking are conducive to • each person is responsible for the words, • paraphrasing and questioning helps check • everyone has the right to one’s point of
• respectful communication includes taking successful communication gestures, or facial expressions they use in understanding view and the right to express it
turns when speaking • tone of voice makes the intent or intensity their interactions • respect for others’ ideas contributes to an • the talking circle can be used in various
• the talking circle can be used to express of a message clear • the talking circle can facilitate cooperation inclusive language ways to support collaborative and
experiences, ideas, and feelings • the expression of one’s ideas, preferences, • the use of polite and courteous • the contribution of each member respectful discussions
• listening involves a body posture that and feelings influences understanding of expressions supports the development of promotes the achievement of group • each person is responsible for the language
shows respect and interest one another positive relationships objectives they use
• the talking circle can facilitate the • the talking circle can encourage • using the French pronoun “vous” shows
respectful expression of ideas, experiences, collaborative and respectful discussions respect
and feelings • a fair conversation includes the needs,
wishes, and preferences of each individual
Procedural • observing the effects of verbal language • exploring verbal language and non-verbal • using a tone of voice, words, gestures, or • adjusting one’s verbal and non-verbal • using respectful verbal and non-verbal
Knowledge and non-verbal language language that promote respect facial expressions that build collaboration language to show respect and contribute language that contributes to collaborative
• recognizing the differences between the • using a few familiar greetings and courtesy and respect to collaboration work
language used with friends and the phrases • spontaneously using common vocabulary, • paraphrasing or questioning to check or • explaining one’s point of view in a
language used with adults • exploring the use of expressions to initiate expressions, and sentence structures to clarify understanding discussion
• exploring ways in which visual cues and an informal conversation with peers express oneself respectfully • recognizing the ideas of others • respecting the point of view of others
intonation communicate a message • demonstrating interest in the conversation • considering the ideas and opinions of • contributing to the discussion by • thinking about the language one uses
• paying attention to the person who is by listening carefully and responding others expressing one’s ideas • using communication strategies that
talking appropriately to the messages of others • respectfully responding to the messages of • considering the needs, wishes, and promote positive interpersonal
• taking turns talking and listening • clarifying or confirming understanding others preferences of others when interacting relationships
• using familiar expressions of greeting and • using and interpreting mimics or gestures • describing ways in which verbal and non- • demonstrating a sense of responsibility by • exploring contexts in which “vous” is used
politeness to support the communication of a verbal language can express respect and playing one’s role in a group • describing ways in which respectful
message promote collaboration language improves ties with others
• taking turns when expressing oneself • exploring the roles and responsibilities that
• experimenting with tone of voice to clarify contribute to collaborative and positive
the intent or intensity of a message interactions
Competencies • Communication • Communication • Communication • Communication • Communication
• Collaboration • Collaboration • Collaboration • Collaboration • Collaboration
Literacy • LKU4a.K : Clarity • LA1a.1 : Purpose • LA1a.1 : Purpose • LA1a.1 : Purpose • LA1a.2 : Purpose
• LKU4c.K : Intent • LKU4a.1 : Clarity • LA1b.1 : Participation • LA1b.1 : Participation • LA1b.2 : Participation
• LKU4b.K : Audience • LKU4b.1 : Audience • LKU3b.1 : Vocabulary • LKU4a.1 : Clarity • LKU4a.2 : Clarity
• LKU3b.K : Vocabulary • LKU3b.1 : Vocabulary • LKU4a.1 : Clarity • LKU4b.1 : Audience • LKU4b.2 : Audience
• LKU4b.1 : Audience
Numeracy None identified None identified None identified None identified None identified

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Developing and affirming identity through lived experiences contributes to well-being and understandings of self and one another.
Understanding

DRAFT Kindergarten to Grade 4 French Language Arts – April 2018 Page | 2

 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Guiding How can I learn in another language? How can my experiences in French help me How can learning French contribute to my How can learning French affect my personal How can learning French contribute to the
Questions belong to an immersive community? identity? growth? development of my identity and my sense
of belonging?
Learning Children explore learning a new language Students explore how experiences in French Students examine and share the ways in Students recognize the effects of learning Students examine how learning French
Outcomes other than the language learned at home. contribute to their sense of belonging to an which learning French contributes to their French and how it benefits them personally. contributes to their identity and
immersive community. identity. development of their sense of belonging to
the bilingual community.
Conceptual • one speaks different languages at home • learning a second language requires taking • living in a second-language environment • taking risks is necessary when one • language confidence helps develop a
Knowledge than at school risks in one's attempts to express oneself helps bolster one’s self-image attempts to express oneself in French positive self-image
and understand • risk taking improves the ability to • to successfully learn a second language, • taking risks is necessary when searching for
• having experiences in French contributes to communicate in a new language one has to adapt to the unknown meaning in French
the development of a sense of belonging to • French is spoken outside of school • the commitment necessary for learning a
a community that speaks more than one second language affects identity, voice,
language confidence, and future opportunities
Procedural • exploring school life in French • taking risks to demonstrate one’s • making connections between one’s school • choosing to express oneself in French in • taking risks in one’s search for meaning and
Knowledge • seeing that one’s peers are also learning understanding of messages in French life in French and one’s life outside of order to show a sense of belonging to one's in one’s quest for knowledge
French • taking risks to express oneself in French school French immersion community • exploring the benefits of bilingualism and
• noting that one learns a language one word • becoming aware of one's identity as an • making connections between learning • exploring situations or places where one its positive effects on the individual
or one expression at a time immersion student French and developing a positive self- can use French • contributing to language development by
image • experimenting with new interests and choosing to communicate in French in
• recognizing that shared experiences help having new experiences thanks to one’s school and social situations
develop a sense of belonging to a knowledge of French and Francophone • examining the identity and roles of the
community cultures immersion student
• being confident in one’s interactions in • projecting a positive image of oneself and • pursuing one’s studies in French with pride
French one's peers as immersion students to reinforce a sense of belonging to the
bilingual community
Competencies • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being
• Communication • Critical Thinking
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LA1b.2: ParticipationLKU3a.2: Background
• LA1b.1: Participation • LA1a.1: Purpose • LA2a.1: Personal Insight Knowledge
Numeracy None identified None identified None identified None identified None identified

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 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Developing communication and expression allows us to represent and interpret our understandings of the world in multiple ways.
Understanding
Guiding How does sharing stories help us to How does sharing stories help us to better How can exploring texts and sharing stories How can exploring choices and problem How can we improve our relationships with
Questions communicate experiences? understand our experiences and those of help us understand the effects of our solving presented in texts and stories help others by exploring choices and problem
others? choices on our relationships with others? us to understand others and to establish ties solving presented in texts and stories?
with them?
Learning Children explore the connections between Students compare their experiences to Students demonstrate that actions have Students explain the effects that choices can Students propose the ways in which choices
Outcomes their experiences and those of others by those of others by sharing stories. effects by exploring texts and sharing have on problem solving by exploring texts influence problem solving by exploring texts
sharing stories. stories. and sharing stories. and sharing stories.
Conceptual • language helps us tell stories • the stories can be real or imaginary • sharing stories helps us better understand • in a story, the main character often has a • when facing circumstances, the characters
Knowledge • there are a number of different ways to tell • our experiences can inspire our imaginary our experiences and those of others problem to solve of the stories, just like us, make choices
stories stories • the oral tradition is used to teach beliefs, • when facing circumstances, the characters that have effects on the rest of the story
• the oral tradition is used by Elders, • the oral tradition is used to tell stories and traditions, and values of First Nations, make decisions just as we do • the qualities and faults of characters have
Knowledge Keepers, and members of the present teachings about First Nations, Métis, and Inuit cultures • the narrative structure, which represents a effects on the action and resolution of a
First Nations, Métis, and Inuit community Métis, and Inuit cultures • the structure of cause-and-effect situations set of chronological steps that are story
to present stories and teachings • just like the events of our lives, the stories mimics the actions and consequences of generally contained in a plot, helps in the • the life lessons presented in the stories can
• one learns about others by sharing stories have a beginning, a middle, and an end life development of coherent stories help us improve our relationships with
• the actions of the characters determine • the actions of the characters influence the • just like in our own life, events happen in a • descriptive language and figures of speech, others
what happens in the story rest of the story given place and time including comparison and idiomatic • a description can be enriched by the use of
• the actions take place in a sequence • by telling one’s stories, one can establish expressions, can evoke mental images and figurative language
ties with others emotions • First Nations, Métis, and Inuit Elders,
• words and sentences create mental images • First Nations, Métis, and Inuit Elders use Knowledge Keepers, and members of the
that help students in their understanding descriptive language to help make their community use descriptive language to
stories and teachings understood help make their stories and teachings
understood and visualized
Procedural • associating characters and their actions in • examining the order of actions in varied • examining how characters, places, and • examining the description of the • examining how choice of characters and
Knowledge varied real and imaginary stories real and imaginary stories using “au time are described in a variety of texts characters, the conflict, and the the simple plot are described in a variety of
• recognizing the sequence of events of real début," “ensuite," and “finalement" • examining the causes of the problems that denouement in a variety of texts texts
and imaginary stories, including what • identifying the main actions of a character arise in real and imaginary stories • examining the effects of the problem on • recognizing links between the thoughts and
comes before and what comes next • sharing one’s experiences • connecting the actions of the main the actions of the characters actions of the characters
• comparing the characters' actions to one’s • connecting one’s personal experiences to characters with the denouement of the • making connections between the problems • explaining how the choices of the
own experiences the actions of the characters of real and story of the characters and real-life problems characters could affect the plot of the story
• exploring different ways of communicating imaginary stories • sharing one’s experiences • sharing one’s experiences • sharing one’s experiences
stories by means of drawings, squiggles, • comparing one’s experiences with others • creating stories with a simple plot • creating imaginary stories whose simple • creating imaginary stories
reproductions, symbols, gestures, and to find similarities and differences containing a place, characters, and details plot contains a problem and a denouement • describing a simple plot involving a few
actions • telling the difference between actual • exploring ways of creating mental images • describing a simple plot involving a choices of characters and the effects of
• sharing one’s experiences and imaginary experiences and imaginary stories or emotions using words and sentences problem and a denouement these choices on the action of the story
stories • creating imaginary stories • exploring ways of evoking emotions or • exploring ways of engaging the audience
• describing the actions of a character in creating images using descriptive language through the use of synonyms or figures of
chronological order and figures of speech speech in one’s texts, including
comparisons and idiomatic expressions
Competencies • Communication • Communication • Communication • Communication • Communication
• Managing Information • Critical Thinking • Critical Thinking

DRAFT Kindergarten to Grade 4 French Language Arts – April 2018 Page | 4

 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Literacy • LA1a.K: Purpose • LA1a.1: Purpose • LA1a.1: Purpose • LKU3.a.1: Background Knowledge • LKU3.a.2: Background Knowledge
• LKU3.a.K: Background Knowledge • LKU3.a.1: Background Knowledge • LKU3.a.1: Background Knowledge • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU4a.K: Clarity • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU4a.1: Clarity • LKU4a.2: Clarity
• LKU4a.1: Clarity • LKU4a.1: Clarity
• LKU2c.1: Evaluate
Numeracy None identified None identified • NKU2f.1: Time • NKU2f.1: Time None identified

Guiding How can curiosity help me explore my How can curiosity help me gather and How can curiosity help me gather and How can curiosity help me gather, organize, How can investigation help me manage
Questions world? organize information to explore my world? organize information to solve problems and and evaluate information to solve problems information and shape my understanding?
discover new ideas? and discover new ideas?
Learning Children communicate answers to their Students collect and organize information to Students look for and categorize Students examine and evaluate different Students find and explain the links between
Outcomes questions. clarify and express their understanding. information to clarify and express their aspects of a topic to clarify their the information extracted from the texts.
understanding. understanding and share new knowledge.
Conceptual • questioning can lead to the discovery of • information comes from a variety of • questioning allows one to search for • research can support problem solving and • the investigation process helps one
Knowledge information sources, including people, the information discovery of new ideas manage information and shape the
• the sharing of information can come in environment, books, and digital sources • the declaration consists of presenting • the investigation process involves a understanding of a chosen topic
many different forms • questioning leads to the search for answers information number of steps • information can be classified, sorted, and
• information comes from a variety of that contributes to understanding • information comes from various sources • opinions are personal thoughts or ideas validated by consulting various sources
sources, such as people, the environment, • statements presents information • textual elements, such as pictures, labels, • facts are proven truths • information may be relevant or irrelevant,
books, or digital sources • questions search for information and the table of contents, create the • information on a topic can be gathered reliable or unreliable
• textual elements, such as pictures, words, • textual elements, including titles, pictures, structure of a text from various sources • graphs, legends, and diagrams are sources
titles, icons, or benchmarks, assist in icons, labels, and benchmarks, help one • textual elements, including pictures, of information
constructing messages organize and understand a text legends, labels, tables of contents,
glossaries, benchmarks, menus, and
hyperlinks, help clarify the text
Procedural • asking questions related to information • exploring various sources of information • generating specific questions from texts • asking relevant questions • asking questions to clearly define one’s
Knowledge unearthed in texts or experiences • generating questions from texts and and experiences • choosing the topic of study and sources of purpose
• exploring various sources of information experiences • differentiating between a statement and a information according to one’s preferences • selecting ideas and sources to target one’s
• exploring different ways of communicating • exploring the difference between a question or goals research based on one’s preferences or
information and one’s observations statement and a question • recognizing when the information provides • recognizing the difference between goals
• exploring different ways of sorting • recording observations using pictures and an answer to the question asked navigating digital texts and browsing other • generating and selecting categories so that
information words • exploring the difference between digital texts one can sort the information appropriately
• exploring textual elements • sorting information according to tools and other forms of text • determining whether information is • exploring ways of determining the
predetermined categories • sorting relevant information into relevant relevance and reliability of information
• communicating one’s knowledge on a topic categories determined in groups • generating categories to group relevant related to a chosen topic
• exploring the difference between digital • recording one’s knowledge on a particular information • summarizing the main ideas in various
tools and other forms of text topic • creating and sharing factual texts involving ways
• reflecting on personal experiences within • creating and sharing factual texts using a main idea and a few aspects using • creating texts that present accurate
the research process simple pictures, words, and sentences pictures, words, and sentences information, including the topic dealt with
• exploring the use and purpose of textual • reflecting on one’s experiences with the • identifying the main idea and a few aspects and a number of aspects developed
elements research process and describing them • evaluating and adjusting the research • using benchmarks and textual clues
• recognizing the function of a few textual process using pre-established criteria embedded in conventional and digital texts
elements • recognizing the function of various textual • identifying one’s strengths in the research
elements process as well as areas where one needs
to improve
• selecting information from among texts,

DRAFT Kindergarten to Grade 4 French Language Arts – April 2018 Page | 5

 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

graphs, legends, and diagrams that can
help meet one’s objective or carry out
one’s intent

Competencies • Managing Information • Managing Information • Managing Information • Managing Information • Managing Information
• Communication • Communication • Communication • Critical Thinking • Critical Thinking

Literacy • LKU2.a.K: Develop Questions • LKU2.a.1: Develop Questions • LKU2.a.1: Develop Questions • LKU2.a.1: Develop Questions • LKU2.a.2: Develop Questions
• LKU2b.K: Access • LKU2b.1: Access • LKU2b.1: Access • LKU2b.1: Access • LKU2b.2: Access
• LKU4c.K: Intent • LKU3d.1: Comprehension Strategies • LKU3c.1: Text Organization • LKU3c.1: Text Organization • LKU3c.2: Text Organization
• LKU4a.1: Clarity • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
• LA2a.2: Personal Insight
Numeracy None identified None identified None identified None identified • NKU1b.2: Collection of Data

Guiding How can I use language to express myself? How can language affect others? How can language choices affect our ways
Questions our thoughts, actions, and the way we view
the world?
Learning Students express their desires and Students weigh the effects of language Students demonstrate the use of a language
Outcomes preferences by interpreting and creating choices that are intended to influence chosen to influence the thoughts or actions
texts. others when interpreting and creating texts. of others when interpreting and creating
texts.
Conceptual • our thoughts influence our word choices • texts that influence can lead to action, • to convince, points of view are often
Knowledge • language gives others insight into our convince, give pause for thought, or presented as if they were true facts
thoughts entertain according to the author’s intent • the particular construction of sentences
• certain words or expressions can have an • texts that influence can take various forms can set a tone
influence • there is a link between the message • the order in which ideas are presented
• a number of textual elements, including expressed and the reaction of others to reflects their importance
pictures, graphs, fonts, colours, and upper this message • linguistic elements, stylistic devices, and
case letters, contribute to meaning • language can be used to convince, figures of speech, including onomatopoeia,
• layout can influence the effect of messages entertain, support ideas, or promote idiomatic expressions, and comparison, can
products exert influence on others
• the choice of textual elements and stylistic
devices contributes to the effect the
message has on the audience
• taking a single stand on a topic makes it
easier to express oneself convincingly
• verifiable facts and examples can increase
the scope of an opinion
• relationship markers, including “parce
que,” “et, ” “aussi, ” and “car” specify the
link between ideas presented in the
sentence
Procedural • creating simple expressive texts, including • exploring and creating a variety of texts • telling the difference between texts that
Knowledge poems, letters, posters, or invitations intended to influence, including guidelines, inform and texts that persuade
• expressing a preference or wish classified ads, letters, advertisements, or • expressing opinions in order to convince
• recognizing, choosing, and using influential poems others or change one’s point of view
words • determining the author’s intent • exploring and creating a variety of texts,

DRAFT Kindergarten to Grade 4 French Language Arts – April 2018 Page | 6

 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

• interpreting and creating the layout • considering interests or needs of the including directions for use, letters of
audience by choosing textual elements; opinion, advertisements, promotional
stylistic devices, including rhyme, sensory posters, and poems
details, and figures of speech (comparison, • recognizing and using figures of speech
onomatopoeia, idiomatic expressions); and that can be used to influence
layout elements • choosing textual elements that attract
• taking a stand on a given topic and attention when creating various texts
providing reasons supporting that stand • choosing different types and forms of
• recognizing and using a few relationship sentences to set a tone in texts
markers • expressing opinions with the goal of
influencing the point of view of others
• choosing textual elements, stylistic devices,
including figures of speech (onomatopoeia,
idiomatic expressions, comparison), and a
layout that captures attention
• comparing the different effects produced
when one changes the order of ideas
Competencies • Communication • Communication • Communication
• Personal Growth and Well-being • Managing Information • Creativity and Innovation
Literacy • LKU3b.1: Vocabulary • LKU3c.1: Text Organization • LKU4c.2: Intent
• LKU3c.1: Text Organization • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU4a.1: Clarity • LKU4a.1: Clarity • LKU3c.2: Text Organization
• LKU4c.1: Intent • LKU4b.1: Audience • LKU4a.2: Clarity
• LKU4c.1: Intent • LKU4b.2: Audience
Numeracy • NKU2b.1: Management of Space • NKU2b.1: Management of Space None identified

Guiding How can I develop my oral presentation How can communication strategies help me How can I develop my self-expression when How can I develop my communcation
Questions skills? develop my oral presentation skills? considering various audiences? abilities when considering various
audiences?
Learning Students experiment with the various ways Students apply a few oral communication Students apply a variety of oral Students integrate a variety of oral
Outcomes oral presentations can be done. strategies into their presentations. communication strategies in their communication strategies in their
presentations depending on the audience. presentations depending on the context and
the audience.
Conceptual • verbal language and non-verbal language • verbal and non-verbal language, such as • communication changes according to the • descriptive vocabulary can arouse the
Knowledge both communicate messages tone, volume, facial expressions, and audience audience’s interest
• non-verbal language can improve the gestures, asisist in arousing interest and • verbal language and non-verbal language, • the audience and context determine how
clarity of a verbal message clarifying one’s message such as speech and gestures, can be tone of voice is selected
• verbal language, non-verbal language, and • intonation can communicate statements, adjusted to clarify communication • interest for the audience can be aroused
the written language are interrelated questioning, and expression of emotions • the use of visual aids, examples, and details through oral communcation, word choice,
may arouse the audience’s interest expression, tone, volume, gesture, and
• the use of descriptive vocabulary and a rhythm
variety of sentences can help maintain the • the fluency of oral communication is
audience’s attention supported by articulation and rate
• expressive oral communication includes • visual aids can capture the attention of the
components such as volume, intonation, audience
and rate of speech

DRAFT Kindergarten to Grade 4 French Language Arts – April 2018 Page | 7

 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Procedural • communicating one’s message using short • experimenting by varying tone, volume, • applying a descriptive vocabulary related to • communicating to describe, explain,
Knowledge simple sentences and familiar vocabulary facial expressions, and gestures the topic summarize, or present ideas
• exploring the effects on one’s message • exploring the effects of eye contact, body • using a variety of gestures, mimicry, and • using descriptive vocabulary related to the
through tone, facial expressions, volume, position, gestures, and mimicry in oral body positions to clarify communication topic
and gestures communications • choosing visual aids to support the • using oral communication strategies,
• presenting objects, experiences, or • respecting the intonation usually presentation of one’s topic and capture the according to the context, to improve the
information informally associated with declarative, interrogative, audience’s attention message or arouse the audience’s interest
and exclamatory sentence structures • using a variety of sentences that have • paying attention to articulation and rate
• presenting oral messages on familiar details that keep the audience’s interest • selecting and using various visual aids to
themes • communicating expressively, paying keep the audience’s attention
attention to volume, intonation, and rate
Competencies • Communication • Communication • Communication • Communication
• Managing Information
Literacy • LA1a.1: Purpose • LA1a.1: Purpose • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU3b.1: Vocabulary • LA2a.1: Personal Insight • LKU4b.1: Audience • LKU4c.2: Intent
• LKU4a.1: Clarity • LKU3b.1: Vocabulary • LKU4a.1: Clarity • LKU4b.2: Audience
• LKU4b.1: Audience • LKU4a.1: Clarity • LKU4a.2: Clarity
• LKU4b.1: Audience
Numeracy None identified None identified None identified None identified

Guiding How can I find the meaning of a text? What can help me construct my What are the processes that can help me How can I check my application of the How can I evaluate the choices I make when
Questions understanding of texts? construct my understanding of texts? processes that help me construct my constructing my understanding of texts?
understanding of texts?
Learning Children share the meaning they construct Students explore the thought processes that Students follow the thought processes that Students examine the thought processes Students use the thought processes that
Outcomes from various texts. enable them to understand texts. enable them to understand texts. that enable them to understand texts. enable them to understand texts.
Conceptual • texts present a message using pictures and • thought processes include the creation of • thought processes, including creation of • context contributes to the meaning of the • context and structure of the text
Knowledge words links, prediction, and vocabulary research links, predictions, questioning, and mental text contribute to the meaning of the text
• experiences help in understanding texts • creating links with texts helps us images, support the understanding of the • thought processes, including prediction, • thought processes, including context,
• predictions help anticipate the overall understand them text context, questioning, and mental images, text structure, predictions, inferences,
meaning of a text • predictions help anticipate the overall • strategies for understanding unfamiliar support the understanding of the text and questioning, support the
• books are read from left to right and from meaning of a text words, including illustrations, letter-sound • strategies for understanding unfamiliar understanding of the text
top to bottom • strategies for understanding unfamiliar relationships, the initial syllable, the words words, including illustrations, letter-sound • choices made by the authors can
words, including illustrations, letter-sound “before” and “after,” and the overall relationships, the words “avant” and facilitate understanding and elicit a
relationships, the initial syllable, and the meaning of the sentence, support the “après,” and the overall meaning of the reaction or bring about an action
words “avant” and “après,” support the construction of meaning sentence, support the construction of • to create mental images, authors use
construction of meaning • punctuation assists in constructing meaning stylistic devices, including puns,
• punctuation and upper case letters help meaning • punctuation can help in constructing alliterations, sensory details, and
students understand texts • choices made by the authors can facilitate meaning onomatopoeia
understanding and elicit a reaction or bring • choices made by the authors can facilitate
about an action understanding and elicit a reaction or bring
• words and sentences create mental images about an action
that help students in their understanding
Procedural • recognizing the relationship between • creating links between texts, one’s • making connections between texts, one’s • using the context as a base to construct • using the text structure as a base to
Knowledge words and pictures experiences, and one’s prior knowledge experiences, and prior knowledge to one’s understanding construct one’s understanding
• creating connections between texts and • making predictions to construct one’s construct one’s understanding of a topic, a • checking one’s predictions by finding • evaluating and modifying one’s predictions
one’s experiences understanding character, or new ideas evidence that confirms or refutes them based on new information found in texts

DRAFT Kindergarten to Grade 4 French Language Arts – April 2018 Page | 8

 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

• making predictions based on the front • exploring strategies for understanding • making predictions based on the title, • asking questions and answering them to • making inferences
cover, illustrations, and one’s experiences unfamiliar words pictures, and information presented in the check one’s understanding • using questioning to check one’s
• following with one’s finger from left to • exploring the effects of punctuation and texts • describing mental images created from understanding
right and from top to bottom upper case letters on the understanding of • answering questions to check one’s words to help construct one’s • summarizing the general theme and main
texts understanding understanding ideas of a text
• exploring mental images created from • applying strategies to understand • explaining how stylistic devices create
words to help construct one’s unfamiliar words mental images
understanding • observing punctuation marks when reading • explaining choices made by the author that
• using strategies to understand unfamiliar • recognizing choices made by the author make the text easier to understand and
words that make the text easier to understand elicit a reaction or an action
• interpreting punctuation marks when and elicit a reaction or an action
reading
• exploring choices made by the author that
make the text easier to understand and
elicit a reaction or an action
Competencies • Critical Thinking • Critical Thinking • Critical Thinking • Critical ThinkingManaging Information • Critical Thinking
• Managing Information
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3d.1: Comprehension Strategies • LKU3a.2: Background Knowledge
• LKU3d.K: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU1b.1: Conventions • LKU3d.2: Comprehension Strategies
• LKU1b.1: Conventions • LKU1b.1: Conventions
Numeracy None identified None identified None identified None identified None identified

Guiding How can my choices support me when How can my thoughts support me when How can my thoughts help me make choices How can my thoughts help me analyze the
Questions creating texts? creating texts? that match my communicative intent and appropriateness of my choices to better
the needs of my audience? match my communicative intent and the
needs of my audience?
Learning Students follow a process to explore the Students use a simple planning and Students examine their process of creating Students engage in the process of creating
Outcomes creation of texts. development process to create texts. texts to produce texts that match their texts and review the relevance and accuracy
communicative intent and the needs of the of their messages.
audience.
Conceptual • communicative intent guides the creation • considering one’s audience facilitates the • communicative intent guides the • relevant ideas reflect communicative intent
Knowledge of texts creation of a text that is appropriate to the exploration of ideas when creating texts • reflecting on one’s experiences can help in
• prior knowledge can serve as an entry context • creating links between one’s experiences accomplishing new tasks
point for creating texts • prior knowledge helps construct meaning and one’s prior knowledge assists in • strategies and planning tools vary by task
• the text creation process includes • planning tools, including mind maps, creating texts • writing a draft helps in logically organizing
proposing ideas, planning, making drafts, brainstorming, and webs, help the author • planning strategies and tools, including ideas
and revision organize their ideas diagrams and outlines, facilitate the • the revision can make a text clearer and
• the structure of a text can promote clear • text structure can support message creation of coherent texts more interesting
communication coherency • the structure of the text and the • applying language conventions, including
• revisions are aimed at improving the • improvements made to the text enhance application of language conventions, conventional spelling, grammar, and
communication of the message understanding and clarity including conventional spelling and punctuation, ensures the message is clear
• the thinking process can deepen learning • thinking about one’s choices can deepen punctuation, enhance the clarity of the • the analysis of the process of text creation
and understanding of the process of learning and understanding of the process message makes it possible to choose ways to specify
creating texts of creating texts • thought during the process of creating one’s message
texts allows one to clarify the changes that
will improve the quality of one’s creations

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 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

• punctuation and font can create different
effects

Procedural • exploring the goal of the text • exploring communicative intent according • choosing ideas based on communicative • analyzing the relevance of ideas in relation
Knowledge • creating links between one’s prior to the recipient intent and audience to communicative intent and the audience
knowledge and the topic of the text • creating links between one’s experiences • creating links between one’s experience of • creating one’s experience of similar tasks
• organizing one’s text following a template and one’s prior knowledge similar tasks and one’s prior knowledge to transfer one’s knowledge
• organizing one’s ideas while following the • organizing one’s text following simple steps • using tools and planning strategies • choosing strategies and planning tools
structure of the text being studied • developing one’s ideas while following the • writing drafts of the text while following • writing drafts of one’s text while following
• following recommendations to improve structure of the text being studied the structure of the text being studied the structure of the text being studied and
one’s text • considering possible improvements to • revising one’s text to make language ensuring that ideas follow logically
• taking part in a guided reflection on one’s further develop the texts improvements • revising one’s text to make improvements
choices made before, during, and after • making simple language improvements to • explaining the effects of words, pictures, • using language conventions being studied
creating texts the texts based on established criteria punctuation, and fonts in accordance with established criteria
• taking part in guided reflection on one’s • using language conventions being studied • exploring how to justify one’s choices
choices made before, during, and after in accordance with established criteria made before, during, and after creating
creating texts • reflecting, with guidance, on one’s choices texts
made before, during, and after creating
texts
Competencies • Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking
• Managing Information • Communication • Communication • Communication
Literacy • LA3a.1: Task Analysis • LA3a.1: Task Analysis • LA3a.1: Task Analysis • LA3a.2: Task Analysis
• LKU4a.1: Clarity • LKU4c.1: Intent • LKU4c.1: Intent • LKU4c.2: Intent
• LKU3a.1: Background Knowledge • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.2: Clarity
• LKU3a.1: Background Knowledge • LKU4b.1: Audience • LKU4b.2: Audience
• LKU1b.1: Conventions • LKU1b.2: Conventions
Numeracy None identified None identified None identified None identified

Guiding How can I know who is the author of a text? How can I find and use information How can I organize the information I find How can I find and use information
Questions ethically? and recognize the sources? ethically?
Learning Students recognize that texts have authors. Students record information ethically. Students record and manage information Students manage information ethically in a
Outcomes ethically. variety of ways.
Conceptual • texts and information have authors or • texts have creators or authors who must be • people must be asked permission to use • all information has an author or creator
Knowledge creators recognized their text, name, or photos • people must be asked permission to use
• the author of the ideas must be recognized • each individual can decide if he or she • laws, including those on open licensing, their text, name, or photos
wants to get his or her photo taken or manage permissions for information use • the source of images and information must
make his or her creations known • information and images from open-source be cited
• there are laws, including open licensing, websites are at our disposal
that indicate whether images can be
shared or copied
Procedural • recognizing that each text has an author • recording key information and ideas in • compiling lists of sources of information • compiling a list, in alphabetical order, of
Knowledge • identifying the authors or creators of the one’s own words and pictures used and their authors sources of information used
texts • naming the sources of information used • recording key information from texts • paraphrasing ideas from reliable sources
• signing one’s name to one’s work • identifying the source of images from • searching for information and images in • recognizing the authors who retain their

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 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

websites open-source websites right to the texts cited
• asking permission before using another • choosing information from open-source
person’s creation or photo websites

Competencies • Managing Information • Managing Information • Managing Information • Managing Information

• Cultural and Global Citizenship • Cultural and Global Citizenship • Cultural and Global Citizenship • Cultural and Global Citizenship
Literacy • LKU2d.1: Ethical Use • LKU2d.1: Ethical Use • LKU2d.1: Ethical Use • LKU2d.2: Ethical Use
Numeracy None identified None identified None identified None identified

Guiding How can texts elicit a reaction? What in the texts elicits reactions? How can authors use language to elicit How can texts provoke or elicit a reaction? How can we establish links between various
Questions various reactions? texts and the choices of development of the
same theme?
Learning Children explore their personal reactions to Students explore what elicits a reaction in Students explore what in the texts elicits a Students describe ways in which different Students identify various themes and how
Outcomes a variety of texts. the texts. reaction. texts can elicit various reactions. they are addressed in a variety of texts.
Conceptual • texts communicate ideas and feelings • texts communicate ideas, feelings, and • all texts elicit reactions • different texts elicit different reactions • authors communicate their values through
Knowledge emotions • texts are inspired by experiences or • the choice of words impacts the reaction the texts
• preferences and knowledge have effects on observations of the world • everyone’s reactions are related to one’s • authors can treat the same theme in
reactions • the choice of words has effects on the knowledge and personal experiences different ways
reaction • texts can present themes, characters, or • reactions vary from one person to another
• everyone’s reactions are related to one’s similar places in different ways
knowledge and personal experiences
Procedural • discussing reactions or feelings toward • choosing one’s favourite texts • finding similarities or differences between • reacting to texts based on prior knowledge • comparing texts from different authors,
Knowledge texts • sharing one’s first impressions of texts various stories, including from the • comparing similar works by the same including authors from the Francophones,
• discussing what in the texts elicits a • exploring what influences one’s reaction to Francophones, First Nations, Métis, and author or different authors First Nations, Métis, and Inuit
reaction. texts Inuit • exploring how similar themes are treated • exploring the values presented in the texts
• expressing one’s preferences regarding in various texts • expressing the similarities or differences
authors • comparing the progression of a story with observed in the treatment of the same
• noting similarities between the experiences that of another story theme
of the characters of the texts and one’s • exploring links between a variety texts, • specifying reasons for one’s preferences
personal experiences including from the Francophones, First • comparing one’s reactions to those of
Nations, Métis, and Inuit others
• creating links between one’s experiences • recognizing the diversity of reactions to
and one’s reaction to texts texts
• noticing that the choice of words has
effects on one’s reaction
Competencies • Communication • Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking
• Personal Growth and Well-being • Personal Growth and Well-being • Communication • Communication • Personal Growth and Well-being
Literacy • LA1a.K: Purpose • LKU4e.1: Media Influence • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3d.2: Comprehension Strategies
• LA1a.1: Purpose • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU4e.2: Media Influence
• LKU4e.1: Media Influence • LKU4e.1: Media Influence
Numeracy None identified None identified None identified None identified None identified

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential Exploring dynamic interconnections in the world and universe strengthens our understandings of relationships.

DRAFT Kindergarten to Grade 4 French Language Arts – April 2018 Page | 11

 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Understanding
Guiding How can the connections between sounds How can the connections between sounds How can the relationships between word How can conventional spelling contribute What can word parts tell us?
Questions and letters help me? and word formation help me communicate? formation and conventional spelling help to the fluency and effectiveness of
me communicate? communication?
Learning Children associate letters and Students associate sounds with word Students associate conventional spelling Students apply their knowledge of language Students decode familiar and unfamiliar
Outcomes corresponding sounds while exploring the formation by exploring links between oral with word formation when communicating. sounds to decode words accurately in words accurately in order to determine
alphabetic principle and word concept. and written language. context. their meaning in context.
Conceptual • written communication is possible due to • we can record our thoughts by • a common spelling code makes effective • several vowels and consonants placed • the rules of sound formation support
Knowledge the letters that represent the sounds of representing our words in writing communication easier together form complex sounds reading and writing
the language • words enable us to communicate with • decoding of words depends on the • decoding increases reading fluency by • accents can be used to indicate the
• the upper- and lower-case form of the others recognition of simple or complex sounds making it possible to pronounce unfamiliar meaning of certain words that otherwise
same letter have the same sound • each letter has a name and represents a that form the syllables of words written words would not be different
• letters are grouped together to form sound of the language • vowels determine how certain consonants • accents and orthographic symbols are • the apostrophe is needed to replace the
words that have meaning • some letters have more than one sound are pronounced used to modify the pronunciation of vowel of personal pronouns in cases
• the order of the sounds in a word • vowels and consonants are put together to • accents modify the sound of letters certain words where the next word begins with a vowel
corresponds to the order of the letters in form units of sound in words, including • oral fluency is facilitated by the connection • using the apostrophe with determiners • silent letters placed at the end of verbs
the word direct syllables, inverted syllables, and between the final consonant of certain improves the fluency of the oral language serve to show pronoun agreement
• rhyme occurs when words share the same double consonants words and the initial vowel of the by avoiding the sequence of two vowels in • the use and spelling of homophones
final sound • when combined, some letters represent a following word successive words require an understanding of the meaning
• French and English are written using the simple sound that differs from the sound • silent letters are written but are not • letters or groupings of silent letters of the words in context
same alphabet of each letter pronounced sometimes perform a particular function • stress on syllables creates rhythm that
• accents modify the sound of a vowel • the sounds of language can be used to that may indicate the plural of the noun, adds expression to oral language
• the final syllables of words that rhyme create esthetic effects, including rhyme, the person of the verb, or • stress occurs when we highlight a syllable
contribute to the rhythm of the language alliteration, and onomatopoeia masculine/feminine • putting stress on the right syllable of
• we can reproduce in writing the printed • alliteration can be used to create sound • homophones, including “mes-mais,” “sont- words contributes to correct expression
letters that we find around us effects through the repetition of one or son,” “mer-mère,” and “au-haut,” are and understanding of the message
• the representation of the French alphabet more consonants words that are pronounced identically but • cursive writing encourages fluid
is identical to that of the English alphabet, • onomatopoeia is the representation of that have different meanings movement by connecting the letters of a
but the letters are sometimes pronounced sounds associated with a person, animal, • the accented syllable in polysyllabic words word when writing
differently or object determines the rhythm of the language
• developing a precise and effective • the sounds of the language arising from
representation of letters makes it easier to devices such as assonance, alliteration,
express ideas in writing and onomatopoeia can be used to create
sound effects
• assonance is created by repeating the
same vowel sound in a series of words
• the development of a number of ways of
representing letters, including cursive
writing, makes communication in a
multiple contexts possible
Procedural • associating letters with sounds • experimenting with the French • identifying and reproducing letters that • finding and reproducing complex sounds in • decoding sounds and complex syllables of
Knowledge • differentiating lower case letters from pronunciation of the sounds of the letters represent simple or complex sounds in familiar and unfamiliar words familiar and unfamiliar words
upper case letters • recognizing lower case and upper case words • decoding sounds and complex syllables of • reading and writing simple texts with
• recognizing familiar words from their first letters and associating them with their • blending and segmenting the simple and high-frequency words accuracy and fluency using one’s
letter sound complex sounds and syllables of high- • using the umlaut and cedilla in standard knowledge of sounds and how they are
• exploring ways to blend sounds into words • associating simple sounds with the frequency words cases represented in writing
• detecting the final sound of words to combination of vowels and consonants • recognizing the function of the vowel in • reading and writing simple texts with • recognizing the difference in meaning

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 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

recognize words that rhyme that represent them in words the use of hard or soft sounds of “c” and accuracy and fluency using one’s indicated by the use of the accent in
• differentiating each word in simple • experiencing with the merger and “g” knowledge of letters and the sounds of the certain high-frequency homophones,
sentences in oral language segmentation of sounds or syllables of • using accents with the vowel “e” language including “a-à,” “ou-où,” “la-là,” “sur-sûr,”
• experimenting with the formation of words • taking notice of the use of the umlaut and • using the apostrophe in standard cases and “du-dû”
printed letters in writing • noticing how accents are used cedilla in high-frequency words • identifying the silent letters “s” and “x” • using the apostrophe when personal
• exploring the similarities between the • automatically recognizing sight words • reading and writing simple texts using that indicate the plurals of nouns pronouns ending in the letter “e” are
French alphabet and the English alphabet • reading and writing words using one’s one’s knowledge of simple and complex • identifying the silent letters “nt” of the followed by a vowel
knowledge of direct syllables or simple sounds “ent” ending of the verbs in the third- • explaining the role of silent letters in
sounds • experimenting orally with connections person plural various words
• recognizing and creating rhymes by playing between the final consonant of a word and • identifying the silent letter “e” that • differentiating and correctly using some
with words and the rhythm of the the initial vowel of the following word in indicates the feminine form of high- high-frequency homophones
language standard cases frequency words • observing the stress on the syllables of
• forming upper case and lower case letters • recognizing that silent letters are written • recognizing some high-frequency high-frequency words in expressive and
in writing but are not pronounced homophones rhythmic oral communication
• experimenting with manipulating the • recognizing and using alliteration and • developing the legibility of one’s cursive
sounds of words to produce esthetic assonance to create sound effects by writing of words in sentences
effects playing with the sounds and rhythm of the
• accurately and fluidly forming printed language
letters in writing • experimenting with cursive writing of
lower case and upper case letters
Competencies • Critical Thinking • Communication • Communication • Communication • Communication
• Managing Information • Managing Information • Managing Information • Managing Information • Managing Information
Literacy • LA2a.K: Personal Insight • LA3a.1: Task Analysis • LKU1a.1: Word Formation • LA3a.1: Task Analysis • LA3a.2: Task Analysis
• LKU1a.K: Word Formation • LKU1a.1: Word Formation • LKU1b.1: Conventions • LKU1a.1: Word Formation • LKU1a.2: Word Formation
• LKU1b.K: Conventions • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.2: Conventions
• LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
Numeracy • NKU1d.K: Patterns and Relationships • NKU2a.1: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU2a.1: Spatial Visualization None identified
Guiding How can the relationships between my How can the connections between the How can the relationships between word How can the connections between word How can orthographic knowledge and word
Questions experiences and words/graphic symbols arrangement of letters, words, and our formation and conventional spelling formation and conventional spelling help or expression choice enable us to
help me construct meaning? experiences help me express and construct support the expression and construction of me express and construct meaning? communicate effectively?
meaning? meaning?
Learning Students explore the use and meaning of Students experiment with applying various Students use a variety of high-frequency Students use a variety of words and Students vary their use of words and
Outcomes various words and expressions they use words and expressions used in daily words and expressions in familiar expressions in diverse communication expressions to enrich their communication.
when communicating every day. communication. communication contexts. contexts.
Conceptual • words, symbols, and pictures have • all words have meaning • two words can be linked by a hyphen to • synonyms can be used to avoid repetition • the choice of words to use is directly
Knowledge meaning • French and English have a number of form a compound word of the same word related to the context and purpose
• words help communicate information words that have the same meaning in both • some words that are different have the • some words, called homophones, are • applying the right homophone prevents
languages, such as “pilot-pilot” and “table- same meaning pronounced in the same way but have misunderstandings
table”; sometimes these words are called • some expressions require the use of the different meanings and spellings • using synonyms diversifies ways of saying
“true friends” verb “avoir” • idioms create colourful language and elicit something and makes the text more
• words can be grouped by theme • various resources can be consulted to mental images interesting
• words can specify time and place choose one’s words precisely • a word-for-word translation of an • adverbs specify the meaning of the verb
• some expressions require the use of the expression or sentence structure that is • words with opposite meanings are
verb “avoir” specific to English does not always work in antonyms
• various resources can be consulted to French • the use of idioms makes the message
choose one’s words • words of the same family have the same more expressive

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 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

root • the root of a word contributes to the
• various resources can be consulted to meaning of the word
clarify one’s understanding and enrich • adding a prefix or suffix to the root of a
one’s vocabulary word changes the meaning
• using anglicisms can hinder the
understanding of the French language
• various resources can be consulted to
clarify one’s understanding and enrich
one’s vocabulary
Procedural • repeating, singing, or speaking to express • using basic vocabulary to name and • using expressions and words related to • varying one’s vocabulary using a few • choosing words directly related to the
Knowledge oneself using high-frequency words describe one’s experiences school experiences and in one’s immediate synonyms context and purpose
• exploring words and expressions related to • recognizing words and expressions related environment • recognizing some high-frequency • using some high-frequency homophones
school experiences to school experiences and in one’s • identifying some simple synonyms homophones • experimenting with the use of synonyms,
• recognizing symbols, images, and words immediate environment • recognizing and using some high- • exploring a few common idioms homophones, compound words, and
related to familiar environments in context • taking notice of high-frequency words that frequency compound words • recognizing, with help, familiar lexical antonyms
resemble one another in English and in • using common expressions that include anglicisms • experimenting with the use of some
French” the verb “avoir” • identifying the common root in a few idioms
• using some high-frequency prepositions to • consulting reference tools familiar high-frequency words • varying one’s vocabulary using a few
describe the position of objects • predicting the meaning of unfamiliar adverbs
• taking notice of the words that specify the words from their root • predicting the meaning of unfamiliar
past, present, or future • consulting reference tools words from one’s knowledge of prefixes,
• exploring the correct use of the verb simple suffixes, and roots
“avoir” in modelled sentences or • recognizing familiar lexical anglicisms in
expressions order to avoid their use
• consulting reference tools • consulting reference tools
Competencies • Managing Information • Managing Information • Managing Information • Managing Information • Managing Information
• Communication • Communication • Communication • Communication • Communication
Literacy • LA2a.K: Personal Insight • LA1b.1: Participation • LA1b.1: Participation • LA3a.1: Task Analysis • LA3a.2: Task Analysis
• LKU1a.K: Word Formation • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU1a.1: Word Formation • LKU1a.2: Word Formation
• LKU1b.K: Conventions • LKU1a.1: Word Formation • LKU1a.1: Word Formation • LKU1b.1: Conventions • LKU1b.2: Conventions
• LKU1b.1: Conventions • LKU1b.1: Conventions • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU4b.1: Audience • LKU4b.2: Audience
• LKU4c.2: Intent
Numeracy • NKU1d.K: Patterns and Relationships None identified None identified None identified None identified

Guiding How does the organization represented in a How can exploring sentence structure and How can the application of sentence How can the use of various sentence
Questions sentence follow a system? the rules of usage support the construction structure and the rules of usage support the structures and the rules of usage support
of meaning? construction of meaning? the construction of meaning?
Learning Students explore the structure of a simple Students experiment with various uses of Students apply the structure of a simple Students integrate details into the structure
Outcomes sentence. the structure of a simple sentence. sentence in various situations. of a simple sentence.
Conceptual • the sentence is a sequence of words that • the simple sentence has a subject and a • the type of sentence guides interpretation • the type of sentence guides interpretation
Knowledge expresses an idea verb of the message of the message
• the simple sentence contains at least one • the subject of the sentence consists of a • the comma separates the parts of a list • depending on the punctuation chosen, the
noun and one verb noun group • the dash shows that a person is speaking meaning of a sentence may change
• the order of the words or groups of words • a sentence starts with an upper case letter • the verb agrees with its subject • the noun complement specifies the
in the sentence ensures that a clear and ends with a period • the subject can be a noun or a pronoun meaning of the noun and makes it more
message is communicated • a sentence may be affirmative or negative • linking words (transitions) specify the links interesting

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Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

• the upper case letter and punctuation may • punctuation indicates whether a sentence between ideas expressed by other words • the dash shows that a person is speaking
indicate the beginning and the end of the is declarative, interrogative, or exclamatory and groups of words • linking words (transitions) are used to
sentence • the comma is used to mark a pause in the • words indicating negation frame the verb establish links inside sentences
• a sentence may be affirmative or negative sentence in the negative sentence • various types of sentences correspond to
• there are different types of sentences • intonation varies according to the type of various purposes and can be used to elicit
• intonation varies according to the type of sentence the interest of the audience
sentence
Procedural • expressing one’s ideas using simple • experimenting with the formation of • using declarative, affirmative, and negative • adding a noun complement to a noun
Knowledge sentences declarative, affirmative, negative, and sentences group
• taking notice of the order of the words or interrogative sentences • adding details to the noun group and the • using the question mark and the
groups of words in the sentence • using upper case letters and end verb group exclamation mark
• recognizing the link between the noun and punctuation • checking that one’s sentences have at least • comparing the effect and meaning
the verb • taking notice of the construction of the one verb obtained when modifying the end
• experimenting with the use of upper case noun group • taking notice of the most common punctuation of the sentence
letters and punctuation • taking notice that the subject and verb of interrogative words • using the dash in texts containing dialogues
• taking notice of the formation of the the sentence are sometimes accompanied • experimenting with the use of the question • using familiar linking words (transitions) in
affirmative sentence and the negative by more details mark and the exclamation mark sentences
sentence • checking the order of the words or groups • recognizing the use of the dash • experimenting with creating sentences
• taking notice of different types of of words • using the comma in an enumeration with two verb groups
sentences • recognizing the role of the question mark • experimenting with the use of exclamatory • taking notice of the sentence complement
• taking notice that intonation varies and the exclamation mark sentences that indicates time, place, cause, or goal
according to the type of sentence • taking notice of the use of the comma in • taking notice of the formation of sentences • choosing the type of sentence that
sentences having two verb groups corresponds to purpose
• observing intonation usually associated • taking notice of the links established by
with interrogative and exclamatory linking words (transitions) in a sentence
sentence structures
Competencies • Communication • Communication • Communication • Communication
• Managing Information • Managing Information • Managing Information • Managing Information
Literacy • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.2: Conventions
• LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU4a.2: Clarity
• LKU3b.2: Vocabulary
Numeracy None identified None identified None identified None identified

DRAFT Kindergarten to Grade 4 French Language Arts – April 2018 Page | 15

 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Guiding How does the organization represented in a How can exploring sentence structure and How can the application of sentence How can the use of various sentence
Questions sentence follow a system? the rules of usage support the construction structure and the rules of usage support the structures and the rules of usage support
of meaning? construction of meaning? the construction of meaning?
Learning Students explore some rules of usage for Students recognize some rules of usage for Students experiment with some rules of Students use some rules of usage for
Outcomes language in context. language in context. usage for language in context. language in context.
Conceptual • the singular and plural forms of words • the determiner makes it possible to show • the masculine noun is accompanied by a • the adjective clarifies the noun it describes
Knowledge make it possible to tell the difference if a noun is singular, plural, feminine, or masculine determiner and the feminine • the adjective agrees in gender and in
between “un” and “plusieurs” masculine (common nouns) noun by a feminin determiner number with the noun to which it refers
• the determiners in the singular or the • words representing actions (verbs) are • the singular of the noun takes a • the possessive determiner shows
plural precede a noun (common noun) variable since they indicate when the determiner in the singular and the plural possession
• the upper case letter distinguishes proper action is happening, including in the of the noun takes a determiner in the • the common noun is a word that
nouns from common nouns present or in the past plural designates a being, a thing, or a general
• subject pronouns can replace nouns • the upper case letter is used to indicate notion
place names (proper nouns) • the proper noun is a word that designates
• subject pronouns may replace a common a being, a thing, or a notion and that
masculine or feminine noun in the singular makes it specific and gives it a unique
or the plural meaning
• verb endings agree with the subject • the upper case letter is used to indicate
• the verb tense indicates a time in the past, proper nouns
present, or future • the subject pronoun varies in gender and
• the imperative of the verb expresses an number according to the noun or nouns it
order or instruction replaces
• verb endings agree with the tense and the
person of the subject
• some words take an “x” in the plural
• the feminine form of words can be
reflected in their ending
Procedural • distinguishing between (common) singular • recognizing that the determiners “le” and • checking the gender of high-frequency • experimenting with the agreement of the
Knowledge and plural nouns by the ending “s” “un” indicate the masculine form and that common nouns adjective with high-frequency nouns
• connecting the use of determiners with “la” and “une” indicate the feminine form • making the determiners agree with the • experimenting with the use of possessive
common nouns in the singular and the • associating the determiners “les” and common nouns in gender and number determiners
plural form “des” with common nouns in the plural in • using the upper case letter by writing the • distinguishing between proper nouns and
• experimenting with the use of the upper simple sentences proper noun of familiar places common nouns
case letter at the beginning of the name of • telling the difference between an action • using subject pronouns to replace • using the upper case letter to indicate the
a person or a character (proper nouns) that happens in the present and an action masculine and feminine nouns in the proper noun of people, characters, places,
that happens in the past from the verb singular and the plural peoples, and events
form used in simple sentences • experimenting with the agreement of the • using subject pronouns to replace
• using high-frequency verbs to express verbs “avoir,” “être,” and “aller” and high- masculine and feminine nouns in the
present or past actions frequency verbs from the first group with singular and the plural
• using the upper case letter at the the present of the indicatif with the noun • using agreement with the verbs “avoir,”
beginning of person or character names or the subject pronoun “être,” and “aller” and verbs of the first
(proper nouns) • exploring the use of high-frequency verbs group with the present of the indicatif
• using the subject pronouns “il” or “elle” in the passé composé, the futur proche, • experimenting with the agreement of
subjects to replace nouns the imparfait, and the impératif high-frequency verbs of the second group
with the present of the indicatif
• experimenting with the use of high-
frequency verbs in the passé composé, the

DRAFT Kindergarten to Grade 4 French Language Arts – April 2018 Page | 16

 DRAFT Kindergarten to Grade 4 French Language Arts

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

futur proche, the imparfait, and the
impératif
• forming the plural with “x”
• putting high-frequency words into the
feminine
Competencies • Managing Information • Communication • Communication • Communication
• Critical Thinking • Critical Thinking • Critical Thinking
Literacy • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.2: Conventions
• LKU1a.1: Word Formation • LKU1a.1: Word Formation • LKU1a.1: Word Formation • LKU1a.2: Word Formation
Numeracy None identified None identified None identified None identified

DRAFT Kindergarten to Grade 4 French Language Arts – April 2018 Page | 17