LISTENING

OVERALL EXPECTATIONS
By the end of this grade, learners can:

GRADE 1

A1. Listening Comprehension: listen to demonstrate comprehension of French oral messages; A2. Listening Interaction: listen to interact with different audiences and for various purposes; A3. Listening to Demonstrate Knowledge of Cultures: listen to develop intercultural awareness and apply socio-linguistic conventions in a variety of interactions; A4. Understanding Media: listen to demonstrate an understanding of a variety of media texts.

SPECIFIC EXPECTATIONS
A1 Listening Comprehension
By the end of this grade, learners can: A1.1 Listening for a Variety of Purposes: listen for different purposes in a variety of situations
(e.g., follow instructions to perform familiar tasks, identify sounds of the language, rhymes and word patterns to improve oral communication)

Dclencheurs pour lenseignant(e): coutez la comptine et sautez sur place chaque fois que vous
entendez le son on . (A1L-4, 6,12) Suivez les directives verbales pour complter la chasse au trsor dans la salle de classe, dans la cour dcole et dans lcole. (A1L-4, 12, 13, 16,19)

A1.2 Listening for Meaning: demonstrate understanding of the information and ideas presented in
familiar situations using listening comprehension strategies (i.e., visualize, make connections, ask questions to clarify meaning, ask for repetition, take notes, summarize or re-tell, use contextual cues) (e.g., clearly articulated oral texts about familiar topics, poems, comptines, songs, read alouds, directions, classroom discussions) in a variety of ways; (e.g., restate main ideas from morning 1 Early French Immersion Grade 1 Draft #1

announcements (A1L-1); follow directions for daily routines (A1L-4,5); listen to a read aloud text to make a connection)

Dclencheurs pour lenseignant(e): coutez bien les annonces. Quelles sont les activits lcole
aujourdhui?; Quels liens pouvez-vous faire avec cette histoire? (A1L-8) Allez chercher les formulaires de notre classe au bureau et revenez tout de suite (A1L-5)

A1.3 Listening Comprehension Strategies: identify, select and apply some listening comprehension strategies before (minds on), during (action) and after (consolidation) appropriate to the task in a variety of situations (e.g., asking and answering questions to clarify meaning; generate and review a meaningful vocabulary list prior to listening to an oral text, coconstruct success criteria for active listening, use background knowledge, recognize familiar word order and cognates, use context to make predictions, create a visual picture, retell important information to clarify understanding (A1L-4); use non-verbal cues) Dclencheurs pour lenseignant(e): En coutant une chanson, illustre ton interprtation de la chanson. Aprs avoir cout la prsentation des pompiers, dessinez un rglement de scurit important. (A1L-4,13) Aprs avoir cout la chanson au sujet de lenvironnement, racontez (A1L-4,12) quel en est le message essentiel (A1L-8,12) A1.4 Using Metacognitive Strategies: reflect on strategies that were helpful before, during and after listening tasks in order to evaluate strengths and identify steps for improvement (e.g., set personal goals for listening; adopt a posture conducive to attentive listening; ask for repetition to clarify a message) Dclencheurs pour lenseignant (e): Que pouvez-vous faire pour mieux comprendre ce que vous
coutez? Comment les questions que vous posez peuvent-elles vous aider mieux comprendre? Quand vous ne comprenez pas le message de votre ami, que pouvez-vous faire? (A1L-7, 8, 10,17)

A2 Listening Interaction
By the end of this grade, learners can: A2.1 Listening to Interact: demonstrate an understanding of the purpose and messages in
interactive listening situations on familiar topics (e.g., such as, but not limited to family relationships, respect, helping others, healthy living, recycling, conflict resolution) (e.g., school presentations, surveys, multicultural fair, book talks, think-pair-share, montre et raconte, oral interactive story building, listening to participate in classroom discussions, community circles, jeux la chaine, conflict resolution; listen and react to a peers show and tell about an object his/her family recycles (A1L-3); listen to various points of view to resolve conflicts in classroom community circles)

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Dclencheurs pour lenseignant (e): Voici ce que je veux vous montrer ce matin : le journal de lcole. Cest un journal fait du papier recycl. Regardez ce dessin anim et coutez pour dterminer qui a raison et qui a tort. (A1L-1, 11, 3, 18, 22) A2.2 Listening to Respond in Interactive Situations: listen and respond appropriately to oral texts
of personal relevance on familiar topics in interactive listening situations (e.g. , improvisation, jeu de rle, acknowledge another point of view in conversation, participate in class discussions, think-pairshare, interviews, inner-outer circle, devinettes, chansons rpondre, charades, community circles, authors\readers chair, community guests)

Dclencheurs pour lenseignant(e): Que faites-vous pour mieux comprendre le sens du message
quand vous ne comprenez pas tous les mots?

A2.3 Listening Interaction Strategies: use appropriate listening interaction strategies (e.g., use nonverbal cues, ask relevant questions, maintain engagement, activate prior knowledge) when participating in a variety of familiar and teacher-directed interactive situations ( i.e. large and small group, daily routine, formal and informal, face to face or virtual exchanges, conversations) (e.g., readaloud, sing along, readers theatre, le calendrier/ message du jour, horaire de la journe, montre et raconte, les annonces du matin)

Dclencheurs pour lenseignant(e): Comment est-ce que vous dmontrez que vous coutez ? Crez
un tableau rfrentiel (create an anchor chart looks like, sounds like, feels like ) En coutant, quelles stratgies utilisez-vous pour mieux comprendre un message?

A2.4 Using Metacognitive Strategies: reflect on strategies that were helpful before, during and after listening tasks in order to evaluate strengths and identify steps for improvement (e.g., use prior knowledge to make connections with vocabulary from first language; visualize important details during conversations and presentations; watch for non-verbal cues)

A3. Listening to Demonstrate Knowledge of Cultures

By the end of this grade, learners can: A3.1 Developing Intercultural Awareness: listen to demonstrate an awareness of various
francophone cultures in the local community to recognize and celebrate their similarities and differences (e.g., listen to stories, songs or comptines, Aboriginal storytelling, listen to the instructions to make cultural artefacts, listen while attending a class visit to a community event such as the sugar bush, museum, guided nature walk)

Dclencheurs pour lenseignant(e): coutez la chanson de clbration des ftes danniversaire. Quelle est la diffrence entre la chanson franaise et langlaise? Que pensez-vous de cette version?
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A3.2 Identifying Socio-linguistic Conventions: listen to recognize and apply socio-linguistic

conventions in interactive contexts (i.e. language register, verbal/non-verbal cues, accents, dialects) in different environments (i.e. social and classroom context)

Dclencheurs pour lenseignant(e) : Quest-ce que vous remarquez propos de la faon dont moi je
parle et la faon dont ________ parle?

A4. Understanding Media

By the end of this grade, learners can: A4.1 Understanding Messages in Texts: begin to identify and explain, with support and direction,
the intent of the message in a variety of oral texts (e.g., listen to elicit the authors intent; enjoyment, information, persuasion, etc.)

Dclencheurs pour lenseignant(e) : coutez lhistoire. Quel pensez-vous est le message de lauteur?
(A1L-4, 8,19)

A4.2 Developing Critical Literacy : identify the purpose (e.g., to inform, to entertain, to persuade)
and intended audience of brief media texts (e.g., listen to a song to learn the steps to a dance)

Dclencheurs pour lenseignant(e): Quels effets sonores entendez-vous dans ce vido? Quels
sentiments voquent-ils chez vous? Comment vous vous sentez lorsque vous entendez la cloche sonner?

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SPEAKING
OVERALL EXPECTATIONS
By the end of this grade, learners can: B1. Speaking Production: speak to produce oral messages in French; B2. Speaking Interaction: communicate and interact orally in French with different audiences for various purposes; B3. Speaking to Demonstrate Knowledge of Cultures: speak to develop intercultural awareness and apply socio-linguistic conventions in a variety of interactions; B4. Understanding Media: speak to demonstrate an understanding of a variety of media texts.

SPECIFIC EXPECTATIONS
B1. Speaking Production
By the end of this grade, learners can: B1.1 Speaking for a Variety of Purposes and Audiences: speak to communicate ideas and
messages for a variety of purposes and audiences (e.g., recount familiar events and key information to a group, with support and direction; express needs to teacher and peers)

Dclencheurs pour lenseignant(e) : Raconte-moi ta routine du matin. Prsentez votre journal intime
pour vous introduire la classe, et pour parler de vos prfrences.

B1.2 Speaking to Develop Fluency: select and use appropriate vocabulary and language structures in
context (e.g., Est-ce que je peux va aux toilettes?; Jai a un livre; Mon maman; Je suis fini; Ca cest mon), adapt to various situations (e.g., doctors office, basketball game, speaking on videoconferencing) to negotiate some different types of spoken interactions

Dclencheurs pour lenseignant(e) : Quand parlez-vous avec respect?

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B1.3 Speaking Strategies: communicate clearly and coherently in a variety of situations by selecting and applying appropriate strategies (i.e. planning strategies, demonstrate respect for audience, gestures, facial expressions, language structures, vocabulary, use of voice (i.e. pronunciation, intonation, pauses, speed, tone, volume) (i.e. vocabulary and language structures) with modelling to express ideas and feelings (e.g., ask questions in areas of immediate need and on familiar topics) Dclencheurs pour lenseignant(e) : Pose une question ton ami(e) en utilisant une de ces
structures: est- ce que je peux ou, puis-je?

B1.4 Using Metacognitive Strategies: reflect on strategies that were helpful before, during and after speaking tasks in order to evaluate strengths and identify steps for improvement (e.g., use of non-verbal cues to be understood) Dclencheurs pour lenseignant(e): Comment est-ce tu choisis le bon mot du mur de mots pour bien communiquer tes ides?

B2. Speaking Interaction

By the end of this grade, learners can: B2.1 Speaking to Interact: participate in brief rehearsed and spontaneous social and academic
exchanges on topics that are familiar, of personal interest, or pertinent to daily routines (e.g., ask and answer questions about self, family and neighbourhood)

B2.2 Speaking Interaction Strategies: engage in spoken interactions using interpersonal speaking strategies appropriate to the purpose, situation and audience (i.e. initiate contact, organize thoughts, speak with respect, circumlocution, clarification, self-correction, intonation, verbal and non-verbal cues, vocabulary language structures, adjust voice)(e.g., take turns when speaking, use appropriate tone, expression, fluidity and accuracy, remain on topic, use volume appropriate to the interaction) Dclencheurs pour lenseignant(e) : Comment parlez-vous quand vous tes contents? tristes?
Est-ce que cela fait du sens? Pourriez-vous corriger la faute?

B2.3 Using Metacognitive Strategies: reflect on the effectiveness of interpersonal speaking strategies in order to set goals to improve communication skills (e.g., tone of voice, visual clues, pronunciation, fluidity and accuracy, pose questions to clarify information; answer questions by avoiding the use of English, find alternate French vocabulary) Dclencheurs pour lenseignant(e): Lorsque lenseignant(e) parle, regardez les gestes, le langage
corporel et faites des liens avec ce qui est dit. 6 Early French Immersion Grade 1 Draft #1

B3. Speaking to Demonstrate Knowledge of Cultures

By the end of this grade, learners can: B3.1 Developing Intercultural Awareness: speak to demonstrate an awareness of diverse cultures
and perspectives within the local community to recognize and celebrate their similarities and differences (e.g., phone book blue pages, food labels, TV shows, road signs, retail stores, DVDs, etc.)

B3.2 Applying Socio-linguistic Conventions: determine and use appropriate language in a variety of
social and language contexts (e.g., when speaking, use appropriate facial expression and body language)

B4. Understanding Media

By the end of this grade, learners can: B4.1 Responding to Messages in Texts: interpret, through spoken interaction, explicit and implicit
messages in media texts (e.g., discuss how one feels about a character in a video clip, and why (guided context?)

Dclencheurs pour lenseignant(e) : Que pensez-vous de cette publicit? Que penseraient-ils vos
parents et pourquoi? Comment est-ce que cest diffrent de votre raction? Pourquoi?

B4.2 Creating Media Texts: produce oral media texts for a variety of purposes and audiences, using
appropriate forms, conventions, and techniques (e.g., record for the listening centre a song or comptine that was taught in class, etc.)

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READING
OVERALL EXPECTATIONS
By the end of this grade, learners can: C1. Reading Comprehension: read and understand a variety of French language texts; C2. Understanding Text Form and Style: recognize a variety of text forms, text features and stylistic elements; C3. Reading to Demonstrate Knowledge of Cultures: select and use a variety of strategies while reading to develop intercultural awareness and recognize sociolinguistic conventions in a variety of texts; C4. Understanding Media: select and use a variety of strategies to demonstrate an understanding of a variety of media texts.

SPECIFIC EXPECTATIONS
C1. Reading Comprehension
By the end of this grade, learners can: C1.1 Reading for a Variety of Purposes: read for a variety of purposes, written, visual and multimodal texts reflecting oral language development on topics of personal relevance (i.e. the diversity of family, friends and the local community) (e.g., read comptines to develop phonemic awareness, pattern books to build automaticity with familiar sentence structures, morning messages to highlight the interconnected nature of reading, speaking and writing, labels to highlight the connection between familiar oral language vocabulary and print representations)

Dclencheurs pour lenseignant(e) : Trouvez les mots-amis et les mots connus dans notre lecture
partage

C1.2 Responding to Texts: respond to texts on familiar topics by expressing personal thoughts and
feelings, drawing meaning from the text, their personal knowledge and personal world experience using contextual and visual support (e.g., draw a picture to show what might happen next during the read aloud of a story; share with an elbow partner in a guided reading group how a descriptive poem makes you feel) 8 Early French Immersion Grade 1 Draft #1

Dclencheurs pour lenseignant(e) : Partagez avec votre partenaire les mots qui crent les images. C1.3 Reading Comprehension Strategies: identify, select and use reading comprehension strategies
(i.e. determining important ideas, visualisation, making connections, making inferences, analysing text, evaluating text, point of view, synthesizing, questioning) (e.g., predict the end of the story based on schema and evidence in the text, make connections to empathize with a character, make inferences using pictures or visual cues)before(minds on), during(action) and after(consolidation)reading to demonstrate an understanding of a variety of texts

Dclencheurs pour lenseignant(e) : Comment est-ce que vos connaissances antrieures et le texte
vous aident prdire la fin de lhistoire?

C1.4 Reading with Fluency: use cueing systems and decoding strategies to develop reading fluency
(e.g., recognize smaller words in larger words, recognize letter combinations for sounds in highly frequent vocabulary) in order to read texts with familiar vocabulary and structures at a sufficient rate and with sufficient expression to convey meaning in a variety of contexts (e.g., partnered reading, repeated reading, choral reading, shared reading)

Dclencheurs pour lenseignant(e) : Est-ce que ce mot fait du sens? Est-ce que ce que tu lis haute
voix correspond aux mots sur la page?

C2. Understanding Text Form and Style

By the end of this grade, learners can: C2.1 Reading to Identify Text Form and Style: identify and describe the characteristics of
continuous and non-continuous text forms (i.e. narrative, procedural, persuasive, and explanatory texts, recounts and reports) and some stylistic elements used by the author (e.g., rhyme, comparison, etc.) in order to convey a particular message

Dclencheurs pour lenseignant(e) : Pourquoi est-ce que le club denvironnement a choisi des
affiches pour communiquer leur message sur la Journe de la Terre? Comment est-ce que la prsentation du texte (les caractres gras, la police du texte, la ponctuation) dmontre les sentiments des personnages?

C2.2 Using Metacognitive Strategies: use metacognition to recognize roles of effective readers of French being adopted by self and peers when negotiating with texts to derive meaning (i.e. code user, meaning maker, text user, text analyzer) (e.g., recognizing when understanding has broken down, knowing which reading strategies are being used effectively, recognizing how a text affects a readers thinking, recognizing that text forms affect the way the text is read) Dclencheurs pour lenseignant(e) : Pendant votre lecture, quelles stratgies utilisez-vous quand
vous rencontrez un mot difficile? 9 Early French Immersion Grade 1 Draft #1

C3. Reading to Demonstrate Knowledge of Cultures

By the end of this grade, learners can: C3.1 Developing Intercultural Awareness: read and respond to texts to demonstrate an increasing
awareness and acceptance of diverse cultures and perspectives in communities while recognizing and celebrating their similarities and differences (e.g., examples from region to region)

Dclencheurs pour lenseignant(e) : Voici une histoire au sujet des activits dhiver au Qubec. Est-ce que vous voyez une ressemblance nos activits dhiver? C3.2 Identifying Socio-linguistic Conventions: read to recognize and apply socio-linguistic
conventions while responding to texts (e.g., examples from region to region)

Dclencheurs pour lenseignant(e) : Dresse une liste de mots relie au repas. Quels mots sont les
synonymes?

C4. Understanding Media

By the end of this grade, learners can:

C4.1 Understanding Messages in Texts: read a variety of media texts, in order to recognize and evaluate the effectiveness of the forms, conventions and techniques used to convey the intended message (e.g., recognize that the choice of colours on a cereal box can make it appealing to a specific consumer, bold print on magazine covers directs a reader to information an editor chooses to highlight, symbols on recycling boxes help users to use them effectively) Dclencheurs pour lenseignant(e) : Nous allons faire un tour dans les corridors de lecole. Vous allez regarder et faire attention aux affiches colles aux murs. Quelle affiche vous attire le plus et pourquoi? C4.2 Developing Critical Literacy: respond to and analyze/interpret a variety media texts (e.g.,
expressing personal thoughts, opinions and feelings drawing meaning using contextual and visual support)

Dclencheurs pour lenseignant(e) : Cre une rponse laffiche que tu as choisi. Quest- ce que tu ressens?

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WRITING
OVERALL EXPECTATIONS
By the end of this grade, learners can: D1. Writing Production: write in French for an intended purpose and audience; D2. Writing Process: write using the stages of the writing process; D3. Writing to Demonstrate Knowledge of Cultures: write to develop intercultural awareness and apply socio-linguistic conventions in a variety of text forms; D4. Understanding Media: respond to and produce a variety of media texts.

SPECIFIC EXPECTATIONS
D1. Writing Production
By the end of this grade, learners can: D1.1 Writing for a Variety of Purposes and Audiences: write, for different purposes and audiences
(i.e. in familiar contexts such as me, my family, friends and community) (e.g., write a list of healthy foods; an entry for the class book on Ma famille; shared writing of a letter to a community visitor to thank them for their presentation; invitation to the principal to attend a classroom celebration)

Dclencheurs pour lenseignant(e) : De quoi sagit votre criture? Pourquoi crivez-vous? A qui
crivez-vous?

D1.2 Writing in Different Text Forms: write using different text forms (i.e. Narrative, Recount, Procedure, Persuasive, Explanation, Report) (e.g., personal recount of a class trip to the conservation area; a how to book such as being a good friend; explanation about the changing seasons) D1.3 Writing Strategies: identify, select and apply various writing strategies before, during and after
writing (e.g., brainstorm ideas orally with teacher as scribe; leave a space between each word using a spacer; explicitly teach students to use a picture dictionary to edit spelling)

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D2. Writing Process

By the end of this grade, learners can: D2.1 Using the Writing Process: plan, draft (generate ideas, gather information, and organize
content), revise, edit, proofread (to improve content, clarity and interest) and publish a variety of written pieces to meet identified criteria (e.g., accountable talk to generate ideas; plan using words and pictures)

Dclencheurs pour lenseignant(e) : Quels mots du mur des mots expliquent ton dessin? D2.2 Using Elements of Writing: identify, select and apply various elements of writing (i.e. ideas,
voice, organization, sentence fluency, word choice, conventions, and presentation) (e.g., use an exclamation mark to show voice; use word wall words to extend vocabulary; use pictures to clarify the message)

Dclencheurs pour lenseignant(e) : Comment est-ce quun point dexclamation change le sens dune
phrase?

D2.3 Using Metacognitive Strategies: reflect on the use of various strategies and the writing process
in order to improve writing

Dclencheurs pour lenseignant(e) : Lisez-moi votre criture et dites-moi si cela fait du sens?

D3. Writing to Demonstrate Knowledge of Cultures

By the end of this grade, learners can: D3.1 Developing Intercultural Awareness: write to demonstrate an awareness and acceptance of
diverse cultures and perspectives in the local community while recognizing and celebrating their similarities and differences (e.g., make a list of places in your community where you would see French)(e.g., phone book blue pages, food labels, TV shows, road signs, retail stores, DVDs, etc.)

D3.2 Applying Socio-linguistic Conventions: write to demonstrate awareness of language diversity

(from region to region, formal/informal discourse, idioms, slang, different accents/dialects, electronic messaging) (e.g., create a picture dictionary to distinguish between salutations (Bonjour, salut, bonsoir, bonne nuit, au revoir, adieu)

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D4. Understanding Media

By the end of this grade, learners can: D4.1 Developing Critical Literacy: write to interpret and evaluate the impact and the influence of a
variety of media texts (e.g., state whether you like or dislike a certain character in a cartoon; explain why a certain media form appeals to you)

D4.2 Creating Media Texts: create a variety of media texts for specific purposes and audiences, using
appropriate media forms, conventions and techniques (i.e. colour, print, images, fonts, sizes, design and layout, dialogue, animations, collages, logos, graphics, symbols, diagrams, tables, charts, etc.) (e.g., create a sequence of images that retells a story to their classmates; create a poster about a community helper)

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