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Core French
Core Competencies
Big Ideas
Grandes idées
Listening and viewing with intent helps us understand a message.
Using strategies helps us understand and acquire language.
With basic French, we can describe important people in our lives.
Reciprocal communication is possible in French using simple, high-frequency words and patterns.
Reciprocal
involving back and forth participation Stories communicate ideas in a meaningful way.
Stories
Stories can be oral, written, or visual, and fictional or non-fictional (for example, a series of pictures, First Peoples oral histories, personal stories, skits, student-created stories) Learning about Francophone communities helps us develop cultural awareness.
Learning Standards
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Curricular Competencies
Students are expected to be able to do the following:
Recognize the relationship between pronunciation, including the role of intonation and tone of voice, and meaning
the role of intonation and tone of voice
recognize whether someone is making a statement or asking a question; recognize the emotion of the speaker and how it relates to their message Begin to recognize the relationship between French letter patterns and pronunciation
Begin to recognize the relationship between French letter patterns and pronunciation
Students should begin to identify some groupings of letters that make the same sound (e.g., au, aux, eau, and ô), rhyming words, and letter patterns that have consistent pronunciations (e.g., ait, -ment, oi, –tion, and others) Comprehend high-frequency words and patterns in slow, clear speech and other simple texts
advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, First Peoples oral histories, forms, graphs, instructions, interviews, invitations, legends, letters, myths, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, and text messages
Teachers are encouraged to use a wide range of grade-appropriate text types in their classrooms.
Teachers may choose to use authentic or adapted Francophone texts with their students. Purposes for using adapted texts include:
- to increase student comprehension (e.g., by simplifying the text)
- to increase student exposure to target vocabulary and patterns (e.g., by repeating key vocabulary or grammatical structures throughout a text)
- to increase the saliency of high-frequency vocabulary and patterns (e.g., by underlining, bolding, or highlighting)
texts
Text is defined as any piece of oral, visual, or written communication. Texts may be delivered through many different modes, such as face-to-face communication, audio and video recordings, print materials, or digital media. Examples of texts include but are not limited to:advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, First Peoples oral histories, forms, graphs, instructions, interviews, invitations, legends, letters, myths, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, and text messages
Teachers are encouraged to use a wide range of grade-appropriate text types in their classrooms.
Teachers may choose to use authentic or adapted Francophone texts with their students. Purposes for using adapted texts include:
- to increase student comprehension (e.g., by simplifying the text)
- to increase student exposure to target vocabulary and patterns (e.g., by repeating key vocabulary or grammatical structures throughout a text)
- to increase the saliency of high-frequency vocabulary and patterns (e.g., by underlining, bolding, or highlighting)
Identify key information and some details in slow, clear speech and other simple texts
advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, First Peoples oral histories, forms, graphs, instructions, interviews, invitations, legends, letters, myths, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, and text messages
Teachers are encouraged to use a wide range of grade-appropriate text types in their classrooms.
Teachers may choose to use authentic or adapted Francophone texts with their students. Purposes for using adapted texts include:
- to increase student comprehension (e.g., by simplifying the text)
- to increase student exposure to target vocabulary and patterns (e.g., by repeating key vocabulary or grammatical structures throughout a text)
- to increase the saliency of high-frequency vocabulary and patterns (e.g., by underlining, bolding, or highlighting)
key information and some details
answers to questions such as qui, qu’est-ce que, où, quand, and pourquoi texts
Text is defined as any piece of oral, visual, or written communication. Texts may be delivered through many different modes, such as face-to-face communication, audio and video recordings, print materials, or digital media. Examples of texts include but are not limited to:advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, First Peoples oral histories, forms, graphs, instructions, interviews, invitations, legends, letters, myths, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, and text messages
Teachers are encouraged to use a wide range of grade-appropriate text types in their classrooms.
Teachers may choose to use authentic or adapted Francophone texts with their students. Purposes for using adapted texts include:
- to increase student comprehension (e.g., by simplifying the text)
- to increase student exposure to target vocabulary and patterns (e.g., by repeating key vocabulary or grammatical structures throughout a text)
- to increase the saliency of high-frequency vocabulary and patterns (e.g., by underlining, bolding, or highlighting)
Understand simple stories
Understand
comprehend key information and events stories
Stories can be oral, written, or visual, and fictional or non-fictional (for example, a series of pictures, First Peoples oral histories, personal stories, skits, student-created stories) Interpret non-verbal cues to increase understanding
non-verbal cues
for example, gestures, facial expressions, pictures, props Use strategies to increase understanding
strategies
for example, using context, prior knowledge, cognates, similar words in first language Respond appropriately to questions, simple commands, and instructions
Seek clarification of meaning using common statements and questions
Seek clarification of meaning using common statements and questions
for example, Je ne comprends pas; Répétez s’il vous plait; Répète s’il te plait; Comment dit-on…? Exchange ideas and information using complete sentences, orally and in writing:
- ask and answer simple questions in contextin contextfor example, questions related to current theme, daily life, physical health
- describe common emotions and states of physical health
- describe people and objectsdescribe people and objectsfor example, describing family, pets, friends, or community members; describing objects in the classroom, in their backpack, desk, locker, home
- give reasons for likes and dislikes
- share basic information about eventsshare basic information about eventsfor example, in the form of posters or invitations, including information such as what, where, and when the event will take place
Use visuals or technology to assist in communicating
visuals or technology
for example, digital media, pictures, posters, props Demonstrate awareness of Francophone and Francophone Métis communities across Canada
Recognize that some Francophone communities are connected to First Peoples communities
some Francophone communities are connected to First Peoples communities
For example, Francophone Métis communities Identify and share information about a Francophone community in Canada
share
Students may use visual supports or technology to help convey their message Content
Students are expected to know the following:
French phonemes
phonemes
individual speech sounds; for example, b, s, o, nasal vowels, r, u/ou; students are expected to be aware of and attempt to produce French phonemes, but they are not expected to master them French letter patterns
French letter patterns
such as groupings of letters that make the same sound (e.g., au, aux, eau, and ô), rhyming words, and letter patterns that have consistent pronunciations (e.g., ait, -ment, oi, –tion, and others) common, high-frequency vocabulary and sentence structures for communicating meaning:
- asking and responding to different types of questionsdifferent types of questionsfor example, Combien…?; Comment…?; Est-ce que…?; Où…?; Pourquoi…?; Quand…?; Quel…?; Qu’est-ce que…?; Qui…?
- describing othersdescribing othersusing the third person singular to describe family members and friends (e.g., Il/Elle/On est…; Il/Elle/On a…; Il/Elle/On aime…)
- describing hobbies and topics of interestdescribing hobbies and topics of interestfor example, Je joue au/à la…; J’aime…
- expressing reasons for likes, dislikes, and preferencesexpressing reasons for likes, dislikes, and preferencesfor example, J’aime…parce que…; J’adore…parce que…; Je n’aime pas…parce que…; Je déteste…parce que…; Je préfère…parce que
- expressing common emotions and describing states of physical healthexpressing common emotions and describing states of physical healthfor example, Je suis triste; Je suis content; J’ai mal à la tête; J’ai mal au dos
- describing cultural aspects of communitiesdescribing cultural aspects of communitiesfor example, activities, celebrations, clothing, festivals, food, land, music, protocol, traditions
there are many Francophone and Francophone Métis communities across Canada
Francophone and Francophone Métis communities across Canada
for example, les Acadiens, les Franco-Albertains, les Franco-Colombiens, les Fransaskois, Métis community in Baie St. Paul (Manitoba), Métis community in Fort Nelson (BC), Métis community in Île-à-la-Crosse (Saskatchewan), les Québécois basic information about a Francophone or Francophone Métis community in Canada
information about a Francophone or Francophone Métis community
for example, celebrations, festivals, food, geography, history, population, territory, traditions Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.