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Français langue seconde - immersion 1
Curriculum Français langue seconde - immersion Grade 1
PDF Grade-Set: k-9
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Big Ideas
Grandes idées
Communicating in French fosters a sense of belonging to the Francophone community.
Francophone community
e.g., classroom, school As our vocabulary increases, so does our ability to make ourselves understood.
Our ability to communicate in a new language improves as we take risks in that language.
Readers must not only decode words, but also understand the meaning of a text.
Texts follow specific structures, depending on their type.
type
informational, narrative, etc. Learning Standards
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Curricular Competencies
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Students are expected to be able to do the following, using oral, written and visual formats:
Exploring and Reflecting
Recognize Francophone and Aboriginal cultural elements in a text
text
oral, written, visual Recognize frequently encountered words
Deconstruct a sentence into word groups to enhance comprehension
Grasp the overall meaning of a text in order to be able to retell it in one’s own words
text
oral, written, visual Make predictions and connections based on a text
text
oral, written, visual Identify the elements of a story
Use text elements to understand a text
text elements
page, cover, image, diagram, layout, etc. Make the distinction between an informational text and a narrative text
Creating and Communicating
Speak about oneself and one’s daily life
Interact with others in a respectful manner, adapting behaviour to the interlocutor
Read simple sentences, decoding the words, pronouncing them correctly and following punctuation conventions.
Read
shared and guided reading, etc. Take the initiative of asking questions of the teacher and peers
Reproduce simple sentence structures in oral self-expression
Write simple sentences using words that follow spelling patterns and conventions of syntax
Content
Students are expected to be able to know and understand the following in various contexts:
communication strategies:
- active listeningactive listeningthe recipient is physically and intellectually engaged, and reacts to what is heard
- turn-taking in a conversationturn-taking in a conversationwaiting one’s turn to speak, raise one’s hand, etc.
- expressions of courtesy and greetingsexpressions of courtesy and greetingsbonjour, au revoir, merci, Madame, Monsieur, est-ce que je peux, etc.
cultural elements
elements of a story:
- characters
- settings
- events
text organization:
- structure of a storystructure of a storybeginning, middle and end
- structure of an informational textstructure of an informational textthematic organization
- text elementstext elementspage, cover, image, diagram, layout, etc.
phonemic awareness:
- phonemesphonemesthe smallest unit of sound in a language (e.g., the “ch” sound)
- syllables
- rhymes
writing conventions:
- uppercase and lowercase letters
- spaces between words
- punctuationpunctuationperiod
language elements:
- adjectivesadjectivesdescriptive adjectives for people, objects and events
- simple affirmative sentencessimple affirmative sentencessubject, verb, complement
- formulation of questions using “est-ce que”
- present indicative of action verbs
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.