Big Ideas
Big Ideas
Listening and viewing with intent helps us understand an increasing variety of messages.
We can explore identity and place through increased understanding of a new language.
Reciprocal
involving back-and-forth participation
interactions help us understand and acquire language.
Stories
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
help us to acquire language and understand the world by exploring, for example, thoughts, feelings, knowledge, culture, and identity
around us.
Knowing about diverse communities helps us develop cultural awareness.
Content
Learning Standards
Content
phonetic systems
Hanyu Pinyin (e.g., 注音符號); Mandarin phonemes (b, p, m, f, or ㄅㄆㄇㄈ)
tonal variations
mā, má, mǎ, mà, ma
commonly used Chinese characters
basic parts and radicals
e.g., 亻, 氵, 艹, 扌, 辶, 饣
common, high-frequency vocabulary, sentence structures, and expressions
e.g., everyday observations about weather, food, clothing, daily activities
, including:- types of questionse.g., 这是什么？你有几个哥哥？老师在哪儿？
- instructions and comparisonse.g., ……比……。
- descriptions of otherse.g., 这是我的弟弟，他叫马克。他是加拿大人。这是一件黑色的上衣。
common elements of stories
place, characters, setting, plot, problem and resolution
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about celebrations, traditions, and protocols
, identity Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place A sense of place can be influenced by, for example, territory, food, clothing, and creative works.
Chinese works of art
e.g., creative works in dance, drama, music, or visual arts, with consideration for the ethics of cultural appropriation and plagiarism
cultural aspects
e.g., activities, celebrations, dance, festivals, traditions, clothing, food, history, land, music, protocols, rituals
of Chinese communities
Chinese communities around the world
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize the relationships between sounds
tonal variations and basic intonation patterns
, phonetic representation the correlation between Zhuyin symbols and their pronunciation or Pinyin letters and their pronunciation
, Chinese characters traditional or simplified
, and meaning
Comprehend key information
answers to questions such as 谁, 什么, 哪, 什么时候, 为什么
and supporting details in slow, clear speech and other texts “Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Comprehend meaning in stories
Use language-learning strategies
e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, word-building strategies (e.g., 车：火车, 汽车, 自行车), and similar words in first language (e.g., 酷 for cool)
to increase understanding
Follow instructions to complete a task and respond to questions
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Seek clarification
Request or provide repetition, word substitution, reformulation, or reiteration (e.g., 我不明白。请再说一遍。你在说什么？).
of meaning using common statements and questions
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities
Personal and social awareness
Identify, share, and compare
Use visual supports or technology to help convey a message.
linguistic and cultural information about Chinese communities
Examine personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge