Toronto Catholic District School Board Kevin Kobus Director of Education Oliver Carroll Chair of the Board Reprint 2005 ACKNOWLEDGEMENTS / REMERCIEMENTS The Program Services Department would like to express its gratitude and appreciation to the individuals who contributed advice and suggestions during the preparation of this material. Authors: Joanne Famiglietti, Core French Teacher, St. Anselm Sandra Loberto, Core French Teacher, St. Gerard Majella Typing: Louise Robichaud June 1999 Colleen French, Superintendent of Education, Program Services Jean-François Côté, Coordinator, French as a Second Language Français cadre.Expectations 1- 3 2 CORE FRENCH AT THE PRIMARY LEVELS The ability to communicate in French is a valuable skill because French is one of Canada's official languages and is widely used around the world. The Toronto Catholic District School Board offers French from grade 1 to grade 8. In the Primary years children are most receptive to and benefit from early second language acquisition. Second language learning enhances cognitive development. Therefore, the T.C.D.S.B. offers French in grades 1 to 8. This document provides expectations for grades 1, 2, and 3 for all its elementary schools. It also provides achievement levels for these grades. Students receive 60 hours of Core French instruction per year and will have accumulated 180 hours of French instruction by the end of grade 3. In grade 1 and 2, French oral language communication skills are developed and reinforced through communicative activities. In grade 3, in addition to oral communication skills, reading and writing skills are introduced. Beginning in grade 4, the Core French program is based on the expectations outlined in the Ontario Curriculum: French as a Second Language: Core French policy document Grades 4 - 8, 1998. The assessment and evaluation of students performance in grades 1, 2 and 3 will be based on the achievement levels outlined in this document, based on a modified version of the French as a Second Language: Core French Grades 4 - 8 Policy Document. Français cadre.Expectations 1- 3 3 Grade 1 Oral Communication (only) Overall Expectations By the end of grade 1 students will: repeat vocabulary using very simple sentences listen and repeat words and simple sentences recognize visually known vocabulary Specific Expectations Oral Communication By the end of grade 1 students will: follow a limited number of basic classroom instructions (e.g., regardez, écoutez, répétez) repeat very simple questions and answers following a model (e.g., qu'est-ce que c'est? c'est un cheval) use visual and verbal cues to understand global meaning (e.g., tone of voice, facial expressions, gestures) use a few conventions of oral language (e.g. pronunciation, intonation) respond briefly to simple rehearsed oral texts (e.g., songs, games) Grammar Language Conventions and Vocabulary Students should develop and apply the language knowledge outlined below through communicative activities in oral communication only. Vocabulary greetings (e.g., bonjour, au revoir) day of the week (lundi, mardi, mercredi, jeudi, vendredi) numbers 1 to 30 basic vocabulary based on units taught (e.g., c'est un garçon, c'est une fille, Madame, Monsieur) very basic vocabulary of cultural and religions themes (e.g., Noël, Pâques) Français cadre.Expectations 1- 3 4 Grade 2 Oral Communication (only) Overall Expectations By the end of grade 2 students will: talk about familiar topics using limited and simple vocabulary listen to short, very simple and familiar texts and respond to very simple questions identify and use familiar vocabulary following a model identify and use simple vocabulary and language conventions appropriate for this grade level. Specific Expectations Oral Communication By the end of grade 2 students will: follow very simple basic classroom instructions (e.g., levez-vous, ouvre la fenêtre) ask and respond to very simple questions (e.g., quelle est la date? quel temps fait-il? qu'estce que c'est?) use very limited conventions of oral language (e.g., pronunciation, intonation) to speak in rehearsed contexts respond briefly to familiar oral texts (e.g., answer short very simple questions, do actions to the words of a song or dialogue) give a very simple rehearsed oral presentation based on learned vocabulary (e.g., comptines, simple learned dialogues) Grammar Language Conventions and Vocabulary Students should develop and apply the language knowledge outlined below through communicative activities in oral communication only. Vocabulary basic vocabulary based on units taught (c'est / ce sont - ce n'est pas / ce ne sont pas - voilà - il y a) numbers 1 to 50 some limited interrogative constructions (où - où est - qu'est-ce que c'est?) basic vocabulary of cultural and religious themes (e.g., Noël, Pâques, la Ste-Catherine) Français cadre.Expectations 1- 3 5 Grade 3 Oral Communication, Reading and Writing Overall Expectations By the end of grade 3 students will: talk about very familiar topics, using very simple rehearsed phrases and sentences listen to short, very simple oral texts and respond to simple questions read a variety of very simple materials up to 50 words, containing repetitive learned vocabulary and demonstrate a global understanding write very simple sentences following a model identify some language conventions appropriate for this grade level Specific Expectations Oral Communications By the end of grade 3 students will: follow simple basic classroom instructions ask very simple questions following a model use visual and verbal cues to understand oral texts (e.g., gestures, facial expressions, tone of voice) use limited conventions of oral language (e.g., pronunciation, intonation) to speak in familiar contexts respond briefly to oral texts (e.g., answer short, simple questions; act out the words of a song) give a simple oral presentation, following a specific model (e.g., identification of family members and themselves, and simple songs with actions make very simple revision to oral language in form and content (e.g., correct use of pronunciation, gender) using constant feedback from the teacher Reading By the end of grade 3 students will: read aloud very simple, familiar material using correct pronunciation and intonation read up to five simple and familiar passages (e.g., dialogues, song lyrics) read and respond to familiar, simple written material (e.g., select the correct answer, fill in the missing word, draw a picture) use all available cues (e.g., pictures) to determine meaning Français cadre.Expectations 1- 3 6 Writing copy and write very simple words and phrases and very simple short sentences and questions using simple basic limited vocabulary and very simple language structures (e.g., c'est une bicyclette. C'est une règle. Ce n'est pas une règle) write a simple response to a visual cue (e.g., picture - word recognition) use and write familiar vocabulary appropriate for this grade level write simple vocabulary pertaining to religions and cultural themes appropriate to the grade level Grammar, Language Conventions and Vocabulary Students should develop and apply the language knowledge outlined below through communicative activities in all three strands. Nouns and Pronouns words and expressions used to identify nouns (e.g., c'est, ce sont, voilà) pronoun subjects (e.g., je, j', tu, il, elle) use the indefinite article for gender (e.g., un, une) addition of S to form the plural of nouns (e.g., un enfant/des enfants) using the indefinite article "des" Verbs introduction of être and avoir in the present tense with a singular pronoun or noun and some very specific ER verbs (e.g., porter) Adjectives addition of E to form the feminine of simple, regular adjectives (e.g., vert/verte) Prepositions prepositions of place (e.g., sur, sous, devant, derrière) Interrogative Constructions questions with rising intonation (e.g., c'est un crayon? c'est une craie?) questions words (e.g., comment, qui, où, qu'est-ce que c'est?) Français cadre.Expectations 1- 3 7 Vocabulary simple vocabulary (classroom objects, clothing, family, animals) simple words from units of study word banks of identical cognates (e.g., une girafe/giraffe) Spelling and Grammar rules and Strategies use of capital letters to begin a French sentence use of a period to end of French sentence je before a vowel becomes j' (e.g., j'ai 10 ans) recognize that sentence patterns are different in French than in English (e.g., c'est une auto rouge) use of basic spelling patterns to recognize certain combinations of letters make a specific sound (e.g., ch is sh, au/eau is o) Français cadre.Expectations 1- 3 8 Knowledge/Skills Communication Comprehension Organization of ideas Application of language knowledge (spelling, grammar, vocabulary) Level 1 Level 2 Level 3 Level 4 The student communicates: only with extensive teacher support, in highly structures situations with constant teacher support, in structured situations with frequent teacher support in structures and open-ended situations with occasional teacher support, in structures and open-ended situations very limited forms, structures, and vocabulary using limited forms, structures, and vocabulary using some basic forms, structures, and vocabulary using most all basic forms, structures, and vocabulary of some of the main ideas and details most of the main ideas and details The student demonstrates understanding: of a very few of the main ideas and details in highly structured situations of few of the main ideas and details in structured situations relying mostly on non-verbal cues using some verbal cues, but relying on non-verbal cues using some verbal cues, and a some non-verbal cues using most verbal cues and a very few non-verbal cues The student organizes: only with extensive teacher support with constant teacher support with frequent teacher support with occasional teacher support by copying from a model by using a model and making minor changes to it by creating new forms or making some changes and additions to a model by creating new forms or making significant changes and additions to a model The student applies language knowledge: with constant major errors with frequent errors with occasional errors with few errors using few or none of the required elements using some of the required elements using most of the required elements using most all of the required elements Français cadre.Expectations 1- 3 9