
Share your child's work and ask your child to
talk about it. Sing songs!

Encourage children to teach French to their
younger siblings.

Encourage your child to bring home French
library books. Simply sharing the book and
looking at it together shows you value your
child learning a second language.

Tapes, CDs and videos are a great way for the
whole family to enjoy another language.
Local education supply stores carry many
tapes by Suzanne Pinel, Jacquot and Étienne.

Watch French television (cartoons for
example).

Relax! Learning French is lots of fun.
Celebrate your child's success and support
their overall learning.
Did you know …
Brain research tells us that the optimal time
to learn a second language in a school setting
is between five and ten years olds.
WHAT WILL STUDENTS BE DOING?
OVERALL EXPECTATIONS

By the end of Grade 1, students will:





imitate and repeat basic new vocabulary and sentences
following a very simple oral model;
talk very briefly about familiar topics, using one-word
statements, simple phrases and short sentences;
listen to short, very simple oral texts, and respond to
specific simple questions and commands;
demonstrate understanding of very simple oral texts and
presentations made from a live or recorded model;
identify and use the vocabulary and the grammar and
language conventions appropriate for this grade level.

LEVEL 3 IN CORE FRENCH
A student's work at level 3 in
Core French may be described in
general terms as follows:
The student generally understands spoken French that has
been introduced, and can express
himself or herself in structured
and some open-ended situations.
He or she communicates, using
basic forms, structures and
vocabulary. The student uses
most of the language elements
studied, and makes only
occasional errors. Since the
student is learning French as a
second language, some teacher
assistance is needed.

Questions
or concerns?
Please contact:
Students will spend approximately 100% of their class time
working on oral communication tasks, such as:
singing songs and chanting raps
listening to and responding to short oral texts (songs,
poems, picture books)
using drama to represent a variety of language
structures,
participating in class routines to reinforce vocabulary
and language structures (language games, "prof du
jour").
After developing basic oral communication skills, students
will begin to read simple, patterned materials (poems, songs,
picture books) in choral reading situations. They are shown
how to use strategies to comprehend the text such as looking
for clues in pictures and identifying familiar words and
rhyming patterns.
Very limited emphasis is placed on writing in grade one.
Students may be involved in sentence completion, labeling
and illustrating activities to reinforce their comprehension of
rehearsed oral texts.
GREAT WEBSITES
Radio-Canada Activities for children:
www.radio-canada.ca/jeunesse
Canadian Parents for French:
Great resources and help for parents www.cpf.ca
Online French-English dictionary:
http://humanities.uchicago.edu/forms_unrest/FRENG.html
Fun activities for children:
http://fslactivities.sd61.bc.ca/
http://fis.ucalgary.ca/repsit/table.htm

Share your child's work and ask your child to
talk about it. Sing songs!

Encourage children to teach French to their
younger siblings.

Encourage your child to bring home French
library books. Simply sharing the book and
looking at it together shows you value your
child learning a second language.

Tapes, CDs and videos are a great way for the
whole family to enjoy another language.
Local education supply stores carry many
tapes by Suzanne Pinel, Jacquot and Étienne.

Watch French television (cartoons for
example).

Relax! Learning French is lots of fun.
Celebrate your child's success and support
their overall learning.
Did you know …
Brain research tells us that the brain
becomes slowly less plastic as children
get older. It is easier for younger
children to acquire a second language.
OVERALL EXPECTATIONS

By the end of Grade 2, students will:





WHAT WILL STUDENTS BE DOING?
imitate and repeat basic new vocabulary and sentences
following an oral model;
talk briefly about familiar topics, using very simple
phrases and short sentences;
listen to short, very simple oral texts, and respond to
specific statements, questions and commands;
demonstrate understanding of a range of simple oral
texts (e.g., rhymes, songs dialogues, stories,
conversations, narrations and presentations) made from
a live or recorded model;
identify and use the vocabulary and the grammar and
language conventions appropriate for this grade level.


Students will spend approximately 100% of their class time
working on oral communication tasks, such as:
singing songs and chanting raps,
listening to and responding to short oral texts (songs,
poems, picture books),
participating in class routines to reinforce vocabulary
and language structures (language games, "prof du
jour").
Students begin to read simple, patterned materials (poems,
songs, picture books).
Students use models to produce very short, patterned texts
(e.g., pattern books, word substitution activities). Their
writing contains rehearsed vocabulary and grammar
structures.
LEVEL 3 IN CORE FRENCH
A student's work at level 3 in
Core French may be described in
general terms as follows:
Questions
The student generally understands spoken French that has
been introduced, and can express
himself or herself in structured
and some open-ended situations.
He or she communicates, using
basic forms, structures and
vocabulary. The student uses
most of the language elements
studied, and makes only
occasional errors. Since the
student is learning French as a
second language, some teacher
assistance is needed.
or concerns?
Please contact:
GREAT WEBSITES
Radio-Canada Activities for children:
www.radio-canada.ca/jeunesse
Canadian Parents for French:
Great resources and help for parents www.cpf.ca
Online French-English dictionary:
http://humanities.uchicago.edu/forms_unrest/FRENG.html
Fun activities for children:
http://fslactivities.sd61.bc.ca/
http://fis.ucalgary.ca/repsit/table.htm

Share your child's work and ask your child to
talk about it. Sing songs!

Encourage children to teach French to their
younger siblings.

Encourage your child to bring home French
library books. Simply sharing the book and
looking at it together shows you value your
child learning a second language.

Tapes, CDs and videos are a great way for the
whole family to enjoy another language.
Local education supply stores carry many
tapes by Suzanne Pinel, Jacquot and Étienne.

Watch French television (cartoons for
example).

Relax! Learning French is lots of fun.
Celebrate your child's success and support
their overall learning.
Did you know …
In most cases, learning a second language
enhances a child's understanding of
his/her first language. Children can learn
much about English by learning the
structure of other languages.
WHAT WILL STUDENTS BE DOING?
OVERALL EXPECTATIONS

By the end of Grade 3, students will:





talk about familiar topics, using very simple phrases
and sentences;
listen to short, very simple oral texts, and respond to
specific simple questions;
read a variety of very simple materials, up to 50 words
long, containing basic learned vocabulary, and
demonstrate understanding;
write very simple texts and responses following a
model;
identify and use the vocabulary and the grammar and
language conventions appropriate for this grade level.


Students will spend approximately 80% of their class time
working on oral communication tasks, such as:
singing songs and chanting raps,
listening to and responding to short oral texts (songs,
poems, short stories),
participating in class routines to reinforce vocabulary
and language structures (language games, daily
presentations).
Students begin to read simple materials (comic strips,
dialogues, short picture books.) They learn to use various
strategies to comprehend the text such as looking for
cognates (French words that look like English words),
looking for clues in pictures, identifying key words and
patterns.
Students use models to produce short patterned texts
(dialogues, pattern books). Their writing contains short,
simple sentences and incorporates rehearsed grammar
structures.
LEVEL 3 IN CORE FRENCH
A student's work at level 3 in Core
French may be described in general
terms as follows:
The student generally understands spoken and written French
that has been introduced, and can
express himself or herself in
structured and some open-ended
situations. He or she
communicates, using basic forms,
structures and vocabulary. The
student uses most of the language
elements studied, and makes only
occasional errors. Since the
student is learning French as a
second language, some teacher
assistance is needed.
GREAT WEBSITES
Questions
or concerns?
Please contact:
Radio-Canada Activities for
children:
www.radio-canada.ca/jeunesse
Canadian Parents for French:
Great resources and help for parents www.cpf.ca
Online French-English dictionary:
http://humanities.uchicago.edu/forms_unrest/FR-ENG.html
Fun activities for children:
http://fslactivities.sd61.bc.ca/
http://fis.ucalgary.ca/repsit/table.htm

Share your child's work and ask your child to
talk about it. Sing songs!

Encourage children to teach French to their
younger siblings.

Encourage your child to bring home French
library books. Simply sharing the book and
looking at it together shows you value your
child learning a second language.

Tapes, CDs and videos are a great way for the
whole family to enjoy another language. Local
education supply stores carry many tapes by
Suzanne Pinel, Jacquot and Étienne.

Watch French television (cartoons for
example).

Listen to the French radio station and try to
decipher a weather report or news story.

Relax! Learning French is lots of fun.
Celebrate your child's success and support their
overall learning.
Did you know …
In most cases, learning a second language
improves verbal and non-verbal
communication skills, as well as problemsolving and divergent thinking skills.
OVERALL EXPECTATIONS

By the end of Grade 4, students will:





talk about familiar topics, using very simple phrases and
sentences;
listen to short, very simple oral texts, and respond to
specific simple questions;
read a variety of very simple materials, 50 to 100 words
long, containing basic learned vocabulary, and
demonstrate understanding;
write very simple texts and responses following a model;
identify and use the vocabulary and the grammar and
language conventions appropriate for this grade level.
LEVEL 3 IN CORE FRENCH


A student's work at level 3 in
Core French may be described in
general terms as follows:
The student generally understands written and spoken French
that has been introduced, and can
express himself or herself in
structured and some open-ended
situations. He or she
communicates, using basic
forms, structures and vocabulary.
The student uses most of the
language elements studied, and
makes only occasional errors.
Since the student is learning
French as a second language,
some teacher assistance is
needed.
WHAT WILL STUDENTS BE DOING?
Students will spend approximately 70% of their class time
working on oral communication tasks, such as:
creating and presenting dialogues,
singing songs and chanting raps,
listening to and responding to short oral texts (songs,
poems, short stories, magazine articles, dialogues),
participating in class routines to reinforce vocabulary
and language structures (language games, daily
presentations).
Students begin to read a greater variety of simple materials
(comic strips, dialogues, information pieces, short stories.)
They learn to use various strategies to comprehend the text
such as looking for cognates (French words that look like
English words), looking for clues in pictures, identifying
key words and using a dictionary.
Students use models to produce short written texts (stories,
dialogues, information posters). Their writing contains
simple sentences and incorporates appropriate grammar
structures.
GREAT WEBSITES
Questions
or concerns?
Please contact:
Radio-Canada Activities for children:
www.radio-canada.ca/jeunesse
Canadian Parents for French:
Great resources and help for parents www.cpf.ca
Online French-English dictionary:
http://humanities.uchicago.edu/forms_unrest/FRENG.html
Fun activities for children:
http://fslactivities.sd61.bc.ca/
http://fis.ucalgary.ca/repsit/table.htm

Encourage children to teach French to their
younger siblings.

Encourage your child to bring home French
library books. Simply sharing the book and
looking at it together shows you value your
child learning a second language.

Tapes, CDs and videos are a great way for the
whole family to enjoy another language. Local
education supply stores carry many tapes by
Suzanne Pinel, Jacquot and Étienne.

Watch French television (cartoons for
example).

Listen to the French radio station and try to
decipher a weather report or news story.

Invest in a good French-English dictionary. A
good paperback can be bought for $10.00 or
less!

Relax! Learning French is lots of fun.
Celebrate your child's success and support their
overall learning.
Did you know …
In 56 countries, people speak in English. In
33 countries, people speak in French.
In Canada, we have the best of both worlds.
WHAT WILL STUDENTS BE DOING?
OVERALL EXPECTATIONS

By the end of Grade 5, students will:




listen to and talk about short, simple oral texts dealing with
familiar topics;
read a variety of simple materials, 100 to 150 words long,
and demonstrate understanding;
write ideas and facts, or provide written responses to simple
questions, using simple sentences;
identify and use the vocabulary and the grammar and
language conventions appropriate for this grade level.
LEVEL 3 IN CORE FRENCH

A student's work at level 3 in Core French may be
described in general terms as follows:
The student generally understands written and spoken French
that has been introduced, and can
express himself or herself in
structured and some open-ended
situations. He or she
communicates, using basic
forms, structures and vocabulary.
The student uses most of the
language knowledge elements
studied, and makes only
occasional errors. Since the
student is learning French as a
second language, some teacher
assistance is needed.

Questions
or concerns?
Please contact:
Students will spend approximately 70% of their class time
working on oral communication tasks, such as:
creating and presenting dialogues,
singing songs and chanting raps,
listening to and responding to short oral texts (songs,
poems, short stories, magazine articles, dialogues),
participating in class routines to reinforce vocabulary
and language structures (language games, daily
presentations).
Students read a greater variety of more challenging materials
(comic strips, dialogues, information pieces, short stories).
They use various strategies to comprehend the text such as
looking for cognates (French words that look like English
words), looking for clues in pictures, rereading, identifying
key words and using a dictionary.
Students use models to produce short written texts (stories,
dialogues, information posters). Their writing contains more
complex sentences and incorporates appropriate grammar
structures.
GREAT WEBSITES
Radio-Canada Activities for children:
www.radio-canada.ca/jeunesse
Canadian Parents for French:
Great resources and help for parents www.cpf.ca
Online French-English dictionary:
http://humanities.uchicago.edu/forms_unrest/FRENG.html
Fun activities for students:
http://fis.ucalgary.ca/repsit/table.htm
http://www.bonjourfr.com

Encourage your child to teach French to their
younger siblings.

Encourage your child to bring home French
library books. Simply sharing the book and
looking at it together shows you value your
child learning a second language.

Tapes, CDs and videos are a great way for the
whole family to enjoy another language.
Local education supply stores carry many
tapes by Suzanne Pinel, Jacquot and Étienne.

Watch French television (game shows for
example).

Listen to the French radio station and try to
decipher a weather report or news story.

Invest in a good French-English dictionary. A
good paperback can be bought for $10.00 or
less!

Relax! Learning French is lots of fun.
Celebrate your child's success and support
their overall learning.
Did you know …
More than 2 million English-speaking
students are studying French as a subject
in school in Canada.
OVERALL EXPECTATIONS

By the end of Grade 6, students will:




participate in dialogues about familiar topics, and
listen to and talk about short oral texts;
read a variety of classroom and simple authentic
materials, 150 to 200 words long, containing familiar
and new vocabulary, and demonstrate understanding;
communicate ideas and facts in writing for specific
purposes;
identify and use the vocabulary and the grammar and
language conventions appropriate for this grade level.
LEVEL 3 IN CORE FRENCH


A student's work at level 3 in
Core French may be described in
general terms as follows:
The student generally understands written and spoken French
that has been introduced, and can
express himself or herself in
structured and some open-ended
situations. He or she
communicates, using basic
forms, structures and vocabulary.
The student uses most of the
language elements studied, and
makes only occasional errors.
Since the student is learning
French as a second language,
some teacher assistance is
needed.
WHAT WILL STUDENTS BE DOING?
Students will spend approximately 70% of their class time
working on oral communication tasks, such as:
creating and presenting dialogues,
singing songs and chanting raps,
listening to and responding to short oral texts (songs,
poems, short stories, magazine articles, dialogues),
participating in class routines to reinforce vocabulary
and language structures (language games, daily
presentations).
Students read a greater variety of more challenging materials
(comic strips, dialogues, information pieces, short stories).
They use various strategies to comprehend the text such as
looking for cognates (French words that look like English
words), looking for clues in pictures, rereading, identifying
key words and using a dictionary.
Students use models to produce short written texts (stories,
dialogues, information posters). Their writing contains more
complex sentences and incorporates appropriate grammar
structures.
GREAT WEBSITES
Questions
or concerns?
Please contact:
Radio-Canada Activities for children:
www.radio-canada.ca/jeunesse
Canadian Parents for French:
Great resources and help for parents www.cpf.ca
Online French-English Dictionary:
http://humanities.uchicago.edu/forms_unrest/FRENG.html
Fun Activities for Students:
http://fis.ucalgary.ca/repsit/table.htm
http://www.bonjourfr.com

Show interest in your child's work. Help them
keep track of homework assignments.

Watch French television (game shows for
example).

Listen to the French radio station and try to
decipher a weather report or news story.

Invest in a good French-English dictionary. A
good paperback can be bought for $10.00 or
less!

Investigate exchange opportunities, such as the
inter-provincial exchange called SEVEC.

Rent a video in French with English subtitles!

Celebrate your child's successes and support
their overall learning.
Did you know …
20% of the teen population in Ontario,
aged 15-19 is bilingual. The percentage
of bilingual teenagers in Canada has
almost doubled since 1981.
OVERALL EXPECTATIONS

By the end of Grade 7, students will:




listen and talk about short oral texts in structured and
open-ended situations;
read a variety of classroom and simple authentic
materials, 200 to 400 words long, and demonstrate
understanding;
communicate information and ideas in writing, in
structured and open-ended situations, for different
purposes;
identify and use the vocabulary and the grammar and
language conventions appropriate for this grade level.


LEVEL 3 IN CORE FRENCH
A student's work at level 3 in
Core French may be described in
general terms as follows:
The student generally understands spoken and written French
that has been introduced, and can
express himself or herself in
structured and some open-ended
situations. He or she
communicates, using basic
forms, structures and vocabulary.
The student uses most of the
language elements studied, and
makes only occasional errors.
Since the student is learning
French as a second language,
some teacher assistance is
needed.
WHAT WILL STUDENTS BE DOING?
Students will spend approximately 60% of their class time
working on oral communication tasks, such as:
creating and presenting dialogues,
listening to and responding to short oral texts (songs,
poems, short stories, magazine articles, dialogues,
participating in class routines to reinforce vocabulary
and language structures (language games, daily
presentations).
Students read a variety of challenging materials (comic
strips, dialogues, information pieces, short stories). They
use various strategies to comprehend new text material such
as looking for cognates (French words that look like English
words), looking for clues in pictures, rereading, identifying
key words and using a dictionary.
Students use models to produce a variety of simple written
texts (stories, dialogues, information posters). Their writing
contains both simple and complex sentences and
incorporates appropriate grammar structures.
GREAT WEBSITES
Questions
or concerns?
Please contact:
Radio-Canada Activities for children:
www.radio-canada.ca/jeunesse
Canadian Parents for French:
Great resources and help for parents www.cpf.ca
Online French-English Dictionary:
http://humanities.uchicago.edu/forms_unrest/FRENG.html
Fun Activities for Students:
http://fis.ucalgary.ca/repsit/table.htm
http://www.bonjourfr.com

Show interest in your child's work. Help them
keep track of homework assignments.

Watch French television (game shows for
example).

Listen to the French radio station and try to
decipher a weather report or news story.

Invest in a good French-English dictionary. A
good paperback can be bought for $10.00 or
less!

Investigate exchange opportunities, such as the
inter-provincial exchange called SEVEC.

Rent a video in French with English subtitles!

Celebrate your child's successes and support
their overall learning.
Did you know …
The more adaptable you are to other
languages and cultures, the better off you
will be in terms of career prospects.
OVERALL EXPECTATIONS

By the end of Grade 8, students will:





listen and talk about simple oral texts in structured and
open-ended situations;
express ideas, feelings and opinions in conversations
and discussions, using learned language structures and a
variety of vocabulary and expressions;
read a variety of simple authentic materials, 400 to 600
words long, and demonstrate understanding;
write a variety of forms, adjusting language to suit the
audience;
identify and use the vocabulary and the grammar and
language conventions appropriate for this grade level.
LEVEL 3 IN CORE FRENCH


A student's work at level 3 in Core French may be described in
general terms as follows:
The student generally understands written and spoken French
that has been introduced, and can
express himself or herself in
structured and some open-ended
situations. He or she
communicates, using most basic
forms, structures and vocabulary.
The student uses most of the
language elements studied, and
makes only occasional errors.
Since the student is learning
French as a second language,
some teacher assistance is
needed.
WHAT WILL STUDENTS BE DOING?
Questions
or concerns?
Please contact:
Students will spend approximately 60% of their class
time working on oral communication tasks, such as:
creating and presenting dialogues,
listening to and responding to short oral texts
(songs, poems, short stories, magazine articles,
dialogues),
participating in class routines to reinforce
vocabulary and language structures (language
games, daily presentations).
Students read a variety of challenging materials (comic
strips, dialogues, information pieces, short stories).
They use various strategies to comprehend new text
material such as looking for cognates (French words
that look like English words), looking for clues in
pictures, rereading, identifying key words and using a
dictionary.
Students use models to produce a variety of written
texts (stories, dialogues, information posters). Their
writing contains both simple and complex sentences
and incorporates appropriate grammar structures.
GREAT WEBSITES
Radio-Canada Activities for children:
www.radio-canada.ca/jeunesse
Canadian Parents for French:
Great resources and help for parents www.cpf.ca
Online French-English Dictionary:
http://humanities.uchicago.edu/forms_unrest/FR-ENG.html
Fun Activities for Students:
http://fis.ucalgary.ca/repsit/table.htm
http://www.bonjourfr.com