Subject: Core French Level 2
Outcome: 2.CS.1
Demonstrate understanding of basic oral French messages in a short concrete sentence, a familiar question, statement, request, instruction or accolade. [L] [RP] [S]
Beginning – 1
I need help.
Approaching – 2
I have a basic understanding.
Proficiency – 3
My work consistently meets expectations.
Mastery – 4
I have a deeper understanding.
I can identify either the day, month or date on a calendar with assistance.
I cannot show understanding of simple sentences nor follow requests.
I can identify one of the following: day, month or date on a calendar in an incomplete sentence.
I use French, or English, words to indicate partial understanding of simple sentences and follow requests.
I can identify the day, month & date on a calendar in a statement such as:
Aujourd’hui c’est mercredi le 30
octobre.
I can correctly use a French word to indicate understanding of simple sentences and follow requests.
I can identify the day, month & date on a calendar as well as identify previous and next day of the week.
I can correctly add original and relevant French vocabulary to show understanding of simple sentences and follow requests.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. a.
Shares information about feelings, needs, and personal data with an English response, a drawing, gestures, or a French word routinely used in class. b.
Identifies the day, month and date on a calendar in a statement such as Aujourd’hui c’est le mercredi cinq octobre . c.
Responds to the questions Qu’est-ce que c’est? Qui est-ce? (e.g., with gestures, drawings, known French words, or using English). d.
Responds to a sentence ending in s’il vous plaît (e.g., with an action, gesture or with a simple oui/non response). e.
Responds to accolades such as Très bien! Excellent! (e.g., with a gesture, facial expression, or with a word such as Merci!). f.
Responds to instructions for several classroom routines, such as Écoutez!
(stopping the activity) or Répétez!
(repeating the word or phrase). g.
Matches a spoken French word with an action or a gesture.

Subject: Core French Level 2
Outcome: 2.CS.2
Provide a variety of information through oral expression supported by extensive prompting. [S] [L]
Beginning – 1
I need help.
I can use minimal French words to give a modeled response with assistance.
I can repeat common polite phrases.
Approaching – 2
I have a basic understanding.
.
I can use generally accurate French words to give a partial response to a question.
I can sometimes correctly use common polite phrases in context.
Proficiency – 3
My work consistently meets expectations.
I can give a short modeled response to a question.
I can correctly use common polite phrases in context.
Mastery – 4
I have a deeper understanding.
I can add original and relevant
French vocabulary to the model to answer a question.
I can spontaneously use common polite phrases in context.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. a.
Makes a simple modeled sentence related to the vocabulary of a theme (e.g., C’est un lion. Voici un crayon. J’ai un chien ). b.
Describes people or oneself doing actions using a model (e.g., Elle saute. Il court. Je marche.). c.
Uses learned politeness phrases for various situations (e.g., S’il vous plaît. Merci! Excusez-moi!). d.
Gives a short modeled response to questions (e.g., Qu’est-ce que c’est? C’est un chien. Qui est-ce? C’est maman. Quel temps fait-il? Il fait beau.
). e.
Indicates preferences and non-preferences in a simple sentence, based on models (e.g., J’aime… Je déteste… ). f.
Describes weather with memorized global expressions (e.g., Il fait froid. Il fait chaud. Il fait soleil. Il vente. Il pleut. Il neige. C’est nuageux.). g.
Expresses feelings by using expressions (e.g., Je suis content(e). Je suis triste.
). h.
Participates in an oral language game with a previously learned word or phrase.
Refer to the Saskatchewan Curriculum Guide http://www.curriculum.gov.sk.ca/

Demonstrate understanding of key words in a simple, concrete sentence supported by an illustration or photo. [R] [RP]
Subject: Core French Level 2
Outcome: 2.CS.3
Beginning – 1
I need help.
I can locate cognates using picture cues .
Approaching – 2
I have a basic understanding.
I can locate predictable key words and cognates using picture cues.
Proficiency – 3
My work consistently meets expectations.
I can accurately locate key words and cognates using picture cues.
Mastery – 4
I have a deeper understanding.
I can locate key words and cognates in written form.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. a.
Locates key words and cognates with support (e.g., on a chart, bulletin board, or interactive whiteboard). b.
Sorts key words on cards according to criteria with support (e.g., animals, school objects, or foods). c.
Responds to a shared reading experience (e.g., with drawings, physical actions, matching pictures to words, or by saying an English word).
Refer to the Saskatchewan Curriculum Guide http://www.curriculum.gov.sk.ca/

Subject: Core French Level 2
Outcome: 2.CS.4
Beginning – 1
I need help.
I need help to use a model to write a sentence in French .
Approaching – 2
I have a basic understanding.
I can write a partial sentence in
French from a model.
Proficiency – 3
My work consistently meets expectations.
I can write a complete sentence in
French from a model.
Mastery – 4
I have a deeper understanding.
I can write a complete sentence in
French without a model.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. a.
Writes a simple, concrete sentence by substituting words (e.g., C’est un lion becomes C’est un tigre ). b.
Labels pictures and illustrations with a simple sentence.
Refer to the Saskatchewan Curriculum Guide http://www.curriculum.gov.sk.ca/

Subject: Core French Level 2
Outcome: 2.GL.1
Beginning – 1
I need help.
I can choose a strategy, with assistance, to understand what I see or hear in French.
Approaching – 2
I have a basic understanding.
I can choose a strategy to understand what I see or hear in
French.
Proficiency – 3
My work consistently meets expectations.
I can choose a variety of strategies to understand what I see or hear in
French.
Mastery – 4
I have a deeper understanding.
I can choose and explain strategies that I used to understand what I see or hear in French.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Before listening or viewing: a.
Prepares for the presentation (e.g., pays attention to a signal, looks at the speaker, is quiet and attentive). b.
Makes connections to own experiences in English (e.g., when shown a picture, photograph or book cover). c.
Anticipates the content of the listening experience by making predictions in English.
During listening or viewing: d.
Guesses at the meaning of an unknown word or phrase with support. e.
Tolerates ambiguity by focusing on a familiar word. f.
Associates a gesture, action, or facial image with a message. g.
Associates intonation and expression with a message. h.
Finds a cognate in a sentence (e.g., animal for animal , or bleu for blue). i.
Draws a representation of a mental image about the message. j.
Tells about a mental image in English.
After listening or viewing: Identifies, with some teacher support, the content of the listening experience (e.g., drawing pictures or using puppets). k.
Identifies, in English with teacher support, the strategies used to interpret the message, such as watching speaker’s face an d gestures, using context clues, listening to the speaker’s intonation and expression.
Refer to the Saskatchewan Curriculum Guide http://www.curriculum.gov.sk.ca/

Subject: Core French Level 2
Outcome: 2.GL.2
Beginning – 1
I need help.
I need reminders to use speaking strategies to communicate in
French.
Approaching – 2
I have a basic understanding.
I can choose a speaking strategy to communicate in French.
Proficiency – 3
My work consistently meets expectations.
I can choose and self-evaluate speaking strategies I used to communicate in French.
Mastery – 4
I have a deeper understanding.
I can demonstrate to my peers how to choose and self-evaluate appropriate speaking strategies to communicate in French.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. a.
Imitates the teacher’s gestures and expressions.
b.
Finds words in environmental print (e.g., on charts, in books, posters, and pictures posted on classroom walls). c.
Practises new phrases in a large group setting. d.
Makes a gesture to accompany a word. e.
Self-evaluates participation in oral language games with the use of satisfaction indicators (e.g., Pas trop bien. Assez bien. Bien. Très bien. Excellent.
or with an icon).
Refer to the Saskatchewan Curriculum Guide http://www.curriculum.gov.sk.ca/

Subject: Core French Level 2
Outcome: 2.GL.3
Beginning – 1
I need help.
I need assistance to use reading strategies to understand a sentence in French.
Approaching – 2
I have a basic understanding.
I can choose a reading strategy to partially understand a sentence in
French .
Proficiency – 3
My work consistently meets expectations.
I can choose a variety of reading strategies to understand a sentence in French.
Mastery – 4
I have a deeper understanding.
I can choose and explain reading strategies that I use to understand a sentence in French.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Before shared reading: a.
Makes connections to own experiences in English. b.
Predicts content in English or by using a familiar French word.
During shared reading: c.
Looks at illustrations as a context clue. d.
Recognizes key words such as names and familiar expressions. e.
Follows word to print correspondence as the teacher reads a line from a familiar song or poem. f.
Examines word walls, labeled objects or illustrated charts to find meaning.
After shared reading: g.
Verifies predictions by saying oui or non. h.
Discusses in English what the reading experience was about. i.
Asks questions in English about story elements needing clarification. j.
Discusses in English a strategy used to understand the story such as focusing on a familiar word.
Refer to the Saskatchewan Curriculum Guide http://www.curriculum.gov.sk.ca/

Subject: Core French Level 2
Outcome: 2.GL.4
Beginning – 1
I need help.
I can use writing strategies to write an ineffective sentence based on a model.
Approaching – 2
I have a basic understanding.
I can use writing strategies to write a workable sentence based on a model.
Proficiency – 3
My work consistently meets expectations.
I can use writing strategies to write an effective sentence based on a model.
Mastery – 4
I have a deeper understanding.
I can use writing strategies to write an innovative sentence based on a model.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. a.
Interacts with the teacher as the teacher writes a sentence. b.
Examines references (e.g., picture dictionaries, word lists, word walls, charts or bulletin boards). c.
Writes a short text, filling in a repetitive template. d.
Writes a short repetitive text, following a template (e.g., C’est maman. C’est papa. C’est moi.
). e.
Contributes a page of repetitive text for a class book based on a theme. f.
Self-evaluates writing using representative icons or phrases (e.g., ☺ ☹ or C’est bien. C’est comme ci, comme ça. Ce n’est pas bien.
).
Refer to the Saskatchewan Curriculum Guide http://www.curriculum.gov.sk.ca/

Subject: Core French Level 2
Outcome: 2.LK.1
o o o o numbers 1-20 common question beginnings common articles and their placement pronouns, their use and placement
knowledge of key vocabulary words and phrases linked to themes. [S] [R] [RP]
Beginning – 1
I need help.
Approaching – 2
I have a basic understanding.
Proficiency – 3
My work consistently meets expectations.
Mastery – 4
I have a deeper understanding.
I can rarely use French language concepts related to themes
I can sometimes use French language concepts related to themes.
I can consistently use French language concepts related to themes.
I can skillfully use French language concepts related to themes.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. a.
Counts to 20. b.
Names numbers 1-20 in French. c.
Names the number of objects in a set of up to 20 objects. d.
Responds to qui, qu’est-ce que, est-ce que questions using learned expressions. e.
Identifies and uses un/une and le/la orally in front of common nouns. f.
Identifies and uses pronouns orally before verbs in a sentence (e.g., je, tu, il, elle, on). g.
Uses key words from the following themes in a simple sentence, such as Je mange une pomme.
o Calendar and Weather o My Family o My Backpack o Zoo or Wild Animals o Seasonal Clothing o Healthy Snack Food o Recreational Activities o Alternate Transportation
Refer to the Saskatchewan Curriculum Guide http://www.curriculum.gov.sk.ca/

Subject: Core French Level 2
Outcome: 2.C.1
Beginning – 1
I need help.
I can vaguely identify elements of
Francophone, First Nations and
Metis family cultures.
Approaching – 2
I have a basic understanding.
I can identify predictable elements of Francophone, First Nations and
Métis family cultures.
Proficiency – 3
My work consistently meets expectations.
I can identify relevant elements of
Francophone, First Nations and
Métis family cultures.
Mastery – 4
I have a deeper understanding.
I can thoughtfully compare elements of Francophone, First Nations and
Métis family cultures by what is unique and what is shared.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. a.
Represents Francophone cultures by saying a rhyme or singing a song such as a familiar French song commonly sung to children in Francophone families (e.g.,
Fais dodo, Frère Jacques, Alouette, Sur le pont d’Avignon ) or a comptine (e.g., Un et un, deux or J’ai dix petits doigts ). b.
Describes some aspects of Francophone families, such as names of family members (e.g., maman for mère , papa for père , grand-papa for grand-père , grandmaman for grand-mère ) as well as aspects of First Nations families (e.g., moshom for grandmother and kokum for grandfather). c.
Names some Francophone foods or snacks and tells what holiday or meal they are traditionally associated to (e.g., la tourtière after midnight during the
Christmas season, la poutine for a meal or a snack, la brioche for breakfast). d.
Names food containers common to Francophone cultures (e.g., le panier à provisions (shopping basket), le panier à salade (salad basket), le sac à provisions (shopping bag), as well as containers common to traditional First Nations cultures such as le pare-flèche (parfleche), le panier au saule rouge (red willow basket), le panier à
l’écorce de bouleau (birchbark basket). e.
Examines clothing items common to Francophone cultures (e.g., le béret, une robe haute-couture, un t-shirt baba-cool (France : t-shirt with imprinted images and slogans), la ceinture fléchée (common to both Métis and Francophone cultures)). f.
Uses knowledge of Francophone cultures to participate in cultural activities, such as games, singing, and rhymes. g.
Self-evaluates participation in cultural activities through the use of satisfaction indicators (e.g., Pas trop bien. Assez bien. Bien. Très bien. Excellent. or with an icon).
Refer to the Saskatchewan Curriculum Guide http://www.curriculum.gov.sk.ca/