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Français langue seconde - immersion 2
Curriculum Français langue seconde - immersion Grade 2
PDF Grade-Set: k-9
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Big Ideas
Grandes idées
Fluency in a language facilitates our interactions with others.
Awareness of other cultures helps us discover our own culture and build our own identity.
The task and its context determine the strategies of comprehension and expression that are chosen.
Fairy and folk tales share common characteristics that define the genre.
Organizing and connecting our ideas in a logical fashion helps others better understand our message.
Learning Standards
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Curricular Competencies
Students are expected to be able to do the following, using oral, written and visual formats:
Exploring and Reflecting
Identify, in Francophone and Aboriginal texts, elements that are present in one’s own culture
texts
oral, written, visual Deconstruct a sentence into word groups to enhance comprehension
Identify the key words and themes in a text in order to understand the message
text
oral, written, visual Visualize information when reading in order to facilitate comprehension
Organize information thematically
thematically
classify information according to theme using a Venn diagram, chart, etc. Identify the elements of a story in order to associate it with the genres under study
Tell a story by organizing a series of events in chronological order
Creating and Communicating
Express ideas, emotions and personal experiences using visual and gestural elements
Interact spontaneously with peers using complete sentences
Read a simple text with fluency
text
oral, written, visual Ask questions in order to enhance understanding and deepen knowledge
Write short texts that follow the rules of sentence structure and connect ideas in a logical fashion
texts
oral, written, visual 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
- active readingactive readingreading with expression, taking into account text elements such as italics, bolded text, intonation, etc.
- turn-taking in a conversationturn-taking in a conversationwaiting one’s turn to speak, raising one’s hand, etc.
- non-verbal languagenon-verbal languagegestures, eye contact, etc.
cultural elements
elements of a story:
- characterscharactershero, villain, etc.
- settings
- eventseventsadverse and fortuitous events
text organization:
- structure of narrative textsstructure of narrative textsbeginning, events and resolution
- structure of informational textsstructure of informational textstitle, sub-titles, paragraphs, images, etc.
- markers of timeand placetimeaujourd’hui, demain, hier, au début, à la fin, etc.placedans, où, là, sous, sur, etc.
writing conventions:
- punctuationpunctuationquestion mark
- spelling conventionsspelling conventionsplural nouns that end in the letter “s”, complex sounds, etc.
language elements:
- the gender of nounsgender of nounsmasculine, feminine, common and proper nouns, etc.
- articles
- adjectivesadjectivespossessive (mon, ma, etc.) and qualifying
- structure of simple sentencesstructure of simple sentencesaffirmative, negative and interrogative forms (subject, verb, complement)
- verb moods and tensesassociated with the genres being studiedverb moods and tensessingular forms of the present indicative for action verbs and auxiliary verbs in the present indicative
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.