Français langue seconde - immersion 2

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Curriculum Français langue seconde - immersion Grade 2 PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
Languages Template
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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
texts
 oral, written, visual 
, elements that are present in one’s own culture
Deconstruct a sentence into word groups to enhance comprehension
Identify the key words and themes in a text
text
oral, written, visual 
in order to understand the message
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
text
oral, written, visual 
with fluency
Ask questions in order to enhance understanding and deepen knowledge
Write short texts
texts
 oral, written, visual 
that follow the rules of sentence structure and connect ideas in a logical fashion

Content

Students are expected to be able to know and understand the following in various contexts:
communication strategies:
  • active listening
    active listening
      the recipient is physically and intellectually engaged, and reacts to what is heard  
  • active reading
    active reading
    reading with expression, taking into account text elements such as italics, bolded text, intonation, etc. 
  • turn-taking in a conversation
    turn-taking in a conversation
    waiting one’s turn to speak, raising one’s hand, etc. 
  • non-verbal language
    non-verbal language
    gestures, eye contact, etc. 
cultural elements
elements of a story:
  • characters
    characters
    hero, villain, etc. 
  • settings
  • events
    events
    adverse and fortuitous events 
text organization:
writing conventions:
language elements:
  • the gender of nouns
    gender of nouns
    masculine, feminine, common and proper nouns, etc. 
  • articles
  • adjectives
    adjectives
    possessive (mon, ma, etc.) and qualifying 
  • structure of simple sentences
    structure of simple sentences
    affirmative, negative and interrogative forms (subject, verb, complement) 
  • verb moods and tenses
    verb moods and tenses
    singular forms of the present indicative for action verbs and auxiliary verbs in the present indicative 
    associated with the genres being studied
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.