Français langue seconde - immersion 3

Français langue seconde - immersion K 1 2 3 4 5 6 6T 7 7T 8 9 10 11 12
Curriculum Français langue seconde - immersion Grade 3 PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
Filter Curriculum:
o-o-o

Big Ideas

Grandes idées

Making connections between personal experiences and the experiences of others can help us to better understand and respond to a message.
Texts
exts
 
present cultural elements that allow us to experience or understand different viewpoints.
The structure and textual cues, as well as the words, all help to convey the message.
Fairy and folk tales illustrate universal aspects of human life.
Every language has a system of rules that distinguishes it from other languages.

Learning Standards

Show All Elaborations

Curricular Competencies

o-o-oo-o-o

Students are expected to be able to do the following, using oral, written and visual formats:
o-o-oo-o-o

Exploring and Reflecting

Recognize that there are similarities and differences between one’s own culture and those of others
Deconstruct a complex sentence into word groups to facilitate comprehension
Identify the main idea
main idea
the most important idea in a text 
in a text
text
oral, written, visual 
Make predictions based on textual cues
textual cues
revealing signs in a text (e.g., discourse markers, key words, themes, images) 
Identify the values conveyed by a narrative and its characters
Organize information and one’s ideas to better convey a message
Use textual elements to enhance comprehension of a text
text
oral, written, visual 
o-o-oo-o-o

Creating and Communicating

Express opinions, ideas and feelings using complex sentences
Ask and respond to questions to hold a spontaneous conversation
Read a text
text
oral, written, visual 
with fluency and intonation
Respond to a text
text
oral, written, visual 
by drawing on prior knowledge
In expressing oneself, avoid transfers and literal translations
Write detailed texts
texts
oral, written, visual 
that follow the structures being studied

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  
  • turn-taking in a conversation
    turn-taking in a conversation
    waiting one’s turn to speak, raising one’s hand, etc. 
  • consideration of other people’s perspectives
cultural elements
literary elements:
text organization:
  • structure of narrative texts
    structure of narrative texts
    setting, inciting incident, rising action and falling action 
  • text elements
    text elements
    title, sub-titles, chapters, paragraphs, images, diagrams, charts, etc. 
  • punctuation
    punctuation
    comma and exclamation point 
spelling conventions
spelling conventions
plural nouns that end in the letter “x”, and gender and number agreement of adjectives 
language elements:
  • reflexive personal pronouns
  • structure of complex sentences
    structure of complex sentences
    sentences with coordinating conjunctions and simple prepositions (et, mais, ou, avec, etc.) 
     affirmative and negative
    negative
    ne…pas 
  • verb moods and tenses
    verb moods and tenses
    present indicative and near future (“futur proche”) tenses, concepts of past indicative tenses (imperfect or “imparfait”, and present perfect or “passé composé”) and subject-verb agreement 
    associated with the genres being studied
  • the roots of words and affixes
    affixes
    prefixes (e.g., “re”) and suffixes (e.g., “ette”, “eau”, etc.)  
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.