Français langue première 1

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to be able to know and understand the following:

As authors, readers, and speakers, students are expected to be able to do the following, using oral and written, digital and print, and textual and visual materials:

Big Ideas

Big Ideas

Through texts
a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc.
, we learn about ourselves and discover the world around us.
Reading consists not only in decoding the words, but also in understanding the meaning and structure of a text.
Though we may lack the ability to write all the words, we can still convey a message in writing.
Our mastery of a language improves when we take risks in communicating.
All communication has a content and structure.
Aboriginal narratives play an important role in the exploration of individual, family, generational, and community identity.
Communicating in French helps to develop a sense of belonging to a Francophone community
the Francophone community can constitute the family, the class, the school, or the local, provincial, national, or international community.
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Content

Learning Standards

Content

phonological awareness:
  • words
  • syllables
  • phonemes
  • rhyme
written conventions:
  • word order
  • spaces between words
  • capital letters and periods
spelling conventions:
  • graphophonic correspondence
  • complex sounds
    all sounds formed by the combination of pure sounds (ou-oi/oin-eu/oeu-on/om-in/im-an/am-en/em-un/um-ain/ein/ien-ai-ei)
text organization:
literary elements:
language elements:
  • structure of simple sentences
  • verb moods and tenses
    present indicative (“présent de l’indicatif”) and concepts of past and future tenses
    associated with the texts studied
strategies studied:

Curricular Competency

Learning Standards

Curricular Competency

Exploring and Reflecting

Segment and combine phonological units to develop phonological awareness.
Rely on images to understand a text
a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc.
.
Identify the main idea in a text and restate it in your own words.
Draw on prior knowledge to make connections between texts and personal and cultural experiences.
Identify the elements and structure of Aboriginal and other stories in order to understand the overall meaning.

Creating and Communicating

Respect sentence structure and make logical links between ideas when expressing oneself.
Respond to a message by asking questions and giving one’s opinion.
Make connections between a text
a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc.
and a personal experience.
Convey a message following a sequence of events.
Make short oral presentations that are clear and well structured.
Read previously seen short texts with fluency, following the final punctuation of sentences.
Correctly spell words commonly used in writing.
Write a short story by following a template.