Français langue première 2

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Curriculum Français langue première Grade 2 PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

The manner in which the originators of a message express themselves is influenced by the verbal and non-verbal language of the recipients.
The meaning of a message is influenced by the clarity of the vocabulary used and the way the message is organized.
Reading consists not only in decoding the words, but also in understanding the meaning and structure of a text.
Stories emerge from our imagination and reflect the experiences, dreams, and reality of the author.
The words and sentences of a text
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. 
often contain clues and a context that can cue readers on its meaning.
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
community
the Francophone community can constitute the family, the class, the school, or the local, provincial, national, or international community. 
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Learning Standards

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Curricular Competencies

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:

Exploring and Reflecting

Recognize the root of unknown words in order to infer their meaning.
Visualize information when reading to enhance comprehension.
Plan and organize ideas by theme using graphic organizers
graphic organizers
spider web diagram, brainstorming, fishbone diagram, Venn diagram, timeline 
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Draw on prior knowledge to make connections between texts and personal and cultural experiences.
Identify important information in Aboriginal narratives and other texts
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. 
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Make connections between texts
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. 
, one’s experience, and Francophone culture.

Creating and Communicating

Express oneself with accuracy and fluency using the strategies studied.
Ask questions to clarify the meaning of a message.
Share one’s reactions to a text
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. 
by giving an opinion and expressing emotions.
Adapt gestures and voice to a specific communication situation and audience.
Read previously seen short texts with fluency, following the punctuation studied.
Write texts with short paragraphs, following the structure and language conventions studied
language conventions studied
written conventions and language elements (types of sentences, syntactic groups, gender and number of words, word families, and verb moods and tenses associated with the texts studied) 
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Use discourse markers to ensure that a text is coherent.
Collaborate with peers, and take their views and ideas into consideration to achieve a common goal.

Content

Students are expected to be able to know and understand the following:
spelling conventions:
  • graphophonic correspondence of complex sounds
  • use of the letter “s” to form the plural of nouns and adjectives
text organization:
literary elements:
language elements:
  • types of sentences
    types of sentences
    affirmative, declarative, and interrogative sentences 
  • syntactic groups
    syntactic groups
    subject, verb, and complement 
  • gender and number of words
  • word families
  • verb moods and tenses
    verb moods and tenses
    all persons of the present indicative (“présent de l’indicatif”) and concepts of the recent past (“passé récent”), present perfect (“passé composé”), and near future (“futur proche”) tenses 
    associated with the texts studied
strategies studied:
  • communication and socialization
    communication and socialization
     active listening, verbal and non-verbal language, respect for differences, clarification and explanation 
  • reading
    reading
    prior knowledge, visualization, prediction, asking questions, main idea, making connections, important information, inference 
  • writing
    writing
    draft, writing, revision, publication 
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.