FSL Extended Oral 4_5_6

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FSL Extended Oral 4_5_6 Powered By Docstoc
					       FSL Extended:                                         Gr 4, 5, 6                                       Oral Communication
                                            • listen and respond to a variety of short,           • listen and respond to a variety of simple       • listen and respond to a variety of spoken
                                              simple spoken texts and media works                   spoken texts and media works                      texts and media works

            Overall                         • express ideas, feelings, and opinions on
                                              familiar topics, using correct pronunciation
                                              and appropriate intonation
                                                                                                  • express ideas and opinions on a variety of
                                                                                                    familiar topics, using correct pronunciation
                                                                                                    and appropriate intonation
                                                                                                                                                    • express ideas and opinions on a range of
                                                                                                                                                      topics, using correct pronunciation and
                                                                                                                                                      appropriate intonation

          Expectations                      • identify and use appropriate language
                                              conventions during oral communication
                                              activities, in their responses to reading
                                                                                                  • identify and use appropriate language
                                                                                                    conventions during oral communication
                                                                                                    activities, in their responses to reading
                                                                                                                                                    • identify and use appropriate language
                                                                                                                                                      conventions during oral communication
                                                                                                                                                      activities, in their responses to reading
                                              materials, and in their written work                  materials, and in their written work              materials, and in their written work
    Knowledge                Key                              Grade 4                                              Grade 5                                           Grade 6
    &   Skills             Concepts                   Specific Expectations                                Specific Expectations                             Specific Expectations
                        • pronunciation     } use visual and verbal cues (e.g., gestures,         } use visual and verbal cues (e.g., gestures,     } use visual and verbal cues (e.g., gestures,

 Communication            and intonation      facial expressions, tone of voice) to                 facial expressions, tone of voice) to             facial expressions, tone of voice) to
                                              communicate information                               communicate information                           communicate information
                                            } use simple but complete sentences to                } use simple and some compound                    } use simple and compound sentences to
                        • clarity and         communicate ideas, feelings, and opinions             sentences to communicate information              express ideas and opinions on familiar
                          precision of        on familiar topics                                    and express ideas and opinions on familiar        topics

 ( Expressive )           ideas and                                                                 topics
                          information       } contribute to classroom routines and                } contribute to classroom routines, activities,   } contribute to small-group discussions (e.g.,
                                              activities (e.g., by asking and answering             and group discussions (e.g., by asking and        ask questions to clarify a point, comment
                                              questions, making suggestions)                        answering questions, expressing personal          on ideas of other group members)
                        • knowledge of                                                              opinions, providing relevant information)
                          required forms,   } prepare and give short oral presentations           } prepare and give brief oral presentation on     } prepare and give oral presentations on a
                          structures and      (e.g., dialogues, skits), based on a model.           familiar topics                                   topic under study
                          vocabulary        } recognize and use appropriate language              } recognize and use appropriate language          } recognize and use appropriate language
                                              structures in oral communication activities           structures in oral communication activities       structures in oral communication activities
                                            } correct basic errors in their spoken French         } correct errors in their spoken French (e.g.,    } correct errors in their spoken French (e.g.,
                                              (e.g., use of gender, Anglicism), with                vocabulary, language and sentence                 vocabulary, language and sentence
                                              prompting from the teacher                            structures, Anglicism), with prompting from       structures, Anglicisms), with prompting
                                                                                                    the teacher                                       from the teacher
                                            } use correct pronunciation and appropriate           } observe the rules of pronunciation and          } observe the rules of pronunciation and
                                              intonation in familiar contexts                       intonation in their speech                        intonation in their speech
                                            } recognize and use masculine and feminine            } recognize and use liaison in speech (e.g.,      } create and tell a story in logical sequence
                                              word endings in adjectives (e.g.,                     les enfants, nous avons)
                                              grand/grande, petit/petite )                        } listen and respond to the viewpoints of         } listen and respond to the viewpoints of
                                            } recognize silent word endings in nouns                others in a group discussion on a specific        others in a group discussion on a specific
                                              (e.g., chat) and the silent “s” in plurals (e.g.,     topic (e.g., by asking questions and              topic (e.g., by asking questions and offering
                                              tables), and correctly pronounce words with           offering opinions)                                opinions and ideas)
                                              silent endings                                      } use a variety of sentence types (e.g.,          } use a variety of sentence types (e.g.
                                            } identify rhymes and language patterns in              declarative, interrogative, exclamatory) to       declarative, interrogative, exclamatory) in
                                              familiar contexts (e.g., poems, songs)                enhance a message                                 their speech
                                            } repeat and recite a variety of spoken texts         } use linking words such as parce que,            } create short media works (e.g., record an
                                              (e.g., poems, rhymes, songs) to develop               après, avant, to organize ideas in speech         advertisement, tape a weather report),
                                              vocabulary, pronunciation, and knowledge                                                                using appropriate technologies
                                              of language structures                              } ask and respond to questions from others        } participate in classroom activities by asking
                                                                                                    when working in groups                            and answering questions, giving personal
                                                                                                                                                      opinions, and expressing ideas on a topic
                                                                                                                                                      under study
                        • understand        } demonstrate an understanding of short               } demonstrate an understanding of a variety       } demonstrate an understanding of spoken
                                              spoken texts and media works (e.g.,                   of spoken texts and media works (e.g.,            texts and media works (e.g., stories,
 Comprehension            spoken French
                                              stories, songs, poems) (e.g., by answering
                                              questions, identifying words and
                                                                                                    stories, television and radio excerpts,
                                                                                                    weather reports) (e.g., by asking
                                                                                                                                                      television and radio excerpts, presentations
                                                                                                                                                      by guest speakers) (e.g., by asking
                        • listen and          expressions, retelling the story, identifying         questions, retelling the story, identifying       questions, clarifying meaning, drawing
                          respond             the main idea, illustrating the events                the main idea and some supporting                 conclusions, expressing opinions)

 ( Receptive )
                                              described)                                            details, expressing opinions)
                        • interpret         } recognize and interpret visual and verbal           } recognize and interpret visual and verbal       } recognize and interpret visual and verbal
                                              cues (e.g., gestures, facial expressions,             cues (e.g., gestures, facial expressions,         cues (e.g., gestures, facial expressions,
                                              tone of voice) to aid in understanding what           tone of voice) to aid in understanding what       tone of voice) to aid in understanding what
                                              they hear                                             they hear                                         they hear
                                            } contribute to classroom routines and                } contribute to classroom routines, activities,   } contribute to small-group discussions (e.g.,
                                              activities (e.g., by asking and answering             and group discussions (e.g., by asking and        ask questions to clarify a point, comment
                                              questions, making suggestions)                        answering questions, expressing personal          on ideas of other group members)
                                                                                                    opinions, providing relevant information)
                                            } ask and respond to simple questions to              } ask and respond to questions from others        } participate in classroom activities by asking
                                              clarify understanding of familiar topics              when working in groups                            and answering questions, giving personal
                                                                                                                                                      opinions, and expressing ideas on a topic
                                                                                                                                                      under study
                                                                                                  } listen and respond to the viewpoints of         } listen and respond to the viewpoints of
                                                                                                    others in a group discussion on a specific        others in a group discussion on a specific
                                                                                                    topic (e.g., by asking questions and              topic (e.g., by asking questions and offering
                                                                                                    offering opinions)                                opinions and ideas)
                                                                                                  } retell stories, demonstrating an                } listen to and take brief directed notes on
                                                                                                    understanding of basic story structure            presentations and reports
                                                                                                                                                    } create short media works (e.g., record an
                                                                                                                                                      advertisement, tape a weather report),
                                                                                                                                                      using appropriate technologies
                        • sequence          } follow instructions to perform a sequence of        } follow detailed instructions to perform a       } listen to and take brief directed notes on
                                              tasks                                                 task                                              presentations and reports
 Organization of                            } use linking words such as et, ou, puis, and
                                              mais to connect ideas in speech
                                                                                                  } present ideas and information in a logical
                                                                                                    sequence
                                                                                                                                                    } organize their thoughts and information to
                                                                                                                                                      convey a message

     Ideas                                                                                        } retell stories, demonstrating an
                                                                                                    understanding of basic story structure
                                                                                                                                                    } create and tell a story in logical sequence
                                                                                                                                                    } prepare and give oral presentations on a
                                                                                                  } contribute to classroom routines, activities,     topic under study
                                                                                                    and group discussions (e.g., by asking and      } create short media works (e.g., record an
                                                                                                    answering questions, expressing personal          advertisement, tape a weather report),
                                                                                                    opinions, providing relevant information)         using appropriate technologies
                        • pronunciation,    } prepare and give short oral presentations           } prepare and give brief oral presentation on     } prepare and give oral presentations on a
                                              (e.g., dialogues, skits), based on a model.           familiar topics                                   topic under study
 Application of           intonation,
                          expression
                                            } recognize and use appropriate language
                                              structures in oral communication activities
                                                                                                  } recognize and use appropriate language
                                                                                                    structures in oral communication activities
                                                                                                                                                    } recognize and use appropriate language
                                                                                                                                                      structures in oral communication activities

  Language              • vocabulary
                                            } use correct pronunciation and appropriate
                                              intonation in familiar contexts
                                                                                                  } observe the rules of pronunciation and
                                                                                                    intonation in their speech
                                                                                                                                                    } observe the rules of pronunciation and
                                                                                                                                                      intonation in their speech
                                            } correct basic errors in their spoken French         } correct errors in their spoken French (e.g.,    } correct errors in their spoken French (e.g.,
 Conventions            • grammar             (e.g., use of gender, Anglicism), with
                                              prompting from the teacher
                                                                                                    vocabulary, language and sentence
                                                                                                    structures, Anglicism), with prompting from
                                                                                                                                                      vocabulary, language and sentence
                                                                                                                                                      structures, Anglicisms), with prompting
                                                                                                    the teacher                                       from the teacher
                        • sentence type     } use linking words such as et, ou, puis, and         } use linking words such as parce que,            } create and tell a story in logical sequence
                          and structure       mais to connect ideas in speech                       après, avant, to organize ideas in speech
                                            } recognize and use masculine and feminine            } use simple and some compound                    } use simple and compound sentences to
                                              word endings in adjectives (e.g.,                     sentences to communicate information              express ideas and opinions on familiar
                                              grand/grande, petit/petite)                           and express ideas and opinions on familiar        topics
                                            } recognize silent word endings in nouns                topics
                                              (e.g., chat) and the silent “s” in plurals (e.g.,   } retell stories, demonstrating an                } create short media works (e.g., record an
                                              tables), and correctly pronounce words with           understanding of basic story structure            advertisement, tape a weather report),
                                              silent endings                                                                                          using appropriate technologies
                                                                                                  } use a variety of sentence types (e.g.,          } use a variety of sentence types (e.g.
                                                                                                    declarative, interrogative, exclamatory) to       declarative, interrogative, exclamatory) in
                                                                                                    enhance a message                                 their speech
*Students should recognize and use the appropriate language structures in their communicative activities in all three strands as specified for each grade.

				
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