Ontarion Curriculum for French Second Language - Grade 6

Référence : The Ontario Curriculum, Science & Technology Grades 1 to 8 - (2007)

(Pages 48 à50)

FSL Full Curriculum - Click HERE

Grade 6: Oral Communication, Reading, and Writing

Overall Expectations
By the end of Grade 6, student will:

* listen and respond to a variety of spoken texts and media works;
* express ideas and opinions clearly on a range of topics, using correct pronunciation and appropriate intonation;
* read a variety of texts and media works and demonstrate understanding through a range of oral and written responses;
* produce clear written texts, using a variety of forms, for various purposes and in a range of contexts;
* identify and use appropriate language conventions during oral communication activities, in their responses to reading materials, and in their written work.

Specific Expectations

Oral Communication Listening
By the end of Grade 6, students will:

* demonstrate an understanding of a variety of spoken texts and media works (e.g., excerpts of recorded readings, radio and television commercials, radio broadcasts) (e.g., by asking questions, clarifying meaning, restating the main ideas, expressing a point of view);
* listen and respond to the viewpoints of others in group discussions on a specific topic (e.g., by asking relevant questions, offering opinions and interpretations, summarizing views expressed);
* demonstrate the ability to concentrate on the topic under discussion (e.g., by identifying details that support the main points, providing additional relevant information).

Speaking
By the end of Grade 6, students will:

* organize their thoughts and information to convey a message clearly and appropriately;
* use simple, compound, and some complex sentences to respond to ideas and to explain and support opinions;
* use effective strategies in small-group discussions (e.g., invite other group members to contribute, ask questions to clarify a point, negotiate to find a basis for agreement);
* prepare and give oral presentations (e.g., on a topic under study or of personal interest), incorporating varied vocabulary and a range of sentence structures;
* create short media works (e.g., a radio broadcast, a performance on video), using appropriate technologies.

Application of Language Conventions
By the end of Grade 6, students will:

* recognize and use appropriate language structures in oral communication activities;
* use appropriate vocabulary and sentence structure and a variety of sentence types (e.g., declarative, interrogative, exclamatory) in their speech;
* correct errors in their spoken French (e.g., vocabulary, language and sentence structures, anglicisms);
* speak spontaneously, observing the rules of pronunciation and intonation and providing verbal and non-verbal cues (e.g., volume and tone of voice, facial expressions, gestures).

Reading Comprehension and Response to Text
By the end of Grade 6, students will:

* summarize and explain the main ideas in informational materials and give supporting details;
* make judgements and draw conclusions about ideas in written materials, using evidence from the materials;
* identify the elements of a story and explain how they relate to one another (e.g., the ways in which character and plot are interrelated);
* make predictions and draw inferences while reading, using various textual clues;
* identify different forms of writing (e.g., mystery novels, biographies) and describe their characteristics.

Application of Language Conventions:
By the end of Grade 6, students will:

* recognize and use appropriate language structures in their response to written texts;
* use reading strategies (e.g., use context clues, reread, take notes) to facilitate comprehension of reading materials;
* read aloud, with expression, observing the rules of pronunciation and intonation;
* use and interpret various conventions of formal text (e.g., table of contents, headings, subheadings, charts, glossary, index) to find information and aid comprehension;
* use their knowledge of the elements of grammar (e.g., subject/verb agreement) and the structure of words (e.g. root words, prefixes, suffixes) and sentences to understand what they read;
* use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

Writing Communication of Information and Ideas
By the end of Grade 6, students will:

* communicate ideas, opinions, and facts for specific purposes (e.g., to provide information, explain a point of view);
* write descriptive and narrative text in a variety of forms (e.g., compositions, reports, scripts, poems, journal entries, letters) to convey facts, personal opinions, and ideas;
* organize information, using linked paragraphs that convey a central idea and provide supporting details;
* plan and write a research report, using appropriate resources.

Application of Language Conventions
By the end of Grade 6, students will:

* use appropriate language structures in their writing;
* use and spell correctly the vocabulary appropriate for this grade level;
* extend their use of punctuation to include use of quotation marks for dialogue and use of comma for inversion within a sentence (e.g., Ce soir, nous allons au restaurant.);
* use compound and some complex sentences;
* use a variety of sentence types (e.g., declarative, interrogative, exclamatory) of varying length;
* use appropriate organizers (e.g., table of contents, headings, charts, index) in their written work;
* use a thesaurus to expand their vocabulary;
* revise, edit, and proofread their writing in collaboration with others, focusing on grammar, spelling, punctuation, and conventions of style;
* use French-English dictionaries to verify spelling and determine the meaning of unfamiliar vocabulary.

Language Structures

Students should recognize and use the following language structures in their communicative activities in all three strands. Nouns and Pronouns
* indirect object pronouns lui, leur
* relative pronouns qui, que, dont, lequel
* possessive pronouns (e.g., le mien, la tienne)
Verbs
* imparfait of regular -ir, -re verbs and aller
* présent of reflexive verbs related to daily routine (e.g., se lever, shabiller )
Adjectives
* indefinite adjective plusieur
* comparative and superlative forms of bon and mauvais
Adverbs
* comparative and superlative forms of bien and mal
Sentence Structure
* complex sentences using connecting words (e.g., parce que, car, donc, en effet, ainsi, de plus, ensuite, et puis)