Core French 1
Overview of Learning Outcomes, Levels 1-5
| Dimensions | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
|---|---|---|---|---|---|
| CS.1 (listening) Communication Skills | Demonstrate understanding of a number of oral key words, familiar phrases, questions and basic classroom instructions. | Demonstrate understanding of basic oral messages in a short, concrete sentence, a familiar question, request, instruction or accolade. | Demonstrate understanding of oral messages in limited questions, statements, courtesy requests, instructions and accolades. | Demonstrate understanding of oral messages in a variety of single sentence statements, questions, courtesy requests, and instructions. | Demonstrate understanding of oral messages in a variety of multisentence statements, requests, instructions and questions. |
| Dimensions | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
|---|---|---|---|---|---|
| CS.2 (speaking) Communication Skills | Provide basic personal information through oral expression supported by constant prompting. | Provide a variety of personal information through oral expression supported by extensive prompting. | Provide basic information on familiar topics through oral expression supported by a range of prompting as required. | Provide a variety of information on familiar topics through oral expression supported by occasional prompting. | Exchange a variety of information on familiar topics through oral expression supported by occasional prompting. |
| Dimensions | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
|---|---|---|---|---|---|
| CS.3 (reading) Communication Skills | Demonstrate understanding of the key words in a simple sentence supported by an illustration or photo. | Demonstrate understanding of the key words and the main idea in a series of repetitive sentences supported by illustrations or photos. | Demonstrate understanding of the main idea and some details of a simple expository text or procedural text on a familiar topic. | Demonstrate understanding of the main idea and many isolated details of a simple expository, procedural or persuasive text on familiar topics. |
| Dimensions | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
|---|---|---|---|---|---|
| CS.4 (writing) Communication Skills | Reproduce, with prompting and support, a single key word in print. | Produce a simple French sentence based on a model. | Produce a short and simple repetitive text based on a model. | Produce a short and simple text on a familiar topic based on a model. | Produce various types of text on familiar topics in a structured and modeled fashion. |
| Dimensions | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
|---|---|---|---|---|---|
| LK.1 (syntax and grammar, semantics and vocabulary, orthography) language knowledge | Demonstrate acquisition of language concepts related to themes for Level 1. | Demonstrate acquisition of language concepts related to themes for Level 2. | Demonstrate acquisition of language concepts related to themes for Level 3. | Demonstrate acquisition of language concepts related to themes for Level 4. | Demonstrate acquisition of language concepts related to themes for Level 5. |
| Dimensions | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
|---|---|---|---|---|---|
| C.1 (Cultural Knowledge) | Identify elements of Francophone, First Nations, and Métis cultures with prompting. | Identify elements of Francophone, First Nations, and Métis cultures in families. | Compare elements of Francophone, First Nations, and Métis cultures in communities. | Compare elements of Francophone, First Nations, and Métis cultures in Saskatchewan. | Compare elements of Francophone, First Nations, and Métis cultures in Canada. |
| Dimensions | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
|---|---|---|---|---|---|
| GL.1 (listeningviewing strategies) General Language | Use visual and auditory clues with prompting for the interpretation of a listening or viewing experience. | Use listening or viewing strategies in highlystructured learning situations. | Use listening or viewing strategies in structured learning situations. | Use listening or viewing strategies in semi-structured learning situations. | Use listening or viewing strategies in guided learning situations. |
| Dimensions | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
|---|---|---|---|---|---|
| GL.2 (speaking strategies) General Language | Use speaking strategies in modeled learning situations. | Use speaking strategies in highly-structured learning situations. | Use speaking strategies in structured learning situations. | Use speaking strategies in semistructured learning situations. | Use speaking strategies in guided learning situations. |
| Dimensions | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
|---|---|---|---|---|---|
| GL.3 (reading strategies) General Language | Use reading strategies in modeled learning situations. | Use reading strategies in highly-structured learning situations. | Use reading strategies in structured learning situations. | Use reading strategies in semistructured learning situations. |
| Dimensions | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
|---|---|---|---|---|---|
| GL.4 (writing strategies) General Language | Use writing strategies in modeled learning situations. | Follow modeled steps of the writing process in highly-structured learning situations. | Implement stages of the writing process in structured learning situations. | Implement stages of the writing process in semistructured learning situations. |
| Dimensions | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
|---|---|---|---|---|---|
| Level Focus | The word | The sentence | The repeated sentence | Multiple sentences | Information exchange in multiple sentences |