Subject: French Level 7
Outcome: 7.CS.1
Demonstrate understanding of the main idea of oral French multi-sentence presentations on a variety of familiar topics in semi-structured situations. [L] [V] [S] [W] [RP]
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
I can retrieve vague details from a video or live conversation with prompting.
I can compare and contrast an item based on information given in an oral presentation with prompting. / I can partially retrieve key details from a video or live conversation.
I can compare and contrast simplistically 3-5 items based on information given in an oral presentation. / I can effectively retrieve key details from a video or live conversation.
I can compare and contrast 3-5 items based on information given in an oral presentation. / I can effectively retrieve key details and the inferences from a video or live conversation.
I can compare and contrast 3-5 items based on information given in an oral presentation and add my own insight.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
- Selects the main idea and key information of a listening or viewing presentation such as by choosing from three or more one-sentence options.
- Compares and contrasts three to five items based on the information given in an oral presentation (e.g., weather forecasts for different days of the week, restaurants, performances).
- Retrieves details from a video or live conversation among three people (e.g., with note-taking or advance organizers).
- Represents understanding of a presentation (e.g., by demonstrations, charts, graphs, or concept maps).
- Responds to questions beginning with est-ceque, qu’est-ceque, qui, où or quand with a sentence starter (e.g., Oùsontcespersonnes? Ellessont…Qui est le personnage principal? Le personnage principal est…).
- Completes a 6 - 8 item supported cloze activity while listening to a French song.
- Selects key details from an audio or video interview in French.
Refer to the Saskatchewan Curriculum Guide
Subject: French Level 7
Outcome: 7.CS.2
Discuss a variety of information on familiar topics through modeled oral expression in structured situations. [S]
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
I can minimally engage in conversations, with prompting and the use of modeled phrases or sentence stems.
I ineffectively answer questions even with several modeled phrases during an interview or conversation. / I can engage in conversations with the use of modeled phrases or sentence stems.
I partially answer questions with several modeled phrases during an interview or conversation. / I can logically engage in conversations with the use of modeled phrases or sentence stems.
I effectively answer questions with several modeled phrases during an interview or converstaion. / I can engage in conversations with original and relevant phrases.
Ianswer questions with insightful, original phrases during an interview or conversation.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
- Interviews another student with familiar questions and phrases, either face-to-face or with technology such as webcams or videophones.
- Answers questions posed by another student during an interview or conversation.
- Answers familiar questions with several modeled phrases (e.g., regarding relationships, another country, a consumer product, or a performance).
- Engages in conversations with a small group of 3- 4 people with the use of modeled phrases or sentence stems such as:
A: Bonjour Denis!
B: Bonjour Éric.
C: Salut Denis etÉric! Pouvez-vousm’aider?
A & B: Oui, biensur!
C: J’aiperdumon sac à dos.
B: Qu’est-cequ’il y a dans ton sac à dos?
C: Mon baladeurestdansmon sac à dos! C’est urgent!
A: On vat’aider!
B: Voiciun sac à dos avec un baladeur. C’est de la marque ___.
C: Cen’est pas mon sac à dos!
A: Voiciunautre sac à dos avec un baladeur. C’est de la marque ___.
C: Fiou! C’estmon sac à dos! Merci!
- Presents information with modeled sentences (e.g., describing a restaurant floor plan, a restaurant design or menu, a musical performance, or a consumer product), such as:
Q. Quelsproduits compares-tu?
A. Je compare des souliers de sport.
Q. Vouspréférezla marque A ou la marque B?
A. Hmmm. Les souliers de la marque A sont plus confortablesque la marque B. Les lacets de la marque B sont plus solidesque la marque A. Et la marque B est plus attrayanteque la marque A. Mais le prix de la marque A estmoinscherque la marque B. Donc, je vaisacheter la marque A.
Q. Pourquoi?
A. Je vaisacheter les souliers de la marque A parcequ’ilssontmoinscherset plus confortables. La marque Aestmonsoulierpréféré. Je vais au magasinaujourd’hui!
- Reports on the incidents in a legend or story with the use of modeled phrases and questions, such as:
Q. Qu’est-ce qui se passedansl’histoire?
A. Marc voitquelque chose dans le lac. La ‘chose’ a un long cou et ellenagelentement. Soudainement, ellen’est plus là!
Q. Qu’est-cequec’est?
A. C’est le monstreOgopogo du lac Okanagan!
- Presents a reader’s theatre presentation based on a script. (see e.g. 7CS.4)
Refer to the Saskatchewan Curriculum Guide
Subject: French Level 7
Outcome: 7.CS.3
Demonstrate understanding of the main idea and supporting details in illustrated 100 - 120 word, two-paragraph expository, procedural, persuasive and narrative text. [R]
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
I can identify the main idea, but no supporting details, with prompting, of a 100-120 word, illustrated, two-paragraph text. / I can identify the main idea and a supporting detail of a 100-120 word, illustrated, two-paragraph text. / I can identify the main idea and key supporting details of an illustrated 100-120 word, two-paragraph text. / I can identify the main idea and key supporting details of an illustrated 100-120 word, two-paragraph text and can make original connections.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
- Identifies the main idea of an illustrated 100 - 120 word, two-paragraph text, such as:
Mon amie Mariko
Mariko estjaponaise et il y a cinqpersonnesdanssafamille. J’aime beaucoup son père, samère, son frère et sasœur. Le repaspréféré de Mariko est les hamburgers, mais le reste de safamillepréfère les metstraditionnels du Japon, telsque le sushi, les nouillesudon, et le teriaki. Ilsmangentsouvent ensemble à la maison, maisilsaiment manger au restaurant japonaisaussi.
Quand nous sommes ensemble, Mariko etmoiécoutonsnosbaladeurs. Nous allonssouvent au restaurant aussi.Nous sommesdans la mêmeclasse à l’école, donc on fait les devoirs ensemble.Des fois, nous faisons des projets de français.J’aime beaucoup monamie Mariko.
Idée principale:C’est la description de la famille de Mariko et les activitésque Mariko fait avec son amie.
- Selects key supporting details in a 100 -120 word, illustrated, two-paragraph text, such as:
Un Saskapogo en Saskatchewan?
Beaucoup de personnesvoientunmonstredans le lac Turtle en Saskatchewan. Le lac Turtle est à 120 kilomètres au nord-ouest de North Battleford. Tout le monde ditque le monstreestgros!Il a un long cou, et un corps vertoupeut-êtrebrun. Sa tête ressemble à un cheval. Le monstremesure environ 30 mètres de longueuretilnagevite!
Il y a aussi des légendes des Premières nations qui parlent de cemonstre. Toutes les personnes qui voient le monstreontpeur! Maisil y a d’autrespersonnes qui disentque le monstreest un poissongéant. D’autresdisentquec’estunplésiosaure. Est-ceque la Saskatchewan a vraimentunmonstrecommeOgopogo en Colombie-Britannique? Est-ceque nous avonsunSaskapogoici en Saskatchewan?
Détails : un monstre, gros, brun/vert, un long cou, 30 mètres, un cheval, peur, un poissongéant, un plésiosaure, Ogopogo, Saskapogo, les légendes.
- Determines the total cost of food items chosen from a menu.
- Identifies the main idea of another student’s writing (e.g., in a French blog or webpage, or written document posted in the classroom).
Refer to the Saskatchewan Curriculum Guide
Subject: French Level 7
Outcome: 7.CS.4
Produce 60 - 80 word expository, narrative, or procedural two- paragraph texts or scripts in French based on a combination of models. [W]
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
I can, with help, write a modeled 60-80 word, two-paragraph description, journal entry, procedure or story. / I can write a modeled 60-80 word, two-paragraph predictable description, journal entry, procedure or story. / I can write a modeled 60-80 word, two-paragraph effective description, journal entry, procedure or story. / I can write a 60-80 word, two-paragraph compelling description, journal entry, procedure or story with original and relevant ideas.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
- Writes a modeled 60 - 80 word, two-paragraph description, journal entry, procedure, or story, such as:
Alain etmoifaisons de la planche à neige au fameux Mont Whistler, site des JeuxOlympiques de Vancouver 2010. Nous allons utiliser uneplanche à neige, des lunettes de protection et des gants. C’est important de garderl’équilibresur la planche à neige.Si on tombe, c’estdangereux. On vapeutêtrerencontrer des obstacles comme des arbres, des autresplanchistes, et de la glace. On ne saitjamais! Nous aimons beaucoup faire de la planche à neige.
- Writes a 60 – 80 word script with sound effects, based on and modeled from a text previously read in class:
Le monstre du Lac TurtleNarrateur :C’est le 12 juillet 1990. Ilestneufheures du soir au Lac Turtle. Unpère et sesdeuxenfantssont à la pêche. Soudainement, le pèrevoitquelque chose de bizarre dans le lac.
Père:Aïe, les enfants, je voisquelque chose de bizarre là-bas!
Enfant 1:Qu’est-cequec’est?
Enfant 2: Il a un long cou et ilestvert…oubrun!
Père: Il ressemble à un hippocampe!
Enfant 1: Il nagevite. [floush!] C’estun serpent de mer? Ilplonge! [plouf!]
Enfant 2:J’aipeur! Papa!!!!!!!!!!!!!!!!! Aaaaaah!
Père: Nous allonsretourner à la plage tout de suite! Courage, les enfants! [broumbroumbroum]
Narrateur:Quelquespersonnesont de différentes explications.
Personne1:C’est un poissongéant!
Personne2:C’est un plésiosaure!
Personne3:C’est un monstre!
Narrateur:Est-ceque la Saskatchewan a un Saskapogo?
- Writes a French menu for a particular type of restaurant (e.g., la pizzeria, le restaurant français, le restaurant japonais, le restaurant grec, le restaurant québécois, le restaurant chinois).
Refer to the Saskatchewan Curriculum Guide
Subject: French Level 7
Outcome: 7.LK.1
Demonstrate acquisition of French language concepts and vocabulary related to themes, including:
- numbers to 10 000
- theme-related present tense regular –ir verbs, (singular and plural forms)
- theme-related present tense irregular –ir verbs, (singular and plural forms)
- immediate future tense verbs, (singular and plural forms)
- prepositions relating to provinces and selected countries
- common adverbs
- onomatopoeic expressions
- verb devoir and pouvoir with infinitive verbs
- commands and instructions in the second person plural
- question transformations
- conjunctions
- comparative qualifiers
- French monetary representations.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
I can rarely use French language concepts related to themes in oral and written sentences. / I can sometimes use French language concepts related to themes in oral and written sentences. / I can consistently use French language concepts related to themes in oral and written sentences. / I can skillfully use French language concepts related to themes in oral and written sentences.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
- Identifies individual numbers to 10 000 in French.
- Reads numbers orally from a table, chart, graph, or text (e.g., population figures, sales in dollars, or distances).
- Meets thematic unit needs with regular –ir verbs, singular and plural forms in the present tense.
- Meets thematic unit needs with irregular–ir verbs, singular and plural forms in the present tense.
- Indicates immediate future actions with the use of the verb aller (e.g., Je vaisaller chez ma grand-mère en fin de semaine. Nous allonsjouerunepartie de soccer cesoir. Ilsvontaller en villedemain.).
- Expresses residence in or travel to cities, Canadian provinces/territories or selected countries with the use of the prepositions en, au, and aux (e.g., Je vais en Alberta. Ilva au Manitoba. Elle habite en Saskatchewan. Je vais à Ottawa. Ilshabitent aux Territoires du Nord-Ouest).
- Describes movement using common adverbs in sentences (e.g., Ilmarchevite. Nous nageonsmaintenant. Vousallez tout de suite?).
- Illustrates script sounds, character reactions, animal noises, machine noises, actions, and sounds in nature with French onomatopoeic expressions (e.g., Clac! Badaboum! Cuicui! Vroumvroum, Paf! Toc Toc, Bang, Clic, Tut Tut, Tic Tac, Aïe).
- Communicates obligation or ability with verbs devoir and pouvoir + infinitive (e.g., Je doisaller. Je peuxtravailler. Ildoitarrêter. Nous pouvons chanter.).
- Relays instructions and commands with the second person plural form (e.g., Allez! Chantez!).
- Asks questions using inversion (e.g., Aimes-tu la musique rock? Allons-nous maintenant?).
- Uses the conjunctions “et”, “ou”, or “mais” in compound sentences.
- Uses comparative qualifiers (e.g., plus, moins, meilleur, pire).
- Represents monetary amounts with the correct notation, such as 43,98 $.
- Uses key words and phrases related to 4 of the following themes:
- Travel to a Francophone Country – Voyager dans un pays francophone
- Friends – Les amis
- My Restaurant – Mon restaurant
- Consumer Evaluation of a Product – Consommateuraverti
- School Talent Search – À la recherche de talent
- Canadian Mysteries and Legends – Mystères et légendes du Canada
Refer to the Saskatchewan Curriculum Guide
Subject: French Level 7
Outcome: 7.GL.1
Select listening or viewing strategies in highly structured situations, such as:
- asking and answering questions
- making predictions
- verifying comprehension
- making connections
- visualizing
- summarizing
- synthesizing
- analyzing and evaluating
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
I can choose a strategy, with assistance, to attain meaning in a listening/viewing situation. / I can choose a strategy to attain meaning in a listening/viewing situation. / I can choose a variety of strategies to attain meaning in a listening/viewing situation. / I can choose and explain strategies that I used to attain meaning in a listening/viewing situation.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Before listening or viewing:
Identifies the listening intention from a number of options presented in class.
Anticipates the information a presentation might contain, with the selection of limited choices from an anticipation checklist.
Activates prior knowledge about a topic from a limited list of possible prior experiences.
Establishes connections to own experiences from a limited list of possible situations.
Establishes connections to a previous conversation, presentation, audio, or video clip from a list of possible related features (e.g., title, topic, or details).
Selects a pre-listening or pre-viewing strategy previously used in ELA.
During listening or viewing:
Uses comprehension aids (e.g., word walls, posters, personal vocabulary lists, or dictionaries).
Develops own understanding of the message with the identification of cognates, familiar words, key thematic words, and previously learned expressions.
Interprets spoken language with auditory and visual context clues.
Seeks assistance from other students, such as with questioning.
After listening or viewing:
Asks the speaker to repeat part of the presentation.
Asks questions about unclear words or expressions.
Identifies with a French sentence several strategies used to facilitate comprehension of the listening or viewing experience.
Verifies anticipatory statements concerning the content of the viewing or listening experience with a French sentence (e.g., Oui, on parle des différents pays. Non, on ne parle pas des restaurants.).
Represents the main idea of a listening experience with graphic representations (e.g., with a story map, illustrations, or photos).
Summarizes a listening experience with a familiar French sentence.
Answers questions about a listening or viewing experience, with a French sentence.
Self-evaluates own understanding of the main idea of listening or viewing experience, such as with a rubric or a rating scale.
Refer to the Saskatchewan Curriculum Guide
Subject: French Level 7
Outcome: 7.GL.2
Select speaking strategies in highly structured situations, such as:
- modeled language
- shared practice
- guided practice
- independent practice
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
I can choose a strategy, with assistance, to present information on a topic in a speaking situation. / I can choose a strategy to make a straight forward presentation on a topic in a speaking situation. / I can choose a variety of strategies to make an interesting presentation on a topic in a speaking situation. / I can choose and explain strategies that I used to make an engaging presentation on a topic in a speaking situation.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Before speaking:
Identifies the speaking intention with teacher support.
Finds different ways of conveying a message (e.g., with synonyms, familiar expressions, or visuals).
Develops own dialogue scripts from a combination of models.
Chooses own presentation or speaking guidelines from a list (e.g., Parle fort! Utilise des gestes! Regardel’auditoire! Regarde ton partenaire! Prends des pauses!).
Acquires new vocabulary (e.g., maintenance and use of a personal dictionary, repetition of new words or phrases).
During speaking:
Participates in oral activities with partners or small groups of students with support.
Chooses memory aids to deliver a presentation (e.g., posters, index cards, or notes).
Portrays meaning and emotion when representing a character in a skit (e.g., facial expressions, voice change, body language, or intonations).
Integrates corrective feedback from the teacher or other students through correct use of a word, sentence, or phrase.
Practices new words and phrases as they are encountered.
After speaking:
Self-evaluates group or partner exchanges, prepared dialogues, or presentations using a checklist or rubric.
Sets goals for the next speaking experience by selecting an item from presentation guidelines in a checklist or rubric.
Refer to the Saskatchewan Curriculum Guide
Subject: French Level 7
Outcome: 7.GL.3
Use reading strategies in semi-guided situations. (see 7.GL.1 for strategies) [R] [RP] [W] [S]
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
I can choose an effective strategy, with assistance, to attain meaning in a reading situation. / I can choose a strategy to attain meaning in a reading situation. / I can choose a variety of strategies to attain meaning in a reading situation. / I can choose and explain strategies that I used to attain meaning in a reading situation.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Before reading:
Predicts the content of the text using a sentence stem (e.g., Je pensequec’estune histoire de…Je penseque le textevaparler de…).
Anticipates specific aspects of content of the text (e.g., selection of oui/non or vrai/faux labels of possible content sentences).
Makes connections to preferences and own experiences using a sentence stem (e.g., C’estcommemoi. Je préfère le….aussi. Je fais un lien entre le… et moi.).
Makes connections to a similar text previously shared in class using a French sentence such as Cette histoire ressemble à l’histoire de … .