2009 – Programme bilingue partiel
Prep / L2 / L3 / L4LOTE Progression Measure A: Level 1 / reading / 1.5 / 2.5
LOTE Progression Measure B: Level 2 / writing / 2
LOTE Progression Measure C: Level 3 / speaking / 3
LOTE VELS Level 4 / listening / 2
3.25 / 3.5 / 3.75 / intercultural
PREP / 0.25 / 0.5 / 0.75 / 1.0
Reading / · Identify the names of visible objects and items from aural/visual cues. / · Recognise some familiar words displayed in the classroom.
Writing / Accurately trace single words / · Accurately copy single words. / · Accurately transcribe teachers’ simple modelled writing.
· correctly copy accents
Speaking / · Repeat teacher-modelled use of the language.
· Participate in choral use of language. / · Introduce themselves, greet and farewell the teacher.
· Recognise negative statements.
· Reproduce common questions. / · Reproduce modelled language.
· Is able to interpret simple language.
· Identify difference between some sounds /letters in English versus French
· Use basic modelled structures in response to simple questions.
Listening / · Listen attentively and understand instructions, everyday classroom language and praise words.
· Use physical response, mime and gesture to convey meaning and show understanding.
· Understand common questions.
Linguistic Structures / Language / · R/U: Oui, non, bonjour, au revoir, s’il vous plait, merci, pardon, comment ca va?, réponses a la question comment ca va?
Nouns / · R: La famille
· R: Les formes (le carré, le triangle…)
· R / U: Vocabulaire de la classe
· U: Les jours de la semaine + vocabulaire tel que demain / hier / bon après-midi / bonjour / le jour
· R / U: Les nombres jusqu'à 10 et plus
· U: Noms – cf topics couverts en classe / I.U/ Mathematiques?
Pronouns / · R : Pronoms personnels
Verbs / · R: Impératif
· R: Verbes usuels: exemple: s’asseoir, écouter, écrire etc.
Adjectives / · R/ U: Les couleurs
· R: Possessive adjectives: mon, ma
· R / U: petit, grand, moyen, gros etc
Adverbs / · R: Lentement, vite, silencieusement, gentiment, correctement, doucement…
Prepositions conjunctions / · R: Et, mais, quand, …
· R: Temps et lieu - après, avant, derrière, devant, dans, sur, sous, à côté etc
Interrogative constructions / · R: Est-ce que..? / comment..? / combien? / quelle heure…? Etc…
Sentence Structure / · Phrases simples (sujet, verbe, complément)
French features / · R: Masculin / féminin, singulier and pluriel
GRADE 1 - GRADE 2 / 1.25 / 1.5 / 1.75 / 2
Reading / · Begin to recognise the different sounds of similar letters, and start to demonstrate differences for key sounds. / · Recognise the different sounds and start to pronounce sounds accurately. / · Pronounce sounds accurately. / · Read aloud a range of simple texts
· guided reading of short, familiar, modified texts for overall meaning (3.5)
·
· Read a range of familiar words, phrases, and sentences aloud. / · Read a wider range of familiar words, phrases, and sentences aloud. / · Begin to read more complex sentences and simple texts.
· with teacher guidance, reading of short, familiar, modified texts for meaning (3.25) / · Read and understand the main points of a text
(with teacher guidance)
· guided?
· Match phrases and short sentences to pictures. / · Begin to understand context of a simple text. / · Read and understand some of the main points of a text. / · Recognise the similarity and differences between English and French, in sentence structure
· Begin to use reading strategies (e.g. visual cues, phonics, word lists and context) to determine the meaning of unfamiliar words. / · Begin to recognise the similarity and differences between English and French, in sentence structure. / · Use reading strategies (e.g. visual cues, language and word patterns, phonics, word lists and context) to determine the meaning of unfamiliar words.
· Identify text type by their style and layout (recipe, weather forecast, instructions for making something, a letter, an ad). / · Consistently pronounce a specific sound.
Writing / · Copy and trace letters and letter clusters and match them to sounds and words. / · Begin to use spelling strategies (apply phonic and whole word knowledge to write simple word and phrases). / · Attempt to write unknown words based on knowledge of familiar sounds and accents to spell new words. / · Use spelling strategies (apply phonic and whole word knowledge to write simple word and phrases).
· Generate simple original complete sentences (including likes and dislikes). / · Generate simple, original texts using language conventions.
· Write familiar words and short sentences, including language conventions, e.g. accents, cedillas, etc. / · Begin to write original variations on modelled written sentences. / · Recognise appropriate language structures. / · Apply appropriate language structures.
· / · Begin to use appropriate resources to verify their spelling (word lists). / · Use appropriate resources to verify their spelling (word lists, personal dictionaries).
· Begin to recognise appropriate language structures. / · Write using modelled texts and generate original materials with teacher guidance. / ·
Speaking AND
Listening / · Repeat teacher modelled language. / · Begin to use teacher’s modelled language to express ideas. / · Use teacher modelled language to express ideas. / · Generate original sentences (simple and compound).
· Recognise and reproduce specific sounds (rhymes, patterns, letters, phonemes, words). / · Recognise, reproduce and differentiate specific sounds (rhymes, letters, phonemes, words). / · Classify words according to sounds / · Ask and answer questions on a wider range of topics.
· Ask and answer a wider range of questions. / · Ask original and more sophisticated questions. / · Ask someone to clarify or repeat what they said. / · Recognise and apply simple agreements (e.g. gender, singular, plural).
· Introduce themselves, greet and farewell teacher, and express thanks and apologies. / · Become aware of different registers depending on the audience and context. / · Begin to recognise and apply simple agreements (e.g. gender, singular, plural). / · Recognise silent word endings (e.g.: “ –ent” and the silent ‘s’ in plurals).
· Follow classroom instructions. / · Begin to recognise silent word endings and the silent ‘s’ in plurals. / · Listen to more complex texts and demonstrate understanding. / ·
· Listen to short, simple texts and demonstrate understanding. / · / · / ·
·
Intercultural / · Recognise culturally- specific gestures and body language and integrate them into their own.
· Awareness of different teachers’ pronunciation and intonations depending on teachers’ background and experience.
· Identify two or more places, features, famous buildings, landmarks or cultural practices in French-speaking countries, and describe some aspect of themes in simple sentences.
· Name colours, shapes, objects, places and people associated with a French-speaking country.
Linguistic Structures / Language
TEXT TYPES / NARRATIVES: stories with familiar settings, fairy tales, imaginary worlds
NON_FICTION: Labels, lists and captions; Instructions, Information text, Recount (fact and fiction)
POETRY: Using the senses, Pattern and rhyme, Poems on a theme
Nouns / · R / U: Noms
· pronoms personnels
· Les animaux
· Le vocabulaire de la classe
· Les formes (le carré, le rectangle, le cercle…)
· Les objets familiers
· La famille
· Les mois
· Vocabulaire tel que le ciel, une étoile, le vent, le nuage
· Vocabulaire des sciences Level 2 - couvert durant les leçons de sciences.
· Les nombres / dizaines
· U: Noms – cf topics couverts en classe / I.U/ Mathematiques?
Pronouns / · U: pronoms personnels
Verbs / · R: Etre, avoir,
· R: Impératif
· Verbes usuels tels que: donner, penser, prendre, regarder… dépend des topics enseignés. / · Il y a / il fait
· U: Etre, avoir
· R/U: Verbes -er, présent,
· U: Infinitif
· U: Impératif
· R /U: Passé composé
· R/U: Expressions avec avoir et faire: il fait chaud, j’ai dix ans, j’ai faim, je suis allé(e)
Adjectives / · Belle/ beau/ bon/ gentil/ intelligent/ joli/ chaud/ froid/ poli/ etc
· R/ U: adjectifs possessifs (mon, ton, son, ma, ta, sa, mes, tes, ses) / · U: Adjectifs possessifs
Adverbs / · R: Adverbes
Prepositions conjunctions / · U: Conjonctions: et/ mais/ ou/ comme/ parce que
· U: Prépositions: avec/ avant/ après/ derrière/ entre/ pendant/ sans/ sur
· R/U: à + le = au/ de + le = du/ de + les = des
Questions / · U: Qu’est-ce que...? Qui ? Quoi ? Où ? Quand? Comment? Pourquoi?
Linguistic Structures / · U: L’alphabet
· R/U: Phoniques, les voyelles, les sons tels que: au(x), ou, oi, an, en, am, em, on, om, un, im, in, ein, ain, aim, eu, ai, et, é, è, ê
· R/U: Le genre (masculin et féminin) et le nombre (singulier et pluriel)
· R: Le négatif (ne pas, ne jamais, ni, ne plus)
Resources / · Indépendant + commencer à utiliser un dictionnaire bilingue dans un contexte guidé.
Features / · R/U La syntaxe (structure de la phrase de base- sujet, verbe, complément)
GRADE 3 – GRADE 4 / 2.25 / 2.5 / 2.75 / 3
Reading / · Read aloud, observing the rules of pronunciation and intonation. / · Begin to demonstrate comprehension of text read independently by identifying and discussing features of a text. / · Use previous knowledge to find the meaning of a new word. / · Express their opinions of written texts relating the content to prior knowledge.
· Read and demonstrate understanding of a variety of simple written texts for different purposes. / · Use a dictionary in guided situations.
· reading of short, modified texts, using previously learnt language and knowledge in new contexts (3.75 VELs) / · Begin to use the dictionary independently. / · Use French – English dictionaries to determine meaning of unfamiliar vocabulary.
· Recognise and use punctuation as an aid to comprehension. / · Apply knowledge of links between sounds and their spelling. / · Demonstrate comprehension of text read independently by identifying and discussing features of a text. / · Use reading strategies (e.g. use context clues, reread, record key points) to facilitate comprehension of reading materials.
· Follow written instructions (solve word problems). / · Read and comprehend a wider variety of text types. / Students read a wide range of short and/or modified texts for meaning and for use as models in their own writing.
They read aloud effectively and apply knowledge of pronunciation, punctuation, tone and letter–sound variations in particular contexts (4.0 VELs) / ·
Writing / · Write words, phrases and a few sentences using former knowledge. / · Use appropriate resources to verify spelling. / · Use correct spelling when writing words appropriate to this level.
· / · Create short written texts in which they express a point of view and reflect on their experiences.
· Organise ideas in a logical sequence using a plan (e.g. write stories that have a beginning, a middle and an end). / · Use previous knowledge to find the meaning of a new word. / · Write more complex original texts based on modelled text types / adapting familiar models. / · Revise, edit and proof read their writing, with the teacher’s assistance, focusing on grammar, spelling, punctuation and conventions of style.
· Begin to spell words correctly / · Recognise and begin to use different tenses of familiar verbs within more complex sentences or phrases. / · Regularly use accents and punctuation suited to the language. / · Use appropriate resources to verify spelling (word lists, dictionaries, start to use “Bescherelle”).
· Revise and proof read writing with the teachers’ assistance. / · Evaluate and improve the quality of their written work. / · Begin to write sentences of varying length with correct spelling. / ·
Speaking / · Engage in exchanges to provide and obtain information about everyday activities. (guided??) / · Construct questions themselves using information from the answers they receive in structured situations. / · Use substitution strategies to generate changed meaning.
· / · Sounds: similarities and differences (en = ant = ent / on # en # un # ou).
· Make a short presentation using a model. / · Can communicate needs and express feelings. / · Participate in a short conversation / · Give a short presentation on a variety of topics.
· Talk about familiar topics, using simple vocabulary and expressions. / · Present ideas and information in logical sequence.
· / · Retell stories and recount personal experiences, presenting events in a coherent sequence. / · Retell stories, demonstrating an understanding of basic story structure.
· Repeat and recite a variety of simple spoken texts to develop vocabulary, pronunciation and knowledge of language structures. / · Use linking words such as “et”, “ou”, “puis” and “mais” to connect ideas in speech. / · Communicate ideas and opinions during small group activities (assign roles, indicate agreement or disagreement). / · Add interest to what they say by using extended vocabulary / sentences.
·
· Ask and answer simple questions to clarify understanding of familiar topics. (participate in simple oral interactions). / · Use “liaison” in speech. / · Gender and plural agreements. / · Students demonstrate sound-discrimination effectively.
· Use linking words such as parce que, après, avant to organise ideas in speech. / · Recognise and correct anglicisms (il a donné moi, il m’a donné). / · / ·
Listening / · Follow instructions to perform a sequence of tasks. / · Understand different supports – cope with different voices / delivery and consider visual and non visual clues available (radio, media, documentaries…). / · Listen to discussions and ask questions to clarify meaning.
· / · Understand short spoken texts and media works (e.g. by completing cloze exercises, identifying main ideas and some supporting derails, predicting outcomes, drawing conclusions).