Skill Descriptor: Understand a variety of simple spoken texts on different subjects using listening strategies.

Global Competencies: CM

Achievement Indicators:

• Understand information on subjects that are known and studied (i.e. across all academic subjects)
• Understand messages, frequently used expressions and announcements related to everyday life
• Understand simple descriptions and explanations of familiar and studied topics (i.e. across all content areas)
• Understand directives, instructions, and simple tasks
• Understand everyday conversations
• Understand short stories on familiar topics/personal experiences

Skill Descriptor: Produce simple spoken texts on a variety of familiar subjects, incorporating oral traits.

Global Competencies: CM

Achievement Indicators:

• Speak continuously in simple oral production situations (e.g. recordings, videos, collages, short conversations) on personal and familiar subjects.
• Ask questions to interact with audiences in simple situations on personal and social topics
• Create simple spoken texts to meet basic communication needs (e.g. inform, tell, ask, socialise)

Skill Descriptor: Describe how languages and cultures learners’ evolving identities and worldviews

Global Competencies: SASM, SGC, CTPS

Achievement Indicators:

• Identify and explain simple links between language, culture and identity (e.g. sharing a family tradition with the class; comparing greetings in different languages; listening to and repeating polite expressions from different cultures, etc.).
• Identify progress in language skills
• Explain the effects of one’s learning on self-understanding

Skill Descriptor: Recognise, hear and manipulate the syllables and sounds of the French language.

Global Competencies: SASM, CM

Achievement Indicators:

• Merge a variety of words into syllables to make a word
• Identify and produce rhyming words
• Identify the different sounds in a word (e.g. initial sound, final sound, median sound, number of sounds in a word)
• Substitute, add or remove a sound in a word to create a new word

Skill Descriptor: Establish links between oral sounds (phonemes) and written (graphemes) to read words in a text.

Global Competencies: SASM, CM

Achievement Indicators:

• Compare similar graphemes in first or additional language(s)
• Recognise different graphemes writing e.g. vowels, consonants, complex graphemes, etc.).
• Use knowledge of different graphemes to read complex words (words with several syllables/sounds).
• Decode a word correctly using the graphemes you have learned

Skill Descriptor: Use knowledge of the vocabulary acquired to help read a variety of simple texts.

Global Competencies: SASM, CM

Achievement Indicators:

• Compare similar words in first language or additional language(s)
• Recognise several words studied in class in a text (e.g. frequent words, theme words, words learnt in other subjects, words heard in audio texts, etc.).
• Read familiar words in a text with ease (e.g. frequent words, theme words, learnt words)
• Use knowledge of spoken words and reading strategies to assist reading written words.
• Begin to use morphological clues (e.g. prefixes, suffixes, little words in large words, cognates, etc.) to understand the meaning of words.

Skill Descriptor: Read a variety of simple texts accurately and fluently using a range of strategies.

Global Competencies: CM, CTPS

Achievement Indicators:

• Establish links between oral and written sounds
• Recognise more complex spellings at the beginning, middle and end of words
• Use decoding strategies
• Use fluency strategies

Skill Descriptor: Use comprehension strategies to understand a message

Global Competencies: SASM, CM, CTPS

Achievement Indicators:

• Read simple, very short texts and demonstrate comprehension
• Demonstrate an understanding of the key elements of a variety of very simple texts
• Use a graphic organiser to demonstrate understanding of a text
• Answering literal questions (reading what is written) and inferential questions (reading between the lines)

Skill Descriptor: Describe how languages and cultures shape learners’ evolving identities and worldviews in written texts

Global Competencies: SASM, SGC

Achievement Indicators:

• Recognise and compare cultural elements in texts (e.g. identify cultural celebrations in simple texts; match images to cultural traditions described; identify similarities between stories from different cultures, etc.).

Skill Descriptor: Write simple texts on topics study, following the steps of the writing process modelled by the teacher.

Global Competencies: CM

Achievement Indicators:

• Write to inform, explain, entertain or express ideas, feelings and opinions
• Write simple information about oneself (e.g. age, family, address, hobbies)
• Use simple words to describe familiar objects (e.g. colour, size and shape of objects in the classroom, etc.).
• Write a simple description (e.g. house, bedroom, friend, etc.).

Skill Descriptor: Write texts using the features of model texts.

Global Competencies: CM

Achievement Indicators:

• Write texts with ideas linked to a theme
• Write texts organised according purpose and text type
• Write texts containing simple sentences
• Write texts using simple, appropriate vocabulary (e.g. adjectives, proper nouns, theme words, etc.).
• Write texts that reflect the beginnings of knowledge of modelled and taught linguistic conventions (e.g. spelling, capitals, punctuation, gender and number, present tense, determiners, etc.)

Skill Descriptor: Recognising oneself as a multilingual author

Global Competencies: SASM, SGC

Achievement Indicators:

• Demonstrate an awareness of multilingual linguistic repertoire through writing (e.g. create a simple multilingual identity card; draw and label important cultural elements in your life; exchange simple messages with correspondents from other cultures).

Skill Descriptor: Understand a variety of complex spoken texts using listening strategies.

Global Competencies: CM

Achievement Indicators:

• Understand conversations on everyday topics, current events, and academic subjects between two or more people.
• Understand a variety of oral narrative texts with inciting incidents, endings, and twists.
• Understand informative oral texts on a variety of known topics, studied topics (i.e. across all content areas) or topics of interest.
• Understand and follow instructions, guidelines and explanations

Skill Descriptor: Produce increasingly complex spoken texts on a variety of familiar subjects, incorporating the oral traits.

Global Competencies: CM

Achievement Indicators:

• Speak continuously in simple oral production situations (e.g. recordings, videos, collages, short conversations) on personal and familiar subjects.
• Ask questions to interact with audiences in simple situations on personal and social topics
• Create simple spoken texts to meet basic communication needs (e.g. inform, tell, ask, socialise, express an opinion)

Skill Descriptor: Describe how languages and cultures shape learners’ evolving identities and worldviews

Global Competencies: SASM, SGC, CTPS

Achievement Indicators:

• Identify and explain simple links between language, culture and identity (e.g. create a personal ‘language tree’ with explanations of language choices; interview a family member about an expression and analyse its meaning; organise a multicultural meal and explain traditions, etc.).
• Identify progress in language skills
• Explain the effects of one’s learning on self-understanding

Skill Descriptor: Use knowledge of written sounds (graphemes) to read words in a text.

Global Competencies: SASM, CM

Achievement Indicators:

• Compare similar graphemes in first or additional language(s)
• Use knowledge of different graphemes and decoding strategies to read increasingly complex words in a text.
• Decode a word correctly using knowledge of graphemes and simple spelling rules

Skill Descriptor: Use knowledge of the vocabulary to read increasingly complex texts.

Global Competencies: SASM, CM

Achievement Indicators:

• Compare similar words in first language or additional language(s)
• Recognise several words studied in class in a text e.g. theme words, words learnt in other subjects, words heard in audio texts, etc.).
• Read familiar words in a text with ease (e.g. theme words, learnt words, frequent words, etc.).
• Use their knowledge of spoken words and reading strategies to assist reading written words.
• Use morphological clues (e.g. prefixes, suffixes, little words in large words, cognates, etc.) to understand the meaning of words.

Skill Descriptor: Read a variety of increasingly complex texts accurately and fluently using a variety of strategies.

Global Competencies: CM, CTPS

Achievement Indicators:

• Establish links between oral and written sounds
• Recognise more complex spellings  the beginning, middle and end of words
• Use certain decoding strategies when needed
• Use fluency strategies when needed

Skill Descriptor: Use comprehension strategies to understand a message

Global Competencies: SASM, CM, CTPS

Achievement Indicators:

• Recognise genres of text and their purpose
• Demonstrate your understanding of most textual elements in short, simple texts on familiar subjects
• Use a graphic organiser to demonstrate understanding of a text
• Answering literal questions (reading what is written) and inferential questions (reading between the line)

Skill Descriptor: Describe how languages and cultures shape learners’ evolving identities and worldviews in written texts

Global Competencies: SASM, SGC

Achievement Indicators:

• Recognise and compare cultural elements in texts (e.g. compare two versions of a folk tale using a Venn diagram; create a comic strip about school holidays after identifying differences; analyse school menus and create a multicultural menu, etc.).

Skill Descriptor: Write increasingly complex texts on topics of interest and school subjects, following the steps of the writing process modelled by the teacher.

Global Competencies: CM

Achievement Indicators:

• Write inform, explain, entertain or express ideas, feelings and opinions
• Write short fiction or non-fiction, descriptive or expressive texts
• Describe familiar people and things using simple phrases and expressions (e.g. school, family, hobbies, daily routines, people, places, etc.).

Skill Descriptor: Write increasingly complex texts using features of model texts.

Global Competencies: CM

Achievement Indicators:

• Write texts with ideas linked to a theme
• Write texts organised according purpose and text type and structure).
• Write texts containing simple and varied sentences (length, type and structure).
• Write texts using simple, appropriate vocabulary (e.g. transition words, adjectives, proper nouns, theme words, etc.).
• Write texts that reflect knowledge modelled and taught linguistic conventions (e.g. spelling, capitals, punctuation, gender and number, past tense, present imperative, determiners etc.).

Skill Descriptor: Recognising oneself as a multilingual author

Global Competencies: SASM, SGC

Achievement Indicators:

• Demonstrate an awareness of multilingual language repertoire through writing (e.g. create a ‘language passport’ and reflect on your skills; write a multilingual travel guide and apply your language knowledge; keep a logbook and analyse your language experiences).

Skill Descriptor: Understand a variety of complex spoken texts using listening strategies.

Global Competencies: CM

Achievement Indicators:

• Understand conversations on everyday topics, current events, and more academic subjects between two or more people.
• Understand a variety of oral narrative texts with inciting incidents, endings, and twists.
• Understand informative oral texts on a variety of known topics, studied topics (i.e. across all content areas) or topics of interest.
• Use a variety of means to demonstrate comprehension simple and varied spoken texts (e.g. report, follow instructions, make a visual representation, express feelings, take action, ask and answer questions, make connections and comparisons on a variety of subjects).

Skill Descriptor: Produce increasingly complex spoken texts on a variety of subjects, incorporating oral traits

Global Competencies: CM

Achievement Indicators:

• Speak continuously in simple oral production situations (e.g. recordings, videos, collages, short conversations) on personal and familiar subjects.
• Ask questions to interact with audiences in simple situations on personal and social topics
• Create simple spoken texts to meet basic communication needs (e.g. inform, tell, ask, socialise, express an opinion)

Skill Descriptor: Describe how languages and cultures shape learners’ evolving identities and worldviews

Global Competencies: SASM, SGC, CTPS

Achievement Indicators:

• Identify and explain simple links between language, culture and identity (e.g. Produce a multimedia project on New Year celebrations and compare traditions; Create an exhibition on gestures and assess their cultural significance; Analyse idiomatic expressions and explain their cultural origins, etc.).
• Identify progress in language skills
• Describe how learning a new language influences interactions
• Explain the effects of one’s learning on self-understanding

Skill Descriptor: Use vocabulary to support reading of increasingly complex texts.

Global Competencies: CM, SASM

Achievement Indicators:

• Compare similar words in first language or additional language(s)
• Recognise most words in various types of texts and read known words with ease
• Understand an increasing number of descriptive, motivational, pictorial and specialised words in a text (e.g. scientific concepts, social science themes).
• Use knowledge of spoken words and reading strategies to assist reading written words.
• Use morphological clues (e.g. prefixes, suffixes, little words in large words, cognates, etc.) to understand the meaning of words.

Skill Descriptor: Read an increasing variety of texts complex tasks with precision and fluidity using a variety of strategies.

Global Competencies: CM, CTPS

Achievement Indicators:

• Easily decode unfamiliar words using phonetic knowledge
• Adjust reading speed as necessary to ensure full understanding
• Monitor yourself and proofread to improve fluency and accuracy

Skill Descriptor: Use comprehension strategies to understand a message

Global Competencies: SASM, CM, CTPS

Achievement Indicators:

• Recognise genres of text and their purpose
• Demonstrate comprehension of textual elements in short, simple texts on familiar and taught topics
• Use a graphic organiser to demonstrate understanding of a text
• Answer literal questions (read what is written), inferential questions (read between the lines) and evaluative questions (react to what is written).

Skill Descriptor: Describe how languages and cultures shape learners’ evolving identities and worldviews in written texts

Global Competencies: SASM, SGC

Achievement Indicators:

• Recognise and compare cultural elements in texts (e.g. study blogs by French-speaking teenagers and assess cultural differences; analyse advertisements and identify cultural values; compare articles and assess different cultural perspectives, etc.).

Skill Descriptor: Write increasingly complex texts on topics of interest and school subjects, following the steps of the writing process modelled by the teacher.

Global Competencies: CM

Achievement Indicators:

• Write inform, explain, entertain or express ideas, feelings and opinions
• Recognise the types of texts and their reading purpose
• Describe objects, places, people, events or experiences, specifying what happened, where and when
• Tell a simple story (e.g. my best holiday, life in the future, etc.).

Skill Descriptor: Write increasingly complex texts using features of model texts.

Global Competencies: CM

Achievement Indicators:

• Write texts with ideas linked to a theme
• Write texts organised according purpose and text type
• Write texts using a variety of sentences (length, type and structure)
• Write texts with more precise vocabulary (e.g. adverbs, adjectives, transition words, theme words, etc.).
• Write texts that reflect knowledge modelled and taught linguistic conventions (e.g. spelling, gender and number, future tense, etc.).

Skill Descriptor: Recognising oneself as a multilingual author

Global Competencies: SASM, SGC

Achievement Indicators:

• Demonstrate an awareness of multilingual linguistic repertoire through writing (e.g. create a multilingual blog and evaluate the choice of language according to the context; develop a personalised dictionary by analysing the nuances between languages; write a bilingual storybook by adapting the level of language for a specific audience, etc.).