Anglais pour débutants de la 4e à la 8e année > Ministère de l'Éducation / Ministère de la Formation et des Collèges et Universités Où suis-je? Page d'accueil > Élémentaire et secondaire > Programmes-cadres > Curriculum de l'élémentaire > Anglais pour débutants de la 4e à la 8e année Anglais pour débutants Le curriculum de l'Ontario de la 4e à la 8e année 2002 Préface Le curriculum de l'Ontario - Anglais pour débutants, de la 4e à la 8e année, 2002 sera mis en œuvre à partir de l'automne 2002 dans les écoles de langue française de l'Ontario. La publication de ce programme-cadre s'inscrit au nombre des mesures adoptées par le ministère de l'Éducation de l'Ontario pour aider les écoles de langue française de la province à mieux répondre aux besoins individuels et collectifs des élèves qui les fréquentent, notamment en ce qui a trait à l'apprentissage de l'anglais. Ce programme-cadre vise à bien préparer les élèves qui parlent peu ou pas l'anglais à suivre le programme ordinaire d'anglais prescrit dans : Le curriculum de l'Ontario – Anglais, de la 4e à la 8e année, 1998. Ce document s'adresse non seulement aux élèves et au personnel enseignant mais aussi aux parents qui désirent suivre les progrès de leur enfant. Il est important que le personnel enseignant et les parents se familiarisent avec les deux programmes-cadres : Anglais pour débutants, de la 4e à la 8e année et Anglais, de la 4e à la 8e année. La préface et l'introduction de ce document sont présentées en français. Elles situent l'enseignement de l'anglais pour débutants dans le contexte des écoles de langue française de l'Ontario, décrivent les caractéristiques du programme-cadre d'anglais pour débutants et en explicitent les composantes. Toutes les autres sections du document sont présentées en anglais afin de faciliter le travail de programmation du personnel enseignant et offrir aux parents la possibilité de se familiariser avec la terminologie utilisée en salle de classe. Ceci permet au personnel enseignant et aux parents de saisir l'ampleur du programme-cadre d'anglais pour débutants, ses attentes et ses contenus d'apprentissage. Introduction L'enseignement de l'anglais dans les écoles élémentaires de langue française de l'Ontario et la raison d'être du programme-cadre d'anglais pour débutants Les élèves des écoles de langue française de l'Ontario doivent acquérir de solides compétences dans les deux langues officielles du Canada. Une bonne connaissance de l'anglais s'avère en effet indispensable aux francophones de la province tant sur le plan personnel que professionnel. La Loi sur l'éducation de l'Ontario stipule que l'anglais doit être enseigné dans les écoles élémentaires de langue française de la province à partir de la 5e année. Dans les faits, la majorité des écoles offrent l'enseignement de l'anglais dès la 4e année. C'est la raison pour laquelle le programme-cadre d'anglais qui s'adresse aux élèves qui ont déjà une certaine connaissance de la langue anglaise inclut des attentes et des contenus d'apprentissage à partir de la 4e année. Chez les élèves qui fréquentent les écoles franco-ontariennes, le degré de compétence langagière en anglais varie beaucoup. Bon nombre d'élèves parlent couramment le français et l'anglais, tandis que d'autres parlent uniquement le français, qu'ils ou elles soient originaires de l'Ontario ou d'ailleurs. L'école élémentaire de langue française pourra désormais offrir aux élèves qui parlent peu ou pas l'anglais un programme d'anglais adapté à leurs besoins. Le programme-cadre d'anglais pour débutants a été conçu pour développer chez ces élèves une compétence de base de la langue anglaise et les amener à intégrer le programme ordinaire d'anglais le plus rapidement possible. Une évaluation diagnostique, basée sur les attentes et les contenus d'apprentissage du programme-cadre d'anglais pour débutants, permettra de déterminer les compétences de l'élève en anglais et de dispenser le programme qui lui convient. La progression de l'élève dans le programme dépendra dans une large mesure de ses compétences linguistiques et de sa capacité à transférer des connaissances et des habiletés d'une langue à l'autre. Même si le rythme de progression varie d'un élève à l'autre, l'objectif visé demeure le même pour tous : intégrer le programme ordinaire d'anglais le plus rapidement possible. Par exemple, un élève qui s'inscrit à l'école en 6e année avec une connaissance limitée de l'anglais pourrait suivre le programme-cadre d'anglais pour débutants jusqu'en 5e année de façon progressive et accélérée pour suivre ensuite le programme ordinaire d'anglais de la 6e année. Le programme-cadre d'anglais pour débutants ne vise pas uniquement à répondre aux besoins individuels des élèves francophones qui parlent peu ou pas l'anglais, mais aussi aux besoins collectifs des élèves francophones de certaines régions de l'Ontario qui ne sont pas ou sont peu exposés à l'anglais et qu'il faut préparer à suivre le programme ordinaire d'anglais. Ainsi, dans un milieu où l'usage du français est prédominant, l'école élémentaire pourra offrir la portion préparatoire du programme-cadre d'anglais pour débutants pour permettre aux élèves de développer en anglais les compétences langagières nécessaires pour suivre le programme ordinaire d'anglais en 4e année ou, le cas échéant, en 5e année. Il revient au conseil scolaire de prendre la décision d'offrir ou non un programme d'anglais pour débutants dans les écoles relevant de sa juridiction et de définir le cas échéant un mode de prestation qui tiendra compte du profil linguistique de chacune des communautés scolaires et des besoins des élèves. Si toutefois le conseil choisit d'offrir un tel programme, il lui incombe alors de mettre en œuvre le programme-cadre d'anglais pour débutants. Les caractéristiques et les domaines du programme-cadre d'anglais pour débutants Le programme-cadre d'anglais pour débutants définit les attentes que l'élève doit satisfaire pour suivre le programme ordinaire d'anglais. Il faut s'assurer que l'élève est en mesure de satisfaire aux attentes de l'année ou des années d'études précédentes avant d'entreprendre de nouveaux apprentissages. Le programme-cadre d'anglais pour débutants est réparti en trois domaines : Oral and Visual Communication, Reading et Writing. Ces trois domaines visent le développement de compétences langagières faisant appel à un ensemble de connaissances et d'habiletés qui doivent être acquises de façon intégrée. Dans le domaine de Oral and Visual Communication, la langue parlée est privilégiée, l'essentiel étant d'amener l'élève à communiquer spontanément dans la langue cible, avec une certaine aisance et clarté, en utilisant un vocabulaire juste et approprié dans une variété de contextes et de situations. Il est important de faire vivre à l'élève des expériences authentiques et signifiantes de communication afin de lui permettre de développer et d'exercer ses habiletés. L'élève doit pouvoir entre autres utiliser l'anglais pour exprimer des besoins et demander des renseignements de base. Dans le domaine de Reading, on mise sur la lecture et l'étude de textes variés pour familiariser l'élève avec la langue écrite, développer et enrichir son vocabulaire et lui donner le goût de lire en anglais. Dans le domaine de Writing, l'objectif est d'amener l'élève à rédiger une variété de courts textes afin de communiquer ses idées, relater ses expériences personnelles et exprimer ses réactions et ses opinions dans la langue cible en fonction d'une intention d'écriture et de destinataires. Les attentes, les contenus d'apprentissage et la grille d'évaluation du rendement Le programme-cadre d'anglais pour débutants comporte des attentes et des contenus d'apprentissage ainsi qu'une grille d'évaluation du rendement. Les attentes et les contenus d'apprentissage sont définis de façon claire et précise dans chacun des trois domaines du programme : Oral and Visual Communication, Reading et Writing. Pour satisfaire à ces attentes, l'élève doit également acquérir les connaissances et les habiletés décrites en détail dans la rubrique Vocabulary, Grammar, and Language Conventions. La grille d'évaluation décrit de façon générale les quatre niveaux de rendement possibles. Elle est utilisée pour évaluer le rendement de l'élève dans les trois domaines du programme-cadre. En Anglais pour débutants, la grille d'évaluation du rendement porte sur les quatre compétences suivantes : Comprehension / Reasoning, Communication, Organization of Ideas et Application of Language Conventions. Le rôle des parents Des études démontrent que les élèves fournissent un meilleur rendement scolaire quand leurs parents participent activement à leur apprentissage. Les parents ont donc un rôle important à jouer à cet égard. Ils peuvent manifester leur intérêt pour l'apprentissage de leur enfant en valorisant l'acquisition de compétences dans les deux langues officielles du Canada, lesquelles sont une source de fierté légitime pour les Canadiens et Canadiennes vu le prestige de ces deux langues dans le monde. Les parents peuvent aussi aider leur enfant de multiples façons, notamment en l'aidant à faire ses devoirs et en assistant aux rencontres avec le personnel enseignant. On recommande aux parents de lire les attentes et les contenus d'apprentissage de toutes les années d'études et non seulement ceux qui s'appliquent à l'année d'études de leur enfant. Les exigences spécifiques à chaque année d'études devraient être examinées dans le contexte du processus général d'acquisition de connaissances et d'habiletés en anglais. La lecture des programmes-cadres qui composent le curriculum est le meilleur moyen pour les parents de s'informer sur les apprentissages que font leur enfant. Ils peuvent ainsi mieux communiquer avec l'enseignante ou l'enseignant, lui fournir des renseignements précieux et lui poser des questions pertinentes sur les progrès et le rendement scolaire de leur enfant. En connaissant les attentes et les contenus d'apprentissage propres à chaque matière, les parents peuvent aussi mieux interpréter le bulletin scolaire de leur enfant et travailler en collaboration avec l'enseignante ou l'enseignant en vue d'améliorer son rendement. Le rôle de l'élève L'élève a aussi des responsabilités face à son apprentissage, lesquelles augmentent d'une année d'études à l'autre. Son succès est directement lié à l'effort fourni et il lui revient de prendre en main ses études pour tirer profit des habiletés, des connaissances, de la créativité et des qualités personnelles que les programmes-cadres lui permettent d'acquérir. Cependant, certains élèves auront plus de difficulté que d'autres à assumer la responsabilité de leur apprentissage. Les enseignantes et enseignants devront encourager ces élèves à se sentir responsables de leur rendement et à devenir les artisans de leur succès. Le rôle des enseignantes et enseignants Le personnel enseignant a pour tâche d'élaborer une gamme de stratégies d'enseignement fondées sur une théorie pédagogique solide en tenant compte du niveau de compétence langagière des élèves. Les enseignantes et les enseignants possèdent l'expertise nécessaire pour répondre aux besoins particuliers de chaque élève, susciter l'enthousiasme et varier les activités d'apprentissage. Ils inciteront notamment les élèves à faire des transferts, c'est-à-dire à réinvestir des connaissances et des habiletés acquises en français pour apprendre l'anglais. En définitive, il incombe aux enseignants d'amener chaque élève à tirer pleinement profit de son apprentissage. La programmation de l'enseignement de l'anglais pour débutants doit servir un objectif : aider les élèves à acquérir une compétence de base en anglais afin d'intégrer le programme ordinaire d'anglais le plus rapidement possible. Il est donc important de privilégier la communication orale et les échanges dans la classe. Les activités de communication proposées aux élèves doivent être authentiques, qu'il s'agisse de raconter des anecdotes, de composer des messages à l'intention d'un destinataire réel, de publier un texte ou de réaliser des entrevues. Étant donné l'interdépendance des trois domaines, les situations d'apprentissage doivent par ailleurs permettre de combiner des activités de communication orale, de lecture et d'écriture. Les enseignantes et enseignants puiseront dans le matériel pédagogique propre aux différents domaines pour élaborer ces activités. Avant de rédiger un texte, par exemple, les élèves pourront être amenés à parler d'un thème en guise de complément à leurs lectures. Remarque : Il est essentiel que les enseignantes et enseignants connaissent la progression des attentes et des contenus d'apprentissage de chaque année d'études afin de bien situer l'élève par rapport à ces apprentissages. Rappelons que l'évaluation diagnostique doit refléter les attentes et les contenus du programme-cadre d'anglais pour débutants afin de déterminer le niveau de compétence en anglais de l'élève et de dispenser le programme d'anglais pour débutants au niveau qui lui convient. Stratégies d'enseignement et d'apprentissage Il est important de recourir à des stratégies éprouvées qui favorisent l'apprentissage de l'élève. Les enseignantes et enseignants devront notamment : * choisir un langage approprié et modifier leur débit afin de maximiser la compréhension des élèves (p. ex., utiliser en début d'apprentissage un vocabulaire simple qui se réfère à des objets concrets et réels); * utiliser largement les appuis paralinguistiques pour faciliter la compréhension de directives verbales (p. ex., gestes, expressions du visage; dessins, affiches, objets concrets); * enseigner en contexte les notions linguistiques à l'étude; * recourir au « modelage », c'est-à-dire proposer à l'élève des modèles ou des exemples à imiter ou à suivre (p. ex., présenter un modèle des différents types de textes à l'étude; encourager les élèves du programme ordinaire d'anglais à jouer le rôle de mentors ou de guides auprès des élèves du programme d'anglais pour débutants); * donner aux élèves le temps nécessaire pour assimiler des renseignements avant de réagir; * planifier des activités d'apprentissage authentiques et signifiantes afin que les élèves puissent réinvestir leurs acquis et s'exercer à faire des transferts; * planifier des activités de lecture à haute voix dans des situations de groupes afin de sécuriser l'élève dans son apprentissage de la lecture; * mettre à la disposition des élèves des ressources variées afin de faciliter l'apprentissage (p.ex., cartes-éclairs, dictionnaires visuels, affiches, référentiels, logiciels); * planifier des activités pédagogiques de type interactif, axées sur le sens et la résolution de problèmes (p. ex., apprentissage coopératif); * valoriser les efforts de l'élève dans l'apprentissage de l'anglais. * promouvoir l'utilisation des technologies de l'information et de la communication. L'anglais pour débutants pour les élèves en difficulté Le programme-cadre d'anglais pour débutants s'adresse aussi aux élèves en difficulté qui parlent peu ou pas l'anglais. Ce programme pourra être adapté afin de répondre aux besoins des élèves identifiés comme étant en difficulté par un comité d'identification, de placement et de révision. Les parents discuteront avec le personnel de l'école des adaptations qu'il convient d'apporter au programme pour répondre adéquatement aux besoins particuliers de leur enfant. Achievement Levels The chart that follows identifies four categories of knowledge and skills in language – comprehension/reasoning, communication, organization of ideas, and application of language conventions. Students will be assessed on how well they understand, communicate, organize ideas, and apply language conventions. For each of these categories, there are four levels of achievement. These levels contain brief descriptions of degrees of achievement on which teachers will base their assessment of students' work. The descriptions in the achievement levels are meant to be used to assess each student's achievement of the expectations outlined in this document, in each strand, for every grade level. Teachers should use the descriptions to identify the level at which a student has achieved a particular expectation, or a group of expectations, in the appropriate category of knowledge and skills. Although the chart is intended to be used for assessing student achievement, teachers may wish to use it for other related purposes. For example, they could use it as a guide to identify samples of student work that reflect various levels of achievement; these samples can be used when informing parents about assessment practices and standards. Teachers could also use the chart as a model when developing achievement descriptors for a specific task, to provide students and parents with clear guidelines and a basis for understanding the results of formative evaluation. [page 8 chart omitted] Strands in the Anglais pour débutants Curriculum The Anglais pour débutants expectations are organized into three strands, which correspond to the three main areas of language use: oral and visual communication, reading, and writing. Overall expectations outline, in broad terms, the knowledge and skills in English that students taking the program are expected to demonstrate. Specific expectations are provided for each of the three strands, describing in greater detail what students should know and be able to do. In addition, a section called "Vocabulary, Grammar, and Language Conventions", which follows the expectations for each grade, outlines the language knowledge that students are expected to develop and apply in all strands in the grade. It is important that these elements of language be presented and explored in context through meaningful communicative activities in all three strands. The following overall expectation should be integrated into all strands of the Anglais pour débutants curriculum: Students will build on literacy acquired in French to develop competence in oral and visual communication in formal and informal learning situations, in reading a variety of texts, and in written communication. When following the Anglais pour débutants curriculum, students will build on the literacy they have already attained in Français. They will be able to transfer the knowledge and skills that they have acquired in Français to Oral and Visual Communication, Reading, and Writing. For example, knowledge of cognates, which are words derived from a common root and sharing a similar meaning and spelling, will help students to expand their English vocabulary. In the same way, students who have already learned the reading strategies in Lecture or the stages of the writing process in Écriture will be able to apply this knowledge in learning English. Oral and Visual Communication The expectations for Oral and Visual Communication in the Anglais pour débutants curriculum emphasize the development of basic skills that will help students acquire vocabulary, express needs and ideas, seek and comprehend information, and respond to a variety of texts. Through a variety of activities, including cooperative learning activities, students will listen and speak in order to understand and explore ideas and concepts; organize their experience and knowledge; express and clarify their thoughts, feelings, and opinions; and convey information and solve problems. These skills are essential in a context where English is the majority language. Given the importance of bilingualism in our province, it is important that students in French-language schools be able to interact in both official languages with various groups, agencies, organizations, and services, in their own community and elsewhere. Reading The expectations for Reading in the Anglais pour débutants curriculum emphasize the development of skills that will help students understand the relationship between written language and speech and connect ideas and information encountered in reading to their personal knowledge and experience. There is also a focus on strategies students can use to determine the meaning of what is being communicated - for example, rereading a passage if its meaning is not immediately clear. In order to become independent and fluent readers in any language, students need to read frequently in the language and to develop the ability to use a variety of strategies to understand and appreciate texts. Writing The expectations for Writing in the Anglais pour débutants curriculum emphasize the development of the skills and knowledge students need to communicate effectively in writing, correctly using the language conventions for spelling, punctuation, grammar, and so on. By engaging in meaningful writing activities, students can develop their thinking skills, apply their knowledge, and express their creativity. To acquire the skills related to the various tasks of the writing process, students need to become familiar with models of writing in a variety of forms and to be given frequent opportunities to write for various purposes and audiences. Students will benefit from selecting topics for writing that are of particular interest to them, allowing them to use their own knowledge and experiences as a bridge to proficiency in written English. Curriculum Expectations In this section, the curriculum expectations for the Anglais pour débutants program are described for Grades 4 to 8, as well as for a basic preparatory program. The preparatory program, which consists of Part 1 and Part 2, is intended for use primarily with young children in class or other group settings in environments where French is the dominant language. The purpose of this program is to help young students develop basic communication skills in English. Depending on the level of proficiency that they develop, students will then enter either the regular Anglais program or the Anglais pour débutants program outlined for Grades 4 to 8. It should be noted that some repetition of expectations has been necessary to reflect the progressive nature of skills development. Expectations dealing with skills that continue to be of major importance as students progress from grade to grade are repeated for all relevant grades (including expectations for Parts 1 and 2 of the preparatory program), and progression is indicated by means of increasingly complex examples. It should also be noted that all of the skills described in these expectations continue to be developed and refined as students move on through the grades, whether or not the expectations are repeated. Preparatory Program, Part 1: Oral and Visual Communication, Reading, and Writing Overall Expectations By the end of Part 1, students will: * listen to short, simple oral communications and respond to simple, specific, visually supported questions and instructions; * use simple vocabulary to express basic ideas and communicate facts in highly supported contexts such as simple, visually supported interactions and patterned activities; * read short, simple texts and demonstrate their understanding of high-frequency words by integrating them into their vocabulary; * write simple, high-frequency words and phrases to communicate ideas and to respond to simple questions; * identify and use the language conventions specified for Part 1. Specific Expectations Oral and Visual Communication By the end of Part 1, students will: * demonstrate an understanding of basic instructions (e.g., Come here. Sit down. Open your book.); * respond to short, simple questions (e.g., Where is your pencil? Do you want a new one?) using high-frequency words and short phrases (e.g., In my desk. Yes please. No thank you.); * use non-verbal cues (e.g., a "hello" or "goodbye" wave; a "yes" or "no" head shake) to demonstrate understanding and/or determine the meaning of simple messages in familiar situations; * use short, simple questions to seek or confirm information (e.g., Is this right? Help me please?); * use short, simple phrases or sentences, with visual support, to communicate simple messages (e.g., Hello. How are you? I am fine, and you? Have a nice day. Help me! I'm hurt.); * speak in simple, rehearsed contexts (e.g., My name is Jonas. I am from Spain.); * imitate models of correct pronunciation, articulation, and stress patterns for high- frequency words (e.g., teacher, banana, computer). Reading By the end of Part 1, students will: * read short, simple texts containing high-frequency words and simple sentences (e.g., rhymes, books with repeated sentence structures); * use all available cues (e.g., visual cues such as similar groups of letters) and knowledge of French vocabulary to determine meaning in texts; * read short, simple texts and respond to them briefly (e.g., draw a picture, select an answer); * read aloud, in a group setting, high- frequency words, using correct pronunciation and intonation. Writing By the end of Part 1, students will: * write high-frequency words and short phrases associated with subjects explored in the classroom. Vocabulary, Grammar, and Language Conventions Students should develop and apply the language knowledge outlined below through communicative activities in all three strands. Students will recognize and use: Vocabulary * basic vocabulary and words associated with home and school (e.g., colours, numbers, seasons, greetings, basic words of courtesy, words for school supplies) Language Elements nouns and pronouns * personally relevant nouns (e.g., shoe, ball, sandwich) * the singular and plural forms of some familiar nouns (e.g., girl-girls) * the first- and second-person singular and plural personal pronouns in the nominative case (I, we, you) adjectives * the definite and indefinite articles (the, a, an) verbs * present-tense verbs in simple sentences (e.g., The cat is black. We eat oranges.) Sentence Construction * words, simple phrases, and simple sentences * nouns as subjects in simple sentences (e.g., The car is black.) Punctuation * basic punctuation in simple declarative sentences (e.g., the period) Preparatory Program, Part 2: Oral and Visual Communication, Reading, and Writing Overall Expectations By the end of Part 2, students will: * listen to short, simple oral communications and respond to simple, specific questions and instructions supported by the context; * use simple vocabulary to express ideas and communicate facts in supported contexts such as visually supported interactions and rehearsed activities; * read short, simple texts and demonstrate their understanding of familiar words by integrating them into their vocabulary; * write words, short phrases, and short, simple sentences to communicate ideas and to respond to simple questions; * identify and use the language conventions specified for Part 2. Specific Expectations Oral and Visual Communication By the end of Part 2, students will: * demonstrate an understanding of familiar instructions and visually supported oral communications (e.g., Take this to the office, please.); * respond to simple questions using short phrases and short, simple sentences (e.g., Thank you very much. I don't understand. I live in Ottawa.); * use verbal and non-verbal cues to demonstrate understanding, determine meaning, and help communicate simple messages (e.g., use facial expressions to indicate that a statement is humorous or serious); * use simple questions to gather or confirm information (e.g., Where do you live? What is your last name? Can you repeat that?); * use simple phrases and sentences to communicate simple messages (e.g., I like that. I need your help.); * speak in rehearsed contexts (e.g., I like hamburgers. My sister likes pizza.; short show-and-tell narratives); * use correct pronunciation, articulation, and stress patterns for familiar words. Reading By the end of Part 2, students will: * read short, simple texts (e.g., greeting cards, short poems, lists of things to do); * use all available cues (e.g., visual cues such as similar groups of letters) and knowledge of French vocabulary to determine meaning in texts; * read simple texts and respond to them briefly (e.g., draw a picture; select an answer; fill in missing words; use word association to identify words that go together such as head-hat, table-chair); * read aloud, in a group setting, simple, familiar texts, using correct pronunciation and intonation. Writing By the end of Part 2, students will: * use a model to produce a variety of short, simple texts containing ideas of personal relevance (e.g., captions for photos, messages); * write high-frequency words, short phrases, and simple sentences on topics of personal interest (e.g., best friend in classroom or at home, favourite sport); * use phonics, knowledge of French vocabulary (e.g., table, orange), and reference materials (e.g., personal spelling list, visual dictionary) to spell words correctly. Vocabulary, Grammar, and Language Conventions Students should develop and apply the language knowledge outlined below through communicative activities in all three strands. Students will recognize and use: Vocabulary * high-frequency vocabulary associated with classroom and social interaction (e.g., asking for help, responding to teacher's or classmates' questions) Language Elements nouns and pronouns * familiar nouns * the plural form of most common nouns (e.g., desks, girls) * the first-, second-, and third-person singular and plural personal pronouns in the nominative case (I, we, you, he, she, it, they ) adjectives * personally relevant adjectives (e.g., favourite toy, little sister, brown eyes) verbs * high-frequency present- and past-tense verbs associated with school and home situations (e.g., I like soccer. We moved here from Toronto.) Sentence Construction * phrases and simple sentences * nouns and pronouns as subjects in simple sentences (e.g., He plays baseball.) Punctuation * some marks of punctuation in simple sentences (e.g., period to indicate a full stop; exclamation mark) Grade 4: Oral and Visual Communication, Reading, and Writing Overall Expectations By the end of Grade 4, students will: * listen to short, simple oral communications and respond to simple, specific questions and instructions; * use simple phrases and sentences to express ideas on familiar topics, with some support; * read simple texts and demonstrate their understanding of new words by integrating them into their vocabulary; * write short sentences to communicate ideas and to respond to simple questions; * identify and use the language conventions specified for this grade level. Specific Expectations Oral and Visual Communication By the end of Grade 4, students will: * demonstrate an understanding of familiar instructions and conversations (e.g., Please get the VCR from Mrs. Boucher's class, two doors down from the library.) and of the different uses of informal and formal registers (e.g., Hi! versus Good morning!); * respond to simple, specific questions using phrases and short sentences (e.g., My work is finished. I like apples.); * use verbal and non-verbal cues to demonstrate understanding, determine meaning, and help communicate messages in familiar contexts (e.g., use gestures while telling an anecdote); * use simple questions to clarify understanding and gather information (e.g., What do you mean? How do you do this?); * participate in simple oral exchanges (e.g., short conversations, requests for help, introductions); * repeat/retell simple information and narratives (e.g., teacher instructions, incidents, short stories); * use correct pronunciation and articulation for most familiar words. Reading By the end of Grade 4, students will: * read simple texts (e.g., song lyrics, short stories, rhyming poems, children's books); * use all available cues (e.g., visual cues such as similar groups of letters), knowledge of French vocabulary, and contextual information to determine meaning in texts; * read and respond to simple texts (e.g., talk about a favourite passage or character); * read familiar texts aloud using correct pronunciation and intonation. Writing By the end of Grade 4, students will: * use a model and follow the writing process to produce a variety of simple texts (e.g., simple narratives, simple descriptions, acrostic or rhyming poems); * write words, simple phrases, and sentences on a variety of topics of personal interest (e.g., family, vacations, leisure activities, television programs, sports); * use phonics, knowledge of French vocabulary (e.g., question, air), and reference materials (e.g., personal spelling list, visual dictionary) to spell words correctly. Vocabulary, Grammar, and Language Conventions Students should develop and apply the language knowledge outlined below through communicative activities in all three strands. Students will recognize and use: Vocabulary * general vocabulary associated with classroom and social interaction (e.g., days of the week, months of the year, asking for help/providing information in an emergency) Language Elements nouns and pronouns * high-frequency common and proper nouns (e.g., desk, person, Peter, Ontario) * the plural form of common nouns ending in s, x, ch, sh, or z (e.g., dress-dresses, box-boxes, church-churches, bush-bushes, quiz-quizes) * interrogative pronouns (e.g., who? what?) adjectives * high-frequency descriptive adjectives (e.g., big, small, short, soft, nice) verbs * regular verbs in the past, present, and future tenses (e.g., I talked to my friend. He talks. She will talk.) prepositions * the prepositions "at", "on", "in" indicating time (e.g., School starts at 9:00 a.m. My brother is coming on Tuesday. She's going away in July.) conjunctions * common co-ordinating conjunctions (e.g., and, but, or) Sentence Construction * simple declarative, interrogative, exclamatory, and imperative sentences (e.g., I'm using the Internet. Can you help me? I am so excited! Stop it!) * subject-verb agreement in simple sentences (e.g., I live at 223 Smith Road. She will need a pencil. Mom worked hard.) Punctuation * marks of punctuation in simple interrogative and exclamatory sentences (i.e., question mark to indicate a question; exclamation mark to indicate strong feeling) Grade 5: Oral and Visual Communication, Reading, and Writing Overall Expectations By the end of Grade 5, students will: * listen to simple oral communications and respond to simple questions and instructions; * use simple sentences to express ideas on familiar topics; * read short texts and demonstrate their understanding of new words and simple expressions by integrating them into their vocabulary; * write short, simple texts to communicate ideas and to respond to questions; * identify and use the language conventions specified for this grade level. Specific Expectations Oral and Visual Communication By the end of Grade 5, students will: * demonstrate an understanding of simple instructions, messages, or presentations (e.g., Everyone, please stand up, place your chair on your desk, and clean up around your area.); * respond to questions and other types of oral communications using simple sentences (e.g., I went to the store.); * use verbal and non-verbal cues appropriate to the intended purpose and audience in familiar contexts (e.g., use changes in pitch and facial expression when expressing likes, dislikes, disappointment); * use direct questions to clarify understanding and gather information (e.g., When is the carnival?); * participate in oral exchanges in familiar contexts (e.g., conversations); * give oral presentations (e.g., simple messages, short skits) to familiar audiences (e.g., the class); * use correct pronunciation and articulation for new words. Reading By the end of Grade 5, students will: * read short texts (e.g., short stories, children's magazines, various types of poems, directions); * use basic reading strategies (e.g., rereading, knowledge of cognates, use of contextual information) and knowledge of French vocabulary to determine meaning in texts; * read and respond to short texts (e.g., express what they like or don't like in a story; indicate what might happen next in a story); * read simple texts aloud using correct pronunciation and intonation. Writing By the end of Grade 5, students will: * use a model and follow the writing process to produce a variety of short fiction and non-fiction texts (e.g., short descriptions, narratives, short poems); * write simple sentences on a variety of topics using familiar vocabulary and new words acquired from their reading; * use phonics, knowledge of French vocabulary (e.g., chaise/chair, patate/potato), and reference materials (e.g., dictionary, library resources, the Internet) to spell words correctly. Vocabulary, Grammar, and Language Conventions Students should develop and apply the language knowledge outlined below through communicative activities in all three strands. Students will recognize and use: Vocabulary * general vocabulary associated with school and social interaction (e.g., activities, interests) * common synonyms (e.g., small/little/tiny, big/huge) Language Elements nouns and pronouns * common and proper nouns (e.g., house, grandmother, Margaret, Italy) * the plural form of irregular nouns (e.g., leaf-leaves; penny-pennies; tooth-teeth; mouse-mice) * the personal pronouns in the possessive case (my, mine, our, ours, your, yours, his, her, hers, its, their, theirs) adjectives * a variety of common descriptive adjectives (e.g., pretty, handsome, huge, tiny) verbs * the past, present, and future tenses of regular and irregular verbs (e.g., I went downtown. He goes to school. She will go to the mall.) prepositions * the prepositions "at", "on", "in" indicating location (e.g., I'm in bed. They are at home. You are on the train. We live in Toronto.) * the prepositions "to", "towards" indicating direction of movement (e.g., She is going to school. The horse is running towards her.) conjunctions * a variety of co-ordinating conjunctions (e.g., so, yet, nor, for) Sentence Construction * declarative, interrogative, exclamatory, and imperative sentences (e.g., I will call you later on this evening. Where is the book I lent you? I can't wait to see you! Bring me the dictionary from the shelf.) * subject-verb agreement in simple sentences where the nouns (subjects) may have irregular plural forms and the verbs may be irregular and not in the present tense (e.g., The cat is sleeping on the mat. The boxes fell apart.) Punctuation * various marks of punctuation in simple sentences (e.g., period; comma; question mark; exclamation mark; apostrophe in common contractions: I'm, don't, can't) Grade 6: Oral and Visual Communication, Reading, and Writing Overall Expectations By the end of Grade 6, students will: * listen to oral communications and respond to questions and instructions; * express ideas on topics of general interest, using logical or sequential order; * read simple texts and demonstrate their understanding of new words and expressions by integrating them into their vocabulary; * write simple texts using sentences to communicate ideas on familiar topics to familiar audiences; * identify and use the language conventions specified for this grade level. Specific Expectations Oral and Visual Communication By the end of Grade 6, students will: * demonstrate an understanding of the main ideas in messages, presentations, or discussions on topics of general interest (e.g., follow detailed instructions); * respond, using sentences, to a variety of questions and oral communications (e.g., provide complete information in emergency situations); * use verbal and non-verbal cues appropriate to the intended purpose and audience in familiar contexts (e.g., use sound effects and body language in telling a joke or dramatizing a short sketch); * use direct and indirect questions to clarify understanding and gather, confirm, or request information (e.g., Is it true that there is a difference between ...?); * participate in oral exchanges in a variety of contexts (e.g., conversations, discussions); * give oral presentations (e.g., short research reports), using information from classroom and library resources; * use correct pronunciation and articulation for new words. Reading By the end of Grade 6, students will: * read short texts (e.g., various types of poems, game rules, skits, comic strips, how-to instructions); * use appropriate reading strategies and knowledge of French vocabulary to determine meaning in texts; * read and respond to a variety of short texts (e.g., state their opinion; describe characters, setting, and plot); * read texts aloud using correct pronunciation and intonation. Writing By the end of Grade 6, students will: * use a model and follow the writing process to produce a variety of fiction and non-fiction texts (e.g., friendly messages, descriptions, personal logs, short book reports); * write short paragraphs on a variety of topics, using simple sentences and incorporating familiar vocabulary and new words from their reading; * use knowledge of common letter patterns (e.g., thing, running), root words, features of words such as double letters, French vocabulary, and reference materials (e.g., a dictionary, library resources, the Internet) to spell words correctly. Vocabulary, Grammar, and Language Conventions Students should develop and apply the language knowledge outlined below through communicative activities in all three strands. Students will recognize and use: Vocabulary * appropriate technical words associated with particular subjects (e.g., social studies vocabulary) * synonyms (e.g., bright, shiny) and common antonyms (e.g., happy, sad) Language Elements nouns and pronouns * high-frequency collective nouns (e.g., collection, crowd, team) * nouns with identical singular and plural forms (e.g., fish, sheep, moose) * the personal pronouns in the objective case (me, us, you, her, him, it, them) and the demonstrative pronouns (this, that, these, those) adjectives * regular comparative and superlative adjectives with -er, -est endings (e.g., Lake Superior is bigger than that lake. My father is the biggest man I know.) verbs * the past, present, and future tenses of regular and irregular verbs and their common contracted forms (e.g., She'll go to the library tomorrow. He'd broken his leg once before.) prepositions * the prepositions "for", "since" indicating length of time (e.g., He lived in Kenya for seven years. She has been in Canada since 1996.) conjunctions * correlative conjunctions (e.g., either ... or, both ... and, whether ... or) Sentence Construction * a variety of sentence types * subject-verb agreement in constructions with collective nouns as subjects (e.g., Our team is winning the game.) Punctuation * different functions of some marks of punctuation (e.g., commas to separate items in a list, to follow the salutation in a letter) Grade 7: Oral and Visual Communication, Reading, and Writing Overall Expectations By the end of Grade 7, students will: * listen and respond to oral communications in structured and open-ended situations; * express ideas on a variety of topics, with a focus on achieving clarity; * read a variety of simple texts and demonstrate their understanding of new words and expressions of some complexity by integrating them into their vocabulary; * write in a variety of simple forms to communicate ideas for different purposes and audiences; * identify and use the language conventions specified for this grade level. Specific Expectations Oral and Visual Communication By the end of Grade 7, students will: * demonstrate an understanding of the main ideas and some details in messages, presentations, or discussions (e.g., follow complex instructions); * respond, using some compound sentences, to a variety of questions and oral communications (e.g., communicate social, personal, or emotional needs); * use a variety of verbal and non-verbal cues appropriate to the intended purpose and audience in various contexts (e.g., use a quiet voice; look at the audience; vary intonation to convey different meanings); * use direct and indirect questions to clarify understanding and gather, confirm, or request information (e.g., ask advice); * initiate and participate in oral exchanges in a variety of contexts (e.g., conversations, discussions), using ideas and information from previous learning; * give oral presentations (e.g., research reports, interviews, improvisations) to communicate information on a variety of topics; * use correct pronunciation and articulation for new words and some new expressions. Reading By the end of Grade 7, students will: * read a variety of short texts (e.g., newspaper articles, short stories, magazines); * use appropriate reading strategies and knowledge of French vocabulary to determine meaning and extract information efficiently and accurately from texts; * read and respond briefly to a variety of texts (e.g., support their opinion with details; describe setting and main characters); * read texts aloud with increasing fluency, using correct pronunciation and intonation. Writing By the end of Grade 7, students will: * follow the writing process to produce a variety of simple fiction and non-fiction texts (e.g., summaries, book reports, personal journals); * write short, coherent paragraphs on a variety of topics, using simple and compound sentences and incorporating familiar and new vocabulary; * use their knowledge of common letter patterns; root words, suffixes, and prefixes; features of words such as double letters; French vocabulary; and reference materials to spell words correctly. Vocabulary, Grammar, and Language Conventions Students should develop and apply the language knowledge outlined below through communicative activities in all three strands. Students will recognize and use: Vocabulary * appropriate technical words associated with particular subjects (e.g., mathematics vocabulary) * homonyms in context (e.g., I like to see the plane fly. There is a fly on the wall.) Language Elements nouns and pronouns * common collective nouns (e.g., school of fish, flock, herd) * the plural form of most nouns * indefinite pronouns (e.g., all, everyone, few) adjectives * regular and irregular comparative and superlative adjectives (e.g., My teacher is the most patient person in the class. Jogging is the least popular sport in school. Milk is better for you than a soft drink.) verbs * the past progressive, present progressive, and future progressive tenses of verbs (e.g., He was/is/will be laughing.) prepositions * the preposition "for" indicating relationships such as: + "with regard to" (e.g., hope for peace, reason for hope, apologize for the error) + "in order to get or have" (e.g., pay for a book, look for an address, ask for a raise) + "to benefit" (e.g., sorry for him, care for them) + "with the aim or purpose of" (e.g., study for a test) * the preposition "about" indicating "on the subject of, relating to" (e.g., ask/talk/think about a problem, happy/worried about the result) * the preposition "of" indicating relationships such as: + "relating to" (e.g., love of beauty, afraid of the dark) + "concerning" (e.g., sure of the facts) + "derived from" (e.g., made of wood) conjunctions * subordinating conjunctions (e.g., as, because, if, since, when) Sentence Construction * a variety of sentence types, as appropriate for the purpose * subject-verb agreement in constructions with compound subjects (e.g., My mother and father went on a trip.) Punctuation * appropriate punctuation in a variety of sentences Grade 8: Oral and Visual Communication, Reading, and Writing Overall Expectations By the end of Grade 8, students will: * listen and respond to oral communications in different contexts, for a variety of purposes; * express ideas on a variety of topics, with a focus on achieving clarity and coherence; * read a variety of texts and demonstrate their understanding of new words and expressions of some complexity by integrating them into their vocabulary; * write in a variety of simple and more complex forms to communicate ideas for different purposes and audiences; * identify and use the language conventions specified for this grade level. Specific Expectations Oral and Visual Communication By the end of Grade 8, students will: * demonstrate an understanding of the main ideas and pertinent details in messages, presentations, or discussions on a variety of topics (e.g., recall and follow complex instructions); * respond, using some complex sentences, to a variety of questions and oral communications (e.g., react appropriately to peers' ideas and opinions); * use a variety of verbal and non-verbal cues appropriate to the intended purpose and audience in various contexts (e.g., use a different register for speaking to the teacher from the one they use when speaking to friends); * use direct and indirect questions and a variety of other techniques (e.g., paraphrasing, restating) to clarify understanding and gather, confirm, or request information (e.g., If I understood correctly, what you are saying is ...); * initiate and participate in various oral exchanges (e.g., conversations, discussions), comparing and using information from a variety of sources; * give oral presentations (e.g., book reports, speeches) to communicate information and ideas in a variety of contexts; * use correct pronunciation and articulation, and insert pauses for effect and to help listeners understand. Reading By the end of Grade 8, students will: * read a variety of texts (e.g., song lyrics, short novels, skits, magazines, newspaper articles); * use a variety of reading strategies and knowledge of French vocabulary to determine meaning and extract information efficiently and accurately from texts; * read and respond at some length to a variety of texts (e.g., support their opinion with details and facts; identify and explain a character's motivation); * read texts of some complexity aloud with increasing fluency, using correct pronunciation and intonation. Writing By the end of Grade 8, students will: * follow the writing process to produce a variety of fiction and non-fiction texts (e.g., simple short stories, newspaper articles, response journals, poems); * write coherent paragraphs on a variety of topics, using simple, compound, and some complex sentences; * use their knowledge of common letter patterns; root words, suffixes, and prefixes; features of words such as double letters; French vocabulary; and a wide variety of reference materials to spell words correctly. Vocabulary, Grammar, and Language Conventions Students should develop and apply the language knowledge outlined below through communicative activities in all three strands. Students will recognize and use: Vocabulary * appropriate technical words associated with particular subjects (e.g., science and technology vocabulary) * homophones in context (e.g., I like your red shirt. I have just read a good book.) Language Elements nouns and pronouns * most types of nouns * the plural form of most nouns * relative pronouns (e.g., what, whatever, which, whichever) adjectives * most types of adjectives (e.g., descriptive, limiting), including comparative and superlative forms of regular and irregular adjectives verbs * the past perfect, present perfect, and future perfect tenses of verbs (e.g., I had/have/will have bought) prepositions * a variety of prepositions conjunctions * most types of conjunctions (e.g., co- ordinating, correlative, subordinating) in a variety of constructions Sentence Construction * a variety of sentence types, as appropriate for the purpose * subject-verb agreement in constructions with compound subjects and compound verbs (e.g., My aunt and uncle have moved to Montreal. The dog jumps and barks.) Punctuation * appropriate punctuation in a variety of sentences and constructions Explanatory Notes The following definitions and lists of examples are intended to help teachers and parents use this document. It should be noted that the examples provided are suggestions and are not meant to be exhaustive. Achievement levels. Brief descriptions of four different degrees of achievement of the provincial curriculum expectations for any given grade. Adjective. A word used as a modifier that qualifies, intensifies, or restricts the meaning of a noun or pronoun. * Adjective, comparative. An adjective that indicates a higher degree of a quality but not the highest possible. * Adjective, superlative. An adjective that expresses the highest or a very high degree of a quality. Antonym. A word opposite in meaning to another. Articulation. The enunciation or pronunciation of words, especially with reference to clarity. Audience. Intended readers, listeners, or viewers of a particular work. Caption. The explanatory wording that accompanies an illustration. It may also be a heading, especially of an article or chapter. Clause. A group of related words containing at least a subject and a verb. * Clause, independent. A group of related words that has the same grammatical structure as a sentence and contains a subject and predicate. * Clause, subordinate. A group of related words that contains a subject and predicate but cannot stand alone as a sentence; it provides additional information about the independent clause and establishes the relationship of the additional information to the independent clause. Cognate. A word that is related to a word in another language because the two words have a common source (e.g., French: participer - English: participate). Coherence. The quality of being logically consistent and intelligible. A paragraph is coherent when the relationship among the ideas is clear and the progression from one sentence to the next is easy to follow. Conjunction, co-ordinating. A word that connects words, phrases, and clauses that are of equal grammatical rank. The acronym FANBOYS is useful as a reminder of the seven co-ordinating conjunctions: for, and, nor, but, or, yet, and so. Conjunction, correlative. A pair of coordinating conjunctions used to join sentence elements of equal grammatical rank (e.g., both ... and, either ... or, neither ... nor, not only ... but also, whether ... or). Conjunction, subordinating. A word that shows the relationship between a subordinate clause and an independent clause (e.g., When Natasha finished writing the report, she filed it). Context clues. Information given directly or indirectly in a text that helps the reader deduce the intended or underlying meaning of the text. Cues, non-verbal. Aspects of spoken or unspoken communication that convey meaning without the use of words, such as facial expressions, gestures, or body language. Cues, verbal (oral language). Aspects of spoken language that convey meaning; for example, types of words (e.g., nouns, verbs, linking words, modifiers); prefixes and suffixes (e.g., indicators of plurals, verb tenses); sound patterns (e.g., rhyme); pauses; pace; tone of voice or intonation; volume; pitch; modulation; inflection. Expectations. The knowledge and skills that students are expected to develop and to demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed. Forms of fiction. Particular kinds of works of literature that describe imaginary events and people; for example, story, short story, adventure story, detective story, myth, legend, folk tale, cumulative tale, lyric poem, dramatic poem, ballad, novel, mystery novel, historical novel, science-fiction novel, soliloquy, play, script, story book, picture book, pattern book, chapter book. Forms of non-fiction. Particular kinds of works of literature, as well as other written materials, that are not fiction; for example, history book, geography text, article, report, essay, theatre or concert program, book review, editorial, newspaper or magazine article, television or radio script, letter (personal, business), invitation, e-mail message, manual, public sign, label, biography, autobiography, monologue, résumé, personal journal, diary, brochure, reference book, encyclopedia, multi-media text, database, World Wide Web page, CD-ROM dictionary, interactive software. Forms of oral communication. Examples are: greeting, conversation, question, statement, exclamation, instructions, directions, poem, rhyme, song, story, anecdote, announcement, news broadcast, interview, oral presentation, speech, recitation, debate, report, role-play, drama. Forms of writing. Types of writing that students may be expected to produce; for example, story or other narrative piece, anecdote, commentary, description, instructions, account (personal or informational), transcription of an interview, announcement, creative piece (fiction, non-fiction, poetry), expository essay, personal essay, descriptive essay, argumentative or persuasive essay, research report, television or radio script, editorial, speech, letter, minutes of a meeting, notes, jottings, poem, song text, dialogue, label, supported opinion, summary, cartoon caption, log, diary, journal, riddle, commercial, advertisement, list, survey, word web, chart. Homonym. A word of the same sound and spelling as another but with a different meaning (e.g., fly (n): an insect; fly (v): to move through the air with wings). Homophone. A word pronounced like another word but different in meaning, origin, and spelling (e.g., to, too, two). Intonation. Changes in the tone or pitch of the voice. Listening and speaking skills. Examples are: determining the purpose of listening; paying attention to the speaker or performer; following directions and instructions; recalling ideas accurately; responding appropriately to thoughts expressed; judging when it is appropriate to speak or ask questions; allowing others a turn to speak; speaking clearly and coherently; asking questions to clarify meaning or to obtain more information; responding with consideration for others' feelings; using and interpreting facial expressions, gestures, and body language appropriately. Open-ended activities. Activities that do not follow a predetermined pattern or procedure; for example, activities in which students express opinions and answer personal questions, conduct interviews, engage in impromptu dialogues, make presentations, and watch and comment on films and videos. Plot (story line). The plan of action of a work of fiction or drama. Pronunciation. The way in which a word or language is spoken, usually with reference to a standard form of speech. Purposes of listening. Some purposes of listening are to: obtain information and exchange ideas; understand directions or instructions; identify issues; understand others. Purposes of reading. Some purposes of reading are to: gather and process information; make connections between experience and what is read; develop opinions; broaden understanding; develop and clarify a point of view; divert and entertain oneself. Purposes of speaking. Some purposes of speaking are to: express ideas; ask questions; give information; tell stories; describe and explain; respond to others both intellectually and emotionally; analyse and discuss problems. Purposes of writing. Some purposes of writing are to: explore ideas and experiences; examine ideas critically; inform, describe, and explain; provide instructions; record thoughts and experiences; clarify and develop ideas; inquire into a problem; entertain; persuade; express thoughts, feelings, and opinions. Reading strategies. Methods used in reading to determine the meaning of a text. Examples are: rereading; substituting an appropriate familiar word for an unfamiliar one; using root words to determine meaning of unfamiliar words; using previous knowledge to determine meaning; using information from the context to determine meaning; predicting the use of specific words from the context (e.g., in a simple statement, the verb often immediately follows the subject); making inferences; predicting content; confirming or revising predictions; adjusting speed in silent reading according to the purpose of reading or the difficulty of the text; using graphic organizers (e.g., diagrams, story maps); skimming text for information or detail; scanning text to determine purpose of text or type of material; recording key points and organizing them in a sequence; monitoring comprehension. Scanning. A reading strategy that consists of examining a text to locate a specific detail or fact. Sentence types. Sentences can be categorized according to the types of clauses they contain or the information they convey. * Complex sentence. A sentence containing one independent clause and one or more subordinate clauses (e.g., When the crowd roared and the orchestra began to play the national anthem, we knew the athletes were entering the stadium). * Compound sentence. A sentence containing two or more independent clauses (e.g., We realized that they had mistaken us for some celebrities; nevertheless, we enjoyed all the attention we were getting). * Simple sentence. A sentence containing one subject and one verb. The person and number of the subject determine the form of the verb (e.g., We played soccer today). Setting. The time, place, environment, and atmosphere of an event, story, play, et cetera. Skimming. A reading strategy that consists of reading quickly to obtain the general idea of a text, or to determine the purpose or difficulty of a text. Strands. The three major areas of language use into which the curriculum for Anglais pour débutants is organized. The strands for Anglais pour débutants are: Oral and Visual Communication, Reading, and Writing. Synonym. A word that has the same or almost the same meaning as another word. Writing process. The process involved in producing a polished piece of writing. The writing process comprises several stages, each of which focuses on specific tasks. The main stages of the writing process are: generating ideas; choosing a topic; developing a plan for writing; writing a first draft; reviewing and revising; editing and proofreading; and producing a final copy. Writing skills. The skills needed to produce clear and effective writing. Writing skills include: organizing and developing ideas logically; identifying the level of language appropriate to the purpose for writing and the audience being addressed; choosing the form of writing appropriate to the purpose for writing; choosing words, phrases, and structures that are both appropriate for the context and effective in conveying one's message; using language structures and patterns correctly; using correct grammar, spelling, and punctuation; attending to style, tone, and point of view; showing awareness of the audience; revising to improve the development and organization of ideas; editing to improve style and to correct errors in grammar, spelling, and punctuation. The Ministry of Education wishes to acknowledge the contribution of the many individuals, groups, and organizations that participated in the development and refinement of this curriculum policy document. ISBN 0-7794-3684-9 english Dernière mise à jour :