kindergarten to senior 4 german language arts · kindergarten to senior 4 german language arts:...

Kindergarten to Senior 4 GermanLanguage ArtsManitoba CurriculumFramework of Outcomes

KINDERGARTEN TO SENIOR 4GERMAN LANGUAGE ARTS

Manitoba Curriculum Framework of Outcomes

2003

Manitoba Education and Youth

Manitoba Education and Youth Cataloguing in Publication Data

438.2421 Kindergarten to senior 4 German language arts: Manitoba curriculum framework of outcomes

Originally published as: German language arts(kindergarten – grade 12) curriculum / EdmontonPublic Schools. c2001.

Includes bibliographical references.ISBN 0-7711-2301-9

1. German language—Curricula. 2. German language—Study and teaching as a second language—Manitoba.3. German language—Study and teaching as a secondlanguage—English speakers. 4. German language—Studyand teaching—Manitoba—Bilingual method. I. Manitoba.Manitoba Education and Youth. II Title: Kindergarten tosenior 4 German language arts, Manitoba curriculumframework of outcomes.

Copyright © 2003, the Crown in Right of the Government of Manitoba as represented by theMinister of Education and Youth. Manitoba Education and Youth, School Programs Division,1970 Ness Avenue, Winnipeg, Manitoba R3J 0Y9.

German Language Arts, K – S4 Table of Contents / i

TABLE OF CONTENTS

Acknowledgements ....................................................................................................................... iii

Preface..............................................................................................................................................v

Introduction .....................................................................................................................................1

Language Arts ...............................................................................................................................11

General Language Component .............................................................................................13

General Learning Outcome 1

1.1 Discover and Explore ..........................................................................................141.2 Clarify and Extend ...............................................................................................18


2.1 Use Strategies and Cues ......................................................................................222.2 Respond to Texts .................................................................................................262.3 Understand Forms and Techniques .....................................................................30


3.1 Plan and Focus .....................................................................................................343.2 Select and Process ...............................................................................................383.3 Organize, Record, and Assess .............................................................................42


4.1 Generate and Focus .............................................................................................464.2 Enhance and Improve ..........................................................................................504.3 Attend to Conventions .........................................................................................544.4 Present and Share ................................................................................................58


5.1 Develop and Celebrate Community ....................................................................625.2 Encourage, Support, and Work with Others ........................................................66

Specific Language Component ............................................................................................71


6.1 Linguistic Elements .............................................................................................726.2 Language Competence .........................................................................................816.3 Sociocultural/Sociolinguistic Elements................................................................85

ii / Table of Contents German Language Arts, K – S4

6.4 Language Learning Strategies ..............................................................................896.5 Language Use Strategies ......................................................................................936.6 General Learning Strategies .................................................................................97

Culture .........................................................................................................................................101


7.1 Self-Identity .......................................................................................................1027.2 German Culture .................................................................................................1067.3 Building Community .........................................................................................1107.4 Global Citizenship .............................................................................................114

Appendices ..................................................................................................................................119

References ...................................................................................................................................141

German Language Arts, K – S4 Acknowledgements / iii

ACKNOWLEDGEMENTS

Kindergarten to Senior 4 German Language Arts: ManitobaCurriculum Framework of Outcomes was developed from theWestern Canadian Protocol for Collaboration in BasicEducation: The Common Curriculum Framework for BilingualProgramming in International Languages (Kindergarten toGrade 12).

Edmonton Public Schools acknowledges the followingcontributors to the development of this Curriculum Framework:

Edmonton Public Schools Janice AubryMartin BrinkmannMarion FritzChristine HolzerElvira LoewenJutta McAdamLuciana PoppNorman SiewekeStuart WachowiczJan Witwicky

Elk Island Public Schools Sigrid BrodeurBrenda Kemp

Alberta Learning Karl Suess*

*Edmonton Public Schools also acknowledges the contributionsof the Federal Administrative Agency, Department for GermanSchools Abroad, Cologne, Germany.

Manitoba Education and Youth acknowledges the followingcontributors to the development of this Curriculum Framework:

Manitoba Educationand Youth Tony Tavares

Jan Oakley

River East-Transcona School Division

iv / Acknowledgements German Language Arts, K –S4

Donwood School Werner EppGerri HildebrandWalter KampenCharlotte KroekerHerb MartensHannelore Potschka

Princess Margaret School Sharon HayInge PasterkampEdith WiebeAnn Ying

Chief Peguis School Mary Bradshaw Jeff Carter

Gareth Neufeld

River East Collegiate Erica Ens

Other Participants Dr. Andre Oberlé, University of Winnipeg Diane Zozman, Consultant LOTE, River East-Transcona S. D.

German Language Arts, K – S4 Preface / v

PREFACE

Kindergarten to Senior 4 German Language Arts: ManitobaCurriculum Framework of Outcomes (hereafter called theCurriculum Framework) was developed through the co-operativeefforts of Alberta Learning, Edmonton Public Schools, Elk IslandPublic Schools, River East School Division, and ManitobaEducation and Youth.

The term bilingual programming* is used to describe a partialimmersion program where both English and a second language(in this case, German) are languages of instruction. In Germanbilingual programming, language arts is taught using bothlanguages of instruction. Other subjects are taught either inEnglish or in German. Cultural knowledge, skills, and attitudesare often taught using an integrated approach.

The Curriculum Framework presupposes that the followingportions of instructional time are allocated to instruction inGerman:

• Kindergarten to Grade 6 – 50%• Grade 7 to Senior 1 – 30%• Senior 2 to Senior 4 – 30%

____________________*In Western Canada, language programs in which French is the second language of instruction are generally calledimmersion programs rather than bilingual programs.

German Language Arts, K – S4 Introduction / 1

INTRODUCTIONBackground

Rationale

In 1999, the Western Canadian Protocol for Collaboration inBasic Education: The Common Curriculum Framework forBilingual Programming in International Languages (Kindergartento Grade 12) was developed through the co-operative efforts of theprovinces of Alberta, Manitoba, and Saskatchewan. The intent ofthat document was to provide a common foundation and supportfor the development of language arts curricula for bilingualinternational language programs.

Subsequently, a draft German Language Arts Program of Study(Kindergarten to Grade 12) was developed for use in EdmontonPublic Schools. That document was the basis for the developmentof this document, Kindergarten to Senior 4 German LanguageArts: Manitoba Curriculum Framework of Outcomes, which hasbeen developed collaboratively by Edmonton Public Schools,Manitoba Education and Youth, and River East-Transcona SchoolDivision. This document provides General and Specific LearningOutcomes.

Effective Bilingual Learning Environments

Effective bilingual learning environments are those where

• the individual and collective needs of students are met• there is a supportive climate that encourages risk-taking and

choice• diversity in learning styles is accommodated• connections to prior knowledge and experiences are made• there is exposure to a wide range of excellent models of

authentic language• use of the specific international language is emphasized• quality multimedia, print, and other resources are available and

applied in a supportive, meaningful, and purposeful manner

German bilingual programming contributes to personaldevelopment.

German bilingual programming establishes an environment inwhich both English and German languages are used and neededconstantly for purposes of communication, personal satisfaction,and learning. Students have numerous opportunities to learn anduse language in meaningful, purposeful ways to meet their needs,interests, and abilities.

2 / Introduction German Language Arts, K – S4

Effective language acquisition occurs through the integrateddelivery of subject-area content, language instruction, and culturalinformation, while fostering in students a positive attitude towardself and others. The German language is used to explore ideas andexperiences to construct meaning and to communicateunderstanding.

German language learning is a lifelong endeavor.

Language learning is an active process that begins at birth andcontinues throughout life. Language is acquired at various ratesthroughout a learner’s stages of growth. It develops gradually.Students enhance their language abilities by applying theirknowledge of language in new and more complex contexts andwith increasing sophistication. They reflect on and use priorknowledge to extend and enhance their language knowledge andunderstanding. Errors are an integral part of the language learningprocess. By learning, experimenting with, and applying newlanguage structures and vocabulary to their repertoire, and usingthem in a variety of contexts, students develop and refine languageproficiency.

German bilingual language learning fosters cross-languagecompetence.

Most children develop a strong repertoire of language skills intheir first language in preschool years. Many of these skills aretransferable to the new language learning context that Germanbilingual programming provides. Similarly, in acquiring a newlanguage, students develop new language learning skills that canthen be used in their first language. The continuous, concurrentdevelopment of first and second language skills, or skills inadditional languages, is fostered in German bilingualprogramming. Opportunities for linguistic knowledge and skilldevelopment in both languages are maximized.

German bilingual language learning enhances allcommunication skills.

The development of communication skills is essential in effectivebilingual programming. The six skill areas of listening, speaking,reading, writing, viewing, and representing contribute to thedevelopment of effective communication. These skills areinterrelated and interdependent; facility in one strengthens and


supports the others. Proficiency in these language skills involvesthe development of comprehension and language production. TheCurriculum Framework is designed to promote the developmentof language skills for a wide range of purposes in a wide range ofcontexts at increasing levels of fluency.

German bilingual language learning develops through thecommunicative approach.

The communicative approach in second language instructionemphasizes the importance of understanding and communicating amessage. In the German bilingual program, students requiresupport as they strive to express and understand thoughts, ideas,and feelings in two languages. The accuracy of language, oral orwritten, although important for precision of communication,initially plays a role that is secondary to communicating themessage and using correct form.

German bilingual language learning promotes the acquisitionof learning strategies.

The acquisition of the German language in bilingual programmingis supported by providing students with explicit instruction inlanguage learning strategies, language use strategies, and generallearning strategies. The general language component of theCurriculum Framework provides a variety of learning outcomes atall levels to promote the acquisition of these strategies.

German bilingual programming promotes intra- and inter-cultural awareness.

Language and culture are intensely intertwined. Language is aprimary means by which cultural information is transmitted;culture influences linguistic form and content. Students in Germanbilingual programming bring to their programs a wide range ofcultural backgrounds and experiences. The CurriculumFramework provides opportunities and support for students toexplore their own cultural backgrounds, experiences, andidentities, as well as those of members of the school community,the local community, and other communities of the world. TheCulture section of the Curriculum Framework examines thedynamic nature of culture through the various perspectives ofhistory, diversity, and change. It also provides opportunities forthe exploration of similarities and differences among and withinworld cultures.


German bilingual programming develops global citizenshipskills.

Effective participation in the global marketplace, workplace, andsociety requires strong communication skills, interpersonal andteam skills, and strong knowledge and understanding of cultures.German bilingual programming provides a rich environment forthe development of essential knowledge, skills, and attitudes thatpromote the development of effective global citizens and enhancethe economic and career potential of the student. The CurriculumFramework has been developed to support the intellectual, social,emotional, creative, linguistic, and cultural development ofstudents in German bilingual programs.

Conceptual Map The Curriculum Framework reflects the breadth of Germanbilingual programming by providing learning outcomes forlearning language and culture. However, German bilingualprogramming as a whole includes many other learning experiencesof which language and culture are only a part. It also includesEnglish language arts and language learning through differentsubject area experiences. The conceptual map below illustrates therelationship among these components.

SUBJECT AREAEXPERIENCES

ENGLISHLANGUAGE

CULTURECULTURE

GENERAL

LANGUAGE

GERMANLANGUAGE

CULTURE


A Spiral Progression Language learning is integrative, not merely cumulative. Eachnew element that is added must be integrated into the whole ofwhat has gone before. The model that best represents the students’language learning progress is an expanding spiral. Theirprogression is not only vertical (e.g., increased proficiency), butalso horizontal (e.g., broader range of applications, experiencewith more text forms, contexts, and so on. For a sample list of textforms, see pages 126 to 128). The spiral also represents howlanguage learning activities are best structured. Particular areas ofexperience, learning strategies, or language functions, forexample, are revisited at different points in the grade levelsequence, but from a different perspective, in broader contexts, orat a slightly higher level of proficiency each time. Learning isextended, reinforced, and broadened every time a point isrevisited.

The levels presented are designed to represent the progression ofknowledge, skills, and attitudes expected of students who have hadno prior exposure to German upon entry into Kindergarten.However, students with prior exposure to German can bechallenged within the Curriculum Framework.

The Curriculum Framework provides a progression of SpecificLearning Outcomes from Kindergarten to Senior 4. Most often,the levels reflect a progression of development intended to matchthe developmental stages of the students. The Specific LearningOutcomes for each grade reflect the knowledge, skills, andattitudes that students are expected to achieve by the end of eachgrade. Students are expected to demonstrate the Specific LearningOutcomes for the current grade and build upon their priorknowledge and skills from previous grades.

Kindergarten

Grade 6

Senior 4


The General and Specific Learning Outcomes established in thisdocument are intended to be delivered in an integrated manner,throughout an entire curricular and extracurricular program. Theachievement of the learning outcomes in the bilingual program isnot necessarily the sole responsibility of the German languageteacher. Learning outcomes may be achieved through a variety ofprogramming experiences, including those in subject areasdelivered in English.


Curriculum FrameworkOverview

For ease of use, the Curriculum Framework is divided into twomajor sections:

• Language Arts• Culture

It is important that the sections be implemented in an integratedmanner.

Language Arts The Language Arts section of the Curriculum Framework isintended to reflect an integrated, interdependent approach tolanguage learning within a bilingual programming context.Language Arts in a German bilingual context encompasses anEnglish Language Component, a General Language Component,and a Specific Language Component.

The General Language Component in the Curriculum Frameworkdirectly parallels the Western Canadian Protocol English languagearts framework. The General Learning Outcomes are the same asthose of the The Common Curriculum Framework for EnglishLanguage Arts, Kindergarten to Grade 12, 1998, but the SpecificLearning Outcomes have been adapted and refined for delivery inGerman. In this manner, both English language instruction andGerman language instruction support the development of commonlanguage knowledge, skills, and attitudes.

The Specific Language Component provides the detailed linguisticelements of the German language. As well, it includessociocultural conventions, strategic learning sections, anddescriptors of proficiency levels for each grade.

The Specific Language Component outlines the linguisticelements that students will need to be able to use the Germanlanguage; the General Language Component provides the contextand purpose for using the language and outlines the knowledge,skills, and attitudes that students are to develop. The twocomponents should be developed concurrently, so that thelanguage being learned is the language that students will need andbe able to apply.

Culture The Culture section fosters the development of essentialknowledge, skills, and attitudes related to self, German languageand cultures, the community, and the world. “German cultures”refers to the cultures of German-speaking peoples.


GeneralLearning Outcomes

The General Learning Outcomes are broad statements that formthe basis of the Curriculum Framework. Each General LearningOutcome outlines the key learnings that each section of theCurriculum Framework is designed to support. The GeneralLearning Outcomes describe the common goals that all students inthe Kindergarten to Senior 4 learning sequence are expected toachieve.

German programming is designed to promote all-round personaldevelopment by fostering social, emotional, moral, intellectual,and creative growth. To support this growth and development, theCurriculum Framework is built upon the following seven GeneralLearning Outcomes:

Language Arts: General Language Component1. Students will listen, speak, read, write, view, and represent in

German to explore thoughts, ideas, feelings, and experiences.

2. Students will listen, speak, read, write, view, and represent inGerman to comprehend and respond personally and critically toliterary and media texts.

3. Students will listen, speak, read, write, view, and represent inGerman to manage ideas and information.

4. Students will listen, speak, read, write, view, and represent inGerman to enhance the clarity and artistry of communication.

5. Students will listen, speak, read, write, view, and represent inGerman to celebrate and build community.

Language Arts: Specific Language Component6. Students will use German confidently and competently in a

variety of situations for communication, personal satisfaction,and further learning.

Culture7. Students will explore, understand, and appreciate the cultures of

German-speaking peoples for personal growth and satisfaction,and for participating in and contributing to an interdependent andmulticultural global society.

Each General Learning Outcome includes Specific LearningOutcomes that students are to achieve by the end of each gradelevel. Specific Learning Outcomes are grouped under headingswithin each of the seven General Learning Outcomes.


Guide to Usingthis Document

The General and Specific Language Outcomes, as well as CultureOutcomes are organized by clusters or groupings identified at thetop of the page. These clusters are broken down into separatestrands identified in the left margin. Grade-specific descriptions areprovided for each Specific Learning Outcome at each grade level. Aspecific strand supporting a General Learning Outcome isdeveloped over four consecutive pages, according to the main gradedivisions K – 3, 4 – 6, 7 – Senior 1, and Senior 2 – Senior 4.

It is strongly recommended that, when considering a SpecificLearning Outcome in this document, teachers consult the SpecificLearning Outcomes in the grade levels prior to and following thegiven outcome, for a clearer understanding as to context andintended developmental sequence. Similarly, any given SpecificLearning Outcome must be understood with reference to the strandand General Learning Outcome categories.

Please see the following page for examples of how to understandthe structure of this document.


Sample Page

4.1 Generate and Focus

Grade 7 Grade 8 Senior 1

By the end of each grade, students will be able to:

G

ener

ate

d

1. experiment with variousways to generate ideasand focus a topic

1. consider form andaudience whengenerating ideas andfocusing a topic

1. use a variety oftechniques to generateand select ideas for oral,written, and visual texts

Ch

oose

For

ms 2. select and compose,

using specific forms thatserve various audiencesand purposes

2. compose, using specificforms to match content,audience, and purpose


O

rgan

ize

Idea

s 3. identify and useappropriateorganizational patternsin own oral, written, andvisual texts

3. identify and use a varietyof organizationalpatterns in own oral,written, and visual texts;compose effectiveintroductions andconclusions

3. identify and use a varietyof organizationalpatterns in own oral,written, and visual texts;use effective transitions

cluster headingfor Specific

Learning Outcomes

stra

nd h

eadi

ngs f

orSp

ecifi

c Le

arni

ngO

outc

omes

Specific Learning Outcome statements for each grade

read each page horizontally for developmental flow oflearning outcomes from grade to grade

General Learning Outcome 4Students will listen, speak, read, write, view, and represent in German to enhance theclarity and artistry of communication.

read

eac

h pa

ge v

ertic

ally

for l

earn

ing

outc

omes

expe

cted

by

the

end

of e

ach

grad

e

German Language Arts, K – S4 Language Arts / 11

LANGUAGE ARTS

Language learning occurs most effectively when students areactively involved in using language for meaningful purposes. InGerman bilingual classrooms, students have the opportunity toacquire two languages that may be applied in achieving thelearning outcomes of the bilingual program.

The Language Arts section in the Curriculum comprises twointerrelated components:

• General Language Component• Specific Language Component

The General Language Component outlines the knowledge,skills, and attitudes to be developed using the German language.The General Learning Outcomes in the General Languagecomponent parallel those of The Common CurriculumFramework for English Language Arts, Kindergarten to Grade12: Western Canadian Protocol for Collaboration in BasicEducation, 1998.

The Specific Language Component provides the linguisticelements that students develop in German as well as quantitativedescriptions of the levels of proficiency expected in each grade.

This approach focuses all language learning instruction, whetherthe language of delivery be English or German, on thedevelopment of the essential knowledge, skills, and attitudes thatare common to both languages.

German Language Arts, K – S4 General Language Component / 13

GENERALLANGUAGECOMPONENT

The General Language Component provides the context andpurpose for the development and use of the German language.

The commonalities with the English language arts documentfacilitate an integrated, contextualized approach to languagelearning. They also establish essential language learning that iscommon to both English and German language programming bysupporting and promoting a collaborative and integrated approachto language instruction. The Specific Learning Outcomesestablished for each grade level reflect achievement expectationsto be demonstrated in German.

General LearningOutcomes

The following five General Learning Outcomes outline the keylearnings that the General Language Component is designed tosupport.

General Learning Outcome 1Students will listen, speak, read, write, view, and represent inGerman to explore thoughts, ideas, feelings, and experiences.

General Learning Outcome 2Students will listen, speak, read, write, view, and represent inGerman to comprehend and respond personally and critically toliterary and media texts.

General Learning Outcome 3Students will listen, speak, read, write, view, and represent inGerman to manage ideas and information.

General Learning Outcome 4Students will listen, speak, read, write, view, and represent inGerman to enhance the clarity and artistry of communication.

General Learning Outcome 5Students will listen, speak, read, write, view, and represent inGerman to celebrate and build community.

14 / General Learning Outcome 1 German Language Arts, K – S4

1.1 Discover and Explore

Kindergarten Grade 1 Grade 2 Grade 3


Expr

ess I

deas

1. respond to a rangeof experiences

1. express personalexperiences andfamiliar events

1. make personalobservations andtalk about them

1. describe personalobservations,experiences, andfeelings

Con

side

rO

ther

s’ Id

eas

2. participate in arange ofexperiences, andrepresent theseexperiences

2. listen to andacknowledgeexperiences andfeelings shared byothers

2. ask for others’ideas andobservations tohelp discover andexplore personalunderstanding

2. consider others’ideas andobservations todiscover andexplore personalunderstanding

Expe

rimen

tw

ith L

angu

age

3. use a variety offorms to exploreand expressfamiliar events,ideas, andinformation

3. use a variety offorms to exploreand expressfamiliar events,ideas, andinformation

3. use a variety offorms to organizeand give meaningto familiarexperiences, ideas,and information

3. experiment withlanguage toexpress feelings,and talk aboutexperiences andevents

Expr

ess

Pref

eren

ces

4. demonstrateenjoyment of anoral, literary, ormedia text

4. expresspreferences for avariety of oral,literary, and mediatexts

4. explain why anoral, literary, ormedia text is apersonal favourite

4. collect and sharefavourite oral,literary, and mediatexts

Set G

oals

5. participate inteacher-led groupactivities;demonstratereading, writing,and representing*behaviours

5. participate inreading, writing,and representing*activities

5. choose to speak,read, write, andrepresent* inGerman

5. develop a sense ofself as Germanspeaker, reader,writer, andrepresenter*

____________________*Refer to Glossary for examples.

General Learning Outcome 1Students will listen, speak, read, write, view, and represent in German to explore thoughts,ideas, feelings, and experiences.

German Language Arts, K – S4 General Learning Outcome 1 / 15


Grade 4 Grade 5 Grade 6


Expr

ess I

deas

1. describe and reflect uponpersonal observations andexperiences

1. use personal experiences asa basis for exploring andexpressing opinions andunderstanding

1. use exploratory language todiscover owninterpretations; sharepersonal responses

Con

side

rO

ther

s’ Id

eas

2. explore connections amonga variety of insights, ideas,and responses

2. seek others’ viewpoints tobuild on personal responsesand understanding

2. select from others’ ideas andobservations to developthinking and understanding

Expe

rimen

tw

ith L

angu

age

3. explore and experiment witha variety of forms ofexpression for particularpersonal purposes



Expr

ess

Pref

eren

ces

4. collect and explainpreferences for particularforms of oral, literary, andmedia texts

4. review a collection offavourite oral, literary, andmedia texts; share responsesto preferred forms

4. assess collection of favouriteoral, literary, and mediatexts; discuss preferences forparticular forms

Set G

oals

5. identify areas of personalaccomplishment in languagelearning and use

5. identify and discuss areas ofpersonal accomplishmentand areas for enhancementin language learning and use

5. assess personal languageuse, and set personal goalsto enhance languagelearning and use






Expr

ess I

deas

1. use exploratory language todiscuss and record a varietyof opinions and conclusions

1. explore diverse ideas todevelop conclusions,opinions, and understanding

1. question and reflect onpersonal responses andinterpretations, and applypersonal viewpoints todiverse situations orcircumstances

Con

side

rO

ther

s’ Id

eas

2. compare own insights andviewpoints to those of others

2. integrate new understandingwith previous viewpointsand interpretations

2. acknowledge the value ofideas and opinions of othersin exploring and extendingpersonal interpretations andviewpoints

Expe

rimen

t w

ith L

angu

age 3. expand self-expression in

oral, written, and visualforms

3. expand self-expression inoral, written, and visualforms

3. expand self-expression inoral, written, and visualforms

Expr

ess

Pref

eren

ces

4. explore oral, literary, andmedia texts recommendedby peers

4. explore oral, literary, andmedia texts recommendedby peers

4. explore a variety of oral,literary, and media textsother than those of personalpreferences

Set G

oals

5. assess personal languageuse, and revise personalgoals to enhance languagelearning and use

5. use appropriate terminologyto discuss developingabilities in personallanguage learning and use

5. self-monitor growth inlanguage learning and use,using predetermined criteria




Senior 2 Senior 3 Senior 4


Expr

ess I

deas

1. recognize the value ofexploratory language indiscovering and expandingunderstanding andviewpoints

1. summarize and speculate onideas, observations, andopinions of self and others

1. speculate on andhypothesize about ideas,observations, and opinions

Con

side

rO

ther

s’ Id

eas

2. seek information to add tocurrent understanding

2. formulate personalunderstanding andinterpretations

2. discuss personalunderstanding andinterpretations

Expe

rimen

t w

ith L

angu

age 3. expand forms of self-

expression in oral, written,and visual forms

3. expand forms of self-expression to includecomparative analysis

3. expand forms of self-expression

Expr

ess

Pref

eren

ces

4. explore a variety of texts andgenres by particular writers,artists, storytellers, andfilmmakers other than thoseof personal preferences

4. explain the value ofpursuing personalpreferences for a variety oftexts and genres byparticular writers, artists,storytellers, and filmmakers

4. use experiences with avariety of texts and genresby particular writers, artists,storytellers, and filmmakersfor enjoyment andsatisfaction

Set G

oals

5. demonstrate confidence inpersonal language learningand use in a variety offormal and informal contexts

5. demonstrate self-direction,self-appraisal, and open-mindedness in languagelearning and use

5. demonstrate self-direction,self-appraisal, and open-mindedness in languagelearning and use, andrecognize self as a lifelonglearner



1.2 Clarify and Extend



Dev

elop

Und

erst

andi

ng

1. recognizeconnectionsbetween newexperiences andprior knowledge

1. connect newexperiences andinformation withprior knowledge

1. connect newinformation, ideas,and experienceswith priorknowledge andexperiences

1. examine how newexperiences, ideas,and informationconnect to priorknowledge andexperiences

Expl

ain

Opt

ions

2. explore newexperiences andideas

2. describe newexperiences andideas

2. explain newexperiences andunderstanding

2. explainunderstanding ofnew concepts

Com

bine

Idea

s 3. group ideas andinformation tomake sense

3. group and sortideas andinformation tomake sense

3. arrange ideas andinformation tomake sense

3. arrange ideas andinformation inmore than one wayto make sense forself and others

Exte

ndU

nder

stan

ding

4. wonder about newideas andobservations

4. demonstratecuriosity aboutideas andobservations tomake sense ofexperiences

4. ask basic questionsto make sense ofexperiences

4. reflect on ideas andexperiences toclarify and extendunderstanding






Dev

elop

Und

erst

andi

ng

1. connect new informationand experiences with priorknowledge to constructmeaning in differentcontexts

1. reflect on prior knowledgeand experiences to arrive atnew understanding

1. use prior knowledge andexperiences selectively tomake sense of newinformation in a variety ofcontexts

Expl

ain

Opt

ions

2. express new concepts andunderstanding in own words

2. explain personal viewpoints

2. explain and supportpersonal viewpoints; reviseprevious understanding

Com

bine

Idea

s 3. organize ideas andinformation in ways thatclarify and shapeunderstanding

3. experiment with arrangingideas and information in avariety of ways to clarifyunderstanding

3. search for ways toreorganize ideas andinformation to extendunderstanding

Exte

ndU

nder

stan

ding

4. ask basic questions toclarify information anddevelop new understanding

4. ask questions to clarifyinformation and developnew understanding

4. ask a variety of questions toclarify information anddevelop new understanding

General Learning Outcome 1Students will listen, speak, read, write, view, and represent, in German to explore thoughts,ideas, feelings, and experiences.





Dev

elop

Und

erst

andi

ng

1. recognize the value ofconnecting prior and newknowledge and experiencesto shape and extendunderstanding

1. understand the importanceof reflecting on priorexperiences and knowledgeto revise conclusions andunderstanding

1. reflect on new understandingin relation to priorknowledge, and identifygaps in personal knowledge

Expl

ain

Opt

ions

2. summarize and representpersonal viewpoints inmeaningful ways

2. articulate, represent, andexplain personal viewpointsclearly

2. review and refine personalviewpoints throughreflection, feedback, andself-assessment

Com

bine

Idea

s 3. search for ways toreorganize ideas andinformation to extendunderstanding

3. identify or invent personallymeaningful ways oforganizing ideas andinformation to clarify andextend understanding

3. structure and restructureideas and information inpersonally meaningful waysto clarify and extendunderstanding

Exte

ndU

nder

stan

ding

4. ask specific and focusedquestions for elaboration andclarification, and discussexperiences andunderstanding

4. ask specific and focusedquestions, reconsider initialunderstanding in light ofnew information, and listento diverse opinions andrecognize ambiguity

4. consider diverse opinionsand assess whether newinformation clarifiesunderstanding






Dev

elop

Und

erst

andi

ng

1. analyze connectionsbetween new and priorknowledge and ideas toclarify understanding forself and others

1. analyze and synthesizeconnections between newand prior knowledge, ideas,and experiences to clarifyand shape understanding

1. analyze and synthesizeconnections between newand prior knowledge, ideas,and experiences to clarifyand shape understanding

Expl

ain

Opi

nion

s 2. reflect on changing personalviewpoints and anticipatepossible consequences

2. reflect on changing personalviewpoints and anticipatepossible consequences

2. reflect critically onchanging viewpoints andidentify questions and ideasthat merit further thought orreflection

Com

bine

Idea

s 3. develop a repertoire oforganizational structures toclarify ideas andinformation and to bringorder to own thinking

3. expand repertoire oforganizational structures toclarify ideas andinformation and to bringorder to own thinking

3. use a variety oforganizational structures toclarify ideas andinformation and to bringorder to own thinking

Exte

ndU

nder

stan

ding

4. ask discriminating questionsto interpret, evaluate, andreflect on ideas andinformation

4. explore divergentviewpoints for relevanceand validity

4. examine and interpretalternative perspectives, andarrive at and articulate newunderstanding



2.1 Use Strategies and Cues



Prio

rK

now

ledg

e

1. make connectionsbetween orallanguage, texts, andpersonalexperiences

1. make connectionsbetween texts, priorknowledge, andpersonalexperiences



Com

preh

ensi

onSt

rate

gies

2. recognize andanticipate meaningfrom familiar print,symbols, andimages in context

2. anticipate meaning;reviseunderstandingbased on furtherinformation

2. anticipate meaning,recognizerelationships, anddraw conclusions;use a variety ofstrategies toconfirmunderstanding

2. set a purpose forlistening, reading,and viewing; makeand confirmpredictions,inferences, andconclusions; rereadto check meaning

Text

ual

Cue

s

3. recognizeenvironmentalprint, symbols, andimages in context;recognize ownname andpersonally familiarwords

3. use textual cues toconstruct andconfirm meaning



Cue

ing

Syst

ems

4. recognize that textis organized inspecific patternsand that textsymbols representsounds, words, orideas

4. use syntactic,semantic, andgraphophonic cuesto construct andconfirm meaning

4. use syntactic,semantic, andgraphophonic cuesto construct andconfirm wordmeaning in context

4. use syntactic,semantic, andgraphophonic cuesto construct andconfirm wordmeaning in context

General Learning Outcome 2Students will listen, speak, read, write, view, and represent in German to comprehend andrespond personally and critically to literary and media texts.





Prio

rK

now

ledg

e

1. make and record connectionsbetween personalexperiences, priorknowledge, and a variety oftexts



Com

preh

ensi

onSt

rate

gies

2. confirm or reject inferences,predictions, or conclusionsbased on textual information;check and confirmunderstanding by rereading

2. use a variety ofcomprehension strategies toconfirm understanding andself-correct

2. use comprehension strategiesappropriate to the type oftext and purpose

Text

ual

Cue

s

3. use textual cues to constructand confirm meaning



Cue

ing

Syst

ems

4. use syntactic, semantic, andgraphophonic cueingsystems to construct andconfirm meaning; use adictionary to determine wordmeaning in context








Prio

rK

now

ledg

e

1. make connections betweenprevious experiences, priorknowledge, and textualmaterial

1. make connections betweenprevious experiences, priorknowledge, and textualmaterial and apply them tonew contexts

1. analyze and explainconnections betweenprevious experiences, priorknowledge, and textualmaterial

Com

preh

ensi

onSt

rate

gies

2. use comprehensionstrategies appropriate to thetype of text and purpose,and use a variety ofstrategies to remember ideas

2. use a variety ofcomprehension strategies tomake sense of familiar andunfamiliar texts andremember ideas

2. use comprehensionstrategies appropriate to thetype of text and purpose,and enhance understandingby rereading and discussingrelevant passages

Text

ual

Cue

s

3. use textual cues to constructand confirm meaning andinterpret texts



Cue

ing

Syst

ems

4. use syntactic, semantic, andgraphophonic cueingsystems to construct andconfirm meaning andinterpret texts








Prio

rK

now

ledg

e

1. analyze and explainconnections between diverseexperiences, priorknowledge, and a variety oftexts



Com

preh

ensi

onSt

rate

gies

2. use comprehensionstrategies appropriate to thetype of text and purpose, andenhance understanding byrereading and discussingrelevant passages

2. apply and adjust strategiesfor comprehending a varietyof texts, and use a personalrepertoire of strategies tomonitor interpretations

2. apply and adjust strategiesfor comprehending a varietyof texts, and determine theaccuracy of interpretationswhen paraphrasing andsummarizing ideas

Text

ual

Cue

s

3. use textual cues andprominent organizationalpatterns within texts toconfirm meaning andinterpret texts

3. use textual cues, prominentorganizational patternswithin texts, and stylistictechniques to construct andconfirm meaning andinterpret texts

3. use textual cues, prominentorganizational patternswithin texts, and stylistictechniques to construct andconfirm meaning andinterpret texts

Cue

ing

Syst

ems

4. use appropriate syntactic,semantic, and graphophoniccueing systems to constructand confirm meaning andinterpret texts





2.2 Respond to Texts



Expe

rienc

e V

ario

us T

exts

1. participate in sharedlistening, reading,and viewingexperiences, usingtexts from a varietyof genres andcultural traditions*



1. participate inlistening, reading,and viewingexperiences, usingtexts from a varietyof genres andcultural traditions*

Con

nect

Sel

f,Te

xts,

and

Cul

ture

2. share personalexperiences relatedto oral, literary, andmedia texts; talkabout and representthe actions ofpeople in texts

2. share personalexperiences relatedto oral, literary, andmedia texts; identifycharacters’ choicesand the resultingconsequences

2. discuss theexperiences andtraditions of variouscommunities andcultures portrayed inoral, literary, andmedia texts

2. describe similaritiesbetween experiencesand traditionsencountered in dailylife and thoseportrayed in oral,literary, and mediatexts

App

reci

ate

the

Arti

stry

of T

exts 3. share feelings

evoked by oral,literary, and mediatexts

3. share feelings andmoods evoked byoral, literary, andmedia texts

3. identify and expressthe feelings ofpeople in oral,literary, and mediatexts

3. identify words thatform mental imagesand create mood inoral, literary, andmedia texts

_________*Refer to the Sample List of Text Forms in the Appendix.






Expe

rienc

eV

ario

us T

exts

1. experience texts from avariety of genres andcultural traditions*

1. experience texts from avariety of genres andcultural traditions; shareresponses*

1. seek opportunities toexperience texts from avariety of genres andcultural traditions; explainpreferences for particulartypes of oral, literary, andmedia texts*

Con

nect

Sel

f,Te

xts,

and

Cul

ture

2. identify similarities anddifferences betweenpersonal experiences and theexperiences of people fromvarious cultures portrayed inoral, literary, and mediatexts

2. identify similarities anddifferences betweenpersonal experiences and theexperiences of people fromvarious cultures portrayed inoral, literary, and mediatexts

2. compare the challenges andsituations encountered inown daily life with thoseexperienced by people inother times, places, andcultures as portrayed in oral,literary, and media texts

App

reci

ate

the

Arti

stry

of T

exts 3. identify mood evoked by

oral, literary, and mediatexts

3. identify descriptive andfigurative language in oral,literary, and media texts

3. identify descriptive andfigurative language in oral,literary, and media texts;discuss how it enhancesunderstanding of people,places, and actions







Expe

rienc

eV

ario

us T

exts

1. experience texts from avariety of genres andcultural traditions, anddiscuss preferences*

1. experience texts from avariety of genres andcultural traditions, andcompare own interests tothose of others*

1. experience texts from avariety of genres andcultural traditions, andexplain interpretations of thetext*

Con

nect

Sel

f,Te

xts,

and

Cul

ture

2. compare own understandingof people, cultural traditions,and values portrayed in oral,literary, and media texts tothat of others

2. discuss how similar ideas,people, experiences, andtraditions are conveyed invarious oral, literary, andmedia texts

2. examine how personalexperiences, communitytraditions, and Canadianperspectives are presented inoral, literary, and mediatexts

App

reci

ate

the

Arti

stry

of T

exts

3. identify descriptive andfigurative language in oral,literary, and media texts, anddiscuss how it enhancesunderstanding of people,places, actions, and events

3. identify language and visualimages that create mood andevoke emotion in oral,literary, and media texts

3. identify and describetechniques used to createmood in oral, literary, andmedia texts







Expe

rienc

eV

ario

us T

exts

1. experience texts from avariety of genres andcultural traditions, andexplain interpretations of thetext*

1. experience texts from avariety of genres andcultural traditions, andexplain variousinterpretations of the sametext*

1. experience a range of textsfrom a variety of genres andcultural traditions, andconsider alternativeinterpretations andevaluations*

Con

nect

Sel

f,Te

xts,

and

Cul

ture

2. compare the portrayals ofpeople, events, orperspectives from a varietyof oral, literary, and mediatexts

2. compare the themesportrayed in a variety oforal, literary, and mediatexts

2. compare the themes andvalues portrayed in a varietyof oral, literary, and mediatexts

App

reci

ate

the

Arti

stry

of T

exts

3. discuss how word choiceand supporting details inoral, literary, and mediatexts affect purpose andaudience

3. examine how word choice inoral, literary, and mediatexts alters and enhancesmood or meaning and affectsaudience

3. analyze how word choiceand visual images in oral,literary, and media textscreate a composite meaningand effect




2.3 Understand Forms and Techniques



Form

san

d G

enre

s

1. distinguish betweenwhat is realistic andimaginary in oral,literary, and mediaforms and texts

1. recognize differentoral, literary, andmedia forms andtexts

1. recognize thatinformation andideas can beexpressed in avariety of forms andtexts

1. recognize thedistinguishingfeatures of a varietyof forms and texts

Tech

niqu

esan

d El

emen

ts

2. develop a sense ofstory throughlistening, reading,and viewingexperiences

2. identify thebeginning, middle,and end of oral,literary, and mediatexts

2. represent thebeginning, middle,and end of oral,literary, and mediatexts

2. identify thesequence of eventsin oral, literary, andmedia texts, thetime and place inwhich they occurand the roles ofmain characters

Voc

abul

ary

3. demonstratecuriosity about andexperiment withsounds, letters,words, and wordpatterns

3. experiment withparts of words,word combinations,and word patterns

3. explorecommonalities inword families toincrease vocabulary

3. use knowledge ofcommonalities inword families toincrease vocabularyin a variety ofcontexts

Expe

rimen

tw

ith L

angu

age

4. appreciate thesounds and rhythmsof language

4. appreciaterepetition, rhyme,and rhythm inshared languageexperiences

4. demonstrate interestin the sounds ofwords, wordcombinations, andphrases

4. identify examplesof repeated soundsand poetic effectsthat contribute toenjoyment;recognize humourin oral, literary, andmedia texts

Cre

ate

Orig

inal

Tex

ts 5. create original oraland media texts

5. create basic texts tocommunicate anddemonstrateunderstanding ofbasic forms

5. create basic texts tocommunicate anddemonstrateunderstanding offorms andtechniques

5. create original textsto communicate anddemonstrateunderstanding offorms andtechniques






Form

san

d G

enre

s

1. distinguish similarities anddifferences between variousoral, literary, and mediaforms and texts

1. understand and use a varietyof oral, literary, and mediaforms and texts

1. recognize key characteristicsof various oral, literary, andmedia genres, such as myths,short novels, poetry,drawings, and prints

Tech

niqu

esan

d El

emen

ts

2. explain connections betweenevents and roles of maincharacters in oral, literary,and media texts; identify howthese connections mayinfluence people’sbehaviours

2. identify key elements,including plot, setting, andcharacterization, andtechniques such as colour,music, and speed, in oral,literary, and media texts

2. examine key elements andtechniques in oral, literary,and media texts

Voc

abul

ary

3. build knowledge of wordsand word relationships, usinga variety of sources

3. expand knowledge of wordsand word relationships, usinga variety of sources

3. identify how and why wordstructures and meaningschange

Expe

rimen

tw

ith L

angu

age

4. recognize how words andword combinations such asword-play, repetition, andrhyme influence or conveymeaning; recognize thatexaggeration can be used toconvey humour

4. recognize how words andword combinations such asword-play, repetition, andrhyme influence or conveymeaning; identify ways inwhich exaggeration is used toconvey humour

4. experiment with words andsentence patterns for avariety of purposes

Cre

ate

Orig

inal

Tex

ts 5. create original texts tocommunicate anddemonstrate understanding offorms and techniques

5. create original texts tocommunicate anddemonstrate understanding offorms and techniques

5. create original texts tocommunicate anddemonstrate understanding offorms and techniques






Form

san

d G

enre

s

1. identify preferences forparticular oral, literary, andmedia forms and genres

1. demonstrate appreciation forthe appropriate use ofvarious forms and genresaccording to purpose,audience, and content

1. explain preferences forparticular oral, literary, andmedia forms and genres

Tech

niqu

esan

d El

emen

ts

2. examine techniques of plotdevelopment in oral, literary,and media texts, and exploretheir impact

2. examine techniques of plotdevelopment in oral, literary,and media texts, andexamine how they interact tocreate effect

2. examine techniques of plotdevelopment and ofpersuasion in oral, literary,and media texts

Voc

abul

ary

3. explore factors, such ashistory, social trends, andgeographic isolation, thatinfluence word families andthe evolution of language

3. appreciate variations inlanguage, accent, and dialectin communities, regions, andcountries, and recognize thederivation and use of words,phrases, and jargon

3. recognize uses and abuses ofslang, colloquialism, andjargon

Expe

rimen

tw

ith L

angu

age

4. identify creative uses oflanguage in oral, literary,and media texts

4. identify creative uses oflanguage in popular culture,and explain how imageryand figures of speech createtone and mood in texts

4. examine creative uses oflanguage in popular culture,and recognize howfigurative language andtechniques create a dominantimpression, mood, tone, andstyle

Cre

ate

Orig

inal

Tex

ts

5. create original texts tocommunicate anddemonstrate understandingof forms and techniques








Form

san

d G

enre

s

1. describe various oral,literary, and media formsand genres

1. recognize uniquecharacteristics of a variety oforal, literary, and mediaforms and genres

1. understand how choice ofgenre and form affectsaudience response

Tech

niqu

esan

d El

emen

ts

2. examine how plot, character,and setting contribute to anoverall theme, and recognizethe effectiveness oftechniques used in oral,literary, and media texts

2. analyze how plot, character,setting, and mood enhancemeaning, and evaluate theeffectiveness of techniquesused in oral, literary, andmedia texts

2. evaluate how elements andtechniques are combined tocreate effect

Voc

abul

ary

3. recognize uses and abuses ofslang, colloquialism, andjargon

3. recognize the use of archaiclanguage, and examine howword usage evolves overtime

3. recognize the derivation ofspecialized and technicallanguage and the role ofculture and invention inword creation and usage(such as computerterminology)

Expe

rimen

tw

ith L

angu

age

4. analyze ways in whichcreative uses of languageinfluence thought, emotion,and meaning, and identifyhow symbols are used torepresent abstract ideas

4. evaluate ways in whichcreative uses of languagedevelop a personal style, andevaluate the effectiveness ofmedia techniques anddevices

4. evaluate ways in whichcreative uses of languagedevelop a personal style, andevaluate the effectiveness ofmedia techniques anddevices (such as fades,close-ups, and flashbacks)

Cre

ate

Orig

inal

Tex

ts

5. create original texts, such aseditorials, plays, displays,photographs, and mediapresentations tocommunicate anddemonstrate understandingof forms and techniques

5. create original texts, such asbiographies, audio or videopresentations, and photoessays to communicate anddemonstrate understandingof forms and techniques

5. create original texts, such asmultimedia presentations,artistic representations, andpersonal compositions tocommunicate anddemonstrate understandingof forms and techniques



3.1 Plan and Focus



Use

Per

sona

lK

now

ledg

e

1. demonstratepersonalknowledge of atopic

1. contribute personalknowledge of atopic to gatherinformation

1. record and sharepersonalknowledge of atopic to identifyinformation needs

1. identify andcategorize personalknowledge of atopic to determineinformation needs

Ask

Que

stio

ns

2. ask commonly usedquestions to satisfypersonal curiosityand informationneeds in theclassroom context

2. ask basic questionsto satisfy personalcuriosity andinformation needs

2. ask questions tounderstand a topic,and identifyinformation needs

2. ask topic-appropriatequestions; identifyand communicateinformation needs

Parti

cipa

te in

Gro

up In

quiry

3. ask and answercommonly usedquestions to helpsatisfy groupcuriosity andinformation needsin the classroomcontext

3. ask and answerbasic questions tohelp satisfy groupcuriosity andinformation needson a topic

3. contribute relevantinformation andquestions to assistin groupunderstanding of atopic or task

3. contributeknowledge of atopic in groupdiscussion to assistin groupunderstanding of atopic or task

Cre

ate

and

Follo

w a

Pla

n

4. listen to and followsimple directions inthe classroomcontext

4. listen actively andfollow directionsfor gatheringinformation andideas

4. recall and followdirections foraccessing andgatheringinformation

4. recall and follow asequential plan foraccessing andgatheringinformation

General Learning Outcome 3Students will listen, speak, read, write, view, and represent in German to manage ideas andinformation.


3.1 Plan and Focus



Use

Per

sona

lK

now

ledg

e

1. categorize personalknowledge of a topic todetermine information needs

1. summarize personalknowledge of a topic incategories to determineinformation needs

1. summarize and focuspersonal knowledge of atopic to determineinformation needs

Ask

Que

stio

ns

2. ask general and specificquestions on topics, usingpredetermined categories

2. formulate general andspecific questions to identifyinformation needs

2. formulate relevant questionsto focus information needs

Parti

cipa

te in

Gro

up In

quiry

3. identify relevant personalknowledge of a topic andpossible categories ofquestions and purposes forgroup inquiry or research

3. share personal knowledge ofa selected topic to helpformulate relevant questionsappropriate to a specificaudience and purpose forgroup inquiry or research

3. contribute to groupknowledge of topics to helpidentify and focusinformation needs, sources,and purposes for groupinquiry or research

Cre

ate

and

Follo

w a

Pla

n 4. select and use a plan forgathering information

4. gather and recordinformation and ideas usinga plan

4. create and follow a plan tocollect and recordinformation



3.1 Plan and Focus



Use

Per

sona

lK

now

ledg

e

1. examine personal knowledgeof and experiences related toa topic to determineinformation needs

1. determine personalknowledge of a topic togenerate possible areas ofinquiry or research

1. determine depth and breadthof personal knowledge of atopic to identify possibleareas of inquiry or research

Ask

Que

stio

ns

2. formulate, with guidance, avariety of relevant questionson a topic to establish apurpose for seekinginformation

2. formulate, independently,relevant main andsubordinate questions on atopic to establish a purposefor gathering information

2. develop a variety of focusedquestions to establish apurpose for gatheringinformation

Parti

cipa

te in

Gro

up In

quiry

3. contribute to groupknowledge of topics to helpidentify and focusinformation needs, sources,and purposes for groupinquiry or research

3. contribute ideas, knowledge,and questions to helpestablish group inquiry orresearch focuses andpurposes

3. contribute ideas, knowledge,and strategies to helpidentify group informationneeds and sources

Cre

ate

and

Follo

w a

Pla

n

4. prepare and use a plan toaccess information and ideasfrom a variety of sources,such as teachers, peers, printand non-print materials, andelectronic sources

4. prepare and use a plan toaccess, gather, and recordrelevant information in ownwords from a variety ofhuman, print, and electronicsources

4. prepare and use a plan toaccess, gather, and evaluateinformation and ideas from avariety of human, print, andelectronic sources



3.1 Plan and Focus



Use

Per

sona

lK

now

ledg

e

1. use personal expertise andthat of others on a topic todetermine inquiry orresearch focus

1. reflect on own expertise andinformation and that ofothers to identify topicinterests, depth ofknowledge, and informationneeds for inquiry or research

1. reflect on personalunderstanding andknowledge to determinetopic interests, gaps inknowledge, and inquiry orresearch objectives

Ask

Que

stio

ns

2. develop focused inquiry orresearch questions toanticipate personal andaudience needs on a topic

2. formulate and adjust inquiryor research questions tofocus a topic and purpose

2. develop effective, focusedinquiry or research questions

Parti

cipa

te in

Gro

up In

quiry

3. collaborate to identify groupknowledge base anddetermine inquiry orresearch topic focus

3. collaborate to identify groupknowledge base anddetermine inquiry orresearch topic focus

3. collaborate to determine ownknowledge base and that ofothers, and determineinquiry or research topicfocus

Cre

ate

and

Follo

w a

Pla

n

4. prepare, use, and adjust aninquiry or research plan asneeded to access relevantinformation and ideasindependently using avariety of methods

4. prepare, use, and revise aninquiry or research plan, andlocate, access, and recordrelevant information from avariety of sources

4. prepare, use, and revise aninquiry or research plan, andlocate, access, evaluate, andselect relevant informationindependently from a varietyof sources



3.2 Select and Process



Iden

tify

Pers

onal

and

Peer

Kno

wle

dge

1. identify self andothers as sources ofinformation

1. identify and sharebasic personalknowledge relatedto experiences

1. participate in groupdiscussion togenerateinformation on atopic and toidentify sources ofadditionalinformation

1. record and sharepersonalknowledge of atopic

Iden

tify

Sour

ces

2. seek informationfrom others in theclassroom context

2. seek informationfrom a variety ofsources

2. answer questions,using oral, visual,and printinformation sources

2. access information,using a variety ofsources

Eval

uate

Sour

ces

3. recognize wheninformationanswers thequestions asked

3. recognize wheninformationanswers thequestions asked

3. compare gatheredideas andinformation topersonalknowledge

3. match informationto inquiry orresearch needs

Acc

ess

Info

rmat

ion

4. use visual andauditory cues tounderstand ideasand information

4. use visual andauditory cues tomake meaning;understand thatlibrary materialshave a specificorganizationalsystem

4. use visual andauditory cues tomake meaning; usethe specific libraryorganizationalsystem to locateinformation andideas; use titles tolocate information

4. use knowledge ofvisual and auditorycues andorganizationaldevices to locate andgather informationand ideas

Mak

e Se

nse

ofIn

form

atio

n

5. use priorknowledge to makesense ofinformation

5. make and checkpredictions usingprior knowledgeand oral, visual,and written textfeatures tounderstandinformation

5. make connectionsbetween priorknowledge, ideas,and informationand oral, visual,and written textfeatures

5. determine mainideas ininformation usingprior knowledge,predictions,connections, andinferences






Iden

tify

Pers

onal

and

Peer

Kno

wle

dge

1. record, select, and sharepersonal knowledge of atopic to focus inquiry orresearch

1. record, select, and sharepersonal knowledge of atopic to focus inquiry orresearch

1. record personal knowledgeof a topic and collaborate togenerate information forinquiry or research

Iden

tify

Sour

ces

2. answer inquiry or researchquestions, using a variety ofinformation sources



Eval

uate

Sour

ces

3. review information todetermine its usefulness toinquiry or research needs



Acc

ess

Info

rmat

ion

4. use knowledge of visual andauditory cues andorganizational devices tolocate and gather a variety ofinformation and ideas

4. use a variety of tools toaccess information andideas; use visual andauditory cues to identifyimportant information

4. use a variety of tools toaccess information andideas; use visual andauditory cues to gatherimportant information

Mak

e Se

nse

ofIn

form

atio

n

5. determine main andsupporting ideas using priorknowledge, predictions,connections, inferences, andvisual and auditory cues

5. recognize organizationalpatterns of oral, visual, andwritten text; skim, scan, andlisten for key words andphrases

5. use organizational patternsof oral, visual, and writtentext to construct meaning;skim, scan, and read closelyto gather information






Iden

tify

Pers

onal

and

Peer

Kno

wle

dge 1. select and organize personal

and peer knowledge of a topicto establish an informationbase for inquiry or research

1. access, record, and appraisepersonal and peer knowledgeand understanding of a topicto establish an informationbase for inquiry or research

1. access, record, and appraisepersonal and peer knowledgeof a topic, and evaluate it forbreadth and depth to establishan information base forinquiry or research

Iden

tify

Sour

ces

2. extend inquiry and researchquestions, using a variety ofinformation sources

2. distinguish between fact andopinion when inquiring orresearching using a variety ofinformation sources

2. obtain information and variedperspectives when inquiringor researching using a varietyof information sources

Eval

uate

Sour

ces

3. use pre-established criteria toevaluate the currency,usefulness, and reliability ofinformation sources inanswering inquiry or researchquestions

3. develop and use criteria forevaluating informationsources for a particularinquiry or research plan

3. evaluate information sourcesfor possible bias using criteriadesigned for a particularinquiry or research plan

Acc

ess

Info

rmat

ion

4. expand and use a repertoire ofskills, including visual andauditory, to accessinformation and ideas from avariety of sources

4. recall, expand, and use avariety of skills, includingvisual and auditory, to accessinformation and ideas from avariety of sources

4. expand and use a variety ofskills, including visual andauditory, to accessinformation and ideas from avariety of sources

Mak

e Se

nse

ofIn

form

atio

n

5. determine literal and impliedmeaning of oral, visual, andwritten texts, using a varietyof strategies and cues

5. determine literal and impliedmeaning; adjust rate ofreading or viewing accordingto purpose, topic, density ofinformation, andorganizational patterns of text

5. identify a variety of factors,such as organizationalpatterns of text, page layouts,font styles, colour, voice-overand camera angle, that affectmeaning; scan to locatespecific information quickly;and summarize, report, andrecord main ideas of extendedoral, visual, and written texts






Iden

tify

Pers

onal

and

Peer

Kno

wle

dge 1. access, record, and appraise

personal expertise on aninquiry or research topic,and initiate inquiry orresearch, usingpre-established criteria

1. access, record, and appraisepersonal expertise on aninquiry or research topic,and focus inquiry or researchaccording to pre-establishedorganization of a project

1. identify personal knowledgeof a topic and designprojects to generateadditional knowledge andideas

Iden

tify

Sour

ces

2. identify a range of diverseinformation sources tosatisfy inquiry or researchneeds

2. identify a range ofinformation sources on aninquiry or research topic

2. identify a range of diverseforms of information sourcesto satisfy information needs

Eval

uate

Sour

ces

3. evaluate the quality ofinformation sources andperspectives for a particularinquiry or research plan

3. evaluate the reliability andcredibility of informationsources

3. evaluate potentialinformation sources forbreadth, depth, reliability,validity, and accessibility

Acc

ess

Info

rmat

ion

4. expand and use a variety ofskills to access informationand ideas from a variety ofsources

4. use a combination ofinformation retrievalknowledge and skills forparticular topics andpurposes, and expand anduse a variety of skills toaccess information and ideasfrom a variety of sources

4. use information retrievalknowledge and skills toaccess and make sense ofinformation, and createpersonalized strategies toaccomplish a task based ontime available and depth oftopic

Mak

e Se

nse

ofIn

form

atio

n

5. identify a variety of factorsthat affect meaning, and useeffective listening, reading,and viewing techniques

5. identify and analyze avariety of factors that affectmeaning, skim and scan forrequired information, anduse effective listening,reading, and viewingtechniques

5. identify and analyze avariety of factors that affectmeaning, and listen, read,and view actively forthemes, main ideas, andsupporting details ofspeakers and writers



3.3 Organize, Record, and Assess



Org

aniz

eIn

form

atio

n

1. categorize objectsand visualsaccording tosimilarities anddifferences

1. identify andcategorizeinformationaccording tosimilarities,differences, patterns,and sequences

1. categorize relatedinformation andideas, using a varietyof strategies, such aswebbing, graphicorganizers, andcharts

1. organize and explaininformation andideas, using a varietyof strategies, such asclustering,categorizing, andsequencing

Rec

ord

Info

rmat

ion

2. represent and shareinformation andideas, and composewith a scribe

2. represent and expresskey facts and ideas invisual form or withwords

2. record key facts andideas in own words;identify authors andtitles of sources

2. record facts andideas, using a varietyof strategies; listauthors and titles ofsources

Eval

uate

Info

rmat

ion

3. share informationgathered on aspecific topic

3. use gatheredinformation as abasis forcommunication

3. examine gatheredinformation to decidewhat information toshare or omit

3. determine whethercollected informationis adequate for theestablished purpose

Dev

elop

New

Und

erst

andi

ng

4. participate ininformation-gatheringexperiences

4. recall, share, andrecord information-gatheringexperiences in visualor text form

4. recall, discuss,and recordinformation-gatheringexperiences

4. use gatheredinformation andquestions to reviewand add toknowledge






Org

aniz

eIn

form

atio

n

1. organize information andideas in logical sequences,using a variety of strategies

1. organize information andideas into categories, using avariety of strategies

1. organize information andideas, using a variety ofstrategies and techniques

Rec

ord

Info

rmat

ion

2. record facts and ideas, usinga variety of strategies; listauthors and titles of sources

2. record key words, phrases,and images by subtopics; citeauthors and titles of sourcesappropriately

2. record information in ownwords; cite authors and titlesappropriately and providepublication dates of sources

Eval

uate

Info

rmat

ion

3. examine collectedinformation to identify whichcategories or aspects of atopic need more information

3. recognize gaps in theinformation gathered andlocate any additionalinformation needed

3. recognize gaps in theinformation gathered andlocate any additionalinformation needed for aparticular form, audience,and purpose

Dev

elop

New

Und

erst

andi

ng

4. use gathered information andquestions to review and addto knowledge; consider newquestions regarding theinquiry or research processand content

4. determine information needsduring the inquiry orresearch process; discuss andassess inquiry or researchexperiences and skills

4. assess knowledge gainedthrough the inquiry orresearch process; formpersonal conclusions andgenerate new questions forfurther inquiry or research






Org

aniz

eIn

form

atio

n

1. organize information andideas in order of priorityaccording to topic and taskrequirements

1. organize information andideas by selecting ordeveloping categoriesappropriate to a particulartopic and purpose

1. organize information andideas by developing andselecting appropriatecategories andorganizational structures

Rec

ord

Info

rmat

ion

2. make notes in point form,summarizing major ideasand supporting details;reference sources

2. make notes using headingsand subheadings or graphicorganizers appropriate to atopic; reference sources

2. summarize and recordinformation in a variety offorms in own words,paraphrasing and/or quotingrelevant facts and opinions;reference sources

Eval

uate

Info

rmat

ion

3. recognize gaps in theinformation gathered andlocate any additionalinformation needed for aparticular form, audience,and purpose

3. assess the appropriateness ofthe amount and quality ofinformation collected, andrecognize and addressinformation gaps forparticular forms, audiences,and purposes

3. distinguish between mainand supporting informationto evaluate usefulness,relevance, and completeness,and address informationgaps for particular forms,audiences, and purposes

Dev

elop

New

Und

erst

andi

ng

4. assess knowledge gainedthrough the inquiry orresearch process, and formpersonal conclusions andgenerate new questions forfurther inquiry or research

4. organize new informationand connect it to priorknowledge, and reflect onthe impact of newinformation on the inquiry orresearch process

4. reflect on new knowledgeand its value to self, anddetermine personal inquiryand research strengths andlearning goals






Org

aniz

eIn

form

atio

n

1. organize and reorganizeinformation and ideas in avariety of forms for differentpurposes

1. develop flexibility andindependence in organizinginformation and ideas, usinga variety of strategies

1. organize information andideas according to topic,purpose, form ofpresentation, and finalproduct

Rec

ord

Info

rmat

ion

2. record information and ideas,using a variety oforganizational structuresappropriate to purpose;reference sources

2. record and summarize factsand information from avariety of sources; referencesources

2. record and summarizeinformation and perspectivesfrom a variety of sources andpresentation forms

Eval

uate

Info

rmat

ion

3. evaluate collectedinformation forcompleteness, accuracy,relevance, and effectiveness,and address information gapsfor particular forms,audiences, and purposes

3. evaluate collectedinformation forcompleteness, accuracy,currency, and relevance forparticular forms, audiences,and purposes

3. evaluate collectedinformation forcompleteness, accuracy,currency, relevance, andeffectiveness for particularforms, audiences, andpurposes

Dev

elop

New

Und

erst

andi

ng

4. integrate new informationwith prior knowledge toform new ideas, and reflecton implications of inquiry orresearch methods andconclusions

4. synthesize a variety ofperspectives; consideralternative methods ofreaching inquiry or researchgoals

4. evaluate the contribution ofnew information to personalknowledge base, and self-assess inquiry, research,authoring, and presentationskills






Gen

erat

eId

eas

1. share or demonstrateideas from personalexperiences

1. contribute ideasfrom personalexperiences for oral,written, and visualtexts

1. generate andcontribute ideas onparticular topics fororal, written, andvisual texts

1. generate andcontribute ideas onparticular topics fororal, written, andvisual texts

Cho

ose

Form

s

2. participate in sharedoral, literary, andmedia experiences

2. share ideas andexperiences, usingsimple forms* in theclassroom context

2. share ideas andexperiences, usingvarious forms* forparticular audiences

2. use a variety offorms* for particularaudiences andpurposes

Org

aniz

eId

eas

3. recognize that ideasexpressed in orallanguage can berepresented andrecorded

3. organize visuals andfamiliar print toexpress ideas andtell stories

3. organize visuals andprint to expressideas and tell storieswith a beginning,middle, and end

3. order ideas to createa beginning, middle,and end in own oral,written, and visualtexts

___________________*Refer to the Sample List of Text Forms in the Appendix.

General Learning Outcome 4Students will listen, speak, read, write, view, and represent in German to enhance the clarity andartistry of communication.





Gen

erat

eId

eas

1. generate and contributeideas on particular topics fororal, written, and visualtexts, using a variety ofstrategies

1. focus a topic for oral,written, and visual texts,using a variety of strategies

1. focus a topic for oral,written, and visual texts,using a variety of strategies

Cho

ose

Form

s

2. use a variety of forms* forparticular audiences andpurposes



Org

aniz

eId

eas

3. develop and arrange ideas inown oral, written, and visualtexts, using organizers

3. develop and arrange ideas inown oral, written, and visualtexts, using a variety oforganizers

3. use listening, reading, andviewing experiences asmodels for organizing ideasin own oral, written, andvisual texts

___________________ *Refer to the Sample List of Text Forms in the Appendix.






Gen

erat

eId

eas

1. experiment with variousways to generate ideas andfocus a topic

1. consider form and audiencewhen generating ideas andfocusing a topic

1. use a variety of techniques togenerate and select ideas fororal, written, and visual texts

Cho

ose

Form

s

2. select and compose usingspecific forms that servevarious audiences andpurposes



Org

aniz

eId

eas

3. identify and use appropriateorganizational patterns inown oral, written, and visualtexts

3. identify and use a variety oforganizational patterns inown oral, written, and visualtexts; compose effectiveintroductions andconclusions

3. identify and use a variety oforganizational patterns inown oral, written, and visualtexts; use effectivetransitions






Gen

erat

eId

eas

1. synthesize ideas frompersonal experiences andother sources to focus a topic

1. generate, evaluate, and selectideas to achieve personalcommunication purposes,and choose a formappropriate to audience andpurpose

1. consider personal needs andtopic, purpose, and audiencewhen generating ideas

Cho

ose

Form

s

2. use a variety of forms tomatch content, audience, andpurpose

2. use and adapt a variety offorms to match content,audience, and purpose

2. use a variety of formsappropriate to identifiedcontent, audience, andpurpose

Org

aniz

eId

eas

3. experiment with more thanone organizational structurefor own oral, written, andvisual texts

3. use organizational structuresand techniques encounteredin listening, reading, andviewing experiences toenhance own oral, written,and visual texts

3. understand the importance oforganizing oral, written, andvisual texts to achievepurposes



4.2 Enhance and Improve



App

rais

e O

wn

and

Oth

ers’

Wor

k 1. participate in thesharing of owncreations and thoseof others

1. talk about owncreations and thoseof others, usingbasic, commonlyused expressions

1. talk about owncreations and thoseof others, usingcommonly usedexpressions

1. share own storiesand creations withpeers, and respondto questions orcomments

Rev

ise

Con

tent

2. express lack ofunderstanding

2. ask basic questionsto clarify meaning

2. retell to clarify ideas 2. revise own ideas toaccommodate newideas andinformation

Enha

nce

Legi

bilit

y

3. trace and copyletters; recognizeletter keys on thekeyboard

3. form recognizableletters; use letterkeys and basic keyson the keyboard

3. strive forconsistency in lettersize and shape; printletters in the correctdirection; exploreand use thekeyboard to producetext

3. print or write legiblyusing a style that isconsistent inalignment, shapeand spacing;demonstrate basickeyboarding skills

Enha

nce

Arti

stry

4. use familiar wordsto describe ideas

4. use familiar wordsor simple sentencesto describe ideas

4. experiment withwords and sentencepatterns, withsupport

4. experiment withwords and simplesentence patterns

Enha

nce

Pres

enta

tion

5. use visuals toexpress ideas,feelings, andinformation

5. use familiar wordswith visuals toexpress ideas,feelings, andinformation

5. combineillustrations andsimple written textsto express ideas,feelings, andinformation

5. combineillustrations andwritten texts toexpress ideas,feelings, andinformation






App

rais

e O

wn

and

Oth

ers’

Wor

k 1. share own stories andcreations in various ways,and obtain feedback fromothers

1. share own stories andcreations in various ways,and give support and offerfeedback to peers, using pre-established criteria

1. share own stories andcreations in various wayswith peers, and give supportand offer feedback to peers,using pre-established criteria

Rev

ise

Con

tent

2. revise to focus on main ideasand relevant information

2. revise to create aninteresting impression andcheck for sequence of ideas

2. revise for content,organization, and clarity

Enha

nce

Legi

bilit

y

3. write legibly, using ahandwriting style that isconsistent in alignment,shape and spacing;experiment with the use oftemplates and familiarsoftware when composingand revising

3. write legibly, and use wordprocessing when composingand revising

3. write legibly and at a paceappropriate to context andpurpose when composingand revising; select and usea variety of design elements,such as spacing, graphics,titles, and headings, whenappropriate

Enha

nce

Arti

stry

4. select from a range of wordchoices, and use simplesentence patterns tocommunicate ideas andinformation

4. choose descriptive languageand sentence patterns toclarify and enhance ideas

4. choose descriptive language,and use varied sentencelengths and structures toclarify and enhance ideas

Enha

nce

Pres

enta

tion

5. prepare neat and organizedcompositions, reports, andcharts that engage theaudience

5. prepare organizedcompositions and reports,using sound effects andvisuals, such as graphs,charts, and diagrams, thatengage the audience

5. prepare organizedcompositions, presentations,reports, and inquiry orresearch projects, usingtemplates or pre-establishedorganizers






App

rais

e O

wn

and

Oth

ers’

Wor

k

1. share own work in a varietyof ways, and appraiseparticular aspects of ownwork and that of others,using pre-established criteria

1. share and discuss particularqualities of samples fromown collection of work, andaccept and provideconstructive suggestions forrevising own work and thatof others

1. share own work in a varietyof ways, appraise own workand that of others, usingappropriate criteria, andsuggest revisions to ownwork and that of others,using a variety of strategies

Rev

ise

Con

tent

2. revise to create effectivesentences that conveycontent clearly

2. revise to enhance meaningand effect according toaudience and purpose

2. review previous draft andrevise to refinecommunication

Enha

nce

Legi

bilit

y

3. determine theappropriateness ofhandwriting or wordprocessing for a particulartask when composing andrevising, and combine printand visuals when desktoppublishing

3. format for legibility andemphasis when composingand revising, and enhancethe coherence of documents,using electronic editingfunctions

3. format for legibility and useword processing effectivelyand efficiently whencomposing and revising, anduse electronic designelements to combine printand visuals

Enha

nce

Arti

stry

4. select words to enhanceclarity and artistry; usevaried sentence lengths andstructures

4. select appropriate words andsentence patterns duringrevision to enhance clarityand artistry

4. identify figures of speech;select appropriate words andsentence patterns duringrevision to enhance clarityand artistry

Enha

nce

Pres

enta

tion

5. prepare compositions,reports, and inquiry orresearch projects, using avariety of text organizers

5. prepare compositions,reports, presentations, andinquiry or research projects,using a variety of textorganizers

5. prepare compositions,presentations, reports,essays, and inquiry orresearch projects in ameaningful order and withadequate detail for audienceunderstanding






App

rais

e O

wn

and

Oth

ers’

Wor

k

1. share own work in a varietyof forums, and appraise ownwork and respond to thework of others, using pre-established criteria

1. share own work in a varietyof forums, and respond toand appraise own ideas,language use, and forms andthose of others relative topurpose and audience

1. share own work in a varietyof forums, and respond toand appraise theeffectiveness of own workand that of others

Rev

ise

Con

tent

2. recognize a variety ofcommunication stylesappropriate in both publicand personal contexts

2. use words that are precise,use vivid adjectives andadverbs, and experimentwith figurative language

2. apply communication stylesfor a variety of purposes,such as dramatic effect,personal introduction, andformal debate, and useprecise and appropriatelanguage in context

Enha

nce

Legi

bilit

y

3. use desktop publishing toadapt, combine, and createdocuments

3. use a combination oftechnological and non-technological forms tocreate multimediapresentations and documents

3. use a combination oftechnological and non-technological forms topublish and createmultimedia presentations

Enha

nce

Arti

stry

4. analyze drafts and revise toenhance clarity ofexpression

4. analyze drafts and revise toensure coherence and unity

4. analyze drafts and revise toensure unity, emphasis, andcoherence

Enha

nce

Pres

enta

tion

5. prepare compositions,presentations, reports,essays, and inquiry orresearch projects in aneffective order and withadequate detail

5. use a variety of styles andformats for descriptive,narrative, and expositorycompositions, and useresearch to support andenhance description

5. use logical and persuasivelanguage, and incorporateinformation into a variety offorms and styles foreffective, creativeexpression of ideas, feelings,and information



4.3 Attend to Conventions



Gra

mm

aran

d U

sage

1. check forcompleteness ofwork, with guidance

1. check forcompleteness ofwork and add details,with guidance

1. check forcompleteness ofwork and add details

1. edit for completesentences

Spel

ling

2. connect sounds withletters

2. spell familiar words 2. spell familiar words,using basic strategiesand resources; knowspelling conventions

2. spell familiar words,using a variety ofstrategies andresources; knowspelling conventions

Cap

italiz

atio

nan

d Pu

nctu

atio

n 3. recognize some basicwriting conventions

3. know and use basicwriting conventions

3. know and use basicwriting conventionswhen editing andproofreading

3. know and use basicwriting conventionswhen editing andproofreading






Gra

mm

aran

d U

sage

1. edit for complete sentencesand to eliminate unnecessaryrepetition of words

1. edit to eliminate sentencefragments and run-onsentences

1. edit to eliminate sentencefragments and run-onsentences

Spel

ling

2. know spelling conventions,using a variety of strategies,resources, and spellingpatterns when editing andproofreading

2. understand and knowspelling conventions, using avariety of spelling patternswhen editing andproofreading; predict thespelling of unfamiliar words,using a variety of resourcesto confirm correctness

2. know and apply spellingconventions, usingappropriate strategies andpatterns when editing andproofreading; use a varietyof resources to determine thespelling of commonexceptions

Cap

italiz

atio

nan

d Pu

nctu

atio

n 3. know and use writingconventions when editingand proofreading

3. know and use writingconventions, and apply theseconventions when editingand proofreading

3. know and apply writingconventions in sentences,titles, headings, salutations,and addresses when editingand proofreading






Gra

mm

aran

d U

sage

1. edit for basic grammaticalaccuracy

1. edit for basic grammaticalaccuracy and to eliminateunnecessary repetition ofwords and ideas

1. edit for basic grammaticalaccuracy, sentence variety,word choice, and styleappropriate to audience andpurpose

Spel

ling

2. know spelling conventionsand apply them to familiarwords; use appropriateresources when editing andproofreading

2. know spelling conventionsand apply them to familiarand unfamiliar words; useappropriate resources whenediting and proofreading

2. know and apply a repertoireof spelling conventionswhen editing andproofreading

Cap

italiz

atio

nan

d Pu

nctu

atio

n 3. know and apply writingconventions in simple,compound, and complexsentences when editing andproofreading

3. know and apply writingconventions consistently in avariety of sentence structuresand written forms whenediting and proofreading

3. know and apply writingconventions (such asdialogues and quotations)when editing andproofreading






Gra

mm

aran

d U

sage

1. edit for basic grammaticalaccuracy, appropriate style,and emphasis for intendedaudience and purpose

1. proofread for errors inlanguage usage andgrammar

1. adjust grammaticalstructures to ensure clarityand achieve desired styleand form

Spel

ling

2. know and apply spellingconventions consistently,and monitor for correctnesswhen editing andproofreading, usingappropriate resources

2. know and apply spellingconventions consistentlywhen editing andproofreading

2. know and apply spellingconventions consistentlywhen editing andproofreading

Cap

italiz

atio

nan

d Pu

nctu

atio

n 3. know and apply writingconventions (such asbibliographies) when editingand proofreading

3. know and apply writingconventions when editingand proofreading

3. know and apply writingconventions when editingand proofreading



4.4 Present and Share



Shar

e Id

eas

and

Info

rmat

ion

1. use illustrations andother materials toshare informationand ideas

1. share informationand ideas in a briefpresentation to afamiliar audience,and use illustrationsand other materialsto aid thepresentation

1. share informationand ideas on a topicwith a familiaraudience, and clarifyinformation byresponding to basicquestions

1. share informationand ideas on a topicwith a familiaraudience, and clarifyinformation byresponding toquestions

Effe

ctiv

e O

ral a

ndV

isua

l Com

mun

icat

ion 2. express and represent

ideas through variousmedia and forms

2. share informationand ideas with agroup

2. present informationand ideas usingappropriate volume,intonation, and non-verbal cues

2. present informationand ideas usingappropriate volume,intonation, and non-verbal cues

Atte

ntiv

e Li

sten

ing

and

Vie

win

g

3. demonstrate activelistening and viewingbehaviours

3. demonstrate activelistening and viewingbehaviours

3. demonstrateappropriate audiencebehaviours

3. demonstrateappropriate audiencebehaviours






Shar

e Id

eas

and

Info

rmat

ion

1. present information andideas on a topic to engage afamiliar audience, using apre-established plan, and useprint and nonprint aids toenhance the presentation

1. prepare and shareinformation on a topic, usingprint and nonprint aids toengage and inform a familiaraudience

1. prepare and shareinformation on a topic, usingprint, audiovisual, anddramatic forms to engage theaudience

Effe

ctiv

e O

ral a

ndV

isua

l Com

mun

icat

ion 2. describe and explain

information and ideas to aparticular audience, andselect and use appropriatevolume, intonation, andnonverbal cues

2. use gestures and facialexpression to enhance oralpresentations; use emphasisand appropriate pacing;arrange the presentationspace to focus audienceattention

2. use appropriate volume,phrasing, intonation,presentation space, andnonverbal cues such as bodylanguage and facialexpression to enhancecommunication

Atte

ntiv

e Li

sten

ing

and

Vie

win

g

3. demonstrate appropriateaudience behaviours

3. show respect for thepresenter through activelistening and viewingbehaviours

3. demonstrate critical listeningand viewing behaviours, andshow respect for thepresenter






Shar

e Id

eas

and

Info

rmat

ion

1. facilitate small groupactivities and short, wholeclass sessions to shareinformation on a topic, usingpre-established activelearning strategies, such asrole-plays, language games,and simulations

1. plan and facilitate smallgroup activities and short,whole class sessions to shareinformation on a topic, usinga variety of engagingmethods, such as mini-lessons, role-plays, andvisual aids

1. plan and conduct peer-involved class activities toshare individual inquiry orresearch and understandingon a topic

Effe

ctiv

e O

ral a

ndV

isua

l Com

mun

icat

ion

2. make short oralpresentations and reports,using verbal and nonverbalcues (such as diction,pacing, and gestures) tofocus audience attention

2. explain and present, orally,using conventions of publicspeaking in a variety ofsettings; use visual aids toenhance the effectiveness oforal presentations

2. choose vocabulary, voiceproduction factors, andnonverbal cues tocommunicate effectively;use a variety of media anddisplay techniques toenhance the effectiveness oforal presentations

Atte

ntiv

e Li

sten

ing

and

Vie

win

g









Shar

e Id

eas

and

Info

rmat

ion

1. plan and present sessions onparticular topics, using avariety of techniques

1. plan and present or facilitatesessions on particular topics,using a variety of techniques

1. organize and conduct classsessions on a specific topic,using various strategies

Effe

ctiv

e O

ral a

ndV

isua

l Com

mun

icat

ion

2. communicate meaning,emphasis, and moodeffectively, and organizelanguage for specificpurposes, audiences, andoccasions

2. use voice production factorsand nonverbal cues tocommunicate meaning,mood, and interest; use toneand tempo for dramaticeffect; give prepared talksfrom notes or memory;participate effectively ininterviews

2. select, adapt, and shapelanguage and presentationformats appropriate tospecific subjects, purposes,audiences, and occasions

Atte

ntiv

e Li

sten

ing

and

Vie

win

g

3. demonstrate criticallistening and viewingbehaviours, and showrespect for the presenter

3. demonstrate criticallistening and viewingbehaviours, and showrespect for the presenter

3. demonstrate criticalunderstanding ofpresentation purpose



5.1 Develop and Celebrate Community



Shar

e an

d C

ompa

reR

espo

nses

1. represent and drawstories about selfand family

1. tell and draw aboutself and family

1. tell, draw, and writeabout self, family,and community

1. record ideas andexperiences, andshare them withothers

Rel

ate

Text

sto

Cul

ture

2. listen actively tostories anddemonstratecuriosity

2. listen to storiesfrom oral, literary,and media textsfrom variouscommunities

2. explore similaritiesamong stories fromoral, literary, andmedia texts fromvariouscommunities

2. examine ideaswithin stories fromoral, literary, andmedia texts fromvariouscommunities

App

reci

ate

Div

ersi

ty

3. connect aspects ofstories to personalfeelings andexperiences

3. connect aspects ofstories andcharacters topersonal feelingsand experiences

3. connect aspects ofstories andcharacters topersonal feelingsand experiences

3. connect situationsportrayed in oral,literary, and mediatexts to personalexperiences

Cel

ebra

teSp

ecia

l Occ

asio

ns

4. contribute to groupstories usingrhymes, rhythms,symbols, pictures,and drama to createand celebrate

4. share ideas andexperiencesthroughconversation,puppet plays,dramatic scenes,and songs

4. participate inshared languageexperiences tocelebrate individualand classachievements

4. acknowledge andcelebrate individualand classachievements

General Learning Outcome 5Students will listen, speak, read, write, view, and represent in German to celebrate and buildcommunity.





Shar

e an

d C

ompa

reR

espo

nses

1. understand relationshipsbetween own ideas andexperiences and those ofothers

1. acknowledge differingresponses to commonexperiences

1. compare personal ways ofresponding and thinking withthose of others

Rel

ate

Text

sto

Cul

ture

2. discuss ideas within storiesfrom oral, literary, and mediatexts from variouscommunities

2. discuss ideas, events, andfigures within stories fromoral, literary, and media textsfrom various communities

2. explore culturalrepresentations in oral,literary, and media texts fromvarious communities

App

reci

ate

Div

ersi

ty

3. connect portrayals ofindividuals or situations inoral, literary, and media textsto personal experiences

3. connect the experiences ofindividuals in oral, literary,and media texts to personalexperiences

3. connect the insights,thoughts, feelings, andexperiences of individuals inoral, literary, and media textsto personal experiences

Cel

ebra

teSp

ecia

l Occ

asio

ns

4. use language appropriate intone and form whenparticipating in classroom andschool activities

4. select and use languageappropriate in tone and formto recognize and honourpeople and events

4. select and use appropriatelanguage and forms toacknowledge special eventsand honour accomplishmentsin and beyond the school






Shar

e an

d C

ompa

reR

espo

nses

1. demonstrate growingself-confidence whenexpressing and sharingthoughts, ideas, and feelings

1. express personal reactions toa variety of experiences andtexts, and acknowledge thereactions of others

1. recognize that differingperspectives and uniquereactions enrichunderstanding

Rel

ate

Text

sto

Cul

ture

2. explain ways in which oral,literary, and media textsreflect topics and themes inlife

2. compare ways in which oral,literary, and media textsreflect topics and themes invarious cultures

2. recognize ways in whichoral, literary, and mediatexts capture specificelements of a culture orperiod in history

App

reci

ate

Div

ersi

ty

3. interpret the choices andmotives of individualsencountered in oral, literary,and media texts, andexamine how they relate toself and others

3. compare the choices andbehaviours of individualspresented in oral, literary,and media texts withpersonal choices, values, andbehaviours

3. reflect on ways in which thechoices and motives ofindividuals encountered inoral, literary, and mediatexts provide insight intothose of self and others

Cel

ebra

teSp

ecia

l Occ

asio

ns

4. use appropriate language toparticipate in traditionalevents or occasions

4. use appropriate language toparticipate in traditionalevents or occasions

4. participate in celebratingspecial events, and recognizethe importance andsignificance of the influenceof language






Shar

e an

d C

ompa

reR

espo

nses

1. recognize and act upon theimportance of respectingevidence, truth, and views ofothers when discussing,describing, or recordingexperiences

1. identify situations thatrequire discussion to achievemutual understanding andact accordingly

1. recognize thatcommunication influencesknowledge and personalreflections

Rel

ate

Text

sto

Cul

ture

2. recognize and discuss waysin which oral, literary, andmedia texts reflect culturaland attitudinal influences

2. recognize and discuss theimpact of historical setting,culture, and literary traditionon a variety of oral, literary,and media texts

2. analyze ways in whichcultural and socialexperiences shape personalresponses to oral, literary,and media texts

App

reci

ate

Div

ersi

ty

3. analyze the role of languageand oral, literary, and mediatexts in revealing andexplaining the humancondition

3. analyze how language andoral, literary, and media textsdefine personal roles andexperiences

3. analyze how language andoral, literary, and media textsreflect and affect the humancondition

Cel

ebra

teSp

ecia

l Occ

asio

ns

4. participate in using languageto mark special events andoccasions, and recognize thatlanguage performs asymbolic and ceremonialfunction

4. recognize and use theinfluence of language tosignify the importance ofspecial events that celebratehuman experiences

4. analyze how languagereflects and shapes humanexperiences



5.2 Encourage, Support, and Work with Others



Co-

oper

ate

with

Oth

ers

1. participate in groupactivities

1. work inpartnerships andgroups

1. co-operate in smallgroups

1. co-operate in avariety ofpartnership andgroup structures

Wor

kin

Gro

ups

2. demonstrateattentiveness ingroup activities

2. take turns sharinginformation andideas

2. take roles andcontribute relatedideas andinformation inwhole class andsmall groupactivities

2. take roles and askothers for theirideas, and expressinterest in theircontributions

Use

Lan

guag

eto

Sho

w R

espe

ct

3. recognize variationsin language use in aschool context

3. recognize thatindividuals adjustlanguage use fordifferent situations

3. adjust ownlanguage use fordifferent situations

3. show considerationfor those whoseideas, abilities, andlanguage use differsfrom their own

Eval

uate

Gro

up P

roce

ss

4. help others and askothers for help

4. find ways to behelpful to others

4. acknowledgeachievements ofothers

4. understand howclass members helpeach other






Co-

oper

ate

with

Oth

ers

1. appreciate that everyone in agroup has to work together toachieve group tasks and actaccordingly

1. distinguish between on-taskand off-task ideas andbehaviours in a group, andstay on task

1. assist group members tomaintain focus and completetasks

Wor

kin

Gro

ups

2. take roles and shareresponsibilities as a groupmember

2. assume the responsibilitiesfor various group roles

2. select and assume roles toassist in the achievement ofgroup goals

Use

Lan

guag

eto

Sho

w R

espe

ct

3. appreciate variations inlanguage use in a variety ofcontexts in the immediatecommunity

3. demonstrate sensitivity toappropriate language usewhen communicating orally

3. demonstrate sensitivity toappropriate language useand tone whencommunicating orally

Eval

uate

Gro

up P

roce

ss

4. show appreciation and offerconstructive feedback topeers, and seek support fromgroup members

4. assess group process, usingchecklists, and determineareas for development

4. assess own contributions togroup process, set personalgoals for enhancing workwith others, and monitorgroup process, usingchecklists






Co-

oper

ate

with

Oth

ers

1. contribute to group efforts toreach consensus orconclusions

1. engage in dialogue tounderstand the feelings andviewpoints of others, andcontribute to group harmony

1. recognize the importance ofeffective communication inworking with others

Wor

kin

Gro

ups

2. present group conclusions orfindings to classmates

2. plan, organize, andparticipate in presentationsof group findings

2. organize and complete tasksco-operatively

Use

Lan

guag

eto

Sho

w R

espe

ct

3. respect diverse languages,ideas, texts, and traditions,and recognize contributionsof self, peers, and the widercommunity

3. demonstrate respect for otherpeople’s language, history,and culture

3. use inclusive language andactions that support peopleacross races, cultures,genders, ages, and abilities

Eval

uate

Gro

up P

roce

ss 4. evaluate group process andpersonal contributionsaccording to pre-establishedcriteria

4. evaluate the quality of owncontributions to groupprocess, and set goals andplans for development

4. establish and use criteria toevaluate group process andpersonal contributions, andpropose suggestions fordevelopment






Co-

oper

ate

with

Oth

ers

1. make and encouragecontributions that advance agroup’s ideas or thinking

1. build and maintain co-operative relationships withothers, and engage in peercoaching

1. demonstrate flexibility inworking with others, engagein self-initiated peerlearning situations, andrecognize the merits andlimitations of group work

Wor

kin

Gro

ups

2. present group ideas andfindings effectively tounfamiliar audiences

2. demonstrate facility infunctioning as a groupmember and a group leader

2. explain differences in rolesbetween that of group leaderand that of group member ina variety of situations

Use

Lan

guag

eto

Sho

w R

espe

ct

3. use communication thatsupports balanced, fair, andaccurate portrayals ofpeople across races,cultures, genders, ages, andabilities

3. support group members inaddressing exploitative ordiscriminatory situations,and explore and valuediverse perspectives

3. recognize and monitorpersonal role in creating andsustaining a positivelearning community

Eval

uate

Gro

up P

roce

ss 4. identify areas where othersmay require support andmonitor own ability toprovide needed support

4. monitor and assess personalefforts and productsregularly within a groupcontext

4. demonstrate accountabilityas an individual and as agroup member


German Language Arts, K – S4 Specific Learning Component / 71

SPECIFICLANGUAGECOMPONENT

The Specific Language Component provides a framework for thepresentation and sequencing of the linguistic elements of theGerman language that students are expected to acquire at variousgrade levels. The linguistic elements that are addressed includethe sound-symbol system, vocabulary, grammatical features,mechanical features, and discourse features. The SpecificLanguage Component also provides descriptors of proficiency ateach grade level in the areas of listening, speaking, reading,writing, viewing, and representing, as well as learning outcomesfor sociocultural context and strategic learning.

General LearningOutcome

The following General Learning Outcome outlines the keylearnings that the Specific Language Component of the LanguageArts section is designed to support.


Students will use German confidently and competently in avariety of situations for communication, personal satisfaction,and further learning.


6.1 Linguistic Elements



Soun

d-Sy

mbo

lSy

stem

1. listen to, identify,and produce basicsounds of thelanguage; connectsoundsappropriately to allletters including ä,ö, ü, ß

1. identify andproduce all Germansounds and connectthem to theappropriate vowelcombinations,consonant blends,diphthongs, anddigraphs

1. use, in modeledoral and writtensituations, allelements of thesound-symbolsystem

1. use, in structuredand oral situations,all elements of thesound-symbolsystem

Voc

abul

ary

2. repeat andrecognize basicvocabulary andexpressions used inthe immediateenvironment

2. use simplevocabulary andexpressions in dailysituations

2. experiment withand use vocabularyand expressions in avariety of contextsin the classroomand schoolenvironment

2. use vocabulary andexpressionsappropriately invarious contexts inthe classroom andschool environment

Gra

mm

atic

alFe

atur

es

3. (see page 74) 3. (see page 74) 3. (see page 74) 3. (see page 74)

Mec

hani

cal

Feat

ures

4. imitate simple,basic Germanmechanical features

4. imitate andexperiment withbasic Germanmechanical features

4. experiment withand use basicGerman mechanicalfeatures

4. use basic Germanmechanical features

Dis

cour

seFe

atur

es*

5. imitate simple,basic Germandiscourse featuresin oral interactionsin the classroom

5. imitate andexperiment withbasic Germandiscourse featuresin oral interactionsin the classroom

5. experiment withand use basicGerman discoursefeatures in oral,written, and visualtexts

5. use basic Germandiscourse featuresin oral, written, andvisual texts

____________________*Refer to Glossary in the Appendix for definition and examples.

General Learning Outcome 6Students will use German confidently and competently in a variety of situations forcommunication, personal satisfaction, and further learning.


Modeled Situations: This term is used to describe learning situations where a model of specific linguisticelements is consistently provided and immediately available. Students in such situations will have anemerging awareness of the linguistic elements and be able to apply them in very limited situations.Limited fluency and confidence characterize student language.

Structured Situations: This term is used to describe learning situations where a familiar context for theuse of specific linguistic elements is provided and students are guided in their use. Students in suchsituations will have increased awareness and emerging control of the linguistic elements, and be able toapply them in familiar contexts with teacher guidance. Student language is characterized by increasingfluency and confidence.

Independent Situations: This term is used to describe learning situations where students use specificlinguistic elements in a variety of contexts with limited teacher guidance. Students in such situations willhave consistent control of the linguistic elements and be able to apply them in a variety of contexts withlimited teacher guidance. Fluency and confidence characterize student language.


Kindergarten Grade 1 Grade 2 Grade 3By the end of each grade, students will be able to:

Use

, in

mod

eled

situ

atio

ns,

the

follo

win

g gr

amm

atic

al e

lem

ents

:• sein & haben (1st, 2nd,

and 3rd personsingular, presenttense)

• dürfen, können (1st

person singular,present tense)

• correct definitenominative articles offamiliar nouns

• sein & haben (1st, 2nd,3rd person singularand plural, presenttense)

• dürfen, können &müssen (1st, 2nd, 3rd

person singular,present tense)

• simple questionsusing wer, wie, was,wo

• plural of nouns• correct indefinite

nominative articlesand possessivepronouns mein anddein

• compound nouns• negation (nicht, kein)• noun and verb

agreement for pluralnouns

• prepositions to definespatial relationships

• verbs (infinitive and1st person singular,present tense)

• verbs mögen,möchten, wollen,sollen

• possessive pronounssein and ihr

• verbs (completeconjugation)

• inversion forquestions (Hastdu. . .?) and adverbsof time and place(Heute ist es. . .)

• verb position insubordinate clause(dass, weil)

• comparison ofadjectives

Use

, in

stru

ctur

ed si

tuat

ions

,th

e fo

llow

ing

gram

mat

ical

ele

men

ts:

• correct definitenominative articles offamiliar nouns

• sein, haben, dürfen,können, müssen(present tense)

• simple questionsusing wer, wie, was,wo

• plural of nouns• correct indefinite

nominative articlesand possessivepronouns mein anddein

• compound nouns• negation (nicht, kein)• noun and verb

agreement for pluralnouns

• prepositions todefine spatialrelationships

• verbs (infinitive)• sein and haben

(present tense)

Gra

mm

atic

al F

eatu

res

Use

, in

inde

pend

ent

situ

atio

ns, t

he fo

llow

ing

gram

mat

ical

ele

men

ts:

• connect articles tofamiliar nouns in thedefinite nominativecase

Grammatical elements, which the student is able to use independently and consistently, areto be maintained for the duration of the student’s bilingual programming.





Soun

d-Sy

mbo

lSy

stem

1. consistently use, instructured situations, allelements of the sound-symbol system

1. use, independently, in oraland written situations, allelements of the sound-symbol system

1. consistently andindependently use allelements of the sound-symbol system

Voc

abul

ary

2. experiment with and usevocabulary and expressionsin a variety of classroom,school, and communitycontexts

2. use vocabulary andexpressions appropriately inclassroom, school, andcommunity contexts

2. recognize that one word mayhave multiple meanings, andrecognize that various wordsand expressions may expressthe same idea

Gra

mm

atic

alFe

atur

es

3. (see following page) 3. (see following page) 3. (see following page)

Mec

hani

cal

Feat

ures

4. use basic Germanmechanical features andexplore their use for effect

4. use basic Germanmechanical features andapply these features foreffect

4. use basic Germanmechanical featureseffectively

Dis

cour

seFe

atur

es*

5. use basic German discoursefeatures in oral, written, andvisual texts, and explore theiruse for effect

5. use basic German discoursefeatures in oral, written, andvisual texts, and apply thesefeatures for effect

5. use basic German discoursefeatures in oral, written, andvisual texts, and apply thesefeatures independently foreffect




Grade 4 Grade 5 Grade 6By the end of each grade, students will be able to:

Use

, in

mod

eled

situ

atio

ns,

the

follo

win

g gr

amm

atic

al e

lem

ents

:• tense: present perfect

(Perfekt: bin gegangen, habegesehen) and past tense(Präteritum: ging, sah)

• prepositions with accusativeonly and dative only

• sentence structure (subjectand direct object)

• imperative (singular – geh,plural – geht)

• personal pronouns in theaccusative and dative

• familiar separable verbs• possessive pronouns (unser,

euer, ihre)

• future tense• prepositions with both dative

and accusative• sentence structure (subject,

direct object, and indirectobject)

• formal address (Gehen Sie. . .)

• adjectival endings• all possessive pronouns in

accusative and dative• relative clauses in nominative

(Die Katze, die. . .)

Use

, in

stru

ctur

ed si

tuat

ions

,th

e fo

llow

ing

gram

mat

ical

ele

men

ts:

• verb position in subordinateclause (dass, weil)

• possessive pronouns (mein,dein, sein, ihr)

• verbs (complete conjugationincluding modals in presenttense)

• comparison of adjectives• inversion for questions (Hast

du . . .?) and adverbs of timeand place (Heute ist es . . .)

• verb position in subordinateclause (dass, weil, als)

• tense: present perfect (Perfekt:bin gegangen, habe gesehen)and past tense (Präteritum:ging, sah) including modals

• inversion for questions (Hastdu. . . ?) and adverbs of timeand place (Heute ist es. . .)


• sentence structure (subject anddirect object)

• comparison of adjectives• imperative (singular-geh,

plural-geht)• personal pronouns (accusative

and dative)• familiar separable verbs• possessive pronouns (all)

• prepositions with dative andaccusative

• imperative (singular, plural,and formal)

• personal pronouns (accusativeand dative)

• familiar separable verbs• future tense• verb conjugation including

modals in present, perfect, andpast tenses

• formal address• sentence structure (subject,

object, and indirect object)

Gra

mm

atic

al F

eatu

res

Use

, in

inde

pend

ent

situ

atio

ns, t

he fo

llow

ing

gram

mat

ical

ele

men

ts:

• correct definite and indefinitearticles in the nominative andaccusative

• prepositions to define spatialrelationships

• plural of nouns


• comparison of adjectives• verb position in subordinate

clause (dass, weil, als)• verb conjugation including

modals in present tense• imperative (singular – geh,

plural – geht)






Soun

d-Sy

mbo

lSy

stem

1. understand and accuratelyuse the sound-symbol system

1. apply knowledge of thesound-symbol system to avariety of contexts

1. accurately apply knowledgeof the sound-symbol system

Voc

abul

ary 2. use multiple words or

phrases to express the sameidea

2. select the most appropriateor effective words or phrasesto express ideas accurately

2. ensure the precision ofmessages by accessingneeded vocabulary

Gra

mm

atic

alFe

atur

es


Mec

hani

cal

Feat

ures

4. use German mechanicalfeatures effectively



Dis

cour

seFe

atur

es*

5. use German discoursefeatures in oral, written, andvisual texts, and apply thesefeatures independently foreffect






Grade 7 Grade 8 Senior 1By the end of each grade, students will be able to:

Use

, in

mod

eled

situ

atio

ns,

the

follo

win

g gr

amm

atic

al e

lem

ents

: • adjectival endings• genitive case

• reflexive verbs • passive forms

Use

, in

stru

ctur

ed si

tuat

ions

,th

e fo

llow

ing

gram

mat

ical

ele

men

ts:

• possessive pronouns inaccusative and dative

• relative clauses in nominative• prepositions with accusative

and dative• imperative (singular, plural,

and formal)• personal pronouns (accusative

and dative)• separable verbs• future tense• verb conjugation, including

modals in past tense• sentence structure (subject,

object, indirect object)

• adjectival endings• possessive pronouns in

accusative and dative• genitive case• relative clauses in nominative

and accusative• prepositions with accusative

and dative• personal pronouns

(accusative and dative)• sentence structure (subject,

objective, indirect object)

• adjectival endings• possessive pronouns in

accusative, dative, andgenitive

• genitive case• relative clauses in

nominative and accusative• prepositions with accusative

and dative• reflexive verbs

Gra

mm

atic

al S

truct

ures

Use

, in

inde

pend

ent s

ituat

ions

, the

follo

win

g gr

amm

atic

al e

lem

ents

:

• formal address• present, perfect, and past

tense

• imperative (singular, plural,formal)

• separable verbs• future tense• verbal conjugation including

modals in past tense

• personal pronouns(accusative and dative)

• sentence structure (subject,objective, indirect object)






Soun

d-Sy

mbo

lSy

stem

1. accurately apply knowledgeof the sound-symbol systemin a variety of contexts

1. accurately and effectivelyapply knowledge of thesound-symbol system

1. accurately and effectivelyapply knowledge of thesound-symbol in a variety ofcontexts

Voc

abul

ary 2. ensure the precision of

messages by independentlyaccessing needed vocabulary

2. use vocabulary andexpressions correctly andappropriately in a variety ofcontexts

2. correctly, appropriately, andeffectively use vocabularyand expressions in a varietyof contexts

Gra

mm

atic

alFe

atur

es


Mec

hani

cal

Feat

ures




Dis

cour

seFe

atur

es*

5. expand repertoire and useGerman discourse featuresindependently



____________________ *Refer to Glossary for definition and examples.



Senior 2 Senior 3 Senior 4By the end of each grade, students will be able to:

Use

, in

mod

eled

situ

atio

ns,

the

follo

win

g gr

amm

atic

al e

lem

ents

: • subjunctive (wäre, hätte) andconditional (würde)

• all subordinating conjunctions

• subject-object inversion

Use

, in

stru

ctur

ed si

tuat

ions

,th

e fo

llow

ing

gram

mat

ical

ele

men

ts: • adjectival endings

• relative clauses in nominative,accusative, and dative

• prepositions with accusative,dative, and genitive

• passive forms

• relative clauses in nominative,accusative, dative, and genitive

• passive forms• subjunctive (wäre, hätte)

(würde) and conditional• all subordinating conjunctions

• subjunctive forms (wäre,hätte) and conditional (würde)

Gra

mm

atic

al F

eatu

res

Use

, in

inde

pend

ent s

ituat

ions

, the

follo

win

g gr

amm

atic

al e

lem

ents

:

• possessive pronoun inaccusative, dative, andgenitive

• genitive case• reflexive verbs

• adjectival endings • relative clauses in all cases• prepositions with accusative,

dative, genitive• passive forms• all subordinating conjunctions



6.2 Language Competence



List

enin

g

1. listen to andunderstand simple oralsentences in aclassroomenvironment

1. listen to andunderstand simple oralsentences in a varietyof familiar contexts

1. listen to andunderstand a series oforal sentences or ashort oral presentationon a familiar topic instructured situations

1. listen to andunderstand a short oralpresentation on afamiliar topic instructured andunstructured situations

Spea

king

2. repeat and createsimple oral phrases inthe classroomenvironment

2. produce, orally, simplesentences in astructured situation

2. produce,spontaneously andwith guidance, simpleoral sentences in avariety of familiarcontexts

2. produce, sometimesspontaneously and/orwith guidance, a seriesof interrelated ideas ona familiar topic

Rea

ding

3. recognize letters andtheir correspondingsounds; recognizesome familiar words

3. recognize andunderstand simplewords and sentences ina structured situation

3. read and understand aseries of sentences or ashort text on a familiartopic

3. read and understand aseries of interrelatedideas on a familiartopic

Writ

ing

4. write upper and lowercase letters; copywords

4. write simple wordsand sentences in astructured situation

4. write simple wordsand sentences onfamiliar topics in astructured situation

4. produce, sometimesspontaneously and/orwith guidance, asimple text on afamiliar topic in astructured situation

Vie

win

g

5. view and respond tofamiliar events and/orrepresentations in theclassroom context

5. view and understandsimple, familiarevents, and/orrepresentations in theclassroom context

5. view and understandsimple, familiarevents, and/orrepresentations

5. view and understandsimple events and/orrepresentations

Rep

rese

ntin

g

6. imitate and/or createsimple representationsof familiar ideas,events, andinformation

6. create simplerepresentations offamiliar ideas, events,and information

6. use a variety of formsto create simplerepresentations ofideas, events, andinformation

6. use a variety of formsto createrepresentations ofideas, events, andinformation






List

enin

g

1. listen to and understand themain points of an oralpresentation on a familiartopic in structured andunstructured situations

1. listen to and understand themain points of an extendedoral or media presentation ona familiar topic in structuredand unstructured situations

1. listen to and understand themain points of an extendedoral or media presentation ona variety of familiar topics instructured and unstructuredsituations

Spea

king

2. produce, spontaneouslyand/or with guidance, a shortoral presentation on a familiartopic in a structured situation

2. deliver, orally, a prepared orspontaneous presentation on afamiliar topic in a structuredsituation

2. deliver, orally, a prepared orspontaneous presentation on afamiliar topic in a structuredor unstructured situation

Rea

ding

3. read and understand a seriesof interrelated ideas dealingwith a familiar topic instructured and unstructuredsituations

3. read and understand anextended series of interrelatedideas dealing with a familiartopic in structured andunstructured situations

3. read and understand anextended series of interrelatedideas dealing with familiarand unfamiliar topics instructured and unstructuredsituations

Writ

ing

4. produce, spontaneously andwith guidance, a simple texton a familiar topic instructured and unstructuredsituations

4. produce, spontaneously andwith guidance, a series ofinterrelated ideas on afamiliar topic in structuredand unstructured situations

4. produce, spontaneouslyand/or with preparation, alengthy series of interrelatedideas dealing with a familiartopic in structured andunstructured situations

Vie

win

g

5. view and understand a varietyof simple events and/orrepresentations

5. view and understand a seriesof simple events and/orrepresentations

5. view and understand eventsand/or representations withinand beyond the schoolcontext

Rep

rese

ntin

g

6. create multiplerepresentations of the samefamiliar ideas, events, and/orinformation

6. create multiplerepresentations of the sameideas, events, and/orinformation

6. use a variety of forms tocreate representations ofideas, events, and/orinformation






List

enin

g

1. listen to and understand themain points of an oral ormedia presentation containingsimple and complex ideasdealing with a variety offamiliar topics in structuredand unstructured situations



Spea

king

2. produce a prepared orspontaneous oral presentationon a familiar topic instructured and unstructuredsituations

2. produce a prepared orspontaneous oral presentationon a familiar or unfamiliartopic in structured andunstructured situations

2. produce a coherent oralpresentation on familiar andunfamiliar topics in a varietyof structured and unstructuredsituations

Rea

ding

3. read and understand textscontaining simple andcomplex ideas on a variety offamiliar topics in structuredsituations

3. read and understand textscontaining simple andcomplex ideas on a variety offamiliar topics in structuredand unstructured situations

3. read and understand textscontaining simple andcomplex ideas on familiar andunfamiliar topics

Writ

ing

4. produce, spontaneouslyand/or with preparation, alengthy series of simple andcomplex ideas on a familiartopic in structured andunstructured situations

4. produce, spontaneouslyand/or with preparation, alengthy series of simple andcomplex ideas on a variety offamiliar topics in structuredand unstructured situations

4. organize and develop ideascoherently on familiar andunfamiliar topics,spontaneously and/or withpreparation

Vie

win

g

5. view and understand complexrepresentations of familiarideas, events, and information

5. view and understand complexrepresentations of ideas,events, and information

5. view and understand a varietyof complex representations ofideas, events, and information

Rep

rese

ntin

g

6. create complexrepresentations of familiarideas, events, and information

6. create complexrepresentations of ideas,events, and information

6. use a variety of forms tocreate complexrepresentations of ideas,events, and information






List

enin

g

1. understand main points andsupporting details of orallectures, presentations, andmedia on familiar topics

1. understand main points andsupporting details of orallectures, presentations, andmedia on familiar andunfamiliar topics

1. understand main points andsupporting details of orallectures, presentations, andmedia on familiar andunfamiliar topics

Spea

king

2. present and support thoughtsand ideas on familiar topics

2. present and support thoughtsand ideas coherently onfamiliar and unfamiliar topics

2. present and support thoughtsand ideas on familiar andunfamiliar topicsspontaneously, coherently,and effectively

Rea

ding

3. understand main points andsupporting details of texts onfamiliar topics

3. understand main points andsupporting details of texts onfamiliar and unfamiliar topics

3. understand main points andsupporting details of texts onfamiliar and unfamiliar topics

Writ

ing

4. with preparation, organizeand develop ideas coherentlyand effectively in writing on arange of topics

4. organize and develop ideas,mainly with preparation,coherently and effectively inwriting on a range of topics

4. organize and develop ideascoherently and effectively inwriting on a range of topics

Vie

win

g




Rep

rese

ntin

g

6. create effectiverepresentations of ideas,events, and information

6. create coherent and effectiverepresentations of ideas,events, and information

6. create coherent and effectiverepresentations of a variety ofideas, events, and information



6.3 Sociocultural/Sociolinguistic Elements



Reg

iste

r

1. speak at a volumeappropriate toclassroom situations

1. respond to tone ofvoice

1. distinguish betweenformal and informalsituations

1. recognize that sometopics, words, orintonations areinappropriate incertain texts

Idio

mat

icEx

pres

sion

s 2. imitate age-appropriate idiomaticexpressions

2. imitate age-appropriate idiomaticexpressions

2. understand and usesome simple idiomaticexpressions as setphrases

2. understand and use avariety of simpleidiomatic expressionsas set phrases

Var

iatio

ns in

Lang

uage

3. experience a varietyof voices, e.g., maleand female, youngand old

3. experience a varietyof voices

3. acknowledgeindividual differencesin speech

3. accept individualdifferences in speech

Soci

alC

onve

ntio

ns

4. imitate simple routinesocial interactions

4. use basic socialexpressionsappropriate to theclassroom

4. use basic politenessconventions

4. use appropriate oralforms of address forpeople frequentlyencountered

Non

-Ver

bal

Com

mun

icat

ion 5. imitate some common

non-verbal behavioursused in the Germanculture

5. understand themeaning of andimitate some commonnon-verbal behavioursused in the Germanculture

5. experiment with usingsome simple non-verbal means ofcommunication

5. recognize that somenon-verbal behavioursmay be inappropriatein certain contexts






Reg

iste

r

1. experiment with formal andinformal uses of language infamiliar contexts

1. use formal and informallanguage in familiar situations

1. identify socially appropriatelanguage in specific situations

Idio

mat

icEx

pres

sion

s 2. use learned idiomaticexpressions in new contexts

2. use learned idiomaticexpressions to enhancecommunication

2. correctly use learnedidiomatic expressions in newcontexts

Var

iatio

ns in

Lang

uage

3. experience a variety of accentsand variations in speech

3. experience a variety of regionalvariations in language

3. recognize some commonregional variations inlanguage

Soci

alC

onve

ntio

ns

4. recognize verbal behaviours thatare considered impolite

4. recognize simple socialconventions in informalconversation, e.g., for turn-taking

4. recognize important socialconventions in everydayinteractions, e.g., shakinghands

Non

-Ver

bal

Com

mun

icat

ion 5. recognize appropriate non-

verbal behaviours for peoplefrequently encountered, e.g.,inter-personal space andphysical contact

5. use appropriate non-verbalbehaviours in a variety offamiliar contexts, e.g., eyecontact

5. use appropriate non-verbalbehaviours in a variety offamiliar contexts, e.g., inter-personal space and physicalcontact






Reg

iste

r 1. explore formal and informaluses of language in a variety ofcontexts

1. use suitable simple formallanguage in a variety ofcontexts

1. explore differences in registerbetween spoken and written texts

Idio

mat

icEx

pres

sion

s 2. use learned idiomaticexpressions in a variety ofcontexts

2. examine the role of idiomaticexpressions in culture

2. identify influences on idiomaticexpressions, e.g., region, age,occupation

Var

iatio

ns in

Lang

uage

3. recognize other influencesresulting in variations inlanguage



Soci

al Co

nven

tions

4. interpret the use of socialconventions encountered in oraland written texts

4. interpret and use importantsocial conventions ininteractions

4. interpret and use appropriate oraland written forms of addresswith a variety of audiences

Non

-Ver

bal

Com

mun

icat

ion 5. recognize non-verbal behaviours

that are considered impolite5. avoid non-verbal behaviours

that are considered impolite5. recognize a variety of non-verbal

communication techniques in avariety of contexts






Reg

iste

r 1. identify differences in registerbetween spoken and writtentexts

1. adjust language to suit audienceand purpose

1. use the appropriate level offormality with a variety ofpeople in a variety of contexts

Idio

mat

icEx

pres

sion

s 2. interpret unfamiliar idiomaticexpressions in a variety ofcontexts

2. explore and interpret idiomaticexpressions in popular,contemporary culture

2. interpret unfamiliar and uselearned idiomatic expressionsappropriately in a variety ofsituations

Var

iatio

ns in

Lang

uage

3. identify some common regionalor other variations in language

3. experiment with some variationsin language

3. adapt to some variations inlanguage

Soci

alC

onve

ntio

ns

4. use politeness conventions in avariety of contexts, e.g., usesuitable language to engagelisteners’ attention whenbeginning to speak

4. use politeness conventions in avariety of contexts, e.g., how tointerrupt politely in aconversation

4. interpret and use a variety ofsocial conventions in a variety ofsituations

Non

-Ver

bal

Com

mun

icat

ion 5. use non-verbal communication

techniques in a variety ofcontexts

5. use non-verbal communicationtechniques in a variety ofcontexts

5. interpret and use a variety ofnon-verbal communicationtechniques in a variety ofcontexts



6.4 Language Learning Strategies



Cog

nitiv

e

1. use simple cognitivestrategies, withguidance, to enhancelanguage learning,e.g., listen attentively,do actions to matchwords of a song, story,or rhyme

1. use simple cognitivestrategies, withguidance, to enhancelanguage learning,e.g., learn shortrhymes or songsincorporating newvocabulary orsentence patterns,imitate sounds andintonation patterns

1. use simple cognitivestrategies, withguidance, to enhancelanguage learning,e.g., memorize newwords by repeatingthem silently or aloud

1. use a variety of simplecognitive strategies,with guidance, toenhance languagelearning, e.g., makepersonal dictionaries,experiment withvarious elements ofthe language

Met

acog

nitiv

e

2. use simplemetacognitivestrategies, withguidance, to enhancelanguage learning,e.g., reflect onlearning tasks with theguidance of theteacher

2. use simplemetacognitivestrategies, withguidance, to enhancelanguage learning,e.g., make choicesabout how they learn

2. use simplemetacognitivestrategies, withguidance, to enhancelanguage learning,e.g., rehearse or role-play language

2. use a variety of simplemetacognitivestrategies, withguidance, to enhancelanguage learning,e.g., decide in advanceto attend to thelearning task

Soci

al/A

ffec

tive

3. use simple social andaffective strategies,with guidance, toenhance languagelearning, e.g., initiateor maintain interactionwith others

3. use simple social andaffective strategies,with guidance, toenhance languagelearning, e.g.,participate in sharedreading experiences

3. use simple social andaffective strategies,with guidance, toenhance languagelearning, e.g., seek theassistance of a friendto interpret a text

3. use a variety of simplesocial and affectivestrategies, withguidance, to enhancelanguage learning,e.g., reread familiarself-chosen texts toenhanceunderstanding andenjoyment






Cog

nitiv

e

1. identify and use a variety ofcognitive strategies to enhancelanguage learning, e.g., usemental images to remember newinformation, repeat words orphrases in the course ofperforming a language task

1. identify and use a variety ofcognitive strategies to enhancelanguage learning, e.g., grouptogether sets of things(vocabulary, structures) withsimilar characteristics, identifysimilarities and differencesbetween aspects of the languagebeing learned and their ownlanguage

1. identify and use a variety ofcognitive strategies to enhancelanguage learning, e.g., look forpatterns and relationships, usepreviously acquired knowledgeto facilitate a learning task

Met

acog

nitiv

e

2. identify and use a variety ofmetacognitive strategies toenhance language learning, e.g.,make a plan in advance abouthow to approach a languagelearning task

2. identify and use a variety ofmetacognitive strategies toenhance language learning, e.g.,reflect on the listening, reading,and writing process, checkcopied writing for accuracy

2. identify and use a variety ofmetacognitive strategies toenhance language learning, e.g.,decide in advance to attend tospecific aspects of input, listenor read for key words

Soci

al/A

ffec

tive

3. identify and use a variety ofsocial and affective strategies toenhance language learning, e.g.,work co-operatively with peersin small groups

3. identify and use a variety ofsocial and affective strategies toenhance language learning, e.g.,understand that making mistakesis a natural part of languagelearning, experiment withvarious forms of expression,note their acceptance or non-acceptance by more experiencedspeakers

3. identify and use a variety ofsocial and affective strategies toenhance language learning, e.g.,participate actively inconferencing and brainstormingas a pre- and post-writingexercise






Cog

nitiv

e

1. select and use a variety ofcognitive strategies to enhancelanguage learning, e.g., associatenew words or expressions withfamiliar ones, either in thelanguage being learned or intheir own language

1. select and use a variety ofcognitive strategies to enhancelanguage learning, e.g., findinformation using referencematerials like dictionaries,textbooks, grammar referencebooks; use availabletechnological aids to supportlanguage learning

1. select and use appropriatecognitive strategies to enhancelanguage learning in a variety ofsituations, e.g., use word maps,mind maps, diagrams, charts, orother graphic representations tomake information easier tounderstand and remember

Met

acog

nitiv

e

2. select and use a variety ofmetacognitive strategies toenhance language learning, e.g.,evaluate their own performanceor comprehension at the end of atask, keep a learning log

2. select and use a variety ofmetacognitive strategies toenhance language learning, e.g.,experience various methods oflanguage acquisition andidentify one or more theyconsider particularly usefulpersonally

2. select and use appropriatemetacognitive strategies toenhance language learning in avariety of situations, e.g., beaware of the potential of learningthrough direct exposure to thelanguage, know how strategiesmay enable them to cope withtexts containing unknownelements

Soci

al/A

ffec

tive

3. select and use a variety of socialand affective strategies toenhance language learning, e.g.,use self-talk to make themselvesfeel competent to do the task

3. select and use a variety of socialand affective strategies toenhance language learning, e.g.,be willing to take risks, tryunfamiliar tasks and approaches

3. select and use appropriate socialand affective strategies toenhance language learning in avariety of situations, e.g., repeatback new words and expressionswhich occur in conversations inwhich they participate, make useof them as soon as appropriate






Cog

nitiv

e

1. select and use appropriatecognitive strategies to enhancelanguage learning in a variety ofsituations, e.g., place new wordsor expressions in a context tomake them easier to remember

1. effectively use appropriatecognitive strategies to enhancelanguage learning in a variety ofsituations, e.g., use induction togenerate rules governinglanguage use

1. effectively use appropriatecognitive strategies to enhancelanguage learning in a variety ofcontexts, e.g., seek outopportunities outside of class topractise and observe

Met

acog

nitiv

e

2. select and use appropriatemetacognitive strategies toenhance language learning in avariety of situations, e.g.,identify problems that mighthinder successful completion ofa task and seek solutions

2. effectively use appropriatemetacognitive strategies toenhance language learning in avariety of situations, e.g.,monitor own speech and writingto check for persistent errors

2. effectively use appropriatemetacognitive strategies toenhance language learning in avariety of contexts, e.g., beaware of own strengths andweaknesses, identify own needsand goals, and organizestrategies and proceduresaccordingly

Soci

al/A

ffec

tive

3. select and use appropriate socialand affective strategies toenhance language learning in avariety of situations, e.g.,reduce anxiety by using mentaltechniques

3. effectively use appropriate socialand affective strategies toenhance language learning in avariety of situations, e.g., workwith others to solve problems,get feedback on tasks

3. effectively use appropriate socialand affective strategies toenhance language learning in avariety of contexts, e.g., providepersonal motivation byarranging rewards forthemselves when successful



6.5 Language Use Strategies



Inte

ract

ive

1. use simple interactivestrategies withguidance, e.g., usewords from their firstlanguage to get theirmeaning across,acknowledge beingspoken to

1. use simple interactivestrategies withguidance, e.g.,interpret and use avariety of non-verbalclues to communicate

1. use simple interactivestrategies withguidance, e.g.,indicate lack ofunderstandingverbally or non-verbally

1. use a variety of simpleinteractive strategieswith guidance, e.g.,ask for clarification orrepetition when theydo not understand

Inte

rpre

tive

2. use simple interpretivestrategies withguidance, e.g., usegestures, intonation,visual supports to aidcomprehension

2. use simple interpretivestrategies withguidance, e.g., makeconnections betweentexts, priorknowledge, andpersonal experience

2. use simple interpretivestrategies withguidance, e.g., useillustrations to aidreadingcomprehension

2. use a variety of simpleinterpretive strategieswith guidance, e.g.,determine the purposeof listening, listen orlook for key words

Prod

uctiv

e

3. use simple productivestrategies withguidance, e.g., mimicwhat the teacher says,use non-verbal meansto communicate

3. use simple productivestrategies withguidance, e.g., copywhat others say orwrite, use words thatare visible in theimmediateenvironment

3. use simple productivestrategies withguidance, e.g., usefamiliar repetitivepatterns from stories,songs, rhymes, ormedia

3. use a variety of simpleproductive strategieswith guidance, e.g.,use illustrations toprovide detail whenproducing their owntexts






Inte

ract

ive

1. identify and use a variety ofinteractive strategies, e.g., usethe other speaker’s words insubsequent conversation

1. identify and use a variety ofinteractive strategies, e.g., assessfeedback from conversationpartner to recognize when themessage has not beenunderstood

1. identify and use a variety ofinteractive strategies, e.g., startagain using a different tacticwhen communication breaksdown, use a simple word similarto the concept they want toconvey and invite correction

Inte

rpre

tive

2. identify and use a variety ofinterpretive strategies, e.g.,listen selectively based onpurpose, make predictionsabout what they expect to hearor read based on priorknowledge and personalexperience

2. identify and use a variety ofinterpretive strategies, e.g., useknowledge of the sound-symbolsystem to aid readingcomprehension

2. identify and use a variety ofinterpretive strategies, e.g., inferprobable meaning of unknownwords or expressions fromcontextual clues

Prod

uctiv

e

3. identify and use a variety ofproductive strategies, e.g., usevarious techniques to exploreideas at the planning stage

3. identify and use a variety ofproductive strategies, e.g., useknowledge of sentence patternsto form new sentences

3. identify and use a variety ofproductive strategies, e.g., beaware of and use the steps of thewriting process






Inte

ract

ive

1. select and use a variety ofinteractive strategies, e.g., inviteothers into the discussion, askfor confirmation that a formused is correct

1. select and use a variety ofinteractive strategies, e.g., use arange of fillers and hesitationdevices to sustain conversations,use circumlocution tocompensate for lack ofvocabulary

1. select and use appropriateinteractive strategies in a varietyof situations, e.g., repeat backpart of what someone has said toconfirm mutual understanding

Inte

rpre

tive

2. select and use a variety ofinterpretive strategies, e.g.,prepare questions or a guide tonote down information found inthe text

2. select and use a variety ofinterpretive strategies, e.g., usekey content words or discoursefeatures to follow an extendedtext

2. select and use appropriateinterpretive strategies in avariety of situations, e.g., rereadseveral times to understandcomplex ideas

Prod

uctiv

e

3. select and use a variety ofproductive strategies, e.g., useresources to increase vocabulary

3. select and use a variety ofproductive strategies, e.g., takenotes when reading or listeningto assist in producing their owntext

3. select and use appropriateproductive strategies in a varietyof situations, e.g., use a varietyof resources to correct texts






Inte

ract

ive

1. select and use appropriateinteractive strategies in avariety of situations, e.g.,summarize the point reached ina discussion to help focus thetalk

1. effectively use appropriateinteractive strategies in avariety of situations, e.g., askfollow-up questions to checkfor understanding

1. effectively use appropriateinteractive strategies in avariety of contexts, e.g., usesuitable phrases to intervene ina discussion, self-correct iferrors lead tomisunderstandings

Inte

rpre

tive

2. select and use appropriateinterpretive strategies in avariety of situations, e.g.,summarize informationgathered

2. effectively use appropriateinterpretive strategies in avariety of situations, e.g., assesstheir own information needsbefore listening, viewing, orreading

2. effectively use appropriateinterpretive strategies in avariety of contexts, e.g., useskimming and scanning tolocate key information in texts

Prod

uctiv

e

3. select and use appropriateproductive strategies in avariety of situations, e.g.,proofread and edit final versionof text, apply grammar rules toimprove accuracy at thecorrection stage

3. effectively use appropriateproductive strategies in avariety of situations, e.g., usecircumlocution and definitionto compensate for gaps invocabulary

3. effectively use appropriateproductive strategies in avariety of contexts, e.g.,compensate for avoidingdifficult structures byrephrasing



6.6 General Learning Strategies



Cog

nitiv

e

1. use simple cognitivestrategies to enhancegeneral learning, e.g.,classify objects, ideasaccording to theirattributes

1. use simple cognitivestrategies to enhancegeneral learning, e.g.,use models

1. use simple cognitivestrategies to enhancegeneral learning, e.g.,connect what theyalready know withwhat they are learning

1. use simple cognitivestrategies to enhancegeneral learning, e.g.,experiment with andconcentrate on onething at a time

Met

acog

nitiv

e

2. use simplemetacognitivestrategies to enhancegeneral learning, e.g.,reflect on learningtasks with theguidance of theteacher

2. use simplemetacognitivestrategies to enhancegeneral learning, e.g.,choose from amonglearning options

2. use simplemetacognitivestrategies to enhancegeneral learning, e.g.,discover how theirefforts can affect theirlearning

2. use simplemetacognitivestrategies to enhancegeneral learning, e.g.,decide in advance toattend to the learningtask

Soci

al/A

ffec

tive

3. use simple social andaffective strategies toenhance generallearning, e.g., watchothers’ actions andimitate them

3. use simple social andaffective strategies toenhance generallearning, e.g., seekhelp from others

3. use simple social andaffective strategies toenhance generallearning, e.g., followtheir natural curiosityand intrinsicmotivation to learn

3. use simple social andaffective strategies toenhance generallearning, e.g.,participate in co-operative grouplearning tasks






Cog

nitiv

e

1. identify and use a variety ofcognitive strategies to enhancegeneral learning, e.g., focus onand complete learning tasks

1. identify and use a variety ofcognitive strategies to enhancegeneral learning, e.g., writedown key words and concepts inabbreviated form (verbal,graphic, or numerical) to assistperformance of a learning task

1. identify and use a variety ofcognitive strategies to enhancegeneral learning, e.g., use mentalimages to remember newinformation

Met

acog

nitiv

e

2. identify and use a variety ofmetacognitive strategies toenhance general learning, e.g.,divide an overall learning taskinto a number of sub-tasks

2. identify and use a variety ofmetacognitive strategies toenhance general learning, e.g.,make a plan in advance abouthow to approach a task

2. identify and use a variety ofmetacognitive strategies toenhance general learning, e.g.,identify their own needs andinterests

Soci

al/A

ffec

tive

3. identify and use a variety ofsocial and affective strategies toenhance general learning, e.g.,choose learning activities thatenhance understanding andenjoyment

3. identify and use a variety ofsocial and affective strategies toenhance general learning, e.g.,encourage themselves to try,even though they might makemistakes

3. identify and use a variety ofsocial and affective strategies toenhance general learning, e.g.,take part in group decision-making processes






Cog

nitiv

e

1. select and use a variety ofcognitive strategies to enhancegeneral learning, e.g.,distinguish between fact andopinion when using a variety ofsources of information

1. select and use a variety ofcognitive strategies to enhancegeneral learning, e.g., formulatekey questions to guide research

1. select and use appropriatecognitive strategies to enhancegeneral learning in a variety ofsituations, e.g., makeinferences, identify and justifythe evidence on which theirinferences are based

Met

acog

nitiv

e

2. select and use a variety ofmetacognitive strategies toenhance general learning, e.g.,manage the physicalenvironment in which theyhave to work

2. select and use a variety ofmetacognitive strategies toenhance general learning, e.g.,keep a learning journal such asa diary or a log

2. select and use appropriatemetacognitive strategies toenhance general learning in avariety of situations, e.g., workwith others to monitor theirown learning

Soci

al/A

ffec

tive

3. select and use a variety ofsocial and affective strategies toenhance general learning, e.g.,use support strategies to helppeers persevere at learningtasks

3. select and use a variety ofsocial and affective strategies toenhance general learning, e.g.,take part in group problem-solving processes

3. select and use appropriatesocial and affective strategies toenhance general learning in avariety of situations, e.g., bewilling to take risks, tryunfamiliar tasks andapproaches






Cog

nitiv

e

1. select and use appropriatecognitive strategies to enhancegeneral learning in a variety ofsituations, e.g., use word maps,mind maps, diagrams, charts, orother graphic representations tomake information easier tounderstand and remember

1. select and use appropriatecognitive strategies to enhancegeneral learning in a variety ofsituations, e.g., seekinformation through a networkof sources including libraries,the world wide web,individuals, and agencies

1. effectively use appropriatecognitive strategies to enhancegeneral learning in a variety ofcontexts, e.g., use previouslyacquired knowledge or skills toassist with a new learning task

Met

acog

nitiv

e

2. select and use appropriatemetacognitive strategies toenhance general learning in avariety of situations, e.g.,develop criteria for evaluatingtheir own work

2. select and use appropriatemetacognitive strategies toenhance general learning in avariety of situations, e.g.,reflect upon their thinkingprocesses and how they learn

2. effectively use appropriatemetacognitive strategies toenhance general learning in avariety of contexts, e.g., takeresponsibility for planning,monitoring, and evaluatinglearning experiences

Soci

al/A

ffec

tive

3. select and use appropriatesocial and affective strategies toenhance general learning in avariety of situations, e.g., useself-talk to make themselvesfeel competent to do the task

3. select and use appropriatesocial and affective strategies toenhance general learning in avariety of situations, e.g.,monitor their level of anxietyabout learning tasks and takemeasures to lower it ifnecessary

3. effectively use appropriatesocial and affective strategies toenhance general learning in avariety of contexts, e.g., usesocial interaction skills toenhance group learning tasks


German Language Arts, K – S4 Culture / 101

CULTURE The Culture section supports the development of a positiveself-concept, as well as a strong self-identity as a multilingual/multicultural learner and a positive attitude towards Germanlanguage and cultures. This section provides opportunities for theexploration of the German language and the cultures of German-speaking peoples from the perspectives of history, contemporary life,diversity, and change. It promotes the development of a sense ofcommunity, an understanding of similarities and differences amongpeople, and an appreciation for personal contributions to society. Italso is designed to develop an understanding of globalinterrelatedness and interdependence, cultural sensitivity, and tosupport the preparation of students for effective participation in theglobal community, global marketplace, and workplace.

The Culture section is intended to be integrated with languagelearning, as well as learning related to other subject areas, and is anessential part of daily activities in German bilingual programming.

General LearningOutcome

The following General Learning Outcome outlines the key learningsthat the Culture section is designed to support.


Students will explore, understand, and appreciate the cultures ofGerman-speaking peoples for personal growth and satisfaction, andfor participating in and contributing to an interdependent andmulticultural global society.


7.1 Self-Identity



Val

uing

Ger

man

Lang

uage

and

the

Cul

ture

s of G

erm

an-

Spea

king

Peo

ples

1. participate inculturalactivities in theclassroom andschool

1. participate incultural activitiesand traditions

1. participate in andappreciate culturalactivities andtraditions

1. recognize andappreciate variouselements of thecultures ofGerman-speakingpeoples

Val

uing

Bili

ngua

lism

/M

ultic

ultu

ralis

m

2. participate inclassroom andschool culturalactivities

2. participate inclassroom andschool culturalactivities

2. recognize thebenefits of abilingual/multiculturaleducation

2. understand thepersonalsignificance of abilingual/multiculturaleducation

General Learning Outcome 7Students will explore, understand, and appreciate the cultures of German-speaking peoples forpersonal growth and satisfaction, and for participating in and contributing to an interdependentand multicultural global society.


7.1 Self-Identity



Val

uing

Ger

man

Lang

uage

and

the

Cul

ture

s of G

erm

an-

Spea

king

Peo

ples

1. recognize andappreciate variouselements of the culturesof German-speakingpeoples

1. identify the lifelongpersonal benefits ofGerman language andcultures

1. value the lifelong personalbenefits of Germanlanguage and cultures

Val

uing

Bili

ngua

lism

/M

ultic

ultu

ralis

m

2. participate in activitiesthat promote andcelebrate thebilingual/multiculturaleducation experience

2. recognize the uniqueness ofa bilingual/multiculturaleducation

2. identify the lifelongbenefits and potentialadvantages of abilingual/multiculturaleducation in a Canadianand international context



7.1 Self-Identity



Val

uing

Ger

man

Lang

uage

and

the

Cul

ture

s of G

erm

an-

Spea

king

Peo

ples

1. explore and analyze howGerman language andcultures have affectedand enriched thempersonally

1. explore and analyze howGerman language andcultures have enriched thelives of others

1. explore how one’s past andpresent German languageand cultural experiences,understanding, andknowledge may be an assetin future opportunities

Val

uing

Bili

ngua

lism

/M

ultic

ultu

ralis

m 2. explore and analyze howbeing bilingual/multicultural has affectedand enriched their ownlife

2. explore and analyze howbilingualism/multiculturalism hasenriched the lives of others

2. explore how one’s past andpresent bilingual/multicultural experiences,knowledge, andunderstanding may be anasset in future opportunities



7.1 Self-Identity



Val

uing

Ger

man

Lang

uage

and

the

Cul

ture

s of G

erm

an-

Spea

king

Peo

ples

1. participate in andcontribute to activities inwhich knowledge andskills related to Germanwill be applied

1. participate in andcontribute to interculturalinteractions, such asexchanges, inter-visitationsand penpal activities withGerman speakers

1. choose to engage inactivities that will promoteown lifelong culturaldevelopment

Val

uing

Bili

ngua

lism

/M

ultic

ultu

ralis

m

2. participate in andcontribute to activities inwhich bilingual/multicultural knowledgeand skills will be applied

2. participate in andcontribute to interculturalinteractions, such asexchanges, inter-visitations,and penpal activities

2. choose to engage inactivities that will promoteown lifelongbilingual/multiculturaldevelopment



7.2 German Culture



H

isto

rical

Ele

men

ts

1. participate inactivities andexperiences thatreflect traditionalelements of theGerman culture(such as holidaysand celebrations[Muttertag], music,dance, art, literature,food, etc.)

1. participate inactivities andexperiences thatreflect traditionalelements of theGerman culture(such as holidaysand celebrations[Weihnachten],music, dance, art,literature, food, etc.)

1. participate inactivities andexperiences thatreflect traditionalelements of theGerman culture(such as holidaysand celebrations[Karneval,Fasching], music,dance, art, literature,food, etc.)

1. participate inactivities andexperiences thatreflect traditionalelements of theGerman culture(such as holidaysand celebrations [St.Martinstag], music,dance, art, literature,food, etc.)

Con

tem

pora

ry E

lem

ents

2. participate inactivities andexperiences thatreflectcontemporaryelements of Germanculture (see exampleabove)




Div

ersi

ty

3. experience culturalelements of diverseorigins from withinGerman culture

3. experience culturalelements of diverseorigins from withinGerman culture

3. recognize diverseelements of Germanculture in schooland/or localcommunity

3. identify diverseelements of Germanculture in schooland/or localcommunity

Cha

nge

4. participate in eventsmarking changes

4. illustrate thatchange occurs inone’s immediateenvironment

4. gather informationto demonstratechange within theGerman culture

4. identify howpeople’s actions andlifestyles change toaccommodate thechanging needs ofpeople



7.2 German Culture



His

toric

al E

lem

ents

1. explore the historical roots oftraditional cultural activitiesand experiences (in suchareas as holidays andcelebrations [Ostern], music,dance, art, literature, food,etc.)

1. explore the historical roots oftraditional cultural activitiesand experiences (in suchareas as holidays andcelebrations [St. Nikolaus],music, dance, art, literature,food, etc.)

1. explore the historical roots oftraditional cultural activitiesand experiences (in suchareas as holidays andcelebrations [Oktoberfest,Volksfest], music, dance, art,literature, food, etc.)

Con

tem

pora

ry E

lem

ents

2. explore elements in theimmediate environment thatreflect the contemporaryfeatures of German culture(see example above)



Div

ersi

ty

3. explore diversity of Germanculture in the immediateenvironment

3. explore diversity of Germanculture at the school level

3. explore diversity of Germanculture at the communitylevel

Cha

nge

4. explore and reflect on changewithin one’s own immediateenvironment

4. explore and reflect on changein German culture within thefamily and community

4. explore and reflect on changein German culture at theinternational level



7.2 German Culture



His

toric

al E

lem

ents

1. explore how major historicalevents, figures, and culturaldevelopments of Germanculture have influencedcontemporary cultureworldwide (such as greatfigures, periods of history,immigration, etc.)

1. explore how major historicalevents, figures, and culturaldevelopments of Germanculture have influencedcontemporary cultureworldwide (such as greatfigures, periods of history,immigration, etc.)

1. analyze the influence andcontributions of majorhistorical events, figures, andcultural developments ofGerman worldwide (such asgreat figures, periods ofhistory, immigration, etc.)

Con

tem

pora

ry E

lem

ents

2. explore how contemporaryevents, figures, and culturaldevelopments of Germanculture have influencedcontemporary cultureworldwide (such asgeography, current events,celebrations, fine arts,lifestyles, etc.)

2. explore how contemporaryevents, figures, and culturaldevelopments of Germanculture have influencedcontemporary cultureworldwide (such asgeography, current events,celebrations, fine arts,lifestyles, etc.)

2. analyze the influence andcontributions ofcontemporary events, figures,and cultural developments ofGerman culture worldwide(such as geography, currentevents, celebrations, fine arts,lifestyles, etc.)

Div

ersi

ty

3. explore the diversity of theGerman language and culture

3. explore the diversity of theGerman language and culture

3. examine the diversity of theGerman language and culture

Cha

nge

4. explore how changes inGerman language and culturehave affected them personally

4. explore the significance ofchanges in the Germanculture to the rest of theworld

4. compare changes in theGerman culture to changes inother cultures



7.2 German Culture



His

toric

al E

lem

ents

1. recognize and appreciate theinfluence and contributionsof major historical events,historical figures, andcultural developments of theGerman culture

1. examine variousperspectives regarding theinfluence and contributionsof major historical events,historical figures, andcultural developments of theGerman culture

1. identify and analyze howhistorical experiences haveshaped the contemporaryGerman language andculture

Con

tem

pora

ry E

lem

ents

2. recognize and appreciate theinfluence and contributionsof contemporary events,contemporary figures, andcultural developments of theGerman culture

2. examine variousperspectives regarding theinfluence and contributionsof contemporary events,contemporary figures, andcultural developments of theGerman culture

2. identify and analyze theimpact of contemporaryinfluences on Germanlanguage and culture

Div

ersi

ty

3. compare and contrast variousperspectives on diversity ofGerman language andculture

3. compare and contrastvarious perspectives ondiversity of Germanlanguage and culture

3. identify and analyze howhistorical and currentdiversity has shaped thecontemporary Germanlanguage and culture

Cha

nge

4. examine historical influencesthat have influenced theGerman culture

4. examine contemporaryinfluences that haveinfluenced the Germanculture

4. identify and analyze thesignificance of historical andcontemporary changes inGerman culture on the rest ofthe world



7.3 Building Community



V

alui

ng

Div

ersi

ty

1. recognizedifferencesbetween self andpeers

1. explore diversitywithin one’s ownfamily and in theschool

1. explore diversitywithin theclassroom andamong families andcommunities

1. explore diversity inthe classroom,school, and localcommunity, andreflect on itspersonalsignificance

Val

uing

Sim

ilarit

y

2. recognizesimilaritiesbetween self andpeers

2. explore similaritieswithin one’s ownfamily and in theschool

2. explore similaritieswithin theclassroom andamong families andcommunities

2. explore similaritiesin the classroom,school, and localcommunity andreflect on theirpersonalsignificance

Con

tribu

ting

toC

omm

unity

3. participate in, andcontribute to,classroom activities

3. participate and co-operate in, andcontribute to,classroom andschool activities

3. participate co-operatively ingroup activities bycontributing ideasand supportingothers

3. participate co-operatively in dailyclassroom duties,and support peersand classmates






Val

uing

Div

ersi

ty

1. explore diversity in thebroader community andreflect on its personalsignificance

1. explore, compare, and reflecton the personal significance ofdiversity in Canada

1. explore the impact ofdiversity in other regions ofthe world, and compare itwith the impact of diversityin Canada

Val

uing

Sim

ilarit

y

2. explore similarities in thebroader community andreflect on their personalsignificance

2. explore, compare, and reflecton common human needs andexperiences of Canadians

2. examine the commonhuman needs andexperiences of peoplearound the world

Con

tribu

ting

toC

omm

unity

3. demonstrate desire to assistothers and contribute toclassroom and schoolactivities

3. develop skills that promoteco-operation and mutualrespect within the classroomand the school

3. provide positivecontributions and leadershipwithin the school and/orcommunity






Val

uing

Div

ersi

ty

1. examine diversity in theschool and community;reflect on its impact on self,relationships, and personalchoices

1. examine diversity in theschool and community;reflect on its impact on self,school, and community

1. explore and analyze howdiversity has contributed toand enriched Canadiansociety

Val

uing

Sim

ilarit

y

2. examine similarities amongpeers and members of theschool and local community,and reflect on their personalimpact

2. examine similarities thatexist in cultures in Canadiansociety through thehistorical context ofimmigration

2. examine similarities incultures in current Canadiansociety

Con

tribu

ting

toC

omm

unity

3. participate and contributeeffectively in classroom andgroup activities; reflect onpersonal contributions togroup activities

3. appreciate contributions ofdifferent individuals,groups, and events to thedevelopment of Canada

3. examine the significance ofvarious contemporarycultural issues to Canadiansociety






Val

uing

Div

ersi

ty

1. identify and analyze howCanada’s response todiversity has changed;identify the benefits of apluralistic approach

1. analyze and understand thesignificance of diversity inshaping present and futureopportunities for growth

1. participate in variousindividual, group, school,and community activitiesthat celebrate diversity andpromote interculturalunderstanding

Val

uing

Sim

ilarit

y

2. identify and explain howcommon human experiencesand needs are reflected inculture, social structure, andday-to-day patterns ofbehaviour in Canada

2. identify and explain howcommon human experiencesand needs are reflected inculture, social structure, andday-to-day patterns ofbehaviour in differentsocieties

2. identify, explain, andanalyze how common humanexperiences and needs arereflected in various societiesaround the world

Con

tribu

ting

toC

omm

unity

3. participate in various schooland community events topromote interculturalunderstanding

3. participate in various school,community, and Canadianevents to promoteintercultural understanding

3. participate and contribute toindividual, group, school,and community activitiesusing own German languageand cultural knowledge andskills



7.4 Global Citizenship



Res

pons

ible

Citi

zens

hip

1. demonstratepersonal and socialresponsibility in theclassroom

1. demonstratepersonal and socialresponsibility in theclassroom andschool

1. demonstratepersonal and socialresponsibility in theclassroom, school,and community

1. recognize thatgrowing upinvolves makingdecisions andacceptingconsequences

Inte

rdep

ende

nce

2. participate in tasksand activities withpartners and ingroups

2. recognize own andothers’contributions to agroup

2. recognize thebenefits of workingwith a partner orwithin a group;recognize that oneaffects and isaffected by theactions of others

2. identify theadvantages anddisadvantages ofworkingcollaboratively witha partner or group

Inte

rcul

tura

lSk

ills

3. adapt to newsituations

3. work and play withothers, recognizingthat expectationscan be different fordifferent people

3. identify anddescribe causes ofconflict in theclassroom

3. explore ways toresolveinterpersonalconflict

Futu

reO

ppor

tuni

ties

4. share ordemonstratepersonal strengthsor achievements

4. share ordemonstratepersonal strengthsand areas forfurtherdevelopment

4. identify personalstrengths and areasfor development

4. identify personalstrengths and areasfor development,and set personalgoals






Res

pons

ible

Citi

zens

hip

1. respect the feelings, rights,and property of others, andaccept responsibility for theirown actions

1. recognize the positive andnegative aspects of theconsequences of theiractions; demonstrate honestyand reliability in a variety ofsituations

1. explore the meaning ofpersonal and socialconscience; demonstrateproblem-solving anddecision-making skills

Inte

rdep

ende

nce 2. recognize that people must

depend on others to meettheir needs; recognize theeffects of their actions onothers

2. examine the role of theindividual in groupactivities; reflect oneffectiveness of owncontributions

2. participate in and contributeto group activitieseffectively; recognize thatco-operation is important

Inte

rcul

tura

lSk

ills

3. engage in activities thatreflect other perspectives orways of doing things

3. accept differences in others’characteristics and abilities

3. recognize and respectindividual differences;recognize the worth of everyindividual

Futu

reO

ppor

tuni

ties

4. identify personal strengthsand areas for development;establish personal goals andaction plans

4. identify personal strengthsand areas for furtherdevelopment; establishpersonal goals and actionplans

4. identify personal interestsand explore futureopportunities for learningand employment






Res

pons

ible

Citi

zens

hip

1. identify and analyzeexamples of rights andresponsibilities of citizens

1. identify how citizen actioncan affect public policy,including cultural diversity

1. recognize how public policiesrelating to cultural diversityare affected by publicopinion, the media, andpolitical groups

Inte

rdep

ende

nce 2. explore different roles and

responsibilities of a groupmember

2. identify the impact ofactions of an individualupon the group

2. identify ways in whichindividuals, communitymembers, and societalmembers are interrelated andinterdependent

Inte

rcul

tura

lSk

ills

3. understand and analyze therights and responsibilities ofcitizens and provideexamples

3. explore ways in which groupconflict can be resolved inCanadian society

3. appreciate and understand thevalue of differentperspectives

Futu

reO

ppor

tuni

ties 4. explore learning and work

opportunities around theworld

4. explore essential skills,knowledge, and attitudesrequired for effectiveparticipation in the globalworkplace and marketplace

4. explore career fields in whichbilingual and multiculturalknowledge, skills, andattitudes can be applied






Res

pons

ible

Citi

zens

hip

1. identify and analyze acitizen’s role andresponsibility in interrelatedlocal, national, andinternational contexts

1. participate in group decision-making and problem solvingin ways that demonstrateconcern for others andunderstanding ofresponsibilities as citizens

1. examine global conflict andco-operation betweennations

Inte

rdep

ende

nce 2. explore ways in which

peoples and nations arelinked in an interrelatedglobal system

2. explore how global links andinterdependency affect one’srole as a citizen in one nationamong many others

2. examine the local and globalconsequences of individualand collective decision-making

Inte

rcul

tura

lSk

ills

3. examine attitudes andvalues that contribute tocross-culturalunderstanding

3. identify how intercultural andmulticultural organizationshave affected globalcitizenship

3. demonstrate culturalsensitivity and awareness ofcultural diversity in everydaysituations throughappropriate behaviour andlanguage

Futu

reO

ppor

tuni

ties

4. examine personal plans forfurther development ofskills, knowledge, andattitudes required foreffective participation inthe global workplace andmarketplace

4. apply bilingual andmulticultural knowledge andskills in specific activities thatwill further develop the skillsrequired for effectiveparticipation in the globalworkplace

4. apply bilingual andmulticultural knowledge andskills in specific activitiesthat will promote skilldevelopment andopportunities for futureparticipation in the globalworkplace


German Language Arts, K – S4 Appendices / 119

APPENDICES

I. Using the Curriculum………………………………………………………………..….121

II. Sample Areas of Experience …………………………………………………………...124

III. Sample List of Text Forms…………………………………………………..…………126

IV. Global List of Strategies…………………………………………….………………….129

V. Glossary………………………………………………………………………………...135


I. Using the CurriculumWhen implementing the Curriculum Framework, a number of factors need to be considered:

• the amount of time available for instruction• the entry level into the program• the students’ prior knowledge of and experience with languages and skills

Other factors also need consideration:

• support for the German language in the school, among parents, and in the community atlarge

• the skill and knowledge of the teacher• how classes are scheduled on a weekly and yearly basis• the choice of topics and tasks• the resources used for learning activities• the language of instruction• the assessment and evaluation strategies used• the opportunities for real-life applications of language learning

Curriculum Implementation Factors When using the Curriculum Framework the context in which the language will be taught shouldbe taken into consideration. The following are some guidelines for adjusting the information inthis document to suit local circumstances:

Time The Curriculum Framework was designed on the basis of the following time allocations: • Kindergarten to Grade 6 - 50%• Grade 7 to Senior 1 - 30%• Senior 2 to Senior 4 - 30%

Entry LevelThere is evidence in support of starting second language learning early. Students have a greaterexposure to the language over time and develop more native-like pronunciation. The Curriculumis designed for a usual entry point at the Kindergarten or Grade 1 level. However, alternativeentry points can be considered on a student-by-student basis.

Prior KnowledgeThe Curriculum Framework assumes that the students will have limited or no previousknowledge of German upon entry into Kindergarten or Grade 1.

122 / Appendices German Language Arts, K – S4

Students who already have a second language, particularly one of Germanic origin, can beexpected to learn German and additional languages more quickly and more easily than thosebeginning their study of a second language.

Additional Factors

Implementation of German language programming requires decisions about staffing andadministration. The following are some guidelines for making these decisions:

Community SupportSuccessful German language programming is dependent on the support of all partners ineducation. It is critical, however, to have the active involvement of

• the administration and staff of the school• parents of the students enrolled• members of the community at large, particularly those who speak German

TeachersA communicative approach to second language teaching, which uses content based on otheracademic subjects and the interests and experiences of the students, demands a broad range ofteacher knowledge and skills both in German and in second language pedagogy. In addition,teachers will benefit from experience and expertise in

• responding to diversity in the classroom and using multi-level groupings• co-operative learning and student-centered learning• multimedia and computer-assisted learning

Teachers need to engage in and be supported in their professional development, in order tomaintain or improve their fluency in the language and their cultural knowledge and skills, and tokeep their teaching skills current.

SchedulingGerman language instruction should be scheduled to ensure maximum continuity of exposure tothe language. If students have little exposure to the language for extended periods of time, theirlanguage retention is affected. Students benefit from using the language on a daily basis.

Choice of Topics and Tasks In the Appendix, three domains are suggested as organizers to guide the choice learning tasks:the personal, the public, and the educational. Sample areas of experience are listed under each ofthe three domains and a table shows how topics can be developed at different levels. The topicslisted are not mandatory, but are intended to encourage teachers to provide a broad range oflanguage learning experiences at every level. Choices should be guided by the needs, interests,and daily experiences of the students, as well as the content of the subject area under study.


ResourcesResources that are selected should be appropriate for the age, developmental levels, andlinguistic levels of the students. A range of print, media, and human resources need to beavailable to support this Curriculum Framework. Informational texts, literature, and a variety ofmedia forms will also need to be acquired.

Language of InstructionIt is expected that classes will take place in German to maximize exposure to the language. Theremay be some situations where a few minutes of class time will be used to reflect on the learningprocess in the students’ first language, especially in the early stages of learning.

Assessment and EvaluationTeachers need to use a variety of authentic assessment strategies, such as

• observation checklists• rubrics• anecdotal records• communicative tests• portfolios• self-assessment• peer and group assessment• performance profiles

Real-Life ApplicationsStudents will be more successful language learners if they have opportunities to use the languagefor authentic communication in a broad range of contexts. The Curriculum Framework supportsand encourages the real-life application of language learning through meaningful contact withfluent speakers of German and authentic German texts.

Language programs being implemented in a “foreign language” context, in other words, with nolanguage community immediately available, can make use of authentic materials, electroniccommunications, and multimedia resources to support language learning. They can also facilitatestudent participation in exchanges (within Canada or abroad), language camps or weekendimmersion experiences, field trips, or longer excursions. Schools or communities can be twinned,pen pals arranged, visitors invited into the school, etc.


II. Sample Areas of Experience

PERSONAL

Family (extended) roles and responsibilities special events and family

celebrations

Home rooms and furnishings

Self physical attributes (body,

clothing) emotions

Friends relationships shared activities

Daily Activities routines and chores meals family traditions

Leisure Activities sports hobbies music

PUBLIC

Commercial Transactions andBusiness shopping restaurants services

Travel daily travel vacations

Occupations trades professions careers

Mass Media television newspapers and magazines world wide web

Arts and Entertainment professional sports theatre, dance, films music performances visual arts and design

Institutions government, churches, schools public celebrations business and industry

Civic Responsibilities conservation charitable/volunteer activities

EDUCATIONAL

Humanities literature arts

Social Sciences geography history social issues

Natural Sciences andMathematics weather and climate animals and plants technology inventions money ecology and the environment outer space measurement, shape

Health and Physical Education physical activity nutrition public health issues safety


Sample Areas of Experience: Example of Distribution by Grades

K – 3 4 – 6 7 – S1 S2 – S4

Pers

onal

My familyMy homeMy bodyClothing for each seasonGames and songsFavourite foodsMy birthday

My family treeHelping at homeMy roomFriendsMy hobbies and pastimesEmotionsFavourite times of the year

Family traditionsFashionPeer pressureExtracurricular activitiesCooking at home

Family relationshipsSpecial friendsPersonal identity and styleLeisure time

Publ

ic

Going shoppingGoing on vacationJobs people doBeing a good neighbourHolidays and festivalsAround school

Public transportWhat’s on TV?My communityPeople who help othersGoing to the doctor

Going out (restaurants, movies, sports, shows)EmergenciesCartoons and comicsCommunity serviceSummer holidays

Career optionsGetting informationConsumerismMediaPublic institutionsTravel

Edu

catio

nal

Stories and rhymesToday’s weatherDomestic/wild animalsCounting thingsSongs and dancesSports and games

Caring for petsFood and nutritionMaps and plansMaking things growSpatial relationshipsMaking music/art

Healthy livingSpace travelHelping the environmentPeoples that make up CanadaShort stories and poemsThe arts around the worldHow much will it cost?

Literature and the artsPersonal financesTechnologyPeace and human rightsResponsible citizenshipLifelong fitness


III. Sample List of Text Forms

Written Texts• Adventures• Advertisements• Biographies and autobiographies• Brochures, pamphlets, and leaflets• Cartoons• Catalogues• Charts, diagrams, graphs• Compositions• Diagrams• Dictionary and grammar items• Drawings• Encyclopaedia entries• Fables• Folk tales and legends• Forms• Graffiti• Graphs• Guest speakers• Historical fiction• Humour• Illustrations• Information texts• Instructions and other “how to” texts• Invitations• Journals, diaries, and logs• Labels and packaging• Letters, business and personal• Lists, notes, personal messages• Maps• Menus• Mysteries• Myths• Newspaper and magazine articles• News reports• Non-fiction chapter books• Photographs• Picture books• Pictures• Plays• Poetry• Prints• Programs• Questionnaires• Reader theatre


• Recipes• Reports and manuals• Rhymes• Riddles• Role-play• Short stories and novels• Signs, notices, announcements• Stories• Symbols• Textbook articles• Tickets, timetables, and schedules• Travel log• Word-play

Oral Texts• Advertisements• Announcements• Ceremonies, religious and secular• Conversations, formal and informal• Debates• Fables• Guest speakers• Humour• Interviews• Lectures• Messages• Murals• Mysteries• Myths• Oral stories and histories• Plays and other performances• Repetition• Reports and presentations• Role-play• Rhymes• Rhythms• Riddles• Songs and hymns• Telephone conversations• Word-play

Multimedia Texts• Audio tapes• Charts, diagrams, graphs• Comic strips• Computer and board games• Computer software• Dance


• Drawings• Information texts• Movies and films• Murals• News reports• Photographs• Pictures• Puppet plays• Slide/tape and video presentations• Symbols• TV programs• Websites


IV. Global List of StrategiesLanguage Learning Strategies

CognitiveStudents will:• listen attentively• do actions to match words of a song, story, or rhyme• learn short rhymes or songs incorporating new vocabulary or sentence patterns• imitate sounds and intonation patterns• memorize new words by repeating them silently or aloud• seek the precise term to express their meaning• repeat words or phrases in the course of performing a language task• make personal dictionaries• experiment with various elements of the language• use mental images to remember new information• group together sets of things (vocabulary, structures) with similar characteristics• identify similarities and differences between aspects of the language being learned and their

own language• look for patterns and relationships• use previously acquired knowledge to facilitate a learning task• associate new words or expressions with familiar ones, either in the language being learned

or in their own language• find information using reference materials like dictionaries, textbooks, grammars• use available technological aids to support language learning, e.g., cassette recorders,

computers• use word maps, mind maps, diagrams, charts, or other graphic representations to make

information easier to understand and remember• place new words or expressions in a context to make them easier to remember• use induction to generate rules governing language use• seek out opportunities outside of class to practise and observe• perceive and note unknown words and expressions, noting also their context and function

MetacognitiveStudents will:• check copied writing for accuracy• make choices about how they learn• rehearse or role-play language• decide in advance to attend to the learning task• reflect on learning tasks with the guidance of the teacher• make a plan in advance about how to approach a language learning task• reflect on the listening, reading, and writing process• decide in advance to attend to specific aspects of input


• listen or read for key words• evaluate their own performance or comprehension at the end of a task• keep a learning log• experience various methods of language acquisition and identify one or more they consider

particularly useful• be aware of the potential of learning through direct exposure to the language• know how strategies may enable them to cope with texts containing unknown elements• identify factors that might hinder successful completion of a task and seek solutions• monitor their own speech and writing to check for persistent errors• be aware of their own strengths and weaknesses, identify their own needs and goals, and

organize their strategies and procedures accordingly

Social/AffectiveStudents will:• initiate or maintain interaction with others• participate in shared reading experiences• seek the assistance of a friend to interpret a text• reread familiar self-chosen texts to enhance understanding and enjoyment• work co-operatively with peers in small groups• understand that making mistakes is a natural part of language learning• experiment with various forms of expression, and note their acceptance or non-acceptance by

more experienced speakers• participate actively in conferencing and brainstorming as a pre- and post-writing exercise• use self-talk to make themselves feel competent to do the task• be willing to take risks, and try unfamiliar tasks and approaches• repeat back new words and expressions which occur in conversations in which they

participate, and make use of them as soon as appropriate• reduce anxiety by using mental techniques, such as positive self-talk or humour• work with others to solve problems, get feedback on tasks• provide personal motivation by arranging rewards for themselves when successful


Language Use Strategies

InteractiveStudents will:• use words from their first language to get their meaning across, e.g., use a literal translation

of a phrase in the first language, use a first language word but pronounce it as in the secondlanguage

• acknowledge being spoken to• interpret and use a variety of nonverbal clues to communicate, e.g., mime, pointing, gestures,

drawing pictures• indicate lack of understanding verbally or nonverbally, e.g., Wie bitte?, Entschuldigung?,

Das habe ich nicht verstanden, raised eyebrows, blank look• ask for clarification or repetition when they do not understand, e.g., Was meinst du damit?,

Kannst du das bitte wiederholen?• use the other speakers’ words in subsequent conversation• assess feedback from conversation partner to recognize when the message has not been

understood, e.g., raised eyebrows, blank look• start again using a different tactic when communication breaks down, e.g., Was ich damit

sagen will…• use a simple word similar to the concept they want to convey and invite correction, e.g.,

Fisch for Forelle• invite others into the discussion• ask for confirmation that a form used is correct, e.g., Kann man das sagen?• use a range of fillers and hesitation devices to sustain conversations, e.g., Also…, Was wollte

ich sagen…• use circumlocution to compensate for lack of vocabulary, e.g., Das Ding aus dem man trinkt

for Glas• repeat part of what someone has said to confirm mutual understanding, e.g., Was du also

damit sagen willst ist…, Du meinst also, dass…• summarize the point reached in a discussion to help focus the talk• ask follow-up questions to check for understanding, e.g., Verstehst du was ich meine?• use suitable phrases to intervene in a discussion, e.g., Da wir gerade dabei sind…• self-correct if errors lead to misunderstandings, e.g., Was ich eigentlich damit sagen will…

InterpretiveStudents will:• use gestures, intonation, and visual supports to aid comprehension• make connections between texts on the one hand, and prior knowledge and personal

experience on the other• use illustrations to aid reading comprehension• determine the purpose of listening• listen or look for key words


• listen selectively based on purpose• make predictions about what they expect to hear or read based on prior knowledge and

personal experience• use knowledge of the sound-symbol system to aid reading comprehension• infer probable meaning of unknown words or expressions from contextual clues• prepare questions or a guide to note down information found in the text• use key content words or discourse features to follow an extended text• reread several times to understand complex ideas• summarize information gathered• assess their own information needs before listening, viewing, or reading• use skimming and scanning to locate key information in texts

ProductiveStudents will:• mimic what the teacher says• use nonverbal means to communicate• copy what others say or write• use words visible in the immediate environment• use resources to increase vocabulary• use familiar repetitive patterns from stories, songs, rhymes, or media• use illustrations to provide detail when producing their own texts• use various techniques to explore ideas at the planning stage, such as brainstorming or

keeping a notebook or log of ideas• use knowledge of sentence patterns to form new sentences• be aware of and use the steps of the writing process: pre-writing (gathering ideas, planning

the text, research, organizing the text), writing, revision (rereading, moving pieces of text,rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting,adding illustrations, binding)

• use a variety of resources to correct texts, e.g., personal and commercial dictionaries,checklists, grammars

• take notes when reading or listening to assist in producing their own text• revise and correct final version of text• use circumlocution and definition to compensate for gaps in vocabulary• apply grammar rules to improve accuracy at the correction stage• compensate for avoiding difficult structures by rephrasing


General Learning Strategies

CognitiveStudents will:• classify objects, ideas according to their attributes, e.g., red objects and blue objects or

animals that eat meat and animals that eat plants• use models• connect what they already know with what they are learning• experiment with and concentrate on one thing at a time• focus on and complete learning tasks• write down key words and concepts in abbreviated form (verbal, graphic, or numerical) to

assist performance of a learning task• use mental images to remember new information• distinguish between fact and opinion when using a variety of sources of information• formulate key questions to guide research• make inferences, identify and justify the evidence on which their inferences are based• use word maps, mind maps, diagrams, charts, or other graphic representations to make

information easier to understand and remember• seek information through a network of sources including libraries, the world wide web,

individuals, and agencies• use previously acquired knowledge or skills to assist with a new learning task

MetacognitiveStudents will:• reflect on learning tasks with the guidance of the teacher• choose from among learning options• discover how their efforts can affect their learning• reflect upon their thinking processes and how they learn• decide in advance to attend to the learning task• divide an overall learning task into a number of subtasks• make a plan in advance about how to approach a task• identify their own needs and interests• manage the physical environment in which they have to work• keep a learning journal such as a diary or a log• develop criteria for evaluating their own work• work with others to monitor their own learning• take responsibility for planning, monitoring, and evaluating learning experiences


Social/AffectiveStudents will:• watch others’ actions and imitate them• seek help from others• follow their natural curiosity and intrinsic motivation to learn• participate in co-operative group learning tasks• choose learning activities that enhance understanding and enjoyment• encourage themselves to try, even though they might make mistakes• take part in group decision-making processes• use support strategies to help peers persevere at learning tasks, e.g., offer encouragement,

praise, ideas• take part in group problem-solving processes• use self-talk to make themselves feel competent to do the task• be willing to take risks, and try unfamiliar tasks and approaches• monitor their level of anxiety about learning tasks and take measures to lower it if necessary,

e.g., deep breathing, laughter• use social interaction skills to enhance group learning activities


V. Glossary

Authentic Situations

These refer to everyday situations one would encounter in a German-speaking country, e.g., in abakery, train station, etc.

Authentic Texts

These refer to texts that were designed for and used by native speakers rather than for thepurpose of second language instruction.

Content-based Language Learning

In content-based language learning, students learn a second language while they are learningcontent from another subject area. This is the approach taken in immersion and bilingualprogramming.

Culture

The members of the culture task force of the National Core French Study (LeBlanc, 1990) havedefined culture as “the general context and way of life. It is the behaviors and beliefs of acommunity of people whose history, geography, institutions, and commonalities are distinct anddistinguish them to a greater or lesser degree from all other groups” (p. 44).

Historical and contemporary elements of the culture may include historical and contemporaryevents, significant individuals, emblems or markers of national identity (myths, culturalproducts, significant sites, events in the collective memory), public institutions, geographicalspace (regions, landmarks, borders, frontiers), social distinctions, conventions of behaviour,beliefs, taboos, perceptions, and perspectives. Choices about which elements to include shouldreflect the importance of the element within the culture, and the interests and developmentallevel of the students.

Discourse Features

The term “discourse” refers to the organization of language in units greater than the sentence.Although this is a complex topic involving many aspects of language, teachers need beconcerned for the most part about only three kinds of discourse features: rhetoricalorganization, discourse markers, and theme-rheme structure.


Rhetorical organization refers to the way stretches of text larger than the sentence areconstructed. The classic example is paragraph structure, often recommended to be: topicsentence → supporting details → concluding sentence. Other examples are textbookorganization, the structure of friendly letters and business letters, the format of scienceexperiment reports, and the organization of essays (descriptive, expository, etc.) andnarratives.

Discourse markers are used to achieve textual cohesion. Terms like nevertheless –dennoch, inspite of – trotzdem, consequently – folglich, therefore – daher/deshalb, incontrast to – im Gegensatz zu, in comparison to – im Vergleich zu/mit, and on the otherhand – andererseits are infrequent in everyday communication, so students need to betaught their meanings and the proper grammatical usage.

Theme-rheme structure refers to the organization of information within sentences. Fromthe point of view of information organization, most sentences consist of two distinct parts:a) the topic, or what is being talked about. Some linguists call this the theme of the

sentence.b) The theme is followed by the comment, or what is said about the theme. This is often

called the rheme of the sentence.For example, consider the following discourse. Mary: “Where’s your brother?” Bill: “He’sin the shower.” In Bill’s response, he is the theme (what is being talked about), while is (’s)in the shower is the rheme (what is said about “he”). Notice that in normal discourse thetheme typically consists of “given” information, whereas the rheme is usually “new”information. In students’ answers to written questions like: “What is a meteorologist?” Theresponse would be: A meteorologist (theme - given information - comes first) is a personwho studies the weather (rheme - new information - follows theme).

Diversity

Within most cultures, there are groups of people who have cultural beliefs, values, and practicesthat are different from the majority or mainstream culture. These differences may be based onreligion, national or ethnic origin, social class, race, colour, gender, etc.

Idiomatic Expression

An idiom or an idiomatic expression is a word or group of words that has a commonly acceptedmeaning that is not the literal meaning. Some examples are: happy as a lark (very happy), I’mfed up (I’ve had enough, I’m disgusted, bored).


Independent Situations

This term is used to describe learning situations where students use specific linguistic elementsin a variety of contexts with limited teacher guidance. Students in such situations will haveconsistent control of the linguistic elements and be able to apply them in a variety of contextswith limited teacher guidance. Fluency and confidence characterize student language.

Intercultural Skills

Intercultural competence is a combination of knowledge, skills, and attitudes which enableindividuals to communicate and interact across cultural boundaries. Skills include findinginformation about a culture, interpreting it in order to understand the beliefs, meanings, andbehaviours of members of that culture, relating one’s own culture to the target culture, andinteracting with members of that culture. In the process of developing these skills, languagelearners will acquire knowledge of the other culture, a heightened awareness of their own, aswell as knowledge of the processes of interaction between two cultures. A pre-condition forsuccessful intercultural interaction is an attitude of openness and curiosity as well as awillingness to look at the world from the point of view of the other culture. Interculturalcompetence is developed in the Global Citizenship component of the Curriculum Framework.

Language Learning Strategies

These are actions taken by learners to enhance their learning.

Cognitive strategies operate directly on the language and include such things as using differenttechniques for remembering new words and phrases, deducing grammar rules or applying rulesalready learned, guessing at the meaning of unknown words, or using different ways to organizenew information and link it to previously learned language.

Metacognitive strategies are higher order skills that students use to manage their own learning.They include planning for, monitoring, and evaluating the success of language learning.

Social strategies are actions learners take to interact with other learners or with speakers of thetarget language.

Affective strategies are what learners do to manage their emotions, motivation, and attitudes,thereby optimizing their ability to learn.


Language Use Strategies

These are actions taken by learners to enhance communication and avoid communicationbreakdown. Language use strategies can be used with no intention of improving one’s facilitywith the language.

Mechanical Features

These are the conventions used to make written text easier to read. They include such things ascapitalization, punctuation, paragraphs, titles, or headings.

Modeled Situations

This term is used to describe learning situations where a model of specific linguistic elements isconsistently provided and immediately available. Students in such situations will have anemerging awareness of the linguistic elements and be able to apply them in very limitedsituations. Limited fluency and confidence characterize student language.

Non-Verbal Communication

A large part of what we communicate is done without the use of words. Meaning can becommunicated by gestures, eye contact, facial expressions, body language, physical distance, andtouching, as well as sounds, noises, and silence.

Register

Register is the level of formality of speech or writing based on the social context in which thelanguage is used. Casual conversation uses an informal register while situations like a publiclecture or a radio broadcast demand a more formal register. The language used in a personalletter to a good friend or a close family member differs considerably from the language used in aformal letter in the business world.

Representing

Representing enables students to communicate information and ideas through a variety of media,such as video presentations, posters, diagrams, charts, symbols, visual art, drama, mime, andmodels.


Social Conventions

These are the customs that accompany speech in social situations. They include actions such asbowing, shaking hands, or kissing; topics that are taboo in conversation; conventions for turn-taking and interrupting or refusing politely; appropriate periods of silence before responding.

Sound-Symbol System

The sound-symbol describes the writing system of the language, the correlation between thesounds and the spelling (where the writing system is alphabetic), the rules of spelling, as well asmechanical conventions such as capitalization and punctuation. The sound system includes thepronunciation of vowels and consonants, intonation, rhythm, and stress.

Structured Situations

This term is used to describe learning situations where a familiar context for the use of specificlinguistic elements is provided and students are guided in their use. Students in such situationswill have increased awareness and emerging control of the linguistic elements, and be able toapply them in familiar contexts with teacher guidance. Student language is characterized byincreasing fluency and confidence.

Text Forms

Different kinds of texts have typical structures. A letter, for example, has a different form orstructure than a report or a poem. An oral interview is different from an announcement or an oralpresentation. See the Sample List of Text Forms in this Appendix.

Viewing

To derive meaning from visual media and other forms of non-verbal communication, e.g., action,dances.

Vocabulary

Vocabulary covers all kinds of words and idioms. It also includes groups of words that functionlike a single word (e.g., all of a sudden). There is a difference in the range of a learner’s activeand passive vocabulary at any given time. “Active” vocabulary entails independent production oflearned words; “passive” vocabulary comprises the words which students can recognize andunderstand without being able to produce them. The passive vocabulary will also be significantlylarger than the active.

German Language Arts, K – S4 References / 141

REFERENCES

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