1
Strand 1.0
Reading
8 Sub-strands8 Lessons in Term 2
1.1 Reading Aloud Nuclear family
1 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify vocabulary and expressions in texts
- read simple texts for comprehension
- read texts with confidence with support
Key Inquiry Questions (KIQs)
- Which was your first storybook to read?
Learning Experiences
- read selected passages on families in order to comprehend the use of a wide vocabulary and phrases (age, situation de famille, professions, lieu de travaille)
- read passages to extract grammatical structures and key information
- read aloud lyrics of songs about different family setups in French
- answer comprehension questions on family
- compare from visual stimuli different family models and relate to their own
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Reading for understanding The Market
1 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Summarize key details and facts from the text
- read fluently using the right intonation and pace
- read texts for understanding
Key Inquiry Questions (KIQs)
- What do you carry when going shopping?
Learning Experiences
- read out a dialogue between a buyer and seller observing the right intonation and pace
- pick out expressions of politeness from texts (s’il vous plait, excusez-moi, je voudrais… merci)
- read a variety of texts on shopping and point out names of items and their quantities
- read different passages on shopping to compare prices of items
- read simple texts on shopping and point out prices of items and the shops where they can be purchased
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Reading Aloud Important Dates
1 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- decode familiar sounds in words to read simple short texts
- read texts with correct intonation, pace and fluency
- read varied texts with enthusiasm
Key Inquiry Questions (KIQs)
- Why should we remember dates of events?
Learning Experiences
- read short texts in turns on important dates with fluency
- articulate important dates on calendar (date d’anniversaire, nouvel an, noël, fȇtes nationales)
- recite simple poems on numbers
- use the internet appropriately to source for and read vocabulary on important dates
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Reading for Understanding Leisure Time
1 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify key details and facts from written texts
- apply information from the text and answer questions
- show an increasing ability to understand words and phrases in context
Key Inquiry Questions (KIQs)
- Why do we play different games in school?
Learning Experiences
- pick out leisure activities from texts
- match pictures of leisure activities with texts(scrabble, monopoly,vidéo)
- point out expressions of time from texts ( le soir, le weekend, les vacances)
- respond to questions from texts on when they undertake leisure activities
- read a variety of written texts about leisure activities (musique, dance, cinéma…)
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Reading Aloud Shopping for Food
1 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify vocabulary and expressions from texts
- read texts with correct intonation, pace and fluency
- read varied texts with enthusiasm
Key Inquiry Questions (KIQs)
- Why do we quantify food and drinks?
Learning Experiences
- read short texts on quantities of foods and drinks
- take turns in reading short texts relating to different shops of food to pick out vocabulary
- match names of shops to different food items
- play word search games on vocabulary related to food quantities and shops
- Source for information on quantities of food and different shops from the internet
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Reading Aloud Physical Appearance
1 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- decode familiar sounds in words to read simple short texts
- read texts with correct intonation, pace and fluency
- read varied texts with enthusiasm
Key Inquiry Questions (KIQs)
- How are we different in physical appearances?
Learning Experiences
- echo read short texts on physical appearance in small groups or with the teacher
- source for and read short texts about the physical appearance from the internet
- play word search games on vocabulary related to physical appearance
- use picture stimuli to read about physical appearances
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 Reading Aloud Seasons
1 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- decode familiar sounds in words to read simple short texts
- read texts with correct intonation, pace and fluency
- read varied texts with enthusiasm
Key Inquiry Questions (KIQs)
- What precautions should you take in cold weather?
Learning Experiences
- echo read texts about seasons, related weather and clothing in small groups for vocabulary
- use the internet to search for texts on clothing items for reading; search engine is set on “safe search”
- engage in interactive read-aloud activities where reading is paused for “question and answer breaks”
- respond to simple questions from read texts about seasons and related weather patterns in groups
- read texts and categorize clothing items according to the weather appropriateness
- use picture stimuli to read and identify seasons according to types of clothing provided
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.8 Guided Reading In the Neighbourhood
1 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- decode familiar sounds in words to read simple short texts
- read texts with correct intonation, pace and fluency
- read varied texts with enthusiasm Meets Expectation The learner pronounces words in simple texts to convey the intended meaning. The learner articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to questions in context
Key Inquiry Questions (KIQs)
- How do you locate different places in school?
- Below Expectation The learner pronounces a few words in simple texts to convey the intended meaning. The learner occasionally articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to a few questions in context?
Learning Experiences
- echo read texts in small groups to practice intonation and pace in reading
- engage in interactive read-aloud activity where reading is paused for question and answer breaks
- source for texts on different areas and facilities in the neighbourhood from digital devices in small groups and read for vocabulary (la boutique, le marché, l’église, la boulangerie, la mosquée, supermarché,)
- read texts and answer questions on location of buildings and facilities in the neighbourhood
- matching picture stimuli to given vocabulary about locating areas (à travers, en face de, à côté de, derrière, près de) Approaches Expectation The learner pronounces most words in simple texts to convey the intended meaning. The learner frequently articulates words well while reading smoothly with correct intonation, rhythm and pace The learner interprets and responds to most of the questions in context
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.