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

1.1 Discover and Explore

• express ideas
• 1. respond to a range of experiences

• consider others’ ideas
• 2. participate in a range of experiences, and represent these experiences

• experiment with language
• 3. use a variety of forms to explore and share familiar events, ideas and information

• express preferences
• 4. demonstrate enjoyment of an oral, print, visual or multimedia text

• set goals
• 5. participate in teacher-led group activities; and demonstrate reading, writing and representing behaviours

1.2 Clarify and Extend

• develop understanding
• 1. recognize connections between new experiences and prior knowledge

• explain opinions
• 2. explore new experiences and ideas

• combine ideas
• 3. group ideas and information to make sense

• extend understanding
• 4. wonder about new ideas and observations

Students will listen, speak, read, write, view and represent in German to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make connections between oral language, texts and personal experiences

• comprehension strategies
• 2. recognize and anticipate meaning from familiar print, symbols and images in context

• textual cues
• 3. recognize environmental print, symbols and images in context; and recognize their own name and personally familiar words

• cueing systems
• 4. recognize that text is organized in specific patterns and that text symbols represent sounds, words or ideas

2.2 Respond to Texts

• experience various texts
• 1. participate in shared listening, reading and viewing experiences using texts from a variety of genres and cultural traditions

• connect self, texts and culture
• 2. share personal experiences related to oral, print, visual and multimedia texts; and talk about and represent the actions of people in texts

• appreciate the artistry of texts
• 3. share feelings evoked by oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. distinguish between what is realistic and imaginary in oral, print, visual and multimedia forms and texts

• techniques and elements
• 2. develop a sense of story through listening, reading and viewing experiences

• vocabulary
• 3. demonstrate curiosity about and experiment with sounds, letters, words and word patterns

• experiment with language
• 4. appreciate the sounds and rhythms of language

• create original texts
• 5. create original texts

Students will listen, speak, read, write, view and represent in German to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. demonstrate personal knowledge of a topic

• ask questions
• 2. ask commonly used questions to satisfy personal curiosity and information needs in the classroom context

• participate in group inquiry
• 3. ask and answer commonly used questions to help satisfy group curiosity and information needs in the classroom context

• create and follow a plan
• 4. listen to and follow simple directions in the classroom context

3.2 Select and Process

• identify personal and peer knowledge
• 1. identify themselves and others as sources of information

• identify sources
• 2. seek information from others in the classroom context

• evaluate sources
• 3. recognize when information answers the questions asked

• access information
• 4. use visual and auditory cues to understand ideas and information

• make sense of information
• 5. use prior knowledge to make sense of information

3.3 Organize, Record and Assess

• organize information
• 1. categorize objects and visuals according to similarities and differences

• record information
• 2. represent and share information and ideas, and compose with a scribe

• evaluate information
• 3. share information gathered on a specific topic

• develop new understanding
• 4. participate in information-gathering experiences

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

4.1 Generate and Focus

• generate ideas
• 1. share or demonstrate ideas from personal experiences

• choose text forms
• 2. participate in shared oral, print, visual and multimedia experiences

• organize ideas
• 3. recognize that ideas expressed in oral language can be represented and recorded

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. participate in the sharing of their own creations and those of others

• revise content
• 2. express lack of understanding

• enhance legibility
• 3. trace and copy letters, and recognize letter keys on the keyboard

• enhance artistry
• 4. use familiar words to describe ideas

• enhance presentation
• 5. use visuals to express ideas, feelings and information

4.3 Attend to Conventions

• grammar and usage
• 1. check for completeness of work, with guidance

• spelling
• 2. connect sounds with letters

• capitalization and punctuation
• 3. recognize some basic writing conventions

4.4 Present and Share

• share ideas and information
• 1. use illustrations and other materials to share information and ideas

• effective oral and visual communication
• 2. express and represent ideas through various text forms

• attentive listening and viewing
• 3. demonstrate active listening and viewing behaviours

Students will listen, speak, read, write, view and represent in German to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. represent and draw stories about themselves and their families

• relate texts to culture
• 2. listen actively to stories, and demonstrate curiosity

• appreciate diversity
• 3. connect aspects of stories to personal feelings and experiences

• celebrate special occasions
• 4. contribute to group stories using rhymes, rhythms, symbols, pictures and drama to create and celebrate

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. participate in group activities

• work in groups
• 2. demonstrate attentiveness in group activities

• use language to show respect
• 3. recognize variations in language use in a school context

• evaluate group process
• 4. help others and ask others for help

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

6.1 Linguistic Elements

• sound–symbol system
• 1. listen to, identify and produce basic sounds of the language, and connect sounds appropriately to all letters, including ä, ö, ü, ß

• vocabulary
• 2. repeat and recognize basic vocabulary and expressions used in the immediate environment

• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...

• − definite nominative articles of familiar nouns
• − sein, haben (1^st, 2^nd, 3^rd person singular, present tense)
• − dürfen, können (1^st person singular, present tense)

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

• mechanical features
• 4. imitate simple, basic German mechanical features

• discourse features
• 5. imitate simple, basic German discourse features in oral interactions in the classroom

6.2 Language Competence

• listening
• 1. listen to and understand simple oral sentences in a classroom environment

• speaking
• 2. repeat and create simple oral phrases in the classroom environment

• reading
• 3. recognize letters and their corresponding sounds, and recognize some familiar words

• writing
• 4. write upper and lower case letters, and copy words

• viewing
• 5. view and respond to familiar events and/or representations in the classroom context

• representing
• 6. imitate and/or create simple representations of familiar ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. speak at a volume appropriate to classroom situations

• idiomatic expressions
• 2. imitate age-appropriate idiomatic expressions

• variations in language
• 3. experience a variety of voices; e.g., male and female, young and old

• social conventions
• 4. imitate simple routine social interactions

• nonverbal communication
• 5. imitate some common nonverbal behaviours used in the German culture

6.4 Language Learning Strategies

• cognitive
• 1. use simple cognitive strategies, with guidance, to enhance language learning, e.g., listen attentively, do actions to match words of a song, story or rhyme

• metacognitive
• 2. use simple metacognitive strategies, with guidance, to enhance language learning, e.g., reflect on learning tasks with the guidance of the teacher

• social/affective
• 3. use simple social and affective strategies, with guidance, to enhance language learning, e.g., initiate or maintain interaction with others

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. use simple interactive strategies with guidance, e.g., use words from their first language to get their meaning across, acknowledge being spoken to

• interpretive
• 2. use simple interpretive strategies with guidance, e.g., use gestures, intonation and visual supports to aid comprehension

• productive
• 3. use simple productive strategies with guidance, e.g., mimic what the teacher says, use nonverbal means to communicate

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance general learning, e.g., classify objects and ideas according to their attributes

• metacognitive
• 2. use simple metacognitive strategies to enhance general learning, e.g., reflect on learning tasks with the guidance of the teacher

• social/affective
• 3. use simple social and affective strategies to enhance general learning, e.g., watch others’ actions and copy them

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

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 and multicultural global society.

7.1 Self-identity

• valuing German language and the cultures of German-speaking peoples
• 1. participate in cultural activities in the classroom and school

• valuing bilingualism/multiculturalism
• 2. participate in classroom and school cultural activities

7.2 German Cultures

• historical elements
• 1. participate in activities and experiences that reflect traditional elements of German cultures, such as holidays and celebrations (Muttertag), music, dance, art, literature, food

• contemporary elements
• 2. participate in activities and experiences that reflect contemporary elements of German cultures (see examples above)

• diversity
• 3. experience cultural elements of diverse origins from within German cultures

• change
• 4. participate in events marking changes

7.3 Building Community

• valuing diversity
• 1. recognize differences between themselves and peers

• valuing similarity
• 2. recognize similarities between themselves and peers

• contributing to community
• 3. participate in and contribute to classroom activities

7.4 Global Citizenship

• responsible citizenship
• 1. demonstrate personal and social responsibility in the classroom

• interdependence
• 2. participate in tasks and activities with partners and in groups

• intercultural skills
• 3. adapt to new situations

• future opportunities
• 4. share or demonstrate personal strengths or achievements

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

1.1 Discover and Explore

• express ideas
• 1. express personal experiences and familiar events

• consider others’ ideas
• 2. listen to and acknowledge experiences and feelings shared by others

• experiment with language
• 3. use a variety of forms to explore and express familiar events, ideas and information

• express preferences
• 4. express preferences for a variety of oral, print, visual and multimedia texts

• set goals
• 5. participate in reading, writing and representing activities

1.2 Clarify and Extend

• develop understanding
• 1. connect new experiences and information with prior knowledge

• explain opinions
• 2. describe new experiences and ideas

• combine ideas
• 3. group and sort ideas and information to make sense

• extend understanding
• 4. demonstrate curiosity about ideas and observations to make sense of experiences

Students will listen, speak, read, write, view and represent in German to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make connections between texts, prior knowledge and personal experiences

• comprehension strategies
• 2. anticipate meaning, and revise understanding based on further information

• textual cues
• 3. use textual cues to construct and confirm meaning

• cueing systems
• 4. use syntactic, semantic and graphophonic cues to construct and confirm meaning

2.2 Respond to Texts

• experience various texts
• 1. participate in shared listening, reading and viewing experiences using texts from a variety of genres and cultural traditions

• connect self, texts and culture
• 2. share personal experiences related to oral, print, visual and multimedia texts; and identify characters’ choices and the resulting consequences

• appreciate the artistry of texts
• 3. share feelings and moods evoked by oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize different oral, print, visual and multimedia forms and texts

• techniques and elements
• 2. identify the beginning, middle and end of oral, print, visual and multimedia texts

• vocabulary
• 3. experiment with parts of words, word combinations and word patterns

• experiment with language
• 4. appreciate repetition, rhyme and rhythm in shared language experiences

• create original texts
• 5. create basic texts to communicate and demonstrate understanding of basic forms

Students will listen, speak, read, write, view and represent in German to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. contribute personal knowledge of a topic to gather information

• ask questions
• 2. ask basic questions to satisfy personal curiosity and information needs

• participate in group inquiry
• 3. ask and answer basic questions to help satisfy group curiosity and information needs on a topic

• create and follow a plan
• 4. listen actively and follow directions for gathering information and ideas

3.2 Select and Process

• identify personal and peer knowledge
• 1. identify and share basic personal knowledge related to experiences

• identify sources
• 2. seek information from a variety of sources

• evaluate sources
• 3. recognize when information answers the questions asked

• access information
• 4. use visual and auditory cues to make meaning, and understand that library materials have a specific organizational system

• make sense of information
• 5. make and check predictions, using prior knowledge and oral, print, visual and multimedia text features, to understand information

3.3 Organize, Record and Assess

• organize information
• 1. identify and categorize information according to similarities, differences, patterns and sequences

• record information
• 2. represent and express key facts and ideas in visual form or with words

• evaluate information
• 3. use gathered information as a basis for communication

• develop new understanding
• 4. recall, share and record information-gathering experiences in visual or text form

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

4.1 Generate and Focus

• generate ideas
• 1. contribute ideas from personal experiences for oral, print and visual texts

• choose text forms
• 2. share ideas and experiences using simple text forms in the classroom context

• organize ideas
• 3. organize visuals and familiar print to express ideas and tell stories

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. talk about their own creations and those of others using basic, commonly used expressions

• revise content
• 2. ask basic questions to clarify meaning

• enhance legibility
• 3. form recognizable letters, and use letter keys and basic keys on the keyboard

• enhance artistry
• 4. use familiar words or simple sentences to describe ideas

• enhance presentation
• 5. use familiar words with visuals to express ideas, feelings and information

4.3 Attend to Conventions

• grammar and usage
• 1. check for completeness of work and add details, with guidance

• spelling
• 2. spell familiar words

• capitalization and punctuation
• 3. know and use basic writing conventions

4.4 Present and Share

• share ideas and information
• 1. share information and ideas in a brief presentation to a familiar audience, and use illustrations and other materials to aid presentation

• effective oral and visual communication
• 2. share information and ideas with a group

• attentive listening and viewing
• 3. demonstrate active listening and viewing behaviours

Students will listen, speak, read, write, view and represent in German to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. tell and draw about themselves and their families

• relate texts to culture
• 2. listen to stories from oral, print, visual and multimedia texts from various communities

• appreciate diversity
• 3. connect aspects of stories and characters to personal feelings and experiences

• celebrate special occasions
• 4. share ideas and experiences through conversation, puppet plays, dramatic scenes and songs

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. work in partnerships and groups

• work in groups
• 2. take turns sharing information and ideas

• use language to show respect
• 3. recognize that individuals adjust language use for different situations

• evaluate group process
• 4. find ways to be helpful to others

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

6.1 Linguistic Elements

• sound–symbol system
• 1. identify and produce all German sounds, and connect them to appropriate vowel combinations, consonant blends, diphthongs and digraphs

• vocabulary
• 2. use simple vocabulary and expressions in daily situations

• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...

• − sein, & haben (1^st, 2^nd, 3^rd person singular and plural, present tense)
• − dürfen, können, müssen (1^st, 2^nd, 3^rd person singular, present tense)
• − simple questions using wer, wie, was, wo

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...

• − definite nominative articles of familiar nouns

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

• mechanical features
• 4. imitate and experiment with basic German mechanical features

• discourse features
• 5. imitate and experiment with basic German discourse features in oral interactions in the classroom

6.2 Language Competence

• listening
• 1. listen to and understand simple oral sentences in a variety of familiar contexts

• speaking
• 2. produce, orally, simple sentences in a structured situation

• reading
• 3. recognize and understand simple words and sentences in a structured situation

• writing
• 4. write simple words and sentences in a structured situation

• viewing
• 5.view and understand simple, familiar events and/or representations in the classroom context

• representing
• 6. create simple representations of familiar ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. respond to tone of voice

• idiomatic expressions
• 2. imitate age-appropriate idiomatic expressions

• variations in language
• 3. experience a variety of voices

• social conventions
• 4. use basic social expressions appropriate to the classroom

• nonverbal communication
• 5. understand the meaning of and imitate some common nonverbal behaviours used in the German culture

6.4 Language Learning Strategies

• cognitive
• 1. use simple cognitive strategies, with guidance, to enhance language learning, e.g., learn short rhymes or songs incorporating new vocabulary or sentence patterns, imitate sounds and intonation patterns

• metacognitive
• 2. use simple metacognitive strategies, with guidance, to enhance language learning, e.g., make choices about how they learn

• social/affective
• 3. use simple social and affective strategies, with guidance, to enhance language learning, e.g., participate in shared reading experiences

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. use simple interactive strategies with guidance, e.g., interpret and use a variety of nonverbal clues to communicate

• interpretive
• 2. use simple interpretive strategies with guidance, e.g., make connections between texts, prior knowledge and personal experience

• productive
• 3. use simple productive strategies with guidance, e.g., copy what others say or write, use words that are visible in the immediate environment

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance general learning, e.g., use models

• metacognitive
• 2. use simple metacognitive strategies to enhance general learning, e.g., choose from among learning options

• social/affective
• 3. use simple social and affective strategies to enhance general learning, e.g., seek help from others

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

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 and multicultural global society.

7.1 Self-identity

• valuing German language and the cultures of German-speaking peoples
• 1. participate in cultural activities and traditions

• valuing bilingualism/multiculturalism
• 2. participate in classroom and school cultural activities

7.2 German Cultures

• historical elements
• 1. participate in activities and experiences that reflect traditional elements of German cultures, such as holidays and celebrations (Weihnachten), music, dance, art, literature, food

• contemporary elements
• 2. participate in activities and experiences that reflect contemporary elements of German cultures (see examples above)

• diversity
• 3. experience cultural elements of diverse origins from within German cultures

• change
• 4. illustrate that change occurs in one’s immediate environment

7.3 Building Community

• valuing diversity
• 1. explore diversity within their own families and in the school

• valuing similarity
• 2. explore similarities within their own families and in the school

• contributing to community
• 3. participate and cooperate in and contribute to classroom and school activities

7.4 Global Citizenship

• responsible citizenship
• 1. demonstrate personal and social responsibility in the classroom and school

• interdependence
• 2. recognize their own and others’ contributions to a group

• intercultural skills
• 3. work and play with others, recognizing that expectations can be different for different people

• future opportunities
• 4. share or demonstrate personal strengths and areas for further development

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

1.1 Discover and Explore

• express ideas
• 1. make personal observations and talk about them

• consider others’ ideas
• 2. ask for others’ ideas and observations to help discover and explore personal understanding

• experiment with language
• 3. use a variety of forms to organize and give meaning to familiar experiences, ideas and information

• express preferences
• 4. explain why an oral, print, visual or multimedia text is a personal favourite

• set goals
• 5. choose to speak, read, write and represent in German

1.2 Clarify and Extend

• develop understanding
• 1. connect new information, ideas and experiences with prior knowledge and experiences

• explain opinions
• 2. explain new experiences and understanding

• combine ideas
• 3. arrange ideas and information to make sense

• extend understanding
• 4. ask basic questions to make sense of experiences

Students will listen, speak, read, write, view and represent in German to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make connections between texts, prior knowledge and personal experiences

• comprehension strategies
• 2. anticipate meaning, recognize relationships and draw conclusions; and use a variety of strategies to confirm understanding

• textual cues
• 3. use textual cues to construct and confirm meaning

• cueing systems
• 4. use syntactic, semantic and graphophonic cues to construct and confirm word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. participate in shared listening, reading and viewing experiences using texts from a variety of genres and cultural traditions

• connect self, texts and culture
• 2. discuss the experiences and traditions of various communities and cultures portrayed in oral, print, visual and multimedia texts

• appreciate the artistry of texts
• 3. identify and express the feelings of people in oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize that information and ideas can be expressed in a variety of forms and texts

• techniques and elements
• 2. represent the beginning, middle and end of oral, print, visual and multimedia texts

• vocabulary
• 3. explore commonalities in word families to increase vocabulary

• experiment with language
• 4. demonstrate interest in the sounds of words, word combinations and phrases

• create original texts
• 5. create basic texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in German to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. record and share personal knowledge of a topic to identify information needs

• ask questions
• 2. ask questions to understand a topic and identify information needs

• participate in group inquiry
• 3. contribute relevant information and questions to assist in group understanding of a topic or task

• create and follow a plan
• 4. recall and follow directions for accessing and gathering information

3.2 Select and Process

• identify personal and peer knowledge
• 1. participate in group discussion to generate information on a topic and to identify sources of additional information

• identify sources
• 2. answer questions, using oral, print, visual and multimedia information sources

• evaluate sources
• 3. compare gathered ideas and information to personal knowledge

• access information
• 4. use visual and auditory cues to make meaning, use the specific library organizational system to locate information and ideas, and use titles to locate information

• make sense of information
• 5. make connections between prior knowledge, ideas and information and oral, print, visual and multimedia text features

3.3 Organize, Record and Assess

• organize information
• 1. categorize related information and ideas using a variety of strategies, such as webbing, graphic organizers and charts

• record information
• 2. record key facts and ideas in own words, and identify authors and titles of sources

• evaluate information
• 3. examine gathered information to decide what information to share or omit

• develop new understanding
• 4. recall, discuss and record information-gathering experiences

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

4.1 Generate and Focus

• generate ideas
• 1. generate and contribute ideas on particular topics for oral, print and visual texts

• choose text forms
• 2. share ideas and experiences using various text forms for particular audiences

• organize ideas
• 3. organize visuals and print to express ideas and tell stories with a beginning, middle and end

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. talk about their own creations and those of others using commonly used expressions

• revise content
• 2. retell to clarify ideas

• enhance legibility
• 3. strive for consistency in letter size and shape, print letters in the correct direction, and explore and use the keyboard to produce text

• enhance artistry
• 4. experiment with words and sentence patterns, with support

• enhance presentation
• 5. combine illustrations and simple written texts to express ideas, feelings and information

4.3 Attend to Conventions

• grammar and usage
• 1. check for completeness of work and add details

• spelling
• 2. spell familiar words, using basic strategies and resources, and know spelling conventions

• capitalization and punctuation
• 3. know and use basic writing conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. share information and ideas on a topic with a familiar audience, and clarify information by responding to basic questions

• effective oral and visual communication
• 2. present information and ideas using appropriate volume, intonation and nonverbal cues

• attentive listening and viewing
• 3. demonstrate appropriate audience behaviours

Students will listen, speak, read, write, view and represent in German to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. tell, draw and write about themselves, their families and their communities

• relate texts to culture
• 2. explore similarities among stories from oral, print, visual and multimedia texts from various communities

• appreciate diversity
• 3. connect aspects of stories and characters to personal feelings and experiences

• celebrate special occasions
• 4. participate in shared language experiences to celebrate individual and class achievements

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. cooperate in small groups

• work in groups
• 2. take roles and contribute related ideas and information in whole-class and small-group activities

• use language to show respect
• 3. adjust own language use for different situations

• evaluate group process
• 4. acknowledge achievements of others

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

6.1 Linguistic Elements

• sound–symbol system
• 1. use, in modelled oral and written situations, all elements of the sound–symbol system

• vocabulary
• 2. experiment with and use vocabulary and expressions in a variety of contexts in the classroom and school environment

• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...

• − plural of nouns
• − compound nouns
• − indefinite nominative articles
• − noun and verb agreement for plural nouns
• − possessive pronouns mein and dein
• − verbs (infinitive and 1^st person singular, present tense)
• − negation (nicht, kein)
• − prepositions to define spatial relationships

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...

• − sein, haben, dürfen, können, müssen (present tense)
• − simple questions using wer, wie, was, wo

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...

• − definite nominative articles of familiar nouns

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. experiment with and use basic German mechanical features

• discourse features
• 5. experiment with and use basic German discourse features in oral, print and visual texts

6.2 Language Competence

• listening
• 1. listen to and understand a series of oral sentences or a short oral presentation on a familiar topic in structured situations

• speaking
• 2. produce, spontaneously and with guidance, simple oral sentences in a variety of familiar contexts

• reading
• 3. read and understand a series of sentences or a short text on a familiar topic

• writing
• 4. write simple words and sentences on familiar topics in a structured situation

• viewing
• 5. view and understand simple, familiar events and/or representations

• representing
• 6. use a variety of forms to create simple representations of ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. distinguish between formal and informal situations

• idiomatic expressions
• 2. understand and use some simple idiomatic expressions as set phrases

• variations in language
• 3. acknowledge individual differences in speech

• social conventions
• 4. use basic politeness conventions

• nonverbal communication
• 5. experiment with using some simple nonverbal means of communication

6.4 Language Learning Strategies

• cognitive
• 1. use simple cognitive strategies, with guidance, to enhance language learning, e.g., memorize new words by repeating them silently or aloud

• metacognitive
• 2. use simple metacognitive strategies, with guidance, to enhance language learning, e.g., rehearse or role-play language

• social/affective
• 3. use simple social and affective strategies, with guidance, to enhance language learning, e.g., seek the assistance of a friend to interpret a text

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. use simple interactive strategies with guidance, e.g., indicate lack of understanding verbally or nonverbally

• interpretive
• 2. use simple interpretive strategies with guidance; e.g., use illustrations to aid reading comprehension

• productive
• 3. use simple productive strategies with guidance, e.g., use familiar repetitive patterns from stories, songs or rhymes

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance general learning, e.g., connect what they already know with what they are learning

• metacognitive
• 2. use simple metacognitive strategies to enhance general learning, e.g., discover how their efforts can affect their learning

• social/affective
• 3. use simple social and affective strategies to enhance general learning, e.g., follow their natural curiosity and intrinsic motivation to learn

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

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 and multicultural global society.

7.1 Self-identity

• valuing German language and the cultures of German-speaking peoples
• 1. participate in and appreciate cultural activities and traditions

• valuing bilingualism/multiculturalism
• 2. recognize the benefits of a bilingual/multicultural education

7.2 German Cultures

• historical elements
• 1. participate in activities and experiences that reflect traditional elements of German cultures, such as holidays and celebrations (Karneval, Fasching), music, dance, art, literature, food

• contemporary elements
• 2. participate in activities and experiences that reflect contemporary elements of German cultures (see examples above)

• diversity
• 3. recognize diverse elements of German cultures in the school and/or local community

• change
• 4. gather information to demonstrate change within German cultures

7.3 Building Community

• valuing diversity
• 1. explore diversity within the classroom and among families and communities

• valuing similarity
• 2. explore similarities within the classroom and among families and communities

• contributing to community
• 3. participate cooperatively in group activities by contributing ideas and supporting others

7.4 Global Citizenship

• responsible citizenship
• 1. demonstrate personal and social responsibility in the classroom, school and community

• interdependence
• 2. recognize the benefits of working with partners or within groups, and recognize that one affects and is affected by the actions of others

• intercultural skills
• 3. identify and describe causes of conflict in the classroom

• future opportunities
• 4. identify personal strengths and areas for development

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

1.1 Discover and Explore

• express ideas
• 1. describe personal observations, experiences and feelings

• consider others’ ideas
• 2. consider others’ ideas and observations to discover and explore personal understanding

• experiment with language
• 3. experiment with language to express feelings, and talk about experiences and events

• express preferences
• 4. collect and share favourite oral, print, visual and multimedia texts

• set goals
• 5. develop a sense of self as a German speaker, reader, writer and representer

1.2 Clarify and Extend

• develop understanding
• 1. examine how new experiences, ideas and information connect to prior knowledge and experiences

• explain opinions
• 2. explain understanding of new concepts

• combine ideas
• 3. arrange ideas and information in more than one way to make sense for themselves and others

• extend understanding
• 4. reflect on ideas and experiences to clarify and extend understanding

Students will listen, speak, read, write, view and represent in German to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make connections between texts, prior knowledge and personal experiences

• comprehension strategies
• 2. set a purpose for listening, reading and viewing; make and confirm predictions, inferences and conclusions; and reread to check meaning

• textual cues
• 3. use textual cues to construct and confirm meaning

• cueing systems
• 4. use syntactic, semantic and graphophonic cues to construct and confirm word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. participate in listening, reading and viewing experiences using texts from a variety of genres and cultural traditions

• connect self, texts and culture
• 2. describe similarities between experiences and traditions encountered in daily life and those portrayed in oral, print, visual and multimedia texts

• appreciate the artistry of texts
• 3. identify words that form mental images and create mood in oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize the distinguishing features of a variety of forms and texts

• techniques and elements
• 2. identify the sequence of events in oral, print, visual and multimedia texts; the time and place in which they occur; and the roles of main characters

• vocabulary
• 3. use knowledge of commonalities in word families to increase vocabulary in a variety of contexts

• experiment with language
• 4. identify examples of repeated sounds and poetic effects that contribute to enjoyment, and recognize humour in oral, print, visual and multimedia texts

• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in German to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. identify and categorize personal knowledge of a topic to determine information needs

• ask questions
• 2. ask topic-appropriate questions, and identify and communicate information needs

• participate in group inquiry
• 3. contribute knowledge of a topic in group discussion to assist in group understanding of a topic or task

• create and follow a plan
• 4. recall and follow a sequential plan for accessing and gathering information

3.2 Select and Process

• identify personal and peer knowledge
• 1. record and share personal knowledge of a topic

• identify sources
• 2. access information, using a variety of sources

• evaluate sources
• 3. match information to inquiry or research needs

• access information
• 4. use knowledge of visual and auditory cues and organizational devices to locate and gather information and ideas

• make sense of information
• 5. determine main ideas in information using prior knowledge, predictions, connections and inferences

3.3 Organize, Record and Assess

• organize information
• 1. organize and explain information and ideas using a variety of strategies, such as clustering, categorizing and sequencing

• record information
• 2. record facts and ideas using a variety of strategies, and list authors and titles of sources

• evaluate information
• 3. determine whether collected information is adequate for the established purpose

• develop new understanding
• 4. use gathered information and questions to review and add to knowledge

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

4.1 Generate and Focus

• generate ideas
• 1. generate and contribute ideas on particular topics for oral, print and visual texts

• choose text forms
• 2. use a variety of text forms for particular audiences and purposes

• organize ideas
• 3. order ideas to create a beginning, middle and end in their own oral, print and visual texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own stories and creations with peers, and respond to questions or comments

• revise content
• 2. revise their own ideas to accommodate new ideas and information

• enhance legibility
• 3. print or write legibly using a style that is consistent in alignment, shape and spacing, and demonstrate basic keyboarding skills

• enhance artistry
• 4. experiment with words and simple sentence patterns

• enhance presentation
• 5. combine illustrations and written texts to express ideas, feelings and information

4.3 Attend to Conventions

• grammar and usage
• 1. edit for complete sentences

• spelling
• 2. spell familiar words, using a variety of strategies and resources, and know spelling conventions

• capitalization and punctuation
• 3. know and use basic writing conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. share information and ideas on a topic with a familiar audience, and clarify information by responding to questions

• effective oral and visual communication
• 2. present information and ideas using appropriate volume, intonation and nonverbal cues

• attentive listening and viewing
• 3. demonstrate appropriate audience behaviours

Students will listen, speak, read, write, view and represent in German to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. record ideas and experiences, and share them with others

• relate texts to culture
• 2. examine ideas within stories from oral, print, visual and multimedia texts from various communities

• appreciate diversity
• 3. connect situations portrayed in oral, print, visual and multimedia texts to personal experiences

• celebrate special occasions
• 4. acknowledge and celebrate individual and class achievements

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. cooperate in a variety of partnership and group structures

• work in groups
• 2. take roles, ask others for their ideas, and express interest in their contributions

• use language to show respect
• 3. show consideration for those whose ideas, abilities and language use differs from their own

• evaluate group process
• 4. understand how class members help each other

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

6.1 Linguistic Elements

• sound–symbol system
• 1. use, in structured and oral situations, all elements of the sound–symbol system

• vocabulary
• 2. use vocabulary and expressions appropriately in various contexts in the classroom and school environment

• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...

• − possessive pronouns sein and ihr
• − verbs (complete conjugation)
• − möchten, wollen, sollen (1^st, 2^nd, 3^rd person singular, present tense)
• − mögen vs. möchten,
• − inversion for questions (Hast du . . .?) and adverbs of time and place (Heute ist es . . .)
• − verb position in subordinate clause (dass, weil)
• − comparison of adjectives

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...

• − plural of nouns
• − compound nouns
• − indefinite nominative articles
• − possessive pronouns mein and dein
• − verbs (infinitive)
• − sein and haben (present tense)
• − negation (nicht, kein)
• − noun and verb agreement for plural nouns
• − prepositions to define spatial relationships

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

• mechanical features
• 4. use basic German mechanical features

• discourse features
• 5. use basic German discourse features in oral, print and visual texts

6.2 Language Competence

• listening
• 1.listen to and understand a short oral presentation on a familiar topic in structured and unstructured situations

• speaking
• 2. produce, sometimes spontaneously and/or with guidance, a series of interrelated ideas on a familiar topic

• reading
• 3. read and understand a series of interrelated ideas on a familiar topic

• writing
• 4. produce, sometimes spontaneously and/or with guidance, a simple text on a familiar topic in a structured situation

• viewing
• 5. view and understand simple events and/or representations

• representing
• 6. use a variety of forms to create representations of ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. recognize that some topics, words or intonations are inappropriate in certain texts

• idiomatic expressions
• 2. understand and use a variety of simple idiomatic expressions as set phrases

• variations in language
• 3. accept individual differences in speech

• social conventions
• 4. use appropriate oral forms of address for people frequently encountered

• nonverbal communication
• 5. recognize that some nonverbal behaviours may be inappropriate in certain contexts

6.4 Language Learning Strategies

• cognitive
• 1. use a variety of simple cognitive strategies, with guidance, to enhance language learning, e.g., make personal dictionaries, experiment with various elements of the language

• metacognitive
• 2. use a variety of simple metacognitive strategies, with guidance, to enhance language learning, e.g., decide in advance to attend to the learning task

• social/affective
• 3. use a variety of simple social and affective strategies, with guidance, to enhance language learning, e.g., reread familiar self-chosen texts to enhance understanding and enjoyment

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies  

• interactive
• 1. use a variety of simple interactive strategies with guidance, e.g., ask for clarification or repetition when they do not understand

• interpretive
• 2. use a variety of simple interpretive strategies with guidance, e.g., determine the purpose of listening, listen or look for key words

• productive
• 3. use a variety of simple productive strategies with guidance, e.g., use illustrations to provide detail when producing their own texts 

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance general learning, e.g., experiment with and concentrate on one thing at a time

• metacognitive
• 2. use simple metacognitive strategies to enhance general learning, e.g., decide in advance to attend to the learning task

• social/affective
• 3. use simple social and affective strategies to enhance general learning, e.g., participate in cooperative group learning tasks

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

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 and multicultural global society.

7.1 Self-identity

• valuing German language and the cultures of German-speaking peoples
• 1. recognize and appreciate various elements of the cultures of German-speaking peoples

• valuing bilingualism/multiculturalism
• 2. understand the personal significance of a bilingual/multicultural education

7.2 German Cultures

• historical elements
• 1. participate in activities and experiences that reflect traditional elements of German cultures, such as holidays and celebrations (St. Martinstag), music, dance, art, literature, food

• contemporary elements
• 2. participate in activities and experiences that reflect contemporary elements of German cultures (see examples above)

• diversity
• 3. identify diverse elements of German cultures in the school and/or local community

• change
• 4. identify how people’s actions and lifestyles change to accommodate their changing needs

7.3 Building Community

• valuing diversity
• 1. explore diversity in the classroom, school and local community, and reflect on its personal significance

• valuing similarity
• 2. explore similarities in the classroom, school and local community, and reflect on their personal significance

• contributing to community
• 3. participate cooperatively in daily classroom duties, and support peers and classmates

7.4 Global Citizenship

• responsible citizenship
• 1. recognize that growing up involves making decisions and accepting consequences

• interdependence
• 2. identify the advantages and disadvantages of working collaboratively with partners or groups

• intercultural skills
• 3. explore ways to resolve interpersonal conflict

• future opportunities
• 4. identify personal strengths and areas for development, and set personal goals

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

1.1 Discover and Explore

• express ideas
• 1. describe and reflect upon personal observations and experiences

• consider others’ ideas
• 2. explore connections among a variety of insights, ideas and responses

• experiment with language
• 3. explore and experiment with a variety of forms of expression for particular personal purposes

• express preferences
• 4. collect and explain preferences for particular forms of oral, print, visual and multimedia texts

• set goals
• 5. identify areas of personal accomplishment in language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. connect new information and experiences with prior knowledge to construct meaning in different contexts

• explain opinions
• 2. express new concepts and understanding in their own words

• combine ideas
• 3. organize ideas and information in ways that clarify and shape understanding

• extend understanding
• 4. ask basic questions to clarify information and develop new understanding

Students will listen, speak, read, write, view and represent in German to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make and record connections between personal experiences, prior knowledge and a variety of texts

• comprehension strategies
• 2. confirm or reject inferences, predictions or conclusions based on textual information; and check and confirm understanding by rereading

• textual cues
• 3. use textual cues to construct and confirm meaning

• cueing systems
• 4. use syntactic, semantic and graphophonic cueing systems to construct and confirm meaning; and use a dictionary to determine word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions

• connect self, texts and culture
• 2. identify similarities and differences between personal experiences and the experiences of people from various cultures portrayed in oral, print, visual and multimedia texts

• appreciate the artistry of texts
• 3. identify mood evoked by oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. distinguish similarities and differences among various oral, print, visual and multimedia forms and texts

• techniques and elements
• 2. explain connections between events and roles of main characters in oral, print, visual and multimedia texts, and identify how these connections may influence people’s behaviours

• vocabulary
• 3. build knowledge of words and word relationships, using a variety of sources

• experiment with language
• 4. recognize how words and word combinations, such as wordplay, repetition and rhyme, influence or convey meaning, and recognize that exaggeration can be used to convey humour

• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in German to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. categorize personal knowledge of a topic to determine information needs

• ask questions
• 2. ask general and specific questions on topics using predetermined categories

• participate in group inquiry
• 3. identify relevant personal knowledge of a topic and possible categories of questions and purposes for group inquiry or research

• create and follow a plan
• 4. select and use a plan for gathering information

3.2 Select and Process

• identify personal and peer knowledge
• 1. record, select and share personal knowledge of a topic to focus inquiry or research

• identify sources
• 2. answer inquiry or research questions, using a variety of information sources

• evaluate sources
• 3. review information to determine its usefulness to inquiry or research needs

• access information
• 4. use knowledge of visual and auditory cues and organizational devices to locate and gather a variety of information and ideas

• make sense of information
• 5. determine main and supporting ideas using prior knowledge, predictions, connections, inferences and visual and auditory cues

3.3 Organize, Record and Assess

• organize information
• 1. organize information and ideas in logical sequences using a variety of strategies

• record information
• 2. record facts and ideas using a variety of strategies, and list authors and titles of sources

• evaluate information
• 3. examine collected information to identify which categories or aspects of a topic need more information

• develop new understanding
• 4. use gathered information and questions to review and add to knowledge, and consider new questions regarding the inquiry or research process and content

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

4.1 Generate and Focus

• generate ideas
• 1. generate and contribute ideas on particular topics for oral, print and visual texts, using a variety of strategies

• choose text forms
• 2. use a variety of text forms for particular audiences and purposes

• organize ideas
• 3. develop and arrange ideas in their own oral, print and visual texts, using organizers

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own stories and creations in various ways, and obtain feedback from others

• revise content
• 2. revise to focus on main ideas and relevant information

• enhance legibility
• 3. write legibly, using a handwriting style that is consistent in alignment, shape and spacing, and experiment with the use of templates and familiar software when composing and revising

• enhance artistry
• 4. select from a range of word choices, and use simple sentence patterns to communicate ideas and information

• enhance presentation
• 5. prepare neat and organized compositions, reports and charts that engage the audience

4.3 Attend to Conventions

• grammar and usage
• 1. edit for complete sentences and to eliminate unnecessary repetition of words

• spelling
• 2. know spelling conventions, and use a variety of strategies, resources and spelling patterns when editing and proofreading

• capitalization and punctuation
• 3. know and use writing conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. present information and ideas on a topic to engage a familiar audience, using a pre-established plan, and use print and nonprint aids to enhance the presentation

• effective oral and visual communication
• 2. describe and explain information and ideas to a particular audience, and select and use appropriate volume, intonation and nonverbal cues

• attentive listening and viewing
• 3. demonstrate appropriate audience behaviours

Students will listen, speak, read, write, view and represent in German to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. understand relationships between their own ideas and experiences and those of others

• relate texts to culture
• 2. discuss ideas within stories from oral, print, visual and multimedia texts from various communities

• appreciate diversity
• 3. connect portrayals of individuals or situations in oral, print, visual and multimedia texts to personal experiences

• celebrate special occasions
• 4. use language appropriate in tone and form when participating in classroom and school activities

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. appreciate that everyone in a group has to work together to achieve group tasks, and act accordingly

• work in groups
• 2. take roles and share responsibilities as group members

• use language to show respect
• 3. appreciate variations in language use in a variety of contexts in the immediate community

• evaluate group process
• 4. show appreciation and offer constructive feedback to peers, and seek support from group members

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

6.1 Linguistic Elements

• sound–symbol system
• 1. use consistently, in structured situations, all elements of the sound–symbol system

• vocabulary
• 2. experiment with and use vocabulary and expressions in a variety of classroom, school and community contexts

• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...

• − personal pronouns in the accusative and dative
• − possessive pronouns (unser, euer, ihr)
• − tense: present perfect (Perfekt: bin gegangen, habe gesehen) and past tense (Präteritum: ging, sah)
• − familiar separable verbs
• − imperative (singular—Geh!, plural—Geht!)
• − sentence structure—subject and accusative object
• − prepositions with accusative only and dative only

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...

• − definite and indefinite articles in the accusative
• − possessive pronouns (mein, dein, sein, ihr)
• − verb position in subordinate clause (dass, weil)
• − verbs—complete conjugation including modals in present tense
• − inversion for questions (Hast du…?) and adverbs of time and place (Heute ist es…)
• − comparison of adjectives

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...

• − definite and indefinite articles in the nominative
• − plural of nouns
• − prepositions to define spatial relationships

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use basic German mechanical features and explore their use for effect

• discourse features
• 5. use basic German discourse features in oral, print and visual texts, and explore their use for effect

6.2 Language Competence

• listening
• 1. listen to and understand the main points of an oral presentation on a familiar topic in structured and unstructured situations

• speaking
• 2. produce, spontaneously and/or with guidance, a short oral presentation on a familiar topic in a structured situation

• reading
• 3. read and understand a series of interrelated ideas dealing with a familiar topic in structured and unstructured situations

• writing
• 4. produce, spontaneously and with guidance, a simple text on a familiar topic in structured and unstructured situations

• viewing
• 5. view and understand a variety of simple events and/or representations

• representing
• 6. create multiple representations of the same familiar ideas, events and/or information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. experiment with formal and informal uses of language in familiar situations

• idiomatic expressions
• 2. use learned idiomatic expressions in new contexts

• variations in language
• 3. experience a variety of accents and variations in speech

• social conventions
• 4. recognize verbal behaviours that are considered impolite

• nonverbal communication
• 5. recognize appropriate nonverbal behaviours for people frequently encountered, e.g., interpersonal space and physical contact

6.4 Language Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance language learning, e.g., use mental images to remember new information, repeat words or phrases in the course of performing a language task

• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance language learning, e.g., make a plan in advance about how to approach a language learning task

• social/affective
• 3. identify and use a variety of social and affective strategies to enhance language learning, e.g., work cooperatively with peers in small groups

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies  

• interactive
• 1. identify and use a variety of interactive strategies, e.g., use other speakers’ words in subsequent conversation

• interpretive
• 2. identify and use a variety of interpretive strategies, e.g., listen selectively based on purpose, make predictions about what they expect to hear or read based on prior knowledge and personal experience

• productive
• 3. identify and use a variety of productive strategies, e.g., use various techniques to explore ideas at the planning stage 

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance general learning, e.g., focus on and complete learning tasks

• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance general learning, e.g., divide an overall learning task into a number of subtasks

• social/affective
• 3. identify and use a variety of social and affective strategies to enhance general learning, e.g., choose learning activities that enhance understanding and enjoyment

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

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 and multicultural global society.

7.1 Self-identity

• valuing German language and the cultures of German-speaking peoples
• 1. recognize and appreciate various elements of the cultures of German-speaking peoples

• valuing bilingualism/multiculturalism
• 2. participate in activities that promote and celebrate the bilingual/multicultural education experience

7.2 German Cultures

• historical elements
• 1. explore the historical roots of traditional cultural activities and experiences in such areas as holidays and celebrations (Ostern), music, dance, art, literature, food

• contemporary elements
• 2. explore elements in the immediate environment that reflect the contemporary features of German cultures (see examples above)

• diversity
• 3. explore diversity of German cultures in the immediate environment

• change
• 4. explore and reflect on change within their own immediate environment

7.3 Building Community

• valuing diversity
• 1. explore diversity in the broader community, and reflect on its personal significance

• valuing similarity
• 2. explore similarities in the broader community and reflect on their personal significance

• contributing to community
• 3. demonstrate desire to assist others and contribute to classroom and school activities

7.4 Global Citizenship

• responsible citizenship
• 1. respect the feelings, rights and property of others, and accept responsibility for their own actions

• interdependence
• 2. recognize that people must depend on others to meet their needs, and recognize the effects of their own actions on others

• intercultural skills
• 3. engage in activities that reflect other perspectives or ways of doing things

• future opportunities
• 4. identify their own strengths and areas for development, and establish personal goals and action plans

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

1.1 Discover and Explore

• express ideas
• 1. use personal experiences as a basis for exploring and expressing opinions and understanding

• consider others’ ideas
• 2. seek others’ viewpoints to build on personal responses and understanding

• experiment with language
• 3. explore and experiment with a variety of forms of expression for particular personal purposes

• express preferences
• 4. review a collection of favourite oral, print, visual and multimedia texts, and share responses to preferred forms

• set goals
• 5. identify and discuss areas of personal accomplishment and areas for enhancement in language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. reflect on prior knowledge and experiences to arrive at new understanding

• explain opinions
• 2. explain personal viewpoints

• combine ideas
• 3. experiment with arranging ideas and information in a variety of ways to clarify understanding

• extend understanding
• 4. ask questions to clarify information and develop new understanding

Students will listen, speak, read, write, view and represent in German to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make and record connections between personal experiences, prior knowledge and a variety of texts

• comprehension strategies
• 2. use a variety of comprehension strategies to confirm understanding and self-correct

• textual cues
• 3. use textual cues to construct and confirm meaning

• cueing systems
• 4. use syntactic, semantic and graphophonic cueing systems to construct and confirm meaning; and use a dictionary to determine word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions, and share responses

• connect self, texts and culture
• 2. identify similarities and differences between personal experiences and the experiences of people from various cultures portrayed in oral, print, visual and multimedia texts

• appreciate the artistry of texts
• 3. identify descriptive and figurative language in oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. understand and use a variety of oral, print, visual and multimedia forms and texts

• techniques and elements
• 2. identify key elements, including plot, setting and characterization, and techniques, such as colour, music and speed, in oral, print, visual and multimedia texts

• vocabulary
• 3. expand knowledge of words and word relationships, using a variety of sources

• experiment with language
• 4. recognize how words and word combinations, such as wordplay, repetition and rhyme, influence or convey meaning, and identify ways in which exaggeration is used to convey humour

• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in German to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. summarize personal knowledge of a topic in categories to determine information needs

• ask questions
• 2. formulate general and specific questions to identify information needs

• participate in group inquiry
• 3. share personal knowledge of a selected topic to help formulate relevant questions appropriate to a specific audience and purpose for group inquiry or research

• create and follow a plan
• 4. gather and record information and ideas using a plan

3.2 Select and Process

• identify personal and peer knowledge
• 1. record, select and share personal knowledge of a topic to focus inquiry or research

• identify sources
• 2. answer inquiry or research questions, using a variety of information sources

• evaluate sources
• 3. review information to determine its usefulness to inquiry or research needs

• access information
• 4. use a variety of tools to access information and ideas, and use visual and auditory cues to identify important information

• make sense of information
• 5. recognize organizational patterns of oral, print, visual and multimedia text
• 6. skim, scan and listen for key words and phrases

3.3 Organize, Record and Assess

• organize information
• 1. organize information and ideas into categories using a variety of strategies

• record information
• 2. record key words, phrases and images by subtopics, and cite authors and titles of sources appropriately

• evaluate information
• 3. recognize gaps in information gathered, and locate any additional information needed

• develop new understanding
• 4. determine information needs during the inquiry or research process, and discuss and assess inquiry or research experiences and skills

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

4.1 Generate and Focus

• generate ideas
• 1. focus a topic for oral, print and visual texts, using a variety of strategies

• choose text forms
• 2. use a variety of text forms for particular audiences and purposes

• organize ideas
• 3. develop and arrange ideas in their own oral, print and visual texts, using a variety of organizers

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own stories and creations in various ways, and give support and offer feedback to peers using pre-established criteria

• revise content
• 2. revise to create an interesting impression and check for sequence of ideas

• enhance legibility
• 3. write legibly and use word processing when composing and revising

• enhance artistry
• 4. choose descriptive language and sentence patterns to clarify and enhance ideas

• enhance presentation
• 5. prepare organized compositions and reports using sound effects and visuals, such as graphs, charts and diagrams, that engage the audience

4.3 Attend to Conventions

• grammar and usage
• 1. edit to eliminate sentence fragments and run-on sentences

• spelling
• 2. understand and know spelling conventions; use a variety of spelling patterns when editing and proofreading; and predict the spelling of unfamiliar words, using a variety of resources to confirm correctness

• capitalization and punctuation
• 3. know and use writing conventions, and apply these conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. prepare and share information on a topic using print and nonprint aids to engage and inform a familiar audience

• effective oral and visual communication
• 2. use gestures and facial expression to enhance oral presentations, use emphasis and appropriate pacing, and arrange the presentation space to focus audience attention

• attentive listening and viewing
• 3. show respect for presenters through active listening and viewing behaviours

Students will listen, speak, read, write, view and represent in German to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. acknowledge differing responses to common experiences

• relate texts to culture
• 2. discuss ideas, events and figures within stories from oral, print, visual and multimedia texts from various communities

• appreciate diversity
• 3. connect the experiences of individuals in oral, print, visual and multimedia texts to personal experiences

• celebrate special occasions
• 4. select and use language appropriate in tone and form to recognize and honour people and events

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. distinguish between on-task and off-task ideas and behaviours in a group, and stay on task

• work in groups
• 2. assume the responsibilities for various group roles

• use language to show respect
• 3. demonstrate sensitivity to appropriate language use when communicating orally

• evaluate group process
• 4. assess group process, using checklists, and determine areas for development

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

6.1 Linguistic Elements

• sound–symbol system
• 1. use, independently in oral and written situations, all elements of the sound–symbol system

• vocabulary
• 2. use vocabulary and expressions appropriately in classroom, school and community contexts

• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...

• − future tense
• − formal address (Gehen Sie…)
• − sentence structure—dative object
• − prepositions with both dative and accusative

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...

• − definite and indefinite articles in the accusative
• − personal pronouns—accusative and dative
• − possessive pronouns (all)
• − tense: present perfect (Perfekt: bin gegangen, habe gesehen) and past tense (Präteritum: ging, sah) including modals
• − familiar separable verbs
• − imperative (singular—Geh!, plural—Geht!)
• − sentence structure—subject and accusative object
• − verb position in subordinate clause (dass, weil, als)
• − inversion for questions (Hast du. …?) and adverbs of time and place (Heute ist es…)
• − prepositions with accusative only and dative only
• − comparison of adjectives

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

• mechanical features
• 4. use basic German mechanical features and apply these features for effect

• discourse features
• 5. use basic German discourse features in oral, print and visual texts, and apply these features for effect

6.2 Language Competence

• listening
• 1. listen to and understand the main points of a lengthy oral or multimedia presentation on a familiar topic in structured and unstructured situations

• speaking
• 2. deliver, orally, a prepared or spontaneous presentation on a familiar topic in a structured situation

• reading
• 3. read and understand a lengthy series of interrelated ideas dealing with a familiar topic in structured and unstructured situations

• writing
• 4. produce, spontaneously and with guidance, a series of interrelated ideas on a familiar topic in structured and unstructured situations

• viewing
• 5. view and understand a series of simple events and/or representations

• representing
• 6. create multiple representations of the same ideas, events and/or information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. use formal and informal language in familiar situations

• idiomatic expressions
• 2. use learned idiomatic expressions to enhance communication

• variations in language
• 3. experience a variety of regional variations in language

• social conventions
• 4. recognize simple social conventions in informal conversation, e.g., for turn taking

• nonverbal communication
• 5. use appropriate nonverbal behaviours in a variety of familiar contexts, e.g., eye contact

6.4 Language Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance language learning, e.g., 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

• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance language learning, e.g., reflect on the listening, reading and writing process, check copied writing for accuracy

• social/affective
• 3. identify and use a variety of social and affective strategies to enhance language learning, e.g., understand that making mistakes is a natural part of language learning, experiment with various forms of expression and note their acceptance or nonacceptance by more experienced speakers

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies  

• interactive
• 1. identify and use a variety of interactive strategies, e.g., assess feedback from a conversation partner to recognize when a message has not been understood

• interpretive
• 2. identify and use a variety of interpretive strategies, e.g., use knowledge of the sound–symbol system to aid reading comprehension

• productive
• 3. identify and use a variety of productive strategies, e.g., use knowledge of sentence patterns to form new sentences 

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance general learning, e.g., write down key words and concepts in abbreviated form—verbal, graphic or numerical—to assist in performance of learning tasks

• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance general learning, e.g., make a plan in advance about how to approach a task

• social/affective
• 3. identify and use a variety of social and affective strategies to enhance general learning, e.g., encourage themselves to try, even though they might make mistakes

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

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 and multicultural global society.

7.1 Self-identity

• valuing German language and the cultures of German-speaking peoples
• 1. identify the lifelong personal benefits of German language and cultures

• valuing bilingualism/multiculturalism
• 2. recognize the uniqueness of a bilingual/multicultural education

7.2 German Cultures

• historical elements
• 1. explore the historical roots of traditional cultural activities and experiences in such areas as holidays and celebrations (St. Nikolaus), music, dance, art, literature, food

• contemporary elements
• 2. explore elements in the immediate environment that reflect the contemporary features of German cultures (see examples above)

• diversity
• 3. explore diversity of German cultures at the school level

• change
• 4. explore and reflect on change in German cultures within the family and community

7.3 Building Community

• valuing diversity
• 1. explore, compare and reflect on the personal significance of diversity in Canada

• valuing similarity
• 2. explore, compare and reflect on common human needs and experiences of Canadians

• contributing to community
• 3. develop skills that promote cooperation and mutual respect within the classroom and school

7.4 Global Citizenship

• responsible citizenship
• 1. recognize positive and negative aspects of the consequences of their own actions, and demonstrate honesty and reliability in a variety of situations

• interdependence
• 2. examine the role of the individual in group activities, and reflect on the effectiveness of their own contributions

• intercultural skills
• 3. accept differences in characteristics and abilities of others

• future opportunities
• 4. identify their own strengths and areas for further development, and establish personal goals and action plans

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

1.1 Discover and Explore

• express ideas
• 1. use exploratory language to discover their own interpretations, and share personal responses

• consider others’ ideas
• 2. select from others’ ideas and observations to develop thinking and understanding

• experiment with language
• 3. explore and experiment with a variety of forms of expression for particular personal purposes

• express preferences
• 4. assess a collection of favourite oral, print, visual and multimedia texts, and discuss preferences for particular forms

• set goals
• 5. assess personal language use, and set personal goals to enhance language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. use prior knowledge and experiences selectively to make sense of new information in a variety of contexts

• explain opinions
• 2. explain and support personal viewpoints, and revise previous understanding

• combine ideas
• 3. search for ways to reorganize ideas and information to extend understanding

• extend understanding
• 4. ask a variety of questions to clarify information and develop new understanding

Students will listen, speak, read, write, view and represent in German to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make and record connections between personal experiences, prior knowledge and a variety of texts

• comprehension strategies
• 2. use comprehension strategies appropriate to the type of text and purpose

• textual cues
• 3. use textual cues to construct and confirm meaning

• cueing systems
• 4. use syntactic, semantic and graphophonic cueing systems to construct and confirm meaning; and use a dictionary to determine word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. seek opportunities to experience texts from a variety of genres and cultural traditions, and explain preferences for particular types of oral, print, visual and multimedia texts

• connect self, texts and culture
• 2. compare the challenges and situations encountered in their own daily lives with those experienced by people in other times, places and cultures as portrayed in oral, print, visual and multimedia texts

• appreciate the artistry of texts
• 3. identify descriptive and figurative language in oral, print, visual and multimedia texts, and discuss how it enhances understanding of people, places and actions

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize key characteristics of various genres, such as myths, short novels, poetry, drawings and prints

• techniques and elements
• 2. examine key elements and techniques in oral, print, visual and multimedia texts

• vocabulary
• 3. identify how and why word structures and meaning change

• experiment with language
• 4. experiment with words and sentence patterns for a variety of purposes

• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in German to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. summarize and focus personal knowledge of a topic to determine information needs

• ask questions
• 2. formulate relevant questions to focus information needs

• participate in group inquiry
• 3. contribute to group knowledge of topics to help identify and focus information needs, sources and purposes for group inquiry or research

• create and follow a plan
• 4. create and follow a plan to collect and record information

3.2 Select and Process

• identify personal and peer knowledge
• 1. record personal knowledge of a topic and collaborate to generate information for inquiry or research

• identify sources
• 2. answer inquiry or research questions, using a variety of information sources

• evaluate sources
• 3. review information to determine its usefulness to inquiry or research needs

• access information
• 4. use a variety of tools to access information and ideas, and use visual and auditory cues to gather important information

• make sense of information
• 5. use organizational patterns of oral, print, visual and multimedia text to construct meaning
• 6. skim, scan and read closely to gather information

3.3 Organize, Record and Assess

• organize information
• 1. organize information and ideas using a variety of strategies and techniques

• record information
• 2. record information in their own words, cite authors and titles appropriately, and provide publication dates of sources

• evaluate information
• 3. recognize gaps in information gathered, and locate any additional information needed for a particular form, audience and purpose

• develop new understanding
• 4. assess knowledge gained through the inquiry or research process, form personal conclusions, and generate new questions for further inquiry or research

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

4.1 Generate and Focus

• generate ideas
• 1. focus a topic for oral, print and visual texts, using a variety of strategies

• choose text forms
• 2. use a variety of text forms for particular audiences and purposes

• organize ideas
• 3. use listening, reading and viewing experiences as models for organizing ideas in their own oral, print and visual texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own stories and creations in various ways with peers, and give support and offer feedback to peers using pre-established criteria

• revise content
• 2. revise for content, organization and clarity

• enhance legibility
• 3. write legibly and at a pace appropriate to context and purpose when composing and revising, and select and use a variety of design elements, such as spacing, graphics, titles and headings, when appropriate

• enhance artistry
• 4. choose descriptive language and use varied sentence lengths and structures to clarify and enhance ideas

• enhance presentation
• 5. prepare organized compositions, presentations, reports and inquiry or research projects using templates or pre-established organizers

4.3 Attend to Conventions

• grammar and usage
• 1. edit to eliminate sentence fragments and run-on sentences

• spelling
• 2. know and apply spelling conventions, use appropriate strategies and patterns when editing and proofreading, and use a variety of resources to determine the spelling of common exceptions

• capitalization and punctuation
• 3. know and apply writing conventions in sentences, titles, headings, salutations and addresses when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. prepare and share information on a topic using print, audiovisual and dramatic forms to engage the audience

• effective oral and visual communication
• 2. use appropriate volume, phrasing, intonation, presentation space and nonverbal cues, such as body language and facial expression, to enhance communication

• attentive listening and viewing
• 3. demonstrate critical listening and viewing behaviours, and show respect for presenters

Students will listen, speak, read, write, view and represent in German to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. compare personal ways of responding and thinking with those of others

• relate texts to culture
• 2. explore cultural representations in oral, print, visual and multimedia texts from various communities

• appreciate diversity
• 3. connect the insights, thoughts, feelings and experiences of individuals in oral, print, visual and multimedia texts to personal experiences

• celebrate special occasions
• 4. select and use appropriate language and forms to acknowledge special events and honour accomplishments in and beyond the school

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. assist group members to maintain focus and complete tasks

• work in groups
• 2. select and assume roles to assist in the achievement of group goals

• use language to show respect
• 3. demonstrate sensitivity to appropriate language use and tone when communicating orally

• evaluate group process
• 4. assess their own contributions to group process, set personal goals for enhancing work with others, and monitor group process using checklists

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

6.1 Linguistic Elements

• sound–symbol system
• 1. use consistently and independently, all elements of the sound–symbol system

• vocabulary
• 2. recognize that one word may have multiple meanings, and recognize that various words and expressions may express the same idea

• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...

• − all possessive pronouns in accusative and dative
• − relative clauses in nominative (Die Katze, die…)
• − adjectival endings

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...

• − personal pronouns (accusative and dative)
• − familiar separable verbs
• − verb conjugation including modals in present, perfect and past tenses
• − future tense
• − imperative (singular, plural and formal)
• − formal address
• − sentence structure (subject, accusative object and dative object)
• − prepositions with dative and accusative

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...

• − definite and indefinite articles in the accusative
• − verb conjugation including modals in present tense
• − imperative (singular—Geh!, plural—Geht!)
• − inversion for quesitons (Hast du ...?) and adverbs of time and place (Heute ist es ...)
• − verb position in subordinate clause (dass, weil, als)
• − prepositions with accusative only and dative only
• − comparison of adjectives

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use basic German mechanical features effectively

• discourse features
• 5. use basic German discourse features in oral, print and visual texts, and apply these features independently for effect

6.2 Language Competence

• listening
• 1. listen to and understand the main points of a lengthy oral or multimedia presentation on a variety of familiar topics in structured and unstructured situations

• speaking
• 2. deliver, orally, a prepared or spontaneous presentation on a familiar topic in a structured or unstructured situation

• reading
• 3. read and understand a lengthy series of interrelated ideas dealing with familiar and unfamiliar topics in structured and unstructured situations

• writing
• 4. produce, spontaneously and/or with preparation, a lengthy series of interrelated ideas dealing with a familiar topic in structured and unstructured situations

• viewing
• 5. view and understand events and/or representations within and beyond the school context

• representing
• 6. use a variety of forms to create representations of ideas, events and/or information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. identify socially appropriate language in specific situations

• idiomatic expressions
• 2. use learned idiomatic expressions correctly in new contexts

• variations in language
• 3. recognize some common regional variations in language

• social conventions
• 4. recognize important social conventions in everyday interactions, e.g., shaking hands

• nonverbal communication
• 5. use appropriate nonverbal behaviours in a variety of familiar contexts, e.g., interpersonal space and physical contact

6.4 Language Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance language learning, e.g., look for patterns and relationships, use previously acquired knowledge to facilitate a learning task

• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance language learning, e.g., decide in advance to attend to specific aspects of input, listen or read for key words

• social/affective
• 3. identify and use a variety of social and affective strategies to enhance language learning, e.g., participate actively in brainstorming and conferencing as prewriting and postwriting exercises 

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies  

• interactive
• 1. identify and use a variety of interactive strategies, e.g., start again, using a different tactic, when communication breaks down, use a simple word similar to the concept they want to convey and invite correction

• interpretive
• 2. identify and use a variety of interpretive strategies, e.g., infer probable meanings of unknown words or expressions from contextual clues

• productive
• 3. identify and use a variety of productive strategies, e.g., be aware of and use the steps of the writing process 

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance general learning, e.g., use mental images to remember new information

• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance general learning, e.g., identify their own needs and interests

• social/affective
• 3. identify and use a variety of social and affective strategies to enhance general learning, e.g., take part in group decision-making processes

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

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 and multicultural global society.

7.1 Self-identity

• valuing German language and the cultures of German-speaking peoples
• 1. value the lifelong personal benefits of German language and cultures

• valuing bilingualism/multiculturalism
• 2. identify the lifelong benefits and potential advantages of a bilingual/multicultural education in a Canadian and international context

7.2 German Cultures

• historical elements
• 1. explore the historical roots of traditional cultural activities and experiences in such areas as holidays and celebrations (Oktoberfest, Volksfest), music, dance, art, literature, food

• contemporary elements
• 2. explore elements in the immediate environment that reflect the contemporary features of German cultures (see examples above)

• diversity
• 3. explore diversity of German cultures at the community level

• change
• 4. explore and reflect on change in German cultures at the international level

7.3 Building Community

• valuing diversity
• 1. explore the impact of diversity in other regions of the world and compare it with the impact of diversity in Canada

• valuing similarity
• 2. examine common human needs and experiences of people around the world

• contributing to community
• 3. provide positive contributions and leadership within the school and/or community

7.4 Global Citizenship

• responsible citizenship
• 1. explore the meaning of personal and social conscience, and demonstrate problem-solving and decision-making skills

• interdependence
• 2. participate in and contribute to group activities effectively, and recognize that cooperation is important

• intercultural skills
• 3. recognize and respect individual differences, and recognize the worth of every individual

• future opportunities
• 4. identify their own interests and explore future opportunities for learning and employment

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

1.1 Discover and Explore

• express ideas
• 1. use exploratory language to discuss and record a variety of opinions and conclusions

• consider others’ ideas
• 2. compare their own insights and viewpoints to those of others

• experiment with language
• 3. expand self-expression in oral, print and visual forms

• express preferences
• 4. explore oral, print, visual and multimedia texts recommended by peers

• set goals
• 5. assess personal language use, and revise personal goals to enhance language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. recognize the value of connecting prior and new knowledge and experiences to shape and extend understanding

• explain opinions
• 2. summarize and represent personal viewpoints in meaningful ways

• combine ideas
• 3. search for ways to reorganize ideas and information to extend understanding

• extend understanding
• 4. ask specific and focused questions for elaboration and clarification, and discuss experiences and understanding

Students will listen, speak, read, write, view and represent in German to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make connections between previous experiences, prior knowledge and textual material

• comprehension strategies
• 2. use comprehension strategies appropriate to the type of text and purpose, and use a variety of strategies to remember ideas

• textual cues
• 3. use textual cues to construct and confirm meaning and interpret texts

• cueing systems
• 4. use syntactic, semantic and graphophonic cueing systems to construct and confirm meaning and interpret texts

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions, and discuss preferences

• connect self, texts and culture
• 2. compare their own understanding of people, cultural traditions and values portrayed in oral, print, visual and multimedia texts to that of others

• appreciate the artistry of texts
• 3. identify descriptive and figurative language in oral, print, visual and multimedia texts, and discuss how it enhances understanding of people, places, actions and events

2.3 Understand Forms and Techniques

• forms and genres
• 1. identify preferences for particular oral, print, visual and multimedia forms and genres

• techniques and elements
• 2. examine techniques of plot development in oral, print, visual and multimedia texts, and explore their impact

• vocabulary
• 3. explore factors, such as history, social trends and geographic isolation, that influence word families and the evolution of language

• experiment with language
• 4. identify creative uses of language in oral, print, visual and multimedia texts

• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in German to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. examine personal knowledge of and experiences related to a topic to determine information needs

• ask questions
• 2. formulate, with guidance, a variety of relevant questions on a topic to establish a purpose for seeking information

• participate in group inquiry
• 3. contribute to group knowledge of topics to help identify and focus information needs, sources and purposes for group inquiry or research

• create and follow a plan
• 4. prepare and use a plan to access information and ideas from a variety of sources, such as teachers, peers, print and nonprint materials, and electronic sources

3.2 Select and Process

• identify personal and peer knowledge
• 1. select and organize personal and peer knowledge of a topic to establish an information base for inquiry or research

• identify sources
• 2. extend inquiry and research questions using a variety of information sources

• evaluate sources
• 3. use pre-established criteria to evaluate the currency, usefulness and reliability of information sources in answering inquiry or research questions

• access information
• 4. expand and use a repertoire of skills, including visual and auditory, to access information and ideas from a variety of sources

• make sense of information
• 5. determine literal and implied meaning of oral, print, visual and multimedia texts using a variety of strategies and cues

3.3 Organize, Record and Assess

• organize information
• 1. organize information and ideas in order of priority according to topic and task requirements

• record information
• 2. make notes in point form, summarizing major ideas and supporting details, and reference sources

• evaluate information
• 3. recognize gaps in the information gathered, and locate any additional information needed for a particular form, audience and purpose

• develop new understanding
• 4. assess knowledge gained through the inquiry or research process, form personal conclusions and generate new questions for further inquiry or research

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

4.1 Generate and Focus

• generate ideas
• 1. experiment with various ways to generate ideas and focus a topic

• choose text forms
• 2. select and compose, using specific forms that serve various audiences and purposes

• organize ideas
• 3. identify and use appropriate organizational patterns in their own oral, print and visual texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own work in a variety of ways, and appraise particular aspects of their own work and that of others using pre-established criteria

• revise content
• 2. revise to create effective sentences that convey content clearly

• enhance legibility
• 3. determine the appropriateness of handwriting or word processing for a particular task when composing and revising, and combine print and visuals when desktop publishing

• enhance artistry
• 4. select words to enhance clarity and artistry, and use varied sentence lengths and structures

• enhance presentation
• 5. prepare compositions, reports and inquiry or research projects using a variety of text organizers

4.3 Attend to Conventions

• grammar and usage
• 1. edit for basic grammatical accuracy

• spelling
• 2. know spelling conventions and apply them to familiar words, and use appropriate resources when editing and proofreading

• capitalization and punctuation
• 3. know and apply writing conventions in simple, compound and complex sentences when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. facilitate small group activities and short, whole class sessions to share information on a topic, using pre-established active learning strategies such as role-plays, language games and simulations

• effective oral and visual communication
• 2. make short oral presentations and reports, using verbal and nonverbal cues such as diction, pacing and gestures to focus audience attention

• attentive listening and viewing
• 3. demonstrate critical listening and viewing behaviours, and show respect for presenters

Students will listen, speak, read, write, view and represent in German to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. demonstrate growing self-confidence when expressing and sharing thoughts, ideas and feelings

• relate texts to culture
• 2. explain ways in which oral, print, visual and multimedia texts reflect topics and themes in life

• appreciate diversity
• 3. interpret the choices and motives of individuals encountered in oral, print, visual and multimedia texts, and examine how they relate to themselves and others

• celebrate special occasions
• 4. use appropriate language to participate in traditional events or occasions

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. contribute to group efforts to reach consensus or conclusions

• work in groups
• 2. present group conclusions or findings to classmates

• use language to show respect
• 3. respect diverse languages, ideas, texts and traditions, and recognize contributions of themselves, peers and the wider community

• evaluate group process
• 4. evaluate group process and personal contributions according to pre-established criteria

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

6.1 Linguistic Elements

• sound–symbol system
• 1. understand and accurately use the sound–symbol system

• vocabulary
• 2. use multiple words or phrases to express the same idea

• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...

• − genitive case
• − infinitive phrases and clauses—e.g., Ich plane nach Deutschland zu reisen., Oma geht in die Stadt, um das Museum zu besuchen.
• − adjectival endings

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...

• − personal pronouns—accusative and dative
• − possessive pronouns in accusative and dative
• − future tense
• − verb conjugation, including modals in past tense
• − separable verbs
• − imperative—singular, plural and formal
• − sentence structure—subject, accusative and dative object
• − relative clauses in nominative
• − prepositions with accusative and dative

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...

• − formal address
• − present, perfect and past tense

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use German mechanical features effectively

• discourse features
• 5. use German discourse features in oral, print and visual texts, and apply these features independently for effect

6.2 Language Competence

• listening
• 1. listen to and understand the main points of an oral or multimedia presentation containing simple and complex ideas dealing with a variety of familiar topics in structured and unstructured situations

• speaking
• 2. produce a prepared or spontaneous oral presentation on a familiar topic in structured and unstructured situations

• reading
• 3. read and understand texts containing simple and complex ideas on a variety of familiar topics in structured situations

• writing
• 4. produce, spontaneously and/or with preparation, a lengthy series of simple and complex ideas on a familiar topic in structured and unstructured situations

• viewing
• 5. view and understand complex representations of familiar ideas, events and information

• representing
• 6. create complex representations of familiar ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. explore formal and informal uses of language in a variety of contexts

• idiomatic expressions
• 2. use learned idiomatic expressions in a variety of contexts

• variations in language
• 3. recognize other influences resulting in variations in language

• social conventions
• 4. interpret the use of social conventions encountered in oral, print, visual and multimedia texts

• nonverbal communication
• 5. recognize nonverbal behaviours that are considered impolite

6.4 Language Learning Strategies

• cognitive
• 1. select and use a variety of cognitive strategies to enhance language learning, e.g., associate new words or expressions with familiar ones, either in the language being learned or in their own language

• metacognitive
• 2. select and use a variety of metacognitive strategies to enhance language learning, e.g., evaluate their own performance or comprehension at the end of tasks, keep learning logs

• social/affective
• 3. select and use a variety of social and affective strategies to enhance language learning, e.g., use self-talk to make themselves feel competent to do the task 

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. select and use a variety of interactive strategies, e.g., invite others into the discussion, ask for confirmation that a form used is correct

• interpretive
• 2. select and use a variety of interpretive strategies, e.g., prepare questions or a guide to note down information found in the text

• productive
• 3. select and use a variety of productive strategies, e.g., use resources to increase vocabulary

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. select and use a variety of cognitive strategies to enhance general learning, e.g., distinguish between fact and opinion when using a variety of sources of information

• metacognitive
• 2. select and use a variety of metacognitive strategies to enhance general learning, e.g., manage the physical environment in which they have to work

• social/affective
• 3. select and use a variety of social and affective strategies to enhance general learning, e.g., use support strategies to help peers persevere at learning tasks

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

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 and multicultural global society.

7.1 Self-identity

• valuing German language and the cultures of German-speaking peoples
• 1. explore and analyze how German language and cultures have impacted and enriched their own lives

• valuing bilingualism/multiculturalism
• 2. explore and analyze how being bilingual/multicultural has impacted and enriched their own lives

7.2 German Cultures

• historical elements
• 1. explore how major historical events, figures and developments of German cultures have influenced contemporary culture worldwide, such as great figures, periods of history, immigration

• contemporary elements
• 2. explore how contemporary events, figures and developments of German cultures have influenced contemporary culture worldwide, such as geography, current events, celebrations, fine arts, lifestyles

• diversity
• 3. explore the diversity of the German language and cultures

• change
• 4. explore how changes in German language and cultures have impacted their own lives

7.3 Building Community

• valuing diversity
• 1. examine diversity in the school and community, and reflect on its impact on themselves, relationships and personal choices

• valuing similarity
• 2. examine similarities among peers and members of the school and local community, and reflect on the personal impact of these similarities

• contributing to community
• 3. participate and contribute effectively, and reflect on their own contributions to group activities

7.4 Global Citizenship

• responsible citizenship
• 1. identify and analyze examples of rights and responsibilities of citizens

• interdependence
• 2. explore different roles and responsibilities of group members

• intercultural skills
• 3. understand and analyze the rights and responsibilities of citizens, and provide examples

• future opportunities
• 4. explore learning and work opportunities around the world

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

1.1 Discover and Explore

• express ideas
• 1. explore diverse ideas to develop conclusions, opinions and understanding

• consider others’ ideas
• 2. integrate new understanding with previous viewpoints and interpretations

• experiment with language
• 3. expand self-expression in oral, print and visual forms

• express preferences
• 4. explore oral, print, visual and multimedia texts recommended by peers

• set goals
• 5. use appropriate terminology to discuss developing abilities in personal language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. understand the importance of reflecting on prior knowledge and experiences to revise conclusions and understanding

• explain opinions
• 2. articulate, represent and explain personal viewpoints clearly

• combine ideas
• 3. identify or invent personally meaningful ways of organizing ideas and information to clarify and extend understanding

• extend understanding
• 4. ask specific and focused questions, reconsider initial understanding in light of new information, listen to diverse opinions, and recognize ambiguity

Students will listen, speak, read, write, view and represent in German to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. make connections between previous experiences, prior knowledge and textual material and apply them to new contexts

• comprehension strategies
• 2. use a variety of comprehension strategies to make sense of familiar and unfamiliar texts and remember ideas

• textual cues
• 3. use textual cues to construct and confirm meaning and interpret texts

• cueing systems
• 4. use syntactic, semantic and graphophonic cueing systems to construct and confirm meaning and interpret texts

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions, and compare their interests with those of others

• connect self, texts and culture
• 2. discuss how similar ideas, people, experiences and traditions are conveyed in various oral, print, visual and multimedia texts

• appreciate the artistry of texts
• 3. identify language and visual images that create mood and evoke emotion in oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. demonstrate appreciation for the appropriate use of various forms and genres according to purpose, audience and content

• techniques and elements
• 2. examine techniques of plot development in oral, print, visual and multimedia texts, and examine how they interact to create effect

• vocabulary
• 3. appreciate variations in language, accent and dialect in communities, regions and countries, and recognize the derivation and use of words, phrases and jargon

• experiment with language
• 4. identify creative uses of language in popular culture, and explain how imagery and figures of speech create tone and mood in texts

• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in German to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. determine personal knowledge of a topic to generate possible areas of inquiry or research

• ask questions
• 2. formulate, independently, relevant main and subordinate questions on a topic to establish a purpose for gathering information

• participate in group inquiry
• 3. contribute ideas, knowledge and questions to help establish group inquiry or research focuses and purposes

• create and follow a plan
• 4. prepare and use a plan to access, gather and record relevant information in own words from a variety of human, print and electronic sources

3.2 Select and Process

• identify personal and peer knowledge
• 1. access, record and appraise personal and peer knowledge and understanding of a topic to establish an information base for inquiry or research

• identify sources
• 2. distinguish between fact and opinion when inquiring or researching using a variety of information sources

• evaluate sources
• 3. develop and use criteria for evaluating information sources for a particular inquiry or research plan

• access information
• 4. recall, expand and use a variety of skills, including visual and auditory, to access information and ideas from a variety of sources

• make sense of information
• 5. determine literal and implied meaning of oral, print, visual and multimedia texts, and adjust the rate of reading or viewing according to purpose, topic, density of information and organizational patterns of text

3.3 Organize, Record and Assess

• organize information
• 1. organize information and ideas by selecting or developing categories appropriate to a particular topic and purpose

• record information
• 2. make notes, using headings and subheadings or graphic organizers appropriate to a topic, and reference sources

• evaluate information
• 3. assess the appropriateness of the amount and quality of information collected, and recognize and address information gaps for particular forms, audiences and purposes

• develop new understanding
• 4. organize new information, connect it to prior knowledge, and reflect on the impact of new information on the inquiry or research process

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

4.1 Generate and Focus

• generate ideas
• 1. consider form and audience when generating ideas and focusing a topic

• choose text forms
• 2. compose, using specific forms to match content, audience and purpose

• organize ideas
• 3. identify and use a variety of organizational patterns in their own oral, print and visual texts, and compose effective introductions and conclusions

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share and discuss particular qualities of samples from their own collection of work, and accept and provide constructive suggestions for revising their own work and that of others

• revise content
• 2. revise to enhance meaning and effect according to audience and purpose

• enhance legibility
• 3. format for legibility and emphasis when composing and revising, and enhance the coherence of documents using electronic editing functions

• enhance artistry
• 4. select appropriate words and sentence patterns during revision to enhance clarity and artistry

• enhance presentation
• 5. prepare compositions, reports, presentations and inquiry or research projects using a variety of text organizers

4.3 Attend to Conventions

• grammar and usage
• 1. edit for basic grammatical accuracy and to eliminate unnecessary repetition of words and ideas

• spelling
• 2. know spelling conventions and apply them to familiar and unfamiliar words, and use appropriate resources when editing and proofreading

• capitalization and punctuation
• 3. know and apply writing conventions consistently in a variety of sentence structures and written forms when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. plan and facilitate small group activities and short, whole class sessions to share information on a topic, using a variety of engaging methods such as mini-lessons, role-plays and visual aids

• effective oral and visual communication
• 2. explain and present, orally, using conventions of public speaking in a variety of settings, and use visual aids to enhance the effectiveness of oral presentations

• attentive listening and viewing
• 3. demonstrate critical listening and viewing behaviours, and show respect for presenters

Students will listen, speak, read, write, view and represent in German to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. express personal reactions to a variety of experiences and texts, and acknowledge the reactions of others

• relate texts to culture
• 2. compare ways in which oral, print, visual and multimedia texts reflect topics and themes in various cultures

• appreciate diversity
• 3. compare the choices and behaviours of individuals presented in oral, print, visual and multimedia texts with personal choices, values and behaviours

• celebrate special occasions
• 4. use appropriate language to participate in traditional events or occasions

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. engage in dialogue to understand the feelings and viewpoints of others, and contribute to group harmony

• work in groups
• 2. plan, organize and participate in presentations of group findings

• use language to show respect
• 3. demonstrate respect for other people’s language, history and culture

• evaluate group process
• 4. evaluate the quality of their own contributions to group process, and set goals and plans for development

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

6.1 Linguistic Elements

• sound–symbol system
• 1. apply knowledge of the sound–symbol system in a variety of contexts

• vocabulary
• 2. select the most appropriate or effective words or phrases to express ideas accurately

• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...

• − reflexive verbs

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...

• − genitive case
• − personal pronouns—accusative and dative
• − possessive pronouns in accusative and dative
• − sentence structure—subject, accusative and dative object
• − relative clauses in nominative and accusative
• − infinitive phrases and clauses—e.g., Ich plane nach Deutschland zu reisen., Oma geht in die Stadt, um das Museum zu besuchen.
• − prepositions with accusative and dative
• − adjectival endings

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...

• − future tense
• − verb conjugation including modals in past tense
• − separable verbs
• − imperative—singular, plural, formal

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use German mechanical features effectively

• discourse features
• 5. use German discourse features in oral, print and visual texts, and apply these features independently for effect

6.2 Language Competence

• listening
• 1. listen to and understand the main points of an oral or multimedia presentation containing simple and complex ideas dealing with a variety of familiar topics in structured and unstructured situations

• speaking
• 2. produce a prepared or spontaneous oral presentation on a familiar or unfamiliar topic in structured and unstructured situations

• reading
• 3. read and understand texts containing simple and complex ideas on a variety of familiar topics in structured and unstructured situations

• writing
• 4. produce, spontaneously and/or with preparation, a lengthy series of simple and complex ideas on a variety of familiar topics in structured and unstructured situations

• viewing
• 5. view and understand complex representations of ideas, events and information

• representing
• 6. create complex representations of ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. use suitable simple formal language in a variety of contexts

• idiomatic expressions
• 2. examine the role of idiomatic expressions in culture

• variations in language
• 3. recognize other influences resulting in variations in language

• social conventions
• 4. interpret and use important social conventions in interactions

• nonverbal communication
• 5. avoid nonverbal behaviours that are considered impolite

6.4 Language Learning Strategies

• cognitive
• 1. select and use a variety of cognitive strategies to enhance language learning, e.g., find information using reference materials like dictionaries, textbooks and grammars, use available technological aids to support language learning

• metacognitive
• 2. select and use a variety of metacognitive strategies to enhance language learning, e.g., experience various methods of language acquisition and identify one or more they consider particularly useful personally

• social/affective
• 3. select and use a variety of social and affective strategies to enhance language learning, e.g., be willing to take risks and try unfamiliar tasks and approaches 

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. select and use a variety of interactive strategies, e.g., use a range of fillers and hesitation devices to sustain conversations, use circumlocution to compensate for lack of vocabulary

• interpretive
• 2. select and use a variety of interpretive strategies, e.g., use key content words or discourse features to follow an extended text

• productive
• 3. select and use a variety of productive strategies, e.g., take notes when reading or listening to assist in producing their own text

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. select and use a variety of cognitive strategies to enhance general learning, e.g., formulate key questions to guide research

• metacognitive
• 2. select and use a variety of metacognitive strategies to enhance general learning, e.g., keep learning journals such as diaries or logs

• social/affective
• 3. select and use a variety of social and affective strategies to enhance general learning, e.g., take part in group problem-solving processes

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

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 and multicultural global society.

7.1 Self-identity

• valuing German language and the cultures of German-speaking peoples
• 1. explore and analyze how German language and cultures have enriched the lives of others

• valuing bilingualism/multiculturalism
• 2. explore and analyze how bilingualism/multiculturalism has enriched the lives of others

7.2 German Cultures

• historical elements
• 1. explore how major historical events, figures and developments of German cultures have influenced contemporary culture worldwide, such as great figures, periods of history, immigration

• contemporary elements
• 2. explore how contemporary events, figures and developments of German cultures have influenced contemporary culture worldwide, such as geography, current events, celebrations, fine arts, lifestyles

• diversity
• 3. explore the diversity of the German language and cultures

• change
• 4. explore the significance of changes in German cultures to the rest of the world

7.3 Building Community

• valuing diversity
• 1. examine diversity in the school and community, and reflect on its impact on themselves, school and community

• valuing similarity
• 2. examine similarities that exist in cultures in Canadian society through the historical context of immigration

• contributing to community
• 3. appreciate the contributions of different individuals, groups and events to the development of Canada

7.4 Global Citizenship

• responsible citizenship
• 1. identify how citizen action can affect public policy, including cultural diversity

• interdependence
• 2. identify the impact of actions of individuals upon groups

• intercultural skills
• 3. explore ways in which group conflict can be resolved in Canadian society

• future opportunities
• 4. explore essential skills, knowledge and attitudes required for effective participation in the global community, workplace and marketplace

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

1.1 Discover and Explore

• express ideas
• 1. question and reflect on personal responses and interpretations, and apply personal viewpoints to diverse situations or circumstances

• consider others’ ideas
• 2. acknowledge the value of ideas and opinions of others in exploring and extending personal interpretations and viewpoints

• experiment with language
• 3. expand self-expression in oral, print and visual forms

• express preferences
• 4. explore a variety of oral, print, visual and multimedia texts other than those of personal preference

• set goals
• 5. self-monitor growth in language learning and use, using predetermined criteria

1.2 Clarify and Extend

• develop understanding
• 1. reflect on new understanding in relation to prior knowledge, and identify gaps in personal knowledge

• explain opinions
• 2. review and refine personal viewpoints through reflection, feedback and self-assessment

• combine ideas
• 3. structure and restructure ideas and information in personally meaningful ways to clarify and extend understanding

• extend understanding
• 4. consider diverse opinions, and assess whether new information clarifies understanding

Students will listen, speak, read, write, view and represent in German to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. analyze and explain connections between previous experiences, prior knowledge and textual material

• comprehension strategies
• 2. use comprehension strategies appropriate to the type of text and purpose, and enhance understanding by rereading and discussing relevant passages

• textual cues
• 3. use textual cues to construct and confirm meaning and interpret texts

• cueing systems
• 4. use syntactic, semantic and graphophonic cueing systems to construct and confirm meaning and interpret texts

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions, and explain interpretations of the texts

• connect self, texts and culture
• 2. examine how personal experiences, community traditions and Canadian perspectives are presented in oral, print, visual and multimedia texts

• appreciate the artistry of texts
• 3. identify and describe techniques used to create mood in oral, print, visual and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. explain preferences for particular oral, print, visual and multimedia forms and genres

• techniques and elements
• 2. examine techniques of plot development and persuasion in oral, print, visual and multimedia texts

• vocabulary
• 3. recognize uses and abuses of slang, colloquialism and jargon

• experiment with language
• 4. examine creative uses of language in popular culture, and recognize how figurative language and techniques create a dominant impression, mood, tone and style

• create original texts
• 5. create original texts to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in German to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. determine depth and breadth of personal knowledge of a topic to identify possible areas of inquiry or research

• ask questions
• 2. develop a variety of focused questions to establish a purpose for gathering information

• participate in group inquiry
• 3. contribute ideas, knowledge and strategies to help identify group information needs and sources

• create and follow a plan
• 4. prepare and use a plan to access, gather and evaluate information and ideas from a variety of human, print and electronic sources

3.2 Select and Process

• identify personal and peer knowledge
• 1. access, record and appraise personal and peer knowledge of a topic, and evaluate it for breadth and depth to establish an information base for inquiry or research

• identify sources
• 2. obtain information and varied perspectives when inquiring or researching using a variety of information sources

• evaluate sources
• 3. evaluate information sources for possible bias using criteria designed for a particular inquiry or research plan

• access information
• 4. expand and use a variety of skills, including visual and auditory, to access information and ideas from a variety of sources

• make sense of information
• 5. identify a variety of factors, such as organizational patterns of text, page layouts, font styles, colour, voice-over and camera angle, that affect meaning; scan to locate specific information quickly; and summarize, report and record main ideas of extended oral, print, visual and multimedia texts

3.3 Organize, Record and Assess

• organize information
• 1. organize information and ideas by developing and selecting appropriate categories and organizational structures

• record information
• 2. summarize and record information in a variety of forms in their own words, paraphrasing and/or quoting relevant facts and opinions, and reference sources

• evaluate information
• 3. distinguish between main and supporting information to evaluate usefulness, relevance and completeness, and address information gaps for particular forms, audiences and purposes

• develop new understanding
• 4. reflect on new knowledge and its value to themselves, and determine personal inquiry and research strengths and learning goals

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

4.1 Generate and Focus

• generate ideas
• 1. use a variety of techniques to generate and select ideas for oral, print and visual texts

• choose text forms
• 2. compose, using specific forms to match content, audience and purpose

• organize ideas
• 3. identify and use a variety of organizational patterns in their own oral, print and visual texts, and use effective transitions

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own work in a variety of ways; appraise their own work and that of others using appropriate criteria; and suggest revisions to their own work and that of others, using a variety of strategies

• revise content
• 2. review a previous draft and revise to refine communication

• enhance legibility
• 3. format for legibility and use word processing effectively and efficiently when composing and revising, and use electronic design elements to combine print and visuals

• enhance artistry
• 4. identify figures of speech, and select appropriate words and sentence patterns during revision to enhance clarity and artistry

• enhance presentation
• 5. prepare compositions, presentations, reports, essays and inquiry or research projects with adequate detail and effective organization for audience understanding

4.3 Attend to Conventions

• grammar and usage
• 1. edit for basic grammatical accuracy, sentence variety, word choice and style appropriate to audience and purpose

• spelling
• 2. know and apply a repertoire of spelling conventions when editing and proofreading

• capitalization and punctuation
• 3. know and apply writing conventions, such as dialogues and quotations, when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. plan and conduct peer-involved class activities to share individual inquiry or research and understanding on a topic

• effective oral and visual communication
• 2. choose vocabulary, voice production factors and nonverbal cues to communicate effectively, and use a variety of techniques to enhance the effectiveness of oral presentations

• attentive listening and viewing
• 3. demonstrate critical listening and viewing behaviours, and show respect for presenters

Students will listen, speak, read, write, view and represent in German to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. recognize that differing perspectives and unique reactions enrich understanding

• relate texts to culture
• 2. recognize ways in which oral, print, visual and multimedia texts capture specific elements of a culture or period in history

• appreciate diversity
• 3. reflect on ways in which the choices and motives of individuals encountered in oral, print, visual and multimedia texts provide insight into their own choices and motives and those of others

• celebrate special occasions
• 4. participate in celebrating special events, and recognize the important and significant influence of language

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. recognize the importance of effective communication in working with others

• work in groups
• 2. organize and complete tasks cooperatively

• use language to show respect
• 3. use inclusive language and actions that support people across races, cultures, genders, ages and abilities

• evaluate group process
• 4. establish and use criteria to evaluate group process and personal contributions, and propose suggestions for development

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

6.1 Linguistic Elements

• sound–symbol system
• 1. apply knowledge of the sound–symbol system accurately

• vocabulary
• 2. ensure the precision of messages by accessing needed vocabulary

• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...

• − passive form
• − reflexive verbs

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...

• − genitive case
• − possessive pronouns in accusative, dative and genitive
• − relative clauses in nominative and accusative
• − prepositions with accusative and dative
• − adjectival endings

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...

• − personal pronouns—accusative and dative
• − sentence structure—subject, accusative and dative object
• − infinitive phrases and clauses, e.g., z.B. Ich plane nach Deutschland zu reisen., Oma geht in die Stadt, um das Museum zu besuchen.

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use German mechanical features effectively

• discourse features
• 5. use German discourse features in oral, print and visual texts, and apply these features independently for effect

6.2 Language Competence

• listening
• 1. listen to and understand the main points of an oral or multimedia presentation containing simple and complex ideas dealing with a variety of familiar topics in structured and unstructured situations

• speaking
• 2. produce a coherent oral presentation on familiar and unfamiliar topics in a variety of structured and unstructured situations

• reading
• 3. read and understand texts containing simple and complex ideas on familiar and unfamiliar topics

• writing
• 4. organize and develop ideas coherently on familiar and unfamiliar topics, spontaneously and/or with preparation

• viewing
• 5. view and understand a variety of complex representations of ideas, events and information

• representing
• 6. use a variety of forms to create complex representations of ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. explore differences in register between spoken and written texts

• idiomatic expressions
• 2. identify influences on idiomatic expressions, e.g., region, age, occupation

• variations in language
• 3. recognize other influences resulting in variations in language

• social conventions
• 4. interpret and use appropriate oral and written forms of address with a variety of audiences

• nonverbal communication
• 5. recognize a variety of nonverbal communication techniques in a variety of contexts

6.4 Language Learning Strategies

• cognitive
• 1. select and use appropriate cognitive strategies to enhance language learning in a variety of situations, e.g., use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember

• metacognitive
• 2. select and use appropriate metacognitive strategies to enhance language learning in a variety of situations, e.g., 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

• social/affective
• 3. select and use appropriate social and affective strategies to enhance language learning in a variety of situations, e.g., repeat new words and expressions that occur in their own conversations and make use of them as soon as appropriate 

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. select and use appropriate interactive strategies in a variety of situations, e.g., repeat part of what someone has said to confirm mutual understanding

• interpretive
• 2. select and use appropriate interpretive strategies in a variety of situations, e.g., reread several times to understand complex ideas

• productive
• 3. select and use appropriate productive strategies in a variety of situations, e.g., use a variety of resources to correct texts

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. select and use appropriate cognitive strategies to enhance general learning in a variety of situations, e.g., make inferences and identify and justify the evidence on which their inferences are based

• metacognitive
• 2. select and use appropriate metacognitive strategies to enhance general learning in a variety of situations, e.g., work with others to monitor their own learning

• social/affective
• 3. select and use appropriate social and affective strategies to enhance general learning in a variety of situations, e.g., be willing to take risks and try unfamiliar tasks and approaches

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

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 and multicultural global society.

7.1 Self-identity

• valuing German language and the cultures of German-speaking peoples
• 1. explore how their own past and present German language and cultural experiences, understanding and knowledge may be an asset in future opportunities

• valuing bilingualism/multiculturalism
• 2. explore how their own past and present bilingual/multicultural experiences, knowledge and understanding may be an asset in future opportunities

7.2 German Cultures

• historical elements
• 1. analyze the influence and contributions of major historical events, figures and developments of German cultures worldwide, such as great figures, periods of history, immigration

• contemporary elements
• 2. analyze the influence and contributions of contemporary events, figures and developments of German cultures worldwide, such as geography, current events, celebrations, fine arts, lifestyles

• diversity
• 3. examine the diversity of the German language and cultures

• change
• 4. compare changes in German cultures to changes in other cultures

7.3 Building Community

• valuing diversity
• 1. explore and analyze how diversity has contributed to and enriched Canadian society

• valuing similarity
• 2. examine similarities in cultures in current Canadian society

• contributing to community
• 3. examine the significance of various contemporary cultural issues to Canadian society

7.4 Global Citizenship

• responsible citizenship
• 1. recognize how public policies relating to cultural diversity are affected by public opinion, the media and political groups

• interdependence
• 2. identify ways in which individuals, community members and societal members are interrelated and interdependent

• intercultural skills
• 3. appreciate and understand the value of different perspectives

• future opportunities
• 4. explore career fields in which bilingual and multicultural knowledge, skills and attitudes can be applied

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

1.1 Discover and Explore

• express ideas
• 1. recognize the value of exploratory language in discovering and expanding understanding and viewpoints

• consider others’ ideas
• 2. seek information to add to current understanding

• experiment with language
• 3. expand forms of self-expression in oral, print, visual and multimedia forms

• express preferences
• 4. explore a variety of texts and genres by particular writers, artists, storytellers and filmmakers other than those of personal preference

• set goals
• 5. demonstrate confidence in personal language learning and use in a variety of formal and informal contexts

1.2 Clarify and Extend

• develop understanding
• 1. analyze connections between new and prior knowledge and ideas to clarify understanding for themselves and others

• explain opinions
• 2. reflect on changing personal viewpoints and anticipate possible consequences

• combine ideas
• 3. develop a repertoire of organizational structures to clarify ideas and information and to bring order to their own thinking

• extend understanding
• 4. ask discriminating questions to interpret, evaluate and reflect on ideas and information

Students will listen, speak, read, write, view and represent in German to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. analyze and explain connections between diverse experiences, prior knowledge and a variety of texts

• comprehension strategies
• 2. use comprehension strategies appropriate to the type of text and purpose, and enhance understanding by rereading and discussing relevant passages

• textual cues
• 3. use textual cues and prominent organizational patterns within texts to confirm meaning and interpret texts

• cueing systems
• 4. use appropriate syntactic, semantic and graphophonic cueing systems to construct and confirm meaning and interpret texts

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions, and explain interpretations of the texts

• connect self, texts and culture
• 2. compare the portrayals of people, events or perspectives from a variety of oral, print, visual and multimedia texts

• appreciate the artistry of texts
• 3. discuss how word choice and supporting details in oral, print, visual and multimedia texts affect purpose and audience

2.3 Understand Forms and Techniques

• forms and genres
• 1. describe various oral, print, visual and multimedia forms and genres

• techniques and elements
• 2. examine how plot, character and setting contribute to an overall theme, and recognize the effectiveness of techniques used in oral, print, visual and multimedia texts

• vocabulary
• 3. recognize uses and abuses of slang, colloquialism and jargon

• experiment with language
• 4. analyze ways in which creative uses of language influence thought, emotion and meaning, and identify how symbols are used to represent abstract ideas

• create original texts
• 5. create original texts, such as editorials, plays, displays, photographs and media presentations, to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in German to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. use personal expertise and that of others on a topic to determine inquiry or research focus

• ask questions
• 2. develop focused inquiry or research questions to anticipate personal and audience needs on a topic

• participate in group inquiry
• 3. collaborate to identify group knowledge base and determine inquiry or research topic focus

• create and follow a plan
• 4. prepare, use and adjust an inquiry or research plan as needed to access relevant information and ideas independently using a variety of methods

3.2 Select and Process

• identify personal and peer knowledge
• 1. access, record and appraise personal expertise on an inquiry or research topic, and initiate inquiry or research, using pre-established criteria

• identify sources
• 2. identify a range of diverse information sources to satisfy inquiry or research needs

• evaluate sources
• 3. evaluate the quality of information sources and perspectives for a particular inquiry or research plan

• access information
• 4. expand and use a variety of skills to access information and ideas from a variety of sources

• make sense of information
• 5. identify a variety of factors that affect meaning, and use effective listening, reading and viewing techniques

3.3 Organize, Record and Assess

• organize information
• 1. organize and reorganize information and ideas in a variety of forms for different purposes

• record information
• 2. record information and ideas, using a variety of organizational structures appropriate to purpose, and reference sources

• evaluate information
• 3. evaluate collected information for completeness, accuracy, relevance and effectiveness, and address information gaps for particular forms, audiences and purposes

• develop new understanding
• 4. integrate new information with prior knowledge to form new ideas, and reflect on implications of inquiry or research methods and conclusions

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

4.1 Generate and Focus

• generate ideas
• 1. synthesize ideas from personal experiences and other sources to focus a topic

• choose text forms
• 2. use a variety of forms to match content, audience and purpose

• organize ideas
• 3. experiment with more than one organizational structure for their own oral, print, visual and multimedia texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own work in a variety of forums, and appraise their own work and respond to the work of others using pre-established criteria

• revise content
• 2. recognize a variety of communication styles appropriate in both public and personal contexts

• enhance legibility
• 3. use desktop publishing to adapt, combine and create documents

• enhance artistry
• 4. analyze drafts and revise to enhance clarity of expression

• enhance presentation
• 5. prepare compositions, presentations, reports, essays and inquiry or research projects with effective organization and adequate detail

4.3 Attend to Conventions

• grammar and usage
• 1. edit for basic grammatical accuracy, appropriate style and emphasis for intended audience and purpose

• spelling
• 2. know and apply spelling conventions consistently, and monitor for correctness when editing and proofreading using appropriate resources

• capitalization and punctuation
• 3. know and apply writing conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. plan and present sessions on particular topics using a variety of techniques

• effective oral and visual communication
• 2. communicate meaning, emphasis and mood effectively, and organize language for specific purposes, audiences and occasions

• attentive listening and viewing
• 3. demonstrate critical listening and viewing behaviours, and show respect for presenters

Students will listen, speak, read, write, view and represent in German to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. recognize and act upon the importance of respecting evidence, truth and views of others when discussing, describing or recording experiences

• relate texts to culture
• 2. recognize and discuss ways in which oral, print, visual and multimedia texts reflect cultural and attitudinal influences

• appreciate diversity
• 3. analyze the role of language and oral, print, visual and multimedia texts in revealing and explaining the human condition

• celebrate special occasions
• 4. participate in using language to mark special events and occasions, and recognize that language performs a symbolic and ceremonial function

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. make and encourage contributions that advance a group’s ideas or thinking

• work in groups
• 2. present group ideas and findings effectively to unfamiliar audiences

• use language to show respect
• 3. use communication that supports balanced, fair and accurate portrayals of people across races, cultures, genders, ages and abilities

• evaluate group process
• 4. identify areas where others may require support and monitor their own ability to provide needed support

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

6.1 Linguistic Elements

• sound–symbol system
• 1. apply knowledge of the sound–symbol system accurately in a variety of contexts

• vocabulary
• 2. ensure the precision of messages by independently accessing needed vocabulary

• grammatical elements
• 3a. use, in modelled situations,¹ the following grammatical elements: ...

• − subjunctive (wäre, hätte) and conditional (würde)
• − da and wo compounds (z.B. wofür, worauf)
• − all subordinating conjunctions

¹ Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

• 3b. use, in structured situations,² the following grammatical elements: ...

• − reflexive verbs
• − passive forms
• − relative clauses in nominative, accusative and dative
• − prepositions with accusative, dative and genitive
• − adjectival endings

² Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

• 3c. use, independently and consistently,³ the following grammatical elements: ...

• − genitive case
• − possessive pronoun in accusative, dative and genitive

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ bilingual programming.

³ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

• mechanical features
• 4. use German mechanical features effectively

• discourse features
• 5. expand their repertoire and use German discourse features independently

6.2 Language Competence

• listening
• 1. understand the main points and supporting details of oral lectures, presentations and other oral texts on familiar topics

• speaking
• 2. present and support thoughts and ideas on familiar topics

• reading
• 3. understand the main points and supporting details of texts on familiar topics

• writing
• 4. organize and develop ideas coherently and effectively, with preparation, in writing on a range of topics

• viewing
• 5. view and understand a variety of complex representations of ideas, events and information

• representing
• 6. create effective representations of ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• 1. identify differences in register between spoken and written texts

• idiomatic expressions
• 2. interpret unfamiliar idiomatic expressions in a variety of contexts

• variations in language
• 3. identify some common regional or other variations in language

• social conventions
• 4. use politeness conventions in a variety of contexts, e.g., use suitable language to engage listeners’ attention when beginning to speak

• nonverbal communication
• 5. use nonverbal communication techniques in a variety of contexts

6.4 Language Learning Strategies

• cognitive
• 1. select and use appropriate cognitive strategies to enhance language learning in a variety of situations, e.g., place new words or expressions in a context to make them easier to remember

• metacognitive
• 2. select and use appropriate metacognitive strategies to enhance language learning in a variety of situations, e.g., identify problems that might hinder successful completion of a task and seek solutions

• social/affective
• 3. select and use appropriate social and affective strategies to enhance language learning in a variety of situations, e.g., reduce anxiety by using mental techniques 

Further examples of language learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.5 Language Use Strategies

• interactive
• 1. select and use appropriate interactive strategies in a variety of situations, e.g., summarize the point reached in a discussion to help focus the talk

• interpretive
• 2. select and use appropriate interpretive strategies in a variety of situations, e.g., summarize information gathered

• productive
• 3. select and use appropriate productive strategies in a variety of situations, e.g., proofread and edit final version of text, apply grammar rules to improve accuracy at the correction stage

Further examples of language use strategies are available in the Language Arts: Specific Language Component (Overview) section.

6.6 General Learning Strategies

• cognitive
• 1. select and use appropriate cognitive strategies to enhance general learning in a variety of situations, e.g., use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember

• metacognitive
• 2. select and use appropriate metacognitive strategies to enhance general learning in a variety of situations, e.g., develop criteria for evaluating their own work

• social/affective
• 3. select and use appropriate social and affective strategies to enhance general learning in a variety of situations, e.g., use self-talk to make themselves feel competent to do tasks

Further examples of general learning strategies are available in the Language Arts: Specific Language Component (Overview) section.

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 and multicultural global society.

7.1 Self-identity

• valuing German language and the cultures of German-speaking peoples
• 1. participate in and contribute to activities in which knowledge and skills related to German will be applied

• valuing bilingualism/multiculturalism
• 2. participate in and contribute to activities in which bilingual/multicultural knowledge and skills will be applied

7.2 German Cultures

• historical elements
• 1. recognize and appreciate the influence and contributions of major historical events, historical figures and developments of German cultures

• contemporary elements
• 2. recognize and appreciate the influence and contributions of contemporary events, contemporary figures and developments of German cultures

• diversity
• 3. compare and contrast various perspectives on diversity of German language and cultures

• change
• 4. examine historical influences that have impacted German cultures

7.3 Building Community

• valuing diversity
• 1. identify and analyze how Canada’s response to diversity has changed, and identify the benefits of a pluralistic approach

• valuing similarity
• 2. identify and explain how common human experiences and needs are reflected in the culture, social structure and day-to-day patterns of behaviour in Canada

• contributing to community
• 3. participate in various school and community events to promote intercultural understanding

7.4 Global Citizenship

• responsible citizenship
• 1. identify and analyze a citizen’s roles and responsibilities in interrelated local, national and international contexts

• interdependence
• 2. explore ways in which peoples and nations are linked in an interrelated global system

• intercultural skills
• 3. examine attitudes and values that contribute to cross-cultural understanding

• future opportunities
• 4. examine their plans for further development of the knowledge, skills and attitudes required for effective participation in the global community, workplace and marketplace

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

1.1 Discover and Explore

• express ideas
• 1. summarize and speculate on ideas, observations and opinions of themselves and others

• consider others’ ideas
• 2. formulate personal understanding and interpretations

• experiment with language
• 3. expand forms of self-expression to include comparative analysis

• express preferences
• 4. explain the value of pursuing personal preferences for a variety of texts and genres by particular writers, artists, storytellers and filmmakers

• set goals
• 5. demonstrate self-direction, self-appraisal and open-mindedness in language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. analyze and synthesize connections between new and prior knowledge, ideas and experiences to clarify and shape understanding

• explain opinions
• 2. reflect on changing personal viewpoints and anticipate possible consequences

• combine ideas
• 3. expand their repertoire of organizational structures to clarify ideas and information and to bring order to their own thinking

• extend understanding
• 4. explore divergent viewpoints for relevance and validity

Students will listen, speak, read, write, view and represent in German to comprehend and respond personally and critically to oral, print, visual and multimedia texts.

2.1 Use Strategies and Cues

• prior knowledge
• 1. analyze and explain connections between diverse experiences, prior knowledge and a variety of texts

• comprehension strategies
• 2. apply and adjust strategies for comprehending a variety of texts, and use their own repertoire of strategies to monitor interpretations

• textual cues
• 3. use textual cues, prominent organizational patterns within texts and stylistic techniques to construct and confirm meaning and interpret texts

• cueing systems
• 4. use syntactic, semantic and graphophonic cueing systems to construct and confirm meaning and interpret texts

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions, and explain various interpretations of the same text

• connect self, texts and culture
• 2. compare the themes portrayed in a variety of oral, print, visual and multimedia texts

• appreciate the artistry of texts
• 3. examine how word choice in oral, print, visual and multimedia texts alters and enhances mood or meaning and affects audience

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize unique characteristics of a variety of oral, print, visual and multimedia forms and genres

• techniques and elements
• 2. analyze how plot, character, setting and mood enhance meaning, and evaluate the effectiveness of techniques used in oral, print, visual and multimedia texts

• vocabulary
• 3. recognize the use of archaic language and examine how word usage evolves over time

• experiment with language
• 4. evaluate ways in which creative uses of language develop a personal style, and evaluate the effectiveness of media techniques and devices

• create original texts
• 5. create original texts, such as biographies, audio or video presentations and photo essays, to communicate and demonstrate understanding of forms and techniques

Students will listen, speak, read, write, view and represent in German to manage ideas and information.

3.1 Plan and Focus

• use personal knowledge
• 1. reflect on their own expertise and information and that of others to identify topic interests, depth of knowledge and information needs for inquiry or research

• ask questions
• 2. formulate and adjust inquiry or research questions to focus a topic and purpose

• participate in group inquiry
• 3. collaborate to identify group knowledge base and determine inquiry or research topic focus

• create and follow a plan
• 4. prepare, use and revise an inquiry or research plan, and locate, access and record relevant information from a variety of sources

3.2 Select and Process

• identify personal and peer knowledge
• 1. access, record and appraise personal expertise on an inquiry or research topic, and focus inquiry or research according to pre-established organization of a project

• identify sources
• 2. identify a range of information sources on an inquiry or research topic

• evaluate sources
• 3. evaluate the reliability and credibility of information sources

• access information
• 4. use a combination of information retrieval knowledge and skills for particular topics and purposes, and expand and use a variety of skills to access information and ideas from a variety of sources

• make sense of information
• 5. identify and analyze a variety of factors that affect meaning; skim and scan for required information; and use effective listening, reading and viewing techniques

3.3 Organize, Record and Assess

• organize information
• 1. develop flexibility and independence in organizing information and ideas, using a variety of strategies

• record information
• 2. record and summarize facts and information from a variety of sources, and reference sources

• evaluate information
• 3. evaluate collected information for completeness, accuracy, currency and relevance for particular forms, audiences and purposes

• develop new understanding
• 4. synthesize a variety of perspectives and consider alternative methods of reaching inquiry or research goals

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

4.1 Generate and Focus

• generate ideas
• 1. generate, evaluate and select ideas to achieve personal communication purposes, and choose a form appropriate to audience and purpose

• choose text forms
• 2. use and adapt a variety of forms to match content, audience and purpose

• organize ideas
• 3. use organizational structures and techniques encountered in listening, reading and viewing experiences to enhance their own oral, print, visual and multimedia texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own work in a variety of forums, and respond to and appraise their own ideas, language use and forms, and those of others, relative to purpose and audience

• revise content
• 2. use words that are precise, use vivid adjectives and adverbs, and experiment with figurative language

• enhance legibility
• 3. use a combination of technological and non-technological forms to create multimedia presentations and documents

• enhance artistry
• 4. analyze drafts and revise to ensure coherence and unity

• enhance presentation
• 5. use a variety of styles and formats for descriptive, narrative and expository compositions, and use research to support and enhance description

4.3 Attend to Conventions

• grammar and usage
• 1. proofread for errors in language usage and grammar

• spelling
• 2. know and apply spelling conventions consistently when editing and proofreading

• capitalization and punctuation
• 3. know and apply writing conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. plan and present or facilitate sessions on particular topics using a variety of techniques

• effective oral and visual communication
• 2. use voice production factors and nonverbal cues to communicate meaning, mood and interest; use tone and tempo for dramatic effect; give prepared talks from notes or memory; and participate effectively in interviews

• attentive listening and viewing
• 3. demonstrate critical listening and viewing behaviours, and show respect for presenters

Students will listen, speak, read, write, view and represent in German to celebrate and build community.

5.1 Develop and Celebrate Community

• share and compare responses
• 1. identify situations that require discussion to achieve mutual understanding, and act accordingly

• relate texts to culture
• 2. recognize and discuss the impact of historical setting, culture and literary tradition on a variety of oral, print, visual and multimedia texts

• appreciate diversity
• 3. analyze how language and oral, print, visual and multimedia texts define personal roles and experiences

• celebrate special occasions
• 4. recognize and use the influence of language to signify the importance of special events that celebrate human experiences

5.2 Encourage, Support and Work with Others

• cooperate with others
• 1. build and maintain cooperative relationships with others, and engage in peer coaching

• work in groups
• 2. demonstrate facility in functioning as group members and group leaders

• use language to show respect
• 3. support group members in addressing exploitative or discriminatory situations, and explore and value diverse perspectives

• evaluate group process
• 4. monitor and assess personal efforts and products regularly within a group context

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

6.1 Linguistic Elements