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Italian Language & Culture (12-Year Program) Grade K - 12 (2005)

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 Table of Contents   Program of Studies
Rationale & Philosophy 
  
Outcomes 
  
This program of studies is intended for students who bein their study of Italian language and culture in Kindergarten or Grade 1. It constitutes an articulated, sequential Italian Language and Culture Twelve-year (12Y) Program.
Introduction
Global Citizenship

Preparing youth to meet the challenges of the new millennium, in a world that is increasingly interdependent, is one of the more important objectives of language education.

Globalization and our multicultural society have increased the need for knowledge of other languages and cultures for effective communication, for better human relations within our own diverse Canadian society, and for a competitive edge in the shrinking world of economics.

Through the study of languages, students learn to recognize, respect and appreciate the cultural diversity of Canadian society and the countries of the world.

Learning Italian, just as learning any other language, develops thinking skills and learning strategies that are transferable to other learning situations.

Knowledge of Italian is helpful for understanding the development of European culture. The study of Italian also develops awareness of, and sensitivity to, the cultural and linguistic diversity of Canadian society.

A Means of Communication

Communication is the fundamental basis for human relationships. Italian is learned to enable communication with Italian speakers, but it is also useful in many fields of endeavour, including the study of bel canto; classical music; cultural, historical and scientific research; and travelling. Italy, as a modern industrialized country, attracts millions of people from every corner of the globe to its shores for many reasons.

Millions of Italians have migrated to many countries, including Canada, in the last two centuries.* Language and culture have been retained wherever Italians have settled. Toronto, Montreal, New York and Melbourne are a few examples of cities where Italian culture has flourished and where language has been retained.

* Lewis, M. Paul (ed.), “Italian: A Language of Italy,” Ethnologue: Languages of the World. 16th ed., Online Version. (Dallas, TX: SIL International), http://www.ethnologue.com/show_language.asp?code=ita (Accessed March 1, 2010).

Personal and Cognitive Benefits

There is plenty of evidence to suggest that learning another language contributes to the development of first language skills and enhances not only vocabulary but improves cognitive functioning. Learning another language increases the ability to conceptualize and to think abstractly; and it fosters more cognitive flexibility, greater divergent thinking, creativity and metalinguistic competence.

Maintaining Language Skills and Cultural Connections

For those students who already have some knowledge of Italian or a family connection to the culture, there is the opportunity to renew contact with the language, culture and heritage.

Economic Benefits

In today’s world, knowledge of another language and culture in general, and Italian language and culture in particular, is very valuable. It can open the door to exciting career opportunities in almost every kind of business, industry and profession. Indeed, the knowledge of another language and culture enables people to communicate and interact effectively in the global marketplace and workplace.

Assumptions

The following statements are assumptions that have guided the development process of this program of studies.

  • Language is communication.
  • All students can be successful learners of language and culture, although they will learn in a variety of ways and acquire proficiency at varied rates.
  • All languages can be taught and learned.
  • Learning Italian as a second language leads to enhanced learning in both the student’s primary language and in related areas of cognitive development and knowledge acquisition. This is true for students who come to the class with some background knowledge of Italian and further develop their skills in this language. It is also true for students who have no cultural or linguistic background in Italian and are studying Italian as a second language.
The Conceptual Model

The aim of this program of studies is the development of communicative competence in Italian.

Four Components

For the purposes of this program of studies, communicative competence is represented by four interrelated and interdependent components.

Applications deal with what the students will be able to do with the language, the functions they will be able to perform and the contexts in which they will be able to operate.

Language Competence addresses the students’ knowledge of the language and their ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used.

Global Citizenship aims to develop intercultural competence, with a particular focus on cultures of the Italian-speaking world.

Strategies help students learn and communicate more effectively and more efficiently.

Each of these components is described more fully at the beginning of the corresponding section of this program of studies.

Modes of Communication

Because of the focus on using language to communicate in specific contexts, with a particular purpose or task in mind, three modes of communication are used to organize some of the specific outcomes.

Interaction is most often direct, face-to-face oral communication, but it can take the form of written communication between individuals, using such a medium as e-mail where the exchange of information is fairly immediate. It is characterized principally by the opportunity to negotiate meaning actively; that is, helping others understand and working to understand others. Interactive communication generally requires quicker processing but less accuracy than the other two modes.

Interpretation is receptive communication of oral and written messages in contexts where the listener or reader is not in direct contact with the creator of the message. While there is no opportunity to ask for clarification, there is sometimes the possibility of rereading or listening again, consulting references, or making the meaning clearer in other ways. Reading and listening will sometimes involve viewing and interpreting visual elements, such as illustrations in books or moving images in television and film. Interpretation goes beyond a literal comprehension to include an understanding of some of the unspoken or unwritten meaning intended by the speaker or author.

Production is communication of oral and written messages in contexts where the audience is not in personal contact with the speaker or writer, or in situations of one-to-many communication; e.g., a lecture or a performance where there is no opportunity for the listener to interact with the speaker. Oral and written presentations will sometimes be enhanced by representing the meaning visually, using pictures, diagrams, models, drama techniques or other nonverbal forms of communication. Greater knowledge of the language and culture is required to ensure that communication is successful, since the participants cannot directly negotiate meaning.

A Spiral Progression

Language learning is integrative, not merely cumulative. Each new element that is added must be integrated into the whole of what has gone before. The model that best represents the students’ language learning progress is an expanding spiral. Their progression is not only vertical (e.g., increased proficiency), but also horizontal (e.g., broader range of applications and experience with more text forms, contexts and so on). The spiral also represents how language learning activities are best structured. Particular lexical fields, learning strategies or language functions, for example, are revisited at different points in the program, but from a different perspective, in broader contexts or at a slightly higher level of proficiency each time. Learning is reinforced, extended and broadened with each successive pass.

Organization of the Program of Studies
General Outcomes

General outcomes are broad statements identifying the knowledge, skills and attitudes that students are expected to achieve in the course of their language learning experience. The four general outcomes serve as the foundation for this program of studies and are based on the conceptual model outlined above.

Applications [A]

  • Students will use Italian in a variety of situations and for a variety of purposes.

Language Competence [LC]

  • Students will use Italian effectively and competently.

Global Citizenship [GC]

  • Students will acquire the knowledge, skills and attitudes to be effective global citizens.

Strategies [S]

  • Students will know and use various strategies to maximize the effectiveness of learning and communication.

The order in which the general outcomes are presented in the program of studies does not represent a sequential order, nor does it indicate the relative importance of each component. The general outcomes are to be implemented in an integrated manner.

Overview

Specific Outcomes

Each general outcome is further broken down into specific outcomes that students are to achieve by the end of each grade/course. The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner.

The specific outcomes are categorized under cluster headings, which show the scope of each of the four general outcomes. These headings are shown in the Overview section above.

The specific outcomes within each cluster are further categorized by strands, which show the developmental flow of learning from the beginning to the end of the program. However, an outcome for a particular grade/course will not be dealt with only in that particular year of the program. The spiral progression that is part of the conceptual model means that activities in the years preceding will prepare the ground for acquisition and in the years following will broaden applications.

Applications Overview

Students will use Italian in a variety of situations and for a variety of purposes.
Cluster:Strand:
A-1 to receive and impart informationA-1.1 share factual information
A-2 to express emotions and personal perspectivesA-2.1 share ideas, thoughts, opinions, preferences
A-2.2 share emotions, feelings
A-3 to get things doneA-3.1 guide actions of others
A-3.2 state personal actions
A-3.3 manage group actions
A-4 to form, maintain and change interpersonal relationshipsA-4.1 manage personal relationships
A-5 to extend their knowledge of the worldA-5.1 discover and explore
A-5.2 gather and organize information
A-5.3 solve problems
A-5.4 explore opinions and values
A-6 for imaginative purposes and personal enjoymentA-6.1 humour/fun
A-6.2 creative/aesthetic purposes
A-6.3 personal enjoyment

The specific outcomes under the heading Applications deal with what the students will be able to do with the Italian language; that is, the functions they will be able to perform and the contexts in which they will be able to operate.

The functions are grouped under six cluster headings—see the illustration above. Under each of these headings there are one or more strands, which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a specific language function; e.g., share factual information. Students at any grade/course level will be able to share factual information. Beginning learners will do this in very simple ways. As students gain more knowledge and experience, they will broaden the range of subjects they can deal with, they will learn to share information in writing as well as orally, and they will be able to handle formal and informal situations.

Different models of communicative competence have organized language functions in a variety of ways. The organizational structure chosen here reflects the needs and interests of students in a classroom where activities are focused on meaning and are interactive. For example, the strand entitled “manage group actions” has been included to ensure that students acquire the language necessary to function independently in small groups, since this is an effective way of organizing second language classrooms. The strands under the cluster heading “to extend their knowledge of the world” will accommodate a content-based approach to language learning where students learn content from another subject area as they learn the Italian language.

The level of linguistic, sociolinguistic and discourse competence that students will exhibit when carrying out the functions is defined in the specific outcomes for Language Competence for each grade/course. To know how well students will be able to perform the specific function, the Applications outcomes must be read in conjunction with the Language Competence outcomes.

Applications—the situations and purposes for communication—drive this program, providing contexts for students’ language and cultural learning.

Language Competence Overview

Students will use Italian effectively and competently.
Cluster:Strand:
LC-1 attend to formLC-1.1 phonology
LC-1.2 orthography
LC-1.3 lexicon
LC-1.4 grammatical elements
LC-2 interpret and produce oral textsLC-2.1 aural interpretation
LC-2.2 oral production
LC-2.3 interactive fluency
LC-3 interpret and produce written textsLC-3.1 written interpretation
LC-3.2 written production
LC-3.3 visual interpretation
LC-3.4 representation
LC-4 apply knowledge of the sociocultural contextLC-4.1 register
LC-4.2 idiomatic expressions
LC-4.3 variations in language
LC-4.4 social conventions
LC-4.5 nonverbal communication
LC-5 apply knowledge of how the Italian language is organized, structured and sequencedLC-5.1 cohesion/coherence
LC-5.2 text forms
LC-5.3 patterns of social interaction

Language competence is a broad term that includes linguistic or grammatical competence, discourse competence, sociolinguistic or sociocultural competence, and what might be called textual competence. The specific outcomes under Language Competence deal with knowledge of the Italian language and the ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used. Language competence is best developed in the context of activities or tasks where the language is used for real purposes; in other words, in practical applications.

The various components of language competence are grouped under five cluster headings—see the illustration above. Under each of these headings there are several strands which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a single aspect of language competence. For example, under the cluster heading “attend to form,” there is a strand for phonology (pronunciation, stress, intonation), orthography (spelling, mechanical features), lexicon (vocabulary words and phrases) and grammatical elements (syntax and morphology).

Although the outcomes isolate these individual aspects, language competence should be developed through learning activities that focus on meaningful uses of the Italian language and on language in context. Tasks will be chosen based on the needs, interests and experiences of students. The vocabulary, grammar structures, text forms and social conventions necessary to carry out a task will be taught, practised and assessed as students are involved in various aspects of the task itself, not in isolation.

Strategic competence is often closely associated with language competence, since students need to learn ways to compensate for low proficiency in the early stages of learning if they are to engage in authentic language use from the beginning. This component is included in the language use strategies in the Strategies section.

Global Citizenship Overview

Students will acquire the knowledge, skills and attitudes to be effective global citizens.
Cluster:Strand:
GC-1 historical and contemporary elements of Italian-speaking culturesGC-1.1 accessing/analyzing cultural knowledge
GC-1.2 applying cultural knowledge
GC-1.3 diversity within Italian-speaking cultures
GC-1.4 valuing Italian-speaking cultures
GC-2 appreciating diversity GC-2.1 awareness of own language(s)
GC-2.2 general language knowledge
GC-2.3 awareness of own culture
GC-2.4 general cultural knowledge
GC-2.5 valuing diversity
GC-2.6 intercultural skills
GC-3 personal and career opportunitiesGC-3.1 Italian culture and language
cultures
GC-3.2 cultural and linguistic diversity

The learning outcomes for Global Citizenship deal with the development of intercultural competence, encompassing some of the knowledge, skills and attitudes that students need in order to be effective global citizens. The concept of global citizenship encompasses citizenship at all levels, from the local school and community to Canada and the world.

The various components of global citizenship are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a single aspect of intercultural competence. For example, under the cluster heading “historical and contemporary elements of Italian-speaking cultures,” there are strands for accessing/analyzing cultural knowledge, applying cultural knowledge, diversity within Italian-speaking cultures and valuing Italian-speaking cultures.

Developing cultural knowledge and skills is a lifelong process. Knowledge of one’s own culture is acquired over a lifetime. Cultures change over time. Within any national group, there may be a dominant culture or cultures and a number of additional cultures. Rather than simply developing a bank of knowledge about the Italian-speaking cultures, it is more important for students to learn the processes and methods of accessing and analyzing cultural practices. Students will gain cultural knowledge in the process of developing these skills. In this way, if they encounter elements of the Italian-speaking cultures they have not learned about in class, they will have the skills and abilities to deal with them effectively and appropriately.

The “appreciating diversity” heading covers knowledge, skills and attitudes that are developed as a result of bringing other languages and cultures into relationship with one’s own. There is a natural tendency when learning a new language and culture to compare it with what is familiar. Many students leave a second language learning experience with a heightened awareness and knowledge of their own language and culture. They will also be able to make some generalizations about languages and cultures based on their experiences and those of their classmates, who may have a variety of cultural backgrounds. This will provide students with an understanding of diversity within both a global and a Canadian context.

Strategies Overview

Grade 4-9

Students will know and use various strategies to maximize the effectiveness of learning and communication.
Cluster:Strand:
S-1 language learningS-1.1 cognitive
S-1.2 metacognitive
S-1.3 social/affective
S-2 language useS-2.1 interactive
S-2.2 interpretive
S-2.3 productive
S-3 general learningS-3.1 cognitive
S-3.2 metacognitive
S-3.3 social/affective

Under the Strategies heading are specific outcomes that will help students learn and communicate more effectively. Strategic competence has long been recognized as an important component of communicative competence. The learning outcomes that follow deal not only with compensation and repair strategies, important in the early stages of language learning when proficiency is low, but with strategies for language learning, language use in a broader sense, as well as general learning strategies that help students acquire content. Although people may use strategies unconsciously, the learning outcomes deal only with the conscious use of strategies.

The strategies are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands that show the development of awareness and skill in using strategies from grade to grade. Each strand deals with a specific category of strategy. Language learning and general learning strategies are categorized as cognitive, metacognitive and social/affective. The language use strategies are organized by communicative mode: interactive, interpretive, productive.

The strategies that students choose depend on the task they are engaged in as well as on other factors, such as their preferred learning style, personality, age, attitude and cultural background. Strategies that work well for one person may not be effective for another person, or may not be suitable in a different situation. For this reason, it is not particularly useful to say that students should be aware of, or able to use, a specific strategy at a particular grade/course level. Consequently, the specific outcomes describe the students’ knowledge of and ability to use general types of strategies. More specific strategies for each general category or type are included in the sample list of strategies below. The specific strategies provided in the sample list are not prescriptive but are provided as an illustration of how the general strategies in the specific outcomes might be developed.

Teachers need to know and be able to demonstrate a broad range of strategies from which students are then able to choose in order to communicate effectively. Strategies of all kinds are best taught in the context of learning activities where students can apply them immediately and then reflect on their use.

SAMPLE LIST OF STRATEGIES (K-GR. 9)
Language Learning Strategies (K-Gr. 9)

Cognitive

  • listen attentively
  • perform actions to match the words of a song, story or rhyme
  • learn short rhymes or songs, incorporating new vocabulary or sentence patterns
  • imitate sounds and intonation patterns
  • memorize new words by repeating them silently or aloud
  • seek the precise term to express meaning
  • repeat words or phrases in the course of performing a language task
  • make personal dictionaries
  • experiment with various elements of the language
  • use mental images to remember new information
  • group together sets of things—vocabulary, structures—with similar characteristics
  • identify similarities and differences between aspects of Italian and own language
  • look for patterns and relationships
  • use previously acquired knowledge to facilitate a learning task
  • associate new words or expressions with familiar ones, either in Italian or in own language
  • find information, using reference materials such as dictionaries, textbooks and grammars
  • use available technological aids to support language learning
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • place new words or expressions in a context to make them easier to remember
  • use induction to generate rules governing language use
  • seek opportunities outside of class to practise and observe
  • perceive and note down unknown words and expressions, noting also their context and function
  • be aware of cognates whose meanings vary in different languages

Metacognitive

  • check copied writing for accuracy
  • make choices about how you learn
  • rehearse or role-play language
  • decide in advance to attend to the learning task
  • reflect on learning tasks with the guidance of the teacher
  • make a plan in advance about how to approach a language learning task
  • reflect on the listening, speaking, reading and writing process
  • decide in advance to attend to specific aspects of input
  • listen or read for key words
  • evaluate your performance or comprehension at the end of a task
  • keep a learning log
  • experience various methods of language acquisition, and identify one or more considered to be particularly useful personally
  • be aware of the potential of learning through direct exposure to the language
  • know how strategies may enable coping with texts containing unknown elements
  • identify problems that might hinder successful completion of a task, and seek solutions
  • monitor own speech and writing to check for persistent errors
  • be aware of own strengths and weaknesses, identify own needs and goals, and organize strategies and procedures accordingly

Social/Affective

  • initiate or maintain interaction with others
  • participate in shared reading experiences
  • seek the assistance of a friend to interpret a text
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of language learning
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • reduce anxiety by using mental techniques such as positive self-talk or humour
  • work with others to solve problems and get feedback on tasks
  • provide personal motivation by arranging your own rewards when successful
Language Use Strategies (K-Gr. 9)

Interactive

  • use words from your first language to get meaning across; e.g., use a literal translation of a phrase in the first language
  • acknowledge being spoken to
  • interpret and use a variety of nonverbal cues to communicate; e.g., mime, pointing, gestures, drawing pictures
  • indicate lack of understanding verbally or nonverbally; e.g., scusi, mi dispiace, non ho capito, raised eyebrows, blank look
  • ask for clarification or repetition when you do not understand Che cosa vuoi dire?, Può ripetere, per favore?
  • use other speakers’ words in subsequent conversations
  • assess feedback from a conversation partner to recognize when a message has not been understood; e.g., raised eyebrows, blank look
  • start again, using a different tactic, when communication breaks down; e.g., Quello che cerco di dire è …
  • use a simple word similar to the concept to convey, and invite correction ; e.g., pesce for trota
  • invite others into the discussion
  • ask for confirmation that a form used is correct; e.g., Si può dire così?
  • use a range of fillers, hesitation devices and gambits to sustain conversations; e.g., ma, veramente, dov'ero
  • use circumlocution to compensate for lack of vocabulary; e.g., quello per appendere i panni for attaccapanni
  • repeat part of what someone has said to confirm mutual understanding e.g., Allora, quello che tu vuoi dire è …
  • summarize the point reached in a discussion to help focus the talk
  • ask follow-up questions to check for understanding e.g., Mi spiego?
  • use suitable phrases to intervene in a discussion; e.g., parlando di …
  • self-correct if errors lead to misunderstandings; e.g., Quello che voglio dire è …

Interpretive

  • use gestures, intonation and visual supports to aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations to aid reading comprehension
  • determine the purpose of listening
  • listen or look for key words
  • listen selectively based on purpose
  • make predictions about what you expect to hear or read based on prior knowledge and personal experience
  • use knowledge of the sound–symbol system to aid reading comprehension
  • infer probable meanings of unknown words or expressions from contextual clues
  • prepare questions or a guide to note information found in a text
  • use key content words or discourse markers to follow an extended text
  • reread several times to understand complex ideas
  • summarize information gathered
  • assess your information needs before listening, viewing or reading
  • use skimming and scanning to locate key information in texts

Productive

  • mimic what the teacher says
  • use nonverbal means to communicate
  • copy what others say or write
  • use words visible in the immediate environment
  • use resources to increase vocabulary
  • use familiar repetitive patterns from stories, songs, rhymes or media
  • use illustrations to provide detail when producing your own texts
  • use various techniques to explore ideas at the planning stage, such as brainstorming or keeping a notebook or log of ideas
  • use knowledge of sentence patterns to form new sentences
  • be aware of and use the steps of the writing process: prewriting (gathering ideas, planning the text, researching, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
  • use a variety of resources to correct texts
  • take notes when reading or listening to assist in producing your own text
  • revise and correct final versions of texts
  • use circumlocution and definition to compensate for gaps in vocabulary
  • apply grammar rules to improve accuracy at the correction stage
  • compensate for avoiding difficult structures by rephrasing
General Learning Strategies (K-Gr. 9)

Cognitive

  • classify objects and ideas according to their attributes; e.g., red objects and blue objects, or animals that eat meat and animals that eat plants
  • use models
  • connect what is already known with what is being learned
  • experiment with, and concentrate on, one thing at a time
  • focus on and complete learning tasks
  • record key words and concepts in abbreviated form—verbal, graphic or numerical—to assist with performance of a learning task
  • use mental images to remember new information
  • distinguish between fact and opinion when using a variety of sources of information
  • formulate key questions to guide research
  • make inferences, and identify and justify the evidence on which these inferences are based
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • seek information through a network of sources, including libraries, the Internet, individuals and agencies
  • use previously acquired knowledge or skills to assist with a new learning task

Metacognitive

  • reflect on learning tasks with the guidance of the teacher
  • choose from among learning options
  • discover how your efforts can affect learning
  • reflect upon your thinking processes and how you learn
  • decide in advance to attend to the learning task
  • divide an overall learning task into a number of subtasks
  • make a plan in advance about how to approach a task
  • identify your needs and interests
  • manage your physical working environment
  • keep a learning journal, such as a diary or a log
  • develop criteria for evaluating your work
  • work with others to monitor your learning
  • take responsibility for planning, monitoring and evaluating learning experiences

Social/Affective

  • watch others’ actions and copy them
  • seek help from others
  • follow your natural curiosity and intrinsic motivation to learn
  • participate in cooperative group learning tasks
  • choose learning activities that enhance understanding and enjoyment
  • be encouraged to try, even though mistakes might be made
  • take part in group decision-making processes
  • use support strategies to help peers persevere at learning tasks
  • take part in group problem-solving processes
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary
  • use social interaction skills to enhance group learning activities
10-12Y, 20-12Y, 30-12Y

Students will know and use various strategies to maximize the effectiveness of learning and communication.
Cluster:Strand:
S-1 language learningS-1.1 cognitive, metacognitive, social/affective
S-2 language useS-2.1 interactive, interpretive, productive
S-3 general learningS-3.1 cognitive, metacognitive, social/affective

Under the Strategies heading are specific outcomes that will help students learn and communicate more effectively. Strategic competence has long been recognized as an important component of communicative competence. In the early stages of language learning, when proficiency is low, learning outcomes deal with compensation and repair strategies. The learning outcomes that follow deal with language learning, language use and general learning strategies for young adult learners in later stages of language learning. Although people may use strategies unconsciously, the learning outcomes deal with the conscious use of strategies.

The strategies are grouped under three cluster headings—see the illustration above. Under each of these headings there is a single strand. Sets of examples that allow students to develop, choose and apply strategies from course to course are listed below. Each strand deals with three general categories of strategies. Language learning and general learning strategies are categorized as cognitive, metacognitive and social/affective. The language use strategies are categorized by communicative mode: interactive, interpretive, productive.

The strategies that students choose depend on the task they are engaged in as well as on other factors, such as their preferred learning style, personality, age, attitude and cultural background. Strategies that work well for one person may not be effective for another person, or may not be suitable in a different situation. For this reason it is not particularly useful to say that students should be aware of, or able to use, a specific strategy in a particular course. Consequently, the specific outcomes describe the students’ knowledge of, and ability to use, general types of strategies.

Specific strategies for each general category or type are included as examples. The examples provided are not prescriptive, nor are they exhaustive, but they are provided as an illustration of how the general strategies in the specific outcomes might be developed.

Strategies for senior high school students are focused, encouraging student participation and active learning. They are personal, meaningful and relevant for students. Students will:

  • learn a new strategy
  • practise it
  • identify those strategies they consider most useful
  • become independent users of strategies that prove successful.

The teacher’s role is to model, advocate, guide, support and celebrate success. Teachers need to know and be able to demonstrate a broad range of strategies from which students are able to choose in order to communicate effectively. Strategies of all kinds are best taught in the context of learning activities where students can apply them immediately and then reflect on their use.

Because senior high school students in the Italian Language and Culture Twelve-year Program will have had experience with various strategies in previous years (Kindergarten to Grade 9), teachers will assist students in selecting strategies that are appropriate for their learning styles, skill levels and age.

By Grade 12, students will be able to use their preferred strategies appropriately and effectively to enhance their language learning, language use and general learning.

EXAMPLES OF STRATEGIES (10-12Y, 20-12Y, 30-12Y)
Language Learning Strategies (10-12Y, 20-12Y, 30-12Y)

Examples of cognitive language learning strategies:

  • listen attentively
  • incorporate new vocabulary or sentence patterns
  • commit to memory new words by repeating them silently or aloud
  • repeat words or phrases in the course of performing a language task
  • seek the precise term to express meaning
  • place new words or expressions in a context to make them easier to remember
  • associate new words or expressions with familiar ones
  • maintain a private language learning journal
  • perceive and note in a personal journal or dictionary any unknown words and expressions, noting also their context and function
  • use mental images to remember new information
  • look for patterns and relationships; e.g., structures, meaning
  • use graphic organizers to make information easier to understand and remember; e.g., word maps, mind maps, diagrams, charts
  • group together sets of things—vocabulary, structures—that have similar characteristics
  • experiment with various elements of the language
  • identify similarities and differences between aspects of Italian and your own language(s)
  • use previously acquired knowledge to facilitate a learning task
  • find information by using reference materials such as dictionaries, textbooks, grammars and online resources or by seeking out Italian speakers (family members, friends, community members)
  • use available technological and multimedia aids that support language learning; e.g., digital, audio and video players, computers
  • use induction to generate rules governing language use

Examples of metacognitive language learning strategies:

  • decide in advance to attend to the learning task
  • make a plan in advance about how to approach a language learning task
  • set realistic, achievable and appropriate goals
  • listen or read for key words
  • decide in advance to attend to specific aspects of input
  • know how strategies may enable comprehension of texts containing unknown elements
  • rehearse or role-play language
  • recognize the potential of learning through direct exposure to the language
  • seek opportunities inside and outside of class to practise and observe
  • check copied writing for accuracy
  • monitor speech and writing to check for and correct persistent errors
  • reflect on learning tasks with the guidance of the teacher
  • reflect on the listening, speaking, reading and writing process
  • evaluate your performance or comprehension at the end of a task
  • accept suggestions for improvement
  • reflect on the task at hand, identify potential problems that may hinder successful completion of the task, and brainstorm/create a list of possible solutions to use before working on the task and at various stages during the task
  • experience various forms of language acquisition, and identify one or more you consider to be particularly useful personally
  • make choices about how you learn best
  • understand that language learning is a lifelong process

Examples of social/affective language learning strategies:

  • understand that making mistakes is a natural part of language learning
  • be willing to take risks and to try unfamiliar tasks and approaches
  • continue to explore ways to reduce anxiety and increase your level of comfort and self-confidence in using the language in a variety of situations
  • initiate or maintain interaction with others; e.g.,
    • – observe and imitate Italian speakers
    • – participate in shared reading experiences
    • – invite native speakers from the community to be guests in the class
    • – seek opportunities outside of class to interact with community members
    • – work cooperatively with peers in small groups
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • work with others to solve problems, and provide and receive feedback on tasks
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • provide personal motivation by arranging your own rewards when successful
  • learn from/with peers
Language Use Strategies (10-12Y, 20-12Y, 30-12Y)

Examples of interactive language use strategies:

  • interpret and use a variety of nonverbal cues to communicate; e.g., mime, gestures
  • ask for clarification or repetition when you do not understand; e.g., scusi, mi dispiace, non ho capito, Che cosa vuoi dire? Può ripetere, per favore?
  • ask follow-up questions to check for understanding; e.g., Mi spiego?
  • indicate lack of understanding of Italian text/expressions through questions posed in Italian
  • use a simple word similar to the concept to convey, and invite correction; e.g., pesce for trota
  • ask for confirmation that a form used is correct; e.g., Si può dire così?
  • use circumlocution to compensate for lack of vocabulary; e.g., quello per appendere i panni for attaccapanni
  • use a range of fillers, hesitation devices and gambits to sustain conversations; e.g., ma, veramente, dov’ero
  • repeat part of what someone has said to confirm mutual understanding; e.g., Allora, quello che tu vuoi dire è …
  • use other speakers’ words in subsequent interactions
  • assess feedback from a conversation partner to recognize when a message has not been understood; e.g., raised eyebrows, blank look
  • self-correct if errors lead to misunderstandings; e.g., Quello che cerco di dire è …
  • invite others into the discussion
  • summarize the point reached in a discussion to help focus the talk
  • use suitable phrases to intervene in a discussion; e.g., parlando di …
  • start again, using a different tactic, when communication breaks down; e.g., Quello che cerco di dire è …

Examples of interpretive language use strategies:

  • note gestures, intonation and visual supports that aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations and prediction strategies to aid reading comprehension
  • determine the purpose of listening, viewing or reading
  • listen or look for key words
  • listen selectively or read selectively based on purpose
  • use knowledge of the sound–symbol system to aid reading comprehension
  • use key content words or discourse markers to follow an extended text
  • infer probable meanings of unknown words or expressions from contextual clues
  • reread several times to understand complex ideas
  • use skimming and scanning to locate key information in texts
  • summarize information gathered
  • assess your information needs before listening, viewing or reading
  • make predictions about what you expect to hear or read based on prior knowledge and personal experience
  • prepare questions or a guide to note information found in a text

Examples of productive language use strategies:

  • use nonverbal means to communicate
  • use songs, rhyming schemes, word games, tongue twisters, acronyms and poetry in fun ways
  • use familiar repetitive patterns from stories, songs or media
  • incorporate newly modelled words/expressions
  • use learned lexical items (words and expressions) and structures (grammatical elements and syntax) to create and give effective presentations
  • use knowledge of sentence patterns to form new sentences
  • use illustrations to provide detail when producing your own texts
  • take notes in Italian when reading or listening to assist in producing your own text
  • paraphrase and summarize texts
  • use a variety of resources to correct texts
  • use resources such as an English–Italian dictionary or an Italian dictionary to increase vocabulary
  • edit and proofread the final version of a text
  • use various techniques to explore ideas at the planning stage, such as brainstorming, word webs, flowcharts, or keeping a notebook or log of ideas
  • use the steps of the writing process: prewriting (gathering ideas, planning the text, researching, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
General Learning Strategies (10-12Y, 20-12Y, 30-12Y)

Examples of cognitive general learning strategies:

  • classify objects and ideas according to their attributes; e.g., sports played/watched, indoor/outdoor activities, types of summer jobs
  • connect what you already know to what is being learned, using techniques such as mnemonics, chunking, associations
  • write down key words and concepts in abbreviated form
  • use previously acquired knowledge or skills to assist with a new learning task
  • identify patterns, e.g., grammar, sentence patterns, to create your own text (oral, written)
  • use graphic organizers to make information easier to understand and remember; e.g., word maps, mind maps, diagrams, charts
  • use mental images to remember new information
  • experiment with, and concentrate on, one thing at a time
  • formulate key questions to guide research
  • distinguish between fact and opinion when using a variety of sources of information
  • make inferences, and identify and justify the evidence on which these inferences are based
  • seek information through a network of sources, including libraries, online resources, individuals and agencies

Examples of metacognitive general learning strategies:

  • identify your needs and interests
  • take responsibility for planning, monitoring and evaluating your learning experiences
  • make a plan in advance about how to approach a task
  • divide an overall learning task into a number of subtasks
  • work with others to monitor your learning
  • develop criteria for evaluating your work
  • choose from among learning options
  • discover how your efforts can affect learning
  • reflect on learning tasks
  • reflect upon your thinking processes and how you learn
  • reflect on time management for effective learning
  • manage your physical working environment

Examples of social/affective general learning strategies:

  • follow your natural curiosity and intrinsic motivation to learn
  • choose learning activities that enhance understanding and enjoyment
  • be willing to take risks and to try unfamiliar tasks and approaches
  • be encouraged to try, even though you might make mistakes
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary; e.g., positive self-talk, or seeking advice/encouragement
  • use positive thinking and/or self-talk as a way to persevere on a difficult task
  • participate in cooperative group learning tasks
  • use social interaction skills to enhance group learning activities
  • seek help from others
  • take part in group decision-making processes
  • participate in and/or initiate group problem-solving processes
  • observe and imitate the successful learning strategies of others
  • use support strategies to help peers persevere at learning tasks
Kindergarten
Applications (Kindergarten)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. share basic information; e.g., io sono
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express simple preferences
  • A–2.2 share emotions, feelings
  • a.express basic emotions and feelings; e.g., pleasure or happiness
A–3 to get things done
  • A–3.1 guide actions of others
  • a. indicate basic needs and wants; e.g., use gestures
  • A–3.2 state personal actions
  • a. respond to simple offers, invitations and instructions
  • A–3.3 manage group actions
  • a. manage turn taking
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange greetings and farewells
  • b. address a new acquaintance and introduce themselves
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the immediate environment; e.g., do hands-on activities
  • A–5.2 gather and organize information
  • a. gather simple informations
  • A–5.3 solve problems
  • a. experience problem-solving situations in the classroom; e.g., in stories
  • A–5.4 explore opinions and values
  • a. listen attentively to the opinions expressed
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Italian for fun; e.g., explore words with onomatopoeic qualities
  • A–6.2 creative/aesthetic purposes
  • a. use Italian creatively; e.g., use movement to respond to songs and poems
  • A–6.3 personal enjoyment
  • a. use Italian for personal enjoyment; e.g., listen to favourite songs or stories
Language Competence (Kindergarten)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. pronounce some common words and phrases comprehensibly
  • LC–1.2 orthography
  • a. be aware of how text is oriented; e.g., left to right, top to bottom
  • LC–1.3 lexicon
  • a. associate words in the language with the corresponding object, action or idea
    • all about me
    • my family
    • food
    • stories and rhymes
    • songs and games
    • and any other lexical fields that meet the needs and interests of the students
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Sound System
    • alphabet and sounds
  • Nouns
    • gender and number
  • Pronouns
    • personal: io, tu, lui, lei, noi, voi, loro
  • Interrogatives
    • che, chi, cosa, come, dove, quanto/quanti, quando, perchè
  • Articles
    • definite: il, i, lo, gli, la, le, l’
    • indefinite: un, uno, una, un'
  • Verbs
    • imperative of verbs in -are, -ere, -ire; e.g., ascolta, ripetete, apri
    • present of verbs in are -ere, -ire
    • present of verbs: avere and essere
    • weather expressions with: fare; e.g., fa bello
  • Adjectives
    • cardinal numbers (1–20)

    1Modelled 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.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand simple words and phrases in guided situations
  • LC–2.2 oral production
  • a. produce simple words and phrases in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using isolated words
LC–3 interpret and produce written texts
  • LC–3.1 written interpretation
  • a. understand simple words and phrases in guided situations
  • LC–3.2 written production
  • a. produce simple words and phrases in guided situations
  • LC–3.3 visual interpretation
  • a. derive meaning from visuals and other forms of nonverbal communication in guided situations
  • LC–3.4 representation
  • a. use visuals and other forms of nonverbal communication to express meaning in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. speak at a volume appropriate to classroom situations
  • LC–4.2 idiomatic expressions
  • a. imitate age-appropriate idiomatic expressions
  • LC–4.3 variations in language
  • a. experience a variety of voices; e.g., male and female, young and old
  • LC–4.4 social conventions
  • a. imitate simple, routine social interactions
  • LC–4.5 nonverbal communication
  • a. imitate some common nonverbal behaviours used in Italian cultures
LC–5 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. understand speech that uses simple link words; e.g., perchè, poi
  • LC–5.2 text forms
  • a. experience a variety of oral text forms
  • LC–5.3 patterns of social interaction
  • a. respond using very simple social interaction patterns; e.g., greeting– response
Global Citizenship (Kindergarten)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. participate in activities and experiences that reflect elements of Italian cultures
  • GC–1.2 applying cultural knowledge
  • a. recognize elements of Italian cultures in the classroom
  • GC–1.3 diversity within Italian-speaking cultures
  • a. experience diverse elements of Italian cultures
  • GC–1.4 valuing Italian-speaking cultures
  • a. participate in Italian cultural activities and experiences
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. distinguish between their first language and Italian; e.g., recognize different sounds
  • GC–2.2 general language knowledge
  • a. explore the variety of languages spoken by their schoolmates and members of their community
  • GC–2.3 awareness of own culture
  • a. explore similarities between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. participate in activities and experiences that reflect elements of different cultures
  • GC–2.5 valuing diversity
  • a. work and play with others who are different
  • GC–2.6 intercultural skills
  • a. adapt to new situations
GC–3 personal and career opportunities
  • GC–3.1 Italian culture and language
  • a. suggest some reasons for learning Italian
  • GC–3.2 cultural and linguistic diversity
  • a. suggest some reasons for learning an additional language
Strategies (Kindergarten)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance language learning; e.g., listen attentively; perform actions to match words of a song, story or rhyme
  • S–1.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance language learning; e.g., rehearse or role-play language
  • S–1.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance language learning; e.g., initiate or maintain interaction with others

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. use simple interactive strategies with guidance; e.g., use words from own first language to get meaning across; acknowledge being spoken to
  • S–2.2 interpretive
  • a. use simple interpretive strategies with guidance; e.g., use gestures, intonation and visual supports to aid comprehension
  • S–2.3 productive
  • a. use simple productive strategies with guidance; e.g., mimic what the teacher says; use nonverbal means to communicate

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies to enhance general learning; e.g., classify objects and ideas according to their attributes
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies to enhance general learning; e.g., reflect on learning tasks with the guidance of the teacher
  • S–3.3 social/affective
  • a. use simple social and affective strategies to enhance general learning; e.g., watch others’ actions and copy them

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 1
Applications (Gr. 1)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. identify concrete people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express a personal response; e.g., respond to a song or story
  • A–2.2 share emotions, feelings
  • a. respond to and express emotions and feelings; e.g., respond to stories or songs
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and respond to simple oral instructions and commands
  • b. ask for permission
  • A–3.2 state personal actions
  • a. ask or offer to do something; e.g., classroom tasks
  • A–3.3 manage group actions
  • a. encourage other group members to act appropriately; e.g., ask a classmate to work quietly
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange some basic personal information; e.g., name, age
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the immediate environment; e.g., use kinesthetic, spatial, musical abilities
  • A–5.2 gather and organize information
  • a. organize items in different ways
  • A–5.3 solve problems
  • a. experience problemsolving situations in the classroom; e.g., in stories
  • A–5.4 explore opinions and values
  • a. respond sensitively to the ideas and products of others
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Italian for fun; e.g., learn simple riddles, jingles and humorous songs
  • A–6.2 creative/aesthetic purposes
  • a. use Italian creatively; e.g., play-act variations on familiar stories
  • A–6.3 personal enjoyment
  • a. use Italian for personal enjoyment; e.g., do finger plays, action rhymes
Language Competence (Gr. 1)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. use intonation to express meaning
  • LC–1.2 orthography
  • a. recognize and name some elements of the writing system; e.g., letters of the alphabet
  • LC–1.3 lexicon
  • a. recognize and repeat isolated words and set phrases in concrete situations
    • school
    • weather
    • animals
    • my home
    • introducing myself
    • and any other lexical fields that meet the needs and interests of the students
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Pronouns
    • disjunctive: a me, a te, a lui, a lei
  • Verbs
    • impersonal verb piacere; e.g., mi piace la mela, mi piacciono le mele
  • Adjectives
    • gender and number; bello/bella, belli/belle, verde/verdi
    • possessive: il mio, il tuo, il suo
    • demonstrative: questo, questi, questa, queste
    • cardinal numbers
  • Prepositions
    • simple: di, a
  • Conjunctions
    • simple: e, o, ma

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
  • Alphabet
    • alphabet and sounds
  • Nouns
    • gender and number
  • Pronouns
    • personal: io, tu, lui, lei
  • Articles
    • definite: il, i, la, le, l'
    • indefinite: un, uno, una, un'
  • Verbs
    • present of verbs: avere and essere with io, tu, lui, lei
    • weather expressions with fare
  • Adjectives
    • cardinal numbers (1–20)
  • Adverbs
    • bene, male, molto, poco
  • Negative Form
    • non + verb; e.g. non ho la matita

    2Structured 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.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand simple sentences in guided situations
  • LC–2.2 oral production
  • a. produce simple words and phrases in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using short, isolated lexical phrases
LC–3 interpret and produce written texts
  • LC–3.1 written interpretation
  • a. understand simple sentences in guided situations
  • LC–3.2 written production
  • a. produce simple words and phrases in guided situations
  • LC–3.3 visual interpretation
  • a. derive meaning from visuals and other forms of nonverbal communication in guided situations
  • LC–3.4 representation
  • a. use visuals and other forms of nonverbal communication to express meaning in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. respond to tone of voice
  • LC–4.2 idiomatic expressions
  • a. imitate age-appropriate idiomatic expressions
  • LC–4.3 variations in language
  • a. experience a variety of voices
  • LC–4.4 social conventions
  • a. use basic social expressions appropriate to the classroom
  • LC–4.5 nonverbal communication
  • a. understand the meaning of and imitate some common nonverbal behaviours used in Italian cultures
LC–5 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. imitate speech that uses simple link words; e.g., e
  • LC–5.2 text forms
  • a. recognize some simple oral text forms; e.g., formulaic openings and closings of stories
  • LC–5.3 patterns of social interaction
  • a. respond using simple social interaction patterns; e.g., question– answer
Global Citizenship (Gr. 1)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. ask questions, using their first language, about elements of Italian cultures experienced in class
  • GC–1.2 applying cultural knowledge
  • a. recognize elements of Italian cultures in the classroom
  • GC–1.3 diversity within Italian-speaking cultures
  • a. experience diverse elements of Italian cultures
  • GC–1.4 valuing Italian-speaking cultures
  • a. participate in Italian cultural activities and experiences
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. distinguish between their first language and Italian; e.g., recognize specific words
  • GC–2.2 general language knowledge
  • a. identify similarities among words from different languages within their personal experience
  • GC–2.3 awareness of own culture
  • a. explore similarities between own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. participate in activities and experiences that reflect elements of different cultures
  • GC–2.5 valuing diversity
  • a. work and play with others who are different
  • GC–2.6 intercultural skills
  • a. adapt to new situations
GC–3 personal and career opportunities
  • GC–3.1 Italian culture and language
  • a. suggest some reasons for learning Italian
  • GC–3.2 cultural and linguistic diversity
  • a. suggest some reasons for participating in activities and experiences that reflect elements of different cultures
Strategies (Gr. 1)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. 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
  • S–1.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance language learning; e.g., make choices about how you learn
  • S–1.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance language learning; e.g., participate in shared reading experiences

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. use simple interactive strategies with guidance; e.g., indicate lack of understanding verbally or nonverbally
  • S–2.2 interpretive
  • a. use simple interpretive strategies with guidance; e.g., use illustrations to aid reading comprehension
  • S–2.3 productive
  • a. use simple productive strategies with guidance; e.g., copy what others say or write; use words visible in the immediate environment

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies to enhance general learning; e.g., use models
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies to enhance general learning; e.g., choose from among learning options
  • S–3.3 social/affective
  • a. use simple social and affective strategies to enhance general learning; e.g., follow their natural curiosity and intrinsic motivation to learn

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 2
Applications (Gr. 2)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. ask for and provide information; e.g., time, dates, locations
  • b. respond to simple, predictable questions
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. identify favourite people, places or things; e.g., characters, illustrations in texts, activities
  • A–2.2 share emotions, feelings
  • a. identify emotions and feelings; e.g., identify what a character in a text is feeling
A–3 to get things done
  • A–3.1 guide actions of others
  • a. suggest a course of action, and respond to a suggestion
  • A–3.2 state personal actions
  • a. indicate choice from among several options
  • A–3.3 manage group actions
  • a. ask for help or clarification of what is being said or done in the group
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate relationships; e.g., invite others to play
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the immediate environment; e.g., use all of the senses
  • A–5.2 gather and organize information
  • a. sequence items in different ways; e.g., put the elements of a simple story in order
  • A–5.3 solve problems
  • a. choose between alternative solutions
  • A–5.4 explore opinions and values
  • a. recognize differences of opinion
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Italian for fun; e.g., play simple games, do action songs, mimes or dances
  • A–6.2 creative/aesthetic purposes
  • a. use Italian creatively; e.g., participate in activities that play on the sounds and rhythms of the languages
  • A–6.3 personal enjoyment
  • a. use Italian for personal enjoyment; e.g., make a personal dictionary of favourite words with illustrations
Language Competence (Gr. 2)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. distinguish particular sounds of Italian; e.g., rhyming words
  • LC–1.2 orthography
  • a. write own name and some words of personal significance
  • b. recognize that there is a sound–symbol relationship in alphabetic print
  • LC–1.3 lexicon
  • a. use a repertoire of isolated words and set phrases in familiar contexts
    • pets
    • rooms and furnishings
    • seasons
    • celebrations
    • and any other lexical fields that meet the needs and interests of the students
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Verbs
    • present of irregular verbs: fare, dare, dire, bere
    • reflexive in the present; e.g.,mi lavo, mi vesto
  • Adjectives
    • possessive: il nostro, il vostro, il loro
    • demonstrative: quel, quei, quegli, quello, quelli, quella, quell’, quelle
  • Prepositions
    • simple: da, in, su

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
  • Sound System
    • consonants and vowels; e.g., ce, ci, ge, gi
  • Pronouns
    • personal: noi, voi, loro
    • disjunctive: a me, a te, a lui, a lei
  • Interrogatives
    • chi, che, cosa, come, dove, quanto/quanti, quando, perchè
  • Verbs
    • present of verbs: avere and essere with noi, voi, loro
    • impersonal verb piacere: mi piace, mi piacciono
  • Adjectives
    • gender and number; e.g., bello/bella
    • possessive: il mio, il tuo, il suo
    • cardinal numbers: (20+)
  • Prepositions
    • simple:di, a
  • Conjunctions
    • e, o, ma

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
  • Alphabet
    • alphabet and sounds
  • Nouns
    • gender and number
  • Pronouns
    • personal: io, tu, lui, lei
  • Verbs
    • weather expressions with fare
  • Adjectives
    • cardinal numbers (1–20)
  • Adverbs
    • bene, male, molto, poco
  • Negative Form
    • non + verb; e.g., non ho la matita

    3Independently 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.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand a series of simple sentences in guided situations
  • LC–2.2 oral production
  • a. produce simple words and phrases in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using short, isolated lexical phrases
LC–3 interpret and produce written texts
  • LC–3.1 written interpretation
  • a. understand a series of simple sentences in guided situations
  • LC–3.2 written production
  • a. produce simple words and phrases in guided situations
  • LC–3.3 visual interpretation
  • a. derive meaning from a variety of visuals and other forms of nonverbal communication in guided situations
  • LC–3.4 representation
  • a. use a variety of visuals and other forms of nonverbal communication to express meaning in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. distinguish between formal and informal situations
  • LC–4.2 idiomatic expressions
  • a. understand and use some simple idiomatic expressions as set phrases
  • LC–4.3 variations in language
  • a. acknowledge individual differences in speech
  • LC–4.4 social conventions
  • a. use basic politeness conventions
  • LC–4.5 nonverbal communication
  • a. experiment with using some simple nonverbal means of communication
LC–5 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. sequence elements of a simple story, process or series of events
  • LC–5.2 text forms
  • a. recognize simple oral text forms; e.g., verse and chorus of songs
  • LC–5.3 patterns of social interaction
  • a. initiate simple social interaction patterns; e.g., question– answer
Global Citizenship (Gr. 2)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. make observations about Italian cultures; e.g., discuss Italian cultures as they are portrayed in texts and in the community
  • GC–1.2 applying cultural knowledge
  • a. identify elements of Italian cultures in the school
  • GC–1.3 diversity within Italian-speaking cultures
  • a. identify some elements that reflect diversity within Italian cultures
  • GC–1.4 valuing Italian-speaking cultures
  • a. participate in Italian cultural activities and experiences
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify similarities between their first language and Italian; e.g., the alphabet
  • GC–2.2 general language knowledge
  • a. identify differences and similarities among writing systems from different languages within their personal experience
  • GC–2.3 awareness of own culture
  • a. recognize similarities between own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. recognize that a variety of cultural practices are followed by their schoolmates and different groups in their community
  • GC–2.5 valuing diversity
  • a. work and play with others who are different
  • GC–2.6 intercultural skills
  • a. listen with attention to the opinions of others
GC–3 personal and career opportunities
  • GC–3.1 Italian culture and language
  • a. suggest some reasons for learning Italian
  • GC–3.2 cultural and linguistic diversity
  • a. identify some reasons for participating in activities and experiences that reflect elements of different cultures
Strategies (Gr. 2)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance language learning; e.g., memorize new words by repeating them silently or aloud
  • S–1.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance language learning; e.g., reflect on learning tasks with the guidance of the teacher
  • S–1.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance language learning; e.g., work cooperatively with peers in small groups

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. use simple interactive strategies with guidance; e.g., interpret and use a variety of nonverbal clues to communicate
  • S–2.2 interpretive
  • a. use simple interpretive strategies with guidance; e.g., make connections between texts on the one hand and prior knowledge and personal experience on the other
  • S–2.3 productive
  • a. use simple productive strategies with guidance; e.g., use familiar repetitive patterns from stories, songs, rhymes or media

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies to enhance general learning; e.g., experiment with and concentrate on one thing at a time
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies to enhance general learning; e.g., decide in advance to attend to the learning task
  • S–3.3 social/affective
  • a. use simple social and affective strategies to enhance general learning; e.g., seek help from others

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 3
Applications (Gr. 3)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. describe people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express a personal response to a variety of situations
  • A–2.2 share emotions, feelings
  • a. respond to and express a variety of emotions and feelings; e.g., love, sadness, surprise, fear
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to a variety of simple requests
  • b. seek, give or withhold permission
  • A–3.2 state personal actions
  • a. express a wish or a desire to do something
  • A–3.3 manage group actions
  • a. suggest, initiate or direct action in group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. apologize and refuse politely
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. make and talk about personal observations
  • A–5.2 gather and organize information
  • a. record and share personal knowledge of a topic
  • A–5.3 solve problems
  • a. define a problem, and search for solutions
  • A–5.4 explore opinions and values
  • a. make connections between behaviour and values; e.g., in texts or role-play
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Italian for fun; e.g., make simple crafts
  • A–6.2 creative/aesthetic purposes
  • a. use Italian creatively; e.g., create a picture story with captions
  • A–6.3 personal enjoyment
  • a. use Italian for personal enjoyment; e.g., make a collection of pictures or artifacts related to Italian cultures
Language Competence (Gr. 3)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. use comprehensible pronunciation, stress and intonation when producing familiar words or phrases
  • LC–1.2 orthography
  • a. copy familiar words, phrases and sentences
  • b. relate some letters to the sounds they commonly make
  • LC–1.3 lexicon
  • a. use a repertoire of isolated words and set phrases in familiar contexts
    • sports
    • birthdays
    • meals
    • holidays
    • daily activities
    • and any other lexical fields that meet the needs and interests of the students
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Nouns
    • diminutives; e.g.,ratello/fratellino, sorella/sorellina
  • Articles
    • partitive: del, dei, dello, degli, della, delle, dell’
  • Verbs
    • present perfect of verbs in -are, -ere, -ire; e.g., ho mangiato, sono andato/a
  • Adjectives
    • possessive with family members in the singular unmodified; e.g.,mio padre, mia madre
    • ordinal numbers; e.g.,primo, secondo, terzo
    • comparative; e.g., più alto di, meno grande di
    • relative superlative; e.g., il più (adjective) di, la più (adjective) di
  • Prepositions
    • simple: con
    • compound;
      • e.g., in + il = nel
      • di+ il = del
      • a + il = al
  • Conjunctions
    • poi, dopo

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
  • Articles
    • definite: lo, gli
    • indefinite: uno
  • Verbs
    • present of verbs in -are, -ere, -ire
    • imperative of verbs in -are, -ere, -ire
  • Adjectives
    • possessive: il nostro, il vostro, il loro
    • demonstrative: questo, questi, questa, queste
  • Prepositions
    • simple: da, in, su

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
  • Sound System
    • consonants and vowels
  • Pronouns
    • disjunctive: a me, a te, a lui, a lei
    • personal: noi, voi, loro
  • Articles
    • personal: il, i, la, le, l’
    • indefinite: uno
  • Verbs
    • present of verbs: avere and essere
    • impersonal verb piacere: mi piace, mi piacciono
  • Adjectives
    • possessive: il mio, il tuo, il suo
    • cardinal numbers (20+)
  • Prepositions
    • simple: di, a
  • Conjunctions
    • e, o, ma

    3Independently 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.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand short, simple texts in guided situations
  • LC–2.2 oral production
  • a. produce simple sentences in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using simple sentencess
LC–3 interpret and produce written texts
  • LC–3.1 written interpretation
  • a. understand short simple texts in guided situations
  • LC–3.2 written production
  • a. produce simple sentences in guided situations
  • LC–3.3 visual interpretation
  • a. derive meaning from a variety of visuals and other forms of nonverbal communication in guided situations
  • LC–3.4 representation
  • a. use a variety of visuals and other forms of nonverbal communication to express meaning in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. recognize that some topics, words or intonations are inappropriate in certain contexts
  • LC–4.2 idiomatic expressions
  • a. understand and use a variety of simple idiomatic expressions as set phrases
  • LC–4.3 variations in language
  • a. accept individual differences in speech
  • LC–4.4 social conventions
  • a. use appropriate oral forms of address for people frequently encountered
  • LC–4.5 nonverbal communication
  • a. recognize that some nonverbal behaviours may be inappropriate in certain contexts
LC–5 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. link words or groups of words in simple ways; e.g., ma, allora
  • LC–5.2 text forms
  • a. recognize simple oral and written text forms; e.g., lists, letters, stories, songs
  • LC–5.3 patterns of social interaction
  • a. initiate interactions, and respond using simple social interaction patterns; e.g., request– acceptance/ nonacceptance
Global Citizenship (Gr. 3)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. seek out information about Italian cultures from authentic sources; e.g., people
  • GC–1.2 applying cultural knowledge
  • a. identify elements of Italian cultures in the community
  • GC–1.3 diversity within Italian-speaking cultures
  • a. identify some elements that reflect diversity within Italian cultures
  • GC–1.4 valuing Italian-speaking cultures
  • a. participate in Italian cultural activities and experiences
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify similarities between their first language and Italian learned; e.g., basic word order
  • GC–2.2 general language knowledge
  • a. describe ways that languages can be taught and learned; e.g., in natural settings (home, community), in institutions (schools)
  • GC–2.3 awareness of own culture
  • a. make connections between individuals or situations in texts and own personal experiences
  • GC–2.4 general cultural knowledge
  • a. recognize that speakers of the same language may come from different cultural backgrounds
  • GC–2.5 valuing diversity
  • a. engage in activities that reflect different ways of doing things or different perspectives
  • GC–2.6 intercultural skills
  • a. initiate and maintain new relationships; e.g., make a new classmate feel welcome
GC–3 personal and career opportunities
  • GC–3.1 Italian culture and language
  • a. identify some personal uses they have made of their knowledge of the Italian language and Italian-speaking culture
  • GC–3.2 cultural and linguistic diversity
  • a. identify some personal uses they have made of their knowledge of different languages and cultures
Strategies (Gr. 3)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use a variety of simple cognitive strategies, with guidance, to enhance language learning; e.g., repeat words or phrases in the course of performing a language task
  • S–1.2 metacognitive
  • a.use a variety of simple metacognitive strategies, with guidance, to enhance language learning; e.g., decide in advance to attend to the learning task
  • S–1.3 social/affective
  • a. use a variety of simple social and affective strategies, with guidance, to enhance language learning; e.g., understand that making mistakes is a natural part of language learning

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. use a variety of simple interactive strategies with guidance; e.g., ask for clarification or repetition when something is not understood
  • S–2.2 interpretive
  • a. use a variety of simple interpretive strategies with guidance; e.g., determine the purpose of listening; use knowledge of the sound–symbol system to aid reading comprehension
  • S–2.3 productive
  • a. use a variety of simple productive strategies with guidance; e.g., use illustrations to provide detail when producing own texts

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies to enhance general learning; e.g., focus on and complete learning tasks
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies to enhance general learning; e.g., discover how own efforts can affect learning
  • S–3.3 social/affective
  • a. use simple social and affective strategies to enhance general learning; e.g., be encouraged to try, even though mistakes might be made

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 4
Applications (Gr. 4)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. ask for and provide information on a variety of familiar topics; e.g., family, home
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express likes and dislikes
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings; e.g., express a personal experience of being sad
A–3 to get things done
  • A–3.1 guide actions of others
  • a. relay simple messages
  • b. encourage others to perform an action, or discourage others from a course of action
  • A–3.2 state personal actions
  • a. make an offer or an invitation, and respond to offers and invitations made by others
  • A–3.3 manage group actions
  • a. encourage other group members to participate
  • b. assume a variety of roles and responsibilities as group members
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. talk about themselves, and respond to the talk of others by showing attention or interest
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. discover relationships and patterns
  • A–5.2 gather and organize information
  • a. compare and contrast items in simple ways; e.g., compare characters or events from different stories
  • b. record observations
  • A–5.3 solve problems
  • a. recognize and describe a problem, then propose solutions
  • A–5.4 explore opinions and values
  • a. express views on a variety of topics within direct experience
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Italian for fun and to interpret simple humorous texts; e.g., stories, songs, pictures
  • A–6.2 creative/aesthetic purposes
  • a. use Italian creatively; e.g., use models to create cumulative or predictable stories
  • A–6.3 personal enjoyment
  • a. use Italian for personal enjoyment; e.g., learn a craft or a dance
Language Competence (Gr. 4)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. recognize some critical sound distinctions that are important for meaning; e.g., però, pero
  • LC–1.2 orthography
  • a. recognize and use some basic mechanical conventions; e.g., capitalization, punctuation
  • LC–1.3 lexicon
  • a. combine learned words and phrases to fulfill some simple purposes
    • friends
    • vacation
    • my community
    • school subjects
    • and any other lexical fields that meet the needs and interests of the students
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Nouns
    • derivatives; e.g., pizza/pizzeria
    • compound; e.g., capogruppo
  • Pronouns
    • disjunctive: a noi, a voi, a loro
    • possessive; e.g., il mio, il tuo, il suo
  • Verbs
    • present progressive of verbs in -are, -ere, -ire
  • Adverbs
    • comparative; e.g., bene, male, meglio, peggio
  • Prepositions
    • simple: per, tra, fra
  • Conjunctions
    • allora, prima

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
  • Nouns
    • diminutives; e.g., fratello/fratellino, sorella/sorellina
  • Verbs
    • present of irregular verbs: fare, dare, dire, bere
  • Adjectives
    • possessive: il nostro, il vostro, il loro
    • possessive with family members in the singular unmodified
    • demonstrative: quel, quei, quella, quelle
    • ordinal numbers; e.g., primo, secondo, terzo
    • comparative: meno, più
  • Prepositions
    • simple: con
  • Conjunctions
    • poi, dopo

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
  • Interrogatives
    • chi, che, cosa, come, dove, quanto, quanti, quando, perchè
  • Articles
    • definite: lo, gli
    • indefinite: uno
  • Verbs
    • imperative of verbs in -are, -ere, -ire
    • present of verbs in -are, -ere, -ire
    • present of verbs: avere and essere
  • Adjectives
    • gender and number; e.g., bello/bella
    • demonstrative: questo, questi, questa, queste
  • Prepositions
    • simple: da, in, su

    3Independently 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.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand a variety of short, simple texts in guided situations
  • LC–2.2 oral production
  • a. produce a series of simple sentences in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple, structured interactions
LC–3 interpret and produce written texts
  • LC–3.1 written interpretation
  • a. understand a variety of short, simple texts in guided situations
  • LC–3.2 written production
  • a. produce a series of simple sentences in guided situations
  • LC–3.3 visual interpretation
  • a. derive meaning from the visual elements of a variety of media in guided situations
  • LC–3.4 representation
  • a. express meaning through the use of visual elements in a variety of media in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. experiment with formal and informal language in familiar situations
  • LC–4.2 idiomatic expressions
  • a. use learned idiomatic expressions in new contexts
  • LC–4.3 variations in language
  • a. experience a variety of accents and variations in language
  • LC–4.4 social conventions
  • a. recognize verbal behaviours that are considered impolite
  • LC–4.5 nonverbal communication
  • a. recognize appropriate nonverbal behaviours for people frequently encountered; e.g., interpersonal space, physical contact
LC–5 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. link several sentences coherently; e.g., sequence
  • LC–5.2 text forms
  • a. recognize a variety of oral and written text forms; e.g., recipes, invitations, messages
  • LC–5.3 patterns of social interaction
  • a. use simple conventions to open and close conversations and to manage turn taking
Global Citizenship (Gr. 4)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. make connections between elements of Italian cultures and similar elements from their own
  • b. identify some things they have in common with people their own age who belong to an Italian culture
  • GC–1.2 applying cultural knowledge
  • a. identify commonalities and differences between Italian cultures and their own
  • GC–1.3 diversity within Italian-speaking cultures
  • a. identify commonalities and differences among diverse groups within Italian cultures
  • GC–1.4 valuing Italian-speaking cultures
  • a. identify similarities between themselves and people of Italian cultures
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify similarities and differences between their first language and Italian; e.g., different spellings for similar words (cognates)
  • GC–2.2 general language knowledge
  • a. recognize that in any language there are different words for the same thing
  • GC–2.3 awareness of own culture
  • a. recognize similarities and differences between their own culture and other cultures; e.g., celebrations, foods, roles of family members
  • GC–2.4 general cultural knowledge
  • a. recognize that culture is expressed through a variety of forms; e.g., stories, art forms, crafts
  • GC–2.5 valuing diversity
  • a. engage in activities that reflect different ways of doing things or other perspectives
  • GC–2.6 intercultural skills
  • a. reflect on own actions and the consequences of own actions for others
GC–3 personal and career opportunities
  • GC–3.1 Italian culture and language
  • a. identify some places that they could visit where Italian is spoken
  • GC–3.2 cultural and linguistic diversity
  • a. identify some countries where there is significant linguistic and cultural diversity
Strategies (Gr. 4) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use a variety of cognitive strategies, with guidance, to enhance language learning; e.g., use mental images to remember new information; make personal dictionaries; experiment with various elements of the language
  • S–1.2 metacognitive
  • a. use a variety of metacognitive strategies, with guidance, to enhance language learning; e.g., make a plan in advance about how to approach a language learning task; listen or read for key words
  • S–1.3 social/affective
  • a. use a variety of social and affective strategies, with guidance, to enhance language learning; e.g., seek the assistance of a friend to interpret a text

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. use a variety of interactive strategies, with guidance; e.g., assess feedback from a conversation partner to recognize when a message has not been understood
  • S–2.2 interpretive
  • a. use a variety of interpretive strategies, with guidance; e.g., listen selectively based on purpose; infer probable meaning of unknown words or expressions from contextual clues
  • S–2.3 productive
  • a. use a variety of productive strategies, with guidance; e.g., use knowledge of sentence patterns to form new sentences

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning; e.g., connect what is already known with what is being learned
  • S–3.2 metacognitive
  • a. 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
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning; e.g., participate in cooperative group learning tasks

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 5
Applications (Gr. 5)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. describe people, places and things related to sequences of events or actions
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. record and share thoughts and ideas with others; e.g., keep a journal of thoughts and ideas
  • A–2.2 share emotions, feelings
  • a. record and share personal experiences involving an emotion or feeling; e.g., happiness, anger, embarrassment
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and follow a simple sequence of instructions; e.g., a series of steps to play a game
  • A–3.2 state personal actions
  • a. inquire about and express ability and inability to do something
  • A–3.3 manage group actions
  • a. negotiate in a simple way with peers in small-group tasks
  • b. offer to explain or clarify
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. make and break social engagements
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore alternative classification systems and criteria for categories
  • A–5.2 gather and organize information
  • a. compose questions to guide research
  • b. identify sources of information
  • A–5.3 solve problems
  • a. understand and use the steps in the problem-solving process
  • A–5.4 explore opinions and values
  • a. gather opinions on a topic within direct experience; e.g., conduct an opinion poll among classmates or members of the community
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Italian for fun and to interpret humour; e.g., participate in a variety of hands-on activities
  • A–6.2 creative/aesthetic purposes
  • a. use Italian creatively and for aesthetic purposes; e.g., write poems based on simple, repetitive and modelled language
  • A–6.3 personal enjoyment
  • a. use Italian for personal enjoyment, reflecting personal preferences and interests; e.g., listen to favourite songs in the Italian language
Language Competence (Gr. 5)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. recognize some of the effects that intonation and stress have in different situations
  • LC–1.2 orthography
  • a. recognize and use some basic spelling patterns
  • LC–1.3 lexicon
  • a. experiment with and use a variety of words and expressions in familiar contexts
    • hobbies/pastimes
    • music
    • family tree
    • animal habitat
    • and any other lexical fields that meet the needs and interests of the students
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Nouns
    • irregular structure; e.g., il telegramma, i telegrammi, il programma, i programmi, il film, i film
  • Pronouns
    • direct object: lo, li, la, le
  • Verbs
    • present tense of modal verbs: volere, potere, dovere
    • present of verbs: sapere and conoscere
  • Adjectives
    • comparative of equality; e.g., così alto come lui, tante scarpe quanti vestiti, più scarpe che vestiti
    • absolute superlative; e.g., bravo, molto bravo, bravissimo

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
  • Nouns
    • derivatives; e.g., pizza/pizzeria
    • compound; e.g., capogruppo
  • Articles
    • partitive: del, dei, dello, degli, della, delle, dell’
  • Pronouns
    • disjunctive: a noi, a voi, a loro
    • possessive; e.g., il mio, il tuo, il suo
  • Verbs
    • present progressive of verbs in -are, -ere, -ire
    • reflexive in the present; e.g., mi lavo, mi vesto
  • Adjectives
    • demonstrative: quello, quegli, quell’
    • relative superlative; e.g., il più (adjective) di, la più (adjective) di
  • Prepositions
    • compound; e.g., in + il = nel
      di + il = del
      a + il = al

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
  • Nouns
    • diminutives; e.g., fratello/fratellino, sorella/sorellina
  • Verbs
    • present of irregular verbs: fare, dare, dire, bere
  • Adjectives
    • possessive: il nostro, il vostro, il loro
    • possessive with family members in the singular unmodified
    • ordinal numbers; e.g., primo, secondo, terzo
    • comparative: meno, più
  • Prepositions
    • simple: con
    • demonstrative: questo, questi, questa, queste
  • Conjunctions
    • poi, dopo

    3Independently 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.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand short, simple texts in guided and unguided situations
  • LC–2.2 oral production
  • a. produce short, simple texts in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions
LC–3 interpret and produce written texts
  • LC–3.1 written interpretation
  • a. understand short, simple texts in guided and unguided situations
  • LC–3.2 written production
  • a. produce short, simple texts in guided situations
  • LC–3.3 visual interpretation
  • a. derive meaning from the visual elements of a variety of media in guided and unguided situations
  • LC–3.4 representation
  • a. express meaning through the use of visual elements in a variety of media in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. use formal and informal language in familiar situations
  • LC–4.2 idiomatic expressions
  • a. use learned idiomatic expressions to enhance communication
  • LC–4.3 variations in language
  • a. experience a variety of regional variations in language
  • LC–4.4 social conventions
  • a. recognize simple social conventions in informal conversation; e.g., turn taking
  • LC–4.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts; e.g., eye contact
LC–5 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use common conventions to structure texts; e.g., titles, paragraphs
  • LC–5.2 text forms
  • a. use some simple text forms in their own productions; e.g., maps, graphs, questionnaires
  • LC–5.3 patterns of social interaction
  • a. initiate interactions, and respond using a variety of social interaction patterns; e.g., statement–agreement, disagreement–reaction
Global Citizenship (Gr. 5)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. compare some elements of Italian cultures with their own
  • b. explore some elements of Italian cultures; e.g., influence of the geography and climate on people’s way of life
  • GC–1.2 applying cultural knowledge
  • a. apply knowledge of Italian cultures to interpret similarities and differences between these cultures and their own
  • GC–1.3 diversity within Italian-speaking cultures
  • a. apply knowledge of Italian cultures to interpret similarities and differences among diverse groups within these cultures; e.g., contrast urban and rural ways of life
  • GC–1.4 valuing Italian-speaking cultures
  • a. express an interest in finding out about people their own age who speak Italian
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify similarities and differences between their first language and Italian; e.g., different social conventions
  • GC–2.2 general language knowledge
  • a. recognize that, within any linguistic group, individuals use language in personal ways; e.g., recognize that their grandparents use different words than their schoolmates
  • GC–2.3 awareness of own culture
  • a. identify similarities and differences between their own culture and other cultures; e.g., occupations, seasonal activities
  • GC–2.4 general cultural knowledge
  • a. recognize some of the factors that affect the culture of a particular region; e.g., geography, climate
  • GC–2.5 valuing diversity
  • a. identify the limitations of adopting a single perspective; e.g., discuss multiple perspectives on objects, persons, experiences or events
  • GC–2.6 intercultural skills
  • a. explore how their perspective is shaped by a variety of factors; e.g., personal, group, environmental
GC–3 personal and career opportunities
  • GC–3.1 Italian culture and language
  • a. identify some careers for which knowledge of Italian is useful
  • GC–3.2 cultural and linguistic diversity
  • a. identify some careers for which knowledge of different languages and cultures is useful
Strategies (Gr. 5) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. 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 Italian and own language
  • S–1.2 metacognitive
  • a. 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
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance language learning; e.g., reread familiar self-chosen texts to enhance understanding and enjoyment; experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies; e.g., use other speakers’ words in subsequent conversations
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies; e.g., listen or read for key words
  • S–2.3 productive
  • a. identify and use a variety of productive strategies; e.g., use various techniques to explore ideas at the planning stage

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning; e.g., record key words and concepts in abbreviated form—verbal, graphic or numerical— to assist with performance of a learning task
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning; e.g., divide an overall learning task into a number of subtasks
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning; e.g., choose learning activities that enhance understanding and enjoyment

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 6
Applications (Gr. 6)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. provide information on several aspects of a topic; e.g., give a simple report
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express agreement and disagreement
  • b. inquire about and express approval and disapproval
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings in a variety of familiar contexts
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions in a variety of situations
  • A–3.2 state personal actions
  • a. state personal actions in the past, present and future
  • A–3.3 manage group actions
  • a. check for agreement and understanding
  • a. express disagreement in an appropriate way
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in casual exchanges with classmates
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. ask questions to gain knowledge and clarify understanding
  • A–5.2 gather and organize information
  • a. gather information from a variety of resources; e.g., print, human, multimedia, electronic
  • A–5.3 solve problems
  • a. describe and analyze a problem, then propose solutions
  • A–5.4 explore opinions and values
  • a. explore how values influence behaviour; e.g., describe characters and their motivations in a story
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Italian for fun and to interpret humour; e.g., play a variety of sports and games
  • A–6.2 creative/aesthetic purposes
  • a. use Italian creatively and for aesthetic purposes; e.g., experiment with the sounds and rhythms of the language
  • A–6.3 personal enjoyment
  • a. use Italian for personal enjoyment; e.g., play games alone or with friends or family members
Language Competence (Gr. 6)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. identify and reproduce some critical sound distinctions that are important for meaning
  • LC–1.2 orthography
  • a. apply some common spelling rules
  • LC–1.3 lexicon
  • a. use a variety of words and expressions in familiar contexts
    • professions
    • dwellings
    • market
    • restaurant
    • transportation
    • and any other lexical fields that meet the needs and interests of the students
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Pronouns
    • indirect object: gli, le, loro
  • Verbs
    • present perfect of modal verbs; e.g., sono dovuto/a andare, ho dovuto fare
    • future of verbs in -are, -ere, -ire imperfect of verbs in -are, -ere, -ire
    • past progressive of verbs in - are, -ere, -ire
    • present perfect of the verb piacere; piacere; e.g., - mi è piaciuto il libro
  • Adverbs
    • adjective + -mente; e.g., lento, lentamente
  • Conjunctions
    • però

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
  • Nouns
    • irregular; e.g., il telegramma, i telegrammi, il programma, i programmi, il film, i film
  • Verbs
    • present perfect of verbs in -are, -ere, -ire
    • present tense of modal verbs: volere, potere, dovere
  • Adjectives
    • absolute superlative; e.g., bravo, molto bravo, bravissimo
  • Adverbs
    • comparative; e.g., bene, male, meglio, peggio
  • Prepositions
    • simple: per, tra, fra
  • Conjunctions
    • allora, prima

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
  • Nouns
    • derivatives; e.g., pizza/pizzeria
    • compound; e.g., capogruppo
  • Verbs
    • present of irregular verbs: fare, dare, dire, bere
  • Pronouns
    • disjunctive: a noi, a voi, a loro

    3Independently 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.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand a variety of short, simple texts in guided and unguided situations
  • LC–2.2 oral production
  • a. produce a variety of short, simple texts in guided situations
  • LC–2.3 interactive fluency
  • a. engage in short, spontaneous exchanges, with pauses for planning and repair
LC–3 interpret and produce written texts
  • LC–3.1 written interpretation
  • a. understand a variety of short, simple texts in guided and unguided situations
  • LC–3.2 written production
  • a. produce a variety of short, simple texts in guided situations
  • LC–3.3 visual interpretation
  • a. derive meaning from the visual elements of a variety of media in guided and unguided situations
  • LC–3.4 representation
  • a. express meaning through the use of visual elements in a variety of media in unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. identify socially appropriate language in specific situations
  • LC–4.2 idiomatic expressions
  • a. use learned idiomatic expressions correctly in new contexts
  • LC–4.3 variations in language
  • a. recognize some common regional variations in language
  • LC–4.4 social conventions
  • a. recognize important social conventions in everyday interactions; e.g., embracing, shaking hands
  • LC–4.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts; e.g., interpersonal space, physical contact
LC–5 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. organize texts using common patterns; e.g., cause and effect, simple time sequencing
  • b. interpret simple references within texts; e.g., pronouns, demonstratives
  • LC–5.2 text forms
  • a. recognize text forms delivered through a variety of media; e.g., videotaped instructions, reports with visual components
  • LC–5.3 patterns of social interaction
  • a. initiate interactions, and respond using a variety of social interaction patterns; e.g., casual conversation with classmates
Global Citizenship (Gr. 6)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. formulate questions about elements of Italian cultures; e.g., inquire about patterns of behaviour or interaction typical of people their own age
  • b. explore some elements of Italian cultures; e.g., daily living of people their own age
  • GC–1.2 applying cultural knowledge
  • a. apply knowledge of Italian cultures to interpret cultural behaviour different from their own
  • GC–1.3 diversity within Italian-speaking cultures
  • a. apply knowledge of Italian cultures in interactions with people and texts; e.g., discuss differences based on age and gender
  • GC–1.4 valuing Italian-speaking cultures
  • a. express empathy for those whose cultural behaviour is different from their own
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. compare oral and written aspects of their first language and Italian; e.g., grammar structures
  • GC–2.2 general language knowledge
  • a. recognize that languages can be grouped into families based on common origins
  • GC–2.3 awareness of own culture
  • a. identify some influences on the development of own personal identity; e.g., cultural conditioning
  • GC–2.4 general cultural knowledge
  • a. recognize that within any culture there are important differences in the way people speak and behave
  • GC–2.5 valuing diversity
  • a. demonstrate curiosity and inquire about other languages and cultures
  • GC–2.6 intercultural skills
  • a. explore representations of own culture as seen from the outside; e.g., discuss own culture as seen by members of another culture
GC–3 personal and career opportunities
  • GC–3.1 Italian culture and language
  • a. identify aspects of the history, literature, arts and crafts of Italian culture that are of personal interest
  • GC–3.2 cultural and linguistic diversity
  • a. identify aspects of the history, literature, arts and crafts of different cultures that are of personal interests
Strategies (Gr. 6) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. 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
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning; e.g., decide in advance to attend to specific aspects of input; evaluate own performance or comprehension at the end of a task
  • S–1.3 social/affective
  • a. 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

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. 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 to convey, and invite correction
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies; e.g., make predictions about what is expected to be heard or read based on prior knowledge and personal experience
  • S–2.3 productive
  • a. identify and use a variety of productive strategies; e.g., be aware of and use the steps of the writing process

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning; e.g., use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning; e.g., identify own needs and interests
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning; e.g., take part in group decision-making processes

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 7
Applications (Gr. 7)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. understand and use definitions, comparisons and examples
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express interest or lack of interest
  • b. inquire about and express satisfaction and dissatisfaction
  • A–2.2 share emotions, feelings
  • a. compare the expression of emotions and feelings in a variety of informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and respond to advice
  • A–3.2 state personal actions
  • a. make a promise and express intention in a variety of situations
  • A–3.3 manage group actions
  • a. express appreciation, enthusiasm, support and respect for the contributions of others
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. use routine means of interpersonal communications; e.g., telephone calls, personal notes, e-mail messages
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore meaning in a variety of ways; e.g., by drawing a diagram, making a model, rephrasing
  • A–5.2 gather and organize information
  • a. organize and manipulate information; e.g., transform information from texts into other forms, such as tables, diagrams, story maps, flow charts
  • A–5.3 solve problems
  • a. generate and evaluate alternative solutions to problems
  • A–5.4 explore opinions and values
  • a. provide reasons for their position on an issue
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour; e.g., interpret figures of speech literally, using illustrations or short skits
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., write short stories situated in a different time or place
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., exchange letters with a pen pal
Language Competence (Gr. 7)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. approximate the pronunciation of unfamiliar words
  • LC–1.2 orthography
  • a. use basic spelling patterns consistently in writing familiar words and phrases
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • family traditions
    • chores
    • school schedule
    • television
    • holiday meals
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Nouns
    • collective; e.g., la classe
  • Verbs
    • present conditional of verbs in -are, -ere, -ire
  • Adverbs
    • absolute superlative; e.g., benissimo, moltissimo

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
  • Pronouns
    • direct object: lo, li, la, le
  • Verbs
    • present tense of sapere, conoscere
    • past progressive of verbs in -are, -ere, -ire
  • Adjectives
    • comparative of equality; e.g., così alto come lui, tante scarpe quanti vestiti, più scarpe che vestiti
  • Conjunctions
    • però

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
  • Nouns
    • irregular; e.g., il telegramma, i telegrammi, il programma, i programmi, il film, i film
  • Pronouns
    • possessive
  • Verbs
    • present perfect of verbs in -are, -ere, -ire
    • present progressive of verbs in -are, -ere, -ire
    • present tense of modal verbs: volere, potere, dovere
  • Adjectives
    • demonstrative: quel, quei, quella, quelle
    • absolute superlative; e.g., bravo, molto bravo, bravissimo
  • Prepositions
    • simple: per, tra, fra
  • Conjunctions
    • simple: allora, prima

    3Independently 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.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand short oral texts on unfamiliar topics in guided situations
  • LC–2.2 oral production
  • a. produce short oral texts in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. manage short interactions with ease, with pauses for planning and repair
LC–3 interpret and produce written texts
  • LC–3.1 written interpretation
  • a. understand short written texts on unfamiliar topics in guided situations
  • LC–3.2 written production
  • a. produce short, simple written texts in guided and unguided situations
  • LC–3.3 visual interpretation
  • a. derive meaning from multiple visual elements in a variety of media, in guided situations
  • LC–3.4 representation
  • a. express meaning through the use of multiple visual elements in a variety of media, in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. explore formal and informal uses of language in a variety of contexts
  • LC–4.2 idiomatic expressions
  • a. use learned idiomatic expressions in a variety of contexts
  • LC–4.3 variations in language
  • a. explore influences resulting in variations in language
  • LC–4.4 social conventions
  • a. interpret the use of social conventions encountered in oral and written texts
  • LC–4.5 nonverbal communication
  • a. recognize nonverbal behaviours that are considered impolite; e.g., eye contact, touching, sounds and noises
LC–5 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. organize texts to indicate steps in a procedure
  • LC–5.2 text forms
  • a. analyze and identify the organizational structure of a variety of text forms; e.g., folk tales, newspaper articles, instructions for a game
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond using a variety of social interaction patterns; e.g., routine telephone calls
Global Citizenship (Gr. 7)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. use basic research skills to find out about Italian-speaking cultures
  • b. explore and identify some elements of Italian-speaking cultures; e.g., key historical events and their influence on contemporary ways of life and cultural values
  • GC–1.2 applying cultural knowledge
  • a. apply knowledge of elements of Italian-speaking cultures in interactions with people and texts; e.g., interpret historical events
  • GC–1.3 diversity within Italian-speaking cultures
  • a. apply knowledge of diverse elements of Italian-speaking cultures in interactions with people and texts; e.g., ethnic or religious minorities
  • GC–1.4 valuing Italian-speaking cultures
  • a. choose to participate in, and contribute to, activities and experiences that reflect Italian-speaking cultures
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify some words in their first language that have been borrowed from Italian or from other languages
  • GC–2.2 general language knowledge
  • a. identify how and why languages borrow from one another
  • GC–2.3 awareness of own culture
  • a. identify shared references (e.g., celebrities and the different connotations attached to them) in Italian-speaking cultures and their own culture
  • GC–2.4 general cultural knowledge
  • a. recognize some of the factors that affect the culture of a particular region; e.g., historical events, significant individuals
  • GC–2.5 valuing diversity
  • a. recognize and acknowledge different perspectives
  • GC–2.6 intercultural skills
  • a. identify and make use of public and private institutions that facilitate contact with other countries and cultures
GC–3 personal and career opportunities
  • GC–3.1 Italian culture and language
  • a. identify some careers that use knowledge of Italian
  • GC–3.2 cultural and linguistic diversity
  • a. identify some careers that use knowledge of international languages and cultures, and intercultural skills
Strategies (Gr. 7) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance language learning; e.g., associate new words or expressions with familiar ones, either in Italian or in their own language
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning; e.g., evaluate their own performance or comprehension at the end of a task, keep a learning log
  • S–1.3 social/affective
  • a. 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

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies; e.g., invite others into the discussion, ask for confirmation that a form used is correct
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies; e.g., prepare questions or a guide to note down information found in a text
  • S–2.3 productive
  • a. select and use a variety of productive strategies; e.g., use resources to increase vocabulary

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. 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
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning; e.g., manage their own physical working environment
  • S–3.3 social/affective
  • a. 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

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 8
Applications (Gr. 8)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. share facts about events that took place in the past or that may take place in the future
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express and explain preferences
  • A–2.2 share emotions, feelings
  • a. express emotions and feelings in formal situations; e.g., lodge a complaint in a store, restaurant
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions or requests in formal situations; e.g., in a public library, post office, travel agency
  • A–3.2 state personal actions
  • a. accept or decline an offer or invitation, with explanations
  • A–3.3 manage group actions
  • a. paraphrase, elaborate on and clarify another member’s contribution
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. give and respond to compliments and explain actions
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore and express the meaning of what they are doing; e.g., what they will learn from a particular activity
  • A–5.2 gather and organize information
  • a. gather information, using a prepared format; e.g., interview people, using prepared questions
  • A–5.3 solve problems
  • a. use information collected from various sources to solve problems
  • A–5.4 explore opinions and values
  • a. distinguish fact from opinion
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour; e.g., learn and perform songs, dances, short plays
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., speak or write from the viewpoint of a designated character in a story
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., use the Internet to explore the cultures of the Italian-speaking world
Language Competence (Gr. 8)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. use intonation, stress and rhythm appropriately in familiar situations
  • LC–1.2 orthography
  • a. use basic mechanical conventions; e.g., capitalization, punctuation
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • climate
    • shopping
    • major sports
    • peers
    • movies
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Pronouns
    • relative: che
  • Adverbs
    • adverbs of time; e.g., adesso, ora, durante
  • Adjectives
    • irregular superlative; e.g., ottimo, pessimo, maggiore, minore

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
  • Nouns
    • collective; e.g., la classe
  • Pronouns
    • indirect object: gli, le, loro
  • Verbs
    • present perfect of the verb piacere; e.g., mi è piaciuto
    • future of verbs in -are, -ere, -ire
    • imperfect of verbs in -are, -ere, -ire e.g.,
  • Adverbs
    • adjectives plus mente
    • absolute superlative; e.g., benissimo, moltissimo

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
  • Pronouns
    • direct object: lo, li, la, le
  • Verbs
    • imperative of verbs in -are, -ere, -ire
    • present tense of sapere, conoscere
  • Adverbs
    • comparative; e.g., bene, male, meglio, peggio
  • Conjunctions
    • però

    3Independently 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.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand short oral texts on unfamiliar topics in guided situations
  • LC–2.2 oral production
  • a. produce a variety of short, simple oral texts in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions without undue difficulty, asking for repetition or clarification when necessary
LC–3 interpret and produce written texts
  • LC–3.1 written interpretation
  • a. understand short written texts on unfamiliar topics in guided situations
  • LC–3.2 written production
  • a. produce a variety of short, simple written texts in guided and unguided situations
  • LC–3.3 visual interpretation
  • a. derive meaning from multiple visual elements in a variety of media, in guided and unguided situations
  • LC–3.4 representation
  • a. express meaning through the use of multiple visual elements in a variety of media, in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. use suitable, simple formal language in a variety of contexts
  • LC–4.2 idiomatic expressions
  • a. examine the role of idiomatic expressions in culture
  • LC–4.3 variations in language
  • a. examine influences resulting in variations in language
  • LC–4.4 social conventions
  • a. interpret and use important social conventions in interactions
  • LC–4.5 nonverbal communication
  • a. avoid nonverbal behaviours that are considered impolite; e.g., eye contact, touching, sounds and noises
LC–5 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use a variety of conventions to structure texts; e.g., titles, paragraphs, letter forms
  • b. interpret and use references within texts; e.g., pronouns, demonstratives
  • LC–5.2 text forms
  • a. use a variety of familiar text forms and media in their own productions; e.g., recipes, comic strips, letters, radio or television reports, articles
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform transactions and interactions; e.g., invitation– acceptance or refusal with explanation
Global Citizenship (Gr. 8)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. make and test hypotheses about Italian-speaking cultures
  • b. explore and identify some elements of Italian-speaking cultures; e.g., major current events as a reflection of contemporary ways of life and cultural values
  • c. identify and use a variety of sources of information to find out about Italian-speaking cultures
  • GC–1.2 applying cultural knowledge
  • a. identify different perspectives on Italian-speaking cultures and speculate on their origins; e.g., stereotypes of Italian-speaking cultures present in their own community
  • GC–1.3 diversity within Italian-speaking cultures
  • a. identify different perspectives on diverse elements of Italian-speaking cultures and speculate on their origins; e.g., stereotypes within the cultures
  • GC–1.4 valuing Italian-speaking cultures
  • a. examine their own perceptions of the Italian language and Italian-speaking cultures, including stereotypes
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify some regional variations in their first language
  • GC–2.2 general language knowledge
  • a. recognize that languages may have regional differences in pronunciation, vocabulary or structure
  • GC–2.3 awareness of own culture
  • a. identify some of the past and present relationships between the Italian-speaking cultures being studied and their own; e.g., immigration
  • GC–2.4 general cultural knowledge
  • a. recognize that different cultures may have different interpretations of texts and cultural practices or products
  • GC–2.5 valuing diversity
  • a. recognize and acknowledge the value of different perspectives
  • GC–2.6 intercultural skills
  • a. recognize stereotypical thinking
GC–3 personal and career opportunities
  • GC–3.1 Italian culture and language
  • a. explore personal reasons for learning Italian
  • GC–3.2 cultural and linguistic diversity
  • a. explore personal reasons for learning additional languages and experiencing other cultures
Strategies (Gr. 8) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. 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
  • S–1.2 metacognitive
  • a. 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
  • S–1.3 social/affective
  • a. 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

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies; e.g., use a range of fillers, hesitation devices and gambits to sustain conversations, use circumlocution to compensate for lack of vocabulary
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies; e.g., use key content words or discourse markers to follow an extended text
  • S–2.3 productive
  • a. select and use a variety of productive strategies; e.g., take notes when reading or listening to assist in producing their own text

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning; e.g., formulate key questions to guide research
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning; e.g., keep a learning journal, such as a diary or a log
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning; e.g., take part in group problem-solving processes

See the Strategies Overview Section for a sample list of general learning strategies.

Grade 9
Applications (Gr. 9)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. share detailed information on a specific topic; e.g., a report or biography
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express opinions
  • b. support their own opinions
  • A–2.2 share emotions, feelings
  • a. compare the expression of emotions and feelings in formal and informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. lodge a complaint
  • A–3.2 state personal actions
  • a. express possibility in relation to their own actions
  • A–3.3 manage group actions
  • a. take on a leadership role in small-group projects
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. offer and respond to congratulations and express sympathy and regret
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore connections among, and gain new insights into, familiar topics; e.g., using analogy, brainstorming
  • A–5.2 gather and organize information
  • a. identify key ideas, summarize and paraphrase
  • A–5.3 solve problems
  • a. extract and manipulate key elements from a problem
  • A–5.4 explore opinions and values
  • a. understand the concept of stereotype and recognize stereotyping in a variety of situations
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour; e.g., participate in class excursions, field trips, twinning projects
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., write new words to a known melody
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., keep a personal journal
Language Competence (Gr. 9)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. speak clearly and intelligibly in a variety of situations
  • LC–1.2 orthography
  • a. recognize and correctly spell familiar words
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • celebrities
    • fashion
    • travel
    • geography
    • leisure
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Nouns
    • abstract; e.g., gioia

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
  • Pronouns
    • relative: che
  • Verbs
    • present perfect of modal verbs; e.g., sono dovuto/a andare
    • past progressive of verbs in -are, -ere, -ire
    • present conditional of verbs in -are, -ere, -ire
  • Adjectives
    • irregular superlative; e.g., ottimo, pessimo, maggiore, minore
  • Adverbs
    • adverbs of time; e.g., adesso, ora, durante

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
  • Nouns
    • collective; e.g., la classe
  • Pronouns
    • indirect object: gli, le, loro
  • Verbs
    • past progressive of verbs in -are, -ere, -ire
    • future of verbs in -are, -ere, -ire
  • Adjectives
    • comparative of equality; e.g., così alto come lui, tante scarpe quanti vestiti, più scarpe che vestit
  • Adverbs
    • absolute superlative; e.g., benissimo, moltissimo

    3Independently 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.

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand the main point and some supporting details of lengthy oral texts on familiar topics in guided situations
  • LC–2.2 oral production
  • a. produce short oral texts on unfamiliar topics in guided situations
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions without undue difficulty
LC–3 interpret and produce written texts
  • LC–3.1 written interpretation
  • a. understand the main point and some supporting details of lengthy written texts on familiar topics in guided situations
  • LC–3.2 written production
  • a. produce short written texts on unfamiliar topics in guided situations
  • LC–3.3 visual interpretation
  • a. propose several interpretations of the visual elements in a variety of media, in guided situations
  • LC–3.4 representation
  • a. explore a variety of ways that meaning can be expressed through the visual elements of a variety of media, in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. explore differences in register between spoken and written texts
  • LC–4.2 idiomatic expressions
  • a. identify influences on idiomatic expressions; e.g., region, age, occupation
  • LC–4.3 variations in language
  • a. identify influences resulting in variations in language
  • LC–4.4 social conventions
  • a. interpret and use appropriate oral and written forms of address with a variety of audiences
  • LC–4.5 nonverbal communication
  • a. recognize a variety of nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. interpret texts that use patterns involving time or chronological sequencing
  • LC–5.2 text forms
  • a. use a variety of text forms and media in their own productions; e.g., brochures, advertisements, reports, poetry, stories
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform complex transactions and interactions; e.g., request goods or services
Global Citizenship (Gr. 9)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens through the exploration of the cultures of the Italian-speaking world.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. organize and represent information about elements of Italian-speaking cultures in a variety of ways
  • b. explore and identify some elements of Italian-speaking cultures; e.g., cultural values, attitudes and interests of people their own age in the cultures
  • GC–1.2 applying cultural knowledge
  • a. apply knowledge of elements of Italian-speaking cultures, derived from a variety of sources, to interpret behaviours and texts
  • GC–1.3 diversity within Italian-speaking cultures
  • a. apply knowledge of diverse elements of Italian-speaking cultures, derived from a variety of sources, to interpret behaviours and texts
  • GC–1.4 valuing Italian-speaking cultures
  • a. seek out and use opportunities to enter into contact with members of Italian-speaking cultures; e.g., exchange letters with a pen pal
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify aspects of their personal style in both speech and writing
  • GC–2.2 general language knowledge
  • a. describe ways that languages evolve over time and describe the reasons for their evolution
  • GC–2.3 awareness of own culture
  • a. identify ethnocentric elements in documents from their own culture
  • GC–2.4 general cultural knowledge
  • a. describe some causes of breakdown in communication and of misunderstanding when communicating with people from an unfamiliar culture
  • GC–2.5 valuing diversity
  • a. seek out opportunities to interact with people from various cultures who have an interest in the Italian language and/or Italian-speaking cultures
  • GC–2.6 intercultural skills
  • a. use a variety of strategies for dealing with breakdowns in communication and with misunderstandings when encountering an unfamiliar culture
  • b. identify ethnocentric perspectives in a document or event and explain their origins
GC–3 personal and career opportunities
  • GC–3.1 Italian culture and language
  • a. explore opportunities for further education related to Italian and Italian-speaking cultures
  • GC–3.2 cultural and linguistic diversity
  • a. explore opportunities for further education related to languages and cultures
Strategies (Gr. 9) 
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. 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
  • S–1.2 metacognitive
  • a. 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
  • S–1.3 social/affective
  • a. select and use appropriate social and affective strategies to enhance language learning in a variety of situations; e.g., repeat new words and expressions occurring in their own conversations, and make use of these new words and expressions as soon as appropriate

See the Strategies Overview Section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 interactive
  • a. select and use appropriate interactive strategies in a variety of situations; e.g., repeat part of what someone has said to confirm mutual understanding
  • S–2.2 interpretive
  • a. select and use appropriate interpretive strategies in a variety of situations; e.g., reread several times to understand complex ideas
  • S–2.3 productive
  • a. select and use appropriate productive strategies in a variety of situations; e.g., use a variety of resources to correct texts

See the Strategies Overview Section for a sample list of language use strategies.

S–3 general learning
  • S–3.1 cognitive
  • a. 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
  • S–3.2 metacognitive
  • a. 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
  • S–3.3 social/affective
  • a. 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

See the Strategies Overview Section for a sample list of general learning strategies.

10-12Y
Applications (10-12Y)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. ask and answer questions about an informative text read or heard; e.g., a current magazine or an online article
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express probability and certainty; e.g., travel plans, weather report
  • b. express and explain opinions; e.g., a preferred activity, proposed plans for the weekend
  • A–2.2 share emotions, feelings
  • a. explore ways to express strong emotions and feelings; e.g., role-play
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and follow a complex sequence of instructions; e.g., a recipe, travel directions, instructions to set up a new appliance/technology
  • A–3.2 state personal actions
  • a. express personal expectations, hopes, plans, goals, aspirations; e.g., plan to attend an Italian cultural performance or join a club, plan a vacation, initiate a personal or school green plan
  • A–3.3 manage group actions
  • a. provide constructive feedback to group members during assessment of group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. make suggestions or clarify misunderstandings to handle everyday conflict situations; e.g., between themselves and a parent, a teacher or a friend
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore ideas presented in a variety of ways; e.g., informal discussions or personal writing
  • A–5.2 gather and organize information
  • a. assess the usefulness and reliability of information from various sources; e.g., the Internet, newspapers, television, radio
  • A–5.3 solve problems
  • a. apply problem-solving skills acquired in one situation to other situations; e.g., asking for directions, solving a previously encountered technical problem
  • A–5.4 explore opinions and values
  • a. understand the concept of perspective and examine differing perspectives on an issue; e.g., coach, player and reporter views of a game
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour; e.g., interpret humorous cartoons, songs, stories, poems
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., create a skit, perform in a talent/fashion show
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., listen to a popular Italian song, create a Web site or blog
Language Competence (10-12Y)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. produce the essential sounds, stress, rhythm and intonation patterns of the language, where rehearsal is possible
  • LC–1.2 orthography
  • a. recognize and correctly spell words used frequently
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases, including multiple words and phrases to express the same idea, within the following lexical fields:
    • media
    • technology
    • arts
    • entertainment
    • clubs/associations
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Pronouns
    • double object; e.g., me la, te la, gliela, ce la, ve la, la (verb) loro
    • indefinite; e.g., qualcuno, qualche
    • relative; e.g., a cui, del quale
  • Adjectives
    • adjective placement (usual order, order for emphasis)
    • comparative of equality; e.g., è alto come me
  • Verbs
    • reflexive in the present and future
    • subject + sto per + present infinitive to indicate “about to”
    • present gerund (-ando, -endo)
    • past conditional of verbs in -are, -ere, -ire; e.g., avrei cantato, sarei andato/a
    • present subjunctive (congiuntivo presente) of common regular verbs in -are, -ere, -ire; e.g., che tu canti, che tu perda, che tu senta
  • Adverbs
    • adverbs of place; e.g., vicino, lontano
  • Sentence Structure
    • mood and word order
    • sentences with reflexives
    • verb use in subordinate clauses
    • if clauses (type I)
    • simple sentences declarative and interrogative (affirmative and negative)
    • imperative sentences (affirmative and negative)
    • complex sentences (coordinating, subordinating) declarative and interrogative (affirmative and negative)

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
  • Nouns
    • masculine (-ema/-amma) and feminine (-si) endings; e.g., il problema, i problemi, il programma, i programmi, la crisi, le crisi
  • Pronouns
    • indefinite: ognuno, ognuna
  • Adjectives
    • noun–adjective agreement
    • irregular superlative; e.g., ottimo, pessimo, maggiore, minore
    • demonstratives: formation and use
    • possessive adjective: agreement with noun
  • Verbs
    • imperfect of verbs in -are, -ere, -ire
    • past progressive of verbs in -are, -ere, -ire
    • present conditional of verbs in -are, -ere, -ire
    • present subjunctive
  • Adverbs
    • absolute superlative; e.g., benissimo, malissimo, moltissimo, pochissimo
  • Prepositions
    • compound; e.g., nel, al, del, per il, per la, con il, con la
  • Negative Expressions
    • non (verb) più
    • non (verb) ancora
    • non (verb) mai
    • non (verb) niente
  • Sentence Structure
    • simple declarative and interrogative (affirmative and negative) in indicative mood
    • complex sentences (coordinating, subordinating)
    • sentences in present conditional mood

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
  • Nouns
    • derivatives and diminutives
    • compound; e.g., capolavoro
  • Pronouns
    • relative; e.g., ció che
    • relative chi
    • personal, reflexive and possessive
    • indefinite: ognuno, ognuna
  • Adjectives
    • possessive; e.g., il mio, il tuo, il suo
    • demonstrative
    • comparative and superlative
  • Articles
    • definite and indefinite
    • partitive: del, dei, dello, degli, della, delle, dell’
  • Verbs
    • tense: present and future
    • reflexive
    • present progressive of common -are, -ere, -ire verbs
    • present perfect (common verbs)
  • Adverbs
    • adjectives plus -mente
    • adverbs of time; e.g., adesso, ora, durante, mentre
  • Prepositions
    • simple: di, a, da, in, con, su, per, tra, fra
  • Conjunctions
    • dopo, allora, prima
    • e, o, ma, poi, però
  • Expressions
    • negative expressions; e.g., non studio, non leggo, non dormo
  • Sentence Structure
    • simple and compound declarative and interrogative sentences indicative mood: affirmative and negative
    • sentences in imperative mood: affirmative and negative

    3Independently 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..

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand the main points and some supporting details of lengthy oral texts on a variety of familiar topics, in guided situations
  • LC–2.2 oral production
  • a. produce lengthy oral texts on familiar topics, providing some details to support the main points, in guided situations
  • LC–2.3 interactive fluency
  • a. sustain lengthy interactions comprehensibly, with pauses for planning and repair
LC–3 interpret and produce written texts
  • LC–3.1 written interpretation
  • a. understand the main points and some supporting details of lengthy written texts on a variety of familiar topics, in guided situations
  • LC–3.2 written production
  • a. produce lengthy written texts on familiar topics, providing some details to support the main points, in guided situations
  • LC–3.3 visual interpretation
  • a. identify the purposes, intended audiences, messages and points of view in a variety of visual media, in guided situations
  • LC–3.4 representation
  • a. communicate thoughts, ideas and feelings for specific purposes and audiences through a variety of visual media, in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. identify differences in register between spoken and written texts
  • LC–4.2 idiomatic expressions
  • a. identify and interpret unfamiliar idiomatic expressions in a variety of contexts
  • LC–4.3 variations in language
  • a. identify some common regional variations in language
  • LC–4.4 social conventions
  • a. use politeness conventions in a variety of contexts; e.g., use suitable language to engage listeners’ attention when beginning to speak
  • LC–4.5 nonverbal communication
  • a. use polite nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use a variety of references within texts; e.g., relative pronouns, space and time references
  • LC–5.2 text forms
  • a. analyze a variety of extended text forms in a variety of media; e.g., short stories, films, plays, magazine articles
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform complex transactions and interactions; e.g., accept/decline a suggestion, persuade/negotiate
Global Citizenship (10-12Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. analyze information about elements of Italian-speaking cultures
  • b. explore and identify elements of Italian-speaking cultures; e.g., emblems and markers of national identity and their influence on contemporary ways of life and cultural values
  • GC–1.2 applying cultural knowledge
  • a. apply knowledge of Italian-speaking cultures to enhance interpersonal relations in familiar contexts and to interpret texts
  • GC–1.3 diversity within Italian-speaking cultures
  • a. apply knowledge of diverse elements of Italian-speaking cultures to enhance interpersonal relations in familiar contexts and to interpret texts; e.g., different social classes
  • GC–1.4 valuing Italian-speaking cultures
  • a. seek out and use opportunities to enter into contact with individuals from a range of social groups within Italian-speaking cultures
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)
  • a. analyze ways in which their own language(s) and Italian are similar and different; e.g., text forms
  • GC–2.2 general language knowledge
  • a. describe factors that influence the status of languages
  • GC–2.3 awareness of own culture
  • a. analyze ways in which their own culture and other cultures are similar and different; e.g., influence of history on contemporary life
  • GC–2.4 general cultural knowledge
  • a. identify some of the ways that cultures evolve over time
  • GC–2.5 valuing diversity
  • a. recognize contributions to human understanding and well-being made by people from a variety of cultures
  • GC–2.6 intercultural skills
  • a. view a situation from more than one perspective
GC–3 personal and career opportunities
  • GC–3.1 Italian culture and language
  • a. explore careers in which they may apply their knowledge of Italian
  • GC–3.2 cultural and linguistic diversity
  • a. explore careers in which their language and intercultural skills can be applied
Strategies (10-12Y)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. identify and use cognitive, metacognitive and social/affective strategies to enhance language learning in a variety of situations
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. identify and use interactive, interpretive and productive strategies to enhance language use in a variety of situations
S–3 general learning
  • S–3.1 cognitive
  • a. identify and use cognitive, metacognitive and social/affective strategies to enhance general learning in a variety of situations

See the Strategies Overview Section for examples of strategies.

20-12Y
Applications (20-12Y)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. explain factual information to a variety of audiences; e.g., peers, parents, school council, assemblies
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. exchange and compare opinions in a variety of situations; e.g., book report, discussion of a movie and/or a commercial
  • A–2.2 share emotions, feelings
  • a. share a range of emotions and feelings in a variety of situations; e.g., with friends, in conversations with a family member, to respond to a teacher, through a skit/theatre piece
A–3 to get things done
  • A–3.1 guide actions of others
  • a. persuade others; e.g., convince classmates to join a recycling program, promote a product
  • A–3.2 state personal actions
  • a. state their own actions in a variety of formal and informal situations; e.g., shopping with a friend, class debate, small group project, interview, at a post office
  • A–3.3 manage group actions
  • a. contribute to group activities by clarifying task goals, negotiating roles and suggesting procedures
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in social exchanges in formal situations; e.g., inquiring about availability of a driver’s course, making an appointment, sending an invitation (e-mail, note)
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. compare their own insights and understandings with those of their classmates; e.g., interpret the message in a film/advertisement, share the personal impact of a particular song with the class/group members
  • A–5.2 gather and organize information
  • a. organize information to demonstrate logical relationships; e.g., Venn diagrams or graphic organizers
  • A–5.3 solve problems
  • a. apply problem-solving skills to the resolution of real-life problems; e.g., parental or student issues, peer pressure
  • A–5.4 explore opinions and values
  • a. explore social values expressed through a variety of mass media; e.g., advertisements, political cartoons
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour; e.g., participate in an immersion weekend, an exchange or a language camp, plan a variety show
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., create a multimedia production on a familiar topic
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., read magazine articles
Language Competence (20-12Y)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. speak with clear, natural pronunciation and intonation in rehearsed situations
  • LC–1.2 orthography
  • a. spell some words with uncommon/irregular spellings; e.g., uovo, uova
  • LC–1.3 lexicon
  • a. use some specialized words and phrases in appropriate contexts, within the following lexical fields:
    • literature
    • environment
    • social life
    • communication
    • advertising
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Adjectives
    • possessive after a noun for emphasis; e.g., la colpa è mia, il merito è tuo
  • Verbs
    • reflexive in past
    • gerund to indicate present progressive (sto + present gerund)
    • future perfect (futuro anteriore)
    • past absolute of verbs in -are, -ere, -ire; e.g., studiai, credetti, dormii
    • past participle agreement in compound tenses (avendo/essendo + past participle)
  • Conjunctions
    • requiring use of subjunctive; e.g., benchè, affinchè
  • Sentence Structure
    • impersonal structures
    • if clauses (type II)
    • sentences with impersonal expressions
    • sentences in present subjunctive

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
  • Nouns
    • abstract; e.g., gioia
  • Pronouns
    • double object; e.g., me la, te la, gliela, ce la, ve la, la (verb) loro
    • indefinite; e.g., qualcuno, qualche
    • relative; e.g., a cui, del quale
  • Adjectives
    • noun–adjective agreement
    • adjective placement
    • comparative of equality; e.g., è alto come me
    • possessive adjective: agreement with noun
  • Verbs
    • reflexive in the past, present and future
    • subject + sto per + present infinitive to indicate “about to”
    • present gerund (-ando, -endo)
    • past conditional of verbs in -are, -ere, -ire; e.g., avrei cantato, sarei andato/a
    • present subjunctive (congiuntivo presente) of verbs in -are, -ere, -ire
  • Adverbs
    • adverbs of place; e.g., vicino, lontano
  • Conjunctions
    • requiring use of subjunctive; e.g., benchè, affinchè
  • Sentence Structure
    • verbs + infinitive structure
    • impersonal structures
    • sentences with reflexives
    • verb use in subordinate clauses
    • if clauses (type I)
    • word order with negation
    • mood:
      • − imperative mood (affirmative and negative)
      • − present conditional mood
      • − subjunctive mood to express doubt, emotion, opinion, uncertainty and wish/desire, or with impersonal expressions
    • sentences:
      • − complex sentences (coordinating, subordinating) declarative and interrogative (affirmative and negative)

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
  • Nouns
    • masculine (ema/-amma) and feminine (-si) endings
    • collective; e.g., classe
  • Pronouns
    • direct and indirect object pronouns all persons
    • relative pronoun che
  • Adjectives
    • superlative:
      • − absolute superlative; e.g., molto alto, altissimo
      • − irregular superlative; e.g., ottimo, pessimo, maggiore, minore
      • − relative superlative: il più (adjective) di, la più (adjective)
        • di
  • Verbs
    • present perfect of modal verbs; e.g., sono dovuto/a andare
    • present perfect of the verb piacere; e.g., mi è piaciuto
    • imperfect of verbs in -are, -ere, -ire
    • present conditional of verbs in -are, -ere, -ire
  • Adverbs
    • comparative: meno, più, meglio, peggio
  • Prepositions
    • compound; e.g., del, dello, dell’, della, dei, degli, delle, per il, per la, con il, con la
  • Sentence Structure
    • negation with “non” expressions; e.g., non (verb) più, non (verb) ancora, non (verb) mai, non (verb) niente

    3Independently 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..

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand a variety of lengthy oral texts on familiar topics, in guided situations
  • LC–2.2 oral production
  • a. produce lengthy oral texts on a variety of familiar topics, providing some details to support the main points, in guided situations
  • LC–2.3 interactive fluency
  • a. converse, spontaneously, on familiar topics and take part in routine formal discussion
LC–3 interpret and produce written texts
  • LC–3.1 written interpretation
  • a. understand a variety of lengthy written texts on familiar topics, in guided situations
  • LC–3.2 written production
  • a. produce lengthy written texts on a variety of familiar topics, providing some details to support the main points, in guided situations
  • LC–3.3 visual interpretation
  • a. identify some of the techniques and conventions used in a variety of visual media, in guided and unguided situations
  • LC–3.4 representation
  • a. communicate thoughts, ideas and feelings for specific purposes and audiences through a variety of visual media, in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. adjust language to suit audience and purpose
  • LC–4.2 idiomatic expressions
  • a. explore and interpret idiomatic expressions in contemporary popular culture
  • LC–4.3 variations in language
  • a. explore and experiment with some variations in language
  • LC–4.4 social conventions
  • a. use politeness conventions in a variety of contexts; e.g., interrupt politely in a conversation
  • LC–4.5 nonverbal communication
  • a. use appropriate nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use appropriate words and phrases to show a variety of relationships within texts; e.g., in ogni modo, in ogni caso, ma purtroppo
  • LC–5.2 text forms
  • a. analyze how different media and their intended purposes lead to differences in the way texts are organized and presented
  • LC–5.3 patterns of social interaction
  • a. use a wide range of simple social interaction patterns flexibly to deal with transactions and interactions
Global Citizenship (20-12Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. evaluate sources of information on Italian-speaking cultures; e.g., media
  • b. identify and analyze some elements of Italian-speaking cultures; e.g., social and political institutions and their influence on contemporary ways of life and cultural values
  • GC–1.2 applying cultural knowledge
  • a. apply knowledge of elements of Italian-speaking cultures to enhance interpersonal relations in a variety of contexts and to interpret texts; e.g., the meaning of culturally significant terms in authentic texts
  • GC–1.3 diversity within Italian-speaking cultures
  • a. apply knowledge of diverse elements of Italian-speaking cultures to enhance interpersonal relations in a variety of contexts and to interpret texts; e.g., the role of cultural minorities
  • GC–1.4 valuing Italian-speaking cultures
  • a. analyze and identify the value of Italian-speaking cultures and the Italian language for themselves
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)
  • a. analyze ways in which their own language(s) and Italian are similar and different; e.g., grammar structures
  • GC–2.2 general language knowledge
  • a. make generalizations about the systematic nature of language
  • GC–2.3 awareness of own culture
  • a. analyze ways in which their own culture and other cultures are similar and different; e.g., social and political institutions
  • GC–2.4 general cultural knowledge
  • a. identify some of the ways that individuals acquire their cultural identity/identities and participate in their society
  • GC–2.5 valuing diversity
  • a. recognize the intrinsic value of cultural and linguistic diversity for themselves and for the global society
  • GC–2.6 intercultural skills
  • a. identify and use a variety of strategies for enhancing interactions with people from a different culture
GC–3 personal and career opportunities
  • GC–3.1 Italian culture and language
  • a. explore applications of Italian language and culture in the global workplace
  • GC–3.2 cultural and linguistic diversity
  • a. explore applications of language and culture learning in the global workplace
Strategies (20-12Y)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. select and use appropriate cognitive, metacognitive and social/affective strategies to enhance language learning in a variety of situations
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. select and use appropriate interactive, interpretive and productive strategies to enhance language use in a variety of situations
S–3 general learning
  • S–3.1 cognitive
  • a. select and use appropriate cognitive, metacognitive and social/affective strategies to enhance general learning in a variety of situations

See the Strategies Overview Section for examples of strategies.

30-12Y
Applications (30-12Y)
General Outcome for Applications

Students will use Italian in a variety of situations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. discuss factual information on a variety of topics in a variety of situations; e.g., during preparation of a student radio newscast
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. share ideas, thoughts, opinions and preferences on a variety of topics in a variety of situations; e.g., conversation, class discussion, debate, letter to the editor
  • A–2.2 share emotions, feelings
  • a. analyze and discuss the expression of emotions and feelings in a variety of media; e.g., class discussion of emotions expressed in a play or story, critique of media coverage of local elections, demonstration
A–3 to get things done
  • A–3.1 guide actions of others
  • a. guide the actions of others in a variety of formal and informal situations; e.g., counsel a friend, present a particular career to the class
  • A–3.2 state personal actions
  • a. speculate on and predict their own future actions; e.g., education, career, personal plans for 5 to 10 years after high school
  • A–3.3 manage group actions
  • a. manage the planning, functioning and assessment of group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. form, maintain and change personal relationships in a variety of formal and informal situations; e.g., job interviews, letter of apology or complaint
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. use a broad range of skills to discover and explore various domains; e.g., research and discuss a current event presented in various media
  • A–5.2 gather and organize information
  • a. evaluate and synthesize information from a variety of sources; e.g., develop an essay, using main ideas from different sources
  • A–5.3 solve problems
  • a. solve a variety of problems related to various domains; e.g., personal relationships, careers, finances
  • A–5.4 explore opinions and values
  • a. explore opinions and values related to various domains; e.g., politics, sciences, business
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour in a variety of situations; e.g., guest speakers, presentations
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes in a variety of situations; e.g., create a piece of art, critique a film/concert
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment in a variety of situations; e.g., watch films or television programs
Language Competence (30-12Y)
General Outcome for Language Competence

Students will use Italian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. speak with clear, natural pronunciation and intonation in spontaneous situations
  • LC–1.2 orthography
  • a. apply basic spelling rules consistently and use mechanical conventions with reasonable accuracy
  • LC–1.3 lexicon
  • a. select and use the most precise, appropriate and effective words or phrases, within the following lexical fields:
    • careers
    • history
    • government
    • current issues
    • ecology
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Verbs
    • gerund: past (gerundio passato)
    • fare + infinitive
    • farsi + infinitive
    • past subjunctive of verbs in -are, -ere, -ire:
      • – congiuntivo imperfetto
      • – congiuntivo trapassato
    • passive voice
    • reported speech
  • Sentence Structure
    • tense relationship in complex sentences
    • if clauses (type III)
    • sentences in present subjunctive
    • sentences in the passive voice

    1Modelled 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.

  • b. use, in structured situations,2 the following grammatical elements: ...
  • Pronouns
    • possessive pronouns for emphasis; e.g., la colpa è mia, il merito è tuo
  • Adjectives
    • possessive adjective: agreement with noun
  • Verbs
    • gerund to indicate present progressive (sto + present gerund)
    • future perfect (futuro anteriore)
    • past absolute of verbs in -are, -ere, -ire; e.g., studiai, credetti, dormii
    • past participle agreement in compound tenses (avendo/essendo + past participle)
  • Conjunctions
    • requiring use of subjunctive; e.g., benchè, affinchè
  • Sentence Structure
    • verb use in subordinate clauses
    • if clauses (type II)
    • sentences with impersonal verbs; e.g., sembrare
    • sentences in conditional mood: present (affirmative and negative)
    • sentences in present subjunctive mood: affirmative and negative

    2Structured 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.

  • c. use, independently and consistently,3 the following grammatical elements: ...
  • Nouns
    • abstract; e.g., gioia
  • Pronouns
    • double object; e.g., me la, te la, gliela, ce la, ve la, la (verb) loro
    • indefinite; e.g., qualcuno, qualche
    • relative; e.g., a cui, del quale
  • Adjectives
    • noun–adjective agreement
    • adjective placement
    • comparative of equality; e.g., è alto come me
  • Verbs
    • present tense of sapere and conoscere
    • reflexive in the present and future
    • reflexive in the past (common)
    • subject + sto per + present infinitive to indicate “about to”
    • present gerund (-ando, -endo)
    • imperfect of verbs (common)
    • past conditional of verbs in -are, -ere, -ire; e.g., avrei cantato, sarei andato/a
    • present subjunctive of common verbs
  • Adverbs
    • adverbs of place; e.g., vicino, lontano
    • absolute superlative; e.g., benissimo, malissimo, moltissimo, pochissimo
  • Prepositions
    • compound; e.g., nel, del, al
  • Sentence Structure
    • comparative and superlative structures
    • sentences with reflexives
    • if clauses (type I)
    • complex sentences (coordinating, subordinating) in past, present and future

    3Independently 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..

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand a variety of lengthy oral texts on familiar topics, in guided and unguided situations
  • LC–2.2 oral production
  • a. produce a variety of lengthy oral texts on familiar topics, in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. converse with ease in familiar situations, both routine and nonroutine
LC–3 interpret and produce written texts
  • LC–3.1 written interpretation
  • a. understand a variety of lengthy written texts on familiar topics, in guided and unguided situations
  • LC–3.2 written production
  • a. produce a variety of lengthy written texts on familiar topics, in guided and unguided situations
  • LC–3.3 visual interpretation
  • a. examine and interpret a variety of visual media, in guided and unguided situations
  • LC–3.4 representation
  • a. explore a variety of techniques and conventions used to express meaning in visual media, in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. use the appropriate level of formality with a variety of people in a variety of contexts
  • LC–4.2 idiomatic expressions
  • a. use learned idiomatic expressions appropriately in a variety of situations
  • LC–4.3 variations in language
  • a. experiment with and use some variations in language
  • LC–4.4 social conventions
  • a. interpret and use a variety of social conventions in a variety of situations; e.g., at the bank, speaking with the doctor, at home
  • LC–4.5 nonverbal communication
  • a. interpret and use a variety of nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how the Italian language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. write paragraphs reflecting distinct ideas and link them into a coherent text
  • LC–5.2 text forms
  • a. use their knowledge of text forms to aid interpretation and enhance production of texts
  • LC–5.3 patterns of social interaction
  • a. use a wide range of social interaction patterns to deal with routine and nonroutine transactions and interactions
Global Citizenship (30-12Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Italian-speaking cultures
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. organize, analyze and evaluate information about Italian-speaking cultures from a variety of sources; e.g., personal experiences
  • b. identify and analyze the role of contemporary Italian-speaking cultures in global society
  • GC–1.2 applying cultural knowledge
  • a. apply knowledge of the role of the contemporary Italian-speaking cultures in global society to enhance interpersonal relations in a variety of contexts and to interpret texts
  • GC–1.3 diversity within Italian-speaking cultures
  • a. apply knowledge of the role of diverse elements of contemporary Italian-speaking cultures in global society to enhance interpersonal relations in a variety of contexts and to interpret texts
  • GC–1.4 valuing Italian-speaking cultures
  • a. analyze and identify the value of Italian-speaking cultures and the Italian language for the global society
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)
  • a. summarize ways in which their own language(s) and Italian are similar and different; e.g., aspects of language development, key linguistic features
  • GC–2.2 general language knowledge
  • a. identify elements of linguistic diversity and commonalities within families of languages and explore their implications for language learning
  • GC–2.3 awareness of own culture
  • a. identify the expressions of ethnocentric perspectives in their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. identify factors involved in intercultural competence and explore their implications for language learning
  • GC–2.5 valuing diversity
  • a. express empathy for fictional or real-life people whose behaviour reflects a different cultural background
  • GC–2.6 intercultural skills
  • a. manage intercultural communication
  • b. help members of different cultural and linguistic groups overcome conflicting perspectives
GC–3 personal and career opportunities
  • GC–3.1 Italian culture and language
  • a. explore applications of Italian language and culture in the global community
  • GC–3.2 cultural and linguistic diversity
  • a. explore applications of language and culture learning in the global community
Strategies (30-12Y)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. use cognitive, metacognitive and social/affective strategies appropriately and effectively to enhance language learning
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. use interactive, interpretive and productive strategies appropriately and effectively in a variety of situations to enhance language use
S–3 general learning
  • S–3.1 cognitive
  • a. use cognitive, metacognitive and social/affective strategies appropriately and effectively in a variety of situations to enhance general learning

See the Strategies Overview Section for examples of strategies.





Resources to support: