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

Students will

1.1 Discover and Explore

• express ideas
• 1. participate in a range of experiences
• consider others’ ideas
• 2. participate in a range of experiences and represent these experiences
• experiment with language
• 3. use a variety of forms to explore familiar events, ideas, and information
• express preferences
• 4. show enjoyment of an oral, print, visual, or multimedia text
• set goals
• 5. participate in teacher-led group reading and writing activities and demonstrate reading and writing behaviours

1.2 Clarify and Extend

• develop understanding
• 1. recognize connections between new experiences and prior knowledge
• explain opinions
• 2. explore new experiences and ideas
• combine ideas
• 3. group ideas and information to make sense
• extend understanding
• 4. demonstrate curiosity about new ideas and observations

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

Students will

2.1 Use Strategies and Cues

• prior knowledge
• 1. relate oral language texts to personal experiences
• comprehension strategies
• 2. anticipate meaning from familiar print, symbols, and images
• textual cues
• 3. recognize print, symbols, and images in context, and recognize their own name and personally familiar words
• cueing systems
• 4. recognize that text is organized in specific patterns and that text symbols represent sounds, words, or ideas

2.2 Respond to Texts

• experience various texts
• 1. participate in shared listening, reading, and viewing experiences, using texts from a variety of genres and cultural traditions
• connect self, texts, and culture
• 2. share personal experiences related to oral, print, visual, and multimedia texts
• appreciate the artistry of texts
• 3. share feelings evoked by oral, print, visual, and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. distinguish between what is real and imaginary in oral, print, visual, and multimedia forms and texts
• techniques and elements
• 2. develop a sense of story through listening, reading, and viewing experiences
• vocabulary
• 3. experiment with sounds, letters, words, and word patterns
• experiment with language
• 4. experiment with the sounds and rhythms of the Arabic language
• create original texts
• 5. imitate oral and visual texts

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

Students will

3.1 Plan and Focus

• personal knowledge and experience
• 1. demonstrate personal knowledge of a topic
• ask questions
• 2. ask basic questions to satisfy personal needs in the immediate classroom context
• participate in group inquiry
• 3. ask and answer basic questions
• create and follow a plan
• 4. listen to and follow simple directions in the classroom context

3.2 Select and Process

• identify personal and peer knowledge
• 1. identify themselves and others as sources of information
• identify sources
• 2. seek information from others in the classroom context
• evaluate sources
• 3. recognize when information provided answers their own questions or needs
• access information
• 4. use visual and auditory cues to understand ideas and information
• make sense of information
• 5. use prior knowledge to make sense of information

3.3 Organize, Record, and Assess

• organize information
• 1. categorize objects and visuals according to similarities and differences
• record information
• 2. represent and share information and ideas
• evaluate information
• 3. share information
• develop new understanding
• 4. participate in information-gathering experiences

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

Students will

4.1 Generate and Focus

• generate ideas
• 1. share or demonstrate ideas from personal experiences
• choose text forms
• 2. participate in shared oral, print, visual, and multimedia experiences
• organize ideas
• 3. recognize that ideas expressed in oral language can be represented and recorded

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. participate in the sharing of their own and others’ creations
• revise content
• 2. express lack of understanding
• enhance legibility
• 3. trace and copy letters and recognize letter keys on a keyboard
• enhance artistry
• 4. use familiar words to describe ideas
• enhance presentation
• 5. use visuals to express ideas, feelings, and information

4.3 Attend to Conventions

• grammar and usage
• 1. check for completeness of work, with guidance
• spelling
• 2. connect sounds with letters
• writing conventions
• 3. recognize some basic writing conventions and direction of print

4.4 Present and Share

• share ideas and information
• 1. use illustrations and other materials to share information and ideas
• effective oral and visual communication
• 2. express and represent ideas through various media and forms
• attentive listening and viewing
• 3. develop listening and viewing behaviours

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

Students will

5.1 Develop and Celebrate Community

• share and compare responses
• 1. represent and draw stories about themselves and their families
• relate texts to culture
• 2. listen actively to stories and demonstrate curiosity
• appreciate diversity
• 3. connect aspects of stories to personal feelings and experiences
• celebrate special occasions
• 4. contribute to group stories, using rhymes, rhythms, symbols, pictures, and drama to create and celebrate

5.2 Encourage, Support, and Work with Others

• cooperate with others
• 1. participate in group activities
• work in groups
• 2. show attentiveness in group activities
• use language to show respect
• 3. recognize variations in language use in the school context
• evaluate group process
• 4. help others and ask others for help

Students will acquire Arabic to understand and appreciate languages and use the Arabic language confidently and competently in a variety of situations for communication, personal satisfaction, and further learning.

Students will

6.1 Linguistic Elements

• sound–symbol system
• 1. listen to, identify, and begin to produce basic sounds of the Arabic language
• lexicon
• 2. repeat and recognize basic vocabulary and expressions used in daily situations in the immediate environment
• grammatical elements
• 3a. use, in modelled situations, ¹ the following grammatical elements:
• nouns − ألاسم
• long vowels − أحرف العلة
• short vowels/markers − الحركات
• verbs − الأفعال
• gender cases − المؤنث و المذكر

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.

• mechanical features
• 4. copy simple, basic mechanical features
• discourse features
• 5. imitate simple, basic discourse features in oral interactions in the immediate learning environment

6.2 Language Competence

• listening
• 1. listen and respond to basic phrases in the learning environment
• speaking
• 2. repeat and create simple, patterned, oral phrases in the learning environment
• reading
• 3. be familiar with all letters
• writing
• 4. copy and write letters
• viewing
• 5. view and respond to familiar events and simple representations in the learning environment
• representing
• 6. imitate simple representations of familiar ideas, events, and information

6.3 Sociocultural Context

• register
• 1. speak at a volume appropriate to classroom situations
• idiomatic expressions
• 2. imitate age-appropriate idiomatic expressions
• variations in language
• 3. experience a variety of voices
• social conventions
• 4. imitate simple routine social interactions
• non-verbal communication
• 5. imitate some common non-verbal behaviours used in Arabic-speaking cultures

6.4 Language Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance language learning
• metacognitive
• 2. use simple metacognitive strategies to enhance language learning
• social/affective
• 3. use simple social and affective strategies to enhance language learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.5 Language Use Strategies

• interactive
• 1. use simple interactive strategies to enhance language use
• interpretive
• 2. use simple interpretive strategies to enhance language use
• productive
• 3. use simple productive strategies to enhance language use

Examples of language use strategies are available in the Language Arts: Specific Language Component section.

6.6 General Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance general learning
• metacognitive
• 2. use simple metacognitive strategies to enhance general learning
• social/affective
• 3. use simple social and affective strategies to enhance general learning

Examples of general learning strategies are available in the Language Arts: Specific Language Component section.

Students will explore, understand, appreciate, and value Arabic cultures in Canada and the world for personal growth, enrichment, and satisfaction and for participating in and contributing to an interdependent and multicultural global society.

Students will

7.1 Self-identity

• explore self-identity
• 1. illustrate themselves and their families
• developing positive self-identity
• 2. recognize their own importance as a person
• valuing Arabic language and cultures
• 3. participate in Arabic language and cultural activities in the classroom and school
• valuing bilingualism/multiculturalism
• 4. participate in classroom and school cultural activities

7.2 Arabic Cultures

• historical elements
• 1. participate in activities and experiences that reflect traditional elements of Arabic cultures
• contemporary elements
• 2. participate in activities and experiences that reflect contemporary elements of Arabic cultures
• diversity
• 3. experience linguistic/cultural elements of diverse origins from within Arabic language and cultures
• change
• 4. participate in events marking changes in their lives and the lives of others

7.3 Building Community

• positive group membership
• 1. contribute to and cooperate in group activities
• appreciating diversity
• 2. recognize differences between themselves and peers
• appreciating similarity
• 3. recognize similarities between themselves and peers
• contributing to community
• 4. participate in and contribute to classroom activities

7.4 Global Citizenship

• responsible citizenship
• 1. demonstrate personal and social responsibility in the classroom
• interdependence
• 2. participate in tasks and activities with partners and in groups
• intercultural skills
• 3. follow rules in the classroom and school
• future opportunities
• 4. share or demonstrate personal strengths or achievements

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

Students will

1.1 Discover and Explore

• express ideas
• 1. express personal experiences and familiar events
• consider others’ ideas
• 2. listen to and acknowledge experiences and feelings shared by others
• experiment with language
• 3. use a variety of forms to explore and express familiar events, ideas, and information
• express preferences
• 4. express preferences for a variety of oral, print, visual, and multimedia texts
• set goals
• 5. participate in reading and writing activities

1.2 Clarify and Extend

• develop understanding
• 1. connect new experiences and information with prior knowledge
• explain opinions
• 2. represent new experiences and ideas
• combine ideas
• 3. group and organize ideas and information to make sense
• extend understanding
• 4. demonstrate curiosity about ideas and observations to make sense of experiences

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

Students will

2.1 Use Strategies and Cues

• prior knowledge
• 1. make simple connections between texts and personal experiences
• comprehension strategies
• 2. anticipate meaning from familiar print, symbols, images, and experiences, and revise understanding based on further information
• textual cues
• 3. use pictures and patterns to build understanding
• cueing systems
• 4. use syntactic, semantic, and graphophonic cues to construct and confirm meaning

2.2 Respond to Texts

• experience various texts
• 1. participate in shared listening, reading, and viewing experiences, using texts from a variety of genres and cultural traditions
• connect self, texts, and culture
• 2. share personal experiences related to oral, print, visual, and multimedia texts
• appreciate the artistry of texts
• 3. share feelings evoked by oral, print, visual, and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize different oral, print, visual, and multimedia forms and texts
• techniques and elements
• 2. represent the beginning, middle, and end of oral, print, visual, and multimedia texts
• vocabulary
• 3. experiment with parts of words, word combinations, and word patterns
• experiment with language
• 4. identify repetition, rhyme, and rhythm in shared language experiences
• create original texts
• 5. create simple oral and visual texts

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

Students will

3.1 Plan and Focus

• personal knowledge and experience
• 1. contribute personal knowledge of a topic to gather information
• ask questions
• 2. ask basic questions to satisfy personal curiosity and information needs
• participate in group inquiry
• 3. ask and answer basic questions to help satisfy group curiosity and information needs in the classroom
• create and follow a plan
• 4. actively listen to and follow directions for gathering information and ideas

3.2 Select and Process

• identify personal and peer knowledge
• 1. identify and share basic personal knowledge related to experiences
• identify sources
• 2. seek information from sources in the classroom context
• evaluate sources
• 3. recognize when information answers the questions asked
• access information
• 4. use visual and auditory cues to make meaning and understand that there is a specific organizational system for library materials
• make sense of information
• 5. use prior and new knowledge to make sense of information

3.3 Organize, Record, and Assess

• organize information
• 1. identify and categorize information according to similarities, differences, and sequences
• record information
• 2. represent and tell key facts and ideas in visual form or with words
• evaluate information
• 3. share information gathered on a specific topic
• develop new understanding
• 4. recall, share, and record information-gathering experiences in visual or text form

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

Students will

4.1 Generate and Focus

• generate ideas
• 1. contribute ideas from personal experiences for oral, print, visual, and multimedia texts
• choose text forms
• 2. share ideas and experiences, using simple text forms in the classroom context
• organize ideas
• 3. organize visuals and familiar print to express ideas and tell stories

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. talk about their own and others’ creations, using basic, common expressions
• revise content
• 2. ask basic questions to clarify meaning
• enhance legibility
• 3. form recognizable letters and use letters and basic keys on a keyboard
• enhance artistry
• 4. experiment with familiar words and simple sentence patterns
• enhance presentation
• 5. use familiar words with visuals to express ideas, feelings, and information

4.3 Attend to Conventions

• grammar and usage
• 1. check for completeness of work and add details, with guidance
• spelling
• 2. spell familiar words
• writing conventions
• 3. initiate simple writing conventions

4.4 Present and Share

• share ideas and information
• 1. use familiar words and ideas to give a brief presentation to a familiar audience
• effective oral and visual communication
• 2. share information and ideas with a group
• attentive listening and viewing
• 3. demonstrate active listening and viewing behaviours

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

Students will

5.1 Develop and Celebrate Community

• share and compare responses
• 1. tell and draw about themselves and their families
• relate texts to culture
• 2. listen to stories from oral, print, visual, and multimedia texts from various communities
• appreciate diversity
• 3. connect some aspects of stories and characters to personal feelings and experiences
• celebrate special occasions
• 4. share ideas and experiences through conversation, puppet plays, dramatic scenes, and songs

5.2 Encourage, Support, and Work with Others

• cooperate with others
• 1. work in partnerships and groups
• work in groups
• 2. take turns sharing information and ideas
• use language to show respect
• 3. show consideration for those whose ideas, abilities, and language use differ from their own
• evaluate group process
• 4. find ways to be helpful to others

Students will acquire Arabic to understand and appreciate languages and use the Arabic language confidently and competently in a variety of situations for communication, personal satisfaction, and further learning.

Students will

6.1 Linguistic Elements

• sound–symbol system
• 1. listen to, identify, and produce basic sounds of the Arabic language and connect sounds to the appropriate symbols
• lexicon
• 2. use simple vocabulary and expressions in daily situations
• grammatical elements
• 3a. use, in modelled situations, ¹ the following grammatical elements:
• short vowels/markers − الحركات
• long vowels − أحرف العلة
• gender cases (he/she) − المؤنث و المذكر ھو/ ھي
• definite article − ال التعریف
• joint/attached pronouns − الضمائر المتصلة في محل رفع ، نصب ، جر

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.

• 3b. use, in structured situations, ² the following grammatical elements:
• nouns − الاسم
• long vowels − أحرف العلة
• short vowels/ markers − الحركات
• verbs − الأفعال
• gender cases - المؤنث و المذكر

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.

• mechanical features
• 4. imitate and experiment with basic mechanical features
• discourse features
• 5. imitate and experiment with basic discourse features of the Arabic language in oral interactions in the immediate learning environment

6.2 Language Competence

• listening
• 1. listen to and understand simple oral sentences in the learning environment
• speaking
• 2. produce, orally, simple sentences in structured situations
• reading
• 3. recognize and read words and simple sentences in structured situations
• writing
• 4. write words and simple sentences in guided situations
• viewing
• 5. view and respond to familiar events and representations in the learning environment
• representing
• 6. create simple representations of familiar ideas, events, and information

6.3 Sociocultural Context

• register
• 1. respond to tone of voice
• idiomatic expressions
• 2. imitate age-appropriate idiomatic expressions
• variations in language
• 3. experience a variety of voices
• social conventions
• 4. use basic social expressions appropriate to the classroom
• non-verbal communication
• 5. imitate common non-verbal behaviours used in Arabic-speaking cultures

6.4 Language Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance language learning
• metacognitive
• 2. use simple metacognitive strategies to enhance language learning
• social/affective
• 3. use simple social and affective strategies to enhance language learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.5 Language Use Strategies

• interactive
• 1. use simple interactive strategies to enhance language use
• interpretive
• 2. use simple interpretive strategies to enhance language use
• productive
• 3. use simple productive strategies to enhance language use

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.6 General Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance general learning
• metacognitive
• 2. use simple metacognitive strategies to enhance general learning
• social/affective
• 3. use simple social and affective strategies to enhance general learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

Students will explore, understand, appreciate, and value Arabic cultures in Canada and the world for personal growth, enrichment, and satisfaction and for participating in and contributing to an interdependent and multicultural global society.

Students will

7.1 Self-identity

• explore self-identity
• 1. tell and draw about themselves and their families and appreciate their own uniqueness
• developing positive self-identity
• 2. accept their own importance as a person
• valuing Arabic language and cultures
• 3. participate in Arabic language and cultural activities and traditions
• valuing bilingualism/multiculturalism
• 4. participate in classroom, school, and community cultural activities

7.2 Arabic Cultures

• historical elements
• 1. participate in activities and experiences that reflect traditional elements of Arabic cultures
• contemporary elements
• 2. participate in activities and experiences that reflect contemporary elements of Arabic cultures
• diversity
• 3. experience linguistic/cultural elements of diverse origins from within Arabic language and cultures
• change
• 4. illustrate that change occurs in one’s immediate environment

7.3 Building Community

• positive group membership
• 1. develop a special awareness and concern for classmates
• appreciating diversity
• 2. recognize and appreciate differences between themselves and peers
• appreciating similarity
• 3. recognize and appreciate similarities between themselves and peers
• contributing to community
• 4. cooperate in and contribute to classroom and school activities

7.4 Global Citizenship

• responsible citizenship
• 1. demonstrate personal and social responsibility in the classroom and school
• interdependence
• 2. recognize their own and others’ contributions to a group
• intercultural skills
• 3. recognize that rules can be different for different people
• future opportunities
• 4. share or demonstrate personal strengths and areas for further development

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

Students will

1.1 Discover and Explore

• express ideas
• 1. make and talk about personal observations
• consider others’ ideas
• 2. listen and respond to others’ ideas and observations to help discover and explore personal understanding
• experiment with language
• 3. use a variety of forms to organize and give meaning to familiar experiences, ideas, and information
• express preferences
• 4. explain why an oral, print, visual, or multimedia text is a personal favourite
• set goals
• 5. choose to read and write

1.2 Clarify and Extend

• develop understanding
• 1. connect new information, ideas, and experiences with prior knowledge and experiences
• explain opinions
• 2. describe new experiences and understanding
• combine ideas
• 3. arrange ideas and information to make sense
• extend understanding
• 4. ask basic questions to make sense of experiences

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

Students will

2.1 Use Strategies and Cues

• prior knowledge
• 1. make connections among texts, prior knowledge, and personal experiences
• comprehension strategies
• 2. anticipate meaning, recognize relationships, and draw conclusions, and use a variety of strategies to confirm understanding
• textual cues
• 3. use pictures and patterns to construct meaning
• cueing systems
• 4. use syntactic, semantic, and graphophonic cues, with guidance, to construct and confirm word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. participate in shared listening, reading, and viewing experiences, using texts from a variety of genres and cultural traditions
• connect self, texts, and culture
• 2. share personal experiences related to oral, print, visual, and multimedia texts and represent the actions of people in texts
• appreciate the artistry of texts
• 3. identify the moods and feelings of people in oral, print, visual, and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize that information and ideas can be expressed in a variety of forms and texts
• techniques and elements
• 2. share the beginning, middle, and end of oral, print, visual, and multimedia texts
• vocabulary
• 3. explore commonalities in word families to increase vocabulary
• experiment with language
• 4. attend to the sounds of words, word combinations, and phrases in oral, print, visual, and multimedia texts
• create original texts
• 5. create simple texts to communicate a personal message

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

Students will

3.1 Plan and Focus

• personal knowledge and experience
• 1. record and share personal knowledge of a topic
• ask questions
• 2. ask questions to understand a topic, and identify information needs
• participate in group inquiry
• 3. ask and answer basic questions to help satisfy group curiosity and information needs on a specific topic
• create and follow a plan
• 4. recall and follow directions for gathering information and ideas

3.2 Select and Process

• identify personal and peer knowledge
• 1. participate in group discussion to generate information on a topic and to identify sources of additional information
• identify sources
• 2. use oral, print, visual, and multimedia texts to answer simple questions
• evaluate sources
• 3. compare gathered ideas and information to personal knowledge
• access information
• 4. use the specific library organizational system to locate information and ideas, use titles and pictures to locate information, and use visual and auditory cues to make meaning
• make sense of information
• 5. make connections among prior knowledge, ideas and information, and oral, print, visual, and multimedia text features

3.3 Organize, Record, and Assess

• organize information
• 1. categorize related information and ideas, using a variety of strategies
• record information
• 2. record key facts and ideas and identify titles and writers of sources
• evaluate information
• 3. use gathered information as a basis for communication
• develop new understanding
• 4. recall, discuss, and record information-gathering experiences

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

Students will

4.1 Generate and Focus

• generate ideas
• 1. generate and contribute, with support, simple ideas on particular topics for oral, print, visual, and multimedia texts
• choose forms
• 2. share ideas and experiences, using various text forms for particular audiences
• organize ideas
• 3. organize visuals and print to express ideas and tell stories

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. talk about their own and others’ creations, using common expressions
• revise content
• 2. ask questions to clarify meaning
• enhance legibility
• 3. strive for consistency in letter size and shape, write letters in the correct direction, and explore and use a keyboard to produce text
• enhance artistry
• 4. experiment with words and simple sentence patterns
• enhance presentation
• 5. combine illustrations and simple written texts to express ideas, feelings, and information

4.3 Attend to Conventions

• grammar and usage
• 1. check for completeness of work and add details, with guidance
• spelling
• 2. spell familiar words, using basic strategies and resources
• writing conventions
• 3. use basic writing conventions

4.4 Present and Share

• share ideas and information
• 1. share information and ideas on a topic with a familiar audience
• effective oral and visual communication
• 2. present information and ideas
• attentive listening and viewing
• 3. demonstrate attentive audience behaviours

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

Students will

5.1 Develop and Celebrate Community

• share and compare responses
• 1. tell, draw, and write about themselves and their families
• relate texts to culture
• 2. explore similarities among stories from oral, print, visual, and multimedia texts from various communities
• appreciate diversity
• 3. connect various aspects of stories and characters to personal feelings and experiences
• celebrate special occasions
• 4. participate in shared language experiences to celebrate individual and class achievements

5.2 Encourage, Support, and Work with Others

• cooperate with others
• 1. cooperate in small groups
• work in groups
• 2. contribute related ideas and information in whole-class and small-group activities
• use language to show respect
• 3. recognize that individuals adjust language use for different situations
• evaluate group process
• 4. acknowledge achievements of others

Students will acquire Arabic to understand and appreciate languages and use the Arabic language confidently and competently in a variety of situations for communication, personal satisfaction, and further learning.

Students will

6.1 Linguistic Elements

• sound–symbol system
• 1. competently use, orally and in writing, the Arabic alphabet
• lexicon
• 2. use vocabulary and expressions in a variety of contexts in the classroom and school environment
• grammatical elements
• 3a. use, in modelled situations, ¹ the following grammatical elements:
• verbs − الأفعال
• Tanween (various forms) − التنوین
• singular, plural, dual − مفرد، جمع، مثنى
• possessive pronouns (second person) − ضمائر ملكیة – المخاطب
• prepositions − حروف الجر

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.

• 3b. use, in structured situations, ² the following grammatical elements:
• short vowels/markers − الحركات
• long vowels − أحرف العلة
• gender cases (he/she) − المؤنث و المذكر ھو/ ھي
• definite article − ال التعریف
• joint/attached pronouns − الضمائر المتصلة في محل رفع ، نصب ، جر

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.

• 3c. use, independently and consistently, ³ the following grammatical elements:
• definite article − أداة التعریف
• nouns − ألاسم
• long vowels − أحرف العلة (ا، و، ي)
• short vowels/markers − الحركات
• verbs − الأفعال
• gender cases − المؤنث المذكر

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

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

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

6.2 Language Competence

• listening
• 1. listen to and understand simple oral sentences in a variety of familiar situations
• speaking
• 2. produce, spontaneously and with guidance, simple oral sentences in a variety of familiar situations
• reading
• 3. read sentences in structured situations
• writing
• 4. write simple sentences on familiar topics in guided situations
• viewing
• 5. view and respond to events and/or representations in the learning environment
• representing
• 6. use a variety of forms to create simple representations of ideas, events, and information

6.3 Sociocultural Context

• register
• 1. distinguish between formal and informal situations
• idiomatic expressions
• 2. use simple idiomatic expressions as set phrases
• variations in language
• 3. acknowledge individual differences in speech
• social conventions
• 4. use basic politeness conventions
• non-verbal communication
• 5. experiment with using some simple non-verbal means of communication

6.4 Language Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance language learning
• metacognitive
• 2. use simple metacognitive strategies to enhance language learning
• social/affective
• 3. use simple social and affective strategies to enhance language learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.5 Language Use Strategies

• interactive
• 1. use simple interactive strategies to enhance language use
• interpretive
• 2. use simple interpretive strategies to enhance language use
• productive
• 3. use simple productive strategies to enhance language use

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.6 General Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance general learning
• metacognitive
• 2. use simple metacognitive strategies to enhance general learning
• social/affective
• 3. use simple social and affective strategies to enhance general learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

Students will explore, understand, appreciate, and value Arabic cultures in Canada and the world for personal growth, enrichment, and satisfaction and for participating in and contributing to an interdependent and multicultural global society.

Students will

7.1 Self-identity

• explore self-identity
• 1. communicate about themselves and their families and appreciate their own uniqueness
• developing positive self-identity
• 2. identify their own place and importance in the home and at school
• valuing Arabic language and cultures
• 3. participate in and appreciate Arabic language and cultural activities and traditions
• valuing bilingualism/multiculturalism
• 4. recognize benefits of a bilingual/multicultural education

7.2 Arabic Cultures

• historical elements
• 1. reflect upon activities and experiences that illustrate traditional elements of Arabic cultures
• contemporary elements
• 2. reflect upon activities and experiences that illustrate contemporary elements of Arabic cultures
• diversity
• 3. recognize diverse elements of Arabic language, dialects, and cultures in school and/or the local community
• change
• 4. illustrate and tell about changes that occur in one’s immediate environment

7.3 Building Community

• positive group membership
• 1. practise consideration for others
• appreciating diversity
• 2. explore diversity in the family, school, and community
• appreciating similarity
• 3. explore similarities between themselves and others
• contributing to community
• 4. participate cooperatively in group activities by contributing ideas and supporting others

7.4 Global Citizenship

• responsible citizenship
• 1. demonstrate personal and social responsibility in the classroom, school, and community
• interdependence
• 2. recognize the benefits of working with a partner or within a group and learn that they affect and are affected by the actions of others
• intercultural skills
• 3. identify and describe causes of conflict in the classroom
• future opportunities
• 4. identify personal strengths and areas for improvement

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

Students will

1.1 Discover and Explore

• express ideas
• 1. describe personal observations, experiences, and feelings
• consider others’ ideas
• 2. consider others’ ideas and observations and compare them with their own to discover and explore personal understanding
• experiment with language
• 3. explore and experiment with a variety of simple forms to express feelings, experiences, and events
• express preferences
• 4. collect and share favourite oral, print, visual, and multimedia texts
• set goals
• 5. develop a sense of themselves as readers, writers, and illustrators in Arabic

1.2 Clarify and Extend

• develop understanding
• 1. describe how new experiences, ideas, and information connect to prior knowledge and experiences
• explain opinions
• 2. explain new experiences and concepts
• combine ideas
• 3. arrange ideas and information in more than one way to make sense for themselves and others
• extend understanding
• 4. reflect on ideas and ask basic questions to clarify and extend understanding

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

Students will

2.1 Use Strategies and Cues

• prior knowledge
• 1. make connections among a variety of texts, prior knowledge, and personal experiences
• comprehension strategies
• 2. use comprehension strategies appropriate to the type of text and purpose
• textual cues
• 3. use textual cues to build understanding
• cueing systems
• 4. use syntactic, semantic, and graphophonic cues to construct and confirm word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. participate in listening, reading, and viewing experiences, using texts from a variety of genres and cultural traditions
• connect self, texts, and culture
• 2. share personal experiences related to oral, print, visual, and multimedia texts and identify choices that people make in texts
• appreciate the artistry of texts
• 3. identify basic words that form mental images and create mood in oral, print, visual, and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize the distinguishing features of a variety of forms and texts
• techniques and elements
• 2. identify the sequence of events, the time and place in which they occur, and the main characters in oral, print, visual, and multimedia texts
• vocabulary
• 3. use knowledge of commonalities in word families to increase vocabulary
• experiment with language
• 4. identify examples of repeated sounds and poetic effects that contribute to enjoyment and recognize simple humour in oral, print, visual, and multimedia texts
• create original texts
• 5. create texts to communicate a personal message

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

Students will

3.1 Plan and Focus

• personal knowledge and experience
• 1. identify and categorize personal knowledge of a topic
• ask questions
• 2. ask topic-appropriate questions and identify and communicate information needs
• participate in group inquiry
• 3. contribute knowledge of a topic in group discussion to assist in group understanding of a topic or task
• create and follow a plan
• 4. recall and follow a plan for accessing and gathering information

3.2 Select and Process

• identify personal and peer knowledge
• 1. record and share personal knowledge of a topic
• identify sources
• 2. access information using a variety of sources
• evaluate sources
• 3. match information to inquiry or research needs
• access information
• 4. use knowledge of visual and auditory cues and research methods to locate and gather information and ideas
• make sense of information
• 5. make connections among prior knowledge, ideas and information, and oral, print, visual, and multimedia text features

3.3 Organize, Record, and Assess

• organize information
• 1. organize and explain information and ideas, using a variety of strategies
• record information
• 2. record key facts and ideas in their own words and list authors and titles of sources
• evaluate information
• 3. examine gathered information to decide what information to share or omit
• develop new understanding
• 4. use gathered information to review and add to knowledge

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

Students will

4.1 Generate and Focus

• generate ideas
• 1. generate and contribute ideas on particular topics for oral, print, visual, and multimedia texts
• choose text forms
• 2. use a variety of text forms for particular audiences and purposes
• organize ideas
• 3. order ideas to create a beginning, middle, and end in their own oral, print, visual, and multimedia texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own stories and creations with peers and respond to basic questions or comments
• revise content
• 2. retell to clarify ideas
• enhance legibility
• 3. write legibly, developing a personal style, and space words appropriately
• enhance artistry
• 4. experiment with words and simple sentence patterns to communicate ideas
• enhance presentation
• 5. combine illustrations and written texts to express ideas, feelings, and information

4.3 Attend to Conventions

• grammar and usage
• 1. edit for complete sentences, with guidance
• spelling
• 2. spell familiar words, using a variety of strategies and resources
• writing conventions
• 3. use basic writing conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. share information and ideas on a topic with a familiar audience and clarify information by responding to questions
• effective oral and visual communication
• 2. present information and ideas in an appropriate form
• attentive listening and viewing
• 3. demonstrate appropriate audience behaviours

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

Students will

5.1 Develop and Celebrate Community

• share and compare responses
• 1. tell, draw, and write about themselves, their families, and their community
• relate texts to culture
• 2. examine ideas within stories from oral, print, visual, and multimedia texts from various communities
• appreciate diversity
• 3. connect situations portrayed in oral, print, visual, and multimedia texts to personal experiences
• celebrate special occasions
• 4. acknowledge and celebrate individual and class achievements

5.2 Encourage, Support, and Work with Others

• cooperate with others
• 1. cooperate in a variety of partnership and group structures
• work in groups
• 2. ask others for their ideas and express interest in their contributions
• use language to show respect
• 3. adjust their own language use for different situations
• evaluate group process
• 4. explain how class members help each other

Students will acquire Arabic to understand and appreciate languages and use the Arabic language confidently and competently in a variety of situations for communication, personal satisfaction, and further learning.

Students will

6.1 Linguistic Elements

• sound–symbol system
• 1. accurately use the Arabic alphabet, orally and in writing
• lexicon
• 2. use vocabulary and expressions appropriately in various situations in the classroom and school environment
• grammatical elements
• 3a. use, in modelled situations, ¹ the following grammatical elements:
• subject pronouns − الضمائر الشخصیة
• demonstratives − أسماء الاشارة
• antonyms, synonyms - المضاد و المرادفات
• interrogatives − أدوات الإستفھام
• plural masculine regular − جمع المذكر السالم
• joint/attached pronouns − الضمائر المتصلة في محل رفع/ نصب/ جر

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.

• 3b. use, in structured situations, ² the following grammatical elements:
• verbs − الأفعال
• Tanween (various forms) − التنوین
• singular, plural, dual − مفرد، جمع، مثنى
• joint/attached pronouns − الضمائر المتصلة في محل رفع ، نصب ، جر
• prepositions − حروف الجر

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.

• 3c. use, independently and consistently, ³ the following grammatical elements:
• short vowels/markers − الحركات
• long vowels − أحرف العلة
• gender cases (he/she) − المؤنث و المذكر ھو/ ھي
• definite article − ال التعریف
• joint/attached pronouns − الضمائر المتصلة في محل رفع ، نصب ، جر
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.

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

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

6.2 Language Competence

• listening
• 1. listen to and understand a series of oral sentences or a short oral presentation on a familiar topic in structured situations
• speaking
• 2. orally produce, either spontaneously or with guidance, a series of interrelated ideas on a familiar topic
• reading
• 3. read a series of sentences or a short text on a familiar topic in structured situations
• writing
• 4. write, spontaneously or with guidance, a simple text on a familiar topic in structured situations
• viewing
• 5. view and understand a variety of events and representations in the learning environment
• representing
• 6. use a variety of forms to create representations of ideas, events, and information

6.3 Sociocultural Context

• register
• 1. recognize that some topics, words, or intonations are inappropriate in certain contexts
• idiomatic expressions
• 2. use a variety of simple idiomatic expressions as set phrases
• variations in language
• 3. accept individual differences in speech
• social conventions
• 4. use appropriate oral forms of address for people frequently encountered
• non-verbal communication
• 5. use some simple non-verbal means of communication

6.4 Language Learning Strategies

• cognitive
• 1. use a variety of simple cognitive strategies to enhance language learning
• metacognitive
• 2. use a variety of simple metacognitive strategies to enhance language learning
• social/affective
• 3. use a variety of simple social and affective strategies to enhance language learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.5 Language Use Strategies

• interactive
• 1. use a variety of simple interactive strategies to enhance language use
• interpretive
• 2. use a variety of simple interpretive strategies to enhance language use
• productive
• 3. use a variety of simple productive strategies to enhance language use

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.6 General Learning Strategies

• cognitive
• 1. use simple cognitive strategies to enhance general learning
• metacognitive
• 2. use simple metacognitive strategies to enhance general learning
• social/affective
• 3. use simple social and affective strategies to enhance general learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

Students will explore, understand, appreciate, and value Arabic cultures in Canada and the world for personal growth, enrichment, and satisfaction and for participating in and contributing to an interdependent and multicultural global society.

Students will

7.1 Self-identity

• explore self-identity
• 1. express their own self-concept and compare this to how others perceive them
• developing positive self-identity
• 2. recognize their own strengths and abilities
• valuing Arabic language and cultures
• 3. recognize, participate in, and appreciate various elements of Arabic language and cultures
• valuing bilingualism/multiculturalism
• 4. appreciate the value and significance of a bilingual/multicultural education

7.2 Arabic Cultures

• historical elements
• 1. explore and share activities and experiences that reflect traditional elements of Arabic cultures
• contemporary elements
• 2. explore and share activities and experiences that reflect contemporary elements of Arabic cultures
• diversity
• 3. identify diverse elements of Arabic language and cultures in school and/or the local community
• change
• 4. gather information to demonstrate change within Arabic language and cultures

7.3 Building Community

• positive group membership
• 1. experience that helping others is rewarding
• appreciating diversity
• 2. explore diversity in the classroom, school, and local community and reflect on its personal significance
• appreciating similarity
• 3. explore similarities among members of the immediate community and reflect on the personal significance of this
• contributing to community
• 4. participate cooperatively in daily classroom duties and support peers and classmates

7.4 Global Citizenship

• responsible citizenship
• 1. recognize that growing up involves making decisions and accepting consequences
• interdependence
• 2. identify the advantages and disadvantages of working collaboratively with a partner or group
• intercultural skills
• 3. explore ways to resolve interpersonal conflict
• future opportunities
• 4. identify personal strengths and areas for improvement and set personal goals

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

Students will

1.1 Discover and Explore

• express ideas
• 1. describe and reflect upon personal observations and experiences to reach tentative conclusions
• consider others’ ideas
• 2. explore connections between a variety of ideas and responses
• experiment with language
• 3. explore a variety of forms of expression for particular personal purposes
• express preferences
• 4. collect and explain preferences for particular forms of oral, print, visual, and multimedia texts
• set goals
• 5. identify areas of personal accomplishment in language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. reflect on prior knowledge to construct meaning in different contexts
• explain opinions
• 2. express new concepts in their own words
• combine ideas
• 3. organize ideas and information in ways that clarify and shape understanding
• extend understanding
• 4. ask basic questions to clarify information and develop new understanding

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

Students will

2.1 Use Strategies and Cues

• prior knowledge
• 1. make and record connections among personal experiences, prior knowledge, and a variety of texts
• comprehension strategies
• 2. make and confirm or reject predictions based on textual information and reread to confirm understanding
• textual cues
• 3. use textual cues to construct meaning
• cueing systems
• 4. use syntactic, semantic, and graphophonic cueing systems to construct and confirm meaning

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions
• connect self, texts, and culture
• 2. identify similarities and differences between personal experiences and the experiences of people from various cultures portrayed in oral, print, visual, and multimedia texts
• appreciate the artistry of texts
• 3. identify mood evoked by oral, print, visual, and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. distinguish similarities and differences among various oral, print, visual, and multimedia forms and texts
• techniques and elements
• 2. explain connections between events and the roles of main characters in oral, print, visual, and multimedia texts
• vocabulary
• 3. build knowledge of word patterns
• experiment with language
• 4. recognize how words and word combinations influence or convey meaning, and recognize that exaggeration can be used to convey humour
• create original texts
• 5. create original texts to communicate and use basic forms and techniques

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

Students will

3.1 Plan and Focus

• personal knowledge and experience
• 1. categorize personal knowledge of a topic to determine information needed
• ask questions
• 2. ask general and specific questions to identify information needs
• participate in group inquiry
• 3. identify personal knowledge of a topic and possible categories of questions and purposes for group inquiry or research
• create and follow a plan
• 4. gather and record information and ideas, using a plan

3.2 Select and Process

• identify personal and peer knowledge
• 1. record and share personal knowledge of a topic to focus inquiry or research
• identify sources
• 2. use a variety of sources to access information
• evaluate sources
• 3. review information to determine its relevance to inquiry or research needs
• access information
• 4. use knowledge of a variety of visual and auditory cues and organizational devices to locate and gather information and ideas
• make sense of information
• 5. determine main and supporting ideas, using prior knowledge, predictions, connections, inferences, and visual and auditory cues

3.3 Organize, Record, and Assess

• organize information
• 1. organize information and ideas in logical sequences, using a variety of strategies
• record information
• 2. record facts and ideas, using a variety of strategies, and list authors and titles of sources
• evaluate information
• 3. examine collected information to identify aspects of a topic that need more information
• develop new understanding
• 4. use gathered information and questions to review and add to knowledge and consider new questions regarding the research process and content

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

Students will

4.1 Generate and Focus

• generate ideas
• 1. generate and contribute ideas on particular topics for oral, print, visual, and multimedia texts
• choose text forms
• 2. use a variety of text forms for a particular audience and purpose
• organize ideas
• 3. develop and arrange ideas in their own oral, print, visual, and multimedia texts, using organizers

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own stories and creations in various ways and obtain feedback from others
• revise content
• 2. revise to focus on main ideas and relevant information
• enhance legibility
• 3. write legibly, using a handwriting style that is consistent in alignment, shape, and spacing, and experiment with the use of templates and familiar software when composing and revising
• enhance artistry
• 4. select from a range of word choices and use simple sentence patterns to communicate ideas and information
• enhance presentation
• 5. prepare neat and organized compositions, reports, and charts that engage the audience

4.3 Attend to Conventions

• grammar and usage
• 1. edit for complete sentences and to eliminate unnecessary repetition of words
• spelling
• 2. identify spelling conventions, using a variety of strategies and resources, and spelling patterns when editing and proofreading
• writing conventions
• 3. use basic writing conventions correctly when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. present information and ideas on a topic to engage a familiar audience
• effective oral and visual communication
• 2. describe and explain information and ideas to a particular audience and select and use appropriate volume, intonation, and non-verbal cues
• attentive listening and viewing
• 3. demonstrate appropriate audience behaviours

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

Students will

5.1 Develop and Celebrate Community

• share and compare responses
• 1. understand relationships between their own and others’ ideas and experiences
• relate texts to culture
• 2. discuss ideas within stories from oral, print, visual, and multimedia texts from various communities
• appreciate diversity
• 3. connect actions and behaviours of individuals in oral, print, visual, and multimedia texts to personal experiences
• celebrate special occasions
• 4. use appropriate language when participating in classroom and school activities

5.2 Encourage, Support, and Work with Others

• cooperate with others
• 1. appreciate that everyone in a group has to work together to achieve group tasks, and act accordingly
• work in groups
• 2. take roles and share responsibilities as group members
• use language to show respect
• 3. appreciate variations in language use in a variety of contexts in the immediate community
• evaluate group process
• 4. show appreciation and offer constructive feedback to peers, and seek support from group members

Students will acquire Arabic to understand and appreciate languages and use the Arabic language confidently and competently in a variety of situations for communication, personal satisfaction, and further learning.

Students will

6.1 Linguistic Elements

• sound–symbol system
• 1. accurately apply knowledge of the Arabic alphabet to a variety of contexts, orally and in reading and writing
• lexicon
• 2. use vocabulary and expressions appropriately in a variety of classroom and school contexts and experiment with vocabulary and expressions in community contexts
• grammatical elements
• 3a. recognize and use, in modelled situations, ¹ the following grammatical elements:
• simple sentence structure (components) − تكوین جملة مفیدة (المكونات)
• verb tenses (present, past, imperative) − فعل مضارع، ماضي، أمر
• agreement of subject and predicate − مبتدأ و خبر
• verb suffixes, noun suffixes − تصریف الافعال
• plural masculine regular − جمع المذكر السالم

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.

• 3b. use, in structured situations, ² the following grammatical elements:
• prepositions − حروف الجر
• subject pronouns − ضمائر الشخصیة
• demonstratives − أسماء الاشارة
• antonyms, synonyms − المضاد أو العكس و المرادف
• interrogatives − أدوات الإستفھام
• possessive pronouns (third party) − ضمائر ملكیة - الغائب

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.

• 3c. use, independently and consistently, ³ the following grammatical elements:
• verbs − الأفعال
• Tanween (various forms) − التنوین
• singular, plural, dual − مفرد، جمع، مثنى
• possessive pronouns (second person) − ضمائر ملكیة – المخاطب
• prepositions − حروف الجر
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.

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

• mechanical features
• 4. use basic mechanical features correctly and explore their use for effect
• discourse features
• 5. use basic discourse features in oral, print, visual, and multimedia texts and explore their use for effect

6.2 Language Competence

• listening
• 1. listen to and understand a short oral or multimedia presentation on a familiar topic in structured and unstructured situations
• speaking
• 2. produce, spontaneously and/or with guidance, a short oral presentation on a familiar topic in a structured situation
• reading
• 3. read and identify the main idea of simple texts dealing with familiar topics in structured and unstructured situations
• writing
• 4. produce, with guidance, simple written texts on familiar topics in structured situations
• viewing
• 5. view and understand a variety of events and/or representations outside of the learning environment
• representing
• 6. create multiple representations of the same familiar ideas, events, and/or information

6.3 Sociocultural Context

• register
• 1. experiment with formal and informal uses of language in familiar contexts
• idiomatic expressions
• 2. use learned idiomatic expressions in new contexts
• variations in language
• 3. experience common regional variations in language
• social conventions
• 4. use politeness conventions and recognize verbal behaviours that are impolite
• non-verbal communication
• 5. use appropriate non-verbal behaviours in familiar contexts

6.4 Language Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance language learning
• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance language learning
• social/affective
• 3. identify and use a variety of social and affective strategies to enhance language learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.5 Language Use Strategies

• interactive
• 1. identify and use a variety of interactive strategies to enhance language use
• interpretive
• 2. identify and use a variety of interpretive strategies to enhance language use
• productive
• 3. identify and use a variety of productive strategies to enhance language use

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.6 General Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance general learning
• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance general learning
• social/affective
• 3. identify and use a variety of social and affective strategies to enhance general learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

Students will explore, understand, appreciate, and value Arabic cultures in Canada and the world for personal growth, enrichment, and satisfaction and for participating in and contributing to an interdependent and multicultural global society.

Students will

7.1 Self-identity

• explore self-identity
• 1. explore the various sources of information for development of their self-concept
• developing positive self-identity
• 2. recognize that respect for themselves is essential and that self-concept is determined by external and internal forces
• valuing Arabic language and cultures
• 3. recognize, appreciate, and express various elements of Arabic language and cultures
• valuing bilingualism/multiculturalism
• 4. participate in activities that promote and celebrate the bilingual/multicultural education experience

7.2 Arabic Cultures

• historical elements
• 1. identify how people’s actions and lifestyles change to accommodate the changing needs of people
• contemporary elements
• 2. explore elements in the immediate environment that reflect contemporary features of Arabic language and cultures in the local community
• diversity
• 3. explore diversity of Arabic language and cultures in the immediate environment and at the provincial level
• change
• 4. explore and reflect on change within their own families and cultural communities to accommodate lifestyle changes

7.3 Building Community

• positive group membership
• 1. encourage and support classmates and schoolmates
• appreciating diversity
• 2. explore diversity in the immediate and local community and reflect on its personal significance
• appreciating similarity
• 3. explore similarities among members in the local community and reflect on the personal significance of this
• contributing to community
• 4. demonstrate a desire to assist others and contribute for personal satisfaction

7.4 Global Citizenship

• responsible citizenship
• 1. respect the feelings, rights, and property of others and accept responsibility for their own actions
• interdependence
• 2. recognize the effects of their actions on others and recognize that people must depend on others to meet their basic needs
• intercultural skills
• 3. examine the rights and responsibilities of the individual
• future opportunities
• 4. identify personal strengths and areas for improvement and establish personal goals and action plans

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

Students will

1.1 Discover and Explore

• express ideas
• 1. use personal experiences as a basis for exploring and expressing opinions and understanding
• consider others’ ideas
• 2. seek others’ viewpoints to build on personal responses and understanding
• experiment with language
• 3. explore and experiment with a variety of forms of expression for personal purposes
• express preferences
• 4. review collections of favourite oral, print, visual, and multimedia texts and express a preference
• set goals
• 5. identify and discuss areas of personal accomplishment and areas for enhancement in language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. reflect on prior knowledge and experiences to arrive at new understanding
• explain opinions
• 2. express personal viewpoints
• combine ideas
• 3. experiment with arranging ideas and information in a variety of ways to clarify understanding
• extend understanding
• 4. ask questions to clarify information and develop new understanding

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

Students will

2.1 Use Strategies and Cues

• prior knowledge
• 1. make and record connections among personal experiences, prior knowledge, and a variety of texts
• comprehension strategies
• 2. use a variety of comprehension strategies to confirm understanding and self-correct
• textual cues
• 3. use textual cues, with guidance, to construct and confirm meaning
• cueing systems
• 4. use syntactic, semantic, and graphophonic cueing systems to construct and confirm meaning, and use a dictionary, with guidance, to determine word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions for specific purposes
• connect self, texts, and culture
• 2. identify and describe similarities and differences between personal experiences and the experiences of people from various cultures portrayed in oral, print, visual, and multimedia texts
• appreciate the artistry of texts
• 3. identify descriptive and figurative language in oral, print, visual, and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. compare a variety of oral, print, visual, and multimedia forms and texts
• techniques and elements
• 2. identify key elements, including plot, setting, and characterization, and techniques in oral, print, visual, and multimedia texts
• vocabulary
• 3. expand knowledge of words and word relationships, using a variety of sources
• experiment with language
• 4. recognize how words and word combinations influence or convey meaning, and identify ways in which exaggeration is used to convey humour
• create original texts
• 5. create original texts, using appropriate forms and techniques

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

Students will

3.1 Plan and Focus

• personal knowledge and experience
• 1. summarize personal knowledge of a topic to determine information needed
• ask questions
• 2. formulate general and specific questions to identify information needs
• participate in group inquiry
• 3. share relevant personal knowledge of a selected topic to help formulate relevant questions and purposes for group inquiry or research
• create and follow a plan
• 4. select and use a plan for gathering information

3.2 Select and Process

• identify personal and peer knowledge
• 1. record, select, and share personal knowledge of a topic to focus inquiry or research
• identify sources
• 2. select a variety of sources to access information
• evaluate sources
• 3. review information to determine its usefulness to inquiry or research needs
• access information
• 4. use a variety of tools to access information and ideas and use visual and auditory cues to identify important information
• make sense of information
• 5. recognize organizational patterns of oral, print, visual, and multimedia texts to gather ideas and information, and skim, scan, and listen for key words and phrases

3.3 Organize, Record, and Assess

• organize information
• 1. organize information and ideas into categories, using a variety of strategies
• record information
• 2. make notes of key words, phrases, and images by subtopics and cite authors and titles of sources appropriately
• evaluate information
• 3. recognize gaps in the information gathered and locate additional information
• develop new understanding
• 4. determine information needed during the inquiry or research process and discuss and assess inquiry or research experiences and skills

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

Students will

4.1 Generate and Focus

• generate ideas
• 1. generate ideas and focus on a particular topic for oral, print, visual, and multimedia texts, using some strategies
• choose text forms
• 2. use a variety of text forms for a particular audience and purpose
• organize ideas
• 3. develop and arrange ideas in their own oral, print, visual, and multimedia texts, using a variety of organizers

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own stories and creations in various ways and give support and offer feedback to peers
• revise content
• 2. revise to create an interesting impression and check for sequence of ideas
• enhance legibility
• 3. write legibly and use word processing when composing and revising
• enhance artistry
• 4. choose descriptive language and sentence patterns to clarify and enhance ideas
• enhance presentation
• 5. prepare organized compositions and reports, using visuals (or other forms such as graphs, charts, diagrams, multimedia, photos, slide shows) that engage the audience

4.3 Attend to Conventions

• grammar and usage
• 1. edit for complete and correct sentences
• spelling
• 2. practise spelling conventions, using a variety of spelling patterns when editing and proofreading, and predict the spelling of unfamiliar words, using a variety of resources to confirm correctness
• writing conventions
• 3. use writing conventions and apply these conventions when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. prepare and share information on a topic to engage and inform a familiar audience
• effective oral and visual communication
• 2. use gestures and facial expression to enhance oral presentations, use emphasis and appropriate pacing, and arrange presentation space to focus audience attention
• attentive listening and viewing
• 3. show respect for the presenter through active listening and viewing behaviours

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

Students will

5.1 Develop and Celebrate Community

• share and compare responses
• 1. acknowledge differing responses to common experiences
• relate texts to culture
• 2. discuss ideas, events, and figures within stories from oral, print, visual, and multimedia texts from various communities
• appreciate diversity
• 3. connect the ways individuals are portrayed in oral, print, visual, and multimedia texts to personal experience
• celebrate special occasions
• 4. select and use language to recognize and honour people and events

5.2 Encourage, Support, and Work with Others

• cooperate with others
• 1. distinguish between on-task and off-task ideas and behaviours in a group and stay on task
• work in groups
• 2. assume the responsibilities for various group roles
• use language to show respect
• 3. demonstrate sensitivity to appropriate language use when communicating orally
• evaluate group process
• 4. assess group process, using checklists, and determine areas for development

Students will acquire Arabic to understand and appreciate languages and use the Arabic language confidently and competently in a variety of situations for communication, personal satisfaction, and further learning.

Students will

6.1 Linguistic Elements

• sound–symbol system
• 1. accurately apply knowledge of the Arabic alphabet in unfamiliar contexts, orally and in reading and writing
• lexicon
• 2. use vocabulary and expressions appropriately in a variety of classroom, school, and community contexts
• grammatical elements
• 3a. recognize and use, in modelled situations, ¹ the following grammatical elements:
• conjunctions − حروف الوصل
• adverbs − الحال
• negative forms − صیغ النفي
• affirmative and negative sentences − الجمل المثبتة والمنفیة
• plural feminine regular − جمع المؤنث السالم

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.

• 3b. use, in structured situations, ² the following grammatical elements:
• simple sentence structure (components) − تكوین جملة مفیدة (المكونات)
• verb tenses (present, past, imperative) − فعل مضارع، ماضي، أمر
• agreement of subject and predicate − مبتدأ و خبر
• verb suffixes, noun suffixes − تصریف الأفعال والأسماء
• plural masculine regular − جمع المذكر السالم

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.

• 3c. use, independently and consistently, ³ the following grammatical elements:
• prepositions − حروف الجر
• subject pronouns − ضمائر الشخصیة
• demonstratives − أسماء الاشارة
• antonyms, synonyms − العكس و المرادف
• interrogatives − أدوات الإستفھام
• possessive pronouns (third party) − ضمائر ملكیة - الغائب

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.

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

• mechanical features
• 4. use basic mechanical features correctly and explore these features for effect
• discourse features
• 5. use basic discourse features in oral, print, visual, and multimedia texts and, with guidance, apply these features for effect

6.2 Language Competence

• listening
• 1. listen to and understand the main points of an oral or multimedia presentation on a familiar topic in structured and unstructured situations
• speaking
• 2. produce a prepared or spontaneous oral presentation on a familiar topic in a structured situation
• reading
• 3. read and identify the main idea and supporting details of short texts dealing with familiar topics in structured situations
• writing
• 4. produce, spontaneously or with guidance, written texts on familiar topics in structured situations
• viewing
• 5. view and understand a series of simple events and/or representations
• representing
• 6. create multiple representations of the same ideas, events, and/or information

6.3 Sociocultural Context

• register
• 1. use formal and informal language in familiar situations
• idiomatic expressions
• 2. use learned idiomatic expressions to enhance communication
• variations in language
• 3. experience a variety of accents and variations in speech
• social conventions
• 4. use simple social conventions in informal conversations
• non-verbal communication
• 5. use appropriate non-verbal behaviours in a variety of familiar contexts

6.4 Language Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance language learning
• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance language learning
• social/affective
• 3. identify and use a variety of social and affective strategies to enhance language learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.5 Language Use Strategies

• interactive
• 1. identify and use a variety of interactive strategies to enhance language use
• interpretive
• 2. identify and use a variety of interpretive strategies to enhance language use
• productive
• 3. identify and use a variety of productive strategies to enhance language use

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.6 General Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance general learning
• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance general learning
• social/affective
• 3. identify and use a variety of social and affective strategies to enhance general learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

Students will explore, understand, appreciate, and value Arabic cultures in Canada and the world for personal growth, enrichment, and satisfaction and for participating in and contributing to an interdependent and multicultural global society.

Students will

7.1 Self-identity

• explore self-identity
• 1. identify influences on development of their self-concept and self-identity
• developing positive self-identity
• 2. recognize that individuals change in many ways and that self-perception can change over time and depending on one’s context
• valuing Arabic language and cultures
• 3. identify the lifelong benefits and contributions to themselves of Arabic language and cultures
• valuing bilingualism/multiculturalism
• 4. recognize the uniqueness of bilingual/multicultural education in a Canadian context

7.2 Arabic Cultures

• historical elements
• 1. explore key historical elements, events, figures, and developments of the Arabic language and cultures
• contemporary elements
• 2. explore key contemporary elements, events, figures, and developments of Arabic language and cultures
• diversity
• 3. explore diversity of Arabic language and cultures in Canada
• change
• 4. explore and reflect on change in Arabic language and cultures within Canada

7.3 Building Community

• positive group membership
• 1. develop skills that promote open, authentic relationships with others in the class and in the school
• appreciating diversity
• 2. explore, compare, and reflect on the personal significance of diversity in Canada
• appreciating similarity
• 3. explore, compare, and reflect on common human needs and experiences of Canadians
• contributing to community
• 4. demonstrate concern for the quality of their work in and out of school

7.4 Global Citizenship

• responsible citizenship
• 1. recognize the positive and negative consequences of their actions and demonstrate honesty and reliability in a variety of situations
• interdependence
• 2. examine the role of the individual in group activities and reflect on the effectiveness of their own contributions
• intercultural skills
• 3. recognize and respect individual differences and recognize the worth of every individual
• future opportunities
• 4. identify individual strengths and areas for further development and establish personal goals and action plans

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

Students will

1.1 Discover and Explore

• express ideas
• 1. ask questions to gain understanding and share personal responses
• consider others’ ideas
• 2. consider others’ ideas and viewpoints
• experiment with language
• 3. explore and experiment with a variety of forms of expression for personal purposes
• express preferences
• 4. explain favourite oral, print, visual, and multimedia texts and discuss preferences for particular forms with others
• set goals
• 5. assess personal language use and set personal goals to enhance language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. evaluate prior knowledge and experiences to make sense of new information
• explain opinions
• 2. express personal viewpoints in meaningful ways and revise previous understanding
• combine ideas
• 3. identify ways to reorganize ideas and information to extend understanding
• extend understanding
• 4. ask a variety of questions to clarify information and develop new understanding

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

Students will

2.1 Use Strategies and Cues

• prior knowledge
• 1. make and record connections among personal experiences, prior knowledge, and a variety of texts
• comprehension strategies
• 2. select and use a variety of comprehension strategies appropriate to the type of text and purpose
• textual cues
• 3. use textual cues to construct and confirm meaning
• cueing systems
• 4. use syntactic, semantic, and graphophonic cueing systems to construct and confirm meaning, and use a dictionary to determine word meaning in context

2.2 Respond to Texts

• experience various texts
• 1. seek opportunities to experience texts from a variety of genres and cultural traditions
• connect self, texts, and culture
• 2. relate the challenges and situations encountered in their own daily lives with those experienced by people in other times, places, and cultures as portrayed in oral, print, visual, and multimedia texts
• appreciate the artistry of texts
• 3. identify descriptive language in oral, print, visual, and multimedia texts and discuss how it enhances the texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize key characteristics of various oral, print, visual, and multimedia genres
• techniques and elements
• 2. examine key elements and techniques in oral, print, visual, and multimedia texts
• vocabulary
• 3. identify how and why word structures and meaning change, and use accurate word meaning according to context
• experiment with language
• 4. experiment with words and sentence patterns to create word pictures, humour, and mood
• create original texts
• 5. create original texts, using appropriate forms and techniques, to communicate a specific message

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

Students will

3.1 Plan and Focus

• personal knowledge and experience
• 1. summarize and focus personal knowledge of a topic to determine information needed
• ask questions
• 2. formulate relevant questions to focus information needs
• participate in group inquiry
• 3. contribute to group knowledge of topics to help identify and focus information needs, sources, and purposes for group inquiry or research
• create and follow a plan
• 4. create and follow a plan to collect and record information

3.2 Select and Process

• identify personal and peer knowledge
• 1. record personal knowledge of a topic and collaborate to generate information for inquiry or research
• identify sources
• 2. answer inquiry or research questions using a selected variety of information sources
• evaluate sources
• 3. review information to determine its appropriateness in meeting inquiry or research needs
• access information
• 4. use a variety of tools to access information and ideas and use visual and auditory cues to gather important information
• make sense of information
• 5. use organizational patterns of oral, print, visual, and multimedia texts to construct meaning, and skim, scan, and read closely to gather information

3.3 Organize, Record, and Assess

• organize information
• 1. organize information and ideas, using a variety of strategies and techniques
• record information
• 2. record information in their own words, cite authors and titles appropriately, and provide publication dates of sources
• evaluate information
• 3. recognize gaps in the information gathered and locate additional information needed for a particular purpose
• develop new understanding
• 4. assess knowledge gained through the inquiry or research process

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

Students will

4.1 Generate and Focus

• generate ideas
• 1. generate ideas and focus on a topic for oral, print, visual, and multimedia texts, using a variety of strategies
• choose text forms
• 2. compare a variety of text forms for particular audiences and purposes
• organize ideas
• 3. use listening, reading, and viewing experiences as models for organizing ideas in their own oral, print, visual, and multimedia texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share, with peers, their own stories and creations in various ways and give support and offer feedback to peers using pre-established criteria
• revise content
• 2. revise for content, organization, and clarity
• enhance legibility
• 3. write legibly and at a pace appropriate to context and purpose when composing and revising, and select and use a variety of design elements, like spacing, graphics, titles, and headings, when appropriate
• enhance artistry
• 4. choose descriptive language and use varied sentence lengths and structures to clarify and enhance ideas
• enhance presentation
• 5. prepare organized compositions, presentations, reports, and inquiry or research projects, using templates or pre-established organizers

4.3 Attend to Conventions

• grammar and usage
• 1. edit to eliminate sentence fragments and run-on sentences
• spelling
• 2. apply spelling conventions, using appropriate strategies and patterns when editing and proofreading, and use a variety of resources to determine the spelling of common exceptions
• writing conventions
• 3. apply writing conventions in sentences, titles, headings, salutations, and addresses when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. prepare and share information on a topic to engage a specific audience
• effective oral and visual communication
• 2. use appropriate volume, phrasing, intonation, non-verbal cues, and presentation space to enhance communication
• attentive listening and viewing
• 3. identify and demonstrate active listening and viewing behaviours and show respect for the presenter

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

Students will

5.1 Develop and Celebrate Community

• share and compare responses
• 1. compare personal ways of responding and thinking with those of others
• relate texts to culture
• 2. explore cultural representations in oral, print, visual, and multimedia texts from various communities
• appreciate diversity
• 3. connect the choices made by individuals in oral, print, visual, and multimedia texts to personal experiences
• celebrate special occasions
• 4. select and use appropriate language and forms to acknowledge special events and honour accomplishments in and beyond the school

5.2 Encourage, Support, and Work with Others

• cooperate with others
• 1. assist group members to maintain focus and complete tasks
• work in groups
• 2. select and assume roles to assist in the achievement of group goals
• use language to show respect
• 3. demonstrate sensitivity to appropriate language use and tone when communicating orally
• evaluate group process
• 4. assess their own contributions to group process, set personal goals for enhancing work with others, and monitor group process, using checklists

Students will acquire Arabic to understand and appreciate languages and use the Arabic language confidently and competently in a variety of situations for communication, personal satisfaction, and further learning.

Students will

6.1 Linguistic Elements

• sound–symbol system
• 1. consistently and accurately apply knowledge of the Arabic alphabet in familiar and unfamiliar contexts
• lexicon
• 2. recognize that one word may have multiple meanings and that various words and expressions may express the same idea
• grammatical elements
• 3a. recognize and use, in modelled situations, ¹ the following grammatical elements:
• verbal sentences − الجملة الفعلیة
• nominal sentences − الجملة الاسمیة
• auxiliary verbs (was, being) − إنَّ و أخواتھا، كان و أخواتھا
• plural feminine − جمع المؤنث السالم

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.

• 3b. use, in structured situations, ² the following grammatical elements:
• conjunctions − حروف الوصل
• adverbs − الحال
• negative forms − صیغ النفي
• affirmative and negative sentences − الجمل المثبتة والمنفیة
• plural feminine regular − جمع المؤنث السالم

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.

• 3c. use, independently and consistently, ³ the following grammatical elements:
• simple sentence structure (components) − تكوین جملة مفیدة (المكونات)
• verb tenses (present, past, imperative) − فعل مضارع، ماضي، أمر
• agreement of subject and predicate − مبتدأ و خبر
• verb suffixes, noun suffixes − تصریف الأفعال والاسماء
• plural masculine regular − جمع المذكر السالم

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.

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

• mechanical features
• 4. use mechanical features correctly and apply these features for effect
• discourse features
• 5. use basic discourse features in oral, print, visual, and multimedia texts and independently apply these features for effect

6.2 Language Competence

• listening
• 1. listen to and understand the main points of a lengthy oral or multimedia presentation on a familiar topic in structured and unstructured situations
• speaking
• 2. produce a prepared or spontaneous oral presentation on a familiar topic in a structured or unstructured situation
• reading
• 3. read and identify the main idea and supporting details of texts dealing with familiar topics in structured situations
• writing
• 4. produce, in writing, a lengthy series of interrelated ideas dealing with familiar topics in structured and unstructured situations
• viewing
• 5. view and understand events and/or representations within and beyond the school context
• representing
• 6. create multiple representations of ideas, events, and/or information, using a variety of forms

6.3 Sociocultural Context

• register
• 1. identify socially appropriate language in specific situations
• idiomatic expressions
• 2. use learned idiomatic expressions correctly in new contexts
• variations in language
• 3. identify some common regional variations in language
• social conventions
• 4. use important social conventions in everyday interactions
• non-verbal communication
• 5. use appropriate non-verbal behaviours in a variety of familiar and unfamiliar contexts

6.4 Language Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance language learning
• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance language learning
• social/affective
• 3. identify and use a variety of social and affective strategies to enhance language learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.5 Language Use Strategies

• interactive
• 1. identify and use a variety of interactive strategies to enhance language use
• interpretive
• 2. identify and use a variety of interpretive strategies to enhance language use
• productive
• 3. identify and use a variety of productive strategies to enhance language use

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.6 General Learning Strategies

• cognitive
• 1. identify and use a variety of cognitive strategies to enhance general learning
• metacognitive
• 2. identify and use a variety of metacognitive strategies to enhance general learning
• social/affective
• 3. identify and use a variety of social and affective strategies to enhance general learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

Students will explore, understand, appreciate, and value Arabic cultures in Canada and the world for personal growth, enrichment, and satisfaction and for participating in and contributing to an interdependent and multicultural global society.

Students will

7.1 Self-identity

• explore self-identity
• 1. explore and reflect on various facets of self-identity; e.g., background, personal strengths and weaknesses, gender
• developing positive self-identity
• 2. recognize the effect of positive feedback and criticism on themselves and others
• valuing Arabic language and cultures
• 3. recognize the value and significance of Arabic language and cultures to themselves
• valuing bilingualism/multiculturalism
• 4. identify the lifelong benefits and potential advantages of a bilingual/multicultural education in a Canadian and international context

7.2 Arabic Cultures

• historical elements
• 1. identify historical elements, events, figures, and developments of the Arabic language and cultures
• contemporary elements
• 2. identify major contemporary elements, events, figures, and developments of Arabic language and cultures
• diversity
• 3. explore diversity of Arabic language and cultures in the world
• change
• 4. explore and reflect on change within Arabic language and cultures at the international level

7.3 Building Community

• positive group membership
• 1. use skills that promote cooperation and mutual respect within the classroom and the school
• appreciating diversity
• 2. explore the impact of diversity in other regions of the world and compare this with the impact of diversity in Canada
• appreciating similarity
• 3. examine the common human needs and experiences of people around the world
• contributing to community
• 4. provide positive contributions and leadership within the school and/or community

7.4 Global Citizenship

• responsible citizenship
• 1. examine the meaning of personal and social conscience and demonstrate problem-solving and decision-making skills
• interdependence
• 2. participate in and contribute to group activities effectively and recognize that cooperation is important
• intercultural skills
• 3. accept differences in characteristics and abilities of peers and others
• future opportunities
• 4. identify their own interests and explore future opportunities for learning and employment

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

Students will

1.1 Discover and Explore

• express ideas
• 1. use exploratory language to discuss and record a variety of opinions and conclusions
• consider others’ ideas
• 2. compare their own and others’ insights and viewpoints
• experiment with language
• 3. develop self-expression in oral, print, visual, and multimedia forms
• express preferences
• 4. explore oral, print, visual, and multimedia texts recommended by peers
• set goals
• 5. assess personal language use and set and revise personal goals to enhance language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. recognize the value of connecting prior and new knowledge and experiences to shape and extend understanding
• explain opinions
• 2. summarize and represent personal viewpoints
• combine ideas
• 3. search for ways to reorganize information to extend understanding
• extend understanding
• 4. ask specific and focused questions to clarify information, and discuss experiences and understanding

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

Students will

2.1 Use Strategies and Cues

• prior knowledge
• 1. make and record connections among previous experiences, prior knowledge, and textual material
• comprehension strategies
• 2. use comprehension strategies appropriate to the type of text and purpose and use a variety of strategies to remember ideas
• textual cues
• 3. use textual cues to construct and confirm meaning and to interpret texts
• cueing systems
• 4. use syntactic, semantic, and graphophonic cueing systems to construct and confirm meaning and to interpret texts

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions and state preferences
• connect self, texts, and culture
• 2. compare their own and others’ understanding of people, cultural traditions, and values portrayed in oral, print, visual, and multimedia texts
• appreciate the artistry of texts
• 3. identify descriptive and figurative language in oral, print, visual, and multimedia texts and discuss how it enhances understanding of people, places, actions, and events

2.3 Understand Forms and Techniques

• forms and genres
• 1. identify preferences for particular oral, print, visual, and multimedia forms and genres
• techniques and elements
• 2. explore techniques of plot development in oral, print, visual, and multimedia texts
• vocabulary
• 3. explore factors that influence word families and the evolution of language
• experiment with language
• 4. identify surprising and playful uses of language in oral, print, visual, and multimedia texts
• create original texts
• 5. create oral, print, visual, and multimedia texts to explore and communicate ideas

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

Students will

3.1 Plan and Focus

• personal knowledge and experience
• 1. examine personal knowledge of, and experiences related to, a topic to determine information needs
• ask questions
• 2. formulate a variety of relevant questions on a topic to establish a purpose for seeking information
• participate in group inquiry
• 3. contribute to group knowledge of topics to help identify and focus information needs, sources, and purposes for group inquiry or research
• create and follow a plan
• 4. use a plan to access information and ideas from a variety of sources

3.2 Select and Process

• identify personal and peer knowledge
• 1. select and organize personal and peer knowledge of a topic to establish an information base for inquiry or research
• identify sources
• 2. develop and answer inquiry and research questions, using a variety of information sources
• evaluate sources
• 3. use pre-established criteria to evaluate the currency, usefulness, and reliability of information sources in answering inquiry or research questions
• access information
• 4. expand and use a repertoire of skills to access information and ideas from a variety of sources
• make sense of information
• 5. use organizational patterns of oral, print, visual, and multimedia texts to construct meaning, and skim, scan, and read closely to gather information

3.3 Organize, Record, and Assess

• organize information
• 1. organize information and ideas in order of priority according to topic and task requirements
• record information
• 2. make notes in point form, summarizing major ideas and supporting details, and reference sources
• evaluate information
• 3. recognize gaps in the information gathered and locate additional information needed for a particular form, audience, and purpose
• develop new understanding
• 4. assess knowledge gained through the inquiry or research process, form personal conclusions, and generate new questions for further inquiry or research

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

Students will

4.1 Generate and Focus

• generate ideas
• 1. experiment with various ways to generate ideas and focus a topic
• choose text forms
• 2. select and use specific text forms that serve various audiences and purposes
• organize ideas
• 3. identify and use appropriate organizational patterns in their own oral, print, visual, and multimedia texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own work in a variety of ways and appraise particular aspects of their own and others’ work using pre-established criteria
• revise content
• 2. revise to create effective sentences that convey content clearly
• enhance legibility
• 3. determine the appropriateness of handwriting or current technology for a particular task when composing and revising, and combine print and visuals when desktop publishing
• enhance artistry
• 4. select words for appropriate connotations and use varied sentence lengths and structures
• enhance presentation
• 5. prepare compositions, reports, and inquiry or research projects, using a variety of pre-established organizers

4.3 Attend to Conventions

• grammar and usage
• 1. edit for basic grammatical accuracy
• spelling
• 2. know spelling conventions and apply them to familiar words, and use appropriate resources when editing and proofreading
• writing conventions
• 3. know and apply writing conventions to simple, compound, and complex sentences when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. facilitate small-group activities and short, whole-class sessions to share information on a topic, using pre-established active learning strategies
• effective oral and visual communication
• 2. present short oral presentations and reports, using verbal and non-verbal cues to focus audience attention, and project emotion appropriate to the subject and point of view
• attentive listening and viewing
• 3. select and demonstrate critical listening and viewing behaviours and show respect for the presenter

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

Students will

5.1 Develop and Celebrate Community

• share and compare responses
• 1. build confidence when expressing and sharing thoughts, ideas, and feelings
• relate texts to culture
• 2. explain ways in which oral, print, visual, and multimedia texts reflect topics and themes in life
• appreciate diversity
• 3. interpret the choices and motives of individuals encountered in oral, print, visual, and multimedia texts and examine how these choices and motives relate to their own and those of others
• celebrate special occasions
• 4. use appropriate language to participate in public events, occasions, or traditions

5.2 Encourage, Support, and Work with Others

• cooperate with others
• 1. contribute to group efforts to reach consensus or conclusions
• work in groups
• 2. select and assume roles to assist in the achievement of group goals and present group conclusions or findings to classmates
• use language to show respect
• 3. use diverse language, ideas, texts, and traditions and recognize their own contributions and those of peers and the wider community
• evaluate group process
• 4. evaluate group process and personal contributions, according to pre-established criteria

Students will acquire Arabic to understand and appreciate languages and use the Arabic language confidently and competently in a variety of situations for communication, personal satisfaction, and further learning.

Students will

6.1 Linguistic Elements

• sound–symbol system
• 1. consistently and accurately apply knowledge of the Arabic alphabet in familiar and unfamiliar contexts
• lexicon
• 2. use multiple words or phrases to express the same idea
• grammatical elements
• 3a. recognize and use, in modelled situations ¹, the following grammatical elements:

changing singular nouns into تحویل الاسم المفرد إلى

• dual − مثنى
• masculine plural − جمع المذكر السالم
• feminine plural − جمع المؤنث السالم
• irregular plural − جمع تكسیر

conjugation of regular verbs in the تصریف الأفعال العادیة للازمنة التالیة

• past tense − فعل الماضي
• present tense − فعل المضارع
• future tense − المستقبل
• imperative form − فعل الأمر

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.

• 3b. use, in structured situations, ² the following grammatical elements:
• verbal sentences − الجملة الفعلیة
• nominal sentences − الجملة الاسمیة
• auxiliary verbs (was, being) − إنَّ و أخواتھا، كان و أخواتھا
• plural feminine − جمع المؤنث السالم

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.

• 3c. use, independently and consistently, ³ the following grammatical elements:
• conjunctions − حروف الوصل
• adverbs − الحال
• negative forms − صیغ النفي
• affirmative and negative sentences − الجمل المثبتة والمنفیة
• plural feminine regular − جمع المؤنث السالم

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.

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

• mechanical features
• 4. use mechanical features of Arabic correctly and effectively
• discourse features
• 5. use basic discourse features of Arabic correctly and apply these features for desired effect, with teacher guidance

6.2 Language Competence

• listening
• 1. listen to and understand the main points of lengthy oral or multimedia presentations on a variety of familiar topics in structured and unstructured situations
• speaking
• 2. produce a prepared or spontaneous oral presentation on a familiar topic in structured and unstructured situations
• reading
• 3. read and understand a lengthy series of interrelated ideas dealing with a familiar topic in structured and unstructured situations
• writing
• 4. write, spontaneously and/or with preparation, a lengthy series of simple and complex ideas on a familiar topic in structured and unstructured situations
• viewing
• 5. view and understand simple and complex representations of familiar ideas, events, and information
• representing
• 6. create complex representations of familiar ideas, events, and information

6.3 Sociocultural Context

• register
• 1. explore formal and informal uses of language in a variety of contexts
• idiomatic expressions
• 2. use learned idiomatic expressions in a variety of contexts
• variations in language
• 3. recognize some common influences resulting in variations in language
• social conventions
• 4. interpret the use of social conventions encountered in oral and print texts
• non-verbal communication
• 5. recognize non-verbal behaviours that are considered impolite

6.4 Language Learning Strategies

• cognitive
• 1. select and use a variety of cognitive strategies to enhance language learning
• metacognitive
• 2. select and use a variety of metacognitive strategies to enhance language learning
• social/affective
• 3. select and use a variety of social and affective strategies to enhance language learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.5 Language Use Strategies

• interactive
• 1. select and use a variety of interactive strategies to enhance language use
• interpretive
• 2. select and use a variety of interpretive strategies to enhance language use
• productive
• 3. select and use a variety of productive strategies to enhance language use

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.6 General Learning Strategies

• cognitive
• 1. select and use a variety of cognitive strategies to enhance general learning
• metacognitive
• 2. select and use a variety of metacognitive strategies to enhance general learning
• social/affective
• 3. select and use a variety of social and affective strategies to enhance general learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

Students will explore, understand, appreciate, and value Arabic cultures in Canada and the world for personal growth, enrichment, and satisfaction and for participating in and contributing to an interdependent and multicultural global society.

Students will

7.1 Self-identity

• explore self-identity
• 1. explore self-concept and the factors that affect it
• developing positive self-identity
• 2. realize the importance of developing a positive self-concept and self-identity, recognize the effects of positive and negative treatment, and identify ways in which the individual has rights to safeguard against stereotyping
• valuing Arabic language and cultures
• 3. explore and analyze how they have been influenced and enriched by Arabic language and cultures
• valuing bilingualism/multiculturalism
• 4. explore and analyze how being bilingual/multicultural has influenced and enriched their own lives

7.2 Arabic Cultures

• historical elements
• 1. explore how major historical events, figures, and cultural developments of Arabic language and cultures have influenced contemporary culture around the world
• contemporary elements
• 2. explore how major contemporary events, figures, and cultural developments of Arabic language and cultures have influenced contemporary culture worldwide
• diversity
• 3. explore the diversity of Arabic language and cultures at the international level
• change
• 4. explore how changes in Arabic language and cultures have affected their own lives

7.3 Building Community

• positive group membership
• 1. recognize the rights and opinions of others
• appreciating diversity
• 2. examine diversity in the school, local community, and among peers and reflect on its impact on themselves, relationships, and personal choices
• appreciating similarity
• 3. examine commonalities among peers and members of the school and local community and reflect on the personal impact of these commonalities
• contributing to community
• 4. contribute effectively in group activities

7.4 Global Citizenship

• responsible citizenship
• 1. identify and analyze examples of rights and responsibilities of citizens
• interdependence
• 2. explore different roles and responsibilities of a group member
• intercultural skills
• 3. examine examples of events where there is or has been tension between individual, group, or cultural beliefs and government policies or the law
• future opportunities
• 4. explore learning and work opportunities around the world

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

Students will

1.1 Discover and Explore

• express ideas
• 1. explore diverse ideas to develop conclusions, opinions, and understanding
• consider others’ ideas
• 2. integrate new understanding with previous viewpoints and interpretations
• experiment with language
• 3. expand self-expression in oral, print, visual, and multimedia forms
• express preferences
• 4. explore oral, print, visual, and multimedia texts recommended by peers
• set goals
• 5. assess personal language use, using appropriate terminology

1.2 Clarify and Extend

• develop understanding
• 1. reflect on new understanding in relation to prior knowledge and identify gaps in personal knowledge
• explain opinions
• 2. articulate, represent, and explain personal viewpoints clearly
• combine ideas
• 3. identify or invent personally meaningful ways of organizing ideas and information to clarify and extend understanding
• extend understanding
• 4. ask specific and focused questions and reconsider initial understanding in light of new understanding

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

Students will

2.1 Use Strategies and Cues

• prior knowledge
• 1. explain connections among previous experiences, prior knowledge, and textual material and apply this to new contexts
• comprehension strategies
• 2. use a variety of comprehension strategies to make sense of familiar and unfamiliar texts and to remember ideas
• textual cues
• 3. use textual cues to critically construct and confirm meaning and to interpret texts
• cueing systems
• 4. use syntactic, semantic, and graphophonic cueing systems to construct and confirm meaning and to interpret texts

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions and explain preferences
• connect self, texts, and culture
• 2. discuss how similar ideas, people, experiences, and traditions are conveyed in various oral, print, visual, and multimedia texts
• appreciate the artistry of texts
• 3. identify language and visual images that create mood and evoke emotion in oral, print, visual, and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize the appropriate use of various forms and genres according to purpose, audience, and context
• techniques and elements
• 2. examine techniques of plot development in oral, print, visual, and multimedia texts and explore the impact of these techniques
• vocabulary
• 3. appreciate variations in language, accent, and dialect in communities, regions, and countries, and recognize the derivation and use of words, phrases, and jargon
• experiment with language
• 4. identify creative uses of language in popular culture and recognize how imagery and figures of speech create tone and mood in texts
• create original texts
• 5. choose forms and genres of oral, print, visual, or multimedia texts for the particular effects they will have on audiences and purposes

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

Students will

3.1 Plan and Focus

• personal knowledge and experience
• 1. determine personal knowledge of a topic to generate possible areas of inquiry or research
• ask questions
• 2. formulate relevant questions on a topic to establish a purpose for gathering information
• participate in group inquiry
• 3. contribute ideas, knowledge, and questions to help identify group inquiry or research focuses and purposes
• create and follow a plan
• 4. prepare and use a plan to access, gather, and record relevant information in their own words from a variety of sources

3.2 Select and Process

• identify personal and peer knowledge
• 1. access, record, and appraise personal and peer knowledge and understanding of a topic to establish an information base for inquiry or research
• identify sources
• 2. distinguish between fact and opinion when inquiring or researching, using a variety of information sources
• evaluate sources
• 3. develop and use criteria, with guidance, for evaluating information sources for a particular inquiry or research plan
• access information
• 4. recall, expand, and use a variety of skills to access information and ideas from a variety of sources
• make sense of information
• 5. determine literal and implied meanings of oral, print, visual, and multimedia texts, using a variety of strategies and cues, and adjust their rate of reading or viewing according to purpose, topic, density of information, and organizational patterns of text

3.3 Organize, Record, and Assess

• organize information
• 1. organize information and ideas by selecting or developing categories appropriate to a particular topic and purpose
• record information
• 2. make notes, using headings and subheadings or graphic organizers appropriate to a topic, and reference sources
• evaluate information
• 3. assess the appropriateness of the amount and quality of information collected and recognize and address information gaps for particular forms, audiences, and purposes
• develop new understanding
• 4. organize new information and connect it to prior knowledge, and reflect on the impact of new information on the inquiry or research process

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

Students will

4.1 Generate and Focus

• generate ideas
• 1. consider form and audience when generating ideas and focusing a topic
• choose text forms
• 2. select and use specific text forms to match content, audience, and purpose
• organize ideas
• 3. identify and use a variety of organizational patterns in their own oral, print, visual, and multimedia texts and compose effective introductions and conclusions

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share and discuss particular qualities of samples from their own collection of work and accept and provide constructive suggestions for revising their own and others’ work
• revise content
• 2. revise to enhance meaning and effect according to audience and purpose
• enhance legibility
• 3. format for legibility and emphasis when composing and revising, and enhance the coherence of documents, using electronic editing functions
• enhance artistry
• 4. identify figures of speech and select appropriate words and sentence patterns during revision to enhance clarity and artistry
• enhance presentation
• 5. prepare compositions, reports, presentations, and inquiry or research projects, using a variety of organizers

4.3 Attend to Conventions

• grammar and usage
• 1. edit for basic grammatical accuracy and to eliminate unnecessary repetition of words and ideas
• spelling
• 2. know spelling conventions and apply them to familiar and unfamiliar words, and use appropriate resources when editing and proofreading
• writing conventions
• 3. know and apply writing conventions consistently to a variety of sentence structures and written forms when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. plan and facilitate small-group activities and short, whole-class sessions to share information on a topic, using a variety of engaging methods
• effective oral and visual communication
• 2. explain, share, and present orally, using conventions of public speaking in a variety of settings, and use visual aids to enhance the effectiveness of oral presentations
• attentive listening and viewing
• 3. apply critical listening and viewing behaviours

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

Students will

5.1 Develop and Celebrate Community

• share and compare responses
• 1. express personal reactions to a variety of experiences and texts and acknowledge the reactions of others
• relate texts to culture
• 2. compare ways in which oral, print, visual, and multimedia texts from a variety of cultures explore similar ideas
• appreciate diversity
• 3. compare the choices and behaviours of individuals presented in oral, print, visual, and multimedia texts with personal choices, values, and behaviours
• celebrate special occasions
• 4. explore and experiment with various ways in which language is used across cultures, age groups, and genders to honour and celebrate people and events

5.2 Encourage, Support, and Work with Others

• cooperate with others
• 1. engage in dialogue to distinguish the feelings and viewpoints of others and contribute to group harmony
• work in groups
• 2. plan, organize, and participate in presentations of group findings
• use language to show respect
• 3. recognize and value other people’s language, history, and culture
• evaluate group process
• 4. evaluate the quality of their own contributions to group process and set goals and plans for development

Students will acquire Arabic to understand and appreciate languages and use the Arabic language confidently and competently in a variety of situations for communication, personal satisfaction, and further learning.

Students will

6.1 Linguistic Elements

• sound–symbol system
• 1. consistently and accurately apply knowledge of the Arabic alphabet in a variety of contexts
• lexicon
• 2. select the most appropriate or effective words or phrases to express ideas
• grammatical elements
• 3a. recognize and use, in modelled situations, ¹ the following grammatical elements:
• interrogatives − أسماء الإستفھام
• prepositions − حروف الجر
• pronominal suffixes − الضمائر المتصلة
• conjunctive pronouns − ضمائر الوصل
• demonstrative pronouns − أسماء الإشارة

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.

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

changing singular nouns into تحویل المفرد الي

• dual − مثنى
• masculine plural − جمع المذكر السالم
• feminine plural − جمع المؤنث السالم
• irregular plural − جمع تكسیر

conjugation of regular verbs in the تصریف الأفعال العادیة إلى الأزمنة التالیة:

• past tense − الفعل الماضي
• present tense − الفعل المضارع
• future tense − المستقبل
• imperative form − الفعل الأمر

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.

• 3c. use, independently and consistently, ³ the following grammatical elements:
• verbal sentences − الجملة الفعلیة
• nominal sentences − الجملة الاسمیة
• auxiliary verbs (was, being) − إنَّ و أخواتھا، كان و أخواتھا
• plural feminine − جمع المؤنث السالم

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.

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

• mechanical features
• 4. use mechanical features of Arabic correctly and effectively
• discourse features
• 5. use basic discourse features of Arabic correctly and apply these features for effect, with teacher guidance and at times independently

6.2 Language Competence

• listening
• 1. listen to and understand the main points of oral presentations containing simple and complex ideas and dealing with a variety of familiar topics in structured and unstructured situations
• speaking
• 2. produce a prepared or spontaneous oral presentation on a familiar or unfamiliar topic
• reading
• 3. read and understand texts containing simple and complex ideas on a variety of familiar topics in structured and unstructured situations
• writing
• 4. write, spontaneously, lengthy series of simple and complex ideas on a variety of familiar topics in structured and unstructured situations
• viewing
• 5. view and understand representations of ideas, events, and information
• representing
• 6. create complex representations of ideas, events, and information

6.3 Sociocultural Context

• register
• 1. use suitable simple formal language in a variety of contexts
• idiomatic expressions
• 2. examine the role of idiomatic expressions in culture
• variations in language
• 3. identify influences resulting in variations in language
• social conventions
• 4. interpret and use important social conventions in interactions
• non-verbal communication
• 5. avoid non-verbal behaviours that are considered impolite

6.4 Language Learning Strategies

• cognitive
• 1. select and use a variety of cognitive strategies to enhance language learning
• metacognitive
• 2. select and use a variety of metacognitive strategies to enhance language learning
• social/affective
• 3. select and use a variety of social and affective strategies to enhance language learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.5 Language Use Strategies

• interactive
• 1. select and use a variety of interactive strategies to enhance language use
• interpretive
• 2. select and use a variety of interpretive strategies to enhance language use
• productive
• 3. select and use a variety of productive strategies to enhance language use

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.6 General Learning Strategies

• cognitive
• 1. select and use a variety of cognitive strategies to enhance general learning
• metacognitive
• 2. select and use a variety of metacognitive strategies to enhance general learning
• social/affective
• 3. select and use a variety of social and affective strategies to enhance general learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

Students will explore, understand, appreciate, and value Arabic cultures in Canada and the world for personal growth, enrichment, and satisfaction and for participating in and contributing to an interdependent and multicultural global society.

Students will

7.1 Self-identity

• explore self-identity
• 1. examine their identity and reflect on its effect on personal relationships and choices
• developing positive self-identity
• 2. recognize stereotyping and its effects on the individual, community, and society and identify ways in which the individual has rights to safeguard against stereotyping in Canadian society
• valuing Arabic language and cultures
• 3. explore and analyze how Arabic language and cultures have enriched the lives of significant individuals at the community, national, and international levels
• valuing bilingualism/multiculturalism
• 4. explore and analyze how bilingualism/multiculturalism has enriched the lives of significant individuals at the community, national, and international levels

7.2 Arabic Cultures

• historical elements
• 1. identify how major historical events, figures, and cultural developments of Arabic language and cultures have influenced contemporary culture in Canadian contexts
• contemporary elements
• 2. explore how major contemporary events, figures, and cultural developments of Arabic language and cultures have influenced contemporary culture in Canadian contexts
• diversity
• 3. explore the influence of diversity within Arabic language and cultures on Arabic language and cultural development
• change
• 4. explore the significance of changes in Arabic language and cultures to the rest of the world

7.3 Building Community

• positive group membership
• 1. maintain positive group member behaviours
• appreciating diversity
• 2. examine diversity in the school, local community, and among peers and reflect on its impact on themselves, the school, and the community
• appreciating similarity
• 3. examine similarities that exist in cultures in Canadian society through the historical context of immigration
• contributing to community
• 4. recognize contributions of different individuals, groups, and events to the development of Canada

7.4 Global Citizenship

• responsible citizenship
• 1. examine how various forms of citizen action have affected public policy with regard to cultural diversity in Canada
• interdependence
• 2. identify the impact of actions of an individual upon the group
• intercultural skills
• 3. explore ways in which group conflict can be resolved in Canadian society
• future opportunities
• 4. identify essential skills, knowledge, and attitudes required for effective participation in the global workplace and marketplace

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

Students will

1.1 Discover and Explore

• express ideas
• 1. question and reflect on personal responses and interpretations and apply personal viewpoints to diverse situations or circumstances
• consider others’ ideas
• 2. acknowledge the value of others’ ideas and opinions in exploring and extending personal understanding and viewpoints
• experiment with language
• 3. expand self-expression in oral, print, visual, and multimedia forms
• express preferences
• 4. explore a variety of oral, print, visual, and multimedia texts outside of personal preferences
• set goals
• 5. self-monitor growth in language learning, using predetermined criteria

1.2 Clarify and Extend

• develop understanding
• 1. reflect on new understanding in relation to prior knowledge and identify gaps in personal knowledge
• explain opinions
• 2. review and refine personal viewpoints through reflection, feedback, and self-assessment
• combine ideas
• 3. structure and restructure ideas and information in personally meaningful ways to clarify and extend understanding
• extend understanding
• 4. consider diverse opinions and assess whether new information clarifies understanding

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

Students will

2.1 Use Strategies and Cues

• prior knowledge
• 1. discuss connections among previous experiences, prior knowledge, and textual material
• comprehension strategies
• 2. use comprehension strategies appropriate to the type of text and purpose and enhance understanding by rereading and discussing relevant passages
• textual cues
• 3. use textual cues to construct and confirm meaning and to interpret and evaluate texts
• cueing systems
• 4. use appropriate syntactic, semantic, and graphophonic cueing systems to construct and confirm meaning and to interpret texts

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions and compare their own interests to those of others
• connect self, texts, and culture
• 2. examine how personal experiences, community traditions, and Arabic/Canadian perspectives are presented in oral, print, visual, and multimedia texts
• appreciate the artistry of texts
• 3. identify and describe techniques used to create mood in oral, print, visual, and multimedia texts

2.3 Understand Forms and Techniques

• forms and genres
• 1. explain preferences for particular oral, print, visual, and multimedia forms and genres
• techniques and elements
• 2. examine techniques of plot development and persuasion in oral, print, visual, and multimedia texts
• vocabulary
• 3. recognize uses and abuses of slang, colloquialism, and jargon
• experiment with language
• 4. examine creative uses of language in popular culture and recognize how figurative language and techniques create a dominant impression, mood, tone, or style
• create original texts
• 5. create texts appropriate to audience and situation

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

Students will

3.1 Plan and Focus

• personal knowledge and experience
• 1. determine depth and breadth of personal knowledge of a topic to identify possible areas of inquiry or research
• ask questions
• 2. formulate a variety of focused questions to establish a purpose for gathering information
• participate in group inquiry
• 3. contribute ideas, knowledge, and questions to help establish group information needs and sources
• create and follow a plan
• 4. prepare and use a plan to access, gather, and evaluate information and ideas from a variety of sources

3.2 Select and Process

• identify personal and peer knowledge
• 1. access, record, and appraise personal and peer knowledge of a topic and evaluate it for breadth and depth to establish an information base for inquiry or research
• identify sources
• 2. obtain information and varied perspectives when inquiring or researching, using a range of information sources
• evaluate sources
• 3. evaluate information sources for possible bias, using criteria designed for a particular inquiry or research plan
• access information
• 4. apply a variety of skills to access information and ideas from a variety of sources
• make sense of information
• 5. identify a variety of factors that affect meaning; scan to locate specific information quickly; and summarize, report, and record main ideas of extended oral, print, visual, and multimedia texts

3.3 Organize, Record, and Assess

• organize information
• 1. organize information and ideas by developing and selecting appropriate categories and organizational structures
• record information
• 2. summarize and record information in their own words by paraphrasing and/or by quoting relevant facts and opinions, and reference sources
• evaluate information
• 3. distinguish between main and supporting information to evaluate usefulness, relevance, and completeness, and address information gaps for particular forms, audiences, and purposes
• develop new understanding
• 4. reflect on new knowledge and its value to themselves and determine personal inquiry and research strengths

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

Students will

4.1 Generate and Focus

• generate ideas
• 1. use a variety of techniques to generate and select ideas for oral, print, visual, and multimedia texts
• choose text forms
• 2. analyze specific text forms to match content, audience, and purpose
• organize ideas
• 3. identify and use a variety of organizational patterns in their own oral, print, visual, and multimedia texts and use effective transitions

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own work in a variety of ways, appraise their own and others’ work using appropriate criteria, and suggest revisions to their own and others’ work, using a variety of strategies
• revise content
• 2. review a previous draft and revise to refine communication and enhance self-expression
• enhance legibility
• 3. format for legibility, use current technology effectively and efficiently when composing and revising, and use electronic design elements to combine print and visuals
• enhance artistry
• 4. experiment with figures of speech and select appropriate words and sentence patterns during revision to enhance clarity and artistry
• enhance presentation
• 5. prepare compositions, presentations, reports, essays, and inquiry or research projects with adequate detail and meaningful organization

4.3 Attend to Conventions

• grammar and usage
• 1. edit for basic grammatical accuracy, sentence variety, word choice, and tone appropriate to audience and purpose
• spelling
• 2. know and apply a repertoire of spelling conventions and use a variety of resources when editing and proofreading
• writing conventions
• 3. know and apply writing conventions, such as using headings, subheadings, dialogues, quotations, footnotes, endnotes, bibliography, and references, when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. plan and conduct peer-involved class activities to share individual inquiry or research and understanding on a topic
• effective oral and visual communication
• 2. choose vocabulary, voice-production factors, and non-verbal cues to communicate effectively to a variety of audiences and use a variety of media and display techniques to enhance the effectiveness of oral presentations
• attentive listening and viewing
• 3. apply and explain critical listening and viewing behaviours

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

Students will

5.1 Develop and Celebrate Community

• share and compare responses
• 1. recognize that differing perspectives and unique reactions enrich understanding
• relate texts to culture
• 2. recognize ways in which oral, print, visual, and multimedia texts capture specific elements of a culture or period in history
• appreciate diversity
• 3. reflect on ways in which the choices and motives of individuals encountered in oral, print, visual, and multimedia texts provide insight into their own choices and motives and those of others
• celebrate special occasions
• 4. contribute in celebrating special events and recognize the significance of language

5.2 Encourage, Support, and Work with Others

• cooperate with others
• 1. recognize the importance of effective communication in working with others
• work in groups
• 2. organize and complete tasks cooperatively
• use language to show respect
• 3. use inclusive language and actions that support people across races, cultures, genders, ages, and abilities
• evaluate group process
• 4. establish and use criteria to evaluate group process and personal contributions, and propose suggestions for development

Students will acquire Arabic to understand and appreciate languages and use the Arabic language confidently and competently in a variety of situations for communication, personal satisfaction, and further learning.

Students will

6.1 Linguistic Elements

• sound–symbol system
• 1. consistently and accurately apply knowledge of the Arabic alphabet in a variety of contexts
• lexicon
• 2. select the most appropriate or effective words or phrases to express ideas accurately
• grammatical elements
• 3a. recognize and use, in modelled situations, ¹ the following grammatical elements:
• changes to nominal sentences − حول الجمل الإسمیة الى جمل الفعلیة
• possessive structure and its endings − ضمائر الملكیة
• adjectives and the described noun − الصفة و الموصوف
• comparative and superlative − المقارنة وصیغة التفضیل

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.

• 3b. use, in structured situations, ² the following grammatical elements:
• interrogatives − أسماء الإستفھام
• prepositions − حروف الجر
• pronominal suffixes − الضمائر المتصلة
• conjunctive pronouns − ضمائر الوصل
• demonstrative pronouns − أسماء الإشارة

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.

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

changing singular nouns into تحویل المفرد الى

• dual − مثنى
• masculine plural − جمع المذكر السالم
• feminine plural − جمع المؤنث السالم
• irregular plural − جمع تكسیر

conjugation of regular verbs in the تصریف الأفعال العادیة إلى الأزمنة التالیة:

• past tense − الفعل الماضي
• present tense − الفعل المضارع
• future tense − المستقبل
• imperative form − الفعل الأمر

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.

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

• mechanical features
• 4. use mechanical features correctly and apply these features for effect
• discourse features
• 5. use basic discourse features in oral, print, visual, and multimedia texts and independently apply these features for effect

6.2 Language Competence

• listening
• 1. listen to and understand the main points and some supporting details of oral presentations containing simple and complex ideas and dealing with a variety of familiar topics in a variety of situations
• speaking
• 2. produce prepared or spontaneous oral presentations on familiar and unfamiliar topics in a variety of structured and unstructured situations
• reading
• 3. read and understand texts containing simple and complex ideas on familiar and unfamiliar topics
• writing
• 4. organize ideas coherently in writing on familiar topics
• viewing
• 5. view and understand a variety of representations of ideas, events, and information
• representing
• 6. use a variety of forms to create complex representations of ideas, events, and information

6.3 Sociocultural Context

• register
• 1. explore differences in register between spoken and written texts
• idiomatic expressions
• 2. identify influences on idiomatic expressions
• variations in language
• 3. explain influences resulting in variations in language
• social conventions
• 4. interpret and use appropriate oral and written forms of address with a variety of audiences
• non-verbal communication
• 5. recognize a variety of non-verbal communication techniques in a variety of contexts

6.4 Language Learning Strategies

• cognitive
• 1. select and use cognitive strategies in a variety of situations to enhance language learning
• metacognitive
• 2. select and use metacognitive strategies in a variety of situations to enhance language learning
• social/affective
• 3. select and use social and affective strategies in a variety of situations to enhance language learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.5 Language Use Strategies

• interactive
• 1. select and use interactive strategies in a variety of situations to enhance language use
• interpretive
• 2. select and use interpretive strategies in a variety of situations to enhance language use
• productive
• 3. select and use productive strategies in a variety of situations to enhance language use

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.6 General Learning Strategies

• cognitive
• 1. select and use cognitive strategies in a variety of situations to enhance general learning
• metacognitive
• 2. select and use metacognitive strategies in a variety of situations to enhance general learning
• social/affective
• 3. select and use social and affective strategies in a variety of situations to enhance general learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

Students will explore, understand, appreciate, and value Arabic cultures in Canada and the world for personal growth, enrichment, and satisfaction and for participating in and contributing to an interdependent and multicultural global society.

Students will

7.1 Self-identity

• explore self-identity
• 1. explore self-concept and its relationship to overall development, achievement, and decisions for the future
• developing positive self-identity
• 2. identify areas of personal strengths and possible future opportunities
• valuing Arabic language and cultures
• 3. explore how their past and present Arabic linguistic and cultural experiences, understanding, and knowledge may be assets in future opportunities
• valuing bilingualism/multiculturalism
• 4. explore how their past and present bilingual/multicultural experiences, knowledge, and understanding may be assets in future opportunities

7.2 Arabic Cultures

• historical elements
• 1. analyze the influence and contributions of major historical events, figures, and cultural developments of Arabic language and cultures in Canadian contexts
• contemporary elements
• 2. analyze the influence and contributions of major contemporary events, figures, and cultural developments of Arabic language and cultures in Canadian contexts
• diversity
• 3. examine the influence of diversity within Arabic language and cultures on Arabic language and cultural development
• change
• 4. compare changes in Arabic language and cultures to changes in other languages and cultures

7.3 Building Community

• positive group membership
• 1. support classmates and peers in group activities
• appreciating diversity
• 2. explore and analyze how diversity has contributed to and enriched Canadian society
• appreciating similarity
• 3. examine similarities in cultures in current Canadian society
• contributing to community
• 4. take part in discussions on the significance of various contemporary cultural issues to Canadian society

7.4 Global Citizenship

• responsible citizenship
• 1. recognize how public policies relating to cultural diversity are affected by public opinion, the media, and political groups
• interdependence
• 2. identify ways in which individuals, community members, and societal members are interrelated and interdependent
• intercultural skills
• 3. recognize that various constitutional documents and charters have governed behaviour of various cultural groups
• future opportunities
• 4. examine personal plans for further development of skills, knowledge, and attitudes required for effective participation in the global workplace and marketplace

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

Students will

1.1 Discover and Explore

• express ideas
• 1. recognize the value of discovering and expanding their understanding and viewpoints
• consider others’ ideas
• 2. seek valid information to add to current understanding
• experiment with language
• 3. evaluate self-expression in oral, print, visual, and multimedia forms
• express preferences
• 4. explore a variety of oral, print, visual, and multimedia texts and genres
• set goals
• 5. build confidence in personal language learning, and use Arabic in a variety of formal and informal contexts

1.2 Clarify and Extend

• develop understanding
• 1. analyze connections between new and prior knowledge and ideas to clarify understanding for themselves and others
• explain opinions
• 2. reflect on changing personal viewpoints and anticipate possible consequences
• combine ideas
• 3. develop a repertoire of organizational structures to clarify ideas and information and to bring order to their own thinking
• extend understanding
• 4. ask discriminating questions to interpret, evaluate, and reflect on ideas and information

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

Students will

2.1 Use Strategies and Cues

• prior knowledge
• 1. discuss and compare connections among diverse experiences, prior knowledge, and a variety of texts
• comprehension strategies
• 2. use comprehension strategies appropriate to the type of text and purpose and enhance understanding by rereading and discussing relevant passages
• textual cues
• 3. use textual cues and prominent organizational patterns within texts to confirm meaning and to interpret texts
• cueing systems
• 4. use appropriate syntactic, semantic, and graphophonic cueing systems to construct and confirm meaning and to interpret texts

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions and compare their own interests to those of others
• connect self, texts, and culture
• 2. compare the portrayals of people, events, or perspectives from a variety of oral, print, visual, and multimedia texts
• appreciate the artistry of texts
• 3. explore how word choice or supporting details in oral, print, visual, and multimedia texts depict purpose and affect audience

2.3 Understand Forms and Techniques

• forms and genres
• 1. describe various oral, print, visual, and multimedia forms and genres
• techniques and elements
• 2. examine how plot, character, and setting contribute to an overall theme, and recognize the effectiveness of techniques used in oral, print, visual, and multimedia texts
• vocabulary
• 3. discuss uses and abuses of slang, colloquialism, and jargon
• experiment with language
• 4. analyze ways in which creative uses of language express thought, emotion, and meaning, and identify how symbols are used to represent abstract ideas
• create original texts
• 5. create original texts to communicate and demonstrate understanding of text forms

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

Students will

3.1 Plan and Focus

• personal knowledge and experience
• 1. use their own and others’ expertise on a topic to determine an inquiry or research focus
• ask questions
• 2. develop focused inquiry or research questions to anticipate personal and audience needs on a topic
• participate in group inquiry
• 3. collaborate to identify group knowledge base and determine an inquiry or research topic focus
• create and follow a plan
• 4. prepare, use, and adjust an inquiry or research plan as needed to access relevant information and ideas independently, using a variety of methods

3.2 Select and Process

• identify personal and peer knowledge
• 1. access, record, and appraise personal expertise on an inquiry or research topic and initiate inquiry or research, using pre-established criteria
• identify sources
• 2. identify a range of information sources to satisfy inquiry or research needs
• evaluate sources
• 3. evaluate the quality of information sources and perspectives for a particular inquiry or research plan
• access information
• 4. develop a variety of skills to access information and ideas from a variety of sources
• make sense of information
• 5. identify and use a variety of factors that affect meaning, and use effective listening, reading, and viewing techniques

3.3 Organize, Record, and Assess

• organize information
• 1. organize and reorganize information and ideas in a variety of forms for different purposes
• record information
• 2. record information and ideas, using a variety of organizational structures appropriate to purpose, and reference sources
• evaluate information
• 3. evaluate collected information for completeness, accuracy, relevance, and effectiveness and address information gaps for particular forms, audiences, and purposes
• develop new understanding
• 4. integrate new information with prior knowledge to form new ideas, and examine implications of inquiry or research methods and conclusions

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

Students will

4.1 Generate and Focus

• generate ideas
• 1. synthesize ideas from personal experiences and other sources to focus a topic
• choose text forms
• 2. use a variety of text forms to match content, audience, and purpose
• organize ideas
• 3. experiment with more than one organizational structure for their own oral, print, visual, and multimedia texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own work in a variety of forums and appraise their own work and respond to others’ work, using pre-established criteria
• revise content
• 2. create a dominant impression and recognize a variety of communication styles appropriate in both public and personal contexts
• enhance legibility
• 3. use current technology to adapt, combine, and create presentations
• enhance artistry
• 4. analyze drafts and revise them to enhance clarity of expression
• enhance presentation
• 5. design compositions, presentations, reports, essays, and inquiry or research projects with adequate detail and effective organization

4.3 Attend to Conventions

• grammar and usage
• 1. edit for basic grammatical accuracy, appropriate tone, and emphasis for the intended audience and purpose
• spelling
• 2. know and apply spelling conventions consistently and monitor for correctness when editing and proofreading, using appropriate resources
• writing conventions
• 3. know and apply writing conventions in footnotes, endnotes, references, and bibliographies

4.4 Present and Share

• share ideas and information
• 1. facilitate sessions on particular topics, using a variety of techniques
• effective oral and visual communication
• 2. communicate meaning, emphasis, and mood effectively and organize language for specific purposes, audiences, and occasions
• attentive listening and viewing
• 3. examine and apply critical listening and viewing behaviours

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

Students will

5.1 Develop and Celebrate Community

• share and compare responses
• 1. recognize and act upon the importance of respecting evidence, truth, and the views of others when discussing, describing, or recording experiences
• relate texts to culture
• 2. recognize and discuss ways in which oral, print, visual, and multimedia texts reflect cultural and attitudinal influences
• appreciate diversity
• 3. analyze the role of language and oral, print, visual, and multimedia texts in revealing and explaining the human condition
• celebrate special occasions
• 4. develop language suitable to mark special events and occasions and recognize that language performs a symbolic and ceremonial function

5.2 Encourage, Support, and Work with Others

• cooperate with others
• 1. make and encourage contributions that advance a group’s ideas or thinking
• work in groups
• 2. present group ideas and findings effectively to unfamiliar audiences
• use language to show respect
• 3. use communication that supports balanced, fair, and accurate portrayals of people across races, cultures, genders, ages, and abilities
• evaluate group process
• 4. identify areas where others may require support and monitor their own ability to provide needed support

Students will acquire Arabic to understand and appreciate languages and use the Arabic language confidently and competently in a variety of situations for communication, personal satisfaction, and further learning.

Students will

6.1 Linguistic Elements

• sound–symbol system
• 1. accurately apply knowledge of the Arabic sound–symbol system in a variety of contexts
• lexicon
• 2. improve the effectiveness of messages by independently accessing needed vocabulary
• grammatical elements
• 3a. recognize and use, in modelled situations, ¹ the following grammatical elements:
• passive verbs and their subjects − الفعل المبني المجھول وفاعله
• grammatical writing of numbers − قواعد كتابة الارقام
• subject and object descriptor − المبتدأ و الخبر

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.

• 3b. use, in structured situations, ² the following grammatical elements:
• changes to nominal sentences − حول الجمل الإسمیة الى جمل لفعلیة
• possessive structure and its endings − ضمائر الملكیة
• adjectives and the described noun − الصفة و الموصوف
• comparative and superlative − المقارنة وصیغة التفضیل

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.

• 3c. use, independently and consistently, ³ the following grammatical elements:
• interrogatives − أسماء الإستفھام
• prepositions − حروف الجر
• negative forms (complex) − (صيغ النفي (مركبة
• pronominal suffixes − الضمائر المتصلة
• conjunctive pronouns − ضمائر الوصل
• demonstrative pronouns − أسماء الإشارة

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.

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

• mechanical features
• 4. use mechanical features of Arabic correctly and effectively
• discourse features
• 5. use basic discourse features of Arabic correctly and apply these features for desired effect, with teacher guidance

6.2 Language Competence

• listening
• 1. comprehend the main points and supporting details of oral lectures, presentations, and other oral texts on familiar topics and representing familiar speaking styles
• speaking
• 2. orally present and support thoughts and ideas on familiar topics
• reading
• 3. understand the main points and supporting details of texts on familiar topics
• writing
• 4. organize and develop ideas coherently in writing on a range of familiar topics
• viewing
• 5. view and understand complex representations of ideas, events, and information
• representing
• 6. create effective representations of ideas, events, and information

6.3 Sociocultural Context

• register
• 1. identify differences in register between spoken and written texts
• idiomatic expressions
• 2. interpret unfamiliar idiomatic expressions in a variety of contexts
• variations in language
• 3. identify and explain some common regional or other variations in language
• social conventions
• 4. use politeness conventions in a variety of contexts
• non-verbal communication
• 5. use non-verbal communication techniques in a variety of contexts

6.4 Language Learning Strategies

• cognitive
• 1. select and use cognitive strategies in a variety of situations to enhance language learning
• metacognitive
• 2. select and use metacognitive strategies in a variety of situations to enhance language learning
• social/affective
• 3. select and use social and affective strategies in a variety of situations to enhance language learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.5 Language Use Strategies

• interactive
• 1. select and use interactive strategies in a variety of situations to enhance language use
• interpretive
• 2. select and use interpretive strategies in a variety of situations to enhance language use
• productive
• 3. select and use productive strategies in a variety of situations to enhance language use

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

6.6 General Learning Strategies

• cognitive
• 1. select and use cognitive strategies in a variety of situations to enhance general learning
• metacognitive
• 2. select and use metacognitive strategies in a variety of situations to enhance general learning
• social/affective
• 3. select and use social and affective strategies in a variety of situations to enhance general learning

Examples of language learning strategies are available in the Language Arts: Specific Language Component section.

Students will explore, understand, appreciate, and value Arabic cultures in Canada and the world for personal growth, enrichment, and satisfaction and for participating in and contributing to an interdependent and multicultural global society.

Students will

7.1 Self-identity

• explore self-identity
• 1. identify how self-identity and self-concept change
• developing positive self-identity
• 2. develop areas of personal strength and possible future opportunities and plan for future self-development and growth
• valuing Arabic language and cultures
• 3. contribute to community-based activities in which knowledge and skills related to Arabic language and cultures will be applied
• valuing bilingualism/multiculturalism
• 4. contribute to community-based activities in which bilingual/multicultural knowledge and skills will be applied

7.2 Arabic Cultures

• historical elements
• 1. recognize and appreciate the influence and contributions of major historical events, historical figures, and cultural developments of Arabic language and cultures
• contemporary elements
• 2. recognize and appreciate the influence and contributions of major contemporary events, contemporary figures, and cultural developments of Arabic language and cultures
• diversity
• 3. compare and contrast perspectives on diversity of Arabic language and cultures at the national level
• change
• 4. examine historical influences that have affected Arabic language and cultures

7.3 Building Community

• positive group membership
• 1. establish respect for the rights and opinions of others and recognize that social issues are complex
• appreciating diversity
• 2. identify and analyze how Canada’s response to diversity has changed, compare how different countries have responded to diversity, and identify the benefits of a pluralistic approach
• appreciating similarity
• 3. identify and explain how common human experiences and needs are reflected in culture, social structures, and day-to-day patterns of behaviour in Canada
• contributing to community
• 4. assist in various school and community events to promote intercultural understanding

7.4 Global Citizenship

• responsible citizenship
• 1. identify and analyze a citizen’s role and responsibility in interrelated local, national, and international contexts
• interdependence
• 2. identify and analyze the variety of ways in which peoples and countries are linked in an interrelated global system and examine how this interrelatedness developed over time
• intercultural skills
• 3. examine patterns of behaviour reflecting attitudes and values that contribute to cross-cultural understanding
• future opportunities
• 4. explore career fields in which bilingual and multicultural knowledge, skills, and attitudes can be applied

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

Students will

1.1 Discover and Explore

• express ideas
• 1. inquire about and summarize ideas, observations, and opinions of themselves and others
• consider others’ ideas
• 2. formulate personal understanding and interpretations
• experiment with language
• 3. analyze self-expression in oral, print, visual, and multimedia forms
• express preferences
• 4. explore a variety of oral, print, visual, and multimedia texts and genres
• set goals
• 5. build self-direction, self-appraisal, and open-mindedness in language learning and use

1.2 Clarify and Extend

• develop understanding
• 1. analyze and synthesize connections between new and prior knowledge, ideas, and experiences to clarify and shape understanding
• explain opinions
• 2. reflect on changing personal viewpoints and anticipate possible consequences
• combine ideas
• 3. expand their repertoire of organizational structures to clarify ideas and information and to bring order to their own thinking
• extend understanding
• 4. explore divergent viewpoints for relevance and validity

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

Students will

2.1 Use Strategies and Cues

• prior knowledge
• 1. analyze and explain connections among diverse experiences, prior knowledge, and a variety of texts
• comprehension strategies
• 2. apply and adjust strategies for comprehending a variety of texts and use a personal repertoire of strategies to monitor interpretations
• textual cues
• 3. use textual cues, prominent organizational patterns within texts, and stylistic techniques to construct and confirm meaning and to interpret texts
• cueing systems
• 4. select and use a variety of cueing systems to construct and confirm meaning and to interpret texts

2.2 Respond to Texts

• experience various texts
• 1. experience texts from a variety of genres and cultural traditions and explain various interpretations of the same text
• connect self, texts, and culture
• 2. compare the themes portrayed in a variety of oral, print, visual, and multimedia texts from various cultures
• appreciate the artistry of texts
• 3. examine how word choice in oral, print, visual, and multimedia texts alters and enhances mood or meaning and affects audience

2.3 Understand Forms and Techniques

• forms and genres
• 1. recognize unique characteristics of a variety of oral, print, visual, and multimedia forms and genres
• techniques and elements
• 2. analyze how plot, character, setting, and mood enhance meaning, and evaluate the effectiveness of techniques used in oral, print, visual, and multimedia texts
• vocabulary
• 3. recognize the use of archaic language and examine how word usage evolves over time
• experiment with language
• 4. explore ways in which creative uses of language develop a personal style, and evaluate the effectiveness of media techniques and devices
• create original texts
• 5. create a variety of original oral, print, visual, and multimedia texts to communicate and demonstrate understanding of forms and techniques

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

Students will

3.1 Plan and Focus

• personal knowledge and experience
• 1. reflect on their own and others’ expertise and information to identify topic interests, depth of knowledge, and information needs for inquiry or research
• ask questions
• 2. formulate and adjust inquiry or research questions to focus a topic and purpose
• participate in group inquiry
• 3. collaborate to determine their own and the group’s knowledge base and to determine an inquiry or research topic focus
• create and follow a plan
• 4. prepare, use, and revise an inquiry or research plan; and independently locate, access, and record relevant information from a variety of sources

3.2 Select and Process

• identify personal and peer knowledge
• 1. access, record, and appraise personal expertise on an inquiry or research topic and focus inquiry or research according to pre-established organization of a project
• identify sources
• 2. identify a range of information sources on an inquiry or research topic
• evaluate sources
• 3. evaluate the reliability and credibility of information sources
• access information
• 4. use a combination of information retrieval knowledge and skills for particular topics and purposes and independently expand and use a variety of skills to access information and ideas from a variety of sources
• make sense of information
• 5. identify and analyze a variety of factors that affect meaning; skim and scan for required information; and use effective listening, reading, and viewing techniques

3.3 Organize, Record, and Assess

• organize information
• 1. develop flexibility and independence in organizing information and ideas, using a variety of strategies
• record information
• 2. record and summarize facts and information from a variety of sources and reference these sources
• evaluate information
• 3. evaluate collected information for completeness, accuracy, currency, and relevance for particular forms, audiences, and purposes
• develop new understanding
• 4. synthesize a variety of perspectives and consider alternative methods of reaching inquiry or research goals

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

Students will

4.1 Generate and Focus

• generate ideas
• 1. generate, evaluate, and select ideas to achieve personal communication purposes and choose a form appropriate to audience and purpose
• choose text forms
• 2. use and adapt a variety of text forms to match content, audience, and purpose
• organize ideas
• 3. use organizational structures and techniques encountered in listening, reading, and viewing experiences to enhance their own oral, print, visual, and multimedia texts

4.2 Enhance and Improve

• appreciate own and others’ work
• 1. share their own work in a variety of forums and respond to and appraise their own and others’ ideas, language use, and forms relative to purpose and audience
• revise content
• 2. use words that are precise, use vivid adjectives and adverbs, and experiment with figurative language
• enhance legibility
• 3. use a combination of technological and non-technological forms to create multimedia presentations and/or documents
• enhance artistry
• 4. analyze drafts and revise them to ensure coherence and unity
• enhance presentation
• 5. use a variety of styles and formats for compositions, presentations, reports, essays, and inquiry or research projects, and use resources to support and enhance description

4.3 Attend to Conventions

• grammar and usage
• 1. proofread for errors in language usage and grammar
• spelling
• 2. know and apply spelling conventions consistently when editing and proofreading and manipulate vocabulary and spelling conventions for stylistic effect
• writing conventions
• 3. know and apply writing conventions for effect when editing and proofreading

4.4 Present and Share

• share ideas and information
• 1. plan and present sessions on particular topics, using a variety of techniques
• effective oral and visual communication
• 2. use voice-production factors and non-verbal cues to communicate meaning, mood, and interest; use tone and tempo for dramatic effect; give prepared talks from notes or memory; participate effectively in interviews; and participate in personal and public communication
• attentive listening and viewing
• 3. analyze and apply critical listening and viewing behaviours