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Ukrainian Language & Culture (3-Year Program) 10-20-30 (2005)

© Alberta Education, Canada 
 Table of Contents   Program of Studies
Rationale & Philosophy 
 
Outcomes 
 

There is 1 Teacher Resource related to the entire Program of Studies
There is 1 Student Resource related to the entire Program of Studies
This Ukrainian Language and Culture Three-year (3Y) Program is intended for students who are beginning their study of Ukrainian language and culture in senior high school.
Introduction

The study of Ukrainian develops awareness of and sensitivity to cultural and linguistic diversity. Learning Ukrainian helps to preserve the cultural identity of those who have a family connection to Ukraine, including one million Canadians and 286 000 Albertans. At the same time, learning a second language enriches the identity of all Canadians. It is the best means of fostering understanding and solidarity among peoples and countries. Finally, it provides the opportunity to identify, question and challenge one’s own cultural assumptions, values and perspectives and to contribute positively to society.

A Means of Communication

Ukrainian is spoken by more than 50 million people living in Ukraine, Argentina, Australia, Brazil, Canada, the United Kingdom, the United States and Western Europe. As well, Ukrainian is closely related to other Slavic languages. Since there are almost 300 million people in the world who speak a Slavic language, Ukrainian can enable communication in many parts of the world. Speakers of Ukrainian can make themselves understood in many countries in Europe and can understand the languages of many Eastern European countries, in particular, Belarus, Bosnia, Bulgaria, Croatia, the Czech Republic, Macedonia, Poland, Russia, Serbia, Slovakia and Slovenia. Students should, therefore, be given the opportunity and encouragement to acquire Ukrainian as an additional language.

Personal and Cognitive Benefits

There is significant evidence to suggest that learning another language contributes to the development of first language skills and enhances cognitive functioning. Learning a second language increases the ability to conceptualize, to think abstractly, and it fosters more cognitive flexibility, greater divergent thinking, creativity and metalinguistic competence.

First Language Skills and Cultural Connections

For those students who already have some knowledge of the Ukrainian language or a family connection to the culture, the study of Ukrainian offers an opportunity to renew contact with their language, culture and heritage. Some students may have acquired Ukrainian as their first language, but live in a community where few other people speak it. For these students, the study of Ukrainian helps them to maintain and further develop literacy in their first language.

Economic Benefits

In today’s world, the knowledge of a second language and culture in general, and Ukrainian in particular, provides individuals with an economic advantage. Learning another language enables them to communicate and interact effectively in the global marketplace and workplace.

Assumptions

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

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

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

Four Components

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

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

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

Global Citizenship aims to develop intercultural competence, with a particular focus on cultures associated with Ukrainian.

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

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

Modes of Communication

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

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

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

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

Lexical Fields

Students’ language learning should focus on meaningful, functional learning activities that are best structured around topics based on students’ experiences and interests.

The following lexical fields are included in this program of studies. The linguistic elements that are needed to allow learners to communicate about these topics are specified in the Language Competence component under the cluster heading “attend to form.”

Ukrainian Language and Culture
10-3Y, 20-3Y, 30-3Y
  • school
  • family and friends
  • weather
  • home
  • community
  • clothing and fashions
  • food
  • holidays/celebrations/traditions
  • leisure activities and entertainment
  • shopping and consumerism
  • vacation and travel
  • literature
  • current issues, events and political situations
  • media
  • any other lexical fields that meet the needs and interests of the students

A Spiral Progression

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

Organization of the Program of Studies
General Outcomes

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

Applications [A]

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

Language Competence [LC]

  • Students will use Ukrainian effectively and competently.

Global Citizenship [GC]

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

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

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

Overview

Specific Outcomes

Each general outcome is further broken down into specific outcomes that students are to achieve by the end of each course.

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

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

The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner.

Applications Overview

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

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

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

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

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

Language Competence Overview

Students will use Ukrainian effectively and competently.
Cluster:Strand:
LC-1 attend to formLC-1.1 phonology
LC-1.2 orthography
LC-1.3 lexicon
LC-1.4 grammatical elements
LC-2 interpret and produce textsLC-2.1 aural interpretation
LC-2.2 written interpretation
LC-2.3 visual interpretation
LC-2.4 oral production
LC-2.5 interactive fluency
LC-2.6 written production
LC-2.7 representation
LC-3 apply knowledge of the sociocultural contextLC-3.1 register
LC-3.2 idiomatic expressions
LC-3.3 variations in language
LC-3.4 social conventions
LC-3.5 nonverbal communication
LC-4 apply knowledge of how the Ukrainian language is organized, structured and sequencedLC-4.1 cohesion/coherence
LC-4.2 text forms
LC-4.3 patterns of social interaction

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

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

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

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

Global Citizenship Overview

Students will acquire the knowledge, skills and attitudes to be effective global citizens.
Cluster:Strand:
GC-1 historical and contemporary elements of Ukrainian cultureGC-1.1 accessing/analyzing knowledge of Ukrainian culture
GC-1.2 applying cultural knowledge
GC-1.3 diversity within Ukrainian culture
GC-1.4 valuing Ukrainian culture
GC-2 affirming and valuing diversityGC-2.1 awareness of first language
GC-2.2 general language knowledge
GC-2.3 awareness of Canadian culture
GC-2.4 general cultural knowledge
GC-2.5 intercultural skills
GC-3 personal and career opportunitiesGC-3.1 Ukrainian language and culture
GC-3.2 cultural and linguistic enrichment

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

The various components of global citizenship are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands which show the developmental flow of learning from course to course. Each strand deals with a single aspect of intercultural competence. For example, under the cluster heading “historical and contemporary elements of Ukrainian culture,” there are strands for accessing/analyzing knowledge of Ukrainian culture, applying cultural knowledge, diversity within Ukrainian culture and valuing Ukrainian culture. Elements of the culture may include a variety of topics; e.g., great figures, periods of history, immigration, historical events, current events, celebrations, fine arts, pop culture, lifestyles.

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

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

Strategies Overview

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

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

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

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

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

SAMPLE LIST OF STRATEGIES
Language Learning Strategies

Cognitive

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

Metacognitive

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

Social/Affective

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

Interactive

  • use words from own first language to get meaning across; e.g., use a literal translation of a phrase in the first language, use a first language word but pronounce it as in Ukrainian
  • acknowledge being spoken to
  • interpret and use a variety of nonverbal clues to communicate; e.g., mime, pointing, gestures, drawing pictures
  • indicate lack of understanding verbally (e.g., Вибaчтe., Пepeпpoшyю., Я нe зpoзyмів.) or nonverbally (e.g., raised eyebrows, blank look)
  • ask for clarification or repetition when something is not understood; e.g., Пpoшy пoвтopiть., Щo ви скaзaли?
  • use other speakers’ words in subsequent conversations
  • assess feedback from a conversation partner to recognize when a message has not been understood; e.g., raised eyebrows, blank look
  • start again, using a different tactic, when communication breaks down; e.g., Я хoтiв cкaзaти, щo…
  • use a known generic word in place of an unknown specific one, and invite correction; e.g., pибa for лococь
  • invite others into the discussion
  • ask for confirmation of correct language usage; e.g., Чи тaк мoжнa cкaзaти?, Чи цe пpaвильнo?, Чи тaк гoвopять?
  • use a range of fillers, hesitation devices and gambits to sustain conversations; e.g., скaжiм, отжe, і тaк, от, знaчить
  • use circumlocution and definition to compensate for lack of vocabulary; e.g., нa тe, щo вiшaють oдяг for вiшaк
  • repeat part of what someone has said to confirm mutual understanding; e.g., Тaк щo, нa вaшy дyмкy…, I тaк, на вaш погляд…, Ви кaжeтe, щo…, Тaк, як я poзyмiю…
  • summarize the point reached in a discussion to help focus the talk; e.g., отже, одним словом
  • ask follow-up questions to check for understanding; e.g., Чи цe зpoзyмiлo?
  • use suitable phrases to intervene in a discussion; e.g., Гoвopячи пpo…, Щoдo (чoгo), тo…, Нa paxyнoк (чoгo),…
  • self-correct if errors lead to misunderstandings; e.g., Я хoтiлa cкaзaти, щo…, Я нaмaгaлacя cкaзaти, щo…, Я мaлa нa yвaзi тe, щo…

Interpretive

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

Productive

  • mimic what the teacher says
  • use nonverbal means to communicate
  • copy what others say or write
  • use words that are visible in the immediate environment
  • use resources to increase vocabulary or other language structures
  • use familiar repetitive patterns to compose oral or written texts (stories, songs, rhymes, familiar classroom routines/phrases/patterns)
  • use illustrations to provide detail when producing own texts
  • use various techniques to explore ideas at the planning stage, such as brainstorming or keeping a notebook or log of ideas
  • use knowledge of sentence patterns to form new sentences
  • be aware of and use the steps of the writing process: prewriting (gathering ideas, planning the text, research, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
  • use a variety of resources to correct texts, such as personal and commercial dictionaries, checklists, grammars, teachersuse a variety of resources to correct texts, such as personal and commercial dictionaries, checklists, grammars
  • take notes when reading or listening to assist in producing own text
  • revise and correct final version of text
  • use circumlocution and definition to compensate for gaps in vocabulary
  • apply grammar rules to improve accuracy at the correction stage
  • compensate for avoiding difficult structures by rephrasing
General Learning Strategies

Cognitive

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

Metacognitive

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

Social/Affective

  • watch others’ actions and copy them
  • seek help from others
  • follow own natural curiosity and intrinsic motivation to learn
  • participate in cooperative group learning tasks
  • choose learning activities that enhance understanding and enjoyment
  • be encouraged to try, even though mistakes might be made
  • take part in group decision-making processes
  • use support strategies to help peers persevere at learning tasks; e.g., offer encouragement, praise, ideas
  • take part in group problem-solving processes
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • monitor own level of anxiety about learning tasks, and take measures to lower it if necessary; e.g., deep breathing, laughter
  • use social interaction skills to enhance group learning activities
10-3Y
Applications (10-3Y)
General Outcome for Applications

Students will use Ukrainian in a variety ofsituations and for a variety of purposes.

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. understand and respond to a simple question
  • b. identify people, places and things
  • c. ask for and provide basic information
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express a personal response and simple preferences
  • b. ask for and identify favourite people, places, things and activities
  • A–2.2 share emotions, feelings
  • a. ask and respond to questions about well-being; e.g., як спpaви
  • b. identify and use expressions of emotions
A–3 to get things done
  • A–3.1 guide actions of others
  • a. ask for permission
  • b. make a variety of simple requests
  • c. respond to and express simple instructions or commands
  • A–3.2 state personal actions
  • a. state simple personal actions in the present and future
  • A–3.3 manage group actions
  • a. express and manage turn taking; e.g., in a game situation
  • b. encourage other group members to participate
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange greetings and farewells
  • b. address a new acquaintance and introduce themselves
  • c. exchange some basic personal information
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. ask questions to gain knowledge and clarify understanding
  • b. seek information in a variety of ways
  • A–5.2 gather and organize information
  • a. gather, organize, categorize and record simple information using a variety of resources; e.g., print, audio/visual, multimedia, human
  • A–5.3 solve problems
  • a. recognize a problem and choose between given solutions
  • A–5.4 explore opinions and values
  • a. recognize differences of opinion and preferences
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Ukrainian for fun; e.g., learn simple rhymes, songs, games, poems, riddles
  • A–6.2 creative/aesthetic purposes
  • a. use Ukrainian creatively; e.g., comic strip captions, concrete and/or acrostic poetry, stories
  • A–6.3 personal enjoyment
  • a. use Ukrainian for personal enjoyment; e.g., make a collection of pictures, listen to songs
Language Competence (10-3Y)
General Outcome for Language Competence

Students will use Ukrainian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. pronounce some common words and phrases comprehensibly
  • b. use intonation to express meaning
  • c. distinguish particular sounds of the language
  • LC–1.2 orthography
  • a. recognize and name the letters of the alphabet
  • b. recognize basic capitalization and punctuation rules; e.g., пoнeдiлoк, вepeceнь, панi, укpаїнcький
  • c. reproduce short text in cursive writing
  • LC–1.3 lexicon
  • a. understand and use a repertoire of vocabulary and expressions in familiar contexts within a variety of lexical fields, including: school; family and friends; weather; home; community; clothing and fashions; food; holidays/celebrations/traditions; leisure activities and entertainment; shopping and consumerism; vacation and travel; literature; current issues, events and political situations; media; any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
  • Nouns
  • – accusative singular; e.g., зошит, мітлу, авто
  • – genitive singular; e.g., зошита, мітли, авта
  • Pronouns
  • – accusative singular animate
  • – genitive plural; e.g., моїх, твоїх
  • – demonstrative accusative animate; e.g., цього, цю
  • – interrogative accusative animate; e.g., якого?, яку?
  • Adjectives
  • – genitive singular; e.g., нового, нової
  • – accusative singular; e.g., новий/нового, нову,
  • Verbs
  • – common perfective/imperfective; e.g., прочитати, написати, іти, робити
  • – common reflexive verbs; e.g., одягатися, митися

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

  • b. use, in structured situations,2 the following grammatical elements: ...
  • Nouns
  • – vocative; e.g., мамо, Лесю, Степане, тату
  • – accusative singular animate; e.g., Степана, Віру
  • Pronouns
  • – personal
  • – accusative singular; e.g., мене, тебе, його, її
  • – genitive singular; e.g., мене, тебе, його, її
  • – demonstrative accusative inanimate; e.g., цей, цю, це
  • – interrogative accusative inanimate; e.g., який?, яку?, яке?
  • Adjectives
  • – accusative singular inanimate; e.g., новий зошит, нову мітлу, нове авто
  • Verbs
  • – imperative; e.g., Читаймо!, Читайте!
  • – modal verbs; e.g., хотіти, мусити, могти
  • Expressions
  • – day, date and year; e.g., понеділок, четверте березня дві тисячі першого року
  • – time (at what time)
  • Numerals
  • – 1–4 plus noun agreement; e.g., два зошити, дві книжки, два крісла

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

  • c. use, independently and consistently,3 the following grammatical elements: ...
  • Nouns
  • – all genders; e.g., зошит, мітла, авто
  • – nominative singular and plural; e.g., зошит/-и, мітла/-и, авто/-а
  • – locative singular; e.g., на столі, у книжці, у ліжку
  • Pronouns
  • – personal nominative; e.g., я, ти, вони
  • – possessive; e.g., мій, твій
  • – demonstrative nominative; e.g., цей, ця, той, та
  • – interrogative nominative; e.g., який?, яка?
  • Adjectives
  • – noun/adjective agreement; e.g., новий зошит, нова мітла, нове авто
  • – nominative singular and plural; e.g., новий, нові
  • Verbs
  • – infinitive; e.g., читати, писати
  • – present; e.g., я читаю, ти пишеш
  • – future imperfect; e.g., я буду говорити, ти будеш говорити
  • – past; e.g., я читав, я читала
  • Adverbs
  • – expressions of weather; e.g., холодно, тепло
  • – of quality; e.g., добре, погано, цікаво, швидко
  • – of emotion (pertaining to self); e.g., мені весело, мені сумно
  • – location; e.g., тут, там
  • – direction; e.g., сюди, туди
  • Expressions
  • time (hourly); e.g., перша
  • Conjunctions
  • coordinate; e.g., i, але, а, бо, та
  • Numerals
  • cardinals 1–100
  • ordinals 1–12

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.

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand a series of simple spoken sentences in guided situations
  • LC–2.2 written interpretation
  • a. understand the meaning of a variety of simple written texts in guided situations
  • LC–2.3 visual interpretation
  • a. derive meaning from a variety of visuals and other forms of nonverbal communication in guided situations
  • LC–2.4 oral production
  • a. produce meaningful short, simple oral texts, using familiar structures, in guided situations
  • LC–2.5 interactive fluency
  • a. interact using a sequence of simple sentences in guided situations
  • LC–2.6 written production
  • a. produce meaningful short, simple texts, using familiar structures, in guided situations
  • LC–2.7 representation
  • a. use a variety of visuals and other forms of nonverbal communication to express meaning in guided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. use simple forms of formal and informal language; e.g., ти, ви
  • LC–3.2 idiomatic expressions
  • a. use some simple idiomatic expressions with guidance
  • LC–3.3 variations in language
  • a. experience a variety of voices
  • LC–3.4 social conventions
  • a. use basic social expressions and conventions appropriate to familiar situations; e.g., прoшу, дякую
  • LC–3.5 nonverbal communication
  • a. recognize appropriate nonverbal behaviours; e.g., body language
LC–4 apply knowledge of how the Ukrainian language is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. use simple conventions to link sentences using simple connectors and sequencing words; e.g., бo, алe, пepшe, тoдi, пoтiм
  • LC–4.2 text forms
  • a. recognize and use some simple oral and written text forms, in guided situations; e.g., lists, letters, stories, songs
  • LC–4.3 patterns of social interaction
  • a. recognize and respond to social interaction patterns; e.g., greeting patterns, leave-taking patterns
Global Citizenship (10-3Y)
General Outcome for Global Citizenship

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

GC–1 historical and contemporary elements of Ukrainian culture
  • GC–1.1 accessing/analyzing knowledge of Ukrainian culture
  • a. ask questions, using their first language, about elements of Ukrainian culture experienced in class
  • b. identify elements that reflect traditional and contemporary Ukrainian culture
  • GC–1.2 applying cultural knowledge
  • a. explore and identify elements of Ukrainian culture in the classroom, school and community
  • b. recognize how practices may vary from region to region; e.g., clothing, activities, food, festivals
  • GC–1.3 diversity within Ukrainian culture
  • a. experience diverse elements of Ukrainian culture; e.g., music, clothing, food
  • b. identify some elements that reflect diversity within Ukrainian culture
  • GC–1.4 valuing Ukrainian culture
  • a. participate in cultural activities and experiences
  • b. express an interest in finding out about people their own age who speak Ukrainian
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify similarities and differences between their first language and Ukrainian; e.g., word order, cognates
  • GC–2.2 general language knowledge
  • a. explore the variety of languages spoken by those around them
  • b. identify differences and similarities among the words and writing systems of different languages within their personal experience
  • GC–2.3 awareness of own culture
  • a. explore and recognize similarities and contrasts between Canadian and Ukrainian culture
  • GC–2.4 general cultural knowledge
  • a. identify how culture is expressed through a variety of forms; e.g., behaviours, stories, food, clothes
  • b. recognize that speakers of the same language may come from different cultural backgrounds
  • GC–2.5 intercultural skills
  • a. adapt to new situations; e.g., the Ukrainian classroom
  • b. recognize factors that contribute to intercultural communication; e.g., language, body language, perspectives
GC–3 personal and career opportunities
  • GC–3.1 Ukrainian language and culture
  • a. identify personal reasons for learning Ukrainian
  • b. identify some places that they can visit where Ukrainian is spoken
  • GC–3.2 cultural and linguistic enrichment
  • a. identify some reasons for learning additional languages and for learning about world cultures
  • b. suggest some reasons for participating in activities and experiences that reflect elements of different cultures
Strategies (10-3Y) 
General Outcome for Strategies

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

S–1 language learning
  • S–1.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance language learning; e.g., memorize new words by repeating them silently or aloud, make personal dictionaries
  • S–1.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance language learning; e.g., rehearse or role-play language, listen or read for key words
  • S–1.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance language learning; e.g., work cooperatively with peers in small groups, understand that making mistakes is a natural part of language learning

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. use simple interactive strategies with guidance; e.g., indicate lack of understanding verbally or nonverbally
  • S–2.2 interpretive
  • a. use simple interpretive strategies with guidance; e.g., use gestures, intonation and visual supports to aid comprehension, use illustrations to aid reading comprehension, make predictions about what will be heard or read based on prior knowledge and personal experience
  • S–2.3 productive
  • a. use simple productive strategies with guidance; e.g., copy what others say or write, use resources to increase vocabulary, use knowledge of sentence patterns to form new sentences

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies to enhance general learning; e.g., connect what is already known with what is being learned, experiment with and concentrate on one thing at a time
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies to enhance general learning; e.g., discover how own efforts can affect learning, decide in advance to attend to the learning task
  • S–3.3 social/affective
  • a. use simple social and affective strategies to enhance general learning; e.g., seek help from others, be willing to take risks and to try unfamiliar tasks and approaches

Further examples of general learning strategies are available in the Strategies Overview section.

20-3Y
Applications (20-3Y)
General Outcome for Applications

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

A–1 share factual information
  • A–1.1 share factual information
  • a. ask for and provide information on familiar topics
  • b. describe people, places, things and simple sequences of events or actions
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express a personal response to a variety of situations
  • b. inquire about and express preferences and give simple reasons
  • c. record and share thoughts and ideas with others
  • A–2.2 share emotions, feelings
  • a. inquire about, express, and respond to common emotions and feelings in familiar contexts; e.g., шкoдa, чyдoвo, нapeштi
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and follow a simple sequence of instructions in familiar situations
  • A–3.2 state personal actions
  • a. inquire about and express ability/inability to do something
  • b. state personal actions in the past, present and future
  • A–3.3 manage group actions
  • a. assume a variety of roles and responsibilities in a group
  • b. negotiate in a simple way with peers in small group tasks
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. make and respond to requests for personal information
  • b. apologize, refuse politely
  • c. extend, accept and decline an offer or invitation
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. a. explore and express meaning in a variety of ways; e.g., drawing a diagram, making a model, rephrasing
  • A–5.2 gather and organize information
  • a. organize and manipulate information; e.g., transform information from texts into other forms, such as tables or diagrams
  • A–5.3 solve problems
  • a. describe a problem and propose solutions
  • A–5.4 explore opinions and values
  • a. express personal views on topics within their direct experience
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Ukrainian for fun and to interpret humour; e.g., cartoons, stories
  • A–6.2 creative/aesthetic purposes
  • a. use Ukrainian creatively and for aesthetic purposes; e.g., write poems based on simple language using a model
  • A–6.3 personal enjoyment
  • a. use Ukrainian for personal enjoyment; e.g., communicate orally and in writing with speakers of Ukrainian
Language Competence (20-3Y)
General Outcome for Language Competence

Students will use Ukrainian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. use comprehensible pronunciation, stress and intonation when producing familiar words or phrases
  • b. recognize some of the effects that intonation and stress have in different situations
  • LC–1.2 orthography
  • a. write (spell) familiar words correctly
  • b. recognize and use basic writing conventions with reasonable accuracy; e.g., capitalization, punctuation
  • LC–1.3 visual interpretation
  • a. understand and use a repertoire of vocabulary and expressions in familiar contexts within a variety of lexical fields, including: school; family and friends; weather; home; community; clothing and fashions; food; holidays/celebrations/traditions; leisure activities and entertainment; shopping and consumerism; vacation and travel; literature; current issues, events and political situations; media; any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Nouns
    • – genitive plural; e.g., хлопців, дівчат
    • Adjectives
    • – comparative and superlative nominative; e.g., новий, новіший, найновіший
    • Adverbs
    • – definite/indefinite; e.g., десь, кудись, колись, денебудь, де-небудь, кудинебудь, куди-небудь, колинебудь, коли-небудь
    • Numerals
    • – 5 and higher plus noun agreement; e.g., 5 хлопців, 6 дівчат, 7 авт

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

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Nouns
    • instrumental plural; e.g., хлопцями
    • Pronouns
    • – personal, all cases
    • – possessive singular, all cases
    • – definite and indefinite nominative; e.g., сам, інший, хтось, хтонебудь/хто-небудь, щонебудь/що-небудь
    • Adjectives
    • – singular, all cases; e.g., новий, нового, новому, новий, новим, на новому
    • Verbs
    • – present tense verbs
    • – perfective/imperfective past and future; e.g., я прочитала/я читала, я прочитаю/я буду читати
    • – reflexive verbs; e.g., боятися, подобатися
    • Expressions
    • – time (hour and minutes)
    • Numerals
    • – cardinals over 100
    • – ordinals over 12

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

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Nouns
    • – instrumental; e.g., Степаном, Вірою
    • – dative singular; e.g., Степанові, Вірі
    • – accusative plural; e.g., зошити, хлопців
    • – vocative
    • – accusative singular animate
    • Pronouns
    • – personal accusative singular genitive singular
    • – possessive accusative singular
    • – demonstrative accusative inanimate
    • – interrogative accusative inanimate
    • Adjectives
    • – accusative singular inanimate; e.g., новий зошит, нову мітлу, нове авто
    • Verbs
    • – imperative
    • – modal verbs
    • Adverbs
    • – temporals; e.g., часом, часто
    • Expressions
    • – day, date, year; e.g., понеділок, четверте березня дві тисячі першого року

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

LC–2 interpret and produce texts
  • LC–2.1 aural interpretation
  • a. understand simple oral texts in a variety of guided situations
  • LC–2.2 written interpretation
  • a. understand the main points and some supporting details of short written texts on familiar topics in guided situations
  • LC–2.3 visual interpretation
  • a. derive meaning from the visual elements of a variety of media in guided situations
  • LC–2.4 oral production
  • a. produce oral texts on familiar topics, providing some details to support the main point, in guided situations
  • LC–2.5 interactive fluency
  • a. engage in short, spontaneous exchanges, with pauses for planning and repair, on familiar topics
  • LC–2.6 written production
  • a. produce texts on familiar topics, providing some details to support the main point, in guided situations
  • LC–2.7 representation
  • a. express meaning through the use of visual elements in a variety of media in guided situations
LC–3 apply knowledge of the sociocultural context
  • LC–3.1 register
  • a. use formal and informal language in familiar situations
  • LC–3.2 idiomatic expressions
  • a. use learned idiomatic expressions to enhance communication, with guidance
  • LC–3.3 variations in language
  • a. experience some variations in language; e.g., age, gender, social class, accent
  • LC–3.4 social conventions
  • a. identify and use learned expressions and conventions in various social interactions; e.g., kiss three times on the cheeks
  • LC–3.5 nonverbal communication
  • a. recognize and use appropriate nonverbal behaviours in a variety of familiar contexts; e.g., greeting with a kiss
LC–4 apply knowledge of how the Ukrainian language is organized, structured and sequenced
  • LC–4.1 cohesion/coherence
  • a. explore and use a variety of common conventions to structure texts; e.g., тaкoж, тo, oтжe, oднaк, cпoчaткy, нapeштi
  • LC–4.2 text forms
  • a. recognize a variety of oral and written text forms; e.g., recipes, invitations, messages
  • b. produce some simple text forms in guided situations; e.g., maps, questionnaires
  • LC–4.3 patterns of social interaction
  • a. initiate interactions and respond using a variety of social interaction patterns; e.g., statement–agreement/ disagreement–reaction
Global Citizenship (20-3Y)
General Outcome for Global Citizenship

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

GC–1 historical and contemporary elements of Ukrainian culture
  • GC–1.1 accessing/analyzing knowledge of Ukrainian culture
  • a. seek out information about Ukrainian culture from authentic sources
  • b. compare and make connections between some elements of Ukrainian culture being studied and their own
  • GC–1.2 applying cultural knowledge
  • a. identify commonalities and differences between Ukrainian culture and their own
  • b. apply knowledge of Ukrainian culture to interpret these commonalities and differences
  • GC–1.3 diversity within Ukrainian culture
  • a. identify commonalities and differences among diverse groups within Ukrainian culture
  • b. apply knowledge of Ukrainian culture to interpret these commonalities and differences
  • GC–1.4 valuing Ukrainian culture
  • a. explore and identify contributions of Ukrainian culture to their own and global society
GC–2 affirming and valuing diversity
  • GC–2.1 awareness of first language
  • a. identify some words in their first language that have been adapted from Ukrainian, and identify some Ukrainian words that have been adapted from their first language
  • b. recognize the existence of cognates whose meanings vary in their first language and Ukrainian (false friends)
  • GC–2.2 general language knowledge
  • a. recognize that languages change over time
  • GC–2.3 awareness of Canadian culture
  • a. identify some cultural influences on the development of their personal identity
  • GC–2.4 general cultural knowledge
  • a. recognize that cultures evolve over time
  • b. recognize some of the factors that affect the culture of a particular region
  • GC–2.5 intercultural skills
  • a. explore various strategies for interpersonal communication with people from different cultures
GC–3 personal and career opportunities
  • GC–3.1 Ukrainian language and culture
  • a. identify some careers in which knowledge of Ukrainian is useful
  • GC–3.2 cultural and linguistic enrichment
  • a. recognize that knowledge of an additional language is an asset to any career
  • b. explore careers in which knowledge of additional languages and intercultural skills can be applied
Strategies (20-3Y) 
General Outcome for Strategies

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

S–1 cognitive
  • S–1.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance language learning; e.g., look for patterns and relationships, learn and apply rules, use graphic organizers such as mind maps
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning; e.g., reflect on learning tasks with guidance, make a plan in advance about how to approach a task, check copied writing for accuracy
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance language learning; e.g., be willing to take risks and to try unfamiliar tasks and approaches, work with others to solve problems and get feedback on tasks

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies; e.g., ask for clarification and repetition, use a known generic word in place of an unknown specific one, and invite correction
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies; e.g., listen or look for key words, infer probable meanings of unknown words or expressions from contextual clues
  • S–2.3 productive
  • a. identify and use a variety of productive strategies; e.g., use circumlocution and definition to compensate for gaps in vocabulary, be aware of and use the steps of the writing process

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning; e.g., formulate key questions to guide research, use previously acquired knowledge or skills to assist with a new learning task
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning; e.g., make a plan in advance about how to approach a task
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning; e.g., be encouraged to try, even though mistakes might be made

Further examples of general learning strategies are available in the Strategies Overview section.

30-3Y
Applications (30-3Y)
General Outcome for Applications

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

A–1 to receive and impart information
  • A–1.1 share factual information
  • a. ask for and provide information on several aspects of a topic; e.g., narration, descriptions, comparisons
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express, support and discuss opinions; e.g., agreement/ disagreement, approval/disapproval, interest/lack of interest, satisfaction/dissatisfaction
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings in a variety of familiar contexts
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions in a variety of situations
  • b. give and respond to advice and warnings
  • A–3.2 state personal actions
  • a. express intentions, wishes and desires
  • b. make promises in familiar situations
  • A–3.3 manage group actions
  • a. check for agreement and understanding
  • b. express disagreement in an appropriate way
  • c. express appreciation, enthusiasm, support and respect for the contributions of others
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in casual exchanges with classmates; e.g., give and respond to compliments, offer and respond to congratulations
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore and discover relationships and patterns
  • A–5.2 gather and organize information
  • a. gather information using a specific format; e.g., interview; record and share personal knowledge of a topic using a checklist
  • A–5.3 solve problems
  • a. identify a problem, and generate and evaluate solutions
  • A–5.4 explore opinions and values
  • a. express personal views on a variety of topics within their direct experience and provide supporting reasons
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Ukrainian for fun and to interpret and express humour; e.g., video clips, jokes
  • A–6.2 creative/aesthetic purposes
  • a. use Ukrainian creatively and for aesthetic purposes; e.g., experiment with the sounds and rhythms of Ukrainian, create a story, poem, rap
  • A–6.3 personal enjoyment
  • a. use Ukrainian for personal enjoyment; e.g., watch video clips, films, television programs, use the Internet
Language Competence (30-3Y)
General Outcome for Language Competence

Students will use Ukrainian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. approximate the pronunciation of unfamiliar words
  • a. use intonation, stress and rhythm appropriately in a variety of situations
  • LC–1.2 orthography
  • a. apply common spelling rules and writing conventions consistently; e.g., capitalization, punctuation
  • LC–1.3 visual interpretation
  • a. understand and use a repertoire of vocabulary and expressions in familiar contexts within a variety of lexical fields, including: school; family and friends; weather; home; community; clothing and fashions; food; holidays/celebrations/traditions; leisure activities and entertainment; shopping and consumerism; vacation and travel; literature; current issues, events and political situations; media; any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. recognize and use, in modelled situations,1 the following grammatical elements: ...
  • Nouns
  • – plural, all cases
  • Pronouns
  • – possessive plural, all cases
  • Adjectives
  • – plural, all cases
  • – comparative and superlative singular and plural, all cases
  • Verbs
  • – simple future; e.g., читатиму
  • – verbs of motion;verbs of motion; e.g., іти/ходити/піти, їхати/їздити/поїхати, летіти/літати/полетіти
  • Numerals
  • – collective animate; e.g., нас було десятеро

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

  • b. use, in structured situations,3 the following grammatical elements: ...
    • Nouns
    • – prepositions governing cases; e.g., без, біля, коло, до (genitive), на, у/в, за, через, про (accusative), під, над, за, перед, з/із/зі (instrumental), на, у/в, при (locative)
    • Pronouns
    • – personal plural, all cases
    • Adjectives
    • – comparative and superlative nominative
    • Verbs
    • – verbs governing cases; e.g., боятися чогось (genitive), подарувати комусь (dative), цікавитися чимсь (instrumental)
    • Adverbs
    • – definite and indefinite

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

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Pronouns
    • – personal, all cases
    • – possessive singular, all cases
    • – definite and indefinite nominative
    • Adjectives
    • – singular, all cases
    • Verbs
    • – present tense
    • – perfective/imperfective past and future
    • – reflexive
    • – conditional mood; e.g., якби…, я б…, якщо…, я б…
    • Adverbs
    • comparative, superlative; e.g., швидше, найшвидше
    • Expressions
    • – time (hour and minutes)
    • – time (at what time)

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

    LC–2 interpret and produce texts
    • LC–2.1 aural interpretation
    • a. understand the main points and some supporting details of oral texts on familiar topics
    • LC–2.2 written interpretation
    • a. understand the main point and supporting details of short written texts on familiar topics
    • LC–2.3 visual interpretation
    • a. derive meaning from visual elements in a variety of media in familiar situations
    • LC–2.4 oral production
    • a. produce oral texts on familiar topics, providing a variety of details to support the main point, in guided and unguided situations
    • LC–2.5 interactive fluency
    • a. engage in short, spontaneous exchanges, with pauses for planning and repair, in familiar situations
    • LC–2.6 written production
    • a. produce texts on familiar topics, providing a variety of details to support the main point, in guided and unguided situations
    • LC–2.7 representation
    • a. express meaning through the use of multiple visual elements in a variety of media
    LC–3 apply knowledge of the sociocultural context
    • LC–3.1 register
    • a. identify and use socially appropriate language in familiar situations
    • b. explore formal and informal uses of language in a variety of contexts
    • LC–3.2 idiomatic expressions
    • a. use learned idiomatic expressions appropriately in a variety of situations
    • LC–3.3 variations in language
    • a. acknowledge variations in language; e.g., regional, age-related, gender, social class, accent
    • LC–3.4 social conventions
    • a. explore and use a variety of social conventions
    • LC–3.5 nonverbal communication
    • a. use a variety of appropriate forms of nonverbal communication
    LC–4 apply knowledge of how the Ukrainian language is organized, structured and sequenced
    • LC–4.1 cohesion/coherence
    • a. use appropriate words and phrases to show a variety of relationships within texts; e.g., пo-мoємy, нa йoгo дyмкy, пpoтe, тoмy
    • LC–4.2 text forms
    • a. produce some simple text forms; e.g., recipes, comic strips, letters, radio or TV, reports, articles
    • LC–4.3 patterns of social interaction
    • a. combine a variety of interpersonal communication patterns; e.g., invitation– accept/decline–explanation, ordering food in a restaurant
    Global Citizenship (30-3Y)
    General Outcome for Global Citizenship

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

    GC–1 historical and contemporary elements of Ukrainian culture
    • GC–1.1 accessing/analyzing knowledge of Ukrainian culture
    • a. explore historical and contemporary elements of Ukrainian culture
    • GC–1.2 applying cultural knowledge
    • a. identify different perspectives of Ukrainian culture and speculate on their origins; e.g., stereotypes present in their own community
    • b. apply knowledge of elements of Ukrainian culture in interactions with people and texts; e.g., interpret historical references
    • GC–1.3 diversity within Ukrainian culture
    • a. apply knowledge of diversity within Ukrainian culture
    • GC–1.4 valuing Ukrainian culture
    • a. seek out and use opportunities to interact with members of Ukrainian cultural communities; e.g., exchange letters with pen pals
    GC–2 affirming and valuing diversity
    • GC–2.1 awareness of first language
    • a. analyze ways in which their first language and Ukrainian are significantly different and ways in which they are the same
    • GC–2.2 general language knowledge
    • a. identify how and why languages borrow from one another
    • b. recognize that languages and their international status change over time
    • GC–2.3 awareness of Canadian culture
    • a. identify shared references and significant events that have had an impact on both Canadian and Ukrainian cultures
    • GC–2.4 general cultural knowledge
    • a. recognize that ethnocentric perspectives exist in texts
    • b. explore various ways in which individuals acquire a cultural identity
    • GC–2.5 intercultural skills
    • a. identify and use various strategies for interpersonal communication with people from different cultures
    GC–3 personal and career opportunities
    • GC–3.1 Ukrainian language and culture
    • a. explore opportunities for further studies or careers related to Ukrainian
    • GC–3.2 cultural and linguistic diversity
    • a. explore applications of language and cultural learning in their personal and social lives, and in the global workplace and marketplace
    Strategies (30-3Y)
    General Outcome for Strategies

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

    S–1 language learning
    • S–1.1 cognitive
    • a. select and use a variety of cognitive strategies to enhance language learning; e.g., find information, using reference materials such as dictionaries, textbooks and grammars, use available technological aids
    • S–1.2 metacognitive
    • a. select and use a variety of metacognitive strategies to enhance language learning; e.g., evaluate own performance or comprehension at the end of a task, monitor own speech and writing to check for persistent errors
    • S–1.3 social/affective
    • a. select and use a variety of social and affective strategies to enhance language learning; e.g., repeat new words and expressions occurring in own conversations, and make use of these new words and expression as soon as appropriate, reread familiar self-chosen texts to enhance understanding and enjoyment

    Further examples of language learning strategies are available in the Strategies Overview section.

    S–2 language use
    • S–2.1 interactive
    • a. select and use a variety of interactive strategies to enhance language use; e.g., use a range of fillers, hesitation devices and gambits to sustain conversations, use circumlocution and definition to compensate for lack of vocabulary
    • S–2.2 interpretive
    • a. select and use a variety of interpretive strategies to enhance language use; e.g., use skimming and scanning to locate key information in texts
    • S–2.3 productive
    • a. select and use a variety of productive strategies to enhance language use; e.g., use a variety of resources to correct texts, apply grammar rules to increase accuracy at the correction stage

    Further examples of language use strategies are available in the Strategies Overview section.

    S–3 general learning
    • S–3.1 cognitive
    • a. select and use a variety of cognitive strategies to enhance general learning; e.g., seek information through a network of sources including libraries, the Internet, individuals and agencies
    • S–3.2 metacognitive
    • a. select and use a variety of metacognitive strategies to enhance general learning; e.g., take responsibility for planning, monitoring and evaluating learning experiences
    • S–3.3 social/affective
    • a. select and use a variety of social and affective strategies to enhance general learning; e.g., use support strategies to help peers persevere at learning tasks, take part in group problemsolving processes, monitor own level of anxiety about learning tasks, and take measures to lower it if necessary

    Further examples of general learning strategies are available in the Strategies Overview section.

      





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