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

1.1 Discover and Explore

• express ideas
• participate in and represent a range of experiences

• consider others’ ideas
• participate in a range of experiences

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

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

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

1.2 Clarify and Extend

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

• explain opinions
• explore new experiences and ideas

• combine ideas
• group ideas and information to make sense

• extend understanding
• wonder about new ideas and observations

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

2.1 General Comprehension Strategies

• prior knowledge
• make connections among oral language, texts and personal experiences

• comprehension strategies
• anticipate meaning from familiar print, symbols and images

• textual cues
• recognize environmental print, symbols and images in context; and recognize own name

• cueing systems
• 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
• participate in shared listening, reading and viewing experiences, using texts from a variety of genres and cultural traditions, such as picture books, language pattern books/predictable books, stories, photographs, rebus stories and illustrations

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

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

For a sample list of text forms, see the end of this program of studies.

2.3 Understand Forms and Techniques

• forms and genres
• distinguish between what is realistic and imaginary in oral, literary and media forms and texts

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

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

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

• create original texts
• create original oral and media texts

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

3.1 Plan and Focus

• personal knowledge and experience
• demonstrate personal knowledge of a topic

• ask questions
• ask essential questions to satisfy personal curiosity and information needs in the classroom context

• participate in group inquiry
• ask and answer essential questions to satisfy group curiosity and information needs in the classroom context

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

3.2 Select and Process

• identify personal and peer knowledge
• identify self and others as sources of information

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

• evaluate sources
• recognize when information answers the questions asked

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

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

3.3 Organize, Record and Assess

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

• record information
• represent and share information and ideas

• evaluate information
• share information gathered on a specific topic

• develop new understanding
• participate in information-gathering experiences

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

4.1 Generate and Focus

• generate ideas
• share ideas from personal experiences

• choose forms*
• participate in shared text experiences

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

* For a sample list of text forms, see the end of this program of studies.

4.2 Enhance and Improve

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

• revise content
• express lack of understanding

• enhance legibility
• trace and copy letters, and explore letter keys on the keyboard

• enhance artistry
• use familiar words to describe ideas

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

4.3 Attend to Conventions

• grammar and usage
• check for complete sentences, with guidance

• spelling
• connect sounds with letters

• capitalization and punctuation
• recognize some basic writing conventions

4.4 Present and Share

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

• effective oral and visual communication
• express and represent ideas through various media and forms

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

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

5.1 Develop and Celebrate Community

• share and compare responses
• represent and draw about self and family

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

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

• celebrate special occasions
• contribute to group experiences to create and celebrate

5.2 Encourage, Support and Work with Others

• cooperate with others
• participate in group activities

• work in groups
• demonstrate attentiveness in group activities

• use language to show respect
• recognize variations in language use

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

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

6.1 Linguistic Elements

• sound–symbol system
• listen to, identify and begin to produce basic sounds of the Ukrainian language

• lexicon
• repeat and recognize basic vocabulary and expressions used in daily situations in the immediate environment

• grammatical elements
• use, in modelled situations,² the following grammatical elements: ...
• Nouns
• − all genders; e.g., зошит, книжка, авто
• − nominative singular and plural; e.g., зошит/-и, книжка/ -и, авто/-а
• − vocative; e.g., мамо, Лесю, Степане, тату


• Pronouns
• − demonstrative, possessive, interrogative nominative singular; e.g., той, моя, яке, хто/що


• Adjectives
• − noun–adjective agreement; e.g., новий зошит, цікава книжка, гарне авто
• − nominative singular; e.g., новий зошит, цікава книжка, гарне авто


• Verbs
• − present of common verbs; e.g., читаю, пишеш

² 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.

• use, in structured situations,³ the following grammatical elements: ...
• Pronouns
• − personal nominative; e.g., я, ти, вони


• Verbs
• − infinitive; e.g., читати, писати


• Adverbs
• − of quality; e.g., добре, погано

³ Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

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

• mechanical features
• imitate basic mechanical features

• discourse features
• imitate simple, basic discourse features in oral interactions in the immediate learning environment

6.2 Language Competence

• listening
• listen and respond to basic phrases in the learning environment

• speaking
• repeat and create simple, patterned oral phrases in the learning environment

• reading
• recognize some letters

• writing
• copy letters

• viewing
• view and respond to familiar events and representations in the learning environment

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

6.3 Sociolinguistic/Sociocultural Elements

• register
• speak at a volume appropriate to classroom situations

• idiomatic expressions
• imitate age-appropriate idiomatic expressions

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

• social conventions
• imitate simple routine social interactions

• nonverbal communication
• imitate some common nonverbal behaviours used in Ukrainian culture

6.4 Language Learning Strategies

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

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

• social/affective
• use simple social and affective strategies, with guidance, to enhance language learning; e.g., imitate or model interaction with others

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

6.5 Language Use Strategies

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

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

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

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

6.6 General Learning Strategies

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

• metacognitive
• use simple metacognitive strategies to enhance general learning; e.g., reflect on learning tasks, such as role playing, with the guidance of the teacher

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

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

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

7.1 Self-identity

• understanding self-identity
• represent self and family

• developing positive self-identity
• recognize own importance as a person

• valuing Ukrainian language and culture*
• participate in Ukrainian language and cultural activities in the classroom and school

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

* See cluster heading 7.2.

7.2 Ukrainian Culture

• historical elements
• participate in activities and experiences that reflect traditional elements of the Ukrainian culture; e.g., krapanky, hahilky, carols

• contemporary elements
• participate in activities and experiences that reflect contemporary elements of the Ukrainian language and culture

• diversity
• experience linguistic/cultural elements of diverse origins from within the Ukrainian language and culture

• change
• participate in events marking changes

7.3 Building Community

• positive group membership
• contribute to and cooperate in group activities

• appreciating diversity
• recognize differences between self and peers

• appreciating similarity
• recognize similarities between self and peers

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

7.4 Global Citizenship

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

• interdependence
• participate and cooperate in tasks and activities with partners and in groups

• intercultural skills
• adapt to new situations

• future opportunities
• share or demonstrate personal strengths or achievements

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

1.1 Discover and Explore

• express ideas
• express personal experiences and familiar events

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

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

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

• set goals
• participate in reading and writing activities

1.2 Clarify and Extend

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

• explain opinions
• express new experiences and ideas

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

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

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

2.1 General Comprehension Strategies

• prior knowledge
• make connections among texts, prior knowledge and personal experiences

• comprehension strategies
• ask basic questions to anticipate meaning, and use strategies to confirm understanding

• textual cues
• use textual cues, such as pictures and patterns, to construct and confirm meaning

• cueing systems
• use semantic, morphological, phonological, graphophonic and syntactic cues, such as initial consonants and syllabication, to construct and confirm meaning

2.2 Respond to Texts

• experience various texts
• participate in shared listening, reading and viewing experiences, using texts from a variety of genres and cultural traditions, such as poems, oral storytelling, pattern books, audiotapes, stories and cartoons

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

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

For a sample list of text forms, see the end of this program of studies.

2.3 Understand Forms and Techniques

• forms and genres
• recognize different oral, literary and media forms and texts

• techniques and elements
• represent the beginning, middle and end of oral, print, visual and multimedia texts; and identify characters

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

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

• create original texts
• create oral and media texts to communicate and demonstrate understanding of modelled forms

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

3.1 Plan and Focus

• personal knowledge and experience
• contribute personal knowledge and experience of a topic to gather information

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

• participate in group inquiry
• ask and answer basic questions to satisfy group curiosity and information needs

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

3.2 Select and Process

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

• identify sources
• seek information from a variety of sources

• evaluate sources
• recognize when information answers the questions asked

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

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

3.3 Organize, Record and Assess

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

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

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

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

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

4.1 Generate and Focus

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

• choose forms*
• share ideas and experiences, using simple text forms

• organize ideas
• organize visuals to express ideas and tell stories

* For a sample list of text forms, see the end of this program of studies.

4.2 Enhance and Improve

• appreciate own and others’ work
• talk about own creations and those of others, using basic, common expressions

• revise content
• ask simple questions to clarify meaning

• enhance legibility
• form recognizable letters; and use letters, numbers and basic function keys on the keyboard

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

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

4.3 Attend to Conventions

• grammar and usage
• check for complete sentences; and make sentences complete, with guidance

• spelling
• copy familiar words

• capitalization and punctuation
• imitate basic writing conventions

4.4 Present and Share

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

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

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

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

5.1 Develop and Celebrate Community

• share and compare responses
• tell and draw about self and family

• relate texts to culture
• listen to stories from oral, print, visual and multimedia texts from different communities

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

• celebrate special occasions
• share ideas and experiences to create and celebrate

5.2 Encourage, Support and Work with Others

• cooperate with others
• work in partnerships and groups

• work in groups
• take turns sharing information and ideas

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

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

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

6.1 Linguistic Elements

• sound–symbol system
• listen to, identify and produce basic sounds of the Ukrainian language; and connect some sounds to the appropriate symbols

• lexicon
• use simple vocabulary and expressions in daily situations

• grammatical elements
• use, in modelled situations,² the following grammatical elements: ...


• Nouns
• − accusative singular inanimate; e.g., зошит, книжку, авто
• − genitive singular following negation; e.g., зошита, книжки, авта
• − locative singular; e.g., у зошиті, книжці, авті


• Pronouns
• − personal accusative; e.g., мене, тебе, їх
• − demonstrative, possessive, interrogative
• nominative singular and plural; e.g., той/ті, моя/мої, яке/які
• accusative singular inanimate; e.g., той, мою, яке, що


• Adjectives
• − accusative singular inanimate; e.g., новий зошит, цікаву книжку, гарне авто


• Verbs
• − present; e.g., роблю, сидиш
• − present of common reflexives; e.g., одягаюся, миєшся
• − imperative; e.g., читай, пишіть, робімо


• Expressions
• − date; e.g., сьогодні третє вересня
• − interrogative; e.g., чому, коли, де, як
• − of appeal; e.g., мені подобається, тобі смакує

² 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.

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


• Nouns
• − all genders
• − nominative singular and plural
• − vocative


• Adjectives
• − noun–adjective agreement
• − nominative singular and plural; e.g., новий/-і зошит/-и, цікава/-і книжка/-и, гарне/-і авто/-а


• Verbs
• − present of common verbs


• Adverbs
• − of location; e.g., тут, там
• − to express weather conditions; e.g., холодно, тепло, соняшно


• Conjunctions
• − coordinating; e.g., і, та

³ 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.

• use, independently and consistently,⁴ the following grammatical elements: ...


• Pronouns
• − personal nominative


• Verbs
• − infinitive


• Adverbs
• − of quality; e.g., добре, погано


• Numerals
• − cardinals 1–20; e.g., один, двадцять

⁴ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited 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
• imitate and experiment with basic mechanical features

• discourse features
• imitate and experiment with basic discourse features in oral interactions in the immediate learning environment

6.2 Language Competence

• listening
• listen to and understand simple oral sentences in the learning environment

• speaking
• produce, orally, simple sentences in structured situations

• reading
• recognize and understand simple words in structured situations

• writing
• copy simple words and sentences

• viewing
• view and understand simple, familiar events and representations in the learning environment

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

6.3 Sociolinguistic/Sociocultural Elements

• register
• respond to tone of voice

• idiomatic expressions
• imitate age-appropriate idiomatic expressions

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

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

• nonverbal communication
• understand the meaning of and imitate some common nonverbal behaviours used in Ukrainian culture

6.4 Language Learning Strategies

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

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

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

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

6.5 Language Use Strategies

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

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

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

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

6.6 General Learning Strategies

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

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

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

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

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

7.1 Self-identity

• understanding self-identity
• tell and draw about self and family, and appreciate own uniqueness

• developing positive self-identity
• understand and accept own importance as a person

• valuing Ukrainian language and culture*
• participate in Ukrainian language and cultural activities and traditions

• valuing bilingualism/multiculturalism
• participate in classroom, school and community cultural activities

* See cluster heading 7.2.

7.2 Ukrainian Culture

• historical elements
• participate in activities and experiences that reflect traditional elements of the Ukrainian language and culture; e.g., Christmas, Easter

• contemporary elements
• participate in activities and experiences that reflect contemporary elements of the Ukrainian language and culture

• diversity
• experience linguistic/cultural elements of diverse origins from within the Ukrainian language and culture

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

7.3 Building Community

• positive group membership
• develop a special awareness and concern for classmates

• appreciating diversity
• explore diversity in the school and within own family

• appreciating similarity
• explore similarities between self and peers and within own family

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

7.4 Global Citizenship

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

• interdependence
• recognize own and others’ contributions to a group

• intercultural skills
• work and play with others who are different, and recognize that rules can be different for different people

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

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

1.1 Discover and Explore

• express ideas
• make and talk about personal observations

• consider others’ ideas
• ask for others’ ideas and observations to develop own personal understanding

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

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

• set goals
• choose to read and write

1.2 Clarify and Extend

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

• explain opinions
• describe new experiences and ideas

• combine ideas
• arrange ideas and information to make sense

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

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

2.1 General Comprehension Strategies

• prior knowledge
• make connections among texts, prior knowledge and personal experiences

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

• textual cues
• use textual cues, such as story models and titles, to construct and confirm meaning

• cueing systems
• use semantic, morphological, phonological, graphophonic and syntactic cues, such as syllabication/word families and sight words, to construct and confirm word meaning in context

2.2 Respond to Texts

• experience various texts
• participate in shared listening, reading and viewing experiences, using texts from a variety of genres and cultural traditions, such as legends, puppet plays, video programs, songs, riddles and informational texts

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

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

For a sample list of text forms, see the end of this program of studies.

2.3 Understand Forms and Techniques

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

• techniques and elements
• relate the beginning, middle and end of oral, print, visual and multimedia texts; and identify the main character

• vocabulary
• explore commonalities in word families to increase vocabulary

• experiment with language
• demonstrate interest in the sounds and rhythms of words, word combinations and phrases in oral, literary and media presentations

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

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

3.1 Plan and Focus

• personal knowledge and experience
• record and share personal knowledge and experience of a topic

• ask questions
• ask questions to understand a topic, and identify information needs

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

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

3.2 Select and Process

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

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

• evaluate sources
• compare gathered ideas and information with personal knowledge

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

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

3.3 Organize, Record and Assess

• organize information
• categorize related information and ideas, using a variety of strategies

• record information
• record key facts and ideas in own words, and identify titles and writers of sources

• evaluate information
• examine gathered information, with teacher guidance, to decide what to share or omit

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

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

4.1 Generate and Focus

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

• choose forms*
• share ideas and experiences, using various text forms for particular audiences

• organize ideas
• organize visuals and print to express ideas and tell stories

* For a sample list of text forms, see the end of this program of studies.

4.2 Enhance and Improve

• appreciate own and others’ work
• talk about own creations and those of others, using common expressions

• revise content
• ask basic questions to clarify ideas

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

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

• enhance presentation
• combine illustrations and simple print texts to express ideas, feelings and information

4.3 Attend to Conventions

• grammar and usage
• check for complete sentences, and make sentences complete

• spelling
• spell familiar words, using basic strategies and resources

• capitalization and punctuation
• use basic writing conventions

4.4 Present and Share

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

• effective oral and visual communication
• present information and ideas

• attentive listening and viewing
• demonstrate attentive audience behaviours

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

5.1 Develop and Celebrate Community

• share and compare responses
• tell, draw and write about self, family and community

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

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

• celebrate special occasions
• participate in shared language experiences to celebrate individual and class achievements and cultural events

5.2 Encourage, Support and Work with Others

• cooperate with others
• cooperate in small groups

• work in groups
• contribute related ideas and information in whole-class and small-group activities

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

• acknowledge the achievements of others
• acknowledge the achievements of others

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

6.1 Linguistic Elements

• sound–symbol system
• use, orally and in writing, the Ukrainian alphabet—consonants and vowels

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

• grammatical elements
• use, in modelled situations,² the following grammatical elements: ...


• Nouns
• − accusative singular animate; e.g., Степана, учня
• − genitive singular
• − irregular plurals, including pluralia tantum, nominative; e.g., двері, штани, окуляри, гроші, люди, діти


• Pronouns
• − personal genitive; e.g., мене, тебе, їх
• − demonstrative, possessive, interrogative
• accusative singular inanimate and animate; e.g., той/того, мою, яке, кого/що
• genitive singular; e.g., того, моєї, якого, кого/чого


• Adjectives
• − accusative singular animate; e.g., доброго учня
• − genitive singular; e.g., нового зошита, цікавої книжки, гарного авта


• Verbs
• − future imperfective; e.g., буду робити, будуть читати
• − modal verbs; e.g., хотіти, мусити, могти


• Expressions
• − date and year; e.g., сьогодні третє вересня дві тисячі першого року
• − time; e.g., перша тридцять


• Numerals
• − 1–4 plus noun agreement; e.g., дві книжки, три учні
• − ordinals 1–12; e.g., перший, друга, дванадцята

² 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.

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


• Nouns
• − accusative singular inanimate
• − genitive singular following negation
• − locative singular


• Pronouns
• − personal accusative
• − demonstrative, possessive, interrogative nominative singular and plural


• Adjectives
• − accusative singular inanimate


• Verbs
• − present
• − present of common reflexives
• − imperative


• Adverbs
• − of location/direction
• − of time; e.g., сьогодні, завтра, щодня


• Expressions
• − date
• − interrogative; e.g., куди
• − of appeal


• Conjunctions
• − coordinating; e.g., а, але, або, бо

³ 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.

• use, independently and consistently,⁴ the following grammatical elements: ...


• Nouns
• − all genders
• − nominative singular and plural
• − vocative


• Adjectives
• − noun–adjective agreement
• − nominative singular and plural


• Adverbs
• − of location
• − to express weather conditions


• Conjunctions
• − coordinating; e.g., і, та

⁴ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited 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
• imitate and experiment with basic mechanical features

• discourse features
• experiment with and use basic discourse features in oral and print texts

6.2 Language Competence

• listening
• listen to and understand simple oral sentences in a variety of familiar situations

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

• reading
• read and understand simple words and sentences in structured situations

• writing
• produce, with guidance, simple words and sentences on familiar topics

• viewing
• view and understand simple, familiar events and representations

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

6.3 Sociolinguistic/Sociocultural Elements

• register
• distinguish between formal and informal situations

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

• variations in language
• acknowledge individual differences in speech

• social conventions
• use basic politeness conventions

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

6.4 Language Learning Strategies

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

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

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

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

6.5 Language Use Strategies

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

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

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

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

6.6 General Learning Strategies

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

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

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

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

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

7.1 Self-identity

• understanding self-identity
• express own self-concept, and extend that understanding to include new ideas and perspectives

• developing positive self-identity
• understand own place and importance in the home and school

• valuing Ukrainian language and culture*
• participate in and appreciate Ukrainian language and cultural activities and traditions

• valuing bilingualism/multiculturalism
• participate in and appreciate bilingual/multicultural educational activities

* See cluster heading 7.2.

7.2 Ukrainian Culture

• historical elements
• participate in activities and experiences that reflect traditional elements of the Ukrainian language and culture; e.g., Christmas, Easter

• contemporary elements
• participate in activities and experiences that reflect contemporary elements of the Ukrainian language and culture

• diversity
• recognize diverse elements of the Ukrainian language and culture in school and/or the local community

• change
• gather information to demonstrate change within the Ukrainian language and culture

7.3 Building Community

• positive group membership
• practise consideration for others

• appreciating diversity
• recognize and appreciate diversity in the family, school and community

• appreciating similarity
• recognize and appreciate similarities between self and others

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

7.4 Global Citizenship

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

• interdependence
• recognize the advantages of working with a partner or within a group, and recognize that one affects and is affected by the actions of others

• intercultural skills
• identify and describe causes of conflict in the classroom, and listen with attention to the opinions of others

• future opportunities
• identify personal strengths and areas for improvement

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

1.1 Discover and Explore

• express ideas
• describe personal observations, experiences and feelings

• consider others’ ideas
• consider others’ ideas and observations to develop own personal understanding

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

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

• set goals
• develop a sense of self as reader, writer and illustrator

1.2 Clarify and Extend

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

• explain opinions
• explain new experiences and ideas

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

• extend understanding
• ask questions to clarify and extend understanding

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

2.1 General Comprehension Strategies

• prior knowledge
• make connections among texts, prior knowledge and personal experiences

• comprehension strategies
• make and confirm predictions and inferences, and draw conclusions

• textual cues
• use textual cues, such as paragraphing and indentation, to construct and confirm meaning

• cueing systems
• use semantic, morphological, phonological, graphophonic and syntactic cues, such as prefixes and suffixes, to construct and confirm word meaning in context

2.2 Respond to Texts

• experience various texts
• participate in listening, reading and viewing experiences, using texts from a variety of genres and cultural traditions, such as folk music and dance, illustrated storybooks, CD-ROMs, plays and fables

• connect self, texts and culture
• compare own experiences and traditions with those of various communities and cultures portrayed in oral, print, visual and multimedia texts

• appreciate the artistry of texts
• identify mood created in oral, print, visual and multimedia texts

For a sample list of text forms, see the end of this program of studies.

2.3 Understand Forms and Techniques

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

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

• vocabulary
• build knowledge of word patterns and commonalities in word families

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

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

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

3.1 Plan and Focus

• personal knowledge and experience
• identify and categorize personal knowledge and experience of a topic to determine information needs

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

• participate in group inquiry
• contribute information in group discussions to assist in group understanding of a topic or task

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

3.2 Select and Process

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

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

• evaluate sources
• match information to inquiry or research needs

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

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

3.3 Organize, Record and Assess

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

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

• evaluate information
• determine, with teacher guidance, whether collected information is sufficient or inadequate for the established purpose

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

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

4.1 Generate and Focus

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

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

• organize ideas
• arrange ideas in own oral, print and visual texts, using organizers

* For a sample list of text forms, see the end of this program of studies.

4.2 Enhance and Improve

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

• revise content
• revise own ideas to accommodate new ideas and information

• enhance legibility
• print or write letters legibly; and space words appropriately, both manually and using a keyboard

• enhance artistry
• experiment with words and simple sentence patterns

• enhance presentation
• combine illustrations and print texts to express ideas, feelings and information

4.3 Attend to Conventions

• grammar and usage
• edit a text to ensure it includes complete sentences

• spelling
• spell familiar words, using a variety of strategies and resources

• capitalization and punctuation
• use basic writing conventions when editing and proofreading

4.4 Present and Share

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

• effective oral and visual communication
• present information and ideas in an appropriate form

• attentive listening and viewing
• demonstrate appropriate audience behaviours

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

5.1 Develop and Celebrate Community

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

• relate texts to culture
• compare ideas within stories from oral, print, visual and multimedia texts from different communities

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

• celebrate special occasions
• participate in language experiences to acknowledge and celebrate individual and class achievements and cultural events

5.2 Encourage, Support and Work with Others

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

• work in groups
• ask others for their ideas, and express interest in their contributions

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

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

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

6.1 Linguistic Elements

• sound–symbol system
• use the Ukrainian alphabet accurately, orally and in writing—phonemes, double consonants and blends

• lexicon
• use vocabulary and expressions appropriately in various situations in the classroom and school environment

• grammatical elements
• use, in modelled situations,² the following grammatical elements: ...


• Nouns
• − accusative plural inanimate; e.g., зошити, книжки, авта


• Pronouns
• − personal locative; e.g., на мені, тобі, них
• − demonstrative, possessive, interrogative
• accusative singular animate
• genitive singular
• accusative plural inanimate; e.g., ті, мої, які


• Adjectives
• − noun–adjective agreement; e.g., високий Микола, щасливе життя, українське ім’я
• − accusative singular animate
• − genitive singular
• − accusative plural inanimate; e.g., нові зошити, цікаві книжки, гарні авта


• Verbs
• − past, all genders singular and plural; e.g., читав, читала, читали


• Expressions
• − of time; e.g., учора, позавчора, минулого тижня



² 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.

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


• Nouns
• − accusative singular animate
• − genitive singular
• − locative singular
• − irregular plurals, including pluralia tantum, nominative; e.g., двері, штани, окуляри, гроші, люди, діти


• Pronouns
• − personal genitive
• − demonstrative, possessive, interrogative
• nominative singular and plural
• accusative singular inanimate


• Adjectives
• − accusative singular inanimate


• Verbs
• − present
• − present of common reflexives
• − imperative
• − future imperfective
• − modal verbs


• Adverbs
• − of motion; e.g., швидко, повільно
• − of distance; e.g., близько, далеко
• − to express seasons; e.g., узимку, восени


• Expressions
• − date and year
• − time
• − of appeal


• Numerals
• − 1–4 plus noun agreement
• − ordinals 1–12

³ 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.

• use, independently and consistently,⁴ the following grammatical elements: ...


• Nouns
• − accusative singular inanimate


• Pronouns
• − personal accusative


• Verbs
• − present of common verbs


• Adverbs
• − of location/direction
• − of time; e.g., сьогодні


• Expressions
• − date
• − interrogative; e.g., куди


• Conjunctions
• − coordinating; e.g., а, але, або, бо


• Numerals
• − cardinals 1–100; e.g., тридцять, сто

⁴ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited 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
• experiment with and use basic mechanical features

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

6.2 Language Competence

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

• speaking
• produce, spontaneously or with guidance, a series of interrelated ideas on a familiar topic

• reading
• read and understand a series of sentences or a short text on a familiar topic in structured situations

• writing
• produce, spontaneously or with guidance, simple texts on a familiar topic in structured situations

• viewing
• view and understand simple events and representations

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

6.3 Sociolinguistic/Sociocultural Elements

• register
• recognize that some topics, words or intonations are inappropriate in certain contexts

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

• variations in language
• accept individual differences in speech

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

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

6.4 Language Learning Strategies

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

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

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

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

6.5 Language Use Strategies  

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

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

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

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

6.6 General Learning Strategies

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

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

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

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

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

7.1 Self-identity

• understanding self-identity
• explore and examine various sources of information for development of own self-concept

• developing positive self-identity
• understand own strengths and abilities

• valuing Ukrainian language and culture*
• recognize and appreciate various elements of Ukrainian language and culture

• valuing bilingualism/multiculturalism
• recognize and appreciate various elements of a bilingual/multicultural education

*See cluster heading 7.2.

7.2 Ukrainian Culture

• historical elements
• participate in activities and experiences that reflect traditional elements of the Ukrainian language and culture; e.g., Christmas, Easter

• contemporary elements
• participate in activities and experiences that reflect contemporary elements of the Ukrainian language and culture

• diversity
• identify diverse elements of the Ukrainian language and culture in school and/or the local community

• change
• identify how people’s actions and lifestyles change to accommodate the changing needs of people

7.3 Building Community

• positive group membership
• experience that helping others is rewarding

• appreciating diversity
• explore diversity in the classroom, school and local community; and reflect on its significance to self

• appreciating similarity
• explore similarities among members of the immediate community, and reflect on the significance of this to self

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

7.4 Global Citizenship

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

• interdependence
• identify the advantages and disadvantages of working collaboratively with a partner or group

• intercultural skills
• explore ways to resolve interpersonal conflict, and initiate and maintain new relationships

• future opportunities
• identify personal strengths and areas for improvement and/or change, and set personal goals

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

1.1 Discover and Explore

• express ideas
• describe and reflect upon personal observations and experiences to reach tentative conclusions

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

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

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

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

1.2 Clarify and Extend

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

• explain opinions
• express new concepts and understanding in own words

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

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

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

2.1 General Comprehension Strategies

• prior knowledge
• make and record connections among personal experiences, prior knowledge and a variety of texts

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

• textual cues*
• use textual cues to construct and confirm meaning in interpreting text

• cueing systems
• use semantic, morphological, phonological, graphophonic and syntactic cues, and a variety of print and nonprint resources, to construct and confirm meaning

* Examples of textual cues are included in the interpretive language use strategies section.

2.2 Respond to Texts

• experience various texts
• experience texts from a variety of genres and cultural traditions, with and without support, such as personal narratives, plays, video programs, adventure stories, folk tales, informational texts, mysteries, poetry, CD-ROM programs and fairy tales; and share responses to these texts

• connect self, texts and culture
• 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
• identify words that form mental images and create mood in oral, print, visual and multimedia texts

For a sample list of text forms, see the end of this program of studies.

2.3 Understand Forms and Techniques

• forms and genres
• identify similarities and differences between various oral, literary and media forms and texts

• techniques and elements
• explain connections between events and roles of main characters in oral, print, visual and multimedia texts

• vocabulary
• build knowledge of word patterns by identifying prefixes, suffixes and roots

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

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

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

3.1 Plan and Focus

• personal knowledge and experience
• categorize personal knowledge and experience of a topic to determine information needs

• ask questions
• ask general and specific questions on topics, using predetermined categories

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

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

3.2 Select and Process

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

• identify sources
• identify a variety of information sources to answer inquiry or research questions

• evaluate sources
• review information to determine its usefulness to inquiry or research needs, using pre-established criteria

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

• make sense of information
• determine main and supporting ideas, using prior knowledge, predictions, connections, inferences, and visual and auditory cues; and locate and/or listen for key words

3.3 Organize, Record and Assess

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

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

• evaluate information
• analyze collected information to identify categories or aspects of a topic that need more information

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

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

4.1 Generate and Focus

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

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

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

* For a sample list of text forms, see the end of this program of studies.

4.2 Enhance and Improve

• appreciate own and others’ work
• share own stories and creations in various ways; and provide feedback to peers, with guidance

• revise content
• revise text to focus on main ideas and relevant information

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

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

4.3 Attend to Conventions

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

• spelling
• recognize spelling conventions in learned vocabulary, using a variety of strategies, resources and spelling patterns

• capitalization and punctuation
• use basic writing conventions when editing and proofreading

4.4 Present and Share

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

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

• attentive listening and viewing
• demonstrate appropriate audience behaviours, and show respect for the presenter

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

5.1 Develop and Celebrate Community

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

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

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

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

5.2 Encourage, Support and Work with Others

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

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

• use language to show respect
• show consideration for those whose ideas, abilities and language use differ from own

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

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

6.1 Linguistic Elements

• sound–symbol system
• apply knowledge of the Ukrainian alphabet accurately in a variety of contexts, orally and in reading and writing

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

• grammatical elements
• use, in modelled situations,² the following grammatical elements: ...


• Nouns
• − hard, soft, mixed stem; e.g., зошит, Леся, миша, дощ
• − instrumental singular; e.g., зошитом, книжкою, автом
• − dative singular; e.g., братові, сестрі


• Pronouns
• − personal
• instrumental; e.g., (зі) мною, тобою, ними
• dative; e.g., мені, тобі, їм
• − demonstrative, possessive, interrogative
• accusative singular animate
• genitive singular
• locative singular; e.g., у цій школі, на кому/чому


• Adjectives
• − accusative singular animate
• − genitive singular
• − locative singular; e.g., у новому зошиті, у цікавій книжці, у гарному авті
• − comparative and superlative; e.g., гарніший, найгарніший


• Verbs
• − perfective/imperfective past and future; e.g., прочитав/ читав, прочитає/буде читати
• − -ся verbs with dative; e.g., подобатися


• Expressions
• − of emotions; e.g., мені нудно, йому цікаво
• − at what time; e.g., о четвертій


• Conjunctions
• − comparative; e.g., як, ніж, ніби


• Numerals
• − cardinals over 100; e.g., двісті, тисяча
• − ordinals over 12; e.g., тринадцятий

² 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.

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


• Nouns
• − accusative singular animate
• − genitive singular
• − accusative plural inanimate


• Pronouns
• − personal locative
• − demonstrative, possessive, interrogative
• nominative singular and plural
• accusative singular inanimate
• accusative plural inanimate


• Adjectives
• − noun–adjective agreement; e.g., високий Микола
• − accusative plural inanimate


• Verbs
• − present
• − present of common reflexives
• − imperative
• − modal verbs
• − past, all genders singular and plural


• Adverbs
• − of time; e.g., учора
• − of frequency; e.g., часто, рідко


• Expressions
• − date and year
• − time


• Numerals
• − 1–4 plus noun agreement

³ 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.

• use, independently and consistently,⁴ the following grammatical elements: ...


• Nouns
• − locative singular
• − irregular plurals, including pluralia tantum, nominative; e.g., двері, штани, окуляри, гроші, люди, діти


• Pronouns
• − personal genitive


• Adjectives
• − accusative singular inanimate


• Verbs
• − future imperfective


• Adverbs
• − of motion
• − of distance
• − to express seasons


• Expressions
• − of appeal


• Numerals
• − ordinals 1–12

⁴ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited 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
• use basic mechanical features correctly, and explore their use for effect

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

6.2 Language Competence

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

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

• reading
• read and understand the main idea of texts dealing with familiar topics in structured and unstructured situations

• writing
• produce, spontaneously or with guidance, simple texts on familiar topics in structured and unstructured situations

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

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

6.3 Sociolinguistic/Sociocultural Elements

• register
• experiment with formal and informal uses of language in familiar contexts

• idiomatic expressions
• use learned idiomatic expressions in new contexts

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

• social conventions
• recognize verbal behaviours that are considered impolite

• nonverbal communication
• recognize appropriate nonverbal behaviours for people frequently encountered

6.4 Language Learning Strategies

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

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

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

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

6.5 Language Use Strategies  

• interactive
• identify and use a variety of interactive strategies; e.g., use the other speaker’s words in subsequent conversation

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

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

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

6.6 General Learning Strategies

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

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

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

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

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

7.1 Self-identity

• understanding self-identity
• identify influences on development of own self-concept and self-identity

• developing positive self-identity
• learn that respect for oneself is essential, and understand that self-concept is determined by external and internal forces

• valuing Ukrainian language and culture
• recognize and appreciate various elements of Ukrainian language and culture

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

7.2 Ukrainian Culture

• historical elements
• explore elements in the immediate environment that reflect the historical roots of the Ukrainian language and culture; e.g., the first wave of immigrants, settlement areas

• contemporary elements
• explore elements in the immediate environment that reflect the contemporary features of the Ukrainian language and culture; e.g., monuments, art work, buildings

• diversity
• explore diversity of the Ukrainian language and culture in the immediate environment

• change
• explore and reflect on change within own family and community

7.3 Building Community

• positive group membership
• encourage and support classmates and schoolmates

• appreciating diversity
• explore diversity in the immediate and local community, and reflect on its significance to self

• appreciating similarity
• explore similarities among members of the local community, and reflect on the significance of this to self

• contributing to community
• demonstrate a desire to assist others, and contribute to classroom or community activities

7.4 Global Citizenship

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

• interdependence
• recognize that people must depend on others to meet their needs, and recognize the effects of one’s actions on others

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

• future opportunities
• identify personal strengths and areas for improvement and/or change, and establish personal goals and action plans

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

1.1 Discover and Explore

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

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

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

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

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

1.2 Clarify and Extend

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

• explain opinions
• explain personal viewpoints

• combine ideas
• arrange ideas and information in a variety of ways to clarify understanding

• extend understanding
• ask open-ended questions to clarify information and develop new understanding

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

2.1 General Comprehension Strategies

• prior knowledge
• make and record connections among personal experiences, prior knowledge and a variety of texts

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

• textual cues*
• use textual cues to construct and confirm meaning in interpreting text

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

* Examples of textual cues are included in the interpretive language use strategies section.

2.2 Respond to Texts

• experience various texts
• experience texts from a variety of genres and cultural traditions, such as historical fiction, myths, biographies, poetry, news reports, fantasy and guest speakers; and share responses to these texts

• connect self, texts and culture
• 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
• identify descriptive and figurative language in oral, print, visual and multimedia texts

For a sample list of text forms, see the end of this program of studies.

2.3 Understand Forms and Techniques

• forms and genres
• understand and use a variety of oral, literary and media forms and texts

• techniques and elements
• identify key elements, including plot, setting and character; and explore techniques used in oral, print, visual and multimedia texts, such as use of colour, font, sound, word choice and visual imagery

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

• experiment with language
• experiment with words and sentence patterns to create word pictures, and identify ways in which exaggeration is used to convey humour

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

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

3.1 Plan and Focus

• personal knowledge and experience
• summarize personal knowledge and experience of a topic to determine information needs

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

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

• create and follow a plan
• gather and record information and ideas, using a plan

3.2 Select and Process

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

• identify sources
• identify a variety of information sources to answer inquiry or research questions

• evaluate sources
• review information to determine its usefulness to inquiry or research needs, using pre-established criteria

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

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

3.3 Organize, Record and Assess

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

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

• evaluate information
• recognize gaps in the information gathered, and locate additional information needed

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

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

4.1 Generate and Focus

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

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

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

* For a sample list of text forms, see the end of this program of studies.

4.2 Enhance and Improve

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

• revise content
• revise text to create an interesting impression, and check for sequence of ideas

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

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

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

4.3 Attend to Conventions

• grammar and usage
• identify and eliminate sentence fragments

• spelling
• recognize spelling conventions in learned vocabulary, 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

• capitalization and punctuation
• use writing conventions when editing and proofreading

4.4 Present and Share

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

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

• attentive listening and viewing
• show respect for the presenter, through active listening and viewing behaviours

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

5.1 Develop and Celebrate Community

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

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

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

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

5.2 Encourage, Support and Work with Others

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

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

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

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

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

6.1 Linguistic Elements

• sound–symbol system
• apply knowledge of the Ukrainian alphabet accurately in unfamiliar contexts, orally and in reading and writing

• lexicon
• use vocabulary and expressions appropriately in a variety of classroom, school and community contexts

• grammatical elements
• use, in modelled situations,² the following grammatical elements: ...


• Nouns
• − instrumental singular
• − dative singular
• − accusative plural; e.g., книжки, братів, сестер
• − genitive plural; e.g., книжок, братів, сестер


• Pronouns
• − personal
• instrumental
• dative
• − demonstrative, possessive, interrogative
• instrumental singular; e.g., (з) цим хлопцем, моєю сестрою, якою книжкою, ким/чим
• dative singular; e.g., цьому хлопцеві, моїй сестрі, якій дівчині, кому/чому
• − definite and indefinite; e.g., усі, усе, ніхто, хтось, хтонебудь, ніщо, щось, щонебудь


• Adjectives
• − instrumental singular; e.g., новим зошитом, цікавою книжкою, гарним автом
• − dative singular; e.g., гарному хлопцеві, старшій сестрі


• Verbs
• − perfective/imperfective past and future
• − -ся verbs with genitive, instrumental; e.g., боятися, цікавитися, займатися
• − verbs могти, знати, вміти


• Adverbs
• − definite and indefinite; e.g., десь, денебудь, кудись, колись, якось
• − of quantity; e.g., багато, мало, трохи


• Numerals
• − 5 and higher plus noun agreement; e.g., шість приятелів

² 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.

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


• Nouns
• − hard, soft, mixed stem
• − accusative singular animate
• − genitive singular


• Pronouns
• − demonstrative, possessive, interrogative
• accusative singular animate
• genitive singular
• locative singular
• accusative plural inanimate


• Adjectives
• − accusative singular animate
• − genitive singular
• − locative singular
• − accusative plural inanimate
• − comparative and superlative


• Verbs
• − -ся verbs with dative


• Adverbs
• − of frequency; e.g., іноді, часом, щотижня


• Expressions
• − date and year
• − at what time
• − of emotions


• Conjunctions
• − comparative


• Numerals
• − cardinals over 100
• − ordinals over 12

³ 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.

• use, independently and consistently,⁴ the following grammatical elements: ...


• Nouns
• − accusative plural inanimate


• Pronouns
• − personal locative
• − demonstrative, possessive, interrogative
• nominative singular and plural
• accusative singular inanimate


• Adjectives
• − noun–adjective agreement; e.g., високий Микола


• Verbs
• − present
• − present of common reflexives
• − imperative
• − modal verbs
• − past, all genders singular and plural


• Adverbs
• − of time; e.g., учора
• − of frequency; e.g., часто


• Expressions
• − at what time


• Numerals
• − 1–4 plus noun agreement

⁴ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited 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
• use basic mechanical features correctly, and apply these features for effect

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

6.2 Language Competence

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

• speaking
• produce a prepared or spontaneous oral presentation on a familiar topic in a structured situation

• reading
• read and understand the main idea and supporting details of texts dealing with a familiar topic in structured situations

• writing
• produce, spontaneously or with guidance, texts on familiar topics in structured and unstructured situations

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

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

6.3 Sociolinguistic/Sociocultural Elements

• register
• use formal and informal language in familiar situations

• idiomatic expressions
• use learned idiomatic expressions to enhance communication

• variations in language
• experience regional variations in language

• social conventions
• recognize simple social conventions in informal conversations

• nonverbal communication
• use appropriate nonverbal behaviours in a variety of familiar contexts

6.4 Language Learning Strategies

• cognitive
• identify and use a variety of cognitive strategies to enhance language learning; e.g., group together sets of things (vocabulary, structures) with similar characteristics, identify similarities and differences between aspects of the Ukrainian language and their own language (punctuation, rules of capitalization)

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

• social/affective
• identify and use a variety of social and affective strategies to enhance language learning; e.g., understand that making mistakes is a natural part of language learning, experiment with various forms of expression

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

6.5 Language Use Strategies  

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

• interpretive
• identify and use a variety of interpretive strategies; e.g., use morphological cues to aid reading comprehension

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

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

6.6 General Learning Strategies

• cognitive
• identify and use a variety of cognitive strategies to enhance general learning; e.g., record key words and concepts in abbreviated form—verbal, graphic or numerical—to assist with performance of a learning task

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

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

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

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

7.1 Self-identity

• understanding self-identity
• express own self-concept, and understand that others’ perceptions of them may differ from own

• developing positive self-identity
• recognize the effect of “put-ups” and “put-downs” on self and others

• valuing Ukrainian language and culture
• identify the benefits and contributions of the Ukrainian language and culture to self

• valuing bilingualism/multiculturalism
• recognize the uniqueness of bilingual/multicultural education in a Canadian context

7.2 Ukrainian Culture

• historical elements
• explore key historical elements, events, figures and developments of the Ukrainian language and culture; e.g., early Ukrainian immigrants, adapting to a new life

• contemporary elements
• explore key contemporary elements, events, figures and developments of the Ukrainian language and culture; e.g., authors, artists, athletes

• diversity
• explore diversity of the Ukrainian language and culture at the provincial level

• change
• explore and reflect on change in the Ukrainian language and culture at the provincial level

7.3 Building Community

• positive group membership
• develop skills that promote cooperation and mutual respect within the classroom and the school

• appreciating diversity
• explore, compare and reflect on how diversity in Canada has an impact on self and others

• appreciating similarity
• explore, compare and reflect on common human needs and experiences of Canadians

• contributing to community
• demonstrate concern for the quality of own contribution to the classroom or community

7.4 Global Citizenship

• responsible citizenship
• recognize the positive and negative aspects of the consequences of one’s actions, and demonstrate honesty and reliability in a variety of situations

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

• intercultural skills
• accept differences in characteristics and abilities of peers and others

• future opportunities
• 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 Ukrainian to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore

• express ideas
• use exploratory language to discover own interpretations and share personal responses

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

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

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

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

1.2 Clarify and Extend

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

• explain opinions
• explain personal viewpoints, and revise previous understanding

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

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

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

2.1 General Comprehension Strategies

• prior knowledge
• make and record connections among personal experiences, prior knowledge and a variety of texts

• comprehension strategies
• use comprehension strategies, such as interpretive language use strategies,* appropriate to the type of text and purpose

• textual cues**
• use textual cues to construct and confirm meaning in interpreting text

• cueing systems
• use semantic, morphological, phonological, graphophonic and syntactic cueing systems to construct and confirm meaning; and use a variety of reference resources to determine word meaning in context

* For examples, refer to the interpretive language use strategies section.

** Examples of textual cues are included in the interpretive language use strategies section.

2.2 Respond to Texts

• experience various texts
• experience texts from a variety of genres and cultural traditions, such as autobiographies, travelogues, comics, short films, myths, legends and dramatic performances; and share responses to these texts

• connect self, texts and culture
• compare the challenges and situations encountered in own daily life 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
• identify and respond to descriptive and figurative language in oral, print, visual and multimedia texts

For a sample list of text forms, see the end of this program of studies.

2.3 Understand Forms and Techniques

• forms and genres
• recognize and apply key characteristics of various oral, literary and media genres

• techniques and elements
• identify key elements and techniques in oral, print, visual and multimedia texts

• vocabulary
• identify and group words according to commonalities

• experiment with language
• alter words, forms and sentence patterns to create new versions of texts for a variety of purposes

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

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

3.1 Plan and Focus

• personal knowledge and experience
• summarize and focus personal knowledge and experience of a topic to determine information needs

• ask questions
• formulate relevant questions to focus information needs

• participate in group inquiry
• 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
• create and follow a plan to collect and record information

3.2 Select and Process

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

• identify sources
• identify a variety of information sources to answer inquiry or research questions

• evaluate sources
• review information to determine its usefulness to inquiry or research needs, using pre-established criteria

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

• make sense of information
• use organizational patterns of oral, visual and print text to construct meaning; and skim, scan, listen, view and read closely to gather information

3.3 Organize, Record and Assess

• organize information
• organize information and ideas, using a variety of strategies and techniques

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

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

• develop new understanding
• 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 Ukrainian to enhance the clarity and artistry of communication.

4.1 Generate and Focus

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

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

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

* For a sample list of text forms, see the end of this program of studies.

4.2 Enhance and Improve

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

• revise content
• revise text for content, organization and clarity

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

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

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

4.3 Attend to Conventions

• grammar and usage
• identify and eliminate sentence fragments and run-on sentences

• spelling
• apply spelling conventions, using appropriate strategies and patterns when editing and proofreading; and use a variety of resources to determine the spelling of familiar and unfamiliar words

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

4.4 Present and Share

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

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

• attentive listening and viewing
• demonstrate critical listening and viewing behaviours, and show respect for the presenter

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

5.1 Develop and Celebrate Community

• share and compare responses
• compare own ways of responding and thinking with those of others

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

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

• celebrate special occasions
• 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
• assist group members to maintain focus and complete tasks

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

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

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

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

6.1 Linguistic Elements

• sound–symbol system
• apply knowledge of the Ukrainian alphabet consistently and accurately in familiar and unfamiliar contexts

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

• grammatical elements
• use, in modelled situations,² the following grammatical elements: ...


• Nouns
• − accusative plural
• − genitive plural
• − locative plural; e.g., у книжках, на столах


• Pronouns
• − demonstrative, possessive, interrogative
• instrumental singular
• dative singular
• locative plural; e.g., у цих книжках, у моїх зошитах, на яких столах
• − definite and indefinite


• Adjectives
• − instrumental singular
• − dative singular
• − locative plural; e.g., у великих крамницях, у нових журналах


• Verbs
• − present, including archaic; e.g., їм, їси, дамо, дадуть


• Expressions
• − time (hours, minutes, intervals); e.g., чверть по третій, за десять шоста


• Numerals
• − 5 and higher plus noun agreement

² 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.

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


• Nouns
• − hard, soft, mixed stem
• − instrumental singular
• − dative singular


• Pronouns
• − personal
• instrumental
• dative
• − demonstrative, possessive, interrogative
• accusative singular animate
• genitive singular
• locative singular


• Adjectives
• − accusative singular animate
• − genitive singular
• − locative singular


• Verbs
• − perfective/imperfective past and future
• − -ся verbs with genitive, instrumental
• − verbs могти, знати, вміти


• Adverbs
• − definite and indefinite
• − of quantity


• Conjunctions
• − comparative


• Numerals
• − cardinals over 100
• − ordinals over 12

³ 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.

• use, independently and consistently,⁴ the following grammatical elements: ...


• Nouns
• − accusative singular animate
• − genitive singular


• Pronouns
• − demonstrative, possessive, interrogative accusative plural inanimate


• Adjectives
• − accusative plural inanimate
• − comparative and superlative


• Verbs
• − -ся verbs with dative


• Adverbs
• − of frequency; e.g., іноді


• Expressions
• − date and year
• − at what time
• − of emotions

⁴ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited 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
• use basic mechanical features correctly and for effect

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

6.2 Language Competence

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

• speaking
• produce a prepared or spontaneous oral presentation on a familiar topic in a structured or unstructured situation

• reading
• read and understand the main idea and supporting details of lengthy texts dealing with a familiar topic in structured situations

• writing
• produce, spontaneously or with preparation, lengthy texts dealing with familiar topics in structured and unstructured situations

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

• representing
• create multiple representations of ideas, events and/or information, using a variety of forms

6.3 Sociolinguistic/Sociocultural Elements

• register
• identify socially appropriate language in specific situations

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

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

• social conventions
• recognize important social conventions in everyday interactions

• nonverbal communication
• use appropriate nonverbal behaviours in a variety of familiar contexts

6.4 Language Learning Strategies

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

• metacognitive
• identify and use a variety of metacognitive strategies to enhance language learning; e.g., listen or read for key words, monitor own speech and writing to check for persistent errors

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

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

6.5 Language Use Strategies  

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

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

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

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

6.6 General Learning Strategies

• cognitive
• identify and use a variety of cognitive strategies to enhance general learning; e.g., look for patterns and relationships like verb endings

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

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

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

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

7.1 Self-identity

• understanding self-identity
• explore and reflect on various facets of self-identity and how it changes

• developing positive self-identity
• understand what stereotyping is

• valuing Ukrainian language and culture
• recognize the value and significance of the Ukrainian language and culture to self

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

7.2 Ukrainian Culture

• historical elements
• identify major historical elements, events, figures and developments of the Ukrainian language and culture; e.g., immigration

• contemporary elements
• identify major contemporary elements, events, figures and developments of the Ukrainian language and culture; e.g., political figures, dance groups, choirs

• diversity
• explore diversity of the Ukrainian language and culture in Canada

• change
• explore and reflect on change in the Ukrainian language and culture within Canada

7.3 Building Community

• positive group membership
• use skills that promote cooperation and mutual respect within the classroom and the school

• appreciating diversity
• explore the impact of diversity in other regions of the world, and compare this with the impact of diversity in Canada

• appreciating similarity
• examine the common needs and experiences of people around the world

• contributing to community
• take initiative and provide positive contributions to the school and community

7.4 Global Citizenship

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

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

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

• future opportunities
• identify own interests, and explore future opportunities for learning and employment

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

1.1 Discover and Explore

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

• consider others’ ideas
• compare own insights and viewpoints with those of others

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

• express preferences
• explore oral, print, visual and multimedia texts

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

1.2 Clarify and Extend

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

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

• combine ideas
• expand own repertoire of ways to reorganize ideas and information to extend understanding

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

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

2.1 General Comprehension Strategies

• prior knowledge
• make and record connections among previous experiences, prior knowledge and textual material

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

• textual cues*
• use textual cues to construct and confirm meaning in interpreting text

• cueing systems
• use semantic, morphological, phonological, graphophonic and syntactic cueing systems to construct and confirm meaning and interpret texts

* Examples of textual cues are included in the interpretive language use strategies section.

2.2 Respond to Texts

• experience various texts
• experience oral, print and other media texts from a variety of genres and cultural traditions, such as journals, short stories, poetry, letters, CD-ROM programs, mysteries, historical fiction, drawings and prints; and discuss preferences

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

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

For a sample list of text forms, see the end of this program of studies.

2.3 Understand Forms and Techniques

• forms and genres
• recognize the appropriate use of various genres according to purpose, audience and content

• techniques and elements
• apply techniques of plot development in oral, print, visual and multimedia texts; and explore their impact

• vocabulary
• apply knowledge of word patterns to recognize and expand vocabulary

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

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

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

3.1 Plan and Focus

• personal knowledge and experience
• determine personal knowledge and experience of a topic to generate possible areas of inquiry or research

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

• participate in group inquiry
• 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
• prepare and use a plan to access information and ideas from a variety of sources, such as teachers, peers, print and nonprint materials, and electronic sources

3.2 Select and Process

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

• identify sources
• choose appropriate information sources to meet inquiry and research needs

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

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

• make sense of information
• determine literal and implied meanings of oral, visual and print texts, using a variety of strategies and cues

3.3 Organize, Record and Assess

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

• record information
• summarize major ideas and supporting details in point form, and reference sources using a consistent format

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

• develop new understanding
• 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 Ukrainian to enhance the clarity and artistry of communication.

4.1 Generate and Focus

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

• choose forms*
• compose text, using appropriate forms that match content, audience and purpose

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

* For a sample list of text forms, see the end of this program of studies.

4.2 Enhance and Improve

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

• revise content
• revise text to create effective sentences that convey content clearly

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

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

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

4.3 Attend to Conventions

• grammar and usage
• edit for basic grammatical accuracy

• spelling
• apply spelling conventions to familiar and unfamiliar words; and use appropriate resources when editing and proofreading

• capitalization and punctuation
• apply writing conventions in a variety of sentence structures when editing and proofreading

4.4 Present and Share

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

• effective oral and visual communication
• present short oral presentations and reports, using verbal and nonverbal cues, such as diction, pacing, presence, facial expressions and gestures, to focus audience attention and project emotion appropriate to the subject and point of view

• attentive listening and viewing
• demonstrate critical listening and viewing behaviours, and show respect for the presenter

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

5.1 Develop and Celebrate Community

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

• relate texts to culture
• explain ways in which oral, print, visual and multimedia texts reflect topics and themes in life

• appreciate diversity
• interpret the choices and motives of individuals encountered in oral, print, visual and multimedia texts; and examine how they relate to self and others

• celebrate special occasions
• use appropriate language to participate in public events, occasions or celebrations

5.2 Encourage, Support and Work with Others

• cooperate with others
• contribute to group efforts to reach consensus or conclusions

• work in groups
• present group conclusions or findings to classmates

• use language to show respect
• respect diverse languages, ideas, texts and traditions; and recognize contributions of self, peers and the community

• evaluate group process
• evaluate group process and personal contributions according to pre-established criteria

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

6.1 Linguistic Elements

• sound–symbol system
• apply knowledge of the Ukrainian alphabet consistently and accurately in a variety of contexts

• lexicon
• use multiple words or phrases to express the same idea

• grammatical elements
• use, in modelled situations,² the following grammatical elements: ...


• Nouns
• − instrumental plural; e.g., (з) братами, сестрами
• − dative plural; e.g., братам, сестрам


• Pronouns
• − demonstrative, possessive, interrogative
• accusative plural animate; e.g., тих хлопців, моїх сестер, яких братів
• genitive plural; e.g., тих хлопців, моїх сестер, яких братів


• Adjectives
• − accusative plural animate; e.g., старших братів, молодших сестер
• − genitive plural; e.g., старших братів, молодших сестер, нових книжок


• Verbs
• − study verbs; e.g., вчитися (чого, де), вчити (чого), вивчати (що)

² 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.

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


• Nouns
• − accusative plural
• − genitive plural
• − locative plural


• Pronouns
• − personal
• instrumental
• dative
• − demonstrative, possessive, interrogative
• accusative singular animate
• genitive singular
• locative singular
• instrumental singular
• dative singular
• locative plural
• − definite and indefinite


• Adjectives
• − accusative singular animate
• − genitive singular
• − locative singular
• − instrumental singular
• − dative singular
• − locative plural


• Verbs
• − perfective/imperfective past and future
• − present, including archaic


• Adverbs
• − of quantity


• Expressions
• − time—hours, minutes, intervals


• Numerals
• − 5 and higher plus noun agreement

³ 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.

• use, independently and consistently,⁴ the following grammatical elements: ...


• Nouns
• − hard, soft, mixed stem
• − instrumental singular
• − dative singular


• Verbs
• − -ся verbs with genitive and instrumental
• − verbs могти, знати, вміти


• Adverbs
• − definite and indefinite


• Conjunctions
• − comparative


• Numerals
• − cardinals over 100
• − ordinals over 12

⁴ Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and will be able to apply them in a variety of contexts with limited 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
• use basic mechanical features correctly and effectively

• discourse features
• use basic discourse features correctly; and apply these features for desired effect, with teacher guidance

6.2 Language Competence

• listening
• listen to and understand the main points of lengthy oral or media presentations on a variety of familiar topics in structured and unstructured situations

• speaking
• produce a prepared or spontaneous oral presentation on a familiar topic in structured and unstructured situations

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

• writing
• produce, spontaneously and/or with preparation, a lengthy series of simple and complex ideas on a familiar topic in structured and unstructured situations

• viewing
• view and understand complex representations of familiar ideas, events and information

• representing
• create complex representations of familiar ideas, events and information

6.3 Sociolinguistic/Sociocultural Elements

• register
• explore formal and informal uses of language in a variety of contexts

• idiomatic expressions
• use learned idiomatic expressions in a variety of contexts

• variations in language
• recognize influences resulting in variations in language

• social conventions
• interpret the use of social conventions encountered in oral and print texts

• nonverbal communication
• recognize nonverbal behaviours that are considered impolite

6.4 Language Learning Strategies

• cognitive
• select and use a variety of cognitive strategies to enhance language learning; e.g., associate new words or expressions with familiar ones, either in the Ukrainian language or in their own language

• metacognitive
• 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, keep a learning log, be aware of the potential of learning through direct exposure to the language

• social/affective
• select and use a variety of social and affective strategies to enhance language learning; e.g., use self-talk to feel competent to do the task 

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

6.5 Language Use Strategies

• interactive
• select and use a variety of interactive strategies; e.g., invite others into the discussion, ask for confirmation that a form used is correct

• interpretive
• select and use a variety of interpretive strategies; e.g., prepare questions or a guide to note down information found in the text

• productive
• select and use a variety of productive strategies; e.g., use resources to increase vocabulary

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

6.6 General Learning Strategies

• cognitive
• select and use a variety of cognitive strategies to enhance general learning; e.g., distinguish between fact and opinion when using a variety of sources of information

• metacognitive
• select and use a variety of metacognitive strategies to enhance general learning; e.g., manage the physical environment in which they have to work

• social/affective
• select and use a variety of social and affective strategies to enhance general learning; e.g., use support strategies to help peers persevere at learning tasks

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

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

7.1 Self-identity

• understanding self-identity
• understand self-concept and the factors that affect it

• developing positive self-identity
• recognize the effects of positive and negative treatment

• valuing Ukrainian language and culture
• explore and analyze how Ukrainian language and culture has influenced and enriched own life

• valuing bilingualism/multiculturalism
• explore and analyze how being bilingual/multicultural has influenced and enriched own life

7.2 Ukrainian Culture

• historical elements
• explore how major historical events, figures and developments of Ukrainian culture have influenced contemporary culture in Canadian contexts; e.g., great figures, periods of history, immigration, tragic historical events

• contemporary elements
• explore how contemporary events, figures and developments of Ukrainian culture have influenced contemporary culture in Canadian contexts; e.g., current events, celebrations, fine arts, lifestyles

• diversity
• explore the diversity of Ukrainian culture at the international level

• change
• explore how changes in Ukrainian culture have influenced own life

7.3 Building Community

• positive group membership
• demonstrate respect for the rights and opinions of others

• appreciating diversity
• examine diversity in the school and community; and reflect on its impact on self, relationships and personal choices

• appreciating similarity
• examine similarities among peers and members of the school and community, and reflect on the impact of this on self

• contributing to community
• participate and contribute effectively, and reflect on personal contributions to group activities

7.4 Global Citizenship

• responsible citizenship
• understand and analyze the rights and responsibilities of citizens, and provide examples

• interdependence
• explore different roles and responsibilities of a group member

• intercultural skills
• explore representations of one’s culture as perceived by others, and examine examples of societal conflict

• future opportunities
• explore learning and work opportunities around the world

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

1.1 Discover and Explore

• express ideas
• explore diverse ideas to develop conclusions, opinions and understanding

• consider others’ ideas
• integrate new understanding with previous viewpoints and interpretations

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

• express preferences
• explore oral, print, visual and multimedia texts

• set goals
• describe developing abilities in personal language learning and use

1.2 Clarify and Extend

• develop understanding
• recognize the importance of reflecting on prior experiences and knowledge to revise conclusions and understanding

• explain opinions
• articulate, represent and explain personal viewpoints

• combine ideas
• identify or invent personally meaningful ways of organizing ideas and information to clarify and extend understanding

• extend understanding
• ask specific and focused questions, reconsider initial understanding in light of new information, and listen to diverse opinions

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

2.1 General Comprehension Strategies

• prior knowledge
• make and record connections among previous experiences, prior knowledge and textual material; and apply these connections to new contexts

• comprehension strategies
• use a variety of comprehension strategies to make sense of texts and remember ideas

• textual cues*
• use textual cues to construct and confirm meaning in interpreting text