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Ukrainian Language & Culture (9-Year Program) Grade 4 - 12 (2007)

© Alberta Education, Canada 
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This program of studies is intended for students who begin their study of Ukrainian language and culture in Grade 4. It constitutes an articulated, sequential Ukrainian Language and Culture Nine-year (9Y) Program (Grade 4 to Grade 12).
Introduction

The learning of Ukrainian, as any other language, develops awareness of, and sensitivity to, cultural and linguistic diversity. In addition to preserving cultural identity, language learning is a means of cultural enrichment and is the best means of fostering understanding and solidarity among peoples and countries. Furthermore, it gives the opportunity to identify, question and challenge one’s own cultural assumptions, values and perspectives and to contribute positively to society.

A Means of Communication

Ukrainian is the first language of more than 37 million people in the world living in Ukraine, Argentina, Australia, Brazil, Canada, the United Kingdom, the United States of America and other countries.* It is closely related to other Slavic languages, making it an important key to communication in many parts of the world. Speakers of Ukrainian can make themselves understood in many countries in eastern and southeastern Europe and Asia; e.g., Belarus, Bosnia, Bulgaria, Croatia, the Czech Republic, Macedonia, Montenegro, Poland, Russia, Serbia, Slovakia and Slovenia. Acquiring Ukrainian as an additional language, therefore, opens up important doors for communicating with others around the world.

* Lewis, M. Paul (ed.), 2009. Ethnologue: Languages of the World, Sixteenth edition. Dallas, Tex.: SIL International. Online version: http://www.ethnologue.com/. (Accessed March 8, 2010.)

Personal and Cognitive Benefits

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

First Language Skills and Cultural Connections

For those students who already have some knowledge of Ukrainian or a family connection to the culture, there is the opportunity to renew contact with their language, culture and heritage. For some, there is the opportunity to maintain and further develop their skills in their first language, which is not necessarily the majority language in the community.

Economic Benefits

In today’s world, knowledge of another language and culture in general, and Ukrainian in particular, is an economic advantage for individuals, providing skills that enable them to communicate and interact effectively in the global marketplace and workplace.

Assumptions

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

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

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

Four Components

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

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

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

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

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

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

Modes of Communication

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

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

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

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

A Spiral Progression

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

Organization of the Program of Studies
General Outcomes

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

Applications [A]

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

Language Competence [LC]

  • Students will use Ukrainian effectively and competently.

Global Citizenship [GC]

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

Strategies [S]

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

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

Overview

Specific Outcomes

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

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

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

Applications Overview

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

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

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

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

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

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

Language Competence Overview

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

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

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

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

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

Global Citizenship Overview

Students will acquire the knowledge, skills and attitudes to be effective global citizens.
Cluster:Strand:
GC-1 historical and contemporary elements of Ukrainian cultureGC-1.1 accessing/analyzing cultural knowledge
GC-1.2 knowledge of Ukrainian culture
GC-1.3 applying cultural knowledge
GC-1.4 diversity within Ukrainian culture
GC-1.5 valuing Ukrainian culture
GC-2 appreciating diversity GC-2.1 awareness of own language(s)
GC-2.2 general language knowledge
GC-2.3 awareness of own culture
GC-2.4 general cultural knowledge
GC-2.5 valuing diversity
GC-2.6 intercultural skills
GC-3 personal and career opportunitiesGC-3.1 Ukrainian language and culture
GC-3.2 cultural and linguistic diversity

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

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

Developing cultural knowledge and skills is a lifelong process. Knowledge of one’s own culture is acquired over a lifetime. Cultures change over time. In addition to developing a bank of knowledge about Ukrainian culture, students will develop skills in accessing and understanding information about culture and in applying that knowledge for the purposes of interaction and communication. Students will gain cultural knowledge in the process of developing these skills. In this way, if they encounter elements of the culture they have not learned about in class, they will have the skills and abilities to deal with them effectively and appropriately.

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

Strategies Overview

Grade 4-9

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

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

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

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

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

SAMPLE LIST OF STRATEGIES (GR. 4-9)
Language Learning Strategies (Gr. 4-9)

Cognitive

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

Metacognitive

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

Social/Affective

  • initiate or maintain interaction with others
  • participate in shared reading experiences
  • seek the assistance of a friend to interpret a text
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of language learning
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • reduce anxiety by using mental techniques such as positive self-talk or humour
  • work with others to solve problems and get feedback on tasks
  • provide personal motivation by arranging your own rewards when successful
Language Use Strategies (Gr. 4-9)

Interactive

  • use words from your first language to get meaning across
  • acknowledge being spoken to
  • interpret and use a variety of nonverbal cues to communicate; e.g., mime, pointing, gestures, pictures
  • indicate lack of understanding verbally or nonverbally; e.g., Вибaчтe/Пepeпpoшyю, я не розумію., raised eyebrows, blank look
  • ask for clarification or repetition when you do not understand; e.g., Пpoшy пoвтopiть., Щo ви скaзaли?
  • use other speakers’ words in subsequent conversations
  • assess feedback from a conversation partner to recognize when a message has not been understood
  • start again, using a different tactic, when communication breaks down; e.g., Я хoтiв cкaзaти, щo…, Це означає, що…, Тобто…
  • use a simple word similar to the concept to convey the concept, and invite correction; e.g., pибa for лococь
  • invite others into the discussion
  • ask for confirmation that a form used is correct; e.g., Чи тaк мoжнa кaзaти?, Чи цe пpaвильнo?, Чи тaк гoвopять?
  • use a range of fillers, hesitation devices and gambits to sustain conversations; e.g., Cкaжiм, Oтжe, I тaк, Oт, Знaчить, Ну
  • use circumlocution to compensate for lack of vocabulary; e.g., тe, нa щo вiшaють oдяг for вiшaк
  • repeat part of what someone has said to confirm mutual understanding; e.g., Тaк щo, нa вaшy дyмкy,…, I тaк, на вaш погляд,…, Ви кaжeтe, щo…, Тaк, як я poзyмiю,…
  • summarize the point reached in a discussion to help focus the talk
  • ask follow-up questions to check for understanding; e.g., Чи цe зpoзyмiлo?, Чи ти розумієш?
  • use suitable phrases to intervene in a discussion; e.g., Щoдo (чoгo), тo…, Нa paxyнoк (чoгo),…, Наприклад,…
  • self-correct if errors lead to misunderstandings; e.g., Я хoтiлa cкaзaти, щo…, Я нaмaгaлacя cкaзaти, щo…, Я мaлa нa yвaзi тe, щo…

Interpretive

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

Productive

  • mimic what the teacher says
  • use nonverbal means to communicate
  • copy what others say or write
  • use words that are visible in the immediate environment
  • use resources to increase vocabulary
  • use familiar repetitive patterns from stories, songs, rhymes or media
  • use illustrations to provide detail when producing your own texts
  • use various techniques to explore ideas at the planning stage, such as brainstorming or keeping a notebook or log of ideas
  • use knowledge of sentence patterns to form new sentences
  • be aware of and use the steps of the writing process: prewriting (gathering ideas, planning the text, research, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
  • use a variety of resources to correct texts; e.g., personal and commercial dictionaries, checklists, grammars
  • take notes when reading or listening to assist in producing your own text
  • revise and correct final versions of texts
  • use circumlocution and definition to compensate for gaps in vocabulary
  • apply grammar rules to improve accuracy at the correction stage
  • compensate for avoiding difficult structures by rephrasing
General Learning Strategies (Gr. 4-9)

Cognitive

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

Metacognitive

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

Social/Affective

  • watch others’ actions and copy them
  • seek help from others
  • follow your natural curiosity and intrinsic motivation to learn
  • participate in cooperative group learning tasks
  • choose learning activities that enhance understanding and enjoyment
  • be encouraged to try, even though mistakes might be made
  • take part in group decision-making processes
  • use support strategies to help peers persevere at learning tasks; e.g., offer encouragement, praise, ideas
  • take part in group problem-solving processes
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary; e.g., deep breathing, laughter
  • use social interaction skills to enhance group learning activities
10-9Y, 20-9Y, 30-9Y

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

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

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

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

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

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

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

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

Because senior high school students in the Ukrainian Language and Culture Nine-year Program will have had experience with various strategies in previous years (grades 4–9), teachers will assist students in selecting strategies that are appropriate for their learning styles, skill levels and age.

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

EXAMPLES OF STRATEGIES (10-9Y, 20-9Y, 30-9Y)
Language Learning Strategies (10-9Y, 20-9Y, 30-9Y)

Examples of cognitive language learning strategies:

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

Examples of metacognitive language learning strategies:

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

Examples of social/affective language learning strategies:

  • understand that making mistakes is a natural part of language learning
  • be willing to take risks and to try unfamiliar tasks and approaches
  • continue to explore ways to reduce anxiety and increase your level of comfort and self-confidence in using the language in a variety of situations
  • initiate or maintain interaction with others; e.g.,
    • – observe and imitate Ukrainian speakers
    • – participate in shared reading experiences
    • – invite native speakers from the community to be guests in the class
    • – seek opportunities outside of class to interact with community members (speakers of Ukrainian)
    • – work cooperatively with peers in small groups
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • work with others to solve problems and get feedback on tasks
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • provide personal motivation by arranging your own rewards when successful
  • learn from/with peers
Language Use Strategies (10-9Y, 20-9Y, 30-9Y)

Examples of interactive language use strategies:

  • interpret and use a variety of nonverbal cues to communicate
  • ask for clarification or repetition when you do not understand; e.g., Пpoшy пoвтopiть. Щo ви скaзaли?
  • ask follow-up questions to check for understanding; e.g., Чи цe зpoзyмiлo?
  • indicate lack of understanding of text/expressions through questions posed in Ukrainian
  • use a simple word similar to the concept to convey, and invite correction
  • ask for confirmation that a form used is correct; e.g., Чи тaк мoжнa cкaзaти? Чи цe пpaвильнo? Чи тaк гoвopять?
  • use circumlocution to compensate for lack of vocabulary; e.g., тe, нa щo вiшaють oдяг for вiшaк
  • repeat part of what someone has said to confirm mutual understanding; e.g., Тaк щo, нa вaшy дyмкy …. I тaк, на вaш погляд …. Ви кaжeтe, щo …. Тaк, як я poзyмiю ….
  • use other speakers’ words in subsequent interactions/conversations/discussions/communications
  • assess feedback from a conversation partner to recognize when a message has not been understood
  • self-correct if errors lead to misunderstandings; e.g., Я хoтiлa cкaзaти, щo …. Я нaмaгaлacя cкaзaти, щo …. Я мaлa нa yвaзi тe, щo ….
  • invite others into the discussion
  • summarize the point reached in a discussion to help focus the talk; e.g., отже, одним словом
  • use suitable phrases to intervene in a discussion; e.g., Гoвopячи пpo …. Щoдo (чoгo), тo …. Нa paxyнoк (чoгo), ….
  • start again, using a different tactic, when communication breaks down; e.g., Я хoтiв cкaзaти, щo ….

Examples of interpretive language use strategies:

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

Examples of productive language use strategies:

  • use nonverbal means to communicate
  • use songs, rhyming schemes, word games, tongue twisters, acronyms and poetry in fun ways
  • use familiar repetitive patterns from stories, songs or media
  • incorporate newly modelled words/expressions
  • use learned lexical items (words and expressions) and structures (grammatical elements and syntax) to create and give effective presentations
  • use knowledge of sentence patterns to form new sentences
  • use illustrations to provide detail when producing your own texts
  • take notes in Ukrainian when reading or listening to assist in producing your own text
  • paraphrase and summarize texts
  • use a variety of resources to correct texts
  • use resources such as an English–Ukrainian dictionary or a Ukrainian dictionary to increase vocabulary
  • edit and proofread the final version of a text
  • use various techniques to explore ideas at the planning stage, such as brainstorming, word webs, flowcharts, or keeping a notebook or log of ideas
  • use the steps of the writing process: prewriting (gathering ideas, planning the text, researching, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
General Learning Strategies (10-9Y, 20-9Y, 30-9Y)

Examples of cognitive general learning strategies:

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

Examples of metacognitive general learning strategies:

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

Examples of social/affective general learning strategies:

  • follow your natural curiosity and intrinsic motivation to learn
  • choose learning activities that enhance understanding and enjoyment
  • be willing to take risks and to try unfamiliar tasks and approaches
  • be encouraged to try, even though you might make mistakes
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary; e.g., positive self-talk or seeking advice/encouragement
  • use positive thinking and/or self-talk as a way to persevere on a difficult task
  • participate in cooperative group learning tasks
  • use social interaction skills to enhance group learning activities
  • seek help from others
  • take part in group decision-making processes
  • participate in and/or initiate group problem-solving processes
  • observe and imitate the successful learning strategies of others
  • use support strategies to help peers persevere at learning tasks
Grade 4
Applications (Gr. 4)
General Outcome for Applications

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

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. share basic information
  • b. identify people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express simple preferences
  • b. express a personal response
  • A–2.2 share emotions, feelings
  • a. recognize and express basic emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. indicate needs and wants
  • b. give and respond to simple oral instructions or commands
  • c. ask for permission
  • A–3.2 state personal actions
  • a. respond to offers and instructions
  • b. ask or offer to do something
  • A–3.3 manage group actions
  • a. manage turn taking
  • b. encourage other group members to act appropriately
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange greetings and farewells
  • b. address a new acquaintance and introduce themselves
  • c. exchange some basic personal information
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore the immediate environment
  • A–5.2 gather and organize information
  • a. gather simple information
  • b. organize items in different ways
  • A–5.3 solve problems
  • a. participate in problem-solving situations in the classroom
  • A–5.4 explore opinions and values
  • a. listen attentively to the opinions expressed
  • b. respond appropriately to the opinions of others
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Ukrainian for fun
  • A–6.2 creative/aesthetic purposes
  • a. use Ukrainian creatively
  • A–6.3 personal enjoyment
  • a. use Ukrainian for personal enjoyment
Language Competence (Gr. 4)
General Outcome for Language Competence

Students will use Ukrainian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. pronounce the sounds of the letters of the alphabet and common words and phrases comprehensibly
  • b. use intonation to express meaning
  • LC–1.2 orthography
  • a. recognize and name letters of the alphabet
  • b. write their own name and some basic words
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • self
    • school
    • food
    • clothing
    • family
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Nouns
      • nominative singular
      • nominative plural
      • vocative
      • accusative singular inanimate
      • accusative singular animate
    • Pronouns
      • personal nominative (я, ми)
      • personal accusative (мене, нас)
      • demonstrative (той, цей)
      • possessive (мій, твій)
      • interrogative (чий?, який?)
    • Adjectives
      • noun–adjective agreement
      • accusative singular inanimate
      • accusative singular animate
    • Verbs
      • present common
      • imperative
      • present common reflexive
    • Adverbs
      • quality (добре, гарно)
    • Expressions
      • interrogative (як, хто, що)
      • date
      • time, hour
    • Numerals
      • numeral–noun agreement (numerals 1–10)

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

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Nouns
      • nominative singular
    • Pronouns
      • personal nominative
    • Adverbs
      • quality
    • Expressions
      • interrogative
    • Numerals
      • numeral–noun agreement (numerals 1–10)

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

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

General Outcome for Global Citizenship

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

GC–1 historical and contemporary elements of Ukrainian culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. participate in activities and experiences that reflect elements of Ukrainian culture
  • b. ask questions, using English, about elements of Ukrainian culture
  • GC–1.2 knowledge of Ukrainian culture
  • a. participate in activities and experiences that reflect elements of Ukrainian culture
  • GC–1.3 applying cultural knowledge
  • a. recognize elements of Ukrainian culture in the classroom
  • GC–1.4 diversity within Ukrainian culture
  • a. experience diverse elements of Ukrainian culture
  • GC–1.5 valuing Ukrainian culture
  • a. participate in cultural activities and experiences
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. distinguish between their first language and Ukrainian
  • GC–2.2 general language knowledge
  • a. explore the variety of languages spoken by those around them
  • b. identify similarities among words from different languages within their personal experience
  • GC–2.3 awareness of own culture
  • a. explore similarities between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. participate in activities and experiences that reflect elements of different cultures
  • GC–2.5 valuing diversity
  • a. interact with others
  • GC–2.6 intercultural skills
  • a. adapt to new situations
GC–3 personal and career opportunities
  • GC–3.1 Ukrainian culture and language
  • a. identify reasons for learning Ukrainian
  • GC–3.2 cultural and linguistic diversity
  • a. suggest reasons for participating in activities and experiences that reflect elements of different cultures
Strategies (Gr. 4) 

General Outcome for Strategies

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

S–1 language learning
  • S–1.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance language learning
  • S–1.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance language learning
  • S–1.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance language learning

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

S–2 language use
  • S–2.1 interactive
  • a. use simple interactive strategies, with guidance, to enhance language use
  • S–2.2 interpretive
  • a. use simple interpretive strategies, with guidance, to enhance language use
  • S–2.3 productive
  • a. use simple productive strategies, with guidance, to enhance language use

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

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance general learning
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance general learning
  • S–3.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance general learning

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

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

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

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. ask for and provide information; e.g., time, dates, locations
  • b. respond to simple, predictable questions
  • c. describe people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express likes and dislikes
  • b. express a personal response to a variety of situations
  • A–2.2 share emotions, feelings
  • a. respond to emotions and feelings
  • b. express a variety of emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. suggest a course of action and respond to a suggestion
  • b. make and respond to a variety of simple requests
  • c. seek, grant and withhold permission
  • A–3.2 state personal actions
  • a. indicate choice from among several options
  • b. express a wish or a desire to do something
  • A–3.3 manage group actions
  • a. ask for help or for clarification of what is being said or done in the group
  • b. suggest or direct action in group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate interactions; e.g., invite others to play
  • b. accept, refuse and apologize politely
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore the immediate environment
  • b. make and talk about personal observations
  • A–5.2 gather and organize information
  • a. sequence items in different ways
  • b. record and share personal knowledge of a topic
  • A–5.3 solve problems
  • a. define a problem and search for solutions
  • b. choose between alternative solutions
  • A–5.4 explore opinions and values
  • a. make connections between behaviour and values
  • b. recognize and respect differences of opinion
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Ukrainian for fun
  • A–6.2 creative/aesthetic purposes
  • a. use Ukrainian creatively
  • A–6.3 personal enjoyment
  • a. use Ukrainian for personal enjoyment
Language Competence (Gr. 5)
General Outcome for Language Competence

Students will use Ukrainian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. distinguish particular sounds of the language
  • b. use comprehensible pronunciation, stress and intonation when producing familiar words or phrases
  • LC–1.2 orthography
  • a. copy familiar words, phrases and sentences
  • b. relate letters to the sounds they make
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • weather
    • daily routines
    • friends
    • extracurricular activities
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Nouns
      • genitive singular following negation
      • genitive singular with preposition
      • locative singular
      • instrumental singular
      • accusative singular animate
      • accusative plural inanimate
      • irregular plural nominative (дівчата)
    • Pronouns
      • personal dative (мені, вам)
      • personal genitive (мене, вас)
    • Adjectives
      • comparative, superlative
      • accusative inanimate
    • Verbs
      • past tense
    • Adverbs
      • comparative, superlative
      • quality
      • time
    • Expressions
      • date
      • seasons of year
      • time

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

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Nouns
      • nominative singular
      • nominative plural
      • vocative
    • Pronouns
      • personal nominative
      • personal accusative
      • demonstrative
      • possessive
    • Adjectives
      • noun–adjective agreement
    • Verbs
      • present common
      • imperative
      • present common reflexive
    • Adverbs
      • quality
      • time
    • Expressions
      • interrogative
      • date (not including year)
      • time, hour
    • Numerals
      • numeral–noun agreement (numerals 11–20)

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

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Expressions
      • interrogative
    • Numerals
      • numeral–noun agreement (numerals 1–10)

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

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

General Outcome for Global Citizenship

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

GC–1 historical and contemporary elements of Ukrainian culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. make observations of Ukrainian culture; e.g., as it is portrayed in texts and in the community
  • b. seek out information about Ukrainian culture from authentic sources
  • GC–1.2 knowledge of Ukrainian culture
  • a. participate in activities and experiences that reflect elements of Ukrainian culture
  • GC–1.3 applying cultural knowledge
  • a. identify elements of Ukrainian culture in the school and community
  • GC–1.4 diversity within Ukrainian culture
  • a. identify some elements that reflect diversity within Ukrainian culture
  • GC–1.5 valuing Ukrainian culture
  • a. participate in cultural activities and experiences
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify similarities between their first language and Ukrainian
  • GC–2.2 general language knowledge
  • a. identify differences and similarities among writing systems from different languages within their personal experience
  • b. describe ways that languages can be taught and learned
  • GC–2.3 awareness of own culture
  • a. recognize similarities between their own culture and other cultures
  • b. make connections between individuals or situations in texts and their own personal experiences
  • GC–2.4 general cultural knowledge
  • a. recognize that a variety of cultural practices are followed by their schoolmates and by different groups in their community
  • b. recognize that culture is expressed through a variety of forms
  • GC–2.5 valuing diversity
  • a. engage in activities that reflect other ways of doing things
  • GC–2.6 intercultural skills
  • a. listen appropriately to others
  • b. initiate and maintain new relationships
GC–3 personal and career opportunities
  • GC–3.1 Ukrainian culture and language
  • a. identify ways in which they have used their knowledge of the Ukrainian language and culture
  • GC–3.2 cultural and linguistic diversity
  • a. identify ways in which they have used their knowledge of different languages and cultures
Strategies (Gr. 5) 

General Outcome for Strategies

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

S–1 language learning
  • S–1.1 cognitive
  • a. use a variety of simple cognitive strategies, with guidance, to enhance language learning
  • S–1.2 metacognitive
  • a. use a variety of simple metacognitive strategies, with guidance, to enhance language learning
  • S–1.3 social/affective
  • a. use a variety of simple social and affective strategies, with guidance, to enhance language learning

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

S–2 language use
  • S–2.1 interactive
  • a. use a variety of simple interactive strategies, with guidance, to enhance language use
  • S–2.2 interpretive
  • a. use a variety of simple interpretive strategies, with guidance, to enhance language use
  • S–2.3 productive
  • a. use a variety of simple productive strategies, with guidance, to enhance language use

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

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. use simple social and affective strategies to enhance general learning

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

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

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

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. describe people, places and things
  • b. describe series or sequences of events or actions
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express likes and dislikes
  • b. share thoughts and ideas with others
  • A–2.2 share emotions, feelings
  • a. inquire about, express and respond to emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. encourage or discourage others from a course of action
  • b. give and follow a simple sequence of instructions
  • A–3.2 state personal actions
  • a. make and respond to an invitation/offer
  • b. inquire about and express ability and inability to do something
  • A–3.3 manage group actions
  • a. encourage other group members to participate
  • b. assume a variety of roles and responsibilities as group members
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. talk about themselves and respond to the talk of others by showing attention and interest
  • b. accept, refuse and apologize politely
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore classification systems and determine criteria for categories
  • b. discuss relationships and patterns
  • A–5.2 gather and organize information
  • a. compare and contrast items in simple ways
  • b. compose questions to guide research
  • c. identify sources of information
  • d. record observations
  • A–5.3 solve problems
  • a. use appropriate steps to solve simple problems
  • A–5.4 explore opinions and values
  • a. express views on a variety of topics within their personal experience
  • b. gather opinions on a topic within their scope of experience
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Ukrainian for fun and humour
  • A–6.2 creative/aesthetic purposes
  • a. use Ukrainian creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use Ukrainian for personal enjoyment
Language Competence (Gr. 6)
General Outcome for Language Competence

Students will use Ukrainian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. recognize some critical sound distinctions that are important for meaning
  • b. recognize some of the effects that intonation and stress have in different situations
  • LC–1.2 orthography
  • a. recognize and use some basic conventions of spelling and mechanics
  • b. use handwriting for written communication
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • home
    • cultural holidays
    • school environment
    • activities
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Nouns
      • genitive singular following negation
      • dative singular
      • accusative singular and plural inanimate
    • Pronouns
      • personal instrumental (зі мною, з нами)
      • personal dative
    • Adjectives
      • comparative, superlative
      • accusative singular animate
    • Verbs
      • perfective aspect
      • simple future tense
    • Adverbs
      • comparative, superlative
      • quality
      • time
    • Expressions
      • time: hours, minutes, intervals

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

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Nouns
      • nominative
      • genitive singular
      • instrumental singular
      • accusative singular animate
      • accusative plural inanimate
    • Pronouns
      • demonstrative
      • personal accusative
      • personal dative
      • personal genitive
    • Adjectives
      • noun–adjective agreement
      • accusative inanimate
    • Verbs
      • imperative
      • present common
      • past tense
      • present common reflexive
    • Adverbs
      • comparative, superlative
    • Expressions
      • date and time

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

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Nouns
      • nominative singular
      • vocative
    • Pronouns
      • personal nominative
    • Numerals
      • numeral–noun agreement (numerals 11–20)

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

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand short, simple oral texts in guided and unguided situations
  • LC–2.2 oral production
  • a. produce short, simple oral texts in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions in guided situations
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand short, simple written texts in guided and unguided situations
  • LC–3.2 written production
  • a. produce short, simple written texts in guided situations
  • LC–3.3 viewing
  • a. derive meaning from the visual elements of a variety of media in guided situations
  • LC–3.4 representing
  • a. express meaning through the use of visual elements in a variety of media in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. use informal language in familiar contexts
  • LC–4.2 idiomatic expressions
  • a. use learned idiomatic expressions correctly in familiar contexts
  • LC–4.3 variations in language
  • a. experience a variety of accents, variations in speech and regional variations in language
  • LC–4.4 social conventions
  • a. recognize verbal behaviours that are considered impolite
  • b. recognize simple social conventions in informal conversation; e.g., turn taking
  • LC–4.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. link several sentences coherently
  • b. use common conventions to structure texts
  • LC–5.2 text forms
  • a. use some simple text forms in their own productions
  • LC–5.3 patterns of social interaction
  • a. use simple conventions to open and close conversations and to manage turn taking
Global Citizenship (Gr. 6)

General Outcome for Global Citizenship

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

GC–1 historical and contemporary elements of Ukrainian culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. compare some elements of Ukrainian culture with their own personal experiences
  • GC–1.2 knowledge of Ukrainian culture
  • a. explore some elements of Ukrainian culture
  • b. identify some things they have in common with Ukrainian speakers their own age
  • GC–1.3 applying cultural knowledge
  • a. identify commonalities and differences between Ukrainian culture and their own culture
  • b. apply knowledge of Ukrainian culture to interpret similarities and differences between Ukrainian culture and their own culture
  • GC–1.4 diversity within Ukrainian culture
  • a. identify variations among groups within Ukrainian culture
  • b. apply knowledge of Ukrainian culture to interpret variations among groups within the culture
  • GC–1.5 valuing Ukrainian culture
  • a. seek out information about people their own age who speak Ukrainian and identify similarities
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify similarities and differences between their first language and Ukrainian
  • GC–2.2 general language knowledge
  • a. recognize that in any language there are different words for the same thing
  • GC–2.3 awareness of own culture
  • a. recognize and identify similarities and differences between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. recognize that speakers of the same language may come from different cultural backgrounds
  • b. recognize some of the factors that affect the culture of a particular region
  • GC–2.5 valuing diversity
  • a. engage in activities that reflect other ways of doing things
  • b. recognize the limitations of adopting a single perspective
  • GC–2.6 intercultural skills
  • a. reflect on their actions and the implications of their actions for others
  • b. explore how their perspective is shaped by a variety of factors
GC–3 personal and career opportunities
  • GC–3.1 Ukrainian culture and language
  • a. identify some careers for which knowledge of Ukrainian is useful
  • b. identify some places that they could visit where Ukrainian is spoken
  • GC–3.2 cultural and linguistic diversity
  • a. identify some careers for which knowledge of different languages and cultures is useful
  • b. identify countries where there is linguistic and cultural diversity
Strategies (Gr. 6) 

General Outcome for Strategies

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

S–1 language learning
  • S–1.1 cognitive
  • a. identify and use a variety of cognitive strategies, with guidance, to enhance language learning
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies, with guidance, to enhance language learning
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies, with guidance, to enhance language learning

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

S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies, with guidance, to enhance language use
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies, with guidance, to enhance language use
  • S–2.3 productive
  • a. identify and use a variety of productive strategies, with guidance, to enhance language use

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

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies, with guidance, to enhance general learning
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies, with guidance, to enhance general learning
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies, with guidance, to enhance general learning

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

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

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

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. provide information on several aspects of a topic
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express agreement/disagreement
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings in a variety of familiar contexts
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make a suggestion in a variety of situations
  • b. respond to a suggestion in a variety of situations
  • A–3.2 state personal actions
  • a. state personal actions in a variety of situations
  • A–3.3 manage group actions
  • a. check for agreement and understanding
  • b. express disagreement in an appropriate way
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in informal exchanges with classmates
  • b. make and break social engagements in an appropriate manner
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. ask questions to gain knowledge and clarify understanding
  • A–5.2 gather and organize information
  • a. gather information from a variety of resources; e.g., print, human, multimedia, electronic
  • A–5.3 solve problems
  • a. describe and examine a problem, then propose solutions
  • A–5.4 explore opinions and values
  • a. provide reasons for their opinions
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Ukrainian, through a variety of classroom activities, for fun and to understand simple humour
  • A–6.2 creative/aesthetic purposes
  • a. use Ukrainian creatively and for aesthetic purposes; e.g., experiment with the sounds and rhythms of the language
  • A–6.3 personal enjoyment
  • a. use Ukrainian for personal enjoyment; e.g., learn a craft or a dance
Language Competence (Gr. 7)
General Outcome for Language Competence

Students will use Ukrainian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. identify and reproduce some critical sound distinctions that are important for meaning
  • LC–1.2 orthography
  • a. recognize and use spelling rules and mechanical conventions correctly with familiar words
  • b. use handwriting for written communication
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • community
    • sports/games
    • transportation/travel
    • family traditions
    • food and eating out
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Nouns
      • genitive singular/plural
      • accusative singular/plural animate
    • Pronouns
      • interrogative (хто?, що?, скільки?, котрий?)
    • Adjectives
      • comparative/superlative
      • accusative plural animate
      • locative singular
    • Verbs
      • common of motion (іти, їхати)
      • simple future tense
      • perfective aspect
    • Adverbs
      • location, direction (тут, сюди, далеко, близько, всюди, внизу, вгорі, навкруги, навколо)
    • Numerals
      • 5 and higher and noun agreement

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

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Nouns
      • accusative singular/plural animate
      • accusative singular/plural inanimate
      • genitive singular
      • nominative plural
      • locative singular
      • instrumental singular
      • dative singular
    • Pronouns
      • possessive
      • personal accusative (мене, тебе)
      • personal instrumental (зі мною, з нами)
    • Adjectives
      • noun–adjective agreement
      • accusative singular inanimate (новий зошит, нову книжку, нове радіо)
    • Verbs
      • imperative
      • past tense
      • present common
      • present common reflexive
      • simple future tense
    • Adverbs
      • comparative, superlative
    • Expressions
      • date and time: hours, minutes, intervals
    • Numerals
      • 1–4 and noun agreement, all genders

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

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Nouns
      • nominative plural
    • Pronouns
      • demonstrative
    • Adjectives
      • noun–adjective agreement (nominative)
      • accusative plural inanimate
    • Verbs
      • present common

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

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand a variety of short, simple oral texts in guided and unguided situations
  • LC–2.2 oral production
  • a. produce a variety of short, simple oral texts in guided situations
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions, asking for repetition or clarification when necessary
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand a variety of short, simple written texts on familiar topics in guided and unguided situations
  • LC–3.2 written production
  • a. produce a variety of short, simple written texts in guided situations
  • LC–3.3 viewing
  • a. derive meaning from visual elements in a variety of media in guided situations
  • LC–3.4 representing
  • a. express meaning through verbal and nonverbal communication in a variety of media in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. identify polite and socially appropriate language in specific situations
  • LC–4.2 idiomatic expressions
  • a. use learned idiomatic expressions correctly in familiar contexts
  • LC–4.3 variations in language
  • a. recognize some common regional variations in language
  • LC–4.4 social conventions
  • a. recognize important social conventions in everyday interactions
  • LC–4.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. organize texts to indicate steps in a procedure or directions to follow
  • b. interpret simple references within texts; e.g., pronouns
  • LC–5.2 text forms
  • a. recognize a variety of text forms delivered through a variety of media; e.g., videotaped instructions, reports with visuals
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond, using a variety of social interaction patterns; e.g., casual conversation with classmates
Global Citizenship (Gr. 7)

General Outcome for Global Citizenship

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

GC–1 historical and contemporary elements of Ukrainian culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. formulate questions about elements of Ukrainian culture beyond their immediate community
  • GC–1.2 knowledge of Ukrainian culture
  • a. explore some elements of Ukrainian culture beyond their immediate community
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Ukrainian culture to understand cultural behaviour that is different from their own
  • GC–1.4 diversity within Ukrainian culture
  • a. apply knowledge of diverse elements of Ukrainian culture in interactions with people and in interpreting texts
  • GC–1.5 valuing Ukrainian culture
  • a. participate in, and contribute to, activities and experiences that reflect Ukrainian culture
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify aspects of their personal style in language use
  • b. identify some regional variations in their first language
  • GC–2.2 general language knowledge
  • a. recognize that languages can be grouped into families
  • GC–2.3 awareness of own culture
  • a. identify how cultural influences affect individuals
  • GC–2.4 general cultural knowledge
  • a. recognize that within any culture, there are important differences in the way people speak and behave
  • GC–2.5 valuing diversity
  • a. demonstrate curiosity about other languages and cultures
  • GC–2.6 intercultural skills
  • a. explore representations of their own culture and Ukrainian culture created by those who live in other cultures
GC–3 personal and career opportunities
  • GC–3.1 Ukrainian culture and language
  • a. identify aspects of Ukrainian culture that are of personal interest
  • GC–3.2 cultural and linguistic diversity
  • a. identify aspects of different cultures that are of personal interest
Strategies (Gr. 7) 

General Outcome for Strategies

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

S–1 language learning
  • S–1.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance language learning

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

S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies to enhance language use
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies to enhance language use
  • S–2.3 productive
  • a. identify and use a variety of productive strategies to enhance language use

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

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning

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

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

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

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. provide information, including details
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express interest/lack of interest and satisfaction/dissatisfaction
  • A–2.2 share emotions, feelings
  • a. express feelings in a variety of situations
  • b. inquire about feelings in a variety of situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and respond to advice and warnings
  • A–3.2 state personal actions
  • a. express, in a variety of situations, intention to do something
  • A–3.3 manage group actions
  • a. express appreciation, enthusiasm, support and respect for the contributions of others
  • b. negotiate in a simple way with peers in a small group
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. use routine means of interpersonal communication; e.g., telephone calls, personal notes, e-mail messages
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore and express meaning in a variety of ways; e.g., by drawing a diagram, making a model, rephrasing
  • A–5.2 gather and organize information
  • a. organize and manipulate information; e.g., transform information from texts into other forms, such as tables, diagrams, story maps, flowcharts
  • A–5.3 solve problems
  • a. generate and evaluate alternative solutions to problems
  • A–5.4 explore opinions and values
  • a. distinguish fact from opinion
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Ukrainian for fun and to understand and express simple humour; e.g., learn and perform songs, dances, short plays
  • A–6.2 creative/aesthetic purposes
  • a. use Ukrainian creatively and for aesthetic purposes; e.g., write simple short stories
  • A–6.3 personal enjoyment
  • a. use Ukrainian for personal enjoyment; e.g., find a pen pal/key pal and exchange letters/messages
Language Competence (Gr. 8)
General Outcome for Language Competence

Students will use Ukrainian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. reproduce the pronunciation of familiar and unfamiliar words
  • LC–1.2 orthography
  • a. recognize and use spelling rules and mechanical conventions correctly with familiar words and phrases
  • b. use handwriting for written communication
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • relationships
    • vacation
    • entertainment/music
    • conflicts/problems
    • fashion
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Nouns
      • instrumental plural
      • locative plural
    • Pronouns
      • personal dative (мені, тобі, йому, їй)
    • Adjectives
      • genitive singular
      • dative singular
      • locative singular
    • Verbs
      • -ся + instrumental (користуватися, гордитися, тішитися)
      • perfective/imperfective aspects
    • Adverbs
      • quantity (багато)
    • Numerals
      • 5 and higher and noun agreement

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

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Nouns
      • accusative singular/plural animate
      • accusative singular/plural inanimate
      • genitive plural
      • dative singular
    • Pronouns
      • possessive
      • personal accusative singular (мене, тебе, його, її)
      • personal instrumental
    • Adjectives
      • noun–adjective agreement
      • accusative singular
      • locative singular
    • Verbs
      • imperative
      • common of motion
      • simple future tense
      • past tense
      • present common reflexive (цікавитися, займатися)
    • Adverbs
      • location, direction
      • comparative, superlative
    • Expressions
      • date and time
    • Numerals
      • 5 and higher and noun agreement

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

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Nouns
      • nominative irregular plural
      • genitive singular
      • locative singular
      • instrumental singular
    • Adjectives
      • accusative singular inanimate
    • Verbs
      • imperative
      • modal verbs: могти, хотіти
    • Adverbs
      • comparative, superlative
    • Numerals
      • 1–4 and noun agreement
    • Expressions
      • date and time

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

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand short oral texts on unfamiliar topics in guided situations
  • LC–2.2 oral production
  • a. produce short oral texts in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. manage simple, short interactions with ease, using pauses for planning and repair
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand short written texts on familiar and unfamiliar topics in guided situations
  • LC–3.2 written production
  • a. produce short, simple written texts on familiar topics in guided and unguided situations
  • LC–3.3 viewing
  • a. derive meaning from visual elements in a variety of media in guided and unguided situations
  • LC–3.4 representing
  • a. express meaning through the use of verbal and nonverbal communication in a variety of guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. explore formal and informal uses of language in a variety of contexts
  • LC–4.2 idiomatic expressions
  • a. use learned idiomatic expressions in a variety of familiar contexts
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in language; e.g., age, gender, social class
  • LC–4.4 social conventions
  • a. understand the use of social conventions encountered in oral and written texts
  • LC–4.5 nonverbal communication
  • a. recognize nonverbal behaviours that are considered impolite
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. organize texts, using common patterns; e.g., cause and effect, straightforward time sequencing
  • LC–5.2 text forms
  • a. examine and identify the organizational structure of a variety of text forms; e.g., folk tales, newspaper articles, instructions for a game
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond, using a variety of social interaction patterns; e.g., routine telephone calls
Global Citizenship (Gr. 8)

General Outcome for Global Citizenship

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

GC–1 historical and contemporary elements of Ukrainian culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. use basic research skills to find out about Ukrainian culture
  • GC–1.2 knowledge of Ukrainian culture
  • a. explore and identify some elements of Ukrainian culture beyond their immediate community
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Ukrainian culture in interactions with people and in interpreting texts
  • GC–1.4 diversity within Ukrainian culture
  • a. apply knowledge of diverse elements of Ukrainian culture in interactions with people and in interpreting texts
  • GC–1.5 valuing Ukrainian culture
  • a. examine their own perception of Ukrainian language and culture
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify some words in their first language that have been borrowed from other languages
  • GC–2.2 general language knowledge
  • a. recognize that languages borrow from one another
  • GC–2.3 awareness of own culture
  • a. identify common references shared by their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. recognize the factors that affect the culture of a particular region
  • GC–2.5 valuing diversity
  • a. recognize and acknowledge different perspectives
  • GC–2.6 intercultural skills
  • a. identify and access public and private institutions that facilitate contact with other cultures and countries
GC–3 personal and career opportunities
  • GC–3.1 Ukrainian culture and language
  • a. identify some careers that use knowledge of the Ukrainian language
  • GC–3.2 cultural and linguistic diversity
  • a. identify some careers that use knowledge of international languages and cultures, and intercultural skills
Strategies (Gr. 8) 

General Outcome for Strategies

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

S–1 language learning
  • S–1.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance language learning

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

S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies to enhance language use
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies to enhance language use
  • S–2.3 productive
  • a. select and use a variety of productive strategies to enhance language use

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

S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning

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

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

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

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. share information about events that took place in the past or that may take place in the future
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. inquire about and express probability and certainty
  • A–2.2 share emotions, feelings
  • a. express emotions and feelings in a variety of situations; e.g., in regard to a work of art or music
  • b. inquire about emotions and feelings in a variety of situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions or requests in formal situations; e.g., in a public library or post office
  • A–3.2 state personal actions
  • a. accept or decline an offer or an invitation, with an explanation
  • A–3.3 manage group actions
  • a. elaborate on or clarify another group member’s contribution
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. offer and respond to congratulations and express sympathy and regret
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore background knowledge about familiar topics and make connections to personal experiences
  • A–5.2 gather and organize information
  • a. gather information, using a prepared format; e.g., interview people, using prepared questions
  • A–5.3 solve problems
  • a. use information collected from various sources to solve problems
  • A–5.4 explore opinions and values
  • a. explore how values influence behaviour; e.g., describe characters in a story and their motivations
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Ukrainian for fun and to interpret and express humour; e.g., interpret idiomatic expressions and figures of speech literally, using illustrations or short skits
  • A–6.2 creative/aesthetic purposes
  • a. use Ukrainian creatively and for aesthetic purposes; e.g., write new words to a known melody or create a rap
  • A–6.3 personal enjoyment
  • a. use Ukrainian for personal enjoyment; e.g., use the Internet to explore the Ukrainian culture
Language Competence (Gr. 9)
General Outcome for Language Competence

Students will use Ukrainian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. use intonation, stress and rhythm appropriately in familiar situations
  • LC–1.2 orthography
  • a. recognize and use spelling rules and mechanical conventions correctly with familiar and unfamiliar words and phrases
  • b. use handwriting for written communication
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • occupations
    • identity/style
    • health/wellness
    • social events
    • pop culture in the contemporary Ukrainian-speaking world
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Nouns
      • irregular plural
      • accusative
      • genitive
      • dative plural (дівчатам, хлопцям)
      • irregular plural of locative, instrumental, dative
    • Pronouns
      • personal locative (на мені, на тобі, на ній, на ньому)
    • Adjectives
      • locative plural
      • dative plural
      • instrumental plural
    • Verbs
      • frequency
      • perfective/imperfective aspects
    • Adverbs
      • definite, indefinite (кoлинебудь/коли-небудь, колись)

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

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Nouns
      • accusative singular/plural animate
      • accusative singular/plural inanimate
      • genitive singular/plural
      • dative singular/plural
      • locative plural
      • instrumental plural
    • Pronouns
      • personal dative
      • personal instrumental
    • Adjectives
      • accusative singular
      • genitive singular
      • dative singular
      • locative singular
      • instrumental singular
    • Verbs
      • -ся + instrumental (користуватися, гордитися, тішитися)
      • common of motion
      • simple future tense
      • perfective aspect
    • Adverbs
      • quantity (багато)
      • location, direction
    • Numerals
      • 5 and higher and noun agreement

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

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Nouns
      • genitive singular
    • Pronouns
      • possessive
      • personal accusative singular
      • genitive singular
    • Verbs
      • present common reflexive
      • past tense
      • imperative
    • Adjectives
      • noun–adjective agreement (accusative)
      • accusative singular inanimate
      • comparative, superlative
    • Expressions
      • time expressions using ordinal numbers (i.e., о першій годині)

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

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand short oral texts on unfamiliar topics in guided situations
  • LC–2.2 oral production
  • a. produce short oral texts in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. engage in short, spontaneous exchanges, with pauses for planning and repair
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand short written texts on familiar and unfamiliar topics in guided situations
  • LC–3.2 written production
  • a. produce a variety of short, simple written texts on familiar topics in guided and unguided situations
  • LC–3.3 viewing
  • a. derive meaning from visual elements in a variety of media in guided and unguided situations
  • LC–3.4 representing
  • a. express meaning through the use of verbal and nonverbal communication in a variety of guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. use suitable, simple formal language in a variety of contexts
  • LC–4.2 idiomatic expressions
  • a. examine the role of idiomatic expressions in culture
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in language; e.g., level of education, occupation
  • LC–4.4 social conventions
  • a. interpret and use important social conventions in interactions
  • LC–4.5 nonverbal communication
  • a. avoid nonverbal behaviours that are considered impolite
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use a variety of conventions to structure texts; e.g., titles, paragraphs, letter forms
  • b. interpret and use references within texts; e.g., demonstratives (цей/ця/це/ці; той/та/те/ті)
  • LC–5.2 text forms
  • a. use a variety of familiar text forms and media in their own productions; e.g., comic strips, letters, radio or television reports, articles, thank-you notes, birthday invitations
  • LC–5.3 patterns of social interaction
  • a. engage in simple social interaction patterns by using expanded vocabulary; e.g., invitation–acceptance/refusal with explanation
Global Citizenship (Gr. 9)

General Outcome for Global Citizenship

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

GC–1 historical and contemporary elements of Ukrainian culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. identify and use a variety of sources of information to find out about Ukrainian culture
  • GC–1.2 knowledge of Ukrainian culture
  • a. explore and identify some elements of Ukrainian culture beyond their immediate community
  • GC–1.3 applying cultural knowledge
  • a. identify different perspectives on Ukrainian culture and speculate on their origins
  • GC–1.4 diversity within Ukrainian culture
  • a. identify different perspectives on diverse elements of Ukrainian culture and speculate on their origins
  • GC–1.5 valuing Ukrainian culture
  • a. show understanding for those whose cultural behaviour is different from their own
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify similarities and differences between their first language and Ukrainian in both oral and written forms
  • GC–2.2 general language knowledge
  • a. recognize that languages may have regional differences in pronunciation, vocabulary or structure
  • GC–2.3 awareness of own culture
  • a. identify some of the past and present relationships between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. recognize that different cultures may have different interpretations of texts, cultural practices or products
  • GC–2.5 valuing diversity
  • a. recognize the value of different perspectives
  • GC–2.6 intercultural skills
  • a. recognize stereotypical thinking
GC–3 personal and career opportunities
  • GC–3.1 Ukrainian culture and language
  • a. explore personal reasons for learning Ukrainian
  • GC–3.2 cultural and linguistic diversity
  • a. explore personal reasons for learning additional languages and experiencing other cultures
Strategies (Gr. 9) 

General Outcome for Strategies

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

S–1 language learning
  • S–1.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance language learning
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning
  • S–1.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance language learning

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

S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies to enhance language use
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies to enhance language use
  • S–2.3 productive
  • a. select and use a variety of productive strategies to enhance language use

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

S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning

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

10-9Y
Applications (10-9Y)
General Outcome for Applications

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

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. share detailed information on a specific topic
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express opinions
  • b. support their own opinions
  • A–2.2 share emotions, feelings
  • a. express emotions and feelings in formal and informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give a compliment
  • b. lodge a complaint
  • A–3.2 state personal actions
  • a. express possibility in relation to their own actions
  • A–3.3 manage group actions
  • a. take on a leadership role in small-group projects
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. give and respond to compliments
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore connections among, and gain new insights into, familiar topics; e.g., using brainstorming, word origins, surveys, interviews
  • A–5.2 gather and organize information
  • a. identify key ideas, summarize and paraphrase
  • A–5.3 solve problems
  • a. understand key elements of a problem
  • A–5.4 explore opinions and values
  • a. understand the concept of stereotype
  • b. recognize stereotyping in a variety of situations
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Ukrainian for fun and to interpret and express humour; e.g., student-created games, class comic (humour) book, tongue twisters
  • A–6.2 creative/aesthetic purposes
  • a. use Ukrainian creatively and for aesthetic purposes; e.g., create and perform a skit
  • A–6.3 personal enjoyment
  • a. use Ukrainian for personal enjoyment; e.g., participate in class excursions, field trips and e-twinning projects, make a scrapbook of items that reflect Ukrainian culture
Language Competence (10-9Y)
General Outcome for Language Competence

Students will use Ukrainian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. produce the essential sounds, stress, rhythm and intonation patterns of the language
  • LC–1.2 orthography
  • a. apply common orthographic and punctuation rules
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • travel
    • leisure/shopping
    • everyday commerce/business transactions
    • Ukrainian history
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Nouns
      • governed by preposition: accusative, genitive, instrumental cases
    • Pronouns
      • demonstrative: genitive (того, цього), dative (тому, цьому), instrumental (тим, цим), locative (на тому [тім], на цьому)
      • interrogative: personal (хто?, що?) all cases
      • reflexive: all cases; i.e., себе
    • Verbs
      • non-past (imperfective present and perfective future); e.g., пишу–напишу
      • present irregular; e.g., дати, їсти, розповісти
    • Conjunctions
      • subordinating conjunction якщо in complex conditional sentences
    • Expressions
      • date ordinal to express year; e.g., Поет народився у 1943 році.
    • Numerals
      • fractions, percentages
      • collective numerals; e.g., двоє, четверо
    • Sentence Structure
      • negation with multiple negatives; e.g., Ніхто ніколи нікому нічого не прощає.

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

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Nouns
      • noun–adjective agreement (all cases)
    • Pronouns
      • personal: locative (на мені, на нас, на тобі, на вас, на ньому, на нім, на ній, на них)
      • possessive: genitive (мого, твого), dative (моєму, твоєму), instrumental (моїм, твоїм), locative (на моєму [моїм], твоєму)
    • Adjectives
      • noun–adjective agreement:
        • – accusative singular animate
        • – accusative plural animate
        • – instrumental singular
        • – instrumental plural
        • – genitive plural (possession)
        • – comparative, superlative (новіший–найновіший)
    • Verbs
      • -ся + instrumental (займатися, цікавитися, гордитися)
      • verbs of motion; e.g., іти, їхати
      • modal verbs (могти, хотіти)
      • perfective aspect (past, future)
      • present conditional mood; e.g., якби я знав
    • Adverbs
      • comparative, superlative; e.g., повільніше, найповільніше; краще, найкраще
      • definite, indefinite (колинебудь/коли-небудь, колись)
    • Expressions
      • time: hours, minutes, intervals (година, хвилина)
    • Numerals
      • 5 and higher and noun agreement inanimate
      • 5 and higher and noun agreement animate
    • Sentence Structure
      • sentences with verbs of motion
      • sentences in past, present and future
      • sentences in imperative mood (affirmative and negative)
      • common complex sentences with subordinating conjunctions

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

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Nouns
      • instrumental plural
    • Pronouns
      • personal: instrumental
      • demonstrative: nominative (той, цей), accusative (той, того, цей, цього)
      • possessive: accusative (мій, мого, твій, твого)
      • interrogative possessive: nominative (чий?)
    • Adjectives
      • noun–adjective agreement:
        • – accusative singular inanimate (новий зошит, нову книжку, нове радіо)
        • – accusative plural inanimate
    • Verbs
      • past tense
    • Adverbs
      • location, direction (тут, там, туди, сюди, далеко, близько, всюди, внизу, вгорі, навкруги, навколо)
      • quantity (багато, мало, трохи)
    • Prepositions
      • noun case in prepositional phrase:
        • – preposition + noun
        • – preposition + adjective + noun (case)
    • Conjunctions
      • subordinating conjunctions (як, якщо, коли …) in common complex sentences
    • Expressions
      • in [season] (навесні, влітку, восени, взимку)
    • Numerals
      • 1–4 and noun agreement, all genders animate
    • Sentence Structure
      • simple and compound sentences with common coordinating conjunctions (і, а/але)
      • simple negation; e.g., Учень не чув.
      • negation with genitive; e.g., Учениця не читала журналу.

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

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand the main points and some supporting details of lengthy oral texts on familiar topics, in guided situations
  • LC–2.2 oral production
  • a. produce short oral texts on unfamiliar topics, in guided situations
  • LC–2.3 interactive fluency
  • a.manage simple interactions without undue difficulty
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand the main points and some supporting details of lengthy written texts on familiar topics, in guided situations
  • LC–3.2 written production
  • a. produce short written texts on unfamiliar topics, in guided situations
  • LC–3.3 viewing
  • a. propose several interpretations of the visual elements of a variety of media, in guided situations
  • LC–3.4 representing
  • a. explore a variety of ways that meaning can be expressed through the visual elements of a variety of media, in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. explore differences in register between spoken and written texts
  • LC–4.2 idiomatic expressions
  • a. identify influences on idiomatic expressions; e.g., region, age, occupation
  • LC–4.3 variations in language
  • a. recognize influences resulting in variations in language
  • LC–4.4 social conventions
  • a. interpret and use appropriate oral and written forms of address with a variety of audiences
  • LC–4.5 nonverbal communication
  • a. recognize a variety of nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. interpret texts that use patterns involving time or chronological sequencing
  • LC–5.2 text forms
  • a. use a variety of familiar text forms and media in their own productions; e.g., brochures, advertisements, reports, poetry, stories
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform complex transactions and interactions; e.g., request goods/services
Global Citizenship (10-9Y)

General Outcome for Global Citizenship

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

GC–1 historical and contemporary elements of Ukrainian culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. organize and represent information about elements of Ukrainian culture in a variety of ways
  • GC–1.2 knowledge of Ukrainian culture
  • a. identify and compare some elements of Ukrainian culture
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Ukrainian culture, derived from a variety of sources, to interpret behaviours and texts
  • GC–1.4 diversity within Ukrainian culture
  • a. apply knowledge of diverse elements of Ukrainian culture to interpret behaviours and texts
  • GC–1.5 valuing Ukrainian culture
  • a. identify and seek out opportunities to interact with Ukrainians in their community
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)
  • a. compare oral and written aspects of their own language(s) and Ukrainian; e.g., diminutives, formality, noun declension
  • GC–2.2 general language knowledge
  • a. recognize that languages evolve over time for various reasons
  • GC–2.3 awareness of own culture
  • a. identify ethnocentric elements in texts from their own culture
  • GC–2.4 general cultural knowledge
  • a. identify some causes of breakdown in communication and of misunderstanding when communicating with people from other cultures
  • GC–2.5 valuing diversity
  • a. seek out opportunities to interact with people from other cultures
  • GC–2.6 intercultural skills
  • a. use a variety of strategies for dealing with breakdowns in communication
  • b. use a variety of strategies for dealing with cultural misunderstanding
GC–3 personal and career opportunities
  • GC–3.1 Ukrainian culture and language
  • a. explore opportunities for further education related to the Ukrainian language and culture
  • GC–3.2 cultural and linguistic diversity
  • a. explore opportunities for further education related to languages and cultures
Strategies (10-9Y)

General Outcome for Strategies

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

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

See the Strategies Overview Section for examples of strategies.

20-9Y
Applications (20-9Y)
General Outcome for Applications

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

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. ask and answer questions about an informative text read or heard
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. express preferences
  • b. explain preferences
  • A–2.2 share emotions, feelings
  • a. communicate strong emotions and feelings appropriately in a variety of situations; e.g., using role-play
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and follow a sequence of instructions
  • A–3.2 state personal actions
  • a. express personal expectations, hopes, plans, goals and aspirations
  • A–3.3 manage group actions
  • a. clarify task goals
  • b. negotiate roles and suggest procedures
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. make suggestions to handle a variety of situations
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore ideas presented in a variety of ways; e.g., informal discussions, personal writing
  • A–5.2 gather and organize information
  • a. organize information in a logical manner
  • A–5.3 solve problems
  • a. apply problem-solving skills acquired in one situation to other situations
  • A–5.4 explore opinions and values
  • a. understand the concept of perspective
  • b. examine differing perspectives on an issue
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Ukrainian for fun and to interpret and express humour; e.g., rhymes, puzzles, newspaper cartoons, anecdotes
  • A–6.2 creative/aesthetic purposes
  • a. use Ukrainian creatively and for aesthetic purposes; e.g., create an original work (story, short play, song) on a familiar topic
  • A–6.3 personal enjoyment
  • a. use Ukrainian for personal enjoyment; e.g., plan and participate in a weekend immersion or in twinning projects, create a menu or a PowerPoint presentation
Language Competence (20-9Y)
General Outcome for Language Competence

Students will use Ukrainian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. produce sounds, stress, rhythm and intonation of the language
  • LC–1.2 orthography
  • a. use orthographic and punctuation rules consistently in writing
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • dreams/goals
    • nature and environment
    • famous Ukrainians
    • mass media
    • any other lexical fields that meet their needs and interests
  • b. select suitable words to enhance the effectiveness of speech or writing
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Nouns
      • irregular plural: all cases
      • diminutives (річка, братик, віконце, серденько)
    • Pronouns
      • interrogative: qualitative, possessive, ordinal (all cases)
    • Verbs
      • verbal adverbs; e.g., читаючи, прочитавши
      • verbal adjectives; e.g., печений, куплений, зайнятий
      • passive voice: reflexive in passive meaning; e.g., Школа будується робітниками з України.
      • simple future; e.g., нестиму, нестимуть
      • impersonal verbs; e.g., Світає. Смеркає.
    • Expressions
      • date ordinal to express year in the genitive; e.g., Поет народився тисяча дев’ятсот сорок третього року.
    • Sentence Structure
      • sentences using impersonal verbs; e.g., Йому везе.
      • alternate sentence structures:
        • – Книжку читає учень. (OVS)
        • – Читає учень книжку. (VSO)
      • alternate sentence structures for complex and compound sentences

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

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Nouns
      • noun–adjective agreement (all cases)
      • governed by preposition: accusative, genitive, instrumental cases
    • Pronouns
      • personal: locative (на мені, на нас, на тобі, на вас, на ньому, на нім, на ній, на них)
      • demonstrative: genitive (того, цього), dative (тому, цьому), instrumental (тим, цим), locative (на тому [тім], на цьому)
      • possessive: all cases
      • interrogative: personal (хто?, що?)
      • reflexive: all cases; i.e., себе
    • Adjectives
      • noun–adjective agreement:
        • – accusative plural animate
        • – dative plural
        • – genitive singular
        • – instrumental singular
        • – instrumental plural
        • – comparative, superlative (новіший–найновіший)
    • Verbs
      • -ся + instrumental/present reflexive (займатися, цікавитися)
      • non-past (imperfective present and perfective future); e.g., пишу–напишу
      • present irregular; e.g., дати, їсти, розповісти
      • modal verbs (могти, хотіти)
      • present conditional mood; e.g., якби я знав
    • Conjunctions
      • subordinating conjunction якщо in complex conditional sentences
    • Expressions
      • date ordinal to express year; e.g., Поет народився у 1943 році.
    • Numerals
      • 5 and higher and noun agreement animate
      • fractions, percentages
      • collective numerals; e.g., двоє, четверо
    • Sentence Structure
      • sentences in present conditional mood; e.g., Якби я знав …
      • negation with multiple negatives; e.g., Ніхто ніколи нікому нічого не прощає.
      • common complex sentences with subordinating conjunctions

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

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Adjectives
      • noun–adjective agreement:
        • – accusative plural animate
    • Verbs
      • perfective aspect (past, future)
      • verbs of motion; e.g., іти, їхати
    • Adverbs
      • comparative, superlative; e.g., повільніше, найповільніше; краще, найкраще
      • definite, indefinite (колинебудь/ коли-небудь, колись)
    • Expressions
      • time: hours, minutes, intervals (година, хвилина)
    • Numerals
      • 5 and higher and noun agreement inanimate
    • Sentence Structure
      • sentences with verbs of motion
      • sentences in imperative mood (affirmative and negative)
      • common complex sentences

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

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand the main points and some supporting details of lengthy oral texts on a variety of familiar topics, in guided situations
  • LC–2.2 oral production
  • a. produce lengthy oral texts on familiar topics, providing some details to support the main points, in guided situations
  • LC–2.3 interactive fluency
  • a. sustain interactions comprehensibly, with pauses for planning and repair
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand the main points and some supporting details of lengthy written texts on a variety of familiar topics, in guided situations
  • LC–3.2 written production
  • a. produce lengthy written texts on familiar topics, providing some details to support the main points, in guided situations
  • LC–3.3 viewing
  • a. identify the purposes, intended audiences, messages and points of view in a variety of visual media, in guided situations
  • LC–3.4 representing
  • a. communicate thoughts, ideas and feelings for specific purposes and audiences, through a variety of visual media, in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. identify differences in register between spoken and written texts
  • LC–4.2 idiomatic expressions
  • a. interpret unfamiliar idiomatic expressions in a variety of contexts
  • LC–4.3 variations in language
  • a. identify some common regional or other variations in language
  • LC–4.4 social conventions
  • a. use politeness conventions in a variety of contexts; e.g., use suitable language to engage listeners’ attention when beginning to speak
  • LC–4.5 nonverbal communication
  • a. use nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use a variety of references within texts; e.g., pronouns, space and time references
  • LC–5.2 text forms
  • a. recognize a variety of extended text forms in a variety of media; e.g., short stories, films, plays, magazine articles
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform complex transactions and interactions; e.g., suggestion–accept/decline–persuade/negotiate
Global Citizenship (20-9Y)

General Outcome for Global Citizenship

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

GC–1 historical and contemporary elements of Ukrainian culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. analyze information about elements of Ukrainian culture
  • GC–1.2 knowledge of Ukrainian culture
  • a. share their knowledge of Ukrainian culture with the school community
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Ukrainian culture to enhance interpersonal relations in familiar contexts and to interpret texts
  • GC–1.4 diversity within Ukrainian culture
  • a. share knowledge of diverse elements of Ukrainian culture to enhance interpersonal relations in familiar contexts
  • GC–1.5 valuing Ukrainian culture
  • a. seek out and use opportunities to interact with Ukrainians; e.g., in Canada, in other parts of the Ukrainian diaspora
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)
  • a. analyze ways in which their own language(s) and Ukrainian are similar and different; e.g., word order, gender, words borrowed from other languages
  • GC–2.2 general language knowledge
  • a. identify factors that influence the evolution of languages
  • GC–2.3 awareness of own culture
  • a. examine similarities and differences between their own culture and other culture
  • GC–2.4 general cultural knowledge
  • a. analyze some of the ways that cultures evolve over time
  • GC–2.5 valuing diversity
  • a. recognize contributions to society made by people from a variety of cultures
  • GC–2.6 intercultural skills
  • a. identify ethnocentric perspectives in a text or an event and explore their origins
  • b. view a situation from more than one perspective
GC–3 personal and career opportunities
  • GC–3.1 Ukrainian culture and language
  • a. explore careers in which knowledge of the Ukrainian language and culture can be applied
  • GC–3.2 cultural and linguistic diversity
  • a. explore careers in which knowledge of an additional language and intercultural skills can be applied
Strategies (20-9Y)

General Outcome for Strategies

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

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

See the Strategies Overview Section for examples of strategies.

30-9Y
Applications (30-9Y)
General Outcome for Applications

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

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. share information in a variety of situations
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, opinions, preferences
  • a. exchange and support opinions in a variety of situations
  • A–2.2 share emotions, feelings
  • a. analyze and discuss the expression of emotions and feelings in a variety of media
A–3 to get things done
  • A–3.1 guide actions of others
  • a. persuade/dissuade others
  • A–3.2 state personal actions
  • a. speculate on and predict their own future actions
  • A–3.3 manage group actions
  • a. contribute to the assessment of group activities by providing constructive feedback to group members
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in social exchanges in formal situations
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. compare their own insights and understandings with those of their classmates
  • A–5.2 gather and organize information
  • a. evaluate the usefulness and reliability of sources
  • b. synthesize information from several sources
  • A–5.3 solve problems
  • a. apply problem-solving skills to the resolution of real-life problems
  • A–5.4 explore opinions and values
  • a. explore underlying values in a variety of mass media; e.g., advertisements, political cartoons
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Ukrainian for fun and to interpret and express humour; e.g., create humorous skits, host a comedy night, create commercials, read fables
  • A–6.2 creative/aesthetic purposes
  • a. use Ukrainian creatively and for aesthetic purposes; e.g., create a multimedia production on a familiar topic
  • A–6.3 personal enjoyment
  • a. use Ukrainian for personal enjoyment; e.g., participate in an exchange, a language camp or in twinning projects, watch films or television programs, listen to the radio
Language Competence (30-9Y)
General Outcome for Language Competence

Students will use Ukrainian effectively and competently.

LC–1 attend to form
  • LC–1.1 phonology
  • a. speak clearly and comprehensibly in a variety of situations
  • LC–1.2 orthography
  • a. use orthographic and punctuation rules consistently in writing (spelling rules, common mechanical conventions, such as the use of commas, semicolons, colons and dashes)
  • LC–1.3 lexicon
  • a. use a range of words and phrases within a variety of lexical fields, including:
    • careers
    • contemporary Ukraine
    • the arts and entertainment
    • any other lexical fields that meet their needs and interests
  • b. select precise words to make meaning clear
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...
    • Sentence Structure
      • complex sentences with subordinate clauses in conditional (past indicative + particle би/б); e.g., Я пішов би завтра в кіно, коли б мав квиток.
      • passive voice in past; e.g., Він був вбитий. Місто було захоплене.

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

  • b. use, in structured situations,2 the following grammatical elements: ...
    • Nouns
      • noun–adjective agreement (all cases)
      • irregular plural: all cases
      • diminutives (річка, братик, віконце, серденько)
    • Pronouns
      • demonstrative: genitive (того, цього), dative (тому, цьому), instrumental (тим, цим), locative (на тому [тім], на цьому)
      • possessive: genitive (мого, твого), dative (моєму, твоєму), instrumental (моїм, твоїм), locative (на моєму [моїм], твоєму)
      • interrogative: personal (хто?, що?) genitive, dative, accusative, instrumental, locative cases
      • interrogative: qualitative, possessive, ordinal (all cases)
    • Verbs
      • present irregular; e.g., дати, їсти, розповісти
      • -ся + instrumental/present reflexive (займатися, цікавитися)
      • impersonal verbs; e.g., Світає. Смеркає.
      • simple future; e.g., нестиму, нестимуть
      • verbal adverbs; e.g., читаючи, прочитавши
      • verbal adjectives; e.g., печений, куплений, зайнятий
      • passive voice: reflexive in passive meaning; e.g., Школа будується робітниками з України.
    • Numerals
      • 5 and higher and noun agreement animate
    • Expressions
      • date ordinal to express year in the genitive; e.g., Поет народився тисяча дев’ятсот сорок третього року.
    • Sentence Structure
      • negation with multiple negatives; e.g., Ніхто ніколи нікому нічого не прощає.
      • sentences using impersonal verbs; e.g., Йому везе.
      • alternate sentence structures:
        • − Книжку читає учень. (OVS)
        • − Читає учень книжку. (VSO)
        • − Читає книжку учень. (VOS)
      • alternate sentence structures for complex and compound sentences

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

  • c. use, independently and consistently,3 the following grammatical elements: ...
    • Nouns
      • noun gender/number/case (familiar nouns)
      • governed by preposition: accusative, genitive, instrumental cases
    • Pronouns
      • personal: locative (на мені, на нас, на тобі, на вас, на ньому, на нім, на ній, на них)
      • reflexive: all cases; i.e., себе
    • Adjectives
      • noun–adjective agreement:
        • – accusative singular animate
        • – instrumental singular
        • – instrumental plural
        • – dative plural
        • – genitive singular, plural (possession)
        • – comparative, superlative (новіший–найновіший)
    • Verbs
      • non-past (imperfective present and perfective future); e.g., пишу–напишу
      • present conditional mood; e.g., якби я знав
      • modal verbs (могти, хотіти)
    • Conjunctions
      • subordinating conjunction якщо in complex conditional sentences
    • Expressions
      • date ordinal to express year; e.g., Поет народився у 1943 році.
    • Numerals
      • fractions, percentages
      • collective numerals; e.g., двоє, четверо
    • Sentence Structure
      • complex sentences with subordinating conjunctions
      • sentences in present conditional mood; e.g., Якби я знав …

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

LC–2 interpret and produce oral texts
  • LC–2.1 aural interpretation
  • a. understand a variety of lengthy oral texts on familiar topics, in guided situations
  • LC–2.2 oral production
  • a. produce lengthy oral texts on a variety of familiar topics, providing some details to support the main points, in guided situations
  • LC–2.3 interactive fluency
  • a. converse, spontaneously, on familiar topics and take part in routine formal discussions
LC–3 interpret and produce written and visual texts
  • LC–3.1 written interpretation
  • a. understand a variety of lengthy written texts on familiar topics, in guided situations
  • LC–3.2 written production
  • a. produce lengthy written texts on a variety of familiar topics, providing some details to support the main points, in guided situations
  • LC–3.3 viewing
  • a. identify some of the techniques and conventions used in a variety of visual media, in guided and unguided situations
  • LC–3.4 representing
  • a. communicate thoughts, ideas and feelings for specific purposes and audiences, through a variety of visual media, in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. adjust language to suit audience and purpose
  • LC–4.2 idiomatic expressions
  • a. explore and interpret idiomatic expressions in contemporary popular culture
  • LC–4.3 variations in language
  • a. experiment with some variations in language
  • LC–4.4 social conventions
  • a. use politeness conventions in a variety of contexts; e.g., interrupt politely in a conversation
  • LC–4.5 nonverbal communication
  • a. use nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how discourse is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use appropriate words and phrases to show a variety of relationships within texts
  • LC–5.2 text forms
  • a. analyze the way different media and purposes lead to differences in the way texts are organized and presented
  • LC–5.3 patterns of social interaction
  • a. use a wide range of simple social interaction patterns flexibly to deal with transactions and interactions
Global Citizenship (30-9Y)

General Outcome for Global Citizenship

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

GC–1 historical and contemporary elements of Ukrainian culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. evaluate sources of information on Ukrainian culture; e.g., the media of the culture
  • GC–1.2 knowledge of Ukrainian culture
  • a. identify and analyze some elements of Ukrainian culture
  • GC–1.3 applying cultural knowledge
  • a. analyze and compare various elements of Ukrainian culture in their community and worldwide
  • GC–1.4 diversity within Ukrainian culture
  • a. apply knowledge of diverse elements of Ukrainian culture to enhance interpersonal relations in a variety of contexts and to interpret texts
  • GC–1.5 valuing Ukrainian culture
  • a. interact with Ukrainians in a variety of contexts
GC–2 appreciating diversity
  • GC–2.1 awareness of own language(s)
  • a. analyze ways in which learning Ukrainian affects their own language(s)
  • GC–2.2 general language knowledge
  • a. make generalizations about the nature of language
  • GC–2.3 awareness of own culture
  • a. analyze similarities and differences between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. examine some of the ways that individuals acquire their cultural identity/identities and participate in their society
  • GC–2.5 valuing diversity
  • a. recognize the value of cultural and linguistic diversity for themselves and for the global society
  • GC–2.6 intercultural skills
  • a. identify and use a variety of strategies for enhancing communication with people from a different culture
GC–3 personal and career opportunities
  • GC–3.1 Ukrainian culture and language
  • a. explore applications of the Ukrainian language and culture in the global workplace
  • GC–3.2 cultural and linguistic diversity
  • a. explore applications of language and culture learning in the global community
Strategies (30-9Y)

General Outcome for Strategies

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

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

See the Strategies Overview Section for examples of strategies.

  





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