| Grade 4: Grammar, Language Conventions, and Vocabulary |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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Students should develop and apply the language knowledge
outlined below through communicative activities in all three strands.
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| Nouns and Pronouns |
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| •words and expressions used to identify nouns (e.g.,
C’est Lise. Ce sont des crayons. Voilà Céline. Il y a...) |
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| •pronoun subjects (je, j', tu, vous, il, elle) |
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| •addition of s to form the plural of nouns (un enfant/des
enfants) |
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| •agreement of definite articles (e.g., le/la/ l'/les),
and indefinite articles (un/une/des) with nouns |
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| Verbs |
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| •present tense of être, avoir, and some
regular -er verbs with a singular pronoun or noun subject (e.g.,
j’aime, Paul aime) |
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| Adjectives |
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| •addition of e to form the feminine of simple,
regular adjectives (grand/grande) |
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| Prepositions |
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| •prepositions of place (e.g., sur, sous, dans)
and to indicate possession (e.g., de) |
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| Interrogative Constructions |
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| •questions with rising intonation and with est-ce
que |
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| •question words (comment, où, combien, quel/quelle,
qu’est-ce que, and qui) |
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| Vocabulary |
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| •basic vocabulary (e.g., colours; numbers from 1 to 31;
words associated with classroom objects, time, calendar, family) |
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| •new words from units of study, and words from personal
word lists, class lists |
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| •word banks of identical cognates (e.g., un animal,
le golf) |
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| Spelling Rules and Strategies |
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| •use of lower-case letters for the days of the week and
months of the year |
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| •use of rhyming words such as père and
mère, and of basic sounds and their related spelling patterns
in French (e.g., fâché/ février, auto/chameau/jaune) |
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| Student Name: |
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