| Grade 5: 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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| •pronoun subjects (nous, vous, ils, elles) |
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| Verbs |
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| •present tense of être, avoir, and some
regular -er verbs with a plural pronoun or noun subject (e.g., nous
sommes, Nico et Marie sont) |
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| •expressions with avoir (e.g., J'ai faim. J'ai
dix ans) |
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| •direct infinitive to show preferences (e.g., J'aime
manger) |
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| Adjectives |
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| •agreement, in gender and number, of regular adjectives
with nouns (e.g., un crayon bleu, des plumes bleues) |
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| Negation |
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| •negative ne ... pas in a simple sentence and
contracted if necessary (e.g., Je n'aime pas la musique classique) |
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| Prepositions |
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| •prepositions with nouns in short sentences (e.g., Paul
est derrière Lorraine) |
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| Interrogative Constructions |
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| •question words (pourquoi, à quelle heure,
de quelle couleur, quand) |
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| Vocabulary |
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| •basic vocabulary (e.g., numbers from 1 to 69; words
associated with weather, seasons, sports, clothing, animals, parts of the
body) |
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| •new words from units under study and vocabulary to do
simple math (e.g., add, subtract, multiply, divide) |
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| •word lists using identical and similar cognates (e.g.,
une comédie, la boxe), oral vocabulary, personal word lists,
and class lists |
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| •use of an English-French dictionary to expand vocabulary |
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| Spelling Rules and Strategies |
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| •use of abbreviations to spell frequently used words
(e.g., Monsieur/M., Madame/ Mme, Mademoiselle/Mlle, professeur/prof.) |
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| •use of basic sounds and their related spelling patterns
in French (e.g., content/grand, cinéma/adorer/craie) |
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| •use of resources (e.g., classroom-displayed vocabulary,
text, visual dictionary) to confirm spelling |
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| Student Name: |
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