general learning outcomes12 kindergarten to grade 6 hebrew: manitoba curriculum framework of...

K I N D E R G A R T E N T O G R A D E 6H E B R E W L A N G U A G E A R T S

General Learning Outcomes

K i n d e r g a r t e n t o G r a d e 6 H e b r e w : M a n i t o b a C u r r i c u l u m F r a m e w o r k o f O u t c o m e s12

General Learning Outcome 1

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

1.1 Discover and Explore

Kindergarten Grade 1 Grade 2 Grade 3

By the end of each grade, students will be able to:

Expr

ess

Idea

s

1. respond to a range ofexperiences

1. express personalexperiences and familiarevents

1. make personal observationsand talk about them

1. describe personalobservations, experiences,and feelings

Cons

ider

Oth

ers’

Idea

s 2. participate in a range ofexperiences, and representthese experiences

2. listen to and acknowledgeexperiences and feelingsshared by others

2. ask for others’ ideas andobservations to helpdiscover and explorepersonal understanding

2. consider others’ ideas andobservations to discoverand explore personalunderstanding

Expe

rimen

twith

Lang

uage

3. use a variety of forms toexplore and expressfamiliar events, ideas, andinformation

3. use a variety of forms toexplore and expressfamiliar events, ideas, andinformation

3. use a variety of forms toorganize and give meaningto familiar experiences,ideas, and information

3. experiment with languageto express feelings, andtalk about experiences andevents

Expr

ess

Pref

eren

ces 4. demonstrate enjoyment of

an oral, literary, or mediatext

4. express preferences for avariety of oral, literary, andmedia texts

4. explain why an oral,literary, or media text is apersonal favourite

4. collect and share favouriteoral, literary, and mediatexts

SetGoa

ls

5. participate in teacher-ledgroup activities;demonstrate reading,writing, and representing*behaviours

5. participate in reading,writing, and representing*activities

5. choose to speak, read,write, and represent* inHebrew

5. develop a sense of self asHebrew speaker, reader,writer, and representer*

__________

* Refer to Glossary for examples.

G e n e r a l L e a r n i n g O u t c o m e s 13



1.1 Discover and Explore

Grade 4 Grade 5 Grade 6


Expr

ess

Idea

s

1. describe and reflect upon personalobservations and experiences

1. use personal experiences as a basis forexploring and expressing opinions andunderstanding

1. use exploratory language to discoverown interpretations; share personalresponses

Cons

ider

Oth

ers’

Idea

s 2. explore connections among a variety ofinsights, ideas, and responses

2. seek others’ viewpoints to build onpersonal responses and understanding

2. select from others’ ideas andobservations to develop thinking andunderstanding

Expe

rimen

twith

Lang

uage

3. explore and experiment with a varietyof forms of expression for particularpersonal purposes



Expr

ess

Pref

eren

ces 4. collect and explain preferences for

particular forms of oral, literary, andmedia texts

4. review a collection of favourite oral,literary, and media texts; shareresponses to preferred forms

4. assess collection of favourite oral,literary, and media texts; discusspreferences for particular forms

SetGoa

ls

5. identify areas of personalaccomplishment in language learningand use

5. identify and discuss areas of personalaccomplishment and areas forenhancement in language learning anduse

5. assess personal language use, and setpersonal goals to enhance languagelearning and use




1.2 Clarify and Extend



Dev

elop

Und

erst

andi

ng

1. recognize connectionsbetween new experiencesand prior knowledge

1. connect new experiencesand information with priorknowledge

1. connect new information,ideas, and experiences withprior knowledge andexperiences

1. examine how newexperiences, ideas, andinformation connect toprior knowledge andexperiences

Expl

ain

Opt

ions

2. explore new experiencesand ideas

2. describe new experiencesand ideas

2. explain new experiencesand understanding

2. explain understanding ofnew concepts

Com

bine

Idea

s

3. group ideas andinformation to make sense

3. group and sort ideas andinformation to make sense

3. arrange ideas andinformation to make sense

3. arrange ideas andinformation in more thanone way to make sense forself and others

Exte

ndUnd

erst

andi

ng

4. wonder about new ideasand observations

4. demonstrate curiosity aboutideas and observations tomake sense of experiences

4. ask basic questions tomake sense of experiences

4. reflect on ideas andexperiences to clarify andextend understanding




1.2 Clarify and Extend



Dev

elop

Und

erst

andi

ng

1. connect new information andexperiences with prior knowledge toconstruct meaning in different contexts

1. reflect on prior knowledge andexperiences to arrive at newunderstanding

1. use prior knowledge and experiencesselectively to make sense of newinformation in a variety of contexts

Expl

ain

Opt

ions

2. express new concepts andunderstanding in own words

2. explain personal viewpoints 2. explain and support personalviewpoints; revise previousunderstanding

Com

bine

Idea

s

3. organize ideas and information in waysthat clarify and shape understanding

3. experiment with arranging ideas andinformation in a variety of ways toclarify understanding

3. search for ways to reorganize ideasand information to extendunderstanding

Exte

ndUnd

erst

andi

ng

4. ask basic questions to clarifyinformation and develop newunderstanding

4. ask questions to clarify information anddevelop new understanding

4. ask a variety of questions to clarifyinformation and develop newunderstanding



Students will listen, speak, read, write, view, and represent in Hebrew to comprehend and respond personally and critically to literaryand media texts.

2.1 Use Strategies and Cues



Prio

rKn

owle

dge 1. make connections between

oral language, texts, andpersonal experiences

1. make connections betweentexts, prior knowledge, andpersonal experiences



Com

preh

ension

Stra

tegi

es

2. recognize and anticipatemeaning from familiarprint, symbols, and imagesin context

2. anticipate meaning; reviseunderstanding based onfurther information

2. anticipate meaning,recognize relationships, anddraw conclusions; use avariety of strategies toconfirm understanding

2. set a purpose for listening,reading, and viewing; makeand confirm predictions,inferences, andconclusions; reread tocheck meaning

Text

ualC

ues 3. recognize environmental

print, symbols, and imagesin context; recognize ownname and personallyfamiliar words

3. use textual cues toconstruct and confirmmeaning



Cuei

ngSy

stem

s

4. recognize that text isorganized in specificpatterns and that textsymbols represent sounds,words, or ideas

4. use syntactic, semantic,and graphophonic cues toconstruct and confirmmeaning

4. use syntactic, semantic,and graphophonic cues toconstruct and confirm wordmeaning in context

4. use syntactic, semantic,and graphophonic cues toconstruct and confirm wordmeaning in context




2.1 Use Strategies and Cues



Prio

rKn

owle

dge 1. make and record connections between

personal experiences, prior knowledge,and a variety of texts

1. make and record connections betweenpersonal experiences, prior knowledge,and a variety of texts

1. make and record connections betweenpersonal experiences, prior knowledge,and a variety of texts

Com

preh

ension

Stra

tegi

es

2. confirm or reject inferences,predictions, or conclusions based ontextual information; check and confirmunderstanding by rereading

2. use a variety of comprehensionstrategies to confirm understandingand self-correct

2. use comprehension strategiesappropriate to the type of text andpurpose

Text

ualC

ues 3. use textual cues to construct and

confirm meaning3. use textual cues to construct and

confirm meaning3. use textual cues to construct and

confirm meaning

Cuei

ngSy

stem

s

4. use syntactic, semantic, andgraphophonic cueing systems toconstruct and confirm meaning; use adictionary to determine word meaningin context






2.2 Respond to Texts



Expe

rienc

eVa

rious

Text

s

1. participate in sharedlistening, reading, andviewing experiences, usingtexts from a variety ofgenres and culturaltraditions*



1. participate in listening,reading, and viewingexperiences, using textsfrom a variety of genresand cultural traditions*

Conn

ectSe

lf,Te

xts,

and

Cultu

re 2. share personal experiencesrelated to oral, literary, andmedia texts; talk about andrepresent the actions ofpeople in texts

2. share personal experiencesrelated to oral, literary, andmedia texts; identifycharacters’ choices and theresulting consequences

2. discuss the experiencesand traditions of variouscommunities and culturesportrayed in oral, literary,and media texts

2. describe similaritiesbetween experiences andtraditions encountered indaily life and thoseportrayed in oral, literary,and media texts

Appr

ecia

teth

eAr

tistry

ofTe

xts 3. share feelings evoked by

oral, literary, and mediatexts

3. share feelings and moodsevoked by oral, literary, andmedia texts

3. identify and express thefeelings of people in oral,literary, and media texts

3. identify words that formmental images and createmood in oral, literary, andmedia texts

__________

* Refer to the Sample List of Text Forms in the Appendix.




2.2 Respond to Texts



Expe

rienc

eVa

rious

Text

s

1. experience texts from a variety ofgenres and cultural traditions*

1. experience texts from a variety ofgenres and cultural traditions; shareresponses*

1. seek opportunities to experience textsfrom a variety of genres and culturaltraditions; explain preferences forparticular types of oral, literary, andmedia texts*

Conn

ectSe

lf,Te

xts,

and

Cultu

re 2. identify similarities and differencesbetween personal experiences and theexperiences of people from variouscultures portrayed in oral, literary, andmedia texts

2. identify similarities and differencesbetween personal experiences and theexperiences of people from variouscultures portrayed in oral, literary, andmedia texts

2. compare the challenges and situationsencountered in own daily life withthose experienced by people in othertimes, places, and cultures asportrayed in oral, literary, and mediatexts

Appr

ecia

teth

eAr

tistry

ofTe

xts 3. identify mood evoked by oral, literary,

and media texts3. identify descriptive and figurative

language in oral, literary, and mediatexts

3. identify descriptive and figurativelanguage in oral, literary, and mediatexts; discuss how it enhancesunderstanding of people, places, andactions

__________





2.3 Understand Forms and Techniques



Form

san

dGen

res

1. distinguish between what isrealistic and imaginary inoral, literary, and mediaforms and texts

1. recognize different oral,literary, and media formsand texts

1. recognize that informationand ideas can be expressedin a variety of forms andtexts

1. recognize the distinguishingfeatures of a variety of formsand texts

Tech

niqu

esan

dEl

emen

ts 2. develop a sense of storythrough listening, reading,and viewing experiences

2. identify the beginning,middle, and end of oral,literary, and media texts

2. represent the beginning,middle, and end of oral,literary, and media texts

2. identify the sequence ofevents in oral, literary, andmedia texts, the time andplace in which they occur andthe roles of main characters

Voca

bula

ry 3. demonstrate curiosity aboutand experiment withsounds, letters, words, andword patterns

3. experiment with parts ofwords, word combinations,and word patterns

3. explore commonalities inword families to increasevocabulary

3. use knowledge ofcommonalities in wordfamilies to increase vocabularyin a variety of contexts

Expe

rimen

twith

Lang

uage

4. appreciate the sounds andrhythms of language

4. appreciate repetition,rhyme, and rhythm inshared languageexperiences

4. demonstrate interest in thesounds of words, wordcombinations, and phrases

4. identify examples of repeatedsounds and poetic effects thatcontribute to enjoyment;recognize humour in oral,literary, and media texts

Crea

teOrig

inal

Text

s 5. create original oral andmedia texts

5. create basic texts tocommunicate anddemonstrate understandingof basic forms

5. create basic texts tocommunicate anddemonstrate understandingof forms and techniques

5. create original texts tocommunicate anddemonstrate understanding offorms and techniques




2.3 Understand Forms and Techniques



Form

san

dGen

res

1. distinguish similarities and differencesbetween various oral, literary, andmedia forms and texts

1. understand and use a variety of oral,literary, and media forms and texts

1. recognize key characteristics of variousoral, literary, and media genres, such asmyths, short novels, poetry, drawings,and prints

Tech

niqu

esan

dEl

emen

ts 2. explain connections between eventsand roles of main characters in oral,literary, and media texts; identify howthese connections may influencepeople’s behaviours

2. identify key elements, including plot,setting, and characterization, andtechniques such as colour, music, andspeed, in oral, literary, and mediatexts

2. examine key elements and techniques inoral, literary, and media texts

Voca

bula

ry 3. build knowledge of words and wordrelationships, using a variety ofsources

3. expand knowledge of words and wordrelationships, using a variety ofsources

3. identify how and why word structuresand meanings change

Expe

rimen

twith

Lang

uage

4. recognize how words and wordcombinations such as word-play,repetition, and rhyme influence orconvey meaning; recognize thatexaggeration can be used to conveyhumour

4. recognize how words and wordcombinations such as word-play,repetition, and rhyme influence orconvey meaning; identify ways inwhich exaggeration is used to conveyhumour

4. experiment with words and sentencepatterns for a variety of purposes

Crea

teOrig

inal

Text

s 5. create original texts to communicateand demonstrate understanding offorms and techniques

5. create original texts to communicateand demonstrate understanding offorms and techniques

5. create original texts to communicate anddemonstrate understanding of forms andtechniques



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

3.1 Plan and Focus



Use

Pers

onal

Know

ledg

e

1. demonstrate personalknowledge of a topic

1. contribute personalknowledge of a topic togather information

1. record and share personalknowledge of a topic toidentify information needs

1. identify and categorizepersonal knowledge of a topicto determine informationneeds

Ask

Que

stio

ns

2. ask commonly usedquestions to satisfypersonal curiosity andinformation needs in theclassroom context

2. ask basic questions tosatisfy personal curiosityand information needs

2. ask questions tounderstand a topic, andidentify information needs

2. ask topic-appropriatequestions; identify andcommunicate informationneeds

Particip

ate

inGro

upIn

quiry

3. ask and answer commonlyused questions to helpsatisfy group curiosity andinformation needs in theclassroom context

3. ask and answer basicquestions to help satisfygroup curiosity andinformation needs on atopic

3. contribute relevantinformation and questionsto assist in groupunderstanding of a topic ortask

3. contribute knowledge of atopic in group discussion toassist in group understandingof a topic or task

Crea

tean

dfo

llow

aPl

an 4. listen to and follow simpledirections in the classroomcontext

4. listen actively and followdirections for gatheringinformation and ideas

4. recall and follow directionsfor accessing and gatheringinformation

4. recall and follow a sequentialplan for accessing andgathering information




3.1 Plan and Focus



Use

Pers

onal

Know

ledg

e

1. categorize personal knowledge of atopic to determine information needs

1. summarize personal knowledge of atopic in categories to determineinformation needs

1. summarize and focus personal knowledgeof a topic to determine information needs

Ask

Que

stio

ns

2. ask general and specific questions ontopics, using predetermined categories

2. formulate general and specificquestions to identify informationneeds

2. formulate relevant questions to focusinformation needs

Particip

ate

inGro

upIn

quiry

3. identify relevant personal knowledgeof a topic and possible categories ofquestions and purposes for groupinquiry or research

3. share personal knowledge of aselected topic to help formulaterelevant questions appropriate to aspecific audience and purpose forgroup inquiry or research

3. contribute to group knowledge of topicsto help identify and focus informationneeds, sources, and purposes for groupinquiry or research

Crea

tean

dfo

llow

aPl

an 4. select and use a plan for gatheringinformation

4. gather and record information andideas using a plan

4. create and follow a plan to collect andrecord information




3.2 Select and Process



Iden

tify

Pers

onal

and

Peer

Know

ledg

e 1. identify self and others assources of information

1. identify and share basicpersonal knowledgerelated to experiences

1. participate in groupdiscussion to generateinformation on a topic andto identify sources ofadditional information

1. record and share personalknowledge of a topic

Iden

tify

Sour

ces 2. seek information from

others in the classroomcontext

2. seek information from avariety of sources

2. answer questions, usingoral, visual, and printinformation sources

2. access information, using avariety of sources

Eval

uate

Sour

ces 3. recognize when

information answers thequestions asked

3. recognize wheninformation answers thequestions asked

3. compare gathered ideasand information to personalknowledge

3. match information to inquiryor research needs

Acce

ssIn

form

atio

n

4. use visual and auditorycues to understand ideasand information

4. use visual and auditorycues to make meaning;understand that librarymaterials have a specificorganizational system

4. use visual and auditory cuesto make meaning; use thespecific library organizationalsystem to locate informationand ideas; use titles tolocate information

4. use knowledge of visual andauditory cues andorganizational devices tolocate and gatherinformation and ideas

Mak

eSe

nse

ofIn

form

atio

n

5. use prior knowledge tomake sense of information

5. make and checkpredictions using priorknowledge and oral,visual, and written textfeatures to understandinformation

5. make connections betweenprior knowledge, ideas, andinformation and oral, visual,and written text features

5. determine main ideas ininformation using priorknowledge, predictions,connections, and inferences




3.2 Select and Process



Iden

tify

Pers

onal

and

Peer

Know

ledg

e 1. record, select, and share personalknowledge of a topic to focus inquiryor research

1. record, select, and share personalknowledge of a topic to focus inquiryor research

1. record personal knowledge of a topicand collaborate to generate informationfor inquiry or research

Iden

tify

Sour

ces 2. answer inquiry or research questions,

using a variety of information sources2. answer inquiry or research questions,

using a variety of information sources2. answer inquiry or research questions,

using a variety of information sources

Eval

uate

Sour

ces 3. review information to determine its

usefulness to inquiry or researchneeds

3. review information to determine itsusefulness to inquiry or researchneeds

3. review information to determine itsusefulness to inquiry or research needs

Acce

ssIn

form

atio

n

4. use knowledge of visual and auditorycues and organizational devices tolocate and gather a variety ofinformation and ideas

4. use a variety of tools to accessinformation and ideas; use visual andauditory cues to identify importantinformation

4. use a variety of tools to accessinformation and ideas; use visual andauditory cues to gather importantinformation

Mak

eSe

nse

ofIn

form

atio

n

5. determine main and supporting ideasusing prior knowledge, predictions,connections, inferences, and visualand auditory cues

5. recognize organizational patterns oforal, visual, and written text; skim,scan, and listen for key words andphrases

5. use organizational patterns of oral,visual, and written text to constructmeaning; skim, scan, and read closelyto gather information




3.3 Organize, Record, and Assess



Org

anize

Info

rmat

ion

1. categorize objects andvisuals according tosimilarities and differences

1. identify and categorizeinformation according tosimilarities, differences,patterns, and sequences

1. categorize relatedinformation and ideas,using a variety ofstrategies, such aswebbing, graphicorganizers, and charts

1. organize and explaininformation and ideas, usinga variety of strategies, suchas clustering, categorizing,and sequencing

Reco

rdIn

form

atio

n 2. represent and shareinformation and ideas, andcompose with a scribe

2. represent and express keyfacts and ideas in visualform or with words

2. record key facts and ideasin own words; identifyauthors and titles ofsources

2. record facts and ideas, usinga variety of strategies; listauthors and titles of sources

Eval

uate

Info

rmat

ion 3. share information gathered

on a specific topic3. use gathered information

as a basis forcommunication

3. examine gatheredinformation to decide whatinformation to share or omit

3. determine whether collectedinformation is adequate forthe established purpose

Dev

elop

New

Und

erst

andi

ng

4. participate in information-gathering experiences

4. recall, share, and recordinformation-gatheringexperiences in visual ortext form

4. recall, discuss, and recordinformation-gatheringexperiences

4. use gathered informationand questions to review andadd to knowledge




3.3 Organize, Record, and Assess



Org

anize

Info

rmat

ion

1. organize information and ideas inlogical sequences, using a variety ofstrategies

1. organize information and ideas intocategories, using a variety of strategies

1. organize information and ideas, using avariety of strategies and techniques

Reco

rdIn

form

atio

n 2. record facts and ideas, using a varietyof strategies; list authors and titles ofsources

2. record key words, phrases, and imagesby subtopics; cite authors and titles ofsources appropriately

2. record information in own words; citeauthors and titles appropriately andprovide publication dates of sources

Eval

uate

Info

rmat

ion 3. examine collected information to

identify which categories or aspectsof a topic need more information

3. recognize gaps in the informationgathered and locate any additionalinformation needed

3. recognize gaps in the informationgathered and locate any additionalinformation needed for a particular form,audience, and purpose

Dev

elop

New

Und

erst

andi

ng

4. use gathered information andquestions to review and add toknowledge; consider new questionsregarding the inquiry or researchprocess and content

4. determine information needs duringthe inquiry or research process; discussand assess inquiry or researchexperiences and skills

4. assess knowledge gained through theinquiry or research process; formpersonal conclusions and generate newquestions for further inquiry or research



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

4.1 Generate and Focus



Gen

erat

eId

eas

1. share or demonstrate ideasfrom personal experiences

1. contribute ideas frompersonal experiences fororal, written, and visualtexts

1. generate and contributeideas on particular topicsfor oral, written, and visualtexts

1. generate and contributeideas on particular topicsfor oral, written, and visualtexts

Choo

seFo

rms

2. participate in shared oral,literary, and mediaexperiences

2. share ideas andexperiences, using simpleforms* in the classroomcontext

2. share ideas andexperiences, using variousforms* for particularaudiences

2. use a variety of forms* forparticular audiences andpurposes

Org

anize

Idea

s

3. recognize that ideasexpressed in oral languagecan be represented andrecorded

3. organize visuals andfamiliar print to expressideas and tell stories

3. organize visuals and printto express ideas and tellstories with a beginning,middle, and end

3. order ideas to create abeginning, middle, and endin own oral, written, andvisual texts

__________





4.1 Generate and Focus



Gen

erat

eId

eas

1. generate and contribute ideas onparticular topics for oral, written, andvisual texts, using a variety ofstrategies

1. focus a topic for oral, written, andvisual texts, using a variety ofstrategies

1. focus a topic for oral, written, andvisual texts, using a variety ofstrategies

Choo

seFo

rms

2. use a variety of forms* for particularaudiences and purposes



Org

anize

Idea

s

3. develop and arrange ideas in own oral,written, and visual texts, usingorganizers

3. develop and arrange ideas in own oral,written, and visual texts, using avariety of organizers

3. use listening, reading, and viewingexperiences as models for organizingideas in own oral, written, and visualtexts

__________





4.2 Enhance and Improve



Appr

aise

Own

and

Oth

ers’

Wor

k

1. participate in the sharing ofown creations and those ofothers

1. talk about own creationsand those of others, usingbasic, commonly usedexpressions

1. talk about own creationsand those of others, usingcommonly usedexpressions

1. share own stories andcreations with peers, andrespond to questions orcomments

Revise

Cont

ent 2. express lack of

understanding2. ask basic questions to

clarify meaning2. retell to clarify ideas 2. revise own ideas to

accommodate new ideasand information

Enha

nce

Legi

bilit

y

3. trace and copy letters;recognize letter keys on thekeyboard

3. form recognizable letters;use letter keys and basickeys on the keyboard

3. strive for consistency inletter size and shape; printletters in the correctdirection; explore and usethe keyboard to producetext

3. print or write legibly usinga style that is consistent inalignment, shape andspacing; demonstrate basickeyboarding skills

Enha

nce

Artis

try 4. use familiar words to

describe ideas4. use familiar words or

simple sentences todescribe ideas

4. experiment with words andsentence patterns, withsupport

4. experiment with words andsimple sentence patterns

Enha

nce

Pres

enta

tion 5. use visuals to express

ideas, feelings, andinformation

5. use familiar words withvisuals to express ideas,feelings, and information

5. combine illustrations andsimple written texts toexpress ideas, feelings, andinformation

5. combine illustrations andwritten texts to expressideas, feelings, andinformation




4.2 Enhance and Improve



Appr

aise

Own

and

Oth

ers’

Wor

k

1. share own stories and creations invarious ways, and obtain feedbackfrom others

1. share own stories and creations invarious ways, and give support andoffer feedback to peers, using pre-established criteria

1. share own stories and creations invarious ways with peers, and givesupport and offer feedback to peers,using pre-established criteria

Revise

Cont

ent 2. revise to focus on main ideas and

relevant information2. revise to create an interesting

impression and check for sequence ofideas

2. revise for content, organization, andclarity

Enha

nce

Legi

bilit

y

3. write legibly, using a handwriting stylethat is consistent in alignment, shapeand spacing; experiment with the useof templates and familiar softwarewhen composing and revising

3. write legibly, and use word processingwhen composing and revising

3. write legibly and at a pace appropriateto context and purpose whencomposing and revising; select and usea variety of design elements, such asspacing, graphics, titles, and headings,when appropriate

Enha

nce

Artis

try 4. select from a range of word choices,

and use simple sentence patterns tocommunicate ideas and information

4. choose descriptive language andsentence patterns to clarify andenhance ideas

4. choose descriptive language, and usevaried sentence lengths and structuresto clarify and enhance ideas

Enha

nce

Pres

enta

tion 5. prepare neat and organizedcompositions, reports, and charts thatengage the audience

5. prepare organized compositions andreports, using sound effects andvisuals, such as graphs, charts, anddiagrams, that engage the audience

5. prepare organized compositions,presentations, reports, and inquiry orresearch projects, using templates orpre-established organizers




4.3 Attend to Conventions



Gra

mm

aran

dUsa

ge

1. check for completeness ofwork, with guidance

1. check for completeness ofwork and add details, withguidance

1. check for completeness ofwork and add details

1. edit for complete sentences

Spel

ling

2. connect sounds with letters 2. spell familiar words 2. spell familiar words, usingbasic strategies andresources; know spellingconventions

2. spell familiar words, using avariety of strategies andresources; know spellingconventions

Capi

taliz

atio

nan

dPu

nctu

atio

n 3. recognize some basicwriting conventions

3. know and use basic writingconventions

3. know and use basic writingconventions when editingand proofreading

3. know and use basic writingconventions when editingand proofreading




4.3 Attend to Conventions



Gra

mm

aran

dUsa

ge

1. edit for complete sentences and toeliminate unnecessary repetition ofwords

1. edit to eliminate sentence fragmentsand run-on sentences

1. edit to eliminate sentence fragmentsand run-on sentences

Spel

ling

2. know spelling conventions, using avariety of strategies, resources, andspelling patterns when editing andproofreading

2. understand and know spellingconventions, using a variety of spellingpatterns when editing andproofreading; predict the spelling ofunfamiliar words, using a variety ofresources to confirm correctness

2. know and apply spelling conventions,using appropriate strategies andpatterns when editing andproofreading; use a variety ofresources to determine the spelling ofcommon exceptions

Capi

taliz

atio

nan

dPu

nctu

atio

n

3. know and use writing conventionswhen editing and proofreading

3. know and use writing conventions, andapply these conventions when editingand proofreading

3. know and apply writing conventions insentences, titles, headings, salutations,and addresses when editing andproofreading




4.4 Present and Share



Shar

eId

eas

and

Info

rmat

ion

1. use illustrations and othermaterials to shareinformation and ideas

1. share information and ideasin a brief presentation to afamiliar audience, and useillustrations and othermaterials to aid thepresentation

1. share information and ideason a topic with a familiaraudience, and clarifyinformation by respondingto basic questions

1. share information and ideason a topic with a familiaraudience, and clarifyinformation by respondingto questions

Effe

ctive

Ora

lan

dVi

sual

Com

mun

icat

ion

2. express and representideas through variousmedia and forms

2. share information and ideaswith a group

2. present information andideas using appropriatevolume, intonation, andnon-verbal cues

2. present information andideas using appropriatevolume, intonation, andnon-verbal cues

Atte

ntive

List

enin

gan

dVi

ewin

g

3. demonstrate activelistening and viewingbehaviours

3. demonstrate activelistening and viewingbehaviours

3. demonstrate appropriateaudience behaviours

3. demonstrate appropriateaudience behaviours




4.4 Present and Share



Shar

eId

eas

and

Info

rmat

ion

1. present information and ideas on atopic to engage a familiar audience,using a pre-established plan, and useprint and nonprint aids to enhance thepresentation

1. prepare and share information on atopic, using print and nonprint aids toengage and inform a familiar audience

1. prepare and share information on atopic, using print, audiovisual, anddramatic forms to engage the audience

Effe

ctive

Ora

lan

dVi

sual

Com

mun

icat

ion

2. describe and explain information andideas to a particular audience, andselect and use appropriate volume,intonation, and nonverbal cues

2. use gestures and facial expression toenhance oral presentations; useemphasis and appropriate pacing;arrange the presentation space tofocus audience attention

2. use appropriate volume, phrasing,intonation, presentation space, andnonverbal cues such as body languageand facial expression to enhancecommunication

Atte

ntive

List

enin

gan

dVi

ewin

g

3. demonstrate appropriate audiencebehaviours

3. show respect for the presenter throughactive listening and viewing behaviours

3. demonstrate critical listening andviewing behaviours, and show respectfor the presenter


Areas of Experience


� Holidays:

� colours� body parts� family members� animals� clothing� school routines� numbers (1–10)� days of the week� environment: weather� information and

communication technology� any other areas that meet the

needs and interests of thestudents

� Holidays:

� colours� body parts� numbers (1–20)� Hebrew months� days of the week� environment: weather and

seasons (basic)� clothing� my school� school routines� my family� my house� information and


needs and interests of thestudents

� Holidays:

� self and family� numbers (1–100 f.)� body parts� clothing� calendar� environment: weather and

seasons� my school� school routines� basic feelings and needs

(I’m cold, hungry, etc)� information and


needs and interest of thestudents

� Holidays:

� personal identity: self, family,feelings

� numbers (1-20 m. and f.,1–1000 f. counting)

� hygiene and daily routines� community� environment: weather, plants� food and nutrition� the land of Israel: symbols

and landmarks� Biblical history: creation to

pre-Abraham� information and


needs and interest of thestudents


Areas of Experience


� Holidays:

� friendship� personal identity: physical characteristics,

emotions, hobbies� environment: the relationship between

people and the environment� connections to the land of Israel:

geography and people� Biblical history: Abraham� information and communication

technology� any other areas that meet the needs and

interests of the students

� Holidays:

� lunar and solar calendars� personal identity development: feelings,

names (nicknames), physical attributes,inner self (likes, dislikes)

� environment: a person’s responsibility tothe environment

� the land of Israel: geography and people� Biblical history: Jacob and sons� information and communication



� Holidays:

� personal identity: development of identitywithin the global community

� environment: environmental preservation� the land of Israel: geography, people and

history� Biblical history: Moses� information and communication





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

5.1 Develop and Celebrate Community



Shar

ean

dCo

mpa

reRe

spon

ses 1. represent and draw stories

about self and family1. tell and draw about self

and family1. tell, draw, and write about

self, family, and community1. record ideas and

experiences, and sharethem with others

Rela

teTe

xts

toCu

lture

2. listen actively to stories anddemonstrate curiosity

2. listen to stories from oral,literary, and media textsfrom various communities

2. explore similarities amongstories from oral, literary,and media texts fromvarious communities

2. examine ideas withinstories from oral, literary,and media texts fromvarious communities

Appr

ecia

teDiver

sity

3. connect aspects of storiesto personal feelings andexperiences

3. connect aspects of storiesand characters to personalfeelings and experiences

3. connect aspects of storiesand characters to personalfeelings and experiences

3. connect situationsportrayed in oral, literary,and media texts to personalexperiences

Cele

brat

eSp

ecia

lOcc

asio

ns

4. contribute to group storiesusing rhymes, rhythms,symbols, pictures, anddrama to create andcelebrate

4. share ideas andexperiences throughconversation, puppet plays,dramatic scenes, and songs

4. participate in sharedlanguage experiences tocelebrate individual andclass achievements

4. acknowledge and celebrateindividual and classachievements




5.1 Develop and Celebrate Community



Shar

ean

dCo

mpa

reRe

spon

ses 1. understand relationships between own

ideas and experiences and those ofothers

1. acknowledge differing responses tocommon experiences

1. compare personal ways of respondingand thinking with those of others

Rela

teTe

xts

toCu

lture

2. discuss ideas within stories from oral,literary, and media texts from variouscommunities

2. discuss ideas, events, and figureswithin stories from oral, literary, andmedia texts from various communities

2. explore cultural representations in oral,literary, and media texts from variouscommunities

Appr

ecia

teDiver

sity

3. connect portrayals of individuals orsituations in oral, literary, and mediatexts to personal experiences

3. connect the experiences of individualsin oral, literary, and media texts topersonal experiences

3. connect the insights, thoughts,feelings, and experiences of individualsin oral, literary, and media texts topersonal experiences

Cele

brat

eSp

ecia

lOcc

asio

ns

4. use language appropriate in tone andform when participating in classroomand school activities

4. select and use language appropriate intone and form to recognize andhonour people and events

4. select and use appropriate languageand forms to acknowledge specialevents and honour accomplishments inand beyond the school




5.2 Encourage, Support, and Work with Others



Co-o

pera

tewith

Oth

ers 1. participate in group

activities1. work in partnerships and

groups1. co-operate in small groups 1. co-operate in a variety of

partnership and groupstructures

Wor

kin

Gro

ups

2. demonstrate attentivenessin group activities

2. take turns sharinginformation and ideas

2. take roles and contributerelated ideas andinformation in whole classand small group activities

2. take roles and ask othersfor their ideas, and expressinterest in theircontributions

Use

Lang

uage

toSh

owRe

spec

t

3. recognize variations inlanguage use in a schoolcontext

3. recognize that individualsadjust language use fordifferent situations

3. adjust own language usefor different situations

3. show consideration forthose whose ideas,abilities, and language usediffers from their own

Eval

uate

Gro

upPr

oces

s 4. help others and ask othersfor help

4. find ways to be helpful toothers

4. acknowledge achievementsof others

4. understand how classmembers help each other




5.2 Encourage, Support, and Work with Others



Co-o

pera

tewith

Oth

ers 1. appreciate that everyone in a group

has to work together to achieve grouptasks and act accordingly

1. distinguish between on-task and off-task ideas and behaviours in a group,and stay on task

1. assist group members to maintainfocus and complete tasks

Wor

kin

Gro

ups

2. take roles and share responsibilities asa group member

2. assume the responsibilities for variousgroup roles

2. select and assume roles to assist in theachievement of group goals

Use

Lang

uage

toSh

owRe

spec

t

3. appreciate variations in language usein a variety of contexts in theimmediate community

3. demonstrate sensitivity to appropriatelanguage use when communicatingorally

3. demonstrate sensitivity to appropriatelanguage use and tone whencommunicating orally

Eval

uate

Gro

upPr

oces

s 4. show appreciation and offerconstructive feedback to peers, andseek support from group members

4. assess group process, using checklists,and determine areas for development

4. assess own contributions to groupprocess, set personal goals forenhancing work with others, andmonitor group process, usingchecklists



Students will use Hebrew confidently and competently in a variety of situations for communication, personal satisfaction, and further learning.

6.1 Linguistic Elements



Soun

d-Sy

mbo

lSy

stem

1. listen to, begin to identify,and produce the basicsounds of the Alef Bet

1. listen to, identify, andproduce the basic soundsof the Alef Bet and thevowels; connect sounds tothe appropriate symbols

1. use the Alef Bet soundsystem orally and inwriting; recognize and usethe numerical value of theAlef Bet

1. accurately use, orally andin writing, the Alef Betsound system

Voca

bula

ry

2. repeat and recognize basicvocabulary and expressionsused in familiar situations

2. use simple vocabulary andexpressions in a variety ofsituations

2. experiment with and usevocabulary and expressionsin a variety of contexts inthe classroom and schoolenvironment

2. use vocabulary andexpressions appropriately invarious contexts in theclassroom and schoolenvironment

Gra

mm

atical

Feat

ures

3. imitate basic grammaticalstructures commonly usedin familiar situations

3. imitate and experimentwith basic grammaticalstructures used in a varietyof structured situations

3. use and apply basicgrammatical structuresused in the classroom andschool environment to new,structured situations withteacher guidance

3. use and apply grammaticalstructures to new,structured situations withteacher guidance

Mec

hani

cal

Feat

ures

* 4. imitate simple, basicHebrew mechanicalfeaturese.g.,

4. imitate and experimentwith basic Hebrewmechanical features

4. experiment with and usebasic Hebrew mechanicalfeatures

4. use basic Hebrewmechanical features

Disco

urse

Feat

ures

* 5. imitate simple, basicHebrew discourse featuresin oral interactions in theclassroom

5. imitate and experiment withbasic Hebrew discoursefeatures in oral interactionsin the classroom

5. experiment with and usebasic Hebrew discoursefeatures in oral, written,and visual texts

5. use basic Hebrew discoursefeatures in oral, written,and visual texts

__________

* Refer to Glossary in the Appendix for definition and examples.




6.1 Linguistic Elements



Soun

d-Sy

mbo

lSy

stem

1. use orally and in writing, the Alef Betsound system, in syllables and words,without vowels, in familiar context

1. accurately use orally and in writing, allelements of the sound-symbol system,without vowels, in familiar context

1. consistently and independently use allelements of the sound-symbol system,without vowels, in familiar context

Voca

bula

ry

2. experiment with and use vocabularyand expressions in a variety ofclassroom and school contexts

2. use vocabulary and expressionsappropriately in classroom, school, andcommunity contexts

2. recognize that one word may havemultiple meanings, and recognize thatvarious words and expressions mayexpress the same idea

Gra

mm

atical

Feat

ures

3. use basic grammatical structures; applyand adapt grammatical structures in avariety of structured situations withteacher guidance

3. use grammatical structures; apply andadapt grammatical structures in avariety of situations with teacherguidance

3. use grammatical structures; apply andadapt grammatical structures in avariety of situations with teacherguidance, and sometimesindependently

Mec

hani

cal

Feat

ures

4. correctly use basic Hebrew mechanicalfeatures and explore their use foreffect

4. use basic Hebrew mechanical featurescorrectly and apply these features foreffect

4. use basic Hebrew mechanical featureseffectively

Disco

urse

Feat

ures

* 5. use basic Hebrew discourse features inoral, written and visual texts, andexplore their use for effect

5. use basic Hebrew discourse features inoral, written, and visual texts, andapply these features for effect

5. use basic Hebrew discourse features inoral, written, and visual texts, andapply these features independently foreffect

__________

* Refer to Glossary in the Appendix for definition and examples.

Terms Used to Describe the Grammatical Features

Language Exposure

This term is used to describe situations the studentsencounter in daily routines, written text, and speech. Forexample, the use of the definite article “ ”.

Modelled Situations

This term is used to describe learning situations where amodel of specific linguistic elements is consistently providedand immediately available. Students in such situations willhave an emerging awareness of the linguistic elements andbe able to apply them in very limited situations. Limitedfluency and confidence characterize student language.

Structured Situations

This term is used to describe learning situations where afamiliar context for the use of specific linguistic elements isprovided and students are guided in their use. Students insuch situations will have increased awareness and emergingcontrol of the linguistic elements, and be able to apply themin familiar contexts with teacher guidance. Student languageis characterized by increasing fluency and confidence.

Independent Situations

This term is used to describe learning situations wherestudents use specific linguistic elements in a variety ofcontexts with limited teacher guidance. Students in suchsituations will have consistent control of the linguisticelements and be able to apply them in a variety of contextswith limited teacher guidance. Fluency and confidencecharacterize student language.



Language Exposure: This term is used to describe situations the students encounter in daily routines, written text, and speech. For example,the use of the definite article “ ”.

Grammatical Features

Expose, in everyday classroom routines, the following grammatical elements:


Pronouns

Nouns� gender� singular/plural

Particles

Pronouns� personal pronouns:

� definite article ( )� demonstrative pronoun,

, used independently� interrogatives:

(why)

Nouns

Particles� conjunction “ ”

Pronouns� personal pronouns:

� possessives:

� demonstrative pronoun,, used independently

� interrogatives:(why)

Nouns� ordinal numbers

e.g.,

Particles� conjunction� prepositions

Pronouns� inflection of possessives:

� interrogatives:(why)


e.g.,� plural, dual

e.g.,� noun inflection

e.g.,

Particles� conjunction� prepositions

� inflection of preposition: “ ”

(continued)






Verbs

Patterns/Syntax� demonstrative pronoun,

, used independently

Expressions�

� expression of time

Verbs

� verbs in (past)

Patterns/Syntax� noun and adjective

agreement� simple verb sentences (past)

e.g.,� verb sentences with infinitive

e.g.,

� demonstrative word, used

independently:� past tense of “ ”

e.g.,

Expressions�


Verbs

� verbs in (past)

Patterns/Syntax� comparative, superlative

� past tense of “ ”e.g.,

Expressions�







Pronouns� inflection of pronouns " "



e.g.,

Particles� conjunction�

� inflection of preposition " "


� interrogative



e.g.,



� interrogative



e.g.,


� inflection of prepositions

e.g.,

(continued)






Verbs

� verbs in (past)

Patterns/Syntax� causal clause, using

Expressions�


Verbs

� verbs in , present and past


Expressions�


Verbs

� verbs in , future tense:

introduction to the prefix letters of


Expressions�



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


Use, in modelled situations, the following grammatical elements:


Pronouns

Nouns� colours� cardinal numbers� themes

Particles

Pronouns� personal pronouns

� possessives

� interrogatives


� nouns and adjectives:

� gendered cardinal numbers1–10

Particles� prepositions


� possessives

� interrogatives

(why)

Nouns� noun and adjective

agreement

Particles� conjunction “ ”


� possessives

� interrogatives

(why)

� definite article “ ”

Nouns� noun inflection

e.g.,

Particles

� inflection of preposition: “ ”

(continued)






Verbs

Patterns/Syntax

Expressions� related to classroom

routines

Verbs

Patterns/Syntax� simple noun sentence

e.g.,� simple verb sentence

(present)

e.g.,� interrogatives and responses� demonstrative words, used

independently andattributively

Expressions

�

� time expressione.g.,

Verbs

� verbs in (present)� word families� roots� infinitives

Patterns/Syntax� simple verb sentences

(present)

e.g.,� complex verb sentences

e.g.,� complex noun sentences� demonstrative words, used


�

Expressions

Verbs

� verbs in (present)� word families� roots� infinitives

Patterns/Syntax� nouns and verbs in a sentence� compound sentences for

contrast ( )� compound sentences

using “ ”� verb sentences with infinitive

e.g.,� demonstrative words, used


�

Expressions







� inflection of pronoun “ ”(first and second person singular)

� interrogatives

(why)

Nouns� nouns and number agreement,

general rule, e.g.,� cardinal numbers: hundreds and

thousands

� noun inflection, e.g.,

Particles

� inflection of preposition “ ”


� possessives

� interrogatives

(why)

Nouns� nouns and number agreement, exceptions

e.g.,

Particles



� interrogatives

(why)

Nouns

Particles� inflection of prepositions: (first and second

person singular)

e.g.,

(continued)






Verbs

� verbs in , present

� verbs in , pastfirst person ( ) only

Patterns/syntax� comparative, superlative

Expressions

Verbs

� verbs in , present and past� imperative clause with infinitive

e.g.,

Patterns/Syntax� simple verb sentences in past tense� past tense of “ ”

e.g.,

Expressions� time expressions

Verbs


� verbs in , future tense:introduction to the prefix letters of

Patterns/Syntax� imperative clause with infinitive in

classroom routines

e.g.,� past tense of “ ”

e.g.,

Expressions


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


Use, in structured situations, the following grammatical elements:


Pronouns� personal pronoun

� interrogatives

Nouns� gender

e.g.,� singular/plural� cardinal numbers 1–10 f.

Particles


� possessives

� interrogatives


� nouns and adjectives:

� cardinal numbers 1–100 f.(orally)


� conjunction “ ”


� possessives� interrogatives

(why)� definite article “ ”

Nouns� noun and adjective

agreement

Particles

(continued)






Verbs

Patterns/Syntax� simple sentences (written and

orally)

Expressions

�

� classroom routines

Verbs

Patterns/Syntax� simple noun sentences

e.g.,� simple verb sentences

(present)

e.g.,� interrogatives and responses� demonstrative words, used


Expressions

�

�

� time expressionse.g.,

Verbs� verbs in (present)� word families� roots� infinitives

Patterns/Syntax� nouns and verbs in a sentence� simple verb sentences

(present)� complex verb sentences, with

adverbs and/or multiple verbs� verb sentences with infinitive� complex noun sentences, with

adjectives� compound sentences using “ ”� demonstrative words, used

independently and attributively

Expressions

�

�

� time expressionse.g.,






Pronouns� possessives


Nouns

Particles� inflection of “ ”

Pronouns� interrogatives

(why)


Nouns� nouns and number agreement, general

rule, e.g.� cardinal numbers: hundreds and

thousands

� noun inflection e.g.,

Particles� inflection of preposition “ ”

(first and second person)


Pronouns� interrogatives

(why)


Nouns� nouns and number agreement, general

rule, e.g.� cardinal numbers: hundreds and

thousands

� noun inflection e.g.,

Particles� inflection of preposition “ ”

(continued)






Verbs� verbs in , present� infinitives

Patterns/Syntax� compound sentences for contrast ( )� compound sentences for adding,

using “ ”� comparative, superlative

� demonstrative words, usedindependently

�

Expressions

Verbs

� verbs in , present and past� infinitives



Verbs


� verbs in , future tense:

introduction to the prefix letters of


� imperative clause with infinitive inclassroom routines

e.g.



Independent Situations: This term is used to describe learning situations where students use specific linguistic elements in a variety ofcontexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and be able to applythem in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.


Use, in independent situations, the following grammatical elements:


Pronouns� personal pronoun� interrogatives

Nouns� cardinal numbers 1–10 f.

Particles

Pronouns� personal pronoun� interrogatives

Nouns� cardinal numbers 1–20 f.

(orally)




� interrogatives

(why)

� possessives

Nouns� gender� singular/plural� nouns and adjectives:

� cardinal numbers 1–100 f.(orally)



(continued)






Verbs

Patterns/Syntax� simple verb sentences (orally)

Expressions

�

� classroom routines (basic)

Verbs

Patterns/Syntax� simple noun sentence� simple verb sentence in

present tense, orally andwritten

Expressions

�

� time expressions (calendar)

�

� classroom routines

Verbs

Patterns/Syntax� simple noun sentence� simple verb sentence

(present)� demonstrative words, used

independently

Expressions

�

�

� time expressions

e.g.,

Grammatical elements, which the student is able to use independently and consistently, are to be maintained for the duration of thestudent’s bilingual programming.







Nouns� noun and adjective agreement

Particles

Verbs� verbs in , present� word families� roots

Patterns/Syntax� nouns and verbs in a sentence� complex verb sentences (present)� complex noun sentences

Pronouns� possessives

Nouns

Particles


Verbs

� verbs in (present)

� verbs in past , first person only

Patterns/Syntax

� compound sentences for contrast ( )� compound sentences using “ ”

Pronouns

Nouns

Particles

Verbs� infinitives

Patterns/Syntax� verb sentences in the past� verb sentences with infinitive

Grammatical elements, which the student is able to use independently and consistently, are to be maintained for the duration of thestudent’s bilingual programming.




6.2 Language Competence



List

enin

g

1. listen to and understandsimple oral sentences in aclassroom environment

1. listen to and understandsimple oral sentences in avariety of familiar contexts

1. listen to and understand aseries of oral sentences or ashort oral presentation on afamiliar topic in structuredsituations

1. listen to and understand ashort oral presentation on afamiliar topic in structuredand unstructured situations

Spea

king

2. repeat and create simple oralphrases in the classroomenvironment

2. produce, orally, simplesentences in a structuredsituation

2. produce, spontaneously andwith guidance, simple oralsentences in a variety offamiliar contexts

2. produce, sometimesspontaneously and/or withguidance, a series ofinterrelated ideas on afamiliar topic

Read

ing 3. recognize letters and their

corresponding sounds;recognize some familiar words

3. recognize and understandsimple words and sentencesin a structured situation

3. read and understand aseries of sentences or ashort text on a familiar topic

3. read and understand aseries of interrelated ideason a familiar topic

Writ

ing

4. copy words and names 4. write simple words andsentences in a structuredsituation

4. write simple words andsentences on familiar topicsin a structured situation

4. produce, sometimesspontaneously and/or withguidance, a simple text on afamiliar topic in a structuredsituation

View

ing

5. view and respond to familiarevents and/orrepresentations in theclassroom context

5. view and understand simple,familiar events, and/orrepresentations in theclassroom context

5. view and understand simple,familiar events, and/orrepresentations

5. view and understand simpleevents and/orrepresentations

Repr

esen

ting 6. imitate and/or create simple

representations of familiarideas, events, andinformation

6. create simplerepresentations of familiarideas, events, andinformation

6. use a variety of forms tocreate simplerepresentations of ideas,events, and information

6. use a variety of forms tocreate representations ofideas, events, andinformation




6.2 Language Competence



List

enin

g

1. listen to and understand the main pointsof an oral presentation on a familiartopic in structured and unstructuredsituations

1. listen to and understand the mainpoints of an extended oral or mediapresentation on a familiar topic instructured and unstructured situations

1. listen to and understand the mainpoints of an extended oral or mediapresentation on a variety of familiartopics in structured and unstructuredsituations

Spea

king

2. produce, spontaneously and/or withguidance, a short oral presentation on afamiliar topic in a structured situation

2. deliver, orally, a prepared orspontaneous presentation on a familiartopic in a structured situation

2. deliver, orally, a prepared orspontaneous presentation on a familiartopic in a structured or unstructuredsituation

Read

ing

3. read and understand a series ofinterrelated ideas dealing with a familiartopic in structured and unstructuredsituations

3. read and understand an extendedseries of interrelated ideas dealing witha familiar topic in structured andunstructured situations

3. read and understand an extendedseries of interrelated ideas dealing withfamiliar and unfamiliar topics instructured and unstructured situations

Writ

ing

4. produce, spontaneously and withguidance, a simple text on a familiartopic in structured and unstructuredsituations

4. produce, spontaneously and withguidance, a series of interrelated ideason a familiar topic in structured andunstructured situations

4. produce, spontaneously and/or withpreparation, a lengthy series ofinterrelated ideas dealing with a familiartopic in structured and unstructuredsituations

View

ing 5. view and understand a variety of simple

events and/or representations5. view and understand a series of simple

events and/or representations5. view and understand events and/or

representations within and beyond theschool context

Repr

esen

ting 6. create multiple representations of thesame familiar ideas, events, and/orinformation

6. create multiple representations of thesame ideas, events, and/or information

6. use a variety of forms to createrepresentations of ideas, events, and/orinformation




6.3 Sociocultural/Sociolinguistic Elements



Idio

mat

icEx

pres

sion

s

1. imitate age-appropriateidiomatic expressions

e.g.,

1. imitate age-appropriateidiomatic expressions

1. understand and use somesimple idiomaticexpressions as set phrases

1. understand and use avariety of simple idiomaticexpressions as set phrases

Varia

tions

inLa

ngua

ge

2. experience a variety ofvoices, e.g., male andfemale, young and old

2. experience a variety ofvoices

2. acknowledge individualdifferences in speech

2. accept individual differencesin speech

Social

Conv

entio

ns

3. imitate simple routine socialinteractions

3. use basic social expressionsappropriate to theclassroom

3. use basic politenessconventions

3. use appropriate oral formsof address for peoplefrequently encountered

Non

-Ver

bal

Com

mun

icat

ion

4. imitate some common non-verbal behaviours e.g. eyecontact

4. understand the meaning ofand imitate some commonnon-verbal behaviours

4. experiment with using somesimple non-verbal means ofcommunication

4. recognize that some non-verbal behaviours may beinappropriate in certaincontexts




6.3 Sociocultural/Sociolinguistic Elements



Idio

mat

icEx

pres

sion

s

1. use learned idiomatic expressions innew contexts

1. use learned idiomatic expressions toenhance communication

1. correctly use learned idiomaticexpressions in new contexts

Varia

tions

inLa

ngua

ge

2. experience a variety of accents andvariations in speech

2. experience a variety of regionalvariations in language

2. recognize some common regionalvariations in language

Social

Conv

entio

ns

3. recognize verbal behaviours that areconsidered impolite

3. recognize simple social conventions ininformal conversation, e.g., for turn-taking

3. recognize important social conventionsin everyday interactions, e.g., shakinghands

Non

-Ver

bal

Com

mun

icat

ion

4. recognize appropriate non-verbalbehaviours for people frequentlyencountered, e.g., interpersonal spaceand physical contact

4. use appropriate non-verbal behavioursin a variety of familiar contexts, e.g.,eye contact

4. use appropriate non-verbal behavioursin a variety of familiar contexts, e.g.,interpersonal space and physicalcontact




6.4 Language Learning Strategies



Cogn

itive

1. use simple cognitivestrategies, with guidance, toenhance language learning,e.g., listen attentively, doactions to match words of asong, story, or rhyme

1. use simple cognitivestrategies, with guidance,to enhance languagelearning, e.g., learn shortrhymes or songsincorporating newvocabulary or sentencepatterns, imitate soundsand intonation patterns

1. use simple cognitivestrategies, with guidance,to enhance languagelearning, e.g., memorizenew words by repeatingthem silently or aloud

1. use a variety of simplecognitive strategies, withguidance, to enhancelanguage learning, e.g.,make personal dictionaries,experiment with variouselements of the language

Met

acog

nitiv

e

2. use simple metacognitivestrategies, with guidance, toenhance language learning,e.g., reflect on learningtasks with the guidance ofthe teacher

2. use simple metacognitivestrategies, with guidance,to enhance languagelearning, e.g., make choicesabout how they learn

2. use simple metacognitivestrategies, with guidance,to enhance languagelearning, e.g., rehearse orrole-play language

2. use a variety of simplemetacognitive strategies,with guidance, to enhancelanguage learning, e.g.,decide in advance to attendto the learning task

Social

/Affe

ctive

3. use simple social andaffective strategies, withguidance, to enhancelanguage learning, e.g.,initiate or maintaininteraction with others

3. use simple social andaffective strategies, withguidance, to enhancelanguage learning, e.g.,participate in sharedreading experiences

3. use simple social andaffective strategies, withguidance, to enhancelanguage learning, e.g.,seek the assistance of afriend to interpret a text

3. use a variety of simplesocial and affectivestrategies, with guidance,to enhance languagelearning, e.g., rereadfamiliar self-chosen texts toenhance understanding andenjoyment




6.4 Language Learning Strategies



Cogn

itive

1. identify and use a variety of cognitivestrategies to enhance language learning,e.g., use mental images to remembernew information, repeat words orphrases in the course of performing alanguage task

1. identify and use a variety of cognitivestrategies to enhance languagelearning, e.g., group together sets ofthings (vocabulary, structures) withsimilar characteristics, identifysimilarities and differences betweenaspects of the language being learnedand their own language

1. identify and use a variety of cognitivestrategies to enhance languagelearning, e.g., look for patterns andrelationships, use previously acquiredknowledge to facilitate a learning task

Met

acog

nitiv

e

2. identify and use a variety ofmetacognitive strategies to enhancelanguage learning, e.g., make a plan inadvance about how to approach alanguage learning task

2. identify and use a variety ofmetacognitive strategies to enhancelanguage learning, e.g., reflect on thelistening, reading, and writing process,check copied writing for accuracy

2. identify and use a variety ofmetacognitive strategies to enhancelanguage learning, e.g., decide inadvance to attend to specific aspects ofinput, listen or read for key words

Social

/Affe

ctive

3. identify and use a variety of social andaffective strategies to enhance languagelearning, e.g., work co-operatively withpeers in small groups

3. identify and use a variety of social andaffective strategies to enhancelanguage learning, e.g., understandthat making mistakes is a natural partof language learning, experiment withvarious forms of expression, note theiracceptance or non-acceptance by moreexperienced speakers

3. identify and use a variety of social andaffective strategies to enhancelanguage learning, e.g., participateactively in conferencing andbrainstorming as a pre- and post-writing exercise




6.5 Language Use Strategies



Inte

ract

ive

1. use simple interactivestrategies with guidance,e.g., use words from theirfirst language to get theirmeaning across,acknowledge beingspoken to

1. use simple interactivestrategies with guidance,e.g., interpret and use avariety of non-verbal cluesto communicate

1. use simple interactivestrategies with guidance,e.g., indicate lack ofunderstanding verbally ornon-verbally

1. use a variety of simpleinteractive strategies withguidance, e.g., ask forclarification or repetitionwhen they do notunderstand

Inte

rpre

tive

2. use simple interpretivestrategies with guidance,e.g., use gestures,intonation, visual supportsto aid comprehension

2. use simple interpretivestrategies with guidance,e.g., make connectionsbetween texts, priorknowledge, and personalexperience

2. use simple interpretivestrategies with guidance,e.g., use illustrations to aidreading comprehension

2. use a variety of simpleinterpretive strategies withguidance, e.g., determinethe purpose of listening,listen or look for key words

Prod

uctiv

e

3. use simple productivestrategies with guidance,e.g., mimic what the teachersays, use non-verbal meansto communicate

3. use simple productivestrategies with guidance,e.g., copy what others sayor write, use words that arevisible in the immediateenvironment

3. use simple productivestrategies with guidance,e.g., use familiar repetitivepatterns from stories,songs, rhymes, or media

3. use a variety of simpleproductive strategies withguidance, e.g., useillustrations to providedetail when producing theirown texts




6.5 Language Use Strategies



Inte

ract

ive

1. identify and use a variety of interactivestrategies, e.g., use the other speaker’swords in subsequent conversation

1. identify and use a variety of interactivestrategies, e.g., assess feedback fromconversation partner to recognize whenthe message has not been understood

1. identify and use a variety of interactivestrategies, e.g., start again using adifferent tactic when communicationbreaks down, use a simple word similarto the concept they want to convey andinvite correction

Inte

rpre

tive

2. identify and use a variety of interpretivestrategies, e.g., listen selectively basedon purpose, make predictions aboutwhat they expect to hear or read basedon prior knowledge and personalexperience

2. identify and use a variety ofinterpretive strategies, e.g., useknowledge of the sound-symbol systemto aid reading comprehension

2. identify and use a variety ofinterpretive strategies, e.g., inferprobable meaning of unknown words orexpressions from contextual clues

Prod

uctiv

e

3. identify and use a variety of productivestrategies, e.g., use various techniquesto explore ideas at the planning stage

3. identify and use a variety of productivestrategies, e.g., use knowledge ofsentence patterns to form newsentences

3. identify and use a variety of productivestrategies, e.g., be aware of and usethe steps of the writing process




6.6 General Learning Strategies



Cogn

itive

1. use simple cognitivestrategies to enhancegeneral learning, e.g.,classify objects, ideasaccording to their attributes

1. use simple cognitivestrategies to enhancegeneral learning, e.g., usemodels

1. use simple cognitivestrategies to enhancegeneral learning, e.g.,connect what they alreadyknow with what they arelearning

1. use simple cognitivestrategies to enhancegeneral learning, e.g.,experiment with andconcentrate on one thing ata time

Met

acog

nitiv

e

2. use simple metacognitivestrategies to enhancegeneral learning, e.g., reflecton learning tasks with theguidance of the teacher

2. use simple metacognitivestrategies to enhancegeneral learning, e.g.,choose from amonglearning options

2. use simple metacognitivestrategies to enhancegeneral learning, e.g.,discover how their effortscan affect their learning

2. use simple metacognitivestrategies to enhancegeneral learning, e.g.,decide in advance to attendto the learning task

Social

/Affe

ctive

3. use simple social andaffective strategies toenhance general learning,e.g., watch others’ actionsand imitate them

3. use simple social andaffective strategies toenhance general learning,e.g., seek help from others

3. use simple social andaffective strategies toenhance general learning,e.g., follow their naturalcuriosity and intrinsicmotivation to learn

3. use simple social andaffective strategies toenhance general learning,e.g., participate in co-operative group learningtasks




6.6 General Learning Strategies



Cogn

itive

1. identify and use a variety of cognitivestrategies to enhance general learning,e.g., focus on and complete learningtasks

1. identify and use a variety of cognitivestrategies to enhance general learning,e.g., write down key words andconcepts in abbreviated form (verbal,graphic, or numerical) to assistperformance of a learning task

1. identify and use a variety of cognitivestrategies to enhance general learning,e.g., use mental images to remembernew information

Met

acog

nitiv

e

2. identify and use a variety ofmetacognitive strategies to enhancegeneral learning, e.g., divide an overalllearning task into a number of sub-tasks

2. identify and use a variety ofmetacognitive strategies to enhancegeneral learning, e.g., make a plan inadvance about how to approach a task

2. identify and use a variety ofmetacognitive strategies to enhancegeneral learning, e.g., identify theirown needs and interests

Social

/Affe

ctive

3. identify and use a variety of social andaffective strategies to enhance generallearning, e.g., choose learning activitiesthat enhance understanding andenjoyment

3. identify and use a variety of social andaffective strategies to enhance generallearning, e.g., encourage themselves totry, even though they might makemistakes

3. identify and use a variety of social andaffective strategies to enhance generallearning, e.g., take part in groupdecision-making processes


C U L T U R E

The Culture section supports the development of a positiveself-concept, as well as a strong self-identity as amultilingual/multicultural learner and a positive attitudetowards Hebrew language and cultures. This sectionprovides opportunities for the exploration of the Hebrewlanguage and the cultures of Hebrew-speaking peoples fromthe perspectives of diversity, history, and contemporary lifein Israel and the Diaspora. It promotes the development of asense of community, an understanding of similarities anddifferences among people, and an appreciation for personalcontributions to society. It also is designed to develop anunderstanding of global interrelatedness andinterdependence, cultural sensitivity, and to support thepreparation of students for effective participation in theglobal community.

The Culture section is intended to be integrated withlanguage learning, as well as learning related to other subjectareas, and is an essential part of daily activities in Hebrewbilingual programming.

General Learning Outcome

The following General Learning Outcome outlines the keylearnings that the Culture section is designed to support.


Students will explore, understand, and appreciate thecultures of Hebrew-speaking peoples for personal growthand satisfaction, and for participating in and contributing toan interdependent and multicultural global society.



Students will explore, understand, and appreciate the cultures of Hebrew-speaking peoples for personal growth and satisfaction, and forparticipating in and contributing to an interdependent and multicultural global society.

7.1 Self-Identity



Valu

ing

Heb

rew

Lang

uage

and

the

Cultu

res

ofHeb

rew-S

peak

ing

Peop

les

1. participate in culturalactivities in the classroomand school

1. participate in culturalactivities and traditions

1. participate in andappreciate culturalactivities and traditions

1. recognize and appreciatevarious elements of thecultures of Hebrew-speaking peoples

Valu

ing

Bilin

gual

ism

/M

ultic

ultu

ralis

m

2. participate in classroomand school culturalactivities

2. participate in classroomand school culturalactivities

2. recognize the benefits of abilingual/multiculturaleducation

2. understand the personalsignificance of a bilingual/multicultural education




7.1 Self-Identity



Valu

ing

Heb

rew

Lang

uage

and

the

Cultu

res

ofHeb

rew-S

peak

ing

Peop

les

1. recognize and appreciate variouselements of the cultures of Hebrew-speaking peoples

1. identify the lifelong personal benefitsof Hebrew language and cultures

1. value the lifelong personal benefits ofHebrew language and cultures

Valu

ing

Bilin

gual

ism

/M

ultic

ultu

ralis

m

2. participate in activities that promoteand celebrate thebilingual/multicultural educationexperience

2. recognize the uniqueness of abilingual/multicultural education

2. identify the lifelong benefits andpotential advantages of abilingual/multicultural education in aCanadian and international context




7.2 Hebrew Culture



Histo

rical

Elem

ents

1. participate in activities andexperiences that reflecttraditional elements of theHebrew culture (such asholidays and celebrations

, music, dance,art, literature, food, etc.)

1. participate in activities andexperiences that reflecttraditional elements of theHebrew culture (such asholidays and celebrations,music, dance, art,literature, food, etc.)

1. participate in activities andexperiences that reflecttraditional elements of theHebrew culture (such asholidays and celebrations,music, dance, art,literature, food, etc.)

1. participate in activities andexperiences that reflecttraditional elements of theHebrew culture (such asholidays and celebrations,Biblical history, music,dance, art, literature, food,etc.)

Cont

empo

rary

Elem

ents

2. participate in Jewish/Israelicultural activities in theclassroom and school

2. participate in Jewish/Israelicultural activities andtraditions in the classroomand school

2. participate in andappreciate theJewish/Israeli activities andtraditions in the classroomand school

2. recognize, participate inand appreciate variouselements of theJewish/Israeli culture in theclassroom and schoolcontext

Diver

sity

3. experience culturalelements of diverse originsfrom within Hebrew culture

3. experience culturalelements of diverse originsfrom within Hebrew culture

3. recognize diverse elementsof Hebrew culture in schooland/or local community

3. identify diverse elements ofHebrew culture in schooland/or local community




7.2 Hebrew Culture



Histo

rical

Elem

ents

1. explore the historical roots of traditionalcultural activities and experiences (insuch areas as holidays and celebrations,observances ,Biblical history, music, dance, art,literature, food, etc.)

1. explore the historical roots oftraditional cultural activities andexperiences (in such areas as holidaysand celebrations, observances

, Biblical history,music, dance, art, literature, food, etc.)

1. explore the historical roots oftraditional cultural activities andexperiences (in such areas as holidaysand celebrations, observances

, Biblical history,music, dance, art, literature, food, etc.)

Cont

empo

rary

Elem

ents

2. recognize, appreciate and demonstratethe various elements of Jewish/Israeliculture

2. identify the lifelong benefits andcontributions of Jewish/Israeli cultureto one’s self

2. recognize the value and significance ofJewish/Israeli culture to one’s self

Diver

sity

3. explore diversity of Hebrew culture inthe immediate environment, school andcommunity levels

3. explore diversity of Hebrew culture atthe school and community levels

3. explore diversity of Hebrew culture atthe community level




7.3 Building Community



Valu

ing

Sim

ilarit

y 1. recognize similaritiesbetween self and peers

1. explore similarities withinone’s own family and in theschool

1. explore similarities withinthe classroom and amongfamilies and communities

1. explore similarities in theclassroom, school, and localcommunity and reflect ontheir personal significance

Valu

ing

Diver

sity

2. recognize differencesbetween self and peers

2. explore diversity withinone’s own family and in theschool

2. explore diversity within theclassroom and amongfamilies and communities

2. explore diversity in theclassroom, school, and localcommunity, and reflect onits personal significance

Cont

ribut

ing

toCo

mm

unity

3. participate in, andcontribute to, classroomactivities

3. participate and co-operatein, and contribute to,classroom and schoolactivities

3. participate co-operatively ingroup activities bycontributing ideas andsupporting others

3. participate co-operatively indaily classroom duties, andsupport peers andclassmates




7.3 Building Community



Valu

ing

Sim

ilarit

y 1. explore similarities in the broadercommunity and reflect on their personalsignificance

1. explore, compare, and reflect oncommon human needs andexperiences of Canadians

1. examine the common human needsand experiences of people around theworld

Valu

ing

Diver

sity

2. explore diversity in the broadercommunity and reflect on its personalsignificance

2. explore, compare, and reflect on thepersonal significance of diversity inCanada

2. explore the impact of diversity in otherregions of the world, and compare itwith the impact of diversity in Canada

Cont

ribut

ing

toCo

mm

unity

3. demonstrate desire to assist others andcontribute to classroom and schoolactivities

3. develop skills that promote co-operation and mutual respect withinthe classroom and the school

3. provide positive contributions andleadership within the school and/orcommunity




7.4 Global Citizenship



Resp

onsibl

eCi

tizen

ship

1. demonstrate personal andsocial responsibility in theclassroom

1. demonstrate personal andsocial responsibility in theclassroom and school

1. demonstrate personal andsocial responsibility in theclassroom, school, andcommunity

1. recognize that growing upinvolves making decisionsand acceptingconsequences

Inte

rdep

ende

nce 2. participate in tasks and

activities with partners andin groups

2. recognize own and others’contributions to a group

2. recognize the benefits ofworking with a partner orwithin a group; recognizethat one affects and isaffected by the actions ofothers

2. identify the advantages anddisadvantages of workingcollaboratively with apartner or group

Inte

rcul

tura

lSk

ills

3. adapt to new situations 3. work and play with others,recognizing thatexpectations can bedifferent for differentpeople

3. identify and describecauses of conflict in theclassroom

3. explore ways to resolveinterpersonal conflict

Futu

reOpp

ortu

nitie

s 4. share or demonstratepersonal strengths orachievements

4. share or demonstratepersonal strengths andareas for furtherdevelopment

4. identify personal strengthsand areas for development

4. identify personal strengthsand areas for development,and set personal goals




7.4 Global Citizenship



Resp

onsibl

eCi

tizen

ship

1. respect the feelings, rights, andproperty of others, and acceptresponsibility for their own actions

1. recognize the positive and negativeaspects of the consequences of theiractions; demonstrate honesty andreliability in a variety of situations

1. explore the meaning of personal andsocial conscience; demonstrateproblem-solving and decision-makingskills

Inte

rdep

ende

nce 2. recognize that people must depend on

others to meet their needs; recognizethe effects of their actions on others

2. examine the role of the individual ingroup activities; reflect oneffectiveness of own contributions

2. participate in and contribute to groupactivities effectively; recognize that co-operation is important

Inte

rcul

tura

lSk

ills

3. engage in activities that reflect otherperspectives or ways of doing things

3. accept differences in others’characteristics and abilities

3. recognize and respect individualdifferences; recognize the worth ofevery individual

Futu

reOpp

ortu

nitie

s 4. identify personal strengths and areasfor development; establish personalgoals and action plans

4. identify personal strengths and areasfor further development; establishpersonal goals and action plans

4. identify personal interests and explorefuture opportunities for learning

general learning outcomes12 kindergarten to grade 6 hebrew: manitoba curriculum framework of...

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