manitoba curriculum framework of outcomes · 2009-02-13 · expanding spiral. their progression is...

Kindergarten toGrade 6

Hebrew Language Arts

Manitoba CurriculumFramework of Outcomes

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

Manitoba Curriculum Framework of Outcomes

2008Manitoba Educat ion, Ci t izenship and Youth

Manitoba Education, Citizenship and Youth Cataloguing in Publication Data

372.65924 Kindergarten to Grade 6 Hebrew language arts :Manitoba curriculum framework of outcomes

ISBN 13: 978-0-7711-3957-4

1. Hebrew language—Study and teaching(Elementary)—English speakers. 2. Hebrew language—Study and teaching as a second language—Manitoba.I. Manitoba. Manitoba Education, Citizenship and Youth.

Copyright © 2008, the Government of Manitoba, represented by the Minister ofEducation, Citizenship and Youth.

Manitoba Education, Citizenship and YouthSchool Programs DivisionWinnipeg, Manitoba, Canada

Every effort has been made to acknowledge original sources and to comply withcopyright law. If cases are identified where this has not been done, please notifyManitoba Education, Citizenship and Youth. Errors or omissions will be correctedin a future edition. Sincere thanks to the authors and publishers who allowedtheir original material to be used.

Any websites referenced in this document are subject to change. Educators areadvised to preview and evaluate websites and online resources beforerecommending them for student use.

This resource is also available on the Manitoba Education, Citizenship andYouth website at <www.edu.gov.mb.ca/k12/cur/languages/index.html>.

Websites are subject to change without notice.

C o n t e n t s iii

Acknowledgements v

Introduction 1

Background 1

Rationale 2

Conceptual Map 4

A Spiral Progression 5

Curriculum Framework Overview 6

General Learning Outcomes 7

Guide to Using this Document 8

Sample Page 9

General Learning Outcomes 11

General Learning Outcome 1 12




Areas of Experience 36



Terms Used to Describe Grammatical Features 44

Grammatical Features 45

Culture 71


Appendices 81

Using the Curriculum 83

Sample Areas of Experience 91

General Areas of Experience: Example ofDistribution by Grades 92

Sample List of Text Forms 93

Global List of Strategies 96

Quick Reference for Grammatical Features 103

Glossary 119

References 125

C O N T E N T S

A c k n o w l e d g e m e n t s v

A C K N O W L E D G E M E N T S

Kindergarten to Grade 6 Hebrew Language Arts: Manitoba Curriculum Framework of Outcomes was developed from the The CommonCurriculum Framework for Bilingual Programming in International Languages, Kindergarten to Grade 12: Western Canadian Protocol forCollaboration in Basic Education.

Manitoba Education, Citizenship and Youth acknowledges the following contributors to the development of thisCurriculum Framework:

Principal Writer Gina Chodirker Independent Consultant

Development Team Members Rhona Ames Margaret Park SchoolSeven Oaks School Division

Paula MacPherson Brock-Corydon SchoolWinnipeg School Division

Ara Morris Brock-Corydon SchoolWinnipeg School Division

Yolanda Papini-Pollock Margaret Park SchoolSeven Oaks School Division

Other Participants Pam Appel Brock-Corydon SchoolWinnipeg School Division

Manitoba Education, Citizenshipand Youth Staff

Louise BoissonneaultPublications Editor

Document Production ServicesEducational Resources Branch

Lee-Ila BotheCoordinator


Tony TavaresConsultant

Learning Support and Technology UnitInstruction, Curriculum and Assessment Branch

Lindsay WalkerDesktop Publisher


I n t r o d u c t i o n 1

I N T R O D U C T I O N

Background

In 1999, the The Common Curriculum Framework for BilingualProgramming in International Languages, Kindergarten toGrade 12: Western Canadian Protocol for Collaboration in BasicEducation was developed through the co-operative efforts ofthe provinces of Alberta, Manitoba, and Saskatchewan. Theintent of that document was to provide a commonfoundation and support for the development of languagearts curricula for bilingual international language programs.

Kindergarten to Grade 6 Hebrew Language Arts: ManitobaCurriculum Framework of Outcomes (hereafter called theCurriculum Framework) was developed through the co-operative efforts of Seven Oaks School Division, WinnipegSchool Division, and Manitoba Education, Citizenship andYouth.

The term bilingual programming* is used to describe a partialimmersion program where both English and a secondlanguage (in this case, Hebrew) are languages of instruction.In Hebrew bilingual programming, language arts is taughtusing both languages of instruction. Other subjects aretaught either in English or in Hebrew. Cultural knowledge,skills, and attitudes are often taught using an integratedapproach.

The Curriculum Framework presupposes that 38%–50% ofinstructional time be allocated to instruction in Hebrew forKindergarten to Grade 6.

This document provides General and Specific LearningOutcomes.

Hebrew Language Education in Manitoba

The Jewish community and Hebrew language education hashad a long presence in Manitoba. The origins of the Jewishcommunity has been traced back to 1878, when the Coblentzbrothers and their families migrated to Winnipeg.Subsequently, other Jewish families arrived through theUnited States, with a significant number arriving fromRussia as a result of the Russian massacres of 1882. Jewswere also part of the migration from other parts of Europe,seeking a new beginning and the opportunity to own theirown farms. By the early 1960s, Winnipeg had the thirdlargest Jewish community in Canada.

Formal Hebrew language education began with the openingof the first Talmud Torah in 1902. This was followed byopportunities for Yiddish language instruction with theestablishment of the Peretz and Jewish Folk Schools in 1913.In 1981, following the amendments to The Public School Act of1979 that allowed languages other than French or English tobe used for instruction in public schools, Hebrew-English

__________

* In Western Canada, language programs in which French is the second language of instruction are generally called immersion programs rather than bilingual programs.

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 s2

bilingual programming was introduced in Seven Oaks andWinnipeg School Divisions. Today, Alberta and Manitobaare the only provinces that offer Hebrew bilingualprogramming in the public school system.

Effective Bilingual Learning Environments

Effective bilingual learning environments are those where

� the individual and collective needs of students are met� there is a supportive climate that encourages risk-taking

and choice� diversity in learning styles is accommodated� connections to prior knowledge and experiences are

made� oral competence is emphasized in the lower grades� there is exposure to a wide range of excellent models of

authentic language� use of the specific international language is emphasized� quality multimedia, print, and other resources are

available and applied in a supportive, meaningful, andpurposeful manner

Rationale

Hebrew bilingual programming contributes to personaldevelopment.

Hebrew bilingual programming establishes an environmentin which both English and Hebrew languages are used andneeded constantly for purposes of communication, personalsatisfaction, and learning. Students have numerousopportunities to learn and use language in meaningful,purposeful ways to meet their needs, interests, and abilities.

Effective language acquisition occurs through the integrateddelivery of subject-area content, language instruction, andcultural information, while fostering in students a positiveattitude toward self and others. The Hebrew language isused to explore ideas and experiences to construct meaningand to communicate understanding.

Hebrew language learning is a lifelong endeavour.

Language learning is an active process that begins at birthand continues throughout life. Language is acquired atvarious rates throughout a learner’s stages of growth. Itdevelops gradually. Students enhance their language abilitiesby applying their knowledge of language in new and morecomplex contexts and with increasing sophistication. Theyreflect on and use prior knowledge to extend and enhancetheir language knowledge and understanding. Errors are anintegral part of the language learning process. By learning,experimenting with, and applying new language structuresand vocabulary to their repertoire, and using them in avariety of contexts, students develop and refine languageproficiency.


Hebrew bilingual language learning fosters cross-language competence.

Most children develop a strong repertoire of language skillsin their first language in preschool years. Many of these skillsare transferable to the new language learning context thatHebrew bilingual programming provides. Similarly, inacquiring a new language, students develop new languagelearning skills that can then be used in their first language.The continuous, concurrent development of firstandsecond-language skills, or skills in additional languages, isfostered in Hebrew bilingual programming. Opportunitiesfor linguistic knowledge and skill development in bothlanguages are maximized.

Hebrew bilingual language learning enhances allcommunication skills.

The development of communication skills is essential ineffective bilingual programming. The six skill areas oflistening, speaking, reading, writing, viewing, andrepresenting contribute to the development of effectivecommunication. These skills are interrelated andinterdependent; facility in one strengthens and supports theothers. Proficiency in these language skills involves thedevelopment of comprehension and language production.The Curriculum Framework is designed to promote thedevelopment of language skills for a wide range of purposes,in a wide range of contexts at increasing levels of fluency.

Hebrew bilingual language learning develops throughthe communicative approach.

The communicative approach in second language instructionemphasizes the importance of understanding andcommunicating a message. In the Hebrew bilingual program,students require support as they strive to express andunderstand thoughts, ideas, and feelings in two languages.The accuracy of language, oral or written, althoughimportant for precision of communication, initially plays arole that is secondary to communicating the message andusing correct form.

Hebrew bilingual language learning promotes theacquisition of learning strategies.

The acquisition of the Hebrew language in bilingualprogramming is supported by providing students withexplicit instruction in language learning strategies, languageuse strategies, and general learning strategies. The generallanguage component of the Curriculum Framework provides avariety of learning outcomes at all levels to promote theacquisition of these strategies.


Hebrew bilingual programming promotes intraculturaland intercultural awareness.

Language and culture are intensely intertwined. Language isa primary means by which cultural information istransmitted; culture influences linguistic form and content.Students in Hebrew bilingual programming bring to theirprograms a wide range of cultural backgrounds andexperiences. The Curriculum Framework providesopportunities and support for students to explore their owncultural backgrounds, experiences, and identities, as well asthose of members of the school community, the localcommunity, and other communities of the world. TheCulture section of the Curriculum Framework examines thedynamic nature of culture through the various perspectivesof history, diversity, and change. It also providesopportunities for the exploration of similarities anddifferences among and within world cultures.

Hebrew bilingual programming develops globalcitizenship skills.

Effective participation in the global marketplace, workplace,and society requires strong communication skills,interpersonal and team skills, and strong knowledge andunderstanding of cultures. Hebrew bilingual programmingprovides a rich environment for the development of essentialknowledge, skills, and attitudes that promote thedevelopment of effective global citizens and enhance theeconomic and career potential of the student. The CurriculumFramework has been developed to support the intellectual,social, emotional, creative, linguistic, and culturaldevelopment of students in Hebrew bilingual programs.

Conceptual Map

The Curriculum Framework reflects the breadth of Hebrewbilingual programming by providing learning outcomes forlearning language and culture. However, Hebrew bilingualprogramming as a whole includes many other learningexperiences of which language and culture are only a part. Italso includes English language arts and language learningthrough different subject area experiences. The conceptualmap below illustrates the relationship among thesecomponents.

Figure 1 C O N C E P T U A L M A P

GeneralLanguage

EnglishLanguage

HebrewLanguage

Subject AreaExperiences

Culture Cultu

re

Culture


A Spiral Progression

Language learning is integrative, not merely cumulative.Each new element that is added must be integrated into thewhole of what has gone before. The model that bestrepresents the students’ language learning progress is anexpanding spiral. Their progression is not only vertical (e.g.,increased proficiency), but also horizontal (e.g., broaderrange of applications, experience with more text forms,contexts, and so on). For a sample list of text forms, see pages88 to 90. The spiral also represents how language learningactivities are best structured. Particular areas of experience,learning strategies, or language functions, for example, arerevisited at different points in the grade level sequence, butfrom a different perspective, in broader contexts, or at aslightly higher level of proficiency each time. Learning isextended, reinforced, and broadened every time a point isrevisited.

The levels presented are designed to represent theprogression of knowledge, skills, and attitudes expected ofstudents who have had no prior exposure to Hebrew uponentry into Kindergarten. However, students with priorexposure to Hebrew can be challenged within the CurriculumFramework.

The Curriculum Framework provides a progression of SpecificLearning Outcomes from Kindergarten to Grade 6. Mostoften, the levels reflect a progression of developmentintended to match the developmental stages of the students.The Specific Learning Outcomes for each grade reflect theknowledge, skills, and attitudes that students are expected toachieve by the end of each grade. Students are expected todemonstrate the Specific Learning Outcomes for the currentgrade and build upon their prior knowledge and skills fromprevious grades.

The General and Specific Learning Outcomes established inthis document are intended to be delivered in an integratedmanner, throughout an entire curricular and extracurricularprogram. The achievement of the learning outcomes in thebilingual program is not necessarily the sole responsibility ofthe Hebrew language teacher. Learning outcomes may beachieved through a variety of programming experiences,including those in subject areas delivered in English.

Figure 2 A S P I R A L P R O G R E S S I O N

Grade 12

Grade 6

Kindergarten


Curriculum Framework Overview

For ease of use, the Curriculum Framework is divided into twomajor sections:

� Language Arts� Culture

It is important that the sections be implemented in anintegrated manner.

Language Arts

Language learning occurs most effectively when students areactively involved in using language for meaningfulpurposes. In Hebrew bilingual classrooms, students have theopportunity to acquire two languages that may be applied inachieving the learning outcomes of the bilingual program.

The Language Arts section in the Curriculum Frameworkcomprises two interrelated components:

� General Language Component� Specific Language Component

TheGeneral Language Component outlines the knowledge,skills, and attitudes to be developed using the Hebrewlanguage. The General Learning Outcomes in the GeneralLanguage component parallel those of The CommonCurriculum Framework for English Language Arts, Kindergartento Grade 12: Western Canadian Protocol for Collaboration in BasicEducation, 1998.

The Specific Language Component provides the linguisticelements that students develop in Hebrew as well asquantitative descriptions of the levels of proficiency expectedin each grade.

This approach focuses all language learning instruction,whether the language of delivery be English or Hebrew, onthe development of the essential knowledge, skills, andattitudes that are common to both languages.

Culture

The Culture section fosters the development of essentialknowledge, skills, and attitudes related to self, Hebrewlanguage and culture, the community, and the world.“Hebrew culture” refers to the cultures of Hebrew-speakingpeople.


General Learning Outcomes

The General Learning Outcomes are broad statements thatform the basis of the Curriculum Framework. Each GeneralLearning Outcome outlines the key learnings that eachsection of the Curriculum Framework is designed to support.The General Learning Outcomes describe the common goalsthat all students in the Kindergarten to Grade 6 learningsequence are expected to achieve.

Hebrew programming is designed to promote all-roundpersonal development by fostering social, emotional, moral,intellectual, and creative growth. To support this growth anddevelopment, the Curriculum Framework is built upon thefollowing seven General Learning Outcomes.

Language Arts: General Language Component

General Learning Outcome 1

Students will listen, speak, read, write, view, and representin Hebrew to explore thoughts, ideas, feelings, andexperiences.


Students will listen, speak, read, write, view, and representin Hebrew to comprehend and respond personally andcritically to literary and media texts.


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


Students will listen, speak, read, write, view, and representin Hebrew to enhance the clarity and artistry ofcommunication.


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

Language Arts: Specific Language Component


Students will use Hebrew confidently and competently in avariety of situations for communication, personalsatisfaction, and further learning.

Culture


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.

Each General Learning Outcome includes Specific LearningOutcomes that students are to achieve by the end of eachgrade level. Specific Learning Outcomes are grouped underheadings within each of the seven General LearningOutcomes.


Guide to Using this Document

This document is designed to make the English-HebrewBilingual Program as universal and inclusive as possible. TheGeneral and Specific Language Outcomes, as well as CultureOutcomes are organized by clusters or groupings identifiedat the top of the page. These clusters are broken down intoseparate strands identified in the left margin. Grade-specificdescriptions are provided for each Specific LearningOutcome at each grade level. A specific strand supporting aGeneral Learning Outcome is developed over consecutivepages, according to the main grade divisions K–3 and 4–6.

It is strongly recommended that, when considering a SpecificLearning Outcome in this document, teachers consult theSpecific Learning Outcomes in the grade levels prior to andfollowing the given outcome, for a clearer understanding asto context and intended developmental sequence. Similarly,any given Specific Learning Outcome must be understoodwith reference to the strand and General Learning Outcomecategories.

Please see the following page for examples of how tounderstand the structure of this document.


Sample Page


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

4.1 Generate and Focus

Grade 4 Grade 5 Grade 6

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

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


Choo

seFo

rms

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



Org

aniz

eId

eas

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

Cluster Headingfor Specific LearningOutcomes.

Read

each

page

verti

cally

forlearningoutcom

esex

pect

edby

the

end

ofea

chgr

ade.

Strand Headingsfor Specific LearningOutcomes.

Read each page horizontally for developmental flowof learning outcomes from grade to grade.

Specific Learning Outcomestatements for each grade.


General Learning Outcomes



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


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



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







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

__________








Gen

erat

eId

eas

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



Choo

seFo

rms




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


Appendices

� Using the Curriculum� Sample Areas of Experience� Sample List of Text Forms� Global List of Strategies� Glossary� Quick Reference for Grammatical Features

A p p e n d i c e s 83

U S I N G T H E C U R R I C U L U M

When implementing the Curriculum Framework, a number offactors need to be considered:

� the amount of time available for instruction� the entry level into the program� the students’ prior knowledge of and experience with

languages and skills

Other factors also need consideration:

� support for the Hebrew language in the school, amongparents, and in the community at large

� the skill and knowledge of the teacher� how classes are scheduled on a weekly and yearly basis� the choice of topics and tasks� the resources used for learning activities� the language of instruction� the assessment and evaluation strategies used� the opportunities for real-life applications of language

learning

Curriculum Implementation Factors

When using the Curriculum Framework the context in whichthe language will be taught should be taken intoconsideration. The following are some guidelines foradjusting the information in this document to suit localcircumstances:

Time

The Curriculum Frameworkwas designed on the basis of thefollowing time allocations:

� Kindergarten to Grade 6: 38–50%

Entry Level

There is evidence in support of starting second languagelearning early. Students have a greater exposure to thelanguage over time and develop more native-likepronunciation. The Curriculum is designed for a usual entrypoint at the Kindergarten or Grade 1 level. However,alternative entry points can be considered on a student-by-student basis.

Prior Knowledge

The Curriculum Framework assumes that the students willhave limited or no previous knowledge of Hebrew uponentry into Kindergarten or Grade 1.


Students who already have a second language, particularlyone of Hebrew origin, can be expected to learn Hebrew andadditional languages more quickly and more easily thanthose beginning their study of a second language.

Additional Factors

Implementation of Hebrew language programming requiresdecisions about staffing and administration. The followingare some guidelines for making these decisions:

Community Support

Successful Hebrew language programming is dependent onthe support of all partners in education. It is critical,however, to have the active involvement of

� the administration and staff of the school� parents of the students enrolled� members of the community at large, particularly those

who speak Hebrew

Teachers

A communicative approach to second-language teaching,which uses content based on other academic subjects and theinterests and experiences of the students, demands a broadrange of teacher knowledge and skills both in Hebrew and insecond-language pedagogy. In addition, teachers will benefitfrom experience and expertise in

� responding to diversity in the classroom and using multi-level groupings

� co-operative learning and student-centered learning� multimedia and computer-assisted learning

Teachers need to engage in and be supported in theirprofessional development, in order to maintain or improvetheir fluency in the language and their cultural knowledgeand skills, and to keep their teaching skills current.

Scheduling

Hebrew language instruction should be scheduled to ensuremaximum continuity of exposure to the language. If studentshave little exposure to the language for extended periods oftime, their language retention is affected. Students benefitfrom using the language on a daily basis.

Choice of Topics and Tasks

In the Appendix, three domains are suggested as organizersto guide the choice learning tasks: the personal, the public,and the educational. Sample areas of experience are listedunder each of the three domains and a table shows howtopics can be developed at different levels. The topics listedare not mandatory, but are intended to encourage teachers toprovide a broad range of language learning experiences atevery level. Choices should be guided by the needs, interests,and daily experiences of the students, as well as the contentof the subject area under study.


Resources

Resources that are selected should be appropriate for the age,developmental levels, and linguistic levels of the students. Arange of print, media, and human resources need to beavailable to support this Curriculum Framework.Informational texts, literature, and a variety of media formswill also need to be acquired.

Language of Instruction

It is expected that classes will take place in Hebrew tomaximize exposure to the language. There may be somesituations where a few minutes of class time will be used toreflect on the learning process in the students’ first language,especially in the early stages of learning.

Assessment and Evaluation

What is Assessment?

Assessment is an integral, ongoing part of the learningprocess itself. It is the process of gathering evidence ofstudent learning in order to determine next steps.Contemporary assessment models (which have been calledalternative assessment, performance assessment, and authenticassessment) have in common the goal of guiding instructionto enable all students to achieve high levels of proficiencyand academic development and to empower them with theskills and attitudes for lifelong learning. When thisinformation is used by students, teachers and parents toinform subsequent teaching and learning activities, it can

increase motivation, engagement, and student success. Thisinformation can also be used by the broader educationalcommunity to monitor student achievement, celebratesuccess, and ensure that appropriate supports for continuedlearning are provided.

The proficiency-based language classroom lends itself tousing multiple forms of assessment to evaluate students’progress as well as the impact of instructional strategies.Assessments of student performances are both formativeand summative. These assessments facilitate studentreflection on the learning process and the improvement oflearning. The most reliable assessment of students’capabilities comes from the work they do over extendedblocks of time under the close guidance of teachers. (NewJersey State Department of Education 54)

The Purpose of Assessment

Identifying the purpose of any assessment is critical to itseffective use. Assessment serves three main purposes:assessment for learning, assessment as learning, andassessment of learning. These purposes relate to differentaspects of the learning process and support and improvestudent learning in distinct ways.

Assessment for learning helps teachers gain insight intowhat students understand so that they can appropriatelyplan and differentiate teaching strategies and learningopportunities to help students progress. By constantlychecking for understanding, students’ misconceptions canalso be surfaced and addressed. Assessment as learningrefers to processes where students assess their ownknowledge, skills, and learning strategies in order to develop


their understanding and refine their learning strategies.Considering these two purposes together, teachers andstudents work in partnership to set and revise learning goalsand adjust teaching and learning strategies to work towardthe achievement of the learning outcomes.

Assessment as learning is a process where by learnersbecome more aware of what they learn, how they learn, andwhat helps them learn. Learners are able to build knowledgeof themselves as learners, and become metacognitive. Inother words, they become aware of how they learn.

Assessment as learning focuses on the role of the student asthe critical connector between assessment and learning.When students are active, engaged, and critical assessors,they make sense of information, relate it to prior knowledge,and use it for new learning. This is the regulatory process inmetacognition. It occurs when students monitor their ownlearning and use the feedback from this monitoring to makeadjustments, adaptations, and even major changes in whatthey understand. It requires that teachers help studentsdevelop, practise, and become comfortable with reflection,and with a critical analysis of their own learning. Throughcollection of data and reflection students and teachers setlearning goals, share learning intentions and success criteria,and evaluate their learning through dialogue and self andpeer assessment. (Manitoba Education, Citizenship andYouth, Rethinking Classroom Assessment 13)

Assessment of learning is summative in nature and is usedto confirm what students know and can do, to demonstratewhether they have achieved the curriculum outcomes, and,occasionally, to show how they are placed in relation toothers. Evaluation is a term that is often used in referring toassessment of learning. Evaluation is a judgement regarding

the quality, value, or worth of a student’s response, product,or performance based on established criteria and curriculumstandards. Through evaluation, students receive a clearindication of how well they are performing in relation tolearning outcomes. It is important to recognize thatevaluation is just one aspect of assessment, and by itself doesnot constitute a full assessment program.

Assessment of learning supports learning when it is used tocelebrate success, adjust future instruction, and providefeedback to the learner. At the school, divisional, andprovincial level, assessments of learning can be used toensure that appropriate supports for continued learning areprovided. Provincially, we collect data on studentperformance in key areas at three levels: from classroom-based assessments in Early Years and Middle Years, andthrough standards tests at Grade 12. This involves collectingand interpreting evidence of student learning and students’ability to apply the knowledge, skills, and attitudes they aredeveloping. Clear criteria for success are necessary, both forsupporting the learner in demonstrating their understandingand skill, and for supporting the teacher in making valid andreliable judgments about student progress and achievement.Evidence gathered through the formative assessment processcan be helpful in arriving at summative judgements, but onlywhen the most current and stable evidence is used and is re-evaluated against the criteria that define reporting levels orgrades.


A Balanced Assessment Plan

It is important that in teachers consider the three purposes ofassessment and develop an assessment plan that attends toall three. Much of the educational literature and researchtoday is focused on classroom-based assessment, specificallyon how the ongoing, formative assessment* that occurs aspart of everyday instruction can support learning.Increasingly, there is a recognition that assessment for and aslearning need to be greater attention and consideration inassisting teachers, students and their parents in improvinglearning and achievement.

While there is some variation in what is considered essential,the following are commonly identified as contributing toeffective assessment during the instructional cycle (AlbertaEducation, Ukrainian):

� Clear learning targets, expressed in terms studentsunderstand, with explicit criteria for success illustratedthrough actual work samples

� Active student involvement in setting performancetargets, self-assessment, planning and adjusting learningstrategies, monitoring and communicating progress

� Provision of specific, descriptive feedback (from theteacher, peers or from self-assessment) that leadsstudents to reflect on progress and take their next steps toachieve the learning outcome(s)

� Use of assessment evidence gained through observation,interaction, discussion and written work, to plan andadjust instruction

When these elements are incorporated into daily classroompractice, the research** shows that student achievementimproves.

Assessment for, as and of learning all serve valuable anddifferent purposes. The challenge is to find an appropriatebalance. Traditionally, the focus of classroom assessment hasbeen on assessment of learning. Research and experience issuggesting that shifting the focus to assessment for, aslearning practices where educators help students understandthemselves as learners and students take increasingresponsibility for their learning increases studentachievement and motivation, and empower students tobecome self-directed, self-managing learners.

The entire teaching and learning process should be informedby an assessment strategy that is interwoven throughout theplanning, instruction, and feedback cycle.

__________

* Formative assessment is now defined by many as information gathered by teachers and students during and after learning that is used to plan and adjust teaching and learning.As such, it would encompass assessment for and as learning described earlier.

** Black and Wiliam’s (1998) well known review of over 250 research studies showed significant student achievement gains when certain actions were taken: when students wereinvolved in the assessment process and when they received increased amounts of specific, descriptive feedback about learning and less evaluative feedback. The greatest gainswere for less successful learners, but the achievement of all students improved.


Engaging Learners

Assessment has a profound influence on student motivationand self-esteem, both of which are critical influences onstudent learning. When the focus of assessment is onlearning, and specific feedback is provided to help thestudent move forward in manageable steps, assessmentbuilds confidence and success. When students experiencesuccess, and are part of collecting and communicatingevidence of success in their learning their motivation andwillingness to persevere increases.

However, assessment can also cause students to disengage.Struggling learners may have experienced assessment asevidence of failure, which confirms negative beliefs aboutthemselves as learners. For those learners especially,assessment must focus on clear, manageable learning goals,and be conducted in a safe classroom climate that valuesrisk-taking, eliminates threat, and enhances students’ beliefsabout themselves as learners.

Research has shown that assessment practices, such asinvolving students in goal setting and self-assessment, whichare underpinned by a belief that every student can improve,promote learning (Black and Wiliam). In contrast, thisresearch also suggests that classroom based assessmentpractices that place too much emphasis on marks andgrading rather than feedback for improvement, and wherestudents’ performance is compared to peers, can actuallyinhibit learning.

Assessing Bilingual Learners

Fair assessment of bilingual students requires three distinctsources of information: background knowledge of thestudents, understanding of the processes students use toperform, and evaluation of the outcomes per se (Brisk citedin Torres-Guzman et al.). This coincides with constructivistviews of learning as a dynamic social process, as “an activitythat is always situated in a cultural and historical context”(Bruner and Haste cited in Torres-Guzman et al.). The role ofthe teacher in establishing a fair assessment of bilingualstudents’ developing skills cannot be overlooked, since theyare the ones structuring the classroom experience throughwhich bilingual children make sense of school activities bytapping and “translating” from the knowledge embedded intheir linguistic and cultural background (Igoa cited in Torres-Guzman et al.).

In bilingual programs, it is common that some teachers willbe involved in only one of the languages in use in the schoolprogram. However, the goal of the program is to promotebilingualism and biliteracy, as well as grade-level academicachievement. Therefore, it is important for teachers to assessand consider student learning with respect to both languagesof instruction and to consider the results of the assessmentwith all teachers involved in the students’ learning.

Equally important is to distinguish between languageproficiency and content knowledge when assessing studentperformance in the content areas. In bilingual classrooms, asin all second language learning environments, it is difficult todistinguish between language proficiency and contentknowledge, as language is always involved in


communicating information. That is students are learning thelanguage while at the same time it is the vehicle fordeveloping the knowledge and skills related to a specificsubject.

The difficulty associated with separating language andsubject area learning can be alleviated when teachers ensurethat when they are planning for instruction and forassessment, both content and language learning outcomesare clearly defined and expressed (Howard et al.). Whether,one is planning a large-scale module, a unit or a lesson plan,outcomes for both language and content area knowledge andskills should be clearly defined.

Once the learning outcomes for the language and the specificsubject have been defined and developed, teachers can thengenerate descriptors for differing levels of attainment bydeveloping rubrics that will allow teachers and students toassess the level of attainment and performance with respectto both language and content area knowledge. Theinformation obtained will l help illuminate the extent towhich students know the language of the content area andthe extent to which they have understood the conceptspresented in that content area.

Assessment Alternatives*

Using a variety of classroom assessments provides a betterpicture of learning and instruction. The following is a

suggested list of different types of classroom assessments.

� Performance Assessment: Students are required to createa product or formulate a response that demonstratesproficiency in a skill or understanding of a process or aconcept. Typically, performance assessments are“authentic” in that they are structured around real-lifeproblems or situations.

� Teacher Observation: The teacher observes studentsengaging in a variety of tasks or activities usingchecklists, rating scales, etc., to record his or herjudgment about a student’s performance in reaching aspecific benchmark.

� Conferencing: The teacher and student dialogue toevaluate the student’s progress on reaching one or morespecific goals.

� Self-Assessment: Students reflect upon and evaluatetheir own work with assessment criteria developed bythe teacher and/or student.

� Peer Assessment: Students evaluate each other’s workwith assessment criteria developed by the teacher and/orstudents.

� Portfolio Assessment: The student’s work is recorded ina collection of materials decided upon by the studentand/or teacher, spanning a period of time, that reflect thestudent’s learning processes, growth, and achievement inan organized and systematic way.

__________

* New Jersey State Department of Education. New Jersey World Languages Curriculum Framework. New Jersey State Department of Education, Winter 1999.Reproduced with permission.


Real-Life Applications

Students will be more successful language learners if theyhave opportunities to use the language for authenticcommunication in a broad range of contexts. The CurriculumFramework supports and encourages the real-life applicationof language learning through meaningful contact with fluentspeakers of Hebrew and authentic Hebrew texts.

Language programs being implemented in a “foreignlanguage” context, in other words, with no languagecommunity immediately available, can make use of authenticmaterials, electronic communications, and multimediaresources to support language learning. They can alsofacilitate student participation in exchanges (within Canadaor abroad), language camps or weekend immersionexperiences, field trips, or longer excursions. Schools orcommunities can be twinned, pen pals arranged, visitorsinvited into the school, etc.


Personal Public Educational

Family (extended)� roles and responsibilities� special events and family celebrations

Home� rooms and furnishings

Self� physical attributes (body, clothing)� emotions

Friends� relationships� shared activities

Daily Activities� routines and chores� meals� family traditions

Leisure Activities� sports� hobbies� music

Travel� daily travel� vacations

Occupations� trades� professions� careers

Mass Media� television� newspapers and magazines� World Wide Web

Arts and Entertainment� professional sports� theatre, dance, films� music performances� visual arts and design

Institutions� government, synagogues, schools� public celebrations� business and industry� museums, library

Civic Responsibilities� conservation� charitable/volunteer activities

Humanities� literature� arts

Social Sciences� geography� history� social issues

Natural Sciences and Mathematics� weather and climate� animals and plants� technology� inventions� money� ecology and the environment� measurement, shape

Health and Physical Education� physical activity� nutrition� public health issues� safety

S A M P L E A R E A S O F E X P E R I E N C E


General Areas of Experience: Example of Distribution by Grades

Note: See pages 36–37 for the areas of experience that have been selected for this curriculum framework.

Kindergarten to Grade 3 Grade 4 to Grade 6

Personal

� My family� My home� My body� Clothing for each season� Games and songs� Favourite foods� My birthday

� Helping at home� My room� Friends� Emotions

� My family tree� My room� Friends� My hobbies and pastimes� Emotions� Family traditions� Fashion

� Peer pressure� Extracurricular activities� Family relationships� Special friends� Personal identity and style� Leisure time

Public

� Jobs people do� Being a good neighbour� Holidays and festivals� Around school

� My community� Travel

� Cartoons and comics� Community service� Media� Getting information

� Public institutions� Travel

Educational

� Stories and rhymes� Today’s weather� Domestic/wild animals� Counting things� Songs and dances� Sports and games� Food and nutrition� Maps and plans

� Making things grow� Spatial relationships� Making music/art� Healthy living

� Caring for pets� Maps and plans� Spatial relationships� Making music/art� Healthy living� Helping the environment� Short stories and poems� The arts around the world

� Literature and the arts� Technology� Peace and human rights� Responsible citizenship� Lifelong fitness


S A M P L E L I S T O F T E X T F O R M S

Written Texts

� Adventures� Advertisements� Biographies and autobiographies� Brochures, pamphlets, and leaflets� Cartoons� Catalogues� Charts, diagrams, graphs� Compositions� Diagrams� Dictionary and grammar items� Drawings� Encyclopaedia entries� Fables� Folk tales and legends� Forms� Graffiti� Graphs� Guest speakers� Historical fiction� Humour� Illustrations

� Information texts� Instructions and other “how to” texts� Invitations� Journals, diaries, and logs� Labels and packaging� Letters, business and personal� Lists, notes, personal messages� Maps� Menus� Mysteries� Myths� Newspaper and magazine articles� News reports� Non-fiction chapter books� Photographs� Picture books� Pictures� Plays� Poetry� Prints� Programs� Questionnaires


� Reader theatre� Recipes� Reports and manuals� Rhymes� Riddles� Role-play� Short stories and novels� Signs, notices, announcements� Stories� Symbols� Textbook articles� Tickets, timetables, and schedules� Travel log� Word-play

Oral Texts

� Advertisements� Announcements� Ceremonies, religious and secular� Conversations, formal and informal� Debates� Fables� Guest speakers� Humour

� Interviews� Lectures� Messages� Murals� Mysteries� Myths� Oral stories and histories� Plays and other performances� Repetition� Reports and presentations� Role-play� Rhymes� Rhythms� Riddles� Songs and hymns� Telephone conversations� Word-play

Multimedia Texts

� Audio tapes� Charts, diagrams, graphs� Comic strips� Computer and board games� Computer software


� Dance� Drawings� Information texts� Movies and films� Murals� News reports� Photographs� Pictures� Puppet plays� Slide/tape and video presentations� Symbols� TV programs� Websites


G L O B A L L I S T O F S T R A T E G I E S

Language Learning Strategies

Cognitive

Students will:

� listen attentively� do actions to match 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 their meaning� repeat words or phrases in the course of performing a

language task� make personal dictionaries� experiment with various elements of the language� use mental images to remember new information� group together sets of things (vocabulary, structures)

with similar characteristics� identify similarities and differences between aspects of

the language being learned and their 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 the language being learned or in their ownlanguage

� find information using reference materials likedictionaries, textbooks, grammars

� use available technological aids to support languagelearning, e.g., CD players, cassette recorders, computers

� use word maps, mind maps, diagrams, charts, or othergraphic representations to make information easier tounderstand and remember

� place new words or expressions in a context to makethem easier to remember

� use induction to generate rules governing language use� seek out opportunities outside of class to practise and

observe� perceive and note unknown words and expressions,

noting also their context and function

Metacognitive

Students will:

� check copied writing for accuracy� make choices about how they 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 alanguage learning task

� reflect on the listening, reading, and writing process� decide in advance to attend to specific aspects of input� listen or read for key words� evaluate their own performance or comprehension at the

end of a task� keep a learning log� experience various methods of language acquisition and

identify one or more they consider particularly useful� be aware of the potential of learning through direct

exposure to the language� know how strategies may enable them to cope with texts

containing unknown elements� identify factors that might hinder successful completion

of a task and seek solutions� monitor their own speech and writing to check for

persistent errors� be aware of their own strengths and weaknesses, identify

their own needs and goals, and organize their strategiesand procedures accordingly

Social/Affective

Students will:

� initiate or maintain interaction with others� participate in shared reading experiences

� seek the assistance of a friend to interpret a text� re-read familiar self-chosen texts to enhance

understanding and enjoyment� work co-operatively 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 non-acceptance by more experiencedspeakers

� participate actively in conferencing and brainstorming asa pre- and post-writing exercise

� use self-talk to make themselves feel competent to do thetask

� be willing to take risks, and try unfamiliar tasks andapproaches

� repeat back new words and expressions which occur inconversations in which they participate, and make use ofthem as soon as appropriate

� reduce anxiety by using mental techniques, such aspositive self-talk or humour

� work with others to solve problems, get feedback ontasks

� provide personal motivation by arranging rewards forthemselves when successful


Language Use Strategies

Interactive

Students will:

� use words from their first language to get their meaningacross, e.g., use a literal translation of a phrase in the firstlanguage, use a first language word but pronounce it asin the second language

� acknowledge being spoken to� interpret and use a variety of non-verbal clues to

communicate, e.g., mime, pointing, gestures, drawingpictures

� indicate lack of understanding verbally or non-verbally,e.g.,

� , raised eyebrows, blank look� ask for clarification or repetition when they do not

understand, e.g., or� use the other speakers’ words in subsequent conversation� assess feedback from conversation partner to recognize

when the message has not been understood, e.g., raisedeyebrows, blank look

� start again using a different tactic when communicationbreaks down, e.g.,

� use a simple word similar to the concept they want toconvey and invite correction, e.g., for

� invite others into the discussion� ask for confirmation that a form used is correct,

e.g.,

� use a range of fillers and hesitation devices to sustainconversations

� use circumlocution to compensate for lack of vocabulary,e.g.,

� repeat part of what someone has said to confirm mutualunderstanding,

� summarize the point reached in a discussion to helpfocus the talk

� ask follow-up questions to check for understanding,e.g.,

� use suitable phrases to intervene in a discussion,e.g.,

� self-correct if errors lead to misunderstandings

Interpretive

Students will:

� use gestures, intonation, and visual supports to aidcomprehension

� make connections between texts on the one hand, andprior 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 they expect to hear or read

based on prior knowledge and personal experience


� use knowledge of the sound-symbol system to aidreading comprehension

� infer probable meaning of unknown words orexpressions from contextual clues

� prepare questions or a guide to note down informationfound in the text

� use key content words or discourse features to follow anextended text

� re-read several times to understand complex ideas� summarize information gathered� assess their own information needs before listening,

viewing, or reading� use skimming and scanning to locate key information in

texts

Productive

Students will:

� mimic what the teacher says� use non-verbal means to communicate� copy what others say or write� use words 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 their

own texts

� use various techniques to explore ideas at the planningstage, such as brainstorming or keeping a notebook orlog of ideas

� use knowledge of sentence patterns to form newsentences

� be aware of and use the steps of the writing process: pre-writing (gathering ideas, planning the text, research,organizing the text), writing, revision (re-reading,moving pieces of text, re-writing pieces of text),correction (grammar, spelling, punctuation), publication(reprinting, adding illustrations, binding)

� use a variety of resources to correct texts, e.g., personaland commercial dictionaries, checklists, grammars

� take notes when reading or listening to assist inproducing their own text

� revise and correct final version of text� 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 re-

phrasing


General Learning Strategies

Cognitive

Students will:

� classify objects, ideas according to their attributes, e.g.,red objects and blue objects or animals that eat meat andanimals that eat plants

� use models� connect what they already know with what they are

learning� 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

(verbal, graphic, or numerical) to assist performance of alearning 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, identify and justify the evidence on

which their inferences are based� use word maps, mind maps, diagrams, charts, or other

graphic representations to make information easier tounderstand and remember

� seek information through a network of sources includinglibraries, the World Wide Web, individuals, and agencies

� use previously acquired knowledge or skills to assistwith a new learning task

Metacognitive

Students will:

� reflect on learning tasks with the guidance of the teacher� choose from among learning options� discover how their efforts can affect their learning� reflect upon their thinking processes and how they 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 their own needs and interests� manage the physical environment in which they have to

work� keep a learning journal such as a diary or a log� develop criteria for evaluating their own work� work with others to monitor their own learning� take responsibility for planning, monitoring, and

evaluating learning experiences

Social/Affective

Students will:

� watch others’ actions and imitate them� seek help from others� follow their natural curiosity and intrinsic motivation to

learn� participate in co-operative group learning tasks


� choose learning activities that enhance understandingand enjoyment

� encourage themselves to try, even though they mightmake mistakes

� 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 make themselves feel competent to do the

task� be willing to take risks, and try unfamiliar tasks and

approaches� monitor their level of anxiety about learning tasks and

take measures to lower it if necessary, e.g., deepbreathing, laughter

� use social interaction skills to enhance group learningactivities

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GrammaticalFeatures

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Grade

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2Grade

3

Pronouns

Nouns

�gend

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sing

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Particles

Verbs

Patterns/Syntax

Expressions

Pronouns

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)�

demonstrativepronoun,

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ently

�interrogatives:

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ction“

”

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ently

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� �expression

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e

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�ordinalnum

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ual

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ction

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ures

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1

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amma

tical

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ures

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out

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2

LanguageExposure:Th

isterm

isused

todescrib

esituations

thestud

entsencoun

terindaily

routines,w

ritten

text,a

ndspeech.F

orexam

ple,

theuseof

thedefinite

article“

”.

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classroom

routines,the

followinggram

maticalelem

ents:

Grade

4Grade

5Grade

6

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�inflectionof

pronouns

""

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�ordinalnum

bers

e.g.,

�plural,d

ual

e.g.,

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ction

� �inflectionof

preposition

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�verbsin

(past)

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sing

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� �expression

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pronouns

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�interrogative

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ual

e.g.,

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�conjun

ction

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sing

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�ordinalnum

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ual

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ction

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,futuretense:

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�causalclause,u

sing

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� �expression

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e

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itGr

amma

tical

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ures

:Lay

out

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16/2008

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3

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itGr

amma

tical

Feat

ures

:Lay

out

16/

16/2008

9:15

AMPage

4

ModelledSituations:

Thisterm

isused

todescrib

elearning

situations

where

amodelof

specificlingu

istic

elem

entsisconsistentlyprovided

andimmediatelyavailable.

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entsinsuch

situations

willhave

anem

erging

awarenessof

thelingu

istic

elem

entsandbe

ableto

applythem

invery

limitedsituations.L

imitedfluency

and

confidence

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entlang

uage. GrammaticalFeatures

Use,inmodelledsituations,the

followinggram

maticalelem

ents:

Kindergarten

Grade

1Grade

2Grade

3

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Nouns

�colours

�cardinalnu

mbers

�them

es

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Verbs

Patterns/Syntax

Expressions

�relatedto

classroom

routines

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�personalpronouns

�possessives

�interrogatives

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er�

sing

ular/plural

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sandadjectives:

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ered

cardinalnu

mbers

1–10

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�prepositions

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sentence

e.g.,

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sentence

(present)

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responses

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sed

independ

ently

and

attributively

Expressions

� �tim

eexpression

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ent

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ction“”

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(present)

�wordfamilies

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noun

sentences


sed

independ

ently

and

attributively

� Expressions

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(why)

�definite

article“

”

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inflection

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preposition:“

”

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(present)

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�roots

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dsentencesfor

contrast(

)�

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dsentences

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5

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itGr

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tical

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ures

:Lay

out

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6

ModelledSituations:

Thisterm

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todescrib

elearning

situations

where

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istic

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entsisconsistentlyprovided

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entsinsuch

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anem

erging

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istic

elem

entsandbe

ableto

applythem

invery

limitedsituations.L

imitedfluency

and

confidence

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entlang

uage. GrammaticalFeatures

Use,inmodelledsituations,the

followinggram

maticalelem

ents:

Grade

4Grade

5Grade

6

Pronouns

�personalpronouns

�inflectionof

pronoun“

”(firstandsecond

person

sing

ular)

�interrogatives

(why)

Nouns

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sandnu

mberagreem

ent,

generalrule,

e.g.,

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mbers:hu

ndreds

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thousand

s�

noun

inflection,

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preposition

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tive

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hy)

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sandnu

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ent,

exceptions

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�pasttenseof

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Expressions

�tim

eexpressions

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hy)

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prepositions:

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second

person

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ular)

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�verbsin

,present

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,futuretense:

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nto

theprefixlettersof

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7

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:Lay

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8

StructuredSituations:

Thisterm

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todescrib

elearning

situations

where

afamiliar

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specificlingu

istic

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entsisprovided

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entsaregu

ided

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entsinsuch

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arenessandem

erging

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istic

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ents,a

ndbe

ableto

applythem

infamiliar

contextswith

teachergu

idance.S

tudent

lang

uage

ischaracterized

byincreasing

fluency

andconfidence.

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Use,instructuredsituations,the

followinggram

maticalelem

ents:

Kindergarten

Grade

1Grade

2Grade

3

Pronouns

�personalpronoun

�interrogatives

Nouns

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er

e.g.,

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ular/plural

�cardinalnu

mbers

1–10

f.

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Patterns/Syntax

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rittenand

orally)

Expressions

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�possessives

�interrogatives

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ular/plural

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ent

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sentenceswith

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sentences,with

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9

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tical

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10

StructuredSituations:

Thisterm

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todescrib

elearning

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where

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istic

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entsisprovided

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entsaregu

ided

intheiruse.

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istic

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ents,a

ndbe

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applythem

infamiliar

contextswith

teachergu

idance.S

tudent

lang

uage

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fluency

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GrammaticalFeatures

Use,instructuredsituations,the

followinggram

maticalelem

ents:

Grade

4Grade

5Grade

6

Pronouns

�possessives

�definite

article“

”

Nouns

Particles

�inflectionof

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�verbsin

,present

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Patterns/Syntax

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dsentencesforcontrast

()

�compoun

dsentencesforadding

,using“”

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superla

tive


sed

independ

ently

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hy)

�definite

article“

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sandnu

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ent,general

rule,e

.g.,

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ndreds

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noun

inflection

e.g.,

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�inflectionof

preposition

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(firstandsecond

person)

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�comparative,

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tive

Expressions

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eexpressions

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hy)

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�noun

sandnu

mberagreem

ent,

generalrule,

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ndreds

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noun

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nto

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11

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itGr

amma

tical

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ures

:Lay

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16/2008

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12

IndependentSituations:

Thisterm

isused

todescrib

elearning

situations

where

stud

entsusespecificlingu

istic

elem

entsinavarie

tyof

contextswith

limitedteachergu

idance.S

tudentsinsuch

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istic

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entsandbe

ableto

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inavarie

tyof

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limitedteachergu

idance.

Fluencyandconfidence

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entlang

uage.

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Use,inindependentsituations,the

followinggram

maticalelem

ents:

Kindergarten

Grade

1Grade

2Grade

3

Pronouns

�personalpronoun

�interrogatives

Nouns

�cardinalnu

mbers

1–10

f.

Particles

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Patterns/Syntax

�simpleverb

sentences(orally)

Expressions

� �classroom

routines

(basic)

Pronouns

�personalpronoun

�interrogatives

Nouns

�cardinalnu

mbers

1–20

f.(orally)

Particles

�prepositions

�conjun

ction“”

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Patterns/Syntax

�simplenoun

sentence

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sentence

inpresenttense,

orallyand

written

Expressions

� �tim

eexpressions(calendar)

� �classroom

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hy)

�possessives

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�gend

er�

sing

ular/plural

�noun

sandadjectives:

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mbers

1–100f.

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ction“”

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�simplenoun

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�simpleverb

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(present)


sed

independ

ently

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itGr

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tical

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ures

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13

Portra

itGr

amma

tical

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ures

:Lay

out

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16/2008

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AMPage

14

IndependentSituations:

Thisterm

isused

todescrib

elearning

situations

where

stud

entsusespecificlingu

istic

elem

entsinavarie

tyof

contextswith

limitedteachergu

idance.S

tudentsinsuch

situations

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consistent

controlofthelingu

istic

elem

entsandbe

ableto

applythem

inavarie

tyof

contextswith

limitedteachergu

idance.

Fluencyandconfidence

characterizestud

entlang

uage.

GrammaticalFeatures

Use,inindependentsituations,the

followinggram

maticalelem

ents:

Grade

4Grade

5Grade

6

Pronouns

�personalpronouns

Nouns

�noun

andadjectiveagreem

ent

Particles

Verbs

�verbsin

,present

�wordfamilies

�roots

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�noun


�complex

verb

sentences(present)

�complex

noun

sentences

Expressions

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�possessives

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Particles

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preposition

“”

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�verbsin

(present)

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,firstperson

only

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�compoun

dsentencesforcontrast

()

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dsentencesusing“”

Expressions

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Nouns

Particles

Verbs

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�verb

sentencesinthepast

�verb

sentenceswith

infinitive

Expressions

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itGr

amma

tical

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ures

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itGr

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tical

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ures

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out

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16


Glossary

G l o s s a r y 121

G L O S S A R Y

Authentic SituationsThese refer to everyday situations one would encounter ina Hebrew-speaking country, e.g., in a bakery, train station,etc.

Authentic TextsThese refer to texts that were designed for and used bynative speakers rather than for the purpose of second-language instruction.

Content-based Language LearningIn content-based language learning, students learn asecond language while they are learning content fromanother subject area. This is the approach taken inimmersion and bilingual programming.

CultureThe members of the culture task force of the National CoreFrench Study (LeBlanc, 1990) have defined culture as “thegeneral context and way of life. It is the behaviours andbeliefs of a community of people whose history,geography, institutions, and commonalities are distinctand distinguish them to a greater or lesser degree from allother groups” (p. 44).Historical and contemporary elements of the culturemayinclude historical and contemporary events, significantindividuals, emblems or markers of national identity(myths, cultural products, significant sites, events in thecollective memory), public institutions, geographical space(regions, landmarks, borders, frontiers), social distinctions,conventions of behaviour, beliefs, taboos, perceptions, andperspectives. Choices about which elements to includeshould reflect the importance of the element within theculture, and the interests and developmental level of thestudents.

Discourse FeaturesThe term “discourse” refers to the organization oflanguage in units greater than the sentence. Although thisis a complex topic involving many aspects of language,teachers need be concerned for the most part about onlythree kinds of discourse features: rhetorical organization,discourse markers, and theme-rheme structure.

Rhetorical organization refers to the way stretches of textlarger than the sentence are constructed. The classicexample is paragraph structure, often recommended to be:topic sentence � supporting details � concluding sentence.Other examples are textbook organization, the structure offriendly letters and business letters, the format of scienceexperiment reports, and the organization of essays(descriptive, expository, etc.) and narratives.

Discourse markers are used to achieve textual cohesion.

Terms like nevertheless — , in spite of —

, consequently — , therefore — , in

contrast to , in comparison to — ,and on the other hand — are infrequent ineveryday communication, so students need to be taughttheir meanings and the proper grammatical usage.

Theme-rheme structure refers to the organization ofinformation within sentences. From the point of view ofinformation organization, most sentences consist of twodistinct parts:a. the topic, or what is being talked about. Some linguists

call this the theme of the sentence.b. The theme is followed by the comment, or what is said about

the theme. This is often called the rheme of the sentence.


For example, consider the following discourse. Mary:“Where’s your brother?” Bill: “He’s in the shower.” InBill’s response, he is the theme (what is being talked about),while is (’s) in the shower is the rheme (what is said about“he”). Notice that in normal discourse the theme typicallyconsists of “given” information, whereas the rheme isusually “new” information. In students’ answers to writtenquestions like: “What is a meteorologist?” The responsewould be: A meteorologist (theme — given information —comes first) is a person who studies the weather (rheme —new information — follows theme).

DiversityWithin most cultures, there are groups of people who havecultural beliefs, values, and practices that are differentfrom the majority or mainstream culture. These differencesmay be based on religion, national or ethnic origin, socialclass, race, colour, gender, etc.

Idiomatic ExpressionAn idiom or an idiomatic expression is a word or group ofwords that has a commonly accepted meaning that is notthe literal meaning. Some examples are: happy as a lark(very happy), I’m fed up (I’ve had enough, I’m disgusted,bored).

Independent SituationsThis 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.

Intercultural SkillsIntercultural competence is a combination of knowledge,skills, and attitudes which enable individuals tocommunicate and interact across cultural boundaries.Skills include finding information about a culture,interpreting it in order to understand the beliefs, meanings,and behaviours of members of that culture, relating one’sown culture to the target culture, and interacting withmembers of that culture. In the process of developing theseskills, language learners will acquire knowledge of theother culture, a heightened awareness of their own, as wellas knowledge of the processes of interaction between twocultures. A pre-condition for successful interculturalinteraction is an attitude of openness and curiosity as wellas a willingness to look at the world from the point of viewof the other culture. Intercultural competence is developedin the Global Citizenship component of the CurriculumFramework.

Language ExposureThis term is used to describe situations the studentsencounter in daily routines, written text, and speech.For example, the use of the definite article “ ”.

Language Learning StrategiesThese are actions taken by learners to enhance theirlearning.Cognitive strategies operate directly on the language andinclude such things as using different techniques forremembering new words and phrases, deducing grammarrules or applying rules already learned, guessing at themeaning of unknown words, or using different ways toorganize new information and link it to previously learnedlanguage.

G l o s s a r y 123

Language Learning Strategies (continued)Metacognitive strategies are higher order skills thatstudents use to manage their own learning. They includeplanning for, monitoring, and evaluating the success oflanguage learning.Social strategies are actions learners take to interact withother learners or with speakers of the target language.

Affective strategies are what learners do to manage theiremotions, motivation, and attitudes, thereby optimizingtheir ability to learn.

Language Use StrategiesThese are actions taken by learners to enhancecommunication and avoid communication breakdown.Language use strategies can be used with no intention ofimproving one’s facility with the language.

Mechanical FeaturesThese are the conventions used to make written text easierto read. They include such things as capitalization,punctuation, paragraphs, titles, or headings.

Modelled SituationsThis term is used to describe learning situations where amodel of specific linguistic elements is consistentlyprovided and immediately available. Students in suchsituations will have an emerging awareness of thelinguistic elements and be able to apply them in verylimited situations. Limited fluency and confidencecharacterize student language.

Non-Verbal CommunicationA large part of what we communicate is done without theuse of words. Meaning can be communicated by gestures,eye contact, facial expressions, body language, physicaldistance, and touching, as well as sounds, noises, andsilence.

RepresentingRepresenting enables students to communicateinformation and ideas through a variety of media, such asvideo presentations, posters, diagrams, charts, symbols,visual art, drama, mime, and models.

Social ConventionsThese are the customs that accompany speech in socialsituations. They include actions such as bowing, shakinghands, or kissing; topics that are taboo in conversation;conventions for turn-taking and interrupting or refusingpolitely; appropriate periods of silence before responding.

Sound-Symbol SystemThe sound-symbol describes the writing system of thelanguage, the correlation between the sounds and thespelling (where the writing system is alphabetic), the rulesof spelling, as well as mechanical conventions such ascapitalization and punctuation. The sound system includesthe pronunciation of vowels and consonants, intonation,rhythm, and stress.

Structured SituationsThis 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 andemerging control of the linguistic elements, and be able toapply them in familiar contexts with teacher guidance.Student language is characterized by increasing fluencyand confidence.

Text FormsDifferent kinds of texts have typical structures. A letter, forexample, has a different form or structure than a report ora poem. An oral interview is different from anannouncement or an oral presentation. See the Sample Listof Text Forms in this Appendix.


ViewingTo derive meaning from visual media and other forms ofnon-verbal communication, e.g., action, dances.

VocabularyVocabulary covers all kinds of words and idioms. It alsoincludes groups of words that function like a single word(e.g., all of a sudden). There is a difference in the range of alearner’s active and passive vocabulary at any given time.“Active” vocabulary entails independent production oflearned words; “passive” vocabulary comprises the wordswhich students can recognize and understand withoutbeing able to produce them. The passive vocabulary willalso be significantly larger than the active.


References

R e f e r e n c e s 127

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