The English LA-Immersion program is not offered at this level.

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The Grades 1 to 4 English LA-Immersion Curriculum has been adapted to meet the specific needs of the French Immersion Program. Transfers from the student's first language to the second language help learners make the connections between the two languages. Interference may be evident as a result of second language learning. Early Years students learn to listen, speak, view, represent, read, and write at different times and in different ways. Classroom learning reflects "everyday" experiences where students learn to choose and use appropriate materials for real purposes.

At the end of Grade 1, students can do many of the following activities/tasks :

• talk and think about their own experiences and familiar events; respond to others' ideas and feelings to set classroom and personal learning goals;
• learn and practise word-solving strategies through familiar songs, chants, nursery rhymes, and pattern and picture books; choose stories, songs, and poems to be read aloud by an adult; talk about or show personal connections to what they have seen and heard from print and videos;
• talk and ask questions about a topic and what they want to learn for class or personal projects; find answers from their own experiences, others, objects, pictures, books, libraries, and videos;
• tell, draw, and write their own ideas to share with others through storytelling, pictures, singing, and role-playing;
• learn to share ideas, take turns, co-operate, help others, and ask others for help.

 

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The Grades 1 to 4 English LA-Immersion Curriculum has been adapted to meet the specific needs of the French Immersion Program. Transfers from the student's first language to the second language help learners make the connections between the two languages. Interference may be evident as a result of second language learning. Early Years students learn to listen, speak, view, represent, read, and write at different times and in different ways. Classroom learning reflects "everyday" experiences where students learn to choose and use appropriate materials for real purposes.

At the end of Grade 2, students can do many of the following activities/tasks :

• talk and think about what they, and others, can do to set and keep track of new learning goals;
• discover ways to understand, word-solve meaning from, and practise reading and viewing a variety of "just-right" books, chants, poems, magazines, articles, and videos independently; and show connections to feelings, own experiences, and ideas;
• ask questions to learn more about own or class topics/projects; follow directions to find answers from sources such as elders, libraries, tables of contents, pictures, multimedia materials, and so on;
• use their talking, drawing, and writing to say something to someone; and think about what their ideas look or sound like to others by changing their words, pictures, or presentation;
• participate in large and small groups to work co-operatively.

 

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The Grades 1 to 4 English LA-Immersion Curriculum has been adapted to meet the specific needs of the French Immersion Program. Transfers from the student's first language to the second language help learners make the connections between the two languages. Interference may be evident as a result of second language learning. Early Years students learn to listen, speak, view, represent, read, and write at different times and in different ways. Classroom learning reflects "everyday" experiences where students learn to choose and use appropriate materials for real purposes.

At the end of Grade 3, students can do many of the following activities/tasks :

• talk about and reflect on their own and others' learning; and show evidence that they are working on their goals;
• use comprehension and word-solving strategies to read and view for enjoyment and information; and talk about and/or show understanding, learning, and connections to a wide range of stories, books, videos, and cultural traditions;
• ask good questions to learn more about their own or class topics for research; and follow a plan to find answers and important information from magazines, plays, songs, books, libraries, multimedia sources, and so on.
• create own messages, stories, murals, and so on, for different audiences and purposes; and begin to make changes for sharing with others by improving their words, sentences, spelling, and/or presentation.
• show respect for others; and understand how to help others in large and small groups.

 

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The Grades 1 to 4 English LA-Immersion Curriculum has been adapted to meet the specific needs of the French Immersion Program. Transfers from the student's first language to the second language help learners make the connections between the two languages. Interference may be evident as a result of second language learning. Early Years students learn to listen, speak, view, represent, read, and write at different times and in different ways. Classroom learning reflects "everyday" experiences where students learn to choose and use appropriate materials for real purposes.

At the end of Grade 4, students can do many of the following activities/tasks :

• talk about and reflect on their own learning and others' ideas; and set and monitor goals to improve language learning;
• use past experiences and what they know about books, stories, and language to problem solve meaning from new texts; and explore different ways to learn, think and respond to texts such as folktales, poetry, sculpture, news reports, videos, and so on;
• choose topics, ask appropriate questions, and use a plan for a research project; and explore a variety of information sources such as people, libraries, maps, dictionaries, videos, technology, and so on, to answer their questions;
• talk about personal responsibilities to improve working in groups; and appreciate how language is used in various ways with different community members.

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Through the study of English LA-Immersion, students learn to understand, appreciate, and use language in everyday life. Students learn to listen, speak, read, write, view, and represent at different times and in different ways. Classroom learning reflects "everyday" experiences where students learn to choose and use appropriate materials for real purposes.

In Grade 5, students

• develop ideas by respectfully discussing their thoughts with others, and set personal goals for language learning;
  
  for example: predicting; expressing opinions; listening actively; appreciating others' ideas; disagreeing politely; encouraging others; asking extending questions; paraphrasing; and identifying strengths and areas for growth.
  
  
• learn a variety of strategies that help them understand and respond to what they read, see, and hear;
  
  for example: setting a purpose; asking questions; inferring; confirming or rejecting predictions and conclusions; identifying key ideas; sequencing events; and using a dictionary
  
  
• begin to recognize different ways writers use language;
  
  for example: by experiencing a variety of reading materials such as poetry, articles, novels, news reports, and documentaries
  
  
• do research by determining their own questions and using a plan to gather and record useful information to answer their questions;
• organize and communicate ideas for different audiences and purposes through written, oral, and visual presentations;
  
  for example: telling personal stories; preparing book covers; writing news stories, interviews, reports and inquiry projects, journals, and travelogues; and combining print and art
  
  
• begin to develop the ability to revise and edit their work;
  
  for example: clarifying ideas; improving spelling; writing in complete sentences; and applying some rules for capitalizing and punctuating
  
  
• assume a variety of roles, learn how to work productively, and set goals when they work in groups;
  
  for example: showing self-control, including everyone, and sharing space and materials.

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Through the study of English LA-Immersion, students learn to understand, appreciate, and use language in everyday life. Students learn to listen, speak, read, write, view, and represent at different times and in different ways. Classroom learning reflects "everyday" experiences where students learn to choose and use appropriate materials for real purposes.

In Grade 6, students

• develop clear points of view by respectfully discussing their thoughts with others, and assess and revise personal goals for language learning;
  
  for example: predicting; sharing interpretations; listening actively; contributing ideas; appreciating others' ideas; disagreeing politely; encouraging others; recalling relevant information; clarifying ideas; asking questions; identifying strengths and areas for growth; and following through
  
  
• identify strategies that help them understand and respond to what they read, see, and hear;
  
  for example: asking questions; making notes; adjusting reading rate; summarizing; outlining; responding personally; remembering ideas; understanding how different reading materials are organized; and using a dictionary to determine word meaning in context
  
  
• begin to recognize different ways writers use language, and explain how language choice improves understanding;
  
  for example: experiencing different kinds of reading materials such as novels, biographies, autobiographies, myths, poetry, drawings, and prints
  
  
• do research by determining their own questions, and use their own plan to gather and record useful information to answer their questions;
• experiment with a variety of ways to communicate ideas for different audiences and purposes through written, oral, and visual presentations;
  
  for example: participating in dramatizations such as Readers Theatre and storytelling; giving demonstrations; preparing greeting cards and collages; and using technology; writing diaries, short stories, narratives, speeches, letters, and poetry
  
  
• use a variety of skills and strategies to revise and edit their work;
  
  for example: eliminating unnecessary information; using descriptive language; using appropriate verb tenses and pronouns; and applying some rules for spelling, capitalizing, and punctuating
  
  
• learn to identify and solve problems and help each other stay on task when working in groups;
  
  for example: taking responsibility; being sensitive to others' feelings; monitoring the group; showing self-control; resolving conflicts and negotiating; and staying with the group until the task is complete.

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Through the study of English LA-Immersion, students learn to understand, appreciate, and use language in everyday life. Students learn to listen, speak, read, write, view, and represent at different times and in different ways. Classroom learning reflects "everyday" experiences where students learn to choose and use appropriate materials for real purposes.

In Grade 7, students

• compare and summarize points of view by respectfully discussing their thoughts with others, and reflect on their language learning;
  
  for example: predicting; expressing opinions; reaching conclusions; listening actively; appreciating others' ideas; disagreeing politely; paraphrasing and asking relevant questions to clarify ideas; correcting misconceptions; providing feedback; identifying strengths and areas for growth; and following through
  
  
• use a variety of appropriate strategies to help them understand and respond to what they read, see, and hear;
  
  for example: reflecting on and assessing meaning; skimming; scanning; close reading; stating main ideas and supporting ideas in own words; understanding the purpose of bold print and footnotes in information books; and understanding the meaning of specialized vocabulary
  
  
• compare different ways in which writers use language;
  
  for example: experiencing different kinds of reading materials such as journals, letters, and novels
  
  
• do research in a variety of ways and learn to choose appropriate information sources when seeking answers to their questions;
• identify and use a variety of ways to communicate ideas for different audiences and purposes through written, oral, and visual presentations;
  
  for example: participating in role-play, language games, and simulations; creating posters; preparing PowerPoint presentations; and writing character sketches, legends, scripts, advertisements, speeches, short stories, and cartoon sequences
  
  
• use a variety of skills and strategies to revise and edit their work;
  
  for example: creating a variety of interesting sentences; using figurative language such as similes; eliminating repetition; and applying rules for spelling, capitalizing, and punctuating
  
  
• learn to reach consensus when working in groups, and evaluate their own contributions and the group's effectiveness;
  
  for example: analyzing and evaluating different viewpoints and information; and sharing perspectives and conclusions.

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Through the study of English LA-Immersion, students learn to understand, appreciate, and use language in everyday life. Students learn to listen, speak, read, write, view, and represent at different times and in different ways. Classroom learning reflects "everyday" experiences where students learn to choose and use appropriate materials for real purposes.

In Grade 8, students

• assess their own points of view during respectful discussions with others, and independently reflect on their language learning;
  
  for example: listening actively; sharing perspectives and conclusions; appreciating others' ideas; disagreeing politely; paraphrasing and asking in-depth questions to clarify ideas; correcting misconceptions; assimilating information; providing feedback; celebrating success; identifying areas that require improvement; and following through
  
  
• compare how they understand what they are reading, seeing, and hearing;
  
  for example: summarizing main ideas; and understanding the meaning of specialized and technical vocabulary
  
  
• describe and respond to different ways writers use language;
  
  for example: experiencing different kinds of expression such as magazine articles, diaries, drama, advertisements, commercials, and rock videos
  
  
• do research in a variety of ways and choose appropriate information sources when seeking answers to their questions;
• experiment with more sophisticated ways to communicate ideas, depending upon their audience and purpose, through written, oral, and visual presentations;
  
  for example: presenting mini-lessons, role-plays, impersonations, panel discussions, debates, dramatizations, and speeches; creating collages and timelines; writing biographies, letters to the editor, and newspaper articles; and preparing audiovisual presentations and documentary videos
  
  
• use a variety of skills and strategies to revise and edit their work;
  
  for example: using several kinds of sentences that appeal to the audience; writing effective descriptions; and applying rules for spelling, capitalizing, and punctuating
  
  
• work co-operatively to maintain group harmony, evaluate their own contributions and the group's effectiveness, and set goals for improvement;
  
  for example: comparing reactions; adjusting perceptions; discussing responsibility; resolving conflicts and negotiating; and being assertive in acceptable ways.

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