Kindergarten:

Use reading behaviours to make sense of familiar and unfamiliar texts in print:

-Use pictures; Use knowledge of a few high‑frequency words

-Use pictures; use knowledge of sound‑symbol relationships

Grade 1:

C1.4: Identify and use a few strategies to expand vocabulary through reading (e.g., identify cognates [mots apparentés] and familiar words; recognize smaller words within larger words).

C1.3: Read French texts containing familiar words, using a variety of cues (e.g., connect letter combinations to specific sounds in high-frequency words)

Grade 2:

C1.3 read French texts containing familiar words, using a variety of cues (e.g., use knowledge of consonant blends and phonemes to read new words; find words with a specific phoneme)

Kindergarten: 

-Phonemic Awareness: letter sounds

-Spelling Conventions: letters of the alphabet

Grade 1:

-Phonemic Awareness: phonemes

-Language Elements: simple affirmative sentences

-Read simple sentences, decoding the words, pronouncing them correctly and following punctuation conventions.

Grade 2:

-Visualize information when reading in order to facilitate comprehension

-Spelling conventions (complex sounds)

Kindergarten:

Phonological awareness: Children recognize sounds that are heard.

Phonics: Children recognize the connections between oral and written language.

Grade 1:

Vocabulary: Students use new words and make connections between oral and written language to understand and express themselves.

Phonological awareness: Students manipulate words in sentences, as well as manipulate phonemes and syllables in spoken words.

Phonics: Students explore letter-sound (grapheme-phoneme) correspondences in decoding and practice.

Grade 2:

Vocabulary: Students integrate new words into their vocabulary and learn spelling patterns to understand.

Phonological awareness: Students modify words and sentences orally by manipulating phonemes, syllables, and words.

Phonics: Students apply their knowledge of grapheme-phoneme correspondences to decode, read, and write short texts.

Kindergarten:

É-AC3 demonstrates an awareness of the characteristics of French sounds

É-GV7 Uses visual supports to help understand

Grade 1:

É-DV1 demonstrates understanding of short and simple texts in different ways such as words or sentences.

É-DV2 recognizes specific elements of a text:

• sound games and repetition

• important sound or visual cues

É-AC3 demonstrates an awareness of the characteristics of French sounds

Grade 2:

AP-AC1 uses visual cues, sentence segmentation, syllables, as well as cues related to word form, word order, graphophonetics (letter–sound relationships), and meaning.

Kindergarten:

-Communicating simple ideas on familiar subjects in French

-Use meaning cues (picture cues) to predict

-Retrieving very basic information

Grade 1:

Phonological Awareness: Recognize, hear, and manipulate the syllables and sounds of the French language.

Phonics: Establish connections between spoken sounds (phonemes) and written sounds (graphemes) to read words in a text.

Vocabulary: Use knowledge of the vocabulary acquired to facilitate your reading.

Grade 2:

Phonological Awareness: Recognize, hear and manipulate the syllables and sounds of the French language.

Phonics: Establish connections between oral sounds (phonemes) and written sounds (graphemes) to read words in a text.

Kindergarten:

-Recognize the first and last sounds of a word

-Name the letters and the sounds of the letters of the alphabet

-Start using the sounds at the beginning of words to decipher unknown words              -Recognize frequent words in a text

Grade 1:

-Recognize the first sound, the middle sound, and the final sound of a word

-Recognize that words are made of letters and sounds and that sentences are made of words   -Read the sounds made by the letters of the alphabet and recognize the sounds made by most letter groups                                                                                                                                            -Segment a word from the text into syllables and group sounds to make a word

Grade 2:

-Recognize the sounds made by most letter groups

-Use sounds to solve unknown words and groups of known sounds to solve unknown words.

Kindergarten:

-Uses words that have already been modeled and used orally to make connections between spoken and written language

-Uses their developing spelling knowledge to decode and blend sounds, enabling them to read simple words

Grade 1:

-Uses known and practiced sounds to pronounce phonemes orally in the context of words with two or three syllables

-Uses their knowledge of phonetics and phoneme blending to read familiar words and those newly modeled and used orally, both in isolation and in various textual contexts

-Uses their developing spelling knowledge to decode a word with increasing accuracy while reading

Grade 2:

-Reads, spells, and writes the most common consonant and vowel grapheme–phoneme correspondences.

-Uses phonics knowledge, including phoneme blending, to read words from their existing vocabulary as well as newly modeled words that have already been used orally.

-Uses phonemic segmentation to spell phonetically regular one- and multi-syllable words that are part of their existing vocabulary, as well as newly modeled words used orally.

Kindergarten:

RAS ML.0 Develop phonological awareness by recognizing and manipulating words, syllables, and phonemes.

RAS ML.2 Apply knowledge of grapheme–phoneme correspondence to decode

Grade 1:

RAS 1L.2 Use a strategic system of actions to achieve a literal understanding of simple texts.

Grade 2:

RAG 2L.0 Apply knowledge of grapheme–phoneme correspondence to decode

Kindergarten:

1.GL.1 Use visual and auditory clues with prompting for the interpretation of a listening or viewing experience. 

^Specific expectation: 1.CS.1(h) Matches spoken words for colours, food, pets, transportation, body parts, or clothing by pointing to an icon, illustration or photo. 

Grade 1: 

1.CS.1 Demonstrate an understanding of a number of oral key words and familiar phrases

1.LK.1 Demonstrate acquisition of French language concepts, related to themes: knowledge of key words or phrases.

Grade 2:

1.CS.1 Demonstrate an understanding of a number of oral key words

CS.4 Reproduce, with prompting and support, a single key word in print.