Académie Lafayette
French language Structures
Articulation

Strands in French Immersion Curriculum
The expectations for French as a second language in the French Immersion program are organized into three strands that correspond to the three main areas of language use: oral communication; reading; writing.

All the knowledge and skills outlined in the expectations are mandatory.  The programs in all grades are designed to develop a range of essential skills in reading, writing, and oral language, providing students with a solid foundation in spelling and grammar; the ability to comprehend what they read in a range of different kinds of texts; an appreciation of literature and the ability to interpret and respond to it; and the ability to use oral language accurately and effectively.

Students in Immersion programs will have many opportunities, in their study of other subjects taught in French, to apply the knowledge and practice and refine the skills they acquire through achievement of the FSL expectation in all three strands.

1st grade   2nd grade   3rd grade   4th grade   5th grade   6th grade   7th grade   8th grade   Achievement Levels Chart

1ST GRADE LANGUAGE STRUCTURES
Students should recognize and use the following language structures in their communicative activities in all three strands (oral communication; reading; writing).

Nouns and pronouns

• Personal pronouns je, tu, il, elle, nous, vous, ils, elles
• Agreement of definite articles ( le, la, l', les)  and indefinite articles ( un, une, des) with nouns
• Addition of "s" to form the plural of nouns ( e.g.,un enfant/des enfants)

Verbs

• present of avoir, être, and regular -er verbs
• aller + infinitive to form the future proche ( e.g., je vais marcher)

Adjectives

• position & agreement, in gender and number, of regular adjectives with nouns ( e.g., le chat noir, la voiture noire, les crayons noirs, les plumes noires)
• Prepositions and Conjunctions
• preposition de to indicate possession
• use of avec
• prepositions of place au, à la, à l', aux, chez, dans, sur, sous

Interrogative Constructions

• questions starting with est-ce que
• questions indicated by rising intonation ( e.g.,tu viens ?)
• questions starting with question words quand, qui, combien, où

Sentence Structure

• simple sentence consisting of subjects + verb + object ( e.g., j'aime mon chat)

2ND GRADE LANGUAGE STRUCTURES
Students should recognize and use the following language structures in their communicative activities in all three strands (oral communication; reading; writing).

Nouns and pronouns

• agreement of partitive articles ( du, de la, de l', des) with nouns
• simple feminine forms of nouns ( e.g., chat/chatte, lion, lionne)
• (1st) Personal pronouns je, tu, il, elle, nous, vous, ils, elles  
• (1st) Agreement of definite articles ( le, la, l', les)  and indefinite articles ( un, une, des) with nouns
• (1st) Addition of "s" to form the plural of nouns ( e.g.,un enfant/des enfants)

Verbs

• subject/verb agreement
• présent of regular -er verbs
• present of frequently used verbs ( e.g.,faire, pouvoir)
• (1st) present of avoir, être, and regular -er verbs
• (1st) aller + infinitive to form the future proche ( e.g., je vais marcher)

Adjectives

• possessive adjectives mon/ma/mes - ton/ta/tes - son/sa ses
• (1st) position & agreement, in gender and number, of regular adjectives with nouns ( e.g., le chat noir, la voiture noire, les crayons noirs, les plumes noires)
• Prepositions and Conjunctions
• use of pour
• (1st) preposition de to indicate possession
• (1st) use of avec
• (1st) prepositions of place au, à la, à l', aux, chez, dans, sur, sous

Interrogative Constructions

• questions starting with question words quel/quelle
• (1st) questions starting with est-ce que
• (1st) questions indicated by rising intonation ( e.g.,tu viens ?)
• (1st) questions starting with question words quand, qui, combien, où

Sentence Structure

• simple sentence consisting of subjects + verb + complement
• ( e.g.,elle est jeune)
• negative ne... pas
• (1st) simple sentence consisting of subjects + verb + object ( e.g., j'aime mon chat)

3RD GRADE LANGUAGE STRUCTURES
Students should recognize and use the following language structures in their communicative activities in all three strands (oral communication; reading; writing)

Nouns and pronouns

• interrogative pronouns qu'est-ce qui/que
• addtition of "X" to form the plural of nouns ( e.g.,un feu/des feux - un chapeau/des chapeaux)
• (2nd) agreement of partitive articles ( du, de la, de l', des) with nouns
• (2nd) simple feminine forms of nouns ( e.g., chat/chatte, lion, lionne)
• (1st) Personal pronouns je, tu, il, elle, nous, vous, ils, elles  
• (1st) Agreement of definite articles ( le, la, l', les)  and indefinite articles ( un, une, des) with nouns
• (1st) Addition of "s" to form the plural of nouns ( e.g.,un enfant/des enfants)

Verbs

• présent of irregular verbs venir, partir, sortir, voir,vouloir, devoir, savoir, prendre
• passé composé of regular -er verbs
• passé composé of aller
• (2nd) subject/verb agreement
• (2nd) présent of regular -er verbs
• (2nd) present of frequently used verbs ( e.g.,faire, pouvoir)
• (1st) present of avoir, être, and regular -er verbs
• (1st) aller + infinitive to form the future proche ( e.g., je vais marcher)

Adverbs

• use and position of frequently used adverbs ( e.g.,bien, vite, lentement, souvent)
• Adjectives
• (2nd) possessive adjectives mon/ma/mes - ton/ta/tes - son/sa ses
• (1st) position & agreement, in gender and number, of regular adjectives with nouns ( e.g., le chat noir, la voiture noire, les crayons noirs, les plumes noires)

Prepositions and Conjunctions

• use of comme, après, avant, derrière, sans, parce que
• (2nd) use of pour
• (1st) preposition de to indicate possession
• (1st) use of avec
• (1st) prepositions of place au, à la, à l', aux, chez, dans, sur, sous

Interrogative Constructions

• questions starting with question words comment/pourquoi
• (2nd) questions starting with question words quel/quelle
• (1st) questions starting with est-ce que
• (1st) questions indicated by rising intonation ( e.g.,tu viens ?)
• (1st) questions starting with question words quand, qui, combien, où

Sentence Structure

• compound sentences using simple connecting words ( e.g., et, ou, mais, puis)
• (2nd) simple sentence consisting of subjects + verb + complement
• (2nd) ( e.g.,elle est jeune)
• (2nd) negative ne... pas
• (1st) simple sentence consisting of subjects + verb + object ( e.g., j'aime mon chat)

4TH GRADE LANGUAGE STRUCTURES
Students should recognize and use the following language structures in their communicative activities in all three strands (oral communication; reading; writing).

Nouns and pronouns

• vous as polite form of tu
• nouns with masculine and feminine forms ( e.g., un fermier,/une fermière - un directeur/une directrice)
• formation of plural of irregular nouns ( e.g.,un travail/des travaux - un cheval des chevaux)
• (3rd) interrogative pronouns qu'est-ce qui/que
• (3rd) addtition of "X" to form the plural of nouns ( e.g.,un feu/des feux - un chapeau/des chapeaux)
• (2nd) agreement of partitive articles ( du, de la, de l', des) with nouns
• (2nd) simple feminine forms of nouns ( e.g., chat/chatte, lion, lionne)
• (1st) Personal pronouns je, tu, il, elle, nous, vous, ils, elles  
• (1st) Agreement of definite articles ( le, la, l', les)  and indefinite articles ( un, une, des) with nouns
• (1st) Addition of "s" to form the plural of nouns ( e.g.,un enfant/des enfants)

Verbs

• présent of -ir and -re verbs
• expressions with avoir and faire ( e.g., j'ai fain, j'ai dix ans, il fait chaud, il fait du ski.)
• Passé récent using venir de ( e.g., je viens de finir mes devoirs)
• (3rd)  présent of irregular verbs venir, partir, sortir, voir,vouloir, devoir, savoir, prendre
• (3rd)  passé composé of regular -er verbs
• (3rd)  passé composé of aller
• (2nd) subject/verb agreement
• (2nd) présent of regular -er verbs
• (2nd) present of frequently used verbs ( e.g.,faire, pouvoir)
• (1st) present of avoir, être, and regular -er verbs
• (1st) aller + infinitive to form the future proche ( e.g., je vais marcher)

Adjectives

• Demonstrative adjectives ce, cet, cette, ces
• Position and agreement, in gender and number, of irregular adjectives with nouns ( e.g., un bel arbre, une maison blanche)
• Possessive adjectives notre/nos - votre/vos - leur/leurs
• (2nd) possessive adjectives mon/ma/mes - ton/ta/tes - son/sa ses
• (1st) position & agreement, in gender and number, of regular adjectives with nouns ( e.g., le chat noir, la voiture noire, les crayons noirs, les plumes noires)

Adverbs

• use and position of frequently used adverbs ( e.g., peu, beaucoup, assez, trop)
• (3rd)  use and position of frequently used adverbs ( e.g.,bien, vite, lentement, souvent)
• Prepositions and Conjunctions
• use of voici, voilà
• (3rd)  use of comme, après, avant, derrière, sans, parce que
• (2nd) use of pour
• (1st) preposition de to indicate possession
• (1st) use of avec
• (1st) prepositions of place au, à la, à l', aux, chez, dans, sur, sous

Interrogative Constructions

• subject/verb inversion with avoir ( e.g.,as-tu faim?, As-tu besoin de..?)
• (3rd)  questions starting with question words comment/pourquoi
• (2nd) questions starting with question words quel/quelle
• (1st) questions starting with est-ce que
• (1st) questions indicated by rising intonation ( e.g.,tu viens ?)
• (1st) questions starting with question words quand, qui, combien, où

Sentence Structure

• compound sentences using connecting words ( e.g., d'abord, et puis, ensuite..)
• (3rd)  compound sentences using simple connecting words ( e.g., et, ou, mais, puis)
• (2nd) simple sentence consisting of subjects + verb + complement
• (2nd) ( e.g.,elle est jeune)
• (2nd) negative ne... pas
• (1st) simple sentence consisting of subjects + verb + object ( e.g., j'aime mon chat)

5TH GRADE LANGUAGE STRUCTURES
Students should recognize and use the following language structures in their communicative activities in all three strands(oral communication; reading; writing).

Nouns and pronouns

• direct object pronouns le, la, l',les
• pronoun on
• (4th)  vous as polite form of tu
• (4th)  nouns with masculine and feminine forms ( e.g., un fermier,/une fermière - un directeur/une directrice)
• (4th)  formation of plural of irregular nouns ( e.g.,un travail/des travaux - un cheval des chevaux)
• (3rd) interrogative pronouns qu'est-ce qui/que
• (3rd) addtition of "X" to form the plural of nouns ( e.g.,un feu/des feux - un chapeau/des chapeaux)
• (2nd) agreement of partitive articles ( du, de la, de l', des) with nouns
• (2nd) simple feminine forms of nouns ( e.g., chat/chatte, lion, lionne)
• (1st) Personal pronouns je, tu, il, elle, nous, vous, ils, elles  
• (1st) Agreement of definite articles ( le, la, l', les)  and indefinite articles ( un, une, des) with nouns
• (1st) Addition of "s" to form the plural of nouns ( e.g.,un enfant/des enfants)

Verbs

• passé compose of -ir and -re verbs
• formation and use of the impératif
• imparfait of être, avoir,, and regular -er verbs
• double verb construction using vouloir, pouvoir, devoir (e.g., je veux aller au cinéma)
• (4th)  présent of -ir and -re verbs
• (4th)  expressions with avoir and faire ( e.g., j'ai fain, j'ai dix ans, il fait chaud, il fait du ski.)
• Passé récent using venir de ( e.g., je viens de finir mes devoirs)
• (3rd)  présent of irregular verbs venir, partir, sortir, voir,vouloir, devoir, savoir, prendre
• (3rd)  passé composé of regular -er verbs
• (3rd)  passé composé of aller
• (2nd) subject/verb agreement
• (2nd) présent of regular -er verbs
• (2nd) present of frequently used verbs ( e.g.,faire, pouvoir)
• (1st) present of avoir, être, and regular -er verbs
• (1st) aller + infinitive to form the future proche ( e.g., je vais marcher)

Adjectives

• interrogative adjectives  quel/quelle/quells/quelles
• superlative form of adjectives ( le plus, le moins)
• (4th)  Demonstrative adjectives ce, cet, cette, ces
• (4th)  Position and agreement, in gender and number, of irregular adjectives with nouns ( e.g., un bel arbre, une maison blanche)
• (4th)  Possessive adjectives notre/nos - votre/vos - leur/leurs
• (2nd) possessive adjectives mon/ma/mes - ton/ta/tes - son/sa ses
• (1st) position & agreement, in gender and number, of regular adjectives with nouns ( e.g., le chat noir, la voiture noire, les crayons noirs, les plumes noires)

Adverbs

• Formation of regular adverbs (e.g., lent/lentement, rapide/rapidement, heureux/heureusement)
• (4th)  use and position of frequently used adverbs ( e.g., peu, beaucoup, assez, trop)
• (3rd)  use and position of frequently used adverbs ( e.g.,bien, vite, lentement, souvent)

Prepositions and Conjunctions

• use of pendant, vers
• (4th)  use of voici, voilà
• (3rd)  use of comme, après, avant, derrière, sans, parce que
• (2nd) use of pour
• (1st) preposition de to indicate possession
• (1st) use of avec
• (1st) prepositions of place au, à la, à l', aux, chez, dans, sur, sous

Interrogative Constructions

• subject/verb inversion ( e.g.,Regardes-tu la télé?, Comprenez-vous?)
• (4th)  subject/verb inversion with avoir ( e.g.,as-tu faim?, As-tu besoin de..?)
• (3rd)  questions starting with question words comment/pourquoi
• (2nd) questions starting with question words quel/quelle
• (1st) questions starting with est-ce que
• (1st) questions indicated by rising intonation ( e.g.,tu viens ?)
• (1st) questions starting with question words quand, qui, combien, où

Sentence Structure

• negative form ne...plus,  ne ..... jamais
• (4th)  compound sentences using connecting words ( e.g., d'abord, et puis, ensuite..)
• (3rd)  compound sentences using simple connecting words ( e.g., et, ou, mais, puis)
• (2nd) simple sentence consisting of subjects + verb + complement
• (2nd) ( e.g.,elle est jeune)
• (2nd) negative ne... pas
• (1st) simple sentence consisting of subjects + verb + object ( e.g., j'aime mon chat)

6TH GRADE LANGUAGE STRUCTURES
Students should recognize and use the following language structures in their communicative activities in all three strands (oral communication; reading; writing).

Nouns and pronouns

• indirect object pronouns lui/leur
• relative pronoun qui, que, don't,lequel
• possessive pronouns (e.g.,le mien, la tienne)
• (5th)  direct object pronouns le, la, l',les
• (5th)  pronoun on
• (4th)  vous as polite form of tu
• (4th)  nouns with masculine and feminine forms ( e.g., un fermier,/une fermière - un directeur/une directrice)
• (4th)  formation of plural of irregular nouns ( e.g.,un travail/des travaux - un cheval des chevaux)
• (3rd) interrogative pronouns qu'est-ce qui/que
• (3rd) addtition of "X" to form the plural of nouns ( e.g.,un feu/des feux - un chapeau/des chapeaux)
• (2nd) agreement of partitive articles ( du, de la, de l', des) with nouns
• (2nd) simple feminine forms of nouns ( e.g., chat/chatte, lion, lionne)
• (1st) Personal pronouns je, tu, il, elle, nous, vous, ils, elles  
• (1st) Agreement of definite articles ( le, la, l', les)  and indefinite articles ( un, une, des) with nouns
• (1st) Addition of "s" to form the plural of nouns ( e.g.,un enfant/des enfants)

Verbs

• imparfait of regular -ir, -re verbs and aller
• present of reflexive verbs related to daily routine (e.g., se lever, s'habiller)
• (5th)  passé compose of -ir and -re verbs
• (5th)  formation and use of the impératif
• (5th)  imparfait of être, avoir,, and regular -er verbs
• (5th)  double verb construction using vouloir, pouvoir, devoir (e.g., je veux aller au cinéma)
• (4th)  présent of -ir and -re verbs
• (4th)  expressions with avoir and faire ( e.g., j'ai fain, j'ai dix ans, il fait chaud, il fait du ski.)
• Passé récent using venir de ( e.g., je viens de finir mes devoirs)
• (3rd)  présent of irregular verbs venir, partir, sortir, voir,vouloir, devoir, savoir, prendre
• (3rd)  passé composé of regular -er verbs
• (3rd)  passé composé of aller
• (2nd) subject/verb agreement
• (2nd) présent of regular -er verbs
• (2nd) present of frequently used verbs ( e.g.,faire, pouvoir)
• (1st) present of avoir, être, and regular -er verbs
• (1st) aller + infinitive to form the future proche ( e.g., je vais marcher)

Adjectives

• indefinite adjective plusieurs
• comparative and superlative form of bon and mauvais
• (5th)  interrogative adjectives  quel/quelle/quells/quelles
• (5th)  superlative form of adjectives ( le plus, le moins)
• (4th)  Demonstrative adjectives ce, cet, cette, ces(4th)  Position and agreement, in gender and number, of irregular adjectives with nouns ( e.g., un bel arbre, une maison blanche)
• (4th)  Possessive adjectives notre/nos - votre/vos - leur/leurs
• (2nd) possessive adjectives mon/ma/mes - ton/ta/tes - son/sa ses
• (1st) position & agreement, in gender and number, of regular adjectives with nouns ( e.g., le chat noir, la voiture noire, les crayons noirs, les plumes noires)

Adverbs

• comparative and superlative forms of bien and mal,
• (5th)  Formation of regular adverbs (e.g., lent/lentement, rapide/rapidement, heureux/heureusement)
• (4th)  use and position of frequently used adverbs ( e.g., peu, beaucoup, assez, trop)
• (3rd)  use and position of frequently used adverbs ( e.g.,bien, vite, lentement, souvent)

Interrogative Constructions

• (5th)  subject/verb inversion ( e.g.,Regardes-tu la télé?, Comprenez-vous?)
• (4th)  subject/verb inversion with avoir ( e.g.,as-tu faim?, As-tu besoin de..?)
• (3rd)  questions starting with question words comment/pourquoi
• (2nd) questions starting with question words quel/quelle
• (1st) questions starting with est-ce que
• (1st) questions indicated by rising intonation ( e.g.,tu viens ?)
• (1st) questions starting with question words quand, qui, combien, où

Sentence Structure

• complex sentences using connecting words (e.g., parce que, car, donc, en effet, ainsi, de plus, ensuite, et puis)
• (5th)  negative form ne...plus,  ne ..... jamais
• (4th)  compound sentences using connecting words ( e.g., d'abord, et puis, ensuite..)
• (3rd)  compound sentences using simple connecting words ( e.g., et, ou, mais, puis)
• (2nd) simple sentence consisting of subjects + verb + complement
• (2nd) ( e.g.,elle est jeune)
• (2nd) negative ne... pas
• (1st) simple sentence consisting of subjects + verb + object ( e.g., j'aime mon chat)    

7TH GRADE LANGUAGE STRUCTURES
Students should recognize and use the following language structures in their communicative activities in all three strands (oral communication; reading; writing).

Nouns and pronouns

• object pronouns with compound verbs (e.g.,je lui ai donné..) and the infinitive (e.g., il veut me parler)
• object pronoun y and en
• interrogative pronouns qui and quoi preceded by a preposition
• relative pronoun où (e.g., c'est l'endroit où je l'ai vu)
• expressions of quantity using the partitive (e.g., un peu de lait)
• (6th)  indirect object pronouns lui/leur
• (6th)  relative pronoun qui, que, don't,lequel
• (6th)  possessive pronouns (e.g.,le mien, la tienne)
• (5th)  direct object pronouns le, la, l',les
• (5th)  pronoun on
• (4th)  vous as polite form of tu
• (4th)  nouns with masculine and feminine forms ( e.g., un fermier,/une fermière - un directeur/une directrice)
• (4th)  formation of plural of irregular nouns ( e.g.,un travail/des travaux - un cheval des chevaux)
• (3rd) interrogative pronouns qu'est-ce qui/que
• (3rd) addtition of "X" to form the plural of nouns ( e.g.,un feu/des feux - un chapeau/des chapeaux)
• (2nd) agreement of partitive articles ( du, de la, de l', des) with nouns
• (2nd) simple feminine forms of nouns ( e.g., chat/chatte, lion, lionne)
• (1st) Personal pronouns je, tu, il, elle, nous, vous, ils, elles  
• (1st) Agreement of definite articles ( le, la, l', les)  and indefinite articles ( un, une, des) with nouns
• (1st) Addition of "s" to form the plural of nouns ( e.g.,un enfant/des enfants)

Verbs

• passé composé of irregular verbs conjugated with avoir (e.g., faire, devoir, pouvoir, vouloir, voir, prendre)
• use of the infinitive as an imperative  (e.g., battre les oeufs)
• future simple of -er, -ir, -re verbs and irregular verbs
• (6th)  imparfait of regular -ir, -re verbs and aller
• (6th)  present of reflexive verbs related to daily routine (e.g., se lever, s'habiller)
• (5th)  passé compose of -ir and -re verbs
• (5th)  formation and use of the impératif
• (5th)  imparfait of être, avoir,, and regular -er verbs
• (5th)  double verb construction using vouloir, pouvoir, devoir (e.g., je veux aller au cinéma)
• (4th)  présent of -ir and -re verbs
• (4th)  expressions with avoir and faire ( e.g., j'ai fain, j'ai dix ans, il fait chaud, il fait du ski.)
• Passé récent using venir de ( e.g., je viens de finir mes devoirs)
• (3rd)  présent of irregular verbs venir, partir, sortir, voir,vouloir, devoir, savoir, prendre
• (3rd)  passé composé of regular -er verbs
• (3rd)  passé composé of aller
• (2nd) subject/verb agreement
• (2nd) présent of regular -er verbs
• (2nd) present of frequently used verbs ( e.g.,faire, pouvoir)
• (1st) present of avoir, être, and regular -er verbs
• (1st) aller + infinitive to form the future proche ( e.g., je vais marcher)

Adjectives

• agreement of the adjective tout (e.g.,tout le monde, toutes les fleurs)
• (6th)  indefinite adjective plusieurs
• (6th)  comparative and superlative form of bon and mauvais
• (5th)  interrogative adjectives  quel/quelle/quells/quelles
• (5th)  superlative form of adjectives ( le plus, le moins)
• (4th)  Demonstrative adjectives ce, cet, cette, ces
• (4th)  Position and agreement, in gender and number, of irregular adjectives with nouns ( e.g., un bel arbre, une maison blanche)
• (4th)  Possessive adjectives notre/nos - votre/vos - leur/leurs
• (2nd) possessive adjectives mon/ma/mes - ton/ta/tes - son/sa ses
• (1st) position & agreement, in gender and number, of regular adjectives with nouns ( e.g., le chat noir, la voiture noire, les crayons noirs, les plumes noires)

Adverbs

• position of adverbs with affirmative and negative compound verbs (e.g., elles ne sont pas souvent allées au cinema)
• (6th)  comparative and superlative forms of bien and mal,
• (5th)  Formation of regular adverbs (e.g., lent/lentement, rapide/rapidement, heureux/heureusement)
• (4th)  use and position of frequently used adverbs ( e.g., peu, beaucoup, assez, trop)
• (3rd)  use and position of frequently used adverbs ( e.g.,bien, vite, lentement, souvent)
• Preposition and Conjunctions
• preposition with geographical names (e.g., en France, au Canada, à Paris)
• use of car, comme, puisque, afin que, si

Interrogative Constructions

• (5th)  subject/verb inversion ( e.g.,Regardes-tu la télé?, Comprenez-vous?)
• (4th)  subject/verb inversion with avoir ( e.g.,as-tu faim?, As-tu besoin de..?)
• (3rd)  questions starting with question words comment/pourquoi
• (2nd) questions starting with question words quel/quelle
• (1st) questions starting with est-ce que
• (1st) questions indicated by rising intonation ( e.g.,tu viens ?)
• (1st) questions starting with question words quand, qui, combien, où

Sentence Structure

• (6th )  complex sentences using connecting words (e.g., parce que, car, donc, en effet, ainsi, de plus, ensuite, et puis)
• (5th)  negative form ne...plus,  ne ..... jamais
• (4th)  compound sentences using connecting words ( e.g., d'abord, et puis, ensuite..)
• (3rd)  compound sentences using simple connecting words ( e.g., et, ou, mais, puis)
• (2nd) simple sentence consisting of subjects + verb + complement
• (2nd) ( e.g.,elle est jeune)
• (2nd) negative ne... pas
• (1st) simple sentence consisting of subjects + verb + object ( e.g., j'aime mon chat)

8TH GRADE LANGUAGE STRUCTURES
Students should recognize and use the following language structures in their communicative activities in all three strands (oral communication; reading; writing).

Nouns and pronouns

• object pronouns with verbs in the imperative (e.g., Parlez-moi.)
• relative pronouns ce qui, ce que
• indefinite pronouns (e.g.,rien, personne, tout, plusieurs)
• (7th)  object pronouns with compound verbs (e.g.,je lui ai donné..) and the infinitive (e.g., il veut me parler)
• (7th)  object pronoun y and en
• (7th)  interrogative pronouns qui and quoi preceded by a preposition
• (7th)  relative pronoun où (e.g., c'est l'endroit où je l'ai vu)
• (7th)  expressions of quantity using the partitive (e.g., un peu de lait)
• (6th)  indirect object pronouns lui/leur
• (6th)  relative pronoun qui, que, don't,lequel
• (6th)  possessive pronouns (e.g.,le mien, la tienne)
• (5th)  direct object pronouns le, la, l',les
• (5th)  pronoun on
• (4th)  vous as polite form of tu
• (4th)  nouns with masculine and feminine forms ( e.g., un fermier,/une fermière - un directeur/une directrice)
• (4th)  formation of plural of irregular nouns ( e.g.,un travail/des travaux - un cheval des chevaux)
• (3rd) interrogative pronouns qu'est-ce qui/que
• (3rd) addtition of "X" to form the plural of nouns ( e.g.,un feu/des feux - un chapeau/des chapeaux)
• (2nd) agreement of partitive articles ( du, de la, de l', des) with nouns
• (2nd) simple feminine forms of nouns ( e.g., chat/chatte, lion, lionne)
• (1st) Personal pronouns je, tu, il, elle, nous, vous, ils, elles  
• (1st) Agreement of definite articles ( le, la, l', les)  and indefinite articles ( un, une, des) with nouns
• (1st) Addition of "s" to form the plural of nouns ( e.g.,un enfant/des enfants)

Verbs

• distinction in the use of the passé composé and the imparfait
• formation of the conditionnel of -er, -ir, -re verbs and irregular verbs
• introduction of the subjunctive present of frequently used verbs (e.g., avoir, être, aller, faire, savoir) with the impersonal expression il faut..
• (7th)  passé composé of irregular verbs conjugated with avoir (e.g., faire, devoir, pouvoir, vouloir, voir, prendre)
• (7th)  use of the infinitive as an imperative  (e.g., battre les oeufs)
• (7th)  future simple of -er, -ir, -re verbs and irregular verbs
• (6th)  imparfait of regular -ir, -re verbs and aller
• (6th)  present of reflexive verbs related to daily routine (e.g., se lever, s'habiller)
• (5th)  passé compose of -ir and -re verbs
• (5th)  formation and use of the impératif
• (5th)  imparfait of être, avoir,, and regular -er verbs
• (5th)  double verb construction using vouloir, pouvoir, devoir (e.g., je veux aller au cinéma)
• (4th)  présent of -ir and -re verbs
• (4th)  expressions with avoir and faire ( e.g., j'ai fain, j'ai dix ans, il fait chaud, il fait du ski.)
• Passé récent using venir de ( e.g., je viens de finir mes devoirs)
• (3rd)  présent of irregular verbs venir, partir, sortir, voir,vouloir, devoir, savoir, prendre
• (3rd)  passé composé of regular -er verbs
• (3rd)  passé composé of aller
• (2nd) subject/verb agreement
• (2nd) présent of regular -er verbs
• (2nd) present of frequently used verbs ( e.g.,faire, pouvoir)
• (1st) present of avoir, être, and regular -er verbs
• (1st) aller + infinitive to form the future proche ( e.g., je vais marcher)

Preposition and Conjunctions

• use of ainsi que, tandis que
• (7th)  preposition with geographical names (e.g., en France, au Canada, à Paris)
• (7th)  use of car, comme, puisque, afin que, si     

ACHIEVEMENT LEVELS

The chart that follows identifies four categories of knowledge and skills: communication, comprehension, organization of ideas, and application of Language conventions.  For each of these categories, there are four levels of achievement.  The chart provides a brief description of each level of achievement, on which teachers will base their assessment of students'work.

The descriptions in the achievement chart are meant to be used to assess each student's achievement of the expectations outlined in this docume3nt for each grade and strand.  Teachers should use the description to identify the level at which a student has achieved a particular expectation or group of expectations, within the appropriate category (or categories) of knowledge and skills.

Knowledge/SKills	Level 1	Level 2	Level 3	Level 4
Communication	The student demonstrates limited knowledge of required forms, structures, and vocabulary	The student demonstrates knowledge of required forms, structures, and vocabulary	The student demonstates considerable knowledge of required forms, structures and vacabulary	The student demonstrates thorough knowledge of required forms, structures, and vocabulary
	The studnt communicates information and ideas with limited clarity	The student communicates information and ideas with some clarity	The student communicates information and ideas with considerable clarity	The student communicates information and ideas with a high degree of clarity and with confidence
Oral Communication	The student communicates with limited accuracy in pronunciation and intonation	The student communicates with some accuracy in pronunciation and intonation	The student communicates with considerable accuracy in pronunciation and intonation	The student communicates with a high degree of accuracy in pronunciation and intonation
Comprehension
understanding of materials read	The student demonstrates limited understanding of the main ideas an details	The student demonstrates some understanding of the main ideas an details	The student demonstrates considerable understanding of the main ideas an details	The student demonstrates thorough understanding of the main ideas an details
understanding of spoken language	The student demonstrates limited understanding of spoken French	The student demonstrates some understanding of spoken French	The student demonstrates considerable understanding of spoken French	The student demonstrates a high degree of understanding of spoken French
Organization of Ideas	The student organizes ideas with limited effectiveness	The student organizes ideas with some effectiveness	The student organizes ideas with considerable effectiveness	The student organizes ideas with a high degree of effectiveness
Application of language conventions	The student applies required conventions in familiar contexts with limited accuracy and effectiveness	The student applies required conventions in familiar contexts with some accuracy and effectiveness	The student applies required conventions in familiar contexts with considerable accuracy and effectiveness	The student applies required conventions in familiar a high degree of accuracy and effectiveness
vocabulary, spelling, grammar and punctuation	The student uses French in new contexts with limited accuracy and effectiveness	The student uses French in new contexts with some accuracy and effectiveness	The student uses French in new contexts with considerable accuracy and effectiveness	The student uses French in new contexts with a high degree of accuracy and effectiveness