Kindergarten to Grade 3

German Language Arts

A Foundation for Implementation
KindErgartEn to gradE 3
gErMan LanguagE arts

a Foundation for implementation

2012
Mani t oba E duc at ion
Manitoba Education Cataloguing in Publication data

Kindergarten to grade 3 german language arts [electronic

resource] : a foundation for implementation

includes bibliographical references.

isBn: 978-0-7711-5020-3

1. german language—study and teaching (Primary)—

English speakers.
2. german language—study and teaching (Preschool)—
English speakers.
3. german language—study and teaching as a second
language (Primary)—Manitoba.
4. german language—study and teaching as a second
language (Preschool)—Manitoba.
i. Manitoba. Manitoba Education.
372.6531

Copyright © 2012, the government of Manitoba, represented by the Minister of

Education.
Manitoba Education
school Programs division
Winnipeg, Manitoba, Canada

Every effort has been made to acknowledge original sources and to comply with
copyright law. if cases are identified where this has not been done, please notify
Manitoba Education. Errors or omissions will be corrected in a future edition.
sincere thanks to the authors, artists, and publishers who allowed their original
material to be used.

all images found in this document are copyright protected and should not be
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schools are encouraged to share this document with parents, guardians, and
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any websites referenced in this document are subject to change. Educators are
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recommending them for student use.

Print copies of this resource can be purchased from the Manitoba text
Book Bureau (stock number 80676). order online at <www.mtbb.mb.ca>.
this resource is available on the Manitoba Education website at
<www.edu.gov.mb.ca/k12/cur/languages/german/index.html>.
Websites are subject to change without notice.
ContEnts

Acknowledgements vii

Chapter 1: Introduction 1
Benefits of Second Language Learning 1
Purpose of This Guide 3
Understanding the Learner 4
Learning the German Language 9
Multiple Intelligences and Second Language Learning 10
Brain Research and Second Language Learning 14
Bloom’s Taxonomy 15

Chapter 2: Language Arts Instruction 17

Literacy Development 17
The Six Language Arts 21
Early Intervention 31
Language Cueing Systems 36
Grammar in the German Language Arts Classroom 37

Chapter 3: Planning 39
Introduction 39
Curriculum Framework 39
Planning Considerations 40
The Physical Environment 46
Understanding the German Language Arts Outcomes 46
Planning Approaches 53
Year Plans 54
Unit Plans 55
Lesson Plans 60

Contents iii
 Chapter 4: Learning and Instructional Strategies 63
Learning Strategies 63
Instructional Strategies 67
Using Technology in the Classroom 100

Chapter 5: Students with Special Education Needs 105

Characteristics of Students with Special Education Needs 105
Differentiated Instruction 107
Using Collaborative Learning 110
Strategies for Students with Attention Difficulties 111
Strategies for Students with Memory Difficulties 113
Strategies for Students with Listening Difficulties 116
Strategies for Students with Reading Difficulties 117
Cognitive Strategy Instruction 118
The Importance of Motivation 119

Chapter 6: Students Who Are Gifted 121

Characteristics of Students who are Gifted 121
Implications for Learning and Teaching 126
Advanced Thinking Processes 132
Mentorships 134
Providing Additional Opportunities 135

Chapter 7: English as an Additional Language Learners 137

English as an Additional Language (EAL) Learners 137
Implications of Learning Multiple Languages Concurrently 144
Additional Language Acquisition 144
Choosing Instructional Strategies 148
Suggestions for Assessment 150

iv Kindergarten to grade 3 german Language arts

Chapter 8: Classroom Assessment 151
Introduction 151
Assessment 151
Evaluation 152
Assessment for Learning (Formative), Assessment of Learning
(Summative), and Diagnostic Assessment 153
Determining the Assessment Purpose 156
Principles of Effective Classroom Assessment 159
Assessment Accommodations for Students with Special
Education Needs 162
Student-Directed Assessment 163
Teacher-Directed Assessment 172

Chapter 9: Grade Level Samples 181

Introduction 181
Integrate for Efficiency and Motivation 182
Reading the Grade Level Samples 182
Grade Level Samples for Kindergarten 185
Grade Level Samples for Grade 1 373
Grade Level Samples for Grade 2 567
Grade Level Samples for Grade 3 761

Contents v
 Appendices 1
Appendix A: Specific Outcomes Chart A-1
Kindergarten A-1
Grade 1 A-14
Grade 2 A-27
Grade 3 A-41
Appendix B: Vocabulary and Classroom Expressions B-1
Appendix C: Planning Tools C-1
Appendix D: Graphic Organizers D-1
Appendix E: Assessment Blackline Masters E-1

Bibliography 1

vi Kindergarten to Grade 3 German Language Arts

aCKnoWLEdgEMEnts

Manitoba Education gratefully acknowledges the many teachers, groups, and other individuals who
contributed to the writing and/or provided suggestions, feedback, and language validation over the
course of development of the Kindergarten to Grade 3 German Language Arts: A Foundation for
Implementation. Manitoba Education would also like to acknowledge its Western and Northern
Canadian Protocol partners Alberta Education and Saskatchewan Learning for their support and
collaboration throughout the development of this resource

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acknowledgements vii
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viii Kindergarten to Grade 3 German Language Arts

 Chapter 1
Introduction

Chapter Summary

Benefits of Second Language Learning

Purpose of This Guide
Understanding the Learner
Learning the German Language
Multiple Intelligences and Second Language Learning
Brain Research and Second Language Learning
Bloom’s Taxonomy

Benefits of Second Language Learning

In North America, the 1990s was a decade of renewed interest in language
learning. There is a growing appreciation of the role that multilingual individuals
can play in an increasingly diverse society, and there is a greater understanding of
the academic and cognitive benefits of learning other languages. The last decade
has seen an emerging global interest in international languages and second
language education. This has led researchers, policymakers, educators, employers,
parents, and the media to re-examine the advantages of learning additional
languages.

Increased research on brain development has focused attention on learning

processes and developmental issues. Some of this research has analyzed the effects
of language acquisition on the brain. The results of these studies have generated
interest in how early learning experiences, including first and second language
acquisition, promote cognitive development. Most experts agree that making it
possible for children to learn a second language early in life and beyond is entirely
beneficial. A summary of the many benefits of learning a second language follows.

Benefits of Second Language Learning: Adapted from Kathleen M. Marcos, “Second Language Learning: Everyone Can
Benefit,” The ERIC Review 6, 1 (Fall 1998), pp. 2, 3.

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C h a p t e r 1 : I n t r o d u c t i o n  1
A Means of Communication

German is one of the top 20 languages spoken in the World. Approximately 100
million people speak German throughout the world. German is the official
language of Germany, where it is spoken by approximately 75 million people, and
of Austria, where it is has 7.5 million speakers. It is one of the official languages of
Liechtenstein, Belgium, Switzerland, Luxembourg, and Italy. It is used as a local
official language in German-speaking regions of Belgium, Italy, Denmark, and
Poland. It is also spoken in Namibia, a former German colony in Africa, in several
Eastern European countries, and in the Americas. In the U.S., the Amish and some
Mennonites speak a dialect of German. Ethnologues estimates that there are
28,000,000 second-language speakers of German worldwide. It is one of the twenty
official languages of the European Union.

Immigrants from Germany or of German-speaking origins have played an

important part in shaping our nation and province. This trend is still true today. In
2006, 1620 immigrants or approximately 16 percent of immigrants arrived in
Manitoba from Germany, making it the second top source country for immigrants
to Manitoba.

Learning German therefore opens many doors for communicating with others
around the world.

Personal Benefits

An obvious advantage of knowing more than one language is having expanded

access to people and resources. Individuals who speak and read more than one
language have the ability to communicate with more people and read more
literature, and benefit more fully from travel to other countries. Introducing
students to alternative ways of expressing themselves and to different cultures
gives greater depth to their understanding of the human experience by fostering an
appreciation for the customs and achievements of people beyond their own
communities. In many cases, the learning of a second language can strengthen the
personal connection to the language and culture of one’s own heritage. Knowledge
of a second language can also give people a competitive advantage in the work
force by opening up additional job opportunities (Villano 1996).
For many people, there is something inherently enjoyable about successfully
communicating in another language. Learning a new language can be an intensely
challenging and rewarding experience.

Cognitive Benefits

Some researchers suggest that students who receive second language instruction are
more creative and better at solving complex problems than those who do not
(Bamford and Mizokawa 1991). Other studies suggest that bilingual individuals
outperform similar monolinguals on both verbal and nonverbal tests of intelligence,
which raises the question of whether ability in more than one language enables
individuals to achieve greater intellectual flexibility (Bruck, Lambert, and Tucker
1974; Hakuta 1986; Weatherford 1986).

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2  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Academic Benefits

Parents and educators sometimes express concern that learning a second language
will have a detrimental effect on students’ reading and verbal abilities in English;
however, several studies suggest the opposite. Knowing a second language,
according to the latest research on reading, can help children comprehend written
languages faster and possibly learn to read more easily, provided that they are
exposed to stories and literature in both languages (Bialystok 1997). By age four,
bilingual children have progressed more than monolingual children in
understanding the symbolic function of written language. By five, they are more
advanced than those who have learned only one writing system.
The positive effects of bilingualism were also documented in an American study
analyzing achievement test data of students who had participated five years or more
in immersion-type international language programs in Fairfax County, Virginia.
The study concluded that students scored as well as, or better than, all comparison
groups and continued to be high academic achievers throughout their school years
(Thomas, Collier, and Abbott 1993). Numerous other studies have also shown a
positive relationship between foreign language study and achievement in English
language arts (Barik and Swain 1975, Genesee 1987, Swain 1981).

Societal Benefits

Bilingualism and multilingualism have many benefits for society. Manitobans who
are fluent in more than one language can enhance Manitoba’s and Canada’s
economic competitiveness abroad, maintain Manitoba’s and Canada’s political
interests, and work to promote an understanding of cultural diversity within the
nation. For example, international trade specialists, overseas media correspondents,
diplomats, airline employees, and national security personnel need to be familiar
with other languages and cultures to do their jobs well. Teachers, health care
providers, customer service representatives, and law enforcement personnel also
serve their communities more effectively when they can communicate with people
of diverse languages and cultures. Developing students’ language abilities will
improve the effectiveness of the workforce and strengthen communities for years to
come.

Purpose of This Guide

This guide to implementation is intended to support the Kindergarten to Grade 3
portion of Kindergarten to Grade 12 German Language Arts: Manitoba
Curriculum Framework of Outcomes. It was developed primarily for teachers, yet
includes information that may be useful for administrators and other stakeholders
in their efforts to plan for and implement the new German language arts curriculum
framework.

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C h a p t e r 1 : I n t r o d u c t i o n  3
 Familiarity with the curriculum framework is essential to teachers as they plan and
implement language courses in their classrooms. The framework provides a brief
discussion of the value of learning a second language and lays out learning
outcomes for each grade level. It defines what students are expected to achieve and,
hence, what teachers are expected to teach. To obtain the current version of the
curriculum framework, visit the Manitoba Education website at
<www.edu.gov.mb.ca/k12/cur/languages/german/framework>.

This foundation for implementation will assist educators as they:

• develop further understanding of the curriculum framework
• plan for meeting the needs of diverse learners
• plan for the use of technology in the delivery of the new program
• communicate with stakeholders, such as parents and community
members
• plan for instruction and assessment that support student achievement of
the learning outcomes
• monitor student progress in achieving the learning outcomes
• select learning resources to support their own professional development
• select student learning resources to enhance instruction and assessment

Understanding the Learner

The Nature of Kindergarten to Grade 3 Learners

Kindergarten to Grade 12 German Language Arts: Manitoba Curriculum

Framework of Outcomes is a student-centred curriculum designed to support the
language learning of students in the German bilingual program in Manitoba. The
unique characteristics and needs of these students formed the basis for curriculum
development.

The term bilingual programming is used to describe a partial immersion program

where English and a second language are both languages of instruction. In
bilingual programming, language arts is taught either in English or German.
Cultural knowledge, skills, and attitudes are often taught using an integrated
approach.

Teachers of German language arts need to view their students in a holistic manner,
and keep in mind that these learners can also be viewed from a variety of
perspectives. Foremost, students in this program need to be considered as learners
with many of the same developmental characteristics, abilities, and individual
needs as mainstream students. Furthermore, students must be considered as second
language learners, necessitating a close examination of the unique needs,
characteristics, and influences that affect their language learning. Students should
also be considered as learners of the German language. Finally, teachers, parents,
administrators, community members, and others need to be aware of the fact that
these learners are learning German in a Western Canadian context.

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4  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Elementary School Learners

Language and literacy development begins with a child’s earliest experiences with
language. The development of listening, speaking, reading, writing, viewing, and
representing skills is an interrelated process. Elementary school learners actively
engage in acquiring language and constructing their own understandings of how
oral and written language works. Language learning in the Early Years is fostered
through experience in meaningful contexts. Social interaction is also a vital part of
students’ social, emotional, intellectual, and linguistic development.

In the Early Years, there is a dramatic growth in students’ listening, speaking,

reading and writing vocabulary. In the first language (usually English), most
students move rapidly along a literacy continuum from emergent literacy to
independence in reading, writing, viewing, and representing. An increased
vocabulary and a growing ability to consider other points of view greatly improve
students’ oral and written communication skills.

Students need to feel accepted and confident that they will be supported by others
in their risk taking, learning and growing. Self-concept plays an important role in
students’ learning and in their willingness to try challenging tasks. In the Early
Years, learners are eager to make sense of the world and are developmentally ready
to explore, take risks, construct things and take things apart. They are also
acquiring attitudes toward learning that they will carry with them throughout their
school years and beyond.

Language and literacy learning at the Kindergarten to Grade 3 level requires a

unique classroom culture and climate that is different from those required for older
students. These students are distinguished by special intellectual, moral, physical,
emotional, psychological, and social characteristics that shape the way they learn.
The methods, contexts, resources, and supports chosen by teachers should be
influenced by the needs, characteristics, and interests of the students, and so the
teachers’ styles, attitudes, and pacing may vary from classroom to classroom.

The Second Language Learner

The German bilingual program in Manitoba meets the needs of a wide range of
learners. Currently, most students enter these programs at Kindergarten or Grade 1
with little or no previous exposure to the German language. Most of these students
speak English as a first language within an English language majority environment;
however, students also enter this program with a variety of language skills and
experiences. For example, some students enter this program with some German
language experience, while others enter with a strong proficiency in German or
other related languages. Occasionally, students will enter this program with little or
no English language proficiency. Therefore, a diverse range of student language
abilities exists in German language arts classrooms.

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C h a p t e r 1 : I n t r o d u c t i o n  5
 The Kindergarten to Grade 12 German Language Arts program was developed with
the assumption that the majority of students entering the program at the
Kindergarten or Grade 1 level would have little or no previous exposure to the
German language. Therefore, the majority of students must be considered second
language learners. This requires that when planning and delivering instructions,
teachers need to consider the unique needs, characteristics, and influences that
affect their students as second language learners.

Second language learning is influenced by many factors that can be broadly

categorized into three main areas:

Outside Influences

These include social, economic, and political influences. For example, the
importance placed by the family and the community on the language being learned,
as well as the availability of opportunities to use the language meaningfully outside
the classroom, are both factors that can affect the acquisition of a second language.

Classroom Factors

Important classroom-based factors that affect second language learning include

instructional organization, such as the amount of time spent conversing in the
second language, the quality of the language input, and class size. Teaching styles,
methodologies, and approaches are also key classroom factors.

Personal Characteristics

Personal characteristics include individual differences that can affect the rate and
quality of an individual’s second language acquisition. Elements such as previous
knowledge and experiences with the first language, German, or other languages
can have significant impacts on a student’s future learning of a new language. are
Contributing factors include personal characteristics such as the age at which the
student began learning the second language, the student’s aptitude for learning
languages, as well as the student’s motivation, attitude toward learning the
language, and learning preferences. Other personality variables, such as anxiety
levels, self-esteem, self-concept, and social skills, have also been thought to
influence second language acquisition.

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6  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Factors that Influence Multilingual Development

There are a number of individual factors that affect students and their capacity to
learn an additional language. These factors are beyond the control of the teacher or
school, but they are important to consider as they help explain why students
acquire language at different rates. Tracey Tokuhama-Espinosa (2001) identifies 10
key factors that affect individual learners. The following are nine of the factors that
are most relevant for language learners in elementary school settings:

Aptitude Every student is born with an inherent aptitude for different kinds of learning.
While teachers cannot influence how much aptitude a student has, they can use the
other eight factors to optimize whatever aptitude exists.

Timing There is a window of opportunity in a person’s life when second language learning
is facilitated by various factors. Research has shown that the preschool years and
the period up to approximately age 12 are particularly important in children’s
linguistic development. The debate over whether it is better to begin second
language learning at an early age or to wait until students are more mature has not
been resolved. Some evidence supports starting second language learning early, as
there are differences in the brain processes between learning a second language as a
young learner and learning the language as an older learner. Students who begin
learning at an earlier age also would have a greater exposure to the language over
time.

Motivation Students’ readiness to learn another language is partially dependent on their

motivation and on internal and external factors, such as how they feel about the
language being learned and the attitude of other significant persons
(e.g., parents and peers). Positive experiences with, and positive perceptions of, the
second language serve to increase motivation.

Planning In her research, Tokuhama-Espinosa found that families that had a well-developed
plan to provide good language learning opportunities were more successful in
developing bilingual language skills. In a school setting, it is equally important that
an effective instructional plan is in place to implement a language arts program.

Consistency Second language students exposed to language learning opportunities in a

consistent and continuous fashion are most successful. In schools, it is important to
schedule language arts programs in a way that provides for well-sequenced and
consistent language learning opportunities.

Opportunity A student may have great motivation, but without the opportunity to practise a
second language in meaningful situations, he or she never becomes truly proficient.
It is important that sufficient time be allocated for language arts programs during
the school day. Students and parents can supplement and enhance classroom
language learning by seeking out or building opportunities for language learning in
the home and in the community, as well as by participating in related
extracurricular activities.

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C h a p t e r 1 : I n t r o d u c t i o n  7
Linguistic The target language and those that the students are already fluent in may
Relationship share a common historical root. If the student’s first language shares roots
among with the second language, the second language is easier to learn due to
Languages similarities in grammar, vocabulary, and sound systems, which ease the
transfer of their first language skills. Teacher awareness of the linguistic
diversity present in the classroom enables more effective responses to
learner needs and assists in assessing student learning.

Gender There is evidence that women and men use different parts of the brain when
engaged in language learning. When planning learning activities, teachers need to
consider gender differences and ensure that a variety of instructional approaches
are used to address diverse student characteristics.

Hand Use Most people have their main language area of the brain in the left frontal and
parietal lobes, but, inexplicably, 30 percent of those who write with their left hand
and 5 percent of those who write with their right hand may actually have language
spread out over a greater area. This is not to say that these individuals are better at
second language learning than others, but rather that they may favour different
teaching methods.

Ensuring Student Awareness and Use of Strategies

Successful language learners use a number of cognitive, metacognitive and

social/affective strategies that help make their learning more effective.
For more Communication and language use strategies are important to the development of
information …
communicative competence and are clearly laid out in Kindergarten to Grade 12
Kindergarten to
German Language Arts: Manitoba Curriculum Framework of Outcomes.
Grade 12 German
Language Arts: Many students benefit from explicit classroom instruction regarding language
Manitoba learning and language use strategies. Once students are aware of the various
Curriculum
Framework of strategies and have practised them, they can select the most effective ones for a
Outcomes particular task. By using strategies they have selected, students see the link between
their own actions and their learning and become more motivated and more effective
language learners.

Building on Prior Knowledge

The constructivist theory of learning suggests that people learn by integrating new
information or experiences into what they already know and have experienced.
Students do this most effectively through active engagement with tasks that are
meaningful to them, in authentic contexts using actual tools. For this reason, the
content and tasks around which lessons and units are structured should be chosen
from within the students’ areas of experience. For example, if students are involved
and interested in a particular sport, a task can be chosen that links with this interest.
The learning activities will build on the students’ knowledge and experience while
encouraging them to increase their understanding and broaden their horizons.

________________________________________________________________________________
8  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students come to their language learning experiences with unique sets of prior
knowledge, even if they have similar cultural and socioeconomic backgrounds.
Classroom activities that provide choice and flexibility allow students to make
meaningful connections and to be actively involved in constructing their own
learning.

Transferring First Language Knowledge

Students come to their language arts classes with large bodies of useful knowledge
about language, even if they have never spoken a word of the language being
taught. They can transfer knowledge of their first language and other languages to
their learning of a new language. They may also transfer language learning and
language use strategies from one language context to another. Initially, the first
language may also be a source of interference as students try to apply
generalizations valid for their dominant language to the language they are learning.
Students benefit from an awareness of both similarities and differences between
their first language and the language being learned (e.g., similarities and
differences related to the sound system, grammar structures, vocabulary, and
discourse features).

Understanding the Culture

Intercultural competence is an essential element of any language-learning

endeavour. Knowledge of the target culture must take into account that cultures
evolve over time and minority cultures exist within the dominant culture in any
society. If students develop the skills to analyze, understand for themselves, and
relate to any culture they come in contact with, they will be prepared for encounters
with cultural practices that have not been dealt with in class.

Learning the German Language

There are significant differences between the English language and the German
language, and educators and parents should be aware of the challenges faced when
learning German.

In terms of grammar, German has a complex morphology. All nouns have one of
three genders: masculine, feminine, or neuter. There is little logic that governs the
gender of a plant, an insect, an inanimate object, or an abstract noun.

German, like Latin, is an inflected language. This means that nouns, adjectives, and
pronouns must have case endings to indicate their function (subject, object, or
indirect object) in a sentence. English is not an inflected language; therefore,
students require considerable time and practice to acquire grammatical
understanding in modelled, structured, and unstructured situations.

In German, verbs are conjugated to denote person, number, voice, tense, and mood.
This is more complex than in English; therefore, more attention will need to be
devoted to teaching and practising German conjugation patterns.

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C h a p t e r 1 : I n t r o d u c t i o n  9
Multiple Intelligences and Second Language Learning

Harvard psychologist Howard Gardner (1983, 1998) has spent many years
analyzing the human brain and its impact on education, including language
learning. According to his research, an individual possesses multiple intelligences,
but these intelligences are developed to different degrees.

Gardner’s Types of Intelligence

Linguistic Intelligence: The ability to read, write, and communicate with words.
Logical-mathematical Intelligence: The ability to reason and calculate.
Visual-spatial Intelligence: The ability to master position in space. This intelligence is used by
architects, painters, and pilots.
Kinesthetic Intelligence: The physical intelligence used by dancers and athletes.
Musical Intelligence: The musical ability highly developed by composers and top musicians.
Interpersonal Intelligence: The ability to relate to others, used by salespeople and psychologists.
Intrapersonal Intelligence: The ability to know one’s inner feelings, wants, and needs.
Natural Intelligence: The ability to learn by exploring nature.

The Implications of Multiple Intelligence Theory on Second Language Teaching

• Learning is experiential: Students learn by engaging in real hands-on activities and tasks.
• Learning uses all senses: Teachers can reinforce learning with pictures and sounds, and
students can learn by touching, tasting, and smelling (Dryden and Rose 1995).
• Learning should be fun: The more fun it is to learn a language, the more one will want to
continue. Learning while playing is an effective way to learn as it creates emotional
attachments, and emotion is a door to learning (Jensen 1994, Dryden and Vos 1997,
Dryden and Rose 1995).
• Learning is best in a relaxed but challenging environment.
• Learning is enhanced through music and rhythm: Often one can remember the songs
learned in early childhood because lyrics combined with music are easier to learn
(Lozanov 1978, Campbell 1997, Brewer and Campbell 1998).
• Learning is enhanced through action: While traditionally students were encouraged to sit all
day long, we now know that students learn more when they move as they learn. Teachers
can use learning strategies that include physical interaction and can encourage students to
dance and move to the rhythm when learning a language (Gardner 1983, Doman 1984,
Dryden and Vos 1997).
• Learning is enhanced by engaging with others: Having students practise a language by
talking to each other socially (e.g., over a meal) is a great way to learn (Gardner 1983,
Dryden and Vos 1997).

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10  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Gardner’s Multiple Intelligences
Intelligence Students learn Teacher’s Planning Learning Activities
best by: Questions
Linguistic verbalizing, How can I use the • creative writing
hearing, and spoken or written • formal speech
seeing words word? • humour or telling jokes
• impromptu speaking
• journal or diary keeping
• oral debate
• poetry
• storytelling

Logical- conceptualizing, How can I bring in • puzzles

mathematical quantifying, and numbers, calculations, • logic games
thinking critically logic, classifications, or • abstract symbols and formulas
critical-thinking skills? • calculation
• counting
• deciphering codes
• finding patterns
• graphic organizers
• number sequences
• outlining
• problem solving

Visual-spatial drawing, How can I use visual • drawing

sketching, and aids, visualization, • creating videos
visualizing colour, art, or • active imagination
metaphor? • colour schemes
• designs and patterns
• drawing guided imagery
• mind mapping
• painting pictures
• sculpture/model

Kinesthetic dancing, building How can I involve the • physical games

models, and whole body or use • body language
engaging in hands-on experience? • dancing—folk or creative
hands-on activities • drama/acting
• inventing
• martial arts
• mime
• physical gestures
• physical exercises
• playing sports and games
• role-playing

Gardner’s Multiple Intelligences Chart: Adapted with permission from the Nebraska Department of Education, Nebraska K–12
Foreign Language Frameworks (Lincoln, NE: Nebraska Department of Education 1996), pp. 266–267.

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Intelligence Students learn Teacher’s Planning Learning Activities
best by: Questions

Musical singing, chanting, How can I bring in • chanting

and playing music or • humming
background music environmental sounds, • rapping
while learning or set key points in a • listening to music
rhythmic or melodic • music performance
framework? • music creation
• rhythmic patterns
• singing
• tonal patterns
• vocal sounds and tones

Interpersonal working with How can I engage • peer assessment

another person or students in peer • collaboration skills
a group of people sharing, cooperative • cooperative learning
learning, or large • empathy practices
group simulation? • group projects
• intuiting others’ feelings
• listening
• person-to-person
communication
• teamwork/division of labour

Intrapersonal relating to a How can I evoke • self-assessment

personal feeling or personal feelings or • reflective writing
an inner memories or give • guided imagery
experience students choices? • focusing/concentration skills
• higher-order reasoning
• metacognition techniques
• silent reflection methods
• telling about feelings
• telling about thinking
• thinking strategies

Natural observing, How can I relate • discovering, uncovering

classifying, and students’ learning to • observing, watching
appreciating the physical world? • forecasting, predicting
• planting
• comparing
• displaying
• sorting and classifying
• photographing
• building environments

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12  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Brain Research and Second Language Learning
Diane Larsen-Freeman (2000) observes that “the issue for teachers who wish to honour
the diversity of intelligences among their students is how to represent the other
intelligences and enable each student to reach their full potential, while not losing sight
that their purpose is to teach language” (172).

The following are implications of brain research for second language learning:
1. Build in reflection: It is important to let children take time to “simmer.” There is a silent stage
to language learning. First, children absorb the language. Later, they begin to speak
(Krashen 1992).
2. Link learning: “The more you link, the more you learn” (Dryden and Vos 1999, 315). Anything
can be linked when learning a second language, including numbers and new vocabulary
words (Dryden and Vos 1997). For example, link numbers and words in a playful way (Dryden
and Rose 1995). Reciting the numbers from one to ten in the target language in rhythm is a
fun way to begin language learning.
3. Use the whole world as the classroom: Real-life experiences and situations engage learners
and bring meaning and context to the learning process (Dryden and Vos 1997).

Brain-based Learning Theory

Brain-based learning theory asserts that all humans are born with the ability to learn.
“Although all learning is brain based in some sense…brain-based learning involves
acknowledging the brain’s rules for meaningful learning and organizing teaching with
those rules in mind” (Caine and Caine 1994, 4).

Caine and Caine (1991, 1994, 2005) outline 12 principles to provide a theoretical
foundation for brain-based learning:

1. Learning involves the entire physiology: Everything that happens to us,

whether it is physical, emotional, or cognitive, has an effect on learning.

2. The brain is social: We always search for ways to belong to a community and seek
interaction with others.

3. The search for meaning is innate: We strive to make sense of our experiences.

4. The search for meaning occurs through patterning: We categorize our

experiences so we can establish patterns and bring order to our world.

5. The brain is a parallel processor: The brain can perform several different
activities at the same time.

6. Emotions are critical to patterning: Emotion and cognition are strongly tied. It
is emotionally difficult to change patterns such as assumptions and beliefs.

7. The brain processes parts and wholes simultaneously: The brain is

designed to perceive experiences as both separate and interconnected.

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C h a p t e r 1 : I n t r o d u c t i o n  13
 8. Learning involves both focused attention and peripheral perception:
Even when we are paying attention to one task, we are also absorbing information
reaching us from the environment outside our immediate focus.

9. Learning always involves conscious and unconscious processes:

Unconscious processing is ongoing and contributes significantly to understanding.

10. There are at least two different types of memory: Systems for rote learning
and spatial memory coexist in the brain. Memory is not only what we “store and
retrieve”; it is based on what we encounter in our natural, daily experiences.

11. Learning is enhanced by challenge and inhibited by threat: Feelings of

self-worth and accomplishment allow us to learn. Feelings of fear brought on by
fatigue, helplessness, or overstimulation cause our brains to “downshift.”

12. Each brain is unique: Although our brains share physical characteristics, we
each perceive and react to the world differently.

Sample Strategies to Support Brain-Based Learning:

• Develop an understanding of the impact of nutrition, exercise, and stress on

learning.
• Facilitate cooperative learning and provide students with opportunities to
interact.
• Use various methods and approaches that have been proven effective.
• Acknowledge that students mature at different rates. Because of these
natural differences, “equality” in student performance is not expected.
• Provide a learning environment that employs routines and behavioural
guidelines while offering activities that challenge and excite students.
• Model enthusiasm for communicating in the second language.
• Provide a classroom environment that features changing displays of
vocabulary and culturally rich materials.
• Facilitate language and culture immersion activities, such as field trips,
projects, stories, performances, and drama.
• Provide opportunities for students to actively process what and how they
have learned through reflection and metacognition.
• Foster a classroom atmosphere where students take learning risks yet feel safe
and relaxed.
• Account for individual learning preferences.

Bloom’s Taxonomy
Bloom’s Taxonomy is a model that focuses on six levels of complexity in the thinking
processes. Knowledge and Comprehension are the lower or more concrete levels of
thinking. Analysis, Synthesis, and Evaluation represent higher or more complex levels of
thinking. The Application level, which falls between the lower and higher levels, can be
less or more complex, depending on the task.

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14  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Sample Activities Organized in the Bloom’s Taxonomy Model

Level Sample Activities in the Second Language Classroom

Knowledge/ • Arrange lines of dialogue
Comprehension • Fill out authentic forms in German
• Listen for sequence
Students recall • Explain the “What? Who? Where? When? How? Why?”
• Describe scenes from a video presentation
information and
• Describe pictures from a German culture
restate the • Define words
information in their • Listen to and paraphrase in English a conversation heard in German
own words. • Draw pictures from verbal information of a German cultural scene or object
• Understand text written in German
Application • Dub cartoons or television shows
• Instruct others to prepare a German cultural dish step-by-step
Students apply the • Produce questions with correct pronunciation
information in one or • Apply a cultural custom to a real-life situation
more contexts. • Interview classmates on their daily activities
• Plan a menu for occasions typical of German culture
• Make shopping lists for various German cultural or social events
• Apply rules of cultural protocol for dining in Germany
• Apply gestures learned to an authentic situation
• Apply reading strategies to understand authentic texts
Analysis • Identify elements of a particular literary form
• Analyze the lyrics of popular songs to compare two cultures’ perspectives
Students understand • Compare points of view found in two editorials
component parts and • Analyze a story, poem and other authentic materials
recognize patterns so • Analyze a scene from a German culture
they can compare • Find evidence to support opinion
and contrast or • Conduct a survey and analyze the results
categorize • Analyze typical foods of German culture for nutritional value
• Identify the best route to a historic site important to German culture
information. • Play the role of a tourist who bargains in German for merchandise
Synthesis • Write an alternative ending to a story
• Predict consequences if historical events were altered
Students make • Write titles for a play, story, or article
predictions and • Write headlines in newspaper style on current issues in Ukraine
create new ideas • Predict future events
based on their • Write a diary of an imaginary trip
knowledge of • Extend a story
• Compose a poem, skit, role play or advertisement
component parts.
• Create hypothetical real-world situations in a German-speaking country
• Create an infomercial
Evaluation • Evaluate solutions to cultural dilemmas
• Give and support opinions about issues
Students judge what • Evaluate television shows, movies, or cartoons
they have analyzed • Write an editorial, giving and supporting their own opinion
and support their • Express the pros and cons of policies
opinions. • Give and support a decision in a mock trial
• Write an ambassador with suggestions for the resolution of a real-world problem
• Justify, in German, decisions of what sites to visit
• Read an editorial in a newspaper, respond, and send the response
• Evaluate web pages as sources of information in German

Sample Activities Organized in the Bloom’s Taxonomy Model: Adapted with permission from the Nebraska Department of
Education, Nebraska K–12 Foreign Language Frameworks (Lincoln, NE: Nebraska Department of Education, 1996), p. 307.

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16  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Chapter 2
Language Arts
Instruction

Chapter Summary

Literacy Development
The Six Language Arts
Early Intervention
Language Cueing Systems
Grammar in the German Language Arts Classroom

Literacy Development
Literacy development is continuous throughout a person’s life, beginning with his
or her earliest experiences with language. Observations of students show that the
development of oral language, reading, and writing are interrelated processes, and
students learn to read and write concurrently. Students will initiate activities with
paper, pencils, crayons, books, and magazines, and will spontaneously assume the
roles of writer and reader in their daily play.

In emergent literacy, students actively engage in acquiring language and in

constructing their own understandings of how oral and written language work.
They experiment with these understandings, testing them in verbal interaction with
their parents and other adults. As parents and other adults demonstrate reading and
writing in purposeful, meaningful ways, students come to expect meaning from
print. Studies show that students who are early readers have been read to
extensively by their families. By the time they are two or three years old, many
children can read environmental print such as familiar traffic or safety signs and
symbols, restaurant names, or words they see in the media.

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 Teachers recognize that students bring to school a range of literacy experiences and
knowledge that can be built upon in the classroom. Students’ knowledge about
print expands quickly as they participate in meaningful and genuine experiences
with reading, listening, talking, viewing, representing, and writing in the
classroom. Teachers foster early literacy development by reading to students daily,
by providing guided reading, writing, and representing activities from the first day
of school, and by actively promoting literacy growth at a level appropriate to each
student’s development.

Stages of Literacy Development

In the elementary grades, there is dramatic growth in students’ listening, speaking,

reading, and writing vocabularies. Most students move rapidly along the literacy
continuum from pre-conventional literacy to fluency in reading, writing, viewing,
and representing. An increased vocabulary and growing ability to consider other
points of view greatly increase students’ oral and written communication skills.
Their speech becomes more fluent, and they are capable of interactive, reciprocal
conversations with teachers and peers.

By conversing with students, teachers can extend and expand these conversations.
Teachers can facilitate discussions among students by encouraging them to express
their opinions, ideas, and feelings. These social interactions play an important role
in learning. Conversing about their learning strengthens students’ abilities to
express themselves, to construct meaning, to reason, and to solve problems. As
they gain a greater control of language, students use it to think and to influence
others’ thinking. Teachers demonstrate respect for students’ ideas by listening and
responding attentively to them. It is important to extend their developing
communication skills and facilitate their cognitive development by providing
small- and large-group activities in which students listen actively to peers and ask
and respond to questions.

Young students learn about print and develop strategies for reading and writing
from their independent explorations of written language, from interactions with
teachers and peers, and from observation of others engaged in literacy activities.
They learn about oral, literacy, and media texts in the same way.

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 Stages of Literacy Development

PRE-CONVENTIONAL EMERGENT
Kindergarten students are typically pre-conventional Grade 1 students are typically emergent readers and
or emergent readers and writers. writers, with most becoming early readers and
writers by the end of the year.
The student: The student:
• knows reading and writing are things people do for • understands the alphabetic principle
Knowledge of written language

some purpose • understands writing as “talk written down”

• is aware of visual aspects of written language (e.g., • understands that text, as well as illustrations, carry
the looping characteristics of cursive writing) the message
• is aware of some forms of print (e.g., letters, • is aware of some forms or genres (e.g., labels,
especially capital letters) stories)
• knows books contain stories • is learning letter names
• may not realize that print “tells the story” • is developing awareness of left-to-right
• knows books are sources of information and directionality, capitals and punctuation
enjoyment • is developing awareness of the phonetic principle
• knows front-to-back directionality (that there are consistent sound/symbol relationships)
• is beginning to develop phonological awareness (e.g., • is developing awareness of onsets and rimes
syllabic awareness) (e.g., c-at; br-ing)
• is developing phonemic awareness (e.g., b-r-i-ng)

Pragmatics Pragmatics
• reads pictures rather than print (moving from • begins print-governed reading
labelling to telling the story) • uses pictures to predict text
Reading processes and skills

• approximates some environmental print, such as signs Semantics

and labels, in context • is growing in ability to predict meanings
• relies on another person to read the text aloud • is developing strategies to check predictions against
• sometimes uses “book language” in retellings and other cues, such as the illustration and the print itself
play
Syntax
• is developing an awareness of syntax and uses this to
construct meaning
Graphophonics
• is establishing directionality in tracking print from
left-to-right and top-to-bottom
• tries to match voice and print while reading (spoken
words to written words)

Pragmatics Pragmatics
• combines drawing and writing, with the drawing • combines drawing and writing, with writing
conveying most of the meaning supporting and supported by the picture
Writing processes and skills

• may not intend to convey a particular message Semantics and Syntax

• may ask “What does this say?” of own writing • can write a caption or label to accompany drawing
Graphophonics • may read the “gist” of own writing rather than exact
• may use non-conventional forms, including “loopy” words
writing and/or letter-like forms • writes words, phrases or simple sentences
• may produce some conventional letter forms Graphophonics
(especially capital letters) • makes letters that are mostly conventional
• may write familiar words, such as own name, Mom, • matches some letters to speech sounds, moving from
Dad initial consonants to most consonants to inclusion of
• may write with non-conventional directionality vowels to all phonemes represented
• may use one symbol to represent one syllable (no • uses a letter name strategy
phonetic correspondence) • may use some non-conventional word spacing

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 Stages of Literacy Development (continued)

EARLY FLUENT
Grade 2 students are typically early readers and Most Grade 3 students are fluent readers and writers
writers. by the end of the year.

The student: The student:

Knowledge of written language

• understands writing can stand alone to convey • begins to understand writing as “ideas written down”
meaning • understands most graphophonic patterns (word
• begins to understand writing as “ideas written down” families)
• understands the importance of a self-improving • knows many writing terms (e.g., names of
system in progressing as a reader punctuation marks, paragraph)
• is aware of more genres (e.g., notes, poems, lists) • shows increasing awareness of needs of an
• knows letter names audience/reader
• is aware of phonemes in spoken words • is aware of an increasing number of genres (e.g.,
• is increasing in knowledge of spelling patterns reports, descriptions)
• is gaining some knowledge of terminology (e.g., • shows a beginning awareness of differences between
“letter,” “word,” “sentence”) speaking and writing
• shows beginning awareness of needs of an audience

Pragmatics Pragmatics
• uses pictures for checking rather than prediction • uses prior knowledge effectively to make predictions
Semantics • can read a range of genres and for a variety of

Reading processes and skills

• integrates a variety of cues to construct meaning purposes
(pictures, word meanings, context) • is able to read more demanding texts, including
• makes, checks, and confirms predictions with novels
semantic cues (knows when reading “makes sense”) Semantics and Syntax
Syntax • uses all the cueing systems in an integrated way to
• makes, checks, and confirms predictions with syntax construct meaning (predicting, checking, and
(knows when reading “sounds right”) confirming/revising)
• has a variety of reading strategies for making and
Graphophonics
monitoring meaning
• has a rapidly growing sight vocabulary
• makes, checks, and confirms predictions with visual Graphophonics
(graphophonic) cues • has extensive sight vocabulary (automatic recognition
of many words)

Pragmatics Pragmatics
• combines drawing and writing; writing can stand • can convey meaning in writing alone, when
alone to convey meaning appropriate to purpose Writing processes and skills
• is able to read own writing • is able to write for an increasing range of purposes
• is beginning to write for different purposes • is developing ability to edit and proofread
• may be willing to make some changes in own writing Semantics and Syntax
Semantics and Syntax • can choose words for particular effects
• can “think aloud” on paper, jot notes, keep a journal • is beginning to develop “voice” as a writer
• can write three or more sentences in a logical • writes a full page or more
sequence • elaborates and supports ideas with relevant details
Graphophonics • uses a variety of sentence lengths and structures
• uses invented spelling to write independently (with Graphophonics
approximations becoming increasingly accurate) • produces mostly conventional writing
• spells an increasing number of words conventionally • uses classroom aids to check spelling during the
• uses some capitalization and punctuation proofreading stage

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The Six Language Arts
 For more The six language arts—listening, speaking, reading, writing, viewing, and
information … representing—are each complex cognitive and social processes that work together
Chapter 4 dynamically in literacy learning. In listening, reading, and viewing, students
construct meaning from texts created by others. In speaking, writing, and
representing, students construct meaning to communicate with others. None of the
six language arts can be totally separated from the others in authentic learning
situations.
Because the six language arts are so closely related and interrelated, they are
mutually supportive. Listening, reading, and viewing provide access to rich
language models that help students learn new words and forms of expression.
Speaking, writing, and representing provide opportunities for students to use those
words and forms, and to develop ownership for them. Developing skills in writing
enhances students’ reading and listening comprehension and their critical thinking
skills.

Listening and Speaking

Oral language is the foundation of literacy. Speaking is fundamentally connected to

thinking and exploring and creating meaning. Speaking to others brings our
thoughts to conscious awareness and enables us to reflect on and analyze them.
Conversation with others often helps us make sense of new information, for while
we may sometimes construct meaning alone, we more often do so through
collaboration. Students benefit from opportunities to rehearse their ideas orally.
The classroom should be an inviting setting that promotes student talk.
Through talking and listening, students learn to understand who they are in relation
to others. The ability to form and maintain relationships and to collaborate and
extend learning through interaction with others is closely tied to listening and
speaking skills. Students’ fluency and confidence in speaking, listening, and
responding are integral to their identity and place in the community.
In the classroom, student talk (conversing, discussing, debating, questioning, and
answering) is the foundation upon which teachers build community and achieve
progress in all curricular areas. Speaking and listening are woven through all
learning and teaching activities in writing, reading, viewing, and representing.
Through talking, students verify their understanding and realize the ability to take
ownership of their learning. Talk plays a major role in all language learning.

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Viewing and Representing

Many students are avid and sophisticated consumers of visual media, and their
familiarity with visual forms may facilitate literacy with other forms. Through
experience, students may have an implicit understanding of visual media
conventions—the unspoken ways in which meaning is represented (e.g., how the
passage of time is conveyed). Teachers can make use of this knowledge by creating
links between conventions used in visual media and similar conventions used in
written texts.

Students need to learn the techniques and conventions of visual language to

become more conscious, critical, and appreciative readers of visual media, and
more effective creators of visual products. They need to be shown that what a
camera captures is a construction of reality, not reality itself. Students need to learn
how to decide what is real and what is simulated. They need to learn that images
convey ideas, values, and beliefs, just as words do, and they need to learn to read
and interpret the language of images. Many contemporary authors use the term
reading to describe the process of decoding and interpreting visual texts.

Exposure to films and video productions increases the scope of students’

experiences, much as written texts do, and they offer similar opportunities for
discussion. Films also provide rich opportunities to explore the similarities and
differences between visual and written language. Students may examine the effects
of visual language cues (e.g., composition, colour and light, shadow and contrast,
camera angles and distance, pace and rhythm, and the association of images with
sound). They learn to identify point of view by following the eye of the camera.
Whether interpreting a visual or written presentation, the reader may look at or be
taught to appreciate elements such as pattern, repetition, mood, symbolism, and
situational or historical context. Students may enhance their own products and
presentations by using visuals with written text and/or speech.

Studying strategies used by authors and illustrators helps students become

conscious of the effects of visual elements in texts. Illustrations interact with words
to enrich comprehension and can influence students’ interpretations of information
or ideas. Illustrations may show things that words do not or they may express a
different point of view from the narrative. Visual cues such as colour, tone, shape,
texture, line, and composition all contribute to the construction of meaning.

Students may use visual representation for both informal and formal expression.
Just as they talk and write to explore what they think and to generate new ideas and
insights, students may sketch or doodle. Drawing or sketching may, in fact, be the
first and most natural way for some students to clarify thinking and generate ideas.
They may also use tools such as frames, mind maps, webs, and other graphic
organizers to comprehend parts and their relationships. Visual tools are especially
useful because they can represent the nonlinear nature of the thought process and
show relationships among ideas.

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 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students may use representations to express their mental construction and
interpretation of ideas, theories, or scenes in written texts. Events, ideas, and
information may be depicted in graphic organizers, storyboards, murals, comic
strips, or collages. After studying visual media, students make informed use of
design elements in developing charts, slides, posters, and booklets. Other creative
forms of expression, such as music, drama, dance, or mathematics, can be used to
represent students’ understanding of a topic or a concept.
Reading

Reading comprehension is an active skill whereby the reader seeks out information
for a reason. This means that reading comprehension involves not only deciphering
and decoding written symbols, but also, and more importantly, constructing
meaning from the printed word and interpreting it.

Like listening comprehension, students must first be presented with sufficient

vocabulary in print form so that they can pull these words out of the text and
attempt to build meaning from them. In the context of the units, a number of texts
have been created or authentic texts have been used to provide students with the
opportunity to read these words in context. To develop this skill, students are asked
to pull out key ideas and some details and to categorize the information, while at
the same time reading for a purpose.

To develop reading comprehension, students need to be taught how to use

comprehension strategies to help deal with unknown words. Teaching them to look
for cognates and word families as a means of building meaning is one way. Having
students focus on visual clues, such as illustrations, photographs, or charts, can
assist them in building meaning. Teaching them to use the title and subtitles to
anticipate the ideas that may be presented in the text helps to structure their
reading. Using the context to predict the type of information or the categories of
information that they might find in the text can help prepare students for reading
the text. Reminding students to use reading strategies that they have developed in
their first language will also assist them in becoming better readers.

Reading to Learn

The focus of instruction in the primary grades is on learning to read, but over time
the focus shifts to reading to learn. This, ultimately, is why people read and why
reading matters. To reach this goal, students need help in becoming deliberate and
reflective readers. They need explicit instruction in comprehension and thinking
skills that will enable them to obtain and remember important ideas from the text.
They also need help in integrating information in the text with their prior
knowledge to build on their learning and deepen their understanding.

The ease and speed with which a child progresses from learning to read to reading
to learn will depend on several factors, including:
• exposure to a rich language environment in the preschool years, with plenty of
storytelling, conversation, books, and encouragement to ask and answer
questions
• the quality and quantity of reading instruction in the early school years

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 • focused early intervention for those who are at risk of reading failure
• ongoing support from family and community

Effective Reading Instruction

Becoming a reader is a continuous process that begins with the development of oral
language skills and leads, over time, to independent reading. Oral language—the
ability to speak and listen—is a vital foundation for reading success. In every
culture, children learn the language of the home as they observe, listen, speak, and
interact with the adults and children in their environment. This process happens
naturally and predictably in almost all cases.

While developing oral language is a natural process, learning to read is not.

Students must be taught to understand, interpret, and manipulate the printed
symbols of written language. This is an essential task of the first few years of
school.

All students become fluent readers when they comprehend what they are reading,
are able to communicate their knowledge and skills in a new context, and have a
strong motivation to read.

Teaching practices that support early reading achievement:

• Balance of direct instruction, guided instruction, independent learning,

and practice
• Large group, small group, and individual instruction, discussion, and
collaboration
• Variety of assessment and evaluation techniques to inform program
planning and instruction
• Integration of phonics and word study in reading, writing, and oral
language instruction
• An uninterrupted literacy block each day
• Parental and community involvement
• High-quality literature and levelled texts
• A variety of genres, narratives, informational texts, and electronic media
• Authentic and motivating literacy experiences and learning activities
• Intervention for students at risk of not learning to read
• Supportive classroom culture and an environment that promotes higher-
order thinking skills
• Effective classroom organization and management

Reading success is the foundation for achievement throughout the school years.
There is a critical window of opportunity from the ages of four to seven for
learning to read. Students who successfully learn to read in the early elementary
years of school are well prepared to read for learning and for pleasure in the years
to come. On the other hand, students who struggle with reading in Grades 2 to 3 are
at a serious disadvantage. Academically, they have a much harder time keeping up
with their peers, and they increasingly fall behind in other subjects.

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Goals of Reading Instruction

Reading is the process of constructing meaning from a written text. Effective early
reading instruction enables all students to become fluent readers who comprehend
what they are reading, can apply and communicate their knowledge and skills in
new contexts, and have a strong motivation to read.

There are three main goals for reading instruction:

• Fluency is the ability to identify words accurately and read text quickly with
good expression. Fluency comes from practice reading easy books about
familiar subjects. These texts primarily contain familiar, high-frequency words
and few unfamiliar words. As students develop fluency, they improve in their
ability to read more expressively and with proper phrasing, thus gaining more
of the text’s meaning.

• Comprehension is the ability to understand, reflect on, and learn from text. To
ensure that students develop comprehension skills, effective reading instruction
builds on their prior knowledge and experience, language skills, and higher-
level thinking.

• Motivation to read is the essential element for actively engaging students in

the reading process. It is the fuel that lights the fire and keeps it burning.
Students need to be immersed in a literacy-rich environment filled with books,
poems, pictures, charts, and other resources that capture their interest and make
them want to read for information and pleasure.

These three goals are interconnected, and the strategies for achieving them work
together synergistically.

Knowledge and Skills for Reading

Students need to learn a variety of skills and strategies to become proficient

readers. In the earliest stages, they need to understand what reading is about and
how it works—that what can be spoken can also be written down and read by
someone else. Some students will have already grasped the basic concepts before
entering school, but many will need explicit instruction to set the context for
reading. When students first experience formal reading instruction in school, they
need to learn specific things about oral language, letters, and words. They need to
understand how print works, and be able to connect print with the sounds and
words in oral language. Once they can demonstrate these skills, the emphasis shifts
to developing fluency. Fluency at this level involves recognizing words in text
quickly and without effort. This will allow students to read with increasing
enjoyment and understanding. Fluency is critical if students are to move from
learning to read to reading to learn. The role of elementary teachers, working as
a team, is to move students from the earliest awareness of print to the reading-to-
learn stage, where they will become independent, successful, and motivated
readers.

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 According to research, the knowledge and skills that students need to read with
fluency and comprehension include:
• oral language
• prior knowledge and experience
• concepts about print; phonemic awareness
• letter–sound relationships
• vocabulary
• semantics and syntax
• metacognition
• higher-order thinking skills

These are not isolated concepts taught in a sequence—they are interrelated

components that support and build on each other.

Oral Language
Children acquire most of what they know about oral language by listening and
speaking with others, including their families, peers, and teachers. Through
experience with oral language, students build the vocabulary, semantic knowledge
(awareness of meaning), and syntactic knowledge (awareness of structure) that
form a foundation for reading and writing. Students who are proficient in oral
language have a solid beginning for reading. This knowledge allows them to
identify words accurately and to predict and interpret what the written language
says and means.

Prior Knowledge and Experience

So that students can understand what they are reading, it is important that they
come to the text with a variety of experiences that will allow them to appreciate the
concepts embedded in the text. These experiences enable them to anticipate the
content, and such anticipation leads to easier decoding of the text and deeper
understanding of its meaning.

Prior knowledge and experience refer to the world of understanding that students
bring to school. Research on the early stages of learning indicates that children
begin to make sense of their world at a very young age. In many parts of Manitoba,
children enter school from a variety of countries and cultures. Thus, their prior
knowledge and experiences may differ considerably from those of their classmates
and teachers, and they may find it difficult to relate to the context and content of
the resources generally used in Manitoba classrooms. On the other hand, they may
have a wealth of knowledge and experiences that can enhance the learning of their
classmates. Teachers need to be aware of students’ backgrounds, cultures, and
experiences to provide appropriate instruction. By creating rich opportunities for
all students to share prior knowledge and related experiences, teachers will engage
the interest of students from various backgrounds and ensure that they will better
understand what they read.

Concepts about Print

When children first encounter print, they are not aware that the symbols on the
page represent spoken language or that they convey meaning. The term concepts
about print refers to awareness of how language is conveyed in print. These
concepts include directionality (knowing that English is read from left to right and
top to bottom); differences between letters and words (words are made of letters,

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 and there are spaces between words); awareness of capitalization and punctuation;
diacritic signs (e.g., accents); and common characteristics of books (such as the
front/back, title, and author). Students can be taught these concepts by interacting
with and observing experienced readers (including teachers and family members)
who draw their attention to print and give them opportunities to demonstrate their
understanding of the concepts. Teachers need to provide students with a variety of
printed materials for practice.

Phonemic Awareness
Students need to learn that the words they see are made up of sounds. This
understanding is called phonemic awareness. Research has confirmed that
phonemic awareness is a crucial foundation for word identification. Phonemic
awareness helps students learn to read; without it, students struggle and have
reading difficulties. Evidence also shows that phonemic awareness can be taught
and that the teacher’s role in the development of phonemic awareness is essential
for most students.

For students to develop phonemic awareness, teachers need to engage them in

playing with and manipulating the sounds of language. This can be accomplished
through songs, rhymes, and activities that require students to blend individual
sounds together to form words in their heads, and by breaking words they hear into
their constituent sounds. Blending and segmentation of speech sounds in oral
language provide an essential foundation for reading and writing. Phonemic
awareness prepares students for decoding and encoding the sounds of the language
in print.

Letter-Sound Relationships
Building on a foundation of phonemic awareness and concepts about print,
students are ready to understand that there is a way to connect the sounds they hear
with the print on the page to make meaning.

Phonics instruction teaches students the relationships between the letters

(graphemes) of written language and individual sounds (phonemes) of spoken
language. Research has shown that systematic and explicit phonics instruction is
the most effective way to develop students’ abilities to identify words in print.

Vocabulary for Reading

Students need a broad vocabulary of words that they understand and can use
correctly to label their knowledge and experiences. The breadth and depth of a
student’s vocabulary provides the foundation for successful comprehension. Oral
vocabulary refers to words that are used in speaking or recognized in listening.
Reading vocabulary refers to words that are recognized or used in print.

Vocabulary development involves coming to understand unfamiliar words and

using them appropriately. It is a huge challenge for students to read words that are
not already part of their oral vocabulary. To develop students’ vocabularies,
teachers need to model how to use a variety of strategies to understand what words
mean (e.g., using the surrounding context or using smaller meaningful parts of
words, such as prefixes or suffixes). Good teaching includes selecting material for
reading aloud that will expand students’ oral vocabularies, and providing
opportunities for students to see and use new reading vocabulary in different
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 contexts. Recent research on vocabulary instruction indicates that students learn
most of their vocabulary indirectly by engaging daily in oral language, listening to
adults read to them and reading extensively on their own. Research also shows that
some vocabulary must be taught directly. This can be done by introducing specific
words before reading, providing opportunities for active engagement with new
words, and repeating exposure to the vocabulary in many contexts.

Even students who have a very extensive oral vocabulary may have great difficulty
reading words in print because they have a small reading vocabulary. The reading
vocabulary—often referred to as the sight vocabulary—is determined mainly by
how many times a child has seen the words in print. Students who read a lot have a
large pool of words they recognize immediately on sight; students who do little
reading have a limited sight vocabulary. To increase their students’ sight
vocabularies so they can recognize a large proportion of the words in print,
teachers need to focus their instruction and practice on the most commonly used
words in the language.

Semantics, Syntax, and Pragmatics

Although words alone carry meaning, reading for the most part involves the
deciphering of phrases and sentences, which depends on both the words and how
those words are organized. Therefore, it is important to spend instructional time not
only on the meanings of individual words but also on the meanings of phrases and
complete sentences.

Semantics refers to meaning in language, including the meaning of words, phrases,

and sentences. Syntax refers to the predictable structure of language and the ways
that words are combined to form phrases, clauses, and sentences. Syntax includes
classes of words (such as noun, verb and adjective) and their functions (such as
subject and object). Semantic and syntactic knowledge are important because they
help students identify words in context and lead to deeper levels of comprehension.
Beginning readers may not need to be able to define a noun or verb, but understand
that a word can represent a thing or an action, depending on the context.

Teachers need to model correct sentence structures so that students can learn to
anticipate these structures when reading print. Opportunities should be provided
for students to become familiar with and use the specific terminology for basic
parts of speech (e.g., noun, verb, adjective, adverb) to facilitate instruction.
Teachers also need to familiarize students with a variety of language structures and
encourage their use of longer, more complex sentences.

Pragmatics, which is introduced in the later primary years, is the study of how
people choose what they say or write from the range of possibilities available in the
language, and how listeners or readers are affected by those choices. Pragmatics
involves understanding how the context influences the way sentences convey
information. A sentence can have different purposes depending on the situation or
context in which it is used. It can be a mere statement or affirmation, but it can also
be a warning, a promise, a threat, or something else. Readers with pragmatic
knowledge and skills are able to decipher these different intents from the context.

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 Teachers need to show students how to use context clues that surround an
unfamiliar word to help determine the word’s meaning. Because students learn
most word meanings indirectly, or from context, it is important that they learn to
use context clues effectively. Context clues alone, however, are not enough;
teachers will need to teach other word-meaning strategies to develop a student’s
ability to learn new words.

Metacognition and Comprehension Strategies

Comprehension is the reason for reading. If readers can identify the words but do
not understand what they are reading, they have not achieved the goal of reading
comprehension. To gain a good understanding of the text, students must bring to it
the foundational knowledge and skills of oral language, prior knowledge, and
experience, concepts about print, phonemic awareness, letter-sound relationships,
vocabulary, semantics and syntax. They must integrate what they bring to the text
with the text itself. To read to learn, students need to use problem-solving,
thinking processes. They must reflect on what they know and need to know
(metacognition) and draw on a variety of comprehension strategies to make sense
of what they read.

Good readers plan and monitor their reading at a metacognitive level. What they
are doing is thinking about the strategies they need to make sense of the text. When
they run into difficulty, they evaluate their reading to determine the best strategy
for improving their understanding of the text. Students who read at a metacognitive
level know the strategies that affect their own reading (e.g., decoding hard words,
connecting text with prior experience, understanding word meanings, identifying
mean ideas, drawing inferences from the text, and synthesizing information). These
students use a variety of strategies to decode and understand text and know when
and why to apply particular strategies. Their understanding of the text extends
beyond the literal.

Writing

Written production is developed in a sequential fashion and begins with the

copying of words, moving to the formulation of simple phrases and finally to the
autonomous use of language to express personal ideas.

Writing is a powerful tool for communicating and learning. Young children’s first
explorations of print often occur in writing rather than reading. These explorations
allow children to experiment with written language and construct understandings of
literacy concepts. Students should be encouraged to write daily and to develop an
understanding of audience, purpose, and the meaning of their messages.

Effective elementary classrooms immerse students in books, visual images, and the
spoken word. A text-rich environment is important for all students, but for students
who have little involvement with literacy events outside school, it is essential.

The most beneficial literacy experience for students in all grades is to be read to
daily. Read-aloud sessions introduce students to texts beyond their own reading
level and give them access to ideas, places and characters they might otherwise
never meet. They also help students become familiar with story language and text

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 structure. Students who have been read to will adopt and adapt the language of
books when they write, retell a story, share information, represent a character, or
event, dramatize a scene or create a storyboard.

A text-rich classroom provides students with a wide variety of texts that include
oral, print, and other media communications. Students should listen to poetry and
engaging dramatic, expository and narrative texts. Teachers should supplement
narrative and expository texts with appropriate types of literacy materials with
which students are familiar in their personal lives. Students from other cultures, or
students who speak a first language other than English, will benefit from seeing
and hearing their own literature and oral traditions shared and valued in class.

A text-rich environment has visual appeal, with attractive posters, charts, and
“word walls.” Different areas of the classroom are devoted to materials and
equipment to encourage writing, viewing, and representing through art and drama,
listening to music, and to story recordings and reading—alone, with friends, or
with teachers. Student-published books are on bookshelves, student artwork and
other representations are displayed, and works-in-progress are evident. Student-
made books or posters that display photographs with captions provide records of
past shared experiences and successes.

A text-rich environment that offers interesting reading, speaking, listening,

viewing, representing and writing activities is important, but teachers must also use
a variety of active, intellectually engaging strategies and methods of instruction.
These strategies and methods include:
• reciprocal discussions in which students’ ideas are taken seriously
(e.g., examining problems, asking open-ended, thought-provoking questions
and interacting informally)
• sustained inquiry in which teacher and students select questions or topics to
pursue as a group and individually
• explicit instruction in response to the observed needs of individual students
• incidental teaching, conferencing, and informal instruction
• flexible grouping to promote literacy learning and social-emotional
development

Students need to follow a writing process to create acceptable products. This

means that students need to brainstorm ideas, draft a preliminary plan, write a
draft, edit it or have someone else edit it, revise the text, and produce a final copy.
It is important to note, however, that students should not be asked to create a text
independently unless they have had ample practice in the fundamentals of the
language needed to create a specific type of text, and they have worked as a class
in the creation of model texts.

In preparation for the evaluation of writing skills, students need to be made aware
that language precision is important; that is, they will be evaluated on spelling,
word order, appropriate vocabulary use, and other grammatical elements that have
been taught leading up to the creation of the text. The use of clear, concise
evaluation criteria provides students with parameters so they can fulfill the
requirements of the task successfully.

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Early Intervention

The Nature of Reading Difficulties

The foundation of good reading is the same for all students. All readers, regardless
of their age, gender, or aptitude, need to develop fluency, comprehension and the
motivation to read to become successful readers. Students who experience reading
difficulties are no exception. They too must develop a basic foundation for reading.

Most young students with reading difficulties have problems developing fluency.
For these students, identifying words takes a lot of effort. Their reading rate is
slow, their word identification is hesitant, and they over-rely on contextual cues for
word identification. Because most of their cognitive or mental effort is spent trying
to identify words, their comprehension suffers. The main prevention and early
intervention strategies for these students are intensive preparation for literacy and
targeted classroom instruction.

Even with effective classroom instruction, some students will need additional
support or intervention. When targeted instruction has not resolved a child’s
reading difficulties, it may be necessary to consult with jurisdiction reading
specialists or other specialized educational interventions.

Effective intervention requires that teachers recognize as early as possible those

students who are experiencing reading difficulties, tailor instruction to address their
needs, and provide supplementary instruction when necessary. If adequate
screening and assessment procedures are in place, early intervention may begin
even before formal instruction in reading. Interventions that are begun when
students are very young have a much better chance of success than interventions
begun later.

It is essential to identify reading difficulties early and to put appropriate

intervention in place immediately. In this way, reading problems can be tackled
before they become entrenched and before repeated failures affect the child’s
motivation and compound his or her difficulties in learning to read and write.

Characteristics of Successful Intervention

No one intervention works for all students with reading difficulties; however,
interventions that succeed for many students have several characteristics in
common, such as:
• more instructional time for students
• carefully planned assessment that allows for continual monitoring of the child’s
response and leads to modifications of the intervention when necessary
• teaching methods that are supported by research on how students learn to read
and how they should be taught

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 • considerable attention to the materials used (e.g., predictable, patterned,
easy-to-more-difficult texts), with a focus on interesting and enjoyable texts at
appropriate reading levels
• an array of activities (e.g., word study, reading, rereading, and writing)

Successful interventions generally occur on a daily basis and may occur in focused,
short blocks of time or in longer blocks, with appropriate accommodations in
classroom instruction.

Successful interventions are strongly linked with regular classroom instruction, are
supported by sound research, reflect an understanding of effective reading
instruction and are culturally and linguistically appropriate for the individual child.
It is critical that interventions be measured against these criteria, and that their
effectiveness in helping students with reading difficulties are carefully assessed and
monitored.

Early Intervention Strategies

Effective early identification and intervention will help prevent and significantly
decrease reading difficulties for many young students and improve their prospects
for success in school. However, even exemplary early intervention practices will
not guarantee that severe reading difficulties are overcome. Some students will
continue to need additional reading instruction and support to succeed in the later
school grades.

As these students grow older and literacy increasingly becomes a vehicle for
teaching, learning and evaluation, instructional, and other supports that address
their changing needs must be in place.

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Early Intervention Strategies for Addressing Literacy Problems

STRATEGY:
ACTIVE PARTICIPATION

Questions to Are there sufficient opportunities for the child’s active participation in learning
Consider through:
• engagement?
• play?
• representing?
• reflection?

How might engaged time be increased in ways that are meaningful to the
learner?

How might the learner develop more effective literacy knowledge and skills
through literate engagement?

How might the learner develop greater awareness of reading and writing
processes and become self-regulated and motivated?

Possibilities for • Develop phonological awareness through language and literacy play (e.g.,
Action and games with rhymes).
Intervention • Develop awareness of purposes of print and “how print works” through
increased reading and writing in the context of everyday routines and use of
literacy materials in the dramatic play centre.
• Devote increased time to reading and writing to develop word recognition
and fluency.
• Develop phonemic awareness and phonics knowledge through guided and
interactive writing in small groups or one-on-one and increased
independent writing (with invented spelling).
• Ensure the use of appropriate reading materials for independent practice to
develop fluency and comprehension. Provide patterned and predictable
books but not the “decidable” texts that make reading harder.
• Choose reading materials slightly ahead of the student’s independent level
for instructional purposes; increase difficulty gradually.
• Provide a daily take-home reading program for extra practice.
• Place increased emphasis on silent reading.
• Make increased use of open-ended activities that allow students to
communicate ideas in a variety of ways.
• Use increased think-aloud during modelling of reading and writing.
• Talk about thinking processes related to reading and writing; encourage
students to talk about their own thinking.
• Teach strategies to develop awareness and self-regulation of one’s own
reading and writing processes (e.g., retrospective miscue analysis)
(Goodman and Marek 1996).
• Use miscue analysis, retellings and running records to determine how the
student approaches reading and how to get the reader “on track.”
• Conduct a dynamic assessment to determine the type and degree of
support the student needs to be successful.
• Regularly analyze the student’s independent writing to establish an ongoing
assessment of the student’s phonological awareness and knowledge of
phonics.

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STRATEGY:
LEARNING IN VARIOUS WAYS AND AT DIFFERENT RATES

Questions to Are the learning experiences appropriate for the student’s ways and rates
Consider of learning and particular learning needs?

How might the student’s rate of learning be accelerated?

Does the program include a range of approaches?

Is the content relevant to the student’s interests and cultural background?

Possibilities for • Try a different instructional approach and new strategies.

Action and
Intervention • Consider a reading style assessment
• Use key visuals and graphic organizers.
• Find topics of interest to the student to “hook” him or her on reading.
• Use culturally relevant reading materials.
• Have students create their own reading materials by sharing personal
stories and writing.
• Use drama, music, and movement to involve students in literature.
• Use concrete materials and pictures to help students grasp abstract
concepts.
• Try tactile materials.
• Use a variety of nonfiction as well as fiction materials.
• Have students do “research” to learn information and write about what
they have learned.
• Increase instructional time, especially small-group and one-on-one.
• Combine structure and routine with flexible responsiveness for students
with special learning needs.
• Consult the school-based team for possible assessments that might
provide insights about the student’s learning needs.
• Consider ways that the environment might be adapted to better
address the student’s learning needs (“adapted” means that the
learning outcomes remain the same but that some aspect of the
instructional environment might be changed).
• Consider ways that the curriculum might be modified to address the
student’s learning needs (“modified” means that the learning outcomes
are changed in some way, either quantitatively or qualitatively, and an
IEP (Individual Educational Plan) is thus required).

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STRATEGY:
LEARNING AS A PERSONAL AND SOCIAL PROCESS

Questions to Does the instructional program help the student develop personal
Consider “ownership” of learning?

Does the program allow the student to pursue some topics of personal
interest?

Does the program allow the student to make connections and construct
meaning?
Who might support the student in his or her learning?
What kinds of groupings might be used to support the student’s learning?

Possibilities for • Allow students some choice in their reading and writing.
Action and • Integrate learning of skills with meaningful contexts (real reading and
Intervention writing).
• Use onsets and rimes and spelling by analogy to help learners work with
chunks of meaning and pattern (rather than letter-by-letter).
• Use word-sorting and brainstorm-categorizing activities to help students
discern patterns.
• Use brainstorm/cloze to help learners integrate cues.
• Use strategies to activate prior knowledge and generate purposes for
reading (e.g., KWL).
• Use thematic units to develop ideas and vocabulary in an integrated
way.
• Use reading and writing for a variety of functions and in a variety of
genres.
• Try partner and collaborative activities.
• Try older/younger buddies.
• Use various cooperative learning techniques.
• Balance group work and individual activities so students get sufficient
independent practice.
• Use a variety of instructional techniques, including scaffolding, guided
reading, explicit instruction, and emphasizing connections to real
reading and writing while avoiding isolated exercises.
• Design instruction according to the learner’s needs, in small group or
one-on-one instruction (e.g. interactive writing with one student).
• Use flexible groupings for particular purposes.
• Make learning explicit so students know what they are learning and
why.
• Encourage students to talk about their learning.
• Encourage parental or guardian involvement in home literacy
experiences.

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Language Cueing Systems
Students use a variety of cueing systems, along with background knowledge, to
create meaning. To communicate effectively, students need to learn how to
maximize their use of linguistic and textual cues.

Semantic Cues

Semantic cues refer to the meaning in language that assists in comprehending texts,
including words, speech, signs, symbols, and other meaning-bearing forms.
Semantic cues involve the learners’ prior knowledge of language, text and visual
media, and their prior life experiences. Many of the conventions of visual media
fall under the umbrella of semantic cues. Teachers can scaffold students’ use of
semantic knowledge by relating new concepts to concepts already familiar to
students. Gradually, students independently relate new information to what is
known and personally meaningful.

Morphological Cues

Morphological cues involve using the smallest meaningful units of the language to
derive meaning from a word or text.

Syntactic Cues

Syntactic cues involve word order, rules, patterns of language, grammar, and
punctuation. For example, the position a word holds in a sentence can cue the
listener or reader as to whether the word is a noun or a verb. Conversely, listeners
and readers use their intuitive knowledge of grammar to predict what words are
likely to appear next. Oral punctuation provides cues to meaning through rhythm,
flow, pauses, intonation, and voice modulation.

Graphophonic Cues

Graphophonic cues involve the letter-sound or sound-symbol relationships of

language. Readers who identify unknown words by relating speech sounds to
letters or letter patterns are using graphophonic cues. This process is often called
decoding. Decoding is not, as the word may imply, a mechanical process but an
essential means of making meaning. Graphophonic cues are used to support
semantic, syntactic, and pragmatic cues to help readers determine if a word is
logical or makes sense. In early literacy development, some students over-rely on
graphophonic cues and attempt to sound out every word. These students need to be
encouraged to predict what word would make sense and fit in the sentence pattern
or context.

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Textual Cues

Learners use textual cues such as titles, headings, subheadings, bold print, italics,
captions and other text features to construct meaning. Learning to read graphs and
charts is also part of the comprehension process. Text-structure cues give insight
into the author’s organizational patterns and thought processes in different types of
texts, such as narrative, expository, dramatic, and poetic. Students who learn to
attend to textual cues are better able to comprehend, organize, and remember
information presented in texts than those who do not.

Grammar in the German Language Arts Classroom

Elements of Grammar

Grammar is not introduced and taught as a separate component of the German

language arts program, but instead is integrated with other student learning.
Linguistic Elements Outcome 6.1 of Kindergarten to Grade 12 German Language
Arts: Manitoba Curriculum Framework of Outcomes outlines the grammatical
components to be emphasized at each grade level. The suggested teaching and
learning activities provide the context within which German grammatical elements
can be explored.

Contextualizing Grammar

The issue of how to deal with grammar and grammar instruction in the second
language classroom has been the focus of considerable discussion in language
teaching; however, there is increasing agreement as to what constitutes effective
grammar instruction.

Effective grammar instruction:

• should be taught in context. Students gain insight into the structural elements of German
through the use of the language in authentic, meaningful, and relevant contexts.
• should be integrated into daily teaching and learning activities and classroom routines. It
should be integrated into all activities and across all subject areas.
• does not fragment language at the word or sentence level and neglect the discourse level.
• should be accurately modelled and students need frequent opportunities to practise these
structures in a variety of different contexts and for a variety of purposes.
• facilitates communication. The emphasis in grammar instruction should remain on
communicative skills that lead to the use of the German language in a variety of
circumstances. Although language fluency is a major goal of the German language arts
program, teachers also need to focus attention on language accuracy to avoid students’
“fossilization” of language errors.
• should be purposeful and build on students’ prior linguistic knowledge and experiences.
• includes repetition and reinforcement of grammar rules and patterns, using concrete
language experiences, across a broad spectrum of topics and themes.
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• should be reinforced in a variety of ways to meet the various learning preferences of
students.
• provides students opportunities to interact with one another in a non-threatening
environment where they feel free to take risks and experiment with language.

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 Chapter 3
Planning

Chapter Summary

Introduction
Curriculum Framework
Planning Considerations
The Physical Environment
Understanding the German Language Arts Outcomes
Planning Approaches
Year Plans
Unit Plans
Lesson Plans

Introduction
Planning models require careful consideration of the curriculum they are intended
to support. Effective planning ensures that all elements are consistent with the
general and specific outcomes of the curriculum framework.

Curriculum Framework
The curriculum framework prescribes what students are expected to learn and be
 For more
able to do at each grade level. It is the primary reference for teachers as they
information…
approach planning.
Chapter 3:
Understanding the
German Language
Teachers determine what should be taught to accomplish the general and specific
Arts Outcomes outcomes in the curriculum framework and continually refer to the program
outcomes during the planning process. The Specific Learning Outcomes Chart in
Appendix A provides a summary of all program outcomes and is useful for
planning and tracking outcome coverage throughout the year. A description of the
general learning outcomes is included later in this chapter in the “Understanding
the German Language Arts Outcomes” section.

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Alignment

Many school districts are approaching instructional improvement through planning

processes that emphasize the need to align learning outcomes with assessment
practices. This alignment helps teachers articulate what students should be able to
learn, know and do. Alignment encourages teachers to focus first on the learning
outcomes and clearly communicate learning expectations to support and measure
student achievement. Alignment can also provide a focus for a teacher’s
professional development plan that centres on curriculum and instruction.

Planning Considerations

Using the Foundation for Implementation

Kindergarten to Grade 3 German Language Arts: A Foundation for

Implementation is designed to assist teachers as they plan for and implement
Kindergarten to Grade 12 German Language Arts: Manitoba Curriculum
Framework of Outcomes. The teaching and learning activities, assessment
strategies, unit plans, and lesson plans presented in this guide are suggestions only.
They are provided to stimulate ideas and to help teachers envision and plan an
effective German classroom program.

The Grade Level Samples in Chapter 9 include teaching and learning activities and
assessment strategies for each specific outcome from Kindergarten to Grade 3.
These are samples only, providing teachers with possibilities to consider as they
plan and implement the program.

Considerations for Effective Implementation

German language arts education should strive to provide an intensive language

learning environment, stressing high academic achievement and enriched cultural
experiences that maximize student opportunities for learning.

Effective learning environments are those in which:

• the individual and collective needs of students are met
• there is a supportive climate that encourages risk taking and choice
• diversity in learning preferences and needs are accommodated
• connections to prior knowledge and experiences are made
• there is exposure to a wide range of excellent models of authentic language
• use of the language studied is emphasized
• quality literary, media, print, human, and other resources are available and applied in a
supportive, meaningful and purposeful manner

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40  Kindergarten to Grade 3 German Language Arts
Instructional Time

The instructional time spent in the specific international language varies from
province to province and, sometimes, from program to program. The Common
Curriculum Framework for Bilingual Programming in International Languages,
Kindergarten to Grade 12 presupposes that the following portions of the
instructional day are allocated to instruction in the international language:

Kindergarten to Grade 6: 50%

Grade 7 to Grade 9: 30%
Grade 10 to Grade 12: 20%

When planning for instructional time in the German bilingual program,

administrators and teachers should carefully consider the impact of time scheduling
on the linguistic development of the students. It is strongly recommended that,
whenever possible, the portion of the day allocated to instruction in the German
language be uninterrupted by English instructional time. It is crucial to block
German instructional time to maintain a strong linguistic environment.

Class Groupings

In some situations, students from two grades may have to be combined into one
German bilingual class. As well, many classrooms will contain students at the same
grade level with varying proficiency levels. By organizing the classroom activities
around a task or a content-related project, students of different ages and different
levels of ability can be accommodated in a single classroom. Although all students
will be working on similar tasks or projects, expectations will be different for each
grade or subgroup. Careful planning from year to year and across grade levels will
ensure that students experience a variety of learning activities on a broad range of
topics.

German Program Collaboration

Successful bilingual programming is dependent on the support of all the partners in

education. It is critical to have the active involvement of:
• school administration and staff
• parents of the students enrolled
• members of the community at large, particularly those who speak German
• German-Canadian community institutions and resource centres
• German-Canadian cultural, educational, and historic sites

German bilingual programs depend heavily on collaboration among stakeholders.

Students, parents, and parental organizations, teachers, school administrators,
central administration, ministries of education, community members, members of
German-speaking communities, post-secondary institutions, German cultural
institutions, and other stakeholders all play crucial roles in supporting German
bilingual programs. Teachers should ensure that opportunities for collaboration are
maximized.

______________________________________________________________________________
C h a p t e r 3 : P l a n n i n g  41
 In some regions, German language education consortia can serve to facilitate
ongoing communication and collaboration between groups and provide the support
needed to ensure excellence in German bilingual programs.

Materials

Students should work with all kinds of authentic audio, video, print, and media
resources, including documents and texts designed for German speakers as well as
materials prepared for second language learners. These resources should also be
appropriate for the age, developmental levels, and linguistic levels of the students.

Tips for Choosing Appropriate Instructional Materials

1. Materials should be flexible enough to accommodate the diversity found in schools and
should address a variety of learning preferences, interests, abilities, attention spans, and
backgrounds.
2. Materials should reinforce positive aspects of the students’ self-images.
3. Materials should be relevant to students’ interests.

Planning for Professional Development

Teaching in the German language arts program demands a broad range of

knowledge and skills, both in the German language and in second language
pedagogy. Teachers should continue to engage in professional development to
maintain or improve their proficiency in the German language and to continuously
improve their teaching skills.

German language arts teachers will benefit from professional development

opportunities to speak the language, to increase understanding of German culture
and to build their understanding of second language teaching methodologies. In
addition, teachers will benefit from professional development that focuses on:
• responding to diversity in the classroom and using multilevel groupings
• cooperative learning and student-centered learning
• multimedia and computer-assisted learning
• resource-based language learning

Student Motivation

When students value their learning, believe they can succeed and feel in control of
the learning process, they develop motivation and a desire to learn. Teachers can
foster students’ motivation to learn by:
• instilling in each student a belief that he or she can learn
• making students aware that they can learn by using a variety of learning
strategies
• helping students become aware of their own learning processes and teaching
them strategies for monitoring these processes
• assigning tasks and materials of appropriate difficulty and making sure that
students receive the necessary instruction, modelling, and guided practice to be
successful

______________________________________________________________________________
42  Kindergarten to Grade 3 German Language Arts
 • communicating assessment processes clearly so that students understand the
criteria by which progress and achievement are measured
• helping students set realistic goals to enhance their learning
• helping students celebrate their own and their classmates’ learning progress
and achievements within the school community and the broader community
• ensuring that instruction is embedded in meaningful learning events and
experiences
• modelling personal enjoyment of German language learning and
communicating the value of learning another language for success in the world
beyond the classroom
• involving students in the selection of themes, topics, resources and activities
around which learning experiences will take place
• creating inclusive, risk-free classroom communities where curiosity is fostered
and active involvement in the learning process is valued and shared
• providing uninterrupted time for sustained engagement with appropriate
German print and nonprint resources
• providing collaborative learning experiences that enable students to exchange
ideas and perspectives, develop a sense of purpose, and build a sense of
community
• using contextualized vocabulary presentations and visuals such as pictured
vocabulary, videos and charts
• emphasizing the development of understanding rather than the
decontextualized memorization of vocabulary lists and grammar rules
• scaffolding complex tasks to facilitate learning of abstract concepts

Prior Knowledge

Kindergarten to Grade 12 German Language Arts: Manitoba Curriculum

Framework of Outcomes assumes that students will have limited or no previous
knowledge of the German language upon entry. In situations where the majority of
students do have previous knowledge of the German language, schools may offer
an accelerated program or may assess students and plan courses to suit students’
individual needs. In all cases, students’ language levels should be assessed and
programs adapted, when necessary, to meet individual language learning needs.
Students who already have a second language, particularly one that is related to the
German language, will often learn additional languages more quickly and more
easily than those beginning their study of a second language.

Student and Parent Awareness

Students and parents need to be aware of learning outcomes and how they are
assessed or evaluated. When students and parents understand learning outcomes
and learning outcome assessment or evaluation criteria, they are encouraged to
participate in the learning process.

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C h a p t e r 3 : P l a n n i n g  43
Language of Instruction

German language should dominate the classroom interaction, whether the teachers
or students are speaking. Learners will sometimes use their first language,
especially in the early stages of learning, but will favour the German language as
they gain more skill and knowledge. There may be some situations where a few
minutes of class time in English will be used for reflection on the learning process
or for the development of cultural understanding and skills.

Choice of Topics and Tasks

 For more
information… The choice of learning topics and tasks should be guided by the needs, interests and
daily experiences of the students and by the subject-area content under study in the
Kindergarten to
German language. In Kindergarten to Grade 12 German Language Arts:
Grade 12 German
Language Arts: Manitoba Curriculum Framework of Outcomes, three domains—the personal, the
Manitoba public, and the educational—are suggested as possible organizers to guide the
Curriculum choice of tasks. The topics listed are not mandatory, but are intended to encourage
Framework of
Outcomes, p.125
teachers to provide a broad range of language learning experiences at every level.

Opportunities for German Language Use and Real-life Applications

Frequent and intensive use of the German language for meaningful purposes is
crucial to the development of students’ language abilities. Students in the German
bilingual program have ample opportunities to use German throughout the school
day for communication and for learning. It is very important that students use
German for a variety of purposes, including communication with other speakers of
German both within and outside of the classroom context. Pen pals, e-pals, guest
speakers, family and community members can all provide opportunities for
students to engage in meaningful communication using German. A variety of
media can be used to provide authentic and meaningful opportunities for language
use for students in the German bilingual program.

Students will be more successful German language learners if they have

opportunities to use the language for authentic and meaningful communication in a
broad range of contexts. In addition, the curriculum supports and encourages the
real-life application of German language learning through meaningful contact with
fluent speakers of the German language and authentic texts.

Teachers can make use of other authentic materials, electronic communications,

and multimedia resources to support language learning. They can also facilitate
student participation in exchanges (local, national, or international), language
camps, weekend immersion experiences, field trips, or longer excursions. Schools
or communities can be twinned, pen pals arranged, and visitors invited into the
school.

______________________________________________________________________________
44  Kindergarten to Grade 3 German Language Arts
Knowing the Students

 For more Teachers should identify student needs, background knowledge and experience.
information… They should select learning activities that are appropriate for the age and interests
of the students and that complement the areas of experience outlined in the
Chapters 4, 5, 6,
and 7
curriculum framework. Instructional plans can be differentiated to meet the needs
of all students in the class. Planning is continual and is informed by needs that
become evident through classroom assessment.

Diversity of Needs

 For more All classes consist of students with a variety of needs. Some students may have
information…
special education needs, while others may be gifted and require greater challenges.
Some students may speak English as an additional language and require EAL-
Chapters 5, 6, and
7 specific support and accommodations. It is therefore important to always consider
the diverse needs of students when planning a language arts program.

Plan for Strategic Learning

 For more
Plan for students to learn and independently select and use cognitive,
information… metacognitive and social/affective strategies. Strategies for Language Learning,
Language Use and General Learning are explicitly taught to students. As students
Curriculum become more aware of how to use strategies to enhance their learning, they will be
Framework
pp. 129-134 able to choose strategies that work most effectively for them.

Identify Instructional Strategies

 For more To achieve the selected outcomes and best meet the needs of students, plan to
information… address specific instructional strategies. Choose a style of planning that suits your
needs: thematic, task- or project-based or a combination. Ensure that the activities
Chapter 4
fit with the selected teaching strategies and the specific outcomes targeted.

Identify Assessment Tools

A variety of assessment tools ranging from informal observation to formal tests are
 For more
planned for individual teaching and learning activities, for report card periods and
information…
for teaching units, projects, and portfolios. All assessment tools focus on active
Chapter 8 involvement of the student in the process, determining if outcomes have been
achieved, and on how such assessment information can be used to optimize student
 learning.
For blackline
masters…
German Language
Arts Kindergarten
to Senior 4 (Grade
12): A Teacher’s
Resource of
Templates and
Blackline Masters

______________________________________________________________________________
C h a p t e r 3 : P l a n n i n g  45
The Physical Environment
A German language arts classroom’s design and contents should be able to
accommodate a variety of language learning activities. A permanent location is
preferred, whether it is a special language room shared by several teachers or the
German language arts teacher’s own classroom. This will provide learners with a
sense of stability and familiarity. It reduces the German language arts teacher’s
preparation time, as all materials can be displayed in the classroom as necessary
and stored in one location. It also eliminates the inconvenience of transporting
instructional materials.

Some important elements in establishing a rich environment for learning language

and culture are:
• examples of meaningful and authentic environmental print, such as maps,
advertisements, labels, brochures, posters and signs in German, displayed
around the classroom
• a reading centre or classroom library with a variety of reading materials in
German, such as books, magazines, newspapers, comics, maps and a computer
with Internet access
• a writing area equipped with tools for writing, such as paper, pens, art supplies
and computers
• a listening or oral centre equipped with recording equipment, audio recordings,
read-along storybook sets, a computer with a microphone and Internet access
• a viewing area, which could include access to satellite television for viewing
television programs from Germany, a DVD player for viewing DVDs in
German or a computer for using multimedia applications

Understanding the German Language Arts Outcomes

 For more For more information on the German language arts outcomes, the Grade Level
information … Samples in Chapter 9 identify the prescribed general and specific outcomes by
grade from Kindergarten to Grade 3 that have been set out in Kindergarten to
Chapter 9: Grade 12 German Language Arts: Manitoba Curriculum Framework of Outcomes.
Grade Level In addition, Chapter 9 provides suggestions for instruction, assessment and the
Samples
selection of materials and learning resources to assist educators as they work with
students to achieve the prescribed learning outcomes.

The Seven General Outcomes

General Outcome 1
Students will listen, speak, read, write, view, and represent in German to
explore thoughts, ideas, feelings, and experiences.

Exploratory language enables students to organize and give meaning to

experiences. It enables students to share thoughts, ideas, and experiences, and to
express and acknowledge emotions. Exploratory language is the foundation of
German literacy learning. Students require many opportunities to listen actively

______________________________________________________________________________
46  Kindergarten to Grade 3 German Language Arts
 and to speak with others. Students may also clarify their thinking through drawing,
mapping, sketching, role-playing, and writing. They learn to appreciate and
incorporate the thoughts of others, and to express ideas and opinions with
confidence. Describing and questioning observations, experiences, and feelings and
interacting with texts extends self-understanding and personal knowledge.

As students progress, they become increasingly competent at using exploratory

language in all six areas of the language arts. They use exploratory talk,
representations and writing to enhance their comprehension. Students connect prior
knowledge with new information and experiment with ways to organize and
manage information. They use it to analyze, evaluate, and respond to various kinds
of texts, and they use it in collaboration with others to contribute to the learning
community of the classroom.

Exploratory language experiences provide opportunities for students to develop

intellectually, socially, and emotionally. Teachers facilitate students’ abilities to
explore thoughts, ideas, feelings, and experiences when they:
• provide opportunities for students to engage in exploratory German language in
environments that encourage risk taking and an appreciation of diverse ideas
• value students’ preferences and experimentation in expression
• provide a German language-rich environment with access to books, media texts
such as films and audio recordings, pictures, artifacts, and a wide range of
German language experiences
• teach students a wide range of forms of expression appropriate to their learning
styles and developmental levels
• teach students a wide variety of interaction skills and strategies that contribute
to purposeful exchanges of ideas, thoughts, and feelings
• help students develop a sense of ownership in their German language learning
by guiding students through the processes of goal-setting, self-monitoring, self-
reflecting, and celebrating German language arts progress and achievements
• provide regular opportunities for reading and writing real texts in German for
real purposes

General Outcome 2
Students will listen, speak, read, write, view, and represent in German to
comprehend and respond personally and critically to literary and media
texts.

Comprehending and responding are both acts of constructing meaning. Listeners,

viewers, and readers make meaning by interacting with a text and constructing their
personal understanding of the information or ideas presented by the author.
Students engage in speaking, writing, or representing to compose or construct
meaning in an effort to communicate or to express themselves.

Students learn to use a variety of comprehension strategies before, during, and after
interacting with oral, literary, and media texts. They access prior knowledge,
preview, ask questions, make predictions, and set purposes. While interacting with
texts, students make and confirm predictions and inferences, and monitor their
understanding. They respond by reflecting, creating, analyzing, synthesizing, and

______________________________________________________________________________
C h a p t e r 3 : P l a n n i n g  47
 evaluating. Effective literacy learners are able to apply a wide range of strategies in
a flexible way as they construct meaning and develop creative and critical thinking
skills.

Comprehension is a complex and dynamic process of constructing meaning that

must be learned and practised in meaningful literacy contexts. Students must
become familiar and comfortable with processes that allow them to construct
meaning using the various cueing systems available in oral, literary, and media
texts. Students benefit from explicit strategy instruction and practice in using a
wide variety of texts. This is essential for enabling students to achieve fluency and
develop a repertoire of active comprehension strategies.

Students need many opportunities to respond personally and critically and to make
connections to text. Students learn to recognize and use text structures and features,
and develop an understanding of genres and forms. In exploring the world of
children’s literature, students learn to appreciate the beauty and artistry of text. It is
important to expose students to German and German-Canadian literature for young
people and to provide opportunities for students to respond to literature by crafting
their own texts.

Teachers facilitate students’ abilities to comprehend and respond personally and

critically when they:
• provide a literature-rich environment with a variety of oral, print and other
media texts
• assist students in making connections between texts and self, and model and
encourage both personal and critical responses
• select appropriate and engaging instructional materials and help students select
materials at appropriate levels
• assist students in developing an understanding that listening, viewing and
reading are active and dynamic processes that require attention, engagement
and flexible use of strategies
• provide instruction and opportunities to use semantic, syntactic, graphophonic
and pragmatic cueing systems associated with reading, listening and viewing
text in authentic German language learning experiences
• provide formal and informal interactions with peers that include the sharing of
responses and exchanges about issues encountered in oral, literary or media
texts
• encourage students to develop personal preferences for a variety of genres,
storytellers, writers, illustrators, filmmakers and other artists
• allow students to choose the materials and encourage ownership of the
comprehension and response processes through reflection and goal setting
• support students in expanding their choices of materials and learning
experiences and encourage them to comprehend and respond by setting goals
and reflecting on their literacy development process
• ensure students have a balance of narrative, poetic, dramatic and expository
(informational) texts for personal and critical response and inquiry
• create a caring and inclusive classroom community that encourages risk taking,
values responses and appreciates the efforts of others

______________________________________________________________________________
48  Kindergarten to Grade 3 German Language Arts
 General Outcome 3
Students will listen, speak, read, write, view, and represent in German to
manage ideas and information.

Managing ideas and information is important in the home, school, and community
to fulfill responsibilities and achieve personal growth and satisfaction. Students
need to know how to use tools, skills, and strategies effectively to manage,
organize, and evaluate the increasing amount of information available.

Through the inquiry or research process, students satisfy their natural curiosity and
develop skills and strategies for lifelong learning. The inquiry process embodies
the attitudes of questioning, searching, and problem solving and is cyclical and
recursive in nature. Students learn to activate prior knowledge, ask questions,
define directions for inquiry, and gather and evaluate information for specific
purposes. They also learn to manage time, meet deadlines, explore personal
questions, and discover additional areas for inquiry.

Students enhance their ability to manage ideas and information by encouraging,

supporting, and working with others. They use exploratory language to focus their
inquiry or research and to determine the kinds and amounts of information needed
to accomplish their goals. After interacting with a variety of text forms and genres,
students learn to comprehend, interpret, analyze, and communicate with others.
They gradually learn to consider factors such as author, purpose, audience, and
source. Technology also enhances students’ opportunities to access, create, and
communicate ideas and information.

Teachers facilitate students’ abilities to manage ideas and information when they:
• assist students in developing questions and plans for research and inquiry
• guide students to develop realistic project proposals, timelines, and deadlines
• provide opportunities and instruction to access prior knowledge, use
exploratory language to develop a topic, focus an inquiry, and explore
relationships among content, purpose, audience, and form
• initiate curriculum-related inquiry and topics and encourage students to pursue
areas of personal interest related to topics
• model and provide opportunities for practice in reflection and self-questioning
when identifying inquiry needs and sources
• model and provide opportunities to practise making, using, and revising inquiry
plans
• model and provide instruction in note taking and other skills and strategies for
gathering and recording information and in using specific sources effectively
• encourage students to share inquiry findings and insights with peers
• provide opportunities for students to obtain direction and feedback throughout
the inquiry process
• provide guidelines and instruction for presenting inquiry findings to others
• guide and encourage reflection on the inquiry process and on developing new
questions and setting goals for subsequent inquiries

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C h a p t e r 3 : P l a n n i n g  49
 General Outcome 4
Students will listen, speak, read, write, view, and represent in German to
enhance the clarity and artistry of communication.

In school and in daily life, students are expected to communicate ideas and
information using well-organized, clear, and increasingly more precise language.
They use artistic language to compose, to express who they are and what they feel,
and to share their experiences and stories with others in a variety of oral, literary,
and media texts. Speaking, writing and representing are all ways of constructing
meaning when communicating with others. Composing or authoring, whether for
oral, written, or visual text, requires students to focus on clarity, artistry, and the
use of conventions.

In the initial stages of the composition process, students may use exploratory
language to develop ideas and focus thinking. Initial drafts are revised several
times as students work toward clarity and artistry. Revising is followed by editing,
where grammar, spelling, and punctuation are re-examined for improvement and
refinement. Feedback and conferencing are essential throughout the entire
composition process. Sharing work and celebrating progress are integral to the
composition process in a community of learners. Students gradually develop clarity
and artistry in the various functions of literacy, including the instructional,
regulatory, interactional, personal, heuristic (“tell me why?”), imaginative,
informal, diversionary, and perpetuating functions of literacy in authentic contexts.

Teachers facilitate students’ abilities to enhance the clarity and artistry of

communication when they:
• provide frequent and varied opportunities for students to engage in authentic
composition tasks
• have students compose texts in a variety of forms for a variety of purposes and
audiences
• provide explicit instruction on the processes necessary for exploring, planning,
drafting, revising, editing, presenting, sharing and publishing
• provide mini-lessons on the conventions of spelling, grammar, and punctuation
as required based on students’ communication needs
• encourage students to focus on audience needs and interests when planning and
composing
• provide opportunities for students to practise effective communication by
sharing and presenting their compositions to different audiences
• model and provide instruction on aspects of audience behaviour, including
respectful and critical listening
• encourage peer and self-assessment and goal setting throughout the
composition process
• encourage students to reflect on their composition processes
• encourage students to collect favourite works as models and references to
inspire future work

______________________________________________________________________________
50  Kindergarten to Grade 3 German Language Arts
 General Outcome 5
Students will listen, speak, read, write, view, and represent in German to
celebrate and build community.

Students use language to build community within the home, school, and society in
which they live. In a multicultural country such as Canada, students need to value
different ideas and show respect for diverse languages, cultures, customs, and
beliefs.

Students learn cooperation and collaboration skills by discussing in groups,

building on others’ ideas, and planning and working together to meet common
goals and to strengthen classroom and school communities. They learn to use
language to offer assistance and to participate in and enrich their school life. In
these ways, students share perspectives and ideas, develop understanding and
feelings of belonging, and demonstrate respect for diversity. Students also learn to
value the importance of effective teamwork.

Students learn that language is important for celebrating events of personal, local,
provincial, national, and global significance. Through their language learning and
use, students develop their knowledge of language forms and functions. As well,
they come to know how language preserves and enriches culture. To celebrate their
own use of language, students display their work, share with others, and delight in
both their own and others’ contributions. Students need opportunities to reflect on,
appraise and celebrate their progress and achievements as valued members of an
inclusive classroom learning community.

Teachers facilitate students’ abilities to celebrate and build community when they:
• provide opportunities for students to share ideas, take risks, plan, organize and
work collaboratively and cooperatively
• value students’ unique contributions to classroom life
• provide explicit instruction in group process skills
• provide modelling and practice in assuming roles and sharing responsibilities
as group members
• provide opportunities for goal setting, constructive and specific feedback, and
reflection regarding group processes
• provide opportunities for describing, discussing, and composing ideas and
experiences individually and in groups
• provide authentic German language learning experiences that explore students’
cultural representations in oral, literary, and media texts
• celebrate students’ progress and success, using appropriate language and forms
to honour accomplishments in and beyond the classroom
• respect students’ background languages, dialects, and cultures
• foster a sense of caring, belonging, and responsibility within an inclusive
classroom community of learners

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C h a p t e r 3 : P l a n n i n g  51
 General Outcome 6
Students will use German confidently and competently in a variety of
situations for communication, personal satisfaction, and further learning.

Students must acquire the linguistic elements of the German language to

successfully use language for communication, personal satisfaction, and learning.
They need to develop an awareness of and competence with using the elements of
the German language: the sound-symbol system, lexicon, grammatical structures,
mechanical features, and discourse elements. Students also need to develop their
understanding of linguistic elements and be able to put these elements together in
meaningful ways. Students develop, over time and through continuous and
meaningful use of and exposure to the language, growing sociocultural awareness
and competence, such as the appropriate use of nonverbal communication, social
conventions, and vocal register.

As students experience learning a second language, they develop independently

and with guidance a range of strategies for learning and using the language, and for
learning in general. The strategies that students choose and that can be effective
depend on the task as well as on other factors, such as the student’s preferred
learning style, personality, age, attitude, and cultural background. Strategies that
work well for one person may not be effective for another person, or may not be
suitable in a different situation.

General Outcome 7
Students will explore, understand, and appreciate the cultures of German-
speaking peoples for personal growth and satisfaction, and for participating
in and contributing to an interdependent and multicultural global society.

Within the German language arts program, emphasis is placed on the development
of a positive self-concept, a strong self-identity as a bilingual or multicultural
learner, and a positive identification with German language and its cultures.
Students are provided with opportunities to explore German cultures from the
perspectives of historical elements, contemporary elements, diversity, and change.
The development of a sense of community, an understanding of similarities and
differences among people, cultural sensitivity, and appreciation for personal
contributions to society are fostered. Students are supported in their understanding
of global interrelatedness and interdependence. They are encouraged and supported
in their preparation for effective participation in the global marketplace and
workplace.

Integrating Outcomes

Kindergarten to Grade 12 German Language Arts: Manitoba Curriculum

Framework of Outcomes assumes that the general and specific outcomes will be
delivered in an integrated manner, even though the curriculum document itself is
divided into numbered sections. Although Kindergarten to Grade 3 German
Language Arts: A Foundation for Implementation treats each specific outcome
separately, this is only to provide suggestions specific to each learning outcome.
Effective German language arts classroom learning experiences typically integrate
many learning outcomes.

______________________________________________________________________________
52  Kindergarten to Grade 3 German Language Arts
Creating a Context for Using Specific Outcomes

The specific outcomes listed in the grade level samples are not intended to be
taught strictly in the order they are presented. Teachers are encouraged to select
specific outcomes, both within a general outcome and across all seven general
outcomes, and to organize these specific outcomes into logical sequences for
instructional activities. German language arts instruction and assessment should
always occur within meaningful literacy contexts. Teachers develop authentic
instruction and assessment focused on specific outcomes while developing themes,
inquiries, genre studies, projects, and other learning experiences.

Using Outcomes and Strategies Recursively

Many aspects of language arts need to be revisited repeatedly through the use of a
variety of materials and strategies. Questioning, for example, can be used
repeatedly in many different contexts. Outcomes can be introduced using one
strategy, and then revisited and extended, using different strategies or different
topics, until students have achieved the particular outcomes.

Planning Approaches
Two of the most effective planning approaches for language learning are the
thematic approach and the task- or project-based approach. Either of these
approaches (or a combination of the two) can be applied to the development of the
year, unit, or lesson plans for the German language arts program.

Thematic Approach

Thematic approaches focus on a specific topic or central idea as the basis for the
unit or the lesson plan. The theme chosen serves as the organizer for the
instructional activities. Themes need to be big ideas that can provide a framework
for exploring and applying new skills and concepts.

Thematic planning can be helpful to teachers of multi-age and combined class

groupings. When teachers plan for a wide range of abilities, thematic teaching
creates a shared experience that all students can use to build knowledge, skills, and
attitudes and to experience success at their own level within a collaborative
whole-class environment.

Task- or Project-Based Approach

A task- or project-based approach to learning is designed to have students develop

language competence and communicative skills by actively engaging in using the
language with purpose. The teacher uses tasks and projects to create situations in
which students must use the language for a definite purpose. The task is defined at
the outset and creates the need to know certain elements of the language, thus
giving meaning, purpose, and context to all language activities.

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C h a p t e r 3 : P l a n n i n g  53
 The task provides an organizational framework for specific outcomes to be
achieved. All content, activities, and evaluation in the unit grow out of the task.

The choice of tasks can be based on the interests of students while covering as
broad a range of experience as possible. Each task should be flexible enough to
allow for some differentiation so students with different levels of proficiency,
interests, and backgrounds can work together and learn from one another.

Effective tasks and projects:

• provide opportunities to address a variety of specific outcomes
• match the interests of the students
• focus students on meaning and purpose
• maximize language use and provide opportunities for language practice
• allow for flexible approaches and solutions
• are challenging, but not threatening
• promote sharing of information and expertise
• involve students in assessing/evaluating the product and the process
• provide opportunities for students to discuss and reflect upon
communication (metacommunication) and learning (metacognition)
• provide for monitoring and feedback

Year Plans

 For a blank A course or program plan typically encompasses a school year. It can be focused
template… on one subject or integrate multiple subjects. A year plan supports instructional
goals and outcomes across an entire program of studies and provides opportunities
Appendix C: to plan for implementation in a school or district setting as well as for an individual
Year Plan classroom.

A year plan can consist of multiple units, organized coherently across the school
year. Year plans should address all outcomes in the curriculum framework in a
meaningful and appropriate sequence that is determined by essential learnings and
the learning needs of students. A year plan does not necessarily have to follow the
sequence of outcomes in the curriculum framework. A year plan can be constructed
and represented in a teacher resource by using a curriculum mapping process that
includes:
• a sequence of outcomes and essential learnings that indicates when they will be
taught
• how outcomes will be grouped or clustered to create units
• expectations of student learning
• instructional activities that support student learning

There are a number of formats for developing a year plan. Generally, it should be
one or two pages that clearly and concisely outline topics and skills on a timeline.
Year plans should also address integrated units of instruction and combined grade
teaching.

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54  Kindergarten to Grade 3 German Language Arts
Unit Plans
 For blank Unit plans provide a sequence of instruction that usually takes place over a number
templates… of weeks. Unit plans provide a clear and coherent structure that addresses
outcomes, assessment and instructional activities, and allows for choice and
Appendix C: different learning needs.
Unit Plan Overview,
Unit Plan A,
Unit Plan B, Unit plans are more detailed outlines of the broad pieces of learning that make up a
Unit Plan C year plan. Teachers need to know their students and use professional judgement
and creativity to develop a unit plan that is focused, meaningful, and relevant. In a
unit plan, teachers specify what needs to be in place for the unit to be a successful
learning experience (e.g., teachers consider resources, allocate time, prepare
information, identify vocabulary, identify instructional strategies, decide on
provisions for students with special education needs, and include home, school, and
community connections). Teachers start with the end in mind, and build in a range
of assessment activities throughout the unit. When possible, teachers collaborate
with colleagues to develop and share units. Teachers also plan ways to extend
learning for students who demonstrate higher level skills and to support those who
need additional guided practice or reinforcement.

To assess the instructional effectiveness of a unit of study, Politano and Paquin

(2000) suggest that teachers ask themselves:
• “What am I doing that is working well?
• What do I want to reconsider or stop doing?
• What do I want to do more of?” (p. 128)

Developing a Unit Plan

There are three basic decisions involved in unit planning that should be made by
considering the curriculum and the classroom.

W H A T I W I L L U S E P L A N N I N G T A S K S

What are students expected to Curriculum framework outcomes Identify the desired results
learn?

What evidence will I accept of Achievement goals, indicators, exemplars Determine acceptable
that learning? evidence

How will I design instruction for Teaching and learning strategies, resources Plan learning experiences and
effective learning by all instruction
students?

Developing a Unit Plan: Adapted with permission from Patricia Shields-Ramsay and Doug Ramsay, Purposeful Planning
Guidebook (Edmonton, AB: InPraxis Learning Systems, 2006), pp. 4, 5, 12–13, 16.

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C h a p t e r 3 : P l a n n i n g  55
 A planning technique that is especially useful in unit planning is clustering.
Clustering is a process that can be used to group outcomes around the essential
learnings of the curriculum framework. Clusters use common concepts, ideas, and
processes to group similar or related outcomes together. Clusters can be used to
create groups of outcomes that students should attain at the completion of a
learning sequence in a unit. They can be a first step in establishing a learning
sequence for the unit.

Clusters can also help identify the essential learnings and essential questions. Each
cluster can represent an enduring or overarching understanding—or a cluster of
essential learning statements and questions. Enduring and overarching
understandings go beyond facts and skills to focus on larger concepts, principles, or
processes.

An effective unit plan is a meaningful sequence of learning opportunities that starts

with learning outcomes, clustered together in contexts that are aligned with
essential learnings, assessment approaches, resources and teaching and learning
strategies. This alignment is critical to a purposeful planning process.

Questions can also provide a meaningful context that encourages the development
of critical thinking and inquiry-based skills. Questions can provide a focus for
assessment when built around essential learnings and criteria for the students’
demonstration of learning. General questions can provide an overarching focus for
the entire unit, while specific questions can help students uncover the essential
learning and guide the sequence of the unit.

The differences between general unit questions and specific unit questions
General unit questions provide a context for meaningful learning and the
development of deep understandings. General unit questions are ongoing and,
in one form or another, often recur throughout life.

Specific unit questions, on the other hand, can help students explore general
unit questions. They can focus on building vocabulary, developing
understanding of the terms and concepts within a general question, and
guiding research.

Specific unit questions can:

• be written to “uncover” the general questions of the unit
• guide the inquiry of the unit
• be sequenced to provide the “flow” of the unit

For example, specific unit questions such as the following could support the
general unit question, “How do patterns, inconsistencies, and misunderstandings
inform our understandings?”:
• How is our information collected and represented?
• How do patterns and connections in information help solve problems?
• How can misunderstandings be uncovered?

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56  Kindergarten to Grade 3 German Language Arts
 For more
When developing a unit plan, teachers should consider the specific needs of their
information…
information … students and select strategies and specific learning activities designed to achieve
several learning outcomes.
Appendix
Appendix C:C
Instructional Unit planning using a thematic approach or a task- or project-based approach to
Planning Guide second language learning begins with a theme, topic, task or project. The language
content grows out of the theme, topic, task or project and the resources used.

Tips for Developing a Unit Plan

1. Choose a theme, topic, task, or project that is of interest to the students,

offers possibilities for developing the students’ communicative competence
in German, and allows for some general learning as well. Students can
participate in this step of the planning process.
2. Determine the specific outcomes that could be met, keeping in mind all
general outcomes.
3. Analyze the task or project to determine what the students will need to know
and learn to carry it out. Think about the product the students will produce,
but also about the process they will go through in producing the product
(e.g., working in groups, doing research, interviewing people). Consider
language functions, vocabulary, grammar, text types, historical and
contemporary elements of the culture, strategies, general knowledge, and
so on.
4. Think about aspects of the unit that could be adapted to accommodate the
needs, interests and aptitudes of different students. Be prepared to be as
flexible as possible without compromising the objectives of the unit.
5. Look for resources that will be useful to students. Resources should be
attractive and rich in visual supports, such as charts, pictures, and diagrams.
6. Outline a series of steps directly related to the unit task or project to help the
students learn and practise the language they will need to carry out that
task.
7. Plan student assessment and evaluation. Integrate assessment throughout
the unit.
8. At the end of the unit, invite students to reflect on what they learned, the
strategies they used, and how their attitudes may have changed. This step is
important for developing metacognitive strategies and independent
learning.

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C h a p t e r 3 : P l a n n i n g  57
Unit Planning Checklist

Have I …

 selected the specific outcomes I wish to focus on in this unit?

 provided a rationale for the unit?

 planned for appropriate assessment for learning and assessment of learning

techniques?

 considered individual student needs, interests, and abilities?

 considered the relevance of this unit to students’ lives outside school, their
language and learning experiences in other subjects, and their continued
language development?

 identified the historical and contemporary elements of culture relevant to the

global citizenship content of the unit?

 selected interesting, useful, and varied resources to support the unit?

 included a variety of instructional strategies, language experiences, and

activities?

 provided opportunities for students to listen, speak, read, write, view, and
represent in different contexts?

 allowed for flexibility and adaptation of the plan in response to student

needs?

 provided opportunities for student input and collaborative decision making?

 considered possible unit extensions and applications?

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58  Kindergarten to Grade 3 German Language Arts
 Sample Unit Plan

Student Activities: Outcomes: Lesson Topics:

4.4 Present and Share, share ideas and information
5.1 Develop and Celebrate Community • introducing self
• Learn/use school
5.2 Encourage, Support and Work with Others
vocabulary. 6.1 Linguistic Elements
• school vocabulary
• Conduct school tours. • sound–symbol system • invitations
• Create a game that uses • lexicon • conducting a tour
• grammatical elements
flash cards. 6.2 Language Competence, speaking
• Create a map of the school 6.4 Language Learning Strategies
for visiting students. 6.5 Language Use Strategies
• interactive
• Create invitations to a • productive
school event and to various
other community events. Duration:

Seven 30-minute classes

Unit Focus:
Grade 3

Welcome to My School
Addressing Learner
Diversity:

Chapter 3:
Learning Strategies: • Pair up mixed ability students
Assessment: during vocabulary game.
• Keep criteria for the activities
• Focus on language use strategies • Peer assessment posted in the classroom.
during invitations and tours.

Planning
• Self-assessment • Have students set personal
• Focus on cognitive strategies during • Anecdotal notes during tours and vocabulary practise learning goals through
 games and vocabulary practice.
• Rubric for grading invitations (created with students) self-assessment.
• Focus on metacognitive strategies
• Learning logs for reflection on strategies used
during learning log reflection.
• Exit slips for reflection on learning

59
Lesson Plans

 For a blank While unit plans define the broad details of instruction and student learning within
template… a given context, lesson plans outline how to teach a particular concept. Lessons
often include the whole class and provide a basis from which other lessons can
Appendix C: evolve. Follow-up lessons could include individual sessions with students who
Instructional
Planning Guide, have specific needs, small groups focusing on specific skill development, or large
Lesson Plan A, discussion groups. Lesson plans should address:
Lesson Plan B
• information about students’ prior experience, understandings, and needs
• clustered curriculum outcomes
• assessment criteria
• instructional activities
• resources
• time and materials
Consider the following questions when planning a lesson:
• What is the purpose or curriculum outcome of the lesson?
• What teaching and learning strategies will be most effective?
• What will students be doing? When? Where?
• What specific skills do students need to develop or improve to be successful?
• What resources will be most appropriate for various groups in the class?
• How much differentiation is feasible and appropriate?
• How will the success of the lesson be evaluated?
• How does this lesson connect to other curriculum areas or units of study?
• How does this lesson connect to home and the community?

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60  Kindergarten to Grade 3 German Language Arts
Lesson Planning Checklist

Does my lesson plan …

 identify and address specific learning outcomes?
 ensure student awareness of learning outcomes?
 involve students in learning activities with meaningful contexts, integrating outcomes
from the seven general outcomes?

 include outcome-based assessment criteria to be shared with students before any

assessed learning activity begins?
 engage students in using assessment information to improve their learning?
 maximize student use of German through meaningful student-to-student
communication?
 include differentiated instructional strategies to meet the needs of all learners?
 ensure student awareness of, and engagement in, strategic learning; i.e., students
identify thinking and learning strategies that work best for them, set goals for strategy
use and work to achieve those goals?
 provide opportunities for revision?

The following is a sample lesson plan that addresses multiple learning outcomes
from the curriculum framework.

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C h a p t e r 3 : P l a n n i n g  61
 Sample Lesson Plan

Lesson Title: Greetings – Welcome to My School

Date and Class: January 10, 2008, Class 3B

Outcomes Addressed:
6.1 Linguistic Elements, sound–symbol system
6.1 Linguistic Elements, lexicon
6.2 Language Competence, speaking
6.5 Language Use Strategies, interactive
6.5 Language Use Strategies, productive

Possible Student Learning Strategies: interpret and use a variety of nonverbal cues to
communicate; ask for confirmation that a form used is correct; use words that are visible in the immediate
environment

Materials Required:

Video recording and viewing equipment (for students who are gifted)

Teaching and Learning Activities:

With students, brainstorm various verbal and nonverbal greeting and farewell expressions (e.g., Hallo!
Guten Morgen! Guten Tag! Aufwiedersehen! Tschüß! smiling, waving, shaking hands/extending a hug).
Students circulate and greet one another in German. Encourage students to remember nonverbal
expressions as well.
After a few minutes, ask students to offer their names and ask their partner’s name. Hallo! Ich heiße
Anna. Wie heißt du?
Once students have had sufficient time to practise these two activities, consider allowing different student
groups to present their conversations to class. Extend this activity to include farewells.

Differentiation of Instruction:

Encourage students with special education needs to refer to the expressions on the word wall during their
conversations.
Have students who are gifted create a mini video that shows the greetings of various people in different
situations.

Opportunity for Assessment:

Use an outcome-based checklist to determine if students have attained the specific outcomes in
General Outcome 6 during the conversations.

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62  Kindergarten to Grade 3 German Language Arts
 Chapter 4
Learning and
Instructional Strategies

Chapter Summary

Learning Strategies
Instructional Strategies
Using Technology in the Classroom

Learning Strategies
Strategies are systematic and conscious plans, actions, and thoughts that learners
select and adapt to each task. They are often described as knowing what to do, how
to do it, when to do it, and why it is useful.

Students use various strategies to maximize the effectiveness of learning and

communication. Strategic competence has long been recognized as an important
component of communicative competence.

To become successful strategic learners, students need:

• step-by-step strategy instruction
• a wide array of instructional approaches and learning materials
• modelling, guided practice, and independent practice
• opportunities to transfer skills and ideas from one situation to another
• to develop the ability to make meaningful connections between skills and ideas
and real-life situations
• opportunities to be independent and to show what they know
• encouragement to self-monitor and self-correct
• tools for reflecting on and assessing their own learning

Students need to develop proficiency in using a strategy before new strategies are
introduced. Over a period of time, students will have a number of strategies to
facilitate their learning.

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C h a p t e r 4 : L e a r n i n g a n d I n s t r u c t i o n a l S t r a t e g i e s  63
 Some learning strategies are appropriate for Early, Middle, and Senior Years, while
other strategies may be appropriate only for a specific level. Students need:
• to know how they will benefit from the use of a strategy in order to become
motivated and engaged in learning and to develop the will to apply the strategy
• to know what steps are involved in the strategy’s procedure
• to understand when the strategy should be used
• to know how to adjust the strategy to fit their particular purposes so that they
can apply the strategy in a variety of relevant contexts
• to practise the strategy over time to develop proficiency

The strategies that students choose depend on the task they are engaged in as well
as on other factors such as their preferred learning style, personality, age, attitude,
and cultural background. Strategies that work well for one person may not be
effective for another person, or may not be suitable in a different situation.

 For more
Possible student learning strategies are listed for each of the activities in the
information… instructional strategies section of this chapter to illustrate the types of strategies
students might use. These lists are not meant to be prescriptive. For a more
Appendix C: extensive list of learning strategies, consult the Strategies section of the curriculum
Sample List of framework.
Learning Strategies

To ensure that students develop effective, independent, lifelong learning skills, it is

essential to foster strategic learning in the German language arts classroom. To
develop advanced language skills, including literacy, students need instruction on
the strategies that skillful learners use in approaching language tasks. Students
need to be taught learning strategies in all language arts through demonstration,
explicit instruction, guided practice, and independent practice with feedback and
support. Students are encouraged to acquire and apply a wide range of strategies,
including first and second language learning strategies and general learning
strategies, to enhance their learning.
 For more
information…
Kindergarten to The curriculum framework includes clusters of specific learning outcomes
Grade 12 German designed to develop three types of strategies in the German language arts
Language Arts:
classroom: language learning strategies, language use strategies, and general
Manitoba
Curriculum learning strategies.
Framework of
Outcomes

Language Learning Strategies

Language learning strategies refer to actions taken by learners to enhance their own
language learning. These strategies are divided into three categories: cognitive,
metacognitive, and social/affective.

Cognitive language learning strategies include using different techniques for

remembering new words and phrases, deducing grammar rules, applying
previously-learned rules, guessing at the meaning of unknown words, and using a
variety of ways to organize new information and link the new information to
previously learned language.

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64  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Metacognitive language learning strategies are higher order thinking skills that
students use to manage their own language learning. These strategies include
planning for language learning, monitoring language learning, and evaluating
success in language learning.

Social/affective language learning strategies are actions learners take during or

related to interactions with others to assist or enhance their own language learning.
These strategies include methods students use to regulate their emotions,
motivation, and attitudes to help them learn the language.

Language Use Strategies

Language use strategies are actions taken to enhance communication. These

strategies are often used with no intention of trying to acquire language, but instead
with the intention of improving communication. The language use strategies in the
curriculum framework are organized according to the three communicative modes:
interactive, interpretive, and productive.

Interactive language use strategies assist the learner or speaker in maintaining

communication with another speaker of the language. These strategies include
using circumlocution to compensate for one’s lack of vocabulary, using non-verbal
cues to communicate, and summarizing the point reached in a discussion.

Interpretive language use strategies aid in comprehension of the language. These

strategies include using visual supports to assist in comprehension, listening or
looking for key words or elements, and using discourse markers to follow extended
texts.

Productive language use strategies aid in the production of language. These

strategies include using resources to increase vocabulary or improve texts,
compensating for avoiding difficult structures by rephrasing, and using knowledge
of sentence patterns to create new sentences.

General Learning Strategies

General learning strategies refer to actions taken by learners to enhance their own
general learning. As with language learning strategies, general learning strategies
are divided into three categories: cognitive, metacognitive, and social/affective.
There is a distinct similarity between language learning strategies and general
learning strategies; however, the determining difference is whether the purpose of
the specific strategy is the learning of the language or of other concepts. Often,
other concepts include subject-area concepts, such as social studies or health
concepts, learned through the German language.

Cognitive general learning strategies are direct strategies that students use to
assist themselves in learning. These strategies include concept mapping,
memorizing facts, and brainstorming.

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C h a p t e r 4 : L e a r n i n g a n d I n s t r u c t i o n a l S t r a t e g i e s  65
 Metacognitive general learning strategies are higher order skills that students use
to manage their own learning. These strategies include planning for their own
learning (e.g., choosing a way to memorize social studies facts in German) and
assessing their own learning.

Social/affective general learning strategies are actions learners take during or

related to interactions with others to assist or enhance their own general learning.
These strategies include methods students use to regulate their emotions,
motivations, and attitudes to help learn concepts.

Teaching Learning Strategies

Strategies should be introduced as they are needed. When strategies are introduced
and explained in terms of their value to the learner and are demonstrated and
practised over time, they can produce long-lasting, significant improvements in the
students’ abilities to construct meaning, acquire language, and achieve the German
language arts outcomes. All students benefit from strategy instruction, but
individual students need varying degrees of support in learning and using strategies.

Tips for Teaching a New Learning Strategy

1. Explain the strategy, discussing its purpose and the tasks for which it is most useful.
2. Model the strategy “thinking aloud” so that students can observe the process. This means
expressing both the overt purpose of the strategy and the metacognitive processes and
self-correction used in any problem-solving method. Avoid mental leaps.
3. Teach the steps of the strategy, explaining the reasons for each step so that student learning
will be based on understanding rather than on rote memorization.
4. Provide an immediate opportunity for students to use the strategy in the context of their own
work. As students use the strategy, offer constructive feedback, monitor, and prompt when
necessary.
5. Review the strategy by modelling it again, this time with students monitoring and prompting.
6. In subsequent lessons, ask students to practise using the strategy, explaining what the
strategy is designed to do, the steps that must be followed, and the importance of each
step.
7. Follow up with other opportunities for students to use the strategy and to reflect on their use
of it as they move toward mastery. Monitor each student to determine what personal
meaning he or she has made related to the strategy.
8. Discuss with students how the strategy can be used beyond the language arts classroom.

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66  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Instructional Strategies
Instructional strategies are the techniques and activities teachers use to help
students become independent learners and develop and experiment with learning
strategies.

Students exhibit a wide variety of perceptions, prior knowledge, attitudes and

learning preferences. Teachers are encouraged to provide a variety of instructional
strategies to ensure that all student needs are being met.

The following instructional strategies can be used across grade levels.

Alphabet Activities

Alphabet activities teach students to identify the names and sounds of the letters in
the alphabet and should be done as part of other language learning. Alphabet
knowledge is not and should not be considered a prerequisite for participating in
other activities. It is important to acknowledge the sound each letter makes, but it is
also important to do so within meaningful contexts as early as possible
(e.g., sounds as part of words as soon as some words are known).

Possible Student Learning Strategies:

Cognitive • Listen attentively
• Identify similarities and differences between aspects of German
and your own language(s)
Interpretive • Listen selectively based on purpose

 Letter Sorts
Collect plastic letters or print letters on squares of paper and have students identify
each of the letters in the alphabet by naming them or by pointing to them when
prompted.

Auditory Discrimination Activities

Auditory discrimination activities require students to consider and identify sounds

in words. These activities can be used to introduce oral language.

Possible Student Learning Strategies:

Cognitive • Use mental images to remember new information
• Look for patterns and relationships
Interpretive • Listen selectively based on purpose
• Determine the purpose of listening

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C h a p t e r 4 : L e a r n i n g a n d I n s t r u c t i o n a l S t r a t e g i e s  67
 Find the Right Sound
Create or purchase flash cards that include pictures of objects with the names
written below. Instruct the students to listen for a particular sound as you read each
word. Have students collect only those cards with the words that contain the right
sound (e.g., all the cards with words containing “j”). The students then hand in the
cards, repeating the words as they do so. If the students make a mistake, simply
take the card, point to the word and repeat it, say the letter sound on its own, and
move on.

 Sort the Sounds

Create or purchase flash cards that include pictures of objects with the names
written below. Instruct the students to listen to the words as you read them and
decide which “sound category” (e.g., “z” or “ß”) they belong to. The students
should take each card and put it in the correct pile, repeating the word as they do so.
If the students make a mistake, simply take the card, point to the word and repeat it,
say the letter sound on its own, then place the card in the correct pile.

Categorizing

Categorizing involves grouping objects or ideas that have common features or

relationships. It enables students to see patterns and connections and develops their
abilities to manage and organize information. Categorizing is often used to
organize information produced during a brainstorming activity.

Possible Student Learning Strategies:

Cognitive • Group sets of things together—vocabulary, structures—with
similar characteristics
• Look for patterns and relationships

Cloze Activities

In Cloze activities, words, phrases or letters are omitted from printed text. Students
employ language cueing systems to insert words or letters that complete the text in
a meaningful way. Cloze activities promote sense-making skills and reflection on
the rules of language (e.g., “I know the word and to fill in the missing sound I need
to add the letter ‘a.’” “This sentence doesn’t make sense unless I put the word
‘and’ in it.”). Avoid having too many blanks initially, and begin by blanking-out
the same type of letter or word consistently (e.g., the long vowel sounds, the
adjectives).

Possible Student Learning Strategies:

Social/Affective • Seek the assistance of a friend to interpret a text
Interpretive • Listen or look for key words
• Infer probable meanings of unknown words or expressions
from contextual clues

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68  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Letter-level Cloze
Select high frequency words from students’ oral vocabulary, from classroom word
walls, or from reading, and reproduce them with key letters missing. Begin by
following a consistent pattern (e.g., remove the first letter, remove the last letter).
Students should know what word they are trying to make either because it has been
vocalized or because it is within a familiar context (e.g., a sentence from a story).
As students become more adept, focus on words that are easily confused. This
works really well as part of a mystery message written on the board each morning
as a “do now” activity.

 Word-level Cloze
Select sentences from students’ reading or language-experience stories (short
pieces of writing dictated by the student) and reproduce them with key words
missing. Begin by following a consistent pattern (e.g., remove adjectives). Students
should be able to use the context of the sentence to figure out a word that makes
sense. Early on, it is advisable to provide students with a bank of possible words to
choose from.

Tips for Cloze Activities

1. Introduce students to Cloze procedures with oral activities. Read a passage aloud, pausing
occasionally to encourage students to complete lines or phrases with appropriate and
meaningful words.
2. Choose or write a text appropriate to the students’ level of understanding. Leave the first
sentence untouched. Delete a number of words from the rest of the text, leaving the last
sentence untouched as well. There are a number of ways to decide possible words to delete
(e.g., key words related to the topic of the sentence or words that have a particular
grammatical function, such as all the adjectives or pronouns).
3. Replace the words with blanks of equal length so there is no clue as to the length of the
deleted words.
4. Advise students to use any clues they can find in the text or any knowledge they have of the
topic or language to try to discover what the missing words are.
5. Ask students to explain why they think a particular word fits the blank in the sentence. If there
is more than one suggestion, students can discuss reasons for each choice and decide
which suggestion is best. The sharing of ideas and of interpretation strategies is an important
aspect of this instructional method.

Graphic Organizer Activities

 For more
Graphic organizers can help students understand a concept and reduces the load on
information and their short-term memories. Displaying a concept visually enables students to focus
blank templates… their attention on language development. Graphic organizers link the language and
Appendix D:
German Language
content, often forming a bridge to knowledge that the student may already have in
Arts K to 12 his or her first language.
Templates and
Blackline Masters
Using a graphic organizer to teach new concepts is an effective way to engage
students in discussion and have them learn the essential vocabulary in a meaningful
context.

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 Initial teaching about the use of graphic organizers should always include teacher
modelling and discussion about the role of graphic organizers in helping students
organize their thinking and in providing a base of information. For example, when
showing students the process for using a genre map to analyze a mystery, read a
mystery to the class and help students identify, on a large genre map at the front of
the class, the mystery, the events, the main suspects, and the reasons for the
suspicion. Discuss the key elements of a mystery and how relationships in a
mystery might be represented. Students could then read a short mystery and
complete their own maps. Further scaffolding might be accomplished by giving
students a partially completed map or by providing support in picking out and
placing information on the map.

After classroom practice with a variety of graphic organizers, students should be

able to choose appropriate organizers related to their purpose, explain their choices,
and use organizers effectively. For example:
• use webbing during a brainstorming activity to record thoughts in preparation
for narrowing the topic
• use a compare and contrast map, such as a Venn diagram, for comparing
climates or when comparing two versions of a story

Possible Student Learning Strategies:

Cognitive • Use word maps, mind maps, diagrams, charts, or other
graphic representations to make information easier to
understand and remember
• Look for patterns and relationships
• Use available technological aids to support language
learning
Social/Affective • Participate actively in brainstorming and conferencing as
prewriting and postwriting exercises

 Brainstorming Webs
 For a blank Brainstorming is effective for generating lists of ideas and creating interest and
template… enthusiasm for new concepts or topics. Students can also use brainstorming to
organize their knowledge and ideas. Information gathered during brainstorming
Appendix D
can serve as a starting point for more complex tasks, such as projects, outlines,
mind maps, or decision making.

Tips for Brainstorming

1. Accept all statements. Emphasize quantity rather than quality.
2. Prohibit criticism—all ideas are accepted no matter how outrageous or far-fetched.
3. Do not allow discussion except for clarification.
4. Encourage participants to build on others’ ideas.
5. Set a time limit.
6. First, generate ideas, and then combine and order them.
7. Brainstorming in German may not be possible until students develop a level of proficiency
that allows them to express their ideas.

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70  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Concept Map
Concept mapping can help students visualize how ideas are connected and lead to
understanding of linguistic relationships and how knowledge is organized. The
concept mapping process can improve students’ oral communication,
comprehension, and problem-solving skills. Concept maps identify key ideas to be
learned and can be used to facilitate the learning of these key ideas, to review
subject matter, or to summarize a unit or a lesson. When developing a concept map,
the teacher and students identify a set of concepts associated with a selected topic.
Concepts are ranked in related groups from general to specific. Related concepts
are connected and the links can then be clarified with pictures, visuals, or with
German words, phrases, or sentences.

 Decision Making (PMI Chart)

 For a blank Students can use Plus, Minus, and Interesting information (PMI charts) to compare
template… and contrast situations, ideas, or positions. PMI charts give students a format for
organizing information and evaluating their knowledge and ideas. For more
Appendix D information, see the PMI chart instructions in Appendix D.

 Decision Making (What I Have, What I Need)

 For a blank A decision-making model such as What I Have, What I Need offers a step-by-step
template… process that encourages students to look for more than one solution, choose the
best alternative, and develop an action plan for implementing their decision. By
Appendix D breaking down decision making into specific steps and taking the time to generate
a variety of possible decisions, students at any grade level can become better, more
creative decision makers.

 Flowchart
Flowcharts graphically depict a sequence of events, actions, roles, or decisions.
They foster the development of logical and sequential thinking and promote the
development of organizational and planning skills. Flowcharts can provide a useful
outline for writing.

 Idea Builders
 For a blank
Idea builders create a context for introducing or clarifying new concepts, such as
template… developing an understanding of a particular value. They are especially helpful for
English as a second language students or students with special needs who require
Appendix D support in understanding new concepts. Idea builders encourage students to:
• make connections between what they know and what they will be learning
• gather information related to a concept by identifying essential and
nonessential characteristics or examples
• examine concepts from multiple perspectives
• develop inductive and divergent thinking
• focus their attention on relevant details

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 KWL Charts
KWL is a brainstorming strategy that encourages students to be active learners.
 For a blank
Students begin by creating a chart with three columns. In the first column, students
template…
Appendix D or record the information they already Know about the topic. In the second column,
Blackline Masters students write a list of questions they Want to answer about the topic (these
S-107
questions provide the focus for reading). In the third column, students record the
information they have Learned about the topic.

Tips for Using KWL Charts

1. List on the board, under “what we Know,” information students know or think they know
about a selected topic. Next list questions students want to answer about the topic under
“what we Want to know.”
2. While engaged in the planned activity, students are asked to keep in mind the information
listed under “what we Want to know.”
3. After the activity is completed, students identify what they learned, and that information is
listed under “what we Learned.” Students complete the activity by contrasting the
information listed under “what we Learned” with that listed under “what we Want to know.”
4. Information gathered in a KWL chart can facilitate learning log reflections and goal setting
for students.

 Mind Maps
 For more Mind maps are an easy way to represent ideas by using key words, colours and
information… imagery. Their nonlinear format helps students generate, organize, and see
connections among ideas. Mind maps integrate logical and imaginative thinking
Appendix D and create an overview of what students know and think about a topic. Webs are
simple mind maps. Adding pictures, colours, and key words transforms them into
more powerful tools for learning, for remembering, and for generating ideas.

 Story Maps
Story maps are graphic representations of key story elements: character, plot,
problem or goal, mood, setting, theme, and resolution. They provide visual outlines
that help students to understand story elements and plot development and to
remember story content.

Tips for Story Map Activities

1. Review the key story elements: plot, character, mood, setting, theme, and resolution. These
elements can be recorded on an overhead or a chalkboard in chart form or in the form of a
story map.

2. Students listen to or read a story or view a movie. Provide students with a template for a story
map. Students fill in the key information as you model the process. Remind students that only
the major events are to be recorded.

3. Model with older students how to use the key information to determine the theme. Have
students record the theme in the appropriate space on the story map. Once students are
familiar with story maps, they will be ready to use them on their own to analyze stories they
read or movies they view.

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72  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Triple T-chart
T-charts can be used to help students organize their knowledge and ideas and see
 For a blank
relationships between pieces of information. T-charts can have two, three or more
template…
Appendix D or columns. As students explore core values, T-charts can be used to create visual
German Blackline pictures of what those values look, sound, and feel like. T-charts can also be used
Masters S-64 to explore social issues, compare and contrast different situations, or investigate
two or more aspects of any character and citizenship topic.

 Venn Diagram
A Venn diagram provides an effective framework for comparing and contrasting.
 For a blank
For more information, see the Venn diagram instructions in Kindergarten to
template…
Appendix D or Senior 4 (Grade 12) German Language Arts: A Teacher’s Resource of Templates
German Blackline and Blackline Masters. (See <www.edu.gov.mb.ca/k12/cur/languages/german/
Masters S-69 deutsch/blms/index.htm>.)

 Y-charts
Y-charts are graphic organizers that serve to organize ideas about what a particular
 For a blank topic sounds like, feels like, and looks like. For example:
template…
Appendix D or
German Blackline
Masters S-64
Feels Like
• friendly
• warm
• big
• students talking • caring • colourful
• singing • clean and tidy
• teachers asking Communities • desks, books
questions (e.g., School) • technology
• bells ringing

Sounds Like Looks Like

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Cooperative Learning Activities

 For more Cooperative learning involves students working in small groups to complete tasks
information… or projects. Tasks are structured so that each group member contributes. Success is
based on the performance of the group rather than on the performance of individual
Chapter 5:
students.
Using Collaborative
Learning
Cooperative learning stresses interdependence and promotes cooperation rather
than competition. Establishing and maintaining cooperative group norms develops
the concept of a community of learners.

Cooperative learning activities play an important role in increasing students’

respect for, and understanding of, one another’s abilities, interests, and needs.
These activities promote risk taking and team building and develop group
responsibility and social skills. Cooperative group work provides opportunities for
students to take an active role in the language acquisition process, while allowing
the teacher to be a “guide on the side.”

Possible Student Learning Strategies:

Social/Affective • Initiate and maintain interaction with others
• Work cooperatively with peers in small groups
• Work with others to solve problems and get feedback
Interactive • Interpret and use a variety of non-verbal cues to
communicate
• Repeat part of what someone has said to confirm mutual
understanding

Tips for Cooperative Learning Activities

1. Create small, diverse groups to allow students to learn from one another’s strengths and
abilities.
2. Structure groups so success depends on each group member being responsible for some
part of the task. Assign roles within each group. Rotate roles so that all students have an
opportunity to experience each role.
3. Discuss and model collaborative skills, such as listening, allowing others to speak, asking for
help, reaching consensus, and completing a task within the allotted time. Provide
opportunities for students to practise these skills and to receive feedback and reinforcement.
4. Allow students time to evaluate the cooperative learning process, both individually and as a
group.

 Brainstorm Carousel
Brainstorming allows students to share their ideas in a collective manner. Ideas
flow and build on one another as the group generates many ideas on a specific
topic. The brainstorming process develops student vocabulary and creates an
environment that encourages respect for others, as judgement is suspended on all
the ideas presented.

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 In the “carousel” approach to brainstorming, students are divided into groups of
four to six, depending upon the number of subtopics. Each group is provided with
one sheet of chart paper and a different coloured marker so group contributions can
be tracked by colour. Each group writes down as many ideas as possible within the
designated time. Students then pass their chart paper to the next group. The groups
review the ideas of the previous group and add their own. The chart paper
circulates through all groups until it returns to its original group.

 Corners
In a corners activity, students express opinions and listen to the different points of
view of their classmates. This helps to promote understanding of, and respect for,
others.

To begin, announce what each corner of the room will represent. Actual objects or
pictures can be placed in each corner to facilitate recognition. Ask a question and
have students think about the question and decide which corner best represents
their thinking or their answer to the question. Students then go to the designated
corner and discuss their answers with the other students who chose that corner. A
spokesperson from each corner is chosen to summarize and present the ideas
discussed.

Example

When discussing holidays and celebrations, place a symbol representing a different

celebration in each corner of the room—a Christmas ornament, a picture of a
birthday cake, an Easter basket, and Family Day circled on a calendar page. Ask a
question such as: Which is the most important celebration/holiday for you and why?

Students move to the holiday/celebration corner they feel is most important. The
students in each corner discuss their ideas, then listen to and paraphrase ideas from
all the other corners.

 Debate
A debate is a discussion in which arguments are presented for and against a
statement or resolution. Debates can take place between two people or two teams,
or can involve an entire class. One side defends the resolution by taking the
affirmative view, while the other side (the opposition) argues against the
resolution.

 Eight Square
This instructional strategy is useful for accessing and reviewing background
knowledge and is particularly beneficial for students experiencing difficulty, as
they are exposed to the information over and over again.
Eight square activities function like a scavenger hunt. Students are given a piece of
paper divided into eight squares, each of which identifies a specific piece of
information to look for. The eight squares can reflect questions about language,
food, arts, or any topic of relevance. Students must then circulate around the room,
seeking out classmates who can provide the information requested and sign the
appropriate square. Finally, the teacher calls on a student to share the name and
information from one square of his or her paper with the class. The person whose
name appears in the square will be the next to share with the class. Individual
students can be called on only once.

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 Example:

Find someone who can:

name the letters name three body name four family sing you a simple
of the German parts in German members in song in German
alphabet German

identify a name two modes name three items name a strategy

difference of transportation in of clothing in for remembering
between his or German German new vocabulary
her first language
and German

 Focus Trio
Focus trio is used with oral comprehension (audio or video segments, guest
speakers) or with written comprehension activities. It allows students to anticipate
or predict the content of a presentation or text based on their previous knowledge.
This strategy helps to build confidence and risk-taking behaviour.
Students are divided into groups of three. Trios are asked to write down what they
already know about the topic or questions that they think will be answered. When
they hear or read the text, students verify their predictions and write down any new
information they find interesting. After the presentation, they discuss predictions
and new information. A class discussion may follow.

 Informal Groups
Pairs or small groups are quickly formed to do a specific task in a short period of
time. Students could brainstorm lists of words or ideas; express personal opinions
on a film, a song, or a current event; or give a brief report on learning strategies
they have recently tried. They could share German culture-related Internet sites
they found useful and interesting.

 Inside–Outside Circle
In this activity, students form two concentric circles with the two groups facing
each other. Each student works with the person facing him or her to discuss,
describe or practise. Students then rotate to the right or left around their circle and
repeat the activity until everyone has shared several times with different partners.
The same procedure can be used to have students develop and pose their own
questions. This instructional strategy is an effective way to encourage every
student to participate while teaching skills and concepts that may require varying
degrees of repetition for mastery, such as vocabulary acquisition and grammar.

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76  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Example

Each student is given a picture card with an illustration of an item from an

area of experience, such as family, body parts, animals, or holidays. On a
cue from the teacher, students rotate several places to the left or right and
present their picture cards to their partners. Each student attempts to name
the item depicted on the other’s card. If a student is unable to answer, his
or her partner provides the answer.

To allow for varying developmental levels, include the text on the back of
the card and provide each student with a developmentally appropriate
vocabulary to ensure that all students have learned at least one new
vocabulary item.

 Jigsaw
Jigsaw is a strategy for organizing cooperative learning groups to share the
workload on larger projects.

Divide students into groups of four. These groups will be the students’ home
groups. Explain the project, outline student responsibilities, explain the skills that
are to be developed and clearly explain how students will be assessed. Within the
home groups, each student agrees to a particular role and becomes the “expert” on
that role for their group.

The expert for a particular topic meets with fellow topic experts from the other
home groups to form expert groups. In their expert groups, they work on their
particular aspect of the project and decide how to present or teach this to the other
members of their home groups.

Once students finish in their expert groups, they return to their home groups. They
use what they have learned and teach it to the other group members, remaining the
expert on that role for the group.

Jigsaw activities can help students explore program outcomes that relate to
historical and contemporary elements of the culture and outcomes that focus on
using strategies to maximize the effectiveness of their learning.

Tip for Jigsaw Activities

As groups work, observe student progress, record your observations for feedback, and intervene
to assist if needed. Encourage the students to solve any problems collaboratively.

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 Numbered Heads
This strategy is effective for reviewing material, checking for knowledge and
comprehension, and tutoring. It develops team-building skills and provides a safe
risk-taking environment since the group is challenged to arrive at a consensus. This
situation is less threatening for students who are shy or have weaker oral skills.

Students are organized into groups of four, and the group members number off
from one to four. Students are asked a question and are given time to
collaboratively come up with an answer. Call out a number from one to four. The
person assigned that number in each group raises his or her hand or stands up.
Randomly select one of these students to answer. If the answer is incorrect, call on
another of the selected students to give an answer.

 Round Robin
Students are divided into groups of four. When the signal to begin is given, each
student, in turn, contributes an idea orally—a word, phrase, or sentence.
Example

Students are grouped into fours and asked to name the 12 months of the year. The
first student starts by saying “Januar” (January). The next student would follow by
saying “Februar” (February), and so, on until all 12 months have been named. Each
student could then be asked to identify his or her favourite month.

 Talking Chips
Talking chips is a cooperative learning strategy that can be used effectively during
group discussion. Each student is given one marker. When a student wishes to
speak, he or she puts his or her marker in the centre of the group’s circle. A student
cannot speak again until everyone in the group has placed his or her marker in the
centre. When each student has had the chance to speak, the markers are retrieved
and anyone can speak again by repeating the process. This strategy ensures that
everyone has an equal opportunity to speak.

 Think–Pair–Share
In a think–pair–share activity, students think individually, turn to a partner and
discuss in pairs (or trios), and then share responses with the large group. This type
of sharing allows for flexibility and can easily be used throughout learning
activities. Think–pair–share activities usually ask students to summarize, question,
or clarify ideas. All students are accountable for listening actively and contributing
to the group and/or the class, making this strategy valuable for students who rarely
participate or for those who find active listening difficult. Also, as they share in
pairs or in trios, students are exposed to peer models of language response and
social behaviour.

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78  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Three-Step Interview
This strategy maximizes student participation and is useful for predicting,
hypothesizing, providing personal reactions, reinforcing content and summarizing
learning.

Divide students into groups of four and then into pairs. Partner A interviews
Partner B. Then the students reverse roles. Each student, in turn, shares with the
group what he or she has learned in the interview.

 Three-to-One Technique
In the three-to-one technique, the teacher poses questions that allow at least three
possible answers. In trios, each student gives one possible answer and a recorder
for the group writes down the responses. Students with learning difficulties might
respond with only one word but are still able to contribute to the group. The teacher
then asks a follow-up question that challenges the students to agree on one best
answer by discussing and possibly combining ideas. Each member must agree on
the selected answer and be able to justify the answer to the class (Bellanca and
Fogarty 1990).

Demonstration

Discuss and model particular skills or processes that help students acquire
procedural knowledge (e.g., taking students step-by-step through the writing
process or a particular learning strategy).

Possible Student Learning Strategies:

Interpretive • Determine the purpose of listening
• Listen or look for key words
• Infer probable meanings of unknown words or expressions from
contextual clues

Example

Demonstrate how to make Zimtsterne, how to play a game, how to introduce a

student to the class, and so on.

Didactic Questions

Didactic questions ask for facts that focus on one topic. Effective didactic
questions check for learning, tap into previous learning, and encourage creative
thinking. They often begin with who, what, where, when, or how.

Possible Student Learning Strategies:

Interpretive • Make connections between texts on the one hand and prior
knowledge and personal experience on the other
• Summarize information gathered

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Forming Learning Groups

Depending upon the nature of the task or the activity, the class can be divided into
pairs, trios, quads and so on. The pairs or groups can be formed at random or can
be predetermined. Once in pairs or groups, various group roles can be assigned,
again at random or predetermined before the activity or task begins.

 Chalkboard List
This is a good strategy to use when students are finishing their work at different
times. As students complete one assignment, they write their names on the
chalkboard. When three names accumulate, they form a new group and move on to
the next activity.

1. Lee 1. Eric 1. 1.
2. Sam 2. Haijia 2. 2.
3. Rain 3. 3. 3.

 Pairing Up Partners
Partners can find each other by following a matching process. Use sets of cards
with categories such as:
• opposites
• synonyms
• word associations
• first and last names
• one-half of a shape or a picture

 Random Groups
Students number off or they draw names, shapes, puzzle pieces or toothpicks out of
a bag or hat. The matching process can also be used with categories such as:
• one’s birthday month
• cities
• provinces
• seasons
• weather expressions
• various forms of a conjugated verb
• clothing
• playing cards

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80  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Gallery Walk

Gallery walk (Brownlie and Close 1992) is a process by which students use
observation skills to gather data and draw conclusions about a topic. Gallery walk
is frequently used with other learning strategies to allow students to view others’
work, including representations, and process the content in preparation for further
discussion or consensus building.

Tips for Gallery Walk Activities

1. The teacher or students construct displays representing various aspects of a topic. Displays
may also be the result of individual student or small-group inquiries on a topic. One person
serves as the curator and remains to explain the display.
2. Students are paired and directed to visit displays located around the room. Students are to
observe the displays carefully, talking with their partners and recording their observations
and the important points of their discussions. They then move on to the next display and
repeat the procedure.
3. Students review their observation notes and then make individual lists of what they think are
the most important observations.
4. Each student shares his or her individual list with someone other than the original partner and
negotiates with a new partner to create a common list.
5. Each pair of students finds another pair of students and negotiates a common list for that
group.
6. Follow-up might include written summaries, whole-class consensus, or short oral feedback
sessions.

Games

 For more Once students have developed a level of comfort with the new language and
information… environment, games can be an effective means of learning new vocabulary,
reinforcing concepts and assessing literacy skills. It is important to develop a
Danesi, Marcel.
variety of games, for storage in learning centres, that involve the whole class, small
A Guide to Puzzles
and Games in groups, partners, individuals, teacher direction and independent use. Games are
Second Language often:
Pedagogy. Toronto, • interactive
ON: OISE Press,
1985. • cooperative
• competitive
• fun
• clearly defined by rules
• over at a predetermined point
Some examples of games frequently played by second language teachers are
Simon Says, Around the World, Hangman, Go Fish and Twenty Questions.

Possible Student Learning Strategies:

Social/Affective • Understand that making mistakes is a natural part of
language learning
• Be willing to take risks and to try unfamiliar tasks and
approaches
• Work cooperatively with peers in small groups

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Tips for Games Activities
1. Target a particular language concept, such as a lexical field, a grammatical structure or a
specific application, as the academic focus of the game.
2. Focus as much as possible on student-to-student interaction.
3. Allow for errors and lots of practice.
4. Use games to support what is being taught in class.

Gouin Series (Echo-acting)

For this strategy, prepare a series of six to eight short statements describing a
logical sequence of actions that takes place in a specific context (e.g., getting up in
the morning, cooking a meal, using the library, making a telephone call). These
statements should all include action verbs and use the same tense and the same
person throughout. Present the statements to the class orally, accompanying them
with pantomime of the actions involved. The class responds first through
mimicking the actions involved and later by imitating the statements while doing
the actions. For example:
• I get up in the morning.
• I stretch.
• I walk to the bathroom.
• I brush my teeth.
• I comb my hair.
• I walk into the bedroom.
• I make my bed.
• I get dressed.
In preparing a Gouin series, it is useful to have simple props and visuals for at least
some of the activities.

Group Roles
 For a blackline
The roles in a cooperative learning group depend on the task. Before assigning
master…
roles, review the task and determine what roles are necessary for the group to be
Appendix C: successful. Roles could include the following:
Group Roles Organizer

Checker Ensures that everyone understands the work in progress.

Encourager Encourages everyone in the group to contribute, and offers positive feedback on
ideas.
Materials Gathers the materials necessary to complete the task. At the end of the task, the
Manager materials manager returns the materials and turns in the group’s work.
Observer Completes a checklist of skills and strategies used for the group.
Questioner Seeks information and opinions from other members of the group.
Recorder Keeps a written record of the work completed.
Reporter Reports on the group’s work to the rest of the class.
Timekeeper Watches the clock and makes sure the group finishes the task within the time
allotted.

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 When introducing roles to the class, explain and model them. Give students
opportunities to practise. Emphasize that all roles are equally important and
contribute to the success of the group.

Cooperative learning creates opportunities for students to learn and apply

important social and communication skills. It enhances perspective, encourages
higher-level reasoning, creates social support, and provides opportunities for
students to participate in meaningful, thoughtful activity.

 Random Roles
Pass out role cards to each group member or distribute coloured candy, shapes,
buttons, beans or any collection of objects, where each object represents a
particular role.

 Group Assessment
 For more There is some debate regarding the assignment of a group mark for cooperative
information… learning activities. Spencer Kagan argues against using a group achievement mark
for the following reasons.
Chapter 8
• If grades are partially a function of forces that are out of the students’ control
(such as who happens to be in their group), that sends students the wrong
message.
• Group marks violate individual accountability if individual students find ways
to manipulate situations to their advantage.
• Group achievement marks are responsible for parent, teacher, and student
resistance to cooperative learning.

Rather than awarding group achievement marks, Kagan suggests providing

feedback in written form on students’ cooperative learning skills. Kagan believes
students will work hard if they know in advance that such feedback will occur. He
also suggests asking students to set their own goals and use self-assessment to
promote learning and improve social skills.

Group Assessment: Adapted from Spencer Kagan, “Group Grades Miss the Mark,” Educational Leadership 52, 8 (May 1995),
pp. 70, 71. Used with permission. The Association for Supervision and Curriculum Development is a worldwide community of
educators advocating sound policies and sharing best practices to achieve the success of each learner. To learn more, visit ASCD
at www.ascd.org.
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Independent Study

Independent study can develop skills that enable students to become lifelong
 For more
learners. The student or the teacher may initiate independent study activities that
information…
develop sound independent study habits. Students may work with a partner as part
Chapter 6: of a small group or alone. Independent study activities can be used as a major
Independent instructional strategy with the whole class, or in combination with other strategies.
Study Such activities can be used with one or more individuals while the rest of the class
is involved in another strategy.

Possible Student Learning Strategies:

Cognitive • Find information, using reference materials such as
dictionaries or textbooks
Metacognitive • Be aware of your strengths and weaknesses, identify
your needs and goals, and organize strategies and
procedures accordingly
• Keep a learning log
• Make choices about how you learn

Tip for Independent Study

Assessment of the abilities students already possess is important before independent study
begins. Specific challenges can be incorporated into independent study assignments to build
upon and further develop individual capabilities.

Information Gap Activities

In information gap activities, students exchange information to solve a problem,

gather information or make decisions. These activities can be done in pairs, be
teacher-led or involve groups of students. They may be highly structured or fairly
open-ended and are often used to reinforce previously learned vocabulary and
structures.

Ideally, information gap activities are as close to real life as possible, using
questions and answers the same as or similar to those found in real-life situations.
Students will then have a purpose for exchanging information (e.g., a task to
complete, a puzzle to solve or a decision to make).
Possible Student Learning Strategies:
Social/Affective • Work with others to solve problems and get
feedback on tasks
Interactive • Indicate lack of understanding verbally or non-
verbally

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Tips for Information Gap Activities
1. Organize students in pairs, and identify and review vocabulary and structures that are
needed to complete the activity. For example, the activity could use a basic question
structure and the vocabulary associated with objects found in a classroom.
2. Provide Student A with a picture depicting a familiar scene, such as the inside of a
classroom. Provide Student B with a picture of the same scene with some alterations
(e.g., objects added and objects missing). Students ask each other questions in German to
determine which objects are missing from their own picture. Students sketch in objects they
discover are missing from their own picture. Once complete, students assess the accuracy
of their communication by comparing their pictures.
3. Circulate through the classroom while the activity is in process. Record anecdotal notes of
how each individual is demonstrating the development of skills in relation to the defined
learning outcome(s). Notes should be ongoing through several classes to allow for tracking
of skill development and the identification of any challenges a student might encounter.

Interviews and Surveys

Interviews and surveys can be conducted on almost any topic and aim to facilitate
the development of language through application. They can be used to collect
information from a defined sample of people to determine and report the frequency
of particular responses to specific questions. Information collected may be strictly
factual (e.g., month and year of birth, number of people in the family) or it could
be more subjective (e.g., likes and dislikes, opinions on a specific topic). Simple
factual surveys are recommended for beginners.

Possible Student Learning Strategies:

Interactive • Interpret and use a variety of non-verbal cues to communicate
• Ask for clarification or repetition if you do not understand

Tips for Interviews and Surveys

1. Prepare: Review the procedure with the class. Explicit teaching or review of structures for
asking questions may be needed.
2. Plan: Collaboratively decide the purpose of the interview or survey and if questions will be
oral or written. Formulate questions to ask, choose the sample of people to survey and
divide the work among the students.
3. Collect Data: The interview/survey is conducted in the manner agreed upon (e.g., in person
interviews—preferable for beginners, surveys by phone or email, surveys brought home).
4. Organize and Display Data: Once data has been collected, it should be compiled and
displayed. Results are often displayed using a graph. The type of graph used will vary with
the age and mathematical understanding of the students. With advanced planning, an
interview/survey activity can be integrated with a topic from mathematics class.
5. Summarize, Analyze, and Interpret Data: For simple factual interview/survey results, these
steps are relatively easy. If information about opinions or values has been gathered, there is
more opportunity for discussion and differing interpretations. Students may present their
interpretations orally or in writing.

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Language Ladders

Creating language ladders is an effective strategy for teaching essential classroom

language. Essential language phrases are directly taught, usually at a rate of one
each day. These phrases usually represent a series of different ways to express a
similar idea or need, often in different registers, degrees of politeness, or social
contexts (e.g., different ways of greeting people or giving praise or encouragement
to group members). Language ladders are posted on the wall with accompanying
visual cues, and language phrases are always grouped (like the rungs of a ladder) to
show their relationships and to assist students in remembering their meanings.

Example A: Help Expressions

Excuse me, teacher! Can you help me, please?

Excuse me, can anybody help me?

Hello! I need help, please.

Hey you! Help me.

Help!

Example B: Classroom Permission

May I go to the washroom, please?

May I get some water, please?

May I go to the library, please?

May I go to the office, please?

May I go to the playground, please?

Possible Student Learning Strategies:

Cognitive • Group sets of things together (e.g., vocabulary, structures with
similar characteristics)
• Use word maps, mind maps, diagrams, charts, or other graphic
representations to make information easier to understand and
remember
Productive • Use words visible in the immediate environment

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Learning Logs

 For more
A learning log is usually a single notebook with various sections that provide places
information… for students to journal (reflect) and log (record with purpose).

Chapter 8: Students record their personal reflections, questions, ideas, words or expressions to
Learning Logs remember, or the feelings they have about experiences in class. Ideally, such
reflective thinking and writing is done on a regular basis and the teacher responds
with oral or written advice, comments, and observations.
Learning logs are usually more objective, providing a place to record observations
on learning activities, lists of books read or films watched, or notes on learning
strategies.

Until students develop an appropriate level of proficiency in German and in

reflective thinking and writing, they will need teacher guidance and will likely
reflect in English. The transition to using more German and more independent
reflection is made over time. Once the transition is made, reflecting becomes a
strong and meaningful context for students’ German use.

If students have little experience in reflective writing, it is a good idea to model the
process by doing a collective journal on large chart paper. Begin by discussing the
reasons for keeping a journal and ways that the journal can be used, so students
understand the process and the purpose.

Tips for Learning Logs

1. Ask specific questions to guide students. Provide suggestions for topics.
2. Provide regular opportunities for students to write in their learning logs (reflective section)—
perhaps a few minutes before or after an activity or at the end of each week.
3. Students choose whether or not to share their journal entries with the teacher or their fellow
students. If students decide to share part or all of their journals, teachers can respond
individually with questions or comments to extend thinking. Since the primary purpose of a
journal is not to practise writing, teachers should not correct the grammar, spelling, or
punctuation in student journals.
4. Encourage students to regularly reread what they have written in their journals and reflect on
what they have written.
5. If students are having difficulty expressing their thoughts in words, suggest that they add
drawings or other visual representations to express meaning.

Students benefit from discussion about what they are learning, why they need to
know specific aspects of the language or culture, and how they are learning. The
discussion helps students develop the language they need to write effectively about
their learning.

Encourage students to retell, relate, and reflect by looking back, looking in, and
looking forward.

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 Looking back (Retell)
What activities did we do?
What did I learn?
What did I expect to learn during the activity?

Looking in (Relate)
What did I like or dislike about the learning experience?
How do I feel about what I learned?
What questions or concerns do I have about what I learned?

Looking forward (Reflect)

What would I like to learn more about?
What goal could I set for myself?
How might what I learned help me in the future?

Possible Student Learning Strategies:

Metacognitive • Reflect on learning tasks with the guidance of the
teacher
• Reflect on the listening, speaking, reading and writing
process
• Keep a learning log
• Be aware of your strengths and weaknesses, identify
your needs and goals, and organize strategies and
procedures accordingly
Mini-lessons

Short lessons can efficiently deliver small amounts of information to students, such
as aspects of culture or a grammatical structure. Mini-lessons are effective when
they are limited to 10 to 15 minutes and incorporate group discussion and/or
demonstrations and feature visual aids such as overhead transparencies or posters.

Possible Student Learning Strategies:

Cognitive • Listen attentively
Metacognitive • Listen or read for key words
• Be aware of the potential of learning through direct exposure
to the language

 Turn and Talk

Have students turn to a neighbouring student and discuss the mini-lesson they have
just heard. Have them summarize the content of the lesson using a graphic
organizer such as a concept map, a Venn diagram, or a flowchart.

Specify the organizer that best suits the topic or the content of the lesson or discuss
with students which graphic organizer they think would work best and why.
Discuss the resulting summaries as a class, and collaboratively develop a master
organizer summary on the board.

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Reading Instructional Strategies

Read-aloud, shared reading, guided reading, guided comprehension, independent

reading, phonics and word study give students opportunities to experience and
enjoy authentic texts and to practise the skills and strategies necessary for fluency
and comprehension.

Reading is a meaning-making process that involves a great deal of thinking,

problem solving and decision-making by both the teacher and the student.
Comprehensive reading instruction teaches the student to use a variety of skills to
decode, read fluently and understand the text. No single skill in this complex
interaction is sufficient on its own, and teachers must be careful not to
overemphasize one skill at the expense of others. It is important that teachers
understand the interdependent nature of the skills being taught, and that competent
readers integrate all sources of information as they engage in reading meaningful
texts.

Teachers should provide students with planned activities for before, during and
after reading. For example:
• Before beginning to read, the teacher and students establish the purpose for
reading. Together they consider what they already know about the topic or
genre and use the title, headings, table of contents or index, and new,
unfamiliar vocabulary to enhance their predictions.
• During reading, students respond to the text by searching for meaning,
identifying the main ideas, predicting and verifying predictions, and building a
coherent interpretation of the text. Students bring their experiences of the world
and literature into the reading activity. The teacher directs the attention of
students to subtleties in the text, points out challenging words and ideas, and
identifies problems and encourages students to predict solutions.
• After reading, students reflect on their learning as they apply the knowledge
acquired during reading or transfer that knowledge to the contexts (e.g., by
retelling, summarizing, creating graphic organizers, or putting pictures in
sequential order). With all of this instruction, the teacher provides continuous
role modelling, coaching, guidance, and feedback, and is always building on
students’ prior knowledge and experiences. The teacher also ensures that
students are focused and engaged in the reading process and monitors the time
on task.

 Author’s Chair
During author’s chair activities, students read aloud their written drafts or
compositions to their classmates. Listeners provide positive comments and
constructive feedback to the author to assist future writing efforts. Writing is
usually shared with the entire class, but occasionally authors read to small groups.
A special chair or area of the classroom may be designated for this activity.

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Tips for Author’s Chair
1. Have the author face the audience and read a draft or completed composition. Have the
author share accompanying illustrations and explanations with the audience. The audience
uses active listening skills to convey respect for, and acceptance of, the author’s efforts.
2. Have the author request comments or feedback about the piece from the audience.
Encourage audience members to make positive comments related to the events,
characters, or specific language used in the writing. Encourage the author to ask questions
about the clarity and effectiveness of the writing as well as the use of vocabulary and
language. Have the audience offer suggestions for revision or considerations for future work.

 Comprehension
Students learn comprehension skills and strategies in a variety of situations while
accessing different levels of text and different text types. The focus of guided
comprehension is on direction, instruction, application, and reflection.

To assist with student comprehension, provide focused instruction of

comprehension skills and strategies such as:
• previewing
• self-questioning
• making links to self, text and others
• visualizing
• using graphophonic, syntactic, and semantic cueing systems
• monitoring, summarizing, and evaluating

Students then apply the comprehension skills and strategies in teacher-guided small
groups and student-facilitated comprehension activities, such as literature circles,
questioning the author, or reciprocal teaching.

Students work with varying degrees of support and use texts at their instructional
levels and independent levels of reading. The teacher and students reflect on
performance, share experiences, and set new goals for learning. The levelled texts
and the organization of the small group will change as students’ knowledge and
reading skills increase.

 Guided Reading
Guided reading is a small-group, teacher-directed activity. It involves using
carefully selected books at students’ instructional levels. The teacher supports
students as they talk, read, and think their way through the text. Students can be
grouped for guided reading by reading ability or specific instructional goals. The
group composition is fluid and changes according to the teacher’s observations and
assessments.

Through modelling and instruction, guided reading enables teachers to extend

students’ vocabulary development and their knowledge and use of appropriate
comprehension strategies. It gives the teacher the opportunity to observe reading
behaviours, identify areas of need, and allow students to develop more
independence and confidence as they practise and consolidate reading behaviours
and skills.

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 Guided reading provides a bridge to independent reading and can help students
develop essential higher-order thinking skills.

 Independent Reading
During independent reading, students choose their own books according to their
interests and abilities. The texts should be chosen carefully so that each student can
read with a high degree of success. Students can be taught to select appropriate
independent reading material and can share this task with the teacher. Emergent
readers can use this independent reading time to practise reading small, predictable
stories, as well as books that have been used in shared and guided reading.

When teachers plan independent reading for students, they need to provide them
with time to engage in discussion and reflection. Independent reading is preceded
and followed by discussion and dialogue with the teacher and/or peers. The teacher
is always observing, listening, and gathering information about students’ reading
behaviours.

Independent reading provides opportunities for students to build self-confidence,

reinforce skill development, enhance fluency, build memory for language
structures and vocabulary, and promote comprehension and motivation to read. In
addition, independent reading gives students time to acquire more information
about a specific subject of interest.

 Phonics and Word Study

Research has shown that phonics and word study are valuable strategies for
improving students’ abilities to recognize words and decode text. Although these
skills alone are not enough, they are essential building blocks for becoming an
effective reader. They may be taught out of context but must be practised in
authentic contexts, and reading material that is engaging and meaningful for
students should be used.

Phonics is a systematic instructional approach that links the foundation of phonetic

awareness with students’ growing knowledge of letter-sound relationships to
enable them to decode words and read. Instruction begins with the most common
and more easily discerned letter-sound relationships and progresses to more
complex spelling patterns, which include larger chunks of words, such as syllables.
Teachers need to introduce the letter-sound correspondences in a planned,
sequential manner so students have time to learn, practice, and master them. Letter
formation is a part of phonics instruction that reinforces students’ memories of
letter-sound correspondences. To understand the usefulness of letter-sound
correspondences and letter formation, students need to apply their knowledge by
seeing, saying, and printing words in interesting and authentic contexts.

 Read-aloud
During read-alouds, read to the whole class or to a small group, using material that
is at the listening comprehension level of the students. The content of the reading
may focus on a topic related to a curriculum outcome in another subject area, such
as mathematics, science, or social studies.

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 Reading aloud to students helps them to develop a love of good literature,
motivation to pursue reading on their own, and familiarity with a variety of genres,
including nonfiction. It provides them with new vocabulary and contributes to their
oral and written language development. Reading aloud should occur every day in
the early stages of reading instruction to stimulate the students’ interest in books
and reading.

 Readers’ Theatre
Readers’ theatre activities encourage students to work cooperatively by taking
turns. These activities also support the development and practice of oral language
skills by promoting pronunciation, intonation, and oral language fluency. In
readers’ theatre, students read aloud from scripts. They do not require special
costumes, sets, props or music. Readers’ theatre can be done as a whole class, in
small groups or with partners.

Tips for Readers’ Theatre Activities

1. Choose an appropriate story or script. Look for lively dialogue, clear prose, balance of parts,
and an appealing theme. After some practice with scripts, students can adapt a story or
poem of their choice.
2. Read the story or script to young students. Older students can take turns reading aloud.
3. Discuss and reflect on the story, characters, and author’s intent or theme. For example:
What did you think about the story? Why? How do you think the characters felt? How do you
know what they were feeling? Why do you think they acted the way they did? How do you
know? Can you give examples from the story?
4. Assign parts, or have students volunteer, and distribute scripts. Let many students play each
part in turn. Write scripts on chart paper or on an overhead projector so students can be free
to use hand movements and mime. Colour-code parts so that students can find them easily.
5. Read through the script. Allow students to ask questions, make comments, or react to the
story. Discuss voice projection, intonation, good vocal expression, facial expression, and
gestures.
6. Have students practise the script as a whole group or in pairs. In readers’ theatre, narrators
often stand and characters sit.
7. Share the readers’ theatre with others.

 Shared Reading
In shared reading, guide the whole class or a small group in reading enlarged text
that all the students can see (e.g., a big book, an overhead, a chart, or a poster). The
text can be read several times, first for the students and then with the students
joining in. Shared reading involves active participation and considerable interaction
on the part of students and teachers.

Shared reading provides an opportunity to model effective reading, promote

listening comprehension, teach vocabulary, reinforce letter-sound relationships and
concepts about books and print, and build background knowledge on a range of
subjects.

Shared reading provides a bridge to guided reading. It should occur daily in the
early stages of reading instruction and less frequently in later stages.

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 Storytelling
Storytelling activities provide opportunities for students to tell stories by using
their own language rather than reading from a text. Students may retell familiar
stories, or they may choose to tell stories they have read or written.

 Total Physical Response Storytelling

In total physical response (TPR) storytelling, students act out vocabulary they have
recently learned in the context of entertaining, content-rich stories.

Possible Student Learning Strategies:

Interpretive • Use gestures, intonation and visual supports to aid
comprehension
• Listen or look for key words
Productive • Use non-verbal means to communicate

Tips for TPR Storytelling

1. Practise and Teach Vocabulary: Have students learn a selected group of vocabulary words
through association with particular actions. Practise these actions with the students.
2. Produce and Practise Vocabulary: Once students know the vocabulary, have them pair up.
One student reads the word and the other provides the corresponding gesture. Partners
reverse roles and repeat.
3. Perform a Story: Narrate, aloud, a story that uses the various vocabulary words. As you
narrate the story, students will listen and perform the actions to the vocabulary words when
they hear them.
4. Review the Story: Ask students for their interpretations of the story they have just performed.
5. Retell and Revise (Advanced): Students build upon the story, using their existing language
skills to embellish the plot, personalize the characters, and create revisions.
6. Create Original Stories (Advanced): Students prepare and act out original stories, using the
selected vocabulary.

 Word Study
Word study gives students the opportunities to practise high-frequency words so
that they can read them automatically (word identification), and to learn
word-solving strategies so that they will be able to read partially familiar or
unfamiliar words (word knowledge). Word study improves students’ abilities to
decode words independently, which is important for both fluency and
comprehension. The teacher provides students with an organized environment that
includes charts, lists, word walls, and other resources. Activities can involve the
whole class, small groups, or students working independently, and may include
searching for big words or mystery words; recognizing whole words, word parts,
root words, and compound words; adding prefixes and suffixes; using known
words to decode unknown words; and recognizing letter patterns.

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Reflective Discussions

Reflective discussions encourage students to think and talk about what they have
observed, heard, or read. The teacher or student initiates the discussion by asking a
question that requires students to reflect upon and interpret films, experiences,
stories, or illustrations. As students discuss information and events, they clarify
their thoughts and feelings. The questions posed should encourage students to
relate text content to life experiences and to other texts. Interpretations will vary,
but such variances demonstrate that differences of opinion are valuable.

Research Projects

Students may be involved in research projects individually, as partners or as

members of small groups. Research projects are effective in developing and
extending language skills. While doing research, students practise reading for
specific purposes, recording information, sequencing and organizing ideas, and
using language to inform others.

Research projects can motivate students through active participation, greatly

increasing understanding and retention. Students teach one another by describing
what they are doing. These projects require students to use inductive reasoning.
Students also reflect about their experiences and apply what they have learned to
other contexts.

A research model can be used to provide students with a framework for organizing
information about a topic.

Possible Student Learning Strategies:

Cognitive • Use previously acquired knowledge to facilitate a
learning task
• Use available technological aids to support language
learning
• Use word maps, mind maps, diagrams, charts, or other
graphic representations to make information easier to
understand and remember
Interpretive • Prepare questions or a guide to note information found
in a text

Role-Play

Children naturally use make-believe to explore roles and situations that they cannot
experience directly. Role-play and simulation use this natural learning strategy to
explore different aspects of various topics. In role-play, students assume a role
(a character, a real-life or imaginary person, or an animal) and are placed in a
situation or context. They act as if they were someone or something else. They
experiment with what it feels like to be in someone else’s shoes and, ideally,
develop empathy for that character.

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 Some props may be used, but generally there are no sets, costumes, or makeup.
Role-play may or may not involve writing a skit and then reading it or memorizing
it for presentation. As students gain experience in role-play, they can take a more
active role in planning and guiding the role-play activity.

Role-play is best used at the reinforcement or review stage of learning when

students have a fairly good command of the vocabulary and structures but need
some practice using them in relatively unstructured situations.

Possible Student Learning Strategies:

Metacognitive • Rehearse or role-play language
Productive • Use knowledge of sentence patterns to form new sentences

Tips for Role-Play

1. Outline the Situation: Start by describing a problem to be solved, a conflict to be resolved, or
a situation involving an unforeseen element. An element of tension can draw students in
and impel them to respond and take action. Begin by using fairly routine situations (e.g.,
asking for directions, ordering a meal in a restaurant, or buying something in a store).
2. Provide Time: Give students time to explore/research their characters’ backgrounds, beliefs,
habits, and opinions before they actually perform the role-play.
3. Teacher Involvement: Assume roles such as chairperson or spokesperson, guide the
role-play, and encourage students to participate.
4. Reflection: Provide a period of reflection following the role-play. Students describe what they
experienced and how they felt. Guide the discussion by asking questions and making
comments, encouraging the students to think about their experiences. Students may also
respond by drawing pictures to express their reactions.

Rules of Sound Activities

Plan activities in which students learn the rules that govern the sounds that letters
and letter strings make or do not make. Introduce rules directly (consider
dedicating a bulletin board to this) and walk students through reading and spelling
examples. Then have students apply what they have learned. These rules can help
students with reading and speaking, but it is important to introduce rules slowly
and strategically (e.g., introduce each rule only when it is relevant to other
learning). Also, consider having students identify similarities and differences in
“sound rules” between their first and second languages.

Possible Student Learning Strategies:

Productive • Mimic what the teacher says
Interpretive • Use knowledge of the sound-symbol system to aid reading
comprehension

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Sharing Circle

In sharing circle activities, the teacher and students sit in a circle and share their
thoughts on events and experiences. Sharing circles encourage students’
participation as they develop oral language and gain confidence through the
sharing of personal responses and ideas.

It is important that the rules for sharing circles are discussed prior to the first
sharing circle, such as “sit in a circle,” “do not touch anyone,” “one person speaks
at a time.”

Tips for Sharing Circle Activities

1. Sit comfortably in a circle with students so that everyone can see and participate.
2. Model the expectations and procedures before individual students begin to share their
feelings about an event or experience. Validate all student responses.
3. It is acceptable for students to pass rather than give a response. Students take turns until all
the students who wish to speak have spoken.

Sketch to Stretch

Sketch to stretch (Short, Harste, and Burke 1996) is a strategy that allows students
to represent through drawing what they learned during reading, viewing, or
listening. Students who are not risk-takers often experience success with this
strategy, and the strategy provides an opportunity for students with different
learning styles to respond in different ways. Students see that others have different
interpretations of a selection, and new meanings and insights are gained.

Tips for Sketch to Stretch

1. Students read, view, or listen to a selection, either in a small group or as a class.
2. Explain to students that they can represent meaning in a variety of ways and experiment
with different ways to represent meaning. Students think about what the story or video
meant to them and draw a sketch.
3. Students share their sketches with their classmates. Give the students an opportunity to
discuss the sketches and ask questions.

Slim Jims

Slim Jims are long, narrow pieces of paper that students use to record notes.
Categories or headings relating to the topic are chosen and written on the paper.
Details are recorded in point form as single words or simple phrases under the
appropriate heading. This decreases the likelihood that students will copy whole
sentences from reference material. The notes can then be used to write such things
as reports, summaries, and oral presentations.

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Visual Imaging

The practice of imaging or mentally visualizing objects, events, or situations is a

powerful skill that assists students to construct meaning as they listen and read. As
students read and listen to others, they incorporate their knowledge and previous
experiences to form images of situations, settings, characters, and events. These
images extend students’ comprehension, enrich their personal interpretations, and
stimulate unique ideas for oral expression and/or writing.

Imaging provides an opportunity for students to vicariously experience what they

hear, read and write.

Word-Building Activities

Word building activities should be based on relevant vocabulary collected from

reading, environmental print, or lexical fields. A simple word building activity
involves taking the letters from a long word and scrambling them. Students then
rearrange the letters to create smaller words that they record as they try to figure
out the big word. Once a number of words have been generated and the big word
has been unscrambled, students can use the words they have generated in word
analysis activities.

 Flash Cards
 For more
Most vocabulary words are learned through meaningful experiences (e.g., reading,
information… environmental print), but it is still useful to spend some time working with words
on flash cards. Initially, flash cards should display the words and associated
Appendix B: pictures side-by-side, but later the flash cards can have pictures on the backs and
Vocabulary and then have no pictures at all. Students could also match word cards with picture
Classroom
Expressions cards. Flash cards are often used to teach nouns but can also be used for teaching
verbs and adjectives. They should not be used to teach high-frequency words in
isolation, as meaningful context is essential.
Possible Student Learning Strategies:
Cognitive • Use mental images to remember new information
• Memorize new words by repeating them silently or aloud
• Place new words or expressions in a context to make them
easier to remember

 Making Words
Collect plastic letters or print letters on squares of paper to spell basic three- or
four-letter words and collect or create accompanying picture cards (e.g., have the
letters “B”, “a” and “ll” along with a picture of a ball to associate meaning with
sound). In order, point to each letter, make its sound, and slide it into place until
the word is formed. Repeat this action a couple of times, speeding up each time
until the sounds run together and you are practically saying the word normally.
Have students repeat your actions.

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 Possible Student Learning Strategies:
Metacognitive • Make a plan in advance about how to approach a learning
task
• Evaluate your performance or comprehension at the end of
a task
Cognitive • Look for patterns and relationships

 Personal Dictionaries
Personal dictionaries consist of words that are familiar and significant to individual
students. Word sources include dictated stories and captions, journals and other
writing efforts, as well as the students’ own oral vocabulary. For language learning,
personal word banks or collections of key words are valuable resources for
expanding students’ reading and writing vocabularies. A personal dictionary could
be developed throughout the year and kept in a section of the students’ learning
logs.

Personal dictionaries should be organized alphabetically or by lexical field. Each

entry in a personal dictionary should include a translation in the first language,
along with examples of its correct usage or a picture.

Possible Student Learning Strategies:

Cognitive • Make personal dictionaries
• Place new words or expressions in a context to make them
easier to remember
Metacognitive • Check copied writing for accuracy

 Word Walls
To create an environment rich in language, create a word wall that reflects
developing vocabulary. Post the words in a way that allows them to be removed for
reference or reorganization (e.g., sticky notes). Use the word wall as part of regular
language learning activities. For example, add a word whenever a student asks for
the meaning of an unfamiliar word or seeks a word to help express himself or
herself. Organize and reorganize the wall based on the instructional focus
(e.g., organize by spelling pattern, lexical field, meaning, usage).

Possible Student Learning Strategies:

Cognitive • Group sets of things together (e.g., vocabulary or structures) with
similar characteristics
Productive • Use words that are visible in the immediate environment

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98  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Writing Instructional Strategies

 Writing Conferences
During writing conferences, the teacher guides one or more students through
aspects of the writing process and provides specific feedback to students.

 Independent Writing
Independent writing occurs after the appropriate preparatory modelling, sharing,
and talking. During independent writing, students write silently for an extended
period of time.

Provide students with many opportunities to express their thoughts, feelings, and
insights for a variety of purposes and audiences, using a range of forms including
narratives, poems, plays, fantasy, science fiction, historical stories, children’s
books, songs, notes, messages, letters, journals, diaries (real or imaginary),
anecdotes, dialogues, reports, presentations, learning logs, biographical sketches,
requests, memos, summaries, reviews, record books, brochures, pamphlets, and
others.

 Interactive Writing
Interactive writing is shared writing during which students also serve as scribes;
they take turns holding the pen and writing letters and words for the message.

 Shared Writing
In shared writing, the teacher and students compose a piece of writing
collaboratively. The teacher acts as an expert and scribes for students on large chart
paper or on the board while demonstrating, guiding, and negotiating the creation of
meaningful texts. The focus is on the craft of writing as well as writing
conventions.

 Writing Aloud/Modelled Writing

During writing aloud/modelled writing, the teacher makes his or her thinking
visible while composing and scribing in front of students by thinking aloud and
modelling the writing process. Students see a demonstration of how writing
works—planning, thinking, drafting, organizing, selecting words, forming letters,
spelling, punctuating, revising, editing, and formatting.

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Using Technology in the Classroom
Information and communication technologies (ICT) are processes, tools, and
techniques that affect the way we can communicate, inquire, make decisions, and
solve problems. Information and communication technologies are used for:

• gathering and identifying information

• classifying and organizing
• summarizing and synthesizing
• analyzing and evaluating
• speculating and predicting

Skills and processes involved in information and communication technologies can

be related to learning strategies included in Kindergarten to Grade 12 German
Language Arts: Manitoba Curriculum Framework of Outcomes, in particular the
cognitive strategies. For example:

Cognitive Learning Strategy

ICT Skills and Processes
Examples
• gathering and identifying • find information, using reference
information materials
• classifying and organizing • group sets of things (e.g.,
vocabulary or structures with
similar characteristics)
• summarizing and synthesizing • use word maps, mind maps,
diagrams, charts, and other
graphic representations to make
information easier to understand
and remember

ICT Curriculum in German Language Arts Classrooms

German language arts students meet communication outcomes from the ICT
curriculum as they access information in German through the Internet and as they
exchange information and seek support and validation of their ideas through emails,
chat rooms, and discussion forums.
Under the guidance and direction of their teachers, German language arts students
meet foundational knowledge and operations outcomes by using ICT tools in
appropriate ways and by understanding what tools can be best used for a specific
task. For example, by using digital slide show software with multimedia features to
present a project, students demonstrate knowledge of specific technology and use it
in an effective way. Information and communication technologies not only allow
teachers and students to use tools to enhance and/or support the learning of German,
they also provide opportunities to expand communication horizons that bring
cultures and worlds together.

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100  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Teacher- and Student-Oriented ICT Integration

Teachers are encouraged to consider different methods of integrating ICT in their

planning and teaching (i.e., teacher-oriented integration and student-oriented
integration).

Teacher-oriented Integration

As teachers face the challenges of meeting students’ diverse needs and creating the
best possible learning experiences for them, ICT tools and devices can be a useful
support. ICT tools, such as databases and spreadsheets, allow teachers to plan and
track student progress. Communicating with students is facilitated through email,
chat rooms, and discussion forums. Electronically generated content can also be
easily modified to meet the needs of individual students. Technology offers a wide
range of possibilities for creating presentations with visual and audio components,
and multimedia interactivity can be used to facilitate student practice and learning.

Student-oriented Integration

ICT can contribute to students’ active participation in learning tasks. Online

journals, blogs, personal websites, and shared content through digital devices are
examples of how students can use technology for learning. German-based keyboard
devices are also available and can be installed to access characters and fonts
specific to the language.

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Suggestions for Using Technology in the Classroom

The following chart illustrates how various technologies can be used to teach
specific outcomes in the Grade 4 German language arts classroom.

Suggestions for Using Technology in the

Technology Specific Outcomes
Classroom
Word 4.2 (4.2.3) Enhance and Improve, • Students write and design brochures that
processing enhance legibility; print or write describe their school, using graphics to
legibly, using a style that is consistent enhance the design and to provide
in alignment, shape and spacing; meaning.
demonstrate basic keyboarding skills
6.5 (6.5.3)Language Use Strategies,
productive
• use a variety of simple productive
strategies, with guidance;
e.g., use illustrations to provide
detail when producing their own
texts

Spreadsheets 1.1 (1.1.4) Discover and Explore, • Students ask one another about their food
express preferences preferences and create a spreadsheet to
• collect and share favourite oral, display the information.
literary and media texts
Draw/paint/ 4.2 (4.2.5) Enhance and Improve, • Students create collages and other artwork,
graphic enhance presentation using electronic graphics and text.
applications • combine illustrations and written
texts to express ideas, feelings
and information

Internet 7.1 (7.1.1) Self-identity, • Students search the Internet for information
recognize and appreciate various on the German culture worldwide, and then
elements of the cultures of share the information in group presentations.
German-speaking peoples
7.2 (7.2.3)German Culture, diversity
• identify diverse elements of
German culture in school and/or
local community
6.4 (6.4.1)Language Learning
Strategies, cognitive
• use a variety of simple cognitive
strategies, with guidance, to
enhance language learning

Email 6.2 (6.2.4) Language Competence • Students exchange emails with students from
• produce, spontaneously and/or another German language arts class in
with guidance, a series of Canada.
interrelated ideas on a familiar
topic

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102  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Suggestions for Using Technology in the
Technology Specific Outcomes
Classroom
Multimedia 6.1 (6.1.2) Linguistic Elements, • Students use a CD–ROM German/English
applications vocabulary dictionary to look up words.
• use vocabulary and expressions
appropriately in various contexts
in the classroom and school
environment

Clip art/media 2.1 (2.1.1) General Comprehension • Students examine a variety of German
clips Strategies, prior knowledge media clips.
• make connections among texts,
prior knowledge and personal
experiences

Audio 6.2 (6.2.1)Language Competence, • Students listen to a variety of audio clips of

equipment listening German speakers from music, movies,
• listen to and understand a short television, and so on.
oral presentation on a familiar
topic in structured and
unstructured situations
6.3 (6.3.3)
Sociocultural/Sociolinguistic
elements, variations in language
• accept individual differences in
speech
Video 6.3 (6.3.5) • Students view videos in which German
equipment Sociocultural/Sociolinguistic speakers use non-verbal behaviours; then
elements, non-verbal students video-record themselves miming
communication the behaviours.
• recognize that some non-verbal
behaviours may be inappropriate
in certain contexts

Digital 3.2 (3.2.4) Select and Process, • Students create booklets that include digital
cameras access information photographs of classmates and of various
• use knowledge of visual and objects found in the classroom (e.g., desks,
auditory cues and organizational displays, books).
devices to locate and gather
information and ideas
4.2 (4.2.5)Enhance and Improve,
enhance presentation
• combine illustrations and written
texts to express ideas, feelings,
and information

These technology devices and tools can be used to enhance existing lesson plans
and can also be used as a basis for lesson plans. The sample lesson plan on the
following page shows a lesson that integrates ICT outcomes.

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C h a p t e r 4 : L e a r n i n g a n d I n s t r u c t i o n a l S t r a t e g i e s  103
 Sample Lesson Plan with ICT Integration

Lesson Title: Our Class Booklets

Date: October 9 Class: 3-G

Outcomes Lesson Description

4.4 Present and Share, Using a digital camera, take a photo of each student in the
share ideas and class. Give students a template to complete with personal
information information. For example,
• share information and Name (Name) _______________.
ideas on a topic with a Geburtstag (Birthday) .
familiar audience, and Meine Freunde sind (My friends are) ______________________.
clarify information by Zu meiner Familie gehören: (The people in my family are):
responding to questions
Ort oder Stadt: ______________________.
(place) city, country, place
6.2 Language
Competence, writing Students import the picture to a Word document and type
• produce, sometimes the information in the template. Documents are printed and
spontaneously and/or displayed or bound in a book for students to read.
with guidance, a simple
text on a familiar topic in
a structured situation

6.5 Language Use

Strategies, productive
• use a variety of simple
productive strategies with
guidance

Possible Student Learning

Strategies:
Use words that are visible
in the immediate
environment.

Differentiation of Assessment Materials

Instruction
Create a checklist with the digital camera
 yes  not necessary students that they can use to computers
assess their entries. printer
offer two levels of paper
templates Have students respond to the templates
activity in their learning logs.

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104  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Chapter 5
Students with Special
Education Needs

Chapter Summary

Characteristics of Students with Special Education Needs

Differentiated Instruction
Using Collaborative Learning
Strategies for Students with Attention Difficulties
Strategies for Students with Memory Difficulties
Strategies for Students with Listening Difficulties
Strategies for Students with Reading Difficulties
Cognitive Strategy Instruction
The Importance of Motivation

Characteristics of Students with Special Education Needs

Each student with special education needs has an individual profile of abilities,
needs, interests, and learning preferences. Some students with special education
needs are able to master the grade-level programs of study with differentiated
instruction and support strategies. Other students have more complex learning
needs that require significant changes to the learning outcomes in the grade-level
curriculum framework.

Students’ special education needs can affect language learning in a variety of ways
and have a variety of implications for classroom planning and instruction. For
example, these students may be less likely to participate in classroom discussion,
may have difficulty formulating and expressing ideas, and may find the task of
writing difficult and stressful. On the other hand, these students may have strengths
in the visual domain and often benefit from the use of graphic organizers, charts,
and visual cues.

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C h a p t e r 5 : S t u d e n t s w i t h S p e c i a l E d u c a t i o n N e e d s  105
Individual Education Plans (IEPs)

Every student who is identified as having special education needs must have an
 For more
Individual Education Plan (IEP). This plan, usually coordinated by the student’s
information…
classroom teacher, will contain information about the student’s strengths and
Individual
needs, relevant medical history, services that might be needed, educational goals
Education
Planning: A and objectives for the year, required accommodations and strategies, and plans for
Handbook for transitions.
Developing and
Implementing IEPs
(Manitoba A student’s IEP can provide helpful information for planning and adapting
Education and instruction in the language arts classroom. Any significant modifications of
Training 1998). curriculum will be documented in the IEP. For example, a student with severe
Available online at
www.edu.gov.mb.
communication difficulties may have long-term goals such as establishing eye
ca/k12/specedu/ie contact or initiating peer and adult interactions, and would focus on social
p/index. outcomes to achieve these goals. On the other hand, a student with reading
difficulties may be able to achieve most outcomes from the grade-level program of
studies, but other outcomes, such as those related to reading in an additional
language, may be modified.

The IEP will also contain required accommodations and instructional strategies. An
accommodation is a change or alteration in the regular way a student is expected to
learn, complete assignments, or participate in classroom activities.
Accommodations remove, or at least reduce, the impact of a student’s special
education needs and give him or her the same opportunity to succeed as other
students. Once a student has been identified as having special education needs,
accommodations should be considered to ensure that the student can access the
curriculum and learn and demonstrate new knowledge to the best of his or her
ability.

The following accommodations are frequently used to support students with special education
needs in Grade 4 to Grade 6:
• Arrange alternative seating (e.g., near teacher, facing teacher, at front of class, away from
distractions).
• Allow more time for tasks or assignments.
• Reduce the volume of tasks required (e.g., fewer sentences to read, fewer vocabulary
words).
• Reduce the demand for copying.
• Present fewer questions on a page, and provide more space for answers.
• Provide visual cues (e.g., draw arrows and stop signs on the student’s paper to indicate what
to do next or where to stop).
• Encourage the use of place markers, cue cards and writing templates.
• Encourage the use of a variety of writing instruments (e.g., pencil grips) and paper
(e.g., graph paper, paper with lines, paper with raised lines).
• Allow the use of personal word lists or other print references.
• Provide checklists and/or picture cues of steps for longer tasks.
• Break tasks into small steps.

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106  Kindergarten to Grade 3 German Language Arts
Differentiated Instruction

 For more
Individual students with special education needs may require specific
information… accommodations in the language arts classroom, but teachers can support the
learning of all students by incorporating elements of differentiated instruction.
Appendix C: Many of these sample strategies will be beneficial for a number of students, not
Examples of only students with special education needs.
General
Accommodations,
Examples of The term differentiation embraces a variety of instructional strategies that
Instructional recognize and support individual differences in student learning. Differentiated
Accommodations
instruction maximizes learning by considering students’ individual and cultural
See also Success for learning styles, recognizing that some students will require adjusted expectations,
All Learners: A and offering a variety of ways for students to explore curriculum content and
Handbook on demonstrate learning (as well as accepting that these different methods are of equal
Differentiating
Instruction,
value). With differentiated instruction, the teacher creates learning situations that
Manitoba match students’ current abilities and learning preferences but also stretch their
Education and abilities and encourage them to try new ways of learning. Differentiation can occur
Training, 1996
in the content, process, and/or products of classroom instruction.

Differentiating Content

Content consists of the knowledge, skills, and attitudes that students learn, as
reflected in the general and specific learning outcomes of the curriculum
framework. These outcomes identify what students are expected to achieve in the
course of their language learning; however, individual students may vary in their
language competence, their ability to apply the language in various situations, and
their use of effective strategies.

Differentiation of content recognizes that, while all students are focusing on a

general learning outcome, specific learning outcomes may differ for some students.
Differentiating content allows students to learn developmentally appropriate
concepts while working with developmentally appropriate materials.

There are three basic ways to differentiate content: parallel instruction, overlapping
instruction, and additional or remedial instruction.

1. Parallel instruction

In parallel instruction, all students work toward the same general learning
outcomes, but some students work on specific learning outcomes from different
grade levels. This instruction often requires flexible grouping within the classroom.

2. Overlapping instruction

In overlapping instruction, some or all of a student’s outcomes for the instructional

activity are drawn from sources other than the standard subject-area curriculum and
are based on goals identified in that student’s IEP. For example, a student with a
moderate or severe cognitive disability may work on his or her goal of using
pictorial symbols to express basic requests within the classroom, while the other
students use German vocabulary to do the same task.

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C h a p t e r 5 : S t u d e n t s w i t h S p e c i a l E d u c a t i o n N e e d s  107
3. Additional instruction

Additional instruction occurs when a student has unique learning needs that
necessitate instruction in an area not required by other students, sometimes with
direction from a specialist. For example, a student with learning disabilities may
need additional instruction regarding phonemic awareness, decoding, or effective
use of learning strategies.

Differentiating Process

Differentiating the process means varying learning activities or instructional

strategies to provide appropriate opportunities for all students to explore new
concepts. This may require developing a number of different ways that students can
participate or providing adapted equipment or materials. Collaborative learning
activities, learning centres, learning logs, individual goal setting, changing the pace
and/or delivery of instruction, and using visual and verbal cueing are examples of
differentiating process so that all students can be more active participants in the
classroom.

Differentiating Products

Differentiating products means varying the type and complexity of the products
 For more
that students create to demonstrate their learning. Students working below grade
information…
level may have different or reduced performance expectations from their
Appendix C: grade-level peers. For example, they may answer a question with a drawing instead
Sample Text Forms of a written sentence. Allowing students choices for demonstrating their knowledge
can also accommodate differing student abilities, interests, and learning
preferences.

Program Planning for Differentiation

 For more
Teachers can use a framework, such as the one described in the following steps, to
information … plan for differentiation in the German language arts classroom.

Appendix C:
Instructional
Planning Guide

1. Identify underlying concepts.

Teachers identify the concepts all students in the class should understand by the
end of the lesson or unit. It is important to separate the concepts from the content
used to develop these concepts. Different content may be necessary for students
with different levels of skill; however, at the end of the learning activity all
students should have a similar understanding of the concept, taking into
consideration the level at which they are working.

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108  Kindergarten to Grade 3 German Language Arts
2. Choose instructional strategies.

Present the concepts in such a way that all students are able to gain an appropriate
degree of knowledge. Consider the following strategies for differentiating
instruction.
• Present new material in short periods of time through varied activities.
• Use materials at a variety of difficulty levels for the whole group.
• Begin instruction at the individual student’s current level of functioning.
• Stand close to students who need extra help.
• Modify the pace of instruction.
• Simplify instructions.
• Write instructions on the board.
• Ask students to repeat instructions or paraphrase what has been presented.
• Demonstrate, model, or act out instructions.
• Complete the first example with students.
• Use a multisensory approach.
• Present concepts in as concrete a way as possible.
• Use pictures and concrete materials.
• Use different coloured chalk and pens.
• Break information into steps.
• Provide additional time to preview materials and/or complete tasks.
• Adapt the level of questioning.
• Use your advance planning organizers.

3. Choose strategies for student practice.

Use a variety of practice activities and, wherever possible, provide students with
choices for their mode of practice. This may require adapting how students
participate, providing adapted materials, or adapting goals for individual students.
Each student should have the opportunity to participate meaningfully according to
his or her skill level.

The following chart shows examples of different modes of student practice.

Verbalize Write Create Perform Solve

• oral report • research • diorama • simulation • puzzles
• panel papers • collage • role-play • problems
discussion • poems • painting • drama • riddles
• debate • essays • model • pantomime • games
• games • stories • pictograph • puppet show • brainteasers
• brainstorming • diaries • mural • radio • charades
• oral questions • plays • bulletin commercials
and answers • cookbooks board
• interviews • games
• inventions

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4. Choose strategies for assessment and evaluation.

Identify a variety of ways that students can demonstrate their mastery of the
 For more
objectives and their understanding of the concepts. The criteria for evaluation
information…
should take into account the students’ needs and abilities.
Chapter 8

Using Collaborative Learning

 For more
Collaborative learning is a natural approach to differentiating instruction that can
information… benefit both students with special education needs and their classmates. It can help
to build positive peer relationships, increase students’ feelings of responsibility for
Chapter 4: classmates, and encourage strategic learning by capitalizing on students’ natural
Cooperative
desires to interact. This approach gives students opportunities to learn new
Learning Activities
information in a supportive environment and to benefit from the experience and
thinking of others. Often, students accomplish what they could not have
accomplished alone. Collaborative tasks provide opportunities for language and
culture learning specifically because students:
• participate actively in authentic situations
• externalize their knowledge, allowing them to reflect on, revise, and apply it
• notice gaps in their linguistic knowledge as they try to express themselves
• learn from the behaviour, strategies, and knowledge of more successful
students (Swain 2001)

Teachers might consider using the following strategies to make collaborative

learning as beneficial as possible.

Reflection Create structured, reflective group activities in which students examine their own
thought processes and explain how they reach a conclusion or arrive at an answer.
Research suggests that students with learning difficulties are successful in
collaborative settings only when this reflective element is incorporated
(Scheid 1993). Furthermore, this kind of reflection and sharing during group
discussions helps all students build higher-order thinking skills that are essential for
language learning.

Social Skills Teach and practise social skills within group contexts. To be successful, group
members must get to know and trust one another, communicate accurately, accept
and support each other, and resolve conflicts constructively (Johnson and
Johnson 1994).

Accountability Create situations in which each group member is accountable for his or her learning
and group accountability is based on the achievement of group members. Research
suggests that this accountability results in greater academic improvement for
students with special education needs (Stevens and Slavin 1991).

Variety Use a variety of different groupings and activities. See Chapter 4 “Cooperative
Learning Activities” for some sample collaborative groupings and activities.

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110  Kindergarten to Grade 3 German Language Arts
Strategies for Students with Attention Difficulties
Attention is the ability to focus on and encode relevant information, to sustain
focus, and to carry out two or more tasks simultaneously. Attention also affects the
regulation of mental energy and alertness.

Students experiencing difficulties with attention may:

• miss instructions
• respond with answers unrelated to the questions
• look attentive and focused but have trouble understanding and responding
appropriately
• be easily distracted
• have difficulty inhibiting responses
• be impulsive
• move around or fidget
• have problems doing two tasks simultaneously (e.g., listening and taking notes)

Teachers might consider using the following sample strategies to support students
who have attention difficulties.

1. Create structure to focus attention.

• Provide study carrels, earphones, and desks located in a quiet part of the
classroom, or provide other physical accommodations to reduce extraneous
stimuli.
• Encourage students to use a bookmark, ruler, or sheet of paper to cover the rest
of the page when reading or reviewing directions.
• Limit materials on desks or in workspaces.
• Keep instructional group size as small as possible.
• Limit the number of oral instructions given at any one time, and follow up with
printed instructions that include visual cues.

2. Give cues when students are to shift their attention.

• Keep tasks short and specific, and give only one instruction at a time. For
example, say: “Read the first paragraph.” After it has been read, instruct: “Now
answer question one.”
• Provide a list of tasks and have students check off each task as it is completed.
• Provide cues when there is a shift in activity. For example, when speaking to
the class, stop and indicate information that students should write down.

3. Allow time for movement.

• Provide stretch or movement breaks as needed or make them part of the
classroom routine. Arrange an area in the classroom where students can move
around without distracting others. Give students the option of going to this area
when they need a stretch break.

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C h a p t e r 5 : S t u d e n t s w i t h S p e c i a l E d u c a t i o n N e e d s  111
 • Have students do regular errands in the classroom, such as passing out papers
or putting materials away so they can move in the classroom in appropriate,
helpful ways.
• Arrange non-distracting ways for students to move while involved in desk
work. For example, replace a student’s chair with a large ball and have him or
her bounce gently at his or her desk while working. Small inflatable cushions
also provide students with an opportunity to move in their seats without
distracting others.

4. Encourage students to maintain focus and mental energy.

• Provide periodic verbal prompts or visual cues to remind students to stay on
task. For example, set an alarm to go off at specific intervals as a reminder to
focus, or use recorded audio messages to remind students to check their work.
• Create guidelines for good listening skills and review these guidelines
frequently (e.g.,“Show me ‘listening.’ Eyes on speaker. Pencils down. Hands
on desk.”).
• Reinforce listening skills and behaviours for all students by commending
students who demonstrate these skills and describing what they are doing to be
successful listeners.
• Place visual cues, such as stickers or checkmarks, at specific spots on
worksheets as a signal for students to take a break.
• Use auditory cues, such as bells or timers, to indicate when to take a break or
return to work.
• Place a time limit on homework. If elementary students are typically spending
more than one hour a night on homework, this may be counterproductive and
cause stress for the family. Encourage parents to contact the school if they have
homework concerns.

5. Use low-key cues to correct inappropriate behaviour.

• Post reminders on students’ desks. When possible, have students design and
make reminder cards. Simply walk by and point to the reminder. This works
for such skills as:
− asking politely for help
− focusing on work
− taking turns
• Collaborate with individual students to identify physical cues that indicate that
a behaviour is interfering with learning. Cues should be unobtrusive and
simple, such as a hand on the shoulder. This works for minor behaviours, such
as interrupting or talking off topic.
• Use coloured file cards with key messages, such as “talk in a low voice” or
“keep working.” If students need reminders, lay the cards on their desks,
without comment. After five minutes, if the behaviour has improved, quietly
remove the card. If the behaviour continues, add a second card.

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112  Kindergarten to Grade 3 German Language Arts
6. Encourage students to attend to instructions.
• Enforce a “no pencils in sight” rule during class instruction and discussion
times.
• Teach students to fold over their worksheets so only the directions show. This
will physically slow down students and encourage them to attend to the
instructions.
• Ask students to repeat instructions in their own words to a partner or the
teacher.
• Ask students to work through a few questions and then check their work. For
example, say “Do the first five and then raise your hand and we’ll check them
together to make sure you are on the right track.”
• Hand out worksheets one at a time, when possible.
• Make a graph and have students record the number of correct answers (versus
the number of completed answers). This will benefit students who might be
more focused on quantity than quality.

Strategies for Students with Memory Difficulties

Memory is the ability to record new information, retain information for a short
time, consolidate and use new knowledge and skills, and store information in
long-term memory. Memory also involves retrieval and the efficient recall of
stored ideas.

Students experiencing difficulties with memory may:

• be unable to remember colours and shapes despite repeated instruction
• be unable to recall information despite extensive studying
• frequently lose their belongings
• have problems remembering daily routines despite regular exposure
• have problems recalling facts and procedures, such as new vocabulary words
or verb conjugations

Teachers might consider using the following sample strategies to support students
who have memory difficulties.

1. Use instructional techniques that support and enhance memory skills.

• Provide one instruction at a time until students can remember and follow two
consecutive instructions. Provide two instructions at a time until students can
remember and follow three.
• Provide opportunities for students to see directions and other information. For
example, take time each day to write and discuss the daily schedule on the
board.
• Write down the main points on an overhead or on the board when giving verbal
instructions.

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C h a p t e r 5 : S t u d e n t s w i t h S p e c i a l E d u c a t i o n N e e d s  113
 • Present concepts concretely. Real-life examples add meaning and relevance
that aid learning and recall. Concepts are easier to learn and retain when
presented in familiar or authentic contexts.
• Assess student learning frequently and on shorter units of work. Use quick,
short evaluations rather than formal, longer tests.
• Use language that is familiar.
• Provide cues that will help students recall details.

2. Integrate memory aids into each learning activity.

• Provide regularly scheduled reviews of procedures and concepts. For example,
start each day by reviewing previously learned skills and ideas. Then present
new skills and ideas. Before students leave for home, review the new
information.
• Teach students to make lists of reminders regularly and note dates and
assignments on a calendar.
• Teach mnemonics to help students recall concepts or facts. For example, use an
acronym to describe how verbs are conjugated.

3. Provide multisensory cues to make information and skills easier to remember.

• Teach sound-symbol associations when introducing new vocabulary words.
Say the name of the letter, its sound and a word that starts with that letter while
looking at a picture of the word. Trace the letter on the desk, in the air or in a
sand tray.
• Use visual cues, such as colour coding, photo and drawing sequences, charts,
and videos.
• Use auditory and kinesthetic cues in combination. Combine songs with
movement and dance patterns. Music and physical routines linked to fact
learning can help students memorize faster and act as a cue for retrieving
specific information.
• Incorporate hands-on learning experiences and demonstrations. Students learn
and remember more effectively when they have opportunities to see and try out
new information and skills in a variety of settings and contexts.

4. Set up classroom organizational systems and routines for easier access of

information and materials.
• Label class supplies and class work. Encourage students to use folders and
binders with different colours or labels and with pictures to separate subject
work or materials for each class. Ensure that students have their names
prominently displayed on all personal supplies.
• Assist students with daily and weekly organization of their desks and
workspaces by providing time to clean desks and organize homework at
school.
• Build procedures into the day for recording information in day-timers or
assignment books.

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114  Kindergarten to Grade 3 German Language Arts
 • Provide memory aids for frequently used information (e.g., key vocabulary
words can be kept in a pocket on the sides of students’ desks). Schedules can
be posted on the board or on the wall, and students can keep personal copies in
their desks or notebooks.
• Tape simple cue cards of daily class routines on students’ desks.

5. Teach students strategies for memorizing specific pieces of information.

To learn and practise specific vocabulary or verb conjugations, students can use a
fold-over strategy.

1. Have students fold a paper to make four columns.

2. They copy target vocabulary words in English in the first column.

3. They write the German words for each of the vocabulary words in the second
column.
4. Students check their answers, correct mistakes, and fill in missing words.
5. They fold back the first column so the English words are not visible, and
practise translating the other way. Looking at each of the German words they
wrote in the second column, they write the English translation in the third
column. Students check their answers against the original words in the first
column.
6. Students repeat this process to translate the words back into German in the
fourth column. A completed practice page might look like this:
mother Mutter mother Mutter
father Vater father Vater
brother Schwester brother Bruder
Bruder

Strategies for Students with Listening Difficulties

Listening plays a crucial role in language acquisition. Listening for specific
information helps language and culture learners internalize the rules of language.
Learners also need frequent opportunities to use language by taking on the role of
both listener and speaker. Through social interaction, students can make and clarify
or confirm meaning, test hypotheses about the language, and receive feedback.
Language and culture learning is best supported when regular classroom practice
provides opportunities for interactive listening—listening that requires the student
to take a more active role by requesting clarification or providing feedback.

All students will benefit from the development of effective listening strategies, but
these strategies are particularly important for students who already have specific
difficulties related to listening.

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C h a p t e r 5 : S t u d e n t s w i t h S p e c i a l E d u c a t i o n N e e d s  115
 Teachers might consider using the following sample strategies to support students
who have listening difficulties.

1. Provide students with appropriate expressions to clarify meaning and to confirm

comprehension, such as:
• Noch einmal, bitte? (Could you repeat that, please?)
• Ich verstehe nicht. (I don’t understand.)
• Wie, bitte? (Pardon?)
• Was bedeutet _____? (What does _____ mean?)
• Können Sie es bitte noch einmal sagen? (Could you say that again, please?)

2. Present information in a “listener-friendly” way. For example:

For more • reduce distractions for students

 information… • clearly communicate expectations
• provide students with some form of organizer at the beginning of class
Appendix C:
How “Listener- • consistently review and encourage the recall of previously presented
Friendly” Is My information
Instruction? • use cue words and phrases to signal important information
• use transitional phrases to cue and signal the organization of information
• highlight important information
• vary volume, tone of voice, and rate of speech to emphasize important ideas
and concepts
• present information in many different ways
• repeat important ideas and concepts by rephrasing and using multiple examples
• write important ideas, key concepts, and vocabulary on the board
• use visual aids and objects to support the concepts and information that is
presented
• provide examples and non-examples of concepts
• frequently check for understanding
• provide students with opportunities to discuss concepts with a partner or in a
small group
• provide students with opportunities to work with and practise new skills and
concepts
• create time for reflection at the end of the class
• briefly review the important concepts at the end of the class, and preview what
will be happening the next class

3. Model and practise active listening strategies in class.

Active listening is the act of intentionally focusing on the speaker to engage oneself
in the discussion or presentation. Encourage and cue students to show active
listening by:
1. looking at the speaker
2. keeping quiet
3. keeping their hands and feet to themselves
4. keeping their bodies still
5. thinking about what the speaker is saying

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116  Kindergarten to Grade 3 German Language Arts
Strategies for Students with Reading Difficulties
Research suggests that a student’s first language is always present in his or her
mind during second language learning; the second language knowledge that is
created is connected in all sorts of ways with the first language knowledge. Mental
reprocessing of second language words, phrases, or sentences into first language
forms is a common cognitive strategy for language learners (Kern 1994). First
language understanding is also used in more complex ways to think about and
process what is being read in the second language. This means that students who
have difficulty reading in their first language may have difficulty reading in a
second language. Many students with special education needs may be reading
below grade-level expectations and will require accommodations in this area.

Recent research related to language and culture reading has focused on the use of
reading strategies. In one study, students who experienced difficulty with language
learning were found to rely extensively on phonetic decoding, while more
successful students used strategies that called on general background knowledge
(e.g., inferences, predictions, and elaborations) (Chamot and El-Dinary 1999). This
research suggests that teachers can help students become more effective second
language learners by helping them be more flexible with their first-language
reading strategies and more effective at monitoring and adapting their strategies.

Teachers might consider using the following sample strategies to support students
who have reading difficulties.

1. Create extra support for students with reading difficulties.

• Pair readers who are less able with competent readers and have them read and
complete assignments together.
• Provide students with picture dictionaries to help them find and remember
vocabulary.
• Photocopy reading material for students and use opaque tape to cover new or
difficult words. Write simpler or previously learned vocabulary on the tape.
This is also effective for reading materials that contain many idioms,
metaphors, or unfamiliar figures of speech.

2. Teach students specific reading strategies.

• Have students use text-content strategies such as making connections to
previous knowledge or experiences, making predictions about what will
happen in a text, and asking questions about the text. Have students use these
strategies before, during, and after reading to identify, reflect on, understand,
and remember material they are reading.
• Have students use decoding strategies, such as highlighting different parts of a
sentence in different colours (e.g., nouns in green, verbs in yellow) to break
down and decode sentences.
• Have students use cognitive and metacognitive strategies to monitor
comprehension, such as pausing after each sentence or paragraph and asking
“Does this make sense to me?”

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C h a p t e r 5 : S t u d e n t s w i t h S p e c i a l E d u c a t i o n N e e d s  117
 • Have students use strategies for dealing with unfamiliar vocabulary, such as the
“Read Around” strategy:
1. Skip the word and read to the end of the sentence.
2. Go back and read the whole sentence again.
3. Look at the beginning of the word for letter-sound clues.
4. Think: “What word would fit here?”
5. Try out a word in the sentence. Does this word sound right? Does this word
make sense? Does this word match the letter clues?
6. Look at the picture for a clue, if there is one.
7. Ask someone.

Cognitive Strategy Instruction

Research in the field of cognitive psychology suggests that the differences between
students who are successful and students who struggle may be related in part to
what students understand about the learning process. From this perspective,
learning is a knowledge domain, similar to science or history. The more knowledge
a student has about how to learn, the more efficient his or her learning is likely to
be. This knowledge includes an understanding of when and how to use cognitive
strategies—tactics that support learners as they develop and internalize procedures
for performing higher-level tasks. Cognitive strategies encourage students to take
ownership of their own learning. Teaching cognitive strategies can help students
with learning difficulties become more active and purposeful learners, thinkers, and
problem solvers.

Strategy instruction is initially teacher-driven, with the teacher providing structured

opportunities to learn, practise, and develop strategies; however, students should be
encouraged to become aware of and monitor their own strategic processes as much
as possible. Students need to know the purpose and limitations of the strategies, as
well as when and where to use different strategies, so that they can eventually learn
to rely on themselves rather than on the teacher.

Consider the following guidelines for teaching cognitive learning strategies:

• Match strategies to the requirements of the learning task. For example, if the goal of the
learning task involves retaining the main ideas in a piece of factual writing, the student might
be directed to use a chunking strategy to increase the amount of information held in short-
term memory. The strategy must be developmentally appropriate for the student.
• Provide strategy instruction consistent with the student’s current knowledge and skill level.
• Provide opportunities for extensive practice in strategy use. Practice helps students to
spontaneously use the strategy and apply the strategy across a wide range of content areas
and situations. Students benefit from both guided and independent practice.
• Prompt students to use specific strategies at appropriate times. Some students with learning
difficulties may require explicit prompting to help develop their abilities to transfer the strategy
to different but related tasks (Gagne and Driscoll 1988).

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118  Kindergarten to Grade 3 German Language Arts
The Importance of Motivation
One of the most important factors in determining the rate and success in acquiring
an additional language is motivation (Dornyei and Csizér 1998). Even with
appropriate curricula, good teaching, and inherent abilities, students cannot succeed
without sufficient motivation. High motivation can make up for considerable
difficulties in language aptitude.

Often closely related to motivation is the issue of language-learning performance

anxiety, in which previous negative experiences create ongoing feelings of
apprehension for students. Language learners who are overly anxious about their
performance are often less motivated to perform in ways that bring attention to
themselves in the classroom or in natural language-use settings. Language anxiety
is associated with difficulties in listening comprehension, vocabulary acquisition,
and word production, and generally lower achievement in language learning
(Horwitz, Horwitz, and Cope 1986; MacIntyre and Gardner 1991).

Teachers might consider using the following sample strategies for improving and
maintaining the motivation of students in the language arts classroom.

1. Include a sociocultural component in classroom instruction.

• Show authentic films or video clips, and play culturally relevant music.
• Promote student contact with language speakers by arranging meetings with
individuals in the community, organizing field trips or exchange programs, or
finding pen pals or email friends for students.

2. Develop students’ cross-cultural awareness.

• Focus on cross-cultural similarities and not just differences, using analogies to
make the unknown familiar.
• Use culturally rich teaching ideas and activities.
• Discuss the role that learning an additional language plays in the world and its
potential usefulness both for the students and their communities.

3. Develop students’ self-confidence and decrease anxiety.

• Provide regular encouragement and reinforcement. Highlight what students can
do rather than what they cannot do.
• Create a supportive and accepting learning environment by encouraging the
view that mistakes are a part of learning. Tell students about your own
difficulties in language learning and share the strategies you have used to cope
with these difficulties.
• Make sure that students regularly experience success and a sense of
achievement. For example, break down tasks into smaller, more manageable
units so that students experience success with each step. Balance students’
experiences of frustration by providing easier activities, and complete
confidence-building tasks before tackling more difficult tasks and concepts.
• Provide examples and descriptors of accomplishment. Point out small
successes.

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C h a p t e r 5 : S t u d e n t s w i t h S p e c i a l E d u c a t i o n N e e d s  119
4. Help students increase their successes.
• Help students link past difficulties to controllable elements, such as confusion
about what to do, insufficient effort, or the use of inappropriate strategies,
rather than to a lack of ability.
• Match the difficulty of tasks to students’ abilities so that students can expect to
succeed if they put in a reasonable effort.
• Encourage students to set their own goals that are achievable and specific
(e.g., learning 10 new German words every week).
• Teach students learning and communication strategies, as well as strategies for
problem solving.

5. Increase students’ interest and involvement in tasks.

• Design or select varied and challenging activities. Adapt tasks to students’
interests, making sure that something about each activity is new or different.
Include game-like features, such as puzzles, problem solving, overcoming
obstacles, elements of suspense, or hidden information.
• Use imaginative elements that will engage students’ emotions.
• Personalize tasks by encouraging students to engage in meaningful exchanges,
such as sharing information, personal interests, and experiences.
• Make peer interaction (e.g., pair work and group work) an important
component of instructional organization.
• Break the routine by periodically changing the interaction pattern or seating
plan.
• Use authentic, unusual, or exotic texts, recordings, and visual aids.

6. Increase the students’ sense of satisfaction.

• Create opportunities for students to produce finished products that they can
perform or display. For example, make a wall chart of what the group has
learned and use it to celebrate successes.
• Provide students with authentic choices about alternative ways to complete
tasks. Invite students to design and prepare activities themselves and promote
peer teaching.
• Show students that you value second language learning as a meaningful
experience in your own life, sharing stories about your personal interest in and
experience with second language learning.
• Connect the task with things that students already find satisfying or valuable.

By providing students with learning experiences that create a sense of competence,

enjoyment, and belonging, teachers can increase the motivation and success of all
students. When motivation is combined with appropriate accommodations and
differentiated instruction, students with special education needs can gain valuable
knowledge, skills, and experiences.

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120  Kindergarten to Grade 3 German Language Arts
 Chapter 6
Students Who Are
Gifted

Chapter Summary

Characteristics of Students Who Are Gifted

Implications for Learning and Teaching
Advanced Thinking Processes
Mentorships
Providing Additional Opportunities

Characteristics of Students Who Are Gifted

Each child who is gifted has an individual profile of abilities, needs, interests, and
learning preferences; however, there are a number of general characteristics
associated with giftedness that become apparent early in life. Some of these
characteristics appear in students at all ability levels, but they are more prevalent in
students who are gifted. For instance, many students demonstrate heightened
sensitivity and perfectionism, but in students who are gifted these tendencies are
more predominant and appear at more extreme levels.

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C h a p t e r 6 : S t u d e n t s W h o A r e G i f t e d  121
Common Intellectual Characteristics of Gifted Students

Trait or Aptitude Behavioural Examples

Advanced • Takes great pleasure in intellectual activity.

Intellectual • Has high aspirations.
Achievement • Easily grasps new ideas and concepts and understands them more
deeply than same-aged peers.
• Easily memorizes facts, lists, dates, and names.
• Enjoys playing challenging games and making elaborate plans.
• Appears bored or impatient with activities or people.

Motivation and • Requires little external motivation to follow through on work that initially
Interest excites.
• Demonstrates persistence in pursuing or completing self-selected tasks
in and out of school.
• Develops interests independently.
• Has unusual or advanced interests in a topic or an activity, but may
move quickly from one activity or interest to another.
• Asks a lot of questions—one after another.
• Asks tough questions about abstract ideas like love, relationships, and
the universe.
• Has a great deal of energy and may need constant stimulation.

Verbal Proficiency • Talks early and pronounces words correctly from the start.
• Develops a large and advanced vocabulary, and uses complex
sentence structures.
• Makes up elaborate stories.
• Enjoys memorizing and reciting poems and rhymes.
• Teaches himself or herself to read.
• Easily and spontaneously describes new experiences, and explains
ideas in complex and unusual ways.

Problem-solving • Thinks logically, given appropriate data.

Ability • Uses effective, often inventive strategies for recognizing and solving
problems.
• Devises or adopts a systematic strategy to solve problems, and
changes the strategy if it is not working.
• Reasons by analogy, as in comparing an unknown and complex
process or scenario to a familiar one (e.g., design and build a robotic
arm to function as a human arm).
• Extends prior knowledge to solve problems in new situations or
applications.
• Creates new designs and inventions.
• Shows rapid insight into cause-and-effect relationships.

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122  Kindergarten to Grade 3 German Language Arts
 Trait or Aptitude Behavioural Examples

Logical Thinking • Enjoys counting, weighing, measuring, and categorizing objects.

• Loves maps, globes, charts, calendars, and clocks.
• Prefers his or her environment to be organized and orderly.
• Gives (or demands) logical, reasonable explanations for events and
occurrences.
• Comes up with powerful, persuasive arguments for almost anything.
• Complains loudly if he or she perceives something as unfair or illogical.

Creativity • Comes up with new ideas and concepts on his or her own, and applies
them in creative and interesting ways.
• Uses materials in new and unusual ways.
• Has lots of ideas to share.
• Creates complicated play and games, or adds new details and twists
to stories, songs, movies, and games.
• Responds to questions with a list of possible answers.
• Escapes into fantasy and appears to have trouble separating what’s
real from what’s not.
• Goes off in own direction rather than following instructions.
• Spends a lot of time daydreaming or thinking, which may be
perceived as wasting time.
• Makes up elaborate excuses or finds loopholes to evade responsibility
for own behaviours.

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C h a p t e r 6 : S t u d e n t s W h o A r e G i f t e d  123
Common Affective Characteristics of Gifted Students

Trait or Aptitude Behavioural Examples

Heightened Sensitivity • Experiences emotions strongly and may be emotionally reactive.

• Reacts strongly and personally to injustice, criticism, rejection, or pain.
• Demonstrates, at an early age, an understanding and awareness of
other people’s feelings, thoughts, and experiences, and can be upset
by other people’s strong emotions.
• Is easily excited or moved to tears.
• Appreciates aesthetics and is able to interpret complex works of art.
• Shares feelings and ideas through one or more of the arts.
• Is extremely observant and able to read nonverbal cues.
• Exhibits heightened sensory awareness (for example, is over-selective
about food and clothing choices).
• May become fearful, anxious, sad, and even depressed.
• Responds emotionally to photographs, art, and music.

Heightened Intensity • Is energetic and enthusiastic.

• Becomes intensely absorbed in various pursuits, sometimes ignoring
school responsibilities as a result.
• Has strong attachments and commitments.
• Goes further than most students would to pursue an interest, solve a
problem, find the answer to a question, or reach a goal.
• Collects things.
• Is extremely persistent and focused when motivated, but has a limited
attention span for things that are not of interest.
• Appears restless in mind and body.
• Gets easily frustrated and may act out.

Perfectionism • Sets high (often unrealistic) expectations of self and others.

• Is persistent, perseverant, and enthusiastically devoted to work.
• Gives up if own standards are not met or if a mistake is made.
• Is self-evaluative and self-judging.
• Experiences feelings of inadequacy and inferiority, and desires frequent
praise and reassurance.
• Becomes extremely defensive of criticism.

Introversion • Has deep feelings and a complex inner life.

• Is reflective and introspective.
• Focuses on inner growth through searching, questioning, and exercising
self-corrective judgment.
• Is knowledgeable about own emotions.
• Withdraws into self rather than acting aggressively toward others.

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124  Kindergarten to Grade 3 German Language Arts
 Trait or Aptitude Behavioural Examples

Moral Sensitivity and • Is concerned about ethical issues at an early age.

Integrity • Has strong moral convictions.
• Is capable of advanced moral reasoning and judgment.
• Places a strong value on consistency between values and actions in
self and others.
• Is extremely aware of the world.
• Is altruistic and idealistic (desires to enhance caring and civility in the
community and in society at large).
• Assumes responsibility for others and self.

Sense of Humour • Makes up riddles and jokes with double meanings.

• Makes up puns and enjoys all kinds of wordplay.
• Plays the class clown.
• Can be disruptive or get frustrated when others don’t “get it.”
• Does not understand or seem to appreciate the humour of other
students.

Asynchronous Development

Asynchronous development can also be a characteristic of giftedness. Asynchrony

means that the rates of intellectual, emotional, and physical development are
uneven. This means that students who are gifted may be significantly out of
developmental step with their same-age peers.

Students with asynchronous development:

• may be more complex and intense than same-age peers
• may feel incompatible with other students their age and with learning and
recreational activities designed for their age group
• appear to be different ages in different situations, which could result in
difficulties adjusting emotionally and socially

These tendencies increase with the child’s degree of giftedness. Students who
experience asynchronous development need a sensitive and flexible approach from
teachers in order to develop to their full potential. The greatest need of these
students is an environment where it is safe to be different.

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C h a p t e r 6 : S t u d e n t s W h o A r e G i f t e d  125
Implications for Learning and Teaching
 For more For some children who are gifted, a combination of the characteristics mentioned
information… on the previous page may lead to difficulties with peer relations, avoidance of
risk-taking, or excessive self-criticism.
Promising
Partnerships: a
To address these concerns, consider how students’ individual characteristics are
Bibliography
(Manitoba, linked to specific learning needs. The following chart illustrates sample
Education, Training characteristics and the learning needs that may be associated with them.
and Youth, 2001)

Characteristic Learning Need

• unusual retentiveness • exposure to quantities of information
• advanced comprehension • access to challenging learning
activities
• varied interests • exposure to a wide range of topics
• high level of verbal skills • opportunities for in-depth reflection
and discussion
• accelerated pace of thinking • individually paced learning
• flexibility of thought processes • challenging and diverse problem-
solving tasks
• goal-directed behaviours • longer time-spans for tasks
• independence in learning • more independent learning tasks
• analytical thinking • opportunities for higher-level thinking
• self-motivation • active involvement in learning
• emotional sensitivity • opportunities to explore and reflect
on affective learning
• interest in adult issues • exposure to real-world issues
• holistic thinking • integrated approach to learning
• avid reader • access to diverse materials

Characteristic/Learning Need Chart: This chart adapted from the Department of Education, State of Victoria, Bright Futures
Resource Book: Education of Gifted Students (Melbourne, Australia: Department of Education, State of Victoria, 1996), p. 30.
Copyright owned by the State of Victoria (Department of Education and Early Childhood Development). Used with permission.

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126  Kindergarten to Grade 3 German Language Arts
Individual Education Plans (IEPs)

All students who are identified as having special education needs, including
students who are gifted and talented, require Individual Education Plans (IEPs).

A student’s IEP will contain essential information about the student’s strengths and
needs, current level of performance, specialized assessment results, recommended
supports, and instructional strategies that will be most effective for the student. The
student’s learning team will also develop a number of long-term goals and
measurable objectives (usually one to three per year for a student who is gifted).

Teachers of an additional language are important members of the learning team.

Participating in planning meetings and becoming familiar with information in the
IEP will allow teachers to actively support a student’s long-term goals and success
across subject areas.

Flexible Pacing

Flexible pacing allows students to move through the curriculum at their own rate; it
lowers repetition and potential boredom by reducing the amount of time students
must spend on outcomes they have already mastered. Completing outcomes in a
reduced timeframe provides more time for students to participate in more
challenging activities.

How to Successfully Implement Flexible Pacing

1. Identify learning objectives for the whole class according to the curriculum framework.
2. Pretest the entire class to identify students who would benefit from an opportunity to work at
a faster, more independent pace.
3. Plan appropriate alternative activities.
4. Eliminate unnecessary practice and review activities for those students who have mastered
the material.
5. Keep accurate records of activities and assessments to ensure individual students have the
opportunity to explore all learning outcomes.

____________________________
How to Successfully Implement Flexible Pacing: Excerpted from Teaching Gifted Kids in the Regular Classroom: Strategies
and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented (Revised, Expanded, Updated
Edition) (p. 32) by Susan Winebrenner, copyright ©2001. Used with permission of Free Spirit Publishing Inc., Minneapolis, MN;
800–735–7323; www.freespirit.com. All rights reserved.

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C h a p t e r 6 : S t u d e n t s W h o A r e G i f t e d  127
Enrichment Strategies

The following section outlines sample enrichment strategies that teachers can use
to differentiate the planning and delivery of instruction.

Grade/Curriculum Focus Whole Group Activity Suggestion for Differentiation

Grade 1
• developing reading skills • Class reads a grade-level • Students read a story written
in German story and discusses. above grade level and
develop a graphic organizer
to illustrate understanding.
Grade 2
• exchanging basic • Using a vocabulary list, • Students interview community
personal information students work in groups of members who speak German,
(e.g., name, age) two or three to write a write about what they learned
short script about meeting from the interview, and then
a new friend. They share a introduce the community
reading of their script with members to the class.
the class.
Grade 3
• explore the use of • Students play a variety of • Based on their research and
language for traditional sports or games understanding of the
imagination, humour, in German. language and culture,
and fun students develop a new
game and teach it to the
class in German.

Alternative Learning Activities

Alternative activities challenge students who have already mastered the learning
outcomes in the grade-level program of studies. These activities can take many
forms and should challenge the students’ thinking abilities and push them to
engage more deeply in the content area.

 For a blank Alternative learning activities provide different types of learning tasks that may be
template… more challenging and appropriate for students who are gifted. Some topics can be
developed into a series of challenging learning activities organized in an alternative
Appendix C: learning activities menu. Students can choose a number of activities from the menu
Alternative
Learning Activities to complete independently or with a partner during class instruction time. See the
Menu following sample menu.

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128  Kindergarten to Grade 3 German Language Arts
Alternative Learning Activities Menu

Complete three activities to create a horizontal, vertical, or straight line. If you choose
to use the “Your Idea” box, you must first have your activity approved by your teacher.

I have had my idea approved by my teacher: Yes/No Teacher Initials ________________

I agree to complete all three activities by _____________________________________ (Date)

DEMONSTRATE PLAN INTERVIEW

In German, demonstrate Plan a menu for a class In German, interview other

the preparation of a party. students about their
nutritious snack for the class snacking habits. How do
and then share the results! Write a grocery list in they try to make healthy
German for your party choices?
supplies.

RESEARCH YOUR IDEA SURVEY

Research traditional foods In German, develop a

enjoyed in Germany during survey about students’
major holidays. favourite lunch foods. Ask
your classmates to
complete the survey.

DISPLAY CREATE EVALUATE

Design a display board Create a replica of a small In German, create a rubric

that illustrates favourite coffee shop in the corner to evaluate your
foods of the class and that of the classroom, complete performance in one of the
includes the German words with menus and signs in other activities on this
and phrases for each food. German. Use this set for menu.
role-playing ordering in a
restaurant, meeting new
people or having a
conversation in German.

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C h a p t e r 6 : S t u d e n t s W h o A r e G i f t e d  129
Independent Study

Many students who are gifted enjoy and benefit from opportunities to individually
investigate course topics. Components of an independent study program include:
• identifying and developing a focus
• developing skills in creative and critical thinking
• using problem-solving and decision-making strategies
• learning research skills
• developing project-management strategies
• keeping learning logs
• reflecting on and evaluating the process and product
• sharing the product with an intended audience from beyond the classroom
• keeping a portfolio of results

Independent studies help students move from being teacher-directed to being

student-directed. With teacher support and coaching, the students learn how to decide on a
topic, develop a plan of action, follow it through, and monitor their process. Students take part
in developing criteria for evaluation, and work collaboratively with the teacher.

Possibilities for independent study include:

• writing and recording a script
• creating a magazine or picture book on a topic of interest
• developing a slide show presentation on a topic of interest and presenting it to
other students
• creating a display about a story read or country researched
• developing a puppet show on a related topic
• writing a new ending to a story or movie
• creating a story to share with others

Students need to be well prepared to work independently, and they need to be clear
 For more
on the product, processes, and behavioural expectations.
information…

Appendix C: Students who are gifted will need instruction and ongoing support to manage and
Sample benefit from independently completing alternative learning activities. Some
Independent Study
students may benefit from an independent study agreement that outlines learning
Agreement
and working conditions and lays out basic expectations.

________________________________________________________________________________
130  Kindergarten to Grade 3 German Language Arts
Sample Independent Study Agreement

Name: Grade: Date:

This is a contract between you and your teacher. By writing your initials on each of the
blanks beside the statements, you agree to complete each of the activities. If you do
not meet the conditions set in this contract, you will have to return to the class and your
project will be discontinued immediately.

Read each statement below and write your initials beside it to show your understanding
and agreement.

Learning Conditions
_______ I will complete all alternative learning activities in my Independent Study
Agreement by ____________ (date).
_______ I will prepare for and complete the unit’s assessment at the same time as the
rest of the class.
_______ I will participate in whole-class activities as the teacher assigns them.
_______ I will keep a daily log of my progress in my Learning Log.
_______ I will share what I have learned from my independent study with the class in an
interesting way. I will prepare a brief presentation of five to seven minutes and
make sure that I include some kind of a visual aid (e.g., poster, picture, digital
slideshow).

Working Conditions
_______ I will check in with the teacher at the beginning and end of each class period.
_______ I will work on my chosen topic for the entire class period on the days my
teacher assigns.
_______ I will not bother anyone or call attention to the fact that I am doing different
work than others in the class.

Student’s Signature

Teacher’s Signature

Date

Sample Independent Study Agreement: Excerpted from Teaching Gifted Kids in the Regular Classroom: Strategies and
Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented (Revised, Expanded, Updated
Edition) (p. 75) by Susan Winebrenner, copyright ©2001. Used with permission of Free Spirit Publishing Inc., Minneapolis, MN;
800–735–7323; www.freespirit.com. All rights reserved.

_____________________________________________________________________________
C h a p t e r 6 : S t u d e n t s W h o A r e G i f t e d  131
 Advanced Thinking Processes
 For more Bloom’s taxonomy (Bloom 1956) is a model frequently used as a guide when
information… designing themes, units, learning activities, and assignments that promote higher
levels of thinking. Bloom proposes that at the most basic level people acquire
Chapter 1: knowledge and comprehension. At higher levels people learn how to apply
Sample Activities
Organized in the
principles and to analyze, evaluate, and synthesize. Assuming that students have no
Bloom’s Taxonomy background in a topic of investigation, they would move from knowledge and
Model comprehension to application before working with the higher-order skills of
analysis, evaluation, and synthesis. The latter three levels are associated with
critical thinking.

Taxonomy of Thinking

1. Category Definition Activities Sample Products

Knowledge Ability to remember tell • recite • list • workbook pages •
previously learned memorize • quiz or test • skill work
facts and ideas. remember • define • • vocabulary • facts
lower to locate in isolation
higher Illustrative Examples
• Recite the names of family members (e.g., mother, grandfather, sister) in German.
• Draw a family tree and label the relationships between family members in German.
Caution
Teachers should be aware that some students may live in foster or group homes and/or may not
have a traditional family structure. Alternative activities may be necessary.
2. Category Definition Activities Sample Products
Comprehension Understand restate in own words drawing • diagram •
concepts and • give examples • response to question
information. explain • summarize • revision • translation
• translate • show
symbols • edit
Illustrative Examples
• Explain how to play a game in German.
• Demonstrate how something works in German.

Taxonomy of Thinking: Excerpted from Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every
Teacher Can Use to Meet the Academic Needs of the Gifted and Talented (Revised, Expanded, Updated Edition) (p. 133) by
Susan Winebrenner, copyright ©2001. Used with permission of Free Spirit Publishing Inc., Minneapolis, MN; 800–735–7323;
www.freespirit.com. All rights reserved.

________________________________________________________________________________
132  Kindergarten to Grade 3 German Language Arts
 Taxonomy of Thinking (continued)

3 Category Definition Activities Sample Products

Application Transfer knowledge demonstrate • use recipe • model •
learned from one guides, maps, charts, artwork •
situation to another. etc. • build • cook demonstration •
craft
Illustrative Examples
• Interview a school volunteer who speaks German.
• Listen to a partner describe an object in German and draw what your partner describes.
• Write journal entries from the point of view of a new German-speaking person arriving in your city
or town.

4 Category Definition Activities Sample Products

Analysis Understand how investigate • classify survey •
parts relate to a • categorize • questionnaire • plan
whole. Understand compare • contrast • • solution to a
structure and solve problem or mystery •
motive. Note report • prospectus
fallacies.
Illustrative Examples
• Develop a simple story in German. Black out key phrases and trade with partners to fill in missing
sections.
• Choose an important vocabulary word in German and create a web showing its meaning,
origin, usage, and related words.
• Create a Venn diagram comparing English and German languages.

5 Category Definition Activities Sample Products

Evaluation Establish criteria and judge • evaluate • decision • rating •
make judgments give opinions • give editorial • debate •
and decisions. viewpoint • prioritize critique • defence •
• recommend • verdict • judgment
critique
lower to
higher Illustrative Examples
• Listen to two short stories in German and explain which one you prefer and why.
• Develop criteria for evaluating the effectiveness of an ad and then rate the effectiveness of
three ads from a German language magazine.

6 Category Definition Activities Sample Products

Synthesis Reform individual compose • design • lesson plan • song •
parts to make a invent • create • poem • story •
new whole. hypothesize • advertisement •
construct • forecast • invention • other
rearrange parts • creative products
imagine
Illustrative Examples
• Compose a song in German.
• View a travel film for Germany and plan the activities for a seven-day vacation with your family.

_____________________________________________________________________________
C h a p t e r 6 : S t u d e n t s W h o A r e G i f t e d  133
Mentorships
 For more Mentorships give students opportunities to develop dynamic relationships with
information… adult experts who share their passion for a specific area of interest. In a successful
mentorship, the mentor and student will have complementary teaching and learning
Promising
Partnerships: a
preferences and will engage in a mutual exchange of knowledge.
Bibliography
Manitoba, Mentorship is an ideal vehicle for facilitating the differentiated learning needs of
Education, Training students who are gifted. Mentorships provide opportunities for students to engage
and Youth, 2001
with native language speakers for a variety of purposes, such as interviews,
individual projects, conversation practice, connection to the local cultural
community, and exploring career options. Alternatively, students can share the
language learning process with an adult learner who can encourage metacognitive
development by exploring and discussing language learning strategies.

Guidelines for mentorships:

1. Identify what (not whom) the students need.

2. Discuss with the students whether they would like to work with a mentor and, if so, what they
would like to gain from the relationship.

3. Identify appropriate mentor candidates. Explore contacts from the local community.
Conduct the appropriate reference checks as directed by school jurisdiction policy.

4. Interview and screen the mentors. Be explicit about the students’ goals and learning
strategies and about potential benefits for both the students and the mentors. Provide
training as required.

5. Match mentors with students.

6. Prepare students for the mentorship. Ensure that they understand its purpose, benefits,
limitations, and commitments. Write down the participants’ roles and responsibilities.

7. Monitor the mentor relationship to ensure that it is achieving its goals. Renegotiate the
relationship as needed, and seek new mentors if students are not benefiting.

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134  Kindergarten to Grade 3 German Language Arts
Providing Additional Opportunities

 For more
Language learning can be enriched by giving students opportunities to use
information… language for authentic purposes. This can include conversations with native
speakers and others who speak the language fluently, such as parents, older
Appendix C: students, community members, members of cultural associations, and other
Sample Text Forms
classroom visitors. Students will benefit from listening and speaking with these
resource people and from working on enrichment activities and projects with them.
Another option is to link the class with a peer class so that students can have
ongoing writing exchanges and can engage in joint learning projects. For students
who learn quickly, using German to engage in communication for real purposes
can lead to significant enrichment and satisfaction.

In addition, students who are gifted will often benefit from access to a wide variety
of print and media resources. These students can often handle more challenging
reading levels and may be eager to learn about more complex or specialized subject
areas. Libraries, the Internet, and cultural organizations are all good sources for
supplemental resources.

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C h a p t e r 6 : S t u d e n t s W h o A r e G i f t e d  135
 ________________________________________________________________________________
136  Kindergarten to Grade 3 German Language Arts
 Chapter 7
English as an
Additional
Language Learners
Chapter Summary
English as an Additional Language (EAL) Learners
Implications of Learning Multiple Languages Concurrently
Additional Language Acquisition
Choosing Instructional Strategies
Suggestions for Assessment

English as an Additional Language (EAL) Learners

English as an additional language (EAL) learners are those students who first
learned to speak, read, and/or write a language other than English. EAL students
may have recently immigrated to Canada or they may have been born in Canada
and been living in homes in which the primary spoken language is not English.

Linguistic and cultural diversity is characteristic of schools and communities

throughout the province. Children and their families immigrate to Manitoba from
every corner of the world. Canadian students of Aboriginal, Francophone, and
other cultural descents, whose families have lived in Manitoba for many
generations, may also be learning to speak English as an additional language.

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C h a p t e r 7 : E n g l i s h a s a n A d d i t i o n a l L a n g u a g e L e a r n e r s  137
Canadian-Born EAL Students
First Nations, • may speak English, French, an FNMI language, or a combination of
Métis, and Inuit languages in their homes and communities
(FNMI) peoples • can differ greatly from community to community
• have skill in their first language, which influences further language
learning, that ranges from fluent to minimal
• may use culturally specific nonverbal communication and may have
specific cultural values and beliefs regarding listening and speaking

Francophone • come from within the province and from other areas of Canada
people • may enter English-speaking schools at any age or may be learning
English as an additional language in a Francophone school

Hutterites, • attend school within their communities and learn English to access
Mennonites, or the outcomes of the program of studies
people of other • have religious and cultural concerns in their communities that
religious groups strongly influence the selection of instructional strategies and
teaching materials

Canadian-born • have parents who may not speak English, limiting family support in
children of schooling
immigrants • in some cases, are born in Canada and return to their parents’ home
country, only to return for schooling in Manitoba at some later time

Foreign-Born EAL Students

Recently arrived • make up a large group of EAL students in Manitoba schools
immigrants • may arrive at any time in the school year, and could be at any
grade level
• usually have attended school on a regular basis in their home
country, and may have already studied English at school there,
although this typically involves only a basic introduction to the
language

Refugees • have all the needs of regular immigrants, as well as issues relating to
war, disaster, trauma, and disorientation
• may not have wanted to leave their home countries
• may be worried about family members who have been left behind
• may have received little or no formal schooling and have complex
needs that go beyond learning English as an additional language
• may qualify for additional assistance from the federal government
on arrival
• may require assistance from government, social, and community
agencies for several years

Challenges for EAL Students

• Students may struggle with expressing their knowledge, gathering information, and pursuing
new concepts in an unfamiliar language.
• Students are in an environment where they are expected to acquire more sophisticated and
complex knowledge and understanding of the world around them.
• Students often learn the full Manitoba curriculum while learning English.
• Many students will experience differences between their home language and culture and
the English language and culture in which they are immersed.

________________________________________________________________________________
138  Kindergarten to Grade 3 German Language Arts
Cultural Considerations

Each EAL student’s cultural and life experiences will differ from those of other
EAL students and those of their classmates. In preparing to welcome new students
to the school, staff and teachers should find out as much as possible about the
students’ linguistic and cultural backgrounds. Many countries have a complex
linguistic environment. For example, students from India may use two or three
languages regularly.

In some cases, language is the basis for political strife between groups of people.
For example, using the language of government or industry gives people exclusive
access to power in some multilingual countries. In such cases, languages can be a
highly emotional issue.

Teachers should not assume that because two students come from the same general
geographical area they have language and culture in common. They may have very
different backgrounds, experiences, and beliefs.

Sensitivity to political issues is also important. People who have been on opposing
sides of political disputes in the past may now be living side-by-side in Canada.
Usually, they leave their political differences behind them, but in some cases
long-standing conflicts between groups of people can affect the way they regard
and interact with one another.

Teachers should avoid stereotypical thinking about a student’s background,

abilities, and preferences. Every country, culture, and language group also has
diversity within it. It is important to learn from students and their families about
their previous experiences, goals, expectations, and abilities. This inquiry and
listening should be done with an open mind.

The Role of Culture in Additional Language Learning

Learning an additional language often involves learning a new culture. By the time
a child is five years old, the first culture is already deeply rooted. The first culture
of EAL students influences their way of communicating in the second language.
For example, many Asian and FNMI students may avoid direct eye contact when
speaking with teachers out of respect, based on the teachings of their cultures.

Gestures and body movements convey different meanings in different cultures.

Also, the physical distance between speaker and listener is an important factor in
some cultures. Some students may stand very close when they speak to a teacher,
whereas others may back off if they think the teacher is too close. As the
significance of even a friendly or encouraging touch is open to different cultural
interpretations, it should be used cautiously, if not avoided altogether.

Learning how to interpret body language, facial expressions, tone of voice, and
volume in a new language and culture takes time on the part of the learner and
patience and understanding on the part of the teacher. It may take a while before
students learn the cultural cues that help them communicate more effectively and
appropriately in non-verbal ways.

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C h a p t e r 7 : E n g l i s h a s a n A d d i t i o n a l L a n g u a g e L e a r n e r s  139
 Some EAL students may only feel comfortable with male or with female teachers,
depending on their customs and experiences. EAL students may or may not have
previously studied in a classroom or school with both male and female students.
Prior knowledge of this and discussion with the parents or guardians and the
student will help EAL students feel more comfortable in the school setting.

Impact on Learning Preferences

Like all students, EAL students have differing personalities, cognitive abilities, and
educational and life experiences that influence their abilities and approaches to
learning.

Some students take a systematic or analytical approach to additional language

learning. They want to know more about how the language works, such as rules
governing grammar and spelling. These students may need longer conversational
silences, as they wait to make sure that when they speak they will use language that
is grammatically correct. These students tend to be shy or rigidly independent and
have difficulty making mistakes or accepting or asking for assistance.

Other students are holistic in their orientation, focusing more on getting their
message across than on its delivery. These students tend to be outgoing risk-takers
who try to communicate from the start. They are typically comfortable with making
mistakes, being corrected, and asking for assistance; however, they may be
satisfied with lower literacy levels and need to be motivated to work hard at
developing greater accuracy in their language use.

Other Learning Impacts

Class discussion and participation may be foreign concepts to students of other

cultures; for them, volunteering answers and information may be a bold and
immodest practice. EAL students may be shocked by the spontaneous and
outspoken behaviours of their peers. They have to adjust to new teaching styles and
turn-taking rules in the classroom. Students who have come from schools with
populations far greater than those found in Manitoba may have learned to disappear
in a large group but now feel as if their every move stands out. It may take these
students some time to become comfortable in this new learning environment.

EAL students may have to make a transition from rote memorization of facts to
analytical problem solving or from total dependence to self-reliance. Discovery,
trial and error, and a question-answer style of learning can be strange to students
who have been taught to believe that the teacher is the sole source of information
and that the learner must accept information and not question it or volunteer
opinions. Experience-based instruction with field trips may not be taken seriously
by students and parents or guardians who have different views of learning. Many
parents or guardians of EAL students also expect their children to do a great deal of
homework. Communication between the home and school is essential to ensure
mutual understanding of expectations.

________________________________________________________________________________
140  Kindergarten to Grade 3 German Language Arts
Understanding Cultural Differences in Student Behaviour

Teachers working with EAL students should also be aware that these students may
sometimes respond in unexpected ways to particular classroom situations or events,
due to different experiences, cultural values, and beliefs from those of other students.
The following chart identifies possible cultural explanations for behaviours and
attitudes that EAL students may exhibit.

Behaviour or Attitude Possible Cultural Explanation

The student avoids eye contact. Keeping eyes downcast may be a way of showing respect.
In some cultures, direct eye contact with a teacher is
considered disrespectful and a challenge to the teacher’s
authority.

The student tends to smile when A smile may be a gesture of respect that children are taught
disagreeing with what is being said or in order to avoid being offensive in difficult situations.
when being reprimanded.

The student shrinks from, or responds poorly There may be taboos on certain types of physical contact.
to, apparently inoffensive forms of physical Buddhists, for instance, regard the head and shoulders as
contact or proximity. sacred and would consider it impolite to ruffle a child’s hair
or give a reassuring pat on the shoulder. There are also
significant differences among cultures with respect to
people’s sense of what is considered an appropriate
amount of personal space.

The student refuses to eat with peers. Some students may be unaccustomed to eating with
anyone but members of their own family.

The student does not participate actively In some cultures, cooperative group work is never used by
in group work or collaborate readily with teachers. Students may thus view sharing as “giving away
peers on cooperative assignments. knowledge” and may see no distinction between legitimate
collaboration and cheating.

The student displays uneasiness, expresses Schooling in some cultures involves a strict formality. For
disapproval or even misbehaves in students who are used to this, an informal classroom
informal learning situations or situations atmosphere may seem chaotic and undemanding, and
involving open-ended learning processes teachers with an informal approach may seem
(e.g., exploration). unprofessional. Such students may also be uncomfortable
with process-oriented learning activities and prefer activities
that yield more tangible and evident results.

Understanding Cultural Differences in Student Behaviour: Adapted, with permission from the Province of British Columbia,
from English as a Second Language Learners: A Guide for Classroom Teachers, pp. 8, 9, 10. ©1999 Province of British
Columbia. All rights reserved.

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C h a p t e r 7 : E n g l i s h a s a n A d d i t i o n a l L a n g u a g e L e a r n e r s  141
 Behaviour or Attitude Possible Cultural Explanation

The student refuses to participate in Extracurricular activities, along with some physical
extracurricular activities or in various education activities, may not be considered a part of
physical education activities learning or may even be contrary to a student’s religion or
(e.g., swimming, skating, track and field). cultural outlook. Some students may also be working during
after-school hours.

The student seems inattentive and does In some cultures, the learning process involves observing
not display active learning behaviours. and doing, or imitating, rather than listening and absorbing
(e.g., through note-taking).

Performance following instructions reveals In some cultures, expressing a lack of understanding or

that the student is not understanding the asking for help from the teacher is interpreted as a
instructions, even though she or he suggestion that the teacher has not been doing a good job
exhibited active listening behaviours that and is considered impolite.
suggested understanding and refrained
from asking for help or further explanation.

The student is unresponsive, Separate schooling for boys and girls is the norm in some
uncooperative, or even disrespectful in cultures. Likewise, in some cultures the expectations for
dealing with teachers of the opposite males and females are quite different. The idea that females
gender. and males should have the same opportunities for schooling
and play comparable roles as educators may run contrary
to some students’ cultural experiences.

The student appears reluctant to engage In some cultures, it is considered inappropriate to openly
in debate, speculation, argument, or other challenge another’s point of view, especially the teacher’s.
processes that involve directly challenging In some cases, there may be a value attached to being
the views and ideas of others. prepared, knowledgeable, and correct when opening
one’s mouth.

The student exhibits discomfort or To put oneself in the limelight for individual praise is not
embarrassment at being singled out for considered appropriate in some cultures in which the group
special attention or praise. is considered more important than the individual.

The student fails to observe the Some students may be culturally predisposed to see reading
conventions of silent reading. as essentially an oral activity and will read aloud
automatically. For others, reading aloud is associated with
memorization.

________________________________________________________________________________
142  Kindergarten to Grade 3 German Language Arts
 The sample situations described in the preceding chart indicate the need for
teachers to be aware of their assumptions about the meaning of a student’s
behaviour and to adjust their own responses accordingly. Often the most effective
response of teachers is to be clear and explicit about their own expectations or
those prevalent in Canadian society.

As EAL students become part of the mainstream class, everyone in the class must
be prepared to adapt and broaden their understanding. There are times when the
adjustments made to address the needs of EAL students will affect and make
demands of the other students in the class.

Feedback on Pronunciation

The EAL student can be a fluent speaker, but sometimes communication breaks
down because the student has problems mastering the English sound system. The
amount of difficulty or phonetic interference will depend to a large extent on the
pronunciation patterns of the child’s first language. For example, a student who
speaks a first language that has few final consonants will tend to drop word-final
consonants in English or other languages, resulting in utterances like the following:
Jaw an Baw wa to da sto. (John and Bob walked to the store.)

Many EAL students are unnecessarily referred to speech-language pathologists

because of problems that are directly attributable to first language interference. It is
important for teachers to be aware that it takes students time to actually learn to
hear new sounds, pronounce them properly, and use them in conversation and in
learning to spell. However, if a student stutters or stammers, or has prolonged
problems with pronouncing certain sounds, it may be necessary to find out if these
problems are also evident in the student’s first language.

To find out whether or not the student requires speech-language intervention, listen
to the student speaking in his or her first language with a peer, ask the student’s
parents or guardians, or request an assessment in the student’s first language.

Basic Interpersonal Communication Skills (BICS) and Cognitive Academic

Language Proficiency (CALP)

It is important for classroom teachers to understand the difference between

functional, everyday language skills, and the language skills required in an
academic setting. Basic Interpersonal Communication Skills (BICS) typically
develop within two years of arrival in an integrated classroom setting. BICS make
students appear to have mastered many aspects of the language, as they are able to
discuss, joke, and socialize with classmates; however, there are considerable
differences between BICS and the language required for academic purposes.
Cognitive Academic Language Proficiency (CALP) takes five to eight years to
acquire, and EAL learners need support and assistance with their language learning
to achieve CALP. Therefore, it is important to remember that EAL learners may or
may not have sufficient language or concepts on which to base their new language
learning.

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C h a p t e r 7 : E n g l i s h a s a n A d d i t i o n a l L a n g u a g e L e a r n e r s  143
Implications of Learning Multiple Languages Concurrently
The number of trilingual students in Canada is increasing, and most people are
aware of the advantages of speaking three languages. Possessing skills in multiple
languages leads to educational, economic, and sociocultural benefits. Students for
whom English is a second language, including those who are learning two
languages as well as those who already have bilingual competencies in languages
other than English, develop certain tendencies as trilingual speakers that may aid
their language development. Limited instruction in a third language will not lead to
trilingual proficiency, but it will enable these students to develop language learning
skills.
Since the majority of trilinguals are bilinguals learning a third language, success in
third language acquisition is based on proficiency in the first language, how recent
the second language was acquired, linguistic distance, and interlanguage transfer.
EAL students may find it beneficial to learn a third language as it may improve
their understanding of English.

Additional Language Acquisition

The term additional language refers to a language that is learned after the first
language is relatively well established. By the age of five, children have control
over most of their first language grammar. Any language they learn after that is
filtered through their previously learned language.

EAL learners are already learning a second language—typically English—in

Manitoba schools. Whatever their backgrounds, all EAL learners will benefit from
being included in the German language arts program. In fact, the EAL learner’s
own first language may provide an advantage. Also, the skills necessary to learn a
new language are transferable to learning other languages. EAL students should be
encouraged to be included in German language arts programs, despite their limited
proficiency in English.

Implications of Learning Multiple Languages Concurrently: Adapted from The Language Research Centre of the University of
Calgary, A Review of the Literature on Second Language Learning (Edmonton, AB: Alberta Learning, 2004), pp. 57, 61.

________________________________________________________________________________
144  Kindergarten to Grade 3 German Language Arts
Tips for Teachers of EAL Students
1. Be conscious of the vocabulary you use.
Choose simple, straightforward words that are in everyday use.
2. Provide additional wait time when students are responding to questions.
3. Simplify sentence structures and repeat sentences verbatim before trying to rephrase.
Short, affirmative sentences are easiest for new learners of English to understand. Complex
sentences and passive verb constructions pose a greater challenge. For example, instead of
“The homework must be completed and handed in by Friday,” it would be better to say
“You must finish the work and give it to me on Friday.”
4. Recycle new words.
Reintroduce new words in a different context or use recently learned words to introduce or
expand a concept.
5. Rephrase idioms or teach their meanings.
EAL students often translate idiomatic expressions literally. Post a list of idioms for students to
see, talk about and use.
6. Clearly mark transitions during classroom activities.
To avoid confusion when changing topics or focus, explicitly signal the changes (e.g., “first
we will…”, “now it’s time for…”).
7. Give clear instructions.
Number and label the steps in an activity. Reinforce oral instructions for homework and
projects with a written outline to help students who may not be able to process oral
instruction quickly enough to understand fully.
8. Use many non-verbal cues.
Gestures, facial expressions and mime will help learners grasp the meaning of what you are
saying. Be aware, however, that some gestures (e.g., pointing at people) may have
negative meanings in some cultures).
9. Periodically check to ensure EAL students understand.
EAL students may be reluctant to ask for clarification or to admit that they don’t understand
something, if asked directly. To check for understanding, focus on the students’ body
language, watching for active listening behaviours or for expressions or postures that
indicate confusion or frustration.
10. Write key words on the board, and use visual and other non-verbal cues, wherever possible,
to present key ideas.
Concrete objects, charts, maps, pictures, photos, gestures, facial expressions, and so on form
an important complement to oral explanations for EAL students.
11. Provide written notes, summaries, and instructions.
12. Use the students’ native languages to check comprehension and to clarify problems.
If you or some of your students speak the native language of your EAL student, use the first
language to clarify instructions, provide translations of key words that are difficult to explain,
and find out what the student knows but cannot express in English. Most EAL students will only
need this additional support for a limited time or in rare situations.

Tips for Teachers of EAL Students: Some tips adapted, with permission from the Province of British Columbia, from English as a
Second Language Learners: A Guide for Classroom Teachers, pp. 18, 19, 20. ©1999 Province of British Columbia. All rights
reserved.

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Communicate interest in students’ linguistic development, and set expectations.
13. Respond to students’ language errors.
When students produce incorrect grammar or pronunciation, rephrase their responses to
model correct usage without drawing specific attention to the error. In responding to
students’ written errors, try to focus on consistent errors of a specific type and concentrate
on modelling or correcting only that error. If you target each and every error, the student
may not grasp the specific rules that must be applied and may become confused and
overwhelmed. Keep in mind that it is best to focus on content and understanding first.

Considering the Student’s Perspective

As well as creating an effective learning environment for EAL students, it is

important for teachers to consider the learning environment from the student’s
perspective.

EAL students learn best when they:

• are involved in decision making
• become aware of available resources
• are actively involved in evaluation practices
• have opportunities to develop a sense of self-confidence and competence
• feel safe and secure to try things and to make mistakes
• are free to interact with materials, peers, and adults
• have opportunities to make choices and decisions about what to do, what to use, and who
to work with
• become aware of the needs of others and show respect and a caring attitude toward
others
• have opportunities for success
• influence their own experiences and the experiences of all others in the class
• continue to develop theories about the way the world works
• are both a learner and a teacher, an individual and a group member.

Celebrating Cultural Differences

There are many ways to celebrate cultural differences in the classroom and the
school.

Tips for Celebrating Cultural Differences

1. Begin by finding out as much as possible about the cultures represented in your room and in
your community.
2. Ensure that the school is culturally inclusive visually. Displays around the school should
represent various backgrounds, cultures, religions, and lifestyles. Emphasize the everyday
rather than the exotic.
3. Bilingual as well as first language books and dictionaries, and books written by a wide variety
of authors from various cultures, can be part of the school library collection. The school
library should be reviewed regularly to ensure that materials are culturally appropriate.

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146  Kindergarten to Grade 3 German Language Arts
4. Seasonal, holiday, and artistic displays in the classroom and school should reflect the cultural
composition of the school. If cultural and faith celebrations are honoured within the school,
they should be inclusive of all members of the school community.
5. School staff members should be encouraged to decorate their work spaces with items that
reflect their cultural backgrounds.

Differentiating Learning Activities for EAL Students

It may be necessary to differentiate learning activities for EAL students. Some

examples of differentiation for EAL students are listed in the chart below.

General Curriculum Whole Group Activity Suggestions for

Focus Differentiation
Grade Develop reading skills in Class reads grade-level EAL learner will highlight
1 German. story and discusses. words understood.

EAL learner will sit with a

buddy and follow the
text.

Grade Exchange basic personal Using a vocabulary list, EAL learner will
2 information. students work in groups contribute some of the
of two or three to write a words for the script. He or
short script about she may mime parts of
meeting a new friend. the script with the class.
They read the script
together.

Grade Explore the use of Students play a variety of EAL learner may display
3 language for traditional sports or prior knowledge of a
imagination, humour, games in German. game and teach the
and fun. game to classmates.

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Choosing Instructional Strategies
Instructional strategies that are effective in teaching second languages are often the
same strategies that are effective with EAL students. In general, structured
cooperative learning activities, group discussions, and the use of educational
technology are effective instructional strategies for EAL students.

Cooperative Learning

Cooperative learning activities that incorporate predictable routines and structures

 For more
are integral to a supportive learning environment. Cooperative learning includes
information…
students working together in small groups toward a group goal or task completion,
Chapter 4 students sharing ideas and materials, and students celebrating success based on the
performance of the group rather than on the performance of individuals.

The benefits of using cooperative learning with EAL students are that it allows
them to interact with their peers, it models language and social interactions, it
develops positive interdependence and self-confidence, and it allows for repetition
of information as the group works together to solve problems. The challenges of
using cooperative learning are that EAL students may find it to be a threatening
experience, may not be used to expressing personal opinions, and/or may not have
enough language to interact with their peers.

When using cooperative learning as an instructional strategy, teachers should

remember to keep groups small, group EAL learners carefully, assign roles in each
group, and monitor group interactions.

Group Discussion
Similar to cooperative learning, group discussions allow EAL learners to articulate
their views and respond to the opinions of others. Group discussions are essential
for building background knowledge on specific issues, creating motivation and
interest, and exploring new ideas. They also create a sense of belonging and lead to
social interactions.

The challenges of group discussion for EAL students include insufficient listening
comprehension skills, misinterpretation of body language, and the expression of
one’s personal opinion, which may not have been encouraged in the EAL student’s
previous educational setting.

To foster effective group discussions, encourage an atmosphere of openness and

acceptance, establish ground rules for discussions, choose topics for discussion
carefully, and give EAL students an opportunity to think before they respond.

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148  Kindergarten to Grade 3 German Language Arts
Technology
All students, including EAL students, should become familiar with different types
 For more of technology. Some students may have had extensive opportunities to use different
information…
technologies, while others may have had limited opportunities. In most cases,
Chapter 4 students are highly motivated to use any form of technology.

Some suggested forms of technology are:

• electronic journals or diaries
• interactive projects with different schools or countries
• chat rooms, news groups, and bulletin boards
• production of audio, video, or multimedia assignments
• structured email interactions
• submission of assignments via email
• cross-cultural communication with e-pals
• writing conferences via email

Using technology benefits students by presenting information in a new way,

providing oral presentation of written text (in some cases), and allowing students to
work independently at their own pace. Interacting using technology may also be
less threatening and intimidating for EAL learners than interacting in person.

The challenges of using technology include providing instruction on how to use the
technologies and monitoring the activity to ensure that students are on task.
Assigning partners in the computer lab is a common and valuable strategy. There
are many effective educational software programs available for teaching basic
computer skills, keyboarding, and even second languages.

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Suggestions for Assessment

 For more With EAL students, assessment includes finding out about their background
information… knowledge and about any gaps in their prior education.

Chapter 8 Accurate assessment of EAL students is difficult because of the limited ability of
Appendix E:
these students to express themselves. Some modification of assessment practices
Assessment may be necessary.
Blackline Masters

Reporting EAL Students’ Progress

School jurisdictions may have specific policies regarding the reporting of

achievement of EAL students. Some jurisdictions will supply specifically designed
EAL report cards. Other jurisdictions will modify the regular report card to reflect
the program of the EAL student. Still other jurisdictions have developed report
cards to reflect the needs of all students and have the capacity to include learning
outcomes developed specifically for EAL students. No matter what format is used,
it is important that accurate information is shared.
Whenever necessary, the services of an interpreter can be used to explain to parents
how their children are doing. Teachers can check with local service agencies for
lists of available interpreters or ask the family if they have someone they trust to
interpret the information for them.

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150  Kindergarten to Grade 3 German Language Arts
 Chapter 8
Classroom
Assessment
Chapter Summary

Introduction
Assessment
Evaluation
Assessment for Learning (Formative), Assessment of Learning (Summative), and
Diagnostic Assessment
Determining the Assessment Purpose
Principles of Effective Classroom Assessment
Assessment Accommodations for Students with Special Education Needs
Student-Directed Assessment
Teacher-Directed Assessment
Assessment and Evaluation Resources

Introduction
Assessment approaches and strategies provide evidence of understanding and are a
critical part of the planning process. Assessment should be considered and planned
before deciding on learning activities. Assessment approaches and tasks provide
the context and direction for the learning activities that will be used to build
understandings and skills.

Assessment
Assessment is the gathering and consideration of information about what a student
knows, is able to do, and is learning to do. It is integral to the teaching-learning
process, facilitating student learning, and improving instruction.
Teachers consider assessment during all stages of instruction and learning. The
assessment process informs teachers as to what students know and what they are
able to do in relation to learning outcomes. Informed by a well-designed and
implemented assessment process, teachers are empowered to make sound
pedagogical decisions to move students toward the achievement of learning
outcomes.

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C h a p t e r 8 : C l a s s r o o m A s s e s s m e n t  151
 Teachers use assessment to:
• obtain information about what students know or are able to do
• modify instruction
• improve student performance

Assessment practices should:

• be part of an ongoing process rather than a set of isolated events
• focus on both process and product
• provide opportunities for students to revise their work in order to set goals and
improve their learning
• provide a status report on how well students can demonstrate learning
outcomes at a particular time
• be developmentally appropriate, age-appropriate, and gender balanced, and
consider students’ cultural and special needs
• include multiple sources of evidence (formal and informal)
• provide opportunities for students to demonstrate what they know, understand,
and can do
• involve students in identifying and/or creating criteria
• communicate the criteria used to evaluate student work before students begin
tasks so that they can plan for success
• be communicated to students so that they understand expectations related to
learning outcomes

Also, assessment practices should help and encourage students to:

• be responsible for their own learning
• be involved in establishing criteria for evaluating their products or
performances
• work together to learn and achieve outcomes
• feel competent and successful
• set goals for future improvements

Evaluation
Evaluation is often confused with assessment. Evaluation is a judgment regarding
the quality, value, or worth of a student’s response, product, or performance based
on established criteria and curriculum standards. Through evaluation, students
receive a clear indication of how well they are performing in relation to learning
outcomes.

With information from assessment and evaluation, teachers can make decisions
about what to focus on in the curriculum and when to focus on it. Assessment and
evaluation identify who needs extra support, who needs greater challenge, who
needs extra practice, and who is ready to move on. The primary goal of assessment
and evaluation is to provide ongoing feedback to teachers, students, and parents in
order to enhance teaching and learning.

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152  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Assessment for Learning (Formative), Assessment of Learning
(Summative), and Diagnostic Assessment
Assessment is generally divided into three categories: assessment for learning
(formative assessment), assessment of learning (summative assessment), and
diagnostic assessment. For professional discussion and understanding, it is helpful
to be aware of these terms and their meanings.

Assessment for Learning

 For blackline Assessment for learning is characterized by the ongoing exchange of information
masters… about learning between student and self, peer, teacher, and parent. It provides
information about student progress, allowing the teacher to make program
Appendix E adjustments to best meet the learning needs of a student or class. Assessment for
learning provides detailed, descriptive feedback through comments. As a result of
receiving feedback focused on the learning outcomes, students will have a clearer
understanding of what they need to do to improve their future performance. If
students are to become competent users of assessment information, they need to be
included in the assessment process (Black et al. 2003).

Examples of assessment for learning activities include the following:

• Students learn the names of family members and bring a photograph or drawing of their
family to class. They take turns introducing their family members to their peers. Observe
students for the demonstration of specific learning outcomes, such as how well they share
basic information and if they communicate words and phrases comprehensibly.
Observations are recorded using an outcome-based observation checklist. Such information
effectively informs the planning process, leading to improvement of future student
performance in relation to specific learning outcomes.
Caution
Teachers should be aware that some students may live in foster or group homes and/or may
not have a traditional family structure. An alternative activity may be necessary.
• After hearing German spoken clearly and correctly, students form small groups and read a
short passage to one another. Each group selects a spokesperson to present the passage to
the entire class. The teacher facilitates a discussion on the characteristics of good German
pronunciation. Students then summarize some of the characteristics of good pronunciation
in their learning logs. This knowledge is used to improve students’ oral interaction and
production skills.

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C h a p t e r 8 : C l a s s r o o m A s s e s s m e n t  153
Assessment of Learning

Assessment of learning most often occurs at the end of a period of instruction, such
as a unit or term. It is designed to be summarized in a performance grade and
shared with students, parents, and others who have a right to know.

Examples of assessment of learning activities include the following:

• At the conclusion of a unit on “My Family,” students prepare a personal collage using
pictures of themselves, families, extended families, friends, their favourite activities, foods,
books, likes, and dislikes. Each picture is labelled in German. The collages are then presented
orally in German. An outcome-based rubric is used to evaluate how well students are able to
share basic information and use pronunciation comprehensibly. The rubric is then translated
into a grade that can be presented as part of a report card, portfolio, or parent-student-
teacher conference.
Caution
Teachers should be aware that some students may live in foster or group homes and/or may
not have a typical family structure. An alternative activity may be necessary.
• At the end of a period of study in which students have had the opportunity to learn and use
several relevant vocabulary words, students write a test in which they match a German
vocabulary word with the corresponding word in English. These tests are marked and
contribute to an overall mark in a reporting period.

Summary of Planning Assessment of Learning

Assessment for Assessment as Assessment of

Learning Learning Learning
Why to enable teachers to to guide and provide to certify or inform
Assess? determine next steps in opportunities for each parents or others of
advancing student student to monitor and student’s proficiency in
learning critically reflect on his or her relation to curriculum
learning, and identify next learning outcomes
steps
Assess each student’s progress each student’s thinking the extent to which
What? and learning needs in about his or her learning, students can apply the
relation to the curricular what strategies he or she key concepts,
outcomes uses to support or challenge knowledge, skills, and
that learning, and the attitudes related to the
mechanisms he or she uses curricular outcomes
to adjust and advance his
or her learning
What a range of methods in a range of methods in a range of methods in
Methods? different modes that different modes that elicit different modes that
make students’ skills and students’ learning and assess both product and
understanding visible metacognitive processes process

(continued)

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154  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Summary of Planning Assessment of Learning (continued)

Assessment for Assessment as Assessment of

Learning Learning Learning
Ensuring • accuracy and • accuracy and • accuracy,
Quality consistency of consistency of student’s consistency, and
observations and self-reflection, self- fairness of
interpretations of monitoring, and self- judgements based
student learning adjustment on high-quality
• clear, detailed • engagement of the information
learning student in considering • clear, detailed
expectations and challenging his or learning expectations
• accurate, detailed her thinking • fair and accurate
notes for descriptive • students record their summative reporting
feedback to each own learning
student
Using the • provide each • provide each student • indicate each
Information student with with accurate student’s level of
accurate descriptive descriptive feedback learning
feedback to further that will help him or her • provide the
his or her learning develop independent foundation for
• differentiate learning habits discussions on
instruction by • have each student placement or
continually checking focus on the task and his promotion
where each student or her learning (not on • report fair, accurate,
is in relation to the getting the right answer) and detailed
curricular outcomes • provide each student information that can
• provide parents or with ideas for adjusting, be used to decide
guardians with rethinking, and the next steps in a
descriptive articulating his or her student’s learning
feedback about learning
student learning and • students report about
ideas for support their learning

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C h a p t e r 8 : C l a s s r o o m A s s e s s m e n t  155
Diagnostic Assessment

Diagnostic assessment may occur at the beginning of a term, unit of study, or

whenever information about the prior learning of a student is relevant. Various
types of diagnostic assessments (e.g., tests, performance-based assessments) may
be used to collect information. Teachers may use diagnostic assessment to:
• find out what students know and can do
• identify student strengths and plan instruction that builds on and extends those
strengths
• target difficulties, identify the precise nature of them, and plan instruction to
meet those difficulties
• make informed decisions regarding where to focus instructional time and effort

Determining the Assessment Purpose

Any assessment strategy can serve both formative and/or summative purposes,
depending on how the results are used. In assessment of learning, tests are given to
check learning at a given point and are included as part of the report card mark.
When planning to administer a test, teachers can also use assessment for learning
strategies. For example:
• Teachers can collaboratively develop test questions with students. Developing
test questions gives an indication of what students know and can do. This helps
students understand how to focus their test preparation and helps teachers
determine how to most effectively guide student review.
• Teachers can ask students to rate, on a scale from easy to difficult, what has
been learned. This helps students understand how to focus their test preparation
and helps teachers determine how to most effectively help students review.
Following a test, teachers ask students to identify what questions they
considered to be the most difficult—the ones they found most challenging, not
necessarily the questions they got wrong. Teachers can then take this
information and work with students to categorize learning outcomes that
proved difficult and to facilitate student self-assessment and goal-setting.
• Teachers can administer a non-graded pre-test prior to introducing a new
activity. For example, if the instructional focus of a game to be played is to
learn new vocabulary, students can be given a pre-test to check how well they
know that vocabulary. After the learning experience, students can complete the
same test and compare their performances. Based on this comparison, students
can reflect on their learning in their learning logs.

It is possible to use the same test for both assessment of learning and assessment
for learning. It is up to teachers to determine the purpose and use of the results of
assessment strategies.

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156  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Meaningful Assessment

The quality of assessment largely determines the quality of evaluation. Valid

judgments can be made only if accurate and complete assessment data are collected
in a variety of contexts over time.

Assessment should occur in authentic contexts that allow students to demonstrate

learning by performing meaningful tasks. Meaningful assessment achieves a
purpose and provides clear and useful information. For example, it may identify
misunderstandings in student learning and provide corrective feedback and
direction for further instruction. Assessment enhances instruction and learning.

Meaningful content and contexts for assessment help students by engaging their
attention and encouraging them to share their work and talk about their learning
processes. Students need to take an active part in assessment. When students
understand assessment criteria and procedures and take ownership for assessing the
quality, quantity, and processes of their own work, they develop self-assessment
skills. The ultimate goal of assessment is to develop independent lifelong learners
who regularly monitor and assess their own progress.

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 158


K i n d e r g a r t e n
t o
Manitoba
Curriculum

G r a d e
Framework

3
of Outcomes

G e r m a n
L a n g u a g e
A r t s
Assessing Student Learning in the Classroom: ©Alberta Assessment Consortium (AAC). Source: A Framework for Student Assessment (p. 3). 2nd ed. (2005). Used with
permission.
Principles of Effective Classroom Assessment
Effective assessment provides regular feedback and allows teachers and students to
reflect on progress and adjust instruction for learning.

There are several critical factors to consider as you plan and develop an effective
classroom assessment program. The graphic on the preceding page, “Assessing
Student Learning in the Classroom,” outlines a framework for classroom
assessment based on the latest research and best practices designed to enhance
student learning. The following principles are central to an assessment process that
informs teaching practices and enhances student learning.

Assessment aligns with outcomes from the curriculum framework.

General and specific learning outcomes identify expectations for student

achievement across the curriculum. These outcomes should be used to articulate
evidence and criteria for learning. When outcomes are clustered around a “big
idea” or concept, they can be used as the basis for articulating expectations,
selecting strategies, and developing activities. Well-aligned units and lesson plans
incorporate a series of learning experiences that:
• clearly identify a cluster of outcomes around a big idea or concept
• describe what students should understand, know, and do to meet the outcomes
• provide learning activities that lead students to attain the outcomes
• use instructional approaches or strategies based on indicators of student
learning

Teachers should plan assessment activities that require students to demonstrate

what they understand and can do in relation to the selected outcomes so that valid
inferences can be made on the results.

Assessment criteria are clearly communicated.

Criteria describe what students are expected to be able to do to meet intended

learning outcomes. Criteria need to be written in age-appropriate language and
communicated to students prior to beginning an assessed activity. Sharing criteria
with students empowers them to monitor their learning and communicate their
progress.

Assessment employs a variety of strategies.

The most accurate profile of student achievement is based on the findings gathered
from assessing student performance in a variety of contexts. When teachers use a
variety of assessment for learning and assessment of learning strategies
consistently, they are able to accurately communicate student achievement in
relation to the curriculum framework. For example, some skills outcomes can only
be evaluated through performance assessment that provides students with a
meaningful real-world context, and in second language instruction, observation of
personal communication is an essential assessment strategy.

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C h a p t e r 8 : C l a s s r o o m A s s e s s m e n t  159
Assessment is ongoing.

The assessment process has no beginning or end; it is a continuous process that

enhances teaching and learning and provides ongoing feedback to teachers,
students, and parents about student learning. Teachers gather information about
student learning and consider it as they plan further instruction. They use ongoing
student assessment to make decisions on how to best support student learning while
students work toward achieving the outcomes in the curriculum framework.

Assessment involves students in the process.

Whenever possible, students should be involved in determining the criteria used to

evaluate their work. Such involvement leads students to a deeper understanding of
what they are expected to know and do. Students should also be involved in the
process of identifying their learning needs and goals. Teachers facilitate
self-assessment, peer assessment, conferencing, and goal setting to enhance
learning and allow students to become effective users of assessment information.

Assessment demonstrates sensitivity to individual differences and needs.

Assessment impacts student motivation and self-esteem and therefore needs to be

sensitive to how individual students learn. “Accommodations to… assessment will
greatly serve the needs of individual students who have communication,
behavioural, intellectual or physical exceptionalities…. Such accommodations or
adaptations should be made to ensure the most accurate understanding of a
student’s performance…” (Toronto Catholic District School Board 2001, 14). As
teachers conference with students, decisions are made with regard to the next steps
in student learning. This includes accommodations for individual student learning
needs.

 For more Accommodations to programming and assessment, including those for English as
information… an additional language (EAL) students and for students with special education
needs, ensure the most positive impact on student learning and an accurate
Chapter 8: understanding of student performance. Specific accommodations may include
Assessment adjustments to the kind, breadth, depth, and pace of assessment.
Accommodations
for Students with
Special Education
Needs

Appendix C:
Examples of
Assessment
Accommodations

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160  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Assessment includes many different tools and processes.

Assessment tools and processes include:

• tests and quizzes with constructed-response (performance-based) items and
selected-response items (true/false, fill-in-the-blank, multiple choice)
• reflective assessments, such as journals, logs, listen-think-pair-share activities,
interviews, self-evaluation activities, and peer response groups
• academic prompts that clearly specify performance task elements, such as
format, audience, topic, and purpose
• culminating assessment projects that allow for student choice and independent
application

Assessment should:
• be directly connected to curriculum expectations and to instructional strategies
• include various forms, such as observations, anecdotal notes, rating scales, performance
tasks, student self-assessment, teacher questioning, presentations, and learning logs
• be designed to collect data about what students know and are able to do, what they need
to learn and what they have achieved, and about the effectiveness of the learning
experience
• demonstrate a range of student abilities, skills, and knowledge
• involve sharing the intended outcomes and assessment criteria with students prior to an
assessment activity
• assess before, during, and after instruction
• provide frequent and descriptive feedback to students
• ensure that students can describe their progress and achievement

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Assessment Accommodations for Students with
Special Education Needs

 For more Assessment may need to be modified or adapted to accommodate students with
information… special education needs. Based on a clear understanding of the specific needs of a
student, teachers can make assessment accommodations related to:
Chapter 5
• kind/task
• depth/detail
• breadth/volume
• pace/timing

The following chart describes examples of these types of assessment accommodation.

Accommodation in Kind (Task) Accommodation in Depth (Detail)

• Familiarize students with methods being • Break down complex tasks into smaller
used. steps.
• Use alternative assessment formats • Provide written instructions in addition to
(e.g., oral tests, conferences). verbal directions. Put an outline of steps
• Encourage student negotiation of on the board.
performance tasks. • Include picture clues to support verbal
• Provide exemplary models. instructions.
• Allow students to practise the activity. • Modify the format of the evaluation by
• Convert short answer questions to a Cloze having fewer questions per page, or limit
format. the overall number of questions.
• Present tasks that begin with the concrete • Teach students to attend to key direction
and move to the abstract. words in questions by using a highlighter.
• Encourage the use of tools, such as • Avoid excessive corrections by focusing
dictionaries, word processors, and on fewer expectations.
magnifiers.
• Allow peer support, such as partner work.

Accommodation in Breadth (Volume) Accommodation in Pace (Timing)

• Reduce amount of reading and writing • Provide additional time to complete tasks
required. and tests.
• Reduce amount of content per • Have students repeat and rephrase
assessment task. instructions.
• Provide clear, simple directions for the • Allow students to complete the
assessment activity. assessment task over several sessions.
• Allow the use of notes or text during tests • Reinforce effective behaviour such as
to assist students with weak recall, or finishing on time and demonstrating
provide a set of reference notes. commitment to the task.
• Monitor work to ensure time lines are met. • Take into account improvement over
time.

Assessment Accommodations for Students with Special Education Needs: Adapted with permission from Toronto Catholic
District School Board, Assessment of Student Achievement in Catholic Schools: A Resource Document (Toronto, ON: Toronto
Catholic District School Board, 2001), p. 15.

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Student-Directed Assessment
Involving students in the assessment process allows them to become effective users
of assessment information. Students can become proficient users of student-
directed assessment strategies such as conferencing, self-assessment, peer
assessment, and goal-setting.

Conferencing

Conferences are usually short, informal meetings held with individual students or a
small group of students and involve diagnostic listening, questioning, and
responding. Interviews are conferences conducted to gather specific information.
They may involve a set of questions asked for a specific purpose or a formal set of
written questions to which a student responds in writing. For example, teachers
may need information about the student’s use of text and use a formal conference
or interview to ask questions directly related to a particular aspect of the student’s
performance.

Sometimes more formal interviews are conducted regarding student attitudes and
metacognitive behaviours. These are often presented as a set of questions or
activities to which the student may respond orally, while the teacher records his or
her responses.

Whether conferences are informal or formal, they are most beneficial for
assessment purposes when they are held on a regular basis and both student and
teacher come prepared with materials to share and questions to ask. Conference
notes form a permanent record of the content of the conference and can be used to
set goals for future learning.

Once students are familiar with conferencing procedures, peer conferencing can be
used by students to obtain feedback and discuss their progress and goals.

The purpose of conferencing is to:

• provide opportunities for students and the teacher to discuss learning strengths
and areas for improvement
• set learning goals
• learn about students’ understanding of information, students’ attitudes toward
learning, and the skills and strategies students employ during the learning
process
• provide opportunities for individualized teaching, guiding students to more
challenging materials, and determining future instructional needs

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Tips for Conferencing with Students
1. The tone of conferences should be relaxed and friendly, with a limited number of topics to
discuss. Students should be aware of the purpose of the conference and the expectations of
participants before the conference begins.
2. Manage conferences by setting aside definite times.
3. Record individual student names on a classroom calendar so that students know the day on
which their conference will occur.
4. Use a class list to ensure that all students are seen in individual conferences.
5. Allow students to request conferences on a sign-up basis.
6. Ensure that all students select at least a minimum number of conferences (to be determined
by the teacher) throughout the term.
7. Review class records frequently to ensure that all students are being seen regularly.
8. Schedule assessment conferences for five to ten minutes with a specific purpose in mind.
9. Maintain a friendly, relaxed atmosphere that promotes trust.
10. Ensure that students are able to work independently so conferences can occur without
interruption. Discuss the purpose of conferences and the expectations of all members of the
class during conference times. Establish procedures for problem solving other class issues that
may arise during conference times.
11. Conference more frequently with students who are having difficulty.
12. Focus on only one or two topics at each conference.
13. Begin and end each conference on a positive note.
14. Review recent anecdotal notes and conference records to identify students in immediate
need of conferencing.
15. Understand that students become more involved and accept more responsibility for the
conference as they become familiar with the process.
16. In a group conference, each student involved has the opportunity to share his or her work, to
emphasize what he or she is proud of, and to ask questions. Other participants point out
what they like about the student’s work and offer suggestions for improvement. It may be
useful to observe and record anecdotal notes.

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Reading Conferences

 For more Reading conferences are usually one-on-one meetings between the teacher and the
information… student. They involve diagnostic evaluation of reading skills, questioning, and
responding. The tone of reading conferences should be relaxed and friendly, with a
Chapter 3 limited number of topics to be discussed. Students should be aware of the purpose
of the conference and the expectations of participants before the conference begins.

Reading conferences can be used to:

• provide the teacher with information about student progress
• set new learning goals
• allow students to address difficulties or problems with the teacher
• discuss reading strengths and areas for improvement
• learn about students’ reading abilities and the skills and strategies they employ
during the reading process
• provide an opportunity for individualized teaching and guiding students to
more challenging reading materials

Procedure

Conferences are more productive if both the teacher and the student are prepared.
Some possible preparatory activities for students include:
• practising a piece to be read aloud to the teacher
• updating or reviewing a reading log or response journal and choosing segments
to share with the teacher
• selecting a passage causing difficulty and preparing to discuss problems and
problem solving used
• preparing a list of difficult words to be discussed
• selecting and preparing for discussion of a reading the student found
interesting, exciting, or humorous
• preparing to discuss how a selection relates to another text or personal
experience
• preparing a self-assessment and personal reflection list (e.g., things I am doing
well as a reader, things I plan to work on as a reader)

Depending on the type of preparation for the conference, gather assessment data
and provide feedback information to the student by:
• completing a running record of oral reading
• using a checklist or rubric to evaluate the student’s response journal or reading
log
• completing a specific strategy checklist
• completing a retelling assessment
• noting vocabulary development and strategy use
• noting connections the student is making to other texts, prior knowledge, and
experience in the world
• observing the student’s level of ownership of the reading process through
discussion of the student’s self-assessment and goals
• observing the range of text forms, genres, and topics the student is reading

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 • using interview questions related to specific aspects of reading, such as
comprehension, style, and decoding text for meaning, as well as the student’s
self-perceptions as a reader

Oral Reading Miscue Analysis

Oral reading miscue analysis describes procedures used with oral reading to
determine how the reader is processing print. Oral reading provides a means for
examining the reader’s use of three cueing systems—graphophonic, syntactic, and
semantic. It is based on the premise that not all errors or miscues are equal and that
careful analysis of miscues can yield important information about which cues and
strategies the reader is using or failing to use effectively. Analysis is focused on the
types of substitutions that the reader makes during oral reading.

The purpose of miscue analysis is to provide systematic analysis of the types of

miscues the reader is making to determine which strategies need to be emphasized
in word identification and comprehension instruction.

Running Records of Text Reading

Keeping a running record of text reading is a technique for systematically

observing students as they read classroom texts. It is important to receive training
in the administration and interpretation of running records of text reading. Running
records provide documentation of students’ actual reading of a text that the teacher
can analyze and use to make instructional decisions. This is a very useful tool
because it can be done almost anywhere and takes only a few minutes to complete.
The analysis of records of oral reading behaviours provides the teacher with
information about the strategies that the student is using or not using when reading
text—information that is helpful when planning programs.

Running records of text reading can be recorded on a blank sheet of paper; no

special form is required. The student or teacher may select the book to read. The
teacher sits beside the student as he or she reads the text, records notes on the oral
reading behaviours of the student, and then analyzes these records when time is
available.

Think-Alouds

Think-alouds are reading tasks in which students are asked to verbalize their
thoughts while reading. Think-alouds are an effective instructional strategy, can
provide insight into how readers process text, and serve as a very effective
assessment strategy for comprehension.

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Personal Reflection and Self-Assessment

 For blackline Personal reflection can be structured by the teacher or the students and may include
masters… personal responses about the learning process. Teachers can effectively model
personal reflection for students on a daily basis.
Appendix E:
Self-Assessment
When students self-assess they:
Checklist;
Self-Assessment
• reflect on what they have learned and how they learned it
Rating Scale;
Self-Assessment • monitor and regulate their learning while they are learning
Checklist and Goal- • see their strengths as well as areas that need work
Setting
• realize that they are responsible for their own learning
• evaluate the quality of their work and knowledge
• set goals for future learning and plan ways to achieve their goals
• see their progress in all curricular areas

Tools such as response journals and learning logs can become even more effective
when accompanied by the use of probes or specific questions. In Assessing Student
Outcomes, Marzano, Pickering, and McTighe offer the following journal-writing
probes and questions that help students reflect on their own learning:

Reflecting on Content
Describe the extent to which you understand the information discussed in class.
What are you confident about? What are you confused about? What do you find
particularly interesting and thought provoking?

Reflecting on Information Processing

Describe how effective you were in gathering information for your project.

Reflecting on Communication
Describe how effective you were in communicating your conclusions to your
discussion group.

Reflecting on Collaboration and Cooperation

Describe how well you worked with your group throughout your project.
Assessing their own thinking and learning provides students with valuable training
in self-monitoring. One way to have students reflect on their learning is to have
them complete sentence stems such as:
• This piece of work demonstrates that I can…
• I can improve my work by…
• After reviewing my work, I would like to set a new goal to…
• A strategy that worked well for me is…
Response journals, learning logs, end-of-the-class drawings, and partner talk are
other ways for students to reflect on their learning in the classroom.

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 To maximize learning, teachers can create opportunities for students to compare
their own self-assessment information with teacher assessments. This kind of
authentic student-teacher interaction during the assessment process encourages
students to honestly and thoughtfully assess their own work and take ownership of
their own learning.

Students can assume more responsibility in the learning process by assessing

and/or evaluating their own assignments or projects prior to teacher or peer
assessment. Students can also write their own progress report comments and
summary-of-learning letters to teachers and parents.

Portfolios

A portfolio is a purposeful collection of student work samples, student

self-assessments, and goal statements that reflect student progress. Students
generally choose the work samples to place in the portfolio, but the teacher may
also recommend that specific work samples be included. Portfolios are powerful
tools that allow students to see their academic progress from grade to grade.

The physical structure of a portfolio refers to the actual arrangement of the work
samples, which can be organized according to chronology, subject area, style, or
goal area. The conceptual structure refers to the teacher’s goals for student
learning. For example, the teacher may have students complete a self-assessment
on a work sample and then set a goal for future learning. The work sample self-
assessment and the goal sheet are then added to the portfolio.

Work samples from all curricular areas can be selected and placed in a portfolio,
including stories, tests, and projects.

Effective portfolios:
• are updated regularly to keep them as current and complete as
possible
• help students examine their progress
• help students develop a positive self-concept as learners
• are shared with parents or guardians
• are a planned, organized collection of student-selected work
• tell detailed stories about a variety of student outcomes that would
otherwise be difficult to document
• include self-assessments that describe the student as both a learner and
an individual
• serve as a guide for future learning by illustrating a student’s present
level of achievement
• include a selection of items that are representative of curriculum
outcomes and of what students know and can do
• include the criteria against which the student work was evaluated
• support the assessment, evaluation and communication of student
learning

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 • document learning in a variety of ways—process, product, growth, and
achievement
• include a variety of works—audio recordings, video recordings,
photographs, graphic organizers, first drafts, journals, and assignments
that feature work from all of the multiple intelligences.

Work samples not only provide reliable information about student achievement of
the curriculum, but also provide students with a context for assessing their own
work and setting meaningful goals for learning. Furthermore, displaying concrete
samples of student work and sharing assessments that illustrate grade-level
expectations of the curriculum are key to winning the confidence and support of
parents.

An essential requirement of portfolios is that students include written reflections

that explain why each sample was selected. The power of the portfolio is derived
from these descriptions, reactions, and metacognitive reflections. Conferencing
with parents, peers, and/or teachers helps synthesize learning and celebrate
successes. Some students become adept at writing descriptions and personal
reflections of their work without any prompts. For students who have difficulty
deciding what to write, sentence starters might be useful. For example:
• This piece shows I really understand the content because…
• This piece showcases my _______________ because…
• If I could show this piece to anyone—living or dead—I would show it to
__________________ because…
• People who knew me last year would never believe I created this piece
because…
• This piece was my greatest challenge because…
• My (parents, friend, teacher) liked this piece because…
• One thing I learned about myself is…1

The student descriptions should indicate whether the product was the result of a
specifically designed performance task or a regular learning activity. The level of
assistance is also relevant—did the student complete the work independently, with
a partner, with intermittent guidance from the teacher, or at home with parent
support? Dating the sample, providing a brief context, and indicating whether the
work is a draft or in completed form are also essential.

1. Adapted from Kay Burke, The Mindful School: How to Assess Authentic Learning (3rd edition) (Arlington Heights, IL:
Skylight Professional Development, 1999, 1994, 1993), p. 68. Adapted with permission of Sage Publications, Inc.

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Goal-Setting

 For blackline Goal-setting follows naturally out of self-assessment, peer assessment, and
masters… conferences. Students and teachers decide what they need to focus on next in
students’ learning, set goals, and plan the steps students will take toward achieving
Appendix E: their goals.
Self-Assessment
Checklist and Goal- Goals can be either short- or long-term. Short-term goals are small and specific and
Setting,
Long-Term Goal- are likely to be achieved within a brief period of time. One way to help students set
Setting goals is to add a prompt to the end of a self-assessment task (e.g., “Next time I
will…”).

Students set long-term goals when they take an overall look at how they are doing
and identify a specific focus for improvement. Long-term goals are bigger and
more general and usually require an extended period of time to reach, sometimes as
long as a few months.

 For sample To coach students in setting SMART learning goals (Specific, Measurable,
blackline Attainable, Relevant and Timely) (Sutton 1997), teachers should advise students to
masters… look for strengths in their work as well as areas of potential growth.
Appendix D:
Goal-Setting Students need to set goals that are attainable and appropriate. Teachers can use
Organizer 1, 2, direct instruction to help students develop goal-setting skills. When students set
3, or 4
their goals, they need to:
• consider their strengths
• identify areas that need improvement
• use established criteria
• identify resources they will need to be successful
• design plans that will enable them to reach their goals
• share their goals with significant people in their lives
• plan timelines for goal review and attainment

Students may set specific goals for each of the language arts. Goals may be set for
daily activities, for long-term activities, or for a term.

Once students describe what they need to do, they design a specific plan to meet
their goals. Teachers ask students to provide specific information, such as a date by
which they wish to accomplish their goal and the materials and resources they will
need.

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Learning Logs

Learning logs serve to develop student awareness of outcomes and learning

processes. With encouragement, guidance, and practice, students develop the
ability to reflect on learning activities, identify what they have learned, identify
areas in which they need to improve, and set personal learning goals. It takes time
and practice for students to become adept at such reflective thinking, particularly in
the beginning stages. Learning logs kept by students and responded to by the
teacher on a regular basis provide an effective assessment for learning tool.

Guided Reflection
Learning logs allow students to monitor their learning and write to the teacher
about what help they need to improve. Teachers can direct students to focus on a
particular area in their learning logs, such as reflecting on a specific experience, or
breaking down vocabulary and grammar into categories that indicate levels of
understanding, such as “Got it! Getting it! Don’t get it yet!” Information gained
from periodic meetings with students about their learning logs allows teachers to
plan how to help students improve.

Metacognitive Reflection
Metacognitive reflection can be defined as thinking about one’s own thinking and
learning processes. Teachers help students develop metacognitive strategies
through direct instruction, modelling, and providing opportunities for student
practice. In this way, students become effective thinkers who self-monitor and
develop control over their thinking processes.

Students use their metacognitive skills to reflect on what they have learned, how
they have learned it, and what they need to do to pursue their learning further.
When they engage in metacognitive reflection, students can monitor their own
learning and strengthen their will to learn. Learning logs, conferences, and
inventories can all be used to help students develop metacognitive awareness.
Personal reflection on daily work, as well as on test and examination performance,
can expand students’ self-knowledge. Students are able to see the progress they
make, which in turn improves their self-concept.

Learning Lists
Lists that facilitate student reflection can also be included in learning logs. To
remember particularly challenging words or phrases, students can make lists of
these items. Creating lists can help students target their learning by recognizing
areas in which they need to improve.

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Peer Assessment

 For blackline Peer assessment allows students to examine one another’s work as it relates to
master… specific criteria, and to offer encouragement and suggestions for improvement.
Peer assessment offers students the opportunity to share with one another their
Appendix E: insights about learning German.
Peer-Assessment
Checklist
To facilitate positive and effective peer assessment, teachers need to ensure that
students understand the criteria and focus on a particular aspect of their peers’
work. Students should be coached on giving descriptive and constructive feedback
so they avoid using broad terms such as “good” or “bad.” It may be helpful if
teachers have students offer two positive comments and one question about their
peers’ work.
Peer assessment could be facilitated by having students:
• complete a self-assessment evaluation, using the comments made by their peers
• complete a peer-assessment checklist and discuss the results with the peer,
explaining the feedback.

Teacher-Directed Assessment
Teachers use a number of tools to evaluate and assess student performance related
to curricular outcomes. By assessing a variety of activities and using different
tools, such as rubrics, rating scales, and anecdotal notes, teachers obtain a more
accurate view of student performance.

Checklists, Rating Scales, and Rubrics

 For blackline Checklists, rating scales, and rubrics are tools that state specific criteria and allow
masters… teachers and students to gather information and make judgments about what
students know and can do in relation to curricular outcomes. These tools offer
Appendix E: systematic ways of collecting data about specific behaviours, knowledge, and
Observation skills.
Checklist;
Checklist and
Comments 1 and 2; The quality of information acquired through the use of checklists, rating scales, and
Rating Scale 1, 2, rubrics is highly dependent on the quality of the descriptors chosen for the
and 3; Rubric;
Rubric and
assessment. The benefit of this information is also dependent on students’ direct
Checklist involvement in the assessment and understanding of the feedback provided.
The purpose of checklists, rating scales, and rubrics is to:
• provide tools for systematic recording of observations
• provide tools for self-assessment
• provide criteria to students prior to collecting and evaluating data on their work
• record the development of specific skills, strategies, attitudes, and behaviours
necessary for demonstrating learning
• clarify students’ instructional needs by presenting a record of current
accomplishments

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Tips for Developing Checklists, Rating Scales, and Rubrics
1. Use checklists, rating scales, and rubrics in relation to outcomes and standards.
2. Use simple formats that can be understood by students and that will communicate
information about student learning to parents.
3. Ensure that the characteristics and descriptors listed are clear, specific, and observable.
4. Encourage students to assist with writing appropriate criteria. For example, what are the
descriptors that demonstrate levels of performance for a piece of persuasive writing?

5. Ensure that checklists, rating scales, and rubrics are dated to track progress over time.
6. Leave space to record anecdotal notes or comments.
7. Use generic templates that become familiar to students and to which various descriptors
can be added quickly to reflect the outcome(s) being assessed.
8. Provide guidance to students to use and create their own checklists, rating scales, and
rubrics for self-assessment purposes and as guidelines for goal-setting.

Checklists usually offer a yes/no format in relation to student demonstration of

specific criteria. They may be used to record observations of an individual, a group
or a whole class.

Rating Scales allow teachers to indicate the degree or frequency of the

behaviours, skills, and strategies displayed by the student and can show a range of
performance levels. Rating scales state the criteria and provide three or four
response selections to describe the quality or frequency of student work.

Teachers can use rating scales to record observations and students can use them as
self-assessment tools. Rating scales also give students information for setting goals
and improving performance. Teaching students to use descriptive words such as
always, usually, sometimes, and never helps them pinpoint specific strengths and
needs. The more precise and descriptive the words for each scale point, the more
reliable the tool. Effective rating scales use descriptors with clearly understood
measures, such as frequency. Scales that rely on subjective descriptors of quality,
such as fair, good, or excellent, are less effective because the single adjective does
not contain enough information on what criteria are indicated at each of these
points on the scale.

Teachers can increase the assessment value of a checklist or rating scale by adding
two or three additional steps that give students an opportunity to identify skills they
would like to improve or the skill they feel is most important. For example,
teachers can instruct students to:
• put a star beside the skill they think is the most important for encouraging
others
• circle the skill they would most like to improve
• underline the skill that is the most challenging for them

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 Rubrics use a set of criteria to evaluate a student’s performance. They consist of a
 For more fixed measurement scale and detailed descriptions of the characteristics for each
information… level of performance. These descriptions focus on the quality of the product or
performance and not the quantity (e.g., not the number of paragraphs, examples to
See
Appendix E support an idea, spelling errors). Rubrics are commonly used to evaluate student
performance with the intention of including the result in a grade for reporting
purposes. Rubrics can increase the consistency and reliability of scoring.

Rubrics use a set of specific criteria to evaluate student performance. They may be
used to assess individuals or groups and, as with rating scales, may be compared
over time.

 For blackline Developing Rubrics and Scoring Criteria

master… Rubrics are increasingly recognized as a way to both effectively assess student
learning and communicate expectations directly, clearly, and concisely to students.
Appendix E: The inclusion of rubrics provides opportunities to consider what demonstrations of
Rubric learning look like, and to describe stages in the development and growth of
knowledge, understandings, and skills. To be most effective, rubrics should allow
students to see the progression of mastery in the development of understandings
and skills.

Rubrics should be constructed with input from students whenever possible. A good
start is to define what quality work looks like based on the learning outcomes.
Exemplars of achievement need to be used to demonstrate to students what an
excellent or acceptable performance is. Once the standard is established, it is easy
to define what exemplary levels and less-than-satisfactory levels of performance
look like. The best rubrics have three to five descriptive levels to allow for
discrimination in the evaluation of the product or task. Rubrics may be used for
summative purposes by assigning a score to each of the various levels.

Before developing a rubric, teachers should consider the following:

• What are the specific German language arts curriculum outcomes involved in
the task?
• Do students have some experience with this or a similar task?
• What does an excellent performance look like?
• What are the qualities that distinguish an excellent performance from other
levels?
• What do other responses along the performance quality continuum look like?

Teachers can begin by developing criteria to describe the acceptable level. Then
they can use Bloom’s taxonomy to identify differentiating criteria as they move up
the scale. The criteria should not go beyond the original performance task, but
should reflect higher thinking skills that students could demonstrate within the
parameters of the initial task.

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 When developing the scoring criteria and quality levels of a rubric, teachers should
consider the following guidelines:
• Level 4 is the standard of excellence level. Descriptions should indicate that
all aspects of work exceed grade-level expectations and show exemplary
performance or understanding. This is a “Wow!”
• Level 3 is the approaching standard of excellence level. Descriptions should
indicate some aspects of work that exceed grade-level expectations and
demonstrate solid performance or understanding. This is a “Yes!”
• Level 2 is the meets acceptable standard level. This level should indicate
minimal competencies acceptable to meet grade-level expectations.
Performance and understanding are emerging or developing but there are some
errors and mastery is not thorough. This is an “On the right track, but…”.
• Level 1 is the does not yet meet acceptable standard level. This level
indicates what is not adequate for grade-level expectations, and indicates that
the student has serious errors, omissions, or misconceptions. This is a “No,
but…”. The teacher needs to make decisions about appropriate intervention to
help the student improve.

Creating Rubrics with Students

Learning increases when students are actively involved in the assessment process.
Students do better when they know the goal, see models, and know how their
performance compares to learning outcomes.

Learning outcomes are clarified when students assist in describing the criteria used
to evaluate performance. Teachers can use brainstorming and discussion to help
students analyze what each level looks like. Student-friendly language can be used
and students can be encouraged to identify descriptors that are meaningful to them.
For example, a Grade 4 class might describe levels of quality with phrases such as:
• Super!
• Going beyond.
• Meets the mark.
• Needs more work.

Teachers can provide work samples to help students practise and analyze specific
criteria for developing a critical elements list, which can then be used to develop
descriptions for each performance level.

Although rubrics are often used as assessment of learning tools, they can also be
used as assessment for learning tools. Students can benefit from using rubrics as
they become more competent at judging the quality of their work and examining
their own progress. For example:
• Teachers can involve students in the assessment process by having them
participate in the creation of a rubric. This process facilitates a deeper
understanding of the intended outcomes and the associated assessment criteria.
• After a rubric has been created, students can use it to guide their learning.
Criteria described in a rubric serve to focus student reflection on their work and
facilitate the setting of learning goals for a particular performance assessment.
Students can use a rubric to assess their own work or the work of a peer, and
they can use it to guide their planning for the “next steps” in learning.

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Informal Observation

Informal observation is an integral part of ongoing instruction. Informal

assessments include observations of students as they engage in authentic reading
tasks, conferences with students about work in progress or completed assignments,
and discussions with students regarding their awareness of the strategies they use to
construct meaning from print.

Anecdotal Notes

 For blackline Anecdotal notes are used to record specific observations of individual student
master… behaviours, skills, and attitudes as they relate to the outcomes in the curriculum
framework. Such notes provide cumulative information on student learning and
Appendix E: direction for further instruction. Anecdotal notes are often written as a result of
Anecdotal Notes ongoing observations during the lessons but may also be written in response to a
product or performance the student has completed. They are brief, objective, and
focused on specific outcomes. Notes taken during or immediately following an
activity are generally the most accurate. Anecdotal notes for a particular student
can be periodically shared with that student or shared at the student’s request. They
can also be shared with students and parents at parent-teacher-student conferences.

The purpose of anecdotal notes is to:

• provide information regarding a student’s development over a period of time
• provide ongoing records about individual instructional needs
• capture observations of significant behaviours that might otherwise be lost
• provide ongoing documentation of learning that may be shared with students,
parents, and other teachers

Tips for Establishing and Maintaining Anecdotal Notes

1. Keep a binder with a separate page for each student. Record observations using a
clipboard and sticky notes. Write the date and the student’s name on each sticky note.
Following the note-taking, place individual sticky notes on the page reserved for that student
in the binder.
OR
Keep a binder with dividers for each student and blank pages to jot down notes. The pages
may be divided into three columns: Date, Observation, and Action Plan. Keep a class list in
the front of the binder and check off each student’s name as anecdotal notes are added to
his or her section of the binder. This provides a quick reference of the students you have
observed and how frequently you have observed them.
2. Keep notes brief and focused (usually no more than a few sentences or phrases).
3. Note the context and any comments or questions for follow-up.
4. Keep comments objective. Make specific comments about student strengths, especially
after several observations have been recorded and a pattern has been observed.
5. Record as the observations are being made, or as soon after as possible, so recollections will
be accurate.
6. Record comments regularly, if possible.

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7. Record at different times and during different activities to develop a balanced profile of
student learning.
8. Review the notes frequently to ensure that they are being made on each student regularly
and summarize information related to trends in students’ learning.

Observation Checklist

 For blackline Observing students as they solve problems, model skills to others, think aloud
master… during a sequence of activities, or interact with peers in different learning situations
provides insight into student learning and growth. The teacher finds out under what
Appendix E: conditions success is most likely, what individual students do when they encounter
Observation
Checklist
difficulty, how interaction with others affects students’ learning and concentration,
and what students need to learn in the future. Observations may be informal or
highly structured; they may be incidental or scheduled over different periods of
time in different learning contexts.
Observation checklists allow teachers to record information quickly about how
students perform in relation to specific outcomes from the curriculum framework.
Observation checklists written in a yes/no format can be used to assist in observing
student performance relative to specific criteria. They may be directed toward
observations of an individual or group. These tools can also include spaces for brief
comments, which provide additional information not captured in the checklist.
Before using an observation checklist, teachers should ensure that students
understand what information will be gathered and how it will be used. Checklists
should be dated to provide a record of observations over a period of time.

Tips for Using Observation Checklists

1. Determine the specific outcomes to observe and assess.
2. Decide what to look for. Write down criteria or evidence that indicate the student is
demonstrating the outcome.
3. Ensure students know and understand what the criteria are.
4. Target your observation by selecting four to five students per class and one or two specific
outcomes to observe.
5. Collect observations over a number of classes during a reporting period and look for
patterns of performance.
6. Date all observations.
7. Share observations with students, both individually and in a group. Make the observations
specific and describe how this demonstrates or promotes thinking and learning. For example:
“Eric, you contributed several ideas to your group’s Top Ten list. You really helped your group
finish the task within the time limit!”
8. Use the information gathered from observation to enhance or modify future instruction.

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C h a p t e r 8 : C l a s s r o o m A s s e s s m e n t  177
Question and Answer

 For more Questioning can serve as an assessment tool when it is related to outcomes.
information… Teachers use questioning (usually oral) to discover what students know and can do.
Strategies for effective question and answer assessment include the following:
Chapter 1:
Bloom’s Taxonomy • Apply a wait time or “no hands-up rule” to provide students with time to think
after a question before they are called upon randomly to respond.
• Ask a variety of questions, including open-ended questions and those that
require more than a right or wrong answer.
• Use Bloom’s taxonomy when developing questions to promote higher-order
thinking.

Teachers can record the results of questions and answers in anecdotal notes and
include them as part of their planning to improve student learning.

Quizzes

Quizzes generally check for student learning as it relates to a single outcome or to

several outcomes. Quizzes can be used to measure student achievement of
outcomes pertaining to knowledge and comprehension skills. Care must be taken to
ensure that students’ grades do not become unbalanced by including an
overabundance of results from quizzes.

Different Purposes for Quizzes

• Graded quizzes check for learning on a few items that have been
introduced and practised in class.
• Non-graded, pre- and post-quizzes check for student learning before
and after an activity.
• Quizzes facilitate self-assessment and goal-setting when students reflect
on their quiz performance.

Tests and Examinations

Tests and examinations are generally summative assessment tools that provide
information about what students know and can do after a period of study. Tests and
examinations are generally used by teachers to cover several outcomes at one time,
and therefore do not appear in the grade-level samples assessment section of this
resource. Questions on tests and examinations need to be aligned with the
outcomes from the curriculum framework to ensure valid results.

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178  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Analysis of Test and Examination Results

Teachers can help students improve their performances on assessment of learning

tasks by ensuring that students have an area in their learning logs dedicated to
analysis of test and examination results. Students record the concepts they found
challenging on a test or an examination. Periodically, teachers can ask students to
review the concepts they have described as challenging and ask them to look for
patterns. Such observations can form the basis of a student-teacher conference and
help the student develop a study plan that aims to improve his or her learning.
These observations could also help parents understand how best to help their child
develop language learning skills. Teachers may use the information gathered from
this part of the learning log to help plan future programming.

Performance Assessment

“A performance assessment is an activity that requires students to construct a response, create

a product or demonstrate a skill they have acquired” (Alberta Assessment Consortium 2000,
p. 5).

Performance assessments are concerned with how students apply the knowledge,
skills, strategies, and attitudes they have learned to new and authentic tasks.
Performance tasks are short activities that provide an opportunity for students to
demonstrate knowledge, skills, and strategies. They are highly structured and
require students to complete specific elements. They may be content-specific or
interdisciplinary and relate to the real-life application of knowledge, skills, and
strategies.

Performance assessments focus on simulated real-life situations. The approach is

student-centred; therefore, the learner’s context serves as one of the organizing
elements in the development process.

To create a performance assessment, teachers should decide which outcomes are to

be met and establish specific criteria (how students will demonstrate knowledge
and understanding) to indicate whether or not students have met those outcomes.
Rubrics or scoring guides that indicate the criteria for different levels of student
performance are commonly used to evaluate a student’s performance. Results from
performance assessments should account for the largest percentage of a student’s
grade as they are a clear indicator of student understanding of the outcomes.

Performance assessment tasks can be organized into two categories: products (such
as dioramas, slideshows, journals, video recordings) and performances (such as
dramatic readings, puppetry, debates).

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C h a p t e r 8 : C l a s s r o o m A s s e s s m e n t  179
“When students are given or create tasks that are meaningful, non-contrived and
consequential, they are more likely to take them seriously and be engaged by them”
(Schlechty 1997).

Performance assessment is:

Contextualized
Students are provided with a meaningful context for real language use. Tasks are
organized around one theme, which helps to ground the students in the context. The
students know what task they are to complete and with whom they are to interact.

Authentic
Tasks are designed to present students with a real communicative purpose for a real
audience.
Task-based
Students must follow a well-defined process to create and/or present a product in a
way to elicit specific use of the second language.

Learner-centred
Tasks are realistic for students learning the second language in terms of age,
cultural background, and level of cognitive and linguistic maturity. Students are
expected to create products and/or present products based on their actual
circumstances, backgrounds, and interests.

Performance assessments help students understand their development of

communicative competence. Such assessments make it easy for students to see how
they progress in their abilities to use the language effectively. Performance
assessment instruments need to be flexible enough to be appropriate for every
student in a classroom, allowing each student to demonstrate personal meaning.

A description of the performance assessment task and the evaluation tool

(e.g., rubric, checklist) should be provided to students at the beginning of a unit of
instruction to guide and focus student learning.

Performance Assessment is Contextualized, Authentic, Task-based, Learner-centred: Adapted with permission from the
Center for Advanced Research on Language Acquisition, University of Minnesota, Developing Speaking and Writing Tasks for
Second Language Assessment (The Minnesota Language Proficiency Assessments (MLPA): A MLPA Miniguide for Assessment
Development) (Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota, n.d.), p. 3.

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180  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Chapter 9
Grade-Level
Samples

Chapter Summary

Introduction
Integrate for Efficiency and Motivation
Reading the Grade-Level Samples

Introduction
This section provides sample teaching and learning activities with complementary
assessment strategies for each specific outcome in the curriculum framework. The
prescribed general and specific learning outcomes for each grade level, which
teachers are responsible for helping their students achieve, appear in the same order
as in the curriculum framework.

The sample teaching and learning activities and assessment strategies are
suggestions only. They are provided for the primary purpose of clarifying the
intent of each specific outcome. Each sample provides a concrete example of how a
specific outcome might be accomplished and assessed in the classroom. Teachers
can use the samples to gain clarity as to the intent of each specific outcome and as a
springboard for their lesson planning.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s  181
 Integrate for Efficiency and Motivation
In the time allotted for each grade level of the program, it is impossible to complete
an activity and assessment for each specific outcome as shown in the samples
provided in this chapter. Teachers usually plan to cover several outcomes in each
lesson. As teachers plan their units and lessons, they are encouraged to integrate
outcomes from all seven general learning outcomes. Such integration motivates
students to become active partners in learning and to take personal responsibility
for their own learning.

Reading the Grade-Level Samples

General Outcome Grade

General Outcome Cluster Heading
Number
Students will listen, speak, read, write, view KINDERGARTEN

K
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts.
and Clues

Prior Knowledge Strand Heading

Outcome
Specific

Students will be able to:

2.1.1 make connections among oral language, texts, and personal experiences.
Specific Outcome

Samples of teaching and learning activities follow to help illustrate the intent of the
specific outcome.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• As part of learning about plant growth from a resource book, students record their findings
in a chart and discuss with others:
– Was ich schon weiβ.
– Was ich gelernt habe.
– Was ich noch lernen möchte.

• After making oatmeal cookies from a recipe, students comment on how the recipe helped
them:
Schüler 1: Das Rezept listet alle Zutaten. So wissen wir, was wir brauchen.
Schüler 2: Das Rezept listet alle Schritte der Reihe nach. So wissen wir, was wir machen
sollen.
Schüler 3: Das Rezept listet alle Mengenangaben auf. So wissen wir, wieviel wir brauchen.

________________________________________________________________________________
182  Grade 4 to Grade 6 German Language Arts
 Suggestions for assessment appear under the heading Sample Assessment
Strategies.

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− access prior knowledge?
− have sufficient prior knowledge?
− have breadth, depth, or gaps in prior knowledge?
− share personal experiences?
− explain reasons for predictions?
− make connections between/among new knowledge, experiences, and text?
− discuss connections to other oral, literary, and media texts?
− record predictions and connections?

 Checklists
Develop a checklist based on the Focus for Assessment criteria to assess students’ skills in making
connections between prior knowledge, personal experiences, and variety of texts. Progress over time
should be noted.

 Anecdotal Records
Keep a record of students’ skills and strategies in contributing prior knowledge to classroom
discussions.

 Learning Logs or Journals

Review student logs to determine whether students articulate and build upon prior experiences or
knowledge.

Suggested materials and teaching and learning resources appear under the heading
Sample Resources.

SAMPLE RESOURCES

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s  183
Grade 1 Sample of the German Language Arts
Foundation for Implementation

184 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s

 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings and experiences.
Explore

Express Ideas
Outcome
Specific

Students will be able to:

1.1.1 respond to a range of experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Cultural Objects
Students observe the creation of a familiar object relevant to the German culture (e.g., Schultüten,
Laternen zum Sankt Martins Tag, Weihnachtsschmuck). They then create their own versions of
the object.

German Music
Students listen to a piece of music, and then paint their own interpretations of the music and
words. Students act out the song.

Action Songs
Students imitate the teacher’s actions during an action song or rhyme. As skills and comfort
develop, student leaders lead the activity and alter the actions.

Show and Tell

Students participate in a simple version of show and tell (e.g., they bring their favourite items
related to classroom themes, such as alphabet sounds, seasonal items).

German Foods
Students taste some foods from the German culture and indicate likes or dislikes with an
expression or word (e.g., “Ich mag das.” “Ich mag das nicht.”). The class opinions are then
tabulated and displayed in a picture graph.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  185
 Express Ideas
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
1.1.1 respond to a range of experiences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− respond to a range of experiences?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
respond to a range of experiences. Record anecdotal notes (see sample blackline master in
Appendix E: Anecdotal Notes).

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess if students are able to respond to a range of experiences (see sample blackline
master in Appendix E: Observation Checklist).

SAMPLE RESOURCES

• A variety of German music.

• German arts, crafts and cultural objects.
• German foods (e.g., Lebkuchen)
• CDs with children songs by Detlev Jocker, Rolf Zokowski.
• Peter und der Wolf (music without words video/DVD)
• Pappenheimers Video series.

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186  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings and experiences.
Explore

Consider Others’ Ideas

Outcome
Specific
Students will be able to:
1.1.2 participate in a range of experiences, and represent these experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Learning Centres
Set up a variety of learning centres. Students participate in a variety of learning centres during
which they experience a variety of types of activities. For example,
− sorting, patterning, measuring (mathematics)
− manipulatives—modelling clay, sand
− planting or otherwise observing nature (science)
− kitchen activities
− role-play
− crafts
− seasonal card making
At the end of the week, students illustrate their favourite learning activity or centre and place it in
a special book entitled Lernen macht Spaß. Write a response or comment under each student’s
picture.

Story Time
Students listen to a telling or reading of a familiar story in German (e.g., a simple version of
The Three Little Pigs). They then draw pictures of their favourite parts of the story and share their
pictures with other students. Emphasis may be placed on beginning, middle, and end; main
character; and emotions.

Community Walk
Students participate in a group community walk, then illustrate a favourite moment or make a
large mural entitled Unsere Umgebung. Create a large map of the school so students can add
representations to it to help them become familiar with the school.

Field Trip
Students participate in a field trip and, when they return, create a representation of their favourite
part. Before going, prepare the students by introducing vocabulary and concepts they will
encounter. They may include these representations in a journal.

My Weekend
Students prepare a representation of their weekend. While they work on their representations,
help them learn an oral statement that can later be shared with the class. Eventually, students
learn to verbalize simple weekend routines.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  187
 Consider Others’ Ideas
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
1.1.2 participate in a range of experiences, and represent these experiences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in a range of experiences and represent these experiences?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to participate in a range of experiences (see sample
blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
participate in a range of experiences. Record anecdotal notes (see sample blackline master in
Appendix E: Anecdotal Notes).

 Conferences
Conference with students individually or in small groups to discuss activities that have taken place in
the classroom. Students ask questions for clarification or to obtain further information.

 Rubric
Collaboratively create an outcome-based rubric with students. Use the rubric to evaluate how well
students are able to participate in a range of experiences (see sample blackline master in Appendix E:
Rubric or Rubric and Checklist).

SAMPLE RESOURCES

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188  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings and experiences.
Explore

Experiment with Language

Outcome
Specific
Students will be able to:
1.1.3 use a variety of forms to explore and express familiar events, ideas, and
information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

My Family Booklets. Das ist meine Familie.

Students draw pictures of family members on pre-printed labels or use frame sentences to make a
booklet (e.g., Das ist mein Vater. Das ist meine Mutter. Das ist mein Bruder. Das ist meine
Schwester.).

Extension: Students make a booklet “All About Me” or Das bin ich after oral questions and
answers about address, telephone, favourite outdoor activity, food, games, etc.

Holiday Cards
Students make holiday cards for family members with standard greetings
(e.g., “Frohe Weihnachten!” “Herzlichen Glückwunsch!”).

Extension: For Valentine’s Day, students make their own “Ich liebe….” booklets. They write the
names of the people they love in the blanks provided and draw pictures.

Class Picture Book or Collage

Students make a class picture book or collage using a series of pictures or drawings related to a
theme (e.g. “Der Winter ist da!” or “Die Dinosaurier” or “Unsere Schule”. “Wir sind alle
Wunderkinder” “Irgendwo heute spielt/schläft/schwimmt...jemand.”). Write down students’
descriptions of their pictures using simple sentences or words in German.

Scrapbooks
Students develop and maintain a scrapbook with special mementos or representations of special
events. They label or date the pages or use a scribe to label the mementos. Students regularly
select items for their scrapbooks.

Songs and Poems

Students learn simple songs and poems related to various themes covered in class. They then
perform the songs or poems using puppets or other props (e.g., “Laterne, Laterne, Sonne, Mond
und Sterne”).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  189
 Experiment with Language
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
1.1.3 use a variety of forms to explore and express familiar events, ideas, and
information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use a variety of forms to explore and express familiar events, ideas, and information?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess if students are able to use a variety of forms to explore and express familiar events,
ideas, and information (see sample blackline master in Appendix E: Checklist and Comments 1 or 2).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to use a
variety of forms to explore and express familiar events, ideas, and information. Record anecdotal
notes (see sample blackline master in Appendix E: Anecdotal Notes).

 Peer-Assessment Checklist
With students, collaboratively create an outcome-based peer-assessment checklist. Students use the
checklist to determine if their peers are able to use a variety of forms to explore and express familiar
events, ideas, and information (see sample blackline master in Appendix E: Peer-assessment
Checklist).

SAMPLE RESOURCES

• Puppets or props
• Children’s songs

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190  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings and experiences.
Explore

Express Preferences
Outcome
Specific
Students will be able to:
1.1.4 demonstrate enjoyment of an oral, literary, or media text.

SAMPLE TEACHING AND LEARNING ACTIVITIES

My Favourite Part
Invite a guest presenter or storyteller to read or tell a story to students. Students show their
enjoyment by their applause and their interaction with the guest. Afterwards, they draw their
favourite part of the story. These drawings are included in a thank-you card sent to the storyteller.

Rating Picture Books

During free time, students select a favourite German picture book to look through with a
classmate. After reading the book, students rate the book by giving it a 1, 2, or 3 star rating.
Maintain a bulletin board with the books and students’ ratings.

Variation: Students put stars with their own names on them beside a book title listed on a chart
entitled “Books of the Month” to indicate whether they liked a particular German book.

Music and Songs

Play various German music or songs. Encourage students to enjoy the music and songs by singing
and dancing along.

Artwork
Students draw and colour scenes from a favourite story, film, poem, plan, or song using felt pens,
crayons, or paint. These pictures are then put on bulletin boards and preferences can be charted or
graphed.

I Like It Because …
Have students choose from the class library a book, song, work of art, or multimedia text that has
been covered in class. They present the text to the rest of the class and explain, in a simple word,
why they did or did not enjoy it, using a happy or sad face to show if they liked the selection.

Acting
Have students act out pictures and dramatize stories and songs.

Guessing Games
One student pretends to be an animal. Other students ask questions, such as Bist du groß? Bist du
schwarz?, etc.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  191
 Express Preferences
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
1.1.4 demonstrate enjoyment of an oral, literary, or media text. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:
− demonstrate enjoyment of an oral, print, visual, or multimedia text?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess if students are able to demonstrate enjoyment of an oral, print, visual, or
multimedia text (see sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
demonstrate enjoyment of an oral, print, visual, or multimedia text. Record anecdotal notes
(see sample blackline master in Appendix E: Anecdotal Notes).

 Conferences
Discuss with students their responses to a variety of texts (e.g., favourite songs, poems, and stories).
Gather information on student preferences and update records based on the information shared by
students during the conference.

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to demonstrate enjoyment of an oral, print, visual, or multimedia text. Offer
feedback, encouragement, and praise as needed.

SAMPLE RESOURCES

• Guest presenter or storyteller.

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192  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings and experiences.
Explore

Set Goals
Outcome
Specific
Students will be able to:
1.1.5 participate in teacher-led group activities; demonstrate reading, writing, and
representing behaviours.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Rebus Story Read Along

Point to and read aloud a rebus story while students follow along, saying the words that match
specific pictures.

Poem Read Aloud

A student stands beside a flipchart with a poem about friends. The student points to each word as
the teacher and students read aloud. Students have the word Freund circled in red each time it
appears on the chart. The teacher asks “Wer findet das Wort ....?” Students circle familiar words.

Pattern Book Prediction

Read a simple pattern book (story with a phrase that is repeated, such as Ich kann...) aloud. Pause
to give students time to think about and say aloud the word or phrase that comes next.

Classroom Library
Using the classroom library of German picture books, students choose from a variety of new and
familiar books. Encourage students to view themselves as readers by asking what books they
have read or are reading, what they would like to read again, and what they plan to read next.

Expressing Feelings
At a writing centre, students are provided with a variety of writing materials (e.g., felt markers,
crayons, notepads, and paper of different sizes and colours). Encourage students to experiment
with expressing feelings by using drawings or words. Act as a scribe when students need support
in their attempt to use print.

Matching Nametags
Students’ German nametags are mixed up and placed on the floor in the centre of the group.
Students practise reading the names of their classmates and matching nametags with students.

Making Predictions
Students make predictions about the plot of a story, the characters, the feelings, etc., while only
looking at the pictures. Prompt them to use familiar vocabulary.

Letter of the Day

To practise the “Letter of the Day,” students use a variety of media to form the letter
(e.g., modelling clay, glitter glue, pasta, markers, sand, rice, shaving cream, finger paint, etc.).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  193
 Set Goals
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
1.1.5 participate in teacher-led group reading activities, and demonstrate reading and
writing behaviours. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:
− participate in teacher-led group activities, and demonstrate reading, writing, and representing
behaviours?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to participate in teacher-led group reading activities, and
demonstrate reading and writing behaviours (see sample blackline master in Appendix E: Checklist
and Comments 1 or 2).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
participate in teacher-led group reading activities, and demonstrate reading and writing behaviours.
Record anecdotal notes (see sample blackline master in Appendix E: Anecdotal Notes).

 Conferences
Discuss the reading and writing opportunities available in the classroom. Encourage students to talk
about reading and writing experiences (e.g., keeping a book log or shared writing experiences).

 Rating Scale
Create an outcome-based rating scale and share it with students prior to beginning the activity. Use
the rating scale to evaluate how well students are able to participate in teacher-led group reading
activities, and demonstrate reading and writing behaviours (see sample blackline master in
Appendix E: Rating Scale 1, 2, or 3).

SAMPLE RESOURCES

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194  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to explore thoughts, 1.2 Clarify and
General Outcome
1 ideas, feelings and experiences.
Extend

Develop Understanding
Outcome
Specific
Students will be able to:
1.2.1 recognize connections between new experiences and prior knowledge.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Connecting to English Knowledge

Students sing German versions of familiar English songs (e.g., Are you sleeping Brother John?
I spy with my little eye, ABC song, Eensy Weesy Spider, Head & Shoulders, Knees & Toes).

Brainstorming
When learning about a theme (e.g. Meine Familie, Der Herbst, etc.), students brainstorm German
words that they have learned related to the particular theme (Wortfelder). Write the words on a
large piece of chart paper. Model identifying words that go together or in categories and
encourage students to add new information to the chart or web as they continue to learn about a
topic. The brainstorming must be done with pictures or using both pictures and words.

Learning Log
Assist students with keeping a Learning Log containing pictures, drawings, and simple words to
record new information and how it relates to prior knowledge.

Calendar Time
Students use prior knowledge to talk about calendar and weather during daily calendar time.
Sample songs for seasons include (Es war eine Mutter) and for months include (Jahresuhr)
(Rolf Zuk).

Field Trips
Students take field trips around the school and community, and learn words for what they have
seen on trips.

Artwork
After learning colours and shapes, students participate in doing a wax crayon and watercolour-
resistant technique.

Or, students create a picture using shape stickers. Students cut out shapes from wallpaper books
and make pictures from them.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  195
 Develop Understanding
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
1.2.1 recognize connections between new experiences and prior knowledge. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize connections between new experiences and prior knowledge?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to recognize connections between new experiences and
prior knowledge (see sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
recognize connections between new experiences and prior knowledge. Record anecdotal notes
(see sample blackline master in Appendix E: Anecdotal Notes).

 Conferences
Discuss concepts and pose questions in a way that allows students to demonstrate how new
knowledge may be linked with prior knowledge. Encourage students to use visuals or to draw
pictures to illustrate the links.

 Self-Assessment Checklist
Create a simple outcome-based self-assessment checklist and share it with students prior to beginning
the activity. Students are guided to use the checklist to determine whether they are able to recognize
connections between new experiences and prior knowledge (see sample blackline master in Appendix
E: Self-Assessment Checklist).

SAMPLE RESOURCES

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to explore thoughts, 1.2 Clarify and
General Outcome
1 ideas, feelings and experiences.
Extend

Explain Options
Outcome
Specific
Students will be able to:
1.2.2 explore new experiences and ideas.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Sampling Foods
When learning new vocabulary regarding food and food groups, students sample foods and then
express their likes and dislikes. Students sample foods from Germany and other countries and
talk about their preferences. The class organizes a “Gemüseparty” or a “Pfannkuchenparty.”

Learning a Dance
Students learn some simple dance moves after viewing a dance presentation or video.
Alternately, students create dance steps to a familiar German song.

Sharing Bag
Students bring objects to put into a sharing bag. When each object is in the bag, give oral clues
that describe the object. Students guess what is in the bag from the clues.

Show and Tell

Every week a different student brings a favourite object or a picture to school. The student
presents the object or picture to the rest of the class. Provide a framework that each student can
follow when talking about the object or picture.

Responding to New Books

After listening to several classroom books or library books read aloud, students share their
opinions of the books using simple vocabulary (e.g., “like” or “don’t like”). Students can create
“Reading Logs” and put a checkmark under the happy face or sad face sign to indicated their like
or dislike of a book.

Computer programs
When exploring and using computer programs, students put stars on a class tally chart that shows
what they used and what specific program or activity they liked.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  197
 Explain Options
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
1.2.2 explore new experiences and ideas. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− explore new experiences and ideas?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to explore new experiences and ideas (see sample
blackline master in Appendix E: Checklist and Comments 1 or 2).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
explore new experiences and ideas. Record anecdotal notes (see sample blackline master in
Appendix E: Anecdotal Notes).

 Conferences
Discuss students’ reactions to unfamiliar experiences and ideas. Ask probing questions that allow
students to demonstrate their understanding of new ideas.

SAMPLE RESOURCES

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to explore thoughts, 1.2 Clarify and
General Outcome
1 ideas, feelings and experiences.
Extend

Combine Ideas
Outcome
Specific
Students will be able to:
1.2.3 group ideas and information to make sense.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Sorting Items In a Picture

Students make an oral or written list of items in a picture and sort them according to category.

Picture Sorting
With students, sort pictures according to categories (e.g., fruits/vegetables, pets/wild animals). Display
pictures of different animals around the classroom. Students walk around and name the animals they
see. They then categorize the animals (e.g., draw pictures of tall animals on one sheet, then draw
pictures of short animals on another sheet).

Sorting Games
Students play a guessing game. Describe an item by colour, size, and shape. Students try to guess the
item from the description.

Pair Activities
Students are randomly given pictures of opposites. Direct them to find their pair. Alternately, students
are given sequence cards to put together a concept.

Learning Centre
Create a sorting learning centre where students choose from a variety of objects and sort them
independently. Materials and/or attributes may include:
– vocabulary cards
– building blocks or attribute blocks of various shapes and sizes
– shells
– different textured objects
– chips, beads, buttons, etc. that can be sorted by colour, shape, or size
– objects that can be sorted by smell
– foods that can be sorted by taste (sweet, salty)

Introducing a New Topic

Ask students what they know about a certain topic. Record their responses pictorially or in written form,
and then lead the students in a process of clustering or grouping these ideas.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  199
 Combine Ideas
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
1.2.3 group ideas and information to make sense. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− group ideas and information to make sense?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to group ideas and information to make sense (see
sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Record instances when students group ideas and information. Indicate whether their use of the
strategy was spontaneous or prompted. Observe students as they participate in the activity. Note the
extent to which students are able to group ideas and information to make sense. Record anecdotal
notes.

 Conferences
Discuss students’ reasons for grouping ideas and ask probing questions to help students identify other
ways of grouping the same information. Encourage students to identify common attributes shared by
items or ideas in a particular group and to revise criteria for grouping when appropriate. As well,
encourage students to discuss how grouping ideas might be used in other contexts.

SAMPLE RESOURCES

• Attribute and patterning blocks

• Sets of picture cards on a variety of themes (e.g., fruits, vegetables, clothing, household items,
school supplies, occupations, beverages, food groups, opposites)

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K
and represent in German to explore thoughts, 1.2 Clarify and
General Outcome
1 ideas, feelings and experiences.
Extend

Extend Understanding
Outcome
Specific
Students will be able to:
1.2.4 wonder about new ideas and observations.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Simple Questions
Model how to form simple questions and encourage students to produce simple questions during
show and tell (Zeigen und erzählen). Post a visual and have students ask simple questions about
the object.

Mystery Object
Place a mystery object in a bag. Students feel the object without looking at it. Ask simple
questions that use vocabulary already learned by students. Students answer the questions and try
to guess what the object is. The student who guesses correctly chooses the next object for the bag.

Mini Research Project

Students conduct a mini research project (e.g., exploring an unfamiliar fruit like a star fruit).
Students all look at a picture of the star fruit. Assist students to formulate very simple questions
to guide their research (e.g., Was ist es? Kann man es essen? Wie schmeckt es?). Afterward, show
the actual fruit to students, let them taste it, and help them formulate answers to their questions.
Students can also keep a fish in an aquarium.

Modelled Thinking
When reading a story aloud, stop to do a talk-aloud, modelling your thoughts, questions, and
inferences about the text.

Nonfiction Texts
Present students with non-fiction texts (e.g., how an apple grows). Exposure to non-fiction books
will help arouse students’ natural curiosity about the world. Include easy-to-read concept books
with photographic illustrations and realistic, non-stereotypical books representing life around the
world.

Science Experiments
Students participate in science experiments (e.g., planting seeds or mixing paint colours).
Students can learn primary colours and predict new colours before mixing them. Model the use of
the WML chart, and list the questions students wonder about.

Cause and Effect

Present cause-and-effect pictures to the students. Students guess what the effect may be.

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 Extend Understanding
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
1.2.4 wonder about new ideas and observations. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− wonder about new ideas and observations?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to wonder about new ideas and make observations (see
sample blackline master in Appendix E: Checklist and Comments 1 or 2).
Consider items such as whether the student:
– asks relevant questions
– asks worthwhile questions
– seeks answers to own questions
– poses questions to peers, teachers, or others
– wonders about own and other’s observations

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
wonder about new ideas and make observations. Record anecdotal notes (see sample blackline master
in Appendix E: Anecdotal Notes).

 Conferences
Use informal discussion to establish students’ preferences for asking questions and making
observations in large-group, small-group, or one-to-one settings. Discuss the types of ideas that
students wonder about and encourage their natural curiosity.

SAMPLE RESOURCES

• Cause and effect picture cards or flash cards

• Nonfiction texts
• KWL (WML) charts (see sample blackline master in Appendix D)
• Mystery object in a bag
• Fish pet
• Farbenportfolio (booklet with colour wheel)

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K
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts
and Cues

Prior Knowledge
Outcome
Specific
Students will be able to:
2.1.1 make connections among oral language, texts, and personal experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Class Trip
Before going to a museum or another class trip, brainstorm what students may see and have them
draw a picture showing their understanding of where they are going. Students can also draw a
picture after the field trip and copy phrases. Then they examine their two pictures for similarities
and differences.

Alternative Activity: As a group, the class generates ideas and illustrates a small-class language
experience story based on a class trip (e.g., after a visit to a farm, each student illustrates
something he or she saw). Conference with each student to scribe a simple sentence, and then put
together a class book.

Alternative Activity: Before a class trip, read a relevant story or non-fiction text. Discuss the
story or text in relation to what students may experience during the class trip. After the trip,
reread the story or text and discuss how their own experiences relate to those they read about.

Extension: After a class trip, create a simple class thank-you note that expresses what students
learned.

Creating Books
Assist students in developing and maintaining holiday books that provide opportunities for
students to represent family traditions and share their experiences. As holidays arise, students
draw or paste pictures about what they do. They can write the name of each holiday and other key
words at the top of the pictures. Books can also be created using social studies topics.

Pre-reading and Post-reading

Before reading a text, ask students to share what they know about the topic of the book. Show
students the front cover and ask them to make predictions about the story. After reading a text,
encourage students to respond by making connections to their own personal experiences in a
variety of ways (e.g., drawing, speaking, dramatizing, building models, painting).

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 Comprehension Strategies

Outcome
Specific
KINDERGARTEN

K
Students will be able to:
2.1.1 make connections among oral language, texts, and personal experiences.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− make connections among oral language, texts, and personal experiences?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to make connections among oral language, texts, and
personal experiences (see sample blackline master in Appendix E: Checklist and Comments 1 or 2).
Consider such items as whether the student:
− describes personal experiences that resemble those in stories.
− draws pictures that represent connections between personal experiences and texts.
− demonstrates an understanding of how events and experiences can be recorded in text.

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which they are able to make
connections among oral language, texts, and personal experiences. Record anecdotal notes
(see sample blackline master in Appendix E: Anecdotal Notes).

 Conferences/Portfolios
Discuss with each student his or her growing ability to make connections between self and text. Have
students reflect on work samples and review work samples as the basis for this discussion. Choose
portfolio samples together with the student.

SAMPLE RESOURCES

• Pre-made holiday books

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts. and Cues

Comprehension Strategies
Outcome
Specific
Students will be able to:
2.1.2 recognize and anticipate meaning from familiar print, symbols, and images in
context.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Signs in the Community—Street Safety

The class goes on a community walk, taking pictures of familiar signs, environmental print, etc.
These pictures become the basis for the learning of new vocabulary. The students examine
pictures of signs that are the same in German-speaking countries (e.g., stop sign, red light, green
light, walk sign, no swimming, and other caution signs). They then learn and practise the German
words associated with these signs. Post these signs around the school, and then tour students
through the school. Students act out appropriate actions and say the associated words when each
sign is encountered.
Extension: Introduce the idea that a red circle with a picture inside it and a red slash means
“NO.” Have students experiment with creating “negative signs” using this symbol.

Washroom Signs
Students identify the boys’ washroom and the girls’ washroom by the symbols on the door.
Introduce the vocabulary associated with identifying the washrooms, and have students select the
appropriate washroom pass, Mädchen, Jungen.

Rebus Story
Point to and read aloud a simple rebus story as students say aloud the word associated with each
picture or symbol.

Labels Around the School

Label rooms in the school (e.g., die Bibliothek, die Turnhalle, der Computerraum). Students
notice these labels as they enter each room. Label the classroom centres with pictures and print.
These pictures and words are posted on a chart to assist students in keeping track of which
centres they have visited.
Extension: Have students label classroom objects with appropriate print or symbols.

It’s Time For …

Maintain a daily timetable, using clocks and icons, to show students what activities they will be
doing throughout the day.

Weather Reports
Students write simple weather reports and include pictures (e.g., Es regnet. Es schneit).

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 Comprehension Strategies

Outcome
KINDERGARTEN

Specific
K
Students will be able to:
2.1.2 recognize and anticipate meaning from familiar print, symbols, and images in
context. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− anticipate meaning from familiar print, symbol,s and images in context?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to anticipate meaning from familiar print, symbols, and
images (see sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
anticipate meaning from familiar print, symbols, and images. Record anecdotal notes (see sample
blackline master in Appendix E: Anecdotal Notes).

 Conferences and Portfolios

Through discussion with students, explore their growing abilities to deal with environmental print and
symbols. Have students reflect on their own use of environmental print in daily life. Review samples
of print, signs, or images created or collected by students, and select portfolio samples with students.

SAMPLE RESOURCES

• Labels with names of rooms in the school

• Labels with names of items in the classroom

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts. and Cues

Textual Cues
Outcome
Specific
Students will be able to:
2.1.3 recognize environmental print, symbols, and images in context; recognize own
name and personally familiar words.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Labelling Classroom Items

Label important items in the classroom. After a period of time involving vocabulary practice,
remove the labels, mix them up, and then distribute them to students. Students then place the
labels back onto the classroom items.

Nametags
At the beginning of the year, students find their own nametags in a pocket chart, and stick the
nametags on themselves or their special places in the classroom. Alternately, placemats can be
used. Use cards with icons and names to identify learning centres. Similar cards are placed in the
boxes for the children to choose and place beside their name on a pocket chart.
Extension: Maintain a daily graphing activity. When students enter, ask a question. Students then
must express their preferences by placing tags with their names on them in the appropriate
choices.

 or

 

Alternative Activity: Before gathering students into a group for an activity, place tags or
placemats with students’ names on the floor to indicate where each student should sit. Students
search for their names, and then each student sits in her or his spot. After students become
familiar with their names, place the nametags in different spots.

Numbers All Around Us

Students listen to counting books and poems, and then create their own counting booklet. They
take a walk in their community and identify numbers used in different signs.

Rebus Poem or Song

Before reading or learning a rebus poem or song, students identify the images. Once students
have identified the images, they name the image in the correct place as the text is read aloud.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  207
 Textual Cues
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
2.1.3 recognize environmental print, symbols and images in context; and recognize
own name and personally familiar words. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize environmental print, symbols and images in context; recognize own name and
personally familiar words?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to recognize environmental print, symbols, and images
in context and can recognize their own name (see sample blackline master in Appendix E:
Observation Checklist). Consider items such as:
− Does the student readily recognize his or her name?
− Does the child recognize classmates’ names?
− Can the child recognize a learning centre by name?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
recognize environmental print, symbols, and images in context and can recognize their own name.
Record anecdotal notes (see sample blackline master in Appendix E: Anecdotal Notes).

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to recognize environmental print, symbols, and images in context and can recognize
their own name. Offer feedback, encouragement, and praise as needed.

SAMPLE RESOURCES

• Pre-made graph
• Student nametags
• Placemats with names

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts.
and Cues

Cueing Systems
Outcome
Specific
Students will be able to:
2.1.4 recognize that text is organized in specific patterns and that text symbols
represent sounds, words, or ideas.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Group Readings
Students participate in group readings of songs, rhymes, and poems that have been learned orally.
Model and stress the concept of sounds, letters, and words.

Create a “morning message” each day, listing the activities planned for the day. Students read
these in groups.

Read a simple story, poem, or song from a flipchart. The text has coloured words or phrases that
students say out loud. Point to the words as the story is read.

Recognizing patterns in book covers

When reading a story to class, point out the title and the author’s name, or ask students to identify
the title and the author’s name.

Nonsense Readings
Students practise reading nonsense, sound, or symbol poems that repeat in rhythm. Rhyming
words can also be changed. A pocket chart can be used to change rhyming words. After a while,
students create their own nonsense poems using a pocket chart and inserting sounds and symbols
that they know. (Caution: Do not use students’ names as subjects for the rhyme as it may cause
hurt feelings.)

Listening Centre
The listening centre can be used to allow students to listen to tapes with songs or stories with an
accompanying text. As they follow along, they will begin to associate the sound of the text with
the accompanying written text. Book tapes that cue students when to turn the page help students
to focus on how the words and illustrations of a text connect with each other.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  209
 Cueing Systems
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
2.1.4 recognize that text is organized in specific patterns and that text symbols
represent sounds, words, or ideas. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize that text is organized in specific patterns and that text symbols represent sounds,
words, or ideas?
− recognize that print is organized from top to bottom? From left to right?
− recognize that letters represent sounds?
− match sounds to print?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to recognize that text is organized in specific patterns
and that text symbols represent sounds, words, or ideas (see sample blackline master in Appendix E:
Observation Checklist).

 Quiz
Administer a quiz to determine whether students recognize German sounds and can match sounds
with print.

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
recognize that text is organized in specific patterns and that text symbols represent sounds, words, or
ideas. Record anecdotal notes (see sample blackline master in Appendix E: Anecdotal Notes).

 Informal Observation
Have students demonstrate the flow of print text as it is read aloud. Monitor students’ growing
knowledge of text organization and text symbols.

SAMPLE RESOURCES

• Listening Centres with music, songs, story cassettes, class stories, or recorded class songs

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Experience Various Texts

Outcome Students will be able to:
Specific

2.2.1 participate in shared listening, reading, and viewing experiences, using texts
from a variety of genres and cultural traditions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Listening Activities, Games, and Art Projects.

Students participate in various listening activities, games, and art projects.

Sing Songs
Students participate in listening to and singing familiar holiday songs (e.g., Christmas carols,
birthday songs). Students listen to and sing familiar children’s songs (e.g. Alle meine Entchen,
Backe, backe Kuchen). Students create, listen to, and then read along with a rhyme that has been
written on large chart paper.

Buddies
Students participate in a buddy class program in which classes visit each other and share things,
such as favourite songs, poems, photographs, or illustrations. Students can also participate in a
buddy reading program in which one student shares listening and reading activities with a student
from a Grade 6 German bilingual class. Students could also visit the library and explore new
books.

Class Photo Books

Students bring photographs on a specific theme or text and create wordless picture books.

Alternative Activity: The class creates and shares personalized or classroom yearbooks. Take
pictures of students, and then assist them in creating a class yearbook of events to share with their
families.

Wunderkind
Each week one student is declared “Wunderkind.” Use texts describing the child as a basis for
group reading.

Home Reading Program

Students can participate in a simple home reading program in which a binder is prepared with
favourite class poems or songs that they can share with family members at home. Remember to
include visual cues in the text to assist students.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  211
 Experience Various Texts
KINDERGARTEN

K
Students will be able to:

Outcome
Specific
2.2.1 participate in shared listening, reading, and viewing experiences, using texts
from a variety of genres and cultural traditions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in shared listening, reading, and viewing experiences, using texts from a variety of
genres and cultural traditions, such as picture books, language pattern books/predictable books,
stories, photographs, rebus stories, and illustrations?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to participate in shared listening, reading, and viewing
experiences using texts from a variety of genres and cultural traditions, such as picture books,
language pattern books/predictable books, stories, photographs, rebus stories, and illustrations
(see sample blackline master in Appendix E: Checklist and Comments 1 or 2).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
participate in shared listening, reading, and viewing experiences using texts from a variety of genres
and cultural traditions, such as picture books, language pattern books/predictable books, stories,
photographs, rebus stories, and illustrations. Record anecdotal notes (see sample blackline master in
Appendix E: Anecdotal Notes).

 Conferences
Meet with students to discuss their shared listening, reading, and viewing activities and how sharing
the experience with others helped them gain a greater understanding of the material.

SAMPLE RESOURCES

• Home reading program logs

• German children’s books
• German song books
• German poetry and nursery rhyme books

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 Students will listen, speak, read, write, view KINDERGARTEN

K
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Connect Self, Texts, and Culture

Outcome
Specific
Students will be able to:
2.2.2 share personal experiences related to oral, literary, and media texts; talk about
and represent the actions of people in texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Role-Plays and Puppet Shows

Students role-play or create puppet shows of a simple story (e.g., Märchen) while the teacher
narrates. Encourage students to focus on accurately representing the actions of the different
characters in the story.

Objects from Home

Students bring objects from home relating to a story the class has read. Assist each student by
providing the name of the object. The student presents the object to the class, and then adds the
object to a class display.

Guest Storytellers
Invite guest readers or storytellers to share stories or literature to help students experience a
variety of cultural traditions. These guests relate traditions to students through the stories. Elicit
similarities and differences between the children’s experiences and those presented in the story
and record them on a Venn diagram. This activity can also be done with a story or media text.

My Favourite Character
Students choose a favourite character from an oral, print, visual, or multimedia text read as a
class. They then take turns acting as a character did in the text and other students guess at the
character represented.

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 Connect Self, Texts and Culture
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
2.2.2 share personal experiences related to oral, literary, and media texts; talk about
and represent the actions of people in texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share personal experiences related to oral, print, visual, and multimedia texts, and represent the
actions of people in texts?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to share personal experiences related to oral, print,
visual, and multimedia texts, and represent the actions of people in texts (see sample blackline master
in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to share
personal experiences related to oral, print, visual, and multimedia texts, and represent the actions of
people in texts. Record anecdotal notes (see sample blackline master in Appendix E: Anecdotal
Notes).

 Conferences
Meet with students to discuss their personal experiences and family traditions related to oral, print,
visual, and multimedia texts read as a class. Invite students to talk about the people described in the
texts and their various actions.

SAMPLE RESOURCES

• Puppets or props
• Guest readers or storytellers

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K
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Appreciate the Artistry of Texts

Outcome
Specific
Students will be able to:
2.2.3 share feelings evoked by oral, literary, and media texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Feeling Words
Introduce the words for basic feelings through actions and pictures (e.g., froh, traurig, ärgerlich).
Reread some familiar books and then elicit from students the names of the emotions that the
characters feel. Then elicit the names for the emotions they felt while listening to the book. After
learning the oral words for feelings, students search for magazine pictures to represent each
feeling. They create a “Feelings” chart of the pictures to use as prompts or to refer to when
discussing various texts.

Emotion Faces
Students are given cut-out faces showing emotions. As a story is read aloud or a song is played,
students lift the faces that indicate the emotions they feel.

Musical Mood
Play various styles of German instrumental music. Students show the mood of the music by
painting or colouring a picture. Alternately, students could decide if the song seems happy or sad
to them. Using happy or sad faces or words of emotion, students record their reactions to the
music on a tally chart.

Responding to Text
Students respond to texts and share the feelings evoked by those texts in a variety of ways. For
example,
− drawing
− modelling clay
− painting
− singing
− block building (castles, houses, etc.)

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  215
 Appreciate the Artistry of Texts
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
2.2.3 share feelings evoked by oral, print, visual and multimedia texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share feelings evoked by oral, literary, and media texts?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to share feelings evoked by oral, print, visual, and
multimedia texts (see sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to share
feelings evoked by oral, print, literary, and media texts. Record anecdotal notes (see sample blackline
master in Appendix E: Anecdotal Notes).

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to share feelings evoked by oral, print, literary, and media texts. Offer feedback,
encouragement, and praise as needed.

SAMPLE RESOURCES

• List of sample oral, literary, and media texts:

Adventure Humour Messages Riddles
Audiotapes Illustrations Movies Rhymes
Cartoons Illustrated storybooks Non-fiction chapter books Rhythms
Comic strips Informational texts Photographs Signs, notices
Computer Invitations Pictures Songs
software
Conversations Journals Picture books Stories
Drama Labels Plays Story-telling by Elders
Drum dances Legends Poems Symbols
Fables Letters Puppet plays Video programs
Fairy tales Maps Recipes Websites

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K
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Forms and Genres

Outcome
Specific
Students will be able to:
2.3.1 distinguish between what is realistic and imaginary in oral, literary, and media
forms and texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Imaginary Animals
Read a simple story involving various animal characters. Discuss what these animals are like in
real life compared to in the story. As a class, complete a Venn diagram that compares the real and
imaginary animals using pictures.

Real or Imaginary?
After a story or text is told, viewed, or read, students decide whether the story is realistic or
imaginary. Ask simple questions to guide students in explaining why they think that the story is
real or imaginary.

Extension: Show students various illustrations and have them identify whether the scene
depicted is real or imaginary and ask them to explain why they think that. Alternatively, provide
samples of storybooks and reference books and ask students to classify them.

Lore, Myths, Fairy Tales, and Legends

Read or tell several traditional German Märchen or other German stories. Discuss the imaginary
characters, places, and events described in the stories and have students draw or colour a picture
of their favourite character or scene. Discuss the imaginary world described in the story and how
it is different than the one they live in.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  217
 Forms and Genres
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
2.3.1 distinguish between what is realistic and imaginary in oral, literary, and media
forms and texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− distinguish between what is realistic and imaginary in oral, literary, and media forms and texts?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to distinguish between what is realistic and imaginary in
oral, literary, and media forms and texts (see sample blackline master in Appendix E: Checklist and
Comments 1 or 2).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
distinguish between what is realistic and imaginary in oral, literary, and media forms and texts.
Record anecdotal notes (see sample blackline master in Appendix E: Anecdotal Notes).

 Quiz
Quiz students orally or by using pictures of characters and scenes from the imaginary world of stories
and pictures of realistic people and scenes. Have students identify whether the people and scenes
depicted are imaginary or realistic.

SAMPLE RESOURCES

• Graphic organizers (e.g., Venn diagrams) (see sample blackline master in Appendix D)

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Techniques and Elements

Outcome
Specific
Students will be able to:
2.3.2 develop a sense of story through listening, reading, and viewing experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Understanding Through Illustration

Following the reading of the story, invite students to draw their own pictures of the main events.

Mystery Ending
Stop reading a story before the ending and observe students’ reactions. Are they aware the story
is incomplete? Offer simple alternative endings and have students choose which ending they
think it will be.

Beginnings and Endings

While watching a video, pause it after the beginning and ask students what they have learned
about the characters and the story. Pause the video again before the ending and ask students to
predict what will happen.

Retelling the story

After becoming familiar with a story, prompt and support the retelling of the story by beginning a
sentence and having students supply a key word to complete the sentence.

Sequence
Students sequence the events of a story using pictures.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  219
 Techniques and Elements
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
2.3.2 develop a sense of story through listening, reading, and viewing experiences.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− develop a sense of story through listening, reading, and viewing experiences?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to develop a sense of story through listening, reading,
and viewing experiences (see sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
develop a sense of story through listening, reading, and viewing experiences. Record anecdotal notes
(see sample blackline master in Appendix E: Anecdotal Notes).

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to develop a sense of story through listening, reading, and viewing experiences.
Offer feedback, encouragement, and praise as needed.

SAMPLE RESOURCES

• Wordless picture books

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Vocabulary
Outcome
Specific
Students will be able to:
2.3.3 demonstrate curiosity about and experiment with sounds, letters, words, and
word patterns.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Changing the Words

Take a familiar rhyme, poem, or story and have students change a word in it.

Writing Centre
Maintain a writing centre with a variety of manipulatives (e.g., magnetic letters, letter cards, letter
tiles, and writing materials). Encourage students to explore and experiment with letters and
sounds independently (e.g., by forming their names or using modelling clay to form alphabet
letters or their names).

Picture Dictionaries
Students choose several new words of personal interest to them each week to add to their picture
dictionaries. Once the student has identified and drawn their new words, write the word
underneath its picture.

Jigsaw Puzzles
Make sets of jigsaw puzzles matching a word and an icon of simple words (e.g., colours, animals,
classroom items).

Reorganizing Words
Students reorganize words cut from sentence strips to recreate simple sentences on a familiar
topic (e.g., activity plan for the day, story that has just been read).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  221
 Vocabulary
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
2.3.3 demonstrate curiosity about and experiment with sounds, letters, words, and
word patterns. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate curiosity about, and experiment with, sounds, letters, words, and word patterns?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to demonstrate curiosity about, and experiment with,
sounds, letters, words, and word patterns (see sample blackline master in Appendix E: Observation
Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
demonstrate curiosity about, and experiment with, sounds, letters, words, and word patterns. Record
anecdotal notes (see sample blackline master in Appendix E: Anecdotal Notes).

 Rubric
Create an outcome-based rubric and use the rubric to evaluate how well students are able to
demonstrate curiosity about, and experiment with, sounds, letters, words, and word patterns
(see sample blackline master in Appendix E: Rubric or Rubric and Checklist).

SAMPLE RESOURCES

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Experiment with Language

Outcome
Specific
Students will be able to:
2.3.4 appreciate the sounds and rhythms of language.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Action Songs
Students learn an action song such as Mein Hut, der hat drei Ecken.

Rhythmic Poetry and Songs

Students learn short songs and poems with repeated song sounds, patterns, or phrases which have
been printed on chart paper. As students recite the poem or sing the song, they clap, skip, march,
dance, or use rhythm instruments to emphasize the rhythm of the words or beat.

Word Clapping
When learning new vocabulary from a theme, students clap out the rhythm of the words. Once
students are familiar with these words, they guess the word by its rhythm.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  223
 Experiment with Language
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
2.3.4 appreciate the sounds and rhythms of language. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− appreciate the sounds and rhythms of language?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to appreciate the sounds and rhythms of language (see
sample blackline master in Appendix E: Checklist and Comments 1 or 2).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
appreciate the sounds and rhythms of language. Record anecdotal notes (see sample blackline master
in Appendix E: Anecdotal Notes).

 Rating Scale
Create an outcome-based rating scale and share it with students prior to beginning the activity. Use
the rating scale to evaluate how well students are able to appreciate the sounds and rhythms of
language (see sample blackline master in Appendix E: Rating Scale 1, 2, or 3).

SAMPLE RESOURCES

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Create Original Texts

Outcome
Specific
Students will be able to:
2.3.5 create original oral and media texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Class Role-Play
As the teacher narrates a story or plays a song, students work in groups to role-play the various
parts. Alternately, have groups think up their own story. Consider setting up a drama centre with
simple dress-up clothes that students can use when role-playing. If possible, videotape the
performances. Students could role-play a telephone conversation with a friend or character from a
story.

Telling a Story with Pictures

Students choose a character (e.g., animal, person, imaginary character like a princess or a fairy)
and create a story by drawing. They may use as many pages as they like. Scribe a sentence.

Change the Ending

Retell a familiar story and stop before the story ends. Students draw a new ending.

Cards
Students write a thank-you note to visitors or a buddy reader. Students copy the word Danke and
draw a picture representing the activity.

When celebrating a student’s birthday, the class is given a card that has the face of the student on
it made out of construction paper (e.g., eye and hair colour match the student) and the words
“Viel Glück zum Geburtstag!” Each student draws a picture for the birthday student and signs the
card.

Puppet Shows
In small groups, students prepare short dialogues with simple puppets and present these to the
class. Encourage the use of repetition.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  225
 Create Original Texts
KINDERGARTEN
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
2.3.5 create original oral and media texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− create original oral and media texts?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to create original oral and media texts (see sample
blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
create original oral and media texts. Record anecdotal notes (see sample blackline master in
Appendix E: Anecdotal Notes).

 Rubric
Create an outcome-based rubric and use it to evaluate how well students are able to create original
oral and media texts (see sample blackline master in Appendix E: Rubric or Rubric and Checklist).

SAMPLE RESOURCES

• Birthday and thank-you cards

• Dress-up clothes
• Videotaping equipment

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K
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Use Personal Knowledge

Outcome
Specific
Students will be able to:
3.1.1 demonstrate personal knowledge of a topic.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Class Discussion
Initiate discussion about a specific topic relevant to students (e.g., holidays, events or a theme
that is to be studied). Students subsequently draw pictures about the discussed topic. Scribe for
students a desired message for their pictures.

Webs
When studying a topic, prepare a web on a bulletin board that explains what students will be
covering. This can be used as a reference by students.

Die vier
Jahreszeiten

Students prepare small 10 cm x 15 cm illustrations as they study the theme and place the
illustrations in the appropriate section of the web. Alternately, each student has his or her own
large web to which he or she adds illustrations.

Show and Tell

Students bring in an object based on the theme being studied. Each student shares two interesting
facts in German about their objects during sharing time.

Sample questions:
Was hast du gebracht?
Was kannst du damit machen?
Wie sieht es aus?

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  227
 Personal Knowledge and Experience
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
3.1.1 demonstrate personal knowledge of a topic. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate personal knowledge of a topic?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to demonstrate personal knowledge of a topic (see
sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
demonstrate personal knowledge of a topic. Record anecdotal notes (see sample blackline master in
Appendix E: Anecdotal Notes).

 Conferences
Ask probing questions to establish the extent of students’ personal knowledge. Frame questions so
that they are encouraged to reflect on their knowledge and extend their understanding. Discuss ways
that students can find more information to add to their personal store of knowledge.

SAMPLE RESOURCES

• Small cards—approximately 10 cm x 15 cm
• Webs (see sample blackline master in Appendix D)

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K
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Ask Questions
Outcome
Specific
Students will be able to:
3.1.2 ask commonly used questions to satisfy personal curiosity and information needs
in the classroom context.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Modelled Classroom Questions

Throughout the year, model questions that students are expected to use for everyday routines as
well as questions related to a specific theme, topic, or unit. It is important to use and repeat the
same questions daily.

Model everyday routine questions that are incorporated into the morning routine. For example,
− Welcher Tag ist heute?
− Wie ist das Wetter heute?
− Wie geht es dir heute?
− Wer hat heute Geburtstag?
− Was machen wir heute?
Model questions related to everyday needs in the classroom. For example,
- Wo sind die Bleistifte?
Darf ich das Buch lesen?

The Five Ws
Post the five key questions near the area for group time: Wer? Was? Wo? Wann? Wie? When
asking questions or modelling how to ask during show and tell, point to the question being posed.

Where?
To encourage students to use Wo?, one student is asked to leave the room. The class then picks a
familiar class object (e.g., a pencil) and hides it. The student is called back to the room. To help
the student locate the object, the class adjusts their volume as they chant “Wo ist der Bleistift?,”
getting louder as the student approaches the object and becoming softer when the student is far
from the object.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  229
 Ask Questions
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
3.1.2 ask commonly questions to satisfy personal curiosity and information needs in
the classroom context. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− ask commonly used questions to satisfy personal curiosity and information needs in the
classroom context?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to ask essential questions to satisfy personal curiosity
and information needs in the classroom context (see sample blackline master in Appendix E:
Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to ask
essential questions to satisfy personal curiosity and information needs in the classroom context.
Record anecdotal notes (see sample blackline master in Appendix E: Anecdotal Notes).

 Conferences
Model clear, concise questions during conference time. Encourage students to ask questions about
classroom activities and to reflect on their own questions by asking students why they asked a
particular question.

SAMPLE RESOURCES

• Classroom weather and calendar centre

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K
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Participate in Group Inquiry

Outcome
Specific
Students will be able to:
3.1.3 ask and answer essential questions to satisfy group curiosity and information
needs in the classroom context.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Hidden Objects
Hide objects around the classroom. Students are told what objects to look for. They place their
hands behind their backs while searching. Ask students, “Wo ist die Schere?” When a student
finds the classroom item, he or she says, “Die Schere ist hier.”

At the beginning of the year, ask the question “Wo ist Amy?” A student responds and points
saying, “Amy ist da.” Amy then picks the next student and says, “Wo ist David?,” and so on.

The Five Ws
Present students with a variety of pictures showing people, places, objects, time of day, and
special events. They state the questions they would ask, choosing simply Wer? Wo? Was? Wie?
Wann? This can be initially modelled by the teacher using storybook illustrations and doing a
talk-aloud. Ask simple questions and explain your thoughts to students.

Pre-reading Questions
Before reading a story, walk through the illustrations and encourage students to ask questions
about the pictures. After reading the story, answer the questions as a class.

I Spy
Facilitate a game of I Spy (Ich sehe was, was du nicht siehst) in German, using elements in the
classroom as the target objects.

Game: Ich möchte...

Students form two lines facing the front. Each student has flash cards with different items. The
student at the front turns around and asks the students directly behind him or her “Was möchtest
du?” The student behind must choose what he or she wants and then answer “Ich möchte ____.”
The student then gives the student behind the appropriate flashcard. That student now turns
around and asks the next student in line. The line that finishes first wins. Make sure to keep
vocabulary very simple and use repetitions.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  231
 Participate in Group Inquiry
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
3.1.3 ask and answer commonly used questions to satisfy group curiosity and
information needs in the classroom context. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− ask and answer commonly used questions to satisfy group curiosity and information needs in the
classroom context?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to ask and answer essential questions to satisfy group
curiosity and information needs in the classroom context (see sample blackline master in Appendix E:
Checklist and Comments 1 or 2).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to ask
and answer essential questions to satisfy group curiosity and information needs in the classroom
context. Record anecdotal notes (see sample blackline master in Appendix E: Anecdotal Notes).

 Rating Scale
Create an outcome-based rating scale and share it with students prior to beginning the activity. Use
the rating scale to evaluate how well students are able to ask and answer essential questions to satisfy
group curiosity and information needs in the classroom context (see sample blackline master in
Appendix E: Rating Scale 1, 2, or 3).

SAMPLE RESOURCES

• Collection of pictures depicting people, places, objects, time of day, special events

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K
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Create and Follow a Plan

Outcome
Specific
Students will be able to:
3.1.4 listen to and follow simple directions in the classroom context.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Classroom Routines
Use everyday words and phrases based on class routines and use visual cues as much as possible
(e.g., sitzen, aufstehen, gehen, warten, holen, aufräumen, malen, zuhören).

Picture Cards
Create picture cards with frequently used commands. These cards can be used as a reference
when giving instructions. To improve student comprehension, act out the command while using
the picture cards. Use these cards to display instructions for a step-by-step activity

Simon Says
Play Simon Says in German using simple classroom directions. First model each action until
students understand, then play the game using the familiar actions and commands.

Action Game
Introduce non-verbal actions that direct students to do something (e.g., opening and/or closing
hands represents opening and/or closing a book). Give the direction and students do the action.
As the year goes on, give the directions quicker and closer together and increase the speed of the
game. The goal of the game is to have students work together so the entire class is correctly doing
the action requested.

Action Game: Der Kapitän kommt

Play Der Kapitän kommt during gym time. Begin the game by calling Der Kapitän kommt! The
students line up facing the middle of the gym, saluting you. Call out a variety of commands
(e.g., Geht alle nach links! Wir schrubben das Deck!—Children get on their knees and scrub).
When you call “Der Kapitän kommt!,” the children run back to line up in front and salute the
teacher. Other ideas: Wir fallen über Bord. Es kommt ein Haifisch. Wir schwimmen!
Once the children have learned the commands, they can take turns being Der Kapitän.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  233
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KINDERGARTEN

Outcome
K
Specific
Students will be able to:
3.1.4 listen to and follow simple directions in the classroom context. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− listen to and follow simple directions in the classroom context?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to listen to and follow simple directions in the classroom
context (see sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to listen
to and follow simple directions in the classroom context. Record anecdotal notes (see sample
blackline master in Appendix E: Anecdotal Notes).

 Quiz
Quiz students orally by having them individually follow the various directions covered as a class.

SAMPLE RESOURCES

• Picture cards

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K
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Identify Personal and Peer Knowledge

Outcome
Specific
Students will be able to:
3.2.1 identify self and others as sources of information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Class Survey
Complete a class survey (e.g., choosing а favourite type of fruit). Students aks each other, “Isst
du gerne Äpfel?” or “Was isst du gerne?” Students put their photocopied school pictures or
names on specific spaces in the chart to indicate the fruits they like the most. They discuss the
results.

Alternative Activity: After tasting different types of popcorn, students complete a tally by
placing a tick in the appropriate box. For example,

Popkorn

Butter Käse
Salz
|||| ||| ||

Alternative Activity: Each day, as students enter the classroom, they can be asked a new survey
question before they meet in the group area. Using simple icons, students either place their names
in a pocket chart or clip clothespins holding their names onto a ribbon under their choice. This
can also be used for taking attendance.

What Do We Know about …

As a class, brainstorm what students already know about a topic. Write key words from the
brainstorming on the board. After the brainstorming, emphasize all the different things that
students in the class know about the topic.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  235
 Identify Personal and Peer Knowledge
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
3.2.1 identify self and others as sources of information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify self and others as sources of information?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to identify self and others as sources of information
(see sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
identify self and others as sources of information. Record anecdotal notes (see sample blackline
master in Appendix E: Anecdotal Notes).

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to identify self and others as sources of information. Offer feedback,
encouragement, and praise as needed.

SAMPLE RESOURCES

• Survey tally sheets

• Graph
• Pictures and other sources of information

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236  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
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K
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Identify Sources
Outcome
Specific
Students will be able to:
3.2.2 seek information from others in the classroom context.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Class Survey
One pair of students surveys the class for the day. With guidance from the teacher, they choose
their questions, set up how they wish to present their data, and practise how to ask their
questions.

Key Question Phrases

Students are taught key phrases for inquiry. For example,
− Wo? (Where?)
− Hast du _____? (Do you have a _____?)
− Möchtest du _____? (Do you want _____?)
− Wann _____? (When _____?)
− Warum _____? (Why _____?)
− Was machst du? (What are you doing?)

Have students practise the question phrases with other students in the class.

Guest Speakers
When studying community workers, invite German-speaking parents, relatives, or guests to talk
about their occupations. Before a guest speaker arrives, students generate questions they would
like answered. Assist students in formulating questions.

Morning Routine
Students take turns asking each other questions (e.g., Was hast du am Wochende gemacht? Was
ist dein Lieblingsessen, dein Lieblingshaustier, deine Lieblingsfarbe, etc.).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  237
 Identify Sources
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
3.2.2 seek information from others in the classroom context. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− seek information from others in the classroom context?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to seek information from others in the classroom context
(see sample blackline master in Appendix E: Checklist and Comments 1 or 2).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to seek
information from others in the classroom context. Record anecdotal notes (see sample blackline
master in Appendix E: Anecdotal Notes).

 Rating Scale
Create an outcome-based rating scale and share it with students prior to beginning the activity. Use
the rating scale to evaluate how well students are able to seek information from others in the
classroom context (see sample blackline master in Appendix E: Rating Scale 1, 2, or 3).

SAMPLE RESOURCES

• German-speaking guests

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238  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Evaluate Sources
Outcome
Specific
Students will be able to:
3.2.3 recognize when information answers the questions asked.

SAMPLE TEACHING AND LEARNING ACTIVITIES

What’s in the Bag?

Invite students throughout the year to play “What’s in the Bag?” (Was steckt in der
Tüte/Tasche?). Students take turns asking questions to find out what is in the bag. Eventually, a
student asks the correct question and the mystery object is revealed.

WWL Chart
Work with the class to fill in a simplified KWL chart (in German WML) when learning about a
topic. Direct students’ attention to the questions Was weiß ich schon? and Was möchte ich
wissen?, and help them to understand how to answer the questions asked by the class
(Was habe ich gelernt?).

Multiple Choice
Ask simple questions about a familiar topic and offer three or four different possible answers.
Have students choose the response that answers the question, and have one volunteer explain why
their choice answers the question.

Riddles
Introduce simple riddles to the class and work through possible answers to the riddles. Have
students identify the correct answer to the riddle and explain how the answer solves the riddle.

Extension: Students create their own riddles on classmates or objects.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  239
 Evaluate Sources
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
3.2.3 recognize when information answers the questions asked. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize when information answers the questions asked?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to recognize when information answers the questions
asked (see sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
recognize when information answers the questions asked. Record anecdotal notes (see sample
blackline master in Appendix E: Anecdotal Notes).

 Rating Scale
Create an outcome-based rating scale and share it with students prior to beginning the activity. Use
the rating scale to evaluate how well students are able to recognize when information answers the
questions asked (see sample blackline master in Appendix E: Rating Scale 1, 2, or 3).

SAMPLE RESOURCES

• WML chart (see sample blackline master in Appendix D)

• A bag and various mystery objects

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K
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Access Information
Outcome
Specific
Students will be able to:
3.2.4 use visual and auditory cues to understand ideas and information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Felt Board
Use a felt board to tell stories or fairy tales or to introduce a new theme or topic with many new
words.

Language Ladders
Students make their own language ladders using visual cues or pictures for greetings, colours,
and so on. These can be shared at home or with another grade.

Collages
Students make collages based on a theme (e.g., colours, numbers, feelings, shapes, seasons,
home, farms, pets, food).

Classroom Display
When studying a theme, students bring in items from home related to the topic. The items are
collected and become part of a classroom display.

Recordings
Students listen to recordings of German stories and songs. They draw images of words they
understood in the songs and stories or act them out.

Watching a Video
After viewing the video, students discuss how the visuals, music, and sound effects helped them
understand the events of the story.

Other daily activities

Many daily activities use visual and auditory clues (e.g., pictures to tell a story, sequence cards,
cause/effect cards, action songs, and games). Make the connection to print when learning songs.
Display an agenda of the day using picture clues with words.

Note: At the Kindergarten level, almost all activities include visual cues.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  241
 Access Information
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
3.2.4 use visual and auditory cues to understand ideas and information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use visual and auditory cues to understand ideas and information?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to use
visual and auditory cues to understand ideas and information. Record anecdotal notes (see sample
blackline master in Appendix E: Anecdotal Notes).

 Conferences
Review and discuss students’ understanding of how meaning can be constructed by using illustrations
and other visual cues. Determine students’ awareness and ability to use visual cues (e.g., colour,
shapes, and sizes to understand ideas and information).

SAMPLE RESOURCES

• Felt board
• Magazines

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Make Sense of Information

Outcome
Specific
Students will be able to:
3.2.5 use prior knowledge to make sense of information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

KWL (WML) Chart

Work with the class to fill in a simplified WML chart when learning about a topic. Direct
students’ attention to the section “Was ich schon weiß” and explain how what they already know
about the topic helps them make sense of the information they learn.

Pre-Reading Predictions
Before reading a story, walk through the illustrations and encourage students to predict what the
story is about. After reading the story, discuss the predictions and how they used what they
already knew about the topic to make sense of the pictures.

Classroom Experiments
Students make predictions before doing a simple experiment. For example,
− melting snow
− planting seeds
− mixing paint colours

Discuss how students used what they already knew about the topic to make sense of what they
saw during the experiment.

Cause and Effect

Using cause and effect picture cards, present students with the cause only and let them predict the
effect. Ask them to explain their thinking and note their use of existing knowledge to make sense
of the picture cards.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  243
 Make Sense of Information
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
3.2.5 use prior knowledge to make sense of information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use prior knowledge to make sense of information?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to use prior knowledge to make sense of information
(see sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to use
prior knowledge to make sense of information. Record anecdotal notes (see sample blackline master
in Appendix E: Anecdotal Notes).

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to use prior knowledge to make sense of information. Offer feedback,
encouragement, and praise as needed.

SAMPLE RESOURCES

• Cause and effect picture cards

• WML chart (see sample blackline master in Appendix D)

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244  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record and
Assess

Organize Information
Outcome
Specific
Students will be able to:
3.3.1 categorize objects and visuals according to similarities and differences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Learning Centre Sorting

Students choose from a changing variety of objects in a learning centre and sort them
independently. They can sort by various attributes. For example,
− Farbe (colour)
− Größe (size)
− Form (shape)

German Bingo
Explain to students how to play German Bingo based on groups of words from particular themes.
Have students create their own Bingo cards using pictures of the different vocabulary words
organized into different categories for each letter (b, i, n, g, and o), based on how they look
(e.g., colour, shape, size).

Antonyms
Students cut out pictures or illustrate opposites.

Sorting Emotions
While studying emotions and feelings, students cut out pictures of faces from magazines. They
then sort the pictures and create a picture collage for each emotion.

Sorting Food
While studying food groups, students sort pictures of foods into appropriate categories
(e.g., colour, size, shape).

Social Studies topics

Students sort pictures of needs and wants. Students sort pictures of helpers at school, at home,
and in the community.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  245
 Organize Information
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
3.3.1 categorize objects and visuals according to similarities and differences.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− categorize objects and visuals according to similarities and differences?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to categorize objects and visuals according to similarities
and differences (see sample blackline master in Appendix E: Checklist and Comments 1 or 2).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
categorize objects and visuals according to similarities and differences. Record anecdotal notes
(see sample blackline master in Appendix E: Anecdotal Notes).

 Self-Assessment Rating Scale

Create a simplified outcome-based self-assessment rating scale and share it with students prior to
beginning the activity. Students use the rating scale to evaluate how well they are able to categorize
objects and visuals according to similarities and differences (see sample blackline master in
Appendix E: Self-Assessment Rating Scale).

SAMPLE RESOURCES

• Bingo game cards

• Magazines
• Pictures of various foods

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record and
Assess

Record Information
Outcome
Specific
Students will be able to:
3.3.2 represent and share information and ideas, and compose with a scribe.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Wish Booklets
Wunschbüchlein. For St. Nicholas Day, students compile wish booklets in which they draw
pictures of their wishes.

Weather Chart
Das Wetter. Students maintain a monthly or weekly weather chart. This can initially be modelled,
and then later be done independently after group time.

Last Night
“Gestern Abend”: Students talk about what they did the night before. These results are graphed
and discussed at the end of the week.

All about Me
Das bin ich: Students make and present an “All about Me” box or prepare a picture collage.
Alternatively, they could prepare a timeline of their lives using pictures.

Extension: Students prepare a photo gallery about their families and present it to the class or
collect mementos and store them in a scrapbook.

My Favourite Part
Was mir am besten gefällt: Students illustrate their favourite parts of a poem or story that was
read aloud.

Beginning, Middle and End

Anfang, Mitte und Schluss: After listening to a story, students illustrate the beginning, middle,
and end. Alternatively, they work in groups of three and each student illustrates a section of the
story.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  247
 Record Information
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
3.3.2 represent and share information and ideas, and compose with a scribe. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− represent and share information and ideas?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to represent and share information and ideas (see sample
blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
represent and share information and ideas. Record anecdotal notes (see sample blackline master in
Appendix E: Anecdotal Notes).

 Rubric
Create an outcome-based rubric and use the rubric to evaluate how well students are able to represent
and share information and ideas (see sample blackline master in Appendix E: Rubric or Rubric and
Checklist).

SAMPLE RESOURCES

• Templates for wish booklets

• Weather chart
• Scrapbooks, photographs

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248  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record and
Assess

Evaluate Information
Outcome
Specific
Students will be able to:
3.3.3 share information gathered on a specific topic.

SAMPLE TEACHING AND LEARNING ACTIVITIES

All about Me Chart or Poster

Students make and present an “All about Me” chart or poster, including information such as
age, favourite animal, height, shoe size, eye/hair colour, favourite food, best friend, etc.

Das bin ich!

Ich heiße _____________.
Ich bin ____________ Jahre alt.
Meine Augen sind ____________.
Mein Lieblingstier ist _____________.
Ich spiele gern _____________.

Students take turns presenting the data collected about themselves.

Information Web
Students prepare a visual class web on a topic. They take turns gathering and adding information
and making statements based on the information gathered.

Charts, Graphs or Posters

At the end of a unit, use chart paper to record what has been learned.

My Buddy
Each student pair traces each other. Each day, a new question is taught to the class and used for
interviewing the buddies. After a student responds, his or her buddy makes or cuts out visual
representations of the answer. At the end, the student pair presents to the class: Mein Freund or
Meine Freundin (Mein Partner, meine Partnerin).

Extension: This can be done with buddies from another grade. Students can label body parts.

What I Learned About …

After doing an experiment or cooking activity, students share what they learned. They can also
share information by using illustrations.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  249
 Evaluate Information
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
3.3.3 share information gathered on a specific topic. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share information gathered on a specific topic?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to share information gathered on a specific topic (see
sample blackline master in Appendix E: Checklist and Comments 1 or 2).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to share
information gathered on a specific topic. Record anecdotal notes (see sample blackline master in
Appendix E: Anecdotal Notes).

 Rubric
Create an outcome-based rubric and use the rubric to evaluate how well students are able to share
information gathered on a specific topic (see sample blackline master in Appendix E: Rubric or
Rubric and Checklist).

SAMPLE RESOURCES

• “All about Me” chart or poster

• Roll of brown paper and markers or crayons

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record and
Assess

Develop New Understanding

Outcome
Specific
Students will be able to:
3.3.4 participate in information-gathering experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Family Trees
Students collect information about their own families to make a family tree. They present their
projects to the class.

Simple Surveys
Students conduct simple surveys. For example,

Name Was? Mag Mag nicht

Lisa
Apfel 
Daniel
Apfel 

My Timeline
Students gather and organize personal photographs, with assistance from home, to make simple
timelines.

Recording Observations
Students plant seeds and record their observations by drawing pictures of the changes they see.

Posters or Collages
Students collect information and prepare posters or collages on a particular theme or topic.

Class Murals
Students collect and display information in the form of a large mural (e.g., Unsere Schule, unsere
Stadt).

Ask a Buddy
Pairs of students are given a simple question to ask their reading buddies. After obtaining the
responses, they share and compare their responses with their teacher and classmates.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  251
 Develop New Understanding
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
3.3.4 participate in information-gathering experiences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in information-gathering experiences?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to participate in information-gathering experiences (see
sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
participate in information-gathering experiences. Record anecdotal notes (see sample blackline
master in Appendix E: Anecdotal Notes).

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to participate in information-gathering experiences. Offer feedback, encouragement,
and praise as needed.

SAMPLE RESOURCES

• Poster materials
• Chart paper and crayons
• Photographs from home
• Library books

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252  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
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Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to enhance the clarity 4.1 Generate and
General Outcome 4 and artistry of communication.
Focus

Generate Ideas
Outcome
Specific
Students will be able to:
4.1.1 share or demonstrate ideas from personal experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Class Discussion
During morning routine, students engage in a discussion on topics that they can relate to. For
example,
– holidays – seasons
– hobbies and interests – families
– health/doctor’s visits – communities (city, farm, school)
– birthday parties – home

Show and Tell

Provide an opportunity for students to have “Zeigen und erzählen.” Present frame sentences
students can use to ask questions, such as: Was hast du mitgebracht? Was kannst du damit
machen? Woher hast du der/die/das ___________?Wie heißt er/sie?

Extension: Have students bring an object and prepare two things to say about it in German.

Gallery Walk
Before introducing a topic, students bring in items from home (e.g., photographs, books, artifacts,
concrete objects). These can be used for a Gallery Walk or displayed and shared by the
individuals.

Sharing Circle
In a Sharing Circle, students talk about their weekend or what they did the night before.

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KINDERGARTEN

Outcome
K
Specific
Students will be able to:
4.1.1 share or demonstrate ideas from personal experiences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share ideas from personal experiences?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to share ideas from personal experiences (see sample
blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to share
ideas from personal experiences. Record anecdotal notes (see sample blackline master in Appendix E:
Anecdotal Notes).

 Conferences
Meet with students in small groups to discuss their experiences in sharing ideas from their personal
experience in German. Note students’ willingness to share their ideas with others and ask students
what they felt they were able to do easily in German and what they found difficult or challenging.

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K
and represent in German to enhance the clarity 4.1 Generate and
General Outcome 4 and artistry of communication.
Focus

Choose Forms
Outcome
Specific
Students will be able to:
4.1.2 participate in shared oral, literary, and media experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Story Time
Students listen and follow the pictures as the teacher reads aloud fairy tales or repetitive stories in
German (Eric Carle). They retell the story through drama, mime, puppetry, modelling clay
sculptures, or illustrations.

Games and Songs

Students engage in playing games and acting out songs. For example,
− Ente, Ente, Gans (Duck, Duck, Goose)
− Häschen in der Grube
− Alle meine Entchen
− Hopp, hopp, hopp

German Videos
Students watch short German videos and cartoons (e.g., the “Der kleine Eisbär”). After the
video, students discuss their favourite parts and characters.

Audio Stories
Set up a listening centre for student use. Ask the older students to prepare audio recordings of
books. Encourage them to include appropriate background music and sound effects. The younger
students then listen to the recordings.

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KINDERGARTEN

Outcome
K
Specific
Students will be able to:
4.1.2 participate in shared oral, literary, and media experiences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in shared text experiences?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to participate in shared text experiences. Consider items
such as:
− uses a variety of forms for sharing
− prefers oral, print, or other media (see sample blackline master in Appendix E: Checklist and
Comments 1 or 2).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
participate in shared text experiences. Record anecdotal notes (see sample blackline master in
Appendix E: Anecdotal Notes).

 Conferences
Discuss students’ feelings about how they shared text experiences. Inquire about preferred forms and
have students talk about their feelings for particular forms. Provide positive feedback and
encouragement.

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to participate in shared text experiences. Offer feedback, encouragement, and praise
as needed.

SAMPLE RESOURCES

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K
and represent in German to enhance the clarity 4.1 Generate and
General Outcome 4 and artistry of communication.
Focus

Organize Ideas
Outcome
Specific
Students will be able to:
4.1.3 recognize that ideas expressed in oral language can be represented and recorded.

SAMPLE TEACHING AND LEARNING ACTIVITIES

When I Grow Up
Students prepare their own pictorial representations after discussing a topic in the class. For
example,
− When I grow up I want to be ___________. Wenn ich groß bin, werde ich ___________.

They illustrate their statements using visuals of objects that represent the occupation.

Nonverbal Communication
Students communicate their ideas or needs in a form other than oral for five minutes out of the
day. This can be done as a daily or weekly event.

Retelling a Story
Students retell a story using visuals. Write down the plot as described by students and read it
back to them. Afterward, students represent sections of the story by preparing illustrations.

Learning Logs
Students maintain Learning Logs with pictures representing ideas or words that they learned.
They also make personal journal entries using pictures, diagrams, or sketches. A standard entry
might be what the weather is like. Consider providing opportunities for peers and parents to
respond to journal entries by using pictures.

What I Heard
After listening to a story or viewing a video, students create a representation of what they heard
and/or saw. They can use a variety of methods (e.g., drawing, painting, or models). Students are
encouraged to share their representations with other students.

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KINDERGARTEN

Outcome
K
Specific
Students will be able to:
4.1.3 recognize that ideas expressed in oral language can be represented and recorded.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize that ideas expressed in oral language can be represented and recorded?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to recognize that ideas expressed in oral language can be
represented and recorded (see sample blackline master in Appendix E: Observation Checklist).
Consider items such as:
- draws to record oral language
- attempts to write to record oral language
- uses a combination of pictures and print

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
recognize that ideas expressed in oral language can be represented and recorded. Record anecdotal
notes (see sample blackline master in Appendix E: Anecdotal Notes).

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to recognize that ideas expressed in oral language can be represented and recorded.
Offer feedback, encouragement, and praise as needed.

SAMPLE RESOURCES

• Considering Children’s Art: Why and How to Value Their Work. Engel, Brenda S. Washington,
DC: National Association for the Education of Young Children, 1995.

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K
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Appraise Own and Others’ Work

Outcome
Specific
Students will be able to:
4.2.1 participate in the sharing of own creations and those of others.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Art Show
Model the simple sharing of a creation or object (e.g., show and talk about work by artist
William Kurelek).

Show and Tell—Zeigen und erzählen

Provide an opportunity for students to have Zeigen und erzählen. Encourage the class to ask
questions of the presenters. After the presentation, students illustrate their favourite object.

Class Presentations
Students present their illustrations, models or booklets to the class. After the presentations, they
discuss the other students’ creations in a positive way. Encourage students to say one positive
thing about five different creations.

Sharing with the Community

Assist students in organizing presentations of songs or poetry to different groups in the
community (e.g., seniors’ homes).

Parents’ Night
Students display their work in the school. Their parents are invited for an evening of sharing.

Creating Riddles
Students create riddles (e.g., of their classmates).
Ich bin ein Mädchen.
Ich habe ___________ Augen.
Ich habe __________ Haare.
Ich kann gut ________und _____________.
Wer bin ich?

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KINDERGARTEN

K
Outcome
Specific
Students will be able to:
4.2.1 participate in the sharing of own creations and those of others. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in the sharing of own creations and those of others?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to participate in the sharing of their own creations and
those of others (see sample blackline master in Appendix E: Checklist and Comments 1 or 2).
Consider items such as:
− reflects upon own work
− responds to feedback from peers
− asks appropriate questions to gain feedback
− provides feedback to others

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
participate in the sharing of their own creations and those of others. Record anecdotal notes (see
sample blackline master in Appendix E: Anecdotal Notes).

 Self-Assessment Rating Scale

Create a simple, outcome-based self-assessment rating scale and share it with students prior to
beginning the activity. Students use the rating scale to evaluate how well they are able to participate
in the sharing of their own creations and those of others (see sample blackline master in Appendix E:
Self-Assessment Rating Scale).

 Peer-Assessment Checklist
With students, collaboratively create a simple outcome-based peer-assessment checklist. Students use
the checklist to determine whether their peers are able to participate in the sharing of own creations
and those of others (see sample blackline master in Appendix E: Peer-Assessment Checklist).

 Video of Oral Presentations

Record a video of the students’ oral presentations to observe their growth and complexity.

SAMPLE RESOURCES

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K
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Revise Content
Outcome
Specific
Students will be able to:
4.2.2 express lack of understanding.

SAMPLE TEACHING AND LEARNING ACTIVITIES

“I Don’t Understand”
Model for students a few ways to express that they do not understand (e.g., saying, “I don’t
understand,” “Repeat that, please,” “Ich verstehe nicht,” “Noch einmal, bitte.”). Students practise
these expressions with buddies.

Asking Questions
Encourage students to ask questions in German to clarify understanding during activities
(e.g., calendar routine, show and tell, when reading). Model these question techniques while
students are presenting.

Extension: Model for students how the use of details in illustrations assists in developing an
understanding. Maintain a visually rich environment or use visuals and drawings to explain
concepts.

Non-verbal Communication
Model for students how facial expressions and actions can be indicators of a lack of
understanding (e.g., shrugging shoulders, shaking head).

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 Revise Content
KINDERGARTEN

Outcome
K
Students will be able to:

Specific
4.2.2 express lack of understanding. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− express lack of understanding?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to express lack of understanding (see sample blackline
master in Appendix E: Observation Checklist).

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to express lack of understanding. Offer feedback, encouragement, and praise as
needed.

SAMPLE RESOURCES

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K
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Legibility
Outcome
Specific
Students will be able to:
4.2.3 trace and copy letters; recognize letter keys on the keyboard.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Copying Nametags
Describe the formation of letters and show students on a chalkboard (e.g., Hier ist der Vater, die
Mutter und hier sind die Kinder—A A a a), and have students copy their names from nametags.

Extension: Students create their own alphabet book for tracing letters and print words.

Gel Tracing
Empty the contents of a jar of hair gel, preferably coloured, into a secure clear plastic bag.
Prepare sets of large letters that students can place under the bag and then trace over, using their
fingers.

Extension: Use sand, magna doodles, mini chalkboards, and whiteboards to trace letters.

Practice Keyboards
Supply old keyboards with alphabet overlays for students to use and practise on.
Students are introduced and given instructions on how to use simple computer programs
(e.g., Kids Works, Art Center).

Creating Artistic Letters

Students glue over letters of their names using breakfast cereal, pasta, cotton balls, and other
small objects. Alternatively, students make long snakes from modelling clay and write their
names. Students also practise writing large letters on a chalkboard or whiteboard.

Air Spelling
Have students trace letters in the air moving their whole arms.

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 Enhance Legibility
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
4.2.3 trace and copy letters; recognize letter keys on the keyboard. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− trace and copy letters, and explore letter keys on the keyboard?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to trace and copy letters, and explore letter keys on the
keyboard (see sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to trace
and copy letters, and explore letter keys on the keyboard. Record anecdotal notes (see sample
blackline master in Appendix E: Anecdotal Notes).

 Conferences/Portfolios
Discuss the importance of legibility in written work. Choose portfolio samples with students and have
them describe why they chose particular printing samples or print-outs. Discuss ways to enhance
legibility as appropriate.

SAMPLE RESOURCES

• Class set of clear plastic bags and coloured hair gel

• Letters for tracing
• Modelling clay
• Small objects for gluing (e.g., dry cereal, cotton balls, dry pasta)

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K
and represent in Ukrainian to enhance the 4.2 Enhance and
General Outcome 4 clarity and artistry of communication.
Improve

Enhance Artistry
Outcome
Specific
Students will be able to:
4.2.4 use familiar words to describe ideas.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Gallery Walk and Discussion

Students participate in a Gallery Walk. Give them specific items to look for (e.g., shapes, lines,
colours, numbers, characters). Following the Gallery Walk, students discuss what they observed
and describe the items using familiar words.

Adding Familiar Words

After completing a class mural or a personal illustration, students describe the completed work in
five familiar words. Add these words to the class mural or personal illustration.

Greeting Cards
Students prepare a card for Mother’s Day or Father’s Day and copy “Ich hab dich lieb.” Have
them describe one thing they like about their mom or dad and add that key word to the card.

Show and Tell

Students participate in a show and tell activity for which they bring an object from home and
prepare three statements about the object to share with classmates. Make sure to repeat
vocabulary and sentence structures so that these become second nature to students.

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KINDERGARTEN

Outcome
K
Specific
Students will be able to:
4.2.4 use familiar words to describe ideas. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use familiar words to describe ideas?

 Self-Assessment Rating Scale

Create a simple, outcome-based self-assessment rating scale and share it with students prior to
beginning the activity. Students use the rating scale to evaluate how well they are able to use familiar
words to describe ideas (see sample blackline master in Appendix E: Self-Assessment Rating Scale).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to use
familiar words to describe ideas. Record anecdotal notes (see sample blackline master in Appendix E:
Anecdotal Notes).

SAMPLE RESOURCES

• Checklist with picture clues for the Gallery Walk activity

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K
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Presentation
Outcome
Specific
Students will be able to:
4.2.5 use visuals to express ideas, feelings, and information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Picture Books
Model how to create a wordless picture book. Students may work on their own, in pairs, or in
small groups to create similar picture books.

My Favourite Part
Students listen to stories, poems, or songs. After a discussion, they illustrate their favourite parts.
Students create “anthologies” to send home for family enjoyment.

Extension: Students create a mural of a favourite book.

Classroom Signs
Provide students with blank paper. With guidance, students create signs for each centre in the
classroom. Help them create labels for important features of the centres. They practise reading
the signs and prepare a guided tour of the classroom for potential visitors. Each student also
maintains a personal checklist of the learning centres visited.

Photo Album
Take photographs of classroom experiences and display them on a classroom bulletin board.
Students discuss the photographs to decide on appropriate labels. Write the labels and post them
with the photographs.

Alternative Activity: Take photographs of students posing and expressing different feelings and
then create a “Feelings” booklet.

Greeting Cards
Students make cards for special occasions. Provide students with samples and/or partially
completed cards. Discuss the artistry of the cards and the ideas, feelings, and information that are
expressed in the graphics.

Telling a Story with Visual Support

Tell a story using an overhead projector or by drawing the story on the board.

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KINDERGARTEN

K
Outcome
Specific
Students will be able to:
4.2.5 use visuals to express ideas, feelings, and information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use visuals to express ideas, feelings, and information?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to use visuals to express ideas, feelings, and information
(see sample blackline master in Appendix E: Checklist and Comments 1 or 2).

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to use visuals to express ideas, feelings, and information. Offer feedback,
encouragement, and praise as needed.

SAMPLE RESOURCES

• Wordless picture books

• Camera and photographs

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K
and represent in German to enhance the clarity 4.3 Attend to
General Outcome 4 and artistry of communication.
Conventions

Grammar and Usage

Outcome
Specific
Students will be able to:
4.3.1 check for completeness of work, with guidance.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Talking in Complete Sentences

Invite students to talk about common experiences, stories, or information being studied. They
compose their simple messages orally before the teacher scribes them. Encourage students to
speak in full sentences, use proper intonation, use proper gender, and attempt to use the proper
singular or plural form of nouns.

Story Writing
Scribe students’ simple stories. Share the pen with the student during the scripting of each story.
Emphasize and encourage the use of complete sentences in students’ stories and check for
complete sentences with students.

Rubric for completeness

Post a guide for completeness students can refer to when handing in work. For example,
– der Name
– das Datum
– Hast du alles angemalt?
– Ist dein Bild fertig?
– Ist das deine beste Arbeit?

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  269
 Grammar and Usage
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
4.3.1 check for completeness of work, with guidance. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− check for complete sentences, with guidance?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students, with guidance, are able to check for complete sentences (see
sample blackline master in Appendix E: Observation Checklist).

 Rubric
Collaboratively create a simple, outcome-based rubric with students. Use the rubric to evaluate how
well students, with guidance, are able to check for complete sentences (see sample blackline master
in Appendix E: Rubric or Rubric and Checklist).

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students, with guidance, are able to check for complete sentences. Offer feedback, encouragement,
and praise as needed.

SAMPLE RESOURCES

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K
and represent in German to enhance the clarity 4.3 Attend to
General Outcome 4 and artistry of communication.
Conventions

Spelling
Outcome
Specific
Students will be able to:
4.3.2 connect sounds with letters.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Writing Centre
Create a writing centre with a variety of:
− manipulatives (e.g., sponge letters, letter tiles or cards, cereal, macaroni)
− writing materials (e.g., markers, glitter, crayons, pencils, letter stamps, chalk and boards,
paper)
− cards with capital and small letters for matching
− audio equipment (e.g., audio alphabet books)

Letter of the Week

Highlight a different letter every week. On flipcharts, show different pictures, drawings, and cut-
outs of items that begin with that letter, and say the letter and the words associated with the
pictures aloud with students. Include a bag of objects that correspond with each letter as well.
Students can create an art project to connect with each letter.

Exploring Sound
Give students opportunities to explore sounds, letters, and words in talk, oral word play, songs,
poetry, chants, rhymes, and daily reading activities. Have students look for letters from their
name in other words.

Exploring Written Words

Students experiment in written expression (e.g., labelling objects, copying card greetings,
printing notes with the help of the teacher or a buddy from a higher grade). Have students engage
in writing activities. For example,
− alphabet booklets or letter booklets
− personal picture dictionaries

Phonemes
Students say a word and separate it into the consonants and discrete sounds or phonemes. They
place a coloured block or marker down for each sound they hear in sound boxes labelled on
sheets of paper.

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 Spelling
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
4.3.2 connect sounds with letters. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− connect sounds with letters?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to connect sounds with letters (see sample blackline
master in Appendix E: Observation Checklist).

 Conferences
Ask students to describe how they connect sounds and letters. Discuss strategies for remembering the
different sounds associated with letters.

 Rating Scale
Create an outcome-based rating scale and share it with students prior to beginning the activity. Use
the rating scale to evaluate how well students are able to connect sounds with letters (see sample
blackline master in Appendix E: Rating Scale 1, 2, or 3).

SAMPLE RESOURCES

• Consonant and vowel cards

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K
and represent in German to enhance the clarity 4.3 Attend to
General Outcome 4 and artistry of communication.
Conventions

Capitalization and Punctuation

Outcome
Specific
Students will be able to:
4.3.3 recognize some basic writing conventions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Copying Your Name

Students practise writing their own names by copying from cards. They also write their names by
forming long snakes from modelling clay.

Name Puzzles
Create name puzzles by cutting the name tags apart and having students connect them.

Letter Masking
Provide students with a model of the alphabet in upper-case and lower-case letters. With sticky
notes, students show their knowledge of the alphabet by masking the following:
− an upper-case letter
− a lower-case letter
− the first letter of their first name
− their favourite letter
− the first letter of the alphabet
− the last letter of the alphabet

Matching Upper and Lowercase Letters

Have students stand in a circle so everyone can see upper- and lower-case letters printed on cards
set in the centre of the circle. As students march in a circle to music, pause the music and name a
student. The student enters the circle and matches a lower-case and an upper-case letter. Continue
this until all letters are removed.

Fun with Fonts

Print students’ names in a variety of fonts and sizes and invite students to choose their favourite
fonts and tell why they made their choices. Create personalized letterhead with students’ names
in their favourite fonts and use it on notepaper to communicate with their families.

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 Capitalization and Punctuation
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
4.3.3 recognize some basic writing conventions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize some basic writing conventions?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to recognize some basic writing conventions (see sample
blackline master in Appendix E: Observation Checklist).

 Rating Scale
Create an outcome-based rating scale and share it with students prior to beginning the activity. Use
the rating scale to evaluate how well students are able to recognize some basic writing conventions
(see sample blackline master in Appendix E: Rating Scale 1, 2, or 3).

SAMPLE RESOURCES

• Modelling clay
• Sticky notes

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and represent in German to enhance the clarity 4.4 Present and
General Outcome 4 and artistry of communication.
Share

Share Ideas and Information

Outcome
Specific
Students will be able to:
4.4.1 use illustrations and other materials to share information and ideas.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Class Books
Students prepare picture books, individually or as a class, on a variety of topics.

Picture Charades
Students take turns drawing a verb, event, action, and so on. Other students must guess the word
being drawn. Choose words on a related topic.

Alternative Activity: Have students use modelling clay to represent words and ideas.

Show and Tell

Students bring in items of interest or personal collections for show and tell. Have them bring
pictures, brochures, and books when discussing topics (e.g., family vacation, hobbies, favourite
books).

All about Collages

Have students create collages based on what they have learned about a particular topic (e.g.,
health, plants, animals, German culture). Encourage students to express things they have learned
in the pictures used.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  275
 Share Ideas and Information
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
4.4.1 use illustrations and other materials to share information and ideas. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use illustrations and other materials to share information and ideas?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to use illustrations and other materials to share
information and ideas (see sample blackline master in Appendix E: Checklist and Comments 1 or 2).

 Anecdotal Notes
Observe as students share both formally and informally in small or large groups. Record students’
topics of interest and preferred modes of sharing, and observe students’ developing communication
and presentation skills in a variety of contexts. Note the extent to which students are able to use
illustrations and other materials to share information and ideas. Record anecdotal notes (see sample
blackline master in Appendix E: Anecdotal Notes).

SAMPLE RESOURCES

• Modelling clay
• Magazines

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and represent in German to enhance the clarity 4.4 Present and
General Outcome 4 and artistry of communication.
Share

Effective Oral and Visual Communication

Outcome
Specific
Students will be able to:
4.4.2 express and represent ideas through various media and forms.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Expressive Artwork “Basteltisch”

Students use fabric, modelling clay, and other media to form a picture based on a text or theme.

Class Drawing
The class illustrates a story using overhead acetate paper. Each student can take a part or
sequence. Later, they present it to another class.

Video Recordings
Record on video the class reciting a poem or singing songs. Class members take turns bringing
the video home to share it with their families.

Role-Plays and Puppet Shows

Students role-play or use puppets to present a familiar story, poem, or song. These can also be
videotaped and class members can take turns bringing the video home.

Class Mural
Students make a mural on topics studied in class.

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 Effective Oral and Visual Communication
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
4.4.2 express and represent ideas through various media and forms. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− express and represent ideas through various media and forms?

 Rubric
Collaboratively create a simple, outcome-based rubric with students. Use the rubric to evaluate how
well students are able to express and represent ideas through various media and forms (see sample
blackline master in Appendix E: Rubric or Rubric and Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
express and represent ideas through various media and forms. Record anecdotal notes (see sample
blackline master in Appendix E: Anecdotal Notes).

 Self-Assessment Rating Scale

Create a simple, outcome-based self-assessment rating scale and share it with students prior to
beginning the activity. Students use the rating scale to evaluate how well they are able to express and
represent ideas through various media and forms (see sample blackline master in Appendix E:
Self-Assessment Rating Scale).

SAMPLE RESOURCES

• Video recording equipment

• Puppets

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and represent in Ukrainian to enhance the 4.4 Present and
General Outcome 4 clarity and artistry of communication.
Share

Attentive Listening and Viewing

Outcome
Specific
Students will be able to:
4.4.3 demonstrate active listening and viewing behaviours.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Classroom Poster
Post active listening expectations and behaviours in the classroom as a reminder for students.
Stop, bitte!

Zuhören, bitte!

Aufpassen, bitte!

Brainstorming
Lead students in a brainstorm of what attentive listening and viewing looks like/sounds like. Note
students’ responses and make a class chart. This chart becomes a reminder of criteria for attentive
listening and viewing for classroom activities. Revisit the chart frequently with students.

Wir hören zu und passen auf!

Wie passe ich auf? Wie höre ich zu?

Ich schaue auf den Sprecher. Ich höre auf den Sprecher.
Ich bin ruhig. Ich bin ruhig.
Ich versuche alles zu verstehen. Ich versuche alles zu verstehen.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  279
 Attentive Listening and Viewing
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
4.4.3 demonstrate active listening and viewing behaviours. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate active listening and viewing behaviours?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
demonstrate active listening and viewing behaviours. Record anecdotal notes (see sample blackline
master in Appendix E: Anecdotal Notes).

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to demonstrate active listening and viewing behaviours
(see sample blackline master in Appendix E: Observation Checklist).

 Conferences
Discuss students’ active listening and viewing behaviours and identify goals for improvement of
active listening and viewing skills and strategies, as necessary.

SAMPLE RESOURCES

• Active listening poster

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and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Share and Compare Responses

Outcome
Specific
Students will be able to:
5.1.1 represent and draw stories about self and family.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Self-Portraits
Students draw self-portraits at the beginning and end of the school year. The portraits are dated
and placed in student portfolios.

My Family Trip
Students, with assistance, create wordless books that record, in sequence, events of a personal or
family activity (e.g., birthday party, trip to the zoo, visiting a grandparent, family vacation).
Extension: Students bring in personal photographs and prepare a personal timeline.

Picture Books
Students prepare a series of drawings that tell about themselves or their families. They use the
drawings to create picture books for presentation to the class. Teachers, volunteers, or older
buddies scribe for students. Topics for the picture books may include:
Das bin ich! Meine Familie
– mein Zimmer – unser Haus
– mein Spielzeug – was wir gerne machen
– mein Lieblingstier – was wir gerne essen
– mein Lieblingsspiel – wir feiern Geburtstag

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  281
 Share and Compare Responses
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
5.1.1 represent and draw stories about self and family. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− represent and draw about self and family?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to represent and draw about self and family (see sample
blackline master in Appendix E: Observation Checklist).

 Rubric
Collaboratively create an outcome-based rubric with students. Use the rubric to evaluate how well
students are able to represent and draw about self and family (see sample blackline master in
Appendix E: Rubric or Rubric and Checklist).

 Rating Scale
Create an outcome-based rating scale and share it with students prior to beginning the activity. Use
the rating scale to evaluate how well students are able to represent and draw about self and family
(see sample blackline master in Appendix E: Rating Scale 1, 2, or 3).

SAMPLE RESOURCES

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K
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Relate Texts to Culture

Outcome
Specific
Students will be able to:
5.1.2 listen actively to stories and demonstrate curiosity.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Storytime Q and A
Read stories that have been translated into German (e.g., Eric Carle). Students view the
illustrations and come up with questions about the characters, story, and illustrations.

Cultural Stories
Students listen to culturally related stories (e.g., St. Nicholas, Easter). Lead students in a
discussion about similarities and differences in celebrations at home and in the stories.

Guest Storyteller
Invite a German storyteller or author to read a story and tell about his or her writing experiences.
Encourage students to ask the guest questions about the story. (This is an excellent activity for
‘I love to read” week.)

Story Variety
Students experience a variety of stories that address issues. For example,
− portraying different cultures in a positive way
− portraying the elderly as interesting and empathetic
− portraying males and females in traditional and non-traditional occupations
− portraying different families

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  283
 Relate Texts to Culture
KINDERGARTEN

K
Outcome
Specific
Students will be able to:
5.1.2 listen actively to stories and demonstrate curiosity. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− listen actively to stories, and demonstrate curiosity?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to listen actively to stories, and demonstrate curiosity
(see sample blackline master in Appendix E: Checklist and Comments 1 or 2). Consider including the
following criteria:
− shows interest in the presentation or story
− displays appropriate body language
− responds to the speaker with appropriate facial expression
− asks appropriate questions

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to listen
actively to stories and demonstrate curiosity. Record anecdotal notes (see sample blackline master in
Appendix E: Anecdotal Notes).

 Conferences
Engage students in informal discussions based on information presented to determine the
effectiveness of their listening skills and their levels of curiosity about the stories read.

 Learning Logs
Students respond to texts that have been read to them. To demonstrate that they have actively listened
to the story, have students:
− represent aspects of the story’s plot or characters
− show how they felt about the story or represent a sequel to the story

SAMPLE RESOURCES

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 Students will listen, speak, read, write, view, KINDERGARTEN

K
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Appreciate Diversity
Outcome
Specific
Students will be able to:
5.1.3 connect aspects of stories to personal feelings and experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Personal Responses to Stories

Assist students daily in responding to texts and memorable experiences in a variety of ways (e.g.,
drawing, painting, acting, speaking, singing, modelling). Students share their responses with
partners or groups focusing on how the story made them feel and what the story reminded them
of.
Extension: Students listen to a story and then make connections between the story and their own
personal experiences.

Memory Box
Students collect objects related to a field trip, special occasion, or favourite book. They place the
objects into a shoebox labelled “Memory Box.” Label objects as a class activity that involves
reading and writing. Students share their memory boxes with partners or groups. As students talk
about their memory boxes, encourage them to remember the names of the objects in German and
to make connections between the objects and their own personal experiences.

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 Appreciate Diversity
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
5.1.3 connect aspects of stories to personal feelings and experiences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− connect aspects of stories to personal feelings and experiences?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to connect aspects of stories to personal feelings and
experiences (see sample blackline master in Appendix E: Checklist and Comments 1 or 2).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
connect aspects of stories to personal feelings and experiences. Record anecdotal notes (see sample
blackline master in Appendix E: Anecdotal Notes).

 Conferences
Discuss the characters in stories with students and ask probing questions to determine whether
students can relate aspects of the stories to their own experiences.

SAMPLE RESOURCES

• Shoeboxes to be used as memory boxes

• Supplies such as paints, modelling clay, crayons

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and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Celebrate Special Occasions

Outcome Students will be able to:
Specific

5.1.4 contribute to group stories using rhymes, rhythms, symbols, pictures, and drama
to create and celebrate.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Christmas
Students prepare for a visit from St. Nicholas by preparing a mini-performance for him or
drawing pictures for him. These drawings can be delivered to a higher grade whose class
members send return letters from St. Nicholas (or “der Weihnachtsmann”).

Easter
Students participate in creating an Osterbaum for Easter. Bring in a sturdy branch and have
students create small objects or pictures of Easter symbols to tie to the “tree.”

Birthdays
To celebrate birthdays, each student makes a card and sings a birthday song. For example,
Zum Geburtstag viel Glück
Zum Geburtstag viel Glück
Langes Leben und Gesundheit
Zum Geburtstag viel Glück! To the tune of “Happy Birthday”.

Followed by:
Wie alt bist du heut’/heute? (4 times to the tune of “Happy Birthday”)
Then children ask:
Bist du eins? (Children clap once.)
Bist du zwei? (Children clap twice, etc. Sing until age of child is reached.)

Student of the Week: “Wunderkind”

Each week, a different student is chosen to be the Student of the Week. Each student says
something special about the student and the comments are scribed by the teacher. Each student
creates a portrait of the individual and sentences are written underneath. These are made into a
book and the book can then be presented to the student.

Class Choice
Students decide how they would like to represent a cultural celebration (e.g., photo display,
individual illustrations, group mural, video, models, wordless picture book, sequence of
illustrations).

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 Celebrate Special Occasions

Outcome
KINDERGARTEN

Specific
K
Students will be able to:
5.1.4 contribute to group stories using rhymes, rhythms, symbols, pictures, and drama
to create and celebrate. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− contribute to group experiences to create and celebrate?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
contribute to group experiences to create and celebrate. Record anecdotal notes (see sample blackline
master in Appendix E: Anecdotal Notes).

 Conferences/Self-Assessment Rating Scale

Discuss students’ contributions to group experiences related to the celebrations. Create a simple,
outcome-based self-assessment rating scale and help students use the rating scale to evaluate how
well they are able to contribute to group experiences to create and celebrate (see sample blackline
master in Appendix E: Self-Assessment Rating Scale).

SAMPLE RESOURCES

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K
and represent in German to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Co-operate with Others

Outcome
Specific
Students will be able to:
5.2.1 participate in group activities.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Cooperative Learning Centres

Provide students with a variety of learning centres in which they work cooperatively in an
unstructured group setting. Encourage students to share, take turns, and help one another to make
the centres an enjoyable and productive aspect of the learning environment. Centres may include
a sand table, water centre, toy centre, dress-up box, language centre, and construction centre.

Cooperative Games
Students play games (e.g., parachute games, board games) where cooperation is valued and
necessary for the successful completion of the game. Model the use of encouraging and team-
building language in German.

Alternative Activity: Students build a structure as a class by taking turns adding a block of their
choice.

Discussing Cooperative Play

Explain to students what “cooperative” means. Discuss examples of cooperative play from
students’ experiences.

Extension: Students brainstorm what cooperative play looks and sounds like. Record student
responses and create a chart that is posted in the classroom.

Partner Collages
Working with partners, students cut out pictures from newspapers and magazines related to a
theme or concept. They cooperatively plan and create a collage. The pair tells what they tried to
show in their collage and how they worked together.

Learning how to take turns

Explain the importance of taking turns (e.g., student of the day gets special privileges).

Dance
Students dance in pairs and change partners after a set time.

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 Cooperate with Others
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
5.2.1 participate in group activities. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in group activities?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to participate in group activities (see sample blackline
master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
participate in group activities. Record anecdotal notes (see sample blackline master in Appendix E:
Anecdotal Notes).

 Conferences
Discuss cooperative group activities with students and have them reflect on turn-taking, waiting for
others to finish, sharing materials, making encouraging comments, and showing support in different
ways as they work together.

 Peer-Assessment Checklist
With students, collaboratively create a simple, outcome-based peer-assessment checklist. Assist
students as they use the checklist to determine whether their peers are able to participate in group
activities (see sample blackline master in Appendix E: Peer-Assessment Checklist).

SAMPLE RESOURCES

• A variety of cooperative games (e.g., board games)

• Newspapers and magazines

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K
and represent in German to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Work in Groups
Outcome
Specific
Students will be able to:
5.2.2 demonstrate attentiveness in group activities.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Show and Tell

Students practise active listening skills, turn-taking, and asking questions during show-and-tell
activities. Encourage students to ask appropriate questions of each presenter or tell him or her
what they found most interesting about the presentation.

Partner Recall
Assign a topic and have the class break into pairs and take turns sharing their ideas with a partner.
Each student tries to recall and share his or her partners’ ideas with the rest of the class.

Positive Feedback
During group presentations or activities, students learn to share ideas, accept ideas, and provide
positive and constructive feedback. Encourage students to listen carefully to the presentations of
other groups or of other members of their own groups. Have them think of one positive thing to
say about each presentation.

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate attentiveness in group activities?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to demonstrate attentiveness in group activities (see
sample blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
demonstrate attentiveness in group activities and record anecdotal notes (see sample blackline master
in Appendix E: Anecdotal Notes).

(continued)

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( K i n d e r g a r t e n )  291
 Work in Groups
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
5.2.2 demonstrate attentiveness in group activities. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Self-Assessment Checklist
After working in a small or large group, have students complete a self-assessment checklist using
picture cues. For example,
1.
 
2.
 
3.
 

4.
 

5.
 

6.
 

SAMPLE RESOURCES

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K
and represent in German to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Use Language to Show Respect

Outcome
Specific
Students will be able to:
5.2.3 recognize variations in language use in a school context.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Formal and Informal Greetings

Explain that we call our friends by their first names and adults with Herr or Frau. Students role-
play meeting different people. They are given a picture of a person (e.g. the principal, another
teacher, the secretary. or other class members) and must decide how to greet each other or what
phrase to use. For example,
- Guten Tag, Karl, wie geht es dir? Or Guten Tag, Frau/Herr ......Wie geht es Ihnen?
Be sure to model the correct response: Es geht mir gut, danke.

Extension: Students role-play greeting each other as adults, children, or characters in a story.

Correcting Inappropriate Language

When inappropriate language has been used, discuss alternative ways of communicating that are
more acceptable. Students talk about other variations or other languages spoken in their home or
with family members.

Variations of German Expressions or Dialects

Discuss variations in language used in the home as they come up in class or when focusing on
standard greetings and expressions of good-bye (e.g., Grüß Gott, Servus, Guten Tag, Hallo,
Tschüss, Bis bald, Bis morgen, Aufwiedersehen, etc.).

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 Use Language to Show Respect
KINDERGARTEN

K
Outcome
Specific
Students will be able to:
5.2.3 recognize variations in language use in a school context. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize variations in language use?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to recognize variations in language use (see sample
blackline master in Appendix E: Observation Checklist).

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to recognize variations in language use. Offer feedback, encouragement, and praise
as needed.

SAMPLE RESOURCES

• Pictures of different people (e.g., principal, adults, children)

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K
and represent in German to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Evaluate Group Process

Outcome
Specific
Students will be able to:
5.2.4 help others and ask others for help.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Classroom Chores and Routines

Encourage students to participate actively in the daily routines that are necessary to the
maintenance of an orderly learning environment. Help them learn to do their part in activities
(e.g., clean-up times that are made more enjoyable when students are asked to):
− put away a specified number of things to encourage counting objects
− put away things by colour or shape
− work in small groups
− clean up to music and freeze when the music stops

Extension: Have students take turns leading the clean-up by choosing the variation to be used for
the day and explaining it to the class. Through these activities, students learn that everyone is
important and has a job in a classroom community.

Sharing and Helping

Implement a system for sharing materials that reinforces helping and cooperative behaviours, as
well as emphasizing the positive aspects of working with others.

Extension: Make a class poster where students can check off when they helped out. Make this
activity a daily self-assessment activity.

Helpful Phrases
Model key phrases for students to offer help and ask for help. For example,
Bitte, danke.
Kann ich dir helfen? Kannst du mir bitte helfen?

Extension: Post a language ladder with pictures to trigger key phrases or acts.

Group Work
During classroom activities (e.g., daily classroom routines, group art activities, centre activities,
drama activities), students help others and seek assistance from group members. During a
cooperative learning activity, each student is given a task and cooperates to achieve the group
goal.

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 Evaluate Group Process
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
5.2.4 help others and ask others for help. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− help others and ask others for help?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to help others and ask others for help (see sample
blackline master in Appendix E: Observation Checklist). Consider including the following criteria:
− identifies ways to help others
− uses supportive, encouraging language with peers
− works as a contributing member of large groups
− asks others for help

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to help
others and ask others for help. Record anecdotal notes (see sample blackline master in Appendix E:
Anecdotal Notes).

 Conferences
Discuss students’ group interactions and elicit other ways of working effectively as members of a
group.

 Self-Assessment
Implement a student daily self-assessment in which, at the end of the day, they check off on a class
poster if they helped other students.

SAMPLE RESOURCES

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K
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Sound–Symbol System
Outcome Students will be able to:
Specific

6.1.1 listen to, identify, and produce basic sounds of the language; connect sounds
appropriately to all letters including ä, ö, ü, ß.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Flash Cards
Hold up a flash card of a very simple picture and word and say the word while emphasizing the
sound of the first letter. Demonstrate how to print the initial letter on chart paper and display the
chart paper in class. Wherever possible, use pictorial cues on flash cards.

Extension: Say a word and have students volunteer to point to the symbol of the initial sound of
that word.

Pictures and Sounds

Students are shown pictures from which they identify the objects. As students say each word, ask
them to repeat and identify the sound of the first letter. Students are then asked to identify the
name of the letter and to attach the object picture to a chart paper labelled with that letter.

Initial Sounds
After brainstorming simple classroom words with the same initial sounds, students select three of
these words to illustrate. Students draw these three pictures, and then show the pictures to the
teacher or a partner, saying the names of the pictures. They then copy the letter of the initial
sound onto the pictures.

Extension: When a student is Student of the Week, assist the class to brainstorm simple words
that have the same initial sound found in the student’s name.

Songs and Poems

After singing a song or reading a poem, ask students what sounds they hear in a specific word
from the song or poem. Assist students in identifying and labelling the sound symbol.

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 Sound–Symbol System

Outcome
Specific
KINDERGARTEN

K
Students will be able to:
6.1.1 listen to, identify produce basic sounds of the language; connect sounds
appropriately to all letters including ä, ö, ü, ß. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− listen to, identify and begin to produce basic sounds of the German language?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to listen
to, identify, and begin to produce basic sounds of the German language. Record anecdotal notes (see
sample blackline master in Appendix E: Anecdotal Notes).

 Conferences
Meet with individual students to assess their ability to listen to, identify, and produce basic sounds of
the German language. Ask students to produce initial and final sounds heard in words.

 Quiz
Quiz students orally by having them identify and produce basic sounds of the German language.

SAMPLE RESOURCES

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 Students will use German confidently and KINDERGARTEN

K
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Vocabulary
Outcome
Specific
Students will be able to:
6.1.2 repeat and recognize basic vocabulary and expressions used in the immediate
environment.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Body Parts
After singing “Kopf und Schultern,” students identify body parts out of sequence.

Extension: While studying body parts, give students a sling or bandage and ask, “Was tut dir
weh?” Students respond by saying, “Der Kopf tut mir weh.”

Prepositions
Use hand signals or locations to prompt and support students in recognizing prepositions
(e.g., über, unter, zwischen, in, auf, hinter, vor, bei). Students watch the signals and repeat after
the teacher.

Calendar Vocabulary
On a daily basis, students use the classroom calendar to practise vocabulary (e.g., numbers,
expressions for date, names of the days, weather vocabulary).

Basic Vocabulary
Students recognize classroom objects, colours, clothing, animals, etc.

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 Lexicon
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.1.2 repeat and recognize basic vocabulary and expressions used in the immediate
environment. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− repeat and recognize basic vocabulary and expressions used in daily situations in the immediate
environment?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to repeat and recognize basic vocabulary and expressions
used in daily situations in the immediate environment (see sample blackline master in Appendix E:
Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
repeat and recognize basic vocabulary and expressions used in daily situations in the immediate
environment. Record anecdotal notes (see sample blackline master in Appendix E: Anecdotal Notes).

SAMPLE RESOURCES

• Classroom calendar

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 Students will use German confidently and KINDERGARTEN

K
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Grammatical Elements
Outcome Students will be able to:
Specific

6.1.3 use, in modelled situations, the following grammatical elements:

• sein & haben (1st, 2nd, and 3rd person singular, present tense)
• dürfen, können (1st person singualr, present tense)
• correct definite nominative articles of familiar nouns

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: The grammatical elements listed are not intended to be taught in isolation but within the context of
the activities presented throughout the guide.

Gender
Review the ideas of singular and plural, male and female, and neuter nouns. Begin with using
persons, such as Frau, Mann, Vater, Mutter, Junge, Mädchen. Use examples from objects found
around the class. Teach definite nominative article in conjunction with the noun.

Verbs
Choose simple verbs associated with a theme currently being studied (e.g., animal movements).
Have students repeat after you and do the actions (e.g., “Ein Hase hüpft.” “Die Hasen hüpfen.”
Der Hund bellt. Die Hunde bellen. Der Hahn kräht).

Alternatively, have students repeat and do actions used in the classroom (Ich singe. Wir singen.
Ich male ein Bild. Wir malen ein Bild.).

Pronouns
Have students create simple skipping songs or action songs, using personal nominative pronouns
(e.g., ich, du, wir).

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 Grammatical Elements
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.1.3 use, in modeled situations, the following grammatical elements: (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use, in modelled and structured situations, the specific grammatical elements?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to use,
in modelled and structured situations, the specific grammatical elements. Record anecdotal notes (see
sample blackline master in Appendix E: Anecdotal Notes).

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to use, in modelled and structured situations, the specific
grammatical elements (see sample blackline master in Appendix E: Checklist and Comments 1 or 2).

SAMPLE RESOURCES

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 Students will use German confidently and KINDERGARTEN

K
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Mechanical Features
Outcome
Specific
Students will be able to:
6.1.4 imitate simple, basic German mechanical features.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Word Ordering
Create several cards with nouns/subjects, verbs, and prepositional phrases (e.g., “in der Schule,”
“auf dem Spielplatz”) based on a topic covered by the class (e.g., in the community, the weather).
Choose one of each type of card and read them aloud separately. Work with students to order the
words in a way that makes sense.

Sentence Patterns
Supply students with a sentence pattern related to a topic covered by the class (e.g., Meine
Familie, Das bin ich). Ask students to come up with new sentences based on the pattern
provided. After students have thought of ten, change the sentence pattern and start the activity
again.
Meine Schwester heißt …, mein Bruder heißt….
Ich esse gern Nudeln, ich spiele gern ... , ich ... gern

Basic questions and phrases

Encourage the use of phrases, such as:
Darf ich bitte kurz auf die Toilette?
Darf ich jetzt spielen?
Können Sie mir bitte helfen?

Create songs or rhymes that the students repeat to announce an activity.

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 Mechanical Features
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.1.4 imitate basic mechanical features. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− imitate basic mechanical features?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to imitate basic mechanical features (see sample
blackline master in Appendix E: Observation Checklist).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
imitate basic mechanical features. Record anecdotal notes (see sample blackline master in
Appendix E: Anecdotal Notes).

SAMPLE RESOURCES

• Cards with nouns/subjects, verbs, and prepositional phrases

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K
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Discourse Features
Outcome
Specific
Students will be able to:
6.1.5 imitate simple, basic discourse features in oral interactions in the classroom.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Simple Phrases
Learn purposeful terms in context, such as the following:
Pass auf!
Vorsicht!
Langsam, bitte.
Alle zusammen.
Darf ich ....?
Ich möchte ....
Hallo!

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 Discourse Features
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.1.5 imitate simple, basic discourse features in oral interactions in the classroom.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− imitate simple, basic discourse features in oral interactions in the immediate learning
environment?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to imitate simple, basic discourse features in oral
interactions in the immediate learning environment (see sample blackline master in Appendix E:
Checklist and Comments 1 or 2).

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
imitate simple, basic discourse features in oral interactions in the immediate learning environment.
Record anecdotal notes (see sample blackline master in Appendix E: Anecdotal Notes).

 Rating Scale
Create an outcome-based rating scale and share it with students prior to beginning the activity. Use
the rating scale to evaluate how well students are able to imitate simple, basic discourse features in
oral interactions in the immediate learning environment (see sample blackline master in Appendix E:
Rating Scale 1, 2, or 3).

SAMPLE RESOURCES

• Toy telephones

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 Students will use German confidently and KINDERGARTEN

K
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Listening
Outcome
Specific
Students will be able to:
6.2.1 listen to and understand simple oral sentences in a classroom environment.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Routine Teacher Instructions

Students listen and respond to routine words and phrases (e.g., routine instructions and greetings).

Extension: Use body language together with commands (e.g., aufstehen bitte, hinsetzen bitte,
ruhig sein, bitte, aufräumen bitte, etc.). Students respond appropriately.

Calendar Routine
Once the commands are modelled and known, students take turns being teacher and lead the
calendar routine, asking questions.

Simon Says “Simon sagt”

Students play Simon Says with simple, routine commands. They take turns leading the game.

Alternate activity in gym: Give a series of commads (e.g., Wir machen uns klein/rund/groß/
schwer, wir tanzen, wir schwimmen).

Chants
Teach the students simple verses or songs for transition times. For example,
Erst waschen wir
Dann trocknen wir
Dann sitzen wir
Jetzt essen wir

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 Listening
KINDERGARTEN

Outcome
K
Students will be able to:

Specific
6.2.1 listen to and understand simple oral sentences in a classroom environment.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− listen to and understand simple oral sentences in a classroom environment?

 Anecdotal Notes
Observe students’ responses to basic routine questions and commands. Does the student demonstrate
complete understanding or partial understanding? Comment on the student’s ability to transfer
comprehension of key words to new situations.

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to listen and respond to basic phrases in the learning environment. Offer feedback,
encouragement, and praise as needed.

SAMPLE RESOURCES

• Classroom calendar

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 Students will use German confidently and KINDERGARTEN

K
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Speaking
Outcome
Specific
Students will be able to:
6.2.2 repeat and create simple oral phrases in the classroom environment.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Surprise Bag
Introduce a surprise bag with objects. Present the objects from the surprise bag for students to
view, name each object, and repeat the name. Once they are familiar with the names of the
objects, divide students into teams to play a game. Students score a point for their team every
time they can name one of the objects from the surprise bag.

Telephone
Students play Telefon. One student picks a word or phrase and whispers it into the ear of another
student. The phrase is passed along the line of students. The last person states the phrase he or
she heard.

Pattern Stories
Read pattern stories and have students repeat key phrases.

Survival Words and Phrases

Students learn basic survival words and phrases at a rate of one or two per week to use in German
in the classroom. They repeat these phrases as they enter or exit the classroom before lunch.
Record these phrases and post them in the classroom with accompanying symbols or pictures for
student reference.

Learning New Vocabulary

The students work with new vocabulary. Students drill and read words and phrases. Wherever
possible, pictures are included. These words or phrases may be put into booklets for at-home
reading.

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 Speaking
KINDERGARTEN

K
Students will be able to:

Outcome
Specific
6.2.2 repeat and create simple oral phrases in the classroom environment. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− repeat and create simple, patterned oral phrases in the classroom environment?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
repeat and create simple, patterned oral phrases in the learning environment.

 Rating Scale
Create an outcome-based rating scale and share it with students prior to beginning the activity. Use
the rating scale to evaluate how well students are able to repeat and create simple, patterned oral
phrases in the learning environment (see sample blackline master in Appendix E: Rating Scale 1, 2,
or 3).

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to repeat and create simple, patterned oral phrases in the learning environment.
Offer feedback, encouragement, and praise as needed.

SAMPLE RESOURCES

• Surprise bag and various objects

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 Students will use German confidently and KINDERGARTEN

K
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Reading
Outcome
Specific
Students will be able to:
6.2.3 recognize letters and their corresponding sounds; recognize some familiar words.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Identify Words with an Initial Letter

Give students a picture with labelled items that begin with a specific letter. As students say each
word, ask if they hear the specific letter sound. Later, provide pictures with words that have
different initial letters and have students circle the pictures of objects that have a particular initial
letter. Eventually, children create an ABC Buch in which they practise printing and illustrating
initial letters.

Name Cards
Students look for their name cards when entering the class. Initially, the name cards are kept in
the same position. Once students become familiar with their names, the cards are switched
around.

Classroom Labels
Label objects in the room and post visuals and print for vocabulary used every day to focus
students’ attention.

Letter of the Day

When presenting the letter or sound of the day, display a tongue twister based on that sound.
Read it and ask students to first listen for the sound most frequently repeated and then point to the
letter they think is producing the sound (e.g., Fritz fährt flink mit dem Fahrrad).

Songs and Poems

• The students sing the alphabet in German.
• The students sing songs that are printed on chart paper using balanced literacy concepts.
Sentences and vocabulary are printed on sentence strips and read from a pocket chart. Some
words are illustrated.
• Print songs and poems on sentence strips or chart paper. These are displayed and students
find the words.
• The students are introduced to the sounds and symbols through nonsense poems.

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 Reading

Outcome
Specific
KINDERGARTEN

K
Students will be able to:
6.2.3 recognize letters and their corresponding sounds; recognize some familiar words.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize some letters of the alphabet?
− read their own name?
− read simple words?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
recognize some letters. Does the student show recognition of letters and sounds during group time?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to recognize some letters.

SAMPLE RESOURCES

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 Students will use German confidently and KINDERGARTEN

K
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Writing
Outcome
Specific
Students will be able to:
6.2.4 write upper- and lower-case letters; copy words.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Alphabet Pictures
Give students pictures of things that begin with different letters of the alphabet. As students say
each word, note the initial letter. On a lined space beside an object, students write the letter.

Printing Books
Students trace letters in printing books. A word using each letter is copied.

Greeting Cards
Students copy greetings in cards for different holidays.

Booklets
Students make individual and/or class booklets by copying text and creating their own
illustrations. For example,
Ich mag...
Ich sehe...
Im Winter...

Stencils
Cut letter stencils out of cardstock. Students can use the stencils for tracing and art projects.

Writing Centre
Create a writing centre where students use different media and materials to copy letters.

Fine Motor Skills Practice

Engage students in daily fine motor activities (e.g., embroidery with plastic needles, modelling
clay, forming strokes with different media, forming tactile letters).

Magnetic Letters
Provide students with magnetic letters and cookie sheets for alphabet practice.

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 Writing
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.2.4 write upper- and lower-case letters; copy words. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− copy letters?
− copy words?
− print her or his name using upper and lower case?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to copy
letters. Record anecdotal notes (see sample blackline master in Appendix E: Anecdotal Notes).

 Quiz
Have students copy various letters covered during class time.

 Portfolios
With students, choose various items to include in their portfolios.

 Observation Checklist
Create a checklist based on Focus for Assessment. The list may include:
− right or left handed
− pencil grip
− letter uniformity
The observations are dated and context noted.

SAMPLE RESOURCES

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 Students will use German confidently and KINDERGARTEN

K
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Viewing
Outcome
Specific
Students will be able to:
6.2.5 view and respond to familiar events and/or representations in the classroom
context.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Personal Responses
After viewing a media presentation, students can provide personal responses by:
− painting pictures
− presenting puppet shows
− creating dances
− making dioramas

Cultural Presentations
Invite cultural presentations into the classroom (e.g., musicians, singers, and dancers). Students
respond in a variety of ways (e.g., drawing their favourite part).

Field Trip Gallery

After a field trip, create a picture gallery showing the highlights of the trip and any items
collected during the trip. Discuss the gallery with students (e.g., what they liked best, what the
pictures remind them of, or a feeling that a picture evokes).

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 Viewing
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.2.5 view and respond to familiar events and/or representations in the classroom
context. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− view and respond to familiar events/or and representations in the classroom context?

 Observation Checklist
Create a checklist based on attentive viewing skills. Does the student listen, watch, and sit still?

 Portfolios
Work with students to prepare a portfolio of their work, displaying responses to viewing activities.

 Anecdotal Notes
Observe students’ oral responses after a viewing activity. Does the student require prompting? Does
the student follow what others say or make his or her own observations?

SAMPLE RESOURCES

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 Students will use German confidently and KINDERGARTEN

K
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Representing
Outcome
Specific
Students will be able to:
6.2.6 imitate and/or create simple representations of familiar ideas, events, and
information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Pictures
Students create pictures that represent family, events, and student involvement in various
activities (e.g., students draw pictures of field trips).

Extension: Students create a collage or simple picture booklet on feelings, colours, or numbers.

Clay Characters
Using modelling clay, students create sculptures of characters from a text.

Role-Plays
Students act out their favourite parts of a story.

Class Wall Mural

Students create a wall mural representing familiar events (e.g., the seasons, a holiday, a school
event). They copy a word from the wall to label their representation.

Scrapbooks
Students maintain a special event scrapbook in which they illustrate special school events
(e.g., first day of school, Halloween, Thanksgiving, Remembrance Day assembly).

Recall
After hearing a text selection, students illustrate two things they recall from the text.

Journal Writing
Students keep a journal in which they draw pictures and eventually write words or simple
sentences.

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 Representing
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.2.6 imitate and/or create simple representations of familiar ideas, events, and
information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− imitate and create simple representations of familiar ideas, events, and information?

 Rubric
Collaboratively create a simple outcome-based rubric with students. Use the rubric to evaluate how
well students are able to imitate and create simple representations of familiar ideas, events, and
information.

 Rating Scale
Create an outcome-based rating scale and share it with students prior to beginning the activity. Use
the rating scale to evaluate how well students are able to imitate and create simple representations of
familiar ideas, events, and information.

SAMPLE RESOURCES

• Pre-made field trip booklets

• Class set of scrapbooks
• Modelling clay

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competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Register
Outcome
Specific
Students will be able to:
6.3.1 speak at a volume appropriate to classroom situations.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Inside and Outside Voices

Lead students in a discussion of appropriate voices for inside and outside. They learn words
associated with appropriate volume and respond appropriately. For example, create a scale for
voice levels and point to it.

Wie laut? Wie ruhig?

5 emergency im Notfall
4 outside draußen
5 conversation normal sprchen.
2 whisper flüstern
1 no talking ganz still

Quiet Spaces
Lead students in a brainstorm of locations in the school that require quiet voices (e.g., in der
Bibliothek, im Klassenzimmer). Other places in and around the school where louder voices can be
used would include in der Turnhalle, auf dem Schulhof, auf dem Spielplatz.

Extension: Discuss classroom times during which quiet voices are required.

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 Register
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.3.1 speak at a volume appropriate to classroom situations. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− speak at a volume appropriate to classroom situations?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
speak at a volume appropriate to classroom situations. Look for and note evidence that students are
able to:
− understand appropriate volume for a variety of classroom situations
− use appropriate volume when speaking in a variety of situations
− demonstrate a willingness to use appropriate volume when speaking

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to speak at a volume appropriate to classroom situations. Offer feedback,
encouragement, and praise as needed.

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competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Idiomatic Expressions
Outcome
Specific
Students will be able to:
6.3.2 imitate age-appropriate idiomatic expressions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Idiomatic Expressions
Model the use of age-appropriate idiomatic expressions at appropriate times throughout the year.
Encourage students to repeat and use these expressions accordingly.

Use expressions of praise such as Prima! Wunderbar! Gut gemacht!

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 Idiomatic Expressions
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.3.2 imitate age-appropriate idiomatic expressions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− imitate age-appropriate idiomatic expressions?

 Anecdotal Notes
Note the extent to which students are able to imitate age-appropriate idiomatic expressions. Record
anecdotal notes. Look for and note evidence that students are able to:
− attentively listen and observe teacher modelling of expressions
− imitate expressions
− use basic expressions appropriately in the classroom

 Observation Checklist
Create a checklist based on age-appropriate idiomatic expressions. Does the student listen, imitate,
and use basic expressions appropriately?

SAMPLE RESOURCES

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competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Variations in Language
Outcome
Specific
Students will be able to:
6.3.3 experience a variety of voices (e.g., male and female, young and old).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Guest Speakers
Invite a variety of guest speakers into the classroom to read to students and interact with them in
German. Invite volunteer parents to read.

Audio Books
Older students prepare audio books for students to enjoy during learning centre time.

Listening Centre
Students listen to a variety of audio recordings of stories and songs at a listening centre.

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 Variations in Language
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.3.3 experience a variety of voices (e.g. male and female, young and old). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate active listening skills when experiencing a variety of voices?

 Anecdotal Notes
Observe students as they interact with a different speaker in an informal setting. Does the student
respond to other students and adults in the building?

 Rubrics
Develop rubrics based on active listening skills demonstrated when experiencing a different voice in
a structured situation (e.g., a speaker, presenter, etc.).

SAMPLE RESOURCES

• Guest speakers
• Audiotapes

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competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Social Conventions
Outcome
Specific
Students will be able to:
6.3.4 imitate simple routine social interactions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Role-play Centre
Establish a role-playing centre for:
− ordering at a restaurant
− purchasing a something from a store
− visiting the dentist
− going to grandparents
− attending a friend’s birthday
− calling a friend on the phone

Hello, Goodbye
Model simple routine social interactions (e.g., greeting and leave-taking). Students generate a
chart of these phrases (e.g., Guten Tag, Danke, Bitte, Auf Wiedersehen). Students practise these
interactions with their peers.

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 Social Conventions
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.3.4 imitate simple routine social interactions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− imitate simple routine social interactions?

 Anecdotal Notes
Make notes based on your observations of the student interacting with peers and adults in the
building.

 Observation Checklists
Create checklists based on simple daily interactions (e.g., please, thank-you, greetings, farewells).

SAMPLE RESOURCES

• Items for role-playing centre (e.g., toy telephone, plastic juice bottles)

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competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Nonverbal Communication
Outcome
Specific
Students will be able to:
6.3.5 imitate some common non-verbal behaviours used in the German culture.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Common Non-verbal Behaviours

Demonstrate various non-verbal behaviours used in German culture. For example,
− shaking hands when people meet, leave, or are thanked
− standing when singing for another person
Have students imitate these behaviours.

Greetings and Goodbyes

Model simple routine social interactions (e.g., greeting and leave-taking). Students practise these
interactions with their peers, using appropriate non-verbal behaviours (e.g., shaking hands).

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 Non-verbal Communication

Outcome
Specific
KINDERGARTEN

K
Students will be able to:
6.3.5 imitate some common non-verbal behaviours used in the German culture.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− imitate some common non-verbal behaviours used in German culture?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
imitate some common non-verbal behaviours used in German culture.

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competently in a variety of situations for 6.4 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Cognitive
Outcome
Specific
Students will be able to:
6.4.1 use simple cognitive strategies, with guidance, to enhance language learning
(e.g., listen attentively, do actions to match words of a song, story, or rhyme).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Songs
Teach students to sing songs in German to build vocabulary. Consider recording these songs and
replaying them for students. Invite students to create actions to the song.

Extension: When vocabulary that has been learned in a song comes up in other contexts, draw
students’ attention to it.

Story Actions
Read a familiar story with numerous actions while students act out the events of the story.

Picture Dictionaries
Students create simple picture dictionaries for themselves to enhance language learning.

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 Cognitive
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.4.1 use simple cognitive strategies, with guidance, to enhance language learning
(e.g., listen attentively, do actions to match words of a song, story, or rhyme).
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple cognitive strategies, with guidance, to enhance language learning?

 Anecdotal Notes
Note the extent to which students are able to use simple cognitive strategies, with guidance, to
enhance language learning. Record anecdotal notes.

 Informal Observation
Make mental notes on the extent to which students are able to use simple cognitive strategies, with
guidance, to enhance language learning. Offer feedback, encouragement, and praise as needed.

SAMPLE RESOURCES

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competently in a variety of situations for 6.4 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Metacognitive
Outcome
Specific
Students will be able to:
6.4.2 use simple metacognitive strategies, with guidance, to enhance language learning
(e.g., reflect on learning tasks with the guidance of the teacher).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Learning Centre Log

Students maintain a log of learning centrеs. Each day, they check off centres in which they
participated. Centres can be labelled using picture cues and print. Students also rate the centres
from 1 to 5.

Portfolios
Students select pieces of their work that can be placed into a personal portfolio. Discuss their
choice with them, and scribe their comments. These portfolios can be shared with parents at
different times during the year.

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 Metacognitive

Outcome
Specific
KINDERGARTEN

K
Students will be able to:
6.4.2 use simple metacognitive strategies, with guidance, to enhance language learning
(e.g., reflect on learning tasks with the guidance of the teacher). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple metacognitive strategies, with guidance, to enhance language learning?

 Conferences
Meet on an individual basis with students to assess their skills in using simple metacognitive
strategies to enhance learning. Students are asked to review samples of their work in their personal
portfolios. Samples of work can be used for parent conferences.

SAMPLE RESOURCES

• Learning Logs

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competently in a variety of situations for 6.4 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Social/Affective
Outcome
Specific
Students will be able to:
6.4.3 use simple social and affective strategies, with guidance, to enhance language
learning (e.g., initiate or maintain interaction with others).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Sharing with Others

Have students share their work with each other or with students in another German class.
Encourage students to respond appropriately to the presentations of their peers.

Group Work
Divide students into groups to work cooperatively on a project. Have students assign group roles
and work together to complete the assignment.

Extension: Students are matched with buddies from upper grades to help with language learning.
They interact with their older buddies in a variety of ways throughout the year.

Practise Teaching
Students are invited to bring their favourite stuffed animals to school. Each student takes a turn
being the teacher to his or her stuffed animal and teaching it German phrases. Students can only
speak in German to their stuffed animals.

Extension: Students take turns being the teacher during routine activities.

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 Social/Affective
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.4.3 use simple social and affective strategies, with guidance, to enhance language
learning (e.g., initiate or maintain interaction with others). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− initiate interactions with students in the classroom?
− imitate interactions with people outside the classroom?

 Anecdotal Notes
Make notes based on your observations of how the students interact with others, indicating the
phrases, tone, volume used, and context. Can the students imitate and express needs, approval, or
disapproval?

SAMPLE RESOURCES

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competently in a variety of situations for 6.5 Language Use
General Outcome 6 communication, personal satisfaction, and
further learning.
Strategies

Interactive
Outcome
Specific
Students will be able to:
6.5.1 use simple interactive strategies, with guidance (e.g., use words from their first
language to get their meaning across, acknowledge being spoken to).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Matching Actions with Words

Model a variety of gestures associated with words in German to aid comprehension. Have
students imitate these actions as they repeat the words and phrases. Act out sentences and words
using these gestures to help students develop an understanding of the syntax patterns in German.
Encourage students to use a variety of non-verbal clues to communicate (e.g., mime, pointing,
gestures, and drawing pictures).

Extension: Encourage students to interpret meaning in a video in German without understanding

all the words. Discuss the video after watching it.

Group Singing
Have students sing songs with actions to assist language learning.

Classroom Cues
Encourage students to use words and visual cues visible in the immediate environment to
communicate in German.

Communicating Non-verbally
Students play a game where they go to a learning centre without speaking. They play for five
minutes at the centre and during that time use only gestures to communicate with others.
Following the activity, lead students in a discussion about what gestures they found useful and
effective in communicating with others. Encourage students to draw a picture or act out words
they do not know.

Peace Table
Two children having difficulties go to the Peace Table and discuss their problem, apologize to
each other, and come back with a solution.

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 Interactive
KINDERGARTEN

K
Outcome
Specific
Students will be able to:
6.5.1 use simple interactive strategies, with guidance (e.g., use words from their first
language to get their meaning across, acknowledge being spoken to). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple interactive strategies, with guidance?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to use simple interactive strategies, with guidance.
Consider including the following criteria:
− acts out words he or she does not know
− uses gestures to help convey meaning
− acknowledges being spoken to, using verbal and/or non-verbal cues to the speaker
− uses words from his or her first language to get his or her meaning across

 Informal Observation
Observe students as they participate in the activity. Make mental notes on the extent to which
students are able to use simple interactive strategies, with guidance. Offer feedback, encouragement,
and praise as needed.

SAMPLE RESOURCES

• German video
• German action songs

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competently in a variety of situations for 6.5 Language Use
General Outcome 6 communication, personal satisfaction, and
further learning.
Strategies

Interpretive
Outcome
Specific
Students will be able to:
6.5.2 use simple interpretive strategies, with guidance (e.g., use gestures, intonation,
and visual supports to aid comprehension).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Expressing Understanding
Teach students simple strategies (e.g., gestures, common verbal expressions in German, facial
expressions, intonation, pointing to or drawing a desired object, mime) to indicate that they do
not understand a given utterance.

Prediction
Encourage students to make predictions about what they will hear or read based on titles,
pictures, and so on.

Objects, Illustrations, and Gestures

When teaching new vocabulary/concepts, use concrete objects, illustrations, and gestures as
frequently as possible to support student learning. Encourage students to use objects, illustrations,
and gestures when trying to convey meaning.

Extension: Students participate in concrete, authentic experiences as frequently as possible to

reinforce vocabulary (e.g., cooking soup, making a fruit salad).

Listening for a Key Word

Students listen to a simple story read by the teacher. They are asked to focus on a key word
throughout the text. Read the text again, pausing before the key word so that students supply the
word.

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 Interpretive
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.5.2 use simple interpretive strategies, with guidance (e.g., use gestures, intonation,
and visual supports to aid comprehension). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple interpretative strategies, with guidance?

 Observation Checklist
Generate a checklist of simple interpretive strategies that may include:
− uses simple gestures and intonation to aid comprehension
− uses simple strategies and visual supports to aid comprehension.
The dates and context of the observations are noted.

SAMPLE RESOURCES

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competently in a variety of situations for 6.5 Language Use
General Outcome 6 communication, personal satisfaction, and
further learning.
Strategies

Productive
Outcome
Specific
Students will be able to:
6.5.3 use simple productive strategies, with guidance (e.g., mimic what the teacher
says, use non-verbal means to communicate).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Essential Phrases
After teaching students essential phrases (e.g., I need…, I want…, Can I…?), show them how to
communicate their needs when the object or verb in German is unknown (e.g., acting, pointing to
a picture, showing the object, drawing). Key words and phrases include:
When? Wann?
Why? Warum?
Where? Wo?
May I? Darf ich?
I don’t want … Ich will nicht!
I don’t need it … Ich brauche das nicht!
How? Wie?
I like … Ich mag das!
Mine. Das ist meins!

A Positive Environment
Create a “language rich” environment in the classroom by posting important words, expressions,
etc. in a highly visible manner. Encourage students to refer to these words during their daily
work. Possible cues include objects, verb cards, picture cues for daily routines, adjectives
(colours, sizes, shapes).

Extension: Create and maintain a word wall that lists important vocabulary, cognates, and so on.
Have students design cards or small posters reflecting the vocabulary or expressions of the theme
being covered. Post these cards and posters around the classroom.

Mimicking the Teacher

Students learn rhymes, verses, and songs by mimicking the teacher.

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 Productive
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.5.3 use simple productive strategies, with guidance (e.g., mimic what the teacher
says, use non-verbal means to communicate). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− mimic what the teacher says?
− use simple non-verbal means to communicate?
− copy what others say?
− use words in the immediate environment?
− use familiar repetitive patterns from songs, stories, poems, or media?

 Checklists
Generate a checklist of simple productive strategies that may include such things as:
− mimic what the teacher says
− use simple nonverbal means to communicate
− copy what others say
− use words in the immediate environment
− use familiar repetitive patterns from songs, stories, poems, or media.
The observations are dated and context is noted.

SAMPLE RESOURCES

• An assortment of pictures that illustrate daily routines

• Charts that illustrate colours, sizes, and shapes

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K
competently in a variety of situations for 6.6 General
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Cognitive
Outcome
Specific
Students will be able to:
6.6.1 use simple cognitive strategies to enhance general learning (e.g., classify objects,
ideas according to their attributes).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Beginning with the Letter …

Post the alphabet with a picture of an item beginning with each letter. Pick a letter of the day and,
as a class, students draw or cut out pictures that begin with that letter.

Extension: Students classify objects by placing them in a letter box based on their initial letters.

Memory Aids
Have students memorize songs, chants, poems, nursery rhymes, or small skits to help them
remember critical vocabulary.

Encouraging Language Use

Before students leave the classroom, ensure that they say something in German to you. This is
their ticket out of the classroom.

Making Connections
Model connections between words and concepts previously learned and new vocabulary and
concepts.

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 Cognitive
KINDERGARTEN

K
Outcome
Specific
Students will be able to:
6.6.1 use simple cognitive strategies to enhance general learning (e.g., classify objects,
ideas according to their attributes). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple cognitive strategies to enhance general learning?

 Checklist and Comments

Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to use simple cognitive strategies to enhance general
learning (see sample blackline master in Appendix E: Checklist and Comments 1 or 2).

 Conferences
Discuss with students the cognitive strategies used during an activity and whether or not they were
helpful. Discuss which strategies worked best for each student and suggest new strategies to try in the
future.

SAMPLE RESOURCES

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competently in a variety of situations for 6.6 General
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Metacognitive
Outcome
Specific
Students will be able to:
6.6.2 use simple metacognitive strategies to enhance general learning (e.g., reflect on
learning tasks with the guidance of the teacher).

SAMPLE TEACHING AND LEARNING ACTIVITIES

This week at school I learned______.

Prepare a booklet Diese Woche habe ich gelernt ..... іn which students can illustrate an event,
behaviour, or learned concept. On the back of the page, students can illustrate a behaviour they
wish to initiate or perform. The booklets are taken home every Friday, shared with parents,
signed, and returned Monday.

Parents and the teacher are encouraged to make comments.

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 Metacognitive
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.6.2 use simple metacognitive strategies to enhance general learning (e.g., reflect on
learning tasks with the guidance of the teacher). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple metacognitive strategies to enhance general learning?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to use
simple metacognitive strategies to enhance general learning. Record anecdotal notes (see sample
blackline master in Appendix E: Anecdotal Notes).

 Self-Assessment Checklist and Goal-Setting

Students use simple self-assessment checklists for listening behaviours, reading behaviours, and
writing behaviours, and set goals with the assistance of the teacher (see sample blackline master in
Appendix E: Self-Assessment Checklist and Goal-Setting).

 Learning Logs
Have students draw pictures of themselves learning (e.g., at a favourite learning centre). The pictures
are used to begin a conference with students about learning. Determine whether students show
evidence of metacognitive reflection.

SAMPLE RESOURCES

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K
competently in a variety of situations for 6.6 General
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Social/Affective
Outcome
Specific
Students will be able to:
6.6.3 use simple social and affective strategies to enhance general learning (e.g., watch
others’ actions and imitate them).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Role-play
In a variety of role-play situations, have students practise strategies to enhance their learning. For
example,
− how to ask for help
− how to ask for directions
− how to ask for needed items
− how to state one does not understand/agree/like something

Encouraging Others
Have students practise phrases that encourage others (e.g., Das hast du gut gemacht! Prima!).
Students can copy these phrases to make inspiration posters for the classroom. Consider having
students use computers to make these posters.

Leader of the Day

Appoint the leader of the game, activity, or day. Students follow the leader’s actions.

Extension: Students take turns being the teacher and giving routine commands or instructions.

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 Social/Affective
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
6.6.3 use simple social and affective strategies to enhance general learning (e.g., watch
others’ actions and imitate them). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple social and affective strategies to enhance general learning?

 Checklists
Create a checklist for different modes:
− independent
− interdependent
− interactive

 Anecdotal Notes
Create notes based on use of visual cues when auditory instructions are given. Does the student take
cues from other students?

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appreciate the cultures of German-speaking 7.1 Self-identity
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
interdependent and multicultural global
society.

Valuing German Language and the Cultures of

Outcome German-speaking Peoples
Specific

Students will be able to:

7.1.1 participate in cultural activities in the classroom and school.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Märchen Tag
Students dress up as a character from one of Grimm’s Fairy Tales.

Festivals
Students participate in Laternenfest, St. Nicholas Tag, Fastnacht, Kürbisfest, Valentinstag,
Muttertag, Vatertag, Schlussfest.

Cooking
Students participate in “Kindercooking” activities (e.g., pretzels, German cookies, or sampling of
German food).

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 Understanding Self-identity
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
7.1.1 participate in cultural activities in the classroom and school. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in cultural activities in the classroom and school?

 Anecdotal Notes
Observe students as they participate in the activity.

SAMPLE RESOURCES

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 Students will explore, understand, and KINDERGARTEN

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appreciate the cultures of German-speaking 7.1 Self-identity
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
interdependent and multicultural global
society.

Valuing Bilingualism/Multiculturalism
Outcome
Specific
Students will be able to:
7.1.2 participate in classroom and school cultural activities.

SAMPLE TEACHING AND LEARNING ACTIVITIES

School Multicultural Day

Students participate in a multicultural day in the school. Encourage them to participate in as many
different cultural experiences as possible. Discuss the different cultures represented as a class.

Sharing Traditions
Invite another Kindergarten class from a different language program to share in making traditional
German food. In turn, students participate in cultural activities from the culture of the other
language program.

School Concert
Students participate in a school-wide concert by preparing and performing a German song, poem,
or dance.

Dance Around the World

During physical education classes, students learn a dance from another culture (e.g., Mexican Hat
Dance).

Appreciating many cultures

The students may learn a song in three or four languages (e.g., Are You Sleeping, Brother John?).
Have students participate in a multicultural dance that is part of physical education curriculum.
Have a multicultural day and/or the school organizes a day where parents bring a variety of food
for the students to enjoy.

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 Valuing Bilingualism/Multiculturalism
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
7.1.2 participate in classroom and school cultural activities. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in classroom and school cultural events?
− participate in German language and cultural activities in the classroom?
− participate in German language and cultural activities during special school events?

 Student Checklists or Logs

The students are given a pictorial graph to fill in when they have:
− eaten German food
− visited with German speaker
− sung German songs
− read a German book
− seen a German video, etc.
The graphs are reviewed at a conference or students may share a special event with the class.

SAMPLE RESOURCES

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appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Historical Elements
Outcome Students will be able to:
Specific

7.2.1 participate in activities and experiences that reflect traditional elements of the
German culture (such as holidays and celebrations [Muttertag], music, dance, art,
literature, food, etc.)

SAMPLE TEACHING AND LEARNING ACTIVITIES

St. Nicholas
The teacher talks about the tradition and history of St. Nicholas on December 6. If possible,
St. Nicholas may come to visit the students.

Extension: Invite an older German class to visit the class. They can present a program or simply
share playtime with the students.

Christmas Traditions
Make or bring an advent wreath and talk about lighting a candle every Sunday for the four
Sundays before Christmas. Students may learn the verse
Advent, Advent, ein Lichtlein brennt,
Erst eins, dann zwei, dann drei, dann vier
Dann singen wir, dann feiern wir
Weihnachten bei dir und mir.

Talk about das Christkind coming on Christmas Eve, a tradition in many parts of Germany and
Europe, and bringing presents for the children.

Oktoberfest
Plan a school-wide celebration where students are treated to root beer and hot dogs.

Fasching/Karneval
Have a Karneval party in the classroom. Students can dress up in costumes and parade through
the school.

St. Martin
Students make Laternen and learn about the story of St. Martin. Students can walk through the
school with their Laternen singing the song.

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 Historical Elements
KINDERGARTEN

K
Outcome
Students will be able to:

Specific
7.2.1 participate in activities and experiences that reflect traditional elements of the
German culture (such as holidays and celebrations [Muttertag], music, dance, art,
literature, food, etc.) (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in activities and experiences that reflect elements of the German culture?

 Conferences
After or during an activity, ask students what they enjoyed and why. Look for enthusiasm and
willingness to participate in students’ responses. Discuss any negative feedback with individual
students.

 Rubrics
Use rubrics to rate the degree of participation and completion of the activity.

SAMPLE RESOURCES

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K
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Contemporary Elements
Outcome
Specific
Students will be able to:
7.2.2 participate in activities and experiences that reflect contemporary elements of the
German culture (see example above).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Contemporary Music
Students borrow audio recordings that include a variety of contemporary German music from the
school or classroom library.

Community Events
Inform parents and students of German events taking place in the community. Include posters in
the room whenever possible.

Extension: Maintain a bulletin board of posters, pictures, and calendars from Germany.

Guest Speakers
Invite German guest speakers to the school to talk to students and to perform or demonstrate an
activity (e.g., musicians, dancers, vocalists, writers, illustrators, costume designers, artists). Guest
speakers can talk about their work and possibly conduct a workshop.

Class Exchange
The class teams up with another Kindergarten class in Canada or Germany exchanging pictures
and drawings. Students can also exchange recordings of favourite songs, stories, and pictures.

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 Contemporary Elements
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
7.2.2 participate in activities and experiences that reflect contemporary elements of the
German culture. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in activities and experiences that reflect contemporary elements of German culture?

 Conferences
After or during an activity, ask students what they enjoyed and why. Look for enthusiasm and
willingness to participate in students’ responses. Discuss any negative feedback with individual
students.

 Rubric
Collaboratively create a simple outcome-based rubric with students. Use the rubric to evaluate how
well students are able to participate in activities and experiences that reflect contemporary elements
of the German language and culture.

SAMPLE RESOURCES

• An assortment of contemporary German music selections

• Guest speakers from the community

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K
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Diversity
Outcome Students will be able to:
Specific

7.2.3 experience cultural elements of diverse origins from within German culture.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Guests
Students are encouraged to invite German-speaking parents, grandparents, relatives, or other
friends to visit the classroom. Visitors can read a story or talk about their childhood. They can
bring something to eat or an object from their region.

Alternative Activity: Find stories, songs, or poems from a variety of German-speaking cultures
from both Germany and within Manitoba.

Music
While students are involved in learning centres, play a variety of music from different regions in
Germany for their enjoyment.

Food
Explore foods from different regions in Germany and different German-speaking cultures in
Manitoba.

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 Diversity
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
7.2.3 experience cultural elements of diverse origins from within the German culture.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in experiences which demonstrate diversity of culture?
−
 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
experience linguistic/cultural elements of diverse origins from within the German language and
culture.

 Conferences
After or during an activity, ask students what they enjoyed and why. Look for enthusiasm and
willingness to participate in students’ responses. Discuss any negative feedback with individual
students.

SAMPLE RESOURCES

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 Students will explore, understand, and KINDERGARTEN

K
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Change
Outcome
Specific
Students will be able to:
7.2.4 participate in events marking changes.

SAMPLE TEACHING AND LEARNING ACTIVITIES

How I Have Changed

Students bring in pictures of themselves as babies to show how they have changed over time.
Prepare students for Grade 1 by having them visit the Grade 1 class near the end of the year to
meet the teacher.
Students reflect on the changes while looking at their portfolios. They notice how their writing,
drawing, and word recognition has changed.

Seasonal Changes
Students choose a tree outside and photograph and/or draw the changes in the tree over the course
of the school year.

Growing a Plant
Students plant a bean and illustrate the growth of the plant or suspend a potato over water and
observe the changes.

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 Change
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
7.2.4 participate in events marking changes. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in events marking changes?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to
participate in events that mark changes.

 Learning Logs
Have students illustrate representations marking change in their Learning Logs. Use these logs to
prompt students into conversations on the activities and to talk about change and observations
students made.

SAMPLE RESOURCES

• Camera and photographs

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K
appreciate the cultures of German-speaking 7.3 Building
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Community
interdependent and multicultural global
society.

Valuing Diversity
Outcome
Specific
Students will be able to:
7.3.1 recognize differences between self and peers.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Make a chart graphing students’ responses to hair colour, eye colour, favourite things, etc. The
class discusses differences.
• Students make paper dolls of themselves. They interact with other students and talk about how
their puppets are different.
• Measure students and talk about their different heights using German vocabulary.
• Students share their hobbies and discuss differences.
• Students share information about themselves during Show-and-Tell that demonstrates
differences.
• Students create a personal graph displaying personal information (e.g., number of siblings,
male/female, age, number of letters in first name). Students later decode and guess to whom each
graph belongs.
• Students cut out a picture of a person from a magazine or newspaper and express opinions on
why they are different from the cut-out image.

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 Valuing Diversity
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
7.3.1 recognize differences between self and peers. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize and express differences between self and peers?

 Anecdotal Notes
Make notes based on observations made during class discussions and graphing activities that reflect a
recognition of differences.

 Conferences
Engage students in a conversation using their work samples, and focus discussion on differences
between self and others. This information can also be used in formulating anecdotal notes.

SAMPLE RESOURCES

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 Students will explore, understand, and KINDERGARTEN

K
appreciate the cultures of German-speaking 7.3 Building
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Community
interdependent and multicultural global
society.

Valuing Similarity
Outcome
Specific
Students will be able to:
7.3.2 recognize similarities between self and peers.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Guide students to create a chart about what we all like to do.

• Guide a discussion about finding commonalities in celebrations (e.g., Christmas, Easter).
• Students make classroom graphs of likes and dislikes. After gathering the data, students discuss
similarities.
• Students create a class chart on needs (e.g., clothing, shelter, foods, family, friends, etc.). Students
focus on how we all need the same things and create a booklet entitled Ich brauche.
• Students cut out a picture from a magazine and state how they are similar to this person.

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 Appreciating Similarity
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
7.3.2 recognize similarities between self and peers. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize and express similarities between self and peers?

 Anecdotal Notes
The teacher’s comments are based on observations made during class discussions and graphing
activities that reflect a recognition of similarities.

 Conferences
Engage students in a conversation using work samples, and focus discussion on similarities between
self and others. This information can also be used in formulating anecdotal notes.

SAMPLE RESOURCES

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 Students will explore, understand, and KINDERGARTEN

K
appreciate the cultures of German-speaking 7.3 Building
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Community
interdependent and multicultural global
society.

Contributing to Community
Outcome
Specific
Students will be able to:
7.3.3 participate in, and contribute to, classroom activities.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Goal Setting for Class

Students discuss and help develop a plan of how they will maintain the classroom (e.g., supplies,
tables, learning centres).

Classroom Duties
Have students do assigned duties around the classroom on a weekly or daily basis.

Decorating the Classroom

Have students decorate the classroom together for special events.

Sharing with Food

Have students cook together (e.g., each student brings in fruit to make a fruit salad).
Alternatively, have students and their families take turns bringing in food items to celebrate a
special occasion.

Classroom Charity Drive

Students bring in items for a school or classroom charity drive.

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 Contributing to Community
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
7.3.3 participate in, and contribute to, classroom activities. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in and contribute to classroom activities?

 Anecdotal Notes
The teacher’s comments are based on observations made of the student during large-group activities
and how the student contributed.

SAMPLE RESOURCES

• Classroom duty chart.

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K
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Responsible Citizenship
Outcome
Specific
Students will be able to:
7.4.1 demonstrate personal and social responsibility in the classroom.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Classroom Helper Vocabulary

Students learn and practise words in German for sharing and taking turns. They take turns being
classroom helpers.

Extension: With teacher guidance, students create a T-chart on what responsible behaviour looks
and sounds like.

School Volunteers
Students volunteer to participate in a schoolyard clean-up. They are encouraged to volunteer
(e.g., in a community project).

Classroom Clean-up
Put labels in German around the classroom and explain to students where everything goes during
clean-up (e.g., German Kindergarten library books, lost and found).

Classroom Rules
Make a poster of classroom rules in German and practise them with students.

Extension: Explain the rules for borrowing books from the class or school library.

Rewarding Your Peers

Encourage students to give stars to classmates when they observe responsible behaviour. Scribe
the names and the deeds.

Library Visits
Students participate in borrowing books from the class or school library. Review rules about
caring for and returning of books.

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 Responsible Citizenship
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
7.4.1 demonstrate personal and social responsibility in the classroom. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate personal and social responsibility in the classroom?

 Observation Checklist
Create a checklist based on responsibilities during clean up. Observe and check off the participation
of the students in fulfilling their responsibility.

 Anecdotal Notes
Note the extent to which students are able to demonstrate personal and social responsibility in the
classroom.

 Learning Logs
Students reflect on activities in which they demonstrated responsibility in the classroom. In their
Learning Logs, students draw pictures of themselves assuming responsibility (e.g., schoolyard
clean-up, classroom helper). They share their drawings with their partners, then with the teacher
during a conference.

SAMPLE RESOURCES

• Classroom labels
• Poster of classroom rules
• Classroom duty chart

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K
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Interdependence
Outcome
Specific
Students will be able to:
7.4.2 participate in tasks and activities with partners and in groups.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Science Projects
Students work on simple science projects in small groups of three to four (e.g., planting a seed,
making a mural of winter).

Group Cooking
Students participate in Kindercooking in groups of three to four in which they prepare waffles or
fruit salad.

Buddy Reading
Students participate in buddy reading with a buddy from an older grade level.

Mirror Activities
Students take turns being leaders in mirror activities in which they copy what their partners do.

Cooperative Games
Students participate in cooperative games and physical education activities (e.g., a bicycle
activity in which two students touch feet with each other and move their feet together).

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 Interdependence
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
7.4.2 participate in tasks and activities with partners and in groups. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in tasks and activities with partners and in groups?

 Anecdotal Notes
Make notes based on students’ choices during free time activities. Observe how students interact with
other students.

 Rating Scale
Create a simple outcome-based rating scale and share it with students prior to beginning the activity.
Use the rating scale to evaluate how well students are able to participate and cooperate in tasks and
activities with partners and in groups.

 Checklists
Create checklists based on choice of activity and play (e.g., independent, parallel, or interdependent),
or use the student’s Learning Centre Log instead.

SAMPLE RESOURCES

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 Students will explore, understand, and KINDERGARTEN

K
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Intercultural Skills
Outcome
Specific
Students will be able to:
7.4.3 adapt to new situations.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Visiting Another Classroom

Organize a visit to another language classroom and participate in the activities that have been
planned.

Changing the Venue

Move the class outside to a park or visit a cultural site (e.g., the Hänsel and Gretel House in
Kildonan Park, a cultural bakery, a food processing plant). Have students adapt to the new
environment (e.g., modify volume or speech, adjust interactions with other students).

New Groups
Have students participate in a variety of groupings by changing their working groups regularly
throughout the year.

Learning Classroom and School Rules

Students learn class routines and important locations within the school and participate in the
establishment of classroom rules and expectations.

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 Intercultural Skills
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
7.4.3 adapt to new situations. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− adapt to new situations?

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to adapt
to new situations.

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess if students are able to adapt to new situations (see sample blackline master in
Appendix E: Observation Checklist).

SAMPLE RESOURCES

• Museums or historic sites

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 Students will explore, understand, and KINDERGARTEN

K
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Future Opportunities
Outcome
Specific
Students will be able to:
7.4.4 share or demonstrate personal strengths or achievements.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Class Yearbook
Students make a class yearbook showing special events and class achievements throughout the
year. Scribe student responses in German.

Portfolios
Students maintain portfolios of their work that can be shared at conferences with parents.

I’m Good at …
Ask students to share personal achievements that occur outside the school during daily sharing
time.

Talent Show
The class hosts an evening talent show for parents and others in which students showcase their
individual talents and accomplishments (e.g., poetry, song, music, dance).

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 Future Opportunities
KINDERGARTEN

Outcome
K
Specific
Students will be able to:
7.4.4 share or demonstrate personal strengths or achievements. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share or demonstrate personal strengths or achievements?

 Conferences
Conference with students to discuss academic achievements and to learn about personal
achievements. Discuss with students what they are proud of. Use samples from students’ portfolios to
generate discussion.

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to share
or demonstrate personal strengths or achievements.

SAMPLE RESOURCES

• A collection of photographs for the class yearbook

• Student portfolios

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372  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings, and experiences.
Explore

Express Ideas
Outcome
Specific
Students will be able to:
1.1.1 express personal experiences and familiar events.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After observing and repeating a colour-mixing science experiment, students draw and label their
observations.
• Students maintain a regular journal, including pictures of personal experiences, using prompts
(e.g., Ich mag... Ich kann....).
• While students listen to German music or view a German video, they express the feelings evoked
by the music, through guided discussion.
• Students draw pictures to illustrate personal experiences. Drawings are first shared with a partner,
then in the Sharing Circle, using structured speaking prompts (e.g., Ich mag dein Bild).
• Students relate a personal experience during a Show and Tell activity.
• After reading the class a story and discussing it as a group, have students draw and discuss their
own experiences related to an aspect of the story.
• Students create a book about “me.” They add illustrations and/or photos to support the text, and
then present it to the class and share.
Das bin ich
Mein Name ist …
Ich bin … Jahre alt.
Ich mag...
Ich kann gut.... etc.
• Students share and compare using the five senses by sharing their experiences on a topic based on
the five senses.
• Using surveys/charts/graphs encourages students to express personal preferences in a simple
form. For example, students respond to a topic or story and make a class chart or graph to reflect
their responses.
• Students cut out pictures from magazines to form a picture collage about a subject after
presentation language has been practised. Students present their collage to the class.
• Students complete simple books (e.g., flip/accordion) using phrases by copying sentences
gathered by the class dealing with the theme or topic, such as Farben, Nahrungsgruppen, etc.
• During oral group time, students are given sentence starters to complete based on the theme or
topic.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  373
 Express Ideas
GRADE

Outcome
1
Specific
Students will be able to:
1.1.1 express personal experiences and familiar events. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− express personal experiences and familiar events?

 Conferences
Conference with students about their choice of media as well as what they portrayed. Coach students
to help them develop skills for sharing personal experiences and active listening.

 Anecdotal Notes
Listen to students as they converse with each other. Listen for patterns of conversation, the different
roles that individual students take in conversations, and the context in which conversations take place.
Listen for the vocabulary, note the kinds of language patterns, and register students’ use. Anecdotal
records, kept over time, help to identify patterns and themes in students’ skills in expressing ideas,
thoughts, and feelings. Keep anecdotal records on students to supplement checklist information. Note
which factors stimulate and which inhibit students’ oral expression.

 Show and Tell

Use the Rules for Show and Tell for checklists, rating scales, and rubrics.

Rules for Show and Tell

Speaker
• bring one interesting object or something you made
• bring the same thing only once
• prepare three things to say
• speak so everyone can hear
• pass the object or work around
• Listener
• show interest by watching the speaker
• pay attention
• ask questions about the topic
• say something nice
(Thompkin, 1995)

(continued)

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374  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings, and experiences.
Explore

Express Ideas
Outcome
Specific
Students will be able to:
1.1.1 express personal experiences and familiar events.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Teacher’s Notes

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  375
 Express Ideas
GRADE

Outcome
1
Specific
Students will be able to:
1.1.1 express personal experiences and familiar events. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Checklists
Create checklists based on Focus for Assessment criteria. Include the context in which the
observations occur and date all entries. Review data to note progress and to guide individual
conferences.
Does the student:
− initiate talk about chosen topics in small groups?
− initiate talk about personal experiences or familiar events in small groups?
− initiate talk about chosen topics with the whole class?
− initiate talk about personal experiences or familiar events with the whole class?
− take turns and abide by established classroom conventions in group situations?
− stay on topic?

SAMPLE RESOURCES

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376  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings, and experiences.
Explore

Consider Others’ Ideas

Outcome
Specific
Students will be able to:
1.1.2 listen to and acknowledge experiences and feelings shared by others.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students watch and listen to a classmate showing pictures of their family.

• Read a story in which the main character expresses preferences. After the story, students listen to
and record their classmates’ likes and dislikes on a variety of topics (e.g., television programs,
books, sports, foods). Preferences are recorded on a tally chart.
• After key vocabulary has been presented and practised, students play a guessing game. One
student acts out an emotion and another guesses what the emotion is.
• Read aloud stories with interesting characters so that students learn about experiences and
feelings of others. After talking about the characters in a group, students draw pictures of the
characters. They write a simple sentence (Er ist ….(froh, traurig, etc., or Sie weint, sie
schwimmen, etc.).
• Students listen to a student present a story based on a photo from home about a specific topic
(e.g., party, pets, etc.).
• Students play Simon sagt using simple classroom vocabulary, “Komm nach vorn!” “Setz dich
hin!”
• Each day, choose a student to share a personal experience.
• Provide opportunities for students to share personal ideas or experiences on a daily news chart.
For example,

Wann? Wer? Was? Wo? Warum?

vor dem Ein Hund

am Abend die Mutter hinfallen Haus kommt
(continued)

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  377
 Consider Others’ Ideas
GRADE

Outcome
1
Specific
Students will be able to:
1.1.2 participate in a range of experiences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− acknowledge the experiences and feelings of others?
− listen to experiences and feelings shared by others?

 Anecdotal Notes
Keep anecdotal records that describe the specific language students use to respond to the experiences
and feelings of others. Date and include the context of each observation.

 Checklists
Develop checklists, which may include the following.
Does the student:
− follow classroom guidelines for active listening?
− respond by asking clarifying questions?
− show appreciation for the speaker’s ideas?
− respond to the speaker?

(continued)

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378  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings, and experiences.
Explore

Consider Others’ Ideas

Outcome
Specific
Students will be able to:
1.1.2 listen to and acknowledge experiences and feelings shared by others. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Use language cards dealing with emotions to develop vocabulary. Students are presented with the
picture, and they express when they have personally felt this emotion. Scribe their responses.
Students make a class book on each emotion (e.g., Heute bin ich …).
Heute bin ich froh.
Heute bin ich traurig.
Heute bin ich lustig.
Heute bin ich ängstlich.
Heute bin ich schüchtern.
Heute bin ich aufgeregt.
Heute bin ich müde.
Each student contributes her or his own page.
• Students play Emotion Bingo.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  379
 Consider Others’ Ideas
GRADE

Outcome
1
Specific
Students will be able to:
1.1.2 listen to and acknowledge experiences and feelings shared by others. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Self-Assessment
Involve students in monitoring their own listening and responding behaviours. Use self-assessment
sheets immediately following a structured listening activity.

Good Listening

Name: Date:
1. I listened to my partner (speaker).

 
2. I asked good questions.

 
3. I added my ideas about the topic.

 
4. I took turns talking.

 
5. I thought about my partner’s ideas.

 

 Conferences
Conference with students about their active listening and responding behaviours. Provide positive
feedback and coach students to help them develop skills for active listening and appropriate
responding.

SAMPLE RESOURCES

• ALKI.
• Gefühle sind wie Farben BELITZ! Gelberg.
• Dr. Seuss, My Many Coloured Days.

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380  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings, and experiences.
Explore

Express Preferences
Outcome
Specific
Students will be able to:
1.1.3 use a variety of forms to explore and express familiar events, ideas, and
information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After learning the song “Kommt ein Vogel geflogen,” students contribute to a group poem by
substituting words to create a new one.
Students use shared writing using predictable forms (e.g., Ich kann …, Ich mag …).
• After language development and practice, students develop and present puppet shows of familiar
tales, such as Hase und Igel or Die Kleine hungrige Raupe.
• After language development, students use felt board or magnetic boards to retell a story.
• Students compose a message orally about a familiar event. Scribe it for them.
• Encourage students to write notes, postcards, or thank-you notes and send them to their
classmates. Mailboxes can be created from milk cartoons.
• Students use a repetitive pattern (e.g., Wo mag nur meine Katze sein? or alphabet/number books).
• Publish students’ writing and illustrations using a multimedia computer program (e.g., ePearl).
• Students make flip books with vocabulary and illustrations based on a poem. Later in the year,
students write sentences on a theme (e.g., Der Regenbogen).
• Students create alliteration sentences and acrostics. For example,
The student’s name: The seasons:
M W
O I
N N
I T
K E
A R
• Students write an Elfchen poem. For example,
o Winter (topic)
o Schlittschuh, Eis, Schnee (3 nouns)
o Ich baue einen Schneemann (4 word sentence)
o Schlitten, Eiszapfen (2 nouns or verbs)
o Spaß! (1 noun)

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  381
 Experiment with Language
GRADE

Outcome
1
Specific
Students will be able to:
1.1.3 use a variety of forms to explore and express familiar events, ideas, and
information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− try a variety of forms to express and explore events, ideas, and information?
− express ideas and information using pictures or illustrations?

 Checklist for Self-Evaluation

Use the Checklist Strategy for Self-Evaluation to have the students self-evaluate. Address possible
areas, such as the following:
Does the student:
− communicate clearly ideas and information?
− listen carefully?
− work effectively?
− make detailed observations?

SAMPLE RESOURCES

• Wo mag nur meine Katze sein? Eric Carle.

• The Mitten, Jon Brett.
• Die kleine hungrige Raupe, Eric Carle.

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382  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to explore thoughts, 1.1 Discover and
General Outcome
1 ideas, feelings, and experiences.
Explore

Express Preferences
Outcome
Specific
Students will be able to:
1.1.4 express preferences for a variety of oral, literary, and media texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After reading a story to the class, guide students in rating it with one, two, or three stars. The
titles are then added to a “story tree.”
• Students make a mobile from which they can suspend their drawn versions of book covers—title,
author, and illustration of favourite books.
• Students use modelling clay or snow to make models relating to favourite texts. They share and
explain why they are favourites after practising the language.
• Using a collection of poetry, students recite their favourite rhymes, songs, riddles, etc., and, with
support, tell why they are favourites.
• Invite a guest reader or storyteller to share their favourite text. The guest is asked why he or she
selected this text.
• Students create posters promoting their favourite text (mostly illustrations, some guided text).
• Establish a corner where students place their favourite books. Every week, students can vote and
choose their preference for the following week. Students should also have the opportunity to
select texts they did not enjoy and explain why.
• Students rate the various texts shared as a class, using a star stamp.
• Students can draw pictures or make collages of their favourite texts. Individual pages can be
combined to make a class book of favourites.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  383
GRADE Express Preferences

Outcome
1
Specific
Students will be able to:
1.1.4 express preferences for a variety of oral, literary, and media texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Can the student:

− express preferences for a favourite oral text, literary, and media text?

 Conferences
Conference with students about their favourite books. Coach students to use German when possible
to express reasons for their favourites. Note students’ use of German and their clarity in explaining
their preferences when discussing or representing favourite books.

SAMPLE RESOURCES

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384  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to explore thoughts, 1.1 Discover and
General Outcome
1 ideas, feelings, and experiences.
Explore

Set Goals
Outcome
Specific
Students will be able to:
1.1.5 participate in reading, writing, and representing activities.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students use graphic organizers (e.g., web) to retell and write their own story.
• Concept Books: After studying a new concept, students create a class book illustrating the
concept (e.g., a class book on autumn includes illustrations and descriptions of activities you see
or do in the fall). Students participate in a choral reading of the book.
• After listening to a story, students write their own story using patterned and modelled sentences.
• Writing Buddies: Older students work with Grade 1 students to help them compose a variety of
texts (e.g., poems, boards, signs, books, and riddles). This could be done on a computer.
• Collaborative reading allows students to practise word recognition with a partner.
• Letter Writing (e.g., to St. Nikolaus): A form letter with blanks can be prepared. Students can fill
in the blanks using pictures or words from a list generated by the class. These letters can be given
to students in a higher grade who prepare answers from St. Nikolaus.
• Students write invitations and thank-you notes using sentence patterns and models.
• Students participate in echo-chanting activities.
• A home reading program with levelled books, guided reading, and reading buddies support
reading at school.
• Model a write-aloud after a story (e.g., Die Kleine Raupe Nimmersatt) about the life cycle of a
butterfly.
• Students participate in a substitution writing with a poem or song (e.g., Alle meine Entchen
schwimmen auf dem See, Köpfchen in das Wasser, Schwänzchen in die Höh), or pattern stories
(e.g., Bär, brauner Bär).

(continued)

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  385
GRADE Set Goals

Outcome
1
Specific
Students will be able to:
1.1.5 participate in reading, writing, and representing activities. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in reading, writing, and representing activities?

 Portfolios
Encourage students to choose work samples that indicate reading and writing with and for others.
Work samples should show progress over time. All samples should be dated. Have students include
reasons for their choices and goals for their future reading and writing.

 Checklists
Create a checklist to check for the Focus for Assessment. Items may include:
Does the student:
− select texts to read independently?
− select texts to read and share with others?
− choose writing activities?
− choose to write and share with others?
− pursue reading and writing interests?
− stay focused when reading?
− stay focused when writing?
Note dates and context of the observation.

SAMPLE RESOURCES

• Regenbogen–Lesekiste Verlag für Pädagogische Medien (40 verschiedene Hefte, nach

Leseschwierigkeit gestuft)

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386  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to explore thoughts, 1.1 Discover and
General Outcome
1 ideas, feelings, and experiences.
Explore

Set Goals
Outcome
Specific
Students will be able to:
1.1.5 participate in reading, writing, and representing activities. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Students use various methods to share personal reading, to generate original story ideas, to
describe the plots of favourite TV shows or movies, or to relate current events. Examples:
− Commence with oral retelling with props or acted components (e.g., class play, cut-out
characters or puppets).
− Sequenced retelling with pictures or pictures and text. Provide structure by folding a plain
sheet of paper into three or six sections for each student. Each section has a heading.
(Caution: This activity must be done with an extremely familiar story and must be done as a
group.)

Anfang Mitte Ende

Titel: Problem: Zuerst:

Dann: Danach: Am Ende:

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  387
GRADE Set Goals

Outcome
1
Specific
Students will be able to:
1.1.5 participate in reading, writing, and representing activities. (continued)

SAMPLE ASSESSMENT STRATEGIES

Teacher’s Notes

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388  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view GRADE

1
and represent in German to explore thoughts, 1.2 Clarify and
General Outcome
1 ideas, feelings and experiences.
Extend

Develop Understanding
Outcome
Specific
Students will be able to:
1.2.1 connect new experiences and information with prior knowledge.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students write patterned stories using a familiar story as a pattern for writing (e.g., Brauner Bär,
brauner Bär, siehst du wen? or Der kleine Käfer Immerfrech).
• Students, given a command, place school supplies in the correct place in the room (e.g., Lege dein
Heft auf meinen Schreibtisch).
• Read a German story to students so they can talk about the story and make connections.
• Post a series of pictures and/or objects about a topic of study for a Gallery Walk. After viewing,
students discuss and integrate new information with previous knowledge.
• Before a field trip, students generate a list of questions they would like answered. Upon returning,
students can see if their questions can be answered. Also, model how to categorize, map, and
summarize what students learn by using a KWL chart (WML).
• Students use pictures to generate ideas before a topic is to be studied. They do the same Picture
Splash for a final assessment.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  389
GRADE Develop Understanding

Outcome
1
Specific
Students will be able to:
1.2.1 connect new experiences and information with prior knowledge. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− make connections between prior knowledge and new experiences?
− talk about what is known about familiar topics?
− talk about personal experiences?
− develop new understanding?

 Checklists
Develop checklists to assess students’ skills in connecting prior knowledge with new experiences for
specific activities. Date and include the context of the observations.

 Conferences
Can the student articulate understanding of new learning? Does the student demonstrate
understanding of new information?

 Picture Splash
Use the Picture Splash to determine if students have made connections and extended their learning.

SAMPLE RESOURCES

• Carle, Eric. Brauner Bär, brauner Bär, siehst du wen? Gerstenberg, 1997. ISBN 3806742022
• Carle, Eric. Der kleine Käfer Immerfrech. Gerstenberg, 2002. ISBN 3806742766

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390  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Explain Options GRADE

Outcome 1
Specific
Students will be able to:
1.2.2 describe new experiences and ideas. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After listening to the story, “Der Regenbogenfisch,” students sculpt, paint, or sketch a
representation depicting a part of the story.
• Class concept books can be prepared (e.g., families, shapes, alphabet, numbers, sounds after
studying _____, etc.). These are great to take home to be shared with parents or shared with
students of another class or grade.
• Picture Splash: Present a collection of pictures related to a text the students will be listening,
reading, or viewing. Examine, discuss, and predict what will happen in the text.
• During a field trip, take pictures (digital if possible) and provide each student with a photo essay.
Students then prepare captions together.
• Lead students in group charts or stories that can be developed with the class. These can then be
produced on computer, copied, and shared with others. They can serve as a home reading project.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  391
GRADE Explain Opinions

Outcome
1
Specific
Students will be able to:
1.2.2 express new experiences and ideas. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− describe new ideas and experiences to a partner or teacher?
− describe new ideas and experiences in small groups?

 Conferences
Conference with students about their representations of a new experience or idea. Coach students to
use German when possible to describe the experience or idea.

SAMPLE RESOURCES

• Pfister, Marcus. Der Regenbogenfisch. Nord-Sud Verlag, 1995. ISBN 3314005814

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392  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to explore thoughts, 1.2 Clarify and
General Outcome
1 ideas, feelings, and experiences.
Extend

Combine Ideas
Outcome
Specific
Students will be able to:
1.2.3 group and sort ideas and information to make sense.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Sort transportation pictures into categories and divide students into small groups so they can
organize them accordingly. Categories can include wheels/no wheels, land/air/water, or motor/no
motor (Räder/keine Räder; Auf dem Land/In der Luft; Motor/kein Motor).
• Students listen to a familiar verse or song and identify a missing word.
• Students engage in sequencing activities using pictures or sentence strips to organize familiar
texts. Students explain their sequencing.
• Students create picture maps of stories that are graphic representations of some key story
elements.

• Throughout the year, students take pictures of special events in school. At the end of the year,
students can label the pictures and make a personal yearbook.
• Using sorting boxes, students group objects and explain their thinking regarding the sorting.
• Guide the students to do a Picture Sort where picture cards are grouped according to initial
sounds.
Affe, Apfel, Ameise, …
Baum, Ball, Buch, …

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  393
GRADE Combine Ideas

Outcome
1
Specific
Students will be able to:
1.2.3 group and sort ideas and information to make sense. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− group information to make sense?
− sort ideas to make sense?
− understand that information can be grouped and sorted in various ways?
− group and sort ideas in different ways?

 Anecdotal Notes
Record observations during students’ informal interaction to note how the students group and sort
pictures into chosen categories. Date and record the context of each observation.

 Conferences
Discuss with students how they organize information and ideas.

SAMPLE RESOURCES

• Songs, any familiar or favourite poems/verses

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394  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to explore thoughts, 1.2 Clarify and
General Outcome
1 ideas, feelings, and experiences.
Extend

Extend Understanding
Outcome
Specific
Students will be able to:
1.2.4 demonstrate curiosity about ideas and observations to make sense of experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• During show and tell, students ask questions about a specific object. Provide simple question
words or phrases for the students.
• After a field trip, have students brainstorm a list of things they would like to know more about
based on what they saw and experienced that day. List students’ ideas in the form of questions.
Work with students to find the answers to these questions.
• Students use a chart to create a picture or sentence to illustrate. For example,
Im Winter
Mein Opa
Meine Mama
Meine Schule
• Help students prepare and practise simple questions to interview their family. Students present the
results to the class.
• Before reading a book, students look at the pictures. They formulate questions and make
predictions.
• Set up a science discovery table where interesting objects are displayed for students to investigate
through manipulation. W-M-L charts are set up for students to use. Word cards can also be
included.
• Lead a guessing game for students to discover who or what the character is in a familiar story (e.g.,
Märchenfiguren: Dornröschen, Rumpelstilzchen, Frau Holle, Schneewittchen, Rapunzel,
Rotkäppchen).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  395
GRADE Combine Ideas

Outcome
1
Specific
Students will be able to:
1.2.4 demonstrate curiosity about ideas and observations to make sense of experiences.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate curiosity about ideas and observations to make sense of experiences?

 Anecdotal Notes
Record students’ questions, asking behaviours during show and tell. Include the date and context of
each observation. Review notes to determine developing patterns of questioning. Note whether
students ask questions to clarify and broaden their understanding.

SAMPLE RESOURCES

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396  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to comprehend and 2.1 Use Strategies
General Outcome
1
2 respond personally and critically to literary
and media texts.
and Cues

Prior Knowledge
Outcome
Specific
Students will be able to:
2.1.1 make connections among texts, prior knowledge, and personal experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Guide students in using a KWL (WML) chart.

• When looking at the title page of “Das schwarze Huhn,” students guess some words that might be
inside (e.g., das Ei, das Küken, der Bauer). Students draw what they think will happen.
• After listening to a factual story “Lena und die Sonnenblume,” the students retell what they know
about the story.
• After going on a field trip or having a guest visit, students share what happened. Chart their
thoughts.
• Going on a Gallery Walk allows students a tactile and visual understanding of new ideas. As they
view and examine, they have the opportunity to integrate new information with what they already
know.
• Conducting a Talk-Aloud allows students to share their knowledge on a topic and integrate the
ideas presented by others. Students should also be encouraged to ask questions. Reinforce turn-
taking. This is a good time to model how to ask questions.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  397
GRADE Prior Knowledge

Outcome
1
Specific
Students will be able to:
2.1.1 make connections among texts, prior knowledge, and personal experiences.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− make connections between new knowledge and previous experiences?

 Checklists
Develop checklists that may include the following. Does the student:
− access prior knowledge?
− have sufficient prior knowledge?
− share personal experiences?
− discuss connections to other oral, literary, and media texts?
Keep track of the date and context of the observation.

 Graphic Organizers—KWL (WML)

Have students create their own KWL (WML) chart using illustrations, after going through a guided
chart. Note the students’ preconception and interests, and include this information in the students’
portfolios.

 Interviews
Ask the students to make a prediction about a text, and ask why they think that.

SAMPLE RESOURCES

• Eclare, M. Lena und die Sonnenblume, Reihe Lesemaus. Carlsen.

• Gersmeier, R. and Dreyer Engels, S. Kleiner Igel Pit.
• Holmer, F. and Kiehm, D. Der Biber.
• Otto, C. and Trachuk, C. Der Waschbär.

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398  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts.
and Cues

Comprehension Strategies
Outcome
Specific
Students will be able to:
2.1.2 anticipate meaning and revise understanding based on further information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Story Maps: Have students use simple Story Maps to retell the beginning, middle, and end of a
story they have listened to. Students draw pictures. Guide students to use the story maps to write
the story.
• Students ask questions to identify the mystery object in a bag. Questions can be generated
beforehand and recorded on a chart for reference (e.g., Ist es groβ?, Ist es rot?,
Rollt es?).
• Students look through the pictures in the story “_____.” Students then ask the 6W questions prior
to reading the story.
− Wer …?
− Wo …?
− Warum …?
− Was …?
− Wann …?
− Wie…?
• Students take a walk in the community to observe signs and environmental print. Discuss cues
such as symbols, colour, and shape to help understand meaning.
• Create Story Vines: Students draw or write key events on individual leaf motifs and attach to a
vine. Students can retell the story using the story vine.
• Work with small groups using a guided reading procedure to support development of strategic
reading. As a group, students preview and discuss a text, and then are given individual copies.
• Students, while listening to a text, draft main ideas with given vocabulary and share them with the
class.
• Story Artifacts: Students bring in objects or pictures to retell a story (e.g., Das Plüschtier Socke).
• Students make predictions about a text before listening, viewing, or reading.
• Viewing only the illustrations, students are encouraged to form predictions, ask questions, and
make comments.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  399
GRADE Comprehension Strategies

Outcome
1
Specific
Students will be able to:
2.1.2 anticipate meaning and revise understanding based on further information.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− anticipate meaning?
− revise understanding based on further information?

 Checklists
Develop checklists to identify whether the student has constructed and confirmed meaning.
Does the student:
− ask questions to anticipate meaning?
− make predictions?
− reread to confirm understanding?
− read on to clarify meaning using context clues?
Date and record the context of students’ developing skills in using textual cues to construct and
confirm meaning.

 Interviews
Ask the students to predict, answer, and ask questions about a text. Keep anecdotal notes about their
responses.

 Portfolios
Work samples are kept dated and used to demonstrate progress over time.

SAMPLE RESOURCES

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400  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts.
and Cues

Textual Cues
Outcome
Specific
Students will be able to:
2.1.3 use textual cues to construct and confirm meaning.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After previewing the book cover, students draw pictures to show what they think the book will be
about. They check their predictions as you read the story.
• Students use capital letters and periods to locate the beginning and ending of sentences displayed
in a pocket chart.
• Students read today’s message and identify the beginning of the sentence by tracing over the
upper-case letter with a green marker (Go), and circle the end punctuation with a red marker
(Stop).
• Any picture book can be used to help students construct and anticipate meaning. Simple patterned
books with cumulative patterns, recurring events, ABC or number books, or rhyming patterns are
effective.
• Guide students in locating titles, headings, table of contents, index, glossary, pictures, graphics,
and signal words. Guide students in activating prior knowledge and making predications based on
these textual cues.
• Use wordless picture books to help students become aware of textual cues.
− colour creates mood, feelings
− arrangement of objects indicates what is important.
• Songs with simple words, rhythm, rhyme, and repetition provide an excellent vehicle for
encouraging early literacy.
• Choose simple songs with repetition, and record the lyrics on chart paper so the students can
follow the print as they sing.
Laterne, Laterne,
Es war eine Mutter
Die Jahresuhr
Alle Vögel sind schon da
Hörst du die Regenwürmer husten
Summ, summ, summ
Auf der Mauer

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  401
GRADE Textual Cues

Outcome
1
Specific
Students will be able to:
2.1.3 use textual cues to construct and confirm meaning. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use textual cues in informational text to construct and confirm meaning?

 Checklists
Develop checklists to identify whether the student has constructed and confirmed meaning.
Does the student:
− use pictures and illustrations in texts, and visual patterns to construct and confirm meaning?
− recognize simple repetitive phrases or sentence patterns studied in class?
− use simple story patterns to construct and confirm meaning?
− use rhyme to help construct and confirm meaning?
− use textual cues in oral text to construct and confirm meaning?
− use textual cues in informational text to construct and confirm meaning?
Date and record the content of students’ developing skills in using textual cues to construct and
confirm meaning.

 Conferences
Conference with students to assess how they used textual cues to determine what they thought the
book was about, and whether their predictions were close to the story being read.

SAMPLE RESOURCES

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402  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts.
and Cues

Cueing Systems
Outcome
Specific
Students will be able to:
2.1.4 use syntactic, semantic, and graphophonic cues to construct and confirm
meaning.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students match print to speech in big books by pointing to the words as they read them.
• Students break down words from their personal word lists, such as Oma, Ball, and Hund into
sounds as in O-m-a, B-a-ll, H-u-n-d.
• Students repeat words such as classmates’ names, and clap out the syllables (e.g., Nan-cy, Mo-
ham-med, A-lex-an-der).
• Encourage students to reread texts in order to consolidate sight vocabulary and become fluent,
confident readers.
• Students participate in group reading and choral reading activities.
• Students create personal dictionaries, word banks, or language ladders.
• Photocopy a text that students are reading and ask them to circle words with “au” in one colour,
and “eu” in another colour. Similarly, this can be done with ö/o, ü/u, ä/a.
• Sound circle and game: “Welches Wort beginnt mit “b”?
• Phonological Awareness: Help students to develop sound awareness with words that begin with
the same sound, etc. Nonsense syllables can be fun (e.g., chanting Zungenbrecher!).
Fischers Fritze fischte frische Fische,
Frische Fische fischte Fischers Fritze.
Esel essen Nesseln nicht,
Nesseln essen Esel nicht
Pias Papa packt Pakete
in Packpapier ein
Konnis Kakadu kaut kleine Kerne,
Konnis Kakadu klaut keine Kerne

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  403
GRADE Cueing Systems

Outcome
1
Specific
Students will be able to:
2.1.4 use syntactic, semantic, and graphophonic cues to construct and confirm
meaning. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use semantic (meaning) cues to construct and confirm meaning?
− use syntactic (word order and sentence patterns) cues to construct and confirm meaning?
− use graphophonic (sound-symbol) cues including phonics to construct and confirm meaning?

 Checklists
Develop checklists to identify whether the student has constructed and confirmed meaning.
Does the student:
− have adequate sight vocabulary?
− read for meaning, monitor, and self-correct?
− demonstrate confidence when reading?
− demonstrate fluency when reading?
− read with expression?
− demonstrate enjoyment when reading?
− use pictionaries or other resources to determine word meaning in context?
Date and record the context of students’ developing skills in using textual cues to construct and
confirm meaning.

 Running Records of Text Reading

Record students’ oral reading behaviour as they read authentic texts, and analyze the record to
determine the students’ use of the cueing systems and to plan instruction.

 Conferences
Interview students when conducting a running record or miscue analysis, and pose questions when/if
miscue errors occurred. Note cueing systems and strategies used.

SAMPLE RESOURCES

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404  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Experience Various Texts

Outcome
Specific
Students will be able to:
2.2.1 participate in shared listening, reading, and viewing experiences, using texts
from a variety of genres and cultural traditions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students listen to and join in reciting repetitive text or predictable words.

• Students look at an artists’ work (e.g., Eric Carle in such books as Chamäleon Kunterbunt). As a
class, students observe and discuss the style and technique, and then use it in their own pictures
made with paints, oil pastels, crayons, or markers.
• Set up a reading log with the students. This may be checked after reading or listening to stories at
home or as a part of a home reading program.
• Set up buddy reading with older German students. Direct the type of reading that could happen.
The buddy can help track for the reading log.
• Use a pattern book (e.g., Brown Bear, Brown Bear, what do you see?). These pattern books can
serve as a model for a class pattern book (e.g., Gelbe Katze, gelbe Katze was siehst du?).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  405
GRADE Experience Various Texts

Outcome
1
Specific
Students will be able to:
2.2.1 participate in shared listening, reading, and viewing experiences, using texts
from a variety of genres and cultural traditions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in shared reading, listening, and viewing experiences using texts from a variety of
forms, genres, and cultural traditions?

 Checklists
Develop checklists to identify whether the student:
− listens to poems and books read aloud
− listens to poems and books in the listening centre
− listens attentively to an oral story
− reads poems
− reads recurring pattern books
− reads cartoons
Date and record the context of students’ developing skills in participation in shared reading, listening,
and viewing experiences.

 Detachable Labels
Use the detachable labels strategy to note students’ participation in shared listening, reading, and
viewing.

SAMPLE RESOURCES

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406  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Connect Self, Texts and Culture

Outcome
Specific
Students will be able to:
2.2.2 share personal experiences related to oral, literary, and media texts; identify
characters’ choices and the resulting consequences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students draw pictures about events in their lives that they are reminded of when they experience
a story.
• Students label parts of a picture from a familiar text.
• Dialogue Dramatization: Students bring items that relate directly to dialogue being dramatized
from a familiar text.
• Direct students to bring in items related to specific text as a show and tell.
• Students begin keeping personal journals. They initially illustrate and label their experiences in
relationship to the text. The teacher or another adult can scribe the pictures.
• Students interview family members, asking for their input after reading (e.g., after reading Lauras
Stern, they ask “Was machst du gern, wenn du allein bist?” Or, after reading Das
Pfannkuchenbuch, they can ask, “Was isst du am liebsten?”). If parents don’t speak German,
create an illustrated checklist for the student interview.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  407
 Connect Self, Text and Culture
GRADE

Outcome
1
Specific
Students will be able to:
2.2.2 share personal experiences related to oral, literary, and media texts; identify
characters’ choices and the resulting consequences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share personal experiences?
− relate ideas in texts to personal experience?
− relate ideas in texts to family tradition?
− recognize differences in cultural traditions?
− accept and respect the ideas of others?

 Portfolios
Students choose completed samples that show how they have made connections between personal
experiences and texts read or viewed in class. All samples should be dated and placed in students’
portfolios.

SAMPLE RESOURCES

• Baumgart, Klaus. Lauras Sternenreise. Baumhaus Verlag. ISBN 3909480004

• Carle, Eric. Das Pfannkuchenbuch.

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408  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Appreciate the Artistry of Texts

Outcome
Specific
Students will be able to:
2.2.3 share feelings and moods evoked by oral, literary, and media texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students learn words for feelings (e.g., fröhlich, traurig, aufgeregt, schüchtern.
Heute bin ich … (Today I feel …).)
• Play different styles of music, and students identify their feelings (e.g., Marschmusik,
Weihnachtsmusik).
• As an art activity, students draw from selected feeling words a happy picture and explain why it is
a happy picture. Students then draw a sad picture and explain why it is a sad picture.
• Provide sentence starters like the following:
Ich bin _____ wenn ich ___.
Dieses Lied/diese Musik macht mich _____.
• After listening to a song, students identify feelings the song evokes.
• Students sketch their feelings or interpretations of a text and share with a partner.
• Keep on hand pictures depicting various moods. Students can refer to these pictures when
needing to describe a mood. The pictures should be labelled with appropriate words.
• Prepare a chart with words and pictures identifying moods or feelings to be used for various
classroom activities.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  409
GRADE Appreciate the Artistry of Texts

Outcome
1
Specific
Students will be able to:
2.2.3 share feelings evoked by oral, literary, and media texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share feelings and moods in response to oral, literary, or media texts?

 Response Journals
Check students’ journals or response logs to determine if they are able to identify and discuss a range
of feelings about the songs they have heard.

 Portfolios
Collect work samples to check to see if students:
− identify the feelings of characters in texts
− identify words and visual images that evoke feelings and create mood in oral, literary, and media
text
− respond to feelings and mood created in texts

SAMPLE RESOURCES

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410  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts.
and Cues

Forms and Genre

Outcome
Specific
Students will be able to:
2.3.1 recognize different oral, literary, and media forms and texts. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students create a collage of books and poems that they have read.
• After listening to a story, students identify whether it is fiction or nonfiction.
• Students use guide vocabulary and phrases to show an appreciation of art in a book.
• Students are involved in a home reading program where they and their parents fill in a card and
colour in various reading genres.
• Students keep a reading log of personal or home reading.
• Read a text, and students guess the genre and explain their reasons.
• Students brainstorm all the different types of oral texts they can think of (e.g., songs, poetry,
storytelling, jokes and riddles, radio programs, conversations, plays). Students think of examples
for each type that they have experienced, and set goals for experiencing any new types.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  411
 GRADE Forms and Genres

Outcome
1
Specific
Students will be able to:
2.3.1 recognize different oral, literary, and media forms and texts (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize different oral, literary, and media forms and texts?

 Checklists
Create a checklist to assess students’ skills in recognizing a variety of forms and genres from a
collage that they have created.
Does the student:
− recognize differences in forms and genres studied in class?
− identify poetry, plays, stories, video programs, and cartoons?
Notes the date and context of the observation.

SAMPLE RESOURCES

List of Sample Written, Oral, and Multimedia Texts: Division I

Adventure Humour Messages Riddles
Audiotapes Illustrations Movies Rhymes
Cartoons Illustrated Storybooks Non-fiction Chapter Books Rhythms
Comic Strips Informational Texts Photographs Signs, Notices
Computer Software Invitations Pictures Songs
Conversations Journals Picture Books Stories
Drama Labels Plays Story-telling by Elders
Drum Dances Legends Poems Symbols
Fables Letters Puppet Plays Video Programs
Fairy Tales Maps Recipes Websites

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412  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Techniques and Elements

Outcome
Specific
Students will be able to:
2.3.2 identify the beginning, middle, and end of oral, literary, and media texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Following the events of a story, students create a tableau of the beginning of the story. They
continue with the tableau for events from the middle and end of the story.
• Students create their own picture map, tracing the characters and the events when the characters
entered the story.
• Students draw a picture to illustrate the character in the familiar story “Elmar.”

Am Anfang In der Mitte Am Ende

Elmar ist anders. Elmar sieht so aus wie Elmar ist wieder kariert
Er trägt keine jeder Elefant. gefärbt.
Elefantenfarben.

• Students prepare a story triad where a sheet is folded in three panels. Students then draw pictures
and write sentences or labels depicting the beginning, middle, and end.
• Students prepare a three-part picture sequence of a story.
• Students make a TV out of a box and prepare a story sequence in filmstrip form.
• Students dramatize a role-play based on a simple story.
• Direct a story vine by asking students to draw a series of three to six pictures about a story. They
then retell the story based on the pictures.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  413
GRADE Techniques and Elements

Outcome
1
Specific
Students will be able to:
2.3.2 identify the beginning, middle, and end of oral, literary, and media texts.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify the beginning, middle, and end of literary and media texts?

 Checklists
Develop checklists to identify whether the student has constructed and confirmed meaning.
Does the student:
− orally retell the beginning, middle, and end of familiar texts?
− use a story map to depict the sequence of a story by drawing and/or writing?
− use props, story vine, or other concrete objects as aids in retelling the beginning, middle, and end
of stories?
The dates and contexts are noted.

 Retelling
Have students retell the text of the story without cues, prompts, or props. Record the story to
determine if they have recalled the beginning, middle, and end.

 Picture Sequences
Mix up a sequence of pictures and have the students order the pictures and relate a story with a
beginning, middle, and end.

 Story Maps
Students use a simple organizer to relate a story.

SAMPLE RESOURCES

• Video: Der Kleine Eisbär.

• McKee, David. Elmar Thienemann.

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414  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Vocabulary
Outcome
Specific
Students will be able to:
2.3.3 experiment with parts of words, word combinations, and word patterns.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Using individual letter cards, students combine them to spell colour words (e.g., r-o-t, b-l-a-u).
• Students become “sound finders”—looking through favourite stories and rhymes for words that
begin or end with certain letters or letter combinations.
• Students group words according to sound patterns or word families (e.g., klein, mein, dein, fein;
der Schnee, es schneit, der Schneemann).
• Students start personal dictionaries. There may be some core words included in their dictionary.
• Present a print-rich environment—labels, signs, charts, word walls, poems, songs, rhymes. The
students read around the room.
• Learning Centres: Encourage students to engage in a variety of word play and word study
activities in the writing centre. Have students build or copy favourite words or phrases in a
variety of ways. Place a variety of manipulatives, such as sponge letters, magnetic letters,
sandpaper, tactile letters, letter cards, cereal, or macaroni letters in a writing centre. Include a
variety of writing materials, such as felt pens, crayons, pencils, letter stamps, slate boards, chalk,
markers, white boards, and a variety of paper types and sizes. Change or add to the materials in
the centre by including finger paint, sand, salt, alphabet pasta, and modelling clay. Post students’
work for others to read.
• Students experiment with nonsense syllables orally (e.g., Das groβe Lalula (Christian
Morgenstern)).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  415
GRADE Vocabulary

Outcome
1
Specific
Students will be able to:
2.3.3 experiment with parts of words, word combinations, and word patterns.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− experiment with parts of words, word combinations, and word patterns?

 Checklists
Develop checklists to identify whether the student has constructed and confirmed meaning.
Does the student:
− experiment with word patterns?
− experiment with compound words?
− experiment with using refrains?
− try to make meaningful word and letter substitutions to create new words and patterns?
− show eagerness to play word games?
− take risks in creating new words and using word patterns in written expression?
− demonstrate creativity in playing with words in songs, chants, and skipping rhymes?
− benefit from the use of manipulative letters in vocabulary activities?
Date and record the context of students’ developing skills in using textual cues to construct and
confirm meaning.

 Anecdotal Notes
Observe students engaging in word play and word activities as they experiment with building word
families. Keep anecdotal records over time to help identify students’ strengths and challenges in
vocabulary development, and to indicate where support is needed.

SAMPLE RESOURCES

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416  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Experiment with Language

Outcome
Specific
Students will be able to:
2.3.4 appreciate repetition, rhyme, and rhythm in shared language experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After singing a short rhyming song, students make up actions to go along with the song. For
example,
Auf dem Gummibaum sitzt ein Kakadu …
Du, komm zu mir …
• While students listen to stories, they chime in with repeated patterns.
− Wo mag nur meine Katze sein?
− Der kleine Käfer Immerfrech
• Students brainstorm rhyming words after reading a story such as Die Riesenschlange Sansibar.
• Students are involved in Echo reading and choral reading activities.
• Reread some favourite stories, and ask students to fill in and read repeated patterns.
• Students use repetitive/cumulative patterns to create classroom stories and songs.
• When learning new vocabulary, students clap out the rhythm of the words. Once students are
familiar with the new vocabulary, they guess a word by its rhythm.
• Students select tongue twisters that they would like to master. They may try and draw a picture to
match.
• Students learn and practice Abzählreime/counting rhymes.
Vogel singt,
Eichkatz springt,
Sonne scheint,
Keiner weint,
der Wald ist grün,
und du must fliehn!
Häschen saβ
im Klee und fraβ
an einem schönen Tag
im Garten
Salat und Kohl und auch Spinat
und du musst warten.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  417
GRADE Experiment with Language

Outcome
1
Specific
Students will be able to:
2.3.4 appreciate repetition, rhyme, and rhythm in shared language experiences.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− appreciate repetition, rhyme, and rhythm in shared language experiences?

 Checklists
Develop checklists to identify whether the student has constructed and confirmed meaning.
Does the student
− recognize repetition when listening?
− recognize repetition when reading?
− repeat words, phrases, and sentences?
− recognize rhyme when listening?
− recognize rhyme when reading?
− recognize rhythm when listening?
− recognize rhythm when reading?
− show appreciation for repetition?
− show appreciation for rhyme?
− show appreciation for rhythm?
Date and record the context of students’ developing skills in using textual cues to construct and
confirm meaning.

 Anecdotal Notes and Video Recordings

Use video recordings to record observations during songs, and to note if students participate in
creating actions to go along with the short rhyming song. Keep anecdotal records on students to
supplement information obtained on video recordings. Date and record the context of the
observations.

SAMPLE RESOURCES

• Buckley, Richard, and Carle, Eric. Die Riesenschlange Sansibar. Gerstenberg.

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418  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Create Original Texts

Outcome
Specific
Students will be able to:
2.3.5 create basic texts to communicate and demonstrate understanding of basic forms.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students change key words in a song to create original songs. For example,
One little, two little, three little snowflakes
Four little, five little, six little snowflakes
Seven little, eight little, nine little snowflakes
Ten little snowflakes falling from the sky.
[Ein kleines, zwei kleine, drei kleine Kinder/vier kleine, fünf kleine, sechs kleine Kinder
sieben kleine, acht kleine, neun kleine Kinder/ Zehn kleine Kinder spielen—substitute with
familiar nouns and verbs—the only problem is the ending of the first (singular) adjective]
• Use simple modelled sentences and have students write notes, cards, or invitations for special
occasions such as:
− Thanksgiving
− Christmas
− Valentine’s Day
− Easter
− Mother’s Day/Father’s Day
• Model the writing of simple persuasive writing (e.g., Wunschzettel. Ich möchte einen Hund).
• After Christmas, students use modelled sentences to write and illustrate a thank-you card to
Santa.
• Model descriptive writing for situations such as Wie baut man einen Schneemann? Wie macht
man Obstsalat?
• Story writing.
• Use wordless picture books as a guide for creating oral/written texts.
• Students use puppets or create skits to retell familiar stories.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  419
 Create Original Texts
GRADE

Outcome
1
Specific
Students will be able to:
2.3.5 create basic texts to communicate and demonstrate understanding of basic forms.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− create original text to communicate understanding?
− demonstrate understanding of basic writing forms?

 Self-Assessment
Students use a self-assessment checklist to monitor their own work. Use a checklist to suit the
activity.
Meine Arbeit
Name: Datum:
Was ich alles machen kann.
Ich habe geschrieben.

Ich habe Bilder gemalt.  

Ich habe meine beste Arbeit gemacht.  

SAMPLE RESOURCES

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420  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Use Personal Knowledge

Outcome
Specific
Students will be able to:
3.1.1 contribute personal knowledge of a topic to gather information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students contribute to a discussion by brainstorming. Record ideas on charts, etc. These ideas can
be grouped and labelled.
• When introducing a new topic, guide students and create a KWL (WML) and
KWL (WML) Plus chart. Information may be added over time.
• As part of a morning routine, students may share Daily News that is of a personal nature or from
other media sources. Record information in a 6W questions chart form.

Wer? Wo? Was? Wie? Wann? Warum?

• Students are asked to bring in items about a topic of study. Parents are aware of the topic and can
help their child prepare words or phrases for sharing.
• The Sharing Circle provides a time for students to contribute knowledge they have about a topic.
Students must take turns and listen actively to others. Sentence starters should be provided and
modelled.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  421
GRADE Personal Knowledge

Outcome
1
Specific
Students will be able to:
3.1.1 contribute personal knowledge of a topic to gather information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− contribute personal knowledge of a topic to gather information?

 Checklists
Develop checklists to identify whether the student has constructed and confirmed meaning. Date and
note the context of every observation, and note progress over time.
Does the student:
− actively contribute personal knowledge about a topic?
− provide accurate information?
− identify missing information?
− have particular topics of interest?
− show interest in presented topics?
− have gaps or misinformation which must be clarified?
− discover information needs?

 Detachable Labels
Using detachable labels, observe students in formal and informal situations as they discuss things
they already know about topics. Listen for and record the information being shared. Review data to
note progress.

SAMPLE RESOURCES

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422  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Ask Questions
Outcome
Specific
Students will be able to:
3.1.2 ask basic questions to satisfy personal curiosity and information needs.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students survey the class to find out which fruits the class prefers, and then students make fruit
kabobs. They ask questions such as, “Magst du Bananen, Äpfel, Weintrauben, Orangen oder
Kiwi?” The class graphs the responses and determines how much of each fruit is needed to make
enough kabobs for everyone in the class.
• Students ask routine questions in German.
− Darf ich bitte zur Toilette gehen?
− Darf ich bitte etwas trinken?
− Darf ich bitte meinen Bleistift anspitzen?
− Wie heiβt _____ auf Deutsch?
• During show And tell, students are encouraged to ask questions. Prepare a chart containing basic
questions to which the students can refer.
• Sharing Box—Erzählkiste: Students take turns bringing an item from home that fits in the box.
Three clues are given to the classmates. Students ask questions until they guess what is in the
box.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  423
GRADE Create and Follow a Plan

Outcome
1
Specific
Students will be able to:
3.1.2 ask basic questions to satisfy personal curiosity and information needs.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− ask basic questions to satisfy personal curiosity and information needs?

 Checklists
Develop checklists to identify whether the student has constructed and confirmed meaning. Date and
note the context of every observation, and note progress over time. Consider items such as the
following:
Does the student:
− express curiosity about a topic?
− show a willingness to ask questions?
− ask different kinds of questions?
− ask open-ended questions?
− discuss personal information needs?

 Anecdotal Notes
Keep anecdotal records that describe the type of questions used for daily routines or for show and tell
questions.

SAMPLE RESOURCES

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424  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Participate in Group Inquiry

Outcome
Specific
Students will be able to:
3.1.3 ask and answer basic questions to help satisfy group curiosity and information
needs on a topic.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students survey the class to identify favourite school activities or hobbies.

Liest du gern? Spielst du gern Fußball?
Schreibst du gern? Spielst du gern im Schnee?
Rechnest du gern? Schwimmst du gern?
• Students are encouraged to use modelled or original questions for show and tell.
• Discuss set categories. Students are given an item and must decide where it fits. Der Apfel gehört
zum Obst. Der Apfel passt mit rot.
• Place an item related to a topic or theme under study in a Mystery Box. Have students guess what
is in the bag by playing Twenty Questions. Model how to ask categorical questions such as:
− Gröβe: Ist es gröβer als ein Bleistift?
− Form: Welche Form hat es?
− Farbe: Welche Farbe hat es?
− Kategorie: Ist es ein Spielzeug?
− Funktion: Spielt man damit?
− Standort: Ist es in unserem Klassenzimmer?
• Print five questions on index cards and place them in a Question Box. After discussing a topic,
students take turns drawing cards out of the box and responding to them.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  425
GRADE Create and Follow a Plan

Outcome
1
Specific
Students will be able to:
3.1.3 ask and answer basic questions to help satisfy group curiosity and information
needs on a topic. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− ask basic questions for basic group needs and to gather information on a topic?
− answer basic questions for basic group needs and to gather information on a topic?

 Checklists
Create checklists.
Does the student:
− ask relevant questions?
− take turns asking questions?
− identify question and answer relationships?

Use the checklist to record students’ question-asking and question-answering skills during Mystery
Bag or Box. Date and record the context of each observation, and review to monitor progress over
time.
Does the student:
− ask W6 questions: Wer? Was? Wo? Wann? Warum? Wie?
− ask relevant questions?
− answer questions in single words?
− answer questions in phrases?
− answer questions in sentences?
− take turns asking questions?
− identify question and answer relationships?

 Self-Assessment
Name: Datum:
Thema:
1. Ich habe Fragen gestellt. ja nein
2. Ich habe geantwortet. ja nein
3. Meine beste Frage war

Question ‘3’ can be answered during a conference where the teacher can scribe the response.

SAMPLE RESOURCES

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426  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Create and Follow a Plan

Outcome
Specific
Students will be able to:
3.1.4 listen actively and follow directions for gathering information and ideas.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Conducting Research: Students, with teacher guidance, use questions to direct research about a
specific topic. Help students develop a plan for selecting and gathering information. During
library time, show them appropriate books in which they can find some information about the
topic.
• Ask students to repeat directions, or to give routine directions.
• The teacher or a student leads a game of Simon sagt where students are asked to identify body
parts.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  427
GRADE Create and Follow a Plan

Outcome
1
Specific
Students will be able to:
3.1.4 listen actively and follow directions for gathering information and ideas.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− listen actively to directions?
− recall directions for gathering information?
− follow steps for gathering information?

 Response Journal
Assess students’ skills in recalling and following directions for gathering information. Have students
use a journal to self-reflect on the information-gathering process. Provide journal prompts.

SAMPLE RESOURCES

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428  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Identify Personal and Peer Knowledge

Outcome
Specific
Students will be able to:
3.2.1 identify and share basic personal knowledge related to experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students discuss favourite foods, draw pictures, and label food items in German.
• Students bring favourite photos from home and arrange them to tell a story (e.g., a camping
experience, a celebration, a trip). Students are encouraged to describe what is in the picture and to
say what they learned during these experiences. If they describe a camping trip, they can talk
about animals or insects they saw. If they visited another city, province, or country, they can talk
about places they encountered. The large group sharing may be limited to two or three students
per day.
• Students share and compare using the five senses (e.g., cookies or other treats). Construct a chart
to record students’ feelings and experiences. Students can make comparisons.
• Students draw and discuss personal experiences in which they have learned new things.
Experiences can include helping out at home or participating in extracurricular activities
(e.g., helping in the kitchen, doing yard work, working in the garage; taking music lessons,
learning a new sport, taking dance lessons, enrolling in art classes). These can be shared with a
partner or during a Sharing Circle after appropriate vocabulary has been provided.
• Students decorate a shoebox and fill it with items that they brought from home and that are
special to them. Students share the contents with their classmates. Students can also bring in
objects related to a topic being studied. Students should be given the necessary vocabulary and
practice before they make a class presentation.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  429
GRADE Identify Personal and Peer Knowledge

Outcome
1
Specific
Students will be able to:
3.2.1 identify and share basic personal knowledge related to experiences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share personal knowledge?
− stay on topic?
− take turns sharing knowledge with peers?
− develop confidence in identifying and sharing personal knowledge related to experiences and
topics?

 Anecdotal Notes/Observations
Record students’ developing skills in identifying and sharing personal knowledge and experiences.
Date and record the context of each observation, and review to note progress and inform
instruction.

SAMPLE RESOURCES

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430  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Identify Sources
Outcome
Specific
Students will be able to:
3.2.2 seek information from a variety of sources.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students survey another German class (e.g., favourite colour, game, etc.).
• Students use word walls, magazines, dictionaries, or books to help with drawing and writing.
• Students prepare interview questions and interview school workers about the job they do in the
school.
• When doing a theme, review various sources with students (e.g., books, videos, audiotapes,
songs, poems, websites). This list may be charted or graphed as a reference chart for a class
display.
• Guest speakers are invited to visit and share information about a topic.
• Field trips provide a source of information. The class discusses what was learned.
• Students become familiar with a reference chart.

Sehen Hören Lesen

- Videos - Kassetten - Bücher

- Fernsehprogramme - Radio - Magazine
- Fotos - CDs - Zeitungen
- DVDs - Erzähler - Plakate
- Vorleser - Schilder
- Karten
- Diagramme

When sharing with the class, students reveal the source of their information.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  431
GRADE Identify Sources

Outcome
1
Specific
Students will be able to:
3.2.2 seek information from a variety of sources. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− seek information from a variety of sources?

 Checklists
Develop checklists to note the sources students use to answer inquiry questions.
Does the student:
− use visual sources such as pictures to answer inquiry questions?
− use oral sources such as parents and elders to answer inquiry questions?
− use print sources such as concept books to answer inquiry questions?
− use experiences such as field trips, excursions, or camps to answer inquiry questions?
Date and record the context of each observation. Review checklists to note the progress of their
developing skills and to inform instruction.

 Conferences
Conference with students to find out what sources were used in gathering information.

SAMPLE RESOURCES

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432  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Evaluate Sources
Outcome
Specific
Students will be able to:
3.2.3 recognize when information answers the questions asked.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• For a whole-class project, students record information, gained from various sources, on index
cards or self-stick notes. Read and categorize information with students. Students arrange their
cards using various organizational patterns such as chronological or spatial order. Students work
in pairs to determine what information is relevant, what information can be discarded, and what
information can be saved for future use. Check the information to ensure that it answers the
questions asked (Jansin 1995).
• After looking at three book covers, students identify which one would be about sports.
• Ask students multiple-choice questions.
• When working on a class project, students decide whether information should be trashed, saved,
or regarded as a definite treasure.
• Students play a game involving a question and answer. A student gives the answer and the rest of
the students guess the question.
• Students interview German-speaking family members, staff, or community workers about a
specific topic.
• Students make riddles about people or objects in the class or school, or about animals. They
challenge each other to answer the riddles.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  433
GRADE Evaluate Sources

Outcome
1
Specific
Students will be able to:
3.2.3 recognize when information answers the questions asked. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

Focus for Assessment

Does the student:

− recognize when information answers the questions asked?

 Self-Assessment
Have students reflect on how they determined when the information was relevant, when it could be
discarded, and when it could be saved. Date and include the observation situation, and review to note
progress over time and to inform instruction.

Name: Datum:
Thema:
1. Meine Frage __________________
2. Meine Antwort_________________
3. War meine Antwort richtig? ja nein
4. Habe ich genug Informationen? ja nein

This can be guided by the teacher or done while conferencing with a student.

SAMPLE RESOURCES

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434  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Access Information
Outcome
Specific
Students will be able to:
3.2.4 use visual and auditory cues to make meaning; understand that library materials
have a specific organizational system.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students understand that German books are in one area of the library.
• Students understand that picture books are in one area of the library and informational books are
located in another part of the library.
• Use the overhead and coloured markers to model how to locate key words for relevant facts. Use
different coloured highlighters to highlight various categories of information. Repeat until
students demonstrate a readiness to work more independently. In small groups, students read text
to locate and highlight the key words that answer their inquiry questions.
• Take students to the library to explain different sections, especially the section where the German
books are found.
• Ask an older class to give a tour of the library and explain how they use it.
• Label and number items in the library. Students are given a map and a list and are asked to locate
ten items in the library. Call out the item and have students mark it on their map.
• The class labels sections of school and class library using visual and print cues.
• After realizing books are in alphabetical order, students arrange themselves in alphabetical order
like books on a shelf.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  435
GRADE Access Information

Outcome
1
Specific
Students will be able to:
3.2.4 use visual and auditory cues to make meaning; understand that library materials
have a specific organizational system. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use visual cues to discover meaning?
− use auditory cues to discover meaning?
− know that a library uses a specific organizational system?

 Conferences
Conference with students about the map they created. Discuss with students the cues they used in the
library that helped them create their map. Conduct conferences during work in progress to coach
students to use a variety of informational sources.

 Checklists
Develop checklists to note the sources students use to answer inquiry questions.
Does the student:
− locate materials in the library using titles?
− locate materials in the library using authors’ names?
− gather information from charts?
− gather information from pictures?
− gather information from oral or media text?
− use visual cues to locate information?
− use auditory cues to locate information?
Date and record the context of each observation. Review checklists to note progress students are making
in developing these skills and to inform instruction.

SAMPLE RESOURCES

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436  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Make Sense of Information

Outcome
Specific
Students will be able to:
3.2.5 make and check predictions, using prior knowledge and oral, visual, and written
text features to understand information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Stop in the middle of a story or video and ask students to predict what could occur next in the
story.
• Students listen to a sentence about an object or picture. They are asked to identify whether the
statement is accurate.
• Using wordless picture books, model for students how to create a text. Students should be
provided with frame sentences.
• Students look at the title and cover pages of a book. Then, on a blank piece of paper, they
illustrate and label their prediction of what they story is about. Students look through the
illustrations and confirm or add pictures or labels. Finally, after hearing the story, students do a
final analysis and share their predictions with the group.
• Students fold a paper into four squares. As they listen to a text, stop at four key points. When you
pause, students predict what will happen next, placing words and sketches in the appropriate
square of their folded paper.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  437
GRADE Make Sense of Information

Outcome
1
Specific
Students will be able to:
3.2.5 make and check predictions, using prior knowledge and oral, visual, and written
text features to understand information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− make and check predictions using prior knowledge and oral, visual, and written text to understand
information?

 Detachable Labels
Use detachable labels to observe students as they make predictions. Listen to see if students use
techniques such as prior knowledge, text features in written texts, or visual features in video to make
predictions. Date and include the context of each situation. Review data to help identify patterns and
themes in the students’ thinking.

 Conferences
Conference with students about predictions made. Students are coached on refining their predictions
by using visual and print cues.

 Checklists
Develop checklists to note the sources students use to answer inquiry questions.
Does the student:
− use prior knowledge to make predictions in oral, literary, and media text?
− use illustrations to check predictions?
− use titles to check predictions?
− check predictions in media text from the opening shots?
− use text features in written texts to make and check predictions?
Date and record the context of each observation. Review checklists to note progress students are
making in developing these skills and to inform instruction.

SAMPLE RESOURCES

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438  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Organize Information
Outcome
Specific
Students will be able to:
3.3.1 identify and categorize information according to similarities, differences,
patterns, and sequences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students arrange pictures in sequential order to show the growth of a plant.

• Students are presented with a list of describing words. Then they complete a class T-chart or
Venn diagram showing similarities and differences between two animals or two objects
(e.g., tigers and bears; pencil and felt pen).
• Students compare and contrast two different holidays or cultural differences (e.g., Ostern und
Weihnachten).
• Students sequence sentence strips to create a story (e.g., students sequence a dialogue text).
• Good News/Bad—Etwas Gutes und etwas Schlechtes: Students can look at a situation and find
both good and bad aspects to it. Students can do these orally. Then each student prepares a sheet.
At the end of the activity, the sheets can be put into a class book.
• After discussing a sequence activity, students are given a sheet which is divided into four squares.
Students label and illustrate their squares in the order of the sequence (e.g., 1 to 4). Students then
present their story to a partner (e.g., Hier ist meine Reihenfolge).
• Using sorting boxes, students categorize objects and orally explain their rationale for their
choices.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  439
GRADE Organize Information

Outcome
1
Specific
Students will be able to:
3.3.1 identify and categorize information according to similarities, differences,
patterns, and sequences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify and categorize information according to similarities, differences, patterns, and
sequences?

 Conferences
Conference with students as they group and categorize information. Have students explain their T-
chart or Venn diagram.

 Checklists
Prepare checklists based on Focus for Assessment criteria.
Does the student:
− group or categorize information?
− categorize information according to similarities?
− identify similarities?
− identify differences?
− sequence information in an organized way?
− sequence according to beginning, middle, and end?
− sequence familiar events chronologically?
− sequence events logically?
− identify when events are not in sequence?

SAMPLE RESOURCES

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440  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Record Information
Outcome
Specific
Students will be able to:
3.3.2 represent and express key facts and ideas in visual form or with words.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students represent their ideas by drawing or cutting pictures and placing them in the appropriate
word box. For example, after reading a book about caterpillars, a student finds a picture of a leaf
and places it in the box marked Was frisst eine Raupe?
• Students discuss their pets using the following areas of discussion:
Mein Haustier
Mein Haustier ist .
Es heiβt: .
So sieht es aus. .
Es frisst: .
Seine Gewohnheiten: .
Das ist interessant: .
• Students use the 6W questions to present information.
• Students learn how to use webs to record their own key words, phrases, and images about a
certain topic.
• Students make a model or shoebox diorama, and then present it to the class (e.g., Mein Zimmer).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  441
GRADE Record Information

Outcome
1
Specific
Students will be able to:
3.3.2 represent and express key facts and ideas in visual form or with words. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− explain key facts in own words?
− represent ideas in a form different from the original text?
− record information accurately?

 Conferences
Conference with students about their labelled pictures to see whether they represent key facts and
ideas. These can be dated and kept as a sample to be used at a later period to monitor progress.

 Portfolios
The teacher and students choose work samples that are dated and reflect growth over time.

SAMPLE RESOURCES

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442  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Evaluate Information
Outcome
Specific
Students will be able to:
3.3.3 use gathered information as a basis for communication.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After a neighbourhood walk, students record in pictures and words what they saw, heard, and
smelled. They then share their work with their classmates.
• Students summarize and represent interesting information they have heard, read, or viewed.
Provide a variety of journal prompts to encourage students to reflect upon and share information.
For example, after listening to the story Neues aus der Milchzahnstraβe, students illustrate what
they learned about healthy teeth.
• Students prepare an audio or video tape presenting information on a concept that they learned.
Alternatively, students can prepare a class booklet with illustrations and labels that depict the
information.
• In a journal, students record something they learned in school. This can be shared with parents on
a weekly basis.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  443
 GRADE Evaluate Information

Outcome
1
Specific
Students will be able to:
3.3.3 use gathered information as a basis for communication. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use gathered information to communicate with others?

 Checklists
Use the checklists to observe students’ skills in communicating information to others.
Does the student:
− recognize when gathered information may be of interest to others?
− use a variety of ways to communicate gathered information with others?
Date the entries and include the context in which the observations occur. Review data to note
progress and to inform instruction.

 Conversations and Conferences

To provide an opportunity for students to talk about their favourite project. Keep anecdotal records of
the conference.

SAMPLE RESOURCES

• Russelmann, Anna. Neues aus der Milchzahnstrasse. Libri.

ISBN 3-85195-333-9

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444  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Develop New Understanding

Outcome
Specific
Students will be able to:
3.3.4 recall, share, and record information-gathering experiences in visual or text form.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• During Fire Safety Week, students listen to a firefighter talk about fire safety. They record ideas
in pictures and print. A map of the school is given to students to draw escape routes. Similarly,
they prepare escape routes for their home with their family. Students present their routes using
terms such as nach links, nach rechts, geradeaus.
• After doing an activity, students share in a circle what they experienced in the process.
• Students listen to a book, Ich will auch Geschwister haben, and they draw before and after
pictures to show how families change.
• After completing a project or presentation (e.g., a diorama, an interview, a graph), students create
a rebus flowchart representing the steps taken in making the final product.

Rebus Flowchart

• While studying a theme or unit, take pictures of various student activities to show the
development of the concepts.
• After interviewing school staff, students match staff members and their responsibilities.
• As a whole class, students generate questions to ask their reading buddies. Then they choose four
or five questions to ask their buddy. After interviewing reading buddies, students create a poster
about their reading buddy.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  445
 GRADE Develop New Understanding

Outcome
1
Specific
Students will be able to:
3.3.4 recall, share, and record information-gathering experiences in visual or text form.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recall the information-gathering experiences?
− record information-gathering experiences?

 Conferences
Conference with students about their personal contributions to group writing. Provide support and
coach students to help them gain confidence in sharing their knowledge and experiences.

SAMPLE RESOURCES

• Lindgren, Astrid. Ich will auch Geschwister haben. Libri.

ISBN 3-7891-6033-4.

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446  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.1 Generate and
General Outcome 4 and artistry of communication.
Focus

Generate Ideas
Outcome
Specific
Students will be able to:
4.1.1 contribute ideas from personal experiences for oral, written, and visual texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Brainstorm a topic with students. Then they write a class book.

− Im Winter können wir…
− Wir spielen gern …
• During a school tour, students orally recall what they saw. Then they draw and/or write what they
saw. Wir haben uns die Schule angeschaut. Das habe ich gesehen.
• Students create illustrated books on a topic and complete sentences for their illustrations. For
example,
Mein Papa
Mein Papa ist …
Mein Papa kann …
Mein Papa und ich …
Thanksgiving
Danke für …
Colours
… ist rot
….ist blau
… ist grün
• Students listen to a story (e.g., Eulenrufe) and illustrate “their favourite part of the story.”
Students then share their illustration during a Sharing Circle.
• Students cut and paste objects of a specific colour to make their own book about a planet that has
only one colour. Modelled after “Riri im Farbenland.”
• The class creates a language experience bulletin board using visuals and text. Students are given
four pieces of paper, 4" x 5½". Give the students a theme (e.g., Familie or Auf dem Bauernhof, Im
Wald) and they illustrate four different personal thoughts or ideas. As they compile each picture,
they present it to the teacher. Label their picture using a word, phrase, or sentence, and then post
it. Make large word or phrase labels for the group, and they recall ideas. In the end, present
vocabulary and concepts that are missing.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  447
GRADE Generate Ideas

Outcome
1
Specific
Students will be able to:
4.1.1 contribute ideas from personal experiences for oral, written and visual texts.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− contribute personal ideas in oral form?
− contribute personal ideas in written form?
− contribute personal ideas in visual form?
− maintain topic focus?

 Self-Assessment
Students complete a self-assessment to show how they shared ideas.
Name: Datum:

1. Ich spreche über meine Ideen.

  
2. Ich höre Anderen gut zu.
  
3. Ich habe etwas neues gelernt.
  
4. So bekomme ich neue Ideen

Initially, you can read these sentences while students complete the sheet on their own. As well, the
lines for #4 can be eliminated to allow students to represent their idea, thought, and/or concept
through an illustration. Later, lines can be added so students can write their responses. See Appendix
E for further assessment charts.

SAMPLE RESOURCES

• Schoenherr, John, and Yolen, Jane. Eulenrufe. Ravensburger.

• Reinl, Edda, and Wolfgang Neuper, Lois, Riri im Farbenland.

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448  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.1 Generate and
General Outcome 4 and artistry of communication.
Focus

Choose Forms
Outcome
Specific
Students will be able to:
4.1.2 share ideas and experiences using simple forms in the classroom context.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students share an experience (Mein Schönstes Erlebnis).

• Students create a simple flip book and read it to parents or a reading buddy.
In der Schule.

Wer?

Macht was?

Wo?

• Students use pictures or take photographs of the same object throughout each season. Students
create a timeline using photographs of themselves.
• Students put on a puppet play. The script is written by the class.
• Students make dioramas of their room or house.
• Students make modelling clay sculptures of their family, a shape, favourite pet, an item of food,
an animal, or a favourite story character. They talk about the sculpture using implemented
vocabulary to describe it.
• Students make a model of an item that represents their favourite poem or song. The others guess
the poem or song represented.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  449
GRADE Choose Forms

Outcome
1
Specific
Students will be able to:
4.1.2 share ideas and experiences, using simple forms in the classroom context.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share ideas and experiences following simple story patterns?
− share ideas through informal writing?
− share ideas through visual representations?
− share ideas through illustrations?

 Observation Checklists
Develop checklists (see Appendix E: Observation Checklist). Date and include the context of sharing.
Try to ensure that students have ample opportunities to share their ideas and experiences. Have
students choose different forms and patterns throughout the year.

 Rating Scale
Create an outcome-based rating scale and share it with students prior to beginning the activity. Use
the rating scale to evaluate how well students are able to share ideas and experiences using simple
text forms (see Appendix E: Rating Scale 1, 2, or 3).

SAMPLE RESOURCES

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450  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.1 Generate and
General Outcome 4 and artistry of communication.
Focus

Organize Ideas
Outcome
Specific
Students will be able to:
4.1.3 organize visuals and familiar print to express ideas and tell stories.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students sequence the dialogue pictures from a familiar story.

• Students take a comic strip that has been cut up and sequence it into a story.
• Students use a computer paint program (e.g., Kid Pix and Kids Work) to produce a series of
animated pictures to show movement. Afterwards, they present their mini-movie to the class.
• Students create, in sequence, pictures to show how to prepare a dish (e.g., Pizza, Obstsalat,
Gemüsesuppe).
• Students make storyboards or wordless picture books to represent a series of ideas. Provide
sentence starters that can be used for daily journaling.
An einem sonnigen Tag …
Wenn der Sommer kommt …
Manchmal wünsche ich mir
Mein bester Freund/meine beste Freundin …
Mein Lieblingstier …
Als wir zelten waren, ist ein Bär gekommen und …

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  451
GRADE Organize Ideas

Outcome
1
Specific
Students will be able to:
4.1.3 organize visuals and familiar print to express ideas and tell stories. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− organize visuals and familiar print to express ideas and tell stories?

 Rubrics
Develop a rubric to reflect whether the students could:
− tell the information in appropriate sequence.
− draw pictures to illustrate informational text.
− arrange pictures of the informational text in an appropriate sequence.
Encourage students to use the rubrics to assess their own work (see Appendix E: Rubric or Rubric
and Checklist).

 Checklists
Develop checklists to observe students’ skill in communicating information to others.
Does the student:
− tell stories or information in appropriate sequence?
− arrange pictures from stories or informational text in appropriate sequence?
− draw pictures to express ideas?
− draw pictures to support original stories?
− draw pictures to illustrate informational text?
− write original stories or informational text in appropriate sequence?
Encourage students to use a checklist to assess their own work.

 Portfolios
With assistance, students select work samples that show how they organized visual and simple
written texts to express their ideas and tell stories.

SAMPLE RESOURCES

• German Mücki magazines for simple cartoons

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452  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Appraise Own and Others’ Work

Outcome
Specific
Students will be able to:
4.2.1 talk about own creations and those of others, using basic, commonly used
expressions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Post a list of compliments.

Das ist gut. Prima!
Ich mag das. Das hast du sehr gut gemacht.
Students compliment the work of other students, choosing phrases from the list.
• Post a list of characteristics of good poets and writers.
• Post an editing checklist appropriate for Grade 1.
• After a story is read, generate a list of what the students enjoyed about the text. Students use this
as a basis for comments made to someone who has presented in the Author’s Chair (e.g., Das ist
lustig. Ich mag deine Personen, deine Tiere, deine Bilder).
• Students talk about their own pictures (e.g., Das habe ich gut gemacht. Das kann ich besser
machen.).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  453
GRADE Appraise Own and Others’ Work

Outcome
1
Specific
Students will be able to:
4.2.1 talk about own creations and those of others, using basic, commonly used
expressions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use basic expression to talk about their own creations and those of others?

 Observation Checklists
Create checklists based on Focus for Assessment criteria (see Appendix E: Observation Checklist).
Does the student:
− share personal creations?
− take an interest in others’ work?
− talk about creations of others in a positive way?
− value ideas and contributions of others?
− review personal creations?
− share personal creations with teachers?
− share personal creations with peers?
− share personal creations in small groups?
− ask for feedback when sharing?
− offer feedback to others?
− incorporate suggested enhancements willingly?
Observe the students’ active listening skills.

SAMPLE RESOURCES

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454  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Revise Content
Outcome
Specific
Students will be able to:
4.2.2 ask basic questions to clarify meaning.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Ask calendar and weather questions as part of the morning routine. Later, students can take turns
asking the morning weather questions.
• After show and tell, students use guided questions for information and clarification.
• Students play a game of 20 Questions (yes/no question prompts posted on a chart) to discover an
item in the Mystery Bag (Geheimtüte).
• Students learn phrases that help them formulate questions to clarify meaning
(see Appendix B, Ausdrücke für Schüler).
• Create a poster of the 6W questions. Students use these to ask questions after story time. Initially,
model asking the questions, and then later the students take turns being the teacher.
• Students are introduced to simple adjectives or adverbs that could help extend their questioning
skills (e.g., Ist es groß? Ist es sehr groß? Ist es riesengroß?).
• Each student holds a picture of an object pertaining to the theme or vocabulary being developed.
Students take turns asking prepared questions.
• Students play games, such as the following:
“Wie spät ist es Herr Wolf?”
“Fischer, Fischer, wie tief ist das Wasser?” or “Taler, Taler, du musst wandern“
• Students role-play a dialogue. One character must ask at least three questions (see example
between Tiger and Bär when Tiger is sick).
Bär: Wie geht es dir?
Tiger: Nicht gut.
Bär: Was hast du?
Tiger: Mir tut der Kopf weh. Ich habe Kopfschmerzen.
Bär: Bist du müde?
Tiger: Ja, ich bin sehr müde.
Bär: Das tut mir leid. Geh schnell ins Bett.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  455
 Revise Content
GRADE

Outcome
1
Specific
Students will be able to:
4.2.2 ask basic questions to clarify meaning. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− ask basic questions to clarify meaning?

 Checklists and Comments

Create an outcome-based checklist and share it with students prior to the activity. Use the checklist to
assess whether students are able to ask simple questions to clarify meaning (see sample blackline
master in Appendix E: Checklist and Comments 1 or 2).

 Self-Assessment Checklist
Create a simple outcome-based self-assessment checklist to determine whether students are able to
ask simple questions (see Appendix E: Self-Assessment Checklist).

SAMPLE RESOURCES

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456  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Legibility
Outcome
Specific
Students will be able to:
4.2.3 form recognizable letters; use letter keys and basic keys on the keyboard.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students practise forming all letters of the German alphabet, including β ü ö ä. Students strive for
consistency in size and shape.
• Students become familiar with and experiment using the Alt key and the appropriate number from
the Number Pad to get the German letters β ü ö ä, etc., on the computer.
• Each student is given a letter or number. The student will use a computer paint or word
processing program to create a page for an alphabet or number book. The pages are then printed
and compiled to form a class book (e.g., А – ist für…., B – ist…). The student uses a paint
program to illustrate the letter. Students share taking the book home to read to family members.
• After typing one letter on the keyboard, each student experiments with different styles and sizes
of the letter. Students do the same using their name.
• Provide explicit instruction and model appropriate letter formation. Mini-lessons should include:
− moving from left to right
− top to bottom of page
− proper formation of upper and lower case

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  457
GRADE Enhance Legibility

Outcome
1
Specific
Students will be able to:
4.2.3 form recognizable letters; use letter keys and basic keys on the keyboard.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− form recognizable letters?
− use letter keys and basic keys on the keyboard?

 Portfolios
Students choose samples of their best printing for their portfolios. Students should tell why the
selected piece represented their best work. Date work samples to show progress over time.

 Observation Checklists
Create checklists based on forming recognizable letters.
Does the student:
− form letters correctly?
− demonstrate consistency in formation of letters?
− demonstrate appropriate spacing between letters?
− demonstrate appropriate spacing between words ?
− print from left to right?
− print from the top of the page to the bottom?
− demonstrate skill in printing on lined paper?
− take pride in own printing efforts?
− use the preferred hand consistently?
− hold the pencil using a satisfactory grip?
(See sample blackline master in Appendix E: Observation Checklist.)

SAMPLE RESOURCES

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458  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Artistry
Outcome
Specific
Students will be able to:
4.2.4 use familiar words or simple sentences to describe ideas.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Together with students, compose a text discussing familiar words or simple sentences based on
the students’ common experiences. When the text is complete, students reread it to ensure the
information is accurate and sequenced appropriately. Post the text in the classroom for reading
practice.
• Students draw and colour their favourite ice cream, food, animal, etc., and use simple sentences to
describe it.
• After you have read them a text, students illustrate three ideas and label each idea.
• After you have read them a story (e.g., Der tapfere Theo), students are asked to share similar
experiences (e.g., describe when they are afraid). Scribe their responses and draw picture cues.
Students choose their response, complete a sentence on a pre-made sheet, and illustrate their
response. As a final copy, the sheets can be completed using a computer.
• After reading a story, ask the students to retell it in their own words, using prompts provided.
• After a field trip, the class composes a Language Experience chart. Guide and model appropriate
sentence structures for the students.
• Students use pictures or photographs to describe familiar events (e.g., Meine Geburtstagsfeier,
Unsere Halloweenparty,or Mein Zahn ist nicht mehr da!). Students label the pictures.
• Provide a simple sentence and chooses a noun, verb, or adjective that could be changed. Students
brainstorm different possibilities (e.g., Ich gehe jeden Tag in die Schule. Ich fahre jeden Tag in
die Schule).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  459
GRADE Enhance Artistry

Outcome
1
Specific
Students will be able to:
4.2.4 use familiar words or simple sentences to describe ideas. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− describe ideas using familiar words or simple sentences?

 Detachable Labels
During a Language Experience lesson, record observations of students’ skills in using familiar words
or simple sentences to describe ideas. Date observations and record the context. Review notes to look
for patterns of how students use the language and implements this information to guide instruction
and individual student conferences. Items to be observed or checked for may include the following.
Does the student:
− experiment with words orally?
− experiment with sentence patterns orally?
− experiment with words in written text?
− experiment with sentence patterns in written text?
− imitate others’ work to create original text?
− create text that makes sense?

 Anecdotal Notes
See sample blackline master in Appendix E.

 Rating Scale
Create an outcome-based rating scale and use it to evaluate how well students are able to use
familiar words or simple sentences to describe idea (see sample blackline master in Appendix E:
Rating Scales 1, 2, or 3).

SAMPLE RESOURCES

• Dietl, Erhard. Der tapfere Theo. Thienemann.

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460  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Presentation
Outcome
Specific
Students will be able to:
4.2.5 use familiar words with visuals to express ideas, feelings, and information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Students draw a series of illustrations to show how to complete a simple and familiar procedure.
Students use familiar words to explain the series of illustrations (e.g., Ich wasche die Teller. Wir
räumen das Klassenzimmer auf.).
• Using sentence starters, students use familiar words or simple sentences to describe how to do
things.
Sentence Starters
− Man braucht _____
− Zuerst …
− Dann …
− Danach …
− Zuletzt …
Mögliche Themen:
− Wie macht man Obstsalat?
− Wie baut man einen Schneemann?
− Wie kocht man Gemüsesuppe?
• Students write a letter to their teacher by filling in the blanks on where they would like to go on
their next field trip (e.g., Ich möchte _____. Wir können _____.).
• After watching a movie, such as Der Kleine Eisbär, students retell the story. Students receive
sentence strips that describe the beginning, middle, and end of the story. They arrange the
sentence strips in order. Students use simple sentences to change the ending of the story.
• After a discussion on winter activities, students illustrate their favourite activity. Students
describe their illustration using familiar words.
• Students prepare simple rebus sentences. Initially this is modelled with familiar songs or poems.
Students add their own illustrations later to the list of songs or poems.
• During a read-aloud time, pause periodically and encourage students to discuss how the
illustrations contribute to the ideas and information in the text.
• During a read-aloud time, pause periodically to ask, “What will happen next?”
(“Was wird jetzt passieren?”).
• Before the read-aloud, walk through the illustrations and ask the students to give words, phrases,
and ideas about the story.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  461
GRADE Enhance Presentation

Outcome
1
Specific
Students will be able to:
4.2.5 use familiar words with visuals to express ideas, feelings, and information.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use familiar words with visuals to express ideas, feelings, and information?

 Conferences
Conference with students about their illustrated texts. Discuss how details in the pictures enhance the
meaning of their written work and how words support their drawing.

Does the student:

− match illustrations with written text?
− add appropriate captions to drawings?
− include details in his/her illustrations to make the meaning clear?

 Observation Checklist
Create an outcome-based checklist and share it with students prior to beginning the activity. Use the
checklist to assess whether students are able to use familiar words with visuals to express ideas,
feelings, and information (see sample blackline master in Appendix E: Observation Checklist).

SAMPLE RESOURCES

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462  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Grammar and Usage

Outcome
Specific
Students will be able to:
4.3.1 check for completeness of work and add details, with guidance.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Use a simple Edit Checklist after writing demonstrations to help students become aware of the
editing procedure.
1. Ich lese es noch einmal. 
Hat es einen Sinn?
2. Habe ich am Satzanfang groβ geschrieben? 
3. Habe ich Namen und der/die/das Wörter groβ 
geschrieben?
4. Steht Punkt oder Fragezeichen am Ende des Satzes? 

• Write sentences that contain errors and students discuss and correct them.
• Write simple sentences and ask students to add more details.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  463
GRADE Grammar and Usage

Outcome
1
Specific
Students will be able to:
4.3.1 check for completeness of work and add details, with guidance. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− check for completeness of work and add details, with guidance?

 Anecdotal Notes
Record observations of students as they speak, write, or represent in many contexts. Note
grammatical language and the inclusion of details. Date each observation and include specific
examples of students’ behaviours during the process. Review these observations to note students’
developing skills over time.
Does the student:
− communicate complete thoughts?
− use complete sentences?
− use specific vocabulary to name his/her ideas?
− use specific language to describe his/her ideas?
− include details to make his/her ideas clear?
− have subject–verb agreement?
(See sample blackline master in Appendix E: Anecdotal Notes.)

 Self-Assessment Checklist and Goal Setting

Create an outcome-based self-assessment checklist and share it with students prior to beginning the
activity. Students use the checklist to determine whether they are able to check for complete
sentences and, with guidance, make sentences complete. Encourage students to set goals for future
learning (see sample blackline master in Appendix E: Self-assessment Checklist and Goal Setting).

SAMPLE RESOURCES

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464  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.3 Attend to
General Outcome 4 and artistry of communication.
Conventions

Spelling
Outcome
Specific
Students will be able to:
4.3.2 spell familiar words.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Use a word list of the 100 most used words in German children’s literature for a Word Wall. You
may wish to create a Kindergarten 50-word list and a Grades 1 to 6 hundred-word list to eliminate
overlap and to build continuity (see Appendix B for word lists).
• Students create their own picture dictionary and begin to refer to it for spelling.
• Students copy Word Wall words and theme words for food, season, actions, school, and family
into their own dictionary.
• Students spell German words according to the semiphonetic stage of spelling.
• Students learn the song “Auf der Mauer, auf der Lauer sitzt ‘ne kleine Wanze” (models a word
family).
• Students sing a song and go through all the vowels, a, e, i, o, u, in the text (e.g. Drei Chinesen mit
dem Contrabass).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  465
GRADE Spelling

Outcome
1
Specific
Students will be able to:
4.3.2 spell familiar words. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− spell familiar words correctly?

 Portfolios
Students choose work samples that reflect their use of the Word Wall to copy familiar words. Date
work samples.

 Checklists and Comments

You may wish to use a checklist that can include the following questions:
Does the student:
− use spelling approximations?
− recognize simple word families?
− recognize sound–symbol correspondence?
− take risks and generate two or three possible spellings for words?
− conference with the teacher about spelling?
− increase the number of words she or he is able to spell independently?
(See sample blackline master in Appendix E: Checklist and Comments 1 or 2.)

 Rating Scale
Create an outcome-based rating scale and share it with students prior to beginning the activity. Use
the rating scale to evaluate how well students are able to spell familiar words (see sample blackline
master in Appendix E: Rating Scale 1, 2, or 3).

SAMPLE RESOURCES

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466  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.3 Attend to
General Outcome 4 and artistry of communication.
Conventions

Capitalization and Punctuation

Outcome
Specific
Students will be able to:
4.3.3 know and use basic writing conventions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Use shared and interactive writing procedures to model capitalization and punctuation while
scribing language experience charts. Have students listen for auditory cues that signal sentence
boundaries. Show them how these auditory cues guide sentence boundaries and the use of capital
letters and punctuation marks.
• Students use capital letters in the appropriate places for the greeting (e.g., Geburtstagskarte,
Weihnachtskarte, Osterkarte, Karte zum Muttertag und Vatertag). Students also learn when not to
use the capital letter.
• Students write a letter to fairy-tale characters after reading a fairy tale story (e.g., to Frau Holle,
Schneewittchen, Rapunzel).
• In their daily work, students copy the date using basic writing conventions.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  467
GRADE Capitalization and Punctuation

Outcome
1
Specific
Students will be able to:
4.3.3 know and use basic writing conventions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− know and use basic writing conventions?

 Conferences
Look for and discuss students’ understanding of the use of capitalization and punctuation in written
expression. Provide feedback to help students develop awareness of sentence boundaries.

 Checklists
You may wish to use a checklist that includes the following questions:
Does the student:
− read familiar text using appropriate sentence intonation?
− direct scribes to begin sentences with capital letters and end with periods in early written
expressions?
− direct scribes to begin proper nouns with capital letters in early written expression?
− use capital letters to begin sentences during independent writing; use periods to end sentences during
independent writing?
− capitalize names during independent writing?
You may observe or check for some of these points.

SAMPLE RESOURCES

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468  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.4 Present and
General Outcome 4 and artistry of communication.
Share

Share Ideas and Information

Outcome
Specific
Students will be able to:
4.4.1 share information and ideas in a brief presentation to a familiar audience, and use
illustrations and other materials to aid the presentation.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• A student brings a familiar object from home and shows peers how to use it.
• Students bring a toy or familiar object from home and with assistance present it to their peers
using simple descriptive words. Students may seek assistance by asking ahead for vocabulary
preparation.
• Daily News provides opportunities for students to share their news and experiences. Have
students use the Daily News Chart to report their own daily news. Help students listen for
answers to the 6W questions.
• After learning vocabulary from a modelled dialogue, students draw and label a picture to present
to the class.
• Students cut out pictures of food from flyers and label the pictures. Students later take three paper
plates, label them Vorspeise, Hauptgericht, and Nachtisch, and present their favourite meals by
cutting out illustrations or drawing them.
• When using a Mystery Box, the teacher encourages oral language development by having
students tell about objects in the Mystery Box. Base the objects on classroom themes. The items
may be from the familiar theme vocabulary.
• Photographs without Cameras: Help students create photographs by placing small objects, with
defined edges, on light-sensitive paper (available at camera or art supply stores) and exposing
these to sunlight. Students compose captions or labels and use these for oral presentation. The
captioned photographs are later put together for a class book.
• Students work in groups making thematic murals, writing labels, phrases, or sentences and
presenting them to the class.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  469
GRADE Share Ideas and Information

Outcome
1
Specific
Students will be able to:
4.4.1 share information and ideas in a brief presentation to a familiar audience, and use
illustrations and other materials to aid the presentation. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share information and ideas in a presentation to a familiar audience?
− use illustrations and other materials to aid the presentation?

 Conferences
Conference with students to encourage them to share ideas and information in presentations. Coach
students in preparing and using descriptive words to describe toys or familiar objects.

 Checklists
You may wish to use a checklist that can include the following questions:
Does the student:
− share willingly?
− need encouragement to share?
− share with a small group?
− share with the whole group?
− follow Show and Tell rules for presenting?
− support presentations with artifacts or illustrations?
Observe or check for some of these points.

 Rubrics
In collaboration with the students, create an outcomes-based rubric (see blackline master in Appendix
E: Rubric or Checklist).

SAMPLE RESOURCES

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470  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.4 Present and
General Outcome 4 and artistry of communication.
Share

Effective Oral and Visual Communication

Outcome
Specific
Students will be able to:
4.4.2 share information and ideas with a group.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• A student tells a small group or the class about his or her family.
• Students tell about one piece of clothing they are wearing.
• Students use a sequence of pictures as the basis for retelling a familiar story (any of the
dialogues). Model how to sequence pictures, and use them to explain how the story starts, what
happens in the middle, and how the story ends.
• Have two telephones in the classroom that students use in order to mimic telephone
conversations. Discuss appropriate telephone etiquette.
• Small groups or pairs demonstrate or role-play while others silently observe. Afterwards, the
group discusses what they observed.
• Students use a magnetic or flannel board to retell a story or present information based on a theme.
• Students present puppet plays to retell a story, or present their own story or sentences.
• Students work in pairs or small groups and, using sequence cards, talk about what happened.
Each group presents to the whole class.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  471
GRADE Effective Oral and Visual Communication

Outcome
1
Specific
Students will be able to:
4.4.2 share information and ideas with a group. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share information and ideas with a group?

 Conferences
Record students on audio or video as they share information. Use this for individual conferencing.
Discuss with students what they did well and make suggestions for improvement.

 Checklists
You may wish to use a checklist that can include the following:
Does the student:
− share ideas and information in small groups?
− share ideas and information in large groups?
− speak confidently?
− speak in complete thoughts?
− use specific language rather than generic terms?
− present information in complete sentences?
− express ideas in complete sentences?
Observe or check for some of these points (see Appendix E: Checklist and Comments 2).

SAMPLE RESOURCES

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472  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to enhance the clarity 4.4 Present and
General Outcome 4 and artistry of communication.
Share

Attentive Listening and Viewing

Outcome
Specific
Students will be able to:
4.4.3 demonstrate active listening and viewing behaviours.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Think-Pair-Share: As they are listening to a German story, students THINK about what they are
hearing. Students then PAIR with another student and discuss what they have heard. Finally,
students are invited to SHARE their perceptions with the group.
• After listening to any story or poem, students pair up, draw a favourite or important part of this
listening experience, and share with the class.
• Students mime or act out a part of a story. This can be done with a partner or as a large-group
activity.
• For active listening, a quick reminder could be Sit, Listen, Give Me 5 (Alle fünf bitte!—Augen
nach vorne. Hände still. Füße still. Mund zu. Ohren hören).
• A visual cue for listening and/or viewing behaviours could be:

Aufpassen bitte

Hände still bitte

Leise sitzen bitte

Mund zu bitte

Überlegen und antworten

• Students listen to a set of directions for completing an activity. Suggested activities include:
− making a snowflake
− simple origami creations based on the theme being studied (in small groups)
− playing Simon Sagt or other games.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  473
GRADE Attentive Listening and Viewing

Outcome
1
Specific
Students will be able to:
4.4.3 demonstrate active listening and viewing behaviours. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate active listening and viewing behaviours?

 Checklist
When attending, does the student:
− look at the speaker?
− track the speaker?
− keep hands quiet?
− stay in one place?

When responding, does the student:

− retell key ideas?
− stay in one place?
− ask questions for clarification?
− ask questions to learn more?
− make positive comments?
Observe or check for some of these points.

 Anecdotal Notes
Observe students as they participate in the activity and record anecdotal notes
(see Appendix E: Anecdotal Notes).

SAMPLE RESOURCES

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474  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Share and Compare Responses

Outcome
Specific
Students will be able to:
5.1.1 tell and draw about self and family.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Wir zeichnen. Help students make life-size tracings of each other. Each student then paints his or
her own features and favourite clothing. Post the life-size tracings. Encourage students to write
labels on their own representation.
• Ich helfe zu Hause. Students draw how they help out at home. In pairs, students share their
illustrations and “how to” story with a peer.
• Meine Schachtel. As part of the unit about themselves, each student prepares and presents a
decorated box that includes objects inside that represent her or him.
• Meine Zeitleiste. Students prepare and present a timeline about themselves or their family.
• Meine Lieblingssachen. Students bring in personal items to share with their peers for show and
tell.
• Meine Familie. Students make a family mobile or a mobile about themselves and present it to the
class.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  475
GRADE Share and Compare Responses

Outcome
1
Specific
Students will be able to:
5.1.1 tell and draw about self and family. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share personal ideas and experiences through talking?
− share personal ideas and experiences through drawing or representing?

 Conferences
Conference with students during work in progress. Provide feedback and encourage students to
communicate their ideas in clear, specific ways. Extend and expand upon ideas and illustrations, and
assist students in enhancing their work.

 Rubrics
Create an outcome-based rubric with students to evaluate how well they are able to tell and draw
about self and family (see sample blackline master in Appendix E: Rubric or Rubric and Checklist).

SAMPLE RESOURCES

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476  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Relate Texts to Culture

Outcome
Specific
Students will be able to:
5.1.2 listen to stories from oral, literary, and media texts from various communities.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Unsere Nachbarn: Introduce videos in English that portray other cultures or communities. Guide
students to correct any stereotypes they exhibit.
• Wie war es damals? Invite a guest speaker to present experiences from different cultures or eras
(e.g., grandparents or older people in the community could talk about their first year of school,
how they celebrated their birthdays, or a favourite song of their youth). Students can learn phrases
in another language or make comparisons to their own cultures.
• Andere Sprachen: Invite another bilingual class to present and share their favourite songs, poems,
and stories.
• Ein Gast aus Deutschland: Invite a guest recently emigrated from Germany and ask her or him to
tell or read a story.
• Wir erzählen die Geschichte: Students view a video with no dialogue. Afterwards, the students
dictate a story to the teacher (e.g., Der Kleine Maulwurf).
• Kinderlieder aus vielen Ländern:. Students listen to children’s songs from a variety of cultures.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  477
GRADE Relate Texts to Culture

Outcome
1
Specific
Students will be able to:
5.1.2 listen to stories from oral, literary, and media texts from various communities.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− listen to stories from oral, literary, and media texts from various communities?

 Anecdotal Notes
Observe and record students’ behaviours in formal and informal situations as they listen to stories
from various communities. Date all observations, and review students’ patterns of listening
behaviours.

 Checklists
Develop checklists to observe students’ skill in listening to information about others. Consider items
such as the following:
Does the student:
− listen actively to familiar stories?
− listen actively to less familiar stories?
− make connections between texts from his or her own and others’ communities?
Date and note the context of every observation, and note progress over time.

SAMPLE RESOURCES

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478  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Appreciate Diversity
Outcome
Specific
Students will be able to:
5.1.3 connect aspects of stories and characters to personal feelings and experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After listening to stories with animal characters or heroes and villains, students discuss the stories
so that they can make personal connections with the experiences and feelings expressed.
Students’ responses are recorded on a chart like the one below.

Helden und Bösewichte

Titel:
Was macht er? Wie denkst du darüber?

Held

Bösewicht

• So etwas habe ich auch erlebt: After watching a video about someone who reaches a goal,
students discuss a time when they wanted to do something really well, or achieve a definite goal.
• Meine Lieblingssportart: After you read a sport story, students state their favourite sport and then
present a sentence and illustration.
• Gefühle: While you read a story in which the character experiences a strong emotion, stop and
discuss the feelings. At the end of the story, ask students to talk about situations in which they
had similar feelings. For example, in the story “Der Handschuh,” stop and discuss how the boy
felt having lost the mitten. At the end of the story, discuss how the boy felt when he found the
mitten. Then ask students if they have ever lost something that meant a lot to them.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  479
GRADE Appreciate Diversity

Outcome
1
Specific
Students will be able to:
5.1.3 connect aspects of stories and characters to personal feelings and experiences.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− relate story events to personal experiences?
− relate story characters’ feelings and actions to personal experiences?
− describe feelings aroused by stories?

 Portfolios
Review Heroes and Villains charts that students completed independently. Note the connections they
have made between their lives and experiences and the feelings and experiences portrayed in the text.
Date the chart and place it in the students’ portfolios.

 Anecdotal Notes
Observe students as they participate in the activity. Note the extent to which students are able to listen
to connect aspects of stories and characters to personal feelings and experiences. Record anecdotal
notes (see Appendix E: Anecdotal Notes).

SAMPLE RESOURCES

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480  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Celebrate Special Occasions

Outcome
Specific
Students will be able to:
5.1.4 share ideas and experiences through conversation, puppet plays, dramatic scenes,
and songs.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Discuss special occasions, holidays, and classroom accomplishments.

• Students learn a German birthday song and sing it for each child’s birthday.
• Students learn German songs for special holidays.
• Students record in pictures and words how they celebrate their birthdays.
• Students create simple puppet plays about common experiences like going to the doctor, the
dentist, visiting relatives, getting lost in a store, etc.
• Students create short role-plays in which they practise ordering food in a restaurant, shopping for
groceries, or getting a book from the library.
• Students draw and label what they did on the weekend. Afterwards, they present and share their
drawings, with each student giving an oral sentence.
• The whole class personalizes a song by writing new words to a familiar tune. For example, the
song “Bruder Jakob, Bruder Jakob, schläfst du noch?” could reflect the class experience by
alternating names and verbs (e.g., “Schwester Lisa, Schwester Lisa, spielst/schreibst/liest/lachst
du noch?”). The verbs can be acted out.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  481
GRADE Celebrate Special Occasions

Outcome
1
Specific
Students will be able to:
5.1.4 share ideas and experiences through conversation, puppet plays, dramatic scenes
and songs. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share ideas and experiences in conversation?
− share ideas and experiences in groups?
− celebrate special occasions through conversations?
− celebrate special occasions through songs?
− celebrate special occasions through drama?
− celebrate special occasions through visuals?

 Anecdotal Notes
Observe students’ behaviours in formal and informal situations as they share ideas and experiences.
Possible areas of observation could include the following questions.
Does the student:
− share ideas and experiences in conversation?
− share ideas and experiences in groups?
− celebrate special occasions through songs?
Review students’ records to note patterns in their use of supportive language.

SAMPLE RESOURCES

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482  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Co-operate with Others

Outcome
Specific
Students will be able to:
5.2.1 work in partnerships and groups.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Zusammen geht’s besser! Help students plan a group mural. Students work in small groups to
discuss and decide how to create a mural on a specific topic or theme, or each group may take
responsibility for one section of the mural. As students plan, they need to consider what details to
include, where to place the details, and what medium they will use.
• Lesepartner. Students are paired and/or grouped with older students for German buddy reading.
They can also partner with older students for computer projects, interviews, gathering data,
writing activities, or cooking projects.
• Students work in small groups to present role-playing activities of familiar stories.
• Students present puppet plays of familiar stories.
• Students work in small groups to collect information by measuring, surveying, counting, and
experimenting.
• With a partner or in a small group, students sequence pictures to form a story.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  483
GRADE Cooperate with Others

Outcome
1
Specific
Students will be able to:
5.2.1 work in partnerships and groups. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− work in partnerships and groups?

 Sociograms
Observe the social interactions of a small group to focus on possible difficulties. List the group
members and draw arrows to show interactions. Record the number and kinds of interactions, date the
observation, and place the data in the students’ portfolios. Use the data to help individuals develop
effective group working skills.

 Checklists
Develop checklists to observe students’ skill in communicating information to others. Consider items
such as the following:
Does the student:
− participate as a group member?
− take a variety of group roles?
− co-operate with peers?
− listen attentively?
− speak with respect?
− help others?
− encourage and support others verbally?
− demonstrate a willingness to change behaviour when given constructive feedback?
Date and note the context of every observation, and note progress over time.

 Self-Assessment
Students assess their group work using models in Appendix D, 1-4.

SAMPLE RESOURCES

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484  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Work in Groups
Outcome
Specific
Students will be able to:
5.2.2 take turns sharing information and ideas.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Help students identify and recognize turn-taking. Develop T-charts to show what taking turns
looks like and sounds like. Use the chart during instruction and debriefing sessions.

Wir sind alle mal dran

So sieht es aus So hört es sich an
Wir schauen den Sprecher an. “Bin ich jetzt dran?”
Wir nicken mit dem Kopf. “Ich möchte sagen …”

Wir haben ein freundliches Gesicht. “Ich erinnere mich an …”

Wir gehen der Reihe nach. Eine Person spricht.

• In Sharing Circle, the teacher and students sit in a circle and share events and experiences, taking
turns by passing an object. Only the person with the object may speak.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  485
GRADE Work in Groups

Outcome
1
Specific
Students will be able to:
5.2.2 take turns sharing information and ideas. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− take turns in sharing information and ideas?
− take turns when working with a partner?
− take turns when working in a small group?

 Debriefing
Review T-charts and debrief with students to determine whether they effectively worked in groups
and took turns sharing information and ideas.

 Observation Checklist or Anecdotal Notes

See Appendix E for templates.

SAMPLE RESOURCES

• Graphic organizers (e.g., T-charts), see Appendix D

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486  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
,
Students will listen, speak, read, write, view, GRADE

1
and represent in German to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support and
Work with
Others

Use Language to Show Respect

Outcome
Specific
Students will be able to:
5.2.3 recognize that individuals adjust language use for different situations.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Provide opportunities for students to role-play situations that involve sharing, courtesy, respect,
and encouragement. Role-playing may be done in response to texts that have been heard, read, or
viewed. Scenarios may be real or imagined and may include the following:
− a telephone conversation
- with a dentist
- grandmother
- best friend
- the parent of a friend
- a salesclerk
− meeting an adult for the first time
− welcoming a new student into the class
− how to borrow an object from a student or teacher
− speaking to a librarian
• Post words of encouragement and greetings around the room. Points are given for use of the
words during school time.
Prima!
Gute Arbeit!
Das hast du gut gemacht!
Hallo
Aufwiedersehen
Wie geht’s?

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  487
GRADE Use Language to Show Respect

Outcome
1
Specific
Students will be able to:
5.2.3 recognize that individuals adjust language use for different situations. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use language to show courtesy to others?
− use language to encourage others?
− identify language that shows courtesy and support?
− adjust language use according to the audience and situation?

 Self-Reflection
Have students complete a self-reflection. Sentence starters could include:
Ich habe _____ geholfen.
Ich habe gesagt: _____.
Ich habe eine “Idee gehabt”.
Ich habe dieses gesagt _____.
_____ (Name) hat mir geholfen.
Er/sie hat gesagt: _____.

 Observation Checklist
Create a checklist to assess whether students are able to recognize that individuals adjust language
use for different situations (see Appendix E: Observation Checklist).

SAMPLE RESOURCES

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488  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

1
and represent in German to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Evaluate Group Process

Outcome
Specific
Students will be able to:
5.2.4 find ways to be helpful to others.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Provide positive feedback to recognize and celebrate how class members helped each other
during group activities. Set up a Celebration Wall where students post sketches, poems,
“bouquets,” or statements that highlight ways they were helped and how they helped someone
else. Review and update the wall periodically. Ensure that each student’s name appears in a
positive manner on the Celebration Wall.
• Brainstorm for words and phrases that describe positive and effective participation in group
activities. Record these descriptions on T-charts or Y-charts, and post where they are easily
referred to for instruction and assessment.

Helfen
Das Fühlst du:
Erleichterung
Freude
Stolz

Das hörst du: Das siehst du:

Darf ich dir helfen? Zusammenarbeit
Brauchst du …?
Versuche doch …

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  489
GRADE Evaluate Group Process

Outcome
1
Specific
Students will be able to:
5.2.4 find ways to be helpful to others. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− find ways to be helpful to others?

 Celebration Wall
Review the Celebration Wall display to provide feedback to students for their help and good deeds
that have benefited the classroom community.

 Checklists
Develop checklists to observe students’ skill in communicating information to others. Consider items
such as the following:
Does the student:
− help others?
− ask peers for help?
− ask teacher for help?
− identify group roles?
− assume group roles?
− contribute to group success?
Date and note the context of every observation, and note progress over time.

 Learning Logs and Conferences

Invite students to draw and label pictures of themselves helping others. Use these Learning Log entries
when conferencing with students about the ways they help others in the classroom or school.

SAMPLE RESOURCES

• T-charts and Y-charts (see sample blackline masters in Appendix D)

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490  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

1
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Sound–Symbol System
Outcome
Specific
Students will be able to:
6.1.1 identify and produce all German sounds and connect them to the appropriate
vowel combinations, consonant blends, diphthongs, and digraphs.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students connect pictures related to a unit of study with the appropriate German word.
Sample Matching Activity
 das Papier

 das Buch

 der Bleistift

• Use cards to play games that help students identify sounds. Students select a card and name as
many objects as they can that begin with that sound.
• Students write their names and match each letter to an item they like, something that describes
them, or something they have learned. For example,
N – Nüsse
I – Igel
N – Nashörner
А – Affen
• After brainstorming for words, each student is given a letter of the German alphabet and asked to
produce the letter, illustrate the letter in a picture, and type a word starting with that letter using a
computer paint program. The letters are compiled to form an alphabet book.
• Letter of the Day: After reading a familiar poem or song, students find the letter in the poem or
song. Later, a similar procedure can take place with dipthongs (e.g., au, ei, eu) or digraphs
(e.g., sch, ch,).
Inside letter-labelled coffee cans, place miniature objects or pictures of things that have the initial
sound (e.g., А—Apfel, Ananas, Affe). Later, small word cards could be added for matching, and
students could add their own miniature objects from home.
• Share tongue twisters or poems based on the alphabet letter of the day.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  491
GRADE Sound–Symbol System

Outcome
1
Specific
Students will be able to:
6.1.1 identify and produce all German sounds and connect them to the appropriate
vowel combinations, consonant blends, diphthongs, and digraphs. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− clearly produce all sounds of the German alphabet?
− randomly identify the letters of the alphabet?
− connect German sounds to appropriate vowel combinations, consonant blends, diphthongs, and
digraphs?

 Checklists and Comments

Develop checklists that assess whether students are able to listen to, identify, and produce basic
sounds in the German language and can connect them to the appropriate vowel combinations,
consonant blends, dipthongs, and digraphs (see sample blackline master in Appendix E: Checklist
and Comments). Observe students’ independent work and record observations on the checklists. Date
each observation and review to note progress over time and to guide instruction.

 Anecdotal Notes
Observe students’ independent work and record observations. Date each observation and review to
note progress over time and to guide instruction.

SAMPLE RESOURCES

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492  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

1
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Vocabulary
Outcome
Specific
Students will be able to:
6.1.2 use simple vocabulary and expressions in daily situations.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students use modelled questions in class to meet their needs, based on 6W Fragen (Wer? Was?
Wo? Wann? Wie?)
• The morning message includes everyday phrases and expressions used in class.
• Picture Walls are based on a theme and used to build vocabulary.
• Students maintain a personal illustrative dictionary adding vocabulary from every theme.
• Neue Wörter Liste. The class compiles a short list of new words every day (3 to 5). These are
reviewed throughout the week and practised in various ways.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  493
GRADE Vocabulary

Outcome
1
Specific
Students will be able to:
6.1.2 use simple vocabulary and expressions in daily situations. (continued)

SAMPLE ASSESSMENT STRATEGIES

Does the student:

− use simple vocabulary and expressions in daily situations?

 Checklists
Develop checklists to observe students’ skill in communicating information to others. Consider items
such as the following:
Does the student:
− show knowledge of relevant vocabulary?
− orally use relevant vocabulary?
− show a desire to acquire new vocabulary by using various resources?
− express basic needs in question form?
Date and note the context of every observation, and to note progress over time.

 Detachable Labels
Use detachable labels when observing students’ knowledge, attitudes, and ability to use simple
vocabulary and expressions during morning messages.

 Self-Assessment Checklist
Create a self-assessment checklist. Students use the checklist to determine whether they are able to
use simple vocabulary and expressions in daily situations (see Appendix E: Self-Assessment
Checklist).

SAMPLE RESOURCES

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494  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

1
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Grammatical Features
Students will be able to:
6.1.3 use, in modelled situations, the following grammatical elements:
Outcome
Specific

• sein & haben (1st, 2nd, 3rd person singular and plural, present tense)
• dürfen, können & müssen (1st, 2nd, 3rd person singular, present tense)
• simple questions using wer, wie, was, wo
use, in structured situations, the following grammatical elements:
• correct definite nominative articles of familiar nouns

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: The grammatical elements listed are not intended to be taught in isolation but within the context of the
activities presented throughout the guide.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  495
GRADE Grammatical Structures

Outcome
1
Specific
Students will be able to:
6.1.3 Linguistic Elements. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use linguistic elements?

SAMPLE RESOURCES

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496  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

1
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Mechanical Features
Outcome
Specific
Students will be able to:
6.1.4 imitate and experiment with basic German mechanical features.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students write their names with the proper letter size.

• Students copy the date in German with the proper letter size for month and day.
• Together, the teacher and students compose text in German based on common experiences.
Scribe students’ ideas using simple vocabulary and sentences. When the text is complete, students
reread the text. Students copy one sentence from the Language Experience Chart and draw an
illustration to portray the meaning of the sentence.
• Students get a sentence frame to copy and write, or complete their own sentences after
brainstorming ideas.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  497
GRADE Mechanical Features

Outcome
1
Specific
Students will be able to:
6.1.4 imitate and experiment with basic German mechanical features. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− imitate and experiment with basic German mechanical features?

 Checklists
Develop checklists to observe students’ skill in communicating information to others. Consider items
such as the following:
Does the student:
− communicate in written form?
− use complete sentences?
− use proper punctuation at the end of a sentence?
− demonstrate proper use of lower and upper case letters in words, names, beginning of a sentence?
Date and note the context of every observation, and note progress over time.

 Work Samples
Periodically collect work samples from students to assess their ability to correctly copy the date in
German. Provide feedback and correct forms in a positive manner. Allow the review to guide
instruction.

 Rating Scale
Create a simple outcome-based self-assessment rating scale and share it with students prior to
beginning the activity (see sample blackline master in Appendix E: Self-Assessment Rating Scale).

SAMPLE RESOURCES

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498  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

1
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Discourse Features
Outcome
Specific
Students will be able to:
6.1.5 imitate and experiment with basic German discourse features in oral interactions
in the classroom.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students use everyday greetings.

Guten Morgen! Guten Tag! Auf Wiedersehen!
• Students use apologies.
Verzeihung! Entschuldigung!
Das tut mir leid.
• Students use courtesies.
Bitte. Danke.
• Students imitate and experiment with inquiries.
Darf ich zur Toilette gehen? Darf ich etwas trinken? Darf ich meinen Bleistift anspitzen?
• Students imitate and experiment with disagreements.
Das mag ich nicht. Das gefällt mir nicht. Das ist nicht schön. Das ist nicht gut.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  499
GRADE Discourse Features

Outcome
1
Specific
Students will be able to:
6.1.5 imitate and experiment with basic German discourse features in oral interactions
in the classroom. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− imitate and experiment with basic German discourse features in oral interactions in the
classroom?

 Checklists
Create a checklist of basic discourse to track students’ progress over time. Date and note the context
of every observation, and note progress over time.

 Anecdotal Notes
Observe and record students’ skills in the use of greetings at the appropriate times. Date all
observations. Review students’ records to note patterns in their use of basic discourse features of the
German language.

SAMPLE RESOURCES

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500  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will acquire Ukrainian to understand GRADE

1
and appreciate languages, and to use 6.2 Language
General Outcome 6 Ukrainian confidently and competently in a
variety of situations for communication,
Competence
personal satisfaction, and further learning.

Listening
Outcome
Specific
Students will be able to:
6.2.1 listen to and understand simple oral sentences in a variety of familiar contexts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students follow simple one-two step instruction (e.g., pick up the scissors, then bring them to the
table).
• Students are given instructions and demonstrate understanding by physical response
(e.g., put the pencil in your desk; and other daily routines).
• After listening to a text, students represent ideas or words through illustrations or a variety of
forms.
• Provide students with a list of statements that they use in order to clarify their understanding of
new or unfamiliar words (e.g., Heiβt das…? Ist es…/Farbe/Gröβe/Form/Alter).
• Use illustrations or rebus pictures to help students develop understanding of new vocabulary.
• Engage students in kinesthetic or tactile actions or activities that reinforce and assist in
internalization of vocabulary.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  501
 Listening
GRADE

Outcome
1
Specific
Students will be able to:
6.2.1 listen to and understand simple oral sentences in a variety of familiar contexts.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− listen to and understand simple oral sentences in a variety of familiar contexts?

 Checklists
Develop checklists that reflect active listening and viewing skills.
Does the student:
− look at the speaker?
− track the speaker?
− ask questions for clarification?
− respond to simple oral requests?
− demonstrate active listening skills?
− demonstrate understanding of what is being said?
− ask relevant questions about what was heard?
− ask for assistance when he or she does not understand?
Date and record students’ behaviours to note progress over time.

 Anecdotal Notes
Observe and take dated notes on student activities. Do students apply comprehension, vocabulary, or
sentence frames to new situations?

 Rubrics
Develop rubrics based on observation criteria.

SAMPLE RESOURCES

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502  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

1
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Speaking
Outcome
Specific
Students will be able to:
6.2.2 produce, orally, simple sentences in a structured situation.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Based on a theme such as school items, students tell a simple sentence about an object. Students
also ask questions of each other.
• Students complete a sentence pattern based on a theme, story, etc.
• Students play 20 Questions (yes/no answers).
• Keep a post of 6W questions and model for students how to ask questions and show the key word
being used. Encourage students to play the teacher’s role and ask questions in daily routines (e.g.,
weather, calendar, attendance, show and tell, etc.).
• Students form riddles based on a theme using:
size
colour
shape
use

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  503
GRADE Speaking

Outcome
1
Specific
Students will be able to:
6.2.2 produce, orally, simple sentences in a structured situation. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− produce, orally, simple sentences in a structured situation?

 Checklists
Develop checklists to observe students’ skill in communicating information to others. Consider items
such as the following:
Does the student:
− orally produce sentences on his/her own in a structured situation?
− require prompting for frequent repetition?
− demonstrate confidence in oral use of the language?
− use the vocabulary and structures taught in class in other situations?
Date and note the context of every observation to note progress over time.

 Anecdotal Notes
Observe and record students’ ability to ask questions in German for basic needs. Date all
observations. Review students’ records to note patterns in their use of simple sentences in German in
structured situations.

SAMPLE RESOURCES

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504  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

1
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Reading
Outcome
Specific
Students will be able to:
6.2.3 recognize and understand simple words and sentences in a structured situation.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students read simple daily messages.

• Based on the theme being developed, students are given two words and select one word to match
an object.
• The teacher and students create a Word Wall. A Word Wall also provides spelling support.
• Students each create a simple reader. They match sentences to a picture.
• Based on themes being developed, create a domino game (e.g., match pictures to words or jigsaw
words and pictures).
• Create flash cards to post by various classroom furnishings. Give the students a word card and the
students match their card to the object. Give oral cues.
• After learning a song or poem, ask students to locate words on a chart.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  505
GRADE Reading

Outcome
1
Specific
Students will be able to:
6.2.3 recognize and understand simple words and sentences in a structured situation.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize and understand simple words and sentences in a structured situation?

 Checklists and Comments

Develop checklists to observe students’ skill in communicating information to others. Consider items
such as the following:
Does the student:
− read words in one context and in isolation?
− apply phonetic knowledge?
− read words in a variety of contexts?
Date and note the context of every observation to note progress over time
(see Appendix E).

 Conferences
Conference with students about how they understood the daily message. Provide feedback and
encouragement to help students explain the strategies they used to recognize and understand the
information.

SAMPLE RESOURCES

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506  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

1
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Writing
Outcome
Specific
Students will be able to:
6.2.4 write simple words and sentences in a structured situation.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Provide picture cards about a text, event, or basic instructions. Students place the pictures in
sequence to represent beginning, middle, and end. Students create their own version of the text by
copying captions for each picture that were dictated by the class.
• The class uses themes to create shape books. Students choose from a variety of sentences they
have brainstormed. Initially, students simply copy a single word.
• Students create a book about their classmates—what they like, their hobbies, and how they feel
about them.
• Students create a book about what they like about each season—what they wear and what they
like to do.
• Students write a poem.
Auf Wiedersehen Winter
Auf Wiedersehen Handschuhe,
__________
Guten Tag Frühling
Guten Tag grünes Gras
• Students write what they like next to letters of the alphabet.
Was ich mag
Ananas essen
Baden gehen
Computer spielen
Dinoknochen suchen
Eier anmalen
Fernsehen

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  507
GRADE Writing

Outcome
1
Specific
Students will be able to:
6.2.4 write simple words and sentences in a structured situation. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− write simple words and sentences in a structured situation?

 Checklists
Develop checklists to observe students’ skill in communicating information to others. Consider items
such as the following:
Does the student:
− write from left to right?
− form the letters correctly?
− leave spaces between words?
− use upper and lower case letters?
− copy complete words/letters?
Date and note the context of every observation, and note progress over time.

 Portfolios
Keep a portfolio with samples of rough drafts and good copies. The portfolio provides
demonstrations of growth over time.

 Writing Conferences
Discuss ideas, sentence form, and the representation of work with students.

SAMPLE RESOURCES

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508  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

1
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Viewing
Outcome
Specific
Students will be able to:
6.2.5 view and understand simple, familiar events and/or representations in the
classroom context.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Use field trips and visuals (e.g., paintings, sculpture, dance, dioramas, plays, puppet plays, mime)
to extend, generate, and reinforce concepts being developed.
• Maintain a daily timetable, showing clocks and/or time activities.
• The teacher and students maintain a weekly graph of favourite texts.
• The teacher and students prepare a Gallery Walk or develop a Picture Wall based on the theme
being presented.
• Students view videos based on the theme being studied (e.g., Little Bear or Die Sendung mit der
Maus).
• Before reading a story to the class, walk through the illustrations in order to assist students in
using illustrations to develop comprehension.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  509
GRADE Viewing

Outcome
1
Specific
Students will be able to:
6.2.5 view and understand simple, familiar events and/or representations in the
classroom context. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− view and understand simple, familiar events and/or representations in the classroom context?

 Checklists
Develop checklists to observe students’ skill in communicating information to others.
Does the student:
− actively participate when viewing representations made by others, such as ask questions and give
positive feedback?
Date and note the context of every observation, and note progress over time.

 Journal Learning Logs

Review students’ journal or Learning Log entries to assess how they viewed the field trip and to see
what they understood.

 Portfolios
Keep a portfolio with samples of student work. The portfolio provides demonstrations of growth over
time.

SAMPLE RESOURCES

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510  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

1
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Representing
Outcome
Specific
Students will be able to:
6.2.6 create simple representations of familiar ideas, events, and information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After listening to a poem or song, students create pictures using different media.
• Students create a modelling clay sculpture of a fairy tale.
• Students create a diorama from a favourite part of a book or event.
• Students mime a sentence or an action from a modelled dialogue.
• Students prepare a picture display.
• Students prepare a timeline about themselves using photographs.
• Students take pictures of special events in class and field trips using a digital camera.
• Students create a mobile about foods they enjoy, my friends, my family, etc.
• Students conduct surveys and graph their data.
• Students prepare a collage of magazine pictures on a story, character, theme, etc.
• Students create computer-generated illustrations.
• Students use modelling clay to form their name.
• Students contribute to a class Venn diagram. For example,

Kindergarten 1. Klasse

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GRADE Representing

Outcome
1
Specific
Students will be able to:
6.2.6 create simple representations of familiar ideas, events and information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− create simple representations of familiar ideas, events, and information?

 Checklists
Develop checklists to observe students’ skill in communicating information to others. Consider items
such as the following:
Does the student:
− make representations/reflections of the topic/text?
− use a variety of forms to present ideas?
− require guided assistance?
− willingly create representations?
Date and note the context of every observation, and note progress over time.

 Rubrics
Develop rubrics on some of the checklist items and Focus for Assessment.

 Anecdotal Notes
Date comments on the details and ideas represented by students.

 Conferences
Conferences are held for some of the portfolio entries. During this time, discuss with students the
ideas represented and the form chosen. This is a good time to encourage students how they might
further enhance their representation.

 Portfolios
Originals, photocopies, photographs, or video recordings could be placed in the portfolios depicting
the variety of representations.

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competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Register
Outcome
Specific
Students will be able to:
6.3.1 respond to tone of voice.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students respond appropriately to the teacher’s tone of voice.

• Listen-Sketch-Draft: As they listen to a text in German, students sketch their thoughts about
whether it is a happy, a sad, or an angry text. Then they share their sketches with a partner and
add ideas and details they have missed.
• In conjunction with the study of emotion, use one or two sentences and change inflection to
reflect emotion. Students guess the emotion. This can be used as a charades games. Post words
expressing feelings with picture cues made with clip art.
• Students draw a picture of a situation and add one or two simple sentences to describe the
situation.
• Students look through magazines, cut out a picture, and make up a sentence of conversation
corresponding to the picture.

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GRADE Register

Outcome
1
Specific
Students will be able to:
6.3.1 respond to tone of voice. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− respond to tone of voice?

 Checklists
Develop checklists to observe students’ skill in communicating information to others. Consider items
such as the following:
Does the student:
− respond appropriately to a given tone of voice?
− use appropriate tone in a given situation?
− use actions in addition to tone to reinforce feelings?
Date and note the context of every observation, and note progress over time.

 Anecdotal Notes
Keep anecdotal records to note students’ skills and strategies when responding to varied voice tones
used.

SAMPLE RESOURCES

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1
competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Idiomatic Expressions
Outcome
Specific
Students will be able to:
6.3.2 imitate age-appropriate idiomatic expressions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Provide opportunities for students to engage in conversations about familiar topics.

• Students create puppet shows about familiar objects.
• Students compare the literal meaning with the figurative meaning.
• Students collect expressions used in families.
• Students illustrate idiomatic expressions to reinforce internalization of the vocabulary.
“hundemüde sein”
“er hat vorn und hinten Augen”
“Hand aufs Herz”

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GRADE Idiomatic Expressions

Outcome
1
Specific
Students will be able to:
6.3.2 imitate age-appropriate idiomatic expressions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− imitate age-appropriate idiomatic expressions?

 Anecdotal Notes
Record information about students’ skills and knowledge of the use of age-appropriate idiomatic
expressions. Date and describe the context of each situation. Review to note progress over time.

SAMPLE RESOURCES

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competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Variations in Language
Outcome
Specific
Students will be able to:
6.3.3 experience a variety of voices.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students view video or film in German that portrays characters of all ages.
• Students use puppetry and drama to explore a familiar fairy tale (e.g., Rotkäppchen).
• Invite guests to read to the class. These guests represent different ages, sexes, dialects, and
knowledge of the German language (e.g., parents, grandparents, visitors from Germany).
• When doing a Read-Aloud of stories to students, model the use of character voices.
• Invite older students to read to the class.
• Students use a Listening Centre developed by older students.

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GRADE Variations in Language

Outcome
1
Specific
Students will be able to:
6.3.3 experience a variety of voices. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− experience a variety of voices?

 Anecdotal Notes
Record observations during students’ informal interaction to note how they group information in
reference to variations of voices. Date and note the context for each observation.

 Checklists
Develop a checklist using the Focus for Assessment criteria.
Does the student:
− demonstrate active listening when listening to a different speaker/voice?
− demonstrate comprehension when listening to a different speaker/voice?
− ask for clarification when experiencing a different speaker/voice?
Date and note the context of every observation, and note progress over time.

 Conferences
Conference with students after a speaker or after watching an activity or video.

SAMPLE RESOURCES

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competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Social Conventions
Outcome
Specific
Students will be able to:
6.3.4 use basic social expressions appropriate to the classroom.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Think Aloud: Model your thinking when considering using basic social expressions appropriate
to the classroom. This activity shows students how to connect new experiences and ideas with
prior knowledge.
• Through the use of a T-chart, the teacher and students identify appropriate basic social
expressions to the classroom.
• Students use role-playing to practise targeted expressions.
• Using puppets or skits, students demonstrate their knowledge and understanding of social
expressions in appropriate situations.
• For birthdays, students make cards, write greetings, and sing “Wie schön, dass du geboren bist.”
• Before snack time or lunch time, students wish each other “Guten Appetit” and “Danke,
gleichfalls”.

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GRADE Social Conventions

Outcome
1
Specific
Students will be able to:
6.3.4 use basic social expressions appropriate to the classroom. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use basic social expressions appropriate to the classroom?

 Anecdotal Records
Keep anecdotal records on students’ use of basic social expressions appropriate to the classroom.
Record observations during students’ interactions. Date and record the context of the observations.

 Checklists
Develop checklists to observe students’ skill in communicating information to others. Consider items
such as the following:
Does the student:
− use appropriate greetings and farewells with individuals?
− use appropriate expressions to express disagreement or agreement?
Date and note the context of every observation, and note progress over time.

SAMPLE RESOURCES

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1
competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Non-verbal Communication
Outcome
Specific
Students will be able to:
6.3.5 understand the meaning of and imitate some common non-verbal behaviours
used in the German culture.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Think-Aloud: Model your thinking when considering using common non-verbal behaviours
found in German culture. This activity shows students how to connect new experiences and ideas
with prior knowledge.
• Students use role-playing and model non-verbal behaviours such as shaking hands when greeting
and leaving. It may be considered an insult if you meet someone and do not offer your hand.
(Many of these behaviours are used throughout Canada.)
• Students create little skits where they use both verbal and non-verbal behaviours.

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GRADE Non-verbal Communication

Outcome
1
Specific
Students will be able to:
6.3.5 understand the meaning of and imitate some common non-verbal behaviours
used in the German culture. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− understand the meaning of and initiate some common non-verbal behaviours found in the
German culture?
− use non-verbal behaviours?

 Detachable Labels
Use detachable labels to record whether the students show, through imitation, an understanding of the
meaning of some common non-verbal behaviours found in German culture.

SAMPLE RESOURCES

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1
competently in a variety of situations for 6.4 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Non-verbal Communication
Outcome
Specific
Students will be able to:
6.4.1 use simple cognitive strategies, with guidance, to enhance language learning
(e.g., learn short rhymes or songs incorporating new vocabulary or sentence
patterns, imitate sounds and intonation patterns).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students learn simple rhymes or songs. They may also include actions to match the song or poem.
• Students are asked to do choral speaking to enhance sentence patterns.
• Model charades to build and practise vocabulary.
• Students use puppets or do simple skits to imitate sounds and sentence patterns.

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GRADE Cognitive

Outcome
1
Specific
Students will be able to:
6.4.1 use simple cognitive strategies, with guidance, to enhance language learning
(e.g., learn short rhymes or songs incorporating new vocabulary or sentence
patterns, imitate sounds and intonation patterns). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple cognitive strategies?

 Detachable Labels
Use detachable labels to observe students as they are repeating words. Date and include the context of
each situation.

 Anecdotal Notes
Keep anecdotal notes based on observations made while the student is reading (e.g., echo chanting).

SAMPLE RESOURCES

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1
competently in a variety of situations for 6.4 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Metacognitive
Outcome
Specific
Students will be able to:
6.4.2 use simple metacognitive strategies, with guidance, to enhance language learning
(e.g., make choices about how they learn).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Think-Aloud: Choose a reading passage on a topic that is familiar to the student and at the
student’s instructional level. Follow the Before-During-After process to focus on the use of
simple metacognitive strategies that allow the student to construct meaning.
• Listen-Think-Pair-Share: After listening to a story or viewing a video, students think about the
experience or ideas and then share their understanding with a partner. Students answer a provided
checklist of metacognitive strategies to see which metacognitive strategy they used (see the
Curriculum Framework under “Global List of Strategies”).
• With guidance, the class generates a list of what a good reader does or what a good writer does.

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GRADE Cognitive

Outcome
1
Specific
Students will be able to:
6.4.2 use simple metacognitive strategies, with guidance, to enhance language
learning (e.g., make choices about how they learn). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple metacognitive strategies, with guidance, to enhance language learning?

 Metacognitive Reading Inventory

Use a Metacognitive Reading Inventory to determine which metacognitive strategies the student is
using. Use this information to guide the student with further metacognitive strategies.

Metacognitive Reading Inventory

Name: Date:

Place a checkmark in front of the strategies that you use before, during, and after reading.

Before I begin to read, I …

___find out who the author and illustrator are.
___ make predictions about the book.
___ pose questions about the book.

While I am reading, I …
___ decide if what I am reading makes sense.
___ re-read and read on when it does not make sense.
___ try to understand the vocabulary used.
___ picture what I am reading in my mind.
___ get to know the characters.
___ predict what will happen next.
___ try to answer my questions.

After reading I …
___ think back about what I read.
___ check to see if my predictions were correct.
___ answer my questions.
___ form my own opinions about the book.
___ ask new questions.
___ think about other similar books.
___ make connections with events in my own life.

SAMPLE RESOURCES

• German Blackline masters S-95

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1
competently in a variety of situations for 6.4 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Social/Affective
Outcome
Specific
Students will be able to:
6.4.3 use simple social and affective strategies, with guidance, to enhance language
learning (e.g. participate in shared reading experiences).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Choral Reading: Select or compose a selection with appropriate rhymes, rhythm, language
structures, and vocabulary. Read the selection aloud to the students as they follow along. Students
read the selection together. Discuss with the students ways to use their voices effectively to make
the selection more interesting. Discuss and model differences in volume, pace, pitch, and
gestures. Students reflect on the effects they have achieved.
• Students share their written work with each other or with students in another German class.
Encourage students to respond appropriately to the presentations of their peers.
• Students realize that making a mistake is normal and helps them to get better.
• Divide students into groups to work cooperatively on a project. Have students assign group roles
and work together to complete the assignment.

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GRADE Cognitive

Outcome
1
Specific
Students will be able to:
6.4.3 use simple social and affective strategies, with guidance, to enhance language
learning (e.g. participate in shared reading experiences). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple social and affective strategies, with guidance, to enhance language learning?

 Self-Assessment Checklist
Students review their participation during choral reading and complete a self-assessment on their use
of simple social and affective strategies (see Appendix E).

SAMPLE RESOURCES

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1
competently in a variety of situations for 6.5 Language Use
General Outcome 6 communication, personal satisfaction, and
further learning.
Strategies

Interactive
Outcome
Specific
Students will be able to:
6.5.1 use simple interactive strategies with guidance (e.g., interpret and use a variety
of non-verbal clues to communicate).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Show and Tell: Individual students talk about an event in their lives or bring an object to show.
Students are encouraged to use German as much as possible. However, they may use words from
their first language to get their meaning across.
• During Sharing Circle, students have the opportunity to share experiences.
• Set aside a five-minute period where the class uses any means except verbal communication to
communicate. Students may then share what they thought someone else wanted or meant.

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GRADE Cognitive

Outcome
1
Specific
Students will be able to:
6.5.1 use simple interactive strategies with guidance (e.g., interpret and use a variety
of non-verbal clues to communicate). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple interactive strategies with guidance?

 Anecdotal Notes
Record observations based on whether students use simple interactive strategies and a variety of non-
verbal cues to communicate. Date each observation and include specific examples of students’
behaviours as they experiment with words and sentence patterns. Review these observations to note
students’ developing skills over time. Does the student use facial gestures, hand gestures, etc.?

SAMPLE RESOURCES

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1
competently in a variety of situations for 6.5 Language Use
General Outcome 6 communication, personal satisfaction, and
further learning.
Strategies

Interpretive
Outcome
Specific
Students will be able to:
6.5.2 use simple interpretive strategies with guidance (e.g., make connections between
texts, prior knowledge, and personal experience).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Experience-Text-Relationship: Select the material and formulate questions that will generate
discussion to access students’ prior knowledge. After determining prior knowledge, have the
students make predictions. Students then read a portion of the text with the teacher and they
confirm or refute their predictions. The teacher and the students continue with this method of
summarizing the key ideas and relationships between the key ideas as a final step.
• To make connections to a text, students bring in artifacts, photos, etc., to generate discussion.

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GRADE Cognitive

Outcome
1
Specific
Students will be able to:
6.5.2 use simple interpretive strategies with guidance (e.g., make connections
between texts, prior knowledge, and personal experience). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple interpretive strategies with guidance?

 Checklists
Develop checklists based on whether the students are using simple interpretive strategies. Refer to the
Global List of Strategies—Interpretive from the Curriculum Framework to develop criteria.
Does the student:
− participate in discussion on a text?
− make connections between text and prior knowledge?
− make connections between text and personal experience?
− after experiencing a text, demonstrate connection to a previous activity or text?
Date the observations and review to note progress over time.

 Anecdotal Notes
Make anecdotal notes based on observations of the student during group discussion.

SAMPLE RESOURCES

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competently in a variety of situations for 6.5 Language Use
General Outcome 6 communication, personal satisfaction, and
further learning.
Strategies

Productive
Outcome
Specific
Students will be able to:
6.5.3 use simple productive strategies with guidance (e.g., copy what others say or
write, use words that are visible in the immediate environment).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• “How To” Illustrations: Students draw a series of illustrations to show how to complete a simple
and familiar procedure such as following a simple recipe, building a simple structure, making a
patterned necklace, using the telephone, signing out a library book, or making cards for special
occasions. Students add labels or captions to enhance the meaning.
• Word Walls help students in their writing tasks.
• Listen-Sketch-Draft is a process that leads students to making effective summaries.
• Word Lists about a topic provide writing support for students.
• Students keep lists of their spelling words. Students highlight or check words that are challenging.
This activity supports writing and spelling.

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GRADE Productive

Outcome
1
Specific
Students will be able to:
6.5.3 use simple productive strategies with guidance (e.g., copy what others say or
write, use words that are visible in the immediate environment). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple productive strategies with guidance?

 Conferences
Conference with students about their illustrated texts. Discuss with students how details in the
pictures enhance the meaning of their written work and how texts support their drawings.

 Anecdotal Notes
Make dated notes based on observation noting context or situations and detailing sentence structures
of student partner conversations.

 Checklists
Keep a checklist of phrases that are frequently expected and used. You may also track these for the
Focus for Assessment, which may include the following:
Does the student:
− use words from the immediate environment without assistance, either orally or in written form?
− copy what others say or write?

 Work Samples
Does the student use Word Walls or other sources (e.g., picture dictionary, charts)? Was this done
without assistance?

SAMPLE RESOURCES

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competently in a variety of situations for 6.6 General
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Cognitive
Outcome
Specific
Students will be able to:
6.6.1 use simple cognitive strategies to enhance general learning (e.g., use models).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• KWL and KWL Plus (WML): Have the students brainstorm what they know about a topic.
Record the information in the ‘K’ column of the KWL Chart. Then the students generate what
they want to know in the form of questions. Record these in the ‘W’ column of the KWL Chart.
After the students have gathered information, they categorize, map, and summarize what they
learned in the ‘L’ column (see Appendix D).
• Students practise visualizing and verbalizing single words and then move on to doing the same
with sentences.
• Frames such as webs, graphic organizers, thinking maps, and so on, are used to enhance general
learning (see Appendix D).

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GRADE Cognitive

Outcome
1
Specific
Students will be able to:
6.6.1 use simple cognitive strategies to enhance general learning (e.g., use models).
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple cognitive strategies to enhance general learning?

 Rubrics
Develop rubrics to reflect the students’ use of simple cognitive strategies to enhance their general
learning. Discuss the rubrics with the students, and use small-group mini-lessons to help the students
use the rubrics.

 Checklists
Create a checklist of phrases that should be modeled, and indicate the frequency of their use.
Does the student:
− follow simple models orally?
− follow simple models in written form?

 Anecdotal Notes
Write notes on how models are used, recording the date and context of the observations.

SAMPLE RESOURCES

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1
competently in a variety of situations for 6.6 General
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Metacognitive
Outcome
Specific
Students will be able to:
6.6.2 use simple metacognitive strategies to enhance general learning (e.g., choose
from among learning options).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Goal-Setting: Guide the students in setting goals that are attainable and appropriate. Use direct
instruction to help the students develop skills at setting goals.
• Use learning journals and logs to help students reflect on their learning.
• Students pair with older students for Buddy Reading. Students can reflect on how this process
works for them.
• Students write a simple letter to their parents (based on a model or form) summarizing their
learning for the month, term, or year. Encourage parents to respond to their children’s letters.

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GRADE Metacognitive

Outcome
1
Specific
Students will be able to:
6.6.2 use simple metacognitive strategies to enhance general learning, e.g., choose
from among learning options. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple metacognitive strategies to enhance general learning?

 Conferences
Conduct conferences with the students to observe whether they use simple metacognitive strategies to
enhance their general learning. Use the students’ goals as the basis for conferencing.

 Checklists
Develop checklists based on the Focus for Assessment criteria. Date and note the context of every
observation, and note progress over time. Consider items such as the following:
Does the student:
− use checklists (e.g., reading logs)?
− set goals?
− self-direct during optional periods?

SAMPLE RESOURCES

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1
competently in a variety of situations for 6.6 General
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Social/Affective
Outcome
Specific
Students will be able to:
6.6.3 use simple social and affective strategies to enhance general learning (e.g., seek
help from others).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• T-chart or Y-chart: Develop a T-chart to help students understand the concept of encouragement
for others. Students brainstorm for words that fit under each descriptor. Model and use role-play
for guided practice to help students use verbal language and gestures to show encouragement to
different people in a variety of contexts.
• Students work in small groups or with partners to practise and present a role-play about a familiar
topic, story, or event. Targeted vocabulary charts may be available.

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 GRADE Social/Affective

Outcome
1
Specific
Students will be able to:
6.6.3 use simple social and affective strategies to enhance general learning (e.g., seek
help from others). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use simple social and affective strategies to enhance general learning?

 Journals
Have students complete a peer assessment and self-reflection following a co-operative learning task.
Use the T-chart or Y-chart that they developed to create prompts.

 Observations
Observe during students’ independent work periods and group activities to see if students ask peers or
adults for assistance.

 Peer-Assessment Checklist
Students use a checklist to determine whether their peers are able to use simple social and affective
strategies to enhance general learning (see sample blackline master in Appendix E: Peer-Assessment
Checklist).

SAMPLE RESOURCES

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1
appreciate the cultures of German-speaking 7.1 Self-Identity
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
interdependent and multicultural global
society.

Valuing German Language and the Cultures of German-Speaking Peoples

Outcome
Specific
Students will be able to:
7.1.1 participate in cultural activities and traditions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• As part of a weekly snack program, students sample various German foods. They may rank the
food on a chart in their food books.
• Students listen to simple German poems and songs from traditional to modern music.
• Students learn about German instruments, historic and modern, through a presentation done by a
parent, music teacher, or guest musician.
• Students participate in a Karneval party with costumes and parades. They may invite another
class in to view it.
• Students learn a Christmas carol for presenting to other classes or for recording on video or DVD
as a Christmas gift.

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GRADE Valuing German Language and the Cultures of German-Speaking Peoples

Outcome
1
Specific
Students will be able to:
7.1.1 participate in cultural activities and traditions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in language and cultural activities?
− know some of the traditions involved in cultural activities?

 Conferences
Conference with students about their participation in the varied German language and cultural
activities and traditions. Note students’ attitudes in relating to the German language and cultural
activities and traditions. Give feedback.

SAMPLE RESOURCES

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542  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

1
appreciate the cultures of German-speaking 7.1 Self-Identity
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
interdependent and multicultural global
society.

Valuing Bilingualism/ Multiculturalism

Outcome
Specific
Students will be able to:
7.1.2 participate in classroom and school cultural activities.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Have students bring in a variety of artifacts that they have at home or from their grandparents.
Students share with the class, and in a simple form, present any symbolism associated with the
item.
• Inform students of German community events that they can attend. This may be recorded in a
daily organizer or in a class newsletter.
• Students participate in an exchange with students from a different language program.
• Students perform songs for a senior’s home care facility.

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GRADE Valuing Bilingualism and Multiculturalism

Outcome
1
Specific
Students will be able to:
7.1.2 participate in classroom and school cultural activities. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in classroom cultural activities?
− participate in school cultural events?
− participate in community cultural events to which the school has been involved?

 Journals
Have the students write comments in their journals about how they participated in cultural activities.
Give the students the option of sharing their reflections in a group response time.

SAMPLE RESOURCES

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1
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Historical Elements
Outcome
Specific
Students will be able to:
7.2.1 participate in activities and experiences that reflect traditional elements of the
German culture (such as holidays and celebrations [Weihnachten], music, dance,
art, literature, food, etc.).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students celebrate St. Martinstag by making a lantern and discussing who St. Martin was.
• St. Nikolas will visit each classroom. Students sing and recite a poem for him.
• Students decorate eggs and create an Osterstrauβ.
• Students learn German Christmas songs and participate in a Christmas concert that the parents
can attend.

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GRADE Historical Elements

Outcome
1
Specific
Students will be able to:
7.2.1 participate in activities and experiences that reflect traditional elements of the
German culture (such as holidays and celebrations [Weihnachten], music, dance,
art, literature, food, etc.). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− actively participate in language and cultural or historical activities such as Easter or Christmas?

 Detachable Labels
Use detachable labels to observe how the students participate in activities and experiences that reflect
traditional elements of the German language and culture. Date and include the context of each
situation.

SAMPLE RESOURCES

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546  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
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1
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Contemporary Elements
Outcome
Specific
Students will be able to:
7.2.2 participate in activities and experiences that reflect contemporary elements of
German culture.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Encourage students to attend German concerts in the community.

• Students look at pictures by contemporary German artists.
• Students look at German children’s magazines.
• Students view and compare calendars from Germany and from Canada.
• During art periods, students listen to music by a variety of contemporary German musicians.
• Encourage students to bring in posters of community events written in German.
• Establish an audio library with a variety of German music, stories etc., which the students can
borrow and listen to at home. Students share their favourite selections or post the title on a poster.
• Have students write comments in their journals about the similarities and differences between the
historical and contemporary elements in German culture. Encourage students to write their
reflections and share these in a group response time. Keep this simple (e.g., Früher haben die
Leute Brot gebacken. Heute kaufen wir Brot.).

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GRADE Contemporary Elements

Outcome
1
Specific
Students will be able to:
7.2.2 participate in activities and experiences that reflect contemporary elements of
German culture (see example above). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in activities and experiences that reflect contemporary elements of German culture?

 Checklists
With assistance, students create a list of activities that will be done for this concept. As the activities
are done, students check them and comment with a    and/or perhaps a word or two to reflect
on the experience.

SAMPLE RESOURCES

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548  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand and GRADE

1
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Diversity
Outcome
Specific
Students will be able to:
7.2.3 experience cultural elements of diverse origins from within German culture.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students view pictures or actual costumes native to various regions of Germany. They can discuss
the differences and similarities.
• Students learn about diverse cultural groups of Germanic origin in Manitoba, such as Hutterites
or Mennonites.
• Students view cartoons from Germany.
• Students share personal experiences and discuss the differences in celebrating holidays.
• Invite guest speakers so students have the opportunity to hear different voices, dialects, etc.

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GRADE Diversity

Outcome
1
Specific
Students will be able to:
7.2.3 experience cultural elements of diverse origins from within German culture.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− experience cultural elements of diverse origins from within German culture?

 Checklists
Observe students in activities where there is cultural and linguistic diversity. Develop checklists
based on the students’ participation, recognition, and understanding of diversities. Observe the
students as they engage in discussion. Date and include the context of each observation.

SAMPLE RESOURCES

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550  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

1
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Change
Outcome
Specific
Students will be able to:
7.2.4 illustrate that change occurs in one’s immediate environment.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students learn that some Christmas traditions have changed.

• Students interview grandparents on how they celebrated special occasions.
• Students visit a local museum, view videos, or study pictures and then compare buildings from
earlier days to buildings now (e.g., school houses).
• Students do self-assessment in reading and writing making observations in their learning of the
German language.
• Students prepare a personal timeline using photos from home. These can be shared and discussed.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  551
GRADE Change

Outcome
1
Specific
Students will be able to:
7.2.4 illustrate that change occurs in one’s immediate environment. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− observe changes in his or her immediate environment?

 Checklists
Develop a checklist based on the students’ skills in illustrating that change occurs in the students’
immediate environment. Date and record the context of each observation.

SAMPLE RESOURCES

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552  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
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1
appreciate the cultures of German-speaking 7.3 Building
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Community
interdependent and multicultural global
society.

Valuing Diversity
Outcome
Specific
Students will be able to:
7.3.1 explore diversity within one’s own family and in the school.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students contribute ideas on family routines or rules and discuss how each member has a role and
different responsibilities within the family. All families have them, but rules and routines will
vary for each family.
• Students create a diorama of their birthday traditions. Class will discuss similarity and difference.
• The class invites other students in the school to express their likes and dislikes through surveys.
Students build a school graph, and then make comparisons to their own class chart.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  553
GRADE Valuing Diversity

Outcome
1
Specific
Students will be able to:
7.3.1 explore diversity within one’s own family and in the school. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− explore diversity within one’s own family and in the school?

 Anecdotal Notes
In a variety of contexts, observe and record students’ awareness of the diversity that exists within
one’s own family. Date all observations and note the context of the observations.

SAMPLE RESOURCES

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554  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

1
appreciate the cultures of German-speaking 7.3 Building
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Community
interdependent and multicultural global
society.

Valuing Similarity
Outcome
Specific
Students will be able to:
7.3.2 explore similarities within one’s own family and in the school.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• With assistance, students develop a survey on common interests. Students complete the survey.
Help them tabulate the results. A discussion ensues about the similarities that exist among the
students and their peers and the need to appreciate these.
• Students complete a survey at home of the birthplace of parents and grandparents. At school, the
students discuss similarities.
• While studying families, students prepare a picture mobile or a Venn diagram. Students can talk
about their mobiles.
• While studying hobbies, students prepare a class graph.
• Students bring in a baby picture of themselves and the class tries to guess who is whom.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  555
GRADE Valuing Similarity

Outcome
1
Specific
Students will be able to:
7.3.2 explore similarities within one’s own family and in the school. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− contribute ideas about self?
− contribute ideas that express similarities between self and others?

 Journals
Review students’ journal entries about this activity, noting the connections the students have made
between themselves and their peers and the feelings they have about this.

SAMPLE RESOURCES

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 Students will explore, understand, and GRADE

1
appreciate the cultures of German-speaking 7.3 Building
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Community
interdependent and multicultural global
society.

Contributing to Community
Outcome
Specific
Students will be able to:
7.3.3 participate and cooperate in, and contribute to, classroom and school activities.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Throughout the year, each student will have the opportunity to be a helper for:
− returning library books
− delivering attendance sheets to office
− passing/collecting materials
− being a leader to the music room or gym
− placing recycle bin in the hallway.
• Students participate in school and playground clean-up.
• Students attend school assemblies.
• Students complete a fundraiser for a special event.
• Students participate in a school concert or evening class showcase.

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GRADE Contributing to Community

Outcome
1
Specific
Students will be able to:
7.3.3 participate and co-operate in, and contribute to, classroom and school activities.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate and cooperate in and contribute to classroom and school activities?

 Anecdotal Records
Observe students as they engage in the different helper roles. Note how the students participate,
cooperate in, and contribute to classroom and school activities. All observations should be dated and
reviewed to note a pattern and be used in student-teacher conferences.

SAMPLE RESOURCES

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1
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Responsible Citizenship
Outcome
Specific
Students will be able to:
7.4.1 demonstrate personal and social responsibility in the classroom and school.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students independently pick up paper or crayons found on the floor and are encouraged to keep
items in the class organized.
• Students help a classmate experiencing difficulty completing an assignment.
• Students maintain an organized desk.
• Students are encouraged to volunteer names of peers who demonstrated Acts of Kindness. The
names can be placed on a bulletin board. Each week the board is cleared.
• Students participate in borrowing books from the library, and learn their responsibility in caring
for and returning the books.
• Create a T-chart generated by the students, demonstrating what a responsible student says and
does.
• Discuss with the students and create a chart indicating responsibilities for Your Job/My Job.

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GRADE Responsible Citizenship

Outcome
1
Specific
Students will be able to:
7.4.1 demonstrate personal and social responsibility in the classroom and school.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate personal and social responsibility in the classroom and school?

 Self-Assessment Checklist
Students complete a self-assessment to show how they demonstrated responsible citizenship in the
classroom and school. Use this information to conference (see Appendix E).

SAMPLE RESOURCES

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560  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

1
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Interdependence
Outcome
Specific
Students will be able to:
7.4.2 recognize own and others’ contributions to a group.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Two Stars and a Wish: Students reflect on group activities and make two positive comments on
their own and others’ contributions to a group. They then state one wish or suggestion for
improving group process.
• A student thanks a classmate for finding his or her missing pencil.
• Students identify positive behaviours of classmates.
• Students applaud a classmate’s presentation.
• In the study of character education in which students explore characteristics such as
responsibility, friendship, punctuality, etc., the students refer to the following triangle, which is
available at all times.

Ich

Familie Andere

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 1 )  561
GRADE Interdependence

Outcome
1
Specific
Students will be able to:
7.4.2 recognize own and others’ contributions to a group. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize and reflect on personal actions positively?
− recognize and reflect on thoughts and actions of others positively?

 Journals
Have students complete a peer assessment and self-reflection following group work. Consider some
of the following prompts for student journals:
− Anna hat mir beim Aufräumen geholfen.
− Ich habe Anna beim Lesen geholfen.

SAMPLE RESOURCES

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562  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

1
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Intercultural Skills
Outcome
Specific
Students will be able to:
7.4.3 work and play with others, recognizing that expectations can be different for
different people.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Help students become aware of the importance of respect and safety. The class discusses food
allergies, and why everyone needs to be careful.
• Students explore and acknowledge that some cultures avoid certain foods or celebrate with
special foods.
• Read stories about children with disabilities. Students talk about the importance of inclusiveness.
• Read stories about children from newcomer families. Students talk about similarities and
differences within cultures and how we can all learn from each other.

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GRADE Intercultural Skills

Outcome
1
Specific
Students will be able to:
7.4.3 work and play with others, recognizing that expectations can be different for
different people. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize that rules can be different for different people?
− interact with all classmates positively?
− help others who may require assistance?

 Anecdotal Notes
Record students’ behaviours as they work and play with others who are different. Review the
anecdotal records to note patterns of behavior, and use this data to inform instruction.

SAMPLE RESOURCES

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 Students will explore, understand and GRADE

1
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Future Opportunities
Outcome
Specific
Students will be able to:
7.4.4 share or demonstrate personal strengths and areas for further development.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students use a goal-setting sheet to set goals. These goals can be initially generated by the class
as well as guided by the teacher. Every week, students have an opportunity to set a goal and
explain how they plan to achieve it.
• Students maintain a learning journal to help them in their reflection and goal-setting.

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GRADE Future Opportunities

Outcome
1
Specific
Students will be able to:
7.4.4 share or demonstrate personal strengths and areas for further development.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share personal strengths?
− set goals for improvement?

 Conferences
Conference with the students to encourage them to share their personal strengths and areas for further
development. Provide feedback and encouragement.

 Portfolios
Portfolios indicate whether the student is able to observe strengths or areas of improvement.

 Anecdotal Notes
Observe students as they discover and discuss personal strengths and are involved in setting simple
goals for improvement. Date all observations and note the context of the observations. Anecdotal
records should be reviewed to note progress over time.

SAMPLE RESOURCES

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 Students will listen, speak, read, write, view, GRADE

2
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings, and experiences.
Explore

Express Ideas
Outcome
Specific
Students will be able to:
1.1.1 make personal observations and talk about them.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students observe daily weather (temperatures, storms, etc.) and contribute to a class weather
chart.
• Students make a class graph about who has specific things in the house.

1 2 3
Schlafzimmer
Fernseher
Computer
Telefon

• Students talk about their weekend plans and activities and give examples.
• Y-chart: Students discuss a topic and record their observations on how an object looks, feels, and
sounds.

Was fühle ich?

Mein Teddybär
Was höre ich? Was sehe ich?

• In pairs, students collect words and/or pictures related to a topic or text and talk about what they
have collected.
• Sharing Circle: Students share personal experiences.
• After quiet reading (library book), students share personal observations about what they have
read.
• Before reading a new story, do a KWL (WML) chart asking students to talk about personal
observations, set goals about what they would like to learn, and, at the end, sum up what they
have learned.

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 Express Ideas
GRADE

Outcome
2
Specific
Students will be able to:
1.1.1 make personal observations and talk about them. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share personal observations, experiences, ideas, and feelings with another student?
− share personal observations, experiences, ideas, and feelings in small groups?
− make personal observations?
− make predictions about what will happen in a story or event?
− listen to others’ ideas, opinions, and predictions?
− respond to others’ ideas, opinions, and predictions in conversations and class discussions?

 Checklists/Rubrics
With or without the students, develop checklists or rubrics that reflect observations made during
various class activities. In addition, make notes of student accuracy. Date and record the context of
the observations, and review data to note progress and to guide individual conferences.

Erfahrungen beschreiben—Lehrerkontrollliste
Inhalt
Der Schüler/Die Schülerin:
– kann persönliche Beobachtungen auf Deutsch beschreiben
– kann in einer Kleingruppe persönliche Ideen und Gefühle ausdrücken
– kann sich die Gefühle oder Ideen anderer anhören
– kann sich auf andere Menschen einstellen und enstprechend antworten
Mündlicher Ausdruck
– Lautstärke
– Blickkontakt
– Anzahl an Sätzen
– Reihenfolge der Sätze
– angebrachtes Thema
– Genauigkeitsgrad der Grammatik
– Sprechgeläufigkeit

 Anecdotal Records
Record observations during students’ informal interaction to note how they describe personal
observations, predictions, experiences, and feelings. Date and record the context of the observations.
(See Appendix E).

 Conferences
Interview students (and record these interviews) at different times during the year.

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 Students will listen, speak, read, write, view, GRADE

2
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings, and experiences.
Explore

Consider Others’ Ideas

Outcome
Specific
Students will be able to:
1.1.2 ask for others’ ideas and observations to help discover and explore personal
understanding.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students write up interview questions based on the 6W questions, Wo/Was/Wann/Wie/

Warum/Wer or on yes/no questions.
• Students survey classmates (“Magst du Eis?”) for food preferences, sort data, and make a graph.
• Page of Personal Questions: Students go around asking questions until they find someone who
says “yes” (e.g., “Trinkst du gern Milch”?). They write the name of the student who answers
“yes.” Then ask, “Wer trinkt gern Milch?” Students give the names of the students they asked.
• Students conduct interviews with a classmate to find out his or her preferences.
− Lieblingsfarben
− Lieblingstiere
− Lieblingssport
− Lieblingsessen
Extension: Visit another class and interview them.
• Students prepare an interview to find out about the professions or living arrangements in families
of students in other classes.
1. Wohnst du in einem Hochhaus …
2. Wo arbeitet dein Vater?
3. Wo arbeitet deine Mutter?
• Students brainstorm a topic with a partner and then share ideas with the larger group.
• Students write letters to students in Germany asking personal questions and providing personal
information.
• Students learn expressions that show consideration for others’ ideas (e.g., Gute Idee!! Das finde
ich gut!).
• Create a survey question with the students and graph the answers (e.g., responsibilities at home—
connects to social studies).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  569
 Consider Others’ Ideas
GRADE

Outcome
2
Specific
Students will be able to:
1.1.2 ask for others’ ideas and observations to develop own personal understanding.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− ask various types of questions to explore personal understanding?
− listen to others’ ideas?
− listen to others’ observations?
− use others’ ideas to extend personal ideas?

 Checklists/Rubrics
With or without the students, develop checklists following the Focus for Assessment criteria. Date
and note the context of students’ interactions, and review the checklists to note progress over time.

 Anecdotal Records
Use observation forms to note behaviours as students role-play, interact with each other, and engage
in conversations while working on projects. Note examples of behaviour that show consideration for
others’ ideas.

 Self-Assessment
Students fill out a self-assessment after conducting interviews. For example,
− My partner understood my questions—Yes or No.
− I repeated my question in different ways if the partner did not understand.
− I asked the questions freely without reading them off the sheet.

 Video Recordings
Record students while they are making presentations, participating in role-plays, or working on an
activity.

SAMPLE RESOURCES

________________________________________________________________________________
570  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings, and experiences.
Explore

Experiment with Language

Outcome
Specific
Students will be able to:
1.1.3 use a variety of forms to organize and give meaning to familiar experiences,
ideas, and information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students make storyboards or stick puppets to help then in retelling familiar stories and rhymes.
The Bärenspaß cut-out stick puppets can be used.
• Students read a story and then draw pictures of the story on an overhead transparency. They use
the pictures to share the story with others.
• Students work in groups to improvise a presentation based on a favourite fairy tale or poem in
which the characters react in a different or unexpected way (e.g., Aschenputtel’s stepmother treats
Aschenputtel just like her own daughter, and the wolf in “Rotkäppchen” is friendly).
• After a field trip, students record their experiences by drawing and captioning a poster or writing
a list of their activities.
• Students, in small groups, research animals’ hearing abilities. They categorize animals as having
large, medium, small, or no ears. As a follow-up, they can create a poster about animal ears.
• Students, in small groups, look at a recipe to bake something, act out the vocabulary, and then
bake their recipe.
• Students look at menus. They then make their own menu and act out a restaurant dialogue.
• Students write a letter to mom and dad for Thanksgiving, in German, listing all the things they are
thankful for.
• Students prepare personal timelines to depict memorable events in their lives.
• Students use a digital camera to capture experiences or events in school. Students can later make
a personal yearbook using entries from their journal or other personal writings.
• Students make a collage of pictures or magazine cut-outs showing what they did during the
summer.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  571
 Experiment with Language
GRADE

Outcome
2
Specific
Students will be able to:
1.1.3 use a variety of forms to organize and give meaning to familiar experiences,
ideas, and information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− express familiar experiences, ideas, and information?
− elaborate on these experiences and information by using a variety of forms to organize ideas?
− participate and contribute positively during classroom conversations?
− communicate clearly?

 Checklists
With or without the students, develop checklists following the Focus for Assessment criteria. Date
and note the context of students’ interactions, and then review the checklists to note progress over
time.

 Journals/Reflection Logs
Students keep a list of the forms they created and how they feel about each one. Periodically review
the log to assess whether students grasp the idea that information can be organized and expressed in a
variety of ways.

 Conferences
Ask students how they shared ideas and information in class. Provide positive feedback and support
to help students develop and expand ways to organize and share familiar experiences, ideas, and
information.

 Portfolios
In an inquiry, discuss with students their strategies for organizing and the variety of forms used. Talk
about choices made, captions used in pictures, and forms employed to relate information.

SAMPLE RESOURCES

• German menus
• Simple story books and fairy tales
• Mücki Magazine
• Bärenspaß puppets in workbook

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572  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to explore thoughts, 1.1 Discover and
General Outcome
1 ideas, feelings, and experiences.
Explore

Express Preferences
Outcome
Specific
Students will be able to:
1.1.4 explain why an oral, literary, or media text is a personal favourite.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• In a modelled situation, students discuss their favourite animated movies and share what
particular elements made these movies so appealing (e.g., characters, special effects, music,
suspense).
• Following an example from the teacher, students make a mobile of their favourite story including
characters, setting, and favourite part.
• Students make a story cube and present the story. The teacher makes a Cloze generic sheet: Meine
Lieblingsgeschichte ist (Titel). Der Autor heiβt (Name). Der Hauptcharakter heiβt (Name).
• After reading and/or listening to a variety of stories, students create a book jacket of a favourite
book.
• Photocopy the front cover of the students’ favourite book. Students write a sentence about what
they most enjoyed about the book or why the illustration was chosen for the front cover.
• Students design a new cover for a favourite story.
• Students act out a favourite story (e.g., Little Red Riding Hood). Tell the story and have the
students repeat their lines and act it out.
• Each day, the class members take a turn choosing and presenting their favourite song and/or poem
for the class to listen to.
• Students bring a series of pictures of something they wish to share with the class and explain what
the series is about.
• Post and maintain a list of the various texts experienced by the class. Students rate the texts using
a star system.
• Students keep track of materials read in class, at home, and from the library. Dscuss with the
students their lists.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  573
GRADE Express Preferences

Outcome
2
Specific
Students will be able to:
1.1.4 collect and share favourite oral, print, visual, and multimedia texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− choose a variety of texts?
− name favourites?
− give reasons for selecting texts as favourites?
− share favourites willingly?
− share favourites confidently?
− expand preferences upon others’ recommendations?

 Checklists/Rubrics
With or without the students, develop checklists following the Focus for Assessment criteria. Date
and note the context of students’ interactions, and reviews the checklists to note progress over time.

 Reading Logs
Schülername:
Buchtitel Autor Datum

 Conferences
Conference with individual students, discussing their preferences for a particular author, illustrator,
form, or genre.

 Peer Conferences
Students can share their favourite book and reading log with a partner.

SAMPLE RESOURCES

• Story books by:

− Eric Carle
− Leo Leoni
• Fairy Tales
• Mücki Magazine

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574  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in Ukrainian to explore 1.1 Discover and
General Outcome
1 thoughts, ideas, feelings, and experiences.
Explore

Set Goals
Outcome
Specific
Students will be able to:
1.1.5 choose to speak, read, write, and represent in German.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• At a note-writing centre, students choose from a variety of stationery, vocabulary, and/or

expressions to create notes for family, classmates, etc.
• Students reread favourite stories or engage in choral readings and Readers’ Theatre.
• Students take home German books regularly for home reading.
• Students act out a story after learning it in the larger group.
• Students bring in a stuffed animal or other toy to use in conversation with another student.
• Set up a pen-pal program with students in Germany or in another bilingual school. They plan the
first letter to write together.
• A student chooses to read to the class cards sent or made by others. The class then makes some
cards in return.
• Have the students think and talk about how they became a reader and share this with a partner.
• Students set goals for themselves as readers or writers using reading or writing strategies
(see Appendix D).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  575
GRADE Set Goals

Outcome
2
Specific
Students will be able to:
1.1.5 participate in reading and writing activities. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− express his or her own ideas?
− participate as an author?
− participate as an illustrator?
− participate as a reader and audience in interactions with text?
− show an awareness of accomplishments?
− describe successful accomplishments in all areas of language arts?

 Checklists/Rubrics
With or without the students, develop checklists following the Focus for Assessment criteria. Date
and note the context of students’ interactions, and review the checklists to note progress over time.

 Conferences
Conference with students to determine how they view themselves as readers, writers, and illustrators.
Ask students to:
− share the work they have written
− describe their work completed as illustrators
− tell about strategies they use as readers, writers, and illustrators
− explain why they use the strategies
− explain how they used the feedback from their classmates during peer assessment
− identify specific accomplishments
− reflect on successes
− review others’ judgement of their work and use the results of the assessment to set goals for
future projects

SAMPLE RESOURCES

• Library books

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576  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view GRADE

2
and represent in Ukrainian to explore 1.2 Clarify and
General Outcome
1 thoughts, ideas, feelings and experiences.
Extend

Develop Understanding
Outcome
Specific
Students will be able to:
1.2.1 connect new information, ideas, and experiences with prior knowledge and
experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students listen to a story about a topic. They then add new information from the story to a
classroom web or chart.
• After viewing the photographs or reading a book, the class discusses, in German, similar activities
or feelings, such as:
− I remember feeling like that when… (Ich habe mich auch einmal so gefühlt als...
− Our school… (Unsere Schule...)

This activity is modelled by the teacher.

• After reading a book about a particular animal, students prepare a checklist about their own
experience with those animals.
• Students brainstorm ideas that demonstrate what they know and what they want to learn. Ideas
can be placed on a graphic organizer (e.g., T-chart).

Was ich schon weiß Was ich wissen möchte

• Choose a theme (e.g., animals, clothes). Students brainstorm words that suit the theme. Record
this for all to view graphically.
• Box of Clues: Collect three or four artifacts that can be linked to the story that will be read,
viewed, or listened to. Take out each artifact in turn and ask students to identify it. Students
briefly discuss possible connections to the story.
• Students view a display of words or pictures related to a text they will be listening to, viewing, or
reading. Students will chant the words together and then add their own words and pictures to
further extend and connect their background knowledge.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  577
GRADE Develop Understanding

Outcome
2
Specific
Students will be able to:
1.2.1 connect new information, ideas, and experiences with prior knowledge and
experiences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− access prior knowledge?
− have sufficient prior knowledge?
− access personal experiences?
− share ideas?
− connect prior knowledge and personal experiences with new ideas?

 Checklists/Rubrics
With or without the students, develop checklists following the Focus for Assessment criteria. Date
and note the context of students’ interactions, and review the checklists to note progress over time.

 Anecdotal Records
Record observations to show examples of students making connections between prior knowledge and
experiences, and new knowledge. Include information regarding the extent of:
− prior knowledge and experience
− connections between new experiences and prior knowledge
− recording of connections
− gaps in knowledge and experience

 Conferences
Through discussion, determine students’ skills at accessing prior knowledge and making the links to
previous experiences and other text. To elicit connections to the text, students are asked questions
such as:
− What do you think this will be about?
− Why do you think that?
− What do you already know about this topic?
− What does this remind you of in your own life?
− Does this remind you of another story? movie? video?
Provide feedback when students make appropriate connections.

 Portfolios
Collect work samples over time, which demonstrate that students are connecting new information,
ideas, and experiences to their prior knowledge and experiences. Date all samples.

________________________________________________________________________________
578  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to explore thoughts, 1.2 Clarify and
General Outcome
1 ideas, feelings, and experiences. Extend

Explain Options
Outcome
Specific
Students will be able to:
1.2.2 explain new experiences and understanding.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students share a new experience (e.g., swimming or learning to ride a bike) by telling their story
to the class.
• Students create a storyboard displaying illustrations and captions that explain new concepts and
experiences.
• Students sketch their thoughts while listening to a text. They then share their sketches with a
partner adding ideas and details based on their discussion.
• Following an example, the students find the main idea in a story.
• Students describe a field trip following a model provided by the teacher.
• Before reading, students make a prediction about what the story is about (illustrate and label).
During reading, students can add images and labels. After reading, students can work with a
partner, discuss, review, and make adjustments to their understanding of the story.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  579
GRADE Explain Optionss

Outcome
2
Specific
Students will be able to:
1.2.2 explain new experiences and understanding. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

Focus for Assessment

Does the student:

− explain new knowledge and understanding of concepts?
− provide clear, accurate explanations of his/her understanding?
− give examples of concepts?
− explain relationships between concepts?

 Checklists/Rubrics
With or without the students, develop checklists following the Focus for Assessment criteria. Date
and note the context of students’ interactions, and review the checklists to note progress over time.

 Conferences
Conference with students about work samples such as Venn diagrams, panel stories, and concept
panels on listen/sketch/draft, in order to determine their abilities to explain new experiences and
understandings. Date and note context of conference.

 Portfolios/Work Samples
Collect work samples that demonstrate student knowledge and understanding of different concepts.
Have students date all work samples, using given criteria or frame sentences.

SAMPLE RESOURCES

• Story books from the library

________________________________________________________________________________
580  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to explore thoughts, 1.2 Clarify and
General Outcome
1 ideas, feelings, and experiences. Extend

Combine Ideas
Outcome
Specific
Students will be able to:
1.2.3 arrange ideas and information to make sense.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After viewing a video on an animal, students provide facts about the animal. Then they come up
with ways to categorize those facts, such as what the animal looks like, what the animal eats, and
what the animal does.
• After brainstorming the topic of food, the students help the teacher put the list into categories of
fruit, vegetables, meats, etc.
• Provide students with a picture story and matching captions (mixed up), which students must
arrange and put in order.
• Students discuss different activities they do throughout the year and arrange these in categories of
seasons.
• Students arrange sentences about eating habits into categories of “healthy” and “unhealthy.”
• After listening to a story, students demonstrate new learning and organization through the use of
storyboard, flannel board, puppets, and skits. They may also use computer-generated stories,
collages, dioramas, or murals to present the story in a new form.
• Students work in groups to represent the same piece of text in different ways (e.g., Readers’
Theatre, skits, drawings, collages, etc.). They discuss their representation with others.
• Students take cut up comic strips that are out of sequence. Students reorder them and present the
story to a small group.
• Display a Venn diagram, a chart, a timeline, or other visual organizer. Students decide which
organizer to use to represent the key points in a text they hear or read.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  581
GRADE Combine Ideas

Outcome
2
Specific
Students will be able to:
1.2.3 arrange ideas and information to make sense. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− arrange ideas and information in an organized way?
− use a variety of organization structures?
− use organizational structures appropriate for the information or ideas?
− arrange ideas meaningfully in narrative text?
− arrange ideas meaningfully in informational text?

 Checklists/Rubrics
With or without the students, develop checklists following the Focus for Assessment criteria. Date
and note the context of students’ interactions, and review the checklists to note progress over time.

 Conferences
Meet with students to review their work samples and in particular the organizers they used to arrange
the information gathered.
− How did you organize your ideas?
− Why did you choose a ______ to represent your ideas?
− Do you think this was a good choice? Why?
− What do you want others to know about this topic?
− Could you have arranged your ideas in another way to make sense?
Add this information to the student’s portfolio to note progress over time.

 Portfolios
Select work samples that demonstrate growth in the organization of ideas and information. Note
evidence of progress that occurs over time in organization and development of concepts.

SAMPLE RESOURCES

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582  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in Ukrainian to explore 1.2 Clarify and
General Outcome
1 thoughts, ideas, feelings, and experiences.
Extend

Extend Understanding
Outcome
Specific
Students will be able to:
1.2.4 ask basic questions to make sense of experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• During a game of guessing a secret object, students ask basic questions (e.g., Welche Farbe hat
es? Ist es groß? Ist es rund? Kann man es essen?).
• Students play Bingo für Neugierige asking classmates questions to which they answer Ja/Nein.
All questions are on a “bingo” page. As students find classmates who answer with a “yes,” they
write their names down in one of the squares. The winner has all squares filled in with names.
• Students conduct a survey of their classmates to find out more about them.
• Depending on the topic, students can interview a staff member, family member or community
worker. Students must first generate a series of questions.
• Students play “Wer bin ich?” with professions. Questions are written on chart paper (e.g.,
Arbeiten Sie in der Schule, im Krankenhaus?). Students take turns being ‘a profession,’ while
classmates ask the questions.
• Post chart paper and record the questions students would like to explore while studying a
particular topic.
• Depending on the topic, students interview a staff member, family member, or community
worker. Students must first generate a series of questions.
• Present ten objects in a bag, and then hide one of them. Students guess which object is missing by
asking, Ist es der Kuli?
• Invite students to practise asking questions by involving them in a game of
20 Questions.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  583
GRADE Extend Understanding

Outcome
2
Specific
Students will be able to:
1.2.4 ask basic questions to make sense of experiences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate a curiosity and question ideas and observations?
− ask questions to make sense of his/her own life and experiences?
− ask questions to clarify instruction?
− ask questions to elicit information ?
− extend thinking through asking questions?
− demonstrate self-questioning?

 Checklists/Rubrics
With or without the students, develop checklists following the Focus for Assessment criteria. Date
and note the context of students’ interactions, and review the checklists to note progress over time.

 Anecdotal Records
Observe students as they participate in the activity and note the extent to which they are able to ask
basic questions to make sense of experiences (see Appendix E).

 Self-Assessment
Provide students with a self-assessment sheet after the student has conducted an interview.
− Meine Fragen sind klar.
− Man versteht meine Fragen.
− Man beantwortet alle meine Fragen.
− Ich verstehe alle Antworten.

SAMPLE RESOURCES

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584  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts.
and Cues

Prior Knowledge
Outcome
Specific
Students will be able to:
2.1.1 make connections among texts, prior knowledge, and personal experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Read a story (e.g., die Olchis). Students make a list of what the Olchis eat and compare the list to
what they like to eat).
• Prior to a discussion about cats, students begin a KWL (WML) chart, recording what they know,
want to know, and what they learned after finishing the article.
• Students use a Venn diagram to compare and contrast aspects of German, Austrian, and Swiss
culture with Canadian culture (e.g., family life, Christmas, meal times, etc.).
• Assemble a collection of pictures, words, or key terms from the text that students will be reading
or hearing. Students examine the collection, make personal connections, and try to predict what
they will read or hear.
• After reading only the title of a text or looking at the illustration, students make predictions about
the text. Students explain why they made their predictions.
• Students prepare a Story Map arranged chronologically (am Anfang, mitten drin, am Ende) or
thematically (Hauptperson, Problem, Lösung).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  585
 GRADE Prior Knowledge

Outcome
2
Specific
Students will be able to:
2.1.1 make connections between texts, prior knowledge, and personal experiences.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− make connections among texts, prior knowledge, and previous experiences?

 Observation Checklists
Use Observation Checklists to assess students’ abilities to make connections among prior knowledge,
personal experiences, and a variety of texts.

 Anecdotal Records
Make a note of areas where students have considerable prior knowledge, topics, or concepts that
require clarification and where gaps exist.

 Conferences
Meeting one-on-one with the student, review a graphic organizer such as a KWL (WWL) chart done
in class. With the individual student’s input and through discussion, determine the student’s ability to
access prior knowledge and make the links to previous experiences and other texts. Other graphic
organizers will serve the same purpose. When looking at work samples together, have students talk
about how they made connections between prior knowledge, texts, and personal experiences.

 Portfolios
Assess students’ work to observe links among prior knowledge, experiences, and texts (e.g., review
anticipation guides and story maps such as before, during, and after).

 Work Samples
Assess students’ work samples to observe connections among texts, prior knowledge, and personal
experiences. For example,
− review sketches that represent prior knowledge
− review journal entries, reading logs, and written responses to determine whether students are
making connections among different texts, prior knowledge, and their own personal experiences.

SAMPLE RESOURCES

• Die Olchies

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586  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to comprehend and 2.1 General
General Outcome 2 respond personally and critically to literacy
and media texts.
Comprehension
Strategies

Comprehension Strategies
Outcome
Specific
Students will be able to:
2.1.2 anticipate meaning, recognize relationships, and draw conclusions; use a variety
of strategies to confirm understanding.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students can guess the ending to a story.

• Students look at the cover of a book and guess what the book will be about.
• Students ask questions to clarify understanding.
• Before reading or listening to a text, guide the students to make predictions about it. After the
reading, students draw conclusions about the text and respond by retelling, writing, dramatizing,
or drawing. They compare their predictions with their retellings for further comprehension.
• Students retell their reading and viewing experience by creating a Story Vine or props that show
the main ideas of the story.
• Students sketch their thoughts while listening to the text. They share sketches with a partner and
discuss ideas they may have missed.
• Read the students a story. After it is complete, put a Cloze passage of the story on the overhead
projector. Use a Cloze procedure to model the comprehension process for the students. This
activity shows the importance of rereading and the use of cueing systems in constructing
meaning.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  587
 GRADE Comprehension Strategies

Outcome
2
Specific
Students will be able to:
2.1.2 anticipate meaning, recognize relationships, and draw conclusions; and use a
variety of strategies to confirm understanding. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− access prior knowledge?
− set a purpose for listening, reading, or viewing?
− confirm predictions by referring to the text?
− adjust predictions while interacting with text?
− make viable inferences based on the text?
− participate in mini-strategy lessons?
− make and explain conclusions?
− use a variety of strategies to monitor understanding?
− reread when the text does not make sense?
− use knowledge of story structure to comprehend narrative text?

 Checklists
Develop comprehension checklists based on the Focus for Assessment criteria. Include the context of
the observations and the text used, and date all entries. Review data to note progress over time.

 Conferences
Conference with students to assess knowledge, skills, strategies, and attitudes. During the
conferences, ask the following questions:
− Did you know something about the topic before reading?
− Did you know why I was reading?
− Did you predict what the text was about?
− Were your predictions correct?
− Did you change your predictions when you needed to?
− Did you make good conclusions?
− Did you read “between the lines” to understand what the author was trying to tell you?

(continued)

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588  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to comprehend and 2.1 General
General Outcome 2 respond personally and critically to literacy
and media texts.
Comprehension
Strategies

Comprehension Strategies
Outcome
Specific
Students will be able to:
2.1.2 anticipate meaning, recognize relationships, and draw conclusions; use a variety
of strategies to confirm understanding. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES

Teacher’s Notes

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  589
GRADE Comprehension Strategies

Outcome
2
Specific
Students will be able to:
2.1.2 anticipate meaning, recognize relationships, and draw conclusions; use a variety
of strategies to confirm understanding. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Retellings
Retellings are effective tools for assessing students’ comprehension of oral, literary, and media texts.
Ask students to listen to, read, or view a text and orally recall it. Before observing the retelling,
develop an assessment template.
Retellings can be cued or not. Use rubrics to describe the students’ level of performance and place
these in the students’ portfolios.
In retelling, is the student able to:
− explain anticipated meaning?
− recognize relationships?
− draw conclusions?
− self-correct understanding, using a variety of strategies including rereading for story sense?
− recall the beginning, middle, and end of the story?
− use story elements to cue recall?

SAMPLE RESOURCES

________________________________________________________________________________
590  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts.
and Cues

Textual Cues
Outcome
Specific
Students will be able to:
2.1.3 use textual cues to construct and confirm meaning.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students look at a labelled map of the school:

Student 1: This must be “die Toilette” because it’s by the front door.
Student 2: And the word starts with “T”.
• A student says, “This story begins with ‘Es war einmal...’ I think it’s a fairy tale.”
• A student looks at the book cover and says, “I think this book is about _________.”
• Cloze Activity with Pictures in the Blanks: ‘Mücki! Magazines have many such wonderful
activities. For example,
Das wohnt in einem .

• Students learn text structure. Guide students in locating and using textual cues such as titles,
headings, tables of contents, indexes, glossaries, graphics, illustrations, and signal words. This
can be done using an overhead transparency of a table of contents, index, etc. Ask students,
“Where might you locate information on _____?” or you can ask, “What information might you
find on page __?”
Model and provide guided practice to help students recognize the use of audiovisual cues in
media texts. There are seven key textual cues in media text. Prior to viewing an animated cartoon,
students receive a list of media cues such as Farbe, Beleuchtung, Bewegung, Ton, Rhythmus
Each time they note a change in any of these features, they add a check mark. The class discusses
when the some of these changes occurred and why.
• Ask the students to sketch a scene from the cartoon that holds a number of features critical to the
plot. The class discusses why each element was placed there and how its presence contributes to
the storyline.
• A series of audio clips is played. As soon as students can tell what type of clips it is
(e.g., sporting event, weather report, adventure story, lottery numbers, train station), they raise
their hands. The class discusses which audio cues helped identify the type of text.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  591
GRADE Textual Cues

Outcome
2
Specific
Students will be able to:
2.1.3 use textual cues to construct and confirm meaning. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use textual cues, with teacher assistance, to construct and confirm meaning while reading,
viewing, and listening?
− recognize textual cues in reading?
− recognize textual cues in viewing?
− recognize textual cues in listening?
− participate actively and with enjoyment in repeating patterns and rhymes?
− demonstrate use of patterns in his/her composing of text?

 Observation Checklists
Observe students as they interact with text, and create a checklist to assess whether students are able
to use textual cues such as story models and titles to construct and confirm meaning.

 Portfolios
Have students place copies of original text in their portfolios that show knowledge of textual cues and
story patterns. Textual cues such as titles and repetitive patterns are highlighted with coloured
markers.

 Conferences
Conference with students to determine how they use textual cues to confirm and construct meaning in
oral, literary, or media texts, as well as to determine whether they use textual cues in composing texts
as they speak, write, or represent.

SAMPLE RESOURCES

• Mücki magazine
• Krauß, S. and M. Mai. Mein erster Schultag - Ein Lesebilderbuch. Ravensburger Verlag. 2000.
ISBN 3-473-33776-5
• Animated cartoons such as Janosch or Right from the Heart. National Film Board (wordless)

________________________________________________________________________________
592  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts.
and Cues

Cueing Systems
Outcome
Specific
Students will be able to:
2.1.4 use syntactic, semantic, and graphophonic cues to construct and confirm word
meaning in context.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students read a short Cloze passage from an overhead projector. They suggest words to fill in the
blanks. Record all suggestions and lead a discussion about the appropriateness of each word
suggested.
• Students, in pairs or small groups, are given a list of basic sight words. Given 15 minutes, they
find as many of those words as they can in classroom books.
• Students are given new words to sound out using previously learned skills.
• Students discuss and brainstorm a list of cognates (e.g., Maus, Haus, Hand, Land). They discuss
how these words are similar and different in both languages.
• Students participate in a daily shared reading. The class reads charts, big book, or text on the
overhead either together or following along as the teacher reads.
• Students create Personal Dictionaries when they come across interesting words when reading.
• SPLASH: Students will refer to the splash word identification strategy chart on the wall when
encountering unknown words:
Skip the word.
Predict. What word makes sense here?
Look for parts you know.
Ask: Is it like a word I already know?
Say the parts and blend them together.
Help. Ask someone.
• Students create nonsense words from a list of provided phonograms. Students then pronounce the
word and everyone guesses at the spelling. Then the student puts the word in a sentence that
enables the class to understand the meaning through context.
• Record students reading a text and respond to comprehension questions.
Cueing Systems
Syntactic Cues: Refer to word order and rules and patterns of language in sentences, phrases, and clauses that assist in
constructing meaning in texts and identifying unknown words.
Semantic Cues: Refer to meaning in language that assists in comprehending texts and identifying unknown words. To
create meaning, students make connections among words, prior knowledge of language and linguistic forms, personal
understanding of the world, and experiences with various texts and content.
Graphophonic Cues: Refer to sound-symbol relationships of language that aid in constructing meaning and identifying
unknown words.
Pragmatic Cues: Refer to the social and cultural context, purpose, and use of language. These factors affect how the
individual constructs meaning.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  593
GRADE Cueing Systems

2
Outcome
Specific
Students will be able to:
2.1.4 use syntactic, semantic and graphophonic cues to construct and confirm word
meaning in context. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use semantic (meaning), syntactic (word order), and graphophonic (sound-symbol) cues?
− read for meaning, monitor, and self-correct?
− demonstrate fluency when reading?
− read with expression?

 Anecdotal Notes
Observe and record the students in authentic contexts to assess comprehension and to determine how
they integrate cues to construct and confirm meaning. Keep anecdotal records over time to help
identify students’ strengths and challenges, and indicate where further support is needed.

 Running Records
Record students’ oral reading behaviours as they read text, and analyze to determine their use of
cueing systems.

SAMPLE RESOURCES

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594  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Experience Various Texts

Outcome
Specific
Students will be able to:
2.2.1 participate in shared listening, reading, and viewing experiences, using texts
from a variety of genres and cultural traditions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students read text with a partner and then chorally in a large group.
• Students listen to stories during Carpet Time.
• Students listen to familiar stories and read in target language (e.g., Rotkäppchen).
• Students record their own stories and then share them.
• Read an article about an animal from Mücki. Students listen and answer true/false questions about
what they hear.
• Students produce a book of riddles and share these with the class (e.g., Man kann mich trinken.
Ich habe viele Vitamine. Was bin ich? (Orangensaft)).
• Buddy Reading: Students read with older or younger students in the school.
• Keep a running list of texts the class has experienced on a personal genre/form sheet.
• Video-record students reading, talking about, or dramatizing their favourite part of a text. These
recordings provide a tool for sharing texts in the classroom. Students may share their video
recordings with their parents.
• Do an Author Study. Students listen to, read, and discuss a variety of books by one author.

List of Sample Written, Oral, and Multimedia Texts: Division I

Adventure Humour Messages Riddles

Audiotapes Illustrations Movies Rhymes
Cartoons Illustrated Storybooks Nonfiction Chapter Books Rhythms
Comic Strips Informational Texts Photographs Signs, Notices
Computer Software Invitations Pictures Songs
Conversations Journals Picture Books Stories
Drama Labels Plays Storytelling by Elders
Drum Dances Legends Poems Symbols
Fables Letters Puppet Plays Video Programs
Fairy Tales Maps Recipes Websites

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  595
GRADE Experience Various Texts

2
Outcome
Specific
Students will be able to:
2.2.1 participate in shared listening, reading and viewing experiences, using texts from
a variety of genres and cultural traditions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− join in to recite a poem or other text?
− participate in music and rhythms?
− sustain focused attention?
− provide responses that indicate not only involvement, but that the student has interpreted the
meaning conveyed in the story, video, or song?
− choose a variety of forms and genres?
− contribute personal or cultural traditions to class discussions?
− choose a number of books, recordings, films, and videos that expand his/her experiences with
forms and genres?

 Checklists
Create a checklist based on the Focus for Assessment criteria. The checklists can be reviewed to
provide feedback to students and parents and guide classroom instruction.

 Anecdotal Records
Keep notes on students’ participation in shared activities. Does the student
− repeat chorally?
− listen during story time?
− understand new information?

 Self-Assessment
Students keep a running list of the titles of songs, books, or videos they see in class and check off
which genre they are using. Students decide which genres are missing from their list.

SAMPLE RESOURCES

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596  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Connect Self, Texts, and Culture

Outcome
Specific
Students will be able to:
2.2.2 discuss the experiences and traditions of various communities and cultures
portrayed in oral, literary, and media texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students learn about Karneval in German, French, and Spanish parts of the world (discussion in
English). Then students learn and present Karneval poems, stories, or role-plays.
• Students compare how people live (housing, food, clothing) in Germany and Canada. They can
also compare lifestyles of people living in rural areas of Manitoba with urban communities, or the
traditions in various ethnic groups in Manitoba and other parts of Canada. Make Venn diagrams
to compare and contrast their hometown with a community that has been studied in class.
• Students write emails to German students asking questions about home, school, and family life.
They share information when they get a response.
• Students listen to various multicultural songs (e.g., from Global Village, CBC Radio) and discuss
how traditional instruments are made of locally available materials. Students improvise a song
with instruments made of items found in the classroom.
• Students read stories set in different countries and find cultural details that differ from stories set
locally.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  597
GRADE Connect Self, Texts, and Culture

Outcome
2
Specific
Students will be able to:
2.2.2 discuss the experiences and traditions of various communities and cultures
portrayed in oral, literary, and media texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share personal experiences with others?
− relate ideas in texts to personal experiences?
− relate ideas in texts to previous experiences with other texts?
− relate ideas in texts to family traditions?
− demonstrate an understanding of cultural and community differences?
− recognize and appreciate diversity of other communities and cultures?

 Response Journals
Review students’ journal entries to determine their skills in sharing personal experiences and cultural
traditions. Note how students relate their experiences to texts read or viewed in class.

 Anecdotal Records
Observe activities in which students compare their lives with those of others from different
communities and cultures portrayed in texts. Observations should be dated and include the context in
which observations were made.

SAMPLE RESOURCES

• Mücki magazine

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598  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Appreciate the Artistry of Texts

Outcome
Specific
Students will be able to:
2.2.3 identify and express the feelings of people in oral, literary, and media texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students role-play songs and nursery rhymes as someone reads or retells them.
• Students, in pairs, look at some art reproductions or magazine pictures and label them
(e.g., happy, sad, scary).
• Students are shown adjectives that express feelings. They draw faces depicting those feelings.
• Students play Simon Says, showing different expressions (e.g., Macht ein trauriges Gesicht).
• In choral reading, students use voice, tone, rate, intonation, and expression to help convey the
characters’ feelings.
• Invite students to dress like book characters and retell a part of the story from the character’s
point of view.
• At the top of the page, students write a character’s name from a story that was read to them. They
cut pictures from old magazines that represent aspects of the character and glue them on the page.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  599
GRADE Appreciate the Artistry of Texts

Outcome
2
Specific
Students will be able to:
2.2.3 identify and express the feelings of people in oral, literary, and media texts.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify people’s feelings based on their actions? Why was the person happy, mad, sad, worried,
nervous?
− recognize characters’ and people’s feelings in oral, literary, and media texts?
− identify varieties of text that display feelings through stories, music, and illustrations—texts that
express the authors’ and illustrators’ feelings?

 Portfolios
Collect work samples over time that demonstrate a growing understanding of characters’ feelings.

 Rating Scales
Students rate the intensity of emotion displayed by characters they encounter in oral, literary, or
media texts. Verify one aspect of text comprehension by examining student ratings.

sehr ziemlich kaum etwas gar nicht

traurig
enttäuscht

SAMPLE RESOURCES

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600  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Forms and Genres

Outcome
Specific
Students will be able to:
2.3.1 recognize that information and ideas can be expressed in a variety of forms and
texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Display a variety of texts around the class. Students view and then write a number corresponding
to each (e.g., Wo ist ein Gedicht? ein Brief, ein Rezept?).
• Groups of students share information about caterpillars. One group creates a poster using a
computer publishing program. Another group creates a diorama of the caterpillar’s habitat while
another does a dramatization.
• After listening to a story about a certain subject (e.g., snow, watching a video about it, and
reading from an encyclopedia), students talk about what they have learned about snow and why
they prefer a particular media text.
• Students create a simple class newsletter incorporating a variety of genres (e.g., stories,
information text, poetry, songs, news reports, photo journals, recipes, cartoons, riddles/jokes,
games, letters, puzzles).
• Explore non-fiction and fiction writing. Compare and contrast the two types of writing. Read a
fiction book about a particular animal and then a non-fiction book about the same animal
(e.g., Im März darfst du mich wecken).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  601
GRADE Forms and Genres

2
Outcome
Specific
Students will be able to:
2.3.1 recognize that information and ideas can be expressed in a variety of forms and
texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− browse through and read a variety of forms and genres?
− search for ideas in a variety of forms and genres of oral, literary, and media texts?
− recognize that the same information can be represented in many different forms?

 Checklists
Develop an outcome-based checklist.

 Conferences
Conference with students using a specific form or genre that is familiar to them to determine whether
they can identify the distinguishing features of a piece of text. Provide feedback and encouragement.
Observations are dated.

 Portfolios
Collect different pieces of student work and assess how information is presented in different ways.

SAMPLE RESOURCES

• Im März darfst du mich wecken, Dorothee Raab, James Preller, 1996.

________________________________________________________________________________
602  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Techniques and Elements

Outcome
Specific
Students will be able to:
2.3.2 represent the beginning, middle, and end of oral, literary, and media texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students use an appropriate shape, such as a castle or forest, divided into three sections, to
represent the beginning, middle, and end of fairy tales.
• Students use visuals to help them remember the idea of beginning, middle, and end.

“Geschichtenkäfer”

Anfang
Schluss
Hauptteil

• Two students use presentation software to write their story. They use six slides: two for the
beginning, three for the middle, and one for the ending.
• Character pictures: After listening to a story, students draw the main characters and attach speech
to depict events in the story.
• Working in a group, students rewrite a story in which the new character is different from the
original. All other elements stay the same.
• Write brief statements on cards from the beginning, middle, and end of familiar stories. The cards
are shuffled and pairs of students must group them correctly.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  603
 Techniques and Elements
GRADE

Outcome
Specific
2
Students will be able to:
, 2.3.2 represent the beginning, middle, and end of oral, literary, and media texts.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− retell the beginning, middle, and end of a text?
− identify main characters?
− represent the beginning, middle, and end of text listened to, read, or viewed?

 Rubrics
Develop a rubric to use in assessing students’ comprehension of the concept of beginning, middle,
and end of any story.

 Work Samples
Collect samples of work, such as character pictures, stories, Geschichtenkäfer, and assess a student’s
ability to comprehend beginning, middle, and end.

SAMPLE RESOURCES

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604  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Vocabulary
Outcome
Specific
Students will be able to:
2.3.3 explore commonalities in word families to increase vocabulary.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students generate word families by listing words that relate to a word pattern such as Hand, Land,
Wand, Rand, and discuss unfamiliar words in the list.
• Students generate word families by listing words based on the same root word
(e.g., laufen, gelaufen, verlaufen, Langlauf, Dauerlauf, Schilauf, Schlittschuhlaufen, hinlaufen,
zurücklaufen or essen, gegessen, Abendessen, Mittagsessen, Esslöffel, Esszimmer,
Lieblingsessen).
• Students list words that are:
− identical to their English equivalent
− one letter different
− two letters different
− three letters different
− completely different

• Students search for certain word patterns in picture dictionaries (e.g., Sch, au, ch, eu, etc.) and
record them on a web.

• Circle game: Students must say a word that includes a particular letter combination
(e.g., sch, ch, au, eu) in turn. Students sit down if they cannot think of one.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  605
GRADE Vocabulary

2
Outcome
Specific
Students will be able to:
2.3.3 explore commonalities in word families to increase vocabulary. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− show ability to sort words into families?
− demonstrate ability to add new words to established families?
− recognize commonalities in words to aid in identification and comprehension?
− show awareness of word families while listening to and reading a variety of texts?
− show evidence of expanded vocabulary while speaking, reading, and writing?
− participate in songs, refrains, and familiar word patterns while listening to or viewing texts?
− show a lively interest in word play, rhyme, and word study while listening to, reading, or viewing
text?

 Checklists
Create a checklist to assess whether students are able to explore commonalities in word families (see
Appendix E).

 Anecdotal Notes
Observe the students engaged in word play and word-study activities as they experiment with
building word families. Use these words as an indicator of where support is needed.

SAMPLE RESOURCES

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606  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Experiment with Language

Outcome
Specific
Students will be able to:
2.3.4 demonstrate interest in the sounds of words, word combinations, and phrases.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• List vowel combinations on one side of the board and consonants on the other. Students list
words that contain them. Spell them on the board.
• Students practise tongue twisters, saying them as fast as they can.
• Students practise poems with interesting sounds (e.g., Schnaddel diedaddel).
• Students memorize sentences with alliteration. For example,
Yoshi Yamomoto aus Yokohama übt Yoga.
Manfred Maus malt Mücki and Max.
Hundert Hasen hoppeln hin und her.
Students try to create some of their own.
• Students use word cards and arrange them into sensible sentences.
• Students engage in echo-reading, choral reading, and Readers’ Theatre.
• Read pattern books with 1 or 2 line captions. Students can join in on repeated phrases and words.
• Students are given an alphabet letter and find words that start with that letter.

fangen

Fisch fliegen

• Students brainstorm rhyming words and make short sentences (e.g., Maus, Haus, Laus, raus. Die
Maus und Laus sollen raus aus dem Haus).
• Students write a sound common to a list of words (e.g., ei). Dictate words that have that sound
(e.g., mein, dein, fein, sein, Bein).
• Students search for words that contain a certain sound (e.g., sch, ei, ch) in picture dictionaries.
• Students make bookmarks that feature a certain sound and draw a picture cue beside each one
(e.g., au—Auto).

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  607
GRADE Experiment with Language

Outcome
2
Specific
Students will be able to:
2.3.4 demonstrate interest in the sounds of words, word combinations, and phrases.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate interest by participating in and initiating experiments in language play?
− recognize patterns in a variety of texts?
− predict upcoming words, phrases, and patterns?
− create new variations in known poems?
− recognize authors’ techniques in their own writing?

 Checklists
Develop a checklist based on the Focus for Assessment. The date and context of observations should
be included.

 Work Samples
Collect samples of work to assess students’ willingness to experiment with the language.

SAMPLE RESOURCES

• Mücki magazine
• www.minispatzen.post.at

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608  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Create Original Texts

Outcome
Specific
Students will be able to:
2.3.5 create basic texts to communicate and demonstrate understanding of forms and
techniques.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• The student uses a sandwich form to write a paragraph about a topic such as family (can be done
in English first):

bun
Topic sentence
lettuce
tomato
Supporting
meat
Concluding sentence
bottom of bun

Possible topics:
1. Meine Familie 3. Mein Tier
2. Meine Schule 4. Meine Ferien
Provide a sample paragraph. Students complete a paragraph in Cloze form and share with a
partner.

• Students write sentences with new vocabulary.

• Students write a letter to a pen pal.
• Students write a letter or a card to a character.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  609
GRADE Create Original Texts

Outcome
2
Specific
Students will be able to:
2.3.5 create basic texts to communicate and demonstrate understanding of modelled
forms. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− create text according to a chosen form?
− incorporate techniques of authors and illustrators he or she has studied?

 Checklists/Rubrics
Use checklists or rubrics to assess content, organization, sentence structure, vocabulary, and
conventions of student writing.

Aufsätze schreiben—Kontrollliste
Der Schüler/die Schülerin
– wählt Inhalt, der zum Thema passt.
– genügend inhaltliche Elemente.
– gliedert den Aufsatz in Einleitung, Hauptteil, Schluss
– verwendet vollständige Sätze
– verwendet angemessenes Vokabular.
– verbessert selbstständig grammatische Fehler.
– verbessert selbstständig Rechtschreibungsfehler.

 Self-Assessment
Students, with guidance from the teacher, use a self-assessment checklist to monitor their own work.

 Conferences
Discuss the students’ writing with them. The student explains his or her choice of text form and use
of conventions. Provide students with constructive and positive feedback.

Das kann ich—Schülercheckliste

J = Ja, natürlich!
M = Meistens
E = Ein wenig
N = Nein, noch nicht.

__ eine Überschrift schreiben, die zum Thema passt

__ im richtigen Format schreiben
__ eine Einleitung schreiben
__ alle Hauptgedanken schreiben
__ einen Schluss schreiben
__ meine Fehler finden
__ meine Fehler verbessern
__ mit anderen über den Text/Aufsatz sprechen

________________________________________________________________________________
610  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information Focus

Use Personal Knowledge

Outcome
Specific
Students will be able to:
3.1.1 record and share personal knowledge of a topic to identify information needs.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• In small groups, students brainstorm ideas about a topic and develop a web. They share results
with the class.

Burg

Igloo
Häuser
Zelt

Nest
Haus

• Students share daily news orally in a quick presentation to the whole group.
• Students talk about their favourite hobby. Students can graph class lists. Each student makes her
or his own page and the class forms a book (e.g., Ich spiele gern am Computer). Ich lese gern.
• Students brainstorm vocabulary and ideas on a topic provided by the teacher (e.g., Tiere, die im
Wasser leben).
• Prior to reading an informational text, students do a KWL (WML) chart in groups. All the areas
for which students have information or are missing information are charted for the whole class.
After the reading, the chart is revisited.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  611
GRADE Use Personal Knowledge

Outcome
2
Specific
Students will be able to:
3.1.1 record and share personal knowledge of a topic to identify information needs.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− record ideas on a topic?
− represent ideas on a topic?
− provide accurate detailed illustrations and descriptions of personal knowledge of a topic?
− identify information needs?
− contribute ideas on a topic?
− take turns in discussing ideas with others?
− notice missing details?
− identify gaps in knowledge of a topic?
 Checklists/Rubrics
Create a rubric or checklist using the following. Students can:
− record ideas on a topic.
− contribute ideas on a topic.
− take turns in discussing ideas with others.

 Self-Assessment
Students review their graphic organizers to assess their prior knowledge of a specific topic. The
following questions may be used to guide students’ self-assessment:

Untersuchungsplan
Name: Datum:
Thema:

1. Ich habe _____ Gedanken aufgeschrieben.

2. Ich habe über meine Gedanken mit einem Partner
gesprochen. Ja Nein
3. Danach habe ich ____ andere Gedanken aufgeschrieben.
4. Ich habe mir die Gedanken gut überlegt. Ja Nein
5. Mein bester Gedanke war

SAMPLE RESOURCES

________________________________________________________________________________
612  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information Focus

Ask Questions
Outcome
Specific
Students will be able to:
3.1.2 ask questions to understand a topic, and identify information needs.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Before a field trip, guest speaker, or topic, students create a set of questions they would like
answered.
• Help students create questions for interviewing members of the school community.
• Before learning about a topic, students start a KWL (WML) chart.

W M L
Was ich Was ich wissen Was ich
schon weiß möchte gelernt habe

• Play the game of 20 Questions (20 Fragen) in order to identify an object, animal, person, place,
or topic. One student has an object or card with a word. Classmates attempt to identify the object,
animal, person, place, or topic by asking a maximum of 20 questions. This may be done in small
groups or with the whole class.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  613
GRADE Ask Questions

Outcome
2
Specific
Students will be able to:
3.1.2 ask questions to understand a topic, and identify information needs. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− ask 6W questions (wer, was, wo, wann, warum)?
− ask relevant questions on a specific topic?
− identify information needs?
− demonstrate an inquisitive attitude in the inquiry process?

 Checklists
Use the above Focus for Assessment criteria as a checklist when making individual observations
during learning activities.

 Conferences
Record the kinds of questions asked by the student, and use this data to guide conferences with the
student and to encourage or coach the student into using a variety of questions.

SAMPLE RESOURCES

________________________________________________________________________________
614  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Participate in Group Inquiry

Outcome
Specific
Students will be able to:
3.1.3 contribute relevant information and questions to assist in group understanding of
a topic or task.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students share information about family occupations to complete a class chart on occupations in
the community.
• Students contribute to a class discussion about friendship by telling about their own friends, why
they like them, and what activities they like to do with them. Students interview a friend and
present the information to the whole class.
• After the vocabulary has been taught, students share information about their house and things in
it. This information is put on chart paper. As a follow-up, students do a sorting activity about
what would be found in different rooms in a house (e.g., Wohnzimmer, Schlafzimmer, Küche,
Badezimmer).
• Students create question cubes. Students take turns rolling the cubes and answering the questions.
• Mystery Bag: Students ask questions to guess what is inside.
• Students form two circles—inside/outside. After one minute, one circle moves. Students share
their ideas with their new partner.
• Students play true/false. Three students get up and give information about a topic. The class
decides which two students are telling the truth and who has given false information.
• While reading a story, pause at particular times and model questions students might ask.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  615
GRADE Participate in Group Inquiry

Outcome
2
Specific
Students will be able to:
3.1.3 contribute relevant information and questions to assist in group understanding of
a topic or task (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− stay focused on inquiry task?
− ask questions in a variety of ways?
− participate in the search for answers, using a variety of sources?
− share research sources and information?
− contribute to group inquiry process?
− contribute relevant information?

 Checklists
Record observations on a checklist based on the students’ ability to:
− share personal knowledge and ideas for topics with classmates
− ask questions to identify information needs as the class engages in a group inquiry.
Date and include the context of each observation, and use the data to inform instruction.

 Conferences
Use this opportunity to encourage students to ask topic-related questions, to assist the student in
staying on topic, and to encourage them to contribute to group discussions and the inquiry process.

SAMPLE RESOURCES

________________________________________________________________________________
616  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Create and Follow a Plan

Outcome
Specific
Students will be able to:
3.1.4 recall and follow directions for accessing and gathering information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Provide a topic for the class to research, and provide appropriate books and websites. Encourage
students to use family members and members of the community as sources of information.
• Students fill out a research chart when they do their research.
Thema: Bären

Wo wohnen Bären? Was essen sie? Wie sehen sie aus?

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  617
GRADE Create and Follow a Plan

Outcome
2
Specific
Students will be able to:
3.1.4 recall and follow directions for accessing and gathering information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− listen to directions?
− recall directions for accessing and gathering information?
− follow one-step and two-step directions for accessing and gathering information?
− require assistance in following directions?
− support others in their information-gathering?
− develop a problem-solving attitude to the information-gathering process?

 Checklists
Develop a checklist based on the Focus for Assessment criteria (e.g., a checklist based on students’
ability to fill in research chart).
E Excellent: student needs no assistance
A Adequate: student needs some assistance
L: Less than adequate: student needs a high degree of assistance;
is unable to fill in chart

Student Name E A L

 Work Samples
Review the research charts to determine students’ skills in following a research plan. The charts are
placed in the students’ portfolios and can be reviewed to note progress over time.

SAMPLE RESOURCES

________________________________________________________________________________
618  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Identify Personal and Peer Knowledge

Outcome
Specific
Students will be able to:
3.2.1 participate in group discussion to generate information on a topic and to identify
sources of additional information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After a school or community event, students can have a class discussion related to the event.
Record this on a chart. After the discussion, the facts can be cut up and distributed to small
groups. The groups make a poster illustrating the facts.
• Students brainstorm their personal knowledge about a topic and share their topic-related ideas and
experiences. Record students’ ideas on a chart.
• After viewing a video on a specific topic, students make general observations about the
information. The class then discusses where additional information could be found.
• The same information is provided to students in a chart, a diagram, and a paragraph. Students
highlight the content as it appears in each form.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  619
 Identify Personal and Peer Knowledge
GRADE

Outcome
2
Specific
Students will be able to:
3.2.1 participate in group discussion to generate information on a topic and to identify
sources of additional information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− remain on topic?
− participate in group discussions?
− suggest appropriate sources?
− respond appropriately to others’ ideas?
− state the facts clearly?
− gather information from charts?
− gather information from pictures?
− gather information from diagrams?

 Checklists
Use the Focus for Assessment for a checklist when making individual observations.

 Anecdotal Records/Conferences
Observe students as they work independently and interact with their peers. Record examples of
students’ behaviours based on the Focus for Assessment. Data collected should be used to conference
with students and guide instruction.

SAMPLE RESOURCES

• Mini Spatzenpost
• Jahressammelband
• Jungösterreich
• Zeitschriftenverlag
• www.minispatzen.post.at

________________________________________________________________________________
620  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Identify Sources
Outcome
Specific
Students will be able to:
3.2.2 answer questions, using oral, visual, and print information sources.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students answer questions about a text read by the class.

• Present story pictures, asking the students questions (e.g., Bärenspaß).
• Read an information text to students and have them answer questions by writing a brief answer.
• After reading a story, students draw answers to the questions.
• Students are provided with background information and focus on what they are looking for on a
field trip. As a follow-up, students report on information gained.
• Students interview family members. Model appropriate question-and-answer procedures (e.g.,
Welche Sprache spricht deine Mama? Meine Mama spricht …). These questions and sentence
starters can be sent home.
• Students have a scavenger hunt where teams of students research information about a current
topic of study using books, pictures, and websites.
• Generate a list of questions that students ask fellow classmates. Then have students share
information. Finally, students write personal answers to the questions.
• Students work with a range of people (e.g., boys, girls, older people) and ask them all the same
questions (e.g., What is your favourite activity? What season is better: winter or summer?). Lead
the class in charting the responses as to gender/age of the respondents. Students reflect on why
different people may have different answers to the same question.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  621
GRADE Identify Sources

Outcome
2
Specific
Students will be able to:
3.2.2 answer questions, using oral, visual, and print information sources. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use more than one resource to answer an inquiry question?
− access information from oral or human resources, such as parents and relatives?
− access information from literary sources?
− access information from nonfiction sources?
− access information from visual sources?
− access information from multimedia sources?

 Checklists
Develop an outcome-based checklist and observe students as they work together or independently
when using cueing systems. Note the date and context of all observations in order to note progress
over time.

 Anecdotal Records
Observe students as they use a variety of sources to answer inquiry questions. Anecdotal records kept
over time help to identify students’ developing skills in accessing information from multiple sources.
Keep anecdotal records to supplement checklist information.

SAMPLE RESOURCES

• Wieso? Weshalb? Warum? (1998) Series of Reference Books Ravensburger. For example,
− Wir entdecken unseren Körper
ISBN 3-473-33273-9
− Alles über Dinosaurier
ISBN 3-473-33268-2
− Unser Wetter
ISBN 3-473-33269-0
• Other themes include:
− Schule, Bauernhof, Feuerwehr, Ritterburg,
− Eisenbahn, Tiere.
− Sokolowski, I. and T. Müller. Mein erstes Lexikon der Tiere. 2002
− Würzburg: Edition Bücherbär
ISBN 3-401-08242-6

________________________________________________________________________________
622  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Evaluate Sources
Outcome
Specific
Students will be able to:
3.2.3 compare gathered ideas and information to personal knowledge.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Give small groups of students a text to read. Students create two questions about the text and then
ask these questions of others.
• Students sit in two concentric circles. The outside circle poses questions while the inner circle
responds.
• Students receive a list of questions and a list of answers and match up the questions to the
answers. Alternatively, questions may be written on cards of one colour and matched with
answers on cards of another colour.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  623
GRADE Evaluate Sources

Outcome
2
Specific
Students will be able to:
3.2.3 compare gathered ideas and information to personal knowledge. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify important information to answer questions?
− recognize key words used to pose a question?
− recognize simple question and answer relationships?
− match information with inquiry or research needs?
− match information to personal knowledge?

 Conferences
Talk with students about the inquiry or research questions they have asked and answered. Refer to the
self-assessment and the checklist to note discrepancies. Coach students to evaluate their answers and
to consider aspects of a topic that they need to think about. Guide students to search for answers to
their questions in appropriate sources.

 Self-Assessment
Have students reflect on how they used information to answer inquiry or research questions. Students
complete a self-check sheet similar to the one below.

Was habe ich gelernt?

Fragen Beantworten

Name: Datum:

Thema:

1. Meine Frage:
2. Die Antwort:
3. Habe ich die Antwort gefunden?
 
4. Habe ich genug Information gefunden?
 

5. Das möchte ich noch wissen:

________________________________________________________________________________
624  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information Process

Access Information
Outcome
Specific
Students will be able to:
3.2.4 use visual and auditory cues to make meaning; use the specific library
organizational system to locate information and ideas; use titles to locate
information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students go to relevant sections of the library, such as the non-fiction sections, to find
information on butterflies and moths.
• Students use a personal dictionary on a daily basis. Repeated use of divider pages for each letter
section should strengthen students’ ABC skills to help them develop effective research skills for
alphabetical sources (dictionaries, etc.).
• Develop sets of questions for students to practise using a table of contents, guide word headings,
labels, diagrams, and captions. Students locate the information.
• Students participate in a scavenger hunt to learn how to locate the section in the library on
animals.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  625
GRADE Access Information

Outcome
2
Specific
Students will be able to:
3.2.4 use visual and auditory cues to make meaning; use the specific library
organizational system to locate information and ideas; use titles to locate
information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− locate materials in the library using an organized search method?
− shelve library materials within set parameters (e.g., in the “easy” section)?
− locate and use titles?
− locate books by the author’s last name?
− gather information from oral or media sources?
− attend to visual cues to access information?
− attend to auditory cues to access information?

 Checklists
Develop a checklist based on the Focus for Assessment criteria, and observe students as they work
together or independently to access information. Note the date and context of all observations in order
to note progress over time.

 Conferences
Conference with students during work in progress about how they accessed information to answer
their inquiry or research questions, and to coach them to use a variety of informational sources.

 Self-Assessment

Information Search—How Did I Do?

Name: Super Okay Not Yet Comments

I used the table of contents to find my topic
I used my index to find my topic
I used captions to help me learn my topic
I found and used key words in the text to help me gather
information
I read the chapter headings to help me learn about the
topic

SAMPLE RESOURCES

________________________________________________________________________________
626  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Make Sense of Information

Outcome
Specific
Students will be able to:
3.2.5 make connections between prior knowledge, ideas, and information, and oral,
visual, and written text features.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students complete a KWL (WML) chart about a topic.

• Present a variety of words, or key terms, from textual material that students will be reading,
hearing, or viewing.
• Guided Reading: Guide the group through the process by asking questions, confirming responses,
and organizing ideas.
• Provide a set of pictures with or without corresponding captions. Students match captions with
pictures or create new captions. New connections are then discussed.
• Before reading a story, ask students personal questions related to the story so that they can better
make connections and comprehend. Ask students to make predictions about the story.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  627
GRADE Make Sense of Information

Outcome
2
Specific
Students will be able to:
3.2.5 make connections between prior knowledge, ideas, and information, and oral,
visual, and written text features. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− express awareness of new ideas or information?
− make logical predictions about new text based on prior knowledge?
− connect new ideas to prior knowledge?
− use tables of contents?
− use chapter headings?
− identify key words in texts?
− read and match captions with visual cues?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Observe students in formal and
informal situations as they make predictions. Date and include the context of each observation, and
revise data to guide instruction and note progress over time.

 Anecdotal Records
Keep anecdotal records to supplement checklist information. Listen for students’ predictions to help
identify patterns and themes in their thinking.

 Conferences
Conference with students about predictions they made in oral and written texts. Coach and support
students to refine their predictions by effective use of oral, print, and non-print media text features.
Links between prior and new knowledge are discussed.

SAMPLE RESOURCES

________________________________________________________________________________
628  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Organize Information
Outcome
Specific
Students will be able to:
3.3.1 categorize related information and ideas, using a variety of strategies, such as
webbing, graphic organizers, and charts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• As the class brainstorms names of mammals (in English), scribe them onto strips of paper
(English with German translation). When they are done, students decide that mammals could be
grouped according to criteria, such as meat eaters/plant eaters or types of habitat. After discussing
the choices, they decide to group according to habitat because it would allow for a greater variety
of categories. The class decides on the following category titles: farm, ocean, forest, and desert.
• Groups of students create floor charts when learning about a specific topic:

BÄREN
Was machen sie? Was essen sie?
Bären machen Winterschlaf. Bären essen Beeren.

Welche Feinde haben sie? Wo leben sie?

Menschen jagen Bären. Bären schlafen in Höhlen.

• After reading a story, students discuss information from the story. They write information or steps
on a strip of paper. They next put these strips in order so as to construct a chain.
• Students divide a piece of paper into four quadrants. They draw four items to display details on a
topic. Students then provide sentences to describe each aspect.
• Students, in pairs, are provided with partially completed graphic organizers. They fill out the
organizers based on class readings, discussions, etc.
• Students receive a handout with a number of scrambled terms and a chart to sort them into.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  629
GRADE Organize Information

Outcome
2
Specific
Students will be able to:
3.3.1 categorize related information and ideas, using a variety of strategies, such as
webbing, graphic organizers, and charts

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate skill at sorting and categorizing information and ideas?
− demonstrate skill at sequencing ideas and information?
− recognize links between/among details?
− see patterns and relationships among ideas?
− use suitable texts to represent ideas and information?
− organize information using a variety of strategies?
− link ideas and information logically?

 Checklists
Develop checklists based on the Focus for Assessment criteria, and date and note the context of every
observation.

 Portfolios
Help students choose work samples that show how they have attempted to identify and categorize
information according to similarities, differences, and sequences. Include dated samples over a period
of time to monitor progress.

SAMPLE RESOURCES

________________________________________________________________________________
630  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Record Information
Outcome
Specific
Students will be able to:
3.3.2 record key facts and ideas in own words; identify authors and titles of sources.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After reading an informational article such as one on an animal, students use a list, chart, or web
to jot down the important ideas.
• After viewing a video, students name five facts they have learned.
• Students can make charts to organize facts they have learned (e.g., about children in Germany).
Kinder in Deutschland

Zu Hause Familien Spiele Schule

• Students make theme-related booklets to record key information, ideas, and reflections. These
may be illustrated.
• Have students keep a log or list of informational books they have found useful in their research
projects.

Wo ich Informationen finde

Thema:
Titel Autor Datum

• After viewing a video, reading a book, or visiting a website, students record information on a fact
sheet.

Fakten
Thema:
Buchtitel und Autor oder Internetseite:
Das habe ich gelernt:

Das fand ich interessant: ________________________________________

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  631
GRADE Record Information

Outcome
2
Specific
Students will be able to:
3.3.2 record key facts and ideas in own words; identify authors and titles of sources.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify key points?
− tell ideas in his or her own words?
− record information accurately?
− identify title and authors?
− record key words and phrases to make notes?

 Portfolios
Students choose work samples such as lists, charts, and booklets to include in their portfolio. These
samples demonstrate how students represented key facts and ideas in their own words.

 Work Samples
Use the Focus for Assessment criteria when marking the students’ log of informational books. With
or without assistance, can the student identify the author, title, and date?

SAMPLE RESOURCES

• Wieso? Weshalb? Warum? (1998) series of reference books (e.g., Ravensburger). For example,
− Wir entdecken unseren Körper
ISBN 3-473-33273-9
− Alles über Dinosaurier
ISBN 3-473-33268-2
− Unser Wetter
ISBN 3-473-33269-0
• Other themes include:
− Schule, Bauernhof, Feuerwehr, Ritterburg,
− Eisenbahn, Tiere.
− Sokolowski, I. and T. Müller. Mein erstes Lexikon der Tiere. 2002.
− Würzburg: Edition Bücherbär
ISBN 3-401-08242-6

________________________________________________________________________________
632  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Evaluate Information
Outcome
Specific
Students will be able to:
3.3.3 examine gathered information to decide what information to share or omit.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Groups of students create posters or diagrams to illustrate what they have learned. They decide
what information is best represented visually and what information needs to be provided in print
(e.g., labels, lists, headings).
• As the class shares information to be recorded on a class chart, students decide if it is new
information to be added or if the ideas have already been recorded.
• Place pieces of information on separate cards. Students sort the information cards into “useful”
and “save for later.” Students talk about the useful information and why it was chosen or saved.
• Students number the facts that they found in their research to answer one of their questions.

• Students prepare skits in the form of “Did You Know” commercials to present new information
to the class.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  633
GRADE Evaluate Information

Outcome
2
Specific
Students will be able to:
3.3.3 examine gathered information to decide what information to share or omit.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− determine which information was suitable for the topic or question?
− recognize when more information is needed?
− identify what information on this topic should be shared?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Use checklists to observe students’
skills in communicating information to others. Review data to note progress and to inform
instruction, and include the context in which the observations occur and date all entries.

 Portfolios
Students, with the teacher’s support, select work samples that demonstrate their ability to examine
gathered information in a variety of ways. Samples may include recorded retellings, peer
conferencing, or “Did You Know?” commercials, as well as written inquiry projects.

SAMPLE RESOURCES

________________________________________________________________________________
634  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record and
Assess

Develop New Understanding

Outcome
Specific
Students will be able to:
3.3.4 recall, discuss, and record information-gathering experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Working in groups, the students are given a topic and asked to gather any information they can in
the classroom, library, or computer labs. If possible, this should be done with support from an
adult. Students explain if and how they found the information.
• Create and post a rebus flowchart in a series of pictures to help students recall, record, and
represent the highlights of an information gathering experiences. Students can talk about the steps
represented in the flowchart.
• Students sit in a circle and orally reflect on the most interesting/important things they learned
about their inquiry or research experience.
• Students fill out a Project Reflection Form for self-assessment.

Ich denke nach

Name: Datum:
Projekt:
Das hat gut geklappt:

Das hat nicht so gut geklappt:

Was mir am besten gefallen hat:

Das nächste Mal werde ich:

• Students pair, plan, and record mini-dialogues in which they give advice to next year’s Grade 2
class about how to sort information and plan presentations.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  635
 GRADE Develop New Understanding

Outcome
2
Specific
Students will be able to:
3.3.4 recall, discuss, and record information-gathering experiences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recall information-gathering experiences?
− talk about information-gathering experiences?
− identify what worked well?
− identify what did not work well?
− record information?
− develop new understanding about the inquiry or research process?

 Checklists
Model how to complete an inquiry checklist with the class.

Informationensuche—Gruppencheckliste
Name: Datum:
Was stimmt?

Planungsprozess  Wir haben unser Thema verstanden.

 Wir haben etwas im Voraus gewusst.
 Wir haben gute Fragen gestellt.
 Wir haben einen Plan entwickelt.
Materialiensammlung  Wir haben Quellen gefunden.
 Wir haben die besten Quellen gesucht
und benutzt.
 Wir haben die Informationen
ausgewählt.
 Wir haben die Fragen beantwortet.
 Wir haben unsere Ergebnisse notiert.
 Wir haben neue Fragen entwickelt und
notiert.

SAMPLE RESOURCES

________________________________________________________________________________
636  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.1 Generate and
General Outcome 4 and artistry of communication.
Focus

Generate Ideas
Outcome
Specific
Students will be able to:
4.1.1 generate and contribute ideas on particular topics for oral, written, and visual
texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students find magazine pictures and graphics and create a collage of their interests to present to
their classmates.
• Students write a comic strip about a typical day in their life.
• Students brainstorm ideas on a variety of topics throughout the year.
• Students do a Quick Write by writing as many ideas as possible in a short time. Give students
categories to which they list ideas, either independently or in a group. Students record their ideas.
Pause frequently to share and encourage students to use and build on the ideas of others.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  637
GRADE Generate Ideas

Outcome
2
Specific
Students will be able to:
4.1.1 generate and contribute ideas on particular topics for oral, written, and visual
texts. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

Focus for Assessment

Does the student:

− demonstrate fluency in generating ideas on a particular topic?
− contribute ideas orally on a topic?
− contribute written ideas on a topic?
− contribute ideas visually on a topic?
− remain on topic?
− require refocusing?

 Checklist
Consider whether each student has a variety of ideas about the topic and quantity. Keep track of the
number of ideas generated, noting who can categorize and who cannot.

 Portfolio
Collect work samples such as lists, maps, or sketches that demonstrate students’ contributions of
ideas on particular topics.

 Self-Assessment
Students complete a self-assessment to show how they shared ideas.

Name: Datum:

1. Ich gebe meine Ideen weiter.

  
2. Ich höre mir die Ideen von Anderen an.
  
3. Wenn ich meine Ideen weitergebe, fühle ich mich____________.
  

SAMPLE RESOURCES

________________________________________________________________________________
638  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.1 Generate and
General Outcome 4 and artistry of communication.
Focus

Choose Forms
Outcome
Specific
Students will be able to:
4.1.2 share ideas and experiences, using various forms for particular audiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Superkind: Students present pictures of themselves and their family to share with the class.
• Each weekend, a different student takes a stuffed animal home (provided by the teacher). The
student writes about his or her weekend with the animal in a class book and draws a picture of
one event they shared.
• Students create a comic strip, song, or poem about their hobbies and present it to the class.
• Provide students with a series of animal pictures. Together, they brainstorm vocabulary used in
describing animals. First, they practise making statements orally, and then they create a short
paragraph describing an animal.
• Students collect items, artifacts, or figures to assist them in telling a story. They tie the items to a
string based on their order in the story.
• String games are one of the earliest forms of texts. Strings were used for record keeping and
historical accounts. Pieces of the stories, songs, and myths that accompany the string figures are
still told in parts of Canada, such as among the Inuit. Students use string games to demonstrate a
form for storytelling.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  639
GRADE Choose Forms

Outcome
2
Specific
Students will be able to:
4.1.2 share ideas and experiences, using various forms for particular audiences.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify key questions?
− answer the questions accurately?
− ask a key question orally?
− respond in a complete sentence?
− report information orally?
− write a simple paragraph?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Date and note the context of every
observation, and use a checklist to record the variety of forms students have used throughout the year.

 Portfolios
Assist students in selecting samples of different forms of writing, sharing ideas, and experiences for
particular audiences. Students include personal comments along with each sample.

 Anecdotal Records
As students create string stories, note observations on self-stick notes. For example, does the student:
− show an interest in creating the story?
− have the items and storytelling coordinated?
− discuss each event the item represents?

SAMPLE RESOURCES

• Many Stars and More String Games, Camilla Gryski, 1985.

________________________________________________________________________________
640  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.1 Generate and
General Outcome 4 and artistry of communication.
Focus

Organize Ideas
Outcome
Specific
Students will be able to:
4.1.3 organize visuals and print to express ideas and tell stories with a beginning,
middle, and end.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students write about their day using simple sentences including information about morning,
afternoon, and evening (Mein Tag).
• Students match words with illustrations or sentences with a picture (picture story).
• Read narrative stories aloud to the students and discuss the following questions:
am Anfang: Welche Personen kommen in der Geschichte vor? Wo spielt die Geschichte?
Wann spielt die Geschichte?
in der Mitte: Was ist das Hauptproblem? Wie wird es gelöst? Was waren die wichtigsten
Teile/Stufen/Etappen?
am Ende: Was hat die Hauptfigur gemacht? Was haben die Nebenfiguren gemacht? Wie
fühlt sich die Hauptfigur?
• Read expository texts aloud and then lead a discussion on:
am Anfang: Welche Ideen kommen zuerst vor? Welche Informationen kommen zuerst vor?
in der Mitte: Welche Ideen oder Informationen kommen als Nächstes vor? Welche Details
oder Fakten kommen hinzu? In welcher Reihenfolge kommen alle Ideen?
am Ende: Wie werden alle Ideen und Informationen zusammengefasst? Was ist hier am
allerwichtigsten?
• Use colour flash cards to highlight your arrival at a new section (e.g., yellow, green, and red for
beginning, middle, end). Next, students evaluate their writing by highlighting the content with the
colour of the section to which it is most appropriate. Students share papers and check to see if
they agree with the colour coding selected by a partner.
• Cartoons such as Vater und Sohn are cut into panels. Students then arrange them in sequence.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  641
GRADE Organize Ideas

Outcome
2
Specific
Students will be able to:
4.1.3 organize visuals and print to express ideas and tell stories with a beginning,
middle, and end. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− order pictures to indicate beginning, middle, and end?
− tell the beginning, middle, and end in his/her own oral texts?
− represent the beginning, middle, and end in original texts?
− write stories with a beginning, middle, and end?
− write a simple report with a beginning, middle, and end?

 Checklists
Develop checklists based on the Focus for Assessment criteria outlined above. Information on the
checklists should reflect the use of both narrative and informational texts. Date and record the context
of each observation, and review to guide instruction and note progress over time.

 Rubrics
Develop a rubric based on the Focus for Assessment to evaluate student writing, such as Mein Tag.

SAMPLE RESOURCES

• Select cartoons from:

− Plauen, E.O. Vater und Sohn. Bildgeschichten für den Konversations—und Aufsatzunterricht.
Max Hueber Verlag, 1987.
− Kossatz, Hans. Dacket Willi und Familie Kaiser. Tomas Verlag, München.
ISBN 3-8231-0200-1

________________________________________________________________________________
642  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Appraise Own and Others’ Work

Outcome
Specific
Students will be able to:
4.2.1 talk about own creations and those of others, using commonly used expressions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Put up a chart of useful expressions and encourage students to use them.

Das ist schön.
Ich finde dein/mein Bild schön/interessant
Das hast du gut gemacht/geschrieben.
• Das hast du
toll gut gemacht/geschrieben
sehr gut
fein
• Students draw a picture of a main character from a story. Other students provide feedback, as
specific as possible. Then the student says what he or she likes best about his or her own drawing.
• Students draw a picture of their house and present it to the class. Students comment on it.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  643
GRADE Appraise Own and Others’ Work

Outcome
2
Specific
Students will be able to:
4.2.1 talk about own creations and those of others, using commonly used expressions.
(continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

Focus for Assessment

Does the student:

− consider work by rereading and reviewing, adding, and changing?
− work in pairs or small groups to make or take suggestions?
− engage in the revision process?
− feel positive about the revision process?

 Anecdotal Records
Note who volunteers to share their creations most often, and encourage those who are timid to also
volunteer.

 Self-Reflection
Encourage students to reflect on their work in progress. Use a self-reflection form such as the
following:

Student Self-Reflection
1. The three things I want you to notice about my work are:
a)
b)
c)
2. It was hard for me to learn
3. I was surprised to learn that
4. A question I have is
5. I want to improve

SAMPLE RESOURCES

________________________________________________________________________________
644  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Revise Content
Outcome
Specific
Students will be able to:
4.2.2 retell to clarify ideas.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students summarize a story.

• Students write sentences with new words and have a partner read and edit them.
• Before reading a simple story, students ask questions to find out about it.
Wer ist in der Geschichte?
Wo passiert die Geschichte?
Wann passiert die Geschichte?
Was passiert?
• After reading a story during Carpet Time, ask questions and point to the Geschichtenkäfer.

Wie wird
Wer ist in der das
Geschichte? Problem
Wo und wann Was ist das gelöst?
passiert sie? Problem?

• Create a Language Ladder of common questions used in the revision process.

Was man mit Wörtern machen kann:
ein Wort einkreisen
ein Wort unterstreichen
ein Wort durchstreichen
ein Wort ausradieren
ein Wort ändern
ein Wort dazuschreiben
ein Wort weglassen

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  645
GRADE Revise Content

Outcome
2
Specific
Students will be able to:
4.2.2 retell to clarify ideas. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share the first draft willingly and confidently?
− ask for specific help?
− listen to suggestions made by teacher and peers?
− incorporate suitable suggestions?
− listen to other authors read?
− provide positive feedback?
− ask relevant questions?
− make appropriate suggestions?
− reread his or her own work in draft?
− reread others’ work in draft form?
− attempt to make changes?
− engage in self-questioning during the revision process?

 Checklists
Create a checklist based on the Focus for Assessment criteria. Include the context in which the
observations occur and date all entries. Review data to note progress over time.

 Self-Assessment
Students review their own creations and complete a self-assessment to assess their revision skills.

Etwas ändern
Name: Datum:
Titel:
Ich habe meine Geschichte gelesen.
 
Ich habe neue Gedanken dazugeschrieben.
 
Ich habe etwas geändert.
 
Ich habe um Hilfe gebeten.
 

SAMPLE RESOURCES

________________________________________________________________________________
646  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Legibility
Outcome
Specific
Students will be able to:
4.2.3 strive for consistency in letter size and shape; print letters in the correct
direction; explore and use the keyboard to produce text.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students write in a Tagebuch, aided by sentence starters provided by the teacher. Give stickers
and encouragement for neat printing.
• Students complete a printing booklet concentrating on forming neat letters.
• When writing a good copy, a student follows a checklist that demonstrates correct letter
formation. For example,
− Am I holding the pencil properly?
− Are my letters the size and shape they should be?
− Is there correct spacing between letters and words?
− Does my printing start at the left side of the paper then go all the way across to the right?
− Are my letters sitting correctly on the lines?

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  647
 GRADE Enhance Legibility

Outcome
2
Specific
Students will be able to:
4.2.3 strive for consistency in letter size and shape; print letters in the correct
direction; explore and use the keyboard to produce text. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate consistency in formation of letters?
− demonstrate correct spacing between letters/words?
− print from left to right and down the page?
− use a mouse to point, click, and drag?
− explore the keyboard?
− open, close, save, and print files?
− show ability to print?

 Self-Assessment
Students assess their own legibility using a checklist. They review their checklist at two-month
intervals to note their progress.

Meine Druckschrift—Schülercheckliste
Name: Datum:
Ja Nein
Ich halte den Bleistift richtig.
Meine Buchstaben haben alle die richtige Form.
Meine Buchstaben sind alle gleich groß.
Der Abstand zwischen meinen Buchstaben ist
gleichmäßig.
Der Abstand zwischen meinen Wörtern ist
gleichmäßig.
Ich schreibe auf die Linien.
Ich lasse einen Seitenrand.
Ich radiere meine Fehler vorsichtig aus.

 Conferences
Conference with students using work samples and the student-teacher created rubrics to discuss and
celebrate improvements in printing. Provide feedback and individualized instruction where needed.

 Rubrics
Develop outcome-based rubrics to assess student work and determine directions for further
instruction (see sample in Appendix E).

(continued)

________________________________________________________________________________
648  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Legibility
Outcome
Specific
Students will be able to:
4.2.3 strive for consistency in letter size and shape; print letters in the correct
direction; explore and use the keyboard to produce text. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES

Teacher’s Notes

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  649
GRADE Enhance Legibility

Outcome
2
Specific
Students will be able to:
4.2.3 strive for consistency in letter size and shape; print letters in the correct
direction; explore and use the keyboard to produce text. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Portfolios
Students choose samples of their best printing for their portfolios. Students should tell why the
selected piece represented their best work. Samples are dated to show progress over time.

SAMPLE RESOURCES

• Handwriting without Tears series—see website hwtears.com

________________________________________________________________________________
650  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Artistry
Outcome
Specific
Students will be able to:
4.2.4 experiment with words and sentence patterns, with support.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• All students are given two words. Then, pairs of students write and display a sentence using those
words. The class then discusses all the varied results.
• Students act out a dialogue two or three times and substitute different words in certain parts of the
dialogue.
• After rereading a patterned story book, the students create their own story using the pattern but
inserting their own words (e.g., Once upon a time there were three little name. They lived in a
place. One day they verb).
• Students are given pictures or bring pictures from home. With a partner, students create a
sentence describing each picture. Students are encouraged to create additional sentences.
• Create a Language Ladder showing variations of “said.” As stories are read in class, students
substitute these words each time “said” is mentioned to see how this affects the story.
“Lass das doch!” flüsterte sie.
“Lass das doch!” murmelte sie.
“Lass das doch!” zischte sie.
“Lass das doch!” bat sie.
“Lass das doch!” brummte sie.
“Lass das doch!” sagte sie.
“Lass das doch!” rief sie.
“Lass das doch!” schrie sie.
“Lass das doch!” brüllte sie.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  651
GRADE Enhance Artistry

Outcome
2
Specific
Students will be able to:
4.2.4 experiment with words and sentence patterns, with support. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− experiment with words orally?
− experiment with sentence patterns orally?
− experiment with words in written text?
− experiment with sentence patterns in written text in a pocket chart?
− use patterns of others’ work to create original text?
− experiment with words and sentence patterns in narrative text?
− experiment with words and sentence patterns in informational text?

 Anecdotal Records
Record observations based on the Focus for Assessment criteria. Date each observation and include
specific examples of students’ behaviours as they experiment with words and sentence patterns.
Review these observations to note students’ developing skills over time.

 Portfolios
Students, with teacher input, choose work samples that reflect experimentation with word choice and
sentence patterns. Students highlight interesting words and sentences and explain their choices.
Record their reasons and attach the record to the students’ work samples. Date work samples to note
progress over time. Have students include a self-reflection with their work samples similar to the one
below.

Mit Wörtern spielen

Name: Datum:
Hier spiele ich mit Wörtern.
Wörter die ich besonders gut finde, sind:

Sie:
– machen laute Töne.
– machen ruhige Töne.
– machen aktive Töne.
– hören sich witzig an.
– hören sich grausig an.
– drücken eine bestimmte Atmosphäre aus.

________________________________________________________________________________
652  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Presentation
Outcome
Specific
Students will be able to:
4.2.5 combine illustrations and simple written texts to express ideas, feelings, and
information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• When creating their own books, students choose an illustration style, such as pop-up pictures,
holes in the pages, modelling clay pictures, or materials of different textures.
• Students illustrate their stories using characters and speech balloons.
• Students find pictures of different animals on the Internet, print them, make a booklet, and label
each picture.
• Students make a picture dictionary.
− A ist für Ameise
− list of alphabetical words
Alliterated sentence: Alfred aβ acht Ameisen.
• Students produce five pictures depicting what they do on a typical day. They write a caption
underneath each picture.
• Students create class books. Each student contributes one page, which includes an illustration as
well as sentences about a topic or class activity.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  653
GRADE Enhance Presentation

Outcome
2
Specific
Students will be able to:
4.2.5 combine illustrations and simple written texts to express ideas, feelings, and
information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− match illustration and written text?
− show willingness to share feelings, ideas, and information?
− express a range of ideas, feelings, and topics in illustrations and print?

 Checklists
Checklist for projects:
− illustration matches and enhances text
− colourful adjectives and/or adverbs, as well as appropriate pictures, are used
− pictures are correctly labelled
− captions or phrases are precise and appropriate for the picture

 Conferences
Conference with students about their illustrated texts. Discuss how details in the pictures enhance the
meaning of their written work, and conference with them to discuss how texts support their drawings.

 Portfolios
Have students select work samples that show how pictures and text work together to provide clear,
detailed ideas and information. Students provide reasons for their choice of work samples. Reasons
should be recorded, dated, and placed together with the work sample. Review samples to note
progress over time.

SAMPLE RESOURCES

________________________________________________________________________________
654  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.3 Attend to
General Outcome 4 and artistry of communication.
Conventions

Grammar and Usage

Outcome
Specific
Students will be able to:
4.3.1 check for completeness of work and add details.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Write a limited description of a person and show a picture. Students fill in blanks and add missing
information.
• Set up a list of objectives when editing students’ work. The list is posted in the classroom.
Students are asked to refer to it when editing their work.
• Create sentences with missing or incorrect punctuation and grammar. Students edit sentences.
• Students participate in choral reading activities. Model pauses (commas), full stops (periods), and
inflections and intonation (questions). Students practise in small groups and perform for others.
This focused attention to punctuation can help students become more aware of the importance of
correct punctuation.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  655
GRADE Grammar and Usage

Outcome
2
Specific
Students will be able to:
4.3.1 check for completeness of work and add details. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− refer to the posted list when editing?
− write complete sentences, using capital letters and periods?
− use connecting words to join related ideas in a sentence?
− identify nouns, verbs, adjectives, and adverbs that add interest to stories?
− use conventional spelling of common words to efficiently communicate ideas in writing?
− use capital letters for proper nouns and at the beginning of sentences in his or her own writing?
− use periods and question marks appropriately as end punctuation in his or her writing?
− use commas after greetings and closures in friendly letters and to separate words in a series in his
or her own writing?
− identify commas and full stops when reading and use them to assist comprehension?

 Checklists and Comments

Create checklists to
− record students’ skills in communicating ideas and information
− assess students’ developing communication skills in a variety of contexts
Date the checklists and review them to note students’ progress over time regarding grammatical
conventions and usage.

 Rubrics
Create an outcome-based rubric with students. Use the rubric to evaluate how well students are able
to check for complete sentences and to make sentences complete (see sample blackline master in
Appendix E: Rubric or Rubric and Checklist).

SAMPLE RESOURCES

________________________________________________________________________________
656  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.3 Attend to
General Outcome 4 and artistry of communication.
Conventions

Spelling
Outcome
Specific
Students will be able to:
4.3.2 spell familiar words, using basic strategies and resources; know spelling
conventions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• At the beginning of each week, the teacher and students generate a list of words or sentences
pertaining to the topic being studied. Students copy them in their notebooks and practise them at
home. On Friday, they write them without looking at their notes.
• Students generate lists of words from classroom materials and environmental print. They choose
particular letter patterns, such as initial consonants, vowel combinations, and word endings. They
share and discuss the meaning of the words.
• Students draw a picture of a person dressed for winter weather and label the clothing.
• Students search for certain sounds in books throughout the classroom and make a list of them.
• Using the lid of an ice-cream container and a washable felt pen, students write familiar words
given by the teacher. Students repeat each sound as they write it.
• Six students at a time go to the chalkboard to write a list of words in a word family (e.g., Land,
Hand). Others write their lists in their scribbler.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  657
GRADE Spelling

Outcome
2
Specific
Students will be able to:
4.3.2 spell familiar words, using basic strategies and resources; know spelling
conventions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use initial consonants?
− use final consonants?
− use vowel markers?
− use internal consonants?
− use visual memory for some frequently used words?

 Checklists and Comments

Use Focus for Assessment criteria to make a checklist to make spelling in
− tests (lists), written work
− personal chalkboard activities

 Pre-/Post-Spelling Tests
Analyze students’ pre- and post-spelling tests to determine their patterns of misspellings and their
effective use of spelling strategies. These observations are discussed with students during spelling
conferences. Involve students in determining patterns of misspellings.

 Conferences
Interview students to assess their knowledge about spelling processes and strategies. Questions such
as the following are considered:
− Is spelling important and why?
− Are you a good speller? Why? Why not?
− How did you become a good speller?
− What do you do when you cannot spell a word?
− How do you remember to spell difficult words?
− What helps you with your spelling?

SAMPLE RESOURCES

________________________________________________________________________________
658  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.3 Attend to
General Outcome 4 and artistry of communication.
Conventions

Capitalization and Punctuation

Outcome
Specific
Students will be able to:
4.3.3 know and use basic writing conventions when editing and proofreading.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Using a Think-Aloud approach, model the correct use of conventions while writing on the board.
Do this throughout the year.
• Create error-filled sentences that the students edit.
• After completing independent writing, students check for mistakes by answering questions
provided by the teacher.
− Ist das erste Wort im Satz groß geschrieben?
− Sind alle Personen und Sachen groß geschrieben?
− Hat jeder Satz einen Punkt am Ende?
− Hat jede Frage ein Fragezeichen am Ende?
• Post a chart for students to refer to when editing their own or someone else’s work (e.g.,
Großschreibung, Kleinschreibung, Punkt, Doppelpunkt, Komma, Bindestrich, Gedankenstrich,
Fragezeichen, Ausrufezeichen, Anführungsstriche/Anführungszeichen).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  659
GRADE Capitalization and Punctuation

Outcome
2
Specific
Students will be able to:
4.3.3 know and use basic writing conventions when editing and proofreading.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use periods to make statements?
− use question marks to mark interrogative sentences?
− use capital letters at the beginning of sentences?
− use capital letters for all nouns and names?

 Checklists
Develop a checklist or rubric, such as the following:
The student:
− writes complete sentences, using capital letters and periods.
− uses connecting words to join related ideas in a sentence.
− identifies nouns and verbs, and uses them in his or her own writing.
− capitalizes the beginning of each sentence.
− uses capital letters for all nouns.
− uses periods and question marks appropriately as end punctuation.
− uses commas after greetings and closures in friendly letters.
− uses commas to separate words in a series in his or her own writing.
− uses conventional spelling of common words.
− refers to the posted conventions list when editing.

 Portfolios
Select samples of students’ independent writing to show their skills in using capitalization and
punctuation appropriately.

SAMPLE RESOURCES

________________________________________________________________________________
660  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.4 Present and
General Outcome 4 and artistry of communication.
Share

Share Ideas and Information

Outcome
Specific
Students will be able to:
4.4.1 share information and ideas on a topic with a familiar audience, and clarify
information by responding to basic questions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Use Daily News, Show and Tell, and Sharing Circle activities with the class. Have students
prepare answers to likely questions in advance.
• Students decorate a shoebox with pictures of things they like. Inside the box they place pictures
of their most treasured items. Students share their boxes in groups. Peers may respond with
questions and make personal connections.
• Students talk about their family, and classmates ask personal questions.
• Students present a favourite activity they enjoy. Classmates ask questions.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  661
GRADE Share Ideas and Information

Outcome
2
Specific
Students will be able to:
4.4.1 share information and ideas on a topic with a familiar audience, and clarify
information by responding to basic questions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share information and ideas on a familiar topic?
− share confidently with a familiar audience?
− attend to questions from the audience?
− respond appropriately to questions from the audience?
− clarify information when necessary?

 Checklists
Consider a checklist similar to the one below.

Beteiligung bei Klassengesprächen—Kontrollliste

Name: Datum Datum Datum

Als Sprecher:
- spricht deutlich?
- gebraucht vollständige Sätze?
- bleibt am Thema?
- spricht fließend, zögert selten?
- beantwortet Fragen richtig?
Als Zuhörer:
- hört aufmerksam zu?
- stellt geeignete Fragen?
- macht geeignete
Bemerkungen/Vorschläge?
- lässt andere an die Reihe kommen?

SAMPLE RESOURCES

________________________________________________________________________________
662  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.4 Present and
General Outcome 4 and artistry of communication.
Share

Effective Oral and Visual Communication

Outcome
Specific
Students will be able to:
4.4.2 present information and ideas using appropriate volume, intonation, and non-
verbal cues.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Student of the Week: Students present information about themselves. Audience members then ask
questions.
• Students talk about a favourite book or character, writing simple sentences (e.g., Rotkäppchen ist
ein junges Mädchen. Sie hat keine Geschwister).
• Students present a book using simple sentences. Provide sentence starters.
Mein Buch heiβt _____
Es ist von _____ geschrieben.
Der Hauptcharakter ist _____.
Das Problem ist _____.
Es ist ein gutes Buch, weil ________..
• Students take turns taking home a backpack containing
− a stuffed animal
− a scrapbook
− a camera
Students spend the weekend with the backpack and write and photograph what they did with the
animal. The following week they present the information to their classmates.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  663
GRADE Effective Oral and Visual Communication

Outcome
2
Specific
Students will be able to:
4.4.2 present information and ideas using appropriate volume, intonation. and non-
verbal cues. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use a clear voice in the report?
− use appropriate intonation for the ideas and information presented?
− express ideas and information purposefully?
− take risks in attempting to communicate effectively?

 Rubrics
Prepare a rubric assessing an oral presentation according to the Focus for Assessment (see sample in
Appendix E).

 Self-Assessment

Mein Klassenvortrag—Schülercheckliste

Name: Datum:

Kreuze es an, wenn es stimmt!

 Ich habe zuerst meinen Vortrag geübt.
 Ich habe die Zuschauer direkt angesehen.
 Ich habe langsam und deutlich gesprochen.
 Ich habe laut genug gesprochen.
 Ich habe etwas vorgezeigt (ein Buch, ein Gegenstand, ein Bild, eine
Bastelarbeit).
 Ich habe mein Thema beschrieben.
 Ich habe erzählt, was mir am besten gefällt.
 Ich habe Fragen stellen lassen.
 Ich habe Fragen beantwortet.

 Conferences
Record students’ oral presentations and uses them for individual conferences. Point out what students
did well, and make suggestions about what aspects they could improve in future oral presentations.

SAMPLE RESOURCES

________________________________________________________________________________
664  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to enhance the clarity 4.4 Present and
General Outcome 4 and artistry of communication.
Share

Attentive Listening and Viewing

Outcome
Specific
Students will be able to:
4.4.3 demonstrate appropriate audience behaviours.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students listen during Carpet Time, Teaching Time, and Presenting Time.
• Students listen to classmates present a topic, and then fill out a self-evaluation.

Wenn ich zuhöre,

schaue ich den Sprecher an.

halte ich die Hände still.

bleibe ich am Platz.

mache ich meinen Mund zu.

denke ich an gute Fragen.

• Students listen to a classmate present information about himself or herself. Check for
understanding by asking questions about the presentation.
• Encourage, guide, and focus student listening by
− setting an appropriate environment
− modelling: looking at the person or speaker, paraphrasing key words
− setting a purpose for listening

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  665
GRADE Attentive Listening and Viewing

Outcome
2
Specific
Students will be able to:
4.4.3 demonstrate appropriate audience behaviours. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate attentive audience behaviours?
− ask relevant questions?

 Self-Assessment
Have students reflect on their speaking, listening, and viewing skills by using a self-check similar to
the one shown below.

Wie stelle ich Fragen?—Schülerselbstbewertung

Name: Datum:
Wenn ich Fragen stelle... noch nicht manchmal immer
– warte ich bis ich an die Reihe
komme
– hebe ich die Hand
– höre ich zu, wenn andere
fragen
– gebrauche ich W-Wörter.
(Wer? Was? Wo? Wann?
Wie? Warum?)
– stelle ich auch interessante
Fragen
– versuche ich nur Deutsch zu
sprechen

SAMPLE RESOURCES

________________________________________________________________________________
666  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Share and Compare Responses

Outcome
Specific
Students will be able to:
5.1.1 tell, draw, and write about self, family, and community.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students create their own community map and label places and services. Students write down
where they go to get what (e.g., Ich gehe in die Schule. Ich lerne. Ich gehe zur Bank. Ich hole
Geld ab).
• Students make a Wer bin ich? poster that includes information about themselves and their
families.
• Map Activity: Using a world map, have students locate and label where their grandparents,
parents, and other relatives came from. Students make a border around the map with their
photographs or drawings and connect the pictures to the map with yarn and pins. Students can
extend this activity by using oral interviews with family members, asking questions (e.g., Woher
kommt deine Familie?, Warum seid ihr nach Manitoba gekommen?, and Woran kannst du dich
erinnern?). Students’ family experiences are discussed in class. Ask them to think about special
memories or things they would take with them if they were to leave their homes and communities
today. Students discuss this in groups.
• Students create Wir posters in order to identify shared interests and abilities and to build a sense
of community. Actions taken include:
− Brainstorming to discover shared interests and abilities.
− Recording all suggestions.
− Choosing a topic of interest and making a poster to advertise the interest (with partners or in
small groups).
− Displaying the posters around the classroom. Give students time to sign the posters that reflect
their own interests.
• Using a felt pen, print students’ names on popsicle sticks. The sticks are put (name side down) in
a container. Invite each student to choose a stick and then describe a positive quality about the
student whose name has been selected.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  667
GRADE Share and Compare Responses

Outcome
2
Specific
Students will be able to:
5.1.1 tell, draw, and write about self, family, and community. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− discuss events concerning self, family, and community?
− speak clearly and with appropriate volume and intonation?
− discuss classroom events accurately?
− show enthusiasm when speaking?
− provide sufficient details about the topic?

 Checklists/Rubrics
Use the Focus for Assessment when making a checklist or rubric to assess the activities.

 Anecdotal Records
Record outcomes-based observations, including the date and situational context. Anecdotal records
over time help to identify patterns and themes in students’ interests, attitudes, knowledge, learning
preferences, and social relationships. Anecdotal records also provide information on students’
developing self-perceptions.

 Portfolios
The student samples may include their drawings, writings, and recorded talks selected to show
development over time. Have students explain their personal choices for portfolios.

SAMPLE RESOURCES

________________________________________________________________________________
668  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Relate Texts to Culture

Outcome
Specific
Students will be able to:
5.1.2 explore similarities among stories from oral, literary, and media texts from
various communities.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students read about festivals (birthdays, weddings, national holidays) in different cultures (in
English). Later, the teacher and students make a chart or Venn Diagram in German to review
similarities and differences between Germany/Austria and Canada.
• Students read different versions of the same story (e.g., Schneewittchen). They then compare the
two versions using graphic organizers.
• Students sketch their responses to a text they have listened to or read from another culture. They
share their sketches with a partner and discuss how the story is similar to stories from their own
culture.
• Provide a fairy tale or folk tale chart listing similar components found in most fairy tales. Read
several components found in most fairy tales. Read several fairy tales. Fill in the chart together
with the students as the stories are read.

Märchen
Titel Held/ Gegner Zauber die Zahl besondere glückliches
Heldin ‘3’ Wörter Ende

• Students read or hear several stories from various communities on a common theme. These
communities can include different age groups, different ethnic groups, be urban or rural, or be
from ancient times or modern times. They then complete a class chart to compare various aspects
of the theme. After reading or viewing texts, students discuss similarities and differences using
charts or graphic organizers (see Appendix D).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  669
GRADE Relate Texts to Culture

Outcome
2
Specific
Students will be able to:
5.1.2 explore similarities among stories from oral, literary, and media texts from
various communities. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify key ideas in stories that are similar?
− identify characters in stories that are similar?
− show appreciation for similarities and differences in communities revealed in stories?
− stay on topic during discussions?
− contribute appropriately to discussions?
− listen to others during discussions?
− show respect for others’ ideas?

 Anecdotal Records
Observe and record students’ behaviours in formal and informal situations as they listen to a variety
of oral, literary, and media texts from various communities. Date all observations and review
students’ patterns of listening behaviour. Use the data for student-teacher conferences.

SAMPLE RESOURCES

________________________________________________________________________________
670  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Appreciate Diversity
Outcome
Specific
Students will be able to:
5.1.3 connect aspects of stories and characters to personal feelings and experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students share how they feel about a character in a story and if they have ever felt that way (e.g.,
Aschenputtel). Have you ever felt unfairly treated? How did you react?
• Students portray roles of characters in stories they have heard, read, or viewed. Other students
interview the characters using questions developed with the class.
• After doing a retelling of a simple story, students write what it reminded them of. Students could
do the retelling in German and the relating in English.
• Students select the story they read that best matches their experiences. Students use faces or
people cut out from flyers or catalogues to represent themselves or people they know. They paste
these on a large sheet of paper to create a movie poster for the story.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  671
GRADE Appreciate Diversity

Outcome
2
Specific
Students will be able to:
5.1.3 connect aspects of stories and characters to personal feelings and experiences.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify similarities between personal and cultural experiences and situations, and those of
characters encountered in texts?
− identify differences between personal and cultural experiences and situations, and the culture of
characters encountered in texts?

 Checklists
Use the above criteria when making a checklist or rubric to assess the activities.

 Anecdotal Records
Observe students as they engage in activities that relate stories and story characters to their personal
feelings and experiences. Record notes on formal and informal situations over time to help identify
students’ strengths and challenges. Use anecdotal records to guide instruction.

SAMPLE RESOURCES

• Mini Spatzenpost
• Jahressammelband
• Jungösterreich
• Zeitschriftenverlag
• www.minispatzen.post.at

________________________________________________________________________________
672  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Celebrate Special Occasions

Outcome
Specific
Students will be able to:
5.1.4 participate in shared language experiences to celebrate individual and class
achievements.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• During the Grade 2 food fair, students prepare menus with illustrations. These menus are posted
on the wall.
• After a neighbourhood walk, students complete a booklet about what they saw.
• Students make masks for Karnival and perform short Karnival poems.
• Students write letters to students in Germany or students in another German class in Canada. A
class picture is sent. Students share the responses they receive from the other German students.
• Students perform poems or songs at the school assembly.
• Students plan a special awards ceremony for their class. They brainstorm a number of potential
awards (e.g., the funniest, the most polite, the most helpful, etc.). Ensure that there are more
categories than students.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  673
GRADE Celebrate Special Occasions

Outcome
2
Specific
Students will be able to:
5.1.4 participate in shared language experiences to celebrate individual and class
achievements. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use language to acknowledge others’ accomplishments?
− encourage others?
− participate in activities to recognize and acknowledge achievement in the classroom?
− acknowledge personal accomplishments?

 Checklists
Use the Focus for Assessment questions to make a checklist to assess activities.

 Anecdotal Records
Observe students’ behaviours in formal and informal situations as they share ideas and experiences.
Date all observations and reviews students’ records to note patterns in their use of supportive
language.

SAMPLE RESOURCES

________________________________________________________________________________
674  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Co-operate with Others

Outcome
Specific
Students will be able to:
5.2.1 co-operate in small groups.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students work in groups to create sentences using vocabulary learned in class.

• Students use stuffed animals or puppets to read a dialogue written on the board. After one minute,
students change partners.
• Students create a restaurant dialogue in groups and present it to the class.
• Students work together to retell a story in simple sentences.
• Generate a chart with students, outlining the roles and responsibilities group members must take
on for a specific or general group activity.
• By watching and listening carefully, the students learn the language they need for co-operative
group work. Students note how the teacher models the language and behaviours of attentive
listening (e.g., gives encouragement, praises accomplishments, and clarifies ideas and responses).
The vocabulary necessary for cooperative group work in German is posted in the classroom for
student reference. Students practise this vocabulary through role-plays and repetition.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  675
 Co-operate with Others
GRADE

Outcome
2
Specific
Students will be able to:
5.2.1 co-operate in small groups. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share ideas?
− add to others’ ideas?
− show initiative to work on task?
− encourage others?
− show insight during reflection time (e.g., recognize strengths in self and others)?
− listen attentively?
− take a variety of group roles?
− work well with a partner?
− work well in a small group (three to four students)?

 Checklist
Use the above criteria when making a checklist or rubric to assess the activities.

 Self-Assessment

Ich und meine Gruppe—Schülerkontrollliste

Kreuze an, was du gemacht hast.
Bin ich ein gutes Gruppenmitglied?
 Ich habe geholfen, etwas zu schreiben.
 Ich habe geholfen, etwas zu machen.
 Ich habe ____ Fragen beantwortet.
 Ich habe ____ Fragen gestellt.
 Ich habe meistens zugehört.
 Ich bin beim Thema geblieben.
 Ich war nett und freundlich.

SAMPLE RESOURCES

________________________________________________________________________________
676  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Work in Groups
Outcome
Specific
Students will be able to:
5.2.2 take roles and contribute related ideas and information in whole-class and small-
group activities.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students write myths in groups of four. Students make shadow puppets and present myths.
Student 1: narrator
Student 2: animal before change
Student 3: what caused animal to change
Student 4: animal after change
• Students take turns with a partner to learn how to listen and speak on a topic. Students face each
other. One is the speaker and one is the listener. The speaker talks about a topic for one minute.
The listener reports some ideas presented by the speaker. The listener and speaker change roles.
The new speaker must talk about the same topic for one minute and not repeat anything the first
speaker said.
• Invite students to contribute ideas and vocabulary on a theme in a brainstorming session (e.g.,
studying a social studies theme). Direct and prompt the responses when necessary.
• In small groups or as a large class, students complete a KWL (WML) chart. If working in small
groups, students can use visuals for concepts. Later, help students find the right words to write
down the concept.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  677
GRADE Work in Groups

Outcome
2
Specific
Students will be able to:
5.2.2 take roles and contribute related ideas and information in whole-class and small-
group activities. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− take turns when he/she contributes to group ideas?
− listen actively when others are speaking?
− participate actively and add ideas during small- and large-group activities?

 Checklists/Rubrics
Use the above criteria when making a checklist or rubric to assess the activities.

 Anecdotal Records
Record observations of students’ turn-taking behaviours. Use this data in conference with students
and coach them about positive group interactions.

________________________________________________________________________________
678  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in German to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Work in Groups
Outcome
Specific

Students will be able to:

5.2.2 take roles and contribute related ideas and information in whole-class and small-
group activities. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES

Teacher’s Notes

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  679
GRADE Work in Groups

Outcome
2
Specific
Students will be able to:
5.2.2 take roles and contribute related ideas and information in whole-class and small-
group activities. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Conferences with Groups

Conference with students during and after a project to discuss group interactions. Set goals with the
students for further group work. Review group assessment forms with students to determine the
successes and needs of the group and to assess individual input.

Über Gruppenarbeit nachdenken

Datum:
Name:
Alle Gruppenmitglieder unterschreiben ,
, , ,
Wie war eure Zusammenarbeit? Habt ihr mit der Gruppe diskutiert, welches Kästchen ihr anmalen
wollt?
1. Wir haben unsere Zeit gut ausgenutzt.
immer manchmal fast nie
2. Wir haben uns gegenseitig geholfen, am Thema und bei der Arbeit zu bleiben.
immer manchmal fast nie
3. Wir haben uns gegenseitig geholfen, die Aufgabe zu verstehen.
immer manchmal fast nie
4. Wir haben uns gegenseitig zugehört.
immer manchmal fast nie
5. Wir haben uns gegenseitig unterstützt.
immer manchmal fast nie
6. Wir haben alle mit Gedanken und Meinungen beigetragen.
immer manchmal fast nie
7. Wir haben die Arbeit gut aufgeteilt.
immer manchmal fast nie
Beantwortet diese Frage.
1. Ein Problem, das aufgekommen ist, war

2. So haben wir das Problem gelöst

SAMPLE RESOURCES

________________________________________________________________________________
680  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in Ukrainian to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Use Language to Show Respect

Outcome
Specific
Students will be able to:
5.2.3 adjust own language use for different situations.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students practise a dialogue with one another using the du form. Then students act out the same
dialogue pretending they are talking to the principal, a store clerk, or a friend’s parent. Make the
changes on the board, demonstrating the use of the sie form.
• Students write dialogues and practise role-plays of the following situations:
− speaking with familiar adults
− speaking with visitors
− introducing new friends
− eating dinner at a friend’s house
− asking permission at the office
− solving disputes/problems on the playground
− using the telephone to leave a message
− working in groups with younger students

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  681
GRADE Use Language to Show Respect

Outcome
2
Specific
Students will be able to:
5.2.3 recognize that individuals adjust language use for different situations. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate responsibly in the classroom community?
− demonstrate an awareness of various situations and respond appropriately?
− adjust language use appropriately in a variety of situations?

 Checklists/Rubrics
Use the above criteria when making a checklist or rubric to assess the activities. For example, a
checklist to use while observing role-play may consist of the following:
− uses sie/du/ihr in the correct situations
− makes conjugation and other adjustments
− uses appropriate gestures
− observes conventions (e.g., handshaking)
− speaks louder/slower as needed

SAMPLE RESOURCES

________________________________________________________________________________
682  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

2
and represent in Ukrainian to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Evaluate Group Process

Outcome
Specific
Students will be able to:
5.2.4 acknowledge achievements of others.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students’ contribution to a group web are initialled or circled in their favourite colours.

Bären essen Bären machen

Beeren, Gras, Winterschlaf
Fisch MB
CY
BÄREN

Bären können 400-

500 kg wiegen
Bären können
JB
Bäume klettern
LR

• Create a “Things We Do Well” chart with photos, drawings, or models, or a group in action
accompanied by sentence(s).
− “We helped each other on this _____ by _____.”
− “(name) helped me with _____.”
− “We are making a _____ together.”
• Students are taught vocabulary, which allows them to acknowledge the achievements of others.
• At the end of the year, students create a book in which their classmates can write compliments or
special memories of the other students. Ensure that all students are represented in the book.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  683
GRADE Use Language to Show Respect

Outcome
2
Specific
Students will be able to:
5.2.4 acknowledge achievements of others. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− celebrate group success?
− help others understand the task?
− collaborate and cooperate to achieve a variety of tasks?
− follow group instruction?
− encourage others to do their best?

 Checklists/Rubrics
Use the above criteria when making a checklist or rubric to assess the activities.

 Anecdotal Records
Record when students use expressions of encouragement and praise.

SAMPLE RESOURCES

________________________________________________________________________________
684  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Sound–Symbol System
Outcome
Specific
Students will be able to:
6.1.1 use, in modelled oral and written situations, all elements of the sound-symbol
system.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students unscramble words.

• Every week, students practise new alliterated sentences or tongue twisters for each letter
(e.g., Vampir Viktor mag Vanille-Eis).
• Students make lists of word families (e.g., Land, Hand, etc.).
• Students create nonsense words, taking phonograms—that is, a symbol representing a spoken
sound such as a single letter or a combination of letters (e.g., p, b, sch, ß, au) —from a chart.
They then write a sentence using the invented word in a context. The audience must guess at the
spelling and meaning of the word.
• Students participate in a formal spelling program.
• Present the syllables of a word out of order. Students identify and correct the syllabic construction
of the word.
• Students create a silly alliteration sentence for a letter of the alphabet. This can be compiled and
made into a book. As well, each student can contribute one or two of their sentences to form a
class project. This can be posted on the school website and shared by others.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  685
GRADE Sound–Symbol System

Outcome
2
Specific
Students will be able to:
6.1.1 use, in modeled oral and written situations, all elements of the sound-symbol
system. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use the German sound-symbol system orally?
− use the German sound-symbol system in written form?

 Portfolios
With students, collect samples that demonstrate use of written form. Use their samples to observe
progression of sound-symbol usage and skills. Look for the transference of words from students’
formal spelling program to their daily work.

 Spelling Program
Uses the students’ pre- and post-test results to observe patterns in errors to guide their instruction.

 Formal Individualized Testing

Use random letter or sound recognition of the German alphabet. This will also guide instruction for
the student.

SAMPLE RESOURCES

________________________________________________________________________________
686  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Vocabulary
Outcome
Specific
Students will be able to:
6.1.2 experiment with and use vocabulary and expressions in a variety of contexts in
the classroom and school environment.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students ask for permission to do things in German (e.g., Darf ich bitte Wasser trinken?).
• Students change a modelled dialogue using different vocabulary.
Was machst du am Wochenende? am Freitag?
Ich gehe schwimmen/bleibe zu Hause.
Students act out the dialogue with a partner and then act out the changes.

• After the study of a theme, present students with an opportunity to use the vocabulary and/or
phrases in a completely different context by involving them in a different hands-on, realistic,
and/or constructive activity (e.g., dramatize, build, demonstrate, make, create a model, look, etc.).
The activity should be something they have not done before in that theme.
• Post commonly used phrases in the classroom.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  687
GRADE Vocabulary

Outcome
2
Specific
Students will be able to:
6.1.2 experiment with and use vocabulary and expressions in a variety of contexts in
the classroom and school environment. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use vocabulary and expressions appropriately in a variety of classroom and school contexts?
− experiment with German vocabulary and expressions?
− actively participate in classroom activities?
− apply vocabulary learned from one situation to another?
− add more vocabulary than that found in the teacher-generated lists?
− ask for assistance to build/develop new vocabulary, or use other resources?

 Observation Checklist
Develop an outcome-based checklist and observe as students present to familiar audiences. Note the
appropriate use of vocabulary and expressions. Observations should be dated and progress noted.

SAMPLE RESOURCES

• Mini Spatzenpost
• Jahressammelband
• Jungösterreich
• Zeitschriftenverlag
• www.minispatzen.post.at

________________________________________________________________________________
688  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Grammatical Features
6.1.3 use, in modelled situations, the following grammatical elements:
• plural of nouns
• correct indefinite nominative articles and possessive pronouns mein and dein
• compound nouns
• negation (nicht, kein)
Outcome
Specific

• noun and verb agreement for plural nouns

• prepositions to define spatial relationships
• verbs (infinitive and 1st person singular, present tense)
use, in structured situations, the following grammatical elements:
• sein, haben, dürfen, können, müssen (present tense)
• simple questions using wer, wie, was, wo
use, in independent situations, the following grammatical elements:
• connect definite articles to familiar nouns in the nominative case


SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: The grammatical elements listed are not intended to be taught in isolation but within the context of the activities
presented throughout the guide.

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

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  689
GRADE Grammatical Features

Outcome
2
Specific
Students will be able to:
6.1.3 see above (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use linguistic elements described above?

SAMPLE RESOURCES

________________________________________________________________________________
690  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Mechanical Features
Outcome
Specific
Students will be able to:
6.1.4 experiment with and use basic German mechanical features.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students create simple sentences and write all nouns in a different colour. They point out any
nouns that are capitalized.
• Students learn how to conjugate a verb. They then invent a verb and write the endings in a
different colour.
• Model how to build and extend a sentence.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  691
GRADE Mechanical Features

Outcome
2
Specific
Students will be able to:
6.1.4 experiment with and use basic German mechanical features. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− properly write the months or days of the week, or titles (e.g., Herr, Frau, Herr Doktor, Frau
Pastor)?
− capitalize other proper nouns?
− recognize quotation marks and begin to apply their use?
− begin a sentence with a capital letter and end the sentence with either a period, question mark, or
exclamation mark?
− use a comma when listing a series of objects?
− use commas in a letter?

 Checklists
Develop an outcome-based checklist (see Focus for Assessment) to assess students’ proficiency in
using basic mechanical features. When this checklist is used regularly throughout the year, it shows
progress over time.

 Work Samples
Collect work samples from students to assess their progress.

SAMPLE RESOURCES

________________________________________________________________________________
692  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Discourse Features
Outcome
Specific
Students will be able to:
6.1.5 experiment with and use basic German discourse features in oral, written, and
visual texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Following an example, students write a simple conversation and act it out with different partners
or with puppets.
• Students are given pictures of people talking. Empty speech bubbles are added. Students fill in
the bubbles with something the person might be saying. Some examples include:
− dialogue in a restaurant
− giving directions to a place in the community
− meeting a new student and asking personal questions.
• Students write a letter to a pen pal and ask personal questions.
• After brainstorming and categorizing ideas about a topic, students construct a paragraph. Direct
discussion on organization, topic sentence, and supporting details.
• A page of a story is photocopied. Students highlight the name of each character in a different
colour. Then they find other discourse markers relating to those characters (e.g., pronouns,
possessives, etc.) and highlight them with the corresponding colour.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  693
 Discourse Features
GRADE

Outcome
2
Specific
Students will be able to:
6.1.5 experiment with and use basic German discourse features in oral, written and
visual texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− experiment with basic discourse features in oral and written texts?
− use basic discourse features in oral and written texts?
− recognize discourse markers in texts?

 Anecdotal Records
Observe and record students’ recognition and use of basic discourse features in oral, written, and visual
texts. Date and note specific examples to determine students’ developing skills in this area.

 Rubric
Create an outcome-based rubric with the students and use it to evaluate how well students are able to
experiment with and use basic discourse features in oral and written texts (see sample blackline master in
Appendix E: Rubric or Rubric and Checklist).

 Anecdotal Records
Observe and record students’ recognition and use of basic discourse features in oral, written, and visual
texts. Date and note specific examples to determine students’ developing skills in this area.

 Rubric
Create an outcome-based rubric with the students and use it to evaluate how well students are able to
experiment with and use basic discourse features in oral and written texts (see sample blackline master in
Appendix E: Rubric or Rubric and Checklist).

SAMPLE RESOURCES

________________________________________________________________________________
694  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Listening
Outcome
Specific
Students will be able to:
6.2.1 listen to and understand a series of oral sentences or a short oral presentation on
a familiar topic in structured situations.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students listen to classmates talk about themselves. Ask questions to check for understanding.
• Repeatedly use key phrases and vocabulary to model routine classroom directions.
• After listening to a short German text, students answer questions that can be answered with Ja or
Nein to test their understanding.
• Students are given a picture. Give instructions for the student to follow (make circles around
familiar objects, colour an object, draw a box, etc.).
• Play Simon Says with the students.
• Students play I Spy.
• Play Als ich jung war and give situations. Students guess whether these situations are true or
false.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  695
 Listening
GRADE

Outcome
2
Specific
Students will be able to:
6.2.1 listen to and understand a series of oral sentences or a short oral presentation on
a familiar topic in structured situations. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− listen to and understand simple oral sentences in a variety of familiar situations?

 Conferences
Meet with students to check on their understanding of key information they have heard.

 Work Samples
Students’ work samples are collected to assess their understanding of material presented.

SAMPLE RESOURCES

________________________________________________________________________________
696  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Speaking
Outcome
Specific
Students will be able to:
6.2.2 produce, spontaneously and with guidance, simple oral sentences in a variety of
familiar contexts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students ask simple questions in German (e.g., Darf ich bitte zur Toilette gehen?).
• Students practise choral speaking of a poem, a song, a story, etc.
• Students view a picture based on a familiar topic and produce a sentence to describe the picture.
• Students practise a structured conversation and then produce one on their own.
• Using puppets, figures, or stuffed animals, students have conversations about different topics.
• On Monday, students speak about what they did on the weekend. On Friday, they speak about
their upcoming plans.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  697
GRADE Speaking

Outcome
2
Specific
Students will be able to:
6.2.2 produce, spontaneously and with guidance, simple oral sentences in a variety of
familiar contexts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− spontaneously, and with guidance, use simple oral sentences in a variety of familiar situations?

 Anecdotal Notes
Record information about the students’ skills and knowledge during specific sharing situations. Date
and describe the context of each sharing. The information should be reviewed every so often to note
progress over time.

 Informal Observation
Observe students as they participate in the activity and make mental notes on the extent to which
students are able to produce, spontaneously and with guidance, simple oral sentences in a variety of
familiar situations. Offer feedback, encouragement, and praise as needed.

SAMPLE RESOURCES

________________________________________________________________________________
698  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Reading
Outcome
Specific
Students will be able to:
6.2.3 read and understand a series of sentences or a short text on a familiar topic.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students read simple sentences and match these to pictures.

• Students read a brief description of a person and then draw, label, or write about what they have
read.
• Students read a short text chorally with the teacher (e.g., poem, song).
• Students read a recipe, which they then prepare with the teacher.
• Students sequence sentence strips of familiar dialogue or poems.
• Students reconstruct a sentence that has been scrambled.
• As part of the home reading program, students take home familiar texts to read to family
members. This same text can be shared with a buddy reader from an older class.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  699
GRADE Reading

Outcome
2
Specific
Students will be able to:
6.2.3 read and understand a series of sentences or a short text on a familiar topic.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− read and understand simple words and sentences in structured situations?

 Taped Interviews
The student’s progress is taped three times during the year. In a one-on-one conference, ask both
information and comprehension questions, and have the student read a text to assess fluency.

 Running Records
Keep track of a student’s ability to read and comprehend as it occurs in class.

 Self-Assessment Rating Scale

Create an outcome-based self-assessment rating scale and share it with students prior to beginning the
activity. Students use the rating scale to evaluate how well they are able to read and understand simple
words and sentences in structured situations (see sample blackline master in Appendix E: Self-
Assessment Rating Scale).

SAMPLE RESOURCES

• Bärenspaß
• Monsterbücher

________________________________________________________________________________
700  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Writing
Outcome
Specific
Students will be able to:
6.2.4 write simple words and sentences on familiar topics in a structured situation.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students create words, as in Scrabble, with letters, blocks, or paper letter cards.
• Students write a short paragraph about themselves.
• Students learn a poem and write their own verse following the same pattern.
• Using an example, students create a booklet about a typical day.
• Students write about Mein Tier, Meine Familie, Mein Freund, Meine Schule.
• After hearing a familiar story, each student divides a piece of paper into thirds. Each section
represents the beginning, middle, and end. Students write a sentence representing each section
and draw an illustration. Model this, including the sentences, until students are comfortable with
the process.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  701
GRADE Writing

Outcome
2
Specific
Students will be able to:
6.2.4 write simple words and sentences on familiar topics in a structured situation.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− Produce, with guidance, simple words and sentences on familiar topics?

 Rubrics
Develop an outcome-based rubric to evaluate student production of a simple text (see sample
blackline master in Appendix E: Rubric or Rubric and Checklist).

 Work Samples
Keep a portfolio with samples of rough drafts and good copies. The portfolio provides
demonstrations of growth over time.

 Writing Conference
Collect samples of student work that they produce both with help and independently.

SAMPLE RESOURCES

________________________________________________________________________________
702  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Viewing
Outcome
Specific
Students will be able to:
6.2.5 view and understand simple, familiar events and/or representations.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students view any of the following:

− sculptures – dance
− paintings – concerts
− plays – cartoons
− class presentations
Students then talk about their impressions.
• After making representations of a viewed text, students present and share their representations.
• Set up an opportunity for students to view older classes as they present and share songs, poems,
and dialogues.
• Students look at a wordless picture book for two minutes and then close it. They then list as many
items as possible based on their ability to recall details.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  703
GRADE Viewing

Outcome
2
Specific
Students will be able to:
6.2.5 view and understand simple, familiar events and/or representations. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate understanding when viewing events, and/or representations?

 Conferences
Discuss with students a representation, a viewing activity, or an event.

 Anecdotal Records
Observe students during or after a viewing event and make notes of their active listening skills and
participation when viewing an event.

SAMPLE RESOURCES

• Mitgutsch, Ali. Das Riesenbilderbuch. Ravenburger Verlag. 1980.

ISBN 3-473-30600-2
• Mini Spatzenpost
• Jahressammelband
• Zeitschriftenverlag
• www.minispatzen.post.at

________________________________________________________________________________
704  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Representing
Outcome
Specific
Students will be able to:
6.2.6 use a variety of forms to create simple representations of ideas, events, and
information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students draw pictures depicting a story.

• Students act out words or situations.
• Students create a collage to represent something (e.g., winter activities, food).
• Students create a painting, drawing, or sculpture to represent an idea, event, personal experience,
or people.
• Students act out a story the class has read together.
• Students design and illustrate a story map or other type of Graphic Organizer of a story they saw,
read, or heard to post in a hallway display case (see Appendix D).
• After a field trip to a museum, students create a mural of what they saw. The class can be divided
into small groups and subtopics to work on the murals.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  705
GRADE Representing

Outcome
2
Specific
Students will be able to:
6.2.6 use a variety of forms to create simple representations of ideas, events, and
information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use a variety of forms to create simple representations of ideas, events, and information?

 Portfolios
Students select work samples that show different ways they have organized ideas and information.
Students include reasons for choosing each work sample.

 Work Samples
Assess samples of students’ work, such as picture collages and mobiles, to assess their ability to
create simple representations of ideas, events, and information. Photograph or video record the
samples for later reference (at a year-end class celebration, for example).

SAMPLE RESOURCES

________________________________________________________________________________
706  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Register
Outcome
Specific
Students will be able to:
6.3.1 distinguish between formal and informal situations.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students prepare questions about leisure activities. They then conduct a survey first with other
(du) students and then with other teachers (Sie).
• Students dramatize a telephone conversation to different people in different situations.
• Students pose questions to an invited guest.
• Students practise a dialogue with a friend and then say the same dialogue pretending to talk to a
teacher.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  707
GRADE Register

Outcome
2
Specific
Students will be able to:
6.3.1 distinguish between formal and informal situations. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− distinguish between formal and informal situations?

 Videos
Student dialogues can be recorded, watched, and discussed.

 Conferences
Keep notes on individual students’ successes and challenges in adapting language. Share notes with
the student and, together, make plans for improvement. Conference with students to discuss
participation and personal responsibility in the classroom and school community.

SAMPLE RESOURCES

________________________________________________________________________________
708  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Idiomatic Expressions
Outcome
Specific
Students will be able to:
6.3.2 understand and use some simple idiomatic expressions as set phrases.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students are involved in celebrating a birthday and sing Zum Geburtstag Viel Glück or Viel Glück
und viel Segen.
• Students wish someone good luck and say “Ich drücke dir die Daumen” (e.g., when a student has
a competition).
• Students wish someone Schönes Wochenende at the beginning of a weekend. The expected
response is Danke, gleichfalls.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  709
GRADE Idiomatic Expressions

Outcome
2
Specific
Students will be able to:
6.3.2 understand and use some simple idiomatic expressions as set phrases. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− understand and use some simple idiomatic expressions as set phrases?

 Anecdotal Records
Record information throughout the year about students’ ability to understand and use simple
idiomatic expressions in German.

 Self-Assessment
Students create a list of idiomatic phrases as they are introduced in class. As they become aware of
using these phrases spontaneously when speaking, they check them off their list.

SAMPLE RESOURCES

________________________________________________________________________________
710  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Variations in Language
Outcome
Specific
Students will be able to:
6.3.3 acknowledge individual differences in speech.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• While watching videos, students try to recognize different accents. They discuss the differences
in English.
• Students discuss how grandparents say certain things.
• Once a month, invite a guest speaker to read to the students. This could include older students,
other teachers, parents, community members, etc.
• Establish a buddy reading program with an older class.
• Provide a variety of forms and genres in the listening centre (e.g., interactive talking books,
videos, audiotapes, CDs). These forms should include different voices, accents, intonations, and
registers.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  711
GRADE Variations in Language

Outcome
2
Specific
Students will be able to:
6.3.3 acknowledge individual differences in speech. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− acknowledge individual differences in speech?
− react positively when presented with differences in speech?

 Anecdotal Records
Make notes of student progress during buddy reading sessions.

 Checklists
Create a checklist based on the Focus for Assessment criteria to assess a student’s ability to
understand and acknowledge differences in speech.

SAMPLE RESOURCES

• Mini Spatzenpost
• Jahressammelband
• Jungösterreich
• Zeitschriftenverlag
• www.minispatzen.post.at

________________________________________________________________________________
712  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Social Conventions
Outcome
Specific
Students will be able to:
6.3.4 use basic politeness conventions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students practise a dialogue provided by the teacher.

• Students practise saying Guten Appetit when eating lunch.
• Students learn Ich drücke dir die Daumen (e.g., when another student has a competition).
• Students role-play an aspect of a telephone conversation (e.g., they introduce themselves).
Puppetry can also be used.
• Students extend appropriate greetings to the teacher and others.
• The class brainstorms for behaviours which demonstrate politeness. This list is posted and serves
as a reminder for students.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  713
GRADE Social Conventions

Outcome
2
Specific
Students will be able to:
6.3.4 use basic politeness conventions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use basic politeness conventions?

 Anecdotal Records
Record students’ behaviours when addressing people they frequently encounter.

SAMPLE RESOURCES

________________________________________________________________________________
714  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Non-verbal Communication
Outcome
Specific
Students will be able to:
6.3.5 experiment with using some simple non-verbal means of communication.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Act out some verbs. Students must guess their meaning. Students act out verbs suggested by the
teacher.
• Students act out simple sentences that others guess (e.g., Samantha trinkt ein Glas Wasser).
• The class plays Simon Says.
• The first five minutes of the day are silent. With assistance, students communicate their needs
using any means except verbal communication.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  715
GRADE Nonverbal Communication

Outcome
2
Specific
Students will be able to:
6.3.5 experiment with using some simple non-verbal means of communication.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− experiment with using simple non-verbal means of communication?

 Anecdotal Records
Record examples to show how students applied knowledge of, and communicated understanding of,
appropriate and inappropriate non-verbal behaviour, both within and outside the school context.

SAMPLE RESOURCES

________________________________________________________________________________
716  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.4 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Cognitive
Outcome
Specific
Students will be able to:
6.4.1 use simple cognitive strategies, with guidance, to enhance language learning
(e.g., memorize new words by repeating them silently or aloud).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As part of strategic teaching, after each of the following activities, students discuss the actual
strategies they applied to complete the activity.
• Warm-up Activity: Write new words on the board (five to seven words). Students repeat the
words orally. Give students two minutes to memorize them, and then erase the words and have
students say them or write them down.
• Game: Introduce new vocabulary and choose one word. Students have 30 seconds to write the
word as many times as possible. Discuss with students how this helps them to remember the
word.
• Students develop and maintain second language dictionaries with words learned through reading.
• Students learn a list of words by putting the words in categories.
• Students use mental images to learn new words.
• When reading a story or poem, students do actions to match certain words.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  717
GRADE Cognitive

Outcome
2
Specific
Students will be able to:
6.4.1 use simple cognitive strategies, with guidance, to enhance language learning
(e.g., memorize new words by repeating them silently or aloud). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− learn short rhymes or songs?
− incorporate new vocabulary or sentence patterns?
− maintain a personal dictionary?
− imitate sounds and intonation patterns?

 Checklists
Using a list of cognitive language learning strategies, check those used by students either with
guidance or independently, and track some for frequency.

 Self-Assessment
Students complete a simplified version of the strategy inventory.

SAMPLE RESOURCES

________________________________________________________________________________
718  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.4 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Metacognitive
Outcome
Specific
Students will be able to:
6.4.2 use simple metacognitive strategies, with guidance, to enhance language learning
(e.g., rehearse or role-play language).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As part of strategic teaching, after each of the following activities, students discuss the actual
strategies they applied to complete the activity.
• Students write myths to present in German (e.g., Wie der Tiger seine Streifen bekam). Help write
the text. Students read the text once with no help. Talk about the strategy of rehearsed language,
using questions such as, “How can you become comfortable saying it?” or “How many times do
you think you need to repeat it?” Repeat this with students, and point out great improvement after
numerous repetitions.
• Students reflect on how they learn (e.g., the teacher reads a text and checks for understanding).
Then read the text with the students, and talk about how hearing and seeing what is written
increases understanding.
• Say six words and then ask students to recall them. Explain the words and write them on the
board. Students spend one minute repeating the words and are asked to recall them again. A
discussion follows about how Step 2 helped them to remember.
• Students are asked to dramatize a text and present it to the class or another class.
• Students are asked to practise reading a text to the class.
• A poem is given to each student to practise and present to the class.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  719
GRADE Metacognitive

Outcome
2
Specific
Students will be able to:
6.4.2 use simple metacognitive strategies, with guidance, to enhance language learning
(e.g., rehearse or role-play language). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− rehearse or role-play activities to enhance learning?
− reflect on a task?

 Anecdotal Records
Observe four or five students per class as they solve problems, reflect on their strengths and
weaknesses, identify their own needs, and monitor and set goals for language learning. Observations
should be made over different periods of time in different learning contexts. The information should
be dated and used to enhance or modify future instructions.

 Self-Assessment
Students complete a simplified version of the strategy inventory.

SAMPLE RESOURCES

________________________________________________________________________________
720  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.4 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Social/Affective
Outcome
Specific
Students will be able to:
6.4.3 use simple social and affective strategies, with guidance, to enhance language
learning (e.g., seek the assistance of a friend to interpret a text).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As part of strategic teaching, after each of the following activities, students discuss the actual
strategies they applied to complete the activity.
• Students read with a partner. Check for understanding by asking students to summarize the story
in German or English, and discuss how it was helpful to work with a partner.
• Model reading strategies and self-correct when making a mistake by stopping to discuss how
taking a risk is important and that making a mistake is okay.
• When students make a mistake, correct them by saying the sentence correctly and encouraging
students to repeat the sentence.
• Give students a token when they use German with a classmate.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  721
GRADE Social/Affective

Outcome
2
Specific
Students will be able to:
6.4.3 use simple social and affective strategies, with guidance, to enhance language
learning (e.g., seek the assistance of a friend to interpret a text). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− seek assistance of a friend to interpret a text?
− interact with others?
− take risks with language use?

 Self-Assessment
Provide students with a self-evaluation related to the Focus for Assessment criteria, such as:
− I asked a friend for help.
− I asked the teacher for help.
− I looked at the pictures.
− I reread the text.
Students complete a simplified version of the strategy inventory.

 Anecdotal Records
When students are working on assigned tasks, note the extent to which they:
− approach tasks with confidence.
− persevere, trying different approaches or strategies when having difficulty.
− tolerate ambiguity, using the information they understand without being frustrated by gaps in
their knowledge.

SAMPLE RESOURCES

________________________________________________________________________________
722  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.5 Language Use
General Outcome 6 communication, personal satisfaction, and
further learning.
Strategies

Interactive
Outcome
Specific
Students will be able to:
6.5.1 use simple interactive strategies with guidance (e.g., indicate lack of
understanding verbally or non-verbally).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As part of strategic teaching, after each of the following activities, students discuss the actual
strategies they applied to complete the activity.
• Students play charades using Win/Lose/Draw and realize how mime and pictures help
comprehension.
• Students say Wie sagt man _____ auf Deutsch when they do not know a word or phrase.
• Students invent a nonsense word in groups by using phonographs on charts provided by the
teacher. Students invent a meaning for the word and use it in a sentence. The class guesses the
meaning of the word. Lead a discussion on why they were able/not able to understand.
• The class creates a poster of phrases to help students remember expressions.
• Model techniques that demonstrate lack of understanding (e.g., raising eyebrows, a puzzled look,
thumbs up or down).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  723
GRADE Interactive

Outcome
2
Specific
Students will be able to:
6.5.1 use simple interactive strategies with guidance (e.g., indicate lack of
understanding verbally or non-verbally). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− indicate lack of understanding verbally or non-verbally?
− ask for clarification?

 Anecdotal Records
Keep track of when students ask questions to help comprehension.

 Self-Assessment
Students complete a simplified version of the strategy inventory.

SAMPLE RESOURCES

• Pictionaries and dictionaries

________________________________________________________________________________
724  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.5 Language Use
General Outcome 6 communication, personal satisfaction, and
further learning.
Strategies

Interpretive
Outcome
Specific
Students will be able to:
6.5.2 use simple interpretive strategies with guidance (e.g., use illustrations to aid
reading comprehension).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As part of strategic teaching, after each of the following activities, students discuss the actual
strategies they applied to complete the activity.
• Picture Stories: Students match a series of sentences to the pictures that go with each.
• Read a storybook and helps students realize how they can figure out what is going on by looking
at the pictures.
• Provide students with a list of unknown words that nobody will know. Then use the words in a
sentence while making gestures to help students understand. Discuss how context aids
comprehension.
• Before reading an illustrated story to the class, show the actual illustrations and model the role
illustrations play in comprehension.
• Students highlight key words they know in a text, and discuss how a few words can help them
comprehend the text.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  725
GRADE Interpretive

Outcome
2
Specific
Students will be able to:
6.5.2 use simple interpretive strategies with guidance (e.g., use illustrations to aid
reading comprehension). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use illustrations to aid reading comprehension?
− listen or look for key words?
− determine purpose for reading?
− use knowledge of sound–symbol systems to aid reading?

 Anecdotal Records
Maintain running records of how students self-correct, use context cues, and make predictions to aid
comprehension before and during reading. Observe students after reading to check if they can
demonstrate understanding of what was read.

 Self-Assessment
Students complete a simplified version of the strategy inventory.

SAMPLE RESOURCES

________________________________________________________________________________
726  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE
competently in a variety of situations for

2
6.5 Language Use
General Outcome 6 communication, personal satisfaction, and
further learning.
Strategies

Productive
Outcome
Specific
Students will be able to:
6.5.3 use simple productive strategies with guidance (e.g., use familiar repetitive
patterns from stories, songs, rhymes, or media).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As part of strategic teaching, after each of the following activities, students discuss the actual
strategies they applied to complete the activity.
• Students learn a song with a lot of repetition and make up a new verse in small groups. Then they
follow a discussion in English of how they were able to make a new verse.
• Students practise choral reading.
• Students practise saying tongue twisters and alliteration sentences.
• Students create their own story after reading a repetitive story.
• Students take turns as the teacher conducts daily routines or leads choral reading.
• Students refer to resources such as wall charts and sentence frames to guide their speech.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  727
GRADE Productive

Outcome
2
Specific
Students will be able to:
6.5.3 use simple productive strategies with guidance (e.g., use familiar repetitive
patterns from stories, songs, rhymes, or media). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use familiar, repetitive patterns from stories, songs, or other media?

 Checklists
Keep track of students’ progress when using strategies to produce language on their own.

 Conferences
Conference with students to provide feedback and guidance as to the frequency and effectiveness of
the productive strategies taught and practised in class.

 Self-Assessment
Students complete a simplified version of the strategy inventory.

SAMPLE RESOURCES

________________________________________________________________________________
728  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.6 General
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Cognitive
Outcome
Specific
Students will be able to:
6.6.1 use simple cognitive strategies to enhance general learning (e.g., connect what
they already know with what they are learning).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As part of strategic teaching, after each of the following activities, students discuss the actual
strategies they applied to complete the activity.
• Help students complete a KWL (WML) chart on a specific topic (e.g., article on an animal).
• Students web topics in two colours (e.g., houses):
− what we know already—blue
− new words—red
• Students brainstorm what they know about a topic and add new information.
• Students write a brief retelling of a simple story, and then write a sentence about what it reminds
them of or what it makes them think of.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  729
GRADE Cognitive

Outcome
2
Specific
Students will be able to:
6.6.1 use simple cognitive strategies to enhance general learning (e.g., connect what
they already know with what they are learning). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− connect what they know with what they are learning?

 Anecdotal Records
Record notes on when students demonstrate the ability to connect what they know with what they are
learning.

 Self-Assessment
Students complete a simplified version of the strategy inventory.

SAMPLE RESOURCES

• Mücki magazine

________________________________________________________________________________
730  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.6 General
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Metacognitive
Outcome
Specific
Students will be able to:
6.6.2 use simple metacognitive strategies to enhance general learning (e.g., discover
how their efforts can affect their learning).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As part of strategic teaching, after each of the following activities, students discuss the actual
strategies they applied to complete the activity.
• Students write myths to present in German (e.g., Wie der Tiger seine Streifen bekam). Help them
write the text. Students read the text once without help. Discuss how students can become
comfortable saying it. “How many times do you think you need to repeat it?” Repeat the text with
students and, after numerous repetitions, point out how great the improvements are.
• Students reflect on how they learn (e.g., the teacher reads a text and checks for understanding).
Students then reread the text and talk about how hearing and seeing what is written increases
understanding.
• Say six words and then ask students to recall them. Explain the words and write them on the
board. Students spend one minute repeating the words and are then asked to recall them. A
discussion follows about how Step 2 helped them to remember the words.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  731
GRADE Metacognitive

Outcome
2
Specific
Students will be able to:
6.6.2 use simple metacognitive strategies to enhance general learning (e.g., discover
how their efforts can affect their learning). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− set goals?
− reflect on learning and assess personal effort?

 Conferences
Discuss with students their use of various goal-setting and reflective strategies.

 Self-Assessment/Self-reflection
Guide students to reflect on the activities. Assist students in focusing on how they are performing,
and provide the language to reflect on and communicate information in German. Provide frameworks
that include sentence starters and rating scales. It may sometimes be necessary to have students
reflect and write journal entries or self-assessment in English in order to express their thoughts
clearly and concisely. Alternatively, students complete a simplified version of the strategy inventory.

SAMPLE RESOURCES

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732  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

2
competently in a variety of situations for 6.6 General
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Social/Affective
Outcome
Specific
Students will be able to:
6.6.3 use simple social and affective strategies to enhance general learning
(e.g., follow their natural curiosity and intrinsic motivation to learn).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As part of strategic teaching, after each of the following activities, students discuss the actual
strategies they applied to complete the activity.
• Set up pen pals for the entire class to write letters to students in a German country or in another
German school. Students then continue contacting their e-pals or pen-pals on their own.
• During free time, students choose to listen to German music, read a German book, or choose from
a variety of activities that are educational and fun.
• Inform students and parents of community organizations and activities in which students can
participate and extend their learning.
• Invite students to keep track of books read in German, and give out stickers to help them.
• Allow for individual choice in students’ learning as often as possible.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  733
 GRADE Social/Affective

Outcome
2
Specific
Students will be able to:
6.6.3 use simple social and affective strategies to enhance general learning
(e.g., follow their natural curiosity and intrinsic motivation to learn). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate intrinsic motivation to learn the language?
− demonstrate curiosity to learn the language?

 Checklists
Prepare a checklist to evaluate and record whenever a student demonstrates intrinsic motivation to
learn.

 Self-Assessment
Students complete a simplified version of the strategy inventory.

SAMPLE RESOURCES

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734  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE
appreciate the cultures of German-speaking

2
7.1 Self-identity
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
interdependent and multicultural global
society.

Valuing German Language and the Cultures of German-speaking Peoples

Outcome
Specific
Students will be able to:
7.1.1 participate in and appreciate cultural activities and traditions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students participate in:

− Oktoberfest
− viewing German dancers
− St. Nikolaus Tag
− comparing Christmas in Canada with Christmas in Germany
− videos showing culture
− mask-making at Carneval time
− songs
− Greetings
− visit by a German author/musician
− fairy tale study

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  735
GRADE Valuing German Language and the Cultures of German-speaking Peoples

Outcome
2
Specific
Students will be able to:
7.1.1 participate in and appreciate cultural activities and traditions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in language and cultural activities/traditions?
− demonstrate an appreciation for cultural activities and traditions?

 Checklists
Record when students demonstrate clear enjoyment and appreciation of cultural activities and
traditions.

SAMPLE RESOURCES

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736  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

2
appreciate the cultures of German-speaking 7.1 Self-Identity
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
interdependent and multicultural global
society.

Valuing Bilingualism/Multiculturalism
Outcome
Specific
Students will be able to:
7.1.2 recognize the benefits of a bilingual/multicultural education.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students can participate in the following activities:

− draw pictures about the benefits of learning.
− make a booklet “It’s Cool to Learn German because (reason).”
− listen to music.
− write about a situation in their journal in which they use German outside of the home.
• Students discuss the advantages of being bilingual (in English).
• Using a catchy phrase, students create a poster/bookmark to promote the study of German.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  737
GRADE Valuing German Language and the Cultures of German-speaking Peoples

Outcome
2
Specific
Students will be able to:
7.1.2 recognize the benefits of a bilingual/multicultural education. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in bilingual/multicultural education activities?
− demonstrate an appreciation for bilingual/multicultural activities?

 Anecdotal Records
Observe and record when students demonstrate appreciation for bilingual/multicultural activities.

SAMPLE RESOURCES

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738  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

2
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Historical Elements
Outcome
Specific
Students will be able to:
7.2.1 participate in activities and experiences that reflect traditional elements of the
German culture (such as holidays and celebrations [Karneval, Fasching], music,
dance, art, literature, food, etc.).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students may participate in:

− St. Nikolaus
− Sankt Martin (Martinstag)
− Adventskalender
− bringing a picture/object from home
− asking their grandparents to come and read a traditional story
− asking their grandparents to come and talk about Christmas in German-speaking countries
when they were young
− baking Christmas cookies
− making masks for Karneval
− bringing goodies for classmates on their birthdays
• Folk rhymes are an excellent way to study traditional elements of the German-speaking world.
Children’s folklore is a way to represent and reflect traditional elements of cultures of the
German-speaking world. Students may learn folkloric rhymes, poems, and songs.
• The teacher and/or students bring in German artifacts from home or from within the community,
and explain the history behind it. Some items may include:
− Kuckucksuhr
− items of traditional clothing
− pewter decorations
− wood carvings

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  739
GRADE Historical Elements

Outcome
2
Specific
Students will be able to:
7.2.1 participate in activities and experiences that reflect traditional elements of the
German culture (such as holidays and celebrations [Karneval, Fasching], music,
dance, art, literature, food, etc.). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in activities/experiences that reflect traditional elements of German language and
culture?

 Anecdotal Records
Observe how the students participate in activities and experiences that reflect traditional elements of
the German language and culture, and include the context of all the observations.

 Self-Reflection
Students complete a self-reflection following involvement in a traditional German activity. Respond
to the students’ self-reflections with positive feedback.

SAMPLE RESOURCES

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740  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

2
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Contemporary Elements
Outcome
Specific
Students will be able to:
7.2.2 participate in activities and experiences that reflect contemporary elements of
German culture (see example above).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students can:
− listen to German pop music
− watch a film by Janosch
• Students learn about:
− schools in German-speaking countries today
− food flyers from German-speaking countries
− information from the Internet
− pen-pal programs
− how to write to a city in a German-speaking country to get information about the city and
make a collage
− contemporary greetings/expressions
− favourite stories
− a book fair in a German-speaking country

• Students prepare questions to ask visitors from German-speaking countries about culture today.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  741
GRADE Contemporary Elements

Outcome
2
Specific
Students will be able to:
7.2.2 participate in activities and experiences that reflect contemporary elements of
German culture (see example above). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate in activities/experiences that reflect contemporary elements of German language and
culture?

 Anecdotal Records
Observe how the students participate in activities and experiences that reflect contemporary elements
of the German language and culture. Include the context of all the observations.

 Conferences
Conference with the students to discuss and provide feedback regarding students’ participation and
experiences in contemporary German language and cultural activities.

SAMPLE RESOURCES

• Janosch videos

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742  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand and GRADE

2
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent multicultural global society.

Diversity
Outcome
Specific
Students will be able to:
7.2.3 recognize diverse elements of German culture in school and/or local community.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students learn about differences within German-speaking countries:

− Christmas dinner
• Turkey
• Goose
• Smoked eel
• carp (Austria)
− Karneval - Rheinland
− Fasching - Süddeutschland
− Grüβ Gott vs Guten Tag, Servus, Grüß dich
• Students conduct a survey of cultural backgrounds represented in the class. They complete a chart
listing their birthplace and that of their parents/grandparents.
• Students learn about different German-speaking communities in Manitoba.
• When discussing traditions at Christmas and Easter, encourage students to share the various
traditions practised in their families. Invite students to interview grandparents on how they
celebrated Christmas or Easter when they were young. Students share information gathered with
their classmates.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  743
 GRADE Diversity

Outcome
2
Specific
Students will be able to:
7.2.3 recognize diverse elements of German culture in their school and/or their local
community. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize diverse elements of German language and culture in their school?
− recognize diverse elements of German language and culture in their community?

 Checklists
Observe the students in activities where there is cultural and linguistic diversity. Develop checklists
based on the students’ participation, recognition, and understanding of diversity. Observe the students
as they engage in discussion and dates, and include the context of each observation.

 Anecdotal Notes
Record examples of students’ behaviours. Use the data to conference with students.

SAMPLE RESOURCES

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744  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

2
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Change
Outcome
Specific
Students will be able to:
7.2.4 gather information to demonstrate change within the German culture.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students interview grandparents or elders in the community about specific cultural things in
Germany when they were young. Then students discuss how things have changed. For example,
− Halloween is becoming more and more popular
− German spelling has recently changed
− stores are open longer hours
− more anglicisms are accepted
− television and computers are more prevalent
• Students are matched with pen pals in Germany and write letters, asking questions about German
culture today.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  745
GRADE Change

Outcome
2
Specific
Students will be able to:
7.2.4 gather information to demonstrate change within the German culture. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− gather or contribute information to demonstrate change within the German language and culture?

 Checklists
Record students’ abilities to gather information and explain changes when asked.

SAMPLE RESOURCES

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746  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

2
appreciate the cultures of German-speaking 7.3 Building
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Community
interdependent and multicultural global
society.

Valuing Diversity
Outcome
Specific
Students will be able to:
7.3.1 explore diversity within the classroom and among families and communities.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students:
− interview others in the classroom/school exploring holiday traditions, music, etc.
− participate in a class exchange and possibly a visitation
− visit other bilingual schools
− interview and are interviewed by high school students
− participate in a pen-pal program with another bilingual school

• Students examine different greetings in the north versus the south of Germany. Dialogues could
be acted out.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  747
GRADE Valuing Diversity

Outcome
2
Specific
Students will be able to:
7.3.1 explore diversity within the classroom and among families and communities.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize diversity in the family, school, and community?
− demonstrate appreciation for diversity?
− explore differences between himself/herself and others?
− demonstrate understanding of diversity?

 Checklists
Create checklists to determine students’ developing skills in exploring diversity and in reflecting on
its significance to them. Positive feedback and suggestions are provided to students.

SAMPLE RESOURCES

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748  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

2
appreciate the cultures of German-speaking 7.3 Building
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Community
interdependent and multicultural global
society.

Valuing Similarity
Outcome
Specific
Students will be able to:
7.3.2 explore similarities within the classroom and among families and communities.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students participate in:

− an inter-school visitation
− an inter-program visitation with the objective of exploring common values and interests
• Students bring in pictures of a family celebration (e.g., Christmas, birthday). Pictures are
displayed and looked at, and similarities are discussed.
• A mini-immersion day with another class could be planned. Students get together to do activities
and eat together.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  749
GRADE Valuing Similarity

Outcome
2
Specific
Students will be able to:
7.3.2 explore similarities within the classroom and among families and communities.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize similarities between self and others?
− appreciate similarities between self and others?

 Anecdotal Records
While observing discussions, note and record when students recognize similarities between self and
others.

SAMPLE RESOURCES

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750  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

2
appreciate the cultures of German-speaking 7.3 Building
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Community
interdependent and multicultural global
society.

Contributing to Community
Outcome
Specific
Students will be able to:
7.3.3 participate co-operatively in group activities by contributing ideas and
supporting others.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students participate in Carnival day.

• Students write a myth (see 5.2.2).
• Students participate in a concert (e.g., Die Vogelhochzeit).
• After reading the story Otto macht alles verkehrt, studentd make up a sentence to continue the
story and illustrate their sentence. Then all pages are put into a booklet.
• With the entire class, brainstorm characters, activities, and places. Write these on a board. Have
students get into a group. One student thinks of a character, one student thinks of a place, and one
of an activity. They all write a story based on what everyone has said. They cannot talk while
they write. When they finish writing, they read what they wrote out loud.
• In small groups, each student writes one of the following:
− person (people)
− place
− action
− time
− situation
The group then writes a skit based on these ideas, often with hilarious results (begin by providing
cards with suggestions).

• Using a digital camera, students walk around the school or community and capture pictures of
Meine Schule. The pictures are printed and students write or type one sentence for each picture.
These can be published and distributed as part of the school newsletter.
• Students participate in a variety of group activities:
− making a mural
− dramatization
− cooking
− book or story study, etc.
Before working, students establish roles and responsibilities for all group members.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  751
GRADE Contributing to Community

Outcome
2
Specific
Students will be able to:
7.3.3 participate co-operatively in group activities by contributing ideas and
supporting others. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− participate cooperatively during group activities?
− contribute ideas to the group and support ideas of other group members?

 Self-Evaluation
The student fills out a self-evaluation regarding his or her participation.
− I followed instructions.
− I worked well with my partner(s) to get the job done.
− I was helpful to my group members.

SAMPLE RESOURCES

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752  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

2
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Responsible Citizenship
Outcome
Specific
Students will be able to:
7.4.1 demonstrate personal and social responsibility in the classroom, school, and
community.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students discuss environmental issues in school, class, home, or community.

• Students discuss respect among people, countries, religions, or businesses.
• Students draw/develop a mural depicting respect/acceptance within the school, family,
community, or the world.
• Students run a recycling program and make posters to promote recycling.
• Students participate in a schoolyard clean up. Each class in the school can take a turn.
• Assign classroom helpers.
• Students participate in a community service project to demonstrate responsible citizenship, such
as a school year clean-up or planting flowers around the school.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  753
GRADE Responsible Citizenship

Outcome
2
Specific
Students will be able to:
7.4.1 demonstrate personal and social responsibility in the classroom, school, and
community. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate personal and social responsibility in the classroom?
− demonstrate personal and social responsibility in the school?
− demonstrate personal and social responsibility in the community?
− show a willingness to accept responsibility for his or her actions and behaviour?

 Checklists
Observe students as they work together on community service projects in the classroom and/or school
and as they discuss responsibilities. Use a checklist.

 Anecdotal Comments
Observe the students in both formal and informal situations. Comment on how the student
demonstrates responsibility in various situations. Use these comments to guide conferences and to
assist the student in establishing responsible behaviour.

SAMPLE RESOURCES

________________________________________________________________________________
754  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

2
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Interdependence
Outcome
Specific
Students will be able to:
7.4.2 recognize the benefits of working with a partner or within a group; recognize that
one affects and is affected by the actions of others.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students work with a partner to solve a word search or crossword puzzle.

• Students plan and create murals with a partner.
• Students participate in making classroom quilts, each student making a square.
• Students do four sentence stories, in a group of four.
• Students discuss a playground event where an action of one spoils a game for others.
• Students show how school staff work together and how we all have a responsibility to work with
them.
• Students discuss the roles of members of a household and how they work together.
• When brainstorming a specific topic (e.g., foods you know in German), students first have to
write down words individually and then work with a partner. Following that, the class has a
discussion about the benefits of working together.
• At the beginning of the year, create a class puzzle. Each student gets a blank puzzle piece and
personalizes it with his or her name and a self-portrait. The puzzle pieces are then assembled and
the entire puzzle is displayed on a bulletin board.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  755
GRADE Interdependence

Outcome
2
Specific
Students will be able to:
7.4.2 recognize the benefits of working with a partner or within a group; recognize that
one affects and is affected by the actions of others. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize the advantage of working with a partner or group?
− understand the importance of each member fulfilling their responsibility?
− work cooperatively with others?

 Anecdotal Comments
Record comments based on observations made while the student is participating in initial
establishment of roles and responsibilities. Observe follow-up behaviour.

 Conferences
Both during and after a group activity, discuss with a student the role and responsibilities of a group.
Use anecdotal comments and self-assessment sheets to encourage and guide the student in fulfilling
his or her responsibility.

 Self-Assessment
After a group activity, each student completes a self-assessment sheet in order to assess personal
contributions and the roles of other group members.

SAMPLE RESOURCES

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756  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

2
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Intercultural Skills
Outcome
Specific
Students will be able to:
7.4.3 identify and describe causes of conflict in the classroom.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Read a story involving conflict, and then parallel the situation to one that the students may have
experienced.
• Students listen with attention to the opinions of others.
• Students pass around a talking stick. The student with the stick can speak. Others listen.
• Students demonstrate personal and social responsibility in the classroom, school, and community
by:
− maintaining a clean desk and classroom
− using problem-solving skills in discussing and solving problems
− making a poster of current events
− taking turns as classroom helpers
− making a mural about acceptance with captions in German

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  757
GRADE Contributing to Community

Outcome
2
Specific
Students will be able to:
7.4.3 identify and describe causes of conflict in the classroom. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify causes of conflict in the classroom?
− listen attentively to the opinion of others?

 Anecdotal Records
Use the Focus for Assessment criteria to comment on the student’s progress. Observe the student in
both formal and informal situations. The data collected can guide conferences with students and
encourage the students to try a variety of strategies for identifying causes of conflict and possible
solutions.

SAMPLE RESOURCES

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758  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

2
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Future Opportunities
Outcome
Specific
Students will be able to:
7.4.4 identify personal strengths and areas for development.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students complete a self-evaluation chart.

I always listen.  
I always cooperate.  
I complete my work.  
I do my best.  
• Students set a goal for next month. Guide the sentence structure (e.g., Ich möchte gerne …).
• Students illustrate:
− something they do well
− what they want to do better
• Students choose a piece of work to submit to their portfolio.
• Students choose an item at the end of a week to submit to their portfolio. Students can conference
with the teacher and explain their choice.
• Students create a photo feature. They bring photos from home that display an aspect of personal
strengths and an area for improvement. For example, a student may perform a dance very well but
feel that she or he needs to practise the piano more. Students explain their photo feature and
entertain questions.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 2 )  759
GRADE Future Opportunities

Outcome
2
Specific
Students will be able to:
7.4.4 identify personal strengths and areas for development. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify personal strengths?
− identify areas for improvement?
− set simple goals for improvement?

 Checklists
Develop a checklist based on the Focus for Assessment criteria. Date and note the context of all
observations.

 Conferences
Conference with students to encourage them to share their personal strengths and areas for further
development. Provide students with feedback and encouragement.

 Goal-Setting Booklets
Students pick items for their portfolio and select a simple rationale for choosing each piece
(e.g., I wrote neatly. I coloured nicely.).

 Portfolios
Use the portfolio to examine the choice the student has made to demonstrate her or his best work or
growth. The portfolio can be used for further discussion with the students. Discuss with students a
variety of ways in which they can achieve their goals.

Mein Portfolio
Warum ist diese Arbeit in meinem Portfolio?
 Hier habe ich deutlich geschrieben
 Hier habe ich schön gemalt.
 Hier habe ich schön gezeichnet.
 Das ist mein Lieblingsstück.
 ______________________

SAMPLE RESOURCES

________________________________________________________________________________
760  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings, and experiences.
Explore

Express Ideas
Outcome
Specific
Students will be able to:
1.1.1 describe personal observations, experiences, and feelings.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As a prerequisite to discussions, students have access to brainstormed vocabulary and models
of sentence patterns.
• After reading a story, students share their feelings about the story. For example,
Ich finde diese Geschichte ______________ (lustig, traurig, doof, gut, nicht so gut).

Ich mag die Hauptperson, weil ____ (er,sie) ________ (lustig, schlau, brav) ist.
• Students observe the growth of a plant in science class and keep a daily record of its growth.
They then illustrate and label their observations.
• In a Sharing Circle, students share ideas. They speak or contribute when they are holding the
stuffed animal or talking stick (e.g., sentence models for sharing their favourite Teddy):

__________(Mein,Meine)__________ heiβt ____.

Wir ___________( spielen,essen, schlafen) zusammen.

• Groups of students look at pictures of people from different cultures or countries. They make
observations and discuss what they see.
• After listening to a poem, students express their feelings about the poem through a painting.

(continued)

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  761
 GRADE Consider Others’ Ideas

Outcome
3
Specific
Students will be able to:
1.1.1 describe personal observations, experiences, and feelings. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share personal observations, experiences, ideas, and feelings with another student?
− share personal observations, experiences, ideas, and feelings in large groups?
− make personal observations?
− make predictions about what will happen in a story or event?
− initiate talk about predictions?
− listen to others’ ideas, opinions and predictions?
− respond to others’ ideas, opinions and predictions in conversations and class discussions?

 Checklists/Rubrics
Develop checklists or rubrics that reflect observations made during circle time. In addition, make
notes on the accuracy of the students’ use of the plural forms of verbs. Date and record the context of
the observations, and review data to note progress and to guide individual conferences.

(continued)

________________________________________________________________________________
762  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings, and experiences.
Explore

Express Ideas
Outcome
Specific
Students will be able to:
1.1.1 describe personal observations, experiences, and feelings. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• A different student is appointed “Schüler der Woche” each week and brings items for show and
tell. The student then tells the class about herself or himself. Others ask questions such as, Was ist
dein Liebingsessen? Wann hast du Geburtstag? Wie alt ist dein Teddy? Wer hat dir den Teddy
gegeben? Wie heißt er?
• Students share their personal observations and feelings about a cultural event they attended.
Student observations and feelings are recorded on a class Y-chart. For example:

Wie wir uns fühlen

- gespannt
- neugierig

Die Theateraufführung

Was wir hören Was wir sehen

- Musik - Kostüme
- Applaus - Tänze

• Students watch a video and then write in their journals about their favourite parts or exciting
events.
• As a group, students listen to music, watch videos or slides, or look at pictures and then describe
their feelings related to the listening or viewing exercise.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  763
GRADE Consider Others’ Ideas

Outcome
3
Specific
Students will be able to:
1.1.1 describe personal observations, experiences, and feelings. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

Erfahrungen beschreiben—Lehrercheckliste
Inhalt
Der Schüler/Die Schülerin:
- kann persönliche Beobachtungen auf Deutsch beschreiben
- kann in einer Kleingruppe persönliche Ideen und Gefühle ausdrücken
- kann in einer Groβgruppe persönliche Ideen und Gefühle ausdrücken
- kann sich die Gefühle oder Ideen anderer anhören
- kann sich auf andere Menschen einstellen und enstprechend antworten
Mündlicher Ausdruck
- Lautstärke
- Blickkontakt
- Anzahl an Sätzen
- Reihenfolge der Sätze
- angebrachtes Thema
- Genauigkeitsgrad der Grammatik
- Sprechgeläufigkeit

 Anecdotal Records
Record observations during students’ informal interactions to note how they describe personal
observations, experiences, and feelings. Date and record the context of the observations.

 Conferencing
Record interviews with students at different times during the year.

SAMPLE RESOURCES

________________________________________________________________________________
764  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings and experiences.
Explore

Consider Others’ Ideas

Outcome
Specific
Students will be able to:
1.1.2 consider others’ ideas and observations to discover and explore personal
understanding.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• When reading a wordless book, students take turns telling their partners what they see on each
page. At the end, they discuss what the whole story is about. This can also be done with specific
social studies/health topics.
Student 1: Ein Hase schläft unter einem Baum.
Student 2: Der Hase sieht einen Wolf und fängt an zu rennen.
• Invite students to share their ideas about a topic of interest during a Talking Circle activity. Each
student is encouraged to speak, and students are given time to reflect on what others have said.
• Before viewing or listening to a text, students are asked to make a prediction. As the story
proceeds, they can make additional predictions or alter their original prediction based on the
information presented. Record each stage of prediction with a different coloured marker.
• Introduce students to the language and pronunciation of a series of survey questions, and invite
them to conduct a student survey. Surveyors complete a form with statements in German such as:

Wer in der Klasse … Unterschrift

1. wohnt in einem weißen
Haus?
2. hat einen Goldfisch?
3. mag Spinat?

• Students write up interview questions based on the 6 Ws: Wer/Wie/Was/Wo/Wann/Warum, on the

topic they are studying.
• Students role-play stories they read in class in which the characters are in conflict. At a given
signal, they transform the plot into one where people try actively to listen to and understand the
other person’s point of view.
• The class brainstorms for vocabulary and expressions relating to “considering others.” Class
suggestions are recorded on chart paper and can be referred to in different contexts.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  765
 GRADE Consider Others’ Ideas

Outcome
3
Specific
Students will be able to:
1.1.2 consider others’ ideas and observations to develop own personal understanding.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− listen to others?
− paraphrase what others have said?
− use ideas of others to extend knowledge?

 Checklists
Use observation forms to note the behaviours of the students as they engage in conversation when
role-playing during a Talking Circle. Look for examples of behaviour that show students considering
others’ ideas to build their own understanding.

Schüler- hört stellt spricht bleibt am

name anderen Fragen Deutsch Thema
zu freiwillig

 Rubrics
Create a rubric for students’ summaries using the W6 questions practiced in class. These rubrics may
be used for students to assess their own performance.

 Anecdotal Records
Note the behaviours of the students as they consider others’ ideas and observations to develop their
own personal understanding. Date the observations. Writing on self-stick notes may be helpful as
they can easily be moved to a student’s file.

 Comprehension Checks
Give a pop quiz after a discussion circle to enforce accountability for listening and to check
comprehension of other’s ideas. (Example question: true or false. Martin hat über seinen Hund
gesprochen?)

(continued)

________________________________________________________________________________
766  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to explore thoughts, 1.1 Discover and
General Outcome 1 ideas, feelings and experiences.
Explore

Consider Others’ Ideas

Outcome
Specific
Students will be able to:
1.1.2 consider others’ ideas and observations to discover and explore personal
understanding.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Teacher’s Notes

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  767
 Consider Others’ Ideas
GRADE

Outcome
3
Specific
Students will be able to:
1.1.2 consider others’ ideas and observations to discover and explore personal
understanding. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Observation
After students have had an opportunity to practice role-play situations, they are assessed using criteria
such as:
− language is understandable
− interaction is sustained
− pronunciation is accurate
− grammar is correct
− message is comprehensible
− language is appropriate to the context.

 Conferences
Individual students share samples of their work with the teacher (e.g., sample of their survey forms).
Discuss with individual students the progress they are making in considering others’ ideas.
OR
Pairs of students share their interpretations of the wordless picture book with the teacher. Discuss with
individual students the progress they are making in considering others’ ideas.

 Self-Assessment
Encourage students to tell about how they used others’ ideas to help them learn more about a particular
topic. This may be done in a Sharing Circle or as a personal thank-you note.
Heute habe ich von (name) etwas neues gelernt.
Er/Sie sagte dass _____.

Rollenspiele bewerten
5 – sehr gut, höher als erwartet
4 – allen Erwartungen entsprechend
3 – gut/ genügend
2 – einige Schwächen
1 – sehr schwach

- Der Inhalt ist verständlich.

- Die Sprache ist deutlich.
- Die Ausdrücke passen zum Kontext.
- Die Strukturen stimmen.
- Die Interaction wird aufrechterhalten.
- Die Sprecher unterstützen sich gegenseitig, durch
Fragestellung, Stichwörter und nicht wörtliche
Kommunikation.

________________________________________________________________________________
768  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in Ukrainian to explore 1.1 Discover and
General Outcome 1 thoughts, ideas, feelings and experiences.
Explore

Experiment with Language

Outcome
Specific
Students will be able to:
1.1.3 experiment with language to express feelings, and talk about experiences and
events.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As a prerequisite to discussions, students have access to brainstormed vocabulary and models
of sentence patterns.
• Students describe a holiday.
Mein Urlaub war _____. Ich war in _____. Ich habe _________ gesehen.
• Students discuss moods evolved by artwork or colours (e.g., Wenn ich das Bild/die Farbe sehe,
fühle ich mich _____.).
• The class discusses and groups adjectives (e.g., feeling, colour, size, etc.)
• Students describe how they feel or how they act as story characters, or as people in flashcard
pictures are feeling.
Ich bin krank. Ich habe Kopfschmerzen.
Ich habe Langeweile.
Ich bin glücklich.
• Share a personal timeline of memorable experiences or milestones in your life, and invite students
to create personal timelines that depict memorable milestones in their lives. These milestones
may be accompanied by personal sketches showing how the students felt.
• After a holiday or long weekend, students are asked to prepare answers in German to wo, wer,
wie, was, warum, wann, (6Ws) in point form. Then each student writes down the 6W question
words. Each student finds a partner and proceeds to ask or answer one of the 6W questions.
A: Sage mir bitte wie.
B: Es war sehr schön.
Trade: B asks, A answers
B: Sage mir bitte wann.
A: Wir waren Samstag in Banff.
A puts a check mark beside B’s wie question. B puts a checkmark beside A’s wann question.
Students find a new partner and so on until most have five checkmarks. Students then report one
new thing they learned from a classmate.
• During a field trip, use a digital camera and prepare pictures that students can use to prepare a
photo essay, by arranging the photographs and writing captions about the field trip.

(continued)

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  769
 Experiment with Language
GRADE

Outcome
3
Specific
Students will be able to:
1.1.3 use a variety of forms to organize and give meaning to familiar experiences,
ideas and information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− express personal thoughts, feelings, experiences?
− elaborate on ideas, feelings and experiences?
− experiment with expressive language?
− contribute positively during class discussions?
− actively engage in the interaction, using German to gain the required information?
− sustain interactions, taking risks with German?

 Checklists/Rubrics
Create a checklist or rubric using the Focus for Assessment criteria. Note the behaviour of students as
they express themselves, contribute to discussions, and experiment with language. These tools may
be used for students to assess their own performance.

 Anecdotal Records
The teacher is involved in a round of questions. Ask a question and answer it. Then ask the students
question that they answer. Record the quality of questioning and answering. Writing on self-stick
notes may be helpful as they can easily be moved to a student’s file.

 Conferences
Conference with the students about how they share personal feelings and experiences when creating
their personal timeline. Provide positive feedback and support to help the students develop and
expand ways of expressing personal experiences.

(continued)

________________________________________________________________________________
770  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in Ukrainian to explore 1.1 Discover and
General Outcome 1 thoughts, ideas, feelings, and experiences.
Explore

Experiment with Language

Outcome
Specific
Students will be able to:
1.1.3 experiment with language to express feelings, and talk about experiences and
events. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Invite students to share what they learned and what they found interesting from a field trip in
which they recently participated. These ideas are recorded on sheets that are then posted in the
classroom. Students use these ideas to help them complete a field trip summary sheet. Students
may include illustrations with accompanying captions.
• Invite students to add expressive words and phrases to a class list. Students match and cut out
pictures from magazines to illustrate the list.
• Students make a story vine to help aid storytelling about themselves, holidays, story recall, etc.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  771
 Experiment with Language
GRADE

Outcome
3
Specific
Students will be able to:
1.1.3 experiment with language to express feelings, and talk about experiences and
events. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Reflection Logs and Journals

Review journals and Reflection Logs to determine whether students are able to express personal
thoughts, feelings, and experiences, and if they experiment with expressive language.

 Work Samples
Collect samples of student work to assess how well students are able to express personal thoughts,
feelings, and experiences, and whether they experiment with expressive language.

SAMPLE RESOURCES

 mes-english.com (picture cards/flash cards for discussion or prompts)

________________________________________________________________________________
772  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to explore thoughts, 1.1 Discover and
General Outcome
1 ideas, feelings, and experiences.
Explore

Express Preferences
Outcome
Specific
Students will be able to:
1.1.4 collect and share favourite oral, literary, and media texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As a prerequisite to discussions, students have access to brainstormed vocabulary and models
of sentence patterns.
• Students share their favourite stories with a variety of audiences, such as other students and
family members. Students bring in favourite books they had when they were younger for a special
display.
• Students choose favourite German books from the library and create advertisements for them
using illustrations, words, and short phrases that are posted on the bulletin board in the library.
Students use vocabulary lists in the classroom from a brainstorming activity to assist them in
creating advertisements to promote their book.
• Students create a new book cover for a favourite book or poem.
• Students view a short animated cartoon or movie in German. Invite students to share what they
enjoyed about the cartoon or movie, and record these ideas on poster paper that is posted in the
classroom. Elements such as characters, music, storyline, etc., should be addressed. Then students
discuss their favourite animated movie with a partner.
− Mein Lieblingsfilm ist _____.
− Die Hauptfigur ist _____.
− Die Musik war _____.
• Students bring in objects that remind them of a book, poem, or song. As they tell the story of their
objects, they place them in memory boxes they have decorated.
• Set up a graphing activity to record what children identify as favourite oral, literary, or media
texts for the week. Discussion follows about any observations that can be made from the graph.
• Students bookmark their favourite websites about a topic and then create a German poster that
advertises the websites.
• Students sketch their favourite scene from a story they have heard, read, or viewed. Students
display and give simple reasons for choosing the story and scene as their favourite, using
vocabulary reviewed in class.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  773
GRADE Express Preferences

Outcome
3
Specific
Students will be able to:
1.1.4 collect and share favourite oral, literary, and media texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− choose a variety of texts?
− name favourites?
− give reasons for selecting text as favourite?
− share willingly?
− share confidently?

 Self-Assessment
Help the students note and talk about how they shared information regarding their favourite animated
movie. Students use a self-reflection sheet such as the following:
Mein Lieblingsfilm
Was ich gesehen habe: Was ich gehört habe:

Am besten finde ich die Stelle, wo

Das finde ich gut, weil

 Conferences
Discuss with each student his or her growing collection of favourite texts.

 Recording of Oral Presentation

Both students and teachers use these for assessment.
Nach meinem Vortrag—Schülercheckliste
Schreibe D – Dieses Mal habe ich es gemacht!
Schreibe N – Nächstes Mal mache ich es bestimmt!
__ - Ich habe laut und deutlich gespochen.
__ - Ich habe viel Blickkontakt zu den Zuschauern gehabt.
__ - Ich war nicht zu nervös.
__ - Ich habe meistens frei gesprochen.
__ - Ich habe eine interessante Einleitung gehabt.
__ - Mein Vortrag war interessant u. lehrreich.
__ - Ich habe am Ende eine Zusammenfassung gehabt.
__ - Ich habe alle Fragen gut beantwortet.

SAMPLE RESOURCES

________________________________________________________________________________
774  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to explore thoughts, 1.1 Discover and
General Outcome
1 ideas, feelings, and experiences.
Explore

Set Goals
Outcome
Specific
Students will be able to:
1.1.5 develop a sense of self as German speaker, reader, writer, and representer.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students take part in a Readers’ Theatre and choral reading.

• Weekend Journal: On Friday, students write the 6W questions (wer, wie, was, warum, wann, wo)
in their journal. On Monday morning, they write answers about their experiences
(e.g., Wann—Sonntag haben wir bei Oma gegessen). Students practise the present-perfect form.
• Students complete a book report on a favourite story. Provide sentence starters.
− Die Hauptperson ist _____.
− Das Problem ist ______________.
− Ich finde dieses Buch toll/gut/nicht so gut
• Each day, a different student chooses a text she or he has read or written, and shares it with the
class.
• Home reading: Students read at home and complete the following for each book they have read.

Datum: ___________________ Name:_____________________________

Mein Buch

Titel: _______________________________________

Autor/Autorin: ________________________________

Die wichtigsten Figuren: _________________________

Das hat mir besonders gut gefallen:
__________________________________________________

__________________________________________________

__________________________________________________

• Post reading strategies in the room so the students can use these for setting goals.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  775
GRADE Set Goals

Outcome
3
Specific
Students will be able to:
1.1.5 develop a sense of self as a German speaker, reader, writer, and representer.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− show awareness of accomplishments as a reader, writer, illustrator?
− share accomplishments?
− set attainable goals for improvement independently?
− set goals with guidance?
− review goals?

 Checklists/Rubrics
Create a checklist or rubric using the Focus for Assessment criteria. Note the behaviour of students as
they express themselves, contribute to discussions, and experiment with language. These tools may
be used for students to assess their own performance.

 Conferences
Conference with each student to determine how he or she is developing a sense of self as a reader, a
writer, and an illustrator. Review students’ goals to assess whether they are realistic and manageable,
and review their self-reflections to determine if their comments coincide with actual behaviours.
Provide feedback and encourage students to continue to develop in these areas.

 Interviews
Conduct a language learner interview to determine how students view themselves as learners. These
interviews may need to be conducted in English. Students may be asked to:
− describe language learning strategies.
− tell why and how the strategies helped them.
− tell why they use the various strategies.
− describe what they can do well.
− describe areas they would like to improve.

SAMPLE RESOURCES

________________________________________________________________________________
776  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to explore thoughts, 1.2 Clarify and
General Outcome
1 ideas, feelings, and experiences.
Extend

Develop Understanding
Outcome
Specific
Students will be able to:
1.2.1 examine how new experiences, ideas, and information connect to prior
knowledge and experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As a prerequisite to discussions, students have access to brainstormed vocabulary and models
of sentence patterns.
• After listening to a story, one student shares personal feelings, which triggers another student to
do the same. For example, one student shares feelings of being afraid of a neighbour’s dog. This
reminds another student about his feelings when he first started to play hockey (e.g., Martin hat
Angst. Ich habe Angst wenn …).
• The class uses a story or film as a base for an in-class interview activity. For example,
Fragen
Was isst du am liebsten?
Welchen Film magst du?
Hast du ein Haustier?
Welches?
After interviewing a number of classmates, students reflect in their journals about their findings.
Das ist mir neu.
Karla isst am liebsten Eis.
Jayden hat einen Salamander.
Das haben wir gemeinsam.
Mike und ich essen gern Pizza.
Leila und ich haben eine Katze.
• After reading a new story, students make comparisons of this work to stories, films, or pictures
they have seen or read. Students use a Venn diagram to see areas of overlap.

Story I Story II

• Students, working in small groups, complete a K-W-L (W-M-L) chart prior to, during, and after
the study of an assigned topic in class.

W-M-L Tabelle
Thema:
W M L
Das weiβ ich schon Das möchte ich Das habe ich gelernt
wissen

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  777
GRADE Develop Understanding

Outcome
3
Specific
Students will be able to:
1.2.1 examine how new experiences, ideas and information connect to prior
knowledge and experiences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− access prior knowledge?
− access personal experiences?
− connect prior knowledge experiences?
− connect prior knowledge/experiences with new ideas?
− record connections?

 Checklists/Rubrics
Create a checklist or rubric using the Focus for Assessment criteria. Note students’ behaviours as they
express themselves, contribute to discussions, and experiment with language. These tools may be
used for students to assess their own performance.

 Anecdotal Records
Record observations to show examples of students making connections between prior knowledge and
experiences and new knowledge. Observations should include information regarding the extent of:
− students’ prior knowledge and experience
− connections between prior knowledge and new experiences
− recording of connections
− gaps in knowledge and experiences

 Response Journals/Reflection Logs

After viewing a variety of photographs, posters, or pictures, and discussing similar activities and
feelings as a class, students will write in their journals one of the responses they gave during the
discussion. Students add any further information. Respond personally to the journals with questions
or suggestions to extend the students’ thinking and to provide positive feedback.

 Work Samples
Collect copies of KWL (WML) charts to assess the students’ ability to access and connect prior
knowledge and experiences to new situations.

SAMPLE RESOURCES

________________________________________________________________________________
778  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to explore thoughts, 1.2 Clarify and
General Outcome
1 ideas, feelings, and experiences.
Extend

Explain Options
Outcome
Specific
Students will be able to:
1.2.2 explain understanding of new concepts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students share information about a new experience, and state how they feel about it (e.g., gym
game):
Wir machen einen Kreis.
(Name) steht in der Mitte.
Wir brauchen einen Ball.
Wir wollen (Name) mit dem Ball treffen.
Ich finde das gut/Es macht Spaβ. Es ist doof.
• Students draw a picture of building a bridge. Students say three things about their experience of
doing the activity.
Es macht Spaβ.
Es war schwer.
Ich brauche Papier.
• After reading a story about hobbies, students bring in and share their hobbies. Students can
discuss which new hobby they would pick if they had a choice.
• Students talk about learning to play a new game at recess or make a variation of a game they are
familiar with. Students can use a Venn diagram to compare the old version with the new version.
• Invite students to study, sort, and categorize a group of pictures and illustrations provided to
them. Students must label their categories and be prepared to explain their rationale.
• After a study of community workers, students participate in a variety of field trips to become
familiar with jobs performed by community workers (e.g., post office, newspaper, stores, police
station). They write a simple paragraph about what they want to be when they grow up giving two
or three reasons to support their choices.
• Working together, students create a Word Wall related to a specific topic or theme. They
brainstorm for words or phrases and record these on self-stick notes, which they place on a large
wall chart.
• Students hear a text being read to them three to four times. As they listen, they sketch their
understanding of what they hear. They then write up a summary of what they heard.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  779
GRADE Explain Opinions

Outcome
3
Specific
Students will be able to:
1.2.2 explain understanding of new concepts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− explain her or his understanding of concepts?
− provide a clear explanation of understanding?
− explain rationale?
− give examples of concepts?

 Checklists
Develop a checklist that reflects the Focus for Assessment criteria. All observations should be dated
and the context included.

 Work Samples
Collect students’ paragraphs about their chosen profession or job.

 Conferences
Have one-on-one conferences with students to give them an opportunity to explain their
understanding of new concepts covered in class.

SAMPLE RESOURCES

________________________________________________________________________________
780  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to explore thoughts, 1.2 Clarify and
General Outcome
1 ideas, feelings, and experiences.
Extend

Combine Ideas
Outcome
Specific
Students will be able to:
1.2.3 arrange ideas and information in more than one way to make sense for self and
others.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• For math, students participate in data gathering (e.g., who likes what for lunch). They then
experiment with different ways to display the data using graphic organizers (see Appendix D).
• In the rock unit for science, students do a rock hunt of six specific types of rocks (e.g., two
colours, see-through, smooth, rough, one colour, shiny). Students form groups and sort their rocks
for two qualities (e.g., rough and one colour). Other groups are asked to identify the two qualities.
• Students use illustrations, labels, or hands-on materials to explain how to prepare their favourite
food. They can present their work to the class.
• Students use story maps before writing a text or after reading a text.
• Help students understand that information can be displayed in a number of ways by modelling the
use of graphic organizers such as Venn diagrams, webs, or mind maps
(see Appendix D). Students practise organizing information from familiar text using a variety of
graphic organizers.
• Students write step-by-step instructions for simple everyday activities. They read these to a
partner who follows them exactly to see if the directions need additional clarification.
• Students complete an activity in six to eight steps. Then they sequence the pictures for the steps
and write a sentence for each picture, explaining the activity. This is also an opportunity to use
transition words (e.g., zuerst, dann, danach, zuletzt).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  781
GRADE Combine Ideas

3
Outcome
Specific
Students will be able to:
1.2.3 arrange ideas and information in more than one way to make sense for self and
others. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− arrange ideas and information in an organized way?
− use a variety of organizational structures?
− use organizational structures appropriate for the information?

 Checklists/Rubrics
Create a checklist or rubric using pre-established criteria for each organizational pattern or graphic
organizer taught. Students should be familiar with the criteria before they begin a task.

 Portfolios
Students select work samples that show different ways they have arranged ideas and information.
Students include their reasons for choosing each work sample.

 Work Samples
Collect samples of student work such as the Venn diagram, survey charts, and story maps as evidence
of students’ abilities to use a variety of methods to organize information.

SAMPLE RESOURCES

• templates for story maps (see Success for All Learners [Manitoba Education and Training, 1996])
• step-by-step activities available in the English language arts curriculum framework.

________________________________________________________________________________
782  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to explore thoughts, 1.2 Clarify and
General Outcome
1 ideas, feelings, and experiences.
Extend

Extend Understanding
Outcome
Specific
Students will be able to:
1.2.4 reflect on ideas and experiences to clarify and extend understanding.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students use sentence frames that clarify and explain new situations, such as:
Wo ist ___?
Was heiβt _____?
Wer ist _____?
Wie heiβt das?
• Social Studies Unit—Past, Present, Future: Students choose an item that does a job for us on a
daily basis (e.g., iron). They share information about the item that did the same job in the past,
using a picture or the real item. Students use their imagination to talk about how this item would
work in the future (picture or item). This is done as a presentation. Students name the item, tell
how it works, and compare the item (past, present, and future models). Sentence models are
provided and editing of work is done.
• With students, build a chart of essential questions on a variety of survival themes (e.g., Wo ist die
Toilette? Wie finde ich das Büro?).
• Review vocabulary to describe the physical characteristics of a person (e.g., hair colour, eye
colour, etc.), and students practise asking questions about physical appearance
(e.g., Hat das Kind blaue Augen? Hat das Kind lange Haare?). Students practise vocabulary and
asking questions by playing the board game Guess Who.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  783
GRADE Extend Understanding

Outcome
3
Specific
Students will be able to:
1.2.4 reflect on ideas and experiences to clarify and extend understanding. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− reflect on his or her ideas and the ideas of others?
− reflect on personal experiences?
− use reflection to clarify understanding?
− ask questions that are beyond the literal level?
− ask questions that result in new understanding?
− extend thinking through asking questions?

 Checklists/Rubrics
Create a checklist or rubric using the Focus for Assessment criteria to note how students use
questions to clarify understanding and extend learning.

 Anecdotal Records
Record the students’ question-asking behaviour. Date and review notes to determine developing
patterns of questioning.

 Rating Scale
At various points in the school year, students rate themselves along a continuum.
Ich denke über die Geschichten nach,
die wir in der Klasse gelesen haben.

immer oft manchmal nie

Ich bekomme neue Ideen,

wenn ich über etwas nachdenke

immer oft manchmal nie

SAMPLE RESOURCES

________________________________________________________________________________
784  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts.
and Cues

Prior Knowledge
Outcome
Specific
Students will be able to:
2.1.1 make connections between texts, prior knowledge, and personal experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As a prerequisite to discussions, sentence patterns may be modelled or words brainstormed.

• After reading a book on squirrels, students share stories about their own experiences.
Student 1: Im Park gibt es viele Eichhörnchen.
Student 2: Bei uns im Hinterhof gibt es Eichhörnchen.
As they read stories about children in other parts of Canada, students make comments.
Student 1: Die Schule sieht aus wie unsere Schule.
Student 2: Ich habe in B.C. auch hohe Berge gesehen.
• Students record their responses to texts, using such sentence frames as:
− Ich bin so wie Sue, weil ich auch blonde Haare habe.
− Ich weiβ wie Sue sich fühlt, weil ich auch einen Bruder habe.
• Students create photo essays on ideas presented in a story. They share their work by talking about
their photos and the ideas they represent.
• After seeing examples of totem poles, coats of arms, maple leaf, etc., students discuss how the
symbols represent important aspects of people’s lives. Students then construct personal totem
poles, etc., using a variety of materials, including photographs or drawings, to depict important
events in their lives. When the totem poles are complete, students either write or tape an
accompanying story.
• A box of clues is used to help students recall a story. Collect three or four artifacts related to the
story. Students take turns withdrawing an item. After an item is withdrawn, students discuss the
item. Later, they bring all the items together and discuss their relationship. Students make their
own clues.
• Invite the students to make predictions about a story by previewing the front cover, illustrations,
title page, etc. Students represent their predictions by sketching ideas to show what will happen in
the story. Students listen to or read the story to check their predictions.
• At the onset of a new theme or topic, invite students to contribute their knowledge and
experiences to a class KWL (WML) chart.
• At the onset of a new topic or theme, invite students to create a title page using symbols, words,
and phrases to display their prior knowledge and personal experiences with the topic.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  785
GRADE Prior Knowledge

Outcome
3
Specific
Students will be able to:
2.1.1 make connections between texts, prior knowledge, and personal experiences.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− access prior knowledge?
− have sufficient prior knowledge?
− share personal experiences?
− make connections between new knowledge and previous experiences?
− discuss connection to other oral, literary, and media text?

 Checklists/Rubrics
Create a checklist or rubric based on the Focus for Assessment criteria to assess students’ skills in
making connections between their prior knowledge and personal experience and a variety of texts.
Note progress over time.

 Anecdotal Records
Use self-stick notes when assessing students’ skills and strategies in accessing prior knowledge and
experiences in order to make connections with and comprehend text. Date all observations and
review students’ records to note patterns and progress.

 Conferences
Observe students as they complete graphic organizers and prediction activities. Discuss the links
students make between prior knowledge and personal experience and the text. Students reflect on
whether there is an improvement in the accuracy of predictions. Alternatively, interview students
about a text using questions such as:
− Worum geht es in dieser Geschichte?
− Was passiert in dieser Geschichte?
− Was weiβt du über dieses Thema?
− Ist dir schon mal so etwas passiert?
− Hast du schon mal so eine Geschichte gelesen?
− Erinnerst du dich an ein anderes Buch?

 Work Samples
Collect samples of students’ work to observe links between their prior knowledge and personal
experiences and texts. For example,
− sketches or title pages that represent prior knowledge
− personal photo essays

________________________________________________________________________________
786  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.1 General
General Outcome 2 respond personally and critically to literacy
and media texts.
Comprehension
Strategies

Comprehension Strategies
Outcome
Specific
Students will be able to:
2.1.2 set a purpose for listening, reading, and viewing; make and confirm predictions,
inferences, and conclusions; reread to check meaning.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• When reading, a student infers the meaning of an unfamiliar word from the context of the
sentence and by using picture clues.
• After listening to a chapter, students talk about the book and make conclusions.
• While viewing a video segment, students predict what might happen next. Having viewed the
video, and using sentence starters provided by the teacher, students discuss their predictions and
draw conclusions.
• Social Studies Unit—Past, Present, Future: After studying past and present, students predict what
our community might be like in the future (i.e., buildings, transportation, schools).
• Before reading a new story, the class discusses the title and predicts what the story might be
about. Then, show only the pictures, and students draw conclusions and make inferences.
Students sketch and label their predictions and conclusions.
• Students use a variety of reading strategies posted in the class. Students can use these for self-
assessment.
• Students predict what will happen in a story by using the title, pictures, and background
knowledge. Students silently read a set amount of pages to check their predictions. Students then
find sentences in the story that either confirm or refute their predictions and read them out loud.
Ask what they think will happen next. Continue this process throughout the entire story with
students predicting, checking, and confirming or refuting predictions.

(continued)

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  787
GRADE Comprehension Strategies

Outcome
3
Specific
Students will be able to:
2.1.2 anticipate meaning, recognize relationships and draw conclusions; and use a
variety of strategies to confirm understanding. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− set purposes for listening, reading, viewing?
− make predictions?
− confirm predictions by referring to the text?
− adjust predictions while interacting with the text?
− retell main components of narrative text: setting, characters, problem or goal, and solution, or
main components of informational text: identify topic, key idea, supporting ideas, and details?
− effectively use retelling as a comprehension strategy?
− sequence events chronologically when retelling?
− summarize key ideas when retelling?
− include details in retelling that are based on text?
− demonstrate confidence in retelling?
− demonstrate enjoyment?

________________________________________________________________________________
788  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.1 General
General Outcome 2 respond personally and critically to literacy
and media texts.
Comprehension
Strategies

Comprehension Strategies
Outcome
Specific
Students will be able to:
2.1.2 set a purpose for listening, reading, and viewing; make and confirm predictions,
inferences, and conclusions; reread to check meaning. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Before, during, and after reading a story in class, model the Think-Ahead strategy. Make an
overhead of the Think Ahead chart and record: predictions before reading; connections while
reading; and check predictions after reading. While reading the text, stop to demonstrate what
expert readers do when they verbalize what they think. Students, working with a partner, practise
using the Think Ahead chart while reading a simple German text.
Vorausschauen

Was kommt? Dein Beweis: Hat’s gestimmt?

(Predict) (Connect) (Check)

• Prior to viewing a video clip or cartoon animation, students receive an “identity card” that
outlines a particular task (e.g., you are the main character’s mother and you are watching to see
whether your son deserves a special birthday present). After viewing, students recall the key
points of the video. Students discuss whether having a specific purpose in mind when viewing the
video affected their recollection of the film.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  789
GRADE Comprehension Strategies

Outcome
3
Specific
Students will be able to:
2.1.2 set a purpose for listening, reading, and viewing; make and confirm predictions,
inferences, and conclusions; reread to check meaning. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Response Journals/Reflection Logs

After viewing a video, students reflect on the process of predicting what might have occurred next, as
well as whether or not the prediction they made was correct. Students write about their
comprehension processes. These entries may be open-ended or structured according to framed
sentences. Structured entries may include the following:
− When I view, I _____.
− _____ helps me _____.
− I understand best, when _____.
Students may follow similar framed sentence structure to reflect on this reading comprehension
strategy.

 Conferences
Conference with students to assess knowledge, skills, strategies, and attitudes. Use some of the
following questions to guide the conferences.
− What do you know about _____ (topic)?
− Why did you choose this text?
− What was your favourite part and why?
− What predictions did you make? Did you change your mind? Why?
− What was the text about?
− What did you do when it did not make sense?
− Did you find any hard words? Show me one of them. What did you do when you met this hard
word?
− What did you do when you came to a word you did not know?
− Would you recommend this text to a friend? Why?
Record students’ responses. Date and include the context of the conference.

SAMPLE RESOURCES

________________________________________________________________________________
790  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts.
and Cues

Textual Cues
Outcome
Specific
Students will be able to:
2.1.3 use textual cues to construct and confirm meaning.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students talk about what they do when they come to a word they do not know.
Student 1: I look at the picture on the page and see if that helps.
Student 2: I skip the word and keep going. Usually, I can go back and figure out what the word
means.
Student 3: I try to sound the word out first—especially if it’s a word that’s easy to sound out.
From this discussion, draft a list of strategies in German and post it in the classroom.
• Students read a passage that has no punctuation or quotation marks. Individually, they add
punctuation and quotation marks where appropriate. They then form small groups, read their
punctuated passages, and discuss how the meaning of the passage changes because of the
punctuation and its placement.
• To find out what a character said to another character in a story, students look for the words in
quotation marks and highlight them with a highlighter pen.
• After silent reading, students reflect and comment on the types of punctuation marks they notice
and how they add meaning to the story.
• Write a passage on the board with no punctuation. Students read the passage and perform a
specific action for each type of punctuation mark needed (e.g., where a period is needed, the
students clap, tap for a comma, slap for a question mark, etc.).
• Model how textual cues such as titles, readings, table of contents, glossary, index, illustrations,
graphics, and signal words help us construct meaning. Students work in small groups and practise
using textual cues. Make a chart for reference.
• While viewing a video with the sound turned down, students make note of other cues that indicate
changes to the plotline (e.g., lighting, etc.).
• Students complete a cloze exercise with or without a word bank. This can also be used to
encourage students to use strategies. Do they read the title? ...read the next sentence? ...recall
previous information?

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  791
GRADE Textual Cues

Outcome
3
Specific
Students will be able to:
2.1.3 use textual cues to construct and confirm meaning. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize textual cues?
− use textual cues to construct and confirm meaning when reading?
− use textual cues to construct and confirm meaning when listening?
− use textual cues to construct and confirm meaning when viewing?
− use textual cues to construct and confirm meaning when creating or composing text?
− participate actively?
− demonstrate enjoyment?

 Checklists/Rubric
Develop a checklist or rubric that reflects the Focus for Assessment criteria. The context of
observations should be noted, along with the date in order to determine progress over time.

 Conferences
Observe students’ responses during individual and small-group work to determine the extent of
textual cues. Conference with students to determine how they were able to identify where punctuation
and quotation marks needed to be placed. Conference questions may include:
− Tell me about _____. What cues told you to put a punctuation mark at _____ place?
− Tell me how _____ helps others understand the text.

 Portfolios
Students place copies of original text in their portfolios that show their knowledge of textual cues
(e.g., highlighting of conversation in text).

SAMPLE RESOURCES

________________________________________________________________________________
792  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.1 Use Strategies
General Outcome 2 respond personally and critically to literary
and media texts.
and Cues

Cueing Systems
Outcome
Specific
Students will be able to:
2.1.4 use syntactic, semantic, and graphophonic cues to construct and confirm word
meaning in context.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• When reading words in context, a student identifies a word by breaking it into parts or syllables,
such as In-for-ma-tion, associating sounds with each part and blending the sounds into the word.
• When reading and writing, students segment unfamiliar words in the following categories:
− compound words, such as Kindergarten
− prefixes, such as un–, mis–
− suffixes, such as –ung, –heit, –keit
• Students play Hangman, using words from their environment.
• The teacher brainstorms and charts word attack strategies.
• Students, working in pairs or in small groups, are given a list of basic sight words. They are given
15 minutes to find as many of these words as they can in books, on posters, or on charts.
• Students use a variety of methods to improve their personal memory bank of common, grade-
appropriate words.
• Visual learners may try to “see” the word in colours or on an imaginary screen.
• Kinesthetic learners may trace the words with a crayon, their finger, or “air-write” them.
• Auditory learners may say the word and say the letters out loud.
• When reading sentences, students use phonetic knowledge and skills, together with prior
knowledge, meaning, and grammatical cues, to read the unfamiliar words and comprehend the
meaning.

Cueing Systems
Syntactic Cues: Refer to word order and rules and patterns of language in sentences, phrases, and clauses that
assist in constructing meaning in texts and identifying unknown words.
Semantic Cues: Refer to meaning in language that assists in comprehending texts and identifying unknown
words. To create meaning, students make connections between words, prior knowledge of language and
linguistic forms, personal understanding of the world, and experiences with various texts and content.
Graphophonic Cues: Refer to sound-symbol relationships of language that aid in constructing meaning and
identifying unknown words.
Pragmatic Cues: Refer to the social and cultural context, purpose, and use of language. These factors affect
how the individual constructs meaning.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  793
GRADE Cueing Systems

3
Outcome
Specific
Students will be able to:
2.1.4 use syntactic, semantic, and graphophonic cues to construct and confirm word
meaning in context. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use semantic (meaning) cues to decode words?
− use syntactic (word order) cues to decode words?
− use graphophonic (sound-symbol) cues to decode words?
− rely predominantly on one cueing system?
− read for meaning?
− monitor and self-correct?
− read fluently and with expression?
− attend to punctuation?
− read confidently with enjoyment?

 Anecdotal Records
Observe and record students in authentic contexts to assess comprehension and determine how they
integrate cues to construct and confirm meaning. Keep anecdotal records over time to help identify
students’ strengths and challenges, and indicate where further support is needed.

 Miscue Analysis
Record miscues as students read orally one-to-one, or are audiotaped. Miscues are analyzed to know
how effectively students use cueing systems.

 Running Records
Record students’ oral reading behaviours as they read text, and then analyze the record to determine
students’ use of cueing systems.

SAMPLE RESOURCES

________________________________________________________________________________
794  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Experience Various Texts

Outcome
Specific
Students will be able to:
2.2.1 participate in listening, reading, and viewing experiences, using texts from a
variety of genres and cultural traditions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Select a genre and form for at-home reading. Students are asked to keep a genre graph and make
a brief report at least twice a year.
• Students listen to other readers during reading week or do buddy reading.
• When talking about a topic, students find other books, pictures, or other texts related to the topic
either from home or the library.
• Students listen to the teacher read different versions of the same story to demonstrate how authors
from different cultures create stories using the same plot. The Cinderella stories are an example.
Students compare the different versions.
• After reading or listening to a variety of short stories, poems, or song lyrics, students dramatize
their favourite part.
• Students participate in a home reading program by incorporating daily reading in German.
• Students listen to daily teacher read-alouds of poetry. Students are asked to listen for language
patterns, rhythms, and imagery. Poems are kept in a Poetry Corner for students to read, reread,
and share.
• Place texts that have been used for read-aloud activities in a Story Centre. Students read, reread,
and share texts with a partner and on their own.

(continued)

List of Sample Written, Oral, and Multimedia Texts: Division I

Adventure shows Illustrations Maps Recipes

Animations Illustrated Storybooks Messages Riddles
Cartoons Informational Texts Movies Rhymes
Comic Strips Invitations Non-fiction Chapter Books Rhythms
Conversations/Dialogues Jokes Photographs Signs, Notices
Diaries Journals Pictures Songs
Drama Labels Picture Books Stories
Dances Legends Plays Symbols
Fables Letters Poems Video Programs
Fairy Tales Magazines Puppet Plays Websites

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  795
GRADE Experience Various Texts

3
Outcome
Specific
Students will be able to:
2.2.1 participate in listening, reading, and viewing experiences, using texts from a
variety of genres and cultural traditions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− choose to listen to German texts from a variety of genres and cultural traditions?
− sustain focused attention for independent listening, reading, or viewing?
− sustain focused attention for shared listening, reading, or viewing?

 Checklists/Rubric
Create a checklist or rubric based on the Focus for Assessment criteria. Rreview the checklist to
provide feedback to students and parents, and to guide classroom instruction.

 Response Journals/Reflection Logs

Review students’ Reading Logs to look for patterns in book selections and to determine whether the
students are choosing a variety of oral, literary, and media texts that expand their experiences with
forms, genres, and cultural traditions. Observe students demonstrating an increasing confidence in
appreciating a variety of texts.

 Self-Assessment
Students need to review personal reading logs and set goals for reading a variety of genres.

SAMPLE RESOURCES

________________________________________________________________________________
796  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Experience Various Texts

Outcome
Specific
Students will be able to:
2.2.1 participate in listening, reading, and viewing experiences, using texts from a
variety of genres and cultural traditions. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Invite students to study a selection of greeting cards for a variety of celebrations (e.g., birthday,
thank you, Easter, Christmas, sympathy). Students are asked to identify some common
expressions, and then use them to create cards for classmates or family members.
• Video record students reading, talking about, or dramatizing their favourite part of a text. These
recordings provide a tool for sharing texts in the classroom. Students may share their video
recordings with their parents.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  797
GRADE Experience Various Texts

3
Outcome
Specific
Students will be able to:
2.2.1 participate in listening, reading, and viewing experiences, using texts from a
variety of genres and cultural traditions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Teacher’s Notes

________________________________________________________________________________
798  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Connect Self, Texts and Culture

Outcome
Specific
Students will be able to:
2.2.2 describe similarities between experiences and traditions encountered in daily life
and those portrayed in oral, literary, and media texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students look at German magazines and compare the photos to those found in English magazines.
• Social Studies—Special Communities: Read about a special community, and then students fill in
a chart listing and comparing how special communities express themselves. Each student then
fills in a column to share with the class (e.g., Sam’s father is from Chile).
China Germany My Own

Essen done as a done as a

class class

Kleidung

Ferien

Sprache

Gemeinschaft (Zeitungen,
Radio, usw.)

• The class creates a Venn diagram (see Appendix D) or a glyph (see Resources) to make
comparisons between another community and their own community.
• Students create a mural to depict cultural traditions they have encountered in texts. Include texts
about Canada. Students then create a mural about their own life. The murals are placed side-by-
side to allow for a discussion on similarities and differences.
• Students interview a grandparent about their community when they were younger. Students then
share and compare their data.
• After reading about Thanksgiving traditions, students prepare a presentation about their family
traditions. After the presentation, students compare themselves to others (e.g., Sam isst Truthahn.
Ich esse auch Truthahn. Marie isst zu Hause. Ich bin bei Oma.).
• Students establish a pen pal via email or letter correspondence with students in another
community. Students discuss their life and traditions with their pen pals. Students share their
communications with their classmates.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  799
GRADE Connect Self, Text and Culture

Outcome
3
Specific
Students will be able to:
2.2.2 describe similarities between experiences and traditions encountered in daily life
and those portrayed in oral, literary, and media texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify how his/her daily life is the same as the lives of characters in texts?
− identify how his/her daily life is different from the lives of characters in texts?
− identify how traditions in his/her life are the same as the cultural traditions in the lives of
characters in texts?
− identify how traditions in his/her life are different from the cultural traditions in the lives of
characters in texts?

 Anecdotal Records
Observe activities in which students compare their lives with those of others from different
communities and cultures portrayed in texts. Observations should be dated and include the context in
which observations were made.

 Response Journals/Reflection Logs

Upon completion of the mural activity, students write in their journals, comparing their own
experiences and traditions with those from the murals. Review the journal entries to determine
students’ skills in comparing personal experiences and cultural traditions to those of others.

 Portfolios
Completed compare-contrast forms may be placed in the students’ portfolios along with reflection
sheets. Reflection sheets may focus on completing simple statements.

SAMPLE RESOURCES

• Bamberger, Honi and Patricia Hughes, Super Graphs, Venns, & Glyphs (Grades 1-4),
Scholastic Books, 1999.
• www.mathwire.com/glyphys/glyphs.html

________________________________________________________________________________
800  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Appreciate the Artistry of Texts

Outcome
Specific
Students will be able to:
2.2.3 identify words that form mental images and create mood in oral, literary, and
media texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• When listening to a story for a second time, students listen for words or phrases that help them
“hear” the sounds.
• Students watch for repeated familiar verses in stories:
Spieglein, Spieglein an der Wand,
wer ist die Schönste im ganzen Land?
• After listening to a story, students draw their impression of a character without having seen the
illustration in the book. After completing their drawing, they add five descriptive words.
• Using interactive software such as Hyper Studio or Photostory, students create buttons so their
reader can choose different endings to the story.

frame one frame two

story text story text

sad ending frame three funny ending

happy ending surprise ending

• With guidance, students examine how visual effects and auditory cues are used to create mood.
Students are encouraged to observe how both music and the sounds of nature create the mood in a
variety of texts. Follow up with a discussion or allow students to write their reflections in their
journals.
• Using various media, read aloud a text in class. Students illustrate a portion of the text that evokes
emotion and mood.
• Students choose a favourite German text and prepare to record the text, using effective narration,
sound effects, and background music.

(continued)

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  801
GRADE Appreciate the Artistry of Texts

Outcome
3
Specific
Students will be able to:
2.2.3 identify words that form mental images and create mood in oral, literary, and
media texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize words that create mood?
− show appreciation for the techniques that artists use to create emotions and mood?
− show appreciation for the techniques that authors, poets, and filmmakers use to represent
emotions and mood?
− use words and artistic techniques to create emotions and mood in his/her own work?

 Self-Reflection
Students complete a self-reflection following a discussion on how both music and the sounds of
nature create the mood in a variety of texts. Respond to the students’ self-reflections with positive
feedback.

 Portfolios
Students choose samples of their work that convey emotion and mood, such as the recording of a text
that they prepared.

SAMPLE RESOURCES

• Mobile 2, four repetitive verses stories, fairy tales

• Mobile 2, Pfannkuchen Readers’ Theatre

________________________________________________________________________________
802  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.2 Respond to
General Outcome 2 respond personally and critically to literary
and media texts.
Texts

Appreciate the Artistry of Texts

Outcome
Specific
Students will be able to:
2.2.3 identify words that form mental images and create mood in oral, literary, and
media texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Students, working in small groups, prepare Readers’ Theatre presentations focusing on conveying
emotion and mood through voice expression, background music, and sound effects.
• Examine a variety of examples of concrete poetry. Invite students to create their own concrete
poems using words and phrases familiar to them. While reading a short story or poem aloud,
invite students to listen for descriptive words and phrases that are used to create mood in the text.
These words and phrases are recorded on a class chart and posted for future reference.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  803
GRADE Appreciate the Artistry of Texts

Outcome
3
Specific
Students will be able to:
2.2.3 identify words that form mental images and create mood in oral, literary, and
media texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Teacher’s Notes

________________________________________________________________________________
804  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Forms and Genres

Outcome
Specific
Students will be able to:
2.3.1 recognize the distinguishing features of a variety of forms and texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• A group of students look through two or three types of text, such as magazines, storybooks, or
websites, and identify ways in which they are organized differently.
• Students recognize traditional story beginnings:
− Es war einmal…
− Vor langer Zeit…
− Eines Tages…
• Students introduce traditional characters into their stories such as princesses, dragons, talking
animals, friends, and family members.
• Students do a variety of novel studies for various genres (e.g., Nick Nase stellt eine Falle—a
mystery—Nate the Great). Direct students to identify the characteristics of the mystery genre.
• Students use a Literature Daisy to clarify their understanding of different forms and genres. Label
the central part of the daisy with the form and write a distinguishing characteristic on each petal
(see sample below). Students use the Literature Daisy to determine whether a story they are
reading has the features listed. Students may also use blank Literature Daisies to record specific
events of a story they are listening to, reading, or viewing that correspond to the characteristics of
the genre.

Animals,
vegetables,
and things that
Characters
behave like
may be people,
humans
animals, Events are
vegetables, or repeated and
things. added to
Cumulative
stories

(continued)

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  805
 GRADE Forms and Genres

3
Outcome
Specific
Students will be able to:
2.3.1 recognize the distinguishing features of a variety of forms and texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize the distinguishing features of a variety of stories, poems, plays, dances, and
informational texts that were studied?
− recognize the distinguishing features of a variety of poems that were studied?
− recognize the distinguishing features of simple plays that were studied?
− recognize the distinguishing features of informational texts that were studied?

 Checklists
Develop checklists based on the Focus for Assessment criteria and the specific text forms and genres
studied.

 Conferences
Conference with students using a specific form or genre familiar to them to determine whether they
can identify the distinguishing features of a piece of text. Provide feedback and encouragement.
Observations are dated.

(continued)

________________________________________________________________________________
806  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Forms and Genres

Outcome
Specific
Students will be able to:
2.3.1 recognize the distinguishing features of a variety of forms and texts. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Each day, one student chooses a text form to read. Students guess the genre and give the rationale
for their choice.
• After studying the format used in writing friendly letters, provide students with a friendly letter
that has been cut into sections (e.g., greeting, date, body, salutation). Invite students to apply their
knowledge of friendly letter format and comprehension of text to correctly piece the letter
together.
• After students have been exposed to a variety of forms and texts, invite students to engage in a
Treasure Hunt. A variety of text forms and genres are posted throughout the classroom. Students
are asked to go on a search to find examples of each genre and text form listed on a Treasure
Hunt form provided to them.
• Students listen to excerpts of a German radio broadcast and identify the forms they hear
(e.g., news, advertisements, weather, interviews, chit chat, etc.).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  807
GRADE Forms and Genres

3
Outcome
Specific
Students will be able to:
2.3.1 recognize the distinguishing features of a variety of forms and texts. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Portfolios
Students select work samples that show their knowledge of the distinguishing features of forms and
genres studied in class.

 Work Samples
Examine completed work samples used during instruction to determine students’ skills at
distinguishing the features of specific forms and genres.

SAMPLE RESOURCES

• Nate the Great

• Nick Nase stellt eine Falle

________________________________________________________________________________
808  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view GRADE

3
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literacy
and media texts.
Forms and
Techniques

Techniques and Elements

Outcome
Specific
Students will be able to:
2.3.2 identify the sequence of events in oral, literary, and media texts, the time and
place in which they occur and the roles of main characters.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Using an electronic storybook weaver, students retell a simple story in four to six screens.
• After doing a novel study or a story, the students are divided into groups with each group
illustrating a different section of the story—diorama, stick puppets, skits, etc. The story is retold
in a sequence of events.
• Students are given a sequence of pictures that they put in order and present to the class.
• A group of students chooses to draw a circular map labelling the events.
Annie fixes
Annie’s Bill the cat makes
the cello
home the children laugh

Annie, Bill
and Bub stop Bub the pony
for lunch rings the bell

• After reading repetitive stories, students write or tell a story that uses repetitive elements.
• After reading a story, a group of students creates a diorama to represent the different scenes to
sequence the story. Another group makes stick puppets and retells scenes from the story.
• After silently reading a storybook, a student retells the story by describing characters and events.
• With students, create a web to describe the characteristics and role of a character in a story. For
example,
ist dankbar weil der
Jäger sie und die liebt ihre
Großmutter rettet Großmutter
hört auf den Wolf und
pflückt Blumen Rotkäppchen
trägt ein rotes
Käppchen

bringt der kranken

denkt der Großmutter
Wolf ist Kuchen
(continued) lieb

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  809
 GRADE Techniques and Elements

3
Outcome
Specific
Students will be able to:
2.3.2 identify the sequence of events in oral, literary, and media texts, the time and
place in which they occur and the roles of main characters. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify the setting in narrative text—where and when?
− identify the main characters in narrative text—who?
− identify the roles of main characters?
− accurately sequence main story events in narrative text?
− identify the “where” and “when” in informational text?
− identify the “who” or “what” in informational text?
− accurately sequence events or steps in informational text?
 Checklists
Create a checklist such as the following to determine students’ developing skills in identifying and
retelling the elements of both an informational and a narrative text.

Observation Checklist
(for identification of narrative elements)

Name:
Date: Date: Date: Date: Date:

Title: Title: Title: Title: Title:

Includes setting—tells time and place

Names main characters
States the main story problem
Includes events in accurate sequence
Explains how the problem was solved
Describes the resolutions
Conveys understanding of text

(continued)

________________________________________________________________________________
810  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literacy
and media texts.
Forms and
Techniques

Techniques and Elements

Outcome
Specific
Students will be able to:
2.3.2 identify the sequence of events in oral, literary, and media texts, the time and
place in which they occur and the roles of main characters. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Assess the students’ recall and understanding of texts by using story frames. Students complete a
story frame like the one below to show their knowledge of story elements and their understanding
of the relationships between important ideas and supporting details. Assess the students’ recall
and understanding of texts by using a Story Plot Frame (Cagney, 1988) or a Story Map (Success
for All Learners [Manitoba Education and Training, 1996]).

Die Handlung kurz gefasst

Name: Datum:
Überschrift:
In der Geschichte beginnt das Problem, wenn
Danach
Dann
Als nächstes
Das Problem ist gelöst, wenn
Am Ende

• Students are given a story that is out of sequence. Working alone or in pairs, they rearrange it into
a sequence that makes sense. Then, they compare their sequences with those of other students.
• Students read a story and imagine themselves in the role of a videographer working with a camera
that includes the time filmed. They make a running list, minute by minute, of the key story events
as they unfold.
11.20 Die Prinzessin spielt im Garten Ball.
11.21 Der Ball rollt weg
11.22 …

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  811
GRADE Techniques and Elements

3
Outcome
Specific
Students will be able to:
2.3.2 identify the sequence of events in oral, literary, and media texts, the time and
place in which they occur and the roles of main characters. (continued)

SAMPLE ASSESSMENT STRATEGIES

 Work Samples
Collect samples of sketched stories, story timelines, story rearrangements, story retellings, etc., to
check for students’ ability to sequence events of a story effectively.

SAMPLE RESOURCES

• Mobile 2—Readers’ Theatre, Der Dicke Fette Pfannkuchen.

________________________________________________________________________________
812  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literary
and media texts.
Forms and
Techniques

Vocabulary
Outcome
Specific
Students will be able to:
2.3.3 use knowledge of commonalities in word families to increase vocabulary in a
variety of contexts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• With students, select important and interesting words that correspond with a topic or theme to
display on Word Walls. Words may be clustered or grouped in a meaningful way. Students refer
to the Word Wall during classroom conversations or when writing.
• Select a word for students to generate word families that can be posted on a word wall (e.g.,
Freund, freundlich, Freundschaft; spielen, Spiel, Spielsachen, spiele, spielt).
• Students work on using as many words as possible from a word family in a sentence. They share
these with the class.
• Students record interesting new words in a personal dictionary/pictionary. Students periodically
review their lists and illustrations to identify and discuss their favourite.
• With student input, choose a Word of the Day. At various times of the day, such as leaving for
recess, lunch break, or at the end of the day, students must repeat the new word and use it in a
sentence.
• With teacher guidance, students think of prefixes that can be added to a verb to slightly alter its
meaning (e.g., packen, wegpacken, einpacken, auspacken, umpacken, zupacken).
• A range of words are written on individual cards. Each student receives one. All students place
their card on a bulletin board. Tell students to silently sort the words into categories. One by one,
students move a word card around until an arrangement appears. They then discuss their rationale
for the categorization choices they made.
• To learn family words, students, in groups, create an extended family and introduce each other to
the class (e.g., Hallo, ich heiβe __[Name]___ ich möchte meine Tante __[Name]___ vorstellen).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  813
GRADE Vocabulary

3
Outcome
Specific
Students will be able to:
2.3.3 use knowledge of commonalities in word families to increase vocabulary in a
variety of contexts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− sort words into categories such as word families, prefixes, suffixes, root words, or word endings?
− use knowledge of word patterns, prefixes, suffixes, and root words for decoding and encoding in
a variety of context?
− show evidence of expanded vocabulary while speaking, reading, or writing a variety of texts?
− show enjoyment for discovering and using new and interesting words?
− represent the meaning of new words?

 Checklist
Create a checklist using the Focus for Assessment criteria. Observations should include the date and
content noted.

 Anecdotal Notes
Record observations to document students’ developing skills in using new and interesting vocabulary.

 Self-Assessment
Students review their compositions and contributions to oral vocabulary selection activities in order
to assess their own abilities to locate and learn to use new and interesting words. Students may
complete self-assessment information similar to the chart below. Teachers provide feedback.

Meine neuen Wörter

Name: Datum:
Schülerkommentar
Das interessanteste Wort, das ich jetzt verwende ist ...

Ich verwende dieses Wort, wenn ...

Ich verwende dieses Wort, weil ...

Lehrerkommentar

 Anecdotal Notes
Review students’ personal dictionaries or pictionaries to search for evidence of expanded vocabulary
and enjoyment for discovering and using new and interesting words.

________________________________________________________________________________
814  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literacy
and media texts.
Forms and
Techniques

Experiment with Language

Outcome
Specific
Students will be able to:
2.3.4 identify examples of repeated sounds and poetic effects that contribute to
enjoyment; recognize humour in oral, literary, and media texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students listen to predictable, repetitive books, and recognize how the writer uses words and
letters to create rhythm. They identify phrases and patterns that are repeated. Record these on a
chart that is posted in the classroom.
• In groups, students share selected tongue twisters. They practise reciting some tongue twisters to
present to another class.
• After listening to a story, students list the words that were especially interesting and added detail
to the story.
• Students practise a choral reading of a poem and discuss the best ways to stress the repetitive
lines.
• After reading a poem, students create sound effects that approximate vocabulary in the poem.
They dramatize the poem using the sound effects they created.
• On a weekly basis, invite students to solve riddles on themes that are familiar to them.
• As a class, with teacher guidance, students prepare a rap about a familiar topic. Groups of
students practise chanting it in different ways. Each group videos or audio records their version to
be played back to the class. As a follow-up, students may be ready to write their own raps.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  815
GRADE Experiment with Language

Outcome
3
Specific
Students will be able to:
2.3.4 demonstrate interest in the sounds of words, word combinations and phrases.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify examples of poetic effects?
− identify examples of repeated sounds in poetry, prose, and song?
− identify humour in oral texts such as jokes, riddles, and puns?
− identify humour in literary text?
− identify humour in media texts such as children’s programs?
− describe how humour is created using language and visual imagery?

 Checklists
Develop a checklist based on the Focus for Assessment criteria. Include the date and context of the
observations.

 Anecdotal Records
Use detachable labels to record students’ abilities to identify examples of repeated sounds and poetic
effects. Date observations and record the context.

 Conferences
Conference with students to discuss their favourite work samples or an activity that illustrates how
they use language and images to create effect and humour.

 Portfolios
Students choose work samples, including audio and video recordings, that show how they have
experimented with language and created humour.

SAMPLE RESOURCES

• Mobile 2 Reader/workbook

________________________________________________________________________________
816  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to comprehend and 2.3 Understand
General Outcome 2 respond personally and critically to literacy
and media texts.
Forms and
Techniques

Create Original Texts

Outcome
Specific
Students will be able to:
2.3.5 create original texts to communicate and demonstrate understanding of forms
and techniques.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After listening to a story, students use presentation software to retell the story in sequence
(e.g., storybook weaver).
• In groups, students rewrite the ending of a familiar story, rehearse it, and present it to other
groups.
• Students brainstorm for interesting story beginnings and post them on chart paper or the
classroom bulletin board.
• Students choose one element from each plot and create a story. For example,

Schauplatz Hauptfiguren Problem

– Schloss – König/Königin – arm
– Wald – Kind – Angst vor Drachen
– Bauernhof – Tier – sich verlaufen

• Students use visuals to help them remember the idea of beginning, middle, and end, such as:
“Geschichtenkäfer”

Anfang

Hauptteil Schluss

• After studying a number of friendly letters, students write an introductory letter to a pen pal in
another school.
• Students take turns taking home the class mascot (e.g., stuffed animal), and write a letter in the
voice of the mascot about his experiences in their home. Students read the letter to the class the
next day.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  817
GRADE Create Original Texts

Outcome
3
Specific
Students will be able to:
2.3.5 create original texts to communicate and demonstrate understanding of forms
and techniques. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− create text according to a chosen form?
− incorporate literary techniques into original creations?
− use original language?
− show development in skills for creating original texts?

 Checklist/Rubrics
With students, generate descriptors for levels of performance that guide students in creating original
texts using specific forms and genres. Specific behaviours may be outlined for each form and
technique used. The checklist or rubric may identify levels of performance for the title, ideas and
information, illustrations, organization, and oral presentation.

 Checklist
Friendly Letter Assignment: The student:
− offers clear, relevant, and appropriate information.
− includes interesting details.
− asks questions (uses questions practised in class).
− includes personal information.
− asks questions about comparable customs and lifestyle, etc.
− uses spelling and mechanics that do not interfere with meaning.
− uses a variety of vocabulary and language structures.

 Conferences
Conference with students to discuss their sharing of information on a given theme, their ability to
create original text, and their understanding of forms and techniques. Discuss both process and
product. Students are asked to explain the forms and techniques they tried. Provide feedback and
encourage the use of other techniques.

SAMPLE RESOURCES

________________________________________________________________________________
818  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Use Personal Knowledge

Outcome
Specific
Students will be able to:
3.1.1 identify and categorize personal knowledge of a topic to determine information
needs.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Theme Game: Choose a theme and students brainstorm ideas that fit the theme
(e.g., animals with two legs).
• Students work in small groups to choose a topic of common interest and list everything they
know about it. Then, they list ideas and facts on cards and group them into categories. They label
each category, review the information to identify gaps, and question each other to find further
information to add. Each small group shares their information with the class and further ideas
may be generated from the class to create a collective knowledge base of ideas. Students use
graphic organizers to organize the information.
• Students list personal ideas and information on a topic of interest on self-stick notes. Each idea is
written on a separate piece of paper. Students cluster or group similar or related ideas and label
each category. As a class, they review their ideas and information and ask questions in order to
identify information gaps.
• Students use the W section (Was ich schon weiβ) of the WML planner to record what they think
they know about a topic. Working with the teacher, they share their W list, identify information
gaps, and record these as questions in the M (Was ich wissen möchte) section
(see Appendix D).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  819
GRADE Use Personal Knowledge

Outcome
3
Specific
Students will be able to:
3.1.1 identify and categorize personal knowledge of a topic to determine information
needs. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− verbalize knowledge of a topic when accessing prior knowledge?
− record personal ideas and information during activities to activate prior knowledge?
− maintain topic focus?
− share ideas and information on a topic with classmates?
− use self-questioning to identify information needs?
− work cooperatively with classmates to identify information needs?
− demonstrate enthusiasm for exploring topics?
− demonstrate confidence for accessing prior knowledge?
− demonstrate interest in generating questions?

 Checklist/Rubric
Develop a checklist based on the Focus for Assessment criteria. The specific contexts of each
observation should be recorded.

 Self-Assessment
Students review their graphic organizers to assess their prior knowledge of a specific topic. The
following questions may be used to guide students’ self-assessment:
Untersuchungsplan
Name: Datum:
Thema:

1. Ich habe _____ Gedanken aufgeschrieben.

2. Ich habe über meine Gedanken mit meinem Partner
_______________ gesprochen
3. Danach habe ich ____ andere Gedanken aufgeschrieben.
4. Ich habe mir die Gedanken gut überlegt. Ja Nein
5. Mein bester Gedanke war

SAMPLE RESOURCES

________________________________________________________________________________
820  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Ask Questions
Outcome
Specific
Students will be able to:
3.1.2 ask topic-appropriate questions; identify and communicate information needs.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students review how to ask appropriate questions by watching and listening carefully as the
teacher models how to develop and ask these questions using a Question Wheel. Students practise
asking questions and generating a question using the word indicated by the arrow. Students can
practise asking topic-appropriate questions by deciding on a familiar topic
(e.g., a sport, animal, hobby) prior to using the Question Wheel.

Wer?
6 Ws
Was? Wo?

Wann? Warum?

Wie?

• Students brainstorm specific questions they have about rocks. They identify a purpose or
application for each question.
• Students conduct a survey of their classmates or other classes on a question of particular interest,
such as preferred recess activities.
• Students fill out a comparison survey sheet. Students go around to different students, ask
questions, and record their answers.
Ich mag grün und Susi mag braun.
Ich mag Pizza am liebsten. Mark mag (noun) am liebsten.
Ich bin groβ und (name) ist gröβer.
Aber (name) ist kleiner.
Ich und (name) haben (adjective) Augen. etc.
Ich und (name) haben den Film (title) gesehen.
• In a class project, students decide what is important to know. They add this question to the list of
other questions on the bulletin board using a K-W-L/W-M-L chart.
• Students create a list of questions to ask a guest speaker or students from another class.
• Students are provided with explicit instruction and guided practice in asking questions. Invite
students to practise asking questions by encouraging them to look through magazines and ask
questions about what they see.
• Students receive a list of potential research questions on a range of topics and group them into the
categories of broad or narrow (e.g., Allgemeine Fragen/spezifische Fragen).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  821
 GRADE Ask Questions

Outcome
3
Specific
Students will be able to:
3.1.2 ask topic-appropriate questions; identify and communicate information needs.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify information needs?
− ask questions to address information needs?
− distinguish between broad and narrow questions?
− refine questions following small group discussions?
− refine questions with guidance?
− refine questions independently?

 Checklist
Use a checklist to determine students’ developing skills in asking topic-appropriate questions, and
identifying and communicating information needs.

 Conferences
Conference with students about the questions they asked on their WML planners, surveys, etc. Guide
students to ask appropriate questions for their informational needs.

 Self-Assessment

Über meine Fragestellung nachdenken

Name:
Datum:
Thema:
Welche Angaben ich am Anfang noch nicht hatte
Welche Fragen ich gestellt habe
Welche Fragen ich am besten gestellt habe:
Diese Frage war besser gestellt als meine anderen Fragen, weil:
 sie spezifischer war.
 sie allgemeiner war.
 sie witzig war.
 sie ungewöhlich war.
 sie mich in neue Themenfelder gebracht hat.
 sie sich nur auf mein Thema bezogen hat.
 sie mir geholfen hat, am meisten zu lernen.


(continued)

________________________________________________________________________________
822  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Ask Questions
Outcome
Specific
Students will be able to:
3.1.2 ask topic-appropriate questions; identify and communicate information needs.
(continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES

Teacher’s Notes

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  823
GRADE Ask Questions

Outcome
3
Specific
Students will be able to:
3.1.2 ask topic-appropriate questions; identify and communicate information needs.
(continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Work Samples
Review examples of individually produced questions for clarity and focus on topic. Work samples are
dated and compared to other lists as the year progresses. Work samples may be stored in students’
portfolios.

SAMPLE RESOURCES

________________________________________________________________________________
824  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Participate in Group Inquiry

Outcome
Specific
Students will be able to:
3.1.3 contribute knowledge of a topic in group discussion to assist in group
understanding of a topic or task.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• In groups, students find an article, picture, book, website, or CD-ROM that relates to the topic
being studied. They share and compare the information they have found to determine what is
most useful to their purpose.
• Inside/Outside Circle can be used to initiate dialogue about a topic or text. The class forms two
circles (inside/outside). After one minute, one circle moves to the right while the other remains
stationary. Students share their ideas and questions with each other.
• Students participate in an activity entitled, Wahrheit oder Lüge (Truth or Lie). Three students get
up to share information, two tell the truth while the third student’s information is not accurate.
The other students must identify whose information is not accurate and explain why.
• Invite students to record or sketch key ideas, thoughts, feelings, words, or phrases, and questions
from their explorations and observations on a topic under study. These are placed on a large class
web posted in the classroom. They may be recorded on moveable pieces of paper to allow for
categorizing and clustering.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  825
GRADE Participate in Group Inquiry

Outcome
3
Specific
Students will be able to:
3.1.3 contribute relevant information and questions to assist in group understanding of
a topic or task. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− focus on the topic?
− discuss personal knowledge about the topic?
− attend to others when group members share personal knowledge about the topic?
− ask questions to help identify information needs?

 Checklists
Record observations on a checklist based on the students’ ability to share personal knowledge and
ideas for topics with classmates, and to ask questions to identify information needs as the class
engages in a group inquiry. Date and include the context of each observation, and use the data to
inform instruction.

 Conferences
Conference with students to discuss their contributions to group discussions and participation in class
activities such as the Class Web, Inside/Outside Circle.

 Self-Assessment
Students assess their contributions and participation in group inquiry and reflect on their group
interactions following an activity (see other assessment forms in Success for All Learners [Manitoba
Education and Training, 1996]).
Über Gruppenarbeit nachdenken
Name:
Datum:
Untersuchungsthema:
Gruppenmitglieder:
1. Was war mein bester Beitrag zur Gruppendiskussion?
Vorschlag:
Idee:
Frage:
Tätigkeit:
2. Warum war das mein bester Beitrag?
3. Was ich von meiner Gruppe gelernt habe:
4. Eine Frage, die mir später eingefallen ist:
5. Was ich beim nächsten Mal besser machen kann:

________________________________________________________________________________
826  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Create and Follow a Plan

Outcome
Specific
Students will be able to:
3.1.4 recall and follow a sequential plan for accessing and gathering information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students use webbing as a means to gather information about where to get information
(e.g., Wo findet man Information über Schokolade?).
Bücher
einen
Bäcker
in die
Bibliothek Zeitschriften
jemand
gehen
fragen
Oma
Lexikon
Wo finde ich
Information?

einen Brief CD-ROM

schreiben im Internet
suchen

Lexikon
Cadbury Rittersport
Suchmaschine

• Students prepare to research an animal by:

− using a What information do I need? checklist
− making a Where do I look for data list
− preparing a timeline and recording progress “we did _____”
• A student reminds the group that they cannot print a whole website, and refers to a chart that has
been prepared by the class on taking notes from a screen.
• Students look for key words when gathering information on a topic, and record them on a graphic
organizer such as a web.
• Students prepare a timeline for a project.
• Students use graphic organizers for organizing information.

(continued)

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  827
 GRADE Create and Follow a Plan

Outcome
3
Specific
Students will be able to:
3.1.4 recall and follow directions for accessing and gathering information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− choose a plan for locating and recording information independently?
− choose a plan for locating and recording information with assistance?
− use a plan for locating and recording information independently?
− use a plan for locating and recording information with assistance?
− create a timeline for conducting the inquiry independently?
− create a timeline for conducting the inquiry with assistance?
− follow the inquiry time line independently?
− require assistance to follow the inquiry time line?

 Checklists
Develop a checklist based on the Focus for Assessment criteria.

 Response Journals/Reflection Logs

Students record personal accomplishments and reflections in a learning log at the end of each inquiry
period. The focus of the entries may include questions such as:
Wie finde ich Information?
Wie sortiere ich Information?
Wie verwende ich Information?
Review these entries, and provide positive feedback and support where needed.

(continued)

________________________________________________________________________________
828  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.1 Plan and
General Outcome 3 information.
Focus

Create and Follow a Plan

Outcome
Specific
Students will be able to:
3.1.4 recall and follow a sequential plan for accessing and gathering information.
(continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Invite students to complete an Inquiry Response Sheet to assist them in researching the
information needed to answer assigned questions.

Inquiry Response Sheet

My question is:
Things I already know are:
1.
2.
3.

I plan to find more information on:

Sources Information I found in the source:
1. 1.
2. 2.

New information I discovered:

1.
2.
3.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  829
GRADE Create and Follow a Plan

Outcome
3
Specific
Students will be able to:
3.1.4 recall and follow a sequential plan for accessing and gathering information.
(continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Anecdotal Records
Jot down observations on self-stick notes as students create and follow a research plan. Date the
observations and add them to the student’s file.

 Work Samples
Review the Inquiry Response Sheets to determine students’ skills in following a research plan.
Inquiry Response Sheets are placed in the students’ portfolios and can be reviewed to note progress
over time.

SAMPLE RESOURCES

________________________________________________________________________________
830  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Identify Personal and Peer Knowledge

Outcome
Specific
Students will be able to:
3.2.1 record and share personal knowledge of a topic.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students prepare a diorama and a brief oral text to present to Grade 1 students, as well as to
fellow classmates.
• Students use dialogue journals to communicate with peers, parents, or teachers to explain
information they acquired during a listening, reading, or viewing activity. The selected partner
responds to the ideas and information the journal writer has expressed.
• Students work in small groups to record ideas, facts, and other information on the topic under
study onto a Brainstorming or Fact-Storming Sheet provided by the teacher.
• Students view a video and share three facts gleaned from their viewing with the rest of the class.
Each student poses one question.
• Using “What will happen next?” illustrations, students share ideas based on their personal
experiences. After generating a list, students discuss whether it is a possible, likely, unlikely, or
impossible.
• Students use response journals or reflection logs to consolidate, question, or review what they
have learned while researching a topic of interest. They may respond to prompts using vocabulary
that was reviewed in class in order for this activity to be carried out in German. Some prompts
may include: Ich habe gelernt, dass ...., Ich habe …., gefunden …, Etwas interessantes ist ....
• Students gather required information on a topic. From jot notes recorded on a web, students, with
teacher guidance, write facts into complete sentences. Students may add graphics, pictures, and
illustrations to create a presentation that they can share with their classmates or with students in
another German class.
• Divide an informational text into sections. Student “experts” share information found in their
section with the rest of the group.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  831
GRADE Identify Personal and Peer Knowledge

Outcome
3
Specific
Students will be able to:
3.2.1 record and share personal knowledge of a topic. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− share personal knowledge of topics under study?
− record personal knowledge of topics under study?
− listen to others?
− show respect for knowledge of others?

 Response Journals/Reflection Logs

Respond to the students’ Reflection Logs to help them identify and clarify their understanding of
specific concepts and topics. Use affirming statements to help students realize that their own
knowledge and experiences are a source of information.

 Anecdotal Records
Observe students as they work independently and interact with their peers. Record examples of
students’ behaviour based on the Focus for Assessment criteria. Data collected should be used to
conference with students and guide instruction.

 Conferences
Conference with students about work in progress to determine how they record and share
information.

 Portfolios
With students, review work samples to determine whether they have made progress in developing
skills and strategies for identifying and sharing personal knowledge and knowledge related to
experience. Samples may include K-W-L charts, brainstorming, and fact-storming, or samples of
recomposed texts.

SAMPLE RESOURCES

________________________________________________________________________________
832  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Identify Sources
Outcome
Specific
Students will be able to:
3.2.2 access information, using a variety of sources.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students use book titles, indexes, and tables of contents in doing research or deciding whether a
book has the needed information.
• Students open favourite Internet search sites such as Google.
• Students use library computers to do a book search and to locate call numbers.
• Invite students to help develop checklists to focus observations before a field trip. Students use
notebooks to record observations as well as questions they have, both prior to the excursion and
while they are on the field trip.
• Demonstrate how to prepare a plan for inquiry using a WML chart.
• Students record resources they have used when gathering data on a chart provided to them.
Wie ich Informationen finde
Quelle Datum
Buchtitel

Lexikon

Zeitschrift

Website

Sonstiges

• Invite students to record personal knowledge of a topic on a graphic organizer, and to review the
information to determine their information gaps. Students, with guidance, are asked to generate
interview questions, which they will ask their peers to help fill these gaps. Students work in pairs
or small groups to interview peers.
• Students use research cards when gathering information on a topic under study. Invite students to
brainstorm a list of inquiry questions. Each student writes one inquiry question on a research
card. They record the source on the front of the card and the information they found to answer the
question on the back. Students work in pairs to complete research cards and then share their
findings with other pairs.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  833
GRADE Identify Sources

Outcome
3
Specific
Students will be able to:
3.2.2 access information, using a variety of sources. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use a variety of sources to answer inquiry questions?
− select appropriate sources for particular inquiry questions?
− record the sources of information appropriately?
− use more than one source to answer an inquiry question?
− select relevant data to answer inquiry questions?
− demonstrate a positive attitude for locating information?

 Checklists
Develop a checklist based on the Focus for Assessment criteria.

 Conferences
Conference with students about the sources they used to answer their inquiry or research questions.
Encourage and coach students to use a variety of sources. Conference with students individually
during each step of the inquiry process. Review the field trip notebooks to determine whether the
students are acquiring information on excursions.

 Self-Assessment
Students reflect on their progress in using a variety of sources when accessing information in German
on a specific topic. They complete the following information sheet to show the progress of their
inquiries.
Was ich weiß/Was wir wissen
Name: Datum:

Was wir gelernt haben:

Wie wir es gelernt haben:

Was wir jetzt damit machen können:

 Portfolios
Students choose work samples such as research cards and notes and questions recorded after field
trips for their portfolios. These samples, along with completed projects, show work in progress.

________________________________________________________________________________
834  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Evaluate Sources
Outcome
Specific
Students will be able to:
3.2.3 match information to inquiry or research needs.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• While working on an animal report, students have a list of headings for the project (e.g., life
cycle, food, enemies, etc.). Students match the information to the headings list.
• Invite students to record information gained from various sources on index cards or self-stick
notes. Ask students to reread and categorize the information. Students might arrange their cards
using various organizational patterns, such as chronological, spatial, etc. Students work in pairs to
determine which information is relevant, which can be discarded, and which could be saved for
future use.
• Make and post a classroom chart to help students choose appropriate sources. Instruct and guide
students as they use the chart for gathering information. Students use individual copies to help
them select relevant sources.
Informationsquellen bewerten
Wer hat den Text geschrieben? (Laien? Experten?)
Wo wurde er herausgegeben? (im Inland? im Ausland?)
Wer hat ihn herausgegeben? (eine Privatperson? ein Verlag? eine Firma?)
Enthält er Abbildungen?
Enthält er Schaubilder?
Enthält er eine Quellenangabe?
Enthält er Texthilfen? (Erklärungen? Überschriften?)

Ist der Inhalt überschaubar?

Kann man den Inhalt gut verstehen?

• Students use self-adhesive notes with labels to place their data sources onto a chart provided to
them by the teacher. A sample chart could include:

zum Wegwerfen

ein Schatz

Warte! Noch mal anschauen!

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  835
GRADE Evaluate Sources

Outcome
3
Specific
Students will be able to:
3.2.3 compare gathered ideas and information to personal knowledge. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use the pre-established criteria to evaluate sources?
− self-question to determine appropriateness of sources?
− discard inappropriate sources?
− differentiate between suitable and unsuitable information?
− determine the relevance of the information?

 Checklists
Create a checklist based on the Focus for Assessment criteria. Observations should be dated and the
context recorded. Use collected data to guide instruction.

 Small Group Conferences

Using pre-established criteria, conference with small groups of students to assess their skills in
determining the usefulness of information sources for inquiry. Observations are dated and the context
of the observation is recorded to determine progress over time.

SAMPLE RESOURCES

________________________________________________________________________________
836  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Access Information
Outcome
Specific
Students will be able to:
3.2.4 use knowledge of visual and auditory cues and organizational devices to locate
and gather information and ideas.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students look up a topic in an index in German Encarta and gather information from pictures.
This information is added to a class chart.
• Students are involved in a library hunt. From a list of descriptors about books to find, students go
to shelves and record the book they find after the librarian has done a small-group orientation
(e.g., find a book about a dog, find a book with “Mystery” in the title, etc.). This may be a mix of
German and English.
• Have the students look at pictures, diagrams, graphs, headings, and sub-headings to determine
text content. During read-aloud or shared reading sessions, lead discussions about why captions,
diagrams, or pictures are included in the text, and whether the information presented is
appropriate and accurate. Verbalize your thinking to model how information in pictures,
diagrams, headings, and subheadings is used.
• Students look at the covers and titles of books to see if they contain information on a topic of
interest.
• Students find the location of a specific story in an anthology by using the table of contents to find
the story title and page number.
• Students do an Internet search and learn how to narrow the selection. They learn that if they click
on the “back” button while searching the Internet, they return to the previous site or page.
• Invite students to help generate a class list of “key words” to look for when searching for
information on a specific topic (e.g., dinosaurs—eats, size, protection, lives, etc.). Students
colour-code key words using highlighter pens.
• After surveying a class, groups of students are asked to present the data in various forms
(e.g., picture graphs, bar graphs, concrete graphs, written in words, etc.). Students discuss which
form is the most appropriate and why.
• Make an overhead of the table of contents from a non-fiction book, and review necessary
vocabulary. The class can discuss what information would be found and what would not be
found, or on what page they can find specific information.
• Invite students to practise using the table of contents, guide words, headings, labels, diagrams,
captions, and the index in a Treasure Hunt game. Students participate in the game by working in
small groups or in pairs to locate information to answer questions.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  837
GRADE Access Information

Outcome
3
Specific
Students will be able to:
3.2.4 use knowledge of visual and auditory cues and organizational devices to locate
and gather information and ideas. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use the table of contents to locate information?
− use the index to locate information ?
− locate and use headings?
− locate and use titles?
− locate and use guide words?
− locate and use table of contents?
− gather information from pictures?
− gather information from charts?
− gather information from diagrams?
− use library files to locate information?
− locate and use electronic media to gather information and ideas?
 Checklist
Create a checklist based on the Focus for Assessment criteria. Observations should be dated and the
context recorded. The data should be used to guide instruction.

 Self-Assessment
Students complete a self-assessment questionnaire to determine their own skills at using visual cues
to locate and gather information and ideas.

Locating and Gathering Information Self-Check

Name: Super Okay Not Yet Comments

I use the computer catalogue to find the call number of books.

I locate books on the shelves.

I use the table of contents to find my topic.

I use an index to find my topic.

I use information from diagrams.

I use information from maps.

I use information from pictures.

I use guide words to help me locate my topic.

I find and use signal words in the text to help me gather

information.
I use CD-ROMs to help me find information.

I use search engines to help me find information on the Internet.

________________________________________________________________________________
838  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.2 Select and
General Outcome 3 information.
Process

Make Sense of Information

Outcome
Specific
Students will be able to:
3.2.5 determine main ideas in information using prior knowledge, predictions,
connections and inferences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students read a short overhead text. They are then asked to record key words and/or sentences
and then record the main idea with a title for the text. Sharing and discussion follows.
• Two students role-play a telephone conversation using a prepared script. Directed by the teacher,
classmates discuss the gist of the conversation and decide on the main idea.
• Invite students to share their prior knowledge on a topic of interest. Students listen as the teacher
reads a short informational passage on this topic.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  839
GRADE Make Sense of Information

Outcome
3
Specific
Students will be able to:
3.2.5 determine main ideas in information using prior knowledge, predictions,
connections and inferences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify the main idea when it is explicitly stated?
− identify the main idea when it is implicit in the text?
− identify main ideas in pictures?
− identify main ideas in oral, literary, and media text?

 Checklist
Create checklists based on the Focus for Assessment criteria to assess students’ skills in determining
the main idea. Date and record the context of the observations to determine progress over time. Use
the data to inform instruction.

 Conferences
Conference with students as they use sources to research information for answering inquiry questions.
During the conference, determines whether students are able to identify the main idea in the texts they
are using. Provide positive feedback and guidance during the conference.

SAMPLE RESOURCES

________________________________________________________________________________
840  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Organize Information
Outcome
Specific
Students will be able to:
3.3.1 organize and explain information and ideas, using a variety of strategies, such as
clustering, categorizing, and sequencing.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students use a variety of graphic organizers, such as Venn diagrams, mind maps, sequence
circles, Klammerplan, Winkelplan, Fluβdiagramm, Tabelle, Kreuxtabelle.
• Students perform a task and record steps as they go along (e.g., in science, testing materials and
designs).
• Groups of students create charts when learning about a specific topic.

BÄREN
Was machen Bären? Was fressen Bären?
Winterschlaf. fressen Beeren
leben in Höhlen Honig
kleine Bären Feinde
klettern Bäume Menschen
haben kein Fell

• Students use mapping direction and vocabulary to direct their partners from point A to
point B either in classroom, in the school, or in the schoolyard. Each person decides on A and B
and provides a minimum of four directions (e.g., start at door, go east past pencil sharpener, etc.).
Vocabulary ideas: gehe geradeaus, nach links, nach rechts, an der Schule vorbei, an dem Park
vorbei, östlich, westlich, südlich, nördlich.
Prior to directing their classmates, students prepare a map of the area including scale and
directional markers.
• The class prepares a simple dish and records the recipe, using the words zuerst, dann, und weiter,
zuletzt. Other step-by-step instructions could be created for art projects or game instructions.
• Health: Students use a mixed text of short sentences about washing hands. They sort, rewrite,
draw pictures, and memorize the sequence.

(continued)

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  841
GRADE Organize Information

Outcome
3
Specific
Students will be able to:
3.3.1 organize and explain information and ideas, using a variety of strategies, such as
clustering, categorizing, and sequencing. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− organize ideas and information in a meaningful way?
− explain the organizational patterns chosen?

 Anecdotal Records
Record and date observations and examples of how students organize ideas and information.

 Portfolios
Students select work samples that provide evidence of their use of graphic organizers to categorize
and present ideas and information gathered to answer inquiry questions. Assist students in choosing
appropriate graphic organizers. Work samples should be dated to show progress over time.

 Conferences
Conference with students using graphic organizers and visual representations. Invite students to share
how they organized their ideas and information.

SAMPLE RESOURCES

• Deutschmobil 2 Arbeitsbuch

________________________________________________________________________________
842  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Organize Information
Outcome
Specific
Students will be able to:
3.3.1 organize and explain information and ideas, using a variety of strategies, such as
clustering, categorizing, and sequencing. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Students use a Cloze text to fill in prepositions to use in the directions for decorating an Easter
egg and hanging it from a twig. Students memorize text to reinforce their use of prepositions
(from Deutschmobil 2 workbook).
• Using a picture-paint program, students create a series of picture frames that show movement.
Then they write or type a sentence for each frame.
• Using sorting boxes, students explain the rationale for their groupings, describing size, colour,
and shape.
• Invite students to assist in creating short Echo acting series dialogues to practise important
classroom routines (e.g., getting ready for gym class, steps in cleaning the board, watering plants,
rules of a game, etc.). (See Instructional Strategies section, Gouin series.)
• As the class brainstorms names of mammals, scribe them onto strips of paper. When they are
done, students decide that mammals could be grouped according to criteria, such as meat eaters,
plant eaters, or types of habitat. After discussing the choices, they decide to group according to
habitat because it would allow for more variety of categories. The class decides on the following
category titles: farm, ocean, forest, desert, and mountains. Student secretaries write, in large
letters, the name of each animal on a separate sheet of paper until all the animal names are written
down. Each student takes one animal name and pins it to the bulletin board. Ask students to
silently move the animal names around in order to categorize them according to the category
titles they chose previously. Periodically, stop the process to get students to verbalize their
thinking behind their category choices. Chart the various ways in which students determine an
animal’s category.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  843
GRADE Organize Information

Outcome
3
Specific
Students will be able to:
3.3.1 organize and explain information and ideas, using a variety of strategies, such as
clustering, categorizing, and sequencing. (continued)

Teacher’s Notes

________________________________________________________________________________
844  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Record Information
Outcome
Specific
Students will be able to:
3.3.2 record facts and ideas, using a variety of strategies; list authors and titles of
sources.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Model the process of selecting key words and phrases by using markers in different colours to
show the relationships between ideas. Key words relating to the same category of information are
colour coded. Students may require extensive guided practice and support to learn to identify key
words and phrases in a variety of texts.
• Students gather information from print, videos, and pictures on a topic such as frogs. They
display the information in a graphic format using two paper or cardboard circles—one smaller
with a pie shape cut out—attached with a fastener. Students choose categories of information,
record them on the outside edge of the larger circle, and add one or two appropriate facts under
each category. Students then turn the inside wheel to reveal the different facts about frogs.

FOOD
Frogs eat flies
H B
A A
B B
I I
T E
A S
T COLOUR

• After reading a text, students make five jot notes—notes written in point form using only key
words (Stichwortzettel anfertigen) about the topic. Students then add the title of the book and the
name of the author to the class chart.
• Students write in their Reflection Logs about the note-taking process—how do they know what
the key points are?

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  845
 GRADE Record Information

Outcome
3
Specific
Students will be able to:
3.3.2 record facts and ideas, using a variety of strategies; list authors and titles of
sources. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− select and record facts and ideas?
− recognize key words and phrases in text?
− use key words and phrases to make notes of information?
− use organizational frames, outlines, webs, or charts to record facts and ideas?
− cite titles of sources?
− cite authors of sources?

 Checklists
Develop a checklist based on the Focus for Assessment criteria.

 Conferences
Conference with students to discuss how their note-taking methods suit their inquiry or research
projects. Ask the students why they chose a particular organizational method for their notes. Use the
students’ response journal/reflection log to discuss the match between the questions posed and the
notes compiled to answer them.

(continued)

________________________________________________________________________________
846  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Record Information
Outcome
Specific
Students will be able to:
3.3.2 record facts and ideas, using a variety of strategies; list authors and titles of
sources. (continued)

Teacher’s Notes

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  847
GRADE Record Information

Outcome
3
Specific
Students will be able to:
3.3.2 record facts and ideas, using a variety of strategies; list authors and titles of
sources. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Portfolios/Self-Reflection
Students select samples of their notes along with completed projects. They include a self-reflection
sheet explaining why they chose a particular piece of work. Work samples should be dated to show
progress over time. A sample self-reflection sheet may include the following:
Notizen machen—Selbstbeurteilung
Name: Datum:
Projekttitel
1. Wie ich Notizen gemacht habe:
- in Stichpunkten, der Reihe nach
- in Stichpunkten, mit Überbegriffen
- in Tabellenform
- in Igelform
- gar nicht
2. Dann habe ich die Information so geordnet:
- in Tabellenform
- als Flußdiagramm
- in Igelform
- in Kreisform
- auf Kärtchen
- gar nicht. Ich habe mein Projekt geschrieben, ohne vorher
die Informationen zu ordnen
3. Auf diese Leistung bin ich stolz:
4. Das kann ich verbessern:

SAMPLE RESOURCES

• Deutschmobil 2

________________________________________________________________________________
848  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Evaluate Information
Outcome
Specific
Students will be able to:
3.3.3 determine whether collected information is adequate for the established purpose.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Usea graphic organizer to model the process of problem solving and critical thinking to evaluate
and identify gaps in gathered information. Use questions to guide the students to evaluate the
data, such as:
− What is the inquiry question?
− What are the predictions or possible answers to the question?
− What information was found to support the prediction?
− Does the information answer the question?
− Is more information needed?
− Does the question need to be changed?
− What was learned so far?
Review the process and the skills used. During the process, there is a need for repeated teacher
modelling. Lead the class through the process, modelling each stage and providing opportunities
for guided practice.
• Students, working in small groups or pairs, collect information on jot notes or research cards.
They read and think about their questions as they sort the information into three possible
categories: information that is irrelevant, information that is suitable, and information that may be
useful at a later time.
• Students present or share with their peers information gathered to date on a topic. Along with
their peers, question, comment, and suggest areas where more information is needed.
• A student refers to a scoring guide to confirm that all the requirements for an excellent report
have been completed. For example, the student checks the headings to be sure there is
information on habitat, enemies, and the life cycle of a black bear.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  849
GRADE Evaluate Information

Outcome
3
Specific
Students will be able to:
3.3.3 determine whether collected information is adequate for the established purpose.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use questions to evaluate suitability of information?
− find additional information if needed?
− delete irrelevant information if necessary?
− work collaboratively to evaluate information?
− listen actively and critically to determine suitability of information?

 Checklist
Observe and assess students’ skills in deciding whether information gathered is suitable and sufficient
to answer inquiry questions. Data should be dated and the context of the observation recorded.
Review the data to inform instruction.

 Conferences
Conference with students to discuss their work in progress. Ask questions about the suitability of the
information collected, and provide feedback and guidance.

SAMPLE RESOURCES

________________________________________________________________________________
850  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Develop New Understanding

Outcome
Specific
Students will be able to:
3.3.4 use gathered information and questions to review and add to knowledge.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students use a Research Checklist to determine information needs during the research process to
assess the research experience and skills.

Informationssuche—Schülercheckliste
Name: Datum:
Untersuchungsthema
Planung
_____ Ich habe das Thema verstanden.
_____ Ich habe Fragen zum Thema gestellt.
_____ Ich habe einen Plan entwickelt.

Angaben sammeln
_____ Ich habe Informationsquellen angegeben.
_____ Ich habe Informationen gefunden.
_____ Ich habe die besten Quellen gewählt.

Notizen machen
_____ Ich habe Informationen kurz notiert.
_____ Ich habe die Angaben in eigenen Worten formuliert.
_____ Ich habe die Angaben kategorisiert.
_____ Ich habe nur die besten Angaben behalten.
_____ Wo Angaben gefehlt haben, habe ich weitergesucht.

Über meine Arbeit nachdenken

_____ Ich habe meinen Plan durchgeführt.
_____ Ich habe meine Fragen beantwortet.

Ich kann jetzt:

Das nächste Mal werde ich:

• Students check their report against criteria established by the teacher (i.e., science report checklist
and check for data still needed).
(continued)

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  851
 GRADE Develop New Understanding

Outcome
3
Specific
Students will be able to:
3.3.4 use gathered information and questions to review and add to knowledge.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− understand the topic?
− ask topic questions?
− choose a plan?
− identify information needs ?
− find information?
− choose the best sources?
− record information by making notes?
− group information into categories?
− select the most suitable information for each category?
− add information where needed?
− follow chosen inquiry or search plan?
− answer inquiry or research questions?
 Anecdotal Records
Use anecdotal records to determine the students’ information needs during the inquiry process and
their skills at assessing inquiry experiences and skills. All observations are dated and the context
recorded.

 Conferences
Conference with students using the Research Checklist along with work samples. Provide feedback
on whether their self-reflection on the Research Checklist corresponds with their daily work. Provide
guidance and direction for future work.

(continued)

________________________________________________________________________________
852  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to manage ideas and 3.3 Organize,
General Outcome 3 information. Record, and
Assess

Develop New Understanding

Outcome
Specific
Students will be able to:
3.3.4 use gathered information and questions to review and add to knowledge.

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Model how to use a KWL/WML chart to record information. With students, analyze the recorded
information by asking questions about information that is still required.
• Students use the 6Ws (wer, wann,wo…) to determine whether information provided is complete.
• Students read information provided and, in a group, discuss the question “What else do I want to
learn about this topic?”
• Model how to complete an inquiry checklist with the class.

Informationensuche—Gruppencheckliste
Name: Datum:

Planungsprozess  Wir haben unser Thema verstanden.

 Wir haben etwas im Voraus gewusst.
 Wir haben gute Fragen gestellt.
 Wir haben einen Plan entwickelt.

Materialsammlung  Wir haben Quellen gefunden.

 Wir haben die besten Quellen gesucht und benutzt.
 Wir haben die Informationen ausgewählt.
 Wir haben die Fragen beantwortet.
 Wir haben unsere Ergebnisse notiert.
 Wir haben neue Fragen entwickelt und notiert.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  853
GRADE Develop New Understanding

Outcome
3
Specific
Students will be able to:
3.3.4 use gathered information and questions to review and add to knowledge.
(continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Portfolios
Students include completed research or inquiry projects along with their self-assessment checklists in
their portfolios. Students reflect on the entire research process and make suggestions for future work.
Self-Reflection on My Inquiry or Research

Name: Date:
Inquiry/Research Title
1. My best work was done for:
_____ Planning
_____ Collecting Information
_____ Recording Information
2. It was my best because
3. I still need to work on

SAMPLE RESOURCES

________________________________________________________________________________
854  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.1 Generate and
General Outcome 4 and artistry of communication.
Focus

Generate Ideas
Outcome
Specific
Students will be able to:
4.1.1 generate and contribute ideas on particular topics for oral, written, and visual
texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students brainstorm a list of possible writing topics. These are recorded and posted in the
classroom and/or kept in student journals. Students may also use story-starter pictures provided
by the teacher.
• Students list possible scenes from a novel or story. Then, they make a diorama or collage with a
brief written description.
• Generate a cluster web on chart paper on a specific topic with the class.
• When studying a specific topic, have students record a fact on a self-stick note. As a class, the
students arrange their self-stick notes into subcategories.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  855
GRADE Generate Ideas

Outcome
3
Specific
Students will be able to:
4.1.1 generate and contribute ideas on particular topics for oral, written and visual
texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− generate ideas fluently?
− focus on a particular topic?
− show respect for and value others’ ideas and knowledge?

 Checklists
Develop checklists in order to observe students’ skills in generating ideas on specific topics. The data
is then used to provide feedback during conferencing.

 Conferences with Work Samples

Use student work samples and observations to provide feedback regarding students’ skills in
generating and contributing ideas.

SAMPLE RESOURCES

________________________________________________________________________________
856  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.1 Generate and
General Outcome 4 and artistry of communication.
Focus

Choose Forms
Outcome
Specific
Students will be able to:
4.1.2 use a variety of forms for particular audiences and purposes.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• After asking classmates about their favourite books, two students either design a poster showing
the top three favourite books in the class or create a graph of the types of books chosen.
• Students participate in a variety of writing forms and track them in a table (e.g., friendly letters,
persuasive letters, autobiographies, research papers, etc.).
• Students write Haiku poetry, cinquains, Elfchen, or other short poems on the theme currently
studied.
• Personal Narratives: Students are given regular times to tell their own stories. Storytelling
stimulates imagination, expands language abilities, and helps internalize the characteristics of
stories. When students read or tell stories, they are encouraged to consider facial expression,
intonation of voice, body language, and ways to engage the audience’s interest. Students prepare
and share a favourite family story with the class, using photographs or props to help them tell
their stories.
• After reading a published narrative story or informational text, students communicate by creating
murals to represent the story. Time is given to plan the murals and to discuss roles if it is to be a
group project.
• Students use puppet dialogues or other stories.
• Students prepare comic strips on their own or fill in sentences in blank bubbles.
• Students present a video clip of an interview or family traditions, etc.
• Students maintain a list of forms or genres that they have written and placed in their writing
folder.
• Students, working in small groups, choose a story they are familiar with and prepare a Readers’
Theatre presentation. Each student assumes a character and practises facial expressions and voice
intonation for effect.
• Students prepare and share a favourite family story with the class, using photographs or props to
help them tell their stories. They are encouraged to consider facial expressions, voice intonation,
and body language.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  857
GRADE Choose Forms

Outcome
3
Specific
Students will be able to:
4.1.2 use a variety of forms for particular audiences and purposes. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use different forms to meet a variety of purposes and audiences?
− select forms that best communicate intended messages?
− engage the audience?
− include use of appropriate language to describe settings, characters, and plot (problem-solution)?
− convey meanings?

 Checklists
Develop a checklist based on the Focus for Assessment criteria. All observations should be dated and
reviewed to note progress over time for the same forms.

 Rubrics
With students, develop rubrics that describe the different levels of performance relative to whether
the students.
− Use appropriate voice volume.
− Use simple gestures to communicate text.
− Engage the audience.

 Portfolios
Students choose pieces they have composed for a variety of audiences. Students are encouraged to
include sample planners with their final work.

 Work Samples
When students collect information from German materials and represent it visually by creating
displays or collages, look for evidence that they are able to:
− communicate key ideas.
− include relevant and accurate details.

________________________________________________________________________________
858  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view GRADE

3
and represent in German to enhance the clarity 4.1 Generate and
General Outcome 4 and artistry of communication.
Focus

Choose Forms
Outcome
Specific
Students will be able to:
4.1.2 use a variety of forms for particular audiences and purposes. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES

Teacher’s Notes

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  859
GRADE Choose Forms

Outcome
3
Specific
Students will be able to:
4.1.2 use a variety of forms for particular audiences and purposes. (continued)

SAMPLE ASSESSMENT STRATEGIES

 Self-Assessment
Students complete a self-assessment checklist to show what they have learned about particular forms.
This information may be filled out before and after the study of a particular form, or the self-
assessment may be completed following a study.
Was ich gelernt habe
Name: Datum:
Vorher
Das habe ich schon gewusst: .

Nachher
Das weiß ich jetzt:
1.
2.
3.

Darüber möchte ich noch mehr wissen: _____

Lehrerkommentar:

SAMPLE RESOURCES

________________________________________________________________________________
860  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.1 Generate and
General Outcome 4 and artistry of communication.
Focus

Organize Ideas
Outcome
Specific
Students will be able to:
4.1.3 order ideas to create a beginning, middle, and end in own oral, written, and
visual texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students use visuals to help them remember the idea of beginning, middle, and end, such as:
“Geschichtenkäfer”

Anfang

Mitte Ende

• Students underline verbs, circle nouns, and bracket adjectives in own sentences.
− Is the sentence complete?
− Can you stretch the sentence?
• Students fill in the plot chart when creating a story.
Wer? Was? Wo?

Warum? Und dann?

• Students prepare a storyboard of visual representations that include text. Students reproduce the
storyboard using a computer paint program.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  861
GRADE Organize Ideas

Outcome
3
Specific
Students will be able to:
4.1.3 organize visuals and print to express ideas and tell stories with a beginning,
middle and end. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use graphic organizers to explain ideas and information?
− use graphic organizers to record ideas and information?
− use graphic organizers independently?
− use graphic organizers with assistance?
− use graphic organizers flexibly?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Date and record the context of each
observation. Use this data to guide instruction. Review data to note students’ progress in using
organizers to plan and develop their ideas and information.

 Self-Assessment
Students use completed graphic organizers they have seen modelled, such as the “Story Bug,” to
determine if all relevant information has been included in their own creations.

 Conferences
Conference with students to assist, direct, and assess their use of graphic organizers to develop and
plan personal work.

 Portfolios
Students evaluate their own creations for completion—beginning, middle, and end. They select the
form and the planning organizer they used to create the form for their portfolios. They share this with
peers, parents, and teachers.

SAMPLE RESOURCES

• Storybook weaver, kids picks, computer programs

________________________________________________________________________________
862  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Appraise Own and Others’ Work

Outcome
Specific
Students will be able to:
4.2.1 share own stories and creations with peers, and respond to questions or
comments.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Brainstorm sentence patterns with students, or provide sentence starters to help students in their
dialogues.
• In groups of four, students share their original texts with others. Have students make comments
(e.g., Ich mag deine Hauptfigur, weil sie lustig ist.).
• Students, working in pairs, create a research poster, complete with information, graphics, and
pictures (e.g., poster on street safety). Prior to presenting it to students in another grade, they ask
for volunteer audience members and have a practice run-through in their own class.
• When involved in writing activities, students are given the opportunity to peer conference before
and after, and sometimes even during. Provide guidelines, criteria, or self assessment sheets.
• Students create a modelled poem (e.g., Haiku, cinquain or Elfchen) on a particular theme.
Students share the poem with their peers and invite feedback.
• Students share their own stories and creations in a daily Author’s Chair activity. Students respond
to the sharing by providing feedback in the form of “2 Sterne und ein Wunsch”
(2 Hurrahs and an “I Wish”).
• Students read their stories to another class in a buddy-reading setting.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  863
 GRADE Appraise Own and Others’ Work

Outcome
3
Specific
Students will be able to:
4.2.1 talk about own creations and those of others, using commonly-used expressions.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use pre-established criteria to plan and create original work?
− share work?
− discuss strengths of his or her own work and areas needing enhancement?
− provide appropriate feedback?
− show interest in others’ work and ideas?
− show appreciation for others suggestions?
− use suggestions in revisions?
− show interest in other authors’ works?
− show sensitivity to other authors?

 Checklists
Develop checklists based on the Focus for Assessment criteria. All observations should be dated and
include the context in which observations were made. The data can be used for conferencing with
students and should guide instruction.

 Rubrics
Use pre-established criteria for sharing to create rubrics for describing students’ levels of
performance.

 Conferences
Conference with students following the pre-established guidelines for sharing and for creating
original text.

 Self-Reflection
Students reflect on their presentation of illustrations and texts and talk about:
− the reasons they selected a particular form for sharing information for a particular audience
− the things they have learned about that form
− the things they found they want to learn more about in that form
− what form they would like to try next

(continued)

________________________________________________________________________________
864  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Appraise Own and Others’ Work

Outcome
Specific
Students will be able to:
4.2.1 share own stories and creations with peers, and respond to questions or
comments. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES

Teacher’s Notes

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  865
GRADE Appraise Own and Others’ Work

Outcome
3
Specific
Students will be able to:
4.2.1 share own stories and creations with peers, and respond to questions or
comments. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Self-Assessment
Students review their poem using a self-assessment questionnaire such as the samples below.
Meine Dichterkünste—Selbstbewertung zu einem Gedicht
Name: Datum:
Titel:
Auf diese Leistung bin ich stolz:
Am besten mag ich die Zeile:
Am besten mag ich das Wort:
Jetzt kann ich besser________________________________________ als zuvor.
Das nächste Mal werde ich

Mit einem Korrekturleser arbeiten - Schülerselbstbewertung

Name: Datum:
I = immer, M = meistens, S = selten, N = nie I M S N
Ich passe auf, wenn Klassenkameraden ihre Texte vorlesen.
Ich lese meine Texte in der Klasse vor.
Ich höre mir Vorschläge an und denke darüber nach.
Ich überarbeite meinen Text, um ihn deutlicher zu machen.

Meine Textgestaltung bewerten—Schülercheckliste

Name: Datum:
Texttitel:
Ich habe mir meinen Text selber vorgelesen. Ja Nein
Ich habe neue Gedanken dazugeschrieben. Ja Nein
Ich habe unwichtige Gedanken weggelassen. Ja Nein
Ich habe die Reihenfolge meiner Gedanken überprüft/geändert Ja Nein
Ich haben einen Partner um Hilfe gefragt. Ja Nein
Ich habe mir seine/ihre Vorschläge angehört. Ja Nein
Ich habe manche Vorschläge verwendet. Ja Nein

SAMPLE RESOURCES

________________________________________________________________________________
866  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Revise Content
Outcome
Specific
Students will be able to:
4.2.2 revise own ideas to accommodate new ideas and information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• A student locates a short story or text in a computer file or writing folder written earlier in the
year. The student likes the idea of this story and decides to make it longer and more interesting.
More text is added and some changes are made so that the story reads better.
• Stretch-a-Sentence: The class brainstorms lists of nouns, verbs, and adjectives. Provide a bare-
bones sentence. Students use lists to make the sentences more interesting or create topics related
interesting sentences.
Der Hund ist klein.
Der schwarze Hund ist weich und sehr klein.
• Students use a checklist for editing and revising.
• Model revisions procedures using Think-Aloud to clarify meaning by adding, deleting, or
rearranging ideas and information. After having received written permission, provide enlarged
copies of grade-appropriate samples (no names) and use the overhead projector to demonstrate
how to revise. Then, provide guided revision practice using short pieces of writing. Repeat guided
practice frequently with the whole class, small groups, and individual students. The number of
revisions for each piece of text should be limited.
• The student writes a story early in the year. The student is encouraged throughout the year to
revisit the draft texts and make substantial changes. This can be done with peer conferencing. The
student files a copy of each draft along with the most current version. At the end of the year, the
student writes in a journal or Learning Log to reflect on the development the story has undergone.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  867
 Revise Content
GRADE

Outcome
3
Specific
Students will be able to:
4.2.2 retell to clarify ideas. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− reread drafts when working independently?
− engage in self-questioning?
− attempt to make changes on his/her own?
− share first drafts willingly and confidently?
− ask others for specific help?
− listen to others’ suggestions?
− incorporate suitable suggestions?
− listen to authors read during conferences?
− provide positive feedback when conferencing?
− ask relevant questions during conferences?
− make appropriate suggestions to help others revise?

 Anecdotal Records
Throughout the year, observe students’ willingness to revisit their first-draft texts and make
substantial changes. As well, students should be observed when they conference with peers during the
writing process. Each observation is dated and the context is included. The data should be used to
guide instruction and to note progress over time.

 Self-Assessment
Students assess their revising skills according to a checklist. See sample below.
Meine Korrekturlesung bewerten—Schülercheckliste
Name: Datum:
Texttitel:
Ich habe mir meinen Text selber vorgelesen. Ja Nein
Ich habe meine Rechtschreibung überprüft. Ja Nein
Ich habe meine Groß- und Kleinschreibung überprüft. Ja Nein
Ich habe meine Zeichensetzung überprüft. Ja Nein
Mein Partner hat bei mir
____ Rechtschreibfehler
____ Gross-und Kleinschreibfehler
____ Zeichenfehler
gefunden.

 Portfolios
Students select work samples that show their skills in making revisions. All draft copies and related
checklists should be included with these pieces. Have students provide simple annotation telling why
they selected particular pieces.

________________________________________________________________________________
868  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Legibility
Outcome
Specific
Students will be able to:
4.2.3 print or write legibly using a style that is consistent in alignment, shape, and
spacing; demonstrate basic keyboarding skills.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• While editing a paragraph, a student deletes the extra spaces between words caused by holding
down the space bar too long.
• Students cut a sentence strip apart between words. They pass them to a partner who leaves spaces
between the words when reconstructing.
.

• Students use their fingers to mark spaces between words.

• When writing a good copy, students refer to a checklist. For example,
− Ist meine Druckschrift leserlich?
− Lasse ich einen Seitenrand?
− Halte ich den Seitenrand gleichmäßig ein?
− Halte ich einen Abstand zwischen allen Wörtern?
• Students write their names in the cursive style and decorate them for a special nametag, noting
alignment, shape, colour, and texture.
• Provide explicit instruction and model appropriate letter formation in cursive writing in a weekly
writing practice lesson.
• Make and laminate an alphabet strip in cursive writing. Students tape it to their desks and take a
copy home.
• Students use the acronym HOW to help them organize their written work. H refers to the
headings of name and date. O details how the page should be organized. W encourages students
to write neatly and legibly. In German, a parallel strategy can be called NaDaSeiLe or LeNaDaSei
as a reminder to students to remember the following: Name; Datum; Seitenrand; Leserlich
schreiben.
• Students are introduced to keyboarding through software programs that provide instructions and
self-monitoring. Instruct students on how to use word-processing software and guide their
practice using cut-and-paste formatting features (e.g., typing tutor).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  869
GRADE Enhance Legibility

Outcome
3
Specific
Students will be able to:
4.2.3 print or write legibly using a style that is consistent in alignment, shape and
spacing; demonstrate basic keyboarding skills. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use consistent spacing on a line and page or on an electronic screen?
− demonstrate smooth flow in cursive writing letter formation?
− form letters and numbers clearly?
− use a legible personal style?
− use keyboarding skills, manuscript printing, and cursive handwriting?
− demonstrate confidence?
− demonstrate enjoyment and pride in presenting legible work?
− increase the amount of production within a set time?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Date and include the context of each
observation to determine progress over time and to inform instruction.

 Self-Assessment
With student input, develop a self-assessment checklist to monitor progress in creating neat, legible
work and to guide the students in increasing their proficiency with script and page formatting.
Observe and discuss students’ use of the checklist. Criteria such as the following may be included:
Welchen Eindruck mache ich schriftlich?
Schülercheckliste
Name: Datum:
Ja Nein
Meine Buchstaben sind alle deutlich.  
Meine Buchstaben sind alle gleich groß.  
Der Abstand zwischen meinen Buchstaben ist gleichmäßig.  
Ich halte mich an die Linien.  
Der Abstand zwischen meinen Wörtern ist gleichmäßig.  
Ich radiere meine Fehler vorsichtig.  
Ich streiche meine Fehler vorsichtig durch.  
Am Computer kann ich jetzt besser tippen als zuvor.  
Mit dem Computer kann ich jetzt besser Text formatieren als  
zuvor.

________________________________________________________________________________
870  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Artistry
Outcome
Specific
Students will be able to:
4.2.4 experiment with words and simple sentence patterns.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• When students find interesting descriptive words or phrases, they add them to the correct
category on class wall charts (e.g., so spricht man, so sieht man aus,so fühlt man sich).
• At a station in the classroom, students assemble word strips into complete sentences. The words
come from stories used in class.

Der kleine Hund spielt mit dem Ball.

• Students memorize poetry to reinforce language flow, sentence patterns, vocabulary, etc.
• Students write exploding sentences:
Wurst sie gut schmeckt
Ich mag Schokolade weil sie süβ ist
Eis es kühl ist
• Students write shape poems.

They can be scanned and placed on the school web page.

• Students practise a variety of tongue twisters (e.g., Sieben Schneeschipper schippen schnell
sieben Schippen Schnee).
• Students produce alliteration sentences (e.g., Sonntags singt sie sechsmal).
•
(continued)

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  871
 GRADE Enhance Artistry

Outcome
3
Specific
Students will be able to:
4.2.4 experiment with words and sentence patterns, with support. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use descriptive words?
− use a variety of sentence patterns?
− enjoy learning about and using descriptive vocabulary?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Date and include the context of the
observations to note progress over time.

 Conferences
Conference with students about their original work. Encourage students to use descriptive and precise
language and a variety of sentence patterns in their oral and written work.

(continued)

________________________________________________________________________________
872  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Artistry
Outcome
Specific
Students will be able to:
4.2.4 experiment with words and simple sentence patterns. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Students write poetry using brainstormed word lists.

• Provide a list of nouns, adjectives, and verbs. Students link appropriate words to produce
sentences.
Wer/Was (Subjekt) Wie (Adjektiv)
− ein Hund − hungrig
− ein König − braun
− ein Mädchen − groβ

macht was (Verb) Was? (Objekt)

− findet - einen Knochen
− möchte - ein Haus
− isst - Schokolade

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  873
GRADE Enhance Artistry

Outcome
3
Specific
Students will be able to:
4.2.4 experiment with words and simple sentence patterns. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Portfolios
With teacher input, students choose work samples that reflect their experimentation with word choice
and sentence patterns. Students highlight interesting words and sentences and explain their choices.
Record their reasons and attach the record to students’ work samples. All work samples are dated to
note progress over time. Students could include a self-reflection like the one below with their work
sample.

Mit Wörtern spielen

Name: Datum:
Hier spiele ich mit Wörtern.
Wörter die ich besonders gut finde sind:

Sie sind:
o ruhig
o witzig
o grausig
o laut

SAMPLE RESOURCES

________________________________________________________________________________
874  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Presentation
Outcome
Specific
Students will be able to:
4.2.5 combine illustrations and written texts to express ideas, feelings, and
information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students enhance their own presentations using such aids as storyboards, posters, or presentation
software (e.g., PowerPoint).
• After an author study on Eric Carle, a student may choose to paint pieces of paper and cut them
out in shapes to illustrate a story that the student has created.
• Model how to create the physical layout and organize a piece of work by using an overhead
projector or large chart paper to plan and rearrange text format and illustrations. Demonstrate the
thinking process for students by verbalizing as you work.
• Students produce brochures on their school, province, city, or community that is being studied. A
template for a brochure can be prepared on a computer. Students add appropriate text and visuals.
A hard copy can be printed.
• Students examine illustrations in various texts. Lead the students in a discussion on the moods
created by the illustrations, the appropriateness of the illustrations, and the effectiveness of the
illustrations.
• Students choose an appropriate medium, colour, size, and texture to illustrate a composition.
• Students use modelling clay to illustrate their story.

(continued)

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  875
 GRADE Enhance Presentation

Outcome
3
Specific
Students will be able to:
4.2.5 combine illustrations and written texts to express ideas, feelings, and
information. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− experiment with text format?
− create visuals?
− integrate visuals within text appropriately?
− have neat, legible compositions, reports, and charts?
− have well-organized composition, reports, and charts?
− use visuals effectively?
− engage and hold the attention of the audience during presentations?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Observe students during the
composing process. Date and include the context of the observations to note progress over time. The
data is used to guide instruction.

 Rubrics
With students, use rubrics developed during class instruction to assess the organization and neatness
of final products. Students identify and discuss their strengths and needs according to the rubric.
Assess students’ skills at using the rubrics to guide their independent work.

(continued)

________________________________________________________________________________
876  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.2 Enhance and
General Outcome 4 and artistry of communication.
Improve

Enhance Presentation
Outcome
Specific
Students will be able to:
4.2.5 combine illustrations and written texts to express ideas, feelings, and
information. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES

Teacher’s Notes

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  877
GRADE Enhance Presentation

Outcome
3
Specific
Students will be able to:
4.2.5 combine illustrations and written texts to express ideas, feelings, and
information. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Self-Assessment
Students use checklists to monitor and assess their work. A sample checklist may include the
following:
− I use visuals to explain my idea and information.
− My visuals are in the right places.
− My visuals are clearly labelled.
− I have used appropriate text size.
− I have examined the use of color, spatial arrangement, clarity of illustrations, graphs, or charts.
− Generally, my work is neat and appeals to the eye.

 Conferences
Conference with students on their ability to enhance their presentation of ideas, feelings, and
information. Students may wish to share some selections from their portfolios and indicate why the
works were chosen. In conferencing, have students discuss the ideas, feelings, and information they
were trying to convey.

 Portfolios
Students select samples of completed products that represent attempts to enhance their original text.
Samples should reflect progress over time. Students provide reasons for their choices and annotate
their entries.

SAMPLE RESOURCES

________________________________________________________________________________
878  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.3 Attend to
General Outcome 4 and artistry of communication.
Conventions

Grammar and Usage

Outcome
Specific
Students will be able to:
4.3.1 edit for complete sentences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Read aloud to the students, focusing attention on how authors use complete sentences to convey
their ideas. These models assist students in developing an understanding of complete sentences.
Students are invited to think about how authors use complete sentences as they participate in
shared reading and in writing original text.
• Provide students with a paragraph with key words missing. Students edit the paragraph
individually or as a group. Initially model this procedure, verbalizing thoughts.
• Students participate in a daily edit. Write a brief message on the board or overhead transparency
that contains incomplete sentences. Students identify the incomplete thought and reword it to
make the meaning clear.
• Place words or phrases on cards. Students, working in pairs or individually, use these cards to
construct interesting and complete sentences.
• Students participate in peer editing of their work with a partner. The partner monitors it for use of
complete sentences. The authors then make the changes independently.
• Model writing for the students, verbalizing your thoughts to demonstrate how to write in
complete sentences.
• Students read their own written texts out loud as an editing skill for punctuation and spelling.
• Play “Wir kaufen Sätze.” Provide a number of correct and incorrect sentences on a PowerPoint
presentation or overhead. Students work as a group to bid on sentences they believe to be correct.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  879
GRADE Grammar and Usage

Outcome
3
Specific
Students will be able to:
4.3.1 edit for complete sentences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify incomplete sentences in others’ work?
− identify incomplete sentences in own work?
− use complete sentences in oral form?
− use complete sentences in written form?
− edit own work?
− recognize acceptable incomplete sentences in dialogue?

 Checklist
Develop checklists based on the Focus for Assessment criteria to record students’ skills in editing for
complete sentences.

 Conferences
Conference with students about their editing for complete sentences. Use teacher-completed
checklists and students’ work samples to guide the conferences.

SAMPLE RESOURCES

________________________________________________________________________________
880  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.3 Attend to
General Outcome 4 and artistry of communication.
Conventions

Spelling
Outcome
Specific
Students will be able to:
4.3.2 spell familiar words, using a variety of strategies and resources; know spelling
conventions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students create word families (e.g., ein, dein, sein, Bein).

• Students have a handout of common Grade 3 words. After a student has spelled a word correctly
to two partners who place a checkmark behind it, the student writes it a third time onto the master
list. The word is then highlighted on the handout.
• Break up words into syllables and mix them up. Students put the syllables in proper order to
create words.
• Invite students to play a game of Hangman. Students fill in the blanks
(e.g., _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ).
• Students engage in word-play activities such as word searches, crosswords, word chains,
scrambled words, bingo, and concentration, using German words and phrases.
• Present students with a daily message that they edit for spelling mistakes.
• Develop lists of high-frequency spelling words that have structural similarities and that students
need in their daily writing. Post the lists at eye level for easy student reference.
• Invite students to keep a personal spelling dictionary in which they list words they have difficulty
spelling. Students are encouraged to maintain their spelling dictionaries throughout the year and
to refer to them when they edit their work or a peer’s work.
• Encourage students to develop metacognitive awareness of their spelling strategies by keeping a
spelling log. Students use temporary spellings while drafting and circle words that need to be
verified or corrected. Students record their spelling attempts and their own reasons for their
temporary spellings. They may include statements such as:
− Was habe ich diese Woche gelernt?
− Was möchte ich lernen?
− Ich bin mir nicht sicher über …

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  881
 GRADE Spelling

Outcome
3
Specific
Students will be able to:
4.3.2 spell familiar words, using a variety of strategies and resources; know spelling
conventions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− show ability to recognize letter patterns?
− identify similarities and differences in words?
− conference with peers or teacher in revising and editing work?
− note spelling errors in written work?
− use personal dictionaries and reference lists?
− spell an increasing number of words correctly?
− use visual memory?
− pronounce words clearly and correctly?
− take risks and generate alternate spelling of words?
− take pride in spelling improvement and accomplishments?

 Checklist
Develop checklists based on the Focus for Assessment criteria to determine students’ stages of
spelling development and for assessing students’ daily works to determine their developing skills and
attitudes in using spelling strategies.

 Self-Assessment
Students complete self-assessment checklists after reviewing their first draft and published pieces.
Monthly reviews help students remain focused on their spelling progress.

Meine Rechtschreibung—Schülerselbstbewertung

Name: Datum:
oft manchmal selten nie
Ich buchstabiere die Wörter wie sie sich anhören.
Ich buchstabiere die Wörter so wie sie meiner Meinung nach aussehen sollen.
Wenn ich ein Wort nicht buchstabieren kann, schaue ich es nach.
Ich denke an Wörter, die ähnlich sind, die ich schon buchstabieren kann.
Wenn ich unsicher bin, markiere ich das Wort. Dann schaue ich es nach.
Wenn ich unsicher bin, schreibe ich das Wort mehrmals verschieden auf.
Wenn ich unsicher bin, bitte ich um Hilfe.
Ich führe mein eigenes Rechtschreibheft. Hier schreibe ich alle Wörter auf, die
ich schwierig finde.
(continued)

________________________________________________________________________________
882  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in Ukrainian to enhance the 4.3 Attend to
General Outcome 4 clarity and artistry of communication.
Conventions

Spelling
Outcome
Specific
Students will be able to:
4.3.2 spell familiar words, using a variety of strategies and resources; know spelling
conventions. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES

Teacher’s Notes

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  883
GRADE Spelling

Outcome
3
Specific
Students will be able to:
4.3.2 spell familiar words, using a variety of strategies and resources; know spelling
conventions. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Conferences
Conference with students to determine the spelling strategies they are currently using. With students,
review written work to find out what they do well and what they need to work on with regards to
spelling. During the conferences, use the following questions to determine students’ spelling
knowledge, strategies, and attitude.
− Why is spelling important?
− What do you do when you do not know how to spell a word?
− How do you know when you have spelled a word correctly?
− What do you do when you have not spelled a word correctly?

 Pre- and Post-Spelling Tests

Together with students, analyze pre- and post-tests to determine the pattern of misspellings and
effective use of spelling strategies.

 Portfolios
Students select written work samples and photocopied pages of their spelling logs that show their
monthly progress in spelling. Students may include a self-assessment spelling checklist with their
work samples.

SAMPLE RESOURCES

________________________________________________________________________________
884  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.3 Attend to
General Outcome 4 and artistry of communication.
Conventions

Capitalization and Punctuation

Outcome
Specific
Students will be able to:
4.3.3 know and use basic writing conventions when editing and proofreading.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Post a chart that students refer to when editing their own or someone else’s work (e.g.,
Großschreibung, Kleinschreibung, Punkt, Doppelpunkt, Komma, Bindestrich, Gedankenstrich,
Fragezeichen, Ausrufezeichen, Anführungsstriche/Anführungszeichen).
• Daily Message: Write a series of sentences with incorrect punctuation. Students, with teacher
guidance, edit and correct sentences. When the students become increasingly competent with this
activity, they may edit the message independently.
• Students edit each other’s work using a guide established by the teacher.
• Use choral reading activities to model how punctuation signals pauses (periods), excitement
(exclamation points), and inflections and intonation (quotation marks). Students practise in small
groups.
• Use mini-lessons to teach appropriate use of capitalization and punctuation, such as periods,
question marks, and exclamation points. Mini-lessons should be based on the needs observed as
students are composing. Samples of students’ writing may be used for a group editing activities
provided permission is given and anonymity remains. Using an overhead, have the students insert
capital letters and punctuation marks appropriately.
• After showing the students samples of correctly punctuated dialogue in texts, provide students
with text where all quotation marks have been removed. Students, working with a partner, insert
quotation marks in the correct places.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  885
GRADE Capitalization and Punctuation

Outcome
3
Specific
Students will be able to:
4.3.3 know and use basic writing conventions when editing and proofreading.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use periods appropriately in written work?
− use exclamation marks appropriately in written work?
− use question marks appropriately in written work?
− proofread and edit own work for accurate punctuation?
− proofread and edit others’ work for accurate punctuation?

 Checklist
Use checklists based on the Focus for Assessment criteria to determine students’ developing
proofreading and editing skills. Work with students to develop a self-editing checklist. Check
students’ editing work to look for evidence that progress is being made in students’ ability to
proofread their own work and the work of their peers.

 Conferences
Conference with students about their proofreading and editing skills, and provide feedback and
encourage accurate punctuation usage. Help students listen as they read their work and insert the
appropriate punctuation.

 Portfolios
Select samples of students’ work that demonstrates their developing skills in proofreading and editing
their own written compositions for appropriate use of periods, question marks, and exclamation
points. Work samples should be dated to show progress over time. Use the data to inform instruction.

SAMPLE RESOURCES

________________________________________________________________________________
886  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.4 Present and
General Outcome 4 and artistry of communication.
Share

Share Ideas and Information

Outcome
Specific
Students will be able to:
4.4.1 share information and ideas on a topic with a familiar audience, and clarify
information by responding to basic questions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students plan an oral presentation. It may be a prepared or memorized text about a subject-
related topic or one that is of special interest. Set clear parameters for the presentation (e.g., form,
time, content). Students are encouraged to take notes and ask questions.
Note: As a listening activity and/or for accountability and keeping class attention, the class may
be given a quick oral quiz, especially if there are numerous presentations.
• After doing a novel study (e.g., Nick Nase stellt eine Falle), students choose to represent and
present the story in one of the following ways: collage, diorama, poster, drama, dance, etc.
Questions may be asked.
• A student brings in a collection and explains to the class why the collection is organized the way
it is. Students share with the class their favourite piece of the collection.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  887
GRADE Share Ideas and Information

Outcome
3
Specific
Students will be able to:
4.4.1 share information and ideas on a topic with a familiar audience, and clarify
information by responding to basic questions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use an organized approach and a plan for his or her presentations?
− follow a sequential plan?
− engage a familiar audience’s attention?
− maintain audience’s attention?
− use clear, fluent, and expressive language?
− make culturally appropriate eye contact?
− assume a comfortable posture?
− use appropriate gestures?
− bring closure to the presentation?
− make good use of presentation time?

 Checklists
Use checklists based on the Focus for Assessment questions to determine students’ skills in planning,
preparing, and delivering presentations. Date each observation and include the context of the
observation. Observations are reviewed to note progress over time.

 Anecdotal Notes
Observe and record students’ skills in sharing information and ideas in a variety of contexts. Note
evidence of students’ progress over time. All observations are dated and the contexts of the
observations are noted.

 Portfolios
Students select presentation materials for their portfolios including planning outline, draft copies, cue
cards, visual aids, photos of the presentation, feedback from classmates, and self-assessment
checklists.

SAMPLE RESOURCES

• Weinman Sharmat, Marjorie. Nick Nase stellt eine Falle. Ravensburger Buchverlag. 1995.

________________________________________________________________________________
888  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.4 Present and
General Outcome 4 and artistry of communication.
Share

Effective Oral and Visual Communication

Outcome
Specific
Students will be able to:
4.4.2 present information and ideas using appropriate volume, intonation, and non-
verbal cues.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Lead a discussion about the importance of volume, intonation, and non-verbal clues in presenting
a story or information. Model this, and then students role-play situations.
• To share a poem, students choose how to present it: as a choral reading to other classes, as a
reading over the intercom, or as a posting on the school website.
• Students listen to various oral presentations (e.g., German commercials, news, a video of German
folktales, etc.), and discuss what was effective and appropriate in each presentation.
• Students work in pairs to create a puppet show based on a familiar story. Before they present it to
the class, students will plan the puppet play by deciding on a problem, the names of the
characters, and what the characters will do and say.
• Students use a sequence of pictures as the basis for retelling a familiar story. Students sequence
the pictures to explain how the story starts, what happens in the middle, and how the story ends.
Students are encouraged to use storybook language and complete sentences as they retell the
story.
• Working in groups or with partners, students prepare posters on a social studies topic and present
them to the class.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  889
 GRADE Effective Oral and Visual Communication

Outcome
3
Specific
Students will be able to:
4.4.2 present information and ideas using appropriate volume, intonation, and non-
verbal cues. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− modulate voice appropriately for the ideas and information presented?
− adjust volume for emphasis?
− use appropriate intonation for the ideas and information presented?
− express ideas and information clearly?
− express ideas and information purposefully?
− use facial expression to enhance ideas and information?
− use gestures to enhance ideas and information?
− take risks in attempting to communicate effectively?

 Checklists/Rating Scales/Comment Sheets

Develop assessment tools based on the Focus for Assessment criteria. Presentations can be assessed
by the teachers, peers, or the presenters themselves. Samples are found in Appendix E of this manual.

 Conferencing
Record students’ oral presentations and use them for individual conferences. Point out what the
students did well and make suggestions about what aspects they could improve on in their future oral
presentations.

(continued)

________________________________________________________________________________
890  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.4 Present and
General Outcome 4 and artistry of communication.
Share

Effective Oral and Visual Communication

Outcome
Specific
Students will be able to:
4.4.2 present information and ideas using appropriate volume, intonation, and non-
verbal cues. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES

Teacher’s Notes

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  891
GRADE Effective Oral and Visual Communication

Outcome
3
Specific
Students will be able to:
4.4.2 present information and ideas using appropriate volume, intonation, and non-
verbal cues. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Self-Assessment
Students need to be encouraged to reflect on their oral presentations in order to improve their oral
communication skills. Questionnaires like the following guide the self-reflection.
Mein Vortrag—Schülerselbstbewertung
Datum: Name:
Mein Thema:
Dein Vortrag ist nun fertig. Wie fühlst du dich? Wähle den Gesichtsausdruck, der am besten
passt.
1. Wenn etwas wichtig war, habe ich es mit meiner Stimme betont.
  
2. Wenn etwas wichtig war, habe ich es mit meinem Gesichtsausdruck betont.
  
3. Wenn etwas wichtig war, habe ich es mit meinen Handbewegungen betont.
  
4. Wenn etwas wichtig war, habe ich es mit meinen Körperbewegungen betont.
  
5. Meine Zuschauer waren aufmerksam.
  

SAMPLE RESOURCES

• Deutschmobil 2, reader/workbook texts

________________________________________________________________________________
892  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.4 Present and
General Outcome 4 and artistry of communication.
Share

Attentive Listening and Viewing

Outcome
Specific
Students will be able to:
4.4.3 demonstrate appropriate audience behaviours.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• A group of students creates a puppet play based on a book. Students make stick puppets and
present the play to the class. Other students watch attentively and quietly, then clap at the end.
• Model appropriate or inappropriate audience behaviours. With a small group of students, role-
play while other students observe quietly. The role-play is then discussed by the whole group.
• Create a chart, such as the one below, to cue students to use active listening behaviours.

Gute Zuhörer …
- sitzen still
- bleiben am Platz
- halten die Hände still

- schauen zu
- zeigen Interesse

- hören gut zu
- warten auf die Hauptgedanken

- denken über den Inhalt nach

- überlegen sich gute Fragen

- stellen ihre Fragen am Ende 

- sagen am Ende, was interessant war

- unterbrechen nicht
- sprechen nicht untereinander

• Students view a sports game and audience behaviour is discussed. A discussion follows: Is this
okay in church, at a funeral, or at a wedding. How do we behave there? What do we do at a
concert—rock, opera, or symphony? Call on the students to share personal experiences and
continue with class behaviour, assembly behaviour, etc.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  893
 GRADE Attentive Listening and Viewing

Outcome
3
Specific
Students will be able to:
4.4.3 demonstrate appropriate audience behaviours. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− focus on the speaker?
− use appropriate body language during the presentation?
− show engagement during the presentation?
− ask relevant questions?

 Anecdotal Records
Use the Focus for Assessment criteria to observe and record the behaviours of students’ audiences.
Date and note specific examples to determine students’ developing skills in listening and responding
to presentations.

 Group Self-Assessment
Record the class audience during presentations. With the students, view the video and discuss
audience behaviours. Individual students focus on their own behaviour and complete a self-
assessment.
War ich ein guter Zuschauer/Zuhörer? Schülerselbstbewertung
ja nein
1. Ich war ruhig, als geredet wurde.  
2. Ich habe den Sprecher angesehen.  
3. Meine Körpersprache zeigt, dass ich zugehört habe.  
4. Ich habe eine Frage zum Thema gestellt.  
5. Ich habe aufgepasst, als andere Fragen stellten.  
6. Ich habe positive Kommentare gemacht.  
7. Ich war ein hilfreicher Zuschauer/Zuhörer.  
8. Was ich als guter Zuschauer/Zuhörer gemacht habe:

9. Was ich nächstes Mal machen kann, um ein besserer Zuschauer/Zuhörer zu sein:

(continued)

________________________________________________________________________________
894  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to enhance the clarity 4.4 Present and
General Outcome 4 and artistry of communication.
Share

Attentive Listening and Viewing

Outcome
Specific
Students will be able to:
4.4.3 demonstrate appropriate audience behaviours. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES

Teacher’s Notes

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  895
GRADE Attentive Listening and Viewing

Outcome
3
Specific
Students will be able to:
4.4.3 demonstrate appropriate audience behaviours. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Conferences
Conference with students about peer feedback received when presenting information in class.

 Response Journals/Reflection Journals

Students record entries in a Learning Log following each oral presentation and discussion. The
entries may include what they learned about the topic, how they felt about the ideas and information
presented, and other questions they may still have about the topic. These entries may be composed as
a class with teacher guidance and support.

 Peer Assessment
After listening to a presentation by their peers, audience members complete a “Nach dem Vortrag”
form, listing two things the group members did weakly, one thing they could improve, and three facts
that were mentioned.

Nach dem Vortrag

Gruppe: _______________, ___________________, ___________________, _______________
Was die Schüler gut gemacht haben:
1. ____________________________________________________________
2. ____________________________________________________________
Was sie besser machen könnten:
1. ____________________________________________________________
Drei Dinge, die sie erwähnt haben:
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
Etwas, das sie nicht erwähnt haben:
__________________________________________________________________________

SAMPLE RESOURCES

________________________________________________________________________________
896  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Share and Compare Responses

Outcome
Specific
Students will be able to:
5.1.1 record ideas and experiences, and share them with others.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• A student writes about and illustrates a personal experience in a journal as a special project and,
from an Author’s Chair, shares it with the class or a small group.
• Two students read the same story. Each student creates a diorama representing a favourite part of
the story and shares it with the other. This can also be done as a class sharing.
• Invite students to brainstorm ways that ideas and experiences can be shared with others. These
ideas are recorded and posted in the classroom.

Sharing Ideas
murals displays advertisements letters telegrams
oral stories role-plays newspaper articles and reports
mobiles graphs posters cartoons diagrams
puppetry drawings songs tape recordings
interviews

• Students use the Author’s Chair to share their story writing with others. Students listening to the
reader are encouraged to respond positively by naming a specific aspect of the story that appealed
to them.
• Students create bulletin board collages representing personal ideas and experiences on a particular
theme or topic. The class is divided into groups and each in group is given an opportunity to plan
and complete a portion of the bulletin board display. The teacher encourages students to use a
variety of recycled newspapers, magazines, etc.
• Given a topic, students prepare a brief oral presentation. After the presentations, students record
their ideas into a daily journal.
• Students share visual arts representations with classmates following the completion of art lessons
and art projects. Peers provide positive feedback. Artwork is mounted and displayed in the school
or classroom art gallery.
• Students create “We” posters. The teacher builds a sense of community by spotlighting
similarities among students and individual talents to establish shared interests and abilities.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  897
GRADE Share and Compare Responses

Outcome
3
Specific
Students will be able to:
5.1.1 record ideas and experiences, and share them with others. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− record personal ideas?
− record personal experiences?
− share personal ideas and experiences with a partner?
− share personal ideas and experiences with the whole class?
− share ideas and experiences confidently?
− share ideas and experiences when encouraged to do so?
− listen to others share personal ideas and experiences?
− respond positively when others share personal ideas and experiences?
− show respect for others’ ideas and experiences without judging them?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Date and record the context of the
observations. Review the data to note progress over time.

 Work Samples
Analyze the students’ work samples and representations to determine whether the students record
personal ideas and experiences in a variety of ways.

SAMPLE RESOURCES

________________________________________________________________________________
898  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Relate Texts to Culture

Outcome
Specific
Students will be able to:
5.1.2 examine ideas within stories from oral, literary, and media texts from various
communities.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• When the class is learning about families from other countries, invite a parent to come in and play
some music or show handicraft or artwork from the country. Students respond to what they have
been exposed to by writing about it in their journals.
• Students make sketches to illustrate scenes from the lives of characters in stories they have heard,
read, or viewed. Students share their sketches with classmates in groups. They write a sentence
about how the characters’ lives are similar to their own.
• After watching a video presentation about different kinds of communities, students talk about
what they learned, through the use of prompts.

• Students watch a video filmed in another country (audio is not necessary). Students share
observations, comparing community life and other differences.
• Students watch the film Teach Me to Dance and are asked observe cultural differences, then and
now, with the German culture in Canada.
• Invite a guest speaker who has lived in a German-speaking community to talk about life and
culture in that community. Students respond by writing thank-you notes in which they itemize
things they learned and found interesting.
• Students play a co-operative learning game called One and All, which is designed to help students
identify similarities and differences. Students can compare books, characters, or cultures, as well
compare their own lives with the lives of characters or events in texts they have listened to, read,
or viewed (Kagan, 1994).
• With students, complete a Venn diagram to compare and contrast their lives with the lives of
characters they encounter in texts. Students share their comparisons with classmates in group
discussions.
• Invite students to read and discuss the lyrics of songs from other cultures that have been
translated into German. Students learn to sing these songs.
• As a class activity, and with teacher guidance, students write a letter to a character from a story
they have heard, read, or viewed.
• Students, working in small groups, complete a Venn diagram comparing two similar stories from
different cultures.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  899
GRADE Relate Texts to Culture

Outcome
3
Specific
Students will be able to:
5.1.2 examine ideas within stories from oral, literary, and media texts from various
communities. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify key ideas in stories that are similar to his or her own ideas?
− identify key ideas in stories that are different from his or her own ideas?
− identify characters in stories who are similar to himself or herself?
− identify characters in stories who are different from himself or herself?
− show appreciation for similarities and differences in communities revealed in stories?
− stay on topic during discussions?
− contribute appropriately to discussions?
− listen to others during discussions?
− show respect for others’ ideas?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Date and record the context of the
observations.

 Work Samples
Analyze work samples to determine how students discuss key ideas from stories.

 Anecdotal Records
Observe and record students’ behaviours in formal and informal situations as they compare ideas
within stories from a variety of oral, literary, and media texts from various communities. All
observations are dated. Review students’ patterns of listening behaviours. The data may be used for
student-teacher conferences.

SAMPLE RESOURCES

• Teach Me to Dance, National Film Board, 1978.

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900  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Appreciate Diversity
Outcome
Specific
Students will be able to:
5.1.3 connect situations portrayed in oral, literary, and media texts to personal
experiences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students listen to stories about other children in different times and places, and relate their own
experiences to each story.
• Students read a poem about two friends and complete a chart about friends.
What (Name) and (Name) like What I like about my friends.
about each other.

• After viewing a video about a child’s home and school life, students describe the home and
school life and discuss how they compare to their own home and school experiences.
• After watching a movie or reading a story such as Nick Nase stellt eine Falle and the English
counterpart, Nate the Great, students record differences and similarities on self-stick notes.
Students then come to the front of the class and sort their self-stick notes according to teacher-
directed criteria (e.g., Wie sind die 2 Texte gleich? Wie sind sie anders?).
gleich anders

• After reviewing and reading or listening to stories about Halloween, students draw and write a
short description of their Halloween costume.
• Read a variety of texts that reflect different cultures as well as other communities. Following the
reading, invite students to share personal connections they made with characters and events.
Record these ideas in German on a chart or poster paper.
• Students participate in field trips to view cultural displays at different times and places. Prior to
the field trips, engage students in activities to build prior knowledge, such as readings,
discussions, and viewing videos. Students complete short, simple journal entries or Learning
Logs during and after field trips. Students may do collages as a follow-up activity.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  901
GRADE Appreciate Diversity

Outcome
3
Specific
Students will be able to:
5.1.3 connect aspects of stories and characters to personal feelings and experiences.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify similarities between personal culture and situation, and those of characters encountered
in texts?
− identify differences between personal culture and situation, and the culture of characters
encountered in texts?
− show respect for own community?
− show respect for the communities of others?
− participate responsibility in the classroom community?

 Anecdotal Records
Record examples to show how students made connections between the portrayals of individuals or
situations in oral, literary, or media texts and their personal experiences. Use the Focus for
Assessment criteria to guide your observations.

 Conference
Conference with students to discuss participation and personal responsibility in the classroom and
school community.

 Portfolios
Students choose work samples to show their connections between portrayals of individuals or
situations in texts and personal experiences. Students state why a particular piece of work was
selected to represent their understanding of their community.

 Work Samples
Review students’ work samples to note their developing skills in relating the lives of characters and
their feelings to personal experiences.

SAMPLE RESOURCES

• Weinman Sharmat, Marjorie. Nick Nase stellt eine Falle. Ravensburger Buchverlag. 1995.

________________________________________________________________________________
902  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Celebrate Special Occasions

Outcome
Specific
Students will be able to:
5.1.4 acknowledge and celebrate individual and class achievements.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students make comments to recognize and praise an author’s work on a comments page attached
to the back of individually published stories.
• During a class meeting, students compliment each another on accomplishments or kindnesses
shown to others. A ball is passed round a circle and is held by the person speaking. For example,
Ich möchte (Name)
− ein Kompliment machen.
− für etwas bedanken.
Er/Sie
− hat mir gestern viel geholfen.
− kann so gut singen.
− hat seine Geschichte vorgelesen.
− hat so gute Ideen.
− ist immer so hilfreich.
− hat in der Pause mit mir gespielt.
(Name) replies politely.
The ball continues moving around the circle until each student who wishes has had an
opportunity to compliment someone.
• Model encouraging comments by acknowledging students with specific praise for their
accomplishments and successes. Invite students’ input in creating a list of words and phrases that
can be used for giving praise and acknowledging success. This list is posted in the classroom for
reference. Students practise giving and receiving praise.
• Students contribute to a collage about the student or students of the week.

(continued)

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  903
 GRADE Celebrate Special Occasions

Outcome
3
Specific
Students will be able to:
5.1.4 participate in shared language experiences to celebrate individual and class
achievements. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use language to acknowledge others’ accomplishments?
− use nonverbal behaviours to acknowledge others’ accomplishments?
− encourage others?
− help others?
− acknowledge personal accomplishments?
− accept praise and recognition graciously?

 Checklists
Develop checklists that assess students’ skills in responding positively to their own and others’
accomplishments. All observations are dated and reviewed to note progress over time.

 Anecdotal Records
Note students’ responses that acknowledge and celebrate achievements.

(continued)

________________________________________________________________________________
904  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to celebrate and 5.1 Develop and
General Outcome 5 build community. Celebrate
Community

Celebrate Special Occasions

Outcome
Specific
Students will be able to:
5.1.4 acknowledge and celebrate individual and class achievements. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• The Student of the Week is chosen randomly. This student is seated in the centre of a circle of
classmates. Classmates use small cards to write positive comments highlighting the chosen
students’ strengths and accomplishments. Cards are given to the student to take home for her or
his personal collection. Ensure that every student receives this recognition once before any
repeats occur.
• Students participate in a Student of the Week activity. The student is seated at the front with the
teacher. Compose text with the students based on the Student of the Week’s accomplishments.
Scribe the students’ ideas. When the text is complete, reread it with students to ensure the
information is accurate and sequenced appropriately. The text can be made into a book with
illustrations and given to the student to take home.
• Students create, with teacher guidance and support, a photo album, banners, posters, songs, raps,
or a classroom newsletter, to acknowledge and celebrate individual and class achievements.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  905
GRADE Celebrate Special Occasions

Outcome
3
Specific
Students will be able to:
5.1.4 acknowledge and celebrate individual and class achievements. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Self-Assessment
Students complete self-assessments at regular intervals. These self-assessments may be placed in the
students’ portfolios.

Wie nett ich doch gewesen bin—Schülerselbstbewertung

Name: Datum:
Beschreibe, was du getan hast:
Ich habe __________ ein Kompliment gemacht.
Ich habe mich bei ____________für ___________ bedankt. Das war am ___________tag.
Ich habe ________________ mit seinem/seiner/ihrem/ihrer ______________ geholfen.
Ich habe in der Pause mal mit _____________ gespielt. Dann war er/sie nicht so allein.
Ich habe am ___________ eine gute Note für ________________ bekommen.
Da war ich froh!

SAMPLE RESOURCES

________________________________________________________________________________
906  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Cooperate with Others

Outcome
Specific
Students will be able to:
5.2.1 co-operate in a variety of partnership and group structures.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students brainstorm the ways in which they can be helpful to their families. Each person in the
group has an opportunity to express ideas.
• During a group activity, such as colouring eggs or planting bean seeds, the group completes the
task using assigned materials and directions.
• Students create a group mural showing small animals that live in their community. Upon
completion, reflect with students on the collaboration process used to complete the group mural.
• With students, generate a chart based on the roles and responsibilities required for a specific
group activity or for groups generally.
• Provide a sheet for co-operative group evaluation and for self-evaluation.
• Students work as a group to write a thank-you letter to a guest speaker that visited their
classroom. Students make use of vocabulary posted in the classroom from a brainstorming
session preceding the letter-writing task.
• Model the language and behaviours of attentive listening to help students learn the language they
need for co-operative group work. Give encouragement, praise accomplishments, and clarify
ideas and responses. For student reference, post in the classroom the vocabulary necessary for co-
operative group work in German. Students practise this vocabulary through role-plays and
repetition.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  907
 Cooperate with Others
GRADE

Outcome
3
Specific
Students will be able to:
5.2.1 co-operate in a variety of partnership and group structures. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− co-operate during group work?
− collaborate during group work?
− demonstrate understanding of group guidelines?
− demonstrate understanding of the roles and responsibilities of group members?
− participate in self-reflection and debriefing?
− identify personal behaviours that contributed to group success?
− make an effort to use German during group work?

 Checklist
Develop checklists based on the Focus for Assessment criteria. Use checklists and circulate them
among groups during small-group work to observe behaviours and monitor the use of German during
group work.

 Self-Assessment
Students complete self-assessment forms to self-report on personal contributions to group success and
use of German during group activities. Students can use checklists, diaries, or Learning Logs.

 Quick Check (Thumbs Up/Down)

Use a quick check to determine how students feel about the way they worked on a
co-operative activity. Students show a “thumbs up” if their group worked well. They show a “thumbs
down” if they were not happy with the way their group worked together. They show their thumbs to
the side if they have mixed feelings. Quick checks may be used when time does not permit using an
extended checklist.

SAMPLE RESOURCES

________________________________________________________________________________
908  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in German to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Work in Groups
Outcome
Specific
Students will be able to:
5.2.2 take roles and ask others for their ideas, and express interest in their
contributions.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• As new groups form, they work together to come up with a group name that is agreeable to
everyone. All ideas are considered.
• Non-verbal Communication: Students are made aware that facial expressions and gestures
contribute to communication. Students dramatize to convey nervousness, embarrassment,
happiness, excitement, anticipation, rejection, and acceptance. Debrief following these
dramatizations to help students focus on how they might use encouraging non-verbal
communication to express interest in others’ ideas.
• Make a statement to which students respond by arranging themselves along a value line that
ranges from agree to disagree. Students then form discussion pairs from opposite ends of the
value line. Students practise sharing information and asking questions about their different points
of view. Debrief by having students explain to the whole group what they learned about their
partner’s opinion.
• After working with students to create a list of ways to disagree respectfully, use role-play
situations to practise (e.g., Lion’s Quest role-plays).
• When students work in groups, they make certain that there is a leader who makes certain
everyone is heard and everyone has contributed.
• Model discussions where group members express interest in the thoughts and opinions of others.
• Invite students to brainstorm a list of behaviours that make discussions in the classroom work
well. Compile the students’ responses onto a chart that is posted, reviewed prior to discussions,
and referred to during discussions. A sample chart may include:

Our Discussions
Looks Like Sounds Like Feels Like
heads are nodding one person is speaking at a time I am important
people are interested people disagree politely My ideas are important
people leaning forward questions and answers What I think matters
people take turns different people talking I am learning from others
people looking at each other soft, low voices I can help others figure things
out

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  909
GRADE Work in Groups

Outcome
3
Specific
Students will be able to:
5.2.2 take roles and ask others for their ideas, and express interest in their
contributions. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− ask open-ended questions?
− ask questions related to the topic?
− ask questions without repeating what others have said before?
− direct questions to specific group members?
− acknowledge responses to questions?
− express interest in contributions of others?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Observe students as they engage in
small-group discussions. Record student’s question-asking patterns.

 Self-Assessment
Students complete self-assessments that indicate their engagement in small-group or paired
discussions. Questionnaires can be created based on the following sample:
In der Gruppe mitmachen—Schülerselbstbewertung
Name: Datum:
Gruppenmitglieder:
immer manchmal fast nie
Ich stelle Fragen, die zum Thema passen.
Ich beantworte Fragen ehrlich.
Meine Antworten passen zum Thema.
Ich höre zu, wenn andere meine Fragen beantworten.
Ich warte, bis ich an die Reihe komme.
Ich unterbreche andere, wenn sie sprechen.
Ich mache negative Bemerkungen.
Wenn ich einen Gedanken schlecht finde, reagiere ich gegen die Person, die
ihn ausspricht.
Wenn ich einen Gedanken schlecht finde, sage ich warum der Gedanke nicht
gut ist. (Das geht nicht, weil...)
Ich helfe meiner Gruppe, eine gute Diskussion zu haben.

 Conferences
Conference with students to reinforce positive communication behaviours as well as to address
discrepancies between student’s self-assessment reports and the behaviours that are actually
observed.

________________________________________________________________________________
910  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in Ukrainian to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Use Language to Show Respect

Outcome
Specific
Students will be able to:
5.2.3 show consideration for those whose ideas, abilities, and language use differs
from their own.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students interview each other for finding similarities and differences. The worksheet includes
questions and blanks for names and descriptors.
Ich habe (colour) Haare und (name) hat (colour) Haare.
Ich mag sort of food und (name) food.
colour colour
sport sport
Ich kann gut (activity) und (name) kann gut _____.
_____ und ich habe beide den Film (title) gesehen
und das Buch gelesen

After the activity, each student shares something new or interesting she or he learned about
someone in class (e.g., ____________spielt Klavier). Students visit with numerous people. Later
they share something that is different and something that is the same about two people.
• Provide opportunities to hear different spoken language from parents, teachers, media, etc.
Observations are discussed and noted in chart form.
• Students review vocabulary for colours and feelings either through repetition or in a game
context. Students are then divided into trios and are each given a different coloured crayon.
Students decide what feelings they associate with each colour and create a sketch to show these
feelings. Representations are shared with the class. Students recognize and accept differences
among classmates.
• After learning language used to show respect through dialogue and discussions in class, students
create personal cartoons that illustrate showing respect and consideration. Students use both
speech and thought bubbles to make their cartoons explicit.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  911
GRADE Use Language to Show Respect

Outcome
3
Specific
Students will be able to:
5.2.3 recognize that individuals adjust language use for different situations. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use language that shows consideration toward others?
− use non-verbal cues that show consideration toward others?
− encourage others to participate?
− disagree with ideas rather than with individuals?
− show empathy for others whose ideas, abilities, and language differ from his/her own?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Date and record the context of the
observations.

 Conferences
Conference with students to reinforce positive communication behaviours, as well as to address
discrepancies between students’ self-assessment reports and the behaviours that are actually
observed.

 Anecdotal Records
Record examples of students’ behaviours that show appreciation of variations in language use. All
observations should be dated.

SAMPLE RESOURCES

________________________________________________________________________________
912  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in Ukrainian to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Evaluate Group Process

Outcome
Specific
Students will be able to:
5.2.4 understand how class members help each other.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students model for the class how the teacher and staff work co-operatively.
• Discuss how a family works together and why this is important.
• Students brainstorm and draw a list of possible ways the students help each other in class every
day. Set up a Celebration Wall. Students complete statements, with teacher guidance, similar to
the following and post them on the Celebration Wall.

Anerkennungswand
Datum:
Heute hat _________________ (wer) _____________________(was getan)
Das finde ich super!!!
(Unterschrift)

Datum:
Unsere Gruppe hat heute besonders gut funktioniert, weil, ________________
(wer) ______________________________(was gemacht hat). Das war toll!!
(Unterschrift)

• Students’ goal is to complete one sketch about a text they listened to, read, or viewed. Each group
member is given a different coloured marker to add his or her contributions.
• Students create one story map. One paper and one pencil are circulated. Students take turns
writing down information to show that all in the group contributed.
• Create a “Helping Hands” tree. Supply traces of a hand. Students cut out green hands, write their
good deed on it, and put it on the tree.
(continued)

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  913
 GRADE Evaluate Group Process

Outcome
3
Specific
Students will be able to:
5.2.4 find ways to be helpful to others. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− follow group instructions needed to complete a task?
− remain focused on the group’s task?
− encourage group members to do their best?
− listen to the group members?
− contribute ideas and information?
− use group time wisely?
− celebrate group successes?

 Checklists
Develop checklists based on the Focus for Assessment criteria or uses a grid like the following to
record students’ group behaviours.
Unsere Gruppenarbeit
Datum:
Thema:
Namen Zeit gut gut zugehört Ideen geteilt War
gebraucht hilfsbereit

 Journals
Students respond to prompts to write in co-operative learning journals. Such prompts could include:
− Eine Gruppe funktioniert gut, wenn…
− Unsere Gruppe funktioniert am besten, wenn…
− Heute habe ich…
− Nächstes Mal helfe ich meiner Gruppe, wenn ich…
Students engage in written dialogue to give positive feedback and suggestions for improving
effectiveness of group work.

 Sampling
Assess students’ accountability for assigned work by calling on individual students from each group
to provide an answer to a question. Select randomly.

(continued)

________________________________________________________________________________
914  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in Ukrainian to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Evaluate Group Process

Outcome
Specific
Students will be able to:
5.2.4 understand how class members help each other. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Provide each student in a group with separate pieces of information about a certain topic. Each
group member must circulate and share his or her information with the group in order to discover
the entire message of the topic.
• Students form co-operative spelling study groups to help each other study words for a spelling
test. They may use word study strategies such as verstecken, aufschreiben, vergleichen (cover,
copy, and compare).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  915
 Evaluate Group Process
GRADE

Outcome
3
Specific
Students will be able to:
5.2.4 understand how class members help each other. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Self-Assessment
Students use a variety of self-assessments to become aware of group expectations and to provide
personal information. Samples of self-assessments are provided on the following pages.
Unsere Gruppenarbeit—Schülerselbstbewertung
Datum:
Name:
Gruppenmitglieder: , ,
, , ,
Wie war ich:
1. Ich stelle Fragen.
immer manchmal fast nie
2. Ich höre gut zu.
immer manchmal fast nie
3. Ich habe neue Ideen.
immer manchmal fast nie
4. Ich unterstütze die anderen.
immer manchmal fast nie
Wie war die Gruppe?
1. Wir stellen Fragen.
immer manchmal fast nie
2. Wir hören uns gegenseitig an.
immer manchmal fast nie
3. Wir lernen von einander.
immer manchmal fast nie
4. Wir unterstützen uns gegenseitig.
immer manchmal fast nie
Beantwortet diese Fragen.
1. Vor dem Gruppenprojekt: Wie findest du Gruppenarbeit?

2. Nach dem Gruppenprojekt: Wie fandst du die Gruppenarbeit?

(continued)

________________________________________________________________________________
916  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will listen, speak, read, write, view, GRADE

3
and represent in Ukrainian to celebrate and 5.2 Encourage,
General Outcome 5 build community. Support, and
Work with
Others

Evaluate Group Process

Outcome
Specific
Students will be able to:
5.2.4 understand how class members help each other. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

Teacher’s Notes

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  917
 Evaluate Group Process
GRADE

Outcome
3
Specific
Students will be able to:
5.2.4 understand how class members help each other. (continued)

SAMPLE ASSESSMENT STRATEGIES (continued)

 Self-Assessment (continued)
Über Gruppenarbeit nachdenken
Datum:
Name:
Alle Gruppenmitglieder unterschreiben ,
, , ,
Wie war eure Zusammenarbeit? Diskutiert in der Gruppe, welches
Kästchen ihr anmalen wollt.
1. Wir haben unsere Zeit gut ausgenutzt.
immer manchmal fast nie
2. Wir haben uns gegenseitig geholfen, am Thema und bei der Arbeit
zu bleiben.
immer manchmal fast nie
3. Wir haben uns gegenseitig geholfen, die Aufgabe zu verstehen.
immer manchmal fast nie
4. Wir haben uns gegenseitig zugehört.
immer manchmal fast nie
5. Wir haben uns gegenseitig unterstützt.
immer manchmal fast nie
6. Wir haben alle mit Ideen und Meinungen beigetragen.
immer manchmal fast nie
7. Wir haben die Arbeit gut aufgeteilt.
immer manchmal fast nie
Beantwortet diese Fragen.
1. Ein Problem, das aufgekommen ist, war

2. So haben wir das Problem gelöst

SAMPLE RESOURCES

________________________________________________________________________________
918  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Sound–Symbol System
Outcome
Specific
Students will be able to:
6.1.1 use, in structured and oral situations, all elements of the sound-symbol system.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students, as a class or in small groups, play Hangman in German using words or items in the
classroom.
• Students create a dictionary book of new words, common words, and frequently misspelled
words. There can be a page for English and German words (e.g., der, die, das words can be
colour coded).
• Develop a spelling program for the class. Students can each choose their own list based on their
list of frequently misspelled words.
• Lead a game of ABC sounds bingo (e.g., the first letter of the word Tanzen, last sound of Haus,
dipthong in Frau, vowel sound in rot). On a scrap piece of paper, students make their own 16-
space box (model on board) and add 11 consonants, 3 vowels, and 2 blends. Say the word and
students write it in the box with the letter. This reinforces spelling.
au t d r
u w β p
x m a ie
g t f e

• Each day a letter of the day is designated. Students circle the letter of the day in a given passage
and discuss its placement.
• Students, working with a partner, generate a list of frequently used words that can be referenced
during writing periods.
• In daily shared reading, the class reads together or follows along as the teacher reads. Through the
shared reading, explicitly model pronunciation and inflection and support students’ attempts at
correct pronunciation and decoding new words.
• With students, choose words from texts to form the basis for thematic word study activities. Print
the words on charts and post the charts on the Word Wall where students may refer to them
during daily reading and writing.
• Code German books in the class library according to reading difficulty, and invite students to
choose books appropriate to their reading level.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  919
GRADE Sound–Symbol System

Outcome
3
Specific
Students will be able to:
6.1.1 use, in structured and oral situations, all elements of the sound-symbol system.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− attempt to apply phonetic knowledge accurately when writing?
− pronounce words accurately?
− uses consonant blends accurately?
− use all vowel sounds accurately?

 Checklists
Observe the students as they work with words either orally or in written work to determine their
abilities with using the German alphabet accurately. Create a checklist based on the Focus for
Assessment criteria. All observations are dated and the context noted. Review the data to note
progress over time and to guide instruction.

 Anecdotal Records—Running Records

Record students’ oral reading behaviour as they read German texts. Record miscues as the students
read orally. Analyze the behaviours to determine effective and efficient use of cueing systems.

 Portfolios
Students choose work samples to show their progress in applying phonetic knowledge of German.
Samples can include pre-texts, post-texts, and rough drafts. Students can discuss their progress and
make observations about areas that still require improvement.

SAMPLE RESOURCES

________________________________________________________________________________
920  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Vocabulary
Outcome
Specific
Students will be able to:
6.1.2 use vocabulary and expressions appropriately in various contexts in the
classroom and school environment.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Select an expression or question for the day.

• Students write a conversation based on questions and answers in a familiar classroom and/or
school situation. Students then role-play the situation.
• Show and Tell/Daily News Activities/Sharing Circle: Provide daily opportunities for
conversations, asking and answering questions, discussions, and listening.
Students interview Grade 4 students to ask about what to expect for the upcoming year.
Brainstorm questions on the board. Students copy off the board and prepare the questions to be
asked at the interview with answers in German. For example, Was gibt es für Ausflüge? Wir
besuchen das Manitoba Museum. (usually 10 questions).
• As students line up to have the daily organizer signed, they greet the teacher and say something
that was decided the day before in class.
• At the end of the day, students leave class with a handshake (custom) and the target sentence of
the day.
• Students, working in small groups, prepare their own Language Ladders on a familiar theme or
add to the one prepared by the teacher.
• Prepare a number of situations in daily routines that students can act out. Each group should have
the opportunity to act out each situation. If necessary, review dialogues or echo-acting from
previous grades to review necessary vocabulary.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  921
GRADE Vocabulary

Outcome
3
Specific
Students will be able to:
6.1.2 use vocabulary and expressions appropriately in various contexts in the
classroom and school environment. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use the vocabulary from the Language Ladders?
− add more vocabulary than those found in the teacher generated lists?
− ask for assistance to build and develop new vocabulary, or uses other resources?
− apply vocabulary learned from one situation to another?
− address adults respectfully?
− actively participate in classroom activities?

 Checklists
Develop a checklist based on the Focus for Assessment criteria. Observe as the students present to
familiar audiences or participates in Sharing Circle. Note the appropriate use of vocabulary and
expressions. Date observations and note progress.

 Individual and Group Conferences

Students’ role-plays may be recorded and used for individual or group conferences. Use the Focus for
Assessment criteria to guide the conference.

 Rating Scale
During Sharing Circle time, observe students sharing personal information, experiences, and opinions
on topics under discussion. Some criteria may include:
− application of classroom vocabulary taught or reviewed to the topics discussed
− willingness to take risks with using German
− correct pronunciation and intonation
− student is actively engaged in the activity
Prepare a scale from 0 to 5 for each criterion observed.

SAMPLE RESOURCES

________________________________________________________________________________
922  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Grammatical Features
Students will be able to:
6.1.3 use, in modelled situations, the following grammatical elements:
• verbs mögen, möchten, wollen, sollen
• possessive pronouns sein and ihr
• verbs (complete conjugation)
• inversion for questions (Hast du…?) and adverbs of time and place (Heute ist es…)
• verb position in subordinate clause (dass, weil)
Outcome

• comparison of adjectives
Specific

use, in structured situations, the following grammatical elements:

• plural of nouns
• correct indefinite nominative articles and possessive pronouns mein and dein
• compound nouns
• negation (nicht, kein)
• noun and verb agreement for plural nouns
• prepositions to define spatial relationships
• verbs (infinitive)
• sein and haben (present tense)

SAMPLE TEACHING AND LEARNING ACTIVITIES

Grammatical elements, which students able to use independently and consistently, are to be maintained for the
duration of their bilingual programming.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  923
GRADE Grammatical Structures

Outcome
3
Specific
Students will be able to:
6.1.3 Linguistic Elements. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use linguistic elements?

SAMPLE RESOURCES

________________________________________________________________________________
924  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Mechanical Features
Outcome
Specific
Students will be able to:
6.1.4 use basic German mechanical features.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Print simple sentences that have capitalization and punctuation errors. Students read the sentences
and identify the errors. Students work with unedited texts and put in corrections. Then, they
rewrite them in a notebook.
• Students date all their work including the day of the week in the date, demonstrating awareness of
capitalization of days and order.
• Students consistently use capitals at the beginning of sentences and for all nouns and names.
• Students use a question mark at the end of a question sentence.
• Model and point out in reading texts that quotation marks are different in German (e.g., „Hast du
Geld?” fragte die Mutter).
• Use shared and interactive writing procedures to model appropriate use of capital letters and
punctuation while scribing language experience charts.
• Through independent writing, provide support and encourage the students to experiment with and
use basic mechanical features.
• Invite students to read a text passage containing dialogue. Students are asked to highlight the
quotation marks and dialogue.
• As the students read an assigned passage on a familiar topic, they mark all punctuation marks and
capital letters with a highlighter pen. They compare their work with that of a classmate. Particular
attention is paid to examples such as am Montag vs montags.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  925
GRADE Mechanical Features

Outcome
3
Specific
Students will be able to:
6.1.4 use basic German mechanical features. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− properly write the months or days of the week, titles Herr, Frau, Herr Doktor, Frau Pastor?
− capitalize other proper nouns?
− recognized quotation marks and is beginning to apply their use?
− begin a sentence with a capital letter and end the sentence with a period, question mark, or
exclamation mark?
− use a comma when listing a series of objects?
− use commas in a letter?

 Checklists
Develop a checklist based on the Focus for Assessment criteria and use the checklist to assess
students’ proficiency in using basic mechanical features. When this checklist is used regularly
throughout the year, it shows progress over time.

 Conferences
Conduct conferences with students to determine their use of basic mechanical features, such as
capitalization and punctuation. Refer to work samples available.

 Work Samples
Collect work samples from students to assess their progress in meeting the criteria set out in the
Focus for Assessment.

SAMPLE RESOURCES

________________________________________________________________________________
926  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.1 Linguistic
General Outcome 6 communication, personal satisfaction, and
further learning.
Elements

Discourse Features
Outcome
Specific
Students will be able to:
6.1.5 use basic German discourse features in oral, written, and visual texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students are asked to use appropriate German phrases at appropriate times. Model phrases needed
for the subject or event (e.g., for an interview with Grade 4 students). “How do you introduce
yourself?” Hallo, ich heiβe Tom und ich bin in der dritten Klasse. Say “thank you” at the end of
the interview, Danke für deine Aufmerksamkeit. Auf Wiedersehen.
• Students keep an “expression” list in the back of their word/spelling/dictionary booklet. Three to
four expressions are recorded and practised per week. Students use their books to have a partner
quiz them.
• A page of a story is photocopied. Students highlight the name of each character in a different
colour. Then they find other discourse markers relating to those characters (e.g., pronouns,
possessives, etc.), and highlight them in designated colours.

(continued)

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  927
GRADE Discourse Features

Outcome
3
Specific
Students will be able to:
6.1.5 use basic German discourse features in oral, written, and visual texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use basic discourse features orally?
− recognize and use basic discourse features in written and visual texts?

 Checklists
Develop a simple checklist based on the Focus for Assessment criteria. When making observations,
note the context and date all observations.

 Anecdotal Records
Use the Focus for Assessment criteria to observe and record students’ recognition and use of basic
discourse features in oral, written, and visual texts. Date and note specific examples to determine
students’ developing skills in this area.

SAMPLE RESOURCES

________________________________________________________________________________
928  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Listening
Outcome
Specific
Students will be able to:
6.2.1 listen to and understand a short oral presentation on a familiar topic in structured
and unstructured situations.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• The class develops a list of functional phrases of common expressions to be used in class.
• Students shake hands at end of the day with an appropriate leave-taking message and say
something about the day.
• Students play Simon Says, responding to a series of instructions that students perform.
• Give students graph paper marked with an X to indicate where they are to begin. Students must
listen carefully and follow the instructions, drawing lines, etc., as they are told. After this has
been modelled, students create their own series of instructions that can be given to the class or
shared with a partner.
• Students listen to a poem or brief passage that is read only twice. Students must then sketch and
label three items that they recall from the text. Points are given for exact vocabulary reference.
• Use the Listen-Think-Pair-Share strategy. Students:
− listen to a short oral presentation such as a video, lecture, or discussion.
− think individually and make a list, map, or diagram of ideas in the presentation
− pair to add to the ideas generated individually
− share responses with the whole group
• Students listen carefully in order to follow specific directions. Some examples include:
− creating a simple folded paper object
− playing a new game
− organizing a centre
− giving a visitor directions to the office
• Once students are familiar with daily calendar activities, they listen to a weather forecast on a
German radio station to determine what to wear the next day. Students can draw and label their
clothing choices and write simple sentences.
• After watching a video, students create pictures to illustrate key points or to answer a question
posed by the teacher.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  929
GRADE Listening

Outcome
3
Specific
Students will be able to:
6.2.1 listen to and understand a short oral presentation on a familiar topic in structured
and unstructured situations. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− show complete comprehension through oral, visual and/or written methods?
− recognize key words in a presentation and use them to begin formulating an understanding?

 Checklists
Develop a checklist based on the Focus for Assessment criteria.

 Conferences
Meet with students to check on their understanding of key information they have heard.

 Response Journals/Reflection Logs

Students record entries in a learning log following each oral presentation and discussion. The entries
may include what students learned about the topic, how they felt about the ideas and information
presented, and other questions they may still have about the topic. Conference with students to review
responses and assess how they use their knowledge and listening strategies to learn.

SAMPLE RESOURCES

________________________________________________________________________________
930  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Speaking
Outcome
Specific
Students will be able to:
6.2.2 produce, sometimes spontaneously and/or with guidance, a series of interrelated
ideas on a familiar topic.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students play “Omas Schatzkiste.” A student starts “In Omas Kiste finde ich ___________.” The
next student repeats what the previous student said and adds his own idea. It goes on and on.
• Speaking to a partner or the whole class, students talk about familiar topics such as their
weekend, family, siblings, friends, etc. A timer is set for one minute and the students can say as
much as they want about the topic to fill in the entire minute.
• Students brainstorm ideas on a familiar topic.
• One student begins to tell an oral story by supplying the first sentence. Students in turn provide
sentences until the story is completed. Stories may be recorded and then played back and shared.
• A box of familiar objects is prepared. Students are in groups and pick an item out of the box.
They are then asked to say as many things about it as they can to each other. After one minute
each group shares what they have said. The group with the most statements wins.
• Students play 20 Questions about a secret item.
• The Student of the Week gives a short presentation. Students ask questions using the 6W
questions.

(continued)

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  931
GRADE Speaking

Outcome
3
Specific
Students will be able to:
6.2.2 produce, sometimes spontaneously and/or with guidance, a series of interrelated
ideas on a familiar topic. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− respond to a question without hesitation?
− volunteer to share ideas?
− ask questions?
− produce more than three sentences without guidance?
− produce more than three sentences with guidance?
− require prompting to produce?
− show confidence in subject matter?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Date and note the context of every
observation.

 Anecdotal Records
Record information about the students’ skills and knowledge during specific sharing situations. Date
and describe the context of each sharing. Review should be done to note progress over time.

SAMPLE RESOURCES

________________________________________________________________________________
932  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Reading
Outcome
Specific
Students will be able to:
6.2.3 read and understand a series of interrelated ideas on a familiar topic.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• For a social studies topic, students copy a Cloze text off the board to reinforce comprehension
and promote discussion. Vocabulary choices are given.
• Cut up a story or poem in parts for sequencing—beginning, middle, and end, sentence patterns,
etc. This can also be an assessment.
• Students work with Read-Aloud and Choral Reading strategies.
• Students work on putting together a familiar story or topic from sentence strips. If applicable,
they discuss which strip does not fit.
• Invite students to read and comprehend a daily morning message written on the black/white
board. The content of the messages can vary to include humour, information, and interesting
facts.
• Provide students with sentence strips on a familiar theme that they have to sequence to create a
short and simple paragraph.
• Invite students to share personal experiences and opinions to contribute to class language
experience charts. These charts are posted in the classroom.
• After reading a text that has minor or major points blanked out, initiate conversations with the
students about the cueing systems and comprehension strategies they used to make meaning out
of the remaining text.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  933
GRADE Reading

Outcome
3
Specific
Students will be able to:
6.2.3 read and understand a series of interrelated ideas on a familiar topic. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− read and understand a series of sentences in German on a familiar topic in structured situations?
− read and understand a short text in German on a familiar topic in structured situations?

 Checklists
Develop a checklist based on the Focus for Assessment.

 Conferences
Conference with the students using a variety of short text and/or series of sentences. Talk with
students about the strategies they used to construct and confirm meaning. Use this information to
guide instruction.

 Work Samples
Students provide samples of their work (e.g., sentence strips sequenced correctly).

SAMPLE RESOURCES

________________________________________________________________________________
934  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Writing
Outcome
Specific
Students will be able to:
6.2.4 produce, sometimes spontaneously and/or with guidance, a simple text on a
familiar topic in a structured situation.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students are asked to record three or four sentences a day in a journal. Familiar and topic-
specific words are displayed in the environment.
• After brainstorming, webbing, or using any other organizational tool, students compose a brief
paragraph about the topic.
• Students write a patterned story by using their favourite repetitive pattern text to create their own
texts (following the model presented).
• After students have made an oral presentation, they record their ideas in a journal.
• After a presentation on how to make a craft or follow a recipe, help students rehearse and write
the directions. Students may also write the directions to play a simple game.
• Following step-by-step directions, students make a simple craft item. With a vocabulary list on
the board, students write the directions, creating a paragraph. This is an opportunity to introduce
transition words (zuerst, dann, danach, zuletzt).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  935
GRADE Writing

Outcome
3
Specific
Students will be able to:
6.2.4 produce, sometimes spontaneously and/or with guidance, a simple text on a
familiar topic in a structured situation. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− write more than three sentences without guided assistance?
− write more than three sentences with guided assistance?
− show confidence when expressing his/herself in written form?
− require assistance to produce any written text?
− seek assistance or use other resources when producing written work?
− complete sentence frames?

 Checklists
Create a checklist based on the Focus for Assessment criteria. Date all observations and note the
context of observations.

 Rubrics
With students, generate descriptors for levels of performance that guide students in creating simple
texts on a familiar topic. Specific behaviours may be outlined. Students’ performances based on the
rubric may be placed in their portfolios.

 Student Work
Students provide completed projects (e.g., patterned stories, recipe instructions, costume projects,
etc.).

SAMPLE RESOURCES

• Deutschmobil 2 workbook

________________________________________________________________________________
936  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Viewing
Outcome
Specific
Students will be able to:
6.2.5 view and understand simple events and/or representations.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students look at pictures, story cover, etc., and discuss what they see, who is in the story, what is
the story about, etc. Use authentic materials to show in class.
• Provide posters of German events and initiate a discussion about their significance.
• Students look at a wordless picture book for two minutes and then close it. They then list as many
items as possible based on their ability to recall details.
• Students view a video and read a book following the same plot (e.g., Aschenputtel—Cinderella).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  937
GRADE Viewing

Outcome
3
Specific
Students will be able to:
6.2.5 view and understand simple events and/or representations. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use visual cues to form an understanding after viewing?
− show comprehension through representation?

 Checklists
Develop a checklist based on the Focus for Assessment criteria. Date all observations and note the
context of the observations.

 Response Journals/Reflection Logs

After viewing the video Aschenputtel and reading the text version of Aschenputtel, students write
about what they liked the most about each.

SAMPLE RESOURCES

• Mitgutsch, Ali. Das Riesenbilderbuch. Ravensburger Verlag. 1980.

ISBN 3-473-30600-2

________________________________________________________________________________
938  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.2 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Competence

Representing
Outcome
Specific
Students will be able to:
6.2.6 use a variety of forms to create representations of ideas, events, and information.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students read a language and age appropriate story. They then draw pictures of the story on an
overhead transparency and use the pictures to share the story with others.
• Students create an Advent calendar with symbols that represent a message that is personal to the
student. They explain their representations to the class or group.
• Students use a Venn diagram to compare two characters in a story.
• Students listen to a story and later draw pictures to show the events in sequence.
• Students present a picture collage about themselves or another topic.
• Students use a camera and take pictures of events at school to create a class memory book. In
groups, students prepare simple captions to accompany the photos.
• Students use a computer-paint program to create a representation of a text or event.
• Students make a video about their school community. They prepare a simple script to accompany
the video.
• Students create a miniature community, using shoeboxes to represent buildings.
• Students present a map of their room, house, school, or classroom (math mapping unit).
• Students work in groups to represent the same piece of text in different ways. Each group may
choose one way to present the same information. Groups share their representations with the rest
of the class.
• Help students understand that information can be displayed in a number of ways by modelling the
use of graphic organizers such as Venn diagrams, Webs, Mind Maps, Herringbone, and Concept
Frames (see Appendix D). Then encourage the students to use a variety of forms throughout the
year.
• Students partner with Grade 6 students to observe work on a PowerPoint presentation.
• Students draw and label a map of their bedroom, home, school, or classroom. Students share their
maps with one another practising possessive pronouns (e.g., Mein Bett. Mein Schrank).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  939
GRADE Representing

Outcome
3
Specific
Students will be able to:
6.2.6 use a variety of forms to create representations of ideas, events, and information.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− capture the main ideas in his/her representation?
− in addition to the main ideas, include other relevant details?
− use a variety of forms to represent ideas, information, or events without guidance?
− use a variety of forms with guidance?

 Checklists
Create a checklist based on the Focus for Assessment criteria. Record the context and date all
observations.

 Portfolios
Students select work samples that show different ways they have organized ideas and information.
Students include reasons for choosing each work sample.

SAMPLE RESOURCES

________________________________________________________________________________
940  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Register
Outcome
Specific
Students will be able to:
6.3.1 recognize that some topics, words, or intonations are inappropriate in certain
texts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students use Readers’ Theatre to present stories they have read in class.
• Invite German senior citizens or grandparents to visit the class. Precede the visit by modelling
and discussing respectful language and encouraging students to use respectful language when
interacting.
• While writing a text students are reminded to remain focused on the purpose of the text. Give
examples of inappropriate texts and words.
• Present pictures of different places in a community (e.g., classroom, gymnasium, church, park,
shopping centre, etc.). Students discuss acceptable volume level for discussion. Using the
pictures, discuss with students topics which would probably not be discussed in this place.
• Read aloud a number of books that portray people in different situations. Lead a discussion about
the language used by the story characters.
• Provide opportunities for students to role-play situations that involve appropriate topics. Role-
playing may be done in response to texts that have been heard, read, or viewed. Scenarios may be
real or imaginary. Discussion could follow role-plays.
• Students design a mini-poster showing appropriate language and behaviour in a particular
context. These posters are shared in class and may be posted and discussed. The posters may be
referred to prior to a class field trip or guest speaker.
• Students purposely use correct and incorrect intonation and have a discussion on the importance
of correct intonation.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  941
GRADE Register

Outcome
3
Specific
Students will be able to:
6.3.1 recognize that some topics, words, or intonations are inappropriate in certain
texts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− project voice at an appropriate level?
− remain on topic?
− use proper intonation to reinforce thoughts?
− use intonation to form questions?
− recognize when intonation is being used to present a question?

 Checklists
Use checklists based on Focus for Assessment criteria. Date all observations and note the context.

 Conferences
Keep notes on each student’s successes and challenges in adapting language. Share notes with
students and, together, make plans to improve. Conference with students to discuss participation and
personal responsibility in the classroom and school community.

 Response Journals/Reflection Logs

Students reflect on what they have learned about the use of appropriate words and intonations by
recording their thoughts in their journals. Model the process of reflecting and provide students with
sentence starters to assist them.

SAMPLE RESOURCES

________________________________________________________________________________
942  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Idiomatic Expressions
Outcome
Specific
Students will be able to:
6.3.2 understand and use a variety of simple idiomatic expressions as set phrases.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Present a number of idiomatic expressions (see Appendix B). Students, working in small groups,
role-play simple situations provided to them by the teacher in which these idiomatic expressions
can be practised.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  943
GRADE Idiomatic Expressions

Outcome
3
Specific
Students will be able to:
6.3.2 understand and use a variety of simple idiomatic expressions as set phrases.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use idiomatic expressions in a given setting without assistance?
− use idiomatic expressions in a given setting with assistance?
− use idiomatic expressions as part of their daily conversations?

 Checklists
Create a checklist based on the Focus for Assessment criteria. Date all observations and note the
context of the observations.

 Anecdotal Notes
Record information throughout the year about the students’ ability to understand and use simple
idiomatic expressions in German.

SAMPLE RESOURCES

________________________________________________________________________________
944  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Variations in Language
Outcome
Specific
Students will be able to:
6.3.3 accept individual differences in speech.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• If possible, invite a speaker, other teachers, or parents at least once a month to the classroom.
Seek speakers who present a variety of voices, dialects, and knowledge of the German language.
• Have students buddy-up with students from a younger grade and teach their buddy a song or
poem. Then repeat with Grade 6 students. This activity may be reversed, where a Grade 6 student
teaches a Grade 3 student a song or poem. Discuss and compare differences in speech.
• Direct a discussion about personal and class experiences regarding observations regarding ways
to say words (dialects) or in words themselves (regional differences).
• Students listen to audiotapes of popular German folktales read by various narrators.
• Students listen to stories narrated on the German Internet portal.
• Students listen to weather forecasts on German radio stations.
• Students listen to interviews with German athletes and musicians that are aired on German radio
stations and TV stations.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  945
GRADE Variations in Language

Outcome
3
Specific
Students will be able to:
6.3.3 accept individual differences in speech. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− react positively when presented with differences in speech?
− show a desire to understand differences in dialects?
− positively encourage students who may not be as knowledgeable of the language?
− show a desire to improve upon personal weaknesses in language?

 Anecdotal Notes
Observe the students acceptance of differences in speech. Record and date the observations during
and soon after the observation. Record what is seen, not what is inferred.

SAMPLE RESOURCES

• Parents, community as a whole

• Bilingual associations
• local radio stations

________________________________________________________________________________
946  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Social Conventions
Outcome
Specific
Students will be able to:
6.3.4 use appropriate oral forms of address for people frequently encountered.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Provide opportunities for students to role-play situations where different oral forms of address are
used for frequently encountered people. Scenarios may be real or imaginary. See suggestions for
role-playing below. What would you say to another person to show courtesy when:
− There is a new student in your class?
− A visitor in a wheelchair asks directions in the hallway?
− Your friend wants you to play at recess?
− Your teacher asks you where your homework is?
− Your grandmother asks you to help?
• Introduce the concept of formal speech to strangers and out of respect.
For example,
Informal: Guten Tag, wie geht es dir?
Formal: Guten Tag, wie geht es Ihnen?
Informal: Wie heiβt du?
Formal: Wie heiβen Sie?
• Students generate sentences or dialogues where there might be formal and informal situations.
Record informal and provide changes in the formal. Students record. Note changes to verbs as
well.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  947
GRADE Social Conventions

Outcome
3
Specific
Students will be able to:
6.3.4 use appropriate oral forms of address for people frequently encountered.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− address adults formally?
− address classmates informally?
− address guest speakers or visitors such as St. Nicholas, formally and respectfully including their
proper title, Herr, Frau?

 Checklists
Create a checklist based on the Focus for Assessment criteria. Note the context of the observations.
Date all observations.

 Anecdotal Records
Record students’ behaviours when addressing people they frequently encounter.

SAMPLE RESOURCES

________________________________________________________________________________
948  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.3 Sociocultural/
General Outcome 6 communication, personal satisfaction, and
further learning.
Sociolinguistic
Elements

Non-verbal Communication
Outcome
Specific
Students will be able to:
6.3.5 recognize that some non-verbal behaviours may be inappropriate in certain
contexts.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Present examples of appropriate and inappropriate behaviours:

− men’s hats are removed when entering a building
− doors are to be held open for the person following you
− a greeting is always expected whether entering a store, a bus, passing someone on the street,
etc.
− when entering or leaving a room or group of people, you greet everyone with a handshake
− addressing an adult outside of the family with “du” is extremely inappropriate
− answering the phone without identifying yourself is considered rude
• Present examples of non-verbal communication in different situations, such as drama
presentations, television shows, and commercials. Students identify specific features such as
facial expression, hand movements, whole-body movements, and eye contact. In small groups or
as a class, discuss how specific features aid in the presentation. When students have become
familiar with non-verbal cues, give them a script to use in practising the cues in pairs or small
groups.
• Play video clips with the volume turned off in order to focus on the use of non-verbal cues, being
sensitive to the cultural practices and values. With students, discuss how these cues convey
feelings, persuade, or express opinions. Students may be given situations to pantomime the use of
non-verbal cues.
• Students who have visited in Germany are invited to share experiences with class.
• Invite guest speakers in to share cultural differences.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  949
GRADE Non-verbal Communication

Outcome
3
Specific
Students will be able to:
6.3.5 recognize that some non-verbal behaviours may be inappropriate in certain
contexts. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use appropriate non-verbal behaviours?
− use any inappropriate non-verbal behaviours?

 Anecdotal Records
Record examples to show how students applied knowledge of and communicated understanding of
appropriate and inappropriate non-verbal behaviour both within and outside of the school context.

 Conferences
Conference with the students to check on their understanding of appropriate and inappropriate
nonverbal behaviours.

 Response Journals/Reflection Logs

Have the students write about the difference between appropriate and inappropriate non-verbal
behaviours, in certain contexts, based on what they viewed and following the class discussion.

SAMPLE RESOURCES

________________________________________________________________________________
950  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.4 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Cognitive
Outcome
Specific
Students will be able to:
6.4.1 use a variety of simple cognitive strategies, with guidance, to enhance language
learning (e.g., make personal dictionaries, experiment with various elements of
the language).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students use a variety of methods to improve their personal memory banks of common, grade-
appropriate words, such as putting them in expression books.
• Visual learners may try to “see” the word in colours or on an imaginary screen.
• Kinesthetic learners may trace the words with a crayon, their finger, or “air” write them.
• Auditory learners may say the word and say the letters quietly out loud.
• Students keep a short list of their most commonly misspelled words in a word-dictionary book.
• Students build their own personal dictionary.
• Students always record nouns with their article in their word books.
• Since German nouns each have a specific article, students are asked to make an association of
that word to another previously learned word with the same article (e.g., the der model word is
Elefant; the new word is der Hund. ). Students picture the dog on the elephant’s back to help
remember der Hund.

der
Elefant

• A school-wide decision is made to consistently colour code articles and nouns—on all flashcards,
charts, overheads, etc. For example,
der (masculine)—blue
die (feminine)—red
das (neuter)—yellow or green.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  951
GRADE Cognitive

Outcome
3
Specific
Students will be able to:
6.4.1 use a variety of simple cognitive strategies, with guidance, to enhance language
learning (e.g. make personal dictionaries, experiment with various elements of
the language). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use a variety of simple cognitive strategies with guidance?
− use a variety of simple cognitive strategies independently?
− does the student make contributions to personal dictionary?
− does the student use reference material ?
− use graphic organizers?
− group together sets of things (vocabulary/structures) with similar characteristics?
− associate new words with familiar ones?

 Checklists
Using a list of cognitive language learning strategies, keep a list of strategies used with guidance or
independently and track some for frequency.

 Portfolios and Conferences

Students can select pieces where organizers were used or language patterns tracked, etc. Conference
with students, reinforcing good use of strategies and encouraging the use of new strategies.

 Self-Assessment
Students can use a simple list of strategies for tracking usage and frequency (see samples in Appendix
E).

SAMPLE RESOURCES

________________________________________________________________________________
952  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.4 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Metacognitive
Outcome
Specific
Students will be able to:
6.4.2 use a variety of simple metacognitive strategies, with guidance, to enhance
language learning (e.g., decide in advance to attend to the learning task).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As a part of strategic teaching, after each of the following activities, students use the actual
metacognitive strategies that were used.
• Students maintain a writing folder and are given the opportunity to reflect on their writing.
• Encourage students to plan their tasks or project. Initially, model how this can be done in a
sequential way.
• Prior to using a graphic organizer (see Appendix D), review with the students how the organizer
assists in grouping thoughts, ideas, and concepts.
• Students maintain a Learning Log of new words and phrases they learned that week.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  953
GRADE Metacognitive

Outcome
3
Specific
Students will be able to:
6.4.2 use a variety of simple metacognitive strategies, with guidance, to enhance
language learning (e.g. decide in advance to attend to the learning task).
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− make plans how to attend to a task or project?
− reflect on tasks?
− self-assess their performance?
− monitor their own speech and writing to check for persistent errors?
− rehearse or role-play language?

 Anecdotal Records
Select four or five students per class to observe as they solve problems, monitor their language
learning, reflect on their strengths and weaknesses, identify their own needs, and set goals for
language learning. Observations should be made over different periods of time in different learning
contexts. Date the information gathered and use it to enhance or modify future instruction.

 Conferences
Conference with students to share observations and to invite them to share their personal reflections
on their progress as a German-language learner. Discuss with students areas they have identified for
improvement, and provide direction, encouragement, and feedback in progress.

 Self-Assessment
Students can use a simple list of strategies for tracking usage and frequency.

SAMPLE RESOURCES

________________________________________________________________________________
954  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.4 Language
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Social/Affective
Outcome
Specific
Students will be able to:
6.4.3 use a variety of simple social and affective strategies, with guidance, to enhance
language learning (e.g., reread familiar self-chosen texts to enhance
understanding and enjoyment).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As a part of strategic teaching, after each of the following activities, students use the actual
social/affective strategies that were used.
• Provide opportunities to frequently make contributions to students’ personal CD with favourite
songs, poems, and stories.
• Provide opportunities for students to work in small groups and with a variety of partners.
• Provide opportunities for students to converse with more experienced speakers. This can be done
by inviting guest speakers or buddying up with an older class.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  955
GRADE Social/Affective

Outcome
3
Specific
Students will be able to:
6.4.3 use a variety of simple social and affective strategies, with guidance, to enhance
language learning (e.g., reread familiar self-chosen texts to enhance
understanding and enjoyment). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− interact with others?
− participate in shared rewriting activities?
− ask others for help?
− work co-operatively with others?
− understand that making mistakes is a natural part of the learning experience?
− take risks with unfamiliar tasks?
− make use of new words or expressions in conversation?
− reread texts to enhance understanding?

 Checklists
Create checklists based on Focus for Assessment criteria.

 Anecdotal Records
When students are working on assigned tasks such as a newspaper assignment, note the extent to
which they:
− approach tasks with confidence
− persevere, trying different approaches or strategies when having difficulty
− tolerate ambiguity, using the information they understand without being frustrated by gaps in
their knowledge

 Portfolios
Students’ interviews with experienced speakers may be recorded for more detailed observations or
for review with students during conferencing.

 Self-Assessment
Students can use a simple list of strategies for tracking usage and frequency.

SAMPLE RESOURCES

________________________________________________________________________________
956  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.5 Language Use
General Outcome 6 communication, personal satisfaction, and
further learning.
Strategies

Interactive
Outcome
Specific
Students will be able to:
6.5.1 use a variety of simple interactive strategies with guidance (e.g., ask for
clarification or repetition when they do not understand).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As a part of strategic teaching, after each of the following activities, students use the actual
interactive strategies that were used.
• Model phrases that indicate the message was not understood (e.g., “Wie bitte?” “Ich verstehe das
nicht.”). Post these key phrases on a poster.
• Model, using non-verbal cues (e.g., drama, pantomime, pictures, sketches), to confirm
understanding.
• Students role-play with partners situations that require clarification.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  957
GRADE Interactive

Outcome
3
Specific
Students will be able to:
6.5.1 use a variety of simple interactive strategies with guidance (e.g. ask for
clarification or repetition when they do not understand). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− indicate a lack of understanding?
− ask for clarification?
− realize when their message has not been understood?
− attempt a different tactic?
− use a simpler word similar to the concept to what they want to convey?

 Checklists
Develop checklists based on Focus for Assessment questions above.

 Anecdotal Records
Record phrases used to self-correct, note areas that require greater effort, and provide feedback for
student-based checklists.

 Self-Assessment
Students can use a simple list of strategies for tracking usage and frequency
(see Appendix E for sample self-assessment tools).

SAMPLE RESOURCES

________________________________________________________________________________
958  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.5 Language Use
General Outcome 6 communication, personal satisfaction, and
further learning.
Strategies

Interpretive
Outcome
Specific
Students will be able to:
6.5.2 use a variety of simple interpretive strategies with guidance (e.g., determine the
purpose of listening, listen or look for key words).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As a part of strategic teaching, after each of the following activities, students use the actual
interpretive strategies that were used.
• Encourage students to use a highlighter to focus on key or new words.
• Before reading, listening, and viewing, review key words or phrases that will assist students in
comprehending the text.
• While watching a German video or while listening to a presentation, students are asked to take
notes on key words and facts. These notes then become the basis for a student-led question
period, using the notes taken by the students on the video, presentation, etc. Students are expected
to have the correct answer. Each student prepares multiple questions.
• Before reading to students, walk through the illustrations and allow for students to make
predictions. Record the predictions. Looking a second time, discuss with students which
predictions are possible. Students read the story and assess predictions.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  959
GRADE Interpretive

Outcome
3
Specific
Students will be able to:
6.5.2 use a variety of simple interpretive strategies with guidance (e.g. determine the
purpose of listening, listen or look for key words). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use visuals to aid reading comprehension?
− use visual supports, intonation and gestures to aid comprehension?
− make predictions about what they expect to hear or read based on prior knowledge and personal
experience?
− listen or look for key words?
− determine the purpose of listening?
− use knowledge of the sound-symbol system to aid reading comprehension?

 Checklists
Create a checklist based on the Focus for Assessment criteria. Date and record the context of all
observations.

 Anecdotal Records
Maintain running records of how students self-correct, use context cues, and make predictions to aid
comprehension before and during reading. Observe students after reading to check if the students can
demonstrate understanding of what was read.

 Self-Assessment
Students can use a simple list of strategies for tracking usage and frequency
(see Appendix E).

SAMPLE RESOURCES

________________________________________________________________________________
960  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE
competently in a variety of situations for

3
6.5 Language Use
General Outcome 6 communication, personal satisfaction, and
further learning.
Strategies

Productive
Outcome
Specific
Students will be able to:
6.5.3 use a variety of simple productive strategies with guidance (e.g., use illustrations
to provide detail when producing their own texts).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As a part of strategic teaching, after each of the following activities, students use the actual
productive strategies that were used.
• Provide students with a guide for self-editing.
• Provide students with accessibility to various dictionaries and resource materials in the
classroom.
• Provide a print-rich environment with Word Walls, thematic posters, frequently used vocabulary,
adjective and adverb lists, etc., which students refer to.
• Students use Internet dictionaries for translations of simple words.
• Invite students to assist in drafting a guide for editing written work. Students then use the editing
guide to edit their own or their peer’s written work.
• Using a patterned or repetitive story as a model, students write their own story.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  961
GRADE Productive

Outcome
3
Specific
Students will be able to:
6.5.3 use a variety of simple productive strategies with guidance (e.g. use illustrations
to provide detail when producing their own texts). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− mimic what the teacher says?
− use non-verbal means to communicate?
− copy what others say or write?
− use words in the immediate environment?
− use resources to increase vocabulary?
− use resources to correct texts?
− use familiar repetitive patterns from stories, songs, poems or media?
− use illustrations to provide detail when producing their own texts?
− use knowledge of sentence patterns to form new sentences?
− attempt to revise and correct final version of text?

 Checklist
Develop checklists based on the Focus for Assessment criteria. Date and note the context of every
observation.

 Conferences
Conference with students to provide feedback and guidance as to the frequency and effectiveness of
the production strategies that were taught and practised in class.

 Self-Assessment
Students can use a simple list of strategies for tracking usage and frequency
(see Appendix E).

SAMPLE RESOURCES

• www.leo.org

________________________________________________________________________________
962  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.6 General
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Cognitive
Outcome
Specific
Students will be able to:
6.6.1 use simple cognitive strategies to enhance general learning (e.g., experiment with
and concentrate on one thing at a time).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As a part of strategic teaching, after each of the following activities, students use the actual
cognitive strategies that were used.
• Students brainstorm ways to enhance learning. For example,
− check environment for clues
− write down task
− highlight key words
− rephrase task
− use contextual clues
• Provide opportunities for students to cluster ideas after brainstorming a topic. Initially this can be
modelled or guided by the teacher.
• With students, use graphic organizers when developing understanding of a concept. These are
posted as a reference for students to use.
• With teacher guidance, students generate simple questions to guide their research on an animal of
their choice.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  963
GRADE Cognitive

Outcome
3
Specific
Students will be able to:
6.6.1 use simple cognitive strategies to enhance general learning (e.g., experiment with
and concentrate on one thing at a time). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− use a variety of simple cognitive strategies with guidance?
− use a variety of simple cognitive strategies independently?
− use graphic organizers effectively?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Date and note the context of every
observation. Note to what extent students are able to use simple cognitive strategies independently
and which strategies require guidance.

 Self-Assessment
Students can use a simple list of strategies for tracking usage and frequency
(see Appendix E).

SAMPLE RESOURCES

________________________________________________________________________________
964  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.6 General
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Metacognitive
Outcome
Specific
Students will be able to:
6.6.2 use simple metacognitive strategies to enhance general learning (e.g., decide in
advance to attend to the learning task).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As a part of strategic teaching, after each of the following activities, students identify the actual
metacognitive strategies that were used.
• While working in groups, students set goals as to what they would like to accomplish in a set
period of time.
• Encourage students to participate in a variety of activities that allow them to reflect on and realize
their growth in language learning (e.g., formal spelling programs with pre-test and post-tests,
Learning Logs, Reading Logs, genre graphs, goal-setting, and reflection activities).
• Invite students to contribute their ideas when creating class charts (e.g., what a good reader and
writer does).

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  965
GRADE Metacognitive

Outcome
3
Specific
Students will be able to:
6.6.2 use simple metacognitive strategies to enhance general learning (e.g., decide in
advance to attend to the learning task). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− reflect on learning tasks with guidance?
− realize their efforts can affect their learning?
− make a plan how to approach a task?
− identify their own needs and interests?
− manage the physical environment in which they work?
− keep a learning journal, diary, or log?
− decide to attend to a learning task?

 Checklists
Develop checklists based on the Focus for Assessment criteria.

 Self-Assessment/Self-Reflection
Guide students to reflect on the activities and Focus for Assessment criteria. Assist students in
focusing on how they are performing and to provide the language to reflect on and communicate
information in German. Provide frameworks that include sentence starters and rating scales. It may be
necessary to have students reflect and write journal entries or self-assessment in English on occasion
in order for students to express their thoughts clearly and concisely.
Alternatively, students can use a simple list of strategies for tracking usage and frequency.

SAMPLE RESOURCES

________________________________________________________________________________
966  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will use German confidently and GRADE

3
competently in a variety of situations for 6.6 General
General Outcome 6 communication, personal satisfaction, and
further learning.
Learning
Strategies

Social/Affective
Outcome
Specific
Students will be able to:
6.6.3 use simple social and affective strategies to enhance general learning
(e.g., participate in co-operative group learning tasks).

SAMPLE TEACHING AND LEARNING ACTIVITIES

Note: As a part of strategic teaching, after each of the following activities, students discuss the actual
social/affective strategies that were used.
• Provide many opportunities for students to work in different group activities. Before the group
activity begins, lead a discussion and generate a list of jobs and phrases that can be used in a
cooperative group setting. For example,
− gut gemacht
− lass uns weiter arbeiten
− Schreiber

• Explain the purpose and use of a daily organizer. Students will:

− record required information
− check daily organizer for assignments due, etc.
− plan for movement of daily organizer and required materials between school and home
− do the task
• When students are working in pairs, model for the pair how they can encourage each other or
point out others where one student encourages another. Using heterogeneous groups would be
helpful in this situation.
• Students write thank-you notes to others who have helped them. Those who are less willing to
seek help may observe how students help each other.
• Invite students to brainstorm words and phrases that would assist them to work
co-operatively with other students. Post these phrases in the classroom for future reference.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  967
GRADE Social/Affective

Outcome
3
Specific
Students will be able to:
6.6.3 use simple social and affective strategies to enhance general learning
(e.g., participate in co-operative group learning tasks). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− watch others’ actions and copy them?
− seek help from others?
− participate actively in co-operative group learning activities?
− show willingness to take risks and try unfamiliar tasks and approaches?
− provide support strategies for others to persevere?

 Checklist
Create a checklist based on the Focus for Assessment criteria. Date all observations and note the
context of observations.

 Rubrics
With students, generate descriptors for levels of performance that guide students in creating simple
texts on a familiar topic. Specific behaviours may be outlined. Students’ performances based on the
rubric may be placed in their portfolios.

 Anecdotal Records
Observe students as they work in co-operative groups to solve problems or complete assigned tasks.
Target your observation by selecting four or five students per class and one or two specific outcomes
to observe. Develop a data-gathering system such as a clipboard for anecdotal notes, a checklist based
on the Focus for Assessment criteria, or a video or audio recorder. All observations are dated and the
context of the observation is noted.

 Conferences
Conference with individual students or with a group of students to share observations, encourage
students, and provide guidance and feedback.

 Self-Assessment
Students can use a simple list of strategies for tracking usage and frequency.

SAMPLE RESOURCES

________________________________________________________________________________
968  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE
appreciate the cultures of German-speaking

3
7.1 Self-Identity
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
interdependent and multicultural global
society.

Valuing German Language and the Cultures of German-speaking Peoples

Outcome
Specific
Students will be able to:
7.1.1 recognize and appreciate various elements of the cultures of German-speaking
peoples.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Social Studies—Focus on Special Community Customs: Students bring in something special to

discuss, such as family artifacts related to Christmas. Questions for presentation could include:
− what it is
− how long has this been a tradition or custom in our family
− what happens
− where it comes from
• At the beginning of the year, students make a banner about themselves. These banners are hung
on a line across the classroom. One side has a picture and name, and the reverse side has
descriptive words.
B Bruder
o Ordentlich
b Braune Haare

• From the social studies topic on special communities, a chart on cultural expressions is completed
in German (see sample chart below).

Deutschland China

Essen
Kleidung
Freizeit (Tanz,
Musik) Sport
Feiertage
Sonst noch
etwas

(continued)

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GRADE Valuing German Language and the Cultures of German-speaking Peoples

Outcome
3
Specific
Students will be able to:
7.1.1 recognize and appreciate various elements of the cultures of German-speaking
peoples. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− demonstrate an appreciation of the German culture in their life?
− appreciate other cultural influences?
− verbalize cultural influences?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Use checklists and circulate them
among the class to observe behaviours. Each observation is dated.

 Self-Assessment
Students complete self-assessments that indicate their recognition and appreciation of the German
language and culture. Guide the students by providing prompts.

 Response Journals/Reflection Logs

After each activity, students record personal reflections in a journal. Review these entries and provide
positive feedback and support where needed.

 Conferences
Conference with students to discuss participation, recognition, and appreciation of the German
language and culture.

SAMPLE RESOURCES

________________________________________________________________________________
970  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE
appreciate the cultures of German-speaking

3
7.1 Self-Identity
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
interdependent and multicultural global
society.

Valuing German Language and the Cultures of German-speaking Peoples

Outcome
Specific
Students will be able to:
7.1.1 recognize and appreciate various elements of the cultures of German-speaking
peoples. (continued)

SAMPLE TEACHING AND LEARNING ACTIVITIES (continued)

• Students participate in German Immersion day or special event day by:

− spending all day speaking German
− bringing in German-speaking parents to read or sing
− having a lunch movie in German
− having German sausage lunch
• Students in school receive a shoe full of goodies on December 6, Nikolaustag. Discuss this and
other traditions, holidays, or celebrations with the students.

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GRADE Valuing German Language and the Cultures of German-speaking Peoples

Outcome
3
Specific
Students will be able to:
7.1.1 recognize and appreciate various elements of the cultures of German-speaking
peoples. (continued)

SAMPLE ASSESSMENT STRATEGIES

Teacher’s Notes

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 Students will explore, understand, and GRADE

3
appreciate the cultures of German-speaking 7.1 Self-Identity
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
interdependent and multicultural global
society.

Valuing Bilingualism/Multiculturalism
Outcome
Specific
Students will be able to:
7.1.2 understand the personal significance of a bilingual/multicultural education.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Lead a discussion about why it is important to learn about other cultures. What things do other
cultures contribute?
− values
− food
− sports
− music, musicians,
− stories and poems
− movies
− art and artists
• Students are encouraged to identify and share experiences about what they have learned about
their culture as a result of their bilingual learning.
• Students discuss why it is important to know more than one language. Elicit anecdotes in which
students communicated with someone who did not speak German.
• Students create a family tree with the help of their parents, indicating the family’s connections to
other countries.

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GRADE Valuing Bilingualism/Multiculturalism

Outcome
3
Specific
Students will be able to:
7.1.2 understand the personal significance of a bilingual/multicultural education.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− verbalize the significance of cultural differences?

 Self-Assessment
Students include completed projects along with their self-assessment checklists in their portfolios.
Students reflect on the process and make suggestions for future work.

SAMPLE RESOURCES

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974  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

3
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Historical Elements
Outcome
Specific
Students will be able to:
7.2.1 participate in activities and experiences that reflect traditional elements of the
German culture (such as holidays and celebrations [St. Martinstag], music,
dance, art, literature, food, etc.).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students read stories about St. Martinstag, learn the song Laterne, Laterne, and make their own
lanterns. Then, they participate in a walk through the school with their lanterns and tell the story
to other classes.
• Parents plan an Oktoberfest community dinner with Bratwurst and Strudel.
• Students work on an ABC Weihnachtsbuch. They use a half/half notebook to record thematic
sentences and draw their own pictures to match the sentences. Sentences may be class-generated,
teacher-directed poems, tongue twisters, or something they want to do on their own—a mix of
historical and contemporary elements.
V Viele freundliche Vögel feiern Weihnachten in vier vollgepackten Vögelhäusern.
P Papa, Paula und Peter backen Plätzchen und Pfefferkuchen.
X Max aus Xanten spielt “Stille Nacht” auf dem Xylophon. Axel und Alexa singen mit.
Z Zu Weihnachten fahren zehn Ziegen mit dem Zug zum Zoo und schenken den Zebras zarte
Zuckerplätzchen.
• Students learn one or more St. Nikolaus poems. They recite them as a choral speech at assembly
or to another class. Students discuss the various cultural aspects of the poems, such as die Rute.
• Students have a dress-up day for Karnival. The class discusses the customs that take place.
Students write and draw about their costumes using pattern sentences.
• Students learn to use appropriate greetings or wishes for various events.
− Frohe Weihnachten
− Herzlichen Glückwunsch Zum Geburtstag
− Frohe Ostern, etc.
• Students are involved in writing cards and invitations for various holidays.
• Students write about Christmas traditions in their families. Then, they read about Christmas
traditions in other countries and write a paragraph or two about them.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  975
GRADE Historical Elements

Outcome
3
Specific
Students will be able to:
7.2.1 participate in activities and experiences that reflect traditional elements of the
German culture (such as holidays and celebrations [St. Martinstag], music,
dance, art, literature, food, etc.). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize traditional holidays in the German culture?
− recognize any historical German authors and state a few facts about their work or personal life?
− recognize any historical German authors, musicians, visual artists, performing artists?
− participate willingly in cultural activities?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Date and record the context of each
observation. Review the data to inform and guide instruction.

 Anecdotal Records
Observe how students participate in activities and experiences that reflect traditional elements of the
German language and culture. The context of all the observations are included in notes.

 Self-Assessment
Students complete a self-reflection following involvement in a traditional German activity. Respond
to students’ self-reflections with positive feedback.

 Conferences
Cconference with the students to discuss and provide feedback regarding their participation and
experiences in traditional German language and cultural activities.

SAMPLE RESOURCES

• Deutschmobil 2

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976  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

3
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Contemporary Elements
Outcome
Specific
Students will be able to:
7.2.2 participate in activities and experiences that reflect contemporary elements of
German culture (see example above).

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students bring in postcards, magazines, flyers, etc., from Germany for sharing, comparing, and
discussion.
• Students view and compare children’s TV from Germany or in German (Sesame Street) and
compare and discuss.
• Read parts of an old-fashioned fairy tale and a modern version of the same fairy tale. Students
discuss and compare the two versions.
• Students email someone in Germany and share what they do on a daily basis. Students report
back to class.
• Students research different kinds of bread and baking in Germany (or other countries). They
create posters and attach a recipe. They draw and label the ingredients.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  977
GRADE Contemporary Elements

Outcome
3
Specific
Students will be able to:
7.2.2 participate in activities and experiences that reflect contemporary elements of
German culture (see example above). (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− recognize contemporary elements of the German language and culture?
− participate willingly in cultural activities and experiences?

 Checklists
Develop checklists based on the Focus for Assessment criteria. Date and record the context of each
observation. Review the data to inform and guide instruction.

 Anecdotal Records
Observe how students participate in activities and experiences that reflect contemporary elements of
the German language and culture. The context of all the observations is included in notes.

 Response Journals/Reflection Logs

Students complete a self-reflection following involvement in a contemporary German activity.
Respond to students’ self-reflections with positive feedback.

 Conferences
Conference with students to discuss and provide feedback regarding students’ participation and
experiences in contemporary German language and cultural activities.

SAMPLE RESOURCES

________________________________________________________________________________
978  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

3
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Diversity
Outcome
Specific
Students will be able to:
7.2.3 identify diverse elements of German culture in school and/or local community.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students recall from personal experiences how the German culture is different or the same as
their Canadian culture. They compare and contrast elements of the two cultures. For example,
− clothes
− homes
• Students share sample traditional German foods for a special event. They discuss the differences
and similarities.
• When discussing traditions at Christmas and Easter, encourage students to share the various
traditions practised in their families. Invite students to interview grandparents to determine how
they celebrated Christmas or Easter when they were young. Students share the information they
receive with their classmates.
• Students are assigned the task of finding articles with labels that read “Made in Germany” and
items that are traditionally considered to be made in Germany (e.g., Cuckoo clock but made in
Japan or China). They then compare and contrast similar contemporary items, including cost.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  979
GRADE Diversity

Outcome
3
Specific
Students will be able to:
7.2.3 identify diverse elements of German culture in school and/or local community.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− clearly identify elements of German cultures?
− actively participate in activities representing German culture?
− clearly characterize specific elements of German culture?
− show an understanding and appreciation for diversity in German culture in the school or local
community?

 Checklists
Observe students in activities where there is cultural and linguistic diversity. Develop checklists
based on student participation, recognition, and understanding of diversities. Observe students as they
engage in discussion. Date and include the context of each observation.

 Anecdotal Records
Record examples of the students’ behaviours based on the Focus for Assessment criteria. Use the data
to conference with students.

 Response Journals/Reflection Logs

After each activity, students record personal reflections regarding the diverse elements of the German
language and culture. Review these entries and provide positive feedback and support where needed.

 Conferences
Conference with students to discuss and provide feedback regarding their skills at identifying diverse
elements of the German language and culture.

SAMPLE RESOURCES

________________________________________________________________________________
980  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

3
appreciate the cultures of German-speaking 7.2 German
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Culture
interdependent and multicultural global
society.

Change
Outcome
Specific
Students will be able to:
7.2.4 identify how people’s actions and lifestyles change to accommodate the
changing needs of people.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Invite guests from the community, such as a German-speaking grandparent, to discuss the
lifestyles of people in the past. Create a Venn diagram to compare and contrast lifestyles today
with lifestyles in the past.
• Students make sketches to illustrate scenes from the lives of people in the past. Students work in
groups to share their sketches with classmates. Discussions centre on how people’s actions and
lifestyles change to accommodate changing needs.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  981
GRADE Change

Outcome
3
Specific
Students will be able to:
7.2.4 identify how people’s actions and lifestyles change to accommodate the
changing needs of people. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify how people’s actions and lifestyles change over time?

 Checklists
Develop checklists based on students’ ability to identify how people’s actions and lifestyles change to
accommodate their changing needs. Date and record the context of the observations.

 Anecdotal Records
Record examples of how the students identified people’s actions and lifestyle changes to
accommodate changing needs. Date and record the context of the observations.

 Conferences
Conference with students to determine their skill in identifying how people’s actions and lifestyle
changes to accommodate changing needs. Provide feedback and guidance.

 Quick Check
To assess student comprehension of a discussion or changes, use a quick check to determine whether
students were able to identify people’s actions and lifestyle changes to accommodate changing needs.
Make sure to prepare clear statements before conducting the quick check, such as left thumb up if this
was done only in the past, and right thumb up if it is only done today. Discussion can ensue as to why
changes occurred.

SAMPLE RESOURCES

________________________________________________________________________________
982  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

3
appreciate the cultures of German-speaking 7.3 Building
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Community
interdependent and multicultural global
society.

Valuing Diversity
Outcome
Specific
Students will be able to:
7.3.1 explore diversity in the classroom, school, and local community, and reflect on
its personal significance.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Because I am a special person, I do things differently. Students share with the class an individual
holiday custom or tradition in their family. They bring in items to discuss (e.g., a picture, a
decoration).
Weihnachten essen wir Ente und Rotkohl. Bei uns essen wir Truthahn mit _____. Unsere
Geschenke bekommen wir am 24. Dezember. Ich war in der Kirche. Ich war bei Oma.
• Data Management: Students complete a survey and a graph to show diversity. For example,
Was machst du in deiner Freizeit?
− liest du deutsche Bücher?
− siehst du deutsche Filme oder Fernsehprogramme?
− hörst du deutsches Radio?
− treibst du Sport? Welche Sportarten?
− kochst du deutsche Rezepte?
They share the data with the class.
• Lead the class in a discussion of how students’ families celebrate a special event such as
birthdays, Christmas, Easter, etc. As students share their family traditions, note these on chart
paper.
• With students, explore similarities and differences within the classroom or school through
surveying students.
• With students, explore diversity in a community through a comparison of the local community
with another community.
• Each student within a small group uses a labelled card that describes various traditions that her or
his family celebrates every year. The student places the card in the centre of the group if it is true
for all in the group, or places the card in another spot if it is true for one individual. Debrief this
activity with the class.
• With students, use a Venn diagram to help them recognize similarities and differences within the
school. Students then work in pairs to use a Venn diagram to compare similarities and differences
between themselves and their classmates.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  983
GRADE Valuing Diversity

Outcome
3
Specific
Students will be able to:
7.3.1 explore diversity in the classroom, school and local community, and reflect on its
personal significance. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− explore differences between himself/herself and others?
− reflect on how differences affect him/her?
− demonstrate understanding and appreciation for diversity?

 Checklists
Create checklists to determine the students’ developing skills in exploring diversity and in reflecting
on its significance to them. Provide positive feedback and suggestions to students.

 Pair Conferences
Conference with a pair of students to determine and discuss results of the Venn diagram they created.
Provide feedback and suggestions.

 Response Journals/Reflection Logs

Respond to students’ dialogue journals to help them identify and clarify their understanding of
diversity. Students record their reflections on its significance to themselves. Review these entries and
provide positive feedback and support where needed.

 Self-Reflections
Review students’ self-reflections to determine if their comments coincide with actual behaviours.

SAMPLE RESOURCES

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984  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

3
appreciate the cultures of German-speaking 7.3 Building
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Community
interdependent and multicultural global
society.

Valuing Similarity
Outcome
Specific
Students will be able to:
7.3.2 explore similarities in the classroom, school, and local community, and reflect on
their personal significance.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• When sharing results with the class, students draw or write down five things they do on holidays.
They categorize their activities into same or different. Students mention one of each.
• After the previous activity, students interview a number of people until they find one person who
celebrates in the same way they do. Exchange partners after one minute. They then discuss the
similarities and differences in their celebrations.
dieselben andere
Traditionen Traditionen

• With students, use a Venn diagram to help recognize similarities and differences within the
school. Students then work in pairs to use a Venn diagram to compare similarities and differences
between themselves and their classmates.
• Read a book about a traditional German Christmas. Students discuss which of the traditions are
still practised today.
OR
Students read a story of a current German, Swiss, or Austrian family celebrating Christmas.
Students discuss what some of the similarities are between this family and their own.
• With student input, compare students’ daily lives with the lives of people they have encountered
in their immediate community. The similarities and differences may be recorded on graphic
organizers such as the Venn diagram—focusing on the similarities.
• Invite a guest speaker from the community, such as a bus driver, to speak to the students. Create a
Venn diagram with students to compare and contrast the daily life of the guest speaker and their
own. A discussion would then centre on similarities between members of the community and its
significance to themselves.
• Encourage students to participate in or attend multicultural celebrations and concerts either during
or after school hours. Students report back to their classmates about their experiences.

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C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  985
GRADE Valuing Similarity

Outcome
3
Specific
Students will be able to:
7.3.2 explore similarities in the classroom, school and local community and reflect on
their personal significance. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− explore similarities between himself or herself and others?
− reflect on how similarities affect him or her?
− demonstrate understanding and appreciation for unity and diversity?

 Checklists
Create checklists to determine the students’ developing skills in exploring diversity and in reflecting
on its significance to themselves. This data can be used for conferencing.

 Anecdotal Records
While observing discussions, note and record the comparisons the students make between their lives
and those portrayed by members of the immediate community. Date and record the context of
observations.

 Response Journals/Reflection Logs

Respond to the students’ dialogue journals to provide positive feedback and support in regard to their
reflections on the activity and its significance to them.

 Conferences
Conference with students to discuss the results of the Venn diagram and its significance to them.
Provide feedback and suggestions.

SAMPLE RESOURCES

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986  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

3
appreciate the cultures of German-speaking 7.3 Building
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Community
interdependent and multicultural global
society.

Contributing to Community
Outcome
Specific
Students will be able to:
7.3.3 participate co-operatively in daily classroom duties, and support peers and
classmates.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Groups of students make posters in German for classroom rules. For example,
1. Augen nach vorne
2. Füβe still
3. Mund zu
4. Hände still
• Students can verbalize and demonstrate the above. They use a checklist for the group activity,
cooperative learning model.
− Heute habe ich zugehört
− Ich habe mitgearbeitet
− Ich habe geholfen.
• Students do a self-evaluation after a task or group time.
Ich habe sehr gut
gut gearbeitet
schlecht
nicht so gut
• Class leaders take turns being responsible for various tasks on a daily basis.
• Lead students in a discussion about the roles and responsibilities students in Grade 3 might have
at home and at school. Student contributions are recorded on white/black board. Students create a
web using the words and phrases recorded by the teacher, showing at least five responsibilities
they have at home and at school.
• Students are encouraged to keep a tidy atmosphere in the classroom by picking up paper scraps,
etc.

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GRADE Contributing to Community

Outcome
3
Specific
Students will be able to:
7.3.3 participate cooperatively in daily classroom duties, and support peers and
classmates. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− show respect for his/her school community?
− participate responsibly in the classroom community?
− cooperate during group work?
− demonstrate understanding of the roles and responsibilities of self and group members?

 Checklists
Create a checklist based on the Focus for Assessment criteria. Date each observation and note its
context. Use this data for conferencing with students.

 Work Samples
Assess students’ posters, looking for evidence that the information is:
− accurate and complete
− displayed in a logical way to enhance meaning
− written in understandable German

 Self-Assessment
Students complete self-assessment forms to self-report on personal contributions to group tasks.
Students use checklists, diaries, or Learning Logs.

 Quick Check
Use a quick check to determine how students feel about the way they worked on a
cooperative activity. Students show a “thumbs up” if their group worked well. They show a “thumbs
down” if they were not happy with the way their group worked together. They show their thumbs to
the side if they have mixed feelings. Quick checks may be used when time does not permit using an
extended checklist.

SAMPLE RESOURCES

• German Blackline Masters

• Success for All Learners (Manitoba Education and Training, 1996)

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3
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Responsible Citizenship
Outcome
Specific
Students will be able to:
7.4.1 recognize that growing up involves making decisions and accepting
consequences.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Develop a theme on punctuality (e.g., When and where do you have to be on time? What are the
consequences if you are late—catching bus, school, recess?). Students create mini-posters using
illustrations and simple sentences to promote the theme.
• In correlation with health, students list foods that make bodies healthy according to the Canada
Food Guide. Students study the lunch they have for that day to see if they have a healthy,
balanced diet.
• Invite students to provide input in establishing classroom rules and consequences for not
following the established rules. The rules are written in German using short, simple sentences and
posted in the classroom.
• Record students’ responses on the white/black board during a class-sharing session on decision
making. Students share situations in which they made good choices and situations in which they
made bad choices. In their journals or Learning Logs, students record three of these situations.
• Lead a discussion on acceptable and expected behaviour when commuting down hallways or
using common areas (e.g., bathrooms, fountains, lunchrooms, etc.)

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GRADE Responsible Citizenship

Outcome
3
Specific
Students will be able to:
7.4.1 recognize that growing up involves making decisions and accepting
consequences. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− show a willingness to accept responsibility for his/her actions and behaviour?
− recognize that decision making is an important part of growing up?

 Checklist
Create a checklist based on the Focus for Assessment criteria. Observe students as they engage in
activities that demand decision making and choices.

 Conferences
Conference with students to reinforce positive behaviour and to provide feedback on students’
abilities to make informed decisions. Check for discrepancies between students’ self-assessments and
the behaviours that are actually observed.

 Self-Assessment
Students complete self-assessments that indicate their ability to make decisions and their willingness
to accept responsibility for their actions and behaviours.

 Work Samples
Assess students’ posters, looking for evidence that the information is:
− accurate and complete
− displayed in a logical way to enhance meaning
− written in understandable German

SAMPLE RESOURCES

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990  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

3
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Interdependence
Outcome
Specific
Students will be able to:
7.4.2 identify the advantages and disadvantages of working collaboratively with a
partner or group.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• As you introduce group work at the beginning of the year, students brainstorm strategies that they
know contribute to cooperative and collaborative group work. Pose the question, “Wie sieht gute
Gruppenarbeit aus?” Record student responses in German and post guidelines based on this
discussion in the classroom for reference. Some suggested guidelines include:
− wir wechseln uns ab
− wir sprechen leise
− wir hören höflich zu
− wir bleiben in einer Gruppe
These guidelines can be used for student self-assessments or peer assessments.
• In correlation with social studies, students do a variety of activities about how people in our
community rely on one another (e.g., farmers provide food, police protect us, teachers educate
us).
• When discussing the advantages and disadvantages of working with others, invite students to
complete a class Y-chart.

Wie arbeiten wir zusammen?

Was sieht man?

Wie fühlt man sich? Was hört man?

• Students make a pro and contra chart regarding group work.

Pro Contra
Das geht besser in der Gruppe. Das geht besser alleine.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  991
GRADE Interdependence

Outcome
3
Specific
Students will be able to:
7.4.2 identify the advantages and disadvantages of working collaboratively with a
partner or group. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify the advantages of working collaboratively with others?
− identify the disadvantages of working collaboratively with others?
− collaborate during group work?
− demonstrate understanding of group guidelines?
− participate in self-reflection and debriefing?

 Checklists
Create a checklist based on the Focus for Assessment criteria. Use the checklist during small group
work to observe behaviours.

 Self-Assessment/Group Assessments
Students complete self-assessments and group assessments at various stages of group work. Criteria
for the self-assessments should be based on the guidelines set for collaborative group work at the
beginning of the year. These self-assessments may be placed in the students’ portfolios.

SAMPLE RESOURCES

________________________________________________________________________________
992  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

3
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Intercultural Skills
Outcome
Specific
Students will be able to:
7.4.3 explore ways to resolve interpersonal conflict.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• Students decide if a situation is a big or small problem.

ein großes Problem ein kleines Problem

- ein Unfall - jemand streckt dir die
- ein Überfall Zunge raus
- sich verlaufen - jemand hänselt dich
- jemand schubst dich

Ich brauche Hilfe!

Ich werde damit fertig!

- Lehrer rufen - einfach ignorieren und
- Eltern rufen weitergehen
- 911 anrufen - sagen, was du nicht magst
- bei einem Block Parent “Vielleicht magst du deine
anklopfen Zunge, aber ich mag sie
nicht sehen.”
- wenn es öfter passiert noch
mal besprechen
- dann, wenn es weitergeht,
um Hilfe bitten.

• Students pick a person from class for an interview—someone they normally do not play or eat
lunch with. The interview consists of questions like:
Was ist dein Lieblingessen?
Welchen Film magst du am liebsten?
They then make a date to play or eat lunch together.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  993
GRADE Intercultural Skills

Outcome
3
Specific
Students will be able to:
7.4.3 explore ways to resolve interpersonal conflict. (continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− explore ways to resolve conflict with others?
− show willingness and interest in initiating new relationships?
− demonstrate the willingness and ability to maintain new relationships?

 Checklists
Create checklists based on the Focus for Assessment criteria. Use the checklist during small groups to
observe behaviours.

 Conferences
Conference with students to determine their skill in resolving interpersonal conflict, and use this time
to discuss strategies in resolving conflict.

SAMPLE RESOURCES

________________________________________________________________________________
994  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Students will explore, understand, and GRADE

3
appreciate the cultures of German-speaking 7.4 Global
General Outcome 7 peoples for personal growth and satisfaction,
and for participating in and contributing to an
Citizenship
interdependent and multicultural global
society.

Future Opportunities
Outcome
Specific
Students will be able to:
7.4.4 identify personal strengths and areas for development, and set personal goals.

SAMPLE TEACHING AND LEARNING ACTIVITIES

• In correlation with a discussion about careers, web benefits to speaking and reading German.

Ich kann Deutsch sprechen

in Europa mit Touristen hier
arbeiten arbeiten
für eine deutsche
Firma arbeiten
Omas Rezepte lesen
Ich kann
deutsche
Deutsch
Websites lesen deutsche Internetspiele
sprechen
spielen
am Austausch
teilnehmen (11.
auf Deutsch Gedichte, Lieder,
Klasse) Verwandte Videos, Filme schreiben
besuchen

• Students brainstorm a list of possible personal goals. Record in German the students’ ideas on
poster paper and post it in the classroom. Students then write out one short-term goal they want to
accomplish.

Zielsetzung—Schülerblatt
Name: Datum:
– Was?
– Bis wann?
– Warum?

• Read “Der Regenbogenfisch.” Relate the glitter scale to something one can do well. Create a whole-
class rainbow fish with each student making a scale of something he or she does well (e.g., Ich kann
gut malen. Ich kann gut Fußball spielen.).

• Make individual “accordion style” Ich kann books, listing all the things a student can do. Add some
goal-setting pages.

_____________________________________________________________________________
C h a p t e r 9 : G r a d e L e v e l S a m p l e s ( G r a d e 3 )  995
GRADE Future Opportunities

Outcome
3
Specific
Students will be able to:
7.4.4 identify personal strengths and areas for development, and set personal goals.
(continued)

SAMPLE ASSESSMENT STRATEGIES

Focus for Assessment

Does the student:

− identify personal strengths?
− identify personal areas for improvement and/or change?
− set personal goals?

 Checklists
Create a checklist based on the Focus for Assessment criteria. Date and note the context of all
observations.

 Self-Assessment
Students reflect on their progress toward meeting their personal goals using simple sentence starters
or forms.

 Response Journals/Reflection Logs

Using the monitoring sheet developed in class, students write a short sentence or two reflecting on
their progress toward achieving their goals.

 Conferences
Meet with students to discuss their progress towards the goals they set for themselves at the
beginning of the year. Provide feedback suggestions and encouragement.

SAMPLE RESOURCES

• Marcus Pfister, Der Regenbogenfisch.

________________________________________________________________________________
996  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Appendices

Appendix A: Specific Outcomes Chart

Kindergarten .............................................................................................................. A–1
Grade 1 ....................................................................................................................... A–14
Grade 2 ....................................................................................................................... A–27
Grade 3 ....................................................................................................................... A–41

Appendix B: Vocabulary and Classroom Expressions ..................................................... B–1

Appendix C: Planning Tools ................................................................................................. C–1

Instructional Planning Guide ................................................................................................ C–2
Year Plan ................................................................................................................................. C–5
Unit Plan Overview ................................................................................................................ C–7
Unit Plan A ............................................................................................................................... C–8
Unit Plan B ............................................................................................................................... C–9
Unit Plan C ..............................................................................................................................C–10
Lesson Plan A ..........................................................................................................................C–11
Lesson Plan B ..........................................................................................................................C–12
How “Listener-Friendly” Is My Instruction? ...........................................................................C–13
Examples of General Accommodations ...........................................................................C–14
Examples of Instructional Accommodations .....................................................................C–15
Examples of Assessment Accommodations ......................................................................C–16
Sample Text Forms .................................................................................................................C–17
Alternative Learning Activities Menu ..................................................................................C–18
Sample Independent Study Agreement ...........................................................................C–19
Group Roles Organizer ..........................................................................................................C–20
Sample List of Learning Strategies .......................................................................................C–21

Appendix D: Graphic Organizers ....................................................................................... D–1

How I Contribute to Group Work ....................................................................................... D–2
How I Can Help My Group ................................................................................................. D–3
Evaluating Your Actions ...................................................................................................... D–4
Collecting My Thoughts ...................................................................................................... D–5
How to Use KWL Charts ....................................................................................................... D–6
KWL Chart ............................................................................................................................. D–7
How to Use a Brainstorming Web ...................................................................................... D–8

_____________________________________________________________________________
A p p e n d i c e s  1
Brainstorming Web .............................................................................................................. D–9
Idea Builder .......................................................................................................................... D–10
How to Use a Mind Map ..................................................................................................... D–11
Mind Map ............................................................................................................................. D–12
How to Use Venn Diagrams ............................................................................................... D–13
Venn Diagram ...................................................................................................................... D–14
Five Senses Wheel ................................................................................................................ D–15
Triple T-chart ......................................................................................................................... D–16
Y-chart ................................................................................................................................... D–17
Five Ws and HI ...................................................................................................................... D–18
A Day in the Life ................................................................................................................... D–19
How to Use PMI Charts ........................................................................................................ D–20
PMI Chart .............................................................................................................................. D–21
What I Have, What I Need ................................................................................................. D–22
Making a Decision ............................................................................................................... D–23
IDEA Decision Maker ........................................................................................................... D–24
Consider the Alternatives ................................................................................................... D–25
Influences on Decision Making .......................................................................................... D–26
Goal-Setting Organizer 1 .................................................................................................... D–27
Goal-Setting Organizer 2 .................................................................................................... D–28
Goal-Setting Organizer 3 .................................................................................................... D–29
Goal-Setting Organizer 4 .................................................................................................... D–30

Appendix E: Assessment Blackline Masters ....................................................................... E–1

Self-Assessment Checklist ..................................................................................................... E–2
Self-Assessment Rating Scale ............................................................................................... E–4
Peer-Assessment Checklist ................................................................................................... E–6
Self-Assessment Checklist and Goal-Setting ...................................................................... E–8
Long-Term Goal-Setting ........................................................................................................ E–10
Anecdotal Notes ................................................................................................................... E–12
Observation Checklist ........................................................................................................... E–14
Checklist and Comments 1 .................................................................................................. E–16
Checklist and Comments 2 .................................................................................................. E–18
Rating Scale 1 ........................................................................................................................ E–20
Rating Scale 2 ........................................................................................................................ E–22
Rating Scale 3 ........................................................................................................................ E–24
Rubric ...................................................................................................................................... E–26
Rubric and Checklist ............................................................................................................. E–28

________________________________________________________________________________
2  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Appendix A: Specific Outcomes Chart

KINDERGARTEN

1.1 Discover and Explore KINDERGARTEN

• respond to a range of NOTES:
express

experiences
ideas

• participate in a range of
experiences, and represent
consider
others’
ideas

these experiences

• use a variety of forms to

experiment

language

explore and express familiar

with

events, ideas, and

information

• demonstrate enjoyment of
preferences

an oral, literary, or media

express

text

• participate in teacher-led
group reading activities;
set goals

demonstrate reading,
writing, and representing
behaviours

1.2 Clarify and Extend KINDERGARTEN

• recognize connections NOTES:
understanding

between new experiences

and prior knowledge
develop

• explore new experiences

options
explain

and ideas

• group ideas and information

combine

to make sense
ideas

• wonder about new ideas and

understanding

observations
extend

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–1
2.1 Use Strategies and Cues KINDERGARTEN
• make connections among NOTES:
oral language, texts, and
knowledge

personal experiences
prior

• recognize and anticipate

meaning from familiar
comprehension

print, symbols, and images

strategies

in context

• recognize environmental
textual cues

print, symbols, and images

in context; recognize own
name and personally
familiar words

• recognize that text is

organized in specific
systems
cueing

patterns and that text

symbols represent sounds,
words, or ideas

2.2 Respond to Texts KINDERGARTEN

• participate in shared NOTES:
listening, reading, and
experience

viewing experiences, using

various
texts

texts from a variety of

genres and cultural
traditions

• share personal experiences

related to oral, literary, and
texts and culture
connect self,

media texts; talk about and

represent the actions of
people in texts

• share feelings evoked by

appreciate the

oral, literary, and media

artistry of

texts
texts

________________________________________________________________________________
A-2  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
2.3 Understand Forms and Techniques KINDERGARTEN
• distinguish between what is NOTES:
and genres

realistic and imaginary in

forms

oral, literary, and media

forms and texts

• develop a sense of story

and elements

through listening, reading,

techniques

and viewing experiences

• demonstrate curiosity about

vocabulary

and experiment with

sounds, letters, words, and
word patterns

• appreciate the sounds and

experiment

language

rhythms of language
with

• create original oral and

original

media texts
create

texts

3.1 Plan and Focus KINDERGARTEN

• demonstrate personal NOTES:
knowledge of a topic
use personal
knowledge

• ask common questions to

questions

satisfy personal curiosity

ask

and information needs in

the classroom context

• ask and answer common

group inquiry
participate in

questions to help satisfy

group curiosity and
information needs in the
classroom context

• listen to and follow simple

create and

directions in the classroom

follow a
plan

context

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–3
3.2 Select and Process KINDERGARTEN
• identify self and others as NOTES:
identify personal

sources of information
knowledge
and peer

• seek information from

identify
sources

others in the classroom

context

• recognize when information

evaluate
sources

answers the questions asked

• use visual and auditory cues

to understand ideas and
information
access

information

• use prior knowledge to

of information

make sense of information

make sense

3.3 Organize, Record, and Assess KINDERGARTEN

• categorize objects and NOTES:
information

visuals according to
organize

similarities and differences

• represent and share

information and ideas, and
information
record

compose with a scribe

• share information gathered

on a specific topic
information
evaluate

• participate in information-
understanding
develop new

gathering experiences

________________________________________________________________________________
A-4  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
4.1 Generate and Focus KINDERGARTEN
• share or demonstrate ideas NOTES:
generate

from personal experiences

ideas

• participate in shared oral,

literary, and media
choose
forms

experiences

• recognize that ideas

expressed in oral language
organize
ideas

can be represented and

recorded

4.2 Enhance and Improve KINDERGARTEN

• participate in the sharing of NOTES:
appraise own

own creations and those of

and others’

others
work

• express lack of
content

understanding
revise

• trace and copy letters;

legibility

recognize letter keys on the

enhance

keyboard

• use familiar words to

enhance
artistry

describe ideas

• use visuals to express ideas,

presentation

feelings, and information

enhance

4.3 Attend to Conventions KINDERGARTEN

• check for completeness of NOTES:
and usage
grammar

work, with guidance

• connect sounds with letters

spelling

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–5
4.3 Attend to Conventions (continued) KINDERGARTEN
• recognize some basic NOTES:
capitalization

writing conventions
punctuation
and

4.4 Present and Share KINDERGARTEN

• use illustrations and other NOTES:
information

materials to share
share ideas

information and ideas

and

• express and represent ideas

through various media and
effective oral and

communication

forms
visual

• demonstrate active listening

and viewing

and viewing behaviours

attentive
listening

5.1 Develop and Celebrate Community KINDERGARTEN

• represent and draw stories NOTES:
responses
share and
compare

about self and family

• listen actively to stories and

relate texts
to culture

demonstrate curiosity

• connect aspects of stories to

appreciate

personal feelings and

diversity

experiences

• contribute to group stories

using rhymes, rhythms,
special occasions

symbols, pictures, and

celebrate

drama to create and

celebrate

________________________________________________________________________________
A-6  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
5.2 Encourage, Support, and Work with Others KINDERGARTEN
• participate in group NOTES:
co-operate

activities
others
with

• demonstrate attentiveness in
work in
groups

group activities

• recognize variations in
to show respect

language use in a school

use language

context

• help others and ask others

for help
evaluate

process
group

6.1 Linguistic Elements KINDERGARTEN

• listen to, identify, and NOTES:
sound–symbol system

produce basic sounds of the

language; connect sounds
appropriately to all letters
including ä, ö, ü, ß

• repeat and recognize basic

vocabulary

vocabulary and expressions

used in the immediate
environment

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–7
6.1 Linguistic Elements (continued) KINDERGARTEN
• use, in modelled situations,1
NOTES:
the following grammatical
elements:
− sein & haben (1st, 2nd,
and 3rd person singular,
grammatical

present tense)
features

− dürfen, können (1st

person singular, present
tense)
− correct definite
nominative articles of
familiar nouns

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

6.1 Linguistic Elements (continued) KINDERGARTEN

• imitate simple, basic NOTES:
German mechanical
mechanical
features

features

• imitate simple, basic

discourse

German discourse features

features

in oral interactions in the

classroom

________________________________________________________________________________
A-8  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 6.2 Language Competence KINDERGARTEN
• listen to and understand NOTES:
simple oral sentences in a
listening

classroom environment

• repeat and create simple

oral phrases in the
speaking

classroom environment

• recognize letters and their

corresponding sounds;
recognize some familiar
reading

words

• write upper and lower case

letters; copy words
writing

• view and respond to

familiar events and/or
viewing

representations in the
classroom context

• imitate and/or create simple

representing

representations of familiar
ideas, events, and
information

6.3 Sociocultural/Sociolinguistic Elements KINDERGARTEN

• speak at a volume NOTES:
register

appropriate to classroom
situations

• imitate age-appropriate
idiomatic expressions
expressions
idiomatic

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–9
 6.3 Sociocultural/Sociolinguistic Elements (continue) KINDERGARTEN
• experience a variety of NOTES:
in language
variations

voices (e.g., male and

female, young and old)

• imitate simple routine social

conventions

interactions
social

• imitate some common non-

communication

verbal behaviours used in

non-verbal

the German culture

6.4 Language Learning Strategies KINDERGARTEN

• use simple cognitive NOTES:
strategies, with guidance, to
cognitive

enhance language learning

(e.g., listen attentively, do
actions to match words of a
song, story, or rhyme)

• use simple metacognitive

strategies, with guidance, to
metacognitive

enhance language learning

(e.g., reflect on learning
tasks with the guidance of
the teacher)

• use simple social and

social/affective

affective strategies, with

guidance, to enhance
language learning (e.g.,
initiate or maintain
interaction with others)

________________________________________________________________________________
A-10  Kindergarten to Grade 3 German Language Arts
 6.5 Language Use Strategies KINDERGARTEN
• use simple interactive NOTES:
strategies, with guidance
(e.g., use words from their
interactive

first language to get their

meaning across,
acknowledge being spoken
to)

• use simple interpretive

strategies with guidance
interpretive

(e.g., use gestures,

intonation, and visual
supports to aid
comprehension)

• use simple productive

strategies with guidance
productive

(e.g., mimic what the

teacher says, use non-verbal
means to communicate)

6.6 General Learning Strategies KINDERGARTEN

• use simple cognitive NOTES:
strategies to enhance
cognitive

general learning (e.g.,

classify objects and ideas
according to their attributes)

• use simple metacognitive

strategies to enhance
metacognitive

general learning (e.g.,

reflect on learning tasks
with the guidance of the
teacher)

• use simple social and

affective strategies to
affective
social/

enhance general learning

(e.g., watch others’ actions
and imitate them)

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–11
7.1 Self-identity KINDERGARTEN
• participate in cultural NOTES:
activities in the classroom
cultures of German-
speaking peoples
language and the
valuing German

and school

• participate in classroom and

multiculturalis
bilingualism/

school cultural activities

valuing

7.2 German Culture KINDERGARTEN

• participate in activities and NOTES:
experiences that reflect
traditional elements of the
historical
elements

German culture (such as

holidays and celebrations
[Muttertag], music, dance,
art, literature, food, etc.)

• participate in activities and

experiences that reflect
contemporary

contemporary elements of
elements

German culture (see

example above)

• experience cultural
elements of diverse origins
diversity

from within German culture

• participate in events
change

marking changes

________________________________________________________________________________
A-12  Kindergarten to Grade 3 German Language Arts
 7.3 Building Community KINDERGARTEN
• recognize differences NOTES:
between self and peers
diversity
valuing

• recognize similarities
between self and peers
similarity
valuing

• participate in, and

contribute to, classroom
to community
contributing

activities

7.4 Global Citizenship KINDERGARTEN

• demonstrate personal and NOTES:
social responsibility in the
responsible
citizenship

classroom

• participate in tasks and

interdependence

activities with partners and

in groups

• adapt to new situations

intercultural
skills

• share or demonstrate
personal strengths or
opportunities

achievements
future

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–13
GRADE 1

1.1 Discover and Explore GRADE 1

• express personal NOTES:
express

experiences and familiar

ideas

events

• listen to and acknowledge

consider
others’

experiences and feelings

ideas

shared by others

• use a variety of forms to

with language

explore and express familiar

experiment

events, ideas, and

information

• express preferences for a

variety of oral, literary, and
preferences
express

media texts

• participate in reading,
writing, and representing
set goals

activities

1.2 Clarify and Extend GRADE 1

• connect new experiences NOTES:
understanding

and information with prior

knowledge
develop

• describe new experiences

opinions
explain

and ideas

• group and sort ideas and

combine

information to make sense

ideas

• demonstrate curiosity about

understanding

ideas and observations to

extend

make sense of experiences

________________________________________________________________________________
A-14  Kindergarten to Grade 3 German Language Arts
2.1 Use Strategies and Cues GRADE 1
• make connections among NOTES:
texts, prior knowledge, and
knowledge

personal experiences
prior

• anticipate meaning; revise

comprehension

understanding based on
strategies

further information

• use textual cues to construct

and confirm meaning
textual
cues

• use syntactic, semantic, and

graphophonic cues to
systems
cueing

construct and confirm

meaning

2.2 Respond to Texts GRADE 1

• participate in shared NOTES:
listening, reading, and
experience

viewing experiences, using

various
texts

texts from a variety of

genres and cultural
traditions

• share personal
texts and culture

experiences related to
connect self,

oral, literary, and media

texts; identify characters’
choices and the resulting
consequences

• share feelings and moods

appreciate the

evoked by oral, literary, and

artistry of

media texts
texts

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–15
2.3 Understand Forms and Techniques GRADE 1
• recognize different oral, NOTES:
genres
literary, and media forms
forms
and

and texts

• identify the beginning,

and elements

middle, and end of oral,

techniques

literary, and media texts

• experiment with parts of

vocabulary

words, word combinations,

and word patterns

• appreciate repetition,
with language

rhyme, and rhythm in

experiment

shared language
experiences

• create basic texts to

communicate and
original
create

texts

demonstrate understanding
of basic forms

3.1 Plan and Focus GRADE 1

• contribute personal NOTES:
use personal

knowledge of a topic to
knowledge

gather information

• ask basic questions to

questions

satisfy personal curiosity

ask

and information needs

• ask and answer basic

group inquiry
participate in

questions to satisfy group

curiosity and information
needs on a topic

• listen actively and follow

create and

directions for gathering

follow a
plan

information and ideas

________________________________________________________________________________
A-16  Kindergarten to Grade 3 German Language Arts
3.2 Select and Process GRADE 1
• identify and share basic NOTES:
identify personal

personal knowledge related

knowledge

to experiences
and peer

• seek information from a

identify
sources

variety of sources

• recognize when information

evaluate
sources

answers the questions asked

• use visual and auditory cues

to make meaning;
information
access

understand that library

materials have a specific
organizational system

• make and check predictions

of information

using prior knowledge and

make sense

oral, visual, and written text

features to understand
information

3.3 Organize, Record and Assess GRADE 1

• identify and categorize NOTES:
information

information according to
organize

similarities, differences,
patterns, and sequences

• represent and express key

facts and ideas in visual
information
record

form or with words

• use gathered information as

informatio

a basis for communication

evaluate

• recall, share, and record

understandi

information-gathering
develop
new

experiences in visual or text

ng

form

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–17
4.1 Generate and Focus GRADE 1
• contribute ideas from NOTES:
personal experiences for
generate
ideas

oral, written, and visual

texts

• share ideas and experiences,

choose

using simple forms in the

forms

classroom context

• organize visuals and

familiar print to express
organize
ideas

ideas and tell stories

4.2 Enhance and Improve GRADE 1

• talk about own creations NOTES:
appraise own

and those of others, using

and others’

basic, common expressions

work

• ask basic questions to

content

clarify meaning
revise

• form recognizable letters;

legibility

use letter keys and basic

enhance

keys on the keyboard

• use familiar words or

simple sentences to describe
enhance
artistry

ideas

• use familiar words with

presentation

visuals to express ideas,

enhance

feelings, and information

4.3 Attend to Conventions GRADE 1

• check for completeness of NOTES:
and usage

work and add details, with

grammar

guidance

• spell familiar words

spelling

________________________________________________________________________________
A-18  Kindergarten to Grade 3 German Language Arts
4.3 Attend to Conventions (continued) GRADE 1
• know and use basic writing NOTES:
capitalization

conventions
punctuation
and

4.4 Present and Share GRADE 1

• share information and ideas NOTES:
and information

in a brief presentation to a
share ideas

familiar audience, and use

illustrations and other
materials to aid the
presentation

• share information and ideas

with a group
effective oral and

communication
visual

• demonstrate active listening

and viewing

and viewing behaviours

attentive
listening

5.1 Develop and Celebrate Community GRADE 1

• tell and draw about self and NOTES:
responses
share and
compare

family

• listen to stories from oral,

literary, and media texts
relate texts
to culture

from different communities

• connect aspects of stories

appreciate

and characters to personal

diversity

feelings and experiences

• share ideas and experiences

special occasions

through conversation,
celebrate

puppet plays, dramatic

scenes, and songs

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–19
5.2 Encourage, Support, and Work with Others GRADE 1
• work in partnerships and NOTES:
co-operate

groups
others
with

• take turns sharing

work in
groups

information and ideas

• recognize that individuals

to show respect

adjust language use for

use language

different situations

• find ways to be helpful to

others
evaluate

process
group

6.1 Linguistic Elements GRADE 1

• identify and produce all NOTES:
German sounds and connect
sound–symbol system

them to the appropriate

vowel combinations,
consonant blends,
dipthongs, and digraphs

• use simple vocabulary and

vocabulary

expressions in daily
situations

________________________________________________________________________________
A-20  Kindergarten to Grade 3 German Language Arts
6.1 Linguistic Elements (continued) GRADE 1
• use, in modelled
NOTES:
situations,1 the following
grammatical elements:
- sein & haben (1st, 2nd,
3rd person singular and
plural, present tense)
grammatical
features

- dürfen, können &

müssen (1st, 2nd, 3rd
person singular, present
tense)
- simple questions using
wer, wie, was, wo

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

6.1 Linguistic Elements (continued) GRADE 1

• use, in structured NOTES:
situations,2 the following
grammatical

grammatical elements:
features

− correct definite
nominative articles of
familiar nouns

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

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–21
 6.1 Linguistic Elements (continued) GRADE 1
• imitate and experiment with NOTES:
basic German mechanical
mechanical
features

features

• imitate and experiment with

discourse

basic German discourse

features

features in oral interactions

in the classroom

6.2 Language Competence GRADE 1

• listen to and understand NOTES:
simple oral sentences in a
variety of familiar
listening

contexts

• produce, orally, simple

sentences in a structured
speaking

situation

• recognize and understand

simple words and sentences
reading

in a structured situation

• write simple words and

sentences in a structured
writing

situation

• view and understand

simple, familiar events,
viewing

and/or representations in
the classroom context

• create simple
representing

representations of familiar
ideas, events, and
information

________________________________________________________________________________
A-22  Kindergarten to Grade 3 German Language Arts
 6.3 Sociocultural/Sociolinguistic Elements GRADE 1
• respond to tone of voice NOTES:
register

• imitate age-appropriate
idiomatic expressions
expressions
idiomatic

• experience a variety of
in language
variations

voices

• use basic social expressions

conventions

appropriate to the classroom

social

• understand the meaning of

and imitate some common
communication

non-verbal behaviours used

non-verbal

in the German culture

6.4 Language Learning Strategies GRADE 1

• use simple cognitive NOTES:
strategies, with guidance, to
enhance language learning
cognitive

(e.g., learn short rhymes or

songs incorporating new
vocabulary or sentence
patterns, imitate sounds and
intonation patterns)
• use simple metacognitive
metacognitive

strategies, with guidance, to

enhance language learning
(e.g., make choices about
how they learn)

• use simple social and

social/affective

affective strategies, with

guidance, to enhance
language learning (e.g.,
participate in shared reading
experiences)

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–23
 6.5 Language Use Strategies GRADE 1
• use simple interactive NOTES:
strategies, with guidance
interactive

(e.g., interpret and use a

variety of non-verbal clues
to communicate)

• use simple interpretive

strategies, with guidance
interpretive

(e.g., make connections

among texts, prior
knowledge, and personal
experience)

• use simple productive

strategies, with guidance
productive

(e.g., copy what others say

or write, use words that are
visible in the immediate
environment)

6.6 General Learning Strategies GRADE 1

• use simple cognitive NOTES:
cognitive

strategies to enhance
general learning (e.g., use
models)

• use simple metacognitive

strategies to enhance
metacognitive

general learning (e.g.,

choose from among
learning options)

• use simple social and

affective strategies to
affective
social/

enhance general learning

(e.g., seek help from others)

7.1 Self-identity GRADE 1

• participate in cultural NOTES:
and the cultures of German-

activities and traditions

valuing German language

speaking peoples

________________________________________________________________________________
A-24  Kindergarten to Grade 3 German Language Arts
7.1 Self-identity (continued) GRADE 1
• participate in classroom and
multiculturalis
bilingualism/

school cultural activities

valuing

7.2 German Culture GRADE 1

• participate in activities and NOTES:
experiences that reflect
traditional elements of the
historical

German culture (such as

elements

holidays and celebrations

[Weihnachten], music,
dance, art, literature, food,
etc.)

• participate in activities and

contemporary

experiences that reflect

elements

contemporary elements of
German culture (see
example above)

• experience cultural
elements of diverse origins
diversity

from within German culture

• illustrate that change occurs

in one’s immediate
change

environment

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–25
 7.3 Building Community GRADE 1
• explore diversity within NOTES:
one’s own family and in the
diversity
valuing

school

• explore similarities within

one’s own family and in the
similarity
valuing

school

• participate and co-operate

in, and contribute to,
to community
contributing

classroom and school

activities

7.4 Global Citizenship GRADE 1

• demonstrate personal and NOTES:
social responsibility in the
responsible
citizenship

classroom and school

• recognize own and others’

interdependence

contributions to a group

• work and play with others,

recognizing that
intercultural

expectations can be
skills

different for different

people

• share or demonstrate
personal strengths and areas
opportunities

for further development

future

________________________________________________________________________________
A-26  Kindergarten to Grade 3 German Language Arts
GRADE 2

1.1 Discover and Explore GRADE 2

• make personal observations NOTES:
express

and talk about them

ideas

• ask for others’ ideas and

observations to help
consider
others’
ideas

discover and explore

personal understanding

• use a variety of forms to

with language

organize and give meaning

experiment

to familiar experiences,
ideas, and information

• explain why an oral,

literary, or media text is a
preferences
express

personal favourite

• choose to speak, read, write,

set goals

and represent in German

1.2 Clarify and Extend GRADE 2

• connect new information, NOTES:
ideas, and experiences with
understanding

prior knowledge and

develop

experiences

• explain new experiences

options
explain

and understanding

• arrange ideas and

combine

information to make sense

ideas

• ask basic questions to make

sense of experiences
understanding
extend

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–27
2.1 Use Strategies and Cues GRADE 2
• make connections among NOTES:
knowledge
texts, prior knowledge, and
prior

personal experiences

• anticipate meaning,
comprehension

recognize relationships, and

strategies

draw conclusions; use a

variety of strategies to
confirm understanding

• use textual cues to construct

textual

and confirm meaning

cues

• use syntactic, semantic, and

graphophonic cues to
systems
cueing

construct and confirm word

meaning in context

2.2 Respond to Texts GRADE 2

• participate in shared NOTES:
listening, reading, and
experience

viewing experiences, using

various
texts

texts from a variety of

genres and cultural
traditions

• discuss the experiences and

texts, and culture

traditions of various
connect self,

communities and cultures

portrayed in oral, literary,
and media texts

• identify and express the

artistry of texts

feelings of people in oral,

appreciate the

literary, and media texts

________________________________________________________________________________
A-28  Kindergarten to Grade 3 German Language Arts
2.3 Understand Forms and Techniques GRADE 2
• recognize that information NOTES:
and genres

and ideas can be expressed

forms

in a variety of forms and

texts

• represent the beginning,

techniques

middle, and end of oral,

elements
and

literary, and media texts

• explore commonalities in
vocabulary

word families to increase

vocabulary

• demonstrate interest in the

experiment

language

sounds of words, word

with

combinations, and phrases

• create basic texts to

communicate and
original
create

texts

demonstrate understanding
of forms and techniques

3.1 Plan and Focus GRADE 2

• record and share personal NOTES:
knowledge of a topic to
knowledge

identify information needs

personal

• ask questions to understand

questions

a topic, and identify

ask

information needs

• contribute relevant
information and questions
group inquiry
participate in

to assist in group
understanding of a topic or
task

• recall and follow directions

create and

for accessing and gathering

follow a
plan

information

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–29
3.2 Select and Process GRADE 2
• participate in group NOTES:
discussion to generate
identify personal

information on a topic and

knowledge
and peer

to identify sources of
additional information

• answer questions, using

identify
sources

oral, visual, and print

information sources

• compare gathered ideas and

evaluate
sources

information to personal
knowledge

• use the visual and auditory

cues to make meaning; use
the specific library
information
access

organizational system to
locate information and
ideas; use titles to locate
information

• make connections among

prior knowledge, ideas, and
make sense of
information

information, and oral,

visual, and written text
features

3.3 Organize, Record and Assess GRADE 2

• categorize related NOTES:
information and ideas, using
information

a variety of strategies, such

organize

as webbing, graphic
organizers, and charts

• record key facts and ideas

in own words; identify
information
record

authors and titles of sources

• examine gathered
information to decide what
information
evaluate

information to share or omit

________________________________________________________________________________
A-30  Kindergarten to Grade 3 German Language Arts
3.3 Organize, Record, and Assess (continued) GRADE 2
• recall, discuss, and record NOTES:
understanding
develop new

information-gathering
experiences

4.1 Generate and Focus GRADE 2

• generate and contribute NOTES:
ideas on particular topics
generate
ideas

for oral, written, and visual

texts

• share ideas and experiences,

using various forms for
choose
forms

particular audiences

• organize visuals and print to

express ideas and tell stories
organize
ideas

with a beginning, middle,

and end

4.2 Enhance and Improve GRADE 2

• talk about own creations NOTES:
appraise own

and those of others, using

and others’

common expressions
work

• retell to clarify ideas

content
revise

• strive for consistency in

letter size and shape; print
legibility

letters in the correct

enhance

direction; explore and use

the keyboard to produce
text

• experiment with words and

sentence patterns, with
enhance
artistry

support

• combine illustrations and

simple written texts to
presentation

express ideas, feelings, and

enhance

information

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–31
4.3 Attend to Conventions GRADE 2
• check for completeness of NOTES:
and usage
work and add details
grammar

• spell familiar words, using

basic strategies and
spelling

resources; know spelling

conventions

• know and use basic writing

conventions when editing
and punctuation
capitalization

and proofreading

4.4 Present and Share GRADE 2

• share information and ideas NOTES:
on a topic with a familiar
information
share ideas

audience, and clarify

and

information by responding
to basic questions

• present information and

ideas using appropriate
visual communication

volume, intonation, and

effective oral and

non-verbal cues

• demonstrate appropriate
and viewing

audience behaviours
attentive
listening

________________________________________________________________________________
A-32  Kindergarten to Grade 3 German Language Arts
5.1 Develop and Celebrate Community GRADE 2
• tell, draw, and write about NOTES:
responses
share and
compare

self, family, and community

• explore similarities among

relate texts
to culture

stories from oral, literary,

and media texts from
various communities

• connect aspects of stories

appreciate

and characters to personal

diversity

feelings and experiences

• participate in shared NOTES:

language experiences to
occasions
celebrate
special

celebrate individual and

class achievements

5.2 Encourage, Support, and Work with Others GRADE 2

• co-operate in small groups NOTES:
co-operate

others
with

• take roles and contribute

related ideas and
work in
groups

information in whole-class
and small-group activities

• adjust own language use for

use language

different situations
to show
respect

• acknowledge achievements
of others
evaluate

process
group

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–33
6.1 Linguistic Elements GRADE 2
• use, in modelled oral and NOTES:
written situations, all
Sound-symbol

elements of the sound-

system

symbol system

• experiment with and use

vocabulary and expressions
vocabulary

in a variety of contexts in
the classroom and school
environment

• use, in modelled situations,1

NOTES:
the following grammatical
elements:
- plural of nouns
- correct indefinite
nominative articles and
possessive pronouns
mein and dein
grammatical
elements

- compound nouns
- negation (nicht, kein)
- noun and verb
agreement for plural
nouns
- prepositions to define
spatial relationships
- verbs (infinitive and 1st
person singular, present
tense)

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

________________________________________________________________________________
A-34  Kindergarten to Grade 3 German Language Arts
6.1 Linguistic Elements (continued) GRADE 2
• use, in structured NOTES:
situations,2 the following
grammatical elements:
- sein, haben, dürfen,
können, müssen
(present tense)
grammatical

- simple questions using

features

wer, wie, was, wo

• use, independently and

consistently,3 the following
grammatical elements:
- connect definite articles
to familiar nouns in the
nominative case

2. Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific
linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will
have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts
with teacher guidance. Student language is characterized by increasing fluency and confidence.
3. Independently and Consistently: This term is used to describe learning situations where students use specific linguistic
elements in a variety of contexts with limited teacher guidance. Students in such situations will have consistent control of the
linguistic elements and will be able to apply them in a variety of contexts with limited teacher guidance. Fluency and
confidence characterize student language.

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–35
 6.1 Linguistic Elements (continued) GRADE 2
• experiment with and use NOTES:
basic German mechanical
mechanical
features

features

• experiment with and use

basic German discourse
discourse
features

features in oral, written, and

visual texts

6.2 Language Competence GRADE 2

• listen to and understand a NOTES:
series of oral sentences or a
short oral presentation on a
listening

familiar topic in structured

situations

• produce, spontaneously and

with guidance, simple oral
speaking

sentences in a variety of
familiar contexts

• read and understand a series

of sentences or a short text
reading

on a familiar topic

• write simple words and

sentences on familiar topics
writing

in a structured situation

• view and understand

simple, familiar events,
viewing

and/or representations

• use a variety of forms to

representing

create simple
representations of ideas,
events, and information

________________________________________________________________________________
A-36  Kindergarten to Grade 3 German Language Arts
 6.3 Sociocultural/Sociolinguistic Elements GRADE 2
• distinguish between formal NOTES:
and informal situations
register

• understand and use some

simple idiomatic
expressions
idiomatic

expressions as set phrases

• acknowledge individual
in language
variations

differences in speech

• use basic politeness

conventions

conventions
social

• experiment with using some

communication

simple non-verbal means of

non-verbal

communication

6.4 Language Learning Strategies GRADE 2

• use simple cognitive NOTES:
strategies, with guidance, to
cognitive

enhance language learning

(e.g., memorize new words
by repeating them silently
or aloud)

• use simple metacognitive

strategies, with guidance, to
metacognitive

enhance language learning

(e.g., rehearse or role-play
language)

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–37
 6.4 Language Learning Strategies (continued) GRADE 2
• use simple social and NOTES:
social/affective

affective strategies, with

guidance, to enhance
language learning (e.g.,
seek the assistance of a
friend to interpret a text)

6.5 Language Use Strategies GRADE 2

• use simple interactive NOTES:
strategies, with guidance
interactive

(e.g., indicate lack of

understanding verbally or
non-verbally)

• use simple interpretive

strategies with guidance
interpretive

(e.g., use illustrations to aid

reading comprehension)

• use simple productive

strategies with guidance
productive

(e.g., use familiar repetitive

patterns from stories, songs,
rhymes, or media)

6.6 General Learning Strategies GRADE 2

• use simple cognitive NOTES:
strategies to enhance
cognitive

general learning (e.g.,

connect what they already
know with what they are
learning)

• use simple metacognitive

strategies to enhance
metacognitive

general learning (e.g.,

discover how their efforts
can affect their learning)

• use simple social and

social/affective

affective strategies to
enhance general learning
(e.g., follow their natural
curiosity and intrinsic
motivation to learn)

________________________________________________________________________________
A-38  Kindergarten to Grade 3 German Language Arts
7.1 Self-identity GRADE 2
• participate in and
cultures of German-
appreciate cultural
speaking Peoples
language and the
valuing German

activities and traditions

• recognize the benefits of a

multiculturalism

bilingual/multicultural
bilingualism/

education
valuing

7.2 German Culture GRADE 2

• participate in activities and NOTES:
experiences that reflect
traditional elements of the
historical

German culture (such as

elements

holidays and celebrations

[Karneval, Fasching],
music, dance, art, literature,
food, etc.)

• participate in activities and

contemporary

experiences that reflect

elements

contemporary elements of
the German language and
culture (see example above)

• recognize diverse elements

of the German culture in
diversity

school and/or local

community

• gather information to NOTES:

demonstrate change within
change

the German culture

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–39
 7.3 Building Community GRADE 2
• explore diversity within the
classroom and among
diversity
valuing

families and communities

• explore similarities within

the classroom and among
similarity
valuing

families and communities

• participate co-operatively in
group activities by
to community
contributing

contributing ideas and

supporting others

7.4 Global Citizenship GRADE 2

• demonstrate personal and NOTES:
social responsibility in the
responsible
citizenship

classroom, school, and

community

• recognize the benefits of

working with a partner or
interdependence

within a group; recognize

that one affects and is
affected by the actions of
others

• identify and describe causes NOTES:

intercultura

of conflict in the classroom

l skills

• identify personal strengths

opportunities

and areas for development

future

________________________________________________________________________________
A-40  Kindergarten to Grade 3 German Language Arts
GRADE 3

1.1 Discover and Explore GRADE 3

• describe personal NOTES:
express

observations, experiences,
ideas

and feelings

• consider others’ ideas and

observations to discover
consider
others’
ideas

and explore personal

understanding

• experiment with language

with language

to express feelings, and talk

experiment

about experiences and

events

• collect and share favourite

oral, literary, and media
preferences
express

texts

• develop a sense of self as

German reader, writer, and
set goals

representer

1.2 Clarify and Extend GRADE 3

• examine how new NOTES:
understanding

experiences, ideas, and

information connect to prior
develop

knowledge and experiences

• explain understanding of
opinions
explain

new concepts

• arrange ideas and

information in more than
combine
ideas

one way to make sense for

self and others

• reflect on ideas and

experiences to clarify and
understanding

extend understanding
extend

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–41
2.1 Use Strategies and Cues GRADE 3
• make connections among NOTES:
knowledge

texts, prior knowledge, and

prior

personal experiences

• set a purpose for listening,

reading, and viewing; make
comprehension

and confirm predictions,

strategies

inferences, and conclusions;

reread to check meaning

• use textual cues to construct

textual

and confirm meaning

cues

• use syntactic, semantic, and

graphophonic cues to
cueing systems

construct and confirm word

meaning in context

2.2 Respond to Texts GRADE 3

• participate in listening, NOTES:
reading, and viewing
experiences, using texts
experience
various

from a variety of genres and

texts

cultural traditions

• describe similarities
between experiences and
texts, and culture
connect self,

traditions encountered in
daily life and those
portrayed in oral, literary,
and media texts

• identify words that form

mental images and create
artistry of texts

mood in oral, literary, and

appreciate the

media texts

________________________________________________________________________________
A-42  Kindergarten to Grade 3 German Language Arts
2.3 Understand Forms and Techniques GRADE 3
genres • recognize the distinguishing NOTES:
features of a variety of
forms
and

forms and texts

• identify the sequence of

events in oral, literary, and
and elements
techniques

media texts, the time and

place in which they occur,
and the roles of main
characters

• use knowledge of
commonalities in word
vocabulary

families to increase
vocabulary in a variety of
contexts

• identify examples of
repeated sounds and poetic
with language
experiment

effects that contribute to

enjoyment; recognize
humour in oral, literary, and
media texts

• create original texts to

communicate and
original
create

texts

demonstrate understanding
of forms and techniques

3.1 Plan and Focus GRADE 3

• identify and categorize NOTES:
personal knowledge of a
use personal
knowledge

topic to determine
information needs

• ask topic-appropriate
questions

questions; identify and

ask

communicate information
needs

• contribute knowledge of a
topic in group discussion to
group inquiry
participate in

assist in group
understanding of a topic or
task

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–43
3.1 Plan and Focus (continued) GRADE 3
• recall and follow a NOTES:
follow a plan

sequential plan for

create and

accessing and gathering

information

3.2 Select and Process GRADE 3

• record and share personal NOTES:
identify personal

knowledge of a topic
knowledge
and peer

• access information, using a

identify
sources

variety of sources

• match information to
evaluate
sources

inquiry or research needs

• use knowledge of visual and

auditory cues and
information
access

organizational devices to
locate and gather
information and ideas

• determine the main ideas in

information, using prior
of information
make sense

knowledge, predictions,
connections, and inferences

3.3 Organize, Record, and Assess GRADE 3

• organize and explain NOTES:
information and ideas, using
information

a variety of strategies, such

organize

as clustering, categorizing,
and sequencing

• record facts and ideas, using

a variety of strategies; list
information
record

authors and titles of sources

________________________________________________________________________________
A-44  Kindergarten to Grade 3 German Language Arts
3.3 Organize, Record, and Assess (continued) GRADE 3
• determine whether collected NOTES:
information is adequate for
information

the established purpose

evaluate

• use gathered information

understanding
develop new

and questions to review and

add to knowledge

4.1 Generate and Focus GRADE 3

• generate and contribute NOTES:
ideas on particular topics
generate
ideas

for oral, written, and visual

texts

• use a variety of forms for

choose

particular audiences and

forms

purposes

• order ideas to create a

beginning, middle, and end
organize
ideas

in own oral, written, and

visual texts

4.2 Enhance and Improve GRADE 3

• share own stories and NOTES:
appraise own

creations with peers, and

and others’

respond to questions or
work

comments

• revise own ideas to

accommodate new ideas
content
revise

and information

• print or write legibly using

a style that is consistent in
legibility
enhance

alignment, shape, and

spacing; demonstrate basic
keyboarding skills

• experiment with words and

simple sentence patterns
enhance
artistry

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–45
4.2 Enhance and Improve (continued) GRADE 3
• combine illustrations and NOTES:
written texts to express
presentation

ideas, feelings, and

enhance

information

4.3 Attend to Conventions GRADE 3

• edit for complete sentences NOTES:
grammar

usage
and

• spell familiar words, using a

variety of strategies and
spelling

resources; know spelling

conventions

• know and use basic writing

and punctuation

conventions when editing

capitalization

and proofreading

4.4 Present and Share GRADE 3

• share information and ideas NOTES:
on a topic with a familiar
information
share ideas

audience, and clarify

and

information by responding
to questions

• present information and

ideas using appropriate
visual communication

volume, intonation, and

effective oral and

non-verbal cues

• demonstrate appropriate
and viewing

audience behaviours
attentive
listening

________________________________________________________________________________
A-46  Kindergarten to Grade 3 German Language Arts
5.1 Develop and Celebrate Community GRADE 3
• record ideas and NOTES:
compar
experiences, and share
share
and

them with others

e

• examine ideas within stories

relate texts
to culture

from oral, literary, and

media texts from various
communities

• connect situations portrayed

in oral, literary, and media
appreciate
diversity

texts to personal
experiences

• acknowledge and celebrate

individual and class
special occasions

achievements
celebrate

5.2 Encourage, Support, and Work with Others GRADE 3

• co-operate in a variety of NOTES:
partnership and group
with others
co-operate

structures

• take roles and ask others for

their ideas, and express
work in
groups

interest in their
contributions

• show consideration for

those whose ideas, abilities,
to show respect
use language

and language use differs

from their own

• understand how class

members help each other
group process
evaluate

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–47
6.1 Linguistic Elements GRADE 3
• use, in structured and oral NOTES:
sound–symbol

situations, all elements of

the sound-symbol system
system

• use vocabulary and

expressions appropriately in
vocabulary

various contexts in the

classroom and school
environment

• use, in modelled situations,1

the following grammatical
elements:
− verbs mögen, möchten,
wollen, sollen
− possessive pronouns
sein and ihr
grammatical

− verbs (complete
features

conjugation)
− inversion for questions
(Hast du…?) and adverbs
of time and place (Heute
ist es …)
− verb position in
subordinate clause (dass,
weil)
− comparison of adjectives

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

________________________________________________________________________________
A-48  Kindergarten to Grade 3 German Language Arts
6.1 Linguistic Elements (continued) GRADE 3
• use, in structured NOTES:
situations,2 the following
grammatical elements:
− plural of nouns
− correct indefinite
nominative articles and
possessive pronouns
grammatical

mein and dein

features

− compound nouns
− negation (nicht, kein)
− noun and verb agreement
for plural nouns
− prepositions to define
spatial relationships
− verbs (infinitive)
− sein and haben (present
tense)

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

6.1 Linguistic Elements (continued) GRADE 3

• use basic German NOTES:
mechanical

mechanical features
features

• use basic German discourse

discourse

features in oral, written, and

features

visual texts

6.2 Language Competence GRADE 3

• listen to and understand a NOTES:
short oral presentation on a
listening

familiar topic in structured

and unstructured situations

• produce, sometimes
spontaneously and/or with
speaking

guidance, a series of
interrelated ideas on a
familiar topic

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–49
 6.2 Language Competence (continued) GRADE 3
• read and understand a series NOTES:
reading

of interrelated ideas on a
familiar topic

• produce, sometimes
spontaneously and/or with
writing

guidance, a simple text on a

familiar topic in a
structured situation

• view and understand simple

events and and/or
viewing

representations

• use a variety of forms to

representing

create representations of
ideas, events, and
information

6.3 Sociocultural/Sociolinguistic Elements GRADE 3

• recognize that some topics, NOTES:
words, or intonations are
register

inappropriate in certain
texts

• understand and use a variety

of simple idiomatic
expressions
idiomatic

expressions as set phrases

• accept individual
in language
variations

differences in speech

• use appropriate oral forms

conventions

of address for people

frequently encountered
social

• recognize that some non-

communication

verbal behaviours may be

non-verbal

inappropriate in certain
contexts

________________________________________________________________________________
A-50  Kindergarten to Grade 3 German Language Arts
 6.4 Language Learning Strategies GRADE 3
• use a variety of simple NOTES:
cognitive strategies, with
guidance, to enhance
cognitive

language learning (e.g.,

make personal dictionaries,
experiment with various
elements of the language)

• use a variety of simple

metacognitive strategies,
metacognitive

with guidance, to enhance

language learning (e.g.,
decide in advance to attend
to the learning task)

• use a variety of simple

social and affective
social/affective

strategies, with guidance, to

enhance language learning
(e.g., reread familiar self-
chosen texts to enhance
understanding and
enjoyment)

6.5 Language Use Strategies GRADE 3

• use a variety of simple NOTES:
interactive strategies, with
guidance (e.g., ask for
interactive

clarification or repetition
when they do not
understand)

• use a variety of simple

interpretive strategies, with
guidance (e.g., determine
interpretive

the purpose of listening,

listen or look for key
words)

• use a variety of simple

productive strategies, with
productive

guidance (e.g., use

illustrations to provide
detail when producing their
own texts)

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–51
 6.6 General Learning Strategies GRADE 3
• use simple cognitive NOTES:
strategies to enhance
cognitive

general learning (e.g.,

experiment with and
concentrate on one thing at
a time)

• use simple metacognitive

metacognitive

strategies to enhance
general learning (e.g.,
decide in advance to attend
to the learning task)

• use simple social and

social/affective

affective strategies to
enhance general learning
(e.g., participate in co-
operative group learning
tasks)

7.1 Self-identity GRADE 3

• recognize and
appreciate various
cultures of German-
speaking peoples
language and the
valuing German

elements of the cultures

of German-speaking
peoples

• understand the personal

multiculturalism

significance of a
bilingualism/

bilingual/multicultural
valuing

education

________________________________________________________________________________
A-52  Kindergarten to Grade 3 German Language Arts
7.2 German Culture GRADE 3
• participate in activities and NOTES:
experiences that reflect
traditional elements of the
historical

German culture (such as

elements

holidays and celebrations

[St. Martinstag], music,
dance, art, literature, food,
etc.)

• participate in activities and

experiences that reflect
contemporary elements of
contemporary

German culture (see

elements

example above)

• identify diverse elements of

German culture in school
diversity

and/or the local community

• identify how people’s

actions and lifestyles
change

change to accommodate the

changing needs of people

7.3 Building Community GRADE 3

• explore diversity in the
classroom, school, and local
diversity
valuing

community, and reflect on

its personal significance

• explore similarities in the

classroom, school, and local
similarity

community, and reflect on

valuing

their personal significance

• participate co-operatively in
daily classroom duties, and
to community
contributing

support peers and

classmates

_____________________________________________________________________________
A p p e n d i x A : S p e c i f i c O u t c o m e s C h a r t  A–53
 7.4 Global Citizenship GRADE 3
• recognize that growing up NOTES:
responsible
citizenship

involves making decisions

and accepting consequences

• identify the advantages and

disadvantages of working
interdependence

collaboratively with a
partner or group

• explore ways to resolve

intercultural

interpersonal conflict
skills

• identify personal strengths

and areas for development,
opportunities

and set personal goals

future

________________________________________________________________________________
A-54  Kindergarten to Grade 3 German Language Arts
Appendix B: Vocabulary and Classroom Expressions

Please note that the vocabulary and expressions listed here are suggestions compiled through consultation
with teachers. This list is intended for reference for teachers. It should not be considered mandatory or
exhaustive.

The plural form of the nouns is indicated after the nouns.

Adjektive Adjectives
schlecht bad
schön beautiful
groß big
kalt cold
schwierig difficult
böse evil; angry
gut good
schwer heavy
heiß hot
leicht light; easy
lang long
nett nice (person or action)
kurz short
klein small
sauer sour (also annoyed, angry)
scharf spicy (“hot”)
süß sweet
hässlich ugly
Die Tiere Animals
der Bär,-en bear
der Biber,- beaver
der Vogel,-¨ bird
der Bison,-s/der Büffel,- bison
das/der Karibu,-s caribou

_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–1
die Katze,-n/der Kater,- cat
das Vieh cattle
das Huhn,¨-er/der Hahn,-¨e chicken/rooster
das Streifenhörnchen,- chipmunk
die Kuh,-¨e cow
der Koyote,-n coyote
das Reh,-e deer
der Hund,-e dog
die Ente,-n duck
der Elch,-e, der Wapiti,-s elk
der Fisch,-e fish
der Fuchs,-¨e fox
die Ziege,-n goat
die Gans,-¨e goose
das Erdhörnchen,- gopher
der Igel,- hedgehog
das Pferd,-e horse
der Löwe,-n lion
das Murmeltier,-e marmot
die Bergziege,-n mountain goat
die Maus,-¨e mouse
der Otter,- otter
das Schwein,-e pig
der Eisbär,-en polar bear
das Stachelschwein,-e porcupine
der Puma,-s puma
der Hase,-n/das Kaninchen,- rabbit (wild/ pet)
der Waschbär,-en raccoon
der Seehund,-e seal
das Schaf,-e sheep
das Stinktier,-e skunk
die Schlange,-n snake

________________________________________________________________________________
B-2  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 das Eichhörnchen,- squirrel
der Storch,-¨e stork
die Forelle,-n trout
der Truthahn,-¨e turkey
die Schildkröte,-n turtle
das Walross,-e walrus
der Wal,-e whale
der Wolf,-¨e wolf
Der Körper The Body
das Fußgelenk,-e ankle
der Arm,-e arm
der Rücken,- back
der Körper,- body
die Brust,-¨e breast/chest
der Po,-s bum
der Hintern,-e buttocks
die Backe,-n/die Wange,-n cheek
das Kinn,-e chin
das Ohr,-en ear
der Ellenbogen,- elbow
das Auge,-n eye
die Augenbraue,-n eyebrow
die Wimper,-n eyelash
das Gesicht,-er face
der Finger,- finger
der Fingernagel,-¨ fingernail
der Fuß,-¨e foot
die Stirn,-e forehead
das Haar,-e hair
die Hand,-¨e hand
der Kopf,-¨e head
die Ferse,-n heel

_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–3
 die Hüfte,-n hip
das Knie,- knee
das Bein,-e leg
die Lippe,-n lip
der Mund,-¨er mouth
der Hals,-¨e neck
die Nase,-n nose
das Schienbein,-e shin
die Schulter,-n shoulder
der Bauch,-¨e stomach
der Oberschenkel,- thigh
der Daumen,- thumb
die Zehe,-n toe
der Zahn,-¨e tooth
der Rumpf,-¨e torso
das Handgelenk,-e wrist
Der Kalender Calendar

Die Monate Months

der Januar January
der Februar February
der März March
der April April
der Mai May
der Juni June
der Juli July
der August August
der September September
der Oktober October
der November November
der Dezember December

________________________________________________________________________________
B-4  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Die Wochentage Days of the Week
der Montag,-e Monday
der Dienstag,-e Tuesday
der Mittwoch,-e Wednesday
der Donnerstag,-e Thursday
der Freitag,-e Friday
der Samstag,-e Saturday
der Sonnabend,-e
der Sonntag,-e Sunday

Die Jahreszeiten Seasons

der Frühling,-e spring
der Sommer,- summer
der Herbst,-e autumn
der Winter,- winter
Im Klassenzimmer Classroom
das Aquarium, die Aquarien aquarium
der Atlas, die Atlanten atlas
der Ordner,- binder
die Tafel,-n blackboard
das Buch,-¨er book
die Pinnwand,-¨e bulletin board
der Taschenrechner,- calculator
die CD,-s CD
der CD-Player,- CD player
der Stuhl,-¨e chair/stool
die Kreide,-n chalk
die Uhr,-en clock
der Kleiderhaken,- coat hook
der Buntstift,-e coloured pencils/crayons
der Computer,- computer

_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–5
der Beamer,- computer projector
der Schrank,-¨e cupboard
der Schreibtisch,-e desk
das Wörterbuch,-¨er dictionary
die Diskette,-n discette
die Tür,-en door
die DVD,-s DVD
der DVD-Player,-s DVD player
der Radiergummi,-s eraser
die Mappe,-n file folder
der Aktenschrank,-¨e filing cabinet
die Flagge,-n flag
der Füller,- fountain pen
der Mülleimer,- garbage can/bin
der Globus,- globe
der Klebstoff,-e glue
der Locher,- hole punch
die Tastatur,-en keyboard (on computer)
der Laptop,-s laptop computer
das Tippex,- liquid paper
die Brottasche,-n lunch bag
die Landkarte,-n map
der Filzstift,-e/der Marker,-s marker
die Maus,-¨e mouse (for computer)
das Heft,-e notebook
der Folienstift,-e overhead pen
der Projektor,-en overhead projector
das Papier,-e paper
die Heftklammer,- paper clip
der Kugelschreiber,- (Kuli,-s) pen
der Bleistift,-e pencil
das Federmäppchen,- pencil case
der Bleistiftspitzer,- pencil sharpener
das Lineal,-e ruler

________________________________________________________________________________
B-6  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 die Schultasche,-n school bag
die Schere,-n scissors
der Bildschirm,-e screen
das Regal,-e shelf
das Waschbecken,- sink
das Smart-Board,-s smartboard
der Tacker,- stapler
die Schülerin,-nen student (fem.)
der Schüler,- student (masc.)
der Tisch,-e/ das Pult,-e student desk
der Klebstreifen,- tape
der Kassettenrekorder,- tape recorder
der Lehrer,-/die Lehrerin,-nen teacher
der Fernseher,- television
die Folie,-n transparency
der USB-Stick,-s USB stick
der Videorekorder,- VCR
das Fenster,- window
das Arbeitsblatt,-¨er worksheet/handout
Kleidung Clothing
der Badeanzug,-¨e bathing suit
der Gürtel,- belt
die Bluse,-n blouse
der Stiefel,- boot
die Mütze,-n cap, touque
der Mantel,-¨ coat, jacket
das Kleid,-er dress
die Ohrenschützer,- earmuff
die Brille,-n glasses
der Hut,-¨e hat
der Bademantel,-¨ housecoat, bath robe
die Jacke,-n jacket
die Jeans,- jeans

_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–7
der Jogginganzug,-¨e jogging suit
der Handschuh,-e mittens, gloves
die Hose,-n pants
der Anorak,-s parka
die Tasche,-n pocket
die Handtasche,-n purse
der Schlafanzug,-¨e pyjamas
der Regenmantel,-¨ raincoat
die Gummistiefel,- rubber boot
die Sandale,-n sandal
der Schal,-s scarf
das Hemd,-en shirt
der Schuh,-e shoe
die kurze(-n) Hose,-n shorts
der Skianzug,-¨e ski suit
der Rock,-¨e skirt
der Hausschuh,-e slipper
der Turnschuh,-e sneaker/runner
die Socke,-n sock
der Kniestrumpf,-¨e socks (knee-highs)
das Jackett,-s sportsjacket, blazer
der Anzug,-¨e suit
die Sonnenbrille,-n sun glasses
der Pulli,-s sweater
die Krawatte,-n tie
die Strumpfhose,-n tights
das T-Shirt,-s T-shirt
der Regenschirm,-e umbrella
die Unterwäsche underwear
die Weste,-n vest
der Geldbeutel,-
das Portmonnaie,-s wallet
die Uhr,-en watch
________________________________________________________________________________
B-8  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
die Familie Family
die Tante,-n aunt
das Baby,-s baby/infant
der Bruder,-¨ brother
das Kind,-er child
die Cousine,-n cousin (female)
der Cousin,-s cousin (male)
die Tochter,-¨ daughter
der Vater,-¨ father
der Großvater,-¨, /der Opa,-s grandfather
die Großmutter,-¨/ die Oma,-s grandmother
die Großeltern grandparents
der Urgroßvater,-¨ great-grandfather
die Urgroßmutter,-¨ great-grandmother
die Mutter,-¨ mother
die Eltern parents
die Geschwister siblings (brothers and sisters)
die Schwester,-n sister
der Sohn,-¨e son
der Stiefbruder,-¨ stepbrother
der Stiefvater,-¨ stepfather
die Stiefmutter,-¨ stepmother
die Stiefschwester,-n stepsister
der Onkel,- uncle
Das Essen Food
das Brot,-e bread
das Müsli (kein Pl) breakfast cereal
die Butter (kein Pl) butter
der Kuchen,- cake
der Käse (kein Pl) cheese
das Hähnchen,- chicken
der Kaffee (kein Pl) coffee

_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–9
 das Brötchen,- crusty bun
der Nachtisch,-e dessert
das Ei,-er egg
der Fisch,-e fish
die Pommes Frites (Pl) French fries
das Obst (kein Pl) fruits
der Schinken,- ham
der Hamburger,- hamburger
das Eis (kein Pl) ice cream
das Fleisch (kein Pl) meat
die Milch (kein Pl) milk
der Orangensaft,-¨e orange juice
der Haferbrei,-s porridge
der Kartoffelchip,-s potato chip
das Rippchen,- ribs
das Pausenbrot,-e sandwich
die Wurst,-e sausage
das Steak,-s steak
der Zucker sugar
der Tee,-s tea
der Joghurt,-s yogurt
Das Gemüse Vegetables
der Spargel,- asparagus
die Bohne,-n beans
die Rote Beete (kein Pl) beet
der Brokkoli (kein Pl) broccoli
der Kohl (kein Pl) cabbage
die Karotte,-n/die Möhre,-n carrot
der Blumenkohl (kein Pl) cauliflower
der Sellerie (kein Pl) celery
der Mais (kein Pl) corn
die Gurke,-n cucumber
die Aubergine,-n eggplant

________________________________________________________________________________
B-10  Kindergarten to Grade 3 German Language Arts
 der Knoblauch (kein Pl) garlic
der Meerretich (kein Pl) horseradish
der Salat,-e lettuce
der Pilz,-e mushroom
die Zwiebel,-n onion
die Erbse,-n pea
die Kartoffel,-n potato
der Kürbis,-se pumpkin
das Radieschen,- radish
der Spinat (kein Pl) spinach
die Tomate, -n tomato
die Zucchini,-s zucchini
Das Obst Fruits
der Apfel,-¨ apple
die Aprikose,-n apricot
die Banane,-n banana
die Beere,-n berry
die Kirsche,-n cherry
die Grapefruit,-s
die Pampelmuse,-n grapefruit
die Traube,-n grape
die Kiwi,-s kiwi
die Zitrone,-n lemon
die Melone,-n melon
die Orange,-n/ die Apfelsine,-n orange
der Pfirsich,-e peach
die Birne,-n pear
die Ananas,-e pineapple
die Pflaume,-n plum
die Himbeere,-n raspberry
die Sauerkirsche,-n sour cherry
die Erdbeere,-n strawberry

_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–11
 die Wassermelone,-n watermelon
die Heidelbeere,-n
die Blaubeere,-n blueberry
die Nektarine,-n nectarine
die Brombeere,-n blackberry
die Erdbeer,-n strawberry
die Himbeere,-n raspberry
die Mango,-s mango
die Papaya,-s papaya
der Granatapfel,-¨ pomegranate
Gewürze und Zutaten Seasonings and Spices
der Honig (kein Pl) honey
das/der Ketchup (kein Pl) ketchup
der Senf (kein Pl) mustard
das Öl,-e oil
der Pfeffer (kein Pl) pepper
das Salz (kein Pl) salt
der Sirop,-e syrup
der Essig (kein Pl) vinegar
die Mayonnaise (kein Pl) mayonnaise
Feiertage Holidays
Der Karneval/dieFastnacht carnival
der Karnevalsverein,-e carnival association
die Maske,-n mask
der Rosenmontag,-e Monday during Mardi Gras
der Umzug,-¨e parade with floats
special event for women
die Altweiberfastnacht,-¨e during Mardi Gras
tanzen to dance
maskieren to mask
die Hexe,-n witch

________________________________________________________________________________
B-12  Kindergarten to Grade 3 German Language Arts
 Die Weihnachten Christmas
der Adventskalender,- advent calendar
der Adventskranz,-¨e advent wreath
der Engel,- angel
der Kuchen,- cake
die Kerze,-n candle
die Schokolade chocolate
das Christkind Christ child
das Weihnachtslied,-er Christmas carol
die Weihnachtsfeier,- Christmas celebration
der Weihnachtstag,-e Christmas Day
der Weihnachtsschmuck Christmas decoration
der Heiligabend,-e Christmas Eve
der Weihnachtsmarkt,-¨e Christmas market
der Weihnachtsbaum,-¨e Christmas tree
das Plätzchen,- cookie
die Heiligen Drei Könige (Pl) Epiphany
das Geschenk,-e gift
die Bescherung,-en gift giving
das Licht,-er light
die Weihnachtskrippe,-n manger
die Nuss,-¨e nut
der Weihnachtsmann,-¨er Santa Claus
der Heilige St. Nikolaus St. Nicholas
der Nikolaustag,-e St. Nicholas Day
die Lametta (kein Pl) tinsel

_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–13
Das Neue Jahr New Year
das Glücksschwein,-e “good-luck pig”
das Marzipan (kein Pl) almond paste
der Rauchfangkehrer,- chimney sweep
das Feuerwerk,-e fireworks
der Glücksklee (kein Pl) good-luck clover
Prosit Neujahr! Happy New Year
das Hufeisen,- horseshoe
der Silvester/das Neujahr New Year’s Eve
Glücksbringer lucky charm
tanzen to dance
umarmen to embrace
schenken to give a present
Formen deuten to interpret shapes
Blei gießen to melt lead
die Zukunft vorhersagen to predict the future
Ostern Easter
der Aschermittwoch,-e Ash Wednesday
das Schokoladenei,-er chocolate egg
der Brauch,-¨e custom
der Osterhase,-n Easter bunny
das Osterei,-er Easter egg
der Karfreitag,-e Good Friday
die Fastenzeit,-en Lent
Kleine Kinder suchen die Little children look for the
Ostereier in der Wohnung und Easter eggs in the home and
im Garten. in the garden.
Der Osterhase bemalt die The Easter bunny paints the
Ostereier und versteckt sie. Easter eggs and hides them

________________________________________________________________________________
B-14  Kindergarten to Grade 3 German Language Arts
Der Geburtstag Birthday
der Geburtstagskuchen birthday cake
Ich bin am 2. Februar geboren. I was born on February 2nd.
Ich möchte meinen Geburtstag I would like to celebrate my
mit Freunden und Verwandten birthday with friends and
feiern. relatives.
Ich habe am Sonntag
Geburtstag. My birthday is on Sunday.
Am Sonntag bin ich 7 Jahre alt. On Sunday I will be 7.
die Party,-s/das Fest,-e party
die Kerzen ausblasen to blow out the candles
ein Geschenk geben to give a present
einladen to invite
die Einladung,-en invitation
der Gast,-¨e guest
die Torte,-en torte
Andere Feiertage Other Holidays
der Kanada-Tag,-e Canada Day
der Vatertag,-e Father’s Day
Halloween Halloween
der Muttertag,-e Mother’s Day
der Namenstag,-e Name’s Day
das Pfingsten Pentecost
der Sankt Martins-Tag St. Martin’s Day
das Erntedankfest,-e Thanksgiving
der Valentinstag,-e Valentine’s Day

_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–15
In der Schule At School
der Hilfslehrer,- assistant teacher
die Hilfslehrerin,-nen (paraprofessional)
der Rucksack,-¨e backpack
der Sportplatz,-¨e baseball field
die Pause,-n break/recess
der Busfahrer,-
bus driver
die Busfahrerin,-nen
die Cafeteria, die Cafeterien cafeteria
das Klassenzimmer,- classroom
das Klettergerüst,-e climbing apparatus
der Computerraum,-¨e computer lab
der Berater,-/ die Beraterin,-nen counsellor
der Hausmeister,- custodian
der Zaun,-¨e fence
das Feld,-er field
das Tor,-e goal (also gate)
der Torwart,-e goalie
die Turnhalle,-n gymnasium
der Korridor,-e hallway, corridor
der Helfer,-/ die Helferin,-nen helper
der Hügel,- hill
die Bibliothekarin,-nen
librarian
der Bibliothekar,-e
die Bibliothek,-en library
die Mittagspause,-n lunch
das Mittagessen,- lunch
der Musikraum,-¨e music room
die Krankenschwester,-n nurse
das Büro,-s office
die Verwaltung,-en administration office
der Spielplatz,-¨e playground
________________________________________________________________________________
B-16  Kindergarten to Grade 3 German Language Arts
 das Poster,-s poster
der Schulleiter,-
principal
die Schulleiterin,-en
der Sandkasten,-¨ sandbox
die Schule,-n school
der Schülerlotse,-n school patrol
der Schulhof,-¨e schoolyard
der Sekretär,-en
secretary
die Sekretärin,-nen
der Bürgersteig,-e sidewalk
der Fußballplatz,-¨e soccer field
die Schaukel,-n swing
der Gang,-¨e walkway
die Toilette,-n washroom, bathroom
Die Tageszeit Time of Day
der Morgen morning
der Mittag noon
der Nachmittag afternoon
der Abend evening
die Nacht night
die Mitternacht,-¨e midnight
Die Farben Colours
beige beige
schwarz black
weiß white
gelb yellow
grün green
lila purple
rot red
grau grey
orange orange
blau blue

_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–17
 braun brown
rosa pink
Das Wetter Weather
bewölkt/wolkig cloudy
kalt cold
neblig foggy
heiß hot
Es regnet. It is raining.
Es schneit. It is snowing.
Es donnert und blitzt. It is thundering and lightning.
sonnig sunny
warm warm
windig windy
das Wetter weather
schlechtes Wetter bad weather
der Nieselregen drizzlе
das Gewitter,- storm
gewittrig stormy
Es nieselt. It is drizzling.
schwül humid
der Hagel hail
eisig icy
glatt slippery
der Schauer,- shower
Verben Verbs
leisten/erreichen to accomplish/to achieve
fragen to ask (for something)
backen to bake
sein to be
können to be able to
kaufen to buy

________________________________________________________________________________
B-18  Kindergarten to Grade 3 German Language Arts
 rufen to call
zelten to camp
tragen to carry
aussuchen to choose
klettern to climb
etwas schließen to close something
anmalen/ausmalen to colour
kochen to cook
abschreiben to copy (from the board)
zählen to count
weinen to cry
schneiden/ausschneiden to cut/to cut out
tanzen to dance
machen to do, to make
zeichnen to draw
trinken to drink
fahren to drive
essen to eat
hinfallen to fall
finden to find
aufstehen to get up/to arise
geben/ schenken to give
gehen to go
hinuntergehen to go down (i.e., stairs)
hinausgehen to go out (i.e., of a room)
hinaufgehen to go up (i.e., stairs)
haben to have
hören to hear
springen to jump
lernen to learn
mögen/ gern haben/lieben to like, to love something
zuhören to listen to

_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–19
 zuschauen to look at, watch
suchen to look for
lieben to love someone
öffnen to open something
malen/pinseln to paint
aufführen to perform
kopieren to photocopy
spielen to play
üben to practise
anziehen to put on clothing
to put or place something
legen
(book on a shelf, paper on a desk)
lesen to read
laufen to run
sehen to see
spitzen to sharpen (pencil)
einkaufen (“shopping”) to shop
singen to sing
sitzen to sit
schlafen to sleep
rutschen to slide
schneien to snow
lernen to study
schwimmen to swim
schaukeln to swing
ausziehen to take off clothing
sprechen, sich unterhalten to talk, speak, to converse
denken to think
besuchen to visit
gehen to walk
tragen to wear (clothing—hat, etc.)
arbeiten to work
zusammenarbeiten to work together

________________________________________________________________________________
B-20  Kindergarten to Grade 3 German Language Arts
 schreiben to write
aufschreiben/notieren to write something down
möchten would like to
Die Insekten Insects
die Biene,-n bee
der Käfer,- beetle
der Schmetterling,-e butterfly
die Raupe,-n caterpillar
die Fliege,-n fly
die Mücke,-n, der Moskito,-s mosquito
die Spinne,-n spider
die Wespe,-n wasp
der Wurm,-¨er worm
Zu Hause At home
der Dachboden,- attic
der Balkon,-e balcony
der Keller,- basement
das Badezimmer,- bathroom
das WC,-s bathroom
die Badewanne,-n bathtub
das Bett,-en bed
das Schlafzimmer,- bedroom
der Stuhl,-¨e chair
der Wandschrank,-¨e closet
der Schrank,-¨e cupboard
das Esszimmer,- dining room
die Spülmaschine,-n dishwasher
die Kommode,-n dresser, chest of drawers
der Trockner,- drier
der Sessel,-e easy chair
der Flur,-e entrance
die Gefriertruhe,-n freezer
_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–21
 der Kühlschrank,-¨e fridge
der Vorgarten,-n front yard
die Garage,-n garage
die Heizung,-en heating
das Haus,-¨er house
die Küche,-n kitchen
die Spüle,-n kitchen sink
die Lampe,-n lamp
die Etage,-n level (floor)
das Wohnzimmer,- living room
die Mikrowelle,-n microwave
der Ofen,-¨ oven
die Terrasse,-n porch/deck
der Teppich,-e rug
das Regal,-e shelf
die Dusche,-n shower
das Waschbecken,- sink
das Sofa,-s sofa, couch
die Treppe,-n stairway
der Hocker,- stool
der Herd,-e stove
der Tisch,-e table
das Telefon,-e telephone
der Fernseher,-e television
die Toilette,-n toilet
die Waschmaschine,-n washing machine
das Fenster,- window
Zuhause helfen Helping at Home
der Besen,- broom
der Eimer,- bucket/pail
die Fenster putzen clean the windows
abstauben dust

________________________________________________________________________________
B-22  Kindergarten to Grade 3 German Language Arts
 der Lappen rag
die Seife,-en soap
das Zimmer aufräumen tidy up the room
das Haus putzen to clean the house
Wäsche falten to fold clothes
bügeln to iron
das Bett machen to make the bed
kehren, fegen to sweep
den Müll rausbringen to take out the garbage
staubsaugen to vacuum
die Wäsche waschen to wash clothes
spülen to wash dishes
der Staubsauger,- vacuum cleaner
Mein Zimmer My Room
das Bett,-en bed
der Schreibtisch,-e desk
die Lampe,n lamp
der Spiegel,- mirror
das Regal,-e shelf
der Kleiderschrank,-¨e closet
der Stuhl,-¨e chair
das Bild,-er picture
Einkaufen gehen Going Shopping
das Angebot,-e bargain
die Boutique,-n boutique
die Kasse,-en cash register
der Kassierer,-/die Kassiererin,-
cashier
nen
das Lebensmittel,-e groceries
der Ausverkauf,-e sale
der Verkäufer,-/die Verkäuferin,- sales clerk

_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–23
 nen
das Geschäft,-e shop/store
das Einkaufszentrum, die
shopping mall
Einkaufszentren
die Mode (kein Plural) style
der Supermarkt,-¨e supermarket
kaufen to buy
einkaufen (shopping) to go shopping
verkaufen to sell
anprobieren to try on clothes
die Ware,-n, das Produkt,-e ware/product
Freizeitbeschäftigungen Hobbies
das Hobby,
hobby, favourite activity
die Lieblingsbeschäftigung
tanzen to dance
ins Kino gehen to go to the movies
ins Theater gehen to go to the theatre
Musik hören to listen to music
malen to paint
Sport treiben to participate in sports
Computerspiele spielen to play computer games
lesen to read
Unterricht nehmen (Klavier,…) to take lessons (piano,…)
Sport und Spiele Sports and Games
der Baseball,-¨e baseball
der Basketball,-¨e basketball
der Trainer,-/die Trainerin,-en coach
der Wettbewerb,-e competition
der Fan,-s fan
der Football, -¨e football
das Spiel,-e game

________________________________________________________________________________
B-24  Kindergarten to Grade 3 German Language Arts
 das Eishockey (kein Pl) hockey
der Fußball,-¨e soccer
der Sport (kein Pl) sport
das Stadion, die Stadien stadium
gewinnen to win
der Wettkampf,-¨e tournament, competition
die Leichtathletik (kein Pl) track and field
das Training,-s training
die Trophäe,-n, der Preis,-e trophy
der Volleyball, -¨e volleyball
Beim Arzt Going to the Doctor
die Erkältung,-en a cold, the flu
der Unfall,-¨e accident
die Allergie,-n allergy
die Blutprobe,-n blood test
der Husten (kein Pl) cough
der Arzt,-¨e
doctor
die Ärztin,-nen
untersuchen examine
das Fieber (kein Pl) fever
der Heuschnupfen (kein Pl) hay fever
der Kopfschmerz,-en headache
das Krankenhaus,-¨er
hospital
das Hospital,-e
die Spritze,-n injection
die Krankenhelfer (Pl) medical personnel
das Medikament,-e medication
die Krankenschwester,-n
nurse
der Krankenpfleger,-
der Ausschlag,-¨e rash
die Atemnot,-¨e shortness of breath
der Schnupfen (kein Pl) sniffles

_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–25
 der Bauchschmerz,-en stomach ache
krank sein to be sick, ill
husten to cough
eine Allergie haben to have an allergy
heilen to heal
gesund werden/sich erholen to recover
niesen to sneeze
sich übergeben to throw up
das Vitamin,-e vitamin
die Röntgenaufnahme,-n x-ray
Die Haustiere Pets
das Aquarium, die Aquarien aquarium
der Käfig,-e cage
die Katze,-n cat
der Hund,-e dog
das Hundefutter,- dog food
der Fisch,-e fish
das Meerschweinchen,- guinea pig
der Hamster,- hamster
die Eidechse,-n lizard
das Kaninchen,- pet rabbit
betreuen, pflegen to care for
füttern to feed
Im Garten Making Things Grow
graben to dig
die Blume flower
der Garten garden
der Obstgarten orchard
pflanzen to plant
die Pflanze plant
die Saat seeds
die Erde soil

________________________________________________________________________________
B-26  Kindergarten to Grade 3 German Language Arts
 der Baum tree
die Kelle/ die Schaufel trowel/shovel
das Wasser, gießen water
die Gießkanne watering can
Im Urlaub Vacation
das Auto car
der Waggon train car
der Ausflug excursion/field trip
der Flug flight
die Autobahn, die Landstraße highway
das Hotel hotel
das Flugzeug airplane
der Urlaubsort resort
übernachten to spend the night
der Koffer suitcase
die Karte (Fahrkarte,
ticket
Eintrittskarte, Flugkarte)
fahren to drive
einpacken to pack
der Zug, die Eisenbahn train
reisen, verreisen to travel
die Reise trip, journey
der Lastwagen truck
der Kofferraum trunk
Arbeit und Beruf Jobs
der Buchführer
accountant
die Buchführerin
sich bewerben to apply for
die Firma business
der Arzt
doctor
die Ärztin
der Fahrer (der Chauffeur)
driver
die Fahrerin
_____________________________________________________________________________
A p p e n d i x B : V o c a b u l a r y a n d C l a s s r o o m E x p r e s s i o n s  B–27
 der Feuerwehrmann
fireman
die Feuerwehrfrau
das Einkommen income
die Arbeit/der Beruf job/occupation
der Rechtsanwalt
lawyer
die Rechtsanwältin
der Bibliothekar
librarian
die Bibliothekarin
die Krankenschwester
nurse
der Krankenpfleger
der Lohn pay, wages
der Polizist
police officer
die Polizistin
die Arbeitsstelle position
der Lebenslauf rеsumе
der Sekretär
secretary
die Sekretärin
der Lehrer
teacher
die Lehrerin
Fernsehen Television
der Fernseher
television
das Fernsehen
die Sendung program
der Film film/movie
das Fernsehprogramm channel
die Serie series
der Nachrichtensprecher newscaster
der Dokumentarfilm documentary
die Komödie comedy

________________________________________________________________________________
B-28  Kindergarten to Grade 3 German Language Arts
 Classroom Commands

English English
Du Ihr
Singular Plural
Komm bitte her. Come here. Kommt bitte her. Come here.
Schau auf die Tafel! Look at the board. Schaut auf die Tafel! Look at the blackboard.
Hand hoch, bitte! Raise your hand. Hände hoch, bitte! Raise your hands.
Mach dein Buch auf. Open your book. Macht eure Bücher auf! Open your books.

A p p e n d i x
Schreibe deinen Namen. Write your name. Schreibt eure Namen! Write your names.

B :
Zeichne/Male ein Bild! Make a drawing. Zeichnet/Malt ein Bild! Make a drawing.
Mach dein Buch zu! Close your book. Macht eure Bücher zu! Close your books.
Nimm dein Buch heraus! Take your book out. Nehmt eure Bücher Take out your books.
heraus!

V o c a b u l a r y
Steh auf! Stand up. Steht auf! Stand up.

a n d
Setz dich! Sit down. Setzt euch! Sit down.
Hör zu! Listen. Hört zu! Listen.
Die nächste Seite, bitte! Turn the page. Die nächste Seite, bitte! Turn the pages.

C l a s s r o o m
Stell dich in die Reihe! Line up. Stellt euch in eine Reihe! Line up.
Lies! read Lest! read
Schreib! write Schreibt! write
Sprich! speak Sprecht! speak

E x p r e s s i o n s


B–29
 Ausdrücke für Schüler und Expressions for Students

B–30
Schülerinnen
Note: Always address your teacher or other school personnel
 as Sie! Your fellow students should be addressed as du or ihr.
Bin ich dran? Is it my turn?
Bitte wiederholen Sie das! Could you please repeat that? (to the teacher)
Darf ich bitte zur Toilette gehen? May I go to the bathroom?
Darf ich bitte Wasser trinken gehen? May I go drink some water?
Darf ich zu meinem Schließfach gehen? May I go to my locker?
Der Fuß/Kopf/Hals/Bauch tut (mir) weh. My foot/head/throat/stomach hurts.
Entschuldigung, ich habe meine Sorry, I forgot my homework.
Hausaufgaben vergessen.
Was heißt .... auf Deutsch? What’s the German word for ….?
Wie heißt das auf Englisch? How do you say that/this in English?
Wie schreibt man ______? How do you write _________?
Kann ich das auf Englisch sagen? Can I say it in English?
Können Sie mir helfen? Can you help me? (to the teacher)

Kindergarten to Grade 3 German Language Arts

Es tut mir leid. I am sorry.
Entschuldigung? Wie bitte? Sorry? Pardon me! (What did you say?)
Ich weiß (es) nicht. I don’t know.
Ich kann mich nicht erinnern. I don’t remember.
Ich verstehe das nicht. I don’t understand that.
Es macht mir Spaß. It’s fun.
Etwas langsamer, bitte. Slow down, please.
Haben wir Hausaufgaben? Do we have homework?
Ich habe das schon gemacht. Ich bin fertig. I’ve already done that. I’m done.
 Welche Seite/Übung? Which page/exercise?
Ich kann nicht _________. I don’t know how to ______.
Ich weiß nicht wie man ________.
Ich verstehe nicht. /Ich verstehe. I don’t understand./I understand.
Ich habe ________ vergessen. I forgot _________________.
Ich habe _________ verloren. I lost ___________________.
Wie geht es? How are things?
Alles ist in Ordnung. Everything is alright.

A p p e n d i x
Bitte. Please.

B :
Danke. Dankeschön. Vielen Dank. Thank you. /Thank you very much.

Ausdrücke für Lehrer und Expressions for Teachers

Lehrerinnen

V o c a b u l a r y
Alle zusammen. All together.
Aufpassen! Pass/ passt auf! Pay attention!

a n d
Beeilt euch bitte. Hurry up! Be quick.
Beende die Geschichte. Finish the story.
Benutze ein Wörterbuch. Use a dictionary.
Bilde Sätze. Make sentences.

C l a s s r o o m
Bildet bitte Dreier-/Vierergruppen. Please form groups of three/four.
Bis wieviel Uhr hast du Unterricht? At what time are your classes over?
Bitte nicht rennen. Don’t run, please.
Blättert um auf Seite … Turn to page …

E x p r e s s i o n s
Bleibt sitzen. Remain seated.
 Brauchst du Hilfe? Do you need help?
Bring mir … bitte. Bring me the …, please.
Das ist leider falsch. That’s wrong, I’m afraid.

B–31
 Das stimmt! That’s right!
Du alleine. Only you.

B–32
Du bist dran. Your turn.
Du hast Recht. You are right.
 Spielen wir! Let’s play a game.
Setz deine Spielfigur…Fleder vor. Move your pawn (marker) .... spaces ahead.
Ich habe gewonnen. I have won.
Nehmt euch eine Spielfigur und stellt sie auf Choose a game piece and place it on
das Startfeld. „Start“.
Würfelt der Reihe nach. Take turns rolling the dice.
Würfle. Throw the dice.
Rücke drei Felder vor. Move forward three spaces.
Wenn du eine sechs würfelst, bist du If you throw a 6, you get another turn.
nochmals dran.
Wer die höchste Zahl gewürfelt hat, beginnt. The player that rolls the highest number
begins.
Du musst einmal aussetzen! You have to miss a turn.
Du musst jetzt… Felder zurürck. You have to go back ... spaces.
Peter ist zuletzt dran. Peter has the last turn.

Kindergarten to Grade 3 German Language Arts

Du mogelst! / Du schummelst! You are cheating!
Erzähl von deinem Haustier. Talk about your pet.
Etwas lauter, bitte. Louder, please. Speak up.
Fangen wir an/ Beginnen wir. Let’s begin.
Gehen wir zur Turnhalle! Let’s got to the gym.
Geht langsam. Walk slowly.
Guten Morgen, Kinder. Guten Tag. Good morning, children. Good day.
Hast du das verstanden? Did you understand?
 Hat es geläutet? Did the bell ring?
Hier sind vier Bilder. Was siehst du auf dem Here you see a series of four pictures.
ersten Bild? Describe what you see in the first picture.
Hör auf! Stop it!
Hör bitte damit auf. Stop it, please.
Hör/ hört mir bitte zu! Please listen to me.
Ich bin euer Deutschlehrer. Ich heiße ... I’m your German teacher. My name is ...
Wie heißt du? What’s your name?
Ich helfe dir. I’ll help you.

A p p e n d i x
Jetzt in Gruppen. Now in groups.

B :
Kann ich helfen? Can I help?
Kannst du die Arbeitsblätter bitte verteilen? Can you please hand out the worksheets?
Komm/geh zur Tafel. Come/go to the board.

V o c a b u l a r y
Fragen und Sätze Phrases

a n d
Die Hausaufgaben. Homework.
Wie spät ist es? What time is it?
Um wieviel Uhr? At what time?
Was ist das? What’s this?

C l a s s r o o m
Ja. Yes.
Nein. No.
Wer? Who?
Was? What?

E x p r e s s i o n s
Wo? Wohin? Where? Where to?
Wann? When?

Wie? How?
Für wen? Wem? To whom?/Whom?

B–33
 Warum? Wieso? Weshalb? Why?
Wozu? Wofür? What for?

B–34
Mit wem? With whom?
Womit? With what?
 Woher? From where?
Woher weißt du das? How do you know that?
Bin ich dran? Bin ich an der Reihe? My turn?
Sehr gut. Very good.
Ausgezeichnet! Excellent!
Ich habe eine Frage. I have a question.
Das ist nicht fair. This isn’t fair.
Nie. Niemals. Never.
Immer. Always.
Manchmal. Sometimes.
Kannst du mir bitte _______ reichen? Could you please pass _______.
Was möchtest du trinken? What would you like to drink? (informal)
Was möchten Sie trinken? What would you like to drink? (formal)

Kindergarten to Grade 3 German Language Arts

 Idiomatische Ausdrücke Idiomatic Expressions
Auf die Plätze, fertig, los! On your mark, get set, go!
Das Buch gehört ins Regal. This book belongs on the shelf.
Das gefällt mir (sehr)! I like that (very much)!
Das ist toll! This is fantastic!
Das macht mir keinen Spaß. I don’t enjoy that at all.

A p p e n d i x
Das macht nichts. That doesn’t matter.

B :
Das schmeckt gut. That tastes good.
Der Hund tut dir nichts. The dog won’t hurt you.
Einverstanden! Agreed!

V o c a b u l a r y
Er hat sich verspätet. He is late.
Gesundheit! Bless you!

a n d
Gib mir …, bitte. Give me the …, please.
Glück haben to be fortunate/lucky
Gute Idee! That’s a good idea!

C l a s s r o o m
Guten Appetit! Enjoy your meal!
Herzlichen Glückwunsch!
Happy birthday!
Alles Gute zum Geburtstag!
Ich habe Hunger/Durst. I am hungry/thirsty.

E x p r e s s i o n s
Klar! Of course!

Komm schon! Come on!
Mäuschenstill sein to be as quiet as a mouse

B–35
 mit dem Kopf nicken to nod
Sie ist böse auf mich. She is upset with me/angry at me.

B–36
Sport treiben to play sports
Viel Glück! Good luck!

Viel Spaß! Have fun!
Viel Vergnügen! Enjoy yourself/yourselves!
Was gibt’s zum Abendessen? What’s for dinner?
Was hältst du davon? What do you think about that?
Was ist (hier) denn los? What’s going on (here)?
Was möchtest du? What would you like?
Begrüßung und Abschied Saying Hello and Goodbye
Tschüss!/Tschüs! Bye!
Guten Tag. Good day.
Guten Abend. Good evening.
Guten Morgen. Good morning.

Kindergarten to Grade 3 German Language Arts

Gute Nacht. Good night.
Auf Wiedersehen. Goodbye.
Hallo. Hello.
Bis morgen! See you tomorrow.
 Fragen und Sätze Phrases
Was wünschen Sie ? What would you like to order?
Ich hätte gern ______________ . I would like to order ___________.
Was wünschen Sie zum Nachtisch? What would you like for dessert?
Ich ziehe mir ______________ an. I am getting dressed ___________.
Ich ziehe mir _____________ aus. I am undressing ___________.

A p p e n d i x
Ich kaufe ______________. I am buying ______________.

B :
Ich habe Hunger. I am hungry _____________.
Es ist Mittagszeit. Time to for lunch.
Darf ich ____________ holen ? May I get _________?
Darf ich in die Bibliothek gehen? May I go to the library?

V o c a b u l a r y
Darf ich ______________.? May I ____________?

a n d
Ich bin froh. I am happy. (right now)
Ich bin glücklich. I am happy. (a happy person)
Ich habe Langeweile. I am bored.
Ich bin traurig. I’m sad.

C l a s s r o o m
Ich interessiere mich für _____________. I’m interested in ________.
Ich habe Angst. I’m scared.
Ich fürchte mich.
Ich heiße ______________. My name is _________________.

E x p r e s s i o n s
Ich mag ______________. I like ___________________.
 Magst du ______________.? Do you like ___________________?
Ich ______________ gern. I enjoy/like ______________. (verb)
Magst du ____________ gern? Do you enjoy/like ______________?

B–37
 Fragen und Sätze Phrases

B–38
Ich bin ______ (Jahre alt). I am ____ years old.
Ich habe ______________. I have _____________.
 Ich wohne ______________. I live ______________.
Wo wohnst du? Where do you live?
Ich bin ______________ geboren. I was born ______________.
Meine Telefonnummer ist ___________________. My telephone number is _________________.
Meine Adresse ist ________________________. My address is ________________________.

Kindergarten to Grade 3 German Language Arts

 Appendix C: Planning Tools

Instructional Planning Guide ............................................................................ C–2

Year Plan ............................................................................................................. C–5

Unit Plan Overview ............................................................................................ C–7

Unit Plan A ........................................................................................................... C–8

Unit Plan B ........................................................................................................... C–9

Unit Plan C .......................................................................................................... C–10

Lesson Plan A ...................................................................................................... C–11

Lesson Plan B ...................................................................................................... C–12

How “Listener-Friendly” Is My Instruction? ...................................................... C–13

Examples of General Accommodations ....................................................... C–14

Examples of Instructional Accommodations ................................................ C–15

Examples of Assessment Accommodations ................................................. C–16

Sample Text Forms ............................................................................................. C–17

Alternative Learning Activities Menu .............................................................. C–18

Sample Independent Study Agreement ....................................................... C–19

Group Roles Organizer ..................................................................................... C–20

Sample List of Learning Strategies .................................................................. C–21

_____________________________________________________________________________
A p p e n d i x C : P l a n n i n g T o o l s  C–1
 Instructional Planning Guide
As you design a learning activity, consider students’ individual needs and learning profiles to determine
the accommodations, modifications, and adaptations that will be necessary for success.

 Outcomes
Determine the outcomes that students can reasonably accomplish.
 Select fewer outcomes, partial outcomes, or outcomes from a different grade level if necessary.

Determine what the students will be able to demonstrate as a result of this learning
activity.
 Consider the accommodations, modifications, and adaptations necessary to ensure student success
in achieving all or part of the outcomes.

 Learning Activities
Select appropriate instructional strategies and learning activities that will create
opportunities for students to successfully achieve the targeted outcomes.
 Decide how students will apply their learning.
 Ensure opportunities for students to use different learning modalities (e.g., visual, auditory).
 Present and support key concepts and instructions using demonstration, oral and written steps
and exemplars of completed assignments.
 Break down assignments or tasks into smaller, more manageable parts.
 Give clear, concrete instructions and:
___ provide a visual reference of the sequence of key steps in completing the assignment
___ provide a checklist of assignment parts for students to mark as tasks are completed
___ support written instructions with picture prompts or highlight directions using a
colour-coding system
___ tape record directions or lectures for playback
___ repeat instructions
___ have students recall instructions in sequence
 Model and demonstrate to promote understanding of directions.
 Check in with students regularly to check task understanding and to provide feedback and
clarification on specific aspects of the assignment.
 Highlight key points of the lesson orally and visually.
 Select extension activities that will reinforce and extend learning.
 Write assignments and homework on chart paper or the board. Ensure that students write down
assignments in their agendas.
 Help students stay on task by employing a cueing strategy.

Identify the key concepts of the learning activity.

 Consider how the activity has been designed to motivate and engage student interest.
 Determine how to present an overview of the learning activity.
 Ensure that the learning activity provides opportunities for students to relate the key concepts to
their own experiences or understanding.
 Build in opportunities to make connections between what the students know and what they are
learning.

Adapted with permission from Calgary Learning Centre (Calgary, Alberta, 2003).

________________________________________________________________________________
C-2  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Consider how the students will be organized for instruction and the type of groupings
that will be most effective (partner, small group, large group).
 Use flexible grouping to determine the best fit for a particular activity. Decisions about grouping
students may be based on different factors depending on the end goal, such as learning profile,
interest, readiness, or need.

 Learning Environment
Consider the classroom environment and individual student work space.
 Provide a quiet work station like a study carrel in a corner of the classroom.
 Plan seating arrangements for students with attention issues based on traffic patterns and overt
distractions (e.g., windows, door, hallway, computer).
 Partner students with a peer for support and guidance.

 Resources
Decide on the resources that will be used for the learning activity, including oral, print,
media texts, and community resources.
 Locate necessary materials and resources to support different reading levels, learning styles, and
student needs.
 Consider using graphic organizers to present information.

Prepare resources to assist students with learning difficulties.

 Rewrite materials at a lower reading level.
 Provide a graphic organizer for note taking (e.g., Cloze style).
 Highlight passages of text.
 Reformat handouts and tests as necessary (e.g., provide lines for written responses, put one
question per page, rewrite questions or information at a lower reading level, enlarge print and
spacing between lines of print).
 Identify web-based supports (e.g., simulations).

Ensure that students have the assistive tools and devices to support their learning styles
or needs. For example,
___ highlighters, calculators, sticky notes, rulers, markers, erasable pens, adapted scissors, graph
paper, special lined paper, pencil grip, date/number line taped to desk
___ a copy of the lecture notes
___ enlarged or reduced text
___ scribe
___ tape recordings
___ picture prompts
___ manipulatives
___ overlays
___ computers

_____________________________________________________________________________
A p p e n d i x C : P l a n n i n g T o o l s  C–3
 Assessment
Decide what evidence will show whether the students have achieved the outcomes.

Determine the best way for students to demonstrate their learning.

 Provide assessment options for students to show what they know.

Make necessary preparations for alternative testing procedures, resources, and

materials.
 Does the student need:
___ a recording of the test?
___ a scribe to write down their ideas or answers?
___ the test questions read aloud?
___ a time extension?
___ fewer questions?

Determine the focus of the assessment for evaluation purposes.

For example, if you are evaluating students on their understanding of the content, do not penalize for
spelling errors or missing punctuation.

Select or develop rubrics, exemplars, and checklists to support student evaluation.

Provide immediate, specific, and constructive feedback.

 Emphasize the quality of work and perseverance rather than quantity.

Provide opportunities for student self-reflection and self-evaluation.

 Consider necessary alternate assessment options to accommodate different learning styles,
interests, or strengths.
 Share assignment criteria lists, checklists, standards, and exemplars with students.

 Timeline

Record important assignments and text due dates on a master calendar, and have
students write these dates in their agendas.
 Show students how to plan for longer assignments by using a calendar.
 Show students how to study for an upcoming test.
 Provide students with a study guide of important skills and concepts.

Consider the pace of the learning activity and the needs of the students.
 Consider ways to change the pace and allow students to focus on task for more condensed periods
of time, if necessary.
 Prepare an assignment summary with task increments and timeline to guide student’s completion
of the assignment. Provide time warnings for task completion.
 Extend deadlines for those students who require more time to complete assignments.

________________________________________________________________________________
C-4  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Year Plan

Grade(s): School Year: Teacher(s):

September October November December January

Unit(s)
Specific Outcomes
Major Teaching and Learning
Activities
Resources
Assessment and
Evaluation

_____________________________________________________________________________
A p p e n d i x C : P l a n n i n g T o o l s  C–5
 Year Plan

Grade(s): School Year: Teacher(s):

February March April May June

Unit(s)
Specific Outcomes
Major Teaching and Learning
Activities
Resources
Assessment and
Evaluation

________________________________________________________________________________
C-6  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Unit Plan Overview

Student Activities: Outcomes: Lesson Topics:

Duration:
Unit Focus:

Addressing Learner

A p p e n d i x
Diversity:

C :
Learning Strategies: Assessment:

P l a n n i n g
T o o l s


C–7
 Unit Plan A

Grade(s): _______ Unit Focus: ______ Teacher(s):

Outcomes:

Teaching and Learning Activities:

Resources: Planning for Diversity: Assessment

and Evaluation:

________________________________________________________________________________
C-8  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
 Unit Plan B
Day Outcomes Teaching and Learning Activities Resources Planning for Diversity Assessment/Evaluation

A p p e n d i x
C :
5

P l a n n i n g
T o o l s
6


C–9
 Unit Plan C

Title: Timeline:
General Learning Outcome:
Specific Learning Outcomes Learning Strategies and Activities

Getting-Ready
Activities
(Strategies for
activating and assessing
prior knowledge, and
creating interest in new unit.)

Assessment Strategies and Activities

Enrichment Strategies
(Students extend their learning and commit to
healthy behaviour.)

Resources

Home/School/Community Connections Cross-Curricular

Connections

________________________________________________________________________________
C-10  Kindergarten to Grade 3 German Language Arts
 Lesson Plan A

Lesson Title:

Date and Class:

Outcomes Addressed:

Materials Required:

Teaching and Learning Activities:

Differentiation of Instruction:

Opportunity for Assessment:

_____________________________________________________________________________
A p p e n d i x C : P l a n n i n g T o o l s  C–11
 Lesson Plan B

Lesson Title: _________________________________________________________________________________

Date: _________________________________________ Class: ______________________________________

Outcomes Lesson Description

Possible Student Learning

Strategies:

Differentiation of Assessment Materials

Instruction

 yes  not necessary

If yes, description:

________________________________________________________________________________
C-12  Kindergarten to Grade 3 German Language Arts
 How “Listener-Friendly” Is My Instruction?

Review the strategies below and mark the column that best fits your current practice for
helping students focus on what is important in the learning activity.
Yes Not
Yet
 I reduce distractions for my students (e.g., close the door, move students  
near the front and away from windows).
 I communicate clearly what my expectations of the students are during the  
class.
 I provide students with some form of an advanced organizer at the  
beginning of class to alert them to what will be addressed in the learning
activity.
 I consistently review and encourage recall of previously presented  
information (e.g., summarizing, asking questions, allowing time to review
previous notes and handouts).
 I use cue words and phrases to signal important information (e.g., In  
summary…, Note the following…, Pay attention to…, Record this important
fact …, This is important …, Listen carefully).
 I use transitional phrases to cue and signal the organization of information  
(e.g., first, second, third; next; before/after; finally).
 I highlight important information by using bold, italics, and different coloured  
text.
 I vary my volume, tone of voice, and rate of speech to emphasize important  
ideas and concepts.
 I present information in many different ways (e.g., discussion, video, audio,  
small-group assignments, transparencies, slideshow presentations).
 I repeat important ideas and concepts by rephrasing and using multiple  
examples.
 I write important ideas, key concepts, and vocabulary on the board or  
overhead transparency.
 I use visual aids and objects to support the concepts and information that  
are presented (e.g., pictures, diagrams, maps, manipulatives, graphic
organizers, overhead projector).
 I provide examples and non-examples of concepts.  
 I frequently check for understanding (e.g., ask questions during the class,  
encourage students to ask questions during and after a presentation,
encourage students to relate new information to old).
 I provide students with opportunities to discuss concepts with a partner or  
small group.
 I provide students with opportunities to work with and/or practise new skills  
and concepts.
 I allow time for reflection at the end of the class (e.g., review important  
ideas, summarize, ask questions, self-evaluate).
 I briefly review the important concepts at the end of the class and preview  
what will be happening next class.

Adapted from Anne Price, “Listen Up” handout (Calgary, AB: Calgary Learning Centre, 1995). Adapted with permission from
Calgary Learning Centre.

_____________________________________________________________________________
A p p e n d i x C : P l a n n i n g T o o l s  C–13
 Examples of General Accommodations

Methods of Instruction Task/Response (cont’d) Materials (cont’d) Reinforcement Systems

(cont’d)
 Vary amount of  Provide student with  Increase print size in
material to be a copy of notes. photocopying.  Allow special
learned.  Accept dictated or  Use daily homework activities.
 Vary amount of parent-assisted assignment book.  Instruct student in
material to be homework Other _________________ self-monitoring (i.e.,
practised. assignments. following directions,
 Vary time for  Provide extra raising hand to talk).
Organization for
practice activities. assignment time. Instruction Other _________________
 Use advance  Permit student to The student works best:
organizers. print. Assessment and Testing
 in large group
 Cue student to stay  Provide a student instruction
on task (e.g., buddy for reading.
 in small group  Adjust the test
private signal). Other _________________ instruction appearance (e.g.,
 Facilitate student margins, spacing).
 when placed
cueing (student Materials beside an  Adjust the test
providing cues to
independent design (T/F, multiple
the teacher).
 Modify text learner choice, matching).
 Repeat directions or  Adjust to recall with
materials (add,  with individual
have student
adapt, or instruction cues, Cloze, word
repeat directions.
substitute).  with peer tutoring lists.
 Shorten directions.  Vary test
 Make materials self-  with cross-aged
 Pair written correcting. administration
tutoring
instructions with oral (group/individual,
 Highlight important  using independent
instructions. open book, make-
concepts, self-instructional
 Use computer information, and/or up tests).
materials
assisted instruction. passages.  Record test
 in learning centres
 Use visual aids in  Use a desktop easel questions.
lesson presentation.  with preferential
or slantboard to  Select items specific
seating
Other ________________ raise reading to ability levels.
 with allowances for
materials.  Vary amount to be
mobility
Task/Response  Prepare recordings tested.
 in a quiet space
of reading/textbook  Give extra test time.
within the
 Reduce or materials and tasks.  Adjust readability of
classroom.
substitute required  Provide an extra test.
Other _________________
assignments. textbook for home  Allow recorded
 Adjust level of in- use. reports for essays
 Allow use of Reinforcement Systems and/or long answers.
class assignments to
academic level. personal word lists  Provide immediate  Read test questions
and cue cards. reinforcement.
 Break long-term  Allow use of a scribe
assignments into  Increase use of  Give verbal praise or a reader.
shorter tasks. pictures, diagrams, for positive
 Allow oral
and concrete behaviour.
 Adjust amount of examinations.
copying. manipulators.  Use tangible
Other __________________
 Break materials into reinforcers.
 Use strategies to
enhance recall smaller task units.  Send notes home.
(e.g., cues, Cloze).  Complete progress
charts.

________________________________________________________________________________
C-14  Kindergarten to Grade 3 German Language Arts
 Examples of Instructional Accommodations
Reading Difficulties Written Expression Attention Difficulties Memory Fine and Gross Motor
Difficulties Difficulties Difficulties
 Use less  Reduce volume of work.  Provide alternative seating:  Provide a written  Use assistive and adaptive
difficult/alternative  Break long-term ─ near teacher outline. devices:
reading material. assignments into ─ facing teacher  Provide ─ pencil or pen adapted
 Reduce amount of manageable tasks. ─ at front of class, between well-focused directions in in size or grip diameter
reading required. students, away from distractions written form (on ─ alternative keyboards
 Extend time for ─ portable word
 Allow alternative completing assignments.  Provide additional or personal work space board, on
(quiet area for study, extra seat or table, worksheets, processor.
methods of data  Offer alternative
collection (audio “time-out” spot, study carrels). copied in  Set realistic and mutually
assignments. assignment book
recorders, dictation,  Permit movement during class activities and agreed-upon
interviews, fact  Allow student to work on by student). expectations for neatness.
testing sessions.
sheets). homework while at  Provide a
school.  Provide directions in written form:  Reduce or eliminate the
 Set time limits for specific process need to copy from a text
 Allow alternative ─ on board for turning in or board
specific task
methods of data ─ on worksheets completed
completion. For example,
collection (audio ─ copied in assignment book by student assignments.
 Enlarge text of recorders, dictation,
─ provide copies of
worksheets and  Set time limits for specific task completion.  Provide notes
interviews, fact sheets). checklists for
reading material.  Extend time to complete tests and ─ permit student to
 Permit use of scribe or assignments. long, detailed photocopy a peer’s
 Extend time to tape recorder for assignments.
complete tests and  Allow student to take breaks during tests. notes
answers (student should  Read and ─ provide carbon/NCR
assignments. include specific  Use multiple testing sessions for longer tests. discuss standard paper to a peer to
 Use large print editions instructions about directions copy notes.
 Use place markers, special paper, graph

A p p e n d i x
of tests. punctuation and paper, or writing templates to allow student several times at
paragraphing).  Extend time to complete
 Read test items aloud to maintain position and focus attention start of

C :
tests and assignments.
to student.  Waive spelling, better. examination.
punctuation, and  Provide cues  Alter the size, shape or
 Read standard  Provide cues (e.g., arrows, stop signs on location of the space
directions several paragraphing worksheets and tests). (e.g., arrows,
requirements. provided for answers.
times at start of exam. stop signs on
 Provide a quiet, distraction-free area for worksheets and  Accept keyword
 Record directions.  Accept keyword testing.

P l a n n i n g
responses instead of tests). responses instead of
 Use assistive complete sentences.  Allow student to wear noise buffer devices complete sentences.
 Allow student to
technology (optical such as headphones to screen out  Allow student to type
 Use assistive technology use reference
character recognition distracting sounds. answers or to answer

T o o l s
(word processor, spell- aids (dictionary,
system, books on orally instead of in writing.
check device, grammar-  Provide checklists for long, detailed word processor,
tape/CD, screen assignments.
 check device, text to vocabulary cue
readers).
speech software). card).

Adapted with permission from Calgary Learning Centre (Calgary, Alberta, 2002).

C–15
 Examples of Assessment Accommodations

Some students require accommodations that allow classroom assessment to measure and
communicate student growth and achievement clearly and realistically. Some students will
know what they need in order to demonstrate their knowledge in the classroom and in testing
situations. It is important to provide an opportunity for students and parents to suggest or
respond to proposed assessment accommodations.

Sample assessment accommodations include:

 allowing extended time
 allowing breaks during the test
 reducing the number of questions
 breaking a test into parts and administering them at separate times
 providing a recorded test and making students aware that they may listen to part or all of
the recording more than once
 providing a reader or a scribe
 providing an opportunity to record answers
 providing more detailed instructions and confirming the student’s understanding of the test
process
 administering the test in a small group setting or to an individual student
 administering the test in a separate room, free from distractions
 providing noise buffers (e.g., headphones)
 adjusting the test appearance (e.g., margins, spacing)
 adjusting the test design (true/false, multiple choice, matching)
 adjusting readability of test
 allowing alternative formats such as webs or key points in place of essays or long answers
 reading test questions
 allowing use of a scribe or a reader
 allowing oral examinations
 allowing students to practise taking similar test questions
 other

________________________________________________________________________________
C-16  Kindergarten to Grade 3 German Language Arts
 Sample Text Forms
Written Texts Oral Texts

• advertisements • advertisements or announcements

• biographies and autobiographies • ceremonies (religious and secular)
• brochures, pamphlets, and leaflets • interpretive dialogues
• catalogues • formal and informal conversations
• dictionaries and grammar references • interviews
• encyclopedia entries • telephone messages
• folk tales and legends • oral stories and histories
• forms • plays and other performances
• graffiti • oral reports and presentations
• instructions and other “how to” texts • songs and hymns
• invitations • telephone conversations
• journals and logs • storytelling
• labels and packaging • speeches
• letters (business and personal) • rhymes, poetry
• lists, notes, and personal messages
• maps Multimedia Texts
• menus
• newspaper and magazine articles • computer and board games
• plays, screenplays • movies and films
• poetry • slide/tape/video presentations
• programs • television programs
• questionnaires • websites
• recipes • CD/DVD–ROM, multimedia projector
• reports • digital slideshows
• manuals • chat rooms
• short stories and novels • blogs
• signs, notices, and announcements
• stories
• textbook articles
• tickets, timetables, and schedules
• banners
• book jackets
• booklets
• cartoons
• comic strips
• bulletin boards
• posters
• almanacs
• atlases
• choral readings
• codes
• collages
• greeting cards
• graphic organizers
• research projects
• picture books
• storyboards
• email

_____________________________________________________________________________
A p p e n d i x C : P l a n n i n g T o o l s  C–17
 Alternative Learning Activities Menu

Name: _________________________________ Date: ________________________________

Complete three activities to create a horizontal, vertical, or straight line. If you choose
to use the “Your Idea” box, you must first have your activity approved by your teacher.

I have had my idea approved by my teacher: Yes/No _______________ (Teacher Initials)

I agree to complete all three activities by _____________________________________ (Date)

DEMONSTRATE PLAN INTERVIEW

RESEARCH YOUR IDEA SURVEY

DISPLAY CREATE EVALUATE

________________________________________________________________________________
C-18  Kindergarten to Grade 3 German Language Arts
 Sample Independent Study Agreement

Name: Grade: Date:

This is a contract between you and your teacher. By writing your initials on each of the
blanks beside the statements, you agree to follow these conditions. If you do not meet
the conditions set in this contract, you will have to return to the class and your project
will be discontinued immediately.

Read each statement below and write your initials beside it to show your understanding
and agreement.

Learning Conditions
_______ I will complete all alternative learning activities in my Independent Study
Agreement by _________________________________ (date).

_______ I will prepare for and complete the unit’s assessment at the same time as the
rest of the class.

_______ I will participate in whole-class activities as the teacher assigns them.

_______ I will keep a daily log of my progress in my learning log.

_______ I will share what I have learned from my independent study with the class in an
interesting way. I will prepare a brief presentation of five to seven minutes and
make sure that I include some kind of a visual aid (e.g., poster, picture, digital
slideshow).

Working Conditions
_______ I will check in with the teacher at the beginning and end of each class period.

_______ I will work on my chosen topic for the entire class period on the days my
teacher assigns.

_______ I will not bother anyone or call attention to the fact that I am doing different
work than others in the class.

Student’s Signature:

Teacher’s Signature:

Sample Independent Study Agreement: Excerpted from Teaching Gifted Kids in the Regular Classroom: Strategies and
Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented (Revised, Expanded, Updated
Edition) (p. 75) by Susan Winebrenner, copyright ©2001. Used with permission of Free Spirit Publishing Inc., Minneapolis, MN;
800–735–7323; www.freespirit.com. All rights reserved.

_____________________________________________________________________________
A p p e n d i x C : P l a n n i n g T o o l s  C–19
 Group Roles Organizer

Fill in one or more names for the roles below before beginning your group work.

Checker: Timekeeper: Questioner:

Recorder: Reporter: Encourager:

Materials Manager: Observer: Other:

Group Roles Organizer

Fill in one or more names for the roles below before beginning your group work.

Checker: Timekeeper: Questioner:

Recorder: Reporter: Encourager:

Materials Manager: Observer: Other:

________________________________________________________________________________
C-20  Kindergarten to Grade 3 German Language Arts
 Sample List of Learning Strategies

Language Learning Strategies

Cognitive Language Learning Strategies

Students will:
 listen attentively
 perform 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 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 German language and
English
 look for patterns and relationships
 use previously acquired knowledge to facilitate a learning task
 associate new words or expressions with familiar ones, either in German or in English
 find information, using reference materials like dictionaries, textbooks, and grammars
 use available technological aids to support language learning (e.g., cassette recorders,
computers)
 use word maps, mind maps, diagrams, charts, or other graphic representations to make
information easier to understand and remember
 place new words or expressions in a context to make them 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 Language Learning Strategies

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 a language 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 own performance or comprehension at the end of a task

_____________________________________________________________________________
A p p e n d i x C : P l a n n i n g T o o l s  C–21
  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 own speech and writing to check for persistent errors
 be aware of own strengths and weaknesses, identify their own needs and goals, and
organize their strategies and procedures accordingly

Social/Affective Language Learning Strategies

Students will:
 initiate or maintain interaction with others
 participate in shared reading experiences
 seek the assistance of a friend to interpret a text
 reread 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 experienced speakers
 participate actively in brainstorming and conferencing as a pre- and post-writing
exercise
 use self-talk to feel competent to do the task
 be willing to take risks, and try unfamiliar tasks and approaches
 repeat back new words and expressions occurring in conversations in which they
participate, and make use of them as soon as appropriate
 reduce anxiety by using mental techniques, such as positive self-talk or humour
 work with others to solve problems, and get feedback on tasks
 provide personal motivation by arranging rewards for themselves when successful

Language Use Strategies

Interactive Language Use Strategies

Students will:
 use words from their first language to get meaning across (e.g., use a literal translation of
a phrase in the first language, use a first language word but pronounce it as in the
second language)
 acknowledge being spoken to
 interpret and use a variety of non-verbal clues to communicate (e.g., mime, pointing,
gestures, drawing pictures)
 indicate lack of understanding verbally or non-verbally (e.g., Wie bitte?,
Entschuldigung?)
 ask for clarification or repetition when they do not understand (e.g., Was meinst du
damit?, Kannst du das bitte wiederholen?)
 use the other speaker’s words in subsequent conversation

________________________________________________________________________________
C-22  Kindergarten to Grade 3 German Language Arts
  assess feedback from a conversation partner to recognize when the message has not
been understood (e.g., raised eyebrows, blank look)
 start again, using a different tactic, when communication breaks down (e.g., Was ich
damit sagen will…)
 use a simple word similar to the concept to convey and invite correction (e.g., Fisch for
Forelle)
 invite others into the discussion
 ask for confirmation that a form used is correct (e.g., Kann man das sagen?)
 use a range of fillers, hesitation devices, and gambits to sustain conversations (e.g.,
Also…, Was wollte ich sagen?)
 use circumlocution to compensate for lack of vocabulary (e.g., Das Ding aus dem man
trinkt for Glas)
 repeat part of what someone has said to confirm mutual understanding (e.g., Was du
also damit sagen willst ist…, Du meinst also, dass….)
 summarize the point reached in a discussion to help focus the talk
 ask follow-up questions to check for understanding (e.g., Verstehst du was ich meine?)
 use suitable phrases to intervene in a discussion (e.g., Da wir gerade dabei sind…)
 self-correct if errors lead to misunderstandings (e.g., Was ich eigentlich damit sagen
will…)

Interpretive Language Use Strategies

Students will:
 use gestures, intonation, and visual supports to aid comprehension
 make connections between texts on the one hand, and prior 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 aid reading comprehension
 infer probable meanings of unknown words or expressions from contextual clues
 prepare questions or a guide to note information found in a text
 use key content words or discourse features to follow an extended text
 reread 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 Language Use Strategies

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

_____________________________________________________________________________
A p p e n d i x C : P l a n n i n g T o o l s  C–23
  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 planning stage, such as brainstorming or
keeping a notebook, or log of ideas
 use knowledge of sentence patterns to form new sentences
 be aware of and use the steps of the writing process: pre-writing (gathering ideas,
planning the text, researching, organizing the text), writing, revision (rereading, moving
pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation),
publication (reprinting, adding illustrations, binding)
 use a variety of resources to correct texts (e.g., personal and commercial dictionaries,
checklists, grammars)
 take notes when reading or listening to assist in producing 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 rephrasing

General Learning Strategies

Cognitive General Learning Strategies

Students will:
 classify objects and ideas according to their attributes (e.g., red objects and blue
objects, or animals that eat meat and animals 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 with performance of a learning 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, and 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 to understand and remember
 seek information through a network of sources, including libraries, the Internet, individuals,
and agencies
 use previously acquired knowledge or skills to assist with a new learning task

Metacognitive General Learning Strategies

Students will:
 reflect on learning tasks with the guidance of the teacher
 choose from among learning options
 discover how their efforts can affect learning
 reflect upon their thinking processes and how they learn

________________________________________________________________________________
C-24  Kindergarten to Grade 3 German Language Arts
  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 General Learning Strategies

Students will:
 watch others’ actions and copy them
 seek help from others
 follow their own natural curiosity and intrinsic motivation to learn
 participate in co-operative group learning tasks
 choose learning activities that enhance understanding and enjoyment
 encourage themselves to try, even though they might make 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 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., deep breathing, laughter)
 use social interaction skills to enhance group learning activities

_____________________________________________________________________________
A p p e n d i x C : P l a n n i n g T o o l s  C–25
Appendix D: Graphic Organizers

How I Contribute to Group Work ........................................................................... D–2

How I Can Help My Group ..................................................................................... D–3
Evaluating Your Actions .......................................................................................... D–4
Collecting My Thoughts .......................................................................................... D–5
How to Use KWL Charts ........................................................................................... D–6
KWL Chart .................................................................................................................. D–7
How to Use a Brainstorming Web .......................................................................... D–8
Brainstorming Web ................................................................................................... D–9
Idea Builder ............................................................................................................... D–10
How to Use a Mind Map ......................................................................................... D–11
Mind Map .................................................................................................................. D–12
How to Use Venn Diagrams .................................................................................... D–13
Venn Diagram .......................................................................................................... D–14
Five Senses Wheel .................................................................................................... D–15
Triple T-Chart ............................................................................................................. D–16
Y-Chart ....................................................................................................................... D–17
Five Ws and HI ........................................................................................................... D–18
A Day in the Life ....................................................................................................... D–19
How to Use PMI Charts ............................................................................................ D–20
PMI Chart ................................................................................................................... D–21
What I Have, What I Need .......................................................................................... D–22
Making a Decision ................................................................................................... D–23
IDEA Decision Maker ............................................................................................... D–24
Consider the Alternatives ....................................................................................... D–25
Influences on Decision Making .............................................................................. D–26
Goal-Setting Organizer 1 ........................................................................................ D–27
Goal-Setting Organizer 2 ........................................................................................ D–28
Goal-Setting Organizer 3 ........................................................................................ D–29
Goal-Setting Organizer 4 ........................................................................................ D–30

_____________________________________________________________________________
A p p e n d i x D : G r a p h i c O r g a n i z e r s  D–1
 Gruppenarbeit

Meine Rolle in der Gruppe:

Was ich machen muss:

Ich sage dabei:

Was schwierig sein kann: .

Was Spaß macht: .

Reproduced from Alberta Learning, Kindergarten to Grade 9 Health and Life Skills Guide to Implementation (Edmonton,
AB: Alberta Learning, 2002), p. C.31.

________________________________________________________________________________
D-2  Kindergarten to Grade 3 German Language Arts
 Wie ich meiner Gruppe helfen kann

Name: Datum:

Wenn wir Gruppenarbeit machen, und jemand:

 die ganze Zeit den Sprecher unterbricht, bin ich

Was kann ich dagegen machen? Ich kann

 streitet, bin ich

Was kann ich dagegen machen? Ich kann

 andere beleidigt, bin ich

Was kann ich dagegen machen? Ich kann

 sich die ganze Zeit beschwert, bin ich

Was kann ich dagegen machen? Ich kann

 nur Dummheiten macht, bin ich

Was kann ich dagegen machen? Ich kann

 immer alles vorsagt, bin ich

Was kann ich dagegen machen? Ich kann

 nicht auf andere hört

Was kann ich dagegen machen? Ich kann

 nicht beim Thema bleibt, bin ich

Was kann ich dagegen machen? Ich kann

 fast nichts sagt, bin ich

Was kann ich dagegen machen? Ich kann

Adapted from Alberta Learning, Kindergarten to Grade 9 Health and Life Skills Guide to Implementation (Edmonton, AB:
Alberta Learning, 2002), p. C.33.

_____________________________________________________________________________
A p p e n d i x D : G r a p h i c O r g a n i z e r s  D–3
 Wir denken nach

Name:

Datum:

Thema:

Was habe ich (haben wir) gemacht? Was haben wir erreicht?

Was könnten wir jetzt machen?

Was habe ich gelernt?

Wie kann ich das Gelernte in der Zukunft anwenden?

Adapted with permission from Eric MacInnis, Ross MacDonald and Lynn Scott, Controversy as a Teaching Tool (Rocky
Mountain House, AB: Parks Canada, 1997), pp. 74, 75.

________________________________________________________________________________
D-4  Kindergarten to Grade 3 German Language Arts
 Meine Gedanken zum Thema

Name: Datum:

Was ich über das Thema weiß:

Das sind einige Zeichnungen über

Das sind meine Fragen:

_____________________________________________________________________________
A p p e n d i x D : G r a p h i c O r g a n i z e r s  D–5
 How to Use KWL Charts

Step 1 Think about what you already KNOW about your topic. List those
facts in the first column.

For example, if your topic is “How I Talk to Others in a New Language,” you may come
up with these ideas.

What I know What I want to find out What I have learned

• Can use hand gestures

and facial expressions
to help the other
person understand
• Don’t be afraid to
make mistakes!

Step 2 Think of the kinds of information you WANT to find out. List specific
questions in the second column.

What I know What I want to find out What I have learned

• Can use hand gestures • What to do if I don’t

and facial expressions know how to say a
to help the other word
person understand
• What to do if I don’t
• Don’t be afraid to understand what the
make mistakes! other person is saying

Step 3 LEARN the answers to your questions. List that information, and
anything else that you learn about your topic, in the third column.

Microsoft Word allows you to create your own chart electronically

using the options in the Table menu.

________________________________________________________________________________
D-6  Kindergarten to Grade 3 German Language Arts
 Die WML Karte

Name: Datum:

Schritt 1 Schritt 2 Schritt 3

Was ich weiß Was ich wissen möchte Was ich gelernt habe

A p p e n d i x
D :
G r a p h i c
O r g a n i z e r s


D–7
 How to Use a Brainstorming Web

Step 1 Identify your topic and use it as the title. Write it in the centre of your web.

Step 2 Identify categories of information and label each of the outer bubbles.

Step 3 Brainstorm and jot down ideas in each category.

Idee Idee

Thema Idee
Idee

Idee
Idee

Newer versions of Microsoft Word have a web-building option listed

under Diagram on the Insert menu that lets you create your own
web electronically.

________________________________________________________________________________
D-8  Kindergarten to Grade 3 German Language Arts
 Ideensammlung

Name: Datum:

_____________________________________________________________________________
A p p e n d i x D : G r a p h i c O r g a n i z e r s  D–9
 Ich denke nach

1. Hauptidee 3. Tatsachen

2. Zeichnung

4. Beispielsatz

5. Beispiele

6. Andere Informationen

7. Definition

Reproduced with permission from Edmonton Public Schools, Thinking Tools for Kids: Practical Organizers (Edmonton, AB:
Resource Development Services, Edmonton Public Schools, 1999), p. 178.

________________________________________________________________________________
D-10  Kindergarten to Grade 3 German Language Arts
 How to Use a Mind Map

Step 1 Identify a topic and use it as the title. Write the word or draw a picture in
the centre of your mind map.

Step 2 Identify categories of information and label or draw a picture in each of

the outer bubbles.

Step 3 Create subcategories of information to expand on your mind map.

Step 4 Use as many pictures, colours, imagery, and key words as you can to
create your mind map.

Believing
it’s important
Caring How I
about it learn best
Read about it

Why
Me not?
Why?

Discuss

Write about it

Time to think

From Alberta Learning, Kindergarten to Grade 9 Health and Life Skills Guide to Implementation (Edmonton, AB: Alberta
Learning, 2002), p. 93.

_____________________________________________________________________________
A p p e n d i x D : G r a p h i c O r g a n i z e r s  D–11
 Datum:
Ideensammlung

Name:

D–12 K i n d e r g a r t e n t o t o G r a d e 3 G e r m a n L a n g u a g e A r t s

 How to Use Venn Diagrams

Characteristics or Characteristics or
features that are features that are
unique to one unique to another
item item

Characteristics or features
that are the same for
both items

Step 1 Label each side of the diagram with the name of each item you are
comparing.

Step 2 Think about all the unique features or characteristics of the first item
and write your ideas in the left part of the diagram.

Step 3 Think about all the unique features or characteristics of the second
item and write your ideas in the right part of the diagram.

Step 4 Think about all the features the items share and write your ideas
in the middle of the diagram.

Newer versions of Microsoft Word have a Venn diagram option listed

under Diagram on the Insert menu that lets you build your own Venn
diagram electronically.

_____________________________________________________________________________
A p p e n d i x D : G r a p h i c O r g a n i z e r s  D–13
 Datum:
Venn Diagramm

Name:

D–14 K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s

 Der Kreis der fünf Sinne

Name: Datum:

sehen hören

riechen Thema
fühlen

schmecken

_____________________________________________________________________________
A p p e n d i x D : G r a p h i c O r g a n i z e r s  D–15
 T-Tabelle

Name: Datum:

Thema:

________________________________________________________________________________
D-16  Kindergarten to Grade 3 German Language Arts
 Y-Tabelle

Name: Datum:

Fühlt sich an wie

A p p e n d i x
D :
G r a p h i c
O r g a n i z e r s


Hört sich an wie Sieht aus wie

D–17
 W-6 Tabelle

Name: Datum:

Schreibe Fragen über dein Thema.

Wer?

Frage nach den

beteiligten
Personen.

Was?

Frage nach Sachen

und Ereignissen.

Wo?

Frage nach Orten,

Stellen und Plätzen.

Wann?

Frage nach Daten

und Uhrzeiten.

Warum?

Frage nach dem

Grund, der Ursache
oder dem Zweck.

Wie?

Frage nach der Art

und Weise, wie
etwas geschieht.

Wenn…?

Frage nach Folgen

oder
Konsequenzen.

________________________________________________________________________________
D-18  Kindergarten to Grade 3 German Language Arts
 Datum:
Tagesablauf

Name:

A p p e n d i x D : G r a p h i c O r g a n i z e r s D–19

 How to Use PMI Charts
P-M-I Karte (Plus–Minus-Interessant)

Step 1 Plus: Think about all the advantages and good reasons for making the
choice.

Step 2 Minus: Think about all the disadvantages and the down side of making
the choice.

Step 3 List any information that is neither positive nor negative as Interesting.

Example: A PMI chart that shows the advantages and disadvantages of using the
Internet as a research tool

Using the Internet as a Research Tool

Plus Minus Interesting Information

• There is a lot of • If you do not know • Many teenagers know

information. how to search well, it more about using the
can take a long time Internet than adults!
• You can look at a to find what you
number of different need. • Anybody can post
sources in a short information on the
period of time. • There is no guarantee Internet. There are no
that the information rules to follow, no licenses,
• You can do your you find is accurate etc.
research in the or of good quality.
comfort of your home
or classroom. • The reading level of
factual and historical
information may be
high.

Microsoft Word allows you to create your own chart electronically

using the options in the Table menu.

________________________________________________________________________________
D-20  Kindergarten to Grade 3 German Language Arts
 P-M-I Karte

Name: Datum:

Meine Frage:

Plus Minus Interessante Informationen

A p p e n d i x
D :
G r a p h i c
O r g a n i z e r s


D–21
 Was ich habe und was ich brauche

Welche Frage habe ich?

Welche Möglichkeiten habe ich, die Frage zu beantworten?

A. B. C.

Welche Möglichkeit ist die Beste?

Welche Mittel habe ich? Welche Mittel brauche ich?

1. 1.
2. 2.
3. 3.

Mein Plan in drei Schritten:

1.
2.
3.

Wie kann ich herausfinden, ob meine Entscheidung die Richtige ist?

Reproduced with permission from Edmonton Public Schools, Thinking Tools for Kids: Practical Organizers (Edmonton, AB:
Resource Development Services, Edmonton Public Schools, 1999), p. 232.

________________________________________________________________________________
D-22  Kindergarten to Grade 3 German Language Arts
 Ich treffe eine Entscheidung

Das Problem: Die Wahlmöglichkeit:

Pro + Contra –

Fakten:

Gefühle:

Neue Ideen:

Meine
Entscheidung:

Begründung für
meine
Entscheidung:

Adapted with permission from Eric MacInnis, Ross MacDonald and Lynn Scott, Controversy as a Teaching Tool (Rocky
Mountain House, AB: Parks Canada, 1997), p. 61.

_____________________________________________________________________________
A p p e n d i x D : G r a p h i c O r g a n i z e r s  D–23
 IDEA Decision Maker

Identify the problem

Describe possible solutions

A B C

Evaluate the potential consequences

of each solution

Act on the best solution

How did your IDEA work?

(Evaluate your results.)

________________________________________________________________________________
D-24  Kindergarten to Grade 3 German Language Arts
 Welche Möglichkeiten gibt es?

Das Problem: (eine Entscheidung treffen oder einen Konflikt lösen)

1
Option: Mögliche Folgen:

2
Option: Mögliche Folgen:

3
Option: Mögliche Folgen:

4
Option: Mögliche Folgen:

_____________________________________________________________________________
A p p e n d i x D : G r a p h i c O r g a n i z e r s  D–25
 Influences on Decision Making

Family Peers

Decision to be made

Values Cultural beliefs

Questions you need to ask to help you make this decision

________________________________________________________________________________
D-26  Kindergarten to Grade 3 German Language Arts
 Zielsetzung Karte1

Name: Datum:

Mein Ziel

Das ist mein Ziel, weil

Um mein Ziel zu erreichen, werde ich:

1.

2.

3.

Ich brauche _______Tage, um mein Ziel zu erreichen.

Habe ich mein Ziel erreicht?

Ja

Fast

Nein

_____________________________________________________________________________
A p p e n d i x D : G r a p h i c O r g a n i z e r s  D–27
 Zielsetzung Karte 2

Datum:

Name:

Ziel Mein Ziel ist es, …

Begründung Ich setze mir dieses Ziel, weil …

Mein Plan Um mein Ziel zu erreichen, werde ich …

Kontrollieren Wie kann ich feststellen, ob ich erfolgreich gewesen bin?

Nachdenken Was hätte ich auch machen können?

________________________________________________________________________________
D-28  Kindergarten to Grade 3 German Language Arts
 Zielsetzung Karte 3

Name: Datum:

Zielsetzung: Klein anfangen

Mein „großes“ Ziel

möchte ich am ___________ (Datum) erreichen.

Schritte, die mir helfen werden, mein „großes“ Ziel zu erreichen:

Mini-Ziel А Mini-Ziel B Mini-Ziel C

Ich werde: Ich werde: Ich werde:

• • •
• • •
• • •
Datum Datum Datum

Ich werde wissen, dass ich mein “großes” Ziel erreicht habe, wenn

_____________________________________________________________________________
A p p e n d i x D : G r a p h i c O r g a n i z e r s  D–29
 Zielsetzung Karte 4

Name: Datum:

Was kann deine Zielsetzung beeinflussen?

Ziel

________________________________________________________________________________
D-30  Kindergarten to Grade 3 German Language Arts
Appendix E: Assessment Blackline Masters

Self-Assessment Checklist ......................................................................................... E–2

Self-Assessment Rating Scale ................................................................................... E–4

Peer-Assessment Checklist ........................................................................................ E–6

Self-Assessment Checklist and Goal-Setting .......................................................... E–8

Long-Term Goal-Setting ............................................................................................ E–10

Anecdotal Notes ........................................................................................................ E–12

Observation Checklist ............................................................................................... E–14

Checklist and Comments 1 ...................................................................................... E–16

Checklist and Comments 2 ...................................................................................... E–18

Rating Scale 1 ............................................................................................................. E–20

Rating Scale 2 ............................................................................................................. E–22

Rating Scale 3 ............................................................................................................. E–24

Rubric ........................................................................................................................... E–26

Rubric and Checklist .................................................................................................. E–28

_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s  E–1
Self-Assessment Checklist

Name: Udo Klasse: 3 Datum: d e r 2 . M ä r z

Ich kann … Ja! Noch

nicht

talk about how German words and English words are


sometimes similar

tell when someone has not understood what I have said 

use gestures to help myself made understood 

ask for help when I am stuck 

make mistakes in German and not get discouraged 

check over my work to fix mistakes 

Note: This sample self-assessment checklist allows students to indicate their ability to perform
various criteria.

________________________________________________________________________________
E-2  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Self-Assessment Checklist

Name: Klasse: Datum:

Ich kann … Ja! Noch

nicht

_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s  E–3
Self-Assessment Rating Scale

Name: Sophia Klasse: 2 Datum: der 3. März

Ich kann Nie Manchmal Meistens Immer

• tell someone I’m happy

•
• tell someone I’m sad

•
• tell someone I’m tired
•

• tell someone I’m angry

•

• show someone I’m surprised

• _____________________________

• ______________________________

Note: This self-assessment rating scale demonstrates how students can assess their
performance as it relates to particular outcomes. The teacher decides whether or not to
follow up with other activities, such as goal-setting.

________________________________________________________________________________
E-4  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Self-Assessment Rating Scale

Name: Klasse: Datum:

Ich kann Nie Manchmal Meistens Immer

_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s  E–5
Peer-Assessment Checklist
der 3.
Name: Nicole Klasse: 3 Datum:
März
Mein Partner /
Janelle Aufgabe: Geschichte “Mein Familie”
Patnerin

Mein Partner/Meine Partnerin kann … Ja! Noch

nicht

write a short story in German about her family 

write a sentence about each family member 

use a word list to find words to use 

use a word list to check the spelling 

draw pictures that match her story 

Gute Arbeit: You used good German words to describe your family—some of
them were from our new vocabulary list.

Was besser sein könnte: Checking your spelling using our word lists. We wrote lots
of these words down in our learning logs.

Note: This peer-assessment checklist allows students to give each other feedback about
particular aspects of their work. Comments should be constructive and specific.

________________________________________________________________________________
E-6  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Peer-Assessment Checklist

Name: Klasse: Datum:

Mein Partner/
Aufgabe:
Meine Partnerin:

Mein Partner kann/Meine Partnerin kann … Ja! Noch

nicht

Gute Arbeit:

Was besser sein könnte:

_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s  E–7
Self-Assessment Checklist and Goal Setting

Name: Julia Klasse: 2 Datum: der 1. Oktober

Ich kann… Ja! Noch Was ich machen werde ...

nicht
say hello and goodbye  Say hello and goodbye in German
to at least three people each day.

sing a German song  Learn to sing a German song and

sing it to my grandma.


say the alphabet Say the alphabet three times in a
row without making any mistakes.

get along with group  Make sure that everyone has a

members chance to speak next time we
work in groups.

Note: Self-Assessment Checklist and Goal-Setting allows students to assess their abilities and
set goals to improve.

________________________________________________________________________________
E-8  K i n d e r g a r t e n t o G r a d e 3 G e r m a n L a n g u a g e A r t s
Self-Assessment Checklist and Goal-Setting

Name: Klasse: Datum:

Ich kann … Ja! Noch Was ich machen werde ...

nicht

_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s  E–9
Long-Term Goal-Setting
der 1.
Name: Robert Klasse: 3 Datum:
Okober

Goal #1:

By the end of this term, I would like to: know what to say to invite a friend to my

birthday party in German.

To achieve this goal, I will: look up the words I need to know and write a role-

play to perform with a friend.

My teacher can help me: with my pronunciation.

My parents can help me by: practising my role-play with me at home.

Goal #2:

By the end of this term, I would like to: learn more about what it’s like to live in
Germany.

To achieve this goal, I will: research Germany on the Internet and ask my
neighbour what it’s like to live there.

My teacher can help me by: bringing in books and pictures of Germany, and
maybe, showing a movie.

My parents can help me by: buying me a book on Germany for my birthday

and taking me to Germany on vacation!

Note: This long-term goal-setting sheet allows students to set long-term goals for their own
learning and could be included in students’ learning logs.

________________________________________________________________________________
E-10  Kindergarten to Grade 3 German Language Arts
Long-Term Goal-Setting

Name: Klasse: Datum:

Goal #1:

By the end of this term, I would like to:

To achieve this goal, I will:

My teacher can help me:

My parents can help me:

Goal #2:

By the end of this term, I would like to:

To achieve this goal, I will:

My teacher can help me:

My parents can help me:

_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s  E–11
 Anecdotal Notes

E–12
Student Not
Name Date Activity Outcome Yes Yet Comments
 Michel Jan. 8 Simon Says 6.2: Language Competence/Listening: Listen to Seemed to understand the directions but
and understand a short oral presentation on a mixed up some body parts.
familiar topic in structured and unstructured 
situations (Grade 3)
Josh Jan. 8 Simon Says 6.2: Language Competence/Listening: Listen to Made some errors, followed some commands
and understand a short oral presentation on a correctly; will do more review of vocabulary.
familiar topic in structured and unstructured 
situations (Grade 3)

K i n d e r g a r t e n
Ali Jan. 15 Go Fish card 5.2: Encourage, Support, and Work with Others/ Consistently and accurately used turn-taking

t o
game Co-operate with Others: Co-operate in a variety vocabulary.
of partnership and group structures (Grade 3) 

G r a d e
Janna Jan. 15 Small group 5.2: Encourage, Support, and Work with Others/ Sometimes acted out of turn and spoke when

3
discussion Co-operate with Others: Co-operate in a variety others were talking.
of partnership and group structures (Grade 3) 

Marika Jan. 17 Small group 5.2: Encourage, Support and Work with Others/ Unproductive and acted out of turn today. Will

G e r m a n
discussion co-operate with others: Co-operate in a variety of discuss with her after class. Check again next
partnership and group structures (Grade 3)  class.

Marika Jan. 25 Small group 6.1: Linguistic Elements/Vocabulary: Use New group, much better today. More effort
discussion vocabulary and expressions appropriately in and focus.

L a n g u a g e
various contexts in the classroom and school 
environment (Grade 3)

A r t s
Michel Jan. 25 Body part 6.1: Linguistic Elements/Vocabulary: Use Improved use and understanding of
vocabulary vocabulary and expressions appropriately in vocabulary.
review various contexts in the classroom and school  Will try Simon Says again next week to check
environment (Grade 3) for learning.

Note: Anecdotal notes allow teachers to gather information about several different students as their performance relates to
different learning outcomes at different times. In this sample, wherever an unsatisfactory performance was
observed, the teacher planned another opportunity to observe the same student complete an activity in which the
same learning outcome is addressed. The information provided by using this type of tool can be used to modify
future instruction or to discuss students’ learning.
 Comments
Not
Yet
Yes
Outcome
Activity
Date
Anecdotal Notes

Student
Name

A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–13

 Observation Checklist
Student demonstrates

E–14
Student Date Activity Outcome that he or she has met
the outcome.
Leesa Sept. 23 Singing German songs 7.1 Self-identify/valuing German language and the cultures of
 German-speaking peoples (Grade 3) Yes Not Yet

Marc Sept. 23 Singing German songs 7.1 Self-identify/ valuing German language and the cultures of
German-speaking peoples (Grade 3) Yes Not Yet

Andreas Sept. 23 Singing German songs 7.1 Self-identify/valuing German language and the cultures of

K i n d e r g a r t e n
German-speaking peoples (Grade 3) Yes Not Yet
Su Mei Oct. 1 Singing the alphabet song 6.1 Linguistic elements/sound–symbol system—use, in

t o
structured and oral situations, all elements of the sound- Yes Not Yet
symbol system (Grade 3)
Jack Oct. 1 Singing the alphabet song 6.1 Linguistic elements/sound–symbol system—use, in

G r a d e
structured and oral situations, all elements of the sound- Yes Not Yet

3
symbol system (Grade 3)
Ali Oct. 10 Playing the alphabet game 6.1 Linguistic elements/sound–symbol system—use, in
structured and oral situations, all elements of the sound- Yes Not Yet
symbol system (Grade 3)

G e r m a n
Maya Oct. 10 Playing the alphabet game 6.1 Linguistic elements/sound–symbol system—use, in
structured and oral situations, all elements of the sound- Yes Not Yet
symbol system (Grade 3)
Philip Oct. 10 Playing the alphabet game 6.1 Linguistic elements/sound–symbol system—use, in
structured and oral situations, all elements of the sound- Yes Not yet

L a n g u a g e
symbol system (Grade 3)
Simone Oct. 25 Creating a personal 6.4 Language learning strategies/cognitive—use a variety of

A r t s
dictionary organized by the simple cognitive strategies, with guidance, to enhance Yes Not yet
alphabet language learning (e.g., make personal dictionaries,
experiment with various elements of the language) (Grade 3)
Nour Oct. 27 Creating a personal 6.4 Language learning strategies/cognitive—use a variety of
dictionary organized by the simple cognitive strategies, with guidance, to enhance Yes Not yet
alphabet language learning (e.g., make personal dictionaries,
experiment with various elements of the language) (Grade 3)

Note: In cases where the student does not demonstrate a particular criterion, the teacher should plan an appropriate
intervention.
 Observation Checklist
Student demonstrates
Student Date Activity Outcome that he or she has met
the outcome.

Yes Not Yet

Yes Not Yet

Yes Not Yet

A p p e n d i x
E :
Yes Not Yet

Yes Not Yet

A s s e s s m e n t
Yes Not Yet

Yes Not Yet

B l a c k l i n e
Yes Not Yet

M a s t e r s
 Yes Not Yet

Yes Not Yet

E–15
Checklist and Comments 1

Grade: 1 Date: May 3 Activity: Individual Q and A

Specific Outcome: 6.5: Language Use Strategies/interactive: Use simple

interactive strategies, with guidance (e.g., interpret and use a variety of non-
verbal clues to communicate)

Has met the outcome:

Student Names: Yes Not Yet

• Jan  
• Al  
• Freddie  
• Kevin  
• Marissa  
• Su Mei  
• Ab  
• Elise  
• Nour  
• Benjamin  
• Lydia  
• Franco  
Notes for future planning: do a role-play activity in which we talk about productive
strategies students can use when speaking German (e.g., use non-verbal means to
communicate, use familiar repetitive patterns from stories, songs and rhymes,
compensate for avoiding difficult structures by rephrasing). Students then record the
ideas in their learning logs and set goals for using them.

Note: This Checklist and Comments tool demonstrates how a teacher can gather information
on several students’ performances as they relate to one learning outcome. The teacher
can also plan for future instruction.

________________________________________________________________________________
E-16  Kindergarten to Grade 3 German Language Arts
Checklist and Comments 1

Grade: Date: Activity:

Specific Outcome:

Has met the outcome:

Student Names: Yes Not Yet

•  
•  
•  
•  
•  
•  
•  
•  
•  
•  
•  
•  

Notes for future planning:

_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s  E–17
Checklist and Comments 2
Telephone conversations
Grade: 3 Date: October 5 Activity:
(invitations)

Specific Outcome(s): 6.3 Sociocultural/Sociolinguistic Elements/register—

recognize that some topics, words, or intonations are inappropriate in certain
contexts

Lance can:
(Student name)
Yes Not Yet

• invite a friend to do something  

• accept and reject an invitation  
• pronounce words comprehensibly  
• use intonation to express inquiry  
• use appropriate vocabulary related to hobbies and  
invitations
•  
•  
•  
•  
•  

Done well: Seems to have a good understanding of the vocabulary.

Could improve: Seems not to understand intonation and how it can affect
meaning.

Note: This Checklist and Comments tool demonstrates how a teacher can record information
about student performance against several criteria. In this sample, the student is being
assessed against the same criteria found in the sample rubric. The teacher could use a
checklist to check student performance partway through a task, such as a telephone
conversation.

________________________________________________________________________________
E-18  Kindergarten to Grade 3 German Language Arts
Checklist and Comments 2

Grade: Date: Activity:

Specific Outcome(s):

can:
(Student name)
Yes Not Yet
•  
•  
•  
•  
•  
•  
•  
•  
•  
•  

Done well:

Could improve:

_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s  E–19
Rating Scale 1
Group classroom scavenger
Grade: K Date: March 10 Activity:
hunt

Specific Outcome: 5.2 Encourage, Support, and Work with Others/co-operate

with others—participate in group activities

Student meets the outcome:

Student Names: Never Sometimes Usually Always

• Jeremy
• David
• Raj
• Sunita
• Alicia
• Kendra
• Taylor
• Billy
• Dimitri
• Kim
• Tran
• Frida
• Tim
• Tania
• George
• Lilly
• Hannah
• Wes

Note: This sample Rating Scale demonstrates how a teacher can record the levels of
performance for several students, based on a particular outcome.

________________________________________________________________________________
E-20  Kindergarten to Grade 3 German Language Arts
Rating Scale 1

Grade: Date: Activity:

Specific Outcome:

Student meets the outcome:

Student Name: Never Sometimes Usually Always

•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s  E–21
Rating Scale 2

Grade: 2 Date: November 12 Activity: Unit: My Family

Specific Outcome(s): 1.1: Discover and Explore/Experiment with Language;

3.2: Select and Process/Identify Personal and Peer Knowledge; 6.1: Linguistic
Elements/Vocabulary; 6.2: Language Competence/Writing; 6.5: Language Use
Strategies/Productive

Student Name: Tania

Criteria: Never Sometimes Usually Always

• was able to share basic information

about his or her family
• identified the people in his or her
family correctly
• used words relevant to the family
correctly
• wrote words and phrases clearly
and correctly
• used illustrations to provide relevant
details about his or her family
•

Note: This sample rating scale demonstrates how a teacher could record information about the
quality of a student’s performance as it relates to learning outcomes.

________________________________________________________________________________
E-22  Kindergarten to Grade 3 German Language Arts
Rating Scale 2

Grade: Date: Activity:

Specific Outcome(s):

Student Name:

Criteria: Never Sometimes Usually Always

_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s  E–23
Rating Scale 3
Reading out some familiar
Grade: 3 Date: March 10 Activity:
words

Specific Outcome(s): 6.1: Linguistic Elements/Sound–Symbol System: Use, in

structured and oral situations, all elements of the sound-symbol system

Levels of performance and corresponding criteria:

 Demonstrated excellent pronunciation on all words—no errors

 Demonstrated good pronunciation on almost all words—a few errors

 Demonstrated acceptable pronunciation on most words—several errors but

still comprehensible

 Demonstrated lots of errors—mostly incomprehensible

Name of Student: Name of Student:

Saresh        
Derek        
Crystal        
Dakota        
Ellen        
Troy        
Jonathan        
Sam        
Jim        
Sal        
Rebecca        
Steven        
Janice        
Tran        
Polly        
Note This rating scale provides an example of how a teacher can quickly indicate levels of
students’ performances as they relate to one outcome.

________________________________________________________________________________
E-24  Kindergarten to Grade 3 German Language Arts
Rating Scale 3

Grade: Date: Activity:

Specific Outcome(s):

Levels of performance and corresponding criteria:







Name of Student: Name of Student:

       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       

_____________________________________________________________________________
A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s  E–25
 Rubric (Grade 3)

E–26
Name: Jeanne Date: October 17 Activity: Conversation: Making plans with a friend


Outcome Excellent Very Good Acceptable Limited

6.3: Sociocultural/ Consistently understands and Frequently understands and Sometimes understands and Rarely understands and uses a
Sociolinguistic uses a variety of simple uses a variety of simple uses a variety of simple variety of simple idiomatic

K i n d e r g a r t e n
idiomatic expressions as set idiomatic expressions as set idiomatic expressions as set expressions as set phrases.
Elements

t o
phrases. phrases. phrases.
– idiomatic
expressions

G r a d e
3
6.3: Sociocultural/ Consistently accepts Frequently accepts individual Sometimes accepts individual Rarely accepts individual
Sociolinguistic individual differences in differences in speech. differences in speech. differences in speech.
speech.
Elements
– variations in

G e r m a n
language

6.3: Sociocultural/ Consistently uses appropriate Frequently uses appropriate Sometimes uses appropriate Rarely uses appropriate oral
Sociolinguistic oral forms of address for oral forms of address for oral forms of address for forms of address for frequently
frequently encountered frequently encountered frequently encountered encountered people.
Elements

L a n g u a g e
people. people. people.
– social
conventions

A r t s
Note: This rubric demonstrates how a teacher can assess one student’s performance as it relates to different learning
outcomes.
 Limited
Acceptable
Activity:

Very Good
Date:

Excellent
Outcome
Name:
Rubric

A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–27

 Rubric and Checklist

E–28
Name: Ellen Date: November 14 Activity: Telephone Conversation

Outcome Excellent Very Good Acceptable Limited

6.3: Sociocultural/ Consistently understands and Frequently understands and Sometimes understands and Rarely understands and uses a
Sociolinguistic uses a variety of simple uses a variety of simple uses a variety of simple variety of simple idiomatic
idiomatic expressions as set idiomatic expressions as set idiomatic expressions as set expressions as set phrases.
Elements

K i n d e r g a r t e n
phrases. phrases. phrases.
– idiomatic

t o
expressions

G r a d e
6.3: Sociocultural/ Consistently accepts Frequently accepts individual Sometimes accepts individual Rarely accepts individual

3
Sociolinguistic individual differences in differences in speech. differences in speech. differences in speech.
speech.
Elements
– variations in
language

G e r m a n
6.3: Sociocultural/ Consistently uses appropriate Frequently uses appropriate Sometimes uses appropriate Rarely uses appropriate oral
Sociolinguistic oral forms of address for oral forms of address for oral forms of address for forms of address for frequently
frequently encountered frequently encountered frequently encountered encountered people.
Elements
people. people. people.
– social

L a n g u a g e
conventions
Work habits

A r t s
 worked independently  worked with some assistance
 worked with minimal assistance  required constant supervision and assistance

Note: This rubric demonstrates how a teacher can perform assessment of learning and assessment for learning at the same time, using
the same assessment tool. This combination of rubric and checklist records information about a student’s performance
according to specific outcomes, as well as information about a student’s work habits. When a student demonstrates a
performance that is below the acceptable level, the checklist allows the teacher to record a reason why the student did not
perform at an acceptable standard and provide a plan for future improvement.
 Rubric and Checklist

Name: Date: Activity:

Outcome Excellent Very Good Acceptable Limited

A p p e n d i x
E :
A s s e s s m e n t
B l a c k l i n e
M a s t e r s
 Work habits
 worked independently  worked with some assistance
 worked with minimal assistance  required constant supervision and assistance

E–29
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___. Unlocking Potential: Key Components of Programming for Students with Learning Disabilities.
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 Printed in Canada
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