Ontario · Grade 6
Core French, Grade 6
Ontario’s Grade 6 French course, from Listening to Writing.
- Units
- 4
- Lessons
- 12
- Skills
- 32
- Provincial exam
- None
- Official curriculum
- dcp.edu.gov.on.ca
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 7 skills
Listening
Listening to Understand
Using listening strategies
I can use listening strategies to understand spoken French.
Official code: A1.1
Showing you understood
I can show I understood simple spoken French.
Official code: A1.2
Listening to Interact
Interactive listening strategies
I can listen well while I take part in a French conversation.
Official code: A2.1
Responding in short exchanges
I can respond in a guided French exchange about familiar topics.
Official code: A2.2
Reflecting on my listening
I can reflect on how I listen and plan how to improve.
Official code: A2.3
Culture and Conventions in Listening
French-speaking communities in Ontario
I can identify eastern, western, and northern Canada French-speaking communities and connect to their cultures.
Official code: A3.1
Noticing sociolinguistic conventions
I can notice how French greetings and courtesy change with the situation.
Official code: A3.2
The official wording · 7 outcomes
- A1.1
- identify a range of listening comprehension strategies and use them before, during, and after listening to understand oral French texts
- A1.2
- demonstrate an understanding of the purpose and meaning of oral French texts containing familiar and new words and expressions about themselves, family, friends, and topics of
- A2.1
- identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions
- A2.2
- respond with understanding to what others say while participating in guided interactions about familiar topics, with contextual and visual support
- A2.3
- (a) describe, in conversation with the teacher and their peers, factors that prevent them from listening effectively
- A3.1
- using information from oral French texts, identify French-speaking communities in eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to
- A3.2
- using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities*
Key ideas
Grade 6 listening leans on your own experience: activate prior knowledge to connect a text to your life, and take notes to record new vocabulary.
In Grade 6 you affirm the ideas of others and build on them when offering your own views.
By LISTENING to oral French texts - songs, recorded messages, video clips - you can find out about French-speaking communities in eastern, western, and northern Canada and their contributions to la francophonie (the French-speaking world).
Visualize the elements of a description and speak, mime, or draw what you imagined; use self-questioning and predictions to monitor understanding as you listen.
Use brief vocal prompts to signal agreement or interest during a conversation, and ask for repetition when you need it.
Watch out for
- Listening passively instead of self-questioning to monitor your understanding.
- Only giving your own idea without affirming or building on others.
- Believing French is only spoken in Quebec or France.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 8 skills
Speaking
Speaking to Communicate
Using speaking strategies
I can use speaking strategies to get my message across in French.
Official code: B1.1
Producing short spoken messages
I can give a short rehearsed spoken message in French.
Official code: B1.2
Speaking with fluency
I can speak short rehearsed French smoothly and clearly.
Official code: B1.3
Speaking to Interact
Speaking-interaction strategies
I can behave appropriately when speaking with others in French.
Official code: B2.1
Taking part in spoken exchanges
I can take part in a short structured French conversation.
Official code: B2.2
Reflecting on my speaking
I can reflect on how I speak French and plan how to improve.
Official code: B2.3
Culture and Conventions in Speaking
Speaking about French-speaking communities
I can identify eastern, western, and northern Canada French-speaking communities and connect to their cultures.
Official code: B3.1
Using sociolinguistic conventions
I can use French greetings and courtesy phrases correctly when I speak.
Official code: B3.2
The official wording · 8 outcomes
- B1.1
- identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for a variety of purposes and to a
- B1.2
- using familiar words and expressions, produce brief, rehearsed messages in French containing ideas and information about themselves, family, friends, and their environment, with contextual, auditory, and
- B1.3
- speak with a smooth pace, appropriate intonation, and accurate pronunciation in rehearsed communications about personal and familiar topics
- B2.1
- demonstrate an understanding of appropriate speaking behaviour in a variety of situations
- B2.2
- engage in guided spoken interactions with their peers and the teacher, using familiar words and expressions, with teacher modelling and support
- B2.3
- (a) describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify
- B3.1
- communicate information orally about French-speaking communities in eastern, western, and northern Canada, including aspects of their cultures and their contributions to la francophonie and the world
- B3.2
- identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in spoken interactions
Key ideas
Use gestures, familiar words, and memorized expressions based on a model to present and then refine a message.
Paraphrase to clarify meaning, and acknowledge and show respect for different points of view.
By SPEAKING - telling a partner or presenting to the class - you can share what you learned about French-speaking communities in eastern, western, and northern Canada and their contributions to la francophonie.
Provide supporting details to clarify your ideas and opinions when you speak.
Ask for information to clarify understanding, and acknowledge others' contributions before stating your own views.
Watch out for
- Freezing when you do not know a word instead of using a gesture or model.
- Talking over others instead of taking turns.
- Believing French is only spoken in Quebec or France.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 9 skills
Reading
Reading Comprehension
Using reading strategies
I can use reading strategies to understand a simple French text.
Official code: C1.1
Reading for meaning
I can understand and respond to a simple French text.
Official code: C1.2
Reading with fluency
I can read a simple French text smoothly enough to understand it.
Official code: C1.3
Developing vocabulary
I can grow my French vocabulary, including recently learned words, while I read.
Official code: C1.4
Purpose, Form, and Style
Purposes of text forms
I can identify what a French text form is for.
Official code: C2.1
Characteristics of text forms
I can spot the features that make each French text form what it is.
Official code: C2.2
Reflecting on my reading
I can reflect on how I read French and plan how to improve.
Official code: C2.3
Culture and Conventions in Reading
Reading about French-speaking communities
I can identify eastern, western, and northern Canada French-speaking communities and connect to their cultures.
Official code: C3.1
Conventions in French texts
I can spot sociolinguistic conventions in French texts.
Official code: C3.2
The official wording · 9 outcomes
- C1.1
- identify a few reading comprehension strategies and use them before, during, and after reading to understand texts
- C1.2
- demonstrate an understanding of French texts containing visuals and familiar names, words, and expressions, with teacher support as appropriate
- C1.3
- read texts containing familiar words and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text
- C1.4
- use a few vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words
- C2.1
- identify the purpose(s) of some familiar text forms, including fictional, informational, graphic, and media forms
- C2.2
- identify some characteristics and/or stylistic elements of familiar text forms, including fictional, informational, graphic, and media forms
- C2.3
- (a) describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts; (b) identify
- C3.1
- using information from a variety of French texts, identify French- speaking communities in eastern, western, and northern Canada; find out about aspects of their cultures; and
- C3.2
- identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities*
Key ideas
Use titles, captions, illustrations, and knowledge of similar forms to predict a story, and use visual cues to confirm details.
Grade 6 forms include a 'how-to' book (describe equipment and actions), a logo (quick recognition of a product), and a poster (present information in a striking way).
By READING French texts - a brochure, a webpage, a short article - you can find out about French-speaking communities in eastern, western, and northern Canada and their contributions to la francophonie.
Use semantic cues - prefixes, suffixes, and base words - and connect to personal experience to understand characters' feelings.
A catalogue provides information in an easy-to-retrieve form; a text message shares experiences; a poem/song expresses feelings in vivid language.
Watch out for
- Trying to translate every word instead of using cues.
- Thinking all texts have the same purpose (to inform).
- Believing French is only spoken in Quebec or France.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 8 skills
Writing
Purpose, Audience, and Form
Identifying purpose and audience
I can decide the purpose and audience for my French writing.
Official code: D1.1
Writing in different forms
I can write short French texts in different forms.
Official code: D1.2
The Writing Process
Pre-writing: gathering ideas
I can gather and organize ideas before I write in French.
Official code: D2.1
Drafting and revising
I can draft a French text and revise it to make it better.
Official code: D2.2
Producing finished work: conventions
I can use basic French writing conventions to finish my work.
Official code: D2.3
Reflecting on my writing
I can reflect on how I write French and plan how to improve.
Official code: D2.4
Culture and Conventions in Writing
Writing about French-speaking communities
I can identify eastern, western, and northern Canada French-speaking communities and connect to their cultures.
Official code: D3.1
Conventions in my writing
I can use French conventions correctly when I write.
Official code: D3.2
The official wording · 8 outcomes
- D1.1
- determine, with support from the teacher, their purpose in writing and the audience for French texts they plan to create
- D1.2
- write a variety of age- and grade-appropriate French texts, applying their knowledge of the basic structural and stylistic elements of each form
- D2.1
- generate, develop, and organize ideas for writing, using a variety of pre-writing strategies and resources during modelled, shared, guided, and independent writing activities
- D2.2
- plan and produce drafts following a model
- D2.3
- make improve- ments to their written work, using knowledge of some of the conventions of written French
- D2.4
- (a) describe, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after writing; (b) identify their areas of greater
- D3.1
- in their written work, communicate information about French- speaking communities in eastern, western, and northern Canada, including aspects of their cultures and their contributions to la
- D3.2
- identify examples of sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in their written work
Key ideas
Each form has a structure: a menu has course subsections and dish descriptions; a sequential chart has date/time and activity columns; a brochure has headings, captions, and explanatory text.
Gather ideas with pre-writing: refer to the word wall for topic vocabulary and brainstorm to activate prior knowledge.
By WRITING - a postcard, a paragraph, a poster - you can communicate what you learned about French-speaking communities in eastern, western, and northern Canada and their contributions to la francophonie.
A 'how-to' manual lists tools and materials, numbered steps, and diagrams; an email has a subject line, salutation, and closing.
Use graphic organizers such as timelines and charts to record, sort, and classify information about a topic.
Watch out for
- Writing every form the same way, ignoring its structure.
- Jumping straight to a draft with no plan.
- Believing French is only spoken in Quebec or France.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Ontario’s own curriculum for Core French, Grade 6.
Textbooks
The textbooks Ontario Ministry of Education lists for Core French, Grade 6:
- Club mystère Level 3
- C'est parti! 3
- Échos Pro 3 Complete Student Pack
From the Trillium List, read October 27, 2026. ontario.ca
Study it in MapleMind
MapleMind teaches Core French, Grade 6 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep Core French, Grade 6 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 31
- Fillable fields
- 1,447
- Price
- $4.99
Questions about Core French, Grade 6
What is Core French, Grade 6?
Ontario’s Grade 6 French course: 4 units and 32 skills, from Listening to Writing.
What units are in Core French, Grade 6?
1. Listening, 2. Speaking, 3. Reading and 4. Writing.
Is there a provincial exam for Core French, Grade 6?
No. Ontario gives no provincial exam for Core French, Grade 6.
What textbook does Core French, Grade 6 use?
The textbooks Ontario Ministry of Education lists for Core French, Grade 6: Club mystère Level 3, R.K. Publishing, C'est parti! 3, CEC Publishing Inc. and Échos Pro 3 Complete Student Pack, Pearson Education Canada.
What comes after Core French, Grade 6?
Core French, Grade 7.
Can MapleMind help with Core French, Grade 6?
Yes. MapleMind teaches every skill of Core French, Grade 6, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
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