Manitoba Kindergarten to Grade 4 Curriculum Framework

for English as an Additional Language (EAL) Programming

Early Years EAL Progressions

 Domain 1: Linguistic Competency
Students will use English confidently and competently for communication, personal satisfaction, and further learning.

Cluster 1.1 By the end of each stage, students will be able to use English to demonstrate use of linguistic elements.

Strands Stage 1 Stage 2 Stage 3

1.1.1 Use sound and Mimic pronunciation of words and short phrases Pronounce most English sounds accurately Use consistently clear and comprehensible pronunciation
symbol systems • including English intonation and stress patterns • allowing for some difficulty with specific sounds, and using English • with or without evidence of an accent
appropriately (e.g., question) intonation and stress patterns to convey meaning (e.g., silent letters)
a. Demonstrate (e.g., blends)
understanding Comprehend and use standard English intonation and stress patterns in words
of pronunciation and sentences to convey intended meanings and feelings
(phonemic awareness) • using age-appropriate words and sentences

1.1.1 Use sound and Demonstrate an understanding that letters represent speech sounds Use many elements of the sound-symbol system to decode and generate oral Use most elements of the sound-symbol system to comprehend and generate
symbol systems • using some elements of the sound-symbol system and written texts oral and written texts
appropriately • in modelled oral and written situations • in structured situations • consistently and independently with some accuracy
b. Demonstrate (e.g., copy letters and words encountered in their environment) • with guidance • using some phoneme blends and vowel sounds
understanding of symbol (e.g., use consonants and some vowels consistent with the sounds they wish to (e.g., decipherable invented spelling)
system (phonological represent)
awareness)

1.1.2 Use lexicon Recognize and/or use, with modelling and support, an emergent repertoire of Use, with support, a developing repertoire of words and phrases Use, with occasional support, an expanded repertoire of words and phrases
(vocabulary) words and phrases • for familiar classroom, academic, and social purposes • for a variety of age-/grade-appropriate classroom, academic, and social
appropriately • in familiar contexts (See suggested topics on the next page.) purposes
(See suggested topics on the next page.) (See suggested topics on the next page.)

1.1.3 Demonstrate Recognize and/or use, with modelling and support, basic English structures Use, with support, basic English structures Use, with occasional support, basic English structures
understanding of • in familiar contexts • by attempting to generate rules • by interacting effectively in age-/grade-appropriate oral and written
grammatical features • using phrases or short sentences • by attempting to self-correct communication
(At this stage, frequent errors may impede communication.) • demonstrating some awareness of tense • for a variety of age-/grade-appropriate classroom, academic, and social
• using a few prepositions purposes
• for familiar classroom, academic, and social purposes (At this stage, occasional errors will not impede meaning.)
(At this stage, errors may still occasionally impede meaning.)

1.1.4 Demonstrate Recognize and/or use, with modelling and support, basic English mechanical Use, with support, basic English mechanical features Use, with occasional support, basic English mechanical features
understanding of features • for familiar classroom, academic, and social purposes • consistently
mechanical features • in familiar contexts (e.g., generate a list) • for a variety of age-/grade-appropriate classroom, academic, and social
(e.g., copy a short sentence) purposes

1.1.5 Demonstrate Recognize and/or use, with modelling and support, basic English discourse Use, with support, a developing range of basic English discourse features in a Use, with occasional support, basic English discourse features with some
understanding of features in oral, written, and visual texts variety of texts consistency and growing awareness of meaning in a variety of texts
discourse features • in familiar contexts (e.g., first…, and then..., filling in a graphic organizer) • for a variety of age-/grade-appropriate classroom, academic, and social
(e.g., joining two nouns with “and”) purposes
(e.g., because)

Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming Early Years EAL Acquisition Continuum 23
 Early Years Suggested Topics for Development of Lexicon (Supporting Strand 1.1.2)
Cluster 1.1 See grade-level curriculum to expand on these topics.

Stage 1 Stage 2 Stage 3

Know and use an emergent repertoire of words and • Community Know and use a developing repertoire of words and phrases for Know and use an expanded repertoire of words and phrases for a
phrases in familiar contexts, within the following areas of • addresses familiar classroom, academic, and social purposes, within the variety of age-/grade-appropriate classroom, academic, and social
experience: • public places following areas of experience: purposes, including the following:
• People around me
• community helpers Expansion of topics introduced in Stage 1, plus • Expanded repertoire of increasingly complex vocabulary
• greetings • public transportation required for interpersonal communication
• directions • People around me
• basic personal information (address, phone number) • essential shopping • personality traits • Expansion of topics introduced in Stages 1–2, plus
• family • student needs and interests
• animals and plants • friendships
• general academic vocabulary
• People and their physical characteristics • relationships
Know and use foundational academic vocabulary related • common specialized and some abstract vocabulary related
• the human body to key themes and concepts from the core subject areas, • Community to themes, content, and processes across age-/grade-level
• basic health and hygiene including (among other topics): • places and transportation curriculum
• simple personal actions • popular stores and restaurants
• Numeracy
• clothing • shopping
• cardinal and ordinal numbers
• colours • money • Activities
• common emotions • time/calendar • sports and exercise
• measurement • family vacations and travel
• Activities
• shapes • community recreation opportunities
• daily routines/activities
• sizes • Occupations in the wider community
• foods and meals • basic arithmetic and symbols
• favourite pastimes • Classroom and school
• ICT • assignments, assessment, reporting
• celebrations—personal and cultural
• computer terms/hardware • participating in the school community
• Weather and seasons
• Canada • special days, clubs, teams, field trips, school events
• activities for seasons
• flag • Arts and entertainment
• clothing and safety • Manitoba places relevant to students • musical instruments
• Home • basic landforms relevant to students • performing
• basic types of housing • movies and television shows
• rooms and furnishings
• responsibilities
• Classroom and school
• essential school supplies
• simple actions/routines
• people who work in the school
• core subjects
• school schedules
• building facilities
• classroom furnishings
• safety/health
• homework

Manitoba Education’s document Curriculum Essentials (2015), found at www.edu.gov.mb.ca/k12/cur/essentials/index.html, can be used to access big ideas and foundational processes, practices, and skills in mathematics, social studies, and science for Grades 1–8.

24 Early Years EAL Acquisition Continuum Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming
 Domain 1: Linguistic Competency
Students will use English confidently and competently for communication, personal satisfaction, and further learning.

Cluster 1.2 By the end of each stage, students will be able to use English to demonstrate language competence.

Strands Stage 1 Stage 2 Stage 3

1.2.1 Listen and view Listen to and understand simple words, word clusters, and sentences Listen to and understand the main idea or theme of an oral or multimedia Understand essential information and supporting details of an extended
• in structured situations discussion or presentation dialogue or an age-/grade-appropriate oral or media presentation
• using hands-on and active experiences • by supportive hands-on and active experiences • in familiar and new topics
• using visual aids, gestures, role-playing, pictures, realia, etc. • using visual aids (e.g., a read-around)
• in familiar classroom routines and social contexts • on a range of familiar topics, routines, social contexts, and, with
preparation, new topics

1.2.2 Speak and Produce orally meaningful phrases, social formulas, and simple sentences Express meaning spontaneously Produce a short prepared or spontaneous oral or multimedia presentation
represent • in structured situations • with minimal support
Produce, with guidance, a short oral presentation
• with or without visual aids such as drawings, physical movement, • on a personal or researched topic
• on a personal or familiar topic
gestures, and realia • with or without visual aids
• in structured situations
(e.g., “I like book.”)
• possibly supported with visual aids
(e.g., retelling a story or experience, show and tell)

1.2.3 Read and view Begin to recognize and gain meaning from simple words and sentences Read and gain meaning from a series of connected sentences Read and understand the main idea and some supporting details
• with extensive modelling and guidance • on familiar topics in an increasing range of text forms used in the • with guidance
• on familiar topics classroom and in different subject areas • in near grade-level texts dealing with familiar and new topics
• with pictures, repetition, and patterns • with structured support • using visual aids
• using visual aids

1.2.4 Write and Write simple words, phrases, and sentences on familiar topics or events Produce a simple text of several interrelated ideas Produce an extended series of interrelated ideas dealing with a familiar
represent • drawing on the student’s oral repertoire • on a familiar topic personal or academic topic
• with extensive modelling and/or guidance • in a structured situation • spontaneously and/or with guidance
• with or without using simple representations • with guidance • in structured or unstructured age-/grade-appropriate situations
(e.g., drawings, to aid communication) • by using or not using simple representations to aid communication
(e.g., complete sentence starters, write a patterned book)

1.2.5 Demonstrate Engage in simple and short classroom or social interactions using words, Manage simple, routine interactions Manage longer and more complex social and classroom interactions with ease
interactive fluency phrases, or simple sentences • without undue difficulty • seldom needing repetition or clarification
• asking for repetition or clarification when necessary
Indicate understanding or lack of understanding with gestures or a short
phrase

Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming Early Years EAL Acquisition Continuum 25
 Domain 1: Linguistic Competency
Students will use English confidently and competently for communication, personal satisfaction, and further learning.

Cluster 1.3 By the end of each stage, students will be able to use English to demonstrate knowledge of the use of socio-cultural/socio-linguistic elements.

Strands Stage 1 Stage 2 Stage 3

1.3.1 Use register Listen to and observe different levels of formality of language as used in their Experiment with formal and informal uses of language in familiar contexts Use appropriate levels of formality for the variety of people and contexts in
appropriately environment (e.g., “buddy” vs. “friend”) their lives
(e.g., on the playground, teacher to parent) (e.g., talking to principal or guests versus talking to friends)

1.3.2 Use idiomatic Observe common idiomatic expressions among peers Experiment with common idiomatic expressions Use learned idiomatic expressions appropriately in new contexts
expressions
appropriately

1.3.3 Demonstrate Experience a variety of voices Experience and identify a variety of accents and variations in speech Understand some variations in language
understanding of
variations in language

1.3.4 Use social Use basic politeness appropriate to the classroom Recognize verbal behaviours that are considered impolite in a variety of Use appropriate social conventions in a variety of contexts
conventions (e.g., “Mr. Smith,” “please/thank you”) contexts (e.g., how to interrupt a conversation)
appropriately

1.3.5 Use non-verbal Understand the meaning of and imitate some common non-verbal behaviours Recognize non-verbal behaviours that are considered appropriate or Interpret and use appropriate non-verbal communication techniques
communication used in Canadian culture inappropriate • in a variety of age-/grade-appropriate contexts
appropriately (e.g., raise their hand in class) (e.g., physical contact, personal space)

26 Early Years EAL Acquisition Continuum Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming
 Domain 1: Linguistic Competency
Students will use English confidently and competently for communication, personal satisfaction, and further learning.

Cluster 1.4 By the end of each stage, students will be able to use English to demonstrate knowledge of how discourse is organized, structured, and sequenced.

Strands Stage 1 Stage 2 Stage 3

1.4.1 Demonstrate Recognize and order sequential elements of a simple familiar story, process, or Recognize the connections between several sentences on a single topic Produce an oral and/or written text of several connected sentences on a single
cohesion/coherence series of events • with support topic using simple organizational patterns
• with visual support and modelling • with support
Link several sentences on a single topic using simple link words or phrases
(e.g., sequence pictures/visuals) (e.g., beginning/middle/end, cause-effect)
(e.g., “in the morning…,” “and then….”)

1.4.2 Use text forms Recognize and attempt to make meaning of simple text forms Recognize and use a range of simple text forms Recognize and use a variety of simple text forms
• including commonly encountered forms • with support • in age-/grade-appropriate settings
• with preparation • in everyday and classroom situations • with occasional support
(e.g., recognize when an announcement is being made, draw a birthday card with (e.g., reader’s response, daily journal of a few sentences, and using a calendar to
copied greeting) plan week)

1.4.3 Demonstrate Respond using simple social interaction patterns Initiate interactions, and respond using simple social interaction patterns Combine simple social interaction patterns to perform a variety of
patterns of social (e.g., question-answer, greeting-response) (e.g., request-acceptance/refusal) transactions and interactions
interaction (e.g., invitation-acceptance/refusal with explanation)
Use simple conventions to open and close conversations and to manage turn-
taking Actively participate in group discussions

Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming Early Years EAL Acquisition Continuum 27
 Domain 2: Contextual Applications
Students will acquire and use English in a variety of contexts and for a variety of purposes.

Cluster 2.1 By the end of each stage, students will be able to use English to meet personal needs and interests.

Strands Stage 1 Stage 2 Stage 3

2.1.1 Express emotions Express simple preferences in single words or short phrases Identify favourite people, places, or things Record and share thoughts and ideas with others
and personal • by expressing opinions
Express a simple personal response Express a personal response to a variety of familiar situations
perspectives • by inquiring about and responding to others’ opinions
(e.g., respond to a song or story)
a. Share ideas, (e.g., keep a journal of ideas for stories)
thoughts, opinions, and
preferences

2.1.1 Express emotions Respond to and express basic emotions and feelings Identify, express, and respond to a variety of basic emotions and feelings Identify, express, and respond to a variety of emotions and feelings
and personal • with modelling • with support • in situations commonly encountered at age-appropriate situations
perspectives • using single words or phrases in familiar situations • in familiar contexts • with socially appropriate English
b. Share emotions and (e.g., “I’m sad/mad/happy.” “Happy Grandma coming.”) (e.g., “She mad at her friend. I help her.”) (e.g., “What happened? Are you okay?”)
feelings

2.1.2 Use language Participate in creative and aesthetic language activities Experiment with English language activities to elicit a response Interpret and express humour and language activities in a variety of age-
for imaginative • without necessarily understanding meaning appropriate contexts
Begin to use English creatively and for aesthetic purposes
purposes and personal (e.g., group recitation of a poem or chant, clapping to songs, responding to
• with support and modelling Consciously choose English words to achieve creative and aesthetic effects
enjoyment humorous interpretative storytelling)
(e.g., to tell an oral or written story, play with rhyming words) • with support
• in a variety of simple personal texts
(e.g., write a short patterned poem, add details to make a sentence more
interesting)

2.1.3 Extend their Observe and experience problem-solving situations in the classroom Report simple problems and participate in problem-solving situations Describe and analyze straightforward personal problems or problems in
knowledge of the (e.g., between peers, learning activities) • with support subject areas
world • in familiar settings • with support
a. Solve problems (e.g., “My zipper is stuck”; “What I do now?”; “The boy [in the story] lost his key.”) (e.g., recess conflicts, word problems in math)
Generate solutions to problems
(e.g., “You could do this or maybe you could do that.”)

2.1.3 Extend their Listen and attempt to understand the main idea of simple statements of Respond to ideas and products of peers with short appropriate statements Use respectful language when expressing opinions and values
knowledge of the opinion • with support • while avoiding and discouraging the use of English words and
world • in familiar social and classroom settings (e.g., “I like that.” “You do good job.”) expressions that hurt or degrade other people
b. Explore opinions and (e.g., make a poster of language of respect versus playground put-downs)
values

28 Early Years EAL Acquisition Continuum Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming
 Domain 2: Contextual Applications
Students will acquire and use English in a variety of contexts and for a variety of purposes.

Cluster 2.2 By the end of each stage, students will be able to use English to communicate and interact with others to meet group needs and interests.

Strands Stage 1 Stage 2 Stage 3

2.2.1 Manage personal Use formulaic expressions to exchange greetings and farewells, address a new Initiate and participate in casual exchanges with classmates Recognize and respond to explicit positive or negative verbal behaviours to
relationships (form, acquaintance, and introduce themselves • with occasional support oneself or others in personal interactions
maintain, and change • with modelling (e.g., “Do you want to play soccer?” “She’s on my team.”) (e.g., compliments, insults, congratulations, encouragement, such as, “Way to go!”
relationships) “Out of my way!”)
Exchange some basic personal information
(e.g., “My name is _____.” “My country is ____.” “I have two sisters.”)

2.2.2 Give and receive Share basic information Ask for and provide information Describe people, places, things, series, or sequences of events or actions with
information • using words or simple phrases • with support some details
(e.g., name, address, phone number) • on familiar topics • with support
• in structured situations
Identify people, places, and things that are real and relevant to student Provide information on several aspects of an academic topic
experiences Respond to simple, predictable questions • with support
(e.g., yes/no and wh--? questions) (e.g., give a simple report, share facts about past events)
Copy essential information for personal use
(e.g., date, friend’s phone number) Describe basic characteristics of people, places, and things

Copy pictures, words, and phrases into simple graphic organizers Record essential information in a graphic organizer

2.2.3 Communicate to Indicate basic needs and wants Give and respond to common daily instructions, cautions, and other requests Respond to suggestions, advice, and cautions in a variety of everyday
achieve an intended (e.g., “Washroom please.” “I need drink.”) (e.g., Slow down.” “Move over, please.” “Can I borrow your marker?’ ‘Sure.!”) situations
result
a. Guide actions of Give and respond to simple oral instructions or commands Encourage others to take a course of action
others (e.g., “Open your book.” “Line up.” “Go to the gym.”) (e.g., “Let’s play soccer.” “Do you want to work with me?”)

2.2.3 Communicate to Ask for permission State personal actions in the past State personal actions in the past, present, and future
achieve an intended (e.g., “Yesterday, I go to store.” “In gym, we play new game.”)
result Indicate willingness to do something State personal intentions
b. State personal actions (e.g., “I’ll help you.” “When I get big, I want to be a basketball player.”)

2.2.3 Communicate to Respond to the rules of turn-taking Manage turn-taking Check with peers for agreement or understanding
achieve an intended (e.g., “It’s your turn.”) (e.g., “Let’s do it this way, okay?”)
result Respond to inappropriate behaviour of others through non-verbal
c. Manage group communication and simple expressions Encourage other group members to act appropriately and fairly Express disagreement in an appropriate way
activities (e.g., “Please stop.”) (e.g., “No cuts!” [in line at the drink fountain] “Wait for your turn!”) (e.g., “I don’t like that.”)

Express encouragement and compliments

(e.g., “Good job! Way to go!”)

Persuade others to take a course of action

(e.g., “We should….so…”)

Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming Early Years EAL Acquisition Continuum 29
 Domain 2: Contextual Applications
Students will acquire and use English in a variety of contexts and for a variety of purposes.

Cluster 2.3 By the end of each stage, students will be able to use English to transfer prior learning and acquire new learning.

Strands Stage 1 Stage 2 Stage 3

2.3.1 Express Attempt to connect prior L1 academic learning with basic concepts and skills Connect prior L1 academic and subject-area learning with newly acquired Consistently draw on prior L1 academic and subject-area learning to enhance
themselves in a variety for foundational academic purposes in English English vocabulary and structures academic learning in English
of academic contexts • with visuals, realia, and/or L1 • with visuals, realia, and/or their first language
and for a variety of (e.g., use math skills learned in L1 to solve word problems in English)
academic purposes
a. Transfer prior
academic and subject-
area knowledge,
concepts, and skills

2.3.1 Express Attempt to connect prior L1 learning to add new knowledge, concepts, and Develop a range of new knowledge, concepts, and skills for academic tasks in Consistently draw on their full range of new knowledge and skills to enhance
themselves in a variety skills in English for foundational academic purposes English academic learning and successfully complete a range of English language
of academic contexts • with visuals, realia, and/or their first language • with visuals, realia, and/or their first language grade-level academic tasks
and for a variety of
academic purposes
b. Acquire new
knowledge, concepts,
and skills (for the subject
areas) in English

2.3.2 Express Attempt to connect prior L1 learning and basic concepts and skills for Draw on prior L1 learning for a range of everyday communication and Consistently draw on prior L1 learning to enhance everyday English
themselves in a variety everyday communication and participation in the community participation in the community in English communication and participation in the community
of non-academic • with visuals, realia, and/or their first language • with visuals, realia, and/or their first language
contexts and for (e.g., try to join peers, play soccer at recess, respond to common traffic signs) (e.g., find constellations from the sky at home and point it out to a friend; find
a variety of non- children’s books at the library)
academic purposes
a. Transfer prior
knowledge, concepts,
and skills

2.3.2 Express Connect prior L1 learning to add new knowledge, concepts, and skills in Add a developing range of new knowledge, concepts, and skills for everyday Consistently draw on their full range of new knowledge and skills to enhance
themselves in a variety English for everyday communication and participation in the community communication and participation in the community in English everyday communication and participation in the community
of non-academic • with visuals, realia, and/or their first language • with visuals, realia, and/or their first language
contexts and for (e.g., ask for English word for a word known in L1)
a variety of non-
academic purposes
b. Acquire new
knowledge, concepts,
and skills

30 Early Years EAL Acquisition Continuum Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming
 Domain 3: Intercultural Competency and Global Citizenship
Students will acquire the knowledge, skills, and attitudes that will enable them to participate, communicate, and contribute to an interdependent, multilingual, and multicultural local and global society.

Cluster 3.1 By the end of each stage, students will be able to use English to develop and use knowledge and understanding of themselves as multilingual-multicultural learners.

Strands Stage 1 Stage 2 Stage 3

3.1.1 Affirm and value Identify similarities and differences between prior languages learned and Share with others information concerning similarities and differences among Explore opportunities to use their first or prior languages for personal and
first language and English their first language, English, and other languages educational purposes
culture (e.g., different alphabets)
Share with others information concerning their cultural heritage and other Explore opportunities to use their knowledge of their cultural heritage for
cultures they have encountered personal and educational purposes

3.1.2 Value diversity Participate in activities and experiences that involve people of diverse Collaborate with other learners of diverse backgrounds and interests, and Explore diversity and similarities in the classroom, school, and local
backgrounds and reflect elements of different cultures begin to recognize the value of different languages, cultures, and other forms community
of diversity
Explore the value of different languages, cultures, and other forms of diversity

3.1.3 Explore personal, Demonstrate an interest in learning English Identify some personal and academic uses from their knowledge of the Identify the value of knowing more than one language in the classroom,
academic, and future English language and Canadian culture in the school or community school, and local community to explore personal, academic, and future
Participate in class and school cultures through activities
opportunities opportunities
(e.g., clubs, teams)

Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming Early Years EAL Acquisition Continuum 31
 Domain 3: Intercultural Competency and Global Citizenship
Students will acquire the knowledge, skills, and attitudes that will enable them to participate, communicate, and contribute to an interdependent, multilingual, and multicultural local and global society.
By the end of each stage, students will be able to use English to develop and use knowledge and understandings concerning Canada’s peoples and Canada’s development
Cluster 3.2 as a nation society.
Strands Stage 1 Stage 2 Stage 3
3.2.1 Demonstrate Know a few basic words and facts related to Canadian geography Know selected basic vocabulary and grade-level concepts related to Have an understanding of key facts and grade-level concepts related to
knowledge of Canada’s a. Canadian geography a. Canadian geography
geography, history, b. first and subsequent peoples of Canada b. first and subsequent peoples of Canada
and development c. development of Canada as a nation c. development of Canada as a nation

3.2.2 Demonstrate Participate in activities and experiences that reflect traditional and Know selected symbols, landmarks, and famous people of Canada Experience cultural elements of diverse origins that reflect the elements of
knowledge of Canada’s contemporary elements of Indigenous cultures, minority cultures, and • as relevant to the grade level Indigenous cultures, minority cultures, and dominant Canadian culture
peoples, cultures, and dominant Canadian culture • as relevant to the grade level
traditions (e.g., holidays, celebrations, music, dance, art, literature, sports, and food)

32 Early Years EAL Acquisition Continuum Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming
 Domain 3: Intercultural Competency and Global Citizenship
Students will acquire the knowledge, skills, and attitudes that will enable them to participate, communicate, and contribute to an interdependent, multilingual, and multicultural local and global society.

Cluster 3.3 By the end of each stage, students will be able to use English to develop and use knowledge and understandings about global citizenship.

Strands Stage 1 Stage 2 Stage 3

3.3.1 Demonstrate Recognize some similarities and differences in cultural characteristics, Show awareness of how culture affects communication and relationships with Explore how the same values may be reflected in different behavioural
intercultural behaviours, and communication patterns others through experiences in the classroom, school, and local community patterns based on culture
communication • as reflected in the classroom, school, and local community (e.g., gestures, greetings, view of extended family) (e.g., responding to a teacher)
Recognize that the same behaviours can have different meanings in different
cultures

3.3.2 Demonstrate Observe and participate in classroom and school activities, being respectful of Participate cooperatively in daily classroom activities, and support peers and Cooperate and work with others in a mutually respectful manner within the
interdependence and family beliefs classmates, being respectful of family beliefs classroom and school, being respectful of family beliefs
building community,
Seek help in dealing with conflicts Seek support to resolve conflicts in a positive manner Address and resolve conflicts in a positive manner
problem solving, and
conflict resolution

Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming Early Years EAL Acquisition Continuum 33
 Domain 4: Strategic Competency
Students will develop and use a repertoire of strategies effectively to manage personal, social, and academic language learning demands, to use Canadian English, and to learn through Canadian English.

Cluster 4.1 By the end of each stage, students will be able to use English to develop knowledge of language learning strategies.

Strands Stage 1 Stage 2 Stage 3

4.1.1 Use cognitive Use simple cognitive strategies to enhance language learning Use a variety of simple cognitive strategies to enhance language learning Identify and use a variety of cognitive strategies to enhance language learning
strategies • with support • with support • with or without support
appropriately (e.g., imitate sounds or intonation; perform actions to match the words of a song) (e.g., associate new words or expressions with familiar ones; make a personal (e.g., group together sets of things with similar characteristics)
picture dictionary)

4.1.2 Use Use simple metacognitive strategies to enhance language learning Use a variety of simple metacognitive strategies to enhance language learning Identify and use a variety of metacognitive strategies to enhance language
metacognitive • with support • with support learning
strategies • with guidance (e.g., rehearse or role-play language before task; listen for the keywords) • with or without support
appropriately (e.g., check copied writing for accuracy) (e.g., reflect on learning tasks with the guidance of the teacher)

4.1.3 Use social/ Use simple social and affective strategies to enhance language learning Use a variety of simple social and affective strategies to enhance language Identify and use a variety of social and affective strategies to enhance
affective strategies • with support learning language learning
appropriately (e.g., seek the assistance of a friend to interpret a text; repeat new words and • with support • with or without support
expressions heard in conversations, and use them as appropriate) (e.g., participate in shared reading experience; understand that making mistakes is (e.g., work cooperatively with peers in small groups)
a natural part of language learning)

34 Early Years EAL Acquisition Continuum Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming
 Domain 4: Strategic Competency
Students will develop and use a repertoire of strategies effectively to manage personal, social, and academic language learning demands, to use Canadian English, and to learn through Canadian English.

Cluster 4.2 By the end of each stage, students will be able to use English to develop knowledge of language use strategies.

Strands Stage 1 Stage 2 Stage 3

4.2.1 Demonstrate Use simple reading and listening strategies for comprehension Use a variety of simple reading and listening strategies for comprehension Identify and use a variety of reading strategies for comprehension
receptivity • with support • with support • with or without support
(e.g., use illustrations to aid comprehension; observe words and gestures and (e.g., listen or look for keywords; use knowledge of the sound-symbol system for (e.g., make connections between text and prior knowledge; determine the purpose
intonation for comprehension) reading comprehension) of listening)

4.2.2 Demonstrate Use simple speaking and writing strategies to enhance language learning Use a variety of simple speaking and writing strategies to enhance language Identify and use a variety of speaking and writing strategies to enhance
productivity • with support learning language learning
(e.g., copy what others say or write; use illustrations to provide detail when • with support • with or without support
producing their own texts) (e.g., use familiar repetitive patterns from stories, songs, rhymes, or media; use (e.g., use resources to increase vocabulary; use descriptions, explanations, or
familiar sentence patterns to form new sentences) various words and phrases to compensate for lack of specific forms)

4.2.3 Demonstrate Use simple interactive strategies to enhance language learning Use a variety of simple interactive strategies to enhance language learning Identify and use a variety of interactive strategies to enhance language
interactivity • with support • with support learning
(e.g., interpret and use non-verbal cues such as pointing and miming to (e.g., ask for clarification or repetition when they do not understand) • with or without support
communicate) (e.g., start again using a different tactic when communication breaks down)

Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming Early Years EAL Acquisition Continuum 35
 Domain 4: Strategic Competency
Students will develop and use a repertoire of strategies effectively to manage personal, social, and academic language learning demands, to use Canadian English, and to learn through Canadian English.

Cluster 4.3 By the end of each stage, students will be able to use English to develop knowledge of general learning strategies.

Strands Stage 1 Stage 2 Stage 3

4.3.1 Use cognitive Use simple cognitive strategies to enhance general learning Use a variety of simple cognitive strategies to enhance general learning Identify and use a variety of cognitive strategies to enhance general learning
strategies • with modelling and support • with support • with or without support
appropriately (e.g., use models; connect what they already know with what they are learning) (e.g., use word maps, diagrams, or other graphic representations to make (e.g., classify objects and ideas according to their attributes; formulate key
information easier to understand and remember) questions to guide research)

4.3.2 Use Use simple metacognitive strategies to enhance general learning Use a variety of simple metacognitive strategies to enhance general learning Identify and use a variety of metacognitive strategies to enhance general
metacognitive • with modelling and support • with support learning
strategies (e.g., manage their own physical working environment, such as keeping separate (e.g., make a plan in advance about how to approach a task: “First, we…, and then • with or without support
appropriately workbooks for subjects) we….”) (e.g., develop criteria for evaluating their own work)

4.3.3 Use social/ Use simple social and affective strategies to enhance general learning Use a variety of simple social and affective strategies to enhance general Identify and use a variety of social and affective strategies to enhance general
affective strategies • with modelling and support learning learning
appropriately (e.g., watch others’ actions and copy them) • with support • with or without support
(e.g., use support strategies to help peers persevere at learning tasks; offer (e.g., be willing to take risks and try unfamiliar tasks and approaches)
encouragement, praise, and ideas)

36 Early Years EAL Acquisition Continuum Early Years: Manitoba Kindergarten to Grade 4 Curriculum Framework for English as an Additional Language (EAL) Programming