Beruflich Dokumente
Kultur Dokumente
5 to 12
Integrated Resource Package
Copyright © 2009
Russian Language IRP Development Team
School Districts # 20(Kootenay Columbia), #51 (Boundary) and #8 (Kootenay Lake)
Copyright Notice
No part of the content of this document may be reproduced in any form or by any means, including
electronic storage, reproduction, execution or transmission without the prior written permission of
[appropriate development community/group].
Preface ..........................................................................................................................................iii
Introduction ........................................................................................................................................... 1
Russian Language • Grades 5 to 12.......................................................................................................... 1
Principles of Learning.......................................................................................................................... 3
Rationale ............................................................................................................................................. 3
The Communicative-Experiential Approach ........................................................................................ 3
Language-Learning Strategies.............................................................................................................. 4
Curriculum Organizers ........................................................................................................................ 6
Integration with Other Curricula .......................................................................................................... 7
Split Classes ........................................................................................................................................ 7
Suggested Instructional Strategies........................................................................................................ 7
Suggested Assessment Strategies ......................................................................................................... 7
Assessment in Russian......................................................................................................................... 8
About Assessment in General .............................................................................................................. 8
Integration of Cross-Curricular Interests .............................................................................................. 8
Exemptions From the Language Policy................................................................................................ 9
ESL Students and Second-Language Study .......................................................................................... 9
Students with Special Needs and Second-Language Study ................................................................... 9
Learning Resources ........................................................................................................................... 10
Curriculum: Russian 5 to 12 .................................................................................................................. 13
Grade 5.............................................................................................................................................. 14
Grade 6.............................................................................................................................................. 24
Grade 7.............................................................................................................................................. 32
Grade 8.............................................................................................................................................. 40
Grade 9.............................................................................................................................................. 48
Grade 10............................................................................................................................................ 62
Grade 11............................................................................................................................................ 70
Grade 12............................................................................................................................................ 78
Introduction....................................................................................................................................... 86
Appendix A: Prescribed Learning Outcomes Russian 5 to 12................................................................. 99
Appendix B: Learning Resources General Information ....................................................................... 105
Russian Resources........................................................................................................... 111
Appendix C: Assessment and Evaluation Samples ............................................................................... 235
Generic Assessment Tools............................................................................................... 299
Appendix D: Vocabulary and Classroom Expressions.......................................................................... 307
Appendix E: Acknowledgements......................................................................................................... 353
PREFACE
This Integrated Resource Package (IRP) student performance will vary. Evaluation,
provides basic information that teachers will reporting, and student placement with respect to
require in order to implement the Russian 5 to these outcomes depend on the professional
12 curriculum. Brief descriptions about each judgement of teachers, guided by provincial
section of the IRP follow. policy.
The Introduction provides general information Instruction involves the use of techniques,
about the Russian 5 to 12 Curriculum, including activities, and methods that can be employed to
special features and requirements. It also meet diverse student needs and to deliver the
provides a rationale for teaching Russian 5 to 12 prescribed curriculum. Teachers are free to adapt
in BC schools. the suggested instructional strategies or
substitute others that will enable their students to
The Russian 5 to 12 Curriculum achieve the prescribed learning outcomes. These
strategies are suggestions only.
The Russian 5 to 12 Curriculum is structured in
terms of curriculum organizers. The main body Suggested Assessment Strategies
of this IRP consists of four columns of
information for each organizer. These columns The assessment strategies suggest a variety of
include: ways to gather information about student
performance. Some assessment strategies relate
• prescribed learning outcome statements to specific activities; others are general. These
• suggested instructional strategies for strategies are suggestions only.
achieving the outcomes
• suggested assessment strategies for Locally Approved Learning Resources
determining how well students are achieving
the outcomes The learning resources in this IRP are materials
• locally approved learning resources that have been reviewed and evaluated by the
members of the Russian 5 to 12 development
Prescribed Learning Outcomes team, according to district policy. They are
typically materials suitable for student use, but
Prescribed learning outcomes are content may also include information primarily intended
standards for the provincial education system. for teachers. Teachers are encouraged to select
Learning outcomes set out the knowledge, those resources that they find most relevant and
enduring ideas, issues, concepts, skills, and useful for their students. The resources listed in
attitudes for each subject. They are the the curriculum section, under recommended
statements of what students are expected to resources, of this IRP are those that either
know and be able to do in each grade. Learning present comprehensive coverage of the learning
outcomes are clearly stated and expressed in outcomes of the particular curriculum organizer
observable or measurable terms. All learning or provide unique support to specific topics.
outcomes complete the stem: “It is expected that Appendix B contains a complete listing of all
students will….” Outcome statements have been learning resources so far identified to support
written to enable teachers to use their experience this curriculum.
and professional judgement when planning and
evaluating. The outcomes are benchmarks that
will permit the use of criterion-referenced
performance standards. It is expected that actual
The Appendices
This Integrated Resource Package (IRP) sets out the goal of communicative-based language
the provincially prescribed curriculum for instruction is to prepare students for authentic
Russian education, grades 5 to 12. The study of language use in the real world, then the
Russian and culture is intended to enable organization of curriculum and instruction
learners to communicate purposefully in Russian should reflect those purposes. Most learners,
and to provide opportunities for students to gain students with special needs and students whose
insights into their own culture and to develop an first language is not English, can achieve a
openness to cultural diversity. satisfying degree of communicative competence,
when they are actively involved in using the
PRINCIPLES OF LEARNING language to communicate and learn about areas
of personal; interest. A wider range of students
Provincial education programs are based on will experience success if they have
three principles of learning that reflect current opportunities to communicate in a variety of
views of how effective learning occurs. They ways and are encouraged to use graphics,
have profound implications for all aspects of the actions, props and technological and visual aids.
program, such as the roles of student and Parents will see children enthusiastically
teacher, the kinds of learning resources that are engaged in meaningful, motivating and
chosen, and the type of assessment that occurs. cognitively challenging activities, students
The development of this Russian 5 to 12 IRP has actively using the language rather than
been guided by and incorporates these principles memorizing vocabulary lists and analyzing
of learning: grammatical concepts, Students being assessed
by a variety of assessment strategies.
• Learning requires the active participation of
the student. THE COMMUNICATIVE-EXPERIENTIAL
• People learn in a variety of ways and at APPROACH
different rates.
• Learning is both an individual and a group The Russian 5 to 12 curriculum endorses what is
process. commonly referred to as the communicative-
experiential approach. In this approach the focus
RATIONALE of instruction is the purposeful use of language
to perform real-life tasks, share ideas, acquire
British Columbia hosts a growing economy that information, and get things done. Grammar
is oriented toward agriculture, industry, finance, instruction plays a supportive role only—to
education and research – an economy that provide useful strategies to facilitate
demands contact and interaction with the global communication and comprehension.
marketplace. For British Columbia students, the
need to function competently in more than one The communicative-experiential approach is
language has therefore become increasingly guided by an educational philosophy that
important in order to participate fully in the includes the following principles:
economic, political and social life of a province
as culturally and linguistically diverse as ours. In • As much as possible, language learning
the twenty-first century students must be able to should emulate authentic language use.
participate in culturally appropriate ways in • The goal of language learning is
face-to-face interaction with members of other performance with language rather than
cultures in order to be productive members of knowledge about the language.
the diverse communities in which we all live. • Language learning is not additively
sequential but recursive and paced
The spirit and intent for second language differently at various stages of acquisition.
education in British Columbia revolves around • Language develops in a series of
what takes place in the learning environment. If approximations towards native-like norms.
Language learning is not the accumulation expressed in terms of tasks to be performed and
of perfectly mastered elements of grammar not in terms of language items to be mastered.
and vocabulary. Thus, learner errors are to Assessment and evaluation of language
be expected. acquisition focus on students’ abilities to
• Language proficiency involves both understand others and to express themselves
comprehension and production. comprehensibly and appropriately. Assessment
Comprehension abilities tend to precede and and evaluation do not focus on the mastery of
exceed productive abilities. grammar for its own sake.
• Language is inextricably bound to culture.
Language use requires an understanding of Where possible, the prescribed learning
the cultural context within which outcomes show progression through the grades.
communication takes place.
• Language learning is complex. Instruction LANGUAGE-LEARNING STRATEGIES
takes into account individual learning styles
and rates, and also attends to teaching Language-learning strategies are important
process strategies for successful language components of a language program and are now
learning. recognized as an essential part of successful
• The ability to perform with language is language learning. Examples of such strategies
facilitated when students actively engage in include using visual clues; recognizing cognates;
meaningful, authentic, and purposeful recognizing, using, and adapting language
language-learning tasks. patterns; using a variety of writing processes
• Assessment reflects instructional goals and such as brainstorming, sharing, revising, editing,
is performance oriented. and publishing; and using context to support and
• Technology and textbook materials play extend language learning. When students apply a
support roles for language-learning goals; range of specific strategies to their language
they should not determine curriculum. learning, they are better able to understand
information, clarify and negotiate meaning, and
(Adapted from “Teaching and Learning K-12 generally communicate more effectively.
Authentic Instruction Communication,” Section
7.19, ASCD Curriculum Handbook, September The Language-Learning Strategies chart (page
1994.) 5) shows a cumulative range of strategies
suggested for each grade. By Grade 12, students
Prescribed Learning Outcomes should be using the full range of strategies.
Prescribed learning outcomes in this IRP are
Language-Learning Strategies
As students progress through the grades, they should develop and apply a range of strategies to assist their
comprehension and expression. Students need experiences that encourage them to:
creative works in Russian and respond to them should allow for a wide range of performances
in various ways. Students should be exposed to a so students at all levels of ability continue to
wide range of creative works representative of learn and be successful. For example, a theme
the Russian culture, beginning with visual and on clothing may have partners or small groups
aural works and progressing to written works as working toward a fashion show with oral
students’ language skills develop. Over time, presentation. Younger students might use less
students should be able to produce a variety of language and more props, or complete a
written, oral, and visual responses. different task, such as role-playing a clothing
purchase.
Teachers are encourage to explore, wherever
possible, cultural opportunities that may exist SUGGESTED INSTRUCTIONAL
within their own community.
STRATEGIES
Understanding Cultural Influences Instructional strategies have been included for
each curriculum organizer and grade level.
When students communicate with others in These strategies are suggestions only, designed
Russian and participate in cultural experiences, to provide guidance for generalist and specialist
they gain insight into the role of culture. teachers planning instruction to meet the
Through exploring Russian, its cultural context, prescribed learning outcomes. The strategies
and its world, students develop an understanding may be either teacher directed or student
of diverse perspectives and can better appreciate directed or both. There is no one-to-one
the role of other cultures as well as their own.
relationship between the learning outcomes and
the instructional strategies, nor is this
INTEGRATION WITH OTHER organization intended to prescribe a linear
CURRICULA means of course delivery. It is expected that
teachers will adapt, modify, combine, and
When teachers and students see Russian as a organize instructional strategies to meet the
practical means of communication and not just a needs of their students and to respond to local
narrow field of language study, many requirements.
opportunities open up for integration with other SUGGESTED ASSESSMENT STRATEGIES
curricula. The prescribed learning outcomes
are deliberately open-ended in nature to The assessment strategies in this IRP describe a
encourage teachers and students to make variety of ideas and methods for gathering
links to other areas of study such as job evidence of student performance, and provide
interviewing, mapping, graphing, music, or examples of criteria for assessing the extent to
art. In secondary schools, teachers could make which the prescribed learning outcomes have
efficient use of this open-endedness through been met. Teachers determine the best
joint planning and joint evaluation tasks (see assessment methods for gathering this
Appendix C for examples of integrated units). information.
Integration in the elementary classroom is easier
and may begin with daily routines and The assessment strategies or criteria examples
procedures conducted in Russian. In this way, are always specific to each organizer. Some
students will see Russian as a useful means of strategies relate to particular activities, while
expression. others are general and could apply to any
activity. It is expected that teachers will adapt,
SPLIT CLASSES modify, combine, and organize assessment
strategies to meet the needs of their students
Teachers are encouraged to use the same themes and to respond to local requirements.
for both grades if possible, alternating the set of
themes each year. The final task for each theme
ASSESSMENT IN RUSSIAN
Since language is acquired in a spiraling and Evaluation involves interpreting assessment
recursive process, students will thrive in a information in order to make further
stimulating environment where risk-taking is decisions (e.g., set student goals, make
nurtured and errors are viewed as a natural and curricular decisions, plan instruction).
informative part of language development. Teachers evaluate student performance from the
When students understand the role of errors, information collected through assessment
they are able to make confident decisions about activities. Teachers use their insight, knowledge
when to take risks and when to edit carefully for about learning, and experience with students,
accuracy. along with the specific criteria they establish, to
make judgements about student performance in
In grades 5 to 7, assessment places equal relation to learning outcomes.
emphasis on three of the major communication
skills: listening, reading, and speaking. From Students benefit when teachers provide
grades 8 to 12, equal emphasis is placed on evaluation on a regular, ongoing basis. When
listening, reading, speaking, and writing. Such a evaluation is seen as an opportunity to promote
balance in emphasis validates the oral and aural learning rather than as a final judgement, it
skills that have received less attention in the past shows learners their strengths and suggests how
than reading and writing. Final evaluations in they can develop further. Students can use this
grades 8 to 12 should therefore base 50% of the information to redirect efforts, make plans, and
total grade on oral and aural skills. establish future learning goals.
resources. Although neither exhaustive nor STUDENTS WITH SPECIAL NEEDS AND
prescriptive, most of these criteria can be
usefully applied to instructional and assessment
SECOND-LANGUAGE STUDY
activities as well as learning resources. See
Although ministry policy states that students
pages 28 through 43 of the ministry document
may be exempted from second-language study
Evaluating, Selecting, and Managing Learning
because of special needs, not all students who
Resources (2002) for brief descriptions of these
have been identified as having special needs
criteria, grouped under headings of Content,
should be exempted. Second-language study
Instructional Design, Technical Design, and
may actually enhance first-language
Social Considerations. This document has been
development for some students.
distributed to all schools. Additional copies are
available from the Publications Bureau, order
Students representing a wide range of special
number RB0142, or on the ministry web site.
needs could successfully participate in this
course because it uses a communicative-
EXEMPTIONS FROM THE LANGUAGE experiential approach. Teachers may need to
POLICY adapt instructional strategies, activities, and
evaluation methods for some students. For
Ministry of Education policy states that all example, students with sensory impairments
students must take a second language as part of may need amplification or additional description
the required curriculum in grades 5 to 8. to “view” videos.
Students may be exempted from the second
language requirement. An exemption may apply Decisions to exempt a student from taking a
to a student who is: second language should be made only after
considering assessment information about the
• identified as a student with special needs student’s cognitive, sensory, or physical
or receiving English as a Second Language disabilities.
service, and
• unable to demonstrate his or her learning in When an individual student is exempted due to
relation to the outcomes in a course or special needs, the exemption must be
subject and grade for which an educational documented as part of the Individual Education
program guide has been prescribed by the Plan (IEP). For example, students who are deaf
minister. might have difficulty with oral sections of a
second-language curriculum. Students who are
ESL STUDENTS AND SECOND- experiencing difficulty in establishing
communication might concentrate on developing
LANGUAGE STUDY a communication system such as Bliss symbols
or voice-activated technology. Students with
Teachers of students for whom English is a second
language-processing disabilities may have
language will need to be sensitive to the varying difficulties that preclude second-language study.
rates at which these students develop
Such exemptions should include consultation
communication skills. ESL students are likely to
with parents or guardians as part of the IEP
benefit from teacher modeling of expectations,
process.
real-life applications, direct instructions,
incremental introduction of language-learning
The following teaching strategies might be used
skills, frequent review, and use of graphic
to assist students with special needs in the
organizers (key visuals). Russian teachers are
Russian-learning classroom.
encouraged to use a wide range of appropriate
adaptations to instruction and assessment to meet
the needs of individual students. When teachers
provide instruction in Russian, ESL students are
placed on an equal footing with their classmates.
GRADE 5
It is expected that students will: For many students, this is their first exposure to
• ask and respond to simple questions a second language. Because Grade 5 sets the
• present information about themselves stage for years to come, it is important that the
• recognize and use simple greetings and experience be non-threatening, rewarding, and
expressions of politeness enjoyable. Give students every opportunity to
• communicate likes, dislikes, needs, and hear, repeat, and “play” with the language.
wants Routinely give classroom instructions in Russian
• respond to classroom instructions instead of English. Encourage students to use
drawings and other visual aids as well as non-
verbal gestures to extend communication.
• Provide opportunities for students to hear
greetings and expressions of politeness (e.g.,
begin lessons with Привет! Здравствуй(те)!
Доброе утро! Как дела? Have students create
posters or a mural of greetings and expressions of
politeness.
• Using pre-framed models, have students role-play
using greetings and expressions of politeness.
A. Здравствуй .
B. Здравствуй .
A. Меня зовут _______. Как тебя зовут?
B. Меня зовут ________ . Как дела?
A. Хорошо. И ты?
• Have students interview partners to obtain
information such as name, age, likes, and dislikes.
Students then introduce their partners to the class,
using the following format:
Это мой друг(моя подруга).
Его (Её) зовут ________.
Он (Она) живёт в ________.
Ему (Ей) нравится ________.
Eму (Ей) не нравится ________.
У него (У неё) ________. (favourite clothing)
Он (Она) любит ________.(pastime)
• As a class or in partners, have students create and
demonstrate gestures to represent a need or a
want, e.g., Мне надо карандаш (gesture could
be writing on hand), Я не понимаю (gesture with
hands). Provide students with opportunities to use
expressions of wants or needs, Я хочу... Мне
надо... for example, students could draw pictures
of five things they need for school and label them.
• Open the day with Calendar Time in Russian.
Present seasonal poems, celebrate birthdays, and
ask students to respond to questions on the date,
time, season, weather, temperature, and how they
are feeling (e.g., Какое сегодня число?
Который час? Какая сегодня погода?)
SUGGESTED ASSESSMENT
STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students often feel The learning resources listed here are especially
awkward attempting to communicate in useful for this organizer. See Appendix B for a
a new language. In a supportive complete annotated list of resources, including
environment, they can begin to feel others that might apply to this organizer.
more comfortable and gain satisfaction
from exploring and demonstrating their Basic Expressions
new skills. Assessment should List of greetings, thanks, apologies, etc.
encourage risk-taking and http://www.masterrussian.com/blbasic.shtml
participation, rather than emphasize Listen to a voice saying different greetings
correctness. http://www.masterrussian.com/blday_greeting.shtml
Different Podcasts show greetings, introductions
• As students engage in communication http://www.russianlingq.com/
activities, observe and note the extent Listen to a variety of introductions, questions, etc.
to which they: http://www.meirionnydd.force9.co.uk/russian/surviv
- listen actively to follow instructions al.html
- choose the appropriate expression http://www.ilike2learn.com/ilike2learn/russian/voca
from those they have practised b1.html
- approximate Russian pronunciation
- take risks to speak in Russian Sample Diologues
- experiment with sounds and words Short, formal and informal greetings dialogues
- participate willingly in classroom http://www.masterrussian.com/blday_greeting.shtml
activities in Russian Transcripts of podcast dialogues
- support and encourage each other http://www.russianlingq.com/
• After students have been introduced to A list of female Russian names
new vocabulary and structures, note the http://www.masterrussian.com/aa031001a.shtml
extent to which they comprehend the a list of male Russian names in English
spoken word by accurately representing http://www.foreigndocuments.com/a8_1.html
it through models, illustrations, and
actions. Sports/Music
• When students create pictures or http://www.happychild.org.uk/freeway/russian/voca
posters, assess the extent to which they: b/
- reproduce key vocabulary Days of the Week
accurately English, Russian, meaning
- include supporting details in the http://www.unilang.org/wiki/index.php/Russian_day
form of illustrations, graphics, s
photos, or symbols
It is expected that students will: Students at this level already use a variety of
• identify selected information from strategies for accessing information in their
Russian resources to complete meaningful own languages. By identifying these strategies,
tasks they can use them more effectively in Russian
• express acquired information in oral and and become more confident when working with
visual forms Russian materials.
Assessment of the prescribed learning The learning resources listed here are especially
outcomes for this organizer focuses on useful for this organizer. See Appendix B for a
students’ ability to acquire the information complete annotated list of resources, including
they need to perform the assigned tasks. others that might apply to this organizer.
Tasks should be designed to allow students
to represent the information they have Food
acquired without necessarily using spoken Information and recipies for popular food
or written language. http://www.waytorussia.net/WhatIsRussia/Russia
nFood.html
• As students work with Russian materials Translation of food from Russian to English
(e.g., menus) and gather information such http://www.vocab.co.uk/vocabulary/uk/russian/fo
as food preferences, look for evidence that od.htm
they are able to: Translation of food from English to Russian
- recognize key information and http://russian.speak7.com/russian_vocabulary.ht
cognates m
- understand words and phrases that are Vocabulary for food, as well as meal times and
repeated frequently in the same context utensils
- anticipate familiar or repeated patterns http://www.languagelearninglibrary.org/russian/n
- recognize and make generalizations ouns_food.htm
about Russian spelling patterns and A podcast about food
word endings http://spoonfedrussian.com/?p=28
- use pictures to make predictions about A minimal amount of food with associated
the language pictures
• When students use visual representation to http://www.languageguide.org/im/food/ru/index2
reflect their comprehension, assess the .jsp
extent to which they:
- recognize words or identify key Greeting Cards
information Examples of some Russian eCards
- use strategies for discovering the http://www.care2.com/send/categories/Russia
meaning of unfamiliar words Some Russian greeting cards that can be ordered
- actively listen http://www.zazzle.com/russian+cards
• To assess students’ greeting cards, Common Russian phrases that go on greeting
consider the extent to which they: cards
- visually convey the message http://www.helloasap.com/russia/part-
- use appropriate expressions speaking_russian.php
- provide complete information
Songs
List of some Russian songs, categorized
http://en.wikipedia.org/wiki/Category:Russian_so
ngs
Family
Russian to English translation of family words
http://www.russianlessons.net/vocabulary/family.
php
It is expected that students will: In the first years of language study, students’
• respond to creative works from Russian exposure to songs, rhymes, and picture
culture books provides a source of original Russian,
which is simple and repetitive, yet rewarding
and stimulating. Student responses typically
involve very little language—students may
be asked to draw, mime, move to music, or
sing the chorus of songs.
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES RESOURCES
Student assessment at this level focuses on The learning resources listed here are
participation and response. As students become especially useful for this organizer. See
familiar with a particular work and with that Appendix B for a complete annotated list of
genre of creative works, they respond with resources, including others that might apply to
increased confidence and pleasure. Response this organizer.
activities at this level involve representations
with minimal linguistic demands. Criteria for Poems
assessment emphasize participation and Short poems in Russian and translated into
engagement with the culture and creative English
processes, as well as risk-taking with the http://www.childrenslibrary.org/icdl/SimpleSe
language. archCategory?ids=&langid=337&pnum=1
&cnum=1&text=&lang=English
• As students learn Russian songs
or stories, or present examples of Russian
dances, look for evidence that
they are:
- taking risks to sing in Russian or dance in
Russian styles
- curious about the meanings of the songs
or dances
- trying to match their interpretations
(gestures and expressions) to the
meanings or moods
- attentive and responsive to other students’
interpretations
- willing to extend or repeat the activity
(e.g., adding props to their performances
and voluntarily using the lyrics or dance
steps in subsequent activities)
• When groups of students illustrate a creative
work, note the extent of their:
- group communication skills
- engagement in the task
- interest in and enthusiasm for the original
work
- interest in their classmates’ illustrations
- ability to capture the meaning of the
original work
• After students have created their puppet
characters, note the extent to which they:
- are able to use the puppets to
communicate effectively
- show respect for the work of their
classmates
PRESCRIBED LEARNING
OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Assessment at this level focuses on students’ The learning resources listed here are especially
participation in cultural activities and their useful for this organizer. See Appendix B for a
increasing awareness of Russian culture. complete annotated list of resources, including
Much of their awareness will be others that might apply to this organizer.
demonstrated in graphic and visual
formats, Facts about Russia
with some commentary in English. General facts about Russia (climate, language,
population)
• When students present their displays, note http://www.stranslation.com/Russian_Translatio
the extent to which they: n/general_facts_about_russia.htm
- include key features from their own Information about Russian history, pictures,
backgrounds facts, etc.
- attempt to engage their classmates’ http://travel.nationalgeographic.com/places/coun
interest tries/country_russia.html
- respond to questions by elaborating or
clarifying information Holidays
- ask questions to extend their Russian holidays
understanding http://www.russianembassy.org/RUSSIA/holid.ht
- listen attentively m
- support and encourage one another Russian holiday information
• After students have researched Russian http://en.wikipedia.org/wiki/Public_holidays_in
place names and Russian culture in BC, ask _Russia
them to respond to prompts such as:
- The most important thing I learned was
_____________ .
- I was surprised that _____________ .
- I would like to learn more about
_____________ .
• To assess creative activities such as posters,
murals, collages, or greeting cards,
consider the extent to which students:
- convey meaning in [Target Language]
by combining pictures, words, and
actions
- present key words in Russian.
GRADE 6
Students at this level may not be able to The learning resources listed here are especially
provide detailed explanations of the useful for this organizer. See Appendix B for a
information they acquire. Assessment focuses complete annotated list of resources, including
on their ability to discover and use key ideas others that might apply to this organizer.
and overall impressions, along with selected
details. Assessment tasks should allow students Fashion & music sites:
to represent their understanding in ways that http://www.fashionweekinmoscow.com/
require minimal use of language. http://www.mtholyoke.edu/acad/russ/redcorner/res
earch/susanmusic.shtml
• As students work with age-appropriate http://goeasteurope.about.com/b/2006/12/12/russia
resources such as magazine articles, videos, n-pop-music.htm
the Internet, or advertisements, note and http://news.rin.ru/eng/news/7/
encourage their attempts to use cues and http://www.geocities.com/colosseum/track/7635/real.
strategies to anticipate and confirm meaning, html
such as: http://russmus.net/
- context (including purpose and form http://www.sras.org/library_russian_music
of the material)
- visual cues and text features Food websites
- cognates - overview of traditional dishes,
- knowledge about familiar words and - recipes in English of Russian dishes
patterns to make inferences about new http://goeasteurope.about.com/od/russia/a/Russian
vocabulary food.htm
• To assess students’ understanding of key http://www.cooks.com/rec/search/0,1-
information in a cooking demonstration, 0,russian_foods,FF.html
look for their: http://www.bellaonline.com/subjects/7133.asp
- recognition of vocabulary related to http://www.waytorussia.net/WhatIsRussia/Russian
ingredients, utensils, and cooking Food.html
instructions http://www.russianfoods.com/recipes/view/default.as
- reproduction of some Russian p
vocabulary in understandable form http://www.ruscuisine.com/
- correct sequencing of steps in the http://www.russiansabroad.com/Cuisine/
cooking process
• When students collect information from Magazine articles, videos, the Internet, or
Russian materials and commercials and advertisements
represent it visually or orally through ads http://fashiony.ru/
or collages or by classifying information, http://www.passion.ru/style.php
note the extent to which they are able to: http://www.wildberries.ru/
- identify key topics http://www.euro-moda.ru/ (teacher resource)
- recognize familiar vocabulary
- tolerate ambiguity and persevere with Cooking
a task even though they do not Information on Russian Cuisine
understand the entire piece http://www.russia-ic.com/culture_art/traditions/339/
- recognize the purpose or point of view Russian Cuisine & other topics & in English
- include relevant and accurate details http://www.russiansabroad.com/Cuisine/
- participate in the discussion Kitchen items
http://www.happychild.org.uk/freeway/russian/vocab/
kitchenitems00.htm
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
Students demonstrate their interest and The learning resources listed here are
engagement in creative works through their especially useful for this organizer. See
participation, enthusiasm, and attentiveness. Appendix B for a complete annotated list of
As they explore an increasing variety of resources, including others that might apply to
genres, they begin to make generalizations this organizer.
about what they see and hear, and connect
their experiences of Russian creative works to Videos to Preview - Animated Features
those of other countries or regions. http://www.youtube.com/watch?v=cOgKm-
iyT7A&feature=related
• In role-play activities, look for evidence that http://www.youtube.com/watch?v=teaXMaj_O
students: Co&feature=related
- participate willingly http://www.youtube.com/watch?v=jl-
- convey meaning HccrTybM&feature=related
- use familiar and appropriate vocabulary http://www.youtube.com/watch?v=dlbAbcSb2
and phrases 4U&feature=related
- interpret the scenes correctly http://www.youtube.com/watch?v=ykOx0-
• After students view visual works, consider 9ZkX4&feature=related
the extent to which they: http://www.youtube.com/watch?v=INkVa8WI
- recognize key themes mjY&feature=related
- offer personal responses
- correctly identify artists and titles Other videos are available on YouTube -
• When students present their illustrations and Teacher must preview
respond to questions, look for:
- interest and engagement in the task
- personal connection to the image Catalog of Russian art & Artists
selected http://www.auburn.edu/forlang/russian/art/inde
- attempts to engage others in the selected x.php
scene, character, or idea Site about Both Art & Architecture
• When students perform their interpretation http://www.geographia.com/russia/rusart01.ht
of a song, look for evidence that they: m
- participate willingly
- understand the content Fairytales
- try to interpret the mood of the song http://www.unr.edu/geography/GAIN/materials
• To assess students’ comprehension as they /fairytales.html
are retelling a story, look for evidence that
they: Contemporary Russian music
- understand the story http://www.bucknell.edu/x17608.xml
- recognize cognates http://www.sras.org/library_russian_music
- use visual aids to derive meaning http://russmus.net/
- are willing to offer personal responses
- are beginning to make generalizations
It is expected that students will: Because students at this grade level will be asked
• identify selected characteristics of Russian to share aspects of their cultural backgrounds, it
culture is important to establish an atmosphere of trust
• identify elements of Russian culture(s) in the classroom. When discussing similarities
that are similar to or different from their and differences, avoid stereotyping. Instead,
own emphasize the ways in which diversity enriches
the classroom experience and brings life to the
study of Russian.
GRADE 7
It is expected that students will: At this level, students are working with some
• ask for and give simple information memorized language and can begin to connect
• exchange information about themselves ideas to form complete messages or short
• recognize and use formal and informal interactions. They use writing for reference
forms of address purposes and to develop their language skills,
• share information about activities and although accuracy of written expression is not
interests evaluated in Grade 7.
• participate in classroom activities
• begin to derive meaning in new language • Pin a card with the picture or name of a
situations famous person, cartoon figure, or other
character on the back of each student. Students
must ask each other questions in order to
determine the name of the person on their
card. For example: Я мужчина или женщина?
Я старый или молодой?
• Ask students in pairs to role-play making
arrangements for meetings with friends. Have
partners ask each other questions to elicit
information regarding times, places, and dates.
Когда _____________ ?
В котором часу_______ ?
Где _____________ ?
As an extension, students can work in pairs to
create invitations to a Russian celebration or
other special event, incorporating the
information they practised in the role-play.
Ask students to use the appropriate form of
address depending on who the invitation is for.
• Encourage students to keep an ongoing record
of useful phrases and survival expressions
such as:
- Можно мне взять карандаш?
- Я не понимаю.
- Пожалуйста повторите.
Students could record everyday phrases on cue
cards and attach them with a clip ring. They
can easily add cue cards throughout the year
as they acquire more vocabulary and
expressions.
• Invite students to compile a few phrases about
oneself: family, pets, foods, music:
Всё обо мне:
Моя семья...
Мои животные...
Что я кушаю…
Моя любимая музыка...
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
At this level, students begin to engage in more The learning resources listed here are
complex interactions that build on the especially useful for this organizer. See
frequently used expressions and language they Appendix B for a complete annotated list of
have acquired. When assessing student resources, including others that might apply to
development, consider both the extent of their this organizer.
participation and their level of comprehension
and understanding. RECOMMENDED RESOURCES
• As students try to determine the names on the Famous Russians
cards, note the extent to which they: http://www.parallelsixty.com/famous-
- participate in the activity russians.shtml
- formulate questions
- respond to questions Famous Canadians
- take risks to speak Russian http://www.canadians.ca
- experiment with new vocabulary and
structures Cartoon Figures - North America
- approximate Russian pronunciation http://animatedtv.about.com/library/extra/blto
- support and encourage each other to p50.htm
complete messages
• Observe role-playing activities for evidence Describing a Person
that students are increasingly able to: http://www.talkeasy.co.uk/link/materials/esl11
- make themselves understood in Russian .html
- use learned patterns and vocabulary http://www.talkeasy.co.uk/link/materials/esl11
- take risks to add details or use unfamiliar .html
language http://www.eslflow.com/describingpeopleless
- use strategies such as non-verbal onplans.html
communication and visual props to
support their messages Things to do/Places to go
- recognize and respond to familiar words http://www.esl-lab.com/vocab/v-bestdates.htm
and patterns
• At the end of each class, have students use Celebrations and events lists
checklists to rate their performance on aspects http://www.esl-lab.com/vocab/v-events.htm
of their daily oral communication. Items might
include: Useful Classroom Phrases
- I volunteered questions and information. http://www.nsknet.or.jp/~peterr-
- I practised new vocabulary and patterns. s/kaiwa/Useful_Language.html
- I talked only in Russian.
- I tried to correct my own mistakes.
- I supported and encouraged others.
• When students keep a record of useful phrases
and survival expressions, review the list for
evidence that they:
- add to the list
- refer to the list when required
It is expected that students will: By now, many students are ready to use age-
• extract and retrieve selected appropriate material to acquire more detailed
information from Russian resources to and specific information. Their growing
complete meaningful tasks communicative skills permit them to begin to
• express acquired information in oral, transfer and substitute language in the resources
visual, and simple written forms to suit their own purposes. Their growing
Russian listening skills permit them to recognize
known vocabulary in its written form and
attempt to pronounce unfamiliar words that
follow regular spelling patterns. The use of a
Russian-English dictionary or a glossary helps
students explore written material more
independently and in greater depth.
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
While many of the information tasks at this The learning resources listed here are
level continue to rely on visual representations, especially useful for this organizer. See
students should also be expected to use some basic, Appendix B for a complete annotated list
well-practiced Russian vocabulary and language of resources, including others that might
structures. Linguistic requirements should be simple apply to this organizer.
and require only a minimum of transfer or
adaptation of patterns. Assessment for this organizer Russian Newspapers Available Online
continues to emphasize the extent to which students http://www.onlinenewspapers.com/russia.h
successfully find and use the information required to tm
complete specific tasks.
School Life
• When students represent or report on information
http://en.wikipedia.org/wiki/Education_in_
they have acquired, note the extent to which they
Russia
are able to:
http://www.kidsculturecenter.com/russia/ru
- identify and recount the key ideas or
ss_edu.htm
impressions
- include relevant and accurate detail
- reproduce some of the Russian words and
patterns in an understandable form
- organize and sequence their information
appropriately (e.g., when giving
instructions)
• When students are working on assigned tasks,
use a class list to note observations about the
extent to which they:
- approach tasks with confidence
- persevere—try different approaches or
strategies when having difficulty
- tolerate ambiguity—use the information they
understand without being frustrated by gaps
in their knowledge
• Provide or develop with students a list of criteria
to be used for self- and teacher assessment when
students are working with Russian resources.
For example:
- recognizes familiar words in new contexts
- uses cognates when appropriate to help
acquire meaning
- uses a thematic or bilingual dictionary
appropriately (e.g., to confirm and locate the
meanings of selected key words)
- uses non-verbal clues (e.g., context, gesture,
intonation, graphics, pictures) to support
meaning
- uses knowledge of common patterns to make
predictions and inferences
It is expected that students will: Students at this level can recognize familiar
• respond to creative works from Russian language in creative works and can
culture sometimes use their growing range of
strategies to make educated guesses at the
meaning of new expressions. Students will
benefit by being given the opportunity to
choose the way they respond to creative
works, for example, painting, video, song, or
dance.
SUGGESTED ASSESSMENT
STRATEGIES RECOMMENDED LEARNING RESOURCES
As students develop their knowledge of The learning resources listed here are especially
and facility with Russian they are able useful for this organizer. See Appendix B for a
to experience and respond to an complete annotated list of resources, including others
increasing range of creative works, that might apply to this organizer.
including those they seek out
themselves. Assessment information RECOMMENDED RESOURCES
most often comes from observing Overview of Russian Crafts
students’ participation and engagement, Enamel work
and reviewing their responses and http://russian-crafts.com/enamel-jewelry.html
reflections. http://russia-
travel.suite101.com/article.cfm/russian_crafts_an
• When evaluating students’ craft d_souvenirs
presentations, look for evidence of their: Khokhloma
- inclusion of relevant and creative http://en.wikipedia.org/wiki/Khokhloma
detail http://www.artrusse.ca/khokhloma_en.htm
- willingness to engage in the task Gzhel
- willingness to take risks in http://www.artrusse.ca/gzhel.htm
presenting to the class http://www.hudson-neva.com/gzhel.htm
- ability to give background http://en.wikipedia.org/wiki/Gzhel
information Samovars
- cultural understanding http://en.wikipedia.org/wiki/Samovar
• As students work in groups to create http://www.russianlegacy.com/russian_culture/article
posters depicting the content of the s/article_21.htm
video, note the extent to which they: http://www.russianuniverse.com/History/RussianSam
- are willing to engage in the task ovar.htm
- convey the theme or plot of the Lacquer Boxes
video http://www.tradestonegallery.com/index.php?content
- demonstrate effort =boxguide
• As students listen to and sing or lip- Matryoshka
sync songs, note the extent to which http://en.wikipedia.org/wiki/Matryoshka_doll
they: http://russian-crafts.com/nesting-dolls/history.html
- respond to the meaning as well as http://www.angelfire.com/art2/petrikovka/matryoshk
the sounds and rhythms ahistory.html
- make connections with other
music they have heard Songs by Local Russian Artists
- are open and willing to engage in Free streaming MP3’s
new experiences http://profile.myspace.com/index.cfm?fuseaction=use
• Before students make their own r.viewProfile&friendID=171165108
carving or sculpture, work with them http://doukhobor-museum.org/html/gallery.htm
to develop criteria such as: Library of recorded material by Doukhobor artists
- shows attention to detail of the http://www.doukhobor-
sample carvings or sculptures museum.org/music/other/MASTER%20DVM%2
- uses appropriate Russian symbols 0Cassette%20Catalogue.pdf
and images in their work Ron Kalmakoff
http://www.howesounds.com/Recording.html
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
Students demonstrate their understanding of
cultural context through their participation in The learning resources listed here are
and response to a variety of activities. At this especially useful for this organizer. See
level, students should demonstrate a growing Appendix B for a complete annotated list of
awareness of Russian culture. resources, including others that might apply
to this organizer.
• Establish expectations and criteria for
bulletin-board displays and synopses Current Events
through discussion with students. Criteria http://news.yahoo.com/topics/russia
might include: http://en.wikipedia.org/wiki/Russian_Canad
- information comes from a variety of ian
resources, including the Internet http://www.usccdoukhobors.org/
- display is logically organized
- a variety of topics about Russian culture Pen Pals
are included http://masterrussian.com/blpenpal.php
- synopses are accurate, focus on key
events, and include interesting details to Cuisine
engage students’ interest http://www.ruscuisine.com/
• As students reflect and report on their http://en.wikipedia.org/wiki/Russian_cuisin
key/penpal presentations, note the extent to e
which they:
- identify daily activities or routines Russian Celebrations
- include relevant details about what they http://www.russian-language-for-
discover lovers.com/russian-holidays.html
- notice key similarities and differences http://www.schools.ash.org.au/thscompst/R
about the two cultures ussia/Festivities.html
- represent information in a clear and
organized fashion Russian Influence
• When students prepare a menu and grocery http://www.wilsoncenter.org/index.cfm?eve
list, look for evidence that they include: nt_id=13642&fuseaction=events.event_
- a variety of dishes summary
- the name of each dish or ingredient
- the appropriate heading in the menu
(e.g., закуска, второе, сладкое)
• When students make comparisons between
their own culture and Russian culture, note
the extent to which they:
- demonstrate sensitivity to and respect
for cultural differences
- recognize patterns and attempt
explanations, but avoid stereotyping and
overgeneralizing
- distinguish between contemporary and
traditional characteristics
- notice similarities to and differences
from other cultures
GRADE 8
PRESCRIBED LEARNING
SUGGESTED INSTRUCTIONAL STRATEGIES
OUTCOMES
It is expected that students will: Grade 8 students use Russian as a tool for
• ask for and give information, communicating about everyday topics they enjoy
permission, and clarification talking about, such as themselves, their friends, and
• seek information about activities favourite activities. In order for students to experience
and interests success, they must be provided with a safe environment
• participate in familiar activities for language risk-taking and multiple opportunities to
(real or simulated) practise and develop the language in new and
• recognize events as past, present, interesting contexts and in different groupings—pairs,
or future small and large groups, and individually.
• derive meaning in new language
situations • Have students bring objects to class that are
representative of their interests and hobbies. In small
groups, they explain why the objects are important.
After students have finished, ask the class to remember
who brought each object.
• In groups (or as a class), have students create a game
show with real or imaginary contestants. This show
should use simple questions and answers. For example,
students could bring objects from home or cut out
pictures of objects from magazines. Contestants would
ask the game host information about these objects
before they guess the price. Imaginary prizes and theme
music could add to the atmosphere.
• Have students bring the food elements required to
create their own snack food. Each student verbally
explains the sequence of ingredients as he/she
demonstrates the process for creating a favorite snack.
• Have students create a scale drawing/model of an
imaginary home. Each student labels the special
characteristics of his/her home. In pairs students act as
a real estate agent to walk the customer through the
home, while referring to the special features.
• Provide students with a frame for a personal letter they
can adapt by adding their own information. Suggest
that in their letter they use questions they have
practised to ask respondents for similar information.
Have students carefully check their written work and
consult with partners and the teacher before sending
their letters to an exchange class.
• Suggest that students work in pairs to role-play
telephone conversations in which they plan weekend
activities. Partners should find activities both students
would enjoy. Plans could include where they will go,
who will go with them, when they will leave, and what
they will take along.
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
In Grade 8, writing is added to the group of
skills assessed. Writing is the easiest form of The learning resources listed here are especially
communication to assess because it can be useful for this organizer. See Appendix B for a
collected and analyzed; however, it should not complete annotated list of resources, including
be overemphasized at the expense of oral skills. others that might apply to this organizer.
As students develop oral and written skills,
errors are a natural and predictable part of Russian Pen-Pals
language development, and provide valuable http://masterrussian.com/blpenpal.php
information to both learner and teacher. When
students understand the role of errors, they are Russian Architecture
able to make confident decisions about when to http://www.loc.gov/exhibits/empire/architecture.
take risks, and when to edit carefully for html
accuracy.
• Assess students’ pen pal letters before they are Home Rentals, Leases and Sales
http://www.cityrealtyrussia.com/
mailed, recording observations on removable
notes or separate sheets. Criteria might Russian Cuisine
include: http://www.russianfoods.com/
- contains complete sentences that convey
personal information
- uses questions practised in class
- shows evidence of self-correction
- errors do not interfere seriously with the
message
• Use a class list to record observations of
students’ oral interactions as they engage in
class and small-group tasks. Observing three
to four students per period during oral
activities will provide useful information for
ongoing oral assessment. Alert students to the
specific criteria or features that will be
recorded. Possible criteria include noting the
extent to which students:
- volunteer useful questions and
information
- use and practise recently acquired
vocabulary or structures
- make their messages understandable and
appropriate
- support meaning with gestures, intonation,
and body language
- persevere in Russian when they cannot
understand or be understood at first (e.g.,
repeating, rephrasing, attempting to self-
correct, using gestures)
- take risks to include interesting
information or language
- support and encourage other students
when they speak in and listen to Russian
It is expected that students will: Students at this level are generally interested in
• extract, retrieve, and process selected acquiring information about things when there is a
information from Russian resources to meaningful reason for doing so. It is important to
complete meaningful tasks select interesting, age-appropriate Russian materials
and keep the tasks fairly simple. Students need
• express acquired information in oral,
acquire only the information required to complete
visual, and written forms the task successfully. The format and context of the
information should be familiar to them (e.g., teen
Have students listen to or view sports magazine survey, newspaper or television ad, penpal
highlights (TV/radio) in Russian and identify letter, e-mail, web site).
key information, creating illustrations of the
key players, the score, and expressions used • Have students design their own city and create
by players, fans, and commentators. an illustrated map featuring elements of the
city. Have them work in partners to roleplay
asking for directions about getting to a specific
location.
• Invite students to research a Russian pop
singer of their choice. Students note the
singer’s name, birthday, nationality, song
titles, and other interesting information.
Students pretend to be hosts at a music award
show and present their artists and a music clip,
to the class.
• Have students research the value of a selected
snack or favorite dish in a Russian copy of
Canada’s Food Guide. Students take their
personal measurements and use the guide to
determine their body mass index (BMI) They
report the nutritive status of their snack to the
class, then the class compiles a list of foods
that could improve the BMI and those that
should be eaten once a week or less.
• Show students a video of a movie or play in
Russian. Have them note key information
about characters, plot, and setting. Using this
information, students work in partners to
roleplay being movie critics, describing the
movie and offering their critique of it.
Students could also prepare posters as
backdrops for their “show.”
• Have students research plant/seed catalogues
in Russian to determine the particular needs of
their chosen seed. Have students order and
then plant the selected seed. Students monitor
progress and changes of their plant(s) on a
weekly basis. Students log this progress on
charts and compare this progress to expected
plant growth from the catalogue.
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES RESOURCES
It is expected that students will: At this age, students develop a strong interest
• respond to authentic creative works from in popular culture in the form of music
Russian culture videos, popular music, and films. They
benefit from opportunities to experience
works by Russian artists and actors (perhaps
in video clips or on web sites). They enjoy
using their growing language skills in
activities that involve personal choice, such as
selecting and discussing their favourites with
classmates.
Assessment at this level should reflect The learning resources listed here are especially
students’ emerging ability to use Russian useful for this organizer. See Appendix B for a
to express their thoughts, feelings, and complete annotated list of resources, including
reactions to creative works. others that might apply to this organizer.
At this level, students are encouraged to use The learning resources listed here are especially
Russian in cultural activities; however, useful for this organizer. See Appendix B for a
assessment of this organizer focuses on complete annotated list of resources, including
cultural outcomes and not on students’ others that might apply to this organizer.
facility with oral or written language.
GRADE 9
PRESCRIBED LEARNING
SUGGESTED INSTRUCTIONAL STRATEGIES
OUTCOMES
Students at this level need continued support to develop
It is expected that students will: the range of language necessary to communicate with
• ask for and give assistance and each other. The focus of learning is to convey and
detailed information understand meaning for practical purposes in situations
• share opinions and preferences, that are relevant to Grade 9 students, such as ordering a
giving reasons meal or buying a gift.
• describe and exchange • In groups have students plan a fashion line that includes
information about activities, 3-4 outfits apiece. Have the students write a description
people, places, and things of their designs, then use these outfits to create a
• communicate in present and fashion sales catalogue and/or fashion show
future • Working in groups of four, students create a photo
• participate in selected, album about the life of a fictitious person or someone
meaningful, real-life situations they know. Students find photographs or draw
illustrations, then make captions for each event,
including a brief description of the event, date of the
event, and age of the person at that time. The photo
album should cover a 10-year span with at least 20
events.
• Have students create a comic strip that depicts where a
character is going (e.g., auditorium, library, park, mall).
Students say what happens to the character during the
adventure and describe how the character feels.
Encourage students to write a funny or surprising
ending to their story and use at least five frames.
• In groups of three, have students plan the next Summer
(or Winter) Games. Students schedule different sports
throughout each day, naming the countries or regions
that are participating in each event. Groups present one
day of events to the class. Students can say which
country or region they believe will win each event.
• Have students create a conversation in which they plan
to meet somewhere. Students must decide what time to
meet and what they plan to do while they are there. Ask
students to sequence the events using сначала, потом,
и наконец.
• In small groups, ask students to share information
related to a memorable event or experience (e.g.,
vacation, special celebration, weekend activity).
Students should include information about where and
when the event took place and why it was memorable.
Other students then ask questions about the event or the
experience.
• Have students listen to or view sports highlights
(TV/radio) in Russian and identify key information,
creating illustrations of the key players, the score, and
expressions used by players, fans, and commentators.
In Grade 9, assessment continues to focus The learning resources listed here are especially
on communication of meaning, with an useful for this organizer. See Appendix B for a
increasing focus on student interaction. complete annotated list of resources, including
Some of the activities assessed involve others that might apply to this organizer.
spontaneous communication, where the
focus is on students’ strategies for Fashion
expressing and understanding meaning. Worksheet for Russ-Eng clothing vocabulary
When students have had opportunities to http://www.happychild.org.uk/freeway/russian/vo
practise and receive feedback before cab/clothing09.htm
making presentations, more attention can http://www.happychild.org.uk/freeway/russian/vo
be paid to accuracy than in their cab/clothingoverview.htm
spontaneous interactions. Large list of Russian clothing vocabulary
http://www.vocab.co.uk/vocabulary/uk/russian/un
• When students are engaged in role-plays, stressed/clothing.htm
note the extent to which they: Russian fashion designer, Masha Sharoyeva
- remain actively engaged in the http://mashasharoeva.ru/Collection/
interaction Sample online fashion catalogues
- use appropriate vocabulary related to http://www.llbean.com/
the theme http://www.landsend.com/cd/frontdoor/
- communicate in complete sentences http://www1.talbots.com/talbotsonline/index.aspx
- attempt to use approximate ?XID=
pronunciation and intonation Russian Fashion Week
- attempt to support each other http://www.fashion-
• When students present a dialogue or era.com/trends_2007a/2007_russian_fashion_wee
conversation they have practised, look for k_spring_2007.htm#The_Fashion_Week_First_Sh
evidence that they: ows_
- are easily understood by their peers
- comprehend what is being said Photo Album-Memory Book
- use correct language and structure http://genealogy.about.com/od/journaling/a/memo
- use a variety of vocabulary and ry_book.htm
expressions
- attempt to pronounce words accurately Comic Strip
- sustain interaction with little or no Giving directions in Russian
hesitation http://www.language.iastate.edu/russian/OLGA/W
- are able to ask for help in Russian ebsite/EXERCISES/Adverbs/directions_adverb.ht
• When evaluating photo albums or comic m
strips, look for evidence that students: http://www.livemocha.com/lessonPlan/viewNonFl
- are willing to explore meaning ash/lesson:2341
- use appropriate vocabulary Notes for using the activity from Golosa text
- include a variety of images that are http://www.russian.pomona.edu/harves/Spring_20
visually engaging 05_files/RUSS_2/Syllabus_6.pdf
• When evaluating a group project or
presentation, look for evidence that Summer (or Winter) Games
students: http://sochi2014.com/
- focus their attention on the task http://sochi2014.com/sochi_russian
- are willing to share their ideas and
support the ideas of others Grade 9 – Communicating (continued)
My first flight…
http://www.avia-shop.ru/flight.phtml
http://aist.voronezh.net/wintflt.html
School memories (Russian Youtube video)
http://www.youtube.com/watch?v=G1y_U8vL
Yoc
It is expected that students will: At this level, students will be motivated to acquire
• extract, retrieve, and process information information from authentic materials when the
from Russian resources to complete purpose is practical and relevant to their age,
meaningful tasks such as meeting a friend at a bus depot or
• explain acquired information in oral, choosing a fast-food restaurant.
visual, and written forms
• Have students each choose an article from a
Russian magazine and generate four questions
about the most interesting facts. Then ask them
to exchange their articles with partners and
answer one another’s questions.
• Invite students to read several letters in youth
magazines, noting the topics discussed,
opinions given, and expressions used. Ask them
to write their own letters, either to the
magazines or penpals.
• Have students each telephone a Russian
business or organization in the community to
find out its hours of business.
• After students examine several classified
advertisements in Russian newspapers, have
them create an advertising section for their
classroom bulletin board. Students prepare
advertisements for real or imagined objects and
respond to them in telephone role-play. When
responding to the ads, students should make
appropriate inquiries, such as details about the
objects for sale and when and where they can
be viewed.
• Have students look over a selection of Russian
newspapers, then brainstorm ideas for creating
a class newspaper. Contents could include
sports, weather, film reviews, advertisements,
articles about school and current events,
photographs and graphics, and so on. Students
could form groups to work on the various
categories. Students can create the newspaper
using computer-generated material.
• Invite students to find several Russian
advertisements for movies and have them role-
play planning to attend one. Their choices
should reflect the information acquired from
the advertisements (i.e., movie title, location,
time, actors, critics’ ratings). Encourage
students to refer to their favourite genres (e.g.,
comedy, adventure, horror, action).
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
Students at this level show evidence of their The learning resources listed here are
language skills and strategies in the way they especially useful for this organizer. See
approach and work with the materials, as well Appendix B for a complete annotated list of
as the way they represent the information they resources, including others that might apply to
acquire. Frequent opportunities to choose this organizer.
their own tasks will increase student interest.
Article from a Russian Magazine
• When students read articles from Russian http://www.allyoucanread.com/russian-teens-
magazines, note the extent to which they: magazines/
- are able to read for global understanding http://www.aif.ru/online/molodoy/
- identify main ideas http://www.molodoy.ru/
- rely on prior learning to derive meaning http://www.allyoucanread.com/russian-sports-
- use correct structures when writing magazines/
questions http://www.sovsport.ru/
- choose questions that highlight the main http://www.sport-express.ru/
ideas http://www.allyoucanread.com/russian-car-
- use a range of open-ended questions magazines/
• When students prepare and respond to “for http://autopremiera.ru/
sale” advertisements in Russian, note the http://autokam.ru/
extent to which they: http://autosuper.ru/av/
- use the appropriate format http://www.gazeta-avtogonki.ru/
- write clearly in simple Russian http://www.allyoucanread.com/russian-pet-
- refer to information in the ads during animal-magazines/
their “calls” http://www.droug.ru/ dogs
- interact in Russian to complete the task http://www.droug.ru/ cats
• Work with students to develop assessment for http://www.droug.ru/ horses
their newspaper articles. Criteria could http://www.allyoucanread.com/russian-
include: womens-magazines/
- uses language and structure accurately http://miss.irk.ru/default.aspx
- attempts to model Russian-style Miss Irkutsk
newspaper format http://www.cofe.ru/apple/
- provides relevant and creative details http://www.passion.ru/
- works well with others and shows respect
for others’ ideas Letters in Youth Magazines
• When students work with materials such as http://webka.org/
movie advertisements, look for evidence that http://indigo.gradinform.ru/
they are able to:
- locate familiar words Russian Business or Organization
- use the context to support inferences http://www.businessclub-ru.com/members.htm
about the information http://www.canpages.ca/business/BC/vancouve
- predict meaning by interpreting r/kitsilano/restaurants-russian/961N2-
photographs and graphics 720249.html
- focus on finding the key information http://www.businessclub-ru.com/events_en.htm
needed http://www.yelp.ca/biz/rasputin-russian-
- notice and use advertising patterns and cuisine-vancouver
vocabulary http://www.yelp.ca/biz/russian-orthodox-holy-
Acquiring Information (cont’d) trinity-church-rocor-vancouver
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
Russian Newspapers
http://www.russiankaleidoscope.ca/
http://libraries.mit.edu/guides/types/flnews/russ
ian.html
http://weblist.ru/english/News_and_Media/Ma
gazines/
It is expected that students will: The range of creative works which students
• reflect on and respond to authentic creative can experience will increase greatly if students
works from Russian culture are able to access a range of CDs, videos, and
other resources or resource people. Directing
students to current Internet sites will also
encourage and sustain their interest in creative
works.
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
At this level, students are able to experience and The learning resources listed here are
respond to an increasing range of creative works, especially useful for this organizer. See
including music and other works from popular Appendix B for a complete annotated list of
culture designed for their age group. Students resources, including others that might apply
reveal their development in the choices they make to this organizer.
and in their efforts to find and share creative works,
as well as in their oral, visual, and written Russian Music
responses. http://en.wikipedia.org/wiki/Music_of_Russ
• When students discuss Russian music, look for ia
evidence that they are: http://russmus.net/
- willing to go to some effort to consider http://www.rususa.com/fun/music/
works or experiences not presented in class http://www.barynya.com/mp3/index.stm
- making connections between other experiences http://www.geocities.com/Colosseum/track/
and preferences and their responses to the 7635/real.html
works
- able to present reasons and details to support Museums in a Russian
their views or preferences http://www.russianmuseums.info/
- willing to take risks to use new vocabulary, http://www.museum.ru/
structures, or formats http://rusmuseum.peterlinkweb.ru/
• To assess the exhibition ad or poster, look for http://rusmuseum.peterlinkweb.ru/eng/home
evidence that students: /
- demonstrate an appreciation of the variety of http://www.tmora.org/
Russian art http://www.ctrl-c.liu.se/misc/RAM/
- present accurate, appropriate, and complete http://www.geographia.com/russia/peter02.h
information tm
- attempt to appeal to an audience
- incorporate necessary vocabulary, language Russian Artists
structures, and expressions http://smallbay.ru/rusart.html
• Collaboratively develop assessment criteria http://www.artsait.ru/
before students emulate an artist’s style. For
example: Russian Stories, Myths, and Legends
- understands characteristics of the artist’s http://www.kostyor.ru/tales/
style http://www.rccusa.org/index.php?option=co
- is sensitive to the cultural elements in the m_content&view=article&id=137:catalo
artist’s work g&catid=78:business-tech&Itemid=176
- interprets the ideas, themes, and feelings of
the original works
• Collaboratively develop criteria for students’
presentations of stories. For example:
- develops a clear feeling, theme, or message
that is consistent with the original
- sequences events to create a coherent story
- reflects key features or qualities of the
characters
- incorporates appropriate conventions and
traditions
As students talk and write about their The learning resources listed here are especially
developing knowledge of Russian culture, useful for this organizer. See Appendix B for a
look for evidence of openness to and an complete annotated list of resources, including
interest in diversity, as well as increasing others that might apply to this organizer.
knowledge of linguistic and cultural
comparisons. Russian Celebrations
http://www.schools.ash.org.au/thscompst/Russia/
• When students compare and contrast Festivities.html
birthday or other celebrations, look for http://www.russian.net/russianfestivals.htm
evidence that they are: http://www.amourservice.ru/holidays.html
- willing to go to some effort to research http://www.recipezaar.com/menu/view.php?men
traditions uid=5922
- making connections between their own
traditions and Russian traditions Russian Body Language, greetings and leave-
- able to present accurate and detailed taking, fashion, surroundings, routines,
information and prices.
- willing to take risks to use new http://www.travelvideostore.com/product_info.p
vocabulary and language structures hp?products_id=6586
- interested in the information presented http://www.russia-ukraine-travel.com/russian-
by classmates food.html
• Work with students to develop criteria for http://hotels.lonelyplanet.com/hotel/?RegionId=3
their presentations on their Russian 38
identities. For example, they might be http://www.voyage.gc.ca/countries_pays/report_r
expected to demonstrate: apport-eng.asp?id=249000
- awareness and use of a variety of http://www.waytorussia.net/Transport/Domestic/
current resources, such as web sites, Train.html
library sources, and people in the http://www.waytorussia.net/Transport/Timetable
community s/TransSiberian.html
- detailed knowledge about key http://nymag.com/listings/restaurant/russian-
traditional and contemporary cultural samovar/menus/dinner.html
characteristics http://www.recipezaar.com/menu/view.php?men
- sensitivity to lives and customs of uid=5922
inhabitants of their chosen country or http://www.virtualclassroom.org/99/vc_32/menu/
region menur.htm
- awareness of some of the behaviours,
attitudes, values, or customs that are Regions of Russian Origin
common to Russian culture http://argun.tripod.com/main.htm
- respect for diversity and differences in http://web.ku.edu/~herron/eurasia/russian_region
customs s.php
• Review students’ lists of words that are https://www.usrbc.org/russianregions/
commonly used in both languages. Look for http://russiatoday.strana.ru/en/profile/people/nat/
evidence that students are able to draw http://en.wikipedia.org/wiki/Demographics_of_R
conclusions and make generalizations about: ussia
- the language in which each word http://en.wikipedia.org/wiki/Ethnic_groups_in_R
originated ussia
- what factors contribute to the use of
loan words
Undertsanding Cultural Influences (continued)
Russian Landmarks
http://www.moscow-landmarks.com/
http://www.amazon.com/Landmarks-Russian-
Architecture-Photographic-
Documenting/dp/9056995375
http://www.loc.gov/exhibits/empire/architecture.
html
http://englishrussia.com/?tag=russian-
architecture
http://www.englishrussia.com/?p=395
http://architecture.about.com/od/countriescultures
/ig/Russia-Architecture/
http://www.minotaurz.com/minotaur/photoshow.
html
http://library.thinkquest.org/TQ0312267/russia.ht
m
GRADE 10
PRESCRIBED LEARNING
SUGGESTED INSTRUCTIONAL STRATEGIES
OUTCOMES
It is expected that students will: Students at this level display a growing ability to take
• make suggestions about everyday risks with language and should be encouraged to do so.
activities Communicating meaning is still the central focus of this
• communicate needs, desires, and organizer. While emphasis remains on the practical and
emotions, giving reasons everyday use of language, students’ descriptive abilities
• describe events and experiences include linking and sequencing of narrative.
• communicate in past, present, and • In pairs, have students practise a telephone
future conversation. One student calls the other with an
• participate in a variety of invitation to do something, such as go to a movie or
meaningful, real-life situations play soccer. The second student must decline the
invitation and give two reasons for not being able to
go. Students then switch roles.
• Have student write a composition describing their
typical day. Students include a discussion of daily
activities as well as events on weekends or during
holiday periods.
• Have students role-play that they have switched
identities with their parents for a day. They are to
give their parents a list of chores to complete before
the end of the day (e.g., make the beds, wash the
dishes, take out the trash, sweep the floor).
• Working in pairs, students role-play a situation in which
they are packing for a trip to a Russian region. Students
determine the weather and prepare a list of clothing and
accessories to take. Partners generate questions, for
example, Ты берёшь тёплый свитер? The partner
responds negatively or affirmatively in complete
sentences.
• Working in groups students plan a trip to various parts of
the world. Students create a map to assist them in
explaining their mode of travel, where they will stay,
what they will do there and what they will eat and drink.
Students create a menu for a restaurant in the tourist area
of a Russian -speaking town. Before creating the menu,
students should describe the location of the restaurant,
type of restaurant, and theme or decor. The menu should
reflect the type of restaurant and feature a wide variety of
authentic foods and beverages.
• In small groups, ask students to share information
related to a memorable event or experience (e.g.,
vacation, special celebration, weekend activity).
Students should include information about where and
when the event took place and why it was
memorable. Other students then ask questions about
the event or the experience.
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
Students are increasingly able to engage in The learning resources listed here are
spontaneous interactions and presentations especially useful for this organizer. See
using vocabulary and structures they have Appendix B for a complete annotated list of
memorized. The focus of assessment continues resources, including others that might apply to
to be whether or not students are able to this organizer.
understand and convey meaningful messages.
Where students have had opportunities to use Telephone Ettiquette
resources, practise, receive feedback, and make http://members.tripod.com/~russian_textbook/t
corrections, they are expected to work toward opics/phone.html
accuracy. Assessment should not, however, http://www.ehow.com/how_2038859_practice-
emphasize correctness to the extent that business-etiquette-russia.html
students are afraid to take risks that are
essential to their language development. Daily Routine; chores
• When students invite each other to participate in http://www.handipoints.com/printchart.php?kw
different activities, look for evidence that they: =g.us.content.chores&gclid=CM6rxJzP_Zg
- communicate their ideas clearly CFQIvgwodrXOqkg
- extend invitations using appropriate http://www.handipoints.com/printchart.html?g
vocabulary clid=CO2kp62fyJYCFQQCagodX302xw
- ask for more information if accepting an
invitation (e.g., Во сколько? Что мне Russian clothing
принести?) http://www.masteranylanguage.com/cgi/f/rVie
- respond politely and give a reason why if w.pl?pc=MALRussian&tc=Clothing&vm=
refusing an invitation (e.g., Я не могу fc
пойти, у меня экзамен завтра, or Я
заболел и не могу пойти, or Пойдём Packing for a trip
на другой день) http://webfoot.com/travel/tips/pack.take.php
• When students discuss events in the past or http://www.backpackeurope.com/packing/tips.
travel details, look for evidence that they: html
- include detail to enhance their http://www.thesite.org/travelandfreetime/travel
descriptions /preparingtogo/packingforyourtrip?view=pr
- convey a logical sequence or progression int
of events
- use appropriate language patterns
(including verb tenses)
- draw on an increasing range of vocabulary
- ask one another questions to clarify or
obtain additional details
- take risks with language to extend their
language development
• When students are engaged in a role play, use
a checklist to assess the extent to which they:
- actively engage in the interactions
- are able to sustain interaction, taking risks
with the language to extend their language
boundaries
It is expected that students will: By now, students are able to use many strategies
• retrieve, process, and adapt information from to identify key information in authentic
Russian resources to complete meaningful documents. The tasks they perform frequently
tasks integrate all aspects of their language learning
• explain in detail acquired information in oral, and should relate directly to their lives.
visual, and written forms
• Have students view or listen to an international
weather report and identify today’s weather and
the forecast for tomorrow in several Russian
cities. Invite students to keep weather logs for a
selected period of time. Students create graphs
in Russian to assist in presenting weather
patterns in their cities.
• Have students read the entertainment pages
from a Russian newspaper, and each choose a
film, concert, or theatre production to attend,
noting time and location. Then ask them to
exchange this information with partners and
make appointments to meet at the events.
Alternatively, students could read or listen to
reviews of films, concerts, or other events to
determine which ones to attend.
• Have students prepare restaurant situation cards
(e.g., unhappy customer, reserved table given to
someone else, server brings wrong meal, tourist
having trouble with the menu or currency,
someone in a hurry). Students form into groups
of four and each group selects a card. The
groups develop a skit about the situation they
chose and present it to the class.
• Working in groups of three, have students
create a sporting goods catalogue with a slogan
for their product line. Students may use store
catalogues, magazines, and Internet downloads
to find images of various sports equipment,
clothing, and accessories. Students exchange
catalogues with another group and make a list
of things they would buy, explaining why they
need it and why they like it.
• Challenge students to choose interesting
articles from magazines or newspapers and
each note three interesting facts to present. As a
follow-up, students could write letters to the
editor or design fact-quizzes for classmates.
At this level, students are able to work with The learning resources listed here are especially
an increasing variety of print materials, the useful for this organizer. See Appendix B for a
Internet, and other media to locate complete annotated list of resources, including
information required for tasks. Assessment others that might apply to this organizer.
considers both the processes students use—
the skills, strategies, and approaches they Monitoring weather in Russian cities
employ to acquire information from http://thermo.karelia.ru/eng/weather/ or
resources—and the products or activities http://www.gismeteo.ru/
that demonstrate their degree of success.
Self-assessment plays an important role in Creating Charts in Excell
supporting skill development. http://peltiertech.com/Excel/ChartsHowTo/Charti
ng101.html
• Rate each aspect of role-play performances
or oral presentations on a five-point scale Reading an Advertisement for Events to
where 5 = excellent and 1 = requirements Attend
not met. Students can assess their own http://www.kp.ru/
performance and provide feedback to their http://www.nestor.minsk.by/mg/afisha/index.pl
peers using the same scale. For example, http://www.russianinternet.com/newspapers.html
check if students: http://www.gorizont.com/web/txt/gazeta/77.pdf
- include accurate and relevant http://www.zhurnal.ru:8081/kinoizm/
information
- communicate clearly Purchasing Theatre Tickets
- make direct reference to details http://www.moscowbolshoi.com/index.html
provided in original source
- use appropriate vocabulary and Reading Articles from a Magazine
language structures http://libraries.mit.edu/guides/types/flnews/russia
- sustain interaction and support each n.html
other with questions, prompts, and http://www.allyoucanread.com/index.asp?idCat=
body language 985
• Assess written assignments using criteria http://shura.kulichki.net/papers.htm
similar to those for oral presentations. For
example, check that:
- communication is clear
- information is accurate and relevant
- details and examples are included
- language is appropriate
- material is effectively organized and
easy to follow
• For weather report assignments, look for
evidence that students:
- complete an entry for the day
- identify what they understood of the
report
- show evidence of using appropriate
language-learning strategies
- prepare effective charts using
appropriate Russian vocabulary
It is expected that students will: At this level, students will be able to appreciate a
• discuss and respond to authentic creative range of creative works and may bring examples
works from Russian culture from outside the class. Engagement in activities
increases when students can make personal
choices and when they are encouraged to respond
creatively from a variety of options.
SUGGESTED ASSESSMENT
STRATEGIES RECOMMENDED LEARNING RESOURCES
As students develop increasing facility The learning resources listed here are especially useful
with oral language, their methods of for this organizer. See Appendix B for a complete
responding grow to include artwork, annotated list of resources, including others that might
visual displays, and oral or electronic apply to this organizer.
presentations. Students often work
collaboratively to develop their
responses. Russian Children’s Stories
http://hyaenidae.narod.ru/
• Occasionally have students reflect http://lukoshko.net/menurus.shtml
on and self-assess their responses to http://www.kostyor.ru/tales/
creative works by responding orally http://russian-crafts.com/tales.html
or in journals to prompts such as: http://www.adoptedfromrussia.com/russianlullabies.ht
- I enjoy listening to Russian ml
materials when________ . http://www.unilang.org/viewtopic.php?f=44&t=25116
- A Russian poem, story, or song &p=480598
that stands out in my mind is http://www.maciki.com/
________ because ________ . http://www.1001skazka.com/text.html
- My responses to Russian
materials are different when Movie Review Query Engine
________ . http://www.mrqe.com/
- A style of music, story, poetry,
or film that I enjoy in both Russian Poetry
languages is ________ . Alexander Pushkin
- I could probably increase my http://lib.ru/LITRA/PUSHKIN/
enjoyment of Russian songs, Ivan Turgenev
stories, and movies if I http://az.lib.ru/t/turgenew_i_s/
________ . Mikhail Lermontov
• In students’ presentations (e.g., http://ilibrary.ru/author/lermontov/index.html
posters, poetry, illustrations, dance) Sergei Yesenin
look for evidence that they: http://az.lib.ru/e/esenin_s_a/
- represent key ideas, events, or Robert Rozhdestvensky
themes http://www.litera.ru/stixiya/authors/rozhdestvenskij.ht
- draw attention to unique features ml
- add interest by providing details, Sergei Mikhailkov
images, and elaboration http://www.litera.ru/stixiya/authors/mixalkov.html
Kornei Chukovsky
http://www.litera.ru/stixiya/authors/chukovskij.html
Agniya Barto
http://www.litera.ru/stixiya/authors/barto/all.html
Anna Akhmatova
http://www.litera.ru/stixiya/authors/axmatova/all.html
Assessment is based on activities that show a The learning resources listed here are especially
growing awareness of Russian cultural useful for this organizer. See Appendix B for a
practices and Russian idiomatic expressions. complete annotated list of resources, including
Activities should also encourage students to others that might apply to this organizer.
reflect on and make comparisons among
Russian culture, Canadian cultures, their
own, and the cultures of their friends. Russian Leaders
http://www.bearslib.narod.ru/bios/gov/konigen/ru
• When students present their information ssia/tzars.htm
using a poster format, look for evidence http://www.sci.aha.ru/ALL/h14.htm
that they: http://en.wikipedia.org/wiki/List_of_Russians
- include important biographical
information about the leader Russian Myths-Fairytales
- use visuals to add interest and support http://hyaenidae.narod.ru/
the written facts http://www.maciki.com/
- include relevant and creative details
- spell key words and phrases correctly Russian Movies
• Review students’ list of idioms and http://www.geocities.com/RUSATG/dvd.htm
borrowed words from time to time for Movies for Children
evidence that the information is: http://www.geocities.com/RUSATG/children.ht
- accurate and complete m
- interpreted appropriately
- presented clearly Sample Idiomatic Expressions
• When assessing students’ comparison http://www.omniglot.com/language/phrases/russi
charts, note the extent to which they: an.php
- are able to identify similarities and
differences between Russian and other
cultural stories
- show understanding of the Russian
story
- show a personal connection
• When students act out an adaptation of a
Russian film, look for evidence that they:
- make changes appropriate to the new
endings
- show creativity and risk-taking in their
revisions
• When students share their opinions, look
for evidence that they:
- use detail to support their points of
views
- demonstrate respect for cultural
diversity
- participate actively in the discussion
- take opportunities to express their ideas
in Russian
GRADE 11
It is expected that students will: As students support and encourage each other on a
• explain how to do everyday activities or regular basis, they are able to interact with greater
procedures confidence in familiar situations and apply their
• exchange opinions on topics of interest, growing range of strategies more consistently.
giving reasons and reactions
• describe or narrate events, situations, or • Invite students to create role-plays from
experiences situation cards (could be student generated)
• use a range of vocabulary and about asking for and giving advice. Give time
expressions in past, present, and future for preparation but not memorization. Situations
• interact in a variety of meaningful, real- might include:
life situations - a student studying Russian for the first time
seeking study tips
- a student seeking information on how to
increase personal health, energy, and fitness
levels
- a student wanting advice on what to take on
a camping trip
To follow up and check for comprehension, suggest
that students choose one or more of the situations
presented and write what they would advise.
• Ask students to find examples of Russian people
whose accomplishments they admire. List the
names on the board and discuss. Then have students
think of accomplishments or successes in their own
lives of which they feel proud. Students can share
their responses orally or in written form. Encourage
students to include visuals where possible.
• As a class, brainstorm a list of aptitudes, skills, and
interests appropriate for the workplace. Have
students work in pairs to identify one another’s
aptitudes and interests and imagine possible career
choices, giving reasons for their choices. Students
present their findings orally to the class. Students
receive a monthly payment for the career they have
selected. They use this money to document their
expenses for the month, which include food, rent,
bills etc.
• Invite students to imagine they have just returned
from a cultural exchange to a Russian region. Have
them write a thank-you letter to the organization that
sponsored them, including details such as: with
whom they stayed, what they did, what they
learned, and what they liked most. Would they
recommend the exchange? Have them explain why
or why not.
At this level, assessment increasingly The learning resources listed here are especially
involves situations or tasks designed to help useful for this organizer. See Appendix B for a
students develop and demonstrate their complete annotated list of resources, including
growing language facility. Self- and peer others that might apply to this organizer.
assessment continue to be important ways
of supporting students as they acquire and Giving Advice
practise useful vocabulary, structures, and Cartoon - The rabbit who loved to give advice
interactions. http://www.youtube.com/watch?v=DV-KonN1pjg
http://moikrug.ru/circles/872384398/topics/42169
• Assess students’ oral work for evidence 5260/
that: http://esl.about.com/library/grammar/blgr_advice.
- information is complete htm
- verb tenses support communication
- presentation is clear, and intonation Russians, Who Have Inspired Us
supports meaning http://en.wikipedia.org/wiki/List_of_Russians
- narration of events is comprehensible http://stpetersburg-guide.com/people/index.shtml
- some detail is provided http://www.nationsencyclopedia.com/Europe/Russ
- preparation has occurred (e.g., ia-FAMOUS-RUSSIANS.html
students speak confidently with http://www.waytorussia.net/WhatIsRussia/History
minimal support) .html
• Assess students’ writing for evidence that:
- meaning is clear Monthly Budgeting
- supporting detail, reasons, or http://www.vcu.edu/enroll/finaid/forms/StudBudg
examples are included etPlan.pdf
- a variety of vocabulary and http://www.simpleplanning.net/Financial%20Calc
expressions are used ulators/BudgetPlanner.html
- time sequence is clear, with attempts
to use transitions (Cначала,потом, Letter of Thanks for Exchange Opportunity
после этого, позже) http://www.thesimpledollar.com/2007/02/14/the-
• As a class, determine key behaviors or art-of-the-thank-you-note/
criteria for students’ daily oral
communication in class. Criteria might
include evidence that students:
- volunteer questions and information
- take opportunities to practise newly
acquired vocabulary and structures
- persevere in Russian (e.g., repeating,
rephrasing, attempting to self-correct,
using gestures) when they cannot
understand or be understood
- support and encourage other students
when they speak in or listen to
Russian
- take risks to use unfamiliar language
- self-monitor and attempt to correct
recurring or significant errors
It is expected that students will: At this level, many students are able to
• retrieve, research, and use relevant retrieve specific information and apply their
information from Russian resources to growing language abilities to adapting
complete meaningful tasks information for a purpose. Both the resources
• summarize acquired information in oral, and the tasks should be at the age and
visual, and written forms interest level of the students and be relevant
to their lives.
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
By Grade 11, students are familiar with a The learning resources listed here are especially
wide range of classroom, library, and other useful for this organizer. See Appendix B for a
resources they can use to locate information. complete annotated list of resources, including
Assessment focuses on the extent to which others that might apply to this organizer.
students are able to draw on these resources
to develop accurate and relevant information
for a variety of assignments. The form and Health and Fitness
skills students use to apply and convey the http://www.zdr.ru/
information for particular purposes and http://www.zdorovie.ru/
audiences are increasingly important. http://www.greenmama.ru/nid/420086/
Canada Food Guide in Russian
• After students have worked with http://www.hc-sc.gc.ca/fn-an/alt_formats/hpfb-
information from a variety of sources in dgpsa/pdf/food-guide-aliment/guide_trans-
Russian, prompt them to reflect on and trad-russian_p-i.pdf
assess the strategies they used by posing
questions such as: Environmental Issues
- Overall, how successful were you at http://www.mir-
finding the information you needed? klimata.com/archive/number06/article/article13
- What was your first approach to the /
material? How did that work? http://www.businesseco.ru/content/section_r_8E
- What other strategies did you use that B33B5C-633B-410A-9EFE-
seemed most helpful? 440774C41B26.html
- What types of problems caused you the http://www.dobrieskazki.ru/prirodovedenie.htm
most difficulty? What strategies helped?
- What did you learn about reading Russian Job Opportunities
Russian materials that might help you in http://libraries.mit.edu/guides/types/flnews/russi
future assignments? an.html
• When students complete their cover letters, http://www.allyoucanread.com/index.asp?idCat
assess the extent to which they: =985
- use appropriate salutations and other http://shura.kulichki.net/papers.htm
business letter conventions
- relate their skills, knowledge, aptitudes, Writing a Cover Letter
and relevant experiences to the criteria http://resume.monster.ca/7846_en-CA_p1.asp
- include details, reasons, and examples to
support key points Interview Questions
• When students complete written research http://www.davidgrant.ca/50_most_common_int
assignments, look for evidence that: erview_questions
- information is organized, relevant, and
accurate
- the assignment includes details, reasons,
and examples to support key points
- language is appropriate and
understandable
- transitions and tenses are used
effectively
It is expected that students will: At this age, students are generally more
• compare, contrast, and respond to authentic receptive to experiencing creative works
creative works from Russian culture from a broader range of genres, time
periods, and Russian regions. Students’
developing language skills allow them to
appreciate these creative works and their
cultural contexts more fully.
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
By Grade 11, students’ oral and written skills The learning resources listed here are
should enable them to respond to creative especially useful for this organizer. See
works in varied ways and with increasing Appendix B for a complete annotated list of
detail. Through oral interactions, as well as resources, including others that might apply to
short written texts, students demonstrate an this organizer.
increasing level of sophistication in their
responses. Russian Short Story
• When students present group responses to Anton Chekhov
contemporary and traditional music, observe and Marriage Proposal
note the extent to which they: http://www.youtube.com/watch?v=qtnsVoLjbP
- express and support a consistent point of g
view http://ilibrary.ru/text/1186/p.1/index.html
- provide accurate information Short stories
- indicate openness and willingness to consider http://chehov.niv.ru/chehov/text/rasskazy.htm
new or different ideas and experiences
- attempt to engage others Russian Legends
• To evaluate students’ presentation of Russian http://art.boom.ru/images1.htm
dances, note the extent to which they:
- have gone to some effort to find information Russian Video Game Based on a Legend
- demonstrate cultural appreciation http://www.kingsbounty.ru/
- are willing to learn and teach others how to
do the dance
• Before students re-create aspects of Russian
Russian Contemporary Music
architectural design, work with them to develop
http://www.musicinrussia.com/
criteria they can use to guide their work. For
http://www.specialradio.ru/4/
example:
- highlights Russian influences as the central
http://www.geocities.com/Colosseum/track/763
feature 5/real.html
- bases designs on accurate information
- demonstrates attention to detail Russian Folk Music and Dance
- shows evidence of close observation by http://www.yung-zilovets.ru/video/
including elements not discussed in class http://www.barynya.com/RussianDance/russian
• When students present their dramatizations of a -dance-russian.htm
short story, look for evidence that: http://www.barynya.com/mp3/index.stm
- presentation and choice of vocabulary convey http://www.lastfm.ru/music/Ozma/_/Korobeini
the characters’ emotions and moods of the stories ki+(traditional+russian+folk+song)
- presentation has been rehearsed http://russmus.net/links.jsp
- students attempt to engage the audience http://www.musicarussica.com/
• From time to time, have students review their
responses to creative works by answering
questions such as:
- Which of the creative works you have
viewed, listened to, or read this year or term
stands out in your mind?
- Which part of the activity was most
interesting for you—reading, viewing,
listening, or creating your response?
Assessment focuses on students’ ability to The learning resources listed here are especially
look at familiar customs from different useful for this organizer. See Appendix B for a
points of view, whether in the family, school, complete annotated list of resources, including
or community. At this level, the complexity others that might apply to this organizer.
of students’ ideas will far exceed their ability
to express them in Russian. To elicit and Current issues relevant to Russian regions
reveal higher-level thinking, provide http://issues.strana.ru/topics/56/
opportunities for students to communicate http://www.msz.gov.pl/Relations,with,Russia:,cu
using symbols, graphics, or diagrams, as well rrent,issues,13968.html
as language. http://www.nato.int/issues/nato-russia/index.html
GRADE 12
It is expected that students will: In Grade 12, students are expected to use
• express short- and long-term plans, goals, their Russian communication skills and
and intentions strategies to cope in common situations, as
• exchange ideas, thoughts, and points of view, well as in unexpected ones such as losing a
giving reasons and reactions passport or helping someone. Students
• describe, narrate, and analyze events, should challenge themselves to speak only
situations, or experiences Russian in class and seek out opportunities
• use a wide range of vocabulary, complexity to hear and use Russian outside the
of expression, and idiom in past, present, and classroom.
future
• interact spontaneously in a variety of • As a class, discuss the pros and cons of
meaningful, real-life situations vegetarian eating habits. Divide students
into debating teams and have each team
prepare arguments for and against. Hold a
class debate, setting it up so each team has
a chance to argue at least one side.
Information gathered may also be used to
create or compile articles or displays.
• Have students discuss future plans after
graduating (e.g., work, travel, further
education). Encourage students to give
convincing reasons for their choices.
• Ask students to set up budgets for the first
year after Grade 12. Then have them form
groups and discuss how they allocated
money for expenses such as tuition, rent,
groceries, furnishings, and transportation.
• Divide the class into groups of three. Ask
two students in each group to interview
the third as a candidate for the ideal
housemate. Before the interviews, have
groups prepare lists of possible questions.
Encourage students to ask additional
questions while conducting the interviews.
• Ask students to brainstorm situations
outside of school in which they can use
Russian (e.g., conversing with salesclerks,
ordering meals, phoning or writing for
information, using the Internet). Work
with students to develop criteria for
assessing their degree of success. Then
assign partners to work together to apply
their Russian skills in out-of-school tasks.
Have each pair submit an outline of the
task and an assessment of their success.
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
In Grade 12, students are expected to engage in
increasingly complex and spontaneous oral The learning resources listed here are
interactions in which they demonstrate their facility especially useful for this organizer. See
with Russian and the strategies they have developed Appendix B for a complete annotated list of
to sustain and extend communication. resources, including others that might apply to
Communication and risk-taking continue to be this organizer.
more important in most situations than accuracy
and precision. However, in situations where Vegetarianism
students have practised and prepared oral or http://veg.ca/
written presentations, assessment should consider
errors that detract from the effectiveness or impact
Managing a Budget
of the message. Peer assessment can be an
important part of the oral practice that students
http://www.saystudent.com/college-
need to support their development. budget.html
.
• When students examine issues such as eating habits,
look for evidence of the extent to which they:
- take positions and make their views clear
- give relevant reasons and examples to
support their arguments
- listen actively and attempt to respond to or
build on others’ ideas
- participate in the discussion using Russian
with some degree of spontaneity and
engagement
• In assessing students’ written work, such as
questionnaires, look for evidence that students:
- present and sequence their ideas logically
- provide relevant details, reasons, and
examples to justify their views
- use a range of vocabulary related to the
topic
- integrate previously learned patterns and
structures appropriately
- use idiomatic expressions to enhance their
communication
- follow appropriate format conventions
• Collaboratively develop criteria to assess
students’ interaction in out-of-school situations.
Criteria should include the extent to which
students:
- present clear, complete, and appropriate
messages
- interact with growing spontaneity
- sustain interaction with an easy flow of
language
- use vocabulary and idioms effectively
- avoid serious errors in tense and structure
that obscure meaning
At this level, students are able to use a wide The learning resources listed here are especially
range of resources to acquire the useful for this organizer. See Appendix B for a
information they need for oral and written complete annotated list of resources, including
activities. While some of these resources are others that might apply to this organizer.
available in the classroom, students are also
expected to locate and use Russian Job and Career Opportunities in Russia
resources in their community and elsewhere http://www.careercenter.ru/
(e.g., via the Internet or correspondence).
Muscovite Social, Political and Working Life
• When students participate in the Career http://www.moscow-life.com/
Fair, presentations should include
relevant, accurate, clear, and well- Canadian Government Job Site
organized information about: http://www.jobsetc.gc.ca
- why they have chosen these careers to
investigate Russian Universities and Institutes
- the requirements and qualifications http://www.canadian-
needed for the jobs universities.net/World_Universities/Russia.htm
- the nature of the jobs, including l
salaries and working conditions Education in Russia for native Russians and
Consider collecting the career foreigners
summaries and assessing them for http://db.informika.ru/AIE/
accuracy and relevance of
information. Russian Cities; Major Attractions
• When students make presentations on http://www.visitrussia.com/
travel destinations, look for evidence of:
- relevant reasons, based on accurate Moscow and St. Petersburg Travel Site
understanding of information http://www.fodors.com/world/europe/russia/
presented
- effective use of details and examples
to support choices
- appropriate language structures
• Assess students’ application forms,
résumés, and covering letters for:
- completeness—all appropriate detail
is included
- clarity—information is clear and easy
to follow
- persuasiveness—relevant details and
examples effectively support the
applications
- presentation—language and structures
are accurate and show a relatively
high degree of sophistication and
complexity
It is expected that students will: Students bring together all aspects of their
• analyse and respond to authentic creative language learning here, creating their group or
works from Russian culture individual responses in simple or multimedia
formats. Though communication continues to
be central, experience of creative works and
student responses should be motivated by
enjoyment and pleasure.
As students develop increasing facility with oral and The learning resources listed here are
written language, they are able to experience and especially useful for this organizer. See
respond to both contemporary and traditional works Appendix B for a complete annotated list
in varied ways and with increasing detail and of resources, including others that might
independence. Students are best able to reflect on apply to this organizer.
their responses when they have opportunities to
make choices about what they view, listen to, and Russian Movie Titles
read, and when they are able to choose both the http://www.imdb.com/Sections/Languages
content and form of their responses. /Russian/
• When students re-create plays, stories, or poems,
look for evidence that they are able to: Russian Culture
- interpret the ideas, feelings, and themes of the http://en.wikipedia.org/wiki/Russian_cultu
original work re
- create appropriate dialogue
- incorporate detail to engage the audience Russian avant-garde art and artists
- show evidence of practice and rehearsal as
http://en.wikipedia.org/wiki/Russian_avan
demonstrated by fluency of their presentations
• When assessing students’ personal response sheets t-garde
to a movie, note the extent to which they:
- show understanding of the movie (e.g., plot, Russian inventor and designer
characterization, theme) http://www.artlebedev.com/
- show ability to make a personal connection
• As students discuss and respond to creative works Literature and book resources
from Russian regions, watch for evidence that they http://litera.ru/stixiya/
are increasing in:
- sensitivity to arts and literature Online gallery-paintings
- knowledge of artistic and literary traditions and http://www.artrussia.ru/
genres
- interest in contemporary arts (e.g., music, Media sources: newsprint, magazine,
movies) radio, and television
- willingness to risk offering opinions and views
- participation in and commitment to class or http://www.media-ru.com/media.cfm
group activities
- openness to a variety of views and Children’s stories in the Russian language
interpretations http://hyaenidae.narod.ru/
• When students complete a performance-assessment .
assignment, consider how they:
- represent the main ideas or message in a format
of their choice
- represent and support their views and responses
to the work
• Before students create their own works modelled
after the Russian examples, work with them to
develop criteria they can use to guide their work.
For example:
- highlights Russian influences as the central
feature
- uses traditional symbols and design features
- creates something new, rather than replicating
another work
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
In Grade 12, the outcomes for cultural The learning resources listed here are
understanding emphasize awareness and sensitivity. especially useful for this organizer. See
Students reveal their cultural understanding Appendix B for a complete annotated list of
through daily activities and interactions, as well as resources, including others that might apply
in the assignments they complete. Assessment to this organizer.
should focus on students’ cultural awareness rather
than on their language facility. Russian Regions and Maps
http://www.mapsofworld.com/russian-
• Provide or negotiate criteria for assessing students’ federation/geography/
Russian Fair. Criteria might assess whether they:
- clearly identify key aspects of Russian culture Russian and Global Russian Radio Sites
and its customs http://www.russian-
- offer practical guidelines for interacting with the music.ru/radiolist/index.html
community
- show respect and support for diversity Issues in Modern Russia
- emphasize the mutual benefits of being familiar http://www.russiatoday.com/
with other cultures
- communicate clear, understandable messages
- use appropriate language
• When assessing students’ letters to their hero or role
model, look for:
- clear, understandable information
- examples of Russian influence on members of
the wider community
- use of appropriate vocabulary and structures
• When students role-play various social situations,
look for evidence that:
- the interaction takes place in Russian
- students convey appropriate, relevant
information
- students use a variety of strategies to negotiate
meaning and sustain the interaction (e.g.,
rephrasing, questioning, repeating key words and
phrases)
• When students make brochures encouraging
students in lower grades to learn Russian, look for
evidence that they:
- present the information in an easy-to-understand
and eye-catching manner
- describe benefits of learning Russian and about
Russian culture
- use accurate, appropriate, and complex
information
- incorporate necessary vocabulary, language
structures, and expressions
- display information in a logical way that
enhances meaning
INTRODUCTION
Introductory Grade 11 is designed for students designed to provide students with an equivalent
who may not have taken Russian 5 to 10. preparation for Russian 11 and 12 courses.
Successful completion of this course should
provide students with a level of competence that A major aim, therefore, is to balance
will allow them to successfully participate in expectations regarding the emergent language
Russian 11 and 12 courses. Introductory Grade skills of students who are new to the study of
11 is a four-credit Grade 11 course. However, to Russian with a consideration of their ages, life
alleviate scheduling pressure on students during experiences, and prior knowledge.
their final two years, it can be offered at the
Grade 10 level. In addition to the activities suggested in this
section of the Integrated Resource Package,
This course incorporates material from the teachers may adapt instructional and assessment
Prescribed Learning Outcomes, Suggested activities suggested for earlier grade levels,
taking into account the interests of senior
Instructional Strategies, Suggested Assessment
secondary students.
Strategies, and Learning Resources identified for
grades 5 to 10. Introductory Grade 11 is
Assessment should emphasize risk-taking The learning resources listed here are especially
and participation rather than correctness. useful for this organizer. See Appendix B for a
To develop effective Russian language skills, complete annotated list of resources, including
students need to focus on communicating an others that might apply to this organizer.
increasing range of information, beginning
with their interests, experiences, and Telephone Converstations
information needs. Telephone etiquette and converstations
http://members.tripod.com/~russian_textbook/to
• When students exchange information in pics/phone.html
interviews or role plays, look for evidence Telephone call phrases
that they are able to: http://www.foreigndocuments.com/pl_cards.htm
- make themselves understood l
- use appropriate pronunciation and
intonation Leisure
- complete activities using only Russian http://www.vocab.co.uk/vocabulary/us/russian/u
- use strategies such as non-verbal nstressed/leisure.htm
communication or visual props to support -leisure vocabulary
their communication Emotions
- recognize and respond to familiar words http://www.engoi.com/en/ru/list/68/list
and patterns
- use patterns and frames they have learned Shopping Expressions/Vocabulary
with less and less support http://masterrussian.com/blshop.shtml
- speak with increasing comfort and http://www.happychild.org.uk/freeway/russian/v
confidence ocab/shoppingoverview.htm
• When giving students opportunities to set
and monitor personal goals, have them
consider such criteria as the following to
assist them in the process:
- I ask and answer questions.
- I try to use as much Russian as possible.
- I use gestures or rephrase when others
don’t understand me.
- I support others when they speak
Russian.
• When students participate in real or
simulated activities (e.g., shopping), note the
extent to which they are able to:
- provide clear messages
- use appropriate patterns for giving
directions and prices
- use intonation, miming, gestures, and
body language to support communication
- use approximate Russian pronunciation
and intonation
- adjust and clarify when
miscommunication occurs
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
Students in Introductory Russian 11 require The learning resources listed here are
extensive practice and feedback in order to especially useful for this organizer. See
develop basic skills in information acquisition. Appendix B for a complete annotated list of
Integrated communicative tasks, in which they resources, including others that might apply
both acquire and communicate information, can to this organizer.
involve a wide variety of materials and supports.
Cooperative activities are often appropriate. Newspapers
• When students work in groups to read and then http://www.onlinenewspapers.com/russia.ht
paraphrase an article in a series of cartoon panels m
or illustrations, look for evidence that they are
able to: Adverstisements
- identify main events http://englishrussia.com/?p=2203
- include accurate supporting detail http://www.davno.ru/soviet-posters/soviet-
- create logical sequences ads/poster-03.html
• When students use information from the http://www.moviegoods.com/auction_previe
entertainment section of a newspaper, look for w_russia.asp?mgaid=MGblog
evidence that they can: http://entertainmentnow.wordpress.com/200
- find the required information 8/07/13/babylon-ad-russian-movie-
- use the vocabulary and structures they need to poster/
arrange meeting times and places
Students could present their plans to the class, Time
providing opportunities for peer feedback. http://www.alphadictionary.com/rusgramma
• When students report on or represent information, r/time.html
note the extent to which they: http://masterrussian.com/httelltime.shtml
- identify and recount ideas or impressions
- include relevant and accurate detail Question Words
- reproduce Russian words and structures in http://russian.speak7.com/russian_interrogat
understandable form ive_negation.htm
- organize and sequence information
appropriately
• As students work with a greater variety of
Russian information sources, look for evidence
that they are increasingly able to:
- ask appropriate questions to find the
information or details they need
- focus on key words, phrases, and ideas
- make logical inferences based on the language
they recognize
- persevere in making meaning out of language
that seems very difficult at first
- replicate some of the patterns they encounter
- self-monitor, checking on their understanding
and making adjustments as needed
The teacher may wish to develop a self-
assessment checklist that students can use to
record their growth in these areas.
PRESCRIBED LEARNING
SUGGESTED INSTRUCTIONAL STRATEGIES
OUTCOMES
It is expected that students will: At this age, students will be able to experience a
• reflect on, discuss, and respond to range of creative works and may bring in
authentic creative works from Russian examples from outside the class. Engagement in
culture activities increases when students are encouraged
to respond creatively, choosing from a variety of
options (e.g., poster, diagram, video, electronic
response).
• Play a Russian song and suggest students write
lyrics for additional stanzas, create artwork for a CD
cover to promote the song or the artist, or create
music videos.
• Have students research examples of Russian visual
art, for example, paintings, carvings, or sculpture.
Invite them to choose an art form to recreate and
explain what it represents or symbolizes.
• Ask students to examine magazine displays of
Russian fashions and create collages with captions
depicting ways that people in Russian regions dress
for various activities. Invite students to present a
fashion show accompanied by a simple
commentary.
• Have each student read a selection of Russian
children’s stories and then complete one or more of
the following assignments:
- illustrate the story to clarify its meaning
- role-play the story
- retell the story
- change one element of the story throughout to
modernize or update it
- record the story on audio- or videotape to
present to the class
• Present a video or pictures of architecture from the
Russian world. Invite students to note or comment
on what they find appealing. For a classroom
display, have students choose particular aspects of
styles that interest them. Ask them to label their
work, noting architectural time period, geographical
location, and other relevant information.
• Form groups and ask each group to choose a
Russian poem and appropriate music. After students
have practised reading their poems, invite them to
hold a class poetry reading with accompanying
background music. As an extension, students could
discuss their choice of music to reflect particular
poems.
RECOMMENDED LEARNING
SUGGESTED ASSESSMENT STRATEGIES
RESOURCES
In students’ first year of Russian assessment of The learning resources listed here are especially
their understanding of culture will frequently useful for this organizer. See Appendix B for a
involve visual representations or the use of complete annotated list of resources, including
English. Assessment activities should encourage others that might apply to this organizer.
students to reflect on their own customs as well
as demonstrate an understanding of Russian Cultural Background
culture. Assignments should encourage them to http://www.kwintessential.co.uk/resources/global-
explore ways of locating up-to-date etiquette/russia-country-profile.html
information. http://russian-crafts.com/russian-traditions.html
COMMUNICATING
It is expected that students will:
Grade 5 Grade 9
• ask and respond to simple questions • ask for and give assistance and detailed
• present information about themselves information
• recognize and use simple greetings and • share opinions and preferences, giving
expressions of politeness reasons
• communicate likes, dislikes, needs, and • describe and exchange information about
wants activities, people, places, and things
• respond to classroom instructions • communicate in present and future
• participate in selected, meaningful, real-life
Grade 6 situations
• make and respond to simple requests
• present information about themselves and Grade 10
others • make suggestions about everyday activities
• use greetings and expressions of politeness • communicate needs, desires, and emotions,
• identify formal and informal forms of giving reasons
address • describe events and experiences
• express preferences and interests • communicate in past, present, and future
• participate in known and predictable • participate in a variety of meaningful, real-
classroom situations life situations
Grade 7 Grade 11
• ask for and give simple information • explain how to do everyday activities or
• exchange information about themselves procedures
• recognize and use formal and informal • exchange opinions on topics of interest,
forms of address giving reasons and reactions
• share information about activities and • describe or narrate events, situations, or
interests experiences
• participate in classroom activities • use a range of vocabulary and expressions in
• begin to derive meaning in new language past, present, and future
situations • interact in a variety of meaningful, real-life
situations
Grade 8
• ask for and give information, permission, Grade 12
and clarification • express short- and long-term plans, goals,
• seek information about activities and and intentions
interests • exchange ideas, thoughts, and points of
• participate in familiar activities (real or view, giving reasons and reactions
simulated) • describe, narrate, and analyse events,
• recognize events as past, present, or future situations, or experiences
• derive meaning in new language situations • use a wide range of vocabulary, complexity
of expression, and idiom in past, present,
and future
• interact spontaneously in a variety of
meaningful, real-life situations
ACQUIRING INFORMATION
It is expected that students will:
Grade 5
• identify selected information from Russian Grade 10
resources to complete meaningful tasks • retrieve, process, and adapt information
• express acquired information in oral and from Russian resources to complete
visual forms meaningful tasks
• explain in detail acquired information in oral,
Grade 6 visual, and written forms
• extract selected information from Russian
resources to complete meaningful tasks Grade 11
• express acquired information in oral and • retrieve, research, and use relevant
visual forms information from Russian resources to
complete meaningful tasks
Grade 7 • summarize acquired information in oral,
• extract and retrieve selected information visual, and written forms
from Russian resources to complete
meaningful tasks Grade 12
• express acquired information in oral, visual, • retrieve, research, and analyze information
and simple written forms from Russian resources to complete
meaningful tasks
Grade 8 • synthesize acquired information in oral,
• extract, retrieve, and process selected visual, and written forms
information from Russian resources to
complete meaningful tasks
• express acquired information in oral, visual,
and written forms
Grade 9
• extract, retrieve, and process information
from Russian resources to complete
meaningful tasks
• explain acquired information in oral, visual,
and written forms
Grade 5 Grade 9
• respond to creative works from Russian • reflect on and respond to authentic creative
culture works from Russian culture
Grade 6 Grade 10
• respond to creative works from Russian • discuss and respond to authentic creative
culture works from Russian culture
Grade 7 Grade 11
• respond to creative works from Russian • compare, contrast, and respond to
culture authentic creative works from Russian
culture
Grade 8
• respond to authentic creative works from Grade 12
Russian culture • analyze and respond to authentic creative
works from Russian culture
Grade 5 Grade 10
• identify elements of their own and • identify the contributions of Russian people
classmates’ cultural backgrounds to Canada and the world
• demonstrate an awareness of Russian • compare and contrast their own customs to
culture in British Columbia those of Russian culture
• identify language, expressions, and
Grade 6 behaviours that reflect cultural context
• identify selected characteristics of Russian
culture Grade 11
• identify elements of Russian culture(s) that • identify contemporary issues in Russian
are similar to or different from their own culture
• demonstrate an understanding of similarities
Grade 7 and differences between their own culture
• identify and share family customs and and that of Russian
routines • identify and compare language, expressions,
• identify elements of Russian culture present and behaviours that reflect cultural context
in British Columbia and Canada
Grade 12
Grade 8 • analyse and discuss contemporary issues in
• identify and share school and community Russian culture
traditions • analyse and discuss how culture affects
• discuss the activities and interests of young behaviour and attitude
people in Russian culture • use language, expressions, and behaviours to
reflect cultural context
Grade 9
• demonstrate an awareness of contemporary
and traditional customs of Russian culture
• identify and describe similarities and
differences between their own customs and
Russian customs
• describe ways in which English and Russian
have influenced each other
INTRODUCTORY GRADE 11
Communicating
It is expected that students will:
• ask for information, permission, and clarification and respond accordingly
• recognize and use greetings, expressions of politeness, and formal and informal forms of address
• seek information and make suggestions about everyday activities
• communicate likes, dislikes, desires, and emotions, giving simple reasons
• describe and exchange information about activities, people, places, and things
• communicate in past, present, and future
• participate in a variety of meaningful, real-life situations
• derive meaning in new language situations
Acquiring Information
It is expected that students will:
• extract, retrieve, and process information from Russian resources to complete meaningful tasks
• explain acquired information in oral, visual, and simple written forms
Appendix B consists of general information on The foremost consideration for selection is the
learning resources and selecting learning curriculum to be taught. Prospective resources
resources for the classroom, followed by must adequately support the particular learning
annotated lists of locally selected learning objectives that the teacher wants to address.
resources. Teachers will determine whether a resource will
effectively support any given learning outcomes
within a curriculum organizer. This can only be
done by examining descriptive information
SELECTING LEARNING RESOURCES regarding that resource; acquiring additional
FOR THE CLASSROOM information about the material from the supplier,
published reviews, or colleagues; and by
Selecting a learning resource means choosing examining the resource first-hand.
locally appropriate materials, suitable for the
age and interest level of the students. The Instructional Design
process of selection involves many of the same
considerations as the process of evaluation, When selecting learning resources, teachers
though not to the same level of detail. The must keep in mind the underlying philosophy of
Ministry of Education has developed guidelines the curriculum document. The Languages
to assist with the evaluation and selection of Template is based on the communicative-
learning resources in the form of a document experiential approach, which emphasizes the
entitled Evaluating, Selecting, and Managing purposeful use of language to perform real-life
Learning Resources: A Guide (Revised 2002) tasks, share ides, and acquire information.
with accompanying CD-ROM tutorial and Therefore, selected resources must support the
evaluation instruments. This document is strong oral/aural underpinning of the curriculum.
available from Government Publications In addition, teachers must consider the
Services (1-800-663-6105). Content, individual learning styles and abilities of their
instructional design, technical design, and social students, as well as anticipate the students they
considerations may be included in the decision- may have in the future. Resources should
making process, along with a number of other support a variety of special audiences, including
criteria. gifted, learning disabled, mildly intellectually
disabled, and ESL students.
The selection of learning resources should be an
ongoing process to ensure a constant flow of The instructional design of a resource includes
new materials into the classroom. It is most the organization and presentation techniques, the
effective as an exercise in group decision methods used to introduce, develop, and
making, coordinated at the school and district summarize concepts, and the vocabulary level.
levels. To function efficiently and realize the The suitability of all these components should be
maximum benefit from finite resources, the considered for the intended audience. Teachers
process should operate in conjunction with an should also consider their own teaching styles
overall district and school learning resource and select resources that will complement them.
implementation plan. Resources must be
evaluated through a local, board-approved Technical Design
process.
While the instructional design of a package will
determine the conceptual organization, it is the
CRITERIA FOR SELECTION technical design that brings that structure into
reality. Good technical design enhances student
There are a number of factors to review when access and understanding. Poor technical quality
selecting learning resources: creates barriers to learning. Teachers should
APPENDIX B ANNOTATIONS
Appendix B comprises a comprehensive list of the resources for learning Russian. The titles are listed
alphabetically and each resource is annotated.
The following chart represents the various elements of information provided within each annotation.
Music CD
1 General Description
2. Media Format
This section tells you what medium the resource Print Materials
is in. Possibilities include but are not limited to:
CD-ROM
Software
Community Resource
People / Elders Technology
Film
Video
Flash Cards
3. Title
Games / Manipulatives This section lists the exact title as printed on the
resource.
Hands-on Activities
4. Author
5. Caution
Laserdisc / Videodisc
This section tells teachers if the resource might
raise any potentially sensitive issues.
This section indicates the suitable age range for This section gives the name, address, telephone
the resource. number, fax number, and web address of the
supplier or location of the resource, as well as
the ISBN or order number for the resource,
8. Category where applicable. Prices shown here are
approximate and subject to change. Prices
This section indicates whether it is a student and should be verified with the supplier.
teacher resource, teacher resource, or
professional reference.
11. Copyright Holder
• General
• English as a Second Language (ESL)
• Students who are:
- gifted
- blind or have visual impairments
- deaf or hard of hearing
• Students with:
- severe behavioural disorders
- dependent handicaps
- physical disabilities
- autism
- learning disabilities (LD)
- mild intellectual disabilities (ID-mild)
- moderate to severe/profound disabilities
(ID-moderate to severe/profound)
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Азбука Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Айболит и Воробей Experiencing Creative Works
Understanding Cultural Influences
Caution:
Price:
Audience: General ISBN / Order No: 5-87178-014-8
Category: Student, Teacher resource Copyright Year/Holder: 1992
Curriculum Organizer(s):
Communicating
Acquiring Information
Aнглийский для Experiencing Creative Works
Understanding Cultural Influences
Маленьких Девочек и
Мальчиков
Author(s): Grade Level:
Ильчининова, О. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Атлас Мира Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Басни Experiencing Creative Works
Understanding Cultural Influences
Caution:
Price:
Audience: General ISBN / Order No:
Category: Student, Teacher resource Copyright Year/Holder: 1979
Curriculum Organizer(s):
Communicating
Acquiring Information
Большая Книга Сказок Experiencing Creative Works
Understanding Cultural Influences
для Самых Маленьких
Author(s): Польской, А. Е. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Большой-Маленький Experiencing Creative Works
Understanding Cultural Influences
Высокий-Низкий
Author(s): Гарвина, С., Кутявина, Н., Grade Level:
Топоркрва, И., Щербинина, С. K/1 2/3 4 5 6 7 8 9 10 11 12
Caution:
Price:
Audience: General ISBN / Order No: 5-7797-0314-0
Category: Student, Teacher resource Copyright Year/Holder: 2005
Curriculum Organizer(s):
Communicating
Acquiring Information
Букварь Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Букварь Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Вам Не Нужна Experiencing Creative Works
Understanding Cultural Influences
Сорока?
Author(s): Барто, А.А. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Caution:
Price:
Audience: General ISBN / Order No: 5-7607-0008-3
Category: Student, Teacher resource Copyright Year/Holder: 1992
Curriculum Organizer(s):
Communicating
Acquiring Information
Владимир Высоцкий- Experiencing Creative Works
Understanding Cultural Influences
Между Словом и Славой
Воспоминания
Author(s): Карапетян, Давыд Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Вошебная Палочка Experiencing Creative Works
Эффективная Методика Развития Understanding Cultural Influences
Речи
Author(s): Grade Level:
Гурин, Ю. В. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Волшебные Слова Experiencing Creative Works
Understanding Cultural Influences
Caution:
Price:
Audience: General ISBN / Order No:
Category: Student, Teacher resource Copyright Year/Holder: 1986
Curriculum Organizer(s):
Communicating
Acquiring Information
Вопросы и Ответы в Experiencing Creative Works
Understanding Cultural Influences
Картинках
Author(s): Гарвина, С., Кутявина, Н., Grade Level:
Топоркрва, И., Щербинина, С. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Вперёд Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Гарфилд Understanding Cultural Influences
General Description: Video games in the Supplier: EMI Music Publishing Ltd.
Russian language, which are available for 07242 Россия
download to your mobile phone. 3A0 Мьюзик Паблтштнг
EMI Records Limited
Telephone: 812- 495-4855; 812-438-1676
Fax:
Website:
Caution: Note for parents as to the
security features of the mobile cell phone, Price:
which can be compromised.
Audience: General ISBN / Order No: #8664994
Category: Student, Teacher resource Copyright Year/Holder:
Curriculum Organizer(s):
Communicating
Acquiring Information
Говорим Правильно Experiencing Creative Works
Диференцияция Согласных Звуков, Understanding Cultural Influences
Логопедический Альбом
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Говорите Правильно Experiencing Creative Works
Understanding Cultural Influences
По-русски!
Author(s): Егорова, А, Ф., Спагис, Grade Level:
А.А. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Голоса Experiencing Creative Works
Understanding Cultural Influences
A Basic Course in Russian, 4th
Edition
Author(s): Richard, Robin; Evans- Grade Level:
Romaine, Karen; Shatolina, Galina; K/1 2/3 4 5 6 7 8 9 10 11 12
Robin, Joanna
General Description: A textbook for a Supplier: Pearson/Prentice-Hall Canada
program that balances communication and P.O. Box 2500 Lebanon Indiana 46052
structure. This focuses on the development Telephone:1 800-848.9500
of listening, speaking, reading and writing Fax: 1877-260-2530
skills. The text provides comprehensive Website: http://www.prenhall.com/golosa
explanations of Russian grammar, k12cs@custhelp.com
exercises for structural practice, and
readings on cultural topics.
Caution:
Price:
Audience: General ISBN / Order No: 0130986287
Category: Student, Teacher resource Copyright Year/Holder: 2007
Curriculum Organizer(s):
Communicating
Acquiring Information
Голоса Experiencing Creative Works
Edition
Student Activities Manual
Author(s): Richard, Robin; Evans- Grade Level:
Romaine, Karen; Shatolina, Galina; K/1 2/3 4 5 6 7 8 9 10 11 12
Robin, Joanna
General Description: The student Supplier: Pearson/Prentice-Hall Canada
workbook, which accompanies the Голоса Telephone:
text, 4th Edition. It provides students with Fax:
an opportunity to practise the structural Website: http://www.prenhall.com/golosa
aspects of the Russian language. There are
components which reinforce material from
the audio and video resources.
Caution:
Price:
Audience: General ISBN / Order No: 0131986295
Category: Student, Teacher resource Copyright Year/Holder: 2007
Curriculum Organizer(s):
Communicating
Acquiring Information
Голоса Experiencing Creative Works
A Basic Course in Russian, 4th Understanding Cultural Influences
Edition
Author(s): Richard, Robin; Evans- Grade Level:
Romaine, Karen; Shatolina, Galina; K/1 2/3 4 5 6 7 8 9 10 11 12
Robin, Joanna
General Description: Video (VHS) to Supplier: Pearson/Prentice-Hall Canada
accompany the listening/observing Telephone:
exercises in the Голоса text and student Fax:
activities manual. Website: http://www.prenhall.com/golosa
Caution:
Price:
Audience: General ISBN / Order No: 0132393883
Category: Teacher resource Copyright Year/Holder: 2007
Curriculum Organizer(s):
Communicating
Acquiring Information
Голоса Experiencing Creative Works
Understanding Cultural Influences
A Basic Course in Russian, 4th
Edition
Author(s): Richard, Robin; Evans- Grade Level:
Romaine, Karen; Shatolina, Galina; K/1 2/3 4 5 6 7 8 9 10 11 12
Robin, Joanna
General Description: The CD audio with Supplier: Pearson/Prentice-Hall Canada
comprehension/listening exercises to Telephone:
accompany the exercises in the Голоса text Fax:
and student activities manual. Website: http://www.prenhall.com/golosa
Caution:
Price:
Audience: General ISBN / Order No: 0132271400
Category: Student, Teacher resource Copyright Year/Holder: 2007
Curriculum Organizer(s):
Communicating
Acquiring Information
Грамматика Русского Experiencing Creative Works
Understanding Cultural Influences
Языка
Author(s): Пехливанова, К.И., Grade Level:
Лебедева, М.Н. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Жили-Были Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Жили-Были Understanding Cultural Influences
Рабочая Тетрадь
Author(s): Grade Level:
Миллер, Л.В., Политова Л.В., K/1 2/3 4 5 6 7 8 9 10 11 12
Рыбакава, И.А.
General Description: Supplier: Златоуст
A student workbook of 28 lessons 197101 Санкт-Петербург
incorporating learning Russian letters and Каменноостровский пр. Д-24, Кв24
vocabulary. It includes handwriting Telephone: 7-812-346-0668
exercises, close exercises, written Fax: 7-812-703-1179
responses and phrases questions for Website: http://www.zlat.spb.ru
appropriate answers. Matching text Sales @zlat.spb.ru
purchased separately.
Caution:
Price:
Audience: General ISBN / Order No: 5-86547-281-X
Category: Student, Teacher resource Copyright Year/Holder: 2006
Curriculum Organizer(s):
Communicating
Acquiring Information
Здоровье Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Здравствуй Москва Experiencing Creative Works
Тематические Диалоги в Картинках Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Золотые Сказки Для Experiencing Creative Works
Understanding Cultural Influences
Детей
Author(s): Грухко, Елена Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Золотые Слова Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Играем в Школу Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Играем с Мамой Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Играйте с нами- Experiencing Creative Works
Understanding Cultural Influences
играйте сами
Author(s): Шилова, К., Усманова, Е. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Игры на Уроках Experiencing Creative Works
Understanding Cultural Influences
Русского Языка
Author(s): Акишина, А., Жаркова, Т., Grade Level:
Акишина, Т. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Илья Муромец и Experiencing Creative Works
General Description: Video games in the Supplier: EMI Music Publishing Ltd.
Russian language, which are available for 07242 Россия
download to your mobile phone. 3A0 Мьюзик Паблтштнг
EMI Records Limited
Telephone: 812- 495-4855; 812-438-1676
Fax:
Website:
Caution: Note for parents as to the
security features of the mobile cell phone, Price:
which can be compromised.
Audience: General ISBN / Order No:
Category: Student, Teacher resource Copyright Year/Holder:
Curriculum Organizer(s):
Communicating
Acquiring Information
Искра-Iskra Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Истоки Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Квартет Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Крестьянка Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Малый Атлас Мира Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Мир и Человек Experiencing Creative Works
Understanding Cultural Influences
Географический Атлас
Author(s): Редактор: Жданова, И.К. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Мой Певый Русский Experiencing Creative Works
Understanding Cultural Influences
Словарь
Author(s): Бабай, Н.Г. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Музыкальная Кошка Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
На Великой Русской Experiencing Creative Works
Understanding Cultural Influences
Равнине
Author(s): Андрианов, Борис Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Народные Русские Experiencing Creative Works
Understanding Cultural Influences
Легенды
Author(s): Науменко, Т.В. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Наши Сказки Experiencing Creative Works
Understanding Cultural Influences
Книга Первая
Author(s): Боголюбовская, М. И., Grade Level:
Табенктна, А. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Ну Погоди! Understanding Cultural Influences
General Description: Animated DVD Just Supplier: Russian World, 1003 Main St
You Wait featuring a rabbit who gets into Vancouver, BC CANADA V6A 4L4
numerous scrapes. Included are favorite
children’s songs. Telephone: (604) 687-5762
Fax:
Website:
Caution:
Price:
Audience: General ISBN / Order No:
Category: Student, Teacher resource Copyright Year/Holder:
Curriculum Organizer(s):
Communicating
Acquiring Information
Осеняя Сказка- An Experiencing Creative Works
Understanding Cultural Influences
Autumn Tale
Author(s): Baranova, N. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Праздник Experiencing Creative Works
Understanding Cultural Influences
Урожая
Curriculum Organizer(s):
Communicating
Acquiring Information
Прыжок Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Путешествие в Сказку Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Работница Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Радуга- Книга Для Чтения в Experiencing Creative Works
Дошкольных Учреждениях Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Разноцветные Зверята Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Рассказы Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Рассказы Для Experiencing Creative Works
Understanding Cultural Influences
Маленких
Author(s): Толстой, Л.Н. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Русские Живопсцы Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Русские Народные Experiencing Creative Works
Understanding Cultural Influences
Сказки
Author(s): Риордан, Джеймс Grade Level:
Редактор: Послепова, Т.А. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Русский Язык 2 Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Русский Язык 3 Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Русский Язык для Experiencing Creative Works
Understanding Cultural Influences
Гостиниц и Ресторанов
Author(s): Голубева, А., Задорина, А., Grade Level:
Ганапольская, Е. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Русский Язык: Experiencing Creative Works
Understanding Cultural Influences
Прошлое, Настоящее,
Будущее
Author(s): Горбачевич, Кирилл Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Русский Язык: Тексты, Experiencing Creative Works
Understanding Cultural Influences
Комментарии и Упражнения
Author(s): Фридман, М., Попова, И., Grade Level:
Куделина, С., Стефанова, Н., Рощина, K/1 2/3 4 5 6 7 8 9 10 11 12
Е.
General Description: A collection of texts Supplier: Издательство Прогресс
from well known Russian writers in an Москва
abridged format. Each text has vocabulary Telephone:
references and exercises and additional Fax:
reading on the topic. Website:
http://www.bookseller.ru/publisher.php?n=117
Caution:
Price:
Audience: General ISBN / Order No:
Category: Student, Teacher resource Copyright Year/Holder:
Curriculum Organizer(s):
Communicating
Acquiring Information
Русский Язык, Часть 1 Experiencing Creative Works
My First Russian Book (Third Еdition) Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Русско-Английский Experiencing Creative Works
Understanding Cultural Influences
Разговорник
Author(s): Сорокин, Г.А., Хэджен, Д., Grade Level:
Кувалдин, А.О. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Cвойства и Назначение Experiencing Creative Works
Understanding Cultural Influences
Предметов
Author(s): Чупина, Т.В., Гаврина, Grade Level:
С.Е., K/1 2/3 4 5 6 7 8 9 10 11 12
Кутявина, Н.Л., Топоркова, И.Г.,
Щербинина, С.В.
General Description: A workbook for Supplier: Издательство «Акадкмия Развития»
discussing objects in the surrounding 150003, г. Ярославль
world: sports, music, transport… Ул. Республиканская, 3
Telephone:
Website: http://shop.top-
kniga.ru/producers/in/66/
secretar@academ.yaroslavl.ru
Caution:
Price:
Audience: General ISBN / Order No:
Category: Student, Teacher resource Copyright Year/Holder:
Curriculum Organizer(s):
Communicating
Acquiring Information
Сказки Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Сказки и Картинки Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Cловарь Русских Experiencing Creative Works
Understanding Cultural Influences
Личных Имён
Author(s): Петровский, Н.А. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Слонёнок Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Снегурушка и Лиса Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Cправа, Слева Experiencing Creative Works
Understanding Cultural Influences
Вверху, Внизу
Author(s): Гарвина, С., Кутявина, Н., Grade Level:
Топоркрва, И., Щербинина, С. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Спросите, попросите... Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Так Нельзя, а Так Experiencing Creative Works
Understanding Cultural Influences
Можно и Нужно
Author(s): Образцов, Сергей Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Тело Человека Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Теремок -The Pretty Experiencing Creative Works
Understanding Cultural Influences
Little Cottage
Author(s): Черняховская, Л.А. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Тетрадь- Experiencing Creative Works
Understanding Cultural Influences
Коррекционная
Педагогика
Author(s): Виноградова, М.А. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Тошка-Весёлый Experiencing Creative Works
Understanding Cultural Influences
Журнал о Животных
11- 2008-ноябрь
Author(s): Милютенко, Е. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Caution:
Price:
Audience: General ISBN / Order No:
Category: Student, Teacher resource Copyright Year/Holder: 2008
Curriculum Organizer(s):
Communicating
Acquiring Information
Улица Сезам- Experiencing Creative Works
Understanding Cultural Influences
Раскраська
Author(s): Not listed. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Учусь Писать По- Experiencing Creative Works
Understanding Cultural Influences
Русски
Author(s):Соколова, Е.Н. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Цветик - Семицветик Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Цыплёнок Вечером Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Этикет Русского Experiencing Creative Works
Understanding Cultural Influences
Письма
Author(s): Акишина, А., Grade Level:
Формановская, Н. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Это Очень Интересно! Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Это Очень Интересно! Experiencing Creative Works
Understanding Cultural Influences
Teacher’s Guide
Author(s):Левин, Вадим Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Я Начинаю Учиться Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Я Расту Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Я Сам Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Я Читаю, Я Играю и Experiencing Creative Works
Understanding Cultural Influences
Учусь
Author(s): Дурова, Н.В., Рычагова, Grade Level:
Е.С. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
12 Chairs Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
200 Recipes of Russian Experiencing Creative Works
Understanding Cultural Influences
Cuisine
Author(s): Visson, Lynn Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
ACTR Newsletter Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
The Adventures of Understanding Cultural Influences
Cheburashka and
Friends
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
ALM Russian Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
The American Association Understanding Cultural Influences
for the Advancement of
Slavic Studies
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
American Association of Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Animation for Russian Experiencing Creative Works
Understanding Cultural Influences
Conversation
Author(s): Merrill, Jason; Mikhailova, Grade Level:
Julia; Alley, Maria K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Anna Akhmatova: A Experiencing Creative Works
Understanding Cultural Influences
Poetic Pilgrimage
Author(s): Haight, Amanda Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Annie-Anya A Month in Experiencing Creative Works
Understanding Cultural Influences
Moscow
Author(s): Trivas, Irene Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Basic Russian Experiencing Creative Works
Understanding Cultural Influences
Book 1
Author(s): Fayer, Mischa A. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
BBC News in Russian Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Beginner's Russian Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Beginning Russian Experiencing Creative Works
Understanding Cultural Influences
Second Revised Edition
Author(s): Leed, Richard L., Grade Level:
Nakhimovsky, Alexander D. and K/1 2/3 4 5 6 7 8 9 10 11 12
Nakhimovsky, Alice S.
General Description: Two volumes with Supplier: Slavica Publishers, Inc.
10 lesson each. Cornell University has Telephone:
produced a complete set of computer Fax:
exercises for the IBM PC, XT or AT to Website: http://www.slavica.com/
accompany this text.
Caution:
Price: Volume 1 $15.95, Volume 2 $16.95,
Teacher’s Manual $2.95
Audience: General ISBN / Order No: 0-89357-222-5
Category: Student, Teacher resource Copyright Year/Holder: 1991
Curriculum Organizer(s):
Communicating
Acquiring Information
The Big Silver Book of Experiencing Creative Works
Understanding Cultural Influences
Russian Verbs
Author(s): Franke, Jack Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Bilingual Baby DVD Understanding Cultural Influences
Volume 6: Introduce your child to
Russian
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Russia
Author(s): Powers, Eileen; Antczate, Ed; Grade Level:
Dana, Robert; Gagliuso, Robert K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Bol’shaya Kniga o Experiencing Creative Works
Krokodile Gene
Author(s): Uspenskij, E. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Brilliant: A New Experiencing Creative Works
Understanding Cultural Influences
Place for a Way of
Life
Author(s): Verigin, Ernie; Lucas Grade Level:
Natalie K/1 2/3 4 5 6 7 8 9 10 11 12
General Description: This book is a Supplier: West Kootenay Early Childhood Educational
children’s historical novel depicting Diversity Group
life in one Doukhobor communal Telephone:
village circa 1914 within the Lordly Fax:
era of 1908 to 1924. Although the Website:
main characters in the story are http://www.livinglandscapes.bc.ca/cbasin/doukhobor/intro-
fictional, their experiences are to-book.html
authentic.
Caution:
Price:
Audience: General ISBN / Order No: 0-9685230-0-5
Category: Student, Teacher resource Copyright Year/Holder: 1999
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Cheburashka Ukhodit v Experiencing Creative Works
Understanding Cultural Influences
Narod
Author(s): Uspenskij, E. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Cheburashka with an Understanding Cultural Influences
Orange
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Christmas in Russia Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Chtenia- Readings Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Chto ia videl / What I Experiencing Creative Works
Understanding Cultural Influences
Saw
Author(s): Zhitkov, Boris; Leed, Grade Level:
Richard L.; Paperno, Lora K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Civilizations.ca Understanding Cultural Influences
Caution:
Price:
Audience: General ISBN / Order No:
Category: Student, Teacher resource Copyright Year/Holder:
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Colour and Shape Bingo Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
The Complete Idiot’s Experiencing Creative Works
Understanding Cultural Influences
Guide to Learning
Russian
Author(s): Froehlich, Christopher Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Continuing With Experiencing Creative Works
Understanding Cultural Influences
Russian
Author(s): Townsend, Charles E. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Conversations Around Experiencing Creative Works
Understanding Cultural Influences
the World
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Dialog One: Pervyj Experiencing Creative Works
Understanding Cultural Influences
Dialog
Third edition
Author(s): Д. Д. Рикс, Ю. Ю. Дешериева, Grade Level:
Л. Б. Трушина K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Dictionary of Russian Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Dictionary Skills Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Disney «Винни и Его Experiencing Creative Works
Understanding Cultural Influences
Друзья»
8-2008-август
Author(s): Кокорина, О. Grade Level:
Ред. Милютенко, Е. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Doukhobor Discovery Understanding Cultural Influences
Centre
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Doukhobor Dugout Understanding Cultural Influences
House
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Doukhobor Geneology Understanding Cultural Influences
Website
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Dyadya Fedor idet v Experiencing Creative Works
Understanding Cultural Influences
shkolu, ili Nensi iz
Interneta v Prostokvashino
Author(s): Uspenskij, E. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Embassy of the Russian Understanding Cultural Influences
Federation in Canada
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
English-Russian Phrase Experiencing Creative Works
Understanding Cultural Influences
Book
Author(s): Черняховская, Л.А. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Everyday Situations in Experiencing Creative Works
Understanding Cultural Influences
Russian
Author(s): Alekseev, Valery; Gerber, Grade Level:
Monika K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
First Reader in Russian Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
First Reader In Russian Experiencing Creative Works
Understanding Cultural Influences
Teacher’s Guide
Author(s): Rolbin, Ann Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
The First Thousand Experiencing Creative Works
Understanding Cultural Influences
Words in Russian
Author(s): Amery H.; Kirilenko, K.; Grade Level:
Cartwright S. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Fundamental Digital Library, Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Gazeta.ru Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Getting around Town in Experiencing Creative Works
Understanding Cultural Influences
Russian: Situational
Dialogs
Author(s): Paperno, Lora; Sylvester, Grade Level:
Richard D. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Glossword Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Grand Forks USCC Experiencing Creative Works
Understanding Cultural Influences
Ladies Organization
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Historical Brilliant Experiencing Creative Works
Understanding Cultural Influences
Bridge
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Hospitality: Experiencing Creative Works
Understanding Cultural Influences
Cooking the Doukhobor Way
Author(s): Centennial Cookbook Grade Level:
Committee, K/1 2/3 4 5 6 7 8 9 10 11 12
Union of Spiritual Communities of
Christ
General Description: A collection of Supplier: Union of spiritual Communities of
traditional and contemporary vegetarian Christ, P.O. Box 760, Grand Forks, BC V0H 1H0
recipes as compiled by members of the Telephone: 250-442-8252
Russian speaking Doukhobor population in Fax:
Canada. Website: www.usccdoukhobors.org
Caution:
Price:
Audience: General ISBN / Order No:
Category: Student, Teacher resource Copyright Year/Holder:
Curriculum Organizer(s):
Communicating
Acquiring Information
In Search Of Orlovsky: Experiencing Creative Works
A Video Mystery and Resource Understanding Cultural Influences
Manual
Author(s): American Council Teachers Grade Level:
of Russian (Corlac) K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Komsomolskaya pravda: Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Caution:
Price:
Audience: General ISBN / Order No:
Category: Student, Teacher resource Copyright Year/Holder:
Curriculum Organizer(s):
Communicating
Acquiring Information
Langensheidt Pocket Experiencing Creative Works
Understanding Cultural Influences
Russian Dictionary
Author(s): Wedel, e.; Romanov, A. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
LARC: Digital Media Understanding Cultural Influences
Archive
Author(s): Language Acquisition Grade Level:
Resource Center K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Learn Russian Now! Experiencing Creative Works
Understanding Cultural Influences
Version 10
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Listen to the Slavic Understanding Cultural Influences
Languages
Author(s): Houtzagers, Peter Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Master Russian Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Mezhdunarodnaya Kniga Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Modern Russian Culture Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Mosaic: A Journal for Experiencing Creative Works
Understanding Cultural Influences
Language Teachers
Author(s): Editors: Mollica, Anthony; Grade Level:
Pirrulescu, Mihaela K/1 2/3 4 5 6 7 8 9 10 11 12
Caution:
Price:
Audience: General ISSN No: 1195-7131
Category: Teacher resource Copyright Year/Holder:
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Moscow Metro Website Understanding Cultural Influences
Caution:
Price:
Audience: General ISBN / Order No:
Category: Student, Teacher resource Copyright Year/Holder:
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
NCLRC Russian Understanding Cultural Influences
Webcasts
Author(s): Robin, Richard; Grade Level:
Bessergeneva, Natalia K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Newsweek in Russian Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Open Russian Electronic Understanding Cultural Influences
Library
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Oxford Beginner’s Experiencing Creative Works
Understanding Cultural Influences
Russian Dictionary
Author(s): Editor: Thompson, Della Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Oxford Picture Experiencing Creative Works
Understanding Cultural Influences
Dictionary
Second edition
Author(s): Adelson-Goldstein, Jayme; Grade Level:
Shapiro, Norma K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Oxford Russian Experiencing Creative Works
Understanding Cultural Influences
Dictionary
Author(s): Editors: Wheeler, Marcus; Grade Level:
Unbegaun, Boris; Falla, Paul; K/1 2/3 4 5 6 7 8 9 10 11 12
Thompson, Della
General Description: A comprehensive Supplier: Oxford University Press
dictionary containing over 500,000 words, Telephone:
phrases and translations. It contains an Fax:
exhaustive description of words and their Website: www.chapters.ca
usage. Included also are grammar and
writing style guides.
Caution:
Price:
Audience: General ISBN / Order No: 9780198614203
Category: Student, Teacher resource Copyright Year/Holder: 2007
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
PAK: MiniRus Experiencing Creative Works
Understanding Cultural Influences
Text and Workbook
Author(s): Akishina, A. A.; American, Grade Level:
Council of Teachers of Russian K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Peers / Rovesniki Experiencing Creative Works
Understanding Cultural Influences
General Description: A set of three one- Supplier: American Councils Headquarters, 1776
hour videotapes divided into fourteen Massachusetts Ave., NW Suite 700,
episodes, following four Russian students Washington, DC 20036
throughout the school year. Each episode Telephone: 202-833-7522
consists of spontaneous and unscripted Fax: 202-833-7523
interviews, excerpts from Russian
Website: general@americancouncils.org
television, and a contemporary music
video. Also contains a textbook and a
teacher's manual.
Caution:
Price:
Audience: General ISBN / Order No: 0964333228
Category: Student, Teacher resource Copyright Year/Holder: 1994
Curriculum Organizer(s):
Communicating
Acquiring Information
Pictorial History of The Experiencing Creative Works
Understanding Cultural Influences
Doukhobors
Author(s): Tarasoff, Koozma J. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
General Description: The first illustrated Supplier: Prairie Dept. Modern Press
English language history of the Russian The Western Producer
speaking Doukhobor population in Prairie Book Service, Saskatoon SK
Canada. Telephone:
Fax:
Website:
http://www.antiqbook.com/boox/pis/102104.shtml
Caution: Out of print, but is available
from antique booksellers. Price:
Audience: General ISBN / Order No:
Category: Student, Teacher resource Copyright Year/Holder: 1969
Curriculum Organizer(s):
Communicating
Acquiring Information
Plakun Trava Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Pocket Oxford Russian Experiencing Creative Works
Understanding Cultural Influences
Dictionary
Author(s): Editor: Thompson, Della Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
General Description: The Pride of The Supplier: Doukhobor Milling Heritage Society
Valley Flour Mill is located near the USCC Telephone: 250-442-8252
Community Centre in West Grand Forks and Fax:
is currently maintained by a non-profit group, Website:
the Doukhobor Milling Heritage Society,
which largely consists of USCC members.
Society members continue to mill grain on
demand, although they now purchase their
grains. The heritage flourmill has been
preserved in its original form and functions as
a sort of museum housing a collection of old
equipment and millstones.
Caution:
Price:
Audience: General ISBN / Order No:
Category: Student, Teacher resource Copyright Year/Holder:
Curriculum Organizer(s):
Communicating
Acquiring Information
Quartet Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Reading Real Russian Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
RTVi - Russian Understanding Cultural Influences
Television
Programming
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Rush to Russian Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Russia! Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Russia, Land of the Experiencing Creative Works
Curriculum Organizer(s):
Communicating
Acquiring Information
Russia- The Land, the Experiencing Creative Works
Understanding Cultural Influences
People, the Culture
Author(s):, Nickles, G.; Kalman, B. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Russian Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Curriculum Organizer(s):
Communicating
Acquiring Information
Russian Alive! An Experiencing Creative Works
Understanding Cultural Influences
Introduction to Russian
Author(s): Cioran, Samuel P. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
Russian Cassette Pack Experiencing Creative Works
Understanding Cultural Influences
with Phrasebook
Author(s): Guderian, Claudia Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Caution:
Price:
Audience: General ISBN / Order No: 2831565332
Category: Student, Teacher resource Copyright Year/Holder: 1998
Curriculum Organizer(s):
Communicating
Acquiring Information
The Russian Contex: Experiencing Creative Works
Understanding Cultural Influences
The Culture Behind the
Language
Curriculum Organizer(s):
Communicating
Acquiring Information
The Russian Dictionary Experiencing Creative Works
Understanding Cultural Influences
Tree
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
Acquiring Information
A Russian- English Collocational Experiencing Creative Works
Understanding Cultural Influences
Dictionary of the Human
Body
Author(s): Lidija Iordanskaja, Lidija; Paperno, Grade Level:
Slava. English equivalents LaRocco, Lesli; K/1 2/3 4 5 6 7 8 9 10 11 12
MacKenzie, Jean. Edited by Richard L. Leed.
General Description: This is the complete Supplier: Lexicon Bridge Publishers
text of the 420-page dictionary published in 202 Bridge Street
1996 by Slavica Publishers, now available in Ithaca, NY 14850, USA
hypertext format. It is an exhaustive Russian- Telephone: 607-277-3981
English dictionary describing 63 parts of the Fax:
human body and such words as smile, Website:
laughter, voice, etc., for a total of 73 entries http://www.lexiconbridge.com/BODY/Body.htm
Caution: Site Liscence may also be
purchased Price: $20.00
Audience: General ISBN / Order No: 1-58269-009-X
Category: Student, Teacher resource Copyright Year/Holder:
Curriculum Organizer(s):
Communicating
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Audience: General ISBN / Order No: Text: 0-7872-0504-4;
Workbook: 0-7872-1423-X; Audiotapes: 0-7872-
1424-8; Manual:0-7872-1425-6
Category: Student, Teacher resource Copyright Year/Holder: 1995-1996
Curriculum Organizer(s):
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Russian Faces: Experiencing Creative Works
Curriculum Organizer(s):
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Russian Faces: Experiencing Creative Works
Understanding Cultural Influences
Language and People,
Resource Manual
Author(s): Shamshin, Leonid; Grade Level:
Dabars, Zita D. K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
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Russian Fairy Tales: Experiencing Creative Works
Understanding Cultural Influences
Palekh Painting
Author(s): Orleanksy, Alexei Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
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Experiencing Creative Works
Russian Federation Understanding Cultural Influences
Administrative Bodies
Author(s): Grade Level:
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Russian Folktales: Experiencing Creative Works
Understanding Cultural Influences
A Reader
Author(s): Merrill, Jason Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
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Russian: Global Access Experiencing Creative Works
Complete Language Course Understanding Cultural Influences
Curriculum Organizer(s):
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Russian in 10 Minutes a Experiencing Creative Works
Understanding Cultural Influences
Day
Author(s): Kershul, K.K. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
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Curriculum Organizer(s):
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Curriculum Organizer(s):
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Russian Language and Experiencing Creative Works
Curriculum Organizer(s):
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Russian Life Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
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Russian Life Experiencing Creative Works
Understanding Cultural Influences
Wall Calendar
Author(s): Russian Information Systems Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
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Experiencing Creative Works
Russian Newscasts in Understanding Cultural Influences
Simplified Russian
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
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Russian Now! Experiencing Creative Works
Understanding Cultural Influences
Language Texbook
Author(s): Gardeia, Ursula; Gerber, Grade Level:
Monika; Groh, Rainer K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
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Russian Now! Experiencing Creative Works
Understanding Cultural Influences
Student Workbook
Author(s): Gardeia, Ursula; Gerber, Grade Level:
Monika; Kruger, Natalya et al K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
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Russian Now! Experiencing Creative Works
Understanding Cultural Influences
Instructor’s Manual
Author(s): Wielandt, Irmgard Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
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Russian Now! Experiencing Creative Works
Understanding Cultural Influences
Grammar Guides
Author(s): Gerber, Monika; Schneider, Grade Level:
Martin K/1 2/3 4 5 6 7 8 9 10 11 12
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Curriculum Organizer(s):
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Experiencing Creative Works
Russian Radio Stations Understanding Cultural Influences
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Curriculum Organizer(s):
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Russian Stories: A Dual Experiencing Creative Works
Understanding Cultural Influences
Language Book
Author(s): Stuve, Gleb Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
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The Russian Way: Aspects Experiencing Creative Works
Understanding Cultural Influences
of Behavior, Attitudes, and
Customs of Russians
Author(s): Dabars, Zita; Vokhmina, Grade Level:
Lilia K/1 2/3 4 5 6 7 8 9 10 11 12
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The Russian’s World Experiencing Creative Works
Understanding Cultural Influences
Life and Language
Author(s): Gerhart, Genevra Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
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Curriculum Organizer(s):
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Experiencing Creative Works
Curriculum Organizer(s):
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Experiencing Creative Works
Slavic and East European Understanding Cultural Influences
Language Research Center
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
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Speak Russian Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
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Curriculum Organizer(s):
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Experiencing Creative Works
Spirit Wrestlers Website Understanding Cultural Influences
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Start: the Sound and Experiencing Creative Works
Understanding Cultural Influences
Writing System of Russian,
Second Edition
Author(s): Rifkin, Benjamin, Grade Level:
Temple University K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
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Stories from Today’s Experiencing Creative Works
Understanding Cultural Influences
Russia
Author(s): Derevyanchenko, Ludmilla; Grade Level:
Tschakh, Ludmilla; Kokoryshkina, K/1 2/3 4 5 6 7 8 9 10 11 12
Svetlana
General Description: A reader for Supplier: McGraw-Hill
intermediate students of Russian. The book Two penn Plaza, New York, NY10121-2298
contains three scenarios: A German who Telephone:
comes to stay with her teenage St. Fax:
Pertersburg penfriend, a pet polar bear and Website: www.amazon.com
a shipwrecked boy.
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Price: $9.95
Audience: General ISBN 13: 978-0-8442-4252-1; 10: 0-8442-4252-7
Category: Student, Teacher resource Copyright Year/Holder: 1992
Curriculum Organizer(s):
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Sun Shine Brighter Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
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Teaching Listening in Experiencing Creative Works
Curriculum Organizer(s):
Communicating
Acquiring Information
Experiencing Creative Works
Tourinfo: Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Trio Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
Communicating
Acquiring Information
Troika: A Communicative Experiencing Creative Works
Understanding Cultural Influences
Approach to Russian
Language, Life, and Culture
Author(s): Nummikoski, M. Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
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Price: $129.95
Audience: General ISBN / Order No: 978-0-471-30945-1
Category: Student, Teacher resource Copyright Year/Holder: 1994
Curriculum Organizer(s):
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Troika: Workbook and Experiencing Creative Works
Understanding Cultural Influences
Laboratory Manual
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Twelve Plays Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
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Experiencing Creative Works
UCLA Language Understanding Cultural Influences
Materials Project
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
General Description: Checklist Supplier: Centre for Russian and East European
Bibiography of Russian Language Studies, University of California, Los Angeles
materials. Resources are listed in Telephone:
chronological order, with the latest at the Fax:
beginning of the list. Website: http://www.lmp.ucla.edu/Search
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UncleVova’s Tree Experiencing Creative Works
Understanding Cultural Influences
Curriculum Organizer(s):
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Experiencing Creative Works
U.S.C.C, Understanding Cultural Influences
Orthodox Doukhobors
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
Communicating
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USCC Kootenay Experiencing Creative Works
Understanding Cultural Influences
Men's Group
Author(s): Grade Level:
K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
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General Description: A group whose aim Supplier: USCC Ladies Cultural Interpretive Society
is to reflect on the Doukhobor historical Telephone: 250-365-6877
lifestyle by preserving traditional fiber art Fax:
skills, such as shawl embroidery, blanket Website: http://usccdoukhobors.org/cis/cis.htm
quilting, knitting, weaving, etc..They have
begun documenting existing fabric artifacts
so that information about the rich culture
can be shared with generations, which
follow. The volunteers meet on Mondays
and Wednesdays from September to the
end of June. Field trips and workshops can
be arranged by contacting the CIS directly.
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Curriculum Organizer(s):
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Using Russian: A Guide Experiencing Creative Works
Understanding Cultural Influences
to Contemporary Usage
Author(s): Offord, Derek; Gogolitsyna, Grade Level:
Natalia K/1 2/3 4 5 6 7 8 9 10 11 12
Curriculum Organizer(s):
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Curriculum Organizer(s):
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Acquiring Information
T
he samples in this section show how a 4. DEFINING THE CRITERIA
teacher might link criteria to learning This part illustrates the specific criteria (based
outcomes. Each sample is based on on the prescribed learning outcomes) and the
prescribed learning outcomes taken from assessment task.
one or more organizers. The samples provide
background information to explain the
classroom context, suggested instructional tasks
5. ASSESSING AND EVALUATING
and strategies, the tools and methods used to STUDENT PERFORMANCE
gather assessment information, and the criteria This part includes:
used to evaluate student performance. • assessment tasks or activities
• the support the teacher offered students
HOW THE SAMPLES ARE ORGANIZED • the tools and methods used to gather the
assessment information
There are five parts to each sample:
• the way the criteria were used to evaluate
1. Identification of the prescribed learning
the student performance
outcomes
2. Overview
3. Planning for assessment and evaluation EVALUATION SAMPLES
4. Defining the criteria The samples on the following pages illustrate
5. Assessing and evaluating student how a teacher might apply criterion-referenced
performance evaluation in Russian 5 to 12.
Grade 5
The students practised the vocabulary by means
Topic: Фото Сафари
of flashcards, crossword puzzles, and word
searches.
1. PRESCRIBED LEARNING • The class brainstormed, using English when
OUTCOMES required, the types of information that might
Communicating be included on the animal information
It is expected that students will: sheets. Using simple multimedia software,
• ask and respond to simple questions the teacher designed a form to be used by
• communicate likes, dislikes, needs, and students to collect their data. The students
wants scanned pictures and downloaded them onto
• respond to classroom instructions the forms.
• Working in pairs, students chose two
Acquiring Information animals to research and present to the class.
It is expected that students will: They also picked an additional animal or
• identify selected information from Russian animals for their role play. The teacher
resources to complete meaningful tasks provided a list of Russian web sites, CD-
• express acquired information in oral and ROMs, and picture books that students
visual forms could consult for more information.
• To give students the sentence frames they
Experiencing Creative Works needed, the class worked through a sample
It is expected that students will: sheet for an animal.
• respond to creative works Russian culture • The presentation to the class was in the form
of the word game “Кто Я?” Students wrote
five clues describing their animal (e.g., Я
2. OVERVIEW большой, Я серы й.) After each clue, the
The teacher developed a 10- to 12-lesson unit in
class attempted to guess the animal.
which students explored their family origins.
The unit provided opportunities for integration • Students were given a choice of role-play
with fine arts (illustration and poster design) and situations:
social studies (multiculturalism). Evaluation was - purchasing a real or stuffed animal
based on: - looking for a lost animal
• posters describing the places of origin of - performing a puppet show in which two
students’ family members animals converse
• oral presentations of the posters • In pairs, students presented the role plays to
• learning log responses the class.
• After the presentations and role play, the
3. PLANNING FOR ASSESSMENT information sheets were collected and
AND EVALUATION displayed as a class photo safari.
• The teacher read a Russian story with
several animal characters to students. 4. DEFINING THE CRITERIA
• In English, the class discussed the animals
The teacher discussed the following criteria
mentioned in the story. The teacher
explained that students would be creating a at the beginning of the activity and offered
photo safari and in pairs would present role frequent reminders as students worked. Students
plays. The teacher provided students with had copies of the criteria and rating scales in
the names of animals in Russian. their notebooks.
Oral Presentations
To what extent does the student:
• take risks; make an effort to speak Russian
• follow simple directions for classroom
routines
• use practised structures to ask and answer
questions
• show interest and perseverance in using
Russian resources
• pronounce familiar words and phrases with
increasing accuracy
О Животном
Cнимок или рисунок Ученик/ученица
______________________________
Животное
___________________________________
Цвет
_______________________________________
Размер
_____________________________________
Другое
_____________________________________
Род Питание Место распространение
домашнее Дикое Мясоедное Травоедное Всеядное Суша Вода воздух
Напишите.
Kлюч: 3 - Сильная
2 - Хорошая
1 – Нужно Больше
0 – Не Пкаазано
Устная Работа
О Животном
Оценка Критерии
Достаточно Basic. Includes required information and vocabulary provided. May omit
2 colour or other visual enhancement, or use wrong word in places.
Grade 6
Topic: Праздник
• one or more of a menu, recipe poster,
1. PRESCRIBED LEARNING OUTCOMES decoration (craft), and CD or cassette of
Communicating recorded music
It is expected that students will:
• make and respond to simple requests 3. PLANNING FOR ASSESSMENT
• present information about themselves
and others AND EVALUATION
• identify formal and informal forms • The teacher introduced the unit by showing the
of address class a number of photographs of various
• express preferences and interests kinds of celebrations. The students tried to
• participate in known and predictable guess what event was being celebrated.
• The class then investigated various occasions
classroom situations
celebrated in Russian culture. They began by
looking at several English and Russian
Acquiring Information resources with information and pictures of
It is expected that students will: various Russian celebrations. The teacher also
• extract selected information from showed a video about a Russian celebration.
Russian resources to complete meaningful • After viewing the video, the class discussed
tasks similarities and differences in how people
• express acquired information in oral and celebrate special occasions in Russian culture
visual forms and their own. Using Russian words and
expressions when possible, students answered
Experiencing Creative Works questions, such as:
It is expected that students will: - Какие праздники бывают у вас в
• respond to creative works from Russian семье?
culture - Какие праздники бывают в России?
- Бывают ли эти праздники и в
Understanding Culture Influences Канаде и в России?
It is expected that students will: - Где эти праздники бывают?
• identify selected characteristics of Russian - Какая на празднике бывает особая
culture одежа?
• identify elements of Russian culture that are
- Едите ли вы особую пищу? Какую?
similar to or different from their own
- Какие другие традиции отмечаются
на этом празднике?
2. OVERVIEW The teacher recorded useful vocabulary and
This unit introduced students to a traditional
structures on the board.
Russian celebration. The activities took place
• After the discussion, each student chose one
over a three-week period. Evaluation of the
celebration from Russian culture and one from
prescribed learning outcomes was based on:
their own culture and completed a comparison
• participation during class activities
(including group and partner work) chart. Students used print resources, the
• oral communication during classroom Internet, or asked community resource people
activities and project work for ideas. They were to use Russian words and
• accessing information from an authentic phrases as much as possible on their chart.
document • Students were invited to present their findings
• creation of an invitation to the class. The teacher asked students to
• comparison chart listen carefully to the presentations, because
they were going to select one of the Russian decided who they would invite, including Russian
occasions and celebrate it in class. When the community members, where and when they
presentations were complete, the class held a
would hold their celebration, and that they would
vote to choose their favourite celebration.
have traditional food, make decorations or crafts,
• The class discussed what they would do to
compile appropriate Russian music, and have
prepare for the celebration, collating their ideas on
Russian activities or entertainment.
flip chart paper to display in the classroom. They
Моя Русская
Канадская Культура
Культура
• In pairs or small groups, students used the • The teacher provided students with a copy
available resources to find out more of an authentic invitation to a celebration,
about the celebration. They researched pointing out the formal form of address and
appropriate food and beverages, music, important information such as description,
decorations, and activities or entertainment. date, time, location, if guests should bring
• As a class, they summarized their findings anything, and how guests should respond.
on the flip chart paper, and then decided on Students then created invitations to their
who would do or bring what. celebration. The invitations were hand
drawn or computer generated.
• After planning the menu, students decided Oral Communication during Classroom
on who would bring individual items. They Activities and Project Work
formed small groups to cook the more To what extent does the student:
complicated dishes and made posters of the • use Russian in asking and responding to
recipes to display during the celebration. simple questions
• Students decided that they would make • make him- or herself understood
simple traditional crafts as decorations and • respond to and support others when they are
would record a selection of appropriate speaking Russian
Russian songs on CD or cassette to play at
the celebration. Accessing Information from Authentic
• Students also decided that they would play a
Documents
traditional game during the party and would To what extent does the student:
invite a community resource person to come
• try a variety of approaches, skills, and
to talk to them or give a demonstration strategies to obtain information
during the celebration. • extract accurate information from source
• The teacher helped with planning and • use extracted information appropriately
materials where required.
• On the day of the celebration, students
Invitation
decorated the classroom, brought food and
To what extent does the student:
beverages, played music, and enjoyed the
• identify the need to use formal forms
game and demonstration by the community
of address
resource person.
• reproduce Russian key words and phrases
accurately
4. DEFINING THE CRITERIA • show appropriate organization of
The teacher reviewed the learning outcomes for information
these activities, explaining the requirements of • show consideration for audience
each task to students. The teacher and students (e.g., eye-catching, easy to follow)
decided the following key criteria should be
demonstrated in the assigned tasks. Students Menu
would be evaluated on the Celebration To what extent does the student:
Comparison Chart, their participation during • present the information in a clear, complete,
project work, acquiring information from an and logically organized manner
• use varied and accurate vocabulary
authentic document, the invitation, and one or
• include a variety of authentic dishes,
more of the menu, recipe poster, decoration or desserts, and beverages
traditional craft, or the CD or cassette recording.
Recipe Poster
Celebration Comparison Chart To what extent does the student:
To what extent does the student: • provide required information
• identify similarities and differences between • reproduce understandable Russian words
celebrations in Russian culture and their and phrases
own • show consideration for audience (e.g., eye-
• use Russian words and phrases to express catching, understandable)
similarities and differences • use appropriate recipe vocabulary
Kлюч: 3 – Отлично
2 – Хорошо
1 – Достаточно
0 – Не Показано
Kлюч: 3 - Сильная
2 - Хорошая
1 – Нужно Больше
0 – Не Показано
Приглашение
Оценка Критерии
Mэню
Оценка Критерии
Хорошо Meets all criteria at a good level. Menu is clear, complete, logically
3 organized. Most Russian words and phrases are written correctly. Includes
some detail.
Офиша Рецепта
Критерии Оценка Примечания
Оценка За Всё
Kлюч: 3 – Отлично
2 – Хорошо
1 – Достаточно
0 – Не Показано
Kлюч: 3 – Отлично
2 – Хорошо
1 – Достаточно
0 – Не Показано
Kлюч: 3 – Отлично
2 – Хорошо
1 – Достаточно
0 – Не Показано
Grade 7
Topic: Альбом Личной Одежды
- create and present an album showing the
1. PRESCRIBED LEARNING OUTCOMES wardrobe they would choose for Grade
Communicating 7 if they did not have to consider a
It is expected that students will: budget
• ask for and give simple information • Students brainstormed to develop a list of
• exchange information about themselves clothing vocabulary in Russian They posted
• share information about activities and the list on chart paper for easy reference.
interests The teacher encouraged them to consult
• participate in classroom activities various sources (e.g., textbooks, magazines,
• begin to derive meaning in new language bilingual dictionaries) to add to the list as
situations they worked on their projects.
• The teacher distributed a selection of
Acquiring Information Russian catalogues for students to look at
It is expected that students will: and focused their attention on the ways the
• extract and retrieve selected information catalogues were organized. They discussed a
from Russian resources to complete variety of ways to organize their own
meaningful tasks collections (e.g., by season, body part,
• express acquired information in oral, visual, activity).
and simple written forms • Students spent two periods “shopping” in
the catalogues by cutting out the clothing
2. OVERVIEW and accessories they would need for their
This unit was presented in September. Over Grade 7 school year. Some students drew
approximately eight 40-minute classes, Grade 7 and coloured several of the clothing items
students developed and presented clothing they wanted to include. Students used
albums. Evaluation was based on: classroom resources (including bilingual
• a personal clothing album that each student dictionaries, class charts, Russian clothing
prepared catalogues, and textbooks) to find the
• self-assessment and analyses (in English) vocabulary they needed. The teacher
• oral presentations to small groups (in the circulated and observed students as they
target language) worked, asking questions in Russian and
helping them to answer. The teacher
provided immediate feedback and recorded
3. PLANNING FOR ASSESSMENT observations on a checklist.
AND EVALUATION • The teacher reviewed key structures and
• The teacher introduced the topic by asking vocabulary and helped students practise
students how they plan and select their phrases they could use in their presentations,
clothing for a new school year. What factors as well as questions they could ask other
do they consider? How much do they plan in presenters. Students practised their
advance? Students were then presented with presentations with partners, then worked in
several options: small groups to practise asking and
- create and present an album showing his answering questions such as:
or her clothing needs for Grade 7 Ты любишь носить шляпы?картузы?
- create and present an album showing the колпаки?Да, я люблю носить шляпы.
clothing needs for a friend (real or Нет, я не люблю носить картузы.
imaginary) in Grade 7 • The teacher presented a peer-evaluation
form to the class. The teacher then discussed
Oral Presentation
To what extent does the student:
• provide relevant and appropriate information
• speak in Russian
• speak with some fluidity
• attempt to self-correct
• respond to questions with relevant
information
Личный Альбом
Оценка Критерии
Отлично Meets all criteria. Goes beyond the basic requirements to demonstrate
4 additional learning (e.g., includes vocabulary beyond the practised list,
features interesting or unusual details, labels include explanation or
analysis).
Хорошо Complete and accurate. Uses the structures and vocabulary provided
3 to present required information. Includes a variety of clothing.
Достаточно Meets the requirements. Clothing is mostly from limited categories. May
2 omit some information or make errors (e.g., labels or matches to
diagram are incorrect or incomplete).
Устное Представление
Критерии Оценка
• speaks in Russian
• attempts to self-correct
Имя: ________________________
число: _______________________
Tема: __________________________________________________________________________
used Russian
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
• listens attentively
Мои Вопросы:
1.
2.
Kлюч: 3 – Сильная
2 – Хорошая
1 – Нужно Больше
0 – Не Показано
Grade 8
Topic: Свободное Время
• The class brainstormed a list of questions carefully for details (time, place, cost, and so
that students could use to find out essential on) keeping track in their notebooks.
information about their classmates’ pastimes • After all of the role plays were presented,
(e.g., Где ты играешь в футбол? С кем the teacher asked students to choose an
ты трейнеруешься в хоммей? С кем event from those mentioned and design a
ты играешь в баскетбол? Как долго ticket for it. The teacher provided examples
ты танцуешь? Сколько лет ты of authentic tickets and the class discussed
играешь на гитаре?С кем ты what pertinent information was needed for
говоришь по Интернету?) Students were this assignment.
expected to add the list of questions to their • The next day, students presented their
personal dictionaries. tickets as they entered the room. They were
• In small groups, students prepared for asked to circulate around the room asking
a game where only one of them would the question Куда ты идёшь? Едешь? in
truthfully present his or her favourite order to find others going to the same event.
pastimes ( to the class and the others would Once they had grouped themselves, they
try to deceive their classmates with briefly presented information describing
imaginary pastimes they had invented for where they were going (e.g., Я еду
themselves. The group stood together and смотреть хоккей/ играть в бейзбол/
briefly summarized the details of their делать покупки. Это в восемь часов).
“favourite” activities. After the presentation, • As a culminating activity, students designed
the other student groups were allowed a few postcards to send to a friend or family
minutes of questioning at the end. By using member from the event they were attending.
and practising their list of questions, Using an example, the teacher and students
students attempted to acquire enough discussed components of a postcard, noting
information to catch their classmates in a lie new vocabulary for greetings and leave-
and determine who was being honest. Each taking on the board. Students were reminded
group presented in turn. A point was to keep their writing brief to suit the
awarded to students who correctly identified parameters of a postcard. Students were
the truth-teller. expected to use the information acquired
• Students then looked at the from the ticket and authentic resources, but
entertainment/sports sections of Russian were encouraged to be creative about other
newspapers and explored Russian web sites details. Students used illustrations, collages,
to find activities that would interest them for photos, or computer graphics to visually
the weekend. The teacher helped students depict the event.
prepare by discussing strategies for dealing
with authentic documents (e.g., listing 4. DEFINING THE CRITERIA
cognates that support understanding, The teacher reviewed the learning outcomes for
examining visuals for meaning, scanning for these activities and explained the requirements
dates, times, location, and costs). of each task. The teacher and students decided
• In pairs, students role-played scenes in front the following key criteria should be
of the class. Each student inquired about demonstrated in the assigned tasks.
what his or her partner wanted to do on the
weekend (e.g., В этот уикенд/выходной Oral Participation in Classroom Activities
Я хочу пойти в кинотеатр. Я хочу To what extent does the student:
поехать в центр торговли Уаинита. А • interact with classmates to obtain
ты?) Students in the audience listened information
• use Russian to ask and respond to questions Accessing Information from Authentic
• respond to and support others when they are Documents
speaking Russian To what extent does the student:
• try a variety of approaches, skills, and
Visual and Oral Summary strategies to obtain information
To what extent does the student: • extract accurate information from sources
• include appropriate information
• provide all required information
• include relevant and interesting details
Postcard Project
• show appropriate organization of
Visual
information To what extent does the student:
• communicate an understandable message • provide appropriate illustrations or photos
• include relevant and interesting details
Student Mobiles • show consideration for the audience (e.g.,
To what extent does the student: eye-catching, easy to understand)
• provide all required information
• include relevant and interesting details Written
• reproduce [Target Language] words and To what extent does the student:
patterns in understandable form • write a clear and understandable account
• show consideration for audience (e.g., • convey the main events accurately
eye-catching, easy to understand) • take risks with language and use a range of
• use appropriate vocabulary in labels vocabulary
• spell key vocabulary correctly
5. ASSESSING AND EVALUATING
Oral Participation in a Game or Role-Play
To what extent does the student: STUDENT PERFORMANCE
• provide a comprehensible message The teacher used performance rating scales to
• include some understandable details evaluate students’ work in this unit. Students
• recognize and respond to simple questions were given copies of the rating scales and
• use appropriate patterns and frames to discussed them in English before they began
include known expressions and vocabulary working on their assignments. Teachers and
• sustain the use of Russian throughout the students also discussed and used scales to assess
activity and provide feedback on the visual and written
• use intonation, miming, gestures, and body
aspects of the postcard project.
language to support the information or
message
• pronounce familiar words and phrases with
increasing accuracy
Критерии Оценка
Kлюч: 3 – Сильная
2 – Хорошая
1 – Нужно Больше
0 – Не Показано
Kлюч: 3 – Сильная
2 – Хорошая
1 – Нужно Больше
0 – Не Показано
• spells correctly
Оценка за Всё
Kлюч: 3 – Сильная
2 – Хорошая
1 – Нужно Больше
0 – Не Показано
Проект - Открытка
Оценка Критерии
Grade 9
Topic: Установить Контакт Друг с Другом
Листок Информации
в моей стране в России
Климат
Население
География района
Любимые занятия
Типичная Пища
Типичная Музыка
Популярный Спорт
• During the rest of that term/semester, music background, pictures and objects from
students were given the opportunity to check the keypal’s country, photos of the keypal,
their e-mail regularly and to respond to any and samples of his or her favourite foods. A
messages received. The teacher tracked the few students chose to do PowerPoint
correspondence by providing a presentations.
correspondence log to be completed by
students. 4. DEFINING THE CRITERIA
• At the end of the term/semester, students The teacher reviewed the learning outcomes for
introduced their keypals to the class with
these activities, then explained the requirements
multimedia presentations that included all of
the information they had learned about their of each task to the students. The teacher and
keypals’ culture as well as personal students decided the following key criteria
descriptions of the students. Each should be demonstrated in the assigned tasks.
presentation had an oral introduction, a
Журнал Корреспонденций
Послано Тема Письма Тема Письма
Число От/Кo Получано Послано Получано
Устная Работа
Число
Критерии Оценка
Kлюч: 3 – Сильно
2 – Хорошо
1 – Нужно Больше
0 – Не Показано
Листок Информации
Критерии Оценка
Kлюч: 3 – Сильный
2 – Хороший
1 – Нужно Больше
0 – Не Показано
Оценка за Всё
Оценка Критерии
Хорошо Information is clear, relevant, accurate, and offers some details. Asks
4 questions and makes some comparisons with local community. Includes
some information about personal tastes, school, and community
customs. Asks questions about keypal’s customs. Uses a range of useful
vocabulary and structures, with some repetition. May include some
structural errors, but these do not obscure meaning.
Оценка Критерии
Grade 10
Topic: Дpужба
worked in groups to create storyboards and Visual and Written Personal Response
scripts, scout locations, obtain props and to the Poem
costumes, rehearse, and then film their To what extent does the student:
scenes. They showed their videotapes to the Visual
class at the end of the unit. Students were • demonstrate an understanding of the content
also given the option of doing live of the poem
presentations or computer-generated • include relevant and creative detail
animations. • show consideration for the audience (e.g.,
varied, eye-catching)
4. DEFINING THE CRITERIA • provide a comprehensible message
The teacher reviewed the learning outcomes for Written
these activities, explained the requirements of • show appropriate organization of
each task, and discussed key criteria with information
students. • demonstrate an understanding of the content
of the poem
Participation in Oral Activities • use a range of appropriate vocabulary,
To what extent does the student: including new vocabulary from the poem, to
• follow instructions support and enrich the message
• use Russian to ask and respond to questions
from other students Soap Opera Video
• respond to and support others in To what extent does the student:
their use of Russian • attempt to model a soap opera
• take risks, show interest, and persevere • use interesting language, details, or humour
to engage the audience
Webbing Personality Traits • provide character development
To what extent does the student: • use a range of appropriate vocabulary and
• include relevant and interesting details structures
• show appropriate organization of • interact effectively with expression and
information show some spontaneity
• communicate an understandable message
5. ASSESSING AND EVALUATING
Public Service Announcement
To what extent does the student:
STUDENT PERFORMANCE
• speak comprehensibly The teacher used performance rating scales to
• accurately identify and describe the qualities evaluate students’ work on this unit. Students
of friendship were given copies of the rating scales, and
• take risks to include new or unfamiliar discussed them in English before they began
language that enhances each description working on their assignments. Teachers and
• correctly use the frames and vocabulary students discussed and used the scales to assess
provided and provide feedback on the public service
• use gesture and expression to support announcements, poem responses, and soap opera
communication
videos. These scales were adapted and used
throughout the year to assess visual, oral, and
written work.
Устная Работа
Число
Критерии Оценка
• follows instructions
• speaks comprehensibly
• demonstrates an understanding of
the content of the poem
• demonstrates an understanding of
the content of the poem
Отлично Includes all components of the project. Strong attempt to engage the
5 audience through use of interesting dialogue, character development,
detail, costumes, props, and possibly humour. Uses a wide range of
expressions and vocabulary with limited repetition. Creatively attempts to
model a soap opera, with a sense of pacing and flow in the dialogue.
May include minor errors in usage or pronunciation, but these do not
detract from message.
Grade 11
Topic: Современные Вопросы
• group oral presentations
1. PRESCRIBED LEARNING • scrapbooks or journals containing
OUTCOMES information about the issues presented
• individual creative works
Communicating
It is expected that students will: 3. PLANNING FOR ASSESSMENT
• exchange opinions on topics of interest AND EVALUATION
• describe or narrate events, situations, or • The teacher introduced the unit by showing
experiences the class a brief clip from a documentary
• use a range of vocabulary and expressions in video about child poverty in the Russian
past, present, and future country or region. Each student was asked to
• interact in a variety of meaningful, real-life make three personal comments related to the
situations film, and to share these with two other
students. The teacher facilitated an open
Acquiring Information class discussion about other issues in the
It is expected that students will: Russian world that students were aware of.
• retrieve, research, and use relevant • The class developed a list of vocabulary and
information from Russian resources to language structures that were useful in
complete meaningful tasks talking about current events and issues. The
• summarize acquired information in oral, teacher added to the list and modelled ways
visual, and written forms of using some of the phrases and structures
to talk about social issues.
Experiencing Creative Works • Students formed small groups. The teacher
It is expected that students will: provided a variety of current Russian
• compare, contrast, and respond to authentic resources (magazines, newspapers, taped
creative works from Russian culture news broadcasts, news video clips) and
asked the groups to identify all the current
issues they could find that related to the
Understanding Cultural Influences Russian world.
It is expected that students will:
• identify contemporary issues in Russian As the groups shared their lists, the teacher
culture created a chart of the topics they suggested,
• demonstrate an understanding of similarities including:
and differences between their own culture - environmental issues
and that of Russian Cпорные вопросы об экологии
• identify and compare language, expressions, (Охраны окружающей среды)
and behaviours that reflect cultural context - the economy
Наша экономия
2. OVERVIEW - immigration
This unit was designed to give each student the Иммиграция в Канаду
opportunity to explore, in depth, a current social, - political issues
political, or economic issue important to the Спорные политические вопросы
Russian world. Issues ranged from international - child poverty
trade policies to child poverty. All work was Дети семьи доведённой до
бедности
completed in Russian. Evaluation was based on:
Группа A Б В Г Д Е Оценка
Идеи Информация Ответы Представление Смысль Язык / 18
Примечания
What I learned:
Дневник
1
- presentation #1
1
- presentation # 2
1
- presentation # 3
1
- presentation # 4
1
- presentation # 5
1
- presentation # 6
1
- presentation # 7
4
• one-page written synopsis of the
issue (own presentation)
2
• self-evaluation of contributions and
participation in the unit
2
• bibliography that indicates use of a
variety of appropriate Russian
language resources
Отлично Conveys the central theme or message and offers a personal response
5 or view that engages audience (reader, viewer, or listener) in a powerful
way. Uses language or images evocatively. May take risks to create an
unusual or complex work. Draws effectively on elements of Russian
creative works.
Нужно Больше Attempts to address an issue, but focus is unclear. Tends to be vague.
2 Images, details, or examples may be confusing or inappropriate. Errors
in language may obscure meaning. Little or no attempt to draw on
elements of Russian creative works. May be very short.
Questions included:
– Кто был героем или злодеем в Word-web/Mind Map
рассказе? To what extent does the student:
– Как сравнить этого героя с тем в • predict the characters in the story
других рассказов? • predict the plot of the story
– В какой стране происходит • include relevant and interesting details
рассказ? Какие разницы между • show appropriate organization of
культурами вы заметили? information
– Какое нам сообщение или урок • spell key words and phrases correctly
представляет рассказ?
• In pairs, students completed research for Comprehension Activities
reports on legends, folk tales, or traditional
To what extent does the student:
stories from the Russian world (not covered
• include all required information
in the jigsaw activity). Their reports
• provide relevant detail
analysed elements examined previously.
• show appropriate organization of
During class presentation of the research
information
reports, presenters answered spontaneous
• use appropriate vocabulary, spelled correctly
questions from the audience.
• In groups, students decided on creative ways
of presenting the stories, staying true to the Character Card
original texts. They were given the choice of To what extent does the student:
performing a dramatic performance, creating • create an individual character card for each
and reading a large-size storybook, or central character
presenting a PowerPoint story board. During • complete the personal information required
their in-class rehearsals, students evaluated for each central character
their peers, using the Peer Evaluation Sheet. • create a visual resemblance of the chosen
character
• include relevant and creative details
4. DEFINING THE CRITERIA • provide consideration for the audience (e.g.,
The teacher reviewed the expectations for each varied, eye-catching)
task and discussed the following criteria with • spell key words and phrases correctly
students. The teacher emphasized that in all
assignments, the most important feature would
be students’ ability to communicate meaning.
1 3 1 1 2 2 3 2 1 3
3 2
4 2 1 1 2 2 1 4 4 2
1 4
Переговорить
Сделать
Лист Идей Поделяться
Идеями с Группой
2 4 4 3 3 3 4 4 2 4 4 3
1 3 1 2 3 3 4 4 1 3 1 2
Уроки Понятливости
Критерии Оценка
Kлюч: 3 – Сильно
2 – Достаточно
1 – Нужно Больше
0 – Не Показано
Карта Героя/Злодея
Критерии Оценка
Kлюч: 3 – Сильно
2 – Хорошо
1 – Нужно Больше
0 – Не Показано
Оценка Критерии
Очень Хорошо Complete and accurate. Attempts to include a range of creative details
4 to engage audience. Offers a comprehensible, accurate description of
plot using a range of expressions and structures. Communicates
message clearly.
Нужно Больше Meets some requirements. Design detracts from the information.
2 Includes most required information, but may be very brief, with little
detail. In most cases, shows little awareness of audience – often little
sense of communication. Understanding of plot is weak. Relies on
simple, basic vocabulary and structures with frequent repetition. Errors
may interfere with communication.
Записи Исследования
Критерии Оценка
Я Учитель
• clearly organized
Kлюч: 3 – Хорошо
2 – Достаточно
1 – Нужно Больше
Письменный Доклад
Note: Communication of meaning is the most important consideration and should receive the
greatest weighting in assigning a grade.
Оценка Критерии
Недоразвитый Attempts to address the topic. Presents some accurate information, but
2 some of the supporting detail may be confusing, irrelevant, or
inappropriate. Vocabulary tends to be basic and repetitive with little
appropriate use of Russian idiom. Errors in tense, structure, and spelling
may make it difficult for the reader to understand the meaning in places.
Transition words may be omitted or misused. The writing tends to be
choppy, repetitive, and lacks a sense of logical organization.
Творческое Представление
Оценка Другом
Имя:
____________________
Число;
_____________________
Creativity is evident. 3 2 1
Message is clear. 3 2 1
Оценка: /12
Примечания:
The most interesting part of this presentation was: _______________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Критерии
Оценка
Отлично Information or message is clear, complete, and appropriate to topic.
6 Interaction is effective, expressive, and shows some spontaneity; may
include some short pauses. Wide range of useful vocabulary and
appropriate idioms. May include errors in tense and structure, but these
do not reduce the effectiveness of the information.
Неразвитая Some parts of the information or message are unclear and may be
2 inappropriate. Interaction is stilted, with little or no expression, and
extremely hesitant, with very long pauses. Vocabulary is minimal and
repetitive, with little appropriate use of Russian idiom. Errors in tense
and structure undermine the message.
Introductory 11
Topic: Воспоминания
• The teacher explained that students would
also be sharing some of their memories with
1. PRESCRIBED LEARNING OUTCOMES the class, using objects and photos to
accompany their presentations. Students
Communicating were given the choice of whether they
It is expected that students will: wanted to present actual events and
• ask for information, permission, and memories from their lives or to invent
clarification and respond accordingly fictional material.
• describe and exchange information about • The class brainstormed a list of some
activities, people, places, and things significant moments they had experienced,
• communicate in past, present, and future for example:
• participate in a variety of meaningful, real- - learning to ride a bike
life situations - moving
• derive meaning in new language situations - first day of school
- best day at school
Acquiring Information - a favourite holiday
It is expected that students will: - a special gift
• explain acquired information in oral, visual, - an important family relationship
and simple written forms - getting a driver’s licence
• extract, retrieve, and process information • The teacher provided students with a short
from Russian to complete meaningful tasks article to read about a well-known Russian
person. The article described the person’s
2. OVERVIEW childhood and made connections to the
person’s accomplishments as an adult.
• The class discussed the information in the
The teacher developed a series of activities over a
article and identified key vocabulary and
two-week period in which students shared structures used to describe past experiences.
memories from different times in their lives, real or • In small groups, students created lists of useful
fictional, as well as something students would like language for describing past and future
to accomplish in the future. The teacher used experiences. They brainstormed words and
performance rating scales to evaluate students’ phrases they had previously learned, looked
reading comprehension, oral presentations, through magazines and other written material,
spontaneous oral responses, and written work. and used their dictionaries. The teacher
compiled the lists from each group into a class
chart.
3. PLANNING FOR ASSESSMENT • In Russian, each student prepared a list of ten
AND EVALUATION significant moments or memories (real or
invented) that he or she could comfortably
• The teacher introduced the unit by showing share with the class. Students consulted
the class a number of objects and photos that classmates, the teacher, and other resources for
represented events and relationships in the vocabulary as they worked. For each event or
teacher’s own life. The teacher described each memory, they recorded brief descriptions that
object, along with the memories it evoked. included what happened, who was involved,
During this activity, the teacher modelled a and when it occurred. Students gave their lists
variety of vocabulary and patterns that could to the teacher, who used the information to
be used to describe past events. create a “people search” chart. Students then
interviewed their classmates (in Russian) to fill
out the chart with information such as the
Оценка за Всё
Kлюч: 3 – Сильно
2 – Хорошо
1 – Нужно Больше
0 – Не Показано
Сильно All three questions are clear, logical, and appropriate (i.e., call for
4 clarification or elaboration of information not previously presented).
STUDENT JOURNALS
Размышление об Уроке/о Проекте
Assessment of student performance may also be
supported through the use of journals. Student
journals are powerful tools for encouraging
Имя: Число:
students to reflect on their experiences. Journals
may be quite structured, or they may be general
reviews of the events of the week in the Russian Activity/Project Title
class. Entries may comment on specific
activities or provide broad reflections on Activity/Project description
progress or issues.
The most surprising aspect of this
A journal is an important method of activity/project
communication between student and teacher. for me was:
Students may ask questions, indicate successes,
or identify areas where they need further I would like to find out more about:
assistance to develop skills.
I tried to:
I asked:
STUDENT/TEACHER INTERVIEWS
Interviews can provide valuable information
I found out: about the understanding, thoughts, and feelings
of students about Russian. Interviews may give
I wish I had: students opportunities to reflect on the unit of
study and the teacher a chance to gather
One question I'm taking away to think more information about students’ knowledge and
about is: attitudes, as well as diagnose student needs. An
interview may take the form of a planned
The steps I took to participate effectively were:
sequence of questions which lead to open-ended
The problems I encountered were: discussions, or require independent completion
of specific questions. Informal interviews
To solve these problems I: between the teacher and students should take
place on a regular basis throughout instruction.
The resources and people I used to help were:
This form to be translated into Russian for use with students with more advanced language skills.
Имя:
________________________________________________________________________________
Кто
представляет:____________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
One thing I learned in Russian that I could use in another situation is: _________________________
_________________________________________________________________________________
_________________________________________________________________________________
CHECKLISTS
Checklists allow the teacher to observe the entire
class “at a glance.” They provide quick
reference sheets that can identify specific
information regarding student attitudes,
knowledge, or skills. Checklists allow the
teacher to create individual record-keeping
systems, such as by date, level of skill
proficiency, or use of a simple checkmark
identifying a yes or no. Checklists can be useful
in developing learning profiles that indicate
growth over time. Checklists may be created to
gather information about student co-operation,
participation, attitude, leadership, or skill
development.
Skill/Concept: ______________________________________________________________________________
Задание: ______________________________________
Имена Студентов
Effort on task
Encourages others
to participate
Enjoys participating
Participates willingly
Participates when
encouraged
Reluctant to participate
Please note that the vocabulary and expressions listed here are suggestions compiled through consultation
with teachers. This list should not be considered mandatory or exhaustive.
Глаголы Verbs
Достичь To accomplish/to achieve
Спрашивать To ask (for something)
*understood in present, use in past, future or To be
infinitive forms only Быть
Мочь To be able to do something (can)
Купить To buy
Приносить, принести To bring
Нести To carry
Звать, позвать To call/to beckon
Выберать, изберать To choose
Закрыть To close something
Разкрасить To colour
Щитать, пощитать To count
Плакать To cry/to weep
Резать, вырезать To cut/to cut out
Танцевать To dance
Делать, сделать To dо/to make
Рисовать, нарисовать To draw
Пить, выпить To drink
Кушать, есть To eat
Входить, войти To enter (i.e. a room)
Обьяснять, обьяснить To explain
Падать, упасть To fall
Находить, найти To find
Вставать, встать To get up/to arise
Давать, дать To give
Идти, ехать To go, to go by vehicle/conveyance
Сходить, сойти To go down/ to descend
Выходить, выйти To go out/ to exit
Глаголы Verbs
Сдавать, сдать To hand in/submit something
Помогать, помочь To help
Прыгать, прыгнуть To jump
Знать To know
Учиться, выучить To learn
* used with Dative case pronouns to indicate To like something
who likes Нравиться
Любить To love someone/to like to do something
Потерять, проиграть To lose, to lose a game
Слушать, послушать To listen to
Смотреть, посмотреть To look at/to watch
Искать To look for/to search for
Открывать, открыть To оpen something
Красить, расскрасить To paint
Представлять, представить To perform
Играть, сыграть To play
Указать, показать To point, to indicate/show something
Репетировать To practise
Класть, положить To place/put something down
Ставить, поставить To stand/put something on a surface
Вешать, повесить To hang/put something
Читать, прочитать To read
отдыхать To relax, to rest
Бегать, сбегать To run
Кричать, крикгуть To shout/to yell
Петь, спеть To sing
Сидеть, посидеть To sit/ to be seated
Садиться To sit down
Спать To sleep
Учить уроки To study
Плавать, купаться To swim
Глаголы Verbs
Брать, взять To take
Сказать To tell
Работать To work
Выиграть To win
маленький Small
короткий Short
высокий Tall
длинный Long
широкий Wide
узкий Narrow
новый New
старый Old
антикварный Antique
чистый Clean
грязный Dirty
светлый Light
тёмный Dark
Цвета Colours
белый Black
чёрный White
красный Red
голубой Blue
жёлтый Yellow
зелёный Green
оранжевый Orange
коричневый Brown
серый Grey
розовый Pink
пурпурный Purple
бейжевый Beige
золотой Gold
серебрянный Silver
В КЛАССЕ In Class
класс Classroom, grade
окно Window
стена Wall
доска Blackboard
губка Eraser
мел Chalk
экран Screen
часы Clock
двеврь Door
компьютер Computer
клавиатура Keyboard
мышь Mouse
диск Disk
кассета Cassette
видеокассета Videocassette
ДВД DVD
шкаф Cupboard
В КЛАССЕ In Class
папка File
полка Shelf
книга Book
учебник Textbook
тетрадь Notebook
словарь Dictionary
атлас Atlas
карта Map
глобус Globe
аквариум Aquarium
журнал Magazine
каталог Catalogue
бумага Paper
карандаш Pencil
резинка Eraser
ручка Pen
фломастер Marker
линейка Ruler
ножницы Scissors
клей Glue
краски Paints
раковина Sink
рюкзак Backpack
В Школе In School
школа School
автобус Bus
родители Parents
директор Principal
секретарь Secretary
советник Counsellor
туалет Washroom
библиотека Library
библиотекарь Librarian
коридор Hallway
забор Fence
тротуар Sidewalk
качели Swings
В Школе In School
столовая Cafeteria
перерыв Recess
звонок Bell
концерт Concert
представление Performance
праздник Holiday
каникулы Vacation
вторник Tuesday
среда Wednesday
четверг Thursday
пятница Friday
суббота Saturday
воскресенье Sunday
вечером Evening
ночью Night
зимой In winter
весной In spring
летом In summer
февраль February
март March
апрель April
май May
июнь June
июль July
август August
сентябрь September
октябрь October
ноябрь November
декабрь December
Погода WEATHER
погода Weather
тепло Warm
жарко Hot
холодно Cold
мороз Frost
ясно Clear
туман Fog
гроза Storm
молния Lightening
гром Thunder
максимум Maximum
минимум Minimum
осадки Lows
Пасха Easter
Хелувин Hallowe’en
свечи Candles
закуска Snack
вечеринка Party
праздновать To celebrate
волосы Hair
рейсницы Lashes
нос Nose
рот Mouth
лоб Forehead
шея Neck
туловище Trunk
талия Waist
медсестра Nurse
больница Hospital
ренген X-ray
пульс Pulse
боль Pain
витамины Vitamins
выздоравливать To recover
выздоровление Recovery
лечить To heal
укол Injection
дочь Daughter
сын Son
бабушка Grandmother
дедушка Grandfather
внук Grandson
внучка Granddaughter
тётя Aunt
дядя Uncle
прабабушка Great-grandmother
прадедушка Great-grandfather
правнук Great-grandson
отчим Stepfather
мачеха Stepmother
падчерица Stepdaughter
ребёнок/младенец Baby
Домашние Животные-
Household Pets
Любимцы
аквариум Aquarium
птичка Bird
клетка Cage
собака Dog
рыбки Fish
хомяк Hamster
ящерица Lizard
попугай Parrot
кролик Rabbit
кормить To feed
Животные Animals
медведь Bear
бобр Beaver
птица Bird
бурундук Chipmunk
корова Cow
койот Coyote
олень Deer
собака Dog
утка Duck
лиса Fox
коза Goat
гусь Goose
ёж Hedgehog
сурок Groundhog/marmot
лось Moose
мышь Mouse
выдра Otter
Животные Animals
свинья Pig
дикобраз Porcupine
енот Racoon
петух Rooster
тюлень Seal
овца Sheep
скункс Skunk
белка Squirrel
индюк Turkey
морж Walrus
кит Whale
волк Wolf
Насекомые Insects
пчела Bee
жук Beetle
бабочка Butterfly
гусеница Caterpillar
муха Fly
комар Mosquito
паук Spider
оса Wasp
червяк Worm
Одежда Clothing
купальник, бикини Bathing suit
пояс Belt
блузка Blouse
пальто Coat
платье Dress
наушники Earmuffs
перчатки Gloves
халат Housecoat
куртка Jacket
джинсы Jeans
варежки Mittens
калготки Pantyhose
брюки Pants
карман Pocket
сумка Purse
пижамы Pyjamas
плащ Raincoat
шарф Scarf
рубашка Shirt
Одежда Clothing
туфли Shoes
шорты Shorts
юбка Skirt
тапочки Slippers
носки Socks
костюм Suit
свитер Sweater
галстук Tie
колпак Touque
жилет Vest
кошелёк Wallet
банан Banana
свёкла Beets
ягоды Berries
хлеб Bread
торт Cake
морковь Carrot
сыр Cheese
курица Chicken
кофе Coffee
кукуруза Corn
десерт Dessert
рыба Fish
фрукты Fruits
виноград Grapes
ветчина Ham
мясо Meat
молоко Milk
грибы Mushrooms
апельсин Orange
груша Pear
горох Peas
ананас Pineapple
каша Porridge
колбаса Sausage
суп Soup
бифштек Steak
клубника Strawberry
чай Tea
помидор Tomato
овощи Vegetables
калачи Cookies/biscuits
лебеда Pigweed
Овощи Vegetables
спаржа Asparagus
фасоль Beans
свекло Beet
броколи Broccoli
капуста Cabbage
морковь Carrot
сельдерей Celery
кукуруза Corn
огурец Cucumber
баклажан Eggplant
чеснок Garlic
хрен Horseradish
салат Lettuce
петрушка Parsley
горох Peas
тыква Pumpkin
редиска Radish
шпинат Spinach
помидор Tomato
ФРУКТЫ Fruits
яблоко Apple
абрикос Apricot
банан Banana
ягоды Berries
голубика Blueberries
черешня Cherries
грейпфрут Grapefruit
виноград Grapes
киви Kiwi
лимон Lemon
дыня Melon
апельсин Orange
персик Peach
груша Pear
ананас Pineapple
слива Plum
малина Raspberries
клубника Strawberries
арбуз Watermelon
горчица Mustard
перец Pepper
соль Salt
сироп Syrup
уксус Vinegar
магазин Shop/store
купить To buy
красить To paint
читать To read
СПОРТ Sports
играть в бейзбол To play Baseball, softball
соревнование Competition
спорт Sport
стадион Stadium
трейнер Trainer
выиграть To win
проиграть To lose
Дома At Home
кресло Armchair
ванна Bathtub
кровать Bed
спальная Bedroom
ковёр Carpet
стул Chair
веранда Deck
посудомойка Dishwasher
сушилка Dryer
холодильник Fridge
гараж Garage
дом House
кухня Kitchen
лампа Lamp
Дома At Home
зеркало Mirror
тумбочка Nightstand
балкон Porch
крыша Roof
половик Rug
полка Shelf
раковина Sink
стол Table
телефон Telephone
стиралка Washer
окно Window
полотенце Dishcloth
тряпка Rag
цветы Flowers
помочить To moisten
сад Orchard
расстение Plant
лопатка Trowel
вода Water
кран Tap
шланг Hose
Каникулы Vacation
машина, автомобиль Car
автобус Bus
поезд Train
вокзал Station
экскурсия Excursion
рейс № Flight №
шоссе Highway
гостиница Hotel
самолёт Airplane
аэропорт Airport
курорт Resort
круиз Cruise
теплоход Ship
чемодан Suitcase
билеты Tickets
Каникулы Vacation
путешествовать To travel
бизнес Business
бизнесмен Businessman
врач Doctor
водитель Driver
пожарный Fireman
юрист Lawyer
библиотекарь Librarian
позиция Position
резюме Resume
секретарь Secretary
По Телевизору On Television
елевизор Television
кино Film/movie
комедия Comedy
Я понимаю. I understand.
Привет. Hi.
Пока. Bye
Где? Where?
Когда? When?
Как? How?
Мой ход? Твой ход. Моя очередь? Твоя. My turn? Your turn.
Отлично. Excellent!
Никогда Never
Всегда Always
Иногда Sometimes
Часто Often
Что ты хочешь заказать? Выпить? What would you like to order? To drink?
Я раздеваюсь. I am undressing.
Я покупаю... I am buying---.
Project Coordinator
Wendy Voykin
S.D. #20 Kootenay-Columbia
c/o Stanley Humphries Secondary School
720 7th Avenue wvoykin@sd2o.bc.ca
Castlegar, BC Tel (250) 365-7735 Ext 534
V1N 1R5 Fax (250) 365-0247
Team Members
Consultants
Peter Evdokimoff
S.D. #20 Kootenay-Columbia
Coordinator for Languages: Russian
Venie Cheveldave
S.D. #20 Kootenay-Columbia
Christina Barisoff
S.D. #8 Kootenay Lake