THE MOTHER TONGUE BOOKS: Learning to read in

Transcription

THE MOTHER TONGUE BOOKS:
Learning to read in Haiti
FINAL QUARTERLY REPORT
Christine W. Low
October 15, 2014
It has been a great two years of the Mother Tongue Books project.
More than just a program for early childhood reading,
this grant not only allowed for 5 pilot schools to
implement a literacy method that excited their
students about reading and writing, but resulted in
having them become authors of their own classbooks.
Fifteen classes of first, second, and third graders
became quite prolific, each class producing a new
book every two weeks. Out of the 500+ titles that were
produced, the MTB team with imput from teachers and
students chose the most popular ones to be printed
and packaged as part of the Teacher’s Instructional
Packet (TIP) a collection of 50 Mother Tongue Books
(MTBs) with an accompanying teachers’ guide. The
books are trilingual in Creole, French and English. The
languages are separated by color and placement on
the page. The colorful illustrations are very charming since they
are the prints of the original works of the child authors. These 50 treasures are to be
packaged in a strudy nylon bookbag with an embroidered image of two school
children holding up a Mother Tongue Book. The the initials: LLM which is the Creole
acronym for MTB is embroidered below. In the grant we refer to this collection and
guide as the TIP: Teachers’ Instructional Packet.
The TIP will be marketed in the catelogues of two prominent
Creole book publishers: KOPIVIT and EDUCAVISION.
Individual books will also be for sale through the internet
using Educavision to print the MTBs on demand. Most
importantly, the TIP will now be available at our Mother
Tongue Bookstore in Matènwa, Lagonav, Haiti. The
Matènwa Community Learning Center’s Teacher Training
Institute is very excited to have these materials on hand.
The TIP is a starting point for schools to grow their own
MTB school libraries.
Once the Institute trains a school in the MTB method,
they can then hand over the TIP to get the classes
started on reading what other children have written,
creating their own class books, and move into students
writing their own individual books.
The next step after the paper and pencil approach to making books is creating them
on tablets; tablets that are made in Haiti. FOM already has a partner in the Handxom
company, which is one of two companies that are producing tablets in Haiti. We
have begun to use these tablets with our students. FOM also has a partnership with
A Connected Planet (ACP). ACP is turning our 50 books into book applications. One
by one they will become available online through the Google Play Store and iTunes.
These books have a couple extra features to them. You can push one of three
buttons at the top of each page to be read to in anyone of the three languages. The
language that you picked is the one presented in words below the illustration on the
page. A Connected Planet has Creole letter and word games applications that
compliment the MTB series. See a sample book :
https://play.google.com/store/apps/details?id=org.aconnectedplanet.m
tbbi
We met with Linda Garmon who heads up the Scratch project at the MIT Media Lab.
We will pilot Scratch on our laptops in 2015 to develop our students’ creative
programming skills. A tablet version will be out in 2016. This is all very exciting.
Update on 50 MTBs
Chris Low, Roseline Obel, Fequiere
Vilsaint, Ezner Angervil, Vana Edmond
Part of the MTB team met with the
head of Educavision in Fort Lauderdale,
Florida. They saw his printing press
operation and discussed the MTB
project as well as next steps.
Educavision will print MTBs on demand
for sale.
Educavision showed us his protoypes
for selling his books and other materials
on tablets.
All the 50 MTBs selected for publishing
have been translated into French and English and layed out. Proofs from KOPIVIT
were slow in coming and turned out to not be comparable to the quality that
Educavision gave us last year; we decided to print with Educavision again.
EGRA Testing
Test Administrator Vana Edmond conducted the post EGRA testing in June and July.
She tested the second and third graders in the five
MTB pilot schools .
Vana saw a great positive change in
their writing and reading abilities.
After Vana uploaded scores for students she tested in 3 schools she had technical
difficulties using the tablet version of the EGRA for the last two schools.
Day after day she tried to download the test again, but to no avail. Finally we
resorted to using paper copies to test them. We were relieved when we finally spoke
to Scott Kipp from RTI who said that they always send out their EGRA test
administrators with paper copies in case there is a problem. Then they upload them
through the Tangerine Central website. Vana tracked down the last students to test
them and uploaded all the results through the internet to the Tangerine Central
website. She and I finally got the EGRA uploaded onto the tablet again and she then
used it to test the LKM students. Even though this was not part of the original proposal
, we gave the LKM students the pretest so we wanted to give them the post test to
see if there was any improvement on their already impressive pretest scores. Michel
DeGraff will be sending us his analysis of the data at the end of December 2014.
Spreading Across Lagonav with National Test Scores; Numbers that show clear
success
The MTB method has been implemented with bi-weekly supervisory visits in the first
through third grade classrooms over the past two academic years. Because it is so
successful all teachers in these schools are using creole in their classrooms.
The Matènwa Community Learning Center’s
success in organic gardening techniques, writing
and reading process and peaceful instructional
methods has several other schools following its
example.
Featured here is the school gardens of IMPK in
the city of Ansagalè, Lagonav. I want to be the
model for all the schools in Ansagalè. Trainer
Abner Sauveur and Pierre Kenel sponsored an
exposition of his school’s produce welcoming all
educators in Ansagalè to attend last Janaury.
Even more impressive is that 13 schools in the LKM network had significantly improved
their national 6th grade exam passing rate. All
25 LKM students passed the Certicifate 100%.
This year LKM’s network of schools averaged
an 81% passing rate against the previous
year’s passing rate.
Lagrandeur states, “This year Lagonav
National 6th grade exam scores went up from
60% to 78%. I attribute this to me pushing the
LKM model. I insist that the teachers teach in
Creole,write in Creole, and try to buy Creole
text books. He continues,
“I am planning to put a model garden at the
education office in Ansagale.”
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Spreading Across Haiti Through Sharing Books with other organizations
When Maureen Plaismond was at the
Cambridge Rindge and Latin High School in
2009 she volunteered on the Mother Tongue
Books project at The Fayerweather Street
School, helping Cambridge students write
books for children in Haiti. In 2013 she was
visiting Blessed Friends a post earthquake
children’s home supported by Partners In
Health. She shared the new set of 15 MTBs
produced with this grant. She reported, ”The
kids love the books! Now they have something
to read in Creole that they can relate to and the adults can relate to also. I have
never seen any of the staff pick up a French book. I don’t think that they can really
read French that well, so they would be embarrassed to even try. But I’ve seen some
of them picking up the Mother Tongue Books and even reading to the kids. These
books are really great.” Blessed Friends Director bought more Mother Tongue Books
this past spring.
FOM is getting calls from other NGOs.
Spreading Across Haiti Through Visiting School Directors and Teachers.
Teachers from different regions of Haiti (St. Marc, Jacmel, Jeremie, Cap Haitian,
Hinche) have been coming to see what is happening in Matènwa and going back
home to try out some ofour methods. People are especially attracted to the garden
program where children do hands on activities that then results in reading and
writing, dialoguing and feeding their community in many ways.
Educator Salien from Trouin (St. Marc) Applying what he learned in Matènwa with his
students in Trouin, St. Marc.
Visiting Educators from Jacmel return to their school and start to train their collegues.
Visiting educators from Jeremie
Cap Haitien, Kay Anj Village School. Opened after two weeks of teacher
training at Matènwa. They are sitting in a circle just like the kids in
Matènwa.
Meeting with the government
Two agronomists, Exectutive Director FOM Chris Low, Minister Rose Anne Auguste,
and Ministry of Education’s Lagonav Inspector Jones Lagrandeur.
It is encouraging to see the government’s interest in our program. People do not
usually just “drop by” in the mountians of Lagonav, Haiti. Minister Auguste has payed
us two visits so far. The second time she brought all the students educational gift
boxes that each contained notebooks, pencils, a geometry kit and a backpack.
THE TIP: Teacher’s Resource Packet
MTB Specialist Connie Biewald is came to Haiti for 10 days
in July to meet with the MTB project team to do more
writing and analysis of the student work. She had them
make a list of two types of questions: questions for the
teacher to ask after a read aloud and questions that one
would ask a student to go deaper in developing their story
writing. These workshops included discussions on what
should go into the Teacher’s Instructional Guide. This 24
page documentLQ&UHROH is finished. EducavisionZLOOSULQW
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Matènwa,
Lagonav,
Ayiti
Recapping the last two years.
Key Integrations That Create a Desire to Write and Read:
People often say “learning to read and write”, but I say the
opposite. It is creating the desire to: collect information,
record it, and communicate it to others, that leads to the
desire to write. Then there is the desire to reflect and expand
on ones understanding of the world by analyzing ones own
work, hence the desire to read. When children see adults
writing they become curious about what the fomations mean.
They ask what you are doing. They want you to read it to
them, they want to be able to write and read too.
We first went to the heads of schools and invited them to join
the pilot. We explained the methodology, our responsibilities
and their responsibilities if they signed on to the project. Then the directors and
teachers that we were to train came to experience our model school where they
could see Haitian children, like their own, with the same social and economic
background, flourishing. They saw what they needed to implement at their schools.
Our Mother Tongue Book method starts with creating a safe democratic learning
environment.
-Students decide on classroom rules and
consequences together with their teacher.
-Students have a morning meeting where they
discuss the activities for the day and how they are
feeling. It is a safe place to discuss what is pleasing
and displeasing them at school and at home.
- students have ownership of the daily schedule,
which is posted on the wall for their reference.
- Students have access to writing and drawing
materials.
- Students have a rotating job chart so that each
child takes responsibility for taking care of the
classroom in a different way each week.
There are five essential posters that the teachers
produce with some input from their students:
1. Student list of names, with their parents’ names, addresses, and birthdays.
2. The monthly calendar.
3. Their democratically decided class principles.
4. The rotating job responsibilities.
5. The class schedule.
In the schedule there is silent
reading time each day. This is
when the Mother Tongue Books
are read.
Once the classroom space is established, it is time to think about creating an empowering
space for hands-on learning. Our model is to create an organic vegetable garden.
Hands-on learning can happen using other activities, but for a community battling
hunger, this makes the most sense. Here one explores and participates in fulfilling
one’s basic needs. That is empowering.
-Students learn so much more with a
vegetable garden to use as a concrete
place to implement their drawing ,writing,
and reading skills.
-Students explore and analyze the garden,
measuring and counting each week. They
share their reflections through dialogue and
writing in their journals.
-Students learn how to read and write quickly
when their communication skills are
appreciated. When they feel that their participation is valuable and their work is
important, they have a desire to communicate it on paper and to preserve it.
In these two spaces, the classroom and the garden, students come to respect and
value themselves and eachother as thinkers and writers. The class has established
itself: who they are as a learning group, how they want to conduct themselves, and
what they want to learn. They can now go into more in depth. They will learn and
explore, not just memorize and sit quietly out of fear of corporal punishment.
As the school year
progresses the children
produce, and more and
more personal meaningful
print covers the classroom
walls. The wall displays
are divided into sections
by subject.
Essentials of Teacher training
One of our teaching Institute programs is called Education Is a Conversation, by
Kathleen Cash. This is a series of books where the learning group reads a short story
about a child and then discusses it. The stories illustrate common abusive situations
that Haitian children may face. The are open ended. The teachers come to
conclusions, they throw out ideas, and question their assumptions. After completing
the 20 session course, they are more conscious of what lies underneath people’s
abusive acts and more consciencious about the messages that their own actions
are giving children. There is a lot of dialogue about their history of being slaves, and
how that is still playing itself out in the classroom.
This also happens through the model of coming together for a monthly trainings
session at LKM.
First the teachers observe in a classroom.
After class they have a time to pose clarifying
questions.
Then the teachers try out new methods at their
home school
Then they come back to LKM the next month to
observe some more.
The teachers pose more questions and give
eachother suggestions based on their own
experiences.
Then they go home and try out new these new suggestions.
Over the two years, the teachers improve.
They are eager to be a model for the other schools in their community.
-MTB method is not just about learning to teach children how to write and read, it is
about how teachers are learning to explore their own ideas and feel confident enough to implement
them into their lessons.
-With new found confidence the teachers are able to let the children explore their own ideas as
well. The day is no longer filled with repetition of recitation, instead there is the sound of lively
chatter and laughter as they discuss and create.
Teacher and
students from
Lapleyad School in
Fonnèg proudly
display their first MTB
called:
Polis san zanm
Teacher Training: We must remember that the majority of teachershave never been
formally educated in this field. They are being guided by their own experience of
how they we treated as students. Through the two year period the pilot teachers were
taught how to print, how to read a story out load, how to engage students in a book
talk. They observed and practiced many things. In order to get children to be excited
about writing and reading we had to inspire the teachers to feel that way first.
The teachers learn through doing and this helps
them live the superiority of hands on learning. This
kind of training is what motivates them to go
back to their schools and let students explore
and discover on their own.
( This student is measuring and comparing the
length of the leaves.)
Here is the short list of key activities:
1. The director of the school visits LKM to observe how our teachers work. If s/he
wants to be part of the network, s/he schedules a future visit.
2. The director returns with his or her teachers. They are given a chance to ask
questions of the teachers that they observe. They are given a handout that
they can use to help guide their observation time.
3. A small group of LKM teachers have a discussion about what the visiting
teachers have observed. We answer their questions.
4. We read chapters one and two of Yves Dejean’s book in Creole called, Yon
lekòl tèt anba nan yon peyi tèt anba (An Upsidedown School in an
Upsidedown Country).
5. We practice Reflection Circles [a method of self-education through short texts
and dialogue].
6. We read part of a text from Gandhi where he describes how something he
could have learned in one year took him 4 years because he changed schools
and so he was studying in a foreign language. They kept him from speaking his
own language. Reading about someone else’s experience gets the teachers
to reflect on their own situation and to discover for themselves how this history is
what they are living today.
7. We read a chapter from Ann anseye by Universite Karayib on how to run a
classroom.
These are some of the key training points that permit us to have change happen.
Monetary help is essential to help people get to the trainings and use their new
knowledge, but it is the conscious raising aspect that makes permanent cultural
change so that when the project terminates we do not return from where we came.
Our vision is to have the financial backing to do training for more elementary schools
across the island and for secondary schools as well. MCLC would like to travel to
other areas on Lagonav to establish model schools. We want to integrate the 12
schools that have been unofficially attending our trainings since last year. We feel
that teachers need 3 years of monthly support and after 3 years they should come to
meetings three times a year. All schools need to complete the Education Is A
Conversation Program and the Reflection Circles Program.
Abner: From the start it is like a competition. Once the teachers observe in the school
and see the garden they go home and want to make these changes themselves.
We do not have to go and pressure them to do it. They want to do it. They are racing
to see who becomes like LKM first. When I go to the schools and talk with the kids we
do not present the garden as a chore. We first point out that it is in the government’s
curriculum. Then we point out how it is a useful place to apply what they learn in
other subjects like math and science. I show them pictures of other school gardens
and then they start competing with the other schools too. They want to have the
most impressive garden.
Recap on Key Changes That the LKM Team has Observed .
Project Coordinator Ezner Angervil: Before this program you couldn’t find anything
written in our mother tongue. Creole was absent. Not only in his own school, but in all
the directors’meetings he didn’t give Creole any value. The inspector has totally
changed because of this program. We discuss things in Creole. This program also was
a deliverance for the children who are in these schools. Their abilities were very
limited before. Their reflections were chained by the language, because everything
was supposed to be written in [French], a language that they didn’t speak. Not only the
students, but also the teachers have improved their writing skills. They sit so that they can see
each other’s faces. When they are looking at each other the teacher has less
discipline problems because the students are more engaged. The teachers can keep
track of all their students because they see what they are doing in one glance
around the circle.
Ezner: The project has helped make the schools more engaged. They see that they
can’t send a child home for a pencil that they do not have.
Project Coordinator Abner Sauveur: This program devlopes children’s ability to reflect
on their own actions. I witnessed a child at the Joli Verger school comfortably
reading his own book aloud to some other students. A transformation happens when
he is re-reading. He thinks of things that he didn’t have time to think about at the
time. The student re-lives the situation while reading his own story and becomes self-aware of what
he did wrong without someone else having to point it out to him. We told the teachers in the
MTB trainings that the stories needed conclusions, this helped teachers and students think more
about resolutions.
Abner: The teachers are comfortable teaching in Creole because all the school
books we gave them are in Creole. When the books were in French they would be
fighting with the French and trying to use French to look good for the educational
inspector passing through. It is like a fight we won without the teachers even noticing.
We changed the books that they use and in doing so they automatically changed the language of
instruction.
Before you would not have heard children expressing their opinions. You had to
speak in French. You would hear more silence. During recess some children made
noise playing soccer or jumping rope, but some wouldn’t be playing because they
were busy worrying about how they were going to be hit for not knowing their lesson
when they went back into class. Children were not at ease like they are now. The
chatter you hear now would result in people saying that the school was disorganized.
Now teachers see that it is the chatter of learning.
Abner: From the beginning of training, their temperament has changed. Our first
question to them is “What kinds of problems do children face in school?” So from the
first training we try to appeal to their conscious.
Project Administrator Feronel Jean: The progress I see that the Mother Tongue Books
program has brought in the five schools is the children’s ability to write their own
stories and illustrate them. Because of the MTB process now children can think about things
that have happened to themselves that they were afraid to tell anyone about. Because of this
program we have learned a lot about how the children feel inside about certain
things, things we would have never uncovered if it hadn’t been for this project
making them comfortable enough to open up.
Feronel: People are texting in Creole, people are advertising in Creole. People are
starting to be embarrassed if they do not know how to spell in Creole.
MTB coach Roseline Obel: A person might look at your drawing and say,”What is
that?!” Now there is no one discouraging you. And they would also say that they
couldn’t print. Now you don’t find any student saying that they do not know how to
print.
The students are not scared to talk with each other or to talk with their teacher.
Now they see their work as documents that people read when they are displayed on
the walls. When their work is taken off the walls they don’t throw it out. You see them
taking it home and preserving it. Now the ability of both student and teacher to spell
in Creole has improved. They used to say that they didn’t know how to spell in
Creole, as if it wasn’t even worth knowing. But now people are being careful when
they write in Creole.
This method will spread across
Lagonav over the next three
years. With proper funding it will be the solution to the illiteracy problem in Haiti.
Children and adults love to create and read these books.
These are copies of the Mother Tongue Books that were written from October
2013 to June 2014. Each of the 5 schools made MTBs in their first, second, and
third grade classrooms, doubling their libraries from last year%
*
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These are copies of the Mother Tongue Books that were written from October 2012 to
June 2013. Each of the 5 schools made MTBs in their first, second, and third grade
classrooms, their libraries have a copy of each one of these books.
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Foutbòl
Le Football
Soccer
Colin
Lekòl Bèlmont Dey École Belmont Day
Belmont Day School
Bèf ak kabrit
La Vache et la Chèvre
The Cow and the Goat
Lekòl Batis Masikren, klas premyè ane
École Baptiste de Mare-Sucrin, classe de première année
Baptist Masikren School, first grade class
Chat ak sourit
Le Chat et la Souris
The Cat and the Mouse
Baptist Masikren School, first grade class
Kabrit
Les Chèvres
Goats
Masikren Baptist School, first grade class
Chen Gallardo a
Le Chien de Gallardo
Gallardo’s Dog
Lekòl Batis Masikren, klas dezyèm ane
École Baptiste de Mare-Sucrin, classe de deuxième année
Masikren Baptist School, second grade class
Istwa Jak ak Padisa
L'Histoire de Jacques et Padisa
The Story of Jack and Padisa
Lekòl Batis Masikren, klas twazyèm ane
École Baptiste de Mare-Sucrin, classe de troisième année
Baptist Masikren School, third grade class
Istwa yon ti bèf
L’Histoire d’un veau
The Story of a Calf
Mare-Sucrin Baptist School, third grade class
Kèk sèvis mwen rann lakay mwen
Ce que je fais pour aider à la maison
Things I Do to Help at My Home
Baptist Masikren School, third grade class
Tonton Ligou
Oncle Ligou
Uncle Ligou
École Baptiste de Mare-Sucrin, troisième année
Masikren Baptist School, third grade
Tonton Vayola
Oncle Vayola
Uncle Vayola
Masikren Baptist School, third grade class
Yo genyen, nou genyen
Se elèv matènèl nan Akademi Fletcher-Maynard ki ekri liv sa a
Ils en ont, nous en avons
Écrit par les élèves de la maternelle de l’Académie Fletcher-Maynard
They Have, We Have
By kindergarten students of Fletcher-Maynard Academy
Lavi Millienne
La Vie de Millienne
Millienne’s Life
Abby
Lekòl Wout Fèwèdè, klas premyè ak dezyèm ane
École de la rue Fayerweather, classe de première et deuxième année
Fayerweather Street School, first and second grade class
Baskètbòl
Le Basket-ball
Basketball
Lena
Lekòl Wout Fèwèdè
École de la rue Fayerweather
Fayerweather Street School
Liv sou santiman
Le livre des sentiments
Feelings Book
Lekòl Wout Fèwèdè, klas kindègadenn
École de la rue Fayerweather, classe maternelle
Fayerweather Street School, kindergarten class
Anmègdan gen remèd
Un remède pour les casse-pieds
A Cure for Being a Pest
Lekòl Joli Vèje, dezyèm ane
École Joli Verger, deuxième année
Joli Vèje School, second grade
Chat Don-Kerry a
La Chatte de Don Kerry
Don Kerry’s Cat
Lekòl Joli Vèje, klas dezyèm ane
École Joli Verger, classe de deuxième année
Joli Vèje School, second grade school
Amon Plonjon
Amon le plongeur
Amon The Diver
Lekòl Joli Vèje, klas twazyèm ane
École Joli Verger, classe de troisième année
Joli Vèje School, third grade class
Krapo gen itilite l
Les grenouilles sont utiles
Frogs Are Useful
Lekòl Joli Vèje, klas twazyèm ane
École Joli Verger, classe de troisième année
Joli Vèje School, third grade class
Bèt mwen pi renmen se bourik
Mon animal préféré est l'âne
My Favorite Animal is the Donkey
Chilove Luma
Lekòl Kominotè Matènwa
École Communautaire de Ma Terre Noire
Matènwa Community Learning Center
Bourik itil
Les bourricots sont utiles
Donkeys Are Useful
Alsacricy Jean
Chat
Chat
Cat
Merline Joseph
Mwen se Hernitte Rivière
Je m'appelle Hernitte Rivière
I Am Hernitte Rivière
Les Poules
Chickens
Le petit cochon chante
Little Pig Is Singing
Eksperyans ble
L'Expérience du blé
The Wheat Experiment
Lekòl Kominotè Matènwa, klas premye ak dezyèm ane
École Communautaire de Matènwa, classes de première et de
deuxième année
Matènwa Community Learning School, first and
second grade class
Rèv nou
Nos rêves
Our Dreams
Lekòl Kominotè Matènwa, klas twazyèm ane
École Communautaire de Matènwa, classe de troisième année
Matènwa Community Learning School, third grade class
Anba yon bèl pye mapou
Sous un beau mapou
Under a Beautiful Mapou Tree
Lekòl Kominotè Matènwa, senkyèm ane
École Communautaire de Ma Terre Noire, cinquième année
Matènwa Community Learning Center, fifth grade
Wilna ak yon twalèt nan nwit
Wilna a besoin d’aller aux toilettes pendant la nuit
It’s Night and Wilna Needs to Poop
Wilna Blanc
I dedicate this book to the
Fayerweather Street School students.
Zaboka
L'Avocat
Avocado
Lekòl Lapleyad, klas premyè ane
École La Pléiade, classe de première année
Lapleyad School, first grade class
Kawòt
Les Carottes
Carrots
Lekòl Lapleyad, klas dezyèm ane
École La Pléiade, classe de deuxième année
Lapleyad School, second grade class
Zabriko
L’Abricot
Apricot
Lekòl Lapleyad Fonnèg, klas dezyèm ane
École La Pléiade, classe de deuxième année
Lapleyad School, second grade class
Batiman
Ferry
Ferry
Lekòl Lapleyad, klas twazyèm ane
Ecole Lapleyad, classe de troisième année
Lapleyad School, third grade class
Melon
Les Melons
Melons
École La Pléiade, classe de troisième année
Polis san zam
Un officier de police sans arme
A Police Officer Without a Gun
Kijan Yo Fè Ji Sitwon
Comment faire de la limonade
How to Make Limeade
Harmone and Augie
Lekòl Mòs
École Morse
Morse School
Hadaska moute yon pye zanmann
Hadaska grimpe sur un amandier
Hadaska Climbs Up an Almond Tree
Lekòl Nasyonal Masikren, klas premyè ane
École Nationale de Mare-Sucrin, classe de première année
National Masikren School, first grade class
Santiman nou sou lanèj : sa nou renmen ak nèj
Nos sentiments sur la neige : ce que nous aimons de la neige
Snow Feelings: What We Love about Snow
Lekòl Pak, klas twazyèm ane
École du Park, classe de troisième année
Park School, third grade class
Grenn nèj : bèl bijou sezon livè
Les flocons de neige : de fantastiques bijoux d'hiver
Snow Flakes: Fantastic Winter Jewels
Kèk done sou lanèj : yon liv ki bay kèk
enfòmasyon enteresan sou lanèj
Données sur la neige : un livre sur les
faits intéressants à savoir sur la neige
Snow Facts: A Book of Cool Things about Snow
Amizman nan nèj
S'amuser dans la neige
Snow Fun: Having a Blast in the Snow
Dofen nen boutèy
Le dauphin à nez en bouteille
Bottle Nose Dolphin
Claire
Lekòl Chedihil, klas twazyèm ane
École Shady Hill, classe de troisième année
Shady Hill School, third grade class
Kachalo
Les Cachalots
Sperm Whales
Cali
Lekòl Chedihil, klas twazyèm ane
Ecole Shady Hill, classe de troisième année
Shady Hill School, third grade class
Koukou ak Frize
Hiboux et Chouettes
Owls
Lekòl Chedihil, klas sizyèm ane
École Shady Hill, classe de sixième année
Shady Hill School, sixth grade class
Kous matematik
La course de maths
Math Race
Lilli, Dorie, Urbana
Lekòl Tobenn
École Tobin
Tobin School
Èl Younke
El Yunque
Lekòl TASIS
El Yunque
École TASIS
TASIS School
Sebastian Ongay, Jose Reyes and Lilia Gonzalez
Kawòt majik yo
Les carottes magiques
Las zanahorias mágicas
Rita
Lekòl TASIS
École TASIS
Escuala TASIS
Nan lakou lakay
Dans la cour de notre maison
In Our Yard at Home
Lekòl Vizyon Fredz, klas premye ane
École Vision Freds, classe de première année
Vision Freds School, first grade class
Ti Boulous
Lekòl Vizyon Frèdz, klas premye ane
Ti kabrit papa Jean-Marc la
La petite chèvre du père de Jean-Marc
Jean Marc’s Father’s Little Goat
Lekòl Vizyon Fredz, klas premyè ane
Vision Freds School, first class grade
Jaden legim papa m nan
Le jardin de légumes de mon papa
My Father’s Vegetable Garden
Lekòl Vizyon Frèdz, klas twazyèm ane
École Vision Freds, classe de troisième année
Vision Freds School, third grade class
Istwa yon koulèv ki t ap peche
Lekòl Batis Masikren, dezyèm ane
Histoire d’une couleuvre qui chassait
École Baptiste Mare-Sucrin, deuxième année
The Story of a Snake Who Was Hunting
Masikren Baptist School, second grade
Chat ak chen
Chat et chien
Cat and Dog
Lekòl Joli Vèje, klas premyè ane
École Joli-Verger, classe de première année
Joli Vèje School, first grade class
Chat Mari a
Le chat de Marie
Mary’s Cat
La Bourrique
Donkey
Lekòl Vizyon Fredz, klas premye ane
Now the children have a new problem as a result of this project. And what a fabulous
problem to have:
Which book to choose?
ALL CHILDREN READING MOTHER TONGUE BOOKS!
Matènwa,
Lagonav,
Ayiti
Gid pwofesè :
Ti konsèy pou anseye ak Liv Lang Manman (LLM)
Lekòl Kominotè Matènwa Pou Devlopman
Matènwa, Lagonav, Ayiti
Ekip Liv Lang Manman, Lagonav, Ayiti
Nou vle remesye tout moun sa yo ki kontribye nan reyalization 50 LLM yo ak tout gid pou pwofesè
sa:
Ekip an Ayiti
Ekip Ozetazini
Anès Batisma
Betsy Damian
Ezner Angervil
Connie Biewald
Roseline Borgella
Michel DeGraff
Feronel Jean
Chris W. Low
Samila Edmond
Joelle Julien
Abner Jean Sauveur
Yodeline Guillaume
Marietta Sbraccia
Pam Smith
© 2014 Liv Lang Manman
Tout dwa pou fè repwodiksyon liv sa a rezève. Sa vle di : pèsonn pa gen dwa repwodui oswa distribye okenn pati liv sa a, epi tout
kalite repwodiksyon ak redistribisyon entèdi, sou kèlkeswa fòm, kèlkeswa fason, kit se elektwonik, kit se mekanik (fotokopi,
anrejistreman, elatriye) san otorizasyon alekri nan men Liv Lang Manman.
Entwodiksyon
Liv nan Lang Manman (LLM) se yon metòd ki ka sèvi pou anseye timoun nan nenpòt peyi depi se
nan lang manman yo pwofesè ap anseye yo. Se nan zòn Matènwa, Lagonav, Ayiti nou te devlope
metòd sa lè elèv zòn nan te bezwen aprann li, men yo pa t ka jwenn bon jan liv istwa nan lang pa yo.
Nou te rekonèt Ayiti genyen yon tradisyon istwa oral ki bèl anpil. Alòz nou te devlope metòd LLM
nan pou nou kapte kèk istwa sa yo paske sanble tradisyon sa ap mouri jou an jou. Nan metòd LLM
nou kòmanse ak istwa oral timoun ki chita devan pwofesè yo. Se pwòp istwa pa yo elèv yo rakonte, se
sa yo kouche sou papye, epi se sa yo li. Tout bagay yo bezwen apre kreyon ak papye soti nan tèt yo.
Donk natirèlman, sa yo ap di, sa yo ap ekri, sa yo ap li se nan nivo pa yo pou yo aprann.
Pandan Lekòl Kominotè Matènwa ap devlope yon enstiti pou aprantisaj ofisyèlman, nou vle klarifye
fason pou anseye pwofesè. Nou vle esplike metòd atelye lekti ak ekriti, nou vle klè sou etap ki genyen
nan pwosesis lekti ak ekriti, epi rasanble kèk ti leson ki ka sèvi kòm modèl moun ka itilize plizyè fwa.
Donk, toutotan edikatris ak edikatè yo ap itilize gid pwofesè LLM sa a li pral grandi ak bon ti leson
pwofesè yo ka pataje youn ak lòt nan rezo lekòl yo.
TI KONSÈY SOU FASON POU ANSEYE AK METÒD LLM
Atelye lekti ak ekriti nan lang manman gen plis siksè lè yo fè pati yon bon jan
anviwonnman aprantisaj kote timoun santi yo gen dwa pou yo patisipe nan klas san
kè sote epi lòt moun respekte lide ak kontribisyon yo. Nan yon anviwonnman konsa,
disiplin pa vle di pinisyon, men se konsekans ki gen sans pou chak aksyon elèv yo. Pa
egzanp, si yon elèv ap vin lekòl san devwa l yon konsekans lojik se fè li ret fè devwa l
pandan lè rekreyasyon. Kale timoun pa yon konsekans ki pwodwi bon rezilta w ap
chache a.
Jan pwovèb ayisyen an di : kreyòl pale, kreyòl konprann. Donk, nou dwe
anseye timoun an kreyòl. Timoun tankou granmoun pa kapab ret chita tande yon
moun san yo pa konprann sa moun nan ap di pandan yon pakèt tan. Timoun angaje
nan sa y ap aprann lè yo patisipe nan devlopman woutin ak prensip klas epitou youn
aprann nan men lòt. Timoun yo anvi patisipe lè pwofesè pataje pouvwa avèk elèv,
menm avèk sa ki pi piti yo tou. Timoun yo motive travay plis lè pwofesè yo
ankourajan, epi lè pwofesè yo itilize langaj pozitif pou pale ak elèv. Lè yon elèv santi
yo ba li atansyon lè l ap pale, gen plis chans pou l esprime santiman l aloral ak alekri.
Lè elèv pa pè pran pinisyon, yo pran chans eseye li epi sa ede yo aprann plis. Yo gen
konfyans nan tèt yo epi yo kolabore youn ak lòt pou rezoud pwoblèm. Yon bon jan
anviwonnman aprantisaj bati sou bon relasyon youn ak lòt. Chak moun gen valè epi
chak moun santi yo fè pati kominote lekòl la. Pwofesè se yon fasilitatè aprantisaj, li pa
yon diktatè.
Ansèyman pou klas mwen
1. M ap toujou souri avèk elèv mwen.
2. M ap pale dousman avèk elèv mwen.
3. M ap ede yo gen chwa aktivite.
4. M ap pran tan pou m tande elèv yo.
5. M ap itilize materyèl konkrè pou kou yo byen pase nan klas la.
6. M ap toujou itilize jwèt ak chan pou mete animasyon nan klas mwen.
7. M ap rezève yon ti tan pou m jwe avèk elèv yo.
8. M ap toujou montre pa gen elèv ki pèdi nan klas la, tout moun genyen.
9. M ap bay tout elèv menm trètman nan klas la.
10. M ap toujou fè wotasyon lè sa nesesè.
11. M ap toujou fè lòt elèv aprann lòt elèv yo.
12. M ap toujou prè pou pataje ak pèmèt elèv yo pataje enfòmasyon.
Travay timoun yo kole sou mi. Chak matyè genyen kwen pa l. Prensip elèv te bati ak
pwofesè ekspoze sou mi. Lè pwofesè moutre elèv yo travay yo gen valè, elèv yo bay
travay yo plis valè.
KI SA OU JWENN NAN YON CHANM KLAS MODÈL ?
Sou mi klas yo
1. Lis prensip ak konsekans : elèv yo ansanm ak pwofesè a kreye yon lis regleman
pou klas la ka byen mache. Itilize fraz pozitif ki di ki jan elèv yo dwe aji. Pa egzanp :
Fraz positif : Mache lè nou nan klas, pi bon pase fraz negatif: Pa kouri lè nou nan klas.
2. Kwen pou travay elèv yo nan chak matyè : ekspoze travay elèv yo sou mi. Pa
egzanp:
✓matematik
✓syans
✓syans sosyal
✓ekriti
3. Postè edikatif : yo gen enfòmasyon pou ede elèv yo travay endepandan. Pa
egzanp:
✓lèt alfabè dekole
✓sante ✓lis mwa
✓kat jewografi
✓lis non elèv yo
✓orè pou semèn nan
✓tablo matematik
✓kalandriye
4. Mesaj lematèn sou tablo a : yon mesaj ki oryante timoun sou yon leson yo pral fè
jou sa. Pa egzanp:
Mèb nan klas yo
Mèb ou kab ranje plizyè fason diferan pou elèv yo ka travay nan ti gwoup, oswa nan
gwo wonn oswa pou kont yo.
✓ban oswa chèz
✓plizyè tab
✓etajè
✓bifèt
✓tablo
Andedan bifèt oswa etajè liv yo
1. Adwaz ak lakrè : Toujou genyen lakrè pou elèv yo ka ekri oswa fè desen sou
adwaz.
2. Materyèl klas : Mete yo nan yon wotè timoun yo ka pran yo alèz.
✓Papye blan ✓kreyon ✓kreyon koulè ✓kòl ✓gòm ✓sizo ✓klipsè ✓règ ✓jilèt ✓fet
3. Ti bibliyotèk : Liv ki ekri nan lang manman ki disponib pou elèv yo gade. Elèv yo
genyen libète chwazi ki liv yo vle gade nan lè lekti an silans.
✓liv LLM
✓liv klas la fè
✓liv elèv yo fè ✓diksyonè
✓lòt liv ki enteresan
4. Materyèl ak jwèt pou travay matematik : Nenpòt jwèt lojik pou ede timoun
konprann leson matematik pi byen.
✓kat
✓ti woch
✓grenn
✓bouchon kola
✓alimèt
✓ti blok
✓kòd
✓domino
KI SA LEKTI ENTÈRAKTIF AWOTVWA YE ? KI JAN NOU FÈ L ?
Lekti entèraktif awotvwa se yon pwosesis kote pwofesè li yon bon tèks pou klas li. Li
prepare davans ki lè l ap poze kesyon nan mitan istwa a pou ankouraje timoun yo
reflechi epi diskite istwa a ansanm. Yon anbyans kote timoun chita alèz nan wonn
oswa an gwoup devan pwofesè a enpòtan anpil. Pwofesè dwe itilize teknik sa pou l li
liv lang manman yo epi lòt tèks elèv yo ap sevi. Pwofesè dwe gen 20 minit chak jou
nan orè klas la pou l li pou elèv yo awotvwa. Souvan pwofesè konn fè aktivite sa
apre rekreyasyon fèk fini pou ede klas la rekonsantre sou devwa yo.
Pwofesè yo ap praktike teknik la.
KI SA YON ATELYE LEKTI YE ? KI JAN NOU FÈ L ?
Atelye lekti se yon fason pou òganize yon klas lekti. Atelye lekti gen eleman sa yo:
Atelye Lekti
Ti leson 5 - 15 minit (Pa oblije gen yon nouvo leson chak fwa)
Tan pou lekti
20 - 40 minit (Pandan elèv yo ap li pou kont yo, pwofesè a ap pale ak elèv yo
youn apre lòt.)
Pataj 5 - 15 minit
TI LESON 5 - 15 minit
Ti leson yo kout epi yo kouvri yon sèl ti sijè. Gen twa (3) kalite ti leson: pwosedi, teknik,
epi ladrès ak estrateji.
1. Leson sou pwosedi (oswa sou jan atelye dwe mache) : ki jan yon elèv dwe aji
pandan atelye lekti a pou l reyisi ladann l. Leson sa yo dekri ki sa elèv yo ka atann lè
yo pral li pou kont yo (lekti endepandan).
Kèk egzanp ti leson sou pwosedi :
•
•
•
•
•
•
Ki jan pou yon elèv li ak yon lòt elèv ?
Ki jan pou yon elèv chwazi yon liv ?
Ki jan pou yon elèv pwoteje yon liv ?
Sa nou tande pandan lekti a ?
Sa nou wè pandan lekti a ?
Sa nou santi pandan lekti a ?
2. Teknik : ki entansyon otè a genyen epi ak ki zouti oubyen teknik li sèvi pou l reyalise
sa li gen nan lide l ?
Kèk egzanp ti leson sou teknik :
Itilize LLM yo oswa lòt liv pou pale ak elèv yo sou plizyè sijè tankou:
•
•
•
•
•
•
•
•
•
•
•
Ki diferans ki genyen ant fiksyon (istwa moun envante) ak istwa ki pa-fiksyon
(istwa bagay ki pase toutbon) ?
Ki karateristik diferan kalite liv oswa diferan kalite tèks literati genyen :
biyografi, mistè, fiksyon istorik (istwa moun envante men ki baze sou bagay
ki te pase toutbon vre nan listwa), kont, pwezi, elatriye ?
Etid sou otè – egzamine plizye liv yon otè ekri
Kouman otè a itilize dyalòg ?
Kouman kòmansman istwa a ka kapte atansyon moun k ap li a pou l anvi
kontinye li ?
Ki opinyon oswa pozisyon pèsonaj yo ki nan liv la ?
Èske yo ka bay kèk egzanp onomatope (mo ki reprezante oswa dekri yon
son, yon bri?
Èske yo ka bay kèk egzanp metafò ak konparezon ?
Ki pwoblèm oswa dilèm ki nan istwa a ?
Èske yo ka bay kèk mo ki sèvi pou bay deskripsyon ?
Èske istwa a gen yon finisman ou pa t atann oswa yonn ou te gentan
prevwa (ou te gentan wè, ou te gentan konnen k ap vini) ?
3. Ladrès ak estrateji pou fè lekti : ki ladrès ak estrateji elèv bezwen pou li ka vrèman
apresye epi konprann liv la ?
Kèk egzanp ladrès ak estrateji pou fè lekti :
Itilize LLM yo oswa lòt liv pou anseye epi bay demonstrasyon sou ladrès ak estrateji
pou fè lekti. Sa se ladrès pwofesè anseye plizyè fwa pandan tout ane a. Pwofesè sèvi
ak diferan liv nan diferan jou pou demontre ladrès sa yo.
•
•
•
•
•
•
•
•
•
•
Li awotvwa avèk anbyans, espesyalman nan pati dyalòg yo
Chache konprann mo ou pa konnen – itilize kontèks ak ilistrasyon pou w ka
gen yon lide sa mo a vle di
Poze kesyon pandan w ap li
Prevwa ki sa ki pral pase
Tire konklisyon sou kèk pasaj ou li
Konekte istwa nan liv la ak sa k ap pase nan lavi elèv yo
Rakonte istwa a anko awotvwa
Chache lide enpòtan yo
Chache ki moral oswa leson ou tire nan istwa a
Distinge ki sa ki se yon fè etabli ak ki sa ki se yon opinyon
TAN POU LEKTI
20 - 40 minit
Pwofesè chwazi 3-4 elèv pou l pale avèk yo youn apre lòt pandan lòt elèv yo ap li
pou kont yo. Premye priyorite a se pou elèv ak pwofesè chita ansanm pou pran plezi
nan li liv la ansanm.
Pwofesè a koute timoun nan k ap li pou li. Pwofesè ak elèv la diskite tèks la, pwofesè
ap poze kesyon pou l ka tande opinyon elèv la. Pwofesè ka sèvi ak dyalòg sa yo pou
evalye konpreyansyon ak ladrès elèv la. Sa ap ede pwofesè a detèmine ki ti leson li
dwe anseye pwochèn fwa (gade lis ladrès ak estrateji).
PATAJ
5 - 15 minit
Pataj se yon tan ki enpòtan anpil pou elèv ka aprann ladrès ak estrateji nan men
youn lòt.
Kèk egzanp pataj :
•
•
•
•
•
Elèv esplike kèk rezon li renmen oswa li pa renmen liv li t ap li.
Elèv li yon pati nan liv la li ta renmen diskite avèk klas la.
Elèv pataje yon pati nan liv li t ap li a ki ilistre ti leson klas te aprann nan menm
jou a.
Elèv ap fè konparezon yon evenman ki te pase nan liv la ki sanble ak yon
evenman ki te pase nan lavi li. Sa rele yon koneksyon tèks ak moun.
Elèv ap fè konparezon ak yon lòt istwa li te li deja avèk istwa l ap li jodi a. Sa
rele yon koneksyon tèks a tèks.
Pwofesè ekri istwa elèv li yo sou tablo.
Elèv ilistre plizyè mo sou istwa korije.
Pwofesè kreye materyèl pou jwèt fonetik.
Istwa sou mi pou elèv yo sevi kòm referans.
Elèv ap ekri epi ilistre paj pou yon liv. Elèv yo fyè yo kreye yon liv. Yo mete l nan bibliyotèk klas yo.
KI SA YON LIV LANG MANMAN (LLM) YE ? KI JAN NOU FÈ L ?
Metòd LLM se yon jan pou kreye liv klas. Nan premye seyans lan, pwofesè a prezante
plizyè liv devan klas li. Klas la chwazi youn nan liv yo pou pwofesè li pou yo. Apre sa
elèv fè ti teyat sou li. Nan dezyèm seyans, klas la eksplike yon istwa pa yo oubyen
yon eksperyans ki sanble ak istwa nan liv la. Pwofesè a ekri mo elèv yo sou tablo
oubyen papye sik. Timoun fè ti teyat sou istwa pa yo epi yo korije l pou gramè,
èklèsisman ak detay. Nan twazyèm seyans, pwofesè a prezante istwa ki vin korije a
sou gwo fèy bristòl. Elèv fè ti desèn pou plizyè mò epi kole desen yo sou bristòl sou tèt
mo yo. Nan katriyèm seyans, chak timoun chwazi yon fraz nan istwa a pou ekri ak
ilistre sou yon papye blan epi pratike li fraz la. Nan senkyèm seyans, klas la fin detaye
illistrasyon yo, mete paj nan lòd epi klipse liv la ak tout po li. Pandan semèn nan
pwofesè a sevi ak istwa sa pou anseye leson fonetik ak gramè. Li ekspoze travay sa a
sou mi pou elèv ka itilize kòm referans pandan atelye lekti ak ekriti.
Demach
Premye
seyans
!tande liv
oubyen fè
yon
eksperyans
Preparasyon pwofesè
jou avan
1. Chwazi plizyè liv istwa ki ka
chofe elèv yo pale sou eksperyans
yo. Ekspoze yo yon kote nan klas
tankou nan tèt etajè a oubyen
devan tablo a.
!jwe teyat
Dezyèm
seyans
!Jwe teyat
!Fè premye
bouyon
istwa sou
papye sik
!Korije ak
jwe jwèt
gramè
1. Liv yo te chwazi.
2. Krè ak gwo tablo.
3. Papye ak kreyon pou fè lis tit.
Aktivite pou chak seyans
1. Negosye pou timoun chwazi youn
nan liv istwa yo.
2. Prezante imaj ki nan liv (5 minit)
3. Li istwa pou tout elèv yo.
4. Poze kesyon pou mennen diskisyon
pou konpreyansyon
5. Chwazi elèv pou jwe ti teyat, pou
fè aksyon ki nan istwa a pandan w
ap li pou klas la.
6. Li ankò, men fwa sa timoun yo
pale nan wòl yo.
1. Reli menm liv la ankò. Fè apèl sou
sa k te pase nan istwa.
2. Timoun chwazi si yo vle rakonte
istwa yo te tande oubyen kreye yon
nouvo istwa ak pwòp mo pa yo.
3. Negosye nouvo tit ak elèv yo. Ekri
yo sou papye. Fè vòt. Sere rès tit
pou yon lòt jou.
4. Komanse ekri nouvo istwa a sou
tablo. Kite anpil espas pou si fraz yo
bezwen korije oubyen ajoute.
5. Korije l pou gramè ak
ponktyasyon.
6. Fè jwèt gramè. Chache lèt, mo,
bat bouch sou tablo.
Twazyèm
seyans
!Li gwo liv
!Fè desen
pou kèk mo
enpòtan
!Kole ti
desen sou
fèy bristòl
Katriyèm
seyans
!Jwe teyat
!Jwe jwèt
gramè
1. Ekri istwa ki vin korije a sou
gwo fèy bristòl (Nou rele vèsyon
sa a GWO LIV.)
2. Ekri mo ki nan gwo liv nan moso
bristòl pou fè jwèt vokabilè ak
gramè.
3. Asire w genyen kòl, tep, fet,
kreyon, kreyon koulè ak sizo tou
prepare.
4. Prepare ti moso papye blan.
1. Chwazi elèv ki poko jwe teyat pou
jwe teyat pandan w ap li nouvo
istwa sou bristòl.
2. Kreye ti desen sou ti papye pou
kèk mo ou vle yo aprann.
3. Idantifye desen ki ilistre mo nan
fraz yo.
4. Kole desen sou tèt mo sou gwo liv
bristòl.
5. Chwazi yon elèv pou touche chak
mo ak yon ti bwa pandan ou reli
istwa ansanm avèk timoun yo.
1. Prepare papye blan. Trase kèk
liy orizontal kote ou pral ekri
fraz. (Elèv ki nan klas 2-6 ane ka
fè sa pou kont yo pandan klas.)
2. Ekri chak fraz nan yon fèy blan
apa.
3. Mete tout kreyon koulè
adispozisyon elèv yo.
1. Reli gwo liv, jwe teyat.
2. Fè ti apèl sou gramè a.
3. Chak elèv ap chwazi fraz yo pral
desine.
4. Pandan y ap desine elèv pratike li
fraz pou pwofesè ak lòt elèv.
5. Li chak fraz pou elèv yo, epi pote
kritik sou kalite desen ki te dwe nan
paj ki pa fin kòrèk.
6. Bay ase tan pou timoun fè yon bèl
desen. Ranmase tout papye.
1. Bay tout moun paj pa yo pou
pratike li fraz yo. Asire chak desen
byen reprezante fraz li. Bay konsèy.
2. Mete tout paj liv la nan lòd epi
kole liv la (klipse l).
3 Li liv ansanm.
4. Prezante liv devan yon lòt klas
(sa ka fèt menm jou oubyen yon lòt
jou).
!Ilistre liv
Senkyèm
seyans
!Amelyore
ilistrasyon
ki manke
eksplike
fraz
!Kole liv
!Reli ak fè
teyat
1. Mete paj yo nan lòd. Li l.
2. Note ki ilistrasyon ki fini ak ki
ilistrasyon manke.
PWOSESIS EKRITI
Nenpòt sa w ap ekri, kit se yon liv yon klas fè oswa yon liv endividyèl, pase nan etap
sa yo:
1. Chache oswa brase lide
Li kèk LLM enteresan. Pale sou yo. Ki sa timoun yo renmen ladan yo?
Mande timoun yo sou ki sa yo ta renmen ekri yon liv.
Ekri tout lide timoun yo bay. Chwazi youn nan lide yo.
Pale sou lide a. Sa ka ede elèv yo lè y ap di istwa avan yo ekri l epi abouti sou
dezyèm etap la: planifye ak òganize.
2. Planifye ak òganize
Genyen plizyè fason ou ka òganize yon tèks. Yon istwa dwe gen yon
kòmansman, mitan ak fen. Yon istwa ki satisfè moun k ap li a gen kalite sa yo:
yon bon deskripsyon lokasyon kote istwa ap pase, yon pèsonaj oswa plizyè
pèsonaj ki gen kèk pwoblèm epi yon solisyon oswa repons pou pwoblèm nan.
Yon otè gen plizyè zouti: yon deskripsyon ka itilize mo ki konekte oswa ki gen
rapò ak sans moun: je (wè, vizyon), nen (sant), bouch (gou), zòrèy (son), men
oubyen po (touche, sansasyon), dyalòg, kèk vèb ki gen fòs, kèk mo ki ranje
ansanm oswa ki parèt plizyè fwa yon fason espesyal pou ede devlope istwa a.
Pwofesè a dwe raple elèv yo zouti sa yo. Epi tou yo ka mete kèk postè nan klas
la ki gen egzanp zouti sa yo.
3. Ekri yon premye bouyon
4. Ranmase kèk ti kòmantè ak sijesyon nan men pwofesè (pandan Dyalòg) ak
lòt elèv (padan Pataj) pou ede w revize epi korije bouyon an. Se nan etap sa
nou dwe asire se istwa ki pi chaje ak detay epi ki pi enteresan nou te kapab
ekri. Otè a pataje istwa a.
Kesyon pou ede elèv revize istwa yo:
•
•
•
•
•
•
•
Ki sa ou te tande nan istwa ?
Sou ki sa ou ta renmen konn plis bagay ?
Èske gen yon pati ki pa klè ?
Èske ou satisfè ak jan istwa a fini an ?
Èske ilistrasyon ak tèks yo mache ansanm ? Èske yo fè sans ?
(Egzanp: Si tèks la di yon moun tris, desen an pa ka yon moun k ap souri
byen laj. Si tèks la di flè a wouj, desen flè a dwe wouj tou.)
Èske otè a itilize dyalòg ?
Èske otè itilize mo ki konekte ak sans moun (tankou son, gou, ak sant) ?
5. Revizyon—dezyèm bouyon – entegre ti kòmantè
Korije daprè kòmantè yo ak jan elèv yo reponn kesyon revizyon yo.
6. Revizyon—twazyèm bouyon – entegre koreksyon gramatikal
Korije daprè règ gramè: asire ou eple mo yo byen, asire w itilize lèt majiskil ak
lèt miniskil byen, asire w itilize ponktiyasyon byen (kote pou w mete pwen, vigil,
elatriye)
Mete yon lis sou mi pou elèv verifye yo fè tout bagay sa yo.
KI SA YON ATELYE EKRITI YE? KI JAN YO FÈ L ?
Atelye ekriti se yon fason pou òganize yon klas ekriti. Li gen eleman sa yo:
Atelye Ekriti
Ti leson
5 - 15 minit
(Li pa oblije dire vale tan sa chak fwa)
Tan pou ekri 20 - 45 minit
Pataj
5 - 15 minit
(Pandan elèv yo ap ekri, pwofesè ap chwazi 3 oswa 4 elèv pou fè
ti dyalòg youn apre lòt.)
(Elèv yo li sa yo ekri epi pran ti kòmantè ak sijesyon nan men lòt.)
TI LESON 5 - 15 minit
1. Yo kout.
2. Pale sou yon sèl bagay oswa sijè.
3. Bati sou sa elèv k ap ekri yo dwe konnen epi ki itil tou swit. Pwofesè a dwe poze tèt
li kesyon sa, « Ki pwoblèm m ap eseye ede elèv k ap ekri yo rezoud ? » Itilize LLM ki
deja pibliye yo pou anseye ti leson yo. Fasilite diskisyon ak elèv yo sou nenpòt nan sijè
pi ba yo.
4. Pwofesè yo itilize ti leson yo (nou dekri kèk egzanp pi ba) pou anseye diferan etap
nan pwosesis ekriti a epi ki ladrès elèv yo itilize nan etap sa yo.
Kèk egzanp ti leson
Ki sa yon bon kòmansman istwa ye? Ki jan pou fè l ?
Pran egzanp kèk fraz—pran kèk ki raz ak kèk ki pi enteresan.
Li fraz yo. Mande timoun yo kiyès ki pi enteresan pou yo.
Pouki sa? Mande yo ki jan yo ka revize fraz ki raz yo pou fè yo
vin pi enteresan?
Ki sa yon mitan istwa ye? Ki jan pou fèl ?
Anpil fwa nan mitan yon istwa pèsonaj prensipal la ap eseye
resoud yon pwoblèm oswa ap eseye reyalize yon objektif
men gen yon bagay ki anpeche l fè sa. Panse sou kèk lide
epi vin ak yon pwoblèm pou yon pèsonaj nan istwa ansanm
ak plizye fason li ka eseye resoud pwoblèm nan. Anpil fwa,
pwoblèm nan se yon lòt pèsonaj ki nan istwa.
Ki sa yon fen ki satisfè moun k ap li a ye? Ki jan pou fè l ?
Fen an sentiwon : istwa fini ak yon bagay ki te nan kòmansman istwa. Li gen dwa
repete yon pawòl, fraz oswa yon imaj
Fen ki emosyonèl : li kite moun ki t ap li ak yon gwo emosyon. Si istwa l sa te yon
reyalite (yon bagay ki te pase toutbon), ou dwe eseye fè moun k ap li a santi sa w te
santi lè evènman an te pase w la.
Sipriz : si w itilize yon modèl ki parèt plizyè fwa pandan tout istwa a, ou kab chanje l
nan fen istwa pou w ka fè moun k ap li a yon sipriz.
Moral istwa : chache egzanp nan LLM Wilna gen yon twalèt nan nwit.
LANGAJ KI DESKRIPTIF, LANGAJ KI FIGIRATIF
Lè n ap ekri nou itilize bwat zouti k nan men otè a
pou kreye yon imaj ki klè epi ekzak nan lespri moun k
ap li istwa.
Imaj ki konekte ak sans moun
Pwofesè a mande elèv yo pou yo imajine oswa panse ak yon pyebwa. Fè desen yon
pyebwa san w pa kite pèsonn lòt moun wè l. Fè elèv yo montre youn lòt desen yo fè
a. Pou ki sa desen yo diferan? Nou fè eksperyans ak lanviwonman nou atravè sans
nou. Alòz nou ka kontwolè sa moun k ap li yon istwa imajine atravè mo ak imaj ki
konekte ak sans moun. Kouman nou tout ka imajine menm pyebwa a? Mande yon
elèv volontè pou dekri an detay imaj pyebwa li gen nan lespri l la: grosè, fòm, kalite
pyebwa, koulè, sant.
Konpareson ak metafò
Chwazi yon ekspresyon:
Di tankou ________. Gwo tankou ________. Lib tankou ________. Mou tankou ________.
Elèv yo fini fraz yo. Pwofesè ekri lis fraz yo.
Detay sou lokasyon kote istwa ap pase
Itilize tout sans ou kapab pou dekri: yon sal klas, lakou lekòl la, dlo, jaden
Dekri yon pèsonaj nan istwa
Chache epi bay egzanp nan kèk LLM ki montre sa. (Gade nan « Tablo 50 LLM yo »).
Monològ
Pawòl yon pèsonaj ap pale pou kont li, nan kè l. Ki sa pèsonaj la ap panse? Paske se
ou menm k ap kreye pèsonaj yo, ou konnen ki sa y ap panse.
Kèk vèb ki byen presize yon aksyon
Pwofesè a di yon fraz jeneral : « Li travèse chanm nan. » Epi li mande elèv yo pou yo
pi byen presize aksyon a epi pou yo montre plizye jan yon moun ka travèse yon
chanm.
Li travèse chanm nan pandan l ap kouri.
Li travèse chanm nan pandan l ap danse.
Li travèse chanm nan pandan l ap galope.
Lòt fraz jeneral :
Jwe ak boul la.
Fè manje a.
Manje manje a.
Onomatope
Yon mo ki represante yon son ki asosye ak yon bri oswa yon bagay. Egzanp :
« myaw » se rèl yon chat.
Repetisyon
Gen anpil egzanp nan kònt Ayisyen. Pa egzanp : nan kèk kont, yon bèt parèt, gen
yon bagay ki pase. Yon dezyèm parèt, menm bagay la pase. Pou twazyèm bèt la,
yon bagay diferan gen dwa pase.
Elaji oswa ajoute sou yon bagay ki pase nan istwa a
Chwazi yon pati nan yon istwa a ou ta renmen konn plis bagay sou li epi epi mande
elèv nan klas la vin ak yon fason yo ka fè pati sa a pi long epi plen l ak detay.
Pran egzanp liv LLM Betchiencard ak yon ti tonton, pran moman oswa pati ki di
Betchiencard anmègde ti tonton epi li fache. Kreye yon istwa ki bay plis detay sou sa
ki pase ant Betchiencard ak ti granmoun nan, sa Betchiencard te di ki fè ti granmoun
fache, detay ki montre ti granmoun nan te fache. Itilize dyalòg, deskripsyon ak
pèsonaj k ap pale nan kè yo (monològ).
TAN POU EKRI AK DYALOGE 20 - 45 minit
Pandan elèv yo ap ekri, pwofesè dwe fè ti pale apa ak chak elèv. Men kèk ti konsèy
pou dyalòg sa yo.
Tande epi poze kesyon
1. Tande sa timoun nan ap di sou istwa li a.
2. Di timoun nan ki sa ou konprann.
3. Mande timoun nan pou esplike oswa pale plis sou pati ou pa konprann. Ou ka
di konsa « Di mwen plis sou... », « Mwen pa klè sou... », « Mwen pa konprann… ».
4. Mande : « Ki sa ou pral fè aprè sa ? »
PATAJ
5 - 15 minit
1. Otè a pataje istwa pa l.
2. Pwofesè a poze klas la kesyon sou istwa otè a.
3. Otè a ranmase kèk ti kòmantè ak sijesyon nan men pwofesè ak lòt elèv.
KI SA YON JOUNAL PÈSONÈL YE ? KI JAN NOU FÈ L ?
Jounal pèsonèl se yon ti kaye kote timoun ka desine ladann
l epi ekri yon mo oubyen yon ti fraz anba desen li. Swivan
laj timoun nan, pwofesè a ka ede l chache lèt sou yon kat
alfabè ki bay son oubyen bri lèt li bezwen pou ekri chak mo.
Pwofesè a sevi ak menm demach nan Atelye ekriti. Li bay
yon ti leson, yon tan pou ekri epi yon ti tan pou timoun yo
pataje travay yo. Pandan timoun yo ap ekri, pwofesè ap
mache nan klas pou ede timoun yo chache son oubyen bri
lèt yo. Li ede timoun ki pa kapab derape pou kont yo.
KI SA YON TI LIV YE ? KI JAN NOU FÈ L?
Prepare plizyè fèy bristòl ak papye blan
menm lajè ak longè. Moutre timoun yo ki
jan pou mete ti fèy bristòl sou de fèy blan
epi plwaye yo ansanm epi klipse yo.
Kounye a li gen yon ti liv ki genyen 4 paj
(8 bò) epi yon kouveti ak bristòl. Mande
chak timoun pou reflechi sou yon
eksperyans ki te pase l yon lè. Apre li di
istwa li oralman li ka komanse desine ak
ekri l nan ti liv la.
http://www.youtube.com/watch?v=UynXK7MJxZ4
Anèks
Tablo 50 LLM yo
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Liv Lang Manman
Mother Tongue Books
Friends of Matènwa
Matènwa, Lagonav, Ayiti
Cambridge, MA 02138
Tel: 011-509-3182-2344
www.matenwaclc.org
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