Table of contents - Department of Education

Transcription

Table of contents
Table of contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Section I: Introduction
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Context for Learning and Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
The Nature of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
The Nature of Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
The Primary Learner in French Immersion . . . . . . . . . . . . . . . . . . . . . . . 11
Literacy in Early French Immersion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Meeting the Needs of All Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Effective Assessment and Evaluation in Early French Immersion . . . . . . . 15
Section II: Program Design and Components
Essential Graduation Learnings . . . . . . . . . . . . . . . . . . . . . . . . . . .
Essential Graduation Learnings and the French Immersion Program . . . .
General Curriculum Outcomes for the French Immersion Program . . . . .
Français Key Stage Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appreciation of the French Language and Cultural Diversity . . . . .
Listening and Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reading and Viewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Writing and Representing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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26
27
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Section III: Specific Curriculum Outcomes
Overview of Specific Curriculum Outcomes
Kindergaten / La maternelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Grade One / Première année . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Grade Two / Deuxième année . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Grade Three / Troisième année . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Four-Column Layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Specific Curriculum Outcomes (SCOs):
Grade Three / Troisième année . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Appreciation of the French Language and Cultural Diversity . . . . . 55
Listening and Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Reading and Viewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Writing and Representing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Section IV: Appendices
Appendix A: Appreciation of the French Language and
Cultural Diversity . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix B: Listening and Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix C: Reading and Viewing . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix D: Writing and Representing . . . . . . . . . . . . . . . . . . . . . . . .
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261
319
341
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
Français in Primary French Immersion: Grade Three
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Table of contents
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Acknowledgements
Acknowledgements
The Department of Education wishes to thank the members of the Primary Français French Immersion working
group for their contribution to this guide:
Pamela Bry
Teacher
Eastern School District
Cecilia Bungay
(Program Implementation Specialist, Burin Peninsula School District 2003 - 2004)
Carol Ann Fagan
Teacher
Eastern School District (2002 - 2004)
Barbara Girardin
Teacher
Western School District
Jeanette Laaning
Teacher
Eastern School District (2004 - 2005)
Daphne Mercer
Teacher
Tina Maloney
Program Development Specialist, Department of Education, (2000 - 2003)
Marie-Louise Greene
Program Development Specialist
Department of Education
The Department of Education wishes to thank Ms. Carole Card and Ms. Jillian Newhook for their work in the
production of this document, as well as teachers, program specialists and others who provided thoughtful
comments on earlier versions of this guide. The Department of Education acknowledges that publications of
other jurisdictions, particularly Alberta, New Brunswick, Nova Scotia and Prince Edward Island were helpful
in preparing this curriculum guide.
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Acknowledgements
iv
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Section l: Introduction
Background
The French immersion program is designed for English-speaking students.
Its aim is to enable students to learn French by studying in French. In
Newfoundland and Labrador, Early French Immersion begins in
Kindergarten and continues to Grade Twelve. The program offers learners
a better understanding of their own culture and that of francophone
communities within a multicultural Canada. This experience enables
students to look at francophone cultures with greater awareness and
understanding and encourages acceptance of all cultures, leading to a
better appreciation of human diversity.
Rationale
The ability to communicate in French and English, Canada's official
languages, is a desirable outcome for students in Newfoundland and
Labrador. The study of a second language is an enriching educational
experience, recognized for its contribution to the social, emotional, and
intellectual development of learners. Developments in cognitive
psychology have shown that second language study helps develop problem
solving and hypothesis-testing skills, as well as creativity.
The Department of Education has adopted a set of Essential Graduation
Learnings. These learnings describe the knowledge, skills and values which
prepare students for lifelong learning. The Français program in Primary
French Immersion links Français with the Essential Graduation Learnings.
In addition to information on an outcomes-oriented approach, this
curriculum guide provides guidance on teaching, assessment and learning
resources. The learning resources, both authorized and recommended, and
the suggested strategies for instruction and assessment, help teachers plan
effective learning experiences for students.
Overview
In Newfoundland and Labrador, Kindergarten is the entry point for Early
French Immersion and, for most students, the introduction to the French
language. French is the language of instruction and, as much as possible,
the means of communication in the classroom. In the Kindergarten year,
student comprehension of oral French is an important focus; students may
begin to produce oral and written French independently as they are
exposed to a variety of learning experiences. In grades Kindergarten to
Two, the program is delivered in French across all subject areas. In Grade
Three, English Language Arts is formally introduced; however, French
continues to be the language of the classroom.
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Context for Learning and Teaching
« Le français en tout et par tous ! »
French immersion instruction is based on the principle that a language
and the material taught in that language are learned simultaneously. In
Early French Immersion, students learn French in all the discipline areas,
and their developing language supports their learning needs in all aspects
of the program.
French - Language of communication
Effective language learning is intensive. In Early French Immersion,
students must understand French and use it to communicate. It is
therefore essential that French be the language of communication of the
classroom.
Language is acquired in meaningful contexts, with specific purposes for
communication.
Effective language acquisition is achieved in a global, integrated context.
To promote language acquisition and the development of sophisticated
thinking, students need to communicate in a variety of authentic,
meaningful situations.
Language and thought are interrelated.
As students' thought processes becomes more complex, they require more
appropriate ways to express their thoughts. Language acquisition is a
gradual process. For this reason, students need many opportunities for
interaction in which they negotiate meaning and form to refine their
communication strategies.
The development of linguistic proficiency requires the use of the higher
mental processes.
Basic linguistic proficiency means the ability to use language to achieve the
lower cognitive levels of Bloom's taxonomy (knowledge, comprehension,
and application). In order to be able to achieve greater linguistic
proficiency, students must draw upon the mental processes associated with
reasoning, thought formulation and manipulation, problem solving, and
so on. The use of higher mental processes (analysis, synthesis, and
evaluation) should not be reserved exclusively for older students.
Teachers as excellent language models.
The teacher’s role as a linguistic model is fundamental to the French
Immersion program. Students absorb the language as they hear it or read
it. Since the classroom may be the only place where students are exposed
to French, it is essential that teachers demonstrate a superior level of
spoken and written language.
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The Nature of Learning
Research has led to an understanding of the following principles:
Learning occurs in different ways. Each student has a unique way of
thinking, acting, and reacting. In order to meet the varied needs of
learners, the program requires a variety of learning situations which allow
for individual pace and style of learning, and stimulate multiple
intelligences.
Learning is based on and affected by experience and prior knowledge.
Learning is influenced by the students' preconceptions, personal and
cultural experiences, and by what students already know. In immersion,
the connections between the first and second languages must be promoted,
particularly areas of transfer. It is important to encourage students to
formulate their own hypotheses in communication situations and to
develop strategies for personal solutions.
Learning is influenced by the environment.
Students learn better when they feel accepted. The more secure the
students feel in the learning environment, the more confident they will feel
about taking risks, learning, and developing positive attitudes and positive
self-concept. In French immersion, students must be encouraged to take
risks in their language use and not fear making mistakes.
Learning is influenced by attitudes.
Students become physically and emotionally engaged when tasks are
meaningful, interesting, and achievable. In aiming to achieve the
prescribed curriculum outcomes, teachers should provide learning tasks
which reflect students' talents and interests.
Learning is developmental and constructive.
Learning is facilitated by appropriate language and contexts. Student
comprehension and ideas are gradually expanded and reconstructed as they
develop and improve in their ability to conceptualize. Learning requires
active work in terms of the construction of meaning. This involves
scaffolding new learning and new skill acquisition on prior knowledge and
experiences.
Learning occurs through problem identification and solving.
Learning is meaningful when students work independently or in
collaborative groups to identify and solve problems. Learning that occurs
in cooperation with others is a significant source of motivation, support,
and contextualization. This type of learning helps students to acquire the
basic knowledge, skills, and attitudes they will need to explore increasingly
complex concepts.
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The Nature of Teaching
Student learning styles should determine instructional strategies. Effective
instruction in any subject area must take into account the following
principles:
Content must be made meaningful for students.
It is the teacher's role to propose stimulating, motivating learning
situations. These situations use the students' experience, knowledge, and
interests as a starting point and take into account the prescribed
curriculum outcomes.
The teacher is a facilitator of learning.
Teachers are not providers of knowledge but facilitators of learning.
Teachers organize activities to foster discovery of knowledge. In this way,
teachers become partners in a dynamic learning process.
The learning environment should favour the intellectual process.
The teacher must create a non-threatening atmosphere and provide
students with opportunities to develop the advanced mental skills of
analysis, synthesis, and evaluation. The teacher structures student
interactions to promote respect, integrity, and security, and encourages
reasoning and an intellectual approach to learning.
Cooperation among students should be encouraged.
While allowing time for individual work, cooperative work must be
encouraged as well. Students develop the skills required to work and learn
cooperatively in structured activities.
Teaching should promote a variety of learning styles.
In addition to the variety of learning styles, there are a variety of teaching
styles. Teachers should observe how students learn most effectively to
discover their learning styles and intelligence, to enable them to implement
a range of effective teaching strategies.
Students should have opportunities for reflection.
Students need to be aware of how they learn. Reflection and
self-assessment enable students to establish connections between their new
knowledge and what they already know. This enables them to transfer
prior knowledge to new situations, thereby implicating them in the
construction of their own learning.
Teaching focuses on the learning process.
Teachers need to encourage students to take risks in reasoning and
exploring. They should enable students to become actively involved in the
learning process so that students can acquire new knowledge and develop
critical reasoning and creative thinking skills.
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The Primary Learner in French Immersion
The primary grades are the foundational years for basic curriculum
concepts, values and skills. In French Immersion, these are developed in a
second language context, as the language is the vehicle for learning across
the curriculum.
The primary years are critical years for learning. During these years, a
strong emphasis is placed on literacy and numeracy skills to support
learning across the curriculum. Teaching strategies must be varied and
aimed at individual needs to bring children to their highest level of
achievement. To create an integrated approach to learning at the primary
level, concepts, values and skills are often integrated in a meaningful way
throughout the programs of français, science, mathematics, social studies,
music, art, physical education, health, and religious education.
A primary child's approach to learning is hands-on. Experiences are critical
to achievement. The primary child is very interested in the immediate
environment; therefore the school environment must be stimulating and
appropriately challenging. Primary children are generally functioning at a
more concrete level intellectually and the gradual progression from
concrete experiences to semi-concrete to abstract is the most effective way
of meeting the learning needs of young children. Primary children are
usually very literal in their interpretations.
A basic need for all primary learners is to make sense of their experiences.
A vision of the child in Early French Immersion as an active learner,
building a personal knowledge of the world and a repertoire of French
vocabulary through interactions with people, materials and ideas, should
guide all educational planning.
Each child is a unique individual. Within any group of children a range of
differences in rates and ways of learning, in experiences and in interests are
expected and respected. Individual differences are celebrated and built
upon. While there are stated standards of excellence for all students, the
only viable goal for the individual is to achieve a personal best as he/she
works towards excellence. Improving performance and realizing potential
is a process which is achieved in several domains:
Intellectual
Intellectual development is the process of deriving meaning through
acquiring and constructing knowledge. Children develop strategies to solve
complex problems. They learn to reason and communicate in French and
to take responsibility for their own learning. They ask questions and
question answers. They become thoughtful and reflective learners.
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Aesthetic
Children are exposed to artistic processes and products in a variety of
genres and cultures. They are provided opportunities to create, perceive
and communicate through the arts. Critical thinking, analysis and
problem solving skills are developed and applied in practical learning
experiences. Experiences in the arts add to a child's understanding of their
own culture and the cultures of others.
Emotional
The learning environment for the primary child is secure and supportive.
Positive feelings towards self, others and learning are continuously
promoted. Teachers need to be sensitive to the child's need to comprehend
messages presented in French. Learning should be structured so that every
child experiences success.
Social
Learning to interact cooperatively with other people is an essential life
skill. The classroom is a community of learners. Taking turns, sharing
materials, collaborating to solve problems, and working in cooperative
groups for a variety of real purposes provide opportunities for children to
learn social skills essential to community living.
Physical
Physical well-being is essential to living and learning. Opportunities for
movement and the development of motor skills should be provided.
Developing respect for the body and the desire to care for it are promoted.
Sensitive inclusion of those with unique physical challenges is modeled
and promoted.
Spiritual and
Moral
It is appropriate that primary children explore their questions, especially as
they connect to their own experiences. Nurturing self awareness,
developing a sensitive appreciation of others and becoming responsible
members of society and the world are implicit in this aspect of education.
These early explorations form the basis of a mature and well-integrated
system of values and beliefs.
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Literacy in Early French Immersion
Literacy can be described as interaction with text*, that is, the knowledge,
skills, attitudes, values and behaviors associated with texts, in speaking,
reading, viewing, writing, representing, understanding and acting (Masny,
1994). In French Immersion, literacy development in a second language is
achieved through a rich and balanced program. Such a program includes
opportunities to interact with a wide variety of French texts on a regular
basis, in a variety of contexts and across a range of curriculum areas. These
include reading (shared, guided, silent, independent, read-aloud), writing
(shared, guided, interactive, modeled), listening and speaking
(presentations, dialogue, news telling, interviews, rhyming, singing),
viewing (visual texts, posters, illustrations, paintings) and representing
(drawing, illustrating, making a collage).
The Français program in Early French Immersion is based on the premise
that literacy in a second language is fostered through the integration of the
various language processes, skills and strategies within meaningful learning
situations.
To become literate is to develop the knowledge and abilities to produce, to
understand, to analyse and to interpret a broad range of texts. The
knowledge, abilities, attitudes, values and behaviours of the learner as they
interact with texts are constantly evolving.
Each student is an individual who develops at his own rate. Continua of
reading and writing development in Early French Immersion are included
in the Appendices. It is important to note that these continua do not
correspond to grade levels, but describe predictable stages that children
will pass through in their reading and writing development. Within any
grade level, there will be students at different stages of reading and writing
development. Teaching should focus on addressing individual needs as
students progress in their literacy development.
*In this document, the term “text” is used to describe any language event,
whether oral, written or visual. In this sense, a conversation, a poem, a novel,
a poster, a music video, a television program, and a multimedia production
are all texts. The term suggests the similarity among many of the skills involved
in "reading" a film, interpreting a speech, or responding to an advertisement or
a piece of journalism. This expanded concept of text takes into account the
diverse range of texts with which we interact and from which we construct
meaning.
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Meeting the Needs of All Learners
The French Immersion curriculum is designed to accommodate students of
varying needs, abilities and learning styles. Learning in French Im mersion is
shaped by many factors including social and cultural backgrounds, and the
extent to which individual needs can be m et.
In designing learning experiences, teachers should consider student needs,
experiences an d interests. In recognizing and valuing the diversity of Early
French Immersion students, teachers might consider ways to:
• establish a climate wh ich affirms the dignity and worth of all learners;
• encourage risk-taking in communication;
• be sensitive to studen t communication needs in emotionally difficult
situations;
• provide opportunities for learners to work in a variety of contexts and
grouping situations;
• identify and respond to learning styles;
• design learning and assessment tasks that maximize learners' strengths.
Eq uity and Diversity
Society is linguistically, ethnically, culturally, and socially diverse. In a
learning environm ent characterized by trust, acceptance, and respect,
student diversity is accepted and valued. To contribute to equity and
equality in education, the Français in imm ersion curriculum mu st:
• reflect student abilities, needs, interests an d learning styles;
• expect that all students will be successful regardless of gender, racial and
ethno-cultural background, social class, lifestyle or ability;
• to value individual variation among m embers of the classroom
commu nity.
Teachers should ensure that classroom practices and resources positively
and accurately reflect diverse perspectives. A wide range of resources and
learning experiences can expand student understanding of the world.
Students learn from their differences as well as their similarities. To
enhance their appreciation of diversity, students need opportu nities to:
• communicate with others who may differ in attitude, knowledge, point
of view and dialect;
• critically examine different experiences and perspectives within social and
cultural contexts;
• explore how an d why readers find different meanings in the sam e text;
• learn about different kinds of writing and other ways of representing
experience, points of view and ways of thinking;
• examine ways in which language and images are able to create, reinforce and
perpetu ate gender, cultural and other form s of stereotyping and biases;
• challenge prejudice and discrimination which result in unequal
opportunities for som e members of society.
Instructional and assessment practices should:
• be free of racial, ethnic, cultural, gender and socioeconomic bias;
• recognize and address m aterials, resources and experiences which exhibit
racial, ethnic, cultural, gender and socio-economic bias or which
students, parents or teachers perceive to exhibit those biases;
• promote equity by giving each student optimal opportunity to learn and
to dem onstrate what he/she knows and can do.
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Effective Assessment and Evaluation in Early French Immersion
Assessment
and Evaluation
Assessment is the systematic process of gathering information on student
learning.
Evaluation is the process of analysing, reflecting upon, and summarizing
assessment information and making judgments or decisions based upon
the information gathered.
Assessment and evaluation are essential components of the teaching and
learning. Through effective assessment and evaluation, it is possible to
know if students have learned, if teaching has been effective, and if
particular student learning needs need to be addressed. The quality of
assessment and evaluation in the educational process has a profound and
well-established link to student performance.
Outcomes structure teaching and learning, and also provide a framework
for assessment and evaluation. Assessment in French immersion programs
is an integral and ongoing part of the learning process. Assessment should
shape instruction to better ensure student success. Students also require
frequent opportunities to assess and evaluate their own learning. In the
French immersion classroom, there should be a balanced approach to
assessment, with an emphasis on the learning process as well as on the
products.
Research consistently shows that regular monitoring and feedback are
essential to improving student learning. What is assessed and evaluated,
how assessment occurs and how results are communicated send clear
messages to students and others about what is valued.
Assessment
To determine student learning, assessment strategies should be systematic
and designed to gather information on achievement relative to the
curriculum outcomes. Teachers should use a broad range of strategies to
give students multiple opportunities to demonstrate their knowledge, skills
and attitudes. Many types of assessment strategies can be used to gather
such information, including:
• formal and informal observations
• work samples
• anecdotal records
• conferences
• teacher-made and other tests
• portfolios
• learning journals
• questioning
• artistic responses
• performance assessment
• peer and self-assessment
• interviews and questionnaires
• case studies
• rubrics
• checklists
The resource Trousse d'appréciation de rendement en lecture M - 3 is
intented to assess reading in Early French Immersion and includes a
variety of assessment tools to achieve a comprehensive picture of the
student as a reader. It also includes several assessment tools for writing.
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Evaluation
Evaluation involves teachers and others in analysis and reflection about
student learning based on a variety of information. This process requires:
• clear criteria and guidelines for assigning values to student work;
• the synthesis of information from multiple sources;
• the weighing and balancing of all available information;
• professional judgement in making decisions based upon the information.
Reporting
Reporting on student learning should focus on the extent to which students
have achieved the curriculum outcomes. Reporting involves communicating
the summary and interpretation of information about learning to various
audiences. It is the teacher's responsibility to explain accurately student
progress in their learning and to respond to parent questions or concerns.
Reports on progress and achievement provide information on student
learning that letter or number grades alone cannot. Such reports might, for
example, suggest ways in which students can improve their learning and
identify ways in which teachers and parents can best provide support.
Effective communication with parents regarding their children's progress is
essential in fostering successful home-school partnerships. The report card
is one means of reporting individual student progress. Other means include
the use of conferences, notes, and phone calls.
Balanced assessment should:
• assess student skills, knowledge and attitudes;
• include assessment tasks which incorporate various learning styles;
• engage students in on-going assessment of their own work and that of
others;
• assess the learning process;
• assess a variety of products;
• inform planning for effective instruction.
Use of Other Resources
Today, students and teachers live in an age of change where knowledge is
increasing at a tremendous pace. Because of the need for lifelong learning,
the process of learning has become more important than content -students must learn how to learn. The multi-resource approach advocates
the use of a wide range of texts rather than a single resource. These include
multimedia resources, telecommunications, the contribution of different
stakeholders, and a wide variety of available documents.
Integration of Information
and Communication
Technologies
The use of computers is essential in society. Because of this, the education
system must prepare students to live in a world increasingly reliant on
technology. There must be a place for technology in the curriculum as a
powerful tool that provides access to information in all areas of knowledge.
The integration of technology in teaching must improve and diversity the
means of learning available to students and teachers. Students, alone or in
teams, should make frequent use of technology as a tool for research,
creativity, production, and communication. In the French Immersion
program, technology can also provide valuable access to francophones and
to authentic French texts.
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SECTION II: Program Design and Components
Essential Graduation
Learnings
Essential graduation learnings (pages 19-22) are statements describing the
knowledge, skills, and attitudes expected of high school graduates.
Achievement of essential graduation learnings prepares students for
lifelong learning. The EGL's articulate and describe the knowledge, skills,
and values developed throughout the curriculum. Students need to make
connections and develop abilities across subject. Essential graduation
learnings are cross-curricular, and curriculum in all subject areas is focused
to enable students to achieve these learnings. Essential graduation learnings
serve as a framework for the curriculum development process.
General curriculum outcomes (pages 23-25) are statements articulating
what students are expected to know and be able to do in particular subject
areas. The GCO's also describe what knowledge, skills, and attitudes
students are expected to demonstrate at the end of certain key stages in
their education, as a result of their cumulative learning experiences at each
grade level in the entry-graduation continuum. Through the achievement
of curriculum outcomes, students demonstrate the essential graduation
learnings.
Key-stage Curriculum Outcomes (pages 26-35) are statements which
identify what students are expected to know and be able to do by the end
of grades 3, 6, 9, and 12, as a result of their cumulative learning experience
in a curriculum area
Specific Curriculum Outcomes (pages 39-51) are statements which
identify what students are expected to know and be able to do at the end
of each grade level as a result of their experience in the French Immersion
program.
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Essential Graduation Learnings and the French Immersion Program
French Immersion graduates will be able to demonstrate knowledge, skills,
and attitudes as outlined in the following Essential Graduation Learnings:
Aesthetic Expression
Graduates will be able to respond with critical awareness to various forms
of the arts and be able to express themselves through the arts. Graduates
will for example, be able to:
• use various art forms as a means of formulating and expressing ideas,
perceptions, and feelings;
• demonstrate understanding of the contribution of the arts to daily life,
cultural identity and diversity, and the economy;
• demonstrate understanding of the ideas, perceptions, and feelings of
others as expressed in various art forms;
• demonstrate understanding of the significance of cultural resources such
as theatres, museums, galleries, cinemas, and libraries.
Literature, music, the performing arts, the visual arts, and cultural
resources play an important role in the French immersion program. While
exploring these art forms in French, students discover elements of their
own culture, as well as elements of various cultural communities.
Citizenship
Graduates will be able to assess social, cultural, economic, and
environmental interdependence in a local and global context. Graduates
will for example, be able to:
• demonstrate understanding of sustainable development and its
implications for the environment;
• demonstrate understanding of Canada's political, social, and economic
systems in a global context;
• demonstrate understanding of the social, political, and economic forces
that have shaped the past and present, and apply those understandings in
planning for the future;
• examine human rights issues and recognize forms of discrimination;
• determine the principles and actions of just, pluralistic, and democratic
societies;
• demonstrate understanding of their own and others' cultural heritage
and cultural identity, and the contribution of diverse cultures to society.
Discovering, understanding, and appreciating various cultures, particularly
those of francophone communities, are an integral part of the French
immersion program. Exploring the world and studying environmental,
social, economic, and political issues leads to a broadened use of the
French language in meaningful contexts.
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Communication
Graduates will be able to use the listening, viewing, speaking, reading, and
writing modes of language(s), and mathematical and scientific concepts
and symbols, to think, learn, and communicate effectively. Graduates will
for example, be able to:
• explore, reflect on, and express their own ideas, learnings, perceptions,
and feelings;
• demonstrate understanding of facts and relationships presented through
words, numbers, symbols, graphs, and charts;
• present information and instructions clearly, logically, concisely, and
accurately for a variety of audiences;
• demonstrate a knowledge of both official languages;
• access, process, evaluate, and share information;
• interpret, evaluate, and express data in everyday language;
• critically reflect on and interpret ideas presented through a variety of
media.
The specific goal of the French immersion program is the development of
French language skills. Through meaningful learning situations, students
acquire the skills, knowledge, and strategies they need to communicate
effectively and confidently in French. Learners can also use various means
of expression to ensure that their thoughts and ideas are clearly transmitted
and understood. Furthermore, students enrich their own language by
transferring and applying the knowledge, skills, and communication
strategies acquired in the French immersion situation.
Personal Development
Graduates will be able to continue to learn and to pursue an active, healthy
lifestyle. Graduates will, for example, be able to:
• demonstrate preparedness for the transition to work and further
learning;
• make appropriate decisions and take responsibility for those decisions;
• work and study purposefully both independently and in groups;
• demonstrate understanding of the relationship between health and
lifestyle;
• discriminate among a wide variety of career opportunities;
• demonstrate coping, management, and interpersonal skills;
• demonstrate intellectual curiosity, an entrepreneurial spirit, and initiative;
• reflect critically on ethical issues.
The French immersion program enables learners to develop both
personally and intellectually. By using French to formulate and convey
their thoughts and ideas, students discover a different way of expressing
their individuality. Decision making, interpersonal and cooperative work
skills, introspection, and self-evaluation form an integral part of the
program. These experiences encourage students to value learning and to
become lifelong learners.
21
Problem Solving
Graduates will be able to use the strategies and processes needed to solve a
wide variety of problems, including those requiring language,
mathematical and scientific concepts. Graduates will for example, be able
to:
• acquire, process, and interpret information critically to make informed
decisions;
• use a variety of strategies and perspectives with flexibility and creativity
for solving problems;
• formulate tentative ideas and question their own assumptions and those
of others;
• solve problems individually and collaboratively;
• identify, describe, formulate, and reformulate problems;
• frame and test hypotheses;
• ask questions, observe relationships, make inferences, and draw
conclusions;
• identify, describe, and interpret different points of view, and;
• distinguish fact from opinion.
While studying French, students are placed in many problem-solving
situations. By solving real problems, they develop knowledge and strategies
that they can transfer and reuse in other situations.
Technological
Competence
Graduates will be able to use a variety of technologies, demonstrate an
understanding of technological applications, and apply appropriate
technologies for solving problems. Graduates will, for example, be able to:
• locate, evaluate, adapt, create, and share information, using a variety of
sources and technologies;
• demonstrate understanding of and use existing and developing
technologies;
• demonstrate understanding of the impact of technology on society;
• demonstrate understanding of ethical issues related to the use of
technology in a local and global context.
The learning situations in the French immersion program enable students
to employ technology as a communications tool and as a means of
accessing French-language resources around the world. By exploring such
issues as the possibilities, limitations, and impact of technology, students
learn to use technology judiciously.
Spiritual and Moral
Development
22
Graduates will demonstrate understanding and appreciation for the place
of belief systems in shaping the development of moral values and ethical
conduct. Graduates will for example, be able to:
• compare the beliefs, behaviors, habits and customs of English and
French Canadians;
• understand the value of diversity;
• respect the views of others.
General Curriculum Outcomes for the French Immersion Program
The French immersion program has four components:
1. Appreciation of the French Language and of Cultural Diversity;
2. Listening and Speaking;
3. Reading and Viewing; and
4. Writing and Representing.
The first component focuses specifically on attitudes towards French,
French culture, and cultural diversity. The other three components deal
with communication. It must be recognized that Appreciation of the
French Language and Cultural Diversity is an integral part of
communication. Indeed, these elements form the backdrop of the French
program. This component is featured prominently in this document in
order to emphasize its importance.
As can be seen from the illustration above, the four components are all
interrelated. They develop simultaneously through activities that
incorporate them all. The development or enrichment of any one of these
elements has a favourable impact on the others.
23
The General Curriculum Outcomes for the French Immersion program are as follows:
Appreciation of the French language and
of Cultural Diversity
Listening and Speaking
By the end of Grade 12, students will be expected to:
• demonstrate a positive attitude towards the
French language and francophone communities
in Canada and around the world;
• recognize and respect cultural diversity.
• demonstrate comprehension of a variety of oral
texts according to their needs and appropriate to
the situation of communication;
• express themselves appropriately according to the
situation of communication;
• use strategies to plan and organize their listening
and speaking according to their needs and
appropriate to the situation of communication.
The relationship between culture and language is
strong. In many circumstances, it is impossible to
communicate effectively without having some
knowledge of culture. A cultural component is an
integral part of the French immersion program.
The integration of this component facilitates
understanding in a second language and makes
communication with francophones more effective.
Instruction that focuses on culture-related
curriculum outcomes must be provided naturally
and must be integrated into the various learning
areas. The more these cultural curriculum
outcomes are dealt with naturally and in a variety
of situations, the better the students will be able to
communicate effectively with francophones of
various origins and the more aware they will be of
the presence and diversity of cultures in the world.
It is essential that students come to see their
education in French as an asset that opens up many
opportunities for them. To help them build self
esteem as learners of another language, we have to
point out the unique advantages offered to them by
the opportunity to interact with members of other
linguistic groups.
24
Listening and oral expression play a predominant role
in the French immersion programs because these
communication methods are inseparable and are the
ones most commonly used in everyday life.
Students use oral expression to communicate,
observe, imagine, explore, solve problems, and
analyse what is around them. "Listening" is often
confused with "hearing." It is entirely possible to
have heard a message without necessarily knowing
what it contains. Indeed, the ability to understand
and grasp the meaning of a message is a
multidimensional mental skill that is one of the most
important cognitive skills. It is an activity through
which information is transformed, selected, and
reorganized. An interlocutor's motivation to
understand, his or her prior knowledge, anticipation,
and linguistic skills, as well as the form of the
message and the mental processes used are all factors
that have an effect on message comprehension. It is
by listening and speaking that students learn to
express themselves orally in formal and informal
situations. Control and precision develop gradually in
meaningful contexts on the basis of the models and
interactions offered to the students. The conditions
that are particularly conducive to oral expression
include the provision of numerous relevant,
interesting, clear, and varied situations, a stimulating
and secure atmosphere, and the presence of an
interested public.
Reading and Viewing
Writing and Representing
• demonstrate their comprehension of a range of
texts, in order to meet their needs, and
appropriate to the situation of communication;
• make use of strategies to plan and manage their
reading and viewing according to their needs and
appropriate to the situation of communication
situation.
• write and represent to satisfy their communication
needs and appropriate to the situation of
communication;
• apply strategies to plan and manage their writing
and representing according to their needs and
appropriate to the situation of communication.
Reading and viewing are processes by which the
meaning of a text is constructed. Students improve
their reading skills through the frequent reading of
various types of texts. But reading and viewing are
often difficult for immersion students, particularly
during their first few years in the program. Yet,
they must tackle the same concepts, develop the
same cognitive skills, and acquire the same
knowledge as students in the English programs.
What makes a text accessible is not so much the
simplicity of the vocabulary and syntax, but rather
the proper use of effective reading strategies and the
extent to which the content of the text can be
related to the experience of the reader.
Young people are inundated with popular music,
television, videos, movies, radio, magazines,
electronic games, computers, and so forth. It is
therefore essential that students learn to think
critically and independently so that they can
interpret and evaluate the information that is
broadcast and presented to them and understand
just how much reality is shaped by the media.
To express themselves, better understand themselves,
and communicate their ideas and their feelings about
the world, students represent their thoughts in
various ways, such as through writing, visual
representation, theatre, movement, music, and media
and technological productions.
Writing is a complex process that involves reflection,
composition, the intent behind the writing activity,
the intended audience, and the ability to use
appropriate forms of writing. The development of
writing is closely related to the development of other
language skills and the frequent practice of writing.
Throughout the process of learning to write, teachers
must present particular aspects of writing, while
guiding, facilitating, supervising, and evaluating the
students' progress. Providing frequent opportunities
to write meaningful texts promotes the production of
better and longer texts, and also helps boost student
confidence in their writing skills.
To succeed in modern society, students must be able
to use technology and various media. For immersion
students, the integration of French- language media
also reinforces the notion that French-language
culture exists outside the classroom.
25
Français Key Stage Outcomes
Key-stage outcomes identify what students are expected to know and be
able to do by the end of grades 3, 6, 9, and 12, as a result of their
cumulative learning experiences in French Language Arts. Outcomes
reflect a continuum of learning. While there may appear to be similarities
in outcomes at different key stages, teachers will recognize the increased
expectations for students at the various key stages, according to:
•
•
•
•
•
•
the developmental nature of learning processes;
students' maturity of thinking and interests;
students' increasing independence as learners;
the complexity and sophistication of ideas and tasks;
the level of depth of students' engagement with ideas and tasks;
the range of arts experiences and the repertoire of strategies and skills
students apply to those experiences.
For each key stage, the ordering of outcomes is not intended to suggest
priority, hierarchy, or instructional sequence. While outcomes provide a
framework on which educators may base decisions concerning instruction
and assessment, they are not intended to limit the scope of learning
experiences at any key stage. Although it is expected that most students
will be able to attain the key-stage curriculum outcomes, the needs and
performance of some students will range across key stages.
Teachers should consider this variation in planning learning experiences
and assessing students' achievement. Students' attitudes, experiences,
knowledge, abilities, and engagement in learning will also influence their
ability to achieve the key-stage curriculum outcomes.
Terminology
In this document, the term viewing refers to the act of making meaning of
texts that are part of the constructed and unconstructed visual
environment in which we live. It is an active, intentional process which
involves making sense of what we see and learning how to communicate
using visual texts. Critical viewing takes into consideration the purpose
and significance of the constructed visual environment and its component
parts. It involves reflecting upon intent, purpose, content, context, and
developing the ability to analyse and communicate the meaning of what is
viewed.
In this document, the term representing is used to suggest the range of
ways in which students create meaning. Forms and processes of
representation students use to explore and communicate their
understandings include, in addition to spoken and written language, visual
representation, drama, music, movement, and media and technological
production.
26
Appreciation of the French Language and Cultural Diversity
Students will be expected to demonstrate a positive attitude towards the French language and towards
francophone communities in Canada and around the world.
• use the French language with pleasure in daily
situations;
• demonstrate an interest in exploring a wide range
of French texts;
• identify the contribution of francophones in
different areas of human activity;
• demonstrate a sense of pride in their uniqueness
and in their accomplishments in French.
By the end of Grade 6, students will have achieved the
outcomes of the primary cycle and will also be expected
to:
• demonstrate an interest and sense of pride in using
the French language and in improving their
language skills;
• demonstrate an interest in using various French
language texts;
• demonstrate and explain the role and contribution
of francophones in different areas of human
activity;
• demonstrate an understanding of the advantages
associated with bilingualism.
outcomes of the elementary cycle and will also be
expected to:
• display an interest and a sense of pride in
communicating correctly in French, in
improving their language skills, and in
continuing their French studies;
• demonstrate an interest in and an appreciation of
various contemporary texts that are appropriate
for young persons of their age;
• demonstrate and express an appreciation of the
contribution of francophones to Canada's
francophone community;
• demonstrate an understanding and an
appreciation of the advantages associated with
the opportunity to interact with members of the
two linguistic groups.
outcomes for the intermediate cycle and will also be
expected to:
• display an interest in promoting the French
language and culture in their environment and in
continuing their language learning on their own;
• demonstrate an interest in and an appreciation of
various contemporary and classic texts of
francophone communities in Canada and around
the world;
• demonstrate an understanding and an appreciation
of the richness of francophone communities in
Canada and around the world;
• demonstrate an understanding and an appreciation
of the advantages that they enjoy as learners of
Canada's other official language.
27
Students will be expected to recognize and respect cultural diversity.
• demonstrate an interest in knowing and learning
about diverse cultures;
• identify different types of stereotyping and
prejudices (ethnic, cultural, religious, age,
physical and mental ability, gender, socioeconomic, etc.) and their effect on children of
their own age;
• use a vocabulary and exhibit behaviours which
contribute to a climate of respect and trust in
relationships with others;
• identify the contribution of people of various
cultures to the different areas of human activity;
• demonstrate an understanding of their rights and
responsibilities in class and at home.
to:
• compare the lifestyles, ways of thinking, and
methods of expression of various cultures;
• examine and discuss the influence of stereotypes
and prejudices in their environment;
• use language and adopt behaviour that is respectful
of the various cultural communities;
• clarify the role of persons of various cultures in
different areas of human activity;
responsibilities in the classroom and at school.
expected to:
• find connections between cultural influences and
ways in which people act, think, and express
themselves;
• examine and discuss the conditioning influence
of stereotypes and prejudices in society, the
media, history, literature, the Internet, song,
popular culture, etc.;
• explore and explain some of the customs
associated with various cultural communities;
• describe and demonstrate the contribution of
persons of various cultures to different areas of
human activity in Canada;
responsibilities as adolescents in their
environment.
outcomes of the intermediate cycle and will also be
expected to:
• articulate what cultural diversity is, taking into
account historical and current influences;
• react critically to the conditioning influences of
stereotypes and prejudices in the world;
• demonstrate cultural awareness in situations
involving interpersonal interaction;
• demonstrate an appreciation of the contribution of
persons of various cultures to different areas of
human activity around the world;
responsibilities as young adults in society.
28
Students will be expected to demonstrate their comprehension of a variety of oral texts according to their
needs and appropriate to the situation of communication.
• obtain information, ideas, opinions, key feelings
and the global sense from an oral text;
• react in a personal way to simple texts, citing
examples to justify this reaction;
• react in an analytic way to simple texts by
identifying various elements of the text.
to:
• identify the relevant information, ideas, opinions,
feelings, and details presented in a text;
• react personally to texts by comparing some of the
elements that explain their reaction;
• react analytically to texts by comparing various
elements.
outcomes of the elementary cycle and will also be able
to:
• summarize and reformulate the information,
ideas, opinions, and feelings presented in a text;
• react personally to a wide variety of texts, and
evaluate their reaction;
• react to a wide variety of texts by analysing
various elements.
expected to:
• reconstruct the content and organization of a text;
justify their reaction;
• react to a wide variety of texts by evaluating various
elements.
29
• ask questions in order to clarify and to broaden
their knowledge;
• express ideas, feelings and opinions;
• share information and find enjoyment in a
variety of situations;
• make use of language conventions in order to
communicate in a range of familiar situations.
to:
• express their ideas, feelings, and opinions;
• share information and entertain in a variety of
contexts;
• share information and entertain in a wider variety
of contexts;
• choose language conventions in order to
communicate in a variety of more complex
situations.
expected to:
• ask relevant questions in order to acquire,
interpret, analyse, and evaluate ideas and
information;
• explain their feelings and support their ideas and
opinions;
• combine, compare, clarify, and illustrate
information and situations;
• apply language conventions in order to
communicate in a wide variety of situations.
expected to:
• ask probing questions in order to acquire, describe,
interpret, analyse, and evaluate ideas and
information;
• articulate positions relating to their ideas, feelings,
and opinions, while demonstrating an
understanding of a range of different viewpoints;
• nuance and delve deeper into information and
situations;
• independently apply language conventions in order
to communicate in a wide variety of situations
dealing with a range of subjects.
30
• call upon simple strategies, experiences and
previous knowledge to guide their listening and
speaking;
• organize information and ideas using simple
strategies;
• identify their own strategies;
• use resources (print, non-print, technological and
other) to help their listening and speaking.
to:
• draw upon their experience and knowledge, and
choose strategies to guide their listening and oral
expression;
• organize information and ideas by using simple
strategies;
• explain their own strategies;
• explain their choice of print and non-print
resources, including technology, to help with their
listening and oral expression.
expected to:
modify strategies to guide their listening and oral
expression;
• organize information and ideas by modifying
their strategies;
• explain and analyse their own strategies;
• adapt print and non-print resources, including
technology, to help with their listening and oral
expression.
expected to:
analyse their use of strategies to guide their
listening and oral expression;
• independently organize information and ideas by
using strategies;
• justify their choice of strategies;
• analyse print and non-print resources, including
technology, to help with their listening and oral
expression.
31
Reading and Viewing
Students will be expected to demonstrate their comprehension of a variety of texts according to their needs
and appropriate to the situation of communication.
• extract information, ideas, opinions, key feelings
and the overall meaning from a text;
• react in a personal way to simple texts, citing
examples to justify this reaction;
• react in an analytical way to simple texts by
identifying various elements of the text.
to:
• identify the relevant information, ideas, opinions,
feelings, and details in a text;
• react personally to simple texts by identifying a few
of the elements that explain their reaction;
• react analytically to texts by comparing various
elements.
expected to:
• summarize and reformulate information, ideas,
opinions, and feelings presented in a text;
justify their reaction;
• react to a wide variety of texts by critically
analysing various elements.
expected to:
• reconstruct the content and organization of a text;
evaluate their reaction;
• react to a wide variety of texts by critically
evaluating various elements.
32
Reading and Viewing
Students will be expected to demonstrate their comprehension of a variety of texts according to their needs
and appropriate to the situation of communication.
• call upon simple strategies, experiences and
previous knowledge to guide their reading and
viewing;
strategies;
• identify their own strategies;
other) to help them understand their reading and
viewing.
to:
choose strategies to guide their reading and
viewing;
• organize information and ideas by choosing
strategies;
• use and explain their choice of print and non- print
resources, including technology, to help with their
analysis of texts.
expected to:
modify strategies to guide their reading and
viewing;
their strategies;
• use print and non-print resources, including
technology, to help with the synthesis of texts.
expected to:
analyse their use of strategies to evaluate structure
and textual presentation;
using strategies;
• justify their choice of strategies;
• use print and non-print resources, including
technology, to help with the evaluation of texts.
33
Students will be expected to write and represent to satisfy their communication needs appropriate to the
situation.
• compose and create simple texts of different types
in order to express their ideas, feelings, and
opinions;
• write and create simple texts in order to share
information and engage the audience in a variety
of contexts;
• use basic conventions and increasingly complex
sentence structures in a variety of situations.
to:
• write and create simple texts of different types in
order to express and explore their ideas, feelings,
and opinions;
• write and create simple texts in order to share
information and entertain in a wider variety of
contexts;
• choose basic conventions and a few appropriate
stylistic elements in a number of situations.
expected to:
• write and create texts of different types in order
to explain their feelings and support their ideas
and opinions;
• write and create texts in order to combine,
clarify, and illustrate information and situations;
• apply conventions and stylistic elements in a
number of situations.
expected to:
• write and create texts in order to analyse and
evaluate positions relating to their ideas, feelings,
and opinions;
• write and create texts in order to analyse, evaluate,
and delve deeper into information and situations;
• apply and justify conventions and a variety of
stylistic elements in a number of situations.
34
Students will be expected to write and represent to satisfy their communication needs appropriate to the
situation.
By the end of grade 3, students will be able to:
• call upon their experience, their knowledge, and
simple strategies to guide their writing and
representing;
strategies;
• identify their own strategies for writing and
representing;
other) to help in the production of texts;
• refer to the writing process to facilitate the
production of texts.
to:
choose strategies to guide their production;
• organize information and ideas by choosing
strategies;
• use and explain their choice of print and non-print
resources, including technology, to help with the
production of their texts;
• follow the writing process to facilitate the
expected to:
modify strategies to guide their production;
their strategies;
• analyse and adapt print and non-print resources,
including technology, to help with the
production of texts;
• use all of the components of the writing process
to facilitate the production of texts.
expected to:
analyse their use of strategies to guide their
production;
using strategies;
• organize information and ideas by modifying their
strategies; justify their choice of strategies;
• independently evaluate and choose print and nonprint resources, including technology, to help with
the production of texts;
• independently use the writing process to facilitate
the production of texts.
35
36
Section III: Specific Curriculm Outcomes
SECTION III: Specific Curriculum Outcomes
37
38
SECTION III: Specific Curriculum Outcomes
The presentation of the specific curriculum outcomes in this document
does not prescribe a preferred order, nor does it suggest an isolated
treatment of each outcome.
39
Overview of Specific Curriculum Outcomes
Kindergarten / La maternelle
Appreciation of the
French Language and
Cultural Diversity
Listening and
Speaking
Reading and
Viewing
Writing and
Representing
students will be expected
to:
to:
to:
to:
1.1.1 demonstrate an
increasing willingness to
listen to and speak
French at all times
3.1.1 recall literal details
from simple oral texts
6.1.1 use illustrations to
discuss a text
3.1.2 follow simple
instructions
6.1.2 use actions or
drawings to demonstrate
global comprehension of
a text
8.1.1 begin to use writing
and other forms of
representing to express
personal experiences and
ideas
1.1.2 participate readily
in class activities
1.1.3 demonstrate a
willingness to improve
their language skills
3.2.1 be courteous when
others are speaking
6.1.3 identify the basic
3.2.2 respond to a simple literary elements and
oral text based on
other details of a text
interests, opinions and/or
1.2.1 demonstrate a
personal experience
6.1.4 a) begin to read and
positive attitude towards
follow simple directions
exploring a wide variety 3.2.3 begin to draw
b) begin to read and
of texts in French
conclusions from an oral follow multi-step
text using support from directions
1.3.1 distinguish between the text
French and English
6.1.5 begin to find, select
speakers
3.2.4 respond with
and organize facts from
sensitivity to the opinions an informational text
1.3.2 explore special
of others
cultural events of
6.1.6 begin to make
francophone origin
3.3.1 distinguish between inferences
various types of oral texts
1.4.1 share their
6.2.1 choose to read and
knowledge of French
3.3.2 identify the subject view a variety of genres
language and culture in
and important details in a (of children’s texts) for
various situations
variety of oral texts by
enjoyment and learning.
answering questions
1.4.2 begin to discuss the
6.2.2 relate texts to
advantages of being able 4.1.1 obtain information personal feelings,
to speak more than one
by asking simple
experiences and opinions,
language
questions, using basic
citing examples
structures and
appropriate vocabulary
40
8.1.2 begin to use writing
and other forms of
representing to record
thoughts, feelings and
opinions
8.1.4 begin to convey
meaning through a
variety of visual
representations
8.2.1 use writing and
other forms of
representing to inform, to
report, and to record
8.3.1 use some basic
conventions, structures
and forms appropriately
9.1.1 participate in
brainstorming activities
to explore theme - related
vocabulary, expressions
and sub-topics
9.1.2 explain the purpose
for writing and identify
the target audience
Kindergarten / La maternelle (Cont’d)
Appreciation of the
French Language and
Cultural Diversity
Listening and
Speaking
Reading and
Viewing
Writing and
Representing
to:
to:
to:
to:
understanding that each
person is unique
4.2.1 use learned
expressions and high
frequency vocabulary to
convey a message
6.2.3 begin to ask
questions about texts
9.1.3 begin to use
knowledge of sound symbol relationships to
approximate
conventional spelling
ability to respect
individual differences
4.3.1 recite poems and
nursery rhymes, and sing
songs in a group setting
2.2.1 identify example of
prejudice or stereotypes
4.3.2 share information
and personal experiences
2.3.1 be courteous to
and describe a person,
others and use respectful place or thing according
language in all situations to various characteristics
6.2.4 compare texts read
or viewed and share
interpretation with peers
6.2.5 identify and
respond to messages in
visual texts
9.1.4 use an increasing
number of words spelled
conventionally
9.1.5 use a variety of
6.3.1 distinguish between simple strategies to guide
their writing and
the real and the
representing
imaginary in their
reading and viewing
2.4.1 demonstrate a
9.4.1 refer to a range of
4.3.3 engage in dialogue,
positive attitude toward role play, dramatization 6.3.2 identify the
texts as models for
exploring stories, songs,
characteristics of a variety writing
rhymes, poems and
4.3.4 give short oral
of text forms and
special events of
9.4.2 with assistance,
presentations
structures
francophone and other
experiment with
individually, with
origins
partners and in groups
6.3.3 identify similarities technology in writing and
and differences between other forms of
2.5.1 accept
representing
4.4.1 speak with
characters, settings and
responsibility for personal improving pronunciation events
belongings and actions
9.4.3 begin to collaborate
and intonation
with peers to clarify ideas
6.3.4 recognize the
2.5.2 accept
during writing and
personal style of an
4.4.2 begin to use basic
responsibility for certain grammatical structures
representing
author or illustrator
tasks in the school
and conventions
environment
9.5.1 begin to apply
appropriately
6.3.5 analyse to make
pre-writing techniques
critical judgement of a
4.4.3 speak with
text
9.5.2 write a first draft to
increasing awareness of
get ideas down on paper
appropriate volume,
6.3.6 establish links
pacing and speed
between characters’
feelings and their actions 9.5.3 begin to revise for
organization and content
41
Kindergarten / La maternelle (Cont’d)
Appreciation of the
French Language and
Cultural Diversity
to:
Listening and
Speaking
to:
Reading and
Viewing
to:
5.1.1 practise effective
listening skills
6.3.7 begin to establish
links between different
events which make up a
story: sequencing, cause
brainstorming to develop and effect
oral vocabulary
5.1.3 select and
7.1.1 use strategies to
effectively use appropriate select texts appropriate to
materials to support an
interests and to learning
oral presentation
needs
7.1.2 activate prior
5.1.4 demonstrate
knowledge of a given
effective presentation
subject and state purpose
skills
for reading and viewing
5.1.5 respond to
questions following an
oral presentation
Writing and
Representing
to:
9.5.4 begin to edit
written work for
appropriate use of
sentence structure and
conventions
9.5.5 engage in the
publishing process
7.1.3 make predictions
on content based on prereading activities
5.1.6 use prior knowledge 7.1.4 display appropriate
to understand an oral text behaviour during reading
and viewing situations
5.2.1 use a plan or
graphic organizer to
7.1.5 understand concepts
organize a presentation
of print
5.3.1 describe personal
strategies for effective
listening and speaking
7.1.6 use a combination
of cueing systems and
strategies to construct
meaning from text
5.4.1 use classroom and
personal dictionaries and 7.2.1 experiment with
graphic organizers
other references to
support listening and
7.3.1 describe some
speaking
personal reading and
viewing strategies
7.4.1 find information
using a variety of sources
42
Grade One / Première année
Appreciation of the
French Language and
Cultural Diversity
to:
Listening and
Speaking
to:
Reading and
Viewing
to:
Writing and
Representing
to:
6.1.1 derive a global sense 8.1.1 use writing and
from illustrated texts
other forms of
representing to express
6.1.2 use actions or
drawings to demonstrate ideas
1.1.2 participate readily 3.1.2 follow instructions comprehension of a text
read
in class activities
other forms of
others are speaking
6.1.3 identify the literary representing to record
1.1.3 demonstrate a
elements and other details thoughts, feelings and
3.2.2 respond to a simple of a text
opinions
own language skills
oral text based on
interests, opinions and/or 6.1.4 a) read and follow 8.1.3 convey meaning
1.2.1 demonstrate a
through a variety of
positive attitude toward personal experience
simple directions,
visual representations
exploring a wide variety
instructions
3.2.3 respond with
of texts in French
b) read and follow
sensitivity to the opinions multi-step directions,
other forms of
1.3.1 distinguish between of others
instructions
representing to inform, to
French and English
3.3.1 distinguish between 6.1.5 find, select and
speakers
various types of oral texts organize facts from an
8.2.2 write to instruct
informational text
3.3.2 identify the subject
someone to act
cultural events of
and important details in a 6.1.6 make inferences
francophone origin
variety of oral texts
1.4.1 share their
6.2.1 choose to read and conventions, grammatical
4.1.1 ask questions to
structures and forms
knowledge of French
view a variety of genres
appropriately
obtain information,
and types of children’s
using simple sentences
various situations
texts for enjoyment and
and appropriate
learning
vocabulary
1.4.2 discuss the
advantages of being able
4.2.1 use learned
personal feelings,
experiences and opinions, and sub-topics
language
frequency vocabulary to citing examples
convey a message
for the writing and the
6.2.3 begin to ask
4.3.1 recite poems and
identify target audience
person is unique
nursery rhymes and sing
or viewed and share
ability to respect
1.1.1 demonstrate a
willingness to listen to
and speak French at all
times
3.1.1 recall literal details
and information from a
variety of simple oral
texts
43
Grade One / Première année (Cont’d)
Appreciation of the
French Language and
Cultural Diversity
Listening and
Speaking
Reading and
Viewing
to:
to:
to:
understanding that
people celebrate
differently
6.2.5 identify and
visual texts
Writing and
Representing
to:
9.1.3 use knowledge of
sound - symbol
relationships to
approximate
role play and
6.3.1 distinguish between conventional spelling
dramatization
the real and the
awareness of cultural
imaginary
9.1.4 using an increasing
differences
presentations
6.3.2 identify the
conventionally
individually, with
2.1.5 discuss family
characteristics of a variety
partners and/or in groups of texts forms and
celebrations
structures
simple strategies to guide
4.4.1 speak with
2.2.1 recognize some
their writing and
examples of prejudice or improving pronunciation
6.3.3 identify similarities representing
and intonation
stereotypes
and differences between
9.2.1 select and organize
4.4.2 use basic
events
details, ideas and
others and use respectful grammatical structures
opinions relevant to a
language in all situations and conventions
6.3.4
recognize
the
topic
appropriately
personal
style
of
an
2.4.1 demonstrate a
9.3.1 explain how to
positive attitude toward 4.4.3 speak with
choose a topic
exploring stories, songs, increasing awareness of
appropriate volume,
rhymes, poems and
9.3.2 explain how to find
pacing and speed
special events of
text
information/generate
5.1.1 demonstrate
ideas
origins.
effective listening skills
2.5.1 accept
9.3.3 explain how to plan
responsibility for personal 5.1.2 brainstorm to
feelings and their actions their writing and
develop oral vocabulary
determine if they have
enough knowledge/
5.1.3 select and use
2.5.2 accept
between different events information
responsibility for certain effectively appropriate
which make up a story,
tasks in the school
i.e., sequencing, cause
9.3.4 describe their own
oral presentation
environment
and effect
writing and representing
strategies
5.1.4 demonstrate
7.1.1 select
independently and with 9.4.1 refer to a range of
skills
teacher assistance, texts
texts as models for
appropriate to interests
writing
and learning needs
44
Grade One / Première année (Cont’d)
Appreciation of the
French Language and
Cultural Diversity
to:
Listening and
Speaking
to:
Reading and
Viewing
to:
5.1.5 respond to
questions following their knowledge of a given
oral presentation
subject and state the
purpose for reading and
5.1.6 use prior
viewing
knowledge to understand
an oral text
7.1.3 make predictions
on content, based on pre5.2.1 use a plan or
reading activities
prepare a presentation
7.1.4 display appropriate
behaviour during reading
7.1.5 understand the
concepts of print
personal dictionaries and 7.1.6 use a combination
other references to
support their listening
and speaking
meaning from text
7.2.1 experiment with
graphic organizers
reading and viewing
strategies
Writing and
Representing
to:
9.4.2 with assistance
experiment with
technology in writing and
other forms of
representing
9.4.3 begin to collaborate
with peers to clarify ideas
during writing and
representing
9.5.1 begin to apply
pre-writing techniques
9.5.2 write a first draft
and get ideas down on
paper
9.5.3 begin to revise for
9.5.4 begin to edit
written work for
appropriate use of
sentence structure and
basic conventions
9.5.5 engage in the
publishing process
45
Grade Two / Deuxième année
Appreciation of the
French Language and
Cultural Diversity
Listening and
Speaking
Reading and
Viewing
Writing and
Representing
to:
to:
to:
1.1.1 demonstrate a
and speak French at all
times
3.1.1 derive a global sense
from a variety of oral
texts by recalling literal
details and information
in class activities
3.1.2 give/respond to
simple instructions
1.1.3 demonstrate a
own language skills
others are speaking
6.1.1 derive a global sense 8.1.1 use writing and
from the illustrations and other forms of
other visual elem ents of a representing to creatively
text
express personal
experiences and ideas
6.1.2 use actions,
drawings, and other
8.1.2 write to record
means to demonstrate
comprehension of a text
opinions
interest in reading and
viewing in French
3.2.2 respond to an oral
text based on interests,
opinions and personal
experiences
1.3.1 distinguish between 3.2.3 draw conclusions
from an oral text using
French and English
support from the text.
speakers
cultural events of
francophone origin
3.2.4 respond with
sensitivity to the opinions
of others
1.4.1 share their
knowledge of French
various situations
3.3.1 distinguish between
1.4.2 discuss the
language
person is unique
ability to respect
46
3.3.2 identify the subject
and important details in a
3.3.3 identify the literary
elements of a story read
aloud
obtain information, using
simple structures and
appropriate vocabulary
to:
read
8.1.3 write to argue a case
elements and other details 8.1.4 convey meaning
of a print text
6.1.4 a) read and follow
simple directions,
other forms of
instructions
b) read and follow representing to inform, to
multi-step directions,
instructions
8.2.2 write to instruct
someone to act
6.1.5 find, select and
organize facts from an
informational text
conventions, grammatical
6.1.6 make inferences
appropriately
view a variety of genres
and types of children’s
texts for enjoyment and to explore theme - related
learning
and sub-topics
personal feelings,
experiences and opinions, for writing and identify
the target audience
citing examples
6.2.3 formulate and ask
Grade Two / Deuxième année (Cont’d)
Appreciation of the
French Language and
Cultural Diversity
Listening and
Speaking
Reading and
Viewing
Writing and
Representing
to:
to:
to:
to:
understanding that
people celebrate
differently
4.2.1 use learned
frequency vocabulary to
convey a message
or viewed and share
sound - symbol
relationships to
approximate
differences
4.3.1 recite poems,
6.2.5 identify and
visual texts
6.3.1 distinguish between conventionally
2.2.1 identify examples of 4.3.2 share information the real and the
prejudice or stereotypes and personal experiences imaginary in their
reading and viewing
2.2.2 discuss the effects
their writing and
of prejudice/stereotypes role play, dramatization 6.3.2 identify the
representing
on themselves and others
of texts forms
presentations
details, ideas and
6.3.3 identify similarities opinions relevant to a
others and use respectful individually, with
and differences between topic
language in all situations partners and in groups
4.4.1 speak with
events
2.4.1 demonstrate a
positive attitude toward improving pronunciation
choose a topic
6.3.4 recognize the
exploring stories, songs, and intonation
rhymes, poems and
4.4.2
use
basic
special events of
grammatical structures
ideas
and conventions
origins
appropriately
text
2.5.1 accept
their writing and
responsibility for personal 4.4.3 speak with
determine if they have
increasing awareness of
enough knowledge/
appropriate volume,
information
pacing and speed
feelings and their actions
2.5.2 accept
responsibility for certain
5.1.1 demonstrate
tasks in the school
a word and check its
between different events spelling/gender/meaning
environment
5.1.2 brainstorm to
i.e. sequencing, cause and 9.4.1 refer to a range of
develop oral vocabulary effect
texts as models for
writing
5.1.3 identify purpose of
communication and
target audience
47
Grade Two / Deuxième année (Cont’d)
Appreciation of the
French Language and
Cultural Diversity
to:
Listening and
Speaking
Reading and
Viewing
Writing and
Representing
to:
to:
to:
5.1.4 select and use a
variety of appropriate
oral presentation
resources as sources of
information for writing
personal texts
5.1.5 demonstrate
skills
5.1.6 respond to
oral presentation
begin to independently
select texts appropriate to
their interests and
learning needs
viewing
7.1.3 use pre-reading
strategies to predict
5.1.7 use prior
knowledge to understand content
an oral text
5.2.1 use a plan or
7.1.5 understand
concepts of print
7.1.6 use a combination
5.4.1 use classroom and strategies to construct
personal dictionaries and meaning from text
other references to
7.2.1 experiment with
support their speaking
graphic organizers
and listening
reading and viewing
strategies
9.4.3 use, with assistance,
word processing and
drawing software to
produce and/or enhance
texts
9.4.4 collaborate with
peers to clarify ideas
during writing and
representing
9.5.1 apply pre-writing
techniques
and get ideas down on
paper
9.5.3 revise for
9.5.4 edit written work
for conventions, sentence
structure, and basic
French syntax
9.5.5 engage in the
publishing process
48
Grade Three / Troisième année
Appreciation of the
French Language and
Cultural Diversity
Listening and
Speaking
Reading and
Viewing
Writing and
Representing
to:
to:
to:
to:
1.1.1 demonstrate a
and speak French
from a variety of oral
texts by recalling literal
details and information
from the illustrations and
other visual elements of a
text
8.1.1 use write and other
forms of representing to
creatively express
ideas
3.1.2 give/respond to
simple instructions
6.1.2 use actions,
drawings, and other
means to demonstrate
read
in class activities
1.1.3 demonstrate a
own language skills
interest in reading and
viewing in French
others are speaking
3.2.2 respond to an oral
text based on interests,
experiences
1.3.1 distinguish between
3.2.3 draw conclusions
native and non-native
from an oral text using
French and English
support from the text
speakers
cultural events of
francophone origin
1.4.1 share their
knowledge of French
various situations
1.4.2 discuss the
language
person is unique
ability to respect
elements and other details 8.1.4 convey meaning
of a text
6.1.4 a) read and follow
8.2.1 write to inform, to
simple directions and
instructions
b) read and follow
multi-step directions and 8.2.2 write to instruct
someone to act
instructions
3.2.4 respond with
sensitivity to the opinions
of others
6.1.5 find, select and
organize facts from an
3.3.1 distinguish between informational text
6.1.6 make inferences
3.3.2 identify the subject and provide support from
and important details in a the text
3.3.3 identify the literary view a variety of genres
elements of oral texts
(of children’s texts) for
enjoyment and learning
obtain information using 6.2.2 relate texts to
appropriate structures
personal feelings,
and vocabulary
experiences and opinions,
citing examples
4.2.1 use learned
6.2.3 demonstrate critical
frequency vocabulary to thinking by asking
convey a message
8.1.2 write to record
opinions
8.3.1 use basic
appropriately
and sub-topics
for writing and identify
the target audience
sound - symbol
relationships to
approximate
49
Grade Three / Troisième année (Cont’d)
Appreciation of the
French Language and
Cultural Diversity
Listening and
Speaking
Reading and
Viewing
Writing and
Representing
to:
to:
to:
to:
understanding that
people celebrate
differently
4.3.1 recite poems,
or viewed and share
conventionally
6.2.5 identify and
visual texts
their writing and
representing
differences
role play, dramatization 6.3.1 distinguish between
the real and the
2.15 identify special
imaginary in their
events associated with
presentations
reading and viewing
different cultural
individually, with
communities
partners and in groups
6.3.2 recognize and use
the characteristics of a
2.2.1 identify examples of
variety of texts forms and
prejudice or stereotypes 4.4.1 speak with
improving pronunciation structures to enhance
and intonation
comprehension
2.2.2 discuss the effects
of prejudice/stereotypes
6.3.3 identify similarities
on themselves and others 4.4.2 use basic
grammatical structures
and differences between
and
conventions
events
others and use respectful appropriately
language in all situations
4.4.3 speak with
6.3.4 recognize the
increasing
awareness
of
2.4.1 discuss family
appropriate volume,
origins
pacing and speed
6.3.5 analyze to make
2.4.2 explore the
5.1.1
demonstrate
contributions of people
text
from various cultures,
including those of
5.1.2 brainstorm to
authors and illustrators
develop oral vocabulary between characters’
feelings and their actions
2.5.1 accept
responsibility for personal 5.1.3 identify purpose of
communication and
target audience
between different events
2.5.2 accept
i.e., sequencing, cause
responsibility for certain
and effect
tasks in the school
environment
50
details, ideas and
opinions relevant to a
topic
choose a topic
ideas
a piece of writing and
decide if they have
enough knowledge /
information
a word and check its
spelling / gender /
meaning
9.4.1 refer to a range of
texts as models for
writing
resources as sources of
information for writing
personal texts
Grade Three / Troisième année (Cont’d)
Appreciation of the
French Language and
Cultural Diversity
to:
Listening and
Speaking
Reading and
Viewing
Writing and
Representing
to:
to:
to:
5.1.4 support an oral
presentation through the
selection and effective use
of a variety of appropriate
materials
independently select texts
appropriate to their
interest and learning
needs
9.4.3 use technology
including word
processing and drawing
software to produce
and/or enhance texts
5.1.5 demonstrate
skills
viewing
9.4.4 collaborate with
peers to clarify ideas
during writing and
representing
5.1.6 respond to
oral presentation
7.1.3 predict content
techniques
using pre-reading activities
5.1.7 use prior
knowledge to understand 7.1.4 display appropriate and get ideas down on
an oral text
behaviour during reading paper
5.2.1 use a plan or
9.5.3 revise for
7.1.5 understand
concepts of print
9.5.4 edit written work
7.1.6 use a combination for appropriate use of
sentence structure,
conventions and French
meaning from text
syntax
personal dictionaries and 7.2.1 independently use a 9.5.5 engage in the
other references to
variety of graphic
publishing process
support their speaking
organizers
and listening
reading and viewing
strategies
51
Four-Column Layout
The specific curriculum outcomes are presented on two-page spreads (see
below). At the top of each page the overarching GCO is presented, with
the appropriate KSCO and specific curriculum outcome(s) displayed in
the left-hand column. The second column of the layout, entitled
“Suggestions for Teaching and Learning”, provides a clarification of the
specific curriculum outcome(s), as well as suggestions for teaching
strategies and activities to help students achieve the outcome(s). The
strategies and activities presented are not intended to be rigidly applied;
they do help to further clarify the specific curriculum outcome(s). They
illustrate ways to work toward to the achievement of the outcome(s).
The third column of the two-page spread, entitled “Worthwhile
Assessment and/or Instructional Strategies” serves several purposes. While
the sample tasks presented may be used for assessment, they will also
further clarify the specific curriculum outcome(s) and will often represent
useful instructional activities. These sample tasks are intended as examples
only; teachers will want to tailor items to meet the needs and interests of
the students in their classrooms. The final column of each display, entitled
“Suggested Resources”, provides useful references and permits teachers to
note their own resources..
52
Grade Three / Troisième année Curriculum Outcomes
Grade Three / Troisième année
Curriculum Outcomes
53
Grade Three / Troisième année Curriculum Outcomes
54
Appreciation of the French Language and
Cultural Diversity
55
Students will be expected to demonstrate a positive attitude towards the French
language and francophone communities in Canada and in the world.
Outcomes
Suggestions for Teaching and Learning
KSC O: By the end of Grade 3,
students will be expected to use the
French language with pleasure in
daily situations
In G rade Three, students begin a Language Arts program in En glish. It is
important to establish parameters for the speaking of English in the
classroom within the context of English Language Arts; apart from the
English period, students should still be expected to speak French in the
classroom context. One way to signal to students the language in use is to
have a mascot for each language which is visible and present when that
particular language is spoken. Through the presence of a puppet or toy
such as English Bear or of Bonhomme Carnaval, for example, students have
a visual rem inder that it is time to speak French, or English.
SCOs: By the end of Grade
Three, students will be expected
to:
1.1.1 dem onstrate a willingness
to listen to and speak
French
1.1.2 participate readily in class
activities
1.1.3 dem onstrate a willingness
to improve own language
skills
Throughout the primary grades, students should have developed a
repertoire of vocabulary and structures which reflect their experiences in
their second language. This repertoire w ill enable them to com municate in
French with each other and with their teacher. Expect students to display a
willingness to use their French in the classroom and during other school
activities. Strategies w hich dem onstrate a willingness to com municate in
French include circumlocution, or the ability to convey meaning by finding
an alternate way to express oneself if a particular vocabulary word is
unknow n.
Encourage and foster an openness to speak in French with classmates and
with native French speakers. This is an importan t component of the Early
French Immersion program, and should be a regular focus in the
classroom. Have students keep a personal word bank or dictionary in which
they add new words /expressions which they have learned. Students can
refer to their word bank in their various activities in the classroom.
Classroom thematic word lists, vocabulary charts and dictionnaires murals
are other tools which can support and assist students in their efforts to
communicate in French and to improve their second-language skills.
It is important to maximize opportunities for students to express themselves
and u se the target language of French. A variety of teaching strategies,
including cooperative learning techniques and activities which address
multiple in telligences, are recommended in order to actively involve all
children in the learning situation in the classroom. Cooperative learning
strategies are useful in encouraging active participation. One such strategy
would involve the teacher asking an open-ended question or posing a
problem. Students take turns with a partner responding to the question
orally. This allows for all students to respond, rather than a limited number
in a large-group context, and teachers can circulate and assess the responses
of several students.
Positive reinforcement and feedback for use of French in the classroom and
school setting are necessary if students are to feel that their efforts in the
second language are successful. Teachers may consider pairing Grade 3
students with younger French Im mersion students to act as moniteurs
linguistiques or even using other types of incentives to motivate students to
speak French. Situations where students correspond with francophone
penpals or cyberpals are also very m otivating, as are situations where
authentic opportunities exist for interaction in French.
56
Assessment and/or Instructional Strategies
Suggested Resources
1.1.1/1.1.3 Observation/Checklist
Monitor student willingness to speak in French in the classroom. Note
student interaction in the classroom and their willingness to use French
vocabulary learned. Do the students participate willingly in drama, singing,
and other activities in French? Use a checklist such as the following:
Mots de haute fréquence,
Appendix A
Ressources audio et audiovisuelles, Appendix A
Sites Internet pour chansons,
comptines, poésies et jeux,
Appendix A
La compréhension orale,
Appendix B
La production orale, Appendix B
Coopérer pour réussir
(Chenelière, ISBN 2-89461-49
8-5)
Self-Evaluation/Journal
Students can monitor their own use of French on a daily/weekly basis.
Teachers can organize the record-keeping for students and allow them time
at the end of the day to reflect on their efforts in speaking French and on
any areas needing improvement.
La coopération : un jeu d’enfant
(Chenelière, ISBN 2-76510365-8)
Intégrer les intelligences multiples
dans votre école (Chenelière,
ISBN 2-89461-714-3)
Conference
Ask students to discuss the role of French in the classroom and outside the
classroom in order to determine their attitudes towards the use of French as
a language of communication.
Guide pédagogique : Techniques
de prévention et de correction des
fautes orales dans les classes
d'immersion (ACPI-CAIT,
ISBN 0-921612-16-8)
Self-Assessment Questionnaire
Develop a short questionnaire, such as the following, to assess student
attitudes toward the use of French in Grade Three French Immersion. The
questionnaire can be used in a conferencing context or as a written
reflection.
L’immersion en français au
Canada : Guide pratique
d’enseignement (ACPI-CAIT,
ISBN 0-921612-12-5)
A collection of print, audio and
audio-visual texts including
children’s literature, other types
of books, audio and video
recordings, TV and radio
programs.
Puppets and a puppet theatre
57
Outcomes
KSCO: By the end of Grade 3,
students will be expected to
demonstrates an interest in
exploring a wide range of French
texts
In Grade Three, provide students with opportunities to read and view
longer texts, containing a wider range of vocabulary and treating a greater
variety of subjects. A wide range of print and visual texts should be
available and should include fictional, informational and poetic texts, as
well as a wide variety of text forms. See SCO 6.2.1 for further discussion
on genres and forms of texts. Text forms for reading and viewing should
not be limited to books, but should include posters, brochures, magazine
spreads, and web pages, as well as films, videos and TV programs.
to:
1.2.1 demonstrate an interest in
reading and viewing in
French
Instructional strategies for this outcome should foster the enjoyment of
reading and interacting with texts. Encourage students to select reading
material for a variety of purposes and contexts, including research,
personal enjoyment, independent and shared reading. Students will be
motivated to read if they have access to a wide range of reading materials
which reflect their needs as readers in terms of interests and the
accessibility of the text.
Encourage daily home reading and TV viewing in French, regular visits to
the school library to borrow French books, and visits to agencies which
may provide access to French-language books and tapes, such as the local
francophone association. Consider assigning a 30 minute TV program in
French as homework on a weekly basis. Encourage students to discuss with
classmates recommendations of texts read or programs watched and to
keep a running list of reading recommended by their classmates. Students
should be guided to reflect on their own responses to texts, and whether or
not they agree with the recommendations of the other students after
reading recommended titles. As a class, students may develop a "Top Ten
List" or « Palmarès » in which they vote as a class on their favourite books
throughout the school year.
It is important to expose students to francophone authors and illustrators.
In the context of author/illustrator studies, students can become familiar
with the style and topics of a particular individual. Francophone authors
and illustrators such as Dominique Demers, Gilles Tibo, Marie-Louise
Gay, Roch Carrier, Christiane Duchesne, Stéphane Jorisch, Henriette
Major, Marie-Danielle Croteau, and Yayo should be available to students
in classroom or school libraries. It is also important for students to become
aware of the difference between a translation and a book which was
originally written in French. Ask students to note in their reading if a text
is a translation or originally in French, and have them note the translator
so that they become familiar with the work of translators as well as authors
and illustrators.
58
Suggested Resources
Reading Log - Carnet de lecture
Students can register their reading interests in a Carnet de lecture in which
they keep track of the titles which they have read and their opinions of the
texts. Student attitudes towards reading in French will be evident from their
recordings. The following is an exam ple of a carnet de route in which students
can record their readings and also rate their selections out of 10 Æ, an idea
linked to the Coup de coeur, or favourite text which would rate a 10/10.
Ressources et sites Internet pour les
comm unautés francophones,
Appendix A
Titre
Date
Évaluation / 10 Æ
Comm entaires
Other types of carnet de lecture are possible and can focus on different aspects
of the reading task. The carnet de route can include elem ents such as
genre/type : text fictif, texte non fictif, conte, biographie, expérience.
Observation
During French reading/viewing activities, teachers can observe student
engagement in the activities. Are the students attending, and displaying
interest in the reading/viewing activity?
Conference
Discuss with students their attitudes towards reading in French and watching
videos or TV programs in French. Several activities from the Trousse
d’appréciation de rendement en lecture would be useful for conferences,
including fiches 4b et 5.
Ressources audio et audio-visuelles,
Appendix A
Trousse d'appréciation de
rendement en lecture : Immersion
française Maternelle - 3e année.
Document d’appui 2002. Outils
2, 4, 4b, 5, 5a, 6, 7
A selection of children’s video
recordings, including titles
available from La Médiathèque du
Conseil atlantique des ministres de
l’éducation et de formation
(www.gnb.ca/0000/irrp/mediathe
ques-f.asp).
A selection of children’s literature,
informational texts, reference
resources, magazines, trade books
and booklets, computer software
and websites; the following are
suggested:
• Collection Ardoises, manuels A et
B, et Multitextes, volume 1 (CEC)
• L’oiseau des sables (Dominique
et compagnie, ISBN 2895123
11X)
• L’écharpe rouge (Les 400 coups,
ISBN 2-921620-35-9)
• Contes et légendes du monde
entier (Héritage, ISBN 276251378-2)
Les explorateurs, Astrapi, J’aime
lire, Pomm e d’Api Québec, Youpi
(Bayard Jeunesse :
www.bayardjeunesse.ca)
Coulicou and Hibou
(offerts exclusivement aux
abonnés du magazine Enfants
Québec : www.clubpasseport.com)
Communication Jeunesse : un site
web sur la littérature québécoise
et canadienne française pour la
jeunesse, www.communicationjeunesse.qc.ca/
59
Outcomes
Where possible, students should have opportunities to interact with
francophones in the classroom or school setting, or outside the classroom
on field trips. There is a strong francophone presence in many areas of
Newfoundland and Labrador; however, there may be areas where there are
few native French speakers to invite to the French Immersion classroom.
To provide a variety of learning experiences and to expose students to
native speakers, it is important to integrate resources such as French
videos, cassettes, television, radio and Internet websites into learning
to:
activities. It is an important component of the French Immersion program
1.3.1 distinguish between native to foster an understanding of the language and culture as they are lived by
and non-native French and francophones. It is important, therefore, to provide students with the
opportunity to view films and other programs, to listen to French radio
English speakers
programs or excerpts in French, such as weather reports, etc. Electronic
penpals are also a wonderful way to bring students into contact with
1.3.2 explore special cultural
young francophones. Local francophone associations are valuable resources
events of francophone
and offer a range of services.
origin
students will be expected to identify
the contribution of francophones in
different areas of human activity
While its level of language is fairly high, Le Gaboteur is the provincial
francophone newspaper which includes a section for youth, and is a good
source of information on the francophone community. A class / school
subscription would permit sharing with students any articles of interest.
Expose students to information on francophones and their achievements,
in their classroom experiences, and through reading and research. The
following serve as examples: Emile Benoit (conteur et musicien), Rufus
Guinchard (violoniste), Marc Garneau (astronaute), Céline Dion
(chanteuse) Jean Chrétien, Julie Payette (astronaute), David Pelletier
(patineur artistique), Sylvie Fréchette (nageuse de natation synchronisé),
Cirque de Soleil, Jacquot (chanteur), Blou (groupe musicale acadien).
Culture is an integral part of second language instruction. Activities
appropriate to the students' interest and developmental level should be
integrated in the program. This outcome is linked to SCO 2.1.4 and
instruction of both may be planned simultaneously. Introduce students to
francophone culture as the opportunities present themselves daily, as well
as through exposure to traditional songs, dance, rhymes, games, stories,
children’s literature and recipes. The following is a list of suggested
activities for Grade Three:
• Identify francophone regions near Newfoundland and Labrador
(Acadian regions of Atlantic Canada, St. Pierre et Miquelon, Québec).
Introduce the flags of these areas.
• Identify place names of French origin in Newfoundland and Labrador.
• Identify francophone countries on a map of the world.
Continued...
60
Suggested Resources
1.3.1/1.3.2 Performance
• Ask students to locate a number of French place names on a map of
Newfoundland and Labrador.
Les drapeaux et les populations
francophones, Appendix A
• Have students work in pairs or small groups to research and write
about the achievements and contribution of francophone musicians,
writers, illustrators, politicians, scientists, and athletes.
1.3.1/1.3.2 Paper-pencil
• Have students write in their journal de bord what they have learned
about a cultural event such as la Saint-Jean-Baptiste.
• Following class discussions and exploration of the topic, invite students
to write about the contributions made by francophone Canadians such
as Emile Benoit or Julie Payette.
1.3.2 Conference
Ask students to identify the Quebec flag and associate it with the
province of Quebec on a map. Do the same with the Acadian flag and
the French flag (St. Pierre et Miquelon).
Performance
Organize presentations for another class, in which pairs of students
prepare a simple presentation on the contributions and achievements of
well-known Canadians of French background.
communautés francophones,
Appendix A
Appendix A
Fêtes et recettes du Canada français,
Appendix A
Appendix A
A selection of children’s literature,
informational texts, reference
resources, magazines, trade books
and booklets, computer software
and websites; the following are
suggested:
Collection Ardoises Manuels A et B
et Multitextes volume 1 (CEC)
Collection Biographies canadiennes
(Chenelière)
Collection Il était une fois dans l’est
(Chenelière)
Rigodon series: Rigodon...fêtons ;
Rigodon...chantons ;
Rigodon...voyageons (Le français
fantastique)
www.rigodon.net/index.html
L'Indispensable : annuaire des
services en français à Terre-Neuve et
au Labrador (Fédération des
francophones de Terre-Neuve
et du Labrador) www.fftnl.ca
61
Outcomes
Suggestions for Teaching and Learning (Continued)
• La Saint-Jean-Baptiste (le 24 juin) : Make la poutine au pain ; play games
such as La course à la valise and Le pendu (Hangman).
the contribution of francophones in
different areas of human activity
• Le sirop d’érable ou le temps des sucres : Make la tarte au sirop d'érable or la
tire d’érable, read stories about the harvesting of maple syrup such as
L’érablière de mon grand-père (Scholastic) or Allons à la cabane à sucre !
D'où vient le sirop d'érable ? (Scholastic). Visit websites which show
to:
photos of cabanes à sucre and describe the sugaring off process.
1.3.2 explore special cultural
events of francophone
origin
• Carnaval de Québec : The carnaval takes place over two weeks (end of
January to early February). Make la soupe aux pois, la tourtière and/or la
tire. Sing traditional carnaval songs (see web site listing), learn about the
Québec flag and locate the province on a map. There is a variety of
activities suggested on the web site each year. Talk about Bonhomme
Carnaval, the ceinture fleché which represents les bûcherons, le cor (horn
which is blown throughout carnaval in the streets) and the varied
activities like the canoe races, ice castle and sculptures and snow
sculptures, sliding, skating, and other activities.
• Mardi gras : Make crèpes /pancakes. Discuss the fact that they were
traditionally made in order to use up ingredients and enjoy a sweet
dessert before the beginning of Lent on Ash Wednesday.
In building cultural awareness in French Immersion students, it is
certainly important to highlight many of the formal elements of the
francophone culture. It is equally important, however, to familiarize
students with many of the more mundane or everyday aspects of the
culture. As the opportunity arises, discuss with students other cultural
phenomena which may present themselves throughout the year. Certain
student textbooks or children’s literature may make reference to a number
of these cultural differences.
• Use children’s literature to make students aware that it is quite common
in certain francophone communities for students to call their teachers by
their first names or by their first name combined with Madame /
Mademoiselle / Monsieur.
• Use children’s literature or textbooks to discuss with students the use of
the 24 hour clock in Quebec and in other francophone or international
communities.
• Point out to students other linguistic and cultural differences, such as
the placement of the dollar sign, the use of the comma in decimal
numbers, and the differences in spelling conventions (use of capital
letters in titles) between English and French. Ask students to find
examples of these cultural differences in classroom resources, textbooks,
and children’s literature.
62
Suggested Resources
Paper-pencil
Have students write in their journal de bord what they have learned about
a cultural event such as the Carnaval de Québec or what they have learned
about le temps des sucres or mardi gras.
Appendix A
Observation
Observe students as they participate in the Carnaval activities as they are
undertaken in the classroom.
Performance
Organize presentations for another class, in which pairs of students
prepare a simple presentation on a cultural event such as on an aspect of
Carnaval, mardi gras or La Saint-Jean-Baptiste. This can be done through
song, a poster, a drawing. The partners will present to the members of the
other class as they circulate from station to station. Note student
descriptions of the concept chosen. Are they able to explain this aspect of
Carnaval, mardi gras or La Saint-Jean-Baptiste to their audience?
Fêtes et recettes du Canada français,
Appendix A
Appendix A
Jeux drôles, Appendix B
L’érablière de mon grand-père
(Scholastic, ISBN 0-590-16663-8)
ISBN 0-921612-12-5)
Pistes pédagogiques des fêtes
culturelles, CFORP
Carnaval de Québec (video and
activity package, Tralco - Lingo
Fun) www.tralco.com
Carnaval du Québec official web
site www.carnaval.qc.ca
Debout (A resource on cultural
activities published by the
Canadian Teachers Federation)
www.ctf-ce/fr/resources/debout.htm
Allons à la cabane à sucre ! D'où
vient le sirop d'érable ? (Scholastic,
ISBN 0-7791-1412-4)
Websites about cabanes à sucre :
http://pierre.alexandre.free.fr/sirop
_erable.html
http://goudrelle.com/indexf.html
www.emsb.qc.ca/elizabethballanty
ne/cabanesucre01.htm#photo-cab
ane
63
Outcomes
demonstrate a sense of pride in
their uniqueness and in their
accomplishments in French.
Provide students with the opportunity to experience a variety of cultural
activities in the Grade Three year, including le Carnaval de Québec and La
Saint-Jean-Baptiste. Encourage students to explain some of the activities in
which they have engaged, sing the songs, and reflect on these through t
drawings, paintings, journal writing, and dramatizations. Provide
opportunities for students to share their knowledge and experiences with
others, through presentations, displays, class or school newsletters, or
through publication to class website.
to:
1.4.1 share their knowledge of
French language and
culture in various
situations
1.4.2 discuss the advantages of
being able to speak more
than one language
Recite/sing well-known and traditional French rhymes and songs. Teach
students from another class to sing one or more of these songs.
In Grade Two, students were introduced to the concept of addressing
people according to « vous » and « tu ». In Grade Three, continue to model
the correct usage of vous and tu, and encourage students to use these terms
when addressing others. Before going on a field trip or having a guest
speaker in the classroom, conduct a mini-lesson to prepare students to
address the resource person appropriately.
It is important to foster a positive attitude towards the speaking of French
throughout the primary grades. Discuss with students the advantages of
being able to speak French. Have students suggest reasons why speaking
French is important to them and their families. Do they know people who
speak French? Do they know people who work in French or who use
French at work?
A discussion on the presence of French in the community can lead to
students developing a common interview (four or five short questions) in
which they focus on the importance of learning French. Students can then
be paired with other students from a higher grade level (French Immersion
or core French students) to conduct their interviews. The results can then
be collated and communicated, in graph format, for example.
Arrange to have visitors from the local community who can speak to the
class about the importance of speaking a second language. Try to find out
the different languages which are spoken by residents of the community
and discuss how speaking more than one language can be very beneficial.
Are there jobs in the community which are filled by bilingual employees?
Which services are available in other languages?
64
Suggested Resources
1.4.1 Conference
Ask students to describe a francophone cultural event and explain some of
the activities that take place during the event.
Ressources et sites Internet pour
les communautés francophones,
Appendix A
Performance
Have students work in pairs or small groups to prepare a presentation for
another French Immersion class on some cultural event which they have
learned about. Encourage the inclusion of visuals in the presentation.
Rigodon series :
Rigodon...fêtons ;
Rigodon...chantons ;
Rigodon...voyageons (Le français
fantastique)
www.rigodon.net/index.html
1.4.2 Observation
• Note student contributions to the discussion regarding the importance of
learning French.
• Note whether students are able to use the tu / vous forms where
appropriate.
Performance
Have students interview someone in the community about their use of
French in their work. Note the level of responsibility that students take for
completing the interview and reporting the results.
Journal de bord
Following the completion of an interview within the community on the
importance of learning French (activity described in column 2), have
students reflect on the importance of learning French and then write their
thoughts in their journals. What have they learned from their interviews?
Pencil/Paper
Have students write a postcard, as if they were visiting la ville de Québec,
Saint-Pierre et Miquelon, or another francophone community. Ask them to
describe what they are doing there, and what they see and hear. How do
they feel?
65
Students will be able to recognize and respect cultural differences.
Outcomes
demonstrate an interest in knowing
and learning about diverse cultures
In Grade Three, students can use a wide range of French vocabulary to
talk about their own individual differences. Prepare an activity such as
Trouve quelqu'un qui... Following the activity, discuss uniqueness and
emphasize how each individual has different talents and experiences.
SCOs: By the end of Grade Three, Students learn differently and exhibit various learning styles. Perform an
students will be expected to:
activity to determine student learning styles or multiple intelligences,
such as grille 9 from the Trousse d'appréciation de rendement en lecture
Maternelle - 3e année .
person is unique
Have students create a collage which represents themselves. This can
include drawings, photographs, or pictures from magazines and
2.1.2 demonstrate an ability to
newspapers which illustrate their favourite hobbies and pastimes. Have
respect individual
students present their collages to the class.
differences
Have students interview a senior citizen such as a neighbour or one of
their grandparents, if possible, to discuss how they celebrated a particular
understanding that people
event when they were young, including traditional food, clothing,
celebrate differently
activities. Alternately, invite an older adult to visit the class and speak
about some aspect of their youth or childhood. Following the interview,
2.1.4 demonstrate an awareness of students can complete un diagramme de Venn or un tableau comparaison cultural differences
contraste to illustrate how their neighbour’s / grandparent's celebration of
a particular event is the same as or different from their own experience of
2.1.5 identify special events
that event. When the diagrams or charts are completed, arrange for
associated with different
students to share them with other classmates. In small groups, they can
cultural communities
share with a partner, present to a small group, or present to the whole
class.
Invite someone from the francophone community to talk to the class
about their cultural traditions. If possible, this could be done during the
celebration of Carnaval in the classroom or during the celebration of
another cultural event and the speaker could also elaborate on that topic.
Invite people of different origins and cultures from the community to
speak to the class about their language, customs and traditions.
Le pain nous réunit : During the month of March (le mois de la nutrition)
explore foods from a variety of cultures. For example, bread is a staple in
many cultures and includes many varieties, including le blé entier, le pain
français, tortillas, pita, nan, pain plat, crêpes, galettes, pancakes, toutons.
Conduct a survey to find out what types of bread are eaten at home.
Bring in samples of bread from home. Visit a bakery where students can
see various types of bread being made.
(Based on an activity from Bien s'entendre pour apprendre, Chenelière).
The exploration of various breads and cultures can lead to a discussion of
le sirop d’érable, le temps des sucres and mardi gras. See SCO 1.3.2 for
further information.
Continued...
66
Suggested Resources
2.1.1 / 2.1.2 Observation
Observe student participation in the activity Trouve quelqu'un qui. Are
students respectful of the interests and talents of others?
Fêtes et recettes du Canada français
(Acadie et Québec), Appendix A
2.1.1 / 2.1.5 Perform ance
• Are collages representative of student interests and pastimes? Do students
listen to the presentations of others' collages with interest and respect?
• Are students able to use the diagramme de Venn to compare and contrast
their traditions and the traditions of their neighbour/grandparent? Do
students listen attentively while other students are presenting their Venn
diagrams?
• Have students draw a picture which illustrates their understanding of the
presentation of the guest speaker.
Les drapeaux et les populations
francophones, Appendix A
Appendix A
Appendix A
Appendix A
Représentations graphiques,
Appendix B
Bien s'entendre pour apprendre
(Chenelière, ISBN 2-89461-949-9)
Document d’appui 2002.
(Comparaison - contraste, p.87
and Grille 9)
A selection of children’s literature;
the following titles are suggested:
• Le zlouch (Les 400 coups, ISBN
2-89540-137-3)
• Pezzetino (L’École des loisirs,
ISBN 2-211044-13-1)
• Petit bleu et petit jaune (L’École
des loisirs, ISBN 2211011713)
• Sept souris dans le noir (Milan,
ISBN 2841130983)
• Quelle belle fête (Scholastic,
ISBN 0-590-12428-5)
• Stella, étoile de la mer
(Dominque et compagnie,
ISBN 2-8951-2074-9)
• Un m erveilleux petit rien
(Scholastic, ISBN 0-590-738
02-X)
• Une histoire de caméléon
(L’École des loisirs, ISBN 221
1035817)
67
Outcomes
demonstrate an interest in knowing
and learning about diverse cultures
In Grade Three, the Social Studies program includes the history and
culture of various communities in Newfoundland and Labrador. SCOs
2.13, 2.1.4 and 2.1.5 can be integrated into the study of these
communities, in terms of their celebrations. Use a Venn diagram to
compare aspects of life in a community in the past with life in the present.
Use a map of Newfoundland and Labrador and highlight the French
names of communities which students find (e.g., Port au Port, Fleur de
Lys, Port aux Basques, Baie Verte). Are there names which are neither
English nor French? What nationality are they?
to:
person is unique
2.1.2 demonstrate an ability to
respect individual
differences
understanding that people
celebrate differently
2.1.4 demonstrate an awareness
of cultural differences
Students can explore special events in different cultural communities. The
following is a list of suggestions: the Chinese New Year celebration,
Diwali, La Chandeleur, the Labrador / Traditional Inuit games, Regattas of
St. John's, Harbour Grace, Placentia and NorthWest River, Shining Seas
Festival, Festival of Flight, Big Land Fair and Une longue veillée. With
guidance, events can be researched and information presented in poster
form by students individually or in small groups. The research can be
conducted as a class activity and the teacher can model how to take jot
notes, how to draft a paragraph and then how to present the findings to
others.
The following can act as a template for research:
Sujet
2.1.5 identify special events
associated with different
cultural communities
Question ou but
Mots clés de la recherche
Sous-sujet
(Chercher, analyser, évaluer. C. Koechlin et S. Zwaan, 2002. Les Éditions
de la Chenelière.)
68
Suggested Resources
2.1.3 / 2.1.5 Performance
• Following an exploration of the topic and research into various cultural
events, invite students to share special events from different cultural
communities. Presentations can be done orally or in writing and may be
done individually or in groups.
Appendix A
• Have students illustrate and write about some ways in which the cultural
aspects of life in their community have changed since the childhood days
of their parents and grandparents.
Portfolio
Assess student production in a research project on special events in
different cultural communities. Do they follow the process modelled for
them? Are they able to give a good explanation of the event?
Chercher, analyser, évaluer.
Provincial curriculum for
Sciences humaines
Un voyage à la découverte de
Terre-Neuve et du Labrador
(Breakwater)
A map of Newfoundland and
Labrador
Tourist brochures and
information on various cultural
events in the province
A selection of children’s
videotapes. The following series,
available from the Médiathèque
de CAMEF, are suggested:
(Contes du monde entier
Bonne appétit, les enfants !
Entrez dans la danse
Jouons
Locomotion
Ma famille adorée
Ma maison
Ma musique !
www.gnb.ca/0000/irrp/mediath
eques-f.asp).
69
Outcomes
different types of stereotyping and
prejudice (ethnic, cultural,
religious, age, physical and mental
ability, gender, socio-economic)
and their effect on children of their
own age.
The topic of prejudice and stereotypes is a sensitive one and activities
should be selected judiciously at the teacher's discretion. It is important to
model critical thinking and to encourage it among students. Talk about
roles, assumptions and stereotypes. For example, the teacher may remark,
« Je vois dans ce livre que le pilote est un homme et les agents de bord sont des
femmes. La dernière fois que j’ai voyagé, j’ai vu des hommes et des femmes
dans les deux emplois. » (adapted from First Steps).
to:
2.2.1 identify examples of
prejudice or stereotypes
2.2.2 discuss the effects of
prejudice/stereotypes on
themselves and others
The topic of stereotyping and prejudice can be treated in conjunction with
Religious Education outcomes, using the stories of Ruby Bridges and
Martin Luther King Jr. After reading these stories, discuss why is it
important to judge people by whom they are and not by how they look.
Use the word préjugé and explain that the prefix « pré », like in the word
prédire, means to do something before. Préjuger would mean to judge
someone before getting to know who they really are, and basing the
judgement on such things such as skin colour or eye colour, which
contribute to the uniqueness of each person.
Use the word stéréotype with students. Enable them to understand that a
stereotype is believing something about an individual or group without
understanding or getting to know them. Encourage students to use the
term in their discussions.
The wolf is an animal which is often stereotyped in folktales. Les trois petits
cochons, Le petit chaperon rouge, and others stories characterize the fictitious
wolf character as « le grand méchant loup ». However, research on wolves
will reveal that they are gentle animals which live as a family unit and
struggle to provide for their young. A title which would serve as a good
introduction to the concept of stereotyping, is Grand-mère loup, y es-tu ?
(Gallimard). In the story, the wolf appears threatening, however at the
surprise ending she reads a story to the other characters instead of eating
them. Contemporary versions of the story of Les trois petits cochons are also
useful in exploring this theme. These include La vérité sur l’affaire des trois
petits cochons (Nathan) and Les trois petit loups et le grand méchant cochon
(Bayard). These stories can be compared and contrasted in the Grade
Three class, and it can be determined whether or not they perpetuate or
break the stereotype.
Look for examples of stereotypes or prejudices in a variety of texts such as
newspapers, magazines, fairytales, television programs. Regularly discuss
texts being read in terms of whether stereotypes have been encountered.
Use the strategy of Readers’ Circle or Read and Think (First Steps) to
encourage students to reflect and to think critically while they read.
Television and print commercials can often include stereotypes. Have
students view French television and/or read advertisements from Frenchlanguage magazines and discuss a stereotype which they find in a
commercial or advertisement.
70
Suggested Resources
2.2.1 / 2.2.2 Pencil/paper
After a collective brainstorming session, have children write about the
activity in which they have participated, and to explain their feelings during
the activity. Are they able to give three reasons why they think prejudice is a
bad thing?
Les amis de Dieu (Stories of
Martin Luther King Jr. and
Ruby Bridges; Breakwater,
ISBN 0920911773)
Performance
In students' reading logs, have them keep a page devoted to stereotypes and
to which they can contribute throughout the year. Have students register
stereotypes they have found in stories. For example, there are many stories
where wolves are portrayed as bad. Have students attempt to find a text
which counteracts the stereotype, such as an informational text.
First Steps Reading
Developmental Continuum
(Heinemann), Readers’ Circle,
Read and Think
A collection of children’s
literature to address the topic of
stereotypes. The following titles
are suggested:
La vérité sur l’affaire des trois
petits cochons (Nathan, ISBN
2092224083)
Les trois petits loups et le grand
méchant cochon (Bayard, ISBN
2227705590)
Rafi et les cochons volants
(Lobster Press, ISBN 2-92243502-4)
Le loup est revenu (L’École des
loisirs, ISBN 2-211037-49-6 or
2-877671-21-6)
Le loup sentimental (L’École des
loisirs, ISBN 2211052991)
Je suis revenu (L’École des
loisirs, ISBN 2211065112)
Grand-mère loup, y es-tu ?
(Gallimard, ISBN 2070546101)
Bibliographie « Le loup »
www.atoutlire.freesurf.fr/bibliog
raphies/loup.htm
71
Outcomes
students will be expected to use
vocabulary and exhibit behaviours
which contribute to a climate of
respect and trust in relationships
with others
In Grade Three, continue to stress the importance of courteous language
and develop its use. Model for students different methods of conflict
resolution and the language which is associated with it. Encourage
students to use terms and expressions such as the following in their daily
interactions in the classroom where necessary: je m'excuse ; je suis désolé ; s'il
vous plaît ; j'aime or j’ai aimé ; à mon avis ; ça c'est une bonne idée, pourtant
j'ai une suggestion ; possiblement, mais je crois que ; je pense que ; à mon avis;
mon opinion. Terms such as partager, prendre un tour, etc. represent
important concepts which students should understand and practise, in
building a school community of acceptance and understanding.
to:
2.3.1 be courteous to others and
use respectful language in
all situations
• Students can work together in small groups to write a short skit or
saynète. Give each group an expression such as one of the expressions
used above. Have students plan a short saynète in which children are
having a problem or conflict, and they use the expression to resolve it.
• A list of positive messages which students can use to praise each other’s
contributions or actions can be posted in the class (see Des compliments
pour toi et moi, Appendix B). As well, the list 98 façons de dire très bien is
a useful resource which can expand students’ language and enable them
to address one another in a positive manner. Encourage students to refer
to these lists and to use them.
• As suggested in Kagan cooperative learning strategies (Structures for
Success), have students thank their partners or teammates at the end of
any shared task. Encourage use of good manners at all times and
recognize those children whose efforts are noteworthy.
• One of the roles in cooperative learning teams is that of the flatteur, who
is responsible for encouraging other team members and praising their
contributions (see SCO 2.5.2). Impress upon students the importance of
this role and the fact that everyone’s contribution to the group should be
valued.
SCO 3.2.4 also addresses the issue of being sensitive to others in the use of
language and many activities can address both outcomes simultaneously.
72
Suggested Resources
Performance
Note student contribution in a role play situation or to group work on a
saynète. Have they used the target expression(s) appropriately? Are they
participating fully in the activity?
Des compliments pour toi et moi,
Appendix B
Observation
Note student interactions in the classroom. Do they use courteous language
in the appropriate contexts?
98 façons de dire très bien,
http://creaction.qc.ca/meli-melo
/outils/98.htm
8-5)
65-8)
Structures for Success, Laurie and
Spencer Kagan,
www.KaganOnline.com
73
Outcomes
students w ill be expected to identify
the contribution of people of various
cultures to the different areas of
human activity.
The topic of fam ily origins shou ld be approached with sensitivity.
Emphasize that there are many different kinds of families and many
different cultures.
• Use children’s literature to initiate a discussion with students of the idea
of family origins and different cultural com munities.
• Model a personal fam ily tree and bring in family heirloom s or pictures.
Discuss the origins of the fam ilies represented in the class. Are family
nam es associated with a particular culture? Are there family crests
(armoiries fam iliales) or tartans (tartans)?
• Using a world map, indicate the countries from which various families of
students originated and keep this on display. What language(s) did / do
the fam ilies speak?
• Encourage the students to share something about their own family and
their family origins. Give students the choice between sharing their
family tree, family celebrations, traditions or heirlooms.
• If there are students in the class or in the school whose families observe
an event specific to their culture, the opportunity to explore this event
should be considered.
to:
2.4.1 discuss family origins
2.4.2 explore the contributions
of people from various
cultures, including those of
authors and illustrators
SCO 6.3.4 highlights the importance of fostering a knowledge of
francophone authors and illustrators. It is likewise important that students
become familiar with authors and illustrators from other cultural
backgrou nds. The Canadian author Robert Munsch has been very prolific
and has contributed a wide variety of texts to contem porary children’s
literature. Many of the stories and folktales with which students are familiar
did not originate in French or English but in other languages, and were
subsequently translated and spread around the world. These include such
authors as les frères Grimm (Germany), Hans Christian Anderson
(Denmark) as well as Leo Lionni (Italy), Hans de Beer (Netherlands) and
Astrid Lindgren (Sweden), for example, whose books are found in many
school libraries. The popular H arry Potter series is written by a British
author, J. K. Rowling, with whom students are likely familiar. A collection
of high quality children’s literature should represent authors and illustrators
from various cultures, and these should be highlighted for the students, so
that they are aware of the influence of other cultures on their own, and that
they learn of the cultures of other lands through the author’s or illustrator’s
work.
Have students register in their carnet de route authors and illustrators whom
they have studied and their countries of origin.
Other types of contributions made by individuals from various cultural
backgrounds should also be explored. Such individuals might include
Johannes Gutenberg, Johnny Apple Seed (John Chapm an), Elzéard
Bouffier (L'hom me qui plantait des arbres), Alexander G raham Bell, M arie
Curie, Giovanni Caboto, Guglielmo M arconi, Marco Polo, Louis Braille,
Jacques Cousteau, Joseph et Jacques Montgolfier, Louis Pasteur, Wilbur
and Orville Wright. Contributions made by a culture or society, rather
than by an individual, should also be explored. Such contributions might
include the following: kites, paper, silk (China); levers, steam engines,
catapults (Greece); bicycles, blue jeans, motorcycles, telescopes,
therm ometers, x-rays (G ermany).
74
Suggested Resources
2.4.1 Performance
• Note student preparation and presentation of some aspect of their family
origins or family cultural background or traditions, such as un arbre
généalogique, une armoire familiale or des objects de famille. Have they
demonstrated an effort to complete the project? Do they present their
information in an appropriate manner?
A collection of children's
literature which reflects a variety
of cultures; the following titles
are suggested:
• Observe student contributions to class discussions on family and cultural
origins. Do students listen courteously to others? Do they share
information on their own family traditions?
Pencil/Paper/Art
Have students represent the work of their favourite author or illustrator
through a drawing, painting or collage. Then have them write about why
they enjoy the style of that individual. Have them include biographical
information on their chosen individual. Then, have students present their
work to the class, or exhibit the projects for another class.
2.4.2 Performance
Have students work in pairs or small group to research the contribution of
a particular individual from another culture. Alternately, they could
research the impact another culture has had on our own and some of the
visible signs of that culture in our own (e.g., technology, video games,
animated films, animé and manga from Japan). Have students share their
findings with other groups or with the class.
Contes et légendes du monde
entier (Héritage, ISBN 2-76251378-2; Éditions Usborne,
ISBN 0-7460 -4400-3)
L'homme qui plantait des arbres
(Gallimard Jeunesse, ISBN
2-070564-09-6)
Qu'attendez-vous, les animaux ?
0-0)
Mon bébé du bout du monde
(Syros, ISBN 2841469379)
Le kimono de Suki (Scholastic,
ISBN 0439975077)
Les inventions (Coll. Zap
sciences, ISBN 2-7616-2215-4 )
Mon album des découvertes et
inventions (Québec Amérique,
ISBN 2-7644-0818-8)
75
Outcomes
demonstrate an understanding of
their rights and responsibilities in
class and at school.
A classroom is a community of learners. In order for the members to be
happy, all must contribute to the community. In the primary grades, stress
the importance of students organizing their belongings and the equipment
of the classroom. It is important for students to understand that by
keeping their space tidy and by picking up after their work or play time,
they are making the classroom a better place and contributing to its safety.
By demonstrating responsibility for their actions and belongings, students
will contribute to the well being of others.
to:
2.5.1 accept responsibility for
personal belongings and
actions
2.5.2 accept responsibility for
certain tasks in the school
environment
• Areas of the classroom may be assigned for certain groups to keep tidy.
Define the task of cleaning up in a concrete way, for example,
« Ramassez / rangez vingt choses dans la classe. » In this way, the students
will have a specific goal in contributing to the collective task.
• Assign various roles to students throughout the school year. They may
be chef or leader for the day, or may be assigned to a particular task, such
as watering plants, feeding fish, distributing/collecting booklets, or
another task which will contribute to the daily routine of the classroom.
It is important for students to accept the responsibility of such roles as
they begin their lifelong learning as a contributing member of society.
• Use cooperative learning strategies which are very effective for
encouraging students to be responsible for their actions. If students are
working collaboratively on a particular project or activity, assign roles to
them within their group. These roles will enable the group to function
more effectively as a unit. The following are examples:
l’animateur / l’animatrice : donne la parole, pose des questions, et s’assure
que tout le monde participe
le lecteur / la lectrice : fait de la lecture à voix haute
le / la secrétaire (le/la script(e)) : prend des notes
le rapporteur / la rapporteuse : fait le compte-rendu et représente le groupe en
tant que porte-parole
le flatteur / la flatteuse : encourage les autres
l’accessoiriste (le meneur/la meneuse) : s’occupe du matériel nécessaire et de
l’espace du travail
le gardien / la gardienne du temps (le chronométreur/la chronométreuse) :
vérifie le temps et s'assure que le groupe est conscient du temps qui reste
Further information on the philosophy and strategies of cooperative
learning is available from various sources. These may also include
illustrations for each of the roles, which teachers could laminate and form
into necklaces for the students to wear during the activity.
76
Suggested Resources
Observe student activity in the classroom. Do students accept the roles
which are assigned to them and perform them responsibly? Do they take
responsibility for their actions and their belongings?
2.5.2 Self and Peer Evaluation
• Encourage students to reflect on their own actions and think about if
they have performed their role as was requested of them. Following a
cooperative learning activity, have students consider the following points:
Je participe dans mon équipe.
Je n'interromps pas la personne qui parle.
J'utilise une voix douce quand je parle.
Je donne à chaque personne la chance de s'exprimer.
J'écoute attentivement les autres.
Je ne dénigre pas les autres.
(Bien s'entendre pour apprendre. Lee Canter and Katia Peterson)
• Have students draw a circle / pie and draw pieces of the pie to illustrate
how much they and their group members have contributed to a group
collaborative project.
Cooperative Learning. Dr.
Spencer Kagan, Kagan
Publishing.
www.kaganonline.com
Les cercles de lecture : Pour des
échanges littéraires réussis
(Harvey Daniels: Chenelière,
ISBN 2-89461-963-4)
Internet Sites:
Trousse pédagogique de
l’aprentissage coopératif
www.csdeschenes.qc.ca/snaps/tr
ousseapp.htm
Apprendre en collaboration avec
d'autres... Le travail en équipe
www.tact.fse.ulaval.ca/fr/html/c
oop/6references/therese.html
www.literaturecircles.com
www.stemnet.nf.ca/cite/lang_lit
_circles.htm
www.wsd1.org/pc_lms/pf/literat
ure_circles.htm
77
78
79
Students will be expected to demonstrate their comprehension of a variety of oral texts
according to their needs and appropriate to the situation of communication.
Outcomes
students will be expected to obtain
information, ideas, opinions, key
feelings and the global sense from
an oral text.
In Grade 3, students are expected to be able to listen to and comprehend
longer texts. Students should be exposed to songs, poems, rhymes,
informational texts, short stories and chapter books (with and without
illustrations), oral presentations, films, videos, and plays. Visual supports
such as illustrations and actions continue to be important in ensuring
comprehension, however students should also be able to listen to and
comprehend an auditory presentation with few or no visual supports, such
as an audio recording of a text or a short radio program. To derive the
global sense or meaning of an oral text, the listener should consider three
questions about the speaker:
• De quoi parle-t-il ? This is the subject or theme of the text. Il parle de
bonheur, de lecture, de la musique, d’un voyage qu’il a fait.
• Qu’en dit-il ? What is the speaker saying about the subject? These are the
subtopics or secondary ideas. Il dit qu’il est rare ou important, qu’il
recommande ce livre.
• Pourquoi en parle-t-il ? What is the speaker’s purpose? Il veut émouvoir,
expliquer, convaincre.
to:
3.1.1 derive the global sense of a
recalling literal details and
information
To encourage students to recall literal details, have students engage in a
range of pre-listening activities:
• predicting: De quoi s’agit-il dans ce texte /cette histoire ? Qu’est-ce que le
texte traitera ? Qu’est-ce que le titre nous indique ?
• “reading” visuals: discuss the headings, illustrations, pictures and other
visual elements in a book or text before listening to the text
• discussing guiding questions: Dans ce vidéo, on va apprendre des
renseignements à propos de la communauté de ______ . Où se trouve cette
communauté ? Quelle sont ses ressources naturelles ? Comment est la vie là ?
• activating previous knowledge: use brainstorming, discussion, or un
tableau SVA to elicit children’s knowledge or experiences on the topic
Involve students in activities which require them to listen attentively and
effectively to a variety of oral texts.
• After listening to an oral text, have the class circle A or B to respond to
orally presented questions and their possible responses.
• Have students use a simple graphic organizer such as a web during and
after a listening activity to note the main idea of a text and the secondary
or supporting ideas.
• Provide taped stories, songs, poems or other texts in a listening centre.
Have students listen to a text and then demonstrate comprehension
through illustration or other means.
• Have students suggest a title for a poem or other short text.
• Through provision of guided questions, have students listen for specific
information. Dans cette entrevue de radio, une jeune fille parle de son
cheval. Notez les trois éléments qu’elle discute dans l’entrevue. Écrivez les
mots clés.
Continued...
80
Worthwhile Assessment and/or Instructional Strategies
Suggested Resources
Observation
Observe and record anecdotally the confidence and ease with which
students listen to and comprehend oral texts.
Appendix B
Bloom’s Taxonomy, Appendix B
Performance
• Use specific listening activities, such as the following example. Record or
read a text, develop questions about the text and have students answer by
circling the right response or by drawing a picture.
C’est une belle journée d’été. Charles veut aller à la pêche alors il part en
bateau. Ses amies Caroline et Suzanne veulent aller se baigner alors elles
vont aussi en bateau avec Charles.
Encerclez la bonne réponse. (Students would have only 1. a, b, c on their
answer sheet.)
1. Quel temps fait-il ?
a) Il fait beau.
b) Il pleut.
c) Il neige.
2. Pourquoi les filles veulent-elles aller en bateau ?
a) Elles veulent aller à la pêche.
b) Elles veulent parler avec Charles.
c) Elles veulent nager.
• Engage students in oral retellings during response time or at another
moment. These retellings may be done collectively, in small groups or
larger group settings or independently.
• Have students work in pairs after listening to an oral text. À tour de rôle,
they would each recall details from the text, attempting to tell something
which their partner has not yet mentioned.
Tableaux de questions par
objectifs du domaine cognitif,
Appendix B
Speaking and Listening Charts,
Appendix B
Écouter, comprendre et agir
(Chenelière, ISBN 2894619928)
First Steps Oral Language:
(Heinemann)
First Steps Oral Language;
Resource Book (Heinemann),
Barrier Games
Les petites oreilles (Société RadioCanada, CFORP)
Collection Lire-lire-la,Lire-lirelou, Lire-lire-lette (CFORP)
Note: Reading activities, easily
converted to listening activities.
81
Outcomes
an oral text.
• Have students indicate oui or non for statements based on a text they
have listened to. Statements could either be oral or written.
e.g., La petite fille dans le texte est contente.
Oui
Non
Elle aurait aimé faire autre chose ce jour-là.
Oui
Non
• Encourage attentive listening through playing listening games such as
Simon (Jean) dit : e.g., Touchez la tête (or Asseyez-vous) si vous avez
(portez) des cheveux bruns (un gilet bleu).
to:
3.1.1 derive the global sense of a
recalling literal details and
information
3.1.2 give/respond to simple
instructions
82
Involve students in activities where they are required to give and to follow
oral instructions or directions. Have them work in pairs or small groups,
where one student gives directions and then the other(s) must follow
directions provided orally. Have them explain how to make a craft or
other small project, give a tour of the school to a new classmate, explain a
classroom routine to a visitor, explain how to solve a math problem or to
do a science experiment.
• Involve students in activities where they are expected to both give and to
follow instructions, such as barrier games. Partners sit back to back, or
have a screen between them. Using manipulatives or drawings, one
partner instructs the other to construct a replica of what they have
already constructed. At the end, the two compare their productions to
determine if they are identical. There are a variety of barrier games
suggested in First Steps Oral Language Resource Book.
• Working in pairs, have students come up with a design and then give
directions to their partner to create the same design:
a) Dessine un cercle rouge au coin gauche en haut de la page.
b) Dessine un petit triangle vert au milieu de la page.
c) Dessine un hexagone jaune au coin droite en bas de la page.
• In groups, have students prepare oral directions and make a video or an
audio recording about how to make a snowman or some other activity.
When completed, exchange recordings and follow the directions
provided. (This activity can also be done “live”, instead of recorded.)
Encourage students to notice and to use connecting words such as en
premier, deuxièmement, ensuite, et puis, suivant cela, pour terminer, en
conclusion, finalement. These words are important in sequencing the
steps in a procedure. List connecting words and post them in the
classroom for easy reference by students.
• Play a game such as Simon (Jean) dit or Asseyez-vous si vous avez des
cheveux blonds. Allow students to call out the directions. Ensure that
students use the appropriate plural verbs forms for giving directions to a
group of classmates.
• Plan mini-lessons around the temps indicatif des verbes au singulier et au
pluriel. Ensure that students are aware that different verb forms are used
for giving directions to one person than for giving directions to a group
of people. Allow students to practise using both forms.
Continued...
Suggested Resources
Observation
Observe and record anecdotally student ability to successfully follow or give
directions. Note vocabulary used, level of confidence, degree to which
effective listening takes place.
A variety of children's literature
and oral texts, including audio
and video recordings, radio and
TV programs, poetry and songs,
such as the following:
• Collection Ardoises Manuels A
et B et Multitextes volume 1
(CEC)
• La belle lisse poire du prince de
Motordu (book and CD;
Gallimard, ISBN 20705480
66)
• J'aime les poèmes (Hurtubise
HMH, ISBN 2-8942-8608-2)
• Bouquets d'hiver (Plaines,
ISBN 2-921353-81-4)
• Roulé boulé (La montagne
secrète, ISBN 2-923163-10-9)
• Rondes, jeux de doigts et jeux
dansés (Retz, ISBN 2-72562365-0)
• Le chat musician (La montagne
secrète, ISBN 2-92 3163-00-1)
• Le tango des animaux (La
montagne secrète, ISBN 2-92
3163-01-X)
Self/Peer Assessment
Have students consider the following rating scale when giving and
responding to instructions:
Pour bien communiquer,
• je parle fort pour qu’on puisse
m’entendre.
1
2
3
4
5
• j’ ordonne bien mes idées.
1
2
3
4
5
• j’explique clairement mes idées.
1
2
3
4
5
• j’écoute bien la personne qui me parle.
1
2
3
4
5
Conference
Following an activity such as a barrier game, discuss with the students how
they gave instructions. Were they pleased with the outcome? Can they
improve on the clarity or the completeness of their instructions? How?
Appendix B
Appendix B
First Steps: Oral Development
Barrier Games
First Steps Oral Language
Resource Book (Heinemann)
Écouter, comprendre et agir
2-8)
De l’image à l’action (Chenelière,
ISBN 2-89461-806-9)
83
Outcomes
an oral text.
• Working in pairs or in small groups, have students give and follow
instructions in other curriculum areas. Place(z) 3 triangles jaunes sur ton
(vos) pupitre(s). Ajoute(z) 8 carrés oranges. Enlève(z) 2 triangles et 3 carrés.
Combien d’objets reste-il ?
to:
These and similar activities can be done in a variety of groupings; whole
class, small groups or pairs. Have student respond to each other’s
instructions to do or make something and provide constructive feedback
to each other in an attempt to improve the clarity and completeness of
directions.
3.1.2 give/respond to simple
instructions
Encourage students to use basic courtesies and conventions of
conversation in group work and cooperative play.
• Model courteous listening for students. Discuss the importance of
courteous behaviour, and have students suggest good listening habits.
students will be expected to react in
Make a class list of appropriate behaviours. Focus on a particular
a personal way to simple texts
courtesy or behaviour each week.
citing examples to justify this
• Teach students how to enter a conversation, how and when to interrupt
reaction.
effectively (e.g., lever la main or « Excusez-moi, mais... ») and how to
maintain or shift a topic.
• Have students role play courteous listening behaviour. Possible
situations include asking a classmate to borrow an item or using
to:
cooperative language to resolve a situation.
• Use children’s literature to discuss the importance of courtesy and
3.2.1 be courteous when others
respect for others. Le zloukch (Dominique Demers) and Pezzetino (Léo
are speaking
Lioni) are possible titles to use in this context.
• Teach students to respect the ideas and feelings of others and to be
3.2.2 respond to an oral text
courteous when listening and speaking:
based on interests,
• make eye contact when listening or speaking
• take turns
experiences
• listen respectfully (without ridicule) and attentively (sit still, don’t fidget)
• look interested (i.e., nod head)
• thank their partner, or audience at the end of a session
• use appropriate volume, tone of voice, language register (e.g., vous
versus tu)
• Have students think about compliments or positive comments they
could give to others. Write these together as a class on chart paper, and
then have students choose some of the compliments to write on their
own individual cards. Have the students give compliment/positive
comment cards to others in the class when appropriate situations arise.
As a followup, discuss how students felt when they received a card.
Continued...
84
Suggested Resources
3.2.1 Checklist
Use a checklist such as the following for courteous listening behaviours:
Appendix B
L’élève
Comm enta ires/D ate
Questioning in the Second
Language, Appendix B
• écoute atten tivem ent.
• regarde la personne qui parle.
Appendix B
• donn e des commen taires appropriés.
• prend des tours.
• mon tre son intérêt (gestes, expression).
• pose des questions intéressan tes.
Observation/Checklist
3.2.1 Use observation and a checklist or anecdotal records to note student
use of courteous behaviour. Note student:
• willingness to listen to and to consider the ideas of others
• ability to use basic courtesies during interactions with others
• use of respectful language such as excusez-moi
• ability to disagree with others in an appropriate manner
3.2.2 Assess student oral responses for comprehension and for the
following:
• ability to make connections to prior knowledge and previous experiences
• ability to use known language to facilitate comprehension of new
vocabulary
• ability to state and support personal opinions
• confidence and ease when speaking
• word choice
• sentence structure
• ability to connect ideas
• use of French vocabulary (and avoidance of English words)
• degree of risk taking
• ability to circumlocute (find other ways to convey a message)
Rubrics for Oral Evaluation in
French Immersion, Appendix B
La stratégie ÉCOUTER,
Appendix B
Écouter, comprendre et agir.
First Steps: Oral Language
ISBN 0-921612-16-8)
ISBN 0-921612-12-5)
65-8)
literature; the following titles are
suggested:
Le zloukch (Les 400 coups,
ISBN 2-89540-137-3)
Pezzetino (L’École des loisirs,
ISBN 2-211044-13-1)
85
Outcomes
a personal way to simple texts citing
examples to justify this reaction.
Provide students with daily opportunities to engage in meaningful talk and
provide responses to oral texts in both small and large groups. Such
opportunities occur in discussions about texts, news, field trips, videos, guest
speakers, as well as in responding to one another’s writing, to literature
circles, to shared reading, to problem solving, or to an inquiry. Encourage
students to make personal connections and to then share these connections
with others, supporting their connections with appropriate detail:
• J’aime cette histoire à propos des éléphants. L’été dernier, je suis allé à Toronto.
J’ai visité le zoo et j’ai vu des éléphants. Ma soeur a monté sur un éléphant
mais moi j’avais peur.
• Cette chanson me fait rire. Je trouve la musique et les paroles vraiments drôles.
La chanson me fait penser à une comptine que nous avons appris à la
matenelle.
to:
3.2.2 respond to an oral text
based on interests, opinions
3.2.3 draw conclusions from an
oral text using support
from the text
Encourage students to respond in various ways (e.g., response journals,
learning logs, note-m aking, questioning, discussing, drawing) to read alouds,
videos, laser discs, CD -ROM presentations, presentations by guest speakers
or other students, as well as to concerts, plays, and tapes of music. As a
followup, have students share their responses and personal connections.
Use the cooperative learning strategy of expert groups. Divide a story or text
into beginning, middle and end. After listening to an oral text, assign
students in threes to groupes de base. Within each groupe de base, assign an A,
B and C role. All of the A’s then come together, all of the B’s and all of the
C’s. These are called les groupes experts. Each group is given a section of the
story to discuss (A - beginning, B - m iddle, C - end). Then, les groupes experts
dismantle and return to their home groups, where, in order, they discuss
their section of the story with the group. The group is then given time to
discuss the com plete text /story and share other personal connections.
Provide opportunities for students to draw conclusions or make inferences
based on information presented orally. Encourage students to ask questions
about what they want to find out or don’t understand. Ask questions which
will encourage students to go beyond sim ple recall and which will require
students to extend and clarify their thinking, e.g., Com ment sait-on que la
petite fille a peur ? (On le sait parce que le texte dit que la petite fille tenait
fortement la main de son père.) Qu’est-ce qui vous fait penser que le poème est
plutôt triste ? Comment êtes-vous arrivé à la conclusion que cette chanson n’est
pas du tout sérieuse ? Êtes-vous d'accord avec l'auteur ? Aimez-vous ce qu'a fait ce
personnage ? Expliquez vos réponses.
Use three levels of questioning with students: literal (the author said it),
interpretive (the author meant it) and applied (the author would agree with
it). Encourage students to think and search for answers. How do they know?
What does the text say? W hat can we infer? Teach students how to effectively
respond to structures such as: Pourquoi est-ce que... Qu’est-ce qui a causé...
Comment sait-on que... Qu’est-ce qui nous fait penser que... Où se passe
l’histoire ? Quand est-ce que l’histoire a eu lieu ? Qui sont les personnages ?
Comment sont les personnages ? Est-ce que les personnages ont l’air triste ?,
heureux ?, com ique ?, effrayé ?, ennuyé ? Pourquoi le croyez-vous ? À qui (quoi)
ressemble... ? Comment êtes-vous arrivé à la conclusion que... ?
Continued...
86
Suggested Resources
3.2.2 Rubric
• Using the Analytic Rubric for Oral Language (Appendix B) and Bloom's
taxonomy, assess the areas of student comprehension, conveying the
message, and language use in the context of oral language activities. Are
the students able to answer questions on the oral text? Are they able to
recall information, infer, analyse, synthesize, evaluate? Can they
effectively make connections to other experiences and previous
knowledge? Do they support their views and opinions?
Appendix B
• Use the listening and speaking rubric to note level of student responses:
• confidence and ease when speaking
• word choice
• ability to connect ideas
• use of appropriate French vocabulary
• ability to circumlocute (find other ways to convey a message)
3.2.2 / 3.2.3 Observation/Anecdotal Records
Use anecdotal records and observations. Note student:
• willingness to listen to oral texts (read-alouds, presentations, videotapes,
taped songs or stories)
• ability to participate in discussions, using vocabulary and structures that
have been taught
• ability to make connections with personal experiences or opinions
• ability and willingness to make predictions and to draw conclusions,
based on an oral text
• ability to provide support from the text for conclusions
Rubrics for Oral Evaluation in
Tableau de questions par objectifs
du domaine cognitif, Appendix B
Appendix B
Écouter, comprendre et agir.
First Steps: Oral Language Resource
Book (Heinemann)
First Steps: Reading Resource Book
(Heinemann), Analyse the
Question
Guide pédagogique : Techniques de
prévention et de correction des fautes
orales dans les classes d'immersion
(ACPI-CAIT, ISBN 0-92161216-8)
L’immersion en français au Canada:
Guide pratique d’enseignement
(ACPI-CAIT, ISBN 0921612125)
A variety of children’s literature
and oral texts, including audio
and video recordings, radio and
TV programs, poetry and songs,
Gallimard, ISBN 2070548066)
• J'aime les poèmes (Hurtubise
HMH, ISBN 2-8942-8608-2)
• Bouquets d'hiver (Plaines, ISBN
2-921353-81-4)
secrète, ISBN 2-923163-10-9)
• Rondes, jeux de doigts et jeux
dansés (Retz, ISBN 2-72562-3
65-0)
87
Outcomes
a personal way to simple texts
reaction.
Encourage students to support their conclusions and responses by referring
back to the oral text. Model effective ways of supporting answers and
opinions. Use a variety of questioning techniques in order to familiarize
students with different styles of questioning and, whenever possible, have
students respond to open-ended questions and provide support for their
responses. Model the process of providing complete, well supported
responses for a variety of question types:
• J’ai préfére l’autre film parce qu’il y avait beaucoup plus d’action.
• Moi, j’ai bien aimé le personnage Anna. Elle était très courageuse surtout
quand elle a sauvé le chat qui a été attrapé dans l’arbre.
• Je crois que la chanson parle de l’importance de l’amitié parce que le refrain
répète les paroles « Il faut des amis, des grands, des petits »
to:
3.2.3 draw conclusions from an
oral text using support
from the text
3.2.4 respond with sensitivity to
the opinions of others
Responding to others appropriately and with sensitivity extends on SCO
3.2.1. Teach students how to effectively but sensitively respond to others
without ridicule. Model ways to express disagreement in an appropriate
manner. Role play with students courteous and sensitive responses in cases
of disagreement.
• Provide students with appropriate and necessary language structures
such as:
J’aime ton histoire parce que...
À mon avis...
Ça c’est une bonne idée, pourtant j’ai une autre suggestion...
Possiblement, mais je crois que...
Je ne suis pas tout à fait d’accord...
Il faut peut-être aussi penser à...
Tu as bien présenté ton point de vue, mais il faut aussi considérer...
• Provide opportunities for students to practise using such expressions and
structures. Have students work with a partner, role-playing situations
which might occur in the classroom or school environment and which
call for responding sensitively and courteously to others.
• Prior to presentations or group discussions, remind students of the
importance of respecting the opinions of others and of responding
appropriately to those who hold differing opinions.
• Model for students various ways of responding to oral texts which they
may not like or agree with. Teach positive ways of expressing differing
opinions, without criticism or negativity. For example, « Cette musique
n’est pas à mon goût. » expresses dislike more appropriately than a phrase
such as « Cette musique est horrible. ».
• Teach students the importance of phrasing their comments in a sensitive
and respectful manner, instead of expressing their ideas bluntly as in
« Comment peux-tu manger (écouter, regarder, etc.) ça ? », Provide
opportunities for students to practise using a variety of wordings and to
evaluate their effect on others.
88
Suggested Resources
Observation
Observe student responses to the opinions of other students. Note any
issues or concerns. Observe student ability to express disagreement in an
appropriate manner.
Appendix B
Performance
Have pairs of students role play situations where there are differences of
opinion. Encourage use of particular expressions and language. Evaluate
student ability to find courteous and sensitive ways to respond to the other
person.
(Chenelière, ISBN 28946194
99)
Coopérer pour réussir, 2e et 3e
cycles (Chenelière, ISBN
2894615167)
La coopération : un jeu d'enfant
(Chenelière, ISBN 2765103
658)
89
Outcomes
an analytical way to simple texts by
identifying various elements of the
text.
Provide opportunities for students to experience a range of types of oral
texts, including news-telling, narrative, description, inquiry (questioning)
and classification. Engage students in listening to oral texts and
presentations from a wide variety of sources including guest speakers,
films, videos, songs, poems, telephone conversations, audio books, readalouds, informational texts, news broadcasts, commercials, weather
reports, narrative texts, and radio plays.
to:
3.3.1 distinguish between various
types of oral texts
3.3.2 identify the subject and
important details in a
Students should work in various groupings such as whole group, small
group and pairs when listening to and responding to oral texts. A
listening center in the classroom could include taped stories as well as
activities which encourage students to identify the type of text.
Engage students in discussions of the various aspects of oral texts i.e.,
length, type of language used, format, whether or not the text is real or
imaginary and states opinion or fact, as well as its literary features.
Discuss the importance of mots clés and their role in facilitating
comprehension of an oral text. Students should be familiar with the
different structures and forms of a wide range of texts and be able to
differentiate one type from another, based on their structures and forms.
• Have students work in pairs or small groups to tape a variety of
discourse for other students to listen to. Telephone conversations,
weather reports, info-mercials, the news and retellings of stories read
would all be appropriate oral texts. Place the recordings in the listening
center.
• Tape a variety of types of discourse from the radio or television. Have
students listen to a recording and then decide what type of discourse it
is and identify the main ideas or points.
Provide students with the opportunity to listen to a wide variety of oral
texts and to reflect upon what they have heard. To develop skills in this
area, provide opportunities for students to listen to short texts on tape,
such as magazine articles, poetry, essays, extracts from novels or
textbooks, and radio programs. Provide exposure to various French
speakers by having other French-speakers tape texts for use in the
classroom. Students can also be asked to tape texts for use by others in the
class.
Ensure that oral texts are presented in context and that une intention
d’écoute has been established. It is important to select oral texts that are
appropriate for the age and developmental level of the students. Students
must learn to tolerate a certain level of ambiguity when working in the
second language, but it is important that instructional activities not be
overly difficult or frustrating for students.
Continued ...
90
Suggested Resources
3.3.1 Observation
Use observation and anecdotal records to determine student ability to:
• listen attentively to various types of oral discourse
• participate in discussion
• employ specific vocabulary learned when discussing
• to identify literary features of various types of oral texts
• to successfully identify a variety of types of oral texts
Les genres littéraires et leurs
principales caractéristiques,
Appendix B
3.3.1 and 3.3.2 Performance
Have students listen to a range of texts and identify key words and phrases
that help to determine the type of text. Ask them to identify the main ideas
of the texts.
Les genres et types de textes,
Appendix B
A selection of audio resources
such as audio books, music
tapes and CDs, collections of
poetry on tape, videotapes, radio
and TV programs; the following
are suggested:
La belle lisse poire du prince de
Gallimard, ISBN 2070548066)
J'aime les poèmes (Hurtubise
HMH, ISBN 2-8942-8608-2)
Bouquets d'hiver (Plaines, ISBN
2-921353-81-4)
Roulé boulé (La montagne
secrète, ISBN 2-923163-10-9)
Rondes, jeux de doigts et jeux
dansés (Retz, ISBN 2-72562365-0)
Le chat musician (La montagne
secrète, ISBN 2-923163-00-1)
Le tango des animaux (La
163-01-X)
91
Outcomes
identifying various elements of the
text.
Engage students in meaningful talk in both small and large groups to
generate and respond to questions about oral texts. Teach structures such
as: De quoi s’agit-il ? Quel genre de discours est-ce ? Quel est le message ici ?
Quel est le but de ce texte ? Y a-t-il un personnage principal ? Pourquoi est-ce
que... ? Où se passe l’histoire ? Comment est-ce que... ? Have students answer
questions such as: qui, qu’est-ce que, où, quand, comment, and pourquoi.
Model for students the identification of les mots clés which can help orient
listening and enhance comprehension.
to:
3.3.2 identify the subject and
important details in a
elements of oral texts
Understanding the main ideas of a text will improve student
comprehension of the text and also facilitate recall of the information
presented. Use a variety of simple graphic organizers, such as the
following, to assist students to identify the main ideas and the supporting
ideas or important details in a text. Have students read a short text or a
paragraph of a longer text. Ask them to then identify the main idea and
three important details about the main idea.
In presenting listening activities to students, it is important to include the
three stages of listening and to provide activities for each stage:
a) la pré-écoute : sets the context and the focus for the listening activity;
use organizers or framework such as la carte SVA or un guide
d’anticipation to help students predict and anticipate the content of the
oral text
b) l’écoute : the first time through, students should check their predictions;
in a subsequent listening, they should listen for details
c) la post-écoute/réflexion : permits reflection on the listening task, the
information learned, and on the strategies used.
When working with oral texts, provide students with the opportunity to
discuss literary elements such as l’idée principale, les idées sécondaires, le
message, le but, le genre, les personnages, le titre, l’auteur/e, l’écrivain/e, le lieu,
le traducteur/trice, l’intrigue, le problème, l’élément déclencheur, la conclusion,
le vilain, le héros /la héroïne, le message, la morale, le cadre de l’histoire, la
cible visée, le commanditaire
When discussing stories read aloud and other oral texts, teachers need to
model and teach students how to identify literary elements. Discussions
would include the following types of questions:
Quel est le titre de ce texte ? Que nous indique le titre ?
Quel est le message de cette histoire/ ce texte ? Comment le savez-vous ?
À qui est destiné ce texte ? Quelle est la cible visée ?
Quel est le but de l’auteur (l’écrivain) ? A-t-il réussi ?
Penses-tu que le texte développe bien l’idée principale ?
Comment est-ce que tu changerais ce texte pour l’améliorer ?
Encourage students to provide support for their responses from the oral
discourse: Je crois que la cible visée est la jeunesse, car le texte indique qu’il
faut en parler à ses parents. On dit « Parles-en avec les adultes de ta famille. »
92
Suggested Resources
3.3.2 Observation/Anecdotal Records
Use observation and anecdotal records to determine student ability to:
• participate in pre-listening, listening and post-listening activities
• understand and follow the sequence of an oral text
• express ideas to others
• understand and use learned vocabulary
• understand and use learned communication and comprehension
strategies
• listen to and understand longer texts of a variety of types
• comprehend oral texts, with a variety of speakers and in a variety of
accents
Appendix B
Performance
Have students listen to a story or other text on tape. Ask students to use a
graphic organizer to identify the main idea of the text and several important
supporting details.
Document d’appui 2002. La
carte d’information et Le
tableau séquentiel.
Use observations and anecdotal records to note student ability to:
• understand and use the vocabulary of literary elements
• successfully identify the literary elements of various oral texts
• contribute to discussions
• recall and locate information from oral texts
Appendix B
Appendix B
and texts, audio books, and
recordings of stories; the
following are suggested:
Performance
• Ask students to listen to an oral discourse and then write about the text in
Gallimard, ISBN 207054806
a journal entry. Quel est le genre ou type de discours, le message, la cible
6)
visée, l’idée principale ?
secrète, ISBN 2-923163-10-9)
• Have students use a graphic organizer to illustrate the literary elements of • Un bleu si bleu (Père Castor
a story. For example, they might use le tableau séquentiel to show the plot
Flammarion, ISBN 2-08620of a story.
63-4)
• Tite-Jeannne et le Prince triste
• Have students think about a particular literary element and prepare a
(Bouton d'or d'Acadie, ISBN
short saynète or visual to illustrate that element of a story. For example,
2-922203-23-9)
they can dramatize the climax or the problem of the story, or illustrate the • L'ours et le petit garcon
setting.
(Bouton d'or d'Acadie, ISBN
2-922203-11-5)
• La légende du corbeau (Soleil
de minuit, ISBN 2-92269119-5)
• Wesley dans l'hémisphère neige
(Banjo, ISBN 2-89579-016-7)
93
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation.
Outcomes
students will be expected to ask
questions in order to clarify
information and to broaden their
knowledge.
Involve students in a variety of situations where they are encouraged to ask
questions and use appropriate vocabulary to obtain information. It is
important to create environments, both physical and psychological, which
promote talking and communication in the classroom.
• Arrange seats in groupings that promote talking in the classroom (e.g.,
circle-time, small groups, partners, full-class group).
• Show students that their thoughts, feelings, and ideas are valued.
• Create a non-threatening environment for students, particularly for the
quiet, reluctant speakers.
to:
4.1.1 ask questions to obtain
information using
appropriate structures and
vocabulary
Teach and model the following types of questions. It is recommended that
teachers model questions that lead to both affirmative and negative
responses.
• Qui... / Qu’est-ce qui...
• Avec qui est-ce que...
• Que fait-il (elle)...
• Avec quoi est-ce que...
• Que doit-on faire...
• Quand est-ce que...
• Est-ce que...
• Est-ce que tu as...
• Qu’est-ce que...
• As-tu... / Avez-vous...
• Où est-ce que...
• De quoi est-ce que tu as fait ton bricolage ?
• Où dois-je (puis-je)...
• À quoi/qui ressemble-t-il (elle) ?
• Pourquoi est-ce que...
• Comment est-ce que...
• De quoi s’agit-il ?
• Comment sais-tu que...
• À quoi sert-il(elle) ?
• Comment puis-je (dois-je)...
• Combien de...
• Pourriez-vous... / Pourrais-tu
• Lequel (laquelle, lesquels, lesquelles) est (sont)...
• After listening to a song, poem, taped story or other oral text, invite
students are invited to work in groups to generate questions which they
can exchange with another group. Each group will then answer the
questions using complete sentences to express their thoughts.
• Practise questioning techniques through fun activities. Students enjoy
playing games such as Vingt questions, Trivia, Le jeu des questions, Le
cercle des questions, Le sac à partager.
• Have students use the question matrix to formulate questions to obtain
information orally. The Q-matrix enables a range of questioning, from
literal to critical inquiry. Modelling and discussion are important. One
section or quadrant of the matrix can be used at a time, in order to
familiarize students with the questions in that particular section.
• Keep a list of student-generated questions on hand to be used as
prompts to help students to ask questions. Such sample questions could
be posted on chart paper or written on strips of paper and kept in la
boîte de questions.
• Have students review a novel they have read or material in other subject
areas by working in pairs or small groups to generate questions which
they then take turns asking and answering. Encourage use of a variety of
types of questions.
• Have students come up with generic questions to be answered in a
booktalk or in a retelling. Post these in the classroom for reference.
94
Suggested Resources
4.1.1 Observation / Anecdotal Records
Observe students during discussions and activities and note ability to:
• formulate questions using a variety of structures
• participate in activities
• answer questions
Performance
• After hearing a text, or as a review of a text or topic covered in class, have
students work with partners or in small groups to ask questions of each
other.
Jeux de questions, Appendix B
Q-Matrix, Appendix B
Jeux drôles, Appendix B
• Ask students, working with partners or individually, to use the Q-matrix
to develop questions on a particular topic or on a specific text. As a
follow-up, have students work in pairs to ask and answer the questions.
Inquiry
ISBN 0-921612-16-8)
ISBN 0-921612-12-5)
95
Outcomes
students will be expected to express
ideas, feelings and opinions.
By grade three, students should have developed a large bank of vocabulary
which they are confident using in everyday conversations and activities.
Students should be able to construct sentences in French to express their
thoughts and use the second language in a spontaneous way. With the
exception of the time allocated to English Language Arts, French should
be the language of the classroom at all times.
to:
The teacher has the important role of creating an environment in which
4.2.1 use learned expressions and students feel comfortable taking risks in French. Errors or inconsistencies
high frequency vocabulary can be sensitively addressed by echoing, by explicit instruction in the
context of mini-lessons, and by focussed practice.
to convey a message
Provide an environment rich in oral language. Use songs, stories,
comptines, rhymes, poetry, news telling and games in a variety of contexts
to allow students the opportunity to express themselves and to further
develop their vocabulary. It is important that oral language be developed
in context of meaningful activities which are linked to students’
experiences and respond to students’ communication needs. Provide
students with opportunities to participate in discussions in large and small
group settings, with partners and during role play and dramatization.
Create a secure linguistic environment and encourage students to take risks
when communicating in French and to use communication strategies to
assist in communicating ideas when they may not have the second
language vocabulary or expressions needed. Communication strategies
which should be modelled and encouraged in the classroom include the
following:
• self-correction
• paraphrasing
• clarification of ideas
• circumlocution (finding alternate ways of expressing the same message
or negotiating meaning using known vocabulary)
• non-verbal communication
• awareness of audience needs
• risk-taking
• formulating hypotheses.
(L’art du langage en immersion, New Brunswick, p. 58)
Continued...
96
Suggested Resources
Observation / Anecdotal Records
Use observation and anecdotal records to note student ability to:
• take risks when speaking
• participate in oral activities
• use learned expressions and vocabulary appropriately
• contribute to discussions
Checklist
Use a checklist such as the following for assessing student oral production:
Appendix A
The student
demonstrates willingness to use
known words and expressions
uses words and expressions
appropriately in context
takes risks when expressing
ideas, thoughts and feelings
uses communication strategies
to enhance communication
participates in brainstorming
and other vocabulary-building
activities
Jeux de questions, Appendix B
The Introduction and
Development of Grammatical
Structures, Appendix B
ISBN 0-921612-16-8)
ISBN 0-921612-12-5)
A collection of songs, poetry,
nursery rhymes, informational
and fictional texts; the following
are suggestions:
• Chansons drôles, chansons folles
(Fides, ISBN 2-7621-2260-0)
• J’aime les poèmes (Hurtubise
HMH, ISBN 2-8942-8608-2)
• Chut ! (Banjo, ISBN 2-92066
0-40-3)
• Myope comme une taupe
(Banjo, ISBN 2-920660-35-7)
French-language recordings of
performers such as the
following:
Annie Brocoli
Carmen Campagne
Henri Dès
Charlotte Diamond
Jacquot
Matt Maxwell
Suzanne Pinel
Art Richard
97
Outcomes
students will be expected to express
ideas, feelings and opinions.
Vocabulary and expressions should not be introduced in isolation. Often,
they can be organized around themes, topics of study, seasonal interests or
children’s literature. It is important to make cross-curricular connections
to further develop concepts and maximize resources in providing access to
a wide variety of texts.
• Brainstorm to help students recall or develop vocabulary related to a
to:
particular concept, prior to undertaking activities.
• Use oral texts (songs, stories, poems, games, drama, audio and
4.2.1 use learned expressions and
videotapes) to provide exposure to target vocabulary and expressions.
high frequency vocabulary • Create opportunities for students to practise target second language
to convey a message
vocabulary and expressions in context: les jeux de questions, news telling,
retelling, explaining, describing, topic review in pairs, small groups,
large groups.
• Encourage cooperative learning strategies whereby students are given
particular tasks and later, in small groups, share information they have
with others who have different information.
Regularly provide opportunities for students to engage in oral language
activities in all curriculum areas. On a daily basis have students engage in
cooperative learning activities and share orally with each other in both
informal and formal activities. Provide a range of groupings and contexts
for oral communication:
• Jeux de langage :
Jeux de chaînes (Dans ma communauté, il y a un hôpital. Dans ma
communauté, il y a un hôpital et un aéroport.)
Espion (Je vois quelque chose de minuscule au coin de mon œil. Elle sert
à... ou Je pense à quelque chose qui ressemble à...)
• Discours oral : Montre et raconte, reportages, comptes rendus, présentations,
exposés
• Cercles de lecture, dramatisations, jeux de rôles, club de lecture
• Révision et partage : students work in pairs to retell, recount, review
information from a lesson or activity; a certain amount of time can be
allocated to each partner or alternately, a one-for-one format can be
used.
98
Suggested Resources
Portfolio
Have students create a personal word bank or thematic word lists to which
they add entries throughout the year.
Performance
Ask students to work with a partner. Have students take turns retelling,
recounting, describing something or explaining an idea related to the topic
under study.
Observation
• Use observation and anecdotal records to note student use of French
vocabulary and expressions in communication and in classroom activities
and games.
• Note student willingness to use a variety of strategies to effectively
communicate in French, without resorting to English.
Checklist
Use a checklist such as the following to note student use of French in class:
Appendix A
Appendix A
d'immersion (ACPI-CAIT, ISBN
0-921612-16-8)
ISBN 0-921612-12-5)
Cooperative Learning. Spencer
Kagan, (1994). Resources for
Teachers.
www.KaganOnline.com/
99
Outcomes
KSC O: By the end of Grade 3
students will be expected to share
information and fin d enjoyment in
a variety of situations.
Students learn second language structures, expressions and vocabulary in a
fun an d meaningful way through the recitation of poem s, comptines and
songs and through choral reading.
• Conduct sing-a-long or recitation sessions where students learn and sing
songs, poem s or comptines on a regular basis. Copies of these texts could
be kept in a personal binder (mon recueil de petits textes) and texts can be
added throughout the year.
• Use poems and comptines as oral presentations. Several times each term ,
encourage students to share favourite poetry. They can recite to other
studen ts in the class or even to other classes in the school.
• Encourage students to bring to school cassettes or CDs of Frenchlanguage music. Organise un palmarès de la chanson française whereby
students would select their favourite songs. Provide class time to play and
sing along to the m ost popular songs. Share the w inning songs with
anoth er class of French immersion students.
• Use support materials such as visuals, concrete objects and gestures to
support student comprehension.
to:
4.3.1 recite poem s, nursery
rhymes and sing songs in a
group setting
Not only are poems, nursery rhymes, comptines and songs great vehicles for
providing exposure to a wide range of French vocabulary, they are ideal
vehicles for phonological and phonemic awareness activities. As described
more fully in SCO 7.1.6, it is very important to provide students with
experiences manipulating phonemes through word play.
Phonemic awareness refers to “an insight about oral language and the
ability to segment and manipulate the sounds of speech” (Phonemic
Awareness and Teaching of Reading, IRA, 1998). Research indicates that
phonemic awareness in children is the best predictor of their success in
learning to read (International Reading Association). Activities which help
develop phonemic awareness in children include those which provide
practice with rhyme and with sounds and syllables. Songs, poems and
nursery rhymes are ideal vehicles for these types of activities. Such
activities should be playful and fun and should encourage experimentation
with language. Activities in segmentation (identifying the phonemes in a
word), blending (putting phonemes or sounds together to form a word)
and deletion (manipulating the sounds in a word) need to be presented.
• Using poetry, rhymes and songs, have students identify initial, medial
and final consonant sounds, find rhyming words, or identify the
syllables in a word or phrase.
• In a fun and playful way, provide direct instruction and involve students
in the following types of activities:
• phoneme segmenting: segmenting sounds into component sounds
• phoneme blending: blending both chunks of words and individual
sounds into words
• phoneme deletion: manipulating sounds in a word, such as deleting the
beginning, medial or end sound or substituting another sound
• phoneme identification: identifying sounds in various positions in
words (initial, medial, final) and identifying words that begin or end
with the same sound.
100
Suggested Resources
4.3.1 Observation
• Use observation and anecdotal records to note student
• participation in group recitations and sing-a-longs. Do the students
participate/sing actively? Do the students do the actions?
• attitude towards activity. Do the students enjoy the activity? Are they
fully involved?
La stratégie PARLER, Appendix B
• Observe and note:
• student participation in phonological awareness and phonemic
awareness activities
• ability to identify rhyming pairs or the odd word out and to supply
rhyming words
• confidence and accuracy displayed by students in segmenting or
blending syllables.
Appendix A
Rubrics for Oral Language in
Phonological Awareness and
Phonemic Awareness, Appendix B
Appendix A
Cartes des sons de base and Cartes
des sons complexes (Graficor)
L’apprenti lecteur (Chenelière,
ISBN 2-89461-587-6)
Chansons et comptines 1 et 2
(CFORP, ISBN 2-894427-27- 1
and 2-894427-28-X)
Conscience phonologique
Lire en criant ciseau 1-5 (CFORP)
Lettres à un son (Mondia, ISBN
2-921084-52-X)
Sounds Abound: Listening,
Rhyming, and Reading (LinguiSystems, ISBN 1-5599-9394-4)
Recordings of French-language
music and collections of French
language songs, rhymes and
poems such as:
• Chansons drôles, chansons folles
(Fides, ISBN 2-7621-2260-0)
• J’aime les poèmes (Hurtubise
HMH, ISBN 2-8942-8608-2)
• Chansons et comptines 1 et 2
(CFORP, ISBN 2-894427-271, ISBN 2-894427-28-X)
• Le chat musicien (La Montagne
secrète, ISBN 2-923163-00-)
• Le tango des animaux (La
Montagne secrète, ISBN
2-923163-01-X)
101
Outcomes
information and fin d enjoyment in
Provide students with lots of authentic opportunities to communicate and
interact, to share information and personal experiences in a variety of group
settings: large groups, small groups and with partners. In all subject areas,
have students w ork in groups to solve problems, play gam es, read books.
Con duct a circle time to discuss topics of interest, share news, share books.
Have students conduct interviews, engage in role play, participate in show
and tell, and share journal entries. Teachers are encouraged to play the role
of facilitator and to actively engage students in speaking. An immersion
classroom is not quiet; on a daily basis, students need frequent
opportunities to speak French.
• Teach necessary vocabulary pertinent to a particular situation. Create
charts or lists of theme-related or topic-related vocabulary.
• Have students describe a person, place or thing according to various
characteristics. e.g., lisse, rugueux, bossu, pointu, graisseux, frisé.
• Organize le théàtre en bocal, in which students collect small props related
to a topic or story and keep them in a covered container such as a coffee
can. They take the props out one at a time when retelling a story.
• Provide students with sentence starters and graphic organizers to assist
them in organ izing their thoughts and ideas.
• Have students work with a partner to share information on a particular
topic or to review information presented in class.
to:
4.3.2 share information and
personal experiences
4.3.3 engage in dialogue, role
play, dramatization
Build student confidence and create a comfortable, non-threatening setting
for studen ts by having students engage in oral exchanges with a partner or a
small group on a daily basis, in various curriculum areas. G radually bu ild
up to presentations in larger group settings. The teacher must provide
students with m any and varied opportunities to speak in class and to
improve their second language oral production skills. Have students
conduct interviews, dram atize stories read, improvise or role play in
Language Arts and also in other subject areas. Provide opportunities for
students to take part in dialogues, puppet plays and other dramatizations,
using familiar vocabulary, expressions and texts.
• Place descriptions of different situations on strips of paper. Have pairs of
students choose a situation, prepare it and then present it to the class.
(i) Enfant : Tu veux un chat. Convaincs tes parents que c’est une bonne idée.
Parent : Votre enfant veut un chat. Vous n’êtes pas d’accord avec cette idée.
(ii) Enfant : Tu as gagné la loterie. Tu veux visiter Disney World avec ta
famille.
Enfant : Ta sœur vient de gagner la loterie. Convaincs-la d’acheter un
cheval.
• Message quotidien : Select one or two students per day to record or recite a
daily message for the class or even for the school: Bonjour tout le monde.
Aujourd’hui, c’est le lundi 8 avril et c’est le Jour 4. Nous avons l’éducation
physique à 11h30. C ’est aussi le jour de crème glacée. Placez vos com mandes
dans la boîte s’il vous plaît. Merci et passez une bonne journée.
• Have students work in pairs or small groups to dramatize particular
sections of a novel or story. Different groups can be assigned different
sections, or students can choose their favourite section.
Continued...
102
Suggested Resources
4.3.2 Observation
Use observation and anecdotal records to note student
• participation in discussions, presentations and other oral activities
• development in oral production, i.e., word choice, sentence structure,
expansion of ideas
La stratégie PARLER,
Appendix B
Performance
Have pairs or small groups of students select a poem for presentation to a
group of classmates or to the whole class. Encourage students to refer to la
stratégie PARLER and to use expression and gestures.
Self/Peer Evaluation
Have students discuss their presentation skills and develop a list of
descriptors for an effective presentation. The list may be developed into a
checklist or rubric for use in future presentations, and may be modified as
students use it and become more aware of how they can improve on their
presentation skills.
Rubric / Conference
Use the rubrics for oral language to assess student oral production. Follow
up with student conferences to discuss areas of strengths and to develop an
awareness of areas needing attention.
AppendixB
Appendix B
Liste de vérification pour les
présentations orales, Appendix B
Appendix A
4.3.3 Performance
• Have students work in pairs to role play or dramatize a particular
situation related to a current topic or theme. Allow students to practise
before presenting to other students or to the class.
• Have students work in small groups to develop a puppet play of a
familiar story. Encourage students to use appropriate linguistic structures
and vocabulary.
• Have students work with a partner to role play telephone conversations
on a topic suggested by the teacher. Target particular linguistic structures
for use in the conversation. Students could be asked to present their
conversation to a small group of classmates.
Use observation and anecdotal records during roleplay and dramatisations
to note student
• participation
• creativity
• use of language conventions
• collaboration with others in group
103
Outcomes
KSCO: By the end of Grade 3
• Organize le théàtre du lecteur on a regular basis. Have students work in
small groups to identify (highlight) the dialogue in a text, decide roles,
information and find enjoyment in
and then practise reading the dialogue in an expressive manner.
• Set up a puppet theatre and encourage children to dramatize familiar
stories. Stress the fact that the puppets speak only French.
Provide regular opportunities for students to give short oral presentations
to:
and to develop confidence and skill in this area. Create a comfortable
setting for timid students by having them present to a partner or in a small
4.3.3 engage in dialogue, role
group.
play, dramatization
• Use a cross-curricular approach to incorporate the use of presentations
in other curriculum areas. Have students prepare presentations or engage
in the oral presentation of texts which have been previously prepared in
presentations individually,
Science, Math, Social Studies, and other areas. Topics for presentation
with partners and in
might include the following: les services communautaires, les ressources
groups
naturelles, un héros du passé, comment résoudres des problèmes, les mesures,
les mammifères marins, mon sport préféré, une planète imaginaire, un repas
équilibré, comment faire un sondage, les communautés, les habitats,
l’exercice, l’amitié, la pêche, les sports extrêmes.
• Model and teach students how to use graphic organizers when preparing
an oral presentation. Graphic organizers such as la carte d’information
facilitate student preparation.
• Focus on the elements of the rubric for presentation skills, such as the
importance of speaking clearly and slowly, and with good expression.
Encourage children to speak their text, not just read it.
• Familiarize students with la stratégie PARLER and have them use it to
guide their oral presentations.
• Structure student presentations using sentence starters. Encourage the
class to use question starters such as the Q-matrix to ask questions of the
presenter. See SCO 5.1.4 for additional suggestions for oral
presentations.
104
Suggested Resources
4.3.4 Observation
• Note student use of la stratégie PARLER during oral presentations.
• Encourage use of props such as puppets, particularly for reluctant
students who don’t like to have the focus on them. Observe and note
student ability to use them effectively.
Appendix B
Observation / Conference
Have students choose a graphic organizer in preparing an oral presentation.
Observe their use of the graphic organizer. Following the oral presentation,
conference with individual students to discuss how the graphic organizer
helped them and if they might need to do something differently the next
time.
Checklist
Use a checklist for oral presentations such as the checklist from First Steps:
Oral Language Resource Book, which provides a good reference for
Rubric
The analytic rubrics for oral language, Conveying the Message, Language Use
and Presentation Skills, are useful in assessing student presentations and in
providing guidance to students on how to improve their oral production
skills.
Self/Peer evaluation
Have students discuss their presentation skills to develop a list of
descriptors for an effective presentation. The list may be developed into a
checklist or rubric for use in future presentations, and may be modified as
students use it and become more aware of how they can improve on their
La production orale : Liste de
vérification pour les présentations
orales, Appendix B
Appendix B
A collection of recorded texts,
audio books, radio and TV
programs, videotapes such as the
following:
Scholastic book / cassette sets
www.scholastic.ca/
Communication 1 : Activités
d’écoute, CEC
Videotapes of children’s
programs such as those available
from the Médiathèque de
CAMEF:
eques-f.asp
105
Outcomes
students will be expected to make
use of language conventions in
order to communicate in a range of
familiar situations.
It is important for teachers to draw student attention to the importance of
correct pronunciation and intonation when speaking French. Certain
sounds and rhythms of the French language are somewhat difficult for
non-native French speakers and these will therefore need to be practised in
class. Use tapes and audio or video recordings to expose students to native
French speakers. While the speed may be fast for many immersion
students, it is important for them to have many models of native
pronunciation and intonation.
to:
4.4.1 speak with improving
pronunciation and
intonation
Draw students’ attention to the proper use of:
• liaisons: mon Namie
lesNN oiseaux
quantN à toi
au casN où
• elisions: je + aime = j’aime
que + on = qu’on
le + animal = l’animal
de + Antony = d’Antony
• different intonation: voice goes up at the end of a questions, Où vas-tu ?
ü and down at the end of a list, Marie-Claire mange une pomme ü, une
orange ü et une banane ú.
• appropriate pronunciation: tu tous
vu vous
Tu as tout mangé. Vous avez déjà vu le film.
Encourage students to pay attention to the pronunciation and intonation
of the French-language models around them and to attempt to improve
their own oral language skills.
106
Suggested Resources
4.4.1 Observation
Use observation and anecdotal records to note:
• use of liaisons and elisons
• use of appropriate intonation patterns
• degree of ease and confidence when speaking
• development of correct pronunciation and accent
La stratégie PARLER, Appendix B
Rubric/Conference
Observe students as they speak in class in informal conversations and in
more formal presentations. Use the rubrics for oral language (Conveying
the Message and Language Use) to assess the pronunciation and intonation
of individual students. Conference with students as needed to address
issues of concern.
La production orale : Liste de
vérification pour les présentations
orales, Appendix B
Appendix B
Appendix A
First Steps: Oral Language Resource
Book (Heinemann)
programs, videotapes such as the
following:
Scholastic book/cassette sets
www.scholastic.ca/
Communication 1 : Activités
d’écoute, CEC
Videotapes of children’s programs
such as those available from the
Médiathèque de CAMEF :
www.gnb.ca/0000/irrp/mediatheq
ues-f.asp
107
Outcomes
Although French immersion students will speak French quite fluently by
Grade Three, there is still a great need at this level for teachers to work on
refining oral communication skills and to focus on the use of appropriate
French-language vocabulary, structures, grammar, and expressions.
to:
4.4.2 use basic grammatical
structures and conventions
appropriately
Second-language acquisition and second-language learning must take place
through using the language for authentic, motivating, interesting and
enjoyable activities. The immersion classroom must be a linguistically rich
one. Language structures need to be introduced and presented both
directly by the teacher as well as indirectly through exposure to a wide
range of oral and written texts. Students must then be given the
opportunity to use these language structures in communicative activities.
Refer to Appendix B for a table of grammatical structures and conventions
to guide the introduction and development of concepts at each grade level.
In Grade Three, students should use basic grammatical structures and
conventions with increasing accuracy. Teachers must model accurate use
of language structures and should therefore be cognizant of the use of vous
when addressing the class as a group or with adult visitors to the class. Tu
should be reserved for use with a single child.
It is crucial for teachers to use a combination of discussion, implicit
exposure and explicit teaching to address the second-language grammar,
structures and expressions which the students need. It is important to
create situations where children will need to use and practise particular
grammatical structures or verb tenses or other targeted conventions of the
French language
• Model and explicitly discuss correct/appropriate use of French-language
grammatical structures. Use children’s literature and other types of texts
to draw attention to structures which are different in French and
English.
• Involve students in oral activities where they must use one or more of
the targeted structures appropriately. Provide frequent opportunities for
students to use the structures they are learning informally or in more
formal presentations.
• Provide opportunities for students to develop their second language
vocabulary by engaging in word work or vocabulary development
exercises. Work with prefixes, suffixes and word families will serve to
build vocabulary quickly.
e.g., pré û prévoir , prédire
dé û décomposer, défaire
re û refaire, recommencer
in û incertain, incurable
able û faisable, portable
ible û lisible, visible
chaud ûchaudement ûchaudière ûchaudron ûchauffage ûchauffer
Continued...
108
Suggested Resources
Observation/Anecdotal Records
Use observation and anecdotal records to record student:
• growth in their use of language conventions
• fluency and expression
Checklists
Use a checklist such as the following to track student growth in use of
particular language structures and conventions.
L’élève exprim e ses idées ...
Com plètmen t - 5
Parfois - 3
Pas du tout - 1
en utilisant un vocabulaire précis et
spécifique.
en utilisant des verbes à des temps
différents :
- présent
- imparfait
-passé com posé
-futur sim ple
-conditionnel
en utilisant des structures de phrases
diverses.
en employant des adjectifs et adverbes
pour rendre son discours p lus descriptif.
en se servant d’expressions idiomatiques
app rises et d’usage courant.
Date
Date
Date
ISBN 0-921612-16-8)
ISBN 0-921612-12-5)
Dictionnaire mural (Guérin)
A collection of classroom
reference resources
(dictionnaires, grammaires,
vocabulaire murale, mot de la
semaine, affiches)
Avec Brio (Pearson, ISBN 0-13
56-9245-8)
en construisant correctment un grand
nombre de structures de la langue
française.
109
Outcomes
At the Grade Three level, students are expected to:
• Correctly use articles for frequently used classroom vocabulary, un/le
crayon, un/le stylo, un/le cartable, une/la règle, des/les livres
• Correctly use possessive adjectives and expressions: mon crayon, sa règle,
le mien, la mienne, le sien, la sienne, c’est à moi, à toi, à lui. Possessive
constructions are particularly problematic in French Immersion, as
students often say C’est mon ! C’est son ! or C’est Stephen’s. Highlighting
this error is important in raising awareness of it. The following song can
be sung as a reminder to students that le mien/sien/tien is the correct
structure. (Sung to the tune of Sur le pont d’Avignon)
C’est le mien ! C’est le tien ! C’est le sien, le sien, le sien ! (bis)
Using the song, remind the students about the correct usage and have
students encourage each other in the class.
• Use appropriate vocabulary and sentence structure to express emotions,
interest, feelings and opinions: à mon avis, à mon opinion, je ne suis pas
d’accord, je ne me sens pas bien, j’ai faim, cela m’étonne, ça ne me surprends
pas.
• Correctly use comparatives: aussi grand ou petit que, moins que, plus que.
• Use appropriate vocabulary or expressions to describe a sequence or
procedure: en premier, tout d’abord, au début, pour commencer, ensuite,
puis, après, lorsque, pour terminer, enfin, finalement.
• Comprehend and correctly use a variety of conjunctions: puisque,
cependant, ainsi, lorsque, quoique, bien que, donc.
• Correctly use common verbs in a variety of tenses: present, past, future,
conditional,
• Correctly use the verbs avoir and être as auxiliaries in the past tense with
common verbs: j’ai commencé ; elle a regardé ; je suis parti(e) ; il est allé.
• Correctly use the verb aller for the future tense with common verbs: je
vais aller, elles vont partir.
• Use correct placement and agreement for an increasingly wide selection
of adjectives and adverbs: une adorable petite maison blanche ; mes jolies
chausettes jaunes rayées.
• Demonstrate precision in communication by using an increasing
number of descriptive adjectives and adverbs in discourse.
• Correctly use personal pronouns appropriate to the gender and number
of the noun it replaces: Marie ? Elle arrive aujourd’hui. Jean et Pierre, ils
marchent. Mon amie et moi, (nous) jouons ensemble. Toi et ton chien, vous
allez au parc ? Qui sont les personnages ? Ils sont _____ .
• Correctly use an increasing number of adjectives, adverbs, prepositions
such as the following list, les opposés /les contraires:
sur ûsous
heureux ûmalheureux rugueux û lisse
vite ûlent
en haut ûen bas
énorme ûminuscule
sec ûmouillé
gros ûmince/maigre
sérieux û drôle
à droite ûà gauche
chaud ûfroid
plein ûvide
lourd ûléger
devant ûderrière
content ûtriste
grand ûpetit
pardessus û pardessous vivant ûmort
(le) mieux û(le) pire lentement ûrapidement en-dessous ûau-dessus
Continued...
to:
appropriately
110
Suggested Resources
Use observation and anecdotal records to note student ability to speak
French with a natural flow. Is the language spontaneous and accurate? Do
students require any teacher prompts? Is their pronunciation and
intonation native-like? Do students use grammatical structures and
conventions appropriately?
4.4.2 Observation/Anecdotal Records/Checklists
Use observation and anecdotal records to focus on and evaluate appropriate
use of grammatical structures and conventions on a regular basis. Record
students’ growth in use of language conventions in informal situations as
well as in presentations such as Montre et raconte or small-group
presentations. Develop and use a checklist to target particular structures or
conventions; highlight those which need attention through mini-lessons or
conferences.
French Immersion: Presentation
Skills, Appendix B
111
Outcomes
• Teachers should expose students to the masculine/feminine versions of
nouns such as the following:
acteur - actrice comédien - comédienne illustrateur - illustratrice
chanteur - chanteuse professeur - professeure
traducteur - traductrice
moniteur - monitrice étudiant - étudiante
directeur - directrice
to:
Provide opportunities for students to practise using particular expressions
or language structures in various group settings: with partners, in small
groups and within the class group. The more particular structures are
practised, the easier it will be for students to use them independently in
their own discourse.
appropriately
4.4.3 speak with increasing
awareness of appropriate
volume, pacing and speed
Provide lots of opportunities for students to hear fluent French speakers
and to focus on appropriate volume, pacing and speed. Expose students to
native French speakers via audio tapes, video tapes, TV or radio, as well as
to guest speakers and other francophones in the community. Encourage
students to use newly acquired vocabulary and sentence structures in their
oral communication and to pay attention to their volume, pace and speed
when speaking.
Many second language learners speak too softly and too rapidly,
particularly when giving a presentation or speaking in front of a group. It
is important to draw student attention to the necessity of adjusting their
volume, their pace and their speed according to the situation.
• Model appropriate volume, pacing and speed for various situations.
• Make students aware that volume, pacing and speed can change
according to the situation. For example, speakers may repeat for
emphasis, slow down for suspense and speed up for excitement.
ex.: Que j’ai faim ! Vite, appelle 911.
Au secours !
Chut ! Le bébé dort.
• Model appropriate speaking skills and engage students in activities such
as sharing books, giving oral presentations, role playing, dramatizations,
journal sharing, retellings, recounts, problem solving and playing games
to practice oral skills. Have children work in pairs to listen to each other
and provide constructive criticism.
• Discuss how to use volume, pacing and speed to create expression.
Il est grand. û emphasize grand
Oh ! j’ai peur ! û change voice
Il monte l’ escalier lentement. û slow down when saying lentement
• Discuss how body language and facial expressions are important
components of listening and speaking. Note that one must always be
aware of the audience and whether or not they are receiving the message.
Model language and body language that convey whether or not the
listener is comprehending the text.
• Have students discuss what they should do if a person does not
understand the text: slow down, articulate more clearly, repeat or reword
the message.
112
Suggested Resources
• adjust volume where necessary
• pace un discours oral
• use language spontaneously
Rubric/Self Evaluation
Use the analytic rubric for presentation skills (see Appendix B). After
modelling the use of the rubric, have students evaluate each other and/or
themselves using the scale of 1-4, colouring in the correct number of stars
as suggested below:
Volume : J’ai parlé assez fort.
qqqq
Débit : J’ai arrêté après chaque phrase ou aux
moments appropriés.
qqqq
Vitesse : J’ai parlé ni trop lentement, ni trop vite.
qqqq
Clarté : J’ai bien prononcé les mots et j’ai parlé
clairement.
qqqq
Expression : J’ai utilisé beaucoup d’expression
pour que ma présentation soit plus intéressante.
qqqq
Langage : Mon français était grammaticalement
correct.
qqqq
Rubrics for Oral Language,
Appendix B
Appendix B
A variety of children’s audio
books and recordings of stories
such as book/audiotape sets
available from a variety of
sources including Folio,
Gallimard-Jeunesse, Scholastic.
A collection of videos, such as
the following list available from
La médiathèque de CAMEF.
eques-f.asp
Les belles histoires de Pomme
d’Api
Le bus magique
Le château magique
Les contes de Pierre Lapin et ses
amis
Le grenier de Bisou
Les histoires de Père Castor
Papi Bonheur
Pauline à la ferme
Picoli et Lirabo
La planète des animaux
Timothée va à l’école
113
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Outcomes
students will be expected to call
upon simple strategies, experiences
and previous knowledge to guide
their listening and speaking.
This outcome builds on SCO 3.2.1. Model the use of strategies in
effective listening. Using the "think aloud" technique, teach students how
to use particular strategies to improve their listening skills. To receive a
message students need to:
• look at the speaker (eye contact)
• acknowledge the speaker (nod head, use appropriate body language
when listening and not slouch or fidget) and look interested
• listen carefully
• learn how to ask questions for clarification
• reflect upon the message
• introduce the idea of jotting down notes about ideas that are important
or may be forgotten.
to:
5.1.1 demonstrate effective
listening skills
Create charts and posters to reinforce effective listening skills. A chart such
as the following could be compiled following a discussion of how effective
listening looks and sounds:
Quand on écoute bien, on voit :
•
•
•
•
Quand on écoute bien, on entend:
On fait oui de la tête
• Le silence (on ne parle pas).
On regarde celui qui parle
• On attend que la personne a fini
On montre qu’on est intéressé(e).
de parler.
On se concentre sur ce que la
• On répond « oui » ou « c’est
personne dit.
intéressant ».
• On répond poliment.
Often in Primary, students are expected to listen without having to take
notes. Teachers may wish to use la stratégie ÉCOUTER strategy to help
students develop their listening skills. through use of these strategies.
It may be beneficial for students to take notes while listening to an oral
text, using either words or drawings. Provide students with a simple
graphic organizer or story frame, such as the following, which they can use
while listening to note important ideas or words:
114
1
2
3
4
5
6
7
8
9
Suggested Resources
Observation
Use observational and anecdotal records to note use of basic conventions
and courtesies asstudents interact with others, as well as their ability to use
listening strategies to assist their listening in more formal situations.
Appendix B
Self Evaluation
Following a listening activity, have students reflect on their listening
behaviour and consider the following questions:
Est-ce que j’ai bien écouté ?
Est-ce que j’ai compris ce qu’on a dit ?
Est-ce que j’ai regardé la personne qui a parlé ?
Appendix B
Appendix B
Social Conventions
Self Evaluation/Checklist
Have students complete a self assessment checklist following a listening
task.
Pas du tout /Complètement
• J'ai resté tranquille pendant le discours.
1
2
3
4
5
• J'ai regardé celui qui parlait.
1
2
3
4
5
• J'ai m ontré m on intérêt.
1
2
3
4
5
• Je m e suis concentré sur ce que la personne a dit.
1
2
3
4
5
• J'ai attendu que la personne ait fini de parler
avant de répondre.
1
2
3
4
5
• J'ai répon du polim ent.
1
2
3
4
5
115
Outcomes
students will call upon simple
strategies, experiences and previous
knowledge to guide their listening
and speaking.
In French Immersion, it is essential that vocabulary and structures be pretaught prior to any listening and speaking activity. Brainstorming activities
bring into play students' previous experiences, prior knowledge and
second- language skills or needs. Brainstorming of vocabulary can also be
done as a pre-reading or pre-writing activity and then be extended upon.
• During a brainstorming activity, students may ask, for example,
Comment dit-on « sliding » en français ? The teacher needs to supply
students with the appropriate translation. In Grade Three, students
should be able to find some words themselves by using dictionaries.
Other expressions and vocabulary may be taken directly from texts read.
Thematic lists of vocabulary as well as new vocabulary items should be
written down and posted in the class as a visual reference.
• Use graphic organizers to help with the layout of written brainstorming
lists so that students may access vocabulary as needed. Display charts
and lists of vocabulary in the classroom. Review the lists frequently to
help reinforce new words and structures. Teacher may wish to use chart
paper which has been divided into sections such as noms/verbes/adjectifs/
adverbes/expressions. As students come across words or expressions that
they wish to use in their own communication, they are encouraged to
add them to the lists in the appropriate category. Other frameworks are
available to help students organize vocabulary. Their use should be
modelled and encouraged.
• Use visuals during brainstorming sessions to aid in the comprehension
of new vocabulary. Simple drawings can be made on group charts or
individual students can be asked to illustrate a particular word for the
class word list or vocabulaire murale.
to:
5.1.2 brainstorm to develop oral
vocabulary
5.1.3 identify purpose of
communication and target
audience
Teachers need to make students aware that different kinds of language are
appropriate to different situations and settings: public speaking versus play
language; oral presentation versus show and tell language; the appropriate
use of language register, such as the distinction between tu and vous.
Students will require modeling and teaching of language that is
appropriate to different audiences. Through use of a variety of print and
oral-language resources, demonstrate for students the different language
that is used for different audiences and in different situations.
• Invite children to demonstrate critical listening/thinking and to analyse
a variety of different texts. What is the purpose of the text? What type of
language is used? Is it formal or informal? Why was it written/recorded?
Who is the intended audience? How do you know? How would the text
need to change if the intended audience were different?
• Encourage critical listening in a variety of situations:
-read-alouds and taped stories
-guest speakers
-oral presentations
-classroom discussions
-films, videos, radio and TV programs
• Discuss with students the importance of identifying the purpose of a
particular communication task. Is the purpose to persuade? Argue a case?
Provide information? Entertain? Sell something? To whom are they
speaking? A peer? A teacher? A stranger? A visitor? Children?
116
Suggested Resources
• participate in brainstorming activities and to contribute to the discussion
• recall learned vocabulary
• organize vocabulary using a graphic organizer
• recall and use vocabulary appropriate to the topic and the situation
Appendix B
• identify the target audience, in their own and other communication
situations
• identify the purpose of communication, in their own and other
communication situations
• use vocabulary, expressions and language register appropriate to a variety
of situations
Montre et raconte, Appendix B
Trousse d’appréciation de
Représentations graphqiues
A selection of audio resources
such as audio books, music
tapes and CDs, collections of
poetry on tape, videotapes, radio
and TV programs
117
Outcomes
and speaking.
Through modelling and discussion, teach how to effectively use a graphic
organizer, a visual, index cards and/or props to improve a presentation.
• During Montre et raconte, students would have an object to show to
classmates. Encourage students to share materials or artefacts related to
topics being studied in subject areas such as science or social studies.
• During a presentation, students could show or use a poster / visual /
prop. Encourage students to:
• make props visible
• hold their heads up
• point to particular parts of a visual
Following a presentation, have students reflect upon questions such as:
Did I use my prop/visual effectively? Encourage students to think of
ways to improving their use of various materials in a presentation
setting.
• Provide regular time for le théàtre en bocal, which is an activity in which
students collect small props and keep them in a covered container such
as a shoe box or coffee can. The props are taken out and used when
retelling a story or giving a presentation.
to:
5.1.4 support an oral
presentation through the
selection and effective use
of a variety of appropriate
materials
5.1.5 demonstrate effective
presentation skills
SCO 5.1.5 builds on SCO 4.3.4. Provide opportunities on a regular basis
for students to prepare oral presentations and to present to different
audiences and for different purposes: montre et raconte, present a picture,
demonstrate a science experiment, give a book-talk, relay a message, share
an understanding or discovery, describe a procedure, retell a story.
Note: An oral presentation may be as simple as: telling a joke to the class;
news telling; sharing a book; reciting a poem.
• Have students regularly present to a partner or in small groups, in order
to develop oral production skills and a degree of comfort as presenters.
Recognize that students may not feel comfortable presenting
individually to a large group, and provide alternative types of
presentation situations.
• Have students work with a partner to prepare a presentation; invite both
partners to present together.
• Encourage students to use la stratégie PARLER in order to remember and
use the techniques for an effective presentation. Post a chart or checklist
as a visual reminder to students.
• Draw students’ attention to the importance of using gestures and
appropriate body language when giving a presentation. Conduct minilessons as appropriate.
• With students, develop an oral presentation checklist; have students
refer to the checklist when preparing an oral presentation. Add to the
checklist as the year progresses and as students are ready to focus on new
points. Refer to the Liste de vérification pour les présentations orales.
118
Suggested Resources
5.1.4 / 5.1.5 Observation / Anecdotal Records
• speak fluently, clearly and with expression:
! Has the presentation been adequately prepared?
! Is the requisite French vocabulary known? Is the material known?
• use support materials:
! is the prop used in an effective manner (or is it distracting)?
! are the notes used appropriately? Does the presenter look at the
audience, make eye contact?
! are the ideas presented logically? sequentially?
Appendix B
5.1.5 Rubrics / Checklist
Use the presentation skills rubric as the basis for a checklist to be completed
for individual students or by individual students following an oral
presentation.
Représentations graphiques
Name ____________
Consistently
Generally
Sometimes
Seldom
maintains flow
Montre et raconte, Appendix B
Liste de vérification pour les
présentations orales, Appendix B
L'Indispensable : annuaire des
services en français à Terre-Neuve
et au Labrador (Fédération des
francophones de Terre-Neuve
et du Labrador)
http://www.fftnl.ca
uses appropriate
pronunciation
uses appropriate
intonation
uses appropriate volume
speaks at an ap propriate
speed
uses appropriate
expression
5.1.5 Checklist / Self Evaluation
Use la stratégie PARLER as the basis for a checklist for student evaluation
during presentations or for student self assessment following an oral
presentation.
Pendant ma présentation, j'ai ...
oui
non
parlé assez fort.
attendu que tout le monde m 'écoutait avant de commencer.
regardé mon auditoire pendant la présentation.
parlé lentement, avec clarté et bonne intonation.
parlé avec expression.
remercié les auditeurs à la fin de m on discours.
119
Outcomes
students w ill call upon simple
and speaking.
Following an oral presentation, students should be able to answer questions
of a factual or recall nature, as well as more indepth comprehension-type
questions. Teachers should refer to Bloom’s taxonomy as a guide to
appropriate questioning. Provide regular opportunities for students to listen
and respond to a range of oral texts. Encourage students to provide support
for their answers.
• Following an oral presentation, invite students to respond to a variety of
questions and have them work in groups to ask questions of each other.
to:
5.1.6
respond to questions
following an oral
presentation
5.1.7
use prior knowledge to
understand an oral text
Following their own discours oral, students should be able to conduct a
question/answer period and answer questions. The students should know the
material and be able to expand on it.
• Model and teach structures such as: Qui aimerait poser une question ?, Oui
_____, as-tu une question ?, Avez-vous compris... ?, Que pensez-vous de... ?
• Encourage students to wait until others are listening before responding to
questions. Also encourage them to respond in complete sentences and to
expand on their ideas.
• Provide students with lots experience in giving oral presentations to small
and large groups. Organize visits with younger students in order to make
presentations which may be of interest to them. Have the younger students
question the presenters. Invite guests to visit the class from time to time to
make or to listen to presentations.
Encourage critical thinking by having students respond to questions of a
higher order and by encouraging students to ask these types of questions.
Formulating , anticipating and responding to questions may be modelled
according to Bloom’s taxonomy (knowledge, comprehension, application,
analysis, synthesis, evaluation). Consult Appendix B for examples of
questions at each level. At the lower levels, the answer is within the text itself,
however the higher levels go beyond the text, relating the text to personal
experience and requiring more justification in the response. The Q-matrix is
also a valuable tool in formulating a range of types of questions
It is important for students to learn to make links between previous
knowledge and new information, as this enables deeper learning. Model and
explicitly teach students how to use information they already have (previous
experiences, prior knowledge, first language and second language skills) to aid
them in their comprehension of oral texts.
Prior to listening to an oral discourse, provide students with the opportunity
to discuss what they already know about a given topic through un remueméninges, or through completion of a graphic organizer such as une
constellation, or un tableau SVA.
• Before showing a video on la communauté, for example, have students
discuss what they already know about communities. What is a community?
What kind of buildings and people are in a community? Which aspects of
communities might be treated in a video? What vocabulary is likely to be
used? Record the ideas discussed.
• During a brainstorming session, encourage students to share their previous
knowledge and experiences and prior language exposure. Invite students to
develop a list of terminology related to the topic or theme.
Continued...
120
Suggested Resources
5.1.5 / 5.1.6 Checklist
Develop a checklist for assessment of student oral presentation skills and
ability to respond to questions following oral presentations.
La stratégie PARLER and La
stratégie ÉCOUTER, Appendix B
L’élève...
Appendix B
parle clairem ent et assez fort.
1
2
3
4
5
regarde son auditoire.
1
2
3
4
5
reste sur place en parlant.
1
2
3
4
5
Q-matrix, Appendix B
parle en phrases complètes en utilisant
des structures et un vocabulaire
appropriés.
1
2
3
4
5
Bloom’s Taxonomy and Tableau
de questions par objectifs du
domaine cognitif, Appendix B
répond aux questions sur son propre
discours oral.
1
2
3
4
5
Appendix B
répond aux questions sur un discours
oral.
1
2
3
4
5
Appendix B
répond aux questions en phrases
comp lètes et en fournissant des détails.
1
2
3
4
5
• answer questions related to an oral presentation
• expand on or support their answer
• answer in complete sentences
• use language effectively
5.1.7 Observation
Observe student ability to understand new information. Are students able
to refer to past experiences and link them to new texts (e.g., songs, rhymes,
games, videos, audio cassettes, children’s literature, posters, charts, displays,
computer software)? Can they make connections between an oral text and
previous experiences and prior knowledge? Can they use their knowledge of
their first language and second language to help them understand new
vocabulary items? Do they recognize French-language terminology
encountered in previous texts and experiences?
Checklist for Oral Presentations
ISBN 0-921612-16-8)
ISBN 0-921612-12-5)
A variety of children’s audio
books and recordings of stories
such as book/cassette sets
available from a variety of
sources including Folio,
Gallimard-Jeunesse, Scholastic.
A collection of audio and video
recordings, such as films, TV
and radio programs, poetry,
songs, dramatizations.
121
Outcomes
and speaking.
Through pre-listening discussions and advance provision of questions or a
listening guide, teachers can successfully guide students' listening.
Comprehension of an oral text can be considerably enhanced through a
discussion of what the text may be about/may include, as well as of the
vocabulary and structures likely to be encountered.
• Before listening to a text on tape or CD, brainstorm with students the
types of information likely to be presented. Using a graphic organizer
such as un guide d’anticipation, collectively make note of the various
headings, subheadings and key vocabulary items likely to be encountered.
As a follow-up, items mentioned in the text can be checked off and new
items added to the table.
Les mamifères marins
to:
5.1.7 use prior knowledge to
understand an oral text
Give students a context for the oral text and guide their listening by
indicating in advance what they need to listen for.
• Quel est l'idée principale du discours ? À qui est adressé ce discours ?
• Ce discours, est-il semblable à _____ que vous connaissez déjà ?
• Ce discours, présente-il le mêm e point de vue que le livre que l'on vient de
lire ?
• Pensez-vous que tout le monde aimerait cet enregistrement ? Pour quel âge estil le plus approprié ?
• Les effets sonores, sont-ils bien réussis ? Pourquoi ou pourquoi pas ?
• Portez attention à la description de ____. Com ment est-elle différente de la
description donnée dans votre manuel de sciences ?
• Dans ce discours, a-t-on rencontré les mots inconnus ? Avez-vous compris les
idées ?
• Comparez les informations données dans le discours oral avec celles que nous
avons écrites dans le tableau. Comm ent sont-elles semblables ? Com ment sontelles différentes ?
Encourage students to use their knowledge of English and French
vocabulary to help them comprehend new vocabulary encountered in
listening situations. Model ways in which words already known can help
comprehension. Focus on les familles de mots (e.g., forêt, forestier ; bois,
déboisement) and on les mots amis (e.g., yogurt ýyogourt ; toxic ýtoxique ).
• Have students, working in pairs, use a dictionary to find words from the
same families.
• Encourage students make lists of words on a particular topic which are
either the same or similar in French and English. Bilingual packaging
might be used, for exam ple, to check names of ingredients.
122
Suggested Resources
Conference
Individually or in small groups, ask students to discuss/evaluate their prior
knowledge or exposure to a particular topic. How did it facilitate their
comprehension of this discours oral ? Did their knowledge of English help
them to understand certain French vocabulary items? How?
Appendix B
Performance
• Following completion of a graphic organizer such as a guide d’anticipation
or a tableau SVA as a pre-listening activity, have students listen to an oral
text. Ask them to make note of three things from their chart or table
which had indeed been in the text and also three new things mentioned
in the text.
• Ask students to complete a journal entry explaining how their previous
knowledge on a particular topic helps them understand an oral text on
that topic.
Conference
Following a listening activity, ask students to evaluate their prior knowledge
or exposure to a particular topic, individually or in small groups. How did
what they already knew about the topic assist them in comprehending the
oral text? How did their previous knowledge help them to understand new
French vocabulary in the text?
Appendix B
Appendix B
Appendix B
programs, videotapes
A collection of classroom
reference resources
(dictionnaires, vocabulaire mural,
mots de la semaine, affiches) such
as the following:
Dictionnaire mural (Guérin,
ISBN 2-7601-6289-3)
123
Outcomes
KSCO By the end of Grade 3,
students will be able to organize
information and ideas using simple
strategies.
Graphic organizers are useful in organizing and classifying information for
presentations. Students need to have many opportunities to observe a
variety of graphic organizers being used. Modelling is important, as is
shared writing, in developing an understanding of the purpose and use of
graphic organizers.
• Model the use of graphic organizers for the presentation of les nouvelles,
for book talks and for other types of presentations.
• Teach and model how to use graphic organizers such as un diagramme
de Venn, la carte d’information, le tableau en t (ou le tableau en deux t ),
l'étoile. Have students use one particular graphic organizer for some
activities; allow them choice for other activities.
• Have students use a graphic organizer to organize thoughts and
information in jot note form to prepare for an oral presentation. The
following is an example:
L’ours noir
to:
5.2.1 use a plan or graphic
organizer to prepare a
presentation
App arence
No urriture
Habitat
omnivore
presque partout
en Amérique du
Nord
grandes oreilles
des plantes, des
feuilles, des noix,
de maïs, des baies
et d'autres petits
fruits
dan s les forêts
den ses et p arfois
la toundra.
jamais dangereux
pour l'hom me, à
moin d'être
provoqué ou
blessé
fourrure courte
varie, du blanc
ou argenté au
brun-noir et
noir
des insectes,
des p etits
mamm ifères, du
poisson et de la
charogne
fréquente le bord
des ruisseaux, des
rivières, des lacs
ou des marais.
se déplace
ordinairement
d'un pas lourd et
lent ; peut courir
jusqu'à 45 km/h .
226 kg et 1,50 m
adore le miel.
museau long et
pointu, toujours
beige
Habitudes
aime grimper aux
arbres et nage très
bien
vit en solitaire
• Provide students with the opportunity to use a variety of graphic
organizers to prepare for a presentation, such as news telling or a formal
project. Have students refer to these organizers when giving a
presentation in class.
• Model and teach students how to use a completed table or chart to plan
and organize information, allowing for logical development and
sequencing of ideas and information.
• Model the process of using jot notes or a completed graphic organizer
as the basis for more explicit communication in an oral presentation.
Encourage practice with a partner prior to presentation to a group or to
the class.
124
Suggested Resources
Observation
Note student ability to complete graphic organizers appropriately and to
use them as the basis for an oral presentation. Do the students present the
information logically and sequentially? Do they present all the information
included in the graphic organizer? Do they present the information in
complete sentences?
Les représentations graphiques,
Appendix B
Portfolio
Collect samples of completed graphic organizers for inclusion in student
portfolios.
Journal / Self Assessment
Have students select a plan or graphic organizer which they have used and
then have them write about how it helped prepare them for their
presentation.
Chercher, analyser, évaluer
Kidspiration (Inspiration
Software Inc.)
http://inspiration.com/home.cfm
Conference
Conference with students to ensure that they are completing the graphic
organizer using notes en style télégraphique or placing the mots-clés in the
appropriate sections.
The Graphic Organizer Website
www.graphic.org/
125
Outcomes
students will be able to identify
their own strategies.
Metacognition is the awareness of one’s own thought processes and
strategy use. It is important for students as learners to be able to describe
their own strategies in order that they may actively monitor, manage and
improve their own learning. Students should be given the opportunity to
reflect on their use of strategies, and they should be able to explain which
strategies they utilize for various tasks. Model and teach students how to
verbalize and describe personal strategies for effective listening and
speaking.
to:
5.3.1 describe personal strategies
for effective listening and
speaking
• Brainstorm listening and speaking rules. Record, display, rehearse and
reinforce rules. Generalize rules to other classroom situations
• Have students refer to les stratégies ÉCOUTER et PARLER and to
classroom charts on listening and speaking behaviours. Ask students to
verbalize their strategies with a partner, a small group or the class.
• Provide frequent opportunities to practise and review strategies for
effective listening and speaking. Follow up a listening activity with
reflection on the success of the various strategies.
• Explicitly discuss and model/role play strategies for effective listening
and speaking. Teachers should use the "think aloud" technique in their
modelling and demonstrating.
• After discussing and modelling effective listening skills, have students
work in pairs to demonstrate these skills. Students are given a topic, such
as les reptiles and they have a period of time (e.g., 30 seconds) to talk to
their partner about the topic, and then the roles are reversed. Have
students think about the listening and speaking strategies they used in
the activity. The following may be modified as necessary and used as
prompts:
Quan d j’écoute, je...
m’assois bien sans bouger.
regarde la personne qui parle.
me pose des questions pour m ’aider à comprendre.
essaie d’imaginer ce que la p ersonne est en train de dire.
pense aux choses que je sais déja à propos du sujet.
réfléchis aux questions que j’aim erais poser.
Quan d je présente, je...
regarde la personne qui m’écoute.
parle len tement.
parle clairem ent.
parle assez fort.
parle avec beaucoup d’expression.
126
Suggested Resources
Observation
Use observation and anecdotal records to note student’s ability to verbalize
the strategies they use in order to listen and speak effectively. Review
listening and speaking strategies on a regular basis.
Appendix B
Self-evaluation
Students can monitor their own listening and speaking strategies on a
regular basis. Using the checklists below, have students consider how they
can improve on their listening and speaking.
Les stratégies ÉCOUTER et
PARLER, Appendix B
Social Conventions
Pour bien écouter et apprendre...
• je m’assois bien sans bouger.
Oui
Non
• je regarde la personne qui parle.
Oui
Non
• je me pose des questions pour m’aider à comprendre.
Oui
Non
• j’essaie d’im aginer ce que la personne est en train de dire.
Oui
Non
• je pense aux choses que je sais déja à propos du sujet.
Oui
Non
• je réfléchis aux questions que j’aimerais poser.
Oui
Non
• je regarde la personne qui m’écoute.
Oui
Non
• je parle lentem ent.
Oui
Non
• je parle cla irem ent.
Oui
Non
• je parle assez fort.
Oui
Non
• j’utilise beaucoup d’expression
Oui
Non
Quan d je présente, je...
Conference
Discuss with students their listening and speaking strategy use. Are there
strategies to which they do not refer? Develop a plan for improved
listening/speaking strategy use. Have students follow up by focussing on a
strategy that they may not be using effectively.
127
Outcomes
print and non-print resources to
help with their listening and
speaking.
When possible, oral language in French Immersion should be supported
by visuals in order to enhance comprehension of vocabulary. In this
context, visuals include gestures, actions, illustrations. It is important that
teachers allow for multiple learning styles and different modes of
presentation within the classroom so that learning in the second language
is optimized for all students.
to:
• Provide students with a visually rich environment to enable them to
have reference points when searching for a particular word to guide
them in their listening and speaking. Provide access to vocabulary
through:
5.4.1 use classroom and personal
• des dictionnaires murals (word walls)
dictionaries and other
references to support their
• des affiches (charts and word lists)
speaking and listening
• des étiquettes (word cards and labels)
• des tableaux d’affichage (bulletin boards/displays)
• des textes géants (chart-size texts)
• des vocabulaires thématiques (thematic word lists)
• At the beginning of the year, give students an outline for a personal
dictionary to which they can add words as the year progresses.
• Provide a wide variety of reference resources for student use:
dictionnaires visuels, primary dictionaries, picture books, grammaires,
thematic books, and other supports.
• Encourage students to refer regularly to visual references as needed.
• Provide the opportunity to add to the classroom word wall when new
vocabulary is encountered. Consider having several word walls,
including ones devoted specifically to vocabulary encountered in
mathematics, science or social studies, for example.
• Provide a visual display for topics of study with labelled photos,
illustrations, charts and diagrams, in addition to books, pamphlets and
other artefacts related to the topic. Labelling classroom displays and the
objects in the classroom will help children to acquire the secondlanguage vocabulary.
• Talk about where words would be found in an alphabetical list. Provide
opportunities for students to practise putting words in alphabetical
order and locating words in dictionaries. Address dictionary skills
through a series of ongoing mini-lessons, so that students develop
increasing competence in using dictionaries and other reference
materials.
128
Suggested Resources
Observation
• Observe students to determine student ability to locate and use
vocabulary displayed in print around the classroom.
• Observe student ability to use a personal dictionary and/or an ageappropriate dictionary to locate a particular word.
Appendix A
française, Maternelle à 3e année.
Performance
Document d’appui 2002. Les
• Ask students to give an impromptu talk to a partner, using the vocabulary mots fréquents
from a certain visual display or word wall.
• Have students work in pairs to make up questions, to develop a
A variety of visual reference
crossword puzzle or to make a mini-dictionary or glossary based on the
resources (print, non-print,
vocabulary in a particular classroom reference such a thematic word list.
technological and other) such as
• Have students use guide words to locate topic-related words in a
dictionaries, vocabulary lists,
dictionary; ask them to note the gender and the meaning of the word.
visual dictionaries, labelled
Encourage them to use these words in subsequent discussions of this
charts and diagrams, word wall,
topic.
personal dictionaries or lists of
theme words; the following is
Conference
suggested:
Discuss with the student how to find a word that is needed. Is the student
able to describe how to use the classroom references? Which resources are
used? Why does the student find certain references to be useful? Is
ISBN 2-7601-6289-3)
assistance needed with the use of dictionaries or other reference materials?
Checklist
Complete a checklist such as the following, noting student use of personal
or classroom dictionaries or of other visuals.
The student...
always
sometimes
with assistance
refers to visual
references to
support listening
and speaking
locates required
words in an
alphabetized list or
in a dictionary
says / copies words
correctly
puts words in
alphabetical order
129
130
Reading and Viewing
Reading and Viewing
131
Reading and Viewing
Students will be expected to demonstrate their comprehension of a variety of texts
Outcomes
students will be expected to extract
feelings and the overall meaning
from a text.
To derive the global sense or meaning from the illustrations or other visual
elements of a text, the reader should consider three questions about the
author/illustrator:
to:
6.1.1 derive the global sense
from the illustrations and
other visual elements of a
text
• De quoi parle-t-il ? This is the subject or theme of the text: un voyage, un
secret, la bonheur, la musique classique, des ours polaires.
• Qu’en dit-il ? This is what the speaker saying about the subject: il donne
des informations, il raconte une histoire, il dit qu’il est rare, important.
• Pourquoi en parle-t-il ? This is the speaker’s purpose: pour raconter,
émouvoir, expliquer, convaincre, décrire.
Encourage students to skim or scan the visual elements of a text such as
the organizational supports, the graphic supports or print characteristics.
Based on the illustrations, headings, subheadings, words or phrases in bold
or in colour, what is the main idea of the text? Ask students to identify the
supporting ideas or some details from perusing the visual elements. A
more detailed reading can serve to confirm or correct these ideas.
Through modelling and use of the “think aloud” technique, teach students
how to use the visuals in a text to predict, comprehend, confirm and
obtain information. Ask a range of questions such as the following:
De quoi s’agit-il dans cette histoire ? Que nous indiquent le titre et les soustitres ?
Qu’est-ce qui se passe dans cette scène ? Que voyez-vous (vois-tu) dans
l’illustration ?
Pourquoi l’artiste a-t-il employé cette couleur pour le ciel ?
Comment vous sentez-vous en regardant cette illustration ? Pourquoi ?
Quel est le message représenté ? Pourquoi cette section est-elle encadrée ? Que
nous indiquent les mots en caractères gras ?
• Cover up the print and have students “picture read” the story or parts of
the story (lire les images).
• Use a picture, painting or poster to generate discussion. What message is
being conveyed in this illustration? Quel est le message ? Have students
predict what is going to happen based on the illustration.
• Based on the visual elements only, have students predict the main ideas
of a text. Ask them to predict the topics or idées clés which may be
covered. Have them then read to confirm or verify their predictions.
132
Reading and Viewing
Suggested Resources
6.1.1 Observation
• participate in discussions of illustrations and the visual elements in a
variety of texts
• use visuals to predict what the text is about, to logically predict what will
happen in the text and to obtain information
• understand the story based on the illustrations and other visual elements
• discuss the type of information provided by the various visual elements in
a text
Les éléments visuels, Appendix C
Conference
Using a text with a variety of visual elements, conference with students to
assess their use of the visuals to predict, comprehend, confirm and obtain
information. Use Outils 23a, 23b and 23c of the Trousse d’appréciation de
rendement en lecture to guide questioning of students and analysis of
responses.
Do students use the visual elements to discuss the text?
Do they draw logical conclusions from the visual and organizational
supports in the text?
Do they understand the global sense of the text and are they able to
identify the main idea and the supporting ideas?
Rubric for Reading Evaluation,
Appendix C
Appendix B
23a, 23b et 23c.
Histoire de lire : La littérature
jeunesse dans l’enseignement
quotidien (Chenelière, ISBN
2894611390)
First Steps: Reading Resource
Book (Heinemann), Story Maps
133
Reading and Viewing
Outcomes
feelings and overall meaning from
a text.
By Grade 3, students should be able to demonstrate literal comprehension
in a variety of ways. They should be able to use the organizational
structures of text to enhance meaning and be able to summarize important
ideas, events, details, or other information. It is important to allow
students to demonstrate their comprehension of written texts in a variety
of ways. Have students respond to a text through the following avenues:
• using actions: Elle a fait une pirouette. Ask a volunteer to demonstrate.
• dramatization or roleplay: have students act out a particular text.
• drawing: have students draw a storyboard of the main events in a text or
develop une bande desinée based on the text.
• illustrating a favourite character: have students read a description of a
character and then draw it out: Il y a un bonhomme de neige de trois
boules. Le bonhomme porte un chapeau bleu et un foulard vert. Il a une
carotte orange pour son nez. Il a trois boutons noirs sur la deuxième boule.
to:
6.1.2 use actions, drawings, and
other means to
demonstrate
read
Have students respond to a text through the following avenues:
• completing a project such as a story map, a drawing, a sculpture (play
dough, papier maché), a poster, a timeline
• retelling the story or recounting the main ideas
• making links to personal feelings, prior knowledge, previous experiences
• using illustrations to explain idiomatic expressions or to demonstrate
comprehension of descriptions
• reading comprehension activities: have students read a text and answer a
range of questions. Refer to the Tableaux de questions par domaine
cognitif (Appendix B) for sample questions. Teach students to support
their responses by referring back to the text to find answers. Q: How do
you know the little boy was surprised at the end of the story? Where in
the text does it say this? R: Le garçon est surpris parce qu’il dit « Maman,
je n’ai jamais pensé que j’allais recevoir un chien pour ma fête. C’est
fantastique ! »
134
Reading and Viewing
Suggested Resources
6.1.2 Performance / Rubric
• Have students read and answ er questions to determ ine their
comprehension. Use anecdotal records to note student ability to:
• reread for confirmation of predictions and for information
• answer a range of comprehension questions, providing support from the
text in responses (see Tableaux de questions par domaine cognitif,
Appendix B)
• refer to illustrations and visual elements to aid in comprehension
• Use the holistic reading rubric to evaluate studen t responses.
• Have students illustrate the six main events of a narrative in sequential
order, using a graphic organizer.
• Have students identify the main idea and several supporting ideas from an
inform ational text read, using a graphic organizer to note their ideas.
• Have students read a text and then list a number of key words from the
reading.
Retelling / Conference
Have the student read and give an oral retelling of a particular text. Note the
following points:
• global comprehension
• attention to detail
• ability to sequence events or ideas
• ability to extend ideas or link to personal feeling
• use of illustrations to understand the text
Conference
Using an illustrated text, have children respond to comprehension
questions following an independent reading of the text. Note student use of
picture clues, context and other cues to help with meaning:
• Do students use pictures, illustrations, and visual and organizational
elements to discuss texts?
• Do they draw logical conclusions from the text and from the visuals/
illustrations?
• Do they understand the global sense of a text or do they focus on isolated
details?
• Are students able to respond to a variety of questions based on the text
(recall, comprehension, application, analysis)?
• Are they able to provide support from the text for their responses?
Performance
Evaluate student ability to demonstrate comprehension by answering
questions based on a text and to provide support from the text for the
responses given. Use the holistic reading rubric in evaluation of responses.
Appendix C
Les genres et types de textes
Apppendix B
Les genres littéraires et leurs
principales caractéristiques,
Appendix B
Appendix B
Worth a Thousand Words: An
Annotated Guide to Picture Books
for Older Readers (B.D. Amm on
and G. W . Sherman, Libraries
Unlimited, ISBN 1563083906)
A selection of children’s literature
and other texts, both fiction and
nonfiction, such as the following:
• Collection A rdoises Manuels A et
B et M ultitextes volume 1 (CEC)
• Le dauphin, prince des vagues
(Éditions Milan, ISBN 2-8411
3-800-3)
• Il était une fois Graindsel et
Bretelle (La courte échelle,
ISBN 2-89021-699-3)
• Collection A lpha-jeunes,
Collection A lpha-monde et
Collection E n avan t (Scholastic)
• Collection Envol, Collection
Enquête et Collection B iographies
canadiennes (Chenelière)
• Collection GB+, Collection Alizé,
Collection Papille et Collection
Zap Sciences (Beauchemin)
• Collection Je lis, tu lis (Duval)
135
Reading and Viewing
Outcomes
a text.
In Grade 3, students are expected to read and comprehend more
complicated texts such as those with longer text, fewer illustrations or even
no illustrations. Working with a variety of both fiction and nonfiction
texts, students should be able to identify the main idea of a text, as well as
the supporting or secondary ideas, and the key words or ideas. Teachers
need to use shared reading and guided reading sessions to develop these
skills, as well as to develop familiarity with the literary elements of a wide
variety of texts. The use of graphic organizers can facilitate the
identification of the main idea, supporting ideas and key words.
to:
elements and other details
of a text
Through discussions and explicit teaching, students should begin to
demonstrate an awareness of relationships among the elements of
narratives such as story structure, including plot, setting, and characters.
Teach and model how to identify the plot (l'intrigue), the setting (le cadre :
le lieu de l'histoire ou l'époque où se déroule l'action), the characters (les
personnages, le héros, la héroïne), the conflict (le conflict), the resolution (le
dénouement), point of view (le point de vue) in a variety of texts. Introduce
students to the appropriate termnology and use these terms in discussions
of stories read. Use seen and unseen texts, however unseen texts should be
based on familiar subjects and vocabulary. Encourage students to ask and
respond to questions such as:
• Qui sont les personnages ? Qui est le héros (la héroïne) ?
• Où se passe l'histoire et quand ? (le lieu et l'époque)
• Quels sont les trois principaux événements du texte ? (l'intrigue)
• Quel est le problème dans le texte ? (le conflit)
• Quelle est la résolution du problème ? Comment le problème est-il résolu ?
(le dénouement)
• Comment sait-on que... Quelle partie du texte nous indique que...
Students also need to develop an awareness that informational texts
contain a main idea and a number of supporting ideas. Use a variety of
graphic organizers in shared and guided reading sessions to model and
teach how to identify the main and supporting ideas in a variety of nonfiction texts.
136
Reading and Viewing
Suggested Resources
6.1.3 Observation
• Monitor student ability to identify literary elements and other details
such as main idea and supporting ideas in a variety of fiction and
nonfiction texts.
• Note student use of the vocabulary for the literary elements of a text:
personnages, intrigue, lieu.
289-461-1390)
Performance
• Have students work in small groups to complete a graphic organizer
where they demonstrate their comprehension of a fictional or narrative
text by identifying the literary elements.
• Have students use a graphic organizer to identify the main ideas and
supporting ideas of an informational text read.
• Have students work with a partner to identify le dénouement of a story
and write an alternative ending or résolution du problème.
• Have students read an excerpt from a story and identify the literary
elements. Have them propose possible beginnings, middles or endings for
the story, based on the excerpt.
L’extrait, outil de découvertes : Le
livre au cœur des apprentissages
5-3)
Stratégies…Stratégies…Pour une
lecture efficace au primaire
(CEC, ISBN 2-7617-1904-2)
La lecture : de la théorie à la
pratique (Gaëtan Morin, ISBN
2-89105-553-5)
Lire-lire-la
Lire-lire-lette
Lire-lire-lou
Lire-lire-la... je lis, je comprends
Lire-lire-lette... je lis, je comprends
Lire-lire-lou... je lis, je comprends
(CFORP)
A range of children’s literature
and other print and visual texts,
both fiction and nonfiction.
137
Reading and Viewing
Outcomes
feelings and overall meaning from a
text.
It is important to teach and model how to read and follow directions, using
a variety of types of texts such as une marche à suivre, une recette, une
expérience, une activité de science, une procédure m athématique, les directives de
jeux. Discuss the types of key words and form at used for les textes incitatifs et
les textes directifs. Focus on the format used in the various texts and on key
words such as premièrement, deuxièmement, suivez les étapes, ensuite, par la
suite, pendant que. Draw attention to titles and subtitles and to the use of les
puces (bullets), la numération and les lettres in these types of texts. Also
provide examples of several steps being imbedded in one direction.
to:
6.1.4 a) read and follow sim ple
directions and
instructions
b) read and follow multistep directions and
instructions
6.1.5 find, select and organize
facts from an inform ational
text
Engage students in activities where they are required to read a list of
instructions or directions. Suggested activities include: solving a math
problem , following a recipe, doing a science experiment, creating an art
activity (how to make a card, how to make a paper airplane), participating
in a treasure or scavenger hunt (une chasse aux trésors).
• Use children’s magazines to find short textes directifs. Have students work
in pairs or small groups to make or do arts and crafts activities or to
prepare a science experiment to be shared with the class. Students could
work with the same or different magazines.
• For Christmas or other occasions, prepare a num ber of centers where
children follow written directions to complete arts and crafts.
• Have students follow a recipe to prepare snacks or foods related to a
particular theme, celebration or topic: la fête de l’Action de grâces - la pain
aux canneberges ; le carnaval - la tire d’érable or les crêpes.
• Discuss and compare the way directions are given in different text books,
in different subject areas. How do the instructions for a science activity
compare with the directions for a mathematics activity? How are they
similar? How are they different?
• Use shared reading sessions for a mini-lesson on verbes à l’indicatif. Draw
student attention to the various forms of the temps indicatif : découpe,
collez, dessiner.
Grade 3 students need increasing exposure to a wide variety of informational
texts. They need to be able to demonstrate literal comprehension of
informational texts in the following ways:
• identifying and using organizational structures of text to enhance meaning
• developing strategies for skimming and scanning to locate important
information presented in a text
• summarizing important ideas, events, details, or other information to
engage in ongoing interpretation
• providing relevant, text-based evidence when defending a claim
Provide students with the opportunity to read and view a wide variety of
informational texts: les reportages, les documentaires, les exposés, les articles de
journal ou de revue, les récits, les critiques, les publicités, les biographies, les
affiches. Have children read for a variety of different reasons and ensure that
reading tasks are undertaken for a clear purpose: to find out something, to
confirm, to compare, for enjoyment, to learn why or how, to complete a
specific task.
Continued...
138
Reading and Viewing
Suggested Resources
6.1.4 Observation
Use observation and anecdotal records to note student:
• success in creating a final product, finding a treasure, following
instructions
• ability to work independently, without relying on others
• ability to follow steps sequentially
Appendix C
Performance
• Ask students to follow the directions for completing a particular activity
such as annotating a map, where they would be asked to name particular
locations, colour certain bodies of land or water, identify landmarks or
capital cities.
• Have students work in pairs to follow a set of directions for an arts and
crafts activity or simple science experiment from a children's magazine or
book. Have them present the finshed product to the class or to a group of
classmates, describing the procedure followed.
Appendix B
A collection of informational
texts, print and online, including
the following types:
• biographie et autobiographie
• texte informatif
• recette
• article
• exposé
• entrevue
• lettre
• marche à suivre
• publicité
• questionnaire
2894611390)
L’extrait, outil de découvertes : Le
livre au cœur des apprentissages
lecture efficace au primaire (CEC,
ISBN 2-7617-1904-2)
2-89105-553-5)
and other visual and print texts
including magazines,
documentaires, posters, arts and
crafts activity books, “How
to...” books, science
experiments, recipes,
instructional texts; the following
are suggested:
• Collection Ardoises, Manuels A
(CEC)
• Colle, papier, ciseaux !
29-8)
• Collection Artisanat (Scholastic)
139
Reading and Viewing
Outcomes
a text.
Model how to find, understand, select or record pertinent information
through understanding the purpose or intent of the task and through use
of the following:
• les table des matières
• les lexiques
• les glossaires
• les mots clés
• les sous-titres
• les cédérons (Library search)
• les index
• les notes en style télégraphique
to:
6.1.5 find, select and organize
facts from an
informational text
140
Use the “think aloud” technique to model the reading strategies
appropriate for inform ational texts during shared writing activities and
during mini lessons on finding information using nonfiction texts. Model
for students different strategies for finding and selecting information, as
well as for organizing the information in jot note form in tables, charts or
other graphic organizers. Build student confidence with nonfiction
resources through frequent exposure to informational texts in the various
subject areas. It is important for students to realize that informational texts
are not read in the same way as fictional narratives and that very often we
read nonfiction in order to find particular information, to answer
questions, or for general interest. We do not necessarily even need to read
a complete text in order to locate the information needed.
• Model skimming and scanning skills, in finding and selecting
information (survoler ou parcourir en vitesse).
• Encourage children to predict content based on illustrations and visuals
or based on headings and subheadings. Have them then read to confirm
their predictions.
• Model use of a framework or other graphic organizers to organize
information for a report, research project, informational model or
poster. Assist students to identify appropriate headings and subheadings
and to then organize their information accordingly.
• Organize mini lessons around the use of particular strategies and
particular graphic organizers using the “think aloud” technique and
following this model:
Stratégie : identify the strategy and an appropriate graphic organizer
Présentation : teacher talks about the strategy
Modélisation : teacher reads and thinks aloud, modelling use of the
strategy
Pratique guidée : as a group, students try out the strategy (small group or
large group)
Pratique autonome : students read individually and try out the strategy
(Teacher circulates and helps where needed)
Réflexion : teacher and students talk about strategy use
• Have students work in pairs to find particular information from a
magazine article or from an informational book. Have them organize the
information in a graphic organizer such as une constellation or une étoile.
• Engage students in the research process to create their own projects. Not
all projects need go to the final stage of the writing process, nor do all
projects result in a written form. Projects could take the form of a
model, poster, play, oral presentation or mural.
Reading and Viewing
Suggested Resources
Observation
• use les titres et sous-titres, la table des matières, l'index, les mots en gras and
other text features in locating particular information in informational texts
of varying lengths
• use a variety of graphic organizers in noting and organizing information
• work increasingly more independently to find, select and organize
information
Appendix C
Feuilles de planification pour un
texte écrit : Projet de recherche,
Appendix D
Appendix B
Portfolio
Have students use a graphic organizer of their choice to organize facts from
English Language Arts Primary
an informational text. Have students then write about how why they chose to
Curriculum Guide, Government
organize the inform ation in this way.
of Newfoundland and Labrador
1999. The Role of Information
Performance
Literacy.
Ask students to locate inform ation on a fairly specific topic such as les
habitudes de l'ours polaire using an inform ational text. H ave them record their First Steps: Writing Resource Book
findings using jot notes and a graphic organizer.
(Heinemann), Frameworks for
Writing Reports
www.graphic.org/
Kidspiration Software,
Inspiration Software Inc.
www.inspiration.com
A collection of inform ational
texts, print and online, including
the following types:
• biographie /autobiographie
• texte informatif • recette
• article
• exposé
• entrevue
• publicité
• marche à suivre • lettre
• questionnaire
A range of nonfictional
children’s literature and other
print texts such as the following:
• Collection Ardoises, M anuels A et
B et Multitextes volume 1 (CEC)
• Collection Enquête , Collection
Envol et Collection biographies
• Collection Alizé, Collection
GB+, Collection Zap Sciences
(Beauchemin)
• Collection À petits pas et
Collection Je lis, tu lis (Duval)
141
Reading and Viewing
Outcomes
a text.
It is very important that students be able to interpret and analyse ideas and
information from written texts, both fiction and informational, in order to
make inferences, form judgements and opinions, and draw conclusions. At
this level, students should be able to demonstrate inferential
comprehension in the following ways:
• using prior knowledge before, during, and after reading to make
connections that are meaningful and relevant
• evoking visual images to form unique interpretations, clarify thinking,
draw conclusions, and enhance understanding
• understanding what is not stated, but implied, in the text
• making inferences to draw conclusions, determine cause and effect
relationships, compare and contrast, and make predictions
to:
6.1.6 make inferences and
provide support from the
text
Teachers need to model and teach how to use both explicit and implicit
information to arrive at a conclusion. Encourage students to use their
linguistic knowledge and their background experience to predict, test,
confirm, reject and correct as they make meaning from print. Ask
questions that require students to think about the text, formulate opinions
and express feelings. Model and teach how to use explicit and implicit
information to arrive at a conclusion. During a reading of a story or other
text, ask questions which encourage the students to move beyond recall
such as:
• Quel est le lieu de l’histoire ? Quels indices nous aident à le savoir ?
• Pourquoi est-ce que... ? Comment le sais-tu ?
• Comment est-ce que l’histoire serait différente si... ?
• Pourquoi penses-tu que ce personnage a agi comme cela ?
• Engage students in reading and viewing activities where they are
required to make inferences: les feuilles tombent, donc c’est l’automne.
Have students look at a visual of migrating birds and conclude the
season: C’est l’automne. Discuss reasons why this is so.
• Have students support their answers to questions using information
from the text:
Q. Comment se sent la petite fille ? R. La petite fille a peur parce que dans
l’histoire on dit qu’elle tremblait et serrait très fort la main de son prère quand
Bonhomme Carnaval s’approchait.
Q. Pourquoi est-ce le garçon est triste ? Explique ta réponse. R. Le garçon
est triste parce que son chien est disparu. Une fois quand ma chatte est
disparue, j’ai pleuré beaucoup. Mon cœur a brisé parce que j’ai perdu ma
meilleure amie.
• Use a variety of activities to teach comprehension and inferencing
strategies. Encourage students to predict what will happen and then to
confirm or change their predictions as they read. Use a variety of
activities during the three stages of reading: avant la lecture, pendant la
lecture et après la lecture.
Continued...
142
Reading and Viewing
Suggested Resources
Observation
• make logical inferences and draw conclusions
• refer to the text to support answers
• go beyond the text
Appendix C
Rubric
Evaluate student responses to a text, using a reading rubric. Develop a
checklist based on the rubric to assess student abilty to make inferences and
to understand what is not stated, but implied, in the text.
Performance
• Using a short text, formulate several questions at different levels about the 1999. The Role of Information
text (see Bloom’s Taxonomy and Tableau de questions par objectifs du
Literacy
domaine cognitif). Have the students read the text, and then ask the
questions. Students need to determine the type of question asked: is the
Book (Heinemann), Reading
information in the text, between the lines or does the question require
Comprehension
judgment or evaluation (go beyond the text).
• In a journal entry, have students respond to questions on a text which
require the student to make inferences, to draw conclusions, to determine A variety of children's literature
and other fiction and
cause and effect relationships, to compare and contrast, or to make
informational texts, including
predictions.
magazines, books, booklets,
posters, brochures; the following
Conference / Reading Interview
are suggested:
Ask students to read a short text and then answer questions which require
making inferences, drawing conclusions, forming judgements or opinions.
Have students support their responses. Where necessary, use questioning to
probe into student responses. Plan mini lessons to address areas of
(CEC)
weakness.
• Une courtepointe pour
grand-maman (Scholastic,
ISBN 0-439-98-662-1)
• L'oiseau des sables (Dominique
et Compagnie, ISBN
2-89512-311-X)
• Il était une fois le petit frère du
chaperon rouge (La courte
échelle, ISBN 2-89021-698-5)
• Grouille- toi, Nicolas !
6-5)
• Vieux Thomas et la petite fée
(Dominique et Compagnie,
ISBN 2-89512-139-7)
143
Reading and Viewing
Outcomes
feelings and overall meaning from a
text.
• Provide opportunities for students to infer the underlying theme or
message of w ritten texts. Pourquoi l’auteure a-t-elle écrit ce texte ? De quoi
est-ce qu’elle essaie de nous convaincre ? Quel est le message principal de ce
texte ? Quel est le thème de ce discours ?
• After reading a text, ask students literal questions that can be answered
directly from the text (les questions litérales : the author said it), as well as
questions that require students to make inferences from information
provided in the text (les questions lire et réfléchir : the author meant it, but
did not say it). Use a variety of types of questions to encourage studen ts
not only to recall information (lire sur les lignes), but also to make
inferences (lire entre les lignes).
• Use an “Analyse the Qu estion” strategy in w hich students analyse
different types of questions. Ask students literal questions which can be
answered from reading the text. Then ask questions that require students
to make inferences, or “R ead and Think” questions. Finally, ask
questions that require students to evaluate or judge information from the
text, or “O n M y Own” questions (First Steps).
• Use the Tableau de questions par objectifs du domaine cognitif (Appendix
B) as a reference in preparing a variety of question types for students and
to encourage students to move beyond the explicit. Encourage students
to reflect on their reading and to support their responses.
• Have students use the Question matrix to formulate questions following
interaction with a text. The Q-matrix enables a range of questioning,
from literal to critical inquiry. It includes question starters which can be
applied to a text. The question are arranged on various levels. Modelling
and discussion of the matrix are important. One section or quadrant of
the m atrix can be used in order to fam iliarize students with it.
• Have students use a t-matrix (four quadrants) to write questions about
the text.
to:
6.1.6 make inferences and
provide support from the
text
students w ill be expected to react in
a personal way to simple texts,
reaction.
to:
6.2.1 choose to read and view a
variety of genres and types
of children’s texts for
144
At the grade three level, students are expected to demonstrate the following
reading behaviours:
• select texts based on personal needs and interests to engage in continuous
independent reading
• show an interest in reading a range of texts and develop fam iliarity with
authors and texts
• understand the varied purposes for reading
• locate and use classroom and school library resources
Provide students with the opportunity to read, view and discuss a wide
variety of children’s literature and other age-appropriate texts in a variety of
situations: lecture silencieuse, lecture guidée, lecture partagée, lecture orale, les
cercles de lecture and for a variety of purposes. Ensure that they are exposed
to a broad range of genres and types of texts: narratives, inform ational texts,
fiction and non-fiction books, poems, letters, diaries, short stories, chapter
books, novels. Refer to Appendix B for a com plete list of genres.
Continued...
Reading and Viewing
Suggested Resources
6.1.6 Pencil / Paper
Ask students to respond to questions of varying levels (see Tableau de
questions par objectifs du domaine cognitif). Evaluate student responses by
using the holistic reading rubric from Appendix C.
Appendix C
• Use observation and anecdotal records to note student ability to:
• select appropriate reading material. (Do the students pick out books of
an appropriate level of difficulty ?)
• select a variety of texts. (Do the students choose a variety of books or
always read books by the same author? About the same subject? Do the
students select picture books? Informational texts?)
• Assess reading logs to determine the variety of books.
• Observe and note student attitudes toward reading and viewing:
• Do the students enjoy choosing books?
• Do the students read books during free time?
• Do the students talk about books?
• Do the students have a favourite author or a preferred type of book?
Conference
Choose one or two students a day and discuss with them their reading
behaviours such as what types of books they enjoy reading, why they chose
their current book and what they like about it. The Trousse d’appréciation de
rendement en lecture contains a number of questionnaires which can be
adapted for use.
Self-Evaluation
Have students use Questionnaire 4a of the Trousse d’appréciation de
rendement en lecture as a self-evaluation of reading likes and dislikes.
Appendix B
française, Maternelle - 3e année.
2, 4a, 4b, 5a, 5b, 5c
2894611390)
(CEC, ISBN 2-7617-1904-2)
2-89105-553-5)
A wide range of children’s
literature and other print texts,
both fiction and nonfiction; the
(CEC)
• Collection Alpha-jeunes
(Scholastic)
• Collection Enquête et
Collection Envol (Chenelière)
• Collection GB+ et Collection
Alizé, (Beauchemin)
• Les animaux du petit géant
(Québec Amérique, ISBN
2-7644-0233-3)
145
Reading and Viewing
Outcomes
• Invite students to keep a reading log (Mes lectures, Mon carnet de route or
J’aime lire) in which they record the title, author, illustrator and genre of
books read, com ments on particular authors, responses to a particular text,
book reviews, summaries of books, comments on personal reading
reaction.
strategies and plans for further reading.
• Model and teach strategies for selection of texts for enjoyment and
learning. Discuss how to select a text and reasons for selecting a text.
These m ay include, for pleasure, to learn more about a particular topic,
to:
because the reader likes the author/illustrator, because the text was
recomm ended, because it is a good level of reading for the reader. Students
6.2.1 choose to read and view a
may select texts during silent reading, buddy reading, independent
variety of genres and types
reading, hom e reading, or for a particular project.
of children’s texts for
• Encourage students to share books and authors with their classmates
through booktalks, book reports and responses, les cercles de lecture, and
regular sharing sessions.
6.2.2 relate texts to personal
• Organize a palmarès des livres in which students select and vote for their
feelings, experiences and
favorite books, authors and illustrators. Encourage students to make
opinions, citing examples
presentations on their ch oices, m ake posters or prom ote their choice in
some other way. Announce the winners in a special celebration.
• Have the students organize the books in the classroom library according to
genre or type. Arrange books so that students are able to easily see the
covers of books, not just the spine. Use plastic bins or plastic raingutters
for face-out organization of the books.
Provide opportunities for students to respond personally to texts in literature
circles, response journals and other representations, where they reflect on
questions such as how they felt about the text, what it reminded them of,
what part they liked best. Encourage students to using prior knowledge
before, during, and after reading to m ake personal connections that are
meaningful and relevant.
Teach and model how students can relate texts to personal feelings through
discussions, illustrations and response jou rnals:
J’ai aimé cette histoire parce qu’elle me fait penser à quand j’ai choisi mon
chien. J’ai dem andé à mes parents et ils on t dit que je pouvais avoir un petit
chien. On est allé au S.P.C.A. et j’ai trouvé Cuddles. Maintenant il est mon
meilleur ami.
• Assign class time for reading responses or book reports, then have students
share their responses in pairs or small groups. Alternately or additionally,
assign reading responses as home assignm ents on a regular basis.
• Help students realize that opinions are based on experience and that
different experiences may lead to different opinions. Create opportunities
for students to express orally and in writing their interpretations and
opinions about texts. Encourage acceptance of differing opinions and
viewpoints.
• Organize les cercles de lecture in which one of the activities students need to
prepare is a personal response to the text read. This personal reaction or
connection would be shared with the other students in the group.
Continued...
146
Reading and Viewing
Suggested Resources
6.2.2 Pencil / Paper
Have students prepare written responses to texts. Analyse student response
journals, book reports and other representations and note if students:
• relate what they read to personal experiences
• express personal opinions about texts, authors and illustrators
• connect current reading with previously read texts and authors and
illustrators
• provide examples to support the connections
Portfolio
Have students select a text and prepare a visual to show what the text is
about and how they connect with it. Have them relate it to their own lives,
and explain why they chose this particular text. The visual can be a poster,
drawing, painting, slide show, etc.
Conference
Select a text with the student. After reading the text, discuss the student's
response to the text. What kinds of connections does the student make?
Does the student relate the text to previous experiences and to personal
feelings and opinions?
Observation
Observe and note student questions, critical thinking and observations
about texts.
• Note student reactions to different texts, based on personal experience.
• Observe whether students participate in questioning in small groups.
Appendix B
Literature Circles, Appendix C
The Rain Gutter Literacy
Revolution (M. Oliver and J.
Christensen, The Read Aloud
Handbook website)
www.trelease-on-reading.com/ol
iver_2.html
Les cercles de lecture (Harvey
Daniels, Chenelière, ISBN 2-89
461-963-4 )
Internet Sites:
www.literaturecircles.com
www.stemnet.nf.ca/cite/lang_lit
_circles.htm
www.wsd1.org/pc_lms/pf/literat
ure_circles.htm
www.rubrics.com
Cooperative Learning (Dr.
Spencer Kagan, Kagan
Publishing)
www.kaganonline.com
Communication Jeunesse : un
site web sur la littérature
québécoise et canadienne
française pour la jeunesse
www.communication-jeunesse.q
c.ca/
147
Reading and Viewing
Outcomes
reaction.
• Provide students with the structures necessary to make personal
connections and express opinions. Encourage use of these expressions in
book reports or oral presentations:
• Cette histoire me rend... (triste, heureux, faché, content)... parce que...
• J’étais surpris (content, malheureux, deçu, étonné) quand...
• Je pense que le personnage _______ (nom) est _______ (méchan t, gentil,
rusé, malhonête, timide) parce que...
• J’ai appris que... J’aurais aimé en savoir plus sur...
• Je (ne) suis (pas) d’accord avec...
• J’aimerais partager (je recommande) ce texte parce que...
• Ce texte me fait penser à _____ (quand)
• Ce livre me fait penser à un autre livre...
• Je (ne) voudrais (pas) lire un autre texte écrit par cet auteur parce que...
to:
6.2.2 relate texts to personal
feelings, experiences and
opinions, citing examples
thinking by asking
Critical thinking involves the use of criteria and evidence to make reasoned
judgements. These judgements include distinguishing fact from opinion
and interpretation, evaluating information and ideas, identifying
perspectives and bias, and considering the consequences of decisions and
actions. Critical thinking needs to continue to be developed and refined at
the Grade 3 level. Student should be able to demonstrate their critical
thinking by:
• synthesizing information from a text and from background experiences to
form theories and revise knowledge
• raising questions about authors/information to make judgments about
the clarity, accuracy, precision, and relevance of information before,
during, and after reading
• beginning to appreciate bias/point of view and the depth and/or
complexity of issues
• responding to texts in a variety of ways (talking, writing, visual arts,
dramatization, etc.)
It is important to encourage critical literacy in students, whereby they read
or view a text while interpreting, analysing, evaluating and inferring its
message. The critical reader / viewer considers the text in terms of the
context, the validity of the information, the intended audience, and the
purpose of the text.
• Question ing techniques can be used to enable students to think critically
about texts. Expose students to a wide variety of text types and provide
them with the opportunity to ask questions.
A-t-on besoin de savoir plus à propos de... ? Cette information, est-elle à jour ?
Est-ce un fait ou une opinion ? Ce texte, présente-t-il tous les faits pertinents ?
• Use the Question matrix to prompt student questioning and to model
higher levels of questioning.
Continued...
148
Reading and Viewing
Suggested Resources
6.2.3 Observation
• use structures for questioning
• apply personal experiences and knowledge to help formulate questions
• demonstrate critical thinking by asking questions about texts
Self-evaluation
Have student consider questions such as the following:
Quand je lis un texte, est-ce que je me pose des questions sur
• l’auteur ? (e.g., est-ce un expert(e) dans ce domaine ?)
• l’intention du texte ?
• la date de publication ?
• comment le langage et les images sont utilisés ?
• ce qui manque dans le texte ?
• qui peut profiter du texte ?
Est-ce que je me sers de la matrice pour formuler des questions ?
Quelles sortes de questions est-ce que je me pose ?
Est-ce que je suis d’accord avec l’opinion de l’auteur ? Pourquoi ou pourquoi
pas ?
Tableau de questions par domaine
cognitif, Appendix B
literature and other ageappropriate texts; the following
are suggested:
(CEC)
• Pourquoi ? (Nord-Sud, ISBN
3-314-20944-4)
• Le noyau (Nord-Sud, ISBN 3314-21344-1)
ISBN 0439986621)
• L'homme qui plantait des
arbres (Gallimard, ISBN
2-070564-09 -6)
• Comment l'ours blanc perdit sa
queue (Les 400 coups, ISBN
2-89-540-084-9)
• Archimède: Recette pour être un
genie (L'école des loisirs,
ISBN 2-211-06552-X)
• Le livre dans le livre dans le
livre (Dragons d'Or, ISBN
2-87881-2 29-8)
lire, Pomme d’Api Québec, Youpi
(Bayard Jeunesse :
Coulicou and Hibou
Québec :
www.clubpasseport.com
149
Reading and Viewing
Outcomes
• Model the formulation of questions using personal experience and
knowledge. (e.g., Il y a beaucoup d’érables à Terre-Neuve-et-Labrador. Esta personal way to simple texts,
ce que nous produisons le sirop d’érable ici ?)
• Have students brainstorm questions they could ask of a visiting author
reaction.
or illustrator or in a letter to an author or illustrator.
• Encourage students to consider the publishing information of the text.
For example, the year of publication may indicate that certain
information is outdated.
to:
• Invite guest presenters to the classroom and encourage students to ask a
wide range of questions.
thinking by asking
Teach and model how to compare two or more texts (print or non-print).
Provide students with the opportunity to choose books and make
comparisons in their journals during silent/independent reading.
6.2.4 compare texts read or
Encourage the sharing of interpretations with partners or in small groups.
viewed and share
• Provide an opportunity for students to respond personally to texts in
shared discussions in various group settings or in literature circles,
response journals or through other representations such as posters.
• Have students reflect on questions such as:
• Comment est-ce que le texte te fait sentir ?
• Pourquoi est-ce que l’artiste a utilisé ces couleurs ?
• Est-ce que tu peux penser à un autre titre pour le texte ?
• Est-ce que tu es d’accord avec les actions des personnages ? Pourquoi ?
Pourquoi pas ?
• Est-ce que ce texte te fait penser à un autre texte ?
• Comment le style de cet auteur est-il différent du (semblable au) style d’un
autre auteur ?
• Que pensez-vous de ce style de description ?
• Comment le texte A est-il semblable au texte B ? Comment est-il différent ?
• En quoi le style de l'auteur A (l'illustrateur A) est-il semblable au style de
l'auteur B (l'illustrateur B) ?
• Quel genre de texte (quel auteur, quel illustrateur) préfères-tu ? Pourquoi ?
• Model and teach how to agree in a polite manner when sharing
interpretations that may be different. Encourage students to feel free to
express their opinions and to respect the opinions of others. Through
discussion, lead students to a realization that different experiences and
different tastes may lead to different opinions.
• Have students compare several works by the same author and/or
illustrator, as well as several books on the same topic by different authors
and/or illustrators. Encourage analysis and evaluation. Have students
provide a systematic and thorough comparison by using a graphic
organizer such as a Venn diagram.
Continued...
150
Reading and Viewing
Suggested Resources
6.2.4 Observation
• participate in class activities
• ask relevant questions using appropriate structures
• demonstrate respect for the opinions of others
• respond to texts in a personal way
Q-m atrix, Appendix B
• Observe and note student growth in critical response in the context of:
• response journals
• reading conferences
• literature circles
• discussion
• others representations
literature, including several
versions of the same story and
several works by the same
author(s); the following titles are
suggested:
• Les trois petits cochons
(traditional version) and La
vérité sur l'affaire des trois petits
cochons (Nathan, ISBN
2-09-222-408-5) or Les trois
petits loups et le grand méchant
cochon (Bayard, ISBN
2-227705-59-0)
• Petit chaperon rouge
(traditional version) and Il
était une fois le petit frère du
échelle, ISBN 2-89021-698-5) or Le petit Capuchon
rouge (Banjo, ISBN 2-92066024-1)
• Hansel et Gretel (traditional
version) and Il était une fois
Graindsel et Bretelle (La courte
échelle, ISBN 2-89021-699-3)
• Observe and note student participation and ability to make appropriate
comparisons and connections between two different texts.
• Note how well students respond to the ideas of others.
Performance
Have students select for comparison two texts read or viewed. Have them
compare the two texts, using a graphic organizer such as a Venn diagram,
and prepare a short presentation for a small group or the class. Do the
students consider the literary elements of the texts? D o they identify several
differences? Several similarities? Do they provide support for these responses?
Tableau de questions par domaine
cognitif, Appendix B
Appendix B
Titles by Dominique Jolin
(Éditions Banjo) :
Nom de nom !
C’est pas juste !
Un prof extra
Qu’est-ce que tu fais là ?
Titles by Dominique Dem ers
(Dom inique et Compagnie) :
L'oiseau des sables
Vieux Thomas et la petite fée
Annabel et la bête
L'oiseau des sables
151
Reading and Viewing
Outcomes
reaction.
• Have students compare and contrast different versions of traditional fairy
tales such as Hansel et Gretel, Les trois petits cochons or Petit chaperon
rouge. Have them compare the literary elements such as characters,
characteristics of the main characters, the setting, the plot. Ask students
which version they prefer and have them support their response.
• Have students compare a print version of a story to a film version.
• Read two stories on a similar topic by two different authors. Have
students compare the literary elements of the two stories and also
compare their reaction to each story. Do they like one style of writing
better than the other? Why?
• Undertake an author study, une étude d’auteur, and have children read
several texts by the sam e author. In what respect are the texts similar?
How are they different? Reading several books written and illustrated by
the same author/ illustrator will elicit lots of discussion and a variety of
viewpoints and interpretations.
to:
6.2.4 compare texts read or
viewed and share
6.2.5 identify and respond to
messages in visual texts
Visual literacy is the ability to to see, to understand, and to communicate
graphically; it is the ability to respond to visual images based on aesthetic,
emotive, and affective qualities. The viewing of a visual image should be a
meaningful experience, and should consist of more than eliciting a quick
reaction. Teachers can help students develop their visual literacy by guiding
them through the viewing experience. In a second language, a visual
response activity can elicit much discussion and vocabulary development.
Students should discuss elements of design and colour, for example, and
how the artist/illustrator uses these effectively to convey a message. They
can also discuss the feelings that a visual image evokes in them, or
associations that come to mind when viewing a visual image.
Developing higher level visual literacy skills is very important at the grade
three level. Higher-level visual literacy skills require critical thinking, and
they are essential to a student's success in any content area in which
information is conveyed through visual formats such as illustrations, charts
and maps. Students are expected to look at an image carefully, critically, and
with an eye for the intentions of the image's creator. They need to gather
the information and ideas contained in an image, place them in context,
and then evaluate them and determine their validity.
• Provide students with the opportunity to view and respond to various
visual texts and representations such as posters, billboards, signs,
advertisements, videos, m ime, plays, musical presentations, puppeteers
and different forms of art. Have them identify the message of a visual text
and the target audience by:
• sharing their ideas and thoughts in various group settings (partners,
small groups, large groups)
• writing their thoughts in a journal
• creating their own version of the message through art (illustrations,
models, sculptures, etc.)
Continued...
152
Reading and Viewing
Suggested Resources
6.2.5 Observation
• participate in discussions
• identify and interpret the message in a visual text
• relate to the message in a personal way
• respond to questions about the context, the intention, the intended
audience and any possible bias in a visual text
literature, including several
versions of the same story and
several works by the same
author(s).
L’ image de l’art: ensemble de
reproductions (Éd. L’Image de
l’art)
Performance
Provide students with a visual text and ask them to identify the message, the
A variety of illustrated texts and
intended audience, the way in which visual elements are used.
visual texts such as posters,
brochures, magazine articles and
Rubric
advertisements.
Use a rubric or checklist to evaluate student visual creations:
• Is the poster colourful? effective? aesthetically pleasing?
• Is the message clear?
• Is the student on topic?
153
Reading and Viewing
Outcomes
• Encourage students to analyse and evaluate the message in a visual by
asking questions about the context, the intention, the intended audience,
any possible bias.
• Give students the opportunity to discuss and react to the various
reaction.
components of a visual text: the colour, the layout, the background, the
various elements, the role of print. What do they like or not like about a
particular visual text? Why do they think certain colours were used?
Why were certain elements included or left out? What would they
to:
change if they were able to modify the visual?
• After viewing a visual presentation such as an anti-smoking play or
6.2.5 identify and respond to
poster, encourage students to talk or write about their own experiences:
messages in visual texts
Une fois quand j’étais au parc, un grand garçon m’a offert une cigarette.
Mais j’ai dit que non et je suis allé à la maison le dire à maman.
• Having viewed a video or a film about a particular topic, invite students
to create their own posters on that topic.
recognizing key elements of the text.
It is important that students have access to a wide range of children’s
literature, including both fictional and nonfictional texts. At this level
students need to be able to consider texts thoughtfully and to reflect upon
texts, by asking and responding to questions before, during, and after
reading. Ask questions to promote critical thinking such as: Est-ce que ce
SCOs: By the end of Grade Three, texte est fictif (imaginaire) ou non fictif (réel) ? Comment le sait-on ? Est-ce
students will be expected to:
que les types d’illustrations diffèrent dans les textes fictifs et non fictifs ?
Comment peut-on savoir si un texte contient des informations et des faits, des
6.3.1 distinguish between the
opinions, ou une histoire fictive ?
real and the imaginary in
their reading and viewing
• Model and teach distinguishing features of both fiction and nonfiction
texts:
Fiction
- animal characters talk,wear clothes
- inanimate objects are often personified
- fantasied even ts
- often n arative style
- may contain elements of non-fiction
- may describe or recoun t
-
Nonfiction
often contain dates, photographs
real places, even ts
factual information
various formats and styles,
including bandes dessinées such as
real events or locations
• Encourage students to make predictions about whether a text is fiction
or nonfiction and to confirm or modify the prediction as they read.
Have them refer to the title, cover illustrations, visual elements, layout
and other text features in making a prediction.
• Have the students classify books in the classroom library as fiction or
nonfiction. Arrange books so that students are able to easily see the
covers of books, not just the spine. Use plastic bins or plastic raingutters
for face-out organization of the books.
Continued...
154
Reading and Viewing
Suggested Resources
6.3.1 Conference
Conference with students to determine their ability to:
• identify fictional texts
• identify non-fictional texts
• use various characteristics of fiction and non-fictional texts to distinguish
between them
Appendix B
First Steps: Writing Resource
Book. Complete list of text
forms
literature and other visual and
print texts of a variety of genres
and text forms; the following
titles and collections are
suggested:
(CEC)
• Recueil de lecture 1re, 2e 3e
(CFORP, ISBN 2894429185)
et compagnie, ISBN 2-89512311-X)
• La légende du corbeau ( Éd. du
Soleil de minuit, ISBN 2-922
691-19-5)
(Milan, ISBN 2-84113-800
-3)
• Collection Alizé et Collection
GB+ (Beauchemin Editeur)
• Collection Alpha-Jeunes
(Scholastic)
• Collection Enquête, Collection
Envol, Collection Coup d'oeil
et Collection Biographies
• Collection Je lis, tu lis et
Collection À petits pas (Duval)
155
Reading and Viewing
Outcomes
by recognizing key elements of the
text.
At the Grade 3 level, students are expected to be able to use text features
and organizational structures to enhance meaning. They need to be able to
recognize and use text characteristics related to genre to enhance their
understanding of fictional texts. They also need to be able to use the
features of informational text (graphs, subheadings, diagrams) and the text
structure to help them gather, summarize, analyse, synthesize, and evaluate
information and to make connections to prior knowledge.
to:
6.3.2 recognize and use the
of texts forms and
structures to enhance
comprehension
156
It is important to draw attention regularly to text forms and text structures
and to discuss their role and the type of information they contain. During
shared reading sessions, guided reading, and reading mini lessons, it is
important to have students focus on these text features and elements.
• Encourage students to distinguish between various text forms and to use
their characteristics to enhance prediction and comprehension.
Understanding the structures and text features of a range of different
text types (des contes de fées, des récits, des poèmes, des lettres, des recettes)
will permit students to more easily navigate and comprehend a text.
• Encourage students to identify the type of text and to support their
response: Je sais que ce texte est une lettre parce qu’il commence par
« Chère ».
Je sais que ce texte est informatif parce qu’il y a des sous-titres :
« Description », « Apparence », « Habitat ».
• Fiction and non-fiction are often presented in predictable patterns called
text structures. Introduce the various structures de textes, including the
following:
• la structure narrative (la situation initiale, les complications, les actions /
le point culminant, la résolution, la situation finale). (e.g., fiction,
autobiographie et biographie.)
• la structure descriptive (une idée principale suivie d’idées sécondaires)
• la structure séquentielle (une série d’étapes)
• la sructure comparative (compare des objets, des personnes, des événements,
ou des phénomènes)
• la structure cause à effet (élabore les causes, les effets et les relations qui sont
sousjacents à un phénomène)
• la structure problème à solution (un « cause à effet » qui suggère une
solution)
Reading and Viewing
Suggested Resources
6.3.2 Observation
Use observation and anecdotal records to note student ability to
independently identify the characteristics and text structures of the
following text forms and to use them to enhance comprehension:
• une lettre (personnelle et formelle)
• une entrée de journal
• un récit de théâtre
• une biographie
• une autobiographie (Je me présente...)
• un reportage
• une invitation
• une recette
• une expérience de science
• une marche à suivre
• un poème
• un conte de fée
• directives pour un jeu
• un résumé de livre
• une publicité
• un site web
• un courrier électronique
• une bande dessinée
• un critique de livre
• un documentaire
Appendix B
First Steps: Writing Resource Book
(Heinemann), Complete list of
text forms
literature and other visual and
print texts from a variety of
genres and text forms; the
following titles and collections
are suggested:
(CEC)
• Recueil de lecture 1re, 2e 3e
(CFORP, ISBN 2894429185)
et compagnie, ISBN 2-89512311-X)
• La légende du corbeau ( Éd. du
Soleil de minuit, ISBN 2-922
691-19-5)
(Milan, ISBN 2-84113-800
-3)
GB+ (Beauchemin Editeur)
(Scholastic)
Envol, Collection Coup d'œil et
Collection Biographies
157
Reading and Viewing
Outcomes
by recognizing key elements of the
text.
SCO 6.3.3 builds on SCO 6.1.4. At the grade three level, students are
expected to be able to compare independently the literary elements of two
or more texts they have read. They should be able to identify similarities
and differences in the plots, characters and settings. Model and teach how
to use graphic organizers such as matrices, tables and Venn diagrams to
help students to organize their information.
• Discuss and analyze two different versions of a story or compare and
contrast two stories by the same author, or two stories by different
authors treating the same theme. For example, compare Éric est
allergique (Troon Harrison) with La double Hallowe’en (Lisa Ash
Rochelle).
to:
6.3.3 identify similarities and
differences between
events
6.3.4 recognize the personal style
of an author or illustrator
Use a range of children’s literature to develop an awareness that authors
and illustrators have very distinct styles, a factor which allows their work
to be recognized.
• Draw attention to the styles of various authors or illustrators. Play Qui
est l’auteur ? or Qui est l’illustrateur ? Select various texts/illustrations and
have students suggest who the author or illustrator might be. Students
should be able to recognize the distinctive style of such people as Gilles
Tibo, Henriette Major, Danielle Simard, Barbara Reid, Dominique
Demers, Robert Munsch, Michael Marchenko, Marie-Louise Gay,
Paulette Bourgeois, Gilles Gauthier, Eric Carle and others. This could
be done in the form of a matching game. Discuss such things as style of
text (Dominique Demers, Marie-Louise Gay, Robert Munsch),
characters (Stella; Sacha; Petit géant; Simon), art medium (plasticine;
découpage; aquarelle).
Continued...
158
Reading and Viewing
Suggested Resources
6.3.3 Observation
• participate in an activity and contribute to discussions
• contribute logical, pertinent information
• support comments with information from the text
• use a Venn diagram (un diagramme de Venn) appropriately.
Appendix B
Performance
As a formal assessment, have students use a Venn diagram independently to
compare and contrast two or more texts by the same or different
author(s)/illustrator(s). Assess the ability to address characters, setting and
events.
literature such as the following:
9-9 )
Collection Petit géant (Gilles
Tibo, Coll. Mini-bilbo,
Québec-Amérique)
Collection Mini-bilbo (QuébecAmérique)
Collection Petit roman
(Scholastic)
Collection Ma petite vache a mal
aux pattes ( Soulières)
Collection Petit roman et
Collection Les copains du coin
(Scholastic)
Rouge timide (Gilles Tibo,
album, Nord-Sud, ISBN
3-314-21468-5)
Rouge timide (Gilles Tibo,
roman, Soulières, ISBN 2-92222514-3)
Éric est allergique (Scholastic,
ISBN 0590160214)
159
Reading and Viewing
Outcomes
recognizing key elements of the text.
• At the grade three level, students develop their preferences as readers and
often enjoy reading books by the sam e author. Conduct
author/illustrator studies in which students are engaged in reading a
variety of works from a particular author/illustrator. Organize follow-up
activities which extend student understanding of a text and have students
compare the text to their own experiences. Students can elaborate on the
style of the author/illustrator, describe techniques and patterns noticed
during the study, role play sections of text, or prepare a poster for the
class, elaborating on the style of the au thor or illustrator.
• Following a study of a particular author or illustrator, invite students to
create their own story, chapter, illustration, dialogue, or book jacket in
the style of this author or illustrator. A Venn diagram could be used as an
self-evaluation tool to com pare their work to the original.
to:
6.3.4 recognize the personal style
of an au thor or illustrator
6.3.5 analyze to make critical
judgement of a text
SCO 6.3.5 builds on SCOs 2.2.1, 2.2.2, and 6.2.3 Critical literacy involves
questioning assumptions, and helping learners understand the impact that
texts have on their lives. It is important to foster the development of critical
literacy in students. Actively learning to judge texts in a critical manner
encourages children to challenge assumptions and examine the conditions
of their own lives and the lives of others.
Developing critical literacy involves encouraging students to make
connections between the text and the world, questioning the author and
the text’s purpose, and understanding how we are influenced by the text.
Teachers need to nurture critical literacy in the classroom by encouraging
children to look with open eyes, to explore many sides of the same issue,
and to engage in conversations that deepen understandings and that lead to
action for a more just world.
• Provide students with the opportunity to question, analyze and explore
different points of view. Have them deconstruct texts by reflecting on
question s such as:
Qui a écrit le texte ? (âge, sexe, race, nationalité)
Pour qui est-ce que le texte a été construit ?
Q’est-ce que le texte nous enseigne ? Quel est le sujet ou message du texte ?
Quand est-ce que le texte (le livre) a été publié ?
Est-ce que le sujet est bien représenté ?
Qu’est-ce que le texte enseigne à propos des autres ?
• When reading/viewing a text, help students to reflect on the assumptions
made. Are they true? Justified? Ask questions to focus the attention of
students on the assum ptions m ade in a text:
le méchant loup : Est-ce que les loups sont vraiment méchants ? Pourquoi les
loups dans les histoires sont-ils souvent méchants ?
un chauffeur d’autobus : Est ce qu’une fem me pourrait conduire un autobus ?
une jolie femme qui porte de beaux vêtements et qui conduit une belle
voiture, fume une cigarette : Si tu fumes, est-ce que tu vas avoir un style de
vie brillant ?
Continued...
160
Reading and Viewing
Suggested Resources
6.3.4 Observation
• participate in activities on authors and illustrators
• work independently
• demonstrate confidence and a positive attitude
• If desired, formally assess students by playing a matching game
independently.
Appendix B
(Chenelière, ISBN 2-89461689-9 )
A range of children’s literature,
Conference
including various works by the
Conference with students to note whether or not they are able to select texts same authors and illustrators.
written and/or illustrated by a particular author or illustrator. (This could
Some suggestions are:
be done in small groups where time is a factor.)
Série Petit géant (Gilles Tibo,
Portfolio
Collection Mini-bilbo, QuébecHave students complete a report or digital portfolio on an author and/or
Amérique)
illustrator of their choice.
Collection Mini-bilbo (QuébecAmérique)
Collection Petit roman
(Scholastic)
Collection Ma petite vache a mal
aux pattes ( Soulières)
Collection Albums illustrés,
Collection Premières lectures,
Collection Romans jeunesse
(Dominique et Compagnie)
Collection Le raton laveur
(Éditions Banjo)
Collection Il était une fois,
Collection Albums illustrés et
Collection Premier roman (La
courte échelle)
Collection Nicolas, Collection
Zoé, Collection Abracadabra,
Collection Robert Munsch et
Collection Brady, Brady
(Scholastic)
161
Reading and Viewing
Outcomes
• Engage students in activities where they deconstruct texts to realize that
many assumptions about race, social class and gender are often
reinforced by texts that individuals are unaccustomed to questioning.
recognizing certain key elements of • Follow up a reading of Les trois petits cochons with a reading of a story
the text.
such as Les trois petits loups et le grand méchant cochon (Bayard) or La
véritable histoire des trois petits cochons (Gallimard), as they provides a
different point of view. Encourage students to consider texts from
another view point.
to:
• Ask students to look at how their images of self and others are
constructed by the clothing they wear or the toys they have. Individuals
6.3.5 analyze to make critical
unconsciously categorize/label one another and deal with one another as
judgement of a text
a result of their conclusions.
• Have students view print advertisements. Is the information presented
6.3.6 establish links between
always true? Are opinions sometimes presented as facts? Who is the
characters’ feelings and
intended audience? What is the goal or purpose of the commercial or
their actions
advertisement? Who is included in the advertisement? Who is left out?
• Ask children to listen critically to TV or radio advertisements or
commercials. How do these texts influence us, either consciously or
unconsciously? What is the role of music or jingles in these texts? What
is the intended outcome of the commercial? When are commercials
aimed at children aired on radio or TV?
• Invite students to bring cereal boxes as resources for a study of the
vocabulary, content and message. How does a company package and
market a product? Whom do they want to attract? How do you know?
Later, have students design cereal boxes, complete with gimmicks,
slogans, ingredients.
The possibilities to work on developing critical literacy are many. In an
effort to teach children to examine taken-for-granted knowledge and
assumptions intelligently and thoughtfully, teachers invite them not only
to be more aware of social justice, but also to care deeply about working
toward it.
When reading and viewing with students, it is important to draw
attention to the cause and effect of the characters’ feelings and their
actions. In a story such as Benjamin veut un ami (Brenda Clarke, P.
Bourgeois, Scholastic) or Brady Brady et le gardien du but (Mary Shaw,
Scholastic), discuss action and reaction. Q : Pourquoi est-ce que Benjamin a
choisi un poisson rouge ? R : Il a choisi un poisson rouge parce que ça le rend
tranquille de voir un poison nager dans son bocal. Q : Pourqoi est-ce que le
gardien de but est parti ? R : Il est parti parce qu’il a eu peur que l’autre
équipe marque un but.
• Teachers are encouraged to ask higher level questions. Refer to Bloom’s
taxonomy or the Question Matrix, to develop questions to encourage
students to reflect and think critically.
Continued...
162
Reading and Viewing
Suggested Resources
Observation
• identify inappropriate judgements, prejudices, stereotypes, labels in a
variety of texts
• identify false or misleading information
A collection of children's
literature and other texts, print,
visual and audio, to address the
topic of critical literacy; the
following titles are suggested:
Conference
Ask students to identify an example of stereotypes in a particular text. Why
do they think that the stereotype is wrong or misrepresents a particular
group?
Le poudre magique (Michel
Quintin, ISBN 2-920438-83-2)
Portfolio
Have students write to an author or to a character in a text to discuss why
the story or action happened in a certain way. Note student ability to react
critically to analyse the text.
Performance
• Ask students to work in pairs to rewrite a story such as a well-known fairy
tale from another point of view. A perspective different from the original
story must be shown.
• Have students react to a written advertisement or a radio or TV
commercial. Who is the intended audience? How does the writer try to
sell the product or convince the public? Who is included? Who is left
out? Is the text fact or opinion?
Pourquoi ? (Nord-Sud, ISBN 3314-20944-4)
La vérité sur l'affaire des trois
petits cochons (Nathan, ISBN
2092224083)
Rafi et les cochons volants
(Lobster Press, ISBN 2-92243502-4)
Je suis revenu (L'école des loisirs,
ISBN 2-877672-90-5)
Les trois petits loups et le grand
méchant cochon (Bayard, ISBN
2227705590)
La véritable histoire des trois
petits cochons (Gallimard, ISBN
2-070547-96-5)
Il était une fois le petit frère du
échelle, ISBN 2-89021-698-5)
Il était une fois Graindsel et
Bretelle (La courte échelle, ISBN
2-89021-699-3)
163
Reading and Viewing
Outcomes
recognizing certain key elements of
the text.
Use a variety of children’s literature to teach and model how an action or
event causes another action or event to occur: Dans l’histoire La princesse à
la robe de papier (Robert Munsch, Scholastic), Elisabeth refuse d’épouser
Robert parce qu’il n’était pas gentil avec elle.
• Take a text (familiar or unfamiliar) and cut it up into strips. Shuffle the
strips. Then have students reorganize the story. Teach them to look for
clues to add them with their sequencing (l’enchaînement des événements):
Beginning: Une fois..., Il était une fois..., Au début..., Pour commencer...
Middle:
Ensuite, Après, Et puis, Alors, Plus tard
End:
À la fin, Pour terminer
• Visuals are very useful in sequencing events. Have students create a
timeline or a story map for a narrative text in which they represent the
important events along the line.
• Draw students’ attention to connecting words which indicate sequence,
cause, effect, comparison, or opposition. Words such as the following
are very important in understanding a text fully: lorsque, pendant que, dès
que, tantôt, car, étant donné que, à cause de, alors, donc, en conséquence,
tandis que, malgré, cependant, pourtant, tandis que, par contre. Refer to
Classification des connecteurs (Appendix C) for a more extensive listing of
connecting words.
• Use simple graphic organizers or a series of arrows to help students
identify the cause and effect relationships in a story or other text. In a
narrative, a structure such as the following would be useful:
to:
characters’ feelings and
their actions
different events which
make up a story, i.e.,
sequencing, cause and
effect
la cause :
Robert n'est pas gentil
avec Elisabeth.
º
la conséquence :
Elisabeth refuse de
l'épouser.
In an informational text, the structure « si... alors... » might be more
appropriate for the identification of causes and their effects.
164
Reading and Viewing
Suggested Resources
• identify links between feelings and actions of characters in a story
• make links between events within a text
• retell or reconstruct texts in logical sequence
• identify cause and effect, action and reaction within a text
Performance
• Formulate questions using the Q-matrix or Bloom’s taxonomy to ensure
that the questions vary in the type of answer required. Have students
respond to the questions.
• Have students work with a partner to identify several instances of cause
and effect within a text. A simple graphic organizer could be used to
record student responses:
la cause
__________
__________
__________
þ
l'effet
____________
____________
____________
Portfolio
Have students create a time line for a story they select. Following the
completion of the time line, have students respond to the project,
identifying the strategies they used to complete the time line, the challenges
they faced, and suggestions for how they could improve on it.
Classification des connecteurs,
Appendix C
2894611390)
(CEC, ISBN 2-7617-1904-2)
2-89105-553-5)
Book (Heinemann), Map a Story
and Time Line.
to address cause and effect and
sequence; the following titles are
suggested:
• Comment l'ours blanc perdit sa
queue (Éd. Les 400 coups,
ISBN 2-89-540-084-9)
(Banjo, ISBN 2-89579-016-7)
ISBN 0-439-98662-1)
• L'oiseau des sables (Dominique
et Compagnie, ISBN 289512
311X)
165
Reading and Viewing
Students will be expected to plan and manage their reading and viewing by applying
strategies in accordance with their needs and the communication situation.
Outcomes
their reading and viewing.
Strategies to understand one's own needs as a reader are valuable tools in
reading development. Students should consider their own interests as well as
the appropriate level of a text when selecting reading material. After
selecting a text, establishing a purpose for reading will make the process
more meaningful. The purpose for reading will influence the choice of
reading strategies and determine what the reader will remember about the
text.
• Provide daily opportunities for students to select and read texts.
• Teach strategies to help students make appropriate selections, according
to:
to reading level, interest or purpose for reading. Selections will initially be
made with teacher assistance, and gradually will becom e a more
7.1.1 use strategies independently
independent activity. For example:
to select texts appropriate
• Use the test de cinq doigts (or la stratégie JUSTE) to determine the level
to their interests and to
learning needs
of difficulty of a particular text. Read a page in a text and count the
unknown words, one per finger. If there are more than five unknown
7.1.2 activate prior knowledge of
words on a page, the text is probably too difficult.
a given subject and state the
• Determine the suitability of a text by skimm ing or scanning (survoler ou
parcourir en vitesse) for particular content or elements.
viewing
• Refer to the back cover (la quatrième de couverture) for a resumé of the
text. Does the book sound interesting?
• Peruse a text to determine its content. Does it look interesting? Does it
have colourful picture? Est-ce un livre à trois dimensions ? Est-ce un livre
à fenêtres ? Will this book meet my needs in reading?
• Guide students to select material according to purpose, level of difficulty,
content and appeal. Does the book or text have colourful pictures? Does
it contain the information I am looking for? Is it easy to read/use? Is the
French vocabulary at the right level?
• Periodically conduct a text review session. Have students present a text
and explain why they might or might not recom mend a particular text.
Ce livre est à propos des ham sters. C'est un livre informatif. Il y a de belles
photos et des renseignements intéréssants. Le texte est facile à comprendre. Si
vous voulez apprendre plus à propos des hamsters, je recommande ce livre.
• Have students keep a list of titles recommended by other readers. This
may be a collective list or a personal list in a reading log.
• Encourage students to select books at differing levels, depending on the
purpose for reading.
Model and teach students how to use prior knowledge to help them
understand new or more complex texts. Use brainstorming, webbing, un
tableau SVA, or la carte d'information as a framework for noting prior
knowledge. Effective readers have extensive knowledge of a wide range of
topics and related language. To build students' experiential and language
base, and to encourage reading for meaning, teachers may:
• involve students in as m any real-life experiences as possible
• discuss and share ideas and experiences on a given subject prior to reading
• encourage independent reading on a given topic
• encourage predictions before and during reading to encourage reading for
meaning. Explain to students that what they know already can help them
understand what they are about to read.
Continued...
166
Reading and Viewing
Suggested Resources
7.1.1 Observation
Use observation, checklists and anecdotal records to note student ability to
select appropriate texts for:
• personal reading/viewing pleasure (la lecture indépendante)
• buddy reading (la lecture en partenaires)
• shared reading (la lecture partagée)
• silent reading (la lecture silencieuse)
• projects (les projets)
Reading and Viewing: Program
Design and Components – Prereading and Pre-viewing Strategies,
Appendix C
Conference
Conference with students to determine their use of strategies in selecting
texts and to encourage appropriate selection of books and other texts.
Various questionnaires from the Trousse d’appréciation de rendem ent en
lecture, such as Outils 5b and 10, can be used or modified as needed.
The following types of questions are suggested:
Pourquoi as-tu choisi ce livre ?
Est-ce que c’était un livre approprié pour toi ? Comment le sais-tu ?
Est-ce que la lecture du livre était facile, difficile ou juste bien ? Pourquoi ?
Qui, d’après toi, aimerait ce livre ? Pourquoi ?
7.1.2 Observation
• contribute to discussion
• link prior knowledge to a new context
• read independently for further information
• state the purpose for reading/viewing a text
Self-evaluation
Have students consider the following :
Voici comment j’ai utilisé mon expérience personnelle pour comprendre le text :
(e.g., une expérience vécue, un livre du même auteur)
_________________________________________________________
_______________________________________________________
L’intention visée pour cette lecture était
_________________________________________________________
_______________________________________________________
Cétait l’intention visée parce que
_________________________________________________________
_______________________________________________________
Appendix B
Stratégie JUSTE : Je choisis un livre
si le total de mots inconnus égale
cinq ou m oins.
Trousse d’appréciation de rendement
en lecture : Immersion française
Maternelle - 3e année. Document
d’appui 2002. Outils 5b et 10
Histoire de lire (Chenelière, ISBN
2-8946-1139-0)
2-89105-553-5)
ISBN 2-7617-1904-2)
A collection of children’s literature
and other age-appropriate texts;
the following are suggested:
• Collection Ardoises, Manuels A et
• Collection Alpha-jeunes et
Collection En avant (Scholastic)
• Collection Alizé, Collection GB+
Envol, Collection biographies
canadiennes et Collection Coup
d’œil (Chenelière)
grand-maman (Scholastic, ISBN
0439986621)
• Le noyau (Nord Sud, ISBN
3-314-21344-1)
• L'homme qui plantait des arbres
(Gallimard, ISBN 2070564096)
167
Reading and Viewing
Outcomes
• Model/vocalize and discuss purposes for reading and viewing. Purposes
may include to be informed, to perform a particular task, to be
entertained, to find the main idea. Depending on the text, the purpose
may be more specific, such as reading a short story to summarize the
plot, or reading a poem to visualize the descriptive imagery.
• Make a list of French-language vocabulary associated with the topic or
to:
theme prior to reading or viewing a text (by subtopic, if desired). After
reading or viewing the text, return to the list(s). Check off words or
expressions found in the text and add new vocabulary items. The list can
then be displayed in the classroom as a visual reference for students,
providing a bank of vocabulary for the topic.
7.1.2 activate prior knowledge of
a given subject and state a
By activating background knowledge, students are made aware of the
extent of their existing knowledge and realize that this may be used to help
viewing
the process of comprehending new information.
7.1.3 predict content using preA variety of types of pre-reading activities should be modeled and engaged
reading activities
in on a regular basis in order to:
• promote enthusiasm for reading
• activate background knowledge
• recognize and clarify the purpose for reading (to be informed, to be
entertained, or to perform a task)
• select a suitable reading style or strategy, eg. parcourir en vitesse (skim),
survoler (scan), lire les sous-titres (read headings), feuilleter les images
(preview illustrations)
• link existing knowledge to new information
• review and clarify new vocabulary
• analyse text organisation
• raise awareness of the processes involved in reading
Before reading a text, have students make predictions about or based on:
• text structure and organization (see SCO 6.3.2)
• publishing conventions and layout
• the type of information to be found in the text
• language style
• vocabulary to be encountered.
Prediction activities assist students to make sense of text. They help to
identify important information, activate background knowledge, motivate
students, assist readers to focus on the strategies they use for reading,
identify or clarify the purpose for reading, and recognise different levels of
comprehension (First Steps: Reading Resource Book. Chapter 2, Reading
Comprehension).
Continued...
168
Reading and Viewing
Suggested Resources
7.1.3 Observation
• participate in a range of prereading activities
• make logical predictions based on text features
• skim or scan a text in order to make predictions about the content
• predict content and second-language vocabulary based on previous
knowledge
• identify the purpose for reading
• confirm predictions by verifying information in a text
Design and Components – Prereading and Pre-viewing
Strategies, Appendix C
Paper / Pencil or Conference
Have students write about or discuss their prereading strategies, using a book
that they have chosen to read.
Self-Assessment / Peer Assessment
Have the students consider the following individually or with a partner:
Pour prédire avant ma lecture,
• je survole le texte entier.
• je regarde la couverture du livre.
• je regarde la quatrièm e de couverture et je
lis le sommaire.
• je feuillete les images/les illustrations et je
pense au sens.
• je regarde le titre des chapitres ou sections
• je regarde les sous-titres.
• j’essaie de déterminer le type de texte et sa
structure.
• je regarde les données de publication.
• je regarde le glossaire, le lexique ou l’index.
Jamais-Souvent-Toujours
Book. Reading Comprehension
Document d’appui 2002. Grilles
11a, 11b et 16
ISBN 2-7617-1904-2)
literature and other written texts;
the following titles are suggested:
(CEC)
• Recueil de lecture, 1e, 2e, 3e
(CFORP, ISBN 2-894429-185)
• Les plantes (Scholastic, ISBN
0-439-00550-7)
• La fourmi (Milan, ISBN
2-7459-1549-5)
• Le ver de terre (Milan, ISBN
2-84113-429-6)
• L'érablière de mon grand-père
(Scholastic, ISBN 0590166
638)
(Bayard Jeunesse:
Coulicou et Hibou
Québec :
www.clubpasseport.com)
169
Reading and Viewing
Outcomes
Provide students with the opportunity to predict the general meaning of a
text using titles, illustrations, table of contents. Encourage students to make
predictions about content based on text or book features (les caracteristiques
du texte) and organizational and visual elements. Have students consider the
following elements:
• la longueur du texte (est-il organisé en paragraphes ? en chapitres ?)
• les illustrations (est-ce un album illustré ? un texte inform atif ?)
• les informations sur la couverture (le titre, les illustrations) et la quatrième de
couverture (un résumé som maire)
• les données du publication (la date : est-ce que l’information est courante ?)
• les outils organisationnels (le glossaire, le lexique, l’index, les titres, les soustitres)
• les supports visuels (les tableaux, les dessins, les cartes, les illustrations)
• les supports graphiques (les encadrés, les légendes, les cartes )
• les caractéristiques de l'imprimé (la police, la grandeur, le style, l’espacement
entre les mots et les lignes, les puces, l'italique, le caractère gras, la couleur)
As students view a text, ask questions which prompt students to make
predictions on the type of text and the content:
• Quel est le titre ? Qu’est-ce que le titre nous dit ou suggère ? Y a-t-il des sous-titres
dans le texte ? Comm ent le livre est-il organisé : en paragraphes, en sections, ou en
chapitres ? De quoi s’agit-il dans ce texte ? Comment le sais-t-on ?
• Quelles informations sont fournies sur la couverture ? (le titre, une illustration,
le nom de l’auteur, de l’illustrateur, de la collection) Sur la quatrième de
couverture ? (les informations publicitaires telles un résumé ou un sommaire,
une courte biographie de l’auteur, ou une mention des prix gagnés et/ou les
informations techniques telles le numéro ISBN ou le code à barres)
• Ce livre est-il récent ? Les informations, sont-elles à jour ? Qu’est-ce que les
données de publication indiquent ? (la date, le lieu, la maison d’édition)
• Selon les caractéristiques, est-ce que ce texte est un texte informatif ? Un roman ?
Un texte narratif ? Quelles sortes de renseignements croyez-vous que ce texte
contient ? Quels supports graphiques et visuels sont utilisés dans le texte ? Y a-t-il
des photos, des tableaux, des encadrés, des diagrammes ? Comment les supports
visuels peuvent-ils appuyer la compréhension du texte ? Quelles sortes
d'informations nous donnent-ils ?
to:
7.1.3 predict content using prereading activities
It is essential to provide students with ample opportunities to read and view
various texts; it is also very important to review and discuss behaviours
appropriate while reading and viewing and contributing positively to the
reading experience. Encourage students to be aware of the types of
behaviours appropriate for different types of reading situations. Discuss these
with students and develop class lists of “reminders” and guidelines for shared
reading, guided reading, independent reading, silent reading, buddy reading,
read-alouds, and other reading situations.
Pour la lecture silencieuse (indépendente),
- je choisis un livre à l'avance ;
- je suis prêt(e) à commencer ;
- je lis en silence ;
- je porte attention à ma lecture ;
- je fais des liens entre ma lecture et ce que je sais déjà sur le sujet.
170
Reading and Viewing
Suggested Resources
7.1.4 Observation
Use observation and anecdotal records to note student ability to demonstrate
appropriate behaviours during reading and viewing situations. Note student
ability to:
• listen attentively during a read-aloud
• respect the rights of others during reading periods
• find and select appropriate reading material
• demonstrate appropriate behaviours during a range of reading situations
Design and Components – Prereading and Pre-viewing Strategies,
Appendix C
La trousse d’appréciation de
française M aternelle - 3e année.
11a, 11b, et 16
Le sondage d’observation en lectureécriture ( M. Clay, Chenelière,
ISBN 2765100985)
La lecture: de la théorie à la
pratique (Gaëtan M orin Éditeur,
ISBN 2-89105-553-5)
ISBN 2-7617-1904-2)
Trousse d’évaluation GB+
(Beauchemin)
Trousse d’évaluation A lpha-jeunes
(Scholastic)
A collection of levelled booklets
and other children’s texts; the
• Collection A rdoises Manuels A et
B et Multitextes volume 1
(CEC)
• Collection GB+, Collection Alizé,
• Collection A lpha-jeunes,
Collection A lpha-monde et
Collection E n avan t (Scholastic)
• Collection Envol, Collection
Enquêtes et Collection
Biographies canadiennes
(Chenelière)
171
Reading and Viewing
Outcomes
By Grade Three, students should be very familiar with most of the
concepts of print and should be able to make sense of written texts
through using word-by-word matching, punctuation, sentence structure,
and the understanding that letters make words. If necessary, review the
concepts of print as outlined in La trousse d’appréciation de rendement en
lecture. In some cases, students may need to be reminded to heed
punctuation when reading.
to:
7.1.5 understand concepts of
print
7.1.6 use a combination of
cueing systems and
meaning from text
At the Grade Three level, it is important to continue to model and teach,
during shared and guided reading sessions, how to make use of the cueing
systems (les entrées en lecture) to predict, confirm and self-correct.
Information on the cueing systems has been included in Appendix C.
In order to use the cueing systems effectively, help students internalize the
following questions:
Engage students in activities such as des textes à trous (cloze passages), le
bonhomme pendu (hangman), des phrases mélées e.g., chien, /à/court/la/
maison/le (word order activities) or des mots masqués (hidden words) in
order to practise the cueing systems.
• Teach letter-sound relationships (graphophonics).
• Provide feedback about miscues.
• Provide instruction and intervention during guided reading sessions.
Use mini-lessons when necessary to reteach or focus on certain points.
Involve students in a variety of activities which involve constructing
meaning from text:
• selecting a title for a chapter or portion of a text
• self-correcting when what is read does not make sense or fit the context
• creating webs of main ideas and supporting details
• writing letters or journal entries that a character in a text might have
written
• sequencing story parts that have been jumbled
• creating character maps
• using a framework for retelling a story
• using expression when reading, e.g., Il a crié « Je veux une pomme ! »
(Discuss why print is in bold or in italics.)
Continued...
172
Reading and Viewing
Suggested Resources
7.1.5 Conference
Evaluate, review, re-teach, and re-evaluate concepts of print on an individual
or small group basis, as deemed necessary.
Design and Components-Cueing
Systems, Appendix C
7.1.6 Observation
• use various reading strategies
• answer comprehension questions
• demonstrate comprehension through retelling
• demonstrate com prehension through other ways of representing, such as
drawing, dramatization.
Running Records
Use running records (le suivi d’observation) to assess student progress and to
guide teaching:
• do the students use the various cueing systems?
• do they take risks with predicting unknown words?
• do they attempt to self correct?
• do they read on, reread, break words into parts, find little words in big
words?
Conference
In a conference setting, ask students questions such as:
• Que fais-tu quand tu vois un mot que tu ne connais pas ?
• Que fais-tu quand tu ne comprends pas ?
• Que fais-tu quand la phrase ne fait pas de sens ?
Holistic Reading Rubric,
Appendix C
Document d’appui 2002. Grille
d’observation 11a, 11b et 16
Cartes des sons de base et Cartes des
sons complexes (Graficor, Product
#K170 and Product # K270)
Lire en criant ciseau 1 à 5 (CFORP)
Le sondage d’observation en lectureécriture ( M. Clay, Chenelière,
ISBN 2765100985)
Trousse d’évaluation GB+
(Éditions Beauchemin)
Trousse d’évaluation Alpha-jeunes
(Scholastic)
literature and leveled booklets;
• Collection Ardoises Manuels A et
• Collection Alpha-jeunes,
Collection Alpha-m onde et
• Collection GB+ et Collection
Alizé, (Beauchemin)
• Il était une fois Graindsel et
Bretelle (La courte échelle,
ISBN 2-89021-699-3)
• Le livre dans le livre dans le livre
(Dragons d’or, ISBN 2878812
298)
173
Reading and Viewing
Outcomes
students w ill be expected to call
When necessary, review other reading strategies such as:
• adjusting rhythm, speed and intonation
• using punctuation to aid with comprehension, fluency and expression
• understanding the relationship between personal pronouns and the
words they replace: Les oiseaux migrent au sud. Ils partent en automne.
• using determinants to support comprehension: Les amis (pluriel)
jouent sur la glissoire.
• understanding the use of linking words in a sentence and which
actions come first in each sentence, for example:
Il a fait ses devoirs puis il a mangé le souper.
Elle a regardé la télévision après qu’elle a fait ses devoirs.
• using illustrations to derive meaning
• grouping words into meaningful segments (chunking):
Il était une fois / une petite fille / qui s’appelait Caroline. vs.
Il / était une / fois une petite / fille qui s’appelait / Caroline.
• making predictions during reading and viewing to support
comprehension
• skipping a word and reading on without losing meaning: « Michaël est
assis sur les (genoux) de sa maman, en avant, en arrière, en avant, en
arrière. »
Refer to Grade 2 SCO 7.1.6 for additional suggestions.
to:
7.1.6 use a combination of
cueing systems and
meaning from text
At this level, students have mastered many phonological awareness skills.
Instruction of phonemic awareness should focus specifically on print with
phonics and word analysis:
• blending as a strategy for decoding words;
• word analysis / structural analysis (prefixes, suffixes);
• continued application of phonological awareness skills to more
sophisticated reading and spelling;
• breaking words into syllables;
• application of sounds to more sophisticated letter sequences, as follows:
on, om, in, im, en, em, an, am, un
ui
ou, eu, ai, ei, au, eau
ille, eil, eille, ail, aille
• using knowledge of word, families, patterns, prefixes, derive the meaning
of a new word:
malheur
malheureuse
malheureusement
(nom)
(adjectif)
(adverbe)
neige
(nom)
174
neiger
(verbe)
déneiger
déneigement
(préfixe dé = enlever) (suffixe ment = action)
Reading and Viewing
Suggested Resources
Self-assessment
• Have students complete a self-assessment such as the Grille d’observation
11a from La trousse d’appréciation de rendement en lecture.
Holistic Reading Rubric,
Appendix C
Performance
• Have students retell a story read independently or answer comprehension
questions.
• Have students demonstrate reading comprehension through completion
of a story map or other paper and pencil task. Collect and evaluate
student work, using a reading rubric to assess the level of comprehension.
Conference / Miscue Analysis
Observe students reading orally and note miscues. Analyze the errors and
miscues, in an attempt to identify their cause:
• sound-symbol correspondence
• lack of knowledge of vowel sounds
• lack of knowledge of regular spelling patterns (e.g., -er, -oi, -br, -fl)
• weak comprehension skills
• fluency (reading single words versus sentences).
Design and Components - Cueing
Systems, Appendix C
Phoneological Awareness and
document d’appui 2002. Grille
11a, 22a et 22b
Cartes des sons de base and Cartes
des sons complexes (Graficor,
Product #K170 and # K270)
Collection Ardoises Manuels A et
Lire en criant ciseau 1à 5
(CFORP)
(Chenelière, ISBN
2894613725)
pratique (Gaëtan Morin Éditeur,
ISBN 2-89105-553-5)
Stratégies… Stratégies… Pour
une lecture efficace au primaire
(CEC, ISBN 2-7617-1904-2)
Le sondage d’observation en
lecture-écriture (M. Clay,
Chenelière, ISBN 2765100985)
2-921084-52-X)
Sounds Abound: Listening,
Rhyming, and Reading (LinguiSystems, ISBN 1-5599-9394-4)
175
Reading and Viewing
Outcomes
organize information and ideas
using simple strategies.
Graphic organizers are useful in responding critically to texts (e.g., le
diagramme Venn ou les cercles concentriques), or organizing information
from texts (e.g., la matrice, l’étoile, la chaîne). A graphic organizer is a
visual which illustrates the links between ideas or information. These links
are illustrated using lines, arrows, or shapes. The type of graphic organizer
used depends on the type of text. For example, a procedural text can be
considered in terms of la chaîne, whereas an informational text such as a
to:
magazine article may be better represented using une matrice. It is
important that students learn to effectively organize, analyse and use
7.2.1 independently use a variety information from texts; graphic organizers are meant to be tools which
of graphic organizers
enhance the process.
• Teach and model how to use a variety of graphic organizers. See SCO
4.3.4 (la carte d'information), SCO 6.1.5 (la matrice, l’étoile ou la
constellation), SCO 6.3.3 (le diagramme de Venn), or Appendix B.
• After reading a text, decide as a class what type of graphic organizer
might be more effective in organizing the information from that text.
Encourage students to explain why one type might be more appropriate
than another in a given situation.
• Provide opportunities for students to collectively complete a wide range
of graphic organizers and to move towards more independent use of
these organizers.
• On a regular basis, introduce a new or less-frequently used graphic
organizer. Encourage students to discuss the characteristics of each
graphic organizer and to compare the ways in which information is
organized or noted.
• Students need many opportunities to work in small and large groups
organizing information from texts using graphic organizers. The more a
teacher models and uses graphic organizers with students, the easier it
becomes for students to use them independently.
• By the end of Grade 3, students are expected to independently use
common graphic organizers such as Venn diagrams, t-charts, webs, and
chains.
176
Reading and Viewing
Suggested Resources
Observation / Checklist
Use observation, checklists and anecdotal records to note student ability to
use various types of graphic organizer. Do the students represent the
information logically and sequentially? The following is an example of a
checklist:
Appendix B
The student:
Document d’appui 2002. Fiches
23a, 23b, 23c
• organizes the information logically.
• includes all relevant information from the text.
• demonstrates understanding of how the graphic
organizer functions.
• has presented the information clearly.
Conference
Have students select a plan or graphic organizer they have used to organize
information. Discuss how the graphic organizer was useful and whether it
was the best way to organize the information.
www.graphic.org/
www.inspiration.com
Presentation
Have students present to a small group or to the class their use of a graphic
organizer in relation to a particular text. Are students using graphic
organizers effectively?
Conference
Have students select and use a graphic organizer for a particular task. In a
conference setting, question students about the choice of organizer and the
manner in which they have interpreted and organized the information in
the graphic organizer. Grilles 23a, 23b and 23c from the Trousse
d’appréciation de rendement en lecture can be adapted or modified for this
purpose.
177
Reading and Viewing
Outcomes
Metacognition involves the ability to monitor one’s own learning and to
students will be expected to identify manage and be aware of one’s own strategy use. If the reader is aware of
their strategies.
the strategies which lead to effective reading and understands when to
apply these strategies, then the reader will be better able to construct
meaning. For example, students should be able to monitor their reading,
and if something does not make sense, they should be able to self-correct
using the cueing systems.
to:
7.3.1 describe their own reading
and viewing strategies
Model and teach students how to ask questions of themselves when
reading and viewing. What do they do when they find a word that they
don’t know? Teach them to ask themselves:
• Est-ce que ça a l’air correct ? (graphophonic)
• Est-ce que ça sonne bien ? (syntactic)
• Est-ce que ça a du sens ? (semantic)
• Est-ce que cela paraît bien selon la structure et l’intention ? (pragmatic)
Have students answer questions such as:
• Pourquoi est-ce qu’on lit ?
• Comment sais-tu qu’une personne lit bien ?
• Que fais-tu quand tu vois un mot que tu ne connais pas ?
• Est-ce qu’il faut relire plusieurs fois de temps en temps ? Pourquoi ?
• Que fais-tu pour t’aider à te rappeler ce que tu lis ?
• Qu’est-ce que tu fais avant la lecture ?
• Qu’est-ce que tu fais pendant la lecture ?
• Qu’est-ce que tu fais après la lecture ?
Encourage the use of reading strategies through modeling and purposeful
planning. By discussing and modeling the “think-aloud” technique,
encourage student awareness of the strategies they are using. Some
strategies to incorporate into reading activities include:
• prediction and questioning
• self-correction
• word identification
• conventions of print
• use of the three cueing systems
• reflection and critical thinking
The following is an example of a “think-aloud”:
« En voyant son air triste, le chef prit la parole. - Je ne sais pas ce que tu
cherches avec ton pinceau, petit garçon, mais tu es bien loin de chez toi. On
trouve souvent dans sa proche l’objet que l’on croit avoir perdu loin d’ici. »
(Extrait tiré de Un bleu si bleu, Dumont) Attention, je crois que je vais relire
parce qu’il y a quelque chose qui ne sonne pas bien dans la dernière phrase que
je viens de lire. « On trouve souvent dans sa poche l’objet que l’on croit avoir
perdu loin d’ici. » Ah oui, cela a plus de sens, n’est-ce pas ? « On trouve
souvent dans sa poche » et non pas dans sa proche... On ne peut pas être dans
sa proche... Continuons...
178
Reading and Viewing
Suggested Resources
Observation
• verbalize reading and viewing strategies
• apply reading and viewing strategies
Design and Components – Cueing
Systems and Reading Strategies,
Appendix C
Self-Assessment
Have students reflect on their own use of reading and viewing strategies,
using a questionnaire such as the following or using Grilles 11a and 11b from
the Trousse d’appréciation de rendement en lecture. The questionnaire can be
completed by the student with a partner, in small groups or in a conference
with the teacher.
First Steps: Reading Resource Book
(Heinemann), Teaching Children
Comprehension Strategies
Mes stratégies de lecture
Je choisis ce que je lis.
Je
•
•
•
•
fais des prédictions avant de lire.
Je regarde la couverture.
Je regarde les illustrations.
Je regarde les titres des chapitres ou sections.
Je lis la quatrième de couverture.
Colorie les cases.
Parfois ------ Toujours
11a et 11b, Questionnaires 12a et
12b
2-89105-553-5)
ISBN 2-7617-1904-2)
literature (fiction and nonJe fais des liens avec mes exp ériences personnelles.
fiction), magazines and levelled
booklets; the following are
Je crée des images dans m a tête.
suggested:
• Collection Ardoises Manuels A et
Je m e pose des questions en lisant:
• Est-ce que cela a l’air correct ?
• Est-ce que cela sonne bien ?
• Un bleu si bleu (Père Castor
• Est-ce que cela a du sen s ?
Flammarion, ISBN 2-0816
• Est-ce que cela paraît bien d’après la structure
20-63-4)
et l’intention ?
grand-maman (Scholastic, ISBN
Je saute un m ot que je n e com prends pas et je
0439986621)
reviens.
• Le noyau (Nord Sud, ISBN
3-314-21344-1)
Si je ne co mprends pas, je relis.
J’essaie de résumer ce que je lis dans mes propres
mots.
2-070564-09-6)
• Les explorateurs, Astrapi, J’aime
Conference
Using the Questionnaires 12a and 12b (Outil 12) of the Trousse
(Bayard Jeunesse:
d’appréciation de rendement en lecture, discuss with students the strategies they
use when reading.
• Coulicou et Hibou (offerts
exclusivement aux abonnés du
magazine Enfants Québec :
Je confirm e mes prédictions en lisant.
179
Reading and Viewing
Outcomes
technological and others) to help
them understand their reading and
viewing.
This outcome builds on SCO 6.1.5. Provide students with the opportunity
to experience various ways of finding information and to interact with
diverse sources of information, including a wide range of print resources,
reference books, computer software and websites. Brainstorm to discuss
ways to find information; expose students on a regular basis to the following
sources of information:
- des livres
- des listes de mots
- des dépliants (brochures)
- des illustrations
- des annonces publicitaires
- des panneaux d’affichage
- des revues
- des ouvrages de références
- des écrits de l’environnement
(dictionnaires, encyclopédies,
- des cartes de vœux
dictionnaires synonymiques)
- des circulaires
- des catalogues
- des étiquettes
- des logiciels
- des journaux
- des atlas
- des magazines
- des résumés
- des modes d’emploi
- des démonstrations
- des posologies
- des visiteurs
- des cartons et des papiers
- des excursions
d’emballage
- des présentations
- des affiches
- des enregistrements
- des formulaires
- des annuaires téléphoniques
- des guides (touristiques, télévision) - des somm aires
- des enseignes publicitaires
- des cartes géographiques
- des pièces de théâtre
- des sites web
(with teacher guidance)
to:
7.4.1 find information using a
variety of sources
• Model and teach how to find information in a wide variety of sources
(refer to SCO 4.1.6 ). Teach the search strategy of using key words (les
mots clés) to locate and choose potential information.
• Model for students how to refine, combine or revise key words during a
search. Provide students with experiences searching for information from
a variety of sources:
• subject index/catalogue and Dewey System (OPAC)
• encyclopaedias and reference sources (print, computer software and
online)
• periodical indexes and vertical files
• sources beyond the school (Internet)
• Provide opportunities for students to develop skills in using alphabetical
order in using dictionaries and in accessing inform ation from newspapers,
magazines, and non-fiction books.
• Engage students in activities that develop awareness of and skill in using
dictionary skills, such as
• alphabetization
• word meaning
• gender
• singular/plural
• guide words
• Develop an understanding of the organization and function of headings,
subheadings, indexes, tables of content, headlines, bylines, asterisks,
captions and other organizational features.
Continued...
180
Reading and Viewing
Suggested Resources
Observation
Oserve student ability to:
• name several possible sources of information on a particular topic
• use a variety of resources to find information
Conference
• Question students about titles, headings, sub-headings in the text. What
information do they provide? How are they useful in locating
information?
• Ask children to skim or scan a text to locate a specific key word or to find
particular information. Are they able to locate the word or the section?
• Have students use the the table of contents or the index in order to locate
particular information. Can they use these parts of a text effeciently?
• Have students identify the particular information presented in various
parts of a text: le titre, les sous-titres, les légendes, les ingrédients, la
démarche, l’index, l’échelle, le message, le chapeau, l'encadré.
Pencil / paper
Have students use a dictionary to find meaning, gender, synonyms.
Portfolio
Have students create a presentation on a topic of their choice. For example,
students may wish to research a particular sport. Have students present
their information through a poster, digital presentation, or other medium.
Book (Heinemann), Reading
Comprehension and Research
Skills
(Chenelière, ISBN2894616880)
literature, informational texts,
reference resources, magazines,
trade books and booklets,
computer software and websites;
(CEC)
Envol, Collection Coup d’oeil,
et Collection Biographies
GB+, Collection ZapSciences
(Beauchemin)
Collection À premiers pas
(Duval)
(Scholastic)
lire, Pomme d’Api Québec, Youpi
(Bayard Jeunesse :
Coulicou and Hibou
Québec :
181
Reading and Viewing
Outcomes
• Model the use of skimming and scanning strategies in finding
information, determining readability and selecting relevant information.
Show how the organizational features of a text can help in locating
technological and others) to help
specific information.
them understand their reading and • Provide opportunities for students to use a web site or computer
viewing.
program to find information. (Teachers may prefer to pre-select
information and store it in a student shared folder to avoid having
students surf the Internet.)
• Teach students to identify the purpose for which they are finding
to:
information.
• Before reading, have students formulate questions so that they can then
7.4.1 find information using a
read to find specific information or answer their own questions.
variety of sources
• Before reading, have students quickly skim a text to get a general
overview. What kind of text is it? How is it organized? Do we need to
read it from top to bottom, front to back? What do the headings and
subheadings tell us? Do the sub-sections need to be read in order?
• Students should be able to use the dictionary to locate definitions, to
determine a word's gender (masculine or feminine) and its part of
speech (noun, verb, adjective, adverb).
• It is important to model dictionary skills for students. Use a page of a
dictionary and have students discuss what they notice. They should
mention the guide words (found on the top of the page to indicate first
and last words on the page), the abbreviations used, and the alphabetical
order. Discuss ways to find a word in the dictionary. Give students
opportunities in context to practise finding words in the dictionary, e.g.,
when they do not understand a word in a text, or when they are editing
writing and checking spelling or meaning.
• Where possible, familiarize students with the Internet as a search tool,
and with a variety of websites such as Federal government sites (e.g.,
Environnement Canada), Canadian sports sites available in French, or
children's French-language sites.
182
Reading and Viewing
Suggested Resources
Observation
Use observation to note student ability to:
• name several possible sources of information on a particular topic
• use a variety of resources to find information
Appendix A
Pencil / paper
Have students do a dictionary scavenger hunt to look for words and record
the page on which the words are located and a definition.
Appendix A
A range of print and non-print
Conference
references such as dictionaries
Question students about visual and organizational elements of a print text
and encyclopedias, computer
such as titles, headings, sub-headings, table of contents, illustrations,
software, and websites such as
legends, textboxes. What information do they provide? How are they useful the following:
in locating information?
• Savais-tu ? Les coyotes (Michel
Quintin, ISBN 2-894352-62
Performance
-X)
• Ask students to skim or scan a text to locate a specific key word or
• La fourmi (Milan, ISBN 2-74
particular information. Are they able to locate the word or the section?
59-1549-5)
• Present students with a specific resource and have them quickly skim or
2-84113-429-6)
peruse it to get a general overview. Ask them to respond to a variety of
• Histoires d'animaux : L'ours
questions prior to a more detailed reading or viewing of the text. What
(Bayard Jeunesse, ISBN 2-22
kind of text is it? How is it organized? Do we need to read it from top to
7-73708-5)
bottom, front to back? What do the headings and subheadings tell us? Do • L'homme qui plantait des
the sub-sections need to be read in order? Have students subsequently
arbres (Gallimard Jeunesse,
confirm or modify their responses by engaging in a more detailed reading
ISBN 2-070564-09-6)
or viewing of the resource or text.
• Azimut à l'ordi 4 : Ça passe
vite (Graficor)
• Encyclopédie Encarta, version
française (Microsoft)
Webencyclo : la première
encyclopédie gratuite
francophone sur Internet.
www.webencyclo.com/home
Other Internet sites:
www.gc.ca/
www.ec.gc.ca/
www.cyberpresse.ca/
183
Reading and Viewing
184
185
Students will be expected to write and represent to satisfy their communication needs
appropriate to the situation.
Outcomes
Writing and other forms of representation are an integral part of the
curriculum. It is essential to provide time every day for activities where
students are exposed to different types of texts and to representing and
writing for different reasons. As well, it is important to provide daily
opportunities for students to participate in activities where they are
themselves engaged in writing / representing to recount and to retell as well
as to express feelings, and imaginative ideas through narrative forms, poetic
Three, students will be expected forms, journals and letters for a variety of purposes: to entertain, to inform,
to comm unicate with others, to extend invitations, and just for fun. At this
to:
level, children need to develop the skills and strategies to enable them to
8.1.1 use writing and other forms work independently, in a supportive and cooperative environment. Teachers
of representing to creatively need to encourage risk-taking in writing and to praise and encourage student
express personal experiences effort.
and ideas
Provide opportunities for students to refine their understanding that texts
students will be expected to compose
and create simple texts of different
types to express their ideas, feelings
and opinions.
8.1.2 write to record thoughts,
feelings and opinions
have different styles and language features, and are planned and constructed
differently. Set aside time each day for modelled writing, shared writing, and
independent writing.
Modelled writing: model writing and other ways of representing to narrate,
to record or express personal ideas and to express thoughts, feelings,
opinions. M odel the writing of letters, invitations, recounts, poems,journal
entries, journal responses and other types of texts; use the “think aloud”
technique to make the process more explicit for students. When modelling
writing, invite students to respond with questions and comments and
demonstrate how to use such feedback to revise the text.
Shared writing: provide children with the opportunity to see
demonstrations, participate in a collective writing or representing activity,
and practise writing behaviours in a group before being expected to write
independently; jointly construct a variety of text forms.
Individual w riting: give students daily opportunities for independent
writing: journals, recounts, rhymes, poetry, letters, narratives. Students need
to write expressively, but they continue to need guidance and support in
their efforts to entertain, to inform, to record. Provide planning sheets and
frameworks to assist them in their individual efforts and encourage students
to support and assist each other.
Make writing and representing an integral part of each day by having
students engage in a wide range of writing activities:
• Use art, dram a, and writing to express feelings and imaginative ideas.
• Express opinions about texts or about events in response journals:
Si je pourrais changer quelque chose dans l’histoire, je changerais la fin de
l'histoire car je la trouve trop triste.
J’ai beaucoup aimé le spectacle ce matin parce que la musique était très bonne.
À mon avis, l’activité de sciences n’était pas extraordinaire. Je pense que ce
serait mieux si chaque groupe présentait une expérience différente à la classe.
• Write invitations to classroom events and thank you letters following field
trips and to resource people.
Continued...
186
Suggested Resources
8.1.1 / 8.1.2 Observation / Anecdotal Records
• Observe and note student participation in shared writing activities and
their attitude toward independent writing.
• Observe student willingness to take risks when learning new forms of
writing.
• Observe student ability to write a wide range of text types and for varied
purposes.
Rubrics for Writing Evaluation,
Appendix D
Observation / Checklists
Use observation, anecdotal records, checklists and analysis of dated writing
samples. Note growth in the following areas:
• consideration of audience and purpose
• awareness of the needs of the audience
• word choice
• paragraphing
• content
• use of conventions
Appendix B
Liste de vérification, Appendix D
The Six Forms of Writing,
Appendix D
Book (Heinemann)
First Steps: Writing
(Heinemann)
literature and a variety of texts;
Performance
(CEC)
Encourage students to use print resources available in the classroom to help • Recueil de lecture, 1e, 2e, 3e
with the drafting of their writing (children’s literature, other texts, collective
(CFORP, ISBN 2-894429writing, charts, word lists).
18-5)
Collection En avant
(Scholastic)
GB+, Collection Papille et
Collection Zap Sciences
(Beauchemin)
Envol et Collection Coup d’œil
(Chenelière)
Rubric
Use a writing rubric to evaluate student writing and as the basis for
feedback to students.
187
Outcomes
• Explore topics in learning logs or journals (math, science, and others).
students will be expected to compose • Have students work in pairs to recount a class activity, a fieldtrip, or a
special school event. Prior to having students write, draw attention to the
appropriate use of verbs through a mini-lesson on the passé composé.
• Have students write a summary or a critique of a fiction or non-fiction
and opinions.
text read or heard; at the Grade Three level there is an expectation that
students provide a significant amount of supporting detail. Ensure that
students are aware of the following points:
- both fiction and non-fiction have structure
to:
- fiction has characteristic features: plot, character and setting
- non-fictional forms of writing have characteristic features: main idea,
8.1.1 use writing and other
supporting ideas; headings, charts, graphs, sections / paragraphs
forms of representing to
express creatively personal • Invite students to create a book jacket or poster for a story read / heard.
• Have students visually represent a scene from a story through the use of
experiences and ideas
a shoe box diorama.
• Have students provide a personal response or reaction to an event, a
8.1.2 write to record thoughts,
presentation, a children’s literature title. Model ways of expressing both
feelings and opinions
positive and negative opinions and feelings. Introduce expressions such
as Ce n’est (n’était) pas à mon goût. ; J’aurais préféré... ; Je suis fou (folle)
de...
• Have students retell a story or talk about personal experiences, using le
théâtre en bocal (Coffee Can or Shoe Box Theatre), where props to be
used in recounting a story are collected. The decorated can/box is used
to store the props.
• Have students create stories based on sequenced and un-sequenced
illustrations.
• Encourage students to comment on the French-language children’s
literature they are reading in a journal de lecture, where they record the
title, author, illustrator and translator, and then write a short summary
and short critique. Teachers can alternate the formula required for the
summary or critique, and add new elements as the year progresses.
Teachers need to provide opportunities for students to give/receive
feedback on their writing through conferences, partner work and group
sharing. Use mini lessons and modelling to help students give helpful
feedback (J’aimerais savoir plus à propos... Je ne comprends pas comment...).
During modelled writing sessions, invite students to respond with
questions and comments; demonstrate how to use such feedback to revise
writing.
Continued...
188
Suggested Resources
8.1.3 Paper/Pencil
• Have students use a piece of persuasive writing such as an advertisement
from a magazine as the basis for their own writing. Ask them to include
the same elements: caption, illustrations, slogan, message.
Appendix D
• Ask students to write a letter to another student in the class, telling them
why they should join a certain club or read a particular book.
• Have students work in pairs to create a poster which would explain the
major elements of street safety to younger students. Encourage them to
share their work with the target audience.
Observation
Use observation, anecdotal records, checklists and analysis of dated writing
samples. Note growth in the following areas:
• consideration of audience and purpose
• awareness of the needs of the audience
• word choice
• paragraphing
• content
• use of conventions
Conferences
Use conferences to question students about the purpose and audience of
their writing.
Journal
Involve students in reflecting on their learning and their use of various
forms of writing and representing through use of journal entries or learning
logs.
Appendix B
texte écrit, Appendix D
(Heinemann), Exposition
A variety of children’s literature,
other written texts, publications
and magazines; the following are
suggested:
• Nom de nom ! (Banjo, ISBN
2-920660-22-5)
(CEC)
(CFORP, ISBN 2-89442918-5)
Collection En avant
(Scholastic)
GB+, Collection Papille et
Collection Zap Sciences
(Beauchemin)
(Chenelière)
• Les explorateurs, Astrapi, J’aime
lire, Pomme d’Api Québec,
Youpi (Bayard Jeunesse :
• Coulicou and Hibou (offerts
189
Outcomes
and opinions.
Provide exposure to persuasive writing and texts which attempt to argue a
case or persuade the reader to act in a particular way or to do something
specific. Student textbooks, children’s magazines, or publications and
advertising directed at children may provide appropriate models. Many
provincial and federal departments publish booklets aimed at influencing
children’s behaviour (e.g., Santé Canada ; Provincial Department of
Environment and Conservation or Department of Health and
Community Services) which may be obtained for classroom use.
Encourage students to write their own pieces of persuasive writing,
providing support for their point or their case.
to:
8.1.4 convey meaning through a
variety of visual
representations
• Have students create posters depicting the pros and cons of issues such
as smoking, healthy eating, environmental awareness.
• Have students write lists of do’s and don’ts for topics such as safety,
dental hygiene, classroom behaviour, use of magnets.
• Have students work in small groups to explain a particular topic such as
Pourquoi la communauté devrait prendre soin des espaces vertes or Pourquoi
la musique est importante. Their work can be presented to the class orally
and/or in writing.
• Have students choose one of their favourite books and explain in writing
why this book should be read by other Grade Three students.
• Have students work with a partner to write a letter to a business, to the
school administration, or to another agency to argue for a particular
issue or change in policy. Encourage them to support their argument
with well thought-out reasons.
• Have students write a letter explaining why a particular activity should
take place, why a certain book should be bought for the library or a
particular piece of equipment should be placed in the playground.
Grand Falls, NL
le 17 octobre, 2005
Chère Madame,
J’aimerais qu’on achète le livre “Les grenouilles” de L. LeBlanc pour notre
bibliothèque. Nous avons des grenouilles dans notre classe et nous cherchons plus de
renseignements à propos de ces amphibiens.
Merce de votre attention à cette demande.
Sincèrement,
Marc Vincent
Troisième année
Continued...
190
Suggested Resources
8.1.4 Portfolio
Collect dated samples of student work for inclusion in student portfolios.
Grilles d’observation pour l’écriture,
Appendix D
Performance
• Have students visually represent their favourite character or their favourite
scene from a book they have read. Ask them to share their work in small
groups.
La poésie, Appendix C
Genres et types de textes,
Appendix B
• Ask students to use a combination of text and visuals to communicate a
particular message. Evaluate the degree to which the text and visuals
support each other.
Appendix A
• Following a read-aloud, ask students to prepare a visual representation of
the text.
• Provide students with a slogan or message. Have them communicate the
message without words.
(Heinemann)
Presentation software such as
Presentations (Corel) or Power
Point (Microsoft)
literature and a variety of fiction
and informational texts, print and
online, which include the
following types of visual
représentations:
les diagramm es les graphiques
les cartes
les lignes de temps
les phylactères les légendes
les tableaux
les encadrés
les dessins
les photos
les peintures
les images étiquetées
• Collection Alizé, Collection GB+,
(Beauchemin)
Envol et Collection Coup d’oeil
(Chenelière)
Children’s magazines such as:
lire (Bayard Jeunesse :
Coulicou et Hibou (offerts
191
Outcomes
and opinions.
Through use of a variety of children’s literature and other texts such as
magazines, booklets and brochures, expose students to the many visual
features of texts which are used to present information: graphs, diagrams,
pictures, tables, multi-media. Discuss the types of information presented
by each and the ways in which the information is conveyed. Explore the
visual elements of various types of texts including invitations, maps,
advertisements, simple timetables, calendars, bandes dessinées, brochures,
magazine articles, recipes, informational texts, web pages and e-mail.
to:
8.1.4 convey meaning through a
variety of visual
representations
192
Model and encourage the use of a combination of writing and other
media: graphs and charts to show survey results, jot notes as a pre-writing
activity for research projects, displays featuring posters or models with
written information, completion of calenders, drawing of maps with
legends. Have students use a variety of media and a variety of visual
representations to share information across the curriculum:
• Have students create a photo essay of an author or of another person of
interest.
• Use a graph to represent the results of a survey. Have students write the
results and conclusions.
• Have students write shape or concrete poems.
• Pair students with an older class to prepare texts to be published on the
school website. Have students include both print and visuals such as
photos or other types of illustrations.
• Have students prepare a collage on a topic being studied.
• Have children use a variety of media to create a scene or to depict a
character from a story: paint, papier mâché, modeling clay, textiles.
• Have students illustrate a story, procedure or activity in sequence.
• Have students work in small groups or with a partner to prepare a
diagram illustrating a concept such as the parts of the digestive system.
• Have students prepare a graph such as a pictogram to present the results
of a survey or their findings on a particular topic.
• Following a read-aloud or independent reading of a story, ask students
to retell the story in cartoon format, with or without dialogue.
• Have students experiment with technology to create an illustration or a
new cover for a favourite book using a drawing and painting software
program.
• Present students with a magazine advertisement with the accompanying
text covered up. Ask them to predict the message.
• Provide students with a topic, message or slogan. Ask them to convey
this information without using words.
• Have students work in pairs or groups to prepare and present a photo
essay or slide show using presentation software.
Suggested Resources
Conferences
Use conferences to question students about the message and audience of
their visual representation.
Grilles d’observation pour l’écriture,
Appendix D
Journal
Involve students in reflecting on their learning and their use of visual
representations through use of journal entries or learning logs.
Appendix B
Appendix A
(Heinemann)
Point (Microsoft)
literature and a variety of fiction
and informational texts, print and
online, which include the
following types of visual
représentations:
les diagramm es les graphiques
les cartes
les lignes de temps
les phylactères
les légendes
les tableaux
les encadrés
les dessins
les photos
les peintures
• Collection Alizé, Collection GB+,
(Beauchemin)
Envol et Collection Coup d’oeil
(Chenelière)
Children’s magazines such as:
lire (Bayard Jeunesse :
Coulicou et Hibou (offerts
193
Outcomes
information and engage the
audience in a variety of contexts.
Use children’s literature and other authentic texts to expose students to a
wide range of types of writing across the curriculum. Discuss the author’s
purpose in writing and the target audience. Model a variety of forms of
text such as lists, reports, recounts, descriptions, explanations, sets of
instructions, expositions, letters, invitations, maps, calendars,
advertisements, simple timetables. Provide opportunities for students to
write for different purposes: to inform, to report, to record, to instruct,
and subsequently to share their writing with a variety of audiences.
• Have students record the main events in a field trip as the basis of an
article for the school newsletter.
• Have students write to explain a particular concept to younger students.
• Have students work in pairs to write letters to people outside the school
to request or to give information (i.e., write to a tourist bureau or town
council to request information on a particular community).
• Have students conduct research on a particular topic and then prepare a
short report of their findings. Share reports with other students.
• Invite students to work in small groups to write short reports on the
topics being studied in the various subject areas and the activities around
them. These reports can be shared through a class newsletter or display.
• Have students record the results of classroom activities or science
experiments in a learning log or journal. Observations can be made and
recorded over a period of time on topics such as recycling (e.g., amount
and type), weather (e.g., rainfall or snowfall) or plants (e.g., rates of
growth of plants).
• Have students complete a timeline for a series of events (a recent
to:
8.2.1 write to inform, to report,
or to record
fieldtrip, for exam ple) or for the events of a story.
• Pair students with an older class to use the school or class website to
display information or to report on an activity; have students use a
combination of print and photos.
8.2.2 write to instruct someone
to act
Procedural texts list sequences of actions or steps to show the way to do
something and include instructions, procedures, recipes, letters, simple
advertisements. Share procedural texts across the curriculum with
students, and through modelled writing and shared writing, explore with
students the organization of procedural texts, the commonalities between
texts and how one type of procedural text may differ from another.
Compare, for example, a recipe (name of food, list of ingredients and
utensils needed, the method for preparing) with the rules for playing a
particular game (name of game, number of players, equipment, rules of the
game, how to score / win). Develop a framework for use by students
during independent writing of procedural texts.
Continued...
194
Suggested Resources
8.2.1 Observation / Checklists
Use observation and checklists to note student attitudes towards their
writing and growth in writing to inform, to report and to record. Note
inclusion of the main details and use of the appropriate language and
structures.
Appendix D
Perfornamce
• Have students work in pairs to write an article for the school or class
newsletter reporting on a recent class event or field trip.
• Ask students to record their observations on a particular topic (weather
conditions, plant growth) for a certain period of time.
• Have students use a word processing program to write a letter to another
French immersion class, informing them of an upcoming event and
inviting them to participate.
Appendix D
Conference
Use conferences to question students about their purpose in writing and
their target audience.
Point (Microsoft)
Listes de vérification,
Appendix D
(Heinemann), Reports and
Procedures
Children’s art and graphic
design software and a Frenchlanguage word processing
program for children
literature and a variety of forms
of texts, including
environmental print such as
charts, labels, calendars, lists,
newsletters, collective writing;
Collection Ardoises Manuels A et
Les plantes (Scholastic, ISBN 0-4
39-00550-7)
L'érablière de mon grand-père
(Scholastic, ISBN 0590166638)
195
Outcomes
information and engage the
audience in a variety of contexts.
• Spend time reviewing the use of the imperative form of verbs in
procedural texts: fais, découpe, prépare, colorie, colle, mélange. Provide
time for students to practise these structures orally and in writing.
• Allow students to work in a variety of groupings (small groups, pairs,
independently) to write procedural texts.
• Where appropriate, encourage students to use key words such as: en
premier, pour commencer, au commencement, premièrement,
deuxièmement, au début, d'abord, ensuite, et puis, enfin, finalement, pour
terminer.
• Have students prepare a list of step-by-step instructions for how to do
something simple such as Comment brosser les dents. Ask them to work
with a partner to give and receive feedback on the adequacy of the
instructions. Have them revise their text based on the feedback received.
• Ask students questions during conferences that causes them to reflect on
their writing. (e.g., Penses-tu que le lecteur comprendra bien ? Manque-t-il
une étape ici ? Pourrais-tu expliquer en plus de détails cette étape ici ?)
to:
8.2.2 write to instruct someone
to act
Comment aller au supermarché Lemarché
Sors par l’entrée principale de l’école, puis tourne à gauche sur le chemin
Vert. Ensuite continue au sud jusqu’à la rue Principale puis tourne au
nord. Suis la rue jusqu’à la caserne de pompiers. Le supermarché se trouve
au coin du Boulevard.
• Have students work with a partner to write a procedural text such as
directions for making homemade pizza or for playing a classroom board
game. Students then exchange texts with another pair of students in
order to give and receive feedback.
• Have students write/adapt a recipe for a snack or dessert which they
think their classmates would like, using a framework provided for the
task. Compile the recipes into a booklet to be copied for the class.
• Encourage children to make connections by examining the format of
procedures in the various subject areas. Have them compare the
directions given in their Mathematics textbook for a particular activity,
for example, with those given in their Science (or other) textbook. How
are the procedures similar? How are they different? Do they use the same
visual and organizational elements such as numeration, bullets,
illustrations, bold letters for each step? Do they use the same verb forms
(le forme impératif au singulier)?
196
Suggested Resources
8.2.2 Observation/Checklists
Use observation and checklists to note the following:
• ability to use a framework to guide independent work.
• ability to sequence steps when giving directions and to include the
necessary steps.
• use of connecting words e.g., en premier, deuxièmement, et puis, ensuite,
pour terminer.
• use of imperative form of verbs e.g., découpe, ajoute, trouve.
• willingness and ability to make use of others’ questions and comments to
revise their work or extend their learning
Grille d’observation: la
calligraphie, Appendix D
Sample Procedural Framework
Le but / Le titre
Le matériel nécessaire
La marche à suivre
1.
2.
3.
4.
5.
6.
Grille d’observation:
l’orthographe, Appendix D
Appendix D
Appendix C
Table of Skills: Mechanics of
Writing and Conventions of
Print, Appendix D
(Heinemann), Procedures
and other visual and print texts
including magazines, posters,
Conference
documentaires, arts and crafts
Use conferences to question students about their purpose in writing and
activity books, “How to...”
their target audience.
books, science activities and
experiments, instructional texts,
Self -Evaluation
Develop with the students a self-evaluation checklist for use with procedural recipes ; the following are
suggested:
texts.
• Textbooks from other subject
areas such as Mathematics and
Sample Self Evaluation
Science
Da ns m on texte ...
• Colle, papier, ciseaux !
J’ai écrit le titre: Comment ______________________
oui non
J’ai écrit une liste de m atériel nécessaire.
oui non
9-8)
•
Collection Artisanat
J’ai écrit toutes les étapes nécessaires.
oui non
(Scholastic)
J’ai fait vérifier la m arch e à suivre et j’y ai ap porté des changements
oui non
• Collection À réaliser soi-même
nécessaires.
(Éditions « À reproduire »)
Rubric
Use a writing rubric to assess student writing and to identify areas for
reteaching or mini-lessons.
197
Outcomes
basic conventions and increasingly
complex sentence structures in a
variety of situations.
At this level, it is important to encourage students to take greater
responsibility for the use of conventions of written language. Students
should be able to independently use a wide range of basic conventions and
language structures, including the following:
a) Punctuation and Capitalization
• use capitals for proper names, first word of titles, places, holidays,
beginning of sentences
• use periods at the end of sentences
• use commas in a series
• use question marks, exclamation marks and quotation marks
b) Language Structures
• make subjects and verbs agree (ils jouent)
• make adjectives agree in number and gender (les grandes chaises blanches)
• use basic paragraphing
• use a variety of verb tenses (present, past, future, conditional)
• use a variety of simple and more complex sentence structures
(affirmative, negative, interrogative, indicative, with direct and
indirect objects)
• use pronouns appropriately (e.g., les filles = elles ; je lui ai donné ; c’est à
eux)
• use possessive adjectives (leurs livres ; les miens ; la sienne)
c) Spelling
• use meaning and syntax patterns as well as sound cues
• spell many words conventionally
• identify misspelled words, trying them another way, and using another
resource to check them out
• use knowledge of letter patterns, rhyming words, roots, prefixes and
suffixes to assist them in correcting misspellings
• use personal and primary dictionaries to assist in independent writing.
to:
8.3.1 use basic conventions,
grammatical structures and
forms appropriately
Teach basic French structures and the conventions of written language in
the context of shared and guided reading, modelled and shared writing,
writing mini-lessons and editing conferences.
• Provide models of correct usage in oral and written language. Use minilessons to model and demonstrate the use of the various conventions.
• Use children’s literature and oral language games, songs and activities to
reinforce targeted language structures and conventions of print.
• Introduce names for the various parts of speech such as un nom, un
verbe, un adjectif, un adverbe, un pronom and talk about these words in
context.
• Provide classroom resources such as dictionaries and grammar references
and conduct mini-lessons on their use.
• Create opportunities for students to generate their own rules for
applying various conventions of written language such as punctuation
for direct speech.
• Plan mini-lessons around paragraphing skills.
Continued...
198
Suggested Resources
8.3.1 Conference
Conference with individual students to help with correction / editing of
written work. Ask questions to ensure the students have an understanding
of the conventions they use.
• Encourage use of student editing checklists and a liste de vérification.
• Observe student attitudes toward their writing.
• Make anecdotal notes to record student progress or the need for
reteaching.
Appendix D
Print, Appendix D
Appendix D
Appendix A
comptines, poésie et jeux,
Appendix A
ISBN 0-921612-16-8)
ISBN 0-921612-12-5)
(Heinemann), Teaching
Grammar
ISBN 2-7601-6289-3)
Avec Brio (Pearson Education,
ISBN 0-1356-9245-8)
Continued...
199
Outcomes
• Incorporate poetry into classroom activities. Use poetry and comptines to
reinforce French-language structures and as a framework for student
independent writing.
• Have students use a simple familiar text as the basis for their own
writing. Have them keep the same language structures but change the
characters or events of the story.
• Put difficult structures to music, using familiar tunes.
• Have a structure de la semaine, which will be the focus of a mini-lesson
and then targeted for use by students in their writing.
• Create a word wall which includes the most common words in writing
and place them in alphabetical order for quick reference. When words
are no longer needed, remove them, making room for new ones.
• Expect students to take increasing responsibility in editing their writing
for the conventions of written language. Demonstrate for students that
strategies can be used to revise and edit their writing for spelling,
punctuation, and other conventions. Hold editing conferences with
students.
to:
8.3.1 use basic conventions,
grammatical structures and
forms appropriately
In the French Immersion classroom, grammar is not taught in an isolated
fashion but integrated into meaningful and purposeful activities.
Grammatical concepts are seen and experienced as part of a whole.
Teaching grammatical items such as verb conjugation and pronoun
replacement in isolation may confuse and disjoint language development.
Such grammatical concepts remain vague unless consistently presented in
meaningful and purposeful activities. As students engage in various writing
and speaking activities, particular grammatical concepts may arise.
Teachers are encouraged to model and conduct mini lessons on grammar
as needed.
Children’s literature can be used as a springboard for mini lessons on
many elements of French grammar and language structures. Oral language
games, songs and poetry can be used as the catalyst for discussions on
particular French structures or forms and also to reinforce such structures
or forms.
As students engage in various writing and speaking activities, particular
grammatical concepts may arise. Teachers are encouraged to model, and
conduct mini lessons on grammar as needed. Some of the more common
“errors” made by students may need to be addressed periodically, and
reminders posted in the classroom:
Example: Je suis faim.
J'ai faim.
Je vas
Je vais
Je suis huit ans
J'ai huit ans
J'ai allée
Je suis allée
Je suis peur
J'ai peur
J'ai a
J'ai
Il regarde comme
Il ressemble à
Ça c’est mon.
Ça, c’est à moi (c’est le mien) Continued...
200
Suggested Resources
Checklist/Portfolio
Complete checklists and collect dated samples to observe and verify use of
French structures, grammar and vocabulary and use of conventions such as
spacing, capitals and punctuation.
(Continued)
L’élève ______________
Date ________________
s’exprime en français standard.
toujours, parfois, jam ais
utilise correctment une variété de
structures simples.
utilise correctement les structures
présentées en classe.
écrit des phrases complètes, utilisant une
variété de types de phrases.
met une m ajuscule au déb ut et la
ponctuation appropriée à la fin.
écrit un grand nombre de mots sans
fautes.
fait l’accord des verbes et des adjectifs
utilise une variété de temps de verb es.
utilise correctement des guillemets.
devise son texte en paragraphes.
utilise un vocabulaire approprié et des
mots charnières (des conn ecteurs).
A selection of rhymes, poems,
songs and simple texts, such as
the following, to be used for
modeling and as frameworks:
Chansons drôles, chansons folles
(Fides, ISBN 2-7621-2260-0)
HMH, ISBN 2-8942-8608-2)
Bouquets d'hiver (Éditions des
Plaines, ISBN 2-921353-81-4)
Le chat musicien (La montagne
secrète, ISBN 2-923163-00-1)
Le tango des animaux (La
63-01-X)
201
Outcomes
• Through shared reading and read-alouds, teach and discuss basic
elements of French syntax and grammar. Provide opportunities for
students to experience and notice basic forms and structures in French
which differ from those used in English: e.g., la belle pomme rouge ; je ne
les ai pas vu ; c’est à eux ; il lui a donné ; elle me l’a dit.
• Use the context of shared writing activities for mini lessons on French
syntax. Provide visual reminders of particular structures or forms by
using mini-posters or bulletin board displays. As much as possible,
provide a context for the elements addressed.
• Provide frameworks and “skeletons” for writing tasks, with supports
built in for targeted French structures.
• Choose an expression or a particular grammatical form to focus on each
week (l’expression de la semaine), targeting those structures which are
problematic for students (e.g., ressembler à; avoir peur, soif, faim)
• Use children’s literature to draw students’attention to the use and
importance of connecting words (les mots charnières or les connecteurs).
Encourage use of particular connecting words in student writing,
targeting those which are appropriate to the particular type of text.
• Draw attention to les faux amis, French words or expressions which look
the same as or similar to English words or expressions but which in fact
have a different meaning: actuellement, sensible, le matériel, sale.
• Plan mini lessons around the use of common reflexive verbs: je me suis
fait mal ; il s’est réveillé en retard ; je me suis couché à 20h00. Post a list or
chart with examples as reminders to students. Have students develop a
list of their daily activities with the time, including such items as je me
réveille, je me lève, je me lave, je me brosse les dents, je m’habille, je me
peigne, je me prépare pour l’école, je me couche. The use of the auxiliary
verb être with reflexive verbs to form compound tenses should also be
introduced at this level. Students should be familiar with the more
common formulations such as je me suis and il/elle s’est (préparé, lavé,
couché, fait mal).
• Use children’s texts and shared reading and writing sessions to draw
attention to the importance of agreements in French: agreement between
nouns and adjectives (agreement of number and gender) and agreement
between a verb and its subject (use of the correct verb ending).
Encourage students to pay attention to agreements when writing and to
check their written work for agreements when editing.
to:
appropriately
202
Suggested Resources
8.3.1 Self Evaluation
Provide students with a checklist to be used with written work. A checklist
such as the following can be modified to reflect the specific grammatical
structures and forms being targeted.
Listes de vérification, Appendix
D
Nom
J’ai relu mon texte et il a du sens.
J’ai employé des mots et des structures corrects.
J’ai fait l’accord des nom s et des adjectifs.
Dan s chaque phrase, j’ai écrit la bonne terminaison de
verbe (temps et person ne).
J’ai écrit sans faute les mots qui son t affichés dans la
classe. J’ai cherché des mots que je ne sais pas écrire.
J’ai vérifié les lettres majuscules.
Mon écriture est lisible et j’ai fait des espaces pour
séparer les mots.
À cocher
Print, Appendix D
Appendix D
Appendix A
comptines, poésie et jeux,
Appendix A
ISBN 0-921612-16-8)
ISBN 0-921612-12-5)
(Heinemann), Teaching
Grammar
ISBN 2-7601-6289-3)
Avec Brio (Pearson Education,
ISBN 0-1356-9245-8)
literature, rhymes, poems, songs
and simple texts, to be used for
modeling and as frameworks for
writing.
203
Students will be expected to plan and manage their productions by applying strategies
in accordance with their needs and the communication situation.
Outcomes
and knowledge to guide their
writing and representing.
Prior to beginning a new topic or undertaking a particular activity, it is
important to ensure that students have an adequate vocabulary base. In the
second language, providing exposure to new topics through children’s
literature or other language-rich experiences will help start the process of
developing a vocabulary bank. After reading a story, have students help to
identify vocabulary in the story, particularly words which relate directly to
the topic of study.
to:
brainstorming activities to
explore theme - related
vocabulary, expressions and
sub-topics
It is necessary to introduce, develop and regularly review the French
vocabulary related to a theme or topic. Encourage children to notice new
vocabulary in literature, videos, textbooks, and other texts by returning to it
and discussing its meaning in the context of the text. Have students share
words and information they already know; provide the appropriate Frenchlanguage vocabulary and structures for students, where necessary. Copy these
on to chart paper, using lists, webs and graphic organizers to organize the
vocabulary item s.
• In small groups or with the whole class, talk about a topic, a book or a
theme and ask questions to encourage students to share ideas. Brainstorm
the language or vocabulary important to this topic, book or theme and
record all responses provided by students. Refer back to these
lists/webs/word banks later. This type of activity can be used to introduce a
new theme or topic, prior to reading a new text, or simply to promote
enthusiasm and provide a language base for an upcoming event or activity.
• Have students create word bank(s) of theme-related vocabulary, either in
large groups, small groups or individually.
• Make a list of facts the students already know and then develop a list of
what they would like to know. Use un tableau SVA to help organize the
brainstorming session : ce que l’on SAIT ; ce que l’on VEUT savoir ; et (plus
tard) ce que l’on a APPRIS.
• Have children keep a list of theme-related vocabulary in a dictionnaire
personnel or other booklet.
• Display vocabulary lists in the classroom. Label charts, diagrams, and
visuals. Encourage students to refer to these references when writing.
• Create a supportive environment that encourages students to take risks and
to participate actively in brainstorm ing sessions.
• Engage students in word-work activities where they find synonyms for
frequently used words, a specific word to replace a general one, and lists of
descriptors (adjectives and adverbs) appropriate to a particular topic.
• Encourage students to refer back to the word lists from a brainstorming
session when writing a text, and to use the words and vocabulary item s in
their own writing.
204
Suggested Resources
9.1.1 Observation
• Observe and note student participation in brainstorming activities and
the level of contribution.
• Observe student ability to work with words, find synonyms and list
vocabulary related to a theme or topic.
• Note student ability to refer back to vocabulary lists generated in
brainstorming sessions and to use these words in their own writing.
Appendix B
Appendix A
ISBN 2-7601-6289-3)
(Heinemann)
(Heinemann)
205
Outcomes
Use children’s literature, levelled booklets and authentic texts as a
springboard to talk about writing for different purposes and audiences.
Highlight for students the main features of certain text types and clarify
students’ understandings of texts being written for a specific purpose and
target audience. It is important for students to realize that the purpose and
audience dictate the form which the writing takes. Model various forms of
writing and representing in shared-writing and mini-lessons.
to:
9.1.2 explain the purpose for
writing and identify the
target audience
206
Provide opportunities for students to write for different purposes and for
different audiences. Discuss the concept of intended audience and the
importance of having an audience for a piece of writing.
• Model writing and representing in a variety of forms and then have the
class, in small groups, pairs, and eventually individually, participate in
creating a wide variety of types of written texts.
• Provide planning sheets or frameworks for students to use when they are
learning new forms of writing.
• Present a text to students and have them determine what the purpose of
the text is and who the target audience might be.
• Use a collective text or other short text as a text innovation activity.
Have children keep the basic structure of the text but substitute words to
modify the content.
• Highlight the differences between a friendly letter and a business letter.
Have children write to a friend to tell them about a new toy that broke
shortly after it was purchased. Then have them write to the company
that made or sold the toy to express their displeasure. Compare the tone
and level of formality of each letter.
• Have children work in small groups to prepare posters on an upcoming
school event. Some groups would prepare posters for the kindergarten
class, while other groups would prepare posters for upper elementary
students, or for students in another school. Compare the posters,
discussing the importance of considering the needs of the different
audiences.
• Provide students with a variety of written texts (magazine
advertisements, cereal boxes, posters, flyers, book reviews, newspaper
articles etc.) and ask them to identify the purpose of each text and the
target audience. Which text features helped them identify the purpose
and target audience?
• Have students write two different texts about a film they have recently
seen or a book they have recently read. The first text would be a report
or critique for a national magazine or newspaper. The second would be a
poster or other text to convince their classmates to see the film or read
the book. Discuss with students the differences in tone, formality and
content between the two pieces of writing.
• During conferences, ask questions that will cause students to reflect on
their intended audience and purpose. Penses-tu que l’autre classe
comprendra ceci ? As-tu besoin de donner plus de détails ?
Suggested Resources
Observation
• Note the pride, enthusiasm, com mitm ent and sense of ownership students
display in their writing/representing.
• Note the style of writing and the specific content of student writing. Is the
level of language and formality of a text appropriate for the purpose and
intended audience?
Appendix D
Journal
Following a m odelled writing or shared writing session, have students reflect
on the importance of knowing the purpose for writing and the target
audien ce. A sk them to share their reflections in a response journal.
Appendix B
Conference
Conference with students during independent writing, questioning them
about their purpose for writing and their intended audience.
Listes de vérification, Appendix D
Appendix B
(Heinemann)
(Heinemann)
literature, trade books and other
texts, written for different
purposes and for different
audiences; the following are
suggested:
• L'hom me qui plantait des arbres
(Gallimard, ISBN 2-07056409-6)
• Grouille-toi, Nicolas !
76-5)
(Banjo, ISBN 2-89579-016-7)
• Il était une fois le petit frère du
échelle, ISBN 2-89021-698-5)
• Collection A rdoises Manuels A
(CEC)
• Recueil de lecture, 1 e, 2 e, 3 e
(CFOR P, ISBN 2-89442918-5)
• Collection A lpha-jeunes et
Collection En avant
(Scholastic)
• Collection A lizé, Collection
GB +, Collection Papille et
Collection Z ap Sciences
(Beauchemin)
207
Outcomes
These outcomes build on SCO 8.3.1. Through modelled and shared
reading and writing, and through focussed mini-lessons, help students
continue to develop concepts of sound - symbol relationships. Teach
frequent, highly regular sound-spelling relationships systematically. Teach
each sound-spelling correspondence explicitly, isolating phonemes for the
children, e.g., les lettres - eaux - disent /o/. A brief practice of phonemes
each day is recommended.
Engage students in activities where they are required to:
• use rhyming words such as pain-main
• use word families such as neige-neigeux-déneiger-enneiger ; sec-sèche-séchersécheresse-sèche-cheveux
• find letter patterns such as:
• [ch] - chat, chien, cheval, chapeau
• double consonants such as ll, mm, pp
• consonant blends such as bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, tr, vr, gn
• les sons : on, om, in, im, en, em, an, am,un
ou, eu, ai, ei, ui, au, eau
ille, eil, eille, ail, aille
euil, euille, ain, ein, oin, ien
al, ab, il, is, or, ot, ur, ut, ec, et
ch, qu, et ph + voyelle
to:
9.1.3 use knowledge of sound
- symbol relationships to
approximate conventional
spelling
9.1.4 use an increasing number
of words spelled
conventionally
Spelling growth occurs when children are immersed in a wide variety of
language experiences. Spelling develops in clearly defined predictable
stages and strategies for spelling can and should be taught in the
classroom.
At the grade three level, expect children to take responsibility for spelling
an increasing number of words conventionally. Use mini-lessons and
shared reading and writing to help students continue to develop
knowledge about spelling. Instruction in spelling strategies needs to
include the development of the following areas:
• morphemic knowledge (the morphological structures of words): working
with word families, compound words, plurals, affixes, abbreviations,
comparatives/superlatives, classification, formation of tenses,
homophones
• grapho-phonic knowledge: listening for sounds, matching sounds to
letters, experiencing rhyming activities, using different letters to
represent the same sound, using syllabication, substituting letters in a
word, using sound and word patterns
• visual memory: using visual patterns to determine whether a word looks
correct, grouping words with letter patterns such as bateau, gâteaux, seau
• mnemonics: using memory aids
• resource skills: development of dictionary skills such as alphabetical
order, using classroom resources such as lists, word walls, theme words,
charts, other students
Continued...
208
Suggested Resources
9.1.3 Observation
Observe and note student participation in various activities (groups, partners,
individual activities) and ability to segment and blend.
Listes de vérification, Appendix D
Use observation and anecdotal records to note student ability to use common
spelling patterns and regular sound-symbol relationships to spell unknown
words.
Mots de haute fréquence, Appendix
A
Spelling in Context: Directions for
Conference
Teaching and Learning: A Guide
Use conferences to question students about their knowledge of sound-symbol
for Primary Teachers. Department
relationships.
of Education, Newfoundland and
Labrador, 1998.
Paper/Pencil
Adm inister a diagnostic spelling test to students. Use the findings to plan
mini-lessons for individual students or for groups of students.
Document d’appui 2002. Fiche
19a (Liste de mots fréquents) et
Fiche 21 (Analyse de la phrase
dictée)
First Steps: Writing Developmental
Continuum (Heinemann)
First Steps: Spelling Developmental
First Steps: Spelling Resource Book
(Heinemann)
2-5)
2-921084-52-X)
Lire en criant ciseau 1- 5
(CFORP)
Chansons et comptines 1 et 2
(CFORP)
Chansons drôles, chansons folles
(Fides, ISBN 2-7621-2260-0)
HM H, ISBN 2-8942-8608-2)
Roulé boulé (La montagne secrète,
ISBN 2-923163-10-9)
209
Outcomes
It is important for teachers to model effective spelling strategies for students,
using shared writing activities, mini-lessons and other opportune teaching
moments to talk about and have children assist in the spelling of words.
Students need to be invited to explore and experiment with spelling
unknown words. Teachers need to support student growth by creating
opportunities for students to develop skills in the five areas outlined in the
previous section. It is important to engage students in word-work and to
have them take responsibility for finding and copying unknown common
words from classroom charts or word walls. Engage students in activities
where they:
• find small words in a larger word, e.g., chat in chaton, ami in amitié
• engage in word work such as work on suffixes and prefixes
• sort words by sound, visual and meaning patterns
• keep a spelling dictionary which they add to regularly
• collectively create word walls which include the most comm on words
• develop skills in using dictionaries to assist with spelling
• experience rhyming activities and study spelling patterns in rhyming
words and in homophones
• play dictionary activities and games which require finding the gender or
meaning of words. Include dictionary work regularly in the context of
shared reading and writing activities.
• use a dictionary to check the gender of specific nouns, then write the
noun with an adjective, demonstrating accord of gender or of gender
and num ber: e.g., pont, m. : un long pont ; ressource, f. : une ressource
naturelle (des ressources naturelles) ; fourrure, f. : la fourrure douce ;
comm unauté, f. : une grande communauté.
Plan mini lessons which focus on specific dictionary skills. Use conferences
to discuss student use of a dictionary to check spelling during independent
writing or editing.
to:
9.1.4 use an increasing number
of words spelled
conventionally
Poetry is a great source for rhyme. Encourage students to write poems and
to experiment with rhyming words, with a focus on the spelling patterns.
• Have students create and decorate a poetry folder, Mon recueil de poèmes
or La poésie, c’est magique.
• Encourage students to select, or write, and
illustrate a variety of poems.
Mon petit chat
Mon petit chat, il est beau.
Sur sa tête, il porte un chapeau.
It is the responsibility of the classroom teacher to help children develop a
method for learning to spell new words, including high-frequency words.
Other words for students to study may come from their writing (e.g., words
they are using but are unable to spell), from theme studies, from student
requests or from classroom word study.
Parents should be informed early in the year of the spelling practices in their
child’s classroom and of the ways in which they can help their child and
reinforce the spelling practices of the school.
210
Suggested Resources
9.1.4 Observation
Use observation, anecdotal records and checklists to note student ability to:
• spell correctly commonly-used sight words
• use lower case and upper case letters appropriately in writing
• use knowledge of familiar spelling patterns and sound / symbol
relationships to spell unfamiliar words
• sort words, develop generalizations about spelling, and develop wordbuilding skills
• classify words according to visual patterns
• use spelling resources to help with spelling
• use mnemonics to spell difficult words
• use a variety of spelling strategies
• engage in proofreading activities
Phonemic Awareness,
Appendix B
Portfolio
• Collect dated samples of student writing to analyze the movement toward
standard spelling.
• Compare final drafts of writing at various points throughout the year to
determine the growth in percentage of words spelled correctly.
• Analyse writing samples to determine patterns of errors and types of
words spelled correctly.
Document d’appui 2002. Fiche
19a (Liste de mots fréquents) et
Fiche 21 (Analyse de la phrase
dictée)
Performance
• Use the cloze procedure to have students spell in a meaningful context.
• Use the dictation of a passage on a familiar topic to analyse the types of
errors students make.
• Administer a spelling test of the 100 most frequently-used words.
• Have students write a weekly spelling test made up of personal words,
theme-related words and teacher chosen words.
• Have students write about a familiar topic. Then analyse the ratio and
percentage of invented spellings and of conventional spellings used.
(Heinemann)
Conferences
Use conferences to interview children about their use of spelling strategies
and to observe their use of strategies while they are writing. Use the
observations as the basis for planning instruction to meet individual needs.
Appendix A
Spelling in Context: Directions for
Teaching and Learning: A Guide
for Primary Teachers.
Department of Education,
Newfoundland and Labrador,
1998.
First Steps: Spelling
(Heinemann)
First Steps: Spelling Resource Book
(Heinemann)
2-921084-52-X)
Lire en criant ciseau 1 - 5
(CFORP)
211
Outcomes
At this level, students should continue to develop awareness of the various
strategies which are available to assist them in their writing and
representing. Through modelling and “thinking aloud” when writing for
or with students, it is possible to highlight some of the strategies
appropriate for use in the various stages of the writing process and to
encourage students to use these strategies in independent writing. During
shared writing and guided writing sessions, make time for discussion of the
various strategies which students use or which are appropriate for use.
Encourage students to continually increase their personal repertoire of
strategies.
to:
9.1.5 use a variety of simple
strategies to guide their
writing and representing
to:
Selecting and organizing/recording information is an extremely important
step in the research process. First Steps: Reading Resource Book (1994)
identifies a six-step inquiry/ research process:
1. identify and define the topic
2. locate resources
3. select and record information
4. process and organize information
5. create and share information
6. evaluate
Develop with students the concept of selecting and organizing relevant
details for writing activities. Talk about the purpose of the writing activity
9.2.1 select and organize details, and model the process of determining the types of information to be
ideas and opinions relevant included. Use shared reading sessions to discuss the ways in which an
informational text differs from a fictional story. Discuss the importance of
to a topic
knowing ahead of time the type of writing and the audience, as this will
help determine the form and the content of the writing. Through
modelled and shared writing sessions, develop a bank of strategies for
students to use in selecting and organizing information for a writing task.
The skills for the research process are best developed in the context of real
tasks or real projects for which students need information.
• Have students brainstorm for ideas and then provide opportunities for
students to use various graphic organizers to organize their ideas.
Teachers need to frequently model how to use these tools and display
them in the classroom. Model the use of webs, tables, charts, key words,
jot notes, subtitles, story maps, frameworks, and a variety of graphic
organizers.
• Have students skim or scan an informational text to predict the main
idea and supporting ideas and then read the text to verify predictions.
• Provide students with regular opportunities to take jot notes on written
texts, providing support in the initial stages and moving to increasing
independence. Provide students with feedback on their jot notes.
Continued...
212
Suggested Resources
9.1.5 Conference
Use a conference setting to question students about their strategy use in
writing and representing and to see how these strategies are used. Use the
findings and results of such conferences to identify needs and to plan minilessons on the use of specific writing strategies.
9.2.1 Observation
• Observe how effectively students use graphic organizers for their writing.
• Observe student ability to select and organize information for a variety of
writing tasks.
• Observe and note the skills and strategies students use during the process
of selecting, recording and organizing information.
Portfolio
Collect and evaluate copies of webs, jot notes, charts, reports, stories.
Les éléments visuels, Appendix B
Appendix B
www.graphic.org/
www.inspiration.com
Conference
• Conference with students and note responses to questions such as Si tu
8-0)
voulais ajouter des idées sur ______, où est-ce que tu les mettrais ?
Encourage students to develop content and expand on ideas.
• Use conferences to question students about the selection and organization
of ideas and information for a writing task. Have students discuss their
use of particular graphic organizers and planning frameworks. Use this
information to plan mini lessons on areas which need focus and
attention.
213
Outcomes
•
Have students engage in research projects collectively. Gather
information, select and classify this information. Work with the students
to write a paragraph for each sub-topic. Later in the year, undertake
similar projects in small groups/partners and also independently.
to:
Students at this level need assistance with the information process:
• frequent demonstrations
• group information processing activities
• learning centres with preselected resources and built-in support
9.2.1 select and organize details, • opportunities to engage in the information process in small groups and
ideas and opinions relevant
independently (with assistance available, if needed).
to a topic
Teach students the reading/viewing/listening strategies needed to
determine if information is useful in answering their questions:
• interpreting pictures, simple charts
• listening/viewing/reading for relevant information (including skimming
and scanning)
• using text features such as bold headings, captions, index to decide
which pages/sections should be read.
Teach students how to record and organize their information. Model
note-making and organizational strategies, and give students practice in
such activities as a group as well as individually.
Provide opportunities for students to recall and summarize significant
information orally from texts that have been listened to or read.
Demonstrate how to group this information under different headings.
Model note-taking, using these headings and the information provided by
students.
Model note-taking strategies during modelled and shared writing. Teach
students to note key words and main ideas when listening and reading.
Demonstrate how to group ideas into different categories and then to
provide a heading for each category. Demonstrate and model frequently
how to paraphrase information and restate it simply and briefly. Develop
in students the understanding that when they summarize, they are actually
paraphrasing the key points.
Demonstrate how to use the information gathered to write a report,
prepare an oral presentation or create other products.
214
Suggested Resources
9.2.1 Journal
Through group discussion followed by writing in a response journal or
learning logs, involve students in reflecting on the information process.
Have them discuss the selection and organization of details and ideas for
their writing.
Performance
• Provide students with a graphic organizer, chart or web. Have them take
jot notes on a short informational text, organizing the information under
several headings. Assess their ability to take brief notes and to place
information in the appropriate location.
• Have students use a graphic organizer such as le schéma de récit to select
and organize the information to be included in a fictional or factual
narrative.
Appendix B
8-0)
www.graphic.org/
www.inspiration.com
A variety of children’s literature,
trade books and other texts,
both fiction and informational,
for use as models for writing
and as sources of information;
La fourmi (Milan, ISBN 2-745
9-1549-5)
Le ver de terre (Milan, ISBN 2-8
4113-429-6)
Les plantes (Scholastic, ISBN 0-4
39-00550-7)
215
Outcomes
their own strategies for writing and
representing.
Metacognition involves the ability to monitor one’s own learning and to
manage and be aware of one’s own strategy use. If writers are aware of the
strategies which lead to effective writing and understands when to apply
these strategies, they will be better able to communicate meaning through
writing and representing. Students should be able to call upon a wide
range of strategies to help them at all stages of the writing process. It is
important for teachers to engage students in discussions about the various
strategies which can be used throughout the writing process and to
encourage students to reflect on their own personal strategy use.
to:
9.3.1 explain how to choose a
topic
information / generate
ideas
Choose a topic: Identifying and defining a topic is the first step in the
Research/Inquiry Process (see SCO 9.2.1). Choosing a topic is also a
prerequisite for many writing activities and for many oral language
activities or presentations. Use modelled and shared writing to help
students realize that writers sometimes need to find their own topic or
narrow down a wide topic. In independent writing, give students the
opportunity to choose their own topic or to narrow down a wider topic,
according to their interests.
• Provide for choice by encouraging students to generate their own topics,
topics of interest to them.
• Have students list a large number of topics related to the theme. Ask
them to review the list carefully and select three or four possible topics
for writing. Have them narrow the list down to one topic.
• Help students to clarify their understanding of a task or topic by
focussing on the information they need to locate. Develop the topic by
exploring the language base, by brainstorming for ideas, and by
identifying key words and key concepts.
Generate ideas: Teach prewriting strategies by modelling and collectively
writing stories using such processes as:
• brainstorming for ideas and details
• webbing for ideas
• story mapping
• reading/viewing to gather information and vocabulary
• collaborating with peers
• researching
• interviewing
• reflecting
• jot noting
Work with students to develop the skills necessary for locating and
selecting potential sources of information for their particular purposes or
needs. Model the use of key words in seeking information from a variety
of sources. See also SCO 7.4.1. Encourage students to verbalize the steps
or strategies they use in finding information and generating ideas.
216
Suggested Resources
• verbalize strategies for all stages of the writing process
• apply strategies learned
• reflect on personal strategy use
Conference
In individual or small group conferences, discuss with students the
strategies they use in the various stages of the writing process. Use this
information to plan mini lessons on strategies which need focus and
attention.
Journal
Involve students in reflecting about what they are learning and how they are
learning as they engage in the writing process. Following a group
discussion on the topic of writing strategies, have students write in a
learning journal about their own writing strategy use.
Appendix B
Book (Heinemann)
(Heinemann)
8-0)
Performance
Have students work in pairs to share strategies which can be used at the
various stages of the writing process.
217
Outcomes
their own strategies for writing and
representing.
Plan the writing: Demonstrate through modelled and shared writing how
to translate ideas from the planning/pre-writing stage into writing. Model
for students the process of evaluating their jot notes, web, story map, or
other forms of note-taking to determine if they have sufficient information
for their needs or purposes. Through conferences, pair work and small
group activities, provide opportunities for students to reflect on their notes
and to discuss their adequacy, prior to moving to the drafting stage of the
writing process.
to:
Teach drafting strategies by modelling such things as:
• organizing and sequencing information from pre-writing activities
9.3.3 explain how to plan a piece
• composing a meaningful first draft
of writing and decide if
• using temporary spelling when necessary
they have enough
knowledge / information
Revise: Teach revising strategies by modelling such things as:
• reading and rereading the draft for clarity, focus, completeness
9.3.4 explain how to find a word
• adding ideas or stronger vocabulary items
and check its spelling /
• replacing general terms with richer, more precise words
gender / meaning
• crossing out repetitious or unnecessary information
• verifying (and changing, if necessary) the sequence of ideas/
information
• rearranging sentences and sections of a text
• using feedback from teachers and peers to enhance the text
Edit: Encourage students to use a checklist (une liste de vérification) to
guide them to check for punctuation, spelling, conventions, grammar and
sentence structure. Encourage students to use this simple strategy for
editing spelling:
• Does it look right? / Est-ce que le mot a l’air correct ?
• Does it make sense? / Est-ce que ça fait du sens ?
• Does it sound right? / Est-ce que le mot sonne bien ?
Teach students effective dictionary use, through development of skills in
understanding and using:
• alphabetical order
• guide words (mots repères)
• symbols: f = féminin, m = masculin
• grammatical categories or word types: noms, verbes, adjectifs, adverbes
• plurals
• word meaning
Through discussions, “think aloud” reflection and use of visual reminders,
encourage students to reflect on and talk about their own personal strategy
use. Encourage students to describe the strategies they used or plan to use
at the various stages of the writing process.
218
Suggested Resources
9.3.1 / 9.3.4 Self-Assessment
A self-assessment checklist on personal strategy use can be completed by the
student with a partner, in small groups or in a conference.
Appendix D
Mes stratégies d’écriture
Je sais comment choisir le thème (pour mes rédactions).
Je pense à pourquoi et pour qui j’écris.
Je trouve des idées et des mots importants et je les note
avant d’écrire mon premier brouillon.
Je me sers d’une représentation graphique pour organiser
mes idées.
J’utilise les idées dans la représentation graphique pour
écrire mon brouillon.
Colorie les cases.
Parfois ------- Toujours
Appendix B
(Heinemann)
(Heinemann)
J’écris mon brouillon le mieux que je peux.
Je relis mon brouillon pour m’aider à savoir où apporter
des changements.
Dans mon brouillon, j’ajoute, j’enlève ou je change des
mots ou des phrases.
(Chenelière, ISBN 2-894616880)
Je demande à quelqu’un d’autre de lire mon texte et de
me donner des idées.
Je trouve des mots précis et riches pour remplacer des
mots générals.
Je me sers de plusieurs ressources pour m’aider à vérifier
les éléments de mon texte : les affiches, les règles, une
feuille de vérification.
Pour vérifier l’orthographe de mots inconnus, je me pose
des questions suivantes :
• Est-ce que le mot a l’air correct ?
• Est-ce que ça fait du sens ?
• Est-ce que le mot sonne bien ?
J’utilise un dictionnaire pour vérifier l’orthograhe ou le
genre d’un mot.
219
Outcomes
technological and others) to help in
It is important to closely link reading and writing activities in the
classroom. The reading of children’s literature and texts of various types
and genres can support writing and will assist children in furthering their
understanding of various text structures. When addressing a particular
form or style of text, provide opportunities for students to refer to a range
of published texts, as well as modelled or collectively written texts, as
models for writing. Shared reading and shared writing prior to
independent writing of the same or similar style of text will reinforce the
types of structures and language used. The print texts used to support
writing should include children’s literature, informational books,
children’s magazines, brochures, French greeting cards, French posters,
web pages, print advertisements, electronic mail, menus, songs, rhymes,
poems.
to:
9.4.1 refer to a range of texts as
models for writing
Oral language resources should also be used to support writing. Frenchlanguage resources provide rich linguistic models and can serve as a
springboard for many different types of writing. It is important to
integrate the use of various non-print and human resources with reading
and writing in the classroom; audio recordings, video recordings,
television programs, theatre, and resource people can all support writing
activities.
• Introduce students to various forms of written and media texts through
read-aloud, shared reading, and mini-lessons and discuss the purposes
and audiences the authors may have intended. Read both fiction and
non-fiction in shared and guided reading and help students to
understand that:
• both fiction and non-fiction have structure: a beginning, middle, and
end;
• fiction has characteristic features: plot, character, setting;
• non-fictional forms or writing have characteristic features (e.g.,
headings, charts, graphs, sections / paragraphs).
• Model and encourage the use of a combination of writing and other
media (e.g., graphs and charts to show survey results, displays featuring
posters or models with written information, plasticine art or collage to
illustrate written work, published stories using word processing and
drawing programs).
• Model various forms of text in shared writing and mini-lessons and talk
about the appropriate use of these forms for different purposes and
audiences.
Have children use in their own writing the language patterns and the
structures found in children’s literature and other texts.
• Engage students in text innovation activities where they use the skeleton
or structures of a text to guide their own writing.
• Have children read or listen to a story and then retell the story in their
own words. Encourage children to use structures and vocabulary from
the original text.
Continued...
220
Suggested Resources
9.4.1 Observation
• Observe student ability to use children’s literature and other texts as
models for independent writing.
• Observe and note student ability to use a framework to guide
independent writing of a particular genre or type.
• Note student use of the writing process.
• Observe student writing / representing preferences.
• Encourage students to use check lists (listes de vérification) to begin to
develop self correcting, editing and revising skills.
• Observe and note the strategies students use when working with
technology.
Appendix B
Appendix D
Appendix D
L'extrait: outil de découvertes
Portfolio
Set up writing folders / portfolios for each student. Collect dated samples of A collection of children’s
student writing of a variety of types to evaluate student progress and growth literature and other fiction and
in use of various texts / references as models for writing.
informational texts, print and
online, including the following
Conference
types:
Conference with individual students to discuss ways of encouraging greater conte
recette
use of the children’s literature and language models provided.
conte de fée
article
album
exposé
Rubric/Checklist
poésie
entrevue
Use checklists, rubrics, anecdotal notes to evaluate student progress, and to menu
marche à suivre
note growth in the variety of forms attempted, in consideration of audience biographie
questionnaire
and purpose, and use of the appropriate language, form(s) and structure(s). autobiographie publicité
texte informatif lettre
A variety of short texts as
models of a range of genres and
types. The following are
suggested:
(CEC)
(CFORP, ISBN 2-89442918-5)
Collection En avant
(Scholastic)
GB+ (Beauchemin)
(Chenelière)
221
Outcomes
students w ill be expected to use
• Have children write a new version of a story they have read or listened to,
changing one or more aspects of the story, such as the setting, the
location or time, the main character, or the ending.
• Have children use the headings and sub-headings of an informational
text to guide their ow n writing. Possible texts include m enus, letters,
short reports, magazine articles, recipes or science / math activities.
• After w ork with a number of short documentary articles from children’s
magazines or booklets, have students write similar expository or
inform ational texts using titles, headings, section s / paragraphs, charts,
graphs, diagram s, table of contents, illustrations, glossary. These elements
can be introduced gradually and in different combinations throughout
the year, depending on the specific form of writing.
to:
9.4.1 refer to a range of texts as
models for writing
9.4.2 use a variety of resources as
sources of information for
writing personal texts
Provide opportunities for students to write for different purposes and share
their writing with a variety of audiences. Provide a print-rich environment
and encourage the use of:
• word walls
• children's literature
• dictionaries
• personal word banks
• thesaurus resources
• brainstorming lists
• collectively written texts
• a range of texts grouped by genre/type
Introduce new forms of writing by discussing the organizational features of
the text and the language stru ctures used. Develop a framework which will
focus on the m ain elem ents of the particular genre / type of text and assist
students in writing their own texts. Support students by teaching them
strategies for selecting appropriate information within the various
components of these texts. Focus on strategies such as the following:
• developing and using guiding questions
• interpreting pictures, charts, graphs
• listening / viewing for relevant information
• skimming / scanning (using headings, captions)
• using a table of conten ts, index, or glossary to help locate specific
information
• using the visual and organizational features of a text such as print
characteristics (bold, italics, font), colour, sidebars, frames or borders
Provide stu dents with experiences in using print and electronic
encyclopedias and in using a web site (selected by the teacher) to find
information. Introduce some of the strategies which students can use to
locate specific inform ation such as using the visual elements of the text as a
guide. Headings and subheadings, illustrations and legends, captions,
diagrams, different fonts, colours and size of print, can all be used to
facilitate the navigation of a text and the locating of specific information.
This outcom e builds on SCO 9.2.1. Students should be encouraged to
consult a variety of resources when planning a piece of personal writing.
Ideas and information from a wide range of sources can enrich and
facilitate the writing process.
222
Suggested Resources
9.4.2 Observation / Checklists
Use observation, checklists, rubrics, and anecdotal notes to evaluate student
progress in ability to use a variety of resources as sources of inform ation in
their writing.
Performance
• Have students write a short summary of the information presented in a
video or film. Encourage students to group the ideas or information into
two or three main headings and to write a short paragraph for each one.
• Have students write a letter to a friend telling them about a website
(teacher selected) they have recently visited. In their letter they should
provide a brief overview of the content of the website and encourage their
friend to visit the site.
• Have students work in groups to prepare a presentation on a particular
topic. Each student would be responsible for locating and writing
information on a different subtopic. A variety of resources (print and
visual) should be made available to students. Each group would present
their findings to other small groups or to the class.
Les élments visuels, Appendix C
Document d’appui 2002. Projet de
recherche et Fiche 19a
1999. The Role of Information
Literacy
First Steps Writing: Developmental
(Heinemann), Frameworks for
Writing
literature and other fiction and
references such as encyclopedias,
print and online; the following are
suggested:
• Savais-tu ? Les coyotes (Michel
Quintin, ISBN 2-894352-62 -X)
• La fourmi (Milan, ISBN 2-74
59-1549-5)
2-84113-429-6)
• Histoires d'animaux : L'ours
(Bayard Jeunesse, ISBN
2-227-73708-5)
2-070564-09-6)
Children’s art and graphic design
software, a French-language word
processing program for children,
and French-language software
• Azimut à l'ordi 4 : Ça passe vite
(Graficor)
223
Outcomes
Provide students with opportunities to use technology in writing and other
forms of representing. At this level, students need lots of practice to:
• use a tape recorder to record dramatic presentations, readings of
published work, retells and choral readings
• use simple word processing programs to: draft, revise, edit and publish
• use a computer software drawing program to illustrate/publish writing
• with assistance, use a database, a CD-ROM and the Internet as resources
for finding information (pre-writing strategy)
• with assistance, use the Internet to communicate (e.g., send an e-mail or
write for a class or school web page)
• with teacher assistance, select, re-word, organize and combine relevant
information (to construct and communicate meaning) from two or m ore
sources (print, oral discussions, electronic media, computer technology)
to:
9.4.3 use technology including
word processing and
drawing software to
produce and/or enhance
texts
9.4.4 collaborate with peers to
clarify ideas during writing
and representing
Provide opportunities for students to learn how to:
• use a simple word processing program to compose a short text
• use a simple drawing or art and graphic design program
• send and receive e-mail (write to a favourite author, a pen-pal, another
teacher in the school, or even Le Père Noël)
Teach keyboarding and computer skills and strategies such as:
• using the backspace/delete key to erase
• using the enter key and space bar
• saving and opening work
• inserting new ideas
• selecting text and using cut and paste options
• changing the font style or size
• accessing French accents
At this level, it is recommended to have students work with shorter texts
until skills are further developed. Older students may be able to assist with
the use of technology, through les classes jumelées and through joint projects
where a Grade Three student is paired with an older student.
At all stages of the writing process, it is important to allow time for students
to share ideas with others, to collaborate on writing tasks, to share their
writing with others and to receive feedback from others.
• Provide students the opportunity to work in pairs or small groups during
writing activities, encouraging them to ask questions, to share ideas and to
work cooperatively.
• Help students learn to be active participating members of a group, asking
appropriate questions, giving positive comments.
• Use m ini-lessons/modelling to teach students how to work
collaboratively, how to ask questions for clarification purposes, and how
to provide helpful feedback to others. During shared writing, demonstrate
how to use feedback to revise writing.
• Provide students with guidelines and suggestions for the sharing and
clarification of ideas and of writing with a peer. See Appendix D for La
révision avec un paire and Questions pour diriger un entretien entre l’auteur
et un pair ou l’enseignant.
224
Suggested Resources
9.4.3 Observation
• Observe student participation and degree of enthusiasm and overall
success when working with computers. Note student attitude toward use
of technology.
• Observe and note the strategies students use when working with
technology.
Appendix D
Checklist
Use a checklist to monitor computer skills acquired.
Performance
Have students prepare a computer-generated cover page for a piece of
writing, using a combination of print and visuals.
9.4.4 Observation
Select two to four students to observe on a given day. Observe how well the
students:
• work cooperatively
• follow directions
• take risks
• ask questions to clarify information
• react to the ideas of others
Self -Evaluation
Have students use a checklist for self-evaluation of ability to work with
others or in groups.
Grille d’auto-évaluation : Travail
en groupe, Appendix D
Appendix D
Les genres et types de texte,
Appendix B
Document d’appui 2002. Projet
de recherche et Fiche 19a
design software, a Frenchlanguage word processing
program for children, and
French-language software such
as the following:
Azimut à l'ordi 4 : Ça passe vite
(Graficor)
225
Outcomes
students will be expected to refer to
the writing process to facilitate the
Most approaches to writing delineate a number of steps in the writing
process: pre-writing or planning, drafting, editing, revising and publication
or sharing. While there is no expectation that every piece of writing will go
through all these steps, it is important for teachers to frequently model the
writing process and refer to the steps in the process by name. Students are
expected to refer to the writing process to guide their writing and should
frequently have the opportunity to experiment with various strategies for
planning, drafting, editing and revising their writing. They should be
building an extensive repertoire of writing strategies and thus developing a
more and more sophisticated writing process. Refer to SCO s 9.3.1 - 9.3.4
for greater elaboration.
to:
techniques
Pre-writing strategies: Engage students in situations where they need to
apply pre-writing techniques (as outlined in SCOs 9.3.1 and 9.3.2) using
teacher models as references:
- choosing a topic
- generating ideas and details through brainstorming
- gathering information through researching, reading, viewing, talking,
interviewing
- developing the needed French vocabulary through discussion, reading,
viewing, brainstorming
- taking jot notes and using various graphic organizers for organizing
information and ideas
- deciding the form of the writing, the purpose and the audience
• Encourage students to use graphic organizers to generate and write down
their ideas and the necessary French vocabulary before beginning a first
draft. Model use of a variety of frameworks such as webs, charts, tables,
story maps.
• Through modelling and shared writing, expose students to the various
forms of pre-writing activities. Lead students to an understanding that
the type of writing to be undertaken will help determine the most
appropriate type of pre-writing activity.
• Engage students in writing activites where they are free to suggest, and
eventually choose, the pre-writing techniques to be used.
• Have students work in small groups to prepare for a writing task.
Encourage them to select the specific topic of the writing, to decide the
form, purpose and audience of the text, to brainstorm together, to select a
graphic organizer for the noting of ideas and needed vocabulary, to take
jot notes to be used in the writing task.
• In the case of a narrative, have students work with a partner to tell their
story before beginning to write. Encourage the students to help each other
with the French vocabulary and structures needed and to ask each other
questions to clarify meaning and the sequence of ideas or events.
• Identify the overall or general theme of the writing, but allow students to
narrow down the topic according to their own interests.
At the Grade Three level, students should be encouraged to work more and
more independently, however, teachers must continue to model and
demonstrate a range of pre-writing strategies. During independent writing,
teacher assistance and support must be readily available.
226
Suggested Resources
9.5.1 Observation
• Observe student ability to apply prewriting strategies and student
contribution to group brainstorming sessions.
• Observe student use of graphic organizers in the prewriting stage for
noting ideas, information and needed French vocabulary. Note any areas
of concern and address these in mini-lessons or in individual conferences.
• Observe student use of notes and information from the prewriting stage
in the drafting of a text.
Checklist / Rubric
Keep and analyze dated writing samples, including prewriting and rough
drafts. Use checklists, rubrics and anecdotal notes to evaluate student
progress.
Appendix D
Print, Appendix D
Grille d’observation :
Appendix D
Appendix B
Dictionnaire mural (Guérin)
First Steps Writing:
(Heinemann)
(Heinemann)
www.graphic.org/
www.inspiration.com
227
Outcomes
Drafting: Continue to demonstrate through thinking aloud how to
translate ideas from planning into writing. In shared writing sessions,
guided writing and mini-lessons, model the use and the role of pre-writing
activities in the writing of a first draft. Encourage students to refer back to
pre-writing activities when drafting a text. The ideas, information and
vocabulary generated earlier is now the basis for a first draft.
to:
9.5.2 write a first draft and get
ideas down on paper
9.5.3 revise for organization and
content
• Encourage students to use drafting strategies to organize and sequence
information from their pre-writing activities and to compose a
meaningful first draft. Provide support for those students who
experience difficulty.
• Encourage students to use a framework to ensure the inclusion of all the
main components of the particular text type (e.g., for a procedural text,
include a goal or aim, the requirements and the method).
• During shared writing experiences, scribe the ideas of students,
providing the correct French vocabulary, structures and forms, as
needed. Focus on the provision of accurate and precise French
vocabulary, in cases where students propose general words and terms.
• Demonstrate the use of a dictionary during the drafting stage to check
the meaning of a particular word or to find a synonym for a general
term. Encourage students to use precise, appropriate French vocabulary
in their writing and to use a dictionary and/or thesaurus to assist them.
• Provide opportunities for students to collaborate with peers to clarify
ideas during the writing of first drafts.
• Provide assistance and support in the form of conferences, for students
who have difficulty getting ideas on paper.
• Encourage individual, creative writing and encourage students to take
risks by using temporary spelling in the drafting stage, focussing more
on getting ideas on paper.
• Provide opportunities for students to independently write a wide range
of forms of text, but create a supportive environment where teacher and
peer assistance is readily available.
Revising: In revising, the writer is concerned with bringing focus and
clarity to the text. The revision process includes rereading and then adding
or deleting information, rearranging ideas, strengthening sentences,
assessing the clarity and appropriateness of the language used, and
considering paragraphing.
• Demonstrate for students how to revise a piece of writing, talking often
about the process as you go, to make strategies explicit for students. Use
mini-lessons during shared writing to help students develop a better
understanding of the revision process.
• Teach students the importance of including all the major components of
the text form, and of having a beginning, middle and end to a story.
Model and encourage the use of frameworks for the various text forms.
Continued...
228
Suggested Resources
9.5.2 Observation
• Observe student ability to apply drafting strategies.
• Observe student use of notes and information from the pre-writing stage
in the drafting of a text.
• Observe student use of appropriate French grammar, structures and
vocabulary in their writing.
• Observe student use of classroom references (e.g., charts, word lists,
children’s literature and other texts) during the drafting stage.
Checklist / Rubric
Keep and analyze dated writing samples, including first drafts. Use
checklists, rubrics and anecdotal notes to evaluate student progress.
Conference
Use individual conferences to focus on the drafting stage of the writing
process. Use a variety of questions to guide the discussion:
a) De quoi s’agit-il dans ton texte ?
b) Quels sont les parties différentes de ce type de texte ? Les as-tu toutes mises ?
Vas-tu ajouter cette information-ci de ton tableau ?
c) Si tu allais ajouter cette information, où est-ce que tu la mettrais ?
d) Comment pourrais-tu trouver des mots plus précis pour cette description ?
Appendix D
Print, Appendix D
Appendix D
229
Outcomes
• Encourage students to read their text orally, to themselves initially and
later to a peer. Are the ideas clear? Is the text well organized? Is the
sequence of ideas or events clear? Is the vocabulary as rich as it could be?
Have students use a checklist to help with revision.
• Demonstrate simple revision strategies such as adding on, crossing out,
inserting information. Model the use of asterisks or arrows to indicate
where added or moved information will go. Encourage students to use
these strategies in their own revising.
• Encourage students to use a wide range of precise and specific French
vocabulary in their writing. During the revision stage, have students
reread for word choice. Ask them to focus on using colourful and strong
nouns, verbs, adjectives and adverbs. Provide dictionary and thesaurus
resources for student use.
• Demonstrate the revision process using a word processing program.
Model for students how to select and delete, cut and paste, and other
appropriate strategies.
• Provide opportunities for students to receive feedback and response to
their drafts, through writing conferences, peer conferences and wholeclass sharing. Focus feedback on one or two points. For more
information, refer to Questions pour diriger un entretien entre l’auteur et
un pair ou l’enseignant(e) (Appendix D).
• In an individual conference setting, ask the student to clarify or explain
something you don’t understand. Again, focus feedback on one or two
points such as addition of detail, sequence, connections between
sentences and paragraphs, sentence structure, or word choice.
• Encourage peer involvement in the revision process. Have students work
in pairs to provide each other with helpful feedback:
J’ai beaucoup aimé... J’aimerais savoir plus à propos...
Puis-je suggérer... C’est un peu difficile de comprendre cette partie où...
• Have students use the writing framework (le schéma de récit) to verify the
inclusion of all the main components of the text (e.g., in a recount,
include who, what, when where, why).
• Provide students with a checklist such as La révision du texte (Appendix
D) to ensure that the writing process is being followed. The checklist
can be very simple, and can be modified as students become comfortable
with the process. Students should be encouraged to use the checklist to
revise independently before working with a peer during the revision
process.
• During peer revision sessions, encourage following a particular format
such as suggested in La révision avec un pair or Questions pour diriger un
entretien entre l’auteur et un pair ou l’enseignant(e) (Appendix D).
to:
9.5.3 revise for organization and
content
230
Suggested Resources
9.5.3 Observation
Observe student ability to apply revising strategies and to use a revising
checklist, both when revising alone and when collaborating with a partner.
Appendix D
Conference
During conferences, note student willingness to revise work and the types
of revisions made. Ask questions to guide students to consider adding on to
clarify their ideas. Prompt students to examine their word choice and to
attempt to include rich, precise words.
a) De quoi s’agit-il dans ton texte ? Pour quelle raison écris-tu ce texte ? Pour
qui ? Penses-tu que le message leur sera clair ?
b) Que feras-tu maintenant ? Y a-t-il des parties à ajouter ? Qu’est-ce que tu
pourrais ajouter ici ? Pourrais-tu trouver un mot plus précis ?
c) Si tu allais ajouter plus de détails, où est-ce que tu les mettrais ?
d) En relisant ton histoire, qu’est-ce que tu as remarqué ?
9.5.3 Observation
Observe and note student ability to work collaboratively with a partner
during the revision process. Observe and note ability to give/receive
feedback in an appropriate manner. Follow up with an individual
conference, as the need arises.
texte écrit : Le schéma de récit,
Appendix D
Appendix D
Print, Appendix D
Mots de haute fréquence.
Appendix A
Self-Evaluation/Peer Evaluation
Have students revise their own text and then work with a partner to receive
feedback on their text and how the writing can be improved. Use a checklist Dictionnaire mural (Guérin,
ISBN 2-7601-6289-3)
such as the following or La révision avec un pair (Appendix D).
Sample Revision Checklist
a)
Read your story to youself and answer these questions.
Does my story make sense all the way through?
Do all my sentences make sense?
Are my ideas in the right order? Do I need to move any sentences?
Did I stay on topic?
Did I say what I wanted to say?
Do I have a strong beginning?
Are there more precise or stronger words I can use?
Can I change a part to make my story clearer?
Do I need to leave out a part?
Do I need to add/insert anything?
Do I have a good ending?
b) Make any changes you think you should make. Ask your partner to
read your story and then do the following:
Tell what s/he remembers about your story.
Ask about any part that was not clear.
Make any suggestions s/he has for the story or for the words you used.
c) Read the story to yourself again and make any further changes you
think will improve it.
(Heinemann)
(Heinemann)
A variety of classroom references
for revising and editing, such as
dictionaries, thesaurus resources,
word walls, personal word lists,
theme words, charts and
displays.
231
Outcomes
students w ill be expected to refer to
Editing: The editing stage is the point where students focus on sentence
structure, spelling, pu nctuation and language use (gram mar and syntax) in
their w riting. This stage is particularly importan t when a piece of writing is
to be taken to the publishing stage. While the goal of editing of writing at
this stage is not to produce perfect pieces of writing, students do need to
develop basic editing strategies and to develop increasing levels of skill in
using them effectively. Students need to learn how to edit for conventions,
spelling, agreement of gender and num ber, agreement of subject and verb
endings, and grammar/sentence structure. They need to be able to use a
variety of tools and resources to assist them in the editing process:
dictionaries, word lists, classroom charts, checklists.
• Demonstrate simple editing strategies such as making changes in spelling
and punctuation, circling and correcting misspelled words, using
classroom word lists to check spelling.
• Use mini-lessons and shared reading and writing to help students develop
knowledge about spelling, punctuation, language structures and
grammar. Post visual reminders of targeted structures such as agreement
of adjectives or verb endings.
• Encourage studen ts to use personal dictionaries, classroom primary
dictionaries, brainstorming lists, labels and word walls to edit writing.
to:
9.5.4 edit written work for
appropriate use of sentence
structure, conventions and
French syntax
Encourage students to use editing strategies to clarify meaning and to
prepare their writing for publication. Have them read their writing aloud to
check punctuation and capitalization, spelling, language structures and
grammatical constructions. This should be done alone, and then later with
a peer or in a conference, using an editing checklist.
• Provide students with guidelines for editing in the form of charts, posters
or editing checklists (see La révision du texte in Appendix D) to use
individually and with an editing partner. Elements can be added to the
list as students become com fortable with the process.
• Provide visual references for spelling, capitalization, sentence structure,
and basic grammatical constructions such as verb endings and accord of
num ber and gender. Students should be able to refer to these resources
when editing their work.
• Encourage studen ts to check some spellings and the gender of words,
using primary-level dictionaries.
• Initially, have students edit for a limited number of items: a particular
concept from a recent mini-lesson, a spelling pattern, a gramm atical
concept recently focu ssed on. As the year progresses, have students edit
for a larger num ber of items.
• Provide opportunities for students to publish or share their writing. The
importance of editing becomes more real to students when they know
that they will be able to share their work with others or that others will be
reading their writing.
• Allow some time between the drafting stage and the editing and revising
stages in order to improve student objectivity.
• Provide help in individual or small group editing conferences. Plan minilessons based on the needs demonstrated.
232
Suggested Resources
9.5.4 Checklist / Self-Evaluation
Students should take the responsibility for doing some revising and editing
before conferencing with the teacher. They should be encouraged to use une
liste de vérification. These checklists should include elements that have been
covered in class to date and can be modified as the year progresses. When
focussing on a particular aspect of editing, provide students with a
shortened checklist. On a wall chart, post the major points included on the
checklist.
Listes de vérification : La révision
du texte, Appendix D
Observation
Use observation, anecdotal records and checklists to note the
editing/proofreading strategies students use, as well as those with which
they need help. To what extent are the students willing to edit their work?
What kinds of editing changes do the students make? Are the students able
to locate and correct grammatical errors? What strategies do they use to
correct spelling? Do they use classroom references to assist them in checking
spelling, grammar or sentence structure?
ISBN 2-7601-6289-3)
Peer Evaluation
Provide students with opportunities to peer edit, using a checklist, and to
share their work
Conference
• Use conferences to observe students as they edit their work and to
question students about their proofreading skills (e.g., ability to locate
and circle errors and underline any parts about which the child is unsure).
• During conferences, review student editing checklists and note the
practice of conventions. Assess student ability to use classroom resources
such as word list, charts and dictionaries to check spelling, gender or
basic grammatical structures. Make notes to record need for reteaching.
Appendix D
Mots de haute fréquence.
Appendix A
(Heinemann)
(Heinemann)
ISBN 0-921612-16-8)
ISBN 0-921612-12-5)
A variety of classroom references
for editing, such as dictionaries,
thesaurus resources, word walls,
personal word lists, theme
words, charts and displays.
233
Outcomes
Publishing: Publishing or sharing finished work is very important for
students. It gives them a real sense of themselves as authors and is very
motivating for them. It also gives them a real purpose for revising and
editing their pieces of writing and helps them develop the understanding
of the importance of the audience. Invite students regularly to share their
writing with an audience in a variety of ways.
to:
9.5.5 engage in the publishing
process
234
• Introduce students to a variety of publishing / presenting / sharing
techniques and modes: print / story form, murals, posters, diagrams,
time lines, charts, research projects, etc. Assist students in learning how
to publish a report or make a book, including cover, title page, and table
of contents. Writing may be shared within the class or with invited
guests, and / or be displayed within the school
• Use simple techniques for publishing / presenting / sharing student
writing and representing within the class or with another class.
• Individual work can be compiled and illustrated by students, or
published on-line, printed on the computer, submitted to a school or
district publication or newsletter.
• Have students record their writing for inclusion in the class listening
centre or for loan to another primary class for their listening centre.
• Display final drafts of texts on a bulletin board or elsewhere in the
classroom. Encourage students to read the work of other students.
• Encourage students to share their final draft with their “buddy reader”
in an older French immersion class.
• Have students sit in groups of four to six students to share their final
draft of a piece of writing. Encourage the students to make positive
comments on each text.
• Publish a class newsletter or anthology of writing or display student
writing through a class web site.
• Have students publish pieces of writing to be lent or given to the Grade
One class. Children could visit and read their text to a small group of
students from the Grade One class, prior to leaving their work to
become part of the classroom library.
• For select pieces of writing, have students prepare a special cover and use
a particular type of paper and binding for the finished product. A variety
of types of “books” such as accordion books, popup books and flap
books are possible choices for student publishing.
Suggested Resources
9.5.5 Observation
• Observe student willingness to share completed work with peers and
others.
• Observe student attitude to having writing displayed in the classroom or
school.
Appendix D
Appendix A
Rubric
Use an analytical writing rubric to assess the final published draft of student Developmental Continuum
(Heinemann)
writing.
(Heinemann)
design software and a Frenchlanguage word processing
program for children.
Making Books with Children
(Susan Kapuscinski Gaylord)
www.makingbooks.com/index.h
tml
Joan Irvine: How to Make a
Popup
www.makersgallery.com/joanirv
ine/howto.html
How to Make Pop-Ups by Joan
Irvine, illustrated by Barbara
Reid, Kids Can Press, Toronto,
198, ISBN 0921103360 (To be
reprinted Fall 2005 by Dover
Publishing)
235
236
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Intervention in School and Clinic, 34, 261-270,1999.
CLAY, M., Le sondage d’observation en lecture-écriture, Montréal, Chenelière McGraw-Hill, 2003.
DANIELS, H., Les cercles de lecture, Montréal, Chenelière McGraw-Hill, 2005.
DEGAETANO, J., Écouter, comprendre et agir, Chenelière McGraw-Hill, 2003.
DEGAETANO, J., De l’image à l’action, Chenelière McGraw-Hill, 2002.
DORÉ, L. & ROSENBERG, S., Chercher, analyser, évaluer, Montréal, Chenelière McGraw-Hill, 2002.
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Bibliography
360
Appendix A: Appreciation of the French Language and
Cultural Diversity
Appendix B: Listening and Speaking
Appendix C: Reading and Viewing
Appendix D: Writing and Representing
237
238
Appendix A
Appreciation of the French Language
and Cultural Diversity
239
Mots de haute fréquence (maternelle à troisième année)
Liste de mots de haute fréquence
Maternelle
a
à
aime
aller
ami / amie
après
au / aux
aujourd’hui
aussi
avec
beau
beaucoup
belle
bien
blanc / blanche
bleu / bleue
bon / bonne
bonjour
c’est
ce
ces
cette
chaud
chez
cinq
comme
courir
dans
de, de la
des
deux
dit
dix
donne
du
elle
elles
en
est
est-ce que
et
(je) fais
(il/elle) fait
fille
froid
garçon
grand / grande
gros / grosse
habite
huit
il
ils
il y a
il y avait
j’ai
j’aime
jaune
je
jeudi
joue
jour
la
le
les
leur
lui
lundi
ma
mais
maison
maman
mange
marche
mardi
me
merci
mercredi
mes
moi
mon
ne
neuf
noir / noire
non
nous
on
orange
ou
où
oui
papa
par
parle
pas
petit / petite
peut
peux
plus
pour
quand
quatre
que
qui
quoi
regarde
rouge
sa
se
sept
ses
si
s’il te plaît
s’il vous plaît
six
son
sont
suis
sur
ta
te
tes
toi
ton
tous
tout
très
trois
trouve
tu
un, une
va
vais
vendredi
veut
veux
vient
vite
voici
voilà
vois
voit
vous
y
Adapted from La littératie : une approche équilibrée , Ottawa-Carleton District School Board (OCDSB),
mai, 2002
240
Première année
a
à
âge, m.
après
article, m.
avant
avec
avion, m.
bébé, m.
bien, m.
blanc
bonjour, m.
brun
cage, f.
chanter
charme, m.
chat, m.
chercher
cheval, m.
chien, m.
cloche, f.
contenir
couche, f.
de
deviner
devoir, m.
dimanche, m.
dire
dix
double, m.
eau, f.
école, f.
élève, m, f.
elle
est et
été, m.
étude, f.
famille, f.
farine, f.
fête, f.
fille, f.
fin, f.
fleur, f.
fort
frère, m.
garçon, m.
il
je
jeudi, m.
jouer
jour, m.
lac, m.
laver
lecteur, m.
lion, m.
lire
livre, m.
lui
lundi, m.
lune, f.
machine, f.
mai, m.
maison, f.
malade, m, f.
maman, f.
manger
marche, f.
marcher
matin, m.
mère, f.
midi, m.
monter
mouche, f.
moustache, f.
mouton, m.
navire, m.
niche, f.
oncle, m.
orange, f.
oui
papa, m.
parade, f.
père, m.
petit
plume, f.
poche, f.
pomme, f.
porte, f.
poule, f.
pour
que
qui
quoi
radio, f.
rapide
relire
reste, m.
riche
rire (v. et n. m.)
robe, f.
rose
rouge
rouler
route, f.
ruche, f.
rue, f.
salade, f.
saluer
samedi, m.
sapin, m.
savon, m.
sœur, f.
solide
soupe, f.
sous
sucre, m.
sur
table, f.
tache, f.
terre, f.
tête, f.
tomate, f.
trouver
un, une
vache, f.
ville, f.
vite
voir
mai, 2002
241
Deuxième année
amour, m.
amuser
animal, m.
arbre, m.
auto, f.
balle, f.
banane, f.
bateau, m.
beau
bon
bouton, m.
cacher
chapeau, m.
chef, m.
ciel, m.
classe, f.
comme
couleur, f.
crier
dans deux
devenir
devoir, v.
docteur, m.
donner
dormir
écouter
enfant, m., f.
équipe, f.
et
étoile, f.
facteur, m.
fée, f.
ferme, f.
fête, f.
feu, m.
forme, f.
fou
frère, m.
garçon, m.
garder
grand
grande
grave
gros
grosse
groupe, m.
ici
il
inviter
jardin, m.
jeune
large
lecture, f.
ligne, f.
lit, m.
lumière, f.
madame, f.
main, f.
mal, n. m.
mener
mesure, f.
minute, f.
moi
monde, m.
montrer
nature, f.
nom, m.
non
nous
ou
ouvrage, m.
parfait
partir
pas
patate, f.
plus
pont, m.
porter
premier, m.
préparer
preuve, f.
prise, f.
quand
quatre
rare
réaliser
regarder
relever
répéter
reste, m.
rester
retirer
retrouver
rêve, m.
risque, m.
roi, m.
sage
six
soeur, f.
soir, m.
sol, m.
sorte, f.
suite, f.
tigre, m.
tirer
toucher
tour, f.
tour, m.
tourner
trois
usage, m.
venir
véritable
vide
vie, f.
virer
vivre
voisin, m.
voiture, f.
zéro
mai, 2002
242
Troisième année
abeille, f.
ami, m.
amuser
armoire, f.
autre
bain, m.
bouton, m.
botte, f.
boule, f.
bouteille, f.
cadeau, m.
chaise, f.
cela
chose, f.
copie, f.
danse, f.
découper
dessiner
droite, m.
droite, f.
drôle
écrire
entre
étrange
faire
finir
forêt, f.
fort
fournir
gagner
genou, m.
grenier, m.
haut
heure, f.
heureux
image, f.
information, f.
intéressant
joie, f.
joli(e)
jouer
leur (poss.)
loin
long
longtemps
mot, m.
mouchoir, m.
mouvement, m.
musique, f.
nez, m.
nom, m.
nombre, m.
nouveau
nouvelle
nuit, f.
objet, m.
oiseau, m.
ordre, m.
oublier
ouvrir
page, f.
papier, m.
parler
perdre
peur, f.
possible
problème, m.
propre
qualité, f.
quelque
question, f.
raconter
recherche, f.
répondre
rêver
rien
rôle, m.
roman, m.
savoir
semaine, f.
simple
somme, f.
sourire, m.
tableau, m.
télévision, f.
terminer
tomber
travailler
unique
utile
valeur, f.
vendre
visage, m.
voici
wigwam, m.
xylophone
yogourt, m
zone, f.
zéro
mai, 2002
243
Quelques drapeaux et populations francophones
1. le Canada
2. Terre-Neuve-et-Labrador
3. les Franco-Terreneuviens
4. les Acadiens
5. le Québec
6. les Franco-Ontariens
(www.pch.gc.ca)
Le drapeau du Canada
La population du Canada
Population de langue française (F) 7 136 985 (24,1%)
Population de langue anglaise (A) 22 068 568 (74,5%)
Source: Statistique Canada, Recensement de 2001
Le drapeau de Terre-Neuve-et-Labrador
Le drapeau des Franco-Terreneuviens
Le drapeau franco-terreneuvien a été adopté officiellement lors de
l’assemblée générale annuelle de la Fédération des francophones de Terreneuve et du Labrador le 5 octobre 1986.
C’est le symbole de la fierté et du dynamisme des francophones de TerreNeuve et du Labrador. Les couleurs bleu, blanc et rouge représentent
leurs origines françaises. Les deux voiles rappellent la première venue de
leurs ancêtres communs. Leur gonflement et les lignes obliques suggèrent
l’action : toujours de l’avant. Le jaune des deux voiles est la couleur de
l’Acadie et celle utilisée par leurs ancêtres pour colorier leur fleur de lys.
La haute voile est décorée d’une branche de tamarack, l’emblème du
Labrador, et la grande d’une sarracénie, symbole de la province.
La population des Franco-Terreneuviens
Population : 2 100 (0,4%)
244
Le drapeau des Acadiens
Le plus vieil emblème d’une communauté francophone en Amérique, le
drapeau des Acadiens a été officiellement adopté le 15 août 1884 lors de
leur deuxième Convention nationale, tenue à Miscouche, Île-du-PrinceÉdouard.
Les Acadiens ont adopté les trois couleurs du drapeau français afin de
démontrer qu’ils n’oubliaient pas de quel pays étaient venus leurs
ancêtres. Dans le champ bleu, ils ont ajouté la « Stella Maris », l’étoile de
Marie, pour rappeler Notre-Dame de l’Assomption, patronne et guide
des Acadiens. L’étoile porte les couleurs papales et montre l’attachement
des Acadiens à l’Église catholique.
La population des Acadiens
Nouvelle-Écosse
33 765
(3,8%)
Nouveau-Brunswick
(33,1%)
Île-du-Prince-Édouard
238 450
5 275
(4,0%)
Le drapeau du Québec
Le Conseil des ministres a adopté le fleurdelisé comme drapeau du
Québec le 21 janvier 1948.
La croix blanche sur fond bleu rappelle le pavillon qui flottait sur le
navire de Champlain lors de la fondation de Québec en 1608.
Les fleurs de lys, qu’on retrouvait sur la bannière de Carillon,
symbolisent la France et elles évoquent la présence en Amérique d’un
peuple d’origine, de langue et de culture françaises.
La population francophone du Québec
6 149 340 (86,3%)
Le drapeau des Franco-Ontariens
Le drapeau des Franco-Ontariens a été déployé officiellement à Sudbury,
le 25 septembre 1975.
Le vert du drapeau est celui des étés de l’Ontario et le blanc, celui de ses
hivers. La combinaison du vert et du blanc symbolise aussi l’espoir
qu’ont les Ontariens de grandir, d’évoluer et d’obtenir ce qu’ils
réclament dans la paix et la sérénité. La fleur de lys traduit
l’appartenance des Ontariens à la francophonie alors que la fleur de trille
les identifie comme des Ontariens à part entière.
La population des Franco-Ontariens
Population : 527 710 (4,7%)
245
Ressources et sites Internet pour les communautés
francophones
Associations francophones
et sites sur la francophonie
La Fédération des francophones de Terre-Neuve et du Labrador (FFTNL) :
www.fftnl.ca/fftnl/index.cfm
La francophonie à Terre-Neuve et au Labrador
www.acelf.ca/pdf/outils/cahiers/rencontre/tneuvele.pdf
Atlas de la francophonie : Terre-Neuve et Labrador
http://franco.ca/atlas/francophonie/français/impre.cfm?Id=31
Le Gaboteur : www.gaboteur.ca/
La Société des Acadiens et Acadiennes du Nouveau-Brunswick :
www.saanb.org/accueil.asp
La Société Saint-Thomas-d'Aquin, la société acadienne de l'Î.-P.-É :
www.ssta.org/ssta/index.cfm
La Fédération acadienne de la N-É :
http://nenet.capacadie.com/nenet/index.cfm ou www.capacadie.com
St. Pierre et Miquelon official website : www.st-pierre-et-miquelon.com
Zone francophone et Portail ZOF, le portail des arts et de la culture de la
zone francophone : http://zof.ca/zof/home/index.cf
La francophonie canadienne : www.pch.gc.ca/progs/lo-ol/el-ll/fichel_f.cfm
Atlas de la francophonie : franco.ca/atlas/francophonie/francais/index.cfm
Votre accès à la francophonie canadienne : http://franco.ca/
Rendez-vous de la francophonie : http://rvf.ca
(Journée internationale de la francophonie, le 20 mars, et Régions
francophones)
Association canadienne d’éducation de langue française : www.acelf.ca
(Banque d’activités pédagogiques et Guide : Célébrons la francophonie)
Acadie.Net : www.acadie.net/
Portail Internet francophone pour des jeunes : www.monpif.ca/
L’escale.net : www.lescale.net/
La correspondance entre écoles : www.lescale.net/corresp9.html
Rescol canadien (School Net French) : www.rescol.ca/accueil/f/
Maisons d’éditions
francophones
Association nationale des éditeurs de livres (adresses pour un grand
nombre de maisons d’éditions) : www.anel.qc.ca/fr/default.asp
Regroupement des éditeurs canadiens-français (RÉCF) :
www.livres-disques.ca/recf/home/index.cfm
246
Ressources audio et audio-visuelles
Vidéos et émissions de
télévision
Séries disponible sur vidéocassette
du Médiathèque de CAMEF
(www.gnb.ca/0000/irrp/mediathe
ques-f.asp)
Aninombres
Les belles histoires de Pomme d’Api
Bon appétit, les enfants !
Le bus magique
Carmen Campagne
C’est pas sorcier
Le château magique
Contes du monde entier
Les contes de Pierre Lapin et ses amis
Le crayon magique
Découvre ton monde
Doc Eurêka
Entrez dans la danse
La ferme de Benjamin
Le grenier de Bisou
Les histoires de Père Castor
Jouons
Locomotion
Ma famille adorée
Ma maison
Le monde à la loupe
Ma musique !
Méga TFO
Papi Bonheur
Paul et Suzanne
Pauline à la ferme
Picoli et Lirabo
Pirouette et Cacahuète
La planète des animaux
Sciences, on tourne
Sciences point com
Ssssupersciences
Super Mécanix
Thalès et Milet, les génies des maths
Timothée va à l’école
Tout un monde à raconter
Tu cé koi ?
D’autres titres / collections
Titres disponibles de plusieurs sources :
Infrench.com Products Inc. : www.infrench.com
Librairie Renaud-Bray: www.renaud-bray.com/francais/menu/frame.asp
Livres, disques, etc. : http://livres-disques.franco.ca/
Le centre franco-ontarien de ressources pédagogiques : www.cforp.on.ca
Distribution Plages Ltée : www.plages.net
Les Éditions de la francophonie : www.editionsfrancophonie.com
Séries
Benjamin / Franklin
La boîte à lunch
Caillou
Caroline et ses amis
Clifford le gros chien rouge
Madeleine
Mirouille raconte
Le monde irrésistable de Richard Scarry
Les yeux de la découvertes
Petit ours brun
Pomme d’Api : Les belles histoires
Quelles drôles de bêtes !
Rolie Polie Olie
Sagwa
Spot
T’choupi
Zoboomafoo
Musique
Annie Brocoli
Henri Dès
Carmen Campagne
Charlotte Diamond
Cornemuse
Édouard et Micha
Étienne
Jacquot
Sarah Jordan
Kanikosa
Daniel Lavoie
Damien Lussier
Alex Mahé
Matt Maxwell
Suzanne Pinel (Marie-Soleil)
Art Richard
Bill Russell
Tanglefoot
247
Sites Internet pour chansons, comptines, poésies et
jeux
Comptines, chansons et poésie (paroles : musique pour certains titres) :
www.momes.net
Chansons/comptines (paroles et musique) :
www.chez.com/kolymbia/enfants.html
Chansons populaires et enfantines (paroles et versions musicales) :
http://ourworld.compuserve.com/hompages/Thierry Klein/sommaire.htm
Portail de sites pour la musique : www.caslt.org/research/musicf.htm
Chansons et comptines de toujours (Tête à modeler) :
www.tetemodeler.com/dossier/chansons.htm
Répertoire de sites portant sur les comptines et la chansons :
www.yakeo.com/fr/comptines/
Chansons et comptines (paroles et versions musicales, sur le site Poulet
frites) : www.poulefrites.com/ACCUEIL.htm
Les comptines : www.coindespetits.com/comptines/listecomptine.html
Chansons enfantines, rondes et comptines (paroles et versions musicales) :
http://perso.club-internet.fr/bmarcore/Tine/index-o2.html
Chansons enfantines (paroles et versions musicales) :
www.chez.com/chansonsenfantines/
Le répertoire de contines de Lulu Larmes :
http://contines.free.fr/index.php3
Up To Ten.com: www.jeuxpourenfants.org
Acadie Net (voir section Jeunesse) : www.acadie.net
248
Fêtes et recettes du Canada français (Acadie et Québec)
Voir www.terriau.org/cuisinex.htm pour d’autres recettes d’origine
acadienne
Voir www.recettes.qc.ca/ pour d’autres recettes du Québec
Voir www.fiesta-i-fiesta.com/ ou
www.cslaval.qc.ca/prof-inet/anim/CG/fetes/reflexion.htm#elements
pour des informations sur d’autres fêtes.
La râpure acadienne
La râpure acadienne (appellé aussi « pâte à la râpure » ou « rappie pie »)
est un mets traditionel des Acadiens de la Nouvelle-Écosse.
10 large potatoes
2 finely chopped onions
salt and pepper
5-6 lbs meat (chicken, pork, beef, or clams, whatever is available)
Cut meat (chicken) in pieces, cover with water and cook. Add onions, salt
and pepper. When done, remove chicken and reserve broth. Peel, wash
and grate potatoes. Squeeze potatoes dry in a clean cloth, saving the juice.
Drop potatoes in a bowl and loosen with a fork. Gradually pour boiling
chicken broth over the potatoes. Stir well. The potato mixture should be
like before squeezing. If not enough chicken broth, add boiling water.
Sprinkle with salt and pepper.
In a 30 cm x 43 cm baking pan, spread half of potato mixture, add the
chicken layer and finish with another layer of potato mixture. Place slices
of salt pork on top. Bake 2 hours in a 400 degree oven or until potatoes
are crusty brown.
(Source : Madawaska Historial Society's Reunion Families’ Favorite
Recipes : www.terriau.org/cuisinex.htm)
Des ployes
Des ployes sont des crêpes de sarassin traditionellement faites par des
Acadiens du Nouveau-Brunswick. « Associée à la culture brayonne du
Madawaska, la ploye est une savoureuse crêpe jaunâtre à la farine de
sarrasin cuite d’un côté seulement sur une poêlonne bien chaude. »
(Source : www.acadian.org/ploye.html).
500 ml de farine de sarrasin
500 ml de farine blanche
5 ml de sel
10 ml de poudre à pâte
500 ml d’eau tiède ou plus, au besoin
Bien mélanger avec un moulin électrique ou à la main. Faire cuire en
versant une mince couche de cette pâte sur un poêlon bien chaud.
(Source : www.tourismnewbrunswick.ca/Cultures/fr-CA/ploye.htm)
Continued...
249
La tarte au sucre
La tarte au sucre est une recette traditionnelle de la cuisine québécoise.
1 abaisse de tarte
500 ml de cassonade
312 ml de lait évaporé
1 œuf battu
20 ml de beurre fondu
5 ml de farine
noix
1)
2)
3)
4)
5)
6)
La tourtière des fêtes
Chauffer le four à 400o F
Mélanger la cassonade, le lait évaporé et le beurre fondu
Incorporer l’œuf battu et la farine
Verser cette garniture dans l’abaisse de tarte
Couvrir de noix
Mettre au four pendant 15 à 20 minutes
La tourtière est une recette traditionnelle de la cuisine québécoise, surtout
au temps des fêtes. Elle est souvent servie la veille de Noël. La tourtière
fait partie du patrimoine culinaire québécois et se sert en entrée chaude,
du réveillon de Noël jusqu'à l'Épiphanie. À l'époque de la NouvelleFrance, elle se préparait avec un oiseau nommé « tourte », aujourd'hui
complètement disparu après avoir été l'objet de chasse excessive. De nos
jours, la tourtière classique se compose de porc et de veau hachés. Si l'on
ajoute du boeuf haché, ce n'est plus une tourtière mais un « pâté à la
viande ». (Source : www.canoe.qc.ca/)
1 recette de pâte pour une tarte à deux abaisses
15 ml d'huile d'olive
1 oignon
60 ml d'eau
1 pincée de clou de girofle moulu, de canelle, de sarriette
225 g de veau haché
225 g de porc haché
1. Préchauffer le four à 190/C (375/F).
2. Préparer la pâte. Déposer dans l'assiette à tarte la premiere abaisse.
3. Faire revenir à feu moyen les oignons jusqu'à transparence.
4. Ajouter les autres ingrédients et les viandes, jusqu'à ce qu'il n'y ait plus
de coloration rosée.
5. Verser le mélange refroidi dans l'abaisse à tarte non cuite. Recouvrir de
l'autre abaisse. Faire des incisions et sceller le bord. Avec un pinceau,
badigeonner 1 oeuf battu (pas complètement, bien sûr) sur la pâte
pour créer un beau brillant.
6. Faire cuire de 20 à 25 minutes sur la grille du bas à 190/C (375/F).
(Source : www.recettes.qc.ca/recettes/index.php?id=1788)
Consulter le site http://membres.lycos.fr/vpaille/info135.html pour une
historique de la tourtière et pour des paroles et la musique de la chanson
« La tourtiere » de La Bottine Souriante.
250
La poutine
Mets typiquement québécois, la poutine est maintenant populaire partout
au Canada, aux États-Unis et même en Europe. Ce repas de restauration
rapide a été inventé en 1964 par un drummondvillois, Jean-Paul Roy.
(Source : L’inventeur de la poutine, www.jucep.com/inventeur/francais/)
Pour 2 personnes :
- 5 pommes de terre de taille moyenne (pour faire les frites)
- 1 sachet de sauce BBQ ou autre sauce brune (ni piquante, ni sucrée)
- du fromage en grains, difficile à trouver en Europe, certains mettent du
cheddar râpé ou à la limite de la mozzarella.
1. Faire des frites de taille moyenne et de préférence en utilisant le mode
belge des deux cuissons. La première à 160-170/C et la seconde (2
minutes) à 180-190/C.
2. En même temps, préparer la sauce, en suivant le mode de cuisson
sur le paquet.
3. Dans une assiette, versez la sauce sur les frites. Selon si vous préférez
votre fromage fondu ou encore un peu couinant (possible avec le
véritable fromage en grain), ajoutez le fromage avant ou après la sauce.
(Source : Recette proposée par Jonathan Burnham, www.linternaute.com)
La fête de la SainteCatherine
Le 25 novembre, jour de la Sainte-Catherine, on célèbre les catherinettes
(les jeunes filles célibataires de 25 ans et plus), une tradition qui remonte
au Moyen Âge. Au Canada français, on fêtait les « vieilles filles », mais il y
a aussi la tradition de manger de la tire ce jour-là. Cette tradition remonte
au 17e siècle. La légende dit que c'est Marguerite Bourgeoys, fondatrice
de la Congrégation de Notre-Dame de Montréal, qui a inventé la tire. À
cette époque-là, Marguerite Bourgeoys, qui était institutrice, voulait
attirer les jeunes Indiens dans son école. On raconte qu'elle aurait réussi
en leur offrant cette bonne sucrerie.
Au XIXe siècle, au Québec, puisque la Sainte-Catherine est une fête
religieuse, il n’y avait pas d’école. Les familles se rendaient visite et la
journée finit généralement par une veillée. La Sainte-Catherine était, à
cette époque, une date populaire pour la célébration des mariages. Plus
tard, dans les écoles du Québec, la Sainte-Catherine était une des plus
grandes fêtes de l'année. On fabriquait de la tire avec de la mélasse. On
fêtait avec des sketches, des jeux, des chants, des danses durant tout
l'après-midi et parfois toute la journée.
Continued...
251
La tire de Sainte-Catherine
(aussi appelé la tire à la mélasse)
500 ml de cassonade blonde
125 ml d'eau
20 ml de sirop de maïs
250 ml de mélasse
125 ml de beurre doux
Instrument : un thermomètre à bonbon.
Faire cuire le mélange jusqu'à 260º F.
Pour vérifier la texture, mettez une goutte du liquide bouillant dans un
verre d'eau : si elle forme une boule, ça y est : c'est prêt.
Étendre la tire dans une lèchefrite beurrée et la laisser refroidir
suffisamment pour ne pas se brûler en l'étirant.
Étirer la tire avec ses mains préalablement beurrées jusqu'à ce qu'elle
atteigne la blondeur désirée. Couper et mettre en papillotes
(Source : Mme Louise Chevrefils, Site de la société de Radio-Canada,
http://radio-canada.ca/par4/_Calendrier/novembre_st_catherine.html)
Voir aussi des sites de la Sainte-Catherine suivants :
www.pomverte.com/Cathinfo.htm
http://w3.cssh.qc.ca/st-andre2/classe601/la_sainte-catherine.htm
Pour des chansons associées à la fête de la Sainte-Catherine, voir les titres
suivants:
Pistes pédagogiques des fêtes culturelles, Le centre franco-ontarien de
ressources pédagogiques
Songs of French Canada, Folkway Records and Service Inc.
La fête des rois
La galette des rois est le gâteau servi traditionnellement pour la fête
religieuse de l'Epiphanie (le 6 janvier) laquelle célèbre la visite des rois
mages à l'enfant Jésus.
Au XIe siècle certains Français se mirent à choisir leur futur dirigeant en
cachant une fève ou une pièce d'argent dans un pain. Autrefois, la fève
désignait le « Roi du jour » ou « Roi de la Fève » et celui qui l'avait reçue
devait rendre la galette le dimanche suivant. Aujourd’hui, les fèves sont
faits en plastiques ou en porcelaine. Celui ou celle qui le trouve est le roi
et doit porter la couronne.
2 disques ou rouleaux de pâte feuilletée pur beurre
200 g de poudre d'amandes
125 g sucre en poudre
125 g de beurre
15 g de farine
15 ml de la vanille
4 petits œufs
Continued...
252
1. Mélanger le beurre ramolli avec le sucre et la farine, ajouter le rhum, 3
œufs battus et la poudre d'amandes.
2. Disposer cette préparation sur un disque de pâte, ne pas oublier d'y
mettre une fève et un sujet; humecter un peu les bords, poser le second
disque dessus et badigeonner la pâte avec le dernier jaune battu.
3. Enfourner dans un four préchauffé (210/C, 400/F) pendant 20
minutes environ.
4. Déguster tiède.
(Source : www.recettes.qc.ca/recettes/index.php?id=1005)
Livres pour enfants :
Roule galette (Mini Castor Flammarion, ISBN 2-0816-0999-1)
La galette des trois (Père Castor Flammarion, ISBN 2-0816-0998-3)
Pour plus d’information sur la fêtes des rois, voir les sites suivants :
www.momes.net/dictionnaire/e/epiphanie/epiphanie.html ou
www.momes.net/dictionnaire/minidossiers/epiphanie.html
www.csdm.qc.ca/recit-adapt-scol/Coffre/rois/rois.html
www.pouletfrites.com/GALETTEDESROIS-TRADITIONS.htm
Pour comment faire une couronne pour la fêtes des rois, consulter le site
Bricokid : www.bricokid.com/
Poisson d’avril
En France jusqu'en 1564 l'année commençait le 1 er avril. Mais, cette
année-là, le roi Charles IX décida de modifier le calendrier, et l'année
commencerait alors le 1 er janvier. Le 1er avril, des farceurs eurent l'idée de
se faire encore des cadeaux, puisque c'était à cette date qu'on s'en faisait.
Mais, vu que ce n'était plus le « vrai » début de l'année, les cadeaux furent
de faux cadeaux, des cadeaux « pour de rire », sans valeur. La légende dit
qu’à partir de ce jour-là, le 1 er avril est devenu le jour des blagues et des
farces. Étant donné que le début du mois d'avril, en France la pêche est
interdite (car c'est la période de reproduction), certains avaient eu comme
idée de faire des farces aux pêcheurs en jetant des harengs dans la rivière.
En faisant cela ils devaient peut-être s'écrier : « Poisson d'avril ! » et la
coutume du « poisson d'avril » est restée.
Auourd'hui on ne met plus de harengs dans l'eau douce, mais on
accroche, le plus dicrètement possible, de petits poissons en papier dans le
dos des personnes qui se promènent parfois toute la journée avec ce
« poisson d'avril » qui fait bien rire les autres.
(Adapté de Le 1er avril à travers le temps et l'espace, momes.net :
www.momes.net/dictionnaire/p/poissondavril.html#bricolage)
Voir aussi le site Cailloudou :
http://members.tripod.com/cailloudou/id49.htm
253
La Chandeleur
La Chandeleur, autrefois « Chandeleuse », se fête le 2 février, soit 40 jours
après Noël. Son nom vient du mot « chandelle ». On organisait alors des
processions aux chandelles le jour de la Chandeleur. Le cierge de la
Chandeleur devait être rapporté de l'église jusqu'à chez soi, en restant
allumé. On lui prêtait certains pouvoirs, si l'on en croit le dicton
Franc-Comtois :
Celui qui la rapporte chez lui allumée
Pour sûr ne mourra pas dans l'année
La fête de la Chandeleur chez nous : Dans les communautés
francophones sur la péninsule Port-au-Port de Terre-Neuve-et-Labrador,
la fête commence à l’église où le prêtre bénit la gorge des gens avec des
chandelles. Plus tard, « le roi de la Chandeleur » circule de maison en
maison, portant un grand bâton appellé « une goule ». Le « roi » demande
des dons de nourriture pour la fête. Les familles qui promettent des dons
attachent un ruban à la goule. La communauté se réunit pour fêter
ensemble.
Voir La chandeleur de Robert (Album 2e année, Collection Il était une fois
dans l’est, Chenelière)
La coutume de crêpes : La survivance d'un mythe lointain se rapportant à
la roue solaire expliquerait la coutume des crêpes (ou des beignets de
forme ronde, dans le sud de la France) que l'on se doit de faire à cette
période. Des siècles durant les paysans ont pensé que s'ils ne faisaient pas
de crêpes le jour de la Chandeleur, leur blé risquait d'être carié.
Dictons et proverbes météo : Une très vieille croyance répandue en de
nombreux pays, veut qu'un ours sorte de sa tanière le jour de la
Chandeleur. Si la température est douce et s'il voit le soleil, il retourne
vite reprendre son hibernage, car il sait que le beau temps ne durera pas
Un très grand nombre de dictons existent en France, sur le temps qu’il
fait le jour de la Chandeleur et les prévisions météorologiques.
Consulter le site de momes.net pour plus d’informations :
www.momes.net/dictionnaire/c/chandeleur.html
Coutumes et traditions de la chandeleur :
www.teteamodeler.com/culture/fetes/dictiofiche53.html
Les crêpes de la
Chandeleur
2 oeufs
2 jaunes d'oeufs supplémentaires
115 g (250 ml) de farine
315 ml de lait
5 ml de vanille
15 g (10 ml) de sucre
30 ml d'huile
1. Mélanger tous les ingrédients ensemble.
2. Étendre finement sur une plaque très chaude et cuire en fines crêpes.
« Le sirop d’érable et les cabanes à
sucre »
254
Pour une banque d’activités sur le thème du temps des sucres, consulter le
site suivant : webprod.educ.usherb.ca/projets/fpt223-05/proj530/scenario
.htm
Le carnaval de Québec
Le plus grand Carnaval d'hiver au m onde se tient en plein cœur de la
vieille Capitale, Québec, chaque janvier ou février. Parmi les activités du
carnaval il y a défilés, glissades, jeu de soccer géant, pêche sur la glace,
spectacles, sculptures sur neige, promenades en carrioles ou en traîneaux à
chiens, maison de glace, patinage. Le Bonhom me C arnaval est la mascotte
du carnaval, son emblème, son symbole. Il est la représentation vivante du
bon homme de neige pour la joie et grands et des petits. Bonhomme est le
roi du Carnaval ; à son entrée officielle dans la ville de Québec, le maire lui
remet les clés de la ville et les festivités peuvent commencer.
Con sulter le site officiel du Carnaval de Qu ébec pour plus d’informations.
Pour écouter les chansons du carnaval, visiter le volet scolaire du site :
www.carnaval.qc.ca/index_corpo.asp
Voir aussi le site suivant qui est un protail de liens en français :
www.2learn .ca/toile2/enjoyfr/Carnaval/Carn aval.htm l#carn
Le sirop d’érable et les cabanes à sucre : Les érables se retrouvent
principalement au Québec ; le Québec fournit les 2/3 de la production
mondiale de sirop d'érable. Il faut 30 à 40 litres de sève pour faire 1 seul
litre de sirop. Un érable peut donner 60 à 160 litres de sève par saison tout
dépen dant des conditions climatiques.
Ce sont les Am érindiens qui ont découvert la sève qui sortait de ces
fameux érables. Les Amérindiens utilisaient leur tomahawk pour faire un
entaille en V dans les érables à l'approche du printemps. En se servant
d'un copeau de bois placé dans leur entaille, ils récupéraient la sève des
érables pour ensuite la condenser en sirop.
Les cabanes à sucre d'aujourd'hui sont apparues au début du 19e siècle.
On y sert aujourd'hui des repas typiques composés de crêpes, de fèves au
lard, de soupe aux pois, des œufs, du jambon, des oreilles de crisse, des
bonbons à l'érable, du beurre d'érable, de la tire sur la neige et sans
oublier, le sirop d'érable. (Historique, les cabanes à sucre du Québec :
www.cabaneasucre.org/index.html)
Neige à l’érable
L’histoire des sucres est disponible de l'Association des Restaurateurs de
Cabanes à Sucre du Québec au 1-800-372-2530 ou par courriel au
[email protected].
250 ml de lait
1 œuf
125 m l de sucre
15 m l de vanille
50 m l de sirop d’érable
Dans un grand bol, mélange le lait, l’œuf, le sucre et la vanille. Ajoute une
quantité de neige fraîche et propre, suffisante pour absorber le liquide.
Verse dans des petites bols et arrose légèrement de sirop d’érable. Donne 6
petites portions. (Source : La cabane à sucre
www.creaction.qc.ca/thematiques/cabane-a-sucre.htm )
Pour des liens aux sites portant sur le sirop d’érable, consulter le site
suivant : www.2learn.ca/toile2/enjoyfr/cabaneasucre/cabaneasucre.htm
#Historique
255
Saint Pierre et Miquelon
L'archipel de Saint-Pierre-et-Miquelon est situé à 25 km au sud de l’île de
Terre-Neuve. Cet archipel qui appartient à la France, est composé de
trois îles principales : Saint-Pierre, Miquelon et Langlade et de quatre
petits îlots autour de Saint-Pierre qui sont appelés : Le Grand Colombier,
L'île aux Pigeons, L'île aux Vainqueurs et L'île aux Marins. Les îles de
Saint-Pierre et Miquelon furent découvertes aux alentours des années
1520 par Joas Alvares Fagundes, navigateur portugais qui les baptisa « Les
onze mille vierges ». En 1536, Jacques Cartier, au retour de son deuxième
voyage au Canada fit une escale dans ces îles et les nomma les îles SaintPierre et Miquelon.
Site officiel de Sain-Pierre et Miquelon : http://spminfo.com/fr/.
Site académique de Saint-Pierre et Miquelon, avec plus de 800 photos :
www.ac-st-pierre-miquelon.education.fr/
Site de l’école primaire de Miquelon, avec photos :
www.ac-st-pierre-miquelon.education.fr/quatre-temps/
Site du Groupe scolaire Henriette Bonin ; beaucoup de pages
intéressantes : http://henriette.bonin.free.fr/
Encyclopédie des îles Saint-Pierre & Miquelon :
www.grandcolombier.com/
256
Reproduction autorisée © Les Éditions de la Chenelière inc.
Bien s’entendre pour apprendre. Lee Canter et Katia Peterson. Chenelière/McGraw-Hill. 2003
257
258
259
Les trois petits cochons : Une comparaison de trois versions différentes
La vérité sur l'affaire des trois petits cochons (John Sciezska et Lane Smith, Nathan, ISBN 2-0922-2408-3)
Les trois petits loups et le grand méchant cochon (Eugène Trivizas et Helen Oxenbury, Bayard Jeunesse, ISBN 22277-0559-0)
260
Appendix B
261
Vocabulaire et structures de base en français pour la maternelle
Children in the French Immersion Kindergarten are expected to
understand most vocabulary and structures from each of the following
categories by the end of the school year. The following list is not
intended in any way to be definitive, and teachers should feel free to add
to it as they see fit.
French Immersion
Kindergarten
SALUTATIONS ET FORMULES DE POLITESSE
Salut !
Bonjour !
Au revoir !
À demain !
Bonne fin de semaine !
À bientôt !
Comment ça va ? Ça va bien ?
Ça va bien, Ça va mal
Comme ci, comme ça
Merci
De rien
Bienvenue
S’il vous plaît, S’il te plaît
Bon appétit !
Bonne journée !
Je m’appelle ...
Comment t’appelles-tu ?
Puis-je ...
Est-ce que je peux ...
Où est ...
Quand ...
Qui ...
Pourquoi ...
Est-ce que ...
Veux-tu ...
Est-ce que tu veux ...
Combien de ...
Qu’est-ce que ...
Y a-t-il ...
Est-ce qu’il y a ...
Quel âge ...
VERBES
aller
attacher
arrêter
avoir boire
brosser
chanter
chercher
coller
colorier
comprendre
connaître
crier
courir
danser
découper
descendre
262
devoir
écouter
écrire
entrer
être
falloir
fermer
frapper
goûter
hurler
jouer
laver
lire
marcher
mettre
monter
montrer
ouvrir
parler
pendre
perdre
placer
pleurer
pouvoir
ramasser
ranger
regarder
répéter
rester
s'appeler
s'asseoir
sauter
savoir
se déshabiller
se disputer
se lever
s'essuyer
s'habiller
sortir
taper
tirer
toucher
tourner
travailler
trouver
venir
voir
vouloir
VOCABULAIRE
les jours de la semaine
les chiffres
les mois de l’année
les saisons
les couleurs
les formes
les fêtes spéciales
les vêtements
les parties du corps
les animaux
la météo
le vocabulaire de la salle de classe
le vocabulaire de l’école
le vocabulaire de la maison
la famille
les moyens de transport
les métiers
la ville
la campagne
les émotions
les relations spatiales/prépositions
(gauche, droite, haut, bas)
excellent(e)
facile
fâché(e)
fantastique
formidable
gentil(le)
grand(e)
gros(se)
joli(e)
léger/légère
lentement
lisse
long(ue)
mauvais(e)
mince
mou/molle
pareil(le)
petit(e)
rugueux(se)
vite
ADJECTIFS / ADVERBES
affectueux (se)
beau/belle
bien bon(ne)
content(e)
court(e)
doux(ce)
différent(e)
difficile
doucement
dur(e)
épais(e)
AUTRES
être
avoir (avoir faim, soif)
Comparaisons (plus, moins,
autant que, le(la) même... que)
il y a
il n’y a pas
voici, voilà
c’est, ce sont
d’accord
c’est dommage
c’est l’heure de ...
c’est le temps de ...
maintenant
plus tard
tantôt
tout de suite
demain
hier
la semaine prochaine
jours / semaine
(Adapted from La maternelle : Language Guide, Government of Newfoundland and Labrador, 1992)
Other vocabulary for development will come from themes such as the following:
tout sur moi et ma famille
les pommes
la sécurité à l’école
Les trois ours
l’automne
l’actions de grâces
l’halloween
les cinq sens
Noël
l’hiver (sports,vêtements)
la Saint Valentin
la Saint Patrick
l’eau
Les trois petits cochons
les moyens de transport
les métiers
Pâques
le printemps
les planètes
la ferme
les plantes
les animaux (le cirque, le zoo)
l’été
263
Listening Activities for Kindergarten
Listening Games
An important component of the French immersion curriculum involves
listening games which further the child’s concentration and help oral
comprehension. There are various listening games that can be quite
helpful to the Kindergarten teacher, especially at the beginning of the
school year:
Sound Games The students close their eyes and try to identify a sound
made by the teacher. (There are many variations of this games).
Colour Games In one version of Feu rouge, feu vert the children
advance towards the person saying green light and stop on the red light.
Guessing Games
• One child has her/his back to the others as another says Qui est-ce ?
and the one with her/his back turned tries to guess the other’s
identity.
• An object is hidden and one child tries to find it while her/his peers
say tu as chaud (you are near) or tu as froid (you are far away).
Singing Games
• Le fermier est dans son pré : Children form a circle and choose
another child for the next role.
• Sur le pont d’Avignon : Children form two lines while the lead
“couple” dances through the line to come out at the end.
Adapted Songs Si tu aimes le soleil, frappe les mains, can be adapted
for orientation by singing Si tu portes du rouge, tape les mains. Children
wearing red clap hands and so on.
Listening Chants
It is useful to have little rhymes, songs or chants which are used to signal
to the students that it is time to stop what they are doing and listen.
On ferme la bouche
On croise les mains
1, 2, 3 silence !
(C’est le temps des présences.)
264
C’est le temps d’écouter
d’écouter, d’écouter
C’est le temps d’écouter
Tout le monde tranquille
(Sur l’air de Mary Had a Little Lamb)
Questioning in the Second Language
Effective Questioning
French Immersion students must learn to question effectively. In order to
do this, it is necessary that they recognize the social, interpersonal and
cultural dimensions of language as well as the grammatical and
phonological aspects.
Questioning in everyday discourse serves many functions. Students need
to practise all functions of questioning and be made aware of the
sociolinguistic implications of each. Through role-playing, drama,
improvisation and other activities teachers can ensure that children use a
variety of questioning techniques, for a variety of functions.
Questioning Techniques
Greetings
1. Comment ça va ?
2. Comment allez-vous ?
Refusing, turning down
1. Pourquoi ferais-je cela ?
2. Est-ce que je dois le faire ?
Getting/eliciting information
1. Comment ça va avec le projet ?
2. Pourriez-vous me dire comment faire ceci ?
Meeting a need
1. Veux-tu me passer le cahier ?
2. Voudriez-vous me donner le livre ?
3. Peux-tu me donner une feuille, s’il te plaît ?
Offering an opportunity or object
1. Voudriez-vous aller au parc ?
2. Tu veux un bonbon ?
Suggesting a course of action
1. On va au gymnase ce matin ?
2. Veux-tu jouer aux échecs ?
Offering adivce
1. Pourquoi ne pas lui parler ?
2. Pourrais-tu peut-être demander à quelqu’un d’autre ?
Changing someone’s behaviour
1. Pourquoi manges-tu si vite ?
2. Pourqoi ne joues-tu pas ?
Expressing disagreement
1. Est-ce que ça convient à cette situation ?
2. Es-tu certain ?
3. Tu es sûr ?
265
Expressing agreement
1. Quelle bonne idée, n’est-ce pas ?
2. Je suis d’accord, et toi ?
Encouragement or support
1. Ne te semble-t-il pas que tu as bien travaillé ?
2. As-tu bien mangé ?
Discouraging or dissuading someone
1. Pourquoi penses-tu que personne ne t’aime ?
2. Tu veux absolument le faire ?
Seeking agreement, persuading
1. D’accord ?
2. Tu viens, n’est-ce pas ?
Soliciting clarification
1. Comment ?
2. Pardon ?
In order to better prepare students for real-life situations, teachers should
include many genuine questioning functions in classroom talk.
266
Jeux de questions
Through games and fun activities, students can be encouraged to practise
a variety of types of questions. Prior to playing any questioning games, it
is important to model the target structures for students and to give time
for oral practice.
La boîte ou le livre à questions Inviter les enfants à fabriquer une boîte
ou un grand livre où vous pourrez consigner leurs questions durant la
lecture d’une histoire. Vous pourrez, dans un deuxième temps, reprendre
les questions des enfants et chercher les réponses avec eux en relisant le
livre.
La marionnette Point d’interrogation Il s’agit d’introduire une nouvelle
marionnette en classe (ex.: un bas de laine ou un sac de papier avec un
point d’interrogation sur le visage ou le corps) qui adore les questions.
Cette marionnette peut être présente lors de la lecture d’histoires.
Lorsqu’elle se réveille, les enfants doivent lui poser au moins trois
questions à propos de la page du livre. La marionnette peut aussi animer
la semaine-pourquoi ? ou comment ? Durant cette semaine, c’est elle qui
modèle les façons de poser les questions. Les enfants cherchent à l’imiter.
Le jeu des petits détectives Munis de loupes (fabriquées en carton ou
autres), les enfants sont des détectives à la recherche d’indices pour
répondre à leurs questions. Par exemple, ils doivent chercher à
comprendre pourquoi l’illustrateur a décidé de placer un chien là, une
table ici ou autres choses.
L’expression dramatique Un enfant devient un personnage de l’histoire.
Vous pouvez, à plusieurs reprises, arrêter l’histoire afin que les autres
enfants puissent poser des questions au personnage.
Les cartons illustrés des questions Sur de grands cartons, écrire les
différents types de questions accompagnés d’une illustration. (Par
exemple, écrire où ? et placer des photos de divers endroits, ex.: en classe,
dans la forêt ou autres.) Référez-vous aux cartons lorsque vous (ou un
enfant) posez une question.
Les objets concrets pour accompagner la lecture de l’histoire Pour
aider l’enfant à concrétiser davantage l’histoire, apporter des objets en
classe qui ont un lien avec l’histoire.
Le cercle des questions Animé par la marionnette Point d’interrogation,
les enfants, assis en cercle, sont amenés à poser des questions à propos de
l’histoire ou d’une partie de l’histoire. La marionnette peut gérer le cercle
des questions en étant celle qui accorde, à tour de rôle, le droit de parole
aux enfants. Lors des interventions des enfants, reprendre, en français,
les mots-clés de leurs propos et inviter le groupe à les répéter avec vous.
(Adapted from Maternelle, Alberta 2001)
267
Rubrics for Oral Language in French Immersion
(Division of Evaluation, Testing and Certification, Department of Education,
Revised 02/08/2000)
Oral Comprehension
Comprehension (Understanding the message)
4 Understands almost all questions, and/or tasks, responds
appropriately to all or almost all questions and/or tasks.
3 Understands most questions and tasks, responds appropriately to
most questions and tasks - no response or inappropriate response to
an occasional questions and/or task.
2 Understands many questions and tasks, responds appropriately to
many questions and tasks - no response or inappropriate response to
a few questions and/or tasks.
1 Understands many questions and tasks, responds inappropriately as
often as appropriately.
Conveying the Message
Conveying the Message
4 Responds with clarity and much detail; consistently shares
information, expresses ideas, feelings and opinions; demonstrates
much confidence in French, takes risks to communicate the message,
may use a variety of strategies to solve problems, rarely, if ever, uses
English words.
3 Responds with clarity and adequate detail; generally shares
confidence in French, sometimes takes risks to communicate the
message, may use some strategies to solve problems, may occasionally
use English words.
2 Responds with clarity but with little detail; occasionally shares
some confidence in French, takes few risks to communicate the
message, seldom uses strategies to solve problems, sometimes uses
English words.
1 Responds with reliance on English and with very limited detail; rarely
shares information, expresses ideas, feelings and opinions;
demonstrates little confidence in French, does not take risks to
communicate the message, makes no attempt to solve problems.
268
Oral Language Use
Language Use
4 Demonstrates strong ability to connect ideas; uses with confidence
and success basic grammatical structures and conventions; uses a
wide variety of words and phrases appropriate to the situation; rarely
reverts to English words; errors in grammar are related to taking risks
with more complicated structures.
3 Demonstrates ability to connect ideas; makes good use of basic
grammatical structures and conventions; uses a variety of words and
phrases appropriate to the situation; may occasionally revert to
English for seldom used words; errors in grammar are usually related
to taking risks with more complicated structures.
2 Demonstrate a limited ability to connect ideas; makes frequent errors
with basic grammatical structures, but succeeds in conveying the
message; uses little variety of words and phrases appropriate to the
situation; may occasionally revert to English for common words.
1 Demonstrates difficulty connecting ideas; makes frequent errors with
basic grammatical structures which may impede comprehension; has
difficulty using vocabulary appropriate to the situation; may
frequently revert to English for common words and parts of
sentences.
Oral Presentation
Presentation Skills
4 Flow is maintained; consistently uses appropriate pronunciation,
intonation, volume, speed and expression.
3 Flow is generally maintained; generally uses appropriate
pronunciation, intonation, volume, speed and expression.
2 Experiences some difficulty maintaining flow; sometimes uses
appropriate pronunciation, intonation, volume, speed and
expression.
1 Seldom maintains flow; rarely uses appropriate pronunciation,
intonation, volume, speed and expression.
269
Les genres et types de texte
Tableau synthèse : les genres et types de textes
Textes fictifs
Textes non fictifs
Textes narratifs
• littérature traditionnel
conte/conte de fée
légende
mythe
• roman
• nouvelle
I. Textes directifs
• marche à suivre
• recette
• expérience de science
• procédure mathématique
• directives de jeux
• directives de...
Autres genres
• fable
• poésie
• pièce de théâtre
• bande dessinée
• album
II. Textes incitatifs
• publicité
• affiche
Textes non fictifs
III. Textes informatifs
Rappels
• lettre
• journal intime ou journal de bord
• biographie
• autobiographie
• article de journal
• les nouvelles
• entrevue
Exposition
• panneau-réclame
• critique littéraire
• discours
• débat
• éditorial
• demande d’emploi
• critique d’un film
• description immobilier
270
Textes non fictifs
III. Textes informatifs (suite)
Exposé
• récit qui explique
comment quelque chose
fonctionne
• texte qui explique la raison d’être de quelque
chose
• livre documentaire
Reportage
• météo
• article
• exposé
• récit
Autre
• bande dessinée
• questionnaire
Une courte description des genres de texte
Textes fictifs
Genre
Description
La littérature traditionnelle
Le conte
Elle a ses origines dans la tradition orale. Plusieurs genres sont issus de la
littérature traditionnelle.
Un récit fictif généralement assez bref qui relate au passé les péripéties
vécues par un personnage et qui comprend souvent des éléments magiques.
La légende
Un récit fictif généralement assez bref qui tente d’expliquer l’origine d’un
phénomène. La légende se situe dans un lieu et un temps déterminés.
Le mythe
Une histoire exemplaire qui n’a pas d’auteur précis, qui se raconte depuis
longtemps et qui explique les grandes énigmes du monde.
Le roman
Une histoire où l’on met en scène des personnages et des événements dans
un cadre déterminé. Le roman se sous-divise en plusieurs genres.
Le roman d’aventure
Le roman de science-fiction
Le roman fantastique
Le roman policier
Le roman socioréaliste
Le roman historique
La nouvelle
L’action prédomine. Les héros ont une mission à accomplir ; ils ont un
secret à découvrir ; ils font face au danger avec courage.
L’intrigue est projetée dans le futur ou dans un autre monde. L’intrigue est
souvent basée sur des phénomènes scientifiques.
Une histoire qui relève de l’irrationnel, du surnaturel, de l’inexpliqué, du
merveilleux.
Une histoire où la solution de l’intrigue dépend des actions et des
découvertes d’un détective.
Une histoire dans la quelle les lecteurs peuvent se reconnaître. Parmi les
thèmes souvent traités se trouvent les relations avec les autres, l’autonomie et
les conflits.
Une histoire qui se passe à une autre époque. Il peut également s’agir d’un
événement passé ou récent.
Un récit bref qui limite le nombre de personnages et d’événements.
Souvent, à la fin, il y a un effet de surprise pour le lecteur.
Autres genres
La fable
Un récit bref qui contient une morale.
La poésie
Un texte qui vise à exprimer ou à suggérer par le rythme, la forme et le
langage des émotions ou des images.
La bande dessinée
Un texte qui contient une suite de dessins qui racontent une histoire.
L’album
Un texte dans lequel l’illustration tient une place très importante (aussi
importante que les mots).
271
Textes non fictifs
Genre
La biographie
L’autobiographie
La recette, la marche à suivre
L’histoire de la vie d’un individu écrite par un autre individu.
L’histoire de la vie d’un individu écrite par lui-même.
Un texte qui décrit une façon de faire dans le but d’arriver à un résultats.
L’article
Un texte formant un tout distinct à l’intérieur d’une publication.
L’exposé
Un texte qui offre un développement méthodique sur un sujet précis.
L’entrevue
Un texte qui fournit une transcription ou une représentation d’un entretien
entre deux ou plusieurs personnes.
Le questionnaire
Un texte comportant une série de questions et parfois un choix de réponses.
La bande dessinée
Un texte qui contient une suite de dessins qui informent ou persuadent le
lecteur.
La publicité
La lettre
Le reportage
272
Description
Un texte qui vise la promotion de produits ou de services.
Un texte que l’on adresse à quelqu’un pour lui communiquer quelque
chose.
Un texte, souvent écrit par un journaliste, qui témoigne de ce qu’il a vu et
entendu.
Les genres littéraires et leur principales caractéristiques
un conte de fées
une légende
une fable
une bande
dessinée
• Ce genre d’histoire commence avec « Il était une fois » et se termine
souvent avant « et depuis ils ont vécu heureux ensemble ».
• Il y a de la magie, un vilain, un animal - un dragon, un personnage
royale - une princesse, un prince.
• imaginaire.
ex.: Blanche-Neige et les septs nains
Le petit chaperon rouge
La princesse en sac de papier
Cendrillon
Boucle d’or et les trois ours
• se situe dans un lieu et un temps déterminés
• tente d’expliquer l’origine d’un phénomène ou exagérer un personnage
historique
ex.: Ti-Jean et les corsaires (Le Sablier)
• un récit bref contenant habituellement une morale
• souvent les protagonistes ont effectué un parcours croisé, la fin pouvant
présenter une image inversée des rapports posés au début.
ex.: Le lion et la souris
Le chat et le rat
La souris de ville et la souris des champs
Le loup et le renard
les fables de la Fontaine et les fables d’Ésope
Il y a deux catégories de bandes dessinées (ou BDs) :
(1) caricaturales - la satire ex. : Astérix
- la parodie ex.: Lucky Luke
(2) réalistes
la poésie
- les aventures historiques
- les aventures fantastiques
- les aventures policières
- science fiction
Il y a plusieurs types de poèmes :
• le calligramme (shape poem)
• le Haiku
• le poème en prose
• le poème en vers libres
• le cinquain
• le limerick
• le poème en liste
Teachers are encouraged to use the following vocabulary when discussing
poetry with students.
Le vers þ une ligne du poème « Si j’étais acrobate, ______ »
La strophe þ sont des paragraphes
« Si j’étais acrobate, je tendrais un cordon entre nos deux maisons »
La rime þ le retour du même son à la fin de deux ou de plusieurs vers.
273
L’allitération þ la répétition d’une consonne ou d’un groupe de
consonnes produisant un effet d’harmonie.
e.g., « Pour qui sont ces serpents qui sifflent sur vos têtes ? »
L’onomatopé þ un mot dont le son imite celui de l’objet que le représente
ex.: Robert Munsch : Bing Bang, Bong
La répétition þ la répétition de mots, de sons, de structures
ex.: J’aime marcher dans la forêt
J’aime marcher dans le pré
J’aime marcher à la plage
J’aime marcher sur le rivage
La métaphore þ appartient à la catégorie des images implicites ou
(cachées). Elle associe deux termes sur la base d’une
certaine ressemblance.
274
La stratégie ÉCOUTER
La com préhension orale
L’écoute de textes
Faire écouter régulièrement une variété de textes, y compris des textes
informatifs, et poser des questions pour vérifier la compréhension.
Chaque activité de compréhension orale doit comprendre trois étapes :
La pré-écoute : elle aide l’élève à comprendre le contexte et l’intention de
l’écoute. Comme techniques d’anticipation, on peut utiliser le remueméninges, les listes de vérifications, un guide d’anticipation (prédictions)
ou une carte SVA (Ce que je sais, Ce que je veux savoir, Ce que j’ai
appris).
L’écoute : la première fois que l’élève écoute le texte, il vérifie son
anticipation/prédiction tout en ignorant l’information superflue. Pendant
la deuxième écoute, il cherche l’information nécessaire pour la réalisation
de la tâche spécifiée dans l’étape de la pré-écoute.
La post-écoute : dans cette phase, l’élève réfléchit à ce qu’il a compris et
appris, aux connaissances et aux stratégies de compréhension qu’il
pourrait réutiliser dans de nouvelles situations de communication.
Outils d’évaluation proposés
Observation :
On observe et on note si l’élève :
• participe aux activités proposées ;
• comprend les directives qui lui sont données ;
• réagit aux idées des autres ;
• comprend le vocabulaire présenté ;
• utilise les stratégies de compréhension et de communication ;
• utilise le vocabulaire appris.
275
Activités pédagogiques
suggérés
Utiliser les représentations graphiques pour orienter l’écoute. Il y a
beaucoup de tableaux différents qui pourraient servir pendant les trois
étapes d’une activité d’écoute. Voir la section Représentations graphiques
(Appendix B) pour d’autres idées.
Les représentations
graphiques
La carte SVA
S
V
Ce que je sais
A
Ce que je veux savoir
Ce que j’ai appris
La carte d’information
Qui
Quand
Quoi
Où
Pourquoi
Le tableau de prédictions
Mes prédictions sur le contenu
Je vérifie mes prédictions
Les activités quotidiennes
Planifier des activités quotidiennes qui permettent d’écouter
régulièrement le même vocabulaire et les mêmes structures dans un
contexte signifiant et authentique :
menu du jour ;
mise à jour du calendrier ;
jeux qui invitent les élèves à compter ;
description du temps qu’il fait ;
chansons et comptines avec enregistrements ;
jeux de rôles ;
activités sur tableaux de feutrine ou babillard magnétique ;
audition, au centre d’écoute, de cassettes ou de disques compactes ;
des livres d’histoires et de poèmes avec enregistrements etc.
Les jeux d’écoute
De bouche à oreille
On murmure une phrase à voix basse à un élève qui doit transmettre le
message à son voisin qui le transmet à son tour au suivant jusqu’à ce que
le message ait fait le tour du groupe ou de la classe. Le dernier élève dira à
haute voix la phrase telle qui’il l’aura entendue.
Cette activité doit se dérouler sur un rythme plutôt rapide.
On peut augmenter la difficulté en utilisant des phrases-pièges connues ;
- Trois gros rats gris dans trois gros trous ronds.
- Un chasseur sachant chasser doit savoir chasser sans son chien.
276
Le sac à partager/Jeux de vingt questions
Chaque jour un élève différent amène en classe un objet dans un sac. Les
autres élèves peuvent poser jusqu’à vingt questions afin de déterminer ce
qui est dans le sac. Il faut écouter attentivement afin de retenir
l’information donnée et pouvoir deviner l’objet caché.
Le pied chanceux
On place des illustrations d’objets connus sur le plancher. Les élèves
marchent au son d’une chanson ou d’une musique et lorsque celle-ci
s’arrête, chaque élève met son pied sur une illustration. L’enseignant
choisit une illustration au hasard. L’élève qui à le pied sur cette
illustration se retire du jeu. Le jeu se continue jusqu’à ce qu’il ne reste
qu’on objet et un élève. On utilise le vocabulaire enseigné : (les nombres,
les fruits, les légumes, les vêtements, les objets de la classe).
Sauter à la corde
On donne à chaque élève un nombre de 1 à 25. On tire un nombre d’une
boîte. L’élève portant ce nombre doit sauter à la corde. L’élève qui saute
compte en même temps ou la classe entière le fait pour lui. Lorsqu’il
s’arrête ou lorsqu’il manque, on choisit un autre nombre et ainsi de suite.
(Pour enfants plus âgés, compte par bonds de 2, 3, 4, 5, 10, ou 25.
Compte par nombres pairs ou impairs.)
Apprendre une chanson
Pour goûter le plaisir de chanter et de faire apprendre une chanson, il
n’est pas nécessaire d’avoir une grande voix. L’essentiel est d’aimer la
chanson que l’on présente aux élèves. Les chansons permettent de créer
une ambiance de gaieté dans la classe, de présenter un contenu
linguistique de façon vivante et d’améliorer la prononciation et le rythme
des élèves. Elles contribuent aussi à développer des attitudes positives à
l’égard du français. On peut procéder de la façon suivante :
- faire écouter le texte à l’aide de la cassette ;
- faire comprendre le sens du texte à l’aide de matériel concret ;
- faire apprendre la chanson au cours de plusieurs leçons ;
- ajouter des activités de prolongement quand les chansons s’y prêtent.
Jeux drôles
La course à la valise
Chaque équipe est munie d’une valise contenant le même nombre et
sortes de vêtements. Au signal de départ, le chef de file ouvre la valise,
mets sur lui tous les vêtements contenu dans la valise, accomplit un
parcours déterminé, revient à son point de départ, se déshabille et remets
les vêtements dans la valise, la referme et la donne à l’équipier suivant.
La première équipe à parcourir le parcours ainsi habillée a gagné.
Ciel, mer et terre
S’adressant à un joueur, le meneur nomme l’un des trois éléments.
Immédiatement, le joueur interpellé doit répondre par un nom d’animal
vivant dans cet élément.
277
The Q - Matrix
Adapted from Cooperative Learning and Critical Thinking: the Question Matrix, C. Weiderhold, Kagan
Cooperataive Learning, 1991.
Event
Situation
Choice
Person
Reason
Means
Present
What is
Where/When
is
Which is
Who is
Why is
How is
Past
What did
Where/When
did
Which did
Who did
Why did
How did
Possibility
What can
Where/When
can
Which can
Who can
Why can
How can
Probability
What
would
Where/When
would
Which
would
Who would
Why would
How would
Prediction
What will
Where/When
will
Which will
Who will
Why will
How will
Imagination
What
might
Where/When
might
Which might
Who might
Why might
How might
Événement
Situation
Choix
Personnage
Raison
Moyens
Présent
Quel(le)
est
Où/Quand
est-ce
Lequel
est-ce
Qui est-ce
Pourquoi
est-ce
Comment
est-ce
Passé
Quel(le)
était
Où/Quand
était
Lequel
était
Qui était
Pourquoi
était
Comment
était
Possibilité
Quel(le)
pourra
Où/Quand
pourrait
Lequel
pourra
Qui pourra
Pourquoi
pourra
Comment
pourra
Probabilité
Quel(le)
pourrait
Où/Quand
pourrait
Lequel
pourrait
Qui pourrait
Pourquoi
pourrait
Comment
pourrait
Prédiction
Quel(le)
sera
Où/Quand
sera
Lequel sera
Qui sera
Pourquoi
sera
Comment
sera
Imagination
Quel(le)
serait
Où/Quand
serait
Lequel serait
Qui serait
Pourquoi
serait
Comment
serait
278
Bloom’s Taxonomy *
Competence
Skills Demonstrated
Knowledge
•
•
•
•
•
observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
Question Cues:
list, define, tell, describe, identify, show, label, collect, examine,
tabulate, quote, name, who, when, where
Comprehension
•
•
•
•
•
•
•
understanding information
grasp meaning
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
Question Cues:
summarize, describe, interpret, contrast, predict, associate,
distinguish, estimate, differentiate, discuss, extend
Application
•
•
•
•
use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
Question Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve,
examine, modify, relate, change, classify, experiment, discover
Analysis
•
•
•
•
•
seeing patterns
organization of parts
recognition of hidden meanings
identification of components
Question Cues:
analyse, separate, order, explain, connect, classify, arrange,
divide, compare, select, explain, infer
Synthesis
•
•
•
•
•
use old ideas to create new ones
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Question Cues:
combine, integrate, modify, rearrange, substitute, plan, create,
design, invent, what if, compose, formulate, prepare,
generalize, rewrite
Evaluation
•
•
•
•
•
•
compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
Question Cues:
assess, decide, rank, grade, test, measure, recommend,
convince, select, judge, explain, discriminate, support,
conclude, compare, summarize
Adapted from Taxonomy of Educational Objectives: The Classification of Educational Goals - Handbook 1, Cognitive Domain, B.S.
Bloom (Ed.), 1956, Longmans, Green: New York, Toronto.
279
Tableau de questions par objectifs du domaine cognitif
Type de question
Exemples
Questions
factuelles
•
•
•
•
Questions de
compréhension
• Qu’est-ce qui est arrivé quand Pinnochio a menti ?
• Est-ce que tu peux dessiner (jouer, mimer, raconter) les étapes de cette histoire ?
Questions
d’application de
connaissances
• Si tu étais le héros de l’histoire, qu’est-ce que tu répondrais à ta maman ?
• Que faudrait-il faire pour que le glaçon fonde plus vite ?
• Quelle sorte de musique accompagnerait bien la présentation de cette histoire ?
Questions
d’analyse
• Qu’est-ce qu’on devrait changer dans cette histoire si elle se passait dans notre
école ?
• Quels règlements devrait-on avoir dans notre classe ? Pourquoi est-ce qu’on
devrait avoir ces règlements ?
Questions de
synthèse
• Peux-tu donner un titre à ton histoire ?
• Peux-tu dessiner une autre couverture pour ce roman ?
• Pourquoi y a-t-il un -s à la fin de ces mots ? Qu’est-ce qu’ils ont en commun ?
(Après avoir repéré dans un texte les mots qui se terminent par un -s et après les
avoir classés.)
Questions
d’évaluation
• Est-ce qu’on devrait utiliser « tu » ou « vous » dans ce dialogue ?
• Pourquoi préfères-tu cette émission à celle-là (cette histoire, ce roman, ce film) ?
280
Qui a réveillé la princesse ?
Comment s’appelle l’auteur de ce livre ?
De quelle couleur sont ces feuilles ?
Qu’est-ce que Jason répond à sa maman ?
Comptines, chansons, rondes et musique
Salutations et le développement
de vocabulaire de base
Les routines de la classe et le développement de
vocabulaire de base
Bonjour les amis
Bonjour les amis, bonjour ! (bis)
Bonjour les amis, bonjour les amis
Bonjour les amis, bonjour
Bonjour
Silence (“Garder silence” à la demande du professeur)
On ferme la bouche
On croise les mains
Un, deux, trois, silence !
(C’est le temps des présences)
Bonjour tout le monde
Bonjour tout le monde, comment ça va ?
Comment ça va ? Comment ça va ?
Bonjour tout le monde, comment ça va ?
Très bien merci.
Un
Deux
Trois
Quatre
Cinq
SILENCE !
Savez-vous planter des choux ?
Savez-vous planter des choux ? À la mode, à la mode
Savez-vous planter des choux ? À la mode de chez
nous !
On les plante avec les doigt, à la mode, à la mode
On les plante avec les doigt, à la mode de chez nous !
Un éléphant
Un éléphant
Ça trompe, ça trompe
Un éléphant, ça trompe énormément
Deux, trois, quatre
(doigt, pied, genou, coude, nez)
Si tu aimes le soleil
Si tu aimes le soleil, frappe les mains (bis)
Si tu aimes le soleil (3)
Frappe les mains
(Claque des doigts, Dis hourrah !, Fais les trois)
Ainsi font, font, font
Ainsi font, font, font, les petites marionnettes
Ainsi font, font, font, trois petits tours et puis s’en
vont !
Alouette (Apprendre les noms des parties du corps)
Alouette gentille alouette
Alouette, je te plumerai
Je te plumerai la tête (bis0
Et la tête (bis)
Alouette (bis)
(tête, bec, cou, ailes, queue, dos)
Le calendrier et les jours de la semaine (Apprendre
le nom des jours de la semaine.)
(air de Farmer in the Dell)
Lundi, pendant la nuit
J’ai vu une grosse sourie
Tra la la la la la !
Oups ! Elle est partie !
Mardi, pendant la nuit
J’ai vu deux grosses souris
Tra la la la la la !
Oups ! Elles sont parties !
281
Salutations et le développement
de vocabulaire de base
Les routines de la classe et le développement de
vocabulaire de base
Bonjour
(air de Twinkle, Twinkle Little Star)
Bonjour, bonjour
Comment allez-vous ?
Très bien merci.
Et puis vous ?
Mets ton doigts
(air de If you’re happy)
Mets ton doigt sur ta bouche, sur ta bouche (bis)
Mets ton doigt sur ta bouche, sur ta bouche
Dis-moi «Ch, ch, ch»
Mets ton doigt sur ta bouche, sur ta bouche
Au revoir tout le monde
Au revoir mes amis, au revoir (bis)
Au revoir mes amis, au revoir mes amis
Au revoir mes amis, au revoir
Au revoir !
Rangement (Ranger le matériel.)
Le temps est arrivé
De tout ranger
Le temps est arrivé
De ranger les jouets
Je m’appelle
(air de Sur le pont d’Avignon)
Tout le monde a un nom
Toi et moi et tout le monde
Écoutons un joli nom
Je m’appelle _________________
Ramassez
(air de Sur le pont d’Avignon)
Ramassez, ramassez, c’est le temps de ramasser
Ramassez, ramassez, c’est le temps de ramasser
Ramassez, ramassez, tout le monde doit aider
Nous avons passé une belle journée
(air de Il était un petit navire)
Nous avons passé une belle journée !
Nous avons passé une belle journée !
Bien sûr on se revoit demain matin
Bien sûr on se revoit demain matin, ohé ! ohé !
On fait le ménage (Ramasser les jeux et jouets.)
(air de Auprès de ma blonde)
On fait le ménage
Tout le monde a bien joué
On fait le ménage
Il faut tout ranger !
La famille
(Apprendre le nom des membres de la famille)
J’aime papa, j’aime maman
J’aime mon petit chien, mon petit chat, mon petit
frère
J’aime papa, j’aime maman
J’aime ma grand-mère et mon gros éléphant
Couleurs (Reconnaître les couleurs apprises.)
(air de Si tu aimes le soleil)
Si tu portes du rouge (bleu, vert...), tape les mains
(bis)
Si tu portes du rouge (3 fois)
Tape les mains
Les parties du corps
Tête, épaules, genoux, orteils
Tête, épaules, genoux, orteils
Genoux, orteils, genoux, orteils
Yeux, nez, bouche, oreilles.
Oops ! Un dégât !
Oops ! Un dégât !
Nous allons tout ramasser
Oops ! Un accident !
Nous allons tout réparer
Ce n’est pas grave, mon ami
Ce n’est pas grave, mon ami
Tête, épaules, poitrine, derrière
poitrine, derrière, poitrine, derrière
Tête, épaules, poitrine, derrière
coudes, poignets, mains et doigts.
Tête, épaules, ventre, dos
ventre, dos, ventre, dos
Tête, épaules, ventre, dos
hanches, cuisses, chevilles, talons
282
Phonological Awareness and Phonemic Awareness
Even before children enter Early French Immersion, they are preparing
for reading and writing through their oral language experiences in
English. Beginning with the development of spoken language, children
fine-tune their skills to include the ability to identify words in sentences,
syllables in words, and individual phonemes in syllables. These latter
skills are referred to as phonological awareness skills, with phonemic
awareness being the most discreet skill of identifying specific speech
sounds (phonemes). This awareness of sounds at the oral level facilitates
the development of reading and spelling in young children as they learn
the relationship between the sounds they hear and the letters and words
they see in print. In the case of Early French Immersion these skills are
also transferred to the child’s literacy development in a second language.
The following definitions are provided for clarification of commonly
used concepts that are frequently confused.
Introduction
Term
Definition
Examples/Clarification
Alphabetic
Principle
The alphabetic principle is the understanding
that “the written word is composed of
graphemes (letters) that correspond to
phonemes (sounds).” (Jempenstall, 2000).
• we use an alphabetic script whereby
sounds are represented by letters as
opposed to logographic writing
whereby a word is represented by a
picture or symbol (as in Chinese
writing)
GraphemePhoneme
Correspondence
This refers to the pairing of a written symbol
with the sound heard in spoken language.
• “ch” is pronounced /ch/ as in chat
• “c” is pronounced /k/ as in cou
Phoneme/un
phonème
A phoneme is a “sound” or the smallest unit of
speech. It is typically represented by a letter or
symbol enclosed by “/ /”. Any time you see a
letter enclosed by “/ /”, make the sound for
the letter rather than say the letter name.
• the sound of the letter “s” is /s/
• the sounds/phonemes for the letter
“c” are /k/ and /s/
• the word “lit” has two phonemes: /l/
/i/
Phonemic
Awareness
Phonemic awareness refers to “...the
understanding that words are made up of
individual sounds or phonemes and the ability
to manipulate these phonemes either by
segmenting, blending or changing individual
phonemes within words to create new words.”
(Chard and Dickson, 1999). Phonemic
awareness is a high level phonological
awareness skill. It is this level of phonological
awareness that is needed for successful reading
and spelling.
• “soulier” starts with the sound /s/
• “chat” starts with the sound /ch/
• the word “plat” is made up of three
phonemes /p/ - /l/ - /a/
• the sounds /b/ /l/ /é/ blended
together make the word “blé”
• if the sound /s/ is taken from the
beginning of the word “sa” and
replaced with /m/, the new word is
“ma”
283
Phonetically
Controlled
This refers to stories which contain mostly
phonetically regular spelling patters. Words
with phonetically regular spelling patterns may
be decoded by “sounding out”.
• sur, le and six, are phonetically
regular as each letter represents a
distinct sound.
• fille, beau, joue and rat are
phonetically regular as they
represent regular orthographic or
syllable patterns.
Phonics
“Phonics” refers to the relationship between
the sounds of spoken language and the written
symbols used to represent those sounds. It is
“...the process of giving sounds to single
consonants, consonant clusters, single vowels,
and vowel clusters.” (Bishop and Bishop,
1996)
Phonics involves the explicit teaching
of concepts such as:
• consonant sounds (/b/, hard /c/,
/d/, hard /g/, /j/, /k/, /m/, /n/, /p/,
/t/ and /w/)
• short vowel sounds (/a/, /e/, /i/, /o/,
and /u/)
• rimes and corresponding onsets
(joue, roue, boue)
• common consonant blends; gr, fr, str
Phonological
Awareness
Phonological awareness is a broad term that
refers to all levels of awareness of the sound
and syllables heard in oral language. It is “an
understanding of the different ways that oral
language can be divided into smaller
components and manipulated. It involves the
auditory and oral manipulation of sounds.”
(Chard and Dickson, 1999). Phonological
awareness may range from implicit awareness
that words rhyme to the more explicit level of
explaining how rhymes are made,
manipulating sounds in words to create new
words, and understanding and creating puns
and riddles.
• spontaneous repairs of errors in
speech (« Tu as dit “ un oeufs ”, mais
il faut seulement un oeuf. » ; « Ce
n’est pas “un chevaux”, c’est “un
cheval ”.»)
• the creation of silly rhymes through
word play (e.g. « Je m’appelle Susan
Busan.» , « J’ai une cerise grise.»
• judging if words rhyme (non, son,
grand, on)
• isolating the first sound of a word
by iteration (b-b-boue; l-l-livre)
• segmenting words into sounds
/d/ /é/ /b/ /u/
• using knowledge of sounds for
letters to spell words
Sight Words
Sigh words are words that are recognized
automatically by sight without the need for
phonetic decoding or analysis.
• words that are phonetically irregular
will need to be learned by sight
• frequently used words are learned by
sight to facilitate speed of reading
and fluency (et, mais, il, avec, peux,
j’aime)
Word Analysis/
Structural
Analysis
“Structural analysis is the analysis of the
structure of a word. ...the task of structural
analysis is to break down large words into
more meaningful units.”(Bishop and Bishop,
1996)
• the word “examination” may be
“chunked” into more manageable
units: /exam/ /in/ /a/ /tion/
• the word “inoubliable” contains the
prefix /in/, the suffix /able/ and the
word /oubli/.
• the word “plat” may be divided into
/pl/ and the familiar sound /a/
Adapted from English Language Curriculum K-3, Government of Newfoundland and Labrador, Department of Education, 2001
284
Research has demonstrated a developmental hierarchy for the emergence
of phonological awareness skills. As with development in any areas,
variations in the acquisition of skills will be seen with different children.
However, the consistency with which researchers have identified skills
emerging at different age levels provides a guideline for instruction:
Developmental
Hierarchy
• Awareness that words can rhyme - then production of rhymes
• Awareness that sentences are made up of words.
• Awareness that words can be broken down into syllables - then
identification of syllables.
• Awareness that words begin with the same sound - then identification
of the beginning sound of words.
• Awareness that words end with the same sound - then identification of
the final sound of words.
• Manipulation and/or deletion of the initial or final sound of words
• Awareness that words can have the same medial sound - then
identification of the medial sound
• Awareness that words can be broken down into individual phonemes
• Ability to blend sounds to make words
• Ability to segment words into constituent sounds
(See, for example, Hempenstall, 2000; Adams, 1990; Ball, 1993; Catts
& Bartiainen, 1993; Warrick, Rubin & Rowe-Walsh, 1993)
Continuum of Phonological Awareness Complexity
Less Complex
Activities
Oral Work Play
More Complex
Activities
Rhyming
Sentence
Segmentation &
Blending
Syllable
Segmentation &
Blending
Blending &
Segmenting
Individual
Phonemes
(Adapted from Chard & Dickson, 1999)
Reading Connection
A large body of research has shown that “children’s phonological
awareness in kindergarten or at the beginning of grade 1 is closely
related to early reading success.” (See, for example, Catts, 1999).
Children who perform poorly on phonemic awareness tasks in
kindergarten and grade 1 are often well behind their peers in reading at
the end of grade 3. According to Liberman, Shankweiler, and Liberman
(1989, as cited in Chard and Dickson, May 1999) the most common
barrier to developing early word reading is the inability to process
language phonologically. Inclusion of phonemic awareness tasks as part
of a balanced early reading program has been shown to prevent or
reduce persistent reading problems. Phonological awareness instruction
has the greatest impact on reading when it is combined with direct and
consistent instruction in the semantic, syntatic and pragmatic cueing
systems.
285
Considerations for
Phonological Awareness
Activities
It is suggested that teachers take the following points into consideration
when planning phonological awareness activities:
• Complete activities within a meaningful context.
• Select activities that are fun and engaging.
• Select activities at appropriate developmental levels to encourage
success and faciliate postitive self-esteem.
• When selecting words for initial phoneme identification or
segmentation activities, select words with continuant sounds or sounds
that can be “stretched” (e.g., /m/, /n/, /l/) in the initial position as
these sounds are the easiest to identify at the beginning or words.
• When selecting words for final phoneme identification tasks, select
words with stop consonants (e.g., /p/, /t/, /k/, /d/) in the final position
as these sounds are the easiest to identify at the end of words.
• When identifying or combining sound sequences, begin with a
Consonant + Vowel (CV) pattern (e.g., le, la), then practise a VC
pattern (e.g., il, elle), followed by a CVC pattern (e.g., toc).
• Be aware that regional dialect may influence students’ responses on
phonological awareness tasks. Accept responses as correct if they reflect
the local dialect. While it is appropriate to accept dialect variations
within the context of these early activities, it is important to teach
students standard pronunciations as they progress through school and
also to teach in which contexts standard productions are required.
• Accept responses as correct if they reflect consistent speech-sound
substitutions (e.g., If a child consistently substitutes /t/ for /k/ as in
“toi ” for “quoi ”, accept the production /t/ as the initial sound for
“quoi ” until the student is physically able to make the /k/ sound. To
ensure that the student really does know the correct response, you may
give the student two possible responses (/k/ or /t/) and ask the student
to tell you which response is correct, number one or number two. You
may also ask the student to point to the letter that corresponds with
the initial sound if the student has learned letter-sound
correspondence.
286
Sample Phonological Awareness Record Form
Student Name
Rhyme
Counting
(Recognition Words in
and
Sentences
Production)
Counting
Syllables in
Words
Blending
Identifying
Sounds to
Sounds in
Form Words Words
Manipulating Segmenting
Sounds in
Words into
Words
Sounds
287
La production orale
La stratégie PARLER
Montre et raconte
« Que doit-on faire pour bien présenter un objet aux autres ? » Amener les
enfants à décrire ce qu’ils croient important pour présenter leur objet de
façon intéressante. Créer une affiche illustrant ces étapes à titre d’aidemémoire pour les enfants. Par exemple :
• Je me place devant mes amis.
• Je m’assure que tous peuvent bien me voir.
• Je montre mon objet.
• Je donne quelques caractéristique de l’objet ; e.g., à qui il appartient,
comment je l’ai reçu, comment je l’utiliser, en quoi cet objet est spécial pour
moi. OU
• Je donne quelques caractéristiques d’une photo ou d’un dessin, ou de la
personne : les circonstances entourant la photo ou le dessin (qui l’a prise, ou
qui l’a fait, à quelle occasion, en quoi elle ou il est spécial(e)).
• Je demande s’il y a des questions.
• Je remercie mes amis de m’avoir écouté.
Modeler cette démarche devant les enfants.
Lors de la présentation de ton objet, as-tu pensé aux étapes que nous avons
identifiées ? Qu’as-tu oublié ? Qu’as-tu aimé faire ? Qu’as-tu trouvé difficile ?
Comment présenteras-tu ton objet la prochaine fois ?
Suggestions d’objets ou de personnes :
• une photo de moi à ma naissance ;
• un jouet favori ;
• ma couverture favorite ;
• une collation que j’aime ;
• un objet que j’ai fabriqué ;
• mon père, ma mère, mon grand-père, ma petite sœur.
Nota :
• Faire un rappel aux enfants afin qu’ils n’oublient pas leur objet.
• Ne pas imposer l’activité : respecter les enfants qui ne veulent pas
présenter leur objet devant les autres enfants. Peut-être préfèrent-ils que
vous présentiez l’objet à leur place ? Ou, peut-être veulent-ils vous avoir
à leurs côtés lors de la présentation ?
288
Liste de vérification pour les présentations orales
(adapted from First Steps, Oral Language Resource Book, p. 74)
L’élève...
S
U
J
E
T
O
R
G
A
N
I
S
A
T
I
O
N
Toujours - Parfois - Jamais
Commentaires
varie des sujets
choisit des sujets intéressants
parle de ses expériences personnelles
parle des sujets généralisé, e.g., les mammifères
présente le sujet et l’intention du discours
donne le contexte (e.g., lieu, temps)
inclut l’introduction, points important et conclusion
donne des détails importants
parle toujours du sujet
finit par une réflexion ou une conclusion
parle couramment
L
A
N
G
A
G
E
utilise des mots charnières (et, puis, parce que, quand, mais, si,
alors)
P
R
A
G
M
A
T
I
Q
U
E
utilise bien sa voix (volume, expression)
utilise une vocabulaire spécialisé
explique les nouveaux mots aux spectateurs
utilise des verbes qui indiquent une réflexion (je me souviens,
je sais, je pense)
regarde les spectateurs
a un bon débit
réponds aux questions, ou aux commentaires
parle pendant une période appropriée
289
Qu’est-ce qu’une
représentation graphique ?
Une représentation graphique est un schéma qui illustre les liens entre les
idées ou les renseignements provenant d’un document quelconque (test
oral ou écrit, film, expérience, observation). Ces liens sont illustrés à l’aide
de lignes, de flèches ou de formes géométriques. Le type de représentation
graphique varie selon la structure textuelle du document. Parmi les
représentations graphiques, mentionnons :
L’étoile : pour la représentation de concepts ou
d’idées
La constellation : pour le regroupement de plusieurs
étoiles en vue de représenter les liens entre les
concepts ou les idées
L’arbre ou la pyramide : pour la représentation de
l’hiérarchie ou pour créer des catégories
La matrice : pour la représentation de concepts
similaires
La chaîne : pour la représentation de processus, de
séquences, de procédures
Les cercles concentriques : pour la représentation
d’information descriptive, pour comparer et
contraster
Le tableau : pour la représentation d’idées ou de
concepts selon la nature du tableau
290
L’étoile - Texte descriptif
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
291
Les caractéristiques - Texte descriptif
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
292
La matrice
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
293
Le tableau séquentiel
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
294
Un tableau problème / solution
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
295
La structure narrative
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
296
Une roue du récit
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
297
Un texte fictif
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
298
Un résumé en images et mots
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
299
Un tableau comparaison - contraste
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
300
Un tableau comparaison - contraste
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
301
Un tableau pour et contre
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
302
La carte PMQ
(plus/moins/questions intéressantes)
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
303
La carte d’information
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
304
Une réaction personelle au texte
Nom : ________________________________ Date : ________________________________
Titre : _______________________________________________________________________
305
D’autres tableaux
Sous - sujet
Sous - sujet
Sous - sujet
Un tableau en T
Des tableaux en 2-T et en 3-T
La constellation des sous-thèmes
306
Un tableau séquentiel
Un tableau des sous-thèmes
Sous-thème :
Sous-thème :
Des notes :
Des notes :
G
G
G
G
G
G
G
G
G
G
307
Traduit de First Steps ®
Je planifie mes nouvelles
308
Speaking and Listening Charts
Classroom Charts and Strategies (for les nouvelles and other oral presentations)
309
Student Self-Evaluation Charts:
Note: Students and teacher construct together these charts and lists of strategies for listening and speaking.
Écoute bien !
310
The Introduction and Developm ent of
Grammatical Structures
The introduction and development of grammatical structures in Primary
French Immersion is an area which demands attention. Providing an
environment where these fundamental structures can be learned and
acquired is unquestionably a mandate of the Primary French Immersion
program.
The fact that basic grammatical structures need to be introduced and
reinforced in the primary grades has been established. What needs to be
clarified then is the question of methodology. Current theory holds that
grammar should not taught in isolated fashion but rather integrated into
meaningful and purposeful activities, and reinforced through practice in
authentic communication situations. Grammatical concepts are seen and
experienced as part of a whole. The concept of integration was never so
true as it is for French immersion. Teaching grammatical items such as
verb conjugations and pronoun replacement in isolation serves only to
confuse and disjoint language development. Grammatical concepts
remain vague unless consistently presented in meaningful and purposeful
activities and practised in the context of authentic, enjoyable
communicative and interactive activities.
The following tables have not been designed as check lists for pupil
achievement. Their purpose is to provide an overview of the basic
grammatical components of the French language which are introduced
and developed in the primary grades. Some elements of the table refer
specifically to the written code of the language, while others apply to
both oral and written French.
Teachers are not expected to cover all items in depth, but rather to
consciously make an effort to expose children to the appropriate
terminology (e.g., c’est un accent circonflex) and to engage them in
language development activities through which the components are
developed and practised. Should an occasion arise whereby a particular
grammatical component can be introduced or discussed at an earlier
grade level, collectively or individually, than suggested in the following
table, teachers are encouraged to do so. For example, a story such as La
petite poule rousse may provide an ideal opportunity to draw attention to
the use of both the question mark and the exclamation mark with a
Kindergarten class.
Legend
I Introduction, presentation of new grammatical structures or
concepts
D Continued exposure, development and reinforcement of
grammatical structures or concepts introduced in earlier grades
311
Grade Level
K
1
2
3
Affirmative
- sujet/verbe : Elle mange.
- sujet/verbe/complément : Elle mange une pomme.
- sujet/verbe/adverbe : Elle mange lentement.
I
D
D
D
Negative
- sujet/verbe : Elle ne regarde pas.
- sujet/verbe/complément : Elle ne regarde pas la télévision.
- sujet/verbe/adverbe : Elle ne marche pas lentement.
I
D
D
D
Interrogative
- est-ce que
- inversion : As-tu fait cela ? Mange-t-il ?
- use of a variety of question types e.g., Qui ? Comment ?
Pourquoi ? Qu’est-ce que ?
I
D
D
D
Article before a noun
I
D
D
D
I
D
D
Sentence Structure
Direct and indirect objects
312
Grade Level
K
1
2
3
I
D
D
D
Irregular plural endings (e.g., animal-animaux)
I
D
D
Plural indicators ses, mes, tes
I
D
D
Plurals
Agreement between article and noun (les enfants)
Articles le, la, l’, les
I
D
D
D
un, une, des
I
D
D
D
I
D
D
I
D
D
“ent” at end of verb (written form only)
Possessives
le chat de Marc
*Accents (written form only)
grave
è
très
I
D
D
D
aigue
é
Je suis allé
I
D
D
D
circonflexe
ê
fête
I
D
D
D
cédille
ç
garçon
I
D
D
D
tréma
ë
Noël
I
D
D
D
féminin of adjectives, e.g. blanc/blanche,
regular - verte, petite, grande
common irregular - grosse, bonne
I
D
D
D
I
D
D
D
Comparatives
aussi _____ que ; plus _____ que ; moins ____ que
I
D
D
D
Superlatives
le plus ____ ; le moins ____
I
D
D
D
Adjectives
placement of common adjectives before/after
noun: la maison verte
la petite maison
I
D
Introduce
Develop
* Note: It is strongly recommended that teachers use the correct terminology when naming the accents. At
Kindergarten level, teachers are encouraged to incorporate the accents in practice printing.
313
Grade Level
K
1
2
3
I
D
D
D
mes amis et moi ÷ nous
I
D
D
les garçons ÷ ils ; les filles ÷ elles
I
D
D
I
D
D
à/a
I
D
mes/mais
I
D
on/ont
I
D
son/sont
I
D
D
D
à + le = au
I
D
à + les = aux
I
D
de + le = du
I
D
de + des = des
I
D
Pronoun Replacement
replacing nouns with a pronoun, showing appropriate
gender and number
le garçon ÷ il ; la table ÷elle
e.g., people - Kdg. maman ÷ elle
objects - Gr 1 le chien ÷ il
Homonyms (written form only)
est/et
c’est/ces/ses
I
Contractions and elision
I
D
314
l’ + vowel
I
D
D
d’ + vowel
I
D
D
Introduce
Develop
Grade Level
K
1
2
3
I
D
D
D
I
D
D
notre, nos, votre, vos
I
D
leur, leurs
I
D
D
D
D
I
D
D
I
D
Possessives
Possessive Adjectives
mon, ton, son, ma, ta, sa
mes, tes, ses
Possessive Pronouns
à moi, à toi, à lui, à elle
le mien, les miens, la mienne, les miennes
le tien, les tiens, la tienne, les tiennes
le sien, les siens, la sienne, les siennes
à nous, à vous, à eux, à elles
I
D
I
Introduce
Develop
315
Verbs
Code: 1, 2 and 3 refer to the grade level where the concept is introduced. It is understood that further
development takes place as children progress.
je
tu
il/elle/on
nous
vous
ils/elles
1e
2e
3e
1e
2e
3e
personne
personne
personne
personne
personne
personne
singulier
singulier
singulier
pluriel
pluriel
pluriel
au présent
1
1
K
3
3
2
à l’imparfait
2
2
1
-
-
2
au passé composé
3
3
3
3
3
3
au futur proche
3
3
3
3
3
3
1
2
K
2
2
2
au présent
K
1
K
K
3
2
au passé composé
2
3
3
2
3
3
à l’imparfait
2
2
2
3
3
2
au futur proche
3
3
3
3
3
3
K
1
K
2
2
1
Verbs
Être
expression with être
e.g., il est allé, je suis parti, je
me suis levé, elle s’est habillée
Avoir
expressions with avoir
e.g., j’ai fini, elle a soif, j’ai
faim, il a 7 ans, j’ai peur, ils ont
raison, elle a tort
316
je
tu
il/elle/on
nous
vous
ils/elles
1e
2e
3e
1e
2e
3e
personne
personne
personne
personne
personne
personne
singulier
singulier
singulier
pluriel
pluriel
pluriel
1
1
K
2
2
2
au passé composé
1
2
K
K
2
2
à l’imparfait
3
3
2
-
-
2
au futur proche
1
2
1
3
3
3
Vouloir
au présent
1
2
1
3
3
3
Pouvoir
au présent
1
2
1
3
3
3
Devoir
au présent
1
2
2
3
3
3
Aller au présent
1
1
K
K
3
2
Faire au présent
1
2
K
2
2
2
au passé composé
2
2
2
2
2
2
à l’imparfait
2
2
2
3
3
3
au futur proche
3
3
3
3
3
3
“er” verbs
au présent
Aller, Faire
Note:
By grade 3, teachers have made students aware of:
a) the value of verb tenses: présent, passé, futur, as well as the use of indicators e.g. aujourd’hui, hier,
demain. Do not insist upon the nuance between the passé composé and imparfait.
b) the notion of the verb followed by an infinitive e.g., elle va nager, j’aime patiner, nous allons faire.
317
318
Appendix C
Reading and Viewing
319
Reading and Viewing: Program Design and Components
Reading and Viewing:
Fundamental Principles
Students learn to read/view most easily when:
• they are immersed in reading and viewing
• they develop a sense of ownership by having choice in what they read and
view and how they respond
• they receive response/feedback
• they see strategies demonstrated and modeled
• reading and viewing are regarded above all else as meaning-making
processes
• risk taking and approximation are encouraged and supported
• reading and viewing skills/strategies are taught/learned in context
• they see the value of reading and viewing and develop the desire to engage
in these processes
• a balanced approach is used - a combination of shared reading, guided
reading, independent reading and read-aloud, as well as modeling,
demonstrations, and direct teaching. (Writing and oral language are
also integral parts of a balanced reading program.)
Process of
Reading and Viewing
Reading and viewing are the processes of constructing meaning from a
range of representations including print, film, television, technological
and other text. These are active processes involving the constant
interaction between the minds of readers/viewers and the text. As
readers/viewers interact with text, they use the strategies of sampling,
predicting, and confirming/self-correcting. This complex process requires
the integration and co-ordination of four cueing systems or sources of
information: pragmatic, semantic, syntactic and graphophonic (or visual
in the case of viewing).
Cueing Systems
320
Pragmatic Cueing System
The use of pragmatic cues refers to readers’ understanding of how text
structure works and their purpose for reading.
Readers use this information to predict meaning as they read.
Understanding the basic structure of a narrative, as well as the features of
a story particular to various genres (fairy tales, mysteries, etc.) allows
children to set the appropriate purpose for reading and to predict more
successfully. Children learn to recognize the text structure cues related to
expository text, such as headings, illustrations, graphs, or bolded words.
This allow them to activate prior knowledge and support prediction as
they read.
Effective readers have a wide background of experience with language in
many situations, although experience will vary in different cultural
contexts. To expand knowledge of written language in its various uses,
the teacher may:
• immerse students in a variety of genres and styles of literature
• read a wide variety of non-fiction to students
• discuss the information readers receive from non-print cues such as
illustrations, story pattern and structures
• use a variety of text structures and story mapping techniques with
students, helping them to recognize and chart the text structure
visually.
Semantic Cueing System
Semantic cues refer to the meaning that has become associated with
language through prior knowledge and experience.
Semantic context consists of meaningful relations among words and
ideas. Readers/viewers construct meaning when they relate the
information in the text to what they know. When readers use their
background knowledge, meaning contained in illustrations, and meaning
contained in the words and their relationships, they are making use of
semantic cues. The key question readers/viewers ask when they are
making use of semantic cues is, What would make sense? (Est-ce que cela a
du sens ?) Self-correction when the text does not make sense is an
indication of the child’s level of appreciation for and effective use of
meaning cues.
Effective readers have extensive knowledge of a wide range of topics ad
related language. To build students’ experiential and language base, and
to encourage reading for meaning, the teacher may:
• extend students’ background experiences and involve them in as many
real-life experiences as possible
• discuss experiences to extend students’ understanding and related
vocabulary
• encourage extensive independent reading, to help build students’
experiences with a range of topics
• before reading, have students recall and share what they know about
the topic, to build their knowledge of the concepts and information to
be addressed in the text
Continued...
321
• encourage predictions before and during reading to encourage reading
for meaning; explain to students why they are making predictions
before they read and how to use this prior knowledge effectively as a
reading strategy
• help students clarify and extend understanding by having them respond
to reading in a variety of ways, such as through drama, writing,
discussion, and drawing
• help students learn to use the semantic cueing system by teaching them
to ask themselves as they read, Est-ce que cela a du sens ?
• use oral and writing cloze activities, focussing on meaning to predict
and confirm.
Syntactic Cueing System
Syntactic cues refer to the structure of language or how language works.
Readers who use information such as sentence structure, word order,
function words, and word endings as they read are making use of
syntactic cues. Self-correction of miscues that do not sound right (sonne
bien) (in terms of normal French sentence structure) provides evidence of
an appreciation for and use of syntactic cues. It should be recognized,
however, that French immersion students will bring a different experience
and understanding to the phrase sonne bien.
To build knowledge of how language works, the teacher may
• read to students from a wide variety of French literature
• provide time and opportunity for students to read independently
• provide literature with repeated syntactic and semantic patterns, thus
encouraging students to make predictions based on their knowledge of
such patterns
• provide opportunities for students to use language for different
purposes - to tell stories, to explain, to ask questions, to give directions
• use oral and written cloze activities, focussing on syntactic patterns to
predict and confirm/self -correct
• demonstrate through oral reading how to use syntactic cues to predict
and recognize miscues. Model self-correcting because of these miscues.
Have students listen for parts of the passage that don’t sound right (qui
ne sonnent pas bien) so that they can develop an awareness of what the
term actually means.
• encourage students to use the read ahead strategy (la stratégie sauter et
revenir) and explain that this often helps them to predict a difficult
word based on the structure of the rest of the sentence.
Graphophonics Cueing
System
322
Graphophonic cues refer to knowledge about the sound-symbol system
and how readers apply this knowledge as they read. This includes
knowledge about directionality and spacing as students develop the
concept of word and learn to track print. Effective readers develop
generalizations about letter-sound relationships and integrate this
knowledge with their use of the semantic and syntactic cueing systems.
Phonological Awareness
Phonological awareness is an understanding of the sound structure of
language, which develops initially in oral language.
Students with well-developed phonological awareness are able to m ap their
developing knowledge of sound and letter correspondence onto an
underlying understanding of how language can be segmented and blended
into its com ponent parts. This would include an understanding of words,
syllables, rhymes, and finally, individual sounds. For example, the tasks of
judging whether two words rhyme or begin with the same sound, or
clapping out the sounds in a word require phonological awareness. Recent
research suggests there are different levels of phonological awareness. For
exam ples, being able to detect rhyme or hearing the syllables in words is
easier than being able to hear and manipulate the individual phonemes
(e.g., hearing that the word ami contains three phonemes /a/ /m/ /i/).
There is a growing body of evidence suggesting a strong connection
between phonological awareness and reading developmen t. Research
show s that being able to segment and blend language is an essential skill if
students are to be able to use graphophonic cues effectively in reading.
Many children enter school with some phonological awareness. If they
have had lots of experience with oral language, they are often able to
detect words that rhyme or words that start with the same sound.
Phonological awareness continues to develop as children learn to read.
Their attempts at temporary spelling also support the development of
phonological awareness as they segm ent the words they w ant to spell.
Teachers can help students build upon their phon ological awareness in
several ways:
• providing many opportunities for students to play with words in oral
language to support the development of ph onological awareness
• providing extensive experiences with rhyme in contexts such as shared
language, read-aloud, and rhyming games so that students can develop
the ability to recognize and generate rhymes
• clapping the syllables in a word (e.g., coller : // col ler ) listening for the
mot caché (saying the word syllable by syllable and having students guess
the mot caché)
• helping students learn to segment rhym ing words at the rime/onset
boundary (ch-at) orally. This becomes in important strategy in reading
and spelling as children look for familiar word chunks, rather than
having to segment and blend each word sound by sound
• using picture sorts to help students compare and contrast features of
words
• using the Reading Recovery strategy of Elkonin boxes can be helpful;
that is, using squares and counters for each phoneme, and having the
child push the counters into the boxes as he/she says each phonem e).
323
Developing Graphophonic
Knowledge
Students build upon their phonological awareness in oral language as they
learn to use their developing knowledge of how letters/sounds work.
They make connections to how sounds and letters work in print through
their attempts to make meaning in what they are reading and as they
explore sounds through temporary spelling in the writing process.
To support the development of the graphophonic cueing system, students
need to learn about the alphabet and the sounds the letters make in
French. Sound awareness activities focussing on rhyme and alliteration
support the development of this knowledge.
Teachers need to recognize that some students will have difficulty in
learning about the graphophonic system because of difficulties with
phonological awareness and the range of development common to
Primary French Immersion classrooms. Some students may need more
time and more explicit practice to learn about letters and sounds, as well
as to learn how to use graphophonic cues as they read and write.
As with any strategy, teachers need to model how and when to use this
knowledge in the reading process. Two excellent opportunities for such
modelling are through the use of the morning message and individual
conferences with students.
Introducing Sound-Symbol
Relationships in Context
324
To help students build graphophonic knowledge and learn to use it in an
integrated way with the other cueing systems, the teacher may introduce a
sound-symbol relationship to children in context; following is a
suggestion of one way to do this:
• Read a poem, rhyme, or book to students which includes several
words starting with the targeted letter/sound. A first reading should
focus on meaning and enjoyment, before exploring a particular sound
in a sentence or part. Without showing students the print, ask them
what sound they hear at the beginning of certain words.
• Have students say the sound, focussing on the shape of their mouths
as they produce the sound.
• Have students say the sound, focussing on the shape of their mouths
as they produce the sound.
• Have students brainstorm words they know in French that start
with/contain the sound. Start making a list that students can add to
as they find more words. Help students make the connection
between the sound and the letter that makes it by telling then that the
sound /b/ is made with la lettre “b”. Show students how to make the
letter and have them make it in a variety of ways, e.g., in the air, on
the palm of the hand with a finger, on the board with chalk.
• Return to the context of the book and read it again, this time
drawing students’ attention to the sound in print.
• Help students learn to use this phonics knowledge, along with other
cues, in the reading of other big books, poems, and rhymes in shared
reading, guided reading, and reading conferences. Through shared
writing, writing conferences, and mini-lessons, show students how to
use this knowledge in trying to spell a word.
Bu ilding G raphophonic
Knowledge
Other ways to help students build graphophonic knowledge include the
following:
• help students develop an understanding of letter-sound relationships by
providing opportunities for them to
• hear language and then see it in print
• see their own words and sentences in print
• hear language while following it in print
• build a sight vocabulary of French signs, letters, labels, and other
print in their environment
• draw attention to phonics relationships in the context of reading and
when modelling writing
• use shared reading experiences, such as big books, poems, songs and
chants on charts, morning messages, pointing to the words to reinforce
directionality and to focus on particular letter-sound relationships
• provide many opportunities for writing, encouraging students to use
temporary spelling until they know the conventional spelling (This
exploration of sound through temporary spelling is an integral part of
the students’ development of graphophonic knowledge.)
• read alphabet books to students, providing opportunities for reading
and writing student-made alphabet books
• encourage students to develop personal word lists, such as word
families and words that sound the same
• have a variety of French dictionaries available
• use oral and written cloze activities, focussing on graphic cues along
with semantic and syntactic cues to predict and confirm
• make sentence strips taken from familiar books or poems and cut the
sentences into phrases/words (The activity of unscrambling the words
to make meaningful sentences focuses attention on the print.)
• use picture and word sorts to help students compare and contrast
features of words
• help readers develop the strategies of directionality and one-to-one
matching; use a pointer during shared reading and encourage readers to
read with their fingers to help them develop these strategies.
Reading Strategies
(Word Identification)
Reading is an active process involving the use of the basic strategies of
sampling, predicting, and confirming/self-correcting. Readers make use
of the cueing systems (semantics, syntax, graphophonics, and pragmatic)
in an integrated way to carry out these strategies.
Strategies
Cueing Systems:
Pragmatic
Syntactic
Semantic
Graphophonic
Sample
used to
Predict
Confirm / Self-Correct
325
Sampling
Sampling means attending only to the necessary details after predicting
what is coming next based on semantic and syntactic knowledge and
cues. Readers then confirm or self-correct and make new predictions. In
order for students to sample print effectively, they need to learn to make
use of sight vocabulary and significant details of print.
Sight Vocabu lary
Having a sight vocabulary enables the reader to make use of context cues,
thus increasing fluency and ease of reading. It is acquired gradually in
context through a variety of activities:
• extensive reading where students see the same words and phrases in
many different contexts (books, signs, labels)
• writing where students use common words and phrases again and again
• shared reading and shared writing contexts in which students’ attention
can be focussed upon sight words
• rereading of familiar texts to build fluency
For students who require additional practice with sight words, the
method suggested by Don Holdaway of creating cards with a word on
one side and a sentence containing the word on the other side works well.
The sentence may be one students compose or one from a familiar book.
These might be used at a playing with print centre or at home. Sight
word lists may be built from common words the students are attempting
to write and from books they are reading.
Print D eta ils
Readers also make use of their knowledge of letters, letter-sound
relationships, word parts, and print conventions when they sample.
Students acquire this knowledge over time through the kinds of
experiences. With practice in reading, and through demonstrations and
feedback, students learn to make use of print details as one reading cue.
Predicting
Readers make predictions from what they have sampled of the text by
using the cueing systems in an integrated way. This entails making
predictions based on:
• what would make sense (Qu’est-ce qui aura du sens ? Que se passe-t-il
dans l’histoire ? Regarde l’image, que vois-tu ?) - semantic cues
• what would sound right (Qu’est-ce qui sonne bien ?) - syntactic cues
• what the print suggests (Je regarde la première lettre... Est-ce que je
connais un autre mot qui ressemble à ce mot ?) - graphophonic cues
Example:
Le poisson est dans le bocal. Il n_______ dans l’eau.
In predicting the word nage, readers use their background knowledge
about fish and swimming and the meaning contained in the context
(semantic cues); their knowledge of how language words - i.e., that a verb
is required here, given what comes before and after; that the verb will be
in the present tense, given what comes before (syntactic cues); and print
information - i.e., that the word starts with “n” (graphophonic cues).
326
Confirming/Self-Correcting
Effective readers are constantly monitoring their predictions, looking for
confirmation. They ask themselves the questions:
• Est-ce que cela a du sens ? (semantic cues)
• Est-ce que cela sonne bien ? (syntactic cues)
• Est-ce que cela a l’air correcte ? (graphophonic cues)
When readers are uncertain about their predictions, they need to have a
variety of self-correction strategies upon which to draw. For example:
• Read on and come back to make another prediction that fits (sauter et
revenir).
• Go back to the beginning of the sentence and try it again, thinking
about what fits.
• Sample more of the print information:
• look at more of the letters
• break the words into parts
• think about a word that starts the same way or looks similar
• look for small words in the big word
Students learn these strategies of sampling, predicting, and
confirming/self-correcting over time when they are encouraged in the
contexts of shared reading, guided reading, mini-lessons, and reading
conferences. For example, during shared reading, teachers might cover up
some of the print to create a cloze activity that involves students in using
the various cueing systems to sample, predict, and confirm/self correct.
With beginning emergent readers, the initial focus needs to be on
predicting, confirming, and self-correcting on the basis of what makes
sense (semantic and syntactic). As students begin to acquire knowledge
about the graphophonic cueing system, they need to be taught how to use
this knowledge along with the other cueing systems as they predict,
confirm, and self-correct.
Feedback such as the following helps students learn to make integrated
use of the cueing systems:
• Cela a du sens, mais est-ce que cela a l’air correcte ?
• Cela sonne bien, mais est-ce que cela a du sens ?
• Quel mot commence par cette lettre et irait bien dans la phrase ?
• Que peux-tu voir dans l’image qui commence par cette lettre ?
The decision about which of the various feedback statements to use
depends on individual students and an understanding of their particular
needs in relation to their development of reading strategies. For example,
a student who is relying on a sounding out strategy (Écouter les sons) needs
feedback focussing on using semantic and syntactic cues. A student who
is relying primarily on contextual cues might need to have attention
focussed on the print and his/her use of graphophonic knowledge.
Appropriate feedback varies depending on whether the strategies used by
the student are successful.
327
As students become more experienced in using a range of reading
strategies, the feedback provided might focus more on helping them
recognize what strategy they used and whether or not it was effective, as
well as suggesting an alternate strategy. Exam ples of such feedback
comments include the following:
• Com ment as-tu trouvé le mot ?
• Quand tu t’es arrêté(e), que pensais-tu ?
• Qu’est-ce que tu as remarqué ?
Reading Strategies
(Comprehension)
Reading/viewing are active meaning-making processes. Readers/view ers
construct meaning as they interact with the text. The prior knowledge and
experience they bring to a text has a profound influence upon what they
comprehend. In French imm ersion, the vocabulary to which students have
been exposed can be an important factor in reading a text.
Effective readers are active readers. They use a multitude of strategies
before, during, and after reading.
Pre-reading / Pre-viewing
Strategies
Prereading/viewing strategies are a critical component of the reading/
viewing process. Central to this aspect of the reading process are two
elements: activating prior know ledge, which sets the stage for the reader to
actively engage with the text, and setting a purpose for reading. Som e such
strategies are:
• brainstorming what one already knows about a topic and what one
expects or would like to find out
• predicting what a written text will be about based upon such things as
front and back covers, title page, table of contents, pictures
• asking questions to organize one’s search for information
During Reading / Viewing
Strategies
During reading/viewing strategies are used during the process of reading
to help readers make sense of a text and monitor their understanding of
what they are reading. Some such strategies are
• confirming or modifying initial predictions and continuing to make
predictions about what will happen next
• asking oneself questions as one reads
• visualizing or making a picture in one’s mind about the text
• going back and rereading w hen the text does not make sense
• making personal connections with the text.
• making notes from the text
Post Reading / Post Viewing
Strategies
Post reading/viewing strategies are used after reading to confirm, clarify,
and integrate what was read. Such strategies include the following:
• reflecting on one’s predictions and how well they matched
• thinking about and explaining or mapping what one learned from the
text
• thinking/telling about what one really liked about the text
• drawing or dramatizing one’s understanding of the text
• rereading the text or parts of the text
• talking to others about the text
• retelling the text in one’s own words
• writing reflectively about the text
• asking questions about the text
• creating a new product
328
Helping Students Develop These
Strategies
Comprehension strategies need to be developed in the context of
authentic reading and viewing and in the exploration of ideas and
concepts across the curriculum. Teachers need to provide instruction
where they explain and demonstrate these strategies. They need to build
time into the daily schedule for reading/viewing where students can apply
the strategies in guided and independent practice. They also need to
provide opportunities for students to respond to texts in a variety of ways
(e.g., writing, discussion, drama, art).
Comprehension strategies are developed through a variety of daily
activities in the curriculum, such as independent reading and writing,
shared reading and writing, response journals, art and drama responses,
mini-lessons, reading conferences, literature circles, story mapping, and
webbing.
Reading Process
Assessment and Evaluation
Teachers use a variety of assessment strategies to monitor students’
development in reading, using the information they gather to inform
their teaching. Key information in the primary grades includes
information about students’ understanding, attitudes, and strategies, for
example, whether they
• understand reading as a meaning-making process
• understand the concepts of directionality and one-to-one matching
• make use of the cueing systems in an integrated way to predict,
confirm, and self-correct
• use a variety of self-correcting strategies
• have a number of sight words they recognize automatically
• read/feel confident and positive about reading
• comprehend what they read (e.g., make predictions, make connections,
ask questions, recognize genres)
Strategies teachers use to gather, analyse, and keep track of information
about students’ reading development include the following:
•
•
•
•
running records
miscue analysis
reading conferences
interviews/questionnaires
•
•
•
•
observation
anecdotal records
checklists
retellings
*Adapted from the guide English Language Arts, Primary: A Curriculum G uide, 1999, Newfoundland and Labrador
(Program Design and Components, pp.176-188 )
329
Reading Developmental Continuum
Continuum de com portements liés aux connaissances et habiletés en lecture de l’enfant (en émergence - à l’aise)
(Adapted from Trousse d’appréciation de rendement en lecture : Immersion française, Maternelle - 3e année. Document d’appui 1992. Gouvernement de Terre-Neuve-et-Labrador)
Lectrice en émergence
Lectrice débutante
Lectrice en transition
-
manipule des livres - commence au
début du texte et va vers la fin
-
tourne les pages correctement et au bon moment
-
tourne les pages dans le bon sens
-
passe du pointage du doigt à la lecture
avec les yeux seulement
-
contrôle le mouvement de gauche à
droite et le geste de retour
-
tient compte et interprète des détails
dans les illustrations
-
utilise la langue parlée pour faire des
substitutions dans le texte
-
est conscient de la ponctuation
(reconnaît la fonction de quelques
signes)
-
fait la correspondance mot écrit / mot dit
(suit mot à mot)
-
utilise sa connaissance des relations
entre les lettres et les sons, des mots et
des parties de mots
-
suit mot à mot
-
porte une attention particulière à l’écrit
(remarque quelques caractéristiques des lettres et des mots)
repère les mots connus
-
se sert du titre, des illustrations et des
légendes pour prédire
-
se souvient de et utilise quelques
structures langagières des textes ; parle
comme un livre
-
se sert de ses connaissances
antérieures
-
s’auto-corrige
-
330
démontre un vocabulaire de lecture
(mots fréquents - mots familiers)
utilise des mots de sa langue maternelle
pour faire des substitutions
-
utilise de multiples sources d’information
de façon intégrée
-
utilise des sources d’informations (sens, structure, visuel) de façon intégrées pour
comprendre
utilise une variété de stratégies
d’analyse de mots sans perdre le sens
ou la facilité d’élocution
-
se sert de ses connaissances
antérieures
-
est consciente de la ponctuation et
l’utilise pour lire par groupements ou par
segments logiques (lecture avec
aisance)
-
démontre par la discussion, par l’écriture
ou par d’autres médias qu’elle peut
comprendre et interpréter les histoires
selon différentes perspectives et
sympathiser avec les personnages
-
utilise les illustrations pour prédire le
sens ou pour repérer un mot
-
-
fait les liaisons
-
lit avec expression en respectant les
conventions
-
prononce correctement les mots
-
discute des idées d’un texte,
démontrant ainsi sa compréhension
-
lit efficacement une variété de textes
-
crée des liens entre les textes
prédit ce qui arrivera et lit pour confirmer
relit afin de vérifier, de confirmer et de
chercher
-
associe un texte à un autre
-
lit pour le sens
-
relève les points importants d’un texte
Lectrice à l’aise
lit de nouveaux mots en les analysant et en vérifiant si ils s’insèrent dans le
contexte
s’auto-corrige
relit pour confirmer ses prédictions
-
lit silencieusement la plupart du temps
analyse efficacement des mots plus
longs
utilise la structure du texte (narration et
logique) pour prédire une séquence
d’événements probables ou pour
analyser et critiquer le texte
-
lit de façon aisée de plus longs
passages de texte
-
se souvient des personnages et de
l’intrigue pendant plusieurs jours
Rubric for Reading Evaluation
Holistic Reading Rubric
Level 4
• Response reflects an accurate and reasonable interpretation of what was read.
• Response provides much support from the text and/or extends
beyond the text.
Level 3
• Response is plausible.
• Response reflects at least a partial understanding of the passage.
• Response provides some specific support from the text.
Level 2
• Response is plausible.
• Response provides no specific support from the text.
Level 1
• Response, if given, is incomplete, incoherent, or off topic.
• Response provides no support from the text.
Les éléments visuels
Les éléments visuels sont utiles pour aider le lecteur à repérer l’information et à faciliter l a compréhension du
contenu. Ces éléments indiquent au lecteur l’information qui est importante afin qu’il puisse parcourir le
contenu du texte de façon plus efficace.
Les caractéristiques
de l’imprimé
Les appuis ou les
supports
graphiques
•
•
•
•
•
•
•
•
•
•
•
•
la police
le caractère gras
la couleur de la police
les puces
l’italique
le soulignement
la ponctuation
les diagrammes
les graphiques
les cartes
les lignes de temps
les bulles de paroles
(phylactères)
• les légendes
• les tableaux
• les encadrés
Les supports
organisationnels
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
l’index
la table des matières
la préface
le glossaire
le guide de prononciation
les annexes
les données de
publication
le titre du chapitre
la dédicace
le quatrième de
couverture
le chapeau
les titres
les sous-titres
les étiquettes
les paragraphes
Les illustrations ou
les supports
visuels
•
•
•
•
•
les dessins
les photos
les diagrammes
les peintures
331
La poésie
Si la poésie est un art, le poème en est le fruit. (Inconnu)
Poèmes grandissants
Le calligramme
Poème où les vers sont assemblés de
façon à form er un objet.
Shape or concrete poem s are arran ged in
the shape of the topic. They make a
picture that is as much a part of the
poem ’s message as the w ords.
La feuille
La feuille rouge
La feuille rouge tombe
La feuille rouge tombe et
La feuille rouge tombe et tourbillonne
La feuille rouge tombe et tourbillonne en
La feuille rouge tombe et tourbillonne en automne.
Students enjoy the experimentation involved with making concrete or
shape poems. Encourage students to work with simple shapes before
tackling more complex ones. The words used must relate to the title.
Shape poems can be a collection of words about a subject or they can be
written in free verse in the shape of the object.
The shape of the poem may also
suggest movement instead of a
definite shape. Such shape poems
offer a fresh and interesting way of
exploring something old and
familiar.
The words of a haiku speak of a mood, a strong feeling, or an
atmosphere. Although the poem is usually about nature, a person’s
The haiku is of Japanese origin. It is a
thoughts and emotions are included. The first line contains the setting,
form where the poet tries to use a specific the second line conveys an action, the third line completes the thought.
Haiku
number of syllables per line. It genera lly
has three short lines of five, seven, and
five syllables per line.
It is important to count the syllables in each line with young children
who sometimes find it confusing to distinguish a word from a syllable.
However, in the true tradition of the haiku, it is sufficient to have a short
line followed by a longer line, then a shorter line.
Haiku poems focus on one element and are written in the present tense.
A haiku should leave the reader thinking. The following is a sample
haiku:
Haiku de l’Hallowe’en
Haiku d’hiver
La lune, elle est pleine
Youpi! C’est l’hiver
Les sorcières volent en haut Que j’aime glisser sur la neige
Car c’est l’Hallowe’en
Avec mes amis
332
Cinquains follow a specific 5-line pattern. The pattern can be based on
words or syllables. Words follow a 1, 2, 3, 4, 1 pattern:
A cinquain is a poem of five lines. The
• Dans la première ligne, écris le nom de l’animal (ou le sujet).
name comes from the French word cinq, • Dans le deuxième ligne, écris 2 caractéristiques physiques de l’animal (ou
which means five.
du sujet).
• Dans la troisième ligne, écris 3 traits de personalité (ou autres
caractéristiques).
• Dans la quatrième ligne, décris où habite ton animal en 4 mots (ou
propose des mots-sentiments).
• Dans la cinquième ligne, écris un autre mot pour ton animal (ou le sujet).
Cinquain
(Adapté de : www.edu.pe.ca/elmstreet/animaux.htm)
ex.:
Limerick
A limerick is a humorous verse that
is five lines long.
LA LOUVE
Douce, chaleureurse
Protège, nourrit, soigne
Joue avec les louveteaux
Maman
LA BALEINE
Énorme, grise
Timide, tranquille, rapide
Elle habite l’océan Atlantique
Mammifère
In English, many limericks begin with words “There once was a...” or
“There was a...” The last line is usually funny or surprising and acts as a
punch line for the poem. Lines 1, 2, and 5 rhyme with one another and
have three strong beats. Lines 3, 4 rhyme and have two strong beats.
The ideas in a limerick often progress from the possible to the impossible,
drawing attention to real or imaginary situations, people, or places. Fun
to write and even more fun to read, the main purpose of a limerick is to
entertain.
In French, the structure can be adapted to begin with « Il était un(e)... »
or even left completely open, as in the following example:
J’ai reçu un cadeau
C’était un très beau chapeau
Je l’ai mis sur ma tête
Quand j’allais à une fête
Je l’ai perdu dans l’eau ! Oh !
Formula Poems
Des poèmes « J’aimerais... »
Wishes make very good early writing assignments. Students are great
makers of wishes and they like to write about them. It gives them a whole
lot of new subject matter. Wishes can engage their imaginations quickly.
Students may choose any of their wishes and expand on the ideas in
several lines.
ex.:
J’aimerais avoir un chat
J’aimerais avoir un chien
J’aimerais avoir un singe...
333
Des poèmes « Si j’étais... »
Students can write about how they would feel and what they would do if
they were something else (i.e., a Tyrannosaurus Rex, a hamburger, or
sunshine). Students often use personification in composing “If I were...”
poems, exploring ideas and feelings, and considering the world from a
different vantage point.
ex.:
Des poèmes « J’étais..., mais
maintenant... »
Students in the primary grades enjoy writing about the difference
between the way they are now and the way they used to be. The changes
in their lives are big and dramatic, and have happened fast. With this
formula, students can explore ways in which they have changed as well as
how things change.
ex.:
Des poèmes en liste
Si j’étais un petit poisson, je nagerais dans l’océan.
Si j’étais un astronaute, je marcherais sur la lune.
J’étais un bébé mais maintenant je suis grand !
J’étais un enfant unique mais maintenant j’ai une petite soeur.
Have students think about things they like. Poems may be written by
students who put together a number of “I like ...” statements or a class
poem can be created. More than one poem may be created from the lines
contributed by class members. Finding the most effective ways of
organizing and combining the contribution is a useful editing exercise.
ex. 1 : J’aime nager...
J’aime changer...
J’aime manger ...
J’aime nager...
Des poèmes « Qu’est-ce que c’est ? »
The heart of any expression lies in picking the appropriate word for a
given context. For a Qu’est-ce que c’est ? poem, have students select a
subject and write about it using as many of the five senses (taste, touch,
smell, sight, sound) as they can apply. One-word descriptions work well.
Withhold the title until the final line. Students should arrange the order
of senses to suit the subject. Several word descriptions for the senses make
the task more challenging.
La vue ________
L’ouïe ________
Le goût ________
ex. 1 : rouge
lisse
juteuse
croquante
sucré
pomme
334
ex. 2 : J’aime les chiens
J’aime les bruns
J’aime les blancs
J’aime les petits
J’aime les grands
J’aime les chiens
Le toucher ________
L’odorat ________
Sujet :
________
ex. 2 : Tombe délicatement du ciel
Froid à toucher
Tourbillonne dans le vent
Me frôle le visage
Je la goûte avec ma langue
Flocon de neige
Les acrostiches
Ensemble de vers tels qu’en lisant
dans le sens vertical la première
lettre de chacun d’eux, on découvre
un mot (sujet de la pièce, nom de
l’auteur, etc.)
In an acrostic poem, a word is written vertically down the left-hand
margin of the paper. Each line then starts with a word beginning with the
designated letter. The lines can be either single words or complete
sentences.
Examples:
Dinosaures
Diploducus a un grand cou
Iguanodon aime l’eau
Nous avons peur
Oh non ! Ils arrivent !
Stégosaure a des épines
Allosaure rugit très fort
Ultrasaurus court vite
Regarde les dents !
Elasmosaure veut dormir
Saute vite, ils nous voient !
Anne
Anne est une fille fragile
Non difficile.
N’essayez pas de la mettre en colère !
Elle a les yeux tout vert.
Classification des connecteurs
Type de connecteurs
Exemples
Addition
et, aussi, de plus, ainsi que, de même que, avec, également...
Disjonction
ou, ou bien, soit/soit, soit/ou, tantôt...
Temps
avant, lorsque, quand, après, avant que, alors que, depuis, depuis que, au
cours de, premièrement, deuxièmement, pendant que, maintenant, dès lors,
toujours, ensuite, tantôt, durant, au moment, lors, dès que, finalement,
puis, dorénavant...
Lieu
devant, derrière, au-dessus, au-dessous...
Cause
car, en effet, effectivement, parce que, puisque, vu que, étant donné, étant
donné que, en raison de, à cause de, grâce à, comme...
Conséquence
alors, à tel point que, donc, de sorte que, de manière que, de manière à,
aussi, conséquemment, par conséquent, en conséquence, c’est pourquoi,
ainsi...
Comparaison
comme, tandis que, mais, aussi bien que, comparativement, ainsi que, de
même que, plus que, moins que, autant que...
Opposition et contraste au contraire, malgré, cependant, bien que, par contre, contrairement à,
pourtant, mais, tandis que, toutefois, néanmoins, d’ailleurs, bien que,
quoique, alors que, au moins, du moins, sinon, malgré, bien que, en dépit
que, sauf, sauf que, excepté que, excepté, même si...
But
pour, afin que, afin de...
Condition
si, si/alors...
(from BOYER, Christian. L’enseignement explicite de la compréhension en lecture, Graficor, 1993)
335
La graphie des sons
SON
a
â
à
as
at
DÉBUT
avoir, ami(e)
âge, âne
cave, lapin, garage
bâton, château
FIN
papa, opéra
voilà, déjà, là, à
bas
chat
è
ès
ê
es
é
ée
INTÉRIEUR
crème, rivière, mère
succès
bête, fête, rêve, être
ces, des, les, mes
école, écrire, équipe
télévision, légume
thé, côté, bébé, beauté
année, poupée, fée,
journée, musée
premier, janvier, bouger,
assez, nez, chez
i
î
y
idée, image, inviter
île
Yves
bijou, liste, triste
dîner
cycle, bicyclette
fini, parmi, joli
o ^[]] ou ["]
au
eau
ô
océan, odeur, olive
automne, autour, autre
rose
gauche, jaune, chaude
beauté
drôle, côté, fantôme
vélo, piano
tuyau
bateau, cadeau, nouveau
an
antenne, antique, ange
banque, vacances,
janvier, chanson
océan, ruban
en
ennui, endormir, enfant,
enfin, entre
attention, centre
in
ien
im
ain
injuste, inviter
cinq, dinde
imperméable
simple, timbre
oi
ois
oit
oiseau
soirée, poignée
boisson
loi, moi, quoi, foie, joie
bois
endroit, étroit
p
pe
pp
ppe
page, pain, pile, poule
lapin, jupon, propre
cap
pompe, soupe, type
t
tt
tte
th
table, talon, tapis
er
ez
336
rugby
juin, jardin
chien, bien, ancien
pain, grain, main, bain
appui, apporter
frappe, nappe, enveloppe
théâtre, thé, thon
atelier, partager
attacher, lettre, quitter
ouest, est, mat
chatte, carotte, assiette
mathématique, cathédrale zénith
SON
DÉBUT
INTÉRIEUR
écorce, acrobate
FIN
c
q
qu
que
k
cadeau, cube, comment
avec, choc, lac
coq, cinq
kangourou, kilo
moka
bibliothèque, disque
kayak
ou
oue
ow
ou, où, oublier
coucher, bougie
couette, couenne
clown
flou, chou, cou, clou
boue, roue, soue
chow-chow
u
ue
unité, utiliser, unir
usure, tulipe, turbo
tu, vu,
vue
f
ff
fe
ph
fantôme, fille, fin
africain
chiffre, coiffer, effort
soif, neuf, chef, œuf
g
gue
gg
glace, goût, grave, groupe figure
baguette
jogging
s
se
c
ce
ç
ss
sse
salut, sirop, salade
chanson, obstacle
cette, ceci, cycle
merci, social, concert
x
s
z
zz
xylophone
j
g
ge
jouet, jambon, jeu, juste
géant, gentil
r
re
rre
rd
rs
rt
rue, radio, roue
retraite, reflet
quand, question, qui
téléphone, saxophone
girafe, carafe
catastrophe, ortographe
longue, langue, vague
sens, autobus, cactus
bourse, course, réponse
pouce, douce
ça
déçu, leçon, reçu
boisson, tissu, poisson
brosse, adresse, fausse
soixante
musée, poison, saison
zéro, zoo, zèbre, zone
dix, six
gaz
jazz
adjectif, bijou, objet
origine, oxygène
bagage, mariage, neige
carotte, souris
e (muet)
hiver, plaisir, castor, mur
heure, pauvre, tigre, cher
bizarre, serre
canard, accord, bord
concours, alors, vers
vert, art, concert, départ
boue, roue
h (muet)
habit, heure, hiver, hôtel
h (aspiré)
héros, haute
bibliothèque, bonheur
consonnes muette
s (muet)
bras, lilas, repas, fois
t (muet)
tout, partout, bout
337
x (muet)
c (muet)
p (muet)
b (muet)
g (muet)
i (muet)
Écrire le début des mots
ir ou irr
ir
irs
irr
irriter, irréalisable
ad ou add
ad
adieu, adorable, adulte
add (exception)
addition
aff ou af
aff
affaire, affiche, affection
af
afin, Afrique
ag ou agg
ag
agrafe, agrandir,
agriculture
agg
am ou amm
am
ami, amour, amuser
amm
il ou ill
il
il, île
ill
illuminer, illusion,
illustrer
ail ou aille
ail
travail
aille
paille
ciel ou tiel
ciel
logiciel
tiel
essentiel
cien, tien ou sien
cien
électricien, magicien,
pharmacien
tien
égyptien, haïtien
cière ou ssière
cière
policière
ssière
pâtissière, poussière,
caissière
é ou ée
é
thé, dé
ée
bouchée, poignée, rangée
eil ou eille
eil (masculin)
soleil
eille (féminin)
abeille
euil ou euille
euil (masculin)
fauteuil
euille (féminin)
feuille
Écrire la fin des mots
338
eur, eure, eurs ou œur
eur
malheur, peur
eurs (invariable)
plusieurs
œur
cœur, sœur
eure (exception)
heure
ie ou i
ie
bougie, pluie, pharmacie
i (exception)
prix, tapis, nid
oir ou oire
oir (masculin)
espoir, comptoir
oire (féminin)
histoire, mémoire,
exception
territoire
té ou tée
té
qualité, longévité,
spécialité
tée
dictée, portée
tié ou tier
tié (féminin)
moitié, amitié
tier (masculin)
collier, sentier, voilier
tion ou s(s)ion
tion
action, section,
éducation, exception
s(s)ion
passion
ur ou ure
ur
futur, mur
ure
mercure, pîqure,
sculpture, nourriture
339
340
Appendix D
341
The Six Forms of Writing
All children from Kindergarten up should be exposed to all six forms of
writing through read aloud, interactive writing, shared reading, modeled
writing, however for explicit in-depth teaching where children will go
from deconstructing to reconstructing text forms, the following
progression is recommended:
Progression for
Construction of Text Forms
Kindergarten - Recounts, Narrative, Reports, Procedures, Explanations
and Expositions
Grade One Recounts, Narratives, Reports, Procedures,
Explanations and Expositions
Grade Two - Recounts, Narratives, Reports, Procedures and
Explanations and Expositions
Grade Three - Recounts, Narratives, Reports, Procedures, Explanations
and Expositions
Note: The bolded forms are taught explicitly, the forms that are not
bolded are introduced and/or maintained.
It is important to note that a recount in Kindergarten is different from a
recount at another grade level, but each can be brought to the
independent stage. A kindergarten child will be able to draw pictures in
the framework provided for Quand ? Qui ? Quoi ? Où ? Pourquoi ?, while
a grade three child would be expected to develop a detailed written
presentation.
At the kindergarten level, children are exposed to exposition by talking
about different points of view or through visuals or advertising. But in
grade three the framework is taught explicitly and the expectation is that
students to be brought to the point where a written exposition is
completed independently.
342
Listes de vérification (pour la révision de textes)
Une grille de vérification
U
1.
J’ai fait mon plan.
2.
J’ai écrit mes idées principales.
3.
J’ai écrit en phrases complètes.
4.
J’ai ajouté des détails.
5.
J’ai lu ce que j’ai écrit.
6.
J’ai revisité mes idées.
7.
J’ai lu avec un partenaire pour réviser et ajouter des détails.
8.
J’ai vérifié m on travail pour les majuscules, l’orthograph e et la
ponctuation.
9.
J’ai fait mes dessins.
Date
10. J’ai écrit ma bonne copie en faisant ma meilleure écriture.
11. J’ai vérifié ma bonn e copie une dern ière fois.
Liste de vérification
(pour la mise au point du texte)
I.
Les lettres majuscules
« Est-ce que j’ai utilisé des lettres majuscules quan d c’est nécessaire ? »
G
G
G
G
G
G
G
G
« Est-ce que j’ai bien utilisé la virgule ? »
G
G
« Est-ce que j’ai bien utilisé l’apostrophe ? »
G
G
III. L’orthographe
« Est-ce que j’ai bien écrit les mots dans m on histoire ? »
G
G
IV. Le genre
« Est-ce que j’ai vérifié si on dit le ____ ___ ou la ___ ____ ? »
G
G
V. Le pluriel
« Est-ce que j’ai mis au pluriel les mots qui doivent être au pluriel ? »
G
G
G
G
II. La ponctuation
« Est-ce que j’ai bien utilisé :
• le point
• le point d’interrogation ( ? )
• le point d’exclamation ( ! ) »
VI. Les verbes
« Est-ce que j’ai vérifié les terminaisons des verbes ? »
Exemple : ils regardent...
343
La révision du texte
L’amélioration du brouillon
J’ai relu mon texte et il a du sens.
• J’ai vérifié qu’il n’y a pas de mots qui manquent.
• J’ai relu chaque phrase pour voir si elle est complète.
• J’ai organisé mes idées dans des paragraphes.
La mise au point du texte
J’ai vérifié mon orthographe.
• J’ai encerclé les mots dont je ne suis pas certain.
• J’ai cherché dans le dictionnaire ou dans une banque de mots.
J’ai vérifié ma ponctuation.
• J’ai mis une virgule ( , ) ou un autre signe de ponctuation s’il faut
une pause.
• J’ai mis un point ( . ), un point d’interrogation ( ? ), ou un point
d’exclamation ( ! ) à la fin de chaque phrase.
• J’ai mis les guillemets ( « » ) au moment où quelqu’un parle.
J’ai vérifié les lettres majuscules.
• J’ai mis une majuscule au début de chaque phrase.
• J’ai mis une majuscule pour les noms des personnes ou des places.
J’ai vérifié mon écriture.
• J’ai laissé un espace entre les mots.
• Je peux lire mon texte, et des autres personnes peuvent le lire.
Adapted from Primary English Language Arts Assessment, 2000-01,
Information Booklet 1.
344
La révision avec un pair
Auteur : ______________________________
Partenaire : ______________________________
Date: ___________________________
Après la lecture du texte, aide ton parten aire en répondant au suivant :
J’ai aimé
Je voudrais plus d’information sur
Je suggère que
Adapted from Primary English Language Arts Assessment 2000-01 Information Booklet 1.
La révision avec un pair
1. Lis ton brouillon à ton partenaire.
(l’amélioration du brouillon)
2. Donne-lui le temps d’écrire sa réaction à ton texte sur sa feuille.
3. Quels changements vas-tu faire ?
• Raie ce qui ne va pas.
• Change des mots qui ne sonnent pas bien.
• Ajoute des mots descriptifs.
• Varie le sortes de phrases utilisées.
• Décide du bon ordre des phrases.
4. Vérifie que ton texte a un début, un milieu, et une conclusion.
• Le début présente ton sujet, le lieu et les personnages.
• Le milieu comprend les détails intéressants du sujet, un problème
ou des événements excitants.
• La conclusion comprend des idées importantes à propos du sujet, et
la fin de ton texte.
5. Lis ton deuxième brouillon. Comment est-il ?
Adapted from Primary English Language Arts Assessment, 2000-01, Information
Booklet 1.
345
Feuille de contrôle - Entretien enseignant(e) - élève
Élève : ______________________________
Date : __________________________
Pendant l’entretien, on a discuté :
CONTENU
VOIX
ORGANISATION
VOCABULAIRE
STRUCTURE DES PHRASES
CONVENTIONS
Translated from Primary English Language Arts Assessment 2000-01, Inform ation Booklet 1
Questions pour diriger un entretien entre l’auteur et un partenaire ou l’enseignant(e)
Contenu
Est-ce que l’objet est clair ?
Est-ce qu’il y a assez de détails à l’appui ?
Organisation
Est-ce qu’il y a une bonne introduction et conclusion ?
Est-ce que les idées sont toutes importantes ?
Est-ce que l’ordre des idées a du sens ?
Structure des phrases
Est-ce que la longueur et la sorte de phrases varient ?
Voix
Est-ce que ton message est sincère ?
Est-ce que la personne qui lit saura ce que tu penses de ce sujet ?
Vocabulaire
Est-ce que le même mot se répète souvent ?
Est-ce que les mots créent une image pour la personne qui lit ?
Est-ce que les mots choisis sont les meilleurs ?
Conventions
Est-ce que tu as vérifié la ponctuation, la grammaire et l’orthographe ?
Adapted from Primary English Language Arts Assessment 2000-01 Information Booklet 1 (Original guidelines in English
developed b y Vista School D istrict)
346
Writing Developmental Continuum
Continuum d’habiletés et de connaissances en écriture (en émergence - en transition)
( Adapted from Trousse d’appréciation de rendement en lecture : Immersion française, Maternelle - 3e année. Document d’appui 1992. Gouvernement de Terre-Neuve-et-Labrador)
Rédactrice en émergence
Rédactrice débutante
Rédactrice en transition
-
fait des lettres ou des pseudo-lettres qui se
distinguent de ses dessins
-
utilise presque toujours des lettres conventionnelles
-
écrit correctement des mots souvent rencontrés
-
laisse des espaces entre les mots
-
-
laisse des espaces entre ses lettres ou pseudo-lettres
organise son écrit sur la page, selon l’intention de
communication
-
écrit son prénom
écrit correctement plusieurs mots fréquents et des
mots familiers
-
utilise une variété de formes de communication, par
exemple, poèmes, listes d’invitations
-
écrit correctement quelques mots fréquents ou des
mots familiers
-
écrit des groupes de mots (deux mots qui vont
ensemble)
-
peut composer une phrase contenant plus d’une idée
à l’aide de marqueurs de relations
-
développe le concept d’orientation de l’écrit
-
écrit des fragments de phrases : j’aime..., aujourd’hui
j’ai...
-
-
fait la correspondance mots écrits / mots dits pour
chaque mot
utilise de façon plus conventionnelle les signes de
ponctuation
-
est consciente des majuscules
-
transmet un message claire et facile à lire
-
copie les mots de l’environnement
-
est consciente des accents
-
écrit de courtes histoires
-
s’appuie sur sa langue maternelle (par exemple
anglais) pour écrire (syntaxe, vocabulaire)
-
est consciente d’une variété de signes de
ponctuation
-
-
utilise une écriture inventée pour transmettre des
messages
-
démontre l’orientation dans ses écrits avec le retour
à la ligne suivante
démontre un respect de quelques conventions de la
langue française (accords des noms, adjectifs et
verbes les plus courants)
-
décrit ses dessins
-
utilise quelques notions de syntaxe de la langue
française pour écrire des phrases simples
-
comprend que l’écrit est porteur de sens
-
dessine et écrit un résumé pour accompagner son
dessin
-
utilise l’écrit pour transmettre ses messages
-
écrit à l’aide de ses connaissances phonologiques
- connaît et utilise différents graphèmes pour
représenter un même phonème (é, ez, er, ai)
347
Table of Skills: Mechanics of Writing and Conventions of Print
Grade Level
Mechanics of Writing
K
1
2
3
I
D
D
D
I
D
Is developing spatial awareness in writing
a) demonstrates correct formation and placement of
upper and lower case letters on a line using:
printing
writing
b) uses appropriate spacing between words
I
D
D
D
c) copies from a model (i.e. printed text, chalkboard)
I
D
D
D
I
D
Organizes ideas in paragraphs
Conventions of Writing
Capitalization
- proper nouns
I
D
D
D
I
D
D
D
-period
I
D
D
D
- question mark
I
D
D
D
I
D
D
I
D
- beginning of a sentence
Punctuation
- exclamation mark
- colon
- quotation marks*
I
D
D
D
- comma
I
D
D
D
- apostrophe
I
D
D
D
I
D
- hyphen
I
D
Introduce
Develop
* Note: Different styles of quotation marks exist. A variety of texts will expose students to the French
guillemets and the tirets, as well as to the English system. French Immersion students are encouraged to use
the French guillmets when writing in French.
348
Grille d’observation pour évaluer la
calligraphie (dans une production écrite)
Nom de l’élève :
____________________________________
Date de l’évaluation : ____________________________________
Production écrite :
____________________________________
Cocher (T) les critères appropriés :
______ Sait espacer les mots, les phrases et les lettres
______ Écrit « sur la ligne »
______ Écrit lisiblement
______ Sait former les lettres minuscules
______ Sait former les lettres majuscules
______ Ne sait pas former certaines lettres
Grille d’observation pour évaluer
l’orthographe (dans une production écrite)
Nom de l’élève :
____________________________________
Date de l’évaluation : ____________________________________
Cocher (T) les critères appropriés :
______ Sait orthographier quelques mots familiers et usuels
______ Emploie une majuscule au début d’un nom de personne
______ Emploie une majuscule au début d’une phrase
______ Emploie un point à la fin d’une phrase
______ Tente d’écrire phonétiquement des mots inconnus
______ Écrit une syllabe correctement dans un mot inconnu
______ Utilise le « s » ou « x » du pluriel
349
Rubrics for Writing Evaluation
Holistic Rubric for Demand
Writing
Level
4 The purpose is well established. Supporting details are relevant and well
defined. The writing is coherent. The writing demonstrates an effective
use of vocabulary. Errors in conventions do not impede communication.
3
The purpose is established. Supporting details are relevant but not always
well defined. The writing is coherent. The writing usually demonstrates
an effective use of vocabulary. Errors in conventions rarely impede
communication.
2
The purpose is established. Supporting details are sometimes relevant but
scant. Coherence may falter. General vocabulary is used. Errors in
conventions sometimes impede communication.
1
The purpose may not be established. Supporting details are scant, vague or
irrelevant. The writing lacks coherence. The writing has simple
vocabulary mixed with English words. Errors in conventions impede
communication.
Content
Analytic Scoring Rubric for
Process Writing
350
Level
4 •
•
•
•
purpose is established and maintained
supporting details are relevant and well defined
creative and/or imaginative
engages the reader
3
•
•
•
•
purpose is established and usually maintained
supporting details are relevant but not always well defined
creative and/or imaginative
usually engages the reader
2
•
•
•
•
purpose is established but not always maintained
supporting details are sometimes relevant
shows little creativity
reader is sometimes engaged
1
• purpose is not well established
• supporting details are scant, vague and irrelevant
• reader is frustrated
Organization
Level
4 •
•
•
•
purposeful introduction
maintains focus and coherence
consistently makes sentence connections
closure is purposeful
3
•
•
•
•
clear introduction
usually maintains focus and coherence
usually makes sentence connections
closure is relevant
2
•
•
•
•
introduction is evident but not clear
focus and coherence may falter
inconsistent sentence connections
closure is mechanical
1
•
•
•
•
introduction, if present, is unclear
lacks focus and coherence
sentence connections are limited or repetitive
closure is inappropriate
Sentence Structure
Level
4 • consistently uses a variety of sentence structures and lengths to
communicate effectively
3
• often uses a variety of sentence structure and lengths to communicate
effectively
2
• sometimes uses a variety of sentence structure and lengths to
communicate effectively
1
• rarely uses a variety of sentence structures and lengths
• message is unclear
Vocabulary
Level
4
• uses a wide range of specific vocabulary
• choice of nouns, verbs, adjectives and adverbs is effective
3
• uses a limited range of specific vocabulary
• choice of nouns, verbs, adjectives and adverbs is usually effective
2
• uses general vocabulary
• lacks variety in choice of nouns, verbs, adjectives and adverbs
1
• uses simple vocabulary
• repetitive use of nouns and verbs
351
Conventions
Level
4 • few errors in spelling, punctuation and grammar
• may attempt to use complex grammatical forms
3
• errors present do not reduce clarity of communication
• some errors in spelling, punctuation and grammar
2
• errors may impede communication
• frequent errors in spelling, punctuation and grammar
1
• errors impede communication
• numerous errors in spelling, punctuation and grammar
Grille d’auto-évaluation : le travail en groupe
352
Feuilles de planification pour un texte écrit
Le schéma de récit
Nom : ______________________________
Date : ______________________________
Qui
Quand
Où
Pourquoi
Ce qui arrive
Conclusion
Adapted from Primary English Language Arts Assessment 2000-01 Information Booklet 1.
353
Une constellation
Nom : ______________________________
354
Date : ______________________________
Un projet de recherche
Nom : ____________________
Date : ______________
_
Qu’est-ce que je veux savoir ?
Sujet : _______________________________
355
356
Annexes
Annexe E
Liens utiles
Mise à jour - septembre 2011
Programme d’études – Le français en immersion – Deuxième année (septembre 2011)
1
Annexes
2
Annexes
Annexe E : Composantes
I.
II.
Associations et services francophones (A)
Fêtes et recettes francophones (A)
III.
Groupes ethniques (A)
IV.
Cultures francophones (A)
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
Chansons, comptines, poésies et jeux (A, B)
Sites des médias francophones (A, B, C)
Ressources pédagogiques en ligne (A, B, C, D)
Sensibilisation aux préjugés et stéréotypes (A, C)
Auteurs et littérature jeunesse (A, C)
Développement de la communication orale (B)
Développement de la conscience phonologique (B)
Développement de la lecture et du visionnement (C)
XIII.
Développement de l’écriture et de la représentation (D)
XIV.
Développement des TIC (C, D)
XV.
XVI.
Ressources audio et audio-visuelles (B, C)
Sites web pour le tableau blanc interactif SMART (B, C)
Nota : Les liens aux sites Web proposés dans cette annexe ont été organisés par volet du programme de
français. Certaines catégories de liens s’appliquent à plus qu’un volet ; les lettres indiquent donc les
volets du programme auxquels les catégories de liens sont reliées. Les lettres suivantes représentent les
volets du programme :
A : La valorisation de la langue française et de la diversité culturelle
B : L’écoute et l’expression orale
C : La lecture et visionnement
D : L’écriture et la représentation
3
Annexes
I. Associations et services francophones (A)
Portail des francophones de Terre-Neuveet-Labrador : Liste complète des organismes
et services de la province
Association communautaire francophone
de Saint-Jean
http://www.francotnl.ca
http://www.acfsj.ca
http://franco.ca/
Franco.ca - Accès à la francophonie
canadienne
http://www.atlas.francophone.refer.org
- Atlas de la francophonie
http://www.heritage.nf.ca/home.html
ou
Patrimoine de Terre-Neuve et du Labrador
http://www.heritage.nf.ca/patrimoine/introduction_f.html
http://rvf.ca
et
http://francotnl.ca
Rendez-vous de la Francophonie
- Journée internationale de la Francophonie
- Les communautés francophones de
Terre-Neuve-et-Labrador
http://www.acelf.ca
Association canadienne d’éducation de
langue française (Semaine de la
francophonie)
Carrefour virtual des Acadiens
http://www.acadie.net/ ou
http://www.capacadie.com
http://www.saanb.org/accueil.asp
http://www.ssta.org/ssta/index.cfm
4
La Société des Acadiens et Acadiennes du
Nouveau-Brunswick
La Société Saint-Thomas-d’Aquin, la
société acadienne de l’Î.-P.-É
http://www.capacadie.com
La Fédération acadienne de la N-É
http://www.st-pierre-et-miquelon.com
Site Web officiel de Saint-Pierre et
Miquelon
http://zof.ca/zof/home/index.cf
Zone francophone et Portail ZOF, le
portail des arts et de la culture de la zone
francophone canadienne
http://www.pch.gc.ca/progs/lo-ol/
Le patrimoine canadien (gouvernement
fédéral)
http://www.droitsenfant.com/
Les droits de l’enfant, Site Web de
l’UNICEF
http://www.cpf.ca
Canadian Parents for French
http://www.statcan.ca/
Statistique Canada
Annexes
II. Fêtes et recettes francophones (A)
http ://www.terriau.org/cuisinex.htm
Recettes d’origine acadienne
http://www.recettes.qc.ca/
Recettes du Québec
http://www.jucep.com
Restaurant Le Roy Jucep
http://jucep.com/inventeur-poutine-en.html
Inventeur de la poutine : Jean-Paul Roy
http://radio-canada.ca/par4/_Calendrier/novembre_st_cath
erine.html)
La Sainte-Catherine
http://www.pomverte.com/Cathinfo.htm
http://www.momes.net/dictionnaire/p/poissondavril.html#
bricolage)
Poisson d’avril
http://www.cabaneasucre.org/index.html
Cabanes à sucre
http://www.momes.net/dictionnaire/e/epiphanie/epiphanie.
html
Fête des rois /Épiphanie
http://www.momes.net/dictionnaire/minidossiers/epiphanie
.html
http://www.momes.net/dictionnaire/c/chandeleur.html
La Chandeleur
http://www.teteamodeler.com/dossier/carnaval/carnavchan
deleur.asp
http://carnaval.qc.ca
Le Carnaval de Québec
http://www.carnaval.qc.ca/fr/coin-des-profs
Ressources pour l’enseignant - Carnaval
de Québec
Coin des profs –Le carnaval de Québec
5
Annexes
III. Groupes culturels (A)
http://www.museevirtuel.ca/pm.php?id=record_detail&fl=
0&lg=Francais&ex=00000158
Les francophones de Terre-Neuve et du
Labrador (Corner Brook Museum)
http://www.nlmfac.ca/
Newfoundland and Labrador
Multicultural Council (site en anglais)
http://www.innu.ca/index.php?lang=fr
Innu Nation (site en anglais)
http://www.nunatsiavut.com/
Nunatsiavut Government-Labrador Inuit
Association (site en anglais)
Note: This site is not available in French
http://www.labradormetis.ca/home/11
www.schoolnet.ca/aboriginal/sjnfca/index-e.html
6
Labrador Métis Nation
(site en anglais)
St. John’s Native Friendship Association
(site en anglais)
http://www.mfngov.ca/index.html
Conne River Mi’kmaq (Miawpukek
Aknutmaqn) (site en anglais)
http://www.heritage.nf.ca/aboriginal/mikmaq_history.html
MikMaq History (site en anglais)
http://jasenbenwah.tripod.com/page1.htm
St.George’s Bay Mi’kmaq Band (site en
anglais)
http://www.ainc-inac.gc.ca/ai/scr/at/abor-fra.asp
Les autochtones de la région de
l’Atlantique
http://www.ccnc.ca/contactUs/contactUs.html#newfoundl
and
Chinese Association of Newfoundland
and Labrador (site en anglais)
http://personal.nbnet.nb.ca/yoyo/index.html
Acadie
http://www.cyberacadie.com/
Cyber Acadie : l’Histoire acadienne, au
bout des doigts
http://www.snacadie.org
Société nationale de l’Acadie
http://www2.umoncton.ca/cfdocs/cea/livres/doc.cfm?ident
=G0503&cform=T&retour=INDEX
Le glossaire acadien
http://archives.radio-canada.ca/pour_les_profs/617/
L'éveil de l'Acadie : la francophonie dans le
monde : information pour faire un « rallye
virtuel à travers la francophonie »
Annexes
IV.
Cultures francophones (A)
La francophonie canadienne
http://www.francotnl.ca/
Portail des francophones de Terre-Neuveet- Labrador
http://www.toile.com/quebec/Arts_et_culture/
Un peu de tout : cinéma, biographies,
musique, vidéos, paroles de chansons,
musées, théâtre, littérature au Québec
http://www.francofete.qc.ca
La Francofête, célébration du français et de
la francophonie – jeux, liens, concours
http://membres.multimania.fr/delaro/Chanson.html
Paroles de chansons francophones, de la
poésie et plus encore.
http://www.crossroadsforcultures.ca/index.php?language=fr
Baccalieu : Carrefour des cultures - Le rôle
des français et La pêche migratoire
française. Voir également des activités
éducatives.
http://www.smq.qc.ca/mad/outils/plan/index.php
Musées à découvrir
http://www.cic.gc.ca/english/multiculturalism/mathieudaco Le défi Mathieu Da Costa
sta/index.asp
http://www.museevirtuel-virtualmuseum.ca/index-fra.jsp
Musée virtuel du Canada
http://www.vac-acc.gc.ca/jeunesse/
Anciens Combattants Canada : activités
et publications pour les jeunes et pour les
éducateurs
http://www.fccf.ca/
Fédération culturelle canadiennefrançaise ; comprend une liste d’activités
culturelles par région et par province
http://www.ocol-clo.gc.ca/html/index_f.php
Cyberbulletin des langues officielles au
Canada; articles sur la francophonie
canadienne
ACELF – Semaine nationale de la
francophonie
http://www.acelf.ca/semaine-nationalefrancophonie/description.php
La francophonie mondiale
http://www.francparler.org/parcours/precoce.htm
Franc-parler : Enseigner le français aux
enfants. Ressources brutes, sites
pédagogiques, sites multimédias pour les
jeunes apprenants de français
7
Annexes
http://www.utm.edu/departments/french/franimage.html
Images de France
http://www.tourisme-saint-pierre-et-miquelon.com/fr/
Site officiel du tourisme à Saint-Pierre et
Miquelon
http://saintpierremiquelon.rfo.fr/
RFO Saint-Pierre et Miquelon
http://www.cavilamenligne.com/
Plaisir d’apprendre - Site de ressources
pour les professeurs de français langue
étrangère
http://www.dismoidixmots.culture.fr/
Dis-moi dix mots – Site du Ministère de la
Culture et de la Communication, France,
pour célébrer la langue française. Jeux,
fiches pédagogiques, idées.
http://www.paca.culture.gouv.fr/actualites/depliant_dismoi
dixmots_2012.pdf
http://lewebpedagogique.com/ressources-fle/la-semaine-dela-francophonie-en-4-activites/
Dépliant Dis-moi dix mots, Semaine de la
langue française et de la francophonie
Dossier spéciale « Semaine de la
francophonie »
http://www.ambafrance-ca.org/
La France au Canada, L’ambassade de
France
Petit dossier « Français précoce » - Liens
aux sites offrant du matériel pédagogique
littéraire, linguistique ou non
linguistique, audiovisuel, ludique, ainsi
que des outils d’évaluation, des
didacticiels, des articles et des sitographies
http://www.ambafrance-by.org/spip.php?article1377
http://www.lalanguefrancaiseenfete.be/
8
Communauté française de Belgique – La
langue française en fête
Annexes
V. Chansons, comptines, poésies et jeux (A, B)
http://www.momes.net
Comptines, chansons et poésie (paroles et
musique pour certains titres)
http ://204.225.6.243/else/francisation/cd-rom/
La francisation : parcours de formation - M à 2
Interventions pédagogiques : Exploiter des
chansons, poèmes et comptines
http://www.chez.com/kolymbia/enfants.html
Chansons/comptines (paroles et musique)
http ://www.caslt.org/research/musicf.htm
L’association canadienne des professeurs de langue
seconde - Portail de sites pour la musique
http://www.teteamodeler.com/dossier/expression/chan Tête à modeler - Chansons et comptines
sons.asp
Répertoire de sites portant sur les comptines et
http://www.yakeo.com/fr/comptines/
la chanson
http://www.jeuxpourenfants.org
Jeux pour enfants
http ://www.coindespetits.com/comptines/listecompti
ne.html
http://bmarcore.club.fr/Tine/index.html
Coin des petits - Des comptines
http://www.chez.com/chansonsenfantines/
Chansons enfantines (paroles et versions
musicales)
http://contines.free.fr/index.php3
Répertoire de comptines
http://www.carnaval.qc.ca/fr/section-lfun/chansons
Chansons du Carnaval
Chansons enfantines, rondes et comptines
(paroles et versions musicales)
http://www.momes.net/dictionnaire/c/carnavaltextes.
html
http://membres.multimania.fr/delaro/Chanson.html
Paroles de chansons francophones, de la poésie
et plus
http://www.ac-nancy-metz.fr/petitspoetes/
Poèmes écrits par des enfants
http://www.sitespourenfants.com/
Portail de sites pour des jeunes et pour des
enseignants
http://jt44.free.fr/ ou
http://lamaternelledemoustache.net
La maternelle de Moustache - outils et ressources
pédagogiques pour les enseignants du 1e cycle
du primaire
http ://www.dinosoria.com/index.htm
Terra Nova : Site ludo-éducatif pour toute la
famille ; télécharger la musique de chansons
pour enfants, de Noël, etc.
9
Annexes
http://www.paroles-chansons-enfants.com/chansonspour-enfants-18.html
Chansons pour enfants
http://cp.lakanal.free.fr/
Ressources et outils pour le primaire
http://www.lirecreer.org/
Lire et RéCréer – poésie, comptines, contes
pour jeunes
VI. Sites des médias francophones (A, B, C)
http://www.gaboteur.ca/
Le Gaboteur - le seul journal de langue
française à Terre-Neuve-et-Labrador
http://www.radiocanada.ca/jeunesse/index.html
Radio Canada Jeunesse : divers jeux,
émissions, webisodes, reportages, quiz
http://www.capacadie.com/
Cap Acadie
http://saintpierremiquelon.rfo.fr/
RFO St. Pierre et Miquelon - radio et
télévision en ligne
http://www.canoe.ca
Journaux quotidiens électroniques
francophones
et http://www.cyberpresse.ca
http://www.sedonnerlemot.tv/extras/journal/sdlm_journal_ Journal Se donner le mot
no5.pdf
Abonnements à plusieurs magazines pour
http://www.bayardjeunesse.ca
jeunes : Les explorateurs, Les débrouillards,
J’aime lire, Images doc,
Astrapi
http://www.scholastic.ca/education/magazines/index.html
Abonnements aux magazines de
Scholastic Canada : La petite presse,
Allons-y !, Bonjour, Ça va ?
http://culturefrancophone.ca/
Culture francophone - La vitalité culturelle
du canada français
http://www.educatout.com/theme_activites/bonne_annee.
htm
Cybermagazine de la famille et de la
petite enfance
10
2011)
Programme d’études – Le français en immersion – Deuxième année (septembre
Annexes
VII. Ressources pédagogiques en ligne (A, B, C, D)
http://www.ed.gov.nl.ca/edu/k12/french/immersion/curric
ulum.html
Ministère de l’Éducation de TerreNeuve-et-Labrador - Programmes
d’études pour les programmes
d’immersion française
http://virtualteachercentre.ca
Virtual Teacher Centre : Site du Ministère
de l’Éducation de Terre-Neuve-etLabrador et du Newfoundland and
Labrador Teachers’ Association
http://www.acpi.ca
Association canadienne des professeurs
d’immersion ; Journal de l’immersion en
ligne
http://www.acelf.ca
Association canadienne d’éducation de
langue française
http://www.learnquebec.ca/fr/index.html
Site d’un organisme québécois offrant des
ressources pédagogiques
http://www.learnquebec.ca/fr/content/curriculum/language
s/fls/trousse/ressourc.html
http://www.eworkshop.on.ca/edu/core.cfm?L=2
Portes françaises – Trousse pédagogique ;
liens vers des sites utiles aux enseignants
L’@telier –Ressource en ligne du
Ministère de l’éducation de l’Ontario ;
modules et vidéos sur la littératie et la
numératie ; glossaire littératie et
numérative
http://www.reseau-crem.qc.ca/
Le Centre de Ressources en éducation
aux médias (CREM)
- Vrai ou faux ? et Le vaccin : Scénarios
pédagogiques modèles du site CREM
- Des questions pour comprendre les sens de
l'information : Des questions sur l'intention
de son auteur ou de son diffuseur
http://www.reseau-crem.qc.ca/projet/scena2.htm
http://www.reseau-crem.qc.ca/projet/milieu.htm
http://www.csrdn.qc.ca/discas/glossaire/FGlossaire.html
Le glossaire pédagogique de DISCAS
http://www.bced.gov.bc.ca/frenchprograms/resources.htm
Lexique anglais-français, BC Ministry of
Education
http://www.graphic.org/
http://inspiration.com/home.cfm
Kidspiration (Inspiration Software Inc.)
http://www.cafepedagogique.net/lemensuel/lenseignant/pri
maire/Pages/2004/47_RESSOURCESTHEMATIQUES.a
spx
Le café pédagogique - L’actualité
pédagogique sur Internet
11
Annexes
http://bonpatron.com/
Le patron : Aide à la rédaction : site qui
permet d'identifier des fautes
d'orthographe et de grammaire
http://www.pedagonet.com/index-fr.php
Ressources pédagogiques en français
http://www.csdm.qc.ca/
Commission scolaire de Montréal –
Formation professionnelle
http://www.sasked.gov.sk.ca/branches/bmlo/progvert/prog
_immers.shtml
Ministère de l’éducation de la
Saskatchewan, Programmes d’immersion
par matière
- L’alphabétisme chez les jeunes enfants :
Une ressource pour les enseignants et
les enseignantes (2002) et autres
documents
http://www.sciencetech.technomuses.ca/francais/index.cfm
Musée des sciences et de la technologie
http://www.museevirtuel.ca/Francais/index_flash.html
Musée virtuel du Canada
http:// www.asa-csa.gc.ca/index.html
Agence spatiale canadienne
http://environnement.ecoles.free.fr/videos.htm
Éducation à l’environnement
http://www.professeurphifix.net/index.htm
Professeur Phifix : fiches d’exercices et
leçons pour l’école élémentaire
http://www.cyberquetes.ca/
Cyberquêtes : Répertoire de centaines de
cyberquêtes pour tous les niveaux
http://www.in-terre-actif.com/fr/index.php
Le réseau InTerreActif : outil d’éducation
à la citoyenneté pour les jeunes ;
ressources pour les enseignants
http://www.ocol-clo.gc.ca/html/publications_f.php
Commissariat aux langues officielles :
publications, jeux, affiches, incluant Mots
branchés (terminologie Internet)
http://www.ctf-fce.ca/Default.aspx
Fédération canadienne des enseignantes et
des enseignants - publications et ressources
en français
http://www.tfo.org/
TFO - site Web de la télévision en
français de l’Ontario : Ressources pour
l’enseignement
http://www.ucalgary.ca/repsit/dictionnaires/
Liens aux dictionnaires, encyclopédies et
lexiques
http://www.hanen.org/MyHanen/Store/default.aspx?catego
ryID=4&
Calendrier en anglais ou en français pour
le développement du langage et de
l’alphabétisation chez les jeunes enfants
12
2011)
Annexes
VIII. Sensibilisation aux préjugés et stéréotypes (A, C)
http://www.mediaawareness.ca/francais/enjeux/stereotypes/index.cfm
Les stéréotypes dans les médias (Enjeux des
médias : Réseau éducation-médias)
CREM : Moi je sais lire entre les lignes
(Centre de ressources en éducation aux
médias)
http://www.etfo.ca/Resources/ForTeachers/Documents/Eff
açons%20les%20préjugés%20pour%20de%20bon.pdf
Effaçons les préjugés pour de bon
(Fédération des enseignantes et des
enseignants de l’élémentaire de l’Ontario,
2006)
http://www.safeatschool.ca/?q=fr/home
Bien-être à l’école – Ressources sur
l’intimidation, l’équité et l’éducation
inclusive ; modules de formation pour les
enseignants ; liens utiles
http://www.ucalgary.ca/resolve/violenceprevention/Francais Liste de programmes de prévention
traitant de l’intimidation et de la
/examenprog/intimidprogs.htm#prog1
résolution de conflits
13
Annexes
IX. Auteurs et littérature jeunesse (A, C)
http://www.communication-jeunesse.qc.ca/
Communication jeunesse : site sur la
littérature canadienne française pour la
jeunesse
http://www.lurelu.net/
Lurulu - Site Web de la seule revue
québécoise exclusivement consacrée à la
littérature pour la jeunesse
http://www.hackmatack.ca/
Prix littéraire Hackmatack : Le choix des
jeunes du Canada Atlantique
http://www.collectionscanada.gc.ca/pika/008007-4000f.html
Bibliothèque et Archives Canada
http://ecoles.uneq.qc.ca/menu.asp
Auteurs québécois et scénarios
pédagogiques
http://www.quebec-amerique.com/index-jeunesse.php
Fiches d’exploitation pédagogique pour
beaucoup de titres publiés chez Québec
Amérique Jeunesse
http://www.bayardlivres.ca/Default.aspx
Fiches d’exploitation pédagogique pour
beaucoup de titres de la collection
« Raton laveur » disponible chez Bayard
http://www.editionsdelisatis.com/wp/
Éditions de l’Isatis
http://www.livresouverts.qc.ca/index_V3.php
Livres ouverts - site du ministère de
l’Éducation du Québec qui vise le
développement du goût de lire chez les
jeunes
http://www.ricochet-jeunes.org/auteur.asp
Site de référence offrant une banque de
données très complète sur l’univers du
livre de jeunesse
http://www.litterature.org/
L’infocentre littéraire des écrivains
québécois - Le centre de documentation
virtuelle sur la littérature québécoise
http://felix.cyberscol.qc.ca/
Le monde de Félix - Littérature
québécoise, Jeunes auteurs et Interagence
Jeune Presse. Actualités littéraires et
critiques littéraires écrits par les jeunes,
biographies d’auteurs québécois.
14
2011)
Annexes
X. Développement de la communication orale (B)
http://www.mun.ca/educ/faculty/mwatch/win05/PowerMu Teaching French through Music in the
French Immersion Kindergarten Classroom,
rphy.htm
par Sharyn Power-Piercey et Elizabeth
Murphy
http://www.acpicait.ca/index.cfm?M=3191&Repertoire_No=2137989657
&Voir=menu
Le référentiel de compétences orales pour
les élèves apprenant le français développé
par l’ACPI / CAIT
http://www.literacycenter.net/
Early Childhood Education Network Activités interactives pour apprendre les
lettres, les couleurs, les nombres, les
formes en français
http://www.differenciationpedagogique.com/data/exemple
5/recueil_d_activites.doc
Jeux et activités différenciés pour le
développement de structures langagières
dans la langue seconde
http://www.bbc.co.uk/schools/primaryfrench/
BBC Primary French Website - contenu
interactive et non interactive
http://www.pedagonet.com/other/oral1.htm
Critères d'évaluation d'un exposé oral
http://www.fslall.com/learn_french_98.html
Portail de sites offrant des activités
d’écoute pour les apprenants de français
http://french.about.com/od/listening/French_Listening_Li
nks_and_Resources_Listen_to_French.htm
Portail de sites offrant des activités orales
pour les apprenants de français
http://www.livraphone.com/index.php?cPath=13_83
Site de référence des livres audio en
français
http://radioenfant.ca/index.cfm?Voir=collections&Repertoi
re_No=442865855
Radio enfant-ado - une radio au service
des jeunes
http://www.loups-garous.com
Site Web dédié au jeu de société Les
loups-garous de Thiercelieux, un jeu qui
demande une écoute attentive
http://www.duvaleducation.com/fr/ressourcesfrancais/litteratie-1/etincelle-5/
Site de Duval Education / Groupe
Modulo – version audio téléchargeable de
la collection Étincelle
15
Annexes
XI. Développement de la conscience phonologique (B)
http://www.aideeleves.net/pistes/phonologie.htm
Jeux phonologiques à télécharger
http://www.crdpstrasbourg.fr/cddp68/ecole/docnath1.htm#pt5
Activités de conscience phonologique
http://www.eworkshop.on.ca/edu/core.cfm?p=modView.cf
m&L=2&modID=55&c=2&navID=modView
L’@telier.on.ca - Ressources pédagogiques
en ligne ; module d’apprentissage sur la
conscience phonologique
Suggestions de jeux
http://www.cognisciences.com/IMG/Entrainement.pdf
http://www.passetemps.com/fr/fiche.php?id=342&cat=1&s
cat=2&tcat=2
http://www.csob.qc.ca/frmDoc/publication/resseduc/ninter Interventions pour les élèves ayant des
difficultés en conscience phonologique
ventions_niveaua.pdf
http://www.francoismichelle.qc.ca/download/pdf/Servcompl/Orthophonie/Co
nscience_phonologique.pdf
Activités pour développer la conscience
phonologique
http://www.yodawork.com/images/RETZ/da/2008/Code/6 Affiches d’images pour consonnes
doubles
02668_Affichage_consonnes_doubles.pdf
http://fr.calameo.com/read/000032851a1f3f23f78f8
Phonologie : Jouer avec les sons – Rimes,
syllabes, phonèmes
http://lecolede.ngaoundaba.com/?p=17
Jeux en phonologie
16
2011)
Annexes
XII. Développement de la lecture et du visionnement (C)
http://literacyencyclopedia.ca/pdfs/Assessment_of_Reading
_Ability_in_French_immersion_Students.pdf
Assessment of Reading Ability in French
Immersion Students, par Debra Jared
http://literacyencyclopedia.ca/index.php?fa=items.show&to
picId=27
Literacy Outcomes in French Immersion:
Article écrit par Fred Genesee
http://www.cslaval.qc.ca/apo/ateliers_apo/Ensemble/pages_ Chemises d’activités pour les enfants de 6
à 7 ans
ens/index.htm
http://www.literacycenter.net/
Early Childhood Education Network :
Activités interactives en français
http://www.sasked.gov.sk.ca/docs/francais/fransk/fran/elem
/stratl/stratl5.html
Stratégie : Faire des inférences :
Saskatchewan Éducation
Centre de ressources en éducation aux
médias (CREM), Mars 2006
http://www.oasisfle.com/documents/typologie_textuelle.ht
m
La typologie textuelle : Enseignement /
apprentissage de français langue étrangère
http://www.pedagonet.com /other/lecture3.html
Les stratégies de lecture , Article par
Jocelyne Giasson
www.communication-jeunesse.qc.ca/
Communication Jeunesse : Site Web sur la
littérature québécoise et canadienne
française pour la jeunesse
http://www.lesexplos.qc.ca/
Les Explorateurs, revue pour jeunes
http://www.media-awareness.ca/francais/index.cfm
Réseau Éducation-Médias : Ressources en
éducation aux médias et à Internet, et
leur influence dans le quotidien des
enfants
http://ecoles.uneq.qc.ca /bienvenue.html
Les livres qui cliquent-liste d’auteurs et
livres pour enfants, du Québec
http://www.livresouverts.qc.ca/Carnet_De_Signets_V3.ph
p
Livres ouverts : Au fil du temps - Carnet de
signets (page de liens vers des sites reliés à
la littérature pour la jeunesse)
http://www.caslt.org /
ACPLS/CASLT – Association canadienne
des professeurs de langue seconde /
Canadian Association of Second
Language Teachers – jeux, activités et
ressources pour FLS
17
Annexes
http://literacyencyclopedia.ca/index.php?fa=home.show
L’Encyclopédie du langage et de la littératie
http://www.segec.be/salledesprofs/chantiersdidactiques/cdi
nferences/questionsinference.html
Apprendre à lire entre les lignes
http://www.edu.gov.on.ca/fre/document/brochure/meread/
Moi, lire ? Tu blagues ! Guide pratique
pour aider les garçons en matière de
littératie, Ministère de l’Éducation de
l’Ontario
http://www.lirecreer.org/index.html
Lire et RéCréer : Site pour lire, chanter,
voir et publier pour les jeunes; contes à
lire; paroles et airs de musique pour des
comptines
http://racontemoi.free.fr/
Contes et récits pour jeunes en ligne
http://clicksouris.com/
Clicksouris - Un clic et on lit ! Histoires
interactives, activités poétiques, critiques
de livre, espace pour écrire
http://www.dramaction.qc.ca/aeqj/
Association des écrivains québécois pour la
jeunesse
http://www.duvaleducation.com/fr/telechargements/litterat
ie-1.html
Duval Éducation / Groupe Modulo –
format électronique de certains livres des
collections À petits pas, Je lis, tu lis et
Étincelle
18
2011)
Annexes
XIII. Développement de l’écriture et de la représentation (D)
http://www.oqlf.gouv.qc.ca
Office québécois de la langue française
http://w3.granddictionnaire.com/btml/fra/r_motclef/index Grand dictionnaire terminologique – Office
québécois de la langue française
1024_1.asp
(traductions disponibles)
http://www.votreportail.com/francais-pres.htm
Banque de données terminologiques et
linguistique
http://66.46.185.83/liensutiles/index.asp?Id=999&noT=2
7&T=Exercises
Office québécois de la langue française Liens aux exercices pour jeunes
http://www.orthographerecommandee.info/miniguide.pdf
La nouvelle orthographe, parlons-en !
http://www.atpf-th.org/sitepedago.html
Sites Pédagogiques - Liens utiles
http://dico.isc.cnrs.fr/dico/fr/chercher
Dictionnaire des synonymes français
http://mapage.noos.fr/mp2/
Bréviaire d’orthographe française
http://www.ebsi.umontreal.ca/jetrouve/
Chercher pour trouver - Guide rapide pour
un travail de recherche
http://www.swisslearn.org/cybergribouille/body_reporters
_en_herbe.htp
Reporters en herbe - Site web suisse pour la
publication de reportages par des jeunes
http://www.ac-nancy-metz.fr/petitspoetes/
Le grand atelier des petits poètes - Site
français qui publie des poèmes des jeunes
et qui invite les jeunes à en écrire
http://cg.cyberscol.qc.ca/cybergroupe/plume/
Prête-moi ta plume - Environnement
pédagogique d'aide à l'écriture
19
Annexes
XIV. Développement des TIC technologies de l’information et de la communication (C, D)
http://w3.oqlf.gouv.qc.ca/banque/index.asp
Le signet - La référence branchée en
terminologie, Office québécois de la langue
française
http://www.oqlf.gouv.qc.ca/
Vocabulaire d’Internet – Banque de
terminologie du Québec, Office québécois
de la langue française
http://www.ocolclo.gc.ca/html/webfluent_motsbranches_f.php
Mots.branchés, La Toile dans les deux
langues officielles, Commissariat aux
langues officielles - Version en ligne,
Affiche, Dépliant
http://www.ocol-clo.gc.ca/html/poster_affiche_f.php
http://www.oqlf.gouv.qc.ca/ressources/ti/clique.pdf
Je clique en français !, Office québécois de
la langue française
http://www.csenergie.qc.ca/recit/tic_reforme.htm
Les référentiels TIC - RÉCIT : RÉseau
pour le développement des Compétences
par l’Intégration des Technologies
http://www.madinati.com/b2i/index.php
Brevet informatique et internet - fiches
« comment faire », lexique, activités pour
le développement des TIC
http://www.restode.cfwb.be/francais/index.asp
Portail e-fr@nçais - Portail de
l’enseignement du français et des nouvelles
technologies. Espace prof et élèves,
didacticiels, dossiers du web, revue
électronique, concours d’écriture.
http://www.pourapprendre.ca/
Pourapprendre.ca – base de données
consultables des ressources disponibles en
ligne
Portails de liens en français concernant des
thèmes spécifiques, des fêtes et célébrations
http://www.samusera2learn.ca/
http://www.atoutmicro.ca/educ.htm#pedago
Atout micro, Ressources éducatives
francophones à l’ordinateur - sélection de
sites et de logiciels intéressants
http://www.fcsq.qc.ca/SitesRef/SousCate.asp?action=0&N
umeroDiscipline=10
Site de la Fédération des commissions
scolaires du Québec – Liens aux sites
appuyant les technologies de
l’enseignement
20
2011)
Annexes
XV. Ressources audio et audio-visuelles
http://www.gnb.ca/0000/irrp/mediatheques-f.asp
Site de la Médiathèque de CAMEF : une
collection de vidéos à commander
gratuitement pour les écoles des provinces
de l’Atlantique
http://www.adodoc.net /index.html
Site Ado-doc : site éducatif pour le
développement de l’orale en FLS
http://www.fslall.com/learn_french_98.html
Un portail de sites offrant des activités
d’écoute pour les apprenants de français
http://french.about.com/od/listening/French_Listening_Links_a
nd_Resources_Listen_to_French.htm
Un portail de sites offrant des activités
orales pour les apprenants de français
http://radioenfant.ca/index.cfm?Voir=collections&Repertoire_N Radio enfant-ado : une radio au service
o=442865855
des jeunes
XVI. Sites utiles pour le tableau blanc interactif SMART
Nota : Pour accéder à ces unités, il faut utiliser le logiciel Notebook.
http://its.leesummit.k12.mo.us/modern%20language.htm
Technology Integration and Modern
Language – Liens aux sites web pour le
tableau blanc interactif SMART
http://www.clta.net/lessons/
Activities de recherche
http://blogs.wsd1.org/iwb/category/smart-boardactivities/french/
Diverses activités pour le tableau blanc
interactif SMART
http://toolsforlanguage.com/french-language-powerpointexercises.html
Tools for Language - Une bonne variété de
leçons multimédias
http://www.smarttechnologies.fr/
Site en français de SMART Technologies
21

Table of contents - Department of Education

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