french as a second language curriculum mapping guide core french

Transcription

FRENCH AS A SECOND LANGUAGE
CURRICULUM MAPPING GUIDE
CORE FRENCH, GRADES 4 - 8
Acknowledgement
Acknowledgement
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The HWDSB gratefully acknowledges the efforts of many groups and people that have contributed to this document. We would like to thank the Ministry Of Education for funding the Curriculum Mapping Guide
Project, as part of the Canada-Ontario Agreement on Minority Language Education and Second Official Language Education. Also, thanks to the Niagara District School Board who provided the mapping of the
curriculum expectations across all grades in both Core and Immersion. Lastly, we acknowledge the work and contributions of the project team:
Susanna Beatrice-Gojsic, Instructional Coach – FSL Core
Jackie Brown, Teacher – FSL Immersion
Carole Knezevic, Teacher – FSL Core
Christine Rees, French as a Second Language Consultant
Vanessa Swan, Instructional Coach, FSL Immersion
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Table of Contents
PREFACE ..................................................................................................................................................................................................................................................................................................................................4
The Purpose of the Guide ...................................................................................................................................................................................................................................................................................................4
Vision and Goals of French as a Second Language Curriculum:..........................................................................................................................................................................................................................................4
Enduring Ideas in the French as a Second Language Curriculum: ......................................................................................................................................................................................................................................5
The Common European Framework of Reference (CEFR) ..................................................................................................................................................................................................................................................7
Assessment/Evaluation .......................................................................................................................................................................................................................................................................................................8
High Yield Strategies ........................................................................................................................................................................................................................................................................................................ 10
How this Guide Works?.................................................................................................................................................................................................................................................................................................... 13
A.
Listening ....................................................................................................................................................................................................................................................................................................................... 14
B. Speaking ........................................................................................................................................................................................................................................................................................................................... 29
C. Reading ............................................................................................................................................................................................................................................................................................................................ 48
D. Writing ............................................................................................................................................................................................................................................................................................................................. 67
Strategy List.......................................................................................................................................................................................................................................................................................................................... 87
Les stratégies de prise de parole ......................................................................................................................................................................................................................................................................................... 92
Les stratégies de lecture ...................................................................................................................................................................................................................................................................................................... 94
Les stratégies d’écriture ....................................................................................................................................................................................................................................................................................................... 97
Resources ............................................................................................................................................................................................................................................................................................................................. 99
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PREFACE
The Purpose of the Guide
In the Spring of 2014, the Ministry of Education released: The Ontario Curriculum, French as a Second Language: Core French, grades 4 – 8, Extended French, Grades 4 – 8, and French Immersion, Grades 1 – 8.
The document replaces The Ontario Curriculum, French as a Second Language: Core French, Grades 4-8 and The Ontario Curriculum, French as a Second Language: Extended French, Grades 4 – 8; French
Immersion, Grades 1 – 8, 2001. Beginning September 2014, all elementary French as a second language (FSL) programs will be based on the expectations outlined in the document.
The Revised Curriculum is designed to support student engagement and achievement in FSL through a program that is coherent, relevant and age appropriate. In particular it focuses on creating life-long
language learners by developing critical literacy skills that are needed to grow in an ever-changing global community. It focuses on connecting students to the curriculum, so that students may see themselves
reflected in “what is taught, how it is taught, and how it applies to the world at large” (3).
The purpose of this guide is to support teachers in the implementation of the revised curriculum. The Guide provides activities, strategies, and assessment and evaluation tools to support the vision and goals of
the revised curriculum. In addition, the guide highlights resources that also support the development of communication and critical thinking skills within the FSL classroom.
Vision and Goals of French as a Second Language Curriculum:
All programs in the French as a second language curriculum at the elementary and secondary levels share a common vision, as follows:
Vision
Students will communicate and interact with growing confidence in French, one of Canada’s official languages, while developing the knowledge, skills, and perspectives they need to participate fully as citizens in
Canada and in the world.
Goals
In all French as a second language programs, students realize the vision of the FSL curriculum as they strive to:
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Use French to communicate and interact effectively in a variety of social settings;
Learn about Canada, its two official languages, and other cultures;
Appreciate and acknowledge the interconnectedness and interdependence of the global community;
Be responsible for their own learning, as they work independently and in groups;
Use effective language learning strategies;
Become lifelong language learners for personal growth and for active participation as world citizens.
To achieve these goals, the revised curriculum recognizes that students need to acquire a strong oral foundation in French language by focusing on communicating in French. They need to understand the value
of learning another language, and have opportunities to apply critical thinking skills in order to communicate and interact positively throughout their daily interactions. It reemphasizes communicating a message
by using knowledge of vocabulary and language structures while taking into consideration the purpose, the audience and real-world situations and context for communicating. In this sense, the revised
curriculum ultimately strives “to foster an interest in language learning that continues not only during a student’s time in school but later in life.
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Enduring Ideas in the French as a Second Language Curriculum:
The revised curriculum identifies seven enduring ideas necessary for developing life-long language learners. These are embedded throughout the four strands of the curriculum (listening, speaking, reading and
writing) and are as follows:
Authentic Oral Communication: Reception, Production, and Interaction (p9)
In order to develop lifelong language learning, it is important for students to hear, see, use and reuse French in meaningful and authentic contexts. The revised curriculum recognizes that “teaching language as
a system of disconnected and isolated components gives learners some knowledge of the language, but does not allow them to use the language effectively”. Effective language use requires learners to apply
communication skills in meaningful an authentic contexts. It is the teacher’s responsibility to provide meaningful context within which student’s communicate. Meaningful contexts are based on student interests
and real-life scenarios, and require students to receive “comprehensible input”: clear, coherent and relevant messages that are understandable. Input should be “slightly challenging” as teacher’s scaffold
students towards listening, speaking, reading and writing in an authentic way. To do so, students must hear, use and reuse the input they receive by interacting in varied authentic situations: “Interaction in
French is pivotal in this curriculum”. Teachers and student should also use French both inside the classroom and beyond as a means to develop comprehensible input. French is no longer the object of
instruction, rather it is the medium through which students use the target language to complete specific tasks presented within authentic and meaningful contexts.
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Listening, Speaking, Reading, and Writing: Interconnected but Distinct (p9)
To develop lifelong language learning skills, students must be given multiple opportunities to “listen and respond to texts and to others, speak and interact with others, read, view, and respond to a variety of
texts; and write a variety of texts for many different purposes and audiences” (p9). Listening and speaking skills are springboards to reading writing. The curriculum recognizes the interconnectedness of these
four skills: “If students hear it, they can say it. If students can say it, they can read it. And if students can read it, they can write it” (p9). It is important for teachers to recognize that listening, speaking,
reading and writing skills cannot be taught in isolation, rather teachers should scaffold students as they use inquiry, problem-solving and critical thinking skills to navigate through the French language and make
meaning within their daily interactions.
Development of Language Learning Strategies (p10)
Language learning strategies are the tools learners use to navigate through a new language. Students can use a numbers of strategies to learn more effectively. The revised curriculum categorizes these
strategies as follows:
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Cognitive: strategies that involve the direct manipulation of the language itself, such as remembering information and understanding or producing messages in French.
Meta-cognitive: strategies that involve planning, thinking about the learning process as it is taking place, and monitoring and evaluating one’s progress.
Social and affective: Strategies enhance cooperation and help student regulate their emotions, motivations, and attitudes as they learn French through interacting with others.
It is necessary for teachers to explicitly teach language learning strategies in authentic and relevant contexts. Students must have multiple opportunities to practice and become consciously aware of these
strategies, in order to effectively select he ones necessary for a particular task. While the exemplars provided throughout the curriculum provide suggestions of strategies by grade and program, it is important to
note that language learning strategies are NOT grade or program specific. They can be used interchangeably by students as they learn to make meaning.
Interdependence of Language and Culture (p10)
Language and culture are not distinct; they are “strongly intertwined”. Throughout the revised curriculum, expectations that deal with the development of intercultural understanding are included throughout
each of the four strands. Two essential elements of intercultural understanding are intercultural awareness and intercultural competence. By exploring various diverse cultures with students, and allowing
students to make personal connections to cultural and universal behaviors, traditions and beliefs, helps to develop intercultural awareness. Intercultural competence is developed when teachers encourage
students to develop respect for others, curiosity, tolerance, empathy and communicative awareness (7).Throughout the revised curriculum, expectations that deal with the development of intercultural
understanding and awareness help students to make connections to French-speaking communities locally, in Ontario, in Quebec, In Western and Eastern Canada, in the Americas outside Canada and in Europe.
Emphasis on Critical and Creative Thinking Skills (p10)
Critical and creative thinking skills are applied daily by learners of a second language. Problem-solving is an important critical and creative thinking skill. As students navigate through a new language, they
continuously apply these skills in order to make sense of what they hear, read, see and say. Initially students will be exposed to a variety of texts – aural and written - with simple language. In order to scaffold
students, teachers model a range of strategies used to understand and respond to texts. When students think critically about the language learning strategies they use to hear, read, see and ultimately
understand French language, they develop critical literacy skills.
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Goal Setting and Reflection (p10)
The revised curriculum states that goal setting and reflection are “important aspects…that will serve students both in the classroom and beyond” (p11). Goal setting and reflection engages students in their own
learning by making them accountable for monitoring their progress and developing their meta-cognitive skills as they grow as language learners. In order to support the development of meta-cognitive skills, it
is important that learners receive descriptive feedback from teachers and peers to help them reflect upon their areas of strength and need. The revised curriculum provides examples of strategies that can be
used to scaffold reflective discussion about their strength and needs. As students reflect upon their learning, they are able to better identify, apply, adapt or modify these strategies in the future.
Making Real-World Connections (p11)
Making real-world connections helps students to see themselves reflected in the learning. Learning becomes authentic and purposeful when subjects and themes allow students to make personal connections.
The revised curriculum states that “through the exploration of themes and topics related to other subject areas, students will see that communication in French is an important skill that is applicable beyond the
FSL classroom” (p11). Integrated learning allows students the opportunity to work towards meeting expectations in two or more subject areas within a single unit, lesson or activity. The revised curriculum
provides teachers the opportunity to explore aspects of language, the arts, health and physical education, social studies, history, and geography, and science and technology, within the context of FSL. As a
result, students are able to relate language and learning from the FSL classroom to other areas of their lives. In addition, teachers can facilitate meaningful contact with French-speaking individuals by using
authentic materials to support language learning and by facilitating participation in language camps, and immersion programs.
The Common European Framework of Reference (CEFR)
The CEFR is a tool that can be used to plan, instruct and assess the competencies needed by second-language learners. It is a framework that was developed under the direction of the Council of Europe and
provides a common description of second-language proficiency. It describes competencies of the second-language learner in five areas: spoken production, spoken interaction, listening, reading and
writing. In addition, it provides six levels of proficiency that are described in terms of “Can Do” statements. While there is no explicit reference to the CEFR within the curriculum, the expectations, examples
and teacher prompts reflect the stages of learning of the CEFR.
In the past, language instruction placed greater importance on oral production (memorizing and rehearsing messages). It was often grammar driven whereby French was the object of instruction – teachers
taught about the grammatical aspects of the French language. The seven enduring ideas, and the overall and specific expectations of the revised curriculum reflect the philosophy of the CEFR. This philosophy
views language acquisition as a social act: language users and learners are social actors who must use language for an authentic purpose. Communication is purposeful and spontaneous, and grammar is
presented in context, not as grammar checklists or vocabulary lists.
In a CEFR inspired classroom, French is the language of communication by both teacher and students, and the emphasis is primarily on developing proficiency in oral communication skills. Students are exposed
to a variety of French oral, written and visual texts, and student talk time is maximized by using varied instructional strategies and activities. There is evidence of communicative and action-oriented tasks that
develop the 5 language competencies. The action-oriented tasks are purposeful and open-ended. The tasks require knowledge of the appropriate use and function of a language which enables learners to
communicate for a specific purpose in a real-life interaction (1.3). In addition, in a CEFR inspired classroom, students have repeated opportunities for reflection on their learning to identify their strengths, needs
and next steps.
Throughout this guide, references are made to three levels of proficiency: A1, A2, B1. Specific links are made between these three levels and the curriculum strands. The references are intended to guide
teachers in developing action-oriented and authentic tasks within the context of the curriculum expectations.
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Assessment/Evaluation
What is Assessment?
The process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum expectations and ensuring that all four areas of the Achievement Chart
(Knowledge/Understanding, Thinking, Communication, Application) are being included (Revised FSL Curriculum, 2013, pp. 28-29)
Assessment as learning - AS Learning is a process of developing and supporting meta-cognition for students; (the process of thinking about one’s own thought processes). Assessment as learning focuses on
the role of the student as the critical connector between assessment and learning. When students are active, engaged, and critical assessors, they make sense of information, relate it to prior knowledge, and use
it for new learning. They monitor their own learning by using feedback from the teacher, self and peers to determine their next steps and to set individual goals. It occurs when students monitor their own
learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand. It requires that teachers help students develop, practice, and become
comfortable with reflection, and with a critical analysis of their own learning. The students must have a clear understanding of the learning goals and the success criteria.
Assessment for learning – FOR Learning is the ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they
need to go, and how they need to get there. The information gathered is used by teachers to provide feedback, adjust instruction and differentiate teaching and learning activities and by students to focus their
learning. This type of assessment is a high yield instructional strategy that takes place while the student is still learning and is used to inform students about their progress and what they can do to move their
learning along. It also indicates to the teacher how well the teaching strategies are working and what next steps are needed. Explicit, immediate feedback clarifies for the student their level of success and what
needs further focus. Students need multiple opportunities to address the feedback. Ongoing assessment needs to occur throughout the learning process and the students need to be involved in the process.
Assessment of learning – OF Learning is the process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgments about the quality of student
learning on the basis of the established criteria, and to assign a value to represent the quality. It is summative in nature and is used to confirm what students know and can do, to demonstrate whether they have
achieved the curriculum outcomes The information gathered may be used to communicate the student’s achievement to parents, other teachers and the students themselves. It occurs near the end of a cycle of
learning.
(Learning for All, 2013, p. 27)
Types of Assessment:
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Diagnostic Assessment (Assessment for learning)
o Assessment that is used to identify a student’s needs and abilities and the student’s readiness to acquire the knowledge and skills outlined in the curriculum expectations. It is used in planning
instruction and setting appropriate learning goals.
Formative Assessment (Assessment for learning/assessment as learning)
o Assessment that takes place during instruction in order to provide direction for improvement for individual students and for adjustment to instructional strategies for individual students and for the
whole class. The information that is gathered is used for the specific purpose of helping students improve while they are still gaining knowledge and practicing skills.
Summative Assessment (Assessment of learning)
o Evaluation that occurs at the end of a period of learning. It is used to summarize and communicate what students know and can do with respect to curriculum expectations.
Evaluation
o The process of judging the quality of student learning on the basis of established criteria and assigning a value to represent that quality. Evaluation is based on assessments of learning that
provide data on student achievement often at the end of a period of learning.
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Assessment/Evaluation Methods: The following is a shot list of assessment/evaluation methods that can be used in the classroom:
Observational Checklists and Anecdotal Notes:
The ongoing process of watching, listening, and being attuned to students’ behaviour, emotional state, interests and abilities, patterns of development, and progress in learning in order to meet the needs of
students and assess and evaluate their development and learning. The teacher notes student performance and progress observed while students engage in conversation, discussions and activities in the form of
checklists and anecdotal notes. Checklists and anecdotal notes are used to ensure that teachers are aware of how each student’s talk demonstrates his or her thinking, learning, and understanding. These
checklists and anecdotal notes reflect the focus of the teaching, modeling, and demonstration, and list/document the skills the teacher wishes to emphasize and observe at particular times. When skills from the
checklist or anecdotal notes are not in evidence, the teacher plans scaffolded learning experiences that model each skill and guide students in its use.
Peer and Self Assessment
Once students, with the ongoing support of the teacher, have learned to recognize, describe, and apply the success criteria related to particular learning goals, they can use this information to assess their own
and others’ learning. Learning Goals are brief, concise statements in student friendly language that describe what students are to know or be able to do at the end of a period of instruction. They are
developed based on curriculum expectations with the students. The goals represent subsets or clusters of knowledge and skills that the student must master to successfully achieve the overall curriculum
expectations. Success Criteria describes from a student’s perspective what successful attainment of a learning goal looks like. It provides students with the tools to monitor their learning and to determine
their level of proficiency with respect to the learning goal.
Conferences
Students discuss their performance/progress with the teacher. Descriptive feedback is given to help students learn by providing them with precise information about what they are doing well, what needs
improvement, and what specific steps they can take to improve. Feedback is linked specifically to the learning goals and the success criteria.
Student Portfolios:
A collection of samples of student work that the student, with teacher support, carefully selects and adds to on an ongoing basis to track what the student has learned throughout the year. Both teacher and
student assess the work in the portfolios. Portfolios consist of student work, feedback from the teacher, self and peer assessment and individual goals set. Students are asked to actively reflect on their learning
in order to choose the samples that will go into the portfolio so the portfolio is a great self-assessment tool.
Individual goal setting allows students to identify specific actions they need to take to improve, and to plan next steps. Teachers need to scaffold this learning for students.
Rubric:
A scale that uses brief statements based on the criteria provided in the achievement chart (knowledge and understanding, thinking, communication, application) and expressed in language meaningful to students
to describe the level of achievement of a process, product, or performance.
Teacher-made Tests:
The teacher creates tests to assess student skill/knowledge.
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High Yield Strategies
High Yield Strategies are continually used in the classroom to improve student learning and achievement.
What are “high yield” or “evidence-based” strategies?
These are strategies that have been proven through a combination of empirical research and “best practice” evidence to contribute to improved student learning.
Why is a focus on high yield strategies necessary?
Research and experience indicate that a deciding factor in improving student learning and achievement is the knowledge, skill and daily practice of classroom teachers. The mandate of The Literacy and
Numeracy Secretariat, which is to ensure that all Ontario students achieve a high level of literacy and numeracy, therefore necessarily includes support for the ongoing professional learning of Ontario teachers.
Today’s classrooms are filled with learners whose strengths are as diverse as their needs. In order to teach all students effectively – to build on strengths while zeroing in on areas that need more attention –
teachers must have an extensive repertoire of strategies.
High Yield Strategy
Definition
High Yield Strategy
Definition
Accountable Talk
Talk is the “major mode of intellectual development”
(Calkins, 2001). For talk to promote learning, students
need to be accountable for what they say and how they
listen. It is through talk that students learn a new skill or
concept, clarify their understanding and develop and
appreciation an understanding of other points of view.
Using Texts of All Types
Living in the information age requires that students know
how to communicate effectively, although the format of the
information may be unfamiliar. Experimenting with a variety
of structures and techniques helps students develop a sense
of how language and words work in various modalities.
Nonfiction Writing
Students who develop nonfiction writing skills improve
their achievement in all areas of the curriculum. As they
write in every subject area, they experiment with content
specific vocabulary and text forms, writing techniques and
media to find the most effective way to communicate their
ideas. Students become proficient readers and writers and
learn content while learning how to write effectively.
These skills are lifelong and transferable.
Higher Order Questions
• In the reading process
• In the writing process
Using a range of thinking skills, students are able to draw
more meaning from texts and apply their learning in more
sophisticated ways. (GELI, Vol. 1)
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Critical Literacy
Critical literacy is a process of looking beyond the literal
meaning of texts to observe what is present and what is
missing, and thereby to analyse and evaluate the meaning
and the author’s intent. Critical literacy goes beyond
conventional critical thinking because it focuses on issues
related to fairness, equity, and social justice. Students
take a critical attitude by asking what view of the world
the text advances and whether they find this view
acceptable (GELI, Volume 7 p. 9)
Gradual Release of
Responsibility
During explicit teaching of new information, strategies,
and skills, and while modelling strategies, skills, and
behaviours, the teacher provides students with maximum
support. As students begin to apply the new learning, the
teacher provides guidance and offers feedback as
necessary. As students internalize the learning, skills,
strategies, and behaviours (e.g., during shared and then
guided sessions), the teacher gradually provides less and
less support and students assume more and more
responsibility. Finally, the release or transfer of responsibility
is complete and the student is able to work independently.
Differentiated Instruction
The focus of differentiated instruction is student-based
rather than program-based. The curriculum tells teachers
“what” to teach, while differentiated instruction tells
teachers “how” to teach it to a range of learners by using
a variety of teaching approaches. The teacher can
differentiate one or a number of the following elements in
any classroom learning situation: 1) the content (what the
students are going to learn), 2) the process (the
activities), and 3) the products (the accomplishment
following the learning). Differentiating instruction can
include using a variety of flexible groupings to meet
student needs by providing respectful tasks and on-going
assessments and adjustments of instruction according to
the student’s readiness, interests and learning profile.
(Education For All)
On-Going Assessment and
Feedback
The purpose of ongoing assessment is to inform students
about their progress and what they can do to move their
learning along. Ongoing assessment also indicates to the
teacher how well his/her strategies are working and what
next steps might be appropriate. Explicit, immediate
feedback clarifies for the student his/her level of success
and what needs further focus. Students need multiple
opportunities to address the feedback. Ongoing assessment
needs to occur throughout the learning process and
students need to be involved in the process. John Hattie
reviewed 7, 827 studies on learning and instruction and
found that “the most powerful single motivation that
enhances achievement is feedback.”
Assessment and Evaluation of Intercultural Awareness:
Throughout the strands of the curriculum, specific expectations relating to the development of intercultural awareness have been identified. These expectations have been included in order to develop learner
universal behaviours of respect, empathy and connectivity. It should be noted that assessment and evaluation of these skills should not be based on a student’s ability to recall or rewrite specific vocabulary or
structures related to a cultural region. Therefore, students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French-speaking communities in Ontario) but
are not expected to do so. Rather, assessment and evaluation should be based on the overall student’s awareness of similarities and differences between specific cultures and their own personal experiences.
Strategies for assessment could include anecdotal notes and checklists.
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How this Guide Works?
This Guide is divided according to the Overall Expectations of the four strands: Listening, Speaking, Reading and Writing. The specific expectations have been mapped by grade across each strand. Specific CEFR
links, teaching strategies, and suggestions for assessment/evaluation tools have also been identified.
The Specific Expectation, Examples, Teacher
Prompts and Instructional Tips mapped across
each grade level.
A numbered sub-heading that introduces each
overall expectation followed by a specific
expectation that describes the expected
knowledge and skills in greater detail. The
expectation number identifies the strand to which
the expectation belong and the overall expectation
to which in belongs. (ie. A1 and A1.1 related to
the first overall expectation in strand A)
Instructional tips are given for many of the
specific expectations. They suggest
teaching/learning strategies and contexts.
Instructional tips are illustrations only, not
requirements.
The examples help to clarify the requirement
specified in the expectation. The examples are
illustrations only – they are not an exhaustive list,
nor are they required in order to meet the
specific expectation.
Teacher prompts illustrate the kinds of questions
teachers might pose in relation to the
requirement specified in the expectations. They
are illustrations only – not requirements.
Teachers should use their professional judgment
to in order to communicate in French using the
vocabulary necessary to scaffold the
understanding of their students.
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A.
Listening
Listening comprehension skills in French are necessary in order to understand messages in a purposeful way. There are two types of listening communicative tasks: Production and Interaction. Production tasks
are those which involve one-way communication. The listener listens to a speaker who is consolidating information. The purpose for listening may be to identify main ideas, summarize requests, etc.
Interaction tasks require two way communications between a listener and a speaker and the spontaneous use of language. Both the listener and speaker alternate roles. Often, the purpose of the interaction is
to exchange information of personal interest. Listening skills in French are necessary for students’ development of vocabulary and comprehension skills. These skills assist language learners to understand
information being provided for a variety of purposes. The Revised FSL Curriculum, 2013 states that “well developed listening skills in French are essential for students’ development of language proficiency”. The
overall expectations identify three areas of knowledge and skills that students are expected to demonstrate when listening. These are as follows:
A1. Listening to Understand
A2. Listening to Interact
A3. Intercultural Understanding
A1. Listening to Understand: When listening to understand, it is important for students to understand and use strategies which help them to make meaning of what they hear. The specific expectations
provide examples of comprehension strategies that support the understanding and recall of facts and details. Some examples include: listening for the main idea, predicting, inferring or listening for specific
details, words or word patterns. It is important for teachers to explicitly teach students’ listening comprehension strategies by gradually releasing responsibility for learning to students. Teachers can model the
use of expressions that students can use to ask for clarification and suggest that student’s listen for familiar words and word cognates (see instructional tips).
A2. Listening to Interact: When listening to interact, it is important for students to understand and use strategies which help them to make meaning throughout their daily interactions. The specific
expectations provide examples of interactive comprehension strategies that include: asking questions, clarifying, and paraphrasing. It is important for teachers to explicitly teach students’ listening
comprehension strategies by gradually releasing responsibility for learning to students. Teachers can model the use of expressions that students can use to ask for clarification, paraphrase and questions (see
instructional tips).
A3. Intercultural Understanding: Language and culture are strongly intertwined. Students need to understand that diversity exists not only among cultures but within cultures as well. Developing
intercultural understanding through listening includes making connections to personal experiences while exploring and listening to songs, stories, poems, and/or legends related to a specific region, and
identifying specific expressions or body language used to communicate in various cultures.
Links to the CEFR: The CEFR provides teachers with features of listening activities that achieve language proficiency within an authentic context. When planning for the demonstration of understanding of an
oral text, teachers should model ways to interpret the understanding of expressions, phrases and structures.
A1 – I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings, when people speak slowly and clearly.
A2 – I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance. I can catch the main point in short, clear, simple messages and announcements.
B1 – I can understand the main points of clear standard speech on familiar matters regularly encountered in school. I can understand the main point of many radio or TV programs on topics of personal interest
when the delivery is relatively slow and clear.
Note: ** Indicates that a reference from the Curriculum has been reduced for formatting. Always consult the complete document for the full reference.
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A1.1 Using Listening Comprehension Strategies
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5
Identify a range of listening
comprehension strategies and use them comprehension strategies and use them
appropriately before, during, and after
appropriately before, during, and after
listening to understand oral French
listening to understand oral French
texts
texts
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comprehension strategies and use them
before, during, and after listening to
understand oral French texts
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(e.g., talk about ideas and personal
experiences related to a topic before
beginning a listening task to make
predictions about it; take notes to
confirm what they have heard; ask
questions to determine next steps; use
visual and auditory clues in multimedia
texts to help determine meaning;
sequence actions in descriptions of
past, present, and future events)
(e.g., activate prior knowledge to make
connections between texts and their
own experiences; take notes to record
new vocabulary; visualize different
elements in a description and speak,
mime, or draw to depict what they have
imagined; use self-questioning and
make predictions to monitor
understanding while listening;
formulate and ask questions to clarify
understanding)
(e.g., use background knowledge of the
structure of different types of texts to
make predictions about the content of a
narrative or presentation; use notetaking strategies to keep track of key
ideas and information in a read-aloud;
ask questions to clarify or confirm
important details; use clues such as the
speaker’s tone of voice to help interpret
messages accurately)
(e.g., activate prior knowledge and
apply it to new learning; make
predictions about the content of a
narrative or presentation based on the
presenter’s opening remarks; use selfquestioning to monitor understanding
of what is being said; ask questions to
rank ideas in order of importance; use a
range of note-taking strategies to keep
track of key ideas and supporting
details)
Teacher prompts: “Quels sont les
gestes ou les aides visuelles qui t’aident
à comprendre le message de l’individu
qui parle?” “Quels outils t’aident à
organiser l’information importante?”
“Comment est-ce que le fait de dresser
une liste de mots et d’idées clés peut
t’aider à bien comprendre ce que tu
entends?” “Qu’est-ce qui t’aide à
comprendre et à organiser les
informations du texte?”
Teacher prompts: “Quelle stratégie
t’aide à organiser les points importants
d’une présentation?” “Comment est-ce
que la visualisation d’un texte enrichit
ta compréhension?”
Teacher prompts: “Pourquoi faut-il
poser des questions avant, pendant et
après l’écoute d’un texte?” “Comment
est-ce que la connaissance des
différents types de texte t’aide à faire
des prédictions?” “Comment est-ce que
tu organises les informations entendues
pour t’aider à comprendre un texte?”
“Comment est-ce que tu peux utiliser
les idées des membres de ton groupe
pour t’aider à formuler ta propre
opinion?”
Instructional tips: (1) Teachers can
Instructional tip: Using a think-aloud,
teachers can model the creation of a
word web to identify vocabulary related
to a big idea such as environmental
stewardship or local heroes.
Instructional tip: Teachers can
suggest that students create a mind
map to activate their prior knowledge
about the topic of a presentation they
are about to listen to.
model expressions that students can
use to ask for clarification (e.g., “Je n’ai
pas bien entendu. Peux-tu répéter un
peu plus lentement?”).
(2) Teachers can model familiar
temporal expressions such as “hier”,
“aujourd’hui”, and “demain” **
Teacher prompts: “Quelles sortes de
questions te poses-tu pour mieux
comprendre ce que tu entends?”
“Pourquoi est-il important de penser à
une expérience ou à une situation
semblable à celle que tu entends? Estce que cela t’aide à mieux
comprendre?” “Comment est-ce que
plusieurs écoutes d’un clip audio
t’aident-elles à mieux saisir le
message?” “Comment les descriptions
que tu entends t’aident-elles à
visualiser le message dans ta tête?”
suggest that students listen for the use
of comparative adjectives and adverbs,
such as “moins…que”, “plus…que”, to
rank ideas in order of importance.
(e.g., identify familiar words and
phrases and frequently used
expressions; use contextual and/or
visual clues in oral texts, including the
speaker’s body language and tone of
voice, to confirm or clarify meaning;
activate prior knowledge and make
connections to personal experiences to
confirm understanding; ask questions
to obtain additional information;
visualize, sketch, or draw to record
information and ideas)
mots familiers du texte qui t’aident à
comprendre le message?” “Comment
est-ce que les images t’aident à clarifier
le sens du texte?” “Quels sont les mots
et les expressions dans le texte qui
t’aident à visualiser?”
have students create a personal
reference log of new vocabulary and
expressions heard in oral texts.
(2) Teachers can encourage students to
use future tenses when making
predictions.
15
CEFR Links: The CEFR provides teachers with features of listening activities that achieve language proficiency within an authentic context. When planning for listening activities, teachers should consider oral
texts that include familiar words, very basic phrases, and highest frequency vocabulary related the students immediate surroundings and connections to personal experiences (11). Examples: descriptions of
familiar people/items, simple instructions, basic introductions, main ideas in a weather report, announcements or advertisements).
Strategies to Try
Assessment and Evaluation
Plan for a variety of interaction opportunities between students by having students participate in
FOR
activities such as (2.3, 2.6, 2.13, 2.19, 7, 9):
• Listening to an audio recording or the teacher speaking and have them retell or make jot notes
• Give students a set of (oral) instructions and have them get up and follow your instructions
• Hands-up partner up
• Anecdotal notes while students collaborate to check for understanding and contributions
• Speed dating
• Milling to music (1.1)
AS
• Gallery walk
• Information gap activities (7)
• Students self-evaluating for comprehension and ways to improve their listening skills
• Jigsaw listening (7)
• Checklists
• Artiste (1.1)
• Student-Conferences
• Student shared listening and drawing barrier games (7)
• Noteaking during discussion, video watching, audio clips
• Surveys
• Role play scenarios where students must resolve a problem: ie/ plan a date, decide on a
OF
restaurant (1.1, 11)
• Conferences
• Teacher - Fiche d’entrevue pour évaluer l’écoute, p.38 (2.6)
Explain the purpose for listening to the activity (8):
•
Student - Fiche d’autoévaluation pour le cycle préparatoire: j’évalue mon écoute, p.41 (2.6)
• Will they be listening for main ideas? For main character names? For directions? For pricing
•
Student - Fiche d’autoévaluation pour le cycle primaire: j’évalue mon écoute, p.42 (2.6)
options?
• Teacher - Rétroaction – écoute, p.12 (2.13)
• Student- Autoévaluation – écoute, p.11 (2.13)
Scaffold vocabulary and phrases needed to interact (1.2, 8):
• (10) CEFR Kits, Thames Valley DSB Kits to help assess listening skills
• Create a list of basic sentence starters as a class
• Spiral the learning of vocabulary, phrases and expressions:
• Encourage students to incorporate previously learned vocabulary into every new interaction.
• Develop and extend oral language skills through literature.
Develop and Extend Oral Language Skills(2.1, ch 3.11-3.15)
• Read Alouds (ch 4), Shared Reading (ch 5), Phonemic Awareness, Phonics & Word Study(ch 6)
Use Think Alouds to model strategies that can be used to interact (2.6 p48-57, 7, 8, 9).
•
•
Highlight specific words or phrases that the speaker uses to communicate desires, needs.
Model the use of specific expressions used to paraphrase, agree or disagree with statements
made, or to respond to comments (ie/ head nodding, Oui, Non, je suis d’accord, etc).
16
A1.2 Demonstrating Understanding
4
Demonstrate an understanding of the
purpose and meaning of oral French
texts containing familiar words and
expressions about everyday topics and
situations, with contextual and visual
support
(e.g., follow classroom directions; follow
a series of Total Physical Response
[TPR] commands; sequence a group of
pictures or images for a storyboard,
based on a description; make drawings
to illustrate objects in an oral
description; find a specific classroom
object by following directions from the
teacher and class; identify refrains,
rhyme schemes, and other word/sound
patterns in songs, poems, read-alouds,
chants, and rhymes; listen to a
description and identify the object
described)
Teacher prompts: “Qu’est-ce que tu
as compris de l’histoire ou de la
description? Montre-moi.” “Comment
est-ce que tu peux démontrer ta
compréhension de la description d’un
objet/d’un animal/d’une personne?”
5
texts containing familiar words and
expressions about themselves,
family, friends, and their
immediate environment, with
contextual and visual support
6
texts containing familiar and new
words and expressions about
themselves, family, friends, and topics
of personal interest, with contextual
and visual support
7
texts containing increasingly
complex messages about everyday
matters and matters of personal
interest, with contextual and visual
support
8
texts containing increasingly complex
messages about everyday matters and
matters of personal interest, with
contextual and visual support
(e.g., listen and re-listen to a readaloud and note key ideas in a classgenerated graphic organizer; identify a
classmate from a physical description;
listen to a classmate or teacher describe
the weather and draw a picture to
illustrate the description; use a checklist
to indicate the important ideas in an
oral text or presentation; construct or
draw a model of an object based on a
partner’s instructions; identify key
concepts and vocabulary in recorded
messages, songs, and audio webcasts,
and use multiple intelligences to
represent them; listen to a description
of a classmate’s personal collection,
favourite activity, or family celebration
and write, draw, or choose images to
compare it with their own)
Teacher prompts: “Comment est-ce
(e.g., listen to a classmate’s description
of a procedure and mime the steps
and/or actions described; listen to a
description of a person in a story/movie
and identify which character is being
described; listen to the results of a
survey and use numbers, words, and
pictures to illustrate the findings; listen
to a read-aloud of an authentic text
about the environment, healthy eating,
or First Nations people and use words,
pictures, and/or actions to restate the
main idea and related details; listen to a
popular song in French and identify
familiar words and expressions; listen to
directions to a popular location or
attraction and trace the route on a
map)
(e.g., identify key information in a
media clip of a French conversation,
such as a dialogue between a couple
discussing what to order in a
restaurant; listen to a speaker describe
his or her interests and identify a
related career choice; listen to a public
service announcement about an
environmental issue and identify the
main message; listen to a story or a
popular song and relate it to a current
event; listen to a media clip about a
talent competition and agree or
disagree with the judges’ opinion of the
performance; listen to a public service
announcement about a topic such as
cancellation of bus service and
determine how the information will
influence their plans for the day)
Teacher prompts: “Quels détails de
(e.g., listen to a review of a movie and
identify what the reviewer enjoyed
about it, and the reasons for her or his
opinion; listen to a radio interview
about a familiar topic such as the use of
cell phones in the classroom and
identify the main ideas; listen to a
slogan and infer what the product is;
listen to a question-and-answer session
on a social or environmental issue and
create a poster to illustrate the
message; listen to a commercial for a
product and list the advertiser’s key
claims in order of importance)
que le fait de dessiner/faire une
illustration t’aide à mieux comprendre
un texte?” “Dans les instructions d’une
marche à suivre, quels sont les mots et
expressions (p. ex., avant, après,
premièrement) qui t’aident à suivre les
étapes?”
mots et expressions clés qui t’aideront à
expliquer le message du texte?” “Que
peux-tu faire pour montrer que tu
comprends ton prof ou tes amis?”
Instructional tips: (1) Prior to a
help students build on known
vocabulary to understand new **
listening assignment, teachers can use
an anticipation guide to identify **
l’annonce t’aident à planifier ta
participation aux activités
parascolaires?” “Comment peux-tu
partager le message principal de ce
balado?”
Instructional tip: Teachers can model
the pronunciation of the different
endings in feminine and **
Teacher prompts: “Quand tu écoutes
la critique d’un film, quels mots et
expressions t’aident à identifier l’opinion
exprimée?” “Dans quelle mesure le
point de vue d’une autre personne a-t-il
une influence sur ton opinion?” “De
quelle façon le fait d’écouter des clips
sur Internet t’aide-t-il à te divertir?”
Instructional tips: (1) In a thinkaloud, teachers can model ways to
interpret the meaning of **
17
CEFR Links: The CEFR provides teachers with features of listening activities that achieve language proficiency within an authentic context. When planning for the demonstration of understanding of an oral text,
teachers should model ways to interpret the understanding of expressions, phrases and structures. Grammatical structures are not taught in isolation – they are taught in context. Through modeled, shared and
guided tasks, teachers may help students identify specific grammatical structures such as using the imperative to give directions, using the verbs vouloir, devoir to express a desire or need.
Strategies to Try
Use a variety of oral texts that feature a variety of other speakers (not just the teacher) such as radio
FOR
and television clips, podcasts, cartoons, and DVDs. Radio Canada offers a variety of oral texts that can
be accessed online (8).
Use oral texts that are supported by visuals (1.2, 8)
Use Think Alouds to model strategies that can be used to demonstrate understanding (1.7, 8).
AS
• Will they be listening for main ideas? For main character names? For number information such
as temperature or scores? For options?
Listening activities must be embedded in the context of what students are currently learning (8).
• Checklists
Have students explicitly practice using the strategies through class activities (1.2, 1.7):
• Picture pick up: provide a series of pictures to students that are related to a specific song,
advertising etc. Play the oral text. As students listen to the text, students hold up the picture of
the words they hear (8).
OF
• Highlight specific words or phrases that the speaker uses to communicate desires, needs, wants,
• Conferences
urgency (1.2).
• Model the use of specific expressions used to paraphrase, agree or disagree with statements
• Student - Fiche d’autoévaluation pour le cycle préparatoire: j’évalue mon écoute, p.41 (2.6)
made (ie/ head nodding, Oui, Non, je suis d’accord, je ne suis pas d’accord, alors etc) (1.2).
• Student - Fiche d’autoévaluation pour le cycle primaire: j’évalue mon écoute, p.42 (2.6)
•
Have students demonstrate understanding through a variety of activities (8):
• Create a sculpture, tableau or use mime in order to demonstrate the main idea of an oral text.
• (10) CEFR Kits, Thames Valley DSB Kits to help assess listening skills
• Create a retell using sentence strips or the sequencing of images related to an oral text.
• Artiste: students can draw specific instructions provided orally.
• Directions: students sequence the steps outlined in a listening activity, students follow a map
and trace the route according to the listening activity
18
A2.1 Using Interactive Listening Strategies
4
5
Identify and use interactive listening
strategies to suit a variety of situations
while participating in social and
academic interactions
(e.g., demonstrate an understanding of
when to listen and when to speak; look
at the speaker; listen without
interrupting; make connections between
personal experiences and what is being
said; reconsider their point of view after
hearing what others say; repeat a
partner’s ideas in their own words as a
way of confirming understanding; ask
for repetition, confirmation, or
clarification of what they hear using
phrases such as “Un instant…Je ne
comprends pas. Pourriez-vous répéter
cela, s’il vous plaît? Qu’est-ce que cela
veut dire…?”; use body language such
as a nod to indicate understanding
and/or agreement)
as en commun avec ton partenaire?
Comment est-ce que le fait de faire des
liens avec tes expériences personnelles
t’aide à participer à la conversation?”
“Comment est-ce que tu utilises le
langage corporel pour montrer ta
compréhension pendant une
conversation?”
remind students to listen for descriptive
words/adjectives (e.g., “jeune”, “beau”,
“blond”, “marron”, “roux”, “frisé”,
“petit”, “noir”) to help them understand
information in exchanges with the
teacher and peers about culture, **
6
7
8
(e.g., build on what others are saying
by offering relevant comments when
participating in paired and small-group
exchanges on familiar topics; observe a
peer’s body language to help
understand his or her intended
message; ask questions in paired and
small-group activities to clarify their
understanding of what is said)
(e.g., ask questions to deepen
understanding and make connections to
the ideas of others; affirm the ideas of
others and build on them when offering
their own views; use brief vocal
prompts to signal agreement or interest
during conversations; ask for repetition
when necessary)
(e.g., list key ideas from an oral text
and confirm them with peers; provide
relevant feedback when appropriate
and/or requested; know when to
interrupt politely to offer an additional
point of view; use respectful body
language when participating in a
discussion; use appropriate vocal
prompts to signal empathy, interest,
and personal regard in dialogues and
conversations)
(e.g., in a group discussion, follow the
conversation and make relevant
contributions when it is their turn to
speak; disagree with or challenge the
ideas of others respectfully and without
making it personal; show interest in
what is being said by commenting and
questioning)
Teacher prompts: “Quand est-ce qu’il
faut parler et quand faut-il écouter?”
“Quelles stratégies d’écoute t’aident
quand tu veux participer à une
interaction orale?”
que tu peux participer à une
conversation sans parler?” “Pourquoi
est-il important de demander à
quelqu’un de répéter un mot ou une
expression pendant une interaction?”
que tu démontres ton intérêt lors d’une
conversation?” “Comment est-ce que tu
utilises des gestes et des expressions
visuelles d’une façon respectueuse
quand tu participes à une discussion?”
“Comment est-ce que tu organises tes
idées pour donner de la rétroaction
pratique à un camarade?”
t’aide à faire part de tes commentaires
pour démontrer ta compréhension lors
d’une discussion de groupe?” “Quelle
stratégie t’aide à organiser tes idées
pour fournir une rétroaction
pertinente?”
Instructional tip: Teachers can use
role play to demonstrate when it is time
to listen and when it is time to speak in
a variety of situations.
note-taking or restating skills to
demonstrate additional effective
listening strategies.
encourage students to listen for adverbs
of degree (e.g., “assez”, “autant”,
“aussi”, “beaucoup”, “moins”, “peu”,
“très”, “fort”, “si”, “tant”, “combien”,
“davantage”, “environ”, “plus”,
“tellement”, “trop”) **
model the use of expressions for
indicating agreement/disagreement or
politely presenting alternative ideas,
such as “Je suis d’accord”, “Tu as
raison”, “Tu l’as dit!”, “Tout à fait!”, “Tu
as tort”, “D’après moi”, **
19
CEFR Links: The CEFR provides teachers with features of interactive listening activities that achieve language proficiency within an authentic context. When planning for interactive listening activities teachers
should consider oral texts that include familiar words.
Strategies to Try
Explicitly teach expressions, questions and phrases that help students to clarify understanding and
FOR
model these often (2.6, 1.7, 8):
•
Give students a set of (oral) instructions and have them get up and follow your instructions
• Que signifie…?
•
Anecdotal notes while students collaborate to check for understanding and contributions
• Est-ce qu’on peut arrêter/répéter le DVD/l’enregistrement, madame (ou monsieur)?
AS
Create anchor charts to support clarification expressions, questions and phrases and continuously refer
to these throughout a lesson (1.2).
• Checklists
Use Think Alouds to model questions that help students to determine meaning before, during and after
listening to an oral text. In a Think Aloud, teachers give a running commentary on the strategies and
• Note taking during discussion, video watching, audio clips
questions he/she is using. As students practice the skill, the teacher gradually releases responsibility (3,
OF
9):
• Conferences
Have students be physically active by using charades to develop students ability to use visual cues (10):
• (2.6) Teacher (Fiche d’entrevue pour évaluer l’écoute, p.38)
• Students can mime emotions (with or without voice), leisure activities, or expressions/phrases
• (2.6) Student (Fiche d’auto evaluation pour le cycle préparatoire: j’évalue mon écoute, p.41)
related to the unit of study; Students can mime an action described in the listening activity.
• (2.6) Student (Fiche d’autoévaluation pour le cycle primaire: j’évalue mon écoute, p.42)
Listening for Key words:
• (2.13) Teacher (Rétroaction – écoute, p.12)
• Have students listen to an oral text and ask them to do the following (7):
• (2.13) Student (Autoévaluation – écoute, p.11)
• Raise your hand when you hear a mots-ami
• Hold your pencil in the air when you hear a mots-familier
Use the Artiste activity (1.1) where students draw what they hear and use the clarification strategies
when necessary.
Provide opportunities for students to listen to and to discuss increasingly complex, authentic oral texts
(e.g., commercials, newscasts, shows) by chunking or frequently pausing during a listening activity
20
A2.2 Interacting
4
Respond with understanding to what
others say while participating in brief,
structured interactions about
themselves, family, friends, and their
immediate environment, with contextual
and visual support
5
others say while participating in brief,
structured interactions about
themselves, family, friends, and their
immediate environment, with contextual
and visual support
6
others say while participating in
guided interactions about familiar
topics, with contextual and visual
support
7
interactions of various lengths
about everyday matters and
matters of personal interest
8
interactions of various lengths about
everyday matters and matters of
personal interest
(e.g., respond appropriately to
questions requiring a brief answer in
paired and small-group interactions on
familiar topics; respond constructively
to a partner’s ideas in think-pair-share
sessions, using gestures, visual aids,
and/or familiar words and phrases;
share reactions to a partner’s plans for
a celebration or for the weekend)
(e.g., using familiar words/expressions
and/or actions, respond appropriately to
questions in paired and small-group
exchanges on familiar topics or to a
partner’s comments in a think-pairshare session; listen and respond to
questions about familiar topics such as
personal preferences, interests, and
past or future events or experiences;
offer a classmate comparable
information in response to a description
of his or her family; interview a
classmate and use the information to
introduce him or her to a group)
(e.g., listen to a partner’s description of
food preferences and respond by asking
for more information or making
comparisons to their own preferences;
listen to a partner’s opinion about a
story and compare reactions; listen to
an enquiry about a local business and
provide the information requested;
listen to and participate in a class
discussion about ways to conserve
energy; listen to a classmate’s
description of a community event they
have attended or heard or read about
and confirm, modify, and/or add to the
report)
(e.g., listen to a peer’s reaction to a
review of a video game and identify
areas of agreement and disagreement;
in a small-group discussion about tourist
attractions, listen to others’ opinions,
agree or disagree, and share their own
preferences; listen to a description of a
worthy cause and participate in a group
discussion about how to raise funds to
support the cause)
Teacher prompts: “Comment vas-tu
réagir aux idées d’un partenaire?”
“Après avoir entendu les suggestions
des membres de ton groupe, quelle
sera ta suggestion d’activité pour la
recréation?”
que les commentaires des autres
t’aident à mieux participer à une
discussion en petit groupe?” “Quelles
questions peux-tu poser à ton camarade
pour continuer la discussion?” “Que
fais-tu si tu ne comprends pas les
instructions données par ton
partenaire?” “Quelles informations sont
nécessaires pour présenter ton
partenaire à un groupe?” “Quels
commentaires peux-tu offrir à ton
partenaire afin de lui fournir **
model ways of giving feedback to **
(e.g., conduct and/or respond to a
survey of classmates and compile
information about their favourite foods,
sports, and/or family activities; in
collaboration with a peer, plan a wastefree lunch; exchange opinions with a
peer about a favourite video game,
movie, or book; listen and respond to
questions from a partner about personal
interests; listen to a short paragraph
read by the teacher and work with a
group to reconstruct the text;
participate in a conversation about
school rules by listening to classmates’
ideas and contributing their own
opinion)
Teacher prompts: “Quels indices
Teacher prompts: “Comment peux-tu
faire signe que tu ne comprends pas ce
que ton ami dit?” “Pourquoi est-il
important d’écouter tous les points de
vue présentés avant de partager tes
propres idées et d’exprimer ton accord
ou ton désaccord?”
que tu peux demander à un ami de
clarifier son opinion avant de
répondre?” “Comment peux-tu valoriser
la position d’un camarade de classe?”
the use of appropriate and **
Instructional tip: Teachers can help
students recognize the use of the **
t’aident à comprendre les questions
d’un sondage?” “Pourquoi est-il
important de bien écouter pendant un
échange d’opinions?” “Pourquoi est-il
important d’écouter tout le message
d’un camarade de classe avant de faire
part de ton idée ou de ton opinion?”
the use of “Est-ce que…?” and **
21
CEFR Links: The CEFR promotes self and peer assessment by supporting learners in taking greater responsibility for their learning (5). When engaged in interactive tasks, it is important for students to
understand and use the strategies needed to respond with understanding. Teachers can model ways to provide feedback, respond respectively and ask questions. Grammatical structures are not taught in
isolation – they are taught in context. Through modeled, shared and guided tasks, teachers may help students identify specific grammatical structures such as using inversion and the “est ce que” formation to
clarify information, the affirmative and the negative and the use of “Si” clauses to address hypothetical situations related to an oral task.
Strategies to Try
• Plan for a variety of interaction opportunities between students by having students participate in
FOR
activities such as :
• Listening to an audio recording or the teacher speaking and have them retell or make jot
o Hands-up partner up
notes
o Speed dating
o Milling to music (1.1)
o Gallery walk
o Information gap activities (8)
AS
o Jigsaw listening (8)
o Artiste (1.1)
o Student shared listening and drawing barrier games (8)
• Checklists
o Surveys
o Role play scenarios where students must resolve a problem: ie/ plan a date (1.1, 11)
•
o Will they be listening for main ideas? For main character names? For directions? For pricing
options?
•
Scaffold vocabulary and phrases needed to interact (1.2, 8):
o Create a list of basic sentence starters as a class, at various difficulty level depending on
the grade.
•
Spiral the learning of vocabulary, phrases and expressions:
o Encourage students to incorporate previously learned vocabulary into every new
interaction.
•
Use Think Alouds to model strategies that can be used to interact (7, 8).
o Highlight specific words or phrases that the speaker uses to communicate desires, needs,
wants, urgency.
o Model the use of specific expressions used to paraphrase, agree or disagree with
statements made, or to respond to comments.
OF
•
•
•
•
•
•
•
Conferences
Teacher - Fiche d’entrevue pour évaluer l’écoute, p.38 (2.6)
Student - Fiche d’autoévaluation pour le cycle préparatoire: j’évalue mon écoute, p.41 (2.6)
Student - Fiche d’autoévaluation pour le cycle primaire: j’évalue mon écoute, p.42 (2.6)
Teacher - Rétroaction – écoute, p.12 (2.13)
Student- Autoévaluation – écoute, p.11 (2.13)
CEFR Kits, Thames Valley DSB Kits to help assess listening skills (10)
22
A2.3 Metacognition
4
(a) Describe, in conversation with the
teacher and their peers, a few
strategies they found helpful before,
during, and after listening;
(b) Identify their areas of greater and
lesser strength as listeners, and plan
steps they can take to improve their
listening skills
5
listening skills
(e.g., discuss with a partner some
strategies and tools that have helped
them improve their listening skills; selfmonitor listening during a group
discussion)
(e.g., plan to keep a journal of listening
strategies they have found helpful, for
future reference)
t’aide à identifier l’idée principale d’une
présentation ou d’une conversation?”
“Pourquoi est-il utile de faire des
prédictions avant d’écouter?” “Comment
est-ce qu’une discussion avec un ou une
partenaire peut t’aider à clarifier ce que
tu as entendu?” “Quelle nouvelle
stratégie d’écoute veux-tu essayer la
prochaine fois?”
que tu vérifies ta compréhension quand
tu écoutes?” “Quelle stratégie d’écoute
a été utile pour ton partenaire?
Comment est-ce que cette stratégie
t’aidera ou ne t’aidera pas?” “Quels
indices non verbaux (indices visuels,
indices gestuels, langage corporel) sont
efficaces pour t’aider à comprendre le
message?”
Instructional tip: Teachers can use a
think-aloud to demonstrate how
students might reflect on their listening
behaviour. **
6
teacher and their peers, factors that
prevent them from listening
effectively (e.g., lack of familiarity
7
(a) describe, in conversation with the
prevent them from listening effectively
8
prevent them from listening effectively
(e.g., lack of familiarity with vocabulary,
difficulty processing information quickly)
(e.g., lack of familiarity with vocabulary,
difficulty processing information quickly)
and some strategies they found helpful
before, during, and after listening;
(b) identify their areas of greater and
lesser strength as listeners; and plan
listening skills
and strategies they found helpful
before, during, and after listening;
listening skills
(e.g., compare postures that are
conducive and not conducive to
attentive listening; reflect on their
ability to respond to specific cues that
signal the need for attentive listening;
evaluate their use of listening strategies
and plan to incorporate new strategies
to ensure comprehension; record useful
strategies in a learning log)
Teacher prompts: “Quelles stratégies
(e.g., use co-constructed criteria to selfmonitor listening during a conversation;
determine next steps based on
comments and feedback from peers and
teacher; share with a partner a listening
strategy they find helpful; record in a
journal situations in which they are
successful and challenged when
listening)
Teacher prompts: “Quel type de
(e.g., engage in dialogue with the
teacher and peers to determine criteria
for effective listening; use a personal
journal to reflect on areas of need and
ways to listen more effectively when
interacting; use feedback from the
teacher and peers to identify areas of
strength and set listening goals)
est-ce que tu utilises pour bien
écouter?” “Comment est-ce que tu
devines le sens d’un mot que tu ne
connais pas?” “Pourquoi est-il utile de
connaître le vocabulaire avant
d’écouter?” “Quels sont les obstacles
qui empêchent ton écoute? Qu’est-ce
que tu peux faire pour éviter ces
distractions?”
situation d’écoute est plus facile/difficile
pour toi (p. ex., avec un partenaire, en
petit groupe, une présentation devant la
classe, un texte audio)?” “Comment estce que la discussion des stratégies
efficaces te permet de réfléchir sur tes
habiletés d’écoute?” “Quelle stratégie
d’écoute t’aide à mieux comprendre un
texte audio qui comprend du nouveau
vocabulaire?”
model the process of evaluating skills
and strategies using verbs that identify
a preference, such as “Je préfère”, “Je
voudrais”, “Je n’aime pas”. **
with topics discussed, lack of familiarity
with vocabulary, difficulty processing
information quickly) and some
listening skills
expressions that students can use to
assess their listening skills (e.g., “Je me
couche de bonne heure pour penser
clairement le lendemain à l’école..). **
que le fait de développer des critères
d’évaluation peut améliorer tes
stratégies d’écoute?” “Dans quelle
mesure la rétroaction de tes pairs et ton
auto-évaluation te permettent-elles
d’identifier et de planifier tes prochaines
étapes pour améliorer ta
compréhension?”
emphasize the value of active listening
strategies in interactions in any
language and in any curriculum area.
23
CEFR Links: The CEFR encourages students to continuously monitor their thinking and use strategies as they learn. Learning self-reflection and autonomy are a key part of the CEFR (5). By incorporating the
use of Can Do statements into the classrooms, teachers help students to track progress and set goals. Teachers can also use Think-Alouds to model expressions and phrases that they can use to reflect on their
listening skills. Teachers can further model the use of specific structures that allow students to reflect on ways to evaluate and improve their listening skills (ie. Use of “SI” clauses, j’aime).
Strategies to Try
• Encourage students to verify their predictions and compare them to others students (3, 8).
FOR
• Je vérifie mes prédictions. Est-ce qu’elles étaient bonnes?
AS
• Have student reflect on strategies they used (2.6, 1.7, 3, 8).
o Quelles stratégies est-ce que j’ai utilisé?
• Checklists
• Encourage students to think about which of the before, during and after questions they found
most helpful and why (8).
o Est-ce que les stratégies étaient utiles? Quelles stratégies étaient les plus utiles?
OF
o Est-ce que je peux expliquer pourquoi ces stratégies étaient utiles?
• Conferences
• Use a prepared checklist to help students self-assess and think about the strategies that they
• Student - Fiche d’autoévaluation pour le cycle préparatoire: j’évalue mon écoute, p.41 (2.6)
used (8).
• Student - Fiche d’autoévaluation pour le cycle primaire: j’évalue mon écoute, p.42 (2.6)
• Post strategies as an anchor chart (or provide a reference sheet), so that students may refer to
these often (1.7).
•
Encourage students to have pair or small group discussions in order to share main ideas from a
listening activity – PRIOR to starting a whole class discussion. Beginning discussions in pairs
and small groups offers students to think about and discussion their ideas prior to having to
share in front of a large group. This helps to develop student confidence. (1.3, 1.5, 4)
24
A3.1 Intercultural Awareness
4
Using information from oral French
texts, identify French-speaking
communities in Ontario, find out about
aspects of their cultures, and make
connections to personal experiences
and their own and other communities
5
communities in Quebec, find out about
6
communities in eastern, western,
and northern Canada; find out about
aspects of their cultures; and make
7
communities in the Americas outside
Canada, find out about aspects of their
cultures, and make connections to
personal experiences and their own and
other communities
8
communities in Europe, find out about
(e.g., listen to directions and locate on
a map historic Franco-Ontarian or Métis
communities such as Sault Ste. Marie or
Mattawa; identify examples of the use
of French in their immediate
environment – such as the bilingual
version of the national anthem sung at
sports events; listen to a peer describe
a family tradition and make connections
to a similar tradition in their own family)
(e.g., listen to and identify topics of
interest in songs, stories, and legends
by Québécois artists and authors, such
as Anthony Phelps – “Et moi, je suis
une île”, Laïla Héloua – “Mandarine et
Kiwi”; using a graphic organizer to
guide listening, organize information
from French texts about family, school
life, traditions, powwows, and festivals
in Québécois communities, such as
Quebec City – Festival des journées
d’Afrique, Danses et Rythmes du
Monde, Trois-Rivières – Festival urbain,
Montreal – Festival du monde arabe,
and make connections to their own
culture; listen to the recitation of a
traditional French Canadian story used
by Métis, such as La Chasse-galerie,
and make connections to a familiar tale)
(e.g., locate French-speaking
communities in North and South
America based on information from
audio/ audio-visual sources; listen to
Franco-Caribbean, Franco-Hispanic, or
Cajun music and write about their
response or create or select images to
illustrate their reactions; listen to or
view a text about the Acadian exiles
and other French-speaking groups who
settled in Louisiana and other U.S.
states and work with classmates to
make cross-curricular connections;
identify the impact of Métis
communities in the United States, such
as the Métis community in Montana)
(e.g., listen to descriptions of tourist
destinations in French-speaking parts of
Europe and identify and describe
significant landmarks; listen to/view a
French cooking show and describe the
dishes prepared; view a fictional or
documentary video about aspects of life
in a French-speaking region in Europe
and make connections to their own
community; identify topics of interest in
songs, stories, and legends by European
artists and authors, such as MC Solaar –
“Lève-toi et Rap”)
as appris en écoutant la description des
communautés francophones?” “Où estce que tu entends parler le français
dans ta vie quotidienne (p. ex., à
l’école/à la maison/grâce à la
technologie médiatique)?” “Comment
est-ce que le fait d’écouter les histoires
des autres t’aide à les connaître?” **
détails importants à propos de cette
région? Est-ce que ces détails t’aident à
mieux connaître ta communauté?”
“Quand tu écoutes un clip audio ou tu
visionnes une vidéo décrivant les
aspects de la culture québécoise, quels
liens fais-tu avec ta communauté?”
“Comment est-ce que le fait **
(e.g., identify examples from audio
and/or audio-visual media that illustrate
the status of French as an official
language of Canada; listen to the
national anthem in French and work in
groups to map some similarities and
differences between the French and
English versions; listen to French
Canadian folk-tales and legends and
speak, draw, write, graph, or select
images to illustrate topics that interest
them; listen to historical accounts about
the voyageurs and coureurs de bois and
discuss their significance in the
development of Canada as a nation;
listen to songs such as “À la claire
fontaine”, “C’est l’aviron”, “V’la l’bon
vent” and identify their significance to
Métis and other French Canadian
communities; listen to participate in
traditional storytelling games)
Teacher prompts: “Quels indices
Teacher prompts: “Comment
identifies-tu les différences entre les
expressions et les mots antillais, cajuns
et franco-ontariens entendus dans un
clip audio?” “Pourquoi est-ce utile de
faire des liens entre les pratiques
culturelles de ta propre communauté et
celles des autres afin de mieux
connaître ces dernières?” “Qu’est-ce
que tu as appris à propos de **
as appris à propos de cette région? Estce que tu aimerais la visiter? Pourquoi?”
“Quels sont tes liens personnels avec le
message ou le personnage de la
chanson? Est-ce que la chanson t’a aidé
à mieux comprendre la situation des
jeunes dans cette communauté?”
“Comment est-ce que les informations
présentées dans le texte **
culturels (p. ex., les danses, la musique,
les traditions, les célébrations) t’aident à
identifier les communautés
francophones des provinces atlantiques,
des provinces de l’ouest, etc.?”
“Comment est-ce que les médias
démontrent l’importance du français
comme langue officielle au Canada?”
“Comment est-ce que le fait **
25
CEFR Links: Intercultural understanding is a key concept of the CEFR. It includes cultural and intercultural competences including: respect for otherness, curiosity, tolerance, empathy and communicative
awareness (7). Teachers help to foster intercultural understanding by exposing students to a variety of cultural texts. Teachers help to foster intercultural understanding by incorporating opportunities for
listening to cultural oral texts into their classrooms (9). Examples cultural oral texts include: songs, stories, advertisements, announcements related to a particular region or community. While listening, teachers
can model the use of comparative forms in order to compare and contrast cultural differences. They can also clarify the meaning of culturally specific vocabulary, expressions and phrases. As students improve
their awareness of other cultures, they become more linguistically and culturally sensitive and accepting of others ways of communicating, thinking and being.
Strategies to Try
• Use a variety of oral texts that feature a variety of speakers and information such as video,
FOR
television and radio clips. Radio Canada offers a variety of oral texts and there are also various
websites that can be used to assess authentic oral texts. See list provided. (1.2, 4)
• Checklists
•
•
Use Think Alouds to model questions that help students make personal connections to an oral
text. As students become familiar with the questions and phrases needed to make personal
connections to the oral text, the teacher gradually releases responsibility by initiating shared,
guided and independent activities used to demonstrate their awareness of culture (3, 9).
o Refer to teacher prompts and specific expectation A 3.1 Intercultural Awareness for
examples of questions and phrases.
Encourage students to listen for connections to their own and other communities and have
them share these connections with others students.
o Est-ce que tu as des traditions similaires?
•
Have students work cooperatively (in pairs or small groups) to fill in a Venn diagram showing
the similarities and differences between their culture and that of the one being studied using
simple words or images. (5)
•
Encourage students to have pair or small group discussions in order to share personal
connections to an oral text – PRIOR to starting a whole class discussion. Beginning discussions
in pairs and small groups offers students time to think about and discuss their ideas prior to
having to share in front of a large group. This helps to develop student confidence. (1.3, 1.5)
o Teacher ensures that students are on task
o Checks for understanding
o Prompts students by posing questions and making suggestions
o Brainstorm a list of useful vocabulary and expressions. Post as an anchor chart to help
scaffold student discussion.
AS
•
•
Checklists
•
•
Anecdotal notes while students collaborate to check for understanding
Checklists
OF
** Students are encouraged to identify examples of usage that is specific to particular regions
or communities (e.g. French speaking communities in Europe) but are not expected to do so.
26
A3.2 Awareness of Sociolinguistic Conventions
4
5
texts, identify and demonstrate an
understanding of sociolinguistic
conventions used in a variety of
situations in diverse French-speaking
communities*
communities*
6
communities*
7
communities*
8
Using information from oral French texts,
identify and demonstrate an
communities*
(e.g., identify appropriate ways to initiate
and conclude a telephone conversation;
listen to an interview with a sports
personality, political figure,
environmentalist, or musician and
identify vocabulary/expressions that are
specific to the occupation of the person
being interviewed; listen to French
speakers from two different regions in
Europe, identify differences in
pronunciation and word choice, and
make comparisons with the French they
are learning in class; identify the
difference between the names and times
of meals in French-speaking communities
in Canada and France)
Teacher prompts: “Pourquoi est-il
(e.g., formal and informal expressions
of courtesy such as different types of
salutations; verbal and non-verbal cues
appropriate to different environments,
such as social gatherings versus
classroom contexts; brief expressions
used to introduce themselves and
others)
(e.g., compare French expressions to
expressions used in English and/or their
first language; compare different types
of body language used in social
interactions in various cultures; identify
French phrases that are used to initiate,
interrupt, and conclude conversations
politely)
(e.g., identify similarities and
differences in language used by
different age groups; listen to examples
of polite/familiar and singular/plural
forms of address and identify the
correct form to suit specific situations;
respond with understanding to familiar
expressions used in greetings and
leave-takings)
(e.g., identify expressions used in
advertising that signal an attempt to
persuade the listener to do or buy
something; compare the language used
in conversations with a teacher versus
a peer and identify some of the
differences; compare the language
used to introduce a performer or
celebrity and the language used to
introduce a friend and identify some of
the differences; identify some
conventions used in informal exchanges
such as telephone calls)
Teacher prompts: “Quand dit-on
Teacher prompt: “Quand tu parles à
quelqu’un, comment choisis-tu les mots
ou les expressions appropriés selon la
situation?”
que la situation détermine l’emploi
approprié des salutations, des formules
de politesse et des remerciements?”
“Comment est-ce que tu peux
interrompre quelqu’un poliment afin de
lui demander de clarifier son message?”
Teacher prompt: “Quels sont les
mots et expressions employés par une
agence de voyages pour essayer de
convaincre les gens de la choisir plutôt
qu’une autre?”
model the use of appropriate **
Instructional tip: Teachers can ask
students to identify some of the * *
model the use of expressions * *
‘bonjour’ et ‘salut’?” “Comment est-ce
que les indices non verbaux utilisés par
un individu t’aident à comprendre son
message?” “Comment montres-tu du
respect à la personne avec qui tu
parles?”
model the appropriate behaviour * *
important de reconnaître les différents
mots utilisés pour décrire les repas dans
les communautés francophones au
Canada et en France?” “Quels éléments
entendus t’aident à reconnaître la
relation entre les personnes qui parlent?”
“Comment vas-tu commencer,
poursuivre et terminer une conversation
téléphonique dans le cadre d’une
simulation en utilisant les conventions
appropriées?”
27
awareness (7). Teachers help to foster intercultural understanding by exposing students to a variety of cultural texts. It includes cultural and intercultural competences including: respect for otherness, curiosity,
tolerance, empathy and communicative awareness (7). Teachers help to foster intercultural understanding by incorporating opportunities for listening to cultural oral texts into their classrooms (9). Examples
cultural oral texts include: songs, stories, advertisements, announcements related to a particular region or community. Examples cultural oral texts include: songs, stories, advertisements, announcements
related to a particular region or community. While listening, teachers can model the use of and ask students to identify appropriate body language, and greeting and leave-taking expressions and phrases used
to show courtesy when speaking. Note: While students are encouraged to identify examples of usage that is specific to particular regions or communities.
Strategies to Try
• Use a variety of oral texts that feature a variety of speakers and information such as video,
FOR
television and radio clips. Radio Canada offers a variety of oral texts and there are also various
websites that can be used to assess authentic oral texts. See list provided. (1.2, 4)
• Checklists
•
Use Think Alouds to model questions that help students identify and demonstrate an
understanding of social linguistic conventions of an oral text. As students become familiar with
the questions and phrases needed to demonstrate understanding of the oral text, the teacher
gradually releases responsibility by initiating shared, guided and independent activities used to
demonstrate their awareness of culture (3, 9).
•
Refer to specific expectation A 3.2 Awareness of Sociolinguistic Conventions for examples of
conventions and teacher prompts.
•
Ask students to identify similarities and differences between behaviour, expressions and phrases
used in formal and informal settings; references to various items found in their surroundings
e.g., names and times of meals.
•
Encourage students to have pair or small group discussions in order to demonstrate
understanding of a listening activity – PRIOR to starting a whole class discussion. Beginning
discussions in pairs and small groups offers students time to think about and discuss their ideas
prior to having to share in front of a large group. This helps to develop student confidence.
(1.3, 1.5)
o Teacher ensures that students are on task
o Checks for understanding
o Prompts students by posing questions and making suggestions
o Brainstorm a list of useful vocabulary and expressions. Post as an anchor chart to help
scaffold student discussion.
AS
•
•
Checklists
•
•
Checklists
OF
28
B. Speaking
Speaking communication skills in French are necessary in order to communicate messages in a purposeful way. The skills are used to engage students in speaking and listening for authentic purposes. There are
two types of communicative tasks: Production and Interaction. Production tasks are those which involve one-way communication. There is one speaker who speaks for the purpose of consolidating information.
Interaction tasks require two way communications between a listener and a speaker and the spontaneous use of language. To develop speaking communication skills, the Revised FSL Curriculum, 2013 states
that “French language learners need to speak and interact daily in French in a purposeful way – for example, through collaborative learning in pairs and small groups that allows them to engage in speaking and
listening for authentic purposes”. It is important for teachers to provide frequent daily opportunities for students to communicate in French to develop and strengthen speaking and listening skills. The overall
expectations identify three areas of knowledge and skills that students are expected to demonstrate when speaking:
B1. Speaking to Communicate
B2. Speaking to Interact
B3. Intercultural Understanding
When speaking to communicate, it is important for students to understand and use strategies which help them to communicate meaning to an audience. The specific expectations provide examples of
communication strategies that support the delivery of a clear message. Some examples include: verbal and non-verbal cues and the use of familiar, memorized or newly acquired expressions. It is important for
teachers to explicitly teach students’ oral communication strategies by gradually releasing responsibility for learning to students. Teachers can have students practice regularly in partner, small group and large
group activities. It is throughout these guided activities that teachers scaffold the learning of new vocabulary, expressions and structures needed to carry-out an authentic task (see instructional tips).
When speaking to interact, it is important for students to understand and use strategies which help them to interact with others. The specific expectations provide examples of interaction strategies that support
the exchange of information between two or more people. Some examples include: nodding, facial expressions, turn-taking, questioning, clarifying and paraphrasing. It is important for teachers to explicitly
teach students’ oral interaction strategies by gradually releasing responsibility for learning to students. Teachers can have students practice regularly in partner, small group and large group activities. It is
throughout these guided activities that teachers scaffold the learning of new vocabulary, expressions and structures needed to carry-out an authentic task (see instructional tips).
Language and culture are strongly intertwined. Students need to understand that diversity exists not only among cultures but within cultures as well. Developing intercultural understanding through speaking
includes communicating and making personal connections to information about a specific region, and identifying and using regional expressions and phrases.
Links to the CEFR: The CEFR provides teachers with features of speaking activities that achieve language proficiency within an authentic context.
Spoken Production:
A1 –I can use simple phrases and sentences to describe where I live and people I know.
A2 – I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.
B1 – I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes & ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or
relate the plot of a book or film and describe my reactions.
29
Spoken Interaction:
A1 – I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple
questions in areas of immediate need or on very familiar topics.
A2 – I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually
understand enough to keep the conversation going myself.
B1 – I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent
to everyday life (e.g. family, hobbies, work, travel and current events).
Note: ** Indicates that an example, instructional tip and/or teacher prompt has been reduced for formatting. Always consult the complete document for the full reference.
30
B1.1 Using Oral Communication Strategies
4
5
Identify a range of speaking strategies
and use them appropriately to express
themselves clearly and coherently in
French for various purposes and to a
variety of audiences
(e.g., use and reuse familiar language
structures and patterns, such as
repetition, and incorporate previously
learned words and phrases to clarify the
meaning of oral messages; use visual,
non-verbal cues such as gestures, facial
expression, body position, and eye
contact – pointing, smiling, nodding,
leaning forward – and vocal effects
such as changes in pitch, tone, pace,
and volume to support and clarify
meaning; refer to classroom visuals
such as anchor charts to help them
clarify a message)
fais quand tu parles français et que la
classe ne comprend pas?” “Quels gestes
ou aides visuels peux-tu utiliser pour
aider les autres à comprendre ton
message?” “Qu’est-ce que tu peux faire
pour capter l’attention de ton auditoire,
et pourquoi?”
6
French for a variety of purposes and to
a variety of audiences
7
8
(e.g., use a familiar model to structure
messages; use think-aloud stems to
structure descriptions and comments;
use changes in pitch, tone, and volume
to maintain the interest of listeners;
vary the pace of speech to hold the
audience’s attention when presenting)
(e.g., use gestures, familiar words, and
memorized expressions based on a
model to present and refine a message;
provide supporting details to clarify
ideas and opinions)
(e.g., use and reuse familiar and newly
acquired phrases and sentences to state
needs and preferences; use and reuse
familiar sentence patterns and
vocabulary to present information in a
readily understandable form; use all
available resources, including feedback
from peers, to assist them in making
their ideas understood)
(e.g., adjust volume and tone to suit
the message and context; use dramatic
pauses in a role play to create
suspense; rehearse the delivery of
spoken messages)
Teacher prompts: “Quelles sont les
meilleures stratégies pour clarifier ton
message?” “Pourquoi est-ce que c’est
une bonne idée de changer le ton et le
volume de ta voix? Est-ce que cela peut
aider les autres à comprendre ton
message?”
que tu peux communiquer ton message
clairement?” “Quels détails peux-tu
ajouter pour appuyer ton message?”
important de varier le ton et le rythme
de sa voix quand on parle?” “Quelles
stratégies est-ce que tu utilises pour
exprimer tes préférences?” “Comment
vas-tu organiser tes idées pour préparer
et présenter oralement une critique d’un
roman, d’un film ou d’un jeu vidéo?”
“Quels éléments faut-il incorporer à ta
présentation orale pour retenir
l’attention de ton auditoire?”
and have students practise using
transition words, such as “donc”,
“puisque”, “alors”, “pourtant”, and
“enfin”, to clarify relationships between
facts and ideas.
que tu peux utiliser ta voix pour
convaincre ton auditoire?” “Comment
est-ce que la voix, le débit et
l’expression vont changer quand on
joue des jeux de rôle différents?”
31
CEFR Links: Oral communication strategies play a key role in the CEFR. It defines strategies as “any organized, purposeful, and regulated line of action chosen by an individual to carry out a task which he or
she sets for himself/herself or with which he or she is confronted”(10). Therefore, strategies are any technique used by the language learner to accomplish a language objective.
•
Strategies to Try
Establish communicative goals with students: What is the purpose of speaking? Examples
include(7):
o Introducing oneself,
o Stating facts,
o Paraphrasing or summarizing ideas,
o Suggesting ideas or recommendations
•
Explicitly teach speaking strategies (2.6, p106).
•
Take the time to establish common, every day, useful oral expressions that can be used in the
classroom. Create an anchor chart to scaffold student learning (7).
•
Use Think Aloud to model descriptions and the presentation of information. In a Think Aloud,
teachers give a running commentary on the strategies and familiar and new
vocabulary/structures he/she is using (2.6, 7). As students practice the skill, the teacher
gradually releases responsibility (2.20, 2.21, 8):
o Before
Activate prior knowledge by asking students:
• Qu’est-ce que tu sais déjà au sujet?
Quelles sont les idées principales de ma présentation ?
o During
Est-ce que j’ai organisé mes idées clairement ?
Est-ce que j’ai besoin de cartes aide-mémoires ?
o After
Quelles stratégies est-ce que tu as utilisé ?
Est-ce que ces stratégies étaient utiles ?
•
Use oral warm-ups to build in daily opportunities for explicit practice of oral communication
strategies (1.2, 7). If using entry slips, consider ways to incorporate student responses orally.
o Example:
Teacher-led question and answer
• Refer to example questions listed under the teacher prompts for
specific expectation B1.1
FOR
•
•
Checklists
AS
•
•
•
•
Peer and self-assessment (2.6, p43)
Checklists
Entry/exit cards (oral)
•
•
Checklists
OF
32
B1.2 Producing Oral Communications
4
Using familiar words and expressions,
produce brief, rehearsed messages in
French containing information and
ideas about themselves, family,
friends, and their immediate
environment, with contextual, auditory,
and visual support
5
French containing information and ideas
about themselves, family, friends, and
their immediate environment, with
contextual, auditory, and visual support
6
French containing ideas and
information about themselves, family,
friends, and their environment, with
7
produce rehearsed and increasingly
spontaneous messages in French about
matters of immediate personal
relevance, with contextual, auditory,
and visual support
8
Produce rehearsed and increasingly
spontaneous messages in French to
communicate ideas and information
about matters of personal interest, with
(e.g., describe classroom routines;
prepare and deliver a presentation
introducing themselves, family
members, and/or pets; recount a
sequence of events from a fictional or
news story; deliver brief, rehearsed
oral presentations; give concise
directions to a classmate describing
how to perform an action or find an
object)
(e.g., make introductions; respond to
questions and instructions using
previously learned vocabulary; ask
questions to obtain additional
information about healthy food choices;
describe themselves, other people, and
places using familiar expressions; state
their reactions to information in texts
such as posters, food guides,
environmental brochures, and Aboriginal
songs and stories)
(e.g., describe past and future personal
experiences and events, and everyday
routines, using familiar sentence
patterns and vocabulary; use familiar
expressions and words as sentence
starters; describe the findings of a
survey about trades and professions in
Canada; describe popular leisure
activities in a particular region;
describe how they are caring for the
planet by being environmentally
friendly; describe the roles of an animal
within its ecosystem)
(e.g., create and deliver a school
announcement in French; present a
personal point of view on an
environmental issue; describe their
hobbies, interests, and/or activities at
school to the class; contribute ideas
about a topic in a brainstorming
activity; create and deliver a slideshow
presentation to the class about a
cultural event, a favourite object, or
their plans for a vacation; role-play a
familiar, everyday situation)
que tu peux décrire cet objet ou ton
ami?” “Comment est-ce que tu peux
communiquer clairement tes besoins,
tes émotions et tes idées?”
que tu choisis les informations
importantes à partager quand tu te
présentes à un ou une camarade de
classe?” “Comment est-ce que tu peux te
présenter d’une façon engageante et
intéressante?” “Comment est-ce qu’on
organise le vocabulaire, les détails et les
idées pour communiquer le message lors
d’une présentation en petit groupe?”
model the use of standard forms of
familiar expressions for expressing likes
and dislikes (e.g., “J’aime” and “Je
n’aime pas”).
(2) Teachers can scaffold students’ **
mots et les expressions qui servent à
bien décrire ta famille
et tes amis?” “Comment peux-tu
raconter une histoire pour divertir les
autres?” “Comment est-ce que tu peux
partager les résultats d’un sondage
d’une façon amusante ou engageante?”
Teacher prompts: “Quels mots et
quelles images peux-tu utiliser pour
présenter cette information à la
classe?” “Comment vas-tu présenter
tes idées d’une manière claire et
cohérente?” “Quelles expressions
connais-tu pour convaincre tes
collègues d’adopter ton point de vue?”
(e.g., give commands, directions, and
instructions; ask for and give advice;
share information about their activities
and interests; present a critique of a
graphic novel, film, or video game;
create and deliver an oral presentation
about an environmental issue or a
financial issue of concern to adolescents;
prepare and present a commercial to
convince a
peer to visit a country or a Frenchspeaking Aboriginal community of their
choice; present feelings and new learning
related to an Aboriginal story or book,
such as a Louis Riel comic strip)
Teacher prompts: “Comment vas-tu
model and encourage the use of the
impératif (e.g., “Écoutez bien”,
“N’oubliez pas que…”) when offering
an explanation, making a case, or
persuading someone to do something.
model the use of possessive pronouns
(e.g., “mon”, “ma”, “mes”, “notre”,
“nos”) and the présent when
introducing themselves and others.
introduce students to the use of
expressions, such as “C’est nécessaire
de…”, “Il est important de…”, “Il faut/Il
ne faut pas…”, plus an infinitif, to
highlight ideas they wish to **
organiser tes idées pour préparer et
présenter ton opinion?” “Comment est-ce
que tu vas retenir l’attention de ton
auditoire quand tu fais une présentation
orale? Quels éléments faut-il y
incorporer?”
and promote the use of the pronoun “on”
to present general/collective/widely
shared opinions or ideas.
33
CEFR Links: The CEFR clearly differentiates between spoken production and spoken interaction tasks. It provides teachers with features of production activities that achieve language proficiency within an
authentic context. When planning for production activities, teachers should provide students with multiple opportunities for shared practice of authentic dialogues and role-plays that require student to describe,
in simple terms, themselves by giving and being able to spell personal details such a name, age, nationality, address, describe their immediate environment by talking about their family, friends and pass-times,
and by describing quantity, objects and people.
Strategies to Try
• Establish communicative goals with students: What is the purpose of speaking?
FOR
o The tasks should be authentic and relevant (1.2)
Examples include(2.6 p 79, 7) Introducing oneself to a possible
• Checklists
employer/recruiter,
Stating facts based on a survey.
AS
• Peer and self-assessment (2.6, p41)
• Use Think Aloud to model strategies that can be used to interact (6, 7)
o Highlight specific words, phrases and grammatical structures by modelling these within
• Checklists
the context of the oral interaction.
• Entry/exit cards (oral)
o Build student vocabulary by helping students to build a range of vocabulary by using
synonyms frequently (1.2).
OF
o Model the use of specific expressions used to paraphrase, agree or disagree with
• Anecdotal notes while students collaborate to check for understanding
statements made, or to respond to comments (ie. head nodding, Oui, Non, je suis
• Checklists
d’accord, je ne suis pas d’accord, etc)(2.6, p31)
• Rubrics/rating scale
• Teacher-student conferences
• Scaffold vocabulary and phrases needed to present a production class (1.2, 7) through the use
of the gradual release model (1.2):
o Create a list of basic sentence starters as a class
o Plan for shared and guided practice and varied groupings
o Plan for mini conferences, self and peer assessment forms and use digital recorders to
have students reflect on their learning.
•
o Encourage students to incorporate previously learned vocabulary.
•
Use Corrective Feedback Strategies in order to correct spoken errors (2.6 p47 - 70, 7 p163)
•
Plan for a variety of oral speaking opportunities between students by having students
participate in activities such as :
o Teacher-led question and answer (7), Milling to music (1.1)
34
B1.3 Speaking with Fluency
4
Speak with a smooth pace, appropriate
intonation, and accurate pronunciation
in brief, rehearsed communications
about personal and familiar topics
(e.g., use accepted pronunciation for
high-frequency words, regularly used
phrases, and words with personal
significance in brief oral exchanges,
dialogues, and presentations; accurately
pronounce familiar vocabulary when
introducing themselves or their friends
and family; speak at a comfortable pace
in short, rehearsed question-andanswer routines about familiar topics;
pronounce words smoothly and
accurately as modelled by the teacher
when reciting tongue twisters, chants,
rhymes, and newly acquired vocabulary
and when participating in choral
speaking and/or shared reading
activities; use intonation as modelled by
the teacher to ask questions; deliver a
rehearsed oral presentation at a smooth
pace with appropriate phrasing and
emphasis)
Teacher prompts: “Quand est-ce que
tu as confiance de parler en français?
Lorsque tu parles à un partenaire? En
petits groupes? Devant la classe?”
“Comment est-ce que le fait de parler
de quelque chose que tu aimes bien ou
que tu connais bien t’aide à parler avec
confiance?”
the acceptable pronunciation of singular
and plural nouns and verbs during
shared reading or in an inside/outside
circle.
5
in brief, rehearsed communications
about personal and familiar topics
6
in rehearsed communications about
personal and familiar topics
7
in rehearsed communications about
personal and familiar topics
8
in rehearsed communications about a
range of familiar topics
(e.g., speak about familiar topics using
planned pauses and few hesitations;
pronounce new words from shared
reading activities accurately, as
modelled by the teacher)
(e.g., make straightforward requests,
express preferences, and describe
interests with minimal hesitation;
express themselves with some facility
on everyday topics, using familiar
vocabulary, language patterns, and
learned sentence structures; use
standard greetings and expressions of
courtesy with minimal hesitation in
classroom activities; pronounce words
correctly in classroom activities to
practise new vocabulary)
(e.g., make themselves clearly
understood in exchanges with a
partner; leave a clear, brief message on
an answering machine with minimal
hesitation; use accurate pronunciation
and elision [liaison] in classroom
activities to practise new vocabulary
and expressions)
(e.g., give clear directions with minimal
hesitation; recite a poem using
appropriate pauses as indicated by the
punctuation and/or layout of the lines to
communicate the poet’s intended
meaning accurately)
peux faire pour pratiquer et améliorer ta
prononciation?” “Quelles stratégies
t’aident à parler clairement et avec un
bon débit?”
fais pour t’exprimer avec clarté?”
“Pourquoi est-ce que c’est important de
pratiquer et d’utiliser les nouveaux
mots?” “Que fais-tu pour présenter tes
pensées dans un ordre logique?” “Que
fais-tu pour ajouter de l’emphase durant
la présentation d’un poème?”
que tu parles quand tu dois laisser un
message dans la boîte vocale d’un
répondeur?” “Pourquoi est-il important
de pratiquer les nouveaux mots dans
différentes situations?”
que le fait de partager tes idées avec un
partenaire avant de les partager avec le
groupe t’aide à améliorer ta précision et
ta fluidité verbale?” “Pourquoi faut-il
répéter ta présentation avant de la faire
devant toute la classe?”
and encourage students to practise the
correct pronunciation of elided words
and expressions (liaisons, e.g., “vasy/allez-y”) to help students **
35
CEFR Links: The CEFR identifies 10 linguistic competencies necessary to develop language proficiency. Language proficiency includes a range of skills in three interrelated areas: Understanding (listening,
reading), Speaking (interaction, production) and Writing (production and interaction). Several Competency skills are required for speaking with fluency. Some of these include: Fluency (The ability to express
oneself readily and effortlessly), Coherence and Cohesion (The ability to communicate in a clear well-structured manner using organizational patterns to mark the relationship between ideas) and Phonological
Control (The ability to pronounce and intonate language and to make oneself understood). Based on the needs of the students, teachers purposefully select which communicative language competencies to
address when selecting authentic texts. These linguistic competencies are found throughout specific expectation B1.3.
Strategies to Try
FOR
• Model the correct pronunciation of familiar and new vocabulary (7).
• Encourage students to write out the phonetic pronunciation of words on the “cartes aide• Checklists
memoire”.
AS
• Encourage the use of digital recorders in the FSL classroom (3):
• Peer and self-assessment
o Students can self-assess language skills as they record, listen to and re-record
• Checklists
themselves. Students can follow prepared checklists in order to verify whether they
have used appropriate communication strategies and fluencies and pronunciations.
o Students can get feedback from peers and the teacher to improve their communication.
• Use of digital recorders to record and re-record samples and provide precise feedback
OF
• Provide students with multiple opportunities to practice oral production tasks, in order to elicit
feedback (3):
• Checklists
o Use Gallery Walk
• Rubrics/rating scale
o Mini-Conferences
•
Use Corrective Feedback Strategies in order to correct spoken errors (p163, 7)
o Recast
o Elicitation
o Clarification Request
o Repetition
•
Listening and speaking are intertwined. Provide opportunities for students to listen to and to
discuss increasingly complex, authentic oral texts by placing particular emphasis on the
pronunciation of vocabulary (7).
36
B2.1 Using Speaking Interaction Strategies
4
5
Demonstrate an understanding of
appropriate speaking behaviour in a
variety of situations
(e.g., restate the contributions of other
group members to confirm
understanding and share preferences;
use facial expressions, tone of voice,
and gestures that are appropriate to
the context and audience; ask
questions to clarify the context and
purpose for exchanging information)
Teacher prompts: “Pourquoi est-ce
qu’il faut connaître son sujet avant de
parler?” “Comment est-ce que tes
gestes aident à clarifier ton message
quand tu oublies un mot ou une
expression?”
6
7
8
(e.g., paraphrase to clarify meaning;
acknowledge and show respect for
different points of view; ask for
information to clarify understanding;
acknowledge the contributions of others
before stating their own views; look at
the listener/audience; use visual
supports, facial expression, tone of
voice, and gestures such as nodding,
pointing, and shrugging to help clarify
their meaning)
(e.g., speak clearly; look at the
listener/audience; demonstrate an
understanding of when to speak and
when to listen; take turns; ask
questions and paraphrase information
to confirm understanding; request
repetition and explanation from peers
when meaning is unclear; acknowledge
the contributions of others before
stating their own views; show respect
for different points of view)
(e.g., speak clearly; look at the
listener/audience; demonstrate an
understanding of when to speak and
when to listen; take turns; paraphrase
information to confirm understanding;
request repetition and explanation from
others when meaning is unclear;
acknowledge the contributions of others
before stating their own views; show
respect for different points of view)
t’aident à participer à une conversation
avec tes amis?” “Quels indices non
verbaux peuvent aider le groupe à
mieux comprendre ton message ou ta
réponse?”
que les aides visuelles peuvent t’aider à
clarifier un message?” “Pourquoi est-ce
que c’est important de reconnaître les
contributions de chaque membre du
groupe quand vous partagez vos
idées?”
est efficace pour confirmer ta
compréhension pendant une interaction
(p. ex., une discussion, une
présentation)?” “Quelles sont les
stratégies que tu trouves les plus utiles
pour encourager les autres à participer
à une conversation?” “Avant de parler
devant un groupe, pourquoi dois-tu
penser aux stratégies qui seront utiles
pour retenir l’attention de ton
auditoire?” “Pourquoi est-il important de
s’exprimer clairement lorsqu’on
demande ou donne des instructions
pour se rendre à un endroit?”
Teacher prompts: “Comment le fait
de poser des questions à quelqu’un lors
d’une conversation t’aide-t-il à éclaircir
son message et à faire des liens avec ta
situation?” “Quel est le rôle des pauses
dans une conversation?” “Dans un
débat, quelles stratégies peux-tu utiliser
pour soutenir ton argument et clarifier
ton point de vue?”
introduce students to the use of **
and ask students to practise polite **
(e.g., demonstrate an understanding of
when to speak and when to listen, for
instance using a talking
stick/stone/feather to indicate the
speaker; take turns; speak clearly; look
at the listener/ audience; use visual
supports, facial expression, tone of
voice, and gestures such as nodding,
pointing, and shrugging to help clarify
their meaning; when working in pairs or
in a group, acknowledge the
contributions of others before stating
their own views; make personal
connections to the experiences of others
when responding; show awareness of
and sensitivity towards the background
and experiences of others when
expressing their views)
the use of sentence starters **
37
CEFR Links: Oral communication strategies play a key role in the CEFR. It defines strategies as “any organized, purposeful, and regulated line of action chosen by an individual to carry out a task which he or
she sets for himself/herself or with which he or she is confronted”(11). Therefore, strategies are any technique used by the language learner to accomplish a language objective. interacting with others orally,
strategies may include the use of facial expressions, tone of voice, paraphrasing and questioning. linguistic competencies are found throughout specific expectation B1.3.
•
Strategies to Try
Create a positive learning environment where students feel safe to take risks and make mistakes.
This helps support students’ development and overall well-being. Students who feel supported can
take the risks necessary to use their developing French language skills in class activities (1.3, 3, 2.6
p9).
FOR
•
•
Checklists
AS
•
•
Remember that language learning strategies provide students with the skills needed to make
meaning and navigate the complex oral situations they face in their daily interactions (2.6 p63).
o Students develop these strategies as they solve problems within open ended, actionoriented tasks which emphasize purposeful social interaction.
o Strategies need to be explicitly taught and practiced until they become second nature. Use
of the gradual release of responsibility model by first brainstorming possible learning
strategies and then by modeling when and how to use these strategies will help the
student develop (2.6 p47, 1.7).
o Strategies are not grade specific, but can be taught across grades.
o Speaking interaction strategies include:
attentive listening,
eye contact,
polite and appropriate responses to what is being said,
restating what was understood or said; and,
listening to others for clues they can use when responding (1.2).
•
•
•
•
Peer and self-assessment (2.6, p41-42)
Checklists
Teacher-student conferences
•
Use of digital recorders to record and re-record samples and provide precise feedback
•
•
Checklists
OF
Create anchor charts to support spoken interaction strategies and continuously refer to them (1.7).
o Un bon orateur…
Prends son temps et parle lentement et d’une voix claire et articulée.
Respecte l’objectif de la parole et l’auditoire prévu.
Se rappelle des mots et des expressions connus. S’exprime avec des gestes ou des
mimiques si le vocabulaire manque.
Organise ses idées en phrases complètes avec des mots de liaison.
o Un interlocuteur…
Est attentif et concentré afin de bien écouter l’interlocuteur (Regarde la personne
qui parle).
Fait répéter l’interlocuteur au besoin. « Peux-tu répéter s’il te plaît ? », «Parle plus
fort s’il te plaît. »
Pose des questions.
Paraphrase le message de l’interlocuteur pour vérifier la compréhension.
Formule ses propres idées avec clarté et précision.
38
B2.2 Interacting
4
Engage in brief, structured spoken
interactions, using familiar words and
expressions, with teacher modelling and
support
(e.g., contribute brief oral instructions
and responses in interactive games and
role plays; ask and answer questions in
surveys and interviews; participate in
simulated telephone conversations;
answer the teacher’s or their
classmates’ questions about their oral
presentations)
que le fait de participer à une discussion
t’aide à mieux parler aux autres?”
“Pourquoi est-ce que c’est important de
parler en français avec les autres dans
la classe?”
the use of question words such as “où”,
“comment”, “combien”, “quel/quelle”,
“qu’est-ce que”, and “qu’est-ce qui” to
ask for clarification, identify gaps in
communication, and ask for **
5
Engage in brief, structured spoken
interactions with their peers and the
teacher, using familiar words and
expressions, with teacher modelling
and support
6
Engage in guided spoken interactions
with their peers and the teacher, using
familiar words and expressions, with
teacher modelling and support
7
Engage in a variety of guided spoken
interactions with their peers and the
teacher, using familiar sentence
structures and expressions, with
teacher modelling and support as
appropriate
8
Exchange information and ideas with
the teacher and their peers in guided,
increasingly spontaneous spoken
interactions about matters of
personal interest, with teacher
modelling and support as appropriate
(e.g., ask and answer questions about
name, age, and family; ask questions to
clarify meaning before responding;
share their ideas and respond to others’
opinions in a literature circle; make
constructive comments when giving
feedback to a classmate in a peerassessment activity; contribute and
respond to comments in interactive
games and structured oral activities;
participate in role-play conversations
that simulate the authentic use of
language; respond to questions from
the teacher and their peers about their
oral presentations; ask and answer
questions about healthy food choices or
environmental issues)
Teacher prompts: “Quelles
(e.g., initiate and respond to greetings;
participate in brief conversations;
outline rules and negotiate actions when
playing barrier games; ask questions,
describe different perspectives, and
outline possible solutions in discussions
about environmental issues; contribute
and respond to comments in interactive
games and role plays; ask and answer
questions in conducting or responding
to surveys and interviews)
(e.g., exchange information with peers
about their hobbies and interests, or
events at school; contribute information
in a jigsaw group discussion about
current events; share their ideas and
respond to others’ opinions in a
literature circle; provide feedback to a
classmate in a peer-assessment activity;
contribute and respond to comments in
role plays and interactive games; with a
partner, simulate an interview, taking
turns asking and answering questions
about personal preferences and
opinions; share information about
family and cultural traditions with a
partner, asking for and providing
clarifying information)
(e.g., exchange information with peers
and the teacher about activities and
interests; contribute information in a
jigsaw group discussion about current
events; share their ideas and respond
to others’ opinions in a literature circle;
contribute comments and respond to
classmates’ contributions in cooperative
group activities; provide feedback to a
classmate in a peer-assessment activity;
contribute and respond to comments in
interactive games and role plays;
discuss personal preferences with a
classmate; defend their opinion/point of
view in a debate)
informations vas-tu partager avec ton
partenaire? Comment peux-tu lui
demander de partager les mêmes
informations?” “Quelles questions peuxtu poser à quelqu’un pour mieux le
connaître?” “Comment est-ce que tu te
prépares pour faire un dialogue avec un
pair, un sondage ou une entrevue?”
a variety of ways to structure questions
asking for additional information about
a topic (e.g., “Qu’est-ce que tu peux
ajouter?”, “Peux-tu clarifier tes idées
clés?”, “Qu’est-ce qui s’est **
peux faire pour participer activement à
une conversation?” “Comment est-ce
que ta participation diffère selon le
thème du jeu de rôle?”
and have students practise the use of
negative constructions (e.g., “ne…pas”,
“ne…jamais”, “ne…personne”) with
familiar verbs in the past, present, and
future when expressing **
que tu vas communiquer ton message
au groupe?” “Quel est le vocabulaire
nécessaire pour communiquer tes idées
lors d’un travail de groupe?”
qu’on peut appuyer son point de vue
dans un débat?” “Comment partages-tu
ton opinion dans une discussion?”
“Comment choisis-tu les moments
opportuns pour communiquer tes
idées?”
model the use of the possessive when
referring to personal opinions (their
own and others’).
use the appropriate form of verbs in **
model the use of impersonal
expressions (e.g., “Il est important
de…”, “Il est nécessaire de…”) followed
by an infinitif for giving an opinion.
(2) Teachers can use scaffolding to **
39
CEFR Links: The CEFR clearly differentiates between spoken production and spoken interaction tasks. It provides teachers with features of interaction activities that achieve language proficiency within an
authentic context. When planning for interaction activities, teachers should provide students with multiple opportunities for shared practice of authentic dialogues and role-plays that require students to ask and
respond to questions of immediate need (ie ask for clarification, directions) and familiar topics (time, weather, school materials, family, prices, pass-times) using appropriate greetings and leave-taking
expressions. In addition, the CEFR identifies 10 linguistic competencies necessary to develop language proficiency (6). Language proficiency includes a range of skills in three interrelated areas: Understanding
(listening, reading), Speaking (interaction, production) and Writing (production and interaction). Some of these include: Vocabulary Range and Vocabulary Control (the ability to identify appropriate vocabulary
in specific contexts), Coherence and Cohesion (The ability to communicate in a clear manner), Morphology (the study of structure and form of words) and Syntax (the predictable structure of a language). Based
on the needs of the students, teachers purposefully select which communicative language competencies to address when selecting authentic texts. These linguistic competencies are found throughout specific
expectation B2.2.
Strategies to Try
• Establish communicative goals with students: What is the purpose of speaking? Examples
FOR
include(7): Ex. Negotiating a date, Asking for directions, Ordering from a menu
• Checklists
• Suggesting ideas or recommendationsStudents need the opportunity to build relationships and
interact positively with others (3)
AS
• Explicitly teach students how to interact with each other (2.6 p63-70, 3):
o Model and scaffold vocabulary and phrases needed to interact by creating a list as a
• Checklists
class and continuously referring to it (1.2, 7).
o Gradually increase the time allotted for cooperative group work.
OF
• Co-create guidelines for behavior during group work (3).
• Checklists
• (2.6 p78) Plan for a variety of interaction opportunities to maximize student talk time between
students by having students participate in activities such as : Hands-up partner up, Speed
dating (tapis roulant) , Milling to music (1.1), Information gap activities (7), Student shared
listening and drawing barrier games (7), Role play scenarios where students must resolve a
problem: i.e., plan a date, decide on a restaurant (1.1, 10)
•
o Encourage students to incorporate previously learned vocabulary into every new
interaction
•
•
Use Think Alouds to model strategies that can be used to interact (6, 7).
Explain the purpose for talking and provide meaningful authentic oral communication tasks that
respond to students’ interests (choices) and emphasize purposeful social interaction.
40
B2.3 Metacognition
4
during, and after speaking to
communicate effectively;
lesser strength as speakers, and plan
speaking skills
5
during, and after speaking to
communicate effectively;
speaking skills
6
strategies they found
helpful before, during, and after
speaking to communicate effectively;
speaking skills
7
teacher and their peers, some strategies
they found helpful before, during, and
after speaking to communicate
effectively;
speaking skills
8
after speaking to communicate
effectively;
speaking skills
(e.g., determine the elements of
effective presentations; provide
feedback on a peer’s oral presentation
and listen to peers’ comments about
their own presentations; evaluate their
use of French in daily interactions with
peers and the teacher)
(e.g., share and discuss a strategy used
to participate in a discussion; compare
speaking situations to reflect on their
own ability to communicate; use
classroom visuals and reference
material to give feedback)
(e.g., use feedback from the teacher
and peers to make revisions to the form
and content of oral language as they
speak; determine which strategies were
helpful when presenting their message;
plan to use effective communication
strategies to enhance interactions with
others)
(e.g., refer to and use the established
criteria for effective communication;
plan to incorporate effective
communication strategies in their daily
interactions; discuss areas of strength
with the teacher and peers, and set
goals to improve oral communication)
éléments d’une présentation orale
efficace?” “Comment est-ce que la
rétroaction que tu donnes à tes pairs
peut t’aider à améliorer ton travail?”
“Qu’est-ce que tu vois pendant la
conversation? Comment est-ce que cet
exemple te permet de mieux parler
avec les amis?” “Comment les
commentaires de tes pairs t’aident-ils à
planifier tes prochaines étapes?” “Quel
sera ton but d’amélioration? Qu’est-ce
que tu dois faire pour l’atteindre?”
Instructional tips: (1) Teachers **
Teacher prompts: “Est-ce que la
discussion à propos des stratégies avec
tes pairs t’aide à clarifier ton message?”
“Qu’est-ce que tu peux observer lorsque
tu écoutes tes amis parler? Quelles
observations t’aident à mieux présenter
tes idées?” “Quelle stratégie est-ce que
tu utilises pour organiser ce que tu veux
dire?” “Qu’est-ce que tu fais quand les
autres ne comprennent pas ce que tu
dis en français?” “Quel est ton but
d’amélioration? Qu’est-ce que tu peux
faire pour l’atteindre?”
peux remarquer quand tu observes une
conversation? Qu’est-ce que les gens
font pour communiquer leurs
messages? Comment est-ce que cela te
permet de réfléchir à tes habiletés de
communication orale?” “Comment saistu que ton discours est bien préparé?”
“Dans quel contexte es-tu le plus à
l’aise pour communiquer, et pourquoi?”
Teacher prompts: “Quelle est ta
stratégie la plus efficace pour parler
clairement?” “De quelles façons les
critères d’évaluation établis pour une
tâche de communication orale
t’aideront-ils à mieux présenter ton
point de vue?” “Comment est-ce que
l’identification des stratégies de
communication orale t’aide-t-elle à faire
part de tes idées et opinions dans une
discussion?” “Quelles sont les stratégies
efficaces que tes pairs ont utilisées dans
leurs présentations? **
Instructional tip: Teachers can **
(e.g., explain during a student-teacher
conference how they monitor their
speaking skills; make and record
revisions to the form and content of
speech using feedback from peers and
teacher; identify and describe the key
elements used by peers and others
during oral presentations; set small,
attainable goals to improve oral
communication, increase confidence,
and sustain motivation)
Teacher prompts: “Quels aspects de
Instructional tip: Teachers can **
tes présentations désires-tu améliorer?
Quelles sont les étapes à suivre pour y
arriver?” “Quelles stratégies sont les
plus efficaces pour t’aider à exprimer
tes idées plus clairement?” “À quoi
penses-tu quand tu prépares une
présentation pour tes auditeurs?”
“Quels sont les critères qui font qu’une
présentation orale est efficace?”
“Comment les stratégies de
communication orale sont-elles utiles
dans la vie de tous les jours?”
41
use of Can Do statements into the classrooms, teachers help students to track progress and set goals. Teachers can also use Think-Alouds to model expressions and phrases that they can use to provide
respectful feedback to peers. Teachers can further model the use of specific structures that allow students to reflect on ways to evaluate and improve their oral interaction skills. Grammatical structures are not
taught in isolation – they are taught in context. Through modeled, shared and guided tasks, teachers may help students identify specific grammatical structures such as the affirmative and the negative and the
use of “Si” clauses to address hypothetical situations related to an oral task. Sentence starters and stems can also be provided to support students.
Strategies to Try
• Help students set goals, monitor progress, and measure success through the use of class
FOR
generated Can-do statements (2.6 p84, 6).
• Checklists
• Encourage students to take responsibility for their own language learning through reflection and
setting realistic goals and next steps (1.7, 6).
AS
• Give students the opportunity to help build the criteria for success in student friendly language
based on curriculum expectations/learning goals.
• Checklists
• Explicitly teach students learning strategies as well as when and how to best use them (1.7).
• Student porfolios
Naming the strategies in French, discussing their uses, and giving examples provide students
with a common understanding and language so that they are able to speak in French about how OF
and why they chose certain strategies to help them.
•
As students interact, circulate and listen to the conversations. As you circulate, provide
feedback by using Corrective Feedback Strategies in order to correct spoken errors (p163, 8)
o Recast, Elicitation, Clarification Request, Repetition
•
Have students reflect on the strategies that they used. More specifically the ones that helped
them to be more successful (1.7, 2.20, 2.21, 7).
•
Use a prepared checklist to help students self-assess and think about the strategies that they
used (7).
•
Post strategies as an anchor chart (or provide a reference sheet), and build in time during set
intervals (ie. at the end of each class) for students to refer to these often (1.7).
•
•
Student portfolios
Checklists
42
B3.1 Intercultural Awareness
4
Communicate information orally about
French-speaking communities in
Ontario, including aspects of their
cultures and their contributions to la
francophonie and the world, and make
5
Quebec, including aspects of their
6
eastern, western, and northern
Canada, including aspects of their
7
French-speaking communities in the
Americas outside Canada, including
aspects of their cultures and their
contributions to la francophonie and the
world, and make connections to
other communities
8
Europe, including aspects of their
(e.g., share ideas about the importance
of French as demonstrated by its status
as an official language of Canada and a
required subject in the Ontario
elementary curriculum; repeat phrases
from songs by Franco- Ontarian
musicians that reveal aspects of French
Canadian cultures; give brief oral
presentations describing traditions and
festivals such as le Bal de Neige in
Ottawa; use a T-chart to organize
information and guide discussions about
aspects of Franco-Ontarian cultures,
such as family, school life, traditions,
and festivals, and make connections to
their own culture)
(e.g., describe a specific region or
community in Quebec, including
Aboriginal communities, using a poster
they have created or obtained from a
travel agency to illustrate their remarks;
describe the ingredients and procedure
for making a familiar Québécois dish
such as poutine; recite or paraphrase
songs, stories, and/or legends by
Québécois artists and authors; identify
some famous Québécois[es], such as
Michaëlle Jean, Maurice Richard, Mario
Lemieux, Boucar Diouf, Nikki Yanofsky,
Gilles Vigneault, William Shatner, Simple
Plan, Pierre Trudeau, Samian,
Emmanuelle Chriqui, Alexandre
Bilodeau, Julie Payette, Marc Garneau,
or Guy Laliberté, and describe some of
their accomplishments; deliver a brief
oral presentation comparing important
issues or events in a Quebec community
and their own community)
(e.g., describe French-speaking
communities, including Aboriginal
communities, in the Atlantic provinces,
the prairie and western provinces, and
the northern territories; share ideas and
opinions regarding Canadian Heritage
Moments video clips about topics in
French Canadian history – such as the
Métis and the Acadians – and make
cross-curricular connections to topics in
social studies; discuss personal
reactions to and opinions of songs and
artwork by French Canadian artists,
including Aboriginal artists such as Leah
Fontaine, Marcien Lemay, or Derek
Letourneau; describe traditions,
festivals, songs, and cuisine from
French-speaking regions in western,
eastern, and northern Canada, and
make connections to customs in their
own community)
(e.g., identify and describe
characteristics of French-speaking
communities in the Americas such as
those in Haiti, Guadeloupe, or
Louisiana; describe examples of Cajun
cuisine and/or the traditions of the
Mardi Gras festival; research the roots
of French-speaking communities in the
French West Indies, St. Martin, St.
Lucia, Martinique, Louisiana, and the
New England states and report their
findings to the class; identify and
present some traditions of Haitian,
French Guyanese, Cajun, or other
French-speaking communities in the
Americas and compare them with
traditions in their own community)
(e.g., use an audio-visual presentation
to describe significant landmarks, local
cuisine, and/or traditions and customs
of European countries where French is
widely spoken, such as France,
Switzerland, and Belgium; identify and
explain reasons for learning French;
deliver a presentation about the lifelong
benefits of learning another language
and exploring other cultures – including
improved opportunities for careers,
summer jobs, friendship, and travel;
identify and report on examples of the
use of French in their immediate
environment)
Teacher prompts: “Quels aspects des
cultures franco-ontariennes (famille, vie
scolaire, traditions, festivals) peux-tu
relier à ta famille?” “Selon toi, pourquoi
le français est-il important au Canada?”
“Quels liens personnels as-tu faits **
Teacher prompts: “Quels aspects des
cultures québécoises (famille, vie
scolaire, traditions) ressemblent à la
culture de ta communauté?” “Selon toi,
pourquoi est-ce que c’est important
d’apprendre des aspects **
Teacher prompts: “Selon toi,
pourquoi est-il important de discuter
des communautés francophones dans
les différentes régions du Canada?”
“Comment peux-tu communiquer ton
opinion en respectant les idées des
autres?”
Teacher prompts: “Quels liens peuxtu faire avec les communautés
francophones des Amériques?” “Selon
toi, pourquoi est-il important de
valoriser la langue et les cultures des
francophones?” “De quelles façons
peux-tu partager ton **
Teacher prompts: “Comment le fait
de t’informer sur les symboles d’une
autre communauté t’aide-t-il à apprécier
la raison d’être des valeurs sociales de
la communauté en question?”
“Comment le fait de comparer la vie
quotidienne des enfants de **
43
discussing cultural texts into their classrooms (10). Examples cultural texts include: songs, stories, advertisements, announcements related to a particular region or community. During discussions, teachers can
model the use of comparative forms in order to compare and contrast cultural differences. They can also clarify the meaning of culturally specific vocabulary, expressions and phrases. As students improve their
awareness of other cultures, they become more linguistically and culturally sensitive and accepting of others ways of communicating, thinking and being.
Strategies to Try
• Introduce the community being studied using a picture or video to spark their interest. If
FOR
technology is available have the students look for clues in the picture or video to help them find
where the picture or video was taken (3).
AS
• Promote student inquiry by working with the school librarian to help the students answer the
questions that they have by researching materials available in print and using technology.
• Checklists
• Set a context for travel to that region (i.e., an exchange program, parliament paige program, au
pair, volunteer at...) and then provide authentic oral communication scenarios/activities within
OF
travel to the area.
• Checklists
• Have students take “pictures” on their trip and then have them share their scrapbook with the
class at the end of their voyage. Pictures include: activities that they participated in, people
that they met, places that they went to, etc.
•
Model and scaffold vocabulary and phrases needed by creating a list as a class and continuously
referring to it (1.2, 7).
•
Encourage students to talk about their own life and culture in comparison to the lives and
cultures of the Francophone community being studied (6).
•
Establish links with various Francophone community partners ie. Canadian Parents for French,
Centre Franco-Ontarien (6).
•
Note: Intercultural awareness can be explored in conjunction with aspects of culture in the arts
and/or social studies/history/geography.
•
Incorporate texts, videos, etc., that have a cultural connection into the Listening, Speaking,
Reading, Writing expectations.
44
B3.2 Awareness of Sociolinguistic Conventions
4
5
Identify sociolinguistic conventions
associated with a variety of social
communities* and use them
appropriately in spoken interactions
6
7
8
(e.g., in a role play or presentation,
demonstrate the use of Antillean Creole
and Cajun expressions and other forms
of speech that vary from standard
French usage – such as “cher/chère” in
spoken interactions, “Est où” instead of
“Où est” for “Where is…?”, “avoir”
instead of “être” as an auxiliary verb as
in “il a parti” instead of “il est parti”,
“alle” instead of “elle”, and “asteur”
instead of “à cette heure”; identify and
describe to the class some Antillean
Creole alternatives to standard French
words – such as “Bon jou” instead of
“Bonjour” for “Good day”, “wi” instead
of “oui” for “yes”, “mesi” instead of
“merci” for “thank you”; identify and
describe to the class some Cajun
alternatives to standard French words –
such as “nanan” instead of
“grandmère” for “grandmother”,
“mouche à miel” instead of “abeille” for
“honey bee”, or “pistache” instead of
“arachide” for “peanut”)
Teacher prompt: “Pendant la pratique
(e.g., select and use formal or informal
language and forms of address to suit
the situation, such as when greeting an
Aboriginal Elder; select and use
expressions for opening, maintaining,
and closing a conversation as
appropriate to the relationship between
the speakers; identify and use
appropriate conventions in informal oral
interactions such as telephone calls –
for example, standard phrases for
greeting the listener, asking to speak to
someone, identifying themselves, asking
to leave a message)
(e.g., use greetings, leave-taking
expressions, and expressions of
courtesy – “bonjour”, “salut”, “au
revoir”, “à demain”, “oui”, “non”,
“merci”, “s’il vous plaît”, “excusez-moi”
– as appropriate to the social context;
use the verb “avoir” to state their age;
use gestures and other forms of nonverbal communication as appropriate to
the social context – bowing, shrugging,
hand shaking; use standard
introductory phrases to give personal
information – “Je m’appelle…
J’habite…”)
(e.g., identify and use appropriate forms
of address to suit formal and informal
situations – such as “tu” versus “vous”
or the use of “Oui” by itself with their
peers versus “Oui, Madame/Monsieur”
with adults; use gestures and other
forms of non-verbal communication –
such as kissing and hand shaking – as
appropriate to the social context; use
greetings, leave-taking expressions, and
expressions of courtesy – such as
“bonjour”, “au revoir”, “s’il vous plaît”,
“merci’’ – as appropriate to the social
context; use accepted verbal formulas
for interrupting, initiating, and
concluding conversations politely – such
as “Pardon, Madame/Monsieur”)
(e.g., use the correct form to refer to
the days of the week, the months of the
year, and the date and time; use the
appropriate form of address –
polite/familiar, singular/plural – to suit
specific situations; use idiomatic
expressions with “avoir” – such as “j’ai
besoin de”, “tu as chaud”, “il a faim”,
“elle a soif”, “nous avons confiance”,
“vous avez froid”, “elles n’ont jamais
tort”; use an appropriate form of words
to show understanding or lack of
understanding – such as “Je
comprends”, “Je ne comprends pas”,
“Comment?”)
que vous saluez un ami? Un
professeur? Votre frère?” “Quels indices
non verbaux sont utiles pendant une
conversation?” **
que c’est important d’utiliser des
salutations et des expressions justes
quand tu parles?” “Comment choisis-tu
les mots et les expressions que tu
utilises quand tu parles à tes amis? Aux
adultes?” “Comment pourrais-tu **
varier tes salutations et expressions de
courtoisie quand tu parles?” “Comment
est-ce que les mots et les expressions
que tu utilises changent selon la
situation (p. ex., formel/informel)?” **
des jeux de rôle, comment peux-tu
présenter ou incorporer des expressions
de différentes régions?” **
Teacher prompts: “Comment te
présentes-tu au téléphone à quelqu’un
que tu ne connais pas? Quelles
informations communiques-tu?”
“Quelles expressions peux-tu utiliser
pour encourager la poursuite d’une
conversation? Comment est-ce que ces
expressions changent selon la **
45
discussing cultural texts into their classrooms (10). Examples of cultural texts include: songs, stories, advertisements, announcements related to a particular region or community. During shared and guided
tasks, teachers can ask students to identify appropriate body language, and greeting and leave-taking expressions and phrases used to show courtesy when speaking. Note: While students are encouraged to
identify examples of usage that is specific to particular regions or communities (e.g., French-speaking communities in Ontario), they are not expected to do so.
Strategies to Try
• Ask students to identify similarities and differences between behaviour, expressions and phrases FOR
used in formal and informal settings;
o Examples:
Variations in salutations
AS
Variations in leave-taking expressions
Expressions and phrases used to show politeness during a conversation (tu vs
vous)
• Checklists
•
Plan for opportunities to model the use of various sociolinguistic conventions by using the
internet and you tube. Teachers can access sample conversations spoken within a cultural
context.
o Examples:
Expressions native to a specific francophone culture (ie l’expression “Coucou”,
Creole and Cajun expressions, etc)
OF
•
•
Checklists
46
47
C. Reading
The Revised FSL Curriculum, 2013 states that “the FSL curriculum develops the knowledge, strategies and skills that will enable students to become effective readers in both of Canada’s official languages”. The
overall expectations identify three areas of knowledge and skills that students are expected to demonstrate when listening. These are as follows:
•
•
•
C1. Reading Comprehension
C2. Purpose, Form, and Style
C3. Intercultural Understanding
C1. Reading Comprehension: Reading skills in French are necessary for the development of vocabulary and comprehension skills. These skills assist language learners to understand vocabulary and language
structures in written text, as well as developing phonological awareness of the sound system of French. The revised curriculum emphasizes the importance of explicitly teaching reading comprehension
strategies. Strategies are tools that students use to help students make meaning of printed text, and include identifying word cognates, familiar words and frequently used expressions, making predictions and
connections. When planning a reading program, it is important that teachers choose a variety of text based on the interests of their students. The texts should also support and extend students’ oral language
development and serve as models for writing tasks (8).
C2. Purpose, Form and Style: The reading process serves as a means by which teachers prepare students for becoming effective writers. To scaffold students throughout the reading process, teachers
should identify the purpose of the text, highlight text traits that are familiar to students, point out familiar words, language structures and cognates, identify familiar content from other subjects to create crosscurricular connections, and teach students how to recognize patterns in word formation.
C3. Intercultural Understanding: Language and culture are strongly intertwined. Students need to understand that diversity exists not only among cultures but within cultures as well. Developing
intercultural understanding through reading includes making connections to personal experiences while exploring various texts such as maps, online tourist sites, brochures, menus, songs, stories, poems, and/or
legends related to a specific region, and identifying specific expressions, forms or styles used to communicate in various cultures.
Links to the CEFR
The CEFR provides teachers with features of reading activities that achieve language proficiency within an authentic context.
Reading Comprehension:
A1 –I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.
A2 – I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple
personal letters.
B1 – I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters.
48
C1.1 Using Reading Comprehension Strategies
4
5
Identify a few reading comprehension
strategies and use them before, during, strategies and use them before, during,
and after reading to understand texts
(e.g., activate prior knowledge by
brainstorming about the cover, title
page, and/or topic of a text; preview
vocabulary to identify familiar words
and cognates; create key questions as a
class before reading; relate prior
knowledge and personal experiences to
topics in texts; discuss how they
visualize a character or a scene in a
text; discuss, draw, or write about
evidence in the text that can be used to
predict possible outcomes; use pictorial
clues to predict meaning and confirm
understanding of a text; use contextual
clues to determine the meaning of new
words; recognize relationships between
words with common spelling patterns
and use them to determine the meaning
of new words, as in
“an/année/anniversaire”; use visual
clues such as illustrations, photos, and
charts to help clarify meaning)
important de regarder la couverture et
la page titre d’un livre/d’un
catalogue/d’un magazine et d’en
discuter avant de lire?” “Quels mots et
expressions t’aident à visualiser le
personnage de l’histoire?” “Pourquoi
est-ce que c’est important d’analyser le
titre et les illustrations avant de **
6
strategies and use them before, during,
7
Identify a variety of reading
before, during, and after reading to
understand texts in modelled,
shared, guided, and independent
reading contexts
8
Identify a variety of reading
before, during, and after reading to
understand texts in modelled,
shared, guided, and independent
reading contexts
(e.g., preview texts by looking at
images, captions, headlines, and tables
to gain a sense of the subject matter
and structure; use brainstorming to
activate prior knowledge about a topic;
preview vocabulary to identify familiar
words and cognates; predict possible
outcomes to a story based on
knowledge of similar text forms; create
mental images of the setting or
characters based on descriptive details;
use contextual clues to infer meaning;
reread a section of text to confirm or
clarify understanding)
(e.g., use titles, captions, illustrations,
and knowledge of similar forms to make
predictions about a story; use
brainstorming to activate prior
knowledge about a topic; use visual
cues to confirm or clarify details; use
semantic [meaning] cues such as
prefixes, suffixes, and base words to
activate existing knowledge of oral and
written language; make connections to
personal experience to understand
characters’ feelings and behaviour; ask
questions to clarify meaning)
(e.g., preview vocabulary related to the
subject matter of a text; activate prior
knowledge about a topic through
dialogue and discussion; use pictures
and illustrations to clarify meaning and
make inferences; make predictions
about a text based on knowledge of the
author; ask questions to focus reading;
use graphic organizers to identify
relationships between ideas in a text;
use visualization to clarify details about
a character or scene; use clues related
to number and gender agreement to
help determine meaning in a sentence;
reread key passages to confirm, clarify,
or revise their understanding and
predictions)
(e.g., use brainstorming to relate prior
knowledge and experiences to specific
ideas in a text; use pictorial clues,
including cover art, to predict the type
of content in a text; make predictions
about a text based on knowledge of
similar text forms; using think-aloud
techniques modelled by the teacher,
scan texts for specific information or to
identify important ideas; monitor
comprehension by rereading or asking
questions)
que les images, les illustrations ou les
manchettes d’un texte peuvent te
donner des indices à propos du sujet du
texte?” “Comment est-ce que ta
connaissance d’un texte semblable
t’aide à faire des prédictions?” “Quand
tu lis un texte, quelle stratégie est-ce
que tu utilises pour clarifier ta **
que ton expérience personnelle peut
t’aider à mieux comprendre le
personnage de l’histoire?” “Est-ce que
les détails du texte ont confirmé ta
prédiction initiale? Comment est-ce que
tu vas réviser ou modifier ta prédiction
avec ces nouvelles informations?”
que les images t’aident à faire des
inférences?” “Est-ce que tu as déjà lu
un texte à propos de ce personnage?
Qu’est-ce qui va se passer dans ce
texte? Quelles sont tes prédictions?”
“Pourquoi est-il important de relire un
passage?” “Quels sont les autres textes
de cet auteur ou de cette **
Teacher prompts: “Y a-t-il une
stratégie de compréhension qui est plus
efficace pour toi? Pourquoi?” “Comment
est-ce que les images t’aident à faire
des prédictions à propos du texte?”
“Quelles questions te poses-tu pendant
la lecture des publicités?”**
49
CEFR Links: The CEFR provides teachers with features of written text that achieve language proficiency within an authentic context. When planning for reading activities, teachers should consider texts that
include familiar words, very basic phrases, and the highest frequency vocabulary related to students’ immediate surroundings and connections to personal experiences (11). Examples of text types include: very
simple informational texts and/or messages, post cards, e-mails, advertisements, flyers and short notes.
•
•
Strategies to Try
While students have learned decoding skills in their first language, these skills must be explicitly
taught and reinforced in the FSL classroom (4, 6). Through Read Alouds and teacher modelling,
teachers identify:
o Patterns in sound and spelling (2.6), Morphemes (word roots, prefixes, suffixes),
Contextual clues that help to identify the meaning of unfamiliar words (2.8, p1.19)
o Strategies to use when students encounter unfamiliar words and expressions (i.e. use
picture cues, reread, keep reading)
Focus on oral language development though the process of Gradual Release by using Read
Aloud sessions to model processes and questions for predicting, making connections,
inferencing and visualizing before, during and after reading (2.8, 4, 6, 7).
o Before
Establish a purpose for reading: le but de la lecture
Draw students attention to the specific characteristics of the text (j’examine le
titre, les illustrations, je note les mots répétés, les mots-amis/mots-apparentés)
o During
Model the specific pronunciation of words and expression used for reading
o After
Reflect on strategies used : Quelles stratégies est-ce que tu as utilisé ?
•
Create a word wall of useful strategies, repeated words, expressions, cognates and familiar
words. Word walls are most effective when accompanied by a supporting visual (7).
o If you are on a cart:
Negotiate space for the French Word Wall with the homeroom teacher, or
provide students with a reference book if wall space is not available.
Create a removable word wall that can be posted for each class. Assign routine
monitors to post the wall at the beginning of each class.
Have students create a personal dictionary and refer to it frequently.
•
Have students specifically practice identifying word cognates and familiar words while reading
with the use of a Transparency: Have students place the transparency on the text. As they
read the text, they circle word cognates and familiar words.
FOR
•
•
•
•
AS
•
•
•
•
•
OF
•
•
•
•
•
Running Records
Reading Surveys/Interest and attitude surveys
Class readings with individual student participation to gauge fluency (liason, accents etc.)
Focused, direct observation
Self- and peer- assessment with feedback for improvement
Anecdotal notes
Reading Conferences
Reading portfolios
Performance tasks
Independent reading responses
Re-telling checklist
Oral re-telling rubrics
50
C1.2 Reading for Meaning
4
French texts containing visuals and
familiar names, words, and phrases,
with teacher support as required
5
familiar names, words, and
expressions, with teacher support as
required
6
familiar names, words, and expressions,
with teacher support as appropriate
7
Demonstrate an understanding of a
variety of French texts containing
visuals and familiar names, words, and
expressions, with teacher modelling
and guidance as appropriate
8
Demonstrate an understanding of a
variety of French texts containing
visuals and familiar names, words, and
expressions, with teacher modelling and
guidance as appropriate
(e.g., draw pictures to retell a story;
restate the main idea in a text using
familiar vocabulary; create a tableau to
dramatize a scene from a story they
have read; use drama, music, or visual
arts to respond to an issue raised in a
text)
(e.g., retell the events of a narrative in
pictures and simple phrases using a
graphic organizer to identify the
beginning, middle, and end; create skits
or commercials based on a text; make
graphs or T-charts to organize
information from a text; dramatize a
story they have read using puppets or
oral accounts; use visual art, music, or
dance to communicate their reactions to
a text; identify a classmate’s favourite
pastime from information on his or her
web page)
(e.g., identify and restate the main idea
in a letter from a pen pal, orally or by
drawing or writing; read and mime the
steps outlined in a classmate’s
instructions for carrying out a procedure
such as making a sandwich or bannock;
read and dramatize a story using props;
read a restaurant, cafeteria, or powwow
vendor’s menu and identify items they
would like to order; use a graphic
organizer to record important information from a text; list questions they
have about an issue or character
described in a text)
(e.g., choose their favourite dishes from
a menu; find scheduled classes on a
school timetable; share details from a
pen pal’s letter with a peer; read the
instructions for playing a video game
and demonstrate how to play for a
classmate; role-play a talk show
interview with a character from a text
they have read; in a small-group
“placemat” activity, list
Louis Riel’s leadership qualities and
explain how they influenced his actions)
Teacher prompts: “Quel est le
message du texte?” “Quelles images
choisis-tu pour représenter les idées
principales du texte?” “Quelle est la
scène la plus importante du texte?”
“Comment vas-tu jouer le rôle du héros
de l’histoire?”
exprimer ta réaction à un texte en
utilisant les arts visuels, la musique ou
la danse?” “Comment est-ce qu’un
organisateur graphique peut t’aider à
classer les événements d’un texte
narratif? Comment est-ce que cette
organisation t’aide à raconter l’histoire?”
Teacher prompts: “Quels indices dans
le texte t’aideront à choisir les
accessoires pour jouer le rôle du
personnage principal?”“Quels détails
dans le texte t’aideront à répondre aux
idées énoncées dans la lettre ou le
courriel?” “Quels mots dans le texte
t’aident à créer une image dans ta
tête?”
(e.g., read and respond to suggestions
in a pen pal’s letter; identify key
information in a reservation
confirmation; read and report on or
dramatize the rules of a favourite sport;
read and comment on a classmate’s
journal entry about a weekend outing;
using a graphic organizer, identify and
record the main idea and supporting
details from a text and share their
answers in a small-group discussion;
respond to the information in an
environmental brochure by
brainstorming ways to implement
environmentally responsible projects in
the school)
encourage students to make
connections between words and
expressions found in French texts and
similar expressions in English and/or
their first language to clarify meaning.
Instructional tip: Teachers can draw
students’ attention to the use of
adverbs of time (e.g., “hier”,
“aujourd’hui”, “demain”, “aprèsdemain”) in the text to determine when
events in the story take place.
que ta compréhension d’une lettre d’un
correspondant t’aide à répondre à ce
dernier?” “Comment peux-tu exprimer
ta compréhension du texte sous une
autre forme?” “Comment est-ce qu’un
organisateur graphique t’aide à
identifier et à illustrer les détails d’un
texte afin de mieux comprendre ce
dernier?”
model and encourage the process of
analysing texts using questions such as
“Quel est le message de ce texte?”,
“Qu’est-ce qui m’a surpris?”, “Avec
quels détails est-ce que je suis
d’accord? Pourquoi?” **
Teacher prompts: “Quelles
informations tirées d’un menu t’aideront
à choisir un mets nutritif?” “Après avoir
lu des instructions pour jouer un jeu
vidéo, comment peux-tu expliquer le jeu
plus facilement à un camarade de
classe?” “Comment est-ce que le fait de
faire un jeu de rôle t’aide à mieux
connaître le personnage d’un texte lu?”
the use of various types of questions
(e.g., “hand”, which implies literal,
“head”, which denotes inferential, and
“heart”, which refers to evaluative
questions) for responding to texts.
51
CEFR Links: The CEFR provides teachers with features of written text that achieve language proficiency within an authentic context. When planning for reading activities, teachers should consider texts that
include familiar words, very basic phrases, and the highest frequency vocabulary related to students’ immediate surroundings and connections to personal experiences (11). Examples of text types include: very
simple informational texts and/or messages, post cards, e-mails, advertisements, flyers and short notes.
Strategies to Try
• Provide opportunities to engage students in the various roles of reading: Meaning-Maker, Text
FOR
• Entry/exit cards
User, Code User, and Text Analyser (2.1, 2.8).
• Running Records
• Try the following activities to engage students in the act of reading (p277, 7 )(2.8, p1.9)
• Reading Surveys/Interest and attitude surveys
o Before Reading
• Class readings with individual student participation to gauge fluency (liason, accents etc.)
Storytelling (activate prior knowledge)
• Focused, direct observation
Picture books (making connections).
AS
Story Maps (making predictions)
Name that Book (analyzing the characteristics of texts – visualization)
• Use of a variety of graphic organizers
o During Reading:
• Self- and peer- assessment with feedback for improvement
Think Alouds: Teach and model reading strategies. Commentary can include
• Anecdotal notes
text features and the use of strategies
• Reading Conferences
Echo/Choral Reading: Read aloud a sentence and students immediately repeat.
• Reading portfolios
Buddy Reading: have students read in partners.
OF
o After Reading:
Retell: Invite students to summarize or retell key elements orally.
• Performance tasks
Text Reconstruction: Photocopy a section of a text and cut the sentences.
• Independent reading responses
Have students put the text strips into the correct order or use the retell details
• Teacher-made tests (T/F, Cloze activities, multiple choice)
that the students create.
• Re-telling checklist
Timeline: Have students write down the main events of a story in order.
• Oral re-telling rubrics
Teacher-Made Tests:
• Question/Response: When assessing student responses to questions,
evaluation of the responses should be based on the student’s
demonstration of comprehension - not language conventions (such as
spelling, grammar, punctuation).
• True-False Questions:
o When designing True-False questions include both factual
questions (where the answer is explicit in the text) and
inferential questions (where the answer is only implicitly stated.
o Have students provide the reason for which a question is False
by using evidence from the text or by simple quoting the
correct information from the text.
52
C1.3 Reading with Fluency
4
Read texts containing familiar words and
expressions at a sufficient rate and with
sufficient ease to demonstrate that they
understand the overall sense of the text
5
6
7
Read a variety of texts containing
familiar names, words, and expressions
at a sufficient rate and with sufficient
ease to demonstrate that they
8
Read a variety of texts containing
familiar names, words, and
expressions at a sufficient rate and
with sufficient ease to demonstrate
that they understand the overall
sense of the text
(e.g., recognize high-frequency words,
most regularly used words, and words
of personal interest; recognize the same
word in different graphic representations
– such as on the word wall, in
shared/guided/independent-reading
texts, on 61
shared- and interactive-writing charts in
personal writing, and in a variety of
fonts; make oral reading sound like
spoken language, with appropriate
pauses, stops, and starts as indicated by
the punctuation)
(e.g., make reading aloud sound like
expression and emphasis, and pauses,
stops, and starts as indicated by the
punctuation; recognize familiar language
structures in different contexts; identify
the same word in different graphic
representations – such as on the word
wall, in shared/guided/independentreading texts, on shared- and
interactive-writing charts used in
personal writing, in a variety of fonts)
(e.g., make reading aloud sound like
expression and emphasis, and pauses,
stops, and starts as indicated by the
punctuation; identify the same word in
different graphic representations – such
as on the word wall,
in shared/guided/independent-reading
texts, on shared- and interactive-writing
charts used in personal writing, in a
variety of fonts)
(e.g., read with appropriate expression
to communicate the emotions suggested
by the text; make reading aloud sound
like spoken language, with appropriate
emphasis, and pauses, stops, and starts
as indicated by the punctuation; identify
and pronounce smoothly previously
encountered words from oral vocabulary
and grade-level texts, terminology used
regularly in discussions and posted on
anchor charts, and words from
shared/guided/independent-reading
texts and resource materials)
(e.g., use graphophonic cues to
recognize and pronounce familiar
words within larger words; make
reading aloud sound like spoken
language, with appropriate expression
and emphasis, and pauses, stops, and
starts as indicated by the punctuation;
recognize and pronounce smoothly
previously encountered words from
oral vocabulary and grade-level texts,
terminology used regularly in
discussions and posted on anchor
charts, and words from shared/
guided/independent-reading texts and
resource materials)
qu’il faut identifier les mots familiers
quand on lit?” “Pourquoi est-ce que c’est
important de continuer à lire même si tu
ne comprends pas un des mots?”
“Quand est-ce qu’il faut sauter un mot
et continuer à lire, ou chercher la
définition d’un mot avant de continuer?”
Instructional tip: During shared and
guided exploration of texts, teachers can
read aloud and encourage students to
echo their phrasing and expression, to
help students sound more natural and
confident while reading aloud in French.
que la ponctuation (p. ex., une virgule,
un point) t’aide à lire plus facilement?”
“Pourquoi est-ce que c’est utile de sauter
un mot et de continuer à lire?”
Teacher prompt: “Pourquoi est-ce que
c’est plus facile de lire un texte à propos
d’un sujet familier?”
Teacher prompt: “Quand tu lis, peuxtu reconnaître des expressions et des
mots familiers que tu entends et utilises
dans tes interactions? Trouves-tu cette
stratégie efficace? Est-ce que cela
facilite ta compréhension du texte? Estce que cela simplifie ta lecture?”
introduce students to common French
sound patterns (“moi”, “toi”, “trois”,
“toit”, “fois”, “froid”) and word families
(“grand/grandeur/grandiose”) to help
them read unfamiliar words.
encourage students to read aloud with
appropriate expression, emphasizing key
information or ideas.
appropriate expression, emphasis, and
pauses during read-alouds and/or
shared reading.
important de faire des pauses et des
arrêts lorsqu’on lit à voix haute?”
“Comment est-ce que la
reconnaissance des expressions et
mots familiers dans un texte
pendant la lecture t’aide à mieux
comprendre le message?”
encourage students to read
expressively with a partner or a small
group to make their reading sound
more natural.
53
reading), Speaking (interaction, production) and Writing (production and interaction). Several Competency skills are required for developing an understanding of written text. Some of these include: Fluency
(The ability to express oneself readily and effortlessly), Coherence and Cohesion (The ability to communicate in a clear manner) and Phonological Control (The ability to pronounce and intonate language and to
make oneself understood). Based on the needs of the students, teachers purposefully select which communicative language competencies to address when selecting authentic texts (10). These linguistic
competencies are found throughout specific expectation C1.3.
Strategies to Try
• Model fluent reading in class through the use of shared and guided Read-Alouds. Students
FOR
must hear and understand what fluent reading sounds like. Activities that can be used to
• Running Records
support the development of fluency include (2.8, p1.13 and ch 3 and 2.4):
o Echo/Choral Reading:
AS
Read aloud a sentence as a model, and then have the class repeat it. This
ensures that reading is immediately followed by practice (6).
o Buddy Reading:
• Anecdotal notes
Have students re-read the text or part of it with a partner.
o Reader’s Theatre:
OF
Reader’s theatre is an oral performance of a script where meaning is conveyed
through expression and intonation. The emphasis is to perform the script
• Rating scale
rather than memorizing it. Have students sit on stools or stand in front of the
audience holding their scripts at chest level. Props and costumes are not
necessary because emphasis is placed on voice and expression.
o Books on Tape/CD:
Have students listen to recorded readings as they follow along. Teachers can
pause at various points to highlight specific pronunciations, structures, words
etc.
o Digital recorders:
Have students record themselves reading a text. Have them listen to their
recording while using a checklist. On the checklist the teacher specifies the
“listen fors”: pronunciation of particular words, expression, pace, speed etc.
This can be combined with Buddy-Reading where they work with partner to
assess their fluency skills based on a prepared checklist.
o Speed drills:
Plan for speed drills as a warm-up. Use a list of common and familiar words
and have students read these quickly and out loud. This will help to develop
their ability to recognize common words quickly when reading. Time students
each day and challenge students to improve their time each day.
54
C1.4 Developing Vocabulary
4
Use a few vocabulary-acquisition
strategies before, during, and after
reading to determine or confirm the
meaning of new and unfamiliar words
5
meaning of new and unfamiliar words
6
meaning of new, unfamiliar, or
recently learned words
7
Use a variety of vocabulary-acquisition
meaning of new, unfamiliar, or recently
learned words
8
Use a variety of vocabulary-acquisition
meaning of new, unfamiliar, or recently
learned words
(e.g., develop a bank of sight words
using visual dictionaries; make word lists
of personally relevant vocabulary; use
memorization and visualization
strategies and verbal and written
repetition to consolidate learning of new
words; develop lists of cognates to
expand vocabulary; identify the tense of
familiar verbs in the present, past, and
future by their suffixes)
(e.g., update a personal list of familiar
words using resources such as
dictionaries and the word wall; develop
lists of cognates to expand vocabulary;
use knowledge of word structure
[prefixes, stems, suffixes] to determine
the meaning of unfamiliar words)
(e.g., look up and develop lists of
cognates to expand vocabulary; find a
synonym for an unfamiliar word; use
words from electronic texts to expand
vocabulary; identify synonyms and
antonyms for familiar words; use notetaking to compile new words for a
personal word list; recognize syntactic
[language structure] cues such as word
order and language patterns and use
them to solve unfamiliar words)
(e.g., develop a personal list of words
related to specific topics or themes that
interest them; develop a bank of sight
words using visual dictionaries, the
word wall, words from oral vocabulary,
and grade-level texts; compile a list of
terminology regularly used in
discussions and posted on anchor
charts; use a thesaurus to expand
vocabulary; use technological aids such
as online dictionaries to expand
vocabulary)
que le mur de mots t’aide à élargir ton
vocabulaire?” “Qu’est-ce qui t’aide à te
rappeler d’un nouveau mot de
vocabulaire ou d’une nouvelle
expression?” “Qu’est-ce que tu fais
quand tu ne comprends pas un mot?”
“Comment est-ce que les mots
apparentés t’aident à apprendre le
français?”
Teacher prompts: “Que fais-tu avec
une banque de mots personnelle?”
“Quelles stratégies est-ce que tu utilises
quand tu ne comprends pas un mot?”
“Où trouves-tu des nouveaux mots et
de nouvelles expressions reliés à ton
passe-temps préféré?”
(e.g., develop a bank of sight words
using visual dictionaries and personal
word lists; develop lists of cognates to
expand vocabulary; use memory aids
and visualization techniques to
consolidate learning of new words;
develop lists of words from oral
vocabulary and grade-level texts to
expand vocabulary; analyse word
parts/structures to help determine
meaning; compile thematic lists of key
concepts to consolidate learning of new
words; use a dictionary to expand
vocabulary; use new words
appropriately in different contexts)
utile de trouver les synonymes et les
antonymes de mots familiers?”
“Pourquoi est-ce qu’il est important
d’étudier le nouveau vocabulaire avant
la lecture d’un texte?” “Quels nouveaux
mots ou expressions as-tu appris dans
ce texte? Lesquels vas-tu ajouter à ta
banque de mots personnelle? Comment
peux-tu les incorporer dans ton écriture
et tes interactions?”
Teacher prompt: “Comment est-ce
que la technologie et les ressources en
ligne peuvent t’aider à élargir ton
vocabulaire?”
encourage students to keep a personal
log and pictures or illustrations of a few
interesting and useful words and
expressions that they encounter while
reading, and to use them when
speaking and writing.
scaffold students’ vocabulary
development by having them skim and
scan a text to find familiar and new
words.
(2) Teachers can support students’
vocabulary development by pointing **
que le fait d’examiner les parties d’un
mot t’aide à mieux comprendre ce
dernier (p. ex., préfixe, suffixe)?”
“Comment est-ce que le fait de dresser
une liste de mots reliés à un thème peut
t’aider à consolider l’apprentissage de
ces nouveaux mots?”
encourage students to create word
webs that include nouns, verbs,
adjectives, and adverbs related to topics
of personal interest.
introduce vocabulary and expressions
related to social media and technology
to foster the development of media
literacy in French comparable to that in
students’ first language.
55
reading), Speaking (interaction, production) and Writing (production and interaction). Several Competency skills are required for developing an understanding of written text. Some of these include: Vocabulary
Range and Vocabulary Control (the ability to identify appropriate vocabulary in specific contexts), Morphology (the study of structure and form of words) and Syntax. Based on the needs of the students,
teachers purposefully select which communicative language competencies to address when selecting authentic texts (10).
Strategies to Try
• Model the use of new and familiar words and phrases in context and in a variety of situations to FOR
develop student comprehension (1.2, 2.8 p2.1 , 2.12, 2.8 ch4)
• Running Records
• Help students to identify the meaning of words by demonstrating the lexeme of a word. The
lexeme is the root or stem of a word that carries the meaning of the word (6). Examples
AS
include: Aimer – Aimable, Jouer – Joueur
• Avoid using the same terminology for commonly discussed topics. Expose students to a variety
• Anecdotal notes
of ways of expressing the same idea (1.2) Example:
Il pleut – Il y a un risque d’averses
OF
Quel temps fait-il? – Quels sont les provisions pour la semaine?
Comment t’appelles-tu? – Quel est ton nom?
• Teacher-made tests
Use synonyms frequently and interchangeably. Refer to page 15 of A Guide to
Reflective Practice, Module 1 Oral Proficiency.
•
Spiral the use of previously learned words, expressions, phrases in new contexts by
encouraging students to provide responses that are increasingly detailed (1.2)
•
Encourage students to develop personal word lists and take note of new vocabulary and
expressions. Teachers can have students categorize these by parts of speech (6).
•
Use a variety of Word Warm Ups to encourage memorisation of new words and provide
opportunities for students to repeatedly use new words and phrases: Speed drills, Chants, Raps
•
Create a word wall or anchor charts of new words, expressions, cognates and familiar words
(1.2, 8). Word walls are most effective when accompanied by a supporting visual (7).
o Teachers on a cart:
Negotiate space for the French Word Wall/Anchor charts with the homeroom
teacher; Create a removable word wall that can be posted for each class; Have
students create a personal dictionary, where words are added and referred to
frequently; and Teachers can also create a kinetic version of a word wall (7).
56
C2. Purpose, Form and Style
C2.1 Purpose of Text Forms
4
Identify the purpose(s) of some familiar
text forms, including fictional,
informational, graphic, and media
forms
(e.g., poem/song – to express ideas or
convey a mood in figurative, evocative
language; pattern book story – to
entertain and/or explore problems,
characters, and ideas; menu – to
describe food offerings; calendar, list,
or chart – to communicate information
in an organized, easy-to-understand
form; non-fiction book – to explain or
describe something or explore an issue
or topic; greeting card – to send good
wishes or convey thanks; sign – to
attract attention and/or give directions;
advertisement – to attract attention
and persuade)
5
Identify the purpose(s) of some familiar
informational, graphic, and media forms
(e.g., letter/email – to ask for
information, share news with a friend,
extend or reply to an invitation, express
thanks; list – to record or communicate
information or instructions; fictional
story/legend, such as the Métis legend
Ti-Jean – to entertain or enlighten
through a description of imaginary
events, places, and people; travelogue –
to describe the experience of travelling
to or in a country or region;
newspaper/magazine article – to
explore/describe a contemporary issue,
event, person in the news, or trend)
que les paroles d’une chanson aident
l’auteur à exprimer ses idées?”
“Pourquoi est-ce qu’on lit un texte
informatif, une pancarte ou une
annonce publicitaire?”
important d’identifier l’intention de
différents types de textes?” “Pourquoi
est-ce que l’auteur a décidé de
présenter l’information de cette façonlà?”
model the use of a variety of verbs for
identifying different purposes for
reading (e.g., “se divertir”, “s’amuser”,
“s’informer”, “s’exprimer”, “persuader”,
“convaincre”, “communiquer”,
“expliquer”).
encourage students to identify and use
adjectives that describe different types
of text forms (e.g., “informatif”,
“explicatif”, “narratif”).
6
Identify the purpose(s) of some
familiar text forms, including fictional,
forms
(e.g., “how-to” book – to describe the
equipment and actions for carrying out
a procedure; logo – to aid in quick
recognition or identification of a
company or product; poster – to
present specific information in a
striking, memorable way; catalogue –
to provide information in a systematic,
easy-to-retrieve form; text message –
to share personal experiences,
thoughts, and actions; poem/song – to
express ideas or feelings in vivid,
evocative language; short story – to
entertain and/ or to depict or highlight
the significance of imagined events or
experiences)
important de lire différents types de
textes?” “En quoi l’intention d’un
catalogue est-elle différente de celle
d’un texte narratif?” “Pourquoi est-il
important de comprendre l’intention de
chaque type de texte?”
introduce students to words and
expressions (e.g., “le message”,
“l’intention”, “le point de vue”, “la
perspective”) used in discussions of the
author’s intended message or theme.
7
Identify the purpose(s) of a variety of
informational, graphic, and media forms
(e.g., graphic novel – to tell a story
through illustrations supported by text;
magazine article – to provide
information/explanations or outline
arguments about a topic, usually related
to current events; folktale, such as
creation stories from First Nations, or
French Canadian legends used by Métis,
like La Chasse-galerie – to explain, in
imaginative terms, traditional beliefs or
customs of a particular cultural group;
email or text message – to convey
information or greetings, ask for
information, or exchange ideas and
opinions)
Teacher prompts: “Comment le choix
d’un medium peut-il influencer l’intention
du texte?” “Comment l’auteur
communique-t-il son intention par la
forme de texte qu’il a choisie?”
introduce students to vocabulary and
expressions that refer to an author’s
attempt to influence readers for a
particular purpose and/or readers’
reactions to messages in texts (e.g.,
“influer”, “inciter”, “impact”, “réactions”,
“persuader”, “évaluer**
8
Identify the purpose(s) of a variety of
forms
(e.g., magazine – to provide a range of
informational, imaginative, and graphic
pieces in one volume; website or
encyclopedia entry – to provide an
organized summary of key information
about a subject; fictional
narrative/short story/ novel – to depict
imaginary events, characters, and
experiences in an engaging,
entertaining form; book jacket or DVD
cover – to describe the type of content
and reading/viewing experience
provided by the text in language that
will capture the reader’s/ viewer’s
attention and stimulate interest)
que l’auteur peut exprimer
différemment son message en utilisant
des formes de texte variées?”
“Comment est-ce que le message de
l’auteur change quand on modifie la
forme de texte?” “Pourquoi penses-tu
que l’auteur a choisi de présenter son
message sous forme de bande
dessinée?”
Instructional tip: During a readaloud or shared reading activity,
teachers can draw students’ attention
to the author’s use of words that signal
explanations or instructions.
57
CEFR Links: The CEFR identifies 10 linguistic competencies necessary to develop language proficiency. Language proficiency includes a range of skills in three interrelated areas : Understanding (listening,
reading), Speaking (interaction, production) and Writing (production and interaction). Several Competency skills are required for developing an understanding of written text. Some of these include:
orthographic control (the ability to identify appropriate form and layout), vocabulary range and control (the ability to identify appropriate vocabulary in specific contexts), morphology (the study of structure and
form of words) and syntax (the predictable structure of a language). The CEFR provides descriptors to inform teaching and assessment practices. Based on the needs of the students, teachers purposefully
select which communicative language competencies to address when selecting authentic texts (10).
Strategies to Try
• Scaffold students throughout the reading process by (2.4):
FOR
o Highlighting features of the text to help predict its purpose
• Running Records
o Example:
How to books: Includes lists, the use of imperative to achieve the purpose of
AS
giving instructions
Journals: Include language that is specific to a person, such as the use of
• Anecdotal notes
pronouns je, il, elle, to achieve the purpose of self-reflection
OF
• Establish purpose for reading with students: What is the purpose for reading the text? Who is
the intended audience? Examples include(7):
• Teacher-made tests
o to find out how a story begins or ends.
o reading an informational text for main ideas and details.
o reading to research to find information for a project.
•
Help students understand (6):
o that different text forms have different uses and purposes.
• Refer to text forms and purposes listed under the examples for specific
expectation C2.1.
o that purpose and format are related.
•
Use Venn diagrams to analyse similarities and differences between like forms of fiction or nonfiction text.
•
Create anchor charts to support student awareness of variety of genre purposes.
o Refer to text forms and purposes listed under the examples for specific expectation
C2.1.
58
C2.2 Characteristics of Text Forms
4
Identify some characteristics and/or
stylistic elements of familiar text forms,
including fictional, informational,
graphic, and media forms
(e.g., poem/song – rhyming or nonrhyming patterns and use of imagery;
pattern book story – title page,
illustrations, repetitive use of familiar
words and phrases, description of
characters/setting/ conflict, possible
resolution; menu – subsections listing
offerings of salads/main
courses/desserts/ beverages, prices,
illustrations; calendar, list, or chart –
table or column format; greeting card –
brief text message in special fonts,
illustrations/ graphics; non-fiction book
– table of contents, illustrations, and
captions; sign – distinctive fonts,
colours, and symbols related to the
content of the message; advertisement
– eye-catching graphics, fonts, colours,
and illustrations)
éléments d’une histoire à structure
répétitive qui rendent cette dernière
intéressante à lire?” “Quels sont les
éléments d’une carte de voeux qui
rendent
cette dernière attrayante pour un
lecteur?” “Quelles sont les différences
entre un texte informatif et un texte
graphique?” **
5
including fictional, informational, graphic,
and media forms
6
including fictional, informational,
(e.g., travelogue –
sequential/chronological order,
descriptions of experiences and key sites/
landmarks,
maps/illustrations/photographs, captions;
newspaper/magazine article – statement
of theme or topic,
photographs/illustrations, captions, title,
author name, subheadings, sidebars, pull
quotes; fictional story/legend – description
of characters and setting, plot line
involving a problem or conflict, resolution;
textbook/informational text – table of
contents, title page, chapter or section
divisions, subsections with headings,
charts/diagrams, labels/captions)
(e.g., poem/song – rhyming or nonrhyming patterns and use of imagery;
short story/legend – plot line about
resolving a problem or gaining an
insight, descriptions of characters and
settings; manual – numbered steps,
diagrams; recipe – list of ingredients
and quantities, steps in cooking
procedure, cooking time, number of
servings; travel brochure – description
of destination sites and
activities/events, description of
accommodation, maps, contact
information; magazine article –
repetition of key words or phrases,
titles, subtitles, text boxes; flyer –
images and descriptions of products)
caractéristiques d’un documentaire de
voyage qui rendent ce type de texte
intéressant à lire?” “Comment est-ce que
ce texte est organisé? Est-ce que cette
organisation t’aide à lire l’histoire?” “Quels
sont les éléments d’un article de
magazine? Comment est-ce que ces
éléments t’aident à lire le texte?” “Peux-tu
identifier la forme de texte selon les
caractéristiques et les éléments **
que l’auteur a utilisé les éléments de la
poésie pour divertir le lecteur?”
“Pourquoi est-il utile d’identifier les
caractéristiques d’une recette?”
“Comment est-ce que les éléments
d’une brochure touristique vont attirer
l’attention d’un lecteur?” **
7
stylistic elements of a variety of text
forms, including fictional,
forms
(e.g., graphic novel – photographs or
drawings depicting the action, captions
explaining the action, speech balloons
for dialogue or characters’ thoughts,
graphic depictions of sound effects;
folktale – human, divine, or animal
characters, often with special
knowledge or talents, representing
aspects of a culture’s traditional belief
system; magazine article – captions,
illustrations, headings, pull quotes,
sidebars; email message – subject line,
salutation, emoticons, signature line;
text message – abbreviations,
acronyms, contractions)
Teacher prompts: “En quoi un
poème est-il différent d’une légende?”
“Quelle est la différence entre un
courriel et un texto?” “Si tu as besoin
de trouver des informations dans des
textes informatifs, quels éléments de
texte est-ce que tu peux utiliser?”
“Pourquoi est-il important de connaître
l’intention d’un logo (symbole
représentant une raison sociale)?” **
8
stylistic elements of a variety of text
forms, including fictional, informational,
(e.g., magazine – cover image(s) and
caption(s) highlighting key features,
table of contents, advertisements,
featured articles, editorial, letters to
the editor, photographs, illustrations;
fictional narrative/short story/novel –
plot/action related to gaining an insight
or resolving a problem, descriptions of
characters and their thoughts,
dialogue, descriptions of settings or
historical events; book jacket or DVD
cover – illustration(s), title, author
name, advertising copy and reviewers’
quotations, synopsis of story)
caractéristiques de texte que l’auteur a
employées pour exprimer son point de
vue?” “Quelles sont les caractéristiques
les plus efficaces pour convaincre un
public d’acheter un nouveau produit?”
“Quels éléments de style est-ce que
l’auteur peut employer pour renforcer
ou clarifier son message?” “Comment
est-ce que le fait de faire des
prédictions à partir d’éléments
d’organisation du texte **
59
CEFR Links: The CEFR identifies 10 linguistic competencies necessary to develop language proficiency. Language proficiency includes a range of skills in three interrelated areas : Understanding (listening,
reading), Speaking (interaction, production) and Writing (production and interaction). Several Competency skills are required for developing an understanding of written text. Some of these include:
orthographic control (the ability to identify appropriate form and layout), vocabulary range and control (the ability to identify appropriate vocabulary in specific contexts), morphology (the study of structure and
form of words) and syntax. The CEFR provides descriptors to inform teaching and assessment practices. Based on the needs of the students, teachers purposefully select which communicative language
competencies to address when selecting authentic texts (10).found throughout specific expectation C1.3.
Strategies to Try
FOR
• Help students identify various text forms and characteristics (2.4).
• Running Records
• Help students understand the purpose of different text form characteristics (7) to help
AS
communicate meaning and to help the reader respond to the text.
• Anecdotal notes
• Plan for the use of various text forms throughout the year (see above chart).
OF
• Create anchor charts to document forms and characteristics of text.
o Refer to characteristics listed under the examples for specific expectation C2.2.
• Reading conferences
60
C2.3 Metacognition
4
during, and after reading to understand
texts;
lesser strength as readers, and plan
reading skills
(e.g., use book reviews written by peers
to expand choices for independent
reading; discuss useful strategies for
understanding a new expression in a
text; share helpful strategies with
peers; establish next steps after a
guided reading lesson)
skills Teacher prompts: “Quelles sont
les stratégies de lecture les plus
efficaces?” “Parmi les suggestions de
stratégies de lecture que tu as données
aux autres, quelles sont celles qui
peuvent t’aider?” “Quelles sont tes
prochaines étapes?”
introduce a checklist of expressions and
sentence starters to guide discussion
during a student-teacher or peer
conference regarding effective reading
strategies.
5
texts;
reading skills
6
texts;
reading skills
7
after reading to understand texts;
reading skills
8
after reading to understand texts;
reading skills
(e.g., use an interest survey to identify
reading preferences and opportunities
to expand choices for independent
reading; reflect on the texts listed in a
personal reading log and set a goal to
read other genres)
(e.g., scan texts to identify the
elements of the particular form or
unfamiliar words to look up)
(e.g., plan to: use knowledge of similar
forms to predict the outcome of a story,
reread to find information they may
have overlooked on first reading)
(e.g., plan to: look for transition words
to identify relationships between ideas,
scan texts to identify and look up
unfamiliar technical words related to the
subject matter)
est-ce que tu utilises le plus souvent
quand tu lis un texte?” “Comment le fait
d’expliquer la façon d’utiliser une
stratégie te permet-il de réfléchir
sur tes habiletés?” “Comment est-ce
que les rétroactions de ton enseignante
ou enseignant te permettent d’élaborer
tes prochaines étapes?” “Pourquoi est-il
important de reconnaître les types de
texte ou les situations de lecture qui
sont plus difficiles pour toi?”
que cette stratégie t’aide à lire en
français?” “Quand tu trouves un mot ou
une phrase que tu ne connais pas,
quelles stratégies est-ce que tu utilises
pour comprendre ce que tu lis?”
“Qu’est-ce que tu fais pour t’assurer
que tu as bien compris le message
central du texte que tu as lu?” “Quelle
nouvelle stratégie peux-tu essayer pour
améliorer ta compréhension?” “Quel
genre de texte lis-tu le plus souvent?
Pourquoi? Quel genre de texte aimeraistu lire la prochaine fois?”
establish a positive learning
environment that promotes reflection
and elicits discussion. They can model
the use of language that describes the
process of reflecting (e.g., “Je pense
que…”, “Je constate que…”, “J’ai
découvert…”, “J’ai trouvé que**
fais pour clarifier le sens d’un texte?”
“Quelle stratégie de lecture est la plus
efficace pour toi?” “Que peux-tu faire si
la relecture d’un texte ne te permet pas
d’en clarifier le sens?” “Quelles
stratégies de lecture est-ce que tes
camarades de classe trouvent utiles?
Comment peux-tu les adopter quand tu
lis?” “Quelle nouvelle stratégie veux-tu
essayer avant une autre lecture?”
est-ce que tu utilises le plus quand tu
lis?” “Quelle stratégie est-ce que tu
utilises pour résumer un texte?”
“Pourquoi est-ce qu’il est important
d’identifier tes points forts et faibles en
lecture?” “Quelle nouvelle stratégie
peux-tu essayer pour améliorer ta
compétence en lecture?”
introduce words and expressions
students can use when reflecting on
strategies they found helpful and
effective and planning ways to improve
their reading skills (e.g., “Ce que j’ai
bien fait…”, “Ce que je dois faire…”,
“Pour améliorer ma lecture**
model the use of “je peux” statements
(e.g., “Je peux comprendre”, “Je peux
lire les mots familiers”, “Je peux utiliser
les stratégies”) and the appropriate
future form of familiar verbs (e.g., “Je
vais lire…”, “Je choisirai ce genre **
model the use of adverbs of time (e.g.,
“toujours”, “souvent”, “parfois”,
“jamais”) for discussing the
effectiveness of reading comprehension
strategies.
record their strengths, areas **
61
use of Can Do statements into classrooms, teachers help students to track progress and set goals. Teachers can also use Think-Alouds to model expressions and phrases that they can use to express what they
Can Do. Teachers can further model the use of specific structures that allow students to reflect on a text and elicit discussion. NOTE: Grammatical structures are not taught in isolation – they are taught in the
context of the reading task. Through modeled, shared and guided tasks, teachers may help students identify specific grammatical structures. Sentence starters and stems can also be provided to guide
discussion about students’ strengths and needs as readers. specific expectation C1.3.
Strategies to Try
• Help students set goals, monitor progress, and measure success through the use of Can-do
FOR
statements (6).
• Exit/Entry Cards
• Running Records
AS
o Je suis fier/fière de moi parce que…
o J’ai besoin de…
• Anecdotal notes
o Mes prochaines étapes sont…
OF
• Explicitly teach students reading strategies as well as when and how to best use them (1.7).
o Naming the strategies in French, discussing their uses, and giving examples provide
students with a common understanding and language so that they are able to speak in
French about how and why they chose certain strategies to help them.
o These strategies are generally introduced one at a time and practiced through the
gradual release of responsibility so that students understand and know which strategies
are needed to help them move their learning along.
•
Have students reflect on the strategies that they used. More specifically the ones that helped
•
used (7).
•
Post strategies as an anchor chart (or provide a reference sheet), and remind students to refer
to these often (1.7).
•
Have students document strategies used during reading by marking or coding text using sticky
notes.
Have students reflect on strategies used during and after reading using response journals.
•
62
C3.1 Intercultural Awareness
4
Using information from a variety of
French texts, identify French-speaking
communities in Ontario, find out about
5
communities in Quebec, find out about
6
and northern Canada; find out about
aspects of their cultures; and make
7
Canada, find out about aspects of their
cultures, and make connections to
other communities
8
communities in Europe, find out about
(e.g., information about traditions,
powwows, and festivals such as le Bal
de Neige or le Festival des tulipes –
Ottawa, le Festival des voyageurs –
Mattawa, Métis rendez-vous – Rivière
des Français, sporting events such as
les Jeux franco-ontariens, children’s
games such as voyageur competitions
and blanket throwing, family traditions,
and favourite songs in various
communities; read about FrancoOntarian Métis, such as Marcel Labelle
and Christian Pilon, and identify some
of their accomplishments)
(e.g., determine the ingredients in a
typical Québécois dish such as “le
pouding chômeur”; describe ideas,
themes, and characters depicted in
music, stories, and legends by
Québécois artists and authors such as
Alain M. Bergeron, Sheldon Cohen, or
Samian; read about Québécois
personalities such as Régine Chassagne,
Bruny Surin, Céline Dion, Gilles Pelletier,
or Marc Favreau, or historical figures,
and describe some of their
accomplishments)
(e.g., research aspects of life for
French-speaking individuals or groups in
the Americas and use a T-chart to make
connections to life in their own
community; describe ways in which
various French-speaking minority
groups celebrate and maintain their
cultural identity)
(e.g., using an online encyclopedia and
maps of Europe, identify Frenchspeaking countries and countries where
French is widely spoken – such as
France, Switzerland, and Belgium;
identify symbols, personalities,
landmarks, organizations, and traditions
related to French-speaking communities
in Europe and make connections to
their own experiences; identify
examples of French texts that may be
seen in their community; read
promotional brochures or
advertisements about the benefits of
learning another language – such as
opportunities for careers, summer jobs,
friends, travel – and describe
opportunities that interest them)
que les détails des histoires d’une
communauté peuvent t’aider à mieux
connaître cette dernière?” “Comment
est-ce que le Bal de Neige à Ottawa
représente les activités d’hiver favorites
des Canadiens?” “Pourquoi est-ce que
c’est important pour les jeunes Francoontariens de participer aux ‘Jeux francoontariens’?” “Quels liens est-ce **
que la langue française et les cultures
francophones ont contribué au succès
de cette vedette québécoise?” “Quels
sont les éléments culturels présentés
dans le texte portant sur cette région
ou cette communauté qui
t’intéressent?”
(e.g., consult an atlas or website and
identify French-speaking communities,
including Aboriginal communities, in
Atlantic Canada, the prairie and western
provinces, and the northern territories;
write a sample exchange of letters
between Louis and Sarah Riel; identify
examples of texts – such as bilingual
signs or government brochures – that
reflect the status of French as an official
language of Canada; read the lyrics and
listen to songs by various French
Canadian and Aboriginal artists and
make comparisons with songs in their
own first language; identify examples of
French on product labels and street
signs, and in newspapers, telephone
directories, and websites; identify the
traits of heroes in traditional legends
such as Ti-Jean and Nanabijou)
Teacher prompts: “Qu’est-ce que le
comparer les aspects de vie des
francophones en Louisiane, à Haïti ou
en Guyane Française avec ceux de ta
propre communauté?” “Comment est-ce
que tes recherches t’aident à examiner
les caractéristiques de cette
communauté?”
Teacher prompts: “Es-tu d’accord
avec le point de vue de l’auteur à
propos de cette communauté?”
“Comment est-ce que la recherche que
tu as faite à propos de la cuisine suisse
va t’aider à créer une présentation
multimédia pour décrire cette tradition
culturelle?” “Tu as lu une annonce
publicitaire qui décrit les avantages
d’apprendre une autre langue.
Comment est-ce que cette **
texte a dit à propos de cette
communauté?” “Quelles informations
présentées dans le texte t’aident à
mieux connaître les gens de cette
communauté?” “Comment est-ce qu’un
organisateur graphique peut t’aider à
organiser tes idées clés afin de formuler
une réaction à la lecture d’une légende
que tu as lue?” “Après avoir **
63
awareness (7). Teachers help to foster intercultural understanding by exposing students to a variety of cultural texts. Examples of cultural texts include: songs, stories, game instructions, legends, brochures,
advertisements, and announcements related to a particular region or community. While reading, teachers can model the use of comparative forms in order to compare and contrast cultural differences. They
can also clarify the meaning of culturally specific vocabulary, expressions and phrases in order to develop sociolinguistic awareness. As students improve their awareness of other cultures, they become more
linguistically and culturally sensitive and accepting of others ways of communicating, thinking and being.
Strategies to Try
• Introduce a variety of texts about the French-speaking community being studied that show
FOR
aspects of the culture during Read-Alouds, Shared Reading, Guided Reading and Independent
Reading including:
• Running Records
o
Fictional texts such as myths, plays, lyrics, short stories, letters, diaries, poetry,
culturally focused legends, biographies.
AS
o
Graphic texts such as advertisements, brochures, maps, graphs, graphic organizers,
charts and tables.
• Anecdotal notes
o Informational texts such as textbooks, non-fiction books, print and online newspaper,
magazine articles or reviews, print or online encyclopaedias and atlases, electronic texts OF
such as emails or texts.
• Draw students’ attention to traditions of a particular culture and encourage them to make
personal connections.
o Provide sentence starters/stems using comparative language to have students compare
and contrast traditions to their own.
•
Encourage reflection about what was read using a Reading Log.
o
Words or pictures can be used to show understanding and to show connections to their
own personal experiences and culture.
64
C3.2 Awareness of Sociolinguistic Conventions
4
5
Identify, in age- and grade-appropriate
French texts, examples of sociolinguistic French texts, examples of sociolinguistic
conventions associated with a variety of conventions associated with a variety of
social situations in diverse Frenchsocial situations in diverse Frenchspeaking communities*
speaking communities*
6
French texts, examples of sociolinguistic
conventions associated with a variety of
social situations in diverse Frenchspeaking communities*
7
8
(e.g., compare menus from Switzerland,
Belgium, and France and identify
different ways of describing similar
dishes; identify the use of
slang/colloquial/ familiar versus
“standard” French in posters, cartoons,
graphic novels, or advertisements;
identify expressions of gratitude and
formulas for making excuses or
extending invitations used in different
French-speaking communities)
(e.g., the use of “Salut” instead of
“Bonjour”, “la fin de semaine” instead of
“le week-end”, “mon mari/ma femme”
instead of “mon époux/mon épouse”,
“mon amie/mon ami” instead of “ma
copine/mon copain”)
(e.g., in the lyrics of a popular
Québécois rap or song, recognize and
explain variations in the spelling of a
common word – such as “p’tit” versus
“petit”; identify salutations and common
words and expressions used in different
types of letters, emails, and postcards)
(e.g., the familiar and formal forms of
words and expressions used in email
messages from social network friends in
French-speaking communities across
Canada – such as “À la prochaine”
versus “Bien à vous”; appropriate ways
to invite someone to do something;
conventions of a personal or official
letter)
(e.g., read the lyrics of a popular song
in Antillean Creole and identify familiar
versus polite forms of expression;
dramatize an interaction between a
Cajun or Creole French speaker and a
speaker of standard French, using
vocabulary found in a reading passage;
identify conventions used in a letter to
the editor or to the author of an advice
column)
identifier le narrateur du texte?”
“Comment est-ce qu’on sait si le texte
s’adresse à une personne ou à plusieurs
personnes?” “Comment est-ce que la
langue utilisée dans un texte reflète le
contexte régional?” “Comment est-ce
que la connaissance des mots d’une
communauté t’aide à élargir ton
vocabulaire?”
Teacher prompts: “Comment sais-tu
que c’est une lettre amicale?” “Quels
mots ou expressions utilisés par l’auteur
t’aident à identifier le destinataire?”
important de connaître les expressions
courantes qui sont utilisées dans les
courriels?” “Pourquoi est-il important de
comprendre quand utiliser ‘Amitiés’ et
‘Cordialement’ pour finir un courriel?”
identifier ou reconnaître les expressions
typiques d’une région dans un texte?”
“Comment peux-tu déterminer le degré
de formalité de la relation entre les
personnages d’un texte?” “Comment
est-ce que l’histoire de la région a
influencé le développement de la langue
française?”
the use of effective questions and key
words used to guide research such as
“Qu’est-ce que je sais déjà?” “Qu’est-ce
que je veux savoir?”, “Quels sont les
mots clés?”
Instructional tip: Teachers can draw
students’ attention to various
expressions used in extending,
accepting, and refusing an invitation,
according to the context.
identifier les différentes façons de
décrire des plats semblables dans
diverses régions francophones?” “En
examinant les affiches des différentes
régions, peux-tu identifier l’usage du
joual/du patois/du langage familier/du
français standard?”
Instructional tip: Teachers can plan
and develop oral communication
activities to consolidate newly acquired
vocabulary and expressions found in
texts that describe or originate in
French-speaking communities in various
parts of the world.
* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French-speaking communities in Ontario) but are not expected to do so.
65
CEFR Links: Sociolinguistic appropriateness is a key competency of the CEFR. It is defined as the knowledge, skills and know-how that refer to the sociocultural conditions of language use. Sociocultural
conditions of language use include: differences and similarities in greetings and leave-taking expressions when writing short messages or notes, the proper format for salutations and closings when writing an
email, post-card or letter, and the conventions for writing the date in French. Teachers help to foster an awareness of sociolinguistic conventions by explicitly identifying these in model reading texts. Teachers
can also model (in oral form) the use of appropriate date forms and negative structures, and use a variety of greetings and leave-taking expressions. Note: While students are encouraged to identify examples of
usage that is specific to particular regions or communities (e.g., French-speaking communities in Ontario), they are not expected to do so.
Strategies to Try
• Ask students to identify similarities and differences between behaviour, expressions and phrases FOR
used in formal and informal settings;
o Examples:
• Running Records
Variations in salutations
Variations in leave-taking expressions
AS
Expressions and phrases used to show politeness during a conversation (tu vs
vous)
• Anecdotal notes
• Plan for opportunities to model the use of various sociolinguistic conventions by using the
OF
internet and you tube. Teachers can access sample conversations spoken within a cultural
context.
o Examples:
Expressions native to a specific francophone culture (ie Coucou, Creole and
Cajun expressions, etc)
66
D. Writing
Writing is a skill that is used to reinforce and extend students’ oral knowledge of themes, topics, language structures and vocabulary (8). Writing skills can help students to understand the relationship between
the sounds and symbols of the French language. For this reason, writing activities should always be connected to listening and speaking activities, and modeled upon language, vocabulary, structures and forms
that have been identified within reading texts to which students have already been exposed. The Revised FSL Curriculum, 2013 states that “Students need to become disciplined thinkers in order to communicate
their ideas clearly and effectively in writing. The process of writing in turn enables them to clarify their thinking and express their thoughts and feelings. Writing activities should also give students opportunities
to sort out and develop their thoughts, opinions, and ideas orally in French”. The overall expectations identify three areas of knowledge and skills that students are expected to demonstrate when listening.
These are as follows:
•
•
•
D1. Purpose, Audience, and Form
D2. The Writing Process
D3. Intercultural Understanding
D1. Purpose, Audience, and Form
When writing, it is important for students to understand the purpose, audience and form that their writing will take. The purpose should be authentic to the interests of students. Authentic writing purpose may
require students to inform, to persuade, to summarize and/or to express opinions, while considering the audience for their writing. The audience can include classmates, family members, teachers or the
general public such as politicians, celebrities, authors and so on. The revised curriculum provides examples of types of forms that writing can take. It is important to specifically model the use of purpose,
audience and form to students in order to emphasize the specific characteristics of these (ie formal versus information language, subheading, titles, salutations and closings).
The stages of the writing process help students to develop and organize content and ideas, correct errors and develop quality written work. There are five stages of the writing process. The Pre-Writing stage
occurs before writing and allows students to choose a text form and to reflect on purpose and audience, to collect information and to brainstorm ideas. The Drafting stage is the back and forth process when
students begin to structure their ideas in a logical form. It involves rereading, changing, adding and reorganizing. During the Revising and Editing stages, students revisit the draft to refine and improve
organization, accuracy and message clarity. The final stage of the writing process is the Presentation or Sharing of written work to an audience. When students know that their work has a real purpose and
audience, the writing process becomes more authentic and purposeful for them (2.3).
Language and culture are strongly intertwined. Students need to understand that diversity exists not only among cultures but within cultures as well. Developing intercultural understanding through writing
includes making connections to personal experiences while writing about francophone regions, while scaffolding students to identify expressions related to expressions preferences, comparisons and opinions
using respectful and inclusive vocabulary.
67
Links to the CEFR
The CEFR provides teachers with features of writing activities that achieve language proficiency within an authentic context.
Written Production:
A1 –I can write simple and isolated phrases and sentences.
A2 – I can write a series of simple phrases and sentences linked with simple connectors like “et, “mais”, “parce-que”, etc.
B1 – I can write straightforward connected text on topics, which are familiar, or of personal interest.
Written Interaction:
A1 –I can write a short, simple postcard, for examples sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.
A2 – I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something.
B1 – I can write personal letters describing experiences and impressions.
68
D1. Purpose, Audience and Form
D1.1 Identify Purpose and Audience
4
Determine, with support from the
teacher, their purpose for writing and
the audience for French texts they plan
to create
5
teacher, their purpose in writing and
to create
6
to create
7
to create
8
teacher, their purpose in writing and the
audience for French texts they plan to
create
(e.g., to convey best wishes to a friend
in a card/email/note; to complete a
registration form or provide personal
information in an application to a
summer sports camp; to share a list of
favourite activities with a friend in an
email or text message; to communicate
information in a report; to persuade
people to protect the environment or to
buy an environmentally responsible
product in an advertisement)
(e.g., to send a greeting to a parent or
classmate; to describe a real or
imaginary place in a postcard to a
friend, parent, or teacher; to provide a
family tree to show to members of their
family; to describe their personal
preferences and interests to a pen pal;
to communicate information about the
school intramural sports program to
classmates; to entertain with an
amusing anecdote; to share their
feelings with an Elder, grandparent, or
veteran regarding the teachings and
lessons learned from him or her)
(e.g., to create a poem or song similar
to one studied in class for an oral
presentation to the class; to list the
pros and cons of fast-food lunches on a
T-chart for posting in the school
cafeteria or on the class bulletin board;
to invite friends or relatives to a
celebration; to create a storyboard in
collaboration with a partner or in a
small group for a class film-making
project; to express appreciation in a fan
letter to a favourite celebrity; to provide
instructions for using a product they
have created or designed; to submit a
proposal to the principal recommending
environmentally responsible practices
for the school)
(e.g., to highlight the environmental
impact of different kinds of
transportation systems in a poster for a
community conservation campaign; to
email or text information about an
upcoming school event to classmates
and/or the teacher; to describe a
favourite activity, animal, person, or
place in an article for the class
newspaper; to describe career
opportunities for bilingual workers and
related education/training requirements
in a brochure for distribution at a job
fair; to describe “special offers” in an
advertising flyer)
Teacher prompts: “Quels sont le
sujet, le destinataire et l’intention de
ton travail?” “À qui t’adresses-tu quand
tu écris? Pourquoi est-il important de
penser à ça quand tu écris?” “Comment
vas-tu partager l’information avec tes
camarades?”
Teacher prompts: “Quel est le but de
ton travail d’écriture?” “Comment vas-tu
organiser tes idées selon la structure
d’une carte postale?”
(e.g., to describe personal activities and
interests to the class; to record a
schedule of activities in a personal
diary; to outline the menu for a class
celebration; to describe a fire
evacuation route on a poster about
school safety for the classroom; to
provide a “to-do” list for a small-group
project; to create a word web
describing a character in a story for a
class discussion; to add healthy or
locally grown foods to the family’s
weekly shopping list; to teach a friend
how to cook a favourite dish; to
complete a registration form for
summer camp; to describe, for an
advertising brochure, a company’s
socially and environmentally responsible
practices; to describe celebrations such
as powwows; to describe garments
historically worn by Métis and
voyageurs in the fur trade)
qu’un diagramme en T peut t’aider à
dresser une liste d’arguments pour et
contre la restauration rapide?”
la structure d’une lettre formelle pour
écrire à une vedette?” “Comment est-ce
qu’un mur de graffiti dans la classe
t’aide à consolider tes idées reliées au
sujet?”
encourage students to use words **
rédiger un texto à tes camarades pour
décrire les détails d’un évènement
scolaire?” “Comment peux-tu composer
un article pour le journal de classe afin
de décrire une de tes activités
préférées?”
que tu veux partager tes propres
intérêts avec la classe?” “Comment
peux-tu expliquer la marche à suivre
d’une recette à ton ami?”
69
CEFR Links: The CEFR promotes the application of writing skills that are embedded in authentic action-oriented tasks. Authentic action-oriented tasks include: very simple informational texts and/or messages,
post cards, e-mails, advertisements, flyers and short notes. When planning for writing activities, teachers should consider activities that will require students to apply their knowledge of familiar words, very basic
phrases, and highest frequency vocabulary related the students’ immediate surroundings (11).
Strategies to Try
• Establish communicative goals with students: What is the purpose for writing?
FOR
• Admit Slip – like an exit card but done at the beginning of class to gauge prior knowledge
o Make this a part of the oral before-writing discussion (Examples (7): Writing a letter or
email, invitation, a poster to advertise an event)
• An email or tweet to the teacher with prior knowledge
• Quick Write
• Explicitly teach writing strategies to be used before writing that will support students in
identifying the purpose:
AS
o J’identifie mes idées sur le sujet, le thème ou le passage de lecture.
• An email or tweet to the teacher with questions they still have and need answered in order to
o Je fais des liens entre le sujet et mes connaissances.
move forward
• Writing conference checklists
• Brainstorm ideas that will support the communicative goal. Model the strategies used to write a
• Self-assessment checklists for improvements/to ensure all text features are present
message that supports this goal.
• Writing portfolios with timely descriptive feedback given on writing pieces
• Peer-editing and peer conferences for improvement
• Create a word wall or anchor charts of useful strategies, repeated words and expressions that
• Student Reflections
can support the discussion throughout the brainstorming session, and writing process.
OF
• Word walls are most effective when accompanied by a supporting visual (7).
• An email or tweet to the teacher to consolidate learning (answering a specific question)
o If you are on a cart:
• Writing portfolios showcasing their best pieces
Negotiate space for the French Word Wall/Anchor charts with the homeroom
• Co-developed rubrics/checklists/Success Criteria
teacher
Create a removable word wall that can be posted for each class. Assign routine
monitors to post the wall at the beginning of each class.
Have students create a personal dictionary, where words are added and
referred to frequently.
o Teachers can also create a kinetic version of a word wall: Actions that remind students
of the vocabulary.
•
•
Provide students with a range of support materials including reading texts and teacher-made
exemplars that model the purpose for writing. Post these and encourage students to refer to
these often (2.1).
Provide students with graphic organizers to support them in brainstorming ideas for their
writing (7).
70
D1.2 Writing in a Variety of Forms
4
Write a variety of age- and gradeappropriate French texts, applying their
knowledge of the basic structural and
stylistic elements of each form
(e.g., postcard/greeting
card/email/announcement/ invitation –
salutation and closing and a clear
message; information sentence on a
topic of interest – sentence starter
followed by specific details; captions for
a series of photographs of a class
activity – classmates’ names and
information
about what they are doing; recipe for
an easy-to-prepare meal, such as corn
soup – lists of ingredients and
instructions for combining them;
survey/questionnaire – numbered
questions in list format, with
subsections for different subtopics,
interrogative pronouns to introduce
questions; shopping list – names of
items, categories, prices)
important de connaître les
caractéristiques et les éléments des
différents types de textes?” “Quels sont
les éléments nécessaires dans un
formulaire demandant des informations
personnelles?” “Quels types de
questions vas-tu proposer pour un
sondage?” “Quels éléments sont
nécessaires pour rédiger une recette?”
5
(e.g., a family tree – names of family
members and labels identifying their
relationship to the writer – such as “ma
mère/mon père”, “mon frère/ma soeur”,
“mon grand-père/ma grand-mère”; a
greeting card – salutation, closing, and
message suited to the occasion; a
memo giving information about a school
event – a heading identifying the
intended audience, the time and place
of the event, and other relevant details)
6
(e.g., a menu outlining the courses for
a traditional Métis family meal or a
school event – subsections for different
7
(e.g., poem/song – rhyming or non-
courses, brief descriptions of dishes
with ingredients, illustrations,
information about beverage choices;
sequential chart – columns and rows for
entering date/time and type of activity;
brochure – headings, subheadings,
illustrations/graphics, captions,
descriptive or explanatory text; “how-
date, time, place, information about
appropriate dress, stipulation not to
bring gifts [if relevant], information
about how to RSVP; “how-to”
instructions for product use – headings
identifying different options for use,
steps listing the procedure[s] for each
option, information about any hazards
connected with use; storyboard for film
– sequence of numbered shots with
description of characters, setting, type
of action, and summary of dialogue for
each shot)
to” manual, such as how to build a
traditional canoe – lists of needed tools
and materials, numbered steps,
descriptions of techniques,
diagrams/illustrations, captions; email
message – subject line, salutation,
closing/signature line)
identifier et présenter les membres
d’une famille?” “Pourquoi est-il
important de connaître les éléments
d’une carte de voeux?”
important de connaître la structure
d’une brochure pour rendre un texte
écrit plus attirant?” “Quels éléments
doivent être inclus dans le message
d’un courriel?” “Pourquoi est-il utile de
connaître la structure d’un manuel pour
expliquer comment sauvegarder un
fichier dans un ordinateur?”
scaffold students’ learning by **
rhyming patterns and use of imagery;
invitation – description of occasion,
important de connaître la structure
d’une invitation quand on planifie une
célébration?” “Comment est-ce que les
éléments d’un scénarimage contribuent
à ajouter des détails à un projet écrit?”
8
(e.g., information
poster/brochure/advertising flyer – title
or phrase identifying the topic,
illustrations, captions, brief
explanations; email/text message about
a school outing – subject line,
salutation, closing or signature line,
abbreviations for high-frequency words,
date and time of event, information
about relevant details
such as transportation, cost,
appropriate clothing;
descriptive article – introductory
paragraph, additional paragraphs with
topic sentences and supporting details,
conclusion)
important de connaître le langage et les
abréviations utilisés dans un texto?”
“Pourquoi est-ce que des détails
supplémentaires sont nécessaires dans
un article descriptif?” “En quoi la
structure d’une affiche est-elle
différente de celle d’une brochure?”
“Quels éléments sont semblables dans
un courriel et dans un texto?”
encourage students to use words **
71
CEFR Links: The CEFR promotes the application of writing skills that are embedded in authentic action-oriented tasks. Authentic action-oriented tasks include: very simple informational texts and/or
messages, post cards, e-mails, advertisements, flyers and short notes. When planning for writing activities, teachers should consider activities that will require students to apply their knowledge of familiar
words, very basic phrases, and highest frequency vocabulary related the students’ immediate surroundings (11).
•
•
•
•
•
Strategies to Try
Expose students to a variety of text forms and explicitly model and identify the features of these
texts. The text forms act as models for the writing task.
Purposefully plan for students to write in a variety of text forms and for a variety of purposes
throughout the year.
o Examples of text forms include(7):
• A personal letter or email (thank-you, invitation, rsvp)
• An invitation
• A response to another text (a book review or movie review)
• A poster to advertise an event
• A questionnaire
Incorporate a variety of modelled, shared, guided and independent contexts in order for
students to analyze and become familiar with text features. Text features include:
o Letter: correct date form, greeting, closing
o Poster: visuals, varied font
Create anchor charts that include the features of particular text forms. Post these and refer to
these often (2.1).
FOR
•
•
•
•
Admit Slip – like an exit card but done at the beginning of class to gauge prior knowledge
An email or tweet to the teacher with prior knowledge
Anecdotal notes
Checklists
AS
•
•
•
•
•
An email or tweet to the teacher with questions they still have and need answered in order to
move forward
Writing conference checklists
Self-assessment checklists for improvements/to ensure all text features are present
Writing portfolios with timely descriptive feedback given on writing pieces
Peer-editing and peer conferences for improvement
Student Reflections
•
•
•
An email or tweet to the teacher to consolidate learning (answering a specific question)
Writing portfolios showcasing their best pieces
Co-developed rubrics/checklists/Success Criteria
•
OF
Provide a checklist to students that include the key features of a text form. Have students
self-assess their writing according to the criteria of the checklist (7).
72
D1.3 Applying Language Conventions
4
5
6
Note: The application of language conventions are only evaluated in grades 7 and 8, however teachers continue to provide
descriptive feedback with respect to the application of language conventions through grades 4 – 6.
7
Communicate their meaning clearly,
using parts of speech appropriately and
following conventions for correct
spelling, word order, and punctuation
8
Communicate their meaning clearly,
using parts of speech appropriately and
following conventions for correct
spelling, word order, and punctuation
(e.g., use resources to verify spelling of
newly acquired words and expressions;
position adjectives describing the
physical traits of family and friends
before or after the noun as appropriate;
describe pastimes and personal
interests using expressions with “faire”;
explain occurrences/events in the past,
present, and future using the correct
verb forms)
(e.g., use classroom resources to check
word choice; express likes and dislikes
using verbs of emotion; describe
personal routines using reflexive verbs)
que les ressources dans la classe
t’aident à vérifier l’orthographe des
nouveaux mots?” “Pourquoi est-il
important de vérifier le placement
approprié de certains adjectifs?”
exprimer tes préférences en utilisant
des verbes d’émotion (p. ex., aimer,
adorer, détester)?” “Comment est-ce
que les verbes réfléchis (p. ex., se
laver, se maquiller, se peigner) t’aident
à décrire une journée typique?”
73
reading), Speaking (interaction, production) and Writing (production and interaction). Several Competency skills are required for developing application of language conventions. Some of these include:
Orthographic Control (the ability to produce writing i.e. layout, paragraphing, punctuation, and spelling) and Grammatical Accuracy (the ability to structure language with greater clarity to convey meaning).
Based on the needs of the students, teachers purposefully select which communicative language competencies to address when planning authentic writing activities.
•
•
Strategies to Try
Provide students with a variety of resources to verify spelling and verb forms.
Identify “teachable moments”: The grammar should not drive the lesson. Teach grammar
within the context of the purpose for writing.
o Example:
If students are writing a How-to Manual, review the structure of the imperative
as a means to give a command.
If students are describing themselves and others, teach and review adjective
agreements.
If students are expressing wants, abilities and needs, teach and review vouloir,
pouvoir, devoir in the tense needed for that function of language.
FOR
•
•
Admit Slip – like an exit card but done at the beginning of class to gauge prior knowledge
Exit Card
AS
•
•
•
•
•
Writing conference checklists
Self-assessment checklists for improvements/to ensure all text features are present
Writing portfolios with timely descriptive feedback given on writing pieces
Peer-editing and peer conferences for improvement
Student Reflections
•
•
•
Writing portfolios showcasing their best pieces
Co-developed rubrics/checklists/Success Criteria
OF
•
Develop students’ critical thinking skills by explicitly teaching students about where to find
resources that support the development of their language conventions.
•
Remind students to refer and use these to improve the quality of the written work throughout
the writing process.
74
D2.1 Generating, Developing and Organizing Content
4
5
Generate, develop, and organize ideas
generate, develop, and organize ideas
for writing, using a variety of prefor writing, using a variety of prewriting strategies and resources, during writing strategies and resources during
modelled, shared, guided, and
independent writing activities
6
for writing, using a variety of prewriting strategies and resources during
7
for writing, using a variety of prewriting strategies and resources
8
for writing using a variety of pre-writing
strategies and resources
(e.g., use guiding questions to identify
the purpose and audience for a letterwriting exercise; use graphic organizers
to sort and sequence ideas; use “quick
writes” based on a read-aloud or shared
reading text to capture the main points
to include in a summary; use the word
wall to activate ideas about vocabulary
relevant to a topic; identify big
ideas/topics for writing from readalouds and shared reading activities;
consider peer and teacher discussion
and feedback when determining their
approach or focus in a piece of writing;
use print, electronic, and audio-visual
resources to gather background
material about a topic; write an
adaptation based on an oral tradition of
a First Nation, Métis, or Inuit storyteller)
(e.g., brainstorm ideas for writing using
visual prompts; gather ideas for writing
from shared classroom experiences
such as read-alouds and shared
reading; activate prior knowledge about
personal, family, and community
experiences through brainstorming and
think-alouds; do research to identify key
ideas related to a topic; use graphic
organizers to create a list of words
related to a topic and/or to sort and
classify ideas; discuss the topic with
peers and the teacher to focus thinking;
draw or sketch to formulate ideas and
thoughts; jot down plans and draft an
outline)
(e.g., view films to generate ideas;
formulate questions to use in gathering
information for a report on the favourite
activities of their family and friends; use
word lists and the word wall to create a
list of vocabulary related to a topic;
identify big ideas/ topics for writing
from read-alouds and shared reading
activities; brainstorm ideas for writing
using visual prompts; use print
resources and assistive technology to
do research on a topic; use a graphic
organizer to record and sort information
from a field trip to use in a description
of the outing; write or draw to explore
different facets of ideas; use peer and
teacher feedback to clarify the focus of
a topic)
(e.g., refer to the word wall to identify
vocabulary related to a topic; use
knowledge about a topic; identify big
ideas/topics for writing from readalouds and shared reading activities;
use print resources, Internet search
engines, and assistive technology to
research a topic; use peer and teacher
feedback to clarify the focus of an idea
for writing; use graphic organizers such
as timelines and charts to record, sort,
and classify information about a topic)
(e.g., use collaborative graphic
organizers to generate ideas about
possible topics for writing; write jot
notes about a topic; develop content for
writing about a topic based on the
questions “Qui?, Quoi?, Quand?,
Comment?, Où?, Pourquoi?”; use
knowledge about a topic; use word lists
and the word wall to identify vocabulary
related to a topic; use peer and teacher
discussion and feedback to help clarify
the focus of a topic for writing)
que tu choisis le vocabulaire pour ton
travail?” “Comment est-ce que tu te
prépares pour écrire?” “Pourquoi est-il
important de développer et d’organiser
tes pensées avant d’écrire?”
que c’est important de planifier ton
travail avant d’écrire?” “Pourquoi est-il
important de faire référence au mur de
mots et à tes listes de mots quand tu
organises tes idées pour écrire?”
“Comment est-ce qu’un remueméninges t’aide
à organiser tes idées?” **
model the creation of a graphic
organizer to record vocabulary related
to emotions and sensations **
que les grandes idées d’une activité de
lecture partagée peuvent t’aider à
développer tes idées pour écrire?”
“Comment est-ce qu’un remueméninges t’aide à activer tes
connaissances antérieures et à te
donner des idées pour écrire?” **
que le fait de répondre aux questions
‘Qui? Quoi? Quand? Comment? Où?
Pourquoi?’ t’aide à développer le
contenu d’un thème au sujet duquel tu
dois écrire?” “Comment est-ce que le
fait d’écrire des notes reliées à un **
encourage students to use different
coloured highlighters to sort, select, and
prioritize information, during or **
qu’une écriture spontanée t’aide à
identifier des idées principales?”
“Comment peux-tu identifier et utiliser
les grandes idées tirées d’une activité
de lecture partagée dans ton écriture?”
the use of organizational patterns such
as chronological order, cause and
effect, and order of ascending or
descending importance for **
75
CEFR Links: The writing stages follow the philosophy of the CEFR by providing students with a process that includes strategies to develop writing and to improve written language proficiency. In addition, the
CEFR identifies 10 linguistic competencies necessary to develop language proficiency in Writing (production and interaction). Some of these include: Vocabulary range (the lexical repertoire of vocabulary
pertaining to various situations), Vocabulary Control (The ability to choose appropriate vocabulary in specific contexts), Coherence and Cohesion (The ability to communicate in a clear manner) and Orthographic
Control (the ability to produce writing i.e. layout, paragraphing, punctuation, spelling). Based on the type of task being written and the needs of the students, teachers purposefully select which communicative
language competencies to address. The linguistic competencies are found throughout specific expectation C2.
Strategies to Try
• Establish purpose for writing with students: What is the purpose for the writing task? Who is
FOR
the intended audience? What form of writing? Examples include:
o Advertisement
• Exit Card
o Postcard
• Anecdotal notes
o Letter (personal and formal)
AS
• Continuously remind students to follow the pre-writing process by:
• Anecdotal Notes
Determining the purpose form/genre and audience
• Observational checklists
Generating ideas
Creating a writing plan
•
Scaffold vocabulary and phrases needed to write, through the use of the gradual release model
(1.2):
o Create a list of basic sentence starters and necessary vocabulary and phrases as a class
o Plan for modelled, shared and guided writing practice and varied groupings before
OF
students write independently
• Create anchor charts with students to support the steps of the writing process and continuously
refer to them.
o Avant d’écrire:
Je détermine l’intention de mon écriture, le destinataire et le format du texte
• Quel est-le but de l’activité d’écriture?
• Quel message est-ce que je veux transmettre?
• Comment? (format)
• À qui est-ce que je veux rendre ce message?
J’active mes connaissances antérieures
Je dresse un plan (toile d’histoire, diagramme, tableau)
76
D2.2 Drafting and Revising
4
Plan and produce drafts following a
model (e.g., email, postcard, procedure,
directions to determine location), and
revise their writing using a variety of
strategies, with teacher support
5
model (e.g., a letter or postcard
6
model (e.g., a model of a “how-to”
template, a series of sentence starters),
manual or book; examples of
pamphlets, brochures, advertisements,
and/or logos provided by students;
templates for letters, emails, or text
messages), and revise their writing
and revise their writing using a variety
of strategies, with teacher support
7
Plan and produce drafts and revise their
writing, using a variety of teacherdirected and independent
strategies
8
Plan and produce drafts and revise their
writing, using a variety of teacherdirected and independent strategies
(e.g., participate in a teacher-student
conference to evaluate a first draft;
reread and reorder information to
improve organization; refer to teacher
and peer feedback to help them identify
gaps and awkward transitions; use
teacher and class co-created checklists
and models and student exemplars to
guide revision; use knowledge of
sound-symbol relationships, familiar
words, French spelling patterns, and a
variety of appropriate resources to
confirm or correct spelling and use of
verbs in the past, present, and future
tenses)
using a variety of strategies, with
teacher support
(e.g., reread, change, add, subtract,
and/or reorganize content; rewrite, edit,
and revise drafts based on feedback
from the teacher and peers)
(e.g., reread, rethink, and use teacher
feedback to determine the best order in
which to present information; use a
dictionary to monitor word choice; add
or subtract information, based on peer
or teacher feedback, to highlight the
most important points; rewrite, edit,
and revise using an editing checklist
provided by the teacher and/or teacher
and peer feedback)
(e.g., review drafts to determine
whether information is presented in the
best order and to identify gaps; rewrite,
edit, and revise based on teacher and
peer feedback and/or an editing
checklist provided by the teacher; use a
dictionary to monitor word choice)
(e.g., use a posted list of guiding
questions for revision; share their work
in an author’s circle to invite
constructive comments; use word walls
and other resources to extend and
enrich word choice)
que c’est une bonne idée de lire ton
ébauche à un ou plusieurs camarades
ou au professeur?” “Quels
commentaires de tes camarades ou de
ton enseignant ou enseignante vont
t’aider à améliorer ton travail?” “Quels
mots choisis-tu pour clarifier ton
message?”
qu’un dictionnaire ou un lexique
personnel peut t’aider à utiliser le
meilleur mot quand tu écris ton
ébauche?” “Comment est-ce qu’une
liste de contrôle pour la rédaction peut
améliorer ton travail écrit?” “Pourquoi
est-il important d’incorporer les
suggestions des autres dans tes
révisions?”
model the correct use of possessive
adjectives for describing personal **
utile d’utiliser un gabarit pour la
première ébauche de ta lettre?”
“Comment est-ce qu’une liste de
contrôle pour la rédaction peut t’aider à
rédiger et raffiner ton travail écrit?”
que le partage et la rétroaction dans un
cercle d’auteur peuvent t’aider à rédiger
ton travail?” “Comment est-ce que les
ressources disponibles dans la classe
peuvent t’aider à enrichir ton
vocabulaire pour un travail écrit?”
“Comment est-ce que le fait de
participer à une conférence d’écriture
t’aide à évaluer ta première ébauche?”
model the use of expressions of
agreement and regret for accepting or
rejecting suggestions or **
Instructional tips: (1) During
modelled, shared, and guided writing,
teachers can demonstrate for students
the correct use of the masculine **
instruct students in the use of
expressions such as “C’est **
que le fait de participer à une
conférence d’écriture t’aide à évaluer ta
première ébauche?” “Comment est-ce
que l’usage de mots familiers, de structures de la langue française et des
ressources disponibles dans la classe
peuvent t’aider à vérifier et à corriger
l’orthographe dans ton travail écrit?”
review with students the correct use of
adverbs of time (e.g., “jamais”,
“toujours”, “souvent”, **
77
language competencies to address. The linguistic competencies are found throughout specific expectation C2.linguistic competencies are found throughout specific expectation C2.
Strategies to Try
• Scaffold vocabulary and phrases needed to write through the use of the gradual release model
FOR
(1.2):
• Exit Card
• Anecdotal notes
o Plan for mini conferences, self and peer assessment to have students reflect on their
AS
learning.
• Anecdotal Notes
• Remind students to follow the draft process using self-assessment and feedback from the
teacher and peers:
o Write initial draft
o Clarify ideas
o Improve organization
o Improve language
o Improve style
OF
o Correct spelling, grammar and punctuation
refer to them.
o Pendant la rédaction
Je suis les étapes du processus d’écriture
J’organise mes idées, opinions, et sentiments
Je rédige une ébauche/un brouillon
Je fais des révisions
Je fais des corrections
78
D2.3 Producing Finished Works
4
Make improvements to their written
work, using knowledge of a few of the
conventions of written French (e.g.,
spell familiar words correctly and with
appropriate accents; use high-frequency
adjectives of colour, quantity, location,
and sentiment to enhance their
messages; use the correct subject
pronouns to refer to family members,
friends, and community members; use
high-frequency verbs in the present
tense to describe things that are
happening to and around them), and
use a few elements of effective
presentation to produce a polished
product for publication
5
work using knowledge of a few of the
conventions of written French (e.g., use
6
work, using knowledge of some of the
conventions of written French (e.g.,
personal word lists to spell familiar
words and expressions correctly;
distinguish between a question and a
statement using appropriate
punctuation; describe and distinguish
between male and female members of
the family using adjectives of the
appropriate gender; use appropriate
verb tenses according to the context),
spell familiar words correctly; verify that
they have used the appropriate
prepositions to indicate direction and
location; verify that they have used
appropriate endings to indicate the
masculine or feminine form; verify that
they have used the correct preposition
with the verb to suit the context – as in
“jouer à” for playing a sport versus
“jouer de” for playing a musical
instrument), and use a few elements of
and use a few elements of effective
presentation to produce a polished
product for publication
7
Make improvements to enhance the
clarity and readability of their
written work, and use a few elements of
effective presentation to produce a
polished product for publication
8
Make improvements to enhance the
clarity and readability of their written
work, and use a few elements of
(e.g., a cover page, different font sizes
for titles and headings, labelled
diagrams, illustrations, photographs,
borders and shading, graphics)
Teacher prompt: “Pourquoi est-il
(e.g., a larger font for headings;
bold/italics/ underlining for emphasis)
(e.g., select pictures appropriate to the
subject matter; use headings to identify
main ideas)
(e.g., graphics, borders and shading,
different text sizes and colours)
(e.g., different fonts and type sizes,
colour, labels, text boxes, graphics)
que tu utilises le vocabulaire familier
affiché dans la classe pour vérifier
l’orthographe des mots et améliorer ton
travail écrit?” “Quels éléments de
présentation (p. ex., souligner,
caractères gras) peux-tu incorporer
avant de remettre un travail écrit?”
important d’utiliser un lexique personnel
pour bien épeler les expressions et le
vocabulaire familiers?” “Pourquoi est-il
important d’utiliser la forme correcte
d’un adjectif?” “Quels éléments peux-tu
utiliser pour identifier les idées
principales dans ton produit final?”
Teacher prompts: “Quels outils peuxtu utiliser pour vérifier l’orthographe des
mots familiers?” “Pourquoi est-il
important de savoir quelles prépositions
utiliser lorsqu’on parle des différents
moyens de transport (p. ex., à pied, en
autobus)?” “Comment est-ce que tu
peux incorporer des illustrations dans
ton produit final pour appuyer ton
message?”
que les ressources dans la classe
t’aident à inclure tous les éléments de
cette forme d’écriture?” “Comment estce que l’usage de la couleur enrichit un
produit final?”
remind students to check for subjectverb agreement when making final
corrections to their drafts.
remind students to verify that they have
used appropriate final punctuation for
different types of sentences (e.g., for
the questions and answers in a
brochure about a favourite place or
object).
remind students to try to include
sentences of different types and lengths
to add interest to their writing.
important d’utiliser toutes les ressources
disponibles dans la classe pour
améliorer ton travail écrit?”
remind students to use transitional
words and phrases (e.g., “ensuite”,
“aussi”, “car”, “puisque”, “cependant”,
“néanmoins”) to clarify the connections
between ideas and improve the flow of
their writing.
79
language competencies to address. The linguistic competencies are found throughout specific expectation C2.linguistic competencies are found throughout specific expectation C2.linguistic competencies are
found throughout specific expectation C2.
Strategies to Try
• Remind students to follow the publishing process using self-assessment and feedback from the
FOR
teacher and peers:
o Use knowledge of visual elements to enhance the work
• Exit Card
Headings
• Anecdotal notes
Graphics
Pictures
AS
• Anecdotal Notes
refer to them.
o Pendant la rédaction
Je prépare la version finale de mon texte
o Après la rédaction
Je réfléchis sur l’intention de mon message
Je cherche la rétroaction de mon enseignant(e) et/ou de mon partenaire
J’évalue mon usage des stratégies
OF
J’établie des buts pour améliorer mes textes écrits et mon usage des stratégies
Je cherche d’autres opportunités pour écrire en français
80
D2.4 Metacognition
4
during, and after writing;
lesser strength as writers, and plan
writing skills
5
during, and after writing;
writing skills
6
after writing;
writing skills
7
after writing;
writing skills
8
after writing;
writing skills
(e.g., when conferencing with the
teacher, evaluate their plan for writing;
use comments on their written text
from the teacher and their peers to plan
next steps; reflect on their ability to
represent familiar words in writing)
(e.g., record feelings and opinions
about their written work in a personal
journal; share with peers writing
resources that they find useful; provide
feedback to peers, and use feedback
from teacher and peers to identify gaps
in information and plan next steps)
(e.g., act on teacher and peer feedback
to identify information gaps; record
writing successes and challenges in a
personal journal; use a class-developed
anchor chart to provide feedback to a
partner; share and discuss with peers
revision strategies that they find useful)
(e.g., determine which strategies helped
to organize information and ideas
effectively; evaluate the effectiveness of
peer editing and peer feedback; identify
areas for improvement and plan next
steps, recording both in a writer’s
notebook)
que tes commentaires à propos du
travail d’un partenaire te permettent
d’améliorer ton travail?” “Comment la
discussion peut-elle clarifier les étapes
de la rédaction?” “Comment peux-tu
vérifier la clarté de ton message?”
“Quels sont tes forces et tes défis
comme écrivain?”
vas noter dans ton journal d’écriture?”
“Quelles ressources ont été les plus
utiles quand tu as écrit ton rapport de
recherche?” “Qu’est-ce que tu as dit à
ton ami à propos de son texte?” “Est-ce
que tu peux utiliser les mêmes
stratégies afin d’améliorer ton travail?”
“Qu’est-ce que tu vas pouvoir faire la
prochaine fois?” “Pourquoi est-il
important d’identifier la prochaine étape
à suivre pour améliorer tes travaux
écrits?”
que le fait de consulter ton journal te
permet de choisir une stratégie
appropriée?” “Comment est-ce que le
fait de donner de la rétroaction à un
ami te permet de réfléchir à ton
apprentissage?” “Comment vas-tu
incorporer la rétroaction d’un ou d’une
camarade de classe dans ton ébauche?”
“La stratégie que tu as utilisée pour
organiser ton information avant d’écrire
a-t-elle été efficace?”
(e.g., discuss how brainstorming and
thought webs help to generate ideas for
writing; determine which graphic
organizers were useful to guide the
development of thoughts and ideas
during writing; assess the effectiveness
of peer feedback and peer editing in
revising their work; evaluate which
writing strategies were most helpful)
Teacher prompts: “Quelle(s)
model effective sentence starters for
students to provide feedback to **
encourage the development of a
writer’s notebook to set goals, plan **
encourage students to use the **
stratégie(s) as-tu trouvé la(les) plus
efficace(s) pour organiser tes pensées
et ton information? Pourquoi?”
“Comment penses-tu que l’usage des
organisateurs graphiques influence ton
processus d’écriture?” “Comment est-ce
que la révision des textes de tes pairs
t’aide à réviser tes propres textes?”
“Comment est-ce que les conférences
avec un enseignant, une enseignante
ou un camarade de classe t’aident à
améliorer ton écriture?”
instruct students in the use **
Teacher prompts: “Comment te
prépares-tu à écrire? Réfléchis aux
comportements appropriés pour mieux
se concentrer lors d’une tâche écrite.”
“Comment la révision des textes de tes
pairs t’aide-t-elle à réviser tes propres
textes?” “Comment le fait de consulter
ton cahier d’écriture peut-il t’aider
pendant le processus d’écriture?”
“Comment le fait de réfléchir sur la
rétroaction de ton enseignante ou
enseignant à propos de tâches
d’écriture précédentes t’aide-t-il à
planifier tes prochaines tâches
d’écriture?” “Quels sont tes forces et tes
défis comme écrivain?” “Quelle nouvelle
stratégie peux-tu utiliser pour rédiger
une ébauche?”
Instructional tips: (1) Teachers and
students can co-create an anchor **
81
CEFR Links: The CEFR encourages students to continuously monitor their thinking and use strategies as they learn. The writing stages follow the philosophy of the CEFR by providing students with a process
that includes strategies to develop writing and to improve written language proficiency. Learning self-reflection and autonomy are a key part of the CEFR (5). By incorporating the use of Can Do statements into
classrooms, teachers help students to track progress and set goals. Teachers can also use Think-Alouds to model expressions and phrases that they can use to express what they Can Do. Teachers can further
model the use of specific structures that allow students to reflect on their writing and elicit discussion. Sentence starters and stems can also be provided to guide discussion about students’ strengths and needs
as writers. The linguistic competencies are found throughout specific expectation C2.linguistic competencies are found throughout specific expectation C2.
Strategies to Try
• Help students set goals, monitor progress, and measure success through the use of class
FOR
generated Can-do statements (6).
• Exit Card
• Anecdotal notes
AS
• Give students the opportunity to help build the criteria for success in student friendly language
• Anecdotal Notes
based on curriculum expectations/learning goals.
• Explicitly teach students writing strategies as well as when and how to best use them (1.7).
o Naming the strategies in French, discussing their uses, and giving examples provide
students with a common understanding and language so that they are able to speak in
French about how and why they chose certain strategies to help them.
o These strategies are generally introduced one at a time and practiced through the
gradual release of responsibility so that students understand and know which strategies OF
are needed to help them move their learning along.
• Have students reflect on the strategies that they used. More specifically the ones that helped
•
used (7).
•
Post strategies as an anchor chart (or provide a reference sheet) and remind students to refer
to these often (1.7).
82
D3.1 Intercultural Awareness
4
In their written work, communicate
information about French-speaking
communities in Ontario, including
other communities
(e.g., select pictures of a FrancoOntarian, Aboriginal, or Métis
community such as Sturgeon Falls,
Verner, Noelville, or Mattawa and create
descriptive captions for them; create a
poster with illustrations and text to
promote interest in speaking French in
Ontario; research a famous FrancoOntarian legend, myth, or story and
write a poem about it)
utiliser le vocabulaire pour créer des
étiquettes descriptives pour un
photoreportage sur une communauté
franco-ontarienne?” “Comment peux-tu
bien représenter les gens de cette
communauté?”
5
communities in Quebec, including
other communities
6
and northern Canada, including
other communities
7
Canada, including aspects of their
8
communities in Europe, including
other communities
(e.g., create labels for a poster
advertising a sports or music event in
Quebec, such as le Festival Couleurs du
monde; write an email to a Québécois
student describing information they
have learned about the student’s
community and asking for further details
or clarification of unfamiliar practices or
traditions; describe the sights and
sounds they see and hear at a
traditional celebration such as a
powwow)
(e.g., using a T-chart, organize and
compare information about Frenchspeaking communities in Manitoba and
New Brunswick, such as St. Laurent and
Memramcook; using a graphic
organizer, classify the popular pastimes
of French-speaking students in Atlantic
Canada, the prairie and western
provinces, and the northern territories;
build a personal dictionary of French
expressions from different regions and
communities in Canada)
(e.g., write a poem or a song about the
Mardi Gras celebrations held in New
Orleans using some Cajun expressions
from the word wall or an anchor chart;
create a travel poster advertising a
French-speaking tourist destination in
the Caribbean or South America; create
a pamphlet describing the benefits of
learning another language and
developing knowledge of other cultures
– benefits such as opportunities for
travel, friendship, and careers)
(e.g., write an entry about a Frenchspeaking community in Europe for an
online encyclopedia; write and perform
a jingle about a popular tourist
destination in a French-speaking part of
Europe; write an email giving directions
for travelling from la Tour Eiffel to l’Arc
de Triomphe in Paris)
que tes recherches t’aident à créer une
affiche qui décrit la région du Québec?”
“Comment peux-tu te servir d’un
échange de courriels avec un élève
québécois pour mieux comprendre les
aspects de sa vie et ses traditions?”
“Comment peux-tu partager les
caractéristiques de ta communauté avec
quelqu’un d’une autre communauté?”
utile de développer un dictionnaire
personnel qui comprend des
expressions régionales des différentes
régions du Canada?” “Comment est-ce
qu’un organisateur graphique (p. ex.,
un diagramme en T) t’aide à organiser
et à comparer les aspects de vie des
communautés francophones au
Manitoba et au Nouveau- Brunswick?”
“Comment peux-tu partager ton opinion
en respectant les préférences et les
opinions des autres?”
scaffold student learning by modeling
the correct use of comparative
adjectives and of vocabulary **
que tu peux respecter les idées des
autres quand tu écris ton point de vue?”
“Comment peux-tu incorporer des
expressions ‘cajuns’ dans la composition
d’une chanson qui décrit la fête du
Mardi gras?” “Comment peux-tu décrire
les avantages d’apprendre une autre
langue et de découvrir une autre
culture dans un dépliant?”
encourage students to identify familiar
vocabulary and expressions related to
the environment, personal **
Teacher prompts: “Quel est ton
message?” “Sur quelles informations
t’es-tu basé pour former ton point de
vue?” “Comment peux-tu organiser tes
idées pour décrire les origines du
chocolat belge dans une entrée
d’encyclopédie en ligne?” “Comment
peux-tu fournir des instructions pour
voyager d’un site touristique à un autre
dans un courriel?”
remind students to use inclusive,
respectful language and to avoid
making negative judgments, **
83
awareness (7). Teachers help to foster intercultural understanding by encouraging students to communicate information about and make personal connections to francophone communities in their written
work. Students can write using language, vocabulary, structures and forms that have been modelled and exposed to students from reading texts. During the writing process, teachers can model the use of
respectful language when making statements about others cultures, and model the use of comparative forms in order to compare and contrast cultural differences. As students improve their awareness of other
cultures, they become more linguistically and culturally sensitive and accepting of others ways of communicating, thinking and being.C2.
Strategies to Try
• Scaffold vocabulary and phrases needed to write through the use of the gradual release model
FOR
(1.2):
• Exit Card
• Anecdotal notes
o Refer to text forms and purposes listed under the examples for specific expectation
AS
C2.1.
• Anecdotal Notes
• Refer to the example section in Intercultural Awareness specific expectation D3.1 for ideas for
writing tasks. Other suggestions include:
Creating a scrapbook for a virtual “trip” that they took to a French-speaking
community including headings and descriptive captions to go with pictures of
OF
activities that they participated in, people that they met, places that they went
to, etc.
Creating a travelogue for a virtual “trip” that they took to a French-speaking
community including sequential/chronological order of events, descriptions of
experiences and key sites/ landmark visited
Writing an email, letter or post-card describing their “trip”.
Completing a Venn diagram showing the similarities and differences between
their culture and that of the one being studied. Students can use words or
pictures to show similarities and differences.
84
D3.2 Awareness of Sociolinguistic Conventions
4
5
appropriately in their written work
(e.g., greetings and expressions of
courtesy such as “bonjour”, “au revoir”,
“non”, “merci”, “s’il vous plaît”;
standard formats for personal letters,
postcards, emails; conventions for
writing the date)
qu’on écrit une salutation appropriée?”
la structure d’une lettre, d’une carte
postale ou d’un courriel?” “Comment
est-ce que la date en français est écrite
différemment de la date en anglais?”
(e.g., greetings, leave-taking
courtesy – such as “bonjour”, “au
revoir”, “oui”, “non”, “merci”, “s’il vous
plaît”, “excusez-moi”; the proper format
for salutations and closings in a
personal [informal] letter, on a
postcard, or in an email; appropriate
expressions for introducing themselves
or asking for information; conventions
for writing the date in French – such as
the use of lower-case letters for days of
the week and months of the year)
que les jours de la semaine et les mois
de l’année en français sont écrits
différemment de ceux en anglais?”
plusieurs exemples de salutations pour
commencer et terminer une lettre ou un
courriel?”
6
Identify examples of sociolinguistic
social situations in diverse Frenchspeaking communities* and use them
7
8
courtesy; the proper format for
salutations and closings in a personal
[informal] letter, on a postcard, or in an
email; conventions for writing the date
in French; conventions for writing
numbers and money amounts – such as
the use of spaces in numbers with four
or more digits [1 000] and the use of a
comma rather than a decimal point in
currency amounts [1,75 $])
email; formulas for introducing
themselves to someone, asking for and
providing information, describing
family/personal interests/
hobbies/holiday plans; conventions for
writing the date in French)
email; formulas for introducing
themselves to someone, asking for and
providing information, describing
family/personal interests/
hobbies/holiday plans; conventions for
writing the date in French)
Teacher prompt: “En quoi la façon
d’écrire en français les chiffres et les
montants en argent est-elle différente
de la façon de les écrire en anglais?”
Teacher prompts: “En quoi la
structure d’une lettre formelle en
français est-elle différente de celle
d’une lettre informelle?” “Pourquoi est-il
important de connaître quelques
expressions de courtoisie quand on
écrit?” “En quoi les salutations et la
conclusion d’une carte postale sont-elles
différentes de celles d’un courriel?”
Teacher prompt: “Pourquoi est-il
important de connaître quelques
expressions pour se présenter dans
différentes situations sociales?”
Instructional tip: Teachers can direct
students to practise using negative
for students the use of the conditionnel
présent in formal written
constructions (e.g., “ne…pas”,
“ne…jamais”, “ne…personne”) when
communications as a mark of politeness
offering alternative views in a variety of
and/or respect.
written texts.
* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French-speaking communities in Ontario) but are not expected to do so.
85
CEFR Links: Sociolinguistic appropriateness is a key competency of the CEFR. It is defined as the knowledge, skills and know-how that refer to the sociocultural conditions of language use. Sociocultural
conditions of language use include: differences and similarities in greetings and leave-taking expressions when writing short messages or notes, the proper format for salutations and closings when writing an
email, post-card or letter, and the conventions for writing the date in French. Teachers help to foster an awareness of sociolinguistic conventions by explicitly identifying these in model reading texts. Teachers
can also model (in oral and written forms) the use of appropriate date forms and negative structures, and use a variety of greetings and leave-taking expressions. Note: While students are encouraged to identify
examples of usage that is specific to particular regions or communities (e.g., French-speaking communities in Ontario), they are not expected to do so.
Strategies to Try
• Ask students to identify similarities and differences between expressions and phrases used in
FOR
formal and informal settings;
• Exit Card
• Model to students how to reflect these in their writing:
• Anecdotal notes
o Examples:
Variations in salutations and leave-taking expressions when writing a letter,
AS
email, post-card
• Anecdotal Notes
Variations in date form (i.e. France : Hamilton, le 25 avril, 2014)
Variations in expressing prices (i.e. positioning of the dollar sign)
• Writing checklist
Use of accents
OF
•
86
Strategy List
Suggested strategies: Minds on, warm up, rechauffement
Question d’entrée (O, W) –The teacher writes a question on the board relating to the current theme. The students think about it and then write their answer on a piece of paper or tell the teacher orally
what their answer is. The teacher walks around and observes quickly who can do this with ease and who has difficulties. The answers are then taken up with the class orally.
Maïs soufflé (O)-When the teacher calls “popcorn” the students all stand up at the same time and say any French words that come to their head. This is a very “safe” environment to practice new French
words without the fear of making mistakes as everyone is so focused on what they are saying that no one pays attention to what others are saying. The teacher walks around the room and monitors
pronunciation.
Prof du jour (O) - The prof du jour can be adapted in many different ways so that the prof asks classmates questions based on familiar topics such as weather, interests, information about family member
etc... For example, for the weather the prof could have the students watch a weather report in French for that day and then ask questions related to what was heard in the weather report. Another
example is to have the prof du jour present a news article on a current event and then ask the students questions based on the article. Or a random picture could be shown to the class and then the prof
asks various questions about the picture to classmates. Prof du jour is used to encourage relevant, meaningful and authentic conversation in French.
Tapis roulant(O) -The students form two lines by standing across from each other. At the teacher’s signal the students in line A must ask the students in line B a question and the students in line B must
respond to the question. After they have answered the question the students in line B must move to the next person on their right in the line and answer that person’s question. They do this until everyone
in line B has had an opportunity to respond to everyone in line A. A timer can be used to signal a change in partners. This strategy can be adapted in many different ways to encourage the students to ask
and answer questions about a variety of topics.
Les dés-parlant (O) – The students take turns rolling the image dice on the Smart Board. Using the images on les dés-parlant students make up a spontaneous conversation/story by taking turns orally
adding a line to the conversation/story. Conversations/stories can be created as a whole class or in smaller groups and then the students can present their story to another group/the whole class. As an
extension, the students can question one another on the parts of the story.
Chaise chaude(O) -Select one student to sit in front of the class on a chair. The other students in the class ask him/her questions. These questions can be of a very general nature, or can be used to
reinforce unit material.
Montre, dis et demande(O) - Assign a schedule for your class. Each day there would be one show and tell. The person doing show and tell prepares two to three sentences (or more) about the object.
The audience asks some questions about the object.
Cure pipe (O) - As students enter the class, have each student choose a pipe cleaner. Instruct students to create an object with the pipe cleaner. Once created, students must orally describe their object
to a partner. A variation is to have two students join their pipe-cleaners together to create an object and then have them orally describe to another pair what they created. You could also have a small
group of students join their pipe cleaners together to create an object and then have them orally describe to another small group. Explain that each student must give at least ONE description of the object
(this will place oral responsibility to all students in the group, as opposed to just having one student speak).
Je vois(O) -Students play Eye Spy. The Eye Spy game is used to review vocabulary. The teacher starts by saying: “Je vois, je vois, je vois un/une…” and picks an object from the Eye Spy game board or
from in the classroom. The students try to find the object on the game board or around the room. Once they think they have found it they raise their hand. The teacher picks a student and the student
says: “Est-cequec’estce/cette…(objet)?” and points to the object. If the student has found the correct object it is his/her turn to say: “Je vois, je vois, je vois un/une…” and picks an object. The student
then chooses another student to guess which object he/she has chosen and if they are correct it is their turn. A variation is to pick an object or a person and give clues about the object or the person they
87
are thinking about. The students must guess the object or who it is.
Circumlocution(O) - The students use known words/vocabulary to help them with a word that they do not know the actual word for. It is a roundabout or indirect way of speaking without using the
English word or the expression “Comment dit-on _____ en français?” To help promote this strategy show the students a picture for a word that they do not know and then have them use words/vocabulary
that they know to help them describe what they see. A variation of this strategy is to give each student a picture for a word that they do not know how to say and then have them describe their picture to a
partner who must listen to the description and then try to draw the object that was being described without looking at the picture.
Dire la vérité (O) – Students present themselves to the class. In their presentation, they include two facts that are true and one fact that is not. The class needs to figure out which of the facts is not
true.
Le ballon-volant (O) – Write questions on sticky labels and place the labels on a beach ball. Toss the beach ball to a student. They must answer the question that their right thumb is touching and then
toss it to another student who must do the same thing.
Suggested strategies: Action
Surveys (O, W, R) - Encourage students to conduct surveys about interests and dislikes, personal experiences, etc. Have students pose questions in French and collate the data from the responses
collected. Ask students to present their findings and conclusions in front of the class.
Interviews (O, W) - Have students interview each other about themselves, their interests, their goals and ambitions. As a follow-up, have students pair up with another partner and ask them to present 3
things they learned from their first interview.
Debates (O, W) - Choose a topic (in question format) that would engage the students’ interest. For example: Est-ce que les écoles doivent avoir une code vestimentaire? Ask the students to prepare
arguments for and against. Have the students debate this issue by posing questions to the opposite team in order for them to voice their opinions. Use: Est-ce que tu penses que… pourquoi?
Milling to music (O) – Play some music. When the music stops, the students start speaking to the person closest to them. They are to ask and answer as many questions as they can. They keep speaking
until the music begins again. Students can simply count if they run out of things to stay.
Ping Pong (O, R) - Type out a set of questions foryourself and a corresponding set of answers.
Photocopy the answers on two different colours of paper and cut the answers into strips. Divide the class into two teams - Ping and Pong. The two teams line up facing each other. Distribute the answer
strips - one paper colour to each team – and give eager students a second strip if there are extra. Ask the questions in random order. If a student thinks he/she is holding the correct answer to the question,
that student will take a step forward and say either Ping or Pong, depending on what team they are on. The student you hear first gets to read out their answer. If correct, the student scores a point for
their team. Inform students that they are not done playing once they have answered their question because you might ask the question again.
Role play (O) - Role play is an effective method to motivate and engage students in any activity. Students develop their oral proficiency skills by using their knowledge of vocabulary and language
structures in spontaneous and authentic situations. Some role play suggestions are: at a restaurant, at a store, at school, at the movies with a friend, ordering a plane/bus ticket, on the phone with a friend,
at the doctor’s/hospital, at the principal’s office, having a conversation with someone on the bus, etc.
88
À la Banque (O) - Materials needed per student:
•
•
•
•
“Wallet”: Small notebook (full size cut in half) – divided into columns with the following headings:
o La date, Depot, Retraite, totale
Dollars to distribute to students
Half of a regular envelop sealed – to become students wallet
Student bank script
La banque is a reward/motivation system that is linked to an authentic task. It also links well to the financial literacy piece of the upcoming revised new curriculum. Students receive classroom dollars for
speaking French, participation etc. At the same time, students can be “taxed” for speaking in English. Dollars are accumulated and stored in the students “wallet” throughout the week. At a set time each
week, students work with partners and take turns role-playing a customer who wants to deposit money and a bank teller. The conversation is based on the script provided. The bank teller counts the
money and records the transaction in the bank book. Money is accumulated by students. Once a month, students go to the bank to withdraw money in order to take part in a class auction. Students bid
on items for sale – en français. Alternative: instead of having a book for each student, you can also keep track of all transactions on a spreadsheet and have one student rotate through the role of the bank
teller.
Je suis un voleur (O) - In this activity, students are given two minutes to “steal” dollars from another student. In order to steal a dollar, students must entice their partner to use an English word during
their conversation. Any student who chooses to say nothing will lose a dollar. When a student does not understand, they MUST use their comprehension strategies in order to clarify meaning. This activity
encourages students to use circumlocution as opposed to simply relying on English to communicate.
Improvisations(O) - Create scenarios that students will have to act out. This is a great way for students to be spontaneous. Within the improvisations, send another student in the scene where he or she
adds a conflict to the existing scene.
Je suis l’artiste/Je suis le prof(O) – Students work in partners. Student A is “le prof” and has a picture (or written instructions) in a folder. He/She gives instructions to student B on how to draw the
picture. Student B is “l’artiste” who must follow the instructions and must ask questions to help him/her draw the picture correctly without seeing it.
Araignée et mouches(O, R, W) – The teacher prepares a set of questions or vocabulary cards, ideally the same as the number of students in class minus one. Students stand in line holding their
questions or vocabulary. They are called “mouches”. One student is “l’araignée” and he/she goes from student to student and tries to answer as many questions as he/she can. If for example he/she
answers 5 questions, the students holding those cards have to sit down. Having a chart in the class showing the number of “mouches” that each “araignée” has caught causes a lot of motivation, excitement
and competition. If the students are holding vocabulary cards they can either make a gesture to show what it means or use it in a sentence.
Prenons l’autobus ensemble (O) –
Roles:
• Two people waiting for a bus (sitting on two chairs at the front of the class)
• A bus driver who “picks up” (randomly chooses) a new passenger from the class
This is an improvisation activity that allows students an opportunity to have an open ended conversation. Conversations can be focused to a specific theme: presenting oneself, expressing a problem, etc.
Set up two chairs in the front of the class. This represents a bus stop. Pick two students to come up to the seats to play the role of two strangers who have been waiting for a bus. These two students
begin a random conversation. The conversation is to be sequenced (ie begin and end with a salutation, use of greetings, use of communication and comprehension strategies etc.) Allow students time to
chat. As students chat, the bus driver makes his/her way around the class. The driver “taps” a student on the shoulder. This student follows the driver to the bus stop. As the driver approaches the bus
stop, he/she shouts: L’autobus! One of the two original students boards the bus and the new student sits on the bench waiting for a new bus. A new conversation begins.
89
Tic Tac Boum (O) – Students work in small groups. Each group is given a timer and a picture of a scene that relates to the theme of study. When the timer begins, the student holding the timer says a
word or phrase that is linked to the picture and then passes the timer to the next person who must do the same. Student cannot repeat words or phrases that have been already said. The objective is to
not be the person who has the timer buzz (or go Boum) in his/her hands. If he/she, she is elimanted from the next round. For each round, the group receives a new picture. The last person who remains
is the winner.
Donne-moi cinq(O) -The students wander around the room from student to student asking or answering a question. When they are down asking or answering the question they high five each other and
move onto the next person. Students continue to do this until the signal is given to stop.
Jeopardy (O, R) - This game allows students to apply the vocabulary and expressions that they have learned. Teachers can use a template in PowerPoint to create this game.
Some possible links for templates:
http://jc-schools.net/tutorials/ppt-games/
http://www.edtechnetwork.com/powerpoint.html
http://teach.fcps.net/trt2/links/powerpointgames.htm
http://powerpointgames.wikispaces.com/PowerPoint+Game+Templates
https://jeopardylabs.com/
Suggested strategies: Consolidation
Question starters (O, R) - Include sentence starters and/or questions to prompt discussion. This allows for students to think and analyze. For example: Mon livre préféré est____________ parcequ’il …
Quel livre préfères-tu …?
Thumbs up, thumbs down (O) - Just ask students to show a thumbs up to indicate that they have understood a question/concept/lesson, or that they are ready to proceed or a thumbs down to indicate
that they did not understand or are not ready to move on. The teacher can judge quickly the general readiness of the class and also the readiness of individual students.
Question de sortie(O, W) - End the class with an exit card to help students recall and consolidate new learning. Ask the students to answer a question or brief questions about something they have
learned. Students can either say, draw or write their answers. Whenever possible, provide choices for their answers.
Gallery walk (it can be picture and text)(O, R) - During a Gallery Walk, students explore pictures or texts that are placed around the room. This strategy can be used to generate conversation with
partners or small groups, or to reinforce reading and writing skills. This strategy requires students to physically move around the room, it can be especially engaging to kinesthetic learners. Students can
take a gallery walk on their own or with a partner. You can also have them travel in small groups, announcing when groups should move to the next piece in the exhibit. One direction that should be
emphasized is that students are supposed to disperse themselves around the room. When too many students cluster around one text, it not only makes it difficult for students to view the text, but it also
increases the likelihood of off-task behavior. Texts can include pictures, flyers, posters, emails, text messages, etc. Texts should be displayed “gallery-style” - in a way that allows students to disperse
themselves around the room, with several students clustering around a particular text. Texts can be hung on walls or placed on tables. The text can be used as a focal point for a conversation (i.e. various
90
movie posters hung around the room. Each group must discuss the movie, look at the start time and negotiate a time to attend the movie). It can also be used as a reading comprehension and writing
exercise (i.e, as students look at each movie poster, they must answer a question about it).
La chaine parlée (O, R) - This activity can be used to enforce reading comprehension, a sequence of events in a reading and vocabulary/expressions. Create a set of cards from construction paper. Add
the French expression to the front of each card. On the English side of ONE of the cards, add a number 1. It is this card that students will have face up to begin the challenge. On the back of ONE of the
other cards, write the corresponding expression to card #1. On one of the other cards, write the corresponding expression to card two and so on. The students must choose the correct answers in order to
correctly complete the chain. An example using phrases utiles and number recognition has been provided. Create more than one identical set in order to create competition in the class. (NOTE: English
phrasing can be replaced with pictures). ** This activity is created for you as a separate slide on Wiki.
Balle de neige(O) - “Snowball” is an activity where students write a question on a small piece of paper. Students crumple the paper as a ball and toss the ball in the room. Each student must then pick
up a ball and partner with the student closest to them. They use salutations to greet their partner and ask one another the question that is listed on the ball. Once they have completed their mini
conversation, they crumple up the ball, toss it again, and find a new ball and a new partner.
White board (O, W) - The use of small whiteboards or small blackboards is a quick way to check for understanding. The teacher poses a question or posts a question; students write their answer and
hold up their board when prompted to by the teacher. The teacher makes note of correct answers etc. A board can be given to each individual student or students can work in teams where each student in
the group takes a turn to write the group’s answer on the board.
91
Les stratégies de prise de parole
Avant de parler :
Je cible l’intention du message et les auditeurs :
•
•
•
•
•
•
•
•
Je livre un message qui respecte l’intention
Je choisis un vocabulaire clair et précis
Je choisis un registre de langue approprié
J’utilise des exemples pour créer mon message
J’utilise mes connaissances des autres situations pour formuler mon message
J’utilise la répétition, à haute voix ou silencieusement, pour pratiquer mon message
Je comprends que je peux faire des erreurs en communiquant et j’essaie de livrer mon message quand même
Pendant que je parle :
J’établis et soutiens le contact avec mes auditeurs
•
•
J’essaie de capter l’intérêt
Je soutiens l’attention
J’exploite ma voix
•
•
•
•
•
J’articule
Je contrôle le volume de ma voix
J’ajuste le ton de ma voix
Je contrôle mon débit
J’exploite les silences ou les bruits
J’exploite le langage non verbal
•
•
•
•
Je garde le contact visuel
Je choisis des expressions faciales appropriées
Je fais des gestes
J’adopte une position appropriée
92
J’appuie mon message
•
J’accompagne mon message d’un support pour le préciser et intéresser les auditeurs
Je clarifie mon message
•
•
•
Je vérifie que le message est bien compris
Je rends mon message plus clair au besoin
Je réponds aux questions
Après avoir parlé :
•
•
•
•
•
Je réfléchis sur l’intention du message
Je cherche de la rétroaction de mon enseignant(e) ou de mes pairs
J’établis des buts pour améliorer mes présentations, mes interactions et mon usage des stratégies
Je cherche d’autres opportunités pour parler en français
93
Les stratégies de lecture
Avant la lecture:
J’identifie l’intention de lecture
J’utilise le titre et les sous-titres pour m’aider
Je fais un survol du texte
J’active mes connaissances antérieures:
Je réfléchis à ce que je connais sur le sujet
Je fais des liens avec mes expériences personnelles et mes connaissances antérieures pour faire des prédictions
Je me pose des questions
Pendant la lecture:
J’interprète le message
J’utilise les indices visuels (p. ex. les images, les illustrations, caractéristiques de texte, la police) pour comprendre le message
Je fais des liens entre mes observations et mes connaissances
Pendant la lecture:
Je traite l’information
J’identifie les mots familiers et les mots apparentés (les mots amis)
J’identifie les mots et les expressions que je ne comprends pas
J’utilise mes connaissances des mots pour mieux comprendre les mots que je ne connais pas
Je note les mots que je ne comprends pas et je les cherche plus tard dans le dictionnaire
Je fais des liens avec mes expériences personnelles et mes connaissances antérieures
Je vérifie mes prédictions
94
J’identifie les idées importantes
J’identifie les idées/détails secondaires
Je fais un résumé du message
Je vérifie ma compréhension
Je reformule le message
Je pose des questions
Pour clarification
Pour plus d’information
J’essaie de comprendre plus de détails lorsque j’écoute le message une deuxième fois
NB :
Quand je lis un texte pour la première fois, j’essaie de comprendre le message global.
Quand je lis un texte pour la deuxième fois, j’essaie de comprendre plus de détails.
Après la lecture :
Je réagis au message
Je donne mon point de vue
J’exprime mes idées, mes opinions, et mes sentiments
95
Après la lecture :
Je réfléchis sur l’intention de lecture
Je réfléchis sur ma compréhension du texte
J’établis des buts pour améliorer ma compréhension et mon usage des stratégies
Je cherche d’autres opportunités pour lire les textes en français
96
Les stratégies d’écriture
Avant d’écrire :
Je cible l’intention du message et les destinataires
•
•
•
•
•
Je livre un message qui respecte l’intention
Je choisis un vocabulaire clair et précis
Je choisis un registre de langue approprié
Je fais référence aux critères d’évaluation
J’utilise des textes modèles pour inspirer mon message
J’active mes connaissances antérieures
•
•
Je fais des liens entre le sujet, le genre de texte à rédiger et mes connaissances
Je recherche des informations de plusieurs sources
Je dresse un plan
NB :
•
Je comprends que je peux faire des erreurs en communiquant et j’essaie de livrer mon message quand même
Pendant la rédaction :
Je suis les étapes du processus d’écriture
Je rédige une ébauche/un brouillon
•
Je pense à la forme du texte et je suis le format et le contenu
97
•
•
•
J’utilise les ressources disponibles comme les dictionnaires, les listes de mots, et les référentiels pour m’aider à écrire mon message
J’essaie d’utiliser les nouveaux mots et expressions dans mon travail écrit
J’utilise une liste de contrôle
Je fais des révisions
•
•
•
Je vérifie l’usage des éléments de l’écriture (les idées, la structure, le choix de mots, la fluidité des phrases et le style
Je vérifie l’organisation de mon texte
J’enrichis mon texte (p. ex., les éléments de style, illustrations, images, police)
Je fais des corrections
•
Je vérifie l’orthographe, la ponctuation et la grammaire
Je prépare la version finale de mon texte
•
Je fais une mise en page de mon texte dans le but de le publier
Après la rédaction :
•
•
•
•
•
Je réfléchis sur l’intention de mon message
Je cherche de la rétroaction de mon enseignant(e) et/ou de mes pairs
J’établis des buts pour améliorer mes textes écrits et mon usage des stratégies
Je cherche d’autres opportunités pour écrire en français
•
98
Resources
1.
Curriculum Services Canada
1.1
On peut se parler en français et on aime ca ! http://resources.curriculum.org/fsl/oral/elementary.html
1.2
Prologue: Oral Language
http://resources.curriculum.org/fsl/prologue/files/PrologueApr2012.pdf
1.3
Prologue: Building Language Skills
http://www.curriculum.org/storage/30/1370539628/PrologueNov2012.pdf
1.4
A Guide to Reflective Practice for Core French Teachers, Module 1: Oral Proficiency, http://www.curriculum.org/storage/30/1370607497/FSL-module-1.pdf
1.5
A Guide to Reflective Practice for Core French Teachers, Module 2: Positive Learning Environment, http://www.curriculum.org/storage/30/1370607571/FSL-module2.pdf
1.6
A Guide to Reflective Practice for Core French Teachers, Module 3: Action Oriented Approach, http://www.curriculum.org/storage/30/1370607618/FSL-module-3.pdf
1.7
A Guide to Reflective Practice for Core French Teachers, Module 4: Cooperative Learning, http://www.curriculum.org/storage/241/1393271761/FSL-Module_4Cooperative_Learning-Final_Feb.24_2014.pdf
1.8
A Guide to Reflective Practice for Core French Teachers, Module 5: Assessment and Evaluation, http://www.curriculum.org/storage/30/1370607709/FSL-module5.pdf
1.9
A Guide to Reflective Practice for Core French Teachers, Module 6: Learner Autonomy and Metacognition, http://www.curriculum.org/storage/30/1370607751/FSLmodule-6.pdf
2.
Ministry of Education
2.1
A Guide to Effective Instruction in Reading, K-3
http://www.eworkshop.on.ca/edu/resources/guides/Reading_K_3_English.pdf
2.2
A Guide to Effective Instruction in Writing, K-3
http://www.eworkshop.on.ca/edu/resources/guides/Guide_Writing_%20K_3.pdf
2.3
Guide to Effective Literacy Instruction, Volume 4, Oral Language, http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_4_Oral_Language.pdf
2.4
Guide to Effective Literacy Instruction, Volume 5, Reading, http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_5_Reading.pdf
99
2.5
Guide to Effective Literacy Instruction, Volume 6, Writing, http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_6_Writing.pdf
2.6
Guide d’enseignement efficace de la communication orale (Maternelle – 3e)
http://www.atelier.on.ca/edu/resources/guides/GEE_Communication_orale_M_3.pdf
2.7
Guide d’enseignement efficace de l’écriture (Maternelle – 3e)
http://www.atelier.on.ca/edu/resources/guides/GEE_Ecriture_M_3.pdf
2.8
Guide d’enseignement efficace de lecture (Maternelle – 3e)
http://www.atelier.on.ca/edu/resources/guides/GEE_Lecture_M_3.pdf
2.9
Guide d'enseignement efficace en matière de littératie, (4e - 6e): Grandir avec la litteratie
http://www.atelier.on.ca/edu/resources/guides/Fascicule_1-2008.pdf
2.10
Guide d'enseignement efficace en matière de littératie, (4e - 6e): Gestion et planification
2.11
Guide d'enseignement efficace en matière de littératie, (4e - 6e): L’evaluation en matiere de la litteratie
2.12
Guide d'enseignement efficace en matière de littératie, (4e - 6e): Les situations d’enseignement
2.13
Guide d'enseignement efficace en matière de littératie, (4e - 6e): La communication orale
2.14
Guide d'enseignement efficace en matière de littératie, (4e - 6e): La lecture
2.15
Guide d'enseignement efficace en matière de littératie, (4e - 6e): L’écriture
2.16
Atelier (eWorkshop)
http://www.atelier.on.ca/edu/core.cfm?L=2
2.17
Parlons de l'importance d'écouter
http://www.edu.gov.on.ca/fre/literacynumeracy/inspire/research/Parler_ecouter.pdf
2.18
Learning for All
http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf
100
2.19
Guide to Effective Instruction, Grades 4-6, Volume 2, Assessment
http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_2_Assessement.pdf
3.
OMLTA and MLC Fact Sheets, www.omlta.org
4.
Rainbow District School Board, Homework Help Tool Box, http://www.fslhomeworktoolbox.ca/
5.
Ottawa-Carlton District School Board, Effective Assessment Practices in FSL: Connecting Growing Success and the CEFR, Kindergarten to grade 12,
http://www.ocdsb.ca/med/pub/Publications%20%20Updated/EffectiveAssessmentPracticesinFSL.pdf
6.
Pathways, Oral Language Development in FSL, Nelson, Nicole Thibault
7.
Strategies for Success: Tools for the Second-Language Classroom, Marcelle Faulds
8.
Effective Literacy Practices in FSL, Making Connections, Pearson, Bev Anderson
9.
Languages for All, Pearson, Katy Arnett
10.
The Common European Framework of Reference: a Guide for Canadian Educators, RK Publishing, Dr. Laura Hermans and Dr. Enrica Picardo
11.
A1, A2, B1 CEFR Kits
11.1
A1 Kit
http://deniscousineau.pbworks.com/f/A1+complete+package.pdf
11.2
A2 Kit
http://deniscousineau.pbworks.com/f/A2+complete+package.pdf
11.3
B1 Kit
http://deniscousineau.pbworks.com/f/B1+complete+package.pdf
11.4
Accompanying oral listening clips (to the above kits)
http://deniscousineau.pbworks.com/w/page/31856333/Ressources%20de%20Helen%20Griffin%20et%20Thames%20Valley%20District%20School%20Board%20%
28%20Merci%20%29
12.
Web Resources for the New Teacher Induction Program (English)
http://www.edu.gov.on.ca/eng/teacher/litK6.pdf
13.
Ressources en ligne programme d’insertion professionelle du nouveau personnel enseignant (français)
http://www.edu.gov.on.ca/fre/teacher/litK6.pdf
101
14.
School Wide Resources
14.1
Echos 1, 2, 3 Literacy Kits, Pearson
102

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