RESOURCE FOR NEW FRENCH AS A SECOND

DURHAM DISTRICT SCHOOL BOARD
RESOURCE FOR NEW
FRENCH AS A SECOND LANGUAGE
TEACHERS
Maria DiMauro
Facilitatrice de français langue seconde
Facilitator of French as a Second Language
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INDEX
Classroom Management …………………………………………………………………….....3
Lesson Plans …………………………………………………………………………………….6
Differentiated Instruction (DI) ……………………………………………………………….14
Individual Education Plans (IEP) ………………………………………………………........18
DDSB ………………………………………………………………………………………...20
Ongoing Professional Learning ……………………………………………………………...20
Resources ……………………………………………………………………………………...21
Sautons à la corde en français ……..…………………………………………………………24
Des expressions essentielles et utiles ………..………………………………………………..26
Les vire-langues ………………………………………………...……………………………..27
Les accents en français ………………………………………………………………………..28
40 Ways to Say Very Good - 40 façons de dire “très bien” ………………………...………29
Looks FORS in a Second Language Classroom……………………………………………..30
Supporting the FSL Program ………………………………………………………………..33
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CLASSROOM MANAGEMENT
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TRIED & TRUE
1. Get everyone’s attention before starting your lesson.
2. Begin each class by telling students what will happen and what they will be asked to do.
3. Don’t stay at your desk. Circulate and monitor progress as students work.
4. Remember that values are caught, not taught. Courteous, prompt, enthusiastic, in control,
patient and organized teachers model ideal behaviours. “Do as I say, not as I do” teachers
send mixed messages that confuse students and invite misbehaviour.
5. Avoid confrontational escalation. Intervene or correct misbehaviour quietly, ideally
inconspicuously or face-to-face with the offender. Do not distract or catch other students’
attention.
6. Name offenders naturally as you teach. “And you see, Corey, this map of Africa
shows…” Corey hears his name and gets back on task, and the intervention doesn’t
interrupt others.
7. Explain and enforce clear expectations consistently. Refer to your rules as expectations
and tell students how you expect them to behave in your classroom. Use rules that
describe the behaviours you want, not those things students cannot do.
8. Avoid escalation by providing clear description of what you want students to do. Focus
students on the desired behaviour, not the misbehaviour. Say “I want” or “I need” or “I
expect you to…”
9. When you see good behaviour, acknowledge and praise it, both verbally and nonverbally. A nod, a smile or a thumbs-up reinforces behaviour and does not distract
others).
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10. Get to know your students. What do they like? Show interest in them (their culture,
origins, sports, music, etc.).
Professionally Speaking, March 2008
• Raising my voice
TECHNIQUES THAT BACKFIRE
• Yelling
• Saying “I’m the boss here”
• Insisting on having the last word
• Using tense body language, such as rigid posture or clenched hands
• Using degrading, insulting, humiliating, or embarrassing put-downs
• Using sarcasm
• Attacking the student’s character
• Acting superior
• Using physical force
• Drawing unrelated persons into the conflict
• Having a double standard – making students do what I say, not what I do
• Insisting that I am right*
• Preaching
• Making assumptions
• Backing the student into a corner
• Pleading or bribing
• Bringing up unrelated events
• Generalizing about students by making remarks such as “All you kids are the same”
• Making unsubstantiated accusations
• Holding a grudge
• Nagging
• Throwing a temper tantrum
• Mimicking the student
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• Making comparisons with siblings or other students
• Commanding, demanding, dominating
• Rewarding the student*
Linda Albert
A Teacher’s Guide to Cooperative Discipline
CONSEILS PRATIQUES POUR GARDER LA DISCIPLINE
1. Prévenir avant de guérir.
2. Établir des routines.
3. Avec les étudiants établir des règles à suivre.
4. Motivation :
a. encourager l’étudiant (points, certificats…)
b. donner des responsabilités Æ aider un autre élève.
c. travailler sur l’aspect positif (appeler les parents).
5. Garder l’ordre dans la classe.
a. Permission de se lever
b. Permission pour parler (lever la main).
6. Si le problème persiste, que dois-je faire ?
a. Parler à l’enfant.
b. Parler aux collègues (enseignante-ressource, etc.)
c. Parler à la directrice/au directeur.
d. Contacter les parents pour trouver une solution ensemble
7. Ne perdez pas patience et croyez aux miracles.
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8. Bonne chance !
LESSON PLANS
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Know your curriculum document
Use design down strategy
Warm up activity – Activité de réchauffement***
Pre-activity → Activity → Post-Activity***
Plan B
Decide on your teaching language
Respond to various learning styles (Multiple Intelligences, MI)
Consider varied instructional styles (groups, pairs, etc.)
Comprehensive Literacy VS Balanced Literacy
Personalization
Provide models
Cross-curricular links
Accommodation, modification, enrichment
Indicate how much time students have to complete a task
Empower your students!
Keep your teaching relevant to them
Share rubrics and assessment tools and let them have input when establishing criteria
Present and represent the goal of learning
Let them rephrase your behavioural and academic expectations
In Class:
• If itinerant, negotiate some classroom space
• Make the classroom environment as culturally inviting as possible (posters, etc.)
• Use positive messages (40 façons de dire très bien)
• Reward positive actions
• Make positive phone calls!
• Admit when you’ve made a mistake
• Don’t tolerate racial, gender, intellectual or behavioural injustice
• Respect students’ dignity and expect that they will respect yours (e.g., don’t patronize)
Adapted from “Janus for Teachers”
Pearson Education Canada
Don’t forget:
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Emergency Supply Plans
Substitute teacher information (page 7)
School routines (page 8)
Long Range Plan (separate handout)
SUBSTITUTE TEACHER INFORMATION
1. Opening
2. Recess/Lunch
3. Dismissal
4. Attendance
5. Correspondence from home
6. Security – equipment, doors, cupboards
7. Daybook/Documentation
8. In-class expectations
a) leaving class - washroom
b) leaving class – other
c) talking among students
d) where to turn in materials
SPECIFIC CONCERNS
9. Health concerns
10. Special needs pupils/Accommodations/Modifications required
11. Homework/in-class assignments not completed
12. Possible disciplinary procedures
13. Suggested disciplinary procedures
14. Other
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SAMPLE
SCHOOL ROUTINES
Check yard duty & bus duty schedule in staff room:
staff duty schedule is posted in the staff room on the main floor
weekly schedule is posted on the wall by the windows
bus duty clipboard is kept by the office
Bell times:
Morning assembly
Morning recess
Lunch break
Afternoon recess
Dismissal
8:55 a.m.
10:30 a.m. – 10:45 a.m.
11:55 a.m. – 1:00 p.m.
2:15 p.m. – 2:30 p.m.
3:30 p.m.
Opening exercises: Normally PA system – Oh Canada– Announcements
Classroom teacher to lead students in opening prayer
Attendance to be sent to the office immediately after the announcements in order to
proceed with the Safe Arrival Program
Lates – report to the office first, and then to class in order that the office knows that they
have arrived
Accidents:
students report to office for treatment and obtain appropriate forms for reporting to
parents
Anaphylaxis: student medication for these students is kept in the office
Photocopying: please inquire at the office for code and location of photocopier
Fire Drill:
signal – one continuous blast
aim – evacuate as quickly as possible (safely)
procedures – children vacate the classrooms and proceed as previously trained to leave
the building in an orderly fashion
NO RUNNING – NO PUSHING – NO TALKING
teacher must be the last person to leave the room
all windows and doors should be closed
teachers – take your register out with you
when students are lined up outside take roll call at once
regular bell will sound to signal return to class/school
Leaving school grounds:
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no pupil may leave school grounds during school hours including lunch without
permission of parent/principal – certain students have forged their parent signatures and
the school will call home to ensure permission
Rainy Day Procedures:
Students are encouraged to participate in quiet activities at their desks
Regular yard duty applies – Pr/Jr yard duty – on the 1st floor
Jr/Int yard duty – on 2nd floor
Washroom(s):
1st floor – Grade 1, 2, 3, 4 and Grade 7&8
2nd floor locked at all times – teachers have keys – no adults to use washrooms on this floor – grade 5, 6
and gifted program students only
Parking Lot:
If you drive a car, please leave your licence plate number with the office – the gates are locked from
9:00 to 3:30 p.m. and unauthorized cars will be tagged/towed
Duties of Teachers
20. In addition to the duties assigned to the teacher under the Act and by the board, a teacher shall,
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
(l)
be responsible for effective instruction, training and evaluation of the progress of pupils in the subjects
assigned to the teacher and for the management of the class or classes, and report to the principal on the
progress of pupils on request;
carry out the supervisory duties and instructional program assigned to the teacher by the principal and supply
such information related thereto as the principal may require;
where the board has appointed teachers under section 14 or 17, co-operate fully with such teachers and with
the principal in all matters related to the instruction of pupils;
unless otherwise assigned by the principal, be present in the classroom or teaching area and ensure that the
classroom or teaching area is ready for the reception of pupils at least fifteen minutes before the
commencement of classes in the school in the morning and, where applicable, five minutes before the
commencement of classes in the school in the afternoon;
assist the principal in maintaining close co-operation with the community;
prepare for use in the teacher’s class or classes such teaching plans and outlines as are required by the principal
and the appropriate supervisory officer and submit the plans and outlines to the principal or the appropriate
supervisory officer, as the case may be, on request;
ensure that all reasonable safety procedures are carried out in courses and activities for which the teacher is
responsible;
co-operate with the principal and other teachers to establish and maintain consistent disciplinary practices in
the school;
ensure that report cards are fully and properly completed and processed in accordance with the guides known
in English as Guide to the Provincial Report Card, Grades 1-8 and Guide to the Provincial Report Card, Grades
9-12, and in French as Guide d’utilisation du bulletin scolaire de l’Ontario de la 1ère à la 8e année and Guide
du bulletin scolaire de l’Ontario de la 9e à la 12e année, as the case may be, both available electronically
through a link in the document known in English as Ontario School Record (OSR) Guideline, 2000 and in
French as Dossier scolaire de l’Ontario: Guide, 2000, online at
www.edu.gov.on.ca/eng/document/curricul/osr/osr.html or
www.edu.gov.on.ca/fre/document/curricul/osr/osrf.html;
co-operate and assist in the administration of tests under the Education Quality and Accountability Office Act,
1996;
participate in regular meetings with pupils’ parents or guardians;
perform duties as assigned by the principal in relation to co-operative placements of pupils; and
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(m) perform duties normally associated with the graduation of pupils. R.R.O. 1990, Reg. 298, s. 20; O. Reg. 95/96,
s. 2; O. Reg. 209/03, s. 1.
Education Act 2008, Regulation 298
http://www.e-laws.gov.on.ca/html/regs/english/elaws_regs_900298_e.htm#BK15
100 WAYS FOR TEACHERS TO MOTIVATE STUDENTS IN
FRENCH SECOND LANGUAGE PROGRAMS
Dr. Cher Harvey, Nipissing University
BE PROFESSIONAL
1. Be competent in oral and written French.
Maintain your skills.
2. Plan varied, interesting and appropriate lessons
and be very organized.
3. Motivate students through knowledge of their
interests, needs, aspirations and learning
styles. Create questionnaires to discover this
information.
4. Let students know you care about their
progress.
5. Treat all students fairly.
6. Present work sequentially to enhance learning:
listening, speaking, reading and writing.
7. Develop strong classroom management skills.
Observe other teachers, read books, watch
videos, discuss with other French teachers.
Base your program on respect.
8. Evaluate regularly and return tests quickly.
9. Be professional in speech, manner and dress.
10. Attend language conferences and join
subject organizations that promote
French: OMLTA : Ontario Modern
Language Teachers’ Association:
www.omlta.ca, CPF: Canadian Parents
For French: www.cpf.ca.
11. CAIT: The Canadian Association of
Immersion Teachers:
http://acpi.scedu.umontreal.ca;
CASLT: Canadian Association of
Second Language Teachers:
www.caslt.org; and other provincial
organizations
12. Order excellent French resources to enhance
your program. Check out resources with
Curriculum Services Canada’s seal of approval
at www.curriculum.org.
13. Plan for your own professional development in
FSL
PLAN FOR FUN
13. Ask students what they would like to learn or
do in their French classes.
14. Use communicative activities at the beginning
of each class to allow students to change
languages and talk about things that interest
them. Include surveys, group work,
cooperative learning activities.
15. Organize a “Counting Contest” or a “Win a
Trip to France Contest” [email protected].
16. Order films and videos in French for second
language learners.
17. Organize something special once a year for
each class such as a “Soupe aux pois”
luncheon, a potluck luncheon of French
Canadian recipes, Crêpe Day, or a “Café au
lait” class.
18. Invite francophone or bilingual guests
into the classroom or the school for
musical concerts, theatre, story-telling,
legends, puppet shows or folk-dancing.
Many excellent resources on these
topics are available for teachers from
Le Centre Franco-Ontarien de
Ressources Pédagogiques:
www.cforp.on.ca
19. Incorporate French games made commercially,
by teachers, or by students into the program.
TEACH WITH MUSIC
20. Sing or listen to French music every day with
your students. Music provides an excellent
example of correct language for children as
they memorize the songs and retain the
language. Use music to prevent or correct
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errors in French. CD of contemporary, upbeat
music for students age 9-16+ available through
Sound Language Solutions:
www.soundlanguagesolutions.com
Introduce action songs and create your own
actions for songs.
Collect music for French Second Language
learners. There are many artists like Jacquot,
Matt Maxwell, Gregg LeRock, Étienne,
Charlotte Diamond, Carmen Campagne, Annie
Brocoli, Suzanne Pinell as well as many
others.
Introduce a new song every week.
Prepare students to present air bands, dance or
create videos with the music.
If the CDs have sound tracks, let children
present with the sound track.
Learn to play the guitar or teach students to
play the guitar using only two chords, D and
A7. You will be able to play and sing twentyfive songs in French. Available in “Chansons
faciles pour la guitare”, Éditions Soleil
Publishing Tel : 905-788-2674.
Encourage student performance. Have
students present songs in front of real
audiences: parents, the principal, other
teachers and classes, at assemblies, in
Education Week, and at special events in the
community.
Distribute song sheets and create song
booklets. When children can sing the songs
and have illustrated them, they can give them
to their parents for Christmas or other special
occasions.
Invite Jacquot to your school to present a
dynamic concert in French to students.
INTEGRATE FRENCH INTO THE
CURRICULUM
30. Computers: create projects using information
technology such as power-point presentations,
spreadsheets, graphs, the Internet, or websites.
31. Drama: present dialogues, poetry, plays,
songs, or saynètes in French.
32. Dance: have students create dances for French
songs or present French Canadian folkdances.
33. History: invite presenters like Grace Morrison
into the school (Tel: 416-292-9432), to roleplay the lives and times of “Les fondateurs de
la Nouvelle France”. Have students create a
family tree noting anyone in their family who
speaks French or who traveled to French
speaking countries.
34. Art: present the works of francophone artists
from Quebec or other parts of Canada.
Students can interpret poetry through art or
illustrate literature.
35. Physical Education: Get free material from
The Heart and Stroke Foundation and have
students Jump Rope for Heart in French.
http://tqjunior.thinkquest.org/5407
36. Geography: students conduct research and
make presentations on French speaking people
in Canada or around the world. Découvrons le
Canada:
http://www.geocities.com?Paris/Bistro/7445/dbsite.htm
ORGANIZE AUTHENTIC ACTIVITIES
37. Invite French speaking visitors into the
classroom: other French teachers, Official
language monitors, artists, parents, students in
immersion or secondary schools.
38. Plan field trips to Midland, Quebec City,
Montreal, St. Donat, France.
39. Organize pen-pals from French speaking
countries.
40. Set-up e-mail exchanges for students.
41. Have your students participate in a “Concours
d’art oratoire” through Canadian Parents for
French.
42. Organize exchanges for students to
Quebec, France or a French speaking
country: SEVEC:
www.exchanges.sevec.ca
43. Visit francophone cultural centres or
francophone schools in your region.
44. Dine in a French restaurant. Order and
communicate in French only.
45. Plan writing activities where students send
letters or postcards to organizations in Ottawa
or Quebec or around the world asking for
information or free materials.
MAKE USE OF FREE RESOURCES
46. Order free materials from the Canadian
government: Canadian Flag decals for
Heritage Day. Stickers and pins are
available from your Member of
Parliament. Give them to students who
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can name all the provinces of Canada
in French. Department of Canadian
Heritage: www.pch.gc.ca
Provide a free bookmark if a child can sing “O
Canada” correctly in French: Citizenship and
Immigration Canada.
Provide free posters of animals or birds
to children who read the bilingual
posters correctly: Office of the
Commissioner of Official Languages,
www.ocol-clo.ca. Other free posters
include Canadian Artists and the
vocabulary of the internet.
Free resource for secondary students:
www.ocol-clo.ca
Have students access free educational
websites where they have access to
grade appropriate, interesting activities
in French such as 1) OMLTA
www.omlta.ca, 2)Canadian Parents for
French www.cpf.ca 3) Department of
Canadian Heritage: www.pch.gc.ca , 4)
TVO www.tvo.org/edulinks, 5) AATF,
American Association of Teachers of
French: (Self-study guide to the worldwide web in French)
www.frenchteachers.com .
Access secondary FSL course profiles
at www.curriculum.org. You can
download and use or adjust these units
for your class.
Access elementary units in FSL at
www.ocup.ca .
TEACH FRENCH CANADIAN CULTURE
53. Teach students to play the spoons to French
Canadian folksongs.
54. Contact the Francophone community centre or
arrange with a consultant to have Bonhomme
visit the school during Carnaval.
55. Celebrate a school-wide “Carnaval de
Québec” by organizing with all the other
teachers an afternoon of outdoor activities.
56. Distribute the recipe for « La Tire ». Have one
student bring some in to share with everybody
on November 25, La Fête de la Sainte
Catharine.
57. On January 6, if you are back from Christmas
holidays, celebrate La Fête des Rois with
cakes brought in by the students. The student
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who finds the bean in the cake becomes the Le
Roi or La Reine for the day.
Show the videos of award winning
cinematographer Frédéric Bach: « Crac! »,
« Le fleuve aux grandes eaux », « L’homme
qui plantait des arbres ».
Design a research project on famous French
Canadians.
Do an internet search to find the music of
popular Francophone singers.
Purchase the resources (texts and CD) of
Andrea Haddad. Invite her into your school to
present aspects of French Canadian culture:
[email protected]
INSPIRE YOUR STUDENTS
62. Find the “star” in each child, that quality or
characteristic that makes him or her very
special and unique; that which makes each
child “shine”.
63. Celebrate success! Post great test results,
artwork and projects in the hall.
64. Announce good news stories related to the
French program in morning announcements,
the school newsletter or the local paper.
65. Share with students the advantages of
bilingualism and the opportunities they will
experience in the future.
66. Discuss or have students explore career
options for bilingual students. An excellent
free resource is Destination 2020 available in
English or French from the Canadian Career
Consortium [email protected] Print out
copies for high school students.
67. Tell students about opportunities available to
them: exchanges, jobs, co-op placements,
summer camps. Contact OMLTA for copies of
articles published in Communications:
“Opportunities for University Language
Students” C. Harvey 2002 and “Opportunities
for Secondary School Language Students” C.
Harvey 2000.
68. Encourage students to be proud of themselves
and their family backgrounds. Provide a free
copy of “Conte-moi ta vie” and have students
work with their parents to fill it out. They can
present themselves in class then decorate the
halls of the school: Citizenship and
Immigration Canada.
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69. Have students enter any national, provincial or
local contests for second language learners.
70. Inform students of scholarships, bursaries or
grants for further study in French.
71. Make sure there are prizes such as money,
dictionaries or French books to be handed out
at graduation for top academic performance in
French.
72. Organize a French Club.
73. Suggest to younger students that they create a
bag or box entitled” Mes Trésors Français” in
which they keep their worksheets, games,
puppets, art and games that they make at
school. At the end of they year organize a
share and pair day when the students bring in
their bags, share their treasures and review
French in small groups.
74. Encourage students to start a collection of
“something French” – French cassettes, or
CDs, stamps, money, postcards, pictures,
fashion ideas, hockey cards of French players,
scrapbook of the TGV (Le Train Grande
Vitesse) or French soccer players, photos of
people in their family who speak French,
French recipes, Eiffel Towers etc.
75. If children take ballet lessons or play the
piano, let them perform in class using French
music.
76. If older brothers or sisters have visited Quebec
or France, invite them to talk to your class
about their trip.
COMMUNICATE WITH PARENTS
77. Encourage parents to volunteer for a variety of
things in the French program. Parents can
listen to students count, read, sing or tell
stories in French; help with bulletin boards;
help with fund-raising programs for the French
program; help with luncheons; chaperone
excursions; talk about their trips to
Francophone countries.
78. Tell parents about Canadian Parents for
French or provide materials so they can
join.
79. Tell parents about the book “French
Immersion, Yes, You Can Help” National
Edition. Alberta Education. Tel: 403-4272767. An inexpensive but very informative
book ($10.00). Offer to order it for them.
80. Organize a Parents’ night for “French in our
School”.
81. Provide pamphlets and brochures to
parents so they can support the French
program. These are available free of
charge from
82. OMLTA: Ontario Modern Language
Teachers’ Association
83. CPF: Canadian Parents For French
84. CAIT: The Canadian Association of
Immersion Teachers
85. CASLT: Canadian Association of
Second Language Teachers
86. Create a newsletter to outline the
highlights of the French program.
87. Send Happy-grams or certificates of
appreciation home to parents who have
volunteered or assisted with the French
program.
88. Telephone parents with a “Good News” call
when their children do something well.
89. Send a quiche recipe to mothers for Mother’s
Day called “Quiche me quick, Maman”.
90. Students who watch French television,
cartoons or DVD’s (with a note from their
parents) get a star or special privilege in
French class.
91. If parents help children study for their French
tests send a little note of thanks to them.
92. Make sure French is visible throughout the
school so parents are aware of the French
program every time they enter the school.
93. Display the series of posters “Why Learn
French?” available from Éditions Soleil
Publications. 905-788-2674
TAKE FRENCH INTO THE
COMMUNITY
94. Organize an evening to sing French Christmas
carols with children in your neighborhood or
in an old age home.
95. Ask the local newspaper to photograph your
students when you organize special events in
French (Carnaval, Parent’s Night, Concours
Oratoire, guest performer or if the students are
presenting plays, concerts, air bands).
96. If the community organizes a fall fair, winter
festival, Christmas Walk or parade, arrange to
have your students sing or perform in French.
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97. Have your class read a story, present a play or
sing songs to students in a nearby school.
98. Write a little article on the exceptional
progress of a student or a class for the
educational column of your local newspaper or
for your local TV station.
99. Organize a display of students’ work for the
Board Office or City Hall.
100. Have students create a video of songs or skits
to show during community events.
Dr. Cher Harvey
Nipissing University
At the end of EVERY semester:
ƒ Evaluate your own performance
ƒ Give honest consideration to your successes and/or failures. Divide your reflection into categories:
- evaluation and reporting
- program planning
- curriculum planning
- classroom management
- communication
- professional development
Adapted from “Two Steps Forward, One Step Back” by Christine Roberts
“Communication” Summer 2006, OMLTA
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DIFFERENTIATED INSTRUCTION (DI)
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A Teacher “Must Do” List
I must be… relaxed for Danny
… organized for David
… creative for Lucy
… gentle for Joan
… stimulating for Gerald
… humorous for Richard
… tolerant for Larry
… dogmatic for Aaron
… quiet for Jenny
… understanding for Sue
… orderly for Christopher
… patient for John
… innovative for Scott
… repetitive for Adam and
… sympathetic to Janette.
wherever they are hiding, in Nicholas.
I must be a dictionary, a spell checker,
an encyclopedia, and a computer hack.
I must have the devotion of a saint,
the dedication of an inventor,
and the love of Mother Teresa.
In the end I must have an epitaph that reads:
Finally…rest…for the teacher.
I must find multiple intelligences,
I must have the patience of Job,
the judgment of Solomon,
and the Wisdom of the Ages.
In my spare time I must troubleshoot
For the Golden Rule, the Bill of Rights,
the Disciplinary Code, the Administration,
the School Board, and the PTA’s
ever-present fundraisers.
I must divert the hell-raisers while simultaneously
raising their self-esteem and motivating them
to loftier heights.
Dawn Santiago-Marullo
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Useful Websites on Differentiated Instruction
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http://www.sde.com/teacher-resources.asp
http://www.cast.org/publications/ncac/ncac_diffinstruc.html
http://www.internet4classrooms.com/di.htm
http://www.ualberta.ca/~jpdasddc/incl/difinst.htm
http://members.shaw.ca/priscillatheroux/differentiatingstrategies.html
http://www.teach-nology.com/tutorials/teaching/differentiate/planning/
http://www.karenhume.ca
Differentiating Strategies
ˆ Adjust the pacing of instruction. Provide extra time to complete tasks.
ˆ Build in extra practice.
ˆ Provide auditory cues (e.g., routine instructions, transition music).
ˆ Provide visual cues (e.g., anchor charts, use of colour and font to
highlight information).
ˆ Use graphic organizers to help students organize their thinking.
ˆ Build in movement (e.g., transitions, koosh balls, drama responses).
ˆ Group and regroup for different purposes.
ˆ Vary materials… match texts to readers.
ˆ Provide choice.
ˆ Start working as a team to identify the resources necessary to support all
student needs.
15
Name: ___________
How smart are you?
How are you smart?
Students can read through each category and check off the statements that are most like them.
Counting the number checked in each category they can identify areas of strength.
Verbal / Linguistic Intelligence
ˆ
ˆ
ˆ
ˆ
ˆ
ˆ
ˆ
I like to tell jokes, tell stories, or tales
Books are important to me
I like to read
I often listen to radio, TV, tapes or CDs
I write easily and enjoy it
I quote things I have read
I like crosswords and word games
Intrapersonal Intelligence
ˆ
ˆ
ˆ
ˆ
ˆ
ˆ
ˆ
I
I
I
I
I
I
I
Logical Mathematical Intelligence
ˆ I solve math problems easily
ˆ I enjoy math and using computers
ˆ I like strategy games
ˆ I wonder how things work
ˆ I like using logic to solve problems
ˆ I reason things out
ˆ I like to use data in my work, to measure,
calculate and analyze
Visual Spatial Intelligence
ˆ
ˆ
ˆ
ˆ
ˆ
ˆ
ˆ
I
I
I
I
I
I
I
Interpersonal Intelligence
ˆ
ˆ
ˆ
ˆ
ˆ
ˆ
ˆ
People ask me for advice
I prefer team sports
I have many close friends
I like working in groups
I’m comfortable in a crowd
I have empathy for others
I can figure out what people are feeling
Musical Rhythmic Intelligence
ˆ I like to listen to musical selections
ˆ I am sensitive to music and sounds
ˆ I can remember tunes
know about my feelings, strengths and weaknesses
like to learn more about myself
enjoy hobbies by myself
enjoy being alone sometimes
have confidence in myself
like to work alone
think about things and plan what to do next
shut my eyes and see clear pictures
think in pictures
like colour and interesting designs
can find my way around unfamiliar areas
draw and doodle
like books with pictures, maps and charts
like videos, movies and photographs
Bodily-Kinesthetic Intelligence
ˆ
ˆ
ˆ
ˆ
ˆ
ˆ
ˆ
I
I
I
I
I
I
I
get uncomfortable when I sit too long
like to touch or be touched when talking
use my hands when speaking
like working with my hands on crafts/hobbies
touch things to learn more about them
think of myself as well coordinated
learn by doing rather than watching
Naturalist Intelligence
ˆ I enjoy spending time in nature
ˆ I like to classify things into categories
ˆ I can hear animal and bird sounds clearly
16
ˆ
ˆ
ˆ
ˆ
I
I
I
I
listen to music when studying
enjoy singing
keep time to music
have a good sense of rhythm
ˆ I see details when I look at plants, flowers, and
trees
ˆ I am happiest outdoors
ˆ I like tending to plants and animals
ˆ I know the names of trees, plants, birds, animals
17
Multiple Intelligences Product Grid
Linguistic
Advertisement
Annotated bibliography
Bulletin board
Code
Comic strip
Debate
Demonstration
Diary
Editorial essay
Fairy tale
Family tree
Fiction story
Interview
Jingle
Joke book
Journal
Lesson
Letter
Letter to the editor
Newspaper story
Non-fiction
Oral defense
Oral report
Pamphlet
Petition
Play
Poem
Press conference
Radio program
Riddle
Science fiction story
Skit
Slogan
Soliloquy
Story telling
TV program
Write a new law
Logical /
Mathematical
Advertisement
Annotated bibliography
Chart
Code
Collage
Collection
Computer program
Crossword puzzle
Data base
Debate
Demonstration
Detailed illustration
Edibles
Experiment
Fact tile
Family tree
Game
Graph
Hidden picture
Labeled diagram
Large scale drawing
Lesson
Lesson map with
legend
Mazes
Mobile
Model
Petition
Play
Prototype
Puzzle
Recipe
Riddle
Survey
Time-line
Transparencies
Venn diagram
Working hypothesis
Write a new law
Spatial
Animated movie
Art gallery
Bulletin board
Bumper sticker
Cartoon
Chart
Clay sculpture
Collage
Costume
Demonstration
Diorama
Display
Etching
Film
Filmstrip
Flipbook
Game
Graph
Hidden picture
Illustrated story
Maze
Mobile
Model
Mosaic
Mural
Painting
Papier-mâché
Photo essay
Picture story for children
Pictures
Play
Political cartoon
Pop-up book
Prototype
Rebus story
Slide show
Story cube
Transparencies
Travel brochure
TV Program
Web home page
Bodily /
Kinesthetic
Calligraphy
Charades
Collage
Costumes
Dance
Demonstration
Diorama
Etching
Experiment
Film
Flipbook
Food
Hidden picture
Mosaic
Mural
Musical
Musical instruments
Needlework
Painting
Pantomime
Papier-mâché
Plaster of Paris
model
Play
Poem
Press conference
Puppet
Puppet show
Radio program
Role play
Transparencies
TV program
Musical
Interpersonal
Intrapersonal
Naturalist
Audio-video tape
Choral reading
Fairy tale
Film
Instrumental
Juke box
Musical
Poem
Rap song
Riddle
Role playing
Song
Sound
Advertisement
Animated movie
Bulletin board
Chart
Choral reading
Comic strip
Debate
Demonstration
Editorial essay
Fairy tale
Film game
Interview
Journal
Lesson
Mazes
Museum exhibit
Pamphlet
Petition
Play
Press conference
Role playing
TV program
Write a new law
Bulletin board
Chart
Collection
Comic strip diary
Editorial essay
Fairy tale
Family tree
Journal
Learning centre
Poem
Riddle maze collage
Time-line
Artifact collecting
Diorama
Field study
Field trip
Fossil collecting
Insect collecting
Leaf collecting
Original song
Photo essay
Planning a rock
collecting
Scientific drawing
Spelunking trip
Timeline
This product grid categorizes different products under separate headings
according to research from Howard Gardner’s multiple-intelligences theory.
Many are listed in more than one column and would look different
according to which approach is taken by the student. These groupings
appeal to student interests and strengths. This increases their involvement
and the quality of the final product and makes it easier to determine that
students have completed tasks that are measurable and demonstrable.
© Dr. T. Roger Taylor
Curriculum Design for Excellence, Inc.
Website: www.rogertaylor.com
18
INDIVIDUAL EDUCATION PLAN (IEP)
__________________________________________________________________________
Our responsibilities
- Find out which students have an IEP
- Review specific accommodations/modifications
- Determine whether accommodations/modifications are necessary in French
- Refer to your Core French Handbook
Sample IEP: how to program, assess & evaluate
Categories of Exceptionality
Š Behaviour
ŠCommunication:
- Autism
- Deaf and Hard of Hearing
- Language Impairment (LI)
- Speech Impairment
- Learning Disability (LD)
Š Intellectual:
- Giftedness
- Mild intellectual Disability (MID)
- Developmental Disability (DD)
Š Physical:
- Physical
- Blind and Low Vision
Š Multiple:
- Multiple Exceptionalities (ME)
Definitions
Accommodations: tools designed to foster improved teaching and learning for an individual learner so that
he/she may achieve the regular grade level expectations (word processors, increased time on tests, large print
text, graphic organizers, etc.).
Modifications: significant changes made to the regular curriculum to change the specific grade level
expectations in one or more curriculum areas (expectations different from Ontario Curriculum).
ADAPTATIONS
Accommodations
Regular grade level expectations
Use of assistive devices/tools/strategies to enhance
learning opportunities
Differentiated instruction
Regular grading
Included in class/grade average
Gifted averages may be reported separately
Modifications
Below grade level expectations
Grading based upon revised IEP expectations (in
comment box)
Alternate expectations
Grading using qualitative scales (in comment box)
Not included in class/grade average
19
EXAMPLES OF ACCOMMODATIONS
Instructional
Accommodations
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Buddy/peer tutoring
Note-taking assistance
Duplicated notes
Contracts
Reinforcements incentives
High structure
Partnering
Ability grouping
Augmentative and
alternative
communications systems
Assistive technology, such
as text-to-speech
software
Graphic organizers
Non-verbal signals
Organization coaching
Time-management aids
Mind maps
More frequent breaks
Concrete/hands-on
materials
Manipulatives
Tactile tracing strategies
Gesture cues
Dramatizing information
Visual cueing
Large size font
Tracking sheets
Colour cues
Reduced/uncluttered
format
Computer options
spatially cued formats
Repetition of information
Rewording rephrasing of
information
Extra time for processing
Word-retrieval prompts
Taped texts
Environmental
Accommodations
•
•
•
•
•
•
•
•
•
•
Assessment
Accommodations
Alternative work space
Strategic seating
Proximity to instructor
Reduction of
audio/visual stimuli
Study carrel
Minimizing of
background noise
Quiet setting
Use of headphones
Special lighting
Assistive devices or
adaptive equipment
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Extended time limits
Verbatim scribing
Oral responses,
including audiotapes
Alternative settings
More frequent breaks
Assistive devices or
adaptive equipment
Prompts to return
student’s attention to
task
Augmentative and
alternative
communications
systems
Assistive technology,
such as speech-to-text
software
Large-size font
Colour cues
Reduced/uncluttered
format
Computer options
Extra time for
processing
Reduction in the
number of tasks used
to assess a concept or
skill
Note: a typical IEP would note include all of the accommodations listed above. Only the
accommodations that are specifically required by the individual student should be listed in his or
her IEP.
“The Individual Education Plan” p. 29
20
Durham District School Board
________________________________________
z Board-generated Certificates - Samples
z Student Record of Accumulated Instruction in French As a Second Language - Sample
z Elementary FSL Teachers must fill out the “French Record Cards”.
__________________________________________________________________________________________
ONGOING PROFESSIONAL LEARNING
_____________________________________________________________________________
z Professional Accelerated Learning
Summer Institutes are a collection of professional development opportunities for staff who work
collaboratively to foster a positive learning experience for the students in our schools. Summer Institutes will
provide you with a variety of professional development opportunities through the Durham District School
Board.
z Additional Qualification Courses
z Making Connections
This resource sets the context for professional learning by defining literacy and its
application to FSL. Download these sample pages for details:
http://www.pearsonprofessionallearning.ca/ebooks/makingconnections/presourcebook.html
21
RESOURCES
_____________________________________________________________________________
• Internet
www.ddsb.org – Durham District School Board
www.cateam.ca – Curriculum & Accountability → AICT (Academic Information Communication Technology)
www.edu.gov.on.ca – Ministry of Education
www.omlta.org – Ontario Modern Language Teachers’ Association
www.ldao.on.ca – Learning Disabilities Association of Ontario
www.cpfont.on.ca – Canadian Parents for French (Ontario)
www.radio-canada.ca – Radio Canada
www.honorlevel.com – Discipline by Design
www.parl.gc.ca/education – Parliament of Canada (free educational resources)
www.franco.ca – La francophonie canadienne
http://www.centrefranco.org/fr/
Think LITERACY
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/library.html
Individual Education Plan
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
• Media
Radio Canada
L’EXPRESS
CHOQ FM 105.1
Ça m’intéresse
www.radio-canada.ca
www.lexpress.to
www.choqfm.ca
www.caminteresse.fr
• Print
Ontario Government Bookstore 1 800 668 9938
“Annuaire des ressources francophones de Toronto”
“Vivre en français à Toronto” / “The French side of Toronto” The essential 2004 guide to French food and
culture in Toronto. Francotoronto Media & Publishing www.franco-toronto.ca
22
“Le Myosotis” by Clément Beaudoin
- Dictionnaire illustré du français langue seconde au Canada
- Le premier dictionnaire de français langue seconde entièrement élaboré au Canada
- Destiné aux élèves de 9 à 15 ans
“Classroom Management for Academic Success” by Lee Canter
- Teach all students to behave from day one with comprehensive lesson plans.
- Motivate students to stay engaged in all classroom activities.
- Build trusting relationships with all students and parents
- Establish a positive climate in a disruptive classroom using the 2-Week Turnaround
Program.
“N’oublions jamais” by Lesley Anne Airth
“Recueil des pratiques réussies en français de la 1e à la 5e”
“Recueil des pratiques réussies en français de la 6e à la 9e”
Soutien pour un meilleur rendement des élèves à risque.
www.cforp.on.ca
“The Essential 55” by Ron Clark
An Award-Winning Educator's Rules for Discovering the Successful Student in Every Child
“101 “Answers” for New Teachers and Their Mentors: Effective Teaching Tips for Daily
Classroom Use” by Annette L. Breaux
23
“Individual Education Plan”
http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
Think LITERACY
Cross-Curricular Approaches
Grades 7-12
Subject-Specific Examples: - Core French, Grades 7-12 (2005)
- French As a Second Language, Intermediate Core (2004)
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/library.html
Moi, lire? Tu blagues!
Guide pratique pour aider les garçons en matière de littératie.
http://www.edu.gov.on.ca/fre/document/brochure/meread/index.html
• Programs
• CPF Ontario Canadian Parents for French (Ontario) https://cpfont.on.ca/
•
CEEF www.ceef.ca
Théâtre
• Des suggestions
La pétanque
Les Crêpes
Inviter un expert de …
http://www.lirecreer.org/
http://comptine.free.fr/
http://www.comptines.net
24
French is a Life Skill:
A Summary of Research, Theories, and Practices
A short, easy-to-read research
document that summarizes and shares
current thinking on the acquisition of
French as a Second Language,
specifically targeting Core French
programming.
25
SAUTONS À LA CORDE EN FRANÇAIS
Un, deux, trois
1, 2, 3, le chat n’est pas là
1, 2, 3, sautez dans mes bras!
1, 2, 3, 4, 5, 6, 7, 8, 9…
1, 2, 3, 4, 5, 6, 7, 8, 9,
J’ai trouvé un œuf
Sous la queue d’un bœuf.
La mère Patachon
Quarante sous de mouton!
Mouche ton nez,
Petit effronté.
Nous irons au bois
1, 2, 3, nous irons au bois,
4, 5, 6, cueillir des cerises,
7, 8, 9, dans un panier neuf,
10, 11, 12, elles seront toutes rouges.
Un, deux, j’ai pondu deux œufs
1, 2, j’ai pondu deux œufs dit la poule bleue.
1, 2, 3, j’en au pondu trois, répond l’oie.
5, 6, 7, j’en ai pondu sept, s’écrie la poulette.
8 et 9 qu’il est beau, son œuf!
Qui est sur le toit ?
1, 2, 3, qui est sur le toit ?
4, 5, 6, une souris grise
7, 8, 9, debout sur un œuf
10, 11, 12, sur un œuf tout rouge
L’œuf est tombé
La souricette a préparé
Une omelette
1, 2, 3, 4, 5,6, 7 !
Une et une
Une et une la lune
Deux et deux les yeux
Trois et trois les rois
Quatre et quatre la pâte
Cinq et cinq les épingles
Six et six la chemise
Sept et sept la pastèque
Huit et huit la pomme cuite
Neuf et neuf grands yeux de bœuf
Dix et dix la remise
Onze et onze la demi-once
Douze et douze la blouse
Treize et treize la fraise
Quatorze et quatorze l’arobase
Quinze et quinze la pince
Seize et seize la grosse caisse
Dix-sept et dix-sept la musette
Combien faut-il ?
Combien faut-il de tonnes d’avoine,
de tas de foin,
de sacs de grain,
de son et de sainfoin,
pour nourrir à leur faim,
un petit lapin,
deux gros œufs,
trois belles oies,
quatre petits ânes,
cinq poussins,
six vieilles biques,
huit énormes truies,
neuf cochons tout neuf,
dix canards de Barbarie,
la fermière, son mari et tous leurs amis ?
Violette
1, 2, 3, 4, 5, 6, 7, Violette, violette
1, 2, 3, 4, 5, 6, 7, Violette à bicyclette.
26
Comptine des paires
J’ai deux yeux
C’est mieux !
Deux oreilles
C’est pareil !
Deux épaules
C’est drôle !
Deux bras
Ça va !
Deux fesses
Qui se connaissent !
Deux jambes
Il me semble !
Que j’ai deux mains
Très bien !
Deux coudes
Qui se boudent !
Deux hanches
Qui se balancent !
Deux cuisses
Qui se glissent !
Deux genoux
C’est doux !
Deux pieds
C’est pour SAUTER !
Bonbons, biscuits
Bonbons, biscuits, Madame entrez !
Bonbons, biscuits, Madame achetez !
Bonbons, biscuits, Madame payez !
Bonbons, biscuits, Madame sortez !
Am stram gram
Am stram gram
Pic et pic et colégram
Bour et bour et ratatam
Am stram gram
Pic !
Le petit Benoît
Le petit Benoît compte jusqu'à trois.
La petite Alice compte jusqu'à dix.
Son frère Vincent compte jusqu'à cent.
Son cousin Emile compte jusqu'à mille.
Pour compter jusqu'à million,
il faut s’appeler Marion !
(un élève saute à la corde seul et un deuxième élève vient sauter
avec lui ou elle)
(ils sautent ensemble)
(ils sautent ensemble)
(un élève sort)
7 fois
7 fois passera
La dernière, la dernière
7 fois passera
La dernière y restera. (dimanche, lundi, mardi, mercredi, jeudi, vendredi, samedi)
N.B. Tu peux changer les jours de la semaine pour les mois de l’année
ou tout simplement compter de un jusqu'à 10…à 20…à 30,...etc.
27
Des expressions essentielles et utiles
Bonjour!
Je m’excuse!
Salut!
Je m’appelle _____.
Au revoir!
Je ne sais pas.
Pardon?
Je ne comprends pas!
Bienvenu(e)!
Merci! Merci beaucoup!
1.
Que veut dire _____?
2.
Je dois aller au bureau.
3.
Chuchotez s’il vous plaît!
4.
Je n’ai pas de livre / cahier.
5.
Je dois utiliser le téléphone.
6.
Je ne peux pas voir/entendre.
7.
Qui est-ce? Qu’est-ce que c’est?
8.
J’ai besoin de l’aide, s’il vous plaît.
9.
Est-ce que c’est le temps du dîner/déjeuner?
10. Comment dit-on _____ en français?
11.
Est-ce que je peux aller aux toilettes?
12. Est-ce que je peux aller boire de l’eau?
13. Est-ce que c’est pour devoirs, Madame?
14. Comment est-ce qu’on prononce / écrit / dit _____?
15. Est-ce que je peux t’aider / Est-ce que tu peux m’aider?
16. Est-ce que je peux faire mon travail / mes devoirs à l’ordinateur?
17. Je dois parler à la secrétaire / à la directrice / à Monsieur / à Mademoiselle.
18. Est-ce que je peux emprunter un stylo / une règle / une gomme / un crayon / un feutre?
28
LES VIRE-LANGUES
La cavale au Valaque avala l’eau du lac et
l’eau du lac lava la cavale au Valaque.
Charlotte chipote ses choux et sa viande
hachée.
Trois fraises fraîches et trois petites pipes
fines.
C’est cela, sachez chasser ce chat de ce
châssis.
Dame crabe et ses crabillons crabillonnaient
de large en long.
Un pécheur prépare pliant, pipe, parapluie,
prend panier point perçé pour pas perdre
petits poissons, place dans poche petit pot
parfaite piquette, puis part pédestrement
pêcheur pendant période permise par police.
Papa peint dans le bois, papa boit dans les
pins. Dans le bois, papa boit et peint.
La pipe au papa du pape Pie pue.
Donnez-lui à minuit, huit fruits cuits et si ces
huit fruits cuits lui nuisent, donnez-lui huit
fruits crus.
Six chaises sèches et douze douches douces.
Tu fis. Tu dis. Tu ris. Tu lis. Tu mis.
Je veux et j’exige, j’exige et je veux.
Denis dîna dit-on du dos dodu d’un dindon.
Jésus loge chez Zachée. Chez Zachée loge
Jésus.
Pour qu’un sage chasseur sache chasser, il
faut que chaque sage chasseur s’exerce à la
chasse.
Il est midi. Il est minuit.
Trois petites truites cuites, trois petites truites
crues.
Ciel, si ceci se sait ce soir, ces soins sont sans
succès.
Ah ! que d’a, que d’a au Canada : Alma,
Arvida, Noranda et Ottawa.
Le passant qui passa à Ottawa n’alla pas au
bal ce soir là.
Il a tant plu qu’on ne sait plus dans quel pays
il a plus plu, mais au surplus, s’il eut moins plu
ça m’eut plus plu.
Non, il n’est rien que Ninette ne nie.
Quand un cordier cordant veut corder une
corde pour sa corde cordée, trois cordons il
accorde mais si l’un de cordons de la corde
décorde, le cordon décordant fait décorder la
corde.
Ta tante t’a-t-elle ôté ta toupie ?
Tu dors, tortue tordue. Dors-tu, tortue
tordue ?
Un champ de cent choux. Cent choux dans un
champ.
Bonjour lundi, comment vas-tu, mardi ? Très
bien, mercredi. Je viens de la part de jeudi te
redire vendredi, qu’il faut t’apprêter samedi
pour aller à l’église dimanche.
Le jeudi quand il pleut je veux mon feutre
gris.
Sachez chasser chasseurs; chasseurs, sachez
chasser. (2 fois)
Mon cher Sacha, sachez que je veux et j’exige.
(2 fois)
Sachez que c’est Sacha qui cherche ses cinq
cent soixante-sept sachets de serge chez
Sancho le changeur et j’ose supposer que c’est
le chien du sage chasseur qui chasse sans
cesse ses chats dans les souches sèches des
sauges sauvages.
29
L’enfant entra dans le champ. L’état de Jean
est alarmant. Grand’maman est blanche. Le
sang coulait sur le flanc de l’enfant.
La grande lampe de la chambre, tremble. Estil plus grand que Fernand ? Le commandant
fut emporté par l’ambulance. Le savant le
contempla longuement.
Allons donc, Léon est à Boston. Son melon est
bon. Alphonse et Gaston longeaient le mont.
Achetons des ballons pour ces garçons. Le
goujon fit un plongeon dans les ondes.
Dites vos noms et prénoms ; avez-vous un
surnom ? Le vagabond était allongé sur le
gazon à l’ombre des buissons. Entrons dans la
maison ; entonnons cette chanson.
J’obtins ainsi une belle teinte. Ce Napolitain
était hautain et inhumain. Valentin me serra la
main. Cet écrivain est à plaindre.
Le sacristain avait un air impénétrable.
D’instinct il est plein de crainte. Benjamin ne
craint pas les dédains.
LES ACCENTS EN FRANÇAIS
Alt 128
Alt 129
Alt 130
Alt 131
Alt 132
Alt 133
Alt 135
Alt 136
Alt 137
Alt 138
Alt 139
Alt 140
Alt 142
Alt 144
Alt 145
Alt 146
Ç
ü
é
â
ä
à
ç
ê
ë
è
ï
î
Ä
É
æ
Æ
Alt 147
Alt 148
Alt 150
Alt 151
Alt 154
Alt 0140
Alt 0156
Alt 0192
Alt 0194
Alt 0200
Alt 0202
Alt 0203
Alt 0206
Alt 0207
Alt 0212
Alt 0217
Alt 0219
ô
ö
û
ù
Ü
Œ
œ
À
Â
È
Ê
Ë
Î
Ï
Ô
Ù
Û
30
[\
40 ways to say
“VERY GOOD”
[\
1. That’s the best you’ve ever done!
2. You’re on the right track now.
3. SENSATIONAL!
4. You are very good at that.
5. I knew you could do it.
6. PERFECT!
7. Best yet.
8. I’m happy to see you working like that.
9. You are really going to town.
10. TREMENDOUS!
11. You’ve mastered that.
12. I sure am happy you’re my student.
13. You remembered.
14. You’ve got that down pat!
15. SUPERB!
16. Good thinking!
17. I’ve never seen anyone do it better.
18. I’m very proud of you.
19. CLEVER!
20. Way to go.
21. Now you have the hang of it.
22. Congratulations, you got it right.
23. I’m proud of the way you worked today.
24. That’s quite an improvement.
25. FANTASTIC!
26. You’re learning fast.
27. I couldn’t have done it better myself.
28. You really make being a teacher fun.
29. You haven’t missed a thing.
30. WONDERFUL!
31. Nothing can stop you now.
32. Nice going.
33. Now that’s what I call a fine job.
34. MARVELOUS!
35. Right on!
36. You must have been practicing.
37. Dynamite!
38. Well look at you go!
39. TERRIFIC!
40. You outdid yourself today.
A WINTERGREEN Bookmark
[\
40 façons de dire
“TRÈS BIEN”
[\
1. Tu es sur la bonne voie.
2. PARFAIT!
3. Tu fais du bon travail.
4. Je savais que tu étais capable.
5. Là tu comprends!
6. Maintenant tu l’as!
7. FANTASTIQUE!
8. Continue, tu t’améliores!
9. Ça c’est la bonne façon!
10. Tu t’appliques beaucoup.
11. Tu t’améliores de jour en jour.
12. SENSATIONNEL!
13. C’est beaucoup mieux.
14. Tu comprends bien.
15. SUPERBE!
16. Tu apprends vite.
17. Tu as très bien fait ça.
18. Tu t’améliores vraiment.
19. CONTINUE!
20. Bien pensé.
21. Ne lâche pas!
22. Je suis très fier de toi.
23. FABULEUX!
24. Tu as raison.
25. Bien fait.
26. C’est ça!
27. Félicitations, tu as bien compris.
28. BRAVO!
29. Bon travail!
30. Voilà toute une amélioration.
31. Encore un peu et tu l’auras.
32. Je n’aurais pas pu faire mieux.
33. REMARQUABLE!
34. Rien ne peut t’arrêter maintenant.
35. Regarde-toi aller!
36. C’est ce que j’appelle un bon travail.
37. Tu as dû t’exercer beaucoup.
38. EXCELLENT!
39. Tu as fait beaucoup de travail aujourd’hui.
40. Tu t’en es souvenu.
Un signet de WINTERGREEN
31
Look “Fors” in an FSL Classroom
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Organized co-operative ownership of control
Student generated class rules clearly posted
Teacher motivates with praise
Teacher is language model and sets language
standard
Risk taking and problem solving is encouraged
Student portfolios share student successes
Evaluation criteria are shared with students before
they begin task
Balance of individual, small group, whole class
activities
Students are encouraged to reflect on their
learning and to set goals
Community / parent involvement is encouraged
Community / school based activities are
developed
Clear behaviour consequences and rewards
Teacher informs parents regularly through school
newsletter, phone calls, notes
Reporting for report cards is program related, and
specific to individual student
Variety of assessment and evaluation methods
used (formal and informal)
Learning styles are considered as tasks are
presented
Student feedback is continuous and ongoing; done
through conferences
Oral communication is focus, followed by reading
and writing
Talk time is balanced between teacher and student
talk
Tasks are authentic and meaningful to students,
high interest
Learning centres allow for individual
differentiated learning
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Parameters are clear for student social interaction
Climate motivates French learning – class work
displayed, posters, expressions
Planning reflects links to curriculum outcomes or
expectations
Three phases of lesson evident followed by
reflection and feedback
Students have clear understanding of what is
expected
Purposeful learning is going on
Clear directions are provided to students
Sense of classroom community is established
Student motivation is high, active participation on
behalf of learners
Clear questioning and clarity of directions on
behalf of teacher
Feedback is regular and ongoing
Time on task is high, minimal waiting time for
students between tasks
Teacher monitoring for comprehension
throughout lesson
Students apply vocabulary or practice sentence
structures presented
Materials used to facilitate lesson were
appropriate
Lesson was brought to closure in appropriate way
Teacher voice is clear, friendly, encouraging, and
a language model
Students are expected to take responsibility for
their learning
32
Status of Language Teachers and their Programs – 2003/2004 – CASLT/ACPLS
Requirements for Quality FSL Programs
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Strong administrative leadership sets a tone to foster and support quality FSL
programs.
A school climate that is conducive to learning; all subjects are given value; all
teachers have equal status.
“Inclusive Literacy” - Most schools have a strong emphasis on literacy; second
language acquisition supports first language acquisition.
School administration and teacher expectations reflect that all students are capable of
success in second language education.
Providing adequate instructional support and resources to teachers, supporting
coordination of activities in the school, and flexibility in timetabling/scheduling for
quality program delivery.
Supporting the FSL Program in my School - What an ‘Inclusive’ School Looks Like:
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School entrance shows evidence of FSL program through dedicated bulletin board or
showcase
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Brief, simple PA announcements are provided in French on a regular basis
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FSL program is videotaped and video is shown during parent nights
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Staff supports FSL program sharing during information nights for parents and the
community.
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Careful timetabling to enable the FSL teacher to move from class to class (staying on
schedule).
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All teachers value the FSL program by encouraging students to do their best work.
Students are not removed from CF to complete other subject work.
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Willing teachers participate in French activities along with FSL teacher and students.
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Student misbehaviour in French class is dealt with in the same way as in other
classes.
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Students are offered the same chance of success in the French class as in all other
classes.
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Different spaces throughout the school are labeled in French to encourage visual
recognition.
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Evidence of French in the school newsletter, letters to parents, yearbook, clubs, etc.
CASLT/ACPLS – 201-57 Auriga Drive, Ottawa, Ontario, K2E 8B2
613.727-0994, [email protected], Website: www.caslt.org
Status of Language Teachers and their Programs – 2003/2004 – CASLT/ACPLS
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School profile reflects pride in the asset created by a strong FSL program which
reflects the Canadian identity.
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Identified advocate FSL teacher who coordinates FSL issues for school and works
closely with other teams and administration.
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FSL teachers are provided with the same quantity and quality PD opportunities as
other teachers.
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Staff support for extracurricular French activities – café français, art oratoire, French
craft club, French sports club, etc.
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FSL Teacher is encouraged and supported to engage in collaborative planning with
teacher partners –
ESL teacher – all second language techniques similar and supportive
Classroom teacher - communication on curricula covered, timing, sharing of
space
Librarian – support through resources, research/project -based instruction
Technology support teacher – support for French software and time in labs.
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End of year celebrations include recognition for achievement in FSL program
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Teacher is encouraged to participate in professional growth opportunities during
school hours (classroom visits, mentoring programs).
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Easy access to resources in French is provided– books, videos, CD Roms,
newspapers, magazines, etc.
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Monthly assemblies provide opportunity to reward student success in French
(certificates, élève du mois, class work display, etc).
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School reading buddy and peer tutoring programs include French as a component.
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FSL teachers are supported in their membership to professional associations and
accessing reading materials on current second language education research.
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Good connections are fostered with community resources (French speaking parents,
employers, clubs); community group involvement in FSL programs at the school is
encouraged.
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Principal’s office displays a poster that supports the importance of learning French. If
you don’t have one get one today!
CASLT/ACPLS – 201-57 Auriga Drive, Ottawa, Ontario, K2E 8B2
613.727-0994, [email protected], Website: www.caslt.org