Listening and Speaking

Transcription

Français in Primary French Immersion: Kindergarten
73
Students will be expected to demonstrate their comprehension of a variety of oral texts
according to their needs and appropriate to the situation of communication.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to obtain
information, ideas, opinions, key
feelings and a global sense from an
oral text.
Children must be exposed to a rich variety of language, presented in
context. Visual or concrete support is provided whenever feasible;
nonverbal aids such as gestures, mime or exaggerated intonation are
recommended. The overall aim of global comprehension necessitates the
use of a variety of strategies to ensure comprehension by all children.
SCOs: By the end of
Kindergarten, students will be
expected to:
• Model oral language spoken clearly and naturally.
• Model procedures for good listening, i.e., sitting quietly, hands on lap,
looking at the speaker and thinking about what he/she is saying.
• Introduce new vocabulary gradually. Repeat key words in a given
context (e.g., Regardez la paille ! Voyez-vous la paille ? C’est une maison de
paille ! ).
• Ensure that all students can see the illustrations, as well as teacher
gestures and facial expressions. Ensure that all students can hear your
voice, as you read/reread text, pointing to words.
• Change the tone of voice to indicate different characters and feelings.
• Praise student responses, comprehension, efforts and cooperation.
• Use puppets to communicate with students, and encourage students to
use puppets to communicate with others.
• Have students dramatize familiar stories, e.g., Les trois petits cochons, Les
trois petits chats, Cendrillon, La petite poule rouge. Use props to enhance
dramatization and comprehension. Have students learn the various roles
and gradually move from group participation to individual
participation.
• Encourage students to role play or illustrate the beginning, middle, and
end of story.
• Use texts which are “true to life” e.g., which happen in the life of a 5
year old child, e.g., Au parc (Collection Alpha-jeunes, Scholastic).
• Provide Listening Center resources to enable students to listen to
familiar songs and stories.
• Provide occasions for students to read or sing to one another.
• Provide frequent and varied opportunities for students to demonstrate
their comprehension of an oral text. Comprehension may be
demonstrated through illustrations, paintings, gestures, movement, etc.
3.1.1 recall literal details from
simple oral texts
3.1.2 follow simple instructions
Provide students with many occasions to familiarize themselves with
“everyday” classroom instructions: Assieds-toi. Pousse la chaise sous la table.
En ligne s’il vous plaît. etc.
• Provide students with opportunities to give directions to others. Lavez
les mains ! Ramassez les crayons ! Placez les boîtes à goûter ici.
• Clarify instructions using concrete examples.
• Play games such as Bingo, Lotto, Tout le monde change, Simon dit or
Quelle heure est-il ?
Continued ...
74
Assessment and/or Instructional Strategies
3.1.1 Checklist
Note observations of student listening and comprehension of oral texts.
The following is a sample checklist:
Suggested Resources
Listening and Speaking Activities
for Kindergarten, Appendix B
Vocabulaire et structures de base
en maternelle, Appendix B
Songs or chants such as the
following, to illustrate the steps
to good listening and to
reinforce listening behavior.
Les mains sur les genoux.
Les yeux qui voient tout
Je me concentre...
(Sung or chanted to any familiar
tune.)
Observation
• Is the student able to illustrate beginning, middle, end of text?
• Does the student retain important information from an oral text? Does
the student identify the main idea and extract specific information from a
variety of texts?
• Does the student participate in proposed activities? Does the student
sing, recite with the group and memorise a favourite song? Does the
student understand instructions in the context of games played? Does the
child participate in class plays? Does the child learn the various roles for
class plays?
Performance
Use modelling clay to recreate a main character, illustrate a text.
A collection of French songs,
nursery rhymes, poetry, chants.
The following titles are
suggested:
• Chansons douces, chansons
tendres (Fides, ISBN 2-76212272-4)
• Chansons, rondes et comptines
de mon enfance (Éditions
EDL, ISBN 2-8469-0084-1)
• Rondes, jeux de doigts et jeux
dansés (Retz, ISBN 2-72562365-0)
A selection of literature, leveled
booklets and other ageappropriate texts such as the
following:
• Collection Paul et Suzanne
(Apprentissage Illimitée)
• Collection GB+ et Collection
Alizé (Beauchemin)
• Collection Alpha-jeunes,
Collection Alpha-monde et
Collection Premiers mots
(Scholastic)
• Collection Je lis, tu lis (Duval)
• Collection Domino
(Chenelière)
75
Outcomes
Suggestions for Teaching and Learning (Continued)
students will be expected to obtain
information, ideas, opinions, key
feelings and the global sense from
an oral text.
Tout le monde change
Students are sitting in chairs in a circle. One student is standing in the
center. There are no extra chairs. Students are given a group to which they
belong, including the student in the middle. Groups names should utilize
vocabulary learned (fruits, colours, Christmas vocabulary, etc.) For
example, in a group of 25 there may be 5 pommes, 5 bananes, 5 oranges, 5
poires, 5 ananas. The student in the center says Toutes les pommes, changez !
All pommes must stand up and find a different chair to sit in the circle,
while the student in the middle is also looking for a chair. When the
student in the middle finds a chair, the student without a chair will take
his/her place. If the student in the center wants all students to change
seats, she/he says Tout le monde change !
SCOs: By the end of
expected to:
3.1.2 follow simple instructions
Quelle heure est-il ?
One student is the wolf. All the other students are in a line and ask the
wolf together Quelle heure est-il, Monsieur le loup ? The wolf responds a
number such as deux heures. The others are obliged to take two steps
forward. This is repeated until the response C’est l’heure de manger ! the
wolf then tries to capture some of the others and they become his/hers
helpers. The game continues until all students are caught by the wolves. As
a variation, the wolf can respond C’est l’heure de danser, de sauter, de
tourner, etc. and have the students perform the action.
Faîtes ceci, faîtes cela
One student is the leader and provides instructions which the others must
follow. Have students practise and use the construction « Tout le monde,
faites ceci ». Student instructions could include high frequency verbs such
as marcher, sauter, courir, etc. or focus on theme vocabulary such as jouer
de la guitare, jouer au baseball, jouer au soccer.
76
Suggested Resources
Observation /Anecdotal Records
Play games which reinforce learned vocabulary and require student
participation: Place la pomme (la banane, l’orange, la poire) sur (sous, devant,
derrière, à côté de) la chaise. Trouve la carte qui montre un petit (moyen,
grand) cochon. Donne-moi le crayon bleu (jaune, rouge, orange, violet, noir).
Lève-toi si tu portes du jaune (brun, rose, blanc, vert). Cherche trois triangles
(cercles, carrés, rectangles) dans la classe. Observe and note student ability to
follow simple instructions and respond to simple directions.
Listening Activities for
Kindergarten, Appendix B
en maternelle, Appendix B
Mots de haute fréquence,
Appendix A
77
Outcomes
KSC O: By the end of Grade 3,
students will be expected to react in
a personal way to simple text citing
examples to justify this reaction.
Engage students in meaningful talk in a variety of groupings: whole class,
partners and small groups. Provide time on a regular basis for them to discuss
experiences and events in their own lives, such as le temps des nouvelles.
• One way of organizing students to share with several partners is to use the
strategy of inside/outside circles. In a group of 18 students, 9 students
form an “inside circle” in which they face outwards. The other 9 students
then form a circle around this circle, and this second group faces the
students in the inside circle. Partners are facing each other, one person
from inside, one person from outside. When the task is completed, the
students in the outside circle take a few steps to the right so that each
individual is now facing a new partner on the inside. This is a useful
technique for tasks such as news sharing.
• Use visuals/charts to enhance student comprehension of listening skills
and to rem ind students of appropriate listening behaviour.
SCOs: By the end of
expected to:
3.2.1 be courteous when others
are speaking
3.2.2 respond to a simple oral
text based on interests,
opinions and/or personal
experience
3.2.3 begin to draw conclusions
from an oral text using
support from the text
3.2.4 respond with sensitivity to
the opinions of others
Before
During After
-
I
I
I
I
I
I
I
am near the person who is going to speak.
stop talking and m oving.
place my hands on my laps.
think about what I already know about the topic.
look at the person who is speaking.
concentrate on what the person is saying.
ask questions when the person has finished speaking.
Encourage students to respond to stories read or listened to in class. Ask
question which will allow students to m ake connections with their own lives,
their own interests and experiences.
• Use the strategy of talking in partners as a way to engage students in
discussion of personal experiences related to a book just read in class.
• Discuss texts in term s of characters and feelings. Si tu avais à dessiner cette
page, qu’est-ce que tu y mettrais ? D’après le ton de ma voix, le personnage,
est-il fâché ? Est-il content ?
• Ask students to respond to a story by drawing/telling what they like or
don’t like about the story: J’aime _______ . Je n’aime pas _______.
Through use of simple questioning techniques, encourage students to draw
conclusions from a text. Boucle d’Or est méchante parce que _____. Boucle
d’Or est gentille parce que _______ .
Model co-operative behaviour and explore with students what positive/
negative language sounds like. Have the class discuss ways of responding to
ideas/suggestions of others. Provide students with a list of expressions for
providing feedback to others.
• Explore feelings and the associated vocabulary.
• Teach students to respect the ideas and feelings of others.
78
Suggested Resources
3.2.1 Conference
Conference with students as to whether or not they find the steps for
appropriate listening behaviour helpful. Do they refer to the charts?
Speaking and Listening Charts,
Appendix B
Observation
Observe children in small and large group situations and note their
willingness to follow the steps for good listening behaviour.
3.2.2 Observation/Anecdotal Records
Note student use of appropriate vocabulary when responding to a story.
J’aime __________.
Je n’aime pas _________.
3.2.4 Checklist
Note student interactions with others. The following is a sample checklist.
Des compliments pour toi et moi,
Appendix B
Questionning in the Second
Language, Appendix B
First Steps: Oral Language
Development Continuum
(Heinemann), p.29 - 32
Resource Book (Heinemann), p.
43
Le terrain de jeux (Éducation à
l’esprit d’entreprise, Éditions de
l’Acadie : the Teacher Guide
includes a section on listening
skills)
Self-evaluation
• Have students think about the following:
• Do I make right choices? Est-ce que je fais bien ?
• Do I listen to others? Est-ce que j’écoute les amis ?
• Do I interrupt? Est-ce que j’interromps les autres ?
• Do I encourage others? Est-ce que je suis gentil(le) ?
La coopération : un jeu d’enfant
(Chenelière, ISBN 2-76510365-8)
79
Outcomes
students will be expected to react in
an analytical way to simple texts by
identifying various elements of the
text.
Provide opportunities for students to experience a variety of oral texts.
First Steps classifies oral text types in terms of newstelling, narrative,
description, inquiry (questioning), and classification. These can be found
in a variety of contexts in the classroom, including activity-based sharing,
discussion, and partner work. Students should experience a wide variety of
oral texts, including songs, poetry and games.
• Retelling and posing questions will require much modelling in
Kindergarten, as students learn the vocabulary required to respond to
texts. Model questions and answers for students, using qui, qu’est-ce que,
où, quand, comment, pourquoi.
• Ask questions that require children to make choices between different
types of texts: Is this text...
• real/imaginary?
• sharing personal interests or facts?
• a song or story?
• a poem or letter?
• news-telling or show and tell?
• an announcement or a recording?
• Involve students in decision making when making up “clues”/“rules” for
determining different types of oral text. C’est un conte de fée parce que...
C’est une chanson parce que...
• Provide listening center when students can listen to songs/stores/rhymes/
poems.
• Play le sac à partager game in which students have to pose questions to
discover what a mystery object is in a bag. This aids in classification of
objects.
SCOs: By the end of
expected to:
3.3.1 distinguish between
various types of oral texts
3.3.2 identify the subject and
important details in a
variety of oral texts by
answering questions
Engage students in activities where they identify the subject of a song or
poem or the main events in a story. Use questions of a multiple choice
type to help students express their response. Est-ce un poème sur les
pommes ? Ou est-ce un poème sur les oranges ou les bananes ?
• Play games such as Je vois dans mon œil and Qui suis-je ? to have students
formulate questions.
• Use riddles to model questioning for students.
• Use role play and dramatization to retell the main event of a familiar story.
• Classify and describe attribute blocks according to size, thickness, colour
and shape.
• If attending a field trip, have students prepare questions to ask.
• Provide opportunities for students to respond to questions (qui, quoi,
pourquoi, où, quand, comment). Make montre et raconte an opportunity
for students to practice these questions.
• Make show and tell an opportunity for students to practice 5 w’s.
• Model open-ended questions.
• Help students make connections between oral text and visuals.
• Point to objects and/or illustrations (montre du doigt) to facilitate
comprehension. Have children demonstrate their comprehension by
pointing to characters or details in illustrations.
• Use gestures and tone to aid comprehension.
80
Suggested Resources
3.3.1 Checklist
• Do students listen with comprehension to various oral texts?
• Do students distinguish between oral texts? (e.g., I want to listen to a
story. I don’t want the tape with songs.)
Jeux de questions, Appendix B
3.3.2 Observation
• Observe and note student responses to oral, guided questions requiring
specific answers. Refer to visuals in questioning: Est-ce que c’est le jour ou
la nuit quand... ?
• Are student able to demonstrate comprehension of a text through a given
medium (role play, movement, etc.)?
• Observe student participation in games and whether they participate
actively.
Les genres et types de textes,
Appendix B
Conference
• Conference with student about their level of comprehension. Est-ce que
Paul est triste ou content ? Pourquoi ?
La compréhension orale,
Appendix B
Ressources audio et audiovisuelles, Appendix A
Sites Internet pour chansons,
comptines, poésies et jeux,
Appendix A
Resource Book (Heinemann)
The following are suggested:
• Chansons douces, chansons
• Chansons, rondes et comptines
de mon enfance (Éditions
EDL, ISBN 2-8469-0084-1)
• Musique s’il vous plaît,
Berandol Music Limited
A selection of children’s
literature, leveled booklets and
other age-appropriate texts such
as the following:
• Collection Paul et Suzanne
• Collection GB+ et Collection
Alizé (Beauchemin)
• Collection Alpha-jeunes,
Collection Alpha-monde et
Collection Premiers mots
(Scholastic)
• Collection Je lis, tu lis (Duval)
• Collection Domino
(Chenelière)
81
Students will be expected to express themselves in order to meet their needs in
accordance with the communication situation.
Outcomes
students will be expected to ask
questions in order to clarify
information and to broaden their
knowledge.
As indicated in SCO 3.3.1 and 3.3.2, questioning or inquiry is an
important element of oral language development. Students should be able
to formulate questions according to their needs. Ensure that students
have multiple opportunities to engage in activities which require
questioning. Such activities were indicated in SCO 3.3.1 and 3.3.2,
including reference to questioning games. Various structures should be
modelled in the classroom in Kindergarten, and will eventually become
part of students spoken vocabulary. These include the following
structures:
Comment ça va ?
Ça va bien ?
Comment t’appelles-tu ?
Puis je ...
Est-ce que je peux ...
Où est ...
Quand ...
Qui ...
Pourquoi ...
Est-ce que ...
Veux-tu ...
Est-ce que tu veux ...
Combien de ...
Qu’est-ce que ...
Qu’est-ce que ...
Y a-t-il ...
Est-ce qu’il y a ...
Quel âge ...
SCOs: By the end of
expected to:
4.1.1 obtain information by
asking simple questions,
using basic structures and
appropriate vocabulary
It is important that students feel comfortable asking questions regarding
tasks, as their comprehension of a particular activity and their
understanding of vocabulary will be further enhanced by questions that
they or classmates pose.
• Provide frequent opportunities for students to listen to different
models for asking questions during les nouvelles, story time, class
routines. These can be incorporated into the daily routine, for
example,
• Où est ton livre ?
• Qui est derrière la chaise ?
• Est-ce qu’on met les crayons dans ce panier ?
• Quelle est la date aujourd’hui ?
• Paul n’est pas content ?
• Qu’est-ce qu’il a dit ?
• De quelle couleur est ton crayon ?
82
Suggested Resources
4.1.1 Observation
Observe student’s ability to pose questions in order to obtain information.
Questioning in the Second
en français pour la maternelle,
Appendix B
Appendix A
Resource Book (Heinemann),
Inquiry
Conference
Ask simple questions to the student to determine comprehension: Comment First Steps: Oral Language
t’appelles-tu ? Quelle est la date aujourd’hui ? Comment ça va ? De quelle
Developmental Continuum
couleur est ton sac d’école ?
(Heinemann)
83
Outcomes
students will be expected to express
ideas, feelings and opinions.
In Kindergarten French Immersion, French is always used for general
classroom communication, and as the language of instruction. A good
foundation in basic French vocabulary and structures for students is of
great importance. The quality and quantity of language input and the
opportunities for language output govern the acquisition of language and
provide the linguistic foundation from which students will be able to
produce expressive language in French. Basic vocabulary and structures are
developed in the context of meaningful activities throughout the year.
SCOs: By the end of
expected to:
4.2.1 use learned expressions and
high frequency vocabulary Listening and speaking are interrelated. Before attempting to speak,
children in a French Immersion program will require many opportunities
to convey a message
to listen to good language models. In the beginning stages, children will
listen to models of the French language and respond in English. During
this period, children will absorb a great deal of language by listening to
models of a wide range of texts, including songs, stories, poems,
instructions. Some children may re-use a word or expression immediately
upon hearing it, while others will prefer to listen for a longer time before
attempting to speak. Over time, as more vocabulary is assimilated,
children will begin to insert French words and expressions into their
English sentences until entire utterances are in French.
The teacher has the important role of creating an environment in which
students feel comfortable in taking risks in using their second language.
Constant encouragement is necessary, and all student efforts to express
themselves in French should be valued and celebrated. Errors should also
be celebrated, as they are indicators of the effort shown in the child’s
spoken language.
A list of vocabulary and basic structures has been provided in Appendix B.
The list includes greetings and polite expressions, verbs, general
vocabulary, adjectives and adverbs and other terms. This list should be
consulted to ensure that the vocabulary is being incorporated regularly
into the language of the classroom. Students in French Immersion
Kindergarten are expected to understand most vocabulary and structures
from the list, and teachers should encourage students to incorporate as
much of the vocabulary as possible into their own speech. The list is meant
as a guide, and teachers should feel free to add to it. Appendix A and the
Trousse d’appréciation de rendement en lecture also include lists of high
frequency words which would be part of the everyday language of the
classroom.
Basic vocabulary should be reviewed regularly in class and may be
reinforced at home. A visual dictionary or illustrated word list for themes
and topics covered in class can be used as a school reference as well as for
home practice and review. Alternately, a bank of illustrations could be
paired with a tape recording of the French vocabulary for use in the
listening center or at home. C’est un carré. G
C’est un cercle. F
Continued...
84
Suggested Resources
4.2.1 Observation
Appendix A
La trousse d’appréciation de
rendement en lecture :
Immersion française Maternelle 3e année. Document d’appui
2002. Liste de mots fréquents
Self-evaluation
A self-evaluation such as the following can be done during a conference:
La compréhension orale :
Activités pédagogiques,
Appendix B
Games and activities to
reinforce vocabulary
• Montre et raconte
• Espion
• Dans mon panier, il y a ...
85
Outcomes
students will be expected to express
ideas, feelings and opinions.
In context, students should be able to insert words and expressions into
their everyday speech. Questions such as Est-ce que je peux aller aux
toilettes ? and Est-ce que je peux boire de l’eau ? should be part of daily
routine. After repeated readings, students should be able to dramatize parts
SCOs: By the end of
of a very familiar story, reciting parts of the story. For example, the
students should be able to say Petit cochon, petit cochon, laisse-moi entrer
expected to:
dans ta maison ! after many interactive shared reading sessions with Les trois
petits cochons. Repetition of games, action songs and rhymes serve to
4.2.1 use learned expressions and reinforce French vocabulary and expressions, and will enable students to
high frequency vocabulary begin to express themselves in French.
to convey a message
Students are often motivated to talk about what is closest to them and to
their experiences. Have students bring in a picture of their family and talk
to other students about it. Expect them to use vocabulary associated with
family. Or have students bring along a favourite object or toy and present
it in a Montre et raconte context.
Have students use puppets to improvise a short dialogue or present a play
in a context with which students are familiar. For example, the puppets
could sing a song or play a familiar game or tell a story such as Les trois
petits chats, Les trois ours, or La petite poule rouge.
Prompt students to use French vocabulary when expressing themselves.
For example, if students say « Madame, I’m going to get my lunch box »,
the teacher can prompt the student to use the french term boîte à dîner, by
saying Tu cherches ta quoi ? Bravo ! C’est ta boîte à dîner que tu cherches !
Early in the year, introduce l’ourson français, a teddy bear, to the class.
Appeal to the students’ imagination. Explain to them that this mascot
wants to be friends with the boys and girls in the class, and would like to
visit them at home. Each day, the mascot will whisper in the ear of the
teacher the name of a student who has made an effort to speak in French
during the day. The student will then be allowed to take the mascot home
that evening. It is important to emphasize effort, as those who are
experiencing difficulty expressing themselves in French will also be
rewarded with a visit. The next day, have the student describe the bear’s
adventure to the class.
Other classroom puppets such as Cricoli (la marionette) can be presented as
being French-speaking only. Whenever they are out, only French can be
spoken. Children who want to use the puppets must speak French.
86
Suggested Resources
Observation /Conference
Observe students as they interact with classroom puppets or the class
mascot. Do they use French structures and vocabulary in their
interactions? Conference with students to explore their use of learned
expressions and vocabulary.
Questioning in the Second
Appendix B
Appendix A
A class mascot such as ourson
français
Hand puppets for use by both
teacher and students, such as
Cricoli (Beauchemin)
A selection of children’s
literature, traditional fairy tales
and stories, leveled booklets and
other age-appropriate stories
and texts, including texts about
the family and family members.
Collection Paul et Suzanne
Monsieur Lapin et le bonhomme
(Le français fantastique ISBN
0-9693945-1-9)
Monsieur Lapin va à l'école (Le
français fantastique, ISBN
0-9693945-4)
Le petit bonhomme de pain
d'épice (Flammarion Père Castor
ISBN 2081602717)
Boucle d'or et les trois ours
(Éditions Usborne, ISBN
0-746-05924-8)
Les trois petits cochons (Éditions
Usborne, ISBN 0-746-05925-6)
87
Outcomes
students will be expected to share
information and find enjoyment in
a variety of situations
During the Kindergarten year, the inclusion of poetry, rhymes and songs is
very important to the second-language learning environment. Not only are
poems, nursery rhymes, comptines and songs great vehicles for providing
exposure to a wide range of French vocabulary, they are ideal vehicles for
phonological and phonemic awareness activities. As described more fully
SCOs: By the end of
in SCO 7.1.6, it is very important to provide children with exposure to
phonemes through word play. Phonological awareness skills include:
expected to
- hearing the separate words within a sentence
- hearing the number of syllables within a word
4.3.1 recite poems and nursery
- recognition and creation of rhymes
rhymes, and sing songs in a
- listening for words that begin or end with the same sounds
group setting
• Simple rhyme patterns in stories or rhymes should be highlighted for
students. Such activities should be fun and enjoyable for students.
Game-like activities can involve children in identifying rhyming word
pairs (grise, église) or in identifying a word or phoneme which does not
rhyme with several others (e.g., am, stram, gram, pic).
• Traditional songs such as C’est la poulette grise (Chansons douces, chansons
tendres) lend themselves well to a focus on rhyming sounds, as well as on
other activities:
- identifying sounds in various positions in words (beginning, final)
- segmenting words into component sounds (/d/ - /o/- /d/-/o/)
- manipulating sounds in a word by saying it without its beginning or
end (/o/- /d/ - /o/)
- substituting another beginning or end sound (/c/ - /o/ - /d/-/o/).
At the Kindergarten level, the focus should be on oral phonological
awareness tasks which require identification rather than production tasks:
Quel mot ne rhyme pas : am, stram, gram, pic ? Quel mot commence par /p/ ?
• Share with student selections of text which deal playfully with speech
sounds through rhymes. Encourage students to notice or even predict
sounds, words and sentence patterns.
• Create word family charts with words from a particular rhyme, story or
poem or from a brainstormed list: e.g., ma, sa, la, gras, chat.
• Present word-pairs and ask students to determine whether or not the
words rhyme. e.g., chat-rat, bois-bon.
• Play “odd word out” where students are presented with four words,
three of which rhyme. The students determine which one does not
belong. e.g., sept, violette, bicyclette, quatre.
• Play rhyming words games with cards, where pairs of students match
pictures of familiar rhyming words.
• As speech sounds are presented in class, teachers should create visual
association for each one, or even a sound personality (Edelen-Smith).
The letter “S” should for example, be presented as
Sam le serpent qui fait ssss.
Continued...
88
Suggested Resources
Observation
• Observe student ability to clap out syllables, to identify rhyming words,
and to participate actively in group activities.
Phonological Awareness and
Phonemic Awareness,
Appendix B
• Note student participation and behaviour during oral language work.
The following is a suggested checklist:
Le manuel phonique (Jolly
Learning, ISBN 1-87094698-7)
Conscience phonologique
(Chenelière, 2-89461-372-5)
Sites Internet pour chansons,
comptines, poésies et jeux,
Appendix A
Performance
Ask students to identify rhyming words in a rhyme, poem or comptine such
as the following:
C’est la poulette grise
Qui pond dans l’église.
Elle va pondre un beau petit coco
Pour l’enfant qui va faire dodiche.
Elle va pondre un beau petit coco
Pour l’enfant qui va faire dodo.
Dodiche, dodo.
C’est la poulette brune
Qui pond dans la lune.
C’est la poulette noire
Qui pond dans l’armoire.
C’est la poulette blanche
Qui pond dans la grange (les branches).
(Traditional)
Comptines, chansons et rondes,
Appendix B
Sounds Abound: Listening,
Rhyming, and Reading (LinguiSystems, ISBN 1-5599-9394-4)
The following are suggestions:
Chansons douces, chansons tendres
(Fides, ISBN 2-7621-2272-4)
Chansons, rondes et comptines de
mon enfance (Éditions EDL,
ISBN 2-8469-0084-1)
Rondes, jeux de doigts et jeux
Musique s’il vous plaît, Berandol
Music Limited
Comptines, chansons et poésie :
www.momes.net
89
Outcomes
• Involve students in counting the number of words in a sentence or the
number of syllables or sounds in a word by clapping, marching in place
or by placing tokens in connected boxes drawn on a piece of paper.
e.g., chat
SCOs: By the end of
expected to
• Engage students in sound blending activities, where an initial sound is
4.3.1 recite poems and nursery
blended onto the remainder of the word. Names of children in the class
rhymes, and sing songs
can be used for this activity: Ça commence par /s/ et ensuite vient /ammy/ ;
in a group setting
mis ensemble ... ça fait Sammy. Variations of this activity can be used
later in the year, where students blend syllables of a word together, or
blend isolated phonemes into a word.
• A classroom puppet who “speaks funny” can review vocabulary items
from a recent lesson or text by saying words sound-by-sound or syllableby-syllable for students to figure out. Early in the year, visuals of three
words can be displayed, one of which is the word presented by the
puppet. The puppet can confirm or deny the response by picking up the
visual and saying /r/ - /ou/ - /ge/ ... J’ai dit rouge !
• Play Qu’est-ce qui est dans le sac ? with students, saying a word sound-bysound or syllable-by-syllable. When the word is correctly named, bring
out the object or visual! A little song can accompany the game:
Si tu sais quel est le mot, dis-le moi !
Si tu sais quel est le mot,
Dis moi donc quel est le mot,
(to the tune of If You’re Happy and You Know It)
90
Suggested Resources
Observation/Anecdotal Records
4.3.1 Observe and note:
• student participation in phonological awareness activities
• student ability to identify rhyming pairs or the odd word out
• student confidence and accuracy in clapping syllables, counting sounds or
blending syllables.
Comptines, chansons, rondes,
musique, Appendix B
Phonological Awareness and
Phonemic Awareness,
Appendix B
Les représentation graphiques,
Appendix B
Hand puppets for use by the
teacher
Structures for Success, Laurie
and Spencer Kagan
(www.kaganonline.com)
The following are suggested:
Chansons douces, chansons
ISBN 2-8469-0084-1)
Musique s’il vous plaît,
91
Outcomes
Students in Kindergarten will be able to share information, if guidelines
are specific and if they have had previous exposure to necessary vocabulary.
This outcome links to SCO 4.3.3 and 5.1.4.
• Provide frequent opportunities for students to share in pairs and small
groups. Students can work with a buddy on Les nouvelles and present
together, or they can prepare and present a demonstration on how to
make or do something.
• Provide a framework for children to use when presenting a drawing or
other object: Voici ma famille. Ça, c’est Maman. Ça, c’est Papa. Ça, c’est
_____ . Et ça c’est moi.
• Have students work in partners using the “Timed Pair-Share”
cooperative learning structure (Kagan). In pairs, students share with a
partner for a predetermined time while the partner listens carefully.
Then the partners switch roles.
• Model for students how to connect what they hear to their own
experiences.
• Model ways of presenting information using a framework or simple
graphic organizers for montre et raconte, les nouvelles, or other activity.
SCOs: By the end of
expected to
4.3.2 share information and
personal experiences to
describe a person, place or
thing according to various
characteristics
4.3.3 engage in dialogue, role
play, dramatization
Encourage students to “act out” a well known/favourite story during a
read aloud. Involve more than one student at a time. Ask questions which
encourage students to use gestures, facial expressions and words.
• Ask questions about the students’ favourite characters in familiar stories.
Relate their “feelings” to those of the character they pretend to be.
Quand tu es le chat, comment te sens-tu ? Use visuals to help children to
understand les sentiments.
• Provide a Dress-up/Drama Center where students can “pretend”. Add
clothing, props related to theme and encourage students to have fun.
• Provide puppets and a theatre. Explain to students that the classroom
puppets speak only French.
• Teach the dialogue for the dramatization of well-known traditional
stories such as Les trois petits cochons, Cendrillon, Les trois petits chats, and
others. Involve the students in collectively reciting the dialogue for the
stories, and gradually increase individual involvement and assignment of
specific roles.
92
Suggested Resources
4.3.2 Observe and note:
• student participation in sharing activities
• ability to follow a framework or use basic French vocabulary and
constructions
Appendix B
4.3.3 Observation
• the ability of children to “become” the character
• the use of gestures, intonation and expression
• the confidence and participation shown by students
• the level of cooperation shown: Do students listen to others? Do students
respect ideas of others?
• the language used: Are students able to incorporate learned vocabulary
into the dramatization/role play/dialogue?
• articulation: Are students able to articulate clearly?
• volume and speed: Are students heard and understood?
Appendix A
Puppets and a puppet theatre
A dress-up centre with
costumes, clothing and
accessories
Children’s literature which will
serve as a catalyst for
dramatization, as well as for a
discussion of feelings. The
following titles are suggested:
Les Zoomies et les sentiments
(McGraw Hill, ISBN 0-65800641-X)
Le petit chaperon rouge
(Dominque et compagnie,
ISBN 2-7625-8356-X)
Le petit bonhomme de pain
d'épice (Flammarion Père
Castor, ISBN 2-081-60271-7)
Boucle d'or et les trois ours
(Éditions Usborne, ISBN
0-746-05924-8)
Les trois petits cochons (Éditions
Usborne, ISBN
0-746-05925-6)
93
Outcomes
a variety of situations.
This outcome builds on SCO 4.3.2, 5.1.4 and 5.3.1. Presentations in
Kindergarten, will take place, in most cases, in English at the beginning of
the year. It is important for teachers to paraphrase in French, highlighting
the most important words/ideas in French. Have children repeat key
words and phrases. For example: les nouvelles, le calendrier, etc. Oral
presentations at the level should be very short and should give students an
opportunity to use the French vocabulary which they have learned.
Therefore, the presentation should be based on something with which
students are very familiar. The following is an example:
• Have students bring along a photo from home, such as a holiday photo.
The teacher can bring one along as well and model for students a simple
presentation, such as the following:
SCOs: By the end of
expected to:
4.3.4 give short oral
presentations individually,
with partners and in
groups
(Holding photo)
Voici ma maman.
Voici mon papa.
Voici mon frère.
Voici ma famille !
• Students can use a graphic organizer which has been modelled often by
the teacher to plan their presentation, such as la carte d’information, as
shown below:
Early in the year, teachers may model the first column only, as illustrated
in the example of the family photo above. As students become more
confident in their oral expression, other columns can gradually be added.
• Discuss how body language is used to communicate and how to use
body language appropriately (including eye contact, facial expressions,
posture, personal space, tone of voice, volume, gestures appropriate to
target audience and situation).
• Provide frequent opportunities for students to present skits, songs, plays,
poems and dramatizations to other kindergarten classes or to other
students in the school, to parents, and to invited guests.
• Provide opportunities for students to engage in choral speaking, reciting
poems as a class while performing accompanying gestures.
94
Suggested Resources
4.3.4 Observation
• willingness to listen to others
• confidence of student
• ease with which students speak
Représentations graphiques : Je
planifie mes nouvelles,
Appendix B
Checklist
Check student ability to:
• stay on topic
• follow directions
• give directions
• present information clearly
• ask questions
• respond to questions
• use familiar French words
Appendix B
Self-Evaluation
Using a visual aid, such as the graphic below, conference with students to
discuss a recent presentation. How does presenting to a partner/a group/the
class make them feel? How did they feel about their presentation? What do
they think they can do better next time?
95
Outcomes
KSCO: By the end of Grade 3
students will be expected to make
use of language conventions in
order to communicate in a range of
familiar situations
Students in Kindergarten French Immersion need opportunities to
respond to French in active ways such as through games and drama.
Verbal responses in English are natural and often demonstrate that the
child has understood the French language used. Students usually begin to
speak French by imitating the teacher or other model, and by repeating
basic structures and expressions as they participate in classroom activities.
Appropriate pronunciation, intonation and grammar should be modelled
for students in the language and activities of the classroom. As students
begin to communicate in French, emphasis should be placed on the
message they are trying to convey. Errors or inconsistencies may be
approached using the echoing strategy, for example:
Student: Est-ce que je peux aller voir de l’eau ?
Teacher: Est-ce que tu peux aller boire de l’eau ? Très bien, Paul ! Oui, tu
peux aller boire de l’eau !
• Provide an environment rich in oral language, with varied opportunities
and contexts for students to hear the teacher who possesses native or a nearnative fluency and uses standard French.
• Expose students to a variety of French speakers. Guest speakers, films,
videotapes, music cassettes and television provide further exposure to
authentic speech.
• Provide opportunities for student to use structures, vocabulary and
learned expressions through situations and activities such as pair and
small group activities, role play, puppets, brainstorming activities in
pairs and small groups, les nouvelles, informal conversations, interviews
and conferences.
• Have students repeat phrases and words in context, immediately upon
hearing them. Pair words with gestures when appropriate.
• Encourage students to use basic grammatical structures and conventions
appropriately. Refer to the list Vocabulaire et structures de base which
outlines specific structures which students should understand in oral
language by the end of Kindergarten. These structures can be
encouraged in students’ oral language, as they begin to speak in French.
With support, students will be able to make distinctions between
singular and plural forms of certain frequently used vocabulary, such as
le garçon/les garçons, la fille/les filles. Constant reinforcement and
repetition of correct articles by the teacher should result in correct
student use. Immediately upon hearing a child say Ma sac d’école est bleu,
the teacher should sensitively correct the child by echoing, for example,
Mon sac d’école est noir; est-ce que ton sac d’école est bleu ?
• Provide opportunities for students to listen to good language models, in
the context of songs, games, chants, poems and rhymes.
• Provide opportunities for students to practise appropriate volume, pace
and speed in pairs and in small groups, using oral texts including songs,
comptines, poems, chants, dramatizations and plays.
SCOs: By the end of
expected to:
4.4.1 speak with improving
pronunciation and
intonation
4.4.2 begin to use basic
grammatical structures and
conventions appropriately
4.4.3 speak with increasing
awareness of appropriate
volume, pace and speed
96
Suggested Resources
Observation
4.4.1 Observe student production in French to determine their use of
• intonation
• liaisons
• proper placement of adjectives in learned expressions
Appendix B
4.4.2 Observe student use of French structures and vocabulary in familiar
situations.
4.4.2 Conference
In a conversation with the student, focus on several language structures or
points of grammar which have been introduced and repeated in class in the
context of activities. For example, determine if the student uses the negative
form correctly, uses basic expressions such as je suis or j’ai appropriately, or
uses les for plurals.
4.4.3 Observation
Note student use of appropriate volume, speed and pace for speaking
occasions. As necessary, conference with student to address areas of
concern.
Comptines, chansons, rondes,
musique, Appendix B
Ressources audio et audiovisuelles, Appendix A
The following are suggestions:
Chansons douces, chansons
ISBN 2-8469-0084-1)
Musique s’il vous plaît,
Comptines, chansons et poésie
www.momes.net
97
Students will be expected to plan and manage their listening and oral expression by
applying strategies in accordance with their needs and the communication situation.
Outcomes
students will call upon simple
strategies, experiences and previous
knowledge to guide their listening
and speaking.
This outcome builds on SCO 3.2.1. In second language learning, strong
listening skills are essential to further language development. As students
progress through Kindergarten French Immersion, the French oral
language heard around them in class will gradually be internalized and
student should be encouraged to insert vocabulary and expressions into
their English sentences. It is important that students understand how to
listen effectively. It is also important that effective listening be taught
explicitly.
• Discuss rules for effective listening. Allow students to have input in the
rules for effective listening. Model and establish a routine using these
rules. Create a chart to display the rules and encourage students to refer
to the chart before listening activities.
• Teach a song or a rhyme which reinforces the message on the chart. The
following is an example of a chant with gestures:
Arrête ! (Hold up hand as if signalling stop.)
Regarde ! (Using index fingers, point to eyes.)
Écoute ! (Using index fingers, point to ears.)
//
(Clap)
Madame (Monsieur) va nous parler !
//
(Clap)
• Provide opportunities for students to listen to a story read aloud by an
adult or an older student.
• Have students listen to recorded stories at a listening center.
• Provide opportunities for students to experience language games, French
television, videotapes, dramatizations, and computer programs or
Internet sites with an oral component.
• Provide opportunities for attentive listening in order to concentrate on
details. Play cumulative games such as: Quand je vais au marché je mets
dans mon panier ... Modify the game to reflect theme vocabulary, for
example Quand je vais à l’école, je mets dans mon sac ...
• Say aloud a list of pairs of words, some of which rhyme. Have students
indicate by a signal (e.g., raising their hand) if the pair rhymes. For
example, moi-toi, fille-garçon, bleu-jeu, froid-trois, brun-noir. (See also
SCO 4.3.1 and 7.1.6.)
• Say aloud a list of words in which one word is different. Have students
identify the word which does not belong, such as noir, bleu, jaune,
chapeau, tête, pieds, balle, mains.
• Use simple riddles (devinettes) and have students identify the mystery
object/person.
• Provide opportunities for critical listening of a text. For example, discuss
a story, nursery rhyme, poem or song in terms of specific questions, e.g.,
Pourquoi ? Comment ? Quand ? Pourquoi est-ce que Petit Chaperon Rouge
va chez sa grand-maman ?
SCOs: By the end of
expected to:
5.1.1 demonstrate effective
listening skills
98
Suggested Resources
Observation
Note/observe students ability to listen effectively during presentations.
Listening Activities for
Kindergarten, Appendix B
Conference
Ask students to describe their strategy for good listening. Are they able to
talk about the rules which have been established for the class?
Appendix B
Portfolio
Collect dated samples of listening exercises where students were required to
complete a written task. For example, students may have a picture of a
blank snowman and hear the following instructions:
Dessine une carotte pour le nez.
Dessine cinq cercles pour la bouche.
Colorie deux yeux bleus.
Dessine deux mains.
Le terrain de jeux :
L’entrepreneuriat de la
maternelle à la 3e année - Guide
et cahier d’activités 1 (Éditions
d’Acadie) : the Teacher Guide
includes a section on listening
skills
99
Outcomes
and speaking.
At the beginning of every lesson and when introducing new topics, it is
crucial to spend time introducing and developing the French vocabulary
associated with the topic. Daily review of the vocabulary generated in
brainstorming sessions can take the form of games and fun activities, in a
variety of groupings. New vocabulary should be written and displayed in
the classroom in a prominent place, with accompanying illustration,
whenever possible.
• Encourage children to refer to their prior knowledge and experience
during brainstorming activities. Student suggestions will often be in
English, with the teacher providing the word in French and having
students repeat. Student: We make a snowman in winter. Teacher: Oui,
on fait un bonhomme de neige en hiver.
• Use visuals illustrating the topic or theme to help generate language
from students.
• Montre et raconte sessions provide an opportunity to develop vocabulary,
knowledge, and ability to describe objects.
SCOs: By the end of
expected to:
5.1.2 participate in
brainstorming to develop
oral vocabulary
5.1.3 select and effectively use
appropriate materials to
support an oral
presentation
presentation skills
In the Kindergarten French Immersion classroom, it is important to use
visuals and concrete objects to reinforce the meaning of new French
vocabulary. It is also important for students to use visuals and concrete
objects to support them in their oral communication.
• Encourage students to use visuals, props, illustrations, frameworks, when
presenting, sharing news.
• Organize a calendar where each child has a day to bring and present an
objet. Provide the outline which students will use to develop their oral
presentation (see SCO 5.1.4).
At the Kindergarten level, presentations will be very simple, but it is
important to give students the opportunity to express themselves in
various contexts, including with partners, small groups and the class. A
positive atmosphere which celebrates student effort is essential. Activities
such as montre et raconte, les nouvelles and le calendrier represent occasions
for presentations at this level, and also provide a context for questioning.
Provide an outline for students to use in developing a simple presentation,
such as a Montre et raconte. The following is an example:
Voici mon nounours. Maman me l’a donné. Ce nounours est noir, brun et
blanc.
Continued...
100
Suggested Resources
5.1.2 Observation/Checklist
Note student willingness to participate in brainstorming activities. Does the
student participate voluntarily or wait to be asked? Does the student offer
suggestions on topic? Does the student appear to have prior knowledge of
the topic?
Représentations graphiques :
Montre et raconte, Appendix B
Appendix B
Montre et Raconte, Appendix B
5.1.3 Conference
Conference with students following presentations:
• What did you find easy to do in your presentation? What did you find
difficult?
• Did you forget anything during your presentation today?
• How would you present an object next time?
• Did you follow the steps that we set out?
Checklist for Oral Presentations,
Appendix B
5.1.4 Observation
Use anecdotal records to note how well students use presentation skills: for
example, does the student:
• stand on the spot
• look at the class
• speak clearly
• speak loudly
Conference
• Discuss with students what they liked about a recent presentation they
gave. Is there anything they will do differently next time?
101
Outcomes
and speaking.
The following acrostic represents the expectations for primary students in
preparing a presentation. Kindergarten teachers may wish to encourage
certain elements of the strategy with students.
P
arler assez fort
SCOs: By the end of
expected to:
A
ttendre que les autres écoutent
R
egarder les spectateurs
L
entement et avec clarté
presentation skills
E
xpression
R
emercier les auditeurs
5.1.5 respond to questions
following an oral
presentation
• Provide students with many opportunities to present to small groups.
• Model for students appropriate volume, tone of voice, eye contact, and
body language.
At the Kindergarten level, students are beginning to develop basic
presentation skills, but they need to begin to answer questions about their
presentation or about something they have presented.
• Provide students with opportunities to respond to questions in small
and large groups.
• Engage in simple spontaneous exchanges of questions and answers
which encourage students to respond.
• Have students think of a question they can ask after a presentation.
• Model questioning after a presentation. Demonstrate the difference
between a question and a comment.
• Model appropriate volume, pace and tone of voice when responding.
102
Suggested Resources
5.1.4 Observation
Use anecdotal records to note how well students use presentation skills: For
example, does the student:
• stand on the spot
• look at the class
• speak clearly
• speak loudly
Appendix B
Appendix B
Conference
• Discuss with students what they liked about their presentation. Is there
anything they will do differently next time?
5.1.5 Observation/Checklist
A checklist such as the following may be used to document classroom
observation:
103
Outcomes
and speaking.
Before listening to an oral text, it is important to activate students’ prior
knowledge and experiences which may be related to the topic.
• Engage students in creating a collective tableau SVA (ce que je sais, ce que
je veux savoir, ce que j’ai appris). This will enable students to link
previous knowledge to new learning, and to formulate questions. For
example:
SCOs: By the end of
expected to:
5.1.6 use prior knowledge to
understand an oral text
*Teachers may wish to use drawings to replace some words in collective charts,
as appropriate.
• Provide opportunities which encourage students to relate texts to real
life experiences.
• Encourage students to stop and think about what they already know
about a particular topic before listening to an oral text. Have them tell a
partner what they already know about the topic.
• Model and use think-aloud to demonstrate connecting a topic to prior
knowledge. For example, Dans cette chanson, il y a un fermier. Qu’est-ce
que c’est, un fermier ? Ah, je sais, un fermier travaille à la ferme avec des
animaux. J’ai visité une ferme. Dans la ferme il y a des cochons, des vaches,
des chevaux. Use visuals and gestures to support oral texts.
• Encourage student responses to oral texts and praise all contributions.
• Invite students to express prior knowledge through drawing, painting,
drama, cutting and pasting.
104
Suggested Resources
5.1.6 Portfolio
After completing a collective SVA chart, have students complete their own
simplified version on a particular topic. For example, they may use
drawings instead of words, and include one item under each column.
Appendix B
Self or Peer-evaluation
Students should begin to evaluate their presentation skills. This will require
modelling by the teacher. Have the students listen to a short presentation
where the teacher does not speak loudly, slowly and clearly and talk about
how the table below can show this. Then repeat the performance using
better presentation skills. How do the results change? Following a short
presentation, have students think about their own performance using the
table below.
Appendix B
After a subsequent presentation, arrange peer conferences. Differentiate
affirmative and hurtful language. (Peer conferences should be modelled for
students previous to independent peer conferences.) The table may be
reused in the context of the peer conference.
105
Outcomes
students will be able to organize
information and ideas using simple
strategies.
At the Kindergarten level, students need to have many opportunities to
observe simple graphic organizers being used. Modelling is very important,
as is shared writing, in developing an understanding of the purpose and
use of graphic organizers. For example, teachers need to model the use of
graphic organizers for the presentation of les nouvelles.
SCOs: By the end of
expected to:
5.2.1 use a plan or graphic
organizer to organize a
presentation
Teacher rewording of student newstelling: Ce matin, ton papa a reçu une
lettre de ta grand-maman. Elle vient chez toi en avion. Tu es content !
• Encourage students to complete graphic organizer with pictures or
illustrations. For example, the student may participate in a sorting
activity, and draw their group of objects in a circle. This can serve as an
introduction to concentric circles, or the Venn Diagram, in which
groups of objects will intersect. The student would present the following
response to the activity:
Voici un groupe de carrés
The tableau en t or T-chart is also a very useful chart for Kindergarten
children. The following is an example:
• Demonstrate use of key words, checklists, webs, subtitles.
• Frequently use group organizers so that students become increasingly
aware of the information they need to focus on when presenting (who,
what, when, where and why).
106
Suggested Resources
Checklist
• Use a checklist to see if a student’s presentation flowed logically from
information provided on group organizer
• Use checklists for self, peer, group evaluation
Représentations graphiques,
Appendix B
Conference
Discuss with students why graphic organizers are used. For example, why
did they draw a circle around their group of carrés ? What information does
the tableau en t give us?
2002.
Inspiration Software site,
Kidspiration Sorftware
http://inspiration.com/home.cfm
107
Outcomes
students will be able to identify
their own strategies.
This outcome builds on SCO 3.2.4 and 4.3.4. It is important that
students be given the opportunity to reflect on their use of strategies, and
that they be able to explain strategies which they utilize for various tasks.
This will require modelling by the teacher in order for students to
understand how to talk about strategy use. Awareness of strategy use is an
effective way to manage one’s own learning.
• Provide frequent opportunities to practise and review strategies for
listening and speaking. Consistently review and enforce class rules for
listening (see SCO 5.1.1).
• Explicitly discuss and model/role play strategies for effective listening
and speaking.
• Ask individual students to verbalize their strategies.
SCOs: By the end of
expected to:
5.3.1 describe personal strategies
for effective listening and
speaking
When possible, oral language in French Immersion should be paired with
visuals in order to enhance comprehension of vocabulary. In this context,
visuals include gestures, actions, illustrations. It is important that teachers
allow for multiple learning styles within the classroom, so that instruction
is accessible to all students.
108
Suggested Resources
5.3.1 Observation / Conference / Self-Evaluation
Use checklists and/or self-evaluation tools to determine
a) the strategies students used and found helpful/successful, as well as
b) strategies which could be used at a later date.
PARLER strategy,
Appendix B
ÉCOUTER strategy,
Appendix B
Portfolio / Conference
Have students draw an illustration of a good listener, or a good speaker.
Ask them to describe their illustration. Are they able to explain what a good Appendix B
listener/speaker should do?
Vocabulaire et structures de base,
Peer Conference
Appendix B
Have students coach each other in their presentations, and remind each
other of the importance of speaking clearly, loudly and slowly.
Appendix A
Immersion française, Maternelle
- 3e année. Document d’appui
2002. Les mots fréquents
Environmental print and visual
references, such as a
dictionnaire murale, word lists,
charts, labels, personal and
visual dictionaries, theme
words, etc.
109
Outcomes
students will be able to use
resources (print, non-print,
technological and others) to help
their listening and speaking.
In Kindergarten French Immersion, the focus is the development of oral
language. A good oral background is essential to the development of
reading. The Kindergarten French immersion year attempts to provide this
necessary oral language background within the framework of a print-rich
environment. Visuals should be paired with the written word which some
students will recognize as reading develops. Written language naturally
complements the oral language development of the child. Key words,
SCOs: By the end of
phrases and expressions can be used to accompany pictures, murals or
displays. Lyrics to songs can be posted in the classroom, objects or pictures
expected to:
labelled, familiar poems or comptines written out and illustrated, theme
5.4.1 use classroom and personal dictionaries created. Print should be integrated into all oral activities.
dictionaries and other
• Provide a visually rich environment (teacher-made or student-made).
references to support
Label items in the classroom, such as the tables, calendar, windows, etc.
listening and speaking
It is particularly important to have students’ names posted by their seat,
as well as on a chart or word wall so that students can refer to them in
everyday activities.
• Integrate labels, charts and word walls/word lists in a variety of activities
which relate to written/spoken French.
• Use illustrations of learned vocabulary in the context of various games
such as Bingo, matching, Lotto.
• Create a classroom bank of illustrations which demonstrate vocabulary
learned. Use the illustrations for games, for sorting, for sentences, for
flash cards, or for creating visual dictionaries for home practice.
• Have students create small, individualized booklets based on a particular
theme. For example, during Valentine’s preparations, students can make
their own booklet of J’aime, which includes illustrations and vocabulary.
• Display lists from brainstorming sessions so that students can refer to
them as necessary. They may wish to copy a word in their journal
writing or other activity.
• Use rebus stories in which words are replaced by pictures/illustrations.
110
Suggested Resources
5.4.1 Observation
• Observe whether students use the visuals in the classroom in their
speaking and listening.
• Observe student ability to use illustrations of vocabulary in context, for
example, in memory games.
PARLER strategy,
Appendix B
Conference
Have students “read around the room” or use a more specific vocabulary
bank and have students identify illustrations in French.
Appendix B
ÉCOUTER strategy,
Appendix B
Vocabulaire et structures de base,
Appendix B
Appendix A
2002. Les mots fréquents
Environmental print and visual
references, such as a
dictionnaire murale, word lists,
charts, labels, personal and
visual dictionaries, theme
words, etc.
111
112

Listening and Speaking

Transcription

Documents pareils

U2.1: Projet: Mon école Unité 2.1: Au lycée

feb newsletter

Microsoft Outlook - Memo Style - Alliance Française Silicon Valley

TALKING ABOUT WORK CONDITIONS PART 1: http://www.bbc.co

Actress - French Accent Magazine

RESOURCE FOR NEW FRENCH AS A SECOND

Language and Linguistics, French

LeThe Wilvy_1

Grades 8-10

First Step en Francais

SB Bereavement Examples

Influenza Outbreaks in Residential Care Facilities