french as a second language curriculum mapping guide core french
Transcription
french as a second language curriculum mapping guide core french
FRENCH AS A SECOND LANGUAGE CURRICULUM MAPPING GUIDE CORE FRENCH, GRADES 4 - 8 Acknowledgement Acknowledgement 1 The HWDSB gratefully acknowledges the efforts of many groups and people that have contributed to this document. We would like to thank the Ministry Of Education for funding the Curriculum Mapping Guide Project, as part of the Canada-Ontario Agreement on Minority Language Education and Second Official Language Education. Also, thanks to the Niagara District School Board who provided the mapping of the curriculum expectations across all grades in both Core and Immersion. Lastly, we acknowledge the work and contributions of the project team: Susanna Beatrice-Gojsic, Instructional Coach – FSL Core Jackie Brown, Teacher – FSL Immersion Carole Knezevic, Teacher – FSL Core Christine Rees, French as a Second Language Consultant Vanessa Swan, Instructional Coach, FSL Immersion 2 Table of Contents PREFACE ..................................................................................................................................................................................................................................................................................................................................4 The Purpose of the Guide ...................................................................................................................................................................................................................................................................................................4 Vision and Goals of French as a Second Language Curriculum:..........................................................................................................................................................................................................................................4 Enduring Ideas in the French as a Second Language Curriculum: ......................................................................................................................................................................................................................................5 The Common European Framework of Reference (CEFR) ..................................................................................................................................................................................................................................................7 Assessment/Evaluation .......................................................................................................................................................................................................................................................................................................8 High Yield Strategies ........................................................................................................................................................................................................................................................................................................ 10 How this Guide Works?.................................................................................................................................................................................................................................................................................................... 13 A. Listening ....................................................................................................................................................................................................................................................................................................................... 14 B. Speaking ........................................................................................................................................................................................................................................................................................................................... 29 C. Reading ............................................................................................................................................................................................................................................................................................................................ 48 D. Writing ............................................................................................................................................................................................................................................................................................................................. 67 Strategy List.......................................................................................................................................................................................................................................................................................................................... 87 Les stratégies de prise de parole ......................................................................................................................................................................................................................................................................................... 92 Les stratégies de lecture ...................................................................................................................................................................................................................................................................................................... 94 Les stratégies d’écriture ....................................................................................................................................................................................................................................................................................................... 97 Resources ............................................................................................................................................................................................................................................................................................................................. 99 3 PREFACE The Purpose of the Guide In the Spring of 2014, the Ministry of Education released: The Ontario Curriculum, French as a Second Language: Core French, grades 4 – 8, Extended French, Grades 4 – 8, and French Immersion, Grades 1 – 8. The document replaces The Ontario Curriculum, French as a Second Language: Core French, Grades 4-8 and The Ontario Curriculum, French as a Second Language: Extended French, Grades 4 – 8; French Immersion, Grades 1 – 8, 2001. Beginning September 2014, all elementary French as a second language (FSL) programs will be based on the expectations outlined in the document. The Revised Curriculum is designed to support student engagement and achievement in FSL through a program that is coherent, relevant and age appropriate. In particular it focuses on creating life-long language learners by developing critical literacy skills that are needed to grow in an ever-changing global community. It focuses on connecting students to the curriculum, so that students may see themselves reflected in “what is taught, how it is taught, and how it applies to the world at large” (3). The purpose of this guide is to support teachers in the implementation of the revised curriculum. The Guide provides activities, strategies, and assessment and evaluation tools to support the vision and goals of the revised curriculum. In addition, the guide highlights resources that also support the development of communication and critical thinking skills within the FSL classroom. Vision and Goals of French as a Second Language Curriculum: All programs in the French as a second language curriculum at the elementary and secondary levels share a common vision, as follows: Vision Students will communicate and interact with growing confidence in French, one of Canada’s official languages, while developing the knowledge, skills, and perspectives they need to participate fully as citizens in Canada and in the world. Goals In all French as a second language programs, students realize the vision of the FSL curriculum as they strive to: • • • • • • Use French to communicate and interact effectively in a variety of social settings; Learn about Canada, its two official languages, and other cultures; Appreciate and acknowledge the interconnectedness and interdependence of the global community; Be responsible for their own learning, as they work independently and in groups; Use effective language learning strategies; Become lifelong language learners for personal growth and for active participation as world citizens. To achieve these goals, the revised curriculum recognizes that students need to acquire a strong oral foundation in French language by focusing on communicating in French. They need to understand the value of learning another language, and have opportunities to apply critical thinking skills in order to communicate and interact positively throughout their daily interactions. It reemphasizes communicating a message by using knowledge of vocabulary and language structures while taking into consideration the purpose, the audience and real-world situations and context for communicating. In this sense, the revised curriculum ultimately strives “to foster an interest in language learning that continues not only during a student’s time in school but later in life. 4 Enduring Ideas in the French as a Second Language Curriculum: The revised curriculum identifies seven enduring ideas necessary for developing life-long language learners. These are embedded throughout the four strands of the curriculum (listening, speaking, reading and writing) and are as follows: Authentic Oral Communication: Reception, Production, and Interaction (p9) In order to develop lifelong language learning, it is important for students to hear, see, use and reuse French in meaningful and authentic contexts. The revised curriculum recognizes that “teaching language as a system of disconnected and isolated components gives learners some knowledge of the language, but does not allow them to use the language effectively”. Effective language use requires learners to apply communication skills in meaningful an authentic contexts. It is the teacher’s responsibility to provide meaningful context within which student’s communicate. Meaningful contexts are based on student interests and real-life scenarios, and require students to receive “comprehensible input”: clear, coherent and relevant messages that are understandable. Input should be “slightly challenging” as teacher’s scaffold students towards listening, speaking, reading and writing in an authentic way. To do so, students must hear, use and reuse the input they receive by interacting in varied authentic situations: “Interaction in French is pivotal in this curriculum”. Teachers and student should also use French both inside the classroom and beyond as a means to develop comprehensible input. French is no longer the object of instruction, rather it is the medium through which students use the target language to complete specific tasks presented within authentic and meaningful contexts. 5 Listening, Speaking, Reading, and Writing: Interconnected but Distinct (p9) To develop lifelong language learning skills, students must be given multiple opportunities to “listen and respond to texts and to others, speak and interact with others, read, view, and respond to a variety of texts; and write a variety of texts for many different purposes and audiences” (p9). Listening and speaking skills are springboards to reading writing. The curriculum recognizes the interconnectedness of these four skills: “If students hear it, they can say it. If students can say it, they can read it. And if students can read it, they can write it” (p9). It is important for teachers to recognize that listening, speaking, reading and writing skills cannot be taught in isolation, rather teachers should scaffold students as they use inquiry, problem-solving and critical thinking skills to navigate through the French language and make meaning within their daily interactions. Development of Language Learning Strategies (p10) Language learning strategies are the tools learners use to navigate through a new language. Students can use a numbers of strategies to learn more effectively. The revised curriculum categorizes these strategies as follows: • • • Cognitive: strategies that involve the direct manipulation of the language itself, such as remembering information and understanding or producing messages in French. Meta-cognitive: strategies that involve planning, thinking about the learning process as it is taking place, and monitoring and evaluating one’s progress. Social and affective: Strategies enhance cooperation and help student regulate their emotions, motivations, and attitudes as they learn French through interacting with others. It is necessary for teachers to explicitly teach language learning strategies in authentic and relevant contexts. Students must have multiple opportunities to practice and become consciously aware of these strategies, in order to effectively select he ones necessary for a particular task. While the exemplars provided throughout the curriculum provide suggestions of strategies by grade and program, it is important to note that language learning strategies are NOT grade or program specific. They can be used interchangeably by students as they learn to make meaning. Interdependence of Language and Culture (p10) Language and culture are not distinct; they are “strongly intertwined”. Throughout the revised curriculum, expectations that deal with the development of intercultural understanding are included throughout each of the four strands. Two essential elements of intercultural understanding are intercultural awareness and intercultural competence. By exploring various diverse cultures with students, and allowing students to make personal connections to cultural and universal behaviors, traditions and beliefs, helps to develop intercultural awareness. Intercultural competence is developed when teachers encourage students to develop respect for others, curiosity, tolerance, empathy and communicative awareness (7).Throughout the revised curriculum, expectations that deal with the development of intercultural understanding and awareness help students to make connections to French-speaking communities locally, in Ontario, in Quebec, In Western and Eastern Canada, in the Americas outside Canada and in Europe. Emphasis on Critical and Creative Thinking Skills (p10) Critical and creative thinking skills are applied daily by learners of a second language. Problem-solving is an important critical and creative thinking skill. As students navigate through a new language, they continuously apply these skills in order to make sense of what they hear, read, see and say. Initially students will be exposed to a variety of texts – aural and written - with simple language. In order to scaffold students, teachers model a range of strategies used to understand and respond to texts. When students think critically about the language learning strategies they use to hear, read, see and ultimately understand French language, they develop critical literacy skills. 6 Goal Setting and Reflection (p10) The revised curriculum states that goal setting and reflection are “important aspects…that will serve students both in the classroom and beyond” (p11). Goal setting and reflection engages students in their own learning by making them accountable for monitoring their progress and developing their meta-cognitive skills as they grow as language learners. In order to support the development of meta-cognitive skills, it is important that learners receive descriptive feedback from teachers and peers to help them reflect upon their areas of strength and need. The revised curriculum provides examples of strategies that can be used to scaffold reflective discussion about their strength and needs. As students reflect upon their learning, they are able to better identify, apply, adapt or modify these strategies in the future. Making Real-World Connections (p11) Making real-world connections helps students to see themselves reflected in the learning. Learning becomes authentic and purposeful when subjects and themes allow students to make personal connections. The revised curriculum states that “through the exploration of themes and topics related to other subject areas, students will see that communication in French is an important skill that is applicable beyond the FSL classroom” (p11). Integrated learning allows students the opportunity to work towards meeting expectations in two or more subject areas within a single unit, lesson or activity. The revised curriculum provides teachers the opportunity to explore aspects of language, the arts, health and physical education, social studies, history, and geography, and science and technology, within the context of FSL. As a result, students are able to relate language and learning from the FSL classroom to other areas of their lives. In addition, teachers can facilitate meaningful contact with French-speaking individuals by using authentic materials to support language learning and by facilitating participation in language camps, and immersion programs. The Common European Framework of Reference (CEFR) The CEFR is a tool that can be used to plan, instruct and assess the competencies needed by second-language learners. It is a framework that was developed under the direction of the Council of Europe and provides a common description of second-language proficiency. It describes competencies of the second-language learner in five areas: spoken production, spoken interaction, listening, reading and writing. In addition, it provides six levels of proficiency that are described in terms of “Can Do” statements. While there is no explicit reference to the CEFR within the curriculum, the expectations, examples and teacher prompts reflect the stages of learning of the CEFR. In the past, language instruction placed greater importance on oral production (memorizing and rehearsing messages). It was often grammar driven whereby French was the object of instruction – teachers taught about the grammatical aspects of the French language. The seven enduring ideas, and the overall and specific expectations of the revised curriculum reflect the philosophy of the CEFR. This philosophy views language acquisition as a social act: language users and learners are social actors who must use language for an authentic purpose. Communication is purposeful and spontaneous, and grammar is presented in context, not as grammar checklists or vocabulary lists. In a CEFR inspired classroom, French is the language of communication by both teacher and students, and the emphasis is primarily on developing proficiency in oral communication skills. Students are exposed to a variety of French oral, written and visual texts, and student talk time is maximized by using varied instructional strategies and activities. There is evidence of communicative and action-oriented tasks that develop the 5 language competencies. The action-oriented tasks are purposeful and open-ended. The tasks require knowledge of the appropriate use and function of a language which enables learners to communicate for a specific purpose in a real-life interaction (1.3). In addition, in a CEFR inspired classroom, students have repeated opportunities for reflection on their learning to identify their strengths, needs and next steps. Throughout this guide, references are made to three levels of proficiency: A1, A2, B1. Specific links are made between these three levels and the curriculum strands. The references are intended to guide teachers in developing action-oriented and authentic tasks within the context of the curriculum expectations. 7 Assessment/Evaluation What is Assessment? The process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum expectations and ensuring that all four areas of the Achievement Chart (Knowledge/Understanding, Thinking, Communication, Application) are being included (Revised FSL Curriculum, 2013, pp. 28-29) Assessment as learning - AS Learning is a process of developing and supporting meta-cognition for students; (the process of thinking about one’s own thought processes). Assessment as learning focuses on the role of the student as the critical connector between assessment and learning. When students are active, engaged, and critical assessors, they make sense of information, relate it to prior knowledge, and use it for new learning. They monitor their own learning by using feedback from the teacher, self and peers to determine their next steps and to set individual goals. It occurs when students monitor their own learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand. It requires that teachers help students develop, practice, and become comfortable with reflection, and with a critical analysis of their own learning. The students must have a clear understanding of the learning goals and the success criteria. Assessment for learning – FOR Learning is the ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how they need to get there. The information gathered is used by teachers to provide feedback, adjust instruction and differentiate teaching and learning activities and by students to focus their learning. This type of assessment is a high yield instructional strategy that takes place while the student is still learning and is used to inform students about their progress and what they can do to move their learning along. It also indicates to the teacher how well the teaching strategies are working and what next steps are needed. Explicit, immediate feedback clarifies for the student their level of success and what needs further focus. Students need multiple opportunities to address the feedback. Ongoing assessment needs to occur throughout the learning process and the students need to be involved in the process. Assessment of learning – OF Learning is the process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgments about the quality of student learning on the basis of the established criteria, and to assign a value to represent the quality. It is summative in nature and is used to confirm what students know and can do, to demonstrate whether they have achieved the curriculum outcomes The information gathered may be used to communicate the student’s achievement to parents, other teachers and the students themselves. It occurs near the end of a cycle of learning. (Learning for All, 2013, p. 27) Types of Assessment: • • • • Diagnostic Assessment (Assessment for learning) o Assessment that is used to identify a student’s needs and abilities and the student’s readiness to acquire the knowledge and skills outlined in the curriculum expectations. It is used in planning instruction and setting appropriate learning goals. Formative Assessment (Assessment for learning/assessment as learning) o Assessment that takes place during instruction in order to provide direction for improvement for individual students and for adjustment to instructional strategies for individual students and for the whole class. The information that is gathered is used for the specific purpose of helping students improve while they are still gaining knowledge and practicing skills. Summative Assessment (Assessment of learning) o Evaluation that occurs at the end of a period of learning. It is used to summarize and communicate what students know and can do with respect to curriculum expectations. Evaluation o The process of judging the quality of student learning on the basis of established criteria and assigning a value to represent that quality. Evaluation is based on assessments of learning that provide data on student achievement often at the end of a period of learning. 8 Assessment/Evaluation Methods: The following is a shot list of assessment/evaluation methods that can be used in the classroom: Observational Checklists and Anecdotal Notes: The ongoing process of watching, listening, and being attuned to students’ behaviour, emotional state, interests and abilities, patterns of development, and progress in learning in order to meet the needs of students and assess and evaluate their development and learning. The teacher notes student performance and progress observed while students engage in conversation, discussions and activities in the form of checklists and anecdotal notes. Checklists and anecdotal notes are used to ensure that teachers are aware of how each student’s talk demonstrates his or her thinking, learning, and understanding. These checklists and anecdotal notes reflect the focus of the teaching, modeling, and demonstration, and list/document the skills the teacher wishes to emphasize and observe at particular times. When skills from the checklist or anecdotal notes are not in evidence, the teacher plans scaffolded learning experiences that model each skill and guide students in its use. Peer and Self Assessment Once students, with the ongoing support of the teacher, have learned to recognize, describe, and apply the success criteria related to particular learning goals, they can use this information to assess their own and others’ learning. Learning Goals are brief, concise statements in student friendly language that describe what students are to know or be able to do at the end of a period of instruction. They are developed based on curriculum expectations with the students. The goals represent subsets or clusters of knowledge and skills that the student must master to successfully achieve the overall curriculum expectations. Success Criteria describes from a student’s perspective what successful attainment of a learning goal looks like. It provides students with the tools to monitor their learning and to determine their level of proficiency with respect to the learning goal. Conferences Students discuss their performance/progress with the teacher. Descriptive feedback is given to help students learn by providing them with precise information about what they are doing well, what needs improvement, and what specific steps they can take to improve. Feedback is linked specifically to the learning goals and the success criteria. Student Portfolios: A collection of samples of student work that the student, with teacher support, carefully selects and adds to on an ongoing basis to track what the student has learned throughout the year. Both teacher and student assess the work in the portfolios. Portfolios consist of student work, feedback from the teacher, self and peer assessment and individual goals set. Students are asked to actively reflect on their learning in order to choose the samples that will go into the portfolio so the portfolio is a great self-assessment tool. Individual goal setting allows students to identify specific actions they need to take to improve, and to plan next steps. Teachers need to scaffold this learning for students. Rubric: A scale that uses brief statements based on the criteria provided in the achievement chart (knowledge and understanding, thinking, communication, application) and expressed in language meaningful to students to describe the level of achievement of a process, product, or performance. Teacher-made Tests: The teacher creates tests to assess student skill/knowledge. 9 High Yield Strategies High Yield Strategies are continually used in the classroom to improve student learning and achievement. What are “high yield” or “evidence-based” strategies? These are strategies that have been proven through a combination of empirical research and “best practice” evidence to contribute to improved student learning. Why is a focus on high yield strategies necessary? Research and experience indicate that a deciding factor in improving student learning and achievement is the knowledge, skill and daily practice of classroom teachers. The mandate of The Literacy and Numeracy Secretariat, which is to ensure that all Ontario students achieve a high level of literacy and numeracy, therefore necessarily includes support for the ongoing professional learning of Ontario teachers. Today’s classrooms are filled with learners whose strengths are as diverse as their needs. In order to teach all students effectively – to build on strengths while zeroing in on areas that need more attention – teachers must have an extensive repertoire of strategies. High Yield Strategy Definition High Yield Strategy Definition Accountable Talk Talk is the “major mode of intellectual development” (Calkins, 2001). For talk to promote learning, students need to be accountable for what they say and how they listen. It is through talk that students learn a new skill or concept, clarify their understanding and develop and appreciation an understanding of other points of view. Using Texts of All Types Living in the information age requires that students know how to communicate effectively, although the format of the information may be unfamiliar. Experimenting with a variety of structures and techniques helps students develop a sense of how language and words work in various modalities. Nonfiction Writing Students who develop nonfiction writing skills improve their achievement in all areas of the curriculum. As they write in every subject area, they experiment with content specific vocabulary and text forms, writing techniques and media to find the most effective way to communicate their ideas. Students become proficient readers and writers and learn content while learning how to write effectively. These skills are lifelong and transferable. Higher Order Questions • In the reading process • In the writing process Using a range of thinking skills, students are able to draw more meaning from texts and apply their learning in more sophisticated ways. (GELI, Vol. 1) 10 Critical Literacy Critical literacy is a process of looking beyond the literal meaning of texts to observe what is present and what is missing, and thereby to analyse and evaluate the meaning and the author’s intent. Critical literacy goes beyond conventional critical thinking because it focuses on issues related to fairness, equity, and social justice. Students take a critical attitude by asking what view of the world the text advances and whether they find this view acceptable (GELI, Volume 7 p. 9) Gradual Release of Responsibility During explicit teaching of new information, strategies, and skills, and while modelling strategies, skills, and behaviours, the teacher provides students with maximum support. As students begin to apply the new learning, the teacher provides guidance and offers feedback as necessary. As students internalize the learning, skills, strategies, and behaviours (e.g., during shared and then guided sessions), the teacher gradually provides less and less support and students assume more and more responsibility. Finally, the release or transfer of responsibility is complete and the student is able to work independently. Differentiated Instruction The focus of differentiated instruction is student-based rather than program-based. The curriculum tells teachers “what” to teach, while differentiated instruction tells teachers “how” to teach it to a range of learners by using a variety of teaching approaches. The teacher can differentiate one or a number of the following elements in any classroom learning situation: 1) the content (what the students are going to learn), 2) the process (the activities), and 3) the products (the accomplishment following the learning). Differentiating instruction can include using a variety of flexible groupings to meet student needs by providing respectful tasks and on-going assessments and adjustments of instruction according to the student’s readiness, interests and learning profile. (Education For All) On-Going Assessment and Feedback The purpose of ongoing assessment is to inform students about their progress and what they can do to move their learning along. Ongoing assessment also indicates to the teacher how well his/her strategies are working and what next steps might be appropriate. Explicit, immediate feedback clarifies for the student his/her level of success and what needs further focus. Students need multiple opportunities to address the feedback. Ongoing assessment needs to occur throughout the learning process and students need to be involved in the process. John Hattie reviewed 7, 827 studies on learning and instruction and found that “the most powerful single motivation that enhances achievement is feedback.” Assessment and Evaluation of Intercultural Awareness: Throughout the strands of the curriculum, specific expectations relating to the development of intercultural awareness have been identified. These expectations have been included in order to develop learner universal behaviours of respect, empathy and connectivity. It should be noted that assessment and evaluation of these skills should not be based on a student’s ability to recall or rewrite specific vocabulary or structures related to a cultural region. Therefore, students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French-speaking communities in Ontario) but are not expected to do so. Rather, assessment and evaluation should be based on the overall student’s awareness of similarities and differences between specific cultures and their own personal experiences. Strategies for assessment could include anecdotal notes and checklists. 11 12 How this Guide Works? This Guide is divided according to the Overall Expectations of the four strands: Listening, Speaking, Reading and Writing. The specific expectations have been mapped by grade across each strand. Specific CEFR links, teaching strategies, and suggestions for assessment/evaluation tools have also been identified. The Specific Expectation, Examples, Teacher Prompts and Instructional Tips mapped across each grade level. A numbered sub-heading that introduces each overall expectation followed by a specific expectation that describes the expected knowledge and skills in greater detail. The expectation number identifies the strand to which the expectation belong and the overall expectation to which in belongs. (ie. A1 and A1.1 related to the first overall expectation in strand A) Instructional tips are given for many of the specific expectations. They suggest teaching/learning strategies and contexts. Instructional tips are illustrations only, not requirements. The examples help to clarify the requirement specified in the expectation. The examples are illustrations only – they are not an exhaustive list, nor are they required in order to meet the specific expectation. Teacher prompts illustrate the kinds of questions teachers might pose in relation to the requirement specified in the expectations. They are illustrations only – not requirements. Teachers should use their professional judgment to in order to communicate in French using the vocabulary necessary to scaffold the understanding of their students. 13 A. Listening Listening comprehension skills in French are necessary in order to understand messages in a purposeful way. There are two types of listening communicative tasks: Production and Interaction. Production tasks are those which involve one-way communication. The listener listens to a speaker who is consolidating information. The purpose for listening may be to identify main ideas, summarize requests, etc. Interaction tasks require two way communications between a listener and a speaker and the spontaneous use of language. Both the listener and speaker alternate roles. Often, the purpose of the interaction is to exchange information of personal interest. Listening skills in French are necessary for students’ development of vocabulary and comprehension skills. These skills assist language learners to understand information being provided for a variety of purposes. The Revised FSL Curriculum, 2013 states that “well developed listening skills in French are essential for students’ development of language proficiency”. The overall expectations identify three areas of knowledge and skills that students are expected to demonstrate when listening. These are as follows: A1. Listening to Understand A2. Listening to Interact A3. Intercultural Understanding A1. Listening to Understand: When listening to understand, it is important for students to understand and use strategies which help them to make meaning of what they hear. The specific expectations provide examples of comprehension strategies that support the understanding and recall of facts and details. Some examples include: listening for the main idea, predicting, inferring or listening for specific details, words or word patterns. It is important for teachers to explicitly teach students’ listening comprehension strategies by gradually releasing responsibility for learning to students. Teachers can model the use of expressions that students can use to ask for clarification and suggest that student’s listen for familiar words and word cognates (see instructional tips). A2. Listening to Interact: When listening to interact, it is important for students to understand and use strategies which help them to make meaning throughout their daily interactions. The specific expectations provide examples of interactive comprehension strategies that include: asking questions, clarifying, and paraphrasing. It is important for teachers to explicitly teach students’ listening comprehension strategies by gradually releasing responsibility for learning to students. Teachers can model the use of expressions that students can use to ask for clarification, paraphrase and questions (see instructional tips). A3. Intercultural Understanding: Language and culture are strongly intertwined. Students need to understand that diversity exists not only among cultures but within cultures as well. Developing intercultural understanding through listening includes making connections to personal experiences while exploring and listening to songs, stories, poems, and/or legends related to a specific region, and identifying specific expressions or body language used to communicate in various cultures. Links to the CEFR: The CEFR provides teachers with features of listening activities that achieve language proficiency within an authentic context. When planning for the demonstration of understanding of an oral text, teachers should model ways to interpret the understanding of expressions, phrases and structures. A1 – I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings, when people speak slowly and clearly. A2 – I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance. I can catch the main point in short, clear, simple messages and announcements. B1 – I can understand the main points of clear standard speech on familiar matters regularly encountered in school. I can understand the main point of many radio or TV programs on topics of personal interest when the delivery is relatively slow and clear. Note: ** Indicates that a reference from the Curriculum has been reduced for formatting. Always consult the complete document for the full reference. 14 A1. Listening to Understand A1.1 Using Listening Comprehension Strategies 4 5 Identify a range of listening Identify a range of listening comprehension strategies and use them comprehension strategies and use them appropriately before, during, and after appropriately before, during, and after listening to understand oral French listening to understand oral French texts texts 6 Identify a range of listening comprehension strategies and use them before, during, and after listening to understand oral French texts 7 Identify a range of listening comprehension strategies and use them before, during, and after listening to understand oral French texts 8 Identify a range of listening comprehension strategies and use them before, during, and after listening to understand oral French texts (e.g., talk about ideas and personal experiences related to a topic before beginning a listening task to make predictions about it; take notes to confirm what they have heard; ask questions to determine next steps; use visual and auditory clues in multimedia texts to help determine meaning; sequence actions in descriptions of past, present, and future events) (e.g., activate prior knowledge to make connections between texts and their own experiences; take notes to record new vocabulary; visualize different elements in a description and speak, mime, or draw to depict what they have imagined; use self-questioning and make predictions to monitor understanding while listening; formulate and ask questions to clarify understanding) (e.g., use background knowledge of the structure of different types of texts to make predictions about the content of a narrative or presentation; use notetaking strategies to keep track of key ideas and information in a read-aloud; ask questions to clarify or confirm important details; use clues such as the speaker’s tone of voice to help interpret messages accurately) (e.g., activate prior knowledge and apply it to new learning; make predictions about the content of a narrative or presentation based on the presenter’s opening remarks; use selfquestioning to monitor understanding of what is being said; ask questions to rank ideas in order of importance; use a range of note-taking strategies to keep track of key ideas and supporting details) Teacher prompts: “Quels sont les gestes ou les aides visuelles qui t’aident à comprendre le message de l’individu qui parle?” “Quels outils t’aident à organiser l’information importante?” “Comment est-ce que le fait de dresser une liste de mots et d’idées clés peut t’aider à bien comprendre ce que tu entends?” “Qu’est-ce qui t’aide à comprendre et à organiser les informations du texte?” Teacher prompts: “Quelle stratégie t’aide à organiser les points importants d’une présentation?” “Comment est-ce que la visualisation d’un texte enrichit ta compréhension?” Teacher prompts: “Pourquoi faut-il poser des questions avant, pendant et après l’écoute d’un texte?” “Comment est-ce que la connaissance des différents types de texte t’aide à faire des prédictions?” “Comment est-ce que tu organises les informations entendues pour t’aider à comprendre un texte?” “Comment est-ce que tu peux utiliser les idées des membres de ton groupe pour t’aider à formuler ta propre opinion?” Instructional tips: (1) Teachers can Instructional tip: Using a think-aloud, teachers can model the creation of a word web to identify vocabulary related to a big idea such as environmental stewardship or local heroes. Instructional tip: Teachers can suggest that students create a mind map to activate their prior knowledge about the topic of a presentation they are about to listen to. Instructional tips: (1) Teachers can model expressions that students can use to ask for clarification (e.g., “Je n’ai pas bien entendu. Peux-tu répéter un peu plus lentement?”). (2) Teachers can model familiar temporal expressions such as “hier”, “aujourd’hui”, and “demain” ** Teacher prompts: “Quelles sortes de questions te poses-tu pour mieux comprendre ce que tu entends?” “Pourquoi est-il important de penser à une expérience ou à une situation semblable à celle que tu entends? Estce que cela t’aide à mieux comprendre?” “Comment est-ce que plusieurs écoutes d’un clip audio t’aident-elles à mieux saisir le message?” “Comment les descriptions que tu entends t’aident-elles à visualiser le message dans ta tête?” Instructional tip: Teachers can suggest that students listen for the use of comparative adjectives and adverbs, such as “moins…que”, “plus…que”, to rank ideas in order of importance. (e.g., identify familiar words and phrases and frequently used expressions; use contextual and/or visual clues in oral texts, including the speaker’s body language and tone of voice, to confirm or clarify meaning; activate prior knowledge and make connections to personal experiences to confirm understanding; ask questions to obtain additional information; visualize, sketch, or draw to record information and ideas) Teacher prompts: “Quels sont les mots familiers du texte qui t’aident à comprendre le message?” “Comment est-ce que les images t’aident à clarifier le sens du texte?” “Quels sont les mots et les expressions dans le texte qui t’aident à visualiser?” have students create a personal reference log of new vocabulary and expressions heard in oral texts. (2) Teachers can encourage students to use future tenses when making predictions. 15 CEFR Links: The CEFR provides teachers with features of listening activities that achieve language proficiency within an authentic context. When planning for listening activities, teachers should consider oral texts that include familiar words, very basic phrases, and highest frequency vocabulary related the students immediate surroundings and connections to personal experiences (11). Examples: descriptions of familiar people/items, simple instructions, basic introductions, main ideas in a weather report, announcements or advertisements). Strategies to Try Assessment and Evaluation Plan for a variety of interaction opportunities between students by having students participate in FOR activities such as (2.3, 2.6, 2.13, 2.19, 7, 9): • Listening to an audio recording or the teacher speaking and have them retell or make jot notes • Give students a set of (oral) instructions and have them get up and follow your instructions • Hands-up partner up • Anecdotal notes while students collaborate to check for understanding and contributions • Speed dating • Milling to music (1.1) AS • Gallery walk • Anecdotal notes while students collaborate to check for understanding and contributions • Information gap activities (7) • Students self-evaluating for comprehension and ways to improve their listening skills • Jigsaw listening (7) • Checklists • Artiste (1.1) • Student-Conferences • Student shared listening and drawing barrier games (7) • Noteaking during discussion, video watching, audio clips • Surveys • Role play scenarios where students must resolve a problem: ie/ plan a date, decide on a OF restaurant (1.1, 11) • Conferences • Teacher - Fiche d’entrevue pour évaluer l’écoute, p.38 (2.6) Explain the purpose for listening to the activity (8): • Student - Fiche d’autoévaluation pour le cycle préparatoire: j’évalue mon écoute, p.41 (2.6) • Will they be listening for main ideas? For main character names? For directions? For pricing • Student - Fiche d’autoévaluation pour le cycle primaire: j’évalue mon écoute, p.42 (2.6) options? • Teacher - Rétroaction – écoute, p.12 (2.13) • Student- Autoévaluation – écoute, p.11 (2.13) Scaffold vocabulary and phrases needed to interact (1.2, 8): • (10) CEFR Kits, Thames Valley DSB Kits to help assess listening skills • Create a list of basic sentence starters as a class • Spiral the learning of vocabulary, phrases and expressions: • Encourage students to incorporate previously learned vocabulary into every new interaction. • Develop and extend oral language skills through literature. Develop and Extend Oral Language Skills(2.1, ch 3.11-3.15) • Read Alouds (ch 4), Shared Reading (ch 5), Phonemic Awareness, Phonics & Word Study(ch 6) Use Think Alouds to model strategies that can be used to interact (2.6 p48-57, 7, 8, 9). • • Highlight specific words or phrases that the speaker uses to communicate desires, needs. Model the use of specific expressions used to paraphrase, agree or disagree with statements made, or to respond to comments (ie/ head nodding, Oui, Non, je suis d’accord, etc). 16 A1. Listening to Understand A1.2 Demonstrating Understanding 4 Demonstrate an understanding of the purpose and meaning of oral French texts containing familiar words and expressions about everyday topics and situations, with contextual and visual support (e.g., follow classroom directions; follow a series of Total Physical Response [TPR] commands; sequence a group of pictures or images for a storyboard, based on a description; make drawings to illustrate objects in an oral description; find a specific classroom object by following directions from the teacher and class; identify refrains, rhyme schemes, and other word/sound patterns in songs, poems, read-alouds, chants, and rhymes; listen to a description and identify the object described) Teacher prompts: “Qu’est-ce que tu as compris de l’histoire ou de la description? Montre-moi.” “Comment est-ce que tu peux démontrer ta compréhension de la description d’un objet/d’un animal/d’une personne?” 5 Demonstrate an understanding of the purpose and meaning of oral French texts containing familiar words and expressions about themselves, family, friends, and their immediate environment, with contextual and visual support 6 Demonstrate an understanding of the purpose and meaning of oral French texts containing familiar and new words and expressions about themselves, family, friends, and topics of personal interest, with contextual and visual support 7 Demonstrate an understanding of the purpose and meaning of oral French texts containing increasingly complex messages about everyday matters and matters of personal interest, with contextual and visual support 8 Demonstrate an understanding of the purpose and meaning of oral French texts containing increasingly complex messages about everyday matters and matters of personal interest, with contextual and visual support (e.g., listen and re-listen to a readaloud and note key ideas in a classgenerated graphic organizer; identify a classmate from a physical description; listen to a classmate or teacher describe the weather and draw a picture to illustrate the description; use a checklist to indicate the important ideas in an oral text or presentation; construct or draw a model of an object based on a partner’s instructions; identify key concepts and vocabulary in recorded messages, songs, and audio webcasts, and use multiple intelligences to represent them; listen to a description of a classmate’s personal collection, favourite activity, or family celebration and write, draw, or choose images to compare it with their own) Teacher prompts: “Comment est-ce (e.g., listen to a classmate’s description of a procedure and mime the steps and/or actions described; listen to a description of a person in a story/movie and identify which character is being described; listen to the results of a survey and use numbers, words, and pictures to illustrate the findings; listen to a read-aloud of an authentic text about the environment, healthy eating, or First Nations people and use words, pictures, and/or actions to restate the main idea and related details; listen to a popular song in French and identify familiar words and expressions; listen to directions to a popular location or attraction and trace the route on a map) (e.g., identify key information in a media clip of a French conversation, such as a dialogue between a couple discussing what to order in a restaurant; listen to a speaker describe his or her interests and identify a related career choice; listen to a public service announcement about an environmental issue and identify the main message; listen to a story or a popular song and relate it to a current event; listen to a media clip about a talent competition and agree or disagree with the judges’ opinion of the performance; listen to a public service announcement about a topic such as cancellation of bus service and determine how the information will influence their plans for the day) Teacher prompts: “Quels détails de (e.g., listen to a review of a movie and identify what the reviewer enjoyed about it, and the reasons for her or his opinion; listen to a radio interview about a familiar topic such as the use of cell phones in the classroom and identify the main ideas; listen to a slogan and infer what the product is; listen to a question-and-answer session on a social or environmental issue and create a poster to illustrate the message; listen to a commercial for a product and list the advertiser’s key claims in order of importance) que le fait de dessiner/faire une illustration t’aide à mieux comprendre un texte?” “Dans les instructions d’une marche à suivre, quels sont les mots et expressions (p. ex., avant, après, premièrement) qui t’aident à suivre les étapes?” Teacher prompts: “Quels sont les mots et expressions clés qui t’aideront à expliquer le message du texte?” “Que peux-tu faire pour montrer que tu comprends ton prof ou tes amis?” Instructional tips: (1) Teachers can Instructional tips: (1) Prior to a help students build on known vocabulary to understand new ** listening assignment, teachers can use an anticipation guide to identify ** l’annonce t’aident à planifier ta participation aux activités parascolaires?” “Comment peux-tu partager le message principal de ce balado?” Instructional tip: Teachers can model the pronunciation of the different endings in feminine and ** Teacher prompts: “Quand tu écoutes la critique d’un film, quels mots et expressions t’aident à identifier l’opinion exprimée?” “Dans quelle mesure le point de vue d’une autre personne a-t-il une influence sur ton opinion?” “De quelle façon le fait d’écouter des clips sur Internet t’aide-t-il à te divertir?” Instructional tips: (1) In a thinkaloud, teachers can model ways to interpret the meaning of ** 17 CEFR Links: The CEFR provides teachers with features of listening activities that achieve language proficiency within an authentic context. When planning for the demonstration of understanding of an oral text, teachers should model ways to interpret the understanding of expressions, phrases and structures. Grammatical structures are not taught in isolation – they are taught in context. Through modeled, shared and guided tasks, teachers may help students identify specific grammatical structures such as using the imperative to give directions, using the verbs vouloir, devoir to express a desire or need. Strategies to Try Assessment and Evaluation Use a variety of oral texts that feature a variety of other speakers (not just the teacher) such as radio FOR and television clips, podcasts, cartoons, and DVDs. Radio Canada offers a variety of oral texts that can • Listening to an audio recording or the teacher speaking and have them retell or make jot notes be accessed online (8). • Give students a set of (oral) instructions and have them get up and follow your instructions Use oral texts that are supported by visuals (1.2, 8) • Anecdotal notes while students collaborate to check for understanding and contributions Use Think Alouds to model strategies that can be used to demonstrate understanding (1.7, 8). Explain the purpose for listening to the activity (8): AS • Will they be listening for main ideas? For main character names? For number information such • Anecdotal notes while students collaborate to check for understanding and contributions as temperature or scores? For options? • Students self-evaluating for comprehension and ways to improve their listening skills Listening activities must be embedded in the context of what students are currently learning (8). • Checklists Have students explicitly practice using the strategies through class activities (1.2, 1.7): • Student-Conferences • Picture pick up: provide a series of pictures to students that are related to a specific song, • Noteaking during discussion, video watching, audio clips advertising etc. Play the oral text. As students listen to the text, students hold up the picture of the words they hear (8). OF • Highlight specific words or phrases that the speaker uses to communicate desires, needs, wants, • Conferences urgency (1.2). • Teacher - Fiche d’entrevue pour évaluer l’écoute, p.38 (2.6) • Model the use of specific expressions used to paraphrase, agree or disagree with statements • Student - Fiche d’autoévaluation pour le cycle préparatoire: j’évalue mon écoute, p.41 (2.6) made (ie/ head nodding, Oui, Non, je suis d’accord, je ne suis pas d’accord, alors etc) (1.2). • Student - Fiche d’autoévaluation pour le cycle primaire: j’évalue mon écoute, p.42 (2.6) • • Teacher - Rétroaction – écoute, p.12 (2.13) Have students demonstrate understanding through a variety of activities (8): • Student- Autoévaluation – écoute, p.11 (2.13) • Create a sculpture, tableau or use mime in order to demonstrate the main idea of an oral text. • (10) CEFR Kits, Thames Valley DSB Kits to help assess listening skills • Create a retell using sentence strips or the sequencing of images related to an oral text. • Artiste: students can draw specific instructions provided orally. • Directions: students sequence the steps outlined in a listening activity, students follow a map and trace the route according to the listening activity 18 A2. Listening to Interact A2.1 Using Interactive Listening Strategies 4 5 Identify and use interactive listening Identify and use interactive listening strategies to suit a variety of situations strategies to suit a variety of situations while participating in social and while participating in social and academic interactions academic interactions (e.g., demonstrate an understanding of when to listen and when to speak; look at the speaker; listen without interrupting; make connections between personal experiences and what is being said; reconsider their point of view after hearing what others say; repeat a partner’s ideas in their own words as a way of confirming understanding; ask for repetition, confirmation, or clarification of what they hear using phrases such as “Un instant…Je ne comprends pas. Pourriez-vous répéter cela, s’il vous plaît? Qu’est-ce que cela veut dire…?”; use body language such as a nod to indicate understanding and/or agreement) Teacher prompts: “Qu’est-ce que tu as en commun avec ton partenaire? Comment est-ce que le fait de faire des liens avec tes expériences personnelles t’aide à participer à la conversation?” “Comment est-ce que tu utilises le langage corporel pour montrer ta compréhension pendant une conversation?” Instructional tip: Teachers can remind students to listen for descriptive words/adjectives (e.g., “jeune”, “beau”, “blond”, “marron”, “roux”, “frisé”, “petit”, “noir”) to help them understand information in exchanges with the teacher and peers about culture, ** 6 Identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions 7 Identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions 8 Identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., build on what others are saying by offering relevant comments when participating in paired and small-group exchanges on familiar topics; observe a peer’s body language to help understand his or her intended message; ask questions in paired and small-group activities to clarify their understanding of what is said) (e.g., ask questions to deepen understanding and make connections to the ideas of others; affirm the ideas of others and build on them when offering their own views; use brief vocal prompts to signal agreement or interest during conversations; ask for repetition when necessary) (e.g., list key ideas from an oral text and confirm them with peers; provide relevant feedback when appropriate and/or requested; know when to interrupt politely to offer an additional point of view; use respectful body language when participating in a discussion; use appropriate vocal prompts to signal empathy, interest, and personal regard in dialogues and conversations) (e.g., in a group discussion, follow the conversation and make relevant contributions when it is their turn to speak; disagree with or challenge the ideas of others respectfully and without making it personal; show interest in what is being said by commenting and questioning) Teacher prompts: “Quand est-ce qu’il faut parler et quand faut-il écouter?” “Quelles stratégies d’écoute t’aident quand tu veux participer à une interaction orale?” Teacher prompts: “Comment est-ce que tu peux participer à une conversation sans parler?” “Pourquoi est-il important de demander à quelqu’un de répéter un mot ou une expression pendant une interaction?” Teacher prompts: “Comment est-ce que tu démontres ton intérêt lors d’une conversation?” “Comment est-ce que tu utilises des gestes et des expressions visuelles d’une façon respectueuse quand tu participes à une discussion?” “Comment est-ce que tu organises tes idées pour donner de la rétroaction pratique à un camarade?” Teacher prompts: “Quelle stratégie t’aide à faire part de tes commentaires pour démontrer ta compréhension lors d’une discussion de groupe?” “Quelle stratégie t’aide à organiser tes idées pour fournir une rétroaction pertinente?” Instructional tip: Teachers can use role play to demonstrate when it is time to listen and when it is time to speak in a variety of situations. Instructional tip: Teachers can model note-taking or restating skills to demonstrate additional effective listening strategies. Instructional tips: (1) Teachers can Instructional tip: Teachers can encourage students to listen for adverbs of degree (e.g., “assez”, “autant”, “aussi”, “beaucoup”, “moins”, “peu”, “très”, “fort”, “si”, “tant”, “combien”, “davantage”, “environ”, “plus”, “tellement”, “trop”) ** model the use of expressions for indicating agreement/disagreement or politely presenting alternative ideas, such as “Je suis d’accord”, “Tu as raison”, “Tu l’as dit!”, “Tout à fait!”, “Tu as tort”, “D’après moi”, ** 19 CEFR Links: The CEFR provides teachers with features of interactive listening activities that achieve language proficiency within an authentic context. When planning for interactive listening activities teachers should consider oral texts that include familiar words. Strategies to Try Assessment and Evaluation Explicitly teach expressions, questions and phrases that help students to clarify understanding and FOR model these often (2.6, 1.7, 8): • Listening to an audio recording or the teacher speaking and have them retell or make jot notes • Give students a set of (oral) instructions and have them get up and follow your instructions • Que signifie…? • Anecdotal notes while students collaborate to check for understanding and contributions • Est-ce qu’on peut arrêter/répéter le DVD/l’enregistrement, madame (ou monsieur)? AS • Anecdotal notes while students collaborate to check for understanding and contributions Create anchor charts to support clarification expressions, questions and phrases and continuously refer • Students self-evaluating for comprehension and ways to improve their listening skills to these throughout a lesson (1.2). • Checklists Use Think Alouds to model questions that help students to determine meaning before, during and after • Student-Conferences listening to an oral text. In a Think Aloud, teachers give a running commentary on the strategies and • Note taking during discussion, video watching, audio clips questions he/she is using. As students practice the skill, the teacher gradually releases responsibility (3, OF 9): • Conferences Have students be physically active by using charades to develop students ability to use visual cues (10): • (2.6) Teacher (Fiche d’entrevue pour évaluer l’écoute, p.38) • Students can mime emotions (with or without voice), leisure activities, or expressions/phrases • (2.6) Student (Fiche d’auto evaluation pour le cycle préparatoire: j’évalue mon écoute, p.41) related to the unit of study; Students can mime an action described in the listening activity. • (2.6) Student (Fiche d’autoévaluation pour le cycle primaire: j’évalue mon écoute, p.42) Listening for Key words: • (2.13) Teacher (Rétroaction – écoute, p.12) • Have students listen to an oral text and ask them to do the following (7): • (2.13) Student (Autoévaluation – écoute, p.11) • Raise your hand when you hear a mots-ami • Hold your pencil in the air when you hear a mots-familier Use the Artiste activity (1.1) where students draw what they hear and use the clarification strategies when necessary. Provide opportunities for students to listen to and to discuss increasingly complex, authentic oral texts (e.g., commercials, newscasts, shows) by chunking or frequently pausing during a listening activity 20 A2. Listening to Interact A2.2 Interacting 4 Respond with understanding to what others say while participating in brief, structured interactions about themselves, family, friends, and their immediate environment, with contextual and visual support 5 Respond with understanding to what others say while participating in brief, structured interactions about themselves, family, friends, and their immediate environment, with contextual and visual support 6 Respond with understanding to what others say while participating in guided interactions about familiar topics, with contextual and visual support 7 Respond with understanding to what others say while participating in interactions of various lengths about everyday matters and matters of personal interest 8 Respond with understanding to what others say while participating in interactions of various lengths about everyday matters and matters of personal interest (e.g., respond appropriately to questions requiring a brief answer in paired and small-group interactions on familiar topics; respond constructively to a partner’s ideas in think-pair-share sessions, using gestures, visual aids, and/or familiar words and phrases; share reactions to a partner’s plans for a celebration or for the weekend) (e.g., using familiar words/expressions and/or actions, respond appropriately to questions in paired and small-group exchanges on familiar topics or to a partner’s comments in a think-pairshare session; listen and respond to questions about familiar topics such as personal preferences, interests, and past or future events or experiences; offer a classmate comparable information in response to a description of his or her family; interview a classmate and use the information to introduce him or her to a group) (e.g., listen to a partner’s description of food preferences and respond by asking for more information or making comparisons to their own preferences; listen to a partner’s opinion about a story and compare reactions; listen to an enquiry about a local business and provide the information requested; listen to and participate in a class discussion about ways to conserve energy; listen to a classmate’s description of a community event they have attended or heard or read about and confirm, modify, and/or add to the report) (e.g., listen to a peer’s reaction to a review of a video game and identify areas of agreement and disagreement; in a small-group discussion about tourist attractions, listen to others’ opinions, agree or disagree, and share their own preferences; listen to a description of a worthy cause and participate in a group discussion about how to raise funds to support the cause) Teacher prompts: “Comment vas-tu réagir aux idées d’un partenaire?” “Après avoir entendu les suggestions des membres de ton groupe, quelle sera ta suggestion d’activité pour la recréation?” Teacher prompts: “Comment est-ce que les commentaires des autres t’aident à mieux participer à une discussion en petit groupe?” “Quelles questions peux-tu poser à ton camarade pour continuer la discussion?” “Que fais-tu si tu ne comprends pas les instructions données par ton partenaire?” “Quelles informations sont nécessaires pour présenter ton partenaire à un groupe?” “Quels commentaires peux-tu offrir à ton partenaire afin de lui fournir ** Instructional tips: (1) Teachers can model ways of giving feedback to ** (e.g., conduct and/or respond to a survey of classmates and compile information about their favourite foods, sports, and/or family activities; in collaboration with a peer, plan a wastefree lunch; exchange opinions with a peer about a favourite video game, movie, or book; listen and respond to questions from a partner about personal interests; listen to a short paragraph read by the teacher and work with a group to reconstruct the text; participate in a conversation about school rules by listening to classmates’ ideas and contributing their own opinion) Teacher prompts: “Quels indices Teacher prompts: “Comment peux-tu faire signe que tu ne comprends pas ce que ton ami dit?” “Pourquoi est-il important d’écouter tous les points de vue présentés avant de partager tes propres idées et d’exprimer ton accord ou ton désaccord?” Teacher prompts: “Comment est-ce que tu peux demander à un ami de clarifier son opinion avant de répondre?” “Comment peux-tu valoriser la position d’un camarade de classe?” Instructional tip: Teachers can model the use of appropriate and ** Instructional tip: Teachers can help students recognize the use of the ** t’aident à comprendre les questions d’un sondage?” “Pourquoi est-il important de bien écouter pendant un échange d’opinions?” “Pourquoi est-il important d’écouter tout le message d’un camarade de classe avant de faire part de ton idée ou de ton opinion?” Instructional tip: Teachers can model the use of “Est-ce que…?” and ** 21 CEFR Links: The CEFR promotes self and peer assessment by supporting learners in taking greater responsibility for their learning (5). When engaged in interactive tasks, it is important for students to understand and use the strategies needed to respond with understanding. Teachers can model ways to provide feedback, respond respectively and ask questions. Grammatical structures are not taught in isolation – they are taught in context. Through modeled, shared and guided tasks, teachers may help students identify specific grammatical structures such as using inversion and the “est ce que” formation to clarify information, the affirmative and the negative and the use of “Si” clauses to address hypothetical situations related to an oral task. Strategies to Try Assessment and Evaluation • Plan for a variety of interaction opportunities between students by having students participate in FOR activities such as : • Listening to an audio recording or the teacher speaking and have them retell or make jot o Hands-up partner up notes o Speed dating • Give students a set of (oral) instructions and have them get up and follow your instructions o Milling to music (1.1) • Anecdotal notes while students collaborate to check for understanding and contributions o Gallery walk o Information gap activities (8) AS o Jigsaw listening (8) • Anecdotal notes while students collaborate to check for understanding and contributions o Artiste (1.1) • Students self-evaluating for comprehension and ways to improve their listening skills o Student shared listening and drawing barrier games (8) • Checklists o Surveys • Student-Conferences o Role play scenarios where students must resolve a problem: ie/ plan a date (1.1, 11) • Noteaking during discussion, video watching, audio clips • Explain the purpose for listening to the activity (8): o Will they be listening for main ideas? For main character names? For directions? For pricing options? • Scaffold vocabulary and phrases needed to interact (1.2, 8): o Create a list of basic sentence starters as a class, at various difficulty level depending on the grade. • Spiral the learning of vocabulary, phrases and expressions: o Encourage students to incorporate previously learned vocabulary into every new interaction. • Use Think Alouds to model strategies that can be used to interact (7, 8). o Highlight specific words or phrases that the speaker uses to communicate desires, needs, wants, urgency. o Model the use of specific expressions used to paraphrase, agree or disagree with statements made, or to respond to comments. OF • • • • • • • Conferences Teacher - Fiche d’entrevue pour évaluer l’écoute, p.38 (2.6) Student - Fiche d’autoévaluation pour le cycle préparatoire: j’évalue mon écoute, p.41 (2.6) Student - Fiche d’autoévaluation pour le cycle primaire: j’évalue mon écoute, p.42 (2.6) Teacher - Rétroaction – écoute, p.12 (2.13) Student- Autoévaluation – écoute, p.11 (2.13) CEFR Kits, Thames Valley DSB Kits to help assess listening skills (10) 22 A2. Listening to Interact A2.3 Metacognition 4 (a) Describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after listening; (b) Identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills 5 (a) Describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after listening; (b) Identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., discuss with a partner some strategies and tools that have helped them improve their listening skills; selfmonitor listening during a group discussion) (e.g., plan to keep a journal of listening strategies they have found helpful, for future reference) Teacher prompts: “Quelle stratégie t’aide à identifier l’idée principale d’une présentation ou d’une conversation?” “Pourquoi est-il utile de faire des prédictions avant d’écouter?” “Comment est-ce qu’une discussion avec un ou une partenaire peut t’aider à clarifier ce que tu as entendu?” “Quelle nouvelle stratégie d’écoute veux-tu essayer la prochaine fois?” Teacher prompts: “Comment est-ce que tu vérifies ta compréhension quand tu écoutes?” “Quelle stratégie d’écoute a été utile pour ton partenaire? Comment est-ce que cette stratégie t’aidera ou ne t’aidera pas?” “Quels indices non verbaux (indices visuels, indices gestuels, langage corporel) sont efficaces pour t’aider à comprendre le message?” Instructional tip: Teachers can use a think-aloud to demonstrate how students might reflect on their listening behaviour. ** 6 (a) Describe, in conversation with the teacher and their peers, factors that prevent them from listening effectively (e.g., lack of familiarity 7 (a) describe, in conversation with the teacher and their peers, factors that prevent them from listening effectively 8 (a) Describe, in conversation with the teacher and their peers, factors that prevent them from listening effectively (e.g., lack of familiarity with vocabulary, difficulty processing information quickly) (e.g., lack of familiarity with vocabulary, difficulty processing information quickly) and some strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners; and plan steps they can take to improve their listening skills and strategies they found helpful before, during, and after listening; (b) Identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., compare postures that are conducive and not conducive to attentive listening; reflect on their ability to respond to specific cues that signal the need for attentive listening; evaluate their use of listening strategies and plan to incorporate new strategies to ensure comprehension; record useful strategies in a learning log) Teacher prompts: “Quelles stratégies (e.g., use co-constructed criteria to selfmonitor listening during a conversation; determine next steps based on comments and feedback from peers and teacher; share with a partner a listening strategy they find helpful; record in a journal situations in which they are successful and challenged when listening) Teacher prompts: “Quel type de (e.g., engage in dialogue with the teacher and peers to determine criteria for effective listening; use a personal journal to reflect on areas of need and ways to listen more effectively when interacting; use feedback from the teacher and peers to identify areas of strength and set listening goals) est-ce que tu utilises pour bien écouter?” “Comment est-ce que tu devines le sens d’un mot que tu ne connais pas?” “Pourquoi est-il utile de connaître le vocabulaire avant d’écouter?” “Quels sont les obstacles qui empêchent ton écoute? Qu’est-ce que tu peux faire pour éviter ces distractions?” situation d’écoute est plus facile/difficile pour toi (p. ex., avec un partenaire, en petit groupe, une présentation devant la classe, un texte audio)?” “Comment estce que la discussion des stratégies efficaces te permet de réfléchir sur tes habiletés d’écoute?” “Quelle stratégie d’écoute t’aide à mieux comprendre un texte audio qui comprend du nouveau vocabulaire?” Instructional tips: (1) Teachers can model the process of evaluating skills and strategies using verbs that identify a preference, such as “Je préfère”, “Je voudrais”, “Je n’aime pas”. ** with topics discussed, lack of familiarity with vocabulary, difficulty processing information quickly) and some strategies they found helpful before, during, and after listening; (b) Identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills Instructional tip: Teachers can model expressions that students can use to assess their listening skills (e.g., “Je me couche de bonne heure pour penser clairement le lendemain à l’école..). ** Teacher prompts: “Comment est-ce que le fait de développer des critères d’évaluation peut améliorer tes stratégies d’écoute?” “Dans quelle mesure la rétroaction de tes pairs et ton auto-évaluation te permettent-elles d’identifier et de planifier tes prochaines étapes pour améliorer ta compréhension?” Instructional tip: Teachers can emphasize the value of active listening strategies in interactions in any language and in any curriculum area. 23 CEFR Links: The CEFR encourages students to continuously monitor their thinking and use strategies as they learn. Learning self-reflection and autonomy are a key part of the CEFR (5). By incorporating the use of Can Do statements into the classrooms, teachers help students to track progress and set goals. Teachers can also use Think-Alouds to model expressions and phrases that they can use to reflect on their listening skills. Teachers can further model the use of specific structures that allow students to reflect on ways to evaluate and improve their listening skills (ie. Use of “SI” clauses, j’aime). Strategies to Try Assessment and Evaluation • Encourage students to verify their predictions and compare them to others students (3, 8). FOR • Anecdotal notes while students collaborate to check for understanding and contributions • Je vérifie mes prédictions. Est-ce qu’elles étaient bonnes? AS • Have student reflect on strategies they used (2.6, 1.7, 3, 8). • Anecdotal notes while students collaborate to check for understanding and contributions o Quelles stratégies est-ce que j’ai utilisé? • Students self-evaluating for comprehension and ways to improve their listening skills • Checklists • Encourage students to think about which of the before, during and after questions they found • Student-Conferences most helpful and why (8). o Est-ce que les stratégies étaient utiles? Quelles stratégies étaient les plus utiles? OF o Est-ce que je peux expliquer pourquoi ces stratégies étaient utiles? • Conferences • Teacher - Fiche d’entrevue pour évaluer l’écoute, p.38 (2.6) • Use a prepared checklist to help students self-assess and think about the strategies that they • Student - Fiche d’autoévaluation pour le cycle préparatoire: j’évalue mon écoute, p.41 (2.6) used (8). • Student - Fiche d’autoévaluation pour le cycle primaire: j’évalue mon écoute, p.42 (2.6) • Teacher - Rétroaction – écoute, p.12 (2.13) • Post strategies as an anchor chart (or provide a reference sheet), so that students may refer to • Student- Autoévaluation – écoute, p.11 (2.13) these often (1.7). • Encourage students to have pair or small group discussions in order to share main ideas from a listening activity – PRIOR to starting a whole class discussion. Beginning discussions in pairs and small groups offers students to think about and discussion their ideas prior to having to share in front of a large group. This helps to develop student confidence. (1.3, 1.5, 4) 24 A3. Intercultural Understanding A3.1 Intercultural Awareness 4 Using information from oral French texts, identify French-speaking communities in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities 5 Using information from oral French texts, identify French-speaking communities in Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities 6 Using information from oral French texts, identify French-speaking communities in eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to personal experiences and their own and other communities 7 Using information from oral French texts, identify French-speaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities 8 Using information from oral French texts, identify French-speaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to directions and locate on a map historic Franco-Ontarian or Métis communities such as Sault Ste. Marie or Mattawa; identify examples of the use of French in their immediate environment – such as the bilingual version of the national anthem sung at sports events; listen to a peer describe a family tradition and make connections to a similar tradition in their own family) (e.g., listen to and identify topics of interest in songs, stories, and legends by Québécois artists and authors, such as Anthony Phelps – “Et moi, je suis une île”, Laïla Héloua – “Mandarine et Kiwi”; using a graphic organizer to guide listening, organize information from French texts about family, school life, traditions, powwows, and festivals in Québécois communities, such as Quebec City – Festival des journées d’Afrique, Danses et Rythmes du Monde, Trois-Rivières – Festival urbain, Montreal – Festival du monde arabe, and make connections to their own culture; listen to the recitation of a traditional French Canadian story used by Métis, such as La Chasse-galerie, and make connections to a familiar tale) (e.g., locate French-speaking communities in North and South America based on information from audio/ audio-visual sources; listen to Franco-Caribbean, Franco-Hispanic, or Cajun music and write about their response or create or select images to illustrate their reactions; listen to or view a text about the Acadian exiles and other French-speaking groups who settled in Louisiana and other U.S. states and work with classmates to make cross-curricular connections; identify the impact of Métis communities in the United States, such as the Métis community in Montana) (e.g., listen to descriptions of tourist destinations in French-speaking parts of Europe and identify and describe significant landmarks; listen to/view a French cooking show and describe the dishes prepared; view a fictional or documentary video about aspects of life in a French-speaking region in Europe and make connections to their own community; identify topics of interest in songs, stories, and legends by European artists and authors, such as MC Solaar – “Lève-toi et Rap”) Teacher prompts: “Qu’est-ce que tu as appris en écoutant la description des communautés francophones?” “Où estce que tu entends parler le français dans ta vie quotidienne (p. ex., à l’école/à la maison/grâce à la technologie médiatique)?” “Comment est-ce que le fait d’écouter les histoires des autres t’aide à les connaître?” ** Teacher prompts: “Quels sont les détails importants à propos de cette région? Est-ce que ces détails t’aident à mieux connaître ta communauté?” “Quand tu écoutes un clip audio ou tu visionnes une vidéo décrivant les aspects de la culture québécoise, quels liens fais-tu avec ta communauté?” “Comment est-ce que le fait ** (e.g., identify examples from audio and/or audio-visual media that illustrate the status of French as an official language of Canada; listen to the national anthem in French and work in groups to map some similarities and differences between the French and English versions; listen to French Canadian folk-tales and legends and speak, draw, write, graph, or select images to illustrate topics that interest them; listen to historical accounts about the voyageurs and coureurs de bois and discuss their significance in the development of Canada as a nation; listen to songs such as “À la claire fontaine”, “C’est l’aviron”, “V’la l’bon vent” and identify their significance to Métis and other French Canadian communities; listen to participate in traditional storytelling games) Teacher prompts: “Quels indices Teacher prompts: “Comment identifies-tu les différences entre les expressions et les mots antillais, cajuns et franco-ontariens entendus dans un clip audio?” “Pourquoi est-ce utile de faire des liens entre les pratiques culturelles de ta propre communauté et celles des autres afin de mieux connaître ces dernières?” “Qu’est-ce que tu as appris à propos de ** Teacher prompts: “Qu’est-ce que tu as appris à propos de cette région? Estce que tu aimerais la visiter? Pourquoi?” “Quels sont tes liens personnels avec le message ou le personnage de la chanson? Est-ce que la chanson t’a aidé à mieux comprendre la situation des jeunes dans cette communauté?” “Comment est-ce que les informations présentées dans le texte ** culturels (p. ex., les danses, la musique, les traditions, les célébrations) t’aident à identifier les communautés francophones des provinces atlantiques, des provinces de l’ouest, etc.?” “Comment est-ce que les médias démontrent l’importance du français comme langue officielle au Canada?” “Comment est-ce que le fait ** 25 CEFR Links: Intercultural understanding is a key concept of the CEFR. It includes cultural and intercultural competences including: respect for otherness, curiosity, tolerance, empathy and communicative awareness (7). Teachers help to foster intercultural understanding by exposing students to a variety of cultural texts. Teachers help to foster intercultural understanding by incorporating opportunities for listening to cultural oral texts into their classrooms (9). Examples cultural oral texts include: songs, stories, advertisements, announcements related to a particular region or community. While listening, teachers can model the use of comparative forms in order to compare and contrast cultural differences. They can also clarify the meaning of culturally specific vocabulary, expressions and phrases. As students improve their awareness of other cultures, they become more linguistically and culturally sensitive and accepting of others ways of communicating, thinking and being. Strategies to Try Assessment and Evaluation • Use a variety of oral texts that feature a variety of speakers and information such as video, FOR television and radio clips. Radio Canada offers a variety of oral texts and there are also various • Anecdotal notes while students collaborate to check for understanding and contributions websites that can be used to assess authentic oral texts. See list provided. (1.2, 4) • Checklists • • Use Think Alouds to model questions that help students make personal connections to an oral text. As students become familiar with the questions and phrases needed to make personal connections to the oral text, the teacher gradually releases responsibility by initiating shared, guided and independent activities used to demonstrate their awareness of culture (3, 9). o Refer to teacher prompts and specific expectation A 3.1 Intercultural Awareness for examples of questions and phrases. Encourage students to listen for connections to their own and other communities and have them share these connections with others students. o Est-ce que tu as des traditions similaires? • Have students work cooperatively (in pairs or small groups) to fill in a Venn diagram showing the similarities and differences between their culture and that of the one being studied using simple words or images. (5) • Encourage students to have pair or small group discussions in order to share personal connections to an oral text – PRIOR to starting a whole class discussion. Beginning discussions in pairs and small groups offers students time to think about and discuss their ideas prior to having to share in front of a large group. This helps to develop student confidence. (1.3, 1.5) o Teacher ensures that students are on task o Checks for understanding o Prompts students by posing questions and making suggestions o Brainstorm a list of useful vocabulary and expressions. Post as an anchor chart to help scaffold student discussion. AS • • Anecdotal notes while students collaborate to check for understanding and contributions Checklists • • Anecdotal notes while students collaborate to check for understanding Checklists OF ** Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g. French speaking communities in Europe) but are not expected to do so. 26 A3. Intercultural Understanding A3.2 Awareness of Sociolinguistic Conventions 4 5 Using information from oral French Using information from oral French texts, identify and demonstrate an texts, identify and demonstrate an understanding of sociolinguistic understanding of sociolinguistic conventions used in a variety of conventions used in a variety of situations in diverse French-speaking situations in diverse French-speaking communities* communities* 6 Using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* 7 Using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* 8 Using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., identify appropriate ways to initiate and conclude a telephone conversation; listen to an interview with a sports personality, political figure, environmentalist, or musician and identify vocabulary/expressions that are specific to the occupation of the person being interviewed; listen to French speakers from two different regions in Europe, identify differences in pronunciation and word choice, and make comparisons with the French they are learning in class; identify the difference between the names and times of meals in French-speaking communities in Canada and France) Teacher prompts: “Pourquoi est-il (e.g., formal and informal expressions of courtesy such as different types of salutations; verbal and non-verbal cues appropriate to different environments, such as social gatherings versus classroom contexts; brief expressions used to introduce themselves and others) (e.g., compare French expressions to expressions used in English and/or their first language; compare different types of body language used in social interactions in various cultures; identify French phrases that are used to initiate, interrupt, and conclude conversations politely) (e.g., identify similarities and differences in language used by different age groups; listen to examples of polite/familiar and singular/plural forms of address and identify the correct form to suit specific situations; respond with understanding to familiar expressions used in greetings and leave-takings) (e.g., identify expressions used in advertising that signal an attempt to persuade the listener to do or buy something; compare the language used in conversations with a teacher versus a peer and identify some of the differences; compare the language used to introduce a performer or celebrity and the language used to introduce a friend and identify some of the differences; identify some conventions used in informal exchanges such as telephone calls) Teacher prompts: “Quand dit-on Teacher prompt: “Quand tu parles à quelqu’un, comment choisis-tu les mots ou les expressions appropriés selon la situation?” Teacher prompts: “Comment est-ce que la situation détermine l’emploi approprié des salutations, des formules de politesse et des remerciements?” “Comment est-ce que tu peux interrompre quelqu’un poliment afin de lui demander de clarifier son message?” Teacher prompt: “Quels sont les mots et expressions employés par une agence de voyages pour essayer de convaincre les gens de la choisir plutôt qu’une autre?” Instructional tip: Teachers can model the use of appropriate ** Instructional tip: Teachers can ask students to identify some of the * * Instructional tip: Teachers can model the use of expressions * * ‘bonjour’ et ‘salut’?” “Comment est-ce que les indices non verbaux utilisés par un individu t’aident à comprendre son message?” “Comment montres-tu du respect à la personne avec qui tu parles?” Instructional tip: Teachers can model the appropriate behaviour * * important de reconnaître les différents mots utilisés pour décrire les repas dans les communautés francophones au Canada et en France?” “Quels éléments entendus t’aident à reconnaître la relation entre les personnes qui parlent?” “Comment vas-tu commencer, poursuivre et terminer une conversation téléphonique dans le cadre d’une simulation en utilisant les conventions appropriées?” 27 CEFR Links: Intercultural understanding is a key concept of the CEFR. It includes cultural and intercultural competences including: respect for otherness, curiosity, tolerance, empathy and communicative awareness (7). Teachers help to foster intercultural understanding by exposing students to a variety of cultural texts. It includes cultural and intercultural competences including: respect for otherness, curiosity, tolerance, empathy and communicative awareness (7). Teachers help to foster intercultural understanding by incorporating opportunities for listening to cultural oral texts into their classrooms (9). Examples cultural oral texts include: songs, stories, advertisements, announcements related to a particular region or community. Examples cultural oral texts include: songs, stories, advertisements, announcements related to a particular region or community. While listening, teachers can model the use of and ask students to identify appropriate body language, and greeting and leave-taking expressions and phrases used to show courtesy when speaking. Note: While students are encouraged to identify examples of usage that is specific to particular regions or communities. Strategies to Try Assessment and Evaluation • Use a variety of oral texts that feature a variety of speakers and information such as video, FOR • Anecdotal notes while students collaborate to check for understanding and contributions television and radio clips. Radio Canada offers a variety of oral texts and there are also various websites that can be used to assess authentic oral texts. See list provided. (1.2, 4) • Checklists • Use Think Alouds to model questions that help students identify and demonstrate an understanding of social linguistic conventions of an oral text. As students become familiar with the questions and phrases needed to demonstrate understanding of the oral text, the teacher gradually releases responsibility by initiating shared, guided and independent activities used to demonstrate their awareness of culture (3, 9). • Refer to specific expectation A 3.2 Awareness of Sociolinguistic Conventions for examples of conventions and teacher prompts. • Ask students to identify similarities and differences between behaviour, expressions and phrases used in formal and informal settings; references to various items found in their surroundings e.g., names and times of meals. • Encourage students to have pair or small group discussions in order to demonstrate understanding of a listening activity – PRIOR to starting a whole class discussion. Beginning discussions in pairs and small groups offers students time to think about and discuss their ideas prior to having to share in front of a large group. This helps to develop student confidence. (1.3, 1.5) o Teacher ensures that students are on task o Checks for understanding o Prompts students by posing questions and making suggestions o Brainstorm a list of useful vocabulary and expressions. Post as an anchor chart to help scaffold student discussion. AS • • Anecdotal notes while students collaborate to check for understanding and contributions Checklists • • Anecdotal notes while students collaborate to check for understanding Checklists OF ** Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g. French speaking communities in Europe) but are not expected to do so. 28 B. Speaking Speaking communication skills in French are necessary in order to communicate messages in a purposeful way. The skills are used to engage students in speaking and listening for authentic purposes. There are two types of communicative tasks: Production and Interaction. Production tasks are those which involve one-way communication. There is one speaker who speaks for the purpose of consolidating information. Interaction tasks require two way communications between a listener and a speaker and the spontaneous use of language. To develop speaking communication skills, the Revised FSL Curriculum, 2013 states that “French language learners need to speak and interact daily in French in a purposeful way – for example, through collaborative learning in pairs and small groups that allows them to engage in speaking and listening for authentic purposes”. It is important for teachers to provide frequent daily opportunities for students to communicate in French to develop and strengthen speaking and listening skills. The overall expectations identify three areas of knowledge and skills that students are expected to demonstrate when speaking: B1. Speaking to Communicate B2. Speaking to Interact B3. Intercultural Understanding B1. Speaking to Communicate When speaking to communicate, it is important for students to understand and use strategies which help them to communicate meaning to an audience. The specific expectations provide examples of communication strategies that support the delivery of a clear message. Some examples include: verbal and non-verbal cues and the use of familiar, memorized or newly acquired expressions. It is important for teachers to explicitly teach students’ oral communication strategies by gradually releasing responsibility for learning to students. Teachers can have students practice regularly in partner, small group and large group activities. It is throughout these guided activities that teachers scaffold the learning of new vocabulary, expressions and structures needed to carry-out an authentic task (see instructional tips). B2. Speaking to Interact When speaking to interact, it is important for students to understand and use strategies which help them to interact with others. The specific expectations provide examples of interaction strategies that support the exchange of information between two or more people. Some examples include: nodding, facial expressions, turn-taking, questioning, clarifying and paraphrasing. It is important for teachers to explicitly teach students’ oral interaction strategies by gradually releasing responsibility for learning to students. Teachers can have students practice regularly in partner, small group and large group activities. It is throughout these guided activities that teachers scaffold the learning of new vocabulary, expressions and structures needed to carry-out an authentic task (see instructional tips). B3. Intercultural Understanding Language and culture are strongly intertwined. Students need to understand that diversity exists not only among cultures but within cultures as well. Developing intercultural understanding through speaking includes communicating and making personal connections to information about a specific region, and identifying and using regional expressions and phrases. Links to the CEFR: The CEFR provides teachers with features of speaking activities that achieve language proficiency within an authentic context. Spoken Production: A1 –I can use simple phrases and sentences to describe where I live and people I know. A2 – I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. B1 – I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes & ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. 29 Spoken Interaction: A1 – I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. A2 – I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. B1 – I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). Note: ** Indicates that an example, instructional tip and/or teacher prompt has been reduced for formatting. Always consult the complete document for the full reference. 30 B1. Speaking to Communicate B1.1 Using Oral Communication Strategies 4 5 Identify a range of speaking strategies Identify a range of speaking strategies and use them appropriately to express and use them appropriately to express themselves clearly and coherently in themselves clearly and coherently in French for various purposes and to a French for various purposes and to a variety of audiences variety of audiences (e.g., use and reuse familiar language structures and patterns, such as repetition, and incorporate previously learned words and phrases to clarify the meaning of oral messages; use visual, non-verbal cues such as gestures, facial expression, body position, and eye contact – pointing, smiling, nodding, leaning forward – and vocal effects such as changes in pitch, tone, pace, and volume to support and clarify meaning; refer to classroom visuals such as anchor charts to help them clarify a message) Teacher prompts: “Qu’est-ce que tu fais quand tu parles français et que la classe ne comprend pas?” “Quels gestes ou aides visuels peux-tu utiliser pour aider les autres à comprendre ton message?” “Qu’est-ce que tu peux faire pour capter l’attention de ton auditoire, et pourquoi?” 6 Identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for a variety of purposes and to a variety of audiences 7 Identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for various purposes and to a variety of audiences 8 Identify a range of speaking strategies and use them appropriately to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., use a familiar model to structure messages; use think-aloud stems to structure descriptions and comments; use changes in pitch, tone, and volume to maintain the interest of listeners; vary the pace of speech to hold the audience’s attention when presenting) (e.g., use gestures, familiar words, and memorized expressions based on a model to present and refine a message; provide supporting details to clarify ideas and opinions) (e.g., use and reuse familiar and newly acquired phrases and sentences to state needs and preferences; use and reuse familiar sentence patterns and vocabulary to present information in a readily understandable form; use all available resources, including feedback from peers, to assist them in making their ideas understood) (e.g., adjust volume and tone to suit the message and context; use dramatic pauses in a role play to create suspense; rehearse the delivery of spoken messages) Teacher prompts: “Quelles sont les meilleures stratégies pour clarifier ton message?” “Pourquoi est-ce que c’est une bonne idée de changer le ton et le volume de ta voix? Est-ce que cela peut aider les autres à comprendre ton message?” Teacher prompts: “Comment est-ce que tu peux communiquer ton message clairement?” “Quels détails peux-tu ajouter pour appuyer ton message?” Teacher prompts: “Pourquoi est-il important de varier le ton et le rythme de sa voix quand on parle?” “Quelles stratégies est-ce que tu utilises pour exprimer tes préférences?” “Comment vas-tu organiser tes idées pour préparer et présenter oralement une critique d’un roman, d’un film ou d’un jeu vidéo?” “Quels éléments faut-il incorporer à ta présentation orale pour retenir l’attention de ton auditoire?” Instructional tip: Teachers can model and have students practise using transition words, such as “donc”, “puisque”, “alors”, “pourtant”, and “enfin”, to clarify relationships between facts and ideas. Teacher prompts: “Comment est-ce que tu peux utiliser ta voix pour convaincre ton auditoire?” “Comment est-ce que la voix, le débit et l’expression vont changer quand on joue des jeux de rôle différents?” 31 CEFR Links: Oral communication strategies play a key role in the CEFR. It defines strategies as “any organized, purposeful, and regulated line of action chosen by an individual to carry out a task which he or she sets for himself/herself or with which he or she is confronted”(10). Therefore, strategies are any technique used by the language learner to accomplish a language objective. • Strategies to Try Establish communicative goals with students: What is the purpose of speaking? Examples include(7): o Introducing oneself, o Stating facts, o Paraphrasing or summarizing ideas, o Suggesting ideas or recommendations • Explicitly teach speaking strategies (2.6, p106). • Take the time to establish common, every day, useful oral expressions that can be used in the classroom. Create an anchor chart to scaffold student learning (7). • Use Think Aloud to model descriptions and the presentation of information. In a Think Aloud, teachers give a running commentary on the strategies and familiar and new vocabulary/structures he/she is using (2.6, 7). As students practice the skill, the teacher gradually releases responsibility (2.20, 2.21, 8): o Before Activate prior knowledge by asking students: • Qu’est-ce que tu sais déjà au sujet? Quelles sont les idées principales de ma présentation ? o During Est-ce que j’ai organisé mes idées clairement ? Est-ce que j’ai besoin de cartes aide-mémoires ? o After Quelles stratégies est-ce que tu as utilisé ? Est-ce que ces stratégies étaient utiles ? • Use oral warm-ups to build in daily opportunities for explicit practice of oral communication strategies (1.2, 7). If using entry slips, consider ways to incorporate student responses orally. o Example: Teacher-led question and answer • Refer to example questions listed under the teacher prompts for specific expectation B1.1 Assessment and Evaluation FOR • • Anecdotal notes while students collaborate to check for understanding and contributions Checklists AS • • • • Peer and self-assessment (2.6, p43) Anecdotal notes while students collaborate to check for understanding and contributions Checklists Entry/exit cards (oral) • • Anecdotal notes while students collaborate to check for understanding Checklists OF 32 B1. Speaking to Communicate B1.2 Producing Oral Communications 4 Using familiar words and expressions, produce brief, rehearsed messages in French containing information and ideas about themselves, family, friends, and their immediate environment, with contextual, auditory, and visual support 5 Using familiar words and expressions, produce brief, rehearsed messages in French containing information and ideas about themselves, family, friends, and their immediate environment, with contextual, auditory, and visual support 6 Using familiar words and expressions, produce brief, rehearsed messages in French containing ideas and information about themselves, family, friends, and their environment, with contextual, auditory, and visual support 7 Using familiar words and expressions, produce rehearsed and increasingly spontaneous messages in French about matters of immediate personal relevance, with contextual, auditory, and visual support 8 Produce rehearsed and increasingly spontaneous messages in French to communicate ideas and information about matters of personal interest, with contextual, auditory, and visual support (e.g., describe classroom routines; prepare and deliver a presentation introducing themselves, family members, and/or pets; recount a sequence of events from a fictional or news story; deliver brief, rehearsed oral presentations; give concise directions to a classmate describing how to perform an action or find an object) (e.g., make introductions; respond to questions and instructions using previously learned vocabulary; ask questions to obtain additional information about healthy food choices; describe themselves, other people, and places using familiar expressions; state their reactions to information in texts such as posters, food guides, environmental brochures, and Aboriginal songs and stories) (e.g., describe past and future personal experiences and events, and everyday routines, using familiar sentence patterns and vocabulary; use familiar expressions and words as sentence starters; describe the findings of a survey about trades and professions in Canada; describe popular leisure activities in a particular region; describe how they are caring for the planet by being environmentally friendly; describe the roles of an animal within its ecosystem) (e.g., create and deliver a school announcement in French; present a personal point of view on an environmental issue; describe their hobbies, interests, and/or activities at school to the class; contribute ideas about a topic in a brainstorming activity; create and deliver a slideshow presentation to the class about a cultural event, a favourite object, or their plans for a vacation; role-play a familiar, everyday situation) Teacher prompts: “Comment est-ce que tu peux décrire cet objet ou ton ami?” “Comment est-ce que tu peux communiquer clairement tes besoins, tes émotions et tes idées?” Teacher prompts: “Comment est-ce que tu choisis les informations importantes à partager quand tu te présentes à un ou une camarade de classe?” “Comment est-ce que tu peux te présenter d’une façon engageante et intéressante?” “Comment est-ce qu’on organise le vocabulaire, les détails et les idées pour communiquer le message lors d’une présentation en petit groupe?” Instructional tips: (1) Teachers can model the use of standard forms of familiar expressions for expressing likes and dislikes (e.g., “J’aime” and “Je n’aime pas”). (2) Teachers can scaffold students’ ** Teacher prompts: “Quels sont les mots et les expressions qui servent à bien décrire ta famille et tes amis?” “Comment peux-tu raconter une histoire pour divertir les autres?” “Comment est-ce que tu peux partager les résultats d’un sondage d’une façon amusante ou engageante?” Teacher prompts: “Quels mots et quelles images peux-tu utiliser pour présenter cette information à la classe?” “Comment vas-tu présenter tes idées d’une manière claire et cohérente?” “Quelles expressions connais-tu pour convaincre tes collègues d’adopter ton point de vue?” (e.g., give commands, directions, and instructions; ask for and give advice; share information about their activities and interests; present a critique of a graphic novel, film, or video game; create and deliver an oral presentation about an environmental issue or a financial issue of concern to adolescents; prepare and present a commercial to convince a peer to visit a country or a Frenchspeaking Aboriginal community of their choice; present feelings and new learning related to an Aboriginal story or book, such as a Louis Riel comic strip) Teacher prompts: “Comment vas-tu Instructional tips: (1) Teachers can Instructional tip: Teachers can model and encourage the use of the impératif (e.g., “Écoutez bien”, “N’oubliez pas que…”) when offering an explanation, making a case, or persuading someone to do something. Instructional tip: Teachers can model the use of possessive pronouns (e.g., “mon”, “ma”, “mes”, “notre”, “nos”) and the présent when introducing themselves and others. introduce students to the use of expressions, such as “C’est nécessaire de…”, “Il est important de…”, “Il faut/Il ne faut pas…”, plus an infinitif, to highlight ideas they wish to ** organiser tes idées pour préparer et présenter ton opinion?” “Comment est-ce que tu vas retenir l’attention de ton auditoire quand tu fais une présentation orale? Quels éléments faut-il y incorporer?” Instructional tip: Teachers can model and promote the use of the pronoun “on” to present general/collective/widely shared opinions or ideas. 33 CEFR Links: The CEFR clearly differentiates between spoken production and spoken interaction tasks. It provides teachers with features of production activities that achieve language proficiency within an authentic context. When planning for production activities, teachers should provide students with multiple opportunities for shared practice of authentic dialogues and role-plays that require student to describe, in simple terms, themselves by giving and being able to spell personal details such a name, age, nationality, address, describe their immediate environment by talking about their family, friends and pass-times, and by describing quantity, objects and people. Strategies to Try Assessment and Evaluation • Establish communicative goals with students: What is the purpose of speaking? FOR o The tasks should be authentic and relevant (1.2) • Anecdotal notes while students collaborate to check for understanding and contributions Examples include(2.6 p 79, 7) Introducing oneself to a possible • Checklists employer/recruiter, Stating facts based on a survey. AS • Peer and self-assessment (2.6, p41) • Use Think Aloud to model strategies that can be used to interact (6, 7) • Anecdotal notes while students collaborate to check for understanding and contributions o Highlight specific words, phrases and grammatical structures by modelling these within • Checklists the context of the oral interaction. • Entry/exit cards (oral) o Build student vocabulary by helping students to build a range of vocabulary by using synonyms frequently (1.2). OF o Model the use of specific expressions used to paraphrase, agree or disagree with • Anecdotal notes while students collaborate to check for understanding statements made, or to respond to comments (ie. head nodding, Oui, Non, je suis • Checklists d’accord, je ne suis pas d’accord, etc)(2.6, p31) • Rubrics/rating scale • Teacher-student conferences • Scaffold vocabulary and phrases needed to present a production class (1.2, 7) through the use of the gradual release model (1.2): o Create a list of basic sentence starters as a class o Plan for shared and guided practice and varied groupings o Plan for mini conferences, self and peer assessment forms and use digital recorders to have students reflect on their learning. • Spiral the learning of vocabulary, phrases and expressions: o Encourage students to incorporate previously learned vocabulary. • Use Corrective Feedback Strategies in order to correct spoken errors (2.6 p47 - 70, 7 p163) • Plan for a variety of oral speaking opportunities between students by having students participate in activities such as : o Teacher-led question and answer (7), Milling to music (1.1) 34 B1. Speaking to Communicate B1.3 Speaking with Fluency 4 Speak with a smooth pace, appropriate intonation, and accurate pronunciation in brief, rehearsed communications about personal and familiar topics (e.g., use accepted pronunciation for high-frequency words, regularly used phrases, and words with personal significance in brief oral exchanges, dialogues, and presentations; accurately pronounce familiar vocabulary when introducing themselves or their friends and family; speak at a comfortable pace in short, rehearsed question-andanswer routines about familiar topics; pronounce words smoothly and accurately as modelled by the teacher when reciting tongue twisters, chants, rhymes, and newly acquired vocabulary and when participating in choral speaking and/or shared reading activities; use intonation as modelled by the teacher to ask questions; deliver a rehearsed oral presentation at a smooth pace with appropriate phrasing and emphasis) Teacher prompts: “Quand est-ce que tu as confiance de parler en français? Lorsque tu parles à un partenaire? En petits groupes? Devant la classe?” “Comment est-ce que le fait de parler de quelque chose que tu aimes bien ou que tu connais bien t’aide à parler avec confiance?” Instructional tip: Teachers can model the acceptable pronunciation of singular and plural nouns and verbs during shared reading or in an inside/outside circle. 5 Speak with a smooth pace, appropriate intonation, and accurate pronunciation in brief, rehearsed communications about personal and familiar topics 6 Speak with a smooth pace, appropriate intonation, and accurate pronunciation in rehearsed communications about personal and familiar topics 7 Speak with a smooth pace, appropriate intonation, and accurate pronunciation in rehearsed communications about personal and familiar topics 8 Speak with a smooth pace, appropriate intonation, and accurate pronunciation in rehearsed communications about a range of familiar topics (e.g., speak about familiar topics using planned pauses and few hesitations; pronounce new words from shared reading activities accurately, as modelled by the teacher) (e.g., make straightforward requests, express preferences, and describe interests with minimal hesitation; express themselves with some facility on everyday topics, using familiar vocabulary, language patterns, and learned sentence structures; use standard greetings and expressions of courtesy with minimal hesitation in classroom activities; pronounce words correctly in classroom activities to practise new vocabulary) (e.g., make themselves clearly understood in exchanges with a partner; leave a clear, brief message on an answering machine with minimal hesitation; use accurate pronunciation and elision [liaison] in classroom activities to practise new vocabulary and expressions) (e.g., give clear directions with minimal hesitation; recite a poem using appropriate pauses as indicated by the punctuation and/or layout of the lines to communicate the poet’s intended meaning accurately) Teacher prompts: “Qu’est-ce que tu peux faire pour pratiquer et améliorer ta prononciation?” “Quelles stratégies t’aident à parler clairement et avec un bon débit?” Teacher prompts: “Qu’est-ce que tu fais pour t’exprimer avec clarté?” “Pourquoi est-ce que c’est important de pratiquer et d’utiliser les nouveaux mots?” “Que fais-tu pour présenter tes pensées dans un ordre logique?” “Que fais-tu pour ajouter de l’emphase durant la présentation d’un poème?” Teacher prompts: “Comment est-ce que tu parles quand tu dois laisser un message dans la boîte vocale d’un répondeur?” “Pourquoi est-il important de pratiquer les nouveaux mots dans différentes situations?” Teacher prompts: “Comment est-ce que le fait de partager tes idées avec un partenaire avant de les partager avec le groupe t’aide à améliorer ta précision et ta fluidité verbale?” “Pourquoi faut-il répéter ta présentation avant de la faire devant toute la classe?” Instructional tip: Teachers can model and encourage students to practise the correct pronunciation of elided words and expressions (liaisons, e.g., “vasy/allez-y”) to help students ** 35 CEFR Links: The CEFR identifies 10 linguistic competencies necessary to develop language proficiency. Language proficiency includes a range of skills in three interrelated areas: Understanding (listening, reading), Speaking (interaction, production) and Writing (production and interaction). Several Competency skills are required for speaking with fluency. Some of these include: Fluency (The ability to express oneself readily and effortlessly), Coherence and Cohesion (The ability to communicate in a clear well-structured manner using organizational patterns to mark the relationship between ideas) and Phonological Control (The ability to pronounce and intonate language and to make oneself understood). Based on the needs of the students, teachers purposefully select which communicative language competencies to address when selecting authentic texts. These linguistic competencies are found throughout specific expectation B1.3. Strategies to Try Assessment and Evaluation FOR • Model the correct pronunciation of familiar and new vocabulary (7). • Anecdotal notes while students collaborate to check for understanding and contributions • Encourage students to write out the phonetic pronunciation of words on the “cartes aide• Checklists memoire”. AS • Encourage the use of digital recorders in the FSL classroom (3): • Peer and self-assessment o Students can self-assess language skills as they record, listen to and re-record • Anecdotal notes while students collaborate to check for understanding and contributions • Checklists themselves. Students can follow prepared checklists in order to verify whether they have used appropriate communication strategies and fluencies and pronunciations. • Teacher-student conferences o Students can get feedback from peers and the teacher to improve their communication. • Use of digital recorders to record and re-record samples and provide precise feedback OF • Provide students with multiple opportunities to practice oral production tasks, in order to elicit • Anecdotal notes while students collaborate to check for understanding feedback (3): • Checklists o Use Gallery Walk • Rubrics/rating scale o Mini-Conferences • Teacher-student conferences • Use Corrective Feedback Strategies in order to correct spoken errors (p163, 7) o Recast o Elicitation o Clarification Request o Repetition • Listening and speaking are intertwined. Provide opportunities for students to listen to and to discuss increasingly complex, authentic oral texts by placing particular emphasis on the pronunciation of vocabulary (7). 36 B2. Speaking to Interact B2.1 Using Speaking Interaction Strategies 4 5 Demonstrate an understanding of Demonstrate an understanding of appropriate speaking behaviour in a appropriate speaking behaviour in a variety of situations variety of situations (e.g., restate the contributions of other group members to confirm understanding and share preferences; use facial expressions, tone of voice, and gestures that are appropriate to the context and audience; ask questions to clarify the context and purpose for exchanging information) Teacher prompts: “Pourquoi est-ce qu’il faut connaître son sujet avant de parler?” “Comment est-ce que tes gestes aident à clarifier ton message quand tu oublies un mot ou une expression?” 6 Demonstrate an understanding of appropriate speaking behaviour in a variety of situations 7 Demonstrate an understanding of appropriate speaking behaviour in a variety of situations 8 Demonstrate an understanding of appropriate speaking behaviour in a variety of situations (e.g., paraphrase to clarify meaning; acknowledge and show respect for different points of view; ask for information to clarify understanding; acknowledge the contributions of others before stating their own views; look at the listener/audience; use visual supports, facial expression, tone of voice, and gestures such as nodding, pointing, and shrugging to help clarify their meaning) (e.g., speak clearly; look at the listener/audience; demonstrate an understanding of when to speak and when to listen; take turns; ask questions and paraphrase information to confirm understanding; request repetition and explanation from peers when meaning is unclear; acknowledge the contributions of others before stating their own views; show respect for different points of view) (e.g., speak clearly; look at the listener/audience; demonstrate an understanding of when to speak and when to listen; take turns; paraphrase information to confirm understanding; request repetition and explanation from others when meaning is unclear; acknowledge the contributions of others before stating their own views; show respect for different points of view) t’aident à participer à une conversation avec tes amis?” “Quels indices non verbaux peuvent aider le groupe à mieux comprendre ton message ou ta réponse?” Teacher prompts: “Comment est-ce que les aides visuelles peuvent t’aider à clarifier un message?” “Pourquoi est-ce que c’est important de reconnaître les contributions de chaque membre du groupe quand vous partagez vos idées?” Teacher prompts: “Quelle stratégie est efficace pour confirmer ta compréhension pendant une interaction (p. ex., une discussion, une présentation)?” “Quelles sont les stratégies que tu trouves les plus utiles pour encourager les autres à participer à une conversation?” “Avant de parler devant un groupe, pourquoi dois-tu penser aux stratégies qui seront utiles pour retenir l’attention de ton auditoire?” “Pourquoi est-il important de s’exprimer clairement lorsqu’on demande ou donne des instructions pour se rendre à un endroit?” Teacher prompts: “Comment le fait de poser des questions à quelqu’un lors d’une conversation t’aide-t-il à éclaircir son message et à faire des liens avec ta situation?” “Quel est le rôle des pauses dans une conversation?” “Dans un débat, quelles stratégies peux-tu utiliser pour soutenir ton argument et clarifier ton point de vue?” Instructional tip: Teachers can introduce students to the use of ** Instructional tip: Teachers can model and ask students to practise polite ** (e.g., demonstrate an understanding of when to speak and when to listen, for instance using a talking stick/stone/feather to indicate the speaker; take turns; speak clearly; look at the listener/ audience; use visual supports, facial expression, tone of voice, and gestures such as nodding, pointing, and shrugging to help clarify their meaning; when working in pairs or in a group, acknowledge the contributions of others before stating their own views; make personal connections to the experiences of others when responding; show awareness of and sensitivity towards the background and experiences of others when expressing their views) Teacher prompts: “Quelles stratégies Instructional tip: Teachers can model the use of sentence starters ** 37 CEFR Links: Oral communication strategies play a key role in the CEFR. It defines strategies as “any organized, purposeful, and regulated line of action chosen by an individual to carry out a task which he or she sets for himself/herself or with which he or she is confronted”(11). Therefore, strategies are any technique used by the language learner to accomplish a language objective. interacting with others orally, strategies may include the use of facial expressions, tone of voice, paraphrasing and questioning. linguistic competencies are found throughout specific expectation B1.3. • Strategies to Try Create a positive learning environment where students feel safe to take risks and make mistakes. This helps support students’ development and overall well-being. Students who feel supported can take the risks necessary to use their developing French language skills in class activities (1.3, 3, 2.6 p9). Assessment and Evaluation FOR • • Anecdotal notes while students collaborate to check for understanding and contributions Checklists AS • • Remember that language learning strategies provide students with the skills needed to make meaning and navigate the complex oral situations they face in their daily interactions (2.6 p63). o Students develop these strategies as they solve problems within open ended, actionoriented tasks which emphasize purposeful social interaction. o Strategies need to be explicitly taught and practiced until they become second nature. Use of the gradual release of responsibility model by first brainstorming possible learning strategies and then by modeling when and how to use these strategies will help the student develop (2.6 p47, 1.7). o Strategies are not grade specific, but can be taught across grades. o Speaking interaction strategies include: attentive listening, eye contact, polite and appropriate responses to what is being said, restating what was understood or said; and, listening to others for clues they can use when responding (1.2). • • • • Peer and self-assessment (2.6, p41-42) Anecdotal notes while students collaborate to check for understanding and contributions Checklists Teacher-student conferences • Use of digital recorders to record and re-record samples and provide precise feedback • • Anecdotal notes while students collaborate to check for understanding Checklists OF Create anchor charts to support spoken interaction strategies and continuously refer to them (1.7). o Un bon orateur… Prends son temps et parle lentement et d’une voix claire et articulée. Respecte l’objectif de la parole et l’auditoire prévu. Se rappelle des mots et des expressions connus. S’exprime avec des gestes ou des mimiques si le vocabulaire manque. Organise ses idées en phrases complètes avec des mots de liaison. o Un interlocuteur… Est attentif et concentré afin de bien écouter l’interlocuteur (Regarde la personne qui parle). Fait répéter l’interlocuteur au besoin. « Peux-tu répéter s’il te plaît ? », «Parle plus fort s’il te plaît. » Pose des questions. Paraphrase le message de l’interlocuteur pour vérifier la compréhension. Formule ses propres idées avec clarté et précision. 38 B2. Speaking to Interact B2.2 Interacting 4 Engage in brief, structured spoken interactions, using familiar words and expressions, with teacher modelling and support (e.g., contribute brief oral instructions and responses in interactive games and role plays; ask and answer questions in surveys and interviews; participate in simulated telephone conversations; answer the teacher’s or their classmates’ questions about their oral presentations) Teacher prompts: “Comment est-ce que le fait de participer à une discussion t’aide à mieux parler aux autres?” “Pourquoi est-ce que c’est important de parler en français avec les autres dans la classe?” Instructional tip: Teachers can model the use of question words such as “où”, “comment”, “combien”, “quel/quelle”, “qu’est-ce que”, and “qu’est-ce qui” to ask for clarification, identify gaps in communication, and ask for ** 5 Engage in brief, structured spoken interactions with their peers and the teacher, using familiar words and expressions, with teacher modelling and support 6 Engage in guided spoken interactions with their peers and the teacher, using familiar words and expressions, with teacher modelling and support 7 Engage in a variety of guided spoken interactions with their peers and the teacher, using familiar sentence structures and expressions, with teacher modelling and support as appropriate 8 Exchange information and ideas with the teacher and their peers in guided, increasingly spontaneous spoken interactions about matters of personal interest, with teacher modelling and support as appropriate (e.g., ask and answer questions about name, age, and family; ask questions to clarify meaning before responding; share their ideas and respond to others’ opinions in a literature circle; make constructive comments when giving feedback to a classmate in a peerassessment activity; contribute and respond to comments in interactive games and structured oral activities; participate in role-play conversations that simulate the authentic use of language; respond to questions from the teacher and their peers about their oral presentations; ask and answer questions about healthy food choices or environmental issues) Teacher prompts: “Quelles (e.g., initiate and respond to greetings; participate in brief conversations; outline rules and negotiate actions when playing barrier games; ask questions, describe different perspectives, and outline possible solutions in discussions about environmental issues; contribute and respond to comments in interactive games and role plays; ask and answer questions in conducting or responding to surveys and interviews) (e.g., exchange information with peers about their hobbies and interests, or events at school; contribute information in a jigsaw group discussion about current events; share their ideas and respond to others’ opinions in a literature circle; provide feedback to a classmate in a peer-assessment activity; contribute and respond to comments in role plays and interactive games; with a partner, simulate an interview, taking turns asking and answering questions about personal preferences and opinions; share information about family and cultural traditions with a partner, asking for and providing clarifying information) Teacher prompts: “Comment est-ce (e.g., exchange information with peers and the teacher about activities and interests; contribute information in a jigsaw group discussion about current events; share their ideas and respond to others’ opinions in a literature circle; contribute comments and respond to classmates’ contributions in cooperative group activities; provide feedback to a classmate in a peer-assessment activity; contribute and respond to comments in interactive games and role plays; discuss personal preferences with a classmate; defend their opinion/point of view in a debate) informations vas-tu partager avec ton partenaire? Comment peux-tu lui demander de partager les mêmes informations?” “Quelles questions peuxtu poser à quelqu’un pour mieux le connaître?” “Comment est-ce que tu te prépares pour faire un dialogue avec un pair, un sondage ou une entrevue?” Instructional tip: Teachers can model a variety of ways to structure questions asking for additional information about a topic (e.g., “Qu’est-ce que tu peux ajouter?”, “Peux-tu clarifier tes idées clés?”, “Qu’est-ce qui s’est ** Teacher prompts: “Qu’est-ce que tu peux faire pour participer activement à une conversation?” “Comment est-ce que ta participation diffère selon le thème du jeu de rôle?” Instructional tip: Teachers can model and have students practise the use of negative constructions (e.g., “ne…pas”, “ne…jamais”, “ne…personne”) with familiar verbs in the past, present, and future when expressing ** que tu vas communiquer ton message au groupe?” “Quel est le vocabulaire nécessaire pour communiquer tes idées lors d’un travail de groupe?” Teacher prompts: “Comment est-ce qu’on peut appuyer son point de vue dans un débat?” “Comment partages-tu ton opinion dans une discussion?” “Comment choisis-tu les moments opportuns pour communiquer tes idées?” Instructional tips: (1) Teachers can Instructional tips: (1) Teachers can model the use of the possessive when referring to personal opinions (their own and others’). (2) Teachers can encourage students to use the appropriate form of verbs in ** model the use of impersonal expressions (e.g., “Il est important de…”, “Il est nécessaire de…”) followed by an infinitif for giving an opinion. (2) Teachers can use scaffolding to ** 39 CEFR Links: The CEFR clearly differentiates between spoken production and spoken interaction tasks. It provides teachers with features of interaction activities that achieve language proficiency within an authentic context. When planning for interaction activities, teachers should provide students with multiple opportunities for shared practice of authentic dialogues and role-plays that require students to ask and respond to questions of immediate need (ie ask for clarification, directions) and familiar topics (time, weather, school materials, family, prices, pass-times) using appropriate greetings and leave-taking expressions. In addition, the CEFR identifies 10 linguistic competencies necessary to develop language proficiency (6). Language proficiency includes a range of skills in three interrelated areas: Understanding (listening, reading), Speaking (interaction, production) and Writing (production and interaction). Some of these include: Vocabulary Range and Vocabulary Control (the ability to identify appropriate vocabulary in specific contexts), Coherence and Cohesion (The ability to communicate in a clear manner), Morphology (the study of structure and form of words) and Syntax (the predictable structure of a language). Based on the needs of the students, teachers purposefully select which communicative language competencies to address when selecting authentic texts. These linguistic competencies are found throughout specific expectation B2.2. Strategies to Try Assessment and Evaluation • Establish communicative goals with students: What is the purpose of speaking? Examples FOR • Anecdotal notes while students collaborate to check for understanding and contributions include(7): Ex. Negotiating a date, Asking for directions, Ordering from a menu • Checklists • Suggesting ideas or recommendationsStudents need the opportunity to build relationships and interact positively with others (3) AS • Peer and self-assessment • Explicitly teach students how to interact with each other (2.6 p63-70, 3): • Anecdotal notes while students collaborate to check for understanding and contributions o Model and scaffold vocabulary and phrases needed to interact by creating a list as a • Checklists class and continuously referring to it (1.2, 7). • Teacher-student conferences o Gradually increase the time allotted for cooperative group work. • Use of digital recorders to record and re-record samples and provide precise feedback OF • Co-create guidelines for behavior during group work (3). • Anecdotal notes while students collaborate to check for understanding • Checklists • (2.6 p78) Plan for a variety of interaction opportunities to maximize student talk time between students by having students participate in activities such as : Hands-up partner up, Speed dating (tapis roulant) , Milling to music (1.1), Information gap activities (7), Student shared listening and drawing barrier games (7), Role play scenarios where students must resolve a problem: i.e., plan a date, decide on a restaurant (1.1, 10) • Spiral the learning of vocabulary, phrases and expressions: o Encourage students to incorporate previously learned vocabulary into every new interaction • • Use Think Alouds to model strategies that can be used to interact (6, 7). Explain the purpose for talking and provide meaningful authentic oral communication tasks that respond to students’ interests (choices) and emphasize purposeful social interaction. 40 B2. Speaking to Interact B2.3 Metacognition 4 (a) Describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after speaking to communicate effectively; (b) Identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills 5 (a) Describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after speaking to communicate effectively; (b) Identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills 6 (a) Describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after speaking to communicate effectively; (b) Identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills 7 (a) Describe, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after speaking to communicate effectively; (b) Identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills 8 (a) Describe, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after speaking to communicate effectively; (b) Identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., determine the elements of effective presentations; provide feedback on a peer’s oral presentation and listen to peers’ comments about their own presentations; evaluate their use of French in daily interactions with peers and the teacher) (e.g., share and discuss a strategy used to participate in a discussion; compare speaking situations to reflect on their own ability to communicate; use classroom visuals and reference material to give feedback) (e.g., use feedback from the teacher and peers to make revisions to the form and content of oral language as they speak; determine which strategies were helpful when presenting their message; plan to use effective communication strategies to enhance interactions with others) (e.g., refer to and use the established criteria for effective communication; plan to incorporate effective communication strategies in their daily interactions; discuss areas of strength with the teacher and peers, and set goals to improve oral communication) Teacher prompts: “Quels sont les éléments d’une présentation orale efficace?” “Comment est-ce que la rétroaction que tu donnes à tes pairs peut t’aider à améliorer ton travail?” “Qu’est-ce que tu vois pendant la conversation? Comment est-ce que cet exemple te permet de mieux parler avec les amis?” “Comment les commentaires de tes pairs t’aident-ils à planifier tes prochaines étapes?” “Quel sera ton but d’amélioration? Qu’est-ce que tu dois faire pour l’atteindre?” Instructional tips: (1) Teachers ** Teacher prompts: “Est-ce que la discussion à propos des stratégies avec tes pairs t’aide à clarifier ton message?” “Qu’est-ce que tu peux observer lorsque tu écoutes tes amis parler? Quelles observations t’aident à mieux présenter tes idées?” “Quelle stratégie est-ce que tu utilises pour organiser ce que tu veux dire?” “Qu’est-ce que tu fais quand les autres ne comprennent pas ce que tu dis en français?” “Quel est ton but d’amélioration? Qu’est-ce que tu peux faire pour l’atteindre?” Instructional tips: (1) Teachers ** Teacher prompts: “Qu’est-ce que tu peux remarquer quand tu observes une conversation? Qu’est-ce que les gens font pour communiquer leurs messages? Comment est-ce que cela te permet de réfléchir à tes habiletés de communication orale?” “Comment saistu que ton discours est bien préparé?” “Dans quel contexte es-tu le plus à l’aise pour communiquer, et pourquoi?” Teacher prompts: “Quelle est ta stratégie la plus efficace pour parler clairement?” “De quelles façons les critères d’évaluation établis pour une tâche de communication orale t’aideront-ils à mieux présenter ton point de vue?” “Comment est-ce que l’identification des stratégies de communication orale t’aide-t-elle à faire part de tes idées et opinions dans une discussion?” “Quelles sont les stratégies efficaces que tes pairs ont utilisées dans leurs présentations? ** Instructional tip: Teachers can ** (e.g., explain during a student-teacher conference how they monitor their speaking skills; make and record revisions to the form and content of speech using feedback from peers and teacher; identify and describe the key elements used by peers and others during oral presentations; set small, attainable goals to improve oral communication, increase confidence, and sustain motivation) Teacher prompts: “Quels aspects de Instructional tip: Teachers can ** tes présentations désires-tu améliorer? Quelles sont les étapes à suivre pour y arriver?” “Quelles stratégies sont les plus efficaces pour t’aider à exprimer tes idées plus clairement?” “À quoi penses-tu quand tu prépares une présentation pour tes auditeurs?” “Quels sont les critères qui font qu’une présentation orale est efficace?” “Comment les stratégies de communication orale sont-elles utiles dans la vie de tous les jours?” Instructional tips: (1) Teachers ** 41 CEFR Links: The CEFR encourages students to continuously monitor their thinking and use strategies as they learn. Learning self-reflection and autonomy are a key part of the CEFR (5). By incorporating the use of Can Do statements into the classrooms, teachers help students to track progress and set goals. Teachers can also use Think-Alouds to model expressions and phrases that they can use to provide respectful feedback to peers. Teachers can further model the use of specific structures that allow students to reflect on ways to evaluate and improve their oral interaction skills. Grammatical structures are not taught in isolation – they are taught in context. Through modeled, shared and guided tasks, teachers may help students identify specific grammatical structures such as the affirmative and the negative and the use of “Si” clauses to address hypothetical situations related to an oral task. Sentence starters and stems can also be provided to support students. Strategies to Try Assessment and Evaluation • Help students set goals, monitor progress, and measure success through the use of class FOR generated Can-do statements (2.6 p84, 6). • Anecdotal notes while students collaborate to check for understanding and contributions • Checklists • Encourage students to take responsibility for their own language learning through reflection and setting realistic goals and next steps (1.7, 6). AS • Peer and self-assessment • Give students the opportunity to help build the criteria for success in student friendly language • Anecdotal notes while students collaborate to check for understanding and contributions based on curriculum expectations/learning goals. • Checklists • Teacher-student conferences • Explicitly teach students learning strategies as well as when and how to best use them (1.7). • Student porfolios Naming the strategies in French, discussing their uses, and giving examples provide students • Use of digital recorders to record and re-record samples and provide precise feedback with a common understanding and language so that they are able to speak in French about how OF and why they chose certain strategies to help them. • Anecdotal notes while students collaborate to check for understanding • As students interact, circulate and listen to the conversations. As you circulate, provide feedback by using Corrective Feedback Strategies in order to correct spoken errors (p163, 8) o Recast, Elicitation, Clarification Request, Repetition • Have students reflect on the strategies that they used. More specifically the ones that helped them to be more successful (1.7, 2.20, 2.21, 7). o Quelles stratégies est-ce que j’ai utilisé? o Est-ce que les stratégies étaient utiles? Quelles stratégies étaient les plus utiles? o Est-ce que je peux expliquer pourquoi ces stratégies étaient utiles? • Use a prepared checklist to help students self-assess and think about the strategies that they used (7). • Post strategies as an anchor chart (or provide a reference sheet), and build in time during set intervals (ie. at the end of each class) for students to refer to these often (1.7). • • Student portfolios Checklists 42 B3. Intercultural Understanding B3.1 Intercultural Awareness 4 Communicate information orally about French-speaking communities in Ontario, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities 5 Communicate information orally about French-speaking communities in Quebec, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities 6 Communicate information orally about French-speaking communities in eastern, western, and northern Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities 7 Communicate information orally about French-speaking communities in the Americas outside Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities 8 Communicate information orally about French-speaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., share ideas about the importance of French as demonstrated by its status as an official language of Canada and a required subject in the Ontario elementary curriculum; repeat phrases from songs by Franco- Ontarian musicians that reveal aspects of French Canadian cultures; give brief oral presentations describing traditions and festivals such as le Bal de Neige in Ottawa; use a T-chart to organize information and guide discussions about aspects of Franco-Ontarian cultures, such as family, school life, traditions, and festivals, and make connections to their own culture) (e.g., describe a specific region or community in Quebec, including Aboriginal communities, using a poster they have created or obtained from a travel agency to illustrate their remarks; describe the ingredients and procedure for making a familiar Québécois dish such as poutine; recite or paraphrase songs, stories, and/or legends by Québécois artists and authors; identify some famous Québécois[es], such as Michaëlle Jean, Maurice Richard, Mario Lemieux, Boucar Diouf, Nikki Yanofsky, Gilles Vigneault, William Shatner, Simple Plan, Pierre Trudeau, Samian, Emmanuelle Chriqui, Alexandre Bilodeau, Julie Payette, Marc Garneau, or Guy Laliberté, and describe some of their accomplishments; deliver a brief oral presentation comparing important issues or events in a Quebec community and their own community) (e.g., describe French-speaking communities, including Aboriginal communities, in the Atlantic provinces, the prairie and western provinces, and the northern territories; share ideas and opinions regarding Canadian Heritage Moments video clips about topics in French Canadian history – such as the Métis and the Acadians – and make cross-curricular connections to topics in social studies; discuss personal reactions to and opinions of songs and artwork by French Canadian artists, including Aboriginal artists such as Leah Fontaine, Marcien Lemay, or Derek Letourneau; describe traditions, festivals, songs, and cuisine from French-speaking regions in western, eastern, and northern Canada, and make connections to customs in their own community) (e.g., identify and describe characteristics of French-speaking communities in the Americas such as those in Haiti, Guadeloupe, or Louisiana; describe examples of Cajun cuisine and/or the traditions of the Mardi Gras festival; research the roots of French-speaking communities in the French West Indies, St. Martin, St. Lucia, Martinique, Louisiana, and the New England states and report their findings to the class; identify and present some traditions of Haitian, French Guyanese, Cajun, or other French-speaking communities in the Americas and compare them with traditions in their own community) (e.g., use an audio-visual presentation to describe significant landmarks, local cuisine, and/or traditions and customs of European countries where French is widely spoken, such as France, Switzerland, and Belgium; identify and explain reasons for learning French; deliver a presentation about the lifelong benefits of learning another language and exploring other cultures – including improved opportunities for careers, summer jobs, friendship, and travel; identify and report on examples of the use of French in their immediate environment) Teacher prompts: “Quels aspects des cultures franco-ontariennes (famille, vie scolaire, traditions, festivals) peux-tu relier à ta famille?” “Selon toi, pourquoi le français est-il important au Canada?” “Quels liens personnels as-tu faits ** Teacher prompts: “Quels aspects des cultures québécoises (famille, vie scolaire, traditions) ressemblent à la culture de ta communauté?” “Selon toi, pourquoi est-ce que c’est important d’apprendre des aspects ** Teacher prompts: “Selon toi, pourquoi est-il important de discuter des communautés francophones dans les différentes régions du Canada?” “Comment peux-tu communiquer ton opinion en respectant les idées des autres?” Teacher prompts: “Quels liens peuxtu faire avec les communautés francophones des Amériques?” “Selon toi, pourquoi est-il important de valoriser la langue et les cultures des francophones?” “De quelles façons peux-tu partager ton ** Teacher prompts: “Comment le fait de t’informer sur les symboles d’une autre communauté t’aide-t-il à apprécier la raison d’être des valeurs sociales de la communauté en question?” “Comment le fait de comparer la vie quotidienne des enfants de ** 43 CEFR Links: Intercultural understanding is a key concept of the CEFR. It includes cultural and intercultural competences including: respect for otherness, curiosity, tolerance, empathy and communicative awareness (7). Teachers help to foster intercultural understanding by exposing students to a variety of cultural texts. Teachers help to foster intercultural understanding by incorporating opportunities for discussing cultural texts into their classrooms (10). Examples cultural texts include: songs, stories, advertisements, announcements related to a particular region or community. During discussions, teachers can model the use of comparative forms in order to compare and contrast cultural differences. They can also clarify the meaning of culturally specific vocabulary, expressions and phrases. As students improve their awareness of other cultures, they become more linguistically and culturally sensitive and accepting of others ways of communicating, thinking and being. Strategies to Try Assessment and Evaluation • Introduce the community being studied using a picture or video to spark their interest. If FOR technology is available have the students look for clues in the picture or video to help them find • Anecdotal notes while students collaborate to check for understanding and contributions where the picture or video was taken (3). AS • Promote student inquiry by working with the school librarian to help the students answer the • Peer and self-assessment questions that they have by researching materials available in print and using technology. • Anecdotal notes while students collaborate to check for understanding and contributions • Checklists • Set a context for travel to that region (i.e., an exchange program, parliament paige program, au pair, volunteer at...) and then provide authentic oral communication scenarios/activities within OF travel to the area. • Anecdotal notes while students collaborate to check for understanding • Checklists • Have students take “pictures” on their trip and then have them share their scrapbook with the class at the end of their voyage. Pictures include: activities that they participated in, people ** Students are encouraged to identify examples of usage that is specific to particular regions that they met, places that they went to, etc. or communities (e.g. French speaking communities in Europe) but are not expected to do so. • Model and scaffold vocabulary and phrases needed by creating a list as a class and continuously referring to it (1.2, 7). • Encourage students to talk about their own life and culture in comparison to the lives and cultures of the Francophone community being studied (6). • Establish links with various Francophone community partners ie. Canadian Parents for French, Centre Franco-Ontarien (6). • Note: Intercultural awareness can be explored in conjunction with aspects of culture in the arts and/or social studies/history/geography. • Incorporate texts, videos, etc., that have a cultural connection into the Listening, Speaking, Reading, Writing expectations. 44 B3. Intercultural Understanding B3.2 Awareness of Sociolinguistic Conventions 4 5 Identify sociolinguistic conventions Identify sociolinguistic conventions associated with a variety of social associated with a variety of social situations in diverse French-speaking situations in diverse French-speaking communities* and use them communities* and use them appropriately in spoken interactions appropriately in spoken interactions 6 Identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in spoken interactions 7 Identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in spoken interactions 8 Identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in spoken interactions (e.g., in a role play or presentation, demonstrate the use of Antillean Creole and Cajun expressions and other forms of speech that vary from standard French usage – such as “cher/chère” in spoken interactions, “Est où” instead of “Où est” for “Where is…?”, “avoir” instead of “être” as an auxiliary verb as in “il a parti” instead of “il est parti”, “alle” instead of “elle”, and “asteur” instead of “à cette heure”; identify and describe to the class some Antillean Creole alternatives to standard French words – such as “Bon jou” instead of “Bonjour” for “Good day”, “wi” instead of “oui” for “yes”, “mesi” instead of “merci” for “thank you”; identify and describe to the class some Cajun alternatives to standard French words – such as “nanan” instead of “grandmère” for “grandmother”, “mouche à miel” instead of “abeille” for “honey bee”, or “pistache” instead of “arachide” for “peanut”) Teacher prompt: “Pendant la pratique (e.g., select and use formal or informal language and forms of address to suit the situation, such as when greeting an Aboriginal Elder; select and use expressions for opening, maintaining, and closing a conversation as appropriate to the relationship between the speakers; identify and use appropriate conventions in informal oral interactions such as telephone calls – for example, standard phrases for greeting the listener, asking to speak to someone, identifying themselves, asking to leave a message) (e.g., use greetings, leave-taking expressions, and expressions of courtesy – “bonjour”, “salut”, “au revoir”, “à demain”, “oui”, “non”, “merci”, “s’il vous plaît”, “excusez-moi” – as appropriate to the social context; use the verb “avoir” to state their age; use gestures and other forms of nonverbal communication as appropriate to the social context – bowing, shrugging, hand shaking; use standard introductory phrases to give personal information – “Je m’appelle… J’habite…”) (e.g., identify and use appropriate forms of address to suit formal and informal situations – such as “tu” versus “vous” or the use of “Oui” by itself with their peers versus “Oui, Madame/Monsieur” with adults; use gestures and other forms of non-verbal communication – such as kissing and hand shaking – as appropriate to the social context; use greetings, leave-taking expressions, and expressions of courtesy – such as “bonjour”, “au revoir”, “s’il vous plaît”, “merci’’ – as appropriate to the social context; use accepted verbal formulas for interrupting, initiating, and concluding conversations politely – such as “Pardon, Madame/Monsieur”) (e.g., use the correct form to refer to the days of the week, the months of the year, and the date and time; use the appropriate form of address – polite/familiar, singular/plural – to suit specific situations; use idiomatic expressions with “avoir” – such as “j’ai besoin de”, “tu as chaud”, “il a faim”, “elle a soif”, “nous avons confiance”, “vous avez froid”, “elles n’ont jamais tort”; use an appropriate form of words to show understanding or lack of understanding – such as “Je comprends”, “Je ne comprends pas”, “Comment?”) Teacher prompts: “Comment est-ce que vous saluez un ami? Un professeur? Votre frère?” “Quels indices non verbaux sont utiles pendant une conversation?” ** Teacher prompts: “Pourquoi est-ce que c’est important d’utiliser des salutations et des expressions justes quand tu parles?” “Comment choisis-tu les mots et les expressions que tu utilises quand tu parles à tes amis? Aux adultes?” “Comment pourrais-tu ** Teacher prompts: “Pourquoi faut-il varier tes salutations et expressions de courtoisie quand tu parles?” “Comment est-ce que les mots et les expressions que tu utilises changent selon la situation (p. ex., formel/informel)?” ** des jeux de rôle, comment peux-tu présenter ou incorporer des expressions de différentes régions?” ** Teacher prompts: “Comment te présentes-tu au téléphone à quelqu’un que tu ne connais pas? Quelles informations communiques-tu?” “Quelles expressions peux-tu utiliser pour encourager la poursuite d’une conversation? Comment est-ce que ces expressions changent selon la ** 45 CEFR Links: Intercultural understanding is a key concept of the CEFR. It includes cultural and intercultural competences including: respect for otherness, curiosity, tolerance, empathy and communicative awareness (7). Teachers help to foster intercultural understanding by exposing students to a variety of cultural texts. Teachers help to foster intercultural understanding by incorporating opportunities for discussing cultural texts into their classrooms (10). Examples of cultural texts include: songs, stories, advertisements, announcements related to a particular region or community. During shared and guided tasks, teachers can ask students to identify appropriate body language, and greeting and leave-taking expressions and phrases used to show courtesy when speaking. Note: While students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French-speaking communities in Ontario), they are not expected to do so. Strategies to Try Assessment and Evaluation • Ask students to identify similarities and differences between behaviour, expressions and phrases FOR used in formal and informal settings; • Anecdotal notes while students collaborate to check for understanding and contributions o Examples: Variations in salutations AS Variations in leave-taking expressions • Peer and self-assessment Expressions and phrases used to show politeness during a conversation (tu vs • Anecdotal notes while students collaborate to check for understanding and contributions vous) • Checklists • Plan for opportunities to model the use of various sociolinguistic conventions by using the internet and you tube. Teachers can access sample conversations spoken within a cultural context. o Examples: Expressions native to a specific francophone culture (ie l’expression “Coucou”, Creole and Cajun expressions, etc) OF • • Anecdotal notes while students collaborate to check for understanding Checklists ** Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g. French speaking communities in Europe) but are not expected to do so. 46 47 C. Reading The Revised FSL Curriculum, 2013 states that “the FSL curriculum develops the knowledge, strategies and skills that will enable students to become effective readers in both of Canada’s official languages”. The overall expectations identify three areas of knowledge and skills that students are expected to demonstrate when listening. These are as follows: • • • C1. Reading Comprehension C2. Purpose, Form, and Style C3. Intercultural Understanding C1. Reading Comprehension: Reading skills in French are necessary for the development of vocabulary and comprehension skills. These skills assist language learners to understand vocabulary and language structures in written text, as well as developing phonological awareness of the sound system of French. The revised curriculum emphasizes the importance of explicitly teaching reading comprehension strategies. Strategies are tools that students use to help students make meaning of printed text, and include identifying word cognates, familiar words and frequently used expressions, making predictions and connections. When planning a reading program, it is important that teachers choose a variety of text based on the interests of their students. The texts should also support and extend students’ oral language development and serve as models for writing tasks (8). C2. Purpose, Form and Style: The reading process serves as a means by which teachers prepare students for becoming effective writers. To scaffold students throughout the reading process, teachers should identify the purpose of the text, highlight text traits that are familiar to students, point out familiar words, language structures and cognates, identify familiar content from other subjects to create crosscurricular connections, and teach students how to recognize patterns in word formation. C3. Intercultural Understanding: Language and culture are strongly intertwined. Students need to understand that diversity exists not only among cultures but within cultures as well. Developing intercultural understanding through reading includes making connections to personal experiences while exploring various texts such as maps, online tourist sites, brochures, menus, songs, stories, poems, and/or legends related to a specific region, and identifying specific expressions, forms or styles used to communicate in various cultures. Links to the CEFR The CEFR provides teachers with features of reading activities that achieve language proficiency within an authentic context. Reading Comprehension: A1 –I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. A2 – I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. B1 – I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. Note: ** Indicates that an example, instructional tip and/or teacher prompt has been reduced for formatting. Always consult the complete document for the full reference. 48 C1. Reading Comprehension C1.1 Using Reading Comprehension Strategies 4 5 Identify a few reading comprehension Identify a few reading comprehension strategies and use them before, during, strategies and use them before, during, and after reading to understand texts and after reading to understand texts (e.g., activate prior knowledge by brainstorming about the cover, title page, and/or topic of a text; preview vocabulary to identify familiar words and cognates; create key questions as a class before reading; relate prior knowledge and personal experiences to topics in texts; discuss how they visualize a character or a scene in a text; discuss, draw, or write about evidence in the text that can be used to predict possible outcomes; use pictorial clues to predict meaning and confirm understanding of a text; use contextual clues to determine the meaning of new words; recognize relationships between words with common spelling patterns and use them to determine the meaning of new words, as in “an/année/anniversaire”; use visual clues such as illustrations, photos, and charts to help clarify meaning) Teacher prompts: “Pourquoi est-il important de regarder la couverture et la page titre d’un livre/d’un catalogue/d’un magazine et d’en discuter avant de lire?” “Quels mots et expressions t’aident à visualiser le personnage de l’histoire?” “Pourquoi est-ce que c’est important d’analyser le titre et les illustrations avant de ** 6 Identify a few reading comprehension strategies and use them before, during, and after reading to understand texts 7 Identify a variety of reading comprehension strategies and use them before, during, and after reading to understand texts in modelled, shared, guided, and independent reading contexts 8 Identify a variety of reading comprehension strategies and use them before, during, and after reading to understand texts in modelled, shared, guided, and independent reading contexts (e.g., preview texts by looking at images, captions, headlines, and tables to gain a sense of the subject matter and structure; use brainstorming to activate prior knowledge about a topic; preview vocabulary to identify familiar words and cognates; predict possible outcomes to a story based on knowledge of similar text forms; create mental images of the setting or characters based on descriptive details; use contextual clues to infer meaning; reread a section of text to confirm or clarify understanding) (e.g., use titles, captions, illustrations, and knowledge of similar forms to make predictions about a story; use brainstorming to activate prior knowledge about a topic; use visual cues to confirm or clarify details; use semantic [meaning] cues such as prefixes, suffixes, and base words to activate existing knowledge of oral and written language; make connections to personal experience to understand characters’ feelings and behaviour; ask questions to clarify meaning) (e.g., preview vocabulary related to the subject matter of a text; activate prior knowledge about a topic through dialogue and discussion; use pictures and illustrations to clarify meaning and make inferences; make predictions about a text based on knowledge of the author; ask questions to focus reading; use graphic organizers to identify relationships between ideas in a text; use visualization to clarify details about a character or scene; use clues related to number and gender agreement to help determine meaning in a sentence; reread key passages to confirm, clarify, or revise their understanding and predictions) (e.g., use brainstorming to relate prior knowledge and experiences to specific ideas in a text; use pictorial clues, including cover art, to predict the type of content in a text; make predictions about a text based on knowledge of similar text forms; using think-aloud techniques modelled by the teacher, scan texts for specific information or to identify important ideas; monitor comprehension by rereading or asking questions) Teacher prompts: “Comment est-ce que les images, les illustrations ou les manchettes d’un texte peuvent te donner des indices à propos du sujet du texte?” “Comment est-ce que ta connaissance d’un texte semblable t’aide à faire des prédictions?” “Quand tu lis un texte, quelle stratégie est-ce que tu utilises pour clarifier ta ** Teacher prompts: “Comment est-ce que ton expérience personnelle peut t’aider à mieux comprendre le personnage de l’histoire?” “Est-ce que les détails du texte ont confirmé ta prédiction initiale? Comment est-ce que tu vas réviser ou modifier ta prédiction avec ces nouvelles informations?” Teacher prompts: “Comment est-ce que les images t’aident à faire des inférences?” “Est-ce que tu as déjà lu un texte à propos de ce personnage? Qu’est-ce qui va se passer dans ce texte? Quelles sont tes prédictions?” “Pourquoi est-il important de relire un passage?” “Quels sont les autres textes de cet auteur ou de cette ** Teacher prompts: “Y a-t-il une stratégie de compréhension qui est plus efficace pour toi? Pourquoi?” “Comment est-ce que les images t’aident à faire des prédictions à propos du texte?” “Quelles questions te poses-tu pendant la lecture des publicités?”** 49 CEFR Links: The CEFR provides teachers with features of written text that achieve language proficiency within an authentic context. When planning for reading activities, teachers should consider texts that include familiar words, very basic phrases, and the highest frequency vocabulary related to students’ immediate surroundings and connections to personal experiences (11). Examples of text types include: very simple informational texts and/or messages, post cards, e-mails, advertisements, flyers and short notes. • • Strategies to Try While students have learned decoding skills in their first language, these skills must be explicitly taught and reinforced in the FSL classroom (4, 6). Through Read Alouds and teacher modelling, teachers identify: o Patterns in sound and spelling (2.6), Morphemes (word roots, prefixes, suffixes), Contextual clues that help to identify the meaning of unfamiliar words (2.8, p1.19) o Strategies to use when students encounter unfamiliar words and expressions (i.e. use picture cues, reread, keep reading) Focus on oral language development though the process of Gradual Release by using Read Aloud sessions to model processes and questions for predicting, making connections, inferencing and visualizing before, during and after reading (2.8, 4, 6, 7). o Before Establish a purpose for reading: le but de la lecture Draw students attention to the specific characteristics of the text (j’examine le titre, les illustrations, je note les mots répétés, les mots-amis/mots-apparentés) o During Model the specific pronunciation of words and expression used for reading o After Reflect on strategies used : Quelles stratégies est-ce que tu as utilisé ? • Create a word wall of useful strategies, repeated words, expressions, cognates and familiar words. Word walls are most effective when accompanied by a supporting visual (7). o If you are on a cart: Negotiate space for the French Word Wall with the homeroom teacher, or provide students with a reference book if wall space is not available. Create a removable word wall that can be posted for each class. Assign routine monitors to post the wall at the beginning of each class. Have students create a personal dictionary and refer to it frequently. • Have students specifically practice identifying word cognates and familiar words while reading with the use of a Transparency: Have students place the transparency on the text. As they read the text, they circle word cognates and familiar words. Assessment and Evaluation FOR • • • • AS • • • • • OF • • • • • Running Records Reading Surveys/Interest and attitude surveys Class readings with individual student participation to gauge fluency (liason, accents etc.) Focused, direct observation Focused, direct observation Self- and peer- assessment with feedback for improvement Anecdotal notes Reading Conferences Reading portfolios Focused, direct observation Performance tasks Independent reading responses Re-telling checklist Oral re-telling rubrics 50 C1. Reading Comprehension C1.2 Reading for Meaning 4 Demonstrate an understanding of French texts containing visuals and familiar names, words, and phrases, with teacher support as required 5 Demonstrate an understanding of French texts containing visuals and familiar names, words, and expressions, with teacher support as required 6 Demonstrate an understanding of French texts containing visuals and familiar names, words, and expressions, with teacher support as appropriate 7 Demonstrate an understanding of a variety of French texts containing visuals and familiar names, words, and expressions, with teacher modelling and guidance as appropriate 8 Demonstrate an understanding of a variety of French texts containing visuals and familiar names, words, and expressions, with teacher modelling and guidance as appropriate (e.g., draw pictures to retell a story; restate the main idea in a text using familiar vocabulary; create a tableau to dramatize a scene from a story they have read; use drama, music, or visual arts to respond to an issue raised in a text) (e.g., retell the events of a narrative in pictures and simple phrases using a graphic organizer to identify the beginning, middle, and end; create skits or commercials based on a text; make graphs or T-charts to organize information from a text; dramatize a story they have read using puppets or oral accounts; use visual art, music, or dance to communicate their reactions to a text; identify a classmate’s favourite pastime from information on his or her web page) (e.g., identify and restate the main idea in a letter from a pen pal, orally or by drawing or writing; read and mime the steps outlined in a classmate’s instructions for carrying out a procedure such as making a sandwich or bannock; read and dramatize a story using props; read a restaurant, cafeteria, or powwow vendor’s menu and identify items they would like to order; use a graphic organizer to record important information from a text; list questions they have about an issue or character described in a text) (e.g., choose their favourite dishes from a menu; find scheduled classes on a school timetable; share details from a pen pal’s letter with a peer; read the instructions for playing a video game and demonstrate how to play for a classmate; role-play a talk show interview with a character from a text they have read; in a small-group “placemat” activity, list Louis Riel’s leadership qualities and explain how they influenced his actions) Teacher prompts: “Quel est le message du texte?” “Quelles images choisis-tu pour représenter les idées principales du texte?” “Quelle est la scène la plus importante du texte?” “Comment vas-tu jouer le rôle du héros de l’histoire?” Teacher prompts: “Comment peux-tu exprimer ta réaction à un texte en utilisant les arts visuels, la musique ou la danse?” “Comment est-ce qu’un organisateur graphique peut t’aider à classer les événements d’un texte narratif? Comment est-ce que cette organisation t’aide à raconter l’histoire?” Teacher prompts: “Quels indices dans le texte t’aideront à choisir les accessoires pour jouer le rôle du personnage principal?”“Quels détails dans le texte t’aideront à répondre aux idées énoncées dans la lettre ou le courriel?” “Quels mots dans le texte t’aident à créer une image dans ta tête?” (e.g., read and respond to suggestions in a pen pal’s letter; identify key information in a reservation confirmation; read and report on or dramatize the rules of a favourite sport; read and comment on a classmate’s journal entry about a weekend outing; using a graphic organizer, identify and record the main idea and supporting details from a text and share their answers in a small-group discussion; respond to the information in an environmental brochure by brainstorming ways to implement environmentally responsible projects in the school) Teacher prompts: “Comment est-ce Instructional tip: Teachers can encourage students to make connections between words and expressions found in French texts and similar expressions in English and/or their first language to clarify meaning. Instructional tip: Teachers can draw students’ attention to the use of adverbs of time (e.g., “hier”, “aujourd’hui”, “demain”, “aprèsdemain”) in the text to determine when events in the story take place. que ta compréhension d’une lettre d’un correspondant t’aide à répondre à ce dernier?” “Comment peux-tu exprimer ta compréhension du texte sous une autre forme?” “Comment est-ce qu’un organisateur graphique t’aide à identifier et à illustrer les détails d’un texte afin de mieux comprendre ce dernier?” Instructional tips: (1) Teachers can model and encourage the process of analysing texts using questions such as “Quel est le message de ce texte?”, “Qu’est-ce qui m’a surpris?”, “Avec quels détails est-ce que je suis d’accord? Pourquoi?” ** Teacher prompts: “Quelles informations tirées d’un menu t’aideront à choisir un mets nutritif?” “Après avoir lu des instructions pour jouer un jeu vidéo, comment peux-tu expliquer le jeu plus facilement à un camarade de classe?” “Comment est-ce que le fait de faire un jeu de rôle t’aide à mieux connaître le personnage d’un texte lu?” Instructional tip: Teachers can model the use of various types of questions (e.g., “hand”, which implies literal, “head”, which denotes inferential, and “heart”, which refers to evaluative questions) for responding to texts. 51 CEFR Links: The CEFR provides teachers with features of written text that achieve language proficiency within an authentic context. When planning for reading activities, teachers should consider texts that include familiar words, very basic phrases, and the highest frequency vocabulary related to students’ immediate surroundings and connections to personal experiences (11). Examples of text types include: very simple informational texts and/or messages, post cards, e-mails, advertisements, flyers and short notes. Strategies to Try Assessment and Evaluation • Provide opportunities to engage students in the various roles of reading: Meaning-Maker, Text FOR • Entry/exit cards User, Code User, and Text Analyser (2.1, 2.8). • Running Records • Try the following activities to engage students in the act of reading (p277, 7 )(2.8, p1.9) • Reading Surveys/Interest and attitude surveys o Before Reading • Class readings with individual student participation to gauge fluency (liason, accents etc.) Storytelling (activate prior knowledge) • Focused, direct observation Picture books (making connections). AS Story Maps (making predictions) • Focused, direct observation Name that Book (analyzing the characteristics of texts – visualization) • Use of a variety of graphic organizers o During Reading: • Self- and peer- assessment with feedback for improvement Think Alouds: Teach and model reading strategies. Commentary can include • Anecdotal notes text features and the use of strategies • Reading Conferences Echo/Choral Reading: Read aloud a sentence and students immediately repeat. • Reading portfolios Buddy Reading: have students read in partners. OF o After Reading: • Focused, direct observation Retell: Invite students to summarize or retell key elements orally. • Performance tasks Text Reconstruction: Photocopy a section of a text and cut the sentences. • Independent reading responses Have students put the text strips into the correct order or use the retell details • Teacher-made tests (T/F, Cloze activities, multiple choice) that the students create. • Re-telling checklist Timeline: Have students write down the main events of a story in order. • Oral re-telling rubrics Teacher-Made Tests: • Question/Response: When assessing student responses to questions, evaluation of the responses should be based on the student’s demonstration of comprehension - not language conventions (such as spelling, grammar, punctuation). • True-False Questions: o When designing True-False questions include both factual questions (where the answer is explicit in the text) and inferential questions (where the answer is only implicitly stated. o Have students provide the reason for which a question is False by using evidence from the text or by simple quoting the correct information from the text. 52 C1. Reading Comprehension C1.3 Reading with Fluency 4 Read texts containing familiar words and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text 5 Read texts containing familiar words and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text 6 Read texts containing familiar words and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text 7 Read a variety of texts containing familiar names, words, and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text 8 Read a variety of texts containing familiar names, words, and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., recognize high-frequency words, most regularly used words, and words of personal interest; recognize the same word in different graphic representations – such as on the word wall, in shared/guided/independent-reading texts, on 61 shared- and interactive-writing charts in personal writing, and in a variety of fonts; make oral reading sound like spoken language, with appropriate pauses, stops, and starts as indicated by the punctuation) (e.g., make reading aloud sound like spoken language, with appropriate expression and emphasis, and pauses, stops, and starts as indicated by the punctuation; recognize familiar language structures in different contexts; identify the same word in different graphic representations – such as on the word wall, in shared/guided/independentreading texts, on shared- and interactive-writing charts used in personal writing, in a variety of fonts) (e.g., make reading aloud sound like spoken language, with appropriate expression and emphasis, and pauses, stops, and starts as indicated by the punctuation; identify the same word in different graphic representations – such as on the word wall, in shared/guided/independent-reading texts, on shared- and interactive-writing charts used in personal writing, in a variety of fonts) (e.g., read with appropriate expression to communicate the emotions suggested by the text; make reading aloud sound like spoken language, with appropriate emphasis, and pauses, stops, and starts as indicated by the punctuation; identify and pronounce smoothly previously encountered words from oral vocabulary and grade-level texts, terminology used regularly in discussions and posted on anchor charts, and words from shared/guided/independent-reading texts and resource materials) (e.g., use graphophonic cues to recognize and pronounce familiar words within larger words; make reading aloud sound like spoken language, with appropriate expression and emphasis, and pauses, stops, and starts as indicated by the punctuation; recognize and pronounce smoothly previously encountered words from oral vocabulary and grade-level texts, terminology used regularly in discussions and posted on anchor charts, and words from shared/ guided/independent-reading texts and resource materials) Teacher prompts: “Pourquoi est-ce qu’il faut identifier les mots familiers quand on lit?” “Pourquoi est-ce que c’est important de continuer à lire même si tu ne comprends pas un des mots?” “Quand est-ce qu’il faut sauter un mot et continuer à lire, ou chercher la définition d’un mot avant de continuer?” Instructional tip: During shared and guided exploration of texts, teachers can read aloud and encourage students to echo their phrasing and expression, to help students sound more natural and confident while reading aloud in French. Teacher prompts: “Pourquoi est-ce que la ponctuation (p. ex., une virgule, un point) t’aide à lire plus facilement?” “Pourquoi est-ce que c’est utile de sauter un mot et de continuer à lire?” Teacher prompt: “Pourquoi est-ce que c’est plus facile de lire un texte à propos d’un sujet familier?” Teacher prompt: “Quand tu lis, peuxtu reconnaître des expressions et des mots familiers que tu entends et utilises dans tes interactions? Trouves-tu cette stratégie efficace? Est-ce que cela facilite ta compréhension du texte? Estce que cela simplifie ta lecture?” Instructional tip: Teachers can introduce students to common French sound patterns (“moi”, “toi”, “trois”, “toit”, “fois”, “froid”) and word families (“grand/grandeur/grandiose”) to help them read unfamiliar words. Instructional tip: Teachers can encourage students to read aloud with appropriate expression, emphasizing key information or ideas. Instructional tip: Teachers can model appropriate expression, emphasis, and pauses during read-alouds and/or shared reading. Teacher prompts: “Pourquoi est-il important de faire des pauses et des arrêts lorsqu’on lit à voix haute?” “Comment est-ce que la reconnaissance des expressions et mots familiers dans un texte pendant la lecture t’aide à mieux comprendre le message?” Instructional tip: Teachers can encourage students to read expressively with a partner or a small group to make their reading sound more natural. 53 CEFR Links: The CEFR identifies 10 linguistic competencies necessary to develop language proficiency. Language proficiency includes a range of skills in three interrelated areas: Understanding (listening, reading), Speaking (interaction, production) and Writing (production and interaction). Several Competency skills are required for developing an understanding of written text. Some of these include: Fluency (The ability to express oneself readily and effortlessly), Coherence and Cohesion (The ability to communicate in a clear manner) and Phonological Control (The ability to pronounce and intonate language and to make oneself understood). Based on the needs of the students, teachers purposefully select which communicative language competencies to address when selecting authentic texts (10). These linguistic competencies are found throughout specific expectation C1.3. Strategies to Try Assessment and Evaluation • Model fluent reading in class through the use of shared and guided Read-Alouds. Students FOR must hear and understand what fluent reading sounds like. Activities that can be used to • Running Records support the development of fluency include (2.8, p1.13 and ch 3 and 2.4): • Class readings with individual student participation to gauge fluency (liason, accents etc.) • Focused, direct observation o Echo/Choral Reading: AS Read aloud a sentence as a model, and then have the class repeat it. This • Focused, direct observation ensures that reading is immediately followed by practice (6). • Self- and peer- assessment with feedback for improvement o Buddy Reading: • Anecdotal notes Have students re-read the text or part of it with a partner. • Reading Conferences o Reader’s Theatre: OF Reader’s theatre is an oral performance of a script where meaning is conveyed • Focused, direct observation through expression and intonation. The emphasis is to perform the script • Rating scale rather than memorizing it. Have students sit on stools or stand in front of the • Oral re-telling rubrics audience holding their scripts at chest level. Props and costumes are not necessary because emphasis is placed on voice and expression. o Books on Tape/CD: Have students listen to recorded readings as they follow along. Teachers can pause at various points to highlight specific pronunciations, structures, words etc. o Digital recorders: Have students record themselves reading a text. Have them listen to their recording while using a checklist. On the checklist the teacher specifies the “listen fors”: pronunciation of particular words, expression, pace, speed etc. This can be combined with Buddy-Reading where they work with partner to assess their fluency skills based on a prepared checklist. o Speed drills: Plan for speed drills as a warm-up. Use a list of common and familiar words and have students read these quickly and out loud. This will help to develop their ability to recognize common words quickly when reading. Time students each day and challenge students to improve their time each day. 54 C1. Reading Comprehension C1.4 Developing Vocabulary 4 Use a few vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new and unfamiliar words 5 Use a few vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new and unfamiliar words 6 Use a few vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words 7 Use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words 8 Use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words (e.g., develop a bank of sight words using visual dictionaries; make word lists of personally relevant vocabulary; use memorization and visualization strategies and verbal and written repetition to consolidate learning of new words; develop lists of cognates to expand vocabulary; identify the tense of familiar verbs in the present, past, and future by their suffixes) (e.g., update a personal list of familiar words using resources such as dictionaries and the word wall; develop lists of cognates to expand vocabulary; use knowledge of word structure [prefixes, stems, suffixes] to determine the meaning of unfamiliar words) (e.g., look up and develop lists of cognates to expand vocabulary; find a synonym for an unfamiliar word; use words from electronic texts to expand vocabulary; identify synonyms and antonyms for familiar words; use notetaking to compile new words for a personal word list; recognize syntactic [language structure] cues such as word order and language patterns and use them to solve unfamiliar words) (e.g., develop a personal list of words related to specific topics or themes that interest them; develop a bank of sight words using visual dictionaries, the word wall, words from oral vocabulary, and grade-level texts; compile a list of terminology regularly used in discussions and posted on anchor charts; use a thesaurus to expand vocabulary; use technological aids such as online dictionaries to expand vocabulary) Teacher prompts: “Comment est-ce que le mur de mots t’aide à élargir ton vocabulaire?” “Qu’est-ce qui t’aide à te rappeler d’un nouveau mot de vocabulaire ou d’une nouvelle expression?” “Qu’est-ce que tu fais quand tu ne comprends pas un mot?” “Comment est-ce que les mots apparentés t’aident à apprendre le français?” Teacher prompts: “Que fais-tu avec une banque de mots personnelle?” “Quelles stratégies est-ce que tu utilises quand tu ne comprends pas un mot?” “Où trouves-tu des nouveaux mots et de nouvelles expressions reliés à ton passe-temps préféré?” (e.g., develop a bank of sight words using visual dictionaries and personal word lists; develop lists of cognates to expand vocabulary; use memory aids and visualization techniques to consolidate learning of new words; develop lists of words from oral vocabulary and grade-level texts to expand vocabulary; analyse word parts/structures to help determine meaning; compile thematic lists of key concepts to consolidate learning of new words; use a dictionary to expand vocabulary; use new words appropriately in different contexts) Teacher prompts: “Comment est-ce Teacher prompts: “Pourquoi est-il utile de trouver les synonymes et les antonymes de mots familiers?” “Pourquoi est-ce qu’il est important d’étudier le nouveau vocabulaire avant la lecture d’un texte?” “Quels nouveaux mots ou expressions as-tu appris dans ce texte? Lesquels vas-tu ajouter à ta banque de mots personnelle? Comment peux-tu les incorporer dans ton écriture et tes interactions?” Teacher prompt: “Comment est-ce que la technologie et les ressources en ligne peuvent t’aider à élargir ton vocabulaire?” Instructional tips: (1) Teachers can Instructional tip: Teachers can encourage students to keep a personal log and pictures or illustrations of a few interesting and useful words and expressions that they encounter while reading, and to use them when speaking and writing. scaffold students’ vocabulary development by having them skim and scan a text to find familiar and new words. (2) Teachers can support students’ vocabulary development by pointing ** que le fait d’examiner les parties d’un mot t’aide à mieux comprendre ce dernier (p. ex., préfixe, suffixe)?” “Comment est-ce que le fait de dresser une liste de mots reliés à un thème peut t’aider à consolider l’apprentissage de ces nouveaux mots?” Instructional tip: Teachers can encourage students to create word webs that include nouns, verbs, adjectives, and adverbs related to topics of personal interest. Instructional tip: Teachers can introduce vocabulary and expressions related to social media and technology to foster the development of media literacy in French comparable to that in students’ first language. 55 CEFR Links: The CEFR identifies 10 linguistic competencies necessary to develop language proficiency. Language proficiency includes a range of skills in three interrelated areas: Understanding (listening, reading), Speaking (interaction, production) and Writing (production and interaction). Several Competency skills are required for developing an understanding of written text. Some of these include: Vocabulary Range and Vocabulary Control (the ability to identify appropriate vocabulary in specific contexts), Morphology (the study of structure and form of words) and Syntax. Based on the needs of the students, teachers purposefully select which communicative language competencies to address when selecting authentic texts (10). Strategies to Try Assessment and Evaluation • Model the use of new and familiar words and phrases in context and in a variety of situations to FOR develop student comprehension (1.2, 2.8 p2.1 , 2.12, 2.8 ch4) • Running Records • Class readings with individual student participation to gauge fluency (liason, accents etc.) • Help students to identify the meaning of words by demonstrating the lexeme of a word. The • Focused, direct observation lexeme is the root or stem of a word that carries the meaning of the word (6). Examples AS include: Aimer – Aimable, Jouer – Joueur • Focused, direct observation • Self- and peer- assessment with feedback for improvement • Avoid using the same terminology for commonly discussed topics. Expose students to a variety • Anecdotal notes of ways of expressing the same idea (1.2) Example: • Reading Conferences Il pleut – Il y a un risque d’averses OF Quel temps fait-il? – Quels sont les provisions pour la semaine? • Focused, direct observation Comment t’appelles-tu? – Quel est ton nom? • Teacher-made tests Use synonyms frequently and interchangeably. Refer to page 15 of A Guide to • Oral re-telling rubrics Reflective Practice, Module 1 Oral Proficiency. • Spiral the use of previously learned words, expressions, phrases in new contexts by encouraging students to provide responses that are increasingly detailed (1.2) • Encourage students to develop personal word lists and take note of new vocabulary and expressions. Teachers can have students categorize these by parts of speech (6). • Use a variety of Word Warm Ups to encourage memorisation of new words and provide opportunities for students to repeatedly use new words and phrases: Speed drills, Chants, Raps • Create a word wall or anchor charts of new words, expressions, cognates and familiar words (1.2, 8). Word walls are most effective when accompanied by a supporting visual (7). o Teachers on a cart: Negotiate space for the French Word Wall/Anchor charts with the homeroom teacher; Create a removable word wall that can be posted for each class; Have students create a personal dictionary, where words are added and referred to frequently; and Teachers can also create a kinetic version of a word wall (7). 56 C2. Purpose, Form and Style C2.1 Purpose of Text Forms 4 Identify the purpose(s) of some familiar text forms, including fictional, informational, graphic, and media forms (e.g., poem/song – to express ideas or convey a mood in figurative, evocative language; pattern book story – to entertain and/or explore problems, characters, and ideas; menu – to describe food offerings; calendar, list, or chart – to communicate information in an organized, easy-to-understand form; non-fiction book – to explain or describe something or explore an issue or topic; greeting card – to send good wishes or convey thanks; sign – to attract attention and/or give directions; advertisement – to attract attention and persuade) 5 Identify the purpose(s) of some familiar text forms, including fictional, informational, graphic, and media forms (e.g., letter/email – to ask for information, share news with a friend, extend or reply to an invitation, express thanks; list – to record or communicate information or instructions; fictional story/legend, such as the Métis legend Ti-Jean – to entertain or enlighten through a description of imaginary events, places, and people; travelogue – to describe the experience of travelling to or in a country or region; newspaper/magazine article – to explore/describe a contemporary issue, event, person in the news, or trend) Teacher prompts: “Comment est-ce que les paroles d’une chanson aident l’auteur à exprimer ses idées?” “Pourquoi est-ce qu’on lit un texte informatif, une pancarte ou une annonce publicitaire?” Teacher prompts: “Pourquoi est-il important d’identifier l’intention de différents types de textes?” “Pourquoi est-ce que l’auteur a décidé de présenter l’information de cette façonlà?” Instructional tip: Teachers can model the use of a variety of verbs for identifying different purposes for reading (e.g., “se divertir”, “s’amuser”, “s’informer”, “s’exprimer”, “persuader”, “convaincre”, “communiquer”, “expliquer”). Instructional tip: Teachers can encourage students to identify and use adjectives that describe different types of text forms (e.g., “informatif”, “explicatif”, “narratif”). 6 Identify the purpose(s) of some familiar text forms, including fictional, informational, graphic, and media forms (e.g., “how-to” book – to describe the equipment and actions for carrying out a procedure; logo – to aid in quick recognition or identification of a company or product; poster – to present specific information in a striking, memorable way; catalogue – to provide information in a systematic, easy-to-retrieve form; text message – to share personal experiences, thoughts, and actions; poem/song – to express ideas or feelings in vivid, evocative language; short story – to entertain and/ or to depict or highlight the significance of imagined events or experiences) Teacher prompts: “Pourquoi est-il important de lire différents types de textes?” “En quoi l’intention d’un catalogue est-elle différente de celle d’un texte narratif?” “Pourquoi est-il important de comprendre l’intention de chaque type de texte?” Instructional tip: Teachers can introduce students to words and expressions (e.g., “le message”, “l’intention”, “le point de vue”, “la perspective”) used in discussions of the author’s intended message or theme. 7 Identify the purpose(s) of a variety of text forms, including fictional, informational, graphic, and media forms (e.g., graphic novel – to tell a story through illustrations supported by text; magazine article – to provide information/explanations or outline arguments about a topic, usually related to current events; folktale, such as creation stories from First Nations, or French Canadian legends used by Métis, like La Chasse-galerie – to explain, in imaginative terms, traditional beliefs or customs of a particular cultural group; email or text message – to convey information or greetings, ask for information, or exchange ideas and opinions) Teacher prompts: “Comment le choix d’un medium peut-il influencer l’intention du texte?” “Comment l’auteur communique-t-il son intention par la forme de texte qu’il a choisie?” Instructional tips: (1) Teachers can introduce students to vocabulary and expressions that refer to an author’s attempt to influence readers for a particular purpose and/or readers’ reactions to messages in texts (e.g., “influer”, “inciter”, “impact”, “réactions”, “persuader”, “évaluer** 8 Identify the purpose(s) of a variety of text forms, including fictional, informational, graphic, and media forms (e.g., magazine – to provide a range of informational, imaginative, and graphic pieces in one volume; website or encyclopedia entry – to provide an organized summary of key information about a subject; fictional narrative/short story/ novel – to depict imaginary events, characters, and experiences in an engaging, entertaining form; book jacket or DVD cover – to describe the type of content and reading/viewing experience provided by the text in language that will capture the reader’s/ viewer’s attention and stimulate interest) Teacher prompts: “Comment est-ce que l’auteur peut exprimer différemment son message en utilisant des formes de texte variées?” “Comment est-ce que le message de l’auteur change quand on modifie la forme de texte?” “Pourquoi penses-tu que l’auteur a choisi de présenter son message sous forme de bande dessinée?” Instructional tip: During a readaloud or shared reading activity, teachers can draw students’ attention to the author’s use of words that signal explanations or instructions. 57 CEFR Links: The CEFR identifies 10 linguistic competencies necessary to develop language proficiency. Language proficiency includes a range of skills in three interrelated areas : Understanding (listening, reading), Speaking (interaction, production) and Writing (production and interaction). Several Competency skills are required for developing an understanding of written text. Some of these include: orthographic control (the ability to identify appropriate form and layout), vocabulary range and control (the ability to identify appropriate vocabulary in specific contexts), morphology (the study of structure and form of words) and syntax (the predictable structure of a language). The CEFR provides descriptors to inform teaching and assessment practices. Based on the needs of the students, teachers purposefully select which communicative language competencies to address when selecting authentic texts (10). Strategies to Try Assessment and Evaluation • Scaffold students throughout the reading process by (2.4): FOR o Highlighting features of the text to help predict its purpose • Running Records o Example: • Focused, direct observation How to books: Includes lists, the use of imperative to achieve the purpose of AS giving instructions • Focused, direct observation Journals: Include language that is specific to a person, such as the use of • Anecdotal notes pronouns je, il, elle, to achieve the purpose of self-reflection • Reading Conferences OF • Establish purpose for reading with students: What is the purpose for reading the text? Who is • Focused, direct observation the intended audience? Examples include(7): • Teacher-made tests o to find out how a story begins or ends. • Oral re-telling rubrics o reading an informational text for main ideas and details. o reading to research to find information for a project. • Help students understand (6): o that different text forms have different uses and purposes. • Refer to text forms and purposes listed under the examples for specific expectation C2.1. o that purpose and format are related. • Use Venn diagrams to analyse similarities and differences between like forms of fiction or nonfiction text. • Create anchor charts to support student awareness of variety of genre purposes. o Refer to text forms and purposes listed under the examples for specific expectation C2.1. 58 C2. Purpose, Form and Style C2.2 Characteristics of Text Forms 4 Identify some characteristics and/or stylistic elements of familiar text forms, including fictional, informational, graphic, and media forms (e.g., poem/song – rhyming or nonrhyming patterns and use of imagery; pattern book story – title page, illustrations, repetitive use of familiar words and phrases, description of characters/setting/ conflict, possible resolution; menu – subsections listing offerings of salads/main courses/desserts/ beverages, prices, illustrations; calendar, list, or chart – table or column format; greeting card – brief text message in special fonts, illustrations/ graphics; non-fiction book – table of contents, illustrations, and captions; sign – distinctive fonts, colours, and symbols related to the content of the message; advertisement – eye-catching graphics, fonts, colours, and illustrations) Teacher prompts: “Quels sont les éléments d’une histoire à structure répétitive qui rendent cette dernière intéressante à lire?” “Quels sont les éléments d’une carte de voeux qui rendent cette dernière attrayante pour un lecteur?” “Quelles sont les différences entre un texte informatif et un texte graphique?” ** 5 Identify some characteristics and/or stylistic elements of familiar text forms, including fictional, informational, graphic, and media forms 6 Identify some characteristics and/or stylistic elements of familiar text forms, including fictional, informational, graphic, and media forms (e.g., travelogue – sequential/chronological order, descriptions of experiences and key sites/ landmarks, maps/illustrations/photographs, captions; newspaper/magazine article – statement of theme or topic, photographs/illustrations, captions, title, author name, subheadings, sidebars, pull quotes; fictional story/legend – description of characters and setting, plot line involving a problem or conflict, resolution; textbook/informational text – table of contents, title page, chapter or section divisions, subsections with headings, charts/diagrams, labels/captions) (e.g., poem/song – rhyming or nonrhyming patterns and use of imagery; short story/legend – plot line about resolving a problem or gaining an insight, descriptions of characters and settings; manual – numbered steps, diagrams; recipe – list of ingredients and quantities, steps in cooking procedure, cooking time, number of servings; travel brochure – description of destination sites and activities/events, description of accommodation, maps, contact information; magazine article – repetition of key words or phrases, titles, subtitles, text boxes; flyer – images and descriptions of products) Teacher prompts: “Quelles sont les caractéristiques d’un documentaire de voyage qui rendent ce type de texte intéressant à lire?” “Comment est-ce que ce texte est organisé? Est-ce que cette organisation t’aide à lire l’histoire?” “Quels sont les éléments d’un article de magazine? Comment est-ce que ces éléments t’aident à lire le texte?” “Peux-tu identifier la forme de texte selon les caractéristiques et les éléments ** Teacher prompts: “Comment est-ce que l’auteur a utilisé les éléments de la poésie pour divertir le lecteur?” “Pourquoi est-il utile d’identifier les caractéristiques d’une recette?” “Comment est-ce que les éléments d’une brochure touristique vont attirer l’attention d’un lecteur?” ** 7 Identify some characteristics and/or stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms (e.g., graphic novel – photographs or drawings depicting the action, captions explaining the action, speech balloons for dialogue or characters’ thoughts, graphic depictions of sound effects; folktale – human, divine, or animal characters, often with special knowledge or talents, representing aspects of a culture’s traditional belief system; magazine article – captions, illustrations, headings, pull quotes, sidebars; email message – subject line, salutation, emoticons, signature line; text message – abbreviations, acronyms, contractions) Teacher prompts: “En quoi un poème est-il différent d’une légende?” “Quelle est la différence entre un courriel et un texto?” “Si tu as besoin de trouver des informations dans des textes informatifs, quels éléments de texte est-ce que tu peux utiliser?” “Pourquoi est-il important de connaître l’intention d’un logo (symbole représentant une raison sociale)?” ** 8 Identify some characteristics and/or stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms (e.g., magazine – cover image(s) and caption(s) highlighting key features, table of contents, advertisements, featured articles, editorial, letters to the editor, photographs, illustrations; fictional narrative/short story/novel – plot/action related to gaining an insight or resolving a problem, descriptions of characters and their thoughts, dialogue, descriptions of settings or historical events; book jacket or DVD cover – illustration(s), title, author name, advertising copy and reviewers’ quotations, synopsis of story) Teacher prompts: “Quelles sont les caractéristiques de texte que l’auteur a employées pour exprimer son point de vue?” “Quelles sont les caractéristiques les plus efficaces pour convaincre un public d’acheter un nouveau produit?” “Quels éléments de style est-ce que l’auteur peut employer pour renforcer ou clarifier son message?” “Comment est-ce que le fait de faire des prédictions à partir d’éléments d’organisation du texte ** 59 CEFR Links: The CEFR identifies 10 linguistic competencies necessary to develop language proficiency. Language proficiency includes a range of skills in three interrelated areas : Understanding (listening, reading), Speaking (interaction, production) and Writing (production and interaction). Several Competency skills are required for developing an understanding of written text. Some of these include: orthographic control (the ability to identify appropriate form and layout), vocabulary range and control (the ability to identify appropriate vocabulary in specific contexts), morphology (the study of structure and form of words) and syntax. The CEFR provides descriptors to inform teaching and assessment practices. Based on the needs of the students, teachers purposefully select which communicative language competencies to address when selecting authentic texts (10).found throughout specific expectation C1.3. Strategies to Try Assessment and Evaluation FOR • Help students identify various text forms and characteristics (2.4). • Running Records • Focused, direct observation • Help students understand the purpose of different text form characteristics (7) to help AS communicate meaning and to help the reader respond to the text. • Focused, direct observation • Anecdotal notes • Plan for the use of various text forms throughout the year (see above chart). • Reading Conferences OF • Create anchor charts to document forms and characteristics of text. • Focused, direct observation o Refer to characteristics listed under the examples for specific expectation C2.2. • Reading conferences 60 C2. Purpose, Form and Style C2.3 Metacognition 4 (a) Describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts; (b) Identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., use book reviews written by peers to expand choices for independent reading; discuss useful strategies for understanding a new expression in a text; share helpful strategies with peers; establish next steps after a guided reading lesson) skills Teacher prompts: “Quelles sont les stratégies de lecture les plus efficaces?” “Parmi les suggestions de stratégies de lecture que tu as données aux autres, quelles sont celles qui peuvent t’aider?” “Quelles sont tes prochaines étapes?” Instructional tip: Teachers can introduce a checklist of expressions and sentence starters to guide discussion during a student-teacher or peer conference regarding effective reading strategies. 5 (a) Describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts; (b) Identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills 6 (a) Describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts; (b) Identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills 7 (a) Describe, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after reading to understand texts; (b) Identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills 8 (a) Describe, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after reading to understand texts; (b) Identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., use an interest survey to identify reading preferences and opportunities to expand choices for independent reading; reflect on the texts listed in a personal reading log and set a goal to read other genres) (e.g., scan texts to identify the elements of the particular form or unfamiliar words to look up) (e.g., plan to: use knowledge of similar forms to predict the outcome of a story, reread to find information they may have overlooked on first reading) (e.g., plan to: look for transition words to identify relationships between ideas, scan texts to identify and look up unfamiliar technical words related to the subject matter) Teacher prompts: “Quelles stratégies est-ce que tu utilises le plus souvent quand tu lis un texte?” “Comment le fait d’expliquer la façon d’utiliser une stratégie te permet-il de réfléchir sur tes habiletés?” “Comment est-ce que les rétroactions de ton enseignante ou enseignant te permettent d’élaborer tes prochaines étapes?” “Pourquoi est-il important de reconnaître les types de texte ou les situations de lecture qui sont plus difficiles pour toi?” Teacher prompts: “Comment est-ce que cette stratégie t’aide à lire en français?” “Quand tu trouves un mot ou une phrase que tu ne connais pas, quelles stratégies est-ce que tu utilises pour comprendre ce que tu lis?” “Qu’est-ce que tu fais pour t’assurer que tu as bien compris le message central du texte que tu as lu?” “Quelle nouvelle stratégie peux-tu essayer pour améliorer ta compréhension?” “Quel genre de texte lis-tu le plus souvent? Pourquoi? Quel genre de texte aimeraistu lire la prochaine fois?” Instructional tip: Teachers can establish a positive learning environment that promotes reflection and elicits discussion. They can model the use of language that describes the process of reflecting (e.g., “Je pense que…”, “Je constate que…”, “J’ai découvert…”, “J’ai trouvé que** Teacher prompts: “Qu’est-ce que tu fais pour clarifier le sens d’un texte?” “Quelle stratégie de lecture est la plus efficace pour toi?” “Que peux-tu faire si la relecture d’un texte ne te permet pas d’en clarifier le sens?” “Quelles stratégies de lecture est-ce que tes camarades de classe trouvent utiles? Comment peux-tu les adopter quand tu lis?” “Quelle nouvelle stratégie veux-tu essayer avant une autre lecture?” Teacher prompts: “Quelles stratégies est-ce que tu utilises le plus quand tu lis?” “Quelle stratégie est-ce que tu utilises pour résumer un texte?” “Pourquoi est-ce qu’il est important d’identifier tes points forts et faibles en lecture?” “Quelle nouvelle stratégie peux-tu essayer pour améliorer ta compétence en lecture?” Instructional tip: Teachers can introduce words and expressions students can use when reflecting on strategies they found helpful and effective and planning ways to improve their reading skills (e.g., “Ce que j’ai bien fait…”, “Ce que je dois faire…”, “Pour améliorer ma lecture** Instructional tips: (1) Teachers can Instructional tips: (1) Teachers can model the use of “je peux” statements (e.g., “Je peux comprendre”, “Je peux lire les mots familiers”, “Je peux utiliser les stratégies”) and the appropriate future form of familiar verbs (e.g., “Je vais lire…”, “Je choisirai ce genre ** model the use of adverbs of time (e.g., “toujours”, “souvent”, “parfois”, “jamais”) for discussing the effectiveness of reading comprehension strategies. (2) Teachers can encourage students to record their strengths, areas ** 61 CEFR Links: The CEFR encourages students to continuously monitor their thinking and use strategies as they learn. Learning self-reflection and autonomy are a key part of the CEFR (5). By incorporating the use of Can Do statements into classrooms, teachers help students to track progress and set goals. Teachers can also use Think-Alouds to model expressions and phrases that they can use to express what they Can Do. Teachers can further model the use of specific structures that allow students to reflect on a text and elicit discussion. NOTE: Grammatical structures are not taught in isolation – they are taught in the context of the reading task. Through modeled, shared and guided tasks, teachers may help students identify specific grammatical structures. Sentence starters and stems can also be provided to guide discussion about students’ strengths and needs as readers. specific expectation C1.3. Strategies to Try Assessment and Evaluation • Help students set goals, monitor progress, and measure success through the use of Can-do FOR statements (6). • Exit/Entry Cards • Running Records • Encourage students to take responsibility for their own language learning through reflection and • Focused, direct observation setting realistic goals and next steps (1.7, 6). AS o Je suis fier/fière de moi parce que… • Focused, direct observation o J’ai besoin de… • Anecdotal notes o Mes prochaines étapes sont… • Reading Conferences OF • Explicitly teach students reading strategies as well as when and how to best use them (1.7). • Focused, direct observation o Naming the strategies in French, discussing their uses, and giving examples provide • Reading conferences students with a common understanding and language so that they are able to speak in French about how and why they chose certain strategies to help them. o These strategies are generally introduced one at a time and practiced through the gradual release of responsibility so that students understand and know which strategies are needed to help them move their learning along. • Have students reflect on the strategies that they used. More specifically the ones that helped them to be more successful (1.7, 2.20, 2.21, 7). • Use a prepared checklist to help students self-assess and think about the strategies that they used (7). • Post strategies as an anchor chart (or provide a reference sheet), and remind students to refer to these often (1.7). • Have students document strategies used during reading by marking or coding text using sticky notes. Have students reflect on strategies used during and after reading using response journals. • 62 C3. Intercultural Understanding C3.1 Intercultural Awareness 4 Using information from a variety of French texts, identify French-speaking communities in Ontario, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities 5 Using information from a variety of French texts, identify French-speaking communities in Quebec, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities 6 Using information from a variety of French texts, identify French-speaking communities in eastern, western, and northern Canada; find out about aspects of their cultures; and make connections to personal experiences and their own and other communities 7 Using information from a variety of French texts, identify French-speaking communities in the Americas outside Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities 8 Using information from a variety of French texts, identify French-speaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., information about traditions, powwows, and festivals such as le Bal de Neige or le Festival des tulipes – Ottawa, le Festival des voyageurs – Mattawa, Métis rendez-vous – Rivière des Français, sporting events such as les Jeux franco-ontariens, children’s games such as voyageur competitions and blanket throwing, family traditions, and favourite songs in various communities; read about FrancoOntarian Métis, such as Marcel Labelle and Christian Pilon, and identify some of their accomplishments) (e.g., determine the ingredients in a typical Québécois dish such as “le pouding chômeur”; describe ideas, themes, and characters depicted in music, stories, and legends by Québécois artists and authors such as Alain M. Bergeron, Sheldon Cohen, or Samian; read about Québécois personalities such as Régine Chassagne, Bruny Surin, Céline Dion, Gilles Pelletier, or Marc Favreau, or historical figures, and describe some of their accomplishments) (e.g., research aspects of life for French-speaking individuals or groups in the Americas and use a T-chart to make connections to life in their own community; describe ways in which various French-speaking minority groups celebrate and maintain their cultural identity) (e.g., using an online encyclopedia and maps of Europe, identify Frenchspeaking countries and countries where French is widely spoken – such as France, Switzerland, and Belgium; identify symbols, personalities, landmarks, organizations, and traditions related to French-speaking communities in Europe and make connections to their own experiences; identify examples of French texts that may be seen in their community; read promotional brochures or advertisements about the benefits of learning another language – such as opportunities for careers, summer jobs, friends, travel – and describe opportunities that interest them) Teacher prompts: “Comment est-ce que les détails des histoires d’une communauté peuvent t’aider à mieux connaître cette dernière?” “Comment est-ce que le Bal de Neige à Ottawa représente les activités d’hiver favorites des Canadiens?” “Pourquoi est-ce que c’est important pour les jeunes Francoontariens de participer aux ‘Jeux francoontariens’?” “Quels liens est-ce ** Teacher prompts: “Comment est-ce que la langue française et les cultures francophones ont contribué au succès de cette vedette québécoise?” “Quels sont les éléments culturels présentés dans le texte portant sur cette région ou cette communauté qui t’intéressent?” (e.g., consult an atlas or website and identify French-speaking communities, including Aboriginal communities, in Atlantic Canada, the prairie and western provinces, and the northern territories; write a sample exchange of letters between Louis and Sarah Riel; identify examples of texts – such as bilingual signs or government brochures – that reflect the status of French as an official language of Canada; read the lyrics and listen to songs by various French Canadian and Aboriginal artists and make comparisons with songs in their own first language; identify examples of French on product labels and street signs, and in newspapers, telephone directories, and websites; identify the traits of heroes in traditional legends such as Ti-Jean and Nanabijou) Teacher prompts: “Qu’est-ce que le Teacher prompts: “Comment peux-tu comparer les aspects de vie des francophones en Louisiane, à Haïti ou en Guyane Française avec ceux de ta propre communauté?” “Comment est-ce que tes recherches t’aident à examiner les caractéristiques de cette communauté?” Teacher prompts: “Es-tu d’accord avec le point de vue de l’auteur à propos de cette communauté?” “Comment est-ce que la recherche que tu as faite à propos de la cuisine suisse va t’aider à créer une présentation multimédia pour décrire cette tradition culturelle?” “Tu as lu une annonce publicitaire qui décrit les avantages d’apprendre une autre langue. Comment est-ce que cette ** texte a dit à propos de cette communauté?” “Quelles informations présentées dans le texte t’aident à mieux connaître les gens de cette communauté?” “Comment est-ce qu’un organisateur graphique peut t’aider à organiser tes idées clés afin de formuler une réaction à la lecture d’une légende que tu as lue?” “Après avoir ** 63 CEFR Links: Intercultural understanding is a key concept of the CEFR. It includes cultural and intercultural competences including: respect for otherness, curiosity, tolerance, empathy and communicative awareness (7). Teachers help to foster intercultural understanding by exposing students to a variety of cultural texts. Examples of cultural texts include: songs, stories, game instructions, legends, brochures, advertisements, and announcements related to a particular region or community. While reading, teachers can model the use of comparative forms in order to compare and contrast cultural differences. They can also clarify the meaning of culturally specific vocabulary, expressions and phrases in order to develop sociolinguistic awareness. As students improve their awareness of other cultures, they become more linguistically and culturally sensitive and accepting of others ways of communicating, thinking and being. Strategies to Try Assessment and Evaluation • Introduce a variety of texts about the French-speaking community being studied that show FOR aspects of the culture during Read-Alouds, Shared Reading, Guided Reading and Independent • Exit/Entry Cards Reading including: • Running Records o Fictional texts such as myths, plays, lyrics, short stories, letters, diaries, poetry, • Focused, direct observation culturally focused legends, biographies. AS o Graphic texts such as advertisements, brochures, maps, graphs, graphic organizers, • Focused, direct observation charts and tables. • Anecdotal notes o Informational texts such as textbooks, non-fiction books, print and online newspaper, • Reading Conferences magazine articles or reviews, print or online encyclopaedias and atlases, electronic texts OF such as emails or texts. • Focused, direct observation • Reading conferences • Draw students’ attention to traditions of a particular culture and encourage them to make personal connections. o Provide sentence starters/stems using comparative language to have students compare ** Students are encouraged to identify examples of usage that is specific to particular regions and contrast traditions to their own. or communities (e.g. French speaking communities in Europe) but are not expected to do so. • Encourage reflection about what was read using a Reading Log. o Words or pictures can be used to show understanding and to show connections to their own personal experiences and culture. 64 C3. Intercultural Understanding C3.2 Awareness of Sociolinguistic Conventions 4 5 Identify, in age- and grade-appropriate Identify, in age- and grade-appropriate French texts, examples of sociolinguistic French texts, examples of sociolinguistic conventions associated with a variety of conventions associated with a variety of social situations in diverse Frenchsocial situations in diverse Frenchspeaking communities* speaking communities* 6 Identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse Frenchspeaking communities* 7 Identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse Frenchspeaking communities* 8 Identify, in age- and grade-appropriate French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse Frenchspeaking communities* (e.g., compare menus from Switzerland, Belgium, and France and identify different ways of describing similar dishes; identify the use of slang/colloquial/ familiar versus “standard” French in posters, cartoons, graphic novels, or advertisements; identify expressions of gratitude and formulas for making excuses or extending invitations used in different French-speaking communities) Teacher prompts: “Comment peux-tu (e.g., the use of “Salut” instead of “Bonjour”, “la fin de semaine” instead of “le week-end”, “mon mari/ma femme” instead of “mon époux/mon épouse”, “mon amie/mon ami” instead of “ma copine/mon copain”) (e.g., in the lyrics of a popular Québécois rap or song, recognize and explain variations in the spelling of a common word – such as “p’tit” versus “petit”; identify salutations and common words and expressions used in different types of letters, emails, and postcards) (e.g., the familiar and formal forms of words and expressions used in email messages from social network friends in French-speaking communities across Canada – such as “À la prochaine” versus “Bien à vous”; appropriate ways to invite someone to do something; conventions of a personal or official letter) (e.g., read the lyrics of a popular song in Antillean Creole and identify familiar versus polite forms of expression; dramatize an interaction between a Cajun or Creole French speaker and a speaker of standard French, using vocabulary found in a reading passage; identify conventions used in a letter to the editor or to the author of an advice column) Teacher prompts: “Comment peux-tu identifier le narrateur du texte?” “Comment est-ce qu’on sait si le texte s’adresse à une personne ou à plusieurs personnes?” “Comment est-ce que la langue utilisée dans un texte reflète le contexte régional?” “Comment est-ce que la connaissance des mots d’une communauté t’aide à élargir ton vocabulaire?” Teacher prompts: “Comment sais-tu que c’est une lettre amicale?” “Quels mots ou expressions utilisés par l’auteur t’aident à identifier le destinataire?” Teacher prompts: “Pourquoi est-il important de connaître les expressions courantes qui sont utilisées dans les courriels?” “Pourquoi est-il important de comprendre quand utiliser ‘Amitiés’ et ‘Cordialement’ pour finir un courriel?” Teacher prompts: “Pourquoi faut-il identifier ou reconnaître les expressions typiques d’une région dans un texte?” “Comment peux-tu déterminer le degré de formalité de la relation entre les personnages d’un texte?” “Comment est-ce que l’histoire de la région a influencé le développement de la langue française?” Instructional tip: Teachers can model the use of effective questions and key words used to guide research such as “Qu’est-ce que je sais déjà?” “Qu’est-ce que je veux savoir?”, “Quels sont les mots clés?” Instructional tip: Teachers can draw students’ attention to various expressions used in extending, accepting, and refusing an invitation, according to the context. identifier les différentes façons de décrire des plats semblables dans diverses régions francophones?” “En examinant les affiches des différentes régions, peux-tu identifier l’usage du joual/du patois/du langage familier/du français standard?” Instructional tip: Teachers can plan and develop oral communication activities to consolidate newly acquired vocabulary and expressions found in texts that describe or originate in French-speaking communities in various parts of the world. * Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French-speaking communities in Ontario) but are not expected to do so. 65 CEFR Links: Sociolinguistic appropriateness is a key competency of the CEFR. It is defined as the knowledge, skills and know-how that refer to the sociocultural conditions of language use. Sociocultural conditions of language use include: differences and similarities in greetings and leave-taking expressions when writing short messages or notes, the proper format for salutations and closings when writing an email, post-card or letter, and the conventions for writing the date in French. Teachers help to foster an awareness of sociolinguistic conventions by explicitly identifying these in model reading texts. Teachers can also model (in oral form) the use of appropriate date forms and negative structures, and use a variety of greetings and leave-taking expressions. Note: While students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French-speaking communities in Ontario), they are not expected to do so. Strategies to Try Assessment and Evaluation • Ask students to identify similarities and differences between behaviour, expressions and phrases FOR used in formal and informal settings; • Exit/Entry Cards o Examples: • Running Records Variations in salutations • Focused, direct observation Variations in leave-taking expressions AS Expressions and phrases used to show politeness during a conversation (tu vs • Focused, direct observation vous) • Anecdotal notes • Reading Conferences • Plan for opportunities to model the use of various sociolinguistic conventions by using the OF internet and you tube. Teachers can access sample conversations spoken within a cultural • Focused, direct observation context. • Reading conferences o Examples: Expressions native to a specific francophone culture (ie Coucou, Creole and Cajun expressions, etc) ** Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g. French speaking communities in Europe) but are not expected to do so. 66 D. Writing Writing is a skill that is used to reinforce and extend students’ oral knowledge of themes, topics, language structures and vocabulary (8). Writing skills can help students to understand the relationship between the sounds and symbols of the French language. For this reason, writing activities should always be connected to listening and speaking activities, and modeled upon language, vocabulary, structures and forms that have been identified within reading texts to which students have already been exposed. The Revised FSL Curriculum, 2013 states that “Students need to become disciplined thinkers in order to communicate their ideas clearly and effectively in writing. The process of writing in turn enables them to clarify their thinking and express their thoughts and feelings. Writing activities should also give students opportunities to sort out and develop their thoughts, opinions, and ideas orally in French”. The overall expectations identify three areas of knowledge and skills that students are expected to demonstrate when listening. These are as follows: • • • D1. Purpose, Audience, and Form D2. The Writing Process D3. Intercultural Understanding D1. Purpose, Audience, and Form When writing, it is important for students to understand the purpose, audience and form that their writing will take. The purpose should be authentic to the interests of students. Authentic writing purpose may require students to inform, to persuade, to summarize and/or to express opinions, while considering the audience for their writing. The audience can include classmates, family members, teachers or the general public such as politicians, celebrities, authors and so on. The revised curriculum provides examples of types of forms that writing can take. It is important to specifically model the use of purpose, audience and form to students in order to emphasize the specific characteristics of these (ie formal versus information language, subheading, titles, salutations and closings). D2. The Writing Process The stages of the writing process help students to develop and organize content and ideas, correct errors and develop quality written work. There are five stages of the writing process. The Pre-Writing stage occurs before writing and allows students to choose a text form and to reflect on purpose and audience, to collect information and to brainstorm ideas. The Drafting stage is the back and forth process when students begin to structure their ideas in a logical form. It involves rereading, changing, adding and reorganizing. During the Revising and Editing stages, students revisit the draft to refine and improve organization, accuracy and message clarity. The final stage of the writing process is the Presentation or Sharing of written work to an audience. When students know that their work has a real purpose and audience, the writing process becomes more authentic and purposeful for them (2.3). D3. Intercultural Understanding Language and culture are strongly intertwined. Students need to understand that diversity exists not only among cultures but within cultures as well. Developing intercultural understanding through writing includes making connections to personal experiences while writing about francophone regions, while scaffolding students to identify expressions related to expressions preferences, comparisons and opinions using respectful and inclusive vocabulary. 67 Links to the CEFR The CEFR provides teachers with features of writing activities that achieve language proficiency within an authentic context. Written Production: A1 –I can write simple and isolated phrases and sentences. A2 – I can write a series of simple phrases and sentences linked with simple connectors like “et, “mais”, “parce-que”, etc. B1 – I can write straightforward connected text on topics, which are familiar, or of personal interest. Written Interaction: A1 –I can write a short, simple postcard, for examples sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. A2 – I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something. B1 – I can write personal letters describing experiences and impressions. Note: ** Indicates that an example, instructional tip and/or teacher prompt has been reduced for formatting. Always consult the complete document for the full reference. 68 D1. Purpose, Audience and Form D1.1 Identify Purpose and Audience 4 Determine, with support from the teacher, their purpose for writing and the audience for French texts they plan to create 5 Determine, with support from the teacher, their purpose in writing and the audience for French texts they plan to create 6 Determine, with support from the teacher, their purpose in writing and the audience for French texts they plan to create 7 Determine, with support from the teacher, their purpose in writing and the audience for French texts they plan to create 8 Determine, with support from the teacher, their purpose in writing and the audience for French texts they plan to create (e.g., to convey best wishes to a friend in a card/email/note; to complete a registration form or provide personal information in an application to a summer sports camp; to share a list of favourite activities with a friend in an email or text message; to communicate information in a report; to persuade people to protect the environment or to buy an environmentally responsible product in an advertisement) (e.g., to send a greeting to a parent or classmate; to describe a real or imaginary place in a postcard to a friend, parent, or teacher; to provide a family tree to show to members of their family; to describe their personal preferences and interests to a pen pal; to communicate information about the school intramural sports program to classmates; to entertain with an amusing anecdote; to share their feelings with an Elder, grandparent, or veteran regarding the teachings and lessons learned from him or her) (e.g., to create a poem or song similar to one studied in class for an oral presentation to the class; to list the pros and cons of fast-food lunches on a T-chart for posting in the school cafeteria or on the class bulletin board; to invite friends or relatives to a celebration; to create a storyboard in collaboration with a partner or in a small group for a class film-making project; to express appreciation in a fan letter to a favourite celebrity; to provide instructions for using a product they have created or designed; to submit a proposal to the principal recommending environmentally responsible practices for the school) (e.g., to highlight the environmental impact of different kinds of transportation systems in a poster for a community conservation campaign; to email or text information about an upcoming school event to classmates and/or the teacher; to describe a favourite activity, animal, person, or place in an article for the class newspaper; to describe career opportunities for bilingual workers and related education/training requirements in a brochure for distribution at a job fair; to describe “special offers” in an advertising flyer) Teacher prompts: “Quels sont le sujet, le destinataire et l’intention de ton travail?” “À qui t’adresses-tu quand tu écris? Pourquoi est-il important de penser à ça quand tu écris?” “Comment vas-tu partager l’information avec tes camarades?” Teacher prompts: “Quel est le but de ton travail d’écriture?” “Comment vas-tu organiser tes idées selon la structure d’une carte postale?” (e.g., to describe personal activities and interests to the class; to record a schedule of activities in a personal diary; to outline the menu for a class celebration; to describe a fire evacuation route on a poster about school safety for the classroom; to provide a “to-do” list for a small-group project; to create a word web describing a character in a story for a class discussion; to add healthy or locally grown foods to the family’s weekly shopping list; to teach a friend how to cook a favourite dish; to complete a registration form for summer camp; to describe, for an advertising brochure, a company’s socially and environmentally responsible practices; to describe celebrations such as powwows; to describe garments historically worn by Métis and voyageurs in the fur trade) Teacher prompts: “Comment est-ce Teacher prompts: “Comment est-ce qu’un diagramme en T peut t’aider à dresser une liste d’arguments pour et contre la restauration rapide?” “Pourquoi est-il important de connaître la structure d’une lettre formelle pour écrire à une vedette?” “Comment est-ce qu’un mur de graffiti dans la classe t’aide à consolider tes idées reliées au sujet?” Instructional tip: Teachers can encourage students to use words ** Teacher prompts: “Comment peux-tu rédiger un texto à tes camarades pour décrire les détails d’un évènement scolaire?” “Comment peux-tu composer un article pour le journal de classe afin de décrire une de tes activités préférées?” que tu veux partager tes propres intérêts avec la classe?” “Comment peux-tu expliquer la marche à suivre d’une recette à ton ami?” 69 CEFR Links: The CEFR promotes the application of writing skills that are embedded in authentic action-oriented tasks. Authentic action-oriented tasks include: very simple informational texts and/or messages, post cards, e-mails, advertisements, flyers and short notes. When planning for writing activities, teachers should consider activities that will require students to apply their knowledge of familiar words, very basic phrases, and highest frequency vocabulary related the students’ immediate surroundings (11). Strategies to Try Assessment and Evaluation • Establish communicative goals with students: What is the purpose for writing? FOR • Admit Slip – like an exit card but done at the beginning of class to gauge prior knowledge o Make this a part of the oral before-writing discussion (Examples (7): Writing a letter or email, invitation, a poster to advertise an event) • An email or tweet to the teacher with prior knowledge • Quick Write • Explicitly teach writing strategies to be used before writing that will support students in identifying the purpose: AS o J’identifie mes idées sur le sujet, le thème ou le passage de lecture. • An email or tweet to the teacher with questions they still have and need answered in order to o Je fais des liens entre le sujet et mes connaissances. move forward • Writing conference checklists • Brainstorm ideas that will support the communicative goal. Model the strategies used to write a • Self-assessment checklists for improvements/to ensure all text features are present message that supports this goal. • Writing portfolios with timely descriptive feedback given on writing pieces • Peer-editing and peer conferences for improvement • Create a word wall or anchor charts of useful strategies, repeated words and expressions that • Student Reflections can support the discussion throughout the brainstorming session, and writing process. OF • Word walls are most effective when accompanied by a supporting visual (7). • An email or tweet to the teacher to consolidate learning (answering a specific question) o If you are on a cart: • Writing portfolios showcasing their best pieces Negotiate space for the French Word Wall/Anchor charts with the homeroom • Co-developed rubrics/checklists/Success Criteria teacher Create a removable word wall that can be posted for each class. Assign routine monitors to post the wall at the beginning of each class. Have students create a personal dictionary, where words are added and referred to frequently. o Teachers can also create a kinetic version of a word wall: Actions that remind students of the vocabulary. • • Provide students with a range of support materials including reading texts and teacher-made exemplars that model the purpose for writing. Post these and encourage students to refer to these often (2.1). Provide students with graphic organizers to support them in brainstorming ideas for their writing (7). 70 D1. Purpose, Audience and Form D1.2 Writing in a Variety of Forms 4 Write a variety of age- and gradeappropriate French texts, applying their knowledge of the basic structural and stylistic elements of each form (e.g., postcard/greeting card/email/announcement/ invitation – salutation and closing and a clear message; information sentence on a topic of interest – sentence starter followed by specific details; captions for a series of photographs of a class activity – classmates’ names and information about what they are doing; recipe for an easy-to-prepare meal, such as corn soup – lists of ingredients and instructions for combining them; survey/questionnaire – numbered questions in list format, with subsections for different subtopics, interrogative pronouns to introduce questions; shopping list – names of items, categories, prices) Teacher prompts: “Pourquoi est-il important de connaître les caractéristiques et les éléments des différents types de textes?” “Quels sont les éléments nécessaires dans un formulaire demandant des informations personnelles?” “Quels types de questions vas-tu proposer pour un sondage?” “Quels éléments sont nécessaires pour rédiger une recette?” 5 Write a variety of age- and gradeappropriate French texts, applying their knowledge of the basic structural and stylistic elements of each form (e.g., a family tree – names of family members and labels identifying their relationship to the writer – such as “ma mère/mon père”, “mon frère/ma soeur”, “mon grand-père/ma grand-mère”; a greeting card – salutation, closing, and message suited to the occasion; a memo giving information about a school event – a heading identifying the intended audience, the time and place of the event, and other relevant details) 6 Write a variety of age- and gradeappropriate French texts, applying their knowledge of the basic structural and stylistic elements of each form (e.g., a menu outlining the courses for a traditional Métis family meal or a school event – subsections for different 7 Write a variety of age- and gradeappropriate French texts, applying their knowledge of the basic structural and stylistic elements of each form (e.g., poem/song – rhyming or non- courses, brief descriptions of dishes with ingredients, illustrations, information about beverage choices; sequential chart – columns and rows for entering date/time and type of activity; brochure – headings, subheadings, illustrations/graphics, captions, descriptive or explanatory text; “how- date, time, place, information about appropriate dress, stipulation not to bring gifts [if relevant], information about how to RSVP; “how-to” instructions for product use – headings identifying different options for use, steps listing the procedure[s] for each option, information about any hazards connected with use; storyboard for film – sequence of numbered shots with description of characters, setting, type of action, and summary of dialogue for each shot) to” manual, such as how to build a traditional canoe – lists of needed tools and materials, numbered steps, descriptions of techniques, diagrams/illustrations, captions; email message – subject line, salutation, closing/signature line) Teacher prompts: “Comment peux-tu identifier et présenter les membres d’une famille?” “Pourquoi est-il important de connaître les éléments d’une carte de voeux?” Teacher prompts: “Pourquoi est-il important de connaître la structure d’une brochure pour rendre un texte écrit plus attirant?” “Quels éléments doivent être inclus dans le message d’un courriel?” “Pourquoi est-il utile de connaître la structure d’un manuel pour expliquer comment sauvegarder un fichier dans un ordinateur?” Instructional tip: Teachers can scaffold students’ learning by ** rhyming patterns and use of imagery; invitation – description of occasion, Teacher prompts: “Pourquoi est-il important de connaître la structure d’une invitation quand on planifie une célébration?” “Comment est-ce que les éléments d’un scénarimage contribuent à ajouter des détails à un projet écrit?” 8 Write a variety of age- and gradeappropriate French texts, applying their knowledge of the basic structural and stylistic elements of each form (e.g., information poster/brochure/advertising flyer – title or phrase identifying the topic, illustrations, captions, brief explanations; email/text message about a school outing – subject line, salutation, closing or signature line, abbreviations for high-frequency words, date and time of event, information about relevant details such as transportation, cost, appropriate clothing; descriptive article – introductory paragraph, additional paragraphs with topic sentences and supporting details, conclusion) Teacher prompts: “Pourquoi est-il important de connaître le langage et les abréviations utilisés dans un texto?” “Pourquoi est-ce que des détails supplémentaires sont nécessaires dans un article descriptif?” “En quoi la structure d’une affiche est-elle différente de celle d’une brochure?” “Quels éléments sont semblables dans un courriel et dans un texto?” Instructional tip: Teachers can encourage students to use words ** 71 CEFR Links: The CEFR promotes the application of writing skills that are embedded in authentic action-oriented tasks. Authentic action-oriented tasks include: very simple informational texts and/or messages, post cards, e-mails, advertisements, flyers and short notes. When planning for writing activities, teachers should consider activities that will require students to apply their knowledge of familiar words, very basic phrases, and highest frequency vocabulary related the students’ immediate surroundings (11). • • • • • Strategies to Try Expose students to a variety of text forms and explicitly model and identify the features of these texts. The text forms act as models for the writing task. Purposefully plan for students to write in a variety of text forms and for a variety of purposes throughout the year. o Examples of text forms include(7): • A personal letter or email (thank-you, invitation, rsvp) • An invitation • A response to another text (a book review or movie review) • A poster to advertise an event • A questionnaire Incorporate a variety of modelled, shared, guided and independent contexts in order for students to analyze and become familiar with text features. Text features include: o Letter: correct date form, greeting, closing o Poster: visuals, varied font Create anchor charts that include the features of particular text forms. Post these and refer to these often (2.1). Assessment and Evaluation FOR • • • • Admit Slip – like an exit card but done at the beginning of class to gauge prior knowledge An email or tweet to the teacher with prior knowledge Anecdotal notes Checklists AS • • • • • An email or tweet to the teacher with questions they still have and need answered in order to move forward Writing conference checklists Self-assessment checklists for improvements/to ensure all text features are present Writing portfolios with timely descriptive feedback given on writing pieces Peer-editing and peer conferences for improvement Student Reflections • • • An email or tweet to the teacher to consolidate learning (answering a specific question) Writing portfolios showcasing their best pieces Co-developed rubrics/checklists/Success Criteria • OF Provide a checklist to students that include the key features of a text form. Have students self-assess their writing according to the criteria of the checklist (7). 72 D1. Purpose, Audience and Form D1.3 Applying Language Conventions 4 5 6 Note: The application of language conventions are only evaluated in grades 7 and 8, however teachers continue to provide descriptive feedback with respect to the application of language conventions through grades 4 – 6. 7 Communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation 8 Communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use resources to verify spelling of newly acquired words and expressions; position adjectives describing the physical traits of family and friends before or after the noun as appropriate; describe pastimes and personal interests using expressions with “faire”; explain occurrences/events in the past, present, and future using the correct verb forms) Teacher prompts: “Comment est-ce (e.g., use classroom resources to check word choice; express likes and dislikes using verbs of emotion; describe personal routines using reflexive verbs) que les ressources dans la classe t’aident à vérifier l’orthographe des nouveaux mots?” “Pourquoi est-il important de vérifier le placement approprié de certains adjectifs?” Teacher prompts: “Comment peux-tu exprimer tes préférences en utilisant des verbes d’émotion (p. ex., aimer, adorer, détester)?” “Comment est-ce que les verbes réfléchis (p. ex., se laver, se maquiller, se peigner) t’aident à décrire une journée typique?” 73 CEFR Links: The CEFR identifies 10 linguistic competencies necessary to develop language proficiency. Language proficiency includes a range of skills in three interrelated areas: Understanding (listening, reading), Speaking (interaction, production) and Writing (production and interaction). Several Competency skills are required for developing application of language conventions. Some of these include: Orthographic Control (the ability to produce writing i.e. layout, paragraphing, punctuation, and spelling) and Grammatical Accuracy (the ability to structure language with greater clarity to convey meaning). Based on the needs of the students, teachers purposefully select which communicative language competencies to address when planning authentic writing activities. • • Strategies to Try Provide students with a variety of resources to verify spelling and verb forms. Identify “teachable moments”: The grammar should not drive the lesson. Teach grammar within the context of the purpose for writing. o Example: If students are writing a How-to Manual, review the structure of the imperative as a means to give a command. If students are describing themselves and others, teach and review adjective agreements. If students are expressing wants, abilities and needs, teach and review vouloir, pouvoir, devoir in the tense needed for that function of language. Assessment and Evaluation FOR • • Admit Slip – like an exit card but done at the beginning of class to gauge prior knowledge Exit Card AS • • • • • Writing conference checklists Self-assessment checklists for improvements/to ensure all text features are present Writing portfolios with timely descriptive feedback given on writing pieces Peer-editing and peer conferences for improvement Student Reflections • • • An email or tweet to the teacher to consolidate learning (answering a specific question) Writing portfolios showcasing their best pieces Co-developed rubrics/checklists/Success Criteria OF • Develop students’ critical thinking skills by explicitly teaching students about where to find resources that support the development of their language conventions. • Remind students to refer and use these to improve the quality of the written work throughout the writing process. 74 D2. The Writing Process D2.1 Generating, Developing and Organizing Content 4 5 Generate, develop, and organize ideas generate, develop, and organize ideas for writing, using a variety of prefor writing, using a variety of prewriting strategies and resources, during writing strategies and resources during modelled, shared, guided, and modelled, shared, guided, and independent writing activities independent writing activities 6 Generate, develop, and organize ideas for writing, using a variety of prewriting strategies and resources during modelled, shared, guided, and independent writing activities 7 Generate, develop, and organize ideas for writing, using a variety of prewriting strategies and resources 8 Generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., use guiding questions to identify the purpose and audience for a letterwriting exercise; use graphic organizers to sort and sequence ideas; use “quick writes” based on a read-aloud or shared reading text to capture the main points to include in a summary; use the word wall to activate ideas about vocabulary relevant to a topic; identify big ideas/topics for writing from readalouds and shared reading activities; consider peer and teacher discussion and feedback when determining their approach or focus in a piece of writing; use print, electronic, and audio-visual resources to gather background material about a topic; write an adaptation based on an oral tradition of a First Nation, Métis, or Inuit storyteller) Teacher prompts: “Comment est-ce (e.g., brainstorm ideas for writing using visual prompts; gather ideas for writing from shared classroom experiences such as read-alouds and shared reading; activate prior knowledge about personal, family, and community experiences through brainstorming and think-alouds; do research to identify key ideas related to a topic; use graphic organizers to create a list of words related to a topic and/or to sort and classify ideas; discuss the topic with peers and the teacher to focus thinking; draw or sketch to formulate ideas and thoughts; jot down plans and draft an outline) (e.g., view films to generate ideas; formulate questions to use in gathering information for a report on the favourite activities of their family and friends; use word lists and the word wall to create a list of vocabulary related to a topic; identify big ideas/ topics for writing from read-alouds and shared reading activities; brainstorm ideas for writing using visual prompts; use print resources and assistive technology to do research on a topic; use a graphic organizer to record and sort information from a field trip to use in a description of the outing; write or draw to explore different facets of ideas; use peer and teacher feedback to clarify the focus of a topic) (e.g., refer to the word wall to identify vocabulary related to a topic; use brainstorming to activate prior knowledge about a topic; identify big ideas/topics for writing from readalouds and shared reading activities; use print resources, Internet search engines, and assistive technology to research a topic; use peer and teacher feedback to clarify the focus of an idea for writing; use graphic organizers such as timelines and charts to record, sort, and classify information about a topic) (e.g., use collaborative graphic organizers to generate ideas about possible topics for writing; write jot notes about a topic; develop content for writing about a topic based on the questions “Qui?, Quoi?, Quand?, Comment?, Où?, Pourquoi?”; use brainstorming to activate prior knowledge about a topic; use word lists and the word wall to identify vocabulary related to a topic; use peer and teacher discussion and feedback to help clarify the focus of a topic for writing) Teacher prompts: “Comment est-ce que tu choisis le vocabulaire pour ton travail?” “Comment est-ce que tu te prépares pour écrire?” “Pourquoi est-il important de développer et d’organiser tes pensées avant d’écrire?” Teacher prompts: “Pourquoi est-ce que c’est important de planifier ton travail avant d’écrire?” “Pourquoi est-il important de faire référence au mur de mots et à tes listes de mots quand tu organises tes idées pour écrire?” “Comment est-ce qu’un remueméninges t’aide à organiser tes idées?” ** Instructional tips: (1) Teachers can model the creation of a graphic organizer to record vocabulary related to emotions and sensations ** Teacher prompts: “Comment est-ce que les grandes idées d’une activité de lecture partagée peuvent t’aider à développer tes idées pour écrire?” “Comment est-ce qu’un remueméninges t’aide à activer tes connaissances antérieures et à te donner des idées pour écrire?” ** Teacher prompts: “Comment est-ce que le fait de répondre aux questions ‘Qui? Quoi? Quand? Comment? Où? Pourquoi?’ t’aide à développer le contenu d’un thème au sujet duquel tu dois écrire?” “Comment est-ce que le fait d’écrire des notes reliées à un ** Instructional tips: (1) Teachers can encourage students to use different coloured highlighters to sort, select, and prioritize information, during or ** qu’une écriture spontanée t’aide à identifier des idées principales?” “Comment peux-tu identifier et utiliser les grandes idées tirées d’une activité de lecture partagée dans ton écriture?” Instructional tip: Teachers can model the use of organizational patterns such as chronological order, cause and effect, and order of ascending or descending importance for ** 75 CEFR Links: The writing stages follow the philosophy of the CEFR by providing students with a process that includes strategies to develop writing and to improve written language proficiency. In addition, the CEFR identifies 10 linguistic competencies necessary to develop language proficiency in Writing (production and interaction). Some of these include: Vocabulary range (the lexical repertoire of vocabulary pertaining to various situations), Vocabulary Control (The ability to choose appropriate vocabulary in specific contexts), Coherence and Cohesion (The ability to communicate in a clear manner) and Orthographic Control (the ability to produce writing i.e. layout, paragraphing, punctuation, spelling). Based on the type of task being written and the needs of the students, teachers purposefully select which communicative language competencies to address. The linguistic competencies are found throughout specific expectation C2. Strategies to Try Assessment and Evaluation • Establish purpose for writing with students: What is the purpose for the writing task? Who is FOR the intended audience? What form of writing? Examples include: • Admit Slip – like an exit card but done at the beginning of class to gauge prior knowledge o Advertisement • Exit Card o Postcard • Anecdotal notes o Letter (personal and formal) AS • Continuously remind students to follow the pre-writing process by: • Anecdotal Notes Determining the purpose form/genre and audience • Observational checklists Generating ideas • Writing conference checklists Creating a writing plan • Self-assessment checklists for improvements/to ensure all text features are present • Writing portfolios with timely descriptive feedback given on writing pieces • Scaffold vocabulary and phrases needed to write, through the use of the gradual release model • Peer-editing and peer conferences for improvement (1.2): • Student Reflections o Create a list of basic sentence starters and necessary vocabulary and phrases as a class o Plan for modelled, shared and guided writing practice and varied groupings before OF students write independently • An email or tweet to the teacher to consolidate learning (answering a specific question) • Writing portfolios showcasing their best pieces • Create anchor charts with students to support the steps of the writing process and continuously • Co-developed rubrics/checklists/Success Criteria refer to them. o Avant d’écrire: Je détermine l’intention de mon écriture, le destinataire et le format du texte • Quel est-le but de l’activité d’écriture? • Quel message est-ce que je veux transmettre? • Comment? (format) • À qui est-ce que je veux rendre ce message? J’active mes connaissances antérieures Je dresse un plan (toile d’histoire, diagramme, tableau) 76 D2. The Writing Process D2.2 Drafting and Revising 4 Plan and produce drafts following a model (e.g., email, postcard, procedure, directions to determine location), and revise their writing using a variety of strategies, with teacher support 5 Plan and produce drafts following a model (e.g., a letter or postcard 6 Plan and produce drafts following a model (e.g., a model of a “how-to” template, a series of sentence starters), manual or book; examples of pamphlets, brochures, advertisements, and/or logos provided by students; templates for letters, emails, or text messages), and revise their writing and revise their writing using a variety of strategies, with teacher support 7 Plan and produce drafts and revise their writing, using a variety of teacherdirected and independent strategies 8 Plan and produce drafts and revise their writing, using a variety of teacherdirected and independent strategies (e.g., participate in a teacher-student conference to evaluate a first draft; reread and reorder information to improve organization; refer to teacher and peer feedback to help them identify gaps and awkward transitions; use teacher and class co-created checklists and models and student exemplars to guide revision; use knowledge of sound-symbol relationships, familiar words, French spelling patterns, and a variety of appropriate resources to confirm or correct spelling and use of verbs in the past, present, and future tenses) Teacher prompts: “Comment est-ce using a variety of strategies, with teacher support (e.g., reread, change, add, subtract, and/or reorganize content; rewrite, edit, and revise drafts based on feedback from the teacher and peers) (e.g., reread, rethink, and use teacher feedback to determine the best order in which to present information; use a dictionary to monitor word choice; add or subtract information, based on peer or teacher feedback, to highlight the most important points; rewrite, edit, and revise using an editing checklist provided by the teacher and/or teacher and peer feedback) (e.g., review drafts to determine whether information is presented in the best order and to identify gaps; rewrite, edit, and revise based on teacher and peer feedback and/or an editing checklist provided by the teacher; use a dictionary to monitor word choice) (e.g., use a posted list of guiding questions for revision; share their work in an author’s circle to invite constructive comments; use word walls and other resources to extend and enrich word choice) Teacher prompts: “Pourquoi est-ce que c’est une bonne idée de lire ton ébauche à un ou plusieurs camarades ou au professeur?” “Quels commentaires de tes camarades ou de ton enseignant ou enseignante vont t’aider à améliorer ton travail?” “Quels mots choisis-tu pour clarifier ton message?” Teacher prompts: “Comment est-ce qu’un dictionnaire ou un lexique personnel peut t’aider à utiliser le meilleur mot quand tu écris ton ébauche?” “Comment est-ce qu’une liste de contrôle pour la rédaction peut améliorer ton travail écrit?” “Pourquoi est-il important d’incorporer les suggestions des autres dans tes révisions?” Instructional tips: (1) Teachers can model the correct use of possessive adjectives for describing personal ** Teacher prompts: “Pourquoi est-il utile d’utiliser un gabarit pour la première ébauche de ta lettre?” “Comment est-ce qu’une liste de contrôle pour la rédaction peut t’aider à rédiger et raffiner ton travail écrit?” Teacher prompts: “Comment est-ce que le partage et la rétroaction dans un cercle d’auteur peuvent t’aider à rédiger ton travail?” “Comment est-ce que les ressources disponibles dans la classe peuvent t’aider à enrichir ton vocabulaire pour un travail écrit?” “Comment est-ce que le fait de participer à une conférence d’écriture t’aide à évaluer ta première ébauche?” Instructional tips: (1) Teachers can model the use of expressions of agreement and regret for accepting or rejecting suggestions or ** Instructional tips: (1) During modelled, shared, and guided writing, teachers can demonstrate for students the correct use of the masculine ** Instructional tips: (1) Teachers can instruct students in the use of expressions such as “C’est ** que le fait de participer à une conférence d’écriture t’aide à évaluer ta première ébauche?” “Comment est-ce que l’usage de mots familiers, de structures de la langue française et des ressources disponibles dans la classe peuvent t’aider à vérifier et à corriger l’orthographe dans ton travail écrit?” Instructional tips: (1) Teachers can review with students the correct use of adverbs of time (e.g., “jamais”, “toujours”, “souvent”, ** 77 CEFR Links: The writing stages follow the philosophy of the CEFR by providing students with a process that includes strategies to develop writing and to improve written language proficiency. In addition, the CEFR identifies 10 linguistic competencies necessary to develop language proficiency in Writing (production and interaction). Some of these include: Vocabulary range (the lexical repertoire of vocabulary pertaining to various situations), Vocabulary Control (The ability to choose appropriate vocabulary in specific contexts), Coherence and Cohesion (The ability to communicate in a clear manner) and Orthographic Control (the ability to produce writing i.e. layout, paragraphing, punctuation, spelling). Based on the type of task being written and the needs of the students, teachers purposefully select which communicative language competencies to address. The linguistic competencies are found throughout specific expectation C2.linguistic competencies are found throughout specific expectation C2. Strategies to Try Assessment and Evaluation • Scaffold vocabulary and phrases needed to write through the use of the gradual release model FOR (1.2): • Admit Slip – like an exit card but done at the beginning of class to gauge prior knowledge o Create a list of basic sentence starters and necessary vocabulary and phrases as a class • Exit Card o Plan for modelled, shared and guided writing practice and varied groupings before • Anecdotal notes students write independently o Plan for mini conferences, self and peer assessment to have students reflect on their AS learning. • Anecdotal Notes • Observational checklists • Remind students to follow the draft process using self-assessment and feedback from the • Writing conference checklists teacher and peers: • Self-assessment checklists for improvements/to ensure all text features are present o Write initial draft • Writing portfolios with timely descriptive feedback given on writing pieces o Clarify ideas • Peer-editing and peer conferences for improvement o Improve organization • Student Reflections o Improve language o Improve style OF o Correct spelling, grammar and punctuation • An email or tweet to the teacher to consolidate learning (answering a specific question) • Writing portfolios showcasing their best pieces • Create anchor charts with students to support the steps of the writing process and continuously • Co-developed rubrics/checklists/Success Criteria refer to them. o Pendant la rédaction Je suis les étapes du processus d’écriture J’organise mes idées, opinions, et sentiments Je rédige une ébauche/un brouillon Je fais des révisions Je fais des corrections 78 D2. The Writing Process D2.3 Producing Finished Works 4 Make improvements to their written work, using knowledge of a few of the conventions of written French (e.g., spell familiar words correctly and with appropriate accents; use high-frequency adjectives of colour, quantity, location, and sentiment to enhance their messages; use the correct subject pronouns to refer to family members, friends, and community members; use high-frequency verbs in the present tense to describe things that are happening to and around them), and use a few elements of effective presentation to produce a polished product for publication 5 Make improvements to their written work using knowledge of a few of the conventions of written French (e.g., use 6 Make improvements to their written work, using knowledge of some of the conventions of written French (e.g., personal word lists to spell familiar words and expressions correctly; distinguish between a question and a statement using appropriate punctuation; describe and distinguish between male and female members of the family using adjectives of the appropriate gender; use appropriate verb tenses according to the context), spell familiar words correctly; verify that they have used the appropriate prepositions to indicate direction and location; verify that they have used appropriate endings to indicate the masculine or feminine form; verify that they have used the correct preposition with the verb to suit the context – as in “jouer à” for playing a sport versus “jouer de” for playing a musical instrument), and use a few elements of and use a few elements of effective presentation to produce a polished product for publication 7 Make improvements to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication 8 Make improvements to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication (e.g., a cover page, different font sizes for titles and headings, labelled diagrams, illustrations, photographs, borders and shading, graphics) Teacher prompt: “Pourquoi est-il effective presentation to produce a polished product for publication (e.g., a larger font for headings; bold/italics/ underlining for emphasis) (e.g., select pictures appropriate to the subject matter; use headings to identify main ideas) (e.g., graphics, borders and shading, different text sizes and colours) (e.g., different fonts and type sizes, colour, labels, text boxes, graphics) Teacher prompts: “Comment est-ce que tu utilises le vocabulaire familier affiché dans la classe pour vérifier l’orthographe des mots et améliorer ton travail écrit?” “Quels éléments de présentation (p. ex., souligner, caractères gras) peux-tu incorporer avant de remettre un travail écrit?” Teacher prompts: “Pourquoi est-il important d’utiliser un lexique personnel pour bien épeler les expressions et le vocabulaire familiers?” “Pourquoi est-il important d’utiliser la forme correcte d’un adjectif?” “Quels éléments peux-tu utiliser pour identifier les idées principales dans ton produit final?” Teacher prompts: “Quels outils peuxtu utiliser pour vérifier l’orthographe des mots familiers?” “Pourquoi est-il important de savoir quelles prépositions utiliser lorsqu’on parle des différents moyens de transport (p. ex., à pied, en autobus)?” “Comment est-ce que tu peux incorporer des illustrations dans ton produit final pour appuyer ton message?” Teacher prompts: “Comment est-ce que les ressources dans la classe t’aident à inclure tous les éléments de cette forme d’écriture?” “Comment estce que l’usage de la couleur enrichit un produit final?” Instructional tip: Teachers can remind students to check for subjectverb agreement when making final corrections to their drafts. Instructional tip: Teachers can remind students to verify that they have used appropriate final punctuation for different types of sentences (e.g., for the questions and answers in a brochure about a favourite place or object). Instructional tip: Teachers can remind students to try to include sentences of different types and lengths to add interest to their writing. important d’utiliser toutes les ressources disponibles dans la classe pour améliorer ton travail écrit?” Instructional tip: Teachers can remind students to use transitional words and phrases (e.g., “ensuite”, “aussi”, “car”, “puisque”, “cependant”, “néanmoins”) to clarify the connections between ideas and improve the flow of their writing. 79 CEFR Links: The writing stages follow the philosophy of the CEFR by providing students with a process that includes strategies to develop writing and to improve written language proficiency. In addition, the CEFR identifies 10 linguistic competencies necessary to develop language proficiency in Writing (production and interaction). Some of these include: Vocabulary range (the lexical repertoire of vocabulary pertaining to various situations), Vocabulary Control (The ability to choose appropriate vocabulary in specific contexts), Coherence and Cohesion (The ability to communicate in a clear manner) and Orthographic Control (the ability to produce writing i.e. layout, paragraphing, punctuation, spelling). Based on the type of task being written and the needs of the students, teachers purposefully select which communicative language competencies to address. The linguistic competencies are found throughout specific expectation C2.linguistic competencies are found throughout specific expectation C2.linguistic competencies are found throughout specific expectation C2. Strategies to Try Assessment and Evaluation • Remind students to follow the publishing process using self-assessment and feedback from the FOR • Admit Slip – like an exit card but done at the beginning of class to gauge prior knowledge teacher and peers: o Use knowledge of visual elements to enhance the work • Exit Card Headings • Anecdotal notes Graphics Pictures AS • Anecdotal Notes • Create anchor charts with students to support the steps of the writing process and continuously • Observational checklists refer to them. • Writing conference checklists o Pendant la rédaction • Self-assessment checklists for improvements/to ensure all text features are present Je prépare la version finale de mon texte • Writing portfolios with timely descriptive feedback given on writing pieces o Après la rédaction • Peer-editing and peer conferences for improvement Je réfléchis sur l’intention de mon message • Student Reflections Je cherche la rétroaction de mon enseignant(e) et/ou de mon partenaire J’évalue mon usage des stratégies OF J’établie des buts pour améliorer mes textes écrits et mon usage des stratégies • An email or tweet to the teacher to consolidate learning (answering a specific question) Je cherche d’autres opportunités pour écrire en français • Writing portfolios showcasing their best pieces • Co-developed rubrics/checklists/Success Criteria 80 D2. The Writing Process D2.4 Metacognition 4 (a) Describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after writing; (b) Identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills 5 (a) Describe, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after writing; (b) Identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills 6 (a) Describe, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after writing; (b) Identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills 7 (a) Describe, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after writing; (b) Identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills 8 (a) Describe, in conversation with the teacher and their peers, some strategies they found helpful before, during, and after writing; (b) Identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., when conferencing with the teacher, evaluate their plan for writing; use comments on their written text from the teacher and their peers to plan next steps; reflect on their ability to represent familiar words in writing) (e.g., record feelings and opinions about their written work in a personal journal; share with peers writing resources that they find useful; provide feedback to peers, and use feedback from teacher and peers to identify gaps in information and plan next steps) (e.g., act on teacher and peer feedback to identify information gaps; record writing successes and challenges in a personal journal; use a class-developed anchor chart to provide feedback to a partner; share and discuss with peers revision strategies that they find useful) (e.g., determine which strategies helped to organize information and ideas effectively; evaluate the effectiveness of peer editing and peer feedback; identify areas for improvement and plan next steps, recording both in a writer’s notebook) Teacher prompts: “Comment est-ce que tes commentaires à propos du travail d’un partenaire te permettent d’améliorer ton travail?” “Comment la discussion peut-elle clarifier les étapes de la rédaction?” “Comment peux-tu vérifier la clarté de ton message?” “Quels sont tes forces et tes défis comme écrivain?” Teacher prompts: “Qu’est-ce que tu vas noter dans ton journal d’écriture?” “Quelles ressources ont été les plus utiles quand tu as écrit ton rapport de recherche?” “Qu’est-ce que tu as dit à ton ami à propos de son texte?” “Est-ce que tu peux utiliser les mêmes stratégies afin d’améliorer ton travail?” “Qu’est-ce que tu vas pouvoir faire la prochaine fois?” “Pourquoi est-il important d’identifier la prochaine étape à suivre pour améliorer tes travaux écrits?” Teacher prompts: “Comment est-ce que le fait de consulter ton journal te permet de choisir une stratégie appropriée?” “Comment est-ce que le fait de donner de la rétroaction à un ami te permet de réfléchir à ton apprentissage?” “Comment vas-tu incorporer la rétroaction d’un ou d’une camarade de classe dans ton ébauche?” “La stratégie que tu as utilisée pour organiser ton information avant d’écrire a-t-elle été efficace?” (e.g., discuss how brainstorming and thought webs help to generate ideas for writing; determine which graphic organizers were useful to guide the development of thoughts and ideas during writing; assess the effectiveness of peer feedback and peer editing in revising their work; evaluate which writing strategies were most helpful) Teacher prompts: “Quelle(s) Instructional tips: (1) Teachers can Instructional tips: (1) Teachers can model effective sentence starters for students to provide feedback to ** encourage the development of a writer’s notebook to set goals, plan ** Instructional tips: (1) Teachers can encourage students to use the ** stratégie(s) as-tu trouvé la(les) plus efficace(s) pour organiser tes pensées et ton information? Pourquoi?” “Comment penses-tu que l’usage des organisateurs graphiques influence ton processus d’écriture?” “Comment est-ce que la révision des textes de tes pairs t’aide à réviser tes propres textes?” “Comment est-ce que les conférences avec un enseignant, une enseignante ou un camarade de classe t’aident à améliorer ton écriture?” Instructional tip: Teachers can instruct students in the use ** Teacher prompts: “Comment te prépares-tu à écrire? Réfléchis aux comportements appropriés pour mieux se concentrer lors d’une tâche écrite.” “Comment la révision des textes de tes pairs t’aide-t-elle à réviser tes propres textes?” “Comment le fait de consulter ton cahier d’écriture peut-il t’aider pendant le processus d’écriture?” “Comment le fait de réfléchir sur la rétroaction de ton enseignante ou enseignant à propos de tâches d’écriture précédentes t’aide-t-il à planifier tes prochaines tâches d’écriture?” “Quels sont tes forces et tes défis comme écrivain?” “Quelle nouvelle stratégie peux-tu utiliser pour rédiger une ébauche?” Instructional tips: (1) Teachers and students can co-create an anchor ** 81 CEFR Links: The CEFR encourages students to continuously monitor their thinking and use strategies as they learn. The writing stages follow the philosophy of the CEFR by providing students with a process that includes strategies to develop writing and to improve written language proficiency. Learning self-reflection and autonomy are a key part of the CEFR (5). By incorporating the use of Can Do statements into classrooms, teachers help students to track progress and set goals. Teachers can also use Think-Alouds to model expressions and phrases that they can use to express what they Can Do. Teachers can further model the use of specific structures that allow students to reflect on their writing and elicit discussion. Sentence starters and stems can also be provided to guide discussion about students’ strengths and needs as writers. The linguistic competencies are found throughout specific expectation C2.linguistic competencies are found throughout specific expectation C2. Strategies to Try Assessment and Evaluation • Help students set goals, monitor progress, and measure success through the use of class FOR generated Can-do statements (6). • Admit Slip – like an exit card but done at the beginning of class to gauge prior knowledge • Exit Card • Encourage students to take responsibility for their own language learning through reflection and • Anecdotal notes setting realistic goals and next steps (1.7, 6). AS • Give students the opportunity to help build the criteria for success in student friendly language • Anecdotal Notes based on curriculum expectations/learning goals. • Observational checklists • Writing conference checklists • Explicitly teach students writing strategies as well as when and how to best use them (1.7). • Self-assessment checklists for improvements/to ensure all text features are present o Naming the strategies in French, discussing their uses, and giving examples provide • Writing portfolios with timely descriptive feedback given on writing pieces students with a common understanding and language so that they are able to speak in • Peer-editing and peer conferences for improvement French about how and why they chose certain strategies to help them. • Student Reflections o These strategies are generally introduced one at a time and practiced through the gradual release of responsibility so that students understand and know which strategies OF are needed to help them move their learning along. • An email or tweet to the teacher to consolidate learning (answering a specific question) • Writing portfolios showcasing their best pieces • Have students reflect on the strategies that they used. More specifically the ones that helped • Co-developed rubrics/checklists/Success Criteria them to be more successful (1.7, 2.20, 2.21, 7). o Quelles stratégies est-ce que j’ai utilisé? o Est-ce que les stratégies étaient utiles? Quelles stratégies étaient les plus utiles? o Est-ce que je peux expliquer pourquoi ces stratégies étaient utiles? • Use a prepared checklist to help students self-assess and think about the strategies that they used (7). • Post strategies as an anchor chart (or provide a reference sheet) and remind students to refer to these often (1.7). 82 D3. Intercultural Understanding D3.1 Intercultural Awareness 4 In their written work, communicate information about French-speaking communities in Ontario, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., select pictures of a FrancoOntarian, Aboriginal, or Métis community such as Sturgeon Falls, Verner, Noelville, or Mattawa and create descriptive captions for them; create a poster with illustrations and text to promote interest in speaking French in Ontario; research a famous FrancoOntarian legend, myth, or story and write a poem about it) Teacher prompts: “Comment peux-tu utiliser le vocabulaire pour créer des étiquettes descriptives pour un photoreportage sur une communauté franco-ontarienne?” “Comment peux-tu bien représenter les gens de cette communauté?” 5 In their written work, communicate information about French-speaking communities in Quebec, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities 6 In their written work, communicate information about French-speaking communities in eastern, western, and northern Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities 7 In their written work, communicate information about French-speaking communities in the Americas outside Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities 8 In their written work, communicate information about French-speaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., create labels for a poster advertising a sports or music event in Quebec, such as le Festival Couleurs du monde; write an email to a Québécois student describing information they have learned about the student’s community and asking for further details or clarification of unfamiliar practices or traditions; describe the sights and sounds they see and hear at a traditional celebration such as a powwow) Teacher prompts: “Comment est-ce (e.g., using a T-chart, organize and compare information about Frenchspeaking communities in Manitoba and New Brunswick, such as St. Laurent and Memramcook; using a graphic organizer, classify the popular pastimes of French-speaking students in Atlantic Canada, the prairie and western provinces, and the northern territories; build a personal dictionary of French expressions from different regions and communities in Canada) Teacher prompts: “Pourquoi est-il (e.g., write a poem or a song about the Mardi Gras celebrations held in New Orleans using some Cajun expressions from the word wall or an anchor chart; create a travel poster advertising a French-speaking tourist destination in the Caribbean or South America; create a pamphlet describing the benefits of learning another language and developing knowledge of other cultures – benefits such as opportunities for travel, friendship, and careers) Teacher prompts: “Comment est-ce (e.g., write an entry about a Frenchspeaking community in Europe for an online encyclopedia; write and perform a jingle about a popular tourist destination in a French-speaking part of Europe; write an email giving directions for travelling from la Tour Eiffel to l’Arc de Triomphe in Paris) que tes recherches t’aident à créer une affiche qui décrit la région du Québec?” “Comment peux-tu te servir d’un échange de courriels avec un élève québécois pour mieux comprendre les aspects de sa vie et ses traditions?” “Comment peux-tu partager les caractéristiques de ta communauté avec quelqu’un d’une autre communauté?” utile de développer un dictionnaire personnel qui comprend des expressions régionales des différentes régions du Canada?” “Comment est-ce qu’un organisateur graphique (p. ex., un diagramme en T) t’aide à organiser et à comparer les aspects de vie des communautés francophones au Manitoba et au Nouveau- Brunswick?” “Comment peux-tu partager ton opinion en respectant les préférences et les opinions des autres?” Instructional tip: Teachers can scaffold student learning by modeling the correct use of comparative adjectives and of vocabulary ** que tu peux respecter les idées des autres quand tu écris ton point de vue?” “Comment peux-tu incorporer des expressions ‘cajuns’ dans la composition d’une chanson qui décrit la fête du Mardi gras?” “Comment peux-tu décrire les avantages d’apprendre une autre langue et de découvrir une autre culture dans un dépliant?” Instructional tip: Teachers can encourage students to identify familiar vocabulary and expressions related to the environment, personal ** Teacher prompts: “Quel est ton message?” “Sur quelles informations t’es-tu basé pour former ton point de vue?” “Comment peux-tu organiser tes idées pour décrire les origines du chocolat belge dans une entrée d’encyclopédie en ligne?” “Comment peux-tu fournir des instructions pour voyager d’un site touristique à un autre dans un courriel?” Instructional tips: (1) Teachers can remind students to use inclusive, respectful language and to avoid making negative judgments, ** 83 CEFR Links: Intercultural understanding is a key concept of the CEFR. It includes cultural and intercultural competences including: respect for otherness, curiosity, tolerance, empathy and communicative awareness (7). Teachers help to foster intercultural understanding by encouraging students to communicate information about and make personal connections to francophone communities in their written work. Students can write using language, vocabulary, structures and forms that have been modelled and exposed to students from reading texts. During the writing process, teachers can model the use of respectful language when making statements about others cultures, and model the use of comparative forms in order to compare and contrast cultural differences. As students improve their awareness of other cultures, they become more linguistically and culturally sensitive and accepting of others ways of communicating, thinking and being.C2. Strategies to Try Assessment and Evaluation • Scaffold vocabulary and phrases needed to write through the use of the gradual release model FOR (1.2): • Admit Slip – like an exit card but done at the beginning of class to gauge prior knowledge o Create a list of basic sentence starters and necessary vocabulary and phrases as a class • Exit Card o Plan for modelled, shared and guided writing practice and varied groupings before • Anecdotal notes students write independently o Refer to text forms and purposes listed under the examples for specific expectation AS C2.1. • Anecdotal Notes • Observational checklists • Refer to the example section in Intercultural Awareness specific expectation D3.1 for ideas for • Peer-editing and peer conferences for improvement writing tasks. Other suggestions include: • Student Reflections Creating a scrapbook for a virtual “trip” that they took to a French-speaking community including headings and descriptive captions to go with pictures of OF activities that they participated in, people that they met, places that they went • An email or tweet to the teacher to consolidate learning (answering a specific question) to, etc. Creating a travelogue for a virtual “trip” that they took to a French-speaking community including sequential/chronological order of events, descriptions of ** Students are encouraged to identify examples of usage that is specific to particular regions experiences and key sites/ landmark visited or communities (e.g. French speaking communities in Europe) but are not expected to do so. Writing an email, letter or post-card describing their “trip”. Completing a Venn diagram showing the similarities and differences between their culture and that of the one being studied. Students can use words or pictures to show similarities and differences. 84 D3. Intercultural Understanding D3.2 Awareness of Sociolinguistic Conventions 4 5 Identify sociolinguistic conventions Identify sociolinguistic conventions associated with a variety of social associated with a variety of social situations in diverse French-speaking situations in diverse French-speaking communities* and use them communities* and use them appropriately in their written work appropriately in their written work (e.g., greetings and expressions of courtesy such as “bonjour”, “au revoir”, “non”, “merci”, “s’il vous plaît”; standard formats for personal letters, postcards, emails; conventions for writing the date) Teacher prompts: “Comment est-ce qu’on écrit une salutation appropriée?” “Pourquoi est-il important de connaître la structure d’une lettre, d’une carte postale ou d’un courriel?” “Comment est-ce que la date en français est écrite différemment de la date en anglais?” (e.g., greetings, leave-taking expressions, and expressions of courtesy – such as “bonjour”, “au revoir”, “oui”, “non”, “merci”, “s’il vous plaît”, “excusez-moi”; the proper format for salutations and closings in a personal [informal] letter, on a postcard, or in an email; appropriate expressions for introducing themselves or asking for information; conventions for writing the date in French – such as the use of lower-case letters for days of the week and months of the year) Teacher prompts: “Comment est-ce que les jours de la semaine et les mois de l’année en français sont écrits différemment de ceux en anglais?” “Pourquoi est-il important de connaître plusieurs exemples de salutations pour commencer et terminer une lettre ou un courriel?” 6 Identify examples of sociolinguistic conventions associated with a variety of social situations in diverse Frenchspeaking communities* and use them appropriately in their written work 7 Identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in their written work 8 Identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in their written work (e.g., greetings, leave-taking expressions, and expressions of courtesy; the proper format for salutations and closings in a personal [informal] letter, on a postcard, or in an email; conventions for writing the date in French; conventions for writing numbers and money amounts – such as the use of spaces in numbers with four or more digits [1 000] and the use of a comma rather than a decimal point in currency amounts [1,75 $]) (e.g., greetings, leave-taking expressions, and expressions of courtesy; the proper format for salutations and closings in a personal [informal] letter, on a postcard, or in an email; formulas for introducing themselves to someone, asking for and providing information, describing family/personal interests/ hobbies/holiday plans; conventions for writing the date in French) (e.g., greetings, leave-taking expressions, and expressions of courtesy; the proper format for salutations and closings in a personal [informal] letter, on a postcard, or in an email; formulas for introducing themselves to someone, asking for and providing information, describing family/personal interests/ hobbies/holiday plans; conventions for writing the date in French) Teacher prompt: “En quoi la façon d’écrire en français les chiffres et les montants en argent est-elle différente de la façon de les écrire en anglais?” Teacher prompts: “En quoi la structure d’une lettre formelle en français est-elle différente de celle d’une lettre informelle?” “Pourquoi est-il important de connaître quelques expressions de courtoisie quand on écrit?” “En quoi les salutations et la conclusion d’une carte postale sont-elles différentes de celles d’un courriel?” Teacher prompt: “Pourquoi est-il important de connaître quelques expressions pour se présenter dans différentes situations sociales?” Instructional tip: Teachers can direct Instructional tip: Teachers can model students to practise using negative for students the use of the conditionnel présent in formal written constructions (e.g., “ne…pas”, “ne…jamais”, “ne…personne”) when communications as a mark of politeness offering alternative views in a variety of and/or respect. written texts. * Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French-speaking communities in Ontario) but are not expected to do so. 85 CEFR Links: Sociolinguistic appropriateness is a key competency of the CEFR. It is defined as the knowledge, skills and know-how that refer to the sociocultural conditions of language use. Sociocultural conditions of language use include: differences and similarities in greetings and leave-taking expressions when writing short messages or notes, the proper format for salutations and closings when writing an email, post-card or letter, and the conventions for writing the date in French. Teachers help to foster an awareness of sociolinguistic conventions by explicitly identifying these in model reading texts. Teachers can also model (in oral and written forms) the use of appropriate date forms and negative structures, and use a variety of greetings and leave-taking expressions. Note: While students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French-speaking communities in Ontario), they are not expected to do so. Strategies to Try Assessment and Evaluation • Ask students to identify similarities and differences between expressions and phrases used in FOR formal and informal settings; • Admit Slip – like an exit card but done at the beginning of class to gauge prior knowledge • Exit Card • Model to students how to reflect these in their writing: • Anecdotal notes o Examples: Variations in salutations and leave-taking expressions when writing a letter, AS email, post-card • Anecdotal Notes Variations in date form (i.e. France : Hamilton, le 25 avril, 2014) • Observational checklists Variations in expressing prices (i.e. positioning of the dollar sign) • Writing checklist Use of accents • Peer-editing and peer conferences for improvement • Student Reflections OF • An email or tweet to the teacher to consolidate learning (answering a specific question) ** Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g. French speaking communities in Europe) but are not expected to do so. 86 Strategy List Suggested strategies: Minds on, warm up, rechauffement Question d’entrée (O, W) –The teacher writes a question on the board relating to the current theme. The students think about it and then write their answer on a piece of paper or tell the teacher orally what their answer is. The teacher walks around and observes quickly who can do this with ease and who has difficulties. The answers are then taken up with the class orally. Maïs soufflé (O)-When the teacher calls “popcorn” the students all stand up at the same time and say any French words that come to their head. This is a very “safe” environment to practice new French words without the fear of making mistakes as everyone is so focused on what they are saying that no one pays attention to what others are saying. The teacher walks around the room and monitors pronunciation. Prof du jour (O) - The prof du jour can be adapted in many different ways so that the prof asks classmates questions based on familiar topics such as weather, interests, information about family member etc... For example, for the weather the prof could have the students watch a weather report in French for that day and then ask questions related to what was heard in the weather report. Another example is to have the prof du jour present a news article on a current event and then ask the students questions based on the article. Or a random picture could be shown to the class and then the prof asks various questions about the picture to classmates. Prof du jour is used to encourage relevant, meaningful and authentic conversation in French. Tapis roulant(O) -The students form two lines by standing across from each other. At the teacher’s signal the students in line A must ask the students in line B a question and the students in line B must respond to the question. After they have answered the question the students in line B must move to the next person on their right in the line and answer that person’s question. They do this until everyone in line B has had an opportunity to respond to everyone in line A. A timer can be used to signal a change in partners. This strategy can be adapted in many different ways to encourage the students to ask and answer questions about a variety of topics. Les dés-parlant (O) – The students take turns rolling the image dice on the Smart Board. Using the images on les dés-parlant students make up a spontaneous conversation/story by taking turns orally adding a line to the conversation/story. Conversations/stories can be created as a whole class or in smaller groups and then the students can present their story to another group/the whole class. As an extension, the students can question one another on the parts of the story. Chaise chaude(O) -Select one student to sit in front of the class on a chair. The other students in the class ask him/her questions. These questions can be of a very general nature, or can be used to reinforce unit material. Montre, dis et demande(O) - Assign a schedule for your class. Each day there would be one show and tell. The person doing show and tell prepares two to three sentences (or more) about the object. The audience asks some questions about the object. Cure pipe (O) - As students enter the class, have each student choose a pipe cleaner. Instruct students to create an object with the pipe cleaner. Once created, students must orally describe their object to a partner. A variation is to have two students join their pipe-cleaners together to create an object and then have them orally describe to another pair what they created. You could also have a small group of students join their pipe cleaners together to create an object and then have them orally describe to another small group. Explain that each student must give at least ONE description of the object (this will place oral responsibility to all students in the group, as opposed to just having one student speak). Je vois(O) -Students play Eye Spy. The Eye Spy game is used to review vocabulary. The teacher starts by saying: “Je vois, je vois, je vois un/une…” and picks an object from the Eye Spy game board or from in the classroom. The students try to find the object on the game board or around the room. Once they think they have found it they raise their hand. The teacher picks a student and the student says: “Est-cequec’estce/cette…(objet)?” and points to the object. If the student has found the correct object it is his/her turn to say: “Je vois, je vois, je vois un/une…” and picks an object. The student then chooses another student to guess which object he/she has chosen and if they are correct it is their turn. A variation is to pick an object or a person and give clues about the object or the person they 87 are thinking about. The students must guess the object or who it is. Circumlocution(O) - The students use known words/vocabulary to help them with a word that they do not know the actual word for. It is a roundabout or indirect way of speaking without using the English word or the expression “Comment dit-on _____ en français?” To help promote this strategy show the students a picture for a word that they do not know and then have them use words/vocabulary that they know to help them describe what they see. A variation of this strategy is to give each student a picture for a word that they do not know how to say and then have them describe their picture to a partner who must listen to the description and then try to draw the object that was being described without looking at the picture. Dire la vérité (O) – Students present themselves to the class. In their presentation, they include two facts that are true and one fact that is not. The class needs to figure out which of the facts is not true. Le ballon-volant (O) – Write questions on sticky labels and place the labels on a beach ball. Toss the beach ball to a student. They must answer the question that their right thumb is touching and then toss it to another student who must do the same thing. Suggested strategies: Action Surveys (O, W, R) - Encourage students to conduct surveys about interests and dislikes, personal experiences, etc. Have students pose questions in French and collate the data from the responses collected. Ask students to present their findings and conclusions in front of the class. Interviews (O, W) - Have students interview each other about themselves, their interests, their goals and ambitions. As a follow-up, have students pair up with another partner and ask them to present 3 things they learned from their first interview. Debates (O, W) - Choose a topic (in question format) that would engage the students’ interest. For example: Est-ce que les écoles doivent avoir une code vestimentaire? Ask the students to prepare arguments for and against. Have the students debate this issue by posing questions to the opposite team in order for them to voice their opinions. Use: Est-ce que tu penses que… pourquoi? Milling to music (O) – Play some music. When the music stops, the students start speaking to the person closest to them. They are to ask and answer as many questions as they can. They keep speaking until the music begins again. Students can simply count if they run out of things to stay. Ping Pong (O, R) - Type out a set of questions foryourself and a corresponding set of answers. Photocopy the answers on two different colours of paper and cut the answers into strips. Divide the class into two teams - Ping and Pong. The two teams line up facing each other. Distribute the answer strips - one paper colour to each team – and give eager students a second strip if there are extra. Ask the questions in random order. If a student thinks he/she is holding the correct answer to the question, that student will take a step forward and say either Ping or Pong, depending on what team they are on. The student you hear first gets to read out their answer. If correct, the student scores a point for their team. Inform students that they are not done playing once they have answered their question because you might ask the question again. Role play (O) - Role play is an effective method to motivate and engage students in any activity. Students develop their oral proficiency skills by using their knowledge of vocabulary and language structures in spontaneous and authentic situations. Some role play suggestions are: at a restaurant, at a store, at school, at the movies with a friend, ordering a plane/bus ticket, on the phone with a friend, at the doctor’s/hospital, at the principal’s office, having a conversation with someone on the bus, etc. 88 À la Banque (O) - Materials needed per student: • • • • “Wallet”: Small notebook (full size cut in half) – divided into columns with the following headings: o La date, Depot, Retraite, totale Dollars to distribute to students Half of a regular envelop sealed – to become students wallet Student bank script La banque is a reward/motivation system that is linked to an authentic task. It also links well to the financial literacy piece of the upcoming revised new curriculum. Students receive classroom dollars for speaking French, participation etc. At the same time, students can be “taxed” for speaking in English. Dollars are accumulated and stored in the students “wallet” throughout the week. At a set time each week, students work with partners and take turns role-playing a customer who wants to deposit money and a bank teller. The conversation is based on the script provided. The bank teller counts the money and records the transaction in the bank book. Money is accumulated by students. Once a month, students go to the bank to withdraw money in order to take part in a class auction. Students bid on items for sale – en français. Alternative: instead of having a book for each student, you can also keep track of all transactions on a spreadsheet and have one student rotate through the role of the bank teller. Je suis un voleur (O) - In this activity, students are given two minutes to “steal” dollars from another student. In order to steal a dollar, students must entice their partner to use an English word during their conversation. Any student who chooses to say nothing will lose a dollar. When a student does not understand, they MUST use their comprehension strategies in order to clarify meaning. This activity encourages students to use circumlocution as opposed to simply relying on English to communicate. Improvisations(O) - Create scenarios that students will have to act out. This is a great way for students to be spontaneous. Within the improvisations, send another student in the scene where he or she adds a conflict to the existing scene. Je suis l’artiste/Je suis le prof(O) – Students work in partners. Student A is “le prof” and has a picture (or written instructions) in a folder. He/She gives instructions to student B on how to draw the picture. Student B is “l’artiste” who must follow the instructions and must ask questions to help him/her draw the picture correctly without seeing it. Araignée et mouches(O, R, W) – The teacher prepares a set of questions or vocabulary cards, ideally the same as the number of students in class minus one. Students stand in line holding their questions or vocabulary. They are called “mouches”. One student is “l’araignée” and he/she goes from student to student and tries to answer as many questions as he/she can. If for example he/she answers 5 questions, the students holding those cards have to sit down. Having a chart in the class showing the number of “mouches” that each “araignée” has caught causes a lot of motivation, excitement and competition. If the students are holding vocabulary cards they can either make a gesture to show what it means or use it in a sentence. Prenons l’autobus ensemble (O) – Roles: • Two people waiting for a bus (sitting on two chairs at the front of the class) • A bus driver who “picks up” (randomly chooses) a new passenger from the class This is an improvisation activity that allows students an opportunity to have an open ended conversation. Conversations can be focused to a specific theme: presenting oneself, expressing a problem, etc. Set up two chairs in the front of the class. This represents a bus stop. Pick two students to come up to the seats to play the role of two strangers who have been waiting for a bus. These two students begin a random conversation. The conversation is to be sequenced (ie begin and end with a salutation, use of greetings, use of communication and comprehension strategies etc.) Allow students time to chat. As students chat, the bus driver makes his/her way around the class. The driver “taps” a student on the shoulder. This student follows the driver to the bus stop. As the driver approaches the bus stop, he/she shouts: L’autobus! One of the two original students boards the bus and the new student sits on the bench waiting for a new bus. A new conversation begins. 89 Tic Tac Boum (O) – Students work in small groups. Each group is given a timer and a picture of a scene that relates to the theme of study. When the timer begins, the student holding the timer says a word or phrase that is linked to the picture and then passes the timer to the next person who must do the same. Student cannot repeat words or phrases that have been already said. The objective is to not be the person who has the timer buzz (or go Boum) in his/her hands. If he/she, she is elimanted from the next round. For each round, the group receives a new picture. The last person who remains is the winner. Donne-moi cinq(O) -The students wander around the room from student to student asking or answering a question. When they are down asking or answering the question they high five each other and move onto the next person. Students continue to do this until the signal is given to stop. Jeopardy (O, R) - This game allows students to apply the vocabulary and expressions that they have learned. Teachers can use a template in PowerPoint to create this game. Some possible links for templates: http://jc-schools.net/tutorials/ppt-games/ http://www.edtechnetwork.com/powerpoint.html http://teach.fcps.net/trt2/links/powerpointgames.htm http://powerpointgames.wikispaces.com/PowerPoint+Game+Templates https://jeopardylabs.com/ Suggested strategies: Consolidation Question starters (O, R) - Include sentence starters and/or questions to prompt discussion. This allows for students to think and analyze. For example: Mon livre préféré est____________ parcequ’il … Quel livre préfères-tu …? Thumbs up, thumbs down (O) - Just ask students to show a thumbs up to indicate that they have understood a question/concept/lesson, or that they are ready to proceed or a thumbs down to indicate that they did not understand or are not ready to move on. The teacher can judge quickly the general readiness of the class and also the readiness of individual students. Question de sortie(O, W) - End the class with an exit card to help students recall and consolidate new learning. Ask the students to answer a question or brief questions about something they have learned. Students can either say, draw or write their answers. Whenever possible, provide choices for their answers. Gallery walk (it can be picture and text)(O, R) - During a Gallery Walk, students explore pictures or texts that are placed around the room. This strategy can be used to generate conversation with partners or small groups, or to reinforce reading and writing skills. This strategy requires students to physically move around the room, it can be especially engaging to kinesthetic learners. Students can take a gallery walk on their own or with a partner. You can also have them travel in small groups, announcing when groups should move to the next piece in the exhibit. One direction that should be emphasized is that students are supposed to disperse themselves around the room. When too many students cluster around one text, it not only makes it difficult for students to view the text, but it also increases the likelihood of off-task behavior. Texts can include pictures, flyers, posters, emails, text messages, etc. Texts should be displayed “gallery-style” - in a way that allows students to disperse themselves around the room, with several students clustering around a particular text. Texts can be hung on walls or placed on tables. The text can be used as a focal point for a conversation (i.e. various 90 movie posters hung around the room. Each group must discuss the movie, look at the start time and negotiate a time to attend the movie). It can also be used as a reading comprehension and writing exercise (i.e, as students look at each movie poster, they must answer a question about it). La chaine parlée (O, R) - This activity can be used to enforce reading comprehension, a sequence of events in a reading and vocabulary/expressions. Create a set of cards from construction paper. Add the French expression to the front of each card. On the English side of ONE of the cards, add a number 1. It is this card that students will have face up to begin the challenge. On the back of ONE of the other cards, write the corresponding expression to card #1. On one of the other cards, write the corresponding expression to card two and so on. The students must choose the correct answers in order to correctly complete the chain. An example using phrases utiles and number recognition has been provided. Create more than one identical set in order to create competition in the class. (NOTE: English phrasing can be replaced with pictures). ** This activity is created for you as a separate slide on Wiki. Balle de neige(O) - “Snowball” is an activity where students write a question on a small piece of paper. Students crumple the paper as a ball and toss the ball in the room. Each student must then pick up a ball and partner with the student closest to them. They use salutations to greet their partner and ask one another the question that is listed on the ball. Once they have completed their mini conversation, they crumple up the ball, toss it again, and find a new ball and a new partner. White board (O, W) - The use of small whiteboards or small blackboards is a quick way to check for understanding. The teacher poses a question or posts a question; students write their answer and hold up their board when prompted to by the teacher. The teacher makes note of correct answers etc. A board can be given to each individual student or students can work in teams where each student in the group takes a turn to write the group’s answer on the board. 91 Les stratégies de prise de parole Avant de parler : Je cible l’intention du message et les auditeurs : • • • • • • • • Je livre un message qui respecte l’intention Je choisis un vocabulaire clair et précis Je choisis un registre de langue approprié J’organise mes idées, opinions, et sentiments J’utilise des exemples pour créer mon message J’utilise mes connaissances des autres situations pour formuler mon message J’utilise la répétition, à haute voix ou silencieusement, pour pratiquer mon message Je comprends que je peux faire des erreurs en communiquant et j’essaie de livrer mon message quand même Pendant que je parle : J’établis et soutiens le contact avec mes auditeurs • • J’essaie de capter l’intérêt Je soutiens l’attention J’exploite ma voix • • • • • J’articule Je contrôle le volume de ma voix J’ajuste le ton de ma voix Je contrôle mon débit J’exploite les silences ou les bruits Pendant que je parle : J’exploite le langage non verbal • • • • Je garde le contact visuel Je choisis des expressions faciales appropriées Je fais des gestes J’adopte une position appropriée 92 Pendant que je parle : J’appuie mon message • J’accompagne mon message d’un support pour le préciser et intéresser les auditeurs Je clarifie mon message • • • Je vérifie que le message est bien compris Je rends mon message plus clair au besoin Je réponds aux questions Après avoir parlé : • • • • • Je réfléchis sur l’intention du message Je cherche de la rétroaction de mon enseignant(e) ou de mes pairs J’évalue mon usage des stratégies J’établis des buts pour améliorer mes présentations, mes interactions et mon usage des stratégies Je cherche d’autres opportunités pour parler en français 93 Les stratégies de lecture Avant la lecture: J’identifie l’intention de lecture J’utilise le titre et les sous-titres pour m’aider Je fais un survol du texte J’active mes connaissances antérieures: Je réfléchis à ce que je connais sur le sujet Je fais des liens avec mes expériences personnelles et mes connaissances antérieures pour faire des prédictions Je me pose des questions Pendant la lecture: J’interprète le message J’utilise les indices visuels (p. ex. les images, les illustrations, caractéristiques de texte, la police) pour comprendre le message Je fais des liens entre mes observations et mes connaissances Pendant la lecture: Je traite l’information J’identifie les mots familiers et les mots apparentés (les mots amis) J’identifie les mots et les expressions que je ne comprends pas J’utilise mes connaissances des mots pour mieux comprendre les mots que je ne connais pas Je note les mots que je ne comprends pas et je les cherche plus tard dans le dictionnaire Je fais des liens avec mes expériences personnelles et mes connaissances antérieures Je vérifie mes prédictions 94 J’identifie les idées importantes J’identifie les idées/détails secondaires Je fais un résumé du message Je vérifie ma compréhension Je reformule le message Je pose des questions Pour clarification Pour plus d’information J’essaie de comprendre plus de détails lorsque j’écoute le message une deuxième fois NB : Quand je lis un texte pour la première fois, j’essaie de comprendre le message global. Quand je lis un texte pour la deuxième fois, j’essaie de comprendre plus de détails. Après la lecture : Je réagis au message Je donne mon point de vue J’exprime mes idées, mes opinions, et mes sentiments 95 Après la lecture : Je réfléchis sur l’intention de lecture Je réfléchis sur ma compréhension du texte J’évalue mon usage des stratégies J’établis des buts pour améliorer ma compréhension et mon usage des stratégies Je cherche d’autres opportunités pour lire les textes en français 96 Les stratégies d’écriture Avant d’écrire : Je cible l’intention du message et les destinataires • • • • • Je livre un message qui respecte l’intention Je choisis un vocabulaire clair et précis Je choisis un registre de langue approprié Je fais référence aux critères d’évaluation J’utilise des textes modèles pour inspirer mon message J’active mes connaissances antérieures • • Je fais des liens entre le sujet, le genre de texte à rédiger et mes connaissances Je recherche des informations de plusieurs sources Je dresse un plan NB : • Je comprends que je peux faire des erreurs en communiquant et j’essaie de livrer mon message quand même Pendant la rédaction : Je suis les étapes du processus d’écriture J’organise mes idées, opinions, et sentiments Je rédige une ébauche/un brouillon • Je pense à la forme du texte et je suis le format et le contenu 97 • • • J’utilise les ressources disponibles comme les dictionnaires, les listes de mots, et les référentiels pour m’aider à écrire mon message J’essaie d’utiliser les nouveaux mots et expressions dans mon travail écrit J’utilise une liste de contrôle Je fais des révisions • • • Je vérifie l’usage des éléments de l’écriture (les idées, la structure, le choix de mots, la fluidité des phrases et le style Je vérifie l’organisation de mon texte J’enrichis mon texte (p. ex., les éléments de style, illustrations, images, police) Je fais des corrections • Je vérifie l’orthographe, la ponctuation et la grammaire Je prépare la version finale de mon texte • Je fais une mise en page de mon texte dans le but de le publier Après la rédaction : • • • • • Je réfléchis sur l’intention de mon message Je cherche de la rétroaction de mon enseignant(e) et/ou de mes pairs J’évalue mon usage des stratégies J’établis des buts pour améliorer mes textes écrits et mon usage des stratégies Je cherche d’autres opportunités pour écrire en français • 98 Resources 1. Curriculum Services Canada 1.1 On peut se parler en français et on aime ca ! http://resources.curriculum.org/fsl/oral/elementary.html 1.2 Prologue: Oral Language http://resources.curriculum.org/fsl/prologue/files/PrologueApr2012.pdf 1.3 Prologue: Building Language Skills http://www.curriculum.org/storage/30/1370539628/PrologueNov2012.pdf 1.4 A Guide to Reflective Practice for Core French Teachers, Module 1: Oral Proficiency, http://www.curriculum.org/storage/30/1370607497/FSL-module-1.pdf 1.5 A Guide to Reflective Practice for Core French Teachers, Module 2: Positive Learning Environment, http://www.curriculum.org/storage/30/1370607571/FSL-module2.pdf 1.6 A Guide to Reflective Practice for Core French Teachers, Module 3: Action Oriented Approach, http://www.curriculum.org/storage/30/1370607618/FSL-module-3.pdf 1.7 A Guide to Reflective Practice for Core French Teachers, Module 4: Cooperative Learning, http://www.curriculum.org/storage/241/1393271761/FSL-Module_4Cooperative_Learning-Final_Feb.24_2014.pdf 1.8 A Guide to Reflective Practice for Core French Teachers, Module 5: Assessment and Evaluation, http://www.curriculum.org/storage/30/1370607709/FSL-module5.pdf 1.9 A Guide to Reflective Practice for Core French Teachers, Module 6: Learner Autonomy and Metacognition, http://www.curriculum.org/storage/30/1370607751/FSLmodule-6.pdf 2. Ministry of Education 2.1 A Guide to Effective Instruction in Reading, K-3 http://www.eworkshop.on.ca/edu/resources/guides/Reading_K_3_English.pdf 2.2 A Guide to Effective Instruction in Writing, K-3 http://www.eworkshop.on.ca/edu/resources/guides/Guide_Writing_%20K_3.pdf 2.3 Guide to Effective Literacy Instruction, Volume 4, Oral Language, http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_4_Oral_Language.pdf 2.4 Guide to Effective Literacy Instruction, Volume 5, Reading, http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_5_Reading.pdf 99 2.5 Guide to Effective Literacy Instruction, Volume 6, Writing, http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_6_Writing.pdf 2.6 Guide d’enseignement efficace de la communication orale (Maternelle – 3e) http://www.atelier.on.ca/edu/resources/guides/GEE_Communication_orale_M_3.pdf 2.7 Guide d’enseignement efficace de l’écriture (Maternelle – 3e) http://www.atelier.on.ca/edu/resources/guides/GEE_Ecriture_M_3.pdf 2.8 Guide d’enseignement efficace de lecture (Maternelle – 3e) http://www.atelier.on.ca/edu/resources/guides/GEE_Lecture_M_3.pdf 2.9 Guide d'enseignement efficace en matière de littératie, (4e - 6e): Grandir avec la litteratie http://www.atelier.on.ca/edu/resources/guides/Fascicule_1-2008.pdf 2.10 Guide d'enseignement efficace en matière de littératie, (4e - 6e): Gestion et planification http://www.atelier.on.ca/edu/resources/guides/Fascicule_2-2008.pdf 2.11 Guide d'enseignement efficace en matière de littératie, (4e - 6e): L’evaluation en matiere de la litteratie http://www.atelier.on.ca/edu/resources/guides/Fascicule_3-2008.pdf 2.12 Guide d'enseignement efficace en matière de littératie, (4e - 6e): Les situations d’enseignement http://www.atelier.on.ca/edu/resources/guides/Fascicule_4-2008.pdf 2.13 Guide d'enseignement efficace en matière de littératie, (4e - 6e): La communication orale http://www.atelier.on.ca/edu/resources/guides/Fascicule_5-2008.pdf 2.14 Guide d'enseignement efficace en matière de littératie, (4e - 6e): La lecture http://www.atelier.on.ca/edu/resources/guides/Fascicule_6-2008.pdf 2.15 Guide d'enseignement efficace en matière de littératie, (4e - 6e): L’écriture http://www.atelier.on.ca/edu/resources/guides/Fascicule_7-2008.pdf 2.16 Atelier (eWorkshop) http://www.atelier.on.ca/edu/core.cfm?L=2 2.17 Parlons de l'importance d'écouter http://www.edu.gov.on.ca/fre/literacynumeracy/inspire/research/Parler_ecouter.pdf 2.18 Learning for All http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf 100 2.19 Guide to Effective Instruction, Grades 4-6, Volume 2, Assessment http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_2_Assessement.pdf 3. OMLTA and MLC Fact Sheets, www.omlta.org 4. Rainbow District School Board, Homework Help Tool Box, http://www.fslhomeworktoolbox.ca/ 5. Ottawa-Carlton District School Board, Effective Assessment Practices in FSL: Connecting Growing Success and the CEFR, Kindergarten to grade 12, http://www.ocdsb.ca/med/pub/Publications%20%20Updated/EffectiveAssessmentPracticesinFSL.pdf 6. Pathways, Oral Language Development in FSL, Nelson, Nicole Thibault 7. Strategies for Success: Tools for the Second-Language Classroom, Marcelle Faulds 8. Effective Literacy Practices in FSL, Making Connections, Pearson, Bev Anderson 9. Languages for All, Pearson, Katy Arnett 10. The Common European Framework of Reference: a Guide for Canadian Educators, RK Publishing, Dr. Laura Hermans and Dr. Enrica Picardo 11. A1, A2, B1 CEFR Kits 11.1 A1 Kit http://deniscousineau.pbworks.com/f/A1+complete+package.pdf 11.2 A2 Kit http://deniscousineau.pbworks.com/f/A2+complete+package.pdf 11.3 B1 Kit http://deniscousineau.pbworks.com/f/B1+complete+package.pdf 11.4 Accompanying oral listening clips (to the above kits) http://deniscousineau.pbworks.com/w/page/31856333/Ressources%20de%20Helen%20Griffin%20et%20Thames%20Valley%20District%20School%20Board%20% 28%20Merci%20%29 12. Web Resources for the New Teacher Induction Program (English) http://www.edu.gov.on.ca/eng/teacher/litK6.pdf 13. Ressources en ligne programme d’insertion professionelle du nouveau personnel enseignant (français) http://www.edu.gov.on.ca/fre/teacher/litK6.pdf 101 14. School Wide Resources 14.1 Echos 1, 2, 3 Literacy Kits, Pearson 102