Reading and Viewing. Reading and Viewing. Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

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1 Reading and Viewing Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

2 Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Outcomes KSCO: By the end of Grade 3, students will be expected to extract information, ideas, opinions, key feelings and the overall meaning from a text. SCOs: By the end of Grade One, students will be expected to: derive a global sense from illustrated texts use actions or drawings to demonstrate comprehension of a text read identify the literary elements and other details of a text Suggestions for Teaching and Learning To derive a global sense or meaning of an illustrated text, the reader needs to know what the subject or theme of the text might be. The reader should consider three questions about the author/illustrator: De quoi parle-t-il? This is the subject or theme of the text (de bonheur, de lecture, de musique, etc.) ; Qu en dit-il? What is the speaker saying about the subject? (il est rare, important, etc.) ; and Pourquoi en parle-t-il? What is the speaker s purpose? (pour émouvoir, expliquer, convaincre, etc.). For grade one, teachers should focus specifically on the first two questions. Use these questions to model the global sense of a text, and encourage students to use the questions when reading or viewing a text. Teach and model the importance of illustrations for predicting and story-writing. Do a picture flick (feuilleter les images) to have students make predictions based on the illustrations. Use a variety of illustrations, (posters, story-boards, sequencing pictures, art, etc.) to predict and discuss what is happening. Encourage students to look for details to enable them to understand the overall meaning of the illustrations (text without words). Teach and model how to use actions and illustrations to demonstrate comprehension of a text read independently or read by someone else. Have students dramatize a text they have read. Have students illustrate the début, milieu and fin of a text; provide them with a framework for illustrating the main events of a story. Teach and model how to find the overall meaning in an illustrated text, making the connection between the written text and the illustrations in order to make sense of the text. Early in the year, encourage students to predict what is happening through use of the illustrations. Later, while they will still use illustrations to help with the sense of the story, encourage them to use the written text to justify and assess their predictions. Children should be made aware of the basic literary elements of any text read to them in class. With any text used in class, discuss le titre, l auteur, l illustrateur. Teach the students how to find the important elements of a story using the key questions such as: Qui? Où? Quand? Quoi? Pourquoi? Have students use a carte d information to record this information. Introduce the appropriate terminology for the basic literary elements: Les personnages principaux sont : Petit Chaperon Rouge et le loup ; les lieux de l histoire sont la forêt et la maison de grand-mère. Continued Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

3 Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Assessment and/or Instructional Strategies Observation During shared reading sessions, observe how well students make predictions using illustrations. Self-evaluation Have students assess their own predictions after they have read the written text. Conference Conference with small groups to discuss what is happening in the illustrations. Do the students understand the overall meaning of the illustrations? Use questions such as: Qui? Quand? Quoi? Comment? Pourquoi? Observation Observe and note how students demonstrate comprehension by dramatizing a text that has been read to them. Portfolio Collect dated copies of illustrations in order to evaluate comprehension of a text. Have students talk about their illustrations and how they completed them. Suggested Resources Représentations graphiques, Appendix B Rubric for Reading Evaluation, Appendix C First Steps Reading Resource Book (Heinemann), Story maps First Steps: Reading Developmental Continuum (Heinemann) A variety of children s literature and other visual and print texts including environmental print; the following are suggestions: Les images du petit bonhomme (Québec Amérique, ISBN ) La bonne femme de neige (Gallimard Jeunesse, ISBN X) Le petit chaperon rouge (Éditions Usborne, ISBN X) Rosali et Verdi: les couleurs (Banjo, ISBN ) Mélissa et ses amis (manuels et livre géant, Collection En tête, ERPI, ISBN and ) J'aime le francais et J'enrichis mes lectures, livrets 1 à 5 (Collection avec les yeux du coeur, Éd. La pensée, ISBN and ) Collection GB+ et Collection Alizé (Beauchemin) Collection Alpha-jeunes, Collection Alpha-monde et Collection En avant (Scholastic) Collection Je lis, tu lis (Duval) Collection Domino (Chenelière) Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Outcomes KSCO: By the end of Grade 3, students will be expected to extract information, ideas, opinions, key feelings and overall meaning from a text. Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

4 SCOs: By the end of Grade One, students will be expected to: identify the literary elements and other details of a text a) read and follow simple directions, instructions b) read and follow multistep directions, instructions find, select and organize facts from an informational text Suggestions for Teaching and Learning (Continued) In partners or small groups, using a Carte d information, encourage students to ask each other questions to practise using interrogative forms and responding. Qui va chez grand-maman? Où est-ce qu elle va, Petit Chaperon Rouge? Quand est-ce qu elle voit le méchant loup? Qu est-ce qu elle a dans son panier? Pourquoi est-ce que le méchant loup va chez grand-maman? As a large group, use graphic organizers to identify literary elements e.g., story maps, timelines, une roue du réçit, un tableau séquentiel, etc. Students should become familiar with procedural texts and the vocabulary which is sometimes indicative of procedures. Teach and model the key words in simple directions or instructions such as: colorier, découper, coller, couper, ranger, nettoyer, écrire, plier, marquer. Post these words with corresponding illustrations in the classroom. Encourage students to refer to visuals as needed. Have students read/view a procedural text and build or create what is instructed. With multi-step directions, have students enumerate the different parts of the instructions. Students can use a crayon or pencil to circle each verb, indicating another step in the procedure: Découpe la figure. Colle la figure sur une feuille de papier. Colorie cette figure. Use instructions as part of the daily message to inform students about the plans for the day: En premier, préparez-vous pour aller à la musique. Ensuite, sortez vos livres de bibliothèque pour l échange de livres à 9h30. Expose students to a variety of informational texts. Teach and model how to find, select and organize facts from a text, using a framework or graphic organizer. The following is an example: Duri ng shar ed readi ng sessi ons, enco urag e child 214 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

5 ren to participate actively in the selection of important information and its placement in the graphic organizer. Encourage students to draw pictures early in the year and write jot-notes (notes en style télégraphique) or keywords (les mots clés) later in the year, in order to organize facts from an informational text. Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Assessment and/or Instructional Strategies Observation Observe student participation in class activities. Observe how well students are able to find the important details of a story during discussion. Pencil/Paper Collect and evaluate completed cartes d information or other graphic organizers such as tableaux séquentiels. Are students able to identify the main ideas? Observation Observe how well students follow simple directions or instructions during art, writing, reading and other activities. Note areas of concern for students. (e.g., a student who constantly says Qu est-ce que je dois faire? Je ne sais pas quoi faire.) Conference Conference with students to guide and evaluate their choice of information. Portfolio Collect completed graphic organizers for final evaluation. Suggested Resources Représentations graphiques, Appendix B Trousse d appréciation de rendement en lecture : Immersion française, Maternelle - 3e année. Document d appui Représentations graphiques First Steps: Reading Resource Book (Heinemann) A variety of children s literature and other visual and print texts including magazines, posters, documentaries, How to... books; the following are suggestions: Mélissa et ses amis (manuels et livre géant, Collection En tête, ERPI) J'aime le français et J'enrichis mes lectures (Collection Avec les yeux du coeur, Éd. La pensée) Collection GB+ et Collection Alizé (Beauchemin) Collection Alpha-jeunes, Collection Alpha-monde et Collection En avant (Scholastic) Collection Je lis, tu lis (Duval) Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

6 Collection Domino (Chenelière) Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Outcomes KSCO: By the end of Grade 3, students will be expected to extract information, ideas, opinions, key feelings and overall meaning from a text. SCOs: By the end of Grade One, students will be expected to: make inferences KSCO: By the end of Grade 3, students will be expected to react in a personal way to simple texts, citing examples to justify this reaction. SCOs: By the end of Grade One, students will be expected to: choose to read and view a variety of genres and types of children s texts for enjoyment and learning relate texts to personal feelings, experiences and opinions, citing examples Suggestions for Teaching and Learning Teach students how to make inferences based on prior knowledge and experience, as well as on picture clues and context. Model how to make inferences using book covers, photos, drawings, illustrations, paintings. (e.g., A dog is outside in the rain. I infer: Le chien est mouillé parce qu il pleut.) Encourage students to make inferences before reading a book (prediction) and to verify their inferences after reading the book to see if they were accurate. For example, before reading Sors du lit, Annie (Scholastic), students may predict that the main character s name is Annie and that she is too tired to get up in the morning. After reading all or part of the story, decide whether these inferences were correct. Use a variety of types of questions to encourage students not only to recall information (lire sur les lignes), but also to make inferences (lire entre les lignes). Teachers need to provide students with a wealth of reading and viewing texts, in the various subject areas (social studies, science, religion, math, etc.) and contexts (buddy reading, silent reading, home reading, etc.). Expose students to the various types of children s literature and texts: fairy tales, plays, poems, mystery stories, songs, rhymes, letters, magazines, picture books, catalogues, dictionaries and other references. Provide daily opportunities for students to read and view a variety of texts. (It is recommended that a specific time be reserved each day for this activity.) Teach students to choose appropriate books for reading independently and for reading aloud to others, assuring them that it is acceptable to return a book if it is too difficult. Encourage children to read or view different kinds of books. Encourage students to read quietly by starting off with one minute of lecture silencieuse the first day and eventually building up to minutes over a period of time. Teach and model how to make connections between texts and personal experiences. When reading a story, relate it to a previous experience. If reading about a rabbit, for example, share with students a story about a rabbit you had when you were a child or a rabbit you saw in the woods. Encourage students to make connections between what they read and their own experiences. Allow students the time to share personal connections with a partner or with the class. Have students relate to texts in a personal way during journal writing, through drawings and/or writing. 216 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

7 Use a T-chart to model comparing a character in the story with an individual in the class or the teacher, or the readers as a group. Encourage students to express their personal opinions about the texts they read and view. If they like a particular text, why do they like it? Encourage students to support their ideas and opinions. Continued... Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Assessment and/or Instructional Strategies Observation Observe in the large group which students participate and are willing to take risks in making inferences. Conference In small groups or individually, use visuals to prompt students to make inferences about what they see Observation Observe and take note of students who read for pleasure. Observe the rate with which students exchange books during la lecture silencieuse. Record the types of books which students select for independent reading. Note any students who always take the same book. Observe student reading behaviours such as whether they point to words as they read. Interview/Conference Choose one or two students a day and discuss with them their reading behaviours such as what types of books they enjoy reading, why they chose their book and what they like about it. The Trousse d appréciation de rendement en lecture contains a number of questionnaires which can be adapted for use. Self-Evaluation Have students use Grille/Questionnaire 4a of the Trousse d appréciation de rendement en lecture as a self-evaluation of reading likes and dislikes. Suggested Resources Les genres et types de texte, Appendix B Rubric for Reading Evaluation, Appendix C Trousse d appréciation de rendement en lecture : Immersion française, Maternelle - 3e année. Document d appui Outils 2, 4a, 4b, 5a, 5b, 5c A collection of children s literature and other visual and print texts; the following are suggested: Mélissa et ses amis (manuels et livre géant, Collection En tête, ERPI) Une journée à la mer (Bouton d or d Acadie, ISBN ) C est pas juste! (Éd. Banjo, ISBN ) Je veux mon œuf (Mijade, ISBN ) Un merveilleux petit rien (Scholastic, ISBN ) Collection GB+, Collection Alizé, Collection Maths et mots et Collection Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

8 Zap Sciences (Beauchemin) Collection Alpha-jeunes, Collection Alpha-monde et Collection En avant (Scholastic) Collection Je lis, tu lis et Collection À petits pas (Duval) Collection Domino (Chenelière) Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Outcomes KSCO: By the end of Grade 3, students will be expected to react in a personal way to simple texts, citing examples to justify this reaction. SCOs: By the end of Grade One, students will be expected to: relate texts to personal feelings, experiences and opinions, citing examples begin to ask questions about texts compare texts read or viewed and share interpretation with peers Suggestions for Teaching and Learning (Continued) Encourage students to support their responses to texts viewed or read by modelling and by questioning. J ai aimé cette histoire parce que j aime beacoup les animaux. Pourquoi l as-tu aimé? Provide students with the opportunity to share some element of the text which they enjoyed. J aime le partie où Jacques monte le haricot la première fois ; ou Moi, j ai aimé quand l ogre a crié «Fee, fi fo, fum!» Teach and model the importance of asking questions about texts: Relate personal experience and knowledge to text: Pourquoi le chat n a-t-il pas de queue? Mon chat a une queue très longue! Brainstorm questions about texts: Who wrote the story? Qui est l auteur? Who drew the pictures? Qui est l illustrateur? Why is the sky pink? Pourquoi le ciel est-il rose? Why is the dog bigger than the girl? Pourquoi le chien est-il plus grand que la fillette? Why did this character act in this particular way? Pourquoi a-t-il agi comme ça? What would you have done if you were the main character? Qu est-ce que tu aurais fait si tu étais le personnage principal? Why do you think the author ended the story like this? À ton avis, pourquoi l auteur a-t-il fini l histoire comme ceci? Model a range of types of questions and a variety of levels of questions, from factual and simple recall to synthesis and evaluation. Encourage students to be curious! Teach and model how to compare two or more texts (print or non-print). Early in the year choose two books on cats, for example, one informational and the other fiction, and show the covers of both. Ask the students to compare both cover illustrations and to predict what they think each book is about. Later in the year, the students may be able to read two texts and compare them, working in small groups. Encourage discussion and critical thinking about all kinds of texts -print and non-print. Provide students the opportunity to choose books and make comparisons in their journals during silent/independent reading. Model the use of the Venn diagram to collectively compare two texts. The following is an example: Italics for titles at bottom of circles, svp Carole, 218 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

9 Continued... Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Assessment and/or Instructional Strategies Observation Observe students as they share with partners and/or the class: Do they make obvious connections to their own lives? Do they enjoy sharing? Do they listen as others share? Do they support their responses? make comparisons between two or more texts read. Encourage students to identify those elements which are similar and those which are different. Paper/pencil Have students respond to a text in their journal writing. Did they enjoy this text? Why or why not? How did the text make them feel? What did it make them think about? Analyse responses to determine how students relate the text to their own lives. following: Self- Evaluatio n Have students consider the Observation Observe and note students questions, critical thinking and observations about texts. Note students reactions to different texts, based on personal experience. Observe whether students participate in questioning in the small group Observation Observe and note student participation in a discussion of texts read and viewed and student ability to make appropriate comparisons. Note how well students respond to the ideas of others. Pencil/paper In a journal entry, have students Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

10 Suggested Resources First Steps: Reading Resource Book (Heinemann) A collection of children s literature and other texts, print and nonprint, informational and fiction; the following are suggested: Mélissa et ses amis (manuels et livre géant, Collection En tête, ERPI) J'aime le français et J'enrichis mes lectures (Collection Avec les yeux du coeur, Éd. La pensée) Décroche-moi la lune (Dominique et Compagnie, ISBN ) David à l'école (Éditions Nathan, ISBN ) Simon et le vent d'automne (Livres Toundra, ISBN ) Simon et la chasse au trésor (Livres Toundra, ISBN ) Stella, étoile de la mer (Dominique et Compagnie, ISBN ) Grand-mère et les pirates (Scholastic, ISBN X) La Princesse gitane (Scholastic, ISBN ) 220 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

11 Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Outcomes KSCO: By the end of Grade 3, students will be expected to react in a personal way to simple texts, citing examples to justify this reaction. SCOs: By the end of Grade One, students will be expected to: identify and respond to messages in visual texts KSCO: By the end of Grade 3, students will be expected to react in an analytical way to simple texts by identifying various elements of the text. SCOs: By the end of Grade One, students will be expected to: distinguish between the real and the imaginary Suggestions for Teaching and Learning (Continued) Visual literacy is the ability to respond to a visual image based on aesthetic, emotive, and affective qualities. The viewing of a visual image should be a meaningful experience, and should consist of more than eliciting a quick reaction. Teachers can help students by guiding them through the viewing experience. In a second language, a visual response activity can elicit much discussion and vocabulary development. Students should discuss elements of design and colour, for example, and how the artist/illustrator uses these effectively to convey a message. They can also discuss the feelings that a visual image evokes in them, or associations that come to mind when viewing a visual image. In a second language, a visual response activity can elicit much discussion and vocabulary development. This outcome builds on SCO Teach and model how to find and respond to the message in a visual text. For example, show a video on a topic such as butterflies and then ask the students what the video was about and ask questions to enable them to express their knowledge and feelings about butterflies. Encourage students to draw on previous knowledge to help them respond to the message; question their reactions to the colours used, the type of illustration or visual, the content. Provide students the opportunity to illustrate what they learned from a video (visual text) through journal-writing or mini-posters/drawings. In the development of critical literacy, have students consider the audience for whom the text has been created. (e.g., cereal boxes, posters, albums) and how the author tries to appeal to that audience. Brainstorm with students lots of events, people, things that are real and imaginary. Discuss what makes something real (it could possibly happen) and what makes it imaginary (it does not really happen). Provide students the opportunity to draw, represent, illustrate something réel and something imaginaire. Discuss real and imaginary texts (textes imaginaires ou fictifs et textes réels ou non-fictifs) and have students identify various texts they read and view in terms of whether they are réel or imaginaire. For example: a dog talking is imaginary while a dog chewing a bone is real. Encourage students to use the appropriate terminology in discussing texts: fictif : non-fictif un fait : une opinion imaginaire : réel Why is a particular text imaginary or real? What are the general characteristics of books that contain real texts and those that contain imaginary or fictional text? Present students with a variety of books on a particular topic. Have them predict which books are fictifs and which ones are non-fictifs. Read together to see if their predictions were accurate. Have the students organize the classroom library according to fiction and nonfiction. If desired, each main category could be subdivided. Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

12 Assessment and/or Instructional Strategies Observation Observe and note students different responses to visual texts, either in the large group or in smaller groups. Observe evidence of critical thinking by students during group discussions of visual texts. Pencil/paper Analyse journal entries and/or drawings and/or posters Observation Observe and note appropriate responses during brainstorming exercises and other discussions of whether texts are imaginaires or réels. Portfolio Collect and evaluate drawings, representations, illustrations depicting réel and imaginaire. Suggested Resources Les genres et types de texte, Appendix B Les éléments visuels, Appendix C The Six Forms of Writing, Appendix D First Steps: Writing Resource Book (Heinemann), List of text forms A collection of children s literature and other texts, visual and print; the following are suggested: Mélissa et ses amis (manuels et livre géant, Collection En tête, ERPI) Un merveilleux petit rien (Éditions Scholastic, ISBN ) Elvis présente sa famille (La courte échelle, ISBN ) Les images du petit bonhomme (Québec Amérique, ISBN ) Cache-cache dans la ferme (Milan, ISBN Animaux de la ferme (Milan, ISBN ) Les manchots (Bayard, ISBN ) 222 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

13 Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Outcomes KSCO: By the end of Grade 3, students will be expected to react in an analytical way to simple texts by identifying various elements of the text. SCOs: By the end of Grade One, students will be expected to: identify the characteristics of a variety of texts forms and structures identify similarities and differences between characters, settings and events Suggestions for Teaching and Learning Use the appropriate terminology when talking to students about different types of texts. Discuss the characteristics that correspond to each text style (e.g., un poème, une chanson, une lettre, une comptine, un dialogue, un vidéo, etc). For example, Chère Maman = une lettre, = dialogue Review recounts and narrative forms of writing. Introduce and teach explicitly how to recognize the differences in the following text forms: Procedures: recipes, science experiments, math procedures, game directions, instructions on how to complete an activity. Reports: weather reports, factual texts. Which indicators are present to tell how to distinguish these text forms? Discuss indicators from other forms which the students should recognize: Letters (Cher/Chère) Instructions (Colorier, découper, coller) Fairytales (Il était une fois...) Poetry (words that rhyme) Provide a variety of text forms and ask the students to find certain forms (e.g., a letter) and ask the students how they knew that a certain text was or was not a letter. When presenting texts across the curriculum to students, take the time to discuss the characteristics of that particular text form. The text forms likely to be encountered include the following: un poème, une lettre, un dialogue, un journal, une biographie, une autobiographie, un reportage, une recette, un conte de fée, un récit de théatre, une marche à suivre, une bande dessinée, une affiche publicitaire, un site Internet, une invitation. Through modelling, teach students how to identify similarities and differences between characters, settings and events, using either one book or more then one book. characters: two different books, videos about families. Comment ces deux familles sont-elles pareilles? Comment sont-elles différentes? events and settings: two books from the Simon series (Livres Toundra). Où est Simon dans chaque histoire? Que fait Simon dans chaque histoire? Model and brainstorm with the class as a whole to find differences and similarities between t.v. shows, videos, fairytales, sets of instructions. Use graphic organizers such as a Venn diagram or un tableau en t to record the similarities and the differences between two texts. Encourage students to analyse different texts that they read independently, keeping in mind their similarities and differences. Have students work in small groups or pairs to complete a chart recording the similarities and differences between characters or between events and settings. Groups can share their work with others. Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

14 Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Assessment and/or Instructional Strategies Observation Observe how well students can distinguish between text forms by giving certain indicators. This could be done in small groups or individually, where time permits. Record which text forms students choose, given indicators as clues Observation Observe and record similarities and differences provided by students during brainstorming activities. Conference Conference with students individually or in small groups to evaluate their knowledge of similarities and differences between characters, settings and events in texts. Suggested Resources Les genres et types de texte, Appendix B Les éléments visuels, Appendix C The Six Forms of Writing, Appendix D First Steps: Writing Resource Book (Heinemann), List of text forms A collection of children s literature and other visual and print texts; the following are suggested: Simon et les flocons de neige (Livres Toundra, ISBN ) Simon fête le printemps (Livres Toundra, ISBN ) Simon et le soleil d'été (Livres Toundra, ISBN ) Simon au clair de lune (Livres Toundra, ISBN ) Mélissa et ses amis (manuels et livre géant, Collection En tête, ERPI) J'aime le francais et J'enrichis mes lectures (Collection avec les yeux du coeur, Éd. La pensée) Collection GB+, Collection Alizé, Collection Maths et mots et Collection Zap Sciences (Beauchemin) Collection Alpha-jeunes, Collection Alpha-monde et Collection En avant (Scholastic) Collection Je lis, tu lis (Duval) Collection Domino (Chenelière) Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Outcomes KSCO: By the end of Grade 3, students will be expected to react in an analytical way to simple texts by recognizing certain key elements of the text. SCOs: By the end of Grade One, students will be expected to: 224 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

15 6.3.4 recognize the personal style of an author or illustrator analyse to make critical judgement of a text Suggestions for Teaching and Learning Discuss and model with students to develop an awareness that some authors and illustrators have very distinct styles while others are not so recognizable. Brainstorm with the class the styles of certain authors and illustrators: Eric Carle s, Marie-Louise Gay s or Barbara Reid s illustrations, Robert Munsch s writing style. Discuss what makes each style distinct: Eric Carle uses découpage, Marie- Louise Gay uses aquarelle et encre écoline, Barbara Reid uses pâte à modeler ; Robert Munsch uses répétition. Select books from the school library, cover the names of the authors and/or the illustrator and have the students identify books written by a certain author or by a particular illustrator. It is important to foster critical literacy in students. Critical literacy involves questioning assumptions, and helping learners understand the impact that texts have on their lives. Actively learning to judge texts critically encourages children to challenge assumptions and examine the conditions of their own lives and the lives of others. Model critical judgement of different kinds of texts (books, magazines, videos, art, t.v. shows, advertisements) by asking questions such as: Est-ce que tous les loups sont méchants? Est-ce que tous les pompiers sont des hommes? Est-ce que tous les jouets sont amusants? Encourage students to be critical thinkers and not to believe everything they read or see, while still finding value in all forms of text. Choose a text (e.g., Cendrillon) and have students brainstorm the kinds of critical questions they could ask: Est-ce que toutes les belles-mères sont méchantes? Est-ce qu il faut être jolie ou belle pour se marier avec un prince? Est-ce que tous les princes/princesses sont beaux/belles? Est-ce qu on peut faire des souliers en verre? Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

16 Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Assessment and/or Instructional Strategies Observation Observe and record responses of students in brainstorming personal styles of authors and/or illustrators. Conference Conference with individual students or with small groups to note whether or not they are beginning to recognize the style of a certain author or illustrator or are able to select texts written and/or illustrated by a particular author or illustrator Observation Observe and note the kinds of critical questions students ask during brainstorming sessions and discussions. Conference Conference with students one-on-one or in small groups to see if students believe everything they read. Pencil/Paper In the large group, use a questionnaire where the student circle/answer «Oui ou Non». Ask questions orally and have children respond using the questionnaire. Evaluate responses to questionnaires. 1. Est-ce que tous les enfants ont des frères? 2. Est-ce que toutes les filles sont des soeurs? etc. Suggested Resources A collection of children s literature which includes several titles by the same author/ illustrator, as well as titles to address the topic of critical literacy; the following are suggested: Simon et le soleil d'été (Livres Toundra, ISBN ) Simon au clair de lune (Livres Toundra, ISBN La véritable histoire des trois petits cochons (Gallimard Jeunesse, ISBN ) Cendrillon (Éditions Usborne, ISBN ) La bonne femme de neige (Gallimard Jeunesse, ISBN X) Mon nom : Écouter et encercler «oui» ou «non». 1. oui non 2. oui non 3. oui non 4. oui non 5. oui non 226 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

17 Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Outcomes KSCO: By the end of Grade 3, students will be expected to react in an analytical way to simple texts by recognizing certain key elements of the text. SCOs: By the end of Grade One, students will be expected to: establish links between characters feelings and their actions establish links between different events which make up a story, e.g.,, sequencing, cause and effect Suggestions for Teaching and Learning Teach and model different kinds of feelings: heureux/heureuse, content(e), triste, fâché(e), peureux/peureuse, etc. When reading and viewing with students, draw their attention to the cause and effect of the characters feelings and their actions Present different situations and ask which sentiments would be expected. e.g., Paul is not allowed to watch t.v. because he was not nice to his brother. How does Paul feel? Discuss how students would feel in different situations: Comment te sens-tu quand ton ami est malade? Comment te sens-tu quand il fait noir dans ta chambre? Use a questionnaire to find out how the students feel in different situations. Provide students the opportunity to act out their feelings, given different situations. Ask questions to encourage students to establish links between the feelings and the actions of the characters in stories. Pourquoi Jacques se cache-t-il sous la table? Pourquoi est-ce que l ogre court après Jacques? Teach and model activities such as sequencing and cause and effect, explaining how stories have to be in order to make sense and that one step leads to another. Involve students in activities such as: creating story maps using illustrations or text; sequencing a story by putting illustrations in order; using the framework Où? Quand? Qui? Quoi? Pourquoi?. Read part of a story and ask the students to predict the ending. Have students retell a story through text or illustrations. Encourage them to respect the sequence of events. Have students identify an action or event in the story (the cause) and the ensuing result of that action or event (the effect). Through discussion, assist students to make connections and links between the different events of a story. If this hadn t happened, would something else in the story have been different? Comment l histoire serait-elle différente si le héros agissait autrement? Have students illustrate two linked events in a story: one is the cause and the other the effect. Q Q Students will be expected to demonstrate their comprehension of a variety of texts according to their needs and appropriate to the situation of communication. Assessment and/or Instructional Strategies Observation Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

18 Observe students responses during discussions and brainstorming sessions on feelings and corresponding actions. Note how students act out their feelings. Conference Conference with students who are less confident in the large group. Paper/Pencil Evaluate completed questionnaires on student feelings in different situations Observation Provide pictures or illustrations of a story out of order and observe the strategies used to sequence them. Conference Conference with students to ask questions on the sequence of a story and on the cause and effect of certain events. Ask questions such as: Qu est-ce qui s est passé avant? Qu est-ce qui se passe ensuite? Pourquoi le héros a-t-il fait ceci? Qu est-ce qui a causé cela? Paper/Pencil Allow students to create their own sequencing of a story using three or four drawings, to be evaluated by peers. Suggested Resources Représentations graphiques, Appendix B First Steps Reading: Resource Book (Heinemann), Map a Story, Time Line, Plot profile A collection of children s literature and other ageappropriate texts; the following are suggested: Mélissa et ses amis (manuels et livre géant, Collection En tête, ERPI) J'aime le francais et J'enrichis mes lectures (Collection avec les yeux du coeur, Éd. La pensée) David à l'école (Nathan, ISBN ) Le petit chaperon rouge (Éditions Usborne, ISBN X) La veritable histoire des trois petits cochons (Gallimard Jeunesse, ISBN ) Cendrillon (Éditions Usborne, ISBN ) Simon et le soleil d'été (Livres Toundra, ISBN ) 228 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

19 Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Outcomes KSCO: By the end of Grade 3 students will be expected to call upon simple strategies, experiences and previous knowledge to guide their reading and viewing. SCOs: By the end of Grade One, students will be expected to: select independently and with teacher assistance, texts appropriate to interests and learning needs activate prior knowledge of a given subject and state the purpose for reading and viewing and Learning Strategies to understand one s own needs as a reader are valuable tools to foster in reading development. Students should consider their own interests as well as the appropriate level of a text when selecting reading material. After selecting a text, establishing a purpose for reading will make the process more meaningful. The purpose for reading will influence the choice of reading strategies and determine what the reader will remember about the text. Encourage students to develop a sense of ownership by choosing their own books for various reading activities, including silent reading, shared reading, buddy reading, library books, etc. Guide students to select books according to illustrations, content, level of difficulty and according to their purpose (for information, for pleasure, etc.). Students will require teacher assistance while they learn the criteria for book selection. Various levels of difficulty may be appropriate, depending on the purpose of reading; a student may select a certain reading level for enjoyment, and a higher or lower reading level for research. Through mini-lessons, modelling and instruction during shared reading, guided reading or reading conferences, teach students how to select texts appropriate to their individual needs, i.e., according to reading level, interest, or purpose for reading. Encourage students to choose reading material appropriate for their own level. Use le test de doigts : open a page. If there are three words you can t read, it is too difficult for you. Assure students that as the year progresses, they will be able to choose more complicated reading material. Allow students the opportunity to share reading material with the class when they are able to present the material without teacher assistance. Provide a poster, easily accessed by students, where they could evaluate the books they read and really liked. Le titre facile difficile Mon nom Sur les genoux de maman Jean LeBlanc Model/vocalize and discuss with students the range of purposes for reading and viewing. Purposes may include to be informed, to learn how to perform a particular task, to be entertained, to find the main idea, etc. Depending on the text, the purpose may be more specific, such as reading a short story to summarize the plot, or reading a poem to visualize the descriptive imagery. Provide students the opportunity to discuss and brainstorm for prior knowledge before reading, viewing (e.g., Read the title: Napoléon chez la vieille dame and ask questions such as: Qui est Napoléon? (referring to cover page) Qui ici a un chat? De quelle couleur est ton (ta) chat(te)? Est-ce que tous les chats sont noirs et blancs?) Continued... Suggestions for Teaching Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

20 Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Assessment and/or Instructional Strategies Observation Observe and note reading material selected by students. Note student evaluations of books read. Conference Conference with students to ask questions on their reading preferences and to encourage appropriate selection of books and other texts. Various questionnaires from the Trousse d appréciation de rendement en lecture, such as Outils 5b and 10, can be used or modified as needed Observation Observe and note how students relate prior knowledge to the present topic, and whether the ideas and information put forward are appropriate. Suggested Resources Reading and Viewing: Program Design and Components Prereading and Pre-viewing Strategies, Appendix C Trousse d appréciation de rendement en lecture : Immersion française, Maternelle - 3e année. Document d appui Outils 5b et 10 A collection of children s literature and other print texts; the following are suggestions: Mélissa et ses amis (manuels et livre géant, Collection En tête, ERPI) Simon et les flocons de neige (Toundra, ISBN ) Les 100 premiers jours de l école (Gallimard, ISBN ) Les Zoomies et les sports (McGraw-Hill, ISBN X) 230 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

21 Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Outcomes Suggestions for Teaching and Learning (Continued) KSCO: By the end of Grade 3 students will be expected to call upon simple strategies, experiences and previous knowledge to guide their reading and viewing SCOs: By the end of Grade One, students will be expected to: activate prior knowledge of a given subject and state the purpose for reading and viewing make predictions on content, based on prereading activities display appropriate behaviour during reading and viewing situations understand the concepts of print Encourage students to share personal experiences relating to the topic. Use a tableau SVA (ce que je Sais, ce que je Veux savoir, ce que j ai Appris). At the beginning of the year, this should be used collectively and modelling should take place; the first two columns of the chart can be completed before reading the text, and following reading the text, the final column can be completed. Model for students how to use pre-reading activities to predict what will happen in a story. Such activities may include discussing the front and back covers (la couverture et la quatrième de couverture) or the title, doing a picture flick (feuilleter les images), talking about the subject, reading the blurb (sommaire), or skimming and scanning the text. Allow students to work in pairs or small groups to discuss what they think the book may be about. Encourage students to search for clues independently, before reading books, choosing videos or making purchases of books or recordings. Teach and model appropriate behaviour for a variety of reading and viewing situations: Lecture silencieuse : read, speak quietly Lecture partagée, lecture en groupe : follow along quietly in your book, pointing to words. Students should at all time respect the fact that other people are present and have the right to read without being disturbed. Teach and encourage students to handle books in an appropriate manner: no bending, rolling books no eating, drinking while reading no writing, coloring in books books must be returned to proper place Concepts about print, as presented by Marie Clay, involve the awareness of how print works and how it is organized. Some basic concepts about print include: directionality (that readers and writers move from left to right, top to bottom and front to back); spacing (used to separate words); recognition of words and letters; connection between spoken and written language; understanding the function of punctuation; sequencing and locating skills; and searching for cues from different sources. Teach students appropriate vocabulary and skills with respect to printed texts: Où est la page couverture? Où est le quatrième de couverture? Montre-moi le haut de la page. Montre-moi un mot. Montre-moi la dernière lettre du mot. Où est le nom de l auteur? de l illustrateur? Montre-moi la direction dans laquelle on lit. Montre-moi un point/un point d interrogation/un point d exclamation/ des guillements. Pourquoi est-ce qu on l utilise? Provide opportunities for the students to work on these skills together, in small groups or as a class. Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Assessment and/or Instructional Strategies and Conference Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

22 Use the conference setting to question students on their use of reading comprehension strategies such as prediction and using prior knowledge. Grille 11b of the Trousse d appréciation de rendement en lecture may be used or adapted Observation Observe and note accuracy of predictions in the large group and individually. Conference Choose 2 or 3 students and ask them to choose a certain book or video among those you have pre-selected, based on information you provide (e.g., Trouve le livre à propos d un lapin qui aime les sports. «Le ballon de Pâques».). Self-evaluation Have students think about the following: Carole, add a period after each sentence O bse rv ati on O bs er ve an d n ot e st ud en t be ha vi ou r du ri ng re ading and viewing situation. Choose one group per day and record their behaviour. Observe how students follow along during shared reading activities. Observe student behaviour in the Resource Centre or Library Checklist Using a checklist such as Grille 16 from the Trousse d appréciation de rendement en lecture, evaluate student concepts of print individually or as a group and reteach concepts as needed. Conference Have the student demonstrate knowledge of the various concepts of print in the context of a conference. This may be done in the context of reading a story (e.g., a running record). 232 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

23 Suggested Resources Les éléments visuels, Appendix C Reading and Viewing: Program Design and Components Pre-reading and Pre-viewing Strategies, Appendix C Trousse d appréciation de rendement en lecture : Immersion française, Maternelle - 3e année. Document d appui Grilles 11a, 11b et 16 Le sondage d observation en lecture-écriture de Marie Clay (Chenelière, ISBN ) Trousse d évaluation GB+ (Éditions Beauchemin) Trousse d évaluation Alpha-jeunes (Scholastic) A collection of levelled booklets and other children s texts; the following are suggestions: Mélissa et ses amis (manuels et livre géant, Collection En tête, ERPI) J'aime le francais et J'enrichis mes lectures (Collection avec les yeux du coeur, Éd. La pensée) Collection GB+, Collection Alizé, Collection Maths et mots et Collection Zap Sciences (Beauchemin) Collection Alpha-jeunes, Collection Alpha-monde et Collection En avant (Scholastic) Collection Je lis, tu lis (Duval) Collection Domino (Chenelière) Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Outcomes KSCO: By the end of Grade 3, students will be expected to call upon simple strategies, experiences and previous knowledge to guide their reading and viewing. SCOs: By the end of Grade One, students will be expected to: use a combination of cueing systems and strategies to construct meaning from text Suggestions for Teaching and Learning It is necessary that students learn to read with meaningful texts which motivate the reader to construct meaning. Students are thereby engaged in problem solving situations and use the cueing systems while reading rather than learning skills in isolation. Model and teach during shared and guided reading how to make use of the cueing systems (les entrées en lecture) to predict, confirm and selfcorrect. In order to use the cueing systems effectively, help students internalize the following questions. Teach and model cueing systems and strategies necessary to construct meaning. For example: Letters link together to make syllables, syllables make words, words makes sentences. There are spaces between words but not between letters. Words are everywhere in our environment, not just in books: stores and restaurants, traffic signs, billboards, television. Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

24 Some words are short, others are long. The first letter in the word often helps us to guess at unknown words. Words have to make sense in a sentence. Illustrations can help us to determine the meanings of words. Letters make sounds, individually and when joined with other letters - a + u = au. Sentences end in punctuation.?! Encourage students to use a variety of cues when reading for pleasure or when reading assigned texts. Provide opportunities for students to read texts at their own level. Use cloze passages to help students use the cueing systems of syntax and semantics to figure out possible words. Use word families to develop a sense of visual cues: for example, moi, toi, soi, loi, quoi, foi, etc., table tableau. Students should begin to monitor their own reading by cross-checking meaning cues with cues from the beginning and last letters of the word. As students encounter words in print, have then identify the sounds made by the beginning letter and think of other words beginning with those sounds. Ask students to find particular words as they prepare to read from a texte géant or grand Continued... livre. Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Assessment and/or Instructional Strategies Observation Monitor students reading to ensure comprehension. Use observation and anecdotal records to note student ability to: use reading strategies answer comprehension questions demonstrate comprehension through other ways of representing, such as drawing and dramatization 234 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

25 participate and respond to oral cloze, word order activities, word family activities Performance Observe and record student ability to participate and make correct responses to: oral cloze passages (to determine student understanding of syntax and semantic cues) word order activities word family activities (using visual cues) Running Record/Miscue Analysis Use running records (le suivi d observation) and an analysis of miscues to assess student progress and to guide teaching: Is the student using the various cueing systems? Are there cueing systems on which the student is over-reliant? An analysis of miscues can determine this. For example, if miscues are always visually related, then there is likely an over-reliance on visual cues. Does the student take risks with predicting unknown words? Does the student attempt to self correct? Does the student read on? reread? break words into parts? find little words in big words? Self-assessment Have students complete a self-assessment such as the Grille d observation 11a or 11b from La trousse d appréciation de rendement en lecture, Maternelle - 3e année. Suggested Resources Reading and Viewing: Program Design and Components, Appendix C Rubric for Reading Evaluation, Appendix C Trousse d appréciation de rendement en lecture : Immersion française, Maternelle - 3e année. Document d appui Grilles 11a, 11b, 17a et 17b First Steps: Reading Resource Book (Heinemann) Le sondage d observation en lecture - écriture ( M. Clay, Chenelière, ISBN ) A collection of children s literature and other ageappropriate texts; the following are suggestions: Collection GB+ et Collection Alizé (Beauchemin) Collection Domino (Chenelière) Collection Alpha-jeunes et Collection Alpha-monde (Scholastic) Collection Je lis, tu lis (Duval) La grand-mère d Aputik (Soleil de minuit, ISBN ) Rosali et Verdi : Les couleurs (Banjo, ISBN ) Décroche-moi la lune (Dominique et compagnie, ISBN ) Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

26 Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Outcomes KSCO: By the end of Grade 3, students will be expected to call upon simple strategies, experiences and previous knowledge to guide their reading and viewing. SCOs: By the end of Grade One, students will be expected to: use a combination of cueing systems and strategies to construct meaning from text Suggestions for Teaching and Learning (Continued) Phonological and Phonemic Awareness Inclusion of phonological and phonemic awareness tasks, as part of a balanced early reading program, has been shown to prevent or reduce persistent reading problems. Phonological awareness instruction has the greatest impact on reading when it is combined with direct and consistent instructions on the semantic, syntactic and pragmatic cueing systems. As students progress through Grade 1, phonemic awareness is reinforced by reading skills and vice versa. At this stage, the connection between sounds and print become more explicit. Students will begin to show consolidation of phonological and phonemic awareness through: identification of initial, final and medial sounds phoneme segmentation and blending phoneme manipulation (e.g., replace the first phoneme of the word toi with /s/ and tell the new word: soi) application of phonological awareness skills and letter-sound knowledge to print (phonics) words analysis/structural analysis. In order to develop these skills, teachers should provide many opportunities for students to participate in oral word play through nursery rhymes, alliteration, poems, songs, finger plays, chants, rhyming stories. Talk about the sounds heard in words and the beats that make up a word. March to the beat of the words in songs or chants. Indicate the number of syllables in words by beating rhythms with musical instruments. Clap hands and count le nombre de syllabes in theme words (e.g., L Halloween, papillon, manchot). Comment specifically on the words that rhyme in stories and poems (Lit, rit - ces mots-là riment!). Ask students to provide the rhyme at the end of a couplet in a story or poem (J aime les bas mais pas les ). Introduce new objects with rhyming clues (e.g., J ai un fruit dans mon sac. Il rime avec homme/chicane/foire etc.). When calling on students, give a rhyme for their name instead of the actual name (e.g., Boshua, c est ton tour.). When putting on clothing to go home, make up rhymes for the items (une botte qui tricote, une mitaine faite de la laine et un chapeau, que c est beau!). Continued Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

27 Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Assessment and/or Instructional Strategies Observation Observe students oral language skills and participation in oral word play and other activities. Note those at risk for difficulty with phonological awareness and phonemic awareness tasks. Observe whether students readily follow the beat or rhythm or words. Observe whether students can identify the number of syllables in words. Observe and note students ability to recognize rhyme, to complete rhyming couplets and to produce rhyme during formal and informal activities. Suggested Resources Phonological Awareness and Phonemic Awareness, Appendix B Reading and Viewing: Program Design and Components -Cueing Systems, Appendix C Conscience phonologique (Chenelière, ISBN ) Le manuel phonique (Jolly Learning ISBN ) Lire en criant ciseau 1-5 (CFORP, FRR-110-S1 (-S5) Entraînement phonologique prélecteurs (Cigale, ISBN ) Sounds Abound: Listening, Rhyming, and Reading (Lingui-Systems, ISBN ) Les clés du savoir : Cartes de l alphabet (Guérin, ISBN ) Les clés du savoir : Cartes de sons (Guérin, ISBN ) A collection of children s songs, poems and rhymes; the following are suggestions: Chansons et comptines 1et 2 (CFORP, FRR-393-S1 et -S2) Poésies, comptines et chansons pour tous les jours (Gallimard, ISBN ) 100 comptines (Fides, ISBN ) Comptines à chanter (Milan, ISBN ) Rondes, jeux de doigts et jeux dansés (Retz, ISBN ) Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

28 Outcomes KSCO: By the end of Grade 3, students will be expected to call upon simple strategies, experiences and previous knowledge to guide their reading and viewing. SCOs: By the end of Grade One, students will be expected to: use a combination of cueing systems and strategies to construct meaning from text Suggestions for Teaching and Learning (Continued) Make up rhymes for items in the classroom or items related to a particular theme. Use rhymes or syllables to dismiss students (Si ton nom rime avec parc, cherche ton manteau. Si ton nom a une syllabe, mets-toi en ligne.) As students become more aware of the structure of words, the teacher may draw their attention to smaller units such as the phoneme or sound. Students learn to relate the sounds they hear to the letters they see for reading and spelling. Phonemic awareness activities focus first on the beginning sounds of words. Think of winter words that start with a particular sound, for example /b/ words such as bonhomme de neige, botte, boule de neige. Play Simon (Jean) dit with instructions for those students whose names begin with a specific sound to complete an action (e.g., Si ton nom commence par /t/, touche la tête. Si ton nom commence par /m/, marche sur place.) Use the tunes of familiar songs to sing about the sounds in words. The following are examples: Quel est le son qui commence les mots : lac et lit et loup? /l/ est le son qui commence les mots lac et lit et loup. Y a un /l/ par-ci, y un /l/ par-là. L...l...l...l partout des l...l /l/ est le son qui commence les mots lac et lit et loup. (Based on Yopp, 1992, sung to Old MacDonald) Peux-tu dire ce son, peux-tu dire ce son? C est le premier son dans mitaine, peux-tu dire ce son? (Hum the tune using the first sound in mitaine) (Based on Blevins, 1997) Incorporate rhymes and beginning sounds to encourage the students to guess words during story time (e.g., Dans cette histoire, le nom du garçon commence par /m/ et rime avec jardin.). When dressing for home or gym, the beginning sound of the clothing items may be stressed (e.g. Qui porte quelque chose qui commence par /s/?). Students listen to a story and raise their hands when they hear a word beginning with a particular sound. As students become more aware of the sounds in words, specific activities may be incorporated into theme work. Game boards, balls, bean bags or musical instruments may be used with many activities as students take their turns. Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Continued Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

29 Assessment and/or Instructional Strategies Conference Conference with students to find out which strategies are being used appropriately and to determine the need for additional instruction. Ask questions such as the following: Que fais-tu quand tu vois un mot que tu ne connais pas? Que fais-tu quand tu ne comprends pas? Que fais-tu quand la phrase n a pas de sens? Conference /Rubric In a one-on-one situation, have students read a short text and then retell the story. Ask questions to determine their level of comprehension. Use a rubric to analyse student responses. Suggested Resources Phonological Awareness and Phonemic Awareness, Appendix B Reading and Viewing: Program Design and Components - Cueing Systems, Appendix C Rubric for Reading Evaluation, Appendix C Trousse d appréciation de rendement en lecture : Immersion française, Maternelle - 3e année. Document d appui First Steps: Reading Developmental Continuum (Heinemann) Une phrase à la fois (Chenelière, ISBN ) Écouter, comprendre et agir (Chenelière, ISBN ) L apprenti lecteur (Chenelière, ISBN ) Conscience phonologique (Chenelière, ISBN ) Le manuel phonique (Jolly Learning ISBN ) Lire en criant ciseau 1-5 (CFORP, FRR-110-S1 (-S5) Entraînement phonologique prélecteurs (Cigale, ISBN ) Phonemic Awareness Activities for Early Reading Success (W. Blevins, 1997, Scholastic) Developing Phonemic Awareness in Young Children (H.K.Yopp, The Reading Teacher, 45(9), Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

30 Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Outcomes KSCO: By the end of Grade 3, students will be expected to call upon simple strategies, experiences and previous knowledge to guide their reading and viewing. SCOs: By the end of Grade One, students will be expected to: use a combination of cueing systems and strategies to construct meaning from text Suggestions for Teaching and Learning (Continued) Engage students on a regular basis in games and activities which focus on phoneme blending, phoneme deletion or phoneme segmentation. Rather than present a combination of activities on a given day, limit activities to one type at a time. Phoneme blending/la fusion des phonèmes Blend larger chunks of words initially (Dis /pou/.../pée/. Maintenant, dis les parties ensemble pour former un mot. Quel est le mot?) To blend individual sounds, at first use words that begin with sounds that can be stretched such as /s/, /m/, /l/, /f/, /r/, et /z/ (e.g., lllllllllit). Use an elastic band as you stretch the sounds, or extend one arm and use the opposite hand to slide up the arm as you say the sounds for a word, such as llllllllaaaaaaaaaacccccccccc. Play guessing games in which students have to guess the answers to riddles by blending sounds. The difficulty will depend on the level of the students (e.g., Je pense à un animal. C est un /ti...gre/). Phoneme deletion/l omission d un phonème Delete one syllable form a compound word (e.g., Dis bonhomme. Dis-le encore sans dire le «bon»). Delete the initial or the final sound of words (e.g., Dis lac. Dis-le encore sans dire le /k/) Delete one sound form a consonant blend (e.g., Dis table. Dis-le encore sans dire le /t/) Read a story orally and switch the beginning or final sound of a word while the students listen for the error (e.g., Petit-bleu est allé à la saison.). The students can identify which sound was changed. Phoneme segmentation/la seg mentation d un phonème Use blocks, tokens or other manipulatives to represent the sounds in Consonant-Vowel-Consonant words as the sounds are stretched or separated orally (e.g., b-e-l, t-o-c, m-u-r, b-e-c, s-o-l). One block is moved across a surface for each sound heard. Drop one marble in a tin can for each sound heard in a word (e.g., poupée, one for /p/, one for /ou/, one for /p/, one for /é/). 240 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

31 Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Assessment and/or Instructional Strategies Observation/Anecdotal Records Keep a record of which letter sounds the students know. Note both directions: can the students give the sounds when shown a picture, can the students name an object after they hear the sound? During shared reading, note whether students can predict words based on the rhymes or initial phoneme. Monitor students ability to follow actions based on identifying the beginning sound in words. Note whether students are able to participate easily in tasks, or whether they require a model. Observe and record students responses during oral activities. Pay attention to the students s incorrect responses as a cue to the students current level of understanding. Observe whether students are able to complete tasks without visual cues or models. Note students responses when asked to blend or segment sounds. Keep a record of the smallest unit the student is able to blend or segment. Suggested Resources Phonological Awareness and Phonemic Awareness, Appendix B Reading and Viewing: Program Design and Components - Cueing Systems, Appendix C Trousse d appréciation de rendement en lecture : Immersion française, Maternelle - 3e année. Document d appui Grilles 17a et 17b Le manuel phonique (Jolly Learning ISBN ) Entraînement phonologique prélecteurs (Cigale, ISBN ) Les clés du savoir : Cartes de l alphabet (Guérin, ISBN ) Les clés du savoir : Cartes de sons (Guérin, ISBN ) Note whether students have mastered sound-symbol correspondences for consonants. Note whether students are able to phonetically read or sound out regular words. Conference In a one-on-one or small group setting, propose a variety of tasks to the students in order to assess phonological awareness. Grilles 17a and 17b from the Trousse d appréciation de rendement en lecture may be used or modified. Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

32 Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Outcomes KSCO: By the end of Grade 3, students will be expected to organize information and ideas using simple strategies SCOs: By the end of Grade One, students will be expected to: experiment with graphic organizers Suggestions for Teaching and Learning Graphic organizers are useful in responding critically to texts (e.g., le diagramme Venn ou les cercles concentriques), or in organizing information from texts (e.g., la matrice, l étoile, la chaîne). A graphic organizer is a visual which illustrates the links between ideas or information. The links are illustrated using lines, arrows, or shapes. The type of graphic organizer used depends on the type of text read. For example, a procedural text can be considered in therms of la chaîne, whereas an informational text such as a magazine article may be better represented using la matrice. It is important that students learn to organize, analyse and use information effectively from texts; graphic organizers are meant to be tools which enhance the process. This outcome builds on SCO and In Grade One, teachers should frequently model the use of a variety of simple graphic organizers. Provide students frequent opportunities to see how a range of graphic organizers can be used to organize information. Have students use graphic organizers independently or in small groups after they have been modelled several times (e.g., brainstorming, research, webs). Teacher support will be required for writing, but students may also represent their ideas through illustrations in the graphic organizer. Model use of graphic organizers for les nouvelles (See First Steps). Model and discuss graphic organizers in the context of presentations so that students become increasingly aware of the information they need to focus on (e.g., who, what, when, where, why) when presenting. Encourage students to organize their thoughts through the use of graphic organizers. Graphic organizers can be used to organize information for a research project, for les nouvelles, for an oral presentation or as a pre-writing activity 242 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

33 Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Worthwhile Assessment and/or Instructional Strategies Observation Observe student use of graphic organizers during group brainstorming sessions, in small group activities and in individual tasks: un diagramme de Venn/des cercles concentriques Suggested Resources Représentations graphiques, Appendix B Trousse d appréciation de rendement en lecture : Immersion française maternelle - 3e année. Document d appui Représentations graphiques et Fiche 23 Kidspiration software from Inspiration une étoile/une constellation Portfolio Collect and evaluate graphic organizers in which students have organized their ideas. These may contain illustrations or writing or both. Presentation Have students use graphic organizers such as the framework for newsharing, Je planifie mes nouvelles, to prepare presentations. Determine whether students have included all the important elements, and if they are effectively utilizing the graphic organizer. Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January

34 Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. Outcomes KSCO: By the end of Grade 3, students will be expected to identify their strategies SCOs: By the end of Grade One, students will be expected to: describe their own reading and viewing strategies Suggestions for Teaching and Learning Metacognition involves the ability to monitor one s own learning by managing and being aware of one s own strategy use. If the reader is aware of the strategies which lead to effective reading and s/he understands when to apply these strategies, then the reader will be better able to construct meaning from texts read. For example, students should be able to monitor their reading, and if something does not make sense, they should be able to self-correct using the cueing systems. Teach and model reading/viewing strategies. Early in the year, many students will concentrate on strategies to read words: letter-sound correspondence acquiring basic sight vocabulary vowel combinations sounding-out words by clapping syllables Once students are comfortable with these strategies, they will learn to link words to form sentences. Model and teach students how to ask questions of themselves when reading and viewing. What do they do when they find a word that they don t know? Teach them to ask themselves: Does it look right? Est-ce que ça a l air correct? Does it sound right? Est-ce que ça sonne bien? Does it make sense? Est-ce que ça fait du sens? Encourage and develop use of reading strategies through modelling and purposeful planning. By discussing and thinking aloud, foster student awareness of the strategies they are using. Some strategies to incorporate into reading activities include: prediction and questioning self-correction word identification use of the three cueing systems reflection and critical thinking Provide opportunities on a daily basis for students to recognize and use these strategies. Keep a class list of reading and viewing strategies. Add to the list as new strategies are practised. Encourage students to use strategies independently as well as with partners, small groups or the whole class. Encourage students to verbalize the strategies they use when reading. Provide students with blank bookmarks to use during silent reading to note any words/sections they had difficulty with, as well as the number of the strategy they tried or used. Have students consider questions such as: Pourquoi est-ce qu on lit? Comment sais-tu qu une personne lit bien? Que fais-tu quand tu vois un mot que tu ne connais pas? Est-ce qu il faut relire plusieurs fois de temps en temps? Pourquoi? Que fais-tu pour t aider à te rappeler ce que tu lis? Qu est-ce que tu fais avant la lecture? Qu est-ce que tu fais pendant la lecture? Qu est-ce que tu fais après la lecture? Students will be expected to plan and manage their reading and viewing by applying strategies in accordance with their needs and the communication situation. 244 Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005

35 Assessment and/or Instructional Strategies Observation Observe and note the various strategies students use when reading in the group or individually. Self-Assessment A self-assessment such as the following can be completed by students during a conference with the teacher. Outils 11a and 11b of the Trousse d appréciation de rendement en lecture may also be used or modified for use. Suggested Resources Reading and Viewing: Program Design and Components - Cueing Systems, Reading Strategies (Word Identification) and Reading Strategies (Comprehension), Appendix C Trousse d appréciation de rendement en lecture : Immersion française, Maternelle - 3e année. Document d appui 2002.Grilles 4, 11a et 11b, 12a et 12b First Steps: Reading Resource Book (Heinemann) Self- Assessment/ Peer Assessment Have students evaluate themselves and their partners during reading and viewing strategies: Est-ce que j ai coupé les mots? Est-ce que mon partenaire a coupé les mots? Est-ce que je me suis corrigé si le mot n a pas fait de sens? Conference Discuss with students the strategies they use when reading,; refer to Questionnaires 12a and 12b of the Trousse d appréciation de rendement en lecture, Maternelle - 3 e année, Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January