Présentation au sujet: "PICTURE OF PRACTICE FOR GRADE 6 FRENCH"— Transcription de la présentation:
1PICTURE OF PRACTICE FOR GRADE 6 FRENCH QwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbjlqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbjlopasdfghjklzxcvbnmqwertyuiopasdfghPICTURE OF PRACTICE FOR GRADE 6 FRENCHArla Strauss and Carole Bonin Curriculum Consultants for Basic French Bureau de l’éducation françaiseÉducation Manitoba
2PICTURE OF PRACTICE FOR GRADE 6 French The categories on the new provincial report card for French clearly illustrate the competencies to be taught and to be evaluated: oral communication, reading and writing. The accompanying document, Picture of Practice, aims to define the importance of emphasizing oral communication and the explicit teaching of reading and writing within the literacy-based approach. Additional information can also be found on page 53 in the document Manitoba Report Card Support Document, Partners for Learning, Grades 1 to 12.
3Vision and Goals of French The French course aims to provide all students in Manitoba withquality French instruction which enables them to communicate inThe French language and to appreciate francophone cultures.The goals of the course are to give students the opportunity:to acquire the necessary language skills to communicate in French;to value the learning of French as a tool for personal, intellectual, and social growth;to demonstrate an appreciation of Francophone cultures;to further develop intercultural communication skills to benefit today’s global citizens.
4Guiding PrinciplesThe course focuses on authentic communication, based on students’ interests and experiences.A literacy based approach supports increased language proficiency; teaching methodology follows the cycle of speaking-reading-writing, with a particular emphasis on oral communication.Profiles and exemplars in language competencies guide student progress and teacher planning.French culture is regularly integrated into the teaching and learning of French.The value of learning about other languages and cultures is fostered.
5Methodology for Teaching French as a Second Language (English Program) Oral skills are the foundation for learningin Basic French (50% of class time shouldbe dedicated to oral communication).A literacy-based approach beginning with thedevelopment of oral skills will allow studentsto develop good reading and writing skills.On the report card, the teacher uses the information gathered from thesethree areas to report on the students’ skills and knowledge, placing anemphasis on oral communication. Reading and writing skills are supportedby the students’ ability to communicate orally.2. reading3. writing1. oralculture
6Methodology Oral skills: 2. reading3. writing1. oralcultureOral skills:It is important that all communication begin with an oral interaction. The teacher models orally a sentence thatstimulates an authentic conversation with the students. During guided interaction, the students use the model tointeract with the teacher, further modeling the target sentence. Next, the students will interact with a partner(independent interaction) allowing them to use and reuse the structures.Reading:It is important that reading mirrors the oral conversations that have taken place and that it allows students toaccomplish more cognitively demanding tasks. In order to activate students’ prior knowledge, the teacher models orallya sentence, based on the theme of the text that is to be read, which then fosters an authentic dialogue with thestudents. This interaction between the teacher and the students reinforces the link between oral communication andreading. The teacher also models, in French, the necessary reading strategies.Writing:It is important that writing integrate the knowledge and skills that the students have acquired through oralcommunication and reading comprehension. In order to activate this knowledge, the teacher engages the students in adiscussion based on the writing goal related to the theme. The teacher models the writing process on the board asrequired, using structures that have already been seen and practiced. Students are now ready to write their own text,using the model as a guide.
7En route vers le succès langagier en Français de base L’école – le plan et le personnel Niveau : 6e année
8En route vers le succès langagier en Français de base Performance CriteriaSuggested ActivitiesLinguistic ContentResourcesCommunication: Students are able to communicate their ideas. Students can:ask and answer simple questions related to the themedescribe their school and the staff who work thereunderstand various authentic, school-related documentsLanguage: Students are able to use the linguistic content/structures with ease and precision, both orally and in writing.Students can:use pronunciation, intonation and speed in a way that facilitates communicationgradually develop spontaneitychoose task-appropriate vocabularyuse grammatically correct structuresCulture: Students develop awareness of French-speaking cultures and discover some of the advantages of learning and speaking French.identify similarities and differences between their school and a Francophone schoolStrategies: Students develop communication strategies. Students can recognize and use the strategies that they need to accomplish the task (see annex, p ).Before touring the school with his students, the teacher asks questions about the school layout and staff.After practising the linguistic content orally, students create a layout of their actual or ideal school (on paper, on the computer using Photostory, slide presentation, etc.) and present it to the class.Students take a guest or parent on a tour of their school. They also describe the school staff.Combien de garçons et de filles est-ce qu’ily a dans la classe?Il y a 12 garçons et 14 filles dans la classe.- Est-ce qu’il y a des ordinateurs dans laclasse? (un projecteur, une bibliothèque,une table, une horloge, un tableau blancinteractif, des casiers, un divan, uneplante).Il y a / Il n’y a pas / Il y a ____ (nombre).Voici la bibliothèque. Mme Bérard travailleà la bibliothèque. Elle est très sympa.Voilà le gymnase. Mlle Dupont estl’enseignante au gymnase. Elle est trèssportive.M. Legault est l’enseignant de la 4e année.Il est aimable.Voici le bureau. Mme Morissette travailleau bureau. Elle est la directrice. Elle estsérieuse.Voici la cafétéria. J’adore la soupe et lesbiscuits à la cafétéria!- Qui est l’enseignant de la… année?- Où travaille Mme Morissette?- Quelles sont les différentes salles dans tonécole?The vocabulary and expressions are those of the classroom. In Grade 6, students are able to use le présent et l’impératif in context.Livres- Mon école (Parle-moi de ton école, LeTrésor enterré, Les bloggeurs; Mon écolede rêve), À la ronde 2, Nelson- L’école Lajoie, Alizé, Beauchemin- À l’école, Mon premier théâtre des lecteurs,Chenelière- L’environnement (Allons à l’école), À la ronde3, Nelson- Voici mon école, Échos 1, Pearson- Je fais le plan de ma classe, Commentfaire? Série rouge-lilas, Chenelière- Mon école, En avant, Scholastic- Des coins spéciaux à l’école, Alpha-monde, Scholastic- Des aventures de partout (p. 5), Poster Pals- Ce n’est pas mon passe-temps, CollectionGalaxie, Heinemann Educational Publishers- Viens voir mon école, Collection Petits curieux,ERPI- Voyages francophones, Cultur-osité, Nelson Module- Le cas mystérieux de monsieur Leblanc(Notre école, leçon 1), Oxford Canada ÇaCommence (Thème 2, leçons 2 et 3), PearsonEducation.Chanson- Que j’aime pas les devoirs, Oui, GreggLeRockThe majority of the resources are available at the DREF.Suggestions on Integrating CultureStudents explore the Web site of a Francophone school to familiarize themselves with the similarities and differences between their school and the Francophone one.With the teacher’s help, students can contact students in a Francophone school and discuss their school's layout (epals). They can also ask questions using the linguistic content/structures learned.The teacher can read the sections about school in the book Voyages francophones, Cultur-osité, Nelson so that the students can better understand the school system in a few Francophone countries.
9Report Card Categories and Curricular Links Report Card CategoryCurricular OutcomesEn route, 6e annéeL’école - Le plan et le personnelOral communication:Listens and speaks to communicate ideas and to interact with others.understand the meaning of oral communicationexpress himself orally according to the purpose of the communicationStudents can:ask and answer simple questions related to the themedescribe their school and the staff who work thereuse pronunciation, intonation and speed in a way that facilitates communicationgradually develop spontaneitychoose task-appropriate vocabularyuse grammatically correct structuresReading:Reads for meaning and responds to written text (reading comprehension and written comprehension).understand the meaning of different types of authentic and adapted textsunderstand various authentic, school-related textsWriting:Writes to communicate ideas and information.express in writing ideas related to a particular subjectunderstand and use, orally and in writing, syntactic structures and vocabulary related to the fields of experiencedescribe in writing their school and the staff who work thereBasic French Support Document: En route vers le succès langagier en Français de base
10Sample Evaluation Rubric of the Final Project for L’école, Grade 6 Évaluation du plan de mon écoleJe m’appelle _____________________________________ C’est le ___________________Total :/ 24 pts.Je suis indépendant (e).Je suis capable.Je fais du progrès.Il me faut de l’aide.Je ne suis pas capable en ce moment.4321Je peux parler en phrases complètes.√Je peux parler avec une prononciation appropriée.Je peux parler avec spontanéité.Je peux parler avec un volume et un débit (rythme) approprié.Je peux faire le contacte des yeux avec mon auditoire.Je peux offrir beaucoup de détails.Il y a au moins 12 détails intéressants sur mon école dans ma présentation.Il y a 8-11 détails intéressants sur mon école dans ma présentation.Il y a 5-7 détails intéressants sur mon école dans ma présentation.Il y a 1-4 détails intéressants sur mon école dans ma présentation.Il y a un manque de détails intéressants sur mon école dans ma présentation.Commentaires de ton enseignant (e):_________________________________________________________________________________________________
11Ma réflexion personnelle sur mon travail Ce travail démontre que… je peux parler en phrases complètes. Il me faut de l’aide pour… parler avec une prononciation appropriée. Ma réflexion sur la culture… (can be done en anglais) I liked the book Voyages francophones. In Haiti, the students wear uniforms to school. I do not wear a uniform. I am very happy about that.
12Basic French Report Card Categories Oral communication: listens and speaks to communicate ideas and to interact with others.4Thorough understanding and in-depth application of concepts and skillsCommunicates ideas clearly using appropriate structures, with correct pronunciation, in complete sentences3Very good understanding and application of concepts and skillsCommunicates ideas in complete sentences using appropriate structures and pronunciation with some prompting from the teacher2Basic understanding and some application of concepts and skillsRepeated modeling of the structure and pronunciation required in order to communicate ideas in complete sentences1Limited understanding and minimal application of concepts and skills; see teacher commentsWith repeated modeling, the student is still unable to communicate with correct pronunciation and in complete sentencesNDDoes Not yet Demonstrate the required understanding and application of concepts and skillsIs not yet able to communicate in French
13Basic French Report Card Categories Reading: Reads for meaning and responds to written text (reading comprehension and written comprehension).4Thorough understanding and in-depth application of concepts and skillsReads grade-level texts with fluency and accuracy using literacy strategies that have been taught; understands and responds to a variety of familiar texts3Very good understanding and application of concepts and skillsRequires some support to read grade-level texts with fluency and accuracy using literacy strategies that have been taught; understands and responds to a variety of variety of familiar texts2Basic understanding and some application of concepts and skillsRequires significant support to read grade-level texts with fluency and accuracy using literacy strategies that have been taught; understands and responds to a variety of familiar texts1Limited understanding and minimal application of concepts and skills; see teacher commentsRequires consistent support to read grade-level texts with modeling of literacy strategies; requires consistent support to understand and respond to familiar textsNDDoes Not yet Demonstrate the required understanding and application of concepts and skillsIs not yet able to read grade-level texts
14Basic French Report Card Categories Writing: Writes to communicate ideas and information.4Thorough understanding and in-depth application of concepts and skillsWrites various types of texts in complete sentences on familiar topics respecting the conventions of writing3Very good understanding and application of concepts and skillsRequires some support to write various types of texts in complete sentences on familiar topics respecting the conventions of writing2Basic understanding and some application of concepts and skillsRequires significant support to write various types of texts in complete sentences on familiar topics respecting the conventions of writing1Limited understanding and minimal application of concepts and skills; see teacher commentsRequires consistent support to write various types of texts in complete sentences on familiar topics respecting the conventions of writingNDDoes Not yet Demonstrate the required understanding and application of concepts and skillsIs not yet able to write various types of texts
15Where and How Do I Comment on the Outcomes for Culture? Within the three categories of oral communication, reading, and writing, culturalexperiences should be woven regularly into the classroom activities.Curricular outcomes:GeneralBecome aware of the culture of his own community, the culture of the francophone communalities in Canada and in the world as well as those of other people in Canada and the world.SpecificRecognize the presence of francophones;Identify elements of francophone cultures;Appreciate francophone culture;Describe the similarities and differences between one’s own culture and that of francophone cultures.
16Where and How Do I Comment on the Outcomes for Culture? Teachers have two choices on where and how to report on culture.In the anecdotal section of the report card, a specific comment can bemade in regards to the student’s understanding of an element ofculture such as the student’s ability to identify similarities and differencesbetween his own culture and that of a francophone culture. This commentcould reflect a comparison in the area of music, food, film, language structures,art, behaviours, school, etc.In the area of local option, Cultural Awareness could be added as a schooldecision in the learning behaviour section of the report card. For example, one or moreof the following could be used: participates in cultural activities, gives hispersonal reflection on cultural activities, respects cultural differences andrecognizes the value of learning French.
17Resources to Support Assessment and Evaluation in French En route vers le succès langagier en Français de baseÀ vos marques, prêts, partez! A Must Have Guide for Teachers, pAnnexes- Chantons, bougeons, amusons-nousStrategies for Success, Tools for the Second-language classroom, NelsonEducation-chapters 1 & 5Pathways- Oral Language Development in FSL, Nelson Education(Resources are available for loan from the DREF.)