picture of practice for grade 6 french

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Arla Strauss and Carole Bonin Curriculum Consultants for Basic French Bureau de l’éducation

française Éducation Manitoba

[email protected]@gov.mb.ca

PICTURE OF PRACTICE FORGRADE 6 FRENCH

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PICTURE 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.

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Vision and Goals of FrenchThe French course aims to provide all students in Manitoba with quality French instruction which enables them to communicate in The 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.

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Guiding Principles 1. The course focuses on authentic communication, based on students’ interests

and experiences.

2. A literacy based approach supports increased language proficiency; teaching methodology follows the cycle of speaking-reading-writing, with a particular emphasis on oral communication.

3. Profiles and exemplars in language competencies guide student progress and teacher planning.

4. French culture is regularly integrated into the teaching and learning of French.

5. The value of learning about other languages and cultures is fostered.

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Methodology for Teaching French as a Second Language (English Program)

Oral skills are the foundation for learning in Basic French (50% of class time should be dedicated to oral communication).

A literacy-based approach beginning with the development of oral skills will allow students to develop good reading and writing skills.

On the report card, the teacher uses the information gathered from these three areas to report on the students’ skills and knowledge, placing an emphasis on oral communication. Reading and writing skills are supported by the students’ ability to communicate orally.

culture2. reading

3. writing

1. oral

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Methodology

Oral skills: It is important that all communication begin with an oral interaction. The teacher models orally a sentence that stimulates an authentic conversation with the students. During guided interaction, the students use the model to interact 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 to accomplish more cognitively demanding tasks. In order to activate students’ prior knowledge, the teacher models orally a sentence, based on the theme of the text that is to be read, which then fosters an authentic dialogue with the students. This interaction between the teacher and the students reinforces the link between oral communication and reading. 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 oral communication and reading comprehension. In order to activate this knowledge, the teacher engages the students in a discussion based on the writing goal related to the theme. The teacher models the writing process on the board as required, using structures that have already been seen and practiced. Students are now ready to write their own text, using the model as a guide.

2. reading

3. writing

1. oral

culture

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En route vers le succès langagier en Français de base

L’école – le plan et le personnel Niveau : 6e année

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En route vers le succès langagier en Français de base

Performance Criteria Suggested Activities Linguistic Content ResourcesCommunication: Students are able to communicate their ideas. Students can: ask and answer simple questions related

to the theme describe their school and the staff who

work there understand 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 communication• gradually develop spontaneity• choose task-appropriate vocabulary• use grammatically correct structuresCulture: Students develop awareness of French-speaking cultures and discover some of the advantages of learning and speaking French. Students can: identify similarities and differences

between their school and a Francophone school

Strategies: Students develop communication strategies. Students can recognize and use the strategies that they need to accomplish the task (see annex, p. 53-56).

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’il y a dans la classe?

Il y a 12 garçons et 14 filles dans la classe.

- Est-ce qu’il y a des ordinateurs dans la classe? (un projecteur, une bibliothèque, une table, une horloge, un tableau blanc interactif, des casiers, un divan, une plante). Il y a / Il n’y a pas / Il y a ____ (nombre).

Voici la bibliothèque. Mme Bérard travaille à la bibliothèque. Elle est très sympa.

Voilà le gymnase. Mlle Dupont est l’enseignante au gymnase. Elle est très sportive. M. Legault est l’enseignant de la 4e année. Il est aimable. Voici le bureau. Mme Morissette travaille au bureau. Elle est la directrice. Elle est sérieuse. Voici la cafétéria. J’adore la soupe et les biscuits à la cafétéria!

- Qui est l’enseignant de la… année?- Où travaille Mme Morissette?- Quelles sont les différentes salles dans ton école?

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, Le Trésor enterré, Les bloggeurs; Mon école de 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 ronde 3, Nelson- Voici mon école, Échos 1, Pearson- Je fais le plan de ma classe, Comment faire? 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, Collection Galaxie, 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 Ça Commence (Thème 2, leçons 2 et 3), Pearson Education.Chanson- Que j’aime pas les devoirs, Oui, Gregg LeRock

The majority of the resources are available at the DREF. www.dref.mb.ca

Suggestions on Integrating Culture

Students explore the Web site of a Francophone school to familiarize themselves with the similarities and differences between their school and the Francophone one.

http://clesperance.dsfm.mb.ca/Tournee_ECL.html

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.

http://www.dref.mb.ca/

http://clesperance.dsfm.mb.ca/Tournee_ECL.html

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Report Card Categories and Curricular Links

Basic French Support Document: En route vers le succès langagier en Français de base http://www.edu.gov.mb.ca/m12/frpub/ped/fdb/succes/docs/document_complet.pdf

Report Card Category Curricular Outcomes En route, 6e année L’école - Le plan et le personnel

Oral communication: Listens and speaks to communicate ideas and to interact with others.

understand the meaning of oral communication

express himself orally according to the purpose of the communication

Students can: ask and answer simple questions related to the theme describe their school and the staff who work there use pronunciation, intonation and speed in a way that

facilitates communication gradually develop spontaneity choose task-appropriate vocabulary use grammatically correct structures

Reading: Reads for meaning and responds to written text (reading comprehension and written comprehension).

understand the meaning of different types of authentic and adapted texts

Students can: understand various authentic, school-related texts use pronunciation, intonation and speed in a way that

facilitates communication

Writing: Writes to communicate ideas and information.

express in writing ideas related to a particular subject

understand and use, orally and in writing, syntactic structures and vocabulary related to the fields of experience

Students can: describe in writing their school and the staff who work there choose task-appropriate vocabulary use grammatically correct structures

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Sample 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.

4 3 2 1

1. Je peux parler en phrases complètes.

√

2. Je peux parler avec une prononciation appropriée.

√

3. Je peux parler avec spontanéité.

√

4. Je peux parler avec un volume et un débit (rythme) approprié.

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5. Je peux faire le contacte des yeux avec mon auditoire.

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6. 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.

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Il y a un manque de détails intéressants sur mon école dans ma présentation.

Commentaires de ton enseignant (e):_________________________________________________________________________________________________

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Ma 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.

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Basic French Report Card Categories

Oral communication: listens and speaks to communicate ideas and to interact with others.

4 Thorough understanding and in-depth application of concepts and skills

Communicates ideas clearly using appropriate structures, with correct pronunciation, in complete sentences

3 Very good understanding and application of concepts and skills

Communicates ideas in complete sentences using appropriate structures and pronunciation with some prompting from the teacher

2 Basic understanding and some application of concepts and skills

Repeated modeling of the structure and pronunciation required in order to communicate ideas in complete sentences

1 Limited understanding and minimal application of concepts and skills; see teacher comments

With repeated modeling, the student is still unable to communicate with correct pronunciation and in complete sentences

ND Does Not yet Demonstrate the required understanding and application of concepts and skills

Is not yet able to communicate in French

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Reading: Reads for meaning and responds to written text (reading comprehension and written comprehension).


Reads grade-level texts with fluency and accuracy using literacy strategies that have been taught; understands and responds to a variety of familiar texts


Requires 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 texts


Requires 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 texts


Requires consistent support to read grade-level texts with modeling of literacy strategies; requires consistent support to understand and respond to familiar texts


Is not yet able to read grade-level texts

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Writing: Writes to communicate ideas and information.


Writes various types of texts in complete sentences on familiar topics respecting the conventions of writing


Requires some support to write various types of texts in complete sentences on familiar topics respecting the conventions of writing


Requires significant support to write various types of texts in complete sentences on familiar topics respecting the conventions of writing


Requires consistent support to write various types of texts in complete sentences on familiar topics respecting the conventions of writing


Is not yet able to write various types of texts

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Where 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:

General Become 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.

Specific Recognize 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.

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Where 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 be made in regards to the student’s understanding of an element of culture such as the student’s ability to identify similarities and differences between his own culture and that of a francophone culture. This comment could 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 school decision in the learning behaviour section of the report card. For example, one or more of the following could be used: participates in cultural activities, gives hispersonal reflection on cultural activities, respects cultural differences andrecognizes the value of learning French.

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Resources to Support Assessment and Evaluation in French

En route vers le succès langagier en Français de basehttp://www.edu.gov.mb.ca/m12/frpub/ped/fdb/succes/docs/document_complet.pdf

À vos marques, prêts, partez! A Must Have Guide for Teachers, p. 41-46 Annexes- Chantons, bougeons, amusons-nous http://www.edu.gov.mb.ca/m12/frpub/ped/fdb/folklorique_48/docs/document_complet.pdf

Strategies for Success, Tools for the Second-language classroom, Nelson Education-chapters 1 & 5 Pathways- Oral Language Development in FSL, Nelson Education

www.dref.mb.ca (Resources are available for loan from the DREF.)

http://www.edu.gov.mb.ca/m12/frpub/ped/fdb/succes/docs/document_complet.pdf

http://www.edu.gov.mb.ca/m12/frpub/ped/fdb/folklorique_48/docs/document_complet.pdf

http://www.dref.mb.ca/

picture of practice for grade 6 french

Documents

french language

learning of french

students skills

teaching french

oral communication

french culture

basic french bureau

development of oral