PICTURE OF PRACTICE FOR GRADE 6

Basic French

24/04/2012

Arla Strauss and Carole Bonin Curriculum Consultants for Basic French Bureau de l’éducation française, Éducation Manitoba [email protected] [email protected] PICTURE OF PRACTICE FOR GRADE 6 BASIC FRENCH

The categories on the new provincial report card for Basic French clearly illustrate the competencies to be taught and to be evaluated: oral communication, reading and writing.

This document, Picture of Practice, aims to clearly define the importance of emphasizing oral communication and the explicit teaching of reading and writing within the literacy-based approach. Teachers will find a description of the methodology for teaching French as an additional language on page 3.

An excerpt from the support document En route vers le succès langagier en Français de base is included to support teachers as they plan for their teaching and assessment. This chart outlines the components of a thematic unit, L’école, grade 6 and includes performance criteria, suggested activities, the integration of culture, linguistic content and suggested resources.

Further, included in this document are the report card categories as they relate to curricular outcomes and the activities suggested in En route; a sample assessment rubric for oral communication is also provided in student friendly language to assist teachers and students.

Vision and Goals of French

The Basic 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.

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.

In order to implement these principles, it is necessary to ensure an appropriate amount of instructional time and to provide support for teacher education in the areas of language proficiency, second language methodology, and cultural knowledge. Methodology

1. 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.

2. 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.

3. 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. En route vers le succès langagier en Français de base – This table is taken from the support document En route vers le succès langagier en Français de base, p.36, illustrates the literacy-based methodology, the scaffolding of activities from grades 4-10, links to curricular outcomes, and the integration of culture.

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

Performance Criteria Suggested Activities Linguistic Content Resources Communication: Students are able to Before touring the school with his students, the - Combien de garçons et de filles est-ce qu’il y Livres communicate their ideas. Students can: teacher asks questions about the school layout - Mon école (Parle-moi de ton école, Le  ask and answer simple questions and staff. a dans la classe? Trésor enterré, Les bloggeurs; Mon école related to the theme de rêve), À la ronde 2, Nelson After practising the linguistic content orally, - L’école Lajoie, Alizé, Beauchemin describe their school and the staff Il y a 12 garçons et 14 filles dans la classe. students create a layout of their actual or ideal - À l’école, Mon premier théâtre des lecteurs, who work there school (on paper, on the computer using - Est-ce qu’il y a des ordinateurs dans la Chenelière  understand various authentic, Photostory, slide presentation, etc.) and present it - L’environnement (Allons à l’école), À la ronde to the class. school-related documents 3, Nelson classe? (un projecteur, une bibliothèque, Language: Students are able to use the - Voici mon école, Échos 1, Pearson Students take a guest or parent on a tour of their linguistic content/structures with ease and - Je fais le plan de ma classe, Comment precision, both orally and in writing. school. They also describe the school staff. une table, une horloge, un tableau blanc faire? Série rouge-lilas, Chenelière - Mon école, En avant, Scholastic  use pronunciation, intonation and Suggestions on Integrating Culture interactif, des casiers, un divan, une - Des coins spéciaux à l’école, Alpha-monde, speed in a way that facilitates Students explore the Web site of a Francophone plante) Scholastic - Des aventures de partout (p. 5), Poster Pals communication school to familiarize themselves with the  gradually develop spontaneity similarities and differences between their school Il y a / Il n’y a pas / Il y a ____ (nombre). - Ce n’est pas mon passe-temps, Collection and the Francophone one. Galaxie, Heinemann Educational Publishers  choose task-appropriate - Viens voir mon école, Collection Petits curieux, vocabulary http://clesperance.dsfm.mb.ca/Tournee_ECL.html ERPI  use grammatically correct - Voyages francophones, Cultur-osité, Nelson Voici la bibliothèque. Mme Bérard travaille structures With the teacher’s help, students can contact Module Culture: Students develop awareness of students in a Francophone school and discuss - Le cas mystérieux de monsieur Leblanc

French-speaking cultures and discover some their school's layout (epals). They can also ask à la bibliothèque. Elle est très sympa. (Notre école, leçon 1), Oxford Canada Ça of the advantages of learning and speaking questions using the linguistic content/structures Commence (Thème 2, leçons 2 et 3), French. learned. Voilà le gymnase. Mlle Dupont est Pearson Students can: Education. The teacher can read the sections about school in  identify similarities and l’enseignante au gymnase. Elle est très Chanson the book Voyages francophones, Cultur-osité, differences between their school - Que j’aime pas les devoirs, Oui, Gregg Nelson so that the students can better understand and a Francophone school the school system in a few Francophone sportive. LeRock Strategies: Students develop communication countries. strategies. Students can recognize and use the The majority of the resources are available at the M. Legault est l’enseignant de la 4e strategies that they need to accomplish the DREF. www.dref.mb.ca task (see annex, p. 53-56). 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.

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: . understand the meaning of oral Students can: Listens and speaks to communicate ideas communication . ask and answer simple questions related to and to interact with others. the theme . express himself orally according to . describe their school and the staff who work the purpose of the communication there . use pronunciation, intonation and speed in a way that facilitates communication . gradually develop spontaneity . choose task-appropriate vocabulary . use grammatically correct structures Reading: . understand the meaning of different Students can: Reads for meaning and responds to written types of authentic and adapted texts . understand various authentic, school- text (reading comprehension and written related texts comprehension). . use pronunciation, intonation and speed in a way that facilitates communication Writing: . express in writing ideas related to a Students can: Writes to communicate ideas and particular subject . describe in writing their school and the staff information. who work there . understand and use, orally and in . choose task-appropriate vocabulary writing, syntactic structures and . use grammatically correct structures vocabulary related to the fields of experience Sample Evaluation Rubric of the Final Project for L’école, Grade 6

CARTE DE ROUTE:

ÉVALUATION DU PLAN DE MON ÉCOLE

Je m’appelle ______C’est le ______

Je suis indépendant (e). Je suis capable. Je fais du Il me faut de Je ne suis pas Total : progrès. l’aide. capable en ce moment. / 24 pts. 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. 5. Je peux faire le contacte des yeux avec mon auditoire. 6. Je peux offrir Il y a au moins 12 détails Il y a 8-11 détails Il y a 5-7 détails Il y a 1-4 détails Il y a un manque beaucoup de intéressants sur mon école dans intéressants sur intéressants sur intéressants sur de détails détails. ma présentation. mon école dans mon école dans mon école dans intéressants sur ma présentation. ma présentation. ma présentation. mon école dans ma présentation. Commentaires de ton enseignant (e): ______

______

Ma réflexion personnelle sur mon travail

Ce travail démontre que …

Il me faut de l’aide pour…

Ma réflexion sur la culture … (can be done en anglais)

This sample rubric contains criteria that reflect the oral component for the final project as suggested in En route vers le succès langagier en Français de base, L’école, Grade 6. For criterion number 6, the number of details required was decided upon by the students, guided by the teacher, during co-construction of the rubric.

The rubric and the student’s personal reflection are photocopied back-to-back. Students can use the rubric as a carte de route when preparing their final project. They later return the rubric to their teacher who uses it for summative assessment purposes as the student demonstrates his learning. The student is able to complete the personal reflection in French by referring to the list of criteria (je peux statements) which were co-constructed in class. They may also reflect on what degree of quality they attained for each criterion. This metacognitive process allows the students to become independent learners and thinkers and it empowers them to be responsible for their learning.

Par exemple: 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… 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. The indicators, numbered 4 3 2 1 are written in student-friendly language and align with the indicators on the provincial report card. As the student demonstrates his learning, the teacher records observations in the appropriate columns on the rubric, then totals the score.

See the following pages for a description of the Academic Achievement Scale as it relates to French and a description of how to include the integration of culture on the report card. 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 Communicates ideas clearly using appropriate of concepts and skills structures, with correct pronunciation, in complete sentences 3 Very good understanding and application of Communicates ideas in complete sentences using concepts and skills appropriate structures and pronunciation with some prompting from the teacher 2 Basic understanding and some application of Repeated modeling of the structure and concepts and skills pronunciation required in order to communicate ideas in complete sentences 1 Limited understanding and minimal application of With repeated modeling, the student is still unable concepts and skills; see teacher comments to communicate with correct pronunciation and in complete sentences ND Does Not yet Demonstrate the required Is not yet able to communicate in French understanding and application of concepts and skills

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

4 Thorough understanding and in-depth application Reads grade-level texts with fluency and accuracy of concepts and skills using literacy strategies that have been taught; understands and responds to a variety of familiar texts 3 Very good understanding and application of Requires some support to read grade-level texts concepts and skills with fluency and accuracy using literacy strategies that have been taught; understands and responds to a variety of variety of familiar texts 2 Basic understanding and some application of Requires significant support to read grade-level concepts and skills texts with fluency and accuracy using literacy strategies that have been taught; understands and responds to a variety of familiar texts 1 Limited understanding and minimal application of Requires consistent support to read grade-level concepts and skills; see teacher comments texts with modeling of literacy strategies; requires consistent support to understand and respond to familiar texts ND Does Not yet Demonstrate the required Is not yet able to read grade-level texts understanding and application of concepts and skills

Writing: Writes to communicate ideas and information.

4 Thorough understanding and in-depth application Writes various types of texts in complete sentences of concepts and skills on familiar topics respecting the conventions of writing 3 Very good understanding and application of Requires some support to write various types of concepts and skills texts in complete sentences on familiar topics respecting the conventions of writing 2 Basic understanding and some application of Requires significant support to write various types concepts and skills of texts in complete sentences on familiar topics respecting the conventions of writing 1 Limited understanding and minimal application of Requires consistent support to write various types concepts and skills; see teacher comments of texts in complete sentences on familiar topics respecting the conventions of writing ND Does Not yet Demonstrate the required Is not yet able to write various types of texts understanding and application of concepts and skills Where and How Do I Comment on the Outcomes for Culture?

Within the three categories of oral communication, reading, and writing, cultural experiences 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 Outcomes:

. 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.

Teachers have two choices on where and how to report on culture.

1. 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.

2. 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 his personal reflection on cultural activities, respects cultural differences and recognizes the value of learning French.

Resources to Support Assessment and Evaluation in Basic French

. 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

. A 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

Resources can be borrowed from the DREF: www.dref.mb.ca