Core French A Curriculum and Resource Guide for the Elementary Level September 1994 Core French A Curriculum and Resource Guide for the Elementary Level September 1994 Table of Contents Acknowledgements .....................................................................................................................................v Definition of Terms • Aim ........................................................................................................................................................1 • Goals ......................................................................................................................................................1 • Foundational Objectives ...........................................................................................................................1 • Learning Objectives.................................................................................................................................1 Aim...............................................................................................................................................................1 Goals............................................................................................................................................................1 Expectations of a Core French Program....................................................................................................2 Rationale .....................................................................................................................................................3 Components of the Core Curriculum • The Common Essential Learnings .............................................................................................................4 • Adaptive Dimension............................................................................................................................... 17 Supporting Iniatives Within the Curriculum • Gender Equity ....................................................................................................................................... 18 • Indian and Métis Content and Perspectives ............................................................................................. 18 • Resource-Based Learning...................................................................................................................... 19 The Core French Program • Why Begin Second Language Study Early............................................................................................... 20 • Program Definition ................................................................................................................................ 21 • Articulation ........................................................................................................................................... 21 • Purpose of the Guide ............................................................................................................................. 22 Principles and Methodology • The National Core French Study............................................................................................................. 23 • Course Overview, Grades 1-3 ................................................................................................................ 27 • Course Overview, Grades 4-5 ................................................................................................................ 29 • Foundational Objectives K-5 .................................................................................................................. 30 • Possible Linguistic Content K-5 ............................................................................................................. 31 Approaches to Instruction • The Role of the Teacher ........................................................................................................................ 32 • Cooperative Learning............................................................................................................................. 33 • Correction of Errors............................................................................................................................... 35 • Use of English....................................................................................................................................... 35 • Songs and Rhymes ................................................................................................................................ 35 • Games .................................................................................................................................................. 36 • Use of Puppets...................................................................................................................................... 36 • Stories, Tales and Legends ..................................................................................................................... 36 Teaching the Skills • Listening Comprehension ....................................................................................................................... 38 i • Oral Production ..................................................................................................................................... 38 · Pronunciation ................................................................................................................................. 39 • Reading and Writing .............................................................................................................................. 39 Evaluation • Introduction........................................................................................................................................... 41 • Types of Evaluation ............................................................................................................................... 43 • Guiding Principles of Evaluation in Core French....................................................................................... 44 • Student Evaluation Techniques ............................................................................................................... 45 · Observation Checklists ................................................................................................................... 45 · Rating Scales ................................................................................................................................. 57 · Self-Evaluation............................................................................................................................... 63 · Anecdotal Records ......................................................................................................................... 66 · Teacher Self-Evaluation.................................................................................................................. 72 Organization of the Teaching Units ........................................................................................................... 73 Unit Planning • The Role of Kindergarten in the Study of French..................................................................................... 74 • Planning · Grades 1-3..................................................................................................................................... 74 · Grades 4-5..................................................................................................................................... 74 • Lesson Planning .................................................................................................................................... 75 K-3 • Detailed Course Overview K-3 .............................................................................................................. 77 K-3 Units • Family (Units 1.1a, 1.1b, 2.1, 3.1)............................................................................................................ 79 • School (Units 2.2, 3.2a, 3.2b) .................................................................................................................. 89 • Animals (Units 1.3, 2.3, 3.3) ................................................................................................................... 96 • Clothing (Unit 1.4) ............................................................................................................................... 114 • Environment (Units 1.5, 2.5a, 2.5b, 3.5a) ............................................................................................... 117 • Food (Units 1.6, 2.6, 3.6) ...................................................................................................................... 133 • Physical Activity (Units 1.7, 2.7, 3.7) .................................................................................................... 142 • Travel (Units 1.8, 2.8, 3.8).................................................................................................................... 150 * (1.8 refers to Grade 1, Unit 8. 2.8 refers to Grade 2, Unit 8) K-3 Alternative Units • Alt. 1 The Inuit ................................................................................................................................... 159 • Alt. 2 Home ....................................................................................................................................... 161 • Alt. 3 Occupations .............................................................................................................................