Oregon Brief for the McDougal Littell Discovering French Nouveau! French Program: A Standards-Based Program

Transcription

1 Oregon Brief for the McDougal Littell French French Program: A Standards-Based Program For more information, please contact: Lance Hansen, OR Sales Representative Phone: Al Gosney, Northwest Regional Manager Phone: X

2 1. Physical Description of Submission: McDougal Littell, : A Standards-Based Program Five hardbound student textbooks, five hardbound teacher editions, four teacher resource packages, ten student workbooks, twenty-seven Unit Resource Books, one Total Physical Response Storytelling booklet, five student eedition CD-ROMs, twelve teacher CD-ROMs, four video programs, four audio programs, four online teacher lesson plans, four online teacher assessments, four packages of transarencies, one Chansons music CD, one Middle School Bridging Packet, three French readers.

3 2. Research For McDougal Littell, French User Study Research In the absence of independent, standardized national testing for beginning and intermediate French students, McDougal Littell conducted the following User Survey in preparation for the 2004 revision of. In April 2000, a User Survey was conducted among French teachers using French 1998 in their classrooms. A total of 1,110 teachers participated in the survey. Among the 42 items on the survey document, teachers were asked to rate their overall satisfaction with the French Program. Eighty-one percent (81%) of the teachers responded that they were either extremely satisfied or very satisfied with French. Only six percent (6%) responded that they were either unsatisfied or very unsatisfied. These levels of satisfaction are extremely rare in any kind of user survey research. Additional evidence of this is the fact that over seventy percent (70%) of the teachers indicated that they would adopt a revision, or a new edition of French in the future. The major reasons included: 1. Teachers liked the textbook overall. It had a good presentation with good basics, and met teaching standards, 2. A great variety of ancillary materials were readily available to teachers, and 3. The program appeals to students; it meets their needs and promotes involvement. In addition to the above, teachers characterized the strengths of French in the following manner: 1. The program covered all aspects of language learning, 2. The videos are correlated to the text, 3. The textbooks are attractive with bright colors and are visually appealing, and 4. The textbooks contain good, practical vocabulary, with good oral and written exercises. Regarding classroom effectiveness, an overwhelming majority of teachers thought French was most effective in supporting instruction of vocabulary (79%) and grammar (77%) followed closely by culture (73%). Over 65% of the teachers rated French effective in the areas of speaking, listening, reading, and writing.

4 The characteristics of French that teachers cited as especially strong in the program were: Flexibility of teaching approaches, Recognition to production (moving from basic understanding to fluency), Real world applications, and Integrated technology. Changes to the 2004 Edition The following improvements were made in preparing the 2004 revision of : Tests de contrôle with diagnostic page references have been added to the pupil editions. A thematic vocabulary list has been added to the end of each unit. References to resources have been added to the pupil editions. A new workbook, Activités pour tous, with leveled practice, has been added. Teacher-to-Teacher Copymasters have been added to the program. Absent Student Copymasters are new to this edition. Family Involvement copymasters are new to this edition. Family Letters, one letter per unit, intended for parents, are new to this edition. Additional multiple-choice test items have been added to the assessment package. Print ancillaries have been repackaged by unit, and titled Unit Resource Books. All video footage corresponding to is updated, as necessary. It is also available on DVD. An Online Workbook has been added for additional vocabulary, grammar, listening, and reading practice. PowerPoint Grammar Presentations on CD-ROM are available for all of the grammar boxes in the pupil editions. There is a new lesson planner entitled EasyPlanner on CD-ROM. There is a new online lesson planner entitled EasyPlanner Plus Online. A new Test Generator CD-ROM has been developed. There is a new etest Plus Online testing program. There is an new video program for.

5 3. Criteria Documentation: 1. Provides instructional strategies, and instructional support materials to ensure that students have the opportunity to acquire the skills necessary to achieve the Oregon Content Standards for second Languages (World Languages) (Benchmark Stages 1-5 instruction). The McDougal Littell Program provides instructional strategies, and instructional support materials to ensure that students have the opportunity to acquire the skills necessary to achieve the Oregon Content Standards for second Languages (World Languages) (Benchmark Stages 1-5 instruction).please see the attached correlations of to the Oregon Second Languages (World Languages) Content Standards. 2. Incorporates a variety of authentic realia (e.g. objects or activities used to relate classroom teaching to the real life) into instructional strategies and assessment. a/b Authentic realia is incorporated into instructional strategies and assessment at every level of the program, as seen in the following examples: 1a: p. 16 (Astérix) 1a): p. 33 (directory) 1a: p. 53 (Euros) 1b: p. 275 (retail catalog) p. 15 (Astérix) p. 33 (directory)p. 53 (Euros) p. 118 (tv listings) p. 9 (Euros) p. 41 carnet du jour birth announcement p. 163 (menu) p. 214 (concert billboard) p. 34 (beauty products) p. 111 (camping brochures p. 151 (telephone card) p. 190 (travel brochures) p. 228 (Guide Michelin) Assessment (Unit Resource Books) URB 3, p. 172 URB 3, p. 172 URB 2, p. 74 URB 2, p. 110

6 3. Provides open-ended activities that require language production and expression Levels 1a/b, 1 and 2: Carefully-sequenced vocabulary and grammar activities lead to open-ended expression. À votre tour! activities require open-ended language production. : Langue et Communication activities progress from guided practice to open-ended communication. Après la lecture activities require language production and expression, based on the themes of the reading. a/b 1a: pp. 100, 143, 145 1a: pp pp. 100, 143, 145 pp pp. 120, 125, 283 pp. 127, 287 pp pp p. 175

7 4. Focuses on real-life situations; integrates themes and functions in ways that mirror real-life situations. Units focus on real-life themes and daily activities, as seen in the Tables of Contents. Le français pratique illustrates real-life situations through captioned photos and illustrations. Vidéo-scène lesson openers present real-life vignettes, and are illustrated by outtakes of the integrated video. Vocabulary presentations are supported by illustrations and photos from everyday life. Practice activities focus on real-life teenage situations. a/b 1a: p. iv 1b: p. iii 1a: p.136 1a: p a: p. 143 pp. iii-x p.136 p. 138 p. 143 pp. iii-xi pp p. 69 pp. iv-xiv p. 48 p. 89 : Info Magazine sections present highinterest topics from contemporary french life. p. 33

8 5. Provides age-appropriate student activities/tasks in terms of themes/functions, and conversations. Unit themes focus on topics that are teen-centered: Lesson dialogs involve teenage characters in a variety of everyday settings. Practice activities reflect all aspects of teenagers lives. Notes culturelles introduce cultural topics directly related to the lives of teens. Photos and illustrations predominantly depict teenagers. Reading selections are age-appropriate. a/b 1a: p. 14 1a: p. 74 1a: p. 15 1a: p a: p. 120 p. 14 p. 74 p. 15 p. 110 p. 120 p. 54 p.59 p. 210 p. 164 p. 128 p. v p. 43 p. 166 p. 93 : Info Magazine sections present ageappropriate, high-interest contemporary readings. p. 109

9 6. Provides instructional strategies and materials that address a wide range of learning styles and abilities. Pourquoi parler français? provides practical reasons for learning French for students of all abilities and learning styles. Frequent use of photos, and the integrated video appeal to the visual learner. Functional illustrations/cartoons, drawn by native French artists, ensure comprehension for all students. Color coding (gold, green, blue, purple) consistently indicates the focus of each lesson page. Short lessons give a sense of accomplishment and progress. Listening, speaking, reading, and writing strategies emphasize various approaches to developing each language skill. Graphic organizers help students make comparisons and contrasts between English and French. The Activités pour tous Workbook contains practice at three levels of difficulty. Integrated audio appeals to the auditory learner. The Online Workbook, and additional Classzone.com practice resources appeal to students who are motivated by technology. a/b 1a: p. 2 1a: p. 16 1a: p. 28 1a: p. 80 1a: p. 115 p. 2 p. 16 p. 28 p. 80 p. 115 p. 130 p. 128 p. 156 p. 58 p. 75 p. 73 p. 76 pp. 42, 44 p. 92

10 7. Vocabulary is presented in context, is accessible, introduced, re-enforced and continuously reviewed throughout instructional materials. Vocabulaire et Communication sections introduce new vocabulary in functional terms with the aid of contextualized illustrations and photos. Vocabulary is practiced in a variety of contextualized speaking and writing activities. Supplementary vocabulary offers communicative functions for immediate implementation. Vocabulary is re-enforced throughout the remaining lessons in the unit through a variety of activities. End-of-unit Tests de contrôle review vocabulary through informal assessment. All unit vocabulary is summarized in the Vocabulaire section. a/b 1a: p. 74 1a: p. 76 1a: p. 85 1a: p a: p. 116 p. 74 p. 76 p. 85 p. 115 p. 116 p. 322 p. 322 p. 343 p. 358 p. 360 p. 84 p.113 p. 87 : Vocabulary taught in Levels 1 and 2 is recycled through two types of readings: Info Magazine Lecture p. 71 p. 93

11 8. Reinforces appropriate language arts skills as well as integrates skills and concepts from other content areas. Learning About Language sections reinforce basic language arts skills. Language Comparisons make direct comparisons between English and French. Grammar presentations make comparisons between English and French grammar concepts. Composition writing sections include a writing process that reinforces language arts writing skills. Conexions sections integrate skills and concepts from other content areas such as geography, social studies, music, science, and health. Comparaisons de Langue compares the French and English languages. a/b 1a: p. 84 1a: p. 98 1a: p b: p b: p. 416 p. 84 p. 98 p. 158 p. 297 p. 416 p. 168 p. 178 p. 249 p. 268 p. 183 p. 80 : Lectures (classical literary selections) Interlude culturel sections integrate skills and concepts from art, history, music, and geography. Writing skills are further developed through open-ended writing assignments. p. 56 pp. 60, 98 p. 51

12 9. Assessments are aligned with instructional strategies and materials (e.g. listening instruction has similar structure and included with listening assessment) in: SPEAKING Instructional strategies/materials for speaking in the pupil edition: Speaking assessment in the Unit Resource Books (URB): a/b 1a: pp. 101,102 URB 3, pp. 168, 170 pp. 101,102 URB 3, pp. 168, 170 pp. 115, 117 URB 2, pp. 201, 202 pp. 84, 85 URB 2, pp READING Instructional strategies/materials for reading in the pupil edition: Reading assessment in the Unit Resource Books (URB): a/b 1a: p. 122 URB 3, p. 174 p. 122 URB 3, p. 174 pp. 128, 129 URB 2, p. 207 pp. 71, 73, 93 URB 2, pp. 89, 91

13 LISTENING Instructional strategies/materials for listening in the pupil edition: a/b 1a: pp. 92, 99, 102 pp. 92, 99, 102 pp. 100,101, 108 pp , 77 Listening assessment in the Unit Resource Books (URB): URB 3, pp. 166, 167 URB 3, pp. 166, 167 URB 2, pp. 109, 200 URB 2, pp WRITING Instructional strategies/materials for writing in the pupil edition: a/b 1a: pp. 99, 101, 103 pp. 99, 101, 103 pp. 117, 12, 137 pp. 80, 86,87 Writing assessment in the Unit Resource Books (URB): URB 3, pp. 175, 176 URB 3, pp. 175, 176 URB 2, pp. 208, 209 URB 2, pp. 108, 109

14 10. Provides ongoing formative and summative assessments in a variety of formats in: SPEAKING The pupil editions include ongoing formative speaking assessments: a/b 1a: pp. 102, 113 pp. 102, 113 pp. 117, 127 pp. 113, 115 The teacher editions include Portfolio formative assessments Classroom Management 1a: pp. 103, 113 pp. 103, 113 p. 117 p. 122 The Unit Resource Books include summative speaking assessments: URB 3, p. 168 URB 3, p. 168 URB 2, p. 203 URB 2, pp. 105,106,107 READING The pupil editions include ongoing formative reading assessments: a/b 1a: pp. 110, 112, 121 pp. 110, 112, 121 pp , 139 pp. 137, 139 The teacher editions include ongoing formative readings assessments: 1a: p. 122 p. 122 p. 139 The Unit Resource Books include summative reading assessments: URB 3, p. 172 URB 3, p. 172 URB 2, p206 URB 2, pp. 91, 92

15 LISTENING The pupil editions include ongoing formative listening assessments: a/b 1a: pp. 92, 99, 107 pp. 92, 99, 107 pp. 109, 121, 131 Audio Program: The Unit Resource Books include summative listening assessments: URB 3, pp. 166, 167 URB 3, pp. 166, 167 URB 2, pp. 199, 200 URB 2, pp. 26, 27 URB 2, WRITING The pupil editions include ongoing formative writing assessments: a/b 1a: pp. 103, 115 pp. 103, 115 pp. 117, 127 pp. 115, 139 The teacher editions include Ongoing formative writing assessments Classroom Management Portfolio assessments 1a: p. 97 1a: p. 103 p. 97 p. 103 p. 107 p. 117 p. 115, 123 The Unit Resource Books include summative writing assessments: URB 3, p. 175 URB 3, p. 175 URB 2, p.208 URB 2, p. 108

16 11. Program scope and sequence progresses and combines content in a logical and realistic manner within a category. The Scope & Sequence chart, located in the frontmatter of each teacher edition, shows how the content in progresses in a logical and realistic manner. a/b 1a: pp. T14-T27 1b: pp. T14-T27 pp. T14-T27 p. T14 p. T42-T Provides instructional activities within lessons that progress logically and realistically from input through instruction to language production as described by standards. Vocabulary is introduced in the Vocabulaire et Communication section followed by a variety of instructional activities that build to student production in the À votre tour! section. a/b 1a: pp. 74, 80 pp. 74, 80 pp. 102, 104 Grammar concepts are introduced in the Langue et Communication section of each lesson, followed by a variety of instructional activities. 1a: pp. 84, 85, 90 pp. 84, 85, 90 pp. 110, 117 pp Additional vocabulary is introduced and practiced in the Langue et Communication section. Instructional activities for both grammar and vocabulary build to student production in the À votre tour! section. p. 112 : Le français pratique sections are followed by a variety of instructional activities. pp ; 84

17 13. Language models are clear and appropriate to the listening, speaking, reading, writing and proficiency level of the students. Levels 1a/b, 1 and 2: Models for practice activities are in red type in the pupil editions. Listening model Speaking model Reading model Writing model Lecture reading sections are heavily illustrated. Vidéo-scène listening sections form a continuous storyline and are heavily illustrated. a/b 1a: p. 99 1a: p. 94 1a: p. 90 1a: p a: p. 125 p. 99 p. 94 p. 90 p. 113 p. 125 p. 103 p. 171 p. 118, 172 p. 108 : Language models are provided when necessary at this intermediate language level: Speaking Writing pp. 76, 79, 85 p. 79, 87

18 14. Provides a variety of high quality non-print media that is appealing. Levels 1a/b, 1 and 2: The video program is integrated into the pupil edition through video outtakes. The audio program is integrated into the pupil edition. Audio icons signal activities supported by the audio program. Grammar presentations in the pupil editions are supported by PowerPoint presentations on CD-ROM. a/b 1a: pp. 14, 82 1a: pp. 72, 74 1a: p. 84 pp. 14, 82 pp. 72, 74 p. 84 pp. 42, 54 pp. 42, 50 p. 113 Teacher Edition The video program is noted at point of use in each lesson. The audio program is noted at point of use in each lesson. TE, pp. 74, 84, 112 TE, pp. 84, 88 Additional non-print media titles appeal to a variety of student learning styles: eedition CD-ROM Overhead Transparencies Chansons Songs on CD The following non-print titles are available to the teacher: EasyPlanner CD-ROM EasyPlanner Plus Online Test Generator CD-ROM

19 15. Provides clear objectives, explanations, and examples that allow for independent student use. Student objectives are described in functional terms at the beginning of each unit. Lesson objectives are repeated in the end-of-lesson À votre tour! section where students have the opportunity to show they have met these objectives Grammar concepts are explained clearly, with color coding of key points, examples, and supporting visuals. Direction lines to practice activities are in clearly-worded English in Levels 1a/b and 1, and in French in Levels 2 and 3. Models accompany practice activities. Functional illustrations appear on every page. a/b 1a: p. 70 1a: p. 80 1a: p a: p. 32 1a: p. 36 p. 70 p.80 p. 177 p. 32 p. 36 p. 98 p. 127 p. 122 p. 159 p. 114 p. 70 p. 78 p. 79 p. 79 p. 159

20 16. Provides comprehensive meaningful materials for language practice outside the classroom. The pupil editions include references to Classzone.com activities. self-check exercises in the Tests de Contrôle section of each unit. reading strategies and followup comprehension and critical thinking questions. Additional practice resources include Activity Workbook Activités pour tous workbook with leveled practice. eedition CD-ROM Integrated Video Program Integrated Audio Program Chansons music CD Classzone.com with online workbook a/b 1a: pp. 70 1a: pp a: p. 191 pp. 70 pp p. 191 pp. 98 pp p. 85 p. 170

21 17. Provides for integrated practice of listening, speaking, reading and writing. Listening, speaking, reading and writing skills are integrated in each lesson: Individual activities are clearly labeled regarding the skill(s) focus. Écouter listening practice Parler speaking practice Lire reading practice Écrire writing practice a/b 1a: p. 80 1a: p. 74 1a: p. 74 1a: p. 90 1a: p. 91 p. 80 p. 74 p. 74 p. 90 p. 91 p. 127 p. 120 p. 122 p. 120 p. 122 p. 112 p. 113 p. 109 p. 110

22 18. Promotes the diversity of distinct cultures and individuals that share the target language. All French-speaking regions are represented through Notes culturelles, and readings that focus on specific Francophone countries and regions. Notes culturelles: La Martinique Québec Le Sénégal Haïti Entreacte readings L Algérie Images readings Québec Les Acadiens du Canada à la Louisiane La France d outre-mer L Afrique Interlude culturel La France, une mosaïque Les Antilles Francophones L Afrique dans la Communauté a/b p. 19 p. 31 p. 105 p. 151 p.305 p. 19 p. 31 p. 105 p. 151 p.305 p. 260 p. 262 p. 266 pp pp pp pp

23 19. Is formatted for efficient student and teacher use. Each level of is formatted into units. Each unit is divided into lessons. Levels 1A and B each contain four units for use at the middle school. Each section within the lesson is clearly labled: Levels 1a/b, and 1 1. Vocabulaire et Culture OR Conversation et Culture 2. Langue et Communication 3. À votre tour! 1. Culture OR Vidéo-scène 2. Voculaire et Communication OR Langue et Communication 3. À votre tour! 4. Lecture 1. Info Magazine 2. Partie 1: Le français pratique 3. Langue et Communication 4. Info Magazine 5. Partie 2: Le français pratique 6. Langue et Communication 7. Lecture 8. Interlude Culturel a/b 1a: pp. 72, 92 1a: p. 94 1a: p. 102 pp. 72, 92 p. 94 p. 102 pp. 100, 108 pp. 102, 110 p. 118 p. 109 p. 112 p. 114 p. 134 p. 140