French Program Review West Bay Elementary December, 2015

Transcription

1 French Program Review West Bay Elementary December, 2015 Overview The purpose of this report is to provide our school community with an overview of the K-7 French program at West Bay Elementary, together with an action plan developed to ensure continuous improvement. The report consists of six sections: I. Context II. Scope and Sequence (Central Ideas/Big Ideas and Learning Standards) III. Instructional Strategies IV. Assessment Information V. Action Plan VI. Ways to Reinforce Language Learning at Home Section 1: Context As an IB World School, French instruction is provided for students from Kindergarten to Grade 7. Each grade receives 90 minutes of French instruction per week. The Ministry recently developed a new Core French Curriculum for Grades 5-7 which includes 6 Big Ideas and Learning Standards at each of the grade levels. The Learning Standards outline what students are expected to know. In light of the new Ministry curriculum documentation which reframes the French curriculum, West Bay staff developed a Scope and Sequence from Kindergarten to Grade 7 to ensure a continuum of learning exists throughout the grades. (Please see Section II.) In November 2015 the International Baccalaureate Organization (IBO) conducted an evaluation of our IB Primary Years Programme. Programme evaluation is both a requirement of and a service provided by the IBO for all IB World Schools. The purposes of the evaluation are to assess the implementation of the PYP and to assist schools in developing and maintaining a dynamic programme that reflects the philosophy and the programme standards and practices of the IB. In preparation for this evaluation process our staff completed a self-study and developed an action plan. The action items identified that relate to the IB Standards and Practices and specifically pertain to our French Program are: Specialists refer to specific IB Scope and Sequence documents while writing planners and creating the French K-4 scope and sequence, and Administration finds consistent time for specialists to collaborate with IB Coordinator and classroom teachers within the school schedule. 1

2 As a result of information from the IB review combined with the new Ministry curriculum for Grades 5-7, West Bay teachers and administration conducted a further review of our French program and identified additional action items to ensure continuous improvement. (Please see Section V.) Section 2: Scope and Sequence Kindergarten Language facilitates social interaction including routines, play and developing friendships. Central idea: Every language has its own sounds and rhythms. Language allows us to define our personal worlds. Language can be imaginative, expressive and entertaining. Cultural celebrations strengthen communities. introduce themselves and respond to greetings respond to instructions and directions use French for everyday routines such as roll call and calendar, opening and closing lessons and transition activities Identify the letters and sounds of the French alphabet, noticing differences Distinguish vowel sounds including ou vs u Sing various French songs Describe their families and pets Describe likes and preferences Name classroom items and personal possessions Describe colour, shape and number of objects to 10 Listen for key words in stories, rhymes and songs Make meaning of spoken text through visual cues, familiar words and contextual clues Perform poems, songs and stories that include repeated phrases and rhythms Create collaborative stories as a class Appreciate the cultural significance of various francophone celebrations Discuss symbols and cultural traditions related to festivities Give appropriate wishes and greetings to one another 2

3 Languages follow grammatical patterns to convey intended meaning. Define a sentence as a subject with a verb Combine regular and frequently used verbs with singular pronouns Grade 1 Language facilitates social interaction including routines, play and developing friendships. Every language has its own sounds and rhythms. Caring for a shared space creates community. Language can be imaginative, expressive and entertaining. Spoken language builds connection share how they are feeling use formulaic phrases for everyday social situations such as thanking, apologizing, offering wishes and congratulations Learn simple French playground games and nursery rhymes Learn and review numbers 1-10, colours and classroom objectsh89 Distinguish between the sounds of French and English, and other class languages Distinguish intonation patterns that create statements, exclamations and questions Distinguish common vowel sounds including diphthongs and nasal sounds, ou vs u Sing various French songs Label the plants in the school garden Describe the growth cycle of a plant Describe how to care for a garden Describe likes and preferences Make meaning of spoken text through visual cues, familiar words and contextual clues Perform poems, songs and stories that include repeated phrases and rhythms Make simple evaluative statements about favourite characters in stories Use a model to create their own stories Ask simple questions in order to sustain a brief dialogue Find the verb, subject and object in a familiar sentence 3

4 Language enables collaboration, creativity and discovery Play games that involve listening, memory and information exchange Work together on collaborative tasks such as designing a poster, picture book, menu or fundraiser Grade 2 Language allows us to explore our sense of identity. Every language has its own sounds, rhythms. Languages and cultures change in response to social and cultural developments. Languages follow grammatical patterns to convey intended meaning. Make simple statements about themselves, where they are from, their appearance, etc Design bilingual fiches personelles with identifying details in both languages, ie nom, prénom, age, j aime, etc. Compare the sound of French to English and other languages spoken in the class Recognize differences in intonation depending on question, exclamation or statement Sing songs, rhymes and tongue twisters to internalize the sounds and rhythms of French Recognise common sounds in French, such as ou, oi, on, ai, ain, ille eau, tion and ent Understand that final consonants in French are usually silent (Pauvre Michel, Échos 1, Pearson) Students: Explore the different languages used by peers Understand that the world contains many different languages, some growing and some endangered Recognize that French is an important world language and is closely related to French Research a French-speaking culture and share their findings with peers Learn dances, songs and lore associated with carnival celebrations in Quebec (Voici mon école, Échos 1, Pearson) understand the different patterns of adjectivenoun order use grammatical gender in adjectives and articles 4

5 use articles, singular and plural, definite and indefinite use numbers 1-20 Language use varies according to context. (Les Superbibittes, Échos 1, Pearson) use appropriate greetings depending on time of day use terms of courtesy and politeness differentiate between formal and informal situations use language and play games typical of French children Grade 3 Language allows us to explore our sense of identity. Languages and cultures change in response to social and cultural developments. Languages follow grammatical patterns to convey intended meaning. Spoken language builds connections and understanding. Conduct interviews and surveys, finding out about one another, likes and preferences Use the sentence pattern aimer + infinitive Create a collage exploring who they are and what they are passionate about, along with phrases and quotations they respond to (Des Passe-temps extraordinaires, Échos 2, Pearson) Students: Explore the different languages used by peers Explore the meaning of culture Compare and contrast French and English through written and spoken texts Compare cultural conventions Participate in a skype and/or letter-writing exchange with a French-speaking class (La famille, c est spéciale, Échos 2, Pearson) understand the subject-verb-object structure use negation use prepositions and conjunctions create a children s book using a model use numbers 1-60 (Vive le renard, Échos 2, Pearson) Use simple questions and statements Respond to simple questions about their home life, school and pets 5

6 Language enables collaboration, creativity and discovery Follow simple recipes Create own instructional tasks such as treasure hunts, making a model, invention, etc. Play games that involve listening, memory and information exchange Work together on collaborative tasks such as designing a poster, picture book, menu or fundraiser Grade 4 Language allows us to express and share our emotions. Express their emotional responses to different situations (Quand il fait beau, je suis content; quand il y a un test de maths, je suis nerveux) Spoken language builds connections and understanding and develops communication skills. Literature helps build understanding Language can be used to discuss weather in French Reflecting on our learning helps us set goals. Francophone culture includes celebrations. Ask/respond to simple questions Identify greetings, expressions of politeness Respond to classroom instructions Ask for permission to do something (e.g., go to the washroom) Use French numbers Present simple classroom dialogues Identify key information in texts when reading simple theme-based French readers Locate key words, familiar expressions and true/false statements when reading simple text Listen purposefully to picture stories read in French (e.g., The Little Red Hen) Present skits based on simple scripts Use language involving weather conditions and weather forecasts Announce local and international weather conditions in French during morning announcements Recall and record what French language they have acquired and set goals for their own language learning Identify the advantages of learning French Use basic vocabulary to describe common elements of Francophone cultural celebrations 6

7 Grade 5 Big Ideas (Ministry) Listening and viewing with intent helps us acquire French. With basic French, we can describe ourselves and our interests. Identify French names for the letters of the alphabet Recognize the difference between pronunciation and meaning Make use of visuals to increase understanding Describe activities outside of school Describe interests in simple statements using common, high-frequency vocabulary and structures Describe interests in context of seasons Both verbal and non-verbal cues contribute meaning in language. Meaningful communication is possible in French using simple, high-frequency words and patterns. Francophone culture is a vibrant part of many Canadian communities. Each culture has traditions and ways of celebrating. Recognize common intonation patterns Interpret non-verbal cues to increase understanding Seek clarification of meaning with very simple statements and questions Ask for and tell time Ask and respond to simple commands and questions Identify greetings, expressions of politeness Identify Respond to classroom instructions Demonstrate basic awareness of Francophone cultural influence in Canada Locate places where bilingualism signs are mandatory Sing the bilingual version of the national anthem of Canada Identify places in Canada with significant Francophone communities A Francophone cultural festival or celebration in Canada Identify elements of own cultural background and record using a French template Use basic vocabulary to describe common elements of cultural festivals and celebrations 7

8 Grade 6 Big Ideas (Ministry) Listening and viewing with intent help us understand a message. Language learners use strategies to help them understand and acquire language. Meaningful communication is possible in French using simple, high-frequency words and patterns. With basic French, we can describe important people in our lives. Stories allow us to understand ideas in a meaningful way. Learning about a Francophone community helps us develop cultural awareness. Students will learn to: Respond to creative works (movies) in French Use the verbs être and avoir through watching and singing along with a music video using these verbs Use visuals or technology to assist in communicating Use verbs and expressions related to the market place in order to present skits set in that context (related to Unit of Inquiry on Economics); verbs and expressions include acheter, vendre, vouloir, pouvoir, très cher, moins cher, bon marché Use greetings and expressions of politeness Make and respond to simple requests Express preferences and interests Share their weekend activities in French Use one or two adjectives to describe physical attributes and personality traits of family members and pets Identify specific information from French resources to complete tasks Employ basic strategies to increase understanding of texts Comprehend high-frequency words and patterns in simple texts Describe sequence of events in texts Identify elements of a Francophone cultural community in Canada Share information about an element of a Francophone cultural community in Canada Identify contributions of prominent Francophones (especially those who have had a global impact) Grade 7 Big Ideas (Ministry) Students will learn to: Listening and viewing with intent helps us understand an increasing Interpret gestures, body language, facial expressions, intonation, and tone of voice variety of messages. Meaningful interactions are Use key vocabulary and structures to ask and 8

9 possible even with limited French. With basic French, we can explain why things are of interest to us and others. Stories allow us to understand ideas in a meaningful way. There are vibrant Francophone communities in many regions of the world. Francophone communities in different parts of the world have similarities and differences. respond to different types of questions Seek clarification of meaning with a variety of statements and questions Follow directions to complete a task, by responding to questions, or by asking relevant follow-up questions Use expressions to describe locations of objects and people through songs and games Use basic vocabulary related to concept of justice ; read from simple French readers Express preferences and interests Use adverbs of quantity and verbs to demonstrate preparation of foods of interest to them Describe physical activities that help maintain balanced lifestyles (connected to Unit of Inquiry on Healthy lifestyles) Use expressions to state opinions of works of art, using verbs including aimer, dessiner, peindre Understand and retell simple stories Read from simple theme-based French readers, simple stories and other texts Research Francophone communities and make historical and cultural connections through creating timelines and biographies Describe similarities/differences between elements of Canadian/International Francophone communities Section 3: Instructional Strategies The following instructional strategies are used to support achievement of the learning standards: Active listening with the intent to understand Increasing cultural knowledge and awareness through cultural activities Performing skits and plays Making posters Drawing and labelling pictures Playing games Viewing and listening to videos (e.g., Carnaval de Québec ) Listening to known stories using picture books (e.g., The Little Red Hen ) Choral reading Repetition Reading simple French readers and completing comprehension activities Critiquing student art using French vocabulary that is displayed in a galérie d art Singing songs to enhance learning of vocabulary and grammar 9

10 Creating alternative versions of songs or stories, adapting events or characters Use of visuals to assist in communication Purposeful conversations with a peer in French Using dictionary skills to explore parts of speech Classes begin with greetings, date, weather using French Writing class books Using class apps like ShowMe and Book Writer to showcase learning. Section 4: Assessment Information Our French teachers use a variety of assessment tools, some of which include: Rubrics Anecdotal notes Checklists Quizzes On-going oral feedback (pronunciation, intonation/expression and use of acquired vocabulary) Written exercises to assess reading comprehension Section 5: Action Plan As a result of the review of our program, the follow action items were identified: Communication between home and school will be enhanced in the following ways: o Regular communication regarding the French content being covered o French teachers will complete comprehensive overviews of their programs for each of the three reporting periods; these will include learning standards addressed, instructional strategies implemented and ways to support the learning at home. These overviews will be included in the Communicating Student Learning Folders. o French teachers will be available to meet parents during Learning Conferences and Student-Led Conferences; sign-up sheets will be posted. Specialists refer to specific IB Scope and Sequence documents while writing planners and creating the French K-4 scope and sequence; Administration looks at school schedule and structures to find consistent time for specialists to collaborate with IB Coordinator and classroom teachers; West Bay teachers will continue to connect with Grade 8 French teachers to ensure students are entering high school with the breadth and depth of the knowledge and skills needed to successfully participate in French classes; French teachers will continue to connect with French specialists in other IB World Schools throughout the Lower Mainland (e.g., IB PYP Extravaganza); Administration will continue to ensure French teachers receive ongoing Professional Development which may include attending conferences or visiting other sites; Administration finds structures to support collaboration between primary and intermediate French teachers to ensure consistency of approach and a continuum of learning; Administration will continue to ensure French teachers are provided with the necessary resources to supplement/enrich their programs (e.g., theme-based readers) 10

11 French teachers will continue to collaborate with school s Digital Literacy expert to explore ways to embed technology into the learning (e.g., finding appropriate apps) French teachers will continue to explore ways to differentiate within the program to meet the diverse needs of learners; A French tab will be added to the school website so parents can access resources to support the learning at home; Improve the visual display of French throughout the school; Each school day over the school PA system, student leaders will continue to deliver the opening section of the morning message in French, stating the date, number of teachers absent, and guest teachers names. Section 6: Ways to Support Language Learning Access resources to support language learning through the West Vancouver Memorial Library at Help your child review key vocabulary and structures; repetition is crucial in the learning of a language Encourage your child to read simple French texts Access YouTube videos related to the learning of the French language for children (for example, to reinforce vocabulary related to telling time) Use Duolingo, a computer program and app designed for students learning a language (including French) Contact your child s teacher at any time to set up an appointment should you wish further information regarding the French program and your child s progress: o Mme L. Lhotak (K Gr. 3): llhotak@wvschools.ca o Mme N. Jetha (Gr. 4 7): njetha@wvschools.ca 11