FRENCH AS A SECOND LANGUAGE CURRICULUM MAPPING GUIDE CORE FRENCH, GRADES 4-8

Transcription

1 FRENCH AS A SECOND LANGUAGE CURRICULUM MAPPING GUIDE CORE FRENCH, GRADES 4-8 Acknowledgement Acknowledgement 1

2 The HWDSB gratefully acknowledges the efforts of many groups and people that have contributed to this document. We would like to thank the Ministry Of Education for funding the Curriculum Mapping Guide Project, as part of the Canada-Ontario Agreement on Minority Language Education and Second Official Language Education. Also, thanks to the Niagara District School Board who provided the mapping of the curriculum expectations across all grades in both Core and Immersion. Lastly, we acknowledge the work and contributions of the project team: Susanna Beatrice-Gojsic, Instructional Coach FSL Core Jackie Brown, Teacher FSL Immersion Carole Knezevic, Teacher FSL Core Christine Rees, French as a Second Language Consultant Vanessa Swan, Instructional Coach, FSL Immersion 2

3 Table of Contents PREFACE...4 The Purpose of the Guide...4 Vision and Goals of French as a Second Language Curriculum:...4 Enduring Ideas in the French as a Second Language Curriculum:...5 The Common European Framework of Reference (CEFR)...7 Assessment/Evaluation...8 High Yield Strategies How this Guide Works? A. Listening B. Speaking C. Reading D. Writing Strategy List Les stratégies de prise de parole Les stratégies de lecture Les stratégies d écriture Resources

4 PREFACE The Purpose of the Guide In the Spring of 2014, the Ministry of Education released: The Ontario Curriculum, French as a Second Language: Core French, grades 4 8, Extended French, Grades 4 8, and French Immersion, Grades 1 8. The document replaces The Ontario Curriculum, French as a Second Language: Core French, Grades 4-8 and The Ontario Curriculum, French as a Second Language: Extended French, Grades 4 8; French Immersion, Grades 1 8, Beginning September 2014, all elementary French as a second language (FSL) programs will be based on the expectations outlined in the document. The Revised Curriculum is designed to support student engagement and achievement in FSL through a program that is coherent, relevant and age appropriate. In particular it focuses on creating life-long language learners by developing critical literacy skills that are needed to grow in an ever-changing global community. It focuses on connecting students to the curriculum, so that students may see themselves reflected in what is taught, how it is taught, and how it applies to the world at large (3). The purpose of this guide is to support teachers in the implementation of the revised curriculum. The Guide provides activities, strategies, and assessment and evaluation tools to support the vision and goals of the revised curriculum. In addition, the guide highlights resources that also support the development of communication and critical thinking skills within the FSL classroom. Vision and Goals of French as a Second Language Curriculum: All programs in the French as a second language curriculum at the elementary and secondary levels share a common vision, as follows: Vision Students will communicate and interact with growing confidence in French, one of Canada s official languages, while developing the knowledge, skills, and perspectives they need to participate fully as citizens in Canada and in the world. Goals In all French as a second language programs, students realize the vision of the FSL curriculum as they strive to: Use French to communicate and interact effectively in a variety of social settings; Learn about Canada, its two official languages, and other cultures; Appreciate and acknowledge the interconnectedness and interdependence of the global community; Be responsible for their own learning, as they work independently and in groups; Use effective language learning strategies; Become lifelong language learners for personal growth and for active participation as world citizens. To achieve these goals, the revised curriculum recognizes that students need to acquire a strong oral foundation in French language by focusing on communicating in French. They need to understand the value of learning another language, and have opportunities to apply critical thinking skills in order to communicate and interact positively throughout their daily interactions. It reemphasizes communicating a message by using knowledge of vocabulary and language structures while taking into consideration the purpose, the audience and real-world situations and context for communicating. In this sense, the revised curriculum ultimately strives to foster an interest in language learning that continues not only during a student s time in school but later in life. 4

5 Enduring Ideas in the French as a Second Language Curriculum: The revised curriculum identifies seven enduring ideas necessary for developing life-long language learners. These are embedded throughout the four strands of the curriculum (listening, speaking, reading and writing) and are as follows: Authentic Oral Communication: Reception, Production, and Interaction (p9) In order to develop lifelong language learning, it is important for students to hear, see, use and reuse French in meaningful and authentic contexts. The revised curriculum recognizes that teaching language as a system of disconnected and isolated components gives learners some knowledge of the language, but does not allow them to use the language effectively. Effective language use requires learners to apply communication skills in meaningful an authentic contexts. It is the teacher s responsibility to provide meaningful context within which student s communicate. Meaningful contexts are based on student interests and real-life scenarios, and require students to receive comprehensible input : clear, coherent and relevant messages that are understandable. Input should be slightly challenging as teacher s scaffold students towards listening, speaking, reading and writing in an authentic way. To do so, students must hear, use and reuse the input they receive by interacting in varied authentic situations: Interaction in French is pivotal in this curriculum. Teachers and student should also use French both inside the classroom and beyond as a means to develop comprehensible input. French is no longer the object of instruction, rather it is the medium through which students use the target language to complete specific tasks presented within authentic and meaningful contexts. 5

6 Listening, Speaking, Reading, and Writing: Interconnected but Distinct (p9) To develop lifelong language learning skills, students must be given multiple opportunities to listen and respond to texts and to others, speak and interact with others, read, view, and respond to a variety of texts; and write a variety of texts for many different purposes and audiences (p9). Listening and speaking skills are springboards to reading writing. The curriculum recognizes the interconnectedness of these four skills: If students hear it, they can say it. If students can say it, they can read it. And if students can read it, they can write it (p9). It is important for teachers to recognize that listening, speaking, reading and writing skills cannot be taught in isolation, rather teachers should scaffold students as they use inquiry, problem-solving and critical thinking skills to navigate through the French language and make meaning within their daily interactions. Development of Language Learning Strategies (p10) Language learning strategies are the tools learners use to navigate through a new language. Students can use a numbers of strategies to learn more effectively. The revised curriculum categorizes these strategies as follows: Cognitive: strategies that involve the direct manipulation of the language itself, such as remembering information and understanding or producing messages in French. Meta-cognitive: strategies that involve planning, thinking about the learning process as it is taking place, and monitoring and evaluating one s progress. Social and affective: Strategies enhance cooperation and help student regulate their emotions, motivations, and attitudes as they learn French through interacting with others. It is necessary for teachers to explicitly teach language learning strategies in authentic and relevant contexts. Students must have multiple opportunities to practice and become consciously aware of these strategies, in order to effectively select he ones necessary for a particular task. While the exemplars provided throughout the curriculum provide suggestions of strategies by grade and program, it is important to note that language learning strategies are NOT grade or program specific. They can be used interchangeably by students as they learn to make meaning. Interdependence of Language and Culture (p10) Language and culture are not distinct; they are strongly intertwined. Throughout the revised curriculum, expectations that deal with the development of intercultural understanding are included throughout each of the four strands. Two essential elements of intercultural understanding are intercultural awareness and intercultural competence. By exploring various diverse cultures with students, and allowing students to make personal connections to cultural and universal behaviors, traditions and beliefs, helps to develop intercultural awareness. Intercultural competence is developed when teachers encourage students to develop respect for others, curiosity, tolerance, empathy and communicative awareness (7).Throughout the revised curriculum, expectations that deal with the development of intercultural understanding and awareness help students to make connections to French-speaking communities locally, in Ontario, in Quebec, In Western and Eastern Canada, in the Americas outside Canada and in Europe. Emphasis on Critical and Creative Thinking Skills (p10) Critical and creative thinking skills are applied daily by learners of a second language. Problem-solving is an important critical and creative thinking skill. As students navigate through a new language, they continuously apply these skills in order to make sense of what they hear, read, see and say. Initially students will be exposed to a variety of texts aural and written - with simple language. In order to scaffold students, teachers model a range of strategies used to understand and respond to texts. When students think critically about the language learning strategies they use to hear, read, see and ultimately understand French language, they develop critical literacy skills. 6

7 Goal Setting and Reflection (p10) The revised curriculum states that goal setting and reflection are important aspects that will serve students both in the classroom and beyond (p11). Goal setting and reflection engages students in their own learning by making them accountable for monitoring their progress and developing their meta-cognitive skills as they grow as language learners. In order to support the development of meta-cognitive skills, it is important that learners receive descriptive feedback from teachers and peers to help them reflect upon their areas of strength and need. The revised curriculum provides examples of strategies that can be used to scaffold reflective discussion about their strength and needs. As students reflect upon their learning, they are able to better identify, apply, adapt or modify these strategies in the future. Making Real-World Connections (p11) Making real-world connections helps students to see themselves reflected in the learning. Learning becomes authentic and purposeful when subjects and themes allow students to make personal connections. The revised curriculum states that through the exploration of themes and topics related to other subject areas, students will see that communication in French is an important skill that is applicable beyond the FSL classroom (p11). Integrated learning allows students the opportunity to work towards meeting expectations in two or more subject areas within a single unit, lesson or activity. The revised curriculum provides teachers the opportunity to explore aspects of language, the arts, health and physical education, social studies, history, and geography, and science and technology, within the context of FSL. As a result, students are able to relate language and learning from the FSL classroom to other areas of their lives. In addition, teachers can facilitate meaningful contact with French-speaking individuals by using authentic materials to support language learning and by facilitating participation in language camps, and immersion programs. The Common European Framework of Reference (CEFR) The CEFR is a tool that can be used to plan, instruct and assess the competencies needed by second-language learners. It is a framework that was developed under the direction of the Council of Europe and provides a common description of second-language proficiency. It describes competencies of the second-language learner in five areas: spoken production, spoken interaction, listening, reading and writing. In addition, it provides six levels of proficiency that are described in terms of Can Do statements. While there is no explicit reference to the CEFR within the curriculum, the expectations, examples and teacher prompts reflect the stages of learning of the CEFR. In the past, language instruction placed greater importance on oral production (memorizing and rehearsing messages). It was often grammar driven whereby French was the object of instruction teachers taught abou the grammatical aspects of the French language. The seven enduring ideas, and the overall and specific expectations of the revised curriculum reflect the philosophy of the CEFR. This philosophy views language acquisition as a social act: language users and learners are social actors who must use language for an authentic purpose. Communication is purposeful and spontaneous, and grammar is presented in context, not as grammar checklists or vocabulary lists. In a CEFR inspired classroom, French is the language of communication by both teacher and students, and the emphasis is primarily on developing proficiency in oral communication skills. Students are exposed to a variety of French oral, written and visual texts, and student talk time is maximized by using varied instructional strategies and activities. There is evidence of communicative and action-oriented tasks that develop the 5 language competencies. The action-oriented tasks are purposeful and open-ended. The tasks require knowledge of the appropriate use and function of a language which enables learners to communicate for a specific purpose in a real-life interaction (1.3). In addition, in a CEFR inspired classroom, students have repeated opportunities for reflection on their learning to identify their strengths, needs and next steps. Throughout this guide, references are made to three levels of proficiency: A1, A2, B1. Specific links are made between these three levels and the curriculum strands. The references are intended to guide teachers in developing action-oriented and authentic tasks within the context of the curriculum expectations. 7

8 Assessment/Evaluation What is Assessment? The process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum expectations and ensuring that all four areas of the Achievement Chart (Knowledge/Understanding, Thinking, Communication, Application) are being included (Revised FSL Curriculum, 2013, pp ) Assessment as learning - AS Learning is a process of developing and supporting meta-cognition for students; (the process of thinking about one s own thought processes). Assessment as learning focuses on the role of the student as the critical connector between assessment and learning. When students are active, engaged, and critical assessors, they make sense of information, relate it to prior knowledge, and use it for new learning. They monitor their own learning by using feedback from the teacher, self and peers to determine their next steps and to set individual goals. It occurs when students monitor their own learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand. It requires that teachers help students develop, practice, and become comfortable with reflection, and with a critical analysis of their own learning. The students must have a clear understanding of the learning goals and the success criteria. Assessment for learning FOR Learning is the ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how they need to get there. The information gathered is used by teachers to provide feedback, adjust instruction and differentiate teaching and learning activities and by students to focus their learning. This type of assessment is a high yield instructional strategy that takes place while the student is still learning and is used to inform students about their progress and what they can do to move their learning along. It also indicates to the teacher how well the teaching strategies are working and what next steps are needed. Explicit, immediate feedback clarifies for the student their level of success and what needs further focus. Students need multiple opportunities to address the feedback. Ongoing assessment needs to occur throughout the learning process and the students need to be involved in the process. Assessment of learning OF Learning is the process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgments about the quality of student learning on the basis of the established criteria, and to assign a value to represent the quality. It is summative in nature and is used to confirm what students know and can do, to demonstrate whether they have achieved the curriculum outcomes The information gathered may be used to communicate the student s achievement to parents, other teachers and the students themselves. It occurs near the end of a cycle of learning. Types of Assessment: (Learning for All, 2013, p. 27) Diagnostic Assessment (Assessment for learning) o Assessment that is used to identify a student s needs and abilities and the student s readiness to acquire the knowledge and skills outlined in the curriculum expectations. It is used in planning instruction and setting appropriate learning goals. Formative Assessment (Assessment for learning/assessment as learning) o Assessment that takes place during instruction in order to provide direction for improvement for individual students and for adjustment to instructional strategies for individual students and for the whole class. The information that is gathered is used for the specific purpose of helping students improve while they are still gaining knowledge and practicing skills. Summative Assessment (Assessment of learning) o Evaluation that occurs at the end of a period of learning. It is used to summarize and communicate what students know and can do with respect to curriculum expectations. Evaluation o The process of judging the quality of student learning on the basis of established criteria and assigning a value to represent that quality. Evaluation is based on assessments of learning that provide data on student achievement often at the end of a period of learning. 8

9 Assessment/Evaluation Methods: The following is a shot list of assessment/evaluation methods that can be used in the classroom: Observational Checklists and Anecdotal Notes: The ongoing process of watching, listening, and being attuned to students behaviour, emotional state, interests and abilities, patterns of development, and progress in learning in order to meet the needs of students and assess and evaluate their development and learning. The teacher notes student performance and progress observed while students engage in conversation, discussions and activities in the form of checklists and anecdotal notes. Checklists and anecdotal notes are used to ensure that teachers are aware of how each student s talk demonstrates his or her thinking, learning, and understanding. These checklists and anecdotal notes reflect the focus of the teaching, modeling, and demonstration, and list/document the skills the teacher wishes to emphasize and observe at particular times. When skills from the checklist or anecdotal notes are not in evidence, the teacher plans scaffolded learning experiences that model each skill and guide students in its use. Peer and Self Assessment Once students, with the ongoing support of the teacher, have learned to recognize, describe, and apply the success criteria related to particular learning goals, they can use this information to assess their own and others learning. Learning Goals are brief, concise statements in student friendly language that describe what students are to know or be able to do at the end of a period of instruction. They are developed based on curriculum expectations with the students. The goals represent subsets or clusters of knowledge and skills that the student must master to successfully achieve the overall curriculum expectations. Success Criteria describes from a student s perspective what successful attainment of a learning goal looks like. It provides students with the tools to monitor their learning and to determine their level of proficiency with respect to the learning goal. Conferences Students discuss their performance/progress with the teacher. Descriptive feedback is given to help students learn by providing them with precise information about what they are doing well, what needs improvement, and what specific steps they can take to improve. Feedback is linked specifically to the learning goals and the success criteria. Student Portfolios: A collection of samples of student work that the student, with teacher support, carefully selects and adds to on an ongoing basis to track what the student has learned throughout the year. Both teacher and student assess the work in the portfolios. Portfolios consist of student work, feedback from the teacher, self and peer assessment and individual goals set. Students are asked to actively reflect on their learning in order to choose the samples that will go into the portfolio so the portfolio is a great self-assessment tool. Individual goal setting allows students to identify specific actions they need to take to improve, and to plan next steps. Teachers need to scaffold this learning for students. Rubric: A scale that uses brief statements based on the criteria provided in the achievement chart (knowledge and understanding, thinking, communication, application) and expressed in language meaningful to students to describe the level of achievement of a process, product, or performance. Teacher-made Tests: The teacher creates tests to assess student skill/knowledge. 9

10 High Yield Strategies High Yield Strategies are continually used in the classroom to improve student learning and achievement. What are high yield or evidence-based strategies? These are strategies that have been proven through a combination of empirical research and best practice evidence to contribute to improved student learning. Why is a focus on high yield strategies necessary? Research and experience indicate that a deciding factor in improving student learning and achievement is the knowledge, skill and daily practice of classroom teachers. The mandate of The Literacy and Numeracy Secretariat, which is to ensure that all Ontario students achieve a high level of literacy and numeracy, therefore necessarily includes support for the ongoing professional learning of Ontario teachers. Today s classrooms are filled with learners whose strengths are as diverse as their needs. In order to teach all students effectively to build on strengths while zeroing in on areas that need more attention teachers must have an extensive repertoire of strategies. High Yield Strategy Definition High Yield Strategy Definition Accountable Talk Talk is the major mode of intellectual development (Calkins, 2001). For talk to promote learning, students need to be accountable for what they say and how they listen. It is through talk that students learn a new skill or concept, clarify their understanding and develop and appreciation an understanding of other points of view. Using Texts of All Types Living in the information age requires that students know how to communicate effectively, although the format of the information may be unfamiliar. Experimenting with a variety of structures and techniques helps students develop a sense of how language and words work in various modalities. Nonfiction Writing Students who develop nonfiction writing skills improve their achievement in all areas of the curriculum. As they write in every subject area, they experiment with content specific vocabulary and text forms, writing techniques and media to find the most effective way to communicate their ideas. Students become proficient readers and writers and learn content while learning how to write effectively. These skills are lifelong and transferable. Higher Order Questions In the reading process In the writing process Using a range of thinking skills, students are able to draw more meaning from texts and apply their learning in more sophisticated ways. (GELI, Vol. 1) 10

11 Critical Literacy Critical literacy is a process of looking beyond the literal meaning of texts to observe what is present and what is missing, and thereby to analyse and evaluate the meaning and the author s intent. Critical literacy goes beyond conventional critical thinking because it focuses on issues related to fairness, equity, and social justice. Students take a critical attitude by asking what view of the world the text advances and whether they find this view acceptable (GELI, Volume 7 p. 9) Gradual Release of Responsibility During explicit teaching of new information, strategies, and skills, and while modelling strategies, skills, and behaviours, the teacher provides students with maximum support. As students begin to apply the new learning, the teacher provides guidance and offers feedback as necessary. As students internalize the learning, skills, strategies, and behaviours (e.g., during shared and then guided sessions), the teacher gradually provides less and less support and students assume more and more responsibility. Finally, the release or transfer of responsibility is complete and the student is able to work independently. Differentiated Instruction The focus of differentiated instruction is student-based rather than program-based. The curriculum tells teachers what to teach, while differentiated instruction tells teachers how to teach it to a range of learners by using a variety of teaching approaches. The teacher can differentiate one or a number of the following elements in any classroom learning situation: 1) the content (what the students are going to learn), 2) the process (the activities), and 3) the products (the accomplishment following the learning). Differentiating instruction can include using a variety of flexible groupings to meet student needs by providing respectful tasks and on-going assessments and adjustments of instruction according to the student s readiness, interests and learning profile. (Education For All) On-Going Assessment and Feedback The purpose of ongoing assessment is to inform students about their progress and what they can do to move their learning along. Ongoing assessment also indicates to the teacher how well his/her strategies are working and what next steps might be appropriate. Explicit, immediate feedback clarifies for the student his/her level of success and what needs further focus. Students need multiple opportunities to address the feedback. Ongoing assessment needs to occur throughout the learning process and students need to be involved in the process. John Hattie reviewed 7, 827 studies on learning and instruction and found that the most powerful single motivation that enhances achievement is feedback. Assessment and Evaluation of Intercultural Awareness: Throughout the strands of the curriculum, specific expectations relating to the development of intercultural awareness have been identified. These expectations have been included in order to develop learner universal behaviours of respect, empathy and connectivity. It should be noted that assessment and evaluation of these skills should not be based on a student s ability to recall or rewrite specific vocabulary or structures related to a cultural region. Therefore, students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French-speaking communities in Ontario) but are not expected to do so. Rather, assessment and evaluation should be based on the overall student s awareness of similarities and differences between specific cultures and their own personal experiences. Strategies for assessment could include anecdotal notes and checklists. 11

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13 How this Guide Works? This Guide is divided according to the Overall Expectations of the four strands: Listening, Speaking, Reading and Writing. The specific expectations have been mapped by grade across each strand. Specific CEFR links, teaching strategies, and suggestions for assessment/evaluation tools have also been identified. The Specific Expectation, Examples, Teacher Prompts and Instructional Tips mapped across each grade level. A numbered sub-heading that introduces each overall expectation followed by a specific expectation that describes the expected knowledge and skills in greater detail. The expectation number identifies the strand to which the expectation belong and the overall expectation to which in belongs. (ie. A1 and A1.1 related to the first overall expectation in strand A) The examples help to clarify the requirement specified in the expectation. The examples are illustrations only they are not an exhaustive list, nor are they required in order to meet the specific expectation. Instructional tips are given for many of the specific expectations. They suggest teaching/learning strategies and contexts. Instructional tips are illustrations only, not requirements. Teacher prompts illustrate the kinds of questions teachers might pose in relation to the requirement specified in the expectations. They are illustrations only not requirements. Teachers should use their professional judgment to in order to communicate in French using the vocabulary necessary to scaffold the understanding of their students. 13

14 A. Listening Listening comprehension skills in French are necessary in order to understand messages in a purposeful way. There are two types of listening communicative tasks: Production and Interaction. Production tasks are those which involve one-way communication. The listener listens to a speaker who is consolidating information. The purpose for listening may be to identify main ideas, summarize requests, etc. Interaction tasks require two way communications between a listener and a speaker and the spontaneous use of language. Both the listener and speaker alternate roles. Often, the purpose of the interaction is to exchange information of personal interest. Listening skills in French are necessary for students development of vocabulary and comprehension skills. These skills assist language learners to understand information being provided for a variety of purposes. The Revised FSL Curriculum, 2013 states that well developed listening skills in French are essential for students development of language proficiency. The overall expectations identify three areas of knowledge and skills that students are expected to demonstrate when listening. These are as follows: A1. Listening to Understand A2. Listening to Interact A3. Intercultural Understanding A1. Listening to Understand: When listening to understand, it is important for students to understand and use strategies which help them to make meaning of what they hear. The specific expectations provide examples of comprehension strategies that support the understanding and recall of facts and details. Some examples include: listening for the main idea, predicting, inferring or listening for specific details, words or word patterns. It is important for teachers to explicitly teach students listening comprehension strategies by gradually releasing responsibility for learning to students. Teachers can model the use of expressions that students can use to ask for clarification and suggest that student s listen for familiar words and word cognates (see instructional tips). A2. Listening to Interact: When listening to interact, it is important for students to understand and use strategies which help them to make meaning throughout their daily interactions. The specific expectations provide examples of interactive comprehension strategies that include: asking questions, clarifying, and paraphrasing. It is important for teachers to explicitly teach students listening comprehension strategies by gradually releasing responsibility for learning to students. Teachers can model the use of expressions that students can use to ask for clarification, paraphrase and questions (see instructional tips). A3. Intercultural Understanding: Language and culture are strongly intertwined. Students need to understand that diversity exists not only among cultures but within cultures as well. Developing intercultural understanding through listening includes making connections to personal experiences while exploring and listening to songs, stories, poems, and/or legends related to a specific region, and identifying specific expressions or body language used to communicate in various cultures. Links to the CEFR: The CEFR provides teachers with features of listening activities that achieve language proficiency within an authentic context. When planning for the demonstration of understanding of an oral text, teachers should model ways to interpret the understanding of expressions, phrases and structures. A1 I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings, when people speak slowly and clearly. A2 I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance. I can catch the main point in short, clear, simple messages and announcements. B1 I can understand the main points of clear standard speech on familiar matters regularly encountered in school. I can understand the main point of many radio or TV programs on topics of personal interest when the delivery is relatively slow and clear. Note: ** Indicates that a reference from the Curriculum has been reduced for formatting. Always consult the complete document for the full reference. 14

15 A1. Listening to Understand A1.1 Using Listening Comprehension Strategies Identify a range of listening comprehension strategies and use them appropriately before, during, and after listening to understand oral French texts (e.g., identify familiar words and phrases and frequently used expressions; use contextual and/or visual clues in oral texts, including the speaker s body language and tone of voice, to confirm or clarify meaning; activate prior knowledge and make connections to personal experiences to confirm understanding; ask questions to obtain additional information; visualize, sketch, or draw to record information and ideas) Teacher prompts: Quels sont les mots familiers du texte qui t aident à comprendre le message? Comment est-ce que les images t aident à clarifier le sens du texte? Quels sont les mots et les expressions dans le texte qui t aident à visualiser? Instructional tips: (1) Teachers can model expressions that students can use to ask for clarification (e.g., Je n ai pas bien entendu. Peux-tu répéter un peu plus lentement? ). (2) Teachers can model familiar temporal expressions such as hier, aujourd hui, and demain ** Identify a range of listening comprehension strategies and use them appropriately before, during, and after listening to understand oral French texts (e.g., talk about ideas and personal experiences related to a topic before beginning a listening task to make predictions about it; take notes to confirm what they have heard; ask questions to determine next steps; use visual and auditory clues in multimedia texts to help determine meaning; sequence actions in descriptions of past, present, and future events) Teacher prompts: Quels sont les gestes ou les aides visuelles qui t aident à comprendre le message de l individu qui parle? Quels outils t aident à organiser l information importante? Comment est-ce que le fait de dresser une liste de mots et d idées clés peut t aider à bien comprendre ce que tu entends? Qu est-ce qui t aide à comprendre et à organiser les informations du texte? Instructional tip: Using a think-aloud, teachers can model the creation of a word web to identify vocabulary related to a big idea such as environmental stewardship or local heroes. Identify a range of listening comprehension strategies and use them before, during, and after listening to understand oral French texts (e.g., activate prior knowledge to make connections between texts and their own experiences; take notes to record new vocabulary; visualize different elements in a description and speak, mime, or draw to depict what they have imagined; use self-questioning and make predictions to monitor understanding while listening; formulate and ask questions to clarify understanding) Teacher prompts: Quelle stratégie t aide à organiser les points importants d une présentation? Comment est-ce que la visualisation d un texte enrichit ta compréhension? Instructional tip: Teachers can suggest that students create a mind map to activate their prior knowledge about the topic of a presentation they are about to listen to. Identify a range of listening comprehension strategies and use them before, during, and after listening to understand oral French texts (e.g., use background knowledge of the structure of different types of texts to make predictions about the content of a narrative or presentation; use notetaking strategies to keep track of key ideas and information in a read-aloud; ask questions to clarify or confirm important details; use clues such as the speaker s tone of voice to help interpret messages accurately) Teacher prompts: Pourquoi faut-il poser des questions avant, pendant et après l écoute d un texte? Comment est-ce que la connaissance des différents types de texte t aide à faire des prédictions? Comment est-ce que tu organises les informations entendues pour t aider à comprendre un texte? Comment est-ce que tu peux utiliser les idées des membres de ton groupe pour t aider à formuler ta propre opinion? Instructional tips: (1) Teachers can have students create a personal reference log of new vocabulary and expressions heard in oral texts. (2) Teachers can encourage students to use future tenses when making predictions. Identify a range of listening comprehension strategies and use them before, during, and after listening to understand oral French texts (e.g., activate prior knowledge and apply it to new learning; make predictions about the content of a narrative or presentation based on the presenter s opening remarks; use selfquestioning to monitor understanding of what is being said; ask questions to rank ideas in order of importance; use a range of note-taking strategies to keep track of key ideas and supporting details) Teacher prompts: Quelles sortes de questions te poses-tu pour mieux comprendre ce que tu entends? Pourquoi est-il important de penser à une expérience ou à une situation semblable à celle que tu entends? Estce que cela t aide à mieux comprendre? Comment est-ce que plusieurs écoutes d un clip audio t aident-elles à mieux saisir le message? Comment les descriptions que tu entends t aident-elles à visualiser le message dans ta tête? Instructional tip: Teachers can suggest that students listen for the use of comparative adjectives and adverbs, such as moins que, plus que, to rank ideas in order of importance. 15

16 CEFR Links: The CEFR provides teachers with features of listening activities that achieve language proficiency within an authentic context. When planning for listening activities, teachers should consider oral texts that include familiar words, very basic phrases, and highest frequency vocabulary related the students immediate surroundings and connections to personal experiences (11). Examples: descriptions of familiar people/items, simple instructions, basic introductions, main ideas in a weather report, announcements or advertisements). Strategies to Try Assessment and Evaluation Plan for a variety of interaction opportunities between students by having students participate in activities such as (2.3, 2.6, 2.13, 2.19, 7, 9): Hands-up partner up Speed dating Milling to music (1.1) Gallery walk Information gap activities (7) Jigsaw listening (7) Artiste (1.1) Student shared listening and drawing barrier games (7) Surveys Role play scenarios where students must resolve a problem: ie/ plan a date, decide on a restaurant (1.1, 11) Explain the purpose for listening to the activity (8): Will they be listening for main ideas? For main character names? For directions? For pricing options? Scaffold vocabulary and phrases needed to interact (1.2, 8): Create a list of basic sentence starters as a class Spiral the learning of vocabulary, phrases and expressions: Encourage students to incorporate previously learned vocabulary into every new interaction. Develop and extend oral language skills through literature. Develop and Extend Oral Language Skills(2.1, ch ) Read Alouds (ch 4), Shared Reading (ch 5), Phonemic Awareness, Phonics & Word Study(ch 6) Use Think Alouds to model strategies that can be used to interact (2.6 p48-57, 7, 8, 9). Highlight specific words or phrases that the speaker uses to communicate desires, needs. Model the use of specific expressions used to paraphrase, agree or disagree with statements made, or to respond to comments (ie/ head nodding, Oui, Non, je suis d accord, etc). FOR Listening to an audio recording or the teacher speaking and have them retell or make jot notes Give students a set of (oral) instructions and have them get up and follow your instructions Anecdotal notes while students collaborate to check for understanding and contributions AS OF Anecdotal notes while students collaborate to check for understanding and contributions Students self-evaluating for comprehension and ways to improve their listening skills Checklists Student-Conferences Noteaking during discussion, video watching, audio clips Conferences Teacher - Fiche d entrevue pour évaluer l écoute, p.38 (2.6) Student - Fiche d autoévaluation pour le cycle préparatoire: j évalue mon écoute, p.41 (2.6) Student - Fiche d autoévaluation pour le cycle primaire: j évalue mon écoute, p.42 (2.6) Teacher - Rétroaction écoute, p.12 (2.13) Student- Autoévaluation écoute, p.11 (2.13) (10) CEFR Kits, Thames Valley DSB Kits to help assess listening skills 16

17 A1. Listening to Understand A1.2 Demonstrating Understanding Demonstrate an understanding of the purpose and meaning of oral French texts containing familiar words and expressions about everyday topics and situations, with contextual and visual support Demonstrate an understanding of the purpose and meaning of oral French texts containing familiar words and expressions about themselves, family, friends, and their immediate environment, with contextual and visual support Demonstrate an understanding of the purpose and meaning of oral French texts containing familiar and new words and expressions about themselves, family, friends, and topics of personal interest, with contextual and visual support Demonstrate an understanding of the purpose and meaning of oral French texts containing increasingly complex messages about everyday matters and matters of personal interest, with contextual and visual support Demonstrate an understanding of the purpose and meaning of oral French texts containing increasingly complex messages about everyday matters and matters of personal interest, with contextual and visual support (e.g., follow classroom directions; follow a series of Total Physical Response [TPR] commands; sequence a group of pictures or images for a storyboard, based on a description; make drawings to illustrate objects in an oral description; find a specific classroom object by following directions from the teacher and class; identify refrains, rhyme schemes, and other word/sound patterns in songs, poems, read-alouds, chants, and rhymes; listen to a description and identify the object described) Teacher prompts: Qu est-ce que tu as compris de l histoire ou de la description? Montre-moi. Comment est-ce que tu peux démontrer ta compréhension de la description d un objet/d un animal/d une personne? Instructional tips: (1) Teachers can help students build on known vocabulary to understand new ** (e.g., listen and re-listen to a readaloud and note key ideas in a classgenerated graphic organizer; identify a classmate from a physical description; listen to a classmate or teacher describe the weather and draw a picture to illustrate the description; use a checklist to indicate the important ideas in an oral text or presentation; construct or draw a model of an object based on a partner s instructions; identify key concepts and vocabulary in recorded messages, songs, and audio webcasts, and use multiple intelligences to represent them; listen to a description of a classmate s personal collection, favourite activity, or family celebration and write, draw, or choose images to compare it with their own) Teacher prompts: Comment est-ce que le fait de dessiner/faire une illustration t aide à mieux comprendre un texte? Dans les instructions d une marche à suivre, quels sont les mots et expressions (p. ex., avant, après, premièrement) qui t aident à suivre les étapes? (e.g., listen to a classmate s description of a procedure and mime the steps and/or actions described; listen to a description of a person in a story/movie and identify which character is being described; listen to the results of a survey and use numbers, words, and pictures to illustrate the findings; listen to a read-aloud of an authentic text about the environment, healthy eating, or First Nations people and use words, pictures, and/or actions to restate the main idea and related details; listen to a popular song in French and identify familiar words and expressions; listen to directions to a popular location or attraction and trace the route on a map) Teacher prompts: Quels sont les mots et expressions clés qui t aideront à expliquer le message du texte? Que peux-tu faire pour montrer que tu comprends ton prof ou tes amis? Instructional tips: (1) Prior to a listening assignment, teachers can use an anticipation guide to identify ** (e.g., identify key information in a media clip of a French conversation, such as a dialogue between a couple discussing what to order in a restaurant; listen to a speaker describe his or her interests and identify a related career choice; listen to a public service announcement about an environmental issue and identify the main message; listen to a story or a popular song and relate it to a current event; listen to a media clip about a talent competition and agree or disagree with the judges opinion of the performance; listen to a public service announcement about a topic such as cancellation of bus service and determine how the information will influence their plans for the day) Teacher prompts: Quels détails de l annonce t aident à planifier ta participation aux activités parascolaires? Comment peux-tu partager le message principal de ce balado? Instructional tip: Teachers can model the pronunciation of the different endings in feminine and ** (e.g., listen to a review of a movie and identify what the reviewer enjoyed about it, and the reasons for her or his opinion; listen to a radio interview about a familiar topic such as the use of cell phones in the classroom and identify the main ideas; listen to a slogan and infer what the product is; listen to a question-and-answer session on a social or environmental issue and create a poster to illustrate the message; listen to a commercial for a product and list the advertiser s key claims in order of importance) Teacher prompts: Quand tu écoutes la critique d un film, quels mots et expressions t aident à identifier l opinion exprimée? Dans quelle mesure le point de vue d une autre personne a-t-il une influence sur ton opinion? De quelle façon le fait d écouter des clips sur Internet t aide-t-il à te divertir? Instructional tips: (1) In a thinkaloud, teachers can model ways to interpret the meaning of ** 17

18 CEFR Links: The CEFR provides teachers with features of listening activities that achieve language proficiency within an authentic context. When planning for the demonstration of understanding of an oral text, teachers should model ways to interpret the understanding of expressions, phrases and structures. Grammatical structures are not taught in isolation they are taught in context. Through modeled, shared and guided tasks, teachers may help students identify specific grammatical structures such as using the imperative to give directions, using the verbs vouloir, devoir to express a desire or need. Strategies to Try Assessment and Evaluation Use a variety of oral texts that feature a variety of other speakers (not just the teacher) such as radio and television clips, podcasts, cartoons, and DVDs. Radio Canada offers a variety of oral texts that can be accessed online (8). Use oral texts that are supported by visuals (1.2, 8) Use Think Alouds to model strategies that can be used to demonstrate understanding (1.7, 8). Explain the purpose for listening to the activity (8): Will they be listening for main ideas? For main character names? For number information such as temperature or scores? For options? Listening activities must be embedded in the context of what students are currently learning (8). Have students explicitly practice using the strategies through class activities (1.2, 1.7): Picture pick up: provide a series of pictures to students that are related to a specific song, advertising etc. Play the oral text. As students listen to the text, students hold up the picture of the words they hear (8). Highlight specific words or phrases that the speaker uses to communicate desires, needs, wants, urgency (1.2). Model the use of specific expressions used to paraphrase, agree or disagree with statements made (ie/ head nodding, Oui, Non, je suis d accord, je ne suis pas d accord, alors etc) (1.2). Have students demonstrate understanding through a variety of activities (8): Create a sculpture, tableau or use mime in order to demonstrate the main idea of an oral text. Create a retell using sentence strips or the sequencing of images related to an oral text. Artiste: students can draw specific instructions provided orally. Directions: students sequence the steps outlined in a listening activity, students follow a map and trace the route according to the listening activity FOR Listening to an audio recording or the teacher speaking and have them retell or make jot notes Give students a set of (oral) instructions and have them get up and follow your instructions Anecdotal notes while students collaborate to check for understanding and contributions AS OF Anecdotal notes while students collaborate to check for understanding and contributions Students self-evaluating for comprehension and ways to improve their listening skills Checklists Student-Conferences Noteaking during discussion, video watching, audio clips Conferences Teacher - Fiche d entrevue pour évaluer l écoute, p.38 (2.6) Student - Fiche d autoévaluation pour le cycle préparatoire: j évalue mon écoute, p.41 (2.6) Student - Fiche d autoévaluation pour le cycle primaire: j évalue mon écoute, p.42 (2.6) Teacher - Rétroaction écoute, p.12 (2.13) Student- Autoévaluation écoute, p.11 (2.13) (10) CEFR Kits, Thames Valley DSB Kits to help assess listening skills 18

19 A2. Listening to Interact A2.1 Using Interactive Listening Strategies Identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., demonstrate an understanding of when to listen and when to speak; look at the speaker; listen without interrupting; make connections between personal experiences and what is being said; reconsider their point of view after hearing what others say; repeat a partner s ideas in their own words as a way of confirming understanding; ask for repetition, confirmation, or clarification of what they hear using phrases such as Un instant Je ne comprends pas. Pourriez-vous répéter cela, s il vous plaît? Qu est-ce que cela veut dire? ; use body language such as a nod to indicate understanding and/or agreement) Teacher prompts: Qu est-ce que tu as en commun avec ton partenaire? Comment est-ce que le fait de faire des liens avec tes expériences personnelles t aide à participer à la conversation? Comment est-ce que tu utilises le langage corporel pour montrer ta compréhension pendant une conversation? Identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., build on what others are saying by offering relevant comments when participating in paired and small-group exchanges on familiar topics; observe a peer s body language to help understand his or her intended message; ask questions in paired and small-group activities to clarify their understanding of what is said) Teacher prompts: Quand est-ce qu il faut parler et quand faut-il écouter? Quelles stratégies d écoute t aident quand tu veux participer à une interaction orale? Identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., ask questions to deepen understanding and make connections to the ideas of others; affirm the ideas of others and build on them when offering their own views; use brief vocal prompts to signal agreement or interest during conversations; ask for repetition when necessary) Teacher prompts: Comment est-ce que tu peux participer à une conversation sans parler? Pourquoi est-il important de demander à quelqu un de répéter un mot ou une expression pendant une interaction? Identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., list key ideas from an oral text and confirm them with peers; provide relevant feedback when appropriate and/or requested; know when to interrupt politely to offer an additional point of view; use respectful body language when participating in a discussion; use appropriate vocal prompts to signal empathy, interest, and personal regard in dialogues and conversations) Teacher prompts: Comment est-ce que tu démontres ton intérêt lors d une conversation? Comment est-ce que tu utilises des gestes et des expressions visuelles d une façon respectueuse quand tu participes à une discussion? Comment est-ce que tu organises tes idées pour donner de la rétroaction pratique à un camarade? Identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., in a group discussion, follow the conversation and make relevant contributions when it is their turn to speak; disagree with or challenge the ideas of others respectfully and without making it personal; show interest in what is being said by commenting and questioning) Teacher prompts: Quelle stratégie t aide à faire part de tes commentaires pour démontrer ta compréhension lors d une discussion de groupe? Quelle stratégie t aide à organiser tes idées pour fournir une rétroaction pertinente? Instructional tip: Teachers can remind students to listen for descriptive words/adjectives (e.g., jeune, beau, blond, marron, roux, frisé, petit, noir ) to help them understand information in exchanges with the teacher and peers about culture, ** Instructional tip: Teachers can use role play to demonstrate when it is time to listen and when it is time to speak in a variety of situations. Instructional tip: Teachers can model note-taking or restating skills to demonstrate additional effective listening strategies. Instructional tips: (1) Teachers can model the use of expressions for indicating agreement/disagreement or politely presenting alternative ideas, such as Je suis d accord, Tu as raison, Tu l as dit!, Tout à fait!, Tu as tort, D après moi, ** Instructional tip: Teachers can encourage students to listen for adverbs of degree (e.g., assez, autant, aussi, beaucoup, moins, peu, très, fort, si, tant, combien, davantage, environ, plus, tellement, trop ) ** 19

20 CEFR Links: The CEFR provides teachers with features of interactive listening activities that achieve language proficiency within an authentic context. When planning for interactive listening activities teachers should consider oral texts that include familiar words. Strategies to Try Assessment and Evaluation Explicitly teach expressions, questions and phrases that help students to clarify understanding and model these often (2.6, 1.7, 8): Que signifie? Est-ce qu on peut arrêter/répéter le DVD/l enregistrement, madame (ou monsieur)? Create anchor charts to support clarification expressions, questions and phrases and continuously refer to these throughout a lesson (1.2). Use Think Alouds to model questions that help students to determine meaning before, during and after listening to an oral text. In a Think Aloud, teachers give a running commentary on the strategies and questions he/she is using. As students practice the skill, the teacher gradually releases responsibility (3, 9): Have students be physically active by using charades to develop students ability to use visual cues (10): Students can mime emotions (with or without voice), leisure activities, or expressions/phrases related to the unit of study; Students can mime an action described in the listening activity. Listening for Key words: Have students listen to an oral text and ask them to do the following (7): Raise your hand when you hear a mots-ami Hold your pencil in the air when you hear a mots-familier Use the Artiste activity (1.1) where students draw what they hear and use the clarification strategies when necessary. Provide opportunities for students to listen to and to discuss increasingly complex, authentic oral texts (e.g., commercials, newscasts, shows) by chunking or frequently pausing during a listening activity FOR Listening to an audio recording or the teacher speaking and have them retell or make jot notes Give students a set of (oral) instructions and have them get up and follow your instructions Anecdotal notes while students collaborate to check for understanding and contributions AS Anecdotal notes while students collaborate to check for understanding and contributions Students self-evaluating for comprehension and ways to improve their listening skills Checklists Student-Conferences Note taking during discussion, video watching, audio clips OF Conferences (2.6) Teacher (Fiche d entrevue pour évaluer l écoute, p.38) (2.6) Student (Fiche d auto evaluation pour le cycle préparatoire: j évalue mon écoute, p.41) (2.6) Student (Fiche d autoévaluation pour le cycle primaire: j évalue mon écoute, p.42) (2.13) Teacher (Rétroaction écoute, p.12) (2.13) Student (Autoévaluation écoute, p.11) 20