Reading and Viewing

Transcription

Reading and Viewing

Reading and Viewing
Reading and Viewing
Français in Primary French Immersion : Kindergarten to Grade Three DRAFT/January 2005
211
Reading and Viewing
Students will be expected to demonstrate their comprehension of a variety of texts
according to their needs and appropriate to the situation of communication.
Outcomes
Suggestions for Teaching and Learning
KSCO: By the end of Grade 3,
students will be expected to extract
information, ideas, opinions, key
feelings and the overall meaning from a
text.
To derive a global sense or meaning of an illustrated text, the reader needs
to know what the subject or theme of the text might be. The reader
should consider three questions about the author/illustrator:
• De quoi parle-t-il ? This is the subject or theme of the text (de
bonheur, de lecture, de musique, etc.) ;
• Qu’en dit-il ? What is the speaker saying about the subject? (il est
rare, important, etc.) ; and
• Pourquoi en parle-t-il ? What is the speaker’s purpose? (pour
émouvoir, expliquer, convaincre, etc.).
SCOs: By the end of Grade One,
students will be expected to:
6.1.1 derive a global sense from
illustrated texts
6.1.2 use actions or drawings to
demonstrate
comprehension of a text
read
6.1.3 identify the literary
elements and other details
of a text
For grade one, teachers should focus specifically on the first two
questions. Use these questions to model the global sense of a text, and
encourage students to use the questions when reading or viewing a text.
• Teach and model the importance of illustrations for predicting and
story-writing. Do a picture flick (feuilleter les images) to have students
make predictions based on the illustrations.
• Use a variety of illustrations, (posters, story-boards, sequencing pictures,
art, etc.) to predict and discuss what is happening.
• Encourage students to look for details to enable them to understand the
overall meaning of the illustrations (text without words).
Teach and model how to use actions and illustrations to demonstrate
comprehension of a text read independently or read by someone else.
• Have students dramatize a text they have read.
• Have students illustrate the début, milieu and fin of a text; provide them
with a framework for illustrating the main events of a story.
• Teach and model how to find the overall meaning in an illustrated text,
making the connection between the written text and the illustrations in
order to make sense of the text.
• Early in the year, encourage students to predict what is happening
through use of the illustrations. Later, while they will still use
illustrations to help with the sense of the story, encourage them to use
the written text to justify and assess their predictions.
Children should be made aware of the basic literary elements of any text
read to them in class.
• With any text used in class, discuss le titre, l’auteur, l’illustrateur.
• Teach the students how to find the important elements of a story using the
key questions such as: Qui ? Où ? Quand ? Quoi ? Pourquoi ? Have students
use a carte d’information to record this information.
• Introduce the appropriate terminology for the basic literary elements:
Les personnages principaux sont : Petit Chaperon Rouge et le loup ; les lieux de
l’histoire sont la forêt et la maison de grand-mère.
Continued...
212
Reading and Viewing
Assessment and/or Instructional Strategies
Suggested Resources
6.1.1 Observation
During shared reading sessions, observe how well students make
predictions using illustrations.
Représentations graphiques, Appendix
B
Self-evaluation
Have students assess their own predictions after they have read the written
text.
Rubric for Reading Evaluation,
Appendix C
First Steps Reading Resource Book
(Heinemann), Story maps
Conference
Conference with small groups to discuss what is happening in the
First Steps: Reading Developmental
illustrations. Do the students understand the overall meaning of the
Continuum (Heinemann)
illustrations? Use questions such as: Qui ? Quand ? Quoi ? Comment ? Pourquoi
?
A variety of children’s literature
and other visual and print texts
6.1.2 Observation
including environmental print; the
Observe and note how students demonstrate comprehension by
following are suggestions:
dramatizing a text that has been read to them.
• Les images du petit bonhomme
(Québec Amérique, ISBN
Portfolio
2-7644-0272-4)
Collect dated copies of illustrations in order to evaluate comprehension of a • La bonne femme de neige (Gallimard
text. Have students talk about their illustrations and how they completed
Jeunesse, ISBN 2-07-056388-X)
them.
• Le petit chaperon rouge (Éditions
Usborne, ISBN0-746-05923-X)
• Rosali et Verdi: les couleurs (Banjo,
ISBN 2-89579-008-6)
• Mélissa et ses amis (manuels et livre
géant, Collection En tête, ERPI,
ISBN 2-7613-1203-1 and 2-76131054-3)
• J'aime le francais et J'enrichis mes
lectures, livrets 1 à 5 (Collection
avec les yeux du coeur, Éd. La
pensée, ISBN 2-89458-127-0 and
2-89458-152-1)
• Collection GB+ et Collection Alizé
(Beauchemin)
• Collection Alpha-jeunes, Collection
Alpha-monde et Collection En avant
(Scholastic)
• Collection Je lis, tu lis (Duval)
• Collection Domino (Chenelière)
Outcomes
KSCO: By the end of Grade 3, students will be expected to extract information, ideas,
opinions, key feelings and overall meaning from a text.
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Reading and Viewing
6.1.3 identify the literary
elements and other details
of a text
6.1.4 a) read and follow simple
directions, instructions
b) read and follow multistep directions,
instructions
6.1.5 find, select and organize
facts from an
informational text
Suggestions for Teaching and Learning (Continued)
• In partners or small groups, using a Carte d’information, encourage
students to ask each other questions to practise using interrogative
forms and responding.
Qui va chez grand-maman ?
Où est-ce qu’elle va, Petit Chaperon Rouge ?
Quand est-ce qu’elle voit le méchant loup ?
Qu’est-ce qu’elle a dans son panier ?
Pourquoi est-ce que le méchant loup va chez grand-maman ?
• As a large group, use graphic organizers to identify literary elements e.g.,
story maps, timelines, une roue du réçit, un tableau séquentiel, etc.
Students should become familiar with procedural texts and the vocabulary
which is sometimes indicative of procedures. Teach and model the key
words in simple directions or instructions such as: colorier, découper, coller,
couper, ranger, nettoyer, écrire, plier, marquer.
• Post these words with corresponding illustrations in the classroom.
• Encourage students to refer to visuals as needed.
• Have students read/view a procedural text and build or create what is
instructed.
• With multi-step directions, have students enumerate the different parts
of the instructions. Students can use a crayon or pencil to circle each
verb, indicating another step in the procedure: Découpe la figure. Colle
la figure sur une feuille de papier. Colorie cette figure.
• Use instructions as part of the daily message to inform students about
the plans for the day: En premier, préparez-vous pour aller à la musique.
Ensuite, sortez vos livres de bibliothèque pour l’échange de livres à 9h30.
Expose students to a variety of informational texts. Teach and model how
to find, select and organize facts from a text, using a framework or graphic
organizer. The following is an example:
• Duri
ng
shar
ed
readi
ng
sessi
ons,
enco
urag
e
child
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Reading and Viewing
ren to participate actively in the
selection of important
information and its placement in
the graphic organizer.
• Encourage students to draw
pictures early in the year and
write jot-notes (notes en style
télégraphique) or keywords (les
mots clés) later in the year, in
order to organize facts from an
informational text.
Suggested Resources
6.1.3 Observation
Observe student participation in class activities. Observe how well students
are able to find the important details of a story during discussion.
Représentations graphiques,
Appendix B
Pencil/Paper
Collect and evaluate completed cartes d’information or other graphic
organizers such as tableaux séquentiels. Are students able to identify the main
ideas?
6.1.4 Observation
• Observe how well students follow simple directions or instructions
during art, writing, reading and other activities.
• Note areas of concern for students. (e.g., a student who constantly says
Qu’est-ce que je dois faire ? Je ne sais pas quoi faire.)
Trousse d’appréciation de rendement
en lecture : Immersion française,
Maternelle - 3e année. Document
d’appui 2002. Représentations
graphiques
First Steps: Reading Resource Book
(Heinemann)
A variety of children’s literature
and other visual and print texts
including magazines, posters,
6.1.5 Conference
documentaries, “How to ...”
Conference with students to guide and evaluate their choice of information. books; the following are
suggestions:
Portfolio
Collect completed graphic organizers for final evaluation.
Mélissa et ses amis (manuels et
livre géant, Collection En tête,
ERPI)
J'aime le français et J'enrichis mes
lectures (Collection Avec les
yeux du coeur, Éd. La pensée)
Collection GB+ et Collection Alizé
(Beauchemin)
Collection Alpha-jeunes, Collection
Alpha-monde et Collection En
avant (Scholastic)
Collection Je lis, tu lis (Duval)
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Reading and Viewing
Collection Domino (Chenelière)
Outcomes
students will be expected to extract
information, ideas, opinions, key
feelings and overall meaning from a
text.
Teach students how to make inferences based on prior knowledge and
experience, as well as on picture clues and context.
• Model how to make inferences using book covers, photos, drawings,
illustrations, paintings. (e.g., A dog is outside in the rain. I infer: Le chien
est mouillé parce qu’il pleut.)
• Encourage students to make inferences before reading a book
(prediction) and to verify their inferences after reading the book to see if
they were accurate. For example, before reading Sors du lit, Annie
(Scholastic), students may predict that the main character’s name is
Annie and that she is too tired to get up in the morning. After reading
all or part of the story, decide whether these inferences were correct.
• Use a variety of types of questions to encourage students not only to
recall information (lire sur les lignes), but also to make inferences (lire entre
les lignes).
6.1.6 make inferences
students will be expected to react in a
personal way to simple texts, citing
examples to justify this reaction.
6.2.1 choose to read and view a
variety of genres and types
of children’s texts for
enjoyment and learning
6.2.2 relate texts to personal
feelings, experiences and
opinions, citing examples
Teachers need to provide students with a wealth of reading and viewing
texts, in the various subject areas (social studies, science, religion, math,
etc.) and contexts (buddy reading, silent reading, home reading, etc.).
Expose students to the various types of children’s literature and texts: fairy
tales, plays, poems, mystery stories, songs, rhymes, letters, magazines,
picture books, catalogues, dictionaries and other references.
• Provide daily opportunities for students to read and view a variety of
texts. (It is recommended that a specific time be reserved each day for
this activity.)
• Teach students to choose appropriate books for reading independently
and for reading aloud to others, assuring them that it is acceptable to
return a book if it is too difficult.
• Encourage children to read or view different kinds of books.
• Encourage students to read quietly by starting off with one minute of
lecture silencieuse the first day and eventually building up to 10-15 minutes
over a period of time.
Teach and model how to make connections between texts and personal
experiences. When reading a story, relate it to a previous experience. If
reading about a rabbit, for example, share with students a story about a
rabbit you had when you were a child or a rabbit you saw in the woods.
• Encourage students to make connections between what they read and
their own experiences.
• Allow students the time to share personal connections with a partner or
with the class.
• Have students relate to texts in a personal way during journal writing,
through drawings and/or writing.
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Reading and Viewing
• Use a T-chart to model
comparing a character in the
story with an individual in the
class or the teacher, or the
readers as a group.
• Encourage students to express
their personal opinions about
the texts they read and view. If
they like a particular text, why
do they like it? Encourage
students to support their ideas
and opinions.
Continued...
6.1.6 Observation
Observe in the large group which students participate and are willing to
take risks in making inferences.
Conference
In small groups or individually, use visuals to prompt students to make
inferences about what they see.
6.2.1 Observation
• Observe and take note of students who read for pleasure.
• Observe the rate with which students exchange books during la lecture
silencieuse.
• Record the types of books which students select for independent reading.
Note any students who always take the same book.
• Observe student reading behaviours such as whether they point to words
as they read.
Interview/Conference
Choose one or two students a day and discuss with them their reading
behaviours such as what types of books they enjoy reading, why they chose
their book and what they like about it. The Trousse d’appréciation de rendement
en lecture contains a number of questionnaires which can be adapted for use.
Self-Evaluation
Have students use Grille/Questionnaire 4a of the Trousse d’appréciation de
rendement en lecture as a self-evaluation of reading likes and dislikes.
Suggested Resources
Les genres et types de texte, Appendix
B
Appendix C
Trousse d’appréciation de rendement en
lecture : Immersion française, Maternelle
- 3e année. Document d’appui 2002.
Outils 2, 4a, 4b, 5a, 5b, 5c
A collection of children’s literature
and other visual and print texts;
the following are suggested:
• Mélissa et ses amis (manuels et
ERPI)
• Une journée à la mer (Bouton
d’or d’Acadie, ISBN 2-92220344-1)
• C’est pas juste ! (Éd. Banjo, ISBN
2-920660-23-3)
• Je veux mon œuf (Mijade, ISBN 287142-322-9)
• Un merveilleux petit rien
(Scholastic, ISBN 0-590730740-6)
• Collection GB+, Collection Alizé,
Collection Maths et mots et Collection
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Reading and Viewing
Zap Sciences (Beauchemin)
• Collection Alpha-jeunes, Collection Alpha-monde et Collection En avant
(Scholastic)
• Collection Je lis, tu lis et Collection À petits pas (Duval)
Outcomes
• Encourage students to support their responses to texts viewed or read
by modelling and by questioning. J’ai aimé cette histoire parce que j’aime
beacoup les animaux. Pourquoi l’as-tu aimé ?
• Provide students with the opportunity to share some element of the text
which they enjoyed. J’aime le partie où Jacques monte le haricot la première fois ;
ou Moi, j’ai aimé quand l’ogre a crié « Fee, fi fo, fum ! »
Teach and model the importance of asking questions about texts:
• Relate personal experience and knowledge to text: Pourquoi le chat n’a-t-il
pas de queue ? Mon chat a une queue très longue !
• Brainstorm questions about texts:
• Who wrote the story? Qui est l’auteur ?
• Who drew the pictures? Qui est l’illustrateur ?
• Why is the sky pink? Pourquoi le ciel est-il rose ?
• Why is the dog bigger than the girl? Pourquoi le chien est-il plus grand que
la fillette ?
• Why did this character act in this particular way? Pourquoi a-t-il agi
comme ça?
• What would you have done if you were the main character? Qu’est-ce
que tu aurais fait si tu étais le personnage principal ?
• Why do you think the author ended the story like this? À ton avis,
pourquoi l’auteur a-t-il fini l’histoire comme ceci ?
• Model a range of types of questions and a variety of levels of questions,
from factual and simple recall to synthesis and evaluation.
• Encourage students to be curious!
6.2.2 relate texts to personal
feelings, experiences and
opinions, citing examples
6.2.3 begin to ask questions
about texts
6.2.4 compare texts read or
viewed and share
interpretation with peers
Teach and model how to compare two or more texts (print or non-print).
Early in the year choose two books on cats, for example, one
informational and the other fiction, and show the covers of both. Ask the
students to compare both cover illustrations and to predict what they
think each book is about. Later in the year, the students may be able to
read two texts and compare them, working in small groups.
• Encourage discussion and critical thinking about all kinds of texts -print
and non-print.
• Provide students the opportunity to choose books and make
comparisons in their journals during silent/independent reading.
• Model the use of the Venn diagram to collectively compare two texts.
The following is an example:
Carole,
Italics for titles at bottom
of circles, svp
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Reading and Viewing
Continued...
make comparisons between two
or more texts read. Encourage
students to identify those
elements which are similar and
those which are different.
6.2.2 Observation
Observe students as they share with partners and/or the class:
• Do they make obvious connections to their own lives?
• Do they enjoy sharing?
• Do they listen as others share?
• Do they support their responses?
Paper/pencil
Have students respond to a text in their journal writing. Did they enjoy this
text? Why or why not? How did the text make them feel? What did it make
them think about? Analyse responses to determine how students relate the
text to their own lives.
SelfEvaluatio
n
Have
students
consider
the
following:
6.2.3 Observation
• Observe and note students’ questions, critical thinking and observations
about texts.
• Note students’ reactions to different texts, based on personal experience.
• Observe whether students participate in questioning in the small group.
6.2.4 Observation
• Observe and note student
participation in a discussion of
texts read and viewed and student
ability to make appropriate
comparisons.
• Note how well students respond
to the ideas of others.
Pencil/paper
In a journal entry, have students
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Reading and Viewing
Suggested Resources
First Steps: Reading Resource Book (Heinemann)
A collection of children’s literature and other texts, print and nonprint,
informational and fiction; the following are suggested:
Mélissa et ses amis (manuels et livre géant, Collection En tête, ERPI)
J'aime le français et J'enrichis mes lectures (Collection Avec les yeux du coeur,
Éd. La pensée)
Décroche-moi la lune (Dominique et Compagnie, ISBN 2-89512-192-3)
David à l'école (Éditions Nathan, ISBN 2-09210-844-1)
Simon et le vent d'automne (Livres Toundra, ISBN 0-8877 6-277-8)
Simon et la chasse au trésor (Livres Toundra, ISBN 0-8877 6-375-8)
Stella, étoile de la mer (Dominique et Compagnie, ISBN 2-89512-102-8)
Grand-mère et les pirates (Scholastic, ISBN 059043425X)
La Princesse gitane (Scholastic,
ISBN 0590244426)
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Reading and Viewing
Outcomes
Visual literacy is the ability to respond to a visual image based on aesthetic,
emotive, and affective qualities. The viewing of a visual image should be a
meaningful experience, and should consist of more than eliciting a quick
reaction. Teachers can help students by guiding them through the viewing
experience. In a second language, a visual response activity can elicit much
discussion and vocabulary development. Students should discuss elements
of design and colour, for example, and how the artist/illustrator uses these
effectively to convey a message. They can also discuss the feelings that a
visual image evokes in them, or associations that come to mind when
viewing a visual image. In a second language, a visual response activity can
elicit much discussion and vocabulary development. This outcome builds
on SCO 6.1.1.
• Teach and model how to find and respond to the message in a visual
text. For example, show a video on a topic such as butterflies and then
ask the students what the video was about and ask questions to enable
them to express their knowledge and feelings about butterflies.
• Encourage students to draw on previous knowledge to help them
respond to the message; question their reactions to the colours used, the
type of illustration or visual, the content.
• Provide students the opportunity to illustrate what they learned from a
video (visual text) through journal-writing or mini-posters/drawings.
• In the development of critical literacy, have students consider the
audience for whom the text has been created. (e.g., cereal boxes, posters,
albums) and how the author tries to appeal to that audience.
6.2.5 identify and respond to
messages in visual texts
students will be expected to react in an
analytical way to simple texts by
identifying various elements of the text.
6.3.1 distinguish between the
real and the imaginary
Brainstorm with students lots of events, people, things that are real and
imaginary. Discuss what makes something real (it could possibly happen)
and what makes it imaginary (it does not really happen). Provide students
the opportunity to draw, represent, illustrate something réel and something
imaginaire.
• Discuss real and imaginary texts (textes imaginaires ou fictifs et textes réels ou
non-fictifs) and have students identify various texts they read and view in
terms of whether they are réel or imaginaire. For example: a dog talking is
imaginary while a dog chewing a bone is real. Encourage students to use
the appropriate terminology in discussing texts:
fictif : non-fictif un fait : une opinion
imaginaire : réel
Why is a particular text imaginary or real? What are the general
characteristics of books that contain real texts and those that contain
imaginary or fictional text?
• Present students with a variety of books on a particular topic. Have
them predict which books are fictifs and which ones are non-fictifs. Read
together to see if their predictions were accurate.
• Have the students organize the classroom library according to fiction
and nonfiction. If desired, each main category could be subdivided.
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Reading and Viewing
Suggested Resources
6.2.5 Observation
• Observe and note students’ different responses to visual texts, either in
the large group or in smaller groups.
• Observe evidence of critical thinking by students during group
discussions of visual texts.
Les genres et types de texte,
Appendix B
Pencil/paper
Analyse journal entries and/or drawings and/or posters.
6.3.1 Observation
Observe and note appropriate responses during brainstorming exercises
and other discussions of whether texts are imaginaires or réels.
Portfolio
Collect and evaluate drawings, representations, illustrations depicting réel
and imaginaire.
222
Les éléments visuels, Appendix C
The Six Forms of Writing,
Appendix D
First Steps: Writing Resource Book
(Heinemann), List of text forms
A collection of children’s
literature and other texts, visual
and print; the following are
suggested:
ERPI)
• Un merveilleux petit rien (Éditions
Scholastic, ISBN
0-590-730740-6)
• Elvis présente sa famille (La courte
échelle, ISBN 89021-419-2)
• Les images du petit bonhomme
(Québec Amérique, ISBN
2-7644-0272-4)
• Cache-cache dans la ferme (Milan,
ISBN 2-7459-0514-7
• Animaux de la ferme (Milan,
ISBN 2-7459-0827-8)
• Les manchots (Bayard, ISBN 2227-73709-3)
Reading and Viewing
Outcomes
identifying various elements of the text.
Use the appropriate terminology when talking to students about different types
of texts. Discuss the characteristics that correspond to each text style (e.g., un
poème, une chanson, une lettre, une comptine, un dialogue, un vidéo, etc). For example,
Chère M aman = une lettre,
= dialogue
6.3.2 identify the characteristics
of a variety of texts forms
and structures
6.3.3 identify similarities and
differences between
characters, settings and
events
• Review recounts and narrative
forms of writing. Introduce and
teach explicitly how to recognize
the differences in the following
text forms:
• Procedures: recipes, science experiments, math procedures, game
directions, instructions on how to complete an activity.
• Reports: weather reports, factual texts.
Which indicators are present to tell how to distinguish these text forms?
• Discuss indicators from other forms which the students should recognize:
• Letters (Cher/C hère)
• Instructions (Colorier, découper, coller)
• Fairytales (Il était une fois...)
• Poetry (words that rhyme)
• Provide a variety of text forms and ask the students to find certain forms
(e.g., a letter) and ask the students how they knew that a certain text was or
was not a letter.
• When presenting texts across the curriculum to students, take the time to
discuss the characteristics of that particular text form. The text form s likely
to be encountered include the following: un poème, une lettre, un dialogue, un
journal, une biographie , une autobiographie, un reportage, une recette, un conte de fée, un
récit de théatre, une m arche à suivre, une bande dessinée, une affiche publicitaire, un site
Internet, une invitation.
Through modelling, teach students how to identify similarities and differences
between characters, settings and events, using either one book or more then
one book.
• characters: two different books, videos about families. Comment ces deux
familles sont-elles pareilles ? Comment sont-elles différentes ?
• events and settings: two books from the Simon series (Livres Toundra).
Où est Simon dans chaque histoire ? Que fait Simon dans chaque histoire ?
• Model and brainstorm with the class as a whole to find differences and
similarities between t.v. shows, videos, fairytales, sets of instructions.
• Use graphic organizers such as a Venn diagram or un tableau en t to record the
similarities and the differences between two texts.
• Encourage students to analyse different texts that they read independently,
keeping in mind their similarities and differences.
• Have students work in small groups or pairs to complete a chart recording
the similarities and differences between characters or between events and
settings. Groups can share their work with others.
223
Reading and Viewing
Suggested Resources
6.3.2 Observation
• Observe how well students can distinguish between text forms by giving
certain indicators. This could be done in small groups or individually,
where time permits.
• Record which text forms students choose, given indicators as clues.
Les genres et types de texte, Appendix
B
6.3.3 Observation
Observe and record similarities and differences provided by students
during brainstorming activities.
Conference
Conference with students individually or in small groups to evaluate their
knowledge of similarities and differences between characters, settings and
events in texts.
The Six Forms of Writing, Appendix
D
First Steps: Writing Resource Book
(Heinemann), List of text forms
A collection of children’s literature
and other visual and print texts;
the following are suggested:
• Simon et les flocons de neige (Livres
Toundra, ISBN 0-88776-275-1)
• Simon fête le printemps (Livres
Toundra, ISBN 0-88776-279 -4)
• Simon et le soleil d'été (Livres
Toundra, ISBN 0-88776-28 1-6)
• Simon au clair de lune (Livres
Toundra, ISBN 0-88776-34 8-0)
ERPI)
lectures (Collection avec les yeux
du coeur, Éd. La pensée)
• Collection GB+, Collection Alizé,
Zap Sciences (Beauchemin)
• Collection Alpha-jeunes, Collection
Alpha-monde et Collection En avant
(Scholastic)
Outcomes
analytical way to simple texts by recognizing certain key elements of the text.
SCOs: By the end of Grade One, students will be expected to:
224
Reading and Viewing
6.3.4 recognize the personal
style of an author or
illustrator
6.3.5 analyse to make critical
judgement of a text
Discuss and model with students to develop an awareness that some
authors and illustrators have very distinct styles while others are not so
recognizable. Brainstorm with the class the styles of certain authors and
illustrators: Eric Carle’s, Marie-Louise Gay’s or Barbara Reid’s
illustrations, Robert Munsch’s writing style.
• Discuss what makes each style distinct: Eric Carle uses découpage, MarieLouise Gay uses aquarelle et encre écoline, Barbara Reid uses pâte à modeler ;
Robert Munsch uses répétition.
• Select books from the school library, cover the names of the authors
and/or the illustrator and have the students identify books written by a
certain author or by a particular illustrator.
It is important to foster critical literacy in students. Critical literacy
involves questioning assumptions, and helping learners understand the
impact that texts have on their lives. Actively learning to judge texts
critically encourages children to challenge assumptions and examine the
conditions of their own lives and the lives of others.
• Model critical judgement of different kinds of texts (books, magazines,
videos, art, t.v. shows, advertisements) by asking questions such as:
• Est-ce que tous les loups sont méchants ?
• Est-ce que tous les pompiers sont des hommes ?
• Est-ce que tous les jouets sont amusants ?
• Encourage students to be critical thinkers and not to believe everything
they read or see, while still finding value in all forms of text.
• Choose a text (e.g., Cendrillon) and have students brainstorm the kinds of
critical questions they could ask:
• Est-ce que toutes les belles-mères sont méchantes ?
• Est-ce qu’il faut être jolie ou belle pour se marier avec un prince ?
• Est-ce que tous les princes/princesses sont beaux/belles ?
• Est-ce qu’on peut faire des souliers en verre ?
225
Reading and Viewing
Suggested Resources
6.3.4 Observation
Observe and record responses of students in brainstorming personal styles
of authors and/or illustrators.
literature which includes several
titles by the same author/
illustrator, as well as titles to
Conference
address the topic of critical
Conference with individual students or with small groups to note whether
literacy; the following are
or not they are beginning to recognize the style of a certain author or
suggested:
illustrator or are able to select texts written and/or illustrated by a particular • Simon et le soleil d'été (Livres
author or illustrator.
Toundra, ISBN 0-88776-281
-6)
6.3.5 Observation
• Simon au clair de lune (Livres
Observe and note the kinds of critical questions students ask during
brainstorming sessions and discussions.
8-0
• La véritable histoire des trois petits
Conference
cochons (Gallimard Jeunesse,
Conference with students one-on-one or in small groups to see if students
ISBN 2-070547-9 6-5)
believe everything they read.
• Cendrillon (Éditions Usborne,
ISBN 0-746Pencil/Paper
05922-1)
In the large group, use a questionnaire where the student circle/answer
• La bonne femme de neige
« Oui ou Non ». Ask questions orally and have children respond using the
(Gallimard Jeunesse, ISBN
questionnaire. Evaluate responses to questionnaires.
2-07-056388-X)
1. Est-ce que tous les enfants ont des frères ?
2. Est-ce que toutes les filles sont des soeurs ? etc.
Mon nom : ________________
Écouter et encercler « oui » ou
« non ».
1.
2.
3.
4.
5.
226
oui
oui
oui
oui
oui
non
non
non
non
non
Reading and Viewing
Outcomes
recognizing certain key elements of the
text.
Teach and model different kinds of feelings: heureux/heureuse, content(e),
triste, fâché(e), peureux/peureuse, etc. When reading and viewing with students,
draw their attention to the cause and effect of the characters’ feelings and
their actions
• Present different situations and ask which sentiments would be expected.
e.g., Paul is not allowed to watch t.v. because he was not nice to his
brother. How does Paul feel?
• Discuss how students would feel in different situations:
• Comment te sens-tu quand ton ami est malade ?
• Comment te sens-tu quand il fait noir dans ta chambre ?
• Use a questionnaire to find out how the students feel in different
situations.
• Provide students the opportunity to act out their feelings, given
different situations.
• Ask questions to encourage students to establish links between the
feelings and the actions of the characters in stories. Pourquoi Jacques se
cache-t-il sous la table ? Pourquoi est-ce que l’ogre court après Jacques ?
6.3.6 establish links between
characters’ feelings and
their actions
6.3.7 establish links between
different events which
make up a story, e.g.,,
sequencing, cause and
effect
Teach and model activities such as sequencing and cause and effect,
explaining how stories have to be in order to make sense and that one step
leads to another.
• Involve students in activities such as:
• creating story maps using illustrations or text;
• sequencing a story by putting illustrations in order;
• using the framework Où ? Quand ? Qui ? Quoi ? Pourquoi ?.
• Read part of a story and ask the students to predict the ending.
• Have students retell a story through text or illustrations. Encourage
them to respect the sequence of events.
• Have students identify an action or event in the story (the cause) and the
ensuing result of that action or event (the effect). Through discussion,
assist students to make connections and links between the different
events of a story. If this hadn’t happened, would something else in the
story have been different? Comment l’histoire serait-elle différente si le héros
agissait autrement ?
• Have students illustrate two linked events in a story: one is the cause
and the other the effect.
Q÷Q
6.3.6 Observation
227
Reading and Viewing
• Observe students’ responses during discussions and brainstorming
sessions on feelings and corresponding actions.
• Note how students act out their feelings.
Conference
Conference with students who are less confident in the large group.
Paper/Pencil
Evaluate completed questionnaires on student feelings in different
situations.
Suggested Resources
Appendix B
First Steps Reading: Resource Book
(Heinemann), Map a Story,
Time Line, Plot profile
literature and other age6.3.7 Observation
appropriate texts; the following
Provide pictures or illustrations of a story out of order and observe the
are suggested:
strategies used to sequence them.
Conference
ERPI)
Conference with students to ask questions on the sequence of a story and
on the cause and effect of certain events. Ask questions such as:
lectures (Collection avec les
• Qu’est-ce qui s’est passé avant ?
yeux du coeur, Éd. La pensée)
• Qu’est-ce qui se passe ensuite ?
• David à l'école (Nathan, ISBN
• Pourquoi le héros a-t-il fait ceci ?
2-09210-844 1)
• Qu’est-ce qui a causé cela ?
• Le petit chaperon rouge (Éditions
Usborne, ISBN 0-746-0592
Paper/Pencil
-X)
Allow students to create their own sequencing of a story using three or four • La veritable histoire des trois petits
drawings, to be evaluated by peers.
cochons (Gallimard Jeunesse,
ISBN 2-070547-9 -5)
• Cendrillon (Éditions Usborne,
ISBN 0-74605922-1)
• Simon et le soleil d'été (Livres
-6)
228
Reading and Viewing
Students will be expected to plan and manage their reading and viewing by applying
strategies in accordance with their needs and the communication situation.
Outcomes
and Learning
KSCO: By the end of Grade 3
students will be expected to call upon
simple strategies, experiences and
previous knowledge to guide their
reading and viewing.
Strategies to understand one’s own needs as a reader are valuable tools to
foster in reading development. Students should consider their own interests
as well as the appropriate level of a text when selecting reading material.
After selecting a text, establishing a purpose for reading will make the
process more meaningful. The purpose for reading will influence the choice
of reading strategies and determine what the reader will remember about the
SCOs: By the end of Grade One, text.
• Encourage students to develop a sense of ownership by choosing their
own books for various reading activities, including silent reading, shared
7.1.1 select independently and
reading, buddy reading, library books, etc. Guide students to select books
with teacher assistance,
according to illustrations, content, level of difficulty and according to their
texts appropriate to
purpose (for information, for pleasure, etc.). Students will require teacher
interests and learning
assistance while they learn the criteria for book selection. Various levels of
needs
difficulty may be appropriate, depending on the purpose of reading; a
student may select a certain reading level for enjoyment, and a higher or
7.1.2 activate prior knowledge of
lower reading level for research.
a given subject and state
• Through mini-lessons, modelling and instruction during shared reading,
the purpose for reading
guided reading or reading conferences, teach students how to select texts
and viewing
appropriate to their individual needs, i.e., according to reading level,
interest, or purpose for reading.
• Encourage students to choose reading material appropriate for their own
level. Use le test de doigts : open a page. If there are three words you can’t
read, it is too difficult for you.
• Assure students that as the year progresses, they will be able to choose
more complicated reading material.
• Allow students the opportunity to share reading material with the class
when they are able to present the material without teacher assistance.
• Provide a poster, easily accessed by students, where they could evaluate
the books they read and really liked.
Le titre
Sur les genoux de
maman
facile (
difficile ;
T
Mon nom
Jean LeBlanc
Model/vocalize and discuss with students the range of purposes for reading
and viewing. Purposes may include to be informed, to learn how to perform
a particular task, to be entertained, to find the main idea, etc. Depending on
the text, the purpose may be more specific, such as reading a short story to
summarize the plot, or reading a poem to visualize the descriptive imagery.
• Provide students the opportunity to discuss and brainstorm for prior
knowledge before reading, viewing (e.g., Read the title: Napoléon chez la
vieille dame and ask questions such as: Qui est Napoléon ? (referring to cover
page) Qui ici a un chat ? De quelle couleur est ton (ta) chat(te) ? Est-ce que tous les
chats sont noirs et blancs ?)
Continued...
Suggestions for Teaching
229
Reading and Viewing
Suggested Resources
7.1.1 Observation
• Observe and note reading material selected by students.
• Note student evaluations of books read.
Reading and Viewing: Program
Design and Components – Prereading and Pre-viewing Strategies,
Appendix C
Conference
Conference with students to ask questions on their reading preferences and
to encourage appropriate selection of books and other texts. Various
questionnaires from the Trousse d’appréciation de rendement en lecture, such as
Outils 5b and 10, can be used or modified as needed.
d’appui 2002. Outils 5b et 10
literature and other print texts;
the following are suggestions:
livre géant, Collection En
tête, ERPI)
• Simon et les flocons de neige
(Toundra, ISBN 0-88776-2751)
• Les 100 premiers jours de l’école
7.1
(Gallimard, ISBN 20921084
.2
Observation
41)
Observe and note how students relate prior knowledge to the present topic, • Les Zoomies et les sports
and whether the ideas and information put forward are appropriate.
(McGraw-Hill, ISBN 0-65800798-X)
230
Reading and Viewing
Outcomes
KSCO: By the end of Grade 3
reading and viewing
• Encourage students to share personal experiences relating to the topic.
• Use a tableau SVA (ce que je Sais , ce que je Ve u x savoir, ce que j’ai Ap p ris ).
At the beginning of the year, this should be used collectively and
modelling should take place; the first two columns of the chart can be
completed before reading the text, and following reading the text, the
final column can be completed.
Model for students how to use pre-reading activities to predict what will
happen in a story. Such activities may include discussing the front and back
7.1.2 activate prior knowledge of covers (la couverture et la quatrième de couverture) or the title, doing a picture
a given subject and state
flick (feuilleter les images), talking about the subject, reading the blurb
the purpose for reading
(sommaire), or skimming and scanning the text.
and viewing
• Allow students to work in pairs or small groups to discuss what they
think the book may be about.
7.1.3 make predictions on
• Encourage students to search for clues independently, before reading
content, based on prebooks, choosing videos or making purchases of books or recordings.
reading activities
Teach and model appropriate behaviour for a variety of reading and
7.1.4 display appropriate
viewing situations:
behaviour during reading
• Lecture silencieuse : read, speak quietly
and viewing situations
• Lecture partagée, lecture en groupe : follow along quietly in your book,
pointing to words.
7.1.5 understand the concepts of • Students should at all time respect the fact that other people are present
print
and have the right to read without being disturbed.
• Teach and encourage students to handle books in an appropriate manner:
• no bending, rolling books
• no eating, drinking while reading
• no writing, coloring in books • books must be returned to proper place
Concepts about print, as presented by Marie Clay, involve the awareness of
how print works and how it is organized. Some basic concepts about print
include: directionality (that readers and writers move from left to right, top
to bottom and front to back); spacing (used to separate words); recognition
of words and letters; connection between spoken and written language;
understanding the function of punctuation; sequencing and locating skills;
and searching for cues from different sources.
• Teach students appropriate vocabulary and skills with respect to printed
texts: Où est la page couverture ? Où est le quatrième de couverture ? Montre-moi le
haut de la page. Montre-moi un mot. Montre-moi la dernière lettre du mot. Où est le
nom de l’auteur ? de l’illustrateur ? Montre-moi la direction dans laquelle on lit.
Montre-moi un point/un point d’interrogation/un point d’exclamation/ des
guillements. Pourquoi est-ce qu’on l’utilise ?
• Provide opportunities for the students to work on these skills together, in
small groups or as a class.
7.1.2 and 7.1.3 Conference
231
Reading and Viewing
Use the conference setting to question students on their use of reading
comprehension strategies such as prediction and using prior knowledge.
Grille 11b of the Trousse d’appréciation de rendement en lecture may be used or
adapted.
7.1.3 Observation
Observe and note accuracy of predictions in the large group and
individually.
ading and viewing situation.
Choose one group per day and
record their behaviour.
• Observe how students follow
along during shared reading
activities.
• Observe student behaviour in
the Resource Centre or
Library.
Conference
Choose 2 or 3 students and ask them to choose a certain book or video 7.1.5 Checklist
among those you have pre-selected, based on information you provide (e.g., Using a checklist such as Grille
Trouve le livre à propos d’un lapin qui aime les sports. « Le ballon de Pâques ».).
16 from the Trousse d’appréciation
de rendement en lecture, evaluate
Self-evaluation
student concepts of print
Have students think about the following: Carole, add a period after each
individually or as a group and
sentence.
reteach concepts as needed.
Conference
Have the student demonstrate
knowledge of the various
concepts of print in the context
of a conference. This may be
done in the context of reading a
story (e.g., a running record).
7.1.
4O
bse
rv
ati
on
• O
bs
er
ve
an
d
n
ot
e
st
ud
en
t
be
ha
vi
ou
r
du
ri
ng
re
232
Reading and Viewing
Suggested Resources
Reading and Viewing: Program Design and Components –Pre-reading and Pre-viewing
Strategies, Appendix C
Trousse d’appréciation de rendement en lecture : Immersion française, Maternelle - 3e
année. Document d’appui 2002. Grilles 11a, 11b et 16
Le sondage d’observation en lecture-écriture de Marie Clay (Chenelière, ISBN 276510-09 8-5)
Trousse d’évaluation GB+ (Éditions
Beauchemin)
Trousse d’évaluation Alpha-jeunes
(Scholastic)
A collection of levelled booklets and
other children’s texts; the following
are suggestions:
• Mélissa et ses amis (manuels et livre
géant, Collection En tête, ERPI)
lectures (Collection avec les yeux du coeur, Éd. La pensée)
• Collection GB+, Collection Alizé, Collection Maths et mots et Collection Zap
Sciences (Beauchemin)
• Collection Alpha-jeunes, Collection Alpha-monde et Collection En avant
(Scholastic)
Students will be expected to plan and manage their reading
and viewing by applying strategies in accordance with their needs and the
communication situation.
Outcomes
It is necessary that students learn to read with meaningful texts which
motivate the reader to construct meaning. Students are thereby engaged in
problem solving situations and use the cueing systems while reading rather
than learning skills in isolation.
• Model and teach during shared and guided reading how to make use of
the cueing systems (les entrées en lecture) to predict, confirm and selfcorrect. In order to use the cueing systems effectively, help students
internalize the following questions.
• Teach and model cueing systems and strategies necessary to construct
meaning. For example:
• Letters link together to make syllables, syllables make words, words
makes sentences.
• There are spaces between words but not between letters.
• Words are everywhere in our environment, not just in books: stores
and restaurants, traffic signs, billboards, television.
7.1.6 use a combination of
cueing systems and
strategies to construct
meaning from text
233
Reading and Viewing
•
•
•
•
•
•
•
• Some words are short, others
are long.
• The first letter in the word
often helps us to guess at
unknown words.
• Words have to make sense in
a sentence.
• Illustrations can help us to
determine the meanings of
words.
• Letters make sounds,
individually and when joined
with other letters - a + u =
au.
• Sentences end in punctuation
.?!
Encourage students to use a
variety of cues when reading
for pleasure or when reading
assigned texts.
Provide opportunities for
students to read texts at their
own level.
Use cloze passages to help
students use the cueing systems
of syntax and semantics to
figure out possible words.
Use word families to develop a
sense of visual cues: for
example, moi, toi, soi, loi, quoi, foi,
etc., table tableau.
Students should begin to
monitor their own reading by
cross-checking meaning cues
with cues from the beginning
and last letters of the word.
As students encounter words
in print, have then identify the
sounds made by the beginning
letter and think of other words
beginning with those sounds.
Ask students to find particular
words as they prepare to read
from a texte géant or grand
Continued...
livre.
7.1.6 Observation
Monitor students’ reading to ensure comprehension. Use observation and
anecdotal records to note student ability to:
• use reading strategies
234
• answer comprehension
questions
• demonstrate comprehension
through other ways of
representing, such as drawing
and dramatization
Reading and Viewing
• participate and respond to oral cloze, word order activities, word family
activities
Performance
Observe and record student ability to participate and make correct
responses to:
• oral cloze passages (to determine student understanding of syntax and
semantic cues)
• word order activities
• word family activities (using visual cues)
Running Record/Miscue Analysis
Use running records (le suivi d’observation) and an analysis of miscues to
assess student progress and to guide teaching:
• Is the student using the various cueing systems?
• Are there cueing systems on which the student is over-reliant? An
analysis of miscues can determine this. For example, if miscues are
always visually related, then there is likely an over-reliance on visual cues.
• Does the student take risks with predicting unknown words?
• Does the student attempt to self correct?
• Does the student read on? reread? break words into parts? find little
words in big words?
Self-assessment
Have students complete a self-assessment such as the Grille d’observation 11a
or 11b from La trousse d’appréciation de rendement en lecture, Maternelle - 3e année.
Suggested Resources
Reading and Viewing: Program
Design and Components, Appendix
C
Appendix C
d’appui 2002. Grilles 11a, 11b,
17a et 17b
(Heinemann)
Le sondage d’observation en lecture écriture ( M. Clay, Chenelière,
ISBN 2894618077)
literature and other ageappropriate texts; the following
are suggestions:
• Collection GB+ et Collection
Alizé (Beauchemin)
• Collection Alpha-jeunes et
Collection Alpha-monde
(Scholastic)
• La grand-mère d’Aputik (Soleil
de minuit, ISBN 2-922691-004)
• Rosali et Verdi : Les couleurs
(Banjo, ISBN 2-89579-008-6)
• Décroche-moi la lune
(Dominique et compagnie,
ISBN 2-89512-192-3)
235
Reading and Viewing
Outcomes
Phonological and Phonemic Awareness
Inclusion of phonological and phonemic awareness tasks, as part of a
balanced early reading program, has been shown to prevent or reduce
persistent reading problems. Phonological awareness instruction has the
greatest impact on reading when it is combined with direct and consistent
instructions on the semantic, syntactic and pragmatic cueing systems. As
students progress through Grade 1, phonemic awareness is reinforced by
reading skills and vice versa. At this stage, the connection between sounds
and print become more explicit.
cueing systems and
meaning from text
Students will begin to show consolidation of phonological and phonemic
awareness through:
• identification of initial, final and medial sounds
• phoneme segmentation and blending
• phoneme manipulation (e.g., replace the first phoneme of the word toi
with /s/ and tell the new word: soi)
• application of phonological awareness skills and letter-sound knowledge
to print (phonics)
• words analysis/structural analysis.
In order to develop these skills, teachers should provide many
opportunities for students to participate in oral word play through nursery
rhymes, alliteration, poems, songs, finger plays, chants, rhyming stories.
• Talk about the sounds heard in words and the beats that make up a
word.
• March to the beat of the words in songs or chants.
• Indicate the number of syllables in words by beating rhythms with
musical instruments.
• Clap hands and count le nombre de syllabes in theme words (e.g.,
L’Halloween, papillon, manchot).
• Comment specifically on the words that rhyme in stories and poems
(Lit, rit - ces mots-là riment !).
• Ask students to provide the rhyme at the end of a couplet in a story or
poem (J’aime les bas mais pas les _____________).
• Introduce new objects with rhyming clues (e.g., J’ai un fruit dans mon sac.
Il rime avec homme/chicane/foire etc.).
• When calling on students, give a rhyme for their name instead of the
actual name (e.g., Boshua, c’est ton tour.).
• When putting on clothing to go home, make up rhymes for the items
(une botte qui tricote, une mitaine faite de la laine et un chapeau, que c’est beau !).
Continued...
236
Reading and Viewing
Suggested Resources
Observation
• Observe students’ oral language skills and participation in oral word play
and other activities. Note those at risk for difficulty with phonological
awareness and phonemic awareness tasks.
Phonological Awareness and
Phonemic Awareness, Appendix B
• Observe whether students readily follow the beat or rhythm or words.
• Observe whether students can identify the number of syllables in words.
• Observe and note students’ ability to recognize rhyme, to complete
rhyming couplets and to produce rhyme during formal and informal
activities.
Reading and Viewing: Program Design
and Components -Cueing Systems,
Appendix C
Conscience phonologique (Chenelière,
ISBN 2-89461-372-5)
Le manuel phonique (Jolly Learning
ISBN 1-8709-4698-7)
Lire en criant ciseau 1- 5 (CFORP,
FRR-110-S1 (-S5)
Entraînement phonologique prélecteurs
(Cigale, ISBN 2-912 457-07-6)
Sounds Abound: Listening, Rhyming,
and Reading (Lingui-Systems, ISBN
1-5599-9394-4)
Les clés du savoir : Cartes de l’alphabet
(Guérin, ISBN 2-7601-6249-4)
Les clés du savoir : Cartes de sons
(Guérin, ISBN 2-7601-6250-8)
A collection of children’s songs,
poems and rhymes; the following
are suggestions:
• Chansons et comptines 1et 2
(CFORP, FRR-393-S1 et -S2)
• Poésies, comptines et chansons pour
tous les jours (Gallimard, ISBN 207-053548-7)
• 100 comptines (Fides, ISBN 27621-2082-9)
• Comptines à chanter (Milan, ISBN
2-7459-0737-9)
• Rondes, jeux de doigts et jeux dansés
(Retz, ISBN 2-72562-365-0)
237
Reading and Viewing
Outcomes
• Make up rhymes for items in the classroom or items related to a particular
theme.
• Use rhymes or syllables to dismiss students (Si ton nom rime avec parc, cherche
ton manteau. Si ton nom a une syllabe, mets-toi en ligne.)
cueing systems and
meaning from text
As students become more aware of the structure of words, the teacher may
draw their attention to smaller units such as the phoneme or sound.
Students learn to relate the sounds they hear to the letters they see for
reading and spelling. Phonemic awareness activities focus first on the
beginning sounds of words.
• Think of winter words that start with a particular sound, for example /b/
words such as bonhomme de neige, botte, boule de neige.
• Play Simon (Jean) dit with instructions for those students whose names
begin with a specific sound to complete an action (e.g., Si ton nom commence
par /t/, touche la tête. Si ton nom commence par /m/, marche sur place.)
• Use the tunes of familiar songs to sing about the sounds in words. The
following are examples:
Quel est le son qui commence les mots : lac et lit et loup ?
/l/ est le son qui commence les mots lac et lit et loup.
‘Y a un /l/ par-ci, ‘y un /l/ par-là.
L...l...l...l partout des l...l
/l/ est le son qui commence les mots lac et lit et loup.
(Based on Yopp, 1992, sung to Old MacDonald)
Peux-tu dire ce son, peux-tu dire ce son ?
C’est le premier son dans mitaine, peux-tu dire ce son ?
(Hum the tune using the first sound in mitaine)
(Based on Blevins, 1997)
• Incorporate rhymes and beginning sounds to encourage the students to
guess words during story time (e.g., Dans cette histoire, le nom du garçon
commence par /m/ et rime avec jardin.).
• When dressing for home or gym, the beginning sound of the clothing
items may be stressed (e.g. Qui porte quelque chose qui commence par /s/ ?).
• Students listen to a story and raise their hands when they hear a word
beginning with a particular sound.
As students become more aware of the sounds in words, specific activities
may be incorporated into theme work. Game boards, balls, bean bags or
musical instruments may be used with many activities as students take their
turns.
Continued...
238
Reading and Viewing
Suggested Resources
Conference
Conference with students to find out which strategies are being used
appropriately and to determine the need for additional instruction. Ask
questions such as the following:
• Que fais-tu quand tu vois un mot que tu ne connais pas ?
• Que fais-tu quand tu ne comprends pas ?
• Que fais-tu quand la phrase n’a pas de sens ?
Conference /Rubric
In a one-on-one situation, have students read a short text and then retell
the story. Ask questions to determine their level of comprehension. Use a
rubric to analyse student responses.
and Components - Cueing Systems,
Appendix C
Appendix C
First Steps: Reading Developmental
Continuum (Heinemann)
Une phrase à la fois (Chenelière,
ISBN 2-89461-308-3)
Écouter, comprendre et agir
(Chenelière, ISBN 289461-992-8)
L’apprenti lecteur (Chenelière, ISBN
2-89461-587-6)
Conscience phonologique
(Chenelière, ISBN 289461-372-5)
ISBN 1-8709-4698-7)
Lire en criant ciseau 1- 5 (CFORP,
FRR-110-S1 (-S5)
(Cigale, ISBN 2-912457-07-6)
Phonemic Awareness Activities for Early
Reading Success (W. Blevins, 1997,
Scholastic)
Developing Phonemic Awareness in
Young Children (H.K.Yopp, The
Reading Teacher, 45(9), 696-703.
239
Reading and Viewing
Outcomes
previous knowledge to guide their reading
and viewing.
Engage students on a regular basis in games and activities which focus on
phoneme blending, phoneme deletion or phoneme segmentation. Rather
than present a combination of activities on a given day, limit activities to one
type at a time.
7.1.6
use a combination of
cueing systems and
meaning from text
Phoneme blending/La fu s io n d e s p h o n è m e s
• Blend larger chunks of words initially (Dis /pou/ .../pée/. Maintenant, dis les
parties ensemble pour former un mot. Quel est le mot ?)
• To blend individual sounds, at first use words that begin with sounds that
can be stretched such as /s/, /m/, /l/, /f/, /r/, et /z/ (e.g., lllllllllit).
• Use an elastic band as you stretch the sounds, or extend one arm and use
the opposite hand to slide up the arm as you say the sounds for a word,
such as llllllllaaaaaaaaaacccccccccc.
• Play guessing games in which students have to guess the answers to
riddles by blending sounds. The difficulty will depend on the level of the
students (e.g., Je pense à un animal. C’est un /ti...gre/).
Phoneme deletion/L’o m is s io n d ’u n p h o n è m e
• Delete one syllable form a compound word (e.g., Dis bonhomme. Dis-le
encore sans dire le « bon »).
• Delete the initial or the final sound of words (e.g., Dis lac. Dis-le encore sans
dire le /k/)
• Delete one sound form a consonant blend (e.g., Dis table. Dis-le encore sans
dire le /t/)
• Read a story orally and switch the beginning or final sound of a word
while the students listen for the error (e.g., Petit-bleu est allé à la saison.). The
students can identify which sound was changed.
Phoneme segmentation/La s e g m e n tatio n d ’u n p h o n è m e
• Use blocks, tokens or other manipulatives to represent the sounds in
Consonant-Vowel-Consonant words as the sounds are stretched or
separated orally (e.g., b-e-l, t-o-c, m-u-r, b-e-c, s-o-l). One block is moved
across a surface for each sound heard.
• Drop one marble in a tin can for each sound heard in a word (e.g., poupée,
one for /p/, one for /ou/, one for /p/, one for /é/).
240
Reading and Viewing
Suggested Resources
Observation/Anecdotal Records
• Keep a record of which letter sounds the students know. Note both
directions: can the students give the sounds when shown a picture, can
the students name an object after they hear the sound?
• During shared reading, note whether students can predict words based
on the rhymes or initial phoneme.
• Monitor students’ ability to follow actions based on identifying the
beginning sound in words.
• Note whether students are able to participate easily in tasks, or whether
they require a model.
Appendix C
Grilles 17a et 17b
ISBN 1-8709-4698-7)
• Observe and record students’ responses during oral activities. Pay
attention to the students’s incorrect responses as a cue to the students’
current level of understanding.
(Cigale, ISBN 2-912457-07-6)
• Observe whether students are able to complete tasks without visual cues
or models.
Les clés du savoir : Cartes de l’alphabet
(Guérin, ISBN 2-7601-6249-4)
• Note students’ responses when asked to blend or segment sounds. Keep
a record of the smallest unit the student is able to blend or segment.
Les clés du savoir : Cartes de sons
(Guérin, ISBN 2-7601-6250-8)
• Note whether students have mastered sound-symbol correspondences
for consonants.
• Note whether students are able to phonetically read or sound out regular
words.
Conference
In a one-on-one or small group setting, propose a variety of tasks to the
students in order to assess phonological awareness. Grilles 17a and 17b
from the Trousse d’appréciation de rendement en lecture may be used or modified.
241
Reading and Viewing
Outcomes
students will be expected to organize
information and ideas using simple
strategies
Graphic organizers are useful in responding critically to texts (e.g., le
diagramme Venn ou les cercles concentriques), or in organizing information from
texts (e.g., la matrice, l’étoile, la chaîne). A graphic organizer is a visual which
illustrates the links between ideas or information. The links are illustrated
using lines, arrows, or shapes. The type of graphic organizer used depends
on the type of text read. For example, a procedural text can be considered
in therms of la chaîne, whereas an informational text such as a magazine
article may be better represented using la matrice. It is important that
students learn to organize, analyse and use information effectively from
texts; graphic organizers are meant to be tools which enhance the process.
7.2.1 experiment with graphic
organizers
This outcome builds on SCO 4.1.6 and 4.3.4. In Grade One, teachers
should frequently model the use of a variety of simple graphic organizers.
• Provide students frequent opportunities to see how a range of graphic
organizers can be used to organize information. Have students use
graphic organizers independently or in small groups after they have been
modelled several times (e.g., brainstorming, research, webs). Teacher
support will be required for writing, but students may also represent
their ideas through illustrations in the graphic organizer.
• Model use of graphic organizers for les nouvelles (See First Steps).
• Model and discuss graphic organizers in the context of presentations so
that students become increasingly aware of the information they need to
focus on (e.g., who, what, when, where, why) when presenting.
• Encourage students to organize their thoughts through the use of
graphic organizers. Graphic organizers can be used to organize
information for a research project, for les nouvelles, for an oral
presentation or as a pre-writing activity
242
Reading and Viewing
Worthwhile Assessment and/or Instructional Strategies
Suggested Resources
Observation
Observe student use of graphic organizers during group brainstorming
sessions, in small group activities and in individual tasks:
Appendix B
un diagramme de Venn/des cercles concentriques
en lecture : Immersion française
maternelle - 3e année. Document
d’appui 2002. Représentations
graphiques et Fiche 23
Kidspiration software from
Inspiration
www.inspiration.com/home.cfm
une étoile/une constellation
Portfolio
Collect and evaluate graphic organizers in which students have organized
their ideas. These may contain illustrations or writing or both.
Presentation
Have students use graphic organizers such as the framework for
newsharing, Je planifie mes nouvelles, to prepare presentations. Determine
whether students have included all the important elements, and if they are
effectively utilizing the graphic organizer.
243
Reading and Viewing
Outcomes
students will be expected to identify
their strategies
Metacognition involves the ability to monitor one’s own learning by
managing and being aware of one’s own strategy use. If the reader is aware
of the strategies which lead to effective reading and s/he understands
when to apply these strategies, then the reader will be better able to
construct meaning from texts read. For example, students should be able
to monitor their reading, and if something does not make sense, they
should be able to self-correct using the cueing systems.
• Teach and model reading/viewing strategies. Early in the year, many
students will concentrate on strategies to read words:
• letter-sound correspondence • acquiring basic sight vocabulary
• vowel combinations
• sounding-out words by clapping
syllables
• Once students are comfortable with these strategies, they will learn to
link words to form sentences. Model and teach students how to ask
questions of themselves when reading and viewing. What do they do
when they find a word that they don’t know? Teach them to ask
themselves:
Does it look right? Est-ce que ça a l’air correct ?
Does it sound right? Est-ce que ça sonne bien ?
Does it make sense? Est-ce que ça fait du sens ?
• Encourage and develop use of reading strategies through modelling and
purposeful planning. By discussing and “thinking aloud”, foster student
awareness of the strategies they are using. Some strategies to incorporate
into reading activities include:
• prediction and questioning
• self-correction
• word identification
• use of the three cueing systems
• reflection and critical thinking
• Provide opportunities on a daily basis for students to recognize and use
these strategies.
• Keep a class list of reading and viewing strategies. Add to the list as new
strategies are practised.
• Encourage students to use strategies independently as well as with
partners, small groups or the whole class.
• Encourage students to verbalize the strategies they use when reading.
• Provide students with blank bookmarks to use during silent reading to
note any words/sections they had difficulty with, as well as the number
of the strategy they tried or used.
• Have students consider questions such as:
• Pourquoi est-ce qu’on lit ?
• Comment sais-tu qu’une personne lit bien ?
• Que fais-tu quand tu vois un mot que tu ne connais pas ?
• Est-ce qu’il faut relire plusieurs fois de temps en temps ? Pourquoi ?
• Que fais-tu pour t’aider à te rappeler ce que tu lis ?
• Qu’est-ce que tu fais avant la lecture ?
• Qu’est-ce que tu fais pendant la lecture ?
• Qu’est-ce que tu fais après la lecture ?
7.3.1 describe their own reading
and viewing strategies
244
Reading and Viewing
Suggested Resources
7.3.1 Observation
Observe and note the various strategies students use when reading in the
group or individually.
Reading Strategies (Word Identification)
and Reading Strategies
(Comprehension), Appendix C
Self-Assessment
A self-assessment such as the following can be completed by students
during a conference with the teacher. Outils 11a and 11b of the Trousse
d’appréciation de rendement en lecture may also be used or modified for use.
- 3e année. Document d’appui
2002.Grilles 4, 11a et 11b, 12a et
12b
(Heinemann)
SelfAssessment/
Peer
Assessment
Have
students evaluate themselves and their partners during reading and viewing
strategies:
• Est-ce que j’ai coupé les mots ?
• Est-ce que mon partenaire a coupé les mots ?
• Est-ce que je me suis corrigé si le mot n’a pas fait de sens ?
Conference
Discuss with students the strategies they use when reading,; refer to
Questionnaires 12a and 12b of the Trousse d’appréciation de rendement en lecture,
Maternelle - 3e année,
245
Reading and Viewing
Outcomes
students will be expected to use
resources (printed, non-printed,
technological and others) to help them
understand their reading and viewing.
Provide opportunities for students to interact with a wide variety of fiction
and non-fiction French-language resources to find information and to
enhance learning. Appropriate resources would include the following:
• des livres
• des listes de mots
• des dépliants (brochures)
• des illustrations et des affiches
• des annonces publicitaires
• des panneaux d’affichage
• Provide opportunities for students to learn to use a web site or
computer program to find information.
• Encourage students to use resources in the classroom, such as
dictionaries and reference books, maps, illustrations, word lists, etc.
• Teach and model how to access a variety of resources, available both
inside and outside the class, which could help them with their reading
and viewing:
• dictionaries
• informational and reference books
• maps, globes and atlases
• posters, illustrations
• word walls, lists
• web sites
• computer programs
• French-speaking visitors, teachers,
students
• Encourage students to use different strategies to help them with their
reading/viewing individually or when working with others.
• Engage student sin activities that would make them aware of and
develop dictionary skills, such as
• alphabetization
• word meaning
• recognizing nouns (and their number and gender)
This work should be done in the context of a text. For example, students
should search within a text for nouns. Engage students in using
alphabetization skills to find a name or word in a word wall or dictionary.
• Use questions to guide students in their reading and viewing. Où dans le
livre pensez-vous trouver de l’information sur la nourriture de la grenouille ? Qu’estce que cette image nous dit à propos de son habitat ?
• Before reading, have students quickly skim a text to get a general
overview. What kind of text is it? How is it organized? Do we need to
read it from top to bottom, left to right? What do the headings and
subheadings tell us?
• Have students focus on the organizational and visual elements of a text.
Why are certain words in bigger print than others? What effect does the
colour of the letters have? Are different fonts used? What does the print
under the photos or illustrations tell us? What do the bullets or numbers
indicate? What information is contained in the index or table of
contents?
• Discuss the graphic supports and print features in a particular text.
Through questioning, lead children to an understanding of the role of
bold or italic letters, tables, charts, legends, borders and boxes.
7.4.1 find information using a
variety of sources
246
Reading and Viewing
Suggested Resources
Observation
Observe and note student ability to:
• suggest various types of resources which may be appropriate when
seeking information on a particular topic
• locate specific information, using a variety of different resources
Conference
Question students about the organisational or visual supports such as the
illustrations, titles, headings, sub-headings in the text. What information do
they provide? How are they useful in locating information? Why are certain
words written in larger or darker print than others?
Mélissa et ses amis (manuels et livre
géant, Collection En tête, ERPI)
Pencil/paper
Have students make a list of nouns from a familiar text.
Le ver de terre (Michel Quintin,
ISBN 2-89435-042-2)
Performance
Ask children to skim or scan the text (print and illustrations) to locate a
specific key word or particular information. Are they able to locate the
word or the appropriate section?
Cache-cache dans la ferme (Milan,
ISBN 2-7459-0514-7)
Animaux de la ferme (Milan, ISBN
2-7459-0827-8)
A variety of fiction and nonfiction texts (print and visual);
the following are suggestions:
Les manchots (Bayard Jeunesse,
ISBN 2-227-73709-3)
Recueil de lecture 1e année (CFORP,
ISBN 2894429-18-5)
Collection En avant, Collection
Alpha-monde et Collection Je peux lire
(Scholastic)
Collection Domino (Chenelière)
Collection Alizé (Beauchemin)
Zap sciences (Beauchemin)
247
Reading and Viewing
248

Reading and Viewing

Transcription

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