think literacy

8/3/2019 Think Literacy

1/37

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2

CONTENTS

READING STRATEGIES

Getting Reading to Read: Previewing a Text 2ANNEXE A: LES CARTES DES EXEMPLES 4

ANNEXE B: LES CARTES DES EXEMPLES 5ANNEXE C: LES CATGORIES POUR LES CARACTRISITIQUES 6ANNEXE D: LES CATGORIES POUR LES CARACTRISTIQUES 7ANNEXE E: LES FORMES DES TEXTES 8ANNEXE F: LES CARACTRISTIQUES DES TEXTES 9ANNEXE G: LEXEMPLE DE LA FICTION 10ANNEXE H: LEXEMPLE DES OUVRAGES GNRAUX 11

Engaging in Reading: Using Context to Find Meaning 12ANNEXE A: LES STRATGIES DE COMPRHENSION DUN TEXTE 14

ANNEXE B: LA RFLEXION 15

Engaging in Reading: Sorting Ideas using an Organizer 16ANNEXE A: UNE IMAGE 18

ANNEXE B: UN PERSONNAGE 19ANNEXE C: UNE PARTIE FAVORITE 20ANNEXE D: UN CHOIX PERSONNEL 21

WRITING STRATEGIES

Writing for a Purpose: Using Templates 22ANNEXE A: LE VOCABULAIRE POUR DISCUTER UNE AFFICHE 24

ANNEXE B: UN MODLE DUNE AFFICHE POUR UN VNEMENT 25ANNEXE C: UN MODLE DUNE AFFICHE POUR UN PRODUIT 26ANNEXE D: LA LISTE DE CONTRLE POUR UE AFFICHE 27ANNEXE E: UN MODLE POUR UNE LETTRE 28ANNEXE F: LES PARTIES ESSENTIELLES POUR LA RDACTION

DUNE LETTRE 29ANNEXE G: UN MODLE POUR LA PREMIRE PAGE DU JOURNAL

LE SCOOP DU JOUR 30ANNEXE H: LINFORMATION POUR LA PREMIRE PAGE DU JOURNAL

LE SCOOP DU JOUR 31

Revising and Editing: Peer Editing 32ANNEXE A: LES CODES DE RVISION 34

ANNEXE B: LA RVISION PAR LES PAIRS 35ANNEXE C: LA RVISION PAR LES PAIRS AVANC 36ANNEXE D: LES COMMENTAIRES 37

The artwork in Annexe B, page 5, has been contributed by Gayle and Ellen Topham


2/372


RGetting Ready to Read :Previewing a Text

FRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire, Avanc

A well written piece of text for French as a second language readers has a variety of elements or features thatare consistently used to help the reader understand the layout. Previewing the text and identifying itscharacteristics can help students understand the text form.

Purpose Learn how to navigate a piece of text written in French. Examine the layout and features of different text forms. Identify specific information for each of the text features.

PayoffStudents will: become familiar with the layout and features of texts written in French. be exposed to French vocabulary related to text forms. use strategies to effectively preview different forms of text written in French.

Tips and Resources In a second language classroom, remind students that they can use their knowledge of English text

layouts to help guide them in their comprehension of French written materials. The set of cards included in ANNEXES A & Bcan be sorted in a variety of ways and some cards may fit

into more than one category. Teachers may collect actual examples of each of the characteristics in orderto use in the sort. As a follow-up activity, teachers may ask students to bring in other French examples.

Use the templates as guidelines so that students have the same frame of reference. The level to whichthey complete them will be dependant on their language ability. Some students may just copy word forword and use drawings to illustrate their thoughts whereas others may be asked to develop more thorough

answers. This should be a quick glance at the text so the completion of any written work should focus onthe communication of ideas. The completion of the template will be a good indication of students readiness to continue with the actual

reading of a written passage. Sharing of responses and answering prediction questions will set the stagefor decoding the actual text itself which is the next activity in this document.

Further Support Although the intent of this activity is that students will be able to individually complete ANNEXE F, some

students may need to work in pairs in order to support each other in the completion of the task. To assist students who are experiencing difficulty you may wish to have them create their own graphic

organizer. Teachers may use the following directions to guide students in the process.o Place a blank overhead transparency over the page of text that is to be read.o Using an overhead marker, students will trace around the significant components on the page

such as titles, captions, tables, etc. thus creating a template of blank boxes, ovals and/orgeometric shapes.

o Remove the overhead transparency from the page and students now have a blank template ofboxes in which they can record the corresponding label and/or the corresponding information fromthe text.

Remind students of the criteria forPour Avoir une Bonne Discussion, see Think Literacy Cross-CurricularApproaches Grades 7-12 Subject-Specific Examples French as a Second Language Intermediate Core,page 5.


3/373

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 R

Getting Ready to Read :Previewing a TextFRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire, Avanc

What teachers do What students do

Before Prepare sets of cards using ANNEXES A & B: LES

EXEMPLES DES CARACTRISTIQUESand put each setin an envelope. The teacher will need a set of cards aswell as category label cards found in ANNEXES C & D:LES CATGORIES POUR LES CARACTRISTIQUES.ANNEXE E: LES FORMES DES TEXTESis forteacherreference ONLY.

Put students into groups of four and give each group anenvelope of cards.

Tell students they will need to sort the cards and be ableto explain the criteria for each chosen category.

Explain that you will be randomly selecting arepresentative from the group to share one of theircategories with the class so each group will need to takethe time to ensure that everyone would be able to act as acompetent reporter. During the reporting stage, once agroup has given a category, another group can not repeatit.

Build a class word wall as student representatives report.At the end of the sharing, you will have created a visualreference for the students that has the category label i.e.,SOUS-TITRE underneath of which will be all thecorresponding example cards.

Choose a specific text and model how to fill in thetemplate, ANNEXE F: LES CARACTRISTIQUES DES

FORMES. For specific examples of how to complete thetemplate, see ANNEXE G AND H.

Sort example cards into mutuallyacceptable categories.

Support fellow group members

understanding and ability toreport back to the class in French.

Be prepared to share the groupsideas with the class in French.

Listen in order to comprehend theFrench vocabulary being addedto the word wall.

Follow the teacher demonstrationand ask clarifying questions if

necessary.

During Choose a variety of appropriate text samples and have

two copies of each example. Pair students and assign a specific text example to each. Give each pair a blank copy ofANNEXE Fand instruct

them to fill it in using the appropriate information from theirassigned text.

Monitor that students are using the correct Frenchvocabulary in order to complete the activity.

Use the French language todiscuss and accurately completethe template.

After Regroup pairs so that there are four students with the

same piece of text. Give each group an overhead transparency with the blank

template photocopied on it. Ask each group to use an overhead marker and fill in the

template and be prepared to present their findings. Select a different reading passage and ask students to

complete the template. They will use this template duringthe next activity, Engaging in Reading: Using Context toFind Meaning.

Ensure that there is un(e)Secrtaireto record theappropriate information on theoverhead transparency and thatany group member could present.

Read the assigned text andcomplete the template.

Notes


4/374


RANNEXE A: LES CARTES DES EXEMPLES

AVANT DE LIRE:SURVOL DUN TEXTEFRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire, Avanc

Les troispetits cochons AUTOUR DETOI Le Bossu deNotre Dame

Chapitre 2 :En route

Le calendrierhindou

Immobilires vendreImmobilires louer

LEFRANAIS

LEJOURNAL

STACEY

Personne C. Brattique la lecture

rouge verte bleu

papier crayon radio

lusage de dlve et de lenseignant(e


5/375

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 RANNEXE B: LES CARTES DES EXEMPLES


une boisson des fritesdu poulet goter

un casse-crote plairecommander une soupeun plat un choix

une galerie de jeuxun tableau de bord

une missionun vaisseaula navette spatiale

laurore borale un sommele Nunavut la Sude

le cercle arctique le rennela Suisse la cuisineune montagne

Elle tudie les microbes laide dun microscope.

Il y avait une lumireau bout du tunnel.

le champion de hockey

lusage de llve et de lenseignant(e)


6/376


RANNEXE C: LES CATGORIES POUR LES CARACTRISITIQUES


LE TITRELE SOUS-TITRE

LA POLICE DES

CARACTRESLES IMAGES

LESRFRENCES

lusage de lenseignant(e


7/377

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 RANNEXE D: LES CATGORIES POUR LES CARACTRISTIQUES


les caractres grasLES LETTRES MAJUSCULESen italiquela couleur

une photo relleune infographieune illustration

un tableauun graphiquedes mots cls

un lexique

un glossaireun indexune lgende

lusage de lenseignant(e)


8/378


RANNEXE E: LES FORMES DES TEXTES


LA FICTION

Les exemples Les caractristiques les plus communes: une histoire un conte / une fable une bande dessine une chanson / une ballade une lettre une pice une biographie / une autobiographie une lgende un scnario / un script un journal

un proverbe un dialogue un pome une blague

un titrela narrationle dcorun personnageune intrigueun problme ou un conflit

les chapitres/les parties/les scnesle dialogue

LES OUVRAGES GNRAUXLes exemples Les caractristiques les plus communes:

un rapport une entrevue une histoire la recherche les directives une dissertation une lettre daffaires les instructions une prsentation multimdia une explication un site web un courriel une dfinition une rponse un compte rendu une note un article une exprience une annonce un discours un dpliant une revue

un titreun sous-titreune tiquetteun graphiqueun tableauun diagrammeune bibliographieun glossaireun index

une table des matiresune procdureune dfinitionla terminologieune lgende



9/379

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 RANNEXE F: LES CARACTRISTIQUES DES TEXTES


NOM:______________________________________________ Date: ________________________

LE SURVOL DUN TEXTEEn regardant le texte, jai trouv

CARACTRISTIQUE NON OUI et les dtailsUn titre

Un ou plusieurs sous-titres

La police de caractres- caractres gras

- LETTRES MAJUSCULES

- en italique

- la couleur

Les images- photo relle

- infographie

- illustration

Les rfrences- tableau- graphique- mots cls- lexique- glossaire- index- lgende

autre information importante

lusage de llve


10/3710


RANNEXE G: LEXEMPLE DE LA FICTION


NOM:______________________________________________ Date: ________________________

LE SURVOL DUN TEXTEANTHOLOGIE Nouvelles frontires 10e, pp. 5-12En regardant le texte, jai trouv

CARACTRISTIQUE NON OUI et les dtails

Un titre La machine rajeunir Adaptation du roman de Denis CtUn ou plusieurs sous-titres CHAPITRE 1 Transformations

La police de caractres- caractres gras- LETTRES MAJUSCULES- en italiquela couleur

X

XX

CHAPITRE 1

Les images- photo relle- infographie- illustration

XX

- mouche pique homme- personnes dans la salle de bain- nez sent le pige

Les rfrences- tableau

- graphique- mots cls- lexique- glossaire- index- lgende

XXXXX

- Avant de lire- As-tu compris ?- Expansion

- Quelle mouche lavait piqu- Sentir le pige plein nez

autre information importante - 2 fois il y a qui divise le texte



11/371

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 RANNEXE H: LEXEMPLE DES OUVRAGES GNRAUX


NOM:______________________________________________ Date: ________________________

LE SURVOL DUN TEXTEON Y VA 1, p. 33En regardant le texte, jai trouv

CARACTRISTIQUE NON OUI et les dtailsUn titre Amis ou ennemis ?

Les petits microbes dans notre vieUn ou plusieurs sous-titres Rhinovirus

LactobacileBacillus cereusLe sais-tu ?

La police de caractres- caractres gras- LETTRES MAJUSCULES- en italiquela couleur

- les titres & sous-titres

- le titre (jaune)- les sous-titres (rouge)- Le sais-tu? (bleu)

Les images- photo relle

- infographie

- illustration

- 3 microbes

- personne avec mouchoir- yogourt, fromage & chocolat- 2 insectes combattent

Les rfrences- tableau- graphique- mots cls- lexique- glossaire- index- lgende

X

autre information importante- cest une image dune page de lInternet

lusage de lenseignant(e)


12/3712


REngaging in Reading:Using Context to Find Meaning


Successful second language readers use a variety of ways to comprehend the meaning of unfamiliar words inFrench. These strategies include: re-reading sentences, finding words that are similar to English words andfinding smaller words within larger ones.

Purpose Help students to infer the meaning of unfamiliar words using various reading strategies.

PayoffStudents will: be able to read more independently in French. understand how to use various reading strategies effectively to comprehend the meaning of vocabulary

and expressions in French.

Tips and Resources In a second language classroom, it is important that students be encouraged to use French when

explaining the reading strategies they used in order to comprehend the written text. Try to ensure that partners participate equitably in the task and neither person dominates the learning

process. Depending on the length of the passage and student reading level, assign a specific paragraph to

each pair and have students focus on comprehending the paragraphs message using strategies thathave been pre-taught.

Consider the level of the reading passage so that Dbutant students are asked to read shorterpassages with mostly familiar vocabulary while Avanc students will be asked to read longerpassages with more challenging vocabulary and concepts. Although the length of text may vary, it is

important that any text given to students is meaningful and age appropriate. Annexe A: Les Strategies pour comprendre un texte can be used as a springboard for several follow-

up activities such as:o Having students find specific examples of French words similar to English words (pizza,

sandwich, similarit, etc.), small words in bigger words (agrandir, grandparent, recommencer,etc.).

o Having students visually represent sentences like the example, petits mots dans les grandsmots.

o Having students select their own graphics for each of the strategies.o Adding other reading strategies to the list.

Further Support

Encourage students to use a highlighter or stickon notes to emphasize key vocabulary. Teachers need to establish pairs and/or groups in advance, being cognizant of students learning

styles, reading ability, learning skills as well as level of French. Use graphic organizers to help students see connections and use relevant vocabulary. Refer to

Sorting Ideas Using An Organizer, pages 18 to 21 in this document. Since this activity encourages students to use a variety of reading strategies rather than looking up

every unknown word in the dictionary, some students may be motivated by tracking the number oftimes they actually use the dictionary to ensure understanding. These students can create their owntracking sheets to measure personal progress.

Think alouds are teacher guided reading that walks students through the process of understandingtext. Refer to pages 27-28 in I Read It, But I Dont Get Itby Cris Tovani for further details.


13/371


Engaging in Reading:Using Context to Find MeaningFRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire, Avanc


Before Use the same reading passage and template

from the Getting Ready to Read: Previewing theTextactivity, page 2 of this document.

Remind students of the information they locatedwhen previewing the text.

Have students follow along as you read the text.Use the Think aloud method to demonstratethe following reading strategies:

o Read the entire sentence skipping anyword(s) that is/are unknown whichcause(s) meaning to breakdown.

o Re-read the sentence from the

beginning. Search for similarities toEnglish word(s).

o Look for smaller words inside the largeone(s).

o Read the preceding sentence to see ifthere are any clues.

o Read the subsequent sentence if themeaning is still unclear.

o Use a dictionary if meaning is stillunclear.

o Continue reading the text and repeatthe above steps as necessary.

Distribute ANNEXE A: LES STRATGIES DE

COMPRHENSION DUN TEXTEto eachstudent and review each of the strategies.

Bring the completed ANNEXE B:LESCARACTRISTIQUES DES TEXTESfromGetting Ready to Read : Previewing the Text.

Follow along as the teacher reads the passagealoud and models the strategies.

Make connections between unfamiliar wordsand the strategies being demonstrated.

During Have students work in pairs. Assign a passage to read and ask students to

use the reading strategies to understand asmuch of the text as possible.

Take turns reading the assigned passagealoud with their partner.

Use the strategies from ANNEXE A: LESSTRATGIES DE COMPRHENSION DUNTEXTEto understand the text.

After Ask students to complete ANNEXE B: LA

RFLEXION. Verify that students have used the strategies

effectively by asking them a variety of questions

based on vocabulary and comprehension.Ensure that some of questions offer theopportunity for personal connections/reflections.

Check for application of the strategies by askingdifferent pairs to explain where theircomprehension broke down and which strategythey used to get them back ontrack.

Remind students to refer to ANNEXE A, forappropriate French terminology.

Complete ANNEXE B: LA RFLEXION.

Participate in class discussion of the passage.

Describe a specific reading strategy used inthe activity.

Refer to ANNEXE A: LES STRATGIES DECOMPRHENSION DUN TEXTEforappropriate French terminology,

Notes


14/3714


RANNEXE A: LES STRATGIES DE COMPRHENSION DUN TEXTE

Engagement dans la lecture: Le sens du mot par le contexteFRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire, Avanc

LES STRATGIES DE COMPRHENSION DU TEXTE

Si je ne comprends pas:

1.

je saute le mot et continue.

2.

je recommence au dbut de la phrase et je relis.

3.

je cherche des similarits avec les mots anglais.

4.

je cherche les petits mots dans les grands mots.

5.

je lis la phrase prcdente.

5.

je lis la phrase suivante.

7.

je cherche le(s) mot(s) difficile(s) dans ledictionnaire.

8.

je continue lire le texte.

Feuille de rfrence


15/371

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 RANNEXE B: LA RFLEXION

Engagement dans la lecture: Le sens du mot par le contexteFRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire, Avanc

nom : ________________________________ date : ___________________

LA RFLEXIONTITRE DE LHISTOIRE: ______________________________________________________

Le mot ou lexpressionque je nai pascompris(e)

La stratgie quejai utilise

Maintenant, jecomprends ce que aveut dire

Jai russi tout comprendre

sans utiliser le dictionnaire.en utilisant le dictionnaire quelques fois.en utilisant souvent le dictionnaire.

lusage de llve


16/3716


R

Engaging in Reading:Sorting Ideas Using an OrganizerFRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire, Avanc

Students learning a second language need assistance in focusing on specific and important information whenreading. An organizer is a way to visually map out your understanding of information in French. This strategygives students an opportunity to focus and organize their thoughts and information.

Purpose Focus on the ideas of a text written in French. See the relationship among ideas. Record ideas in French.

PayoffStudents will: learn to focus on main ideas in French. learn to read for meaning. organize information that has been presented in French.

Tips and Resources In a second language classroom, teachers should select an appropriate organigramme based on students

level of French and program. Some students will benefit from the revision of question words. Teachers may wish to refer to trivia

questions found on page 29 of Think Literacy Cross-Curricular Approaches Grades 7-12 Subject -SpecificExamples French as a Second Language Intermediate Core. A downloadable copy of this document canbe found at www.omlta.org.

Further Support Record passages on audio cassettes for use at a listening centre to allow students an opportunity to

listen to and read a passage multiple times with as many pauses as necessary to complete theorganigramme.

See Teacher Resource, Writing for a Purpose: Using Templatespage 22 for writing ideas that may beused after reading.

The organizer may be used for writing tasks.


17/371


Engaging in Reading:Sorting Ideas Using an OrganizerFRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire, Avanc


Before Familiarize yourself with the four different

organigrammes in the annexes. The followingdirections will be based on ANNEXE A: UNEIMAGE. Select a piece of text where the answersto the given questions are obvious.

Prepare an overhead transparency of theorganigramme ANNEXE A: UNE IMAGEand askstudents to listen for the answers to the questionsas you read the text. Ensure that studentsunderstand the questions before beginning toread.

Read the text aloud stopping at predetermined

intervals to ask students if any of the questionswere answered.

Complete the organigramme together as a classmodeling the use of point form (en styletlgraphique) and writing of key facts and ideasin French. In the centre box, draw a picture thatrelates to the chosen text and answer thequestion in the reflection bubble.

Understand the questions that are beingasked in the organigramme.

Listen for key facts and ideas as thepassage is read.

Contribute ideas and suggestions inFrench as the class completes theorganigramme together.

During Select another reading passage and decide on

specific points in the passage where students willstop reading so that the text will be divided intomanageable lengths.

Have students partner off as Partenaire A andPartenaire B. Distribute one copy of the text withstop points indicated along with a copy ofANNEXE A to each pair.

Have Partenaire A read the first section whilePartenaire B listens to see if any of the questionsare answered. At the end of the section, pairsdecide which boxes can be filled in and PartenaireB writes in the appropriate information. Studentswill then switch roles with Partenaire B readingand Partenaire A recording. Pairs of students willcontinue this process until they have finishedreading the text and completing the

organigramme.

Partner off A and B . Take turns reading and recording

information from the reading passage. Read the entire passage and complete

ANNEXE A. Decide what to draw in the centre box

and complete the drawing. Record their answer to the question in

the reflection bubble.

After Take up the organigramme as a class, recording

student responses. Allow students to practice using the

organigramme with different reading passages. Present other organigrammes once students have

consolidated their understanding of the use of anorganigramme.

Contribute to class discussion forverification and understanding.

Use an organigramme to consolidatetheir understanding of written text.

Notes


18/3718


RANNEXE A: UNE IMAGE

Engagement dans la lecture:Un organigramme pour classifier les idesFRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire, Avanc

nom : ________________________________________ date : ______________

Titre de lhistoire: ____________________________________________________________CRIS LES RPONSES en style tlgraphique.

POURQUOI as-tu dessin cette image ?

lusage de llve

Dessine une image.

QUI est dans lhistoire? QU est-ce qui se passe ?

QUAND se passe lhistoire ? O se passe lhistoire ?


19/371

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 RANNEXE B: UN PERSONNAGE


nom : ________________________________________ date : ______________


COMMENT as-tu trouv ce personnage (sa personnalit)?

lusage de llve

QUI est le personnage?

QUAND est-ce quil/elle estintroduit?

QUE fait-elle/il?

POURQUOI est-il/elleimportant(e) dans lhistoire?

O est-ce quelle/il habite?


20/3720


RANNEXE C: UNE PARTIE FAVORITE

Engagement dans la lecture:Un organigramme pour classifier les idesFRENCH AS A SECOND LANGUAGE : Intermdiaire, Avanc

nom : ________________________________________ date : ______________


QUAND tu penses cette partie de lhistoire, est-ce que tu peux faire des liens avec uneautre histoire ou une exprience personnelle?

lusage de ll

QUELLE est ta partiefavorite?

QUI est dans cette partie ? COMMENT peux-tu dcrire cettepartie?

POURQUOI est-ce que cettepartie est importante ?

QU est-ce quil y a de spcialdans cette partie?


21/372

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 RANNEXE D: UN CHOIX PERSONNEL


nom : ________________________________________ date : ______________

Le titre : ____________________________________________________________CRIS LES RPONSES en style tlgraphique.

cris une question diffrente dans chaque bote de lorganigramme.Il est ncessaire dutiliser quatre des mots dinterrogation suivants :

QUI, QUOI, QUAND, O, POURQUOI, COMMENT.Rponds aux questions que tu as crites points abrgs.

lusage de llve

IDE PRINCIPALE:


22/3722


WWriting for a Purpose :Using Templates


Students learning a second language need to see the structure of a form of writing in French so that they feelmore confident when trying to produce a similar piece of writing. An organigramme is a skeletal structure for awriting form that allows students to organize their thoughts in order to write a first draft.

Purpose Identify key components and associated French vocabulary for a writing form. Provide students with a template to scaffold their understanding of a form of writing and to help them

organize information before they begin to work on a first draft.

PayoffStudents will:

learn the common components for the writing form. organize their ideas with a specific audience and purpose in mind. learn French expressions and vocabulary related to the writing task. organize their writing and ensure that it meets the requirements of the assignment.

Tips and Resources In a second language classroom, teachers should select and adjust the organigramme based on students

ability in French. Teachers need to provide models of completed organigrammes as examples for the students. The

internet has examples for the front page of a newspaper athttp://presse.cyberscol.qc.ca/IJP/observer/strategies/ujm-ni.html and also for writing letters athttp://www.realfrench.net/pdf/letter.pdf.

Assignment requirements should be based on students level of proficiency and their program in French.In some instances, Dbutantstudents may only be asked to write key words while completing theorganigramme whereas Avancstudents may be required to express their ideas with greater depth anddetail.

Use strategies such as placemat and graffiti:o to generate a list of previously taught or familiar vocabulary in order to create words walls or

charts.o to review the key vocabulary and/or structures for the writing task.o to analyze the key components and attributes of the writing task.

For further clarification and information, see Barrie Bennett and Carol Rolheiser. Beyond Monet: The ArtfulScience of Instructional Intelligence. Pp. 174-176 as well as Think Literacy Cross-Curricular ApproachesGrades 7-12 Subject-Specific Examples: French as a Second Language Intermediate Core, pp.22-24.

Draft copies of organigrammes may be included in students portfolios. At a later date, after having

selected one their rough drafts, students will complete a publishable written assignment using all the stepsin the writing process.

Further Support Allow multiple opportunities for students to practice and receive feedback using the selected

organigramme. Ensure that students have success in completing one organigramme before presentinganother.

The assignment requirements for some students may reflect some significant modifications andaccommodations.


23/372

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 WWriting for a Purpose :Using Templates



Before Select the appropriate organigramme for the

writing assignment (see ANNEXES B, C, E. orG).

Highlight, in French, the specific components ofthe writing form using the organigramme whichmay be an overhead or recreated on chartpaper.

Tell students that you will be using this writingform for a specific audience and purpose. Forexample, write a letter (writing form) to yourfavourite singer (audience) to tell how much youlove the music (purpose).

Use a familiar topic and fill in the organigrammeas a class, using appropriate French vocabularyand expressions.

Verify comprehension of the writing form andthe organigramme using its accompanying fichedinformation ANNEXES A and D, Fou H.

Have students brainstorm possible audiencesand purposes for the writing form. Recordanswers on chart paper as reference.

Review specific ideas and key vocabularyrelevant to the task.

Contribute suggestions for ideas/words

that may be used to complete thetemplate.

Answer questions related to thecompletion of the organigramme.

Participate in brainstorming of ideas forpossible audiences and purposes.

During Partner students and ask each pair to select the

audience and purpose from the class chart. Distribute a copy of the organigramme to each

pair of students. Have partners complete the organigramme for

their chosen audience and purpose. Monitor partners work and make suggestions

as required. Direct partners to use the fiche dinformationto

ensure that the organigramme is completedaccurately and thoroughly.

Work cooperatively with a partner tochoose an audience and purpose.

Discuss, in French, the necessarycomponents for completing the task.

Complete the organigramme usingappropriate French vocabulary for thechosen audience and purpose.

Use the fiche dinformationto verifyaccurate and thorough completion ofthe organigramme.

After Have students exchange their organigramme

with another pair. Ask the receiving pair to verify the accurate

completion of the organigramme using the fichedinformationas well as comment on the qualityof the work by using ANNEXE D: LESCOMMENTAIRESfrom Revising and Editing:Peer Editingon page 37 from this document.

Direct pairs to return the organigramme to thewriters with appropriate comments.

Exchange the organigramme withanother pair.

Verify the accurate completion of theother pairs organigramme.

Share strengths and areas forimprovement with the writers of theorganigramme.

Notes


24/3724


WANNEXE A: LE VOCABULAIRE POUR DISCUTER UNE AFFICHE

crire pour une intention spcifique:Un modleFRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire, Avanc

Le vocabulaire pour discuter dune afficheLexpression / le titre / le slogan

point dexclamation lettre majuscule couleur impact caractres gras police de caractres italiques balance grandeur

Limage impact grandeur couleur position photo relle / illustration / infographie

Les faits points abrgs appropris position importants significatifs

Linformation lieu date heure

Les billets vente de billets admission / entre ge prix distributeur billetterie bureau de vente des billets

lusage de llve et de lenseignant(e)


25/372

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 WANNEXE B: UN MODLE DUNE AFFICHE POUR UN VNEMENT


UNE AFFICHE POUR UN VNEMENT

lusage de llve

une deuxime

expression qui attire

lattention

une expression qui

attire lattention

Lvnement

une image frappante

et attrayante

dtails informatifs etappropris


la datelheurele lieu

vente des billets


26/3726


WANNEXE C: UN MODLE DUNE AFFICHE POUR UN PRODUIT


UNE AFFICHE POUR UN PRODUIT

un slogan

une expression qui

attire lattention

le produit

une image frappante

et attrayante



commentaires des clients

lusage de llve


27/372

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 WANNEXE D: LA LISTE DE CONTRLE POUR UNE AFFICHE


LA LISTE DE CONTRLE POUR UNE AFFICHEJai considr

limpact du message

les images utilises

les expressions attirantes (par exemples : Inscrivez cette date sur votrecalendrier! Prparez-vous!, Notez bien!, Attention! ne pas manquer!)

la police de caractres

les dtails importants et intressants

la clart et la prcision du message

le bon usage des conventions de la langue (par exemples : sujet, verbe,adjectif)

lusage de llve


28/3728


WANNEXE E: UN MODLE DUNE LETTRE


LE MODLE DUNE LETTRE

lusage de llve

Lentte

La date

Le destinataire

Lappel

Le corps

La salutation

La signature


29/372

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 WANNEXE F: LES PARTIES ESSENTIELLES POUR LA RDACTION DUNE LETTRE


LES PARTIES ESSENTIELLES POUR LA RDACTION DUNE LETTRE

Lentte As-tu mis ta propre adresse?

La date As-tu mis les lettres minuscules?

Le destinataire As-tu crit le titre de ton destinataire ? Voici des exemples:

oMonsieur, Madame, Mademoiselle As-tu mis la bonne adresse de la personne qui tu cris?

Lappel As-tu choisi un appel appropri ? Voici des exemples:

oCher/chreoMonsieur, Madame, Mademoiselle

As-tu mis la bonne forme (masculin cher, fminin chre)?

Le corps Est-ce que tu as fait une introduction? Voici des exemples:

oJe mappelleoJe suisoJe reprsenteoJe vous cris de la part de

Est-ce que tu as exprim clairement lintention de ta lettre? Est-ce que le message est clair? As-tu ajout assez de dtails? As-tu dit merci dans la salutation? As-tu choisi une salutation approprie? Voici des exemples :

oVeuillez accepter, Monsieur, lexpression de nos sentiments les plus sincresoCordialementoChaleureusement

La signature As-tu crit le titre de ton poste (ou ton rle) ?

oMembre du conseil de lcole

oCapitaine de lquipe

oPrsident(e) de la classe

lusage de lenseignant(e)/de llve


30/3730


WANNEXE G: UN MODLE POUR LA PREMIRE PAGE DU JOURNAL - LE SCOOP DU JOUR


La tte de mt :

la date : le prix :

lusage de llve

la manchette:

le corps (Qui? Quoi? Quand? O? Pourquoi? Comment?):

la conclusion:

le journaliste:

lintroduction: limage:

la lgende:


31/373

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 WANNEXE H: LINFORMATION POUR LA PREMIRE PAGE DU JOURNAL - LE SCOOP DU JOUR


LA PREMIRE PAGE DU JOURNALLE SCOOP DU JOUR

CARACTRISTIQUE DESCRIPTION EXEMPLEla tte de mt - le nom de journal en lettres

majuscules et en mots en caractresgras

NATIONAL ENQUIRERLA PRESSE

la manchette - le titre attire qui lattention deslecteurs et donne des indices au sujetde larticle

Prof de franais kidnapp par dextraterrestres!

le journaliste le nom de la personne qui a critlarticle

Mme ScoopAnn Landers

lintroduction linformation gnrale sur le sujet pourengager le lecteur

Hier, ctait une journe spatiale lcole Roche Hig

Un extraterrestre est arriv danclasse de M. Phoot.

le corps les dtails les plus importants ilsrpondent souvent aux questionsQui? Quoi? Quand? O?Pourquoi? Comment?

M. Phoot tait tout seul dans lasalle des profs pendant la rcrquand il a entendu un bruit...

la conclusion Le dernier mot La vie des profs de franais nejamais ennuyeuse!

limage une photo

la lgende linformation concernant limage M. Phoot dans sa salle de clasil y a 4 jours.

La RflexionLes Critres: Oui T Non Y1. As-tu une tte de mt avec les mots en caractres gras?2. As-tu une manchette intressante?3. As-tu crit ton nom?4. As-tu mis un lieu?

5. Est-ce que ton introduction capture lattention du lecteur?6. As-tu rpondu aux questions importantes :Qui? Quoi? Quand? O? Pourquoi? Comment?

7. As-tu choisi une image qui dcrit ton article?8. As-tu crit une lgende pour limage?9. As-tu crit une conclusion?Jai utilis les phrases compltes et le vocabulaire appropri?

lusage de lenseignant(e)/de llve


32/3732


WRevising and Editing:Peer Editing


Peer editing gives students an opportunity to explore how the French language is used by their peers whenconstructing a piece of writing for a specific purpose and audience. By reading each others work, askingquestions about it, and identifying areas of strengths and concerns, students learn a great deal about how toput information together and express ideas effectively using their knowledge of French.

Purpose Encourage students to look at their own and others writing with a more knowledgeable, critical eye.

PayoffStudents will: have an audience for their writing, other than the teacher. develop skills in editing and proofreading. give and receive feedback about written work using appropriate French expressions. participate in class discussions in French that enable them to become better editors.

Tips and Resources In a second language classroom, students need an environment where they feel comfortable sharing their

questions, thoughts and opinions in French. Create word walls and classroom resources in French that are visible to all students and can be referred

to in order to model and support student learning. For example, Jaime cette phrase parce que; Cestune bonne ide ici; La meilleure phrase est; Je ne comprend pas; Jai de la difficult avec, etc.

Peer editing is a skill that must be built and practiced over time. Begin with a single focus from the listedcriteria for the task.

Create class writing examples that are meaningful to the students so they may include their names,interest, etc. Having a personal connection to the written passage may hook students into activelyparticipating and thus help to consolidate learning.

Peer editors should not be expected to correct all of the writers errors, since the quality of the final draft isthe responsibility of the writer. Other students and the teacher should provide support for the writer tomake enhancements and corrections (revision codes, verb charts, word walls, dictionaries, etc.).

Pieces may be edited by more than one student, so that each student receives feedback from a largernumber of peers.

This strategy can also be used within a group of three or four students. Editing codes and comments may be colour-coded which will enable students to focus their attention to

the type of feedback.

Further Support Consider skill set of students when forming pair. More capable peer editors can act as models for the

students who have not yet consolidated the vocabulary, concepts or skills. Some students may benefit from working together in order to edit one piece of text.


33/373

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 W

Revising and Editing:Peer EditingFRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire, Avanc


Before Distribute ANNEXE A: LES CODES DE

RVISIONto each student. Introduce the editing codes a few at a time with

the ultimate goal being that students canrecognize and use them in the revising andediting process.

Encourage students to look for errors inexamples projected using the overhead. Theymay be more motivated to look for errors anduse the appropriate code if you establish agame format and play with the use of thecodes on an ongoing basis.

Copy a written passage that has strengths andweaknesses in it onto chart paper.

Use an overhead transparency ofANNEXE B:LA RVISION PAR LES PAIRSand model howto complete the criteria and evaluation of thepassage. Use ANNEXE D: LESCOMMENTAIRESas a reference todemonstrate how students will give appropriatefeedback to peers. Discuss in French, thecharacteristics of good writing, modeling the useof editing codes and questions students mayask. Add any other comments that may beuseful in the process based on the discussion.

Recognize the editing codes andunderstand their meaning.

Participate in activities that reinforce theunderstanding and use of editing codes.

Contribute to the discussion about goodcharacteristics of writing and how to usethe ANNEXE B: LA RVISION PARLES PAIRSas well as selectingappropriate comments using ANNEXED: LES COMMENTAIRESas areference.

During Have students select a rough draft from their

writing portfolio. Assign each a student a partner with whom they

can effectively complete the editing task. Have students use and accurately complete the

ANNEXE B: LA RVISION PAR LES PAIRS. Remind students that they are not responsible

for correcting all the writers errors, but theyshould use the common editing codes to signalthe location and type of errors found.

Monitor and support students during the editingprocess.

Select a rough draft and exchange yourdraft with your partner.

Read and annotate your partners draftusing the editing codes.

Remember that the writer owns thewriting: therefore, the reader does nothave the primary responsibility forcorrecting all the writers errors.

Sign or initial and date the ANNEXE B:LA RVISION PAR LES PAIRSandreturn the writing piece to the author.

After Give each student time to look at the ANNEXE

B. Ask students to share their thoughts about the

edited piece with their partner using appropriateexpressions from ANNEXE D: LESCOMMENTARIES.

Have students revise their work trying toincorporate their peers suggestions.

Read the ANNEXE B: LA RVISIONPAR LES PAIRSthat they receive withtheir work.

Give and receive appropriate feedbackin French using ANNEXE D: LESCOMMENTARIES.

Revise their work using partnersfeedback.

Notes


34/3734


WANNEXE A: LES CODES DE RVISION

Rvision et dition:La rvision par les pairsFRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire, Avanc

LETTREMAJUSCULE c anada

lettre minuscule S eptembre

la ponctuation Je mappelle Saminsre un mot Il soleil.

masculinM

M

la pre

fmininF

Fle mre

conjugaison duverbe V

V

Ils mange

Accorde de

ladjectif A

A

la maison vert

lorthographeaujordhui

laccent l a t l e v i s i o n

lusage de llve


35/373

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 WANNEXE B: LA RVISION PAR LES PAIRS

Rvision et dition:La rvision par les pairsFRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire

Le nom de lauteur : _____________________________________________

LA FORME _______________________________

Critres: Oui Non

Message: Oui Non

introduction corps conclusion clart et prcision

Conventions: Niveau1

Niveau2

Niveau3

Niveau4

phrases compltes orthographe masculin/fminin verbes adjectifs

Commentaires:

La signature de lditeur ou de lditrice La date __________________________________________________________ _____

lusage de llve


36/3736


WANNEXE C : LA RVISION PAR LES PAIRS - AVANC

Rvision et dition:La rvision par les pairsFRENCH AS A SECOND LANGUAGE : Avanc

Une liste de contrle

Le nom de lauteur: Anne:

Travail: Oui Non Habilets/Suggestions1 Il y a assez dides.

2 Les ides sont trs claires.

3 Le but est trs clair.

4 Le message est clair pour le lecteur.

5 Lintroduction, le corps et la conclusion sont

clairement identifis et bien relis.6 Les dtails, les preuves, les illustrations, oules exemples appuient lide principale.

7 Le vocabulaire et les expressions sontappropris et clairs.

8 Le niveau de langue est appropri pour lesujet et pour le lecteur.

9 Le temps des verbes est correct.

10 Les verbes saccordent avec les sujets.

11 Les adjectifs saccordent avec les noms.

12 Le genre des noms (masculin/fminin) estcorrect.

13 Lorthographe et les accents sont corrects.

Dautres commentaires utiles:

la signature de lditeur ou de lditrice la date ________________________________________________ ______________

lusage de llve


37/37

T H I N K L I T E R A C Y : C r o s s - C u r r i c u l a r A p p r o a c h e s , G r a d e s 7 - 1 2 WANNEXE D : LES COMMENTAIRES

Rvision et dition:La rvision par les pairsFRENCH AS A SECOND LANGUAGE : Dbutant, Intermdiaire, Avanc

LES COMMENTAIRES

Compliments Suggestions1 Bravo! Il y a beaucoup dides pertinentes. Tu as besoin dides diffrentes.

Ajoute dautres ides.Inclus dautres ides.

2 Ton ide principale est trs claire. Prcise ton ide principale.

3 Fantastique! Je peux comprendre le messagetrs facilement.Je peux lire le texte sans problme.

Je comprends, mais le message doit treplus clair.

4 Ton introduction est trs engageante.Ta conclusion est trs pertinente.

Ajoute une introduction.Ajoute une conclusion.Lintroduction est vague, alors ajoutedautres dtails.La conclusion est vague, alors ajoutedautres dtails.

5 Tu as bien appuy lide principale. Excellent! Je tencourage ajouter plus de dtailspour appuyer ton ide principale.

6 Trs bien! Tu as choisi des mots appropris. Cherche des mots plus appropris.Demande de laide tes amis pour un

meilleur choix de mots.7 Tu as utilis un vocabulaire riche. Utilise un dictionnaire ou un dictionnairedes synonyms pour trouver un vocabulairplus prcis.

8 Jaime voir les verbes qui saccordent avec lessujets. Bien fait!

Vrifie les accords des verbes. Consulte ouvrage de rfrence.

9 Tu as bien fait les accords entre les adjectifs et lesnoms. Super!

Vrifie les accords des adjectifs. Consulteun ouvrage de rfrence.

10 Il est vident que tu as utilis un dictionnaire.

Bravo!

Vrifie lorthographe avec des amis et/ou

dans le dictionnaire.

lusage de llve

think literacy

Documents