IntermediateCoreFrench - Newfoundland and Labrador · Overview English and French are official...
Transcript of IntermediateCoreFrench - Newfoundland and Labrador · Overview English and French are official...
Intermediate Core French
Curriculum Guide2007 (Interim)
GOVERNMENTOFNEWFOUNDLANDANDLABRADOR
Division ofProgramDevelopment
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TABLE OF CONTENTS
Rationale ............................................................................ 1Overview ............................................................................ 1Definition of Terms ............................................................. 2
Essential Graduation Learnings ............................................ 3An Outcomes-Oriented Approach ........................................ 4Program Design .................................................................. 5Program Content ................................................................ 6General and Specific Curriculum Outcomes ......................... 7
Specific Curriculum Outcomes - Grade 7 ....................... 8Specific Curriculum Outcomes - Grade 8 ....................... 28Specific Curriculum Outcomes - Grade 9 ....................... 50
A Multidimensional Program ............................................... 69The Intermediate Student ................................................... 70Transition to the Intermediate Grades .................................. 72Instructional Strategies ........................................................ 72
Evaluation .......................................................................... 77Assessment .......................................................................... 78Using Rubrics ..................................................................... 80
Multiple Intelligences .......................................................... 81Students with Learning Disabilities ................................ 89Students with Exceptionalities ....................................... 89Inclusiveness in the Core French Classroom .................... 89Individual Support Services Planning ............................. 91
Learning Resources .............................................................. 95Teacher References .............................................................. 99Websites ............................................................................. 99Bibliography ....................................................................... 100
Chapter 3 - InstructionalEnvironment
Foreword
Table of Contents
Acknowledgements
Chapter 1 - Introduction
Chapter 2 - CurriculumOutcomes
Chapter 5 - Inclusion
Chapter 4 - Evaluation
Chapter 6 - Resources
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TABLE OF CONTENTS
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FOREWORD
Foreword
The Intermediate Core French is a prescribed program of study, authorized by the Minister of Educationin accordance with the Schools Act, 1997.
Section 117 (a) and (b) speaks to the prescription of programs of study: The Minister may:
(a) prescribe books, materials, programs and courses of study for schools;(b) issue policy directives, …
The Schools Act, 1997 also sets out the responsibilities of teachers. Section 33 (c) specifically speaks toprescribed programs:
A teacher’s responsibilities shall include teaching the courses of study and education programs that are prescribedor approved under this Act.
Intermediate Core French is an outcomes-oriented curriculum. Students must have learning experienceswhich enable them to attain the prescribed outcomes for grades 7, 8 and 9, as set out in this guide. It isrecommended that ten percent (10%) of instructional time be allocated to the study of French, asoutlined in the Program of Studies, which is published annually by the Department of Education.
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FOREWORD
ACKNOWLEDGEMENTS
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Acknowledgements
The Department of Education wishes to thank the members of the Intermediate Core French WorkingGroup who worked on this curriculum guide:
Patrick BalsomManager, Language ProgramsDepartment of Education
Gennita BartlettProgram Development SpecialistCore FrenchDepartment of Education
David ButtFormer Program Development Specialist (2003-2005)Core FrenchDepartment of Education
Janet DillonTeacher, Dunne AcademySt. Mary’s
Linda HartTeacher, Holy Cross Junior HighSt. John’s
Randy ParsonsTeacher, Discovery CollegiateBonavista
Brigitte Allain-KashefiSecretaryDepartment of Education
Carole CardSecretaryDepartment of Education
Marlene LeShaneTeacher, Baccalieu CollegiateOld Perlican
ACKNOWLEDGEMENTS
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The Department of Education also thanks the school districts and teachers for their comments andsuggestions on the earlier version of this guide.
ACKNOWLEDGEMENTS
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CHAPTER 1 - INTRODUCTION
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Rationale
Overview
English and French are official languages of Canada. In Canada,therefore the ability to communicate in French is an asset. It istherefore desirable for students in Newfoundland and Labrador tobe able to communicate in French. Learning French as a secondlanguage and learning about francophones promotes an awarenessof linguistic and cultural diversity, and fosters an openness towardothers which is essential for full participation in a bilingual,multicultural Canada and in the larger global community.
In Newfoundland and Labrador, the authorized Core Frenchprogram begins at Grade 4. Eighty percent of time is devoted tooral comprehension and production, while twenty percent is spenton written comprehension and production. In Elementary CoreFrench the emphasis is on communication.
At the Intermediate level, oral comprehension and productioncomprises sixty percent of instructional time, and writtencomprehension and production represents forty percent of thetime allocated to the study of French. Culture is a major area ofstudy in the Intermediate Core French program. Students explorethe French cultural heritage of Canada and of the world, as well asthe links between language, culture and identity. The programreflects the interests of the learners, and includes topics such asfamily and home, school, leisure activities, holidays and travel.
The study of a second language is an enriching educationalexperience, long recognized for its contributions to the social,emotional and intellectual development of learners. It fosters thedevelopment of problem-solving and creativity, prepares studentsfor opportunities to learn a third or fourth language and helps infinding employment. Second language education is an integral
partofpublicschoolprogramsthroughouttheworld.
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Definition of Terms Text - a language event, whether oral, written or visual; aconversation, a poem, a poster, a video are examples of texts.
Authentic text or document - text intended for a francophoneaudience (e.g., menu, newspaper, product label, advertisement,television or radio broadcast, map, brochure).
Language modes - listening, speaking, reading, writing, viewing.
Program - prescribed provincial curriculum set out in this guide.
Learning resources - textbooks, teacher guides, and other teacherand student materials to assist in teaching and learning.
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EssentialGraduationLearnings
School programs in Newfoundland and Labrador are designed tocontribute to the achievement of the Essential GraduationLearnings (EGLs) and to the preparation of students for lifelonglearning. Essential Graduation Learnings describe the knowledge,skills and values expected of all students who graduate from highschool.
Aesthetic Expression
Graduates will be able to respond with critical awareness to variousforms of the arts and be able to express themselves through the arts.
Aesthetic expression encourages learning in and about the arts andhighlights the contribution of the arts to society. Core Frenchlearners use art, songs, rhymes, short plays, cartoons, poems andother representations to express their ideas and feelings.
Citizenship
Graduates will be able to assess social, cultural, economic andenvironmental interdependence in a local and global context.
Language and culture are linked to citizenship. Learning Frenchand learning about francophones make it possible to betterunderstand Canada’s bilingual reality. Core French promotesrecognition of the multicultural nature of our country andencourages learners to develop respect for others.
Communication
Graduates will be able to use the listening, viewing, speaking, readingand writing modes of language(s), and mathematical and scientificconcepts and symbols, to think, learn and communicate effectively.
Communication is the main focus of the Core French programand all curriculum outcomes contribute to this essentialgraduation learning.
Personal Development
Graduates will be able to continue to learn and to pursue an active,healthy lifestyle.
Learning a language is a social activity that develops personal andinterpersonal skills. The Core French program is based on the
CHAPTER 2 - CURRICULUM OUTCOMES
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An Outcomes - OrientedApproach
Problem Solving
Graduates will be able to use the strategies and processes needed to solvea wide variety of problems, including those requiring language,mathematical and scientific concepts.
Problem solving is the basis of second language learning. In CoreFrench, students use strategies and processes to access information,to clarify and negociate meaning, to give opinions, and to copeeffectively in unfamiliar situations. Students apply critical,analytical and creative thinking skills to communicate in differentways and in varying circumstances.
Technological Competence
Graduates will be able to use a variety of technologies, demonstrate anunderstanding of technological applications, and apply appropriatetechnologies for solving problems.
Technological competence is an essential element of schooling. InCore French students have opportunities to use different forms oftechnology. Students use the Internet to access information andto communicate with others.
Spiritual and Moral Development
Graduates will demonstrate understanding and appreciation for theplace of belief systems in shaping the development of moral values andethical conduct.
In Core French, students explore another culture. They haveopportunities to appreciate the values and traditions of both theirown and other cultural communities. Students identify ways inwhich they are similar to, and different from, francophones.
Prescribed curriculum is defined by three levels of outcomes. General curriculum outcomes link subject areas to the essentialgraduation learnings and provide an overview of the expectationsof student performance. Keystage outcomes identify what isexpected at the end of a level of schooling; for example, theintermediate level. Specific curriculum outcomes state what isexpected of students at the end of a grade or course.
Curriculum outcomes inform teachers, parents and students. They assist educators in selecting learning resources and
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Program Design
Language Learning Outcomes
Language learning is a process. For this reason, language learningoutcomes tend to overlap from year to year. From grade to grade,language notions and patterns become more complex. Theprogression in language learning is communicated by depth oftreatment, degree of difficulty, and complexity of the task. Overtime, students focus on expanding and refining their proficiencyand competence. Concepts introduced at the elementary level aredeveloped further in the intermediate and high school years.
In Core French 7-9, outcomes are organized around strands:
• communication (including acquiring information andexperiencing creative works)
• culture
• general language education
Communication
Students use language as a tool for communication. A task oractivity determines the language elements required and these areintroduced accordingly. Language, including pronunciation,spelling and structure, is learned gradually over the term of secondlanguage instruction.
Culture
Students explore relationships between language and culture, bothin their own lives and in the lives of francophone groups inNewfoundland and Labrador, Canada and around the world. Atthe intermediate level, students learn about French-speakingcultures in Newfoundland and Labrador, Canada, and othercountries and gain an understanding of the links betweenlanguage, culture and identity.
General Language Education
Students learn about how to learn. In Intermediate Core French,they identify and use language learning strategies, learn how towork independently and cooperatively, and reflect on theirprogress. Elements of general language education, identified inthe National Core French study (1990), enable students to link
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Program Content The Intermediate Core French program is comprised of thefollowing themes:
• Family and Home: Immediate family: names and ages,physical and personality descriptions, birthdays, description ofhome (e.g., size, number of rooms, contents), daily routines,meals at home, family activities, healthy living.
• School: Type, size, facilities, homework, schedule,examinations, teachers, school events, school clothes,organization of the school day/year, current issues, e.g., theenvironment, travel to and from school.
• Leisure: Hobbies and interests, personal spending, friends,television, radio, music, reading, sports, cars, eating mealsoutside the home, computers, clothes, shopping, routinesoutside school, part-time jobs, social events.
• Holidays and Travel: Holiday plans, special days, methods oftravel, weather, holiday activities, food and drink, dining out.
As an integral part of the Intermediate Core French Program, lafrancophonie and related aspects of culture are integrated into eachof the above themes.
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General and Specific
Curriculum Outcomes
1. Communication
2. Culture
3. General Language Education
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
General Curriculum Outcomes - Communication
CO 7.1 Exchange informationorally with simplemessages for a variety ofpurposes.
CO 7.2 Ask and answerquestions.
CO 7.3 Express likes and dislikes.
CO 7.4 Engage in familiar oraland written activitiesusing the present tense.
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ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
General Curriculum Outcomes - Communication
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
CO 7.5 Demonstrate globalcomprehension of oral,written, and visual textson familiar topics from avariety of sources.
CO 7.6 Extract specificinformation from oral,written, and visual textsto complete meaninfultasks.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
CO 7.7 Identify messagesrepresented in diversemedia contexts.
CO 7.8 Sequence events in termsof time and place.
General Curriculum Outcomes - Communication
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ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
CO 7.9 Read aloud with goodpronunciation,intonation, andexpression, short textscomposed of familiarlanguage.
General Curriculum Outcomes - Communication
CO 7.10 Read a variety ofresources for informationand pleasure.
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ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
CO 7.11 Create, present, andpublish oral and writtentexts individually and ingroups. (Written texts:25-30 words.)
General Curriculum Outcomes - Communication
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ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
CO 7.12 Identify and share themain idea, message, andemotion of a creative
work.
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
General Curriculum Outcomes - Communication
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
General Curriculum Outcomes - Communication
CO 7.13 Respond creatively tovarious forms of artisticexpression.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
General Curriculum Outcomes - Culture
C 7.1 Recognize that Canada isofficially a bilingualcountry.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
ResourcesAssessment
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
General Curriculum Outcomes - Culture
C 7.2 Identify personal and localcelebrations, customs androutines.
C 7.3 Identify celebrations,customs and routines offrancophone cultures.
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ResourcesAssessment
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
General Curriculum Outcomes - Culture
C 7.4 Recognize the presence ofthe francophone communityin Newfoundland andLabrador.
C 7.5 Identify the contributions ofprominent francophones.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
ResourcesAssessment
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
General Curriculum Outcomes - Culture
C 7.6 Use information fromcultural resources tocomplete a task.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
ResourcesAssessment
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
General Curriculum Outcomes - General Language Education
GLE 7.1 Use visual, verbal, andnon-verbal cues todecode meaning.
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ResourcesAssessment
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
GLE 7.2 Use contextual cluessuch as cognates, wordfamilies, and wordassociations to predictmeaning.
GLE 7.3 Use advanced organizersto predict and constructmeaning.
General Curriculum Outcomes - General Language Education
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ResourcesAssessment
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
GLE 7.4 Gather and organizeinformationindividually, and ingroups.
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
General Curriculum Outcomes - General Language Education
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
ResourcesAssessment
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
GLE 7.5 Apply patterns inpronunciation, spelling,phrase structure, andother conventions toimprove oral and writtencommunication.
GLE 7.6 Use dictionary, glossary,and other referencematerials.
GLE 7.7 Use a model to completeoral and written tasks.
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
General Curriculum Outcomes - General Language Education
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
ResourcesAssessment
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
General Curriculum Outcomes - General Language Education
GLE 7.8 Recognize theimportance of checkingfor errors.
GLE 7.9 Use the writing processto complete a task.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
ResourcesAssessment
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 7, students areexpected to:
General Curriculum Outcomes - General Language Education
GLE 7.10 Use presentationstrategies (voice,gestures) to enhancecommunication.
GLE 7.11 Apply features of printtext (font, color,heading) to publishedtext.
GLE 7.12 Use self-assessmenttechniques.
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
ResourcesAssessment
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 7
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
General and Specific
Curriculum Outcomes
1. Communication
2. Culture
3. General Language Education
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
General Curriculum Outcomes - Communication
CO 8.1 Engage in directed shortconversations for a varietyof purposes.
CO 8.2 Ask and answerquestions.
CO 8.3 Discuss activities andinterests with somedetail.
CO 8.4 Engage in familiar oraland written activities,frequently using thepresent tense andoccasionally using pasttenses.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
General Curriculum Outcomes - Communication
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
CO 8.5 Demonstrate globalcomprehension of oral,written, and visual textson familiar topics from avariety of sources.
CO 8.6 Extract specificinformation from oral,written, and visual textsto complete meaninfultasks.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
General Curriculum Outcomes - Communication
CO 8.7 Identify and analyzemessages in diverse mediacontexts.
CO 8.8 Recount events in termsof time and place.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
General Curriculum Outcomes - Communication
CO 8.9 Read aloud with goodpronunciation,intonation, andexpression, short textscomposed of familiarlanguage.
CO 8.10 Read a variety ofresources forinformation andpleasure.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
General Curriculum Outcomes - Communication
CO 8.11 Create, present, andpublish oral and writtentexts individually and ingroups. (Written texts:50-55 words.)
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
General Curriculum Outcomes - Communication1. Students use French to establish and maintain relationships, to share ideas and opinions
and to get things done.
CO 8.12 Represent and explainthe main idea, message,and emotion of acreative work.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
General Curriculum Outcomes - Communication1. Students use French to establish and maintain relationships, to share ideas and opinions
and to get things done.
CO 8.13 Respond creatively tovarious forms of artisticexpression.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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CHAPTER 2 - CURRICULUM OUTCOMES - GRADE 8
Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
General Curriculum Outcomes - Culture
C 8.1 Recognize that Canada isofficially a bilingualcountry.
C 8.2 Identify and sharepersonal and localcelebrations, customs androutines
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ResourcesAssessment
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
General Curriculum Outcomes - Culture
C 8.3 Identify celebrations,customs, and routines offrancophone cultures.
C 8.4 Recognize the presence offrancophone cultures inCanada and Saint Pierre etMiquelon.
C 8.5 Identify and describe thecontributions ofprominentfrancophones.
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ResourcesAssessment
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
General Curriculum Outcomes - Culture
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ResourcesAssessment
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
Record observations.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
General Curriculum Outcomes - General Language Education
GLE 8.1 Use visual, verbal, andnon-verbal cues todecode meaning.
GLE 8.2 Use contextual cluessuch as cognates, wordfamilies, and wordassociations to predictmeaning.
GLE 8.3 Use advance organizersto predict and constructmeaning.
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ResourcesAssessment
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
General Curriculum Outcomes - General Language Education
GLE 8.4 Gather and organizeinformationindividually, and ingroups.
GLE 8.5 Apply patterns inpronunciation, spelling,phrase structure, andother conventions toimprove oral andwritten communication.
GLE 8.6 Use dictionary, glossary,and other referencematerials.
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ResourcesAssessment
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
General Curriculum Outcomes - General Language Education
GLE 8.7 Use a model tocomplete oral andwritten tasks.
GLE 8.8 Recognize theimportance of checkingfor errors.
GLE 8.9 Use the writing processto complete a task.
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ResourcesAssessment
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 8, students areexpected to:
GLE 8.10 Use oral presentationstrategies (voice,music, sound, gestures)to enhancecommunication.
GLE 8.11 Apply features of printtext (font, colour,headings) to publishedworks.
GLE 8.12 Use self-assessmenttechniques.
General Curriculum Outcomes - General Language Education3. Students use language learning strategies enabling them to access information, clarify and
negotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
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ResourcesAssessment
3. Students use language learning strategies enabling them to access information, clarify andnegotiate meaning and cope effectively in unfamiliar situations in their first language aswell as in French.
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General and Specific
Curriculum Outcomes
1. Communication
2. Culture
3. General Language Education
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
General Curriculum Outcomes - Communication
CO 9.1 Engage in shortconversations for a varietyof purposes.
CO 9.2 Ask and answer questionsand justify responses.
CO 9.3 Discuss activities andinterests with greaterdetail.
CO 9.4 Engage in familiar oraland written activities,frequently using thepresent tense andoccasionally using thepast and future tenses.
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ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
General Curriculum Outcomes - Communication
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
CO 9.5 Demonstrate globalcomprehension of oral,written, and visual textson familiar topics from avariety of sources.
CO 9.6 Extract specificinformation from oral,written, and visual textsto complete meaningfultasks.
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ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
CO 9.7 Identify and evaluatemessages in diverse mediacontexts.
CO 9.8 Describe events in termsof time and place.
General Curriculum Outcomes - Communication
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ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
CO 9.9 Read aloud with goodpronunciation,intonation, andexpression, short textscomposed of familiar andnew language.
General Curriculum Outcomes - Communication
CO 9.10 Read a variety ofresources for informationand pleasure.
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ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
CO 9.11 Create, present, andpublish oral and writtentexts individually and ingroups. (Written texts:75-80 words.)
General Curriculum Outcomes - Communication
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ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
CO 9.12 Critique, following amodel, a creative work.
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
General Curriculum Outcomes - Communication
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ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
CO 9.13 Respond creatively andcritically to variousforms of artisticexpression.
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
General Curriculum Outcomes - Communication
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ResourcesAssessment
1. Students use French to establish and maintain relationships, to share ideas and opinionsand to get things done.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
General Curriculum Outcomes - Culture
C 9.1 Identify the advantages ofknowing both officiallanguages in Canada.
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ResourcesAssessment
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
C 9.2 Identify and discusspersonal and localcelebrations, customsand routines.
C 9.3 Compare their owncelebrations, customs, androutines to those offrancophone cultures.
General Curriculum Outcomes - Culture
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ResourcesAssessment
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
C 9.4 Recognize the presence offrancophone cultures inCanada and elsewhere
C 9.5 Identify and discuss thecontributions of prominentfrancophones.
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
General Curriculum Outcomes - Culture
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ResourcesAssessment
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
C 9.6 Use information fromcultural resources tocomplete a task.
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
General Curriculum Outcomes - Culture
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ResourcesAssessment
2. Students demonstrate a knowledge of French-speaking cultures in Newfoundland andLabrador, Canada and other countries and an understanding of the links betweenlanguage, culture and identity.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
3. Students use French language learning strategies that enable them to access information,clarify and negotiate meaning and cope effectively in unfamiliar situations in their firstlanguage as well as in French.
General Curriculum Outcomes - General Language Education
GLE 9.1 Use visual, verbal, andnon-verbal cues todecode meaning.
GLE 9.2 Use contextual cluessuch as cognates, wordfamilies, and wordassociations to predictmeaning.
GLE 9.3 Use advance organizersto predict and constructmeaning.
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ResourcesAssessment
3. Students use French language learning strategies that enable them to access information,clarify and negotiate meaning and cope effectively in unfamiliar situations in their firstlanguage as well as in French.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
3. Students use language learning strategies that enable them to access information, clarifyand negotiate meaning and cope effectively in unfamiliar situations in their first languageas well as in French.
General Curriculum Outcomes - General Language Education
GLE 9.4 Gather and organizeinformationindividually, and ingroups.
GLE 9.5 Apply patterns inpronunciation, spelling,phrase structure, andother conventions toimprove oral andwritten communication.
GLE 9.6 Use dictionary, glossary,and other referencematerials.
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ResourcesAssessment
3. Students use language learning strategies that enable them to access information, clarifyand negotiate meaning and cope effectively in unfamiliar situations in their first languageas well as in French.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
3. Students use language learning strategies that enable them to access information, clarifyand negotiate meaning and cope effectively in unfamiliar situations in their first languageas well as in French.
General Curriculum Outcomes - General Language Education
GLE 9.7 Use a model to completeoral and written tasks.
GLE 9.8 Recognize theimportance of checkingfor errors.
GLE 9.9 Use the writing processto complete a task.
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ResourcesAssessment
3. Students use language learning strategies that enable them to access information, clarifyand negotiate meaning and cope effectively in unfamiliar situations in their first languageas well as in French.
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Teaching SuggestionsSpecific Curriculum OutcomesAt the end of Grade 9, students areexpected to:
3. Students use language learning strategies that enable them to access information, clarifyand negotiate meaning and cope effectively in unfamiliar situations in their first languageas well as in French.
General Curriculum Outcomes - General Language Education
GLE 9.10 Use oral presentationstrategies (voice, music,sound, gestures) toenhancecommunication.
GLE 9.11 Apply features of printtext (font, colour,headings) to publishedworks.
GLE 9.12 Use self-assessmenttechniques.
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ResourcesAssessment
3. Students use language learning strategies that enable them to access information, clarifyand negotiate meaning and cope effectively in unfamiliar situations in their first languageas well as in French.
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InstructionalEnvironment
Core French programs in Newfoundland and Labrador emphasizelearning to communicate. The Core French curriculum is basedon the multidimensional model of curriculum design, as initiallyproposed by H. H. Stern and endorsed by the National CoreFrench Study (1990). The multidimensional model includes thelanguage syllabus, the communicative/experiential syllabus, theculture syllabus, and the general language education syllabus.
A MultidimensionalProgram
Language Syllabus
Students learn to communicate in French by having opportunitiesto use the language in meaningful ways, relevant to their lives.Only through experience and practise can students learn French asa means of communicating. This does not mean that grammarshould be ignored, but it is important that it be taught in con-text.
Communicative/Experiential Syllabus
Students learn by doing. The communicative/experiential ap-proach uses students’ experiences as a means of introducing newmaterial and students use these past experiences in the completionof authentic and meaningful tasks. Communication tasks chal-lenge students to use their limited language proficiency; in thisprocess, they have opportunities to reinforce and expand theirknowledge and skills. Most importantly, communication taskshelp students develop and practise strategies needed to cope inreal-life situations.
Culture Syllabus
Culture is an integral component of all languages. Like language,culture plays a discerning role in identifying a people. It consistsof the customs, traditions, beliefs, and way of life of a group.Knowledge of culture enables one to communicate moreeffectively. In the context of second language learning, languageand culture are inseparable. Students need to explore therelationship between language and culture and to identify thesimilarities that exist between their own lives and those offrancophones in Canada and throughout the world.
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General language education syllabus
Success in acquiring a second language lies partially in an ability tocope with unfamiliar situations. In a multidimensional program,students identify and use language learning strategies for compre-hension and communication purposes, learn how to work inde-pendently and with others, and reflect on their progress. Elementsof general language education, identified in the National CoreFrench Study (1990), enable students to link learning a secondlanguage with other aspects of their lives as students.
The IntermediateStudent
In Intermediate Core French students range from 12 to 15 years ofage. During the intermediate school years, these students undergorapid developmental changes that have implications for secondlanguage learning.
Physically, these students are experiencing rapid physical growth.It is a time when they have difficulty adjusting to the physicalchanges affecting their self-image.
Emotionally, they are likely to exhibit intense emotions. Theirmoods tend to last longer and their emotions are more enduring.They tend to be more assertive as their need for independencebegins to manifest itself. They also exhibit fear of rejection andfeelings of inadequacy in new situations, and self-esteem is oftenlow. There is a maturing of new sexual emotional responses ac-companied by emerging sensitivity and the development of reflec-tive thinking.
Socially, these young adolescents are seeking autonomy and iden-tity as they begin the process of achieving independence from thefamily. While early adolescents have difficulty with boy – girlrelations, peer group relationships are very strong as there is a needto conform to group norms such as dress and language. In theclassroom setting they like to work in groups and may be moreproductive doing group activities.
Morally, young adolescents are moving from a morality based onconvention to one based on personal values. This challenge resultsin a questioning of values, cultural expectations and religiousteachings. It also results in the development of personal responsi-bility for one’s actions. These students also have a heightenedsense of justice and are quick to challenge those who violate it.They are also beginning to value the benefit of cooperative groupaction and to exhibit more concern for others.
Intellectually, young adolescents demand relevance. They seek anunderstanding of rules and conventions and tend to question all
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experience. They generally operate at lower conceptual levels thanadults. They are comfortable with concrete problems, but arebecoming better able to handle abstract and hypothetical conceptsand to apply problem solving approaches to complex issues. Theyalso respond well to opportunities for creative expression and showan interest in planning their own learning experiences. Theirability to use language is increasing and physical maturationfactors are closely tied to a superior verbal ability in girls at thisstage.
The range of characteristics and behaviours exhibited by indi-vidual students over the three years of schooling, Grades 7 – 9,has implications for teaching French.
• Teachers should structure their classes to regularly providestudents with an outlet for their restless energy. Thisinvolves incorporating specific activities requiring students tobe physically active.
• Teachers should encourage students to take part in rationaldecision-making with regard to classroom management andorganization for instruction. This is best done by helpingstudents learn to make choices among alternatives proposedby the teacher, e.g., « Classe, on peut faire ceci maintenant etcela plus tard ou cela maintenant et ceci plus tard ? »
• Teachers should respect a student’s request to not perform infront of his or her peers, if it seems justified. Clearly stu-dents have to face the challenge of learning to speak in frontof others (and in French) head on in French class. While noone is always comfortable speaking in front of others, ithelps if students understand that it is normal to feel some-what uncomfortable. It also helps if they know everyonewill participate equally in class activities, to the greatestextent possible.
While students may be expected and are encouraged to takepart regularly, special circumstances may warrant exemptinga student from a particular activity. A decision to accept astudent’s request for exemption can only be made, based onthe circumstances at the moment. In view of the significantchanges during adolescence however, occasionally it may bereasonable to accept a student’s request to not perform infront of the class. When such requests are made, teachersshould consider alternate ways to involve students, such asan individual presentation outside class, organization ofactivities in which students work in pairs, or preparation ofan audio recording by the student. The intent of these
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alternate strategies would be to avoid singling out anindividual at critical times.
• Teachers should accommodate the range of individualdifferences in each class by organizing the content of a lessonto include activities that will permit all to experience ameasure of success.
• Because risk taking is an inherent part of second languagelearning, students and the teacher should give due recogni-tion to all attempts by classmates to use French and supportthose attempts. Students who are willing to take risks, makemistakes and correct them are more successful languagelearners.
• Teachers should ensure that the contexts for language learn-ing in the Core French Program are directly relevant to thestudents’ own lives or are linked to their life experiencethrough the instructional process. In all cases, new languagelearning activities should be built around existing knowledgeand skills.
Grade Seven may represent a different school building, a newschool principal, new teachers and new classmates for many stu-dents. They have to learn new rules and regulations, are chal-lenged by new programs, more subject teaching and different waysof evaluation; in effect, they have to adjust to a vastly differentschool routine. From Grade 6 to Grade 7 students may findthemselves moving from a position of leadership in the schoolcommunity to the bottom of the ladder.
The nature and variety of changes affecting students can representa trying period for them. The school administration and indi-vidual teachers need to be sensitive to students, during the earlymonths of the year in particular, and take steps to facilitate theiradjustment to the intermediate grades.
Transition to theIntermediate Grades
InstructionalStrategies
The teacher chooses instructional strategies that best enable learn-ers to meet the curriculum outcomes.
ModellingModelling provides learners with concrete examples and guidance.The teacher is a language model for the students in the demonstra-tion of new content and skills, the animation of texts, and thepreparation of work. Teachers model games, grouping arrange-ments, and reading selections. For example, the teacher and one
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student may role play an interview. All students would follow thismodel to complete the task. Models may also include sampleprojects, audio recordings, and the use of props such as puppets,realia (authentic materials), and visuals. Modelling is often usedin conjunction with other strategies such as cooperative learningand role playing.
Cooperative LearningCooperative learning models are generally based on five mainprinciples :
1) positive interdependance2) individual responsibility3) social skills4) group interaction5) group processing/reflection
In cooperative learning, students work toward a common goal,with success dependant on the contribution of each group mem-ber. Students have clearly defined roles, and they learn how toorganize to complete a task. Cooperative learning is furthercharacterized by group interaction, the teaching and developmentof social skills and opportunities for reflection.
In a cooperative learning setting, the teacher is a resource person, afacilitator, a participant in the learning process and also an in-structor. The teacher sets the task, explains the role of eachmember, monitors and observes.
Cooperative learning is more effective when :• students know the purpose of the activity and understand
the instructions;• advance preparation provided a review of essential vocabulary
and expression;• group member roles are clear;• groups are organized according to the purpose of the activity;• a group is comprised of mixed abilities;• group size and membership change often;• time lines are established and respected;• social skills such as sharing materials, taking turns, speaking
at an appropriate volume, listening attentively, accepting theideas of others are emphasized.
InterviewingInterviewing develops listening and speaking skills and provides anopportunity for students to communicate ideas, likes and dislikes,and feelings. Interviewing is used to collect and share information,
« coopérer pour apprendre,apprendre à coopérer »(Jim Howden, août 1997)
La coopération au fil des jours : desoutils pour apprendre à coopérer (JimHowden and Huguette Martin;Chenelière/McGraw Hill Coopera-tive Learning Activities)
Structurer le succès : un calendrierd’implantation de la coopération(Jim Howden and MargueriteKopiec; Chenelière/McGraw HillCooperative learning techniques forthe entire school year)
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examples:
• students interview each other (peer interview);• students conduct oral surveys;• teachers interview students.
In the intermediate French class, interviewing is used commonlyand often informally.
In preparation for a formal interview, the teacher should explainthe process to students and provide sample items. A friendly,encouraging manner is best. Points should be raised as they wouldbe in everyday situations, with one item leading to the next. Theinterview should be a positive experience for the students.
Teachers may consult the Elementary Core French Criterion-Refer-enced Test Report (1996), as well as the Administration Guide forthe Intermediate Core French Criterion-Referenced Test (2003) formore detailed information on the use of interviews.
Role PlayingIn role playing, students try to speak, feel and behave like a charac-ter they portray. Role playing may be spontaneous or practised,and be part of a game or simulation. It encourages language useby providing a purpose and an audience for communication.
When organizing role play, teachers give clear instructions, explainthe purpose of the activity, the situation to be portrayed and therole of the audience.
BrainstormingBrainstorming draws on previous experience to help establish ameaningful context. It is used to note a wide range of ideasquickly. Suggestions are usually noted. Guidelines for effectivebrainstorming include:
• accept any idea even remotely connected to the topic;• list points in order presented. (They can be organized at the
end of the brainstorming session.);• wait until the end of the brainstorming session to evaluate
the points;• give students an opportunity to provide the French equiva-
lent for words given in English;• prompt students by questions or appropriate stimuli;
The brainstorming session should be short (maximum of 5 min-utes), or continue until students seem to be running out of ideas.
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Brainstorming aids listening comprehension and helps studentsprepare oral and written compositions and presentations. Itmotivates and prepares students for reading and writing activities.New and related vocabulary and structures can be introducedusing this technique. Brainstorming is also an effective way toreview topics.
DictéesTaking dictation is a specialized skill requiring frequent practice.Passages for dictation should be based on program content andstudents should write them with a 75% accuracy rate.
Students need practice in three types of dictation.
• Spot: A short passage with words omitted. As the passage isread, students complete it by writing in the missing words.
• Partial: A short passage with phrases or groups of wordsomitted. As the passage is read, students complete it bywriting in the missing words.
• Whole: A whole passage is written as it is dictated. Thepassage may be one already studied or an unfamiliar passagethat reflects the content of the Program.
Guidelines for dictations follow:
• Select or construct a passage related to a theme. Everydictation should have a title.
• Do a first reading at normal speed – students listen.• Do a second reading with the passage broken into phrases –
students write. Each phrase is repeated with 8 secondpauses.
• Give a third reading at normal speed, students check whatthey have written.
• A copy of the passage is made available to students after thedictation.
For the scoring of dictées, see page 85 of this curriculum guide.
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE112
CHAPTER 3 - INSTRUCTIONAL ENVIRONMENT
SurveysSurveys, an experiential instructional strategy, enable students toparticipate actively in their learning. Students are responsible forpreparing questions on a particular topic, for collecting informa-tion from a target group, and for reporting their findings to anaudience.
Journal WritingJournal writing provides students with opportunities to personallyreflect and express their ideas and experiences on particular issuesand topics.
Journals may be personal or shared. If they are collected, theteacher may choose to evaluate them formally or informally.
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE 113
CHAPTER 4 - EVALUATION
Evaluation Evaluation is the process of analyzing assessment data and makingdecisions about student progress and instruction based on theresults. Assessment methods and their use in the classroom mustbe fair and equitable for all students. Evaluation provides essentialinformation to students, teachers, parents and administrators. Allassessment and evaluation activities must reflect the specificlearning outcomes of the Intermediate Core French Program.
In the Intermediate Core French program, student evaluationrespects the following principles:
Evaluation is an integral part of the teaching and learning process.
Tasks reflect the prescribed outcomes and the types of learningactivities regularly used in the classroom. Evaluation is criterion-referenced; students are assessed on the achievement of the out-comes. Sixty percent (60%) of the Intermediate Core French pro-gram is devoted to oral communication and forty percent (40%) towritten communication; this same balance needs to be maintained inevaluation.
Evaluation is both planned and ongoing.
Students know when, how, and on what criteria they are beingevaluated; the evaluation plan is communicated to students andparents at the beginning of the year. It is flexible enough toaccount for student progress throughout the year, but structuredenough to provide a clear picture of how students will be assessed.Students are provided the opportunity to demonstrate theknowledge, skills, attitudes or behaviors they have learned.
Evaluation includes both formative and summative components.
Formative EvaluationFormative evaluation improves student performance throughcontinuous, precise, and clear feedback directly related to the task.Formative evaluation assists the teacher and student to identifyareas where additional work is required. Teachers adjust instruc-tion to accomodate these needs. It is this assessment of learningthat determines classroom practice.
Summative EvaluationSummative evaluation involves making judgments. It is theassessment for reporting purposes at the end of a particular in-structional period. Reporting may be anecdotal or by means of aletter or number grade. Schools and school districts have policieson assessment, evaluation and reporting which serve to guide thedevelopment of an evaluation plan.
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE114
CHAPTER 4 - EVALUATION
Evaluation includes a variety of assessment techniques.
Assessment is the systematic process of gathering information onstudent learning and performance. A variety of assessment tech-niques ensure comprehensive and consistant indicators of studentperformance are used.
Common assessment techniques of an evaluation plan are:
QuestioningEffective questioning provides opportunities to extend students’thinking through immediate feedback. Questioning has to bemore than requiring an answer quickly without thought, or askingfor memorized facts. Questions exploring issues critical to under-standing need time for response, sufficient for students to thinkand to formulate appropriate responses. Students should beexpected to answer and to contribute to the discussions. There-fore, all answers, right or wrong, give information useful to devel-oping understanding.
ProjectsCommunicative/experiential projects may be used to assess out-comes. Students engage in a series of activities during the unit tocomplete a project. The project is based on selected outcomes andencourages students to link life experiences to the assigned task.For example, the production of a travel brochure to a French-speaking country, or creating a presentation about one’s familymight be experiential projects related to Family and Home andHolidays and Travel themes.
ObservationObservation provides information on what students do. For formalobservation, the teacher establishes criteria, communicates thisinformation to students in advance of the activity, and providesfeedback to student(s) as soon as possible following the activity.For example, in observing a role play, the teacher would establishcriteria, and at the end of the activity, provide feedback to studentsbased on those criteria. The teacher may use a checklist, a rubricor a rating scale to record information.
Informal observation is also an effective way of monitoring studentcompetency skills. It enables teachers to determine what studentsknow and are able to do, thus guiding teaching. It is also aneffective way of monitoring and recording student use of French.Being informally observed on a regular basis makes studentsaccountable for their participation in class and for their learning.
Assessment
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE 115
CHAPTER 4 - EVALUATION
InterviewsInterviews are essential components of regular class and assessmentactivities. Formal student-teacher interviews follow the recom-mended procedure: warm-up questions, probing questions, andcool down questions. Items related to the themes are discussedand treat known vocabulary and language. The teacher observesstudents as they interview each other and rubrics are used toprovide feedback to students on their progress.
Oral reading may be a component of regular classroom activitiesand the interview process. Passages related to the themes of theProgram enable teachers to verify student comprehension.
French is the language of the classroom, therefore teachers recordstudents’ efforts to speak.
Tests/QuizzesTests or quizzes integrate skills such as listening and readingcomprehension. Items are familiar to the students, and examplesare provided. Tests may include listening and reading selections,matching, selected response (multiple choice), constructed re-sponse and similar items. Selections include narrative, informa-tional, and visual texts.
PortfolioA portfolio is a collection of work samples: projects, writing pieces,workbook pages and audio or video recordings. Items may bekept in an exercise book, a folder or a binder. As students createtheir portfolios, they are encouraged to evaluate their work.
A portfolio is a source of qualitative assessment informationcollected over time providing students an opportunity to reflectupon their experiences and achievement, and to take more respon-sibility for their learning. The purpose of a portfolio determinesthe length of time it is kept and the type of items included. Forexample, it may be for a unit, the school year, or over the threeyears of the Intermediate program.
Portfolios allow teachers, parents and students to see, almost at aglance, the progress of the student.
Self- and peer assessmentSelf- and peer assessment are important components of formativeevaluation. Self-assessment is essential to learning since studentsonly achieve a learning goal if they understand the goal and can
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE116
CHAPTER 4 - EVALUATION
assess what needs to be done in order to achieve it. Peer assessmenthelps students accept constructive criticism from one another. Peerassessment gives learners a variety of responses to their work and,like self-assessment, provides the teacher with information on howto improve activities. (Elementary Core French Curriculum Guide,Prince Edward Island, 2000.)
Self-assessment encourages students to:• reflect;• identify their progress;• focus on areas needing improvement;• plan and organize to accomplish a task.
For self- and peer assessment, students need the skills required forself- and peer assessment and models of the responses expected ofthem. For example, the teacher needs to review the statements on arating scale or a checklist, before starting a task.
RubricsRubrics are performance criteria used to score or rate student work.Rubrics benefit teachers, students and parents. For teachers,rubrics increase consistency and accuracy in assessment. Forstudents, rubrics help to understand the stated expectations andreceive specific feedback on each of the criteria for the task. Forparents, rubrics enable them to closely monitor student progress.
Rubrics range from simple to complex in design. For example,checklists, rating scales, and scoring grids can be used as rubrics.Rubrics are often used in conjunction with other assessmenttechniques.
Please see the enclosed rubrics. They can also be seen at:www.gov.nl.ca/edu/pub/crt/corefrench_inter.htm
Evaluation Resources
The Assessment Toolkit: Formative Assessment Instruments forFSL. (Beginner, Intermediate, Advanced Level). The assessmentactivities contained in this kit are thematically organized, are basedon the experiential/communicative approach, and respond to thelearning outcomes identified in Core French programs across thecountry.
The bibliography section of this guide contains additional refer-ences on student evaluation.
Using Rubrics
http://rubistar.4teachers.org
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE 117
CHAPTER 4 - EVALUATION
Per
form
ance
Leve
lP
ronu
ncia
tion
Phr
asin
gFl
uenc
yE
xpre
ssio
n
5 - O
utst
andi
ng
Th
e g
rou
pin
g o
f w
ord
s in
mea
nin
gfu
l ph
rase
s.T
he
flo
w a
nd
rh
yth
m o
fth
e o
ral p
rod
uct
ion
dem
on
stra
ted
by
the
ease
and
sp
eed
wit
h w
hic
h t
he
spea
ker
or
read
er d
eliv
ers
the
mes
sag
e.
Th
e u
se o
f to
ne,
infl
ecti
on
, in
ton
atio
n, a
nd
volu
me
in o
ral
pro
du
ctio
n.
Com
preh
ensi
on
Th
e le
vel o
f u
nd
erst
and
ing
dem
on
stra
ted
by
resp
on
ses
to q
ues
tio
ns
and
/or
task
s d
ealin
g w
ith
text
s re
ad, h
eard
, or
view
ed.
Wh
ere
app
rop
riat
e, r
esp
on
ses
may
incl
ud
e su
pp
ort
fro
mth
e te
xt o
r ex
ten
d b
eyo
nd
it.
Alm
ost
all
wo
rds
are
pro
no
un
ced
co
rrec
tly.
Few
mis
cues
(ad
dit
ion
s,o
mis
sio
ns,
su
bst
itu
tio
ns,
etc.
).
Dem
on
stra
tes
ano
uts
tan
din
g a
bili
ty t
og
rou
p w
ord
sap
pro
pri
atel
y in
mea
nin
gfu
l ph
rase
s (e
.g.,
liais
on
s an
d e
lisio
ns
are
alm
ost
alw
ays
use
d).
Flo
w a
nd
rh
yth
m a
reco
nsi
sten
tly
mai
nta
ined
.C
on
sist
entl
y u
ses
app
rop
riat
e sp
eed
.
Ou
tsta
nd
ing
ab
ility
to
spea
k o
r re
ad in
an
exp
ress
ive,
en
gag
ing
voic
e. C
on
sist
entl
y b
rin
gs
the
text
to
life
wit
hap
pro
pri
ate
ton
e,in
flec
tio
n, i
nto
nat
ion
, an
dvo
lum
e.
Res
po
nse
is p
reci
se a
nd
det
aile
d a
nd
ref
lect
s a
tho
rou
gh
un
der
stan
din
go
f te
xt.
Ela
bo
rati
on
, wh
ere
app
rop
riat
e, c
on
sist
entl
yen
han
ces
resp
on
se.
Mo
st w
ord
s ar
ep
ron
ou
nce
d c
orr
ectl
y.M
iscu
es d
o n
ot
affe
ctm
ean
ing
. S
elf-
mo
nit
ori
ng
ski
lls (
re-
read
ing
, so
un
din
g o
ut,
sub
stit
uti
on
s, e
tc.)
are
use
d t
ho
ug
htf
ully
an
dp
urp
ose
ly f
or
accu
racy
and
ap
pro
pri
aten
ess.
4 - S
tron
gD
emo
nst
rate
s a
stro
ng
abili
ty t
o g
rou
p w
ord
s in
mea
nin
gfu
l ph
rase
s (e
.g.,
liais
on
s an
d e
lisio
ns
are
usu
ally
evi
den
t).
Flo
w a
nd
rh
yth
m a
reg
ener
ally
mai
nta
ined
.G
ener
ally
use
sap
pro
pri
ate
spee
d.
Str
on
g a
bili
ty t
o s
pea
k o
rre
ad in
an
exp
ress
ive,
eng
agin
g v
oic
e. O
ften
bri
ng
s th
e te
xt t
o li
fe.
Gen
eral
ly u
ses
app
rop
riat
e to
ne,
infl
ecti
on
, in
ton
atio
n,
and
vo
lum
e.
Res
po
nse
is a
ccu
rate
an
dre
aso
nab
le a
nd
ref
lect
s a
stro
ng
un
der
stan
din
g o
fte
xt.
Ela
bo
rati
on
, wh
ere
app
rop
riat
e, u
sual
lyen
han
ces
resp
on
se.
Mo
st w
ord
s ar
ep
ron
ou
nce
d c
orr
ectl
y.M
iscu
es o
ccas
ion
ally
affe
ct m
ean
ing
. S
om
ese
lf-m
on
ito
rin
g s
kills
are
use
d.
3 - A
dequ
ate
Dem
on
stra
tes
the
abili
tyto
co
nn
ect
wo
rds
occ
asio
nal
ly in
mea
nin
gfu
l ph
rase
s (e
.g.,
spo
rad
ic u
se o
f lia
iso
ns
and
elis
ion
s).
So
met
imes
mai
nta
ins
flo
wan
d r
hyt
hm
. S
om
etim
esu
ses
app
rop
riat
e sp
eed
.
Sp
eaks
or
read
s, b
ut
voic
e is
no
t al
way
sex
pre
ssiv
e o
r en
gag
ing
.O
ccas
ion
ally
bri
ng
s th
ete
xt t
o li
fe.
Use
of
ton
e,in
flec
tio
n, i
nto
nat
ion
,an
d v
olu
me
is s
om
etim
esap
pro
pri
ate.
Res
po
nse
is p
lau
sib
le a
nd
refl
ects
a li
tera
lu
nd
erst
and
ing
of
text
.E
lab
ora
tio
n, w
her
eap
pro
pri
ate,
so
met
imes
enh
ance
s re
spo
nse
.
2 - L
imite
dM
ost
wo
rds
are
pro
no
un
ced
inco
rrec
tly.
Mis
cues
fre
qu
entl
yaf
fect
mea
nin
g.
Few
self
-mo
nit
ori
ng
ski
lls a
reu
sed
.
Dem
on
stra
tes
limit
edab
ility
to
co
nn
ect
wo
rds
in m
ean
ing
ful p
hra
ses
(e.g
., ra
rely
use
s lia
iso
ns
and
elis
ion
s).
Flo
w a
nd
rh
yth
m a
rese
ldo
m m
ain
tain
ed.
Rar
ely
use
s ap
pro
pri
ate
spee
d.
Lim
ited
ab
ility
to
sp
eak
or
read
in a
n e
xpre
ssiv
e,en
gag
ing
vo
ice.
Rar
ely
bri
ng
s th
e su
bje
ct t
o li
fe.
Rar
ely
use
s ap
pro
pri
ate
ton
e, in
flec
tio
n,
into
nat
ion
, an
d v
olu
me.
Res
po
nse
ref
lect
s a
limit
edu
nd
erst
and
ing
of
text
.E
lab
ora
tio
n m
ay e
xist
, bu
tis
rar
ely
app
rop
riat
e.
1 - V
ery
Lim
ited
Alm
ost
all
wo
rds
are
pro
no
un
ced
inco
rrec
tly.
Mis
cues
sig
nif
ican
tly
affe
ct m
ean
ing
. S
elf-
mo
nit
ori
ng
do
es n
ot
occ
ur.
Ver
y lim
ited
ab
ility
to
con
nec
t w
ord
s in
mea
nin
gfu
l ph
rase
s (e
.g.,
use
of
liais
on
s an
del
isio
ns
is n
ot
evid
ent)
.
Flo
w is
nev
erm
ain
tain
ed.
Nev
er u
ses
app
rop
riat
e sp
eed
.
Ver
y lim
ited
ab
ility
to
spea
k o
r re
ad in
an
exp
ress
ive,
en
gag
ing
voic
e. R
arel
y b
rin
gs
the
text
to
life
. T
on
e,in
flec
tio
n, i
nto
nat
ion
, an
dvo
lum
e is
inap
pro
pri
ate.
Res
po
nse
is in
com
ple
te,
inco
her
ent,
or
off
to
pic
.E
lab
ora
tio
n m
ay e
xist
, bu
tis
no
t ap
pro
pri
ate.
Th
e p
reci
sio
n w
ith
wh
ich
wo
rds
are
enu
nci
ated
.
Oral Production/Comprehension Rubric
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE118
CHAPTER 4 - EVALUATION
Analytic Writing Rubric
Per
form
ance
Leve
lC
onte
ntO
rgan
izat
ion
Sent
ence
Flu
ency
Wor
d C
hoic
e
5 - O
utst
andi
ng
The
orga
niza
tion
cate
go
ryd
escr
ibes
ho
w e
ffec
tive
ly t
he
stu
den
t cr
eate
s an
op
enin
gan
d a
co
ncl
usi
on
; es
tab
lish
esan
d m
ain
tain
s a
focu
s; o
rder
san
d a
rran
ges
eve
nts
, id
eas
and
/or
det
ails
wit
hin
th
ep
arag
rap
h;
rela
tes
idea
s/d
etai
ls w
ith
in t
he
par
agra
ph
.
The
sent
ence
flu
ency
cat
ego
ryd
escr
ibes
ho
w e
ffec
tive
ly t
he
stu
den
t co
nst
ruct
s se
nte
nce
s.It
in
clu
des
th
e ab
ilit
y to
con
tro
l sy
nta
x (i
.e.,
the
arra
ng
emen
t o
f w
ord
s to
fo
rma
sen
ten
ce,
the
arra
ng
emen
to
f se
nte
nce
s w
ith
in a
par
agra
ph
) an
d t
o c
reat
eva
riet
y in
sen
ten
ce t
ype
and
len
gth
(i.e
., fr
agm
ents
,si
mp
le,
com
po
un
d,
com
ple
x;st
atem
ents
, q
ues
tio
ns,
excl
amat
ion
s).
The
wor
d ch
oice
cat
ego
ryd
escr
ibes
ho
w e
ffec
tive
ly t
he
stu
den
t ch
oo
ses
wo
rds
and
exp
ress
ion
s fo
rap
pro
pri
aten
ess,
pre
cisi
on
,an
d v
arie
ty.
Wo
rd c
ho
ice
incl
ud
es a
var
iety
of
no
un
s,ve
rbs,
ad
ject
ives
an
dad
verb
s.
Con
vent
ions
The
conv
entio
ns c
ateg
ory
des
crib
es h
ow
eff
ecti
vely
th
est
ud
ent
con
tro
ls g
ram
mar
,p
un
ctu
atio
n,
cap
ital
izat
ion
,sp
ellin
g i
ncl
ud
ing
acc
ents
,p
arag
rap
hin
g,
and
pre
sen
tati
on
. C
on
ven
tio
ns
affe
ct r
ead
abili
ty.
Th
e w
riti
ng
dem
on
stra
tes:
•a
clea
r, s
tron
g fo
cus
•an
out
stan
ding
know
ledg
e of
the
sub
ject
mat
ter
•id
eas
whi
ch a
re v
ery
ofte
n cr
eativ
e, a
lway
spu
rpos
eful
, and
sup
port
and
enha
nce
the
cent
ral
them
e•
extr
emel
y w
ell-
deve
lope
d•
cont
ent
•an
out
stan
ding
abi
lity
tosh
ape
and
conn
ect
idea
s
Th
e w
riti
ng
dem
on
stra
te:
•a
com
pelli
ng o
peni
ng•
smoo
th o
rgan
izat
ion:
focu
ssed
and
coh
eren
t•
a pu
rpos
eful
, eff
ecti
vear
rang
emen
t of
eve
nts,
idea
s, a
nd/o
r de
tails
•ef
fect
ive
tran
sitio
ns w
hich
are
smoo
th a
nd c
ohes
ive
•ve
ry e
ffec
tive
clo
sure
whi
ch r
einf
orce
s un
ity
and
prov
ides
an
outs
tand
ing
sens
e of
reso
lutio
n
Th
e w
riti
ng
dem
on
stra
tes:
•an
eas
y flo
w a
nd r
hyth
m•
sent
ence
s th
at v
ary
inst
ruct
ure,
and
leng
thcr
eatin
g an
ext
rem
ely
effe
ctiv
e te
xt•
sent
ence
s w
hich
are
logi
cal
and
clea
r so
tha
t th
ere
lati
onsh
ip a
mon
g id
eas
are
firm
ly a
nd s
moo
thly
esta
blis
hed
•fr
agm
ents
whi
ch, i
fpr
esen
t, ar
e de
liber
ate
and
effe
ctiv
e•
use
of d
ialo
gue,
if p
rese
nt,
++ a
lway
s so
unds
nat
ural
Th
e w
riti
ng
has
:•
choi
ce o
f w
ords
whi
ch is
vari
ed, e
xten
sive
and
rele
vant
to
the
them
e•
outs
tand
ing
use
of F
renc
hex
pres
sion
s•
no u
se o
f E
nglis
h
Th
e w
riti
ng
dem
on
stra
tes:
•an
out
stan
ding
use
of
stan
dard
wri
ting
conv
enti
ons,
err
ors
occu
rin
freq
uent
ly•
faci
lity
wit
h sp
ellin
g,gr
amm
ar, p
unct
uati
on,
capi
taliz
atio
n w
hich
are
alm
ost
alw
ays
corr
ect
•a
pres
enta
tion
whi
ch is
neat
•m
eani
ng t
hat
is e
nhan
ced
by c
onve
ntio
ns
4 - S
tron
g
The
cont
ent
cate
go
ryd
escr
ibes
ho
w e
ffec
tive
ly t
he
stu
den
t es
tab
lish
es a
pu
rpo
se,
sele
cts
and
inte
gra
tes
idea
s (i
.e.,
info
rmat
ion
, ev
ents
,em
oti
on
s, o
pin
ion
s, a
nd
incl
ud
es d
etai
ls s
uch
as
exam
ple
s, d
escr
ipti
on
s, a
nd
char
acte
rist
ics)
to
su
pp
ort
,d
evel
op
an
d/o
r ill
ust
rate
idea
s.
Th
e w
riti
ng
dem
on
stra
tes:
•a
clea
r, s
tron
g fo
cus
•a
stro
ng k
now
ledg
e of
the
subj
ect
mat
ter
•id
eas
whi
ch a
re u
sual
lycr
eativ
e, a
lway
spu
rpos
eful
, and
sup
port
the
cent
ral t
hem
e•
stro
ngly
dev
elop
edco
nten
t•
a st
rong
abi
lity
to s
hape
and
conn
ect
idea
s
Th
e w
riti
ng
dem
on
stra
tes:
•a
stro
ng, d
irec
t op
enin
g•
focu
s an
d co
here
nce
that
are
rare
ly in
terr
upte
d•
a cl
ear,
effe
ctiv
e ar
rang
e-m
ent
of e
vent
s, id
eas,
and/
or d
etai
ls•
freq
uent
and
app
ropr
iate
use
of t
rans
itio
ns•
clos
ure
whi
ch r
einf
orce
sun
ity
and
prov
ides
a c
lear
sens
e of
res
olut
ion
Th
e w
riti
ng
dem
on
stra
tes:
•flo
w a
nd r
hyth
m•
sent
ence
s w
hich
var
y in
stru
ctur
e an
d le
ngth
crea
ting
an e
ffect
ive
text
•se
nten
ces
whi
ch a
re o
ften
logi
cal a
nd c
lear
so
that
rela
tion
ship
s am
ong
idea
sar
e es
tabl
ishe
d•
frag
men
ts w
hich
, if
pres
ent,
are
ofte
n ef
fect
ive
•di
alog
ue, i
f pr
esen
t,so
unds
nat
ural
Th
e w
riti
ng
has
:•
choi
ce o
f w
ords
whi
ch is
ofte
n va
ried
and
rel
evan
tto
the
the
me
•st
rong
use
of
Fren
chex
pres
sion
s•
no u
se o
f E
nglis
h
Th
e w
riti
ng
dem
on
stra
tes:
•a
stro
ng u
se o
f st
anda
rdw
riti
ng c
onve
ntio
ns,
wri
ting
has
onl
y a
few
erro
rs•
faci
lity
wit
h sp
ellin
g,gr
amm
ar, p
unct
uati
on,
capi
taliz
atio
n w
hich
are
ofte
n co
rrec
t•
a pr
esen
tati
on w
hich
isne
at•
mea
ning
tha
t is
enh
ance
dby
con
vent
ions
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE 119
CHAPTER 4 - EVALUATION
Per
form
ance
Leve
lC
onte
ntO
rgan
izat
ion
Sent
ence
Flu
ency
Wor
d C
hoic
e
3 - A
dequ
ate
Con
vent
ions
Th
e w
riti
ng
dem
on
stra
tes:
•a
fair
ly c
lear
focu
s•
a go
od k
now
ledg
e of
the
subj
ect
mat
ter
•id
eas
whi
ch a
re b
asic
,ro
utin
e or
pre
dict
able
•ad
equa
tely
dev
elop
edco
nten
t w
ith d
etai
lslim
ited
in s
cope
or
unre
late
d to
the
the
me
•an
abi
lity
to s
hape
and
conn
ect
idea
s
The
wri
ting
dem
onst
rate
s:•
a ge
nera
lly c
lear
, dir
ect
open
ing
•fo
cus
and
cohe
renc
ew
hich
are
som
etim
esin
terr
upte
d•
arra
ngem
ent
of e
vent
s,id
eas,
and
/or
deta
ilsw
hich
are
pre
dict
able
and
som
etim
es in
appr
opri
ate
•co
nnec
tions
bet
wee
n id
eas
whi
ch a
re s
omet
imes
inap
prop
riat
e or
pred
icta
ble
•cl
osur
e w
hich
con
trib
utes
to u
nity
, but
the
reso
luti
on t
ends
to
bepr
edic
tabl
e
Th
e w
riti
ng
dem
on
stra
tes:
•an
eas
y flo
w a
nd r
hyth
m•
sent
ence
s th
at v
ary
inst
ruct
ure,
and
leng
thcr
eatin
g an
ext
rem
ely
effe
ctiv
e te
xt•
sent
ence
s w
hich
are
logi
cal
and
clea
r so
tha
t th
ere
lati
onsh
ip a
mon
g id
eas
are
firm
ly a
nd s
moo
thly
esta
blis
hed
•fr
agm
ents
whi
ch, i
fpr
esen
t, ar
e de
liber
ate
and
effe
ctiv
e•
use
of d
ialo
gue,
if p
rese
nt,
++ a
lway
s so
unds
nat
ural
Th
e w
riti
ng
has
:•
choi
ce o
f w
ords
whi
ch is
vari
ed, e
xten
sive
and
rele
vant
to
the
them
e•
outs
tand
ing
use
of F
renc
hex
pres
sion
s•
no u
se o
f E
nglis
h
Th
e w
riti
ng
dem
on
stra
tes:
•an
out
stan
ding
use
of
stan
dard
wri
ting
conv
enti
ons,
err
ors
occu
r in
freq
uent
ly•
faci
lity
wit
h sp
ellin
g,gr
amm
ar, p
unct
uati
on,
capi
taliz
atio
n w
hich
are
alm
ost
alw
ays
corr
ect
•a
pres
enta
tion
whi
ch is
neat
•m
eani
ng t
hat
isen
hanc
ed b
y co
nven
-ti
ons
2 - L
imite
dT
he
wri
tin
gd
emo
nst
rate
s:•
a lim
ited
cont
ent
whi
chla
cks
clar
ity,
but
has
adi
scer
nabl
e fo
cus
•a
limite
d kn
owle
dge
ofth
e su
bjec
t m
atte
r•
idea
s an
d de
tails
whi
char
e of
ten
uncl
ear
•a
limit
ed a
bilit
y to
sha
pean
d co
nnec
t id
eas
Th
e w
riti
ng
dem
on
stra
tes:
•an
ope
ning
whi
ch is
uncl
ear
or h
as li
ttle
dire
ctio
n•
focu
s an
d co
here
nce
that
falte
r fr
eque
ntly
•di
scer
nibl
e, b
ut w
eak
and
inco
nsis
tent
arr
ange
men
tof
eve
nts,
idea
s, a
nd/o
rde
tails
•ra
re u
se o
f tr
ansi
tion
s, f
ewco
nnec
tions
am
ong
idea
s•
clos
ure,
if p
rese
nt, t
hat
isei
ther
too
wea
k to
tie
the
piec
e to
geth
er o
r on
lyva
guel
y re
late
d to
the
open
ing
Th
e w
riti
ng
dem
on
stra
tes:
•lit
tle f
low
and
rhy
thm
•lim
ited
var
iati
on in
sent
ence
str
uctu
re a
ndle
ngth
•se
nten
ces
are
ofte
nill
ogic
al o
r un
clea
r,re
lati
onsh
ips
amon
g id
eas
are
only
occ
asio
nally
esta
blis
hed
•fr
agm
ents
, if
pres
ent,
are
inef
fect
ive
•us
e of
dia
logu
e, if
pres
ent,
rar
ely
soun
dsna
tura
l
Th
e w
riti
ng
has
:•
choi
ce o
f w
ords
whi
ch is
not
vari
ed, o
r is
inap
prop
riat
e•
no u
se o
f Fre
nch
expr
essi
ons
•fr
eque
nt u
se o
f E
nglis
h
Th
e w
riti
ng
dem
on
stra
tes:
•a
limit
ed u
se o
f st
anda
rdw
riti
ng c
onve
ntio
ns,
erro
rs a
re f
requ
ent
•sp
ellin
g, g
ram
mar
,pu
nctu
atio
n, c
apita
lizat
ion
whi
ch a
re s
omet
imes
corr
ect
•a
pres
enta
tion
whi
ch m
ayno
t be
nea
t•
mea
ning
tha
t is
beg
inni
ngto
be
affe
cted
by
the
mis
use
or la
ck o
f us
e of
conv
entio
ns
Th
e w
riti
ng
dem
on
stra
tes:
•a
lack
of c
lari
ty a
ndfo
cus
•an
unc
lear
kno
wle
dge
ofth
e su
bjec
t m
atte
r•
idea
s an
d de
tails
whi
char
e al
way
s un
clea
r•
a ve
ry li
mit
ed a
bilit
y to
shap
e an
d co
nnec
t id
eas
1 - V
ery
Lim
ited
Th
e w
riti
ng
dem
on
stra
tes:
•an
ope
ning
, if
pres
ent,
whi
ch is
unc
lear
and
lack
sdi
rect
ion
•a
lack
of f
ocus
and
cohe
renc
e•
an u
ncle
ar o
r ha
phaz
ard
arra
ngem
ent
of e
vent
s,id
eas,
and
/or
deta
ils•
no u
se o
f tra
nsiti
ons
orco
nnec
tions
am
ong
idea
s•
clos
ure
that
is e
ither
inap
prop
riat
e, u
ncon
-ne
cted
, or
mis
sing
Th
e w
riti
ng
dem
on
stra
tes:
•no
flo
w a
nd r
hyth
m•
sent
ence
s th
at a
re c
hopp
y,in
com
plet
e, r
ambl
ing,
and
awkw
ard
•lit
tle o
r no
att
entio
n to
sent
ence
pat
tern
s•
frag
men
ts, i
f pr
esen
t,ob
scur
e m
eani
ng•
dial
ogue
, if
pres
ent,
ism
onot
onou
s, u
nnat
ural
Th
e w
riti
ng
has
:•
choi
ce o
f w
ords
whi
ch is
inap
prop
riat
e, w
ord
use
detr
acts
fro
m m
eani
ng•
no o
r in
appr
opri
ate
use
of F
renc
h ex
pres
sion
s•
exte
nsiv
e us
e of
Eng
lish
Th
e w
riti
ng
dem
on
stra
tes:
•a
very
lim
ited
use
of
stan
dard
wri
ting
conv
enti
ons,
err
ors
are
freq
uent
•a
pres
enta
tion
that
is n
otne
at•
an a
bsen
ce o
f con
vent
ions
whi
ch s
erio
usly
aff
ects
mea
ning
Analytic Writing Rubric (continued)
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE120
CHAPTER 4 - EVALUATION
Performance Level
4 - Strong
5 - Outstanding
1 - Very Limited
2 - Limited
Criteria
• outstanding content which is clear and strongly focussed• outstanding organization (a clear beginning, a middle and an end)• easy flow and rhythm, varied sentences• minimal or no use of English, outstanding use of French expressions, and
words which are consistently powerful, vivid, and precise• outstanding use of standard writing conventions, meaning significantly
enhanced
• strong content which is clear and focussed• clear, purposeful organization• flow and rhythm, varied sentences• limited use of English, strong use of French expressions, and words which
are often vivid and precise• strong use of standard writing conventions, meaning enhanced
• content which is limited, lacks clarity, but has a discernible focus• predictable organization which is somewhat clear and purposeful• some flow and rhythm, sentences tends to be mechanical• some use of English, some evidence of the use of French expressions, and
words which are predominantly general and functional• adequate grasp of standard writing conventions, meaning unaffected by
errors
3 - Adequate
• content which is limited, lacks clarity, but has a discernible focus• weak and inconsistent organization• little flow, rhythm, and limited variation in sentences• frequent use of English, no or inappropriate use of French expressions, use of
words that are rarely clear and precise• frequent errors in standard writing conventions, meaning is beginning to be
affected by the misuse or lack of use of conventions
• content lacks clarity and focus• unclear, haphazard organization• lacks flow and rhythm, no variation in sentence construction• extensive use of English, no use of French expressions, words used detract
from meaning• meaning is seriously affected by the absence of conventions
Holistic Writing Rubric
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE 121
CHAPTER 4 - EVALUATION
Performance Level
4 - Strong
5 - Outstanding
1 - Very Limited
2 - Limited
Criteria
3 - Adequate
75% of words correct
60% - 74% of words correct
45% - 59% of words correct
30% - 44% of words correct
Less than 30% of words correct
Dictée Rubric(80 words unseen passage)
* Errors include: incorrect use of accents, capitalization, punctuation, and spelling.A repeated error counts as one mistake.
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE122
CHAPTER 4 - EVALUATION
Performance Level
4 - Strong
5 - Outstanding
1 - Very Limited
2 - Limited
Criteria
Precise and detailed reflecting a thorough understanding of the text.Elaboration consistently enhances response.
Accurate and reasonable reflecting a strong understanding of the text.Elaboration sometimes enhances response.
Plausible reflecting a literal understanding of the text.Elaboration sometimes enhances response.
3 - Adequate
Reflects a limited understanding of text.Elaboration may exist, but is rarely appropriate.
Incomplete, incoherent, or off topic.Elaboration may exist, but is not appropriate.
Comprehension Rubric
Level of understanding demonstrated with responses to questions and/or tasks dealing with texts read,heard, or viewed. Where appropriate, responses include support from the text or may extend beyond it.
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE 123
CHAPTER 5 - INCLUSION
Multiple Intelligences Dr. Howard Gardner suggests that intelligence is not fixed, thatthere are many ways to be smart. According to Gardner, each ofus is born with a unique pattern of the eight intelligences. Thisconcept has great implications for teachers in that our teachingrepertoire can be extended to engage the multiple intelligences,thereby affording all students better opportunities for success.
To date, Gardner (1999) has identified nine intelligences. Ac-companying each of these are several activities that teachers canuse to address the learning styles of all learners.
Verbal Linguistic• Learn through reading, writing, discussing• Communicate effectively• Have a good vocabulary• Write clearly• Spell easily• Think in words
Logical/Mathematical• Think in numbers• Think clearly and analytically• Solve problems easily
Visual/Spatial• Think in pictures and images• Are good with spatial relations• Have a good eye for detail and colour• ‘See’ solutions to problems• Learn through visuals• Like to draw and create
Musical/Rhythmic• Have a good sense of melody and rhythm• Like to sing, hum, chant, and rap• Enjoy listening to music• Learn through music and lyrics
• Discuss ideas (brainstorm)• Write a letter, article, or
report• Prepare an oral presentation• Organize a dictionary
scavenger hunt
• Play number games• Analyse data from a survey• Sequence events in a story
• Create a collage/poster• Watch a video• Play charades• Create a slide show
presentation
• Listen to music by variousfrancophone artists
• Sing and create a song/rap• Identify musical instru-
ments in French
Intelligences Suggested Activities
Inclusion
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE124
CHAPTER 5 - INCLUSION
Bodily/Kinesthetic• Use gestures and body language• Learn through hands-on activities• Enjoy acting and role-playing• Enjoy dancing and athletics
Naturalist• Are aware of their natural surroundings• Are good at classifying and sorting• Have keen observational skills• Discriminate different flora and fauna
Interpersonal• Make and maintain friends easily• Understand and respect others• Learn by interacting with others• Like to work and be with others• Lead and organize others
Intrapersonal• Need time to process information• Think about their own thinking• Have strong opinions and beliefs• Are introspective• Like quiet time alone
Existential• ‘Exhibit the proclivity to pose (and ponder)
questions about life, death, and ultimaterealities.’
• Why are we on Earth?• Do ghosts really exist?• Can animals understand each other?www.charibo.k12.ri.us/curriculum/MISmartexist.htmlwww.zwickergallery.ca/jcroy/www.heritage.nf.ca/arts/agnl/roy.html
• Use actions with music• Participate in role-plays• Use gestures to commu-
nicate a message• Play a game; e.g.,
Pictionary• Play a game of volley-
ball, for example, inFrench
• Participate in an aero-bics routine
• Plan a field trip• Recycle as a class• Keep a list of plants and
animals in French onthe classroom wall
• Interview a classmate• Participate in peer
editing• Organize a buddy
system for reading• Plan a party or cultural
activity• Work on a group / class
project, e.g., Tâche Finale
• Keep a journal• Write an autobiography• Maintain a portfolio• Discuss likes and dis-
likes, and opinionsabout various issues
• Keep a reflective journal• Lead the class in a
discussion about variousquestions
• Have students view apiece of art, e.g., WindyDay, Battery Village byJean-Claude Roy andhave them explain whythe artist painted thesepictures, for example.
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE 125
CHAPTER 5 - INCLUSION
Students with Learning Disabilities
“Learning Disabilities” refer to a number of disorders which may affectthe acquisition, organization, retention, understanding or use of verbalor nonverbal information. These disorders affect learning in individu-als who otherwise demonstrate at least average abilities essential forthinking and/or reasoning. As such, learning disabilities are distinctfrom global intellectual deficiency.
Learning disabilities result from impairments in one or more processesrelated to perceiving, thinking, remembering or learning. Theseinclude, but are not limited to: language processing; phonologicalprocessing; visual spatial processing; processing speed; memory andattention; and executive functions (e.g., planning and decision-making). (Adopted by the Learning Disabilities Association ofCanada, January 30, 2002)
Students with Exceptionalities
Students identified, through comprehensive assessment, as having one ofthe following: cognitive delay, developmental delay (birth – 8 years),emotional/behavioral disorder, exceptional ability, health/neurologicalrelated disorder, learning disability, physical disability, speech and/orlanguage delay/disorder, deaf and hard of hearing, and blind andvisually impaired. (Programming for Individual Needs, Pathwaysto Graduation and Programming, A Teacher’s Guide, p. 2 Depart-ment of Education of Newfoundland & Labrador)
Inclusiveness in the Core French Classroom
While a class, regardless of the subject and grade, is comprised ofstudents of various strengths and abilities, the principle goal of theIntermediate Core French Program is to include all students andto make every effort to assist them to achieve success.
A student with special needs may only be exempted from partici-pating in Intermediate Core French once all avenues to accommo-date the student have been exhausted and documentation includ-ing an ISSP has been completed in accordance with departmentalpolicy.
In Intermediate Core French, as in other curriculum areas, stu-dents may face a variety of challenges, for example: reading com-prehension, oral and written production, hearing difficulties. Aseducators it is our responsibility to address these challengesthrough a variety of teaching and learning strategies; this includesaccommodations to enable students to experience greater success.
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE126
CHAPTER 5 - INCLUSION
Ongoing evaluationand monitoring
Screening and earlyidentification
Informal assessments andexploration of strategies
Referral to the individualplanning team
Individual support servicesplanning team meeting
Individual support servicesplan developed
Implementation ofindividual support services
plan
Monitoring of individualsupport services plan
Reviewing individualsupport services plan
Referral for furtherassessment when needed
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Stage 7
Stage 8Membership:StudentParent(s)/Guardian(s)Education personnelHealth and Community Services personnelHuman Resources and Employment/Development personnelJustice personnelOther agency representative
The Individual Support Services Planning Process
Pathways to Programming and Graduation: A Teacher’s Guide, Department of Education of Newfoundlandand Labrador, 2005
INTERMEDIATE CORE FRENCH - CURRICULUM GUIDE 127
CHAPTER 5 - INCLUSION
Individual Support Services Planning Process
The model for the Coordination of Services to Children and Youthis an interagency, child-focused, collaborative planning process,used to identify the supports and services needed for children/youth who have on-going special needs. The model for the sup-port services planning process presented here illustrates the stepsfor planning for each individual child whose needs are initiallyidentified during the school years.
The process is sequential and the point of entry is dependant onthe child’s/youth’s needs and on whether there has been priorinvolvement. Some children come to school already receivingservices and will have an Individual Support Services Plan (ISSP)in place. Normally, this information will be communicated to theschool prior to school entry and, in such a case, the ISSP Manager(ISSM) involves the school at the team meeting stage. The ‘pre-referral stage’ for such children has been completed prior to begin-ning school and the process begins in school with the ISSP Teammeeting.
For children who have not had programming interventions or anISSP Team prior to school, the entry point to the process is‘Screening and Identification’. The first three boxes of the modelstages (Figure 1 on the previous page) comprise the ‘pre-referralstage’. At this stage a concern has been identified and specificaction is being taken, however there may not yet be sufficientreason to initiate an ISSP Team meeting. The needs of the child/youth may be met at this stage and the process need not continue.However, a child requires individualized support services planningand so, if the pre-referral stage has not yielded the desired results, adecision will need to be made as to if and when a referral should bemade and an ISSP Team formed.
The ISSP process is used to identify strengths and needs of a child/youth and to plan an integrated service-delivery approach to meetthese needs. In the education system, an ISSP is developed when:
• a student requires one or more services;• a student has an identified exceptionality;• a student requires intervention strategies that are student
specific, long-term, and essential for the student to be suc-cessful in meeting the curriculum outcomes;
• a student requires modification to prescribed curriculumand/or requires alternate courses to become more independ-ent or successful.
For additional information on the Student Support Services Plan-ning process, consult Pathways to Programming and Graduation: A
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Teacher’s Guide, Department of Education of Newfoundland andLabrador, 2004.
The following publications provide additional information onteaching students with special needs and learning difficulties:
Pathways to Programming and Graduation: A Teacher’s GuideDepartment of Education of Newfoundland and Labrador, 2004
This guide provides an overview of the Pathways to Programmingand Graduation; explains the Individual Support Services Plan-ning process; and clarifies the role of each person involved in thedevelopment and implementation of an Individual SupportServices Plan.
Programming for Individual Needs: Communications DisordersHandbook, Department of Education of Newfoundland andLabrador, February 2000www.gov.nl.ca/edu/dept/comm_disorders.htm
This handbook defines communication impairments and outlinesthe needs of children with communication impairments; discussesthe role of the individuals who work with communicativelyimpaired children; and discusses how communication needs aremet.
Teaching Children who are Blind or Visually ImpairedDepartment of Education of Newfoundland and Labrador,February 2001www.gov.nl.ca/edu/pub/vi/vi.htm
This handbook defines the types and nature of visual impair-ments; outlines the needs of children with visual impairments;discusses the role of individuals and agencies who work withchildren who are blind or visually impaired, and; discusses howthe needs of children who are blind or visually impaired are metthrough collaborative and comprehensive programming.
Teaching Students with Learning Disabilities: A Resource for TeachersDepartment of Education of Newfoundland and Labrador, March,1999
This resource provides a wide array of accomodations, tips andteaching strategies for teachers to use with students who havelearning disabilities. It also outlines a number of teaching re-sources, and includes an annotated test inventory.
Teaching And Learning With Young Adolescents: Celebrating Diver-sity A Working Document, Department of Education of Newfoundland
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and Labrador, 2001.
This document provides information on the adolescent learner,theoretical perspectives, and strategies and approaches for use byclassroom teachers of intermediate grades.
SNOW (Special Needs Opportunity Windows)http://snow.utoronto.ca/
SNOW is a project aimed at supporting educators of studentswith special needs.Included on this site are strategies (See Best Practices) that teach-ers can use when working with students with learning disabilitiesand exceptionalities.
Teachers are encouraged to avail of the expertise of the studentsupport services personnel at their school and district office whenworking with students with learning disabilities andexceptionalities.
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Learning Resources Audio/Video
Le Français chez nous & cassetteAquila Communications
Matt Maxwell Collection (Audio cassettes, activity packages)Poster Pals
Gregg Lerock Cassette SeriesPoster Pals
Jacquot Collection (Music video & cassettes)Poster Pals
Communication 1 (Workbook and cassette)Centre Educatif et Culturel
Mission possible (Video)Tralco-Lingo Fun
Reading Resources
Série Aventure (Illustrated readers, audio cassettes, and activitypacks)
Pearson Education Canada
Lire davantage (Illustrated readers)The Resource Centre
SpiralireThe Resource Centre
Collection LireAquila Communications Ltd.
Lectures junior (Readers)
SpiralireThe Resource Centre
Rigodon..Fêtons ! (Culture Resource)The Resource Centre
Rigodons..Voyageons ! (Culture Resource)The Resource Centre
Collection Déclic (Biographies)Chenelière McGraw-Hill
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Reproducibles/Trousses d'activités
Le Canada, eh !Tralco-Lingo Fun
Pot-Pourri 1, 2, & 3 (Blackline Masters)Tralco-Lingo Fun
Les Provinces du CanadaTralco-Lingo Fun
Creative Cartoon CapersTralco-Lingo Fun
Fun French PlaysTralco-Lingo Fun
Multicultural Fairy TalesTralco-Lingo Fun
Les Provinces du CanadaTralco-Lingo Fun
Surfons sur le netTralco-Lingo Fun
A Picture Is Worth...1000 WordsÉditions Soleil Publishing Inc.
Newspapers/Magazines
Bonjour (Magazine)Scholastic Canada
Le Journal des jeunesC.P. Marion 47007Saint-Boniface, MBR2H 3G9
Games
Questiomanie1 and 2 (Trivia)Poster Pals
French Cultural TriviaTeacher's Discovery
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Reference Material
Bescherelle...l'art de conjuguerÉditions Hurtubise HMH
French Vocabulary Handbook for Canadian SchoolsThe Resource Centre
Avec BrioPearson Education Canada
French Vocabulary PostersPoster Pals
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Teacher References The Provincial Information and Library Resources BoardContact: Jewel [email protected]: 737-3807 Fax: 737-3958Access the video collection of the Department of Educationand the National Film Board
Mosaic – A Journal for Language TeachersÉditions Soleil Publishing Inc. Welland, Ontario (publishedfour times per year)
RéflexionsThe Journal of the Canadian Association of Second LanguageTeachers (CASLT) Nepean, Ontario
The Canadian Modern Language ReviewUniversity of Toronto Press; North York, Ontario publishedfour times annually
Voyons!(Newsletter of the Modern Languages Special Interest Coun-cil Newfoundland and Labrador Teachers’ AssociationSt. John’s, Newfoundland)
Websites 1. www.cpf.nfld.net/Click on Education, then students.
2. www.caslt.orgActivities incorporating technology into French secondlanguage curriculum
3. www.rubistar.4teachers.orgA site to assist teachers to devise their own rubrics.
4. www.weatheroffice.ec.gc.caComplete weather information for Canada.
5. www.askjeeves.comQuestions about French customs and conventions
6. www.statcan.caStatistics Canada website
7. www.pch.gc.caCanadian Heritage website
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8. www.carnaval.qc.caThe official Québec Winter Carnival website
9. http://french.about.com/library/weekly/aa042701.htmA site with information on language elements, Mots du jour,expressions, listening comprehension activities.
10. www.nlc-bnc.ca/8/11/rll-201-f.htmlThe lyrics of our national anthem
11. www.canadianheritage.gc.ca/progs/multi/index_e.cfmInformation on multiculturalism in Canada
12. www.apf.ca/A site linking to francophone newspapers
13. http://alpages05.ouvaton.org/rre/article.php3?id_article=588Hot Potatoes: This enables one to create interactive multi-ple-choice, short answer, gap fill exercises for the World WideWeb.
14. www.caslt.org/2ndlang/project/00011/frn_o/00011.htmA site enabling students to learn about well-known FrenchCanadians
15. http://fis.ucalgary.ca/repsit/civilisation_canada.htm#personnesA site on francophone civilization in Canada which includesinformation on First Nations, la Nouvelle France, l’Acadie,well-known people, contemporary Québec.
16. www.lesplan.comLe Monde en marche : a monthly news activity with a varietyof activities from news articles to mapping skills.
17. www.utm.edu/departments/french/french.htmlTennessee Bob’s Famous French Links: A site that provideslinks on a wide range of topics including books and litera-ture, history of France and the francophone world, virtualfrancophone tourism.
Additional sites containing activities based on vocabulary, expres-sions, listening comprehension and language elements
www.bonjourdefrance.com/index/indexvocab.htmlwww.bbc.co.uk/languages/french/lj/menu.shtmlwww.bbc.co.uk/languages/french/talk/www.bbc.co.uk/languages/french/experience/http://fis.ucalgary.ca/repsit/langue_vocabulaire.htm
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Bejarano, Yael. AA Cooperative Small-Group Methodology in theLanguage Classroom.@ TESOL Quarterly, 21, 3 (1987):483-501.
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Canadian Association of Second Language Teachers. “StudentEvaluation in a Multidimensional Core French Curricu-lum.” National Core French Study. Toronto, 1989.
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Ervin, Gerard L. “Using Warm-Ups, Wind-Ups, and Fillers: All ofYour Class Time is Valuable!” Foreign Language Annals, 15,2 (1982): 95-99.
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Gardner, Howard. (1983). Frames of Mind: The Theory of Multi-ple Intelligences.
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Graman, Tomas L. “Teaching and the Routes to Learning aSecond Language.” Foreign Language Annals, 19, 5 (Octo-ber 1986): 381-89.
Harper, Jane, and Madeleine Lively. “Conversation Classes:Activities and Materials That Encourage Participation.”Foreign Language Annals, 20, 4 (September 1987): 337-43.
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Howden, Jim & Martin, Huguette (1997). La Coopérartion au fildes jours : des outils pour apprendre à coopérer. Montréal,Québec : Les Éditions de la Chenelière inc.
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Ontario, Ministry of Education. French for Basic Communication:Resource Guide. Toronto, 1987.
Pelletier, Raymond J. “Prompting Spontaneity by Means of theVideo Camera in the Beginning Foreign Language Class.” Foreign Language Annals, 22, No. 3, (1990): 227-233.
Piper, David, and Terry Piper. “Reality and Second-Language Role-Play.” The Canadian Modern Language Review, 4, 1 (1983):82-87.
Ramirez, Arnulfo G. “Language Learning Strategies Used byAdolescents Studying French in New York Schools.” ForeignLanguage Annals, 19, 2 (April 1986): 131-41.
Reiss, Mary-Ann. “The Good Language Learner: Another Look.”The Canadian Modern Language Review, 41, 2 (1985): 511-23.
Saskatchewan Department of Education. A Curriculum and Re-source Guide for the middle level. Regina, 1995.
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Kagan, Spencer. (1998). Multiple Intelligences : The Complete MIBook. Kagan Cooperative Learning.
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---------------------------------------. Teaching and Learning WithYoung Adolescents : Celebrating Diversity. St. John’s, 2001: 16-20.
---------------------------------------. Teaching Students with LearningDisabilities. St. John’s, March 1999.
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Vandergrift, Laurens. “Second Language Writing and Correction:Towards an Improved Model for Composition Correction.”Canadian Modern Language Review, 42, 3 (1986): 658-67.
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